外研版英语七年级下册Module8Unit2教案
外研版英语七年级下册Module 8 Unit 1《Once upon a time…》教学设计
外研版英语七年级下册Module 8 Unit 1《Once upon a time…》教学设计一. 教材分析《Once upon a time…》是人教版英语七年级下册Module 8 Unit 1的教学内容。
本节课主要讲述了三个童话故事，分别是《The Little Match Girl》、《The Emperor’s New Clothes》和《The Ugly Duckling》。
通过阅读这些故事，学生可以提高自己的阅读理解能力，同时学习到与童话故事相关的词汇和表达方式。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。
但学生在阅读理解方面还存在一定的困难，需要通过教师的引导和帮助来提高。
此外，学生对童话故事的兴趣较为浓厚，通过本节课的学习，可以激发他们学习英语的兴趣。
三. 教学目标1.知识目标：学生能够掌握童话故事的相关词汇和表达方式，如“Onceupon a time…”、“happy ending”等；2.能力目标：学生能够阅读并理解童话故事，提高自己的阅读理解能力；3.情感目标：学生能够培养对英语的兴趣，树立学习信心。
四. 教学重难点1.重点：童话故事相关词汇和表达方式的掌握；2.难点：阅读理解能力的提高。
五. 教学方法1.情境教学法：通过设置童话故事情境，激发学生的学习兴趣；2.任务型教学法：通过完成阅读任务，提高学生的阅读理解能力；3.小组合作学习：引导学生进行小组讨论，培养学生的团队合作精神。
六. 教学准备2.多媒体设备；3.童话故事相关图片；4.童话故事阅读任务单。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己对童话故事的了解，激发学生的学习兴趣。
例如：“Do you like fry tales? Why?”学生回答后，教师总结并引入本节课的内容。
2.呈现（10分钟）教师展示童话故事的相关图片，引导学生说出图片中的故事名称。
新外研版七年级下册英语 Module 8 Unit 2 课前预习单
Module 8 Story timeUnit 2Goldilocks hurried out of the house.一、用方框中所给短语的适当形式填空1.Please come in and .2.The old man living in the city; he wanted to move to the country.3.Please be quiet. The baby .4. the classroom was very noisy, then it became quiet.5.I was very sad yesterday because my glass was .6.The visitors their hometown two days ago.7.Goldilocks the bed and rushed out of the house.8.I saw a man the house just now.9.I’m hungry, but there is nothing .二、根据句意及首字母提示完成单词1.The smallest bed was very comfortable, so Goldilocks was a in it.2.Baby Bear p at the little girl in his bed and cried loudly.3.My brother didn’t r to the school again.4.Why did the girl c ? Was she lost?5.Monkeys like j .三、单项选择1.She didn’t like the green skirt, she chose the red one.A.butB.soC.andD.or2.Do you want us a story?A.tellB.tellsC.tellingD.to tell3.When did you Beijing last night?A.return toB.returnC.returnsD.returned to4.Baby Bear pointed the little girl in his bed and cried，“Look! There’s the naughty girl!”A.toB.outC.atD.in5.The vase fell onto the floor, and it was .A.in piecesB.in pieceC.out piecesD.out piece参考答案一．1.sit down2.was tired of3.is asleep4.at first5.in pieces6.returned to7.jumped out of8.walk into9.in the bowl二.1.asleep2.pointed3.return4.cry5.jumping三．1.B2.D3.A4.C5.A。
外研版四年级下册英语Module 8《Unit 2 I took some pictures.》教案
外研版四年级下册英语Module 8《Unit 2 I took some pictures.》教案一、教材分析:本节课是外研版四年级下册Module 8的第二单元，名为《Unit 2 I took some pictures.》。
教材主要围绕描述过去发生的事情展开，学生将学习并掌握动词的过去式形式。
教材中包含了一篇对话和相关的练习题，通过听、说、读、写等多种方式培养学生对动词过去式的理解和运用能力。
二、教学目标:知识目标:1. 学生能够掌握单词：took, tell, great, delicious, made, poster。
2. 学生能够在实际生活中正确运用动词的过去式。
能力目标:1. 学生能够区分并正确运用学过的动词的过去式的规则变化和不规则变化。
情感态度与价值观:1. 培养学生乐观向上、热爱生活和积极参加课外活动的态度。
三、教学重难点教学重点:1. 学生能够掌握单词：took, tell, great, delicious, made, poster。
2. 学生能够在实际生活中正确运用动词的过去式。
教学难点:1. 学生能够区分并正确运用学过的动词的过去式的规则变化和不规则变化。
四、学情分析:学生已经具备了一定的英语基础，能够较熟练地运用一般现在时的动词。
本节课是引入过去式的内容，对于学生来说可能是一个新的挑战。
需要通过多种形式的练习帮助学生理解和掌握动词过去式的规则和不规则变化。
此外，学生在日常生活中可能有一些拍照、制作海报等经历，可以引导学生运用所学内容进行实际情境的交流。
五、教学过程:Step 1: Warm-up1. Greet the students and elicit the vocabulary from the previous lesson by asking questions like "What did we learn last time?" or "Can you remember the words we studied before?"2. Show some pictures of different activities, such as eating, playing, and drawing. Ask the students to describe what they see using the present tense. For example, show a picture of someone eating and ask, "What is he doing?" Students can respond with sentences like "He is eating."Teacher: Good morning, everyone! I hope you're all ready for another exciting English lesson. Let's start by reviewingthe vocabulary from our last class. Can anyone remember the words we learned before?