新目标八年级上册英语Unit7 How do you make a banana milk shake说课稿

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新目标八年级上册英语Unit7 How do you make a banana milk shake说课稿
八年级英语新目标上unit 7说课稿
Unit7 How do you make a banana milk shake?
Section A(1a-3a)说课稿
一、 说教材
(一)教学内容分析：
   本课是《义务教育课程标准实验教科书?英语》（人民教育出版社）八年级上册第七单元How do you make a banana milk shake?第一课时。本单元中心话题是学习询问和描述一种食物的制作过程，本课时学习“询问和描述香蕉奶昔和水果沙拉制作过程。主要语言结构为：祈使句的运用; How many /How much引导的特殊疑问句。通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力。
本单元分为Section A 、Section B.和Self check 三部分. Section A 提供了本单元教学的基本词汇和语言结构，并通过简单的语言活动进行操练和巩固,Section B 是学生在掌握了Section A的基础知识后的拓展和延伸。
（二）教学目标：
1.知识与能力：
1）.语言知识目标：通过学习使学生掌握并能熟练运用四会三会词语和句型。
Words: milk shake, yogurt, watermelon, ingredient, blender, teaspoon, peel ,pour, finally.
Sentences: How many …/ How much…  do we need ?
2）．语言技能目标：能运用所学词汇句型描述奶昔、水果沙拉等食物制作过程，能在真实情景中熟练运用。
2.过程与方法：通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程， 听从指令。
3．情感态度与价值观：
通过创设人文情景，学生身临其境感受和体验，使语言学以致用，激发学生的学习积极性。体会在活动中学习英语的乐趣。培养学生乐于与他人合作的精神及爱生活和爱做家务的好习惯。
4.文化意识目标：了解西方人的饮食文化。
5.学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效交际、用英语思维的能力。
（三）、依据新课程标准及本单元总目标确定本课的教学重点为：
重点：学习制作奶昔所需的相关词汇和句型。
难点：学会制作奶昔、沙拉并描述其过程。
二、学情分析：
本课教学对象为八年级的学生。这一阶段的学生思维能力发展较快，自我意识增强，在情感方面能进行自我教育。好奇心强，喜欢探索新鲜的事物，喜欢动手参与，也喜欢竞赛。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实践的能力。
  因此我将此课设计为活动课，并引入竞争机制，满足学生学习需要，同时利用预习指导既培养了学生的学习策略，也降低了学习难度，为新课的顺利开展打下伏笔。
三、教法
1．《英语课程标准》强调课程从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。加德纳的多元智能理论强调教育的目的是真正理解并学以致用。
基于上述理论和英语课程标准对4级学生的要求及学生的心理特点和认知发展规律，结合任务型语言教学模式，采用多元智能理论的教学设计策略，通过对fruit 的头脑风暴，句型的练习，听力的训练及制作奶昔的示范，让学生为完成任务获得必需的知识、能力、信息和文化理解，最后小组合作完成水果沙拉的制作并描述其过程，实现了任务目标、感受到成功。
2.教学手段： 运用多媒体辅助教学，我将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。如形象的动画向学生展示制作奶昔的全过程，信息传输数量多、速度快、质量高，取得良好的教学效果。
3.游戏辅助教学。如在教学过程的第七环节，我教学生make faces来操练First …next ..then …finally.极大程度的调动了学生的学习积极性，从而熟练掌握了本课的知识点。
四、学法指导
《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。
1、学习方法的指导   
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动   
设置真实情境制作水果沙拉，为完成任务（描述食物制作过程）服务。把课堂变成有声有色的舞台，让学生乐学、会学到创学。
3、学习能力的培养   
通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
在课堂活动中把学生分成六人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
五、教学程序：
Step 1 Warm up and lead in. Get the students to enjoy a piece of flash show. Greedy monkey .
Step 2 Revision
Show  pictures  and review  the names of some fruit.
T: Do you like fruit? What kind of fruit do you like?
What is your favorite drink? Today we are going to learn a new kind of drink--a banana milk shake . Do you want to know how to make it?
设计意图：采用兴趣型教学策略，多媒体呈现水果,激发学生探索的动机和愿望。通过头脑风暴唤醒学生的言语智能，既检查学生的预习效果，培养学生自我学习的能力也培养了学生的发散思维能力。以旧引新为新课内容铺垫。
Step3 .Presentation（while-task）
Tet’s see how to make a banana milk shake. What ingredients do we need?
Teach ingredient /yogurt…
What tools do we need? Teach  blender / turn on/cut up…
1.Peel three bananas
2.Cut up the bananas.
