7

As the discussion proceeds, write some of the key words and phrases

AMAZING
that come up on the board. At the end of the discussion you could
take a photo of it, or ask students to do so. You could show this photo
at the beginning of the next class and ask students to remember what

ANIMALS the words and phrases were about.

It doesn’t matter too much if students have some of this discussion
in their mother tongue, particularly as they are yet to learn the
vocabulary in the unit which is related to this photo. The idea behind
The topic of this unit is animals. Students will discover ways in which
the photo is to get students to explore the topic, raise interest in it
animals can help humans and the content of the unit should help to
and allow them to use critical thinking skills before the language input
stimulate interest in the natural world and the environment.
from the unit.

Possible answers
BASIC COMPETENCES
1 We can see a monkey (lemur) holding a person’s hand.
In this unit, students will learn how to … 2 The person could be someone who works with animals and is
• use vocabulary to talk about animals CLC, SCC helping this lemur. The person might be the lemur’s owner and the
• use past tenses CLC, L2L, SCC lemur is their pet.
3 Why is the person with the lemur? Is the lemur the person’s pet? Are
• understand written information about animals with a
they friends? Are they in Madagascar or in a zoo?
difference CLC, L2L, SCC
• understand a conversation about a parrot saving a girl’s life KICK-OFF! Faster, stronger, older
CLC, L2L, SCC
Class discussion: watch the video
• ask for and respond to information CLC, L2L, SCC
Like the photo on the opening page of the unit, the kick-off video
• write a biography about an animal CLC, L2L, SCC
should help students to start thinking about the topic of the unit. The
• pronounce -ed endings CLC, L2L video can be used as a springboard for discussion. It shows curious
• understand written cultural information about Mongolia and facts about different animals.
the importance of determination as a value CLC, L2L, SCC, CAE
Read through the questions to make sure students understand them
• make a scrapbook DC, L2L, CLC, CAE, SIE
all and get them to think about any possible answers. They should
• understand and use information from a video about animals
answer the first question before they watch. Play the video.
SCC, DC, CMST, CLC
Possible answers
CLC Competence in Linguistic Communication 1 Students’ own answers
L2L Learning to Learn 2 rhinoceros, rhinoceros beetle, snow leopard, cheetah, sloth, deep
SCC Social and Civic Competences sea sponge, Greenland shark, lyrebird
DC Digital Competence 3 Students’ own answers
CAE Cultural Awareness and Expression Optional activity    
SIE Sense of Initiative and Entrepreneurship Ask students to write down one sentence for the following points after
CMST Competence in Mathematics, Science and Technology having watched the video.
1 something you have just learned, that you didn’t know before
Flipped classroom activity check 2 something surprising
Check students’ answers to the three questions in the flipped 3 your favourite scene in the video
classroom activity and encourage them to share their thoughts. Who
Teacher’s Resource Bank: video worksheet
has got the most interesting ideas about the photo?

Background information Flipped classroom activity

Lemurs are primates and mainly nocturnal. They live on the island of
Madagascar. The word ‘lemur’ comes from the word ‘lemures’ (ghosts WARM UP WITH POPPLET
or spirits) from Roman mythology.
Digital literacy: For homework, get students to work in small
EXPLORE THE PHOTO groups and make a list on Popplet of as many animals as they can
think of in English. Tell them to give themselves a time limit of ten
Class discussion: animals minutes. Ask them to bring their Popplet lists to the next class.
Use the photo to initiate a class discussion. The main idea behind this This will help to preteach the vocabulary on page 87.
image is to show how close animals and humans can be and how they
can help one another. Students should discuss the three questions in
the flipped classroom activity on page 178.

180
 7
LEARNING OUTCOMES
I can …
• understand texts about animals
• ask for and respond to information

AMAZING •
•
write a mini biography
understand how to use different past tense forms

ANIMALS •
•
talk about and describe animals
categorise animal vocabulary and identify word forms
• make a scrapbook

WATCH VIDEO 7.1

• Be
B fore you
u wat
atch
c , gu
guess three animals from the vid
deo
eo..
• Wa
Watch and
d ch
c eck.
k. Whi
h ch
h other animals can you see??
• Whic
i h anim
mal
a iss your fav
avou
ouri
rite
te? Why?

p89 p91 p92 p94

GRAMMAR IN GRAMMAR IN N EVERYDAY RS

GLOBETROTTERS
KICK-OFF! 7.1 ACTION 7.2 ACTION 7.3 ENGLISH 7.4 7.5

86 AMA ZING ANIMAL S | UNIT 7

181
 VOCABULARY
Other possible answers:
Herbivore: rabbit, guinea pig, cow, elephant, butterfly, snail,
Animals zebra, deer, sheep
Omnivore: racoon, pig, chicken, hedgehog
Target vocabulary Carnivore: spider, frog, bat, wolf, tiger, hawk, anteater,
bear beə horse hɔːs cheetah, dragonfly
crocodile ˈkrɒkədaɪl lion ˈlaɪən
Collaborate learning tip
donkey ˈdɒŋki monkey ˈmʌŋki
duck dʌk mouse maʊs
Collaboration happens when two or more people work
eagle ˈiːgəl parrot ˈpærət
together, sharing their ideas and skills, towards a common
giraffe ʤɪˈrɑːf snake sneɪk
goal. Working together allows students to:
hippo ˈhɪpəʊ whale weɪl
• carry out tasks more quickly and efficiently
• learn from one another.
Flipped classroom activity check
Ask students how many animals they’ve got. Which is the most
popular animal word?
4 COLLABORATE If students find it difficult to guess, encourage
7.01 1 Remind students that they only need to match ten of the them to give their partner some clues, for example: It hasn’t got
animals in the box with the photos. any legs. It is usually black and white and looks like a horse, etc.

Answers Answers
b hippo c snake d whale e lion f mouse g bear Students’ own answers
h eagle i parrot j crocodile
The animals which are not in the photos are: donkey, duck, horse and 5 Use it! MIXED ABILITY Encourage students to think of different
monkey. ways of classifying animals. For stronger students, they could
think back to their biology classes to help them find categories
(the seven levels of classification: kingdom, phylum, class,
7.02 2 Play the audio, pausing after each sound. order, family, genus, species) or for weaker students, they can
Answers choose different categories, for example: pets, big animals,
1 eagle 2 lion 3 monkey 4 horse 5 duck 6 donkey animals that live in Africa, type of skin, sea animals, etc.

Explore it!
LEARN TO LEARN
Digital literacy: Remind students of the criteria they need
Word groups
to use when writing keywords to search for information (see
Our brains like categories – we classify information naturally and page 11 of this book). When they’ve found the information
begin to group things together from a very early age. We know they want, get them to check it on another two websites
what we like and what we don’t like very early on – these are two to make sure there aren’t any discrepancies between the
categories: like and dislike. Encourage students to remember new information. If there are, they’ll need to search again!
vocabulary by putting new words into different groups.
Answer
Background information b
We can classify animals into three main groups depending on what
they eat: ‘herbivore’, ‘carnivore’ or ‘omnivore’. Herbivores eat plants. As a follow-up, ask students to find the answer to this
Carnivores usually have sharp teeth and eat meat. Omnivores eat question:
plants and meat. Humans are omnivores as they are able to digest A tarantula spider can survive for … without food.
meat, fruit and vegetables.
a one year b two years c three years
3 Students complete the three categories with words from Answer
Exercise 1.
b
Answers Now encourage them to find their own question and answer
Herbivore: donkey, hippo, horse on the internet.
Omnivore: duck, monkey, mouse, parrot
Carnivore: crocodile, eagle, snake, whale

182
 d

a b
c

VOCABULARY
Animals

7.01
1 Match ten of the animals in the box with the f
photos. Then listen, check and repeat.
Which animals are not in the photos?

bear crocodile donkey duck e

eagle giraffe hippo horse lion
monkey mouse parrot snake whale

a giraffe
g
2 Listen to the noises. Write the animals you
7.02
hear from Exercise 1. h

LEARN TO LEARN
Word groups
When you learn new words, put them into groups.
This helps you remember the meaning.
i
3 Complete the word groups with animals from
Exercise 1. Then think of two more animals
for each group.

