5 Endangered animals

OBJECTIVES
Reading
• Reading comprehension – Can identify specific information in a simple story, if guided by questions.
• Reading development – Can follow a simple series of written instructions to carry out a task.

Listening
• Listening comprehension – Can recognise words and simple phrases related to familiar topics, if spoken
slowly and clearly and supported by pictures.
• Response to spoken prompts – Can identify simple information in a short video, provided that the
visual supports this information and the delivery is slow and clear.

Speaking
• Spoken process and strategies – Can give a short, simple prepared talk on a topic of personal interest.
• Spoken process and strategies – Can take part in a very simple conversation on a familiar topic
(e.g. their home, family, school) if the other speaker repeats questions as necessary and speaks slowly
and clearly.

Writing
• Written production – Can write short, simple personal emails/letters about familiar topics, given
prompts or a model.
• Written production – Can write a simple text containing key information, given a model.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar

butterfly The sounds /br/, /cr/, /dr/, 2D If they destroy the forest, there won’t
chemicals /fr/, /gr/, /pr/, and /tr/ 3D be any wildlife.
eagle bridge gray depth If they don’t clean up the river, the
field faces fish will die.
brown green
habitat height If they build a lot more houses, it will
crab grouse be very noisy.
mountain cranky growing light box
If they don’t care for the wildlife,
otter dragon princess negative shapes
it won’t be a beautiful place.
pollution dreamy prissy positive shapes
There are fewer bears than wolves.
threat friendly tree width
There are more owls than otters.
tiger frog triangular
turtle grass
wolf

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 PROJECT: ORGANIZE A CAMPAIGN TO SAVE AN ANIMAL
Students will find out about endangered animals where they live, then in groups choose an animal and
plan a campaign. Next, they will prepare the actions for and decide how to present their campaign, and
then present it and have a class vote on the best campaign.
Materials: pencils, notebooks, pictures or photos of endangered animals, coloring pencils, white paper or
card, counters

EXPERIMENT LAB: LIGHT BOXES

Students will learn about how and what we use light boxes for and then how to make and test an animal
light box.
Materials: pencils, notebooks, white cardboard, foam board, thick cardboard, LED lights, rulers,
scissors, glue

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources” for more teaching resources, including videos
and games.

CODING: EVENTS AND VARIABLES

• Students will learn how to complete skeleton or incomplete event plans.
• Students will learn how to understand and use simple variables.

MATH
Students will learn how to identify the number of faces on 3D shapes.

VALUES AND SOCIAL-EMOTIONAL LEARNING: CARE FOR WILD ANIMALS

Students will learn how to understand when animals are wild and how to care for them.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.
forest
Act out the story in groups. owl
This feature occurs in each Story lab lesson tiger
and will help students revisit and produce core
language learned so far in the unit, as well as
collaborate with other students in a fun context.

Complete the pattern of this light box design.

Students finish a light box design by drawing symmetrical shapes and using the correct colors.

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 How can I organize a campaign to save an animal?
OPENER

5 Endangered animals
How can I organize a campaign to save an animal?
Endangered animals =
there aren’t many of these
animals living on Earth.
1 Why is wildlife endangered?
Discuss with a partner.
We cut down trees to make paper.

2 036
Listen, count, complete, and circle the habitat.

Ottery Wildlife Center Observation notes

Animal: Otters
Animal: Butterflies
Habitat: They live in and Animal: Owls
around the water. Habitat: They live on
forest river field flowers. Habitat: They live in trees.
Threat: Water pollution in forest river field forest river field
the rivers and seas. Threat: Chemicals on plants. Threat: Loss of habitat.
Time: Time: Time:

3 Complete the table with six 4 Why are

more animals. the animals
endangered?
animal habitat threat Discuss with
otters river pollution a partner.
bats forest chemicals Loss of habitat
endangers bats.

74 seventy-four seventy-five 75

Lesson flow

Warm up Critical Lesson Presentation Practice Practice Production Objective

thinking objective review

• Show students a map of the world and ask In which

LESSON OBJECTIVE
countries do foxes live? (many countries throughout
I will learn about endangered animals. the world). Encourage them to name the types of
foxes who live in different countries. Then ask Are
KEY LANGUAGE foxes endangered? (no). Repeat for elephants (many
countries in Africa and Asia, some elephants are
butterfly otter endangered). Have students discuss these questions
chemicals threat for the animals on their lists and take notes.
habitat • Extra Have students work in groups and provide
a template or simple outline of a world map for
Warm up them to draw on a large piece of card. Then have
• Ask students What animal words do you know? them find and stick pictures or photos of different
and elicit a few examples: fox, owl, elephants. animals on, labeling them and drawing arrows to
Then have students work in small groups and where they live. Students can add to this map as
make a list of any animal words they know. you work through the unit.
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CRITICAL THINKING
• Ask students How can I organize a campaign to
save an animal? Explain that they will organize
a campaign to save an animal as their final
project. Ask what they will need to think about
for their project. Write ideas on the board (how
to organize a campaign, animals that are
endangered, etc.).
• Involve Next, ask students to think about what
they will learn so that they can complete the
project in English (vocabulary for animals and
their habitats, how to talk about what will happen
if the animals aren’t saved, etc.). Ask them to
discuss ideas with their partner.
• Assist Go around the class and ask each student
to share one idea. Write the ideas on the board.
Encourage students to use English, but also accept
ideas in L1 and provide the English translation.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn about endangered animals.
• Involve Students will learn to recall and identify
what they already know about endangered
animals and learn some new language to be able
to discuss those ideas in English.
CRITICAL THINKING
Presentation
1 Why is wildlife endangered? Discuss with
a partner.
• Show students the tip box and read the
sentence with them. Ask What endangered
animals do you know? Elicit answers.
• Have a student read the speech bubble, then
ask students to look at the picture and discuss
their ideas with a partner.
• Differentiation Have students write a paragraph
about what they think is happening in the
photo. Less confident students can write in the
third person, while more confident students can
try to write it in the first person.
Practice
2 036 Listen, count, complete, and circle the
habitat.
(Answers: Otters: river, 3:15, 4, Butterflies: field,
8:30, 2, Owls: forest, 9:45, 1)
• This is an exam preparation type activity for the
Cambridge Young Learners English Exam: Movers,
Listening task, Part 2.
• Have students listen, count, complete, and circle
the answers. Play audio 036.
M05 English Code TB4 AmE_23251.indd 137
• Assist Have students read the sentences under the
pictures one by one or as a class. Have students
discuss any words they don’t know in pairs and
try to understand the meaning from the context.
Remind them that they can use a dictionary.
• Introduce the new vocabulary (butterfly,
chemicals, habitat, otter, threat) and encourage
students to say the words out loud.
COMMUNICATION
Practice
3 Complete the table with six more animals.
(Model answers: dolphin, ocean, pollution,
tiger, forest, loss of habitat)
• Have students choose animals from the lists in
the Warm up activity. Then have them write the
habitats and threats for those animals.
• Monitor Remind students that they can ask
their partner to help them, but they should try
to do the activity alone first.
• Have students compare their lists in the groups
they worked in for the Warm up activity. They
can discuss any similarities and differences and
take notes. Remind them that there are many
different answers depending on the type of
animal, e.g., red foxes and Arctic foxes.
COMMUNICATION
Production
4 Why are the animals endangered? Discuss
with a partner.
• Have a student read the speech bubble, then
ask students to discuss with a partner.
• Monitor Monitor and provide support and
encouragement when needed.
• Digital literacy Discuss with students how
to search on the internet to find out about
endangered animals. Show them how to use
a search engine and look for reliable websites,
e.g., type in “Which animals are endangered?”
Then go through the list of results and make
suggestions as to the most reliable sources.
• Challenge Have students write a paragraph
about an endangered animal. They can include
how many are living in the wild, where they
live, what threats there are, and why they are
endangered.
Objective review
• Revisit the lesson objective. Say Now I know about
endangered animals.
• Involve Encourage awareness of what students
know by eliciting sentences using the new
vocabulary.
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 Wonderful wildlife
VOCABULARY

