4
ANIMALS
Introduction
Mission 5 is centered on a story in which our superheroes help each
other out in a wild environment. The story demonstrates the benefit
of social values like harmony, solidarity and respect, and provides
context for our expression of the unit, Be careful!
Wild animals is a topic that will immediately draw students’ interest,
as it is both exciting and relevant to children of this age. Kids see
wild animals every day, in toys, stories and films, and in our first
mission, we’ll give them the opportunity to build on their
knowledge by learning the English names of nine animals in a zoo.
We’ll also present students with a song that works on all the
language relevant to this subject, including adjectives and colours.
Students will gradually memorise this song, thus consolidating new
vocabulary in a way that’s both didactic and fun.
Be careful! also appears in Mission 6, a cultural lesson that takes
place in London Zoo.
In the CLIL section, students will get to practise with body part and colour
vocabulary, learning to classify chickens, ducks and parrots along the way.
In the ‘I can’ section, students will evaluate how far they’ve advanced
through a series of listening and reading comprehension exercises
that further reinforce the unit’s main vocabulary and grammar.
Through listening and drills, students will also get to work on
their pronunciation and grammar. In Missions 3 and 4, we’ll
be working with the structures There is and Is there...?, which
are especially useful when talking about the world that
surrounds us.
The “I can” section is part of the Portfolio. Have students work on
their portfolios so that they can evaluate their listening, speaking,
reading and writing skills in “My Language Biography” section of
the Portfolio.
OUTLINE OF THE UNIT
Animals
bear, crocodile, elephant, giraffe, lion, monkey,
snake, tiger, zebra, chicken, duck, parrot
Numbers
11-20
Expressions
Be careful!
Vocabulary
Song
Grammar
structures
‘Animals, animals, come with me’
• There’s... a/an… Is there a/an...?, Yes, there is. / No, there isn’t.
ANIMALS
Story
Around the
World (UK)
CLIL
Cultural expression: Be careful!
Place: London Zoo
Natural Science
Birds
Review: I can
93
Refresh •
animal∫
ile, elephant, giraffe,
animals, bear, crocod
tiger, zebra
2.1
1
Mime an action: fly a kite, jump, play with a ball/videogame/teddy bear, ride a
bike, run, swim. The students name the action and then take turns to mime.
lion, monkey, snake,
Picture
Dictionary p.67
Shhhh! Listen and point.
8
6
3
2
2.2
2
7
9
PB
1 Shhhh! Listen and point.
CD2
• PB
1
Play the audio first and have the children repeat the vocabulary and point
to the pictures.
Audio
1
5
Say it!
Is this
a zebra?
4
No, it isn’t.
It’s a tiger.
1 Lion
6 Monkey
2 Tiger
7 Bear
3 Elephant
8 Snake
4 Giraffe
9 Zebra
5 Crocodile
Objective in Focus 1 •
DRILL
CD2
1
FC
What? Children become familiar with the new zoo animal vocabulary:
lion, tiger, elephant, giraffe, crocodile, monkey, bear, snake, zebra.
2.3
2.4
3 Sing and clap!
Animal∫, animal∫, come with me,
å lion, a snake and a monkey!
å bear and an elephant fly a kite,
å giraffe and a zebra ride a bike.
å tiger and a crocodile play football,
Animal∫, animal∫, bye bye all!
32
thirty-two
missi n 1:
Objectives
• Learn the new animal vocabulary.
• Review the actions vocabulary.
• Improve numerical agility.
• Review the classroom vocabulary and colours.
• Improve question forming skills and short answers.
How? By showing the “Unit 4: Animals” flashcards and asking Is this
a…?: What is it? What’s this? The students respond using the structures:
No, it isn’t and It’s a…
Back to Basics •
Go round the class getting the children to say the numbers from 1 to 10.
Then, practise saying the numbers backwards. Chant the numbers from 1
to 10, then 10 to 1 as a group.
PB
2 Say it! CD2
FC PB
2
Point to the zebra flashcard and ask: Is this a zebra? Point to the lion
flashcard and say: Is this a snake? Help them answer with Yes, it is or No, it
isn’t.
The children ask and answer with the pictures in their book.
Rewind •
DRILL
CD2
2
Materials
Review the words: pen, pencil, pencil case, crayon, school bag, book,
rubber.
• Unit 4: Animals flashcards
Use real classroom objects to practise the vocabulary.
• Audio material
Hold up a pen and say: Book. The students answer: It isn’t a book. It’s a pen.
Recommended Extra Activities
PB
3 Sing and clap!
CD2
3&4
PB
• Activity Book p. 30
First, play the audio and get students to listen.
• Fast Finishers: Have students create their own zoo picture with the
vocabulary from the mission and then get them to practise in pairs (Is this
a zebra? No, it isn’t / Yes, it is).
Then play the song again, getting students to act out the actions of the
animals as they sing.
Teacher Tips
• The pronunciation of crocodile is difficult. Unlike in Spanish, the ‘r’
in English is in the first syllable. Break it into 3 parts: “croc-o-dail”.
• The word elephant begins with the vowel ’e’ so it must be
preceded by an, not a: It’s an elephant.
• In English animals aren’t normally he or she. Use it unless the
animal is a pet!
• Your students can gain further practice with the vocabulary and numbers by tracing the words when they appear in the skyline and the
numbers at the bottom of each page. When a student successfully
completes all the exercises in a mission, have them place a gold or
silver sticker at the bottom of the page to indicate their progress.
94
Why? To increase oral ability, pronunciation and comprehension of zoo
animals.
Objective in Focus 2 •
DRILL
CD2
3
What? Name the animals from the ‘Sing and clap!’
Why? To reinforce the new vocabulary practised in the song.
How? First, give students animal descriptions: TEACHER: It’s long and
green…? STUDENT: It’s a snake! Then, after all the animals have been
covered, switch round. TEACHER: It’s a bear. STUDENT: It’s big and
brown.
Game – Funny Animals •
Cooperative
learning
Say the name of an animal and the children mime being that animal.
Then tell them to do an action as that animal: Tiger, play football!
Change the animal and the action.
Drill Section
DRILL
CD2
1
DRILL
Objective in Focus 1
CD2
3
Objective in Focus 2
STUDENTS
TEACHER
STUDENTS
(Show the lion flashcard.)
Is this a zebra?
No, it isn’t.
It’s yellow and brown…
It’s a giraffe!
It’s black and white…
It’s a zebra!
Is it an elephant?
No, it isn’t.
It’s a lion.
It’s brown… (make the noise of a
bear and make a claw gesture)
It’s a bear!
What is it?
Everyone..., 3..., 2..., 1!
