Page 37 - Think 3. Teacher's Book B3+

Unit 2
A hard life Listening; Values

6 Invite students to share their
ideas with the rest of the class A HARD LIFE UNIT 2
but do not give the answer yet. LISTENING
B 6 Look at the picture. Why is this bird special?
Animal rights
7 2.04 Before students listen, 9 Read the scenarios. Match them with statements
explain that they will hear an 1–6. There are two statements for each scenario.
interview between two people.
Tell them not to focus on Scenario A: /
Work on a huge multi-million-pound
understanding every word for shopping centre has been stopped
now, but to focus on listening for because nests of an extremely rare frog
have been found in the area. It is one of
the answers. only five places where this frog breeds.
1 She was the last living passenger The property developers are putting
pressure on the local government, saying
pigeon. 2 In 1900. it will be a disaster for the economy if they
aren’t allowed to finish the job.
8 2.04 Check/clarify:
19th century.
Before playing the audio again, A It is the rarest bird in the world. Scenario B: /
An elderly lady lives on her own. She has
ask students to answer as much B It was once the most common bird in the world. family, but they all live far away. A relative
as they can from memory. C It has a very unusual song. has suggested buying her a parrot for her
1 C 2 A 3 C 4 B 7 2.04 Listen to the interview with Chris Oddie. 80th birthday. Other family members are
against the idea of keeping an animal in
Check your answer to Exercise 6 and answer these a cage.
questions.
1 Who or what was Martha?
9 Check/clarify: rare, putting 2 When was the last passenger pigeon seen in the wild?
pressure on. 8 2.04 Listen again. Choose A, B or C for each Scenario C: /
There is a hotel that’s very popular with
Do the first one in open class to question. tourists because it’s close to a beautiful
demonstrate the task. 1 What do we learn about passenger pigeons in Sarah’s forest. The forest is home to a species
A 3, 4 B 1, 6 C 2, 5 introduction? of large spider. Although it’s harmless,
people working in the hotel have been
A They flew in enormous groups at night. given strict orders to kill any spiders that
B They lived up to the age of 50.
10 With quieter groups, consider C Their numbers dropped dramatically in the get into the guest rooms.
dividing the class into As and 19th century.
Bs. Tell As (animal ‘indifferents’) 2 Which of these did not help lead to the extinction of 1 A bird in a cage can be a great companion for a
person who lives alone, so it’s the right present.
the passenger pigeon?
they need to argue in favour A a shortage of food 2 Creating places where people can relax is more
important than worrying about a few animals.
of statements 1, 2 and 5. Tell B a big increase in hunting 3 We can’t afford to lose any species of animal.
C better communication systems
Bs (animal lovers) they should 3 Why did the US government law fail to help the 4 Places where endangered animals have their
argue in favour of 3, 4 and 6. passenger pigeon? natural habitat belong to the animals, and not
to people.
Ask groups of As and Bs to plan A because people didn’t respect the law 5 Spiders are ugly and disgusting, and many people
B because no one cared about passenger pigeons
their arguments and make notes. C because they introduced the law too late are scared of them. Of course they should be killed.
Regroup students into groups of 4 What does Chris hope we have learned from the 6 Birds need to fly, and they need space to be able to
do that. Cages should be forbidden.
six (AAABBB). At the end of the extinction of the passenger pigeon?
A All animals are equal.
SPEAKING
exercise, discuss ideas as a class. B Humans need to make sure animals are protected. 10 SPEAKING Which of the statements 1–6 do you
agree and disagree with? Why? Make notes of
C We need better programmes in zoos to help your answers. Then compare your ideas in pairs
species in danger. or small groups.
Homework 23
Write the questions from the
extension activity on the board.
Ask students to write a sentence for Activity idea Extension
each scenario using the past perfect Divide the class into small groups. Write on the board: 1 Why was Tony’s face
continuous. wet? 2 Why did Bill’s feet hurt? 3 Why was Kate carrying two heavy bags?
4 Why were Josh’s knees dirty? 5 Why did Sue have blue fingers?
Give students a short time to think of a reason for the situations. Example:
Why was Sally standing at the bus stop looking angry? She had been waiting
for twenty minutes. Their reason must include the past perfect continuous.
Encourage them to use their imagination and give a point for the best idea.

more
Social Responsibilities
Understanding and discussing global issues – environmental, political, financial and social Workbook
Understands how personal habits and behaviour have the capacity to affect others and the Listening p24, Ex.1–4
environment.
Unit 2 | A hard life T23