Extension activity
For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.
Part B
Teaching procedures
1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.
2 Ask students to complete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.
3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.
4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves.
5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.
6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to complete the sentences with the correct words.
7 Ask two volunteers to read out the completed articles.
Extension activity
Ask more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.
Part C
Teaching procedures
1. Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.
2. Review the answer and clarify any areas of uncertainty.
3. Ask students to do Part C2 on their own. Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to complete what Peter says.
4. Read out the first line. Then ask four students to read out one line each.
5. To do part C3, students will have to refer to the poem ‘Cats’ on page 90. Ask more able students to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used.
6. Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.
Vocabulary
Objectives
To recognize and identify a range of animal features
To differentiate between features belonging to different animals
To use appropriate nouns and verbs when describing the appearance and characteristics of different types of animals
Teaching procedures
1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.
2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.
3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.
Extension activities
Ask students to write a similar profile about their favourite pet using the texts in Part B as model.
Grammar
Objectives
To use positive and negative imperatives when giving orders and instructions.
To organize and understand how to use imperatives appropriately.
To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.
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
Sit down.
Open the door.
Be quiet.
Stop talking.
Work with a partner.
Please close the window.
Fire drill
Walk quietly.
Don’t run.
Don’t take the lift.
Take the stairs.
Line up.
Go to the playground.
Leave your bags.
On the bus
Don’t push.
Stand clear of the door.
For weaker classes, jumble the sentences up and ask students to group them under the correct situations.
2 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.
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