8 Animals Unit content Content objectives To distinguish between living and non-living things To classify animals according to their habitats To classify animals as oviparous or viviparous To recognise what foods animals eat and classify them as herbivores or carnivores To learn about endangered animals Language objectives To express facts using the present simple: Animals are living things. They are born. They grow. They eat. They die. To understand and respond to questions in the present continuous: What is the lion eating? Is it eating meat? To use the verb to be born: Oviparous animals are born from eggs. Assessment criteria Distinguish between living and non-living things Classify animals according to their habitats Classify animals as oviparous or viviparous Classify animals as herbivores or carnivores Explain what an endangered animal is Contents Living and non-living things Land and water animals Oviparous and viviparous animals Herbivores and carnivores Circling living things to differentiate them from non-living things Colour-coding animals according to their habitats Observing photographs to differentiate between viviparous and oviparous animals Observing photographs to fi nd out what animals eat Circling appropriate food for a dog s diet Reading and listening to a text about giant pandas Completing a description about giant pandas Understanding that pets have to be cared for properly Appreciating the value of animal life Showing interest in learning about endangered species 68A 94
Competences Knowledge and interaction with the physical world Social competence and citizenship Learning the difference between oviparous and viviparous animals (SB p. 70: Baby animals; p. 71: 2 Put the pictures in order. Write 1, 2 and 3 and Class CD Unit 8, track 8.2) Learning the difference between herbivores and carnivores (SB p. 72: What do animals eat? p. 73: 2 What do these animals eat? Write.) Finding out about giant pandas (SB p. 74: Giant pandas) Learning about an endangered species and becoming aware that there are many more in the world (SB p. 74: Giant pandas and Class CD Unit 8, track 8.4) Unit outline Topics Let's read! Revision Living and non-living things Baby animals What do animals eat? Title: Giant pandas Value: Thinking about endangered animals Now I know Possible difficulties Content: explaining the reproductive system of oviparous and viviparous animals Language: the spelling and pronunciation of polysyllabic words: oviparous, viviparous, herbivore, carnivore; the pronunciation of the word womb; the use of the verb to be born Suggested timing for the unit September October November December January February March April May June 68B
Objectives To distinguish between living and non-living things To classify animals according to their habitats To name some animals 8 Animals Key language Vocabulary and structures: animals: butterfl y, dog, cat, mouse, rabbit, snake; colours; car, fur, living thing, plant; rock, rose; big / little, different; in water / on land; be born, grow, eat, die Activity Book Page 26 Teacher s Resource Book Reinforcement Worksheet 8 Ask Ss if they have pets at home: Have you got a dog or a cat? What colour is it? Is it big or small? Write the adjectives on the board. Ss look at the photographs. They use the adjectives on the board to describe the animals. Read the fi rst question. Explain that one animal is a cat. The others are all dogs but they look different. Continue with the questions. Discuss other differences: Look at the fi rst dog. Are his ears short or long? Is his tail short or long? And his legs? Tell Ss that plants and animals are living things because they are born, they grow, they reproduce and they die. Explain that there is a big difference between animals and plants. Animals eat other living things: other animals or plants. Plants make their own food. WHAT CAN YOU SEE? Look at the pictures. Which animal is different? The cat. Point to a big dog. Point to a little dog. Say the colour of the fur. O. A. Do dogs eat plants? Do cats eat plants? No. Yes. 68 sixty-eight R Make true or false statements about the photographs: The cat is in the house. (False.) The cat is black and white. (True.) All the animals have two ears. (True.) Then encourage volunteers to make more statements. E Ss cut out a photograph of a dog or a cat from a magazine. They write two sentences about it: This is a dog. It is big. Its fur is black 68 96