Herbivore Omnivore Carnivore

giraffe bear lion

4  COLLABORATE Guess the extra animals in your j

partner’s word groups.
Explore it!
5  Use it! Write new word groups for the animals. Guess the correct answer.
Tell your partner the animals but not the
groups. Can they guess the group? A blue whale’s tongue is as heavy as …
a a crocodile. b an elephant. c a giraffe.
Category 1: mouse, parrot, snake Find an interesting animal fact. Then write a
question for your partner to answer.
Is your group ‘pets’?

UNIT 7 | AMA ZING ANIMAL S 87

183
 READING 5 This exercise encourages students to focus on more topic
vocabulary from the unit, which can be found in the fact files. It
Fact files further encourages students to add to these lists either with words
A fact file is a reading genre which presents data on a certain topic. they already know, or new words that they find. Put students in
The key points are often emphasised using bullet points or notes groups of two to find two more words for each heading.
rather than full sentences. Answers
Animals: elephant, tiger, deer, buffalo, antelope
Background information
Things animals eat: fruit, leaves, plants, grass, trees, other animals
Snowflake or Copito de Nieve, as he was known in Spanish, was an
Habitats: forest, mountains, savannah
albino western lowland gorilla. He was captured in 1966 and taken to
Barcelona Zoo. He had 22 offspring, but none of them were albino. In Possible answers
2001, Snowflake was diagnosed with an unusual form of skin cancer. Animals: snake, lion, horse, etc.
The zoo decided to euthanise him on 24th November, 2003. Things animals eat: vegetables, eggs
When Nómade was born, her country was at war. Soldiers killed Habitats: the sea, the jungle, lakes
elephants to sell meat and ivory in exchange for weapons. Nómade 6 Voice it! Students are given the opportunity to carry out a
and her 11 sisters survived as they didn’t have any tusks. After the thought-provoking speaking activity, which involves an element
war, the number of elephants living in the Mozambique park had of critical thinking. They are able to discuss their personal
reduced by more than 90%. It was mostly male elephants who were response to the text and apply it to the world around them.
killed at this time as their tusks tend to be bigger. As a result, the gene
Possible answers
which means elephants are born without tusks has only passed down
1 To act as a camouflage when they are hunting and to
the female side.
prevent them from being hunted.
Artico, a blue-eyed white Bengal tiger with no stripes, was born in
2 To look for food in a new place every day.
Alicante, Spain in 2004. His parents, Excalibur and Cristina, are normal
3 Because poachers have killed so many elephants for their
orange and black Bengal tigers. It is believed that there are only 20
tusks, some elephants have evolved to be born without
white Bengal tigers like Artico in the world. The species is extinct in
them.
the wild due to their lack of camouflage colours – they find it difficult
to catch prey and are easily seen by predators. Finished? Students who have already finished all of the tasks
on the reading page can turn to page 97 and do Exercise 1 which
1 Encourage students to look at the photos on the page to help practises the vocabulary seen on page 87, in a fun way.
them do the task.
Answers
Optional activity    
Students’ own answers Digital literacy: Prepare a Kahoot for your students with facts taken
from the fact file.
2 Encourage students to study the photos carefully and to use Possible questions
their imagination to answer the question. 1 Where was Snowflake born?
Possible answers a Barcelona  b Africa  c Alicante
Snowflake is white/an albino gorilla. 2 Elephants weigh …
Nómade hasn’t got any tusks. a up to 6,000kg  b up to 8,000 kg  c up to 4,000 kg.
Artico is a tiger without stripes. 3 There are … Bengal tigers without stripes in the world.
a 1  b 20  c 98
Optional activity 4 … of female elephants are born without tusks in Africa today.
a 1%  b 50%  c 98%
Ask students open class what they know about these types of
5 Elephants use their … to listen.
animals, for example, habitat, countries where they live in the wild,
a tusks  b ears  c feet
diet, etc. Students can then check their ideas when they read the text
in Exercise 3. Answers
1 b  2 a  3 b  4 c  5 c

7.03 3 Play the audio for students to read and listen. Flipped classroom activity
Answers
Snowflake was the world’s only white gorilla. GRAMMAR VLOG
Nómade was born without tusks. Before you go through the grammar lesson on page 89, ask students to
Artico was white with no stripes. watch the grammar vlog and animation as homework. They will be able
Students’ own answers to watch the video at their own pace, stopping and starting where they
need to. The visual aspect and the storytelling involved should help
4 EXAM This is a KEY-style examination activity. Give students students to remember the grammar more easily. They should answer
time to read the text again and the sentences. the questions in the video itself and make a note of their answers to
Answers take to the next class. You could also give them the worksheet from the
2 elephants  3 tigers  4 tigers  5 elephants  6 gorillas Teacher’s Resource Bank for them to do as homework.

184
 READING
Fact files

1 Tell your partner two things you know about 4  EXAM Choose the correct answer.
gorillas, elephants and tigers. Which animals ...

2 Look at the photos. What is unusual about elephants tigers gorillas

Snowflake, Nómade and Artico?

7.03
3 Read and listen to the fact files. Check your 1 build nests? gorillas
answers to Exercise 2 and find out two more 2 can hear with their feet?
things about each of the animals.
3 are carnivores?

e
A nimals with a differenc
4 live in Southeast Asia?
5 are the heaviest?
6 live in African forests and mountains?

ake 5 Find words in the fact files for the headings

Snow f l below. Think of two more words for each
ere was a heading.
From 19644 until 20 03, th
in Ba rc elona Zoo.
special gorilla , and he Animals: gorilla
Sn ow fla ke
His name was
rica. Snowflake Things animals eat:
was born in Af
in the zoo. He Habitats:
was a celebrity
e as the other
wasn’t the sam . He
e he was white
gorillas beca us
only wh ite goril la. 6  Voice it! Discuss the questions.
was the world’s 1 Why do you think tigers have stripes?
WEIGHT Up to 270 kg 2 Why do you think gorillas build a nest
d mountains
HABITAT African forests an every night?
pl ants
FOOD Fruit, leaves and ild nests.
e lar ge st mammals to bu 3 Why do you think some elephants are born
FACT Gorillas are th ht!
w nest ever y nig
They make a ne without tusks?

