第一篇：牛津3b unit 7 Where 教學設計

牛津英語3b unit 7 Where 教學設計

南京市櫻花小學 沈 誠

Step 1 Lead-in T: Classe begins.S: Stand up.T: Good morning, boys and girls.S: Good morning, Mr Shen.T: How are you, boys and girls.S:Fine, thank you.And you?

Step 2 Presentation 歌謠 A:談論物品

1.先出示蛋糕，Look, what’s this?學生答：It’s a cake.2.Yes, it’s a cake.Where’s the cake? 引導學生答：it’s in the fridge.Very good.Read after me.3． 教詞和詩 T: Now, boys and girls, let’s say a rhyme .after me: where(教授單詞where)

T: Now, let’s learn a new chant.Listen.(教師播放節奏，自己說歌謠)

Read 4.教師：“Where? Where? Where’s the cake?(教師先聳聳肩，然后指著課件上的蛋糕)學生：Look!Look!It’s in the fridge.(老師要帶著學生指著課件上的冰箱)

T: Good.Go on(邊拍手邊朗誦歌謠，第一遍用常速，說的時候強調句型，where’s the…? It’s in the fridge).T: Where? Where? Where’s the cake? S: Fridge!Fridge!It’s in the fridge.T: Boys and girls, one more time.(加快速度)

Where? Where? Where’s the cake? S:Where? Where? Where’s the cake.Fridge!Fridge!It’s in the fridge.T: Now, boys ask”where, where,”.Girls, answer, fridge,fridge T: Ok.Boys and girls.Now follow me,please.(一邊說歌謠，一邊做動作)

（教師拿起一本書，放在頭上）

Where? Where? Where’s the book?

Head Head.It’s on the head.(再拿起一個橡皮，放在鼻尖上)

Where? Where? Where’s the rubber?

Nose.Nose.It’s on the nose.(把橡皮放到書里面)

Where? Where? Where’s the rubber?

Book.Book.It’s in the book.B: 談論人物 課件出示蘇陽的爸爸 T: Look.Who’s he?

S: He’s Dad/ father?

T: Yes.He’s Su Hai and Su Yang’s Dad.Where? Where? Where’s Dad? Listen.T: Study!Study!He’s in the study.Read after me.Study, study.(出示單詞study.帶讀正音)

Study, study.He’s in the study.T: Where? Where? Where’s Dad?

S: Study, study, he’s in the study.T: Follow me.(邊拍手邊朗誦歌謠)C:游戲

T: Well done, boys and girls.Look, this is Su Yang and Su Hai’s Mum.Where’s she? In the study? Or in the park? Let’s play a guessing game.把公園、動物園貼在黑板上，拿出媽媽的圖片比劃一下，然后，說做猜謎游戲，引導學生有節奏問。兩次，S: Where Where? Where’s mum? S1: She’s in the park.S: No S1: She’s in the study.S: No.T: I can’t find Mum.Where’s she? Let’s watch the cartoon.Step 3 Present the text.a: 播放光盤

T: So where’s Mum ? S: She’s in the kitchen.T: Excellent.kitchen, kitchen, in the kitchen.So Su Hai can’t find Mum.What dose she say.Let’s listen.She says I can’t find Mum.Read after me, can’t find, can’t find, I can’t find mum.教師出示課件

T:Now , boys and girls.Look at Bobby.what can Bobby say ? Discuss in pairs.(做手勢，讓學生同桌交流）S: I can’t find Dad.T: Yes, and? 先肯定學生的回答，然后用手勢或語氣，引導學生說出下句。S: I can’t find the storybook.T: Now, let’s read.(把這兩句話讀兩遍)

T: Now Su Hai is in the kitchen.She needs a cake.Where’s the cake? Let’s listen.(教師播放課文錄音)

T: Where’s the cake?

