外研版八年级下Module10Unit1英语公开课教案

Module 10 On the radioUnit 1I hope that you can join us one day.1．本单元的单词和短语。

2．本单元的重点句型。

3．复习宾语从句。

4．学习并了解关于介绍广播电视台的语言材料。

1．能听懂简单的英文广播，提取其中的细节信息并进行推断。

2．能够用本单元所学知识谈论关于广播这一话题。

3．能运用宾语从句叙述自己过去的经历。

4．培养学生坚持不懈、努力学习和勇于追求梦想的精神。

1．重点：(1)掌握本单元的重点单词和短语。

(2)掌握宾语从句的用法。

(3)熟练运用各种句型表达自己的看法和建议。

2．难点：(1)从对话中获取具体信息。

(2)如何谈论广播节目。

(3)学会提出建议和警告。

Step 1Warming up and leading in1．Show some pictures of the radio programmes.2．Ask the students to enjoy and talk something about the pictures.(1)Do you like listening to the radio?(2)What kind of programmes do you like?【设计意图】让学生在自由讨论的过程中感受新的语言项目，认识本节课的主题，调动了学生学习的积极性。

Step 2Learning the new words1．Show some pictures of the new words on the screen.Ask some students to talk about the pictures and try saying out the new words.2．The teacher reads the words and let the students read after him/her.3．Organize the students to read the new words together.【设计意图】引导学生谈论图片，通过看图片、读图片的形式巩固单词，为接下来的听力做准备。

英语八下外研版Module10：教案【Unit 1】【精品】Module 10 My perfect holidayUnit 1 I would go to London.一.Teaching Aims and Demands:1. Language KnowledgeKey vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…Key structure:would/wouldn’t do sth; so…that…; although2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Revision and Leading in1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”2.Ask student “What would you like to be?”设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。

外研版八年级下册英语（新）《Module 10 On the radio Unit 1 》教学设计一. 教材分析《Module 10 On the radio Unit 1》主要介绍了无线电广播的发展历程和广播节目的种类。

本节课的主要内容包括：radio的发明和发展，人们通过radio听到的第一个program是LilianRadio，以及现在人们如何通过radio获取信息和娱乐。

通过对本节课的学习，学生能够掌握有关radio的词汇和表达方式，提高听力技能和口语表达能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语进行日常交流。

但是，对于一些关于radio的专业词汇和表达方式，学生可能比较陌生。

此外，学生的听力水平和口语表达能力参差不齐，需要在教学过程中进行针对性的指导和训练。

三. 教学目标1.知识目标：学生能够掌握有关radio的词汇和表达方式，了解无线电广播的发展历程和广播节目的种类。

2.能力目标：学生能够提高听力技能和口语表达能力，能够听懂并简要介绍广播节目。

3.情感目标：培养学生对无线电广播的兴趣和爱好，激发学生学习英语的积极性。

四. 教学重难点1.重点：学生能够掌握有关radio的词汇和表达方式，了解无线电广播的发展历程和广播节目的种类。

2.难点：学生能够提高听力技能和口语表达能力，能够听懂并简要介绍广播节目。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度和积极性。

2.交际型教学法：通过模拟真实的交流场景，培养学生的听力和口语表达能力。

3.情境教学法：通过创设情境，让学生在实际语境中学习和运用英语。

六. 教学准备1.教师准备：准备好相关的教学材料和道具，如radio、耳机等。

2.学生准备：学生提前预习课文，熟悉相关的词汇和表达方式。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们对radio的了解，激发学生的兴趣和好奇心。

A lesson plan for Module 10 On the radioUnit 1 I hope that you can join us one day.设计思路1．结合学生之间的同伴互助，老师教授等各种形式和活动，激发学生原有的知识储备，充分调动学生学习的兴趣和能力。

