2 The zoo Lesson 1

Objectives
• to review, present and practise animals • to practise saying a chant for pleasure
• to practise spelling

Language Basic competences

New language: animals: zebra, monkey, hippo, parrot, Language competence: Pupils identify and name
snake, bear, tiger, crocodile; zoo animals.
Recycled language: let’s go, come on, it’s fun Cultural awareness and expression: Pupils chant
together as a class.
Receptive language: What a great day!
Social and civic competences: Pupils work together to
ask and answer about a picture.
Materials Mathematical competence: Pupils solve a word puzzle.
CD, Flashcards (animals): 20–27, Teacher’s Resource
Book (optional)

Home-school link
• Online interactive activities: spinning game

42 Unit 2 The zoo

 Lesson 1
2
Pupil’s Book, page 18 3 Ask and answer.

Warm-up • Refer pupils to the picture. Ask Do you like snakes? and elicit
answers from the pupils.
• Mime a known animal, e.g. a cat, or make a noise like a cat.
• Pupils guess. Elicit the spelling and write cat on the board. • Check pupils know what to do.
• Repeat for other known animals. • Pupils ask and answer in pairs.
• Circle the wild animals in one colour and the domestic • Do class feedback, checking what different pupils like.
animals in another.
• Pre-teach zoo and tell pupils that we can see wild animals Activity Book, page 18
there.
1 Find the animals and write.
Presentation • Pupils circle the animal words in the wordsearch.
• Use the flashcards to present each animal. • Then they write the words under the pictures.
• Say the word for pupils to repeat. Key: Across: crocodile, bear, (zebra), hippo, monkey, snake
• Do this three or four times. Down: parrot, tiger
• Hold up each flashcard with its corresponding wordcard for
pupils to say the word in chorus.
• Stick the flashcards on the board and elicit the animal
names at random. Confirm with the wordcards.

1 
Listen and look. Then listen and say the
CD 1
30

words.
• Pupils look at the plan of the zoo in their Pupil’s Books.
• Play the recording.
CD1 Track 30
Whisper: What a great day!
Thunder: I love the zoo.
Flash: Me too.
Now say the words.
1 zebra, 2 monkey, 3 hippo, 4 parrot, 5 snake, 6 bear,
7 tiger, 8 crocodile
• Pupils point to the animals when they hear their names.
• Play the recording again. Pupils repeat the animal names.
• Pupils practise pointing and naming in pairs.
2 
Listen and chant.
CD 1
31

• Play the recording. Pupils listen to the chant.

• Use the pictures to support meaning whenever possible.
• Play the recording again, pausing after each line for pupils
to repeat. OPTIONAL ACTIVITIES
• Do the chant as a class and then in two groups. Reinforcement
• One group chants and the other claps the rhythm. • Mime one of the animals and make its sound.
• Swap groups and repeat. • Pupils guess.
CD1 Track 31 • The pupil who guesses correctly comes and mimes
Come on, let’s go to the zoo! another animal and makes the sound.
Come on, let’s go to the zoo! + See also Teacher’s Resource Book Worksheet 1, p16
Hippo, zebra, monkey, bear,
Extension
Parrot, tiger, they’re all there,
Come on, let’s go to the zoo!
• Pupils copy the outline zoo from PB Activity 1, but
without the animals.
It’s fun for me and you.
• Each pupil decides where to put the animals, draws
them in the pens and labels the pictures.

Unit 2 The zoo 43

2 Lesson 2

Objectives
• to review animals • to practise listening for specific information
• to present and practise the present simple third person • to practise likes / doesn’t like
singular affirmative and negative

Language Basic competences

New language: He/She likes / doesn’t like …, animals, Language competence: Pupils talk about likes and
apples, bananas, carrots, chicken, spiders, tree dislikes.
Recycled language: cheese, peas Sense of initiative and entrepreneurship: Pupils draw a
picture of an animal.
Social and civic competences: Pupils work together
Materials describing a picture.
CD, Flashcards (animals): 20–27, Teacher’s Resource
Book (optional)
Home-school link
• Online interactive activities: catching clouds game

44 Unit 2 The zoo

Lesson 2
2
2 
Listen and say.
CD 1
Pupil’s Book, page 19 33

Warm-up • Play the first sentence on the recording.

