3 Animal magic

Sample Sample
VOCABULARY 1 SB p32 extra: whole class
Get students to work in groups and take turns to make
To start the sound of an animal from the poster in Ex 2. Students
Get students to work in small groups to write an A–Z of may have to get a bit creative if an animal doesn’t have a
animals. See how many letters they can think of an animal for well-known sound. Get the other students in the group
in five minutes. The group with the most is the winner. to guess which animal it is. Invite each group to choose
one of the animal sounds to make together for the class
To extend the activity, get students to put their names on the to guess.
lists and collect the lists. At the end of the unit, get students
back into the same groups, and see how many more animals
they can add to their lists. extra
Write the actions on the board: walk, jump, run, jump,
Power up climb, run, fly. Ask if anyone knows these words, and
get them to mime one to the class for other students to
1 Direct students to the pictures and drill the animal words guess. Ask students to see if they can match any of the
chorally. Ask questions to the class. (Which of these
words to the photos of animals in the poster in Ex 2.
animals are big? Which are small?) Get students to write
out the list of animals in order, from biggest to smallest.
If students are preparing for an exam, point out that in animal actions
some of the exam activities require words to be copied
accurately, so this is good practice. 6 3.3 Ask students to stand up on the spot. Play the
recording and demonstrate miming the action on the
1 elephant 2 hippo 3 sheep 4 bird/parrot 5 spider recording. Play the recording again, for students to
repeat the word while miming.

Lead-in animals A walk

Begin by asking: What is a pet? Is it 2 Tell students to look at the animals on the poster. Ask B jump
good to have a pet? Why/why not? them to write a list with letters A–L on a separate piece of C swim
What animals make good pets? What paper and write the animal names from the box next to D climb
animals make bad pets? each letter. The answers will be checked in Ex 3. E run
F fly
1 Draw students’ attention to the extra: whole class
photo of the dog. Do they like 7 Ask the class to look at the list of animals in Ex 2 and
Memory game. Give students 30 seconds to look at the
the photo and/or think it’s funny? guess quickly which animal can do the most actions from
pictures. Get students to close their books and, in pairs,
Put students into pairs to discuss the table (students could write their guess down). Draw

3
try to remember what the animals were. They write them
whether or not the animals are up the table on the board with the six actions at the top
down on a piece of paper.
good pets, then conduct whole class of each column. Choose another animal from the poster
feedback. in Ex 2, e.g. armadillo, and demonstrate by going through
3 3.1 Play the recording for students to check their the columns systematically. Ask: Does an armadillo walk?
Possible answers answers in Ex 2. Play it a second time for students to (Yes, it does.) Write armadillo in the walk column. Does
A duck is a good pet for a farm. notice the pronunciation, then ask students to practise an armadillo jump? (No, it doesn’t.) Put a dash (–) in the

Animal magic An elephant isn’t a good pet. It’s saying the animal names. jump column. Continue through the remaining columns
too big. for armadillo. In pairs, students add other animals to the
A parrot B frog C bee D monkey E polar bear
A horse is a good pet because you column. Depending on speed of work, some students may
F panda G whale H penguin I armadillo
can ride it. get through more animals than others, but encourage
J kangaroo K dolphin L lion
A mouse is a good pet. It’s small. each pair to check at least four animals. Then, ask
VOCABULARY 1 SPEAKING A rabbit is a good pet because 4 Revise the letters A–L by asking students to chant them students to use the chart to see if their prediction of the
animals topic: similarities and differences it’s small. chorally (pay special attention to e/i, g/j). Direct students animal that could do the most actions was correct.
between animals to the example, then ask: What’s J? (It’s a kangaroo.).
READING skill: saying what you think and why 2 Invite students to tell their partner Suggested answers
topic: what are armadillos like? task: picture sets about a pet they have got, or one Possible answers walk: lion, penguin, monkey, armadillo, panda
skill: choosing a word for a gap they would like. Students who have A: What’s F? jump: lion, penguin, monkey, kangaroo, frog
task: gapped text with picture cues WRITING pets could bring in photos of their B: It’s a panda. What’s E? swim: penguin, monkey, blue whale, dolphin, frog
topic: fairy penguins pets. Elicit responses from around climb: lion, monkey, panda
A: A polar bear. What’s K?
GRAMMAR skill: using and, but the class, and discuss any unusual
run: lion
B: It’s a dolphin. What’s I?
adverbs of frequency or interesting pets.
task: write a description of an animal A: It’s an armadillo. fly: parrot, bee
present simple: question words
Parrots fly, but they don’t swim.
SWITCH ON extra: digital 5 3.2 Tell students they are going to hear some animal
VOCABULARY 2 video: panda protection Students could research and choose sounds. Play the recording for students to guess the
A penguin walks, jumps and swims, but it doesn’t fly.
the world around us project: animal sanctuaries funny animal videos to show in class. correct animal. Play the recording again, and elicit the
LISTENING Get students to name the animal answer after each sound.
in each video. Get students to vote
topic: an Australian nature reserve 1C 2A 3B 4C
on the funniest video. If you have a
skill: reading questions before you listen private online space for your class,
task: matching the videos could be shared and
voted for homework.