It’s a lion!
It’s yellow….
It’s a lion!
(Show the giraffe flashcard.)
Is this a crocodile?
No, it isn’t.
It’s green…
It’s a crocodile!
It’s orange and black…
It’s a tiger!
Is it a snake?
No, it isn’t.
It’s a giraffe.
It’s brown… (make the noise of a
monkey)
It’s a monkey!
What is it?
Everyone..., 3..., 2..., 1!
It’s a giraffe!
It’s grey…
It’s an elephant!
(Show the zebra flashcard.)
Is this a monkey?
No, it isn’t.
It’s red and black…
It’s a snake!
Is it a bear?
No, it isn’t.
What is it?
It’s a zebra.
Everyone..., 3..., 2..., 1!
It’s a zebra!
TEACHER
Now practise the other way…
Continue with the rest of the flashcards:
• Tiger
• Crocodile
• Bear
• Elephant
• Snake
DRILL
CD2
2
• Monkey
It’s a giraffe.
It’s yellow and brown.
It’s a zebra.
It’s black and white.
It’s a bear.
It’s brown.
It’s a lion.
It’s yellow.
It’s a crocodile.
It’s green.
It’s a tiger.
It’s orange and black.
It’s a monkey.
It’s brown.
It’s an elephant.
It’s grey.
It’s a snake.
It’s red and black.
Rewind
TEACHER
STUDENTS
(Hold a pen.) Book
It isn’t a book. It’s a pen.
(Hold a pencil.) Crayon
It isn’t a crayon. It’s a pencil.
(Hold a pencil case.) Pen
It isn’t a pen. It’s a pencil case.
(Hold a rubber.) School bag
It isn’t a school bag. It’s a rubber.
(Hold a book.) Pencil case
It isn’t a pencil case. It’s a book.
(Hold a crayon.) Rubber
It isn’t a rubber. It’s a crayon.
(Hold a school bag.) Crayon
It isn’t a crayon. It’s a school bag.
(Hold a pencil.) Book
It isn’t a book. It’s a pencil.
(Hold a pen.) Pencil
It isn’t a pencil. It’s a pen.
(Hold a school bag.) Pencil case
It isn’t a pencil case. It’s a school
bag.
95
bear
Refresh •
crocodile
fourteen, fifteen,
eleven, twelve, thirteen,
twenty
eighteen, nineteen,
2.5
1
CD2
4
Review the animal vocabulary using an ‘Ask me’ drill.
Elicit questions via the drill, starting with class objects and then animals.
sixteen, seventeen,
1 T
race the correct word.
Then listen and number.
Trace the correct word. Then listen and number.
1
monkey / bear
DRILL
PB
CD2
PB
5
First, the students have to trace the word they think is correct below the
animal picture. Then play the audio and have the children repeat the
vocabulary and number the pictures.
giraffe / tiger
Solution:
1 monkey, 2 tiger, 3 crocodile, 4 zebra.
snake / crocodile
2.6
2
Objective in Focus 1 •
zebra / elephant
Listen and point. Then say and match.
3
Let’s make an
animal mask!
DRILL
CD2
5
What? Practise the animal vocabulary, lion, tiger, elephant, giraffe,
crocodile, monkey, bear, snake, zebra as well as the verb to be, and the
colours.
Why? To increase ability with describing animals as well as the verb to be.
How? Shout out an animal and the student has to introduce themselves
and describe the animal, for example, TEACHER: Elephant. STUDENT:
I’m an elephant. I‘m big and grey.
Sing and clap •
Who’s number
14?
Cooperative
learning
3
How much of the song can students remember? Split the class into
teams and see which team can remember the most without the audio
playing.
The giraffe!
thirty-three
PB
CD2
33
missi n 2:
Objectives
2 Listen and point. Then say and match.
6
PB
Play the audio. Students point to the numbers. Play it again for them to say
the numbers. Then they trace the kites to the animals. They then practise
asking and answering the question about which animals have which kites.
Audio / Solution
• Review the new animal vocabulary.
The monkey is number eleven.
• Learn the numbers 11-20.
The tiger is number twelve.
• Practise the colours.
The zebra is number thirteen.
• Practise asking and answering questions using who.
The giraffe is number fourteen.
Materials
PB
CD2
The lion is number fifteen.
The elephant is number sixteen.
• Audio material
The snake is number seventeen.
• Teacher’s Resource Book, Class Material Worksheet 1, p. 74
The crocodile is number eighteen.
• Unit 4: Animals flashcards
The bear is number nineteen and twenty.
Recommended Extra Activities
• Activity Book p. 31
Objective in Focus 2 •
• Pronunciation video 4
What? Introducing the numbers 11-20.
• Teacher’s Resource Book, Vocabulary Worksheets, pp. 76 + 77
• Vocabulary video 4
• Fast Finishers: Get children to draw a picture of an animal and label it:
It’s a (monkey).
Teacher Tips
• The pronunciation of the ’r’ in English words is soft, it is not
rolled: tiger, bear, zebra, crocodile, giraffe.
96
FC
Why? Gaining natural ability with the numbers as well as perfecting the
pronunciation.
How? Write the numbers 11-20 on the board and have the students line
up in pairs. Then using the “Unit 4: Animals” flashcards, hold a flashcard
up under one of the numbers on the board. The first student to shout
out the correct answer, for example Eighteen crocodiles, wins a point.
Crown the student with the most points at the end of the activity the
King/Queen of Numbers.
• In order to make activities more challenging, time your students!
Tell your students that they are a team, set them a target and
encourage them to try and beat the proposed time.
Back to Basics •
• Before you finish the class on a game, remind students what
they’ve learned in today’s class so they leave the classroom with
a good idea of what they’ve been working on.
69184365854712632949773579316538
Cooperative
learning
Put your students into groups and see which group gets the telephone
numbers written down perfectly. Get faster and faster.
Then select students to do their own telephone number dictation to the class.
3 Let’s make an animal mask!
TRB PB
Get creative and using Class Material Worksheet 1 from the Teacher’s
Resource Book have students cut out and colour in their very own tiger
mask!
Game – Number Lines •
Split the class into teams of ten and have them line up, the first student being
number 11 and the last number 20. Then time each group to see how fast
they can say the numbers 11 up to 20 and then 20 back down to 11. If there
are any groups with fewer than 10 students, have some students shout out
two numbers. Note down their times and repeat the activity in the next class
to see if they can beat their previous records.
Drill Section
DRILL
CD2
4
DRILL
Refresh
CD2
5
Objective in Focus 1
TEACHER
STUDENTS
TEACHER
STUDENTS
Ask me if this is a pen.
