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Unit 6

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Unit 6

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nicolas.herre2007
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UNIT 6 (Animals)

COMUNICATION GOALS
 Exchange opinions about the treatment of animals

 The treatment of animals is a topic that elicits a wide range of


opinions and perspectives. People hold diverse views on how
animals should be treated, whether it be in terms of their welfare,
rights, or use for various purposes such as food, entertainment, or
scientific research.
 One perspective advocate for animal rights, arguing that animals
possess inherent rights and should be treated with the same
respect and consideration as humans. Proponents of this viewpoint
often oppose the use of animals in industries such as factory
farming, animal testing, and entertainment, seeing these practices
as unethical and exploitative.
 On the other hand, some argue that animals have a lesser moral
standing compared to humans and can be used for human
purposes. This viewpoint often prioritizes human interests and
considers animals as resources to meet our needs, such as for
food, clothing, or medical advancements.
 Discuss the pros and cons of certain pets

Pet Advantages Disadvantages

Loyal, good companions and


Dogs protectors Require constant time and attention

Cats Independent, require less care Less social compared to dogs

Require appropriate cages and daily


Birds Colorful and can sing attention
Pet Advantages Disadvantages

Fish Easy to care for and decorative Limited interaction with the owner

Rodents Small, can be adorable Require space and suitable cages

Reptiles Fascinating and low maintenance Require specific environmental conditions

Rabbits Adorable and can be trained Need time out of the cage for exercise

Require a significant amount of attention


Ferrets Playful and curious and care

Guinea Easy to handle and suitable for Need companionship and regular cage
Pigs children cleaning

Turtles Longevity and low maintenance Limited interaction with humans

 Compare animal and human behavior


 Cognitive Abilities: Humans possess advanced cognitive abilities,
including higher-level thinking, problem-solving, and complex
language skills. While animals also exhibit varying degrees of
intelligence, their cognitive capacities are generally less
sophisticated compared to humans.
 Emotions: Both animals and humans experience emotions.
Animals display a range of emotions such as happiness, fear,
sadness, and anger, although the complexity and expression may
differ from human emotions. Humans, with their advanced
cognitive abilities, often experience a wider range of complex
emotions and can express them in more nuanced ways.
 Communication: Humans have developed elaborate systems of
verbal and non-verbal communication, allowing for complex and
abstract conversations. Animals communicate through various
means, including vocalizations, body language, and scent marking,
but their communication tends to be more limited in scope and
complexity.
 Social Structures: Humans form intricate social structures and
engage in complex social interactions. Animal social structures
vary across species, with some exhibiting hierarchical systems and
others relying on cooperative behaviors for survival. While animals
exhibit social behaviors, they generally have simpler social
structures compared to humans.
 Morality and Ethics: Humans have developed intricate moral and
ethical systems that guide their behavior and decision-making.
These systems are influenced by cultural, societal, and personal
values. Animals, on the other hand, do not exhibit the same level
of moral reasoning or ethical considerations as humans, although
they do exhibit behaviors that can be interpreted as cooperative,
altruistic, or protective.

VOCABULARY
 Categories of animals
 Vertebrates: These are animals that possess a backbone or spinal
column. Vertebrates include mammals, birds, reptiles, amphibians,
and fish.
 Invertebrates: In contrast to vertebrates, invertebrates do not
have a backbone. This category encompasses a vast range of
animals, including insects, spiders, crustaceans, mollusks, worms,
and more.
 Mammals: Mammals are warm-blooded vertebrates that have hair
or fur, give live birth, and nurse their young with milk. This group
includes humans, dogs, cats, whales, elephants, bats, and many
others.
 Birds: Birds are warm-blooded vertebrates characterized by
feathers, beaks, laying hard-shelled eggs, and having the ability to
fly. Examples of birds include eagles, owls, sparrows, penguins,
and hummingbirds.
 Reptiles: Reptiles are cold-blooded vertebrates that have scales or
bony plates on their skin and lay amniotic eggs. Snakes, lizards,
turtles, crocodiles, and alligators are examples of reptiles.
 Amphibians: Amphibians are cold-blooded vertebrates that
typically undergo metamorphosis from aquatic larvae to terrestrial
adults. Frogs, toads, salamanders, and newts are common
examples of amphibians.

GRAMMAR
 Passive modals

UNIT 8 (FAMILY TRENDS)


COMUNICATION GOALS
 Speculate about everyday situations
 Cyberbullying and Social Media: A group of unruly teenagers
engages in cyberbullying, using social media platforms to target
and harass their peers. They create anonymous accounts,
spreading rumors, sharing hurtful content, and causing emotional
distress to their victims. School administrators and parents work
together to implement strict policies and educate teenagers about
responsible online behavior.
 Vandalism and Graffiti: A small group of rebellious teenagers
engages in acts of vandalism and graffiti, defacing public and
private property with their tags and messages. Local authorities
and community organizations collaborate to implement
surveillance systems, increase security measures, and organize
creative outlets for teenagers to channel their energy and artistic
expression in a positive way.
 Substance Abuse and Peer Pressure: A troubled teenager falls into
a peer group involved in substance abuse. They face significant
pressure to experiment with drugs or alcohol, leading to
detrimental effects on their physical and mental health. Concerned
parents, schools, and support groups work together to provide
education, counseling, and rehabilitation programs to address the
underlying causes and support the teenager's recovery.
 Truancy and Academic Underachievement: A group of disengaged
teenagers regularly skip school, leading to academic
underachievement and a lack of future prospects. School
administrators, teachers, and counselors implement intervention
programs to identify the root causes of truancy, provide
mentorship, and offer alternative educational pathways to re-
engage these teenagers in learning and help them realize their
potential.
 Petty Theft and Shoplifting: Some teenagers succumb to
temptation and engage in petty theft and shoplifting, causing
distress to businesses and individuals. Retailers strengthen their
security systems, implement stricter policies, and provide
education on the consequences of theft. Community organizations
offer mentorship programs, job opportunities, and guidance to
empower teenagers to make positive choices and contribute to
society.

 Discuss how believable a story is


Vocabulary
 Degrees of certainty
Grammar
 Perfect modals for speculating about the past.

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