PEP三年級上冊Unit4

1、第 1 課時課型：新授教學內(nèi)容：第4單元A Lets learn and Letters教學目標：1. 知識目標（1）能聽說認讀“四會”單詞“cat, dog, duck, ,pig, bear, ”。（2）能聽懂指令，并根據(jù)指令做相應的動作。2. 能力目標（1）能在實際生活中運用英語表達熟悉和喜愛的動物。（2）培養(yǎng)學生根據(jù)情景正確運用語言的能力。3. 情感態(tài)度目標（1）在活動中培養(yǎng)學生的協(xié)作精神。（2）培養(yǎng)學生認真、積極、大膽的學習態(tài)度。（3）培養(yǎng)學生愛護和保護動物的情感。教學重難點：單詞的正確發(fā)音與在實際生活中的運用。學習書寫英文字母，英文字母印刷體與手寫體的區(qū)別。教學準備：有關教學課件，

2、動物頭飾，小火車圖片，小紅旗，大蘿卜模型教學過程二次備課Step 1: Warm-upa. Sing a song: "Teddy Bear"設計意圖：課前唱英文歌曲，教師和學生一起演唱并配上相應的動作，用表情、動作、眼神和學生交流，使學生情緒興奮，快速進入“角色”，全身心地準備學習的開始。b. Free talk.設計意圖：師生間的日常會話交流，培養(yǎng)學生用英語思維，用英語交際的能力。c. Today we are going to learn some new words. Look, here comes a train（教師手拿一列小火車介紹）There are so

3、me numbers on it（手勢指向各小組）. Number 1 is for group 1; Number 2 is for group 2; Number 3 is for group 3; Number 4 is for group 4.（教師拿出一面小紅旗）If you do very well, you can get a red flag for your group. Let's see which group is the best. OK?（教師以手勢鼓動學生回答：OK）設計意圖：小學生好勝心強，從開始就把競爭機制引入課堂，并貫穿于整堂課，大大激發(fā)了學生的學習

4、興趣，有利于學生完全投入到課堂活動中來。Step 2: Presentation（課件展示動物園情景圖）T: Boys and girls, today we have some animal friends. They are from England. Do you want to know them?Ss: Yes.T: Remember. You should say English to them because they are from England. Look, they are coming.（教師手指向門口，事先安排好的學生戴著兔子的頭飾，一蹦一跳進教室）S: Hello

5、, I'm cat.T: Oh, this is Miss cat（注意吐詞清晰，重讀強調）. Let's welcome her.（鼓掌）Ss: （鼓掌）Welcome, cat.T: Let's make a friend with cat.S1: Hello, cat.S2: Nice to meet you, cat.S3: Hi, cat.T: Look, Mr. dog is coming.(Teacher uses the same way to teach other words.)設計意圖：首先以動物園情景圖的展示使學生對此課的學習內(nèi)容有個整體了解。以

6、“外國動物小朋友來訪”的特殊情景來導入新課，呈現(xiàn)生詞，形式新穎，調動了學生的好奇心，同時讓學生通過與他們交朋友，既復習了問候語，又讓學生在與學生的問候中，自然地說出這些動物名稱。Step 3: Practise1（課件展示動物在開party的場面）T: Boys and girls, our new friends are very happy, so they are having a party in our classroom. Let's see who will come to our party? Who will be the first one?設計意圖：以“外國動物小

7、朋友”這一線索貫穿于整個課堂，使課堂設計顯得很完整同時又把學生的思路從遙遠的英國動物園拉到現(xiàn)實的課堂中來，并和教材的部分相呼應，有利于學生的理解與記憶。2. 聽音辯物：課件播發(fā)各種動物的聲音，學生通過聲音來判斷，并說出動物的名稱。設計意圖：此部分通過各種動物的聲音，給學生聽覺感受，使學生全方位的感知與理解，并對所學新詞進行了操練。3A game: What's missing?（火眼金睛）出示單詞卡片，安排學生說出哪種動物消失了。通過趣味操練加強學生對單詞的識記。設計意圖：運用游戲來復習單詞可以避免單調，枯燥的朗讀，可以大大地調動學生的積極性，激發(fā)他們的參與熱情，從而提高學習效果。4.

