小学英语对话教学中的误区与对策(8)

　　I know you want to be a doctor, a teacher, … But what do your classmates want to be in the future? Do you know? Now let’s do a survey.

　　学生互相调查将来想从事的职业。

　　T: I think you will have a good job in the future. Good luck to you. Look！So many beautiful pictures here, let’s talk about them and fill in the blanks.

　　（课件呈现Miss Li, Yao Ming, Helen的照片。）

　　Photo 1. A: ______ she?

　　B: She’s Miss Li.

　　A:______ she?

　　B: She’s a teacher.

　　(What’s, Who’s)

　　Photo 2. A: ______this tall man?

　　B: He’s Yao Ming.

　　A: ____he?

　　B: He’s a basketball player. He _____ very hard.

　　(What’s, works, Who’s )

　　Photo 3. A: _____ the girl?

　　B: She’s Mary. She _____ so young. She’s very _____.

　　A: _____ she?

　　B: She’s a hairdresser. She _____ her job very much.

　　(What’s, Who’s, loves, looks, beautiful)

　　师生谈论照片，并在横线上填入正确的单词。谈论完第二张照片后，教师板书重点句型“What’s he / she?” 并领读。对于第第三张照片，采用生生问答的形式谈论。

　　这样以Talk about jobs为主线，仅用10分钟的时间就处理完了对话中的语言点和知识点，还操练了新的句型；然后设计了看照片、谈职业的活动，用25分钟的时间让学生整体感知对话，帮助他们理解对话内容并灵活运用。

　　误区三：重表演形式，轻实际效果

　　[案例3]

　　在教学4B Unit 7 At a snack bar时，某教师用师生对话的方式引出对话内容：

　　T: What would you like?