资源简介

Title
8A
Unit3
　Period
1
Welcome
to
the
unit
Teaching
objectives:
To
introduce
the
topic
‘A
day
out’
To
introduce
the
famous
places
around
the
world
and
the
countries
students
belong
to.
Teaching
key
points
and
difficult
points:
1.
Phrases:
（not）as…as…,
enjoy
oneself,
take
a
boat
trip,
go
past,
have
a
great
time,
a
building
with
a
garden,
be
made
of…
2.
Structures:
(1)
What
are
you
going
to
do
?
I’m
going
to…
(2)
How
long
is…?
It’s…
/
How
wide
is…
?
It’s…
3.
To
talk
about
places
of
interest
around
the
world
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Free
talk
Ask
If
you
have
some
free
time,
what
are
you
going
to
do?
I’m
going
to---
自由讨论，激活学生思维，营造轻松的学习氛围，可以引起学生的兴趣，并由此引出本课的话题“A
Day
Out”进行谈论，显得比较自然。
Step2:
Presentation
Show
a
picture
of
Eddie
to
the
students
and
get
the
students
to
guess-
what
do
you
think
Eddie
is
going
to
do
if
he
has
some
free
time.
2.
Ask
the
students
‘Usually,
Eddie
is
a
very
lazy
dog.
Do
you
think
he
is
going
to
climb
the
hill?
Let’s
listen
and
watch
the
video,
then
find
out
the
answer.
’
Listen
and
get
the
student
to
answer
the
question.
Is
Eddie
going
to
climb
a
real
hill?
No,
he
isn’t.
What
is
the
hill
he
is
going
to
climb
made
of?
It's
made
of
food.
通过看和听，引出本单元话题“
A
Day
Out”，吸引学生注意力，提升听的能力。
Step3:
Practice
1.
Let’s
repeat
Eddie
and
Hobo’s
conversation
after
the
tape，and
then
answer
questions:
1.
Why
is
it
good
for
Eddie
to
exercise
?
2.
Does
Eddie
really
want
to
exercise?
2.
Now
the
boys
will
be
Eddie
and
the
girls
will
be
Hobo.
Read
the
conversation.
Pay
attention
to
your
pronunciation
and
intonation.
3.
Practise
the
conversation
in
pairs.
You
can
add
your
own
ideas
if
you
want.
And
then
ask
several
pairs
to
act
it
out.
活跃气氛，让学生“活动”起来以保持学生的学习兴趣。
Step4:
Presentation
Today
you
have
a
great
chance
to
travel
free
in
the
world.
Pass
the
tests,
the
best
group
will
get
free
tickets.
Try
your
best
to
get
more
points.
Test1:Good
eyesight(眼力).
Show
pictures
of
the
places
of
interest,
remember
as
much
as
possible,
then
watch
a
video,
and
tell
us
how
many
places
of
interest
you
see
in
the
video
and
what
they
are.
以比赛方式教学文本新课内容，学生兴趣更浓，积极性更高，注意力更集中，提高学习质量。
Step5:Practice
Do
you
have
good
knowledge
about
them?
Test
2:
Good
abilities
to
communicate
with
others.
Ask
and
answer
in
pairs
about
the
information
of
the
places
of
interest.
Test
3:
Good
hearing
(1)
Listen
to
Nick,
Leo
and
Jane.
Match
their
postcards
with
the
correct
pictures.
(2)
Answer
some
questions.
Test
4:
Good
teamwork
Discuss:
Why
do
people
travel
a
lot?
对所学知识进行运用，达到巩固作用，并对所学知识进行拓展，开阔学生眼界，渗透情感教育。
Step6:
Homework
Review
what
we’ve
learned
today.
Work
in
a
group
and
write
a
postcard
to
me.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit3
　Period
2
Reading
1
Teaching
objectives:
1.
To
guess
the
general
meaning
of
a
passage
or
sentences
with
the
help
of
pictures
2.
To
make
the
students
know
some
places
around
the
world;.
3.
To
make
the
students
love
our
world
and
our
country,
especially
our
life.
4.
To
develop
the
ability
to
write
about
a
day
out
following
certain
sequences
Teaching
key
points
and
difficult
points:
1.
