BUnit词汇词组句型教案定稿版

U n i t6R e v i s i o n第一教时一教学内容《九年义务教育六年制小学教科书牛津小学英语》3B第六单元第一教时二教学目标1、能熟练地听、说、读、写字母Aa~Kk，并能按字母表的顺序背诵。

2、能熟练地听说数字1~12。

3、能熟练地在情景中运用日常交际用语：What’s the time now / ,please It’s …（o’clock）.Shall we …(now) It’s time to … You can … (now).What’s … plus /minus …It’s …That’s right./You’re wrong. Oh, no.三教学重点通过操练，能熟练地在情景中运用以上日常交际用语。

四教学难点1、能熟练地听、说、读、写字母Aa~Kk,并能按字母表的顺序背诵。

2、能熟练地听说数字1~12。

五课前准备磁带，录音机，字母卡，默写本，钟，幻灯片等六、教学过程：板书设计：一 教学内容 二 教学目标 1、daughter ;Things for school: a storybook, a copybook, a knife, a tape, a crayon, a school bag, a stapler;Things in a room: a clock, a computer, a radio, a camera, a watch, a toy train, a key.2、能熟练地运用以下的日常对话进行提问和回答。

What’s this / that in English It’s a/an …What’s this / that in/on …It’s a/an …Is this / that a/an …Yes, it is. / No, it isn’t.三教学重点能熟练地用以上的日常对话进行提问和回答。

四教学难点能熟练地听说本册已学过的单词和词组。

Unit 1教学内容《九年义务教育六年制小学教科书牛津小学英语》4B第一单元教学目标1 复习并进一步学习有关职业类单词。

2 能较熟练地在情景中运用本单元所学的句型和日常交际用语。

3 能熟练地演唱本单元中的歌曲。

4 进一步学习有关辅音字母在单词中的读音。

教学要求1 能听得懂，会说，会读和会拼写单词a student,a teacher,a doctor,a nurse,a boy,a girl,a man, a woman, new.2 能听得懂，会说和会读日常交际用语Welcome to our school. Who's the boy in the tree?Come down. All right. Don't climb trees again. Yes, sir.I'm new here.3 能听得懂，会说，会读和会写句型Who's that---? He's/She's---. Are you---? Yes, I am. /No, I'm not.4 了解辅音字母w和z在单词中的读音。

5 会唱歌曲Who's that girl?教学重点能听得懂，会说，会读和会拼写单词 a student, a teacher, a doctor, a nurse, a boy, a girl, a man, a woman, new.能听得懂，会说，会读和会写句型Who's that---?He's/She's---.Are you ---? Yes, I am./ No. I'm not.教学难点能用Who's that---?He's/She's---. Are you---? Yes, I am./No ,I'm not. Welcome to our school. Who's the boy in the tree? Come down. All right. Don't climb trees again. Yes, sir. I'm new here.等简单的日常交际用语进行对话。

牛津小学英语5B Unit 2一、教学要求1、能听得懂、会说、会读和会拼写单词her, speak, bad, get, feel, cold, fine。

2、能听得懂、会说、会读和会写句型How do you feel now? I feel…What’s wrong with you? I’ve got…3、听得懂、会说、会读日常交际用语及句型May I speak to…? This is…speaking. I’m sorry to hear that. See you soon. Sorry, wrong number.4、了解元音字母O在单词闭音节中的读音。

5、会诵读歌谣I’m ill.二、单元教材分析本单元的主要功能项目是“谈论疾病”。

重点学习How do you feel now? What’s wrong with you? 及其答语以及八种疾病的名称。

本单元教学内容情境性较强，因此教师在整个教学过程中，无论是呈现新知识，还是复习、巩固旧知识，都应尽可能让学生通过表情、手势、实物、情景明白句子的意思和使用场合，使学生能把语言和它所表达的情境直接联系起来，达到学以致用的目的。

Unit 2 (第一课时)一、教学内容B Look, read and learn & D Work in pairs二、教学目标1、能正确地听、说、读、写单词a headache, a bad, a cough, got, a fever,a cold2、能正确地听、说、读单词a toothache ，an earache ，a backache ，a stomach ache3、通过师生之间真实的交流，学会用句型：What’s wrong with you ? I’v e got …. I’m sorry to hear that. I hope you get better soon.询问他人的身体状况。

