(共20张PPT)
Unit Four We love animals
Part B
Let' talk & Let' play
1.能够理解对话大意，并能够用正确的语音、语调朗读对话；
2.能够在语境中区分和运用“What's this ”和“What's that ”；
3.能够在语境中运用句型“—What's that —It's…”对远处的物品进行询问及作答。
Let' chant.
A guessing game.
What's this
It's a dog.
Look! What's that
It's a pig.
Q:What are they talking about Colours or animals
Let's talk.
Let's talk.
Q:What are they talking about Colours or animals
Let's talk.
A:They are talking about animals.
Look! They are Mike and his sister. What do they see
A
Let's guess.
bear
cat
dog
No! It’s a panda.
panda
熊猫
[ p nd ]
Listen and circle.
Look! A funny panda!
Look! A funny pig!
Look! A funny dog!
funny
滑稽的；好笑的
[ f ni]
Listen and circle.
Do you like this funny dog
Cool! I like it!
Look and answer.
What animal do you like best
Let's talk.
Let's play.
Show time.
Ask some pairs to show their dialogues in class.
Play a game — I am the host!
Unit Four We love animals
Part B Let' talk & Let' play
—What's that
—It's…
—A bear
—Yes./No! It's a panda.
Look! A funny dog! Cool! 1 like it.The fourth period(第四课时)
Part B Let' talk & Let' play
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第四课时。主要学习在语境中区分和运用“What's this ”和“What's that ”以及运用句型“—What's that —It's…”对远处的物品进行询问及作答。老师将通过多种教学活动巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够理解对话大意，并能够用正确的语音、语调朗读对话
·能够在语境中区分和运用“What's this ”和“What's that ”
·能够在语境中运用句型“—What's that —It's…”对远处的物品进行询问及作答
过程与方法
通过展示模糊的动物影子到呈现清晰的动物图片或实物，由导入环节自然过渡到授新环节。从距离的远近让学生感知“What's this ”和“What's that ”的用法及差异。几组示范后，让学生自行操练句型并进行总结。
情感态度价值观
创设真实的情景，让学生对屏幕上的动物进行解说与介绍。让学生产生想要表达的强烈意愿，使学生学会在语境中运用本节课所学的句型。
教学重难点
教学重点
1. 能够理解对话大意，并能够用正确的语音、语调朗读对话。
2. 能够掌握、运用新句型“—What's that —It's…”。
教学难点
能够在语境中区分和运用“What's this ”和“What's that ”。
教学准备
教学课件、课文录音、视频、教学挂图、动物头饰、动物图片、玩具望远镜等。
教学媒体选择
多媒体，录音。
教学活动
录音
Chant
角色扮演
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Miss/ Mr…
…
2. Let' chant.
Show the chant of “Let' chant” on page 39. (课件出示：教材P39 Let' chant板块的相关内容)
Let students chant together.
3. A guessing game.
Show the shadows of the animals on the PPT.（出示课件）Let students guess what they are as fast as possible.
T: Guess! What's this You can ask me like this: A dog ↗(Remind students to pay attention to the intonation. They should read with the rising tone.)
S1: A… ↗
T: No. / Yes.
…
Step 2: Presentation
1. Teach the sentence “What's that ”
T: (Point to the picture of a dog on the PPT.) What's this
Ss: It's a dog.
(Lift the telescope and point to a toy pig at the back of the classroom.)
T: Look! What's that
Ss: It's a pig.
(Put a toy duck on the teacher' desk. Take a toy bear and walk to a student who sits far from the teacher' desk.)
T: (Point to the toy bear.) S1, What's this
S1: A bear.
T: (Point to the toy duck on the teacher' desk.) Look！What's that
S1: It's a duck.
Write down the sentence structures “—What's that —It's…” on the blackboard. Let students practice the sentence structures “—What's this/ that —It's…” with some other objects.
T: Can you tell me the difference between “What's this ” and “What's that ”
Ss: … (They can speak in Chinese.)
2. Let's talk.
(1) Play the video of “Let's talk”.（出示课件）
T: Let's watch the video of “Let's talk” and think about the question. What are they talking about Colours or animals
Ss: They are talking about animals.
(2) Teach the sentences “—A bear —No! It's a panda.”
（课件出示：教材P41 Let's talk板块的第一幅图）
T: Look! They are Mike and his sister. What do they see
Show the outline of a panda on the PPT.（出示课件）
T: Guess! Can you say like this
Write down the sentence “A ______ ↗” on the blackboard.
Ss: A bear/ cat/ dog
T: No. Let's have a look.
Show a picture of a panda on the PPT. (出示课件)
T & Ss: It's a panda.
Write down the sentence “It's a panda.” on the blackboard.
T: The panda is black and white. Read after me: Panda, ↗panda. ↘It's a panda.
Students follow the teacher.
(3) Teach the sentence “Look! A funny dog!”
Show a video of a panda. (出示课件)
T: Look! The panda is so funny. Read after me: /f /-/ni/, / f ni/, funny, ↗funny. ↘ A funny panda! Who wants to act like a funny panda
One student acts like a panda. The teacher emphasizes the word “funny”.
Write down the sentence “Look! A funny panda!” on the blackboard.
The teacher shows some other funny animals (except a funny dog) on the PPT. (出示课件) Students can say: A funny…
（课件出示：一只滑稽的小狗的图片）
T: Look, what do you see
Ss: A funny dog!
T: Cool! Read after me: A funny dog.
(4) Teach the sentence “Cool! I like it!”
（课件出示：教材P41 Let' talk板块的第二幅图片）
T: Do you like this funny dog
Ss: Yes!
T: Oh, cool! I like it, too! Follow me, Mike→ like. (Do an action of “like”.) Cool! I like it!
Write down the sentence “Cool! I like it!” on the blackboard.
T: (Take out some animal stickers.) What animal do you like best
S1: I like dogs.
T: (Pass a dog sticker to S1.) Here you are. You can say, “Cool! I like it.”
S1: Cool! I like it.
…
3. Read and act.
(1) Play the video. (课件出示：教材P41 Let' talk板块的视频) Let students read after the video and pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in pairs and act it out.
Step 3: Practice
1. Let's chant.
Adapt the text into a chant. Lead students to clap their hands and chant.
2. Let's play.
(1) Give an example to students.
The teacher hides a picture of an animal behind his/ her back and makes a dialogue with a student.
S1: What's that
T: Guess!
S1: A…
T: Yes. / No！ It's a…
S1: Cool! I like it!
T: Thanks.
Let students work in pairs. Imitate the dialogue and try to make their own dialogues.
(2) Show time.
Ask some pairs to show their dialogues in class.
Step 4: Consolidation & Extension
“Play a game—I am the host!”
(1) Show a TV programme—Animal World.（课件出示：动物嬉戏的视频，然后画面定格在有猪、熊、猫、鸭子、小狗、熊猫等动物的图片上）
Make an example with a student.
T & S1: Welcome to Animal World. We are the hosts of this programme.
T: Look! What's that
S1: It's a…
T: Look! A fat cat!
S1: Cool! I like it.
(2) Let students work in pairs to act as the hosts and show in class.
板书设计
作业设计
完成本节课习题。
教学反思
1.本课的难点是“What's this ”和“What's that ”两个句型的比较和运用，以摆放在不同位置的实物有效地帮助了学生理解。
2.本课的句型较多，利用课本提供的情景，一步一步引导学生理解每句话的意义，并结合课时话题创设新的情景，对重点句型进行操练，取得了不错的效果。
3.各环节之间过渡自然，循序渐进，符合学生的年龄特点和认知水平，潜移默化地提高了学生的核心素养。