Phrases:
invite
sb
to
sp,
join
the
school
trip,
be
far
away,
arrive
at/
in,
can’t
wait
to
do
sth,
get
off/
on,
places
of
interest,
all
over
the
world,
be
made
of,
as
great
as…,
I
couldn’t
believe
my
eyes,
learn
a
lot
about
2.
Structures:
(1)
It
took
us
about
two
hours
to
get
there
by
bus.
(2)
It
looked
as
great
as
the
one
back
home.
(3)
Go
and
see
for
yourself
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Revision
1.
Say
It
is
a
wonderful
and
amazing
world.
There
are
many
places
of
interest
in
the
world.
Let’s
see
if
you
know
their
names.
Teach
the
words
and
phrases
-wonderful
and
amazing
places
of
interest.
2.
Show
the
pictures
of
different
places.
Then
get
the
students
to
talk
about
where
they
are
and
what
they
can
do
there.
自由谈话直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围。开阔学生思路，激发学生的创造性思维。
Step2:
Presentation
（Pre-reading
）
Ask
Where
are
you
going
on
holiday?
Which
city
are
you
going
to?
Why
do
you
want
to
go
there?
How
do
you
plan
to
get
there?
The
teacher
introduces
his
own
plan:
I’d
like
to
go
to
the
World
Park
in
Beijing.
There
are
models
of
more
than
a
hundred
places
of
interest
from
all
over
the
world.
We
can
see
the
Eiffel
Tower
and
the
Golden
Gate
Bridge
in
the
park.
They
look
just
like
the
real
ones,
so
I
can
travel
around
the
world
in
a
day.
What
an
amazing
day
it
will
be!
Read
aloud
the
passage.
为学生阅读课文做好充分的准备，可以降低理解文章的难度，照顾到绝大部分同学，使他们增强学好的兴趣和信心。
Step3:
While-reading
1.Skimming
:What
is
Linda’s
letter
about?
What
are
Parts1,2,3
about?
2.scanning
：Part1--Para
1-2:
Find
out
the
information
in
the
form.
Part2--Para
3-5:
Find
out
what
places
of
interest
are
mentioned.
Read
and
answer
questions.
Part3--Para
6
:
Read
and
choose
the
correct
answer.
边听边读文章帮助学生了解文章内容，帮助学生从整体上认识和把握文章结构，降低了文章的难度，使原本复杂的文章一目了然。文章结构脉络清晰，既便于学生理解、记忆，提高了课堂学习的效率。
Step4:
Practice
1.
Learn
the
new
words.
2.
Help
Kitty
match
the
words
on
the
left
with
the
meanings
on
the
right.
3.
Help
Kitty
complete
the
notes
below.
4.
Scanning
the
whole
text:
Find
out
Linda’s
movements
and
feelings
5.
“T”
or
“F”
对课文内容再次进行操练，更好地巩固所学内容，力争提高45分钟课堂效率，使学生尽可能当堂掌握，减轻课后负担。
Step5:Post
reading
Kitty
and
Daniel
are
chatting
online.
Complete
the
missing
parts,
and
then
finish
the
exercise
in
Part
B4
Which
do
you
want
to
visit
best
?
Divide
the
class
into
several
groups.
Have
a
discussion
in
groups.
Show
the
Ss
some
pictures.
Each
group
chooses
a
picture
to
talk
about
the
place
of
interest
you
want
to
visit
best.
1)
where
to
go
2)
when
to
go
3)
how
to
go
4)
why
5)
what
to
see
6)
how
to
feel
Each
group
chooses
a
student
to
give
us
a
report.
Discuss:
Why
do
people
like
travelling?
对所学知识并配以实战演习，进行运用，鼓励他们多多使用今天所学的词组、句型、语言点，既为语言知识的运用创造了真实的情境，又提供了团队合作的机会，达到巩固作用，渗透情感教育。
Step6:
Homework
Write
an
e-mail
to
your
close
friend
to
tell
him/her
your
pleasant
trip
to
a
place
of
interest.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit3
　Period
3
Reading
2
Teaching
objectives:
1.
To
get
further
understanding
of
the
whole
text
2.
