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Awesome animals
Objectives and key competences
• Name and describe animals
• Listen and do a vocabulary quiz
• Compare animals and compare people
• Understand and practise grammar
• Learn the grammar tables for Unit 3
• Listen and use everyday language
• Read a website about wildlife in India
• Listen and find out about endangered
animals
• Read and write about endangered animals
• Ask and answer questions about
endangered animals
• Use the Pupil’s Online Materials
• Predict what happens in the story
• Practise pronunciation: /ə /
• Review, assess and plan your own
learning
• Understand and think about values
• Play the games
• Do a role play (how to buy tickets to visit a
famous building)
• Plan, prepare, write and present your
project
• Listen, read and understand the story
• Read about a famous building in India
• Do a culture quiz about India
• Listen and find out about a famous
building in England
• Watch a video clip
Active language
Culture and CLIL
Core vocabulary: animals
baboon, buffalo, deer, eagle, flamingo, hippo,
panther, rhino, snow leopard, wild boar
Story vocabulary
curious, rope, straw, stripes
CLIL vocabulary: endangered animals
elephant, giant panda, mountain gorilla, polar
bear, rhino, snow leopard, tiger
endangered, global warming, loss of habitat,
hunting, poaching, pollution
Structures
Do … live in … ? Yes, I think so./I’m not sure./
No, they don’t.
Tigers are bigger than snow leopards.
A flamingo’s got longer legs than an eagle.
The man is more intelligent than the buffalo.
Are you/Is he/she older/taller than … ?
Have you got shorter/longer hair than …?
Recycled language
bear, dolphin, elephant, fox, monkey, red panda,
squirrel, tiger, wolf
summer, winter
beak, body, scales, shell, claws, ears, eyes,
feathers, fur, head, legs, paws, tail, teeth,
whiskers, wings
big, small, tall, short, long, fast, slow
fierce, intelligent, scared, strong
forests, mountains, rivers
the alphabet, numbers, colours, ordinal numbers
… is/are … … has/have got …
I want to … because …
Everyday chit-chat
change, ticket, plan, souvenir shop
I’d like … it’s for …/Here you are.
India: The Taj Mahal: A wonder of the world
India: Culture quiz
Video clip: How to buy tickets to visit a
famous building
Natural Science: Endangered animals
Values and attitudes
• Interest in animals
• Pleasure in reading a website page about
wildlife
• Enjoyment in a traditional story
• Awareness that we should not be cruel to
animals
• Interest in comparing animals and people
• Pleasure in learning about Indian and British
culture
• Awareness that everyday language can be
used in different situations
• Recognition of why some animals are
endangered
• Enjoyment in planning, preparing and writing
your project
• Willingness to review, assess and plan your
own learning
Receptive language
creeps up to, leaps over to, shaking with fear, trust
Pronunciation
/ə / (sister, longer)
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Lesson 1
Class Audio for Lesson 1
Objectives and key competences
•to name and describe animals
•to talk about animals that live in India
•to listen and do a vocabulary quiz
•to use the Pupil’s Online Materials
Do (hippos) live in India? Yes, I think so./I’m not sure./No,
they don’t.
animals, parts of the body, adjectives of size, colours, the
alphabet
Active language
baboon, buffalo, deer, eagle, flamingo, hippo, panther,
rhino, snow leopard, wild boar
At a Glance Lesson Plan
Pupil’s Book
Animals CD 2 Track 4 p231
Which animals live in India? CD 2 Track 5 p231
Vocabulary quiz CD 2 Track 6 p231
Materials
Flashcards and Word Cards: baboon, buffalo, deer,
eagle, flamingo, hippo, panther, rhino, snow leopard,
wild boar, Class Audio CD
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 3.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with
the Unit 3 flashcards and word
cards.
Activity 1
• Listen and say.
CD 2 Track 4 p231
Activity 2
Ask and say your opinion.
•
• Listen and check. Which
animals live in India?
CD 2 Track 5 p231
Activity 3
• Listen and do the vocabulary
quiz.
CD 2 Track 6 p231
Internet Tracks
• Find out the names of three
more animals that live in India.
•
Go to the Activity Book.
See Activity Book activities to
the right.
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Ending the lesson
• Review the lesson and say
goodbye.
Activity Book
Activity 1
• Read and write. Find the missing animal.
Activity 2
• Write questions and answers.
Activity 3
• Write about the animals.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Explain the aims of Unit 3.
•Draw the pupils’ attention to the top of Pupil’s Book
page 24. Say In this unit … and read the aims. Check
understanding.
Explain the aims of the lesson.
•Say Today we’re going to find out about animals.
We’re going to ask and answer questions about
which animals live in India and we’re also going to
do a vocabulary quiz.
Vocabulary presentation
Present the vocabulary.
•(Books closed.) The pupils name wild animals they
know.
•Introduce the new wild animals by sticking the
flashcards on the board. The pupils repeat the words
once or twice.
•Hold up the word cards in turn. The pupils read
the words. They then match the word cards and
flashcards on the board.
•Note: You can present the vocabulary with the Vocab
app in the digital course. Please see Teacher’s Book
page 31.
Pupil’s Book Activity 1
Listen and say.
CD 2 Track 4 p231
•The pupils look at the photo of Sita and the map.
•Ask Where’s Sita from?
•Play the CD. The pupils listen. They repeat the new
words.
•Explain the meaning of ‘awesome’ (amazing).
•The pupils guess which of the animals live in India.
(Don’t say the answers yet.)
•The pupils name other animals that live in India, such
as the elephant, tiger and snake.
Pupil’s Book Activity 2
Ask and say your opinion. Listen and check.
Which animals live in India?
CD 2 Track 5 p231
•Explain that the pupils are going to give their opinions
on which animals they think live in India.
•Draw attention to the speech bubbles and ask Do rhinos
live in India? Read the three ways of expressing an
opinion. (Yes, I think so./I’m not sure./No, they don’t.) Elicit
or explain the difference between each answer.
•The pupils ask and answer questions about all the
animals.
•Explain that for ‘deer’, ‘wild boar’ and ‘buffalo’ the
plural stays the same.
•Play the CD. The pupils listen and check their answers.
Answers: (See answers in audioscript.)
Pupil’s Book Activity 3
Listen and do the vocabulary quiz.
CD 2 Track 6 p231
•Divide the class into two teams.
•Draw attention to the recycle logo. Explain that
the pupils will be hearing familiar words, as well as
practising new vocabulary.
•If necessary, briefly revise vocabulary in these areas
(parts of the body, descriptive adjectives, colours).