Wonderful wildlife I will learn

and habita
animal
VOCABULARY t words.
3 Look at your friends’ routes.
Whose route is the most similar CODE CRACKER
to yours? Complete the table.
1 037
Listen and match. Sing the song. I’ll go to the river,
Field = F Forest = F
Key the mountains, and I won’t.
Ottery Wildlife Center
Mountain = M River = R then to the fields.

butterfly wolf Me Friend: Friend: Friend:

Your route
tiger owl is the most
similar to mine.

eagle bear I’ll go to the fields, too.

turtle otter
4 Make your own picture
dictionary. Label the animals and
SONG
forest
their habitats.
TIME Habitats owl
tiger
Habitat! Habitat! What is that?
There are butterflies in the field.
There are wolves in the field.
There are owls in the forest. 5 038
Listen and complete.
There are tigers in the forest. There are bears in the mountains. Then say.
There are eagles in the mountains. There are otters in the river. I’m going to read
you a story. What’s it about?
There are turtles in the river. They are habitats! brown cranky dreamy friendly
They are habitats! The animals’ habitats! Habitats. gray green prissy triangular
The animals’ habitats! Habitats.
A grouse, a crab,
a frog, a dragon,
a princess, a
bridge, a tree, and
2 Draw your route on the map in 1.
Where will
you go first?
To the mountains. grass growing all around.
Then ask and answer with a partner.
6 Say it again as quickly as
You are going to visit the Ottery Wildlife you can.
Center on the weekend. You will see four Well, it’s about …
different animals at four different places.
You’ll see eagles and
bears there.
76 seventy-six seventy-seven 77

Lesson flow

Warm up Lesson Song Practice Code Cracker Picture Presentation Practice Objective
objective Production dictionary review

Warm up
LESSON OBJECTIVE
• Ask students What animal habitats
I will learn animal and habitat words. do you know? and elicit examples:
forests, hills, beach, rivers. Then have
KEY LANGUAGE students work with a partner and
make a list of where animals live.
Key vocabulary Phonics
• Draw a Venn diagram on the
butterfly otter The sounds /br/, /cr/, /dr/, /fr/, /gr/, /pr/, and /tr/
board with three circles and label
chemicals pollution tree
bridge dreamy green the circles with three habitats, e.g.,
eagle threat brown friendly grouse triangular forests, hills, rivers. Then ask a few
field tiger crab frog growing students to come to the board and
habitat turtle princess write animal words in the Venn
cranky grass
mountain wolf diagram, e.g., otters in river. Have
dragon gray prissy
students work in groups to create
their own Venn diagrams.
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 • Extra Have students sit in a circle. Choose a
habitat and say I was by the river and I saw an
otter. Then throw a ball to a student and have
them either continue the sentence by adding an
animal (I was by the river and I saw an otter and
a frog.) or start a new sentence with a different
habitat (I was in the hills and I saw a horse.).
Each student continues adding something to the
sentence or starts a new sentence until someone
forgets an item or everyone has made a sentence.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn animal and habitat words.
• Involve Students will learn new animal and
habitat words that relate to their everyday
lives. They will practice identifying and making
sentences about them.
Song
1 037 Listen and match. Sing the song.
(Answers: butterflies and wolves to field, tigers
and owls to forest, eagles and bears to mountains,
turtles and otters to river)
• Play audio 037. Have students match the animals to
the habitats they hear in the song. Check answers.
• Point at each animal and its habitat and ask
students to read out loud the matching sentence.
• Play the audio again. Have students listen and
sing along using the lyrics on the page.
COMMUNICATION
Practice
2 Draw your route on the map in 1. Then ask
and answer with a partner.
• Have one student read the instructions, and
two students read the example in the speech
bubbles. Then ask students to draw their routes
and ask and answer with their partner.
CODE CRACKER
Production
3 Look at your friends’ routes. Whose route is
the most similar to yours? Complete the table.
• Coding syllabus: Students will learn how to
complete skeleton or incomplete event plans.
• Students will add information to the table. They
will use their answers to draw conclusions.
• Have two students read the speech bubbles,
then ask students to write the letters using the
key for their route in the first column. They
could use different colors for the F in field and
the F in forest. Let students move around the
classroom to choose friends they want to ask.
M05 English Code TB4 AmE_23251.indd 139
• Challenge Have students write a paragraph
about their day out at the Ottery Wildlife Center.
They should add descriptions of the animals and
their habitats.
CREATIVITY
Picture dictionary
4 Make your own picture dictionary. Label the
animals and their habitats.
• Ask students to add to the picture dictionary they
started in Unit 1 – see page 13 for reference.
• Ask students to close their Student’s Books and
draw one big picture showing all the animals in
their natural habitats.
• Encourage students to copy the words neatly
with arrows pointing at the items in their picture.
• Differentiation See TE pages 17–18 for ideas.
PHONICS
Presentation
5 038 Listen and complete. Then say.
(Answers: gray, cranky, friendly, dreamy, prissy,
brown, triangular, green)
• Students will learn the sounds /br/, /cr/, /dr/,
/fr/, /gr/, /pr/, and /tr/ as in brown /braʊn/,
crab /kræb/, dragon /ˈdræɡən/, frog /frɑːɡ/, gray
/ɡreɪ/, princess /ˈprɪnsəs/, and tree /triː/.
• Play audio 038. Have students listen and
complete. Then play the audio again and have
them read along quietly to check answers.
• Play the audio again for students to read out
loud in time. Encourage them to emphasize the
/br/, /cr/, /dr/, /fr/, /gr/, /pr/, and /tr/ sounds.
• Assist Play the Phonics Pronunciation video. Ask
students to sit and watch quietly. Play it again
and ask students to copy what they see and hear.
PHONICS
Practice
6 Say it again as quickly as you can.
• Have students work with a partner to say the
sentences as fast as they can without making a
mistake.
Objective review
• Revisit the lesson objective. Say Now I can use
animal and habitat words.
• Involve Encourage awareness of what students
know by eliciting full sentences using the new
vocabulary and having them identify those words
in pictures.
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 Language lab
GRAMMAR: IF … SENTENCES

Language lab I will learn

sentences
to use 4 Make sentences with a partner.
GRAMMAR: IF … SENTENCES with if. there will be a lot of traffic.
If they cut down the forest,
there won’t be a river.
they will need a parking lot.
1 Watch the video.
If they build a sports center,

If they destroy the forest, there won’t be If they move the river, there won’t be any fields or flowers.
any wildlife.
If they don’t clean up the river, the fish will die. If there is a shopping center, they will destroy the wildlife habitat.
If they build a lot more houses, it will be very noisy.
If they don’t care for the wildlife, it won’t be If there is a train station,
If they cut down the forest, they
a beautiful place. will destroy the wildlife habitat.