To
learn
to
use
some
important
phrases
properly
3.
To
be
able
to
use
the
proper
adjectives
to
describe
the
feeling
of
the
trip.
Teaching
key
points
and
difficult
points:
1.
Phrases:
invite
sb
to
sp,
join
the
school
trip,
be
far
away,
arrive
at/
in,
can’t
wait
to
do
sth,
get
off/
on,
places
of
interest,
all
over
the
world,
be
made
of,
as
great
as…,
I
couldn’t
believe
my
eyes,
learn
a
lot
about
2.
Structures:
(1).
It
was
a
great
day
but
we
did
not
enjoy
it
at
the
beginning.
(2).
The
trip
from
Kitty’s
school
took
about
two
hours
by
coach
.
(3).
Kitty
and
I
did
not
feel
sick
any
more.
3.
The
understanding
of
some
long
sentences.
4.
To
feel
and
understand
the
different
feelings
of
the
visitor
at
different
places
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Revision
1.
Guess
where
I
went
this
summer.
2.
Say
something
about
Linda’s
trip
唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围。
Step2:
Reading
Read
the
passage
freely,
and
retell
Linda’s
trip
to
the
World
Park.
Encourage
the
students
to
retell
the
trip
with
key
words.
朗读文章帮助学生再次了解文章内容，为之后的复述课文做好铺垫。图的运用搭建了理解支架，帮助学生从整体上认识和把握文章结构，降低了文章的难度，使原本复杂的文章一目了然。文章结构脉络清晰，既便于学生理解、记忆，提高了课堂学习的效率，又提升了他们的语言组织能力和创造能力。
Step3:
Language
points
invite
sb.
to
do
sth.
invite
sb.
to
a
place
have
a
good
tim
doing
sth
have
fun
doing
sth
enjoy
oneself
Sb
spend
时间、钱
(in)
doing/on
sth.
It
takes
sb.
＋时间、钱＋to
do
sth.
sth.
costs
(sb.)
＋金钱
Sb
pay
钱
for
sth.
付……的钱
a
lot
of
traffic
arrive
in
arrive
at
arrive
on
get
to
/
reach
can’t
wait
to
do
sth.
get?off
get
on
in
front
of
in
the
front
of
……
提升学生对于文本的深层次理解，巩固所学语言点。
Step4:Group
work
where
will
you
go
?
Divide
the
class
into
several
groups.
Have
a
discussion
in
groups.
Show
the
Ss
some
pictures.
Each
group
chooses
a
picture
to
talk
about
the
place
of
interest
you
want
to
visit
best.
1)
where
to
go
2)
when
to
go
3)
how
to
go
4)
why
5)
what
to
see
6)
how
to
feel
Each
group
chooses
a
student
to
give
us
a
report.
配以实战演习，鼓励他们多多使用今天所学的词组、句型、语言点从多方面来讨论他们最喜欢的旅游的地方，既为语言知识的运用创造了真实的情境，又提供了团队合作的机会。
Step5:
Conclusion
Do
some
exercises
1.
Students
finish
the
exercises
on
a
piece
of
paper.
2.
Check
the
answers
on
the
screen.
3.Travelling
is
not
just
for
fun.
It
helps
us
know
people,
nature,
history…
It
can
open
our
eyes,
learn
more
knowledge
and
improve
ourselves.
总结本课时重点难点，达成情感目标。
Step6:
Homework
1.Try
your
best
to
retell
the
story
about
Linda’s
trip.
2.Talk
about
the
places
of
interest
you
want
to
go.
3.Write
a
short
story
about
an
interesting
trip.
1)
where
to
go
2)
when
to
go
3)
how
to
go
4)
why
5)
what
to
see
6)
how
to
feel
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit3
　Period
4
Grammar
Teaching
objectives:
1.
To
compare
two
people/
things
using
‘(not)
as’+
adjective+
‘as’
2.
To
learn
reflexive
pronouns
Teaching
key
points
and
difficult
points:
1.
To
compare
two
people/
things
using
‘(not)
as’+
adjective+
‘as’
2.
To
learn
reflexive
pronouns
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Revision
1.
Answer
some
questions
about
the
world
park.