一次二次U n i t1T h a t ’s m y f a t h e r !一 . 单元分析（本单元在教材中的地位）本元教学内容相是通某人是，再所学料句型。

基于本元在教材中的位置和学生的情况，教可以首先利用儿歌复家庭成，之后通猜She’ s/He ’ s my father ’ s brother/sister引出新知 uncle/aunt;以此推通学生和教的照片family members 介家庭新成 cousin。

随着故事的展，通某人是境引孩子看片交流，本中的片段跟模仿表演等境中施教学，可采用的教学方法可以是模仿表演，看孩子自己的家庭照片片中的人物等活形式来提高学生的合言运用能力。

同利用配套源：碟片，卡片和故事片等直手段激学生的学趣，从而帮助学生达到好的学效果。

二. 本元教学内容和教学目教学内容和功能That ’s my father句型句型和日常That ’s my ⋯用Who’s that man教学目学会运用家庭成行交流：介，判断，答。

听得懂，会，会回答He’s⋯uncle aunt cousin manwoman能听懂、会、会、三. 本元教学重点和点1、教学重点：a.正确熟运用表示物的所学及句型。

培养学生的理解、跟模仿，合作表演的能力。

b.理解 cousin 与 brother 和 sister,在交流中家庭成关系正确用；c.正确提和回答： -Who’ s that ？⋯-He’ s/She ’ s /That ’ s ⋯-Is that⋯-Yes, it is.-Is that⋯-No, it isn’ t.2.教学点：1.理解 cousin 与 brother 和 sister,在交流中家庭成关系正确用；2.正确提和回答： -Who’ s that ？⋯-He’ s/She ’ s /That ’ s ⋯-Is that⋯-Yes, it is.-Is that⋯-No, it isn’ t.四. 划分本元分 3 完成。

B U n i t词汇词组句型教案文件编码（008-TTIG-UTITD-GKBTT-PUUTI-WYTUI-8256）8B U n i t6一、词汇1.瞎的，失明的2.聋的3.分组，组成小组4.困难的，费力的5.在……之内6.小山7.高山，山岳8.极好的9.机会10.精神，灵魂11.记录12.锻炼，训练13.帮助14.急救的15.航线16.乡村，农村17.君子，先生18.（外）孙子/女19.手写，书法20.头痛21.外套22.烙饼，薄饼23.邮递员24.牙刷25.在楼上26.工作日27.疼痛，隐痛28.唯一的，仅有的29.注意，专心30.有雨的31.伞32.明智的33.迷路的34.葡萄酒35.更多的二、词组1.将……分为……2.团队精神3.至少4.当然5.需要的6.发生7.瞧不起8.南山之旅9.玩捉迷藏游戏10.靠近11.听到某人做某事12.注意13.迷路14.手机15.给……提供……16.对……感兴趣17.记得去做某事三、句型1.支持慈善机构是有意义的。

2.自1981年以来，乐施毅行者已成为香港最大的资金筹集活动之一。

对人们来说学习团队精神是个极好的机会。

对你们而言，在活动前和期间互相支持、互相帮助是必须的。

3.有支援团队给你们带来食物和饮料是有用的。

暖和、干燥的衣服也是必须的，使你们在步行期间保持暖和。

在步行前你们就开始训练几个月是必须的。

4.干吗不尽你们全力帮助需要帮助的人呢5.你们在步行前训练自己是必要的。

6.步行穿越八个国家公园式困难的。

7.对人们而言学习团队精神是重要的。

8.它在阳光大街向南5公里处。

9.如果必须的话，带一把雨伞。

10.带一张地图和一个手机是明智的。

11.“为了孩子行走”的目的是为叫做“联合国儿童基金会”的慈善组织募集钱款。

12.欲知更多信息，请打电话与艾米练习。

一、词汇1.blind2.deaf3.group4.tough5.within6.hill7.mountain8.excellent9.chance10.spirit 11.record12.training13.aid14.first-aid15.airline16.countryside17.gentleman18.grandchild19.handwriting20.headache21.overcoat22.pancake23.postman24.toothbrush25.upstairs26.weekday27.ache28.only29.attention30.rainy31.umbrella32.wise33.lost34.wine35.further二、词组1.group … into …2.team spirit3.at least4.of course5.in need6.take place7.look down on8. a visit to South Hill9.play hide-and-seek 10.close to11.hear sb do / doing sth12.pay attention to13.get lost14.mobile phone15.provide…with…16.be interested in17.remember to do sth三、句型1.It’s meaningful to support charities.2.Oxfam Trailwalker has been one of Hong Kong’s biggest fund-raising events since 1981.3.It is an excellent chance for people to learn team spirit.4.It is necessary for you to support and help each otherbefore and during the event.5.It is useful to have support teams to bring you food anddrinks.6.Warm and dry clothes are also necessary to keep youcomfortable during the walk.7.It is necessary that you start training a few months beforethe walk.8.Why not try your best to help people in need9.It is necessary that you train yourself before the walk.10.It is difficult to walk through eight country parks.11.It is important for people to learn team spirit.12.It is 5 kilometers south of Sunny Street.13.Bring an umbrella if necessary.14.It’s wise to take a map and a mobile phone.15.The aim of Walk for Children is to raise money for thecharity called UNICEF.16.For further information, please contact Amy on 5558 6390.。