鼓励学生进行思考和探究的各种活动。

2．充分利用课本内容，挖掘潜在的相关知识，增加学习的深度和广度，抓住一切机会对学生进行文化和情感的渗透。

3．带领学生以课堂为平台，一起分享生活和学习中的乐趣以及经验。

Teaching Objectives1 语言知识目标：帮助学生了解并熟练掌握有关电台、广播节目和播音员工作等词汇的发音，拼写及表述方式。

director, show… around, on air, national, international, interviewAnd we should avoid making any noise in the background.Remember what I said: we need to keep quiet if the red light is on!I think you need to speak English really well.2．语言能力目标：帮助学生通过同伴互助以及老师教授等各种形式和活动激发原有的词汇储备，调动学习的兴趣及能力，正确，熟练的介绍播音员的工作和参观电台要遵守的规则。

3．学习技能目标：帮助学生掌握阅读时筛选，获取主旨和细节信息的技能。

帮助学生养成认真聆听和清晰表述的习惯。

鼓励学生进行思考和探究的活动。

4．情感态度价值观目标：学生通过了解电台，广播节目以及播音员的工作内容，明白从小立志，努力学习、勇于实践，才能实现理想和人生价值。

Difficulties & importanceTry to get specific information from the conversationTry to give advice and warning on a visit to the radio stationTry to talk about favourite radio progammes.Teaching aids:multi-media syestem, blackboard , etc.。

