UNIT 2: A NEW PET

  OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

ð   Identify the pets

ð   Listen and say Tiger’s word chant

ð   Listen, understand and repeat the stories

ð   Use and respond to classroom language

ð   Sing songs

ð   Make a cut-out and do a role play

ð   Play a game

ð   Identify what pets eat

ð   Ask and respond to questions about pets in your family

ð   Say key words in simple sentences

ð   Recognise, read, copy and write key words

ð   Review and assess own learning

 LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	It’s important to ...
pets bird, fish, hamster, kitten, lizard, puppy, rabbit, turtle Story vocabulary friend, pet, rock CLIL vocabulary: what pets eat fish, fruit, insects, leaves, meat, seeds Structures What has she/he got? Has she/he got a (kitten)? Yes, he/she has. No, he/she hasn’t. What do (rabbits) eat? (Rabbits) eat (grass).	numbers 11 – 20 Have you got a …? I’ve got a … I haven’t got a … parrot, dog, cat	Has everyone got a book, a ruler and a pencil? He/She’s got a … but he/she hasn’t got a …
Pronunciation	The /r/ sound (rabbit, run)

CROSS-CURRICULAR ITEMS

§ Natural Science: What pets eat

ATTITUDES AND VALUES

ð   Pleasure in practising pronunciation

ð   Pleasure in talking about your pets