tes.you'llseethehoitalonyourleft.
s[,1],s[,2]:getoffatthefifthstop.turnbackandgostraightforwardfortwominutes.thehoitalisonourleft.ok.thankyouverymuch.
s[,3]:youarewelcome.
s[,1],s[,2]:oh,hereweare.
(inthehoital)
s[,1],s[,2]:hello,liyin.
s[,4]:hello,linglingandzhanghai.whyareyouhere?
s[,1]:wearetoldyouareillandnowwe'reheretoseeyou.
s[,4]:i'mverygladtoseeyou,andthankyouverymuch.
s[,2]:what'swrongwithyou?areyoubetternow?
s[,4]:iwasdownwithahighfeveraweekago.icametoseethedoctor.thedoctortoldmetherewassomethingwrongwithmylung.andh
easkedmetostayinhoitalforafewdays.now,i'mmuchbetter.
s[,1]:wearegladtohearthat.youknowhowworriedwewerewhenweknewyouwereinhoital.
s[,2]:youshouldtakegoodcareofyourselfinthefuture.
s[,4]:yes,iwill.butcouldyougivemesomeadviceonmyhealth?
s[,1]:ithinkyoushouldhavemorephysicalexercise.takingpartinsomeballgameswilldoyougood.
s[,4]:thankyouforyouradvice.
s[,2]:we'dbettertakeleavenow.haveagoodrest.wewishyou'llsoonbewellagain.
s[,4]:thankyouforcomingtoseeme.
s[,1],s[,2]:bye-bye.
s[,4]:bye.
这样不仅学生说英语的能力得到了提高，而且语言知识得到了巩固。
3.注重课文创造性提问的设计一般提问可分理解性、记忆性及创造性三类。随着学生思维能力的提高，课文提问要适当增加创造性问题，以满足学生抽象思维发展的需求。提问时适当减少yes／no问题，逐步增加用why等句型提问。
例如，学习第六册第五课aftertwentyyears，这课的内容、情节、语言都比较简单，我向学生提了以下问题：didjimmyrecognizebob?butwhydidn'tjimmytakebobtothepolicestationhimself?doyouthinkjimmyisright?whatkindofpersondoyouthinkjimmyis?wouldyoudothesameifyouwerejimmy?whyorwhynot?…在使学生理解课文的同时激发学生的思维和发言爱好，使其乐意思考，竞相发言。有时我们