Module 10 My perfect holidayUnit 1 I would go to LondonI. Teaching aims:1. To understand the conversations;2. To get information about how to use “would/wouldn’t for imaginary situations;3. To make a new dialogue.II. Key points:1. To make a new dialogue.2. To grasp the usage of “would/wouldn’t” for imaginary situations.III. Teaching type and the number of the teaching lesson:1. New teaching.1. The first lessonⅣ. Teaching methods:Situational teaching and task-based teaching.V. Teaching steps:Step 1 Lead-in1. Suppose you had enough money and enough time for a holiday, how would you spend your holidays and where would you go. (Possible answers: I would go to USA by plane; I would go to the countryside on foot, etc.)2. Explain to the students that we are now in the classroom and this is only an imaginary situation. The way to express the idea is to use would/wouldn’t. For example: I would …. I wouldn’t ….3. Give more examples to make sure that the students have understood and mastered the use of would/wouldn’t in imaginary situations.4. Drill the students.5. Let students talk in pairs (Make sure the students use would/wouldn’t c orrectly)6. Act out.Step 2 Aims and demands:Show it to the students and help them to know what they should grasp in this class.Step 3 Presentation:Use cards or pictures to teach the words: anywhere, board, flight, food, gate, silly.Step 4.listening:Now let’s listen to a dialogue and see how they would spend the holidays.1. Listen for two times2. Answer the questions (in Activity 1)3. Check the answers.4. Listen for the third time and answer the questions in Activity 2.Step 5 Listening and reading:1. Listen and answer one question:(Task1: What’s Sally’s flight number?)2. Listen again3. Listen for the third timeTask: Choose the best answer. (Activity 4)4. Ask students to read the dialogue by themselves and to underline the difficulties.6. Explain the language points and the grammar for the students.7. Ask the students to make a new dialogue based on the conversation.8. Act out.Step 6 Practice and application1. Answer the questions about the words in the box in Activity2.(Activity5)2. Rewrite the dialogue into a short passage. (It may be left as homework if time is limited.)Step 7 Summary1. Key words and phrases2. How to use would/would in imaginary situations.Step 5 Homework for today1. Describe an imaginary journey.2. Finish the workbook exercises.Module 10 My perfect holidayUnit 2 We wouldn’t know what to doI. Teaching aims:1. Grasp some new words and phrases:business, stomach, burn, enough, go to college, not at all2. Understand the text and grasp the grammar.3. Learn to talk about holidays.4. Learn to use would/would in imaginary situations.II. Important and difficult points:1. Understand the text.2. Grasp the grammar: Use would/would in imaginary situations..III. Teaching type and the number of the teaching lesson:1. New teaching.2. The second lessonⅣ. Teaching methods:Situational teaching and task-based teaching.V. Teaching steps:Step 1 Lead-inThink of an imaginary situation and let the students make a dialogue according to it, make sure the students use would/wouldn’t correctly.For example: Your parents are on a business trip, and you stay at home alone. What would you do and wouldn’t you do?Step 2 PresentationWork in pairs. Think about your daily routine. Which things do you do by yourself, and which things do your parents do for you?Check up with them.Step 3 Reading comprehension1. Learn the new words together:Teach the students the pronunciation and usage of the new words and phrases according to the text.2. Fast readingLet the students read the text quickly, choose the best summary.3. Careful reading(1)This time ask the students to read the text slowly and more carefully, and ask the students to answer the questions.(There are five questions to answer in Activity3)(2)Underline the important and difficult points4. After-readingExplain the meaning and usage of the important and difficult points“so ┅that ┅” and “although” according to some important sentences of the text.Pay special attention to the use of would/wouldn’t in imaginary situations.Step 4 Practice1. Answer the questions about the words in the box.(Read and translate the words.)2. Rewrite the text with your own words.Step 5 Sum upLet the students say out what they have learned this class.Step 6 HomeworkImagine this: your parents are on a business trip, and you stay at home alone. Write a short passage describing what you would do yourself, and what you wouldn’t do.My perfect holidayLanguage in useI. Teaching aims:1. To master the use of “would”, “so … that”, and “although”.2. To learn the new words and phrases by heart.3. To use would/wouldn't in imaginary situations correctly.II. Important and difficult teaching points:How to use would/wouldn’t in to describe imaginary situations.III. Teaching type and the number of the teaching lesson:1. New teaching.2. The third lessonⅣ. Teaching aids: tape recorder and multi-mediaⅤ. Teaching steps:Step 1 warm upThink of an imaginary situation and let students make a dialogue, make sure they use would/would’t correctly.Step 2 Aims and demandsShow it to the students and help them to know what they should grasp in this class.Step 3 Revise the grammars1. Ask the students to read the sentences in language practice and try to understand them.2. Get several students to sum up how to use “would”, “so that”, and“although”.3. check up.Step 3 Do some exercises(Activities 1, 2, 3 5 and 7)Step 4 Quick revisionLet the students go over Unit 1 and Unit 2 quickly and try to grasp the vocabulary and phrases again.Step 5 Do some exercises(Activities 4, 6, and 10)Step 6 Listening and speaking(Activities 8 and 9)Step 7 HomeworkWrite a short passage about your perfect holiday.Module 10 My perfect holidayRevision and ApplicationI. Teaching aims and demands:1. Learn by heart all the words and phrases in Module10.2. Use would/wouldn’t in imaginary situations freely and correctly.3. Write a passage with imaginary situations (Put what we have learned in the module to actual use).II. Important and difficult points:How to use would，wouldn’t in imaginary situations and although, so…that etc.II. Teaching types and time1. Reviewing lesson2. One lessonIII. Teaching methods1. Summary method.2. Students discuss with each other.IV. Teaching aidsMultimediaV. Teaching steps1. Revise the new words and phrases1) Ask the students to have a contest to see who can spell the new words and phrases correctly.2) Have a dictation.2. Revise the grammer1) Ask the students to revise how to use “would/wouldn’t”in imaginary situations, “so… that”, and “although”etc.2) Ask the students to tell what the use of them is by giving explanations or examples. Pay special attention to the use of “would/wouldn’t”.a. would/wouldn’tI would change my present if I were young.He would go to see the famous film if it wasn’t raining.We would go on a trip to Washington if we had a holidays.b. although ≈though they can’t be used with “but” in a sentence as what may happen in Chinese. For instance:Although he was young, he is strong enough to hold up the box.He decided to go hiking though it seemed to be going to rain.c. so … thatNote that in two kinds of sentences can “so…that” be used.He is so young that he can’t go to school.He ran so quickly that he caught up with the car.Note the transformation of “so … that” into “not…enough to” and“too…to…”.The examples above are examples of adverbial clauses of results.He ran fast and fast so that he could catch up with the train.(Adverbial clauses of intentions)3. Do some exercises for consolidation and application:1) Grammar exercises.2) Vocabulary exercises.3) Listening, speaking and pronunciation.4) Reading and writing .4. Check up with them and explain the difficult points.VI. Write a passage with “would/wouldn’t in imaginary situations”. VII. Sum up what we’ve learnt in this class.Ⅷ. Assign homework for today.Revise the main points of this module and prepare for a test.。

