of Lingling's family and the other is a photo of her uncle's family. Do you want to know more about them?

Ss: ...

T: Now let's read the text. Before reading, here are some questions for you (show the ppt).

Q1: Where did Lingling go? (Where is it?)

Q2: When did she go?

Q3: Who did she go with? （解释go with 的意思"和......一起去"）

Q4: What did she do?

Can you read them?

S5: ....

...

2. Read the text and circle the answers to the questions on their books, then talk about the answers in the groups.

①The Ss report the answers, and the teacher teaches the new words and the sentences.( write them down on the Bb: west, parent, stay, July; This is Xinjiang. I went there last year. Did you go with your parents? Yes, I did. )

②Ask some students these questions to practice using these sentences.

3. Look at the other photo, explain Hainan's position and Li people (teach: south).

4. Grammer: 一般过去时态

① 引导学生归纳：教师指着板书中的动词形式，帮助学生归纳：描述过去的一次旅行的时候用一般过去时态，动词要用过去式。其一般疑问句结构为：Did +主语+动原+其他？

其特殊疑问句结构为：特殊疑问词+did +主语+动原+其他？

② 操练练习，检测学生是否理解掌握：在PPT上出示习题，让学生填空完成语句。

5. Read the text

① Read the text after the tape, teach the new words: remember, June

② Read it by themselves.

③ Check reading one by one.

④ Read it in different roles.

⑤ Check reading again.

⑥ Read in different roles together.

6. Retell the text

① The teacher helps the Ss to retell the text according to the tips.

② Ask a good pupil to retell it.

③ Practise retelling by themselves.

④ Show the retelling.

⑤ Retell it together.

【设计意图】通过任务型的教学模式，让学生在感知、体验、合作、探究中习得新知，激发了学生主动求知的欲望，培养了学生的合作、探究意识，使学生真正成为课堂学习的主人；语法的归纳和强化，有助于学生更加准确地运用语言描述过去的一次旅行，同时培养了学生对所学知识的归纳、梳理能力；通过熟读课文，加深对词汇、句型、课文的理解；复述语篇，便于学生对文章的整体架构，为语言的顺利输出提供了保障。

(四)Practice（5分钟）

Finish Part 4.

① Look at the model and make them to know how to describe them.

② Ask one of the pupils to describe Picture 2.

③ Talk about Picture 3 in the groups.

④ Report and correct the answers.

【设计意图】通过例句和图片的提示，能够模仿例句，完成对图片信息的描述，巩固加深了