5 Choose two ideas and complete. Then discuss with friends.

2 What will change? Read and discuss with a partner.
What are you I’m worried about the
An enormous campsite on the beach. worried about? new sports center.
There will be a lot But there won’t
more new houses. be many trees.
The new train line will go
through the forest.

A sports center and swimming pool for

Wolf Forest Project. Why?

The new shopping mall will bring

a lot more stores. If they build the new sports
center, there won’t be a forest.

If they build a , .
If they build a , .

6
We will build a hundred and fifty new houses. There will be a train
station with a parking lot. There will be a new school and a shopping Play Consequences.
mall. There will be a new sports center and swimming pool. If they build a new shopping mall, …
• Write the first part of an IF sentence.
• Pass the paper to a friend.
3 Look at 2. Who are the changes good for and not good for? • Write the ending and start the next
Discuss with a partner. IF sentence.
• Pass the paper …
There will be a lot more
houses. That’s good for people. But there won’t be a forest.
That isn’t good for the wildlife.

78 seventy-eight seventy-nine 79

Lesson flow

Warm up Lesson Video Presentation Practice Practice Practice Production Production Objective
objective review

Warm up
LESSON OBJECTIVE
• Put the flashcards for animal and habitat words
I will learn to use sentences with if. on the board. Elicit the words for each picture and
ask students to make a sentence with them, e.g.,
KEY LANGUAGE Chemicals on plants are a threat to butterflies.

If they destroy the forest, there won’t be any • Write the words for the flashcards on the board
wildlife. one at a time and have individual students match
them to the flashcards and say the words.
If they don’t clean up the river, the fish will die.
If they build a lot more houses, it will be very • Extra Write animal and habitat words on the
noisy. board, but replace more than half of the letters
with lines, e.g., c h _ _ i _ _ _ _ (chemicals). Have
If they don’t care for the wildlife, it won’t be a
students work in pairs to solve the puzzles, then
beautiful place.
check answers as a class and have students spell
out the words.

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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn to use sentences with if.
• Involve Students will learn to use sentences with if.
They will practice using if statements to consider
real or possible events in the present or future in
different contexts.
Video
1 Watch the video.
• Play the Unit 5 video. Ask students to sit and
watch quietly.
• Assist Play the video again and ask questions to
check understanding. Pause after each correct
answer and ask What are the missing words? (fish,
will, the, die) What’s the full sentence? (If they
don’t clean up the river, the fish will die.). Repeat
this for the second sentence (If we use fewer
chemicals, we will have more butterflies.).
Presentation
• Point at the grammar box and read the examples.
Ask students to repeat.
• Assist Ask students if the sentences refer to the
past, present, or future (present and future). Then
ask which verbs we use in the first part of the
sentence after if (verbs in the present) and the
second part of the sentence (future with will).
• Assist Explain that if can be used at the beginning or
in the middle of the sentence, e.g., we can also say
There won’t be any wildlife if they destroy the forest.
• Remind students that they have a Grammar
Reference on page 150 of their Student’s Books.
COMMUNICATION
Practice
2 What will change? Read and discuss with a
partner.
• Have students read the text and look at the
pictures, then think about what the changes will
mean for the people, environment, and wildlife.
• Have two students read the speech bubbles, then
ask students to discuss the changes. They should
give reasons why they agree or not using will.
CRITICAL THINKING
Practice
3 Look at 2. Who are the changes good for and
not good for? Discuss with a partner.
(Model answers: good for people: new houses,
school, transportation, shopping mall, sports
center, swimming pool, not good for people or
wildlife: no forest, no river, loss of habitat, noise,
pollution)
M05 English Code TB4 AmE_23251.indd 141
• Have two students read the speech bubbles, then
ask students to discuss the changes in Activity 2.
• Assist Ask students Who are train stations
good for? (people) Why? (People can travel to
work, on vacation, etc.) Who are train stations
bad for? (wildlife) Why? (noise pollution, etc.).
COMMUNICATION
Practice
4 Make sentences with a partner.
(Model answers: If they build a sports center,
they will need a parking lot. If they build a
sports center, there will be a lot of traffic.)
• Have a student read the speech bubble. Explain
that students can connect the sentence starters
to different endings. Then have students make
as many sentences as possible in pairs.
• Differentiation Have students write the
sentences. Less confident students can write
them as they are. More confident students can
try to make some of their own endings, too.
COMMUNICATION
Production
5 Choose two ideas and complete. Then discuss
with friends.
• Have students choose two ideas, then write if
sentences about the ideas. Remind them that
they can use will or won’t in their sentences.
• Have two students read the speech bubbles,
then ask students to discuss their sentences.
COMMUNICATION
Production
6 Play Consequences.
• Read the instructions with students, then have
them follow the instructions, passing their piece
of paper to the student next to them. They
should fold the paper over so the next student
can’t see what they wrote.
• Have students open the paper and ask for one
sentence from each student in the class. Ask
students Do the sentences make sense or are
they funny? Elicit answers and discuss further.
Objective review
• Revisit the lesson objective. Say Now I can use
sentences with if.
• Involve Encourage awareness of what students
can do by asking them to make statements
about what will happen if we don’t care for the
environment and eliciting answers using if.
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 Story lab
READING

Story lab I will read

about carin
a story
READING g for 3 The next day, Aset and his father took Kara back
animals.
to the forest. He knew he couldn’t keep the wolf
cub. It was dangerous for the farm animals, but he

1 Look at the pictures. What happens? 2

was sad. Aset left Kara by the bush where he found
039
Read and listen. her. Then they waited quietly.
“Awooo!” Kara called.

Aset and
Kara
K Kara. After, they played with an old teddy
1 Aset was walking in the forest when he
heard a sound coming from a bush. He
looked under the bush and found a little gray
puppy. Aset decided to keep the puppy. “I will
call you Kara,” he whispered to the puppy.
He took Kara back to the farm and found a
warm place in the barn for a bed. Soon, Kara
was asleep.
2 Every day, Aset cleaned the barn and fed “She’s calling for her mother,” explained Dad.
bear and a rope. Aset ran round the barn
“If you are quiet, you will see her.” Suddenly, a big,
beautiful wolf appeared. She ran to Kara and licked
pulling the teddy bear on the rope. Kara her. Then they disappeared into the forest.
chased the toy. It was Kara’s favorite game!
Kara and Aset were soon best friends, but
nobody knew Aset’s secret.
4 That night, Aset went to the barn with
his mom. They were filling a basket with
apples when Aset heard a soft sound. It was
a little gray puppy wagging its tail. “Thank
you, Mom!” He said. “I will call her …”

4 Why does Aset think Kara is a puppy? Discuss with a partner.

One day, Mom opened the barn door and saw
Kara. “A wolf! There’s a wolf in the barn!” she I think Aset doesn’t know what a wolf cub looks like.
screamed. Aset tried to explain, “She isn’t a wolf.
She’s Kara, my puppy.” But Dad knew that Kara
was a wolf and he was very worried. “I saw a 5 Read and write the character’s name next to each thought.
wolf walking around the fields,” he said. “It was
probably Kara’s mother. If we keep Kara on the
1 If I take Kara home, I will have my own pet.
farm, her mother won’t go back to the forest.” 2 If I keep Kara in the barn, my parents won’t know.
Care for wild animals. 3 If I look in the barn, I will see Aset’s hard work.
Values 4 If I put Kara near the same bush, her mother will come and find her.

