【文章內(nèi)容簡介】 念，激發(fā)學生學習興趣，引入新課。 ) T: Since there are so many interesting things in the Ming Tombs, do you want to visit the Ming Tombs? Ss: Yes, I’d like to. / … (教師問 S1。 ) T: S1, if you were in Beijing, how will you get there? S1: I’ll go there by… (教師問 S2。 ) T: S2, how will you get there? S2: I’ll go there by… … (提問三五名學生即可。 ) T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know how did they get there? Ss: Yes, of course. /… T: OK, let’s e to 1a and know about what they did during their travel. (板書并講解生詞和短語。 ) space, crowd, push, direction, step, toe, rush, notice, sight, slowly, huge, sadly, out of sight (看不見，在視野之外 ) (過渡到下一步。 ) 教學過程設計 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。 ] S1: … S2: … … T: Well done! You did a good job. 2. (導入新課。 ) T: Michael wrote a diary of his trip after they arrived home. Do you want to know more about the trip? Ss: Yes. T: OK, let’s e to 1a on Page 39. (過渡到下一步。 ) 教學過程設計 教學過程 ： Step 1 Review 1. Ask some questions about what they learned in the last period. For example: How did the three boys get to the Ming Tombs? Did they find places to park their bikes? Did Darren take many photos of the Dingling Tomb? When Darren pushed his way out, what happened to him? Did Darren’s friends find him at last? 2. Let students retell the experience of the three boys’ traveling. Step 2 Presentation teacher says: After traveling, Kangkang wrote a dairy of the journey to the Ming Tombs. The teacher explains the new words: diary, journey journey=travel teacher asks: What did he write in his diary? Let students read 1a and find out the new words. listen to 1a and read it. students to read 1a in groups, they can begin according to the time in the diary. Step 3 Consolidation read 1a again and do 1b. students to retell the diary according to 1a. Students can begin like this: Student 1:Yesterday, they checked their bikes and did the last safety check. Student 2: At 8∶ 10 ., they reached Yuanmingyuan, they imagined the Qing emperors walking around there b