• Pupils repeat.
• Flash each flashcard quickly in front of the pupils in random • Do the same for the second sentence.
order.
• Pupils practise saying the sentences in pairs.
• Pupils call out the animal.
• Elicit the spelling from the class. Confirm with the 3 Draw an animal. Tell your friends about it.
wordcards.
• Demonstrate the activity using the example on the Pupil’s
Book page.
Presentation
• Check pupils know what to do.
• Draw pictures of a banana and an apple on the board. • Each pupil draws an animal and makes notes about it: they
Pre-teach the vocabulary and write the words under the
don’t write the text.
pictures.
• Draw a stick figure or an animal and give it a name, e.g. • In groups of three or four, pupils take turns to talk about
their animals. Remind them to use the model from Activity 3.
Henry.
• Point to the banana and Henry and say Henry likes
bananas. Rub your stomach to emphasise the meaning. Activity Book, page 19
Write the sentence on the board.
1 Read and complete.
• Do the same with apple, but say Henry doesn’t like apples
and pull a disgusted face. Write the sentence on the board. • Pupils look at the pictures and complete the sentences
• Repeat using the pupils. using the words in the box.
Key: 2 doesn’t like, 3 likes, 4 doesn’t like, 5 likes, 6 likes
1 
Look, listen and write the names.
CD 1
32

• Pupils look at the pictures in the Pupil’s Book.

• Ask pupils to write numbers 1-6 in their notebooks.
• Play the recording and do the first one as a class.
• Play the recording and pupils write the names in their
notebooks.
• Let pupils check in pairs.
• Do class feedback, playing the recording again to check.
CD1 Track 32
Jack the tiger doesn’t like carrots.
Peter the bear doesn’t like peas.
Ben the bear likes apples.
Lily the monkey likes bananas.
Paul the tiger likes chicken.
Mary the monkey doesn’t like cheese.
Key: 1-Jack, 2-Lily, 3-Peter, 4-Mary, 5-Ben, 6-Paul
OPTIONAL ACTIVITIES
Reinforcement
• Write at least six known food words on the board,
e.g. milk, chicken, apples.
• Pupils copy the list and put a tick or cross next to
each to express likes and dislikes.
• Pupils swap papers.
• Elicit from different pupils some of their partner’s
likes and dislikes.
+ See also Teacher’s Resource Book Worksheet 2, p17

Extension
• Pupils write the sentences about their partner from
the Reinforcement activity in their notebooks.

Unit 2 The zoo 45

2 Lesson 3

Objectives
• to review spelling of animal words • to listen for specific information
• to sing a song with the class • to practise the present simple third person

Language Basic competences

New language: animals, sausages, sandwiches, please Language competence: Pupils join in with a song.
Receptive language: someone, lovely Cultural awareness and expression: Pupils sing
together as a class.

Materials
CD, Flashcards (animals): 20–27
Home-school link
• Online interactive activities: karaoke song

46 Unit 2 The zoo

Lesson 3
2
2 
Listen again and tick (3) the food you hear in
CD 1
Pupil’s Book, page 20 34

the song.
Warm-up • Pupils look at the pictures in the Pupil’s Book.
• Write the animal words in jumbled letter order on • Ask pupils to write numbers 1-6 in their notebooks.
the board.
• Play the recording and do the first one as a class.
• In pairs, pupils unjumble them. • Play the recording and pupils tick the foods they hear in
• Check with the class. Pupils come and write the word their notebooks.
correctly under the jumbled word.
• Let pupils check in pairs.
• Confirm with the flashcards and wordcards. • Do class feedback.
 Key: (sausages), peas, apples, carrots
CD 1
1 34
35
Listen and sing.
• Pupils look at the pictures in their Pupil’s Books. Elicit which
animals and foods they can see. Activity Book, page 20
• Use the pictures to support / check meaning whenever
possible. 1 
Match the animals’ plates with the food they
like. Then write.
• Play the recording. Pupils listen to the song.
• Play the recording again, pausing after each verse for pupils • Pupils draw lines to match the animals with the foods as in
to repeat. the song.
• When pupils have learnt the song, practise it with the whole • They then complete the sentences with the foods.
class. Key: 1 e, 2 d, f, 3 a, g
• Use the karaoke version of the song (CD1, track 35) for The zebra likes sausages and carrots. The hippo likes
pupils to sing in three groups. bananas and apples. The parrot likes sandwiches and
chicken.
CD1 Track 34
The zebra likes sausages,
He doesn’t like peas.
Some carrots and sausages,
For the zebra please.

