评测练习：
Ⅰ.?根据语境从方框中选择恰当的短语填空，有的需要变换形式。
1.
—Excuse
me.
Do
you
know
how
to
get
to
the
park?
—Sorry,
I
don’t
know.
You
can
ask
_____________
else.
2.
Mike’s
two
dogs
are
running
________
over
there.
3.
His
bedroom
is
not
big.
It’s
only
ten
________
metres.
4.
These
___________
fishes
come
from?South
America.?
II.?根据汉语意思完成英语句子，每空一词。
1.?我答应给他写信但是我没写。
I
__________
________
________
to
him
but
I
didn’t.
2.?昨天我们游览了长城，但很遗憾天气不好。
Yesterday
we
visited
the
Great
Wall,
but
______
______
______
______
that
the
weather
wasn’t
fine.
3.?在课堂上睡觉是不对的。
________
is
_______
________
sleep
in
class.
4.?吉姆走出教室没有弄出任何噪音。
I’m
walked
out
of
the
classroom
________
________
________
________.
5.?周末我喜欢和我父母待在一起。
At
weekends
I
like
________
________
my
parents.
square,
somebody,
about,
freshwater???教材分析：
本单元以电子邮件的形式，由贝蒂向读者介绍了她游览张家界国家森林公园的经历。文章用了比较典型的英文写作方式，按时间顺序介绍了作者的旅行经历和计划。作者开门见山介绍了张家界的地理位置、面积、景致和特征，然后按照时间顺序介绍了昨天、今天的旅行经历和明天的旅行计划。本文作者还从个人旅行经历的角度来介绍张家界国家森林公园，使读者感觉非常亲切自然。这种写作方式在一定程度上与西方人注重逻辑思维、情感表达相对直接有关。为了让学生感知中英文写作方式的差异，作者特别在写作环节安排了观察与思考的活动，希望老师能够重视并引导学生关注这一点。学情分析：
这些学生英语基础不好，在听说读写的方面都存在一些问题，为了使同学们能够听懂,所以我在讲课时语速适当放慢了些。有些同学在平时上课时还是比较积极的，但这次录课学生们还是有些紧张，所以在回答问题时没有放开，不如平时活跃些。
本课的教学对象是初中二年级的学生，具有一定的词汇运用能力和阅读能力，能够在教师的帮助下或根据图片用简单的语言描述自己或他人的经历；能从简单的文章中找出相关信息，理解大意。并且八年级的学生对于旅行的话题，介绍旅游景点的文章很感兴趣通过本课可以增强学生的环境保护意识，激发学生对祖国大好河山的热爱。外研社《新标准英语》（八年级下册）
Module
8
unit
2
We
thought
somebody
was
moving
about.
教学设计
Teaching
Models:
Reading
and
writing
Teaching
Methods:
Interactive
approach
Teaching
Aims:
To
understand
specific
information
in
the
reading
material
To
understand
the
sequence
of
events
To
be
able
to
write
a
passage,
using
clues
Teaching
Key
points:
Key
vocabulary--square,
kilometer,
human,
wake,
wake
sb.
up,
somebody,
path,
pull
Key
structures--
We
thought
somebody
was
moving
about.
Lingling’s
uncle
said
it
was
an
animal.
...,
and
found
it
was
just
a
hungry
monkey
looking
for
food.
Teaching
aids:
Powerpoint,
multimedia
Teaching
Procedures:
Step
1
Lead-in
Look
at
some
pictures
and
talk
about
“What
do
you
know
about
Zhangjiajie?”
Then
lead
in
the
title.
Step
2
New
vocabulary
Show
the
new
words
then
lead
students
to
read
them:
kilometer,
human,
wake,
wake
sb.
up,
somebody,
path,
pull
Step
3
Listen
and
pay
Listen
to
the
email
,and
get
students
to
pay
attention
to
the
pronuciation
and
intonation.
Step
4
Skim
reading
Skim
the
email
and
find
the
main
idea
for
Paragraph
1,
2,
3
and
4.
Step
5
carefull
reading
●Read
Para
1
carefully
and
check
your
answers
to
Activity
2.
1.Where
is
it?
2.How
large
is
it?
3.Where
can
you
stay?
4.
What
animals
can
you
see?
5.
What
is
the
most
famous
thing
to
see?
●Read
Paragraph
2
carefully
and
fill
in
the
blanks.
