Unit 10 Where did you go on vacation(4)

methods of writing the diary. Thus activity provides guided writing practice using the target language． 1．Say，Now write a travel diary like Step 4 the one in 3a. Practice writing 2．Have the students do the activity Look at the pictures and （Section B 36) individually. You may want to have write a diary. （10’） them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. 3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.） 4. Do a Survey The students read their own diary The students write their vacation and tell each other. Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. This activity gives students listening and speaking practice using the target language. 1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use 多媒体 放映 Talk about it in groups The students talk about their real vacation． Be divided into groups of four and ask questions each other. Talk aloud. Step 5 Groupwork (task) Section B 4 (7’） the diary you wrote for activity 3b if you want. 2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation. 3. Move around the room, offering vocabulary and pronunciation support as 16

needed. Step 6 Homework 1．Master the new words. 2．Write a diary

本课小结

本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。 练习设计 1. Write a diary．

2. Make a survey about the circumstance． 教学探讨与反思

能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。 尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。

如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好 板书设计

Unit 10

How to write a diary?

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