三年级下册英语教案-Module6Unit2WhatdoesLinglinghaveatschool外研社
What ___ you have at school, today?
A. does B. are C. do
What does Lingling have ____Sunday？
A. at B. in C. on
Amy _____ Art and PE in the afternoon.
What does she/he have at school, 新单词Music, Art, PE并进行全班操练。)
4.通过教师自编的chant,巩固学生对科目单词的掌握。
5.学习课文第一部分第一幅的内容，通过Listen and answer,让学生熟悉课文的内容及更好的掌握句子What does she have at school, today?
2.能力目标：能够谈论不在场人的学校生活情况以及周末活动安排。
3.情感目标：让学生学会关心他人，激发学生学习英语的兴趣。
重点
能听，说，认读本单元课文内容，特别是重点词句。归纳并学习字母“Ll Mm Nn”的读法与写法。
难点
能够用句What does she/he have at school?以及What does she/he do at the weekend?询问别人的学校生活情况以及周末活动安排，并能够替别人回答其描述。
A. have B. has C. is
Step6. Summary：
教师带领学生齐读板书内容。
Step7. Homework
1.读熟练课文。
2.字母L l M m N n每个字母大小写各写2遍，家长签字。
3.唱本节课所学的歌曲给父母听。
“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。
Step4 Practice
1.完成课本活动3 Ask and answer
出示课程表，小组内对话，展示。
A：What do/does… have in the morning/afternoon?
教
学
过
程
B：…
2. Play a game
完成课本Part5
3.学习字母Ll Mm Nn
【设计意图】：通过活动或者游戏，学生自然而然地把所学知识应用到实践中，既培养了思维能力，又调动了学生的学习积极性。
教法
情境教学法；任务型教学法
教具
课件；点读机
教
学
过
程
Step1. Warming up
1.Greetings.（师生激情打招呼）
2.Chant.
Noodle and rice
are very, very nice.
Mm, mm, mm!
Very, very nice.
3.复习Module 6 Unit1的重点句型What do you have at school?
2.点读笔放第一遍录音，学生带着以下问题听
What does Lingling do have at school?
3.学生利用点读笔跟读课文后在小组内分角色朗读课文，小组展示。
【设计意图】：低年级的英语教学注重学生的听读能力的训练，所以在课堂上让学生多模仿语音语调，并小组比赛，培养学生的竞争意识。
【设计意图】:教师创设情境，呈现新单词和句型，学生在教师的引领下学习语言。单词的教学要放到句型的操练中才有意义。
Step3 Learning the text
1.T: Tomorrow is Saturday, I sleep at the weekend, Let’s see what does Daming do at the weekend?教师导出Daming的周末活动，同时出示play football, go swimming, watch TV, sleep图片，让学生猜What does Daming do at the weekend?并引导学生回答He…
教
学
过
程
（出示Daming and Lingling）
2.教师询问学生What do you have at school，today?
S: I have…
教授新单词today点读笔领读，学生跟读，小组读，个别读给读得好的学生加分鼓励。
3.教师出示Daming and Lingling的课程表，并问：
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。
课题
M6U2 What does Lingling have at school?
课型
新授课
备课时间：
上课时间：年月日
教学
目标
1.知识目标：能听,说,认本单元课文内容，特别是重点词句。能够用句What does she/he have at school?以及What does she/he do at the weekend?询问别人的学校生活情况以及周末活动安排，并能够替别人回答其描述。