激活学生的思维，营造轻松的学习氛围,融入了学生自己的思想，从而有利于开阔学生思路，激发学生的创造性思维。
Step2:
Presentation
Q1:
What
is
in
the
World
Park?
1.Write
the
sentence
on
the
blackboard—It
looked
as
great
as
the
one
back
home.
We
use
as…as
to
say
that
people
or
things
are
the
same
in
some
ways.
2.Find
words
from
the
text
to
describe(描述)
them
3.Find
out
the
rule
We
can
put
a(n)
original
form（原级）
between"
as...as
"to
show
things
are
the
same
in
some
ways.
语法讲解建议采用归纳法，如尽可能多的呈现一些生动的相关例句，引导学生试着从所观察到的语言现象中总结出语言规则和语法规律。（归纳法，主要传授的是描述性知识。）通过课文中的句型引出本课重点：as…as…,然后看图造句，让学生自己总结规律，提高自身能力。以Q1—Q4为主线引出后面内容，衔接自然。
Step3:
Practice
Complete
the
sentences
under
each
picture
with
as---as
or
not
as---as.
Talk
about
your
classmates
with
"as
adj.
as"
to
show
their
similarity(相似之处)
Do
some
exercises
about
“as
+adj.
as...=
the
same
+noun+as”,
who
are
the
same?
Q2:
How
did
Linda
and
other
students
get
off
the
bus?
Rule:
We
can
also
put
a(n)
adverb
between
"as...as..."
to
show
the
same
way
of
doing
something.
Exercises:
What
can
your
teachers
do?
Read
and
complete
Q3:
Is
the
model
Eiffel
Tower
as
tall
as
the
real
one
in
France?
Exercises:
Look
and
say
Compare(比较)
them
以Q2从as+形容词+as过渡到as+副词+as,衔接自然，以身边的老师和同学为例造句,对所学句型进行操练巩固，并讲解形容词和名词之间的转换关系，以Q3过渡到（not）as+形容词/副词原级+as与比较级之间的转换关系，让学生有话可讲，有欲望讲。
Step4:
Presentation
Personal
pronouns
and
reflexive
pronouns
Q4:
Did
Linda
have
a
great
time?
Reflexive
pronouns:
We
use
reflexive
pronouns
when
the
subject
and
the
object
are
the
same
(the
same/
different)
person(s).
Exercises:
1.
Check
your
memory
:
Personal
pronouns
and
reflexive
pronouns
2.
Quick
answer
以Q4导入反身代词，学生自己总结规律，并配以实战演习，鼓励他们多多使用今天所学的词组、句型、语言点用抢答形式来活跃气氛，提高学生积极性，提高学习质量，既为语言知识的运用创造了真实的情境，又提供了团队合作的机会。
Step5:Practice
1.Read
and
complete
2.Useful
expressions
3.Exercises
:
Advice
from
your
teachers
Write
a
short
passage
about
your
school
life
总结本课所有知识点，并进行操练巩固，达成情感目标。
Step6:
Homework
1.
Complete
the
exercises.
2.
Review
as
…as…,
not
as…，
reflexive
pronouns
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit3
　Period
5
Integrated
skills
Teaching
objectives:
1.
To
infer
general
meaning
from
context
and
key
words
2.
To
get
the
most
important
information
from
poster.
3.
To
listen
to
the
arrangement
in
the
order
of
time
and
locate
some
detailed
information
about
the
activity.
Teaching
key
points
and
difficult
points:
1.To
understand
special
information
by
listening.
2.To
respond
to
written
text
and
information
obtained
from
listening.
3.To
check
accuracy
of
written
text
by
identifying
true
and
false
sentences
Phrases:
the
final
of…,take
place,
cheer
for,
with
one’s
support,
the
cost
of…,
Structures:
(1)
shall
we…/
what
about…/
why
not…/
why
don’t
we…/
would
you
like
to…?
(2)
I
don’t
think
that’s
a
good
idea.
(3)
That
sounds
good/
great.
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Warm
up
Watch
a
video.
Free
talk
：
Do
you
like
sports?
Do
you
often
watch
volleyball
matches?
Are
you
in
the
school
volleyball
team?
When
and
where
do
you
usual
do
sports?