Is this a pen?
I’m a lion. I’m yellow.
Ask me if this is a pencil.
Is this a pencil?
(Ask 3 students.)
Lion
Ask me if this is a yellow book.
Is this a yellow book?
Everyone…, 3…, 2…, 1!
I’m a lion. I’m yellow!
Ask me if this is a purple crayon.
Is this a purple crayon?
I’m a tiger. I’m orange and black.
Ask me if this is a blue school bag.
Is this a blue school bag?
(Ask 3 students.)
Tiger
Everyone…, 3…, 2…, 1!
I’m a tiger. I’m orange and black!
Everyone…, 3…, 2…, 1!
Is this a blue school bag?
Is this a green pencil case?
(Ask 3 students.)
Elephant
I’m an elephant. I’m grey.
Ask me if this is a green pencil
case.
Everyone…, 3…, 2…, 1!
I’m an elephant. I’m grey!
Ask me if this is an orange rubber.
Is this an orange rubber?
Is this a black pen?
(Ask 3 students.)
Crocodile
I’m a crocodile. I’m green.
Ask me if this is a black pen.
Everyone…, 3…, 2…, 1!
Is this a black pen?
Everyone…, 3…, 2…, 1!
I’m a crocodile. I’m green!
Ask me if this zebra is black and
white.
Is this zebra black and white?
(Ask 3 students.)
Monkey
I’m a monkey. I’m brown.
Ask me if this tiger is orange.
Is this tiger orange?
Everyone…, 3…, 2…, 1!
I’m a monkey. I’m brown!
Ask me if this lion is yellow.
Is this lion yellow?
I’m a bear. I’m brown.
Ask me if this elephant is grey.
Is this elephant grey?
(Ask 3 students.)
Bear
Everyone…, 3…, 2…, 1!
Is this elephant grey?
Everyone…, 3…, 2…, 1!
I’m a bear. I’m brown!
Ask me if this snake is red.
Is this snake red?
(Ask 3 students.)
Snake
I’m a snake. I’m red and black.
Ask me if this bear is white.
Is this bear white?
Everyone…, 3…, 2…, 1!
I’m a snake. I’m red and black!
Ask me if this monkey is blue.
Is this monkey blue?
Ask me if this crocodile is green.
Is this crocodile green?
Everyone…, 3…, 2…, 1!
Is this crocodile green?
97
Refresh •
lion
Review the family vocabulary by using Poster 1: ‘A day in with the family’
and telling the class to imagine it’s your family.
- There’s a lion. There isn’t a lion.
- Is there a crocodile? Yes, there is. / No, there isn’t.
2.7
1
Point at the different family members and the students have to respond
with This is your granny, etc.
Listen and number.
There’s
a lion.
There isn’t a
crocodile.
c
a
e
b
P
d
PB
1 Listen and number.
CD2
7
PB
Play the audio and let the children just listen and look. Play it again and
the students have to number the pictures in the order they hear them.
Audio
2
1 There’s a giraffe.
Look at Activity 1. Ask and answer.
Is there
a lion?
2 There’s a crocodile.
Yes, there is.
3 There’s a monkey.
4 There’s a snake.
5 There’s a zebra.
Is there
a bear?
3
No, there isn’t.
Game time!
No, there isn’t. There’s
an elephant and a
monkey.
Is there a
giraffe?
Solution
1 b, 2 d, 3 e, 4 a, 5 c.
Objective in Focus 1 •
DRILL
CD2
6
What? Assimilating the structure There is.
Why? Drilling the usage and pronunciation of this fundamental
structure will provide fluency and increased agility.
34
thirty-four
missi n 3:
Objectives
• Learn the new grammatical structures There is, There isn’t, Is there a...?
Yes, there is. / No, there isn’t.
• Improve comprehension of the animal vocabulary.
• Review the animal vocabulary and the song.
How? Ask questions about objects on a table: for example, put
some classroom objects from Unit 1 on your desk/a table and ask
questions such as Is there a school bag? to elicit No, there isn’t or
Yes, there is.
Sticker Fun •
Cooperative
learning
How are your students’ Sticker Charts coming along? Test them on
different vocabulary words they have been learning and if there is a
corresponding sticker in the back of their Pupil’s Book, have your students
stick that sticker on their chart! To make things more challenging and to
improve spelling, you could ask them to then write the vocabulary word
underneath the stickers.
• Review the family vocabulary.
Materials
PB
• Audio material
Play the audio and look at the photos and text in Activity 1.
• Poster 1: ‘A day in with the family’
The students listen to the questions, then ask and answer the question
themselves.
• School objects
• Unit 4: Animals flashcards
Recommended Extra Activities
• Activity Book p. 32
• F ast Finishers: Have students describe what’s around them in their
notebooks using the structure there’s: There’s a pen, there’s a crayon.
Teacher Tips
• Don’t let your students forget to use the article a or an in the
singular form: There’s a snake, There’s an elephant.
• The pronunciation of there is difficult. Make sure the children push
their tongue to the front of their mouth to perfect the hard “th”
sound.
• Get the students into good habits from the start! Always insist
on contractions and articles.
98
2 Look at Activity 1. Ask and answer.
Objective in Focus 2 •
DRILL
CD2
7
What? Practise asking questions and the negative structure of there +
to be in singular.
Why? This structure provides the basis of English grammar. The more
this is practised, the more it will become second nature to the
students.
How? Say an animal, for example Tiger, and the student then has to
form a positive, negative or question statement, depending on what
the teacher instructs: Positive: There’s a tiger. Negative: There isn’t a
tiger. Question: Is there a tiger? Use plenty of mime to help them
understand.
Rewind •
Colour dictation: the children have 20 seconds to draw what you say.
A red elephant. A blue school bag. A yellow snake. A purple book. An
orange lion. A green bear.
3 Game time!
FC PB
Pick a volunteer to come to the front of the class. Use the “Unit 4: Animals”
flashcards or get the student to quickly draw up two animals of his/her
choice on a piece of paper, without showing the rest of the class.
The rest of the class ask questions, such as: Is there a giraffe? The volunteer
answers, No, there isn’t. There’s an elephant and a monkey.
Drill Section
DRILL
CD2
6
DRILL
Objective in Focus 1
CD2
7
TEACHER
STUDENTS
(Ask 2 children.)
Is there a blue pencil?
Yes, there is. / No, there isn’t.
Is there a red pencil?
Yes, there is. / No, there isn’t.
Everyone…, 3…, 2…, 1!
Yes, there is! / No, there isn’t!
Is there a crayon?
Yes, there is. / No, there isn’t.
(Ask 2 children.)
Is there a school bag?