I have …
【设计意图】:以简单的chant热身，活跃课堂气氛，激发学生学习
英语的积极性，既复习了之前学习的知识，同时为下文的学习做好铺垫。
Step2. Presentation
1. T: Today two friends will come to our class, let’s see who are they?
2024最新外研版三年级英语下册Module6 Unit2第2课时教案
小学英语外研版（三年级起点）三下教案课堂作业Unit 2 What does Lingling have at school？一、选择合适的句子补全对话。
1. —______________—Yes, I do.A. Do you play football on Mondays?B. Does she play football on Mondays?2. —________________—I go swimming.A. What do you do in the morning?B. What do you have in the morning?3. —__________________—No，I don't.A. Do you go to school on Sundays?B. What do you do on Mondays?4. —__________________—Yes, he does.A. Does he ride a bike in the afternoon?B. Do you ride a bike in the afternoon?5. —______________________—I have Maths today.A. What does he do at school today?B. What do you have at school today?二、情景交际。
() 1. 想知道朋友在周六做什么，可以这样问：A. What do you have on Saturdays?B. What do you do on Saturdays?() 2. 想知道朋友的爸爸星期六是否去上班，可以这样问：A. Does your dad go to work on Saturdays?B. Does your dad go to school on Saturdays?() 3. 想知道朋友周一是否去游泳，可以这样问：A. Do you go swimming on Mondays?B. Do you go to school on Mondays?() 4. 朋友问你：“What does Tom do on Sundays?”，你可以说：A. She has English.B. He watches TV.() 5. 我们今天上午有音乐课，可以说：A. We have Music in the morning today.B. We have Maths in the morning today.三、阅读对话，判断正（√）误（×）。
三年级下英语教案-Module 6 Unit 2 What does Lingling have a
三年级下英语教案-Module 6 Unit 2 What does Lingling have at school？_外研版（三起，新版）Module 6 Unit 2 What does Lingling have at school?教学目标：1. 单词：today, music, Chinese, maths, art,science, PE, has2. 句子：What does Lingling have at school ? She has …3．学习歌曲We like school.教学重点：1．单词：today, music, Chinese, maths, art,science, PE, has2．句子：What does Lingling have at school ? She has …3．学习字母Ll, Mm, Nn教学难点：主语第一人称及第三人称时，动词使用上发生的变化。
教学过程：1.热身复习(1)英语展示角。
学生可以上台表演英语节目，唱英语歌曲、讲英语故事、猜英语谜语、做英语游戏等，其他学生在台下积极回应，通过此环节让学生尽快融入学习英语的氛围中。
老师要对学生的英语展示给予适当的评价，激发学生参与的兴趣。
(2)老师出示一本日历，打开日历到今天的日期，并强调突出星期几，随后翻阅日历到周日，在周日出现的时候老师用愉快的口吻说：“It’s Sunday.. I like Sunday very much. I play basketball on Sunday. What do you do on Sunday?”引导学生运用“I...on Sunday.”的句型回答问题。
并出示打乒乓球和踢足球的图片。
最后学生两人一组进行操练。
What does he do on Sundays?He plays football. He plays basketball. What does he do on Sundays?He goes swimming. He goes skipping.(4)听课文录音。
外研版(三起)-英语-三年级下册-Module 6 Unit 2 What does Lingling have at school.教案
Module 6 Unit 2What does Lingling have at school?教案一、教学设计：1、学生学情分析：通过第一单元的学习，学生认识了What do you do on Sundays?这个问句，以及sleep, ride my bike, watch TV等动词结构。
学生能用I sleep in the morning/in the afternoon这样的句型，在此基础上认识、询问和介绍符合认知规律。
由于学生之间对同学的活动并不了解，本课正是利用了这相对真实的信息沟来激发学生通过问候和使用What does …have at school？句式来询问，并学会在第一单元所学的基础上能举一反三，把新学的科目名称单词用进He/She has … at school中去，对他人的活动作出说明和介绍。
学生对English这个单词比较熟悉，但普遍对另外六个科目有困难，需通过本课的教学活动让学生能熟练认读。
2、语言知识目标：功能：谈论学校课程语法：全体学生能初步运用：What does Lingling have at school? She has Chinese/ Maths--- 词汇：have, class, today, Music, has, Chinese, Maths, Art, PE, Science3、语言技能目标：听：全体学生能听懂：I have--- She has Chinese/ Maths--- What does Lingling have at school?说：全体学生能说：I have --- She has Chinese/ Maths---读：全体学生能整体感知：have, has, Chinese, Maths写：全体学生能视觉感知：have, has, Chinese, Maths4、运用：全体学生能较好地设计自己一天的课程。