8BUnit 4 一、单词1.猫科动物2.照相机；摄像机3.流行音乐的4.介绍5.介绍6.责任，职责，义务7.活动，事件8.迷，狂热爱好者9.好像，似乎10.企业，商企11.公开的12.嗓音13.悬挂，吊14.扬声器，喇叭15.教育16.在……中17.给……打电话18.有雪的19.小孩20.寂静的21.休息22.演讲23.目的24.升起二、短语1.分发2.募集钱款3.为……筹集4.流行明星5.准时6.当地商企7.参加8.搭建舞台9.做一项非常重要的工作10.因为我已经被选作慈善演出的主持人。

三、句型1.除非你白天少睡点。

2.许多工作需要被做。

3.我的工作是介绍每个明星。

4.没有时间再紧张了。

5.每件事似乎都发生的如此快，现在全都结束了。

6.我希望更多像这样的活动会被组织，来为慈善事业筹集钱款。

7.我们新的图书馆明年会建起来。

8.我能（可能，必须，应当）被帮助。

9.米莉已经被选作了慈善演出的主持人。

10.我确定他想帮忙。

第一课件网11.我们想要感谢以下（人和单位）的帮助和支持。

12.我们想要感谢已经奉献时间和物资的人们，来使这次演出成为可能。

一、词汇25.cat26.camera27.pop28.job29.introduce30.duty 31.event32.fan33.seem34.business35.public36.voice37.hang38.speakercation40.among41.phone42.snowy43.kid44.silent45.break46.speech47.purpose48.rise二、词组1.give out2.raise money3.raise…for4.pop star5.on time6.local businesses7.take part in8.set up the stage9.do a very important job三、句型1.Only if you sleep less during the day.2. A lot of work needed to be finished.3.It was my job to introduce each star.4.No time to be nervous any more.5.Everything seemed to happen so fast, and now it is all over.6.I hope more events like this will be organized to raise money for charity.7.Our new library will be built next year.8.I can (may, must, should) be helped.lie has been chosen as the host of the charity show.10.I’m sure he’d like to help.11.We would like to thank the following for their help and support.12.We’d like to thank the people who have donated time and materials to help make this showpossible.。

Unit 10 Do you play…第一教时一．教学内容《九年义务教育六年制小学教科书·牛津小学英语》3B 第十单元第一教时二．教学目标1．能听懂、会说表示乐器和球类的单词piano 、violin 、football 、以及短语play the piano 、play the violin 、play football 2．能听懂、会说日常交际用语Do you play … Do you like … I play … Let’s … Great!三. 教学重点1. 单词: piano 、violin 、football2. 能运用句型Do you play/like … What do you play及回答进行问答四 . 教学难点1．在乐器和球类前“the”的正确用法2．在情境中比较自如的运用Do you play .. What do you play 进行对话五．课前准备1. 教具准备：磁带、录音机、教学挂图、小图片2. 场地准备：把学生带到有钢琴、小提琴的音乐教室3. 板书准备：Unit 10 Do you play …六．教学过程：板书：Unit 10Do you play …Do you like …I play …Let’s … Great!第二教时一．教学内容《九年义务教育六年制小学教科书·牛津小学英语》3B 第十单元第二教时二．教学目标1. 能正确地听、说、读、写字母U u 、V v 、W w2. 能较熟练的在情境中运用日常交际用语3. 能听懂、会说表示乐器和球类的单词volleyball 、baseball 、basketball 、a piano 、a guitar 、a violin 、an accordion三. 教学重点能正确的听、说、读、写字母U u 、V v 、W w四 .教学难点1. 字母U u 大小写的笔顺和笔画2. 能正确使用冠词“the”五．课前准备1. 教具准备：课前准备好字母卡片Aa—Ww,球类及乐器的图片或实物2. 板书准备：Unit 10 Do you play …六．教学过程板书设计：Unit 10第三课时一．教学内容《九年义务教育六年制小学教科书·牛津小学英语》3B 第十单元二．教学目标1. 能正确地听、说、读、写字母U u 、V v 、W w及其他以学字母2. 能较熟练的在情境中运用日常交际用语3. 能听懂、会说表示乐器和球类的单词volleyball 、baseball 、basketball 、a piano 、a guitar 、a violin 、an accordion 及相应词组和句型。

