Unit 3 Could you please tell me where the restrooms are?
第一课时 Section A (1a-2d)
◇目标导航◇
类别
课时要点
重点单词
restroom n.(美)洗手间;公共厕所
stamp n.邮票;印章
beside prep.在……旁边;在……附近
postcard n.明信片
pardon v.原谅interj.请再说一遍
bathroom n.浴室;洗手间
rush v.& n.仓促;急促
重点短语
on one’s right在……右边
turn right向右转
重点句型
1.Excuse me,could you please tell me how to get to the bookstore?打扰了,你能告诉我怎样去书店吗?
2.The bookstore is on your right,beside the bank.那家书店在你的右边,在银行旁边。
3.Excuse me,do you know where I can get some postcards?打扰了,你知道我在哪里能够买到一些明信片吗?
4.There’s a bookstore between the bank and the supermarket.在银行和超市之间有一家书店。
教学重点
1.让学生学习英语中有关询问及指明道路和地点的常用词汇与句型,并让其了解宾语从句。
2.帮助学生听懂谈论问路和指路的对话,让学生学会用英语问路和指路。
3.引导学生通过开展小组学习活动提高自身的协作意识,并让学生学会用宾语从句礼貌地寻求帮助。
教学难点
让学生了解并运用wh-疑问词引导的宾语从句。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 17-18上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读1a-2c的短语、句子和对话,尝试翻译成汉语。
3.和搭档分角色朗读2d中的对话。
二、预习检测
Ⅰ.英汉互译
1.取一些钱0 get some money ?
2.get some information about...0 得到一些关于……的信息 ?
3.买一些邮票0 buy some stamps ?
4.go along0 沿着…… ?
5.经过0 go past ?
Ⅱ.根据句意及汉语提示完成单词
1.Do you like collecting stamps (邮票) in your free time??
2.I want to go to the bookstore (书店) to buy some books.?
3.I got some postcards (明信片) from my parents on my birthday.?
4.The thief rushed (仓促) to run away before the policeman arrived.?
5.There is a park beside (在……旁边)the supermarket.?
课堂教学
Step 1 Leading in
1.Greet the class.
2.Briefly review the objective clauses with “that” and “if/whether”.
3.Preparation.
Show some pictures to review the words of different places in a city.Get the students to say the English names of the places.
Step 2 Work on 1a
1.Show some stamps to the students and present the new sentence:Could you tell me where I can buy some stamps?And then talk about the other things.
2.Let the students read aloud the phrases in 1a and match each thing with a place in the picture.
Step 3 Work on 1b
1.Read the instruction in 1b.
2.Play the recording for the first time.The students only listen.
3.Play the recording for a second time.Ask the students to complete the conversations in the picture in 1a.
4.Check the answers with the whole class.Ask one student to read the conversations in the picture.
Step 4 Work on 1c
1.Let the students read the model conversation in the box in 1c.
2.Ask the students to discuss and make conversations in pairs.
3.Ask several pairs of students to act out the conversation in front of the class.
Step 5 Work on 2a-2c
1.Talk about the picture in 2a with the students.Then read the instruction in 2a.Ask the students to guess what the people in the picture will do.
2.Ask questions:What does the boy want to buy?Where can he buy it?
3.Play the recording for the first time.Let the students listen to the two questions.
4.Play the recording again.Let the students listen and finish the task in 2a.
5.Read the requirement in 2b and play the recording for a third time.Ask some more questions.Let the students finish the task in 2b.
6.Ask a student to read the dialog in 2c.
7.Ask the students to make conversations in pairs to talk about their own city using the phrases in 1a.
8.Ask several pairs to act them out in front of the class.
Step 6 Work on 2d
1.Ask the students to read the conversation.
2.Explain some language points and the cultural knowledge.
3.Play the tape.Ask the students to read aloud following the recording.Let the students learn the new words and phrases.
4.Let the students practice and then ask two pairs to act out the conversation.
