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What day…? What date …? This weekend is coming.
What do you like doing on Saturday and Sunday?
What a happy day! What an exciting day! What a/an….day!
导入日记：
Where can we write down these things?
Who is he? He is so cute. I like writing diaries about him.
Read some short diaries and tell me: What a/an...day!
（设计意图：从聊日期到周末喜欢做的事情入手，激活跟主题相关的已有知识，从老师记录孩子的成长的短小日记让学生感受写日记的意义，都给人美好或伤心的记忆，点明主题，并渗透日记的书写格式和特有的动词过去时态形式，给学生初步的过去时态的印象。）
二、While-reading
Yang Ling’s diary:
(1)Who is she? Guess what does she like doing?
(2)What does she like writing?
(3)Do you know something about diaries?
Three parts: date, weather and the special things
About the date:
(1)Yang Ling has a diary. Can you find the date?
(2)Can you read it?
About the weather:
How was the weather? It was…
Song about the weather and know more weathers
Find the sentences about the weather and the new words
About the special things:
It was sunny in the morning. What did they do?
What else did they do?合作完成其他两个天气所进行的活动。
反馈，再理解，渗透生活教育。
（设计意图：以日记主要三个部分为总线，以杨林日记为例，分别从日期、天气和活动三个部分循序渐进开展：日期有两种读法；以对话形式找出天气的变化以及通过歌曲补充其它天气知识，在轻松氛围中拓宽知识面；在活动学习方面以第一个活动为例生动处理词句段，观看鹦鹉秀并进行第一个活动的完整复述。剩下的两个活动放手以填空的语段形式让学生合作完成五块大屏的检测阅读，机器自动批阅答案。最后教师简单评价及梳理理解。）
三、Post-reading
Read after the tape;
Choose and read;
Keep writing diaries is a good habit.