牛津小学英语6B教案——Unit 6 Planning for the weekend第一课时一、教学内容：6B. Unit 6 B部分，Look, read and learn二．教学目标：1. 能听懂、会说、会读和会拼写单词picnic, play, take part in..2. 掌握会话中出现的三会单词concert, outing, Beijing opera show, singing contest, sports meeting.3. 能初步运用所学的词汇进行交流What are you going to do...? We're going to...三．教学重点：1.能听懂、会说、会读和会拼写单词picnic, play, take part in..2. 能听懂、会说、会读本单元出现的动词词组。

四．教学难点：能初步运用本课所学语言描述将要发生的动作。

五．课前准备：1. 准备本课B部分的课件及录音机和磁带。

2. 黑板上预先写好课题 Unit6 B部分 Look, read and learn六. 教学过程：Unit 1 Who is younger ?I’m taller than you .Who is younger ?you or SuYang ?SuYang is twenty minutes younger than me.牛津小学英语6B教案——Unit 6 Planning for the weekend第二课时一、教学内容：6B. Unit 6 A部分，Listen, read and say二、教学目标：1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。

2 能正确地运用对话中出现的日常交际用语Is that Gao Shan? Yes, speaking.By the way, what are you going to do...?3 、初步掌握会话中出现的四会单词plan4．掌握会话中出现的三会单词still三、教学重、难点：能正确理解、掌握A部分会话，并能熟练朗读、表演会话。