Nómade
In the 1990s, in Mozambiq
A rtico
ue,
southern Africa, a baby elep
hant was
born without tusks. Her nam ico
e was called A rt
Nómade. Her 11 sisters wer 0 4, a B e n gal tiger
e born In 20 fe centre
in
without them, too. In the 193 in a wildli like his
0s, there was born o w a sn’t
weren’t many African elep
hants c a n te , S pain. A rtic o stripes,
A li ite with n
without tusks, only 1%. But
, in some a re n ts . H e was wh y w ere
p n’t. The
areas of Africa today, 98%
of female u t h is p a rents were o d a y,
elephants are born like this b stripes. T
. ith black gers
orange w out 20 Be
n g a l ti
on ly a b
WEIGHT there are e world.
Up to 6,000 kg ripes in th
HABITAT without st
African savannah and forests
FOOD kg east A sia
Grass, leaves, trees, fruit and Up to 230 ins in South
FACT
plants WEIGHT d m o u n ta imals
Elephants use their feet to liste Forest s an d other an
n. HABITAT u ff a lo , a n telopes an m e stripes!
FOOD
Deer, b
o ti ge rs with the sa
’t tw
There aren
FACT
Finished? p97

88 AMA ZING ANIMAL S | UNIT 7

185
 GRAMMAR IN ACTION Collaborate learning tip

Was/were, there was/were Each time your students work in pairs or groups, they
are optimising their capacity to learn and improve. They
Grammar resources are reaching beyond their comfort zone and helping one
Teacher’s Resource Bank: video worksheet, extra grammar another to learn more.
practice, grammar spidergrams
Workbook: grammar practice
3   COLLABORATE Students check and correct one another’s work.
GRAMMAR VLOG Answers
If you didn’t ask students to watch the grammar video as a flipped Students’ own answers
classroom activity, you can do it in class. Make sure you pause the
video after the vlog presentation before showing the grammar Background information
animation. Pause the video again and answer any questions students The animals on the island of Flores have evolved in isolation.
might have before going on to the practice stage of the video. Consequently, it is home to many interesting species, including
the Komodo dragon, pygmy elephants, giant rats and giant
Flipped classroom activity check tortoises. It is said that animals that are usually big are small on
the island of Flores and vice versa.
Before beginning the lesson, check that students have understood
the grammar video they watched for homework. If they did the video
worksheet, check answers. Encourage them to ask questions if they 4 Remind students of the singular and plural forms of the
have any. Go through page 89 to check understanding and give them grammar before they complete the text.
more practice of this grammar point. Answers
Answers 2 there was  3 were  4 There were  5 Were there,
(8) kangaroo, toad, tadpole, butterfly, caterpillar, flamingo, tapir, seal 6 there were  7 weren’t  8 were  9 was
It was grey.

Optional activity     5 Use it! Students do the task, first individually and then in
pairs. The activity allows students to practise and produce
If you’d like to make your students aware of how we use this
the target language so that they become comfortable with it.
grammatical structure, you can start by asking them to think about
It also gives them a chance to relate it back to their own lives
these questions.
in a personalisation activity.
a Which tense are the verbs in the grammar table in? Answers
b What is the infinitive from of these verbs? 2 What was your favourite subject at primary school?
c When do you use the present and past form of the verb? 3 What was your favourite animal when you were six?
Answers 4 What was your favourite film when you were eight?
a the past 5 Who was your best friend when you were nine?
b be 6 Where were you at six o’clock on Sunday evening?
c We use the present form when we are talking about now and the
Student’s own answers
past form to talk about something that has already happened.
Grammar game
1 Students look back at the fact files on page 88 in order to
complete this grammar practice activity. Divide the class into small groups of four or five. Find a zoo scene on
the internet which includes lots of animals and people. Let students
Answers
look at the scene for two minutes, then cover it up. In groups,
1 They weren’t black. They were white.
students have to remember what there was and there were in the
2 He wasn’t from Barcelona. He was from Africa.
scene and write as many sentences as they can. They should also
3 She wasn’t born in Spain. She was born in Mozambique.
write two questions, for example: Were there any elephants? to ask
4 She wasn’t an Indian elephant. She was an African elephant.
another group. The first group to write six correct sentences and
5 He wasn’t a lion. He was a tiger.
two questions calls out ‘Stop!’ and is given the chance to ask their
questions to the rest of the class.
2 Ask students not to look back at the text for this activity. They
should try to remember the information they have read in
order to complete the task.
Possible answers
There weren’t any other white gorillas.
There weren’t many African elephants without tusks.
There were twelve elephants born without tusks.
There was a baby elephant without tusks.
There was a Bengal tiger without stripes.
There weren’t many Bengal tigers without stripes.
186
 Watch video 7.2
How many animals
were there?
GRAMMAR IN ACTION What colour was
Was/were, there was/were the baby flamingo?

Singular Plural
His name was Snowflake. They were orange with black stripes.
+
There was a special gorilla. There were many African elephants.
Artico wasn’t like his parents. His parents weren’t white.
–
There wasn’t a white elephant. There weren’t any black tigers.
Was Artico white? Yes, he was. / No, he wasn’t. Were they tigers? Yes, they were. / No, they weren’t.
? Was there a gorilla? Were there any elephants?
Yes, there was. / No, there wasn’t. Yes, there were. / No, there weren’t.
Grammar reference p125

1 Find information in the fact files to correct 4 Complete the text with was(n’t)/were(n’t)
the sentences. or there was(n’t)/there weren’t.
1 Snowflake and Artico were black.
They weren’t black. They were white. 50,000 years ago on the Indonesian island of
Flores, 1there were animals like elephants. But
2 Snowflake was from Barcelona. 2
… one difference: they 3… very small. 4… also
3 Nómade was born in Spain. Komodo dragons and huge rats on the island.
4 Nómade was an Indian elephant. 5
… people on Flores? Yes, 6… but they 7… like
5 Artico was a lion. modern humans. They y 8… onlyy about one metre
tall.
ll That’s
Th ’ the
h size
i ooff a three
h year old!
ld! And
A d
2 Remember the information from the fact files. their brain 9… the siize of an orange!
Write sentences with there was(n’t) and there
were(n’t).
There was a special gorilla in Barcelona until 2003. 5  Use it! Write questions with was/were. Then ask
and answer with a partner.
3  COLLABORATE Swap your sentences with a 1 Where / you born? Where were you born?
partner. Check your partner’s sentences with In Ankara. Where were you born?
the text. Are they correct? 2 What / your favourite subject at primary school?
3 What / your favourite animal / when / you / six?
4 What / your favourite film / when / you / eight?
5 Who / your best friend / when / you / nine?
6 Where / you / at six o’clock on Sunday evening?
Finished? p97

UNIT 7 | AMA ZING ANIMAL S 89

187
 VOCABULARY AND LISTENING VOICE 2: Willie was a very clever parrot, but there was one problem:
he wasn’t quiet. He was very noisy! He sang songs, he said a few
Adjectives
words and he made a lot of noise.
Target vocabulary VOICE 1: One morning, Samantha was at college and her daughter
Hannah was at home with Meagan. Hannah was hungry, and she wanted
beautiful ˈbjuːtəfəl heavy ˈhevi noisy ˈnɔɪzi
breakfast, so Meagan went into the kitchen to make some toast. When
clever ˈklevə large lɑːʤ quiet ˈkwaɪət
the toast was ready, Meagan didn’t give it to Hannah immediately
cute kjuːt lazy ˈleɪzi tiny ˈtaɪni because it was very hot. Meagan left it on the table and went to the
dangerous ˈdeɪnʤrəs long lɒŋ wild waɪld bathroom. But Hannah had other ideas … she didn’t want to wait for her
breakfast. She went into the kitchen. Willie the parrot followed her.
VOICE 2: Thirty seconds later, Meagan heard Willie. He was really,
WARM UP WITH CRAM
really noisy. Then Willie said two words: ‘Mama. Baby’. He repeated
Digital literacy: Get students to work in small groups and show the words … again and again and again. He didn’t stop. Meagan ran
them flashcards of several different animals that you have into the kitchen and saw Hannah … her face was blue.
previously prepared using a digital tool, like [Link]. Ask them VOICE 1: Meagan saw that Hannah couldn’t breathe. She took
to write down all the adjectives they can think of to describe the Hannah, carefully pushed her stomach and the piece of toast fell out
animals. of Hannah’s mouth. Finally, Hannah started to breathe again and
Willie stopped shouting. He was quiet at last.