5、策略：积极运用所学英语进行表达和交流6、意识：在学习和交际中，初步注意到中外文化的异同7、任务：制作一天的课程表教学实录：Greeting: Good morning, boys and girls.Lead-in:Show the hand-toy.Hi, I’m Martin. Hello boy! Hello girl! Hello everyone!I go swimming on Sundays. And I want to know what you do on Sundays, OK?Ask and answer with the drawings.What do you do on Sundays? (I play football.)What do you do on Sundays? (I play basketball.)What do you do on Sundays? (I go swimming.)What do you do on Sundays? (I ride my bike on Sundays.)Draw four pictures about the sports. Each one represents a goup, and the best group will get the beautiful signs.But for us pupils , the most important thing is to have classes.Words:板书：have 上（课）、class 课.Read after Martin: have class have class. One class, two classes( Write ‘es’with different colour), you know? Good.So what do you do at school? ( I have classes.)Activity 1:This is cat Mimi, and this is dog Wangwang. They are good friends. Let’s see what happened to them.播放视频。
三年级下册英语教案-Module6 Unit2 What does Lingling have at
三年级下册英语教案-Module6 Unit2 What does Lingling haveat school∣外研社（三起）课程目标1.能够听懂并准确表达单词 backpack, glue, crayon 和 eraser。
2.能够理解对话并能正确回答问题。
3.能够通过图片识别单词。
教学重点1.单词 backpack, glue, crayon 和 eraser 的学习。
2.对话的听力理解和问题回答。
教学难点1.对话的听力理解。
2.单词 backpack, glue, crayon 和 eraser 的正确发音和书写。
教学准备1.教师准备课件和教材。
2.学生准备阅读材料。
教学过程1.导入新课程教师和学生互相问候，进入课堂氛围。
2.观看视频观看视频“What does Lingling have at school？”，理解视频内容并回答老师提出的问题。
3.学习单词学生学习单词 backpack, glue, crayon 和 eraser 的发音和书写。
老师可以通过图片和实物来帮助学生记忆单词。
4.听对话播放对话录音，学生听对话，理解对话内容。
5.回答问题老师提出问题，学生根据对话回答问题。
问题可以包括：What does Lingling have in her backpack? What does Lingling use glue for? What does Amy need a crayon for? Does Lingling have an eraser?6.辅导练习老师可以组织角色扮演来让学生练习对话，可以打破教师和学生之间的界限，让学生更加积极地参与此次练习。
7.总结和扩展学生回顾本节课所学习的内容，并通过讨论和表演等形式将所学内化为己有。
常见问题解答1.是否有相关学习材料？答：有，相关学习材料可以在教室中找到。
2.学生在学习单词时有困难怎么办？答：老师可以通过图片和实物等有趣的方式来帮助学生记忆单词。
三年级下册英语教案-Module 6 Unit 2What does Lingling have at school外研社
课题M6U2 What does Lingling haveat school?课型新授课备课时间：上课时间：年月日教学目标1. 知识目标：能听，说，认本单元课文内容，特别是重点词句。
能够用句What does she/he have at school?以及What does she/he do at the weekend?询问别人的学校生活情况以及周末活动安排，并能够替别人回答其描述。
2. 能力目标：能够谈论不在场人的学校生活情况以及周末活动安排。
3. 情感目标：让学生学会关心他人，激发学生学习英语的兴趣。
重点能听，说，认读本单元课文内容，特别是重点词句。
归纳并学习字母“Ll Mm Nn”的读法与写法。
难点能够用句What does she/he have at school?以及What does she/he do at the weekend?询问别人的学校生活情况以及周末活动安排，并能够替别人回答其描述。
教法情境教学法；任务型教学法教具课件；点读机教学过程Step1. Warming up1.Greetings.（师生激情打招呼）2.Chant.Noodle and riceare very，very nice.Mm，mm，mm!Very，very nice.3. 复习Module 6 Unit1的重点句型What do you have at school?I have …【设计意图】: 以简单的chant热身，活跃课堂气氛，激发学生学习英语的积极性，既复习了之前学习的知识，同时为下文的学习做好铺垫。
Step2. Presentation1. T: Today two friends will come to ou r class，let’s see who are they?教学过程（出示Daming and Lingling）2. 教师询问学生What do you have at school，today?S: I have…教授新单词today点读笔领读，学生跟读，小组读，个别读给读得好的学生加分鼓励。
三年级下英语教案-Module 6 Unit 2 What does Lingling have a
