第一篇：牛津3b unit 7 Where 教学设计
牛津英语3b unit 7 Where 教学设计
南京市樱花小学 沈 诚
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 歌谣 A:谈论物品
1.先出示蛋糕，Look, what’s this?学生答：It’s a cake.2.Yes, it’s a cake.Where’s the cake? 引导学生答：it’s in the fridge.Very good.Read after me.3． 教词和诗 T: Now, boys and girls, let’s say a rhyme
T: Now, let’s learn a new chant.Listen.(教师播放节奏，自己说歌谣)
Read 4.教师：“Where? Where? Where’s the cake?(教师先耸耸肩，然后指着课件上的蛋糕)学生：Look!Look!It’s in the fridge.(老师要带着学生指着课件上的冰箱)
T: Good.Go on(边拍手边朗诵歌谣，第一遍用常速，说的时候强调句型，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.(一边说歌谣，一边做动作)
（教师拿起一本书，放在头上）
Where? Where? Where’s the book?
Head Head.It’s on the head.(再拿起一个橡皮，放在鼻尖上)
Where? Where? Where’s the rubber?
Nose.Nose.It’s on the nose.(把橡皮放到书里面)
Where? Where? Where’s the rubber?
Book.Book.It’s in the book.B: 谈论人物 课件出示苏阳的爸爸 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.(出示单词study.带读正音)
Study, study.He’s in the study.T: Where? Where? Where’s Dad?
S: Study, study, he’s in the study.T: Follow me.(边拍手边朗诵歌谣)C:游戏
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.把公园、动物园贴在黑板上，拿出妈妈的图片比划一下，然后，说做猜谜游戏，引导学生有节奏问。两次，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: 播放光盘
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.教师出示课件
T:Now , boys and girls.Look at Bobby.what can Bobby say ? Discuss in pairs.(做手势，让学生同桌交流）S: I can’t find Dad.T: Yes, and? 先肯定学生的回答，然后用手势或语气，引导学生说出下句。S: I can’t find the storybook.T: Now, let’s read.(把这两句话读两遍)
T: Now Su Hai is in the kitchen.She needs a cake.Where’s the cake? Let’s listen.(教师播放课文录音)
T: Where’s the cake?
S: It’s in the fridge.(略为指导学生读词组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?(教师于学生示范表演对话)T: Now please practice in pairs.C: 教授课文3，4两幅图
T: Look at the pictures.What are they talking about? Think over and discuess in pairs(请两组同学说一说)T: What do they say.Let’s watch the cartoon.看完卡通后让学生回忆文中的人物说了些什么。
学生一边听，教师一边揭示答案。当听到I don’t know 的时候 T: Read after me.I don’t know.这句话要读出不同的语气来。T: This time, please listen and repeat.T: Now please act in groups of three.（引导学生表演课文）
T: Now, please open your books and turn to page.Let’s read the text in pairs.Step 3 总结提升 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.(每出示一句就可带学生读两遍)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.(教师出示一个服饰包装盒，暗示学生衣服在盒子里)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 ?(课件出示家庭作业)S: Yes.T: Ok, class is over.
第二篇：牛津6A unit6 教学设计
教学设计：
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.
第三篇：牛津英语教学设计
Unit 1 The first day at school
（第一课时）
一、教学内容
B Look read and learn & C Look and say C Ask and answer
二、教学目标
1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t.2、能正确地听、说、读单词及词组first, of, term, back, each other, toilet, garden, table tennis room, reading room, swing, slide, building.3、能听、说、读、写单词day, all, at school，4、能区别some和any的用法。
5、能用there be的结构一般疑问句询问学校的设施。
三、教学重点
1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。
2、能正确地听、说、读单词及词组toilet, garden, table tennis room, reading room swing, slide, building。
3、能用there be的结构一般疑问句询问学校的设施。
四、教学难点
1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。
2、能正确熟练地朗读四会、三会单词和词组。
3、能区别some和any的用法。
五、教学准备
1、教具准备
1）有关学校设施的照片（ppt）2）4B Unit8歌曲磁带。
3）关于本课时的多媒体课件。4）制作空白的校园平面图（ppt）
2、板书准备：写好课题和日期。
六、教学过程
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.教单词first, of, day, all, at school, term。2 读课题。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.板书 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? 将黑板上板书改为Is there a … in the …?
