Unit 6 pets 第四課時(Pages94~97)

3. ask students to study the pictures in part a 1. 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 t o 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 samp le 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 instructi on next to it on the right.
r ead the notes to the class . then divide the class into pa irs 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 neg ative 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.,