板书设计
1.beside作介词,意为“在……旁边”,和next to意思相近。
2.go past 相当于pass,意为“路过”。
3.between作介词,意为“在……之间”,用于表示两者。固定搭配between...and...“在……和……之间”,前后可以是两个不同的人、物或时间。
4.辨析pardon,excuse和sorry
(1)pardon主要用于没听清对方说话时,恳请对方再说一遍。
(2)excuse常与me连用,主要用于吸引别人的注意,有“麻烦,打扰”之意,用于事前。
(3)sorry意为“对不起”,主要用于做错事后向对方道歉。
◇教学反思◇
本课时的话题是关于问路的,学生在七年级下册已经学过,已经具备了一定的语言基础,因此在课堂上表现得较为积极。本课时以购物和去游乐园游玩等日常生活为切入口,通过问路及指路引入语言操练及学习,让学生通过模拟日常真实场景体会、感受及领悟目标语言内容,从而更好地提升学习效果。通过本课时的学习,学生掌握了restroom,stamp,bookstore,beside,postcard,pardon,washroom,bathroom,normally,rush等生词,学会了pardon me等短语,并进一步复习了go along,turn left,go past等指路的表达法。在语法方面主要学习了疑问词引导的宾语从句,让学生学会怎样转述别人的问话。
第三课时 Section B (1a-1e)
◇目标导航◇
类别
课时要点
重点单词
convenient adj.便利的;方便的
corner n.拐角;角落
重点句型
Can you tell me where there’s a good place to eat?你能告诉我哪里有吃饭的好地方吗?
教学重点
1.让学生学习描述关于场所的词汇。
2.让学生能在别人询问理想的场所时提供建议。
教学难点
让学生能在他人询问理想的场所时提供建议并指路。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 21上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读1a中的单词和1b中的对话。
3.浏览1c的内容,预测听力涉及的话题和内容。
4.大声朗读1e的对话,并与搭档交流。
二、预习检测
Ⅰ.汉译英
1.一个吃饭的好地方0 a good place to eat ?
2.去……的拐角0 go to the corner of... ?
3.一个安全的村庄0 a safe village ?
4.一条安静的街道0 a quiet street ?
5.一座不拥挤的城市0 an uncrowded city ?
6.新鲜空气0 fresh air ?
Ⅱ.根据首字母及汉语提示补全单词
1.Our hometown is small,but it is very convenient (方便的).?
2.Have you ever been to the mall (购物中心) to buy clothes??
3.His father works as a bank clerk (职员) in London.?
4.Did you see the white dog at that corner (拐角) just now??
课堂教学
Step 1 Leading in
1.Greet the class.
2.Brainstorming:
Show pictures and get the class to say out some description words.Get ready for 1a.
Step 2 Work on 1a-1b
1.Let the students think about the question in 1a:What qualities are important for each place?Then ask the students to write the words from the box next to each place below.Write the most important words first.
2.Ask the students to talk about places in their city by using the words in 1a.
3.Ask several pairs to act out the dialog.
Step 3 Work on 1c
1.Let the students predict what they’ll listen according to the picture on Page 21.
2.Look through the sentences in 1c.
3.Play Conversation 1 and pause for the students to fill in the blank.Then Conversation 2 and Conversation 3.
4.Play the conversations again.Ask the students to check their written work.
Step 4 Work on 1d
1.Ask some questions to help students finish the listening.
2.Get the students to listen again.Finish the task in 1d.
Step 5 Work on 1e
1.Let the students read the sample conversation in 1e.
2.Ask the students to work in pairs,and role-play the conversations.
3.Ask some pairs to act out their conversations in front of the class.
板书设计
同一词根不同词形的变化:
1.fascinate v.使迷人 →adj.fascinated着迷的→fascinating adj.迷人的;有吸引力的
2.expensive adj.昂贵的→ inexpensive adj.不贵的
3.crowd v.拥挤→ crowded adj.拥挤的→uncrowded adj.不拥挤的;宽敞的
◇教学反思◇
本课时突出帮助学生扩充自己的描述性词汇语库,培养了他们运用形容词描述相关场所特征的能力以及对句型(to be+adj.)在功能结构方面运用的能力。本课时进一步强化介绍礼貌语言结构。在文化及策略的层面,明确提出了语言使用的得体性与文化知识(常识)的密切相关性。在情感态度方面,重点培养了学生在语言运用中对于不同场合用词的礼貌性及得体性,提高了学生依据场合得体运用语言的意识。在语言方面,本课时呈现了去旅游时常用的相关专属文化词汇,并进一步强化了对重点句型结构的学习。在技能方面,本课时通过“听说入手”的过程培养了学生的听力技能。
第二课时 Section A (3a-4c)
◇目标导航◇
类别
课时要点
重点单词
suggest v.建议;提议
grape n.葡萄
central adj.中心的;中央的
mail v.邮寄;发电子邮件n.邮件;信件
east adj.东方的;东部的adv.向东;朝东n.东;东方
重点短语
pass by经过
pardon me抱歉,请再说一遍
at that time在那时
重点句型
1.I wonder where we should go next.我想知道我们接下来该去哪里。
2.I was scared at first,but shouting did help.我一开始很害怕,但是大喊的确有帮助。
3.You never know until you try something.凡事只有亲身经历才能了解。
4.Pardon me,do you know if there’s a restaurant around here?打扰了,你知道这附近有饭店吗?
