小学二年级UnitThreeWho'sthatBLearntoSay

Unit 3 Who's that?教学重点：句型Who’s that? That’s / It’s Bob.词汇student who教学难点：发音Is she a student? She’s a middle school student.理解She’s so tall！教学过程：一、复习1．组织学生唱一首学过的英文歌曲2．师生进行问答练习〔以一单元学过的语言工程为主〕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、介绍新语言工程与教学方法1．会话教学A: 介绍主题图师：Look at this picture. What do you want to say? What do you want to answer about it?学生可以就主题图内容进行提问，也可以表达看到或想象中图中正在发生的事情。

师生问答：What’s that?(指远处)学生答复：That’s a school.教师提问：What’s that?(指树)学生答复：That’s a tree.教师提问：Who’s that? 〔指Zhou Min〕学生可能答复：That’s a girl. 〔不管学生答复什么，只要与人物有关都可算对〕B: 问答〔在此步骤中，学生初步会用That’s …来答复相应问题〕师：Yes. That’s a girl. What’s her name? Her name is Zhou Min. Who’s that?生：That’s Zhou Min.师生问答〔训练学生熟练运用That’s…的答语的能力〕C: 理解课文 [听配套课文录音三遍]在听每遍录音之前，教师提出一个问题，让学生做到有目的的听录音。

小学二年级英语说课稿《Whosthat》小学二年级英语说课稿《Whosthat》小学二年级英语说课稿《Who sthat》xx为大家整理了小学二年级英语说课稿《Who sthat》，希望大家阅读愉快。

我说课的内容是小学先锋英语第三册Unit3Who sthat?本课是第二课时，学生在第一课时的学习中已经掌握了句型：Who sthat?Thatis .本节课的教学内容是通过看图说话，俩俩对话复习和巩固句型Who sthat?Thatis ，并以此句型为基础，自主听、读、演来学习故事，通过俩俩说、小组说的形式来学习句型：This(That)is ，he/sheisfrom .扩展学习句型：I mfrom(),China.本课以句型训练为主线，通过看、听、说、演练、等一系列教学活动，使学生获得英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。

同时，我在教学中始终注意关注学生的情感，创造和谐、民主、宽松的学习氛围，激发学生学习英语的兴趣和愿望，并且使学生通过合作学习体验集体荣誉感和成就感，从而树立自信心，发展自主学习的能力和团结协作精神。

接下来我分析一下本课的教学目标：依据：《英语课程标准》的要求，基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

现将本课的教学目标设计如下：知识目标：1、使学生掌握句型：whoisthat?Thatis He/Sheisfrom(Canada/China )2、三会单词：BritainCanadaChina3.扩展句型：I mfrom(),China.技能目标：(1)用PPT方式提供一定主题内容的图片和关键词句，培养学生在keypoints辅助下进行口语表达的能力;(2)通过师生问答、俩俩对话、小组对话角色扮演等多种言语交际活动培养和提高口语交际能力和在日常生活中迁移运用英语的能力;(3)通过自主听故事，使学生在语篇的听读中增强语感，提高听力.情感态度目标：通过本课的学习使学生有兴趣听、说英语，通过句型的学习，潜移默化地渗透思想品德教育，使学生意识到自己来自中国，香港、台湾是中国领土的一部分。

Unit3:Who' s that?Lesson 2Teaching contents : page 28 and page 29Teaching key points ：Introduce somebody （use “This is ……He’s from…）Teaching difficult points :： He’s from…Britain 。