S: It’s in the fridge.(略為指導學生讀詞組in the fridge.)T:Now, Let’s listen and

and repeat.T: Now, I’m Su Hai.Who wants to be Su Yang.And mum?(教師于學生示范表演對話)T: Now please practice in pairs.C: 教授課文3，4兩幅圖

T: Look at the pictures.What are they talking about? Think over and discuess in pairs(請兩組同學說一說)T: What do they say.Let’s watch the cartoon.看完卡通后讓學生回憶文中的人物說了些什么。

學生一邊聽，教師一邊揭示答案。當聽到I don’t know 的時候 T: Read after me.I don’t know.這句話要讀出不同的語氣來。T: This time, please listen and repeat.T: Now please act in groups of three.（引導學生表演課文）

T: Now, please open your books and turn to page.Let’s read the text in pairs.Step 3 總結提升 T: Now boys and girls.Let’s review.Please think over.When we can’t find somebody? What can we say? S: I can’t find…

T: When you want to know where somebody is, what can you say? S: Where’s… T: We can answer? S: He’s / She’s…

T: When you want to know something is? What can you say? S: Where’s the..T: We can answer? S: It’s in/ on the… T: What else can we say? S: Sorry, I don’t know.(每出示一句就可帶學生讀兩遍)Step 4 Task

T: Good job.Now boys and girls let’s read a story.Look, Mimi and Bobby wants to go to the ….S: Park.T: Look, this is Mimi’s mother.Mimi can’t find the dress.Where’s it? Look, it’s here.(教師出示一個服飾包裝盒，暗示學生衣服在盒子里)T: And at last they get ready to go.What do they say? Please make a dialogue in groups of three.Step 5 Assign homework T: Now, boys and girls.Time is up.Look, this is today’s homework.Do you understand ?(課件出示家庭作業)S: Yes.T: Ok, class is over.

第二篇：牛津6A unit6 教學設計

教學設計：

一、introduction（引入）

T：Boys and girls, please tell me what holidays do you know? S：many holidays T:Now let’s look.[ Let Ss look at the sreen.Watch a vidio.] T:

第三篇：牛津英語教學設計

Unit 1 The first day at school

（第一課時）

一、教學內容

B Look read and learn & C Look and say C Ask and answer

二、教學目標

1、能正確地聽、說、讀、寫句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t.2、能正確地聽、說、讀單詞及詞組first, of, term, back, each other, toilet, garden, table tennis room, reading room, swing, slide, building.3、能聽、說、讀、寫單詞day, all, at school，4、能區別some和any的用法。

5、能用there be的結構一般疑問句詢問學校的設施。

三、教學重點

1、能正確地聽、說、讀、寫句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。

2、能正確地聽、說、讀單詞及詞組toilet, garden, table tennis room, reading room swing, slide, building。

3、能用there be的結構一般疑問句詢問學校的設施。

四、教學難點

1、能正確地聽、說、讀、寫句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。

2、能正確熟練地朗讀四會、三會單詞和詞組。

3、能區別some和any的用法。

五、教學準備

1、教具準備

1）有關學校設施的照片（ppt）2）4B Unit8歌曲磁帶。

3）關于本課時的多媒體課件。4）制作空白的校園平面圖（ppt）

2、板書準備：寫好課題和日期。

六、教學過程

Step 1 Free talk/ Revision 1 T: Today is the first day of the new term.All the students are back at school.I’m happy to see you again.I think you are happy to see each other, too.教單詞first, of, day, all, at school, term。2 讀課題。Greetings.Good morning./Nice to see you again./How are you? … 4 Sing a song: In the classroom 5 T: There is a … in the classroom.There are some … in the classroom.Can you describe our classroom? S: There is a … in the classroom.There are some … in the classroom.板書 There is a … in the classroom.There are some … in the classroom.Step 2 Presentation and pratice 1 T: Is there a bookcase in the classroom? 將黑板上板書改為Is there a … in the …?

Ask one student to guess the meaning.Then help the student answer.S: Yes, there is.板書Yes, there is.Practice two by two.2 T: Is there a piano in the classroom?(搖手)Help the student answer: No, there isn’t.板書No, there isn’t.3 ppt出示學校照片

T: Is there a toilet in the school? 教單詞toilet S：Yes, there is.Practice in pairs and then check the answers.4 同法教單詞table tennis room, reading room, garden。5 出示花園的圖片，剪一滑梯放中間（也可做PPT）T：Is there a swing in the garden? S: No, there isn’t.教單詞swing 6 同法教單詞slide，用手勢幫助學生區這兩個單詞（左右擺動表示swing, 由上向下滑表示slide）Practice.A: Is there a swing/slide in the garden? B: No, there isn’t.8 出示P11圖片

