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Section C
Section C needs 1 period. Section C需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
tour, space, push, direction, step, notice, out of sight, beat, huge, beside, can’t help doing
2. Learn some useful expressions:
Don’t push!
It’s great to see you!
We couldn’t help playing with them.
3. Go on learning adverbial clauses of time:
As they were exploring happily, the crowd of people became larger and larger.
He didn’t raise his head until someone called him.
As soon as the three boys saw each other, they all jumped up and down happily.
4. Describe the experiences of exploring.
Ⅱ. Teaching aids 教具
录音机/幻灯片/小黑板/简笔画
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section B，导入1a。
1. (检查Section B的家庭作业，即用in/on/to介绍家乡的位置。)
T: Who would like to read out your passage about your hometown
S1: My hometown is very beautiful, …
S2: My hometown is in the….
S3: …
(教师用激励性语言评价学生的作业。)
2. (师生互动，复习明十三陵的相关内容。)
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.
(板书)
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
(教师让学生回答黑板上的问题，检查学生的复习情况。)
T: Don’t look at your books. Who can have a try
S1: …
T: Good! Let’s come to the second question. Any volunteers
S2: …
(教师对学生的回答作出评价。)
…
3. (教师设置悬念，激发学生的学习兴趣，引入1a。)
T: Since there are so many interesting things in the Ming Tombs, do you want to explore the Ming Tombs
Ss: Yes, I’d like to. / …
(教师问S3。)
T: S3, if you were in Beijing, how will you get there
S3: I’ll go there by…
…
(提问三五名学生即可。)
T: Well done! Different students have different ways to go there. Kangkang, Michael and Darren visited the Ming Tombs. Do you want to know about their experiences
(过渡到下一步)
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a，处理1a中的重难点。
1. (让学生快速阅读1a，并标出文章下面四幅图的顺序。)
T: Read 1a quickly and number the following pictures.
(学生标完后，请几名学生回答。)
T: Can you tell me the correct order of the pictures
S1: …
…
(引导学生通过1a的一组图简单地描述出康康、迈克尔和达伦去十三陵旅游的经历。)
T: Boys and girls, look at the pictures. Let’s talk about the experiences that Kangkang, Michael and Darren explored the Ming Tombs.
2. (让学生再读1a，找出含有时间状语从句的句子。)
T: Boys and girls, read 1a again and find out the sentences of adverbial clauses of time with “when”, “after”, “as”, “as soon as”, “until”, and “while”.
(师生共同核对含有时间状语从句的复合句。)
T: Boys and girls, let’s check the sentences you have found. Who wants to have a try
S1: After they rode…
S2: After they parked their bikes, …
S3: …
(如果学生不能找出全部含时间状语从句的句子，教师可以提供帮助。)
(教师板书学生没有找到的句子，并加以解释。)
Example：
As they were exploring happily, …He didn’t raise his head until…As soon as the three boys saw each other…
3. (处理短文中的重难点。)
(让学生仔细阅读课文，提出疑难问题，老师答题解惑。)
tour, space, crowd, step, toe, push, direction, notice, sight, out of sight, beat, slowly, huge, beside, sadly
(要求学生掌握：tour, space, step, push, direction, notice, sight, out of sight, beat, huge, beside；理解：crowd, slowly, sadly；了解toe。)
4. (让学生根据1a完成1b。)
T: Fill in the blanks in 1b according to 1a.
(待学生完成后，核对答案。完成1b。)
T: Let’s check the answers.
Step 3 Consolidation 第三步 巩固(时间: 13分钟)
巩固1a中的重点词句，并复述1a。
1. (让学生听1a的录音，并跟读，注意语音语调。)
T: Listen to 1a carefully and pay attention to the pronunciation and intonation.
2. (让学生自由朗读课文，并画出文中的关键词和短语，为后面的复述做准备。)
(用小黑板/幻灯片出示短文的关键词和短语。)
arrived at the Ming Tombs—look for space to park their bikes—walked through thepassage into Dingling—wanted to take some pictures—exploring happily—pushing him in all directions—stepped on Darren’s toes—out of sight—walked toward a huge rock—called him—jumped up and down happily
(为降低复述难度，在学生自由朗读期间，教师可设置下面的提示性问题，让学生根据关键词和提示信息复述1a。)
(板书提示问题。)
Who went to the Ming Tombs How did they get there Who was lost during the travel What did he do after he was lost What happened in the end
(让学生准备两三分钟。待学生完成后，随意抽查几名学生复述，这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。)
T: Now, time is up! Look at the key words, phrases and the questions on the blackboard, then try to retell the story in your own words. Who can have a try
S1: …
…
(活动结束，教师给出适当的评价，以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成2和3。
1. (教师提出几个简单的问题，放2的录音。)
T: Do you like traveling
Ss: …
T: Do you know Jiuzhaigou
Ss: …
T: Jiuzhaigou is in Sichuan. It is a beautiful place. I went there with my parents last month. What did we do there Now, please listen and give me your answers.
