top-ten endangered species in the world’.

Give each group one of the animals listed and ask them to
find out about their behaviour, diet, their natural environment and other interesting facts. Students
could use tools on the Cambridge LMS, for example the wiki, to share their initial research with the rest
the class. Each group will then prepare a 15-minute presentation, including time for questions. Learners
could develop the wiki further with their final research and refer to this during their presentation, create
slides using presentation software and produce a leaflet to email to the rest of the class. 3 Give the
students 5–10 minutes to sketch out their final notes according to the outline in the box. Encourage
them to write their ideas in note form so that when they refer to them during their talk they will sound
more fluent. You could point out that it is often very dull to listen to someone reading prepared
sentences out loud. Using notes encourages a more natural delivery, although may require more
preparation and confidence. PRACTISE 4 Students complete the task in pairs, each reading their
statement out once. Remind the students that their statements should be about two minutes long. Tell
students to time each other and to say when two minutes have passed, at which point the student
speaking must finish off his or her statement. Allow up to five minutes for the complete task. 5 Give the
students five minutes to give each other feedback and up to five minutes to make any changes to their
outline notes based on the feedback they are given. PRESENT 6 Students present their opening
statements in groups of three. You could try to make sure that both sides of the debate are represented
in each group by getting a show of hands for or against the statement and organizing the groups
accordingly. Allow up to 10 minutes for the delivery of the opening statements and encourage follow-up
discussion. Optional activity You could ask each group to decide which member of their group gave the
best opening statement. Those students then give their opening statements to the whole class. Once
each student has given their opening statements, the class then vote (either on paper or by a show of
hands) for the person they think gave the best statement. This can be beneficial in several ways. It can
give the student elected to speak in front of the class a huge confidence boost, whether or not they win
the final vote; it shows the other students that speaking in front of a class in English is possible, and may
encourage the quieter students to be more forthcoming; finally, it gives all members of the group the
chance to participate in three aspects of a genuine debate, giving the opening statements, listening to
and following arguments presented, and voting on the best speaker.minutes and that they should take
notes. Give an informal talk, then ask the students to compare their notes in small groups. During their
discussions, they should focus on similarities and differences in their note-taking style. For example, did
they write full sentences? Did they use any abbreviations? 6 1.3 Ask the students to read through the
notes first. Then, play the recording and ask the students to complete the notes. Answers Specializations
1 small animals 2 large animals 3 exotic animals Vet studies 1st & 2nd yr. basic sciences 3rd yr. lab work
4th yr. work with a vet Emergencies • food poisoning, e.g. chocolate can poison cats & dogs • snake
bites Tips for vet sts. • think about it carefully • get experience e.g. animal shelter, zoo, etc. 7 Teach the
word abbreviation (= the short form of a longer word or phrase). Students complete the task individually
or in pairs. Quickly go through the answers with the class. Answers 1 e 2 d (e.g. is an abbreviation of the
Latin phrase exempli gratia) 3 b 4 c (= and so on) 5 a (the symbol & is called an ampersand. It is based on
a joining of the letters e and t, which spell et, the Latin word for and.) PRONUNCIATION FOR LISTENING
Language note We use a special intonation pattern when reading out items in a list. Each item has a
rising tone until the final item. The final item has a falling tone. This indicates to the listener that the list
is finished. Examples of this are given in the next listening task. However, do not be surprised if some
students find the differences in intonation hard to distinguish. Some people find it difficult to detect
differences in intonation (listening in their own, or in a second language). 4 1.2 Tell the students that
they are going to hear two clips from a radio programme, and that their task is to listen carefully to the
intonation of the lists. First, ask the students to read the extracts and the rules so that they know exactly
what they have to do. Play the recording once and ask students to quickly compare ideas with a partner.
Then, play the recording again and tell the students to check their answers. Elicit the completed rules
from the class. Answers 1 The speaker pauses between each animal in the list, and stresses each word.
In this example, the last word in the list has rising intonation. This means that the speaker thinks this is
not a complete list 2 The speaker pauses between each activity in the list. In this example, the last
activity has falling intonation. This means that the speaker doesn’t want to add more examples and the
list is finished. 5 1.2 Play the recording again and ask students to repeat the sentences. Allow 1–2
minutes and carefully monitor the students to check that each pair is using the appropriate intonation
pattern. Optional activity Write the names of five types of food that you like on the board (e.g. bananas,
grapes, cheese, coffee, cakes – any five will do). Call on one student to read the list out. Give feedback
on the student’s intonation. Next, ask each student to write their own list of five items personal to them.
You could give examples, such as favourite songs, countries I have visited, food I don’t like, etc. In pairs,
the students read out their lists. Finish off by inviting some of the students to read their lists out to the
class. ANIMALS UNIT 1 LISTENING AND SPEAKING SKILLS 3 TEACHER’S BOOK 15 Answers noun verb
adjective adverb abandonment abandon abandoned abuse abuse abused / abusive abusively analysis
analyze analytical analytically benefit / benefactor / beneficiary benefit beneficial beneficially
communication communicate communicated / communicative communicatively debate debate debated
/ debating / debateable debatably domesticate domesticated / domestic domestically environment
environmental environmentally involvement involve involved survivor / survival survive survivable /
surviving treatment treat treatable / treated 2 Give the students 5–10 minutes to complete the task
individually and then check their answers with a partner. Go through the answers with the class.
Answers 2 Domestic/Domesticated; survive 3 abandon 4 treatment 5 environmental 6 communicate 7
involved 8 beneficial 9 debate 10 abusive MODALS FOR OBLIGATION AND SUGGESTIONS 3 Ask the
students to read the information in the box and to complete the task individually. Give the students up
to two minutes, then elicit the answers from the class. Answers 1 obligation 2 recommendation 3
obligation 4 recommendation POST-LISTENING 8 Give the students up to two minutes to complete the
task individually or in pairs. Quickly go through the answers with the class. Answers 1 b 2 a 3 b 4 b
DISCUSSION 9 Give the students 3–5 minutes to discuss the questions in small groups, then elicit one or
two ideas for each question from the class. LANGUAGE DEVELOPMENT WORD FAMILIES Optional
activity Ask the students to read the explanation box and to quickly look through the table below. Ask
them if they notice anything about some of the parts of speech (the noun / verb / adjectival / adverbial
form of each word). Elicit the fact not all word families have parts of speech for each word, and that
there are sometimes more than one noun form and more than one adjectival form. Point out that it is
useful to note down the different parts of speech, and that it is also important to know how to use these
words. Elicit other ways of recording vocabulary effectively. One example would be to write down the
words in a sentence that illustrates the meaning, or that contrasts the meanings of, for example, two
different noun forms: The continued survival of the survivors depends on how quickly the emergency
services are able to reach them. You could point out that while it may seem like a great deal of effort to
write down an example sentence for each word, the students can easily find good examples online and
simply copy and paste these into their smartphone notepad (or similar device). 1 Give the students up to
10 minutes to complete the task individually or in pairs. Remind them that they can use dictionaries, and
point out that many good dictionaries are available for free online (for example, by typing Cambridge