新版人教版小学英语三年级下册Unit4-第4课时-B-Let's-talk
on
一般疑问句：
你的
desk
Is it in your
under
bag?
(它在你的包里吗？)
…
肯定回答： 否定回答：
Yes, it is. (是的)
No, it isn’t.（不是）
Where is the
book
?
under chair the the chair Is it on ? No, Yes, it it isn’t. is.
Is it in/ on/ under the…?
Yes, it is.
No, it isn't.
Where is the
cap
?
the desk? Is itunder on in the desk No, No, Yes, it it isn’t it isn’t is.
Let’s chant
Let’s chant
• • • • • •
Where is the book? Where is the book? Is it under the desk? Under the desk? Isn’t , isn’t , No, it isn’t . Where is the book? Where is the book? Is it on the desk? On the desk? Is, is , Yes, it is.
Is it ______ your desk?
on in
under
Is it ______ your desk?
Is it ______ your pencil-box?
on
in
Is it ______ your pencil-box?
Where is the
Is it
bag
?
?
No, it isn’t. Yes, it is.
one two
cap caps
I see four
caps
under the
chair
Make a new dialogue. A: XXX, where is my_____?
B: Is it ____ your ____?
A: No, it isn’t. B: Is it _____ your _____? A: Yes, it is. Thanks, XXX. Bye! B: Bye! Have a good time!
Let’s talk
Mum, where is my cap? Is it in your toy box? Yes, it is. Thanks, Mum. Is it in your bag?
No, it isn’t.
Bye.
Bye! Have a good time!
Complete the dialogue.(补全对话)
Learning tips ①
看卡通时注意带着问题去看， 并抓住问题的关键词。
Mum, where cap is my ?
No, it isn’t.
Is it in your bag？
Is it in your toy box？
Yes, it is. Thanks, Mum.
Bye! Have a good time.
bag, cap, desk, chair, toy box, ball, car, map, boat..
In, on, under
同桌二人合作，大胆创编新对话，做到发音清晰准确，语调自 然。
The boy is going to play football, but he can’t find his football. Where is it? 小男孩要去踢足球，但是足球不见了。请你
1
2 5
3
4
boy
toy
one two
toy toys
toy
toyood time! 玩得开心！
我们的好朋友
的cap也丢了，他最终找到了吗？
看卡通并回答下面的问题吧！（Watch and answer）
Where is Mike’s cap?
A It’s in the bag. B It’s in the toy box. C It’s under the chair.
cap Mum, where is my _____?
bag in your ____? Is it _____
No, it isn’t.
in your toy box Is it _____ _______?
Yes, it is. Thanks, Mum.
Bye! Bye! Have a good time!
根据图片提示，和同桌编一个对话。
A.
B.
C.
D.
Game： Hide and seek(捉迷藏)
Rules（规则）： 找一个孩子上台，闭上眼睛，老师把玩具藏起来，台上 的孩子睁开眼睛，问台下学生：Is it in/ on/ under/ the…? 大家回 答Yes, it is.或者No, it isn’t.帮助台上孩子找到玩具！
Unit 4 Where is my car?
B Let’s talk
cap
a blue cap
火眼金睛小侦探
Where is my
cap?
老师的帽子丢了，聪明的你能像小侦探一样帮老师找到吗？
火眼金睛小侦探
Where is my cap?
老师的帽子丢了，聪明的你能像小侦探一样帮老师找到吗？
• • • • • • Where is the cap? Where is the cap? Is it on the desk? On the desk? Isn’t , isn’t , No, it isn’t. Where is the cap? Where is the cap? Is it in the desk? in the desk? Is, is , Yes, it is.
What do you see?
