Unit THEME: Health and Environment

4 Special Relationships

RE AD ING 7 A N D 8 SoW Lessons 31, 32

Keeping a Pet
Having a good relationship with a pet is an important part of a pet owner’s life. Our
relationship with our furry friends greatly influences our lives. We don’t just keep pets; we
build a friendship.
Children and adults must love their pets and spend time with them. Our furry friends
cannot speak, so we have to understand, provide and care for them. Pet owners need to
be responsible. Our pets need to see us as friends, not cruel masters!
When people get lonely, they rely on their pets for companionship. Disabled individuals
and people with special needs may have trained dogs to help them. Many people rely on
their family dogs to alert them of danger. Therapy dogs are used in some hospitals to
cheer up disabled children, lonely senior citizens and those who are undergoing long
periods of medical treatment.
Pets need social contact. A dog is a pack animal. It is social by nature. We cannot
treat a dog like an object with no feelings. Cats are not as social as dogs, but they need
companionship too and enjoy playing with other cats. They also need to play with their
owners to build a good relationship.
How many people find a puppy cute and enjoy playing with it, only to ignore it when it
is fully grown? The key to having a happy, healthy pet is to be a responsible pet owner. If
you don’t love and care for your pet, you should not get one.

A Work in groups. Read the passage above. Then, write down three main points to
consider if you want to keep a pet. Compare your main points with the other groups.
LS 3.1.1

1

2

3

LS 3.1.1 Understand the main points in longer texts on an increased range of familiar topics

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B Read the passage again. Then, complete the following table. Choose no more than
PT3
FOCUS
three words and/or a number from the text for each answer. LS 3.1.2

Keeping a Pet

Our relationship with our pets

influences 1

Pet owners need to be 2

Trained dogs are used to help the

disabled and people 3

Dogs warn their owners of 4

In some hospitals, they use ... to

bring joy to disabled children and 5
lonely senior citizens.
Both cats and dogs are social by
6
nature and need

Cats need to play with other 7

LS 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics

L
ANG U AG E AWA R E N E SS 4 SoW Lesson 33

A Join the two sentences with the relative pronoun in brackets.

1 Jane is a friendly girl. She was nice to me on my first day at school. (who)

2 I saw the photo. We took it on the first day we met. (that)

3 That is the book. My mother gave it to me when I was five. (which)

4 He is the boy. The boy’s mother is my teacher. (whose)

5 Terry went to the cinema with my sister. He met her last week. (whom)

6 Jenny borrowed my watch. My grandfather gave it to me. (which)

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B Fill in the blanks with suitable relative clauses from the box below.

whose children are very young which is quite new

who loves music which we studied in

1 Tom’s sister, , wants to be a piano teacher.

2 My father’s car, , was involved in an accident last week.
3 The primary school, , has closed down.
4 My uncle, , doesn’t go on holidays often.
Grammar Focus Relative clauses

L
IS T ENING 7 SoW Lessons 34, 35

A Read the attitudes below and listen to the dialogue. If the attitude applies to Tina, tick the
box on the left. If the attitude applies to Mike, tick the box on the right. LS 1.1.3

Reluctant to help Mum

Willing to help Mum
Responsible
Complains about sibling
Wants help with chores
Needs to be pressured by Mum
Tina to do chores Mike

L
IS T ENING 8
A Listen to the text. Then, match the words on the left with their meanings on the right.
LS 1.2.1

Word Meaning
 1 playful brothers or sisters
 2 irresponsible that you can rely on
 3 selfish not thinking enough about the effects of what you do
 4 dependable calm and kind
 5 siblings caring only about yourself
 6 gentle determined not to change your opinion
 7 stubborn always wanting to play

LS 1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar topics
LS 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range
of familiar topics

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S
PEAKI NG 7 SoW Lessons 36, 37

A Work in pairs. Your friend’s teacher informed the class that there will be a new student
the next day. Give your friend some advice on how to welcome the new student to class.
You may use the points below to help you. LS 2.1.4

• Greet the student warmly.

