Unit 4 Wild Animals

* what is millie’s favourite animal?
play the recording. students listen carefully for keywords to answer the questions.
4 play the recording for again and ask students to find out the missing facts in the fact sheets. play the tape for the third time for ss to check the answers.
5 ask ss to read the letter in pairs and discuss any words they do not understand. complete the letter without looking at the fact sheetson page 64. then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 ask more able ss to read aloud the letter.
presentation （integrated skills b）
1 ask students to practice the conversation in pairs and then change roles. identify any words or phrases they do not know.
2 ask students to create their own conversation using information from the fact sheets.
language points
live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,   
homework
1 learn the language points by heart.
2 一課三練 p.49
3 preview the pronunciation, main task & check out  part.
 
presentation （pronunciation）
1 remind ss of communicative purpose of conditional sentences.
2 play the recording for part a and ask ss to listen carefully. ss imitating the rising and falling voice patterns.
3 ask students to read simon’s presentation with correct the rising and falling voices.
4 ask students to read millie’s presentation in part b quietly on their own. play the recording . ask ss to listen carefully and mark where millie’s voice rises and falls with the correct arrows.
5 tell students to read them again, and answer the ‘wh-‘questions. students work in pairs.
language points （pronunciation）
peaceful animals, live in family groups, continue to build roads,   have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
presentation（main task）
1 talk to ss about the purpose of writing reports. elicit from the different reports. explain that in reports, we do not normally say ‘i feel…’ or ‘i like…’ and do not include personal comments.
2 read the title of the report in part a. create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 ask students to skim through the report quickly and give each paragraph.
4 ss complete simon’s report in part c on their own. ask more able ss to read it aloud to check the answers.