【正文】 marise and consolidate would/ wouldn?t for imaginary situations。 so…that…。 Step 3 Read and learn Let?s have a look at two studentsZheng Chengyu and Sima Yige, what about their home alone? 1. Students scan the passage, help them find out the best summary of this passage. 2. Listen to the passage, and then try to answer the questions of activtty3. 3. Check the answer with the students. 4. Give some explanations where necessary. 設(shè)計意圖：首先瀏覽全文，對全文有個大概印象，然后 對全文進行精讀，理解全文內(nèi)涵。同時也可以完成這部分的閱讀任務(wù) ,提高課堂效率。 To practise the use of although, but, so…that…。 to describe a perfect holiday. Key vocabulary: business, empty, stomach, burn, enough, everything, college, living, simple, properly, Key structures: would/wouldn?t do sth。 Step 4 Learning the dialogue. Play the recording and have them listen. After listening, ask the students to say, “What information can you get?” Just listen and find out some useful information. 讓學生有意識地聽 ,找出所聽 到的內(nèi)容 , “無任務(wù)聽力法 ”往往使學生的精力比較放松 ,容易找到語言的突破點并達到尊重個體差異的目的 . Let the students to say something about the dialogue and get them to know some friends. Talk about the useful information. 將學生聽到的信息加以整理 , 對話中人物較多 , 幫助學生梳理每個主要人物對理 解對話是個關(guān)鍵點 . Play a game: “Who said the sentence?” Try to find out who said these sentences. 通過一個小游戲幫助學生對對話中 包 含有 ”would”的句子初步了解 . 以達到大致了解對話主要內(nèi)容的目的 . Ask some students to read the dialogue. Some students read the dialogue, then finish exercises. 通過閱讀和做習題讓學生進一步了解對話主要內(nèi)容 Play the recoding and ask the students to follow it. Listen carefully and repeat. Then find some useful sentences. 學生跟讀課文主要讓學生模仿原聲 ,同時找對話中能 ”為我所用 ”的句子以突破難