7.04 1 Encourage students to guess the meaning of the other adjectives. PRESENTER: So, what do you think? Text, email …

Answers
Answer
2 tiny 3 cute 4 dangerous 5 long 6 clever
b
Other adjectives
1 lazy: not very active 2 large: big 3 wild: living LEARN TO LEARN
independently of people 4 noisy: loud 5 heavy: something
that weighs a lot 6 quiet: not loud Preparing to listen
7.05 2 Students complete the sentences with the correct adjectives. In real life, we use several different strategies to prepare ourselves
before listening to someone speak. One of the things we do is to
Answers
anticipate answers to questions we might have.
2 wild 3 noisy 4 heavy 5 lazy 6 quiet
Collaborate learning tip
3 Use it! The activity allows students to practise and produce the
target language so that they become comfortable with it. Collaboration happens when two or more people work
Answers together, sharing their ideas. Working together allows
Students’ own answers students to:
• carry out tasks more quickly and efficiently
A podcast • learn from one another.
4 Get a class discussion going on these two questions. Accept
any reasonable ideas: there is no right or wrong. Maybe some 6 COLLABORATE Students find the question words in pairs.
of your students have parrots as pets, ask what their opinion is.
Answers
Possible answers 1 How old 2 Who 3 Who 4 Why 5 Where
a they can fly, they can talk, they make a lot of noise
b Students’ own answers 7.06 7 Students should have already thought about what type of
answers are necessary.
7.06 5 Tell students to look at the photos and encourage them to Answers
think of what the story might be about at this stage.
1 two 2 Willie the parrot 3 Samantha/Hannah’s mother
4 because it was very hot 5 in the bathroom
Audio script
8 Students think back and reconstruct as much as they can
PRESENTER: Hello listeners. You shared some great stories with
remember about the story.
us last week on ‘Animal Corner’ and here’s another. We heard this
amazing story yesterday and just had to share it with you. It happened Flipped classroom activity
more than ten years ago in the USA.
VOICE 1: Meagan and Samantha were good friends. They lived in GRAMMAR VLOG
Denver, and they did lots of things together: they shared a house, Before you go through the grammar lesson on page 91, ask students
and they studied together at college. Samantha had a two-year-old to watch the grammar vlog and animation as homework. They should
daughter called Hannah. Sometimes Meagan looked after Hannah. answer the questions in the video itself and make a note of their answers
Meagan didn’t have any children, but she had a pet parrot called Willie. to take to the next class. You could also give them the worksheet from
the Teacher’s Resource Bank for them to do as homework.
188
 1 lazyy / bea
la eaut
u if
ut iful
ul
VOCABULARY AND LISTENING
Adjectives

7.04
1 Choose words to describe photos 1–6.
Then listen, check and repeat. Can you 2 tiny / large
guess the meaning of the other adjectives?

7.05
2 Complete the sentences with adjectives from 3 wild / cute
Exercise 1. Then listen, check and repeat. 4 d ng
dan er
e ou
ouss / no
nois
isyy
1 Lions run at 80 km per hour. They are very
fast.
2 Hippos kill 2,900 people each year in Africa.
They’re … . Be careful!
3 The blue whale is very … . Other animals
can hear it from 800 km away!
4 Giraffes are tall, but they’re also … .
5 long / heavy
They weigh up to 1,400 kg.
5 Koalas are … animals. They spend most of
their day sleeping in trees.
6 Mice can sing but we can’t hear them. They
are very … animals. 6 qu
uie
i t / cl
clev
e er
ever

3  Use it!Think of three animals. Write two

adjectives to describe each one. Tell a partner
your adjectives. Can they guess the animal? LEARN TO LEARN
It’s quiet and tiny. Is it a mouse? Preparing to listen
Thinking about the questions before you listen can
A podcast help you hear the correct answers.

4 Discuss the questions with a partner. 6  COLLABORATE Work with a partner. Read

a What can parrots do? the questions in Exercise 7 and find the
question words.
b Are parrots good pets? Why / Why not?

7.06
5 Look at the photos. What do you think the 7 Listen again and answer the questions.
podcast is about, a, b or c? Listen and check. 7.06
1 How old was Hannah?
a A hungry parrot
2 Who was really noisy?
b A dangerous parrot
3 Who wasn’t at home on the day of the story?
c A clever parrot
4 Why was Hannah’s toast on the table?
5 Where was Meagan when Hannah ate the toast?

8 Work in pairs. Who can remember the most

information about the story?

There was a parrot. There was a girl

called Hannah.

90 AMA ZING ANIMAL S | UNIT 7

189
 GRAMMAR IN ACTION
Background information
Gilberto Chito Shedden, a fisherman from Costa Rica, found an
Past simple: regular and irregular enormous crocodile, who had been shot in the head and was dying,
on the banks of the Reventazón River. He managed to get the
Grammar resources crocodile into his boat and took it home to nurse it back to health.
Teacher’s Resource Bank: video worksheet, extra grammar When the crocodile, named Pocho had recovered, Chito took it back
practice, grammar spidergrams to live in the wild. The next day, Chito found Pocho had returned to his
Workbook: grammar practice house. The man and crocodile became inseparable until Pocho died
on 12th October, 2011.
GRAMMAR VLOG
If you didn’t ask students to watch the grammar video as a flipped 7.10 2 Tell students there is a list of irregular verbs on page 144 that
they can use to help them complete the text.
classroom activity, you can do it in class. Make sure you pause the
video after the vlog presentation before showing the grammar Answers
animation. Pause the video again and answer any questions students 2 had  3 decided  4 fed  5 gave  6 didn’t leave  7 slept 
might have before going on to the practice stage of the video. 8 took  9 didn’t want  10 followed  11 became  12 died