Yes, there is. / No, there isn’t.
(Ask 2 children.)
Is there a rubber?
Yes, there is. / No, there isn’t.
Is there a book?
Yes, there is. / No, there isn’t.
Everyone…, 3…, 2…, 1!
Yes, there is! / No, there isn’t!
(Ask 2 children.)
Is there a pencil case?
Yes, there is. / No, there isn’t.
Is there a yellow book?
Objective in Focus 2
TEACHER
STUDENTS
Tiger – positive
There’s a tiger.
Bear – negative
There isn’t a bear.
Snake – question
Is there a snake?
Zebra – negative
There isn’t a zebra.
Monkey – question
Is there a monkey?
Lion – positive
There’s a lion.
Crocodile – question
Is there a crocodile?
Elephant – question
Is there an elephant?
Giraffe – positive
There’s a giraffe.
Snake – negative
There isn’t a snake.
Bear – question
Is there a bear?
Yes, there is. / No, there isn’t.
Monkey – negative
There isn’t a monkey.
Everyone…, 3…, 2…, 1!
Yes, there is! / No, there isn’t!
Lion – negative
There isn’t a lion.
Is there a white pencil case?
Yes, there is. / No, there isn’t.
Elephant – positive
There’s an elephant.
(Ask 2 children.)
Is there a black pen?
Yes, there is. / No, there isn’t.
Tiger – negative
There isn’t a tiger.
Bear – positive
There’s a bear.
(Ask 2 children.)
Is there a blue pen?
Yes, there is. / No, there isn’t.
Snake – positive
There’s a snake.
Is there an orange crayon?
Yes, there is. / No, there isn’t.
Snake – question
Is there a snake?
Everyone…, 3…, 2…, 1!
Yes, there is! / No, there isn’t!
Zebra – question
Is there a zebra?
Zebra – positive
There’s a zebra.
Monkey – positive
There’s a monkey.
Lion – question
Is there a lion?
Crocodile – negative
There isn’t a crocodile.
Crocodile – positive
There’s a crocodile.
Elephant – negative
There isn’t an elephant.
99
giraffe
Refresh •
elephant
DRILL
CD2
8
Review: my, your, and classroom objects.
video
Is there a monkey or an elephant?
2.8
1
4
Look and write. Then listen.
Go round the class picking up objects and asking students who they
belong to. TEACHER: Is this your pen or my pen? STUDENT: It’s my pen or
It’s your pen.
PB
1 Look and write. Then listen.
1
I∫ there a lion or a giraffe?
3
There’∫ a _____________
lion.
I∫ there a monkey or an
elephant?
There’∫ a ____________.
CD2
8
PB
The students look at the picture and read the questions. They then write
the answer. Put the words on the board to help them if necessary.
Then play the audio to check their answers.
Audio
1 Is there a lion or a giraffe?
2
I∫ there a zebra or a snake?
There’∫ a _____________.
2
4
I∫ there a bear or a tiger?
There’∫ a ____________.
3
Read and draw.
2
2 Is there a zebra or a snake?
  There’s a snake.
3 Is there a monkey or an elephant?
  There’s a monkey.
4 Is there a bear or a tiger?
There’∫ a zebra, a snake and a bear.
1
Game time!
  There’s a lion.
There’s a lion!
  There’s a tiger.
3
Solution:
thirty-five
1. There’s a lion.
3. There’s a monkey.
2. There’s a snake.
4. There’s a tiger.
Objective in Focus 1 •
35
missi n 4:
Objectives
• Learn the structure or with alternatives: Is there a monkey or an elephant?
• Practise using There’s.
• Practise the animal vocabulary.
• Practise the pronouns my, your.
• Review the days of the week.
What? Reinforcing There’s a… There isn’t a…
Why? This drill will help improve pronunciation and understanding of
the structure.
How? Shout out animals for students to form sentences with. Zebra,
giraffe, lion ➙ There’s a zebra, a giraffe and a lion. Then work on the
negative: Zebra, giraffe, lion ➙ There isn’t a zebra, a giraffe and a lion.
Sing and clap •
PB
CD2
4
• Poster 2: ‘Animal Land’
• Unit 4: Animals flashcards
Recommended Extra Activities
• Activity Book p. 3
• Pupil’s book video 4
• Teacher’s Resource Book, Listening Worksheet, p. 78
•F
ast Finishers: Have your students draw a picture and then write a sentence
below it: Is there a… or a …?
Teacher Tips
• The ’r’ in the word or is almost silent; it is not a rolled sound.
• When students say there’s a..., try and get them to pronounce it
like one word: “dzéesa”.
• Don’t forget to use the grammar video as it’s a fun way to
reinforce the grammar they’ve learned in the mission.
100
learning
Use the karaoke version of the ‘Sing and clap’ and sing ‘Animals, animals,
come with me’. How much of the song can your students remember?
2 Read and draw. PB
Have your students read and identify which animals they have to draw.
Then draw one in each box.
Materials
• Audio material
Cooperative
Objective in Focus 2 •
DRILL
CD2
9
P
What? Quick questions; Is there a...?, What colour is...?
Why? Changing the type of questions means student will improve
comprehension of different interrogative structures.
How? Perform a quick drill using the ‘Animal Land’ poster. TEACHER: Is
there a tiger? STUDENT: Yes, there is. TEACHER: What colour is the
tiger? STUDENT: It’s orange and black.
Rewind •
Cooperative
learning
Go round the class getting students to say the days of the week in order.
Time them and see how fast they can say a whole week. Then try and get
them to beat their record.
3 Game time!
Cooperative
FC PB
learning
Using the “Unit 4: Animals” flashcards, have one student come up to the
front of the class and take over as the teacher. They have to hold up two
flashcards and say what animals there are, like in the example in the Pupil’s
Book. They then point at different students and get them to repeat the
same sentence having them get louder and louder each time!
Drill Section
DRILL
CD2
8
DRILL
Refresh
CD2
9
Objective in Focus 2
TEACHER
STUDENTS
TEACHER
Is this your pen or my pen?
It’s my/your pen.
(Ask two students each time.)
STUDENTS
Is this your pencil or my pencil?
It’s my/your pencil.
Is there a tiger?
Yes, there is.
Is this your pencil case or my
pencil case?
It’s my/your pencil case.
What colour is the tiger?
It’s orange and black.
Is this your crayon or my crayon?
It’s my/your crayon.
Is there a giraffe?
Yes, there is.
Is this your school bag or my
school bag?
It’s my/your school bag.
What colour is the giraffe?
It’s yellow and brown.
Is there a lion?
Yes, there is.
Is this your book or my book?
