To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.
Part A
Teaching procedures
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
Sit down.
Open the door.
Be quiet.
Stop talking.
Work with a partner.
Please close the window.
Fire drill
Walk quietly.
Don’t run.
Don’t take the lift.
Take the stairs.
Line up.
Go to the playground.
Leave your bags.
On the bus
Don’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 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.
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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.
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七年级英语Pets单元教案