Competency Focus

Chapter Wild Animals The children will:

3 Overview
use critical thinking
skills to identify wild
apply new grammar
to previously learned
work in pairs to
act out a dialogue.
personalize the story
by relating it to their
find out more about
wild animals.
Reading Skills animals. (Lesson 1) vocabulary. (Lesson 2) (Lesson 3) own behavior. (Lesson 7)
The children will: Story: The Hungry Giraffe predict the content of ask and answer about work in groups to
(Lesson 4)
• use critical thinking skills Genre: African folk tale a story. (Lesson 3) animals. (Lesson 6) act out the story. evaluate their own
to identify wild animals. (Lesson 8) progress in the
identify animal
• ask and answer questions chapter. (Review)
characteristics.
using these/those. Literacy Development (Lesson 5)
• ask and answer about animals. • predict story content from title
• describe animals using adjectives. and pictures
• read, understand, and act out a story. • focus on the reading direction
• find out about animals and what they eat. of text
• make an animal mask. • reflect on and personalize the
theme of the story

Key Vocabulary Functional Language

Wild animals: crocodile, elephant, giraffe, • Let’s look at these books. Digital Overview • Speaking Assessment: CEYLT
• Literacy Handbook
lion, monkey, tiger • No, let’s look at those books. Presentation Kit
Projectable Student Book, Activity Book, Student’s Resource Center
Adjectives: hungry, long, scary, tall, thin • OK.
and Reader pages Resources for consolidation and practice at home
• ASL Vocabulary Video 3A: Wild animals • Interactive Grammar 3A: What are these/those? They’re …
• ASL Vocabulary Video 3B: Adjectives • Interactive Grammar 3B: Spiders aren’t …; Are monkeys …?
Phonics • Oral Storytelling Video 3: The Hungry Giraffe • ASL Vocabulary Video 3A: Wild animals
Key Grammar The children practice pronunciation of • Interactive versions of selected SB and AB activities • ASL Vocabulary Video 3B: Adjectives
• What are these?
t sound as in tall and th as in thin. • Integrated Audio and Answer Key for all activities • Oral Storytelling Video 3: The Hungry Giraffe
• They’re (tigers). Teacher’s Resource Center Student’s App
• What are those? Resources for planning, lesson delivery, Vocabulary games: Wild animals and adjectives
CLIL: Science—What and homework
• They’re (elephants).
animals eat • Class Planner Chapter 3
• (Spiders) aren’t scary. • Worksheets to print out (including notes and answers): Watch the Oral Storytelling Video
• Are (monkeys) scary? The children find out – Grammar Worksheet 3A: What are these/those? They’re …
• Yes, they are. / No, they aren’t. what animals eat. – Grammar Worksheet 3B: Spiders aren’t … Are monkeys …?
– Oral Storytelling Video Worksheet 3: The Hungry Giraffe [video shot outline:
– CLIL Graphic Organizer 3 Oral Storytelling
– Project Template 3 Video Chapter 3]
– Festival Worksheet: Christmas
– Test Chapter 3
• Test Generator

68 Chapter 3 Chapter 3 69
Chapter Lesson 1

3 Wild Animals
Lesson 1
Competency Focus
Think! Critical Thinking
The children use critical thinking skills to match animal
names to their unique physical features by processing
Vocabulary and assimilating the written and spoken forms.
Lesson objective: identify wild animals
Key vocabulary: crocodile, elephant, giraffe, lion, monkey, tiger
Materials: Class CD

Audioscript 1 Find and circle. Write.