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3 Animal magic
Sample Sample
VOCABULARY 1 (Continued)
READING SB p33
4 Point out that the best title means the title that best
GRAMMAR
describes what the post is about as a whole. Ask students
to select the best title then check as a class.
SB p34

extra: digital To start To start

Students may be surprised to learn that penguins can Maddy the armadillo (This title describes best what the
Ask: What animals live in your garden or near your home? Write on the board the following gapped sentences:
jump. If you have the internet, look for (or ask students to whole text is about.)
Even if students live in an urban area, there may be some, e.g. Big armadillos can eat small animals like frogs and mice, but
look for) a video of penguins jumping out of the water to insects, mice, birds. If there are any animals that are a part of (Maddy’s big adventure isn’t the best title because the
show the class. post describes Maddy and her regular activities rather than Maddy … eats them.
students’ daily lives/local area, but not included in the unit, She … eats fruit.
take the opportunity to teach them here. talking about one story/adventure that happened to her. It
isn’t Maddy’s favourite pet because Maddy is an animal) She … digs in our garden.
8 If students are preparing for the A1 Movers exam, point Before students open their books, show a small clip of an
out that this is useful practice for Reading and Writing Ask students to look back at the post on page 33 Ex 2 and
armadillo (e.g. from National Geographic), but try not to
Part 1. In Part 1 students have to match words with their show the word. See if students know what it animal it is.
Sum up complete the sentences. (never, sometimes, often). Elicit the
definitions. The words are under pictures representing answers. Point out that the words never, sometimes, often are
Elicit anything they know about armadillos. Teach: hard shell, 5 Tell students to close their books. Ask them to say three examples of adverbs of frequency which we use to talk about
their meaning. Students read a definition then match it curl up in a ball, dig.
to the correct picture. Give an example description for things about armadillos to a partner. Encourage them to how often something happens.
use whole sentences. Elicit some of these or ask students
students to guess, e.g. say: This animal isn’t very big. It
climbs trees. (Answer = monkey.) Students complete the
Power up to come and write one of their sentences on the board. alternative
exercise then compare in pairs before checking as a class. 1 Direct students to the photo of Flavio and the titles. Possible answers You may want to download the Grammar Presentation
Elicit predictions about what the post is about. Then Armadillos love warm places. for this lesson from the Teacher Resources area of
1 bee 2 panda 3 kangaroo 4 whale give students one minute to scan the post to answer: Pearson English Portal. This presentation has been
Armadillos live in South and Central America.
Who? What? Where? the text is about. Point out that if created specifically for this lesson and is fully editable
Armadillos dig and swim.
game on students are taking an exam, they should get in the habit
Armadillos aren’t pets. They are wild animals.
for teachers.
of quickly scanning texts (and looking at pictures and any
Some students may want to write their word down on Armadillos are small and brown with a hard shell.
titles) to see what they are about before they read.
paper, to help with spelling backwards.
Armadillos live under the ground. explore grammar SB p120
He’s from Brazil and his post is about an armadillo. The
extra: mixed-ability classes armadillo’s name is Maddy and it lives in his garden.
Speak up 1 Encourage students to use the percentages in the
chart in Ex 1 as a guide rather than an exact science.
Give students the option to choose whether their partner 2 Give students one minute to find the information. Help 6 In pairs, students think of similarities and differences.
should spell a word forwards or backwards for them. students by telling them there are three foods and two Students write the adverbs in the correct place. Ask
Conduct whole class feedback
Students can also write down the words to help with hobbies to find. Check the answers as a class. students to compare their answers in pairs then check
spelling them aloud. Possible answers as a class. Point out that the phrase we use to ask
1 insects/spiders, fruit, frogs, mice about frequency is: How often, e.g. How often do you
Armadillos swim and people swim.
2 digging, swimming play football?
alternative Armadillos are wild animals, but people aren’t wild animals.
In preparation, make some sets of different coloured Armadillos have a hard shell, but people don’t have hard sometimes, often, usually
papers that spell animals, e.g. on green paper, write the exam task: A1 Movers Reading p33 shells.
letters that spell monkey: on the first piece – m; second and Writing Part 3
piece – o; third piece – n, etc. On blue paper, write the In the A1 Movers Reading and Writing Part 3 exam task, Fun footer watch out for
letters that spell dolphin, etc. Make as many letters as there would be one example and five gapped items, and Ask students to read the fun footer. Get students to draw As you review B in the explore grammar box, point out
there are students in your class. the title question as in Ex 4 here. what they imagine a pink fairy armadillo looks like on paper or that we can use don’t / doesn’t with the adverbs always,
Randomly distribute the papers. Students need to form on a drawing app on their phone. Have a competition for the usually and often.
groups based on the colour of the paper, then hold their 3 Before students complete the post, read through funniest and most realistic drawing. If you have the internet, don’t always means usually (70%)
paper in front of them and make a line so they can spell the the exam tip. Get the class to look at the words before show some pictures of giant armadillos and pink fairy
word. The first team to spell their animal correctly wins the and after the gaps and to guess the missing word armadillos. Teach fairy (a small imaginary creature with magic don’t often / don’t usually means almost never (10%)
round. Collect and redistribute the papers to play again. without focusing on the words already given. Elicit powers, which looks like a very small person). We don’t use don’t / doesn’t with the adjectives
ideas and write up the students’ suggestions on the sometimes or never.
To finish
board for each gap. To finish
Encourage students to mark the words that they put Write the adjectives from the post on the board: special, 2 3.5 Look at Question 1 with the class and elicit where
Students work in pairs to choose an animal and write their in a gap (e.g. by ticking them), so that they can track small, brown, warm, hot, early, interesting, funny, wild. always goes (I always go …) referring back to explore
own clues like the ones in Ex 8 on post-it notes or a piece which ones they have used. Ask students to compare Students work in pairs to think of something else that is each grammar box point A. Ask students to copy and complete
of paper with the answer on the back. Alternatively, the their answers in pairs, then, as you check as a class, of those things, e.g. What is special? My grandmother, my the sentences with the adverbs in the correct place.
clue could be written on an envelope and the answer inside. get students to explain why they have chosen a dad, my pet dog, a birthday party. What is small? A mobile, Check the answers as a class. Tell students that they are
Get students to stick / place them around the classroom. particular word. Look back at the predictions and see a key, a mouse, a frog. Conduct whole class feedback. going to hear two people being interviewed in a public
Students walk around with their partner, guessing each one. if any were correct. place, i.e. a vox pop, about their daily routines. Play the
Presentation tool: Unit 3, Reading recording twice for students to select which sentences
Presentation tool: Unit 3, Vocabulary 1 1 garden (a place where an animal can live)
Workbook / Online Practice: p27 from this exercise they hear in the recording. Check as
Workbook / Online Practice: p26 2 sleep (a daily activity) a class.
3 sun (the hot sun) Grammar reference: SB p120
Grammar reference: SB p120
4 morning (a time of day) Extra Practice App 1 I always go on my phone.
Audioscript: SB p145 2 I often play football
5 frogs (small animals; not monkeys because they’re
Extra Practice App not small) 3 I am usually late for school.
6 water (something you can swim in, and stay ‘under’) 4 I never have a bath.
5 I sometimes watch TV.
We hear sentences 1, 2, 4 and 5