(为降低听力难度，可放两遍录音，然后核对并教学短语can’t help doing。完成2。)
T: Boys and girls, please give me your answers. Let’s check them.
2. (让学生独立完成3，然后鼓励他们读出自己的e-mail。要求学生理解e-mail。)
T: Boys and girls, we all know that Darren had a wonderful trip with his friends. Now, he is writing to his parents. Please help him to finish 3. Three or four minutes later, report it to us.
(几分钟后)
T: Time is up. Please report your passage to us. Who will have a try
(教师给予学生充分的、肯定的鼓励。完成3。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步探究本课重点话题。
1. (四人一组，讨论并决定去哪里旅行。)
T: Work in groups of four. Have a discussion with each other and choose a place to visit.
2. (教师让学生自己制作一张旅行路线图，然后填写下面的表格。)
T: Each group should make a simple map of your trip. And then fill out the form.
(板书)
How will we go When will we go What will we do there
3. Homework:
(教师要求学生写出各自印象最深的一次旅行经历，并读给全班学生听。)
1. Write a short story about one of your travel experiences and report it to the class.
2. Read P.122-P.123(状语从句 1.时间状语从句)。
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Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
guard, realize, here and there, Thank goodness!
2. Master useful expressions in 2b.
3. Summarize adverbial clauses of time:
After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures.
While we were having fun exploring, I realized Darren was lost.
We were so excited and happy when we met again.
4. Master how to describe the experiences of different activities and learn to write a diary.
Ⅱ. Teaching aids 教具
录音机/小黑板/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 7分钟)
复习时间状语从句并导入1a。
1. (检查Section C的家庭作业，选几位学生读出各自的旅行经历，教师给出激励性评价。)
2. (创设情景, 复习时间状语从句。)
T: From the passage in Section C, we know that 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 please look at the following questions and answer them.
(教师最好用小黑板或幻灯片出示下列问题，加深学生对时间状语从句的理解。)
(1) When did they arrive at the Ming Tombs (2) When did they walk through the passage into Dingling (3) When did the crowd of people become larger and larger (4) When did someone step on Darren’s toes (5) When did Darren notice his friends were out of sight (6) When did Darren raise his head (7) When did the boys jump up and down happily
(让学生回答问题，教师给予肯定。如果学生回答有困难，可以参考Section C,1a.)
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: 12分钟)
呈现1a，处理生词并完成1b。
1. (教师指导学生快速阅读并标出时间状语从句。)
T: This is Michael’s diary of his trip to the Ming Tombs. Please read it quickly and mark the sentences of adverbial clauses of time.
(请几名学生读出文中的时间状语从句，教师给予鼓励。)
2. (学生认真阅读短文，完成1b。)
T: Read 1a again and finish 1b.
(教师时刻关注学生的阅读情况，并给予帮助。)
(师生共同核对答案。)
T: Please give your answers to the class.
S1: …
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，学生没有发现的地方教师要适当补充。教师做好板书。)
(板书)
New words and phrases Some other phrases Important sentences
backpackthe Dragon and Phoenix guardrealizehere and thereThank goodness! ride toin the old daysget off/get onstand forshout at sb.have fun doing sth.ask sb. for help Then we rode to the MingTombs after we checkedour bikes and backpacks.While we were having funexploring, I realized Darrenwas lost.We were so excited and happy when we met again.
(让学生掌握：guard, realize, here and there, Thank goodness！理解the Dragon and Phoenix；了解backpack。教师强调重点词组，解释疑难句子。)
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
巩固1a的知识。
1. (听1a的录音，学生跟读，注意语音语调。)
T: Listen and repeat. Pay attention to the pronunciation and intonation.
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.
GA: ...
GB: ...
GC: ...
GD: ...
(教师采用评价手段激励学生。)
T: GB did a good job. GC did better ...
