Unit 3 Who's that?单元设计(将用5课时授完)
石岐中心小学 杨丽萍
第一课时 Let’s learn
【教学内容】
本课是第一课时，学生在一年级时已经学习了一些有关人物的句型：Who’s this? This is my mother/ father/ brother/
sister/… 本节课的教学内容是以教材提供的主题句型That/This is… She/He’s from….为起点，通过看图说话，自主学习对话等活动，使学生能够介绍生活中所出现的人物，有效地进行英语交际，编演自己喜欢的故事。
【学情分析】
1． 知识基础：学生已学习了一些有关人物的句型：Who’s this? This is my mother/
father/ brother/ sister/…
2．能力基础：学生掌握了初步的电脑使用能力，能自主听读所需网络资源；通过一年级及前两个单元的英语学习，学生有了一定的英语交际能力
3． 情感态度基础： 学生对于角色表演和生动的集声音、图片为一体的flash比较感兴趣，乐于学
习，乐于参与到对话、故事学习当中。
【活动目标】
（1） 根据教学主题的需要和交际的需要，借助多媒体网络资源学习对话；
（2） 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key points辅助下进行口语表达的能力；
（3） 通过师生问答、俩俩对话、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；
（4） 通过自主听情景对话、歌曲、听故事，使学生在语篇的听读中增强语感，提高听力，并在该过程中逐步培养和提高运用现代信息技术辅助学习的意识和能力；
（5） 通过对话的学习，潜移默化地渗透思想品德教育，通过表演活动逐步培养孩子们的相互协作意识。
【资源准备】
1. 学生自带的家庭生活照片
2. 自主听读资源
3. 辅助言语交际的材料：PPT, 图片
【活动过程】
? Step 1 Warm up
Model: The teacher and one student give a model. 老师拿出自己的家庭照片，与一学生做示范，然后让学生拿出自己的照片两两说。
Pair work: (PPT) A: My name is … What’s your name?(practice1-1)
B: My name is …
A: Look, this is my family.
B: Who’s this?
A: This is my father/…
Check: Choose 2 groups to show their talk.
Step II自主学习，情景对话(8mins)
T：Here are 4 dialogues for you to learn. (3mins)
Dialogue 1-1: This is Tommy. He’s from Britain.
This is Cathy. She’s from Canada.
That’s Wang Ling. She’s from China.
That’s Peter. He’s from America.
Dialogue 1-2: Who’s that?
That’s Lily.
Where is she from?
She’s from America.
Dialogue 1-3: She’s pretty.
He’s handsome.
You’re cute.
Dialogue 1-4: Who’s this?
This is Cathy.
She’s from Canada.
Who’s that?
That’s Tommy.
He’s from Britain.
That’s = That is Who’s = Who is
Step III 联系实际, 运用语言(practice1-2)
Model: Show some pictures: Ann, Tommy, Cathy, Peter, Wang Ling
T: Who’s this/ that?
S: This is …
T: Where is she from?
S: She’s from…
T: Is she pretty?
S: Yes, she is pretty.
? Practice: Lead Ss to say the target language of page 28 Learn to read the
sentences
? Check: Choose one group to show their talk.
Step Ⅳ Practice1-3
PPT talking ( key words):
pictures: Yao Ming Michael Jorden Andy Lau
China America China
Key words: Who’s that/ this?
This/ That’s …
Where is he/ she from?
He/ She’s from…
He’s handsome/ She’s pretty.
? Model: The teacher and one student give a model.
? Practice: work in pairs with the key points.
? Check: Choose one group to show their talk.
Step Ⅳ Readings (8mins)
T：Here are 2 readings for you, please learn by yourself.
Reading1:
Britain’s flag: this is the flag of Britain. They are blue, white and red. Its
shape looks like our character “米”
Canada’s flag: this is the flag of Canada. It’s white and red. It has a maple
leave on it.