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3 Animal magic
Sample Sample
GRAMMAR (Continued)

3 Elicit some of the other things the speakers said in the

Speak up
VOCABULARY 2 SB p35
3 Direct students to the example speech bubbles. Look at
the first animal with the class. Ask: Do bats live in the sea?
6 As an example, share a few sentences about your own Elicit a response, e.g. No, they don’t. I think they usually
recording which weren’t mentioned in Ex 2. Then put family members or friends using the words and phrases To start live in caves but they sometimes live in the forest. (Or a
students into pairs to write similar sentences. During the in the box. Give students time to make notes or write If possible, before class find some photos of each place (or simpler, but acceptable answer might be: No, they live
activity, invite each pair to write one of their sentences their sentences before saying them. Encourage stronger some of the places) in Ex 1, e.g. cave, lake, desert, etc. Make in caves.)
on the board. Go through the sentences on the board as a students to make more complex sentences and include a slide presentation. Show the first slide and see if students
class, eliciting any corrections if the adverbs of frequency at least one example of points A–C from the explore Possible answer
know what it is, e.g. a cave. Chorally drill cave. Repeat
are not placed in accordance with the explore grammar grammar box. through the whole slide deck. Continue through a few times A: Do bats live in the desert?
box points. for students to say the words. B: I think they usually live in caves. They sometimes live in
Possible answers forests. Do dolphins live in the sea?
extra: mixed-ability classes My brother never eats meat.
alternative A: Yes, they do. They sometimes live in rivers too. Do fish live
Weaker students could rewrite the sentences in Ex 2 My grandmother’s usually at my house in the afternoons. in the mountains?
Record the presentation as a short video with you saying
so that they are true for them, replacing the adverbs of My friend Mary doesn’t often visit me so her visits are very A: No, they don’t. Fish live in rivers, lakes and the sea. Do
the word for each place against the slide. Upload this to
frequency as necessary, e.g. I usually go on my phone. special. snakes live in the sea?
your private online space for students to watch before
I sometimes play football. class. As an extension, students could make their own B: Snakes sometimes live in the sea but they usually live in