Peas, peas, lovely peas.

Someone come and eat them,
My lovely peas.

The hippo likes bananas,

She doesn’t like peas.
Some apples and bananas,
For the hippo please.

Peas, peas, lovely peas. …

The parrot likes sandwiches,

OPTIONAL ACTIVITIES
He doesn’t like peas. Reinforcement
Some chicken and sandwiches, • Pupils sing the song from PB Activity 1 again.
For the parrot please. • To make the activity more active, tell pupils to stand
up each time they hear the word peas.
Peas, peas, lovely peas. …
Extension
• Make groups of four.
• Each group writes a new verse for the Pupil’s Book
song, changing the animal and the food.
• Monitor the groups and give help as needed.
• Use the karaoke version of the song for groups to
perform their new verses.

Unit 2 The zoo 47

2 Lesson 4

Objectives
• to review animals and food items • to present and practise Does … like? and short answers

Language Basic competences

New language: Questions and answers with Language competence: Pupils ask and answer
Does ... like? Yes, he does. No, she doesn’t. questions about likes and dislikes.
Social and civic competences: Pupils work together in
Materials pairs to ask and answer about pictures.

CD, Teacher’s Resource Book (optional)

Home-school link
• Online interactive activities: Popping balloons game

48 Unit 2 The zoo

Lesson 4
2
Pupil’s Book, page 21 Activity Book, page 21
Warm-up 1 Look, read and tick (3).
• Divide the class into two teams. • Pupils look at the pictures, read the questions and tick ‘Yes,
• Ask for one volunteer from each team to sit on chairs facing he does’ or ‘No, he doesn’t’.
the class.
Key: 2 Yes, he does. 3 Yes, he does. 4 No, he doesn’t.
• Write or draw an animal or a food item on the board.
• The team try to tell the pupil sitting down what the item is 2 Read and answer the questions. T h i n k!
without saying it. Thinking skill: interpreting pictures
• Pupils can mime or use other words to help their teammate • Pupils look at the pictures, read the questions and answer
guess. ‘Yes, he/she does’ or, if there is a cross through the picture,
1 Look, read and match. ‘No, he/she doesn’t’.
Key: 2 No, she doesn’t. 3 Yes, she does. 4 Yes, he does.
• Look at the pictures.
• Ask pupils to write numbers 1-4 in their notebooks.
• Do the example as a class.
• Encourage pupils to read the question and the answer.
• Pupils match the questions with the answers in their
notebooks and check in pairs.
• Ask for volunteers to read the questions and answers to
check the answers.
Key: 2 c, 3 a, 4 d
2 
Listen and say.
CD 1
36

• Play the recording. Pupils listen and repeat in chorus.

• Repeat.
• Pupils take turns to practise the questions and answers in
pairs.

3 Look at the table. Ask and answer.

• Demonstrate the activity first.
• Put pupils into pairs. They take turns to ask and answer
about Mark and Emma.
• Monitor to check and support as necessary.
• Elicit questions and answers in open pairs as a final check. OPTIONAL ACTIVITIES
Reinforcement
• Pupils work in groups of four or five.
• Pupils ask questions about another pupil in their
group, e.g. Does (name) like cheese?
• The other pupils guess the answer: Yes, he does./ No,
he doesn’t.
• The pupil being discussed says True or False.
+ See also T eacher’s Resource Book Worksheet 3, p18

Extension
• Pupils draw a table like the one in PB Activity 3.
• Pupils write the names of two pupils in the table
and draw four foods of their choice.
• Pupils swap tables and draw happy or sad faces to
show like/dislike.
• In groups of three, pupils ask and answer about the
results, e.g. Does (name) like sausages? Yes, she does.