8.1 1 irc æ t æ livin@ thingfi. ˆockfi ˆabbi 2 Wri æ t æ naμefi o t æ animalfi yo circ e. 3 olou t æ animalfi. I li ±fi i> wa e. I li ±fi o> lan. Values education Talk about the responsibilities involved in keeping pets. Ss refl ect on the basic care required for a pet. Write their ideas on the board. (Food, water, exercise, love ) ca but er l ˆoßefi moußæ na æ rabbi but e fl mousæ snakæ A nimalfi a æ livin@ thingfi. T e a æ bor>. T e grow. T e ea. T e d^æ. sixty-nine R Show animal fl ashcards. Ss classify them according to animals that live on land or in water. R Ss make a mural of living and non-living things. They cut out pictures from magazines and glue them under headings: Living things and non-living things. Ss can make two subheadings for the living things section: Plants and Animals. 69 1 Circle the living things. UNIT 8 Read out the names of the illustrations. Ss repeat and point to the pictures. Explain that all living things are born, they grow, they reproduce and they die. Ask about each picture: Is a rabbit born? Does a baby rabbit grow big? Do plants grow? Are plants living things? Play track 8.1. Ss listen and say if the things are living or non-living. Ss circle the living things. 2 Write the names of the animals you circled. Ss name the animals they circled in Activity 1 and copy the words from above. 3 Colour the animals. Explain that not all animals that live in water are fi sh. Show fl ashcards of different aquatic animals: Is this a fi sh? Ask questions: Look at the squirrel. Does it live on land or in water? What about the dolphin? Ss colour the animals. 8.1 Listen and say living or non-living. A rabbit Is it living or non-living? A car Is it living or non-living? A butterfl y Is it living or non-living? Rocks Are they living or non-living? Roses Are they living or non-living? A mouse Is it living or non-living? A snake Is it living or non-living? 97 69
Objectives To classify animals as oviparous or viviparous To put a sequence in chronological order To identify some baby animals Key language Vocabulary and structures: baby animals: calf, chick, lamb; bee, bird, cow, fi sh, sheep, snake, tortoise; egg, womb; milk; oviparous, viviparous; in water / on land; be born from, count, drink Activity Book Page 27 Use the photographs to introduce new vocabulary: Point to a baby sheep. It s a lamb. Point to the baby cow. It s a calf. The lamb is born from the sheep s womb. The calf is born from its mother s womb, too. Ss look at the photograph of the baby ostriches: Ostriches are birds. Birds are born from eggs. Read the text. Ss count the baby ostriches and the eggs. Ss look at the picture of the fi sh: Fish are born from eggs, too. They are very small eggs. Are they born in water or on land? How many baby fi sh can you see? Count them. Explain that viviparous animals are born from their mother s womb. Oviparous animals are born from eggs: Look at the photographs again. Which animals are viviparous? Which animals are oviparous? Ask Ss with baby brothers or sisters if they were born from their mother s womb or from eggs. Baby animals The lamb is born from the sheep s womb. What is the lamb doing? The calf is born from the cow s womb. Is it drinking milk? No. Chicks are born from eggs. Count the eggs. Count the chicks. O. A. 70 seventy Drinking its mother's milk. Fish are also born from eggs. Are they born in water or on land? Count the baby fish. In water. R Show different fl ashcards of animals and ask: Is it oviparous or viviparous? Ss answer Yes or No. E Explain the relationship between some baby animals and their parents: Look at the mother sheep. The lamb drinks its mother s milk. The mother sheep helps her lamb and keeps it clean. Most male and female birds take care of their babies, too. Other animals born from eggs, like snakes, take care of themselves. 70 98
