1 hippo

Lesson 1 Vocabulary 1
2 whale
 ind three things in the
F
picture that you know. 3 kangaroo

4 parrot
6 dolphin 7 shark 8 jellyfish

5 lion

11 tiger

9 polar bear

10 panda

12 penguin

1 3.1
Listen, point and say.

2 3.2
Listen, move and sing.

A world with animals

We want a world The world’s for me. We want a world
With tigers and lions The world’s for you. With pandas, penguins, parrots
And kangaroos. The world’s for me and you, And polar bears.
We want a world And all the animals too. We want a world with animals.
With whales and sharks We want a world that cares.
And lots of dolphins too.

3 Team Time Cover the picture and the song. Say an animal that starts
with each of these letters: d h j k p s w.

32 thirty-two Key learning outcome: Name wild animals Activity Book, p.34

9781380048837_text_P032-045.indd 32 13/03/23 3:09 PM

 Lesson 2 Grammar 1 3
1 3.3
Listen and repeat. Which animal has got a big tail? Act out.
Liam: I like World Animal Day because it helps
animals in danger.
Adam: M
 e too. Why are you painting a shark?
I think sharks are scary.
Liam: Yeah, a shark can eat a dolphin.
Adam: No, it can’t! A dolphin is faster than a shark.
Liam: OK, but then a shark can eat a whale.
Adam: Of course it can’t! A whale is bigger than a shark.
Liam: But a shark has got really big teeth.
Adam: Yes, but a whale has got a big tail. Wham! Bam! No shark!

Find How do we change fast and big when we compare two things?

2 3.4
Look, listen and follow. Then make your own sentences.

Comparatives with short adjectives

faster
A dolphin a penguin. Some adjectives
slower
A tiger is than a kangaroo. are irregular.
smaller good better
A panda a shark.
bigger bad worse

3 Team Time Play Guess the animal. Go to Activity Book, p.129

It’s bigger
than a mouse.

Is it an elephant?
Yes, it is.

Activity Book, p.35 Key learning outcome: Use comparatives with short adjectives thirty-three 33

9781380048837_text_P032-045.indd 33 13/03/23 3:09 PM

 Lesson 3 Story time Say and spell
Before you read 1 3.6
Listen and repeat.
1 Look at the title. Guess which words are in the story. fast forest
photos elephant
tiger pancake amazing elephant exercise
2 Find the words in the
2 3.5
Listen and read. Does Liam really go to the jungle? story.

Animal adventure
1 Liam is in the jungle. He’s riding on 2 The elephant walks under the trees.
a big elephant. It’s fun. Liam sees different animals.

Wow! The trees are Oh, it’s a yellow

really big. They’re bigger monkey! And
than the trees in our there’s a tiger.
playground. And there’s It’s got a baby.
an amazing parrot!

3 Suddenly, Liam sees some men. They’re 4 The elephant runs fast and the men
near the tigers and have got a big box. are very scared.

What are those men doing? Oh,

no! They’re catching the baby tiger!
Stop! Stop!

Well done, elephant! You’re faster

than the men. They’re running
away. But where’s the baby tiger?

34 thirty-four Key learning outcome: Listen, read and understand the story Activity Book, p.36

9781380048837_text_P032-045.indd 34 13/03/23 3:10 PM

 Can you classify the animals in the story? 3
5 The tiger and her baby run into the 6 It’s the end of the game.
forest. Liam is happy.
What a great game! Do you want to play?
Look! There it is! It’s with its mum.
It’s safe now. Run, tigers! Run!

Not now. Let’s get some sweets.

7 Liam looks at the sweets. Then he looks 8 Liam thinks and then he decides.
at the photos of the animals in danger.
I don’t want sweets, Mum.
Can we give the money to
help the animals?

Liam, what
do you want? Yes, of course.

Hmm. I can’t decide.

Lesson 4 Explore the story

After you read Im

a

ke
1 Watch the video.

good deci
Act out the story.
3 Read and think. si
2 Read and answer. 1 Who do you think gets
on
s.
L

1 What animals does Liam see in the forest? the badge in the story?
SE

2 Why doesn’t Liam choose sweets?

He sees an elephant and …
3 Can you think of ways your decisions
2 What are the men doing to the can help other people?
baby tiger?
3 What does the elephant do?
4 What does Liam do with his money?

Activity Book, p.37 Key learning outcome: Think about how your decisions affect others thirty-five 35

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 Lesson 5 Vocabulary & Grammar 2

1 3.7
Listen and say.
3.8
Then listen and put in order.
a b c d e f

dangerous colourful frightening intelligent pretty ugly

2 3.9
Watch and listen. Move and sing.

Watch out!
Watch out! Watch out!
Look behind you!
Oh, no! Oh, no!
What can I do?
A lion is very dangerous.
It’s more dangerous than a cat. A jellyfish is very dangerous.
Yes, it’s very, very, very, very dangerous. It’s more dangerous than a whale.
It’s intelligent, so intelligent. Yes, it’s very, very, very, very dangerous.
It’s fast and frightening too. It isn’t ugly. No, not ugly.
And it’s very, very, very, very dangerous. It’s colourful and pretty. Yes!
But it’s very, very, very, very dangerous.

3 3.10
Look, listen and follow. Then make your own sentences.

Comparatives with long and ‘y’ adjectives

dangerous
colourful
more
A shark intelligent a whale.
A jellyfish is frightening than a lion.
A parrot a dolphin.
prettier
uglier

36 thirty-six

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 3
4 Talk Partners Make sentences to compare the animals.

