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1 Life in the wild

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Lesson 1 Reading

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conservation endangered extinct
1 How many wild animals do habitat observe (observing) predator
you know in English? Write a list. presenter prey protect species

2 Look at the texts and photos and answer the questions. Be a star!

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1 What kind of texts are they?
2 What kind of work do these people do?
3 What discoveries have they both made?

3
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1.2 Read the texts quickly and check your ideas in Activity 2.
Are any of the animals on your list in Activity 1 mentioned?

¢ Look at the vocabulary panel above. Find the words in the text.
Use the context to work out what they mean.
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STEVE BACKSHALL is a wildlife expert whose love of animals

and adventure has taken him all over the world. He was born in
England in 1973.
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Steve has been interested in animals since he was a child – he

grew up on a farm, where he was surrounded by animals from
an early age. After university, he travelled to many countries
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and enjoyed observing wild animals. He became especially

interested in predators and the prey that they hunt.
In 1998, he travelled to the jungle in Colombia, bought
a video camera and made a video about snakes. He
took it to a TV producer, who gave him his first job.
Soon he was producing, filming and presenting
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nature programmes. In 2003, he joined the

BBC’s Natural History Unit, where he took
part in challenging trips to wild places.
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Unit 1 Read two biographies from a magazine

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In 2009, he and his team explored Mount Bosavi,
a volcano in Papua New Guinea, where they
discovered a new species – a woolly rat as big as
a cat! As a TV presenter, he’s caught snakes and
swum with sharks. He also makes exciting nature

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programmes for children. Deadly 60 is all about
predators.
Steve has also written five books about animals and

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is now studying for a degree in biology so he can
learn more about animals. He believes that TV and
books are a great way to help people appreciate
nature and understand that animals are not
frightening.

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FR
MIREYA MAYOR is a scientist and conservation
expert who works to protect animals. She was born
in the USA in 1973.
Mireya wanted to be a lawyer, but at university she
discovered that some animals might disappear and become
extinct unless we help them. So she decided to study animals,
and spent two years in the jungle researching monkeys.
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In 1999, she started her first wildlife show on National

Geographic TV, Wild Nights. Since then she’s travelled to lots of
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countries to do research and make programmes to tell people

about conservation. In 2000, Mireya discovered a new kind of
lemur in Madagascar, the mouse lemur. This species is so small it
can fit in your hand. She told everyone that the cute little animal
was endangered. Because of this, the animals’ habitat became a
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national park to protect them.

Mireya has also written an autobiography –
the story of her life as a scientist and explorer.
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She has just joined the Amazon

Conservation Team, a group of
people who are trying to save the
rainforest – a habitat for thousands
of different species of plants and
animals. Mireya wants people to
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understand how amazing animals

are and to protect the endangered
ones before it’s too late.
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Unit 1 Reading skill: use images to help understanding

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Lesson 2 Reading comprehension

1 Read the biographies on pages 8–9 again and complete the table. Be a star!

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Name Steve Backshall Mireya Mayor
Born 1973
Profession

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TV programme name
Discovery
Number of books written

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2 Write T (True) or F (False). Then read again and check your answers.
1 Steve only became interested in animals when he was an adult. F
2 Steve studied biology at university before he worked with wildlife.
3 Steve believes TV helps people understand animals and nature.
¢ Mireya has done research in the jungle.

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5 Mireya believes we will lose some animals if we don’t protect their habitats.
6 Mireya thinks we should only save small animals.

3 Which skills do you think are useful for a wildlife expert?

Underline, then add two more ideas.
• making maps • taking photographs • understanding science Values
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• knowing about weather • speaking different languages Why is it

important to
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protect wildlife?

Working with words

Compound nouns
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Match the words to make compound nouns.

A compound noun is a noun
1 ear a site
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that is made up of two or

more words. This is usually 2 camp b brush
a noun + a noun:
3 life c fish
rainforest = rain + forest
¢ back d bone
wildlife = wild + life
5 paint e phones
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6 star f boat
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Unit 1 Reading skill: read for specific information Working with words: compound nouns
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Lesson 3 Grammar
Graphic Grammar
1 Look and read.

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Present perfect and past simple

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She ’s taken photos since 2012 .
AW_PB5_U1_L3_a

She ’s taken lots of photos of wildlife .

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She took this photo last winter .