1.
Last
night
we
___________________.
2.
During
the
night,
we
heard
a
noise!
It
___________.
3.
We
came
out
without
______________
.
4.And
found
it
was
just
a
hungry
monkey
___________________.
●Read
Paragraph
3
carefully
and
tell
(T)
or(
F).
1.
This
morning,
they
climbed
Mount
Tianzi.
(
)
2.
From
the
top
they
saw
the
lakes
and
forests.
(
)
3.
Betty
pulled
a
leaf
off
a
plant
and
she
feels
proud.
(
)
●Read
Paragraph
4
and
answer
the
questions.
1.Where
are
they
going
tomorrow?
2.When
will
they
go
back
to
school?
Step
6
Post
reading
Reading
the
passage
and
number
the
correct
order(Act
4):
a)
Betty
pulled
a
leaf
off
a
plant.
b)
The
noise
woke
everybody
up.
c)
They
climbed
Mount
Tianzi.
d)
A
monkey
made
some
noise.
e)
They
camped
by
a
small
lake.
f)
Lingling’s
uncle
said
that
people
should
protect
everything
in
Zhangjiajie.
Step
7
Retelling:
Read
by
yourself
and
fill
in
the
blanks
to
retell
the
text.
This
morning
we
_________
Mount
Tianzi.
It
was
a
pity
that
we
could
only
see
the
mountain
tops
above
the
______.
But
I
got
the
idea
that
we
should
_______
everything
there
on
the
way
to
the
camp.
And
tomorrow
we’re
going
to
Dongting
Lake
—
the
______
largest
__________
lake
in
China.
This
morning
we
_________
Mount
Tianzi.
It
was
a
pity
that
we
could
only
see
the
mountain
tops
above
the
______.
But
I
got
the
idea
that
we
should
_______
everything
there
on
the
way
to
the
camp.
And
tomorrow
we’re
going
to
Dongting
Lake
—
the
______
largest
__________
lake
in
China.
How?large?is?it?
about?480?square?kilometres
Where?is?it?
about?400?kilometres?from?Changsha
What?can?you?see?
mountains,?rivers,?forests,?many?kinds?of?plants?and?animals?(There?be/you?can?see)
What?is?special?
strange?shape?of?tall?rocks,?beautiful?sights(be?famous?for)
Where?can?you?sleep?
hotels?or?camps(you?can?sleep/?stay?in)
Step
8
Writing
Write
a
passage
about
Zhangjiajie
,using
the
following
information
about
it.
Step
9
达标测试
Ⅰ.?根据语境从方框中选择恰当的单词填空。
1.
—Excuse
me.
Do
you
know
how
to
get
to
the
park?
???
—Sorry,
I
don’t
know.
You
can
ask
_____________
else.
2.
Mike’s
two
dogs
are
running
________
over
there.
3.
His
bedroom
is
not
big.
It’s
only
ten
________
metres.
4.
These
___________
fishes
come
from?South
America.?
II.?根据汉语意思完成英语句子，每空一词。
1.?我答应给他写信但是我没写。
I
__________
________
________
to
him
but
I
didn’t.
2.?昨天我们游览了长城，但很遗憾天气不好。
Yesterday
we
visited
the
Great
Wall,
but
______
______
______
______
that
the
weather
wasn’t
fine.
3.?在课堂上睡觉是不对的。
________
is
_______
________
sleep
in
class.
4.?吉姆走出教室没有弄出任何噪音。
I’m
walked
out
of
the
classroom
________
________
________
________.
5.?周末我喜欢和我父母待在一起。
At
weekends
I
like
________
________
my
parents.
Step
10
Homework
板书设计：
M8
Time
off
Unit
2
We
thought
somebody
was
moving
about
Words
and
phrases:square,
kilometer,
human,
wake,
wake
sb.
up,
somebody,
path,
pull
Key
structures:
We
thought
somebody
was
moving
about.
Lingling’s
uncle
said
it
was
an
animal.
...,
and
found
it
was
just
a
hungry
monkey
looking
for
food.
Module
8
Time
off
Unit
2
We
thought
somebody
was
moving
about.