3 Why can’t Aset keep Kara as a pet? Check three reasons.

1 His parents don’t like wolves.
3 It will be dangerous for the farm animals.
5 Kara doesn’t like Aset.
2 Wolves are wild animals.
4 Kara needs to be with her mother.
5
6
If the mother finds Kara, she won’t stay near the farm.
If we get Aset a puppy, he will be very happy.
6 Act out the story in groups.

80 eighty eighty-one 81

Lesson flow

Warm up Lesson Pre-reading Reading Values Comprehension Production Act out Objective
objective Comprehension review

• Extra Next, have one student make a sentence

LESSON OBJECTIVE
that isn’t correct, e.g., If we clean up the river, the
I will read a story about caring for animals. fish will die. Ask students to put their hand up and
correct the sentence (If we don’t clean up the river,
Warm up the fish will die.). The student who provides the
• Ask students What do we know about wild correct sentence takes the next turn.
animals? Elicit sentences using the new language
from the unit (They live in forests, rivers, and Lesson objective
mountains. If we destroy their habitats, they won’t • Introduce the lesson objective. Say Today I will
have a place to live.). read a story about caring for animals.
• Have students look at their Student’s Books and
make sentences with their partner. Remind them to • Involve Students will listen to and read a story
use if sentences, too. about caring for animals. They will use the
information from the pictures and words to
understand the story.
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 Pre-reading
1 Look at the pictures. What happens?
(Answer: A boy finds and plays with a wolf cub.
The boy gives the wolf cub back to its mom.)
• Ask students to look at the pictures and make
predictions about what will happen in the story.
Write their ideas on the board. Once you’ve read
the story together, you can compare these ideas
and discuss why there are similarities or differences.
Reading
2 039 Read and listen.
• Play audio 039 and have students listen and
follow the story in their Student’s Books.
• Monitor Ask questions to check understanding. Point
at the main characters in the story and ask Who are
they? (Aset and Kara). Point at the first picture and
ask What did Aset think he found? (He thought he
found a puppy.). Point at the third picture and ask
Was Kara a puppy? (No, Kara was a wolf cub.). Point
at the fourth picture and ask What did Aset’s mom
give him? (She gave him a real puppy!).
• Read the story as a class with students reading
out loud a sentence each. Ask a student to read a
sentence, then have the student next to them read
the next sentence, and so on.
• Challenge Have students read the story as a class
again, but every time they see an animal word
(puppy, wolf, wolf cub, farm animals), they clap
instead of saying the word.
Values
Comprehension
3 Why can’t Aset keep Kara as a pet? Check
three reasons.
(Answers: 2, 3, and 4)
• Students will learn the value of how to
understand when animals are wild and how to
care for them.
• Have students discuss the question with a
partner and check three reasons. Then discuss
why they chose those answers.
• Assist Ask students to give a show of hands
for the answers they chose. Then ask them
for reasons and write them on the board and
discuss any similarities and differences.
• Extra Write the following situations on the
board: a dolphin on a beach, a butterfly in your
classroom, a cow in the middle of the road, a frog
in the kitchen sink. Ask students to work in groups
and discuss How can we show we care for the
animal? Then discuss answers as a class.
• Remind students of the value Care for wild
animals.
M05 English Code TB4 AmE_23251.indd 143
COMMUNICATION
Comprehension
4 Why does Aset think Kara is a puppy? Discuss
with a partner.
• Have students discuss the question with a
partner and find clues in the text and pictures.
CRITICAL THINKING
Production
5 Read and write the character’s name next to
each thought.
(Answers: 1 Aset, 2 Aset, 3 Mom, 4 Aset,
5 Dad, 6 Mom & Dad)
• Have students read the sentences and decide
whose thoughts they are. The characters don’t
say these thoughts, but they will find the
answers through context. Then check answers.
• Assist Ask students How do we know Aset
thinks he will have his own pet if he takes Kara
home? (We know because every day Aset cleans
the barn and feeds and plays with Kara.).
CREATIVITY COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Act out
6 Act out the story in groups.
• Put students in groups of four and explain that
they will take turns in being the narrator, while
the others do the actions of the characters. As
narrators, they need to use the expression in
their voice to make the story come to life.
• Have each group of students practice
individually before bringing them together
to act out in front of the rest of the class.
Encourage students to support each other.
After each group has acted out the story, have
them clap or say Good job!
• Differentiation Put students in groups of
the same ability. Have less confident groups
practice acting out the story as it is, while
more confident groups can make changes. For
example, they can change the ending, change
what happens, or extend the story.
Objective review
• Revisit the lesson objective. Say Now I can read
a story about caring for animals.
• Involve Encourage awareness of what students
can do by asking them to give you a summary of
the story, then read a sentence out loud.
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 Experiment lab
ART AND DESIGN: LIGHT BOXES

Experiment lab I will learn

ART AND DESIGN: LIGHT BOXES
1 Read and complete. playing X-rays
We use light boxes for many different things.
Doctors and vets use them to see
of bones. Animators use them to make
pictures for . Children use them
for and learning. We can also
use light boxes to make beautiful artworks.
ho
make an an w to
light box.
imal 4 Sometimes the images inside 5 Write a code for your pattern.
light boxes are positive and
Make a letter key for the colors and a
negative shapes. Complete the
number key for the animal footprints.
pattern of this light box design.
movies
Write the code starting with the letter for
the color, then the number for the footprint
and then p for positive and n for negative.
R= B=
Watch a video about 2D
R 1 n, B 1 p, …
and 3D shapes.

2 040
Read, listen, and complete. 3 Write the number
Light box artworks are very interesting
of faces.
MATH EXPERIMENT TIME
ZONE
because they are three dimensional
(or 3D). Solid objects are 3D. They have Can you make an animal light box?
height, width, and depth. They have different faces. Materials
Paintings and drawings are two dimensional (or 2D). They 1
have height and width, but they don’t have depth and they 4 pieces of white cardboard – 30 cm x 20 cm
only have one face. 4 strips of foam board – 2 x 30 cm x 5 cm and 2 x 20 cm x 5 cm
2 12 strips of thick cardboard 6 x 20 cm and 6 x 30 cm
This is a 1 strip of LED lights – 1 m
ruler, pencil, scissors, glue
dimensional
artwork. It has
face(s). 1 Glue the four strips of foam board to form a box.
face 3 2 Draw and cut out the background and animals for
the light box using 3 of the pieces of cardboard.
3 Layer and glue the three cut out drawings with the strips of cardboard in
This is a between each.
4 Put your 3D picture inside the box. Glue the LED strip inside the box behind the
dimensional
4 pictures. Cut a hole in the last piece of white cardboard. Glue the cardboard to
artwork. It has
the back of the box.
faces face(s).
5 Pull the cable of the LED outside the light box
through the hole. Switch on the lights!

