【正文】 Whose 2 ___ this your watch? Yes, it is. A. That C. Whose 3 – Are they in the box? No,they ______. A. are B. aren’ t C. am Bb writing desgin:（板書設(shè)計） Lesson 1 Whose watch is it? watch whose think man ask beautiful right remember Whose watch is it? It’ s Tom’ s watch. 教后反思 第三課時 1 Teaching Topic: Lesson 1 Whose watch is it? Goal request:（教學目的） New words : watch whose think man ask beautiful right remember Some useful expressions : Whose watch is it? It’ s Tom’ s watch. Key difficulty:（教學重難點） Master these words: watch whose think man ask beautiful right remember And master these useful expressions : Whose watch is it? It’ s Tom’ s watch. Teaching times: （教學課時） 3 Teaching method: three doubts three searches Teaching preparation and method: cards, radio Teaching process: Step 1 Warmer （ 5 minutes） First, let the Ss look at these new words : new classroom grade way glass they table behind . Let the Ss through these cards and try to read these new words , and let the Ss know the meaning of these words . Step 2 設(shè)疑自探（ 10 minutes） 1 Let the Ss look at pictures on page 2 and ask： Whose watch is it?Then get the Ss try to read the text and try to answer these questions : (1) Whose watch is it? (2) Whose cup is it? (3) Whose basket is it? Give the Ss five minutes to read the text and answer these questions . Whose ___ is it? – It’ s __’ s ____. 2 In this part , let the Ss master these new words and useful expressions : watch whose think man ask beautiful right remember Whose watch is it? It’ s Tom’ s watch. Lucy’ s cup Jim’ s basket Eve’ s bottle their desk our clock Step 3 解疑合探（ 10 minutes） let the Ss look at Read for fun, in this part let the Ss try to read this part and try to understand the passage: Let the Ss master the following useful expressions。 鼓勵學生大膽說英語，相信希望生的進步，樹立學生的 信心，培養(yǎng)學生朗讀和書寫的習慣。 能聽、說、唱 7首歌謠。 要求學生在課余時間盡量的運 用已經(jīng)學習的英語進行對話。 注重融合學科內(nèi)容，加強學科之間的整合和滲透，讓學生通過英語學習來獲得其他學科的知識。 適當介紹中西方文化，培養(yǎng)學生的愛國主義精神，增強世界意志，為學生的進一步學習奠定良好的基礎(chǔ)。如實施建議中對教學和評價都給出了具體的、符合實際的建議，同時評價方式與方法的舉例非常詳盡，不僅例舉了各項技能不同級別的評價方案 ，還有對評價方案的評析，對老師們在教學中的評價操作具有很強的指導性。工具性與人文性并重的理念符合社會發(fā)展對人才培養(yǎng)的需求。在實踐這一偉大而神圣的工程中請遵循： 育人原則： 千教萬教，教人求真； 千學萬學，學做真人。 育人目標： 情感、態(tài)度、價值真觀。 2．更符合語言學習的規(guī)律。再如修訂稿中的課堂教學用語更具體、更符合實際教學需要，語言也更具有時代氣息。 二、教材分析 本教材的設(shè)計和編寫體現(xiàn)了外語教學思想的繼承和發(fā)展。 注重教材的靈活性和可操作性，以 滿足不同層次的學生的需求。 多看英語畫報，多讀英語故事，多看英語書籍。 能完成 6個自我評價活動。 注重教材的靈活性和可操作性，以滿足不同層次的學生的需求。 Lucy’ s cup Jim’ s basket Eve’ s bottle their desk our clock Step 4 質(zhì)疑再探 （ 7 minutes） 1 In this part, let the Ss practise in pairs. Whose watch is it? It’ s Tom’ s watch. 2 Let’ s act . Step 5 運用拓展（ 8 minutes） Show some exercises on the blackboard,let the students finish it. 1 The glasses are on _____ nose. A. your B. you C. yours 2 ________ can you see? Three. A. How many B. What C. Who Bb writting desgin:（板書設(shè)計） Lesson 1 Whose watch is it? Whose watch is it? It’ s Tom’ s watch. 教后反思 第四課時 Lesson 2 What colour are the trousers? Teaching material analysic:（教材分析） 1. In this text, let the Ss master these new words: shirt trousers hair sock his shorts orange shoe Teaching material analysic:（教材分析） 1. In this text, let the Ss master these new words: these new words： shirt trousers hair sock his shorts orange shoe Goal request:（教學重點） these new words : shirt trousers hair sock his shorts orange shoe 2. Master these useful expressions: What colour are the trousers? They’ re blue. Key difficulty：（教學難點） Master these new words and these useful expressions. Teaching times:1（教學課時） Teaching method：（教學方法） three doubts three searches Teaching preparation and method:（教學用具） cards, radio Teaching process: Step 1 Warmer（ 5 minutes） Good morning， first let the Ss look at these cards : shirt trousers hair sock his shorts orange shoe What colour are the trousers? They’ re blue. Let the Ss master these new words and expressions , let the Ss look at these cards and try to read these again and again . Step 2 設(shè)疑自探（ 10 minutes） , let the Ss look at the dialogue for two times，underline the main words ,phrases and sentences they can’ t read and teacher collect them and write tnem on the Bb, next solve these problems together. 2. Ask them to understand the problems in their groups first. Step 3 解疑合探（ 10 minutes） 1. Read the dialogue first and try to answer these questions: If they have any other questions ,let them speak out. 2. Get some of the Ss to try to ask and act in pairs. 3. Practise in different ways. some pairs to present in groups. Pay attention to add their evaluations. If they have any questions, please give them more helps. Step 4 質(zhì)疑再探（ 7 minutes） The teacher asks: Do you have any questions? If they have some, help them to solve it. Step5運用拓展 （ 8 minutes） the Ss to finish the part 2: Let’ s learn: What colour are the trousers? They’ re blue. the Ss practise it. 3. Practise in pairs. 4. Ask some Ss to present the dialogue in front of the class. Bb Desgin :（板書設(shè)計） Lesson 2 What colour are the trousers? What colour are the trousers? They’ re blue. 教后反思 第五課時 Lesson 2 What colour are the trousers? Teaching material analysic:（教材分析） In this text, let the Ss master new words ,then let the Ss master the useful expressions . shirt trousers hair sock his shorts orange shoe What colour are the coats? They’ re blue. Key difficulty:（教學重點） Let the Ss can use the main dialogue. What colour are the coats? They’ re blue. Teaching times: （教