Greeting.
T: today I bring some pictures for you. Let's have a look, ok?
Ss: ok.（课件出示北京的一些图片）
T: Are the pictures beatiful? Which city is it?
Ss: Beijing.
T: yes, you are right. It’s Beijing. Beijing is great. Do you think so?
Ss: yes.
T: today we are going to learn lesson 17: Beijng is great. Say with me. （教师领读课题）
T: Beijng is great. Let’s go on a trip to Beijing, ok?
Ss: ok. Let’s go on a trip to Beijing.
T: now you want to go on a trip to beijing. Can you say something about beijng?
(接下来，学生描述北京，总结讲解重要词汇记单词)
教学片断二
Greeting
T: how are you? Nice to meet you? How’s the weather today?
Ss: fine. Nice to meet you. It’s sunny today.
T: on the sunny day, what do you want to do?
S1: I want to play football.
S2: I want to go to the park to fly a kite.
S3: I want to go on a trip.
……
T: someone want to go on a trip. Do you want to go on a trip?
Ss: yes.
T: ok, let’s go on a trip. Say it. (学习短语go on a trip)
T: now liming wants to go on a trip, too. Where does liming want to go? Listen.
(听第一小段对话，学生很容易就找出了答案。)
Ss: to beijng.
T: Oh! He wants to go to beijing. Do you know beijing? Can you tell liming something about beijing?
S1: Beijng is the capital city of china.
S2: beijng has tian’anmen square.
……
(回答过程中学生积极性很高，一些描述超出了我的预想。)
教学反思：
本节课是第三单元的第一课，这节课在学生学习了几个国家之后的延续，讨论go on a trip to beijing. 这一课，引出主题，Beijng is great. Liming wants to go on a trip to Beijing. 上课之初，我预设通过图片激发学生的热情，描述北京，激起去北京旅行的欲望，在这种欲望中学习语言，但在五一班上课时发现，学生对图片的热情没有达到我的预想，不能激起学生的表达欲望。而且在描述时，也仅仅局限于我图片中所出现的内容。感觉学生一直在被老师牵着走。到五二班上课时我及时作出调整，师生问候之后，我将话题抛给学生，on the sunny day, what do you want to do?学生非常乐于表达自己真实的想法，甚至有学生说I want to sleep. 学生真正的是在用英语表达。再抛出话题, Can you tell liming something about beijing? 时，同学们都以小主人的姿态积极介绍自己所知道的北京。
通过两节课的对比，虽然基本都完成了教学任务，但经过调整在五二班上课时，自我感觉更放得开，每一个环节更自然，师生之间就是在讨论，就是在聊天。学生的表达机会也更多一些，摆脱老师的语言束缚，他们的思路更广，表达更自我，更能表达自己的想法。这也提示我自己，学生是课堂的主人，教师要想尽办法为学生提供自然的，真实的语言练习素材，使学生在真实的语境中学习语言，适用语言，充分利用每节课的40分钟。