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二年级英语上册Unit 3 Who’s that教案北师大版编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（二年级英语上册Unit 3 Who’s that教案北师大版）的内容能够给您的工作和学习带来便利。
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Unit 3 Who’s that指导思想与理论依据兴趣是最好的老师，每节课都能从学生的兴趣出发，使英语学习成为一件快乐的事，那么课堂将成为学生的快乐天堂。
而评价又是英语课程的重要组成部分英语课程的评价体系要体现评价主体的多元化和评价形式的多样化。
教学过程合理化,根据教学需要灵活使用教材，合理安排教学内容让学生在有限的时间内学到更多的知识成为每位教师追求的目标。
从而达到语言的综合运用。
本课设计力求能科学全面的评价课堂教学,激发学生学习兴趣，培养学生认真倾听的习惯.关注全体学生，在情节中拓展语言,培养学生理解语言的能力.在复习与巩固的过程中让学生掌握重点句型，并能通过动画的效果给字母和语音词赋予生命与性别进行第三人称的训练。
鼓励孩子们敢于向别人介绍自己的朋友、同学及家人，在教学升华同时培养学生创新意识和综合运用英语的能力。
有效的教学背景分析决定了课堂教学效果.根据课标我对教材进行了如下的分析：本课是北师大版先锋英语二年级第三单元,第3课时。
针对二年级课时少教学任务重的特点，我将教学内容灵活调整为talk together和let's sing以及语音和字母的复习巩固等内容。
（1）四个表示国家的单词进一步学习和询问那是谁及回答。
（2）鼓励学生敢于用英语进行介绍朋友的信息.（3）课后作业采用任务型教学活动途径,让学生在完成任务的过程中，参与、感受、合作、实践、创新，并充分体现爱的教育.学情分析:（1)二年级学生思维特点以具体形象直观为主,在情境中参与学习是最好的语言学习方法。
Unit 3 Who's that?教课要点：句型 Who’s that? That ’s / It ’s Bob. student who 教课点：音 Is she astudent? She ’s a middle school student. 理解 She’s so tall ！教课程：一、复1．学生唱一首学的英文歌曲2．生行答（以一元学的言目主）What’s your English name?How old are you?Are you in Class Two?What’s your number?*** is my good friend. Who’s your good friend?二、介新言目与教课方法1．会教课A:介主： Look at this picture. What do you want to say? What do you want to answerabout it?学生能够就主内容行提，也能够表达看到或想象中中正在生的事情。
生答： What’s that?(指学校)学生回答： That ’s a school.教提： What’s that?(指)学生回答： That ’s a tree.教提： Who’s that?（指Zhou Min ）学生可能回答： That ’s a girl.（不学生回答什么，只需与人物相关都可算）B:答（在此步中，学生初步会用That ’s ⋯往返答相）： Yes. That ’s a girl. What’s her name? Her name is Zhou Min. Who’s that?生： That ’s Zhou Min.生答（学生熟运用That ’s⋯的答的能力）C:理解文 [ 听配套文音三遍 ]在听每遍音以前，教提出一个，学生做到有目的的听音。
： Is Zhou Min a teacher?What school is she in?Is she tall or short?生： No, she isn’t.She is in a middle school.She is tall.D:模拟课文录音 [ 听配套课文录音三遍 ]第一遍：分句听，要点句请学生重复a. Who’s that? That’s Zhou Min.[集体重复、两人一组重复，娴熟掌握后，学生能利用此语言项目睁开新的对话]b. Is she a student?用I’m a teacher.You aren ’t a teacher. You are students.做指引，帮助学生理解新词汇student 。
Unit3 Who’s that?Lesson 1教析分析：本课是《先锋英语》2A第三单元，主要学习Cathy, Tommy, No, poor等单词。
会运用句型Who’s that? That’s … . 根据《英语课程标准》精神，强调课程从学生的学习兴趣、生活水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，综合运用语言的能力。
本课教学力求让学生在拓展运用的过程中，达到用比较准确的语言进行表达交流。
并在学生学习过程中及时进行评价，与学生的评价有机结合，培养和激发学生学习的积极性，促进学生综合运用语言的能力，并帮助他们建立学习的成就感和自信心。
学习目标：1、认知目标：能正确认读单词：Cathy, Tommy, No, poor等单词。
2、能力目标：能熟练运用Who’s that? That’s…等句型，并能做出正确的回答。
3、情意目标：激发学生学习兴趣，培养学生语言表达能力，增强学生自信心及团结协作精神.课型：语言实践课。
教学准备：课文中人物图片，单词卡片，录音机等。
教学过程：模式结构教学步骤教师活动学生活动设计意图热身激情1.Greetings.2.Sing the song.When you’re happy.3.Review。
Hi, boys and girls.Do the actions and sing,Hold up the Ken(Ann) mask. Encourage the pupils to say. Hello! Miss Li.Sing together.Look and say.S: This is Ken.This is Ann.Practice. 通过问候、唱歌等活动方式，调动学生学习积极性，将注意力转移到课堂上来，通过复习旧知识与新知识有所衔接。