8、 A play: 小白兔，拔蘿卜（教師戴著rabbit的頭飾示范）T: “It's a nice day. The rabbit goes out .（看到蘿卜模型）Wow, what a big turnip！Oh, it's so big! I like it.”（并做拔蘿卜狀） “one, two, three. Oh, no! Who can help me?”教師引導學生說：“Dog, dog, help me!”（戴小狗頭飾的同學“汪汪”地上臺，搭著兔子的肩說） “One, two, three. Oh, no!.”所學動物全部上場，合力終于成功拔蘿卜。設計意圖：學

9、生在真實的情景中，通過親身體驗參與，在操練鞏固新知的同時又培養(yǎng)了學生團結合作的精神，將“眾人拾柴火焰高”的思想從小植根于孩子們的心田。Step 4: Extension/Consolidation1. Let's do.a. Play the tape. Ss just listen, and point the sentence in the book.b. Play the tape again and Ss repeat and do the action.c. Teacher gives some commands and Ss do the actions.T: Act li

10、ke a monkey, act like.設計意圖：小學生的學習興趣短暫。TPR全身運動反應法能調動學生的感官，讓學生在聽聽做做中鞏固了新知。2. Play a game: 幸運搭檔兩人一組，一人做動作，一人猜動物名稱。設計意圖：將幸運52欄目的形式搬到英語課堂上來，新穎而有趣。小組合作，小組競賽將課堂氣氛推向高潮。Step 5: AssessmentT: Today we have learned some new words. We know names of many cute animals. We can make good friends with them. Now let&#

11、39;s see which group is the best. Let's count the red flags together.T, Ss: One two three.（教師帶領學生一起數(shù)小組的小紅旗，并評出最優(yōu)小組）T: I think in this class you did a very good job. Let's give him a big hand.（鼓掌）（課件展示動物圖片）T: Let's say goodbye to our new friends.Ss: Goodbye, monkey. Goodbye, duck.設計意圖：小紅旗

12、的數(shù)量讓學生體驗成功帶來的喜悅最后讓學生對動物朋友告別起到了化龍點睛的作用，同時使“外國動物小朋友”這一線索完美收場字母教學：1、.Revision大小聲游戲：f-face, g-gift, d-duck等教師輕聲說一個單詞和字母，學生則需大聲朗讀。教師大聲說，學生則輕聲說（設計思路：活躍氣氛，融洽師生情感，激發(fā)學生參與課堂活動的熱情，使學生迅速進入英語學習的狀態(tài)，并幫助學生鞏固了上節(jié)課的單詞字母。）2. Presentations（1）聽錄音出示卡片猜意思聯(lián)系字母j。教師出示單詞卡jeep，jump 讓學生聽錄音跟讀jeep jump猜意思。教師問學生jeep的第一個字母是什么：What l

13、etter is this? 學生回答：j。教師出示字母卡，讓學生辨別字母Jj的大小寫。教師說：今天我們來認識兩個以字母j打頭的單詞。出示圖片，教讀jeep jump。（2）.教師在四線三格中教寫字母大小寫Jj。注意讓學生區(qū)分大寫J的手寫體和書寫體，可同時出示手寫體和印刷體的單詞卡讓學生觀察，讓學生記住手寫體的大寫J沒有橫。要讓學生仔細觀察小寫j 占了幾個格幾條線，提醒學生在書寫這個字母時注意占格位置以培養(yǎng)他們正確的書寫習慣,（3）.依次教授k l m n,引導學生字母順序無意識的學習。(設計意圖：從學生們已知的單詞入手，導入本課重點字母。)3. Practise （1）聽tpr歌謠操練字母發(fā)

14、音，注意提醒字母在單詞中的發(fā)音。（2）listen and circle學生聽到輔音字母及例詞如：n-nose，圈出對應的字母。（3）循序漸進，學生由看著單詞說首字母到聽發(fā)音說首字母，逐漸增加難度，過度自然。同時檢查學生對字母發(fā)音的掌握情況。(設計意圖：通過各種形式的操練活動，練習字母的發(fā)音。)4. Game在學生已經(jīng)熟悉字母的基礎上，設計一些簡單的字母和單詞記憶游戲以便學生更好地掌握字母發(fā)音。搶讀字母、傳遞字母、聽單詞找字母等形式(設計意圖：在游戲活動中鞏固字母發(fā)音，寓教于樂。)5. Extension（1）制作字母卡-尋找兄弟-尋找對應單詞。(2)在四線格中適量抄寫需掌握的字母。板書設計：