7B Unit 6 pets教案（10课时）Language functions and focusIntroduce names and characteristics of common pets, e.g., My cat is veryfriendly.Recognize and use nouns, verbs and adjectives to talk about specific animal features in terms of appearance, characteristics and personality, e.g., My dog is the cleverest animal of all. He doesn’t just chase and catch a ball.Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dog at 7 a.m. Don’t chase the cat.Recognize how to use appropriate modal verbs to give instructions and toexpress duty and responsibilities, e.g., You should play with your pet for some time every day.Recognize positive and negative forms of model verbs, e.g. You must put clean water in the fish tank. You must not touch a fish with your hands.Language skillsListeningIdentify specific characteristics in a description of a goldfishListen for detail to extract specific informationUse knowledge presented in written text to infer general meaning and context Complete a conversation using information from a talkSpeakingAsk and respond to questions about favourite petsAsk for explanations of opinions and respond appropriatelyStress keywords in sentencesIdentify typical stress patterns in sentencesTell others about a favourite petReadingBecome familiar with rhyming wordsLearn intonation and rhyme scheme of poemsIdentify specific meaning by scanning the textWritingPresent factual information and opinions in writingDescribe characteristics and personalities of petsDescribe pets’ lifestyle, including feeding habits, homes, and likes and dislikes Generate personal ideas, plan and organize text to communicate your ownopinionsWarm-up activityBefore this lesson, ask students to bring in pictures, leaflets, or any other realia related to pets. They can get materials from pet shops, the internet and magazines. It is always a good idea to bring in materials yourself to make sure that your lesson gets off to a good start.Pass the materials around the class at the beginning of the lesson and then put them up on display. Ask students to make comments. Review the names of different animals. Encourage them to select suitable adjectives describe the books, behaviour, homes or anything else they associate with the pets. Do a quick class survey about how many students have pets and what kind of pets they have. Use this situation to introduce the function of giving instructions to prepare for the conversation presented in the comic strip.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. AskWhat does Eddie want? ( He wants his lunch.)How does Hobo respond? (He tells Eddie to be more polite.)Why is Hobo unhappy? ( Because Eddie was not polite.)Welcome to the unitObjectivesTo introduce students to the world of petsTo identify names of animals and typical featuresTo understand differences in animal featuresTeaching procedures1.Encourage stronger classes to do the task in Part A without further pre-teachingof keywords. For weaker classes, you may need to review the names of theanimals and check whether they know how to pronounce them. Then ask students to de the task as set out.2.Divide the class into pairs. Ask students to compare their answers and discussany disagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read thesentences a-f and students have to guess the answer. The student who answers first gets a point. Weaker classes follow the instructions as set out. You could do a quiz later on for revision.4.Ask students to prepare a sentence about their favorite pet. Tell them to pretendthat they have a pet if they do not own one.5.Do some exercises.（详见课件）ReadingObjectivesTo learn about rhyme schemes, stress and intonation of poetryTo learn new vocabulary to talk about petsTo read about animal behaviourBackground informationThis section introduces students to poetry. The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals. The style of each poem is different. ‘My Dog’ focuses on behaviour adjectives. ‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle. ‘Cats’ describes the different places where cats sleep.Part ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘MyDog’ on the board and also the verb that are used in the poem:‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their meanings.2.For weaker classes, read ‘My Dog’ one like at a time and have students repeatafter you. For stronger classes, choose five students to read two lines each.3.Ask students to find the adjectives in the poem which tell us about itscharacteristics, e.g., ‘cleverest’. Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which desc ribe the dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do?4.For weaker class es, read the poem ‘My Goldfish’ and ask students to follow intheir books. Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza.5.Read the poem ‘Cats’. As you read the poem, try to use gestures and mines toillustrate the different impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.6.Ask more able students to read the ‘Cats’ poem, first on their own and then witha partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students havecats that like to sleep in unusual places.7.Have the class prepare this poem for choral reciting. Allocate different lines toindividual students or pairs to create a dramatic impression. Ask one or twostudents to read one line only, e.g.,S1: CatsAll: 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 saywhy they like it, e.g., I like the poem about cats because they are my favourite animals.Extension activityFor 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 BTeaching procedures1 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 activityAsk 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 CTeaching procedures1.Ask students to do Part C1 in pairs. Encourage them to use a dictionary ifnecessary.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 befound 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. Askmore 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 eachpreposition is used.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’.VocabularyObjectivesTo recognize and identify a range of animal featuresTo differentiate between features belonging to different animalsTo use appropriate nouns and verbs when describing the appearance andcharacteristics of different types of animalsTeaching procedures1 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 activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectivesTo 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 andresponsibilities.Part ATeaching procedures1.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., ClassroomSit down. Open the door. Be quiet. Stop talking. Work with a partner.Please close the window.Fire drillWalk quietly. Don’t run. Don’t take the lift. Take the stairs. Line up. Go to the playground.Leave your bags.On the busDon’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 speake r 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 activityAsk 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 BTeaching procedures1 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 activityDepending 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 .AskWhat 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 .Ifnot ,the chance goes to the next group. Students correct their own sentence. Extension activityAsk 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. Theythen write sentences giving instructions. Ask students to read out their advice to the class.Integrated skillsobjectivesTo 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 Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and askstudents to make comments about it. Why do people like fish as a pet? Elicitinformation from students about the fantail goldfish . You might like to askstudents to review the words learned in the vocabulary section.2.Tell students that they will listen to a talk giving information about fantailgoldfish 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 correctthe 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.6.Ask students to make three positive instructions and three negative instructionsusing the information in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence.7.Ask six students to read out one sentence each .Have another six students writethe answers on the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter.Tell students to use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin.9.play the recording again so that students can check their initial choice of words .While listening ,they can confirm or change their initial responses.10.Ask students to form pairs and read the conversation to another pair .Each pairchecks the correct choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.Ask a more able pair to present the conversation to the class .Check correct use ofwords and clarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work i n pairs to read Daniel and Amy’s conversation .Then askthem to change roles and read the conversation .Then ask them to change roles and read the conversation again.2.Ask students which animals they like any why .Encourage them to make notes.3.Ask students to prepare their own conversations using Daniel and Amy’sconversation as a model .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’ ‘I hate….’ ‘I dislike ….’ and ‘I’m crazy about….’. Ifnecessary ,provide them with the useful expressions in the column on theright .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.4.Give students a few minutes to practice then ask some pairs to present theirconversations to the class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.Useful expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to lo ok after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they arelistening .confirm that the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.2.Divide the class into pairs .Ask students to choose some sentences from the listand practice presenting them ,paying attention to stressing the words in bold.3.Ask students to read the sentences in part B and circle the words which they thinkthey should be stressed. Students listen to the recording and check the wordswhich theyHomework Read the sounds after the tape again and again.。