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（2）设计符合学生学情的有效策略及难点突破思路。
比如在师生交流时，老师问学生喜欢什么类型的书比较简单，但问及原因时可能较为抽象，学生无法回答。这时就需要教师进行一些句式结构的引导：I like ---. Because it is---/ it can make me----(提供一些形容词)，they can improve my knowledge.
the stories in the books touched me.
we can relax ourselves by reading---.
we can learn more about ---
其实，有时学生对老师提出的问题无法回答时，不是他们不想回答，而是老师设计的问题较难或较为抽象，学生无法用其现有的知识参与课堂。所以，更需要我们老师在课堂设计时注意学情的把握，先进行语言的输入引导，再进行语言的输出反馈。除此之外，教师还应给学生适时而恰当的鼓励。多运用积极的鼓励性语言，如“Believe yourself !”,“Good”, “Well done!”等。
四.教学流程：
【Teaching content】Welcome to the unit
【Teaching aims】
Knowledge aims: 1. To learn about the different types of books.
2. To talk about the type of book students like and explain the reasons.
Ability aim: Try to improve their speaking and listening skills.
Emotion aims: 1. Arouse students’ interests to read.
2. Encourage students to read different types of books and learn to communicate and share with others.
【Teaching important points】How to master the different types of books.
【Teaching difficult points】How to talk about the type of book students like and explain the reasons.
【Teaching aids】Multi- media
设计说明：苏霍姆林斯基曾说：“热烈的学习愿望，明确的学习目的，是学生学习活动时最重要的动因。培养这种愿望的工作，是跟学校的全部教学和教育工作的安排紧密联系的，并且首先是在课堂教学中实现的。”所以，只有明确一节课的教学目标、思考重难点的方向，才能设计好一节课的流程。
【Teaching procedures】
Step1: Free talk and lead in
T:Class begins! Good morning, boys and girls!
Ss:Good morning, Miss Liu!
T:First, let me introduce myself to you. I am Miss Liu from Beijing Road Middle school. I am so happy to learn together with you. Are you happy?
Ss:Yes.
设计说明：“问题情境导入就是在英语教学过程中，英语教师围绕教学内容为学生创设一些问题或引导学生产生疑问，激发学生的思维活动，让学生在问题的解答过程中进行英语知识学习的情境创设方法。”和学生亲切的交谈有利于增进师生间的情感，拉近与学生之间的距离。
T: Ok, look at the picture please. What are they?
Ss: They are books.
T: Yeah, today we will learn Unit4 A good read.
T: Listen carefully. Why is she so happy?
Ss: ---