15、A Lets learn and Letters “cat, dog, duck, , bear, cat, Jj Kk Ll Mm Nn第 2 課時課型：新授教學內(nèi)容：第4單元A Lets talk教學目標：1. 能在語境中運用What's this?It's a . 來交流物品信息。 2. 能夠能聽說、認讀dog, duck, bear, pig, cat等幾種動物的名稱。 3. 能聽懂一些簡單的指示語，并能按照指令模仿動物做出相應的動作。 教學重、難點：能在語境中運用What's this?It's a . 來交流物品信息教學準備：動物卡片、動物單詞卡、錄

16、音機。教學過程二次備課教學過程：1. Warm-up (Song 唱一唱)熱身活動復習上一節(jié)課的內(nèi)容：“What's this? It's a .”教師呈現(xiàn)動物拼圖，讓孩子們猜。通過猜的游戲，既復習了上一節(jié)課的句型，同時也為歌曲的呈現(xiàn)鋪墊，了解chick, duck, dog, cow, bear, pig, cat 等詞匯。 教師呈現(xiàn)老麥克唐納的照片，讓學生猜他的農(nóng)場上有什么東西，檢測學生對農(nóng)場的了解，激活已有的生活體驗。 聽老麥克唐納有個農(nóng)場的歌曲，讓孩子們聽歌抓詞，初步感受農(nóng)場上有什么動物。帶著問題去聽，更有側重點。設計意圖：通過拼圖游戲復習已學句型，同時拓展與鋪墊歌曲內(nèi)

17、容，通過頭腦風暴看農(nóng)夫照片想農(nóng)夫農(nóng)場的有什么，激活已有生活體驗，聽輕松愉快的歌曲，帶著找出農(nóng)場上的動物的任務，既復習已學單詞，同時引出并教授新單詞。T: Good morning, boys and girls.Ss: Good morning, Miss Deng.T: Before the class, let me see whether you can remember this? Look! What's this?Ss: It's a dog.( chick, duck, cow, bear, farm屏幕最后出農(nóng)場圖，老師再引學生看黑板)T: And what&#

18、39;s this?S: It's a farm.T: And this?S: It's a farm.T: Yes, it's a farm. Whose farm is this? . It's my friend Old Macdonald's. Let's say hello to OM.S: Hello, OM.T: What's can you see on his farm? Then, what else are on his farm?Ss: . animal, vege, fruits.T: (repeat stude

19、nts' answer, dog, duck, so many animals, maybe .)Yes, he has many animals. Then what animals are they? Listen to the song. And you will know it. Listen carefully2. Prensetation1) 單詞教學教師提問孩子們，剛才的歌曲中有些什么動物，并進行教授新單詞duck, pig, dog, cat等。歌曲中的象聲詞，幫助學生理解單詞的意思。(聽完歌曲)T: What animals are on his farm?Ss: d

20、uck, pig, dog.T: Yes, there are some ducks on the farm. Follow me, duck, duck, quack, quack. Can you act like a duck? Follow me, please. Duck, duck, quack, quack.Ss: duck做動作Duck, duck, quack, quack.教師在教授新詞的過程中，通過圖片滲透let's chant的內(nèi)容，如Is the pig big? Is the cat fat? Where is the dog? It's on th

21、e log.并有意識地通過動作表情等幫助學生理解chant的內(nèi)容。T: Where are the ducks? Look! They are in the truck. Look at the duck, in the truck.T: Yes, there is a duck on the farm, what else? Yes, cat. Can you act like a cat? Follow me, please. Cat, cat, meow, meow. Together. Is this cat fat? Yes, look at the cat, it is fat.T

22、: What else are on the farm? Yes, dog. Can you act like a dog? Follow me, please. Dog dog bow wow. Together. Where is the dog? Yes, look at the dog, it's on the log.T: Besides dog, cat, duck, what else? Yes, pig. Can you act like a pig? Follow me, please. Pig pig, oink oink. Together. Is the pig

23、 big? Yes, look at the pig, it is big.學生跟錄音朗誦韻律詩，然后進行表演。設計意圖：通過在教授單詞的過程中滲透韻律詩的含義，通過節(jié)奏輕快的節(jié)奏，提高詩歌的理解和詞匯的上口。2) Let's chant（看圖唱韻律詩）T: Look at them! They are so happy. Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.3) Let's say