情意呈现1.Study the new words.(Cathy, Tommy, no, poor) The same way to study other words.2.Study the new sentences..3.Play a game: Show the Cathy mask and say:This is Cathy. Read: Cathy,Cathy,CathyShow the Tommy mask.Ask two children to act.Point one of the children and ask: Who’s that?Encourage the children to answer: That’s Tommy.Show other masks ask and guess. Read after the teacher.Greet to Cathy:Hi! Cathy!Greet to Tommy.S1: Hello! Cathy!S2: Hi! Tommy!Read after the teacher.Practice.Point the other child. Ask and answer::S1:Who’s that?S2:That’s Cathy.One childturn back to the class and wear the mask.Ss: Who’s that?S1: That’s Mocky?S2: No.S3:That’s Cathy. …Until the answer is right. 这是本单元新单词教学及相应的句型教学,为下一步的课文教学打下基础.自主模仿 Practice:Modeling dialogue. Divide the class into five sections. Give each section a role in the conversation. Listen and follow in their books.Perform actions as they repeat.The whole class acts the dialogue, with each group saying the corresponding.Remind them to point to the corresponding pictures as they do so. 通过听录音、看教学挂图，感受真实的生活情景，为下一步的学生玩演提供了真实的语言。
Unit3:Who' s that?Lesson5Teaching contents : P34-p35Teaching key points :1,Review..Who’s that? That’s Mocky.That isn’t Ann.That is not Ann.2.Learn the chantTeaching difficult points:How to have Ss can chant.Teaching aids:tape ,lname drill cards from Lesson 2 of this unit.Teaching Procedures:Step1.Read, check ( )and color1.)Pointtothethreesentencesbesidethefirstpicture.Explaintotheclassthattwo sentences are correct, and one is not.2.)Point to the first picture and read the first sentence,”This is Ann.”Ask ifthis is correct . repeat for the other two sentences.3.)Repeat for the other three pictures.4.)Havethechildrenopentheirbooksatpage34.readthesentencesagain,andhavethe children check ( )the correct sentence.Step2Let’s chant1.)Use pictures or real objects to review the following words :girl, kit, handjacket,lemon.Makesurethechildrencansaythesethingswhen givenapictureor a real object.2.)Read the rhyme to the children , pointing to each word and do the action. AskSs to follow me.3.)Playthetapeforthewholerhyme.Havechildrenlistenandpointtothewordsand the matching pictures on the page.4.)Playthetapeagainandhavechildrenjoinin,encouragingthemtohumorclapwith the rhythm.5.)Have the children point to the pictures in their book as they listen to thetae again . They can also add some actions and act the rhyme out .6.)Have Ss sing and do the action .7.)Call someone to performance.Step3.SummaryHomework :1,Have the children color the pictures at page 342,Sing the chant to parentsBlackboard writingUnit 3 Who’s that ?The girl has a kite .It’s in her hand .She is happy .With a kite in hand .教学后记1_____________________________________________________________________________________________________________________________________________________________2。
