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1、 精品范文Unit 6 pets 第四课时(Pages9497)_七年级英语教案unit 6 pets (第四课时) pages9497grammar一教学目标（知识目标，能力目标，情意目标） to learn new vocabulary to talk about pets dont frighten the dog.please take the dog for a walk.you should not(ought not to) feed your dog at the table.you mustnt give them too much food. to use the moda
2、ls must, ought to and should to talk about duties and responsibilities. to use positive and negative imperatives when giving orders and inst ructions. 二教学重点难点 to use positive and negative imperatives when giving orde rs and instructions. to organize and understand how to use imperatives appropriatel
3、y. to use the modals must, ought to and should to talk about duties and responsibilities. 三教学模式cai grammarpart ateaching procedures1. talk to studen ts about the purpose of instructions. give them a few examples using classroom situations. write some instructions on the board. then ask them about th
4、e situations when we use them. ask stronger classes to create a list of different instruction s and then write the different situat ions as titles above it, e.g.,classroom sit down. open the door. be quiet. stop talking. work with a partner. please close the window. on the bus dont push. stand clear
5、 of the door. 1. imperative sentences do not normally include a subject, because the subject you is implied. however, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract marys attention and so he/she says, mary, dont pu
6、sh. / dont push, mary. make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.2 go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.3
7、. ask students to study the pictures in part a 1. check their understanding of the situations presented in the pictures. for weaker classes, review the verbs in the box before students start working on matching the sentences.4 ask less able students t o work in pairs to select the correct word to fi
8、ll in each gap, then match the pictures with the instructions. when they have finished, ask them to read each instruction to their partner.5 explain the rubric in part a2, making sure students understand the exercise. students rearrange the words to make positive and negative instructions.6 ask stud
9、ents to read out the instructions they formed.part b teaching procedures1 talk about situations involving duty and obligation. try to link them to the context of the beijing sunshine secondary school students who are talking about looking after pets. it is useful to point out to students that we can
10、 use these modals to give instructions.2 go through the examples on page 95 96, referring to the degrees of necessity. explain the use of ought to and should, which have more or less the same meaning. ought to is a bit stronger and tends to be used more widely when talking about laws or regulations
11、imported from the outside, while should implies personal opinions and, therefore, is less strong.ask students for sample sentences and write them on the board.3 ask through the examples of negative sentences. write some samp le sentences on the board.4. explain to students that must is the strongest
12、 word , expressing the sense that something is a absolutely necessary .5. in part b1,the beijing sunshine secondary school students give instructions about looking after pets. each point of the notes on the left describes the degree of necessity for the instructi on next to it on the right.r ead the
13、 notes to the class . then divide the class into pa irs and ask students to complete the instruction on the right. encourage students to check the example sentence on pages 95 and 96 to identify the correct modal word to fit each instruction .6. use class feedback to identify any misunderstanding ,a
14、s they involve the use of neg ative forms.extension activitydepending on the general ability of your class, this could be done at the end of this section to consolidate students understanding .elicit statements from students using different modals to talk about a situation ,e.g.,a new student is joi
15、ning the class .ask what instructions can you give the new student? e.g.,you must arrive at school at 8.10 in the morning.you ought to walk slowly on the stairs .you should hand in your homework to the monitor.the class has to choose a class monitor .askwhat are his/her duties?e.g.,he /she must collect the exercise books .he/she should make sure that students follow the schoo l rules.7. ask students to
