【正文】 none兩個以上中的沒一個 鞏固： a. Both of the girls ______ (be) from Canada. 譯： _______________________________________ b. Each of the girls ______ (be) from India. 譯： _________________________________________ c. None of the girls ______ (be) from Cuba. 譯： ________________________________________ d. Some of the girls ______ (be) from Austria. 譯： ______________________________________ e. Few of the girls ______ (be) from Japan. 譯： _________________________________________ f. All of the girls ______ (be) from France. 譯： _________________________________________ g. Most of the girls ______ (be) from Italy. 譯： _________________________________________ 4. They surveyed the area to make sure their tombs faced south and had mountains behind them. 譯 :____________________________________________________________________________ 思考： 不定式 to make sure… 在句中做 __________語； faced south 中 face 是個 _____詞，意思是_________ 練習： a. She turned and faced him. 譯： ___________________________________________ b. 這里多數(shù)房間朝海。 ) 教學過程設(shè)計 教學過程 ： Step 1 Review 1. Let some students give a report on the project they finished in last period. 2. Review the words about direction. For example: Fill in the blanks with the right words: ① Beijing is the north of China. ② Henan is the south of Beijing. ③ Japan is the east of China. ④ Shandong is to the of Henan. Step 2 Presentation 1. Get students to read 1a and find out the new words. 2. Learn the new words, then read the passage again to catch the main idea, then mark the following sentences “true” or “false”. (F) It took Kangkang, Michael and Darren 2 hours to get to the Ming Tombs. (T) They parked their bikes, then they started to walk along the Scared Way. (F) Kangkang was surprised at the huge stone animals lining the passage. (T) When Darren finally pushed his way out, he realized that his friends were out of sight. (T) Darren can’t speak any Chinese. Step 3 Consolidation 1. Let the students read the passage again, then number the following pictures and check answers. 2. Help the students retell the passage. 3. Let students read 1a and find out the adverbial clauses of time. 4. Explains and the students learn the adverbial clauses of time to the students. Step 4 Practice 1. Help the students translate these sentences: ① We’ll let you know as soon as he es back. ② When he got to the station, his friends were waiting for him there. ③ You can go straight until you reach the end. ④ After he had supper, he went out for a walk. ⑤ He was doing his homework while I was listening to the MP3. ⑥ He talked as he ate. 2. Get the students to finish 1b according to 1a, then check the answers. 課堂板書設(shè)計 作業(yè) 1. Do 2. Let students think about their interesting travel, check(√ ) different feelings at different time. 2. Get the students to write a passage about their travel experiences. Section D park， crowd， direction， step， sight be crowded with， push out， out of sight， pour down (1)As they came to the Dingling Tombs， the crowd of people became even larger. (2)He didn’t raise his head until someone slapped him on the back. (3)As soon as Darren saw his two friends， he jumped up and gave each of them a big hug. 課程目標導航 教學目標： 1. Learn a new word: guard 2. Learn some useful expressions: In the old days, mon people like us had to get off their horses and walk. It stands for the peace of the country. Thank goodness! We were so excited and happy when we met again. What a special trip! 3. Review the adverbial clauses of time: After we had lunch, we decided to climb on the Dragon and Phoen ix Gate and take pictures. While we were having fun exploring, I found Darren was lost. 4. Review how to describe one’s travels and learn to write a diary of the trip. 教學重點 1. Review how to describe one’s travel experience. 2. Learn to write a diary of the journey. 3. Review the usage of infinitive and the adverbial clauses of time. 教學難點 Review the adverbial clauses of time: After we had lunch, we decided to climb on the Dragon and Phoenix Gate and take pictures. While we were having fun exploring, I found Darren was lost. 教學情景導入 T: From the passage in Section C, we know three friends visited the Ming Tombs. And one of them was lost. Do you remember who was lost？ Ss: Darren. T: Yes, good! Did Kangkang and Michael find him at last? Ss: Yes. T: You’re quite right. Now suppose you were Michael, think over the questions on the blackboard. (板書 ) How do you feel when you notice Darren was lost? What will you do after you hear the news? How do you feel while you are looking for him? How do you feel as soon as you meet him again? (讓學生思考兩分鐘，接著發(fā)表自己的看法；學生說得好的句子 , 教師可將其寫在黑板上，加深學生對時間狀語從句的理解，并給予評價。如下： ) T： Look at this card. It’s a Qilin. It’s a mythical beast. … … (給學生一定的時間去了解撲克牌上關(guān)于十三陵的詳細信息。 ) T： Please look at the picture and make a simple dialog on the phone in pairs， then act it out. Pair 1：… Pair 2：… … 2． T： Good. Now please take out the postcard you made yesterday. Make a telephone call between your friend and you. Then act it out with your partner. Pair 1：… Pair 2：… … T： Well done. 3． (設(shè)置電話對話：很想見自己的筆友，邀請筆友到自己家鄉(xiāng)游玩。 ) T： Why does Darren e to China? Ss： He es to China to see Michael. T： Any other reasons? What are they talking about? Where are the tombs? I e to the classroom to teach English. I teach English to make money. I make money to live fortably. … Ss： He es to China to visit places of interest. T： Now let’s play a game like this one by one in groups of six. Group A：… Group B：… T： Well done! T： Now please do 1b quickly. … T： Let’s check the answers. Ss：… T： Good. Please read it loudly. 3.(導出 2。 ) T: S2, how will you get there? S2: I’ll go there by… … (提問三五名學生即可。