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introduce five Wh-words when introducing a trip回顾课文，为阅读fact file 做准备。Step 2 Warming up
Read Kitty’s fact file, then talk about these questions with your partners.
Where did kitty travel?
When did she travel there?
Who did she travel with?
What did she do/eat/see there?
How does she like the trip?梳理when? Where? Who? What? How? 等内容，使学生了解此类文章应包含的要点。Step 3: Pre-writing
Help Kitty complete her article with the information in Part A.
Let Ss read Kitty’s article and analyze the structure of the article.
Let Ss conclude the structure of this article
(This activity help Ss work out the structure of the article----tip1)
Let Ss find some transitions and good sentences
Then let Ss express some sentences in different ways.
(This activity helps Ss learn to use transitions and good sentences---tip2)
Introduce my last trip to Hainan, and let Ss compare the two articles
Teach Ss how to describe special details
Ss' oral work : Something special during my trip
(This activity help Ss try to make their articles interesting and special---tip3 ) 分析样本结构，讲授写作方法，阅读对比两篇范文，为下一步的写作做准备。
Step 4: Group work--- Writing practice
1. According to the given information, write an article with the help of the structure.
2. According to the students’ own trip, write an article with the help of the fact file.
(Students can choose one of the tasks to complete)按照给定的文章结构，小组合作讨论完成作文， 保证作文围绕主题逐步展开。
有能力的学生可以选择写自己的旅行。Step 5: Check the writing
Introduce the standards of good writing.
Ask Ss to check each other’s writing and give marks.
Show time.
Every group chooses the best writing to read to the whole class.使学生了解作文的评分标准，小组间相互检查评分。每个小组找一篇优秀范文来展示。Homework
Read classmates’ articles and improving the writing. 巩固课堂所学。Reflections：
每一个教学环节的设计都从学生角度出发，充分考虑学生已有知识以及学生特点，使学生在整节课中保持学习的热情，对学生的回答表述，及时作出恰当评价，拉近师生间的距离，使学生在获取知识技能的同时，也能感受到用英语交流和被老师赏识的快乐。本节课主要采用任务型教学策略，通过师生互动、生生互动，让学生在完成任务的过程中参与、交流与合作，以便达到本课预定的知识、技能、情感目标，提高学生的人文素养。