实录2:在学习camera时杜老师又通过游戏设悬吸引学生。
T：…Yes, this is my bag. There is a really nice thing in it. If you want to see it you should say: Miss Du, can I see it?
一位学生:Miss Du, can I see it?老师走近这位学生,神秘地将包打开,举在其眼前,这位学生满脸得意,同时也训练了句型。
老师对全班学生，T: Are you going to see it? Ss: Yes.
T: If you want to see it, You should say: Miss Du.全班同学接着老师的话音，异口同声：Can I see it? 杜老师很有表现力地丛书包里快速取出了camera
T: This is a camera. Do you have a camera?
Ss：Yes.
T：My camera is black, what about your camera?
SA：My camera is black, too.
SB: My camera is very very old
SC: My camera is pink.
SD: My camera is small.
杜老师通过言语交流活动,使学生们在真实自然中，对camera进行描述加以巩固，取缔了传统的机械操练。
（三）借鉴迁移艺术，在实践活动中学习语言，运用语言。
根据有意义教学理论：一切新的有意义的学习，都是在学习者原有学习基础上产生的，不受学习者认识结构影响的学习是不存在的，所以一切有意义的学习必须包括迁移。在这节课里，杜老师成功地运用了这一条原理，并根据学生的认知水平，将本课中后面出现的will句式（以前所学过）前移，并将新内容：take a picture和take a picture for…，代入I’ll句式在活动中学习。为学习I’m going to….的句式进行引路迁移。
实录3:T: Who will take a picture? 引导学生说:I’ll take a picture.并为学生拍照。
杜老师对着这位学生调整焦距,Ready, one two, three随着白光一闪,被拍照的学生高兴极了,全班学生都举手示意I will take a picture要求拍照。
T: Who will take a picture for me?学生们争先恐后:I will take a picture for you.杜老师摆出照相姿态,当对着学生举手挡住镜头时,杜老师跑上前去You’re your finger away, hold this camera like this.老师再次问：Who will take a picture?一位叫David的同学脱口而出I will take a picture.,老师邀请David的同时,问全班：Who will take a picture for David?一位学生:I will take a picture for David.这时引导学生对拍照的学生说:take a picture for David, please.