•Play the CD. Use the pause button. Members of each
team take turns to answer. Keep score on the board.
•Extend the quiz by holding up the flashcards. The
pupils say and spell the words.
•The team with most points at the end of the quiz wins.
Answer: (See answers in audioscript.)
Activity Book
Activity 1
Read and write. Find the missing animal.
•The pupils read the clues and write the names of the
animals in the crossword.
•The pupils identify the missing animal by reading
vertically.
Answers: 1 flamingo 2 wild boar 3 panther 4 hippo 5 rhino
The missing animal: snow leopard
Activity 2
Write questions and answers.
•The pupils look at the pictures and write a question
for each one, based on the example. They also write
the answers.
Answers: 1 Do tigers live in India? Yes, they do. 2 Do elephants live in
India? Yes, they do. 3 Do snakes live in India? Yes, they do. 4 Do lions
live in India? Yes, they do.
Activity 3
Write about the animals.
•The pupils write sentences to describe the animals in
the pictures.
Suggested answers: 1 An eagle has got big wings and a big beak. It’s
also got sharp claws. 2 A buffalo is big. It’s got brown fur and horns.
3 A deer’s got long legs. It’s got small ears and big eyes. 4 A baboon’s
got arms and legs. It’s got a long nose and a tail.
Ending the lesson
Review the lesson and say goodbye.
•Ask How many animals that live in India can you
name?
•The pupils tidy up, put their books away and say
goodbye.
Internet Tracks
Find out the names of three more animals that live
in India.
•Read the instructions as a class.
•The pupils research on the internet with a teacher the
names of three more animals that live in India.
Possible answers: Lion tailed macaque; Indian giant squirrel; Fishing cat.
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Lesson 2
Class Audio for Lesson 2
Objectives and key competences
•to say the animals you want to see
•to read about wildlife in India
•to answer the questions
•to play The memory game
cold, forest, hot, monsoon, mountain, park, river, snow,
summer, winter
I want to go to … because I want to see …
Active language
baboon, buffalo, deer, eagle, flamingo, hippo, panther,
snow leopard, rhino, wild boar
bear, elephant, fox, tiger, wolf
At a Glance Lesson Plan
Materials
Flashcards and Word cards: baboon, buffalo, deer,
eagle, flamingo, hippo, panther, rhino, snow leopard,
wild boar, Class Audio CD
Pupil’s Book
‘Wildlife in India’
CD 2 Track 7 p232
Activity Book
Activity 6 CD 2 Track 8 p232
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity 4
• Listen and read.
CD 2 Track 7 p232
Activity 5
• Answer the questions.
Activity 6
•
Play The memory game.
Activity 7
Activity Book
• Talk about it! Choose and say.
Internet Tracks
• Find out the name of a
national park in India.
•
Go to the Activity Book.
See Activity Book activities to
the right.
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Ending the lesson
• Review the lesson and say
goodbye.
Activity 4
• Read and write. (See Pupil’s Book page 25.)
Activity 5
• Order and write the questions. Then write
short answers. (See Pupil’s Book page 25.)
Activity 6
• Talk about it! Listen and complete. Write.
CD 2 Track 8 p232
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review the Unit 3 flashcards.
•Give the Unit 3 flashcards to individual pupils, without
the other pupils seeing the pictures.
•The pupils take turns to say a sentence about their
animal, for example It’s got black fur. The rest of the
class guesses the animal. It’s a panther.
Explain the aims of the lesson.
•Say Today we’re going to read a website to find
out more about wildlife in India and answer
questions about it. We’re also going to play a
game and give our opinions.
Pupil’s Book Activity 4
Listen and read.
CD 2 Track 7 p232
•Read Sita’s post and the website heading.
•Play the CD. The pupils listen and read.
•Clarify the meaning of vocabulary, as necessary; for
example ‘monsoon’, ‘freezing’ and ‘spots’.
•Read the Reading Tip. Explain that the first sentence
of a paragraph is often a ‘signpost’ that tells you
what the paragraph is about and this can help you
understand the text.
•Play the CD again.
•Ask What are the three main differences between
the two kinds of national parks? (Where they are,
the weather, and the animals you can see.)
•Draw attention to the thinking skills (Comparing and
contrasting) that the pupils use to tell you their answers.
Pupil’s Book Activity 5
Answer the questions.
•The pupils take turns to read and answer the questions.
Answers: 1 There are more than 100 national parks in India. 2 You can
see baboons and flamingos in national parks near forests and rivers.
3 You can see eagles and wolves in national parks in the mountains.
4 There’s a monsoon season in national parks near forests and rivers.
5 There’s lots of snow in national parks in the mountains.
Pupil’s Book Activity 6
Play The memory game.
•(Books closed.) Ask questions such as Where can you
see baboons? The pupils respond. (In national parks
near rivers and forests!)
•The pupils take turns to ask questions and respond in
the same way.
Pupil’s Book Activity 7
Talk about it! Choose and say.
•Say a sentence expressing your opinion, as in the
example.
•Draw attention to the use of ‘because’ to give a reason.
•The pupils take turns to say a national park they want
to go to and the animal they want to see. I want to go
to a national park (in the mountains) because I want to
see (a snow leopard).
Activity Book
Activity 4
Read and write. (See Pupil’s Book page 25.)
•The pupils read the text again (Pupil’s Book page 25
Activity 4) and write the animals they can see in each
type of park.
Answers: Animals in national parks near rivers and forests:
elephants, tigers, baboons, rhinos, hippos, flamingos, deer, wild boar,
buffalo. Animals in national parks in the mountains: bears, eagles,
mountain deer, wolves, foxes, snow leopards.
Activity 5
Order and write the questions. Then write short
answers. (See Pupil’s Book page 25.)
•Read the two headings.
•The pupils put the words in the correct order and
write the sentences. They then write a short answer to
each question.
Answers: 1 Is it hot in the summer? Yes, it is. 2 Is there a monsoon
season? Yes, there is. 3 Can you see tigers? Yes, you can. 4 Is there
lots of snow? Yes, there is. 5 Is the summer long? No, it isn’t. 6 Have
snow leopards got spots? Yes, they have.
Activity 6
Talk about it! Listen and complete. Write.
CD 2 Track 8 p232
•Play the CD. The pupils listen and complete the
speech bubbles.
•The pupils write a sentence expressing their opinion.
Answers: (See answers in audioscript. Pupil’s own opinions.)
Internet Tracks
Find out the name of a national park in India.
