Unit6pets(第四課時(shí))Pages94~97Grammar一．教學(xué)目標(biāo)（知識(shí)目標(biāo)，能力目標(biāo)，情意目標(biāo)）

TolearnnewvocabularytotalkaboutpetsDon’tfrightenthedog.Pleasetakethedogforawalk.Youshouldnot(oughtnotto)feedyourdogatthetable.Youmustn’tgivethemtoomuchfood.

Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.

Tousepositiveandnegativeimperativeswhengivingordersandinstructions.

二．教學(xué)重點(diǎn)難點(diǎn)

Tousepositiveandnegativeimperativeswhengivingordersandinstructions.

Toorganizeandunderstandhowtouseimperativesappropriately.

Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.

三．教學(xué)模式CAI

GrammarPartATeachingprocedures1.

Talktostudentsaboutthepurposeofinstructions.Givethemafewexamplesusingclassroomsituations.Writesomeinstructionsontheboard.Thenaskthemaboutthesituationswhenweusethem.Askstrongerclassestocreatealistofdifferentinstructionsandthenwritethedifferentsituationsastitlesaboveit,.,FiredrillFiredrill

Walkquietly.

Don’trun.

Don’ttakethelift.

Takethestairs.

Lineup.

Gototheplayground.

Leaveyourbags.

Sitdown.

Openthedoor.

Bequiet.

Stoptalking.

Workwithapartner.

Pleaseclosethewindow.Onthebus

Don’tpush.

Standclearofthedoor.

1.Imperativesentencesdonotnormallyincludeasubject,becausethesubject‘you’isimplied.However,anounorpronouncansometimesbeusedtoidentifythepersonreceivinganorderorinstruction,.,thespeakerwantstoattractMary’sattentionandsohe/shesays,‘Mary,don’tpush.’/‘Don’tpush,Mary.’.Makesurestudentsunderstandtheimperativeformandavoidthecommonmistakeofplacingapronouninfrontoftheimperative.2Gothroughtheexplanationsandgrammartableonpage94toclarifytherulesforusingimperativeswhengivingpositiveandnegativeinstructions.3.AskstudentstostudythepicturesinPartA1.Checktheirunderstandingofthesituationspresentedinthepictures.Forweakerclasses,reviewtheverbsintheboxbeforestudentsstartworkingonmatchingthesentences.4Asklessablestudentstoworkinpairstoselectthecorrectwordtofillineachgap,thenmatchthepictureswiththeinstructions.Whentheyhavefinished,askthemtoreadeachinstructiontotheirpartner.5ExplaintherubricinPartA2,makingsurestudentsunderstandtheexercise.Studentsrearrangethewordstomakepositiveandnegativeinstructions.6Askstudentstoreadouttheinstructionstheyformed.PartBTeachingprocedures1Talkaboutsituationsinvolvingdutyandobligation.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.ExtensionactivityDependingonthegeneralabilityofyourclass,thiscouldbedoneattheendofthissectiontoconsolidatestudents’understanding.Elicitstatementsfromstudentsusingdifferentmodalstotalkaboutasituation,.,Anewstudentisjoiningtheclass.Askwhatinstructionscanyougivethenewstudent?.,Youmustarriveatschoolatinthemorning.Yououghttowalkslowlyonthestairs.Youshouldhandinyourhomeworktothemonitor.Theclasshastochooseaclassmonitor.AskWhatarehis/herduties?.,He/shemustcollecttheexercisebooks.He/sheshouldmakesurethatstudentsfollowtheschoolrules.7.AskstudentstoreadthefourlettersinpartB2carefully.Makesurethattheyunderstandthemessageswell.Askthemrememberandtocheckthewordsintheirdictionaries.8.InPartB3,studentscanreadsomeoftheanswerswhichgiveadvicetothewriterofeachletter.studentscheckanswerswithapartner.9.Dividetheclassintogroupsoffour.onegroupcomestothefrontoftheclassandeachmemberreadsoneletteratatime.Arepresentativefromanothergrouprespondsbyreadinghis/heradvice.Youcouldturnthisintoacompetition.Ifthesentenceiscorrect,thegroupwinsapoint.Ifnot,thechancegoestothenextgroup.Studentscorrecttheirownsentence.Weuse‘should’and‘shouldnot/shouldn’t’togiveadviceandtotellpeoplewhatisthebestorrightthingtodo.’oughtto’and‘oughtnotto/oughtn’tto’havesimilarmeanings.(但前者隱含了個(gè)人的觀點(diǎn),因此語(yǔ)氣稍弱;后者語(yǔ)氣稍強(qiáng),常用于指外部強(qiáng)加的法律或規(guī)定.)Weuse‘must’totellpeoplethatitisnecessaryorveryimportanttodouse‘mustnot/mustn’t’totellpeoplethatitisnecessaryorveryimportantnottodosomething.(‘Must’語(yǔ)氣最強(qiáng),表示某件事完全必要.)1.‘must’的三種用法:(1)指做某事非常有必要或很重要,側(cè)重指主觀意愿,否定回答用needn’t.(如果表示受客觀情況所逼,不得不做某事,常用‘haveto’.)我今天必須做完家庭作業(yè)嗎?不,不必了./是,必須._______Ifinishmyhomeworktoday?