4. Explain to students that ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary .

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.

Fire drill

l　　　 Walk quietly.

l　　　 Don’t run.

l　　　 Don’t take the lift.

l　　　 Take the stairs.

l　　　 Line up.

l　　　 Go to the playground.

l　　　 Leave your bags.

On the bus

l　　　 Don’t push.

l　　　 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.

3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.

4　 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.

5 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.

6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.

7 Ask students to read out the instructions they formed.

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.

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

l　　　 To recognize and identify a range of animal features

l　　　 To differentiate between features belonging to different animals

l　　　 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

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.

Part A

Teaching procedures

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.

4.　　　 Read out the first line. Then ask four students to read out one line each.

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.

2.　　　 Review the answer and clarify any areas of uncertainty.

1.　　　 Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.

7.　　　 Have the class prepare this poem for choral reciting. Allocate different lines to individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g.,

S1: Cats

All: Cats sleep anywhere,

S2: Any table,

S3: Any chair,

S4: Top of piano,

This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.

8.　　　 Ask students which poem they like best. Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals.

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

6.　　　 Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places.