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1、英本136班葛九超12120106T:howmuchdoyouknowaboutculturalrelics?DowehavesomeculturalrelicsinWenzhou?Yesorno?（Line1）Ss:yesT:OK,somebodysayyes.S10,whatculturalrelicsinWenzhou?Doyouknow?S10:JiangxinislandT:Jiangxinisland,and?S10:YandangmountainT:Oh,Yandangmountain.Why
2、doyouthinktheJiangxinislandandYandangmountainareculturalrelics?Haveyoueverheardaboutthat?Why?Whydoyouthinkthattheyareculturalrelics?（Line2）S10:becausetheyhavealonghistory.T:Oh,theyhavealonghistory.Theyhavealonghistory,sowesaytheyhavesurvivedforalongtime.Th
3、eyhavealonghistory.Takenotes.Haveyoueverseenthesescenes?Yeah,theyareculturalrelics.InChineseislangqiao,InEnglishiscoveredbridge.（Line3）Line1上课伊始，教师向学生提出了简洁的参考性问题，真实自然灵活，有利于学生激活已有的知识和经验，为后面的学习活动作必要的铺垫和准备，同时也照顾到差生，让他们也能平等地参与到教学问答中来。Line2教师改变提问角度提出一个与原问题相关的新问
4、题来追问学生，且对问题进行重申进行明确，使其知其然，更知其所以然。Line3是激励性理答，教师接受学生观点，充分利用学生的回答继续下一步教学，并对它进一步解释．这会使学生更愿意参与问答。T:OK,ourtopictodayisAmberRoom,theAmberRoom.Haveyoueverseentheamber?（Line4)Ss:yesorno.T:somebodysayyes.IhaveneverseenanamberinmylifeexceptonTV.Ihaveneverseenarealth
5、ing.Ourtopicistheamberroom,thetitleofthetextis…what’sthat?Readtogether.What’sthetitle?One,two,start.(Line5)Ss:insuchoftheamberroom.T:sowhatcontextinyoumindwhenyoureadthetitle?Whatcanyoupredict?Whatcanyoupredict?Whatcanyouimagine?Whatcanyoupredict?Whatcanyo
6、uremindwhenyoureadthetitle?Whathappenedtotheamberroom?Fromthetitle,anybodyknows?Iwillchooseone.S11,doyou?Canyoupredict?Canyou?Whatcometoyourremindwhenyoureadthetitleinsuchoftheamberroom?Whathappenedtotheamberroom?(Line6)S11:…Line4在进入新课时，教师提出参考性问题,把话语权让渡给学生
7、,询问学生自身对主题的理解与感受,激发学生探索主题的好奇心。Line5教师也表明她本人的感受，然后申明主题，并集中学生注意力读出课文标题。Line6教师又进一步追问，提出与课文相关的开放性问题，引导学生深入思考，促进学生思维发展。并用多种不同的英文说法进行对问题的解释，明确问题，以让所有学生理解。S13:keepsilentT:OK.Sitdown.Thisisverydifficultbecauseinsuchtextyoucan’tfindtheinformation.Ok,pleaseturntopa
8、getwo,turntopagetwo.Readexercisetwo,readexercisetwo.Exercisetwo,therearefivestatements.Readthefivestatements,andthenIwillgiveyoutwominutestofinishyourjob.Readthefivestatementsfirst.（Line7）T:Exercisetwo,readth