82 eighty-two eighty-three 83

Lesson flow

Warm up Lesson Video Pre-reading Reading Reading Math Production Production Experiment Objective
objective Practice time review

artists, sculptors, movie directors, and animators

LESSON OBJECTIVE
make pictures.
I will learn how to make an animal light box. • Have students work in groups and make a
spidergram with the word pictures in the middle.
KEY LANGUAGE Have them draw lines out to headings stating
ways to make them (paint, draw, make a model,
2D faces negative shapes take a photo, etc.), and further lines out to the
3D height positive shapes tools used to make them (make a model: clay,
depth light box width recyclable materials, wood, card, etc.).
• Challenge Tell students that the theme is animals.
Warm up They have to choose a type of picture they want to
• Ask students What are different ways that can we make from their spidergram. Ask them to make it
create a picture? (paint, draw, make a model, take at home using the tools on their spidergram. Then
a photo, etc.). Elicit answers and write ideas on have them present it to the class.
the board. Encourage students to think about how
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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn how to make an animal light box.
• Involve Students will learn about what light boxes
are used for and how they are made, then they
will make their own animal light box.
Video
Go to the Pearson English Portal and click on
“Resources” for more teaching resources about this
topic, including a video on light boxes.
Pre-reading
• Point at the pictures on page 82 and ask What can
you see? Write ideas on the board. Once you’ve read
the texts, you can add more detail to these ideas.
Reading
1 Read and complete.
(Answers: X-rays, movies, playing)
• Have students complete the text with the words in
the box. Then check answers as a class.
• Monitor Ask questions to check understanding,
e.g., What do doctors and vets use light boxes for?
(to see X-rays of bones) What do animators use
them for? (to make pictures for movies).
Reading
2 040 Read, listen, and complete.
(Answers: two, one, three, six)
• Play audio 040 and have students listen and
follow in their Student’s Books.
• Have students read the text silently and complete
the sentences. Then check answers.
• Monitor Ask questions to check understanding,
e.g., Are solid objects 2D or 3D? (3D) Why? (they
have three dimensions: height, width, and depth)
How many faces does a solid object have? (six).
Practice
MATH ZONE
3 Write the number of faces.
(Answers: 1 six, 2 six, 3 five, 4 eight)
• Students will learn how to identify the number
of faces on 3D shapes.
• Look at the first shape with students and ask
How many faces can you see? (six). Show
students a square prism-shaped box and count
the number of faces to ensure understanding.
• Have students work on their own and count the
faces on each of the 3D shapes. Check answers.
• Differentiation Fast finishers can draw 3D
shapes or find 3D objects and count the faces.
M05 English Code TB4 AmE_23251.indd 145
CREATIVITY
Production
4 Sometimes the images inside light boxes are
positive and negative shapes. Complete the
pattern of this light box design.
• Ask students to complete the pattern of different
animal footprints using red and black pencils.
• Assist Cut out a picture of a ring donut,
including the hole, and stick it on the board.
Ask What’s the positive shape? (the ring donut)
What’s the negative shape? (the hole).
Production
5 Write a code for your pattern.
• Ask students to read the introduction text
together, then write a code for their pattern using
letters and numbers only. Remind students to give
different numbers for each footprint.
COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Experiment time
Can you make an animal light box?
• Materials: (per pair or group) pencils,
notebooks, white cardboard, foam board, thick
cardboard, LED lights, rulers, scissors, glue
• Assist Before you start, read the instructions
with students. Check understanding by asking
What do you need? (white cardboard, foam
board, LED lights, etc.)
• Go through an example with students. Glue
the strips of foam board together to make
an open box. Then draw and cut out animals
and a background from three pieces of white
cardboard and glue strips of thick cardboard
along the bottom of them for support. Next,
glue your animals and background in place,
one behind the other within the foam box.
Then glue the LED lights behind the pictures,
allowing the cord to come out of the corner.
Finally, glue a piece of white cardboard on
the back to close the box. Plug the cord in and
switch the lights on.
• Students can work on their own or with a
partner. They make their light box together,
then test it.
Objective review
• Revisit the lesson objective. Say Now I know how
to make an animal light box.
• Involve Encourage awareness of what students
know by asking them about light boxes, e.g., What
are light boxes used for?
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 More or fewer?
COMMUNICATION

More or fewer? I will desc

quantities
ribe Writing lab I will learn
to
using write a let
COMMUNICATION more and A LETTER ter.
fewer.

1 041
Listen and say true or false. 1 What does Jack want? Read 73 Highlands Road
There are fewer bears than wolves. and check . Then number
Oxbo, Wisconsin 54552
There are more owls than otters. the features.
April 11th
a new airport a solution Dear Ms. Tamer,
more rabbits a new forest
Animals in forest
Some people want to destroy the forest and
1 = the date build an airport. This forest is a habitat for
many wolves. If they destroy the forest, the
Season: Spring Ranger: Julia Holden 2 = the person writing the letter
wolves will leave the forest. If the wolves
otters 15 3 = the person receiving the letter
leave the forest, there will be more rabbits.
eagles 24 4 = the address
This won’t be good for our forest.
owls 17 5 = the problem
When you write a Please build the airport in a different place.
wolves 32 6 = the solution formal letter, be Please don’t destroy the forest.
bears 6 polite. Remember
Kind regards,
to add the correct
start and end. Jack Robers

2 Look at 1 and make your own bar chart with three animals.
Then ask and answer with a partner. 2 Read and answer.
1 What will happen if they destroy the forest?
Visitor How many wolves Ranger
2 What will happen if the wolves leave the forest?
are there?
There are thirty-two. 3 What will happen if there are more rabbits in the forest?
Are there more
wolves than eagles?
Yes, there are. 3 Complete the code. Then use
Are there fewer the words to write a letter. CODE CRACKER
eagles than otters? No, there aren’t.
There are more.
If they , they will destroy the . = build / plant
3 Look at your bar chart. Complete the sentences. If they destroy the , the , will have no habitat. = maize / houses
If the have no habitat, they will leave. = fields / pond
1 There are fewer than .
If the leave, there will be . = otters / butterflies
3 There are more than .
This is bad for our . = more / fewer
2 There are fewer than .
= fish / flowers
4 There are more than .