Possible answers
To finish similar presentations / videos. the jungle or the desert. Do camels live in caves?
Students work in pairs to write a crazy question starting A: No, they don’t. Camels usually live in the desert. Do
I always make my bed. If you don’t have technology at your school, draw four
with How often do you … , e.g. How often do you eat insects mountain goats live in the mountains?
I usually do my homework at night, but sometimes I do it gaps for each letter of the word cave, e.g. _ _ _ _ and have
for dinner? How often do you sleep in the swimming pool? B: Yes, they live in the mountains. Do brown bears live in
before school. students guess the letters that go in each gap until they
Invite each pair to share their question with the class and the the jungle?
guess the word. Invite students to draw a picture of a cave
On/At the weekends, I often go to the park with my friends. question which generates the most laughter from the class A: I think they usually live in the forest or in the mountains.
(explaining to their classmates if necessary what it is).
I never have Nutella at my house, but I love Nutella! wins. Students walk around the room asking different people Do crocodiles live in the mountains?
Repeat with some of the other words from Ex 1.
their crazy questions. The responder has to try to answer B: No, crocodiles never live in the mountains. They usually
without laughing. live in rivers. They sometimes live in the sea.
extra: whole class the world around us
In small groups, students record a vox pop of their group Presentation tool: Unit 3, Grammar 4 3.7 Point out that there may be more than one
members talking about some of their regular activities 1 Ask students to match the words with the letters in the possible answer for the places these animals live, e.g. fish
Workbook / Online Practice: p28 picture. Students compare their answers in pairs then
using the adverbs of frequency. Play them in class or ask live in the sea, lakes and rivers. Students should choose
students to upload them to a private shared location Photocopiable activity: 3A check as a class. Chorally drill the words in the box. the appropriate place based on the first letter given in the
online. You could ask each group to choose a topic or Grammar reference: SB p120 exercise. Play the recording for students to check their
allocate a certain topic to each group, e.g. swimming.
Audioscript: SB p145
extra answers.
A: I love swimming, I always go to the pool every week. Get the class to make up some (culturally appropriate)
Extra Practice App 1 forest 2 sea 3 desert 4 jungle 5 cave
B: I sometimes go to the pool with my friends. actions for each place in Ex 1, e.g. for cave, students could
6 mountain 7 river
C: Swimming is my favourite sport. I usually go on Mondays. crouch down as if they are going to enter a small cave. For
lake, students could make a horizontal circle with their
D: I never go swimming!
arms in front of them. Once the actions are established,
Speak up
get students to stand up. Call out the word and have
4 3.6 Show some wildlife photos if you can, e.g. by 5 Students work in pairs to think of some wild animals in
students do the action, then reverse it so that you do the their country and talk about where they live and what
searching online for ‘amazing wildlife photos’. Elicit or
action and students do the word. As students get the they do. If students have devices, they could do some
teach wildlife then ask how you get photos of wildlife,
hang of it, increase the speed. You can also invite students brief research about the wild animals and tell their
leading to the term wildlife photographer. Ask students
to call out words or do actions for the class to respond to. partner.
to read the interview with Amy, a wildlife photographer,
and predict which adverb of frequency will go in each A sea B desert C river D jungle E forest F lake
gap. Then play the recording for students to complete Possible answer
G mountain H cave
the interview. There are snakes here. They usually live in the forest. They
often live near rivers or lakes.
1 often 2 usually 3 always 4 sometimes 5 often 2 Ask: Is a lake water or land? (water). Add lake to the
6 usually column water. Students complete the table then check as
a class. game on
5 Direct students to the photo at the bottom of the page Go through the instructions and examples with the class.
and elicit what kind of animal it is (monkey). Ask: What land: (cave), desert, forest, jungle, mountain Ask students to close their books, but write another
is it eating? Elicit crisps. Elicit guesses to the following water: (cave), lake, river, sea example on the board for students to use as a prompt, e.g.
questions: What do monkeys usually eat? Where do
A: It sometimes lives in the sea.
monkeys usually live? Give students a minute to read the
text to check their ideas. Students complete the text with explore language B: Is it a fish?
A: Yes, it is. / No, it isn’t.
the phrases.
Go through the explore language box, checking students
If students are preparing for an exam, point out that this understand the words. Point out that the Earth has a capital
is useful practice of a gapped text task (e.g. A1 Movers letter when it refers to the planet and that earth meaning
Reading and Writing, Part 3). land / ground isn’t capitalised.

1 often live 2 usually sleep 3 always get up

4 sometimes take 5 are never 6 usually learn
watch out for
7 often jump Point out the capital in the Earth.

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3 Animal magic
Sample Sample
VOCABULARY 2 (Continued)