Flipped classroom activity check Optional activity

Before beginning the lesson, check that students have understood Ask students to find out more information about Chito and Pocho.
the grammar video they watched for homework. If they did the video Remind them of how to search for information online (see page 11 of
worksheet, check answers. Encourage them to ask questions if they this book).
have any. Go through page 91 to check understanding and give them
more practice of this grammar point.
3 Use it! Exercises 3 and 4 allow students to practise and produce
Answers the target language both individually and collaboratively
The trip was to a wildlife centre. so that they become comfortable with it. It also gives them
There were three bears. a chance to use the language in a personalisation activity.
Remind them that some of their sentences must be false. They
Optional activity     can look at the list of irregular verbs on page 144.
If you’d like to make your students aware of how we use this
Answers
grammatical structure, you can start by asking them to look at the
Students’ own answers
table and think about these questions.
a What tense are the verbs in? When do we use this tense? 4 Monitor students as they do this activity to check their use of
b What is the present form of each verb? the past simple.
c How does the verb change in the negative?
Answers
Grammar game
a the past simple. We use the past simple to talk about actions that
happened in the past. Take a small, soft ball to class (alternatively you can screw up a
b lived – live, happened – happen, shared – share, did – do, couple of pieces of paper to make a ball). Ask students to stand in a
heard – hear circle, if your classroom allows it. Tell them they have to pass the ball
c We use the infinitive of the verb and put the auxiliary verb do in the randomly to another member of the class. Whoever has the ball says
past tense and in the negative (didn’t) before it. a verb and passes it to another member of the group, who has to give
the past simple form of that verb, then a new verb before passing
the ball on again. Check pronunciation of regular past endings and
1 Students think back to the listening on page 90, where they encourage students to call out irregular verbs too.
heard the grammar in context.
Finished? Students who have already finished all of the tasks
Answers on the grammar page can turn to page 97 and do Exercise 3 which
2 Meagan didn’t hear Willie. (Meagan heard Willie.) practises the grammar seen on page 91, in a fun way.
3 Meagan didn’t make Hannah some toast (Meagan made
Hannah some toast.) 
4 Meagan left the toast on the table. 
5 Meagan saw Hannah’s face was blue.
6 Meagan and Willie didn’t save Hannah’s life. (Meagan and
Willie saved Hannah’s life.)

7.07  Pronunciation This might be a good time to direct students to the

7.08
7.09 pronunciation activities on page 143. See page 280 of this book for
the answers.

190
GRAMMAR IN ACTION Watch video 7. 3
Past simple: regular and irregular Where was the school trip?
How many bears were there?

Regular verbs Irregular verbs

+ They lived in Denver. They did lots of things together.
– She didn’t want to wait. Meagan didn’t have any children.
Past time It happened more than ten years ago. We heard this amazing story yesterday.
expressions You shared some great stories with us last week.
Grammar reference p125 Pronunciation p143

1 Complete the sentences. Then correct three of 3  Use it! Write five true or false sentences about you.
the facts about the listening. Use the past simple (see p144) and the past words
Meagan … below.
1 and Samantha studied (study) in Denver.
yesterday ago
2 … (not hear) Willie.
last week/month/year/summer/Friday
3 … (not make) Hannah some toast.
4 … (leave) the toast on the table. I went to Brazil on holiday three weeks ago.
5 … (see) Hannah’s face was blue.
4 Take turns to say your sentences. Can your
6 and Willie … (not save) Hannah’s life. partner guess which are true and false?

7.10
2 Complete the text. Then listen and check.

Gilberto ‘Chito’ Shedden was a fisherman frro rom

Costa Rica. One day, he 1saw (see) a crocodilele
e in
the river. It 2… (have) an eye problem, so Ch hit
itoo
3
… (decide) to take the crocodile home. He 4…
(feed) the crocodile and 5… (give) it medicine e.
He called it Pocho. Chito 6… (not leave) Pocho
and at night they 7… (sleep) in the same room.
When Pocho was healthy again, Chito 8… (take)
him to the river. But Pocho 9… (not want) to
stay in the river, so he 10… (follow) Chito home!
Poocho and Chito 11… (become) best friends unti till
Pocho … (die) a few years ago.
12

Finished? p97

UNIT 7 | AMA ZING ANIMAL S 91

191
 SPEAKING
Asking for and responding to information TASK

7.11 1 Play the audio and ask students to focus particularly on the PLAN
questions and reactions in the conversation as well as the 5 Tell students that they will now have to plan their own
question in Exercise 1. conversation. Let them know that they are given an
element of choice, they can either use some of the ideas
Answer
in the book or they can invent their own ideas.
Martha was at a safari park yesterday.

SPEAK
Useful language
6 Once students have planned their conversation,
This functional language can be used in any situation where they can begin to practise it. Remind them to use the
students are asking for and responding to information. checklist.

2 Check understanding of the phrases in the Useful language box. CHECK

7.11
Ask students which phrases in the Useful language box they
7   COLLABORATE As well as checking one another’s work,
think are used for asking for information and which are used for
remind students to do the task, thus giving them a
responding to information. Focus on the intonation, pitch and
reason for listening.
tone in the audio and point out that Martha is telling a joke at
Answers
the end of the conversation. Can your students find the joke?
Students’ own answers
Answers
1 How was  2 What was it like?  3 It was  4 What about
Optional activity    
3 Students translate the phrases in the Everyday English box. While students are doing the speaking task in Exercise 7, monitor
Remind them that sometimes there might not be a direct students and make a list of any mistakes or errors you hear. When
translation in their language and so they should look for similar students have finished speaking, put the incorrect sentences on the
expressions. board. Divide students into groups of three of four and ask them to
correct the sentences in their groups. Give them a time limit of about
Answers five minutes, depending on how many sentences you have. When the
Students’ own answers time is up, ask for volunteers to come up to the board to correct each
sentence in turn as you go through them. The teams get one point for
EVERYDAY ENGLISH each sentence they correct successfully.
Play the video for students and encourage them to interact
with the questions towards the end of the video.

4 Ask students to find the Everyday English phrases in the

conversation. Encourage them to think of other phrases they
have heard or know that they can use to react to what people
have said.

Possible answers
Get away!  You’ve got to be joking!  Seriously?

Optional activity
Ask students to act out the dialogue in pairs. This will help them to
feel more confident with the language and give them a chance to
practise chunks of language and their pronunciation.

192
 DANIEL

SPEAKING MARTHA
Asking for and responding
to information
DANIEL: Hey, Martha. 1… yesterday?

7.11
1 Listen to the conversation. Where was MARTHA: It was really cool. We went to a safari park.
Martha yesterday? DANIEL: Really? 2… ?
MARTHA: 3
… amazing!
DANIEL: Were there any elephants?
MARTHA: Yeah, there were, but I didn’t see them.
DANIEL: I can’t believe you didn’t see any
elephants. 4… lions?
MARTHA: Yeah, there was a family of lions. One of
them looked inside our car.
DANIEL: Wow! No way!
MARTHA: Yup. It did. Then it climbed in the window
and ate my lunch.
DANIEL: You’re joking!
MARTHA: Of course I’m joking!

7.11
2 Complete the conversation with phrases from
the Useful language box. Then listen again
and check.
TASK
Useful language Plan your own conversation
How was (the school trip)? What about (lions)? PL AN
It was (amazing)! What was (it) like? 5 Work with a partner. Decide where you
went and which animals you saw. Use the
ideas below or your own ideas.
3 Look at the Everyday English box. How do you
say these phrases in your language?
bird sanctuary sea life centre
wildlife park

SPEAK
6 Practise the conversation.
Watch video 7.4
Ever yday English CHECKLIST Remember to use:
• the past simple and past time
No way! Really? Wow! expressions
You’re joking! • the vocabulary from this unit
• the Useful Language and Everyday
English phrases.
4 Daniel uses some of the phrases in the
Everyday English box to react to what Martha CHECK
says. Can you think of any other phrases to
do this? 7  COLLABORATEWork with another pair.
Listen to their conversation and write
examples of language they use from the
CHECKLIST. Name two animals they saw.