教学重点
1.让学生能够运用宾语从句询问信息。
2.让学生能够有礼貌地询问信息和提出建议。
3.让学生复习、巩固宾语从句的用法并掌握委婉问路及指路的句型。
4.培养学生的阅读理解能力。
教学难点
1.培养学生的阅读理解能力。
2.让学生会利用所学知识询问信息和提出建议。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 19-20上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读3a的文章,找出重点句型。
3.大声朗读和翻译Grammar Focus的内容,画出重点短语和句型。
二、预习检测
Ⅰ.根据句意及汉语提示完成单词
1.It is a central (中心的) city in that country.?
2.I mailed (邮寄) a postcard to my best friend Ann just now.?
3.I live in the east (东方) of China.?
4.We picked up some grapes (葡萄) in the garden this morning.?
5.Behind my house there is a beautiful river nearby (在附近).?
Ⅱ.单项填空
(C)1.—Do you know how to go to the restroom?
— .?
A.Yes,I can B.I could
C.Sure D.I could tell you
(C)2.—Where is the bookstore?
—Take the elevator the second floor and turn left.And the bookstore is the furniture store and the supermarket.?
A.at;next to B.at;between
C.to;between D.to;next to
(A)3.—Please tell me for the meeting yesterday.?
—Sorry.The traffic was bad.
A.why you came late
B.why did you come late
C.when you came late
D.when did you come late
(B)4.—Could you tell me ??
—It will last for six months.
A.how long will the event last
B.how long the event will last
C.when did the event begin
D.when the event began
课堂教学
Step 1 Leading in
1.Greet the class.
2.Brainstorming:
Show different places in a city map.Ask the students to make simple conversations by using polite questions to ask for ways to some places.
Step 2 Work on 3a-3b
1.Before reading the dialog in 3a,let the students read the two questions.
2.Ask the students to read the dialog in 3a with the two questions,and briefly learn the main idea.
3.Ask the students to read the dialog again and judge each of the sentences below is true or not.
(1)Alice thinks the new ride looks scary.(√)
(2)Alice and He Wei are in Water World.(×)
(3)Alice thinks the new ride is actually fun.(√)
(4)He Wei thinks Fun Times Park restaurant serves delicious food.(×)
(5) A rock band plays in Water World Restaurant every evening.(×)
4.Read the instruction in 3b.Get the students to scan the sentences to rewrite.
5.Let the students read aloud the dialog.Ask the students to underline the sentences with objective clauses.
6.Get the students to rewrite by themselves.Check the answers and read them aloud.
7.Get the students to say some sentences in other words.
Step 3 Work on Grammar Focus
1.Show on the board:
Where can I buy some medicine?
Excuse me,do you know where I can buy some medicine?
2.Ask the students to read aloud the sentences in Grammar Focus until fluently.
3.Explain:Excuse me...Pardon me...
Explain the differences between a special question and a polite question.Show the PPT again.Compare the two questions and get the students to learn them.
4.Let the students read aloud the sentences in Grammar Focus again.
Step 4 Work on 4a-4c
1.Use PPT to show the four questions in 4a.Ask the students to read the questions aloud.Ask:Are these questions polite or impolite?If they are impolite,how can you rewrite the questions and make them more polite?
2.Give the students some help when they are working on 4a.And ask several students to share their answers.
3.Ask the students to finish the task in 4b,and ask several students to share their answers.
