4.　　 Ask some pairs to present their conversation to the class.

Step 4 Competetion. (7’)

Divide the whole class into four groups, have a PK.

Group1: Read and complete the table.

Group2: Fill　 in the blanks.

Group3: Listeing test.

Group4: Play the guessing game.

Step 5 Pronuciation (8’)

　　 　Give some examples to let the students make sure how to pronounce the “ed” sound.

3.　　 Ask students to practise the conversation in pairs and then change roles. Then ask students to construct their own conversations based on the model.

2.　　 Present the conversation line by line focusing on intonation and linking of words. Ask students to repeat complete phrases as they hear them.

1.　　 Tell students to close their books and listen to the teacher.

6. Divide the class into pairs and tell students to read the letter to each other taking turns to read one sentence at a time. Students compare and check each other’s choice of nouns. Encourage students to work out whether their choice of nouns makes sense. Then check students’ understanding. Ask several students to each read one sentence aloud to the class, paying attention to fluency and pronunciation. Then check answers as a class. Encourage all students to make their own comments.

Step 3 Part B (10’)

5. Play the recording again and ask students to check their answers.

4. Ask students to compare their notes with a partner and identify any differences.

3. Ask students to read Suzy’s letter in Part A3. Ask them to try to complete the letter from the information they have already identified in the previous listening and the notes they have made.

2. Ask students to read the notes in Part A1 and A2. Ask some general questions to check understanding, e,g., Do you know how many bones there are in a giraffe’s neck? Only focus on the word ‘bones’. Create a situation where you are all learning together. Ask What do you know about tortoises? Have you seen one? Where do they live? Where do camels live? (elicit the ideas of sand, wind, desert, etc.) What do you know about ants? (elicit ‘insects’) Do you know of any other insects? How do you feel about insects?

1. Check answers as a class activity.