•Read the instructions as a class.
•The pupils research on the internet with a teacher the
name of a national park in India.
Possible answers: Periyar National Park/Sariska National Park
Ending the lesson
Review the lesson and say goodbye.
•Ask What do you know about wildlife in India?
Where do you want to go? Why?
•The pupils tidy up, put their books away and say
goodbye.
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Lesson 3
Class Audio for Lesson 3
Objectives and key competences
•to learn everyday phrases used in the story
•to use the Pupil’s Online Materials
•to predict what happens in the story
•to give a personal response and think about values
•to listen to and read the story
•to answer questions about the story
Active language
curious, man, rope, straw, stripes, tiger
bigger, stronger, hungry, hungrier, intelligent, more intelligent
Pupil’s Book
How the tiger got its stripes
CD 2 Track 9 p232
Materials
Class Audio CD
At a Glance Lesson Plan
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review the wildlife and national
parks of India.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the
story.
• Listen to the story (books
closed).
CD 2 Track 9 p232
Activity 8
• Listen to and read the story.
CD 2 Track 9 p232
Activity Book
Activity 9
• Read and say True or False.
• Correct the false sentences.
Tiger Track Values
• Think about it! Is it important
to be kind to animals?
• In what ways are you kind to
animals?
Do you know …? fact
• Read the information.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
Go to the Activity Book.
See Activity Book activities to
the right.
•
Ending the lesson
• Review the lesson and say
goodbye.
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Activity 7
• Read the story and write the answers. (See
Pupil’s Book page 26.)
Ask and say.
Activity 8
• Write sentences about the story. Use these
words.
Activity 9
• Read and circle. Write a review of the
story. Tell your family about the story.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar questions,
such as What’s the date? What’s the weather like?
Review the wildlife and national parks of India.
•Ask What can you remember about the wildlife and
national parks of India? Where are there monsoons?
Where can you see snow leopards?
Explain the aims of the lesson.
•Say Today we’re going to listen to, read and talk
about a traditional story about how the tiger got
its stripes.
Do you know … ? fact
•Read the information as a class. Check comprehension
and elicit or explain the meaning of ‘unique’.
Pupil’s Book Activity 9
Read and say True or False. Correct the false
sentences.
•The pupils take turns to read the sentences and say
whether they are true or false. They correct the false
sentences.
Answers: 1 False. The buffalo is stronger than the man. 2 True. 3 False.
The man ties the tiger to a banana tree. 4 False. The man and his son
bring lots of straw. 5 True. 6 False. The black stripes are from the rope.
Pre-story activities
Predict what happens in the story.
•Read Sita’s post and the title of the story. Elicit or
explain the meaning of ‘traditional’ and ‘stripes’.
•Ask the pupils to predict what happens in the story (in
English or L1).
Listen to the story (books closed).
CD 2 Track 9 p232
•Say Let’s listen and find out if you’re right.
•Read the focus questions to the pupils: Why is the tiger
curious? What is the man’s trick?
•Play the CD. The pupils listen to the story.
•Check the answers to the questions. (The tiger wants
to know about intelligence. The man ties the tiger to a
banana tree. He gets straw from his village and sets fire
to it.)
Pupil’s Book Tiger Track Values
•Say Think about it! Is it important to be kind to
animals? Listen to the pupils’ answers (in English or
L1). Establish that it is important not to be cruel to
animals.
•Ask the pupils in what ways they are kind to animals,
prompting them if necessary with questions such
as Do you have a pet at home? Do you look after
your pet well? Are you kind to other animals? If
you have a confident class, ask them to discuss the
question further (in L1).
Pupil’s Book Activity 10
Talk about it! Ask and say.
•Read the questions. The pupils say their opinions and
give reasons.
Pupil’s Book Activity 8
Listen to and read the story.
CD 2 Track 9 p232
•Play the CD. The pupils listen and read the story.
•Pause to check understanding or clarify meaning, as
necessary.
•The pupils take turns to read the story, with or without
the CD.
Activity Book
Activity 7
Read the story and write the answers. (See Pupil’s
Ask and say.
Book page 26)
•The pupils read the questions and write the answers,
referring to Pupil’s Book pages 26 and 27.
•In pairs, the pupils ask the questions and say the answers.
Answers: 1 No, they haven’t. 2 He’s eating his lunch. 3 It wants to
share the man’s intelligence. 4 He’s worried. 5 He ties the tiger to a
banana tree. 6 They bring a lot of dry straw. 7 The man and his son set
the straw on fire. 8 They’re orange and black. 9 No, they don’t.
Activity 8
Write sentences about the story. Use these words.
•The pupils write sentences about the story using the
words provided.
•The pupils take turns to read their sentences. Accept
all reasonable answers.
Possible answers: 1 The buffalo is eating grass. 2 The tiger is curious.
3 The tiger is hungry. 4 The man brings straw. 5 The tiger breaks the
rope. 6 The tiger swims in the river.
Activity 9
Read and circle. Write a review of the story.
Tell your family about the story.
•The pupils read the five sentences and circle the
correct words.
•The pupils write their review, completing the sentences
and adding their opinions.
•The pupils read and compare their reviews.
•Encourage the pupils to tell their family about the story.
Answers: 1 traditional 2 India 3 stripes 4 stripes 5 orange and black
stripes (Possible review) The story is a traditional story from India. It’s
about how the tiger got its stripes. At the start of the story, the tiger
hasn’t got any stripes. At the end of the story, the tiger’s got orange
and black stripes.
Everyday phrases
Learn and use!
•Read the phrases. Ask the pupils to find the phrases
in the story.
•Elicit or give examples of when to use the phrases
every day.
•Encourage the pupils to use the phrases whenever
appropriate from now on.
Ending the lesson
Review the lesson and say goodbye.
•Say Can you tell me ten words from the story?
•The pupils tidy up, put their books away and say goodbye.
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Lesson 4
Objectives and key competences
•to listen and learn the grammar tables
•to read about Asian and African animals
•to use the Pupil’s Online Materials
•to be a ‘grammar detective’
•to play Which animal?
At a Glance Lesson Plan
Class Audio for Lesson 4
Active language
This elephant/lion is (bigger)./It’s the (bigger)/(African)
elephant.
Materials
Class Audio CD
Pupil’s Book
How the tiger got its stripes CD 2 Track 9 p232
‘Asian or African?’ CD 2 Track 10 p233
Grammar tables CD 2 Track 11 p233
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review the How the tiger got
its stripes story.
• Explain the aims of the lesson.