3. (教师让学生参照教材第36页的图，和学生一起回顾Michael、Darren和Kangkang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 stone officials along the road.
T: Then what happened
Ss: …
…
Step 4 Practice 第四步 练习(时间: 13分钟)
练习巩固本话题中的语言点、语法点，掌握2a和2b。
1. (教师采用启发式问答，引导学生复习本话题的时间状语从句。)
T: You did very well. Next I’ll ask you some questions. Please answer my questions as quickly as you can. Are you ready Go! What grammar did we learn in this topic
S1: Adverbial clauses of time.(学生可以用汉语回答。)
T: Which of the words do we use to introduce adverbial clauses of time
S2: Before, after, when.
S3: As, not…until…, while.
S4: As soon as.
T: Can you give some examples
S5: Yes. I have breakfast before I go to school.
S6: Kangkang is doing his homework while Darren is playing football.
S7: As soon as the bell rings, the students go to the classroom.
S8: …
2. (让学生听2a的录音并跟读，确保学生理解这些句子。完成2a。)
T: Well done! Now let’s listen to 2a and read after it. Make sure you understand the meanings of the sentences. If you have any problems, you can help each other to solve them or you can ask me for help.
3. (让学生听2b的录音并跟读，确保学生理解这些句子的含义。)
T: Now Let’s come to 2b. Listen to 2b and read after it. Make sure you understand them. If you have any problems, please raise your hands.
4. (待学生没有疑问之后，教师用小黑板或幻灯片出示以下连线练习，检测学生是否真正会运用。)
1.Would you like to visit the Great Wall tomorrow 2. Where is Fujian 3. How far is it from here to the Ming Tombs 4. How do you like China 5. I’m going to visit your hometown next week. A. It’s about two hours by bus.B. I am very happy with everything in China.C. It’s in the southeast of China.D.Sure. It would be great fun.E. Perfect! I am looking forward to meeting you.
T: Look at these sentences, and match them properly.
(学生做完后，师生共同核对答案。)
T: Now. Let’s check the answers. Who can try
S1: …
S2: …
(教师给予鼓励并给出正确答案。完成2b。)
T: Very good! (The right answers are: 1-D, 2-C, 3-A, 4-B, 5-E.)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究本话题重点活动：迷路。
1. T: We all know that it is easy to get lost in a forest. What are your feelings if you are lost Will you cry
Ss: …
(鼓励学生大胆发言。)
2. (让学生四人一组讨论，完成3。)
T: Talk about the pictures in groups of four. Then write down the story and choose one to report to the class.
(每组代表发言，引导学生参与评价。)
T: It’s easy for us to get lost in a strange place. Work in groups of four and talk about your experience of losing your way. The following questions may help you.
(板书提示问题。)
Did you lose your way in a strange place When and where were you lost How did you feel when you were lost What did you do at that time
(每组代表发言，教师板书学生们的感受。)
T: Now, please report your answers to the class. What should we do when we are lost
(师生共同讨论，对于好的建议，要肯定、表扬。)
3. Homework:
(收集讨论的结果，然后写一篇关于迷路经历的短文。注意时间状语从句和方位词等的运用。)
(1) Collect the results of your discussion, and write a passage about your experiences of getting lost. Pay attention to the adverbial clauses of time and the useful expressions about the direction and the distance.
(2) Have a look at P.122 “if-clause”. Think it over and then try to find out the sentences about it in Topic 3 Section A 1a.
(3) Collect some traffic signs.(让学生收集一些交通标志符号，为新课做准备。)
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Topic 2 How about exploring the Ming Tombs
Section A
Section A needs 1-2 periods. Section A需用1-2课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
receive, postcard, dialog, perfect, camp
2. Learn useful expressions:
I’d like to speak to Michael.
Glad to receive your postcard.
Would you like to come to China for your vacation
Why not explore Beijing on our bicycles
It would be great fun.
I’m looking forward to meeting him.
3. Learn the usages of adverbial clauses of time:
While you were enjoying your trip, I was busy preparing for my exams.
Before he comes, would you help me make a plan to explore Beijing
Darren was reading Ren’ai English Post when Michael came in.
Ⅱ. Teaching aids 教具
录音机/深圳世界之窗的图片/颐和园的图片/小黑板/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习电话用语，并导入新知识。
1. (设计电话对话: 你很想见自己的笔友，邀请笔友到自己家乡游玩。通过这个对话导入Section A的目标语言。)
T: Do you have a good pen pal Do you look forward to meeting him or her Would you like to invite him or her to visit your hometown during the vacation Make a telephone call dialog between you and him or her with your partner. The phrases and sentences on the blackboard may help you.