Ask one student to guess the meaning.Then help the student answer.S: Yes, there is.板书Yes, there is.Practice two by two.2 T: Is there a piano in the classroom?(摇手)Help the student answer: No, there isn’t.板书No, there isn’t.3 ppt出示学校照片
T: Is there a toilet in the school? 教单词toilet S：Yes, there is.Practice in pairs and then check the answers.4 同法教单词table tennis room, reading room, garden。5 出示花园的图片，剪一滑梯放中间（也可做PPT）T：Is there a swing in the garden? S: No, there isn’t.教单词swing 6 同法教单词slide，用手势帮助学生区这两个单词（左右摆动表示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图片
T：Are there any swings in the garden? 将黑板上There are some …改为Are there any …? 帮助学生回答Yes, there are.板书。Practice in pairs.9 T: Are there any slides in the garden?（摇手）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图片，操练Are there any … in the reading room? Yes, there are./No, there aren’t.11 Summary.some用在肯定句中，否定句和一般疑问句中要改为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部分图2，教单词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出示校园平面图，请你重新设计，合理安排各类教室和活动室。2 四人一组，以介绍校园为主题编对话。
Data: Is there a … in the school/building/reading/…?
Are there any …in the school/building/reading/…? How nice!3 请三组学生上前表演对话。
七、作业设计 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、板书设计
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、教后记
第四篇：牛津小学英语6BUnit3A教学设计
《牛津小学英语6B》Unit 3(A)教学设计
宝应县望直港獐狮小学
吴长军
一、教学目标
（一）知识目标
１、能听懂、会说、会读、会写单词way，get，along，street，take，stop，road和句型Can you tell me the way to …，please?。
2、能听懂、会说、会读单词history，museum，crossing，miss，kilometre，told，office等。
3、能听懂、会说、会读日常交际用语和句型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）技能目标
1、能正确理解对话内容，并能正确朗读和初步表演对话。
2、能运用本课所学日常交际用语和句型就“问路”话题进行对话交流。
（三）情感目标
1、培养学生文明礼貌的良好素养和乐于助人的美好品质。
2、能地道、得体地运用有关“问路”的日常交际用语。
二、教学重点
能正确理解对话内容，并能正确朗读和初步表演对话。
三、教学难点
能在掌握对话的基础上运用本课所学日常交际用语和句型就“问路”话题进行对话交流。
四、课前准备
表示场所和道路的标牌、导游证、PPt课件等。
五、教学过程（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的挂画)Shall we start? Ss：OK.设计意图：在上课一开始，让男生和女生作为对手进行竞赛，一方面，使学生争强好胜的竞争意识被充分激发和调动起来，营造热烈的学习氛围，使学生快速进入学习状态；另一方面，又让学生复习了表示处所的词组，为对话教学做好必要的准备。
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(用手指我们教室的某一过道).And here is the shopping centre(将牌子放在桌上).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：（摆放a primary school/a train station/a middle school/a shopping center/…等标牌。）
设计意图：将整个教室布置成一个模拟城市，把过道当作街道，把桌子当成建筑物，充分利用身边的教学资源，在教学时采用直观手段，利用教室里的空间关系，为学生创设语言环境，力求带给学生一个身临其境的感觉。借助仿真的情景，让学生在游戏和活动的过程中学习语言、运用语言，调动学生的积极性，提高课堂教学的效率。（模拟图：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.(把一个导游证挂在自己脖子上)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.（引导问路者走到目的地，然后板书）T: Who wants to have a try?(拿出若干导游证)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?(伴手势)（板书并教学）S1: It's about a kilometre away.（板书并教学）T：How can I get there faster? Can I take a bus? S1：Yes, you can take bus NO.1（板书）T：How many stops are there?（板书）S1：There are three.（板书）
