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111 英語(yǔ)：Unit5《The power of nature》教案（7）（新人教版選修6） The fifth period Listening Listen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear. 1. First listening 1) Set Exercise 1. Remind students that they are required only to listen to names of the three scientists and to try to understand the gist of each recount. 2) check answers. Ask students to recall what happened to each speaker, in general terms only, they are not expected to remember details at this stage. 2.Second listening 1) This time students will be listening for details. Stop the tape after each speaker and give students time to write their answers. Check answers before moving to the next speaker. 2) At this point, you could ask students work in groups of three, each taking the role of one of the volcanologists and recounting the story to others in the group. Before they start, ask them for some useful expressions to talk about fear and anxiety. Write these on the board and suggest students use these in their recounts. Eg: I was very worried that… I was trembling … I was still terrified. I was so nervous that … I was so anxious that… 3.Third listening This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3 in order to identify who said what. These sentences model ways of expressing fear and anxiety. 1) Having individual students read the sentences aloud to the class. Ask them to try to recall who said each one. Ask them to write their guesses in their books in the left-hand margin beside the expressions. 2) Play the tape for students to identify the expressions and record the name of the speaker in the SB. It may be necessary to play the tape more than once. Check answers by playing the tape and stopping when one of the expression is heard. 1. Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions. 4. Ex: speaking Think of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can use your imagination if you have not experienced any of these things. Tell your partner about your experience and how you felt. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of.. The sixth period Using language This reading passage is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin provinc. 1. Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about Changbaishan. 2. Read the questions before reading passage and ask students to read through the passage as quickly as possible. u Changbaishan is the second largest nature reserve in China. (F) u The peak of Changbaishan can reach as high as 2,000 meters. (T) u You can see a lot of black bears, leopards or cranes in Changbaishan. (F) u Tianchi is a lake in the crater of an extinct volcano. (T) u The ancestors of the Manchu people were believed to be good at language and persuasion. (F) 3. Read the questions that appear before the reading passage. As going through each question discuss which key words are and have students underline them. Point out that they do not need to understand every word in the passage in order to find the answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer. 4. Check answers. 5. some explanations: The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of plants and animals. 這里的地面高度從海拔700米到2，000多米不等， 是各種各樣的動(dòng)植物的生長(zhǎng)地。 vary v. 呈現(xiàn)不同 ；改變，變化: My husband varies the vegetables he plants each year.我的丈夫每年都種不同的蔬菜。 vary from…to… 由…到…不等； 從…變?yōu)椤?: These fish vary in price from ￡3 to ￡5. 這些魚的價(jià)格從3鎊到5鎊不等。 Her mood varied from optimism to extreme depression. 她的情緒由樂(lè)觀一變而極為消沉。 variety (質(zhì)量，種類或特征的)變化： You need a lot of variety in your diet. 你的膳食要多樣化 種類，品種： different varieties of bananas 不同品種的香蕉 6. Assign writing task: on page40 in the SB 111