1、Lesson 1Lets go to school. 教学目标教学目标 帮助学生正确地听说认读与学校有关的单词：classroom， school.能在真实的情景中理解、会说以下句型：Nice to see you again.Lets go to school. 培养学生思维，想象及初步运用语言的能力。 培养学生主动与他人交往的意愿，树立积极进取、为追求理 想学府而不懈努力的崇高理想。 教学重点教学重点 能听懂会说 Lets句型。 教学难点教学难点 将所学句型应用在实际生活中去。 教学过程教学过程 Step 1. Warm up 1.Play a game. I say ,you do. L
2、ets say “ hello ” .Lets sit down.Lets stand up.Lets eat cake.Lets cheer.Lets sing a song. 2Sing a songLets go to school. Step2.Presentation 1.Showsomeoldwords:pen/bag/pencil/glue/bookandso on.They are all school things.Teach“school”. We want to learn knowledge,so we can say :Lets go to school. Ok,le
3、ts go. 2.Show a picture of a school.Look and think: When is it ? Who are they? What are they talking about? Guess. 3.Listen then answer my question: What are they talking about? 4.Look,listen and repeat. 5.Read then act out the text in pairs. Step 3.Practice 1.Gao Weis school is nice.What about our
4、school? Watch the video,then answer my questions:How many rooms can you see?What are they? Teach “classroom, reading room, music room.” We want to have lessons,so we can say:Lets go to the classroom. Ok,letsgo. We want to read the books,so we can say:Lets go to the reading room. Ok,letsgo. We want t
5、o play the piano,so we can say:Lets go to the music room. Ok,letsgo. 2.Make a new dialogue,then act it out. A: Hello,XX! B : Hello,XX! A: Nice/Glad/Pleased to see you again. B : Nice/Glad/Pleased to see you again. A: Lets go to the _. B : Ok, lets go! 备选栏：classroom, reading room, music room. Step 4.
6、Extension 1.Our school is beautiful.But I have two new friends ,their schools are more beautiful. Show two friends wechat moments, PekingUniversityand TsinghuaUniversity.Lookattheir playgroundandlibrary.Whatdoyouthinkofit?Its nice/cool/big/clean 2.Boys and girls,there are many famous schools in our country.Lets take a trip.Watch the video of the famous schools. Where theres a will,theres a way.Lets come on. Step4.Homework One star:Introduce your school to your parents. Two stars:Choose your favourite school,then learn about it.
