7B-Unit-8-Grammar-I教案VIP专享VIP免费

TeachingPlanTeachingMaterial:FWE7BUnit8Grammar（1）Teachingaims:Tousepositiveandnegativeimperativeswhengivingordersandinstructions.Toorganizeandunderstandhowtouseimperativesappropriately.Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.TeachingEmphases:Tousepositiveandnegativeimperativeswhengivingordersandinstructions.Toorganizeandunderstandhowtouseimperativesappropriately.Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.TeachingDifficulties:Toorganizeandunderstandhowtouseimperativesappropriately.Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.TeachingmethodsandaidsTheeclecticteachingmethodandthemultiplemediaTeachingSteps:PartA1.Talktostudentsaboutthepurposeofinstructions.Givethemafewexamplesusingclassroomsituations.Writesomeinstructionsontheboard.Thenaskthemaboutthesituationswhenweusethem.Askstrongerclassestocreatealistofdifferentinstructionsandthenwritethedifferentsituationsastitlesaboveit,e.g.,ClassroomSitdown.Openthedoor.Bequiet.Stoptalking.Workwithapartner.Pleaseclosethewindow.FiredrillWalkquietly.Don’trun.Don’ttakethelift.Takethestairs.Lineup.Gototheplayground.Leaveyourbags.OnthebusDon’tpush.Forweakerclasses,jumblethesentencesupandaskstudentstogroupthemunderthecorrectsituations.2.Letstudentstalkabouthowtolookafterarabbit?3.Imperativesentencesdonotnormallyincludeasubject,becausethesubject‘you’isimplied.However,anounorpronouncansometimesbeusedtoidentifythepersonreceivinganorderorinstruction,e.g.,thespeakerwantstoattractMary’sattentionandsohe/shesays,‘Mary,don’tpush.’/‘Don’tpush,Mary.’.Makesurestudentsunderstandtheimperativeformandavoidthecommonmistakeofplacingapronouninfrontoftheimperative.3.Gothroughtheexplanationsandgrammartableonpage94toclarifytherulesforusingimperativeswhengivingpositiveandnegativeinstructions.4.AskstudentstostudythepicturesinPartA1.Checktheirunderstandingofthesituationspresentedinthepictures.Forweakerclasses,reviewtheverbsintheboxbeforestudentsstartworkingonmatchingthesentences.5.Asklessablestudentstoworkinpairstoselectthecorrectwordtofillineachgap,thenmatchthepictureswiththeinstructions.Whentheyhavefinished,askthemtoreadeachinstructiontotheirpartner.6.ExplaintherubricinPartA2,makingsurestudentsunderstandtheexercise.Studentsrearrangethewordstomakepositiveandnegativeinstructions.7.Askstudentstoreadouttheinstructionstheyformed.8.Dosomeexercisestopracticegivinginstructions.PartB1Talkaboutsituationsinvolvingdutyandobligation.TrytolinkthemtothecontextoftheBeijingSunshineSecondarySchoolstudentswhoaretalkingaboutlookingafterpets.Itisusefultopointouttostudentsthatwecanusethesemodalstogiveinstructions.2Gothroughtheexamplesonpage95&96,referringtothedegreesofnecessity.Explaintheuseof‘oughtto’and‘should’,whichhavemoreorlessthesamemeaning.‘Oughtto’isabitstrongerandtendstobeusedmorewidelywhentalkingaboutlawsorregulationsimportedfromtheoutside,while‘should’impliespersonalopinionsand,therefore,islessstrong.Askstudentsforsamplesentencesandwritethemontheboard.3Askthroughtheexamplesofnegativesentences.Writesomesamplesentencesontheboard.4.Explaintostudentsthat‘must’isthestrongestword,expressingthesensethatsomethingisaabsolutelynecessary.5.InpartB1,theBeijingSunshineSecondarySchoolstudentsgiveinstructionsaboutlookingafterpets.Eachpointofthenotesontheleftdescribesthedegreeofnecessityfortheinstructionnexttoitontheright.Readthenotestotheclass.Thendividetheclassintopairsandaskstudentstocompletetheinstructionontheright.Encouragestudentstochecktheexamplesentenceonpages95and96toidentifythecorrectmodalwordtofiteachinstruction.6.Useclassfeedbacktoidentifyanymisunderstanding,astheyinvolvetheuseofnegativeforms.7.AskstudentstoreadthefourlettersinpartB2carefully.Makesurethattheyunderstandthemessageswell.Askthemrememberandtocheckthewordsintheirdictionaries.8.InPartB3,studentscanreadsomeoftheanswerswhichgiveadvicetothewriterofeachletter.studentscheckanswerswithapartner.9.Dividetheclassintogroupsoffour.onegroupcomestothefrontoftheclassandeachmemberreadsoneletteratatime.10.Askmoreablestudentstocomeupwiththeirownadvicetothepetowners.Tellthemtochoosetwothingsyoushould(not)ought(not)todowhenyouownapet.Theythenwritesentencesgivinginstructions.Askstudentstoreadouttheiradvicetotheclass.教学后记：这是Grammar的教学，对于语法的学习，学生会感到枯燥但本课学生接受的程度比预想的要好。学生通过自主学习能归纳出祈使句的用法。在后面讨论如何照顾宠物时能熟练运用本单元的情态动词来表达建议。总的来说，学生的反馈还是说明本节课达到了即定的教学目标。