Fun footer
LISTENING SB p36 1 (Lily) B (kangaroo) (I know there are kangaroos in
7 Put students into pairs to ask and answer the questions
in Ex 6.
Australia. They’re my favourite animal.)
Read the first part of the footer aloud. Ask students to think To start 2 (Grandma) F (koala) (I love koalas.) alternative
about the water and write down a guess of how much of Write: go on holiday on the board. Elicit the meaning (when 3 (Dad) G (dolphin) (It’s your favourite animal, Dad!) Write the possible answers on the board out of order
the Earth’s water is in the sea (ninety-seven percent). Read you travel to another place for fun). Ask: Where do you go 4 (Mum) D (snake) (I like them. They’re very interesting and ask students to match the answers with the questions
the second part of the footer aloud then say: But how many on holiday? In addition to the names of cities or areas, elicit animals.) in Ex 6.
animals do you know that live in the sea? See how many types of places, e.g. the beach, the mountains, the sea. Write
5 (Dan) E (ground parrot) (Aww! I like it a lot. It’s very
students can name (e.g. fish, shark, whale, dolphin). these on the board. Then ask where is your dream holiday? Possible answers
funny!)
(If necessary, remind students that dream means imagined, 1 L–I–L–Y, Lily.
6 (Grandad) C (sharks) (I like sharks … I want to see one!)
To finish perfect.) 2 Barcelona.
Choose an animal from the unit so far. Students see if they 3 I like to meet my friends and play basketball.
Power up
can work out what it is from only Yes / No answers, e.g. Does extra: mixed-ability classes 4 Mary.
it live in a desert? Is it brown? Does it live underground? Does 5 Usually at night. Sometimes I do it before school.
1 Put students into pairs to name the animals. Elicit which To help weaker students understand the exercise, play
it swim? Is it an armadillo? Divide the class into two teams. one is a koala and the other animal names. 6 They are funny and cute.
the first part of the recording and pause it after Lily
Give team A the opportunity to ask the first question. If
says: I know there are kangaroos in Australia. They’re my
the answer is Yes, the team can ask another question to a A whale B kangaroo C shark D snake E parrot favourite animal. Direct students to question 1 (Lily) and
different student. If the answer is No, the other team gets F koala G dolphins elicit what animal she likes (kangaroo). Get students to To finish
to ask the next question. The team who guesses the animal Photo F is a koala. write kangaroo in the gap. Then play the remainder of the Ask students to close their books. Give them two minutes to
correctly gets a point. You can play to three or five points. If
recording for students to complete the rest of the task. write down five question words, three animals from Australia
time allows, students play the game in groups of three. 2 Elicit which country these animals live in (Australia). If and one thing they learned in the lesson. Put students into
possible, show students where Australia is on a map. If new pairs to share their answers.
Presentation tool: Unit 3, Vocabulary 2 you use an online map, work out how far away Australia is explore grammar SB p120
Workbook / Online Practice: p29 from your country in hours. Ask students to work in pairs
Presentation tool: Unit 3, Listening
to decide which animals are dangerous and put a tick next Refer students to the Grammar reference on page 120.
Photocopiable activity: 3B to them. The answers will be checked in Ex 3. Go through the table and examples with the class. Ask Workbook / Online Practice: p30
Grammar reference: SB p120 students to complete Ex 4–6 on page 121 in class or Grammar reference: SB p120
Extra Practice App extra: whole class set for homework. Students could ask and answer the
Audioscript: SB p145
questions in Ex 6 in pairs.
Ask students to talk about animal lives in more detail, as Extra Practice App
they did in Ex 3 on page 35, using the places for the world
around us and adjectives or frequency, e.g. A: Where does watch out for
a crocodile live? B: I think a crocodile usually lives in a river,
Check students remember to use does in the third person
but it sometimes lives in the sea or in a lake.
singular.

Listen up 5 3.10 Play the recording for students to listen first,

focusing on how do you is pronounced in the questions
3 3.8 Play the recording of Lily and Dan’s holiday. Elicit
/dju/. Ask students to practise saying the questions by
the answers to Ex 2.
themselves, then play the recording for students to listen
These animals all live in Australia. and repeat as a class.
Sharks and snakes are often dangerous.
6 Students choose the best words to complete the
Kangaroos are sometimes dangerous – when they kick. sentences, then check as a class.

1 How 2 Where 3 What 4 Who 5 When 6 Why

exam task: A1 Movers Listening Part 3
In the A1 Movers Listening Part 3 exam task, there is one
example and five items. Also, there are eight pictures to
choose from, not seven.

4 3.9 Read the exam tip and get students to

read the question in Ex 4 (highlight key words: animal,
each person, like) and options 1–6. Point out that in
this exercise, the information in the recording comes
in the same order as the options, but it will not be in
the same order in the exam.
Make sure students know that they should write
the letter of the animal’s photo next to the person’s
name. Play the recording. If a number of students
have not heard the answers, play it again. Check the
answers as a class.

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3 Animal magic
Sample Sample
SPEAKING SB p37
skill tip
Read the skill tip and ask a student to read the example. Write
Fun footer
Ask students to read the joke, and if students don’t
WRITING SB p38