Activity 11
• Listen and read.
CD 2 Track 10 p233
• Say which animal is Asian or
African.
Activity 12
•
Play Which animal?
Activity 13
• Listen, repeat and learn.
CD 2 Track 11 p233
Activity 14
• Be a grammar detective! Look
at page 27 in the AB.
Fast Track Grammar
• Write five sentences using
comparative adjectives.
•
Go to the Activity Book.
See Activity Book activities to
the right.
Ending the lesson
• Review the lesson and say
goodbye.
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Activity Book
Activity 10
• Read and write correct sentences.
Activity 11
• Read and write. Be a grammar detective!
Activity 12
• Write sentences to compare the animals.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review the How the tiger got its stripes story.
•Ask Can you remember the traditional story about
how the tiger got its stripes?
•Play the CD. The pupils listen and follow in their
books. Pause before key words, for example, in frame
1: tigers are white or brown but they haven’t got …
(stripes). The pupils supply the words that follow.
CD 2 Track 9 p232
Explain the aims of the lesson.
•Say Today we’re going to read and talk about
African and Asian elephants and lions. We’re also
going to learn about comparative adjectives and
be grammar detectives, too!
Pupil’s Book Activity 12
Play Which animal?
•Say sentences using information from the text in
Activity 11, for example This lion is stronger! The
pupils respond. It’s the African lion!
•The pupils take turns to say sentences and respond in
the same way.
Pupil’s Book Activity 13
Listen, repeat and learn.
CD 2 Track 11 p233
•Play the CD. The pupils listen and repeat the
sentences in the grammar tables.
•The pupils learn the grammar tables and use them for
reference and revision. They can copy the grammar
tables into their notebooks.
Pupil’s Book Activity 14
Pupil’s Book Activity 11
Listen and read. Say which animal is Asian or
African.
CD 2 Track 10 p233
•Play the CD, pausing after each sentence. The pupils
look at the photos and identify the animals as Asian
or African.
•The pupils tell you how they know. Photo A is the
African elephant. It’s bigger. It’s got bigger ears …
•Draw attention to the adjectives highlighted in bold to
compare the animals.
Answers: Photo A African elephant Photo B Asian elephant Photo C
Asian lion Photo D African lion
Be a grammar detective! Look at page 27 in the AB.
•Read the ‘grammar detective’ questions. The pupils
answer in English or L1. The pupils can look at
Activity Book page 27, Activity 11, for a summary of
the answers.
•The pupils find two examples of comparative
adjectives in the story on Pupil’s Book pages 26 and
27. (In frame 2: bigger/stronger/more intelligent.)
Activity Book
Activity 10
Read and write correct sentences.
•The pupils read the sentences about how the African
elephant compares to the Asian elephant.
•The pupils write the correct information, based on the
example sentences.
Answers: 1 No, it isn’t. The African elephant is bigger. 2 No, it isn’t.
The African elephant is taller. 3 No, it hasn’t. The African elephant’s got
longer legs. 4 No, it hasn’t. The Asian elephant’s got smaller ears.
Activity 11
Read and write. Be a grammar detective!
•Read the ‘grammar detective’ summary.
•Elicit other examples in each category (old – older, hot
– hotter; hungry – hungrier; beautiful – more beautiful).
•The pupils write the adjectives and comparative
adjectives.
Answers: 1 strong 2 big 3 heavier 4 intelligent 5 longer 6 hotter 7 funny
8 more beautiful
Activity 12
Write sentences to compare the animals.
•The pupils write sentences to compare the two
animals in each picture, using the word prompts.
Possible answers: 1 An elephant is taller than a hippo. 2 An eagle has
got bigger wings than a flamingo. 3 A hippo is heavier than a rhino.
4 A giraffe has got a longer neck than an elephant.
Answers: (See Activity Book page 27 Activity 11.)
Ending the lesson
Fast Track Grammar
Write five sentences using comparative adjectives.
•Ask the pupils to write five sentences in their
notebooks using comparative adjectives.
Review the lesson and say goodbye.
•Ask When do we use comparative adjectives? How
do we make comparative adjectives?
•The pupils tidy up, put their books away and say
goodbye.
Answers: Pupils’ answers will vary.
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Lesson 5
Class Audio for Lesson 5
Active language
taller, shorter, older, younger, straighter, curlier, darker, fairer
hair
sister, brother, mother, father
Are you taller than … ? Yes, I am./No, I’m not.
He’s/She’s older than …
Objectives and key competences
•to listen and compare people
•to compare yourself and your friends
•to practise pronunciation: /ə /.
•to play Who are you?
Pupil’s Book
Sound track CD 2 Track 12 p233
True or false? CD 2 Track 13 p233
Activity Book
Activity 13 CD 2 Track 14 p233
Materials
Flashcards: baboon, buffalo, deer, eagle, flamingo,
hippo, panther, rhino, snow leopard, wild boar,
Class Audio CD
At a Glance Lesson Plan
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity 15
• Sound track: Listen and
identify /ə /.
CD 2 Track 12 p233
• Count and say.
Activity 16
• Listen and say True or False.
CD 2 Track 13 p233
Activity 17
•
Play Who are you?
Activity Book
Activity 13
• Sound track: Remember and write. Listen,
underline /ə / and count.
Activity 18
• Talk about you and your
friends.
Fast Track Grammar
• Write five sentences comparing yourself and
a friend.
•
Go to the Activity Book. See Activity Book
activities to the right.
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CD 2 Track 14 p233
Ending the lesson
• Review the lesson and say
goodbye.
Activity 14
• Write sentences. (See Pupil’s Book page 29.)
Activity 15
• Write about you and your friends or
family. Tell your family about your
friends at school.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review the Unit 3 flashcards.
•Hold up two of the Unit 3 flashcards. The pupils say
sentences to compare the animals, for example A
buffalo is bigger than a wild boar. A flamingo has got
longer legs than an eagle.
Explain the aims of the lesson.
•Say Today we’re going to listen and identify
sounds and practise pronunciation. We’re also
going to play a game and compare two people.
Pupil’s Book Activity 15
Sound track: Listen and identify /ə /. Count and say.
CD 2 Track 12 p233
•(Books closed.) Draw /ə / on the board. Say a few
words to demonstrate the sound of the weak vowel.
•Play the first part of the CD. The pupils raise their
hands if they hear /ə / in the words (sister, older, than,
brother, and, longer, straighter) and fold their arms if
they don’t (my, she’s, got, hair).
•(Books open.) Draw attention to /ə /, as underlined in
the first sentence. Ask How many times do you hear
/ə / in the second sentence?
