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PWP method, task-based method and interactive approach
五、 Teaching tools (教学手段)：
multimedia and some pictures
六、Teaching Steps（教学过程）：
Step 1. Lead-in 图片导入
用老舍茶馆的图片导入本模块的话题“Lao She Teahouse”，通过复习Unit 1课文里重要的句子，来回忆有关动词不定式的用法。用红笔标注了动词不定式，让学生先进行回忆和感知。
如：1.Betty wanted to see the Beijing Opera.
Lingling offered to take Betty to Lao She Teahouse.
Step 2. Pre-practicing.
头脑风暴(Brainstorm)：more sentence structures we learned in this module.
Step3. While-practicing.
Complete the sentences with the correct form of the words in the box.
(1)Read the conversation between Lingling and Betty and answer these two questions: 1) What did Betty want to do? 2）What did Lingling offer to do?
Read the conversation again, then Complete the note with the correct form of the words in the box.
Check answers.
Step4. Post-practicing.
In this module, we learned about the writer Lao She, do you know other famous writers in China? Works in pairs. Talk about the famous writers you know about.
Look at a picture and guess who the man is.
Listen to the radio and answer questions.
Listen again and check the true sentences.
Read the passage and then complete the passage with the correct form of the words in brackets.
Read the passage together.
Brainstorm some foreign writers. For example, J.K Rowling and her works: Harry Potter
If you want to know more about other countries’ culture, we should learn English hard
Work in pairs. Talk about how to learn English well with your partners and write down your plans. You can use: hope, why don’t we, how about... to express your ideas.
Step6. Homework: Make your English study plans and write it down.
教学反思：
我上的这节课，M5U3 Language in use 是一堂综合课。我最初的教学思路是从老舍----鲁迅------J.K Rowling，从国内著名作家到国外著名作家这条线，贯穿动词不定式的用法，让学生从感知到理解到学会运用动词不定式作宾语。在设计具体教学环节时，因为设置的题目和动词不定式无关，在胡老师的提点下，删除了这个环节，但我在课堂上却没有用适当的步骤去补充这个环节，导致在课堂上，这个地方衔接不上。本节课中存在的不足之处有：
板书不规范。造成这个问题的原因是我在备课时没有备板书设计，没有一个整体思路。应该在黑板上展示什么重点知识，黑板应该划分为几个区域，每个区域什么内容，这是我欠缺的地方。好的板书能帮助学生分析理解本节课的重点知识，明确教学的主要内容。功夫下在平时，从这节课的板书问题反映了我平常上课时没有意识到板书的重要性，板书时太随意，导致一堂课重点内容不突出，书写不规范。在今后的教学中，我要不断改进我的板书，让它真正地服务于课堂教学。
在评讲鲁迅这篇短文的习题后，没有对整篇文章进行回顾。在这节课中，我认为我给了学生较充足的时间完成习题，在学生遇到困难或错误时，我会停下来纠正学生的错误或帮助学生一起审题。在教学进度上较慢，其中有一个设计好的环节，即听后判断正误题，没有完成，输出部分时间也没有了，转为了课后完成。