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(Show them the pictures, Ss try to say out.)
Ss: Read these key words
Step2 Learn the names of famous places.
T: Where can you read lots of books?
Ss: In the library.
T: You can do different things in different places. Do you know these places? What are their names?
Ss: Read these key words 二. Pre-reading（5minutes）
利用图片和相应的问题引导学生快速思考抓住逻辑关系
第一步引导学生快速阅读，进行概括性思维训练，从而抓住课文主旨大意
第二步通过教师的语言铺垫以及后面的表格引导训练学生的细致思维从而找出细节信息
通过表格信息为引导，使学生找到Tim及家人中国之行的时间、地点具体信息以及体会感受等。这种思维逻辑训练从概括到具体，从个人到全家，层层深入，具体明晰
这一步不但进行思维训练而且提示学生要注意文中的词语结构用法
根据学生能力差别，教师布置了两个作业。这实际上是思维训练的两个层次：
第一个是改变人称的思维训练；第二个是创造思维训练，这也是我们对学生进行思维的重要目标
Step1. Lead to read.
T: If you are in Sanya, you want to share your trip with your friend. How can you tell your friend?
For example, Are you going to make a phone call? Send an email?
Ss: ...
Step2
T: Are you going to write something like this? What’s this? How
do you know?
Ss: It’s a postcard.
T: Look at this postcard and answer these two questions.
Q: 1. Who receives the postcard?
2. Who writes the postcard?
Ss: Check the answers together.
三、while-reading（15 minutes）
Step1.Do the fast reading and get the main idea of this passage.
Q: What is Tim mainly telling David about?
Ss: ...