Unit 2 The zoo 49

2 Lesson 5

Objectives
• to review the characters in the story • to review the message from the story
• to present a picture story • to practise the story

Language Basic competences

New language: zoo keeper, got you, snake, Language competence: Pupils listen to a story.
I can help, thank you all so much
Cultural awareness and expression: Pupils act out the
Recycled language: language from the story story.
Receptive language: in trouble, Don’t throw them Social and civic competences: Pupils learn the value of
helping people through pictures.
Mathematical competence: Pupils work out a picture
Materials puzzle based on the story.
CD

Home-school link
• Online interactive activities: story animation

50 Unit 2 The zoo

Lesson 5
2
Pupil’s Book, page 22 Activity Book, page 22
Warm-up 1 Listen and tick (3).
CD 1
38

• Elicit from pupils the names of the four Super Friends. • Pupils listen to the recording and tick the picture of the
• Ask individual pupils to mime their special powers. character who is speaking each time.
• Elicit the problem at the school to review the previous CD1 Track 3 8
episode (burglars).
1 Zoo keeper: No, my keys! Don’t throw them.
1 
The zoo keeper 2 Misty: Here you are.
CD 1
37
3 Thunder: Look at the monkey.
• Use the pictures in the story to support meaning whenever Key: 1 2nd picture, 2 1st picture, 3 1st picture
possible.
• Elicit who the pupils can see in the second picture. 2 Look and write ‘yes’ or ‘no’.
• Pre-teach zoo keeper. • Pupils follow the spaghetti lines to match the characters
• Play the recording. Pupils listen for how the Super Friends with the animals.
help the zoo keeper (Flash catches the parrot; Thunder • If the match is the same as in the Pupil’s Book story, they
catches the hippo; Whisper catches the snake; Misty gets write yes, or if it is not, they write no.
his keys back for him from the monkey).
Key: 1 monkey Yes, 2 hippo No, 3 parrot Yes
• Pupils compare their ideas in pairs. Elicit from the class.
• Play the recording again. Pupils listen and repeat. 3 Match the pictures with the sentences. T h i n k!
• Play the recording again. Pause after each frame to check Thinking skill: matching
understanding. (Pupils can use L1 to talk about some of the
things.)
• Pupils look at the pictures and match the three speech
bubbles with the sentences.
Key: 1 Let’s help him. 3 Look at that! 2 Come here, rabbit!

OPTIONAL ACTIVITIES
Reinforcement
• Put pupils into groups of five.
• Pupils each take a role of one of the characters
from the story.
• Play the recording. Pupils repeat in role.
• Pupils practise the role play in their groups.
• Volunteer groups role play the story for the class.
Extension
• Write some key phrases from the story on the
board.
• Elicit from pupils who says them.
• Focus on I can help. Elicit from pupils other ways
they can help the zoo keeper, e.g. feed the animals.
• They draw a picture of how they can help and write
the sentence underneath.

Unit 2 The zoo 51

2 Lesson 6

Objectives
• to check pupils’ comprehension of the story • to focus pupils on the value of helping people
• to present and practise the letter sound ie

Language Basic competences

Recycled language: language from the story Language competence: Pupils interpret a deeper
meaning from a story.
Receptive language: helping people
Social and civic competences: Pupils learn the message
that helping people is good through pictures.
Materials
CD

52 Unit 2 The zoo

Lesson 6
2
Pupil’s Book, page 23 Activity Book, page 23
Warm-up 1 Look and tick (3). Va lu es
• Ask Who helps the zoo keeper? Value: helping people
• Write the four animals on the board. • Pupils look at the two pictures and decide which one
• Elicit which Super Friend helps with which animal. represents the value of helping people. They can discuss
this using L1.
• Pupils mime how the Super Friends help.
• They tick the correct picture.
2 Read and match. Key: Picture 2
• Ask pupils to write letters 1-4 in their notebooks. What’s in Kim’s bin? What’s in Mike’s pie?
2
• Play the recording of the story again. Pupils follow it in their Say and write.
Pupil’s Books.
• Pupils say the words in the box.
• Pupils complete the activity individually and then compare • If it has the ‘i’ sound, they write the word in the bin. If it has
answers in pairs.
the ‘ie’ sound, they write the word in the pie.
• Check with the class.
Note: Although the /ai/ sound is easy to say, pupils may
3 Find who says … spell the word incorrectly. Check spelling once pupils
have completed the activity.
• Write my on the board, using a red pen for the y.
Say m – y using the long vowel sound ie. Key: Kim’s bin: (six), pink, hippo, pig; Mike’s pie: nine, white,
• Pupils repeat No, my keys! after you. spider, tiger
• Pupils find the speech bubble in the story (frame 6). 3
CD 1
40 Listen, say and check your answers.
Key: The zoo keeper • Pupils listen to the recording and repeat the words,
4 
Listen and say. focusing on the ‘i’ and ‘ie’ sounds.
CD 1
39
• They check their answers from Activity 2.
• Play the recording. Pupils look at the picture, read and
repeat. CD1 Track 4 0

