Uni 10
t
PLANET EARTH
LESSON 5: SKILLS 1

LESSON 5: SKILLS 1

• Option 1: Brainstorm
• Option 2: Predator-Prey Chain Challenge

WARM-UP

READING

• Task 1: Tick (√) the things that show the roles of plants and animals.
• Task 2: Read the passage and choose the correct answer A, B, C, or D.
• Task 3: Read the passage again and fill in the diagram.
• Task 4: Work in pairs. Discuss the threats to plants and animals and
how we can protect them. You can use the ideas from the reading or
your own ideas.
• Task 5: Report the results of your discussion to the class.

SPEAKING

CONSOLIDATION

• Wrap-up
• Homework

OPTION 1

WARM-UP

Brainstorming

WARM-UP

OPTION 1

- Work in groups to shouts out the name of a habitat.
- The other groups should say a sentence, telling about the
feature of that habitat.
- A habitat name can be reused, but the features mentioned
later must be different from the one(s) previously
mentioned.
- The group that can name a correct feature gets one point
and the right to shout another habitat name or lose turn if
this group cannot mention any feature.

WARM-UP

OPTION 1

Example:

Desert

Limited
water

WARM-UP

OPTION 2

Predator-Prey Chain Challenge

WARM-UP

OPTION 2

Predator-Prey Chain Challenge
- Work in groups to represent different organisms in a
food chain.
- Acts out their roles (standing, crouching, etc.).
Example:
grass -> grasshopper -> frog -> snake
- Discuss the roles each organism plays in the chain
and how disruptions can affect the ecosystem.

WARM-UP

OPTION 2

Suggested answer:
Predator-Prey Chain Challenge.
Overall, each organism plays a vital role in maintaining
the balance of the ecosystem. Any disruption can have
cascading effects, impacting the populations of other
organisms and potentially causing widespread damage.
Understanding these interconnected relationships is
crucial for conservation efforts and maintaining healthy
ecosystems.

READING

1 Tick (√) the things that show the roles of plants and animals.
1. providing sources of food
2. causing habitat loss
3. keeping the ecological balance
4. making Earth beautiful

READING

2 Read the passage and choose the correct answer A, B, C, or D.
1. What is the passage mainly about?
A. The beauty of plants and animals.
B. How plants and animals protect the environment.
C. The wonder of plants and animals.
D. The natural food chain.
2. The author mentions ______ significant roles
plants and animals play.
A. two
B. three
C. four
D. five

READING
3. Which of the following do plants provide humans?
A. Oxygen.
B. Aquatic environment.
C. Carbon dioxide.
D. Habitat loss.
4. Which action does NOT preserve plants and animals?
A. Planting more trees.
B. Raising awareness.
C. Building nature reserves.
D. Hunting animals
5. The word “appreciate” means ______.
A. protect the qualities of
B. recognise the wonder of
C. learn more about
D. be aware of

EXTRA ACTIVITY
1. What is the word 'fascinating' in paragraph 1 closest in meaning to?
A. charming
B. interesting
C. ideal
2. What is the word 'significance' in paragraph 1 closest in meaning to?
A. consequence
B. threats
C. importance
3. What is the word 'release' in paragraph 2 closest in meaning to?
A. let out
B. set free
C. throw
4. What does the word “their” in paragraph 3 refer to?
A. of the flora and fauna B. of plants
C. of animals
5. What do you think the paragraph after the last one would be about?
A. Problems wildlife face
B. Measures to protect wildlife
C. Importance of wildlife

READING

3 Read the passage again and fill in the diagram.

animals (prey)

plants

animals (predator)
droppings

TRANSITION FROM READING TO SPEAKING

- The habitats are under threats and thus we have to
take actions soon.
- Read the passage in 2 again and find two threats to
plants and animals, and two actions
- In Activity 4 in SPEAKING, we will discuss the threats
to plants and animals and what people should do to
protect them.

SPEAKING

4 Work in pairs. Discuss the threats to plants and animals and how we can
protect them. You can use the ideas from the reading or your own ideas.

- What do you think is the first / second / third most significant
threat to the environment?
- I think the / second / threat is ...
- What do you think humans should do to deal with the situation?
- The first thing humans can / should do is ...

SPEAKING

4 Work in pairs. Discuss the threats to plants and animals and how we can
protect them. You can use the ideas from the reading or your own ideas.

Threats

Actions

- habitat loss

- buiding nature reserves

- deforestation
- pollution
- climate change

- stop hunting
- stop cutting down forests
- plant more trees

- global warming

- raise people's awareness

SPEAKING

5 Report the result of your discussion to the class.

- Work to practice reporting.
- Use the sample in their books to
report the threats and actions.
- You can use the notes you made in 4.

SPEAKING
Example:
There are many threats to the flora and
fauna. First, they face habitat loss. For
example, when a river is polluted, the
water habitat cannot be suitable for water
species. Many other animals and plants
suffer from deforestation because people
cut down trees and clear the forests.
Global warming is another threat to a large
number of animals because when the
temperature is too extreme, many animals
may die out.

We can do several things to preserve
their habitats. We should build
natural reserves to preserve
endangered animals and plants.
People should also stop hunting and
cutting down forests. If possible,
people should start planting more
trees. Above all, governments
should have policies to raise
people's awareness of the
protection of natural habitats.

CONSOLIDATION

1 Wrap-up
What have we learnt in this lesson?
 Read for main idea and specific about role of plant and
animals.
 Talk about threats to flora and fauna and how to protect
them.

CONSOLIDATION

2 Homework

- Do exercises in the workbook.

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