(板书)
Glad to receive your postcard.Would you like to come to my hometown for your vacation You bet! Where shall we go then Why not explore my hometown on our bicycles (explore+place 考察/探险某地)It would be great fun.Good idea! See you.Great!
(教学生词并对重要的句子进行必要的解释，要求学生掌握：receive, postcard, you bet；了解bet和explore。让学生尽量用所提供的例句组织对话。)
T: Now please act out the dialog in pairs.
(对学生的表演多表扬、少批评，激发他们学英语的兴趣。)
2. (结合Topic1的内容，师生问答导入新课。)
T: Do you know Darren
Ss: Yes, I do.
T: Who is he
Ss: He is Michael’s friend.
T: Where is he from
Ss: He is from the U.S.A.
T: Does Micheal want Darren to visit China
Ss: Yes, he does.
T: Now, Darren is calling Michael. What are they talking about Let’s listen to 1a and find the answer.
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现1a，学习时间状语从句。
1. (听1a的录音，回答问题。)
T: Please listen to 1a and answer the question “What are they talking about”.
(鼓励学生回答。)
T: Who can try
S1: They are talking about vacation.
S2: They are talking about traveling to Beijing.
S3: They are talking about where to visit.
S4: …
T: Well done! You are very clever. They are talking about exploring Beijing.
2. (朗读1a，找出对话中表示邀请、建议、赞同、请求的句子。)
T: Read 1a, and find out the sentences about invitation, suggestion, agreement and request.(为了让学生更好地理解这些指令，教师可以适当使用汉语。)
(鼓励学生说出他们找到的句子。学生边说，教师边板书。)
S1: Would you like to come to China for your vacation
S2: You bet!
S3: Would you help me make a plan to explore Beijing
S4:…
(板书)
Would you like to come to China for your vacation You bet!Why not explore Beijing on our bicycles It would be great fun.Good idea!Great!Would you help me make a plan to explore Beijing How about exploring the Ming Tombs That would be very interesting.
T: Read these sentences together.
3. (用小黑板／幻灯片出示1a中含有时间状语从句的句子。)
While you were enjoying your trip, I was busy preparing for my exams.When he arrives, I’d like you to meet him.Before he comes, would you help me make a plan to explore Beijing
(教师简单解释时间状语从句。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a并完成1b。
(让学生分角色朗读1a，然后鼓励几组学生分角色表演。)
1. T: Read the dialog aloud in 1a, and then act it out in pairs.
2. (活动，导出1b。)
(展示深圳世界之窗的图片/颐和园图片。)
T: Look at this picture. Is it beautiful
Ss: Yes, it’s beautiful.
T: It is the Window of World in Shenzhen/the Summer Palace in Beijing.
T: S1, would you help me plan a trip to Shenzhen/Beijing
S1: Yes, of course.
T: Could you come along with me
S1: Yes, I’d love to.
T: (指着S1旁边的一名学生。) Shall we take him there
S1: Good idea.
(板书画线部分。)
would, could, shall
T: Very good. Thank you. Now, boys and girls, please make dialogs as we did just now in pairs. But you’d better use “would”, “could” or “shall”. Because they will make your partner feel that you are very polite.
(学生热烈地对话。)
T: Now please act out your dialogs.
3. T: Very good. Please finish 1b quickly according to the dialogs you made just now.
(几分钟后)
T: Let’s check them.(The answers are: 1.b, 2.c, 3.a.)
Step 4 Practice 第四步 练习(时间: 15分钟)
练习本课重点语法(时间状语从句)，并完成2和3。
1. T: Now, look at Picture 1 in 2. What is Darren doing
Ss: He is having a class.
T: What is Michael doing
Ss: He is climbing a mountain.
T: Yes. Darren is having a class while Michael is climbing a mountain. That means:
While Michael is climbing a mountain, Darren is having a class.
T: Look at Picture 5. What was Darren doing when Michael came in
Ss: He was reading Ren’ai English Post when Michael came in.
T: You are right. In another way we can say: When Michael came in, Darren was reading Ren’ai English Post.
(解释while/when的用法和注意事项。)
T: Please look at the rest pictures in 2 and make similar sentences. Then check them.
2. (完成3。)
T: Boys and girls, we’ll have a visit. Do you want to go on a visit to Dalian or go camping in the forest Which one do you want to choose Why Please discuss in groups of four.
