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2. 根据本课所学, 多数同学可以制定合理的, 安全的旅游计划教学器材the multi—media, handout教学方法以学生为主体的教学学习方法自学，互学，展学，思维导图学习
板书设计
Period 1 Teaching Procedure教学环节教师活动学生活动设计意图StageI.Free talk
(3’)T asks Ss to read the learning aims louldly.
My friend Claire sent me a message ,let’s listen to it.
Sharp eyes
T asks the Ss for advice about transportations.1.read the learning aims louldly.
2. Listen to the message and try to get the main question.
3. Try to make more sentences about the transportations.
1. 让学生齐读本科目标以便学生对重难点更清晰。2.以贴近生活的话题引入。3. 通过话题引入来复习交通工具并为本节课主问题作铺垫。Stage II. Pre-- reading
(2’)Go on asking the students for help.
To find out the two main questions Tony asked.
Let the students to guess the ways to Amsterdam by the map.Read the online post by Tony, get to know the demands of Tony.
Try to guess the best way to Amsterdam.整节课的主问题第二次呈现。让学生进行读前猜测，扩充学生思维。Stage III. Self--learning
(5’)Q1.How many ways to travel there? What are they?
Q2.What does David think of the four ways?.
T let the students read the answer part silently, and then finish the two questions.
Read the second part silently, and try to finish the two questions on the hand outs.课文的第一部分在上一个环节已经处理，找到了两个主要问题。本环节主要放在文章大概脉络上。Step2.
合作共读(10’)
1.Play the video, to help the students correct their pronunciation.
Read with No.2 partner, to understand the passage,and to practise the pronunciation.
Stand up and read in different groups,then finish the mind map.
Ask the students to discuss the answers with their group members.
Task 1. Watch the video first.
Task 2. Read with No. 2 parter.
Task 3. Read aloud in groups, finish the mind map
Task 4. Dicuss with group members.
此环节为文章共读环节。通过看视频纠正发音，帮助理解；和搭档2来共读理解；小组比赛读等环节为后面的mind map 作铺垫，最后小组讨论生成mind map.Step3. 合作共学
(5’)T asks the Ss work in groups to choose one way to prepare for the retelling part.E.g:
The first way is by train, it’s more relaxing