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    Tacb5.Unit 4

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    Lương Huệ Phương
    The document provides guidance for a unit on wildlife. It includes 4 objectives for students, including listening to identify information about wild animals, reading to identify paragraph headings, writing an essay describing a pie chart, and working on pronunciation. Various activities are outlined that involve listening to animal sounds and guessing what they are, discussing questions to predict answers before listening, listening and completing notes, and role playing a conversation between a visitor and biologist about wildlife in an aquarium. The final part describes activities for a unit on reading and writing, including quizzes, identifying paragraph headings after reading a passage, and reviewing the structure for writing IELTS task 1 essays describing charts and data.

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    Tacb5.Unit 4

    Uploaded by

    Lương Huệ Phương
    37 views33 pages
    The document provides guidance for a unit on wildlife. It includes 4 objectives for students, including listening to identify information about wild animals, reading to identify paragraph headings, writing an essay describing a pie chart, and working on pronunciation. Various activities are outlined that involve listening to animal sounds and guessing what they are, discussing questions to predict answers before listening, listening and completing notes, and role playing a conversation between a visitor and biologist about wildlife in an aquarium. The final part describes activities for a unit on reading and writing, including quizzes, identifying paragraph headings after reading a passage, and reviewing the structure for writing IELTS task 1 essays describing charts and data.

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    The document provides guidance for a unit on wildlife. It includes 4 objectives for students, including listening to identify information about wild animals, reading to identify paragraph headings, writing an essay describing a pie chart, and working on pronunciation. Various activities are outlined that involve listening to animal sounds and guessing what they are, discussing questions to predict answers before listening, listening and completing notes, and role playing a conversation between a visitor and biologist about wildlife in an aquarium. The final part describes activities for a unit on reading and writing, including quizzes, identifying paragraph headings after reading a passage, and reviewing the structure for writing IELTS task 1 essays describing charts and data.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    37 views33 pages

    Tacb5.Unit 4

    Uploaded by

    Lương Huệ Phương
    The document provides guidance for a unit on wildlife. It includes 4 objectives for students, including listening to identify information about wild animals, reading to identify paragraph headings, writing an essay describing a pie chart, and working on pronunciation. Various activities are outlined that involve listening to animal sounds and guessing what they are, discussing questions to predict answers before listening, listening and completing notes, and role playing a conversation between a visitor and biologist about wildlife in an aquarium. The final part describes activities for a unit on reading and writing, including quizzes, identifying paragraph headings after reading a passage, and reviewing the structure for writing IELTS task 1 essays describing charts and data.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 33

    UNIT 4:

    WILDLIF
    E
    OBJECTIVES
    At the end of this unit students will be able
    to:
     Listen to complete a note about a wild
    animal
     Read and identify headings for
    paragraphs
     Write an essay to describe a pie chart
     Pronunciation – connected speech
    WARM-UP: GUESSING!

    What animals are they?


    Work in groups. Listen to different sounds
    of some wild animals.

    Discuss and guess what animals they are


    ACTIVITY 1: PRE-LISTENING

    Work in groups. Discuss and make a guess to answer these


    questions if you do not know the answers.
    KEYS -
    EXPLANATIONS
    1. D
    Beyond echolocation, clicking and whistling, dolphins communicate with a variety of body language signals including tail
    and flipper slapping on water, leaping out of water, bumping each other and spy hopping.
     2. B 
    Like every mammal, dolphins are warm blooded. Unlike fish, who breathe through gills, dolphins breathe air using lungs.
     3. D
    A group of dolphins is called a pod. Dolphins are social mammals that interact with one another, swim together, protect each
    other, and hunt for food as a team. Pod life plays a very important role in protecting dolphins from predators such as sharks.
     4. A
    When sleeping, dolphins often rest motionless at the surface of the water, breathing regularly or they may swim very slowly
    and steadily, close to the surface.
    ACTIVITY 2:
    WHILE-LISTENING!

    Work individually. Read the notes below. Listen and

    complete the notes. Write NO MORE THAN TWO WORDS

    AND/OR A NUMBER from the recording for each answer.