4.Read the example in 4c,and ask the students to write four questions that a tourist may ask about their city.
5.Let the students role-play the conversation with their partners.
6.Ask one pair to act out the conversation in front of the class.
板书设计
1.suggest作动词,意为“建议,提议”。其名词形式为suggestion,是可数名词。常见用法:
suggest sth.(to sb.)(向某人)建议某事
suggest doing sth.建议做某事
2.until 作连词,意为“直到……为止”,引导时间状语从句时,主句的动词必须是延续性动词。
not...until...意为“直到……才……”,主句动词可以是延续动词,也可是短暂性动词。
3.need的用法
(1)作情态动词时,后面接动词原形,意为“必须”。其否定结构为needn’t,相当于don’t have to,意为“不必,没必要”。
(2)作实义动词时,意为“需要”。主语为人时,常用need to do sth.结构;主语为物时,用need doing sth.结构。
◇教学反思◇
本课时通过阅读长篇对话让学生进一步体会日常交流语言运用的得体性和礼貌性,从阅读技能训练的角度提高了学生的语言学习能力。
对学生来说,阅读相对比较难。从语言上看,尽管本部分对话的语言结构相对单一,但具体的短语内容非常丰富,教学时利用了这一点,在引导学生学习新词的同时,滚动复现了七、八年级学过的相关短语和搭配。
同时,本课时以任务型教学作为课堂教学理念,利用引导法和阅读教学法完成相应阅读任务,学生通过分角色朗读自主探究和搭档互助相结合的方式进行学习。在语法部分,以练为主,以讲为辅巩固并加深了学生对宾语从句的掌握。
第五课时 Section B (3a-Self Check)
◇目标导航◇
类别
课时要点
重点单词
course n.课程;学科
重点短语
introduce oneself自我介绍
look forward to期望
教学重点
1.让学生学会用宾语从句礼貌地询问各种问题。
2.让学生掌握咨询信的写作方法。
教学难点
让学生掌握咨询信的写作方法。
◇教学过程◇
预习指导
一、方法指导
1.复习本单元的单词、短语和句型。
2.预习Page 23-24上3a和3b的内容。
3.预习并试做Self Check。
二、预习检测
Ⅰ.根据首字母及汉语提示补全单词
1.Talking loudly in a library or a movie theater is impolite (不礼貌的).?
2.I’m puzzled! Can you give me a direct (直接的) answer??
3. Pardon (原谅) me,do you know if there is a bookstore around here??
4.Could you tell me how to get to the post office?I want to buy some stamps (邮票).?
5.I don’t know whether it is the correct (正确的) answer.?
Ⅱ.根据句意用所给词的适当形式填空
1.I’m looking forward to seeing (see) you again.?
2.Would you like to go (go) to a movie with us tonight??
3.We should speak to the old politely (polite).?
4.I don’t know how long he spent driving (drive) a car to Shanghai yesterday.?
5.Thank you very much for telling (tell) me the truth.?
Ⅲ.单项填空
(C)1.Tom never went to bed he finished his homework last night.?
A.because B.if
C.until D.while
(A)2.—I don’t know next.?
—Let’s ask our teacher for help.
A.what to do B.what should I do
C.how to do D.how I should do
(A)3.—Whom would you for the job??
—Tom,I think.He’s always careful and serious.
A.suggest B.remind
C.remember D.explain
(A)4.Our teacher told us to our parents.?
A.to be polite B.were polite
C.to polite D.to be politely
(B)5.—What fruit would you like?
—Some ,please.They are my favorite.?
A.dessert B.grapes
C.juice D.biscuits
课堂教学
Step 1 Leading in
1.Greet the class.
2.Review the main knowledge in this unit,and ask the students to read aloud the passage in 2b.Ask several students to share their answers in 2d.
Step 2 Work on 3a
1.Let the students finish the blank in 3a.
Topic
Question
The course you will study
What will I study? ?
The time of the course
When will I start and how long?
will I study every day??
Where and what you can eat
Where and what can I eat? ?
Where you will stay
Where will I stay? ?
What activities you can do
What activities can I do? ?
Travel to the school
How will I get to the school? ?
Other
How much will I bring??
What’s the weather like there??