2 Circle the correct answer to complete the sentences.

1 Mateusz Piesiak has been / was interested
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in wild birds since he was a baby.
2 He’s only 16, but he has won / won many
photography prizes.
3 Last year, he won / has won Young Wildlife
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Photographer of the Year.

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¢ His parents helped / have helped him travel to wild places.

5 He has travelled / travelled to four different continents last year.
6 He has come / came back from Siberia three weeks ago.
7 While he was there, he took / has taken thousands of photos of birds.
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8 He has taken / took photos of other animals since then, too.

3 Take turns asking and answering with a partner. Be a star!

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1 What are you interested in? 3 When did you start doing it?
2 How long you have been interested in it? ¢ Have you bought any equipment?

What are you interested in?

I love playing volleyball.
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How long … ?
I’ve played since …
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Unit 1 Use the present perfect and past simple to talk about experiences and events
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Lesson 4 Language in use

1 1.3 Listen and say. migrate record sanctuary unbelievable

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Have you ever visited the bird
sanctuary?

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Yes, I have. I loved it!
When did you go?
I went with my mum last year.
What did you do there?
I watched an expert put a ring on

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a bird’s leg to record where it goes.
Look, I took a photo.
What kind of bird is that?

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It’s a swift. They migrate from China
every year. They fly over 120,000
kilometres.
That’s unbelievable! How long have
you been interested in birds?
For about six years.

2 Complete the questions with the correct form of the verbs.

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1 Have you ever visited (visit) the wildlife park? Yes, I have.
2 When you (go)? Last summer.
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3 What you (do) there? I watched the monkeys.

¢ you (take) any photos? No, I didn’t.
5 How long you (be) interested in animals? Since I was five.
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3 Think of places you could visit to see animals and

what you could do there. Use your own ideas and the
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ideas in Activity 2 to make a new dialogue. Be a star!

Have you ever visited the wildlife park?
Yes, I have. I loved it.
When did you go?
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Unit 1 Use the present perfect and past simple to ask about experiences
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Lesson 5 Listening

1 Look at the photos and answer the questions. at risk behaviour chance

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1 What animals can you see? Where are they? danger get rid of survival

2 What do the photos have in common?

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2 1.4 Listen and check your ideas in Activity 1. Be a star!

3 What is ‘mutualism’? Tick ( ) the correct definition.

a When predators work together to catch prey.
b When animals from different species work together to help each other.
c When animals of the same species protect each other from predators.

¢
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1.4 Listen again and complete the notes.

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1 Ostriches can’t 1 hear or 2 Oxpeckers are 1 .

2
very well. Zebras can’t They 2
parasites from
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very well. Ostriches a rhino’s 3 . Parasites
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can 4 danger from far

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rhinos and
away. Zebras can 5
and
5
their blood. Rhinos can’t
6
it. So when one of get the 6 off their backs so
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them 7 , the other one the birds 7 them. This helps

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too. the rhino, and the birds get 8 .

5 Discuss the questions.

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1 Which animals do you think are a danger to ostriches and zebras?

2 What’s the difference between mutualism and the predator–prey relationship?
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Unit 1 Compare photos with audio information

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Lesson 6 Writing

1 Look at the texts on pages 8–9 again. Answer the questions.

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a What is a biography?
b What information do you expect to find in a biography?

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2 Use the texts to number the paragraphs of a biography in order (1–¢).
a early life and start in profession
b who the person is and date and place of birth
c other achievements and beliefs

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d working life, experiences and discoveries

3 Read the notes from a biography of the conservationist Jane Goodall.

Number them in order.

a has also written many book s

b born 1934, England
c has helped countries in Africa
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protect wildlife
d 1956 – travelled to Kenya to visit friend;
met famous scientist Louis Leakey
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e while working with Leakey discovered

chimpanzees can make and use tools
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f believes that animals are clever and we

should take care of them
g 1960 – went to Tanzania to study
chimpanzees by sitting with them
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h Jane Goodall is a world-famous

conservationist and writer on animal
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behaviour 1
i as a child, obser ved birds and animals –
made notes and drawings
j Leakey gave her a job as researcher
on chimpanzees
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Unit 1 Write a biography Use paragraphs to organise information

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¢ Which section of the biography would each sentence in Activity 3 appear in?
Match paragraphs 1–¢ in Activity 2 to letters a–j.
Paragraph 1 h, b Paragraph 3

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Paragraph 2 Paragraph ¢

5 Work in pairs to write a biography of Jane Goodall. Use the notes

in Activity 3 and the texts on pages 8–9 to help you. Be a star!