92 AMA ZING ANIMAL S | UNIT 7

193
 WRITING Optional activity    
Give students extra practice with time expressions by putting the
A biography following phrases on the board and asking students to complete them
A biography is a writing genre which gives details about someone’s life with the correct words.
and is written by another person. Biographies can be short or long.
1 … January  2 … 10th September  3 … 2021  4 … she was nine
They are usually written in chronological order and contain anecdotes
5 … 20th April  6 … 2017  7 ... June  8 ... 5th August  9 three weeks ...
about the person’s life. The key points explain a person’s life facts and
their importance. Answers
1 in  2 on  3 in  4 when  5 on  6 in  7 in  8 on  9 ago
Optional activity
Make copies of the biography and mix up the paragraphs. Get Teaching tip
students to put them in the correct order in groups. If students do the writing exercise for homework, tell them to
leave their writing for a few hours before going back to it later. If
Optional activity     they do this, they are more likely to spot mistakes.
Make a copy of the biography and cut it up into sentences. Put the
sentences up around the classroom walls. In groups, students take it
in turns to run, dictate and write. They run up to the sentences and go
back to their group and dictate the sentence they have remembered. TASK
If they don’t remember, they will have to go back and look at it again.
One member of the group writes down the dictated sentence and PLAN
so on until they have collected all of the sentences, which they then
have to rearrange in the correct order to make a perfect copy of the
5 Reiterate the importance of a timeline and time
expressions when writing a biography. Go through the
biography on page 93.
structure of a biography again with students so that
they are all aware of it.
1 Encourage students to look at the photo in order to answer the
question. Accept all reasonable answers.
WRITE
Answer
Winter the dolphin is special because she had a problem with 6 Encourage students to use the writing template in the
her tail and vets made her a new one. Teacher’s Resource Bank to write their first draft.

2 Focus on the three-paragraph structure of the biography. Ask CHECK

students to say what they think the main function of each 7   As well as checking one another’s
COLLABORATE
paragraph is. work, remind students to answer the question,
Answers thus giving them a reason for reading. Encourage
1 c  2 a  3 b them to use the free online tool Write and Improve:
[Link] where students can
3 Explain the importance of a timeline when writing a biography, submit their written work and have feedback on
because of its chronological nature. This will help students not spelling, vocabulary and grammar in a matter of
to forget key information. seconds.
Answers Answers
Born: October 2005 Students’ own answers
Dolphin Tale: September 2011

Finished? Students who have already finished all of the tasks on

4 Useful language the writing page can turn to page 97 and do any of the exercises that
Draw students’ attention to the Useful language box. they haven’t already done.
Explain that time expressions are essential when writing
a biography, so that people know when things happened. Optional activity: Flipped classroom
Ask students to find all of the time expressions in the Digital literacy: Encourage students to find out information about
biography. How many can they find? Once they have done eagle hunting in Mongolia for homework in preparation for the next
this, they will have become more familiar with the text and lesson (pages 94 and 95). Remind them of how to search on the
the time expressions and will be in a better position to internet (see page 11 of this book).
complete the Useful language box.

Answers
1 On  2 When  3 In  4 ago

194
 WRITING Winter the Dolphin
A biography
By Daniel Watson
was born. On
1 In October 2005, Winter the dolphin
months old,
10 December, when she was about two
ter couldn’t
fisherman Jim Savage, found her. Win
a problem with
swim or catch fish because she had
they took her
her tail. Jim called a rescue team and
to an animal hospital.
Winter. Finally,
2 Vets at the hospital wanted to help
ter was a clever
in 2007 they gave her a new tail. Win
kly. In September TASK
dolphin and she learnt to swim quic
her life called
2011 she was the star of a film about Write your own biography
about a famous animal.
Dolphin Tale.
3 Today Winter lives with another resc
ue dolphin PL AN
red in
called Hope. A few years ago Hope star 5 Look at the timeline about Cosmo,
Dolphin Tale 2, the story of her life. or make your own timeline about
another famous animal.
first owners (go) to (learn) to work (be) the star (live) with his
1 Look at the photo. Why is Winter the dolphin (be) born (not want)
Cosmo
new owner’s with people
house and act
in Hotel
for Dogs
owner and
trainer
special? Read Daniel’s biography and check.
2002 early 2009 Today
2 Match headings a–c with paragraphs 1–3. 2007

a Main events b Now c Early Life aph.

Put the facts in the correct paragraph.
1: Early life He was born in 2002.
3 Read Daniel’s biography again. Copy and
complete the timeline. 2: Main events
was born rescued got new tail Dolphin Tale lives with Hope
3: Now
WRITE
1
… 10 December
2005
2007 2
… Today
6 Write your biography.
CHECKLIST Remember to include:
clude:
4 Complete the Useful language box with time • the information from the timeline
expressions from Daniel’s biography. • the past simple and time expressions
• the Useful language phrases
Useful language • three paragraphs.
1
… 10 December 2005 3
… 2007
CHECK
2
… she was two months A few years 4…
old Today 7  COLLABORATE Swap your biography with

a partner. Have they got the items in the

CHECKLIST ? Why is your partner’s animal
Get it right! special?
We use on not in with dates.
On Friday / On 10 December NOT In Friday / Finished? p97
In 10 December

UNIT 7 | AMA ZING ANIMAL S 93

195
 AROUND THE WORLD 3 This task concentrates on working out the meaning of words
from the context.

Answers
GLOBETROTTERS: Helpers with hooves 2 ancient (Paragraph 1) 3 freezing (Paragraph 3) 4 amazing
Choose the best time to show the video, you might prefer to show it (Paragraph 4)
at the beginning of the lesson or at the end as a reward for students.
The video talks about amazing facts about camels. Read through
the questions with students and ask them to predict answers before
4 Voice it! Students are given the opportunity to carry out
a thought-provoking speaking activity, which involves an
watching, then watch to check their answers. You can find an extra
element of critical thinking. They are able to discuss their
video worksheet in the Teacher’s Resource Bank.
personal response to the text and apply it to their world, so it
Answers becomes more familiar to them. This Voice it also includes the
• You can find camels in the Arabian peninsula, Africa and Asia. value ‘determination’ for you to discuss with your students.
• Camels can drink 150 litres (of water) in ten minutes. You could also talk about the fact that in this text it is a girl who
manages to excel in an activity traditionally won by men.
• The hottest temperature camels can survive in is 40 ºC.

