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Lesson 1
Your students will:
learn vocabulary about pets.
use indefinite articles to identify each pet: a/an.
ask and answer identification questions with
What...?
appreciate values: respect for animals.
say a rap to focus on pronunciation and rhythm.

Quick recycling

Play hangman with words students know.

Get ready...

Extra material:
Pictures/drawings of animals.

Summarize: Choose an animal and draw it on the board (or you can ask
a student to the front and tell him/her to do this for you). Next to the
drawing, write:

Activity 1: Pre-teach the different animals in the banner by asking

students to listen to track 13, read and say the word, or by
presenting the animals through pictures. Alternatively, you may begin
a drawing of a cat on the board and ask, What is it? Make a gesture to
indicate you dont know.
Students guess in L1. Finish the drawing and say, Its a cat. Make sure
that students repeat the new vocabulary as many times as possible. Add
variety by asking only girls to repeat, then boys, then louder, then using
a higher/lower pitch. Play track 13 again.

Go!

Introduction
Activity 2: Show the picture and ask students to guess what is
happening. Allow L1. Tell students they will listen to track 14 to see if
they were right. Play the whole dialogue again while students follow the
text.
Presentation
Play track 14 again and stop after each speaker. Make sure
students identify all the characters. Explain the concept of pet. Use
choral or individual drilling for reinforcement. Put photos/drawings
of the animals in question in a bag. Pick one of the photos and show
only one section of it and ask, What is it? Show you do not know
using gestures. You can also ask, Is it a dog?, Is it an iguana? Finish by
showing the complete photo and saying, Its a/an... The same activity
can be done drawing sketches of the animals on the board. Do this
slowly to allow time for guessing.
Practice
Pairwork: prepare jigsaws out of pictures of animals. (These pictures
should be quite large.) Invite students to rearrange the pieces. Students
should ask their partners, What is it? Another option is to ask one
student to draw an animal while his/her partner tries to find out what it
is by asking, What is it?

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Its a cat/dog/mouse.

an owl/iguana/elephant.

Activity 3: Play track 14 again and tell students to follow the next.
Invite students to act out the conversation.
Rap: You can either play track 15 and invite students to follow the
text or work with the text first and then play the track. Once you
have listened to it, remember to make different groups say the rap in
different ways: dancing to it, inventing steps, faster, louder, etc.

Extra time

Activity Book: page 25, Activity 1.

(5 minutes)
Rap with mimicry: one student volunteers to imitate the sound of one
of the animals in the rap. The rest sing, What is it? Say it now. The
student answers. Choose other volunteers or imitate the sound of the
other animal yourself.
(8 minutes)

Look at my pet!

Lesson 2
Your students will:
revise letters, numbers and names of animals.
identify different animals.
use be in the negative form.
appreciate values: turn-taking, respect for partners
skills and pace.

Quick recycling

Write the first and last letter of: mouse, elephant, iguana, etc and ask
students to guess the words.
Alternatively, you may say, It begins with..., It has... letters.

Get ready...

Invite a student to the front. Use your finger to draw an animal on his/
her back. Ask him/her to guess the name of the animal and say, Its a...
Do this several times with different students. Students then practise in
pairs.

Go!

Presentation
You will need cutouts of animals. On the back of each shape, stick
or draw the picture of another animal. Make pairs as follows:
elephant/owl; iguana/mouse; dog/cat; cat/iguana; owl/dog;
dog/elephant. Show the first shape (make sure students cant see the
picture on the other side) and ask, What is it? They will say, Its an
elephant. Turn it over and show the drawing on the back. Say, No,
it isnt an elephant. Its an owl. Repeat twice. When you say isnt,
reinforce with gestures. Provide another example using the second
pair. When students say, Its an iguana. say, No, it isnt an iguana. Its a
mouse. Elicit repetition.
Practice
Elicit questions and answers using the rest of the pairs.
Activity 1: Tell students they have to match with the appropriate
drawing and then answer the question. After 8-10 minutes, correct
orally. Make one student read the left-hand column and ask another
one to give the right answer.

Extra material:
Cardboard/craft foam cutouts of animals.
Drawings or pictures of the animals being learnt.

Activity 2: Play track 16 to check. Elicit repetition.

Audioscript

16

1 It isnt a mouse.
It isnt an elephant.
What is it?
Its an iguana.
2 It isnt an iguana.
It isnt an elephant.
What is it?
Its a mouse.
3 It isnt a mouse.
It isnt an iguana.
What is it?
Its an elephant.

Answers
1 b, Its an iguana; 2 c, Its a mouse; 3 a, Its an elephant.

