3. Ask students to study the pictures in Part A1. 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 to work in pairs to select the correct word to fill 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 students to read out the instructions they formed.

Part B　　　　 Teaching procedures

1 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 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 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 sample sentences on the board.

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 Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t 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.

CAI

Grammar

Part A

Teaching procedures

1.　　　 Talk to students about the purpose of instructions. Give them a few examples using classroom situations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger classes to create a list of different instructions and then write the different situations as titles above it, e.g.,

Classroom

l　　　 Sit down.

l　　　 Open the door.

l　　　 Be quiet.

l　　　 Stop talking.

l　　　 Work with a partner.

l　　　 Please close the window.

On the bus

l　　　 Don’t push.

l　　　 Stand clear of the door.

l　　 To learn new vocabulary to talk about pets

Don’t frighten the dog.

Please take the dog for a walk.

You should not(ought not to) feed your dog at the table.

You mustn’t give them too much food.

l　　　 To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.

l　　　 To use positive and negative imperatives when giving orders and instructions.

l　　 二．教学重点难点

l　　　 To use positive and negative imperatives when giving orders and instructions.

l　　　 To organize and understand how to use imperatives appropriately.

l　　　 To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.

3.　　 Ask students to read the sentences in part B and circle the words which they think they should be stressed. Students listen to the recording and check the words which they

Homework

Read the sounds after the tape again and again.

2.　　 Divide the class into pairs .Ask students to choose some sentences from the list and practice presenting them ,paying attention to stressing the words in bold.

1.　　firm that the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.

4.　　 Give students a few minutes to practice then ask some pairs to present their conversations to the class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.

Useful expressions

I don’t like animals.

My sister has a….

I play with my dog in the park.

My cat likes eating….

Cats are very clean .You don’t have to bathe them.

They should teach their dog not to….

You must find someone to look after…

While you are on holiday .

Pronunciation

Objectives

To introduce the idea of sentence stress .

To identify and recognize typical stress .

teaching procedures

3.　　 Ask students to prepare their own conversations using Daniel and Amy’s conversation as a model .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’ ‘I hate….’ ‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.

2.　　 Ask students which animals they like any why .Encourage them to make notes.