China’s flag: this is the flag of our country, China. It is red. You can see
five stars on the flag. One big star and four small stars.
America’s flag: There is a blue rectangle on the flag. And in the rectangle,
there are 50 white stars. Besides, you can also see 13 red stripes.
German’s flag: German flag has three horizontal rectangles; they are blue, white
and red.
French’s flag: French flag has three vertical rectangles; they are blue, white
and red.
Reading2:
A: Who’s this man in white?
B: Oh, it’s Beckham. He’s from England.
A: He’s handsome. I like him very much.
B: He’s a good football player. He’s one of the most popular football players
in the world.
A: Who’s this man in this picture?
B: Oh, he’s Raul Gonzalez. He’s from Spain.
A: Is he a football player, too?
B: Yes, He’s another famous football player in Real Madrid.
Step Ⅴ Make a dialogue according to the pictures( practice1- 4)
Key words: A: Who’s that?
B: She is pretty. / He is handsome.
A: Where is she/ he from?
B: Do you like NBA?
A: Yes, I like NBA, it’s from America.
B: Do you like Canada?
A: Yes, I like the flag of Canada.
? Model: Teacher gives a model with a student.
? Practice: the pictures in page 28
? Check: Choose one group to show their talk.
Step Ⅵ Learn a song : Who’s that?
Step Ⅶ Homework
Draw some flags of the countries and try to write a sentence in each picture.
第二课时 Who’s that?
【教学内容】
本课是第二课时，学生在上一课时学会了有关4个国家的旗帜和谈论有关别人的情况的句型,如Who’s that? Where is he from? She’s
pretty. He’s handsome等句型, 本节课的教学内容是以教材提供的情景句型Join us! Oh, poor Mocky! Ouch!为起点，通过看图说话，自主学习、协作表演和自主听、读、演故事等活动，使学生能够介绍生活中所出现的人物，有效地进行英语交际，编演自己喜欢的故事。
【活动目标】
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key points辅助下进行口语表达的能力；
２． 通过师生问答、俩俩对话、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． 通过自主听情景对话，使学生在语篇的听读中增强语感，提高听力，并在该过程中逐步培养和提高运用现代信息技术辅助学习的意识和能力；
４． 通过故事的学习，潜移默化地渗透思想品德教育，通过表演活动逐步培养孩子们的相互协作意识。
【学情分析】
1．知识基础：学生已学习了一些有关人物的句型：Who’s this/that? Where is she /he from? 4个国家和国旗等等。
2． 能力基础：学生掌握了初步的电脑使用能力，能自主听读所需网络资源；通过一年级及前两个单元的英语学习，学生有了一定的英语交际能力
3． 情感态度基础： 学生对于角色表演和生动的集声音、图片为一体的flash比较感
兴趣，乐于学习，乐于参与到对话、故事学习当中。
【资源准备】
1. 自主听读资源
2. 辅助言语交际的材料：PPT 、图片
【活动过程】
? Step Ⅰ Warm up
With pictures free talk: Yaoming, Andy Lau, Michael Jordan(practice2-1)
Key words: Who’s that?
Is he handsome?
Where is he from?
Do you like?
Can you tell something about?
? Model: The teacher and one student give a model.
? Practice: work in pairs with the key points.
? Check: Choose one group to show their talk.
Step II自主学习Page26 reading
T：Here is 1 reading for you to learn. Please learn by yourself.
Reading 2-1:
Mocky: Hi, Ken!
Ken: Hi, Mocky! Come on, Mocky! Join us,
Cathy: Who’s that?
Ann: That’s Mocky.
Mocky: Who’s this?
Ken: This is Cathy. She’s from Canada.
Mocky: Who’s that?
Ken: That’s Tommy. He’s from Britain.
Mocky: Hi, Cathy! Hi, Tommy!
C/T: Hi, Mocky!
Mocky: Ouch!
Ken: Oh, Poor Mocky!