T：Are there any swings in the garden? 將黑板上There are some …改為Are there any …? 幫助學生回答Yes, there are.板書。Practice in pairs.9 T: Are there any slides in the garden?（搖手）No, there aren’t.T: Are there any slides in the garden? S：No, there aren’t.Practice in pairs.10 出示reading room圖片，操練Are there any … in the reading room? Yes, there are./No, there aren’t.11 Summary.some用在肯定句中，否定句和一般疑問句中要改為any。Step 3 Listen, read and say/ Look and say 1 T: Today we have learned six words and phrases.Let’s review them.Listen and read Part B.2 出示C部分圖2，教單詞building T: Is there a table tennis room in the building? S: No, there isn’t.T: Open your books and turn to Page 9.Ask and answer in pairs.Check the answers.5 Talk about our school.A: Is there a/an … in the school? / Are there any … in the school?

B: Yes, there is./No, there isn’t./ Yes, there are./No, there aren’t.Step 4 Consolidation 1 Ppt出示校園平面圖，請你重新設計，合理安排各類教室和活動室。2 四人一組，以介紹校園為主題編對話。

Data: Is there a … in the school/building/reading/…?

Are there any …in the school/building/reading/…? How nice!3 請三組學生上前表演對話。

七、作業設計 Copy the words of Part B.2 Write the small dialogues of Part C in the exercise books.3 Listen and read the words of Part after the tape four times.4 Recite the words.八、板書設計

Unit 1 The first day at school(B&C)Is there a/an … in the …?

Yes, there is./ No, there isn’t.Are there any …in the …?

Yes, there are./ No, there aren’t.九、教后記

第四篇：牛津小學英語6BUnit3A教學設計

《牛津小學英語6B》Unit 3(A)教學設計

寶應縣望直港獐獅小學

吳長軍

一、教學目標

（一）知識目標

１、能聽懂、會說、會讀、會寫單詞way，get，along，street，take，stop，road和句型Can you tell me the way to …，please?。

2、能聽懂、會說、會讀單詞history，museum，crossing，miss，kilometre，told，office等。

3、能聽懂、會說、會讀日常交際用語和句型Go along this street，and then turn right at the third crossing.How far is it from here? It's about a kilometre away.You can take bus No.5.How many stops are there? How can I get to the shopping centre?

（二）技能目標

1、能正確理解對話內容，并能正確朗讀和初步表演對話。

2、能運用本課所學日常交際用語和句型就“問路”話題進行對話交流。

（三）情感目標

1、培養學生文明禮貌的良好素養和樂于助人的美好品質。

2、能地道、得體地運用有關“問路”的日常交際用語。

二、教學重點

能正確理解對話內容，并能正確朗讀和初步表演對話。

三、教學難點

能在掌握對話的基礎上運用本課所學日常交際用語和句型就“問路”話題進行對話交流。

四、課前準備

表示場所和道路的標牌、導游證、PPt課件等。

五、教學過程（Teaching procedure）Step 1 Revision 1.Have a word competition.T: Nice to meet you, boys and girls.Ss: Nice to meet you,too.T: Before we learn the new dialogue, let's have a word competition, ‘Quick response’between the boys and the girls.He/She who give the right word first is the winner.Ss: Great!T:(出示Part B的掛畫)Shall we start? Ss：OK.設計意圖：在上課一開始，讓男生和女生作為對手進行競賽，一方面，使學生爭強好勝的競爭意識被充分激發和調動起來，營造熱烈的學習氛圍，使學生快速進入學習狀態；另一方面，又讓學生復習了表示處所的詞組，為對話教學做好必要的準備。

Step 2 Presentation.1.Present the places in the classroom.T：Boys and girls, this is our classroom, but now it's the Garden City.Look, here is

Zhongshan Road(用手指我們教室的某一過道).And here is the shopping centre(將牌子放在桌上).Can you tell me more places which you can see in the city?

S1：Yes.I can see a post office.S2: I can see a shopping centre.T：（擺放a primary school/a train station/a middle school/a shopping center/…等標牌。）

設計意圖：將整個教室布置成一個模擬城市，把過道當作街道，把桌子當成建筑物，充分利用身邊的教學資源，在教學時采用直觀手段，利用教室里的空間關系，為學生創設語言環境，力求帶給學生一個身臨其境的感覺。借助仿真的情景，讓學生在游戲和活動的過程中學習語言、運用語言，調動學生的積極性，提高課堂教學的效率。（模擬圖：略）