• Invite the student to sit with you during recess.
• Introduce the student to your friends.
• Help the student with their class schedule.
• Encourage the student by telling them good things about the school.
• Invite the student to hang out with you and your friends.

You : Hi, . You look very serious. Is something wrong?

Friend : No, I’m just thinking about something. My teacher said that we will be getting a new
student in class tomorrow. I know it’s not easy to start in a new school so I was
wondering how I could make the student feel welcome.
You : Well, there are many ways you can go about this. You can
.
Friend :
You :
Friend :
You :
Friend :

S PEAKI NG 8
A Work in pairs. Decide on plans for next weekend, but don’t tell each other your plans. Ask
your friend questions about his or her plans for next weekend. Your friend can only answer
‘Yes’ or ‘No’. Keep asking questions until you correctly guess what your friend’s plans are.
Then, let your friend describe his or her future plans in greater detail. LS 2.1.3

David : Are you going on an outing next weekend?

Tina : Yes.
David : Are you going with your family?
Tina : No.
David : ...

LS 2.1.4 Explain own point of view

LS 2.1.3 Describe future plans and ambitions

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WRI
T ING 7 SoW Lessons 38, 39

Tina was walking home after school one afternoon when she heard the pained miaowing
of a cat coming from a nearby drain. As she went nearer to the drain, she was shocked
to see a little kitten struggling in the water. The poor kitten couldn’t climb up because the
drain was deep and there was nothing to climb up with on the sides. She knew that it
would not be long until the drain filled up and the poor creature drowned. She knew that
she couldn’t leave the poor kitten there to die.
Tina tried to find a stick to help get the kitten out but it kept falling back into the drain.
It was horrible. She decided to climb down into the drain. It was quite deep and she was
scared she would fall in. Slowly, she managed to reach the kitten. She could see that it
was shivering and afraid. She spoke gently to the kitten, got hold of it and very carefully
brought it out.
Tina took it home, washed it and dried it with an old towel. Her mother and sister
helped her. Then, she gave it something to eat and some milk to drink. They looked after it
well. The kitten remained with them. It became a wonderful pet and playmate. She named
it Lucky because it was lucky to be alive!

A Work in pairs. Identify the main points in the story above and complete the table below.
Then, write a summary of the story above in the space provided below. LS 4.1.3

A Good Deed

Where Tina found the kitten 1

Time of day 2

Describe the problem 3

Describe the solution 4

Outcome of the good deed 5

6
Moral values
7

Summary:

LS 4.1.3 Summarise the main points and explain key details of a story, text or plot

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WRI T ING 8
A Work in groups. As a class, research the topic ‘Animal Testing Is Beneficial’. Each group
HOTS must choose a subtopic and write an article about it. Compile all the articles to create an
online newsletter. LS 4.1.5

LS 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics

L IT ERAT U R E I N A C T I O N 4 SoW Lesson 40

Themes
The themes are the main ideas in a novel and usually run throughout the entire story.
Themes are depicted through the characters’ actions, interactions and motivations. They
often reflect an author’s thoughts about certain ideas, issues or moral values. Themes may
not be stated directly but may be implied through the events that unfold in the story. The
title may sometimes give a clue about the theme. Some stories only have one theme, while
others have many.
How to identify themes:
There are several ways to identify the themes in a story.
1 When you finish reading a story, sum up the story with a single word. Then, use the word
to make a compete sentence about the moral of the story.
2 Ask yourself what the story is about. Pick out the main idea(s) that run(s) through the
story.
3 Ask yourself if and how the protagonist changed over the course of the story. What
lesson did the protagonist learn from the resolution of the conflict?

A The following are the novels studied in the Literature Component in English Language.

The Elephant Man – Tim Vicary

Moby Dick – Herman Melville
We Didn’t Mean to Go to Sea – Arthur Ransome

Based on one of the novels above, write about two themes of the novel in your
exercise book. Provide evidence from the text to support your response. LS 5.1.2
Write:
• in not less than 50 words
• in continuous writing (not in note form)

LS 5.1.2 Explain briefly the development of plot, characters and themes in a text

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