Unit 8 Turn right at the second turning.
（第三课时 教学设计）
一、教材分析
1. 教学内容
本课时系教材《英语基础教程》（1）第八单元的第三课时，包括Language in use中的Grammar focus部分，具体内容为：祈使句的句型及常见用法。 2. 教学重点、难点
（1）教学重点
祈使句的基本句型及常见用法。 （2）教学难点 祈使句的用法。
二、教学目标
1. 知识目标
（1）学会并能套用祈使句的基本句型 （2）学习祈使句的常见用法： 2. 能力目标
（1）能套用祈使句的基本句型并熟练运用。 （2）能根据不同情境正确使用祈使句。 3. 情感目标
了解正确使用祈使句的不同场合，培养学生日常生活中形成恰当使用语言的良好习惯。
三、教学步骤
Step One Lead-in
1. Check the homework in last period. Show the map of local city which mark the school and the
nearest famous places. Ask Ss to talk about the route from the school to the famous places. （设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
2. Ask Ss to read the text in Activity 9 altogether and translate the following sentences:
Let me show you my neighborhood. 让我来介绍一下我家周边的情况。
Go along Xinhua Road and take the second turn on the left, then you are on Fifth Avenue. 沿着新华路前行，在第二个路口左转上第五大道。
If you are at the bus stop, go down the street and turn right at the traffic lights, you can see the mall right in front of you. 从公交站出发的话，沿街前行，见红绿灯右转就能看到购物中心了。 （设计意图：翻译这些祈使句，为学生学习祈使句的句型及用法做铺垫。）
Step Two Language in use
1. Grammar focus. Ask Ss to read Grammar focus on P91, pay attention to the structure of the
imperative sentences. Ss read aloud the example sentences altogether. 1) Structure:
Affirmative sentence: V. +（+宾语）+其它成分 eg. Have a seat. Sit down, please
Negative sentence: Don’t + V.（+宾语）+其它成分 eg. Don’t go there. Don’t stop here. 2) Usage:
祈使句的作用是要求、请求或命令、劝告、叮嘱、建议别人做或不做一件事，可以表示发出命令或指示，提出要求、建议、劝告等的句子。祈使句中的主语常常被省去。
① 表示命令 eg. Stand up! Keep Silent! ② 表示请求 eg. Please wait for me! Open the door, please! ③ 表示禁止 eg. No parking! Don’t stop here. ④ 表示劝阻
eg. Listen to the teacher! Have a rest!
（设计意图：通过祈使句的介绍及例句，了解祈使句的基本句型。）
2. Ask Ss to find out the imperative sentences in the text in Activity 9. Instruct Ss to attend to the
structure.
Let me show you my neighborhood.
Go along Xinhua Road and take the second turn on the left … … go down the street and turn right at the traffic lights …
（设计意图：让学生在课文中找出祈使句，进一步熟悉祈使句的基本句型。）
3. Activity 12. Read and choose. Ask Ss to do Activity 12. Check the answers and ask the
reason why Ss choose so.
（设计意图：通过学生完成有关祈使句的练习，进一步明确祈使句是以动词原形开头这一基本特征。） 4. More examples.
1) Give more examples and ask Ss to think about when and how we used the imperative sentence.
Explain the usage of imperative sentence by giving more examples if necessary.
e.g. Use your head. 动动脑筋。（表劝告） Be careful! 小心！（表劝告）
Let’s have a rest. 我们休息一会儿。（表建议） Don’t shout at me! 别对我吼！（表命令）
2) Explain the structure of the imperative sentences. Emphases that the negative structure should
formed by adding Don’t in front of the sentence.
Affirmative sentence: Use your head. / Be careful! / Let’s have a rest. Negative sentence: Don’t shout at me!
3) Ask Ss to classify the imperative sentences on P91 into affirmative and negative sentences.
Go along the street.
Turn left at the first turn.
Press the start button on the coffee machine. Don’t smoke here.
Don’t do so foolish.
Take the second turn on the right. Open the door and sit down, please. Hand me the read book, please. Be more careful next time.
（设计意图：给出更多例子让学生对祈使句的句型结构有进一步的认识和了解。） 5. Activity 13. Read and complete.
1) Ask Ss to read the sentences on the left, try to understand the meaning of these sentences.
Instruct Ss to understand the sentences on the left refer to the situations and the sentences on the right are imperative sentences.
2) Ask Ss to read the sentences on the right, think about the imperative sentences usage, then do
Activity 13 with Q: What should I say when someone …? What should I say when someone is full?
What should I say when someone wants to know the way to the nearest supermarket? What should I say when someone think the project is quite hard? What should I say when someone wants to read an article loudly? What should I say when someone think it is going to rain tomorrow?
3) Ask Ss to match the sentences on the left with the imperative sentences on the right. Check
the answer with them.
(Keys: 1-e 2-d 3-b 4-c 5-a)
（设计意图：引导学生关注祈使句使用的情境，进一步了解祈使句的用法。）
Step Three Production：Activity 14. Talk and create.
1. Show the imperative sentences in the text in Activity 9 once more. Instruct Ss that we may use
imperative sentences when we direct the way.
（设计意图：加深对祈使句用法的了解，为下一步练习做准备，巩固祈使句的句型及用法。） 2. Divide Ss into groups and show the map on P92. Each group fills the blanks in the map by
discussion. Exchange the maps of each group to a different group. Make sure that each group has two maps: one is a full map without blanks, the other is the map with blanks. Ask Ss to list the names of the places in the maps.
（设计意图：分组并交换地图，为练习对话做准备，以进一步巩固学生所学句型和用法。）
3. Ss work in pairs to complete Activity 14, play role in the class and check the answer with the
full map.
A (with the blank map and the list): Asking the way with the list and fill in the blanks on the map according to the description of B. The following questions may be used: How can I get to …? /Where is …? /Can you show me the way to …?
B (with the full map): Directing the way with imperative sentences. The following questions may be used:
Walk along the road and …
You can walk out and turn left/right on … road, then walk along the road. Go along … and take … turn on the left/right, then you are on … Go down the street and turn right/left at the traffic lights. It’s about … minutes’ walk.
（设计意图：结合本单元所学句型，练习使用祈使句，以检查学生对所学内容的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period. 1. Imperative sentences structures.
Assertive sentence: V. +（+宾语）+其它成分 Negative sentence: Don’t + V.（+宾语）+其它成分 2. Imperative sentences usage.
祈使句的作用是要求、请求或命令、劝告、叮嘱、建议别人做或不做一件事,可以表示发出命令或指示，提出要求、建议、劝告等的句子。祈使句中的主语常常被省去。 （设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Exchange the maps with other group. Work in pairs on Activity 14. Complete the part “multiple choice” in the workbook. （设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Go along the street. Turn left at the first turn. Affirmative sentence: V. Negative sentence: Don’t + V. Don’t smoke here. Don’t do so foolish. Take the second turn on the right. Open the door and sit down, please. Hand me the read book, please. Press the start button on the coffee machine. Be more careful next time.