Warmer: Play a drawing game
Woman: 1 Look at this animal book! What is it? Have the children find the six animals in the wordsearch,
Draw an elephant very slowly on the board and ask Girl: It’s a giraffe. then use the words to label the pictures. Check answers
What is it? Repeat with a giraffe and a crocodile. Allow the Woman: 2 What is it? by asking individual children to spell the words.
children to guess in L1. Choose individual children to come Girl: It’s an elephant. Answers
to the board and repeat the game. As they make guesses, Woman: 3 What is it? Horizontal: giraffe, monkey, tiger
model the structure It’s a/an and the key vocabulary. Girl: It’s a crocodile. Vertical: elephant, crocodile, lion
Woman: 4 What is it? 1 monkey 2 giraffe 3 lion 4 crocodile 5 tiger 6 elephant
Girl: It’s a monkey.
1 1.27 Listen and number. Then say. Woman: 5 What is it? 2 Write the words from Activity 1 in two groups.
• Ask the children to look at the animal pictures and Girl: It’s a lion. Ask the children which words they find more difficult to
identify any animals they know. Woman: 6 What is it? spell. Then have them categorize the words.
• Then give them time to study the inset pictures of Girl: It’s a tiger. Answers
animal fur and skin carefully and try to figure out which Answers Children’s own answers.
animals they come from. monkey—4
• Play the CD and have them listen and number the giraffe—1
pictures. Then play the CD again and ask them to elephant—2 Cooler: Play “Spelling Bee”
repeat. Choose individual children to give their answers tiger—6
to the class. lion—5 Do a spelling bee with the animal vocabulary
• Divide the class into pairs and have the children ask and crocodile—3 introduced in this lesson (see Games Bank p. 222). •
Presentation Kit   Play ASL Vocabulary Video 3A to
pre-teach key vocabulary as an alternative to the critical
answer about the pictures. One child should point to Optional activity: Play a mime game thinking approach.
one of the inset pictures and ask What is it? while the
Ask the children to choose one of the animals and think • Choose children to locate the animals in the interactive
other answers It’s a/an … wordsearch in AB Activity 1 using Pen.
of an action to mime it. Call out children to the front of
the class to take turns miming their animal while the class
• tip The interactive activities in the SB and AB can be done
again and again, giving different children the chance to
guesses, e.g. Is it an elephant? Yes, it is! participate. Choose Reset within Answer Key to clear
the answers.
• Use Notepad to keep the team scores in the Cooler game.

70 Chapter 3 Chapter 3 71
 L e sso n 2 Lesson 2
Optional activity: Design a zoo
Cooler: Animal Galleries
The children draw a zoo, using two layers on the board –
Grammar upper and lower. Have children come to the board and talk Have the children draw two of the same animal and label
Lesson objectives: ask and answer about animals about the zoo, using These are... for the bottom layer, and them with the plural noun, e.g. elephants. Stick the pictures
Key grammar: What are these? They’re (tigers). What are those? They’re Those are… for the top. Children stand near the board up in two galleries at the front and back of the class. Choose
(elephants). when using these and further away when using those. children to stand near the pictures or at a distance, and
Materials: Class CD; pictures of wild animals (Warmer and SB Activity1); identify the animals using These/Those are.
Grammar Worksheet 3A [TRC printout] (optional)

Competency Focus
Learn
By identifying the animals in a different context with
new grammatical structures, the children demonstrate
their understanding of previously acquired vocabulary
from Lesson 1.

Warmer: Play “Guess What’s Missing” Grammar Central

Stick or draw three pictures of wild animals on the What are these? …
board. Ask the children to close their eyes, then remove Ask the children to look at the patterns. Explain we use
or erase one of the pictures. Have the class say which one these, those, and they’re when talking about more than one
is missing. of something. Have them point to animal words and ask
them what letter we add to make them plural. (s)
See also the Grammar Reference sections in the
1 1.28 Listen and point. Then say. Student Book (p. 99) and Activity Book (p. 98) for further 1 Count and write.
• Pre-teach Mommy as an alternative to Mom. Stick two explanation and practice.
pictures of an animal on the wall at the back of the Ask the children to count each type of animal and write.
AB Answers Activity 1: 1 What are these? They’re pens. Check answers with the whole class.
class, and two of a different animal at the front. Point at
2 What are those? They’re chairs. 3 What are those? Answers
each in turn and ask What are those / these?
They’re balls.
• Stand near the picture for these and at a distance for three giraffes, one lion, one elephant, two monkeys,
those. Check understanding by asking Are these near four crocodiles (answers can be in any order)
or far? (with hand gestures). 2 1.29 Listen and circle.
2 Look and write. Then ask and answer.
• Ask the children to look at the picture in the Student • Ask what noises elephants and lions make. Play the first
Have the children complete the questions and answers
Book and identify the animals. Then play the CD and sound on the CD. Ask what it is. (monkeys)
for each picture. Call on children to read their answers to
ask them to listen and point to the animals. • Play the CD from the start. Have the children listen the class.
• Play the CD again and have the children repeat. and circle the correct option each time. Do not check Answers •
Presentation Kit   Display the AB page. To give feedback on
Activity 1, ask children to use Pen to circle each animal type
answers yet.
1 What are these? They’re giraffes. and write in the answers. Use Answer Key to confirm.
3 Now check with a friend. 2 What are those? They’re lions. • In AB Activity 2, use Mask to hide the answer to each
3 What are those? They’re monkeys. question in the picture. Elicit the answer. Repeat, this time
• Choose two children to read the dialogue to the class. hiding the questions.
4 What are these? They’re elephants.
• Have the children ask and answer in pairs to check their •
Teacher’s Resource Center   For extra grammar practice,
answers to Activity 2. Elicit answers. print out Grammar Worksheet 3A.