（Canada ）Teaching aids：:1》 Enlarge and photocopy Drillcard Master 3 (page 70) onto light card .Cut it up to make a set of drillcards.2》Teacher’s set of nine character masks .3》Flags （Canada and Britain ）Teaching procedures ：Step1. ReviewThis activity reviews the difference between this and that .1).Give a student Mocky’s mask, letting him standing in a side of theclassroom. Hold up Uncle Booky’s mask and say：“This is UncleBooky.”Indicate the student across the room and say：“That’s Mocky.”2.) Hold up a different masks and repeat the sentences. Make it clear withyour gestures that this is used for someone near you and that is for someonefarther away .3.) Have the objects from unit 2 ,Lesson 2s on the table. Hold up a pen ,for example, and move away from your table . Say , “This is a pen.”Pointto another object on the table and say：“That’s a (pencil).”Repeat theprocedure with the other objects and have the student say the words afteryou in a class drill..Step2. Learn and say1.) Give the command :" Open your books." Draw the student’s attention tothe picture at the top of the page.2.) Let the student look at the national flags on the characters’T –shirts.Ask them if they can tell where they are from.3.)Explain to the student that you want them to touch the character whosename they hear when you play the tape .4.)Play the tape , pausing after each character’s name . Check the studentare touching the correct pictures before moving on .5.)Choose 4 students to stand in front of the classroom . Add the WangLing ’s mask to the collection and give each student a mask .Ask theclass to name each character.6.)Replay the tape , stopping after the first name on the tape ( Wang Ling) ,point to the student who holds the Wang Ling ’s mask. Say: This is WangLing. She ’s from China.”7.)Continue with the remaining names.Step 3 Listen to this1.) Let the student open the book page 28. Draw their attention to the“Listento this”picture.2.) Display your copy of the page and point to Tommy inthe first picture. Ask , “Who’s this ?” The students should answer “Tommy.”3.)Repeat this for the rest pictures.4.)Tell the student, the teacher prepares to put the recording, wanting them bythe side of each diagram of mark out the sequence of the dialogue in small square space (1,2,3 and 4)5.) Play the tape , pausing 2 or 3 seconds after one pair of sentences at a time .6 ）Play the tape again , this time have the students check the answer.7.) The whole class of · checks figures the answer together.（the teacher says a number and the student say the name of the character.）Step 4 Sing a song1.)Have the students open the book at page 29, say：" We’re going to learna song about Mocky and Lulu.”2.)Read the words to the students ,pointing to each word .3.)Play the first two lines of the song several times , and encourage thestudents to join in by singing ,humming or clapping.4.))Play the rest of the song ,two lines at a time , and each time encouragethe students to join in.Step 5 SummaryHomework: Listen to tape at Page 26,27,28 and 29.Blackboard writing:Unit3:Who' s that?This is （ Tommy ）. That’s （Wang Ling）…He’s from （Britain）. She’s from （China） .Who’s that ？ Hi， Mocky .Who’s that ？ Hi， Mocky .That’s Mocky . I’m Lulu .That’s Mocky . You ’re Mocky . 教学后记。

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.百度文库是百度发布的供网友在线分享文档的平台。

Unit3:Who' s that?Lesson 2Teaching contents : page 28 and page 29Teaching key points ：Introduce somebody （use “This is ……He’s from…）Teaching difficult points :： He’s from…Britain 。

