Estereotipos étnicos: antecedentes y momentos

Unit 6 Nature

(15-20 mins)

a Read the names of the animals that are listed in the box. Tell the students to think of some more animals. Put the students in pairs to complete the task. Then invite different students to complete the lists.

b Ask the students to look at the animals again (the names and / or the pictures) and to think of adjectives to describe their appearance (e.g. Elephants are huge and grey…). Then ask them to choose three animals, and write a description of their appearance and character. Tell them not to write the name of the animal (so their partners can guess them). They can start ‘It is...’.

c Put the students in pairs to read each others’ descriptions and to guess the animals. Invite different students to read out their descriptions for the class to guess.

(5 mins)

Read out the beginning of the first idiom and check they know what a bee is. Then ask them to guess the correct ending (2).

Allow a few minutes for them to finish, then tell them the correct answers.

Intonation in lists

(6.1) (5-10 mins)

Read out the instruction and play the first sentence (the example) of recording 6.1. Pause for the students to repeat it, then continue with the rest of the sentences.

Play the CD again, pausing this time for students to write sentences b, c and d in their notebooks.

Play the recording a third time, and make sure the students repeat each sentence with the correct intonation as in the example.

Listening script 6.1 – see page 134

Lesson 6

Workbook pages 42 - 43, Language practice

Workbook answer key – see page 146

c Tell the students to fill in the sentences using the correct verb forms. Allow the students to complete the exercise, giving any assistance if needed.

Animals

(15 mins)

Bring in some animal pictures, show them to the class and ask what species each animal is. Also, ask the students to name some animals. On the board, write character adjectives. Ask the students to suggest adjectives to describe the characters (not appearance) of some of the animals (e.g. cats are friendly, lions are brave...)

a Ask the students to look at the picture of an ostrich and identify three character adjectives in the sentence (clumsy, cowardly, hostile).

b Put the students in pairs to complete the task. While they are working, go round and check progress.

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Unit 6 Nature

Animals

a Find the three adjectives that describe character in this sentence:

Ostriches have a reputation for being clumsy, cowardly animals, but they can be quite hostile.

b Here are some more character-describing adjectives. Match them with a meaning and write a word with the opposite meaning. Follow the example.

Character word Meaning Opposite

meaning

1 brave angry / aggressive 1 Cowardly 2 fierce you won’t change your mind or ideas 2

3 proud gentle 3

4 shy ready to do dangerous things 4 5 stubborn happy because of something you have done 5 6 tame nervous / uncomfortable with other people 6

a Write the names of the different types of animals below under the correct headings. Some can be in more than one list.

buzzard camel canary cat donkey eagle elephant fox gerbil harrier horse kestrel lion mouse parrot pigeon rabbit vulture wild animals birds of prey sports animals domesticated animals

elephant buzzard horse cat

b Choose three of these animals and write a short description of them. Describe what they look like and what their character is like.

c Exchange descriptions with a partner. Can you add anything? Match these sentence beginnings with the correct endings.

a A busy bee is someone who … 1 … gets up before other people.

b A cold fish is someone who … 2 … is active and always has a lot of things to do.

c A dark horse is someone who … 3 … shows no feelings.

d An early bird is someone who … 4 … doesn’t tell other people what she / he is

doing.

Intonation in lists

(6.1) Listen and repeat these lists of animal characteristics. Notice where the voice goes up and down.

Lions are brave, ¿erce and proud.

th a meaning and

ords to remember

W

aggressive, fierce, herbivore, hostile, proud,

stubborn, sustenance, tame

Student’s Book page

Objectives

Skills At the end of the lesson,

students should be able to:

Reading ●read a text about the

arctic fox

Grammar ● use countable and

uncountable nouns

● use adjectives and adverbs ● use present perfect

and present perfect continuous

Student’s Book page

lesson. Go round and offer suggestions where needed.

(15-20 mins)

a Tell the students to share headings 1-4 (see exercise 2b) between their group members.

b Allow about ten minutes for them to prepare a one-minute talk on their own topic (one of the headings in exercise 2b). Before they start, tell them to look at the Useful Language box; you could also hold a one minute’s silence to give them an idea of how long a minute is! While they are preparing their talks, go round and check their work. Make suggestions and / or corrections where necessary.

c Tell the students to take turns to give their talks to their own groups. Encourage them to stress important words e.g. It’s really important...; the main reason is...

Suggest that someone times each speaker (but not too strictly). Encourage the groups to make suggestions for improvements.

d Ask each group to present their ideas to the class.

Lessons 7 and 8

Objectives

Skills At the end of this pair of lessons,

students should be able to:

Reading ● read information about wildlife

● read a formal letter

Speaking ● discuss an action plan

● give a talk to persuade

Writing ● write an action plan

● write a formal letter

Topic ● What you can do to help

Functions ● form an action plan

● give advice ● be persuasive

●say why something is important ●plan and write a formal letter

Vocabulary adjacent (Adj), bed out (V),

carbon monoxide (N), cleanup (N), exotic (Adj), finance (V), global (Adj), imperative (Adj), mammal (N), nest (N), on behalf (PhN), toxin (N), wasteland (N)

Student’s Book pages 50 and 51

Present the active vocabulary needed for each activity. Presenting ideas; being

persuasive (5 mins)

Read out the WWF factfile, while the students follow it in their books. Invite them to ask about any difficult vocabulary, which might include: global, destruction. Ask the students to suggest the names of other environmental groups. What do these groups do? Ask the students to name some examples of wildlife in their local area. Are they endangered? Why?

(10 mins)

Tell the students to read the text. While they are reading, go round and answer any questions about vocabulary.

When they are ready, read out each of the seven suggestions in turn, and check the students understand what they mean. Does anyone already do any of these things? Can the students think of any more ideas?

(15 mins)

Put the students in groups of three or four.

a First, tell them to look again at the seven suggestions in the leaflet, and decide which ones are possible for them. Tell them to note down more ideas relevant to their area.

b Now they need to organise their ideas: tell them to make notes under the four headings. All the students should make notes as they will need them in the writing

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Presenting ideas; being persuasive

Read the Factfile and the information below.

a How do you think the WWF prevents the destruction of the natural world?

b As you read the information below, note any suggestions that would be possible for you to protect wildlife in Kuwait.

What you can do to help

Every decision you make, as an individual or as a family, has an effect on the health of our planet. Your choice is simple.

Do you want to be part of the solution or part of the problem?

Here are a few things you can do to help protect wildlife in your area: • Look after birds by putting out some food, a bird bath or a bird house. • Attract other wildlife by providing running or dripping water.

• Have an environmental cleanup to turn wasteland into a home for animals. • Protect wildlife by ensuring there are no dangerous toxins there. • Don’t buy exotic birds from pet shops if they are from the wild. • Never bring home any wild animals you find.

• Teach others why protecting animals is important to you.

Discuss this question in groups of three or four.

a How could your school protect the wildlife in your area? Think of all kinds of wildlife in Kuwait, including insects, birds, small mammals, larger animals, fish, etc.

b Now write an action plan with notes under these headings: