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通过出示东方明珠 、天安门、迪士尼乐园、Taipei 图片 和学生进行问答，引出句型：
Where will you go for the holiday ?
When will you go …?
What will you do …?
I /We will…
2.Work in pairs.
StepIII : Come to the storytime.
T与学生交流
T：Oh, You will go to Beijing this summer holiday .Then, What about YangLing and Mike ’summer holiday ？Do you want to know?
A：分层阅读：
1. listen and answer .
T: First, listen to the tape,then answer my questions .
Q1: What are the children talking about ?
They are talking about their plans for the summer holiday ?
(在问题中引出新单词 plans/ summer holiday,从而导入本课课题 )
Q1: How long will YangLing stay London ?
She will stay there for a month ?（学习新单词 How long/ stay ）
Watch the cartoon, Match and say .
Listen and repeat ,then read the dialogue and fill in the tables.
WhoWhereHowHow longwhatMike?YangLing???Su HaiLiu Tao??4.Read the dialogue by yourselves,then complete the exercise of P69.
【设计意图】：通过几个板块的学习，让学生初步简单感知对话内容，到自己读对话，在理解对话的基础上完成相应任务，任务设置实行分层次，由易到难，充分调动学生对语篇教学的学习兴趣，既强化了学生的听、说、读 等综合御用语言的能力，又充分体现了让学生在玩中学，学中玩的教学理念。
B：整篇阅读
1.让学生通篇阅读，画出不理解的句子和词组，然后小组讨论，把讨论结果写在纸上，之后小组汇报，师生共同解决。
T: Today we’ve learned a dialogue of different hobbies. Now read the whole dialogue and find out the sentences and phrases do not understand, write on paper, panel discussion, followed by group presentation, students and common solutions.
【设计意图】：通过整体阅读，教给学生阅读的方法，让学生尝试自己去读，找出关键信息，培养学生的良好阅读习惯和自主阅读的能力。
2.小组内分角色朗读，讨论共同找出本文的中心意思/ 大体意思，然后每小组抽一个代表汇报
T: Ok. Well done . Now boys and girls sub-role within the group read, discuss together to find the central meaning of this article / general meaning, then a representative of each group reported pumping
【设计意图】：通过小组分角色朗读，培养学生的合作意识和语言组织能力。
3. According to the blackboard design and try to retell the dialogue.
Step4：Consolidation (拓展练习)