•Play the second part of the CD. The pupils listen and
count.
•Play the second part of the CD again. The pupils
repeat the sentences.
Pupil’s Book Activity 16
Listen and say True or False.
CD 2 Track 13 p233
•The pupils read the information.
•Play the CD. The pupils listen and say if the
statements are true or false.
•The pupils say true and false sentences comparing
the four children; for example, Lia’s older than Spike.
The class says whether the statement is true or false.
(True.)
Answers: 1 True 2 False 3 True 4 False 5 True 6 False 7 False 8 True
Pupil’s Book Activity 17
Play Who are you?
•A pupil pretends to be one of the children from the
previous activity – Lia, Tom, Spike or Jen. The other
pupils ask questions to identify the child. Read the
speech bubble exchange to demonstrate. Are you
older than Lia? / No, I’m not. / Have you got darker
hair than Spike? / Yes, I have. / You’re Tom! / Yes,
that’s right!
•Play the game with the whole class.
•The pupils play the game in pairs.
Pupil’s Book Activity 18
Talk about you and your friends.
•The pupils say true sentences, comparing themselves
and their friends. I’m (taller) than (David). I’m (older)
than (Kate). (Eva) has got (shorter) hair than (Toni). I’ve
got (bigger) hands than (David)!
Answer: /ə / can be heard seven times in the second sentence.
Fast Track Grammar
Write five sentences comparing yourself and a friend.
•Ask the pupils to write five sentences in their
notebooks comparing themselves and a friend.
Answer: Pupils’ answers will vary.
Activity Book
Activity 13
Sound track: Remember and write. Listen, underline
/ə / and count.
CD 2 Track 14 p233
•The pupils write the sentences from memory then say
the sentences.
•Play the CD. The pupils listen, underline and count
how many times they hear /ə / in each sentence,
writing the number in the boxes.
•Check the answers. Explain that ‘o’ can also sometimes
be pronounced as /ə /, for example Listen to me, tomato.
•The pupils answer the question.
Answers: My sister’s older than my brother and she’s got longer,
straighter hair. (=7)
My mother’s taller than my father and she’s got shorter, fairer hair. (=7)
Vowels: a, e, u, o
Activity 14
Write sentences. (See Pupil’s Book page 29.)
•The pupils look at the information in Activity 16 on
Pupil’s Book page 29 and use the word prompts to
write sentences comparing the children.
Answers: 1 Lia is shorter than Jen. 2 Spike’s got fairer hair than Tom.
3 Tom is taller than Spike. 4 Jen’s got curlier hair than Lia. 5 Spike is
younger than Tom. 6 Jen’s got longer hair than Spike.
Activity 15
Write about you and your friends or family.
Tell your family about your friends at school.
•The pupils write true comparative sentences using the
adjectives provided.
•The pupils read one or two of their sentences aloud.
•Encourage the pupils to tell their family about their
friends at school using comparative adjectives.
Answer: Pupils’ own answers.
Ending the lesson
Review the lesson and say goodbye.
•The pupils tidy up, put their books away and say goodbye.
97
3
Lesson 6
Objectives and key competences
•to read about a famous building in India
•to do a culture quiz about India
•to listen and find out about famous buildings in
other countries
Class Audio for Lesson 6
Active language
building, Emperor, marble, precious, queen,
semi-precious, stones
elephant, lion, English, tea, tiger
colours, numbers My favourite … is …
Materials
Class Audio CD
At a Glance Lesson Plan
Pupil’s Book
‘The Taj Mahal: A wonder of the world’
CD 2 Track 15 p233
Culture quiz time: India CD 2 Track 16 p233
Activity Book
Activity 17
CD 2 Track 17 p233
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review comparative
adjectives.
• Explain the aims of the lesson.
Activity 19
• Listen and read.
CD 2 Track 15 p233
Activity 20
• Read and guess.
• Listen and say the answers.
CD 2 Track 16 p233
•
Go to the Activity Book.
See Activity Book activities to
the right.
Ending the lesson
• Review the lesson and say
goodbye.
Activity Book
Activity 16
• Read and answer the questions. (See Pupil’s
Book page 30.)
Activity 17
• Listen, number and write.
CD 2 Track 17 p233
98
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review comparative adjectives.
•Name two people the pupils are familiar with, such as
two teachers at your school or two famous football
players.
•The pupils say sentences to compare the two people,
for example (Mari) is (taller) than (Elena). (Elena) has
got (longer hair) than Mari.
Explain the aims of the lesson.
•Say Today we’re going to read about the Taj Majal,
a famous building in India. We’re also going to do a
culture quiz about India.
Pupil’s Book Activity 19
Listen and read.
CD 2 Track 15 p233
•Read Sita’s post. Elicit or remind the pupils of the
meaning of ‘awesome’.
•Ask the pupils if they’ve heard of the Taj Mahal and, if
so, what they know about it.
•Play the CD. The pupils listen and read.
•Ask questions about the text. (See Activity Book page
29, Activity 16.) The pupils answer orally. Explain new
vocabulary, as necessary.
•Ask What famous buildings have you got in your
country? The pupils respond.
Answers: (See answers to Activity Book Activity 16.)
Pupil’s Book Activity 20
Read and guess. Listen and say the answers.
CD 2 Track 16 p233
•Read Sita’s post.
•Read the quiz questions. The pupils guess the
answers.
•(Optional) The pupils write the numbers 1 to 6 in their
notebooks. They write a), b) or c) to make a note of
their guesses.
•Play the CD. Use the pause button for the pupils to
say their answers before they hear them on the CD.
•The pupils compare the answers with their guesses
and say which facts they think are particularly
interesting or surprising.
Answers: (See answers in audioscript.)
Activity Book
Activity 16
Read and answer the questions. (See Pupil’s Book
page 30.)
•The pupils read the text in the Pupil’s Book again
(Activity 19) and write the answers.
Answers: 1 The Emperor of India. 2 The Emperor’s queen. 3 20,000.
4 Elephants. 5 (About) 22 years. 6 White marble. 7 Semi-precious and
precious stones. 8 Pink.
Activity 17
Listen, number and write.
CD 2 Track 17 p233
•Read the introductory sentence.
•The pupils identify the buildings in the pictures and
guess which countries they are located in.
•Play the CD. The pupils listen and write the numbers
in the boxes, according to the order in which they
hear the information.
•The pupils write the countries under the buildings.
•Check the answers.
•The pupils complete the sentence about their
favourite famous building in their country, and then
tell each other their opinions.
