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1. 热身/复习(Warm-up / Revision)
1) 聚焦英语学习的三个问题，提炼特殊疑问词，聚焦语音学习教师设置三个问句：
Ql: When do you have English classes?
Q2: When did you learn English?
Q3: Where do you learn English?
让学生在会话交流的过程中意识到when和where这两个单词中都含有/w/的读音。在此，教师带领学生朗读本课书关于/w/的唱谣，充分感知它的读音。
2) 通过唱歌谣学习语音，诱发学生对英语学习方式的思考
唱谣结束时，教师可以引发学生思考：How are we learning English now? 学生在此情境中，自然会意识到 We are learning English by chanting.
2. 新课呈现(Presentation)
1) 短片赏析，语言输入：
教师利用国外儿童英语学习的短片或图片向学生介绍他们的学习方式，旨在呈现新知，进行语言输入。
T: Look at them. They are students of Japan. Do you want to know how they learned English? You may ask like this, “How did you learn?”
教师请学生提问，然后教师开始介绍日本学生学习英语的方式。学生边听边在学案相应的学习方式处作记录。
T: They learned English by doing tasks. They learned English by acting in drama. They learned English by having English parties. They learned English from each other.
Ways of learningdo tasks have an English
partyact in drama learn from
each otherdo things2) 加深理解，语言内化
教师请学生汇报日本学生学习英语的方式，在对话交流过程中，帮助学准确理解单词task和drama的含义。
T: How did the students learn English?
S: They learned English by doing tasks.
T: Can you do tasks?
S: Yes, I can.
T: What kind of tasks can you do?
S: I can …
T: Did they learn English by acting in drama? (领读单词task的基础上继续提问)
S: Yes.
T: Is it drama? (教师呈规学生表演的短剧《小红帽》的照片)
S: Yes.
T: How did they learn English? (在领读单词drama的基础上进行提问)
S: They learned English by acting in drama.