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2. 培养学生小组合作、主动交流、大胆表达的能力。
（三）情感目标:
在交流学习中让学生了解并遵守旅游的礼仪规范。
教学重难点:
学生能够正确理解一般将来时陈述句的构成并能在语境中正确运用。
教学过程:
Step1 Let’s review
T: Boys and girls, today we will go on learning Unit
6 An interesting country. We know that this summer holiday will be the last one in your primary school.let’s make a “WILL” book about your summer holiday, OK? In order to make a book, we have four steps here.
T: Boys and girls, We knew from the story that the students have different ways of learning?about?Australia before class. Do?you?still?remember??
Do you still remember?
T: What does Mike say?
S: I’ll ask my e-friend in Australia.
Wang Bing: I’ll…
Liu Tao: I’ll…
Yang Ling: I’ll…
（老师提供一些图片让学生参考，学生边回忆story课文边回答问题）
（设计意图：通过回忆第一课时的课文内容，出示一部分将来时的句子，为下面的语法学习做铺垫，也让学生对句子的结构有初步的了解。）
Step2 Let’s talk
T leads the students to observe the sentences.
I’ll ask my e-friend in Australia.
I’ll ask Mr Green.
I’ll read about Australia on the Internet.
I’ll go to the library and look for books and magazines about Australia.
Teach : I’ll= I will
T: There are more similar sentences. Let’s read and notice the structures and usages.
SHAPE ﹨* MERGEFORMAT
T can first guide students to observe the abbreviation like I’ll, you’ll, we’ll, they’ll, he’ll…
Teach: you’ll= you will, we’ll= we will, they’ll=they will, he’ll=he will, she’ll= she will
T can then guide students to notice the tense of these structures.