T：So I can take bus NO.1 and get off at the third stop.You are an excellent guide.Thank you very much.（板书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.(在交流过程中,给表现踊跃、发言积极的学生发导游证)Step 3 Learn the dialogue 1.Listen and answer.(听引言部分，了解对话的背景)
T：(出示课件)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.(听对话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:（学生讨论，找出the History Museum的具体位置，将标牌放在相应的地点。）3.Listen and find the way.(听对话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:（学生讨论，找出the post office的具体位置，将标牌放在相应的地点。）4.Listen to the whole dialogue.(听全文，整体理解课文。)T：Open the books and listen to the whole dialogue.设计意图：我采用整体理解对话的方式，让学生先听录音，然后带着问题再听录音找答案，发展学生选择信息、捕捉信息的能力，有效地指导学生提高听力水平。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.(分角色朗读)3）Read and complete.（完成对话后的填空）
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.（梳理词组和句子）
T：Look at the blackboard.There are some important sentences and phrases on it.Read after me.设计意图：高年级A板块（对话）内容多、容量大，课堂上教师着重训练学生的听说技能，对语言知识关注较少。本节课增加了重点词组和句子的梳理这一环节，这样会让学生感到很充实：一节课下来，除了学会了对话，还记住了一些词组和句子。
2.Retell the dialogue.T：Let's try to retell the dialogue in a simple way.设计意图：这个环节，无疑是向学生提出了一个高难度的挑战，但是如果教师坚
持这样训练学生的口语表达和描述能力，相信对提高他们的综合语言运用能力会有很大的帮助。
Step 5 Production（拓展练习）
Task:（课件出现一幅地图）选刚才在课堂上表现好，得到“导游证”的学生为执行导游，再让其他学生扮演游客，开展游客问路，导游指路的语言实践练习。设计意图：采用“任务型”教学方法，开展游客问路、导游指路的方法进行拓展练习，以培养学生综合语言运用能力为目的，引导学生在完成问路与指路具体任务的过程中运用语言，真正做到学以致用。
Step 6 Homework
1、听课文录音，流利地朗读对话并尝试背诵。
2、找出本县里你最喜欢的一处景点，描述它的具体方位。
六、板书设计
Excuse me,can you tell me the way to …
Go along this street, and then turn … on the …crossing.The … is on your …
七、教学反思
本课是Unit 3的第二课时，之所以放在第二课时，是因为本课的生词、句型较多，而且对话篇幅较长，学生在理解和学习课文的过程中有难度，所以我在B、C部分已经教完的基础上进行A部分的对话教学，这样降低了课文学习的难度，有利于学生的掌握。
开始时，我用一个男女生竞赛的形式导入教学，既对B部分较难掌握的地点名词进行了复习，也将课堂气氛引向了最高潮，充分调动了全班同学的学习积极性。之后，我又将整个教室布置成一个模拟城市，把过道当作街道，把桌子当成建筑物，充分利用身边的教学资源，在教学时采用直观手段，利用教室里的空间关系，为学生创设语言情境，给学生一个身临其境的感觉。让学生在游戏和活动的过程中学习语言、运用语言，提高了课堂教学的效率。
在处理课文时，我采用课文整体教学的方式，让学生先听录音，然后再带着问题去听录音找答案，既能帮助学生理解对话内容，又能提高他们的听力水平。在课文学习完之后，我增加了两个环节，一是对课文中所出现的重点词组和句型进行梳理，这就使学生不会感觉到一篇课文学下来好像这只学到了一些空洞的框架，别的什么也没学到；二是试着让学生复述文章的内容，这无疑是对学生提出了一个更高的要求，难度是挺大，但是对发展学生的英语应用能力有很大帮助。
最后，以“任务”的形式，开展游客问路、导游指路的方法进行拓展练习，培养学生综合语言运用能力，引导学生在完成问路与指路的具体任务的过程中运用语言，达到学以致用。
2010年6月4日
第五篇：牛津小学英语4BUnit4Buying_fruit教学设计（模版）
Unit4 Buying fruit.兴化市第二实验小学 王卉 225700
一、课题说明
本课是牛津小学英语4B Unit 4 Buying fruit.的第一课时（A Read and say）。这节课的教学任务是，如何通过认物到购物，真正达到学以致用。
二、教材简介
本课主要学习单词，如buy，some等。日常交际用语：I’d like some „,please.及句型：What’s are these/those? They’re„ How many kilos? „ kilos, please.三、目标预设：