Unit 3 Who’s that?理解并能够有感情的朗读本单元故事，可以和小组伙伴一起表演理解并能够使用本单元功能句型，可以达到听、读、认Who’s this ? This is Cathy. She’s from Canada.Who’s that? That is Tommy. He’s from Britain.能够正确书写字母J-N喜欢本单元故事，能够意识到本单元的学习重点。
二、教学重点：本单元句型中的She’s from Canada.\He’s from Britain.初步理解本单元的功能句型，通过表演和朗读，使同学能够达到听、说水平三、教学难点：本单元出现了四个国家名字China、America、Canada 、Britain，对二年级学生来讲比较难本单元的几个字母比较难，尤其是大小写、印刷体和手写体的区别本单元要求认读的单词也比较难kangaroo\ ladder\ jacket\noodles等理解Who’s this ?和Who’s that?的使用区别，并且能够对应出正确答句四、主要知识点：1. 认读单词jeep kite lemon moon noodles kangaroo money nest ladder jacket2. 重点句型Who’s this ?This is Cathy.She’s from Canada.Who’s that?That’s Tommy.理解并能够朗读本单元故事初步理解本单元功能句型Who’s this ? This is Cathy. She’s from Canada.That is Tommy. He’s from Britain.喜欢本单元故事，能够意识到本单元的学习重点。
二、教学重点：本单元句型中的She’s from Canada.\He’s from Britain.初步理解本单元的功能句型，通过表演和朗读，使同学能够达到听、说水平三、教学难点：本单元出现了两个国家名字Canada 和Britain，对二年级学生来讲比较难this 和that的意思区别四、教学步骤一、教学目标：能够认读Britain\ Canada\ America\ China能够理解句型She’s fromCanada.并能正确介绍书上人物。
二年级Unit 3 《Whos that》第二课时教案北师大版二年级Unit3《Whosthat》第二课时教案教学目标：知识1、单词：Core:who's,that,who,America,Britain,Canada,ChinaPhonics:jac ket,jeep,kangaroo,kite,ladder,lemon,money,moon,noodles,nest Cintextual:Joinus！,PoorMocky！Ouch！2、Phonics:Jj,Kk,Mm,Nn3、句型：Who'sthatWhoisthatThat's/Thatis（Ben）Thatisn't/isnot（Jane）。
He'sformCanada.SheisfromBritain.能力1、培养学生运用英语与老师、同学进行交流的能力2、培养小组合作的能力。
情感：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识，培养学生学习英语的积极情感态度。
重点难点：1、正确朗读新单词。
2、对本课中新句型及以前旧句型的正确朗读及应用。
3、表演therhymeandthesong.教具准备：1.9个人物的教学面具。
2.录音磁带。
教学过程：1.复习这项活动主要复习this和that的不同用法。
（1）把Mocky的面具给一个学生，让他站在教室的一侧。
举起UncleBooky的面具说：“ThisisUncleBooky.”指着教室一侧的那位学生说：“That'sMocky.”（2）举起只一幅画具，重复说这两句话，借用手势让学生明白：“this用来指近处的人物，that用来指较远的人物。
（3）把第2单元第2课的几样文具放在桌子上。
拿起钢笔，离开桌子，说：“Thisisapen.”指着桌子上只一个文具说：“That'sa （pencil）。
”用同样的步骤处理其他几样文具，让全班学生跟着说。
UNIT3 WHO’S THAT?新课标体现：本单元主要是要求学生掌握在日常生活中如何在见到陌生人问姓名等。
这些简单的对话可以满足学生的好奇心，也是学生日常生活中可以常常用到的，这样可以提高学生使用英语交流的机会和能力。
在此过程中又可以渗透一些外国风俗习惯，对学生学习英语也是一种帮助。
Teaching Aims:知识技能：1.Listening:能听懂询问你好，名子等的对话；指出图，同学们可以说出它的在英文中的单词。
2.Speaking:能在适当的语境打招呼询问对方及第三人称人的姓名；能在教师设计的语境中运用本单元所学功能句，及应答进行会话。
3.Reading:能正确、流利的朗读课文对话；能正确读出图中物品的名子。
4.Writing:能正确、规范地写本单元要求掌握的字母。
过程方法：1.利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2.在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。
3.在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:1.Who’s that? 及应答.2.重点词汇：jeep, kite, lemon, moon, noodles, kangaroo, money, nest, ladder, jacket. Teaching Difficulty:1.字母无论从读音还是写上来说，对于二年级学生来说都是较难掌握的，在单词的学习中引出字母的学习。
2.在正确的环境里运用打招呼询问第三人称人的姓名。
