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北京课改版英语二年级上册UNIT THREE 练习卷（二年级）同步测试姓名:_____________ 年级:____________ 学号:______________题型选择题填空题简答题xx题xx题xx题总分得分一、xx题（每空xx 分，共xx分）【题文】看图，读单词，将单词的序号写在图中相应位置上。
【答案】1. E 2. D 3. B 4. F 5. C 6. A【解析】略【题文】看图，读单词，将单词与相应的图片连线。
【答案】略【解析】略【题文】判断下列描述是否与所给图片相符，相符的在句子后面的方格内打“√”，不相符的打“×”。
评卷人得分（）1.This is a tiger.（）2. My number is nineteen.（）3. His number is twenty.（）4. I have two bags.【答案】1.× 2.× 3.√ 4.√【解析】略【题文】看图连线。
（将含有相同音节的单词进行连线。
）【答案】略【解析】略【题文】看图，读单词，找出与图片相符的单词，将其序号填在括号内。
1. A. sheep B. bird C. cat2. A. dog B. mouse C. pig3. A. girl B. duck C. eagle4. A. tiger B. cow C. horse【答案】1. A 2. C 3. B 4. C【解析】略【题文】读问句，选择正确的答语。
（）1. What’s your number? A Yes, I （）2. What day is today? B His number is fifteen. （）3. What’s Lala’s number? C It’s Monday.21·cn ·jy·com（）4. How many pigs do you have on your farm? D My number is ten.（）5. Do you have horse on your farm? E I have twenty pigs.【答案】1. D 2. C 3. B 4. E 5. A【解析】略。
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。
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.。
Unit3 Who’s that?Lesson 1⑴教学目标①知识目标：Who’s that? That’s …. He’s from ….②能力目标：Listen, look and say.③情感目标：对外国文化感兴趣，乐于探究。
⑵教学重难点：Know the meaning of the contextual.⑶教学过程：1. Warm-upPractice greetings.Review the structures This is … and This isn’t … . Use the masks.2. Model the dialogPut 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. That’s ….Repeat for other five masks.3. Introduce new charactersDisplay the Cathy and Tommy masks on the other side of the room. Encourage the children to ask, “Who’s that?” and reply, “That’s … .” repeat for the other mask.Have the children ask and answer the question in pairs.4. Talk about the storyHave the children look at the pictures carefully and answer these questions:Who’s that?What are they doing?Who are the new friends?What happened to Mocky?5. StoryNow play the tape. At the end, explain that we say Oh! Poor Mocky! Because he fell down. Poor here means “unlucky” or “unfortunate”.Give the word in Chinese for Ouch!Ask the children to repeat the phrases with plenty of expression, “Oh! Poor Mocky!” “Join us.” and “Ouch!”.Play the tape tw ice more. At the end, encourage the children to say, “Oh! Poor Mocky!” “Join us.” And “Ouch!” each time.6. HomeworkTry to act out the conversation with your partners.7. 教学反思Lesson 2⑴教学目标①知识目标：Who’s that? That’s …. He’s from ….America, China, Canada, Britain, Japan②能力目标：Listen, read and sing.③情感目标：对外国文化感兴趣，乐于探究。
