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Unit 2 TravellingWarm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练P.133 Preview the Reading Part.Presentation (Reading A)1Talk about different countries to introduce the idea that there are different kinds of schools around the world.2On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answersorally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task ontheir own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopular Homework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1Ask students to look at the pictures at the top of the pageand read the sentences under each pictur e. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and comple te ‘work out the rule!’4Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of t he school uniform to arouse students’ interest and help students refocus on thetask more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore th an, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter. Presentation （Integrated skills B）1Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2一课三练P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Asksome open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s n otes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.21-223 Preview Unit 3。
Unit2 Travelling中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！A书法文字发展简史：①古文字系统甲古文——钟鼎文——篆书早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。
八年级英语下册Unit2Travelling教案（牛津英语）课题Unit2Travelling---icstripandeletotheunit课时课时执教时间复备人教学目标1.知识目标：学习词汇：travelling,he学习词组：goto…foryholiday,thecapitalof学习句子：Greatready!Idon’tthinit’saholidayfore.技能目标：)了解外国著名城市胜地和受欢迎的景点。
)通过对话谈论人们在不同景点从事的活动。
情感目标：初步认识到这些旅游胜地是全人类的共同财富。
教学重点外国城市著名的旅游胜地和受欢迎的景点教学难点通过对话谈论人们在不同景点从事的各种活动教学媒体录影机，多媒体，实物等教学过程Step1：预习指导与检测见导学案Step2：展示目标见导学案Step3：课堂导学与互动任务一：师生互动。
Doyoulietravelling? Doyounoanyplacesofinterestintheorld? hichplacesofinteresthaveyoubeento? heredoyouanttogoonholiday?Let’sseesoepopulartouristattractionsintheorld. 任务二：你们能说出以下景点所属哪个国家吗？ountFujitheLeaningToerofPisatheLittleeraidtheStatueofLiberttheToerBridge任务三：Listenandanser:hereistheLittleeraid?hat’sspecialaboutit?与你的同桌合作表演对话，注意语气、动作表情哟！任务四：aeasipledialogueA:hat’sthis?B:…A:hereisit?B:…A:hat’sspecialaboutit?B:…A:Haveyoueverbeenthere?B:…模仿第21页，PartB部分的对话，和你的搭档合作一起探讨一下在景点可以做什么。
Unit2 Travelling--main task 教案开发区初中李淑君一、教案背景本节课为本单元的写作课，学生通过阅读的学习已经对游记有了一定的了解，通过词汇的学习又增加了有用的词汇，语法部分现在完成时的练习又强化了学生头脑中现在完成时与一般过去时的使用区别，这些对于学生写游记都是很有帮助的。
二、教学课题怎样写一篇游记，话题是关于学生度过的一个最愉快的假期三、教材分析本课是通过Kitty的香港旅游经历来教授学生如何去写一篇游记教学目标：识别并将个人经历用英语正确地表达出来，详细描述旅游的地点经历以及感受教学重点：如何写好一篇游记教学难点：在写游记的过程中如何运用正确的时态四、教学方法小组讨论，互助合作五、教学过程Step1:GreetingsStep2:Lead-in1.Have a discussion about their holidays, then say anything about their holidays(ask 3-4students to answer)2. Conclude what should be written in an article about travellingStep3: Presentation1.Tell the students that Kitty wants to write an article about her best holiday, and she wantsto write the article from the following aspects: place, time , people , experience and feelings.2. Ask the students to learn Kitty’s fact fileShow some pictures about Disneyland, Ocean Park , V ictoria Peak and Tsim Sha Tsui to help them know Kitt’s experience better.Disneyland/i?ct=503316480&z=&tn=baiduimagedetail&word=%CF%E3%B8%DB%B5%CF%CA%BF%C4%E1&in=30772&cl=2&lm=-1&st=-1&pn=7&rn=1&di= 