Answers: 1 Empire State Building – The USA 2 Edinburgh Castle –
Scotland 3 Sydney Opera House – Australia 4 Big Ben – England
Ending the lesson
Review the lesson and say goodbye.
•Ask What do you know about Indian culture?
Which famous buildings can you name?
•The pupils tidy up, put their books away and say
goodbye.
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3
Lesson 7
Class Audio and Video for Lesson 7
Objectives and key competences
•to listen and repeat a dialogue showing how to buy
tickets to visit a famous building
•to use the Pupil’s Online Materials
•to do a role play
•to listen and find out about a famous building in
England
•to watch a video clip
At a Glance Lesson Plan
Active language
adult, café, change, cheaper, children, gardens, palace,
park, plan, pound, souvenir shop, ticket, toilet, visit,
please, thank you
numbers, times
I’d like … / It’s for … / Here you are.
Materials
Class Audio CD
Pupil’s Book
Blenheim Palace CD 2 Track 18 p233
Everyday chit-chat: How to buy tickets to visit a
famous building – vocabulary
CD 2 Track 19 p233
Everyday chit-chat: How to buy tickets to visit a
famous building – dialogue CD 2 Track 20 p233
Video clip p233
Activity Book
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review Indian culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 2 Track 18 p233
• Say True or False.
Activity 22
• Everyday chit-chat: Listen and
repeat.
CD 2 Track 19 p233
Activity 23
• Everyday chit-chat: Listen and
read.
CD 2 Track 20 p233
• Repeat.
Activity 24
•
Do a role play.
•
Go to the Activity Book.
See Activity Book activities to
the right.
100
Ending the lesson
• Review the lesson and say
goodbye.
Activity Book
Activity 18
• Everyday chit-chat: Read and complete the
dialogue in your own words.
Act out.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review Indian culture.
•Ask the pupils questions about Indian culture, such
as What’s the capital of India? What’s the most
popular drink?
Explain the aims of the lesson.
•Say Today we’re going to learn some facts about
a famous building in England: Blenheim Palace.
We’re also going to listen to and repeat a dialogue
showing how to buy tickets to visit a famous
building, and then do a role play.
Pupil’s Book Activity 21
Listen and read. Say True or False.
CD 2 Track 18 p233
•Read Rosa’s post.
•Read the sentences. Explain vocabulary, as
necessary, such as ‘square kilometres’.
•The pupils predict if the sentences are true or false.
•Play the CD. The pupils listen carefully. Use the pause
button after each statement for the pupils to say if the
statements in the Pupil’s Book are true or false.
Answers: 1 True 2 False 3 False 4 True 5 False 6 True
Pupil’s Book Activity 22
Everyday chit-chat: Listen and repeat.
CD 2 Track 19 p233
•Play the CD. The pupils listen, look at the pictures and
repeat the words.
Pupil’s Book Activity 23
Everyday chit-chat: Listen and read. Repeat.
CD 2 Track 20 p233
•Note: The video clip is available to view in the digital
course.
•Play the CD. The pupils listen and follow the dialogue
in their books.
•Divide the class into two groups (Rosa, the man).
•Play the CD again, pausing for the groups to repeat
their lines.
•The groups change roles and repeat.
•The pupils watch the video clip (Buying tickets to visit
a famous building).
Activity Book
Activity 18
Everyday chit-chat. Read and complete the dialogue
Act out.
in your own words.
•The pupils read the dialogue and suggest options for
the gaps.
•The pupils complete the dialogue.
•The pupils act out their dialogues in pairs.
Possible answers: 1 two/three/four tickets 2 castle/palace/park/
gardens 3 two/three/four adults 4 two/three/four children 5 ten/twenty/
thirty 6 you are
Ending the lesson
Review the lesson and say goodbye.
•Ask What do you know how to do if you visit the UK?
•The pupils tidy up, put their books away and say
goodbye.
Pupil’s Book Activity 24
Do a role play.
•The pupils practise the dialogue from Activity 23 with
a partner.
•In pairs, the pupils take turns to come to the front
of the class and act out a role play based on the
dialogue.
101
3
Lesson 8
Class Audio for Lesson 8
Objectives and key competences
•to listen and read ‘Endangered animals – Red Alert!’
•to answer questions on the text
•to talk about endangered animals in your country
•to play Question challenge
Active language
elephant, giant panda, mountain gorilla, polar bear, rhino,
snow leopard, tiger
endangered, hunting, loss of habitat, poaching, pollution
numbers (hundreds, thousands)
Where do … live? How many … are there?
Why are … endangered? Because of …
Pupil’s Book
‘Endangered animals’ CD 2 Track 21 p234
Activity Book
Activity 21 CD 2 Track 22 p234
Activity Book
Materials
Class Audio CD
At a Glance Lesson Plan
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review how to buy tickets to
visit a famous building.
• Explain the aims of the lesson.
Activity 25
• Listen and read.
CD 2 Track 21 p234
Activity 26
• Answer the questions.
Activity 28
Activity 27
•
Play Question challenge.
• My world: Think and say.
My words to remember
• Make sentences using the
words.
Internet Tracks
• Find out if chimpanzees are an
endangered animal.
Go to the Activity Book.
•
See Activity Book activities to
the right.
102
Ending the lesson
• Review the lesson and say
goodbye.
Activity Book
Activity 19
• Read, write and match.
Activity 20
• Read and write. (See Pupil’s Book page 32.)
Ask and say.
Activity 21
• Listen and circle. CD 2 Track 22 p234
Activity 22
• Write about Asian elephants.
Tell your family what you know about
elephants.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar questions,
such as What’s the date? What’s the weather like?
Review how to buy tickets to visit a famous building.
•The pupils read or act out the everyday chit-chat
dialogue from Lesson 7.
Explain the aims of the lesson.
•Say Today we’re going to listen to and read a web
page about endangered animals. We’re also going
to answer questions, play a game and think about
endangered animals in your country and why they
are in danger.
Pupil’s Book Activity 27
Play Question challenge.
•Point out the three types of question. Where do … live?
How many … are there in the world today? Why are ...
endangered? The pupils repeat the questions.
•Ask a pupil Where do mountain gorillas live? (In
Africa.) That pupil then asks a question. How many
polar bears are there in the world today? and so on.
•Play the game with the whole class and/or in groups.
Pupil’s Book Activity 28
My world: Think and say.
•Read the two questions. The pupils talk about
endangered animals in their country.
Pupil’s Book Activity 25
Listen and read.