三年级下英语教案-Module 6 Unit 2 What does Lingling haveat school-外研社（三起）一、教学目标1.知识目标：学生能够听、说、认读单词和短语：apple, banana, sandwich, orange, milk, water, cake；have breakfast/lunch，have a snack，at school。
2.能力目标：学生能够听懂、理解并运用句型“What does Lingling have at school?”和句型“I have…”和“I don’t have…”进行口语表达。
3.情感态度目标：培养学生热爱学习英语的兴趣，了解不同食物的英文名称，并懂得养成健康的饮食习惯。
二、教学重难点1.重点：•能够听懂、理解并运用句型“What does Lingling have at school?”和句型“I have…”和“I don’t have…”进行口语表达。
•掌握20个高频英语词汇，理解其用法，做到听、说、认读。
2.难点：•理解“What does Lingling have at school?”这个句型的疑问形式，以及如何回答。
三、教学过程1. Warm-up1.让学生观看一个短片段，了解许多小朋友在学校吃什么。
2.引导学生回忆上课所学过的有关食物名称的词汇，使其更好地进入本课学习状态。
2. Presentation1.引入新词汇先用图片或单词卡片等方式呈现词汇，教师用中英文分别念出单词，让学生跟读并记忆。
apple, banana, sandwich, orange, milk, water, cake2.句型对话学生们与老师一起模仿对话：“What does Lingling have atschool?”“She has an apple. What do you have?”“I have…”3.视频欣赏播放本课的视频，在关键部分暂停，让学生回答问题。
三年级下册英语教案Module 6 Unit 2 What does Lingling have at school 外研社(三起)
Module 6 Unit 2 What does Lingling have at school? 教学设计科目版本小学英语（三年级起点）外研版三年级下册章节Module 6课名Module 6 Unit 2 What does Lingling have at school?学习目标 1. 能够理解并运用以下有关学校课程的词汇：Music, Chinese, English, Maths, Art, PE, and Science.2. 能够用What do you have at school? I have … at school. What does … have at school? She/ He has …询问并回答学校的课程安排。
3. 能够认读字母Ll, Mm, Nn, 并认读分别以该三个字母开头的单词lion, monkey, noodles.重难点能够用What do you have at school? I have … at school. What does … have at school? She/ He has …询问并回答学校的课程安排教学环节/步骤学生活动教师活动设计意图一、热身导入1. 学生听录音，然后跟唱歌曲。
2. 学生观看动画，并回答教师1.[Listen and sing: We like school.]教师组织学生听录音跟唱歌曲。
“同学们大家好，又到我们上学的时候了。
Do youlike school? Let’s listen to a songcarefully.现在认真听一首歌曲，愉快地进入课堂吧！”“Can you follow the music and sing? 现在跟着老师一起唱一唱吧！”通过播放歌曲引起学生对本课内容的兴趣，并导入新课。
1问题。
学生看动画，回答问题。
学生学习I have …的用法。
2.[Listen, point and say]教师组织学生观看动画：“今天小猫和小狗也去上学啦。
教案Module-6-Unit-2---What-does-Lingling-have-at-school
Module 6Unit 2 What does Lingling have at school?（Teaching Design）教学内容（Teaching Content）：外语教学与研究出版社三年级英语下册第6模块第2单元教学目标(Teaching Aims)：知识与技能：1、继续认读会单词：today, music, Chinese, maths, art,science, PE, has。
2、会说句子：What does she/ he have at school ? She /he has …; 学习歌曲We like school.过程与方法：通过听、说、读、写，让学生领会将第一人称转换为第三人称后动词也需要变化。
情感与态度：喜欢听说英语并敢于用英语表达。
教学重点(Teaching Key Points)：1．单词：today, music, Chinese, maths, art,science, PE, has2．句子：What does Lingling have at school ? She has …教学难点(Teaching Difficult Points)：主语第一人称及第三人称时，动词使用上发生的变化。
教学方法(Teaching and Learning Methods)：情景交际法，小组合作法，游戏法教具(Teaching Tools)：点读笔，课件教学过程(Teaching Procedure)：Step 1. Warming up/Review .a. Greetings.b. Review the subject words( 通过图片来认读有关科目的单词。
利用小游戏“闪读”来巩固所学单词（English, music, Chinese, maths , art, science, PE）等，为学习课文做好铺垫。
)c.Review the sentence structures“What do you have at school?----I have...”(请几位同学说句子)d. Lead in.当我们问他/她上什么课时应该怎么说？今天，我们就来学习Module 6 Unit 2.（板题）。
Module6Unit2WhatdoesLinglinghaveatschool(教案)-英语三年级
外研版三年级下册英语Module 6《Unit 2 What does Lingling have at school》教案一、教材分析：本教材单元主要介绍了关于学校学习课程的话题。
学生将学习并认读与学校学习相关的单词，如music（音乐）、Chinese（语文）、maths （数学）、art（美术）、PE（体育）、science（科学）等。