CD1 Track 39 Kim’s bin: six, pink, hippo, pig

Mike’s pie: nine, white, spider, tiger
ie - ie - ie
Mike flies by pies in the sky.
Mike flies by pies in the sky!
• Repeat the sentence as a class without the recording.
Say it loudly, slowly, quickly, whisper it, etc.
• Explain that often the e at the end of a word makes the OPTIONAL ACTIVITIES
vowel say its name (e.g. like rhymes with the letter i, make
rhymes with the letter a, and home with o). Reinforcement
• Ask How many pies? (There are nine.) • Pupils close their Pupil’s Books.
• Pupils take turns to repeat in pairs. • Dictate the sound sentence while pupils write. They
check in the Pupil’s Book.
• Pupils write two columns in their notebooks: i and
ie. Say the words bin, pie, my, six, sit, big, nine, like.
Pupils write the words in the correct column. Check
answers as a class.
• Point out the special word I (as in I’m a teacher),
pronounced ie.

Extension
• Focus on the parts of the story where the Super
Friends help the zoo keeper.
• Elicit from pupils why this value is important
and examples of when they help people.
Note: Some of this discussion may need to take
place in L1.

Unit 2 The zoo 53

2 Lesson 7

Objectives
• to review animals • to practise writing a description
• to practise reading and listening for specific information • to practise question forms with does

Language Basic competences

New language: lion, beautiful Language competence: Pupils read and listen for
specific information.
Recycled language: animals
Receptive language: Excuse me. Can I ask you about ... ? Language competence: Pupils write a description from
a model.
Of course.
Social and civic competences: Pupils work together to
ask and answer in pairs.
Materials Sense of initiative and entrepreneurship: Pupils colour a
picture based on verbal clues.
CD, Flashcards (animals): 20–27, Teacher’s Resource
Book (optional)

54 Unit 2 The zoo

Lesson 7
2
Pupil’s Book, page 24 Activity Book, page 24
Warm-up 1
CD 1
42 Listen and colour. LE
• Write Animals in a circle on the board. • Pupils listen to the dialogue on the recording and colour the
• Elicit the animals pupils know and build a word map, either animals in the picture accordingly.
writing the words or sticking up the wordcards.
CD1 Track 42
• Use flashcards to remind them of animals.
Woman: There’s a hippo in the picture. Can you see it?
• Pre-teach and add the new animals.
Boy: Yes,
1 Read and say ‘yes’ or ‘no’. Woman: Colour it grey.
• Tell pupils that the text is about a zoo called Hipsway. Boy: A grey hippo. OK.
• Tell pupils to read the three statements first and to guess Woman: Now find the parrot.
what the answers could be. Boy: I can see it.
• Pupils read the text to find the answers. Woman: Colour it red and blue.
• They check in pairs, re-reading silently as necessary. Boy: A red and blue parrot. OK.
• Check with the class, eliciting the sentence from the text Woman: Now colour the crocodile.
which gives the answers for questions 2 and 3. Boy: What colour?
• Pupils do not need to read the whole text aloud. Woman: Green.
Key: 1 no, 2 yes, 3 no Boy: OK.
Woman: Now for the last one. Can you see the bear?
2 Listen and answer.
CD 1
41 Boy: Yes.
• Pupils read the questions before they listen. Woman: Colour it brown.
• Play the recording. Pupils compare answers in pairs. Boy: Lovely. Can I colour the rest?
Woman: Yes.
CD1 Track 41
Key: grey hippo, red and blue parrot, green crocodile, brown
Girl: Excuse me. Can I ask Man: She’s from Mexico.
bear
you about your parrot? Girl: How old is she?
Man: Of course. What do Man: She’s five years old. 2  rite about an animal. Can your friends guess
W
you want to know? Girl: Does she like fruit? what it is? T h i n k!
Girl: What’s his name? Man: Yes! Her favourite food Thinking skill: hypothesising
Man: Her name – she’s a girl is fruit and she really • Pupils write a description of an animal they know the word
– is Mary. That’s likes bananas. for in English, following the model.
M A R Y. Girl: Wow! She’s so • Then in groups they read aloud their description for the
Girl: And where is she beautiful. others to guess the animal.
from?
• Play the recording again. Check answers with the class.
Key: 1 The name of the parrot is Mary. 2 She’s from
Mexico. 3 She’s five years old. 4 Her favourite food is fruit/
bananas.