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Jane Goodall is a world-famous
conservationist and writer on animal
behaviour. She was born in England

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in 1934.
As a child, she observed birds
and animals, and …

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Learning to learn
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Research information online

The internet is a great place to look for information – but it can be difficult to find exactly
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what you’re looking for. Follow these tips to find the right information!
• Are you using the right keywords? You want to research predators in the ocean,
but typing predators gives you a lot of responses that aren’t useful. Make your
search more detailed, e.g. predators ocean.
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• Are you using the best websites? The websites that appear first are usually the
most useful – but check who wrote them and when. Look for websites you can trust,
for example, a site like National Geographic will give you better information than a
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company trying to sell you a holiday.

• Is the information correct? If you’re not sure whether you can trust the website,
look at information on another website. Is it the same?
Try searching for further information about Jane Goodall to include
in your biography.
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Unit 1 Learning to learn: research information online

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Lesson 7 Speaking background bottom foreground top

1 Look at the photo. What can you see?

What do you think is happening?

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2 1.5 Listen and complete the description.
How is it similar / different to your ideas in

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Activity 1?
The main focus of the photo is a 1 turtle
and some 2
fish. They are swimming
together in the ocean. In the background there are
some black fish. At the 3 of the photo

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you can see some ¢
. It looks like the
fish are on 5
of the turtle. It’s possible
that they are 6
it – perhaps they are
7
the turtle. I really like this photo

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because it shows 8 working together to 9 each other.
It also has beautiful, bright 10 .

3 Number the stages of describing a photo in the same order as Activity 2.

a say what you think is happening d give your opinion of the photo
b describe the general situation e describe other details in the photo
c describe the main focus 1
The main focus of the photo is …
¢ Choose one of the photos. Prepare a short
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In the background / foreground …

description of it. Use the phrases and Activities 2 At the bottom / top …
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and 3 to help you. It looks like … / It seems as if …

It’s possible that … / Maybe …
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SA
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5 Describe your photo to the class. Listen to other descriptions

of the photo. Were your ideas the same or different? Be a star!
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Unit 1 Describe a wildlife photo

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Lesson 8 Think about it!
Choose a habitat

1 Match fact files 1–4 to the photos.

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golden eagle crocodile 1 penguin giraffe

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1 3
General: reptile, needs to live
General: bird, spends 75% of
near water, cold-blooded so can’t
its time in cold water, can’t fly
keep itself warm

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Food: fish, squid
Food: fish, birds, small mammals
Young: eggs in nest on ice
Young: eggs in nest on land

2 General: mammal, needs land ¢

where it can run, doesn’t need to General: bird, flies high, can
drink often see prey very far away
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Food: trees – usually acacia trees Food: birds, small mammals

Young: babies can run when an Young: eggs in high nest
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hour old

2 Think and choose the best habitat for each animal.

Label the photos with the animals in Activity 1. Be a star!
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1 2 3 4
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3 Research another animal. Tell the class about its habitat and lifestyle.
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Unit 1 Apply thinking skills: make decisions based on evidence

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Reading time 1

1 1.6 Read the story on pages 18–20. What does Tali want to do?
Why isn’t he allowed to do it?

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T li’s stone

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Tali lived in a beautiful village at the foot of Green
Mountain. The men in the village went fishing every day
to catch fish for the people to eat. Tali’s father was a

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great fisherman and everyone respected him.
‘Why can’t I go fishing?’ said Tali unhappily. ‘It’s so
unfair!’
‘Your father has already told you,’ said his mother.

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‘You’re too young. Fishing is full of dangers.’
‘I’m not tall,’ Tali said to his friend Bala, ‘and I’m not very
strong yet. But I’m fit – I can run, jump and climb – and
I’m clever!’
Bala agreed. Tali was very intelligent! At night, when
they observed the sky, Tali remembered all the names
of the stars. When they climbed to the top of the Great
Pyramid, Tali knew all the hills and villages around
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them. And he was curious. He always wanted to find out

more about the world and he loved to discover things!
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Late one afternoon, as the boys were

walking home from the river, there was
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a terrible storm. They started to run for

shelter when suddenly Tali stopped.
‘Look where the lightning hit the ground.’
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There was a red glow.