To start on the board the two parts of the example: I think … (saying
what you think) because … (give a reason). Point out that
understand it, see if a student can explain it to the class. (Eye
sounds like i. The word fish without an i is fsh.) See if students
To start
Whisper one of the following words from the unit to a there is often more than one possible answer. Point out in Ex 3, can come up with any other similar jokes using animals from If they prepared them for homework, get students to share
student: lake, forest, river, sea. That student quickly whispers question 1 part A, the speaker uses an alternative introduction this unit … , e.g What do you call a bird without an eye? (brd). their animal odd one outs from Ex 5 on p37. Alternatively,
it to the next student, who whispers it to the next, etc. The to saying what you think (Maybe it’s …). Keep these on the this is a good time to revise the animal A–Z (from To start
last student to hear the word gets to write it on the board or
say it aloud. Then whisper the next word to a student in the
board for students to refer back to in Ex 4. To finish Vocabulary 1) and see how many new animals students can
add to their lists.
middle of the class so it goes around the room in a different Do some more practice of ‘odd one out’ while revising
exam task: A1 Movers Speaking Part 3
order and the last student is different.
In the A1 Movers Part 3 Speaking exam task, the items
vocabulary from previous units. Write up sets of words and
get students to work in pairs to decide which is the odd one
Power up
When students have the four words, introduce the phrase
odd one out by asking: Which place is different from the
all relate to different lexical sets. There are four sets, not out in each set. Encourage students to think of more than 1 Ask students to cover the text at this stage and only look
three. Having all the items about animals here matches one possibility. Elicit ideas and reasons, e.g. at the photos (or display it on the IWB if using a digital
other places? Which place is the odd one out? Ask students the topic of the unit and practises language learnt. 1 football, basketball, swimming, reading (e.g. Swimming is the text). Direct students to the photos and elicit what
to whisper in pairs then elicit their ideas and reasons, e.g.
odd one out because it is in water. The other activities are on students can see (penguins) and what they know about
The forest is different because it is land. Lakes, sea, rivers 4 Reassure students that there are no extra marks
land. / Reading because the other activities are sports.) them. If students aren’t sure what they know, help the
are water. for giving one specific answer in the speaking exam –
2 Australia, the USA, London, China (e.g. London because it discussion along with some more specific questions that
there is no one correct answer. The important thing students can answer from the photos or guess, e.g. Are
Power up is for the students to comment on each set of photos
is a city, but the others are countries. / China is different
because people speak Chinese. In the other places, people the penguins big or small? Where do they live? What do
and give a reason for each choice. In pairs, students they eat? Do they swim? Do they fly? If it doesn’t come up
1 Ask a student to read the questions in the example and talk about each set of photos.
speak English.)
use the possible answers to respond. Put students into in discussion, pre-teach the word nest.
pairs to play. Presentation tool: Unit 3, Speaking
Possible answers Possible answer
1 C (panda) I think the panda is the odd one out Workbook / Online Practice: p31
Possible answers Penguins swim. They eat fish. They live in cold places. They
because it’s black and white. The other animals are Photocopiable activity: 3C jump. They don’t fly.
A: Where does it live? brown. Grammar reference: SB p120
B: In the desert. 2 D (bat) Maybe it’s the bat because it flies. The other 2 Direct students to the title Fairy penguins. Ask: Do you
A: What does it eat? Speaking file: SB p136
animals don’t fly. remember another animal with fairy in its name? (Pink
B: I don’t know! 3 B (fish) I think it’s the fish because it’s very small, but Audioscript: SB p146 fairy armadillos in the fun footer on page 33.) If you have
A: Has it got four legs? the other animals are big. the technology available, consider showing a short clip
B: Yes, it has. of fairy penguins (search for ‘penguin parade Australia’).
Give students two minutes to read the text and find out
A: Is it a camel?
Speaking extra how they are different.
B: Yes, it is!
5 If time allows, students could find or draw illustrations They are different because they are very small.
Speak up for their ‘odd one out’ question, take a photo and present
it to the class on a projector or document camera.
2 3.11 If possible, show some pictures (e.g. from the Alternatively, or if time is short, students could just write explore language
internet) of a zoo, wildlife park and farm, and ask students down the names of animals.
to match them to the words. Tell students they will hear 3 Ask students to highlight or underline and and but in
a conversation between two students discussing which alternative the article. Go through the explore language box with
photo is different or the odd one out. Play the recording for the class.
This could be set for homework and the students could
students to answer the questions. Elicit the answers. Then
present their ‘odd one out’ animals at the beginning of Fairy penguins
ask: What do you think? Which is the odd one out? Why?
the next class (or for a group if you have a large class).
Fairy penguins live in Australia. They are different from
1 A (zoo), C (farm) If you have a private class online space, create a forum other penguins because they are very small. They are only
2 The giraffe because it doesn’t live on a farm. where students can post their ‘odd one out’ question, and thirty-three centimetres tall. Other penguins live in very cold
3 The sheep because it’s white and the chicken because other students can reply below with a sentence about places but not fairy penguins. They don’t like the cold. They
it flies. which one they think is the odd one out and a reason. make their nests under the ground, near the sea. The baby
penguins, called chicks, live in the nests. The father usually
3 For students preparing for A1 Movers, point out that this looks after the chicks when they are young. The mother
exercise is a reduced form of the Reading and Writing goes out and finds food. She swims all day, but she comes
Part 2 task where students choose what speaker 2 says back to the nest at night to feed her chicks.
in a conversation. Students select the best answer then
compare in pairs before checking as a class.

1A 2B 3A

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3 Animal magic
Sample Sample
WRITING (Continued)

4 Students complete the exercise individually then compare

extra
This is practice for A1 Movers Listening, Part 2 [Note-
To finish
Read the model answer in Ex 7 but substitute the word
SWITCH ON SB p39