(Student responses)Teacher: Great job! Now, let's take a look at some pictures. What do you see in this picture? (Show a picture of someone eating.)(Student responses)Teacher: That's right! He is eating. Excellent! Let's move on to our new lesson.Step 2: Presentation1. Introduce the target vocabulary: took, tell, great, delicious, made, poster. Write the words on the board and explain their meanings using simple language and gestures.2. Present the past tense form of the verbs by using gestures and examples. For example, act out taking pictures and say, "I took some pictures." Show a picture of a delicious meal and say, "It was delicious." Emphasize the past tense form in each sentence.3. Write the past tense forms on the board and drill the pronunciation and meaning with the students. Have them repeat the words after you several times.Teacher: Now, let's learn some new words for today. Repeatafter me: took, tell, great, delicious, made, poster.(Students repeat)Teacher: Excellent! Now, let's focus on the past tense form of these verbs. Watch me closely. (Teacher acts out taking pictures) I took some pictures. (Teacher shows a picture of a delicious meal) It was delicious.(Students repeat after the teacher)Teacher: Good job! Now, let's practice the pronunciation and meaning of these past tense verbs together.Step 3: Practice1. Divide the class into pairs or small groups.2. Ask the students to share and discuss their past experiences using the target vocabulary. For example, they can talk about a recent trip and use the past tense to describe what they did and saw. Encourage them to ask follow-up questions to their partners, such as "Where did you go?" or "What did you see?"3. Circulate among the pairs or groups and provide assistance as needed. Encourage the students to use the past tense forms correctly and give positive feedback on their efforts.Teacher: Now, it's time to practice using the past tenseverbs in conversations. I want you to work in pairs or small groups. Choose a partner and talk about a past experience using the target vocabulary. For example, you can talk about a recent trip or a fun activity you did. Remember to ask questions to your partner and use the past tense verbs correctly.(Students work in pairs/groups and have conversations) Teacher: Great job, everyone! I heard some interesting stories. Remember to use the past tense correctly and ask follow-up questions to your partners. Keep up the good work!Step 4: Consolidation1. Play a game of "Guess the Verb" with the class to reinforce the past tense forms.2. Write some past tense verbs on slips of paper and put them in a bag or container. Each student takes turns picking a verb and acting it out while their classmates try to guess the verb. For example, if a student picks the verb "made," they can mime making something with their hands.3. After each correct guess, ask the students to use a complete sentence in the past tense to describe the action. For example, if the verb was "took," the student can say, "I took some pictures."Teacher: Let's have some fun with a game called "Guess theVerb!" I have some past tense verbs written on these slips of paper. One student will pick a slip and act out the verb while the rest of the class tries to guess the verb. Remember to use a complete sentence in the past tense to describe the action once we guess it correctly.