Answers
•
Student’s Resource Center   The children can use
Interactive Grammar 3A at home.
1 They’re monkeys. 2 They’re elephants. 3 They’re lions.
4 They’re crocodiles.

72 Chapter 3 Chapter 3 73
 L e sso n 3 Lesson 3
• Play the CD again with pauses. Modal the phrases
and exclamations, e.g. I’m hungry!, and have the
Cooler: Practice exclamations!
Reading: Story Extract
children repeat. Write exclamations on the board, e.g. I’m hungry! An
Lesson objectives: negotiate what to do; predict story content from artwork;
read the extract from The Hungry Giraffe (start) • Ask simple questions to check comprehension, e.g. Are elephant! and model the intonation. Have the class repeat
Functional language: Let’s look at these (books). No, let’s look at those (books). OK. the leaves green or brown? Is the baby giraffe tall? and mime the actions, e.g. rubbing their stomachs, pointing.
Secondary language: hungry, leaves, tall Answers Then have the children practice in pairs.
Materials: Class CD; books on different topics a giraffe, an elephant

Competency Focus
Collaborate and Communicate
The children work together, putting into practice
new functional language by acting out a realistic
dialogue. This form of collaborative learning is
motivating and engaging.

Think
By comparing and contrasting the story artwork
and the smaller pictures in Activity 2, the children
are using prediction skills to help them engage
with the story.

1 Choose and circle. Then act out.

Warmer: Mime and point
THE
HUGNIRGARFFYE

  Before reading Have the children choose and circle words to complete
Divide your class into groups. Choose one group to stand at 2 Look at the story and think. What’s it about? the dialogue. They act it out in pairs. Have pairs act out
the back and mime an animal, e.g. an elephant. Ask the class for the class.
• Ask the children to look at the border and guess where
What are those? and have them practice They’re … Repeat the story is from. (Africa) They look at the pictures and 2 Read the story in your Student Book. Circle
with a group at the front to practice What are these? identify the animals in the story. T (true) or F (false).
• Ask questions to elicit predictions, e.g. Which other Have the children read the sentences, look at the story
Functional language animals will be in the story? What do they eat? extract, and choose true or false. Check answers with
Pre-teach the word leaves by pointing at the picture. the class.
1 1.30 Listen and read. Then act out. • Tell the children to look at the pictures in Activity 2 Answers •
Presentation Kit   Do not be afraid to turn off the screen!
Children benefit from variety of pace and focus and
• Ask the children to look at the picture and find a book and check the one they think the story is about. 1F2F3F4T sometimes you will want to work just with books or
about an animal. Then play the CD. Have them listen without prompts. Work the Presentation Kit materials into
Answer 3 What happens next? Choose and check (✔). your teaching in the way that suits you best.
and read along.
• Make statements about the picture and have the
the first picture: wild animals Have the children look at the pictures and choose the • tip Hotspots shows which activities are interactive—here,
SB Activity 3 and AB Activity 2.
children answer yes/no, e.g. Tom wants to look at books 3 1.31 Listen and read. What animals are in one that shows what they think happens next.
Answers • For the Cooler, children use Highlighter to identify
about toys. No! Model the function Let’s ... to make a the story? exclamations in the story extract.
suggestion. Then place different piles of books around • Play the CD and have the children listen and read Children’s own answer.
the class. Choose two children to act out the dialogue along. Tell them to concentrate on what animals are
for the class. Then have the children act it out in pairs. in the story and check the correct boxes. Check the
answers with the whole class.

74 Chapter 3 Chapter 3 75
Reader Reader

Warmer: Story review Story Time

Lesson objective: read and understand the African folk tale Tips for storytelling
Ask the children to name the main characters and order
The Hungry Giraffe in the Reader Prepare well for drama sessions. Organize classroom
them as they appeared in the story extract. (giraffes,
Materials: Class CD; Reader; Oral Storytelling Video Worksheet 3 [TRC printout] (optional) furniture in advance. It is a good idea to seat the
elephant, monkey) Write some key words on the board,
children in groups from the beginning of the class
e.g. hungry, tree, leaves, tall, and ask the class to remember
rather than have to move furniture halfway through.
what happened. (They might need to use L1.)
Make sure there is enough safe space for the children
to move.
Story Summary
Reading Strategy
This is a story about how giraffes got their long necks.
A baby giraffe is very hungry but he and his mother are Story Sequence
short and cannot reach the green leaves on the trees. An By using the Story Sequence strategy, the children
elephant and a monkey offer food but he cannot eat it. A put their critical and visual literacy skills into practice.
tribesman offers the mother giraffe a bowl of soup. When They think about the logical order of events by
she drinks this, her neck becomes very long. She can now ordering pictures from the story.
reach the green leaves. For additional explanation and activities, see the
Value: the importance of sharing with friends Literacy Handbook on the Teacher’s Resource Center.