Step III 联系实际, 运用语言
? Practice: tell some pictures. T can shut down the button which has the appearance
of the sentences
? Teach the sentences: Join us.
Oh, poor Mocky!
Ouch!
? Check: Lead Ss to say the target language of page 26
Step Ⅳ Practice
? 角色扮演reading2-1
四人一组，有Mocky, Cathy, Tommy, Ken四个角色，小组根据情境扮演。
Check: select 2 pairs to lay out the reading 2-1
Step Ⅴ Do more Readings
T：Here are 3 readings for you, please learn by yourself.
Reading2-2 :
Woman: Who’s that boy?
Man: He’s my little brother.
Woman: What’s he doing now?
Man: He’s feeding his dog.
Woman: Does he like the dog?
Man: Yes, he likes the dog very much.
Reading 2-3:
Candy: Want to play?
Bill: Sure.
Candy: I’m Candy. What’s your name?
Bill: My name is Bill.
Dale: Hi, Candy!
Bill: Who’s he?
Candy: He’s my friend, Dale.
Bill: Hi, Dale.
Dale: Hi, Bill.
Reading 2-4:
A: Who’s that man, Tom?
B: Which one?
A: The one in the black hat.
B: Yes, I do. He’s Mr Smith. He’s my father’s friend.
A: Where is he from?
B: He is from Canada. He’s Canadian.
A: What language does he speak?
B: He speaks both English and French.
A: Does he speak Chinese?
B: No, he doesn’t.
A: What does he do?
B: He’s a farmer. He has a big farm. On the farm, there are a lot of cows, horses,
pigs, hens and ducks.
? Teach: What language does he/ she speak?
What does he/ she do?
Step Ⅴ Make a dialogue according to the pictures (practice2-2)
Key words: Who’s that?
Which one?
Where is she from?
Is she pretty?/ Is he handsome?
What language does he speak?
What does he do?
? Model: Teacher gives a model with a student
? Practice: work the dialogue in pairs with your photo
? Check: Choose one group to show their talk.
Step Ⅶ Homework
Retell the story of Page 26 to your dad or mum.
Model: One day, Ken, Cathy, Tommy are playing. Mocky is coming, says “Hi!” to
Ken, Key say, “ Come on, Mocky! Join us.” Mocky meets two friends. One is Cathy,
she’s from Canada. One is Tommy. He’s from Britain. “ Oh, poor Mocky!” He fell
down. Mocky says “ Ouch!”
第三课时 Sounds and letters
【教学内容】
本课是第三课时，学生在前面已经学习了一些字母，Aa-Hh， 本节课的教学内容是以教材提供的字母Jj, Kk, Ll, Mm, Nn五个字母及相关的单词为主，通过字母发音归类，编歌谣的活动，使学生能掌握五个字母及学会给它们的发音归类，用所学过的单词及句型编演自己喜欢的歌谣。
【活动目标】
1．教学主题的需要和交际的需要，借助多媒体网络资源学习歌曲；
2．PPT方式提供一定主题内容的图片和关键词句，培养学生在key points辅助下进行口语表达的能力；
3 师生问答、俩俩对话、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；
4． 通过自主听由字母编写的歌曲，使学生在语篇的听读中增强语感，提高听力，并在该过程中逐步培养和提高运用现代信息技术辅助学习的意识和能力；
5． 通过故事、歌谣的学习，潜移默化地渗透思想品德教育，通过表演活动逐步培养孩子们的相互协作意识。
【学情分析】
1．知识基础：学生已学习了一些有关人物的句型：Who’s this/that? Where is she /he from? 4个国家和国旗和一些谈论朋友的句型，如What
language does he/she speak? What is he/she doing? What does he/she do? 等等。
2．能力基础：学生掌握了初步的电脑使用能力，能自主听读所需网络资源；通过一年级及前两个单元的英语学习，学生有了一定的英语交际能力
3 情感态度基础： 学生对于角色表演和生动的集声音、图片为一体的flash比较感兴趣，乐于学习，乐于参与到对话、故事学习当中。
【资源准备】
1. 自主听读资源
2. 辅助言语交际的材料：PPT、图片
【活动过程】
? Step 1 Warm up
Some pictures with free talk (practice3-1)
key words : Who’s that?