I see three books
three books on the desk three pens on the desk in the desk six rulers underthe desk four bags two pencil-boxes on the chair
人教版pep英语三年级下册Unit4_B_Let’s_talk精讲精练教案
第四课时课时内容B. Let’s talk; Let’s play课时分析本部分在A部分的单词及句型学习的基础上，继续学习如何描述物品的位置。
在Let’s talk部分，Mike要去露营了，他看着自己的物品清单准备行李。
他需要带着自己的帽子，问妈妈帽子在哪儿。
妈妈因为不确定，所以先猜在书包里，再猜在玩具箱里，最后Mike在玩具箱里找到了自己的帽子。
在这个过程中，呈现了本课时的重点句式，因不确定物品的位置而使用的一般疑问句：Is it in/on/under...？以及肯定、否定回答：Yes, it is. No, it isn’t. 以及表示祝愿的句子：Have a good time! 对话中出现的cap为本单元的三会单词，在下一课时为重点学习的内容。
toy为两会单词，学生需要能够听懂、会说。
Le t’s play类似寻宝游戏，不过John是蒙着眼睛的。
陈洁把自己的东西放好，问John某个物品在哪儿，John使用一般疑问句来猜其位置，陈洁给出回应。
这个游戏可以在全班范围内采用寻宝游戏的形式来进行。
本课时中的重点句式特别适合用来猜测物品的位置，我们可以从猜东西过渡到猜东西的位置，在游戏中让学生循序渐进地掌握本课的重点句式。
课时目标1. 能够听懂、会说、认读句式：Is it in/on/under...? Yes, it is./ No, it isn’t.2. 能够听懂、会说单词：cap, toy.3. 能够理解并能正确认读课文对话，发音准确，语调自然。
4. 能够在真实的语境中运用本课的句型来猜测、询问物品的位置。
课时重难点1. 重点：能够听懂、会说、认读句式：Is it in/on/under...? Yes, it is./ No, it isn’t.能够理解并能正确认读课文对话，发音准确，语调自然。
2. 难点：能够在真实的语境中运用本课的句型来猜测、询问物品的位置，做到表达准确、流畅。
教学准备1. 多媒体课件。
PEP小学英语三年级下册Unit4-A-let's-talk
谢谢大家！
2. What school things(文具) are they talking about?
Listen and circle
1. Where is the pencil box（铅笔盒在哪里）? A. In the desk B. On the chair
2. Where is the pencil （铅笔在哪里）?
Let’s role play
分角色朗读
Let's go home. OK!
Uh-oh ! Where is my pencil box?
Oh,yes!
And your pencil. It's under your book!
Silly me ! Thanks !
Look! It's in your desk.
Listen and draw （听音，画图）
看图填空。
--Where is the bag? --It’s under the desk.
--Where is the pencil box? -- --It’s on the chair.`
--Where is the plane(飞机)?
--It’s
PEP小学英语三年级下册 Unit4-A-let's-talk
ruler pencil crayon eraser
pen pencil box
book bag
Play a game: Where is the ball? 迅速说出方位介词on, in, under
Where is the ball? (球在哪里？)
请大声准确地把我身后的英语句子读出来！！
2024年秋新人教版三年级上册英语课件 Unit 4 Part B 第4课时 Let's talk
grass /ɡrɑːs/ n. (名词)草；草地
草地 the grass
Let’s play on the grass. 我们一起在草地上玩吧。
plant /plɑːnt/
v. (动词)种植 n. (名词)植物
We plant a tree. 我们种了一棵树。 We can help the plant grow. 我们可以帮助植物成长。
➢ 你留意过学校花坛、绿化带 里种了什么植物吗？
➢ 请走一走、看一看吧！
Read and answer：What do they want to help?
The school gardens need help.
We can water the flowers.
Read and answer：How can they help?
傲然不俗
潇洒隐逸
• Presentation: Let’s talk
Chen Jie, Wu Binbin and Mike are talking. What are they talking about?
• 文化链接
➢ “绿色校园”，从身边小事 做起，积极参与保护环境， 了解可持续发展思想。
What plants can you see in your school garden?
What plants do you like?
• 文化链接：植物四君子——梅、兰、竹、菊
plum blossom 坚韧不拔 顽强向上
orchild 君子高洁
高雅淡泊
bamboo 正直谦虚
高风亮节
chrysanthemum
We can water the flowers.
We can water the grass.