It’s my/your book.
What colour is the lion?
It’s yellow.
Is this your rubber or my rubber?
It’s your rubber.
Is this a tiger or a lion?
It’s a tiger
Everyone…, 3…, 2…, 1!
It’s your rubber!
What colour is the tiger?
It’s orange and black.
Is this your pen or my pen?
It’s my/your pen.
Is this a giraffe or a zebra?
It’s a giraffe.
Is this your pencil or my pencil?
It’s my/your pencil.
What colour is the giraffe?
It’s yellow and brown.
Is this your pencil case or my
pencil case?
It’s your pencil case.
Is this a lion or a monkey?
It’s a lion.
What colour is the lion?
It’s yellow.
Everyone…, 3…, 2…, 1!
It’s your pencil case!
Is this a giraffe or an elephant?
It’s an elephant.
Is this your crayon or my crayon?
It’s my/your crayon.
What colour is the elephant?
It’s grey.
Is this your school bag or my
school bag?
It’s my/your school bag.
Is this a bear or a crocodile?
It’s a bear.
Is this your book or my book?
It’s my/your book.
What colour is the bear?
It’s orange.
Is this your rubber or my rubber?
It’s my/your rubber.
Continue with the other animals
on the poster.
101
Refresh •
snake
Review the animal vocabulary. The teacher or a selected student acts out
different animal gestures and the children have to ask questions such as,
Are you a monkey? etc.
Reading
2.9
1
Story time!
What’s that?
Is there a
brown crayon,
Mum?
PB
1 Story time!
CD2
9
PB
Get your students to read the story out loud. Help them with their
pronunciation. Then get them to listen to the audio.
Is there a
rubber,
Mum?
Yes, there is.
DRILL
CD2
Objective in Focus 1 •
It’s a
crocodile! Be
careful!
10
What? Asking questions.
Why? This drill will improve your students’ initiative and confidence
with asking questions.
Yes, there is.
No, Mr
Crocodile.
Bad crocodile!
l!
How? Looking at each text box, the students have to formulate a direct
question, and the next student has to answer that question and then
form their own for the next student. For example, Box 1, STUDENT 1: Is
this a monkey or a bear? STUDENT 2: It’s a monkey. Then looking at
Box 2 What colour is the rubber? Use the other example sentences in
the Drill Section to prompt your students if necessary.
fu
Be care
∫a
There’ e!
dil
croco
Cooperative
Translation Challenge •
learning
TRB
Go through the Specific Translation List from the Teacher’s Resource Book.
Select students at random to translate the sentences into English.
There’s a crocodile!
2
Act out.
36
thirty-six
missi n 5:
Objectives
• Improve reading ability and listening comprehension with the story.
• Improve question asking skills.
• Learn the new expression Be careful.
• Review the vocabulary from previous units.
PB
Objective in Focus 2 •
DRILL
CD2
11
What? Test the students’ memory by asking them direct questions
about the story.
Why? This type of fast-paced drill helps improve the students’ memory
skills as well as allowing students to gain speed and confidence
answering questions.
How? Give the students a minute to memorise the images and text.
Then tell students to close their books and start asking them questions
about the story, for example: Is there a bear?
Rewind •
DRILL
CD2
12
• Teacher’s Resource Book, Specific Translation List, p. 93
Do a drill to work on agility with the language seen so far. Students have to
disagree with the teacher and turn affirmative sentences into negative
ones.
Recommended Extra Activities
Game – Draw it! •
• Audio material
• Activity Book p. 34
• Teacher’s Resource Book, Speaking Worksheet, p. 79
• Fast Finishers: Have the students draw the same picture as the monkey
drew in the story (see last box).
Teacher Tips
• The pronunciation of the numbers ending in teen has to be
made very clear. Exaggerate the “tiinnnn” sound and get the
students to listen to the difference between thirteen and thirty:
“dzeertíinnnn”, “dzéerti”.
• Let the children enjoy looking at and reading the story by
themselves for a few minutes.
• If you notice a student knows something extra, for example the
number 22, encourage them to teach the rest of the class!
102
learning
Split the class into groups and get them to act out the story.
• Improve numerical skills.
Materials
Cooperative
2 Act out.
Cooperative
learning
Have a student come to the board at the front of the class.
Ask one child to suggest a colour and another to suggest an animal. The
student at the board then draws what they have said: A blue elephant.
Drill Section
DRILL
CD2
10
DRILL
Objective in Focus 1
CD2
12
Rewind
STUDENT 1
STUDENT 2
TEACHER
STUDENTS
Is this a monkey or a bear?
It’s a monkey.
This is my pencil.
No, it isn’t your pencil, it’s my
pencil.
Is this Yessy or Asky?
It’s Yessy.
This is my bike.
No, it isn’t your bike, it’s my bike.
Is this Mum?
Yes, it is.
This is my book.
No, it isn’t your book, it’s my book.
Is this Dad?
No, it isn’t.
What colour is the monkey?
The monkey is brown.
This is my kite.
No, it isn’t your kite, it’s my kite.
Is there a brown crayon?
Yes, there is.
This is my crayon.
No, it isn’t your crayon, it’s my
crayon.
Is there a rubber?
Yes, there is.
This is my pen.
No, it isn’t your pen, it’s my pen.
What colour is the rubber?
It’s blue and white.
This is my granny.
Is there a crocodile or a lion?
There’s a crocodile.
No, it isn’t your granny, it’s my
granny.
What colour is the crocodile?
It’s green.
This is my school bag.
No, it isn’t your school bag, it’s my
school bag.
Is there a zebra?
No, there isn’t.
This is my video game.
No, it isn’t your video game, it’s
my video game.
Is there a crocodile?
Yes, there is.
This is my pencil case.
Is the crocodile red or green?
The crocodile is green.
No, it isn’t your pencil case, it’s my
pencil case.
This is my teddy bear.
Is Fusy there?
No, he isn’t.
No, it isn’t your teddy bear, it’s my
teddy bear.
This is my cousin.
No, it isn’t your cousin, it’s my
cousin.
DRILL
CD2
11
Objective in Focus 2
TEACHER
STUDENTS
Is there a monkey or a bear in the
story?
There’s a monkey in the story.
Is Yessy or Noella in the story?
Yessy’s in the story.
Is there a mum in the story?
Yes, there is.
What colour is the monkey?
The monkey is brown.
Is there a brown crayon?
Yes, there is.
Is there a rubber?
Yes, there is.
What colour is the rubber?
It’s blue and white.
Is there a crocodile or a lion?
There’s a crocodile.
What colour is the crocodile?
It’s green.
Is there a zebra?
No, there isn’t.