Optional activity: Add a story frame

Ask the children to imagine another animal comes to the Cooler: Play a mime game
giraffe offering food. Ask What animal is it? What food?
They draw an extra picture for their story and add speech Ask the children to imagine a hungry animal,
bubbles, e.g. Here, eat this! No, thank you! e.g. a hungry monkey, and mime their animal for
the class to guess.

  1.32 While reading

• Ask the children to open their Reader and look at
The Hungry Giraffe. Give them time to study the
pictures carefully.
• Point to the large picture of the giraffe and pre-teach
the word neck. Have all the children mime a giraffe with
a long neck by standing up and stretching.
• Play the CD of the story and have the children listen
and read along.
• Check comprehension by reading aloud and asking
children to mime the key actions. Then play the •
Presentation Kit  Using Mask, show Reader Picture 7. Ask
What’s happening to the giraffe? to elicit a description and
complete story again with the children reading along.
story predictions in L1.
Pause the CD after exclamations and have the class
repeat, e.g. I’m hungry! An elephant! Whooaaa!
• Show the Reader one enlarged picture at a time as you
play Audio.

  After reading: Reflect • Watch Oral Storytelling Video 3 together before you do the
After reading: Reflect activity.
• Ask the children to choose their favorite character from •
Teacher’s Resource Center   Print out Oral Storytelling
the story. Have them explain the reason for their choice. Video Worksheet 3 to help you get the most out of
(They might need to use L1.) the video.
•
Student’s Resource Center   The children can watch Oral
Storytelling Video 3 at home with their family.

76 Chapter 3 Chapter 3 77
 L e sso n 4 Lesson 4
• Elicit other stories about animals, with children telling
the class using L1 as necessary. 3 Do you like the story? Choose and circle.
Have the children circle their opinion of the story.
Reading Comprehension and Critical Literacy Optional activity: Have a new ending Ask them to explain their reasons. (They might
Lesson objectives: predict story content from title and pictures; Show a few frames from the story and encourage the need L1.)
focus on the reading direction of text; reflect on and personalize the children to think of a new ending. Answers
theme of the story
Children’s own answers.
Materials: Class CD; Reader; Oral Storytelling Video Worksheet 3
[TRC printout] (optional)

Cooler: Play “The Shark Game”

Have the children play the game with words from
the lesson (see Games Bank p. 222).

Competency Focus
Me: Critical Literacy
Note: Please ensure that your class has read the Reader story 2 Number the pictures in order. The children use critical literacy skills to reflect
before you do this lesson. • Have the children look at each picture and identify the on the meaning of the story and relate it to their
characters and main lexical items. Then have them order own experiences.
Warmer: Play “True/False” the pictures and check the answer in their Reader.
Call out sentences about the story and have the class Answers
say if they are true or false, e.g. The giraffe eats bananas. African tribesman—4 the giraffes—1
(False!) Use these sentences to review the main events of the elephant and giraffe—2 the monkey—3
the story.
3 Which friends do you share with? 1 Find and circle seven words. Then use the
• Focus on the theme of the story—sharing. Ask the class
words to complete the sentences.
1 1.32 Read the story in your Reader. to say which food is shared (the leaves and soup) and Have the children find and circle the words. Choose
• Have the children read the story. (Alternatively, play the how the animals feel about this. (They might need to children to read out their words to the class. Ask the
CD and have them read along.) Ask them to recap all use L1.) children to complete the sentences using the words
the animals and the food they ate. they found.
• Have the children think about what they share, e.g.
Answers
food, toys, and who they share with. Ask them to
I Can Read ! complete the sentence. Then call on individual children giraffe, neck, tall, trees, green, leaves, hungry
Look together at the picture of Biblio reading a book. to give examples. 1 hungry 2 leaves, green 3 trees, tall 4 neck 5 giraffe
Then ask the children to study the arrows and say which • Ask the children to relate the story to their own 2 Number in order to make a sentence. Write.
way we read in English. Ask them how they read in their behavior. Ask simple questions, e.g. Do the animals
share? Is sharing good or bad? Ask them what other
The children practice the I Can Read! feature by putting •
Presentation Kit   Use the AB page to give feedback
own language. Ask them if they know which languages on activities, using the built-in interactive activity
the words in the correct order. Remind them that we
read right to left. This helps develop the children’s things they could share in the class and at home. (e.g. Activity 1) or Answer Key (e.g. Activity 2), as appropriate.
start a sentence with a capital letter and end it with a If you haven’t already, show the Oral Storytelling Video 3.
knowledge of reading conventions and encourages • Explain why it is important to share—ask them to think
them to think about how they read. about what would happen to the animals in the story if
period. Check the answers with the class. •
Teacher’s Resource Center   If you haven’t already,
Answers print out Oral Storytelling Video Worksheet 3 to do the
Answer they had no food. (You will need L1.) support activities.
4 green 3 are 6 the 5 but 1 Those 9 tall 2 leaves
left to right 4 Talk about the story. 8 are 7 trees • tip Give the children the opportunity to be your assistant!
Ask a child to be responsible for choosing the relevant
• Ask the children if they like the story. You could do a Those leaves are green but the trees are tall. buttons (e.g. to go to the next activity or Answer Key).
yes/no class vote, asking them to raise their hands.
Encourage the children to give reasons why/why not.
(They might need to use L1.)