3 Ask and anwer.

• Pupils look at the pictures.
• They ask and answer questions about the animals in pairs, OPTIONAL ACTIVITIES
referring to the text in Activity 1 for information.
Reinforcement
• In open pairs, pupils ask and answer questions
using AB Activity 2 as a model: Is your favourite
animal (big)? Does it like (fish)? What is it?

Extension
• Pupils draw three word maps: 1 Animal names,
2 What animals eat, 3 Where animals live.
+ See also T eacher’s Resource Book Worksheet 4, p19

Unit 2 The zoo 55

2 Lesson 8

Objectives
• to enable pupils to listen and visualise and to create • to give pupils practice in describing a picture
their own pictures • to enable pupils to follow a set of instructions

Language Basic competences

New language: half Language competence: Pupils listen to ideas and
respond creatively.
Recycled language: animals, animal families, colours,
imperatives Sense of initiative and entrepreneurship:
Pupils draw a picture based on verbal information.
Receptive language: Close your eyes and listen. Imagine
... Now draw ... Social and civic competences: Pupils work together to
ask and answer about their own pictures.
Cultural awareness and expression: Pupils participate
Materials in actions based on verbal instructions.
CD, paper, coloured pens and pencils Social and civic competences: Pupils work together to
give and respond to instructions.

56 Unit 2 The zoo

Lesson 8
2
2 Then listen again and number the pictures.
CD 1
Pupil’s Book, page 25 44

Warm-up • Pupils listen to the recording again and sequence the

pictures.
• Draw a strange animal on the board, e.g. half crocodile and Key: a 6, b (1), c 5, d 3, e 2, f 4
half lion.
• Elicit what it is and pre-teach half. 3 Listen to your friend and act out.

1
CD 1
43 Listen and imagine. Then draw your picture. • In pairs, pupils take turns giving one another the
instructions from Activity 1 and carrying them out.
• Tell pupils to put their heads on their desks, close their eyes
and listen.
• Play the recording. At the end of the recording, speak
quietly and tell pupils to listen again and imagine. Tell them
they are going to draw the picture from their heads.
CD1 Track 43
Imagine you are in the jungle. Listen to all those strange
noises. Was that a lion? Was that a parrot? And what was
that? What a beautiful place! Suddenly you see something.
What is it? A crocodile? A snake? A hippo? It’s different. Is it
half animal and half bird? What a strange animal! Draw it.
OPTIONAL ACTIVITIES
• Play the recording again.
• Pupils draw their own pictures of what they imagined. Reinforcement
• Go around the class and encourage pupils. • Display pupils’ pictures from PB Activity 2 on tables
• Talk to them about their ideas and help if necessary. or on the walls.

2 Show your picture to your friends. Then tell.

• Have pupils go around and see how many different
animal combinations they can find.
• Read the example from the Pupil’s Book with the class. • Ask the pupils which pictures use the same animals.
• Put pupils into pairs or small groups for the descriptions.
• Volunteer pupils describe their pictures to the class. Extension
• With the pupils’ pictures still displayed, one pupil
comes to the front of the class and describes an
Activity Book, page 25 animal (It’s half ... and half ... It likes ...).
1
CD 1
44 Listen and act out with your teacher. • The class put up their hands to guess which animal
is being described, pointing to the picture.
• Play the recording and mime the actions. • The pupil who guesses correctly comes up to the
• Pupils mime the actions with you. front to describe another animal.
CD1 Track 44
Picture dictionary and self-evaluation
1 It’s a hot day.
2 Go for a walk in the countryside. 1 Look and write.
3 There’s a beautiful bird in the tree. • Tell pupils to match and write the words with the
4 Ooop! Your foot is in a rabbit hole. pictures.
5 You’re on the floor! • Check answers as a class.
6 Your jeans are dirty. Key: crocodile, hippo, monkey, snake, parrot, tiger, zebra
2 
What is it? Say the words. Then colour the
faces. Su pe r me
• Pupils test themselves by saying each word.
• Pupils colour in the face if they can remember the
word.
• If pupils are unable to remember, encourage them to
check in their Pupil’s Books to remind them.
Note: You could now do the end-of-unit test on
Teacher’s Book pages 194–195. You could also use
the lesson Culture for Unit 2 on page 89.

Unit 2 The zoo 57