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.

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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.

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 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.
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