78 Chapter 3 Chapter 3 79
 𝅘𝅥𝅮 𝅘𝅥𝅮 𝅘𝅥𝅮𝅘𝅥𝅮
𝅘𝅥𝅮𝅘𝅥𝅮 𝅘𝅥𝅮 𝄀 𝅘𝅥𝅮 𝅘𝅥𝅮
L e sso n 5
𝄞 ♯♯ 𝅘𝅥𝅮 𝅘𝅥𝅮 𝅘𝅥𝅮 𝄀 𝄂 Lesson 5

Cooler: Play “Spelling Bee”

Vocabulary, Song, and Phonics Play the game with animal vocabulary (see Games
Lesson objectives: describe animals; distinguish and practice Bank p. 222).
t and th sounds
Key vocabulary: hungry, long, scary, tall, thin
Secondary language: leaves, snappy, tonight Competency Focus
Materials: Class CD, large pieces of paper (optional) Think! Critical Thinking
The children use critical thinking skills to match an
animal to a description by listening and pointing
to them.

Warmer: Play “Mime” • Tell the children to read the dialogue. Model the 1 Write the words in the circles.
Divide your class into three animal groups: tigers, activity by asking a pair to think of an animal for Ask the children to think of two or three words to
crocodiles, and giraffes. Have each group mime their animal. you to guess and have them describe it, using the describe a tiger, crocodile, and giraffe. Then compare any
Ask What are these/those? and have the class answer with new words from the lesson. similarities, e.g. Tigers and crocodiles are scary. Have the
They’re … Teach mimes for scary, snappy, and tall. Say the • Divide your class into pairs and have them describe children look at the diagram and write the describing
words and have the children repeat and mime the action. and guess the animals. words in an appropriate place. Draw a similar diagram
on the board and check answers.
3 1.34 Listen and say the chant.
Answers
1 1.33 Listen and point. Then sing. • Ask the children to look at the picture of the giraffes
• Introduce hungry, long, and thin using mime actions. and choose words to describe them. (tall, thin) tiger crocodile
Have the children copy and repeat. Write all the new • Play the CD and have the children listen to the orange green
words on the board. Check comprehension using simple chant. Then play the CD again, pausing for the scary
black
prompts, e.g. I want to eat … (Hungry!) A lion is children to repeat. long
animal
very … (Scary!) • Practice the chant phrase by phrase, clapping the white hungry
• Play the CD and ask the children to point to the animal rhythm and gradually building up to the longer big
as they hear it in the song. sentence. Practice in different ways, e.g. repeating
• Ask the children to look at the red words in the song. slowly/fast, using giraffe voice, etc. tall thin
Say the words and have the children repeat. Have the • Focus on the pronunciation of t and th. Show the
brown
children match them to the animals. children where to position their tongue. Practice giraffe
• Play the CD again and ask them to sing along. more words, e.g. three, thirteen. 2 Match. •
Presentation Kit   Play ASL Vocabulary Video 3B to pre-
teach key vocabulary, pausing for the children to repeat
• Ask the children what the red words do. (They describe Optional activity: Make a word poster Have the children read and match. Then check answers. the word and copy the sign.
the animals.) Call out sentences containing describing
Ask the children to choose one of the new words and
Answers • Display the SB on the board for “heads-up” singing. This will
enable you to check that all the children are participating
words, and ask the children to identify the animal, 1b2d3a4c
make a poster to illustrate the meaning, e.g. hungry – and identify any who are struggling.
e.g. They’re scary! (Tigers!) Repeat to practice all
the new words.
lots of food, tall – very tall letters/make the letter t a 3 Say the words. Circle t as in tall. •
Student’s App   Encourage the children to play the games
giraffe. Make a classroom display with the posters. on their smartphone/tablet. Ask them to record their
Ask the children to circle the t sound in the words. Then scores to compare in the next lesson.
2 Play a guessing game. say the words and have them repeat.
• Ask the children to repeat each describing word in turn Answers
and mime an action, e.g. rub their tummy for hungry. Circled: trees, tall, tiger

