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

udentshavestudiedEnglishforfouryears,theoveralllevelisaverage.Learningatmosphereisstrong.Mostofthestudents’learninghabitsaregood.Thelearningmotivati

onishigh.Moststudentscanfinishthelearningtaskwell.Thedeficiencyliesintwostagedifferentiationismoreprominent.【Textbookanalysi

s】LiaoningNormalUniversityEnglishisasetofdifficultandeasyteachingmaterials.Thistextbookisforthepurposeofinspiringanddevelopingstuden

ts’interestinlearningEnglish.Letthestudentsdevelopgoodlearninghabitsandformacertainabilitytouseacomprehensi

velanguage.HelpthestudentsunderstandthesimilaritiesanddifferencesbetweenChineseandforeignculture.【Teachingaims】1.Accordingt

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

courseware,teachingtools,thestudentscanlearntouse“Whosesandalsarethese?TheyareLiMing’s,too.”3.Throughli

stening,reading,roleplayandsaysentences,thestudentscanaskandanswerwiththesentencepatterns.4.Trainthestudents’

senseofcooperativelearning.【Teachingimportantpointsanddifficultpoints】Importantpoints:1.listen,say,readandwritethekeyphrases.2.Us

ethesentence“Whose....arethese?Theyare...’s,too.correctly.Difficultpoints:1.Tounderstandandusethesentencepatt

ern“Whose....arethese?Theyare...’s,too.”accordingtotheactualsituation.2.Canusewhosetoasktheownerinyourdailylife.【Teachingprepa

ration】Recorder,wordcards,courseware【Teachingmethods】TPR,Groupcooperation,Task-basedTeaching【Teachingprocedure】Step1Warmingupand

leadingin1.Greetings.TodayLet’scometolearnUnit2together,ok?(Writethetitleontheblackboard)【Designintention】Arousetheinterestandattentionofthestudent

s,enteringtheEnglishclassinapleasantatmosphere.Step2Newpresentationanddrills1.T:Thesedays,It’sgettinghotterandhotter.Summeriscomingsoon.T

odayI’mgoingtothebeachwithmyfriends.Doyouwanttogowithme?Ss:Yes!2.T:Look!Theyareallmyfriends.Weareplayingonthebeach.Youknowwhenweplayoutside,wealw

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

ttothetowel,whatisit?Canyoureaditaccordingtothepronunciation?①Practisethenewwordtowel.(game:Dividegroups)(Write

thewordontheblackboard)②Now,canyouguess,Whosetowelisit?③Inmyopinion,IthinkthetowelisLinda’s.Doyouthinkso?Ss:Ithinkthetowelis...(showther

ightanswertothestudents,andgivethecardtothewinner,”Thetowelisyoursnow.”)④T：Next,Canyouguesstheowneroftheotherthings?Thefirstmodel:Whose...isit?Ith

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

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

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

yoursnow.”)④Apairof...⑤Keysentences:T:Whoseslippersarethese?(Writethesentenceontheblackboard)Whocantrytoanswer?S

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

glasses②T:Whoseglassesarethese?S1:TheyareJolly’s.Thesecondmodel:Whose...arethese?Theyare...’s.(books,pencils,slippers,sneakers,glasses)Step

3PractiseT:Allofyoudidagoodjob.It’saweekend,thechildrenareplayingonthebeach.Butsomethingdangeroushappened,Look!What’sinthewater?【Designi

ntention】Showthebackgroundofthetext.1.Newword:sandals2.Listentothetapeandanswerthequestion.Q:Whosesandalsarethese?3.Followthetapeand

trytoimitate.(yours,mine)4.Readthetextbyourselves.5.Readitinrole.6.Filltheblanksofthesentences.【Designintention】Bylistening,speakingandre

ading,thestudentcanunderstandthedialoguewell.Step4Consolidation1.Listen,matchandwrite.(thekeywordsandsentences)【De

signintention】Consolidatingnewknowledgethroughtempleexercises.)2.Askthestudentstothefrontoftheclassroom,matchthepictur

es,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'renotmine.Whoseisit/arethese?Isi

t/Aretheyyours?Pleasecometomeandgetit(them)back.(yourname)【Designintention】Studentsusenewknowledgeinexpression,achievethepurposeofl

earningtouse.3.Emotioneducation:Theweekendiscoming.Whenyougoouttoenjoythesunshineandthenature,don'tbecareless．Pleasetakegoodcareofyourfollowi

ngs.Step5SummaryT:Wherearethecards?Whocantellmewhatisit?Andtrytousethesewordstomakesentencesabouttheowners

.Step6Homework:①Pleaserecitethewordsandthesentenceswehavelearnt.②Trytowriteanotice，inordertohelptofindtheloser.【Designintention】Studentschooset

heirhomeworkfreelyaccordingtotheirabilities.Step7BlackboarddesignABUnit2TheyareLiMing’sWhosetowelisit?Ithinkit’s...Whoseslippersarethese

?Theyare...sneakersglassessandals