Lesson 10

Teacher's Notes
Reviewing the pre-class text:
a. Check which students have read the pre-class text.
b. Put ss in pairs. If an ss did not read the pre-class text, pair them with a student who did read
it.
c. Tell ss to explain everything they remember about the pre-class text to each other. With pairs
where only one ss read the text, encourage the other ss to ask questions for more information
about the text.
*If necessary, model an example answer yourself.
d. Monitor discussions. Encourage ss to extend answers and give reasons, examples, etc. and
encourage their partners to ask follow-up questions. Note down any frequently occurring errors
and write them on the board.
e. Ask students to look at the errors and correct them in their pairs. Get feedback on corrections
they made.
f. Nominate ss for feedback on the pre-class text. Encourage students to correct each other.
Below are some questions (answers in brackets) you can use to prompt students during
feedback.
i. Why is the name 'jellyfish' misleading?
(They are not fish and are mostly made up of water, without bones, brain or a heart.)
ii. In what way are the Arctic Lion's Mane jellyfish and the Irukandji jellyfish opposites?
(The Arctic Lion's Mane is large but harmless, and the Irukandji is small but deadly.)
iii. Why do jellyfish often gather together?
(The currents push them together, it's not a choice.)
iv. How does the 'mauve stinger' jellyfish affect Europe?
(A rise in their numbers in French and Spanish coastal swimming areas has led to many
swimmers needing medical attention from being stung - as many as 500 in one day.)
v. Why are jellyfish numbers increasing?
(Rising temperatures and a decline in their predators, which in turn is due to overfishing. Unlike
other sea creatures, they also thrive in polluted waters.)

Extension activity!
1. Teacher boards writes the words 'habitat', 'endangered', 'extinct' on the board.
2. In pairs, students brainstorm vocabulary to fit into each column.
3. Students write their answers on the board.

Extension Activity 2!
1. Teacher boards the word mammal, clarifies what it means and elicits 'reptile, bird, insect, fish,
carnivore, omnivore, herbivore'.
2. Students brainstorm (in pairs) as many different animals for each classification.
3. Teacher gets feedback from the class.
4. There can be a long discussion about what classifies these animals as such, and language
like 'warm-blooded, give live birth, lay eggs, hibernate, scales, short-life span, predator, prey'
will most likely be useful for students.

Teacher's Notes
Group A link: https://www.thoughtco.com/zoos-and-endangered-species-conservation-
1182068
Group B link: https://medium.com/taronga-conservation-society-australia/10-endangered-
species-saved-from-extinction-by-zoos-682c454d0125

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1. Put the students into two groups A + B (can use breakout rooms via zoom).
2. Give each group the link for their article.
3. Allow 5-10 minutes for ss to read and make notes on the questions.
4. Allow ss time to compare answers with other members of their group. Monitor, help out where
necessary.
5. Explain to ss that they are going to summarise their article for someone in the other group.
Explain they don't need to give every detail, just the overall gist. Also explain that the ss should
try and find similarities or differences in the texts they read.
6. Put ss in pairs of 1 A student and 1 B student. Allow 5-10 minutes for ss to explain their text
to each other.
7. Nominate ss for feedback. Ask student B's about what A told them about their text and vice
versa.
In your groups, read the text (group A text, group B text) on animal conservation and
answer the questions.

How Zoos can Help.

1. The writer is in favour of zoos.

2. Zoos have been a vital ally in conservation projects; zoos help reintroduce animals
to the wild; zoos educate the population about conservation issues; zoos help protect
animals in the wild; a recent study has shown the need for special breeding zoos to aid
conservation efforts.

3. Own answers.

10 Animals brought back from the brink.

1. The writer is in favour of zoos.

2. The article lists six animals that would not (in the writer's opinion) exist without the
work of zoos, either through breeding or reintroduction programmes.

3. Own answers.
Show Answer

Teacher's Notes
1. Explain to the ss that they have only heard one side of the argument - the 'pro-zoo' side.
Elicit why someone might be against zoos (e.g. they are cruel, animals are kept in small
cages, etc.).

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 2. Put ss in pairs and allow them 5 or so minutes to brainstorm anti-zoo arguments.
3. Nominate ss for feedback.
4. Explain to ss that they're going to read a text that is anti-zoo. Give ss the link to the
article.
5. Allow ss 5 or so minutes to read and make notes on the article.
6. Put ss in pairs and have them discuss the 4 questions on the board for 10-15 minutes.
Encourage full discussion with reasons, examples, etc.
7. Nominate ss for feedback.

Anti-zoo text link: https://www.peta.org/about-peta/faq/dont-zoos-help-to-preserve-

endangered-species/

Possible answers on two articles:

Both articles mention:

1. Zoos are doing important conservation work.
2. Repopulation and reintroduction efforts.
3. Specific animal species that have been saved from extinction e.g. Arabian Oryx.
4. The threat from human activity e.g. poaching.

Article A mentions:
1. The need for education programmes.
2. The future of zoos and captive breeding.

Article B mentions: 1. Specific numbers of animal populations e.g. 58% decline in

population of vertebrates.
2. Where readers can donate to help specific animal species.
3. Diseases that have wiped out animal populations.