80 Chapter 3 Chapter 3 81
 L e sso n 6 Lesson 6

Competency Focus
Learn
Grammar and Reading The children demonstrate their understanding of
Lesson objectives: ask and answer questions to describe animals the new grammatical patterns by reading the text
Key grammar: Spiders aren’t (scary). Are monkeys (scary)? and completing the activity.
Yes, they are. / No, they aren’t.
Secondary language: cute, scary, spider
Materials: Class CD; animal cards/pictures (Warmer);
Grammar Worksheet 3B [TRC printout] (optional)

1 Look and circle.

Warmer: Play “Guess the Animal” Grammar Central
Have the children look at the picture and circle the
Choose a child and ask them to close their eyes. Spiders aren’t scary. … correct words to complete the sentences. Check answers
Pin an animal card or picture on their back, making sure Have the children look at the patterns. Explain we use these with the whole class.
the class can see what it is. Ask the child to guess the when asking and answering about more than one animal/ Answers
animal, e.g. Is it a (lion)? Have the class give short object. Have them find in the text a question and answer 1 They’re elephants. 2 They’re gray. 3 They’re big.
answers—Yes, it is. / No, it isn’t. about one animal. (Is it …? No, it isn’t. / Yes, it is.) 4 They aren’t scary.
See also the Grammar Reference sections in the
Student Book (p. 99) and Activity Book (p. 98) for further 2 Choose an animal. Draw and complete the
1 1.35 Listen and read. explanation and practice. Fact File.
• Ask the children to look at the pictures and say what Ask the children to choose an animal and draw and
AB Answers Activity 2: Circled: thin, green, scary, yellow
kind of book Ellie is reading. (encyclopedia) Have them write to complete their own Fact File. Have the children
1 No, they aren’t. 2 No, they aren’t. 3 No, they aren’t.
tell you what animals they could find in it. describe their animal to a friend, who guesses what it is.
4 Yes, they are.
• Play the CD and ask them to listen and read along. Answers
• Play the CD again with pauses, and ask them to repeat. Children’s own answers.
Pay attention to intonation.
2 Write Tom’s answers.
• Have the children read the sentences. Give them time 3 Answer for your animal.
• Ask questions around the class about which animals are
to complete their answers, looking back at the text in Have the children use their animal from Activity 2 and
scary, e.g. Are spiders/crocodiles/tigers scary? Have the
Activity 1. Then check answers with the whole class. answer the questions.
children give their own opinions. Practice Yes, they are. /
No, they aren’t. Answers Answers •
Presentation Kit   Display the SB page on the board.
Use Mask to show only Picture 3. Ask the children to
1 No, it isn’t. 2 Yes, it is. 3 No, they aren’t. Children’s own answers.
predict from this what the story is about.
4 Yes, they are! • Use Hotspots and choose the Grammar Central box to
enlarge it. Have children use Highlighter to identify in
Optional activity: Scary animals survey Cooler: Guess the words the SB Activity 1 text examples of negative statements,
Write five animals on the board for the children to copy. questions, and short answers.
Ask different children Are (tigers) scary? Write a cross for Write a sentence frame on the board, giving the first letter •
Teacher’s Resource Center   For extra grammar practice,
of each word. e.g. S ____ a ____ s ____ . for Spiders print out Grammar Worksheet 3B.
No, they aren’t. and a check for Yes, they are. Have the
children stand up and mingle as a class or work in groups aren’t scary. Use language from the lesson. Ask the class to •
Student’s Resource Center   The children can use
Interactive Grammar 3B at home.
to do their survey. Elicit results. guess the words.