外研版八年级下册Module 10 On the radioUnit 1 教案Module 10 On the radioUnit 1 I hope that you can join us one day.一、教学目标1. 听懂并掌握下列词汇及常用表达：director, show, around, avoid, national, international, interview, show sb. around, on air2. 能掌握以下句型：(1) And we should avoid making any noise in the background!(2) Remember what I said: we need to keep quiet if the red light is on.(3) I think you need to speak English really well.3. 能听懂简单的英文广播，提取其中的细节信息并进行推断。

4. 能够谈论自己收听广播的情况。

5. 熟练掌握the修饰不同单词或短语时的读音变化。

6. 通过学习培养学生坚持不懈、努力学习、勇于追求梦想的精神。

二、教学重点及难点重点：1. 掌握本单元重点单词、短语和句型。

2. 复习第九模块所学的宾语从句的用法。

难点：熟练掌握the修饰不同单词或短语时的读音变化。

三、教学准备教学课件。

四、教学过程Step Ⅰ Warming-upLook at some pictures of different kinds of programs on the radio and talk about what program they like to listen.设计意图：发散学生的思维模式，激发他们的学习兴趣，引入本课话题。

Step Ⅰ Pre-listeningWords and expressionsLearn the new words and expressions.设计意图：拓宽学生的词汇量，为接下来的听力活动奠定基础。

Module 10 On the radioUnit 1 I hope that you can join us one day.教学目标【知识与技能】1. 语言目标：能听懂和阅读关于介绍广播电台的语言材料，能编写有关广播的对话。

2. 技能目标：能从课文中明白如何实现理想，实现人生的价值。

【情感、态度与价值观】加强团队合作精神，调动学生的良性竞争意识；了解有关电台实况转播的要素，以及技术发明对人类文明发展的切实意义；了解当下名人成名的奋斗史，用理性的思维体会成功光环背后的努力勤奋与付出。

教学重难点【教学重点】1. 学习重点单词和重点短语on air, avoid doing sth., do an interview with sb.等。

2. 从对话中获取详细信息。

【教学难点】能够给出建议或警告，能够谈论广播节目。

教学准备图片、视频、多媒体等教学过程Step 1 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to Step 2 Leading-inSs look the pictures and answer the questions. say as soon as possible.Step 3 Listening1. Listen Part 1 and check the types of news you hear.2. Listen again and complete the sentences.3. Listen to Part 3 and answer the following questions.1) What should we avoid doing in the background?2) Do they collect the lasted national and international news in the newsroom? Step 4 Reading1. Now complete the notes.2. Find out the object clauses in the dialogue.Step 5 Everyday EnglishLet Ss say the everyday English that they have learnt in the passage.Step 6 Language points1. I’m the news director at Radio Beijing.director “导演，主管，经理”。

英语八下外研版module10：unit1公开课教案(精品)授课教师年级课题Module10AperfectholidayUnit1IwouldgotoLondon. 教学时间教材外研版八年级英语下册课时1课时课型Readingandspeaking学习者分析 1.本模块的要紧篇章所涉及的内容是学生所熟悉的〔如假设家长不在家〕，然而没有特别鲜亮的特色，也没有激发学生求知欲的信息沟。

因此在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。

2.would/wouldn’t+v结构本身比较简单,学生掌握起来难度不大,只要教师适当指点就行。

教学重点难点语言知识目标：核心词汇：perfect,board,flight,gate,silly,business,empty,stomach,burn,enough,everything,college,simple,properly,seeoff,not…atall,掌握:outdoor,living,manage日常用语：Now,…Thereitis!SowouldI!Don’tbesilly!Stayintouch!Dont’forgettowrite!Haveasafetrip!语法：1.Would表“想象”用法2.so…that…表示程度结果的状语从句3.although引导的让步状语从句教学重点：以谈论假设的话题为中心，谈论各种情况下的可能性。

教学难点：1〕表达猜想的词汇及它们在句中的正确运用。

2〕能用恰当正确的英语介绍个人的旅游计划。

3.突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流猎取更多的信息. 知识与能力1听懂有关出游假设的简短对话，提高学生实际交谈能力。