1.能听懂、会说单词buy, some。
2.能听懂、会说、会读句型I’d like some „, please.What are these/those? They’re „ How many kilos? „ kilos, please.并获得运用所学语言进行交际的能力。要求读音正确，语调自然。
四、教学重点、难点：
能正确理解运用句型What are these/those? They’re „ How many kilos? „ kilos, please.五、设计理念
学生们在Book 4A中已经学习了What’s this/that? It’s „句型。此外，在Book 3A第三单元中学习了部分水果单词并掌握的非常好，这为本单元的教学内容提供了有利的基础。
六、设计思路
本单元的教学内容与学生的日常生活息息相关，因而本单元的教学内容对学生来说并不难，关键是如何应用到实际生活中去。在教学时，我通过创设购物情景，开展灵活多样的教学活动，从而让学生掌握所学知识，更好的运用到生活中去。
七、教学过程 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.(放音乐，老师与学生一起唱歌，做相应的动作。)Sit down, please.（设计意图：同学们通过和老师一起唱英文歌曲，得到了很好的热身，同时也营造了宽松和谐的英语学习氛围。）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.（设计意图：Free talk环节，能使学生自然进入学习状态，拉近师生之间的距离,并为新授内容作铺垫。）
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?（大屏幕呈现一个魔法袋）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.(一学生来到讲台前点击一下鼠标)T: You are very clever.What is this?(教师点击一苹果问)Ss: It’s an apple.T: What is this?(教师点击另一个苹果问)Ss: It’s an apple.T: What are these?(教师点击两个放在一起的苹果问)Ss: „
（设计意图：教师利用Guessing game，调动学生的学习积极性，复习了句型What is this? 为学习新知作铺垫。）
2.Teach “What are these/those?”(大屏幕呈现新句型)T: Read after CAI.What are these? 提示学生回答“They’re apples.”
T: What are these?(教师点击出屏幕上的水果问。)Ss: They’re„ T: Little train.Ss: Go go go.（教师和学生一起玩火车接力的游戏。）T: Who can ask me? S1: What are these? S2: What are these? S3: „
T: What’s that?（教师手指着课前贴在墙上的一张水果图片）Ss: It’s a pear.T: What are those?（教师手指着课前贴在墙上的另一张水果图片）
示意学生回答:They are„(用操练What are these?同样的方法操练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《两只老虎》的旋律)Ss sing happily.（设计意图：教师利用歌曲的形式巩固所学句型，形式新颖独特，让学生在快乐中不知不觉学习巩固了新知识。）
4.Present the title and teach: I’d like some „, please.T: Boys and girls, apples, pears and grapes are all fruit.(教师指着大屏幕上水果卡片。)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呈现课题，并教授。)T: Do you want to buy fruit? Ss: Yes.T: Let’s go to a fruit garden.(教师将课前准备好的果树图片贴在黑板上。)Ss: Yeah.（设计意图：教师努力为学生创设情境，让学生身临其境，激发学习热情。）T: What’s he?(教师手拿一果农头饰)Ss: He’s a farmer.T: Yes.He sells many kinds of fruit.(教师将水果卡片贴在黑板上。)What would you like? 提示学生回答：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（设计意图：小组合作，巩固所学句型。）6.Teach “How many kilos? „ kilos, please” T: What’s this?(教师手拿课前制作好的秤)Ss: It’s a„
T: How many kilos?(教师拨动秤的指针问)提示学生回答：„kilos.教师拨动指针，与学生进行对话练习。让表现棒的学生到讲桌前拨动指针并进行提问。
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.（评出最佳演员给予奖励。）
Ss watch the cartoon and answer my question on the screen.（设计意图：让学生带着问题看动画，听录音时更显得认真，体现了任务型教学理念，训练了学生的听力。）
2．Listen and repeat after the tape.（设计意图：听、读训练，培养学生的语感。）
3.Ss read the dialogue in roles，make a dialogue and try to act out the dialogue.（设计意图：让学生自编表演对话，充分发挥学生的主动性，创造性）Step 6 Homework 同学之间角色扮演来进行对话。
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