Welcome to Sunshine Town语法课为例进行教学，该教学以归纳式、启发式的语法教学方式为主，旨在体现学生在语法学习过程中的主体地位，摆脱传统的填鸭式语法教学。下面小编为大家带来了Welcome to Sunshine Town 教案，欢迎阅读！

**Teaching aims:**

Knowledge aims:

Students can grasp the usage of the possessive form --- ’s and ’.

Ability aims:

Students can use the possessive form correctly to express the idea of belonging.

Students can summarize the rules of how to use possessive form by autonomous learning and cooperative learning.

Emotional aims:

Students will be more interested in English grammar learning and active in taking part in class activities.

**Teaching key points and difficult points:**

Key points:

Students can grasp the usage of the possessive form --- ’s and ’.

Students can summarize the rules of how to use possessive form.

Difficult Points:

Students can use the possessive form correctly to express the idea of belonging.

Students will be more interested in English grammar learning.

**Teaching procedures:**

Step 1 Lead-in

Guessing game: Whose book is it? The teacher choose something from students’ tables and ask students to guess whose book /eraser/pen… it is. Students can just say the name, for example, Jack, Tom and Peter.

(Justification: playing games with students can arouse their interest in this class, and the game is also about the topic of “belonging”, so it will help to lead in naturally.)

Step 2 Presentation

① Show some pictures on the screen: hat, key, postcards, poker, and so on. Then play the radio and ask students to listen for the question: Whose hat/postcards… is it/are they? This time, students will hear the “s” sound after the name.

② Group work: students work in group to find the rules of how to use possessive form. They can refer to the examples on activity A on page 35.

③ The teacher invites some groups to share their ideas, and help to conclude the rules:

Singular noun + ’s e.g. school’s, Mark’s, Dickens’s

Plural noun (ending in -s) + ’ e.g. students’, kids’

Plural noun (not ending in -s) + ’s e.g. women’s, children’s

(Justification: students can get familiar with the possessive form through the authentic listening material, and they also can improve the ability to cooperate with others and summarize the rules.)

Step 3 Practice

① Create a situation that some exchange students will come to our school, and some students prepare presents for them. They are Daniel, Kitty, and Millie. But they mix up the presents. Can you help them to find which things belong to which student? Then students can finish this task on their books and write “Millie’s, Kitty’s, or Daniel’s”.

(Justification: students practice the usage of possessive form in a situation so that they can understand the meaning of this grammar point better.)

② Distinguish the abbreviation from the possessive form:

e.g. Peter’s a good student.

Peter’s pens are lost.

(Justification: sometimes students would confused about these two forms, so this practice can help them avoid making some mistakes previously.)

Step 4 Production

Students make a conversation in group of four to talk about the belongings of themselves. Then the teacher invite some groups to perform in front of the class. In this activity, maybe some students will find another point when we use the possessive form, like “Amy and Lily’s desk” and “Amy’s and Lily’s pen”. So the teacher will help them complement the usage of possessive form.

(Justification: it can help students improve their speaking ability and they can apply the grammar point into daily use.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

**Homework:**

Preview the next rule of possessive adjectives and pronouns, and compare it to what we have learned today.