Pets
teaching focus
1.to use the modals ‘must’ and ‘should’ to talk about duties and responsibilities. 2.phrases: all over once a day want someone to be healthy bark a lot make too much noise at least three times a week 3.sentences: i'm busy at work all day. she has enough to eat. it is necessary to do sth.difficult pointsto use ‘should/shouldn’t’ and ‘must/mustn’t’
teaching methodtask-based approach,scene pedagogy and teaching with humor
teaching procedures
the second preparing lessonsstep i presentation1.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 99& 100, referring to the degrees of necessity. explain the use of ‘should’, ‘should’ implies personal opinions and, it gives advice and to tell people the best or right thing to do. 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 . step ii task1.explain that 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 98 and 99 to identify the correct modal word to fit each instruction . 2.use class feedback to identify any misunder standing ,as they involve the use of negative forms. 3.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. 4.in part b3, students can read some of the answers which give advice to the writer of each letter. students check answers with a partner. 5.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. if the sentence is correct ,the group wins a point .if not ,the chance goes to the next group. students correct their own sentence.