2.Ask the students to discuss how to make the questions more polite.
Topic
More polite questions
The course you will study
Could you please tell me what I will study?
The time of the course
Please let me know when I will start and how long I will study every day.
Where and what you can eat
I wonder where and what I can eat.
Where you will stay
I don’t know where I will stay,please tell me.
What activities you can do
I also wonder what activities I can do.
Travel to the school
Would you mind telling me how I will get to the school?
Other
Do you know how much I will bring?Could you possibly tell me what the weather is like there?
3.Ask a pair of students to role-play one of the conversations,and then ask the students to talk about how to be more polite in groups.
Step 3 Work on 3b
1.Show the students some sentences of an e-mail.Have the students put them in order to make up a letter.
(1)First,I would like to find out exactly what courses I’ll take,when they will begin and how long they’ll last.At the same time I wonder if you can give me some information about the course fees.
(2)I’d like to thank you for your help and I’m looking forward to your reply.
(3)Could you please tell me where and what I can eat?It’s also interesting for me to know what activities the students can do during the school days.
(4)My name is Zhang Ming.I’m from Beijing,China.I’m coming to your school for a short study vacation this year.I’d like to know some information about your school.Could you please help me?
2.After they finish,check their answers.The right order:(4)(1)(3)(2).
3.Show the students the full letter.Let the students read it freely.
4.Then guide the students to analyze the structure of the article by discussing in groups according to the mind map.
5.After that,let several students say the connecting sentences one by one.
6.Guide the students to write a letter following the steps below.
(1)Get the students to write down at least three kinds of information they want to know.After they finish that,let them read their requests to their partners.
(2)T:Let’s write a letter now.Before that,I have some suggestions on writing the article.Please read it carefully.
(3)Have the students write the article using the sentence patterns in 3b.When they’re writing,the teacher walks around the classroom.Give the students some help if they need.
7.After the students finish their articles,show them an evaluation criterion on the screen.Let the students exchange their articles to correct.
8.Get one or two students to show their partners’ compositions on the screen and share their reviews with the whole class.
Step 4 Work on Self Check
1.Ask the students to keep the books closed and say the words in Chinese or say the paraphrasing.Ask the students to say the English words.
2.Ask the students to open the books,then read the words in the box.Ask the students to finish the tasks in Self Check 1 and Self Check 2 on their own.
3.Check their work.Boys report Self Check 1 and girls report Self Check 2.Ask them to evaluate each other’s jobs and learn from each other.
4.Use the knowledge tree to help the students conclude what has been learned in this period.
◇教学反思◇
本课时要求学生能根据写作要求,收集、准备素材,并能独立写一封信,在老师的指导下进行修改。写作时,要求能使用常见的连接词表示顺序和逻辑关系。
活动3a-3b是写作任务的训练,是相互联系的一个整体性任务,需要学生向学校写一封信,询问自己想知道的信息。课本活动旨在引导学生通过话题引出问题,再以问题为线索进行联想构思,进而完成写作任务。
本节课写作要求学生能够根据阅读课文的逻辑框架写出自己的个人经历,学生随心所欲地写作不难,但是如果按照一定的逻辑去写作,并且还要注意这个结构中各个环节的衔接和写作内容的完整性和一致性,确实是非常大的挑战。学生在课堂上的表现也出现了很大的差距,水平梯度明显。
第四课时 Section B (2a-2d)
◇目标导航◇
类别
课时要点
重点单词
politely adv.礼貌地;客气地
request n.& v.要求;请求
direction n.方向;方位
correct adj.正确的;恰当的
polite adj.有礼貌的;客气的
direct adj.直接的;直率的
speaker n.讲(某种语言)的人;发言者
whom pron.谁;什么人
impolite adj.不礼貌的;粗鲁的
address n.住址;地址;通讯处
underground adj.地下的n.地铁
重点短语
depend on依靠
such as例如
lead into引入
重点句型
1.When you visit a foreign country,it is important to know how to ask for help politely.当你去外国旅游时,知道怎样有礼貌地请求帮助是重要的。
2.The expressions they use might depend on whom they are speaking to or how well they know each other.他们的表达方式可能取决于他们正在和谁讲话或者他们对彼此的了解程度。
3.It might seem more difficult to speak politely than directly.看起来礼貌地说话比直截了当地说话更困难。
教学重点
1.让学生能够在语境中熟练运用宾语从句。
2.让学生能够区分直接的问题和礼貌的请求。
3.让学生能根据具体语言环境,灵活运用不同语言进行有礼貌地询问并获取信息。
教学难点
通过速读和寻读,让学生结合2a中的问题,引导学生利用推断阅读策略理解语言运用的真正含义。
◇教学过程◇
预习指导
一、方法指导
1.预习Page 22-23上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。
2.朗读2b的文章,试着完成汉语翻译。
3.跟着录音朗读文章。
二、预习检测
Ⅰ.汉译英
1.请求帮助0 ask for help ?