29879509440&ln=1999&fr=&fm=result&fmq=1331824077640_R&ic=0&s=0&se=1&sme=0&tab=&width=&height=&face=0&is=&istype=2#pn7&-1&di29879509440&objURLhttp%3A%2F%%2Fupload%2F2008-02-23%2F301818857.jpg&fromURLhttp%3A%2F%%2Fhtml%2F2008-02-23%2F492843135.htm&W1024&H768&T7907&S54&TPjpgOcean Park/renwenbizhi/xiangganglvyoujingdianbizhi/human_hongkong_wallpaper_1024_34294_m.jpgVictoria Peak/i?ct=503316480&z=&tn=baiduimagedetail&word=victoria%20peak&in=9094&cl=2&lm=-1&st=&pn=7&rn=1&di=32027392395&ln=1988&fr=&fm=&fmq=1331823370937_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=#pn7&-1&di32027392395&objURLhttp%3A%2F%%2Fimages%2Fguide%2Fpicture%2F2007111116011230257.jpg&fromURLhttp%3A%2F%2%2Fvictoria-peak-photo-victoria-peak-pictures-china-highlights&W796&H562&T9726&S94&TPjpgTsim Sha Tsui/i?ct=503316480&z=&tn=baiduimagedetail&word=%BC%E2%C9%B3%BE%D7&in=18989&cl=2&lm=-1&st=-1&pn=14&rn=1&di=7964843130&ln=2000&fr=&fm=detail&fmq=1331824012625_R&ic=0&s=&se=1&sme=0&tab=&width=&height=&face=0&is=&istype=2#pn14&-1&di7964843130&objURLhttp%3A%2F%2F%2F0%2F11%2F11%2F31%2F11113146_732392.jpg&fromURLhttp%3A%2F%%2Fsystem%2F2009%2F07%2F24%2F011165869.shtml&W450&H258&T7481&S30&TPjpg3. Ask the students to finish Part on P38Step4:ExerciseGive the students at least 15 minutes to write about an article about their favourite holidays Then check the articles in groups of 4, and choose the best one to read it for the other classmates (about 3 passages)At last , the teacher gives some comments.Step5:HomeworkFinish the rest part of the exercise book六、教学反思本节课的节奏不够紧凑，之间的过渡再自然点。
牛津译林版英语八下Unit 2《Travelling》（task）教学设计一. 教材分析牛津译林版英语八下Unit 2《Travelling》主要介绍了旅行的相关话题，通过描述不同地方的旅游景点和旅行方式，让学生学会如何表达旅行计划和感受。
本单元包括阅读、听力、口语、写作和语法等多个方面的内容，任务部分要求学生根据所学内容，设计一份旅行计划。
二. 学情分析学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但在实际运用中，部分学生对旅行相关词汇和表达方式不够熟悉，同时对如何合理安排旅行计划缺乏经验。
因此，在教学过程中，需要注重对学生旅行词汇的培养和旅行计划能力的指导。
三. 教学目标1.学生能够掌握与旅行相关的词汇和表达方式。
2.学生能够正确运用一般现在时表达旅行计划。
3.学生能够通过合作完成一份旅行计划。
四. 教学重难点1.旅行相关词汇的掌握。
2.一般现在时的运用。
3.旅行计划的合理安排。
五. 教学方法1.任务驱动法：通过设计具体的旅行任务，引导学生主动参与学习。
2.合作学习法：学生分组完成旅行计划，培养团队协作能力。
3.情境教学法：创设旅行情境，让学生在实际语境中运用所学知识。
六. 教学准备1.旅行相关词汇卡片。
2.旅行计划模板。
3.多媒体教学设备。
七. 教学过程1.导入（5分钟）利用多媒体展示不同地方的旅游景点，引导学生谈论旅行话题。
教师提问：“你们最喜欢的旅行目的地是哪里？”让学生自由发表意见，从而引入本课内容。
2.呈现（10分钟）教师展示旅行相关词汇卡片，如：hotel、ticket、flight等，引导学生跟读并记忆。
接着，呈现一般现在时的句子，如：“I often go to Shangh.”，让学生理解并运用一般现在时表达旅行计划。
3.操练（15分钟）学生分组进行角色扮演，模拟旅行场景。
例如：A组为旅行社工作人员，B组为顾客。
A组需要为B组提供旅行建议，并运用一般现在时表达旅行计划。
Unit 2 TravellingTaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. organize their ideas by using fact files;2. write about their holidays.II. Teaching contents1. New words and phrases: delicious, seafood, airport, relative, leave for, the nextday, on the third day, the best part of the day2. New structures: It took us … to fly to …I love watching the interesting …On the third day, we visited …We enjoyed this trip very much.III. Focus of the lesson and predicted area of difficultyDevelop students’ writing ability.IV. Teaching proceduresStep 1 Lead-inT: Do you still remember Kitty’s trip to Hong Kong? Let’s have a look at her album. She went to Disneyland on the second day. What other places did she visit? 【设计意图：通过Kitty的相册，帮助学生回忆她的香港之旅，并发现更多信息。
