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Let’s read for understanding: 【教师引领示范： 通过圈划关键词、对比解析文本说明及例句等手段，与学生分享教师自己对于教材的阅读、分析、理解及评价】
Let’s read A1 for more information: 【首先通过提问 Why are the sentences arranged in this order? 来引领学生感悟编者编排例题的顺序的意图】
文中的例句的顺序编排，并没有简洁明了的把三个都采用have gone 的例题排列在一起，如 Millie isn’t here. She has gone to the library. & My parents have gone to Xi’an and they’ll stay there for a week. & Daniel won’t be with us at the party. He has gone to Shanghai. 而是打乱了顺序。除了要求我们灵活选择外，还有其他意图吗？
从而揭示出：例句1/2 Millie isn’t here. She has gone to the library. & Peter and Simon have just been to the library. They borrowed interesting books.去的地点都是”the library”但因为前后语境的不同，所以搭配了不同的的have/ has been & have/ has gone表达；同样例句3/4也是如此。
Let’s read A2 for more information: 【引领学生感悟编者设置的语境及每一个空格的意图，想要传达给我们什么信息？以此推动学生主动积极思维、解析文本。】
Let’s sum up: 【该环节教者通过把整个书本内容中，所呈现的所有例句按照含有have/has gone及have/ has been进行分类，从而示范给学生：学习是一个整理、归纳、提炼、升华的过程！通过这样的一个小结过程，对教材进行进一步的整合，从而帮助自己更清晰地提炼出相关知识的重点及注意点，达到从量变到质变的飞跃！】
have /has gone to
A:
Kitty and her family have gone to Hong Kong. They will come back next week.
Suzy is not at home at the moment. She has gone to the bookshop.
A1:
Millie isn’t here. She has gone to the library.
My parents have gone to Xi’an and they’ll stay there for a week.
Daniel won’t be with us at the party. He has gone to Shanghai.
A2：
I haven’t seen Mr Wu for days. Where has he gone?
He and his parents have gone to the countryside. They’ll be back tomorrow afternoon.
have/ has been to (in)
A:
Millie and Amy have been to South Hill. They want to go there again.
Sandy has never been to South Hill. She wants to go with them.
A1:
Peter and Simon have just been to the library. They borrowed interesting books.
My cousin has been to Xi’an twice.
A2：
Have you been anywhere recently?
Let’s try: 【该环节，教者把学生身边的学习辅导资料上所有含有have/ has gone及have/has been 的试题进行的精选汇编。也希望通过这个方法，引导学生能合理有效地使用好“配套教辅”，珍惜编者的智慧。】
总结：
教者希望通过本节学法指导课，能帮助学生了解到如何阅读文本以及文本解读的重要意义。