Материал: Unit 12

UNIT OBJECTIVES

At the end of this unit, students will be able to:

understand written and spoken stories understand the links between di erent parts of a story

tell a story

talk about family relationships

agree and disagree in discussions write a short story, using time linkers

UNIT CONTENTS

G  GRAMMAR

Past perfect

Reported speech

Using past time linkers

V  VOCABULARY

Animals: bee, camel, gorilla, mosquito, parrot, spider, tiger, whale

Personality adjectives: anxious, confident, creative, easygoing, fair, fun, generous, honest, patient, reliable, selfish, sensible, serious, shy, sociable, strict, careless, funny

Wordpower: age: about my age, (three years) apart in age, at an early age, at your age, in old age, middle-aged, of a similar age

P  PRONUNCIATION

Sound and spelling: /ʌ/, /ɔː/and /əʊ/

Sentence stress: that

Word stress

Main stress: contrastive

C  COMMUNICATION SKILLS

Talking about family relationships

Agreeing and disagreeing Telling and writing a story

GETTING STARTED

OPTIONAL LEAD-IN

Books closed. Ask a student to name an animal. The next student must repeat the previous animal and then name another one. This continues round the class until a student forgets an animal or cannot name another one. This student drops out. The winner is the last student to name a new animal as well as remember all the previous ones.

Elicit orang-utan by saying: It has red hair. It’s very clever. It lives in Borneo and Sumatra. It’s a bit like us. Write the word on the board.

a Students look at the picture and say what they can see. They then read and discuss the questions in pairs. Monitor and support students with any vocabulary they may need, e.g. animal care/rescue centre, wildlife reserve; vet, keeper, volunteer; feed, look after itself, fi nd food, how to survive. Check and discuss answers in feedback. If you wish, give students information from the Culture notes below.

CULTURE NOTES

Orang-utans are a kind of ape that live in Borneo and Sumatra. They spend most of their lives in trees and live on fruit and vegetation. These apes are highly intelligent and can use tools to get what they need. Orang-utans live up to 30 years old and form strong social bonds. However, this species of ape is in danger. The numbers of orang-utans have gone down by 55% in the last 20 years. This is because their habitat has been destroyed and also because of illegal hunting. Sadly, many orang-utans have been taken to be sold as pets because they have such lovely characters. This is particularly sad because in the wild, young orang-utans stay with their mothers until they are about eight years old. If the mothers are killed or taken away, the young orang-utan is unable to survive by itself. There are several care centres for rescued young orang-utans to teach them the skills they need before they can go back to the wild, e.g. what food to eat, how to use tools, how to move through the trees. This photograph was taken at the Orang-utan Care Center in Borneo, Indonesia.

b Students write down three words to describe the orang-utan in the picture and then compare them with their partner’s words. Take feedback as a class and ask students to share their words with the class.

Suggested answers

small, naughty, cuddly (good to hold), wet, energetic, uncomfortable, lovable, dependent

c Discuss the question about the orang-utan’s future as a class. Encourage students to justify their answers by explaining and giving reasons.

EXTRA ACTIVITY

Ask each pair to choose an animal that is in danger of extinction. Students think of ideas to raise awareness about this animal’s situation. Monitor and help with suggestions and vocabulary. Take feedback and encourage the pairs to explain their ideas to the group. Vote on the best idea.

12AIhadalways thought theyweredangerous

At the end of this lesson, students will be able to:

• use the past perfect

• read and understand a story about a frightening experience

•tell a story involving an animal

•use vocabulary related to animals

OPTIONAL LEAD-IN

Books closed. Ask students: What is the most dangerous animal in the world? Write all the suggestions on the board and encourage students to justify their answers. Tell or confirm the answer: the mosquito. (The mosquito is found everywhere in the world except Antarctica. More than 700,000 people die every year from diseases spread by mosquitoes, most significantly malaria which kills around 600,000 people every year.) Can students find the picture of the mosquito in lesson 12A?

1 VOCABULARY Animals

diff erent types of animals as they can. Write all the correct suggestions they come up with on the board.

Then write the words for diff erent categories of animals e.g. mammals (animals that feed babies with milk from their body), fi sh, birds, insects, reptiles (animals that produce eggs and use heat from the sun to keep warm). Ask students to categorise the animals they have named.

In pairs, students match the pictures of animals with the names. Don’t check answers at this point.

pronunciation of the names of the animals. Ask them to cover the words and spell them for you to write on the board. Ask students to tell you which category – mammals, insects, reptiles, etc. – each animal belongs to and also give you any other information they know about it, e.g. where it lives, what it eats, any particular behaviour it is well known for, etc.

c Read through the questions about students’ own experience of these animals and look at the examples. Then discuss the questions as a class and ask for details and reasons. During the discussion, ask students where we can see animals these days. Elicit: in zoos, in safari parks, in the wild, in our homes, in rescue centres and ask for examples of animals for each place.

