【正文】 e your postcard. Would you like to e to China for your vacation? Why not ride our bicycles to explore Beijing? It would be great fun. I’m looking forward to meeting him. 3. Learn the usage of adverbial clauses of time: While you were enjoying your trip, I was busy preparing for my exams. Before he es, would you help me make a plan to explore Beijing? Darren was reading Ren’ai English Post when Michael came in. 教學重點 1. Go on learning the sentences about invitations. 2. Go on practicing how to use the model verb. 教學難點 Learn the usage of adverbial clauses of time: While you were enjoying your trip, I was busy preparing for my exams. Before he es, would you help me make a plan to explore Beijing? Darren was reading Ren’ai English Post when Michael came in. 教學情景導入 1.(給學生展示打電話場景的圖片，復習電話用語。 ) 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： You have a good pen pal. You look forward to meeting him or her， so you would like to invite him or her to visit your hometown during a vacation. But your pen pal is worried about the cost. You invite him or her to stay at your house. Make a telephone call dialog between you and him or her with your partner according to the inf ormation above. The phrases and sentences on the blackboard may help you. (對重要的句子進行必要的解釋，讓學生盡量用黑板上的句子組成對話。 2. 很高興收到你的賀卡。 4. 為什么不騎車去游覽北京。 ) T: Please make up dialogs using “could, would, should, will or can”, then act them out. S1: A: Could I… ? S2: Yes, … S3: Would you… ? S4: No, … … T: Good! (教師及時提醒學生，注意使用正確的答語。 ) T: Do you like traveling? Ss: Yes, of course. / No, I don’t. T: Where have you ever traveled to? Ss: Dalian, Shanghai… T: Have you been to Beijing? Ss: Yes, … / No, … T: Do you know the places of interest in Beijing? Ss: Yes. The Summer Palace… T: Yes. The Summer Palace, the Ming Tombs… 教學過程 設計 教學過程： Step 1 Presentation 1.(呈現(xiàn) 1a。 ) Step 2 Consolidation ： Please look at the blackboard. Read the new words after me. Pay attention to the pronunciation. … T： Listen to the tape and follow. 2.(對話導出 1b。 ) T： Do you like to visit 13 Imperial Tombs. Ss： Yes… T： Do you want to know it clearly? Cs： Yes， of course. T： Now， please look at these cards. (把事先準備好的介紹十三陵的撲克牌給學生傳著看，拿著其中的一些相關圖片板書新單詞和專有名詞，并介紹。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于十三陵的詳細信息。 ) Step 3 Practice 1.(把十三陵的詳細平面分布圖掛在黑板上，導出 3。 ) the Ming Tombs at the foot of Tianshou Mountains northwest of Beijing the Stone Arch beginning the Sacred Way officials They surveyed the area to make sure their tombs faced South and had mountains at the back. T: If you go to visit the Ming Tombs, what should you take? Ss: Backpack, money, … T: Yes. But the most important thing you should take is a map. (邊說邊拿出北京的景點圖。 ) T: Look, this is Tian’anmen Square. Tian’anmen Square is in the middle of the map. This is the Temple of Heaven. The Temple of Heaven is to the east of Tian’an men Square. … (教師用方向詞盡量多介紹北京的著名景點，引起學生對北京的向往，對祖國大好河山的熱愛。 ) T: We’ve learnt a lot about the Ming Tombs in Section B. I’d like you to give me the answers to the questions on the blackboard. (板書 ) Where are the Ming Tombs? Who could ride horses through the Sacred Way in the old days? When did the emperors start to build their tombs? What place did the emperors choose for their tombs? (教師讓學生回答黑板上的問題，檢查學生的復習情況。 ) … 2. (教師設置懸念，激發(fā)學生學習興趣，引入新課。 ) T: S1, if you were in Beijing, how will you get there? S1: I’ll go there by… (教師問 S2。 ) 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。 ) 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