Where is she from?
Is she pretty?/ Is he handsome?
What language does he speak?
What does he do?
What’s he doing?
Step II自主学习资源
T：Here are 5 rhymes for you to learn. (3mins)
Jj: jacket, jean, jump, jeep
Rhyme 3-1: One little insect, jump, jump, jump. Jump over the jeans, jump over
the jacket, jump into the jeep, to have a good sleep.
Kk: kangaroo, bike, walk, key
Rhyme 3-2: Kangaroo: Hello, little kangaroo. Let’s go to school.
Monkey: Hello, little monkey. I have no key for my bike.
Kangaroo: I can jump.
Monkey: I can walk to school.
Ll: lemon, ladder, lizard, plate
Rhyme 3-3: Lily has a yellow lemon,
Little lemon, little lemon.
Lily has a yellow lemon,
It’s on her plate.
Lily has a little lizard,
Little lizard, little lizard,
Lily has a little lizard,
It’s on the ladder.
Mm: moon, mango, money, mouse
Rhyme 3-4: It’s in the evening.
The moon is in the sky.
A little mouse comes out.
He sees a mango.
It’s big and sweet.
He takes it home.
They are all happy.
Nn: nose, net, nest, noodles
Rhyme 3-5: Nn…Nn…Nn net
Nn…Nn…Nn nest
Nn…Nn…Nn noodles
Nn…Nn…Nn nose
Net, nest, noodles, nose.
Step III 联系实际, 运用语言，自编歌谣
? T checks their self-learning, say some words according to some pictures:
Jj: jacket, jeep, jump, jeep
Kk: kangaroo, bike, walk, key
Ll: lemon, ladder, lizard, plate
Mm: moon, mango, money, mouse
Nn: nose, net, nest, noodles
? Say the chant or you can say some other chants about the letters.
Teacher gives a model to say a chant.
Model: Jeep, jeep, a brown jeep
Kite, kite, I fly a kite.
Lemon, lemon, a yellow lemon.
Moon, moon, it’s at night.
Noodles, noodles, I like noodles.
? Model: Teacher gives a model
? Practice: work the dialogue in pairs with the words of Page 31
? Check: Choose one group to show their chant.
Step Ⅳ Do more dialogues
T：Here are 3 dialogues for you, please learn by yourself.
Dialogue 3-1:
Janet: Hello! I’m Janet. What’s your name?
David: Hi. My name is David. How do you spell “Janet”?
Janet: J-a-n-e-t. and you?
David: Oh, D-a-v-I-d. Where are you from?
Janet: I’m from Britain. And you?
David: I’m from Britain, too. Nice to meet you!
Janet: Nice to meet you too. I’m in Class 1, Grade 2. What class are you in?
David: Oh, Really? I’m in Class 1, Grade 2. We are classmates.
( 注释：class 班级，grade 年级)
Dialogue 3-2:
Mum: Hi! How are you?
Bill: Fine. I’m doing my homework.
Mum: Oh, are you learning about countries?
Bill: Yes. Look, this is Canada. It’s very big.
Mum: Yes, it’s big.
Bill: But Russia is bigger.
Mum: Yes. Can you find China?
Bill: Yes, it’s right here, that pink country.
Mum: England is a very small country. Your grandmother lives there.
Bill: En… where does Uncle Bob live, Mum?
Mum: Uncle Bob? En… he’s..er... over here, in America.
Bill: Very far away.
Mum: Yes. En…our home country is down here.
Bill: Australia.
Mum: Australia, yes.
