reptiles birds insects - cambridge university...

Cambridge University Press978-0-521-21957-0 – Super Minds Level 2Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-JonesExcerpt2More information

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1 CD 144 Listen and read about animal family groups.

Every animal is part of a family group. The animals in each family group have features that make them different from other animal family groups. Here are some examples of features.

Science30

eggs hair feathers scales blood

can often fl y their babies drink milk have six legs lay eggs

2 Look at some groups and write the missing features.Think!

Birds� lay eggs

� have feathers

�

Reptiles� have scales

� have cold blood

�

Insects� lay eggs

� have cold blood

�

Mammals� have hair

� have warm blood

�

mouse bear crocodile lizard

beetlebutterfl yduckowl

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Aim: • to integrate other areas of the curriculum

through English: Science

Thinking skills: categorising and classifying

New language: family group, part of, features, different from, mammal, reptile, insect, lizard, owl, duck, butterfl y, beetle, hair, lay, egg, scales, blood, feathers, warm

Recycled language: animals

Materials: CD

Language competences: Your students will be able to use known language to talk about Science in English.

Warm-upAim: to review animals

• Elicit the animals students know onto the board.

• Ask students if they are all the same. Prompt them to think of differences, e.g. Some can fl y. Some have babies.

1CD144 SB p30 Listen and read about animal family

groups.

Aim: to introduce the concept of animal groups

• Play the recording. Students follow the text silently in their Student’s Books.

• Check understanding with reference to the Warm-up activity.

2 Think! SB p30 Look at some groups and write the missing features.

Aim: to enable students to consolidate the concept of animal groups Thinking skill: applying world knowledge

• Read the family name of each group aloud and discuss the features given and the example animals.

• Elicit other animals from that group, using students’ experience and/or examples from the Warm-up.

• Individually, students choose which feature matches with which group.

• They compare and discuss their ideas in pairs.• When everyone has fi nished, check with the class.• Check understanding of new vocabulary.• Elicit other family groups that students know, with their

examples and features, e.g. amphibians, fi sh.

Key: Mammals: their babies drink milk, Birds: can often fl y, Reptiles: lay eggs, Insects: have six legs

T30

1 WB p30 Match the pictures with the words.

Aim: to consolidate understanding of new vocabulary Key: 2 a, 3 d, 4 b, 5 e

2 WB p30 Write m (mammal) / b (bird) / r (reptile) / i (insect).

Aim: to consolidate understanding of animal groupingsKey: 2 b, i, 3 m, 4 i, 5 r, 6 m

Ending the lessonAim: to review what students have learnt in the lesson

• Write the following prompt on the board: Today I’ve learnt about:

• Elicit from students what they learnt about today, e.g. animal families, features of different animal families.

• Write it on the board. Students copy it into their notebooks.

Extension activityAim: to extend students’ understanding of animal families

• Write the other animal families you elicited from the class at the end of SB Activity 2 on the board.

• Name some other animals for students to match with the categories. Give the animal names in L1 fi rst if necessary.

• Elicit other features for some of the animal families. Write these on the board.






The market1

CD 218 Listen and look. Then listen and say the words.

2CD 219 Listen and chant.

Apples, pples,I m hungry,Lemons, m ngos,W termelons.I m hungry,H ve some fruit!

Apples, pples,I m thirsty,Lemons, m ngos,W termelons.I m thirsty,H ve some juice!

46 Food

beans2

tomatoes5

eggs7mangos8 watermelons9 potatoes10

fi sh6

bread3

grapes1

lemons4






T46

Aims: • to present and practise food

• to say a chant with the class

New language: grapes, beans, bread, lemons, tomatoes, fi sh, eggs, mangos, watermelons, potatoes, hungry, thirsty, market, fruit, vegetables

Recycled language: apples

Materials: CD, fl ashcards (food), an apple (optional)

Language competences: Your students will be able to identify and name some food.

Warm-upAim: to introduce the topic of market

• Draw an apple on the board (or show one if you have one in your bag).

• Elicit what it is and write the name. • Elicit other foods students know, e.g. banana. • Draw a circle on the board and write Market in

the middle.

• Tell students that this is where we can buy different fruit and vegetables.

• Start to build a word map with the elicited food words.

PresentationAim: to present food words

• Use the fl ashcards to present each item of food. • Say the word for students to repeat. • Do this three or four times.

• Hold up each fl ashcard for students to say the word in chorus.

• Stick the fl ashcards on the board around the word map and elicit the words at random.

1CD218 SB p46 Listen and look. Then listen and say

the words.

Aim: to practise food

• Students look at the picture of the market in their Student’s Books.

• Play the recording.

CD2 Track 18Flash: I’d like some apples, please.Man: How many?Flash: Eight, please. Now say the words. 1 grapes, 2 beans, 3 bread, 4 lemons, 5 tomatoes, 6 fi sh, 7 eggs, 8 mangos, 9 watermelons, 10 potatoes

• Students point to the foods when they hear the words. • Play the recording again. Students repeat the food words. • Students practise pointing and naming in pairs.

2 CD219 SB p46 Listen and chant.

Aim: to give students further practice saying the food

• Use the picture to support meaning whenever possible.• Play the recording. Students listen and follow the chant

in their Student’s Books.

• Play the recording again, pausing after each verse for students to repeat.

• Do the chant as a class and then in two groups. • One group chants and the other claps the rhythm. • Swap groups and repeat.

1 WB p46 Do the crossword.

Aim: to practise spelling of the new vocabularyKey: 2 watermelon, 3 tomatoes, 4 lemon, 5 mango,

6 potatoes, 7 eggs, 8 beans, 9 grapes, 10 fi sh

Ending the lessonAim: to review key language from the lesson

• Flash each fl ashcard quickly in front of the class.• Students say what it is.• Place each fl ashcard back on the board around

the word map.

Extension activityAim: to practise memorisation and speaking

• Focus students on the word map on the board. • Say, e.g. In my bag I’ve got some mangos. Student

A chooses another fruit or vegetable and says, e.g. In my bag I’ve got some mangos and a lemon.

• Continue the list, choosing students at random, until there are about eight items.

• Start another list.




reptiles birds insects - cambridge university...

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