Activity 3: Students read the sentences given, follow the lines and
correct the sentences.
Correct orally.
Activity Book: page 25, Activity 2. Ask students to work individually.
Then write the correct answers on the board.

Extra time

Divide the board into two. Ask students to close their eyes while you
copy three jumbled sentences on each side. Divide the class into two
teams and give each five minutes to unscramble the sentences.
(10 minutes)
Follow the same procedure as with the previous activity but this time
the sentences have mistakes or missing words. Ask students to read
carefully what you have written and come to the board to make any
necessary changes.
(10 minutes)
Example: He is Susan.
What his name?
How olds is she?
Whats his name?
It isnt a iguana.
Im a ten.

How old is you?

Its cat.
His name is Anna.
I Susan.
We is ten.

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Look at my pet!

Lesson 3
Your students will:
learn colour adjectives and use them to describe
animals and objects.
be involved in listening activities.

Quick recycling

Audioscript

18

Revise animal vocabulary using the craft foam shapes from Lesson 2.
You may put the shapes in a bag and invite students to close their eyes
and put one hand into the bag to draw out a shape. Students try to
guess what it is only by touching it.

a blue mouse, a pink iguana, a brown elephant, a blue dog, a red cat, a blue cat, a red owl,
a black mouse, a yellow iguana, a pink mouse, a yellow dog, a grey owl, a green cat, a grey
mouse, a red dog, a black mouse, a pink owl, a grey elephant, a brown dog, a green iguana,
a green mouse, a pink owl, a brown iguana, a green cat.

Get ready...

Extra time

Activity 1: Show the banner. Ask students what they think they will
learn. Ask if they already know any of the colours in the banner. If they
do, do not correct pronunciation, just model it. Play track 17 and elicit
repetition.

Go!

Point to different objects in the classroom and ask students to say what
colour they are.
Practice
Activity 2: Help your students understand what they have to do. Read
the example to make sure students understand what they have to do.
Students work in pairs and describe one animal each.
Answers
From left to right:
Its a blue cat.
Its a brown mouse.
Its a red cat.
Its a green owl.
Its a white mouse.
Its a black dog.
Its a yellow iguana.
Its a pink elephant.
Its a grey owl.

Activity 3: Ask students if they like playing Bingo and make sure they
know how to play using elicitation in L1. Allow 5 minutes for students
to colour the animals using only one of the two options.
Activity 4: Play track 18. Tell students to say, Bingo! when all the
animals on their card have been called out on the track. They can also
say Line! when they have completed a line.

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Extra material:
Cardboard/craft foam cutouts of animals.

Board game The chain: Invite a student to the board to write any word.
He/She then invites another student to add another word that begins
with the last letter of the previous word. It will look like this
elephantenumbered.
(8 minutes)
Choose a word and say what semantic field it belongs to: colour,
animal, number, and its first letter. Students have to guess the word
after you say, eg Colour. G. Students hazard a guess, eg Green. Teacher
says, Yes!
(8 minutes)
Activity Book: page 25, first part of Activity 3.
(5 minutes)

Look at my pet!

Lesson 4
Your students will:
use the language they have learnt so far to talk
about flags.
have fun reading the Fish & Chip story.
design their own flag.
ask and answer questions about colours.
show respect for flags and other patriotic symbols.

Extra material:
Pictures of flags.
Blank paper/cardboard for drawing flags on.

Quick recycling

Ask general revision questions, Whats your name?, How old are you?,
What is it?

Relaxation
Students share their work, asking and answering questions about their
flags.

Get ready...

Extra time

Point to Charlie and elicit his name. Pre-teach the word flag modelling
pronunciation for students to repeat. Point to the flag in picture 1
and ask what colour it is. Point to other flags in the background and ask
the same question.

Go!

Tell me the name of something... red. Explain that one student will say
this and the others should guess what object the first student has in
mind. The student who guesses right scores for his/her team.
(8 minutes)
Activity Book: page 25, second part of Activity 3. Oral correction.
(5 minutes)

Introduction
Explain this is a very important sports competition, like the Olympic
Games. Charlie is representing his country but, as usual, he has
certain problems.
Point out that the participants feel proud to represent their countries
and that being the flag bearer is a great honour. Using L1, you may also
focus on values and characteristics of a national athlete.
Presentation
Activity 1: If students feel confident, they may listen without reading.
Play track 19 and start working on each frame of the story. Point and
ask, What colour is his flag? Accept incomplete answers but then elicit
complete answers.
Say, Imagine you are... to elicit My flag is... for the first two pictures.
Use L1 to explain what happened in picture 3 and elicit the question and
Charlies answer. Your intonation should show sadness/disappointment.
Play track 19 again for integration and invite different students to read/
act out the conversation.
Practice
Invite students to ask and answer questions about their belongings,
What colour is your book/pencil, etc...?, Its...
Activity 2: Discuss the significance of a flag and invite students to
design their own flag in groups. The work may be followed by the
election of the class flag. You may suggest other alternatives, eg the
English department flag, the family flag or their team flag.
Activity 3: Compare all the flags and do the survey.
Answers (Activities 2 and 3)
Students own answers.