人教版英语三年级下册 Unit4 Part B Let’s talk 教案
三年级英语下册 Book2Unit4 Where is my car? B Let’s talk一、Teaching Materials：B Let’s talk二、Teaching Aims and Demands：1.能够听说认读Let’s talk 的内容。
2.能够听懂会说：Where is .......? Is it in/on/under ......? Yes,it is. No,it isn’t. Have a good time.等句型，并能在日常生活中自然运用，要求发音准确，语调自然。
三、Teaching Key Points and Difficult Points：1.重点能够听懂会说：Where is .......? Is it in/on/under ......? Yes,it is. No,it isn’t. Have a good time.等句型，并能在日常生活中自然运用，要求发音准确，语调自然。
2.难点 Is it in/on/under ......? Yes,it is. No,it isn’t. 句型的灵活运用。
四、Teaching Aids: PPT 教学设计五、Teaching Procedures：Step 1、Pre-readingGuessing game: Where is the ball?Ask and answer: New sentence pattern: Is it in/on/under ......? Yes,it is. No,it isn’t.Learn the new words：cap，toy carStep 2、While readingQuestions:a. What is Mike looking for? (Mike正在找什么？)b. Where is the cap?Students listen to the tape. Try to answer the questions. Check the answers.Students read after the tape.Read in roles.Step 3、After readingStudents try to act the dialogue. 鼓励学生分角色表演故事。
人教版新课标PEP《小学英语 三年级下册》说课稿Unit 4 Do you like pears A Let’s talk of说课稿(英文版)
Unit 4 Do you like pears? A Let’s talk of说课稿(英文版)Good morning, everyone! It's my great pleasure to be here sharing my teaching plan with you. Today I'm going to talk about Part A Let’s talk of Unit 4 Do You Like Pears in PEP Book 2.First, let me talk about the teaching material.The topic of this unit should be fruits. By study of this unit, Ss will be able to talk about likes and dislikes with the structures as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some …The study will help Ss use simple English in communication. Second, teaching aims.1.Aims to the language knowledgea. After learning, Ss will be able to listen, speak and recognize the plural forms of the new words, such as pears, peaches, oranges and so on.b.Ss will be able to listen, speak and recognize the structures, such as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….2.Aims to the language skills:a. Ss will be able to talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….b. Ss will learn to use English to gather and present information.3. Aims to the learning strategiesa. Ss will be familiar with the new words of fruits and the structures by cycling in the survey and other activities.b. Ss will be able to do a survey focus on their favor of fruits with the structures.4. Aims to the emotions:a. Ss have interests and motivation for their further English learning.b. Ss have positive communicative awareness.Third, key points.Ss will be able to understand and talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Make sure that Ss can use the structure correctly and fluently.Fourth, difficult points.Ss can understand and say the plural forms of the new words.Fifth, teaching method.As we all know, the main instructional aims of learning English in primary school is to cultivate pupils’basic abilities of listening and speaking and their good sense of language. So in this lesson, I’ll mainly use “task-based”teaching method. That is to say, I’ll let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I’ll arrange many kinds of activities, like singing, guessing and so on. Sixth, learning methods.