2 READING

aAsk students what they know about gorillas – e.g. where they live, what they eat, etc. – and if they think they are dangerous.

bTell students that they are going to read a story about a gorilla. Give the class a couple of minutes to read the introduction and answer the questions. Check answers as a class.

Answers

1a frightening event involving a gorilla and a boy

2The video changed people’s opinions of gorillas forever.

cRead through the words in the box with the class and tell them that these are from Jambo’s story. Elicit or explain the meaning of enclosure and stroke. In pairs, students discuss what they think the story is about. Monitor and help with vocabulary as necessary. Take feedback and encourage students to justify their answers as far as possible, but don’t say if they’re right or not. Compare students’ stories.

dExplain that the story is in diff erent sections and that they are not in order. Ask students to read the story in pairs. They should start at square 1 and then discuss the question together. They then follow the directions to the next section and so on until they reach the end. Monitor and check that the pairs are discussing the questions before moving on to the next section. You may wish

to help students with words in the Vocabulary support box. When they have fi nished, conduct feedback and ask whether they guessed the answers to the questions correctly. Check the story against their ideas for the story in 2c and see which pair (if any) predicted the story accurately.

VOCABULARY SUPPORT

alive (B1) – living

disappear (B1) – to go out of view

enclosure – an area in a zoo where animals are kept

hero (B1) – someone who does something brave or good, which people respect or admire them for

ran away (B2) – secretly leave a place because you are unhappy there

seriously (B1) – badly or severely straight away (B1) – immediately

stroke (B2) – to move your hand gently over an animal or a person

zookeeper – person who looks after animals in a zoo

e Discuss the questions as a class. If you wish, give students information from the Culture notes below.

CULTURE NOTES

In the past, gorillas were captured from the wild to be put in zoos so that people could see these amazing animals. Today, our attitude to taking animals from the wild has changed.

Gorillas are an endangered species. They are suffering from the loss of their habitat in the forests of Central Africa, and from poaching and disease. Mountain gorillas are critically endangered and it is thought there are fewer than 800 alive today. Gorillas live in groups of up to 30 individuals and are led by an older adult male. They live for around 35 years in the wild.

It is often thought that we humans are the only animals to feel emotions like sadness and love and empathy (an understanding of how others are feeling), but research has shown that gorillas feel emotions, too.

3 GRAMMAR  Past perfect

aBooks closed. Elicit these verbs and write them on the board: break, disappear, rescue, turn back. Read the following pairs of gapped sentences to students who write them in their books: a) The father … to his son. Levan … . b) Zookeepers … Levan. He … several bones.

In pairs, students see if they can remember which verb goes in which gap and write it in the correct form (past simple or past perfect). Check as a class, but don’t offer any explanation at this point. Open books. Ask students to look at the sentences in 3a. Students look at the verbs in bold and write which actions happened first and second. Check answers as a class.

Answers

1turned back (2), had disappeared (1)

2rescued (2), had broken (1)

bGive students one minute to read through the rules and complete them with the words in the box. Check the answer as a class.

Answer

perfect; simple; participle

  LANGUAGE NOTES

Point out that the contraction for the past perfect I had = I’d is the same as for I would = I’d.

cStudents read Jambo’s story (in correct order) again and underline more examples of the past perfect. Tell the class there are six examples of the past perfect in the text and turn the activity into a race to see which student can find all six examples first. Check answers as a class.

Answers

had fallen (3), had come (5), had come (4), had (seriously) hurt, had filmed (6), had (always) thought (2)

indicated and ask students to listen and repeat. Students then complete the exercises in Grammar Focus 12A on SB p.165. They complete the tasks individually, but compare their ideas with a partner before you take feedback as a class. Tell students to go back to SB p.119.

  FAST FINISHERS

Ask students to think of alternative endings to the sentence beginnings in Exercise b of Grammar Focus 12A.

LOA TIP CONCEPT CHECKING

•Say or write on the board: When we’d seen the film, we went for a meal at a restaurant.

Ask: Did we have the meal first? (no) Ask: Did we see the film first? (yes)

Say: The meal happened in the past, but we saw the film before the meal, so we use the past perfect – ‘had seen’.

•Give another example. Say or write on the board: I hadn’t phoned my sister before I left the house.

Ask: Did I phone my sister first? (no) Ask: Did I leave the house first? (yes)

Say: Leaving the house happened in the past, but not phoning the sister happened before the person left, so we use the past perfect – ‘hadn’t phoned’.

•Write an example from the Grammar Focus on the board and ask concept questions to check understanding of the use of the past perfect. For example, write: When I got home, my goldfish had disappeared.

Ask: Did the goldfish disappear after I got home? (no) Did the goldfish disappear before I got home? (yes).