    Click to add signature
    Click to add signature
    KEY
    1. worldwide
    2. 1000 / one/a thousand
    3. shallow water
    4. use tools
    5. both sexes
    6. companions
    7. exclusive
    8. beach
    9. taking it
    10. (animal) species
    ACTIVITY 3. ROLE-PLAY
    Work in pairs. Make a conversation with the given clues below.
    Student A. You are a visitor in an aquarium in your town and have a
    chance to meet and talk to a biologist there. You are going to ask her
    about a wild animal species in the aquarium that you like.
    Student B. You are a biologist in an aquarium. You meet a visitor who is
    interested in a wild animal species there. Use your knowledge to answer
    the visitor’s questions.
    ACTIVITY 4.
    SPEAKING

    Describe a wild animal that you have seen that


    impressed you
    You should say:
     what it looked like
     where you saw it
     what you were doing when you saw it
    and explain how you feel about this animal.
    UNIT 2: READING AND WRITING

    After this lesson, you will be able to

    - Read texts to identify headings for each paragraph

    - Write an essay to describe pie charts


    Warm-up: Quiz time!

    Work in pairs. Read and discuss the answers to the

    following questions. Make a guess if you are not

    sure about your answers.


    Click to add signature
    KEY
    1. C
    2. A
    3. C
    4. B
    5. A
    6. A
    ACTIVITY 1: PRE-READING
    ACTIVITY 2. WHILE - READING

    Work individually. Read the passage about


    American Black Bear and do the given
    tasks below.
    i. A variety of eating habit
    ii. Confliction between bear and human
    iii. The size of black bears
    iv. Different habitats where bears can live
    v. Comparison between two kinds of bear
    vi. Explanation of fur color variation
    vii. Typical reproduction and breed habit
    Questions 1-7 
    the reading passage has seven paragraphs A-G. 
    Which paragraph contains the following information? 
    Write the correct letter A-G, in boxes 1-7 on your answer sheet.
    NB you may use any letter more than once.
     
    1. Paragraph A ___________
    2. Paragraph B ___________
    3. Paragraph C ___________
    4. Paragraph D ___________
    5. Paragraph E ___________
    6. Paragraph F ___________
    7. Paragraph G ___________
    KEY
    1. Paragraph A _____vi______
    2. Paragraph B _____v______
    3. Paragraph C _____iii______
    4. Paragraph D _____i______
    5. Paragraph E _____iv______
    6. Paragraph F _____vii______
    7. Paragraph G _____ii______
    Question 8-11

    8. Bear often die accidentally as nuisances because they rely on____________.


    9. Black bear’s maximum age in the wild is________________
    10. ______________allows female bears to judge whether everything is ready
    for
    breeding.
    11. A significant way for humans to co-exist with bears is that we
    need__________
    instead of occupying all habitats.
    KEY

    8. human-associated foods
    9. 30 years
    10. delayed implantation
    11. coexistence
    ACTIVITY 3: IELTS WRITING TASK 1 – ESSAY
    STRUCTURE REVIEW
    Introduction The chart(s) demonstrate(s)
     
    Overview Trends – what are the trends that the
    figures in each section has?
    Most significant data – Which section
    has the most significant data during the
    period shown?

    Body (2 paragraphs) Report the most significant data


     
    Chart Analysis
    Chart Analysis
    Introduction:
    1.What do the pie chart and the bar chart
    mention?
    Overview:
    2.As can be seen from the pie chart, which
    group are most of the wild species in
    now?
    3.Looking at the bar chart, what happened
    to the tropical wet forest?
    Chart Analysis
    Body paragraph 1: Regarding animals, …
    1. How many percent of species are in a safe
    condition?
    2. How can you compare the figures
    between the safe and vulnerable groups?
    3. How many animal species are endangered
    and critically endangered respectively?
    4. Why do scientists fail to give findings
    about 4.62% creatures living in the wild?
    Chart Analysis
    Introduction:
    1.What do the pie chart and the bar chart
    mention?
    Overview:
    2.As can be seen from the pie chart, which
    group are most of the wild species in
    now?
    3.Looking at the bar chart, what happened
    to the tropical wet forest?
    Activity 4. Pie Chart writing
    The charts below give information about endangered plants around the world.
    Summarize the information by selecting and reporting the main features, and make comparisons
    where relevant.
     
    You should spend about 20 minutes on this task.
    Click to add signature

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