Who
do
you
do
sports
with?
How
often
do
you
do
sports?
Say:
when
I’m
free,
I
like
watching
ball
games.
Basketball
is
my
favourite.
I
think
the
final
is
usually
the
most
exciting
game
to
watch.
Have
you
ever
watched
a
basketball
final?
Show
a
picture
and
say:
This
is
a
basketball
final.
Sunshine
Middle
School
basketball
team
is
in
the
final.
We
are
going
to
watch
it,
but
I’m
not
sure
of
the
time,
the
place
and
the
cost
of
the
trip.
Would
you
please
help
me
find
the
information?
比赛视频激发学生兴趣，自由谈话直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围。为学生设置一个解决任务的情境，使教学环节在统一的情境下完成，激发学生的兴趣。
Step2:
Pre-listening
Use
some
pictures
to
teach
the
new
words.
（Pre-listening
New
words)
Predict
:
What
do
you
know
about
the
competition?
Please
read
the
poster
in
pairs.
I’ll
ask
some
questions
to
find
out
the
main
points:
(1).What
is
the
poster
about?
(About
the
basketball
final)
(2).What
about
their
basketball
team?(In
the
basketball
final.)
(3).Where
will
it
take
place?
(At
South
Hill
School
in
Moonligh
Town)
(4).When
will
it
happen?
(On
Sunday,
7th
November.)
在听力前位学生扫清听力中将遇到的障碍，为学生搭建学习支架，教会学生如何做简要笔记，并进行整合。
Step3:
Post-listening
Listen
and
complete
some
of
the
table
with
the
information
from
Part
A1.
Guess
(
Predict)
Where
will
they
meet？
When
will
the
final
start
？
Which
team
will
win？
Play
the
tape
for
twice,
then
complete
A2.
Discuss
True
or
False
in
pairs
,and
then
play
the
tape
again,
complete
Part
A3,
correct
some
information.
培养学生如何利用互联网获取信息，整合信息的能力。
Step4:
Presentation
(
Speak
up)
Ask
some
questions:
Do
you
often
go
to
watch
the
matches
with
your
friends?
Do
you
know
how
to
invite
your
friends?
How
to
accept
the
invitation
?
How
to
refuse
the
invitation
?
Please
listen
to
the
tape
and
tell
me
where
they’ll
go.
(They
are
going
to
the
China
Science
and
Technology
Museum.)
Play
the
tape
again,
read
after
it
and
act
it
out
in
pairs.
培养学生在实际生活中运用语言进行会话的能力，锻炼口头表达能力，又提供了团队合作的机会。
Step5:Practice
(Group
work)
Sample
conversation
according
to
the
model.
A:
Where
are
we
going
this
Sunday?
Shall
we…..?
B:
I
don’t
think
that’s
a
good
idea.
…
A:
Well,
what
about…?
B:
That
sounds
good,
but
…
A:
Why
don’t
…?
B:
Great!
Let’s
….
See
you
tomorrow.
Make
a
dialogue
with
the
tips
and
useful
expressions.
How
to
invite
your
friends?
How
to
accept
the
invitation
?
How
to
refuse
the
invitation
?
对所学知识进行拓展与延伸，培养学生解决问题的能力，总结本课时，达成情感目标。
Step6:
Homework
1.Try
to
remember
all
the
words
and
expressions.
2.Finish
the
exercises.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Title
8A
Unit3
Period
6
Task
Teaching
objectives:
1.
Be
able
to
use
more
expressions
to
make
a
plan
for
a
day
out
and
finish
a
letter
about
a
trip.
2.
Be
able
to
master
the
expressions
in
speaking
and
writing.
Teaching
key
points
and
difficult
points:
1.To
be
able
to
express
their
trip
plan.
2.To
write
a
letter
to
invite
a
friend
to
have
a
day
out.
3.
Phrases
and
Structures:
We
are
planning
a
day
out
on…
This
is
the
plan
for
the
day.
We
will
meet
at…
We
will
take
the
underground/bus
to…
It
will
take
about
…
minutes/hour(s).
We
will
walk
to…
We
will
see/visit…
We
will
go
back
to
…
by
underground/bus.
