185
AMAZING ANIMALS
16
AMAZING ANIMALS
Unit Overview
TOPIC
Wild animals and pets
VOCABULARY Animals
AND READING
Bear to the rescue
GRAMMAR
Past simple and past continuous
READING
Our animal friends
VOCABULARY
Phrasal verbs
PRONUNCIATION
/u:/
and
/ʊ/
LISTENING
An interview about looking after pets
WRITING
A story
Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 153; TB page 249
WORKBOOK: pages 68–71
VIDEO AND VIDEO WORKSHEET: Animals
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 16;
Vocabulary worksheet Unit 16
TEST GENERATOR: Unit test 16
WARMER
Books closed. Write the unit title
Amazing animals
on the
board. First, challenge the students to think of an animal
or a bird beginning with each letter in the title, e.g.
A
nt,
M
onkey,
A
lligator,
Z
ebra,
I
guana,
N
ewt,
G
iraffe,
A
ntelope,
N
ightingale,
I
nsect,
M
ouse,
A
rmadillo,
L
ion,
S
nake
. Then,
discuss ways animals are amazing.
ABOUT YOU
You can begin the class and introduce the topic of the unit
by showing the video and asking students to complete the
video worksheet. Then, read the questions in the
About you
box and students answer the questions in pairs.
VOCABULARY
READING
AND
Animals
1
Ask the students to identify the animals in the photos
first before they match them to the words in the box.
Answers
The answers are recorded for the students to check and then
repeat.
A monkey B insect C chicken D bear E elephant F duck
G lion H mouse I rabbit J rat
2
Pre-teach
wild
and
farm
by asking ‘Where do we find
chickens?’ (
on farms
) and ‘What about bears?’ (
in the
wild
) Copy the table onto the board and ask a volunteer
to write
bear
and
chicken
in the correct column. Ask the
students to continue in pairs and then underline any
animals which you can also keep as pets. Finally, ask
them to add more animals to their table.