(Reading
阅读课
)
一、课型
R
eading
阅读课
二、教学目标
T
o
understand
specific
information
in
the
reading
material
T
o
understand
the
sequence
of
events
T
o
be
able
to
write
a
passage,
using
clues
三、核心内容
K
e
y
vocabulary-square,
kilometre,
human,
wake,
wake
sb.
up,
somebody,
about,
path,
pull
K
ey
structures-We
thought
somebody
was
moving
about.
Lingling’s
uncle
said
it
was
an
animal.
...
,and
found
it
was
just
a
hungry
monkey
looking
for
food.
四、教学工具
Multi-media,
PPT
五、教学过程（
Teaching
procedures
）
Step
1.
Words
and
expressions
设计意图：让学生熟悉新的单词和短语，利于学生对文章的理解和掌握，
提高学习效率和课堂质量。
Step
2.
Lead
in
(
引入
)
What
do
you
know
about
Zhangjiajie?
Can
you
answer
the
questions?
1.
Where
is
it?
2.
How
large
is
it?
3.
Where
can
you
stay?
4.
What
animals
can
you
see?
1
5.
What
is
the
most
famous
thing
to
see?
设计意图
：向学生展示张家界国家森林公园的图片，从而激发学生对话题
的兴趣和参与积极性。
Step
3.
Now
let’s
enjoy
a
video
about
Zhangjiajie
to
get
more
information.
设计意图：
引起学生兴趣，帮助学生巩固新的单词，为下一步的阅读做准
备。
Step
4
.
Read
the
email
and
check
your
answers
to
the
questions.
1.
Where
is
it?
2.
How
large
is
it?
3.
Where
can
you
stay?
4.
What
animals
can
you
see?
5.
What
is
the
most
famous
thing
to
see?
设计意图：
要求学生核对阅读前问题的答案，培养学生的细节理解能力。
Step
5
.
Reading.
1.
Fast
reading(
快速阅读
)
to
match
the
main
ideas
with
the
paragraphs.
设计意图：让学生们理解每一个自然段的段落大意，培养学生获取文章
段落大意以及精细信息的能力，并为下面的细节阅读做准备。
2.
Read
paragraph
1
and
retell.
2
设计意图：培养学生抓取信息整合信息的能力。
3.
Read
paragraph
2&3
and
number
the
sentences
in
the
correct
order.
a)
Betty
pulled
a
leaf
off
a
plant.
b)
The
noise
woke
everybody
up.
c)
They
climbed
Mount
Tianzi.
d)
A
monkey
made
some
noise.
e)
They
camped
by
a
small
lake.
f)
Lingling’s
uncle
said
that
people
should
protect
everything
in
Zhangjiajie.
设计意图：
本活动要求学生按照课文描述的先后顺序给这几个句子排序。
理解事件发生的顺序是课标四级对阅读的要求之一，所以在此对学生进行
这方面的训练是很有必要的。
4.
Read
Paragraph
4
and
answer
the
following
questions.
1.
Where
are
they
going
tomorrow?
2.
When
will
they
go
back
home?
设计意图：培养学生获取细节信息的能力。
Step
6
.
Let’s
read
together.
(
Listen
and
read)
设计意图：通过跟读纠正自己的语音语调，进一步掌握课文内容。
Step
7.Pay
attention
to
the
object
clauses
with
that
/
(that).
设计意图：语法讲解，落脚于课本中的句子，便于学生理解掌握。
Step
8.
Fill
the
blanks
to
retell
the
text.
I’m
having
a
wonderful
time
in
Zhangjiajie.
It’s
famous
for
the
_______
_______
of
its
tall
rocks.
Last
night
we
_______
by
a
small
lake.
During
the
night,
a
noise
_____
_________
____.
We
thought
somebody
was
_______
_______.
At
last,
we
found
it
was
just
a
hungry
monkey
looking
for
food.
This
morning
we
_______
Mount
Tianzi.
It
was
a
pity
that
we
could
only
see
the
mountain
tops
above
the
______.
But
I
got
the
idea
that
we
should
_______
everything
there
on
the
way
to
the
camp.
And
tomorrow
we’re
going
to
Dongting
Lake
-
the
______________
freshwater
lake
in
China.
设计意图：根据课文内容，来复述这一篇文章，为课下的写作做准备。
3
Step
9.
Complete
the
sentences
with
the
correct
form
of
the
words
in
the
box.
1.
Are
there
rocks
in
_______
or
animal
_______
in
your
home
town?
2.