(Students play the game)Teacher: Fantastic! You're all doing a great job guessing and using the past tense. Keep up the great work!Step 5: Production1. Have the students work in pairs or small groups to createa short dialogue using the target vocabulary.2. Give them a prompt, such as "Talk about a fun activity you did last weekend." Encourage them to incorporate as many past tense verbs as possible.3. Allow time for the groups to practice their dialogues and then have them present to the class. Provide feedback and praise for theirefforts.Teacher: Now, let's get creative and create some dialogues using our target vocabulary. Work with your partner or group and imagine a fun activity you did last weekend. Use as many past tense verbs as you can. I'll give you a few minutes to practice, and then I'll ask some groups to present theirdialogues to the class. Remember to speak clearly and use the past tense correctly.(Students work in pairs/groups to create dialogues)Teacher: Okay, let's hear some of your dialogues. Who wants to go first? Remember, speak loudly and clearly.(Students present their dialogues)Teacher: Well done, everyone! I was impressed by your creativity and use of the past tense. Great job!Step 6: Wrap-up and Extension1. Review the key vocabulary and the concept of past tense by asking questions like "What are some past tense verbs we learned today?" or "Can you give me an example of a sentence in the past tense?"2. Assign a homework task where students need to write a short paragraph about a past experience using the target vocabulary. Remind them to use the past tense correctly.3. Provide feedback and praise for their efforts in the classroom and encourage them to continue practicing and using the past tense in their daily lives.Teacher: Before we end today's lesson, let's quickly review the key vocabulary and what we learned about the past tense. Can anyone tell me some of the past tense verbs we studied today?How about giving me an example of a sentence in the past tense?(Students respond)Teacher: Excellent! You all did a fantastic job today. For homework, I'd like you to write a short paragraph about a past experience using the target vocabulary. Remember to use thepast tense correctly. I'm excited to read your stories in thenext class.六、板书设计:took tell great delicious made poster七、教学反思:本节课通过多种形式的练习帮助学生理解和掌握动词过去式的规则和不规则变化。
2024最新外研版三年级英语下册Module8 Unit2第2课时教案
小学英语外研版（三年级起点）三下教案课堂作业Unit 2 Daming flies a kite in the park.一、单项选择。
() 1. —________ —It’s in the bag.A. What’s this?B. Where is my English book?C. Who is that?() 2. —Happy birthday to you! —________A. Happy birthday to you!B. Goodbye!C. Thank you!() 3. —________ —It’s a pen.A. Where is my pen?B. What's that?C. Where is the pencil?() 4. In winter, he walks ________ the snow.A. inB. underC. at() 5. The pen ________ on the desk.A. amB. isC. are二、给下列句子找出相应的答语。
() 1. Where is my toy?() 2. What’s this?() 3. Do you play football in the afternoon?() 4. What do you do in spring?() 5. A present for you!三、情景交际。
() 1. 你想告诉朋友盒子在包下，你可以说：A. The box is under the bag.B. The box is on the bag.C. The box is in the bag.() 2. 好朋友在你生日时说“Happy birthday to you! ”，你应该这样说：A. Here you are.B. Happy birthday to you，too.C. Thank you.() 3. 你想告诉朋友那只猴子在树上，你应该这样说：A. The monkey is under the tree.B. The monkey is in the tree.C. Where is the monkey?() 4. 你想表达“我的书在书桌后面。
外研版初一英语七年级下册 Module 8 Story time Unit 2 同步练习含答案
Unit 2 Ⅰ. 根据语境及所给汉语提示语写出所缺单词。 1. The little boy is ________(哭) over there. What happened? 2. Don’t shout! The babies are ________(睡着的). 3. The old man ________(返回) to his home town last year. 4. Look! There are two ________(张) of paper here. Whose are they? 5. When the children received the presents, they all ________(跳) happily.
Ⅱ. 根据语境从方框中选择恰当的单词填空，有的需要变换形式。 shop, either, push, point, without 1. Jeff wanted ________ that box, but it was too heavy. 2. Lisa didn’t go to the music festival yesterday ________. 3. I am a bit hungry because I went to school ________ breakfast this morning. 4. Mr Smith ________ at the photo and told us about his daughter. 5. Last weekend, we were happy ________ in that big supermarket.
