2nd Edition
6 Teaching Notes
Vocabulary – Page 70, Exercise 3
We know that students with reading or
processing difficulties need longer to do their
work and that they perform much better in
the spoken medium. Therefore, considering
that this exercise is simple and does not
require writing, in order to guarantee enough
exposure, when you correct the work orally,
you should read all the options: What can
giraffes do? a) jump? b) eat leaves from tall
trees? Or c) fly? When students give the
complete answers, you should remember to
write them on the board neatly: 1 B. Proceed
in the same way with the three questions. You
may invite strong students to read out and SEN
students to give their answers or to write on
the board. It is very important to give them the
chance to participate and feel part of the class!
Exercises of this type may be positive boosters.
Reading – Page 71, Exercise 2
To help all the class in general, but particularly
those students with specific learning
conditions, you should implement certain
strategies to guarantee understanding,
participation and sense of achievement. This
will become a boomerang and will boost
motivation. What should you do? Go step by
step, monitoring and engaging everybody.
In the first place, anticipation is a very good
option, but it is clear that only some students
will remember to read the text at home. So
before doing Exercise 2, you should work
orally. First, draw students’ attention to the
title and introduction as well as to the factual
information that accompanies the picture of
the dolphin. Make sure, through questions
even in L1, that they understand what they will
read about and who is being interviewed.
You can then give the class a few minutes
to read the first three questions and their
answers, having them underline the key words
in each answer, eg: for question 1, the key
words are in tropical oceans. Check their work
orally and proceed in the same way with the
next questions and answers.
Once this has been done, the class is ready to
do Exercise 2. Allow SEN students to provide
short answers and elicit complete ones from
stronger students.
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Grammar – Page 72, Exercise 2
This free practice is simple; however, it may
seem complex for a SEN student. You ought
to be ready to guide them by prompting each
action so as to elicit sentences, remembering
that they are likely to find questions more
difficult than answers. You may use repetition
or backward build-up if necessary, even if
these are not free production strategies.
It is important for students with learning
difficulties to identify an interest or an area
in which they can feel more comfortable.
They need to feel part of the class, for which
it is our duty to plan accordingly, to target
our questions properly so as to include
and encourage them every time they try to
participate, for expressive language is usually
too high an objective for them.
Vocabulary – Page 73, Exercise 2
Photos have a great visual impact on SEN
students. They motivate and help students
understand. Besides, visual processing is
related to perception – attending to and
interpreting visual information, discriminating
between figure and background, sometimes
discriminating letters, numbers or other signs
on the page, etc. In this particular case, we are
asking students to use those subskills to match
letters a–l with the parts of the body, but the
letters are not in any natural order: not from
left to right on the same line, not clockwise
or from top to bottom. Consequently, what is
a simple activity for most may not be so for
a SEN student. What can you do? Reorganize
the visual information. You may invite the
class to first focus on the head as you point
and show the head. Elicit the words and write
the answers on the board, eg: a: head, l: ear,
etc. Alternatively, make it very clear they have
to work anti-clockwise. Point and show this
several times, asking what letter comes after
which one and then write the answers they
give on the board neatly. It is important not to
take anything for granted.
Reading – Page 74, Exercise 3
Efficient learning involves the active control,
coordination and monitoring of learning
processes and strategies. In other words, it
UNIT 6 53