in pairs before checking as a class. taking]. After going through the whale notes, but before
kangaroo for fairies, e.g. say Fairies live in Australia in the
desert. Some fairies are small, but some fairies are two metres
Panda protection
students do their own research, read the model answer
watch out for from Ex 7 below, aloud twice, and see if students can fill in
tall! They are usually brown and sometimes grey. Fairies don’t 1 As a model, choose an animal from the unit (e.g. parrot)
walk but they jump. They usually eat plants, but occasionally and get students to ask questions to guess what it is
In this exercise, students shouldn’t begin sentences notes in the table in Ex 6. Check as a class. (They will then
eat insects. and if it is common or endangered. Check students’
with and or but. If they do, say that it is okay to do that need to do their own plan on a separate piece of paper.)
Then say: They’re not fairies, they’re … (and elicit) kangaroos. understanding of endangered and review if necessary.
sometimes, especially in informal texts, but the purpose Put students into pairs to think of an animal in their
Possible answer
of this exercise is to practise linking two ideas within a Organise students into new groups with people they haven’t country and three ways to protect animals. To wrap up,
Kangaroo
sentence. been working with for this lesson. Tell students to read their do one more example with the class and choose panda
Where does it live? in Australia, in the desert descriptions but substitute the animal name with fairy/fairies as your animal.
1 Fairy penguins live on land, but their food is in the sea. How big are they? some small, some two metres tall and get other group members to guess the animal.
2 Penguin chicks stay in their nests and they wait for What colour are they? brown or grey Alternatively, choose another word instead of fairies that may 2 Ask students to talk in pairs about what they already
their food. What do you know about them? They jump; usually eat interest your class, e.g. Pokemon, ghosts, etc. know about pandas. Invite a couple of students to the
3 Penguins live in cold countries and they live in some hot plants and occasionally insects; babies are very small; board as writers, and elicit what students know about
countries, too. mothers carry babies in their pouches. Presentation tool: Unit 3, Writing pandas, with the student writers writing up the ideas in
4 Penguins eat fish, but they don’t eat meat. Workbook / Online Practice: p32 a spidergram. If students are reluctant, you may need
Write on Grammar reference: SB p120
to use questions like: What colour are pandas? What
can pandas do? Where do pandas live? It doesn’t matter
extra: fast finishers Writing file: SB p136 whether the facts are correct at this stage; get students
7 Students could find a picture on the internet or from a
Ask students to choose one of the previous texts from this book or draw a picture. Circulate while students write to write up all their ideas. Direct students to the question
unit, either A post from Brazil on page 33 or Monkey life their paragraph to help as required. and point out that it looks simple, but there is more
on page 34. Students highlight or underline the words and than one answer on the video clip. Play the clip. After
and but and see how many there are. Then ask them to Model answer the clip, elicit the answer. Ask students to tell a partner
choose one example of and or but to share with the class Kangaroos live in Australia in the desert. Some kangaroos at least one thing they learned from the clip. Conduct
which they think is a clear example for linking similar or are small, but some kangaroos are two metres tall! They are whole class feedback, eliciting things students learned
different ideas. usually brown and sometimes grey. Kangaroos don’t walk or found surprising.
A post from Brazil: 4 buts, 7 ands but they jump. They usually eat plants, but occasionally eat
insects. Possible answer
Monkey life: 2 buts, 4 ands
These pandas live in a sanctuary. When they are big, they

Fun footer Improve it move to the mountains. Then they live in the mountain
forests of China.
Read the fun footer as a class and ask students: What do you 8 Tell students to re-read their work and see if they can add
call a very large group of penguins? (a colony). Show a clip of one more sentence or join two sentences with and or but. 3 Play the clip again for students to put the things in
the correct order.
a big group of penguins, either real or a colony of dancing Remind students to check for full stops and capital letters
penguins from the film Happy Feet. to begin sentences, countries, etc. 1 a baby panda drinks milk
2 a panda mum cleans a baby panda
Plan on Baby kangaroos are very small and mothers carry babies in
3 baby pandas go to sleep
their pouches.
skill tip 4 a panda eats a carrot
5 a panda exercises
Read the skill tip with the class. Ask: How does a plan help you extra: digital
write? (e.g. A plan helps you organise your ideas and make
sure you include everything you need to).
Get students to work in pairs to check each other’s work 4 Brainstorm possible question starters on the board first,
before they show you, then ask them to publish it on the e.g. Do, What, When, Why, Who, Where. Put students into
computer or by writing it out neatly for display in the pairs to write three questions about the panda sanctuary.
5 Ask students to complete the notes using the information
in the article. Check as a class. classroom. Monitor, checking question forms. Then combine pairs
into groups of four to ask and answer the questions.
1 Australia You may need to play the clip again for students to see
2 Their nests are near the sea. the answers.
3 The father looks after the chicks. Possible answers
4 The mother finds food. What do the baby pandas drink? (They drink milk.)
6 Go through the information about whales. Point out that Do you like pandas? (Yes.)
in this plan, the notes are not full sentences, which is How much does the baby panda weigh? (1.3 kilos.)
fine for a plan. Ask students to decide on an animal they Who do the pandas play with? (People and other pandas.)
would like to write about. Students may want to do extra
research online or in books to find good information. This
could be done in class on student devices, for homework,
extra: mixed-ability classes
or in the school library. Write the questions in the possible answer above with the
words out of order. Get students to order the questions
then ask and answer in pairs. Stronger students can write
some of their own questions.

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3 Animal magic
Sample Sample
SWITCH ON (Continued)