（注释： Russia: 俄国，England: 英格兰， big：大的， bigger： 更大）
Dialogue 3-3:
A: Look, this is a panda. I like pandas.
B: it’s white and black. Where is he from?
A: He’s from China.
B: China is beautiful.
A: Yes, welcome to our China. Where are you from?
B: I’m from Australia.
A: Oh, Australia, kangaroo is in Australia.
B: Yes, I like kangaroos. It has long and strong legs. It can run and jump fast.
And the baby kangaroo often stays in her mother’s pouch.
A: I like kangaroos, too. It’s cute.
B: Look at this picture 3, oh, I see, it’s from Spain.
A: Yes, Look at the man . It looks dangerous.
B: He is fighting against a bull. And the bull fighting is in Spain every year.
（注释：pouch：袋鼠的肚袋， dangerous：危险的， the bull fighting：斗牛）
Step III Practice
? Model: Teacher gives a model with a student( practice3-2)
PPT: A: What’s your name?
B: How do you spell your name?
A: Do you like pandas?
B: It’s black and white. I like it.
A: Where is he from?
B: He’s from China.
A: I like China. China is beautiful. And you/
B: I like Australia. I like kangaroos.
A: Oh! It’s cute. Baby kangaroo is in mother kangaroo’s pouch.
? Practice: work the dialogue in pairs with the picture.
? Check: Choose one group to show their talk.
Step Ⅳ Learn a rhyme3-6: The girl has a kite.
T: Here’s a rhyme for you , learn by yourself and then say together.
Rhyme3-6: The girl has a kite. The girl has a jacket. The girl has a lemon.
It’s in her hand. It’s in her hand. It’s in her hand.
She is happy. She is happy. She is not happy.
With a kite in hand. With a jacket in hand. With a lemon in hand.
Step Ⅵ Homework
Draw some words about letters from J to N or make a chant with the letters
第四课时：Uncle Booky’s storytime
【教学内容】
本课是第四课时，本节课的教学内容是以教材提供的superman为起点，在故事情节中学会句型：I’m coming. Fire! Help! 然后通过学生喜欢的superman的形象，自主学习、协作表演等活动，展开如果自己是一个superman的讨论，使学生能够有效地进行英语交际，并学唱自己喜欢的歌曲，编演自己喜欢的故事。
【活动目标】
a) 据教学主题的需要和交际的需要，借助多媒体网络资源学习歌曲；
b) 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key points辅助下进行口语表达的能力；
c) 通过师生问答、俩俩对话、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；
d) 通过自主听情景对话、歌曲、听故事，使学生在语篇的听读中增强语感，提高听力，并在该过程中逐步培养和提高运用现代信息技术辅助学习的意识和能力；
e) 通过故事的学习，潜移默化地渗透思想品德教育，通过表演活动逐步培养孩子们的相互协作意识。
【学情分析】
1．知识基础：学生已学习了一些有关人物的句型：Who’s this/that? Where is she /he from? 4个国家和国旗和一些谈论朋友的句型，如What
language does he/she speak? What is he/she doing? What does he/she do? 在第三课时里，还学习了有关JJ-Ll的一些chants和一些谈论国家一些特色的文化，如澳大利亚的袋鼠，西班牙的斗牛和中国的熊猫等等。
2 能力基础：学生掌握了初步的电脑使用能力，能自主听读所需网络资源；通过一年级及前两个单元的英语学习，学生有了一定的英语交际能力
3 情感态度基础： 学生对于角色表演和生动的集声音、图片为一体的flash比较感
兴趣，乐于学习，乐于参与到对话、故事学习当中。
【资源准备】
1. 自主听读资源
2. 辅助言语交际的材料：PPT 、图片
【活动过程】
? Step 1 Warm up (practice 4-1)
Free talk: Who’s that?
Which one?
What’s his name?
How do you spell the name?
Where is she from?
Is she pretty?/ Is he handsome?