  EXTRA ACTIVITY

If students need additional practice in forming the past perfect, ask them to complete these sentences in their own words. I arrived at school/work late because …, My teacher/boss was angry because …, When I got home last night, I found that …

e 3.51 Pronunciation Ask students to look at the past participles in the box and focus on the vowels in bold: drunk /ʌ/, brought /ɔː/, chosen /əʊ/. Model first the words and then the individual vowel sounds /ʌ/, /ɔː/ and /əʊ/, for students to repeat in chorus after you. Depending on the students’ first language, they may find the difference between the sounds difficult to hear and/or reproduce so don’t hesitate to exaggerate the pronunciation and the different positioning of the lips for each sound. In pairs, students take turns to pronounce the past participles aloud and put them into the correct column according to the vowel sounds. Play the recording for them to check their answers.

Answers

drunk, become, swum, won brought, bought, caught, thought chosen, flown, stolen, thrown

g Read through the problems 1–5. Check understanding of skin – the outer layer of a person or an animal’s body, itchy – you have an uncomfortable feeling on your skin and you need to scratch (gesture, and see if students remember from Unit 7), mouse – small animal that lives in the walls of our houses and in fields. Students tell you what kind of animal they think caused the problems, giving reasons for their ideas.

Suggested answers

1  mosquito  2  cat  3  spider, bee, wasp  4  dog, cat  5  spider, mouse, gorilla, large dog (pretty much anything!)

hStudents complete the sentences in 3g using verbs in the past perfect. Before they start, elicit or provide verbs they might need, e.g. bite/bit/bitten, sting/stung/ stung, rub against. Take feedback and ask for examples. Put some correct sentences on the board. Elicit other possible endings for the sentences.

Suggested answers

1because a mosquito had bitten me.

2because my cat had killed it during the night.

3because a bee had stung me.

4because my dog had rubbed against me.

5because she had seen a mouse/spider.

iDiscuss the question as a class. Encourage students to expand their answers by giving details about when/ where/why/what was happening at the time, what had happened and what happened next.

4 SPEAKING AND LISTENING

aTell students that they are going to make a story using the pictures in the book in the correct order. In pairs, students write down any words they think will be useful when talking about each picture. Elicit ideas from the class and write all suggestions on the board to create a vocabulary resource for students when they’re making their stories. Then students work in pairs to make the story. Monitor and help with vocabulary as necessary. Take feedback by asking for volunteer pairs to tell their stories. Ask the class if they agree with the order of events/pictures each pair has chosen, but don’t check answers at this point.

b 3.53 Play the recording for the class to check their answers.

Audioscript

A parrot in Denver, USA, became a hero when it helped to save the life of a two-year-old girl. Megan Howard – the parrot’s owner – was looking after two-year-old Hannah. It was morning and Hannah was eating her breakfast on her own, because Megan had gone to the bathroom. While Megan was in the bathroom, the parrot, Willie, started to make a very strange noise. Megan realised something bad had happened. Willie started screaming the words “Mama! Baby!” again and again. Megan said she had never heard the parrot scream like that before. She came out of the bathroom to see what was happening. And when she looked at Hannah, she saw that her face had gone blue. Some of Hannah’s breakfast had got stuck in her throat. She couldn’t breathe because the food was still there. Luckily for Hannah, Megan had learned what to do in this situation. She immediately ran over to her and performed the Heimlich manoeuvre. Hannah started to breathe again normally. And once Willie saw that Hannah was OK, he stopped screaming. Willie the parrot was given a prize by the Red Cross for his actions. He was named ‘animal hero of the year’ and they gave him a box of cereal with his picture on it. Hannah’s mum thanked both Megan and Willie and said she thought they had both saved Hannah.

Answers

32

65

41

  VOCABULARY SUPPORT

breathe (B1) – take air into and out of your lungs go blue (B1) – become blue in colour

Heimlich manoeuvre – a way of unblocking the windpipe when food is stuck in it

stuck (B2) – not able to move anywhere

throat (B1) – the space inside the neck down which food and air can go

cIn pairs, students tell the story of Willie the Parrot, taking it in turns to tell the story for each picture. Remind students to use the past perfect when possible. Monitor but don’t interrupt fluency unless students make mistakes with the past perfect. Point out errors for students to self-correct. In feedback, ask for examples of the past perfect from the stories and put them on the board.

dAsk students to tell the class any stories they know about animals and humans helping each other.

ADDITIONAL MATERIAL

Workbook 12A

Photocopiable activities: Grammar p.226, Vocabulary p.250,

Pronunciation p.288

Answers

Story 1: the picture with the cow, bottom left; Story 2: the picture with the two boys and the kettle, middle right; Story 3: the picture with the girl with lots of books, top left

d 3.54 Read through the questions with the class. Ask students to decide if the sentences are true or false and to correct the false ones. Play the recording again for them to do this. If appropriate, pause the recording after each story. Give them some time to check their answers with a partner. Check answers as a class.