(给出目的地，让学生有方向性地探究，引导他们积极地思考。)
T: Now, please give me your answers and reasons.
Group A: We are going to Dalian. There are beautiful beaches…
Group B: We’d like to go camping in the forest. There are many big trees, birds…
…
(鼓励学生充分发挥想象力。)
T: Good. Now listen to the dialog in 3. What are they talking about First let’s learn the new words.
(板书并要求学生掌握生词。)
dialog, perfect, camp
T: Before listening, I think it’s better to skim through the questions and choices in 3.
(在听之前，让学生熟悉一下问题，以降低难度。)
T: Listen to 3 carefully and choose the best answers.
(根据学生的实际情况，可以放1～2遍。)
T: Well. Let’s check the answers.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步探究1a。
1. (方案一)(小组竞赛巩固本课语法。)
(把学生分成几个小组。让每个小组分别用while, when, before造句。每组选一名代表读出他们所做的句子，正确句子最多的小组获胜。)
(方案二)(接龙游戏。合作探究本课重点语法。)
T: Look! S1 is standing.
S1: I am standing while S2 is reading.
S2: I am reading a story book while S3 is talking.
S3: …
…
(学生可以发挥想象，注意使用正确的时态。)
2. Homework:
(1)(编一个打电话的对话，要用到while/when。)
(2)Preview Section B. Pay attention to the expressions of direction.
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Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 3a. 本课重点活动是1a 和3a。
Ⅰ. Aims and demands 目标要求
1. (1)Learn the new words about directions:
east, north, southeast, northeast, northwest
(2)Learn some other new words:
mark, camel
2. Learn useful expressions about direction and distance：
They surveyed the area to make sure their tombs faced south and had mountains behind them.
Qingling is to the east of Yuling.
It’s in the southeast of China.
It’s about two and a half hours by bike.
3. Go on learning the usages of adverbial clauses of time：
Did most emperors start to build their tombs when they became emperors
4. Learn about the tombs of ancient Chinese emperors.
Ⅱ. Teaching aids 教具
录音机/Section A, 2中的图片/十三陵的详图及各景点图片/介绍十三陵的扑克牌/幻灯片/3a中的图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section A，导入新课。
1. (学生对话，复习could, would, shall, will 和can引导的表示请求、许可、建议的句子。鼓励几组学生表演他们的对话。)
T: Please make dialogs using “could, would, shall, will and can”, and then act them out.
S1: Could I…
S2: Yes, …
S3: Would you…
S4: No, …
…
T: Good!
(教师及时提醒学生，注意使用正确的答语。)
2. (教师出示Section A, 2中的图片，让学生用while/when看图说句子，复习时间状语从句。)
T: Look at the pictures. Make some sentences using “while” or “when”.
(教师出示第2幅图。)
S1: Kangkang’s mother was cooking while Kangkang was playing computer games.
(教师用同样的方法完成其余的图片。)
3. (师生对话，导入新课。)
T: Well done! Do you like traveling
Ss: Yes, of course. / No, I don’t.
T: Did you visit Beijing
Ss: Yes, … / No, …
T: Do you know any places of interest in Beijing
Ss: Yes. The Summer Palace, the Great Wall…
T: Yes. Today we will learn something about the Ming Tombs.
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a并教学生词。
1. (教师用幻灯片/3a中的图片介绍十三陵，教师边说边填充准备好的表格，同时解释生词。)
T: Here is a map of the Ming Tombs. They are at the foot of the Tianshou Mountains, in the northwest of Beijing. The Tombs spread over…
The Ming Tombs
Where are they At the foot of the Tianshou Mountains, northwest of Beijing.
How big are they Over an area of 40 km2.
What marks the beginning of the Sacred Way to the Tombs The Stone Arch.
What’s on both sides of the way Stone animals and stone officials.
Who built them The emperors.
What are their features(特点) Faced south and had mountains behind them.
How far is it from Beijing It’s about two and a half hours by bike.
(要求学生掌握mark；理解northwest, beginning和official；了解arch；学习掌握It’s …表距离的句型。)
2. (学生听1a的录音并跟读，标出生词。)
T: Please listen and repeat. Mark the new words at the same time.
3. (板书并让学生了解生词。)
sacred, survey
Step 3 Consolidation 第三步 巩固(时间: 15分钟)
巩固1a，完成1b和2。
1. (让学生分角色扮演1a，然后两人一组进行问答练习，完成1b。)
T: Role-play 1a, and then finish 1b in pairs.