通过学唱歌谣 "We like school"，学生可以表达对学校的喜爱之情。
同时，学生还将学习使用句型"What does she/he have at school? She/He has..."来谈论第三人学校的学习课程。
此外，学生还将学习认读字母Ll、Mm、Nn，并能正确书写这些字母。
二、教学目标：1. 能够听懂、会说并认读music, Chinese, maths, art, PE, science 等单词。
2. 听懂、理解活动12中的会话大意，并能正确朗读。
3. 能够使用句型"What does she/he have at school? She/He has..."谈论第三人学校的学习课程。
4. 学会唱歌谣"We like school"。
5. 认读并正确书写字母Ll, Mm, Nn。
三、教学重点和难点：重点：理解并朗读课文会话，正确运用所学单词和句型谈论他人的学校课程。
难点：理解并掌握“含有第三人称单数的特殊疑问句”的结构特点。
四、学情分析：学生是三年级的学生，对英语学习充满了好奇和兴趣。
他们已经具备了一定的英语基础，可以较好地理解简单的英语对话。
然而，在理解和运用特殊疑问句的过程中可能会遇到一些困难。
因此，需要通过活动和练习提高学生的听力理解能力和口语表达能力。
五、教学过程：Step 1: Warmup1. Greet the students and ask them how they are doing.2. Review the previous lesson by asking questions related to the topic. For example, you can ask, "What did we learn last time about school subjects?" or "Can you name some subjects you study in school?"Step 2: Presentation1. Introduce the new words: music, Chinese, maths, art, PE, science. Show pictures or flashcards of each subject and pronounce the words clearly. Have students repeat after you to practice pronunciation.2. Engage the students by asking questions like, "What subject is this?" while showing them the flashcards or pictures. Encourage students to answer using the correct vocabulary. For example, if you show a picture of a paintbrush, ask, "What subject is this? It's art!"Step 3: Listening and Speaking1. Play the audio for Activity 1. Have students listen and try to understand the conversations.2. Play the audio again and pause after each conversation. Ask prehension questions like, "What does Lingling have at school?" Encourage students to answer using the sentence pattern "She has..." For example, "She has music."3. Pair students up and have them practice the conversations in Activity 1. Monitor their pronunciation and provide feedback if necessary.4. Move on to Activity 2. Play the audio and have students listen carefully. Then, ask questions about the conversations, such as "What does Lingling have in the morning/afternoon?" Encourage students to answer using the sentence pattern "She has..." For example, "She has Chinese in the morning and maths in the afternoon."Step 4: Grammar Practice1. Introduce the sentence pattern "What does she/he have at school? She/He has..." on the board. Explain that we use "does" for the thirdperson singular pronouns (she/he).2. Give examples using the new vocabulary words. For example, write on the board, "What does Lingling have at school? She hasart and science."3. Have students practice the sentence pattern in pairs. Provide sentence prompts and encourage students to ask and answer questions about their classmates' school subjects. For example, one student can ask, "What does Sarah have at school?" and the other student can respond, "She has music and PE." Step 5: Phonics1. Introduce the letters Ll, Mm, Nn. Show the letter cards and pronounce the sounds clearly. For example, show the letter "L" and say, "This is L. It makes the sound /l/ like in 'lion'."2. Practice letter recognition and pronunciation through various activities. For example, you can have students match objects or flashcards with the corresponding letter sound. You can also do letter sound drills, where you say a letter sound and students respond by making the sound.3. Guide students to write the letters Ll, Mm, Nn on the board or in their notebooks. Provide tracing worksheets if needed, so they can practice forming the letters correctly.Step 6: Song1. Teach the song "We like school" using gestures and actions to make it more interactive. Sing the song slowly and clearly, demonstrating the gestures and actions as you go.2. Sing the song together with the students several times, focusing on pronunciation and rhythm. Encourage students to join in with the gestures and actions.Step 7: Consolidation and Extension1. Divide the class into small groups and have them create their own conversations using the sentence pattern "What does she/he have at school? She/He has..." and the vocabulary words they have learned. Provide sentence prompts if needed.2. Encourage students to present their conversations to the class, practicing their speaking and listening skills. Other students can provide feedback and ask questions about the presented conversations.3. Provide additional activities or worksheets for students to reinforce their understanding of the new vocabulary and sentence pattern. For example, you can ask students to draw pictures of their favorite subject and write a sentence about it using the sentence pattern.Step 8: Wrapup1. Recap the key points of the lesson, including the new vocabulary, sentence pattern, and letters Ll, Mm, Nn. Have students repeat the vocabulary words and sentence pattern together as a class.2. Ask students to share what they have learned and their favorite part of the lesson. Encourage them to use the vocabulary words and sentence pattern in their responses. 六、板书设计：[What does she/he have at school? She/He has...][music] [Chinese] [maths] [art] [PE] [science][Ll] [Mm] [Nn]七、教学反思：本节课通过多种教学活动，使学生在轻松愉快的氛围中学习了与学校学习相关的单词、句型和字母。
三年级英语下册教学设计-Module 6 Unit 2 What does Lingling hav
三年级英语下册教学设计-Module 6 Unit 2 What does Lingling have at school｜外研社（三起）教学目标本教学设计的教学目标是让学生掌握以下语言知识及技能：1.能够听懂、理解、朗读、模仿并表演What does Lingling have at school?这一问题以及与之相关的单词和句型。
2.能够在有意义的情境中运用所学的语言知识和技能进行交流，能用英语介绍自己在学校的学习生活和课程内容。
教学重难点教学重点：在语言学习过程中培养学生的听说能力。
教学难点：让学生在英语教学中有效地突破语言障碍，通过情境交际来增强自信心和语感。
教学流程设计1. Warming-up教师播放一段歌曲、图片或者视频，引导学生进入英语学习氛围，调动学生的学习兴趣，可以适当放英文儿歌或动画片，以增强学生对英语的好感度。
2. Presentation1.教师出示What does Lingling have at school?图片，听音乐节奏让学生回答这个问题。
2.教师出示Lingling have的图片，再让学生听教师的读诵，带着这个问题去猜测Lingling有什么东西；3.教师出示有关教室、课本、钢笔、尺子等物品的图片，引导学生说出所有的物品，并逐一教授新的词汇。
3. Consolidation1.教师打印或出示图表，让学生对话，填写已掌握的单词并将其连接成一张图表。
2.学生在小组中展示图表，并透过讨论来协助增强对单词的记忆。
3.学生互相问一下关于在学校或教室里常见的物品，用新词汇交流，同时促进口语交际能力和表达能力的提高。
4. Extension1.教师出示带有照片的课程表，让学生了解所学科目对应的物品并进行连线。
2.学生进行模拟考试，讨论在典型的英文考试中可能遇到的问题、能力和解决问题的方法。
3.教师出示有关Lingling的学生介绍，让学生以作为例子，创作自我介绍的身份。