2、能利用核心词汇在不同的场景下表达自己的想象；流利地说出本模块的生词、日常用语。

英语八下外研版Module 10：Unit 1教案Module10 Unit1 I would go to London 一知识目标：1）要掌握的单词：dialect, accent, expression, typical, expect, changeable, ordinary2）要掌握的短语： thanks for, be different from, be the same as, get mad, expect to do, have no idea, stop to do / stop doing, on the other hand, be proud of doing,3）掌握的句型：能理解各种从句以及过去完成时态。

二能力目标：掌握良好的阅读习惯和阅读方法，即略读，速读，细读等，提高学生的阅读能力。

三情感目标：通过阅读,了解英国的文化，激发学习兴趣，增强学好英语的信心和决心教学步骤 :Step1 warming-up 1）出示关于英国的图片，拓宽学生视野，增强学生积极性2）询问学生对英国了解有多少，小组合作，组织信息，派一名代表展示。

Step 2 根据学生给出的信息，教师出示这封信的内容。

1 Fast reading:让学生快速浏览课文，回答以下问题：1）Who wrote the letter?2）A re the students in his group from different cities in Britain?3）Are fish and chips eaten every day?4)Are their dialects the same?2. 精读: Intensive Reading 根据要求分段阅读，完成相关任务Read the first and answer the following questions1 How long had Peter stay in England?2 why are their English different?2）教师和学生一起精读并解释必要的语言知识点,并进一步处理有关的文化知识点，从而做出归纳。

新竹高于旧竹枝，全凭老干为扶持。

出自郑燮的《新竹》前进学校史爱东自主学习方案1.学生自学新词汇(见教材P116),完成学案中相关练习所对应的重点单词。

2.学生自学教材(P80)，找出课文中重点词组和句子。

完成学案中相关练习所对应的重点词组和重点句子。

课堂导学方案Step 1情景导入教师可向学生询问是否知道有关电台的事情,可邀请知道的学生来讲一讲,最后播放一些有关介绍电台的视频。

环节说明：教师对学生询问是否知道有关电台的事情及播放一些有关介绍电台的视频,这些都一定会激起学生学习的兴趣，同时也自然导入了新课程。

Step 2完成教材1、2的任务1.朗读方框里的的单词，为后面的任务做准备。

2.听录音，在所对应的新闻种类上打“√”。

3.听录音完成句子。

完成任务2，集体核对答案。

(1)Zhang Li reads on Radio Beijing.(2)The president of Russia will stay in China for .(3)The match is between and .4.小结训练。

用所给词的正确形式填空。

(1)Zhang Yimou is one of the best famous directors（director） in China.(2)Everyone should avoid (avoid) driving after drinking a lot.(3)Yang Liwei became a national (nation) hero in China in 2003.Step 3完成教材3短文理解1.大声朗读教材3，找出重难点句子。

2.教师详细讲解。

学生熟记语言重点。

3.播放录音，学生跟读。

4.小结训练。

汉译英。

(1)We'd like to thank you for showing us around (领我们参观) Radio Beijing.(2) What about (怎么样) the sports news?(3You need (需要) answer my questions.环节说明：通过教师讲解，学生熟记以及听力训练来提高学生的阅读理解能力。

