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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

ANIMALS
AND
HABITATS
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1 Warm up

Look at the pictures and match the animals with their names.

camel chimpanzee (chimp) dolphin elephant

lion shark snake tiger

1. 2. 3. 4.

5. 6. 7. 8.

Which of these animals live in these habitats?

the desert: the forest:

grassland: the ocean:

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2 Reading

Work in pairs to circle the correct answers in Column A, on the left.

Quiz: ANIMAL WINNERS

column A column B

1. Which animals are faster - camels or A camel’s top speed is ____ km/h . An
elephants? elephant’s top speed is ____ km/h.

2. Which animals are heavier - lions or tigers? Lions weigh ____ kilos. Tigers weigh ____ kilos.

3. Which animals are more dangerous to Snakes kill ____ people every year. Sharks kill
people - sharks or snakes? ____ people every year.

4. Which animals are more intelligent - chimps Dolphins have a better _________ than chimps.
or dolphins