The teacher asks about the timetable and elicits as many scheduled activities as possible so as to point out the animal recreational area. Students are asked to brainstorm what animals they expect to find at the summer camp and to describe them. The teacher jots down their ideas on the board for further reference.

Image matching - students acknowledge/identify animals in a set of pictures and match them with the correct names as follows: 1. Kitten 2. Penguin 3. Kangaroo 4. Snail 5. Dog 6. Hippo 7. Whale 8. Lion The teacher elicits the places where these animals live and mind-maps their ideas on the board for further reference. Students look at another set of pictures and identify the places and natural features as follows: 1. grass 2. river 3. island 4. plant 5. jungle 6. mountain 7. forest 8. lake The teacher asks students to compare their previous answers and match the animals with the places or natural features accordingly. Students may also brainstorm other pieces of vocabulary and use them to describe both. Other options: 1. ocean 2. volcano 3. desert 4. sea 5. stream 6. waterfall

Students match some adjectives with their opposites as follows: 1. Big - small 2. Young - old 3. Short - tall 4. Fast - Slow 5. Beautiful - ugly 6. Heavy - light Listening for gist – the teacher explains that these adjectives are used to describe animals – students watch a video demonstrating a game (compare animals in terms of their characteristics and the adjectives). CCQs - how do you play this game? Listening for detail: students complete a few sentences by using the animal vocabulary and watch the video again to check their answers as follows: 1. A lion is faster than a zebra. 2. A jellyfish is smaller than a whale. 3. A kangaroo is taller than a frog. 4. A penguin is shorter than a giraffe. 5. A hippo is slower than a horse. 6. A bee is smaller than a snail. The former are marker sentences to be used in the language analysis/practice.

Meaning & Form – students read the following marker sentences and identify the comparison: ○ A hippo is bigger than a frog. ○ A dog is older than a puppy. As a guided discovery task, students complete the rules to make comparatives as follows: 1. We use the comparative form to compare two/three things or people. 2. We make the comparative form by adding -er than / -er that to a one-syllable adjective. 3. We double the consonant/vowel when a one-syllable adjective ends. Pronunciation – students identify sentence stress in marker sentences: 1. A lion is faster than a zebra. 2. A jellyfish is smaller than a whale. 3. A kangaroo is taller than a frog. Students complete a fill-in-the-blank exercise by using the comparative form of the adjectives in parentheses as follows: 1. A snail is - (short) than a kangaroo. 2. A lion is - (big) than a kitten. 3. A duck is - (small) than a penguin. 4. A jellyfish is - (slow) than a whale. 5. A donkey is - (tall) than a bird. 6. A zebra is - (fast) than a hippo.

The teacher has students look at a bunch of pictures and ask them as to what they think makes these animals amazing/interesting. Students read a short fact file taken from a website and compare their answers to the previous question – they then decide where this fact file comes from as follows: This is from a website for a: 1. Zoo 2. Wildlife park 3. Farm Students read the fact file again and decide whether the following statements are true or false: 1. The Kangaroo isn't very tall - false. 2. Snails sleep during the night - false. 3. The hippo at the park isn't very old - True. 4. Sea lions can swim fast in the sea - True. 5. A penguin isn't a bird - False. 6. Lions can't run very fast - False.

Meaning & Form – students read the following marker sentences and identify the superlative: ○ The hippo is the youngest animal in the park. ○ The penguin is the biggest bird in the park. As a guided discovery task, students complete the rules to make superlatives as follows: 1. We use the superlative form to compare two / three or more things or people. 2. We make the superlative form by adding the / a + -est to one-syllable adjectives. 3. We double the consonant / vowel when the one-syllable adjective ends in consonant + vowel + consonant. Pronunciation – students identify sentence stress in marker sentences: ○ The penguin is the biggest bird in the park. ○ The sea lion is the oldest animal in the park. Students complete a fill-in-the-blank exercise by using the superlative form of the adjectives in parentheses as follows: 1. The giraffe's the - (tall) animal in the wildlife park. 2. It's the - (loud) bird in the forest. 3. This kitten's the - (young) animal on the farm. 4. The whale's the - (big) animal in the sea. 5. This is the - (small) animal on the island.

In groups, students choose three animals of their preference and prepare a fact file about them to present a short documentary. The teacher encourages them to do authentic research online and offers help if need be. The research could be carried out as follows: ○ Find out: 1) where these animals live and what they eat; 2) what these animals look like: height, weight, key differences between females and males. ○ Write sentences comparing the animals. ○ Decide on an introduction and conclusion for the documentary. ○ Prepare a presentation (Canva, PowerPoint, etc). ○ Practice how to film the documentary. ○ Edit your documentary and post it on Padlet Alternative: a documentary about an endangered species. Sidenote: there is a listening lesson useful for their preparation (see materials attached).