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口头表达有关英语学习的困难并提出针对性的建议。
教学过程：
教学环节教师活动学生活动设计意图
时间Warm-upStep 1T asks Ss to brainstorm the aspects of learning English.
T asks: What do you think is difficult about learning English? What do you do to help with that?Ss talk about the aspects of learning English.
Ss get into pairs or small groups and share their thoughts.
提出相关问题，引入课文话题。
5’While-readingStep2
T asks: What type of reading is this?
T asks Ss to read paragraph 1 and answer the question: What problems does David have in English learning?
T asks Ss to read Paragraph 2-4 and answer the question: What suggestions do the three students give him?
T directs Ss to pay attention to the difficult word “review” and “reward” and asks Ss to guess the part of speech and the meaning from the context.
T asks Ss to read paragraph 5 and answer the question: Why does Mrs. Smith say learning English is not difficult?
T directs Ss to pay attention to the difficult word “suit” and asks Ss to guess the part of speech and the meaning from the context.
T asks: Do you agree with Mrs. Smith? Why or why not?
T asks the Ss to read the text again and fill in the table in Ex.3. T encourages Ss to answer in complete sentences.
1. Ss recognize the reading as “online discussion”.
2. Ss read the paragraph and answer the question.
Ss read the paragraphs and answer the question.
Ss pay attention to the difficult words and guess the meaning from the context.
5. Ss read the paragraph and answer the question.
Ss pay attention to the difficult word and guess the meaning form the context.
Ss share their opinions.
8. Ss read the text again and fill in the table. Then Ss say the answers aloud. 让学生了解文章类型.
让学生学会从阅读文段中获取信息。
让学生学会从阅读文段中获取信息。
训练学生阅读策略。
让学生学会从阅读文段中获取信息。
训练学生阅读策略。
为英语程度好的学生设置深入思考的问题，训练他们的思辨能力。