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking, etc. And make preperation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop Ss’abilities of studying and working with the learning language independently.Seventh, teaching aids.I will use the multimedia player and a colourful picture of a fruit shop. And I’ll also make a lively PPT which can attract Ss’attentions very well.Eighth, teaching procedures and purposes of my designing.I’ll teach this lesson in 5 parts.Part I. Warm-upAs language can be learned gradually but not immediately, it’s important for the teacher to find out the links between the language learnt and the new language items. It can lead Ss into the new language items naturally. In this class, Ss will sing a song and take part in free talk with the teacher to recall their memories. Ss will be guided to understand the questions What colour do you like? Do you like …? What about …? and try to express their own favors of colours with the structures I like …Yes./ No.Part II. PresentationThe main purpose of this step is to present new language items. Usually we’d better put it under a real situation.In this class, I will use a big picture of a fruit shop, and show small parts of it. They are in different colours and can help Ss guess What’s in the picture? According to Ss’answer, the new words of fruits will be showed. And next, there will be a quick-response activity which focus on the new words. Then the whole picture will be showed. It will brings Ss into a situation In a fruit shop. I think the way of presentation can really arouse Ss’interests very well. And Ss will be able to understand and say the plural forms of the fruit words with the structures learnt in Unit 3 How many …can you see? I can see …. Guide Ss to pay more attention on their pronunciation. With the help of the lively picture, I will ask S what they like and if they like pears/…. While asking and answering, I will use expression, gesture to help present the target language Do you like …? What about …? and acts as a demonstrator. At that time, three facial expression cards will be presented. I will use to present Yes, I do. Use to present No, I don’t. Use to present Yeah, very much. When Ss have understood the structures, I will get the class to repeat it all together.After that, Amy and her mother will be introduced. Ss will try to find Amy’s likes and dislikes by listening to the tape of Let’s talk. According to Ss’feedback, I will show the class a copy of the questionnaire grid and fill in the blanks as a demonstration.FruitName pears peaches oranges watermelons applesAmyAnd next Ss will watch the video to understand the whole dialogue and learn to read the dialogue correctly. Then Ss will try to act out the dialogue in pairs.Part Ⅲ. PracticeThe main purpose of this step is to help Ss learn the language items by heart and make the language relevant, practical, and communicative.Task 1: Make a new dialogueHowever, as any children’s teacher will know, it is important for Ss to learn a lot more thanEnglish in their English classes. Not only for the intellectual but also the emotional development. So I will guide Ss to make a new dialogue between Amy and her mother. For example, Amy asks her mother: Mom, do you like …? What about …? Let’s have some …Task 2: Make a new chantWe have all experienced that music an rhythm make it much easier to imitate and remember language than words which are ‘just spoken’. So I will present a chant and guide Ss to make a new chant by themselves.For example:Do you likepeaches? Do you likepeaches?Yes, I do. Yes, I do. / Yeah, very much. Yeah, very much.Do you likeoranges? Do you like oranges?No, I don’t. No, I don’t.Task 2: Make a surveyAs we know, younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. It is important to bear in mind that children need to see the reason for doing the activity, for example, to find information in order to make a survey. Give out copies of the questionnaire grid and guide Ss