3.Put the bananas and ice cream in the blender.
4.Pour the milk in the blender.
5.Turn on the blender
6.Drink the milk shake.
设计意图：形象生动的动画展示制作过程，初步感知新知。
Step4 Practice
1a. Write down the words. 1b. Listen and number.
设计意图：本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。
Step5.  Presentation
Pairwork:T: Tell your partners how to make a banana milk shake or strawberry milk shake . You can use these words: “ first, next, then and finally”.
设计意图：由香蕉奶昔的制作拓展到其它奶昔制作同时介绍表示顺序的副词，培养学生创新精神，进行探究学习。
Step 6 Play a game. How to make your friends laugh? Practice First…next …then… finally…
设计意图：采用TPR全身反应教学法，全方位的运动，全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
Step 7.Presentation
1.Show the picture and say: We are going to talk about fruit salad. Do you like it ? To make fruit salad, what do we need ?
2.Listening practice
Discuss with the Ss “ What ingredients do we need ?” and “how many or how much”, then have a listening practice of 2a. and then 2b.
. 设计意图：由水果沙拉的制作复习how many 和how much 的用法。强化重点，攻破难点。
3. Groupwork .Have a competition of making fruit salad. Work in groups and make their own fruit salad and report .
学生通过亲手制作并汇报过程，培养学生的综合语言运用能力，体现了任务型的教学模式，使学生在用中学，学中用。
Step 8. Sum up在学生尽情地参与活动后再让学生反思本节课的语法焦点，反思环节是培养学生的反思能力和问题意识，也是培养学生反省智能和元认知的重要途径。
Step9. Homework :
1) Write a recipe for your favorite fruit salad .
2）Write a process. How do you make instant noodles?
3) Cook your favorite food or dish for your family. And tell the feeling tomorrow.
Chose one or two pieces of homework.
目的是让学生能真正灵活运用所学内容，这是对所学知识更深层次的拓展和升华，在整体感知的基础上对重点内容进行深入探究操练进而升华，达到自由运用所学语言的目的，突破本课重点。
六、评价与反思：
.评价手段：本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
学生自我评价课堂活动表
班级:________________姓名:___________________
活动内容 态度 能力 行动
喜欢 不喜欢 容易 一般 困难 积极 一般 未参与
课前预习任务   
课中活动任务   
课后作业任务   
小组合作   
在本课中我学到了_________________________________________________
我最喜欢的活动是__________________________________,我参与了_____次活动,这些活动使我____________________________________________.
1. 敢于和乐于开口讲英语.                  
2.  2.英语口语和表达能力有所提高.
3. 学会了与他人合作.                     
4.了解了他人的意见
5.增长了我的见识.                        
6.其他
自己对本课堂表现的评分是______________________,对于教学的建议是____________________________,对于作业的建议是________________________________,
反思：
板书设计： Unit7 How do you make a banana milk shake ?
First…      Peel three bananas                              ingredient
             Cut up the bananas.                             watermelon
Next…       Put the bananas and ice cream into the blender .banana
Then…       Pour the milk in the blender.                   yogurt
Turn on the blender
Finally…    Drink the milk shake.                           teaspoon                                       
                                                   cup
How  many … do we need?
How  much …do we need?

ljalang

《初中英语优秀说课稿》简介：
Part One: Analysis of the Teaching Material (一) ST
《初中英语优秀说课稿》正文开始>> Part One: Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1. This is an important lesson. To attain “four skills” request of listening , speaking, reading and writing. Start with listing part and tell the Ss to remember the new words. Ask the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2. This is the first period of Unit7.It’s the part of the Lead-in.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3. Such a topic is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss have learned English for more than one year and a half so far. They can speak simple English very well. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
1.Knowledge objects
(1) To make the Ss know how to use Object Clauses.
(2) To study the new words and phrases: try one’s best, successful, imagine, soup, biscuit, pancake, cheese, pie.
(3) To learn some phrases to about preparing for the food festival.
make biscuits, learn to cook food, cook soup, set a table, write a song
2. Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs and groups.
(3) To develop the Ss’ abilities of communication by learning the useful structures.
3. Moral objects
(1)To make Ss know something about the western food culture and the traditional food of western countries.
(2)Let Ss know they should help people in need.
(四)TEACHING KEY AND DIFFICULT POINTS
1.Key points:
(1).To help Ss grasp the new words and phrases.
(2).To help Ss master the Objective Clauses.
(3) To enable Ss to study in groups and co-operate skillfully.