2. (让学生自读1a，找出时间状语从句和表距离的句子。然后根据Step 2,1中的表格用自己的语言介绍the Ming Tombs。)
Example:
The Ming Tombs are at the foot of the Tianshou Mountains, in the northwest of Beijing. They spread over an area of 40 km2…
3. (让学生更多的了解十三陵。)
T: The Ming Tombs are so wonderful. Do you want to visit them
Ss: Yes.
T: Do you want to know more about them
Ss: Yes, of course.
T: Now, please look at these cards.
(把事先准备好的介绍十三陵的扑克牌/图片给学生传看，同时板书要求学生掌握的单词camel和了解的词汇prestige，并附有相关介绍。如手里拿着Qilin的扑克牌/图片介绍，然后传给学生。)
T: Look at this card. It’s a Qilin. It’s an animal in ancient story.
…
(给学生一定的时间去了解扑克牌/图片上关于十三陵的详细信息。)
4. (引入2。)
T: Now let’s look at the pictures in 2. Do you know what these animals stand for
S1: I don’t know.
S2: I don’t know.
S3: …
(多数学生都不知道，也许有个别学生会用汉语说出一些。)
T: OK. Let’s read the phrases in 2 together.
(几分钟后)
T: Please listen to 2 and fill in the names of the stone animals.
(根据学生的实际情况，可以放1～3遍。)
(学生完成练习，教师核对答案。)
5. (教师出示神道上的某一种动物图片，学生便立即说出该动物所代表的含义。)
T: Now, please tell me what the animal stands for, Xiezhi.
Ss: It can tell the difference between good and bad. It can keep the bad away.
T: Qilin.
Ss: …
…
Step 4 Practice 第四步 练习(时间: 10分钟)
练习并完成3a和3b。
1. (教师用方位图，以旧带新，教学生词east。)
T: Where is “S”
Ss: It’s in the south.
T: Where is “W”
Ss: It’s in the west.
T: Where is “E”
Ss: It’s in the east.(教师帮助学生说出，并在“E”旁边板书east。)
(用同样的方法教学其他方位名词：north, northeast, southeast, eastern。通过板书把3a中的方位示意图呈现在黑板上。为3a，3b活动提供图示，降低难度。)
2. (教师向学生介绍方向介词的区别，为导入3a做准备。)
(板书)
T: Look at the blackboard. Where is A
Ss: It’s in B.
T: Yes. And C is on the west of D. C is very close to D, so we use “on”. E is a little far away from D. So E is to the east of D. Are you clear
Ss: Yes.
T: Now. Where is F
Ss: It’s to the east of E.
T: Where is D
Ss: It’s on the east of C.
T: Very good.
3. (把十三陵的详细平面分布图挂在黑板上，导出3a。)
T: Look at the map carefully. Use the words of directions to introduce the Ming Tombs to us. Now, who would like to introduce it to us
S1: Changling is to the west of Jingling.
S2: …
…
(叫几名学生指着平面图上的各个陵墓的位置用方向词介绍，升华本活动。)
T: Please do 3a quickly. When you finish, please put up your hands at once.
(表扬前三名学生。)
4. (导入3b。)
T: Now, look at the map in 3a and answer the questions. Where is Dingling
S1: It’s to the southwest of Kangling. It’s in the west of the Ming Tombs.
T: Very good. Where is Xianling
S2: It’s to the west of Changling. It’s in the middle of the Ming Tombs.
T: Excellent! Where is Zhaoling
S3: It’s to the north of Siling. It’s to the southwest of Dingling.
…
T: Well done! Please ask and answer in pairs according to the example in 3b. Pay attention to the usages of “in/on/to”.
Example:
A: Where is Taiwan/Henan
B: It’s in the southeast of China. / It’s on the north of Hubei.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
探究巩固本课语言知识。
1. (教师让学生来当导游，根据下面图片的信息，向其他学生解说十三陵。)
T: Act as a guide and introduce the Ming Tombs to other students according to the following pictures.
2. (以4人小组为单位，讨论设计一张十三陵的门票或宣传广告。)
T: Design a ticket or an advertisement for the Ming Tombs in groups of four.
附录:
3. Homework:
(让学生用in/on/to写一篇短文来介绍自己家乡的位置。)
Using“in/on/to”to write a passage, introduce the location of your hometown.
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