How
many
___________
is
Zhangjiajie
from
your
home
town?
3.
Is
it
safer
to
walk
along
a
______
or
climb
over
rocks?
4.
Where
do
you
______
you
were
right
now?
设计意图：帮助学生巩固本单元的重点词汇。
Step
10
.
Exercises
设计意图：帮助学生巩固本单元的重点短语，加深学生对本节课知识点、
重难点的印象和理解。
Step
11
.
Homework
（
Finish
Activity
8
on
Page
67.
）
Choose
the
most
important
or
interesting
facts
about
Zhangjiajie
and
write
a
passage
about
it.
Zhangjiajie
is
about
480
square
kilometres.It
is
about
400
kilometres
from..
Paragraph
1
_____
Paragraph
2
_____
Paragraph
3
_____
Paragraph
4
_____
A.
Descriptions(描述)
of
Zhangjiajie
B.
The
travel
plan
for
tomorrow
C.
The
experience
of
climbing
Mount
Tianzi
today
D.
A
camping
experience
at
last
night
square,
somebody,
about,
freshwater???课后反思：
从总体上看，本节课达到了新课程标准要求的预期目标，真正体现出了高效课堂教学。首先，注重了学生的主体地位，注重让学生成为课堂的主人。运用“启发性和任务型”教学引导学生解疑破难，很好地培养了学生自主学习的能力，通过让学生通过“读一读、答一答、写一写、议一议”等多种教学方式，极大激发了学生学习积极性，活跃了课堂气氛，学生参与度高。从学生课堂反馈情况来看，学生参与度高，学习积极主动，能够很好地在老师的启发引导下解疑破难，很好地完成了学习任务。一点不足就是学习生词和短语时，尽量做到词不离句，正真让学生在语境中学习领会单词，效果会更好。
本节课在阅读问题设计时由简入难，能够兼顾到班级不同层次的学生层面，让每位学生都有积极发言的机会；通过图片以及视频的方式激发学生学习兴趣，导入正文。但学生自主活动较少，英语交流较少，各教学环节时间安排也不够合理。在今后的教学过程中应更合理地安排各教学环节的时间，给学生更多的自由练习的空间，最大化感受到英语学习的成就感。课标分析：
●知识与技能：
1、能正确地读写重点词汇与短语。
2、能用that
引导的宾语从句表达观点。
3、能谈论旅行或远足经历。
●过程与方法：
1、能听懂有关旅行或远足经历的段落，并能从中获取大意和细节信息。
2、能利用所学语言知识介绍国家风景名胜。
3、能根据所给提示书写介绍旅游胜地的短文。
●情感态度与价值观：
1、加深对自然风景区的了解，增强学生的环保意识。
2、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。基础教育阶段英语课程目标的各个级别均以学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的综合行为表现为基础进行总体描述。八年级课程四级应达到的综合语言运用能力目标的总体描述是明确自己的学习需要和目标，对英语学习表现出较强的自信心。能就熟悉的生活话题交流信息和简单的意见。能读懂短篇故事。能尝试使用不同的教育资源，从口头和书面材料中提取信息，扩展知识，解决简单的问题并描述结果。能在学习中相互帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。
本课遵循课标的指导，运用skimming,
scanning阅读方法，
从阅读材料提取信息，解决问题并描述结果，通过自学与合作学习
的方式读懂有关旅行经历的文章并获取具体信息，理解事件发生的
顺序，根据所给提示介绍旅游胜地，加深对自然风景区的了解，增
强学生的环保意识。观评记录:
参加观评课的老师：
邵传景
裴彦龙
宋兰英
王景先
路明山
闫秋景
王国军
评价要点：
（一）优点
1、任老师教学基本功扎实，步骤安排合理，重难点突出，教态亲切、自然，有亲和力和感染力。
2、思路清晰，环环相扣。本课时从导入到读写任务，从最基本的单词、短语到句型、语段，由浅入深，符合学生的语言学习规律。
3、任老师运用“启发性和任务型”教学引导学生解疑破难，很好地培养了学生自主学习的能力。
4、驾驭课堂教学能力强，活动形式多种多样，既有生生互动，师生互动，还有整体活动，及个体活动，课堂气氛活跃。
5、三维目标安排合理，注重了学生的主体地位，注重让学生成为课堂的主人，小组合作学习无处不在，有效地提高了课堂效率和目标达成率。
（二）需要调整和改进的地方
在课堂练习的设计中可以多设计一些分层的练习，让每个层次的学生都能取一定的收获。
本节课是一节阅读课，先从词汇入手，解决了课文学习过程中的生词障碍问题，然后以图片和问题的方式导入正文，紧接着以视频的方式帮助学生接下来更好地理解掌握课文内容。激发了学生学习兴趣，也为下一步的教学环节做了铺垫。阅读环节，由简入难，了解文章段落大意，然后逐段阅读，并设置不同的问题，包括复述、排序、回答问题等，照顾到不同层次学生的能力水平，同时培养学生获取具体信息的能力。学生跟读课文，能及时纠正错误发音，掌握正确的语音语调，随后通过课文中出现的that引导的宾语从句，加深对语法知识的理解与掌握。最后通过填写关键信息、选词填空、查找重点短语等方式巩固本节课重点知识。总体上教学环节的设计是符合本班级学生的基本情况的，课堂上学生表现较为积极主动，一定程度上取得了不错的教学效果。但教师本人英语口语水平有待提高，各教学环节在时间安排上应更合理，多给予学生自主活动与交流的时间。(共17张PPT)
Unit
2
We
thought
somebody
was
moving
about.
