2. (根据日志中的时间段，让学生分成4组读1a。)

T: Now, I’d like to divide the whole class into four groups. Each group read one paragraph. 　　　　　　　　　　　　　　　　　　　　 　　　 Let’s begin to read the diary, and see which group can do the best.

G_A: ...

G_B: ...

G_C: ...

G_D: ...

(教师采用评价手段激励学生。)

T: G_B did a good job. G_C did better ...

1. (听1a的录音，学生跟读，注意语音语调。)

T: Listen to 1a carefully and follow it. Pay attention to the pronunciation and intonation.

4. (教师让学生参照教材Page 36的图，和学生一起回忆Michael、Darren和Kangkang他们的旅游历程。尽量让学生表达。)

　 T:　　　　 Look at the picture on page 36. Let’s recall the traveling experience of Michael, Darren and Kangkang. First, where did they arrive?

Ss: They arrived at the Great Palace Gate.

T:　 Then they rode bikes along the…

Ss: The Sacred Way.

T:　 What are on both sides of the road?

Ss: There are many stone animals and some officials along the road.

T:　 Then what happened?

Ss: …

…

Step 3 　Consolidation 第三步 　巩固(时间: 9分钟)

巩固1a的知识。

3. (处理短文中的重难点词句。)

T: If you have difficulties in reading this passage, put up your hands.

(教师鼓励学生自己发现问题，教师做好板书。)

(板书)

3. (导入新课。)

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 come to 1a on page 39.

(过渡到下一步。)

Step 2　 Presentation 第二步 　呈现(时间: 8分钟)

呈现1a，处理新词句并完成1b。

2. (让学生复述三个男孩的旅游经历。)

T: Now retell the story about the three boys’ trip. Let’s see who can do best.

Step 1 　Review 第一步 　复习(时间: 5分钟)

复习时间状语从句并导入1a。

1. (创设情景, 复习时间状语从句。)

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.

(板书)

(让学生思考两分钟，接着发表自己的看法。学生说得好的句子, 教师可将其写在黑板上，并给予评价，加深学生对时间状语从句的理解。)

录音机