24、it together.Ss: Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.T: Can you give me the beat? One more time, let's say it together.3. PracticeLook, ask and answer (聽音做動作)教師組織兩大組孩子通過PK的形式，看圖做動作，競猜游戲?？凑l演得好，問得好，答得好?？磩幼?，扮演動作，檢查孩子們的對單

25、詞的理解與掌握，同時滾動前面的第一課時的句型進行操練，使孩子們在語篇句型中進行操練。T: Do you like these animals? If you like it, please act it out! Now Act like a cat!S: Cat, cat, meow, meow.T: Ok, this time I'd like one student come here and act. Who like to come?(老師給圖片給一個學生代表看，然后那個學生用動作表演該動物)Student A: What's this?Whole class: It

26、's a .教師教授bear單詞，教師創(chuàng)設故事情節(jié)熊來了。通過緊張刺激的故事引出新詞，并進行教授。同時，引起孩子們的思考，熊來了，其他動物怎么辦？提示學生逃跑。設計意圖：設計熊來了的情景，使故事更游戲劇色彩，吸引學生的注意力，引起學生的思考與共鳴，為下面的活動創(chuàng)設條件動物們都很害怕，要逃生了。T: They are so happy together. But today something happens. Listen! Look! Here comes the . Who is coming?Ss: a bearT: Oh, no! Help! A bear. Can you a

27、ct like a bear? 教bear單詞 Can you act like a bear? Yes，follow me, bear, bear, roar, roar.T: Oh, yes. The bear is on OM's farm now. How do the animals feel now? Are they scared?Ss: . YesT: What will they do? Just stay here and wait for the bear to eat?Ss: .T: Yes, they run away. Help! Help!教師播放逃跑中的

28、動物的聲音，讓孩子們說出動物的名稱，檢查學生對單詞的掌握。設計意圖：通過聽動物的叫聲，猜逃跑中的動物名稱，檢查學生對單詞的意思的理解與掌握，同時也為下一步的藏起來做鋪墊。T: Listen, who is running? (貓的聲音) What's this?Ss: It's the cat.T: What's this?Ss: It's the dog. (cat-dog-duck-pig-gun sound)T: What's this? Yes, it's the gun's sound. Oh, Old Madonald sho

29、ot the bear, yeah, the bear is dead now. OM is worrying now.OM: Where are my animals? Where are my animals? Can you help him?Ss: Yes.T: Let's help him look for the animals.教師讓孩子們幫助老麥克唐納找失散的動物，學生通過觀察動物們留下的痕跡腳印、樹叢中露出的尾巴、腿等，說說那個地方藏起來的動物是什么。設計意圖：通過幫農(nóng)夫找動物，檢查學生對動物的一些特征了解，如一只鴨子應該有兩個腳印等，拓展孩子們的知識，同時也適當?shù)貙?/p>

30、數(shù)量進行了拓展。T: Look! They all hide themselves up. Old Macdonald is looking for his animals. Where are they? Where are the ducks? Where are the cats? Where is the pig? Where is the dog? Can you help him?SS: Yes. (出圖)T: Look at No. 1, what's this?Ss: It's a pig.T: Right?Ss: Yes.T: What is No.2?Ss:

31、 It's a duck.T: Great！How many ducks can you see?Ss: 3.T: What's No.3？Ss: It's a dog.T: Right?Ss: Yes.T: What's No. 4?Ss: It's a cat.T: How many cats are there?Ss: 2.教師讓孩子們幫助老麥克唐納把動物們送它們自己的房間，但是動物們的房間的房牌都掉到地上了，老師先讓孩子們根據(jù)房門上的特征，辨別這些房子是誰的，如門上有條魚骨頭，那應該是貓的房間，如房門上有個豬鼻子豬的房子，房門上是根大骨頭狗的房子

32、，房門上是一些鴨子的腳印鴨子的房間，還有一塊寫著小心熊的牌子。孩子們首先全班認讀一次詞卡，然后再同桌討論，再自己嘗試把正確的動物名和動物門派卡連起來。然后再讓代表把牌子貼到正確的房門上。設計意圖：通過小組討論房間的主人，從動物的特征或者食物來辨別動物，更深一層地理解課文內(nèi)容，通過貼門牌，加深對單詞的認讀。T: Wow, all the animals are here now. Look, here are the rooms for them. Whose room is it?Ss: Dog.T: Why?Ss: Because of the bone, so it's for t