to ask their neighbours for information.FruitName pears peaches oranges watermelons applesLet’s havesome …Part Ⅳ. ConsolidationAs to this step, the main purpose is to consolidate what Ss have learned during the class and deal with the exercises of the workbook.Part Ⅴ. HomeworkIn order to extend Ss’ability of using English, I think it’s necessary to give Ss some good and proper homework. And according to Ss’level, it should be largely orally based. So I will ask Ss to do a family survey and try to use English as more as possible.Above is the lecture notes of my lesson. Thank you very much!。
2019人教版(PEP)三年级英语下册Unit 4 B Let's talk优质课件
第五课时
Row，row, row a boat. Bounce, bounce, bounce a ball. Drive, drive, drive a car. Put, put, put on a cap. Read, read, read a map.
Have a good time！ 过得愉快；玩得高兴。
一般用于道别时。
Have a good time!
Have good fun. Enjoy yourself. Have a great/wonderful time! Have a nice day! Good day to you. Have fun.
年上半年副一店的经营情况不是特别理想，1-6月份销售只实现啦xxx万元，毛利实现啦100万元，利润实现啦30万元;与200万元的销售计划相差甚远，销售完成计划的%，毛利完成计划的50%，(利润完成计划的215%)。上半年的销售计划没有完成好，下半年的任务又接踵而至，感觉压力甚大，面对困难和压力，我觉得下一步要做的就是要调整好自已的心态，多想办法，加倍付出，尽自已最大努力 做好销售。管理出效益，一切管理都是为销售服务。为保证副一店的正常运行，我们保证畅销商品的货源，不能使销量好的商品、季节性商品有缺豁、断货的现象发生。由于供货商送货不及时，我们每次的订货都得提前备好一个月的库存。考虑到本店大部分商品都是代销经营，按销量结算，可以不占用本店的流动资金，而直接利用厂家的资金达到存货的稳定。虽然这样保证啦库存量，但也是导致我们店库存量过大、商品周转缓慢的直接原因之一。 超市员工春节工作总结篇二伴随着平安夜的降临，20xx年的各项工作渐渐进入尾声。我作为xxx超市的一名员工很荣幸得到这次机会，把自己在 xxx超市工作的心得体会写出来同大家分享。 把自己在xxx超市所接触的所有事仔细归类，分为两种：一是“公”，二是“私”。先从“公”谈起，它给我的感觉是一个字“严”。这么说是有原因的，第一， xxx超市公司对下属门店的日常工作都有严格的书面流程。不但收银员、保安员有严格的工作流程，理货、验货中的细节也有明确的规定 ; 第二，处理问题的态度很严肃，大到公司总部的老总经理违纪，小到顾客调换一件商品。针对此类问题，我们的态度都以严肃谨慎为准则。起初员工们认为没有这种必要，但在店长的带领下经过学习实施后，才发现这样做的重要性。它使我们 xxx超市在顾客眼中不仅是一个好的购物场所，还是一个经营规范的企业，同时也让供货商觉得xxx超市是一个值得信赖的合作伙伴。再说一下“私”。 在店里那么多人同在一个屋檐下，相互间的言语冲撞肯定是不可避免的。令人欣慰的是，同事之间不管当时有多大的误会，总在下班的一声“路上小心”中消失得无影无踪。大家出来工作挣钱都不容易，在忙时互相帮忙自然就成啦一种默契。在这种默契中一团活气，团队精神自然体现的淋漓尽致。店里处于公私分界线上的便是我们的店长，她是我们的骄傲，因为店长从来都是公私分明。于公，她对属下员工要求严格，处理问题干净利索，决不拖泥带水，但却不会把工作上的情绪带到私下。于私，她关心员工的每一件事，每次下班总不忘问一下家远的员工是否有人结着伴回家。我们有如此好的店长真是上天对我们的眷顾 ! 或许我的体会不够深，看问题也不太全面，但在新的一年中定要广增阅历，希望自己在xxx超市做得越来越好。最后祝公司全体同事新年快乐，也希望公司业绩蒸蒸日上，一年胜过一年。我是xxx超市站街店一名普通的员工，从踏入xxx超市那天起，我就把自己融入其中。忙碌的工作，使我的生活变得格外的充实。 刚加入xxx超市的时候，一切对我来说都是新鲜的，也是陌生的。许多东西都需要老员工教，我感觉自己需要学习的太多啦。于是，他们做什么我都仔细的看，耐心的学，从商品的陈列到缺货的补报 ;从商品的促销到新品的开发一点一滴的学，一点一滴的记。两年的工作，使我得到啦锻炼，日常工作逐渐得心应手。我们的工作于细节处见真功，所以必须认真仔细。 因此，我认真啦解每种商品的功能、价格，随时检查商品的生产日期，及时啦解同类商品的市场信息，并向店内汇报我始终坚持：做什么事情，做啦就一定把它作好。对工作抱以热情，对同事抱以关心，用积极的行动来感染周围的人，带动周围的人这是我在 xxx超市感受到的，也是希望我能够切切实实做到的。
Unit4 We love animals 第3课时教学设计
【学习内容】Unit4 We love animals (第4课时) Part B Let’s talk【学习目标】1..我会在实际情景中运用句型：1.What’s that?It’ a …(重点预设）2.句子：1.Look! A funny dog! 2. Cool!I like it.（难点预设）学习过程学法指导一、自主学习1. 自读课本结合P70单词表和P74的常用表达法把中文翻译写在课本上。
2. 我试着读好下列的句子。
What’s that?Cool! I like it. Look! A funny dog! 把你不会读的单词用铅笔圈出来，不会读的句子用横线画出来。
二、交流学习：1.三听Part B Let’s talk录音标序号。
2.我会大声读课文重点句子。
What’s that ? Cool! I like it . Look! A funny dog !独学：1.自读课文两遍。
2.把不懂的单词、句子圈出来。
3.听录音三遍，模仿跟读句子。
4.运用句型。
对学：对子互读、互听、互教Part B Let’s talk。
群学：1.解答Part B Let’s talk疑难。
2.组长领读、齐读、轮读、对话、脱口秀。
三、展示提升1. 我会翻译下面的句子。
（1）What’s that? __________________________ （2）Cool！I like it. _________________________2．我会看图说补充句子。
What’s that? It’ a_________3.我能区分What’s this?和What’s that?两个特殊疑问句。
和运用It’s a …回答，并能在实际情景中进行运用。
展示：展示者：大声大胆大方倾听者：认真、专注、思考四、小结归纳用自己的语言小结本课知识点五、达标检测1.请根据左栏所给的句子，从右栏中选择正确的答语，使其组成对话。
( ) 1. Look! A funny dog！ A. Guess!( ) 2.What’s this ? B. Cool！I like it.( ) 3.What’s that? C. Hello, Mike.( ) 4. Good afternoon! D. Good afternoon!( ) 5. This is Mike. E. It’s a dog.2. 完成课本Р44Let’s check听力练习。
PEP 人教版 三年级下册 Unit 4Unit4 A lets talk
Uh-oh！The d_o_g___ is __un_d_e_r_t_h_e_c_h_a_ir.