6 Teaching Notes
involves metacognition, which is knowledge
about oneself as a learner, about the task,
and about the skills and strategies needed to
perform the task. Metacognition is involved in
the decisions learners make such as what to
attend to, what they already know that might
be used in a new situation, etc.
It is very important to help learners develop
metacognition, which will in turn help them
become more autonomous. In this particular
exercise, one difficulty that may crop up is
related to the amount of writing each answer
requires. There are no lines and there isn’t
enough space, either. Besides, SEN students
are often rather untidy. You may invite them
to write the answers in their folders or to just
answer in the book using one or two words so
as to expand orally during correction time. You
should not take this for granted because they
may be unable to read what they have written.
You should help them become aware of the
options and make a choice. If you don’t do this
openly, they will write the answers anywhere on
the page and when it comes to correcting, they
will be unable to read their answers.
Grammar – Page 75
This page is a revision of the main grammar
structures students have seen so far. We know
revisions are necessary, especially for SEN
students. However, the page presents some
challenges. There is too much information in
a way that may not look clear enough. The
activities involve reading and understanding
sentences, reading as a complex process
made up of several interlocking skills which
allow the reader to understand meaning and
make connections so as to construct further
meaning. If this is done successfully, the
student will understand, remember and be
able to use the material on the page.
Considering the design and the amount of
information, achieving this will not be very
easy for SEN students. You may need to use
the SEN accommodation provided (see pages
56–58), remembering to go step by step and
to elicit as many examples as possible before
moving on to Exercises 1, 2 and 3.
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Build your skills: Reading – Page 76
Reading comprehension refers to the
understanding of a written text. Understanding
involves an intentional problem-solving
process that has to be taught and practised.
This means students should be taught to
summarize main points, predict, develop
questions, clarify ideas, etc. The exercises on
this page develop these subskills. It is then
important to give everybody the chance to
share their work with the class even when
they need to do so in L1, as in Exercise 3, or
to let them describe a resort they have been
to or seen in a film, for example, which could
be a great way of closing the lesson, since
associating what students see on the page
with their own personal experience is a way of
constructing knowledge.
Build your skills: Listening & Speaking –
Page 77, Exercise 2
Listening and speaking make up oracy, which
may be defined as the ability to express oneself
fluently and grammatically in speech. As
teachers, we know that reading may sometimes
be easier than listening, but we should develop
all skills. This exercise aims at the development
of gist listening. It would also be worth trying
to have the class watch the video and discuss
words they understand or what the video is
about without reading key words.
At this stage you may be wondering why we
suggest this if most of the time we have tried
to simplify things in an attempt to cater for
SEN. Well, the answer is simple: you should
also challenge SEN students as much as
possible within the right pitch. You may
sometimes provide words for them to tick the
ones they have heard while other times you
just tell them to find the key words themselves.
This way you develop their gist listening and
challenge students, which is more similar to
what they are likely to find in the real world
once they leave school.
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6 Teaching Notes
Build your skills: Writing – Page 78,
Writing task
Although some teenage students may find
writing engaging, most of them find it boring
and frustrating. This may be due to several
factors: lack of attention while we explain,
lower linguistic level or simply other memory
issues. SEN presents several challenges.
Some students within the autism spectrum,
for example, may enjoy writing more than
speaking or listening as it does not involve
interacting. Others may simply need a
presentation accommodation in which the
free written production is transformed into a
sentence completion activity or even a choice
exercise. But before doing away with the
creativity aspect of free writing, you should
try monitoring closely in a way similar to
formative assessment.
Consolidation B – Page 82
You may use the SEN accommodation provided for the Consolidation if you have students who
need more time or require extra help (see pages 63–67).
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Formative assessment helps teachers
understand students’ progress and their
level of understanding. In contrast, if we just
focus on the result, on the piece of writing,
we are likely to lead SEN students to failure
rather than motivation and success. Formative
assessment is known as assessment for
learning because this information can help
teachers adjust their procedures while the
student goes on learning. It is a question of
focusing on processes rather than on results.
If, having tried close monitoring, you decide
you need a SEN accommodation, you may use
the one provided (see page 59).
Progress check – Page 79
If you have SEN students who need
presentation and time accommodations, you
may use the SEN accommodation provided
(see pages 60–62).
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6 Grammar – Page 75

Revision: be, have got, present simple, there is / are, can

A Analyze these sentences. B Classify the sentences in Exercise A.

Their tail is very long. be

• They are very small.
They like sugar. • 
• 
They have got poison in their skin.
have got
Their poison can kill ten adult men. • They have got small ears.
• 
They live in rainforests. • 

They have got big eyes. present simple

• They sleep during the day.
They can glide 90 m. • 
• 
There are rainforests in South America.
there is / are
• There is nectar in flowers.
There are poison dart frogs of different
• 
colours. • 

They are amazing animals! can

• They can catch insects.
• 
• 

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1 Correct these sentences. Write a negative and an affirmative sentence.

1 Dolphins live in lakes.

Dolphins don't live in lakes. They live in oceans.

2 A gorilla has got four legs.

3 Cats have got a short tail.

4 Tigers are weak animals.

5 Sugar gliders can fly.

6 Elephants can jump.

2 Now underline the verbs.

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3 Circle the correct options. Then complete the answers.

1 Are / Do tigers live in Asia?

No, they don’t .

2 Can / Have horses sleep on their feet?

Yes, they _____.

3 Is / Are there any monkeys in this forest?

Yes, there _____.

4 Has / Have crocodiles got a small mouth?

No, they _____.

5 Is / Has there a desert in Africa?

Yes, there _____.

6 Does / Are the dolphin trainer live in the aquarium?

No, he _____.

4 Free practice. Choose an animal and complete the sentences.

1 are .

2 They’ve got .

3 They during the day / at night.

4 They can .

5 They can’t .

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6 Build your skills: Writing – Page 78, Writing task

Plan > Choose an animal to describe. If necessary, do an online search to find information about it.
Write > Write the description of the animal. Remember to:
• include vocabulary from pages 70 and 73.
• use but to join contrasting ideas and too to add information.
• include a physical description and information about habitat, habits and abilities.
• add a photo and a fact file to your description.
Check > Check your writing.

