Introduction

（8 minutes）

1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

5. The whole

class work.

1. Focus their attention

on the teacher.

2. Students read the

letters about the

experience of their

trip.

3. Students talk about

exploring Beijing.

Grasp the new word.

4. Students discuss the

questions. Give out

their own opinions.

5. Students observe the picture and know

about the background

of the conversation.

1. Greet the students and

make them ready for

learning. The teacher

plays the flash of the

song, I love Tian’anmen

Square of Beijing.

2. The teacher asks the

students to report the

homework. Let the

students read the letters

about the experience of

their trip.

3.The teacher shows some pictures of places of

interest in Beijing. Lead

the students to talk about exploring Beijing. Teach the new word explore by showing the word travel, which has the same

meaning.

4. The teacher lets the

students discuss the

following questions in

pairs to lead the learning

of 1a:

(1) What do you think of

Beijing?

(2) What do you know

about Beijing?

(3) Do you want to

explore Beijing?

5. The teacher lets the

students look at the

picture of 1a, and leads to1a by introducing the

background of the

conversation.

Presentation

(10minutes)

1. The whole

class work.

2. The whole

  class work.

3. The whole

class work.

4. The whole

class work.

5. The whole
class work.

6. The whole

class work.

1. Students watch the

flash of 1a to catch the general idea of the

dialogue.

2. Students check their

answers with the

teacher.

3. Students watch the

flash for the second

time, find out the new

words and guess their

meanings.

4. Students learn and

grasp the new words.

5. Students listen to the

recording and tick

what they hear.

6. Volunteers report the

answers. Students

check the answers.

1. The teacher plays the

flash of 1a. Ask the

students to answer the

following questions:

(1) Where would Michael

like Darren to go for his vacation?

(2) Which city would

Kangkang like Darren to explore?

2. The teacher asks two

students to tell their

answers.

3. The teacher plays the

flash again. Ask the

students to find out the

new words, and guess

their meanings with the

help of the words around.

4.The teacher asks two

students to tell the answers. Teach the new word

postcard by showing a postcard to the students. Teach the new word receive by showing a situation of getting a letter. And teach the word vacation by showing a picture of traveling around.

5.The teacher plays the

recording of 1a. Ask the students to tick what they hear in 1b.

6. The teacher asks two

students to tell answers to

1b.

Consolidation

(10 minutes)

1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work and

pair work.

8. The whole

class work.

1. Students read the

conversation after the

recording sentence by

sentence.

2. Students try to follow the speed, paying

attention to the

pronunciation and

intonation.

3. Students read the

conversation by

themselves and

discuss in groups to

find out the difficult

points and sum up the

main points.

4. Students underline

in their books and

make some notes.

5. Students find out the

sentences about

invitation, suggestion,

agreement and request.

6. Volunteers tell their

answers.

7. Students read 1a, grasp the notes, and find out the sentences containing

adverbial clauses of time.

8. Students check their

answers. Learn and grasp the usage of adverbial

clauses of time.

1. The teacher plays the

recording sentence by

sentence.

2. The teacher plays the

recording without

stopping.

3. The teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation.

4. The teacher makes a

summary to explain the key points and difficult points to the students:

(1) receive the postcard

(2) be busy doing sth.

(3) (be) on vacation

5. The teacher asks the students to find out the sentences about invitation, suggestion, agreement and request.

6. The teacher lets two students tell their answers.

7. The teacher asks the students to read 1a and find out the sentences containing adverbial clauses of time in pairs.

8. The teacher asks the students to check their answers.

Introduce and explain

adverbial clauses of time

briefly.

Practice

(10 minutes)

1. Individual

work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

7. The whole

class work.

8. Individual

work.

9. The whole

class work.

10. Individual

work.

11. The whole

class work.

1. Students read the

sentences of 1c alone,

and number the

sentences.

2. Students check the

answers with the teacher.

3. Students read the

sentences in the right

order together. 

4. Students retell the

conversation.

5. Students read and

match the sentences.

6. Students check the

answers.

7. Students find  out

more similar

expressions from 1a.

8. Students look at the

pictures of 3, and then make sentences with

while or when.

9. Students check the

answers.

10. Students skim 4. And know about the word camp and grasp the phrase work out.

11. Students listen to the recording and choose the best answers.

1. The teacher asks the

students to read the

sentences of 1c alone and

number the sentences.

2. The teacher lets two or

three students tell their

answers.

3. The teacher lets the students read the sentences in the right order together. 

4. The teacher lets the students retell the conversation based on the sentences.

5. The teacher asks the students to read and match the sentences. Finish 2.

6. The teacher lets two students tell their answers.

7. The teacher asks the

students to find out more similar expressions from 1a and practice with their partners.

8. The teacher asks the

students to look at the

pictures of 3, and then

make sentences with

while or when.

9. The teacher lets two

students write down their answers on the blackboard. Check the answers.

10. The teacher lets the

students skim the

questions and choices

in 4.

11. The teacher plays the

recording and lets the

students choose the best

answers.

Production

(7minutes)

1. The whole

class work and group work.

2. The whole

class work.

3. Individual

work.

1. Students discuss in

groups and finish the

passage.

2. Students summarize

Section A with the

teacher.

3. Students finish the homework after class.

1. The teacher offers the

situation to the students:

One of your friends will

come to your hometown

on vacation. Make up a

plan for your friend, using

the adverbial clauses of

time as much as possible.

(1) Ask the students to

discuss the content of the plan in groups.

(2) Ask them to write

down the key words.

(3) Ask them to finish the

passage.

(4) Choose a representative 

from each group to

report their plan.

2. The teacher shows the

summary to the students.

3.The teacher assigns

homework:

(1) Review the summary

after class.

(2) Ask the students to

write a conversation

about making a telephone call, using the words while/ when.

(3) Preview Section B.

Pay attention to the

expressions of direction.

Teaching Reflection

The students like Beijing very much. They are interested in exploring Beijing. They can grasp the sentences about invitation, suggestion, agreement and request well. And they understand the usage of adverbial clause of time easily.