84 eighty-four eighty-five 85

Lesson flow

Warm up Lesson Presentation Practice Practice Production Objective

objective review

• Have students sit in a circle. Choose a student to

LESSON OBJECTIVE
say an animal (e.g., owl), then the next student
I will describe quantities using more and fewer. says another animal (e.g., otter), and so on.
Students can’t say the same animal twice or think
KEY LANGUAGE for more than three seconds before they answer.
If they do, they leave the circle. Keep going until
There are fewer bears than wolves. there are only three students left.
There are more owls than otters. • Extra Have students add more animals to the map
of the world they started in the Opener lesson. Have
Warm up them stick pictures of different animals on, labeling
• Review animal words with students. Have students them and drawing arrows to where they live.
take turns to slowly draw a picture of an animal
on the board. The student who guesses the animal Lesson objective
before the picture is finished takes the next turn. • Introduce the lesson objective. Say Today I will
describe quantities using more and fewer.
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 • Involve Students will learn how to describe
quantities using more and fewer. They will gain
confidence using the new language through
real-life conversations.
Presentation
• Show students the grammar box and read the
examples. Ask students to repeat.
• Assist Ask students If there are two wolves, how
many bears are there? (one bear) If there are
seven otters, how many owls are there? (accept
any number more than seven).
• Show different numbers of pencils and books and
ask students to make sentences using more and
fewer, e.g., show them two books and five pencils
to elicit There are more pencils than books./There
are fewer books than pencils.
• Remind students that they have a Grammar
Reference on page 150 of their Student’s Books.
• Differentiation Have students work with a partner
of the same ability and make sentences using
more and fewer. Less confident pairs can take
turns to choose more or fewer for the other
student to make a sentence (There are fewer
teachers than students.). More confident pairs can
take turns to choose more or fewer and an object
(e.g., more desks) for the other student to make a
sentence (There are more desks than students.).
COMMUNICATION
Practice
1 041 Listen and say true or false.
(Answers: true, true, false, false, true, false)
• Have students read the bar chart with the
different number of animals. Explain that they
will hear sentences comparing the number of
animals and they will use the information to
decide if the sentences are true or false. Play
audio 041.
• Monitor Check answers with the class. Play the
audio again if needed.
• Extra Have students make sentences with a
partner about the number of animals in the
forest using more and fewer. Have them make
both true and false sentences and their partner
can identify and correct the false sentences.
CREATIVITY COMMUNICATION
Practice
2 Look at 1 and make your own bar chart with
three animals. Then ask and answer with
a partner.
• Have students make a bar chartwith three
animals. Remind them to choose different
numbers for each animal.
M05 English Code TB4 AmE_23251.indd 147
• Ask two students to read the examples in the
speech bubbles. Then have them ask and
answer with their partner using the animals in
their two bar charts.
• Assist Show students that they can use the
same questions in the speech bubbles and just
change the words in blue. Remind them that
the answers will depend on the numbers of
animals in their bar charts.
• Monitor Monitor and provide support if
needed. Ask individual students questions and
listen to their answers, then have them ask you
questions. Take notes on any general issues
with pronunciation and intonation.
• Digital literacy Show students how to make a
bar chart using software on a computer. Go
through an example with them in class, typing
in the names and numbers of animals, then
highlighting the data and choosing to show it
as a bar chart. Next, show them the different
types of bar charts and how they can change
the color, texture, and design. Also, show them
how to add a title and change the data. If
possible, show them how to save it as a PDF
and print it out.
• Challenge Have students find out about an
endangered animal. Have them find out the
number in the world today, and for the past
five years, so that they can see if the number is
increasing or decreasing. Then have them make
a bar chart to show the number of that animal
over the last five years.
Production
3 Look at your bar chart. Complete the sentences.
(Model answer: 1 There are fewer otters than
eagles., 2 There are more eagles than owls.,
3 There are fewer owls than wolves., 4 There are
more wolves than bears.)
• Coding syllabus: Students will learn how to
understand and use simple variables.
• Have students look at their bar chart in Activity 2
and complete the sentences. Remind them that
they can choose any of the animals to write about.
• Monitor Check answers with the class. Go around
the class and ask for one sentence from each
student.
Objective review
• Revisit the lesson objective. Say Now I can describe
quantities using more and fewer.
• Involve Encourage awareness of what students
can do by asking them to compare the number of
girls and boys in the class, or the number of male
and female teachers in the school, using more
and fewer.
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 Writing lab
A LETTER

More or fewer? I will desc

quantities
ribe Writing lab I will learn
to
using write a let
COMMUNICATION more and A LETTER ter.
fewer.

1 041
Listen and say true or false. 1 What does Jack want? Read 73 Highlands Road
There are fewer bears than wolves. and check . Then number
Oxbo, Wisconsin 54552
There are more owls than otters. the features.
April 11th
a new airport a solution Dear Ms. Tamer,
more rabbits a new forest
Animals in forest
Some people want to destroy the forest and
1 = the date build an airport. This forest is a habitat for
many wolves. If they destroy the forest, the
Season: Spring Ranger: Julia Holden 2 = the person writing the letter
wolves will leave the forest. If the wolves
otters 15 3 = the person receiving the letter
leave the forest, there will be more rabbits.
eagles 24 4 = the address
This won’t be good for our forest.
owls 17 5 = the problem
When you write a Please build the airport in a different place.
wolves 32 6 = the solution formal letter, be Please don’t destroy the forest.
bears 6 polite. Remember
Kind regards,
to add the correct
start and end. Jack Robers

2 Look at 1 and make your own bar chart with three animals.
Then ask and answer with a partner. 2 Read and answer.
1 What will happen if they destroy the forest?
Visitor How many wolves Ranger
2 What will happen if the wolves leave the forest?
are there?
There are thirty-two. 3 What will happen if there are more rabbits in the forest?
Are there more
wolves than eagles?
Yes, there are. 3 Complete the code. Then use
Are there fewer the words to write a letter. CODE CRACKER
eagles than otters? No, there aren’t.
There are more.
If they , they will destroy the . = build / plant
3 Look at your bar chart. Complete the sentences. If they destroy the , the , will have no habitat. = maize / houses
If the have no habitat, they will leave. = fields / pond
1 There are fewer than .
If the leave, there will be . = otters / butterflies
3 There are more than .
This is bad for our . = more / fewer
2 There are fewer than .
= fish / flowers
4 There are more than .

84 eighty-four eighty-five 85

Lesson flow

Warm up Lesson Practice Practice Code Cracker Objective

objective Production review

• Have students work in groups to discuss why they

LESSON OBJECTIVE
want or don’t want the new airport built there.
I will learn to write a letter. Have them think of reasons for and against the
new airport.
Warm up • Extra Have a class debate about the new airport
• Ask students to look back at the pictures of the being built near your school. Ask students to choose
Wolf Forest Project on page 78 and talk about the if they want to debate for or against the new
good and bad changes, giving reasons for their airport and ensure you have the same number of
opinions. students in each team. Ask students to prepare and
• Ask students to imagine that a new airport is give an introduction for each side of the debate,
being built in a town or city close to your school. then open the debate to individual students to
You can choose any town or city you want, but it present their ideas and ask and answer questions.
must be somewhere that means wildlife habitat At the end, have a class vote to see how many
will be destroyed. students want or don’t want the airport to be built.

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 Lesson objective
• Introduce the lesson objective. Say Today I will
learn to write a letter.
• Involve Students will learn to write a letter. They
will gain confidence through scaffolded writing
tasks, to enable them to write their own letter.
Practice
1 What does Jack want? Read and check . Then
number the features.
(Answers: a solution, 4, 1, 3, 5, 6, 2)
• Have students read the text quietly and choose
what Jack wants. Then have students read the text
again and number the features. Check answers
with the class.
• Assist Ask students What’s the relationship
between the person writing the letter and the
person receiving the letter? (They don’t know each
other very well.). Explain that this is what we call
a formal letter, and that’s why we start Dear Ms.
Tamer and end with Kind regards.
Practice
2 Read and answer.
(Answers: 1 If they destroy the forest, the wolves
will leave., 2 If the wolves leave, there will be
more rabbits., 3 If there are more rabbits, this
won’t be good for the forest.)
• Have students read the text again and answer the
questions. Then check answers with the class.
• Assist Ask students what they think Jack means by
This won’t be good for our forest. Discuss the food
chain and explain that when there are too many
rabbits, they need food and will eat all the plants,
which means loss of habitats and food for other
animals.
• Digital literacy Ask students How can we
communicate with someone we don’t know very
well? Have them discuss in groups and make a list.
Remind them to think about digital technologies
and the internet, e.g., phone calls, email, live chat,
and social media. Then discuss as a class and
write ideas on the board. Have a show of hands to
find out the most popular ways for your students
to communicate with someone they don’t know
very well. Make them aware of the dangers when
communicating with strangers.
• Challenge Ask students to rewrite the letter in
Activity 1 as an email. Remind them to think
about the differences, and what they need to add
or remove.
M05 English Code TB4 AmE_23251.indd 149
Production CODE CRACKER
3 Complete the code. Then use the words to
write a letter.
(Answers: orange = build/plant, dark
blue = maize/houses, light blue = fields/pond,
green = otters/butterflies, red = more/fewer,
yellow = fish/flowers)
• Students will learn how to read a message and
then write a letter using a code made up of
variables.
• Show students the colored circles in the
sentences and explain that each one can be
replaced by one set of words to the right of
the sentences. Explain that they need to decide
which set of words to color the different colors
and encourage them to do this on their own.
• Assist Ask students why the words are in sets,
e.g., What are fields and ponds? (habitats)
What are otters and butterflies? (animals).
Tell them that the sets of words are variables,
which means that they can be swapped.
• Have students use the code to write their own
letter in their notebooks, using the letter in
Activity 1 as an example.
• Involve Have students swap their finished
letter with their partner. They can read it and
give points for spelling and content, making
comments about how well they outlined the
problem and the solution. They can write the
number of points and good job or good try on
the brochure. Then they return it so that their
partner can try to improve it.
• Differentiation Have students work in pairs and
look at the sets of words to the right of the
sentences and think of more words that they
can use as variables. Less confident pairs can
try to add one or two more words to each set,
while more confident pairs can try to add three
or four words.
Objective review
• Revisit the lesson objective. Say Now I can write
a letter.
• Involve Encourage awareness of what students
can do by having them show you and read their
letter out loud.
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 Project and Review
ORGANIZE A CAMPAIGN TO SAVE AN ANIMAL