2. Difficult points: How to use the Objective Clauses to express thoughts.
(五) TEACHING AIDS
Tape recorder, Pictures, Software: Power point
Part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
4. Explorable teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of Section A. I’ll give the Ss some tasks and arrange four kinds of activities: talking, watching CAI, listening to the tape, reading.
Teaching special features:
I’ll use the Explorable teaching method to let Ss grasp the rules of the Object Clauses. It’s helpful to develop Ss’ thought and learning ability.
Part Three: Studying Ways
1.Let the Ss pass “Observation---Imitation---Practice” to study language.
2.Teach Ss how to master the key structures and how to communicate with others.
Teaching special features:
Develop Ss’ abilities of Independent learning and cooperative learning.
Part Four:Teaching Procedure
Step 1: Lead-in
1. Show a picture of food festival, tell Ss in the picture are having a food festival now. And in this unit we are going to learn something about food festival, different kinds of delicious food and its culture.
2.let Ss look at the different kinds of food in it. Then learn the new words: soup, biscuit, pancake, cheese, pie.
Purpose of my designing: I think it is easy for Ss to remember words with pictures. It’s a kind of Intuitive learning.
According to knowledge of psychology, this method is useful to Ss’memory.
Step2. Presentation
1.Make Ss thing about what the food festival will be like. Learn the new word: imagine. Let Ss discuss it after the example in groups.Write these examples on the blackboard:I imagine (that) a lot of people will come to the food festival. I think/guess/suppose (that)…
Purpose of my designing: Let Ss know how to use Object Clauses to express their own ideas.In this period, Explorable teaching method is used to train Ss’discovering learning abilities.And they talk in groups so it can develop their cooperative learning abilities.
2. Show another picture to tell Ss Kang Kang and his friends are going to have a food festival. Let Ss listen to the tape of 1a and answer the question : why are they going to have a food festival?
3.Use CAI to introduce Daniel Igali to Ss. Learn the new words :Nigeria, wrestling, successful.Then listen again and answer these questions: what does Jane/Maria say? What does Kangkang know? What does Michael think?
Purpose of my designing: Task-based teaching method is used here to train Ss’listening abilities. And it can make Ss go on to practice using Objective Clauses.
Step3.Practice
1.First play the tape recorder. Let Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step Ss are required to practice the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample.
Purpose: This step is employed to make Ss get the general idea of the dialogue as a whole one. At the same time let Ss have a chance to practice their listening and spoken ability.
2.Do Part 2 pair work
Purpose: Consolidate the new words and structures learnt. Also it practices their listening and spoken abilities.
Step4.Summarize
Review new words and structures Ss learnt .
step5.Homework:
(1) Recite the words.
(2) Write a short passage of a helpful person you know and his/her good deeds.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Unit 7 Food Festival
Topic 1 SectionA
Food: soup, biscuit, pancake, cheese, pie
I imagine (that)…
I guess/think/suppose(that)…
Jane says(that)…
for raising money---help---Daniel Igail---help---the poor village
Nigeria wrestling
Being a helpful person

ljalang

初中英语说课稿（英文版）
　　一、说教材（教材分析） Analyzing teaching material
　　1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
　　2. 本课在教材中的地位 status and function
　　Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
　　3. 说教学指导思想 teaching guideline
　　(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
　　4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
　　1）认知目标 knowledge objects
　　a. Enable the Ss to remember the following new words & phrases:
　　Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
　　b. Get the Ss to be familiar with this sentence pattern:
　　If the population keeps growing so quickly, there will only be standing room left…
　　Give the Ss a reinforced practice on the functional item Supposition.
　　c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
　　2）智能目标 ability objects
　　a. Ask the Ss to make up a similar dialogue.
　　b. Help them to understand the dialogue better and improve the four skills.
　　c. Develop their ability of thinking independently.
　　d. Cultivate their ability to discover, analyze and solve problems.
　　e. Train them to collect information from the Internet.
　　f. Train them with some effective learning methods to optimize Ss’ learning results.
　　3）德育目标 moral objects
　　a. Arouse their interest in learning English;
　　b. Help them to understand the background of pollution.
　　c. Enable the students to love our earth and the nature.
　　d. Be aware of the importance of stopping pollution & protecting out environment.
　　e. Encourage the Ss to do something to save the earth.
　　5. 说教学重点 teaching important points (生词、句型；培养阅读技能)
　　a. New words and phrases
　　b. Sentence pattern: If- clause
　　c. improve their reading skills.
　　d. Talking about problems of the Earth.
　　6. 说教学难点 teaching difficult points (语法；发展交际能力)
　　a. functional item: Supposition.
　　b. Develop their communicative ability. Act out their own dialogue.
