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Teachingdesignofunit2【Teachingcontent】Unit2,Book8,Grade6(StartfromGrade3,publishedbyLiaoningNormalUnive

rsity.)【Studentsanalysis】ThestudentshavestudiedEnglishforfouryears,theoveralllevelisaverage.Learninga

tmosphereisstrong.Mostofthestudents’learninghabitsaregood.Thelearningmotivationishigh.Moststudentscanfinishthelearningtaskwell.Thedeficiencyliesint

wostagedifferentiationismoreprominent.【Textbookanalysis】LiaoningNormalUniversityEnglishisasetofdifficultandeasyteachingmaterials.Thistextbooki

sforthepurposeofinspiringanddevelopingstudents’interestinlearningEnglish.Letthestudentsdevelopgoodlearninghabitsandformacertainabilitytouseaco

mprehensivelanguage.HelpthestudentsunderstandthesimilaritiesanddifferencesbetweenChineseandforeignculture.【Teachingaims】1.Accordingtothelearningaims,

thestudentscanlisten,say,readandwritethekeywords”sandals,slippers,sneakers,towel,glasses,these.2.Byusingcours

eware,teachingtools,thestudentscanlearntouse“Whosesandalsarethese?TheyareLiMing’s,too.”3.Throughlistening,readi

ng,roleplayandsaysentences,thestudentscanaskandanswerwiththesentencepatterns.4.Trainthestudents’senseofcooperativelearning.【T

eachingimportantpointsanddifficultpoints】Importantpoints:1.listen,say,readandwritethekeyphrases.2.Useth

esentence“Whose....arethese?Theyare...’s,too.correctly.Difficultpoints:1.Tounderstandandusethesentencepatte

rn“Whose....arethese?Theyare...’s,too.”accordingtotheactualsituation.2.Canusewhosetoasktheownerinyourdailylife.【Teachingpreparat

ion】Recorder,wordcards,courseware【Teachingmethods】TPR,Groupcooperation,Task-basedTeaching【Teachingprocedure】Step1Warmingupandleadingin1.Greetings.To

dayLet’scometolearnUnit2together,ok?(Writethetitleontheblackboard)【Designintention】Arousetheinterestandattentionofthestudents,enteri

ngtheEnglishclassinapleasantatmosphere.Step2Newpresentationanddrills1.T:Thesedays,It’sgettinghotterandhotter.Summe

riscomingsoon.TodayI’mgoingtothebeachwithmyfriends.Doyouwanttogowithme?Ss:Yes!2.T:Look!Theyareallmyf

riends.Weareplayingonthebeach.Youknowwhenweplayoutside,wealwaystakemanyfollowings.Now,look,doyouknowwhat’sinth

ebag?Ss:umbrella,raincoat,camera,watch,card(pk)3.T:Pointtothetowel,whatisit?Canyoureaditaccordingtothepronunciation?①Practisethenewwor

dtowel.(game:Dividegroups)(Writethewordontheblackboard)②Now,canyouguess,Whosetowelisit?③Inmyopinion,Ith

inkthetowelisLinda’s.Doyouthinkso?Ss:Ithinkthetowelis...(showtherightanswertothestudents,andgivethecardtothewinne

r,”Thetowelisyoursnow.”)④T：Next,Canyouguesstheowneroftheotherthings?Thefirstmodel:Whose...isit?Ithinkit’s..

.(umbrella,raincoat,camera,watch,card,towel)(Linda’s,LiMing’s,Helen’s,Annie’s,ZhouNa’s)4.T:Therearesomanythingshere,Weshouldtakegoodcareofthem.Y

es?Lookatthisgirl.Sheisverycareful.Shetakeshershoesinherhands..Doyouknowwhatkindofit?①Readit(slippers)accordingtothep

ronunciation.②Pluralformnoun.③Changingthewordslippersinto(sneakers).(Givethecardtothewinner,”Thesneakersareyour

snow.”)④Apairof...⑤Keysentences:T:Whoseslippersarethese?(Writethesentenceontheblackboard)Whocantrytoanswer?Ss:Theyar

eLinda’s.(Givethecardtothewinner,”Theslippersareyoursnow.”)5.Look!Therearesomanythingshere.Whatarethese?①Class---glass--g

lasses②T:Whoseglassesarethese?S1:TheyareJolly’s.Thesecondmodel:Whose...arethese?Theyare...’s.(books,pencils,slippers,sneakers,glass

es)Step3PractiseT:Allofyoudidagoodjob.It’saweekend,thechildrenareplayingonthebeach.Butsomethingdangeroushappened,Look!What’sinth

ewater?【Designintention】Showthebackgroundofthetext.1.Newword:sandals2.Listentothetapeandanswerthequestion.Q:Whose

sandalsarethese?3.Followthetapeandtrytoimitate.(yours,mine)4.Readthetextbyourselves.5.Readitinrole.6.Filltheblanksof

thesentences.【Designintention】Bylistening,speakingandreading,thestudentcanunderstandthedialoguewell.St

ep4Consolidation1.Listen,matchandwrite.(thekeywordsandsentences)【Designintention】Consolidatingnewknowledgethroughtempleexercises.)2.Askthestudentst

othefrontoftheclassroom,matchthepictures,andsaytheanswerout.Step5Extension1.Dialogue.Thethirdmodel:A:Excuseme！W

hoseisit?B:Ithinkit's's．A:Whosearethese?Aretheyyours?B:No.They'renotmine.MaybeTheyare's.2.Trytowriteanotice.Thefourthmodel:

NoticeIgota/apairofthismorning.It's/They'renotmine.Whoseisit/arethese?Isit/Aretheyyours?Pleasecometomeandgetit(them)back.(y

ourname)【Designintention】Studentsusenewknowledgeinexpression,achievethepurposeoflearningtouse.3.Emoti

oneducation:Theweekendiscoming.Whenyougoouttoenjoythesunshineandthenature,don'tbecareless．Pleasetakegoodcareofyourfollowings.Step5SummaryT:Whereareth

ecards?Whocantellmewhatisit?Andtrytousethesewordstomakesentencesabouttheowners.Step6Homework:①Pleaserecitethewordsandthesentenc

eswehavelearnt.②Trytowriteanotice，inordertohelptofindtheloser.【Designintention】Studentschoosetheirhomeworkfreelyaccordingtothe

irabilities.Step7BlackboarddesignABUnit2TheyareLiMing’sWhosetowelisit?Ithinkit’s...Whoseslippersarethese?Theyare...sneak

ersglassessandals