82 Chapter 3 Chapter 3 83
 L e sso n 7 Lesson 7
Optional activity: Match and say
Cooler: Play a guessing game
• Put the class into groups. Give each child two small
CLIL: Science—What animals eat pieces of paper. The children draw an animal on one Make two statements about an animal and ask
and a type of animal food on the other. The children children to guess what it is, e.g. I’m scary. I eat meat,
Lesson objectives: identify what animals eat
place their animals and foods in separate piles. They especially zebras. (A lion!) Then have the children play
Materials: Class CD; animal pictures (Warmer), small pieces of paper
take turns taking an animal and a food card and the game in pairs.
(optional); CLIL Graphic Organizer 3 [TRC printout] (optional)
making a sentence, e.g. Tigers eat bananas. The group
answers Yes or No.
Competency Focus
Act
The children carry out research to find out more about
a wild animal and what it eats. This helps them expand
their learning and relate it to their world, both inside
and outside the classroom.

• In pairs, children complete the diagram. Choose

Warmer: Play “Guess What’s Missing” individuals to write answers on the board.
Draw animals on the board or use pictures: giraffe, Answers
zebra, elephant, leopard, lion, monkey. For each animal ask meat—leopards, lions; plants—giraffes, zebras,
Are they scary? Are they cute? and review short answers. elephants; both—monkeys
Ask the children what each animal eats. Pre-teach leaves,
grass, meat, fruit. 3 Class Vote!
• Organize your class vote. Ask the children if they
think leopards are scary. Give them a minute to
1 1.36 Listen and read. think. Then write Yes and No on the board. Have the
• Ask the children to focus on the leopard in the pictures. children raise their hand for each answer. Count the 1 Complete the text.
Ask them why it is in the tree. (It’s hungry and looking votes and write the totals on the board. Elicit the
for food.) (They may need L1.) Ask the children to look at the text and complete the
result of the vote.
text using the words supplied. Check answers with
• Play the CD and ask the children to listen and find out if
the class.
their ideas about animal food were correct. Have them
Find Out More ! Answers
close their books.
Ask the children to choose an animal and to find out crocodile, those, giraffes, hungry, animals
• Play the CD again and pause each time after they eat.
Have the children complete the phrases. what it eats. Then ask them to draw a poster of their
2 Use your Student Book research. Make a
animal and a picture of what it eats, and label it.
• Then ask them to open their books and read the food chart for another animal.
text again.
Suggest appropriate resources, e.g. Internet, library
Ask the children what they found out about other •
Presentation Kit   When using the board for “heads-
books, etc., or provide the information yourself. The up” teaching, give the children as much opportunity
children will need to complete this research before animals. If they have not been able to find anything, as possible to participate. Make sure you ask plenty of
2 Write the animals in the correct places.
doing the follow-up activity in the Activity Book. you could divide your class into groups so they can questions to give them the chance to engage with the
• Call out sentences about animals and their food, share information. Have the children complete their text.
e.g. Monkeys eat meat and fruit. Have the children (It could be set as homework.) • tip You can use Notepad to log the results of the class vote.
own food chart. Elicit responses.
respond Yes or No to each statement. Involve the children in tallying the results and writing the
Answers scores on the board.
• Draw two overlapping ovals on the board. Label them Children’s own answers. •
Teacher’s Resource Center   Print out CLIL Graphic
meat and plants. Explain the overlap is for animals that Organizer 3 for the children to use in collating their Find
eat meat and plants. Choose a child to write giraffe in Out More! research.
the correct place. Then ask children about other animals.

84 Chapter 3 Chapter 3 85
L e sso n 8 Lesson 8

Project
Lesson objectives: review language from Chapter 3; complete a craft
project—making an animal mask; act out the story from the Reader
Materials: Reader; Project Template 3 [TRC printout]; colored pens/
paints/markers, elastic, glue, scissors, tape