1 irc æ ou animalfi bor> roμ eggfi. Wri æ. o o ^ æ > å æ Δ ^ b ^ @ å b æ æ π tortoisæ 8.2 2 Pu t æ picturefi i> or e. Wri æ 1, 2 an 3. 3 2 1 3 Wri æ t æ num ± o bab^efi o eac anima. bir sna æ æ 5 2 1 Oviparoufi animalfi a æ bor> roμ eggfi. Viviparoufi animalfi a æ bor> roμ t æ mot e ª fi womb. UNIT 8 1 Circle four animals born from eggs. Write. Name the animals in the pictures: bee, bird, snake, tortoise. Write them on the board and explain that all these animals are oviparous: they are all born from eggs. Ss circle the words in the wordsearch and then copy them next to each animal. 2 Put the pictures in order. Write 1, 2 and 3. Explain that a baby cat is called a kitten. Ss look at the pictures. Play track 8.2. Students number the pictures they hear. Correct with the class: First, look at the mother cat. The baby kittens are in her womb. Then, the babies are born. They drink their mother s milk. Finally, the baby kittens grow big. 3 Write the number of babies for each animal. Ss look at the pictures. Name the animals and Ss repeat. Ask: Are these animals viviparous or oviparous? Ss count the babies for the animals and write the number. seventy-one 71 8.2 Values education Talk about how some pet owners abandon their animals: There are places that look after the pets that people do not want. They are called animal shelters. If you want a pet, you can go to one of these shelters and fi nd a dog or cat. E Display photographs of a lion, a canary, an elephant, a snake and a person. Different animals have longer or shorter gestation periods. Ss debate which animals have the shortest and longest gestation periods. (Canary: 13 days; snake: 50 days; lion: 3 months; human: 9 months; elephant: 2 years.) Listen and write the number. This is my cat, Maika. She s got kittens in her womb. Write number 1. The kittens are born. Maika is a good mother. The kittens are drinking her milk. Write number 2. The kittens are bigger now. They are so cute! Write number 3. 99 71
Objectives To recognise what food animals eat To classify animals as herbivores or carnivores What do animals eat? Key language Vocabulary and structures: animals: calf, deer, dolphin, eagle, fi sh, koala, lion, pig, rabbit; cake, dry feed, ice-cream, meat, plant; carnivore, herbivore Activity Book Page 28 Ss name the animals in the photographs. Ss look at the fi rst photograph. Read the text and ask what the calf is eating. Remind Ss that although cows sometimes eat dry feed, they also eat grass and other plants. Explain that dry feed is made from cereals and other plants mixed together. Ask about the koala bear: What does it eat? Explain that koalas only eat plants: A calf and a koala bear only eat plants. They are herbivores. Ss look at the photographs of the dolphin and lion: Look at the dolphin. What is it eating? Now look at the lion. Is the lion eating fi sh? Dolphins and lions eat other animals. They are carnivores. Explain that lions, dolphins and other carnivores have strong teeth to tear meat with. Small birds have beaks to pick up seeds. Some birds, like eagles, are carnivores. They have strong, curved beaks to eat other animals. This calf is eating dry feed. It is a special food made from plants. This dolphin is eating fish. 72 seventy-two This animal is eating green plants. Is it a rabbit or a koala? A koala. What is the lion eating? Meat. R Volunteers come to the front of the class and choose an animal fl ashcard. They imitate the sound that animal makes. The others name the animal and say if it is a herbivore or a carnivore. E Ss with pets fi nd out what their pet eats. Then in class, they explain if their pet is a carnivore or herbivore: My bird is a herbivore. It eats seeds. My cat eats meat. My cat is a carnivore. 72 100
8.3 1 Wha oo do dogfi ea? irc æ. ice cream 2 Wha do t eßæ animalfi ea? Wri æ. μea plantfi dr æe dry feed meat I eatfi μea. cake Happleerbivo efi ea plantfi. arnivo efi ea μea. water I eatfi plantfi. I eatfi dr ƒæe. I eatfi μea. UNIT 8 1 What food do dogs eat? Circle. Ss look at the pictures. Read the words below them. Ask questions: Do you like icecream? Do you eat dry feed? Do dogs eat cake? Ss circle in pencil what they think dogs eat. Then, play track 8.3. Students listen and correct their answers. Compare their answers with the recording. Did they circle some items not mentioned in the recording? Say: Make sure you don t give the wrong food to your dog. Who gives ice-cream to their dog? Is this good for a pet? 2 What do these animals eat? Write. Describe the four animals. Ss point to the pictures: It s got four legs and long fur on its head. It