　　7. 说教具 teaching aids (multi-media computer, software, OHP)
　　The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
　　二、说教法 Teaching methods
　　Five step method; audio-video; communicative approach;
　　Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
　　三、说学法 Study methods
　　1. Teach Ss how to be successful language learners.
　　2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
　　3. Get the Ss to form good learning habits.
　　四、说教学过程Teaching procedures
　　I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
　　Activity 1: Imagination
　　1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
　　2). Suppose you catch a bad cold, what’s to be done?
　　3). Suppose your bike is broken, what’s to be done?
　　4). And suppose the earth, on which we all live, is damaged, what’s to be done?
　　* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
　　II. 呈现 (Presentation) 5min
　　Activity 2: Presentation
　　Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
　　A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
　　Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
　　* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
　　III. 对话 / 阅读 (Dialogue)18m
　　1. Pre- reading
　　Activity 3: Prediction
　　1st listening/ fast reading, one guided Q to help Ss to get the main idea:
　　What do you think is discussed at the conference?
　　2. While- reading
　　Activity 4: Read and answer
　　2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
　　* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
　　3. Post- reading
　　Activity 5: Language focus
　　While Ss are answering the Qs, the teacher deals with some key language points.
　　a. is being caused b. and so on c. go on doing
　　d. be fit for e. standing room f. if- clause
　　IV. 操练 (Practice) 10m
　　Activity 6: Retell
　　Use your own words to retell the dialogue in the 3rd person.
　　Activity 7: Acting out
　　Activity 8: Drill – Supposition
　　Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
　　(Retell; act out; role play)
　　V. 巩固 (Consolidation) 6m
　　(Discussion; interview; press conference; debate; quiz)
　　Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
　　Activity 10: Discussion
　　Think of the question: Are we causing damage to the world?
　　What should we do to save the earth and protect our environment especially in our daily life?
　　Collect their answers and form a report.
　　VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
　　Write a letter to the mayor, telling him sth. about the pollution around your school.
　　A Brief Instruction to the topic of “What should I do?”
　　Shangyuan Middle School Li Yi Cai
　　Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts：　they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
　　Part 1 Teaching material analysis
　　This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
　　Part 2 Teaching aims
1．Aims of the knowledge:
（1）To know the spelling of some words and usage of some phrases.　
（2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2．Aims of the ablilities:
（1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
　　3．Aims of the emotion:
　　（1）To understand how to write about problems and to express feelings.
　　（2）To ask for advice to solve the problems.
　　Part 3 Teaching emphasis
　　1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
　　2．To get the ability of general reading and getting information.
　　Part 4 Teaching difficulties
　　1．To recognize and understand vocabulary about problems.
　　2．To ask for advice
　　Part 5 Teaching methods
　　In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
　　Part 6 Teaching aids
　　Projector，slide show，tape recorder and blackboard
　　Part 7 Teaching procedure
　　Step Ⅰ．Lead-in
　 The purpose is to arouse the students’interest of study.
　Let’s have a free talk.
　T：Have you got problems?
　S：Yes.
　T：What is it?
　S：Eating too much makes me unhealthy.
　T：What about you?
　S：……
　Step Ⅱ．Presentation
　　The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
　　1．Ask students to read two letters and answer the following questions:
　　①What is Millie’s favorite hobby?(Painting)
　　②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)
　　③When does Simon play football?(After school until late)
　　④How do his parents feel about it?
　　(They don’t like this and ask him to go home before 6 p.m.)
　　2．Ask students if there are words that they do not know.
　　Explain some new words briefly.
　　deal；choice；complete；refuse；accept；spare；doubt；whether；
　　Step Ⅲ．Practice
　　The purpose is to develop the skills of scanning and how to gain the details from the articles.
　　1．Listen to the tape and answer some question about “True”or“False”.
　　2．Ask students to read the articles again and explain some important phrases.
　　How to solve the problems；hand in；on time；at the moment；
　　can’t find any time for my hobbies；feel bad；give up；
　　achieve a balance between the two；hear form；make unhappy
　　Step Ⅳ．Retelling
　　The purpose is to develop the skills of retelling with the key words
　　1．Ask students to make sentences with phrases that we have learned.
　　2．Try to retell the outline of the articles.
　　3．Encourage students to say something about themselves.
　　Step Ⅴ．Summary and homework
　　The purpose is to give the students a clear idea of how to express their problems and revise the articles.
　　1．Ask students to revise the words and phrases
　　2．Ask students to write a letter about himself after class.
　　During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
　　Thank you!