Extension activity
Ask students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.
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.
4. Explain to students that ‘must’ is the strongest 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 instruction next to it on the right.
Read the notes to the class . Then divide the class into pairs 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 ,as they involve the use of negative forms.
Extension activity
Depending 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 joining 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 .Ask
What are his/her duties?e.g.,
He /she must collect the exercise books .
He/she should make sure that students follow the school rules.
7. Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries.
8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner.
9. Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time .
A representative from another group responds by reading his/her advice. You could turn this into a competition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.
Extension activity
Ask more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.
Integrated skills
objectives
To identify specific characteristics in a description of goldfish .
To listen for detail and extract specific information .
To use knowledge presented in written text to infer general meaning and context .
To listen for specific information to complete a conversation .
Part A
teaching procedures
1. create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section.
2. Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening.
3. play the recording and ask students to confirm or change their initial responses. Check answers with the whole class.
4. Ask more able students to do the extra exercise .You can also ask them to correct the false sentences.
5. Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements.
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