33、he dog.T: Bingo. And this? Look at the door.Fish, it's for the cat. Pig's nose? It's for the pig. And the foot print, it's for the duck. You are so clever.T: Look! What's on the floor? The name cards for the room. What's this?Ss: dog.T: dog? Dog? (翻門牌卡) When you see the right

34、 room card, please stand up and say loud.Ss: Yes.T: Cat, cat, cat?Ss: Yeah.(duck, pig, bear全班玩一次看詞起立讀)T: Great. Can you help them find their own room card? Discuss with your partner and try to match the right name with the right animal.T: Let's check the answer. Dog, right? Cat, right? Pig, righ

35、t? Duck, right? (check the answer)T: If you are the same, please hands up! Thank you. Who can help me to put this name card on the right door?S1: (Put the room card on the door)T: Right？And this .小結評價T: Great. Today we have a lot of fun on the farm. Let's see which group makes more fences. So to

36、day's winner is Group B. Boy and girls, can you remember the animals on the farm, today? What are they? They are .Ss: duck, dog, cat, pig, bear.T: Do you like this farm? If you have a farm, what do you want? What animals do you want? Cat? Dog?Ss: . (cat, bird .)T: Look, this is my farm. What'

37、;s on my farm? A cat, a dog, a duck, now I want a pig, too. (在sheet上當場畫出一只小豬) Finish! So, this is my farm. Do you want to draw your farm? Take out your paper and draw it.學生畫完，展示學生作品T: So, this is .'s farm. What's on her farm? Look, a . wonderful. Have you finished?Ss: No.T: It doesn't ma

38、tter. This is your homework. That's all for today. See you. And today's homework is to finish your farm, like this:板書設計： A Lets talkWhat's this?It's a .第 3 課時課型：新授教學內(nèi)容：第4單元B Lets learn、Lets do 、Start to read教學目標：1、能聽說，認讀monkey，bird，panda，elephant，tiger，等動物單詞，并能用英語介紹這些小動物。2、能按照指令模仿動物做

39、出相應的動作，并鼓勵學生大膽表演。3、培養(yǎng)學生愛護動物，保護動物的意識。教學重難點：在鞏固以上單詞的基礎上，教會學生monkey，bird，panda，bear，elephant，tiger，等單詞，并讓學生模仿動物的形體動作，說指令，做動作。教學準備： many animal pictures and masks, recorder, tape, CAI.教學過程二次備課Step Warm-up( 1) Let's sing:Happy New Year( 2) Revision: (There is a zoo on the Bb, on it there are some pic

40、tures.)T: Are you happy today?Ss: YesT: The animals in the zoo are very happy too. Because today is New Years Day. They are having a party. Do you want to go?Ss: Yes.T: OK. First please tell me: Who are in the party?(Ss look at the Bb, read the words and act like a )設計意圖：創(chuàng)設動物狂歡會的情景，學生唱歌曲、復習已學單詞，結合學生

41、的生活實際，讓學生在輕松愉快的氛圍中模仿動物表演。Step Presentation and practice（1） Guess:T: Some animals ran out of the zoo last week. They hear there is a party in the zoo. So they hurry back to the zoo. Do you know who is coming?(Quickly show the picture to them, they guess. If they guess right, let the animal go back to

42、 the zoo, teach the word in many ways.)(2) Follow me:T: Who come back to the zoo?(When Ss answer, ask Ss follow the teacher: Hunt like a mouse. Walk like an elephant. Climb like a bear. Fly like a bird. Jump like a squirrel. Sound like a pig.)Then listen to the tape and do.(3)Invite other animals:T:

43、 Do you know any other animals? Lets welcome them to the party too.(Ss say other animal words they know, the teacher put the pictures on the Bb.)(4) Watch CAI:隨著鼠標的點擊，一只只動物從不同方位出現(xiàn)在畫面上，它們來到了晚會現(xiàn)場。學生再次認讀動物單詞。設計意圖：根據(jù)學生好表現(xiàn)的心理，一步一步循序漸進，層層深入，由易到難地從本課單詞遷移到課外內(nèi)容，既激發(fā)了學生的學習興趣，又豐富了課堂內(nèi)容。Step Practice(1) Go to the