Ⅲ. 根据汉语意思完成英语句子，每空一词。 1. 起初，我们没有看到张老师。 ________ ________, we didn’t see Miss Zhang. 2. 桌子上什么也没有，椅子也散架了。 There was nothing on the table and the chair was ________ ________. 3. 以前汤姆不喜欢体育和音乐。 Tom didn’t like ________ ________ ________ before. 4. 当李华睁开眼时，他不知道自己在哪儿。 When Li Hua ________ ________ ________, he didn’t know where he was. 5. 下课后，他匆忙冲出了教室。 He ________ ________ ________ the classroom after class. Ⅳ. 根据短文内容从方框中选择恰当的单词填空，使短文完整、通顺，有的需要变换形式。(短文由Unit 2的课文改写而来) walk, be, size, shout, they, bowl Goldilocks was tired. She saw three chairs in different (1)________: big, middle and small. After she tried (2)________, she sat on the small one. But it was broken (坏了) because Goldilocks was very heavy. Then, Goldilocks (3)________ into the bedroom. There (4)________ three beds. She chose the small one and slept in it. When Baby Bear saw his empty (空的) (5)________ and broken chair, he cried. He found Goldilocks in his bed and (6)________, “There’s the bad girl!” It woke up (唤醒) Goldilocks. She jumped up and ran away. 参考答案 Ⅰ. 1. crying 2. asleep 3. returned 4. pieces 5. jumped Ⅱ. 1. to push 2. either 3. without 4. pointed 5. to shop Ⅲ. 1. At first 2. in pieces 3. sports or music 4. opened his eyes 5. hurried out of Ⅳ. 1. sizes 2. them 3. walked 4. were 5. bowl 6. shouted
2020-2021学年外研版七年级下册英语课件Module8
A. take
B. taken
C. to take
D. taking
【点拨】考查decide的用法。decide to do sth.意为
“决定做某事”。比较四个选项可知选C。
题组专训
4. Mr Zhou is good at cooking, so he decides____C____his
own restaurant.
题组专训
12. Look! There is a__n_o_t_ic_e__(通知)on the board.
题组专训
13. —Shall we go to the airport to____B____ your sister? —I don't think it's necessary. She will come here by taxi.
题组专训
14. Can you help me ____C____ the pen? It's under your chair. 【中考·河北】
【点拨】A.考as查k f短or语辨析。句意为“你能帮助我B捡. l起oo那k f支or钢笔 吗？它C在. p你ick的u椅p 子底下”。ask for请求；looDk.fpourt寻up找； pick up捡起；put up举起，张贴。根据后面句意可知，空 白处应用pick up表示“捡起”。故选C。
B. looked for
C. looked around
D. looked after
【点拨】考查短语辨析。look at注视；look for寻找； look around环顾四周；look after照看。根据句意可 知女孩环顾她的周围，用look around。
新外研版八年级英语下册Module8Unit2教学案例
新外研版八年级英语下册Module8Unit2 教学案例Unit2 We thought somebody was movig about.教学理念：本单元以阅读活动为主要教学活动。
首先引导学生通过听录音、朗读、表演对话复习上一单元，然后开始本课时的阅读训练。
阅读中，采用精读和泛读两种阅读方法，并结合相关任务分步阅读，以此协助学生掌握短文内容。
最后实行写作训练。
教材分析：本单元以培养学生的读写水平为主，兼顾听说，包括词汇、语法学习活动。
本单元由两个大的板块组成;Reading and vocabulary和Writing.Reading and vocabulary里面有六个活动，以Activity 3Betty 通过电子邮件向父母介绍在张家界的旅行经历为核心内容，其中涉及到很多新词汇和句型。
Writing局部是在阅读的基础上，结合自己对张家界的理解来练习写作。
教学目标：Knowledge objectiveKey vocabulary: square, kilometers, shape, human, wake, somebody, path, pullKey structures: wake up, pull offAbility objectiveTo get information about Zhangjiajie.To master the object clauses.Moral objectiveTo know more about other person’s opinion;To love our natural beauties in our country;To protect the environment and make our world more beautiful.教学重点：1. To learn some expressions in the passage.2. To learn the object clauses.教学难点：To get information from the article.教学方法：PWP method, task-based method教学手段：A tape recorder, multimedia and some pictures教学过程Step 1 Warming upLook at the pictures and answer the questions.