Is there an elephant?
No, there isn’t.
Is there a crocodile?
Yes, there is.
Is the crocodile red or green?
The crocodile is green.
Is Fusy there?
No, he isn’t.
103
Refresh •
Around the World
The United Kingdom
Review of the colours alongside the animal vocabulary.
Hold up a “Unit 4: Animals” flashcard. A student asks: What colour is this
monkey? Another student answers: It’s brown.
Be careful!
2.10
1
Say it and find it in the story.
FC
Be careful!
1 Say it and find it in the story.
PB
CD2
10
PB
Look at the illustration. Have students practise saying Be careful and then
go back to Mission 5 and find it in the story.
Objective in Focus 1 •
DRILL
CD2
13
FC
What? Reviewing the animal vocabulary, plus the new expression Be
careful and There is…
2.11
2
Look, read and trace. Then listen.
1
Why? Allowing students to gain greater contextual understanding of
the expression Be careful and practise the there + to be structure, with
its contraction.
Lion∫
at London Zoo.
2
3
Thi∫ i∫ London Zoo.
It’∫ in England.
4
Monkey∫
at London Zoo.
Zebra∫
at London Zoo.
Giraffe∫
at London Zoo.
thirty-seven
How? Hold up an animal flashcard. Go round the class and get the
students to say, Be careful, there’s a monkey. Get your students to act as
scared as possible when they do this drill to really bring it to life!
Cooperative
Back to Basics •
learning
Family vocabulary review: write a family word on the board but mixing up
the letters. Two students come out and try to write it correctly. The rest of
the class can say if it is right or not.
2 Look, read and trace. Then listen.
PB
CD2
11
PB
Look at the photos. Then the students have to read and trace the words.
37
missi n 6:
Objectives
• Practise the animal vocabulary and the structure at/in London zoo.
• Learn the expression Be careful.
Objective in Focus 2 •
DRILL
CD2
14
What? Practise there + to be in negative and interrogative structures
along with the animal vocabulary.
Why? Reinforce the use of the negative and interrogative form.
How? Doing an interrogative to negative exercise. Ask the students Is
there a giraffe in the zoo? and the students must answer in the negative.
Go through all the animals and add any more words that they know.
Then switch round so they go from negative to interrogative.
• Review the family vocabulary.
Teamwork •
• Audio material
Split the class into groups and tell them to choose the name of a zoo. They
then draw three animals they would have in their zoo and one they wouldn’t
have. Get them to present their drawings to the class: There’s a bear in
Unicorn Zoo, There’s a zebra in Unicorn Zoo. There’s a lion in Unicorn Zoo,
There isn’t a crocodile in Unicorn Zoo!
• Soft ball
• “Unit 4: Animals” flashcards
Recommended Extra Activities
• Activity Book p. 35
• Teacher’s Resource Book, Reading Worksheets, pp. 80 + 81
•F
ast Finishers: Have students work in pairs and each think of an animal. The
other student has to guess the animal by asking Is it a...? They have to take
turn asking each other questions and the first one to guess their partner’s
animal gets a point. The first person to get to seven points wins the contest.
Teacher Tips
• It often sounds much more natural to contract there + is to
there’s. Ensure your students are using the contraction.
•M
ake sure the students are aware of the correct pronunciation of
the new expression Be careful: “Bii_kéeefaal”.
•E
ncourage your students to pronounce the word London
correctly; the ‘o’s are pronounced more as a “u” sound. Also
remind them it is possible to use the prepositions at and in when
talking about zoos.
104
Cooperative
Materials
learning
Game – Ball Game •
Cooperative
learning
Throw a ball and have the students count out loud with each throw. When
someone drops the ball, that student has to formulate a question of their
choice, for example, Is there a giraffe in the zoo?
Drill Section
DRILL
CD2
13
DRILL
Objective in Focus 1
CD2
14
Objective in Focus 2
TEACHER
STUDENTS
TEACHER
STUDENTS
Monkey.
Be careful! There’s a monkey.
Interrogative – Negative
Everyone…, 3…, 2…, 1!
Be careful! There’s a monkey!
Is there a giraffe in the zoo?
There isn’t a giraffe in the zoo.
Crocodile.
Be careful! There’s a crocodile.
Is there a tiger in the zoo?
There isn’t a tiger in the zoo.
Everyone…, 3…, 2…, 1!
Be careful! There’s a crocodile!
Is there a crocodile in the zoo?
There isn’t a crocodile in the zoo.
Bear.
Be careful! There’s a bear.
Is there a monkey in the zoo?
There isn’t a monkey in the zoo.
Everyone…, 3…, 2…, 1!
Be careful! There’s a bear!
Is there a snake in the zoo?
There isn’t a snake in the zoo.
Zebra.
Be careful! There’s a zebra.
Is there a zebra in the zoo?
There isn’t a zebra in the zoo.
Everyone…, 3…, 2…, 1!
Be careful! There’s a zebra!
Is there a bear in the zoo?
There isn’t a bear in the zoo.
Tiger.
Be careful! There’s a tiger.
Is there a lion in the zoo?
There isn’t a lion in the zoo.
Everyone…, 3…, 2…, 1!
Be careful! There’s a tiger!
Is there an elephant in the zoo?
There isn’t an elephant in the zoo.
Snake.
Be careful! There’s a snake.
Now do this drill the other way round
Everyone…, 3…, 2…, 1!
Be careful! There’s a snake!
There isn’t a bear in the zoo.
Is there a bear in the zoo?
Elephant.
Be careful! There’s an elephant.
There isn’t a lion in the zoo.
Is there a lion in the zoo?
Everyone…, 3…, 2…, 1!
Be careful! There’s an elephant!
There isn’t an elephant in the zoo.
Is there an elephant in the zoo?
Lion.
Be careful! There’s a lion.
There isn’t a monkey in the zoo.
Is there a monkey in the zoo?
Everyone…, 3…, 2…, 1!
Be careful! There’s a lion!
There isn’t a snake in the zoo.
Is there a snake in the zoo?
Crocodile.
Be careful! There’s a crocodile.
There isn’t a tiger in the zoo.
Is there a tiger in the zoo?
Everyone…, 3…, 2…, 1!
Be careful! There’s a crocodile!
There isn’t a crocodile in the zoo.
Is there a crocodile in the zoo?
Monkey.
Be careful! There’s a monkey.
There isn’t a giraffe in the zoo.
Is there a giraffe in the zoo?
Everyone…, 3…, 2…, 1!
Be careful! There’s a monkey!
There isn’t a zebra in the zoo.
Is there a zebra in the zoo?
Snake.
Be careful! There’s a snake.