2.改变我们谈话的方式0 change the way we speak ?
3.取决于0 depend on ?
4.另一方面0 on the other hand ?
5.借给某人某物0 lend sb.sth. ?
6.精通;擅长0 be good at/do well in ?
Ⅱ.单项填空
(B)1.“Excuse me,could you tell me the way to the park?” He asked the policeman .?
A.polite B.politely
C.impolite D.impolitely
(C)2.The teacher always uses a story or a game to his new lesson.?
A.lead in B.leading
C.lead into D.leading into
(B)3.—How much did you the music box??
—Eight yuan.
A.pay B.spend on
C.take D.cost
(B)4.—Excuse me,could you tell me the man over there is??
—I’m not sure.Maybe he is between 30 and 35.
A.how much B.how old
C.how many D.how long
(B)5.—I don’t know he will come tomorrow.?
—Don’t worry. he comes,I’ll tell you.?
A.if;Whether B.whether;If
C.that;If D.when;Whether
课堂教学
Step 1 Leading in
1.Greet the class and briefly talk about their learning challenges and solutions.
2.Orally use appropriate language to replace a direct question.
T:Today we’ll read a passage about how to use suitable language in English.Now I ask some direct questions.Can you repeat them in a more polite way?
T:Where are the restrooms?
Ss:...
3.Practice and prepare for the coming reading.
Step 2 Work on 2a-2b
1.Let the students read the question in 2a:Where do you need to make polite requests?
2.Ask the students to think of some possible situations.And then ask the students to discuss them with their partners.
3.Read the instruction in 2b and know what to do while reading.
4.Ask the students to read the passage quickly and find the topic sentence for each paragraph.
5.Prepare the main topic sentence of each paragraph and show them on the screen or on the blackboard.
6.Ask the students to read the passage again more slowly and carefully.Then explain the important knowledge.
7.Let the students practice reading aloud by listening to the recording.
Step 3 Work on 2c-2d
1.Read the instruction in 2c and ask the students to find the direct questions and polite requests from the passage in 2b.
2.Read the instruction in 2d and tell the class what to do.
3.Ask these requests one by one and ask the students to answer them in turn.
板书设计
1.情态动词might 表达一种可能性及推测的不确定性,意思与表达可能性的may相近,表示“有可能,也许会”,但语气更加委婉,更加不确定。
2.it作形式主语的两种常用句型
(1)It is+adj.(+for+sb.)+to do sth.
常用于此句型的形容词有important,difficult,dangerous,necessary,useful,possible等,用来对某事物的性质进行说明。
(2)It is+adj.+of+sb.+to do sth.
常用于此句型的形容词有good,kind,nice,clever,wise等,用来对某人的性格、品质等进行说明。
3.辨析spend,pay,take和cost
(1)spend的主语为人。常用句型:
sb.+spend+时间或金钱+(in) doing sth.
sb.+spend+时间或金钱+on sth.
(2)pay“付款”,主语为人,常与for 连用。pay for sth.“为某物付款”。
(3)take表示花费时间,常用句型“It takes sb.some time to do sth.”。
(4)cost“值,花费”,主语为物。
◇教学反思◇
本课时的重点是阅读,通过一篇文章的阅读来学习英语语言知识,并且让学生在具体的语境中学会运用所学的生词,强化重点句型。在讲解课文的同时,培养了学生跨文化交际的意识。同时,更多地让学生参与到课堂中来,通过与搭档的讨论和互动,形成良好的课堂氛围,让学生能够更好地在学习知识的同时提高了能力。