CD 2 Track 21 p234
•Read Sita’s post. Elicit or explain the meaning of
‘endangered’.
•Ask the pupils why they think some animals are
endangered. Use the discussion to introduce
vocabulary and the phrase ‘because of …’.
•Play the CD. The pupils listen and read.
•Ask questions, such as What are the four main
reasons why animals are endangered? How many
polar bears are there? Where do giant pandas live?
Pupil’s Book Activity 26
Answer the questions.
•Ask Which animals are endangered because of
… loss of habitat? The pupils refer to the text in the
previous activity and give their answer. Repeat the
question on global warming, pollution, and hunting and
poaching.
•Draw attention to the thinking skill: Categorising.
Explain that in answering the questions the pupils are
categorising the animals according to why they are
endangered.
My words to remember
•Read the words to remember as a class.
•The pupils make sentences using the words
Suggested answers: Endangered animals are in danger of extinction.
Some animals are endangered because of loss of habitat. Chemicals
cause pollution. Global warming means the earth is getter hotter. Some
animals are endangered because of hunting and poaching.
Internet Tracks
Find out if chimpanzees are an endangered animal.
•Read the instructions as a class.
•The pupils research on the internet with a teacher
whether or not chimpanzees are an endangered animal.
Answer: Yes, they are.
Activity Book
Activity 19
Read, write and match.
•The pupils read the sentences and write the words.
•The pupils match each sentence to a category.
Answers: 1 hotter (C) 2 rubbish (D) 3 forests (A) 4 tusks (B)
Activity 20
•Read and write. (See Pupil’s Book page 32.) Ask
and say.
•The pupils read the text on Pupil’s Book page 32
again and complete the table.
•The pupils work in pairs and ask and answer the
questions Where do they live? How many are there?
Why are they endangered?
Answers: mountain gorillas Africa / 800 / Loss of habitat, poaching
and hunting; polar bears Arctic / 20,000 / Global warming and
pollution; tigers Asia / 4,000 / Loss of habitat, global warming,
poaching and hunting; giant pandas China / 2,000 / Loss of habitat
and pollution; Indian rhinos Asia / 3,000 / Hunting and poaching;
snow leopards Asia / 5,000 / Loss of habitat, hunting and poaching
Activity 21
Listen and circle.
CD 2 Track 22 p234
•Read the five sentences and options. The pupils
predict which option is correct.
•Play the CD once or twice. The pupils listen to the
dialogue and circle the correct words.
Answers: 1 endangered 2 forests 3 50,000 4 loss of habitat 5 hunting
and poaching
Activity 22
Write about Asian elephants. Tell your family
what you know about elephants.
•The pupils write sentences based on Activity 21.
•The pupils take turns to read their sentences to the class.
•Encourage the pupils to tell their family what they
know about Asian elephants.
Suggested answer: Asian elephants are endangered. They live in
forests. Today there are about 50,000 Asian elephants. They are in
danger because of loss of habitat, hunting and poaching.
Ending the lesson
Review the lesson and say goodbye.
•Ask Why are animals endangered? Which
endangered animals can you name?
•The pupils tidy up, put their books away and say goodbye.
Answers: 1 mountain gorillas, tigers, giant pandas, snow leopards
2 polar bears, tigers 3 polar bears, giant pandas 4 mountain gorillas,
tigers, Indian rhinos, snow leopards
103
3
Pro ect: An endangered animal
Objectives and key competences
•to present your project (optional)
•to listen and read an example project
•to plan your project
•to prepare and write your project
Class Audio for the Project
Active language
names of animals, parts of the body, colours, numbers
smaller, bigger, heavier, stronger, longer, taller, shorter
disease, endangered, global warming, hunting, loss of
habitat, poaching, pollution, road traffic
They live … They are/have got …
They’re endangered because … There are …
Pupil’s Book
‘An endangered animal’
CD 2 Track 23 p234
Activity Book
Materials
Class Audio CD
At a Glance Lesson Plan
Pupil’s Book
Starting the lesson
• Greet the pupils.
• Review endangered animals.
• Explain the aims of the project.
Activity 29
• Listen and read.
CD 2 Track 23 p234
Activity 30
• Plan your project.
Go to the Activity Book.
See Activity Book activities to
the right.
•
Activity Book
Ending the lesson
• Review the lesson and say
goodbye.
104
Activity 23
• Get ready for your project. Read Rosa’s
project and make notes. (See Pupil’s Book
page 33.)
Activity 24
• Prepare your project. Choose, research and
make notes.
Activity 25
• Write your project in your notebook. Read
your notes and write.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar
questions, such as What’s the date? What’s the
weather like?
Review endangered animals.
•Ask questions such as How many endangered
animals can you name? Why are they endangered?
Explain the aims of the project.
•Say Today we’re going to read an example project.
We’re then going to plan, prepare and write our
own project about an endangered animal.
Pupil’s Book Activity 29
Listen and read.
CD 2 Track 23 p234
•Read Rosa’s post and the two questions about her
project.
•Play the CD. The pupils listen and read.
•Read the two questions again and check the answers.
(Red squirrels are in danger because of loss of habitat,
disease, road traffic and grey squirrels. There are
about 140,000 red squirrels in the UK today.)
•Ask further questions such as Where do red
squirrels live? What do they eat?
Pupil’s Book Activity 30
Plan your project.
•Read the four stages of the project plan in the
flowchart.
•The pupils think about an endangered animal they
would like to write about.
Activity Book
Ending the lesson
Activity 23
Get ready for your project. Read Rosa’s project and
make notes. (See Pupil’s Book page 33.)
•The pupils read Rosa’s project again and make notes
in the table. They should note one or two ways only
on how red squirrels compare with grey squirrels.
•The pupils compare their notes.
Review the lesson and say goodbye.
•Ask Why are red squirrels endangered? Which
other animals are endangered?
•The pupils tidy up, put their books away and say
goodbye.
Answers:
Rosa’s favourite
endangered animal
the red squirrel
Where they live
in trees in woods and parks
Appearance
red or brown with white fur on their chests
Food
nuts and seeds
Character
shy
Why they’re in danger
loss of habitat, disease, road traffic, grey squirrels
How they compare
with grey squirrels
smaller, with longer ears and tails
How many there are in
the UK
140,000
Activity 24
Prepare your project. Choose, research and make
notes.
•The pupils work individually or in pairs. They choose
an endangered animal, use the internet or reference
books to research and make notes for their project,
and they complete the table.
Activity 25
Write your project in your notebook. Read your
notes and write.