Teacher’s Resource Bank: video worksheet VALUE: DETERMINATION

Determination is when you commit to doing something and don’t give
READING up until you have achieved it. Determination is an important value to
An article teach as it will have a lifelong impact on students’ future capabilities,
confidence and happiness.
An article is a reading genre which gives the writer’s opinion on a
certain topic. The writer’s main purpose is to engage the reader, so Ways in which you can teach your students determination are
articles often contain facts and are entertaining. The language in abundant, but here are some ideas.
an article is usually informal and contains questions, particularly
1 Praise students for what they do rather than the result they
rhetorical questions at the end.
get. People want to continue when they receive praise. If one
Background information thing comes more easily to them than another, they will naturally
Eagle hunting in a remote part of Mongolia, about 45 miles from the continue with the easier thing. If we praise them for the things they
Russian border, is a tradition which dates back thousands of years. find more difficult, they will learn that it’s fine to take time to learn
The Kazakh eagle hunters live across the valley in simple houses something that they find more difficult. They will also enjoy it more
which are built specially to keep the snow out. The hunters find eagles and want to succeed if it is more of a challenge
when they are young and train them. Kazakh eagle hunters usually 2 Help them to achieve their goal, but don’t take over. Careful
have an eagle for about 40 years, so both the bird and the hunter grow guidance is essential in helping someone to build their
old together. determination and succeed. Guide students by asking them
A documentary, The Eagle Huntress, was made in 2016 and tells the questions or offering ideas on where they may find solutions. Show
story of Aisholpan Nurgaiv, a 13-year-old girl, determined to become them the way, but don’t do the work for them. Apart from teaching
the first female eagle hunter in twelve generations of her family. them determination, it shows that you have confidence in them to
complete the task, which will, in turn, build their confidence.
3 Let them fail! When students do fail, talk to them about what they
Optional activity: Flipped classroom check did well, rather than concentrating on the mistakes they made. Find
Encourage students to share the information they found about eagle an aspect that they really tried hard at and give them praise on that
hunting in Mongolia. Do any of them mention the film, The Eagle specific point. We all learn from our mistakes!
Huntress? 4 Teach by example. Make sure you exemplify hard work and
determination in class. Show your students that you also have
7.12 1 Let students use their imagination to answer the questions. to work hard and be determined to achieve your goals. Tell them
Accept all sensible answers. There is no right or wrong answer anecdotes of when you or other people have shown determination
in this task. and finally succeeded, or how you’ve solved problems or mistakes
Answers you’ve made.
The girl (Aisholpan) is from Mongolia. Answers
Students’ own answers
She is special because she was the first girl to win the Golden
Eagle Festival and they made a film to tell her story.

2 Check understanding of the sentences before students answer

them.
Answers
2 T 3 F. She wanted to be an eagle hunter. 4 T 5 T 6 F. She
was the first Mongolian girl to enter the competition.

196
 AROUND
THE WORLD
Globetrotters
Watch video 7.5
READING Helpers with hooves
An article
• Where can you find camels?
• How much water can camels drink in ten
7.12
1 Look at the photo. Where do you think the girl is minutes?
from? Why is she special? Read and listen to the
article to check your answers. • What’s the hottest temperature camels can
survive in?
2 Read the article again and mark the sentences
T (true) or F (false). Correct the false sentences.
3 Find adjectives in the text that mean:
1 Eagle hunting started in 1990. 1 very big huge 3 very cold
F Eagle hunting started thousands of years 2 very old 4 very good
ago.
2 In the past, only boys learnt to hunt with eagles. 4  Voice it! Discuss the questions.
3 Aisholpan
Aish
Ai shol
olpa
p n di
pa didn’t
d dn’t want to be an n eeagle
agle
ag hunter
le h unte
teer 1 Is there a similar competition in your country?
when
wh
w hen sshe
he w was
as yyoung.
oung
ou ng. Talk about it with your partner.
4 It wass ddiff
iffiiicult
iff ultt tto
ccu o fi
find
nddab baby
abyy ea
ab eagle
glee to ttrain.
agl rain
rain..
in 2 Aisholpan was determined to succeed. How
5 Aisholpan’s
A sh
Ai shol
olpa
p n’s fath
pa father
thher taught
tau
aughghht her
heer how
how w to hunt
hun nt witht does she show determination?
the
he eagle.
th e gl
ea gle.
e.. 3 Is it important to be determined? Why?
6 There
Ther
Th eree were
er weere o other
ther
th er girls
girrlss in
in the
he competition
tth comp
co mpet
mp ettittio
ionn in 4 Can you give an example of when you
2016.
20166.
20 showed determination?

The Girl and the Golden Eagle

C
an y
you
ou imagine
imagine riding a horse in the high Altai Mountains with her father to find
te
emperatures of –50°C with a huge eagle
temperatures eaglle a ba
baby
by e agle to train. It wa
ag
eagle w snn’t eas
wasn’t sy. The climb to
easy.
o you
on ur arm?
your arrm?
m tthe
th e ea
eaglgle
eagle e ne
nest
st was diffi
was dif
iffi
ficu
cult
lt and d
and ange
an gero
rous
[Link].. Bu
Butt
The
Th e an
a cien
entt trad
ancient adit
itiion off eagle
tradition le hunting
un
huntingg started Ai
A ish
s oollpan di
Aisholpan id it. She
did Sh
he found
foun
fo nd her
he baby
b by eagle!
ba eag
gle
l !
th
hou
o sand
thousands nds of years
y ago
g in Mongolia
g i . Trad
Mongolia. adit
itio
iona
nalll y,
Traditionally, y,
it w
wasas o nly for boys in Mongolia and this tradition
only A ish
shololpa
Aisholpan’san’
n’s ffa
ather
h became
father b her
h trainer.
i But was
con nt
ntinues
continues today. Boys learn to hunt when they A isholpan strong
Aisholpan ng enough to hunt with the huge
are only 13. They use eagles because they can fly
are
ar bird
rd iin
n freezing temperatures?
tem
mpe
pera
ratures?
? Yes, because she
up ttoo 320 km per hour and can see animals from was dete term
rmin
i ed to succeed.
determined d
m
mo
more re than four kil lometres away. There are about
kilometres In 2016, Aisholpan
Aisholppan c ompep ted in the Golden
competed n Eaagl
gle
Eagle e
400 m
40 ale eagle hun
male unte
hunterst rs today. But no 13-ye
year
a -o
-old
13-year-old ld Festival. She was th
he firs
the rstt Mo
Mong
ngol
olia
i n gi
Mongolian g rl tto
girl o en
e nte
t r
enter
girl
gi rls
girlss … until no ow.
now. the competition. There were
werre 70 competitors.
commpe eti
tito
tors
to s.
The 2
The 20016
2016 6 fi
filllm,
m, The
he Ea
Eagl
Eagleglee Hu n ress, tells th
Hunt
Huntress, the
e st
stor
ory
storyy of
of She was the youngest and nd d the
the
e only
onl
nlyy girl.
g rl
girl. And
An nd
A
Ai shol
sh olpan.
pa
[Link]. W h n sh
he
When she e wa
was s yo
youn
u g, Aisho
young, hoolp
pan ttook
Aisholpan ook
oo k guess
gu
u what? Her eagl le won.
eagle wo on. What
What an amazing
ama
m ziing g
care
ca re o
off he
h
herr fa fath
ther
the ’s
er se
father’s agle
ag
eagle le b ut s
but he rreally
she eaall
lly
y waant
nted
wanteded
d tto
o achi
achiev
hi ev
vem
mene t!
achievement!
be a ne
an eaaglle hu
eagle hunt
ntter llike
hunter i e he
ik herr fa
fath
ther
er.. So
father. S s he w
she entt to
en
went

94 AMA ZING ANIMAL S | UNIT 7

197
 Explore it! Collaborate learning tip

Digital literacy: Tell students that they might find the Collaborative testing helps students:
information they are looking for quickly on Wikipedia, but
• engage with content
let them know that it’s not always top quality information or
totally reliable. Encourage them to dig deeper and find other • increase their learning potential
sources to back up what they think they know. • develop cooperation and communication skills
• reduce anxiety allowing for real learning to take place.
Answer
female
As a follow-up, ask students to find the answers to these 6 Encourage students to write two or three
COLLABORATE

questions: sentences each before reading them to their partners.

