☰ Year plan · English (Connect)

Unit 4: a seashore visit, sea animals and describing words

Week 9 · Unit 4 Marine Life (A): the opener, an article about coral reefs (reference only), idioms, words for fragile places, a talk about tourism by the sea, a podcast about whales (our own read-aloud text), a listening about the underwater world, compound adjectives and -ed / -ing adjectives, a restaurant role-play · 3 lessons
2

Listening to a talk about sea animals: details and True / False

English Secondary 3 Term 1, Unit 4 Lesson 2: pp. 58–59
GoalListen to a short talk for details, decide True or False, and use new words about care for animals.
New words
dedicated · giving a lot of time and effort to somethingdisrupt · to disturb something so that it cannot go on normallyhazardous · dangerousstruggle · to try hard when something is difficultnon-invasive · not hurting or entering what you studyhaunting · beautiful in a strange, sad way
Explanation

For a listening task, read the questions before you listen and think about the kind of answer: a name, a number, a time or a reason. The speaker may say a number or a name only once, so write it down at once as a note. Listen a second time to check. In True / False items, one small word can change the meaning, so listen for words such as not, only and every. If the talk does not say it, do not guess: ask which words in the talk prove the sentence. The book’s listening on pages 58 and 59 is a podcast with its own topic; our talk is about a shore centre. Our talk is read aloud once or twice by a grown-up. After the talk, the book’s speaking task on page 59 asks for a discussion of dangers to sea animals: keep your answers to simple human actions that a class can change, such as leaving rubbish.

Listen forExample in our talkNote
a nameRashaRasha – guide
a numbereighteen and seven18 shore, 7 hermit
a reason wordso it moves to a bigger onegrows → bigger shell
a warningdo not disrupt; hazardousno picking up; walk slowly
Worked examples

Welcome to the shore centre. I am Rasha, and I look after the tide pools with a dedicated team of volunteers. Today you will meet shore crabs and hermit crabs. A hermit crab has no shell of its own, so it lives in an empty sea-snail shell, and when it grows it struggles to fit, so it moves to a bigger one. Please do not disrupt the animals: we look, but we do not pick them up. The wet rocks are hazardous, so we walk slowly and wear shoes with a good grip. Every Friday our team counts the crabs by eye, which is a non-invasive way to study them. Last Friday we counted eighteen shore crabs and seven hermit crabs. Visitors are welcome from nine to one, and each group has twelve people.

Listen. A grown-up reads it aloud once or twice.
Notes: Rasha; team of volunteers; hermit crab lives in an empty shell and moves when it grows; look, do not touch; rocks hazardous, walk slowly; Friday count: 18 shore crabs, 7 hermit crabs; open 9 to 1; groups of 12.
True or False: “Visitors may pick up the crabs.” False. The talk says we look but do not pick them up.
Calculation: 18 + 7 = 25 crabs counted last Friday. The centre is open from nine to one, which is 4 hours.
Class activity

Make a notes table with three columns: animal, what the guide said, one number. Then write four rules for a tide-pool visit. Begin each rule with Please do not … or Please walk …, and keep them short.

Practice
1
Who looks after the tide pools, and with whom?
2
True or False: A hermit crab makes its own shell.
3
Why does a hermit crab move to a different shell?
4
How many crabs were counted last Friday in all?
5
Complete: Counting animals by eye is a ___ way to study them.