萧伯纳曾说过：你应该小心假知识，它比无知更危险。这点足以提醒每位老师应该做个有心人，在上课前，千万不能凭借自己的“假知识”来臆断学生的薄弱点，应该在综合分析学生平时学习情况的基础上，走近学生，找到孩子学习的生长点，然后进行教学设计，引导学生回忆、迁移和应用已学过的知识，促使知识的再生长。

1、问题引领，扩宽学生的思维的广度

我们教师要努力改变知识的呈现环节的“解释主导”为“思维主导”，所以我注重开放性的问题来引领孩子，不失时机地启发学生多联想，多角度地思维。如：unit2 how do you come to school.在呈现pair work how do you come to school? I come to school by ...接着呈现了story的四幅图，do you have any questions?学生问:how does suhai come to schoo? How does ...come to school? Where does he live?接着教师补充：is it far away? Is it far from school? Why do you come to school by metro? 在教师的引导下学生联想到there are many cars in the street. Sometimes there’s a traffic jam. Metro is more convenient and fast.

2、思维导图，拓宽学生思维的深度

本节课主要是乘什么交通工具来上学，引申为怎样去工作，去医院，什么方式去某地，那么（1）交通工具和地点都是可以聚类呈现的，同时也是引导孩子词汇学习策略。如on foot,by bike, by car, by train, by plane, by ship等。（2）人称也可以进行归类，首先是第一人称陈述：i’m suhai. I live on moon street,near city Library. I come to school by bus. 其次是人称转述，如su hai lives ...she comes to school...

3、人称转换，训练学生对语言句式的灵活转换和运用。（1）依据文本对话进行拓展。如do you like your new home? Yes, it’s very big. There are three bedrooms and a big living room. I like it very much. Is it far from school? Yes, itis far from school. How do you come to school? Suyang and i usually come to school by bus. My home is near bus stop. Sometimes we ride a bike to school. We like riding a bike.这样不仅拓宽了语言知识，也滚动复习了已经学过的语言知识，对文本进行了重构。（2）问答句型训练学生的问题意识，如do you have any questions? 学生提问：does suhai live in a new house? Where does she live? What’s in the house? Does suhai like the new home? Is it far from school? How does she come to school? Why?等（3）教师明确地给予学生问题，进行第三人称的问答，如where does____ live? Is it far from school? How does ____ come to schoo?学生进行操练。看似很简单的问答形式，想要说流利对于学生基本功是很大的挑战。