Everyone…, 3…, 2…, 1!
Be careful! There’s a snake!
Bear.
Be careful! There’s a bear.
Everyone…, 3…, 2…, 1!
Be careful! There’s a bear!
Giraffe.
Be careful! There’s a giraffe.
Everyone…, 3…, 2…, 1!
Be careful! There’s a giraffe!
Zebra.
Be careful! There’s a zebra.
Everyone…, 3…, 2…, 1!
Be careful! There’s a zebra!
Lion.
Be careful! There’s a lion.
Everyone…, 3…, 2…, 1!
Be careful! There’s a lion!
105
CLIL
Refresh •
Natural Science
1
CD2
15
Review of the days of the week and actions from previous unit. TEACHER:
Monday, play football. STUDENT: I play football on Mondays. Focus on the
structure with the action first and the day of the week in plural, but remind
students that saying On Monday/s I play football, is also correct.
bird, chicken, duck, parrot
2.12
DRILL
Listen and point. Say it!
bird
PB
1 Listen and point. Say it!
1 chicken
CD2
12
PB
Play the audio first. Then, whilst the students listen to the audio they point
at the words.
3 duck
Audio
1 chicken.
2 parrot
2 parrot.
2
12
13
14
15
16
17
18
19
20
Look and colour. Then write.
red
yellow
blue
green
orange
blac§
white
brown
purple
3 duck.
17
14
17
16
14
Objective in Focus 1 •
12
20
20
15
18
13
15
16
16
12
12
15
15
15
13
19
15
15
13
It’∫ a ________________.
38
thirty-eight
missi n 7:
Objectives
• Learn the new vocabulary bird, chicken, duck, parrot.
• Practise the new vocabulary as well as the colours.
• Practise asking questions using the following structures: Is this a...?, Is
there a...? Is this a… or a…? What colour is…?
Materials
• Audio material
Recommended Extra Activities
• Activity Book p. 36
• Teacher’s Resource Book, Writing Worksheets, pp. 82 + 83
• Fast Finishers: Have students draw the new birds they have learnt in this
mission and label the different colours they use.
Teacher Tips
• In spite of the double ’r’ the word parrot should still be
pronounced with the soft English “r” sound and with a strong
“t” at the end.
• Although it’s possible to contract It is or There is to It’s or There’s
remind the students that it’s not possible to do the same with
this is!
• Remind students that if in one sentence we have used this once
if we refer to the same thing again, we use it the second time:
This isn’t a tiger, it’s a lion.
106
DRILL
CD2
16
What? Practise the new bird vocabulary with questions.
Why? So that forming questions becomes something natural and easy,
instead of a challenge.
How? Do a ‘Master the question’ drill. Say the answer, stressing the key
part, so that the students then need to think about what the question
could be and ask it, for example: TEACHER: Yes, it’s a chicken.
STUDENT: Is this a chicken?
Cooperative
Back to Basics •
learning
Review the numbers 1-20 by going round at random in a circle, each saying
a different number but with no repetition allowed! If someone repeats a
number already said, the student has to say (18) is my number!
2 Look and colour. Then write.
PB
Have students use the key to colour the parrot and then write what
animal it is.
Objective in Focus 2 •
What? Drilling This is a alongside the new vocabulary bird, chicken,
parrot, duck.
Why? Assimilating the correct use of This is a in the singular and to
reinforce the more natural use of it in the second part of the sentence.
How? Draw a chicken, a duck, a parrot and a dog on the board. Then
point at each diagram saying another word out loud, for example point
at the chicken but saying parrot. The student then needs to reply: This
isn’t a parrot, it’s a chicken. When you point at the dog say bird so the
students can practise the word bird.
Sing and clap •
PB
CD2
3
Cooperative
learning
Test students to see how much they remember of the song. Then play the
audio and have everyone sing together.
Game – Animal Misfits •
Cooperative
learning
Get the students into groups of three. Give each group a piece of paper
folded into three parts. The first student of each group has to draw a head of
an animal and colour it in any colour they want and then fold it so their team
mates don’t see it. A tiny bit needs to be visible so the next student knows
where to continue the drawing. Student 2 has to draw a body and colour it in
whatever colour they wish, again leaving an indicator to Student 3 of where to
draw the legs and colour them in. The group then need to present their
animal describing it, for example, This is a lion. The head is red, the body is
blue and the legs are pink.
Drill Section
DRILL
CD2
15
DRILL
Refresh
CD2
16
Objective in Focus 1
TEACHER
STUDENTS
TEACHER
STUDENTS
Monday, play football
I play football on Mondays.
Yes, it’s a chicken.
Is this a chicken?
Tuesday, ride my bike
I ride my bike on Tuesdays.
No, there isn’t a parrot.
Is there a parrot?
Wednesday, swim
I swim on Wednesdays.
No, it isn’t a bird.
Is this a bird?
Thursday, play video games
I play video games on Thursdays.
Yes, there’s a chicken
Is there a chicken?
Friday, fly a kite
I fly a kite on Fridays.
It’s red, blue and green.
What colour is it/the parrot?
Saturday, play with my teddy bears
I play with my teddy bears on
Saturdays.
No, it isn’t a parrot, it’s a chicken.
Is this a parrot?
Sunday, play with my balls
I play with my balls on Sundays.
Yes, it’s a duck.
Is this a duck?
Monday, run with my brother
I run with my brother on Mondays.
Yes, there’s a parrot.
Is there a parrot?
Tuesday, play video games
I play video games on Tuesdays.
No, it isn’t a duck, it’s a chicken.
Is this a duck?
Wednesday, fly a kite
I fly a kite on Wednesdays.
Yes, it’s a chicken.
Is this a chicken?
Thursday, play football
I play football on Thursdays.
There isn’t a bird.
Is there a bird?
Friday, swim
I swim on Fridays.
Yes, it’s a parrot.
Is this a parrot?
Saturday, ride my bike
I ride my bike on Saturdays.
No, this isn’t a parrot, it’s a
chicken.
Is this a parrot?
Sunday, play with my teddy bears
I play with my teddy bears on
Sundays.
Yes, it’s a parrot.
Is this a parrot?
No, it isn’t a bird, it’s a snake.
Is this a bird?
Yes, it’s a duck.
Is this a duck?
Yes, there is a parrot.
Is there a parrot?
No, it isn’t a duck, it’s a chicken.
Is this a duck?
107
tiger
- Name some animals.
- Use There’s and There isn’t.
- Use Is there...?
2.13
1
Refresh •
zebra
- Use or.
- Count from 1 to 20.
Review the animal vocabulary by showing the “Unit 4: Animals” flashcards
and asking the students What’s this?
