【正文】 the following questions:1. What did the fox make for the stork?2. What did the stork make for the fox?Step6. Reading task.1. Skim the text and fill in the blanks.(personal work)2. Scan the text and answer the questions.(pair work)Step7. Discussion(group work)Ask the students to discuss the questions according to the text: would the fox love the stork to have dinner with him? 2. Why didn’t the stork feel sorry to the fox? your friends were invited to your home, would you serve for your friends? you choose the best foods and drinks or the foods and drinks that your friends like? ? How do you do that? Politely or rudely?Step8. Retell the text.(group work)First, teach the ways to retell the text (with the key words and the key sentences). Then, let them have a try in groups. Finally, a member of the group es to the front to retell the text.Step9. Deal with the language points. (help work)Complete the part by helping each other by turns. But the teacher explains to the class the key language points.Step10. PracticeStep11. SummaryStep10. Homework the key words and phrases.2. The next reading in the student book.Text Lesson 23: The Fox and the StorkOnce a fox invited a stork to dinner. He put nothing on the table except some soup in a very shallow dish. The fox could easily lap up the soup, but the stork could only wet the end of her long bill in it. When she left the meal, she was still very hungry. I am sorry, said the fox, the soup is not to your taste. Please do not apologize, said the stork. I hope you will e to my house, and dine with me soon.A few days later the fox visited the stork. He found that his food was put in a long bottle, and the mouth of the bottle was very narrow. He could not insert his big mouth into it, so he ate nothing. I will not apologize, said the stork. One bad turn deserves another. 8. Project implementationAfter a few weeks ofteaching,I think thelivelyclassroom teachingshould be reflectedin the following aspects: Teaching.For example: teaching new words desk, pencil, box, bag, wall, floor, backboard, light, etc. can be pointed at the side of the items that: This is a desk (pencil, box etc) Another example: teaching new words afraid can point to a student, said: There is a tiger! said, trembling, I39。m afraid. students understand afraid to look for fear, not only concise and impressive. . 2. Choose some funny story.3. Let’s play: Roles play in English class4. Encourage the students to write a short diary students talk about themselves stories in English.9. Data analysisThrough the various aspects of the teaching activities,More students are interested in English learning.Set a story with interesting lesson in one, gave students a great deal of thinking to leave space so that students can be a good initiative to study and improve their listening and speaking ability.10. Problem unsolvedAfter a few weeks of practice, there are still some students, particularly boys are not pletely into the state, they are still learning English in the forced state, I will continue to work hard.11. ConclusionIn Activity Course, we must make students feel that they are not boring to simply drill in English, but in the use of English exchange. An education expert has said: Classroom Teaching Implication enormous vitality, only the lives of teachers and students in classroom teaching vitality to function effectively, can really contribute to the cultivation of students and teachers in the growth of the classroom there would be real life.” It can be convinced that, through our concerted efforts, we can truly English teaching and learning activities live togetherReferences1. The Interpretation of English curriculum standards, part 11 about “Teaching principles”, Jiangsu Education Publishing Press.2. Ding Liyun, Thoughts about Several Issues on the Teaching Reform. 3. The Theory of Multiple Intelligences Continuing education learning materials.4. Sui Mingcai, English teaching theory, Guangxi Education Publishing Press1