What language does he speak?
What does he do?
What’s he doing?
? Model: Teacher gives a model with a student.
? Practice: work in pairs
? Check: Choose 2 groups to show their talk.
Teacher and students can talk each other or between students.
Step II自主学习Page36 Uncle Booky’s storytime
老师出示超人的图片，并在自主学习前提出几个问题，如下：
Questions: Who’s he? What’s he doing? What color is his clothes?
T：Here is 1 story for you to learn. Please learn by yourself.
Reading 2-1:
Boy: Help! Help!
Superman: I’m coming.
Man: Who’s that?
Man: Fire! Fire!
Superman: I’m coming.
Man: Who’s that?
Woman: Thief! Thief!
Superman: I’m coming.
Man: Who’s that?
Superman: I’m coming.
Man: Who’s that?
Superman: I’m coming.
Oh, poor deer.
Man: Who’s that?
Mother: Oh, that’s you, my boy!
Step III 联系实际, 运用语言
? Practice: tell the pictures from page 36 ,T can shut down the button which
has the appearance of the sentences
? Teach the sentences: I’m coming.
Fire! Fire!
Thief! Thief!
Help! Help!
? Lead Ss to say the target language of page 36
? 角色扮演reading2-1
四人一组，有至少Mother, Superman, Man, Woman四个角色，小组根据情境扮演。
Check: select 2 pairs to lay out the reading 2-1
Step Ⅳ Do more Readings
T：Here are 3 readings for you, please learn by yourself.
Reading4- 2 : If I were
Cat: If I were a pilot, I could fly a plane up high in the sky.
If I were only a doctor, I could help people get well when they are sick.
If I were only a fishman, I could feed everyone in the city.
If I were only a policeman, I could catch all the criminals.
If I were only a carpenter, I could build wonderful new house.
If I were only a farmer, my farm would grow rice for my nation
If I were only a teacher, I could help children learn to read wonderful books.
Reading 4-3: When I grow up
When I grow up, I want to be a fireman.
I will wear a red hat and a red jacket.
I will ride a red fire engine, too.
When I see a house on fire, I will yell: Fire! Fire! Get out of my way!
Here I come!
When I grow up, I want to be a doctor.
…
Reading 4-4: Who’s your hero?
Let’s talk about heroes.
A: My hero is my father, he is a driver, he has a taxi. Who’s your hero?
B: My hero is my father. He is a doctor. He has a car. Who’s your hero?
C: My hero is my father too. He’s a manager and he has a plane. Who’s your hero?
D: My father is my hero. He has a spaceship.
ABC: Wow!
Step Ⅴ Talk about your hero or tell us something about “ If you were a superman”
( practice 4-2)
Key words: My hero is … He’s a … He has…
When I grow up, I want to be …
If I were a superman, I could….
Model: My hero is my father. He’s a driver. He has a car.
When I grow up, I want to be teacher.
If I were a superman, I could help children to learn more.
? Model: Teacher gives a model
? Practice: work the dialogue in pairs
? Check: Choose one group to show their idea.
Step Ⅶ Homework
1. Retell the story of page 36 to your dad or mum.
Model: One day, a boy say, “ Help! Help! in the water. A superman is coming.
A house is burning. “ Fire! Fire! The superman is coming. Look, a thief, a thief!
A superman is coming. “ A deer is hurt. ”The superman is coming. Oh, do you
know, the superman is Ken.
2. Talk about your dream, and make a story “ If I were…”, you can draw some
pictures about that or write some words.
Model: If I were a pilot, I could fly a plane up high in the sky.
If I were only a doctor, I could help people get well when they are sick.
If I were only a fishman, I could feed everyone in the city.
If I were only a policeman, I could catch all the criminals.
If I were only a carpenter, I could build wonderful new house.
If I were only a farmer, my farm would grow rice for my nation
If I were only a teacher, I could help children learn to read wonderful books.