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.Step 3 Pre-reading1. Look at the photo and write down words that can best describe it.2. Work in pairs and say what do you know about Zhangjiajie?Then answer the following questions.Where is it?How large is it?Where can you stay?What animals can you see?What is the most famous thing to see?Step 4 ReadingRead the email and check your answers to Activity 2.Where is it?It’s in Hunan Province.How large is it?It’s about 480 square kilometres.Where can you stay?You can stay in camps or hotels.What animals can you see?You can see monkeys.What is the most famous thing to see?The tall, strangely shaped rocks are the most famous thing to see.Number the sentences in the correct order.Betty pulled a leaf off a plant.The noise woke everybody up.They climbed Mount Tianzi.A monkey made some noise.They camped by a small lake.Linging’s uncle said that people should protect everything in Zhangjiajie.Step 5 Learning to learnTo learn about the ways to read and write.Read and find out how Betty starts and finishes her email to her mum and dad. Next time when you write your email, you can start and finish the email in the same way.Step 6 Complete the sentences with the correct form of the words in the box.Read the sentences carefully.Choose the right words to fill in the blanks.human kilometre path shape wishAre there rocks in _______ or animal _______ in your home town?How many ___________ is Zhangjiajie from your home town?Is it safer to walk along a ______ or climb over rocks?Where do you ______ you were right now?Ask and answer the questions in Activity 5 in pairs.Step 7 Language points1. It’s very large, about 480 square kilometres.square kilometre, 表示“平方公里”。
外研版英语八下Module8《Timeoff》(Unit2)说课稿
外研版英语八下Module 8《Time off》（Unit 2）说课稿一. 教材分析《Time off》（Unit 2）是外研版英语八下的一个单元，主题是关于假期和休闲活动。
本节课的主要内容是通过对话和阅读材料，让学生掌握与假期相关的词汇和表达方式，同时培养学生运用英语进行交际的能力。
教材内容丰富，贴近生活，能够激发学生的学习兴趣。
二. 学情分析根据对学生的了解，他们在学习英语的过程中已经掌握了一定的词汇和语法知识，具备一定的听说读写能力。
但部分学生在口语表达方面还存在一定的困难，尤其是在运用英语进行实际交际时。
此外，学生的学习兴趣和动机对于英语学习效果有很大的影响。
三. 说教学目标1.知识目标：学生能够掌握与假期相关的词汇和表达方式，如holiday,vacation, relax, sightseeing等。
2.能力目标：学生能够运用所学的词汇和表达方式进行英语交际，提高口语表达能力。
3.情感目标：通过学习本节课，学生能够更加热爱生活，关注休闲活动，提高生活质量。
四. 说教学重难点1.重点：学生能够掌握与假期相关的词汇和表达方式。
2.难点：学生能够在实际语境中运用所学的词汇和表达方式进行英语交际。
五. 说教学方法与手段1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用英语进行交际。
2.情境教学法：通过创设各种与假期相关的情境，激发学生的学习兴趣，提高口语表达能力。
3.信息技术辅助教学：利用多媒体课件、网络资源等手段，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：以一幅美丽的度假图片引入新课，激发学生的学习兴趣。
2.新课呈现：通过对话和阅读材料，让学生接触并掌握与假期相关的词汇和表达方式。
3.课堂活动：设定各种真实的任务，让学生在完成任务的过程中运用所学的词汇和表达方式进行英语交际。
4.巩固练习：设计一些练习题，让学生巩固所学知识。
5.小组讨论：让学生分组讨论，分享彼此的假期经历，提高口语表达能力。
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1
Module 8 Story time
Unit 2 Goldilocks hurried out of the house
一、教学设计
（一）教学目标
1、语言知识：
①掌握词汇door, answer, hungry, in piece, cry, at first, jump, push, enter,
finish, point at ,shout, without ,part
②能够掌握规则动词的过去式
③能够正确朗读动词过去式的发音/t/ /d/ /Id/
2、语言技能
①能听懂简单的故事，了解主要人物和故事梗概。
②能用一些规则动词的过去式叙述过去的事情
③能够读懂简单的故事，明白其中的主要人物和事件以及情节的先后顺序。
④能用一般过去时给他人讲简单的故事或事情。
3、文化意识：
试比较中国童话与外国童话的异同，通过学习不同国家的童话故事，了解
世界各地的风俗习惯。
4、情感态度：
通过阅读童话故事提高对英语的学习兴趣，感受学英语的乐趣。
5、学习策略：
注意从他人的演示中汲取知识。
(二)教学内容分析
1、教材内容的地位，作用与意义：
学习金凤花姑娘与三只小熊的故事。
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2、教材编排特点、重点和难点
重点句型：一般过去时的句子。
难点：一般过去时的句子。
(三)教学对象分析
1、学生已有知识和经验
小学时掌握的动词的过去式。
2、学生学习方法和技巧
①看图说单词 ②看图操练句型 ③运用句型进行生活拓展。
3、学生个性发展和群体提高
①学生均衡分班，能力层次不同，因材施教。
②能小组合作完成语言目标。
(四)教学策略与过程
1、教学思路设计
①本节课通过复习让学生熟悉故事主人公。
②图片复述unit 1
③通过对A1简单的听力部分，导出课文的重点句型
--Do they...? --Yes, they do./ No, they don’t
--Does it...?--Yes, it does./ No, it doesn’t. 的热身练习。
④通过课文A3对话文段的听力练习，听懂课文大意，为语言输出做好准备。
⑤通过小组合作的调查研究，进一步提高学生对濒危动物的保护意识。
⑥总结课堂重难点，布置作业。
2、教学过程
Teaching Plan for Module 6
Unit 1 Does it eat meat?
