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通过阅读外国人对我国旅游胜地的描述，激发学生对祖国大好河山的热爱，培养学生的跨文化交流意识。学习能力能通过对比发现中英文写作方式的不同，从而更好地理解英语文章，以读促写。 教学重点通过略读理解文本特征，读懂有关旅行经历的文章并获取细节信息；
基于文本内容，进行合理推断、评判，训练逻辑性思维、批判性地思维和创造性思维。教学难点因缺乏对思维的训练，学生在基于文本内容，进行合理评判，表达自己想法的方面存在一定困难；
学生在对比描写张家界的两篇文章的不同时可能存在部分语言障碍。运用任务学会仿照课文，利用所学语言知识介绍家乡名胜。学习技能学习层次教学媒体听说读写知道理解运用黑板录音录像课件语词√√√√结构√√√√√√√√√课文√√√√
课堂教学过程
时间教学
步骤教学流程教学意图师生活动2Warming-upWatch a short video clip and talk about what the rocks are like. (learn: in strange shapes/human)通过片段展示，激活关于本课文的背景知识，促使学生进入学习状态, 激发学生的表达欲望。3-6Lead-inLead in the place of interest: Zhangjiajie
Brainstorm: What do you know about Zhangjiajie? (A2)
Where is it?
Where can you stay/live?
What animals can you see?
What is the most famous thing to see?
Have Ss talk about “Where can you stay/live?” and tell why. Check the different experiences that Ss have in their real life.引出张家界这一名胜，通过几个问题进行头脑风暴，以旧带新，为下文的理解进行铺垫。并学会结合自身经历针对某一问题发表自己的看法。7-13SkimmingRead the passage and learn about the features of an email;
Read the subject of the email “Wonderful time in Zhangjiajie” and the title of Unit 2 “We thought somebody was moving about.” and guess the main idea of the passage and what would be written in the email.通过阅读，了解邮件特征，培养思维的准确性；并通过邮件主题，了解全文信息，猜测邮件主要内容，培养学生分析推断的思维品质。Scan the passage again to find out the main idea of each paragraph and match the headings with them. (Underline the key words or sentences.) 浏览余文，通过增补段落小主题，开展匹配，检测细节信息理解。14-32Close-
readingRead through the 2nd paragraph and answer questions (i.e. check the answers in A2). Learn some new words (square kilometers, while) in contexts.
Get Ss to number the sentences in the correct order(顺序) in A4 and tell why.
Read Para. 3-4 and check. Learn some new words (wake, wake sb. up, pull off) in contexts. Learn about the 1st writing tip.
Read Para.3-4 again and answer questions:
What was the noise? How do you know that?
Did Betty see the lakes and forests from the top of Mount Tianzi? Why?
Lingling’s uncle said that it was wrong to pull leaves off plants in Zhangjiajie. Why? What shouldn’t we do during a trip?
Read and try to get the implication of Lingling’s uncle’s words. Check the different experiences that Ss have in their real life.针对邮件的主体部分，分别开展不同形式的理解检测。
重点针对旅行的经历，理解事件发生的顺序，培养学生的逻辑性思维；
能基于文本内容，进行合理地推断与评判，理解部分文句的深层含义，训练批判性思维、创造性思维；
加深对自然风景区的了解，增强学生的环保意识。
33-40Post-
readingRead Para.2-5 again and complete the mind map.(Worksheet)
Talk about Betty’s journey in Zhangjiajie and give opinions by giving evidence.
Betty says that she is having a wonderful time in Zhangjiajie. Do you think so? Why (not)?
Compare the passage/email with another passage on introduction of Zhangjiajie. Discuss which is better and why. Learn about the differences and the 2nd writing tip.以思维导图检测课文所学；
学以致用，围绕主题进行批判式阅读；