A crocodile is more

1 dangerous than a penguin.

crocodile 2
penguin
hippo 3
dangerous panda polar bear

ugly kangaroo
frightening

4
parrot
whale 5 6
snake dolphin
colourful
kangaroo jellyfish

pretty intelligent

5 Talk Partners Compare these animals.

I think a cat is more

Yes, but I think a parrot
intelligent than a parrot.
is prettier than a cat.

Activity Book, p.38 Key learning outcome: Use comparatives with long and short adjectives thirty-seven 37

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 Lesson 6 Read the world

The
python
I’m a python not a pet.
I’m not happy in a country
Where it’s sometimes cold and wet.
My life is in the jungle.
My home is in a tree.
It’s not in this small cage, next to the TV.
I once was in the forest,
By the river, living free.
I want to be back there again.
Not here, don’t you see?

Watching the river

I can’t skip, jump or hop. I like to swim, splash and flop I never eat when it’s light.
I don’t really do a lot. In cool water when it’s hot. I always have my lunch at night
I don’t climb trees or fly, Under the orange evening sky, Under the big, black, starry sky.
But am I sad, do I cry? My family, my friends and I I eat long grass and then I
No, I love to watch the river Sit and watch the river Sit and watch the river
Going by. Going by. Going by.

38 thirty-eight Key learning outcome: Read and understand a poem

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 Is a snake a reptile 3
Before you read or an amphibian?

1 Look and think.

1 What kind of texts are these?
2 How do we know?

After you read

2 3.11
Read and listen. Correct the sentences.
1 The snake is a pet in a hot country.

The snake is a pet in a cold, wet country.

2 The snake lives in a box.

3 The snake wants to be in a zoo.
4 The hippo’s life is bad.
5 The hippo has one friend.

Understanding feelings
People write texts to make us think and feel things.
When you read a poem or a story, think about how it
makes you feel.
sad happy angry frightened

3 Read the poems again and answer.

1 How does the animal in The python feel? Why?
2 How does the animal in Watching the river feel? Why?
3 How do the poems make you feel? Why?
4 Why does the writer use I and not it in the two poems?

4 Read and discuss.

1 Which poem do you like more? Why?
2 Do you like stories or poems more? Why?
3 How often do you read poems?

How can we protect wild animals and the places they live?

Key learning outcomes: Identify how an author wants us to feel;

Activity Book, p.39
Identify different text types
thirty-nine 39

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 Lesson 7 Listening & Speaking Real-world communication
1 3.12
Listen. Which two animals do they talk about?
a b c d

2 3.12
Listen again. Read and say True or False.
1 The girl is looking for information.
2 She likes baby kangaroos because they’re big.
3 She says the kangaroo in the picture is in the water.
4 She finds out about bears next.

3 3.13
Watch or listen and say.
Then practise in pairs.
A: I love lions!
B: Why?
A: Because they’re big and beautiful.
B: Are they bigger than tigers?
A: No, they aren’t. Tigers are bigger.
Did you know that lions live in families?
B: Really?
A: Yes. They live in groups of ten or
fifteen lions.
B: Cool!
Giving and responding to information
A: Do you like lions too? Why? Because … Did you know …? Really? Cool!
B: Yes, I do.

4 Talk Partners Make new dialogues. Go to Activity Book, pp.138 and 140

I love penguins.
Why?
Because …

40 forty Key learning outcomes: Listen for details; Explain what you know Activity Book, p.40

9781380048837_text_P032-045.indd 40 13/03/23 3:13 PM

 Lesson 8 Writing 3
1 3.14
Read the poem. What animal is it?

Who am I?
I’m bigger than a goat I’m fast and I’m dangerous.
And I’m whiter than a lion. I eat fish and I eat birds.
I’m not colourful, I live in the snow.
But I can run and swim. Now, can you guess
Yes, I can! Who am I?

2 Read the poem again and answer.

Using a mind map to plan a poem
1 The parts of a poem are called verses. A mind map can help us to plan our
How many verses has the poem got? ideas. We can use some of these
2 Which verse tells us about the colour of the animal? ideas in a poem.
3 Which verse tells us what the animal can do? Actions
Colours fly talk
4 Which verse tells us what the animal eats? green eat hop
5 Which verse tells us where the animal lives? red
blue
3 Look at the poem again. Then look at the mind Parrot
map and say the missing words.

Food Adjectives
fruit colourful
Adjectives seeds intelligent
white small
P_____ b_____
big
?
?

Actions
Food run
?
?
?

o u know now?
doy
4 Plan and write a poem about an animal. t Think about Unit 3.
ha

Go to Activity Book, p.41 Go to Activity Book, p.33

W

Key learning outcome: Write a poem forty-one 41

9781380048837_text_P032-045.indd 41 13/03/23 3:13 PM

 Review
1 Play the game. Are there any mushrooms?

Pupil A Choose a picture.

No, there aren’t.
Pupil B Ask questions and guess the picture.
1 2 3

4 5 6

2 Look at the animals. Compare them using the words in the box.

I think a bear is more dangerous than a panda. I think a panda is slower than a bear.

ugly frightening small fast intelligent

colourful big slow dangerous

1 2 3

4 5 6

How do you say more intelligent in your language?

Is it similar or different? What about slower?

42 forty-two Key learning outcome: Review vocabulary and grammar from Units 2 and 3

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 Exam practice 2

1 R2.1
Listen and look. What’s different?

2 Work in pairs. Find six more differences.

Here the man has got a parrot, but here he hasn’t got a parrot.

Key learning outcome: Practise for A1 Movers Speaking, Part 1 forty-three 43

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