Book 4 Module 10 On the radio主备人：审核人：复备人：____________一、教学内容：Unit 1 I hope that you can join us one day.二、课型：Listening and speaking三、教学目标：1、能够正确使用这些单词和句子：director, avoid, background, national, international, presenter, interview, Ihope that you can join us one day. And we should avoid making any noise in the background!2、能听懂关于介绍播送电台的语言材料, 能提取其中的细节信息并进行推断.3、能运用所学知识谈论收听播送的情况.四、教学重难点：能运用所学知识谈论收听播送的情况.五、教学准备：运用任务型教学途径, 围绕核心任务, 设定小任务, 开展和谐愉悦的课堂活动. 教具：课件、录音机.、一、选择填空( ) 1. He is the famous ______ of Harry Potter.A. directB. directorC. actD. reporter( ) 2. The radio is _____, and we can hear the news now.A. in airB. on airC. to airD. by air( ) 3. We should _______ eating too much meat in our daily life.A. speakB. showC. hearD. avoid( ) 4. -Could I do an ______ with you tomorrow?-Yes, of course.A. interviewB. interviewsC. directorD. directors( ) 5. I didn’t understand _____. So I raised my hand to ask.A. what my teacher saysB. what my teacher sayC. what my teacher saidD. what did my teacher say二、完成句子1. 她很快乐地带我们参观她家.She was glad enough to ______ ___ ________her home.2. 我最喜欢的节目正在直播.My favorite programme is ____ _____.3. 他们把电影院当成聊天的场所了, 不知道在电影院要保持安静吗？They thought cinema is a chatting place, don’t they know to ______ ______in cinema?4. 没事儿, 酒喝多了的时候, 每个人都有点疯狂的.Don’t worry about it. Everyone gets a little ______ when they have too much to drink.Book 4 Module 4 Seeing the doctor八、教学内容：Unit 2 We have played football for a year now.九、课型：Listening and speaking十、教学目标：1、能够正确使用以下单词和词组：well, heart, active, pet, member, take part (in sth.), then, daily, weak, exercise2、能读懂关于饮食和运动习惯的短文.3、能够根据图片提示写关于健康生活的短文.4、能够针对不健康的生活习惯或行为给出适当的建议和看法.十一、教学重难点：1、能读懂关于饮食和运动习惯的短文. 〔重点〕2、能够针对不健康的生活习惯或行为给出适当的建议和看法. 〔难点〕十二、教学准备：课堂整体运用任务型教学模式, 培养学生独立自主的学习能力. 本课指导学生通过听说获取信息, 培养学生的听说技能. 在教学过程中, 采用多媒体手段辅助教学, 利用各种图片和习题任务贯穿整个教学过程. 因此, 本节课需准备：PPT课件、挂图、课堂练习表格、奖品七、板书设计：Module 4 Seeing the doctor.Unit 2 We have played football for a year now.1.Check one’s heart2.need sth. \ need to do sth.3.Now I get exercise by taking him for a walk every.4.I have ha d him for three mounths now…5. We have played football for a year now.6.take part in…7. She is in excellent condition. in condition 健康\ out of condition 身体状况不佳8.Since then, I has become part of my life.达标训练题选择正确的答案：( )1. The teacher came into the classroom ______ a smile on his face.A.onB. inC. hasD. with( )2. The old granny _________ for a few years.A. diedB. deadC. has diedD. has been dead( )3. She felt weak and she ___________ more exercise.( )4. My dad keeps fit ________ every day.A. by runB. by runningC. to runD.with running( )5. The old man is in _______ condition, he is very healthy.A. badB.worseC. goodD. excellently( ) 6. I feel very _______ because I couldn’t sleep well last night.( )7. We all enjoy _________ basketball after school.A. to playB. playC. to playingD. playing( )8. I have _________ Shanghai for 10 years.A. been toB. gone toC. been atD. been in( ) 9. The girl has ____ the bike since she was 6.A. boughtB. buyC. hadD. have( )10. I can’t drink the water. It’s _____ hot ____ for me to drink.A. to…tooB.to… toC. too…toD. too…tooUnit 2 We thought somebody was moving about.教学目标【知识与技能】1. 语言目标：能够用宾语从句表达相关信息；能够描述自然景观.2. 技能目标：收集张家界的相关信息；掌握宾语从句.【情感、态度与价值观】了解更多他人的观点；热爱祖国的自然美, 保护环境, 改善环境.教学重难点【教学重点】1. 学习重点单词square, kilometers, shape, human, wake, somebody, path, pull及重点短语wake up,pull off的用法.2. 学习宾语从句.【教学难点】从文章中获取信息.教学准备图片、视频、多媒体等教学过程Step 1 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 2 Pre-reading1. Watch a video about Zhangjiajie.2. Look at the photo and write down words that can best describe it.3. Work in pairs and say what do you know about Zhangjiajie?Then answer the following questions.Where is it?How large is it?Where can you stay?What animals can you see?What is the most famous thing to see?Step 3 Reading1.Read the email and check your answers to Activity2.Where is it?How large is it?Where can you stay?What animals can you see?What is the most famous thing to see?2.