‘Come on, let’s look,’ said Tali. It was a
red hot stone.
‘Don’t touch it,’ said Bala as he pulled his
friend back.
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‘Let’s come back for it tomorrow,’ Tali said.

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Reading time 1 Read a traditional story

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The next day, the boys went back to look for the
stone.
‘There it is! It doesn’t look very special,’ said Bala.
It was small, grey and dull. It looked like a teardrop.

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‘You’re right, it’s boring,’ said Tali. And he threw it
back on the ground.
When the stone hit the ground, it started to spin

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quickly. Then it slowed down and suddenly stopped.
‘Did you see that?’ asked Bala. Tali picked up
the stone.
‘Let’s throw it again.’ Once more, the stone turned
quickly on the ground and then stopped. Every time

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the boys threw the stone it stopped in the same
place.
‘Look, Bala! It always points at Green Mountain,’
Tali said. ‘Let’s keep it. It’s a really special stone.’

That evening, while they were having dinner,

Tali’s mother and father were talking in low voices.
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They seemed very worried.
‘The weather is so bad. Many days have passed
and we haven’t caught any fish,’ said Tali’s father.
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‘But it’s too dangerous to go out in the boats. The fog

is too thick and you can’t see how to get back to the
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riverbank.’
The fishermen always navigated their way back by
looking at Green Mountain. That way, they didn’t hit
the rocks. However, these days it was too difficult to
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see the mountain.

‘Can I go outside?’ asked Tali.
He wanted to play with the special stone.
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‘Yes, but don’t go too far,’ said his mother.

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Reading time 1 Develop reading fluency

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Reading time 1

Tali ran outside and found his friend Bala

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already waiting for him.
‘Did you tell your father about the stone?’

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Bala asked.
‘I haven’t told him yet. He’s worried about the fog.
They can’t go fishing.’
Tali threw the stone on the ground and the boys
watched it spin.

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‘What’s that?’ asked Tali’s father, as he stood
behind them in the doorway.
‘It’s a special stone,’ Bala said. ‘It spins and
points to Green Mountain.’

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‘That’s unbelievable! Do you think it could help
us on the fishing boats?’ Tali’s father asked.
They ran down to the river and got onto one of
the boats. Tali’s father threw the stone down
and watched it spin and stop, pointing to Green
Mountain.
‘Everyone in the village is hungry. We need to try
to catch some fish. We’ll take the stone with us
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tomorrow.’
The next day the fishermen went out on the
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boats in the fog. Tali and Bala waited and waited

on the riverbank, but the boats didn’t come.
They were very tired and very worried. After
many hours, they heard excited voices cheering
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through the fog.

‘The special stone works! I can see the
riverbank,’ said one man.
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Tali and Bala ran to meet them.

After that, the fishermen always took the special
stone on their fishing trips. And they also took
Tali and Bala!
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Reading time 1 Read a traditional story

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Reading time 1 Activities

1 Read the text on pages 18–20 again. Circle the

correct word(s) to complete the sentences.

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1 Tali’s parents thought he wasn’t clever / old / brave
enough to go fishing.

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2 Bala thought Tali was clever / boring / a great
fisherman.
3 The rain / lightning / ground made the stone very hot.
¢ The stone started spinning / jumping / flying.
5 The fishermen couldn’t find their way when it was sunny / raining / foggy.

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6 At first, the boys were not sure the sun / the fishermen / Tali’s mother would return.
7 When the boat returned the fishermen were sad / excited / angry.

2 Match the action to the emotion.

How did Tali feel when … ?
1 he couldn’t go fishing
2 he saw the red glow
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b worried
3 he saw the stone the next day c unhappy
¢ he saw the stone spin d curious
5 the boats didn’t return e happy
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6 he heard the voices in the fog f surprised

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Discuss the questions. Be a star!

1 What did the lightning do to the stone?
2 Why did the stone point to Green Mountain?
3 How did Tali’s discovery change things for the fishermen in his village?
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¢ Do you think it was fair when his father told Tali he couldn’t go fishing?
Why? / Why not?
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5 What do you think happens to Tali in the future?

6 Do you think this is a true story?

¢ Watch the video version of the story and answer the questions.
1 How is the beginning different to the story in the book?
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2 Do you prefer the written story or the video? Why?

3 What is good about a) written stories? b) videos and films?
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Reading time 1 Give a personal response to a text

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