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Teaching aims:
1. To understand simple conversations on animals.
2. To ask and answer questions about the habitat and food of different animals.
Key Structures:
1. --Do they...? --Yes, they do./ No, they don’t
2. --Does it...?--Yes, it does./ No, it doesn’t.
Teaching procedures:
Step 1: Warming-up(通过听“爸爸去哪儿的主题曲”和看图片导入课堂)
Step 2: Vocabulary: 1、write the animals they know. 2、guess the animals.
(通过观看快速的闪图，来猜动物名称)
Step 3: practice the conversation .（通过动物图片和句型引导进行重点句型的操练）
--Does it...?--Yes, it does. / No, it doesn’t.
--Do they...? --Yes, they do. / No, they don’t
Step 4: Finish A1, and than listen and check the words.（听取课文A1文段，进行听
力测试训练）
Step 5:Listen and read A3（导入A3对话听力，进行听力理解测试）
Step 6:Group work.(practice the conversation and try to act it out.)
（小组合作，操练句型）
Step 7:Make a survey（问卷调查，对课文进行拓展，使课堂内容生活化，实用化）
Name Favourite animal What they eat Does it come from China?
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Step8: Summary(总结课堂重难点)
Step 9: Homework（对应的课后作业布置）
1、完成《学考精炼》P52 一、二题。
2、try to recite the conversation.
3、板书设计
Module 6 A trip to the zoo
Unit 1 Does it eat meat?
--Do they...eat…? --Yes, they do. / No, they don’t
--Does it...eat…? --Yes, it does. / No, it doesn’t.
(五)教学评价
①教学目标明确，教学设计思路清晰。先复习学生已经熟悉的句型：
Do …eat meat? yes, they do ./ No, they don’t.再引入新的重点句型
Does the …eat meat? Yes, it does./ No. it doesn’t. 符合学生的认知规律。
②教学设计环节新颖。引用时下流行的电视节目“爸爸去哪儿”，有效地激发学生
对课题的兴趣，让学生想开口，敢开口，积极参与课堂活动。环节过渡自然。
③教态亲切自然，和学生相处融洽，并能根据学生的反馈及时调整课堂，使不同
层次的学生都有收获，并引导学生形成小组合作，互相学习提高。
④教学拓展接近生活，让学生能够学有所用。能运用课堂的知识进行调查提问。
⑤教学建议：可以让学生自己参与野生动物图片的制作，加深对动物单词的记忆
和对动物保护意识的提高。课后跟进拓展部分的知识点落实。
二、教学反思
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为了更好地突出重点，突破难点，我主要采用了交际教学法：听说课重在培
养学生听力和口语表达能力。因此选择使用交际教学法，在具体教学中以情景教
学为主，活动教学为辅，充分利用电化教学手段创设情景，利用图片、视频等辅
助设备，培养学生直接用英语理解、表达和思维的能力。例如，“爸爸去哪儿”
的音乐和图片的引入，猜动物名称的游戏等，在具体教学过程中贯彻交际教学原
则，组织各种课堂活动，通过游戏、表演对话、讨论等，培养和强化学生的语言
实践能力和自主学习能力。通过上课各种活动的反馈，我认为应该更多地让学生
参与课前准备，比如说，动物图片，动物名称的制作，甚至课堂上也可以让学生
模仿动物来进行句型操练。这样更有利于把学生引导为课堂的主人，能更大激发
学生学习的兴趣，并使这种参与课堂的积极性有效地延续下去。只有让学生成为
课堂的积极参与者，才是快乐的课堂，才能中学习中享受学习的快乐。