2.Present the key sentences of asking the way.T：Well, some teachers will come to our city tomorrow，and they need some guides.Can you help them? Ss: Yes, we can.T: Let's try to be a good guide.(把一個導游證掛在自己脖子上)I want to be a guide first.Suppose you are one of the teachers.You can ask me the way now.S：Excuse me, where's the …? T：Let me see.Er… go along this street and then turn left/right at the … crossing.The … is On your left/right.（引導問路者走到目的地，然后板書）T: Who wants to have a try?(拿出若干導游證)S1：I want to have a try.T：Excuse me, can you tell me the way to the train station, please? S1: It's on Zhongshan Road.T：How can I get there? S1：Go along this street and then turn left at the first crossing.You can see it on the right/left.T：How far is it from here? How far?(伴手勢)（板書并教學）S1: It's about a kilometre away.（板書并教學）T：How can I get there faster? Can I take a bus? S1：Yes, you can take bus NO.1（板書）T：How many stops are there?（板書）S1：There are three.（板書）

T：So I can take bus NO.1 and get off at the third stop.You are an excellent guide.Thank you very much.（板書get off）S1：Not at all.T:(Practice the dialogue with some other students as above.)3.Work in groups.T：Now you can ask the way in your groups.(在交流過程中,給表現踴躍、發言積極的學生發導游證)Step 3 Learn the dialogue 1.Listen and answer.(聽引言部分，了解對話的背景)

T：(出示課件)Boys and girls, look at the screen.A visitor is visiting our city now.Please listen to the tape and answer my questions.Ss:(Listen to the tape.)

Q1：Who is new here ?

(He's Mr Smith.)

Q2：Where does he want to visit?(The History Museum.)

Q3：He doesn't know the way.Who can help him?(Yang Ling)

2.Listen and find the way.(聽對話Part1部分，并在教室里找出the History Museum.)T：Yes.Mr Smith is asking Yang Ling the way.Let's listen to the dialogue and try to find out how he can get to the History Museum.Ss:(Listen to the tape.)T：Can you find the History Museum in our city? If not, please discuss it with your partners.Ss:（學生討論，找出the History Museum的具體位置，將標牌放在相應的地點。）3.Listen and find the way.(聽對話Part2部分，并在教室里找出the post office.)T：Mr Smith wants to go to the post office, too.Where's the post office? How can he get to the post office? Ss：(Listen to the tape.)Ss:（學生討論，找出the post office的具體位置，將標牌放在相應的地點。）4.Listen to the whole dialogue.(聽全文，整體理解課文。)T：Open the books and listen to the whole dialogue.設計意圖：我采用整體理解對話的方式，讓學生先聽錄音，然后帶著問題再聽錄音找答案，發展學生選擇信息、捕捉信息的能力，有效地指導學生提高聽力水平。5.Read the dialogue.1）Listen and repeat.T：Next, Let's follow the tape.Ss: Read the dialogue after the tape.2）Role read the dialogue.T：Read the dialogue in groups.One is Mr Smith, the other is Yang Ling.(分角色朗讀)3）Read and complete.（完成對話后的填空）

T：So much for these.Let's do some exercise on Page 23.You have two minutes to finish the blanks.…

T&Ss: Check the answers.Step 4 Consolidation

1.Review the key phrases and sentences.（梳理詞組和句子）

T：Look at the blackboard.There are some important sentences and phrases on it.Read after me.設計意圖：高年級A板塊（對話）內容多、容量大，課堂上教師著重訓練學生的聽說技能，對語言知識關注較少。本節課增加了重點詞組和句子的梳理這一環節，這樣會讓學生感到很充實：一節課下來，除了學會了對話，還記住了一些詞組和句子。

2.Retell the dialogue.T：Let's try to retell the dialogue in a simple way.設計意圖：這個環節，無疑是向學生提出了一個高難度的挑戰，但是如果教師堅

持這樣訓練學生的口語表達和描述能力，相信對提高他們的綜合語言運用能力會有很大的幫助。

Step 5 Production（拓展練習）

Task:（課件出現一幅地圖）選剛才在課堂上表現好，得到“導游證”的學生為執行導游，再讓其他學生扮演游客，開展游客問路，導游指路的語言實踐練習。設計意圖：采用“任務型”教學方法，開展游客問路、導游指路的方法進行拓展練習，以培養學生綜合語言運用能力為目的，引導學生在完成問路與指路具體任務的過程中運用語言，真正做到學以致用。