The 1st periodTeaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be ask and answer.Teaching Emphasis:1. Read the dialogue.2. Emphasis sentence: Who’s that?Teaching Difficulty:Read and understand the dialogue.Teaching process:Review:Ready some mask1.T: Hold up the Ken mask and say, “This is Ken.”S: The children repeat, “This is Ken.”T: Do the same for the other masks.2.T: Hold up the Ken mask and say, “This isn’t Ann.”S: Repeat: “This isn’t Ann.”T: Encourage the children to finish my sentence with “This is Ken.”3. Repeat the procedure, using the other masks.Practice greetings:T: Hold up our hand says: “Hello!”S: Say: “Hello!” each other.T: Call a student, an other children say: “Hello!” with he/she.Model the dialogT: Put the character masks along the blackboard ledge.Stand at the side of the room.Choose one child to be your helper.The helper points to each mask in turn.For each mask you ask, “Who’s that?” model the answer, This is Ken. S: Repeat.T and S: repeat for the other five masks.Talk about the storyStudent book pages 26-27T: say to the class, “open your books.”Have the children find pages 26 and 27.Ask these questions about the pictures:Picture 1: How many children are in the playground?What are they doing?Picture 2: Where is Mocky?Picture 3-5: What is Mocky doing?What happens nest?Picture 6-7: What do our two new friends look like?Where are they from?Picture 8: What is Mocky doing?Picture 9: What happened to Mocky?Picture 10: Was he hurt?What is happening now?S: Think it and answer it.Story:T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor h er means “unlucky” or “unfortunate.”Give the word in Chinese for ouch!S: Listen and think.T: Play the tape.At the end, encourage the children to say.“Oh! Poor Mocky!”“Join us.”“Ouch!”S: Do it.Homework:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi, !”The 2nd period’Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English.3.The students can be read the dialogues.Teaching Emphasis:1. How can use “Who’s that?” in dialogue. And answer it.2. Emphasis sentence: Who’s that?Teaching Difficulty:How can use “Who’s that?” in dialogue. And answer it.Teaching process:Review:S:The students can be difference between this and that.Take some mask for student, who can introduce that.Use some object on these table for drill the sentence like T.T: Conduct.Student book page 28T: 1) Drill the classroom activities “open your books.”.2) Look the picture at the top of the page.3) Pictures for countries.S: 1) Open the book.2) Look the picture at the top of the page and think it.3) Read after teacher and tape for countries.Play the tape:S: Whose name you hear, then to touch the character and readT: Check the children are touching the correct pictures before moving on. T: 1) Take several masks for students in front of the classroom.2) Play the tape, play one name stop a moment for students read.Example: This is Wang Ling. She from china.S: Read after the tape and think it next one.T: Play the tape and check the students’ write.S: Write the number for these hear.T: Replay the tape.S: Check it with these heard.Step 7:Students book page 29Let’s song:T: play the tape.S: song after the tape.T and S repeat this activity.Step 8:Homework:Teaching your parents for the dialogue and the new words.。