My portfolio
1 Listen and tick (✓).
Listen and tick ().
1
FC
3
PB
CD2
13
PB
Play the audio and get the students to tick the corresponding pictures.
5
Audio / Solution
2
2.14
4
2
1 This is a lion.
2 This is a bear.
4 This is an elephant.
3 This is a giraffe.
5 This is a zebra.
6 This is a duck.
6
Look, write and say. Then listen and check.
Objective in Focus 1 •
DRILL
CD2
17
What? Review of This is a..., and There is a... alongside the animal, bird
and classroom objects vocabulary.
Why? This drill increases students understanding of when to use This is
a... by putting things in a visual context.
2.15
1
3
Read and circle. Then listen and check.
I∫ there a parrot or a tiger?
There’∫ a parrot / tiger.
2
I∫ there a duc§ or a bear?
There’∫ a duc§ / bear.
thirty-nine
How? Go round the class choosing classroom objects. Hold out the object,
for example a rubber, to a student and ask Is this a parrot? The student
should take the object from you, pretend to inspect it and reply saying, This
isn’t a parrot, it’s a rubber. Make this as fun an exercise as possible and have
the students get creative in their responses, perhaps pretending to use
magnifying glasses or scratching their chins. Then have a couple of students
be the teacher. They should continue the drill and go around the classroom
asking if certain objects are animals.
39
Cooperative
Translation Challenge •
I CAN:
Objectives
• Review the classroom objects and the animal and bird vocabulary.
• Review the numbers 11-20.
• Review Is this a…? Is there a…?
2 Look, write and say. Then listen and check.
• Audio material
• Teacher’s Resource Book, Class Material Worksheet 2, p. 75
• Teacher’s Resource Book, General Translation List, p. 94
• “Unit 4: Animals” flashcards
Number eleven is a monkey.
Number twelve is a lion.
Number thirteen is an elephant.
Number fourteen is a giraffe.
Number fifteen is a bear.
Number sixteen is a chicken.
Number seventeen is a snake.
Number eighteen is a tiger.
Number nineteen is a duck.
Number twenty is a zebra.
Teacher Tips
• Be strict with the pronunciation of the numbers. It is important
that your students learn to say them correctly to then be able to
differentiate them from higher numbers later on.
• When using this, show students that we use it when we’re near the
object that we’re referring to. Later on they’ll focus on that which
they will use when talking about an object that’s out of their reach.
• Are your students contracting correctly? There is not a… is not
as natural sounding as There isn’t a…
PB
CD2
14
PB
Get students to look and write the missing numbers. They then have to say
the numbers and the animals out loud as a class and to check their answers
with the audio.
Audio / Solution
• Activity Book p. 37
• Language assistant video 4
• Teacher’s Resource Book, Test, 84 + 85
• After doing the activities on the page and the Teacher’s Resource Book
Test, the students will self assess their linguistic skills in “My Language
Biography” section of the Portfolio.
• Fast Finishers: Have students summarise the unit in a picture and make
sure they label their drawings.
TRB
Review the General Translation List in the Teacher’s Resource Book. Make
sure you choose students at random to translate a sentence.
Materials
Recommended Extra Activities
108
learning
Objective in Focus 2 •
DRILL
CD2
18
What? Asking questions using animals and practising short answers
alongside there + to be.
Why? It’s important that the students feel one hundred per cent
comfortable with the structure there + to be.
How? Say a colour and an animal and the students have to form the
question, the affirmative and the negative. For example, TEACHER:
Red elephant. STUDENT: Is there a red elephant? Yes, there’s a red
elephant. No, there isn’t a red elephant.
Sing and Clap! •
PB
CD2
4
Cooperative
learning
This is the last time they’ll hear this unit’s song. Put the students into groups
and using the karaoke version of the song have a singing competition.
Which group can sing this song the nicest?
3 Read and circle. Then listen and check.
DRILL
CD2
15
PB
Get the students to circle the answer they think is correct. Then listen to
the audio to see if they got the right answer.
Solution
1 There’s a parrot.
2 There’s a bear.
Game – Full House •
Cooperative
learning
TRB
Have one of the students come up to the board, and have another student
start describing an animal from your community but without saying what it
is. The student at the board needs to draw the description and the other
students need to try and guess which animal it is. Repeat this with different
students, or brainstorm 9 other animals you can find in your local area and
write them on the board ready to play the game ‘Full House’.
Once you have done this, distribute Class Material Worksheet 2 (My
Autonomous Community) and have the students fill in the eight squares
with four numbers (from 1-20) and four of the animals on the board. Then
at random, start calling out one vocabulary word and then one number
and the first student to cross all their drawings and numbers out and read
them out correctly is the winner.
Drill Section
DRILL
CD2
17
DRILL
Objective in Focus 1
CD2
18
Objective in Focus 2
TEACHER
STUDENTS
TEACHER
Is this a parrot?
This isn’t a parrot, it’s a…
Is this a duck?
This isn’t a duck, it’s a…
Is this a snake?
This isn’t a snake, it’s a…
(Use body language to indicate
that the student should form a
question, an affirmative sentence
or a negative sentence.)
STUDENTS
Is this a crocodile?
This isn’t a crocodile, it’s a…
Red elephant (Question)
Is there a red elephant?
Is this a chicken?
This isn’t a chicken, it’s a…
Yes... (Affirmative sentence)
Yes, there's a red elephant.
Is this an elephant?
This isn’t an elephant, it’s a…
No... (Negative sentence)
No, there isn't a red elephant.
Is this a bird?
This isn’t a bird, it’s a…
Yellow giraffe (Question)
Is there a yellow giraffe?
Is this a zebra?
This isn’t a zebra, it’s a…
Yes... (Affirmative sentence)
Yes, there's a yellow giraffe.
Is this a bear?
This isn’t a bear, it’s a…
No... (Negative sentence)
No, there isn't a yellow giraffe.
Is this a giraffe?
This isn’t a giraffe, it’s a…
White snake (Question)
Is there a white snake?
Is this a tiger?
This isn’t a tiger, it’s a…
Yes... (Affirmative sentence)
Yes, there's a white snake.
Is this a lion?
This isn’t a lion, it’s a…
No... (Negative sentence)
No, there isn't a white snake.
Is this a monkey?
This isn’t a monkey, it’s a…
Purple bear (Question)
Is there a purple bear?
Is this a zoo?
This isn’t a zoo, it’s a…
Yes... (Affirmative sentence)
Yes, there's a purple bear.
Is this an animal?
This isn’t an animal, it’s a…
No... (Negative sentence)
No, there isn't a purple bear.
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