（Canada ）Teaching aids：:1》 Enlarge and photocopy Drillcard Master 3 (page 70) onto light card .Cut it up to make a set of drillcards.2》Teacher’s set of nine character masks .3》Flags （Canada and Britain ）Teaching procedures ：Step1. ReviewThis activity reviews the difference between this and that .1).Give a student Mocky’s mask, letting him standing in a side of theclassroom. Hold up Uncle Booky’s mask and say：“This is UncleBooky.”Indicate the student across the room and say：“That’s Mocky.”2.) Hold up a different masks and repeat the sentences. Make it clear withyour gestures that this is used for someone near you and that is for someonefarther away .3.) Have the objects from unit 2 ,Lesson 2s on the table. Hold up a pen ,for example, and move away from your table . Say , “This is a pen.”Pointto another object on the table and say：“That’s a (pencil).”Repeat theprocedure with the other objects and have the student say the words afteryou in a class drill..Step2. Learn and say1.) Give the command :" Open your books." Draw the student’s attention tothe picture at the top of the page.2.) Let the student look at the national flags on the characters’T –shirts.Ask them if they can tell where they are from.3.)Explain to the student that you want them to touch the character whosename they hear when you play the tape .4.)Play the tape , pausing after each character’s name . Check the studentare touching the correct pictures before moving on .5.)Choose 4 students to stand in front of the classroom . Add the WangLing ’s mask to the collection and give each student a mask .Ask theclass to name each character.6.)Replay the tape , stopping after the first name on the tape ( Wang Ling) ,point to the student who holds the Wang Ling ’s mask. Say: This is WangLing. She ’s from China.”7.)Continue with the remaining names.Step 3 Listen to this1.) Let the student open the book page 28. Draw their attention to the“Listento this”picture.2.) Display your copy of the page and point to Tommy inthe first picture. Ask , “Who’s this ?” The students should answer “Tommy.”3.)Repeat this for the rest pictures.4.)Tell the student, the teacher prepares to put the recording, wanting them bythe side of each diagram of mark out the sequence of the dialogue in small square space (1,2,3 and 4)5.) Play the tape , pausing 2 or 3 seconds after one pair of sentences at a time .6 ）Play the tape again , this time have the students check the answer.7.) The whole class of · checks figures the answer together.（the teacher says a number and the student say the name of the character.）Step 4 Sing a song1.)Have the students open the book at page 29, say：" We’re going to learna song about Mocky and Lulu.”2.)Read the words to the students ,pointing to each word .3.)Play the first two lines of the song several times , and encourage thestudents to join in by singing ,humming or clapping.4.))Play the rest of the song ,two lines at a time , and each time encouragethe students to join in.Step 5 SummaryHomework: Listen to tape at Page 26,27,28 and 29.Blackboard writing:Unit3:Who' s that?This is （ Tommy ）. That’s （Wang Ling）…He’s from （Britain）. She’s from （China） .Who’s that ？ Hi， Mocky .Who’s that ？ Hi， Mocky .That’s Mocky . I’m Lulu .That’s Mocky . You ’re Mocky . 教学后记。

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。

小学二年级英语说课稿《Whosthat》各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢小学二年级英语说课稿《who’sthat》中国（）为大家整理了小学二年级英语说课稿《who’sthat》，希望大家阅读愉快。

我说课的内容是小学先锋英语第三册Unit3who’sthat?本课是第二课时，学生在第一课时的学习中已经掌握了句型：who’sthat?Thatis….本节课的教学内容是通过看图说话，俩俩对话复习和巩固句型who’sthat?Thatis…，并以此句型为基础，自主听、读、演来学习故事，通过俩俩说、小组说的形式来学习句型：Thisis…，he/sheisfrom….扩展学习句型：I’mfrom,china.本课以句型训练为主线，通过看、听、说、演练、等一系列教学活动，使学生获得英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。

同时，我在教学中始终注意关注学生的情感，创造和谐、民主、宽松的学习氛围，激发学生学习英语的兴趣和愿望，并且使学生通过合作学习体验集体荣誉感和成就感，从而树立自信心，发展自主学习的能力和团结协作精神。

接下来我分析一下本课的教学目标：依据：《英语课程标准》的要求，基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

现将本课的教学目标设计如下：知识目标：1、使学生掌握句型：whoisthat?Thatis…He/Sheisfrom2、三会单词：Britaincanadachina3.扩展句型：I’mfrom,china.技能目标：用PPT方式提供一定主题内容的图片和关键词句，培养学生在keypoints辅助下进行口语表达的能力;通过师生问答、俩俩对话、小组对话角色扮演等多种言语交际活动培养和提高口语交际能力和在日常生活中迁移运用英语的能力;通过自主听故事，使学生在语篇的听读中增强语感，提高听力.情感态度目标：通过本课的学习使学生有兴趣听、说英语，通过句型的学习，潜移默化地渗透思想品德教育，使学生意识到自己来自中国，香港、台湾是中国领土的一部分。

北师大小学英语一起点二年级英语知识需要巩固背诵单词和课文，不要粗心大意。

北师大小学英语一年级起点伴你成长快乐学习！北师大版二年级英语上册教案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, another 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:北师大小学英语一起点T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor her 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.相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。