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)Linging’s uncle said that people should pr otect everything in Zhangjiajie.Step 4 Learning to learnTo learn about the ways to read and write.Read and find out how Betty starts and finishes her email to her mum and dad. Next time when you write your email, you can start and finish the email in the same way.1. Read the information about Zhangjiajie.2. Now decide which is more personal, Betty’s email or the information in this table.Step 5 Language points1. It’s very large, about 480 square kilometres.square kilometre, 表示“平方公里〞. 例如：单位换算：1平方千米〔平方公里〕=1000000平方米=1500亩2. It’s famous for the strange shape of its tall rocks.be famous for 是一个固定短语, 意为“因……而闻名；以……著名〞. 主语既可以是表示人的词语也可以是表示地点的词语. 主语是表示人的词语时, 表示以某种技能或特征而闻名；主语是表示地点的词语时, 表示以某种特产或某处名胜古迹而著名. 例如：The town is famous for its hot springs.He is famous for his sweet voice.shape 表示“形状〞. 例如：What’s the shape of the building?That cloud has a strange shape.3. It woke everybody up.wake的过去式为woke, 过去分词为woken. wake up是固定短语, 意为“叫醒……〞. 当wake up的宾语是名词时, 宾语可放在wake和up的中间或up的后面；当wake up的宾语是代词时, 宾语只能放在wake和up的中间. 例如：Don’t wake up the baby.= Don’t wake the baby up.Let’s wake him up now.4. We came out without making any noise,...without doing sth. 表示“没有做某事〞.make noise 表示“产生噪音, 发出声响.例如：He walked past me without making any noise.5. We thought somebody was moving about.somebody 表示“某人〞, 用在肯定句中.在否认句和疑问句中要用anybody. 例如：Is there anybody playing football on the playground?6. But it was a pity that it was cloudy.“It’s a pity that + 从句〞, 表示“很遗憾...…〞. 例如：It’s a pity that he failed the exam.7. I pulled a leaf off a plant,...pull 作动词时, 可意为“拉, 拖, 拔〞, 表示把物体用力向自己的方向拉并使其移动. 和pull相对应的词是push, 意为“推〞.pull sth. off … 表示“从…...拉下...…〞. 例如：The child pulled a flower off the plant.8. Wish you were here!wish 表示“希望, 祝愿〞◀◀hope & wish ▶▶hope和wish两者都表示“希望〞, 其后都可接动词不定式作宾语, 即hope / wish to do sth., 但它们也有很多不同点：◆wish后可接双宾语表示祝愿, 即wish+sb.+sth., 而hope那么不能. 如：I wish you a happy time.◆wish后可接动词不定式作宾语补足语, 即wish sb. to do sth., 而hope不能. 如：Jim wishes Linda to sing an English song.◆在简略句中, 表示希望某事发生, 用I hope so；表示希望某事不会发生, 用I hope not, 而wish无此用法. 如：—Will it be OK?—I hope so. / I hope not.【运用】用hope或wish的适当形式填空.1. My classmates __________ to visit our teacher next week.2. Linda ________ Mary to come to her party, but she was busy that day.Step 6 ExercisesLet the students practice the main points in Unit 2.1. It’s ten ____ from my home. The children must take bus to school.A. metreB. metresC. kilometreD. kilometres2. -- What’s the _____ of the rock?-- It’s a square.A. pathB. leafC. topD. shape3. The child is sleeping, don’t wake him _______.A. upB. downC. offD. in4. _____ called you just now. I heard the ring.A. SomebodyB. anybodyC. NobodyD. some bodyAnswers: DDAAComplete the sentences with the correct form of the words in the boxa)Are there rocks in _______ or animal _______ in your home town?b)How many ___________ is Zhangjiajie from your home town?c)Is it safer to walk along a ______ or climb over rocks?d)Where do you ______ you were right now?Step 7 WritingChoose the most important or interesting facts about Zhangjiajie and write a passage about it.Zhangjiajie is about 480 kilometres. It is about 400 kilometres from Changsha. Everyone loves its many unusual mountain, rivers and forests. There are a lot of different plants and animals there too. Zhangjiajie is popular with people because of the shape of its tall rocks, and its beautiful sights. Visitors can stay in hotels or tents in the park.课堂作业Finish your passage about Zhangjiajie.教学反思。