PROJECT AND REVIEW Step 3 Step 4

Organize a campaign to save an animal Create Show and tell

Step 2 Prepare the campaign. Present the campaign.

Step 1 Plan Prepare your campaign action. Present your campaign.

Write, draw, or make your action. Talk to your classmates for
Research 5 minutes about your campaign.
Think about different In your group, look at your
actions for a campaign. actions together. Display your campaigns.
Find out about
Decide how to present your Use counters to vote for the best.
endangered animals. Choose one of the animals. campaign.
Give 5 counters to the first, 3 to
In groups, choose one the second, and 2 to the third.
Where do these animals live?
action each.
Find out which habitat they The campaign with the most
List the tasks for your actions. counters is the winner.
live in.
Make a list of materials.
Find out why the animals are The winner of the
endangered. endangered animals
Campaign actions campaign is Save
animals places habitats threats the Orangutans!
A poster with pictures and information
panda China forest loss of A letter to a newspaper
habitat A quiz competition
orangutan Indonesia rainforest loss of
habitat A quiz competition.
Collect information.
Write ten questions.
Find pictures to illustrate quiz.

The Orangutan Quiz

Now I can …
1 Where do orangutans come from? … use animal and
a Iceland b Indonesia c Ireland habitat words.
2 What kind of animals are they?
… use sentences
a Fish b Birds c Mammals with if.
Tell your family about
your campaign and ask … describe quantities
them to do the quiz. with more and fewer.