The
cost
is
about
…
per
student.
We
hope
you
can
join
us
Teaching
methods:
Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Revision
Watch
a
video
about
some
places
of
interest.
Have
a
free
talk
with
the
students
about
the
places
of
interest
we
visited
before.
When
and
how
can
we
went
there
and
what
we
did
there?
The
more
,
the
better.
Work
in
pairs,
please.
For
example：
Where
did
you
go
?
How
did
you
go
?
What
did
you
see
?
……
学生观看介绍自己祖国风光的视频，美景很快就把学生带进了“A
Day
Out”的情境。主题非常明确，学生由此展开自由联想，搜索、罗列刚才看见的、本单元学过或头脑中储存的相关词汇和短语，在同伴互助下，学生口语表达的内容丰富多样。这样的资源共享有利于学生复习和积累知识。
Step2:
Presentation
Read
Kitty
and
Daniel’s
plan
in
Part
A
on
Page
40,
then
complete
the
letter
on
P41.
Pair
work:
Talking
about
transport.
A:How
will
they
go
to...
B:They
will...
Talking
about
activities.
They
will...
are
going
to...
would
like
to...
plan
to...
Retell
according
to
the
blanks.
How
to
write
an
invitation
letter
according
to
their
plan.
Let’s
look
at
the
invitation
letter
and
find
out
the
eight
parts
of
it.
教材内容给学生提供了丰富的写作素材和可借鉴的形式，当学生的相关知识被激活，但又无法用适当的形式有条理地表达出来时，教师引导学生阅读教材中的相关样本，激发学生主动阅读、模仿写作的内驱力；同时，教师通过追问，使得旅游计划的要素（时间、地点、活动）更为突出，此时再辅以制定出游计划的具体步骤，学生就会自然地进入“我会写，我能写”的状态了。
Step3:
Practice
Plan
for
the
trip
This
Saturday
I
want
to
go
for
a
day
out
in
Nanjing.
Now
make
a
plan.
1.
Show
students
some
pictures
about
the
places
in
Nanjing.
2.
Ask
and
answer
in
pairs
about
the
places
they
will
visit,
the
time
they
will
visit,
and
how
they
will
go
there.
For
example:
Where
will
you
go
?
When
will
you
go
?
How
will
you
go
?
……
学生完成邀请信，只需将A部分“计划”中的相关信息移至“邀请信”中。此步骤的主要目的对学生再次进行语言输入，并使其了解正式邀请信的八个组成部分，为学生最终完成自己的邀请信搭建“脚手架”。
Step4:
Group
work：
Now
work
in
groups.
Each
of
you
can
choose
the
one
place
you
want
to
visit
most
,
tell
us
when
and
how
you’ll
go
there
and
what
you’ll
do
there.
Now
put
all
the
paragraphs
of
your
group
together
and
discuss
how
to
write
an
invitation
letter.
Use
the
plan
you
made
and
the
letter
to
help
you.
Use
the
following
words,
expressions
and
structures
may
help
you.
Firstly
…
Secondly
…
Then
…
Next
…Finally
…
学生遣词造句的能力和方式各有差异，在小组交流过程中学生之间互相帮助，互为“支架”，这样的活动方式对于提高学生的遣词造句能力效果极为显著。
学生具备了一定的遣词造句能力，加上写前的阅读和口头表达训练，小组内的大部分学生都能对参观某个景点、采用某种交通方式、开展某些活动等进行自如表达。
Step5:
Write
and
show
Write
an
invitation
letter
to
invite
your
classmates
to
join
your
trip
to
Nanjing.
Use
the
plan
you
made
and
the
letter
to
help
you.
Use
the
useful
expressions
and
suggestions.
2.
After
finish
writing
the
invitation
letter，show
the
letter
in
front
of
classmates.
写是语言输出的又一种形式。它能全面检验和衡量学生的英语运用能力。而利用课文教学进行写作训练效果十分明显。训练的形式多种多样，可以指导学生仿写、缩写、续写、改编等。在台前展示，总结本课时，达成情感目标。
Step6:
Homework
Write
an
invitation
letter
to
your
best
friend
to
have
a
trip
to
your
favorite
city.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。

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