44、 party:T: Do you really want to go to the party ?Ss: Yes.T: OK. Put on your masks, lets go.Ss sit to make a circle in groups.(2) The first program: Introduce myselfT puts on a squirrels mask, ask: Who am I?Ss: A squirrel.T: Yes, I am a squirrel. Squirrel squirrelThen the teacher throws a ball to the

45、 Ss. The student who gets the ball introduce himself/herself .Then go on.(3) The second program: Introduce your neighbours.Play the song <Old MacDonald>, pass a toy. When the music stop, the student who gets the toy introduce his/her neighbours： He/She is 設計意圖：小學生都非常喜愛小動物，且每位學生最喜愛的動物也不同，針對這一生活

46、實際，通過學生戴上自己最喜愛的頭飾，介紹自己和鄰居，鞏固了所學單詞。(4) The third program: Guess: Who am I?Ss put down the masks and do actions, let other Ss guess: Who am I?設計意圖：通過游戲進一步鞏固所學的動物單詞，并且活躍氣氛，寓教于樂。(5) The last program: Sing a song.Sing the song in Happy New Years tune.Pig mouse elephant, pig mouse elephant. Pig mouse elep

47、hant squirrel. I am a bird, I am a bear. Pig mouse elephant squirrel.用新年好的調子唱出本節(jié)課的六個重要單詞，既做到了首尾呼應，又突出了重點。Step IV：Homework1、把你知道的動物單詞說給家長聽。2、和你的同伴一起做模仿動物表演。板書設計：Part(B) Lets learn、Lets do 、Start to read monkey，bird，panda， elephant， tiger，第 4 課時課型：新授教學內(nèi)容：第4單元B Lets talk教學目標：1能聽懂、會說“Whats that?” “Its a

48、”的句型。2能夠在圖片、實物或情境的幫助下運用句型“Whats that?” “Its a”。詢問并回答動物的名稱。3.能理解對話，并能用正確的語音語調朗讀對話；4根據(jù)對話的情景進行對話角色表演；5.培養(yǎng)學生熱愛動物、保護動物的意識。教學重難點：1理解對話意義，并能用正確的語音語調朗讀對話。2、能夠在圖片、實物或情境的幫助下運用句型“Whats that?” “Its a”。詢問并回答動物的名稱。教學準備：動物卡片 、教學錄音帶教學過程二次備課1Warm-up.T:Hello, boys and girls.Ss: Hello,Alice.T:Nice to meet you.Ss: Nice

49、 to meet you,too.(2)Sing a song HelloHello, cat do oh do. Hello, dog, do oh do. Hello, duck, do oh do.Hello, hello ,hello.Hello, pig, do oh do. Hello, bear do oh do. Hello, bear do oh do.Hello, hello, hello.(3)T：Today we have two new friends. Who are they? Winnie and Tigger are super detectives. The

50、y live in the forest with their friends. But one day, some animals are lost. Do you want to help them to find their friends?Ss:Yes.T：Lets finish some tasks.Youre Winnie Group. Youre Tigger Group. Lets PK. Who can find the animals first？(通過介紹動畫片維尼熊和跳跳虎，為本課的教學創(chuàng)設故事情境。維尼熊和跳跳虎是森林中的超級偵探，它們和小動物住在一起，一天，小動物迷

51、路了，這時激發(fā)學生愿意和維尼熊、跳跳虎一起尋找它們的朋友嗎？將學生分成維尼熊組和跳跳虎組，兩組比賽，看誰能首先找到小動物。2.Revision(1)T: Are you ready? Ss: Ready.(課件出現(xiàn)維尼熊和跳跳虎中維尼熊、跳跳虎和戴比，讓我們一起想想想的視頻。接著畫面出現(xiàn)第一個任務。)（2）Task 1:Look and match.(將動物單詞的首字母與所對應的單詞動物圖片連線。)c-cat-fat b-bear-pear d-dog-logd-duck-truck p-pig-big3、Presentation and practice（1）T: Congratulations! We found a animal. Listen, its coming. Whats this? Its a cat.教學句型：“Its a cat.”(通過完成第一個任務，我們幫助維尼熊和跳跳虎，