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Look at my pet!

Lesson 5
Your students will:
revise nouns.
play a guessing game.
revise colour adjectives through a listening
comprehension activity.
have fun singing a song.

Quick recycling

Nominate a student. Tell him/her to choose an object that belongs

to you and ask, What colour is your...? After you answer, nominate
another student to ask a similar question.

Get ready...

Extra time

True/False: Students clap once if the sentence the teacher says is true
and twice if it is false, eg Sammie is yellow. (Students should clap
twice.) My pen is red. (Students should clap once.)
(3-4 minutes)

Pre-teach favourite. Show students different coloured pencils or pens

and say what your favourite colour is. Say, My favourite colour is... and
use gestures to emphasise the meaning.
Ask students what their favourite colours are.

Write four incomplete sentences on the board and True or False next
to each. Students complete the sentences accordingly. They may do this
either in their notebooks, orally or on the board.
(8 minutes)

Go!

Examples:
My flag is
My book is

Activity 1: Pairwork. Explain that this is a memory game. Student A

looks at the pictures for 2 minutes to memorize colours and objects
and then closes the book. Student B asks questions while looking at
the same pictures in the book. Allow three or four questions and then
switch roles.
Alternative activity: Individual work. Explain the rules and hold the book
up at the front of the classroom while students try to guess what object
you have in mind.
Activity 2: Make sure students remember all the colour adjectives
so that they can circle all the colour words in the song and then match
each with the corresponding picture. You may ask students
to write a number in each blob of paint to simplify correction. Check
answers orally.
Invite students to follow the text and play track 20. Go through the
song, reading and explaining anything students may not know. For
expressions like Lets sing..., you may use L1 and/or gestures showing
invitation.
Activity 3: Play track 20 again and invite students to sing. In order to
have more fun, you can ask students to snap their fingers, stand up or
jump each time they hear a colour.
Relaxation
Activity Book: page 26, Activity 4. Check answers and correct on the
board. Copy the complete sentences.

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Extra material:
No extra material needed.

. (False)
. (True)

Look at my pet!

Lesson 6
Your students will:
learn adjectives and use them to describe objects
and animals.
do craftwork and use it for communication
activities.

Quick recycling

Show students the different cards/pieces of paper without showing the

pictures of animals glued to the back. Tell them to guess the
animal on each card. The shape should help but not be obvious. If they
guess correctly and the picture shows, for example, a nice small dog, say,
Yes, its a dog. How nice! (reinforce with a gesture). The idea is to start
using the adjectives that will be introduced later on.

Get ready...

Pre-teach the adjectives using the pictures you have. Put them all in a
plastic bag or box and invite a student to take one out, very slowly. As
he/she does so, ask students, What is it? When you have the picture in
your hand, show it to them and say, Yes, its a big/nice/horrible dog/
rabbit.
Do this with the different pictures you have. Use gestures to show the
meaning of the adjective you are using. Elicit repetition. Avoid saying
repeat. Try using rising intonation and volume instead.
Once they have heard enough examples, show your pictures one by one
and ask different students to describe the animals they can see. Use the
verb describe.

Go!

Activity 1: Play track 21 and elicit repetition.

Invite students to read aloud.
Practice
Activity 2: Explain to students that they have to match the speech
bubbles with the corresponding pictures. Show what they have to do on
the board and elicit an example. Allow 3-4 minutes to do the activity.
Check answers and correct orally.

Extra material:
Pictures of animals and objects stuck on bigger
pieces of paper/cardboard.
Cardboard/craft foam and coloured pencils/markers
for the animal pencils.

Sample answers
Is it big?
Yes, it is.
Is it horrible?
No, it isnt.
What colour is it?
Its grey. What is it?
Its an elephant.
Elephant: big/nice/grey
Cat: big/nice/yellow
Dog: small/nice/(black and) white
Mouse: big/horrible/brown

Alternative activity: A pencil parade. Students stand up and show their

pencils to the rest and describe their animals.

