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Teachingdesignofunit2【Teachingcontent】Unit2,Book8,Grade6(StartfromGrade3,publishedbyLiaoningNormalUniversity.)【Studentsanalysis】Thestudentshavestu

diedEnglishforfouryears,theoveralllevelisaverage.Learningatmosphereisstrong.Mostofthestudents’learninghabitsaregood.The

learningmotivationishigh.Moststudentscanfinishthelearningtaskwell.Thedeficiencyliesintwostagedifferenti

ationismoreprominent.【Textbookanalysis】LiaoningNormalUniversityEnglishisasetofdifficultandeasyteachingmaterials.Thistextbookisforthepurposeofinsp

iringanddevelopingstudents’interestinlearningEnglish.Letthestudentsdevelopgoodlearninghabitsandformacertain

abilitytouseacomprehensivelanguage.HelpthestudentsunderstandthesimilaritiesanddifferencesbetweenChineseandforeignculture.【Teachingaims

】1.Accordingtothelearningaims,thestudentscanlisten,say,readandwritethekeywords”sandals,slippers,sneakers,towel,gl

asses,these.2.Byusingcourseware,teachingtools,thestudentscanlearntouse“Whosesandalsarethese?TheyareLiMing’s,too.”3.Throughlistening,reading,rolepl

ayandsaysentences,thestudentscanaskandanswerwiththesentencepatterns.4.Trainthestudents’senseofcooperativelearning.【Teachingimportantpointsanddiff

icultpoints】Importantpoints:1.listen,say,readandwritethekeyphrases.2.Usethesentence“Whose....arethese?Theyare...’s,too.correc

tly.Difficultpoints:1.Tounderstandandusethesentencepattern“Whose....arethese?Theyare...’s,too.”accordi

ngtotheactualsituation.2.Canusewhosetoasktheownerinyourdailylife.【Teachingpreparation】Recorder,wordcards,courseware【Teachingmethods】TPR

,Groupcooperation,Task-basedTeaching【Teachingprocedure】Step1Warmingupandleadingin1.Greetings.TodayLet’scometolearnUnit2together,o

k?(Writethetitleontheblackboard)【Designintention】Arousetheinterestandattentionofthestudents,enteringthe

Englishclassinapleasantatmosphere.Step2Newpresentationanddrills1.T:Thesedays,It’sgettinghotterandhotter.Summeriscomingsoo

n.TodayI’mgoingtothebeachwithmyfriends.Doyouwanttogowithme?Ss:Yes!2.T:Look!Theyareallmyfriends.Weareplayingonthebeach.Youknowwhenweplayo

utside,wealwaystakemanyfollowings.Now,look,doyouknowwhat’sinthebag?Ss:umbrella,raincoat,camera,watch,card(pk)3.T:Pointtothet

owel,whatisit?Canyoureaditaccordingtothepronunciation?①Practisethenewwordtowel.(game:Dividegroups)(Writethewordontheblackboard)②Now,canyouguess,Wh

osetowelisit?③Inmyopinion,IthinkthetowelisLinda’s.Doyouthinkso?Ss:Ithinkthetowelis...(showtherightanswertot

hestudents,andgivethecardtothewinner,”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:Therearesomanythingshe

re,Weshouldtakegoodcareofthem.Yes?Lookatthisgirl.Sheisverycareful.Shetakeshershoesinherhands..Doyouknowwhatkindofit?①Readit(slip

pers)accordingtothepronunciation.②Pluralformnoun.③Changingthewordslippersinto(sneakers).(Givethecardtothewinne

r,”Thesneakersareyoursnow.”)④Apairof...⑤Keysentences:T:Whoseslippersarethese?(Writethesentenceontheblackboard)Whocantrytoanswer?Ss:The

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

②T:Whoseglassesarethese?S1:TheyareJolly’s.Thesecondmodel:Whose...arethese?Theyare...’s.(books,pencils,slippers,sneakers,glasses)Step3Practise

T:Allofyoudidagoodjob.It’saweekend,thechildrenareplayingonthebeach.Butsomethingdangeroushappened,Look!What’sinthewater?【Des

ignintention】Showthebackgroundofthetext.1.Newword:sandals2.Listentothetapeandanswerthequestion.Q:Whos

esandalsarethese?3.Followthetapeandtrytoimitate.(yours,mine)4.Readthetextbyourselves.5.Readitinrole.6.Filltheblanksofthesentences.【Designint

ention】Bylistening,speakingandreading,thestudentcanunderstandthedialoguewell.Step4Consolidation1.List

en,matchandwrite.(thekeywordsandsentences)【Designintention】Consolidatingnewknowledgethroughtempleexercises.)2.Askthestudentstothefront

oftheclassroom,matchthepictures,andsaytheanswerout.Step5Extension1.Dialogue.Thethirdmodel:A:Excuseme！Whoseisit?B:Ithinkit's's．A:Whosearethese

?Aretheyyours?B:No.They'renotmine.MaybeTheyare's.2.Trytowriteanotice.Thefourthmodel:NoticeIgota/apairofthismorning.It's/They're

notmine.Whoseisit/arethese?Isit/Aretheyyours?Pleasecometomeandgetit(them)back.(yourname)【Designintention】Studentsuse

newknowledgeinexpression,achievethepurposeoflearningtouse.3.Emotioneducation:Theweekendiscoming.Whenyougoouttoenjoythesunshineandthenat

ure,don'tbecareless．Pleasetakegoodcareofyourfollowings.Step5SummaryT:Wherearethecards?Whocantellmewhatisit?Andtrytousethesewordstomakesentencesab

outtheowners.Step6Homework:①Pleaserecitethewordsandthesentenceswehavelearnt.②Trytowriteanotice，inordertohelp

tofindtheloser.【Designintention】Studentschoosetheirhomeworkfreelyaccordingtotheirabilities.Step7BlackboarddesignABUnit2Theyar

eLiMing’sWhosetowelisit?Ithinkit’s...Whoseslippersarethese?Theyare...sneakersglassessandals