】Step 2 Pre-writing1. Read Kitty’s fact fileT：Kitty plans to write about her trip to Hong Kong. She organized her ideas by using a fact file. First she wrote down the main points. Then she wrote down the details. Look at her fact file.2. Complete Kitty’s article3. Structure of Kitty’s articleT: Let’s read Kitty’s article and work out its structure. Underline key words and topic sentences because they can be helpful.(1)Para. 1Introduction: when, where and who(2)Para. 2—Para. 5Main body: what—the places to go, the activities to do and the food to eat (3)Para. 6.Conclusion: how—feelings【设计意图：梳理范文，通过搜索关键词、主题句及细节内容确认段落大意及段落构成，帮助学生加深对范文的理解，了解范文结构。
】4. Useful expressionsT: Read the article again and circle useful expressions. You can use theexpressions in your own articles.【设计意图：充分利用教材，赏析范文的遣词造句，帮助学生收集后续写作所需的词汇和句型。
】5. How to writeT: Let’s write our own article. First of all, choose a holiday. Then think of when, where, who and how (the way of transportation). Now write an introduction about our trip to Suzhou.T: Now we’ll move to the main body. What can we learn from Kitty’s article?(1)Think about three or four main points.(2)Write one or two sentences to support each point.(3)Organize the ideas in time order.(4)Use the simple past tense.(5)Use adjectives and adverbs to make your article more interesting.It’s time for practice. Think about main points and details. We can write three paragraphs about the trip to Nanjing. And remember to organize the ideas in proper order.T: Let’s come to the last part, conclusion. We should write about the feelings in this part. Try to write a conclusion about your trip to Hainan Island. 【设计意图：本部分是本节写作课教学的重、难点之一。
通过对教材范文三个部分的详细分析，帮助学生拓展思维，理清思路，了解每个部分的写作侧重点和写作方法。
每个部分的练习都是按照先收集要点和细节，后落笔成文的顺序来设计。
多个针对性小练习，紧扣本课的中心任务，充分挖掘教材自身素材，提供了四种不同类型的旅游信息，包括爬山、观海、参观博物馆和欣赏园林。
练习开阔了学生的写作视角，为后面的写作提供了素材和范例，为整体写作铺设了台阶，降低了写作难度。
】6. Write good sentences(1) Complete sentencesT: A complete sentence has a subject, has a verb and states a complete thought.We visited some museums.They were great fun.T: Look at the screen. How can we build a house? We should join subject bricks and verb bricks together to build a wall.【设计意图：在平时的写作中，学生常常忽略句子的完整性，本环节通过强化指导，帮助学生纠正和巩固句式表达。
】(2) Different expressionsT: When we write, we can use different ways to express our thoughts and opinions.Please rewrite the two sentences.【设计意图：通过训练多样的句式表达，提高学生遣词造句的能力。
】Step 3 While-writing1. Enjoy a video and have a discussionT: Work in groups of three and discuss your holidays. Write down the information on when, where, who, what and how.2. Make the fact fileT: Make your own fact file and share it with your partner.3. Write the first draftT: Write your first draft now. Remember your article should have a complete structure, clear and effective information and good sentences. You can use the outline on the screen as a model.【设计意图：让学生按照所教导的步骤独立完成初稿，实现写作任务的整体输出。
】Step 4 Post-writing1. ReviseT: It’s important to make some revisions after you finish your draft.(1) We can move sentences or paragraphs to the right place, cut out unnecessarydetails and add new materials. Try to revise your writing by yourself. (2) Read your article carefully and look for mistakes in grammar, spelling,punctuation and capitalization.【设计意图：通过修改示范初稿，指导学生不断改善自己的习作。
】2. Rewrite【设计意图：通过示范写作，让学生完整感受应如何完成一篇文章，将过程取向写作教学模式和本课写作内容进行有机结合。
不同的写作步骤各有侧重，层次清晰，环环相扣，很好实现了从输入到输出的跨越。
】3. AssessT: Work in pairs and assess your partner’s article according to the assessment table.【设计意图：设计量化评价表，让学生在多层评价中进一步发现问题，并享受成功，本环节可为提高学生的写作能力起到积极的推动作用。
】5. SummaryT: I’m sure now you have a better understanding about how to write about your holidays. Let’s review what we have learnt in this class.【设计意图：课堂总结，巩固已学知识。