Project
UNIT CHECK SB p40 REVIEW: UNITS 1–3 GRAMMAR FILE SB p41 SB 121
This Unit check covers vocabulary related to animals, the
world around us and actions. It also covers adverbs of Vocabulary 1 1 Penguins always eat fish.
5 Start with a class discussion about what kinds of animal frequency and present simple questions.
2 Sharks never sleep.
sanctuaries there are, and show some pictures if you can. 1 1 climb 2 have fun 3 cupboard 4 polar bear 3 I sometimes play with my pet goat.
5 swim 6 cave 7 guitar 8 garden
Divide students into groups of 4–6 students. Assign a
student to act as a leader in each group to help facilitate
Practice 4 Bats usually like fruit.
2 1B 2C 3A 4A 5C 6B 5 Lions often sleep for sixteen hours a day.
a discussion on what sort of animal sanctuary they are 1 Write each of the following categories on four pieces of
going to research. You could suggest they brainstorm paper: farm animals, zoo animals, places you can go to, 3 natural world: desert, lake, mountains, jungle, cave 2 Student’s own answers.
options then vote. (If you think this is too open for actions people can do. Divide the class into four groups and home: bathroom, garage, lift, downstairs, kitchen
3 Student’s own answers.
your students, choose four options for each group to give each group one piece of paper. Give them a minute 4 R1.1
choose from.) to write as many words from the wordlist that fit the 4 1 When do lions sleep?
1 school 2 monkeys 3 parrots 4 jungle 5 lions
Within the group, get the students to form pairs or category as possible on the sheet. Then, have the groups 2 How often do you go to the zoo?
6 apartment 7 balcony 8 meet
groups of three. The group should assign an aspect of the pass the sheet to the next group. In the next minute, the 3 What time does the zoo open?
research to each pair. Provide a list of questions for the students must read the items that have been put in and 5 In the A1 Movers Reading and Writing Part 1 task 4 Where do armadillos live?
see if they can add any more. They can add other words there are eight pictures to choose from, and they are
group to assign 1–2 to each pair, e.g. Why are the animals 5 What do you know about desert animals?
that are outside the wordlist if they know them.Continue always nouns.
in the sanctuary? What do they eat? What do they do?
Where do they live? Who cares for the animals? Do they until the original brainstorm gets passed back to the first 5 1C 2A 3A 4C
1 get dressed 2 stairs 3 fly 4 go to bed 5 jump
go into the wild again? group to read. Display the ideas in the classroom. 6 1 Where/When 2 Why 3 Who 4 How 5 What
Students could do the research for homework or during Possible answers Grammar 7 Students’ own answers.
class time. For a longer term project, students research 1 goat, chicken, chicks, cow, dog, horse, sheep, rabbit, fish,
1 1 are 2 aren’t 3 have 4 hasn’t 5 is 6 has
out of class then spend the last half an hour of the next duck, bee zoo animals: armadillo, bat, frog, fish, kangaroo, Presentation tool: Unit 3, Unit check
lesson sharing what they’ve discovered. lion, monkey, panda, parrot, penguin, polar bear, bear, camel, 2 1 ’s/is 2 lives 3 like 4 doesn’t eat 5 eats
crocodile, snake, elephant, giraffe, hippo, koala, tiger, shark 6 play 7 love 8 doesn’t like Workbook / Online Practice: p33
Planning the presentations could be done over a period
2 cave, desert, forest, jungle, lake, land, mountains, river, sea, Grammar reference: SB p120
of two or three classes, using the last half an hour of each 3 R1.2
class. Students decide how they are going to present their farm, national park, pool, the moon, nest 1 Where, in the kitchen Audioscript: SB p146
information, e.g. digital slides, posters, oral presentation. 3 climb, fly, jump, run, swim, walk 2 When, in the evening
With the final presentations, allocate one or two groups
2 Share a few true sentences about you and animals. 3 Who, my mum
to present at the beginning of each lesson to avoid the
If students need support, consider writing up the possible 4 What, computer games
presentation section going on too long in any one lesson.
answers for students to adapt to their own situation. 5 How long, twenty minutes
Encourage questions from the watching students at the
end of each presentation. Possible answers 4 1F 2A 3E 4D 5C 6B
My favourite animal is a panda.
alternative I like blue whales, but I don’t like sharks.
5 The rubric in the A1 Movers Reading and Writing
Part 6 task is ‘Look and read and write.’ and there are
1 As an extension, students could write 30 words or more There are birds in my garden. two examples.
(individually) about the sanctuary they researched. 3 3.12 Tell students they are going to hear some sentences
2 Students work in pairs and choose a geographical area 1 the polar bear
about animals. Play the recording twice for students to
in their country to research, e.g. a specific beach, lake, 2 blue and yellow
write what they hear. Invite some students to write up a
cave or mountain. What kinds of animals live there? sentence (or some words from a sentence) to check. 3 (They’re) next to the elephants
Are they big or small? What do they eat? Are there 4 (They like) football
problems with the animals? Give groups a choice of 1 Tigers sometimes swim in the river. 5/6 Possible answers
how to present their information: a poster, an oral 2 I often watch videos about animals. The monkeys are brown.
presentation or a short audio recording. This could also 3 Lions don’t often climb trees. The polar bear is near a pond.
be a short or long project as per the example above. 3 We usually go to see monkeys at the wildlife park.
6 Model answer
Presentation tool: Unit 3, Switch on extra: mixed-ability classes Grace is a koala from Australia. She isn’t grey, she’s purple!
Grace is two years old and she lives in a big blue tree. She
Switch on videoscript: TB p139 For weaker students, you could tell them the number of
sleeps every day! Her friend is Hugo the green koala.
words in each sentence so they know if they have missed
any words.

4 3.13 Give students time to complete the questions.

Play the recording for students to check. Play it again
for students to listen and notice the pronunciation of
do or do you. Students write down their own answers to
the questions. Put students into pairs to ask and answer
the questions.
1 Do you 2 What do you 3 Why do you 4 How many
1 I go to the zoo every year.
2 There are kangaroos, crocodiles and koalas in Australia.
Some animals are dangerous.
3 I like English lessons because we talk about different things
and we play games.
4 I usually watch TV for ten hours a week.

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