Look！The _b_e_a_r_ is __i_n_t_h_e_b_o_x__.
Look! Theb_a_n__a_n_ais on the _p_l_a_t_e___.
Look! The m__i_lk___ is on the _p_l_a_t_e___.
:Look! It’s in your desk. :Oh, yes! :And your pencil ! It’s under your book. :Silly me! Thanks！
It’s under Where is my pencil
your desk. box ?
:And your pencil ! It’s under your book.
Look! The book is__o_n_t_h_e_d_e_sk____. Look! The apple is_i_n_t_h_e_d_e_sk____. _L_o_o_k_! The ruler is__o_n_t_he__d_es_k___. _L_o_o_k_! The pencil-box is_o_n_t_h_e_d_e_sk_.
Where __is_m__y_p_e_n_ci_l? It’s _un_d_e_r_y_o_u_r_c_h_a_ir__.
_W__h_e_r_e__is__m_y__p_e_n_c_i_l_? _I_t’_s_u__n_d_e_r_y_o__u_r_c_h_a_i_r_.
Let’s go home!
Uh-oh! The bag is _u_n_d_e_r_th_e__d_es_k. _U_h_-o_h_! The eraser is _i_n_t_h_e_d_e_sk___. _U_h_-o_h__! The pencil is__i_n_t_he__d_es_k___.
人教PEP版英语三年级下册Unit4 B Let's talk 课件PPT
( A )3.你想知道Zip在哪里,可以这样问:
A.Where is Zip?
B.Are you Zip?
( A )4.朋友出门游玩时,你可以这样祝福他:
A.Have a good time!
B.Silly me.
三、连词成句。
1. cat, is, where, the ( ? ) ___W__h_e__re__i_s__th__e__c_a_t_?______ 2. book, it, under, the, is ( ? ) ___I_s__it__u_n_d__e_r__th__e__b_o__o_k_?__ 3. good, have, a, time ( ! ) ___H__a_v_e__a__g__o_o_d___ti_m__e_!____ 4. the, desk, it, in, is ( ? ) ___I_s__it__in__t_h_e__d__e_s_k_?_______
新知讲解
Lead in
Lily has to do homework, but she can’t find her new pencil. Can you help her?
Where is Lily’s pencil?
Presentation
Let’s talk
Mike can’t find his cap. Let’s help him.
03
延伸拓展
Exercises
一、为下列问句选出合适的答语。
( C )1. Is it in the box?
A. OK!
( A )2. Let's go home!
B. He's from China.
( D )3. Where is the book? C. Yes, it is.
三年级上册英语-Unit4 第4课时 B Let's talk 教案
体验
（一）带着问题视听，整体感知文本，理解文本大意。
1.看图猜测。
T:Look at the picture.(出示PPT,指向Mike背影/女孩背影。) Who is he/she?学生能说出Mike的名字。T: Yes. Mike and his sister.
师指向另外一张图片T: Guess! What are they doing ?先让学生猜一猜。
（二）再次视听图片1，获取对话细节，学习核心句型“What’s that? It’s a/an…”。
1. T: Watch, listen and choose. (出示PPT)
What’s that?
A: It’s a bear. B：It’s a panda.
生视听完后选择，师核对答案并评价。T：How do you know that?
能力
目标
1.学生能理解对话大意，能用正确的语音语调朗读对话。
2.能在图片、实物或情境中运用句型What’s that? It’s a/an...询问并回答动物的名称，并与他人之间进行简单的交流。
3.能够在情境中运用句型Cool!I like it.表达赞美和欣赏。
4.能分清this和that的区别。
情感
文化
目标
1.学生敢于开口说英语，学会大胆用英语与他人交流。
2.学生能够通过小组活动和展示活动，提高合作交流意识，培养学习英语的兴趣。
3.培养学生热爱动物，保护动物的意识。
教学重点
听懂，会说句型What’s that? It’s a/an…，并能在实际情景中运用。
教学难点
What’s this？和What’s that?的区别运用。
2.带着问题视听，了解文本。