Unit 6-
ENDANGERED SPECIES
Lesson 8- LOOKING BACK
I. PRONUNCIATION

Activity 1. Read the following exchanges. Decide where the linking /r/ is likely to happen in fast, fluent speech.

A: Rhinos are in danger of extinction in Asia and
r r r
Africa, aren`t they?
B: Yes. Because their horns are believed to cure diseases. However, there is no evidence to support this belief.
r
2. A: Lisa and I went to the new wildlife park last week.
r
B: Did you see any deer or saolas there?
r
A: Yes, we did. They were very friendly and funny. 
1.
A: Rhinos are in danger of extinction in Asia and Africa, aren`t they? 
B: Yes. Because their horns are believed to cure diseases. However, there is no evidence to support this belief. 
2.
A: Lisa and I went to the new wildlife park last week. 
B: Did you see any deer or saolas there? 
A: Yes, we did. They were very friendly and funny.
A: Rhinos are in danger of extinction in Asia and
r r r
Africa, aren`t they?
B: Yes. Because their horns are believed to cure diseases. However, there is no evidence to support this belief.
r
2. A: Lisa and I went to the new wildlife park last week.
r
B: Did you see any deer or saolas there?
r
A: Yes, we did. They were very friendly and funny. 

Activity 2. Listen and check
.
II. VOCABULARY
* Complete the sentences.
1. Increasing trade in ivory products is a threat to the (survive) _________ of elephants.
2.
I don`t think bringing (extinction) _________ species back to life is a good idea. That`s going against the laws of nature.
3.
Plants and trees can be (danger) _____________ like animals. The lady slipper orchid is an example.
4.
Dinosaurs and mammoths are classified as EX, meaning extinct, on the (conserve) ________ ______status scale.
5.
If (poach) ___________ continues at current rates, elephants, rhinos and other African wildlife may be gone within our lifetime.
6.
Darwin`s theory of (evolve) ____________ explains that the strongest species can survive because they have the ability to adapt to the new environment better than others.
survival
extinct
endangered
conservation
poaching
evolution
III. GRAMMAR
Activity 1. Asking questions and giving answers.
1. how long/ study English/ in this school/ by the time/ graduate/ in June
How long will you have studied English in this school by the time you graduate in June? 
2.how long/ live/ in present home/ by next year
How long will you have lived in your present home by next year? 
3.how many new English words/ learn/ by the end of this unit
How many new English words will you have learnt by the end of this unit? 
4.how many units in this book/ finish/ in four weeks` time
How many units in this book will you have finished in four weeks` time? 
5.how long/ work/ this assignment/ by the time/ you/ hand it in
How long will you have worked on this assignment by the time you hand it in?
Activity 1. Asking questions and giving answers.
1. How long will you have studied English in this school by the time you graduate in June?
2. How long will you have lived in your present home by next year?
3. How many new English words will you have learnt by then end of this unit?
4. How many units in this book will you have finished in four weeks’ time?
5. How long will you have worked on this assignment by the time you hand it in?
The (more / less) + (noun / noun phrase) subject + verb + , + the (more / less) + (noun) subject + verb
Activity 2. Rewrite these sentences, using double comparatives
1. The more land people need to build houses, the more forests they cut down.
2.The higher the unemployment rate gets, the higher the crime rate becomes.
3. The better education you get, the more opportunities for a good job there will be.
4. The heavier the rain gets, the worse the flooding will become./ The more heavily it is raining …
5. The more cars our city has / The more cars we have in our city, the more we will have to suffer from polluted air.