Module
8
Time
off
莘县魏庄镇中心初级中学
任金鹏
1.Look
and
talk:
What
do
you
know
about
Zhangjiajie?
kilometre
shape
human
wake
(woke;
woken)
wake
sb.
up
n.
千米；公里
n.
外形；形状
n.
人
v.
唤醒；醒来
唤醒某人
somebody
about
path
pull
pron.
某人；有人
adv.
向四周；向各处
n.
小路；路径
v.（用手）拉，牵，扯
2.words
and
expressions:
3.Listen
and
pay:
Listen
to
the
email
,and
get
students
to
pay
attention
to
the
pronuciation
and
intonation.
Skim
the
email
and
find
the
main
idea
for
Paragraph
1,
2,
3
and
4.
Paragraph
1
_____
Paragraph
2
_____
Paragraph
3
_____
Paragraph
4
_____
A.
Descriptions(描述)
of
Zhangjiajie
B.
The
travel
plan
for
tomorrow
C.
The
experience
of
climbing
Mount
Tianzi
today
D.
A
camping
experience
at
last
night
A
D
C
B
4.
Skim
reading
:
1.
Where
is
it?
2.
How
large
is
it?
3.
Where
can
you
stay?
4.
What
animals
can
you
see?
It’s
about
480
square
kilometres.
You
can
stay
in
camps
or
hotels.
You
can
see
monkeys.
It’s
in
Hunan
Province.
Read
Para
1
carefully
and
check
your
answers
to
Activity
2.
5.
Carful
reading
1.Last
night
we_____________________.
2.During
the
night,
we
heard
a
noise!
It
_
___________.
3.We
came
out
without
______________
.
4.And
found
it
was
just
a
hungry
monkey
___________________.
camped
by
a
small
lake
woke
everybody
up
looking
for
food
making
any
noise
Read
Paragraph
2
carefully
and
fill
in
the
blanks.
5.
Carful
reading
Read
Paragraph
3
and
tell
T
or
F.
1.
This
morning,
they
climbed
Mount
Tianzi.
(
)
2.
From
the
top
they
saw
the
lakes
and
forests.
(
)
3.Betty
pulled
a
leaf
off
a
plant
and
she
feels
proud.
(
)
T
F
sorry
F
They
could
only
see
the
mountain
tops
above
the
clouds.
4.
Carful
reading
Read
Paragraph
4
and
answer
the
questions.
Where
are
they
going
tomorrow?
They
are
going
to
the
second
largest
freshwater
lake
in
China,
Dongting
Lake.
When
will
they
go
back
to
school?
Next
week.
5.
Carful
reading
Reading
the
passage
and
number
the
correct
order(Act
4).
a)
Betty
pulled
a
leaf
off
a
plant.
b)
The
noise
woke
everybody
up.
c)
They
climbed
Mount
Tianzi.
d)
A
monkey
made
some
noise.
e)
They
camped
by
a
small
lake.
f)
Lingling’s
uncle
said
that
people
should
protect
everything
in
Zhangjiajie.
1
4
2
3
5
6
6.
