Unit 3 Language in use教学目标设计

Module 11 Body language Unit 3 Language in use Background information Textbook analysis: Module 11 deals with some kinds of body language in several countries. It combines English with body movements, which activates students to a great extent. Unit 3 elaborates the usage of imperative sentences. The teacher can use the best of body language to encourage students to analyze the rules of imperatives and to use them in practical situations. Students analysis: Students are quite interested in body language in Unit1 and Unit 2 and most of them can act out the body language involved. Students can be fully activated at the beginning of the lesson and then summarize the structure of imperatives.

Teaching objectives: By the end of the lesson, students can: 1.

rewrite some states into imperatives. 2.

use imperatives to write down some rules in some situations, like in a lan or classroom. 3.

use imperatives to achieve some functions, like orders, suggestions, request or prohibition.

Teaching contents: Grammar: the affirmative and negative of imperative sentences. The type of the lesson: Grammar Teaching procedures: Step 1.Review and find out rules. a.

Do the actions. Students do some actions of body language presented in Unit 1. These sentences are

presented with the affirmative of imperatives. This activity aims to activate students and provide sentences for students to induce rules. b.

The teacher asks students to find out the similarity of these sentences “Do sth” and elicit the topic of the lesson: imperatives. c.

Review sentences into imperatives. Several sentences in Units 2 are provided for students to rewrite into the negative of imperatives. An example is showed before they do it. Students can get the structure from the example directly. Step 2: Explain imperatives in detail. a.

Students discuss first and the teacher elicits the definition and characteristics of imperatives from students. b.

The teacher shows students the answers to imperatives. Step3: Strengthen the usage of imperatives. a.

Rewrite sentences into imperatives for a lab. The teacher first provides a context in which students are asked to write down some rules for a lab in the school with imperatives. An affirmative and a negative are showed as examples. b.

Make a list of rules in Class 2 with imperatives. *Work in groups of 4. Make a list of rules in Class 2 for new students. Two examples like”Study hard.” and “Don’t run in the classroom.” are provided. *Students report their rules. The teacher invites two groups to do it. c. Write imperatives according to the situations provided. *Two situations are provided for students to write imperatives. *The teacher asks students to use other sentences to achieve the functions. *Students are asked to compare imperatives and non-imperatives to find that it is not very polite to use imperatives for request. Step 4: Around the world: The Japanese bow Students read the short passage about the Japanese bow and answer two questions. Step 5: Summary Students summarize the structures about imperatives together with the teacher.

Homework Think about at least five situations and then write imperatives for each. Blackboard design Module 11 Body language Unit 3 Language in use 祈使句：

Do sth.(肯)

I/ We will. Don’t do sth.(否) =No doing. I/ We won’t.