s eating meat. Read the words to the class. Ss say which animal eats each type of food. Then they complete the sentences. Ss say which animals are herbivores and which are carnivores. seventy-three 73 R Ss draw a picture of their favourite animal. They copy sentences from the board about it: This is a lion. It is viviparous. It is a carnivore. R Ss describe one of the animals on pages 72 and 73 to a partner. S1: It lives in water. It isn t a fi sh. It s eating fi sh. S2: It s a dolphin. E Explain what an omnivore is: Some animals eat both plants and animals. They are called omnivores. People and bears are omnivores. Bears eat leaves, honey, fruits and nuts. These come from plants. They also eat small animals and fi sh. 8.3 What food do dogs eat? I ve got a dog called Fluffy. He s lots of fun, but he s a big responsibility. I wash him and take him for walks. I feed him, too. I give him dry feed, meat and water. 101 73
Objectives To develop reading skills To learn about endangered animals To write a brief description of an animal To refl ect on ways to help endangered animals Key language Vocabulary and structures: bamboo, China, forest, fur, panda, zoo; giant, large; live, protect; must; Have you seen? Giant pandas Discuss the photograph: What animal is this? Is it viviparous? What does it eat? Is it a herbivore or a carnivore? Play track 8.4. Ss listen and follow the text. Ask students what things in the photograph are mentioned in the text: black, white, panda, bamboo. Ask comprehension questions: Where do pandas live? Are they big or small? What do they eat? In pairs, Ss fi ll out the information about pandas. Show them how to locate the words to copy from the text. Working in small groups, Ss draw posters about how to protect pandas. Let s read! Wri æ abou pandafi. 74 seventy-four They live in Size: bamboø forestfi. lar@æ Food: 8.4 Giant pandas Gian pandafi li i> hinå. T e a æ lar@æ animalfi wit blac an whi æ u. Pandafi li i> bamboo o estfi. T e ea bamboo plantfi. Soμæ pandafi li i> zoofi. Ha yo æe> o>æ? Wæ mus pro ec pandafi! M. A. bamboø With your classmates, make a poster about protecting pandas. Write sentences and draw pictures. Values education Explain why pandas are in danger: We have to protect pandas because there aren t many left. Many bamboo forests are disappearing and pandas do not have enough bamboo to eat. How can we help pandas? (Protect bamboo forests.) What things can hurt pandas? (Hunting, cutting down bamboo trees.) 8.4 Let s read! Giant pandas (See Student s Book, p. 74.) E Take Ss on a trip to a nature park or reserve. They draw in their notebooks pictures of plants and animals they observe there. They can label the animals as herbivores or carnivores. 74 102
Now I know 1 Wri æ t eßæ naμefi o livin@ thingfi i> t æ cor ec pla æ. bamboo æ na æ ˆoßæ plantfi animalfi bamboø æ roßæ sna æ 2 Draw two animalfi i> eac pla æ. They live in water. 3 rosfi ou t æ od anima i> eac li>æ. VIVIPAROUS ANIMALS OVIPAROUS ANIMALS They live on land. O. A. O. A. seventy-five E Display fl ashcards of different animals. Write key words on the board: fl y, walk, swim, oviparous, viviparous, herbivore and carnivore. A volunteer silently chooses one of the animal flash cards. The rest of the class uses the key words from the board to ask questions to guess the picture: Does it fl y? Is it oviparous? 75 Objectives To revise the key concepts of the unit To give Ss the opportunity to evaluate their own learning To informally test knowledge acquired during the unit Key language Revision of vocabulary and structures: animals; bamboo, bee, plant, rose, snake; oviparous, viviparous; in water, on land; live Teacher s Resource Book Extension Worksheet 8 Test: Unit 8 Write these names of living things in the correct place. 1 Read the words aloud and check understanding. Ss write the words in the correct columns. UNIT 8 2 Draw two animals in each place. Ask Ss to look at the water scene: What animals live there? Write the names of some animals on the board. Do the same for the land scene. Ss choose two aquatic animals and two land animals from the board and draw them in the correct place. 3 Cross out the odd animal in each line. Name the animals and ask if they are viviparous or oviparous. Ss decide which animal is the odd one out. 103 75