Post
reading
:
Now
read
by
yourself
and
fill
in
the
blanks
to
retell
the
text.
I’m
having
a
wonderful
time
in
Zhangjiajie.
It’s
famous
for
the
_______
_______
of
its
tall
rocks.
Last
night
we
_________
by
a
small
lake.
During
the
night,
a
noise
_________
________
____.
We
thought
somebody
was
_______
_______.
At
last,
we
found
it
was
just
a
hungry
monkey
looking
for
food.
strange
shape
camped
woke
everybody
up
moving
about
7.
Retelling:
This
morning
we
_________
Mount
Tianzi.
It
was
a
pity
that
we
could
only
see
the
mountain
tops
above
the
______.
But
I
got
the
idea
that
we
should
_______
everything
there
on
the
way
to
the
camp.
And
tomorrow
we’re
going
to
Dongting
Lake
—
the
______
largest
__________
lake
in
China.
climbed
clouds
protect
second
freshwater
Write
a
passage
about
Zhangjiajie
,using
the
following
information
about
it.
How
large
is
it?
about
480
square
kilometres
Where
is
it?
about
400
kilometres
from
Changsha
What
can
you
see?
mountains,
rivers,
forests,
many
kinds
of
plants
and
animals
(There
be/you
can
see)
What
is
special?
strange
shape
of
tall
rocks,
beautiful
sights(be
famous
for)
Where
can
you
sleep?
hotels
or
camps(you
can
sleep/
stay
in)
8.
Writing:
Ⅰ.??根据语境从方框中选择恰当的单词填空。
?
1.
—Excuse
me.
Do
you
know
how
to
get
to
the
park?
???
—Sorry,
I
don’t
know.
You
can
ask
_____________
else.
2.
Mike’s
two
dogs
are
running
________
over
there.
somebody?
square,
somebody,
about,
freshwater???
about?
9.
达标测试:
3.
His
bedroom
is
not
big.
It’s
only
ten
________
metres.
4.
These
___________
fishes
come
from?South
America.?
square
freshwater
Ⅱ.?根据汉语意思完成英语句子，每空一词。
1.?我答应给他写信但是我没写。
I
__________
________
________
to
him
but
I
didn’t.
2.?昨天我们游览了长城，但很遗憾天气不好。
Yesterday
we
visited
the
Great
Wall,
but
______
______
______
______
that
the
weather
wasn’t
fine.
promised
to
write?
it
was
a
pity
3.?在课堂上睡觉是不对的。
________
is
_______
________
sleep
in
class.
4.?吉姆走出教室没有弄出任何噪音。
Jim
walked
out
of
the
classroom
________
________
________
________.
5.?周末我喜欢和我父母待在一起。
At
weekends
I
like
________
________
my
parents.
It
wrong
to?
without
making
any
noise
staying
with
2.聊城是一个美丽的城市，素有“江北水城”之美誉。假设你是校对外旅游社团的小记者，请你用英语写一篇不少于60词的短文，介绍美丽的聊城，欢迎大家到聊城旅游。
1.
Write
the
key
words
and
phrases.
10.
Homework:效果分析:
在授课过程中，始终引导自主思考和学习，不断激发学生语言学习的兴趣，提高主动参与的积极性的。利用小组合作学习的模式，让学生们在合作中互相帮助互相学习。
1准备充分，创设语境。教师的语音清晰、语调得当，给学生创造了良好的说的氛围。
2由浅入深，环环相扣。本课时从导入到语言操练，从最基本的单词、短语到句型、语段，由浅入深，符合学生的语言学习规律。
3学以致用，效果扎实。本节以学生读写为主，着重培养学生的阅读能力和写作能力，学生积极主动，课堂目标达成率高。
4小组合作，提高效率。小组合作学习既有利于落实任务教学，又可以形成生生互助的学习氛围，在课堂学习中，我积极引导学生在读写能力上反复操练，学生们在学习中体会到了学习知识的喜悦，本节课充分体现出学生的主体地位和教师的主导作用。
通过这节课的学习，学生进一步加深了对that引导的宾语从句的理解，了解了英文写作方式与中文写作方式的不同，通过介绍张家界国家森林公园以及描述贝蒂的旅游经历，激发了学生对大自然的热爱，唤起学生的环境保护意识。教学环节由简到难，层层递进，通过阅读获取具体信息，理解事件发生的顺序。