Step 6 Homework

1、聽課文錄音，流利地朗讀對話并嘗試背誦。

2、找出本縣里你最喜歡的一處景點，描述它的具體方位。

六、板書設計

Excuse me,can you tell me the way to …

Go along this street, and then turn … on the …crossing.The … is on your …

七、教學反思

本課是Unit 3的第二課時，之所以放在第二課時，是因為本課的生詞、句型較多，而且對話篇幅較長，學生在理解和學習課文的過程中有難度，所以我在B、C部分已經教完的基礎上進行A部分的對話教學，這樣降低了課文學習的難度，有利于學生的掌握。

開始時，我用一個男女生競賽的形式導入教學，既對B部分較難掌握的地點名詞進行了復習，也將課堂氣氛引向了最高潮，充分調動了全班同學的學習積極性。之后，我又將整個教室布置成一個模擬城市，把過道當作街道，把桌子當成建筑物，充分利用身邊的教學資源，在教學時采用直觀手段，利用教室里的空間關系，為學生創設語言情境，給學生一個身臨其境的感覺。讓學生在游戲和活動的過程中學習語言、運用語言，提高了課堂教學的效率。

在處理課文時，我采用課文整體教學的方式，讓學生先聽錄音，然后再帶著問題去聽錄音找答案，既能幫助學生理解對話內容，又能提高他們的聽力水平。在課文學習完之后，我增加了兩個環節，一是對課文中所出現的重點詞組和句型進行梳理，這就使學生不會感覺到一篇課文學下來好像這只學到了一些空洞的框架，別的什么也沒學到；二是試著讓學生復述文章的內容，這無疑是對學生提出了一個更高的要求，難度是挺大，但是對發展學生的英語應用能力有很大幫助。

最后，以“任務”的形式，開展游客問路、導游指路的方法進行拓展練習，培養學生綜合語言運用能力，引導學生在完成問路與指路的具體任務的過程中運用語言，達到學以致用。

2010年6月4日

第五篇：牛津小學英語4BUnit4Buying_fruit教學設計（模版）

Unit4 Buying fruit.興化市第二實驗小學 王卉 225700

一、課題說明

本課是牛津小學英語4B Unit 4 Buying fruit.的第一課時（A Read and say）。這節課的教學任務是，如何通過認物到購物，真正達到學以致用。

二、教材簡介

本課主要學習單詞，如buy，some等。日常交際用語：I’d like some ?,please.及句型：What’s are these/those? They’re? How many kilos? ? kilos, please.三、目標預設：

1.能聽懂、會說單詞buy, some。

2.能聽懂、會說、會讀句型I’d like some ?, please.What are these/those? They’re ? How many kilos? ? kilos, please.并獲得運用所學語言進行交際的能力。要求讀音正確，語調自然。

四、教學重點、難點：

能正確理解運用句型What are these/those? They’re ? How many kilos? ? kilos, please.五、設計理念

學生們在Book 4A中已經學習了What’s this/that? It’s ?句型。此外，在Book 3A第三單元中學習了部分水果單詞并掌握的非常好，這為本單元的教學內容提供了有利的基礎。

六、設計思路

本單元的教學內容與學生的日常生活息息相關，因而本單元的教學內容對學生來說并不難，關鍵是如何應用到實際生活中去。在教學時，我通過創設購物情景，開展靈活多樣的教學活動，從而讓學生掌握所學知識，更好的運用到生活中去。

七、教學過程 Step 1 Warm up 1.Greetings T: Good morning, boys and girls.Ss: Good morning, Miss Wang.T: How are you? Ss: I’m fine, and you? T: I’m fine, too.2.Sing a song T：Boy and girls, are you happy? Ss: Yes, we are.T: OK.Let’s sing a song.They sing happily.(放音樂，老師與學生一起唱歌，做相應的動作。)Sit down, please.（設計意圖：同學們通過和老師一起唱英文歌曲，得到了很好的熱身，同時也營造了寬松和諧的英語學習氛圍。）3．Free talk T: What’s your name? S1: I’m ?

T: Nice to meet you.S1: Nice to meet you, too.T: How old are you? S2: I’m ? T: What’s your job? S2: I’m a?