•Draw the pupils’ attention to the Think!, Remember!
and Writing Tip! boxes.
•The pupils use their notes to write a draft of their
projects in their notebooks or on a computer.
•The pupils prepare a final version of their projects,
including photos or illustrations.
Project presentation (Optional)
•The pupils present their projects. This can either be
done as shown on Pupil’s Book page 33 or following
any of the suggestions for projects on Teacher’s Book
page 32.
105
3
Unit review and self-assessment
Objectives and key competences
•to review vocabulary, grammar, culture and CLIL in
the unit
•to self-assess your work in Unit 3
•to complete the Progress Journal for Unit 3
Active language
baboon, buffalo, deer, eagle, flamingo, hippo, panther,
rhino, snow leopard, wild boar
endangered, global warming, habitat, hunting, poaching,
pollution
At a Glance Lesson Plan
Class Audio for the Review
bigger, fiercer, heavier, longer, shorter, smaller, stronger,
taller, thicker
The Asian lion is smaller than … / … has got a shorter
mane than …
Is he/she older/taller than Rosa?
Activity Book
Activity 26
CD 2 Track 24 p234
Progress Journal
Materials
Flashcards and Word cards: baboon, buffalo, deer,
eagle, flamingo, hippo, panther, rhino, snow leopard,
wild boar, Class Audio CD
Activity Book
Starting the lesson
• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity 26
• Listen and number.
• Write the names of the animals.
CD 2 Track 24 p234
Activity 27
Pupil’s Book page 12 here
arrows from activities 25, 26,
27, 28, to the corresponding
activities
Progress Journal page 12
• Write sentences.
Activities 1 and 2
• See Teacher’s Notes page 107.
Activity 28
• Write questions and answers.
Progress Journal pages 13, 14 and 15
Activity 29
• Read and write the answers.
(See Pupil’s Book page 30.)
Activity 30
• Look and write sentences.
(See Pupil’s Book page 32.)
Assess your work in Unit 3
• Look and circle.
• Complete your Tiger Tracks Progress
Journal for Unit 3.
•
Go to the Progress Journal. See
Progress Journal activities to the right.
Ending the lesson
• Review the lesson and the unit
and say goodbye.
106
• See the Progress Journal for pages 13,
14 and 15.
Activities 6 – 9
• Pupils’ own answers.
Detailed Lesson Plan
Starting the lesson
Greet the pupils.
•Welcome the pupils to the lesson. Ask familiar questions,
such as What’s the date? What’s the weather like?
Review the Unit 3 flashcards.
•Give the Unit 3 flashcards to individual pupils. Ask two
pupils to hold up their cards, say a sentence about their
animal and then compare the two animals. For example,
A rhino’s got a long horn. / A rhino is bigger than a deer.
Explain the aims of the lesson.
•Say Today we’re going to do the Unit 3 Review and
self-assessment. We’re also going to complete our
Tiger Tracks Progress Journals for Unit 3.
Activity Book
Activity 26
Listen and number. Write the names of the animals.
CD 2 Track 24 p234
•Play the CD. The pupils listen, identify the animals
and number the pictures.
•The pupils write the names of the animals.
•Check the answers. Ask the pupils to spell the words.
Answers: 1 eagle 2 snow leopard 3 rhino 4 baboon 5 panther 6 hippo
7 wild boar 8 flamingo 9 buffalo 10 deer
Activity 27
Write sentences.
•The pupils write sentences comparing the African lion
and the Asian lion, following the word prompts.
Suggested answers: 1 The Asian lion is smaller and lighter than the
African lion. 2 The Asian lion’s got a shorter body than the African lion.
3 The Asian lion’s got a shorter, darker mane than the African lion. 4 The
African lion is stronger and heavier than the Asian lion. 5 The African lion’s
got a longer body than the Asian lion. 6 The African lion’s got a longer,
thicker mane than the Asian lion.
Activity 28
Write questions and answers.
•The pupils write questions and answers about Rosa
and Sita, using the prompts.
Activity 29
Read and write the answers. (See Pupil’s Book
page 30.)
•The pupils read the culture quiz on Pupil’s Book page
30 again and answer the questions.
Answers: 1 New Delhi 2 the tiger 3 English 4 22 5 tea 6 Bollywood
Activity 30
Look and write sentences. (See Pupil’s Book page 32.)
•The pupils read the CLIL text on Pupil’s Book page 32
again.
•The pupils write sentences about why the animals in
the pictures are endangered.
Ending the lesson
Review the lesson and say goodbye.
•Ask What have you learnt in Unit 3? What have you
enjoyed? What has helped you learn? How do you
plan to remember what you’ve learnt?
•The pupils tidy up, put their books away and say
goodbye.
Answers: 1 Polar bears and tigers are endangered because of global
warming. 2 Polar bears and giant pandas are endangered because of
pollution. 3 Giant pandas and snow leopards are endangered because
of loss of habitat. 4 Indian rhinos and tigers are endangered because
•of hunting and poaching.
Assess your work in Unit 3.
Look and circle.
•The pupils circle the face that reflects how they feel
about their work in Unit 3.
Complete your Tiger Tracks Progress Journal for Unit 3.
•The pupils complete their Tiger Tracks Progress
Journal for Unit 3, either during the lesson or for
homework.
Progress Journal page 12
Activity 1 answers: Pupils’ own answers. (The story is a traditional
story.) Pupils’ own scores and opinions.
Activity 2 possible answers: 1 Global warming 2 Pollution 3 Loss of
habitat 4 Hunting and poaching. Polar bears are endangered because
of global warming and pollution. Mountain gorillas are endangered
because of loss of habitat and hunting and poaching.
Progress Journal pages 13, 14 and 15
Activity 3 answers: rhino, deer, wild boar, hippo, panther, snow
leopard, buffalo, eagle, baboon, flamingo
Activity 4 answers: Pupils’ own answers.
Activity 5 answers: 1 younger 2 shorter 3 heavier 4 bigger 5 more
beautiful 6 funnier 7 older 8 hotter 9 taller 10 more intelligent
Activity 6-9 answers: Pupils’ own answers.
Answers: 1 Is Sita older than Rosa? Yes, she is. 2 Has Sita got fairer
hair than Rosa? No, she hasn’t. 3 Is Rosa taller than Sita? No, she isn’t.
4 Is Rosa shorter than Sita? Yes, she is. 5 Is Rosa younger than Sita? Yes,
she is. 6 Has Sita got darker hair than Rosa? Yes, she has.
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