课堂实录：

1  T : What day is it today ?  How many days are there in a week ?  

What are they ?   What is the first / third / last day in a week ?  

（出示一周日历）Which day do you like ? 

Which day do you like better，___ or ____ ? 

Which day do you like best ?  

I like Sunday best . （出示单词best ） I can stay at home and have a good time with my family . And we know Sunday is the first day in a week . So be remember “A good beginning is half done” .

What do you do on Sundays ?   Did you ______ last Sunday ?

 I was on duty last Sunday .

2  T : What date is it today ?  How many days are there in April ?  

What month comes after April ? What month comes before April ?  How many months are there in a year ?  What are they ?

（出示年历）Which month do you like ?

Which month do you like better, __ or ___ ?       

Which month do you like best ?  

设计意图：

在课堂教学的一开始，教师就根据学生的生活实际为“突破口”，以“闲聊”的交流方式与学生“娓娓道来”，“唤醒”了学生对旧知的记忆。从提出问题What day is it today ？ 开始，就进入了“说话”练习状态。随即，相关“星期”问题接踵而至。而最终目的是引导学生正确理解并回答本环节有价值的问题：Which day do you like / better, ___ or ___ / best ? 接着，教师和学生一起谈及 “月份”主题，在What date is it today ?问题以后，相关学生此话题的已学过内容一一展示，也以相同性质的问题Which month do you like / better , __ or ___ / best ? 让学生对本课时新知有一个初步感知。

这两个环节的教学，教师无需去刻意营造一种语言的交际学习氛围，现实的背景就是学生学习最优质的资源。教师从学生生活实际着手，设计问题，且各问题之间环环相扣，层层相连，衔接自然，过度顺畅。在运用旧知的基础上，看似“闲聊”的口语交流过程实则是一个“唤醒”旧知，“铺垫”新知的过程。没有刻意的痕迹，犹如行云流水。