Optional activity: Mask display 1 Choose an animal. Ask and answer to

Warmer: Retell the story
The children could set up an exhibition of their masks. complete the path.
Elicit five objects from The Hungry Giraffe, e.g. leaves, Ask the children to make a label for their masks, e.g. tiger, Have the children work along the path, asking and
bananas, etc. and make a list on the board. Briefly retell the giraffe, monkey. Make a wall display and invite another answering questions about the animals.
story as a class, using simple prompt questions and pointing class/teachers/parents to see it. Answers
to the vocabulary on the board.
Children’s own answers.
Showcase
Prepare 2 Tell the story. Use your masks.
• Choose four children to help you act out the story for Cooler: Play “Spelling Bee”
1 Choose a mask to make. the class. Ask them to come to the front of the class
Play the game with words from the chapter
• Have the children look at the completed animal masks with their Reader.
(see Games Bank p. 222).
in Activity 1 and identify them. Tell them they are going • Have the children read out and act the story taking the
to make their own animal masks. parts of the baby giraffe, the elephant, the monkey, and
• Hold up the materials to show the class. Point to the the tribesman. Take the part of the mother giraffe. Give
Competency Focus
pictures and explain the stages. (You might need to help by modeling difficult phrases for them to repeat.
use L1.) Collaborate and Communicate
• Then divide your class into groups of five to act out the
• Demonstrate how to make the mask, stage by stage. story. Allocate a role to each child. Give the children By acting out the story, the children consolidate their
time to practice acting out the story using their books. understanding in a fun and engaging way. They also
• Divide the class into pairs or groups if it is necessary to
Monitor and give help during rehearsal time. demonstrate their ability to work with friends and use
share materials. Give out the materials.
interpersonal skills.
•
Presentation Kit  Use Hotspots to enlarge the Prepare
• Ask each group to perform their story using their photos, stage by stage, as you talk the class through the
• Give the children time to make their animal mask.
activity process.
Monitor and give help as necessary. animal masks.
• Choose from ASL Vocabulary Videos 1A–3B to review
Optional activity: They’re tigers! vocabulary from previous chapters. Have the children vote
Alternative craft activity to select a topic to review, then play the video.
Regroup the children according to which animal mask they
A simpler option would be to have the children draw and •
Teacher’s Resource Center   Print out Project Template 3 to
color an animal face. Make sure they draw large eyes so that made. Ask each animal group to stand up at the front of the use for the SB craft activity.
these can be cut out. When they are telling the story in their class and mime their animal together. Ask the class to make
groups, have them hold up their pictures as masks. sentences about them, e.g. They’re orange and black. They’re
scary. They’re tigers!

86 Chapter 3 Chapter 3 87
 Review Review

Language Review
Lesson objective: review language from Chapter 3
Materials: Class CD

1 Reading and Writing. Look, read,

Warmer: Play an action game 3 Think about Chapter 3. Color the books. and complete. Competency Focus
Have the children choose an animal and stand up • Have the children look back at Chapter 3. Elicit Ask the children to look at the picture of the safari park Me: Self-evaluation
when you call out the name, e.g. Giraffes! Have the their favorite parts. The children then color the book and say what animals they can see. Have them read
class say a description, e.g. They’re giraffes! They’re tall! which represents how they feel about their own The children reflect on the chapter and express their
and complete the text using the words supplied. Check
Have each group of animals stand together, and call on progress (self-evaluation). opinions about their own progress. This encourages
answers with the class.
children to identify them using these or those depending them to evaluate and make decisions about how they
Answers
on how close the groups are. Treasure Hunt  ! learn and what they need to revisit.
1 giraffe 2 lion 3 elephant 4 crocodile 5 monkey
Ask the children to look at pp. 4–5 and find two scary lions.
Have children raise their hand when they find them. 2 2.46 Listening. Listen and check (✔) the
1 Look and complete the blanks. correct picture.
• Ask the children to identify the animals pictured. Make Ask the children to look at all the pictures. Play the
sure they understand which animals are near/far. CD twice and have them listen and check the correct
• They complete the sentences. Elicit answers. pictures. Choose a child to give their answers.
Answers Answers (Audioscript on p. 223)
1 elephants 2 are these; They’re 3 monkeys 4 What; They’re 1a2a3c

2 Circle the correct answer.

• Do oral practice of questions and short answers Cooler: Play “Bingo”
first. Choose a child to stand up and mime a giraffe. •
Presentation Kit   Print out Test Chapter 3 to use at the end
Have the children play the game with animal of this lesson. The Test Generator also allows you to create
Then ask the class questions to elicit short answers, customized tests.
e.g. Are giraffes tall? (Yes, they are!) Are lions small? vocabulary from the chapter (see Games Bank p. 222).
(No, they aren’t!)
• For the CEYLT (Cambridge YLE) exam preparation activities,
there are Speaking prompts available for this chapter.
• Ask the children to read the questions and circle the • Print out Festival Worksheet: Christmas to expand the
correct answers. Then call on children to give their children’s knowledge of US culture.
answers to the class.
Answers
1 Yes, they are. 2 Yes, they are. 3 No, they aren’t.
4 No, they aren’t.

88 Chapter 3 Chapter 3 89