It takes … to train a golden eagle. Answers
a one to two years b three to four years c five to six years Students’ own answers

Answer MINI CULTURE PROJECT

b Students can now do the project on page 134. This project allows
OR students to further exploit one of the themes from the reading
text or a related topic around it. Students are given the chance to
True or false? investigate an area of culture and add a creative element to it. This is
The golden eagle can dive at the same speed as an express a collaborative project where students produce a small piece of work,
train (190 mph). using the target language from the unit, to show their results.
See the Project Book for extensive teacher notes and templates
Answer
for carrying out this project.
True
Now encourage them to find their own question and answer
on the internet.

LEARN TO LEARN

Noun and verb forms

We can form new words from nouns and verbs, this is called
word formation. Very simply, word formation means taking
one word and making other words from it. Word formation
is important because it helps you build your vocabulary and
understand better when reading.

5 Students look for similar words in the text with the endings -er,
-tion, -ment and -ing.

Answers
2 competition 3 hunter 4 hunting 5 achievement
6 trainer 7 learn

198
 LEARN TO LEARN
Explore it!
Noun and verb forms
Guess the correct answer. When you learn a new word, try to learn some
Eagle hunters use male / female eagles because other forms of the word. This will help you to
they grow bigger and are more powerful. understand reading texts.
Find three interesting facts about eagle We can add different endings to verbs to make
hunters. Choose your favourite fact and nouns, for example -er, -or, -tion, -ment, -ing etc.
write a question for your partner to answer.
5 Copy and complete the table with words from
the text.

verb noun (person) noun (thing)

1
compete competitor 2
…
hunt 3
… 4
…
achieve 5
…
train 6
…
7
… learning

6 
6 COLLABORATE Write sentences with words
W
T
from the table. Take turns to say your
sentences but do
d NOT say the word you
chose. Can your partner guess your word?

They (hunt)
(h with eagles.

Is the
th word ‘hunt’?

Mini culture project p134

UNIT 7 | AMA ZING ANIMAL S 95

199
 7 REVIEW

The aim of this review page is for students to recall and revise
grammar and vocabulary from the unit. It also gives them a concise
summary of these two areas.

VOCABULARY

1 Answers
1 monkey 2 giraffe 3 whale 4 lion 5 crocodile
6 eagle 7 mouse 8 parrot

2 Answers
1 noisy 2 beautiful 3 quiet 4 dangerous 5 large 6 clever

GRAMMAR

3 Answers
1 Were there 2 There were 3 There wasn’t 4 There was
5 There wasn’t 6 Was there

4 Answers
1 lived 2 died 3 wasn’t 4 were 5 weighed 6 were
7 were 8 didn’t eat 9 ate

GAMIFICATION: QUIZ EXTENSION

At the end of the unit, you could put students into teams and ask
them to do the following quiz. You could prepare this either digitally
(for example: Kahoot) or as a snail race, previously described on
page 32, or any other way you’d like to do it. The quiz doesn’t just ask
questions about the language in the unit, but also cultural aspects
and quirky facts that have cropped up throughout.
1 Artico was a … .
a a gorilla b a tiger c an elephant
2 Aisholpan won the Golden Eagle Festival in … .
a 2016 b 2017 c 2018
3 50,000 years ago, humans on the island of Flores were about ... tall.
a 50 centimetres b one metre c two metres
4 A bear is a(n) …. .
a herbivore b omnivore c carnivore
5 Which animals build nests?
a gorillas b tigers c elephants
6 Snowflake lived in … zoo.
a Madrid b Málaga c Barcelona
7 Nómade the elephant had … sisters.
a 10 b 11 c 12
8 Pocho was a … .
a fisherman b crocodile c parrot
Answers
1b 2a 3b 4b 5a 6c 7b 8b

200
 7 REVIEW
1 2 3

VOCABULARY
1 Write the names of the animals.
4 5 6 7 8

2 Complete the adjectives with the missing vowels. Then write a

sentence using each one.
1 n sy 3 q t 5 l rg Vocabular y
2 b t f l 4 d ng r s 6 cl v r Animals
bear horse
GRAMMAR crocodile lion
donkey monkey
3 Joe and Sylvie went to a wildlife park last week. Complete the
sentences with the correct form of there was/were. duck mouse
1 … many animals? (?) 4 … a large tiger. (✓) eagle parrot
2 … two lions. (✓) 5 … a donkey. (✗) giraffe snake
hippo whale
3 … an elephant with no tusks. (✗) 6 … a white gorilla? (?)
Adjectives
beautiful lazy
clever long
cute noisy
dangerous quiet
heavy tiny
large wild

Grammar
Was/were, there was/were
Past simple: regular and
irregular
4 Complete the text with the past simple form of the verbs.

Woolly mammoths 1… (live) thousands of years ag go. The

hey
y
2
… (die) because there … (not be) food for all of th
3
hem.
They 4… (be) about 3.5 m tall and 5… (weigh) abou
ut
6,000 kg. Their tusks 6… (be) huge – sometimes nearly
y
five metres long. Imagine that!
Mammoths 7… (be) herbivores, so they 8… (not eatt) oth
herr
animals. They 9… (eat) grass and other plants.

96 RE VIE W | UNIT 7

201
 7 FINISHED? Flipped classroom activity
Before starting the next unit, write the following questions on the
board at the end of the class and ask students to look at the photo on
The aim of this page is to allow students who have already finished page 98 as homework. Encourage them to come up with some ideas
the lesson to practise the target language from the corresponding about the photo and any possible answers to the questions before
Student’s Book page in a game-like way. the next class. Doing this flipped classroom activity will get students
thinking about the topic of the unit before they see it in class.

1 Possible answers 1 What can you see?

It’s got an eagle’s wings. It’s got a crocodile’s tail. It’s got a 2 Who do you think these things belong to?
duck’s feet. 3 What else do you want to know about the people who own these
It’s got a bear’s head. It’s got a hippo’s body and legs. It’s got a things?
mouse’s (back) legs. It’s got a monkey’s tail.

2 Answers
2 It’s a clever monkey. 3 It’s a lazy dog. 4 It’s a noisy hippo.
5 It’s a beautiful horse. 6 It’s a tiny bird.

3 Answers
Down
1 sleep
3 make
4 leave
5 teach
6 do
8 feed
9 be
Across
4 learn
7 give
8 find
9 go
10 have
11 see
12 take

4 Answers
Students’ own answers

GAMIFICATION: EXTRA FINISHED? ACTIVITIES

Ask students to make a list of verbs for every letter of the alphabet
as far as possible. Then test a partner asking them to give the past
simple form of each verb.

202
7 FINISHED?

1 Write six sentences about the strange animals 3 Look at the past simple of the verbs in the
in the pictures. crossword. Write the infinitive of the verbs for
the clues, across and down.
1
1
S
L
2 3
B E C A M E
P A
T D
4 5 6
L E A R N T D
7
G A V E A I
2 8
F F O U N D
9
W E N T E G
10
A H A D H
11 12
S A W T O O K

Across 2 become

4 Invent an animal.
Invent an imaginary animal. Draw it and write
1 It’s got a parrot’s head. four sentences to describe it.

2 Write a sentence for each photo. Use the

adjectives in the box with the words for the
animals.

beautiful clever dangerous

lazy noisy tiny

2 It’s a dangerous lion.

1 3 5

2 4 6

UNIT 7 | FINISHED ? 97

203