Possible counter-arguments:
1. The cages are too small.
2. Animals aren't supposed to be kept in cages.
3. Zoos are stopping animals from going extinct e.g. pandas.

Teacher's Notes
1. Explain to ss that they are going to write a short summary of the three articles they read.
2. Put ss in pairs and give them 5-10 minutes to discuss the questions on the board.
3. In pairs, encourage the ss to write the summary together. Monitor and assist where
needed.

Optional Extension:
The teacher can ask each group to vote on the best summary and defend their choice to
the class.
Teacher's Notes
1. Teacher gets feedback from the students on the language they used in the task.
2. Teacher directs ss attention to the discussion questions.

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3. Teacher monitors while ss discuss and notes down any frequently occurring/ interesting
errors.
4. Teacher gets feedback from the students and boards the previously noted errors for students
to correct.

Optional Extension!
1. The teacher asks students what arguments were put forward in favour of zoos.
2. In groups, students discuss whether the video answered its original question of whether zoos
are cruel.
3. Feedback from the class.

Watch the video about whether zoos should be closed and answer the questions.

1. Cramped, small enclosures. Animals were chosen because they were big and
showy, mainly from Africa or Asia.

2. It's taking a long, hard look at scientific evidence to determine which animals it
should keep at the zoo. This is because in the past it's enclosures were very small and
many of its animals suffered.

3. It can massively reduce their life expectancy (Asian elephants live to 19 in

captivity, but up to 40 in the wild). Animals can display abnormal behaviour due to
stress, such as repetitive actions like walking backwards and shaking their heads.
They need space to roam freely.

4. Today, zoos are increasing the sizes of their enclosures and changing the animals
they keep.

5. Dr. Jane Goodall feels that many animals might prefer to stay in captivity because
the wild is so dangerous now.

6. The amount of effort spent on saving pandas from extinction may not be worth it as
they do not play a particularly vital ecological role.
Show Answer

Teacher's Notes

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1. Teacher directs student to the sentence halves on the slide. Note this exercise continues on
the next slide.
2. In pairs, students match the halves together, teacher monitors.
3. Once answers on this slide completed move students on to the next slide to complete the
activity.
4. Teacher gets feedback on the answers from the class, and boards the structures that
students should note (listed in answers below).
Look at the phrases below. Each one is used to start sentences.

1. b. No doubt that zoos are a vital part of conservation.

2. d. I wouldn't be surprised if most mammals will have become endangered

by 2050.

3. g. Would it be feasible to force all zoos to close?

4. f. In all probability, humans are the main cause of all these extinctions.
Teacher's Notes
1. Teacher directs students to the sentence halves on the slide. NB This is a continuation of the
exercise on the previous slide.
2. In pairs, students match the halves together, teacher monitors.
3. Teacher gets feedback on the answers from the class, and boards the structures that
students should note (listed in answers below).
4. Teacher puts the students in groups and students discuss whether they agree or disagree
with the sentences. Teacher monitors and then gets feedback from the class.

Optional Extension
1. Students use the stems on the left (1-8) to write personalised opinions s on animal
conservation. The teacher can decide how many depending on time constraints.
2. Teacher puts students in groups and they share their sentences, discussing any that they
may agree or disagree with.
3. Teacher gets feedback and boards the most interesting sentences.

Look at the phrases below. Each one is used to start sentences.

1. e. The chances are that many animals would have become extinct without
zoos.

2. h. I know for a fact that hunting is very popular in my country.

3. c. It would be a good idea to dedicate more funding to conservation

projects.

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4. a. Evidence points towards this being a critical period for many animal
species.
Talk with your partner about the issues discussed in today's lesson.

1. Choose a topic, do some research and plan what to include on the poster

2. Eye-catching, concise information.

3. Imperatives, ellipsis (shortened sentences), dramatic attention-grabbing

phrases.

4. The message and the audience.

Teacher's Notes
This discussion activity is to get ss to choose a topic for their poster.
1. Explain to ss that before they make their poster, they are going to choose a topic.
2. Teacher directs students attention to the pictures and the questions.
3. Put ss in pairs and encourage discussion. Monitor. Encourage use of language taught in this
lesson.
4. Nominate ss for feedback.
5. Tell each pair they have to now choose a topic for their poster. Explain they can choose one
of the four issues represented in the pictures, or something else of their own choosing - but it
has to be connected to the environment.

Possible Answers for question 1:

a) Cramped enclosures/animals feel stressed in captivity.
b) Destruction of habitats/deforestation.
c) Animals being used for entertainment/wild animals are being kept in stressful conditions.
d) Global warming is reducing animal resources/animals are running out of food.
Teacher's Notes
1. Teacher puts students into groups to make their poster.
2. Before they begin, the teacher should check that they have a suitable topic for their poster.
3. While students are working, the teacher monitors and helps with any areas students require.
4. When every group has finished, the teacher collects the posters and displays them around
the room.
5. The students walk around and make notes on what they like/don't like about each poster.
6. The teacher collects feedback from the class, and the class votes for the most effective
poster.

Optional Topics (in case students have trouble coming up with them alone)
1. Fur is cruel fashion.
2. Zoos must be protected.
3. Save the rainforest.
4. Animal conservation needs more money.

Optional Variation

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1. The students can all be given the same topic and then compare how each group chose to
display their ideas.