的口头操练的机会,而且这也是一个集思广益和相互学习的过程。引导学生在“做中学”、在“用中学”。肁2.教师引领下的词汇扩展。膈创设情境,逐步呈现螅brotherworker------inafactory.薃unclefarmer------onthefarm袀frienddriver------inataxi芈classmatepostman------inapostoffice膆3.情景模拟听力练习。(Task3)芅Listencarefullyandguesswheretheboysandgirlsaretalking.袃对学生听对话后给出的答案以图片形式进行核对,既形象又直观莈Picture1(inthelibrary):在学生回答后,再问:Whatisshedoing?薇Picture2(intherestaurant):在学生回答后,再问:Whatisshedoing?螃Picture3(intheshop):在学生回答后,问:Whatdoesshewanttobuy?蚂Picture4(intheclassroom):在学生回答后,再问:AretheyhavinganEnglishclass?蒈Picture5(intheplayground):在学生回答后,再问:Whataretheydoing?羈Picture6(inthestreet):在学生回答后,再说:Ithinkweshouldwaitforthegreenlightwhenwegoacrossthestreet.Doyouthinkso?(通过表扬习惯好的同学,渗透德育意识)(通过有关场景及活动的句子表达,让学生达到由词到句的训练)蒅4.指导学生完成书上练习B。莁5.通过猜谜游戏(由某些地点的功用或特点猜测地点名称),让学生进一步运用所学内容。(Task4)薈6.单词归类及小组活动。(Task5)
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