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What do you do at school? I have classes.
What do you have at school ? I have …… .
What doesLingling﹨Tom have at school ? He ﹨She has…… .
三、知识链接：通过第六模块第一单元重点句子What do you do？引出What do you do at school ? 进一步引出What do you have at school ?I have …… .
四、学法指导：教师讲授与小组合作学习相结合
五、Teaching steps: (学习内容）：
Step1. Warming up :
1. Greetings.
2. let`s sing a song of school.（设计意图：利用第四部分chant热身，让学生很快进入英语氛围，为新授知识做好铺垫）
Step2. Presentation
After singsing the song ,the teacher will ask “Do you like school?....”to lead in , then to ask“What`s your favourite sbuject?” to lead in this lesson，then write the title。（设计意图：chant结束老师趁热打铁，利用对话唤起孩子们对本节课所学知识的欲望。）
2.呈现学习目标：（设计意图：让学生做到心中有数，本节课需要掌握哪些内容先睹为快。）
3.检查预习：to check the words with the ipads. （设计意图：充分利用电子书包检查预习词汇情况，教师教授单词做到心中有数。）
4.to emphasize the words of the subicets. To practice :What do you have at school?: I have…… at school today.（设计意图：教授词汇遵循词不离句原则，并且让孩子们感受学习的乐趣。）
5.To watch a video ,then to think about what they are talking about ?then to show the words of subjects: music, Chinese, English, Maths, art, PE, science .（设计意图：通过孩子们的对话，结合课文第一部分内容，整体感知。）
6.To learn activity two.
1) Listen and say, play the tape, then answer the questions.talk them in groups.（设计意图：由于单词和句型在前面已经引入，所以此环节让学生结合已有知识，听录音小组合作解决问题。通过此环节的训练，让学生理解课文概括出重点句型。充分体现教师主导，学生主体的地位。)
2)Listen and answer the questions:
What does Lingling have at school in the morning?
What does Lingling have at school in the afternoon?
六、Show time: Ask and answer in pairs and then show.（设计意图：学以致用，学习语言不能是输入的过程，输出尤为重要，此过程可以准确地了解孩子们学懂了多少。)
七、Conclusion（学习小结）:to ask some of them to say what they have learned.（设计意图：让孩子们畅所欲言，概括总结，看看到底掌握了多少。)
八、Exercise（达标测试）:（设计意图：语言知识的掌握程度如何，不仅要通过口语表达，还要注重书面测试。直击考点，功在平时。)
选词填空1.I （have，has）class at school.2. she (have ,has)English and maths on Saturday.3. What (do ,does)Lingling have at school today?4. What do you (have ,has)at school today?
5. On Sundays Xiaoyong (plays, play)football with his friend.
九、Homework (家庭作业）：
1. read the words and copy them three times.
2. talk these sentences by yourself to your parents.
（设计意图：朗读对于语言学习是必不可少的环节，通过有意识、无意识的朗读培养孩子的语感。给父母谈论本课句型，实际上又是语言输出、再现的过程。真正做到强化知识点，让孩子们“边玩边学，边玩边记”。)
十、板书设计