T: where did you go for your holidays?

　　Ss：I went to ......

　　T: When did you go? 板书句型

　　Ss：I went there.....

　　T: Did you go with your father and mother?

　　Ss：Yes,I did.(No ,I didn't)

　　教师接着问：Did you take any photos? (用手势做出照相的动作)引出photo这个单词,采用齐读，男女生读，分组读等多种方式，并区分与picture的不同。然后教师谈论玲玲的旅行，(出示新疆的图片) T:Look!This is a photo of XinJiang.Lingling went there last year.Who can tell me ,where is Xinjiang ?(出示中国地图) 引导学生回答It's in the west of China. 用各种方式练读句子。XinJiang is very beautiful.So She stayed with her grandmother for a week in July.引出生词stayed 、week让学生猜测意思并跟读。师生继续交流玲玲去过的地方, Lingling went to another place.（出示海南图片），让学生猜What's the place? Where is it? (出示中国地图）依次引出新的句型：This is Hainan.It is in the south of China . HaiNan is beautiful too,so she went there and visited her uncle.引出生词uncle并领读。

(设计意图：从学生谈论自己的旅游到介绍玲玲旅游，学生兴趣很高，教师通过提供图片能吸引学生的注意力，让学生猜，学生的积极性也大大地提高，地图的出示能让学生更直观的学习方位在英语中如何表达。)

Step 3:practice（练习）

　　1、出示青岛风景，问并引导学生说句子：

This is Qingdao.It's in the east of China.

Last year,I went to Qingdao and swam there.

2. 出示海口和大连的图片，学生同桌讨论，完成句子。

Haikou:This is______. It's in the _____of China. Last year,I went to ______and_____.

Dalian: This is______. It's in the ___of China. I went to ____ and ______.（设计意图：语言的社会功能是作为交际工具，只有结合实际，创造性的使用所学句型，才能让学生用所学的知识进行扩展、活用，也是培养学生能力的具体表现。）

Step4: Text（课文教学）