LLAMA
LIVE: South America, Andes mountains
EAT: grass and plants
DESCRIPTION: long ears, big teeth, 4 long legs,
long hair, short tail
ABILITIES: can walk long distances and run

FACT FILE
Size:
Weight:
Life span:

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6 Progress check – Page 79

1 Complete with the words from the box.

see tigers climb birds swim

1 can fly.

2 Dolphins can .

3 can run fast.

4 Monkeys can trees.

5 Cats can in the dark.

/ 5 points

2 Write the words from the box in the correct place.

ears mouth arm hand nose head leg feet

1

2
6
7

3

8
4

5 / 4 points

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3 Write sentences or questions.

1 she / run / fast ✓

She 

2 crocodiles / jump ✗

Crocodiles 

3 dolphins / make / sounds ?

Can 

4 I / swim / sea ✗

I

5 Fennec foxes / jump ?

Can 

6 lions / sleep / 18–20 hours a day ✓

Lions 
/ 6 points

4 Answer questions 3 and 5 from Exercise 3.

Question 3 

Question 5 

/ 2 points

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5 Complete the questions. Then match.

1 ____ tigers got big ears? a Yes, there are some.

2 ____ sugar gliders eat insects? b Yes, they have.

3 ____ the poison dart frog live in rainforests? c Yes, it does.

4 ____ there any lions at the zoo? d Yes, they do.

1 2 3 4

/ 4 points

6 Circle the correct options.

1 Fennec foxes don’t live / doesn’t live in rainforests.

2 They lives / live in deserts.

3 Manuel doesn’t go / don’t go to the aquarium in the morning.

4 He go / goes in the afternoon.

/ 4 points

Total Score: / 25 points

Reflect and share! 

✓ This unit is about...

✓ Before working on it, I knew...

✓ After working on it, I know...

✓ I have a question: ... ?

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Consolidation B – Pages 82 & 83

A teenage yoga instructor
1 Circle the correct options.

This is Maggie. She (1) is / are from the USA. She (2) live / lives
in Los Angeles, a city with beautiful beaches.

Maggie loves yoga. She (3) do / can do yoga and she can teach it
too. She is 13 years old and she is a yoga instructor! On a typical
day, Maggie (4) get up / gets up early and (5) do / does yoga.
Then she goes to school. In the afternoon, she does homework and
on Tuesdays, she (6) gives / give yoga classes from 5.00 to 6.00 pm. (7) There are / Are there
any adults in her classes? Yes! Maggie (8) have got / has got students from 4 to 60 years old.

What (9) Maggie does / does Maggie do in her free time? She (10) sometimes watches /
watches sometimes TV and she usually studies yoga.

2 Correct the sentences. Write a negative and an affirmative sentence.

1 Maggie is from London.

Maggie isn’t from London. She is from Los Angeles.

2 Maggie plays video games in the afternoon.

3 She can teach music.

4 Her students go to class on Wednesdays.

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3 Complete the questions and answers.

1 Maggie meet friends on Saturdays?

Yes, she .

2 you watch Maggie’s videos on YouTube?

No, I .

3 there any nice beaches in California?

Yes, there .

4 Maggie swim in the ocean?

Yes, she .
4 Look at the photo and complete the text with the words from the box.

sleep climb head can live tail eat sit

(1) animals do yoga? Some animals can! Look at the

lemur in this photo. Lemurs sit in a yoga pose every morning.
And they can (2) in this pose for hours!

Lemurs have got a small (3) and a long (4) .

They (5) fruit, leaves and insects during the day and
they (6) during the night. They can (7)
trees. They (8) on the African island of Madagascar.

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A photographer’s view
1 Watch an interview with a wildlife photographer and listen. Then answer.

1 Who is James Tindal?

2 Where does he take photos of animals?

3 When does he take photos of animals?

4 What is special about the book The African Lion?

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2 Complete the sentences with the correct form of the verbs in brackets. You can
watch the segment of the video again to check your answers.

1 James Tindal (get up) very early.

2 Animals (be) usually active in the morning.

3 Some animals (play) in the morning.

4 James Tindal (not / have got) a favourite animal.

5 He (not / take) photos at night.

6 He (take) photos at the end of the day.

7 At the end of the day, animals (walk) back to their sleeping place.

8 They (not / go) to waterholes to drink water at night.

3 Complete the sentences about lions with the correct affirmative or negative form
of the verbs in brackets. You can watch the segment of the video again to check
your answers.

1 Lions (be) family animals.

2 They (live) in groups.

3 Male lions (live) in the same group all their lives.

4 Female lions (hunt) for food.

5 Male lions (hunt) for food.

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4 Put the adverbs of frequency in the correct place.

1 James Tindal gets up early. (always)

2 He sees animals in waterholes. (often)

3 Lions hunt during the day. (sometimes)

4 Lions hunt at night. (usually)

5 James Tindal takes photos at night. (never)

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