T: Do you like fruit, boys and girls? Ss: Yes, I do./ No, I don’t.（設計意圖：Free talk環節，能使學生自然進入學習狀態，拉近師生之間的距離,并為新授內容作鋪墊。）

Step 2 Presentation and practice 1.Guessing game T: OK.Most of us like fruits, today Miss Wang takes some fruit for you.I have a magic bag, there are some fruit in it, let’s play a guessing game.Guess what’s this?（大屏幕呈現一個魔法袋）S1: It’s a banana.T: I’m sorry.S2: It’s a pear.T: Oh, I’m sorry.S3: It’s an apple.（CAI presents “an apple”）

T: Great!Now let’s go on, you can come here, touch and guess.Who wants to have a try? S4: It’s also an apple.(一學生來到講臺前點擊一下鼠標)T: You are very clever.What is this?(教師點擊一蘋果問)Ss: It’s an apple.T: What is this?(教師點擊另一個蘋果問)Ss: It’s an apple.T: What are these?(教師點擊兩個放在一起的蘋果問)Ss: ?

（設計意圖：教師利用Guessing game，調動學生的學習積極性，復習了句型What is this? 為學習新知作鋪墊。）

2.Teach “What are these/those?”(大屏幕呈現新句型)T: Read after CAI.What are these? 提示學生回答“They’re apples.”

T: What are these?(教師點擊出屏幕上的水果問。)Ss: They’re? T: Little train.Ss: Go go go.（教師和學生一起玩火車接力的游戲。）T: Who can ask me? S1: What are these? S2: What are these? S3: ?

T: What’s that?（教師手指著課前貼在墻上的一張水果圖片）Ss: It’s a pear.T: What are those?（教師手指著課前貼在墻上的另一張水果圖片）

示意學生回答:They are?(用操練What are these?同樣的方法操練What are those?)3.Consolidation T: Boys and girls, you’re all excellent, I’m very happy, let’s sing a song, OK?（CAI放歌曲）

Ss: OK.What are these? What are these? They’re apples.They’re apples.What are those? What are those? They’re pears.They’re pears.What are these? What are these? They’re?What are those? What are those? They’re?(用歌曲《兩只老虎》的旋律)Ss sing happily.（設計意圖：教師利用歌曲的形式鞏固所學句型，形式新穎獨特，讓學生在快樂中不知不覺學習鞏固了新知識。）

4.Present the title and teach: I’d like some ?, please.T: Boys and girls, apples, pears and grapes are all fruit.(教師指著大屏幕上水果卡片。)They’re good for our health.We can buy them in the shop, in the fruit garden?.Today, we are going to learn the way of buying fruit.Ok, this lesson, we’ll learn Unit4 Buying fruit.(CAI呈現課題，并教授。)T: Do you want to buy fruit? Ss: Yes.T: Let’s go to a fruit garden.(教師將課前準備好的果樹圖片貼在黑板上。)Ss: Yeah.（設計意圖：教師努力為學生創設情境，讓學生身臨其境，激發學習熱情。）T: What’s he?(教師手拿一果農頭飾)Ss: He’s a farmer.T: Yes.He sells many kinds of fruit.(教師將水果卡片貼在黑板上。)What would you like? 提示學生回答：I’d like some ?，please.S1: I’d like some ?, please.S2: I’d like some ?, please.S3: I’d like some ?, please.5.Ss work in groups（設計意圖：小組合作，鞏固所學句型。）6.Teach “How many kilos? ? kilos, please” T: What’s this?(教師手拿課前制作好的秤)Ss: It’s a?

T: How many kilos?(教師撥動秤的指針問)提示學生回答：?kilos.教師撥動指針，與學生進行對話練習。讓表現棒的學生到講桌前撥動指針并進行提問。

Step 4 Read and say 1.Ss watch the cartoon and answer the questions on the screen.T: Who’s she? Ss: She’s Miss Li.T: Miss Li is also in the fruit garden.What fruit does she want to buy? Let’s watch the cartoon and answer this question.（評出最佳演員給予獎勵。）

Ss watch the cartoon and answer my question on the screen.（設計意圖：讓學生帶著問題看動畫，聽錄音時更顯得認真，體現了任務型教學理念，訓練了學生的聽力。）

2．Listen and repeat after the tape.（設計意圖：聽、讀訓練，培養學生的語感。）

3.Ss read the dialogue in roles，make a dialogue and try to act out the dialogue.（設計意圖：讓學生自編表演對話，充分發揮學生的主動性，創造性）Step 6 Homework 同學之間角色扮演來進行對話。