PEP《小学英语》教材中的语篇材料以对话为主,文字平白,内容浅显,缺乏真实有效的语言情境,不少教师感觉教得苍白,学生则感觉学得乏味,尤其是学有余力的学生更有“吃不饱”的感觉(昝淑华,2011)。局限于内容本身的语篇教学活动,很容易使学生的语言学习处于一个较为肤浅的层次。因此,教师要围绕语 Textbooks in PEP Elementary English are mainly dialogue, with plain text and shallow content, lacking in a real and effective language situation. Many teachers feel pale while students feel tedious. In particular, Students are more “not enough to eat” feeling (昝 Shuhua, 2011). Limited to the content of the discourse teaching activities, it is easy to make the students in a more superficial level of language learning. Therefore, teachers should surround the language