Extra time

Activity Book: page 26, Activity 5. Ask one or two students to copy
their descriptions on the board.
(8-10 minutes)
Activity Book: page 27, Activity 6.
(5-7 minutes)
Activity Book: page 27, Activity 7.
(5-8 minutes)
You may ask students to draw a strange cat/dog/elephant and describe
it to the rest.
(10 minutes)

Answers
1 b; 2 d; 3 a; 4 c

Relaxation
Activity 3: For further oral practice, students make animal pencils
like the ones in the pictures using cardboard/craft foam and coloured
markers/pencils. Then they interact asking and answering questions
using the newly-learnt adjectives as shown in the book.

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Look at my pet!

Lesson 7
Your students will:
revise vocabulary in a reading comprehension
activity.
be introduced to reading strategies.
interact asking and answering questions about their
favourite colours/animals.

Quick recycling

Draw a Bingo card on the board and tell students to copy it and to
complete theirs with 6 words: three animals and three colours. Play the
game with students.

Get ready...

Revise Yes/No questions using pictures from previous lessons. Practise

animals and colours.

Go!

Activity 1: Explain how to match the dialogues and the pictures. Ask a
pair of students to read the first dialogue. Explain how to answer. Ask
another pair to read the second exchange and a third pair to read the
last exchange but do not elicit the answers. Allow 5-7 minutes to do
the activity. Check answers and invite different students to write the
corresponding letter on the board.
Answers
1 c; 2 e; 3 d

Activity 2: Ask two or three different students about their favourite

colours or animals. If they sound confident, you may also ask about
TV programmes, sports or cartoons. These vocabulary items will help
students to speak more naturally.
Invite students to copy and complete a summary into their notebooks:

Whats your favourite

My favourite colour is

Ask several students to read their answers.

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?
.

Extra material:
Pictures from previous lessons.

Practice
Ask several students to come to the front, introduce themselves and
say how old they are and what their favourite colour/animal/sport, etc
is. They may also pretend to be somebody else and give information
that corresponds to another classmate or a celebrity of their choice.
They may do this in pairs as well. This activity is intended to integrate all
elements in the unit.

Extra time

Rearrange the dialogue: Students copy the following dialogue into their
notebooks. Invite students to copy the final version on the board:
My name is Alison
How old are you?
Hello! Whats your name?
A hamster.
What is your favourite animal?
I am ten.
Green.
And your favourite colour?
(10-12 minutes)
Game: Write sentences on the board based on information from the
book. Some sentences should have mistakes (eg Sammie is a cat.)
If the sentence is correct, students clap once. If the sentence is
incorrect, students clap twice. Remember to show the picture that
inspires your sentence.
(8-10 minutes)

Look at my pet!

Lesson 8
Your students will:
read about the London Zoo.
learn the names of animals and their descriptions.
prepare a project on a zoo they know.

Quick recycling

Tell students they are going to play Bingo. Invite them to prepare a
six-square grid.
Write ten words on the board, most of which will be referred to animals.
Students choose six and write them on the grid.
Read out six of the words aloud. The student/s who can complete the
grid first is/are the winners.

Get ready...

Extra material:
No extra material needed.

Mini-project: Invite students to visit their local zoo on the Internet. If

there isnt any zoo where they live, they can just choose a well-known
one.
Ask them to choose an animal from the zoo and write about it. The text
should be similar to the one on the page.
Invite students to write the information on a poster and to illustrate
it with any kind of drawing or picture. They will then share their work
with their classmates the following class.

You may correct previous activities.

Focus students attention on the title of the page. Ask if they know what
a zoo is. Ask Is there a zoo in your town?
In L1 ask them if they like going to the zoo and what their favourite
animal is. Then, refer to the London Zoo as one of the biggest in the
world. Tell students that most species are are exhibited in that zoo.

Go!

Presentation
Point to the three pictures on the page. Ask students if they know these
animals. Teach them in the target language.
Invite students to read the text that follows and to underline the words
they have never seen before.
Teach new vocabulary using different techniques. If students feel eager to
know other animals, teach them in a similar way. You may ask students
leading questions so as to check comprehension.
Once students have read and answered your questions, focus their
attention to the true, false or not mentioned activity that follows the
text. Correct the activity orally. If a student fails to give the proper answer,
call on a classmate to help him.
Answers
1 True; 2 Not Mentioned; 3 False; 4 True; 5 Not Mentioned; 6 False; 7 Not Mentioned

Alternative activity: Write some statements on the board. Students read

them out and then they decide which of the three animals they refer to.
Examples:
This animal is not small.
This animal is really dangerous.
This animal is not from Africa.
Provide as many statements as you wish. Correct orally.

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