… write a letter.
86 eighty-six eighty-seven 87

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

• Ask students to compare the numbers of objects

LESSON OBJECTIVE
around the classroom using more and fewer.
I will organize a campaign to save an animal. They can choose any objects, e.g., books, pencils,
students, windows (e.g., There are fewer doors
Warm up than windows in the classroom.).
• Ask students to look at their picture dictionary and • Have students work with a partner and count
review the new words from the unit. Have them the faces on different 3D shapes around the
work with a partner and make sentences using the classroom. They can choose any shapes,
words, e.g., Water pollution in rivers is a threat to e.g., books, a globe, pencil cases, cupboards
otters. (e.g., There is one side on the globe.).
• Have students make sentences with their partner
about what will happen if habitats like forests, Lesson objective
fields, rivers, and mountains are destroyed, using • Introduce the lesson objective. Say Today I will
sentences with if (e.g., If they spray chemicals in organize a campaign to save an animal.
the fields, the butterflies won’t have food to eat.).
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 • Involve Students will learn how to organize a
campaign to save an animal. They will use the
language learned from the unit to complete their
project and present their campaign to the class.
Step 1
Research
• Students work in small groups. Ask them to find
out which animals are endangered and why.
Remind them they can use the notes they took
earlier in the unit and the internet to help them.
• Have students make a chart, adding information
about the animals, places, habitats, and threats.
Remind them to look for facts. Encourage students
to use language learned from the unit.
• Monitor Take time to check students’ work and
add any words they can’t spell or don’t know in
English to the board. Take notes on any general
issues with spelling.
Step 2
Plan
• Students work in small groups and decide on an
endangered animal for their campaign. Then they
discuss and each decide on an action.
• Assist Encourage students to choose actions
that are different from each other but that will
work well together, e.g., a poster advertising the
campaign, a letter to a newspaper or magazine
to highlight the campaign, a fact file to provide
information about the animals.
• Students complete a list of tasks for their actions.
Using the list of tasks, they then think about and
find the materials they need to complete those tasks.
Step 3
Create
• Materials: (per pair or group) pencils, notebooks,
pictures or photos of endangered animals,
coloring pencils, white paper or card, counters
• Ensure each student has the space, tools, and
materials needed to make their campaign action.
• Have students prepare, write, draw, and/or make
their campaign action. Then have them look at
their actions as a group and decide how they are
going to present their campaign.
• Challenge Have students look on the internet and
in magazines and newspapers to find campaigns
for endangered animals. Then have them
choose three campaigns that are for the same
endangered animal as their own campaign and
compare them. They can give scores out of 10 for
each campaign. They can also use ideas from this
for their project.
M05 English Code TB4 AmE_23251.indd 151
COLLABORATION
Step 4
Show and tell
• Have groups present their campaign. Each group
spends five minutes presenting their campaign
and explaining the actions they prepared.
• After the presentations, students can choose
and vote for three campaigns.
At home
Tell your family about your campaign and ask them
to do the quiz.
• Have students take copies or photos of their actions
for their campaign home and present it to their
family. Students can then ask their family to do
the quiz to see how much they learned, and their
family can ask questions about the campaign, too.
• Differentiation Have students record themselves
on video at home presenting their campaign to
their family (and if possible, share the recordings
with the class).
Now I can …
• Show students the Now I can … box and read the
examples. Have students repeat, then ask questions
to check understanding, e.g., Can you name three
endangered animals? (eagles, otters, wolves).
• Involve Ask students to consider how they feel
about these statements. Explain that if they
feel confident about a statement, then they can
stick on the light bulb sticker. If they do not feel
confident about a statement, tell them that they
can come back to that statement and stick on the
sticker when they do feel confident.
• Monitor Go around the class and have students
choose and say the statement they are the most
confident about. Make notes of the statements
that the fewest students choose and make sure to
review the content in future.
Objective review
• Revisit the lesson objective. Say Now I can
organize a campaign to save an animal.
• Involve Encourage awareness of what students can
do by having them show you their campaign action
and asking them questions about their campaign.
Pearson English Portal games
Go to the Pearson English Portal and click on
“Resources” for a class game.
Assessment Pack
• For grammar and vocabulary assessment, have
students complete the Practice and Unit Tests in
the Assessment Pack.
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 Workbook answer key and notes
UNIT 5: ENDANGERED ANIMALS
1 023 Listen and sort.
(Answers: Endangered: otters, elephants,
Not endangered: dogs, hamsters, horses, rabbits,
Some are endangered: bats, donkeys, goats, owls,
sharks)
2 Label the word groups. Then choose and
complete.
(Answers: 1 threats, 2 endangered animals,
3 habitats, Model answer: Sharks live in the ocean.
Water pollution is a problem for sharks.)
• In this coding activity, students learn to use variables
to make sentences about endangered animals.
3 Complete the wildlife observation sheet.
• Students complete the wildlife observation sheet.
Wonderful wildlife
1 Unscramble the letters and complete the
sentences.
(Answers: 1 field, 2 wolf, 3 turtle, 4 threat,
5 otter, 6 butterfly, 7 Chemicals, 8 tiger,
9 habitat, 10 eagle, 11 Pollution, 12 Mountains)
2 024 Match the habitats to the animals. Then
listen and check.
(Answers: wolves: tundra, birds with long
legs: wetlands, polar bears: Arctic, elephants:
grasslands)
• New vocabulary is presented and practiced in this
activity (Arctic, grasslands, tundra, wetlands).
3 Make words.
(Model answers: break, bridge, price, present,
prissy, princess, fridge, friendly, frog, green, grass,
gray, crab, cry, cranky, drink, dry, dreamy, dragon,
train, tram, tree)
Language lab
1 025 Listen and complete with will or won’t.
(Answers: 1 will, 2 will, 3 will, 4 will, 5 won’t,
6 won’t, 7 won’t, 8 will)
2 Match the ideas to the sentences in 1.
(Answers: 8 cleaner streets, 4 a good diet,
1 a lot of wildlife, 7 less plastic waste,
6 no pollution in the air, 2 cleaner air,
3 more otters, 5 a lot of butterflies)
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3 Complete the sentences. Write two endings using
will and won’t.
(Model answers: 1 we will use bikes/we won’t need
gas stations, 2 the air will be clean/there won’t be
air pollution, 3 the streets will be cleaner/people
won’t throw trash on the streets, 4 people will have
a good diet/people won’t use chemicals)
4 Read and draw a path.
(Model answer:
Condition: If they make a new park, …
Result 1: + place for biking, + playground, – no
stores, – dangerous at night.
Result 2: + take more exercise, – hard to buy food)
5 Choose one condition and four results. Then
complete the path.
(Model answer: Condition: they build a new
nature reserve, Result 1: + it will be good for
wildlife, – there will be lots of insects, Result 2: +
It will be good for families, – there will be more
dangerous animals)
• In this coding activity, students learn to use the
set functions from Activity 4 to find results for a
condition of their choice.
6 Talk to a partner about your path in 5.
• Students look at Activity 5 and talk to their partner
about their path, telling them the condition and
explaining the results.
Story lab
1 Read and answer.
(Answers: 1 Aset hears a sound and looks behind
a bush., 2 He think it’s a dog because it looks like
a dog., 3 He cleans the barn and he feeds and
plays with Kara., 4 They are scared and worried.,
5 He takes her to the forest where he found her.,
6 Because the gray puppy looks like Kara.)
2 Read and complete with dogs or wolves.
(Answers: 1 dogs, 2 Wolves, 3 Dogs, 4 Wolves,
5 Dogs, 6 Wolves)
3 Find words in the story that mean …
(Answers: 1 puppy, 2 keep, 3 whispered, 4 barn,
5 fed, 6 chased, 7 pulling, 8 called)
4 Make a model of a habitat.
• Students make a model of a habitat of their choice
from paper and card.
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 5 Complete and circle the story review.
(Answers: Aset and Kara, Aset, Kara, Aset’s mom
and dad, a barn and a forest, modern day, Aset
finds Kara., Aset takes care of Kara and plays with
Kara., Kara is a wolf puppy., Kara goes back to her
mother., Aset gets a dog puppy.)
6 Write your opinion of the story.
• Give students some example adjectives to help
them decide how they feel about the story, e.g.,
exciting, happy, etc. Remind them to think about
what they liked and didn’t like in the story.
Experiment lab
1 Read and complete.
(Answers: glass, paper, wood, bones)
2 Read and complete with front or back.
(Answers: front, back, back, front, front/back,
back/front, back)
3 Color the mountains yellow in the light and black
in the shadow. Then read and complete.
(Answers: Morning: to the right of the mountains
is colored yellow, to the left is colored black,
Afternoon: all the mountains are colored yellow,
Evening: to the left of the mountains is colored
yellow, to the right is colored black., ​1 morning,
bottom, right, ​2 afternoon, top, middle, ​
3 evening, bottom, left)
4 Describe your light box.
• Students give their light box a title and write a
paragraph to describe what it looks like.
5 Ask and answer with a partner.
Experiment time
1 Answer the questions about your light box.
(Answers: ​1 It’s stronger at the back because the
light is at the back., ​2 The colors are darker at
the front because paper blocks the light., Model
answers: ​ 3 The positive shapes are mountains and
houses., ​ 4 The negative shapes are animals’ eyes
and stars., ​5 The lights are white.)
• Discuss the importance of recording results during
experiments. Then have students answer the
questions about their experiment and the results.
2 Read and circle. Then discuss with a partner.
How difficult was the experiment?
More or fewer?
1 Look and complete.
(Answers: ​1 fewer, wolves, ​2 fewer, otters, ​
3 more, bears, ​4 fewer, otters, ​5 more, wolves, ​
6 more, bears)
2 Work with a partner. Each choose a habitat and
complete. Then ask and answer.
M05 English Code TB4 AmE_23251.indd 153
3 Compare the habitats in 2 and complete the
report.
Writing lab
1 Read, choose, and write.
(Answers: ​1 P, ​2 S, ​3 R)
2 Read and match.
(Answers: ​1 Dear Sir or Madam, ​2 Dear Juan, ​
3 Dear Mr. Smith, ​4 Hi there!)
• In this values activity, students learn about the
different ways to start a letter or email so that
they can communicate with respect.
3 Write a letter.
(Model answer: Dear Principal, Some people want
to build houses near a nature reserve. If they build
the houses, they will cut down lots of trees. If they
cut down the trees, animals won’t have a habitat.
We want people to build houses near the train
station. Please help us. Kind regards, Juan Lopez)
4 Listen to a partner’s letter and take notes.
PROJECT AND REVIEW
1 Answer the questions about your campaign.
• Students answer the questions about their
campaign using full sentences.
2 Complete the information about your campaign.
(Model answers: I made a poster. I used pictures
from the internet. Tim made a quiz. He used
information from a book. Ana wrote a letter to the
principal. I showed the poster. Tim explained the
problem. Ana read the letter.)
3 Read and number. Answer and discuss.
4 026 Listen and draw four paths using
different colors.
(Answers: Path 1: If they build a new city, cut down
a lot of trees, no habitat for animals, endangered
animals, Path 2: If they build a new city, cut down a
lot of trees, not a lot of oxygen, people have health
problems, Path 3: If they make a new lake, more
fish, more otters, Path 4: If they make a new lake,
no playground, children have no place to play)
5 Look at 4 and answer the questions.
(Model answers: If they build a new city, they
will cut down lots of trees. If they cut down lots
of trees, there won’t be a lot of oxygen. If there
isn’t a lot of oxygen, people will have health
problems., If they make a new lake, there won’t be
a playground. It there isn’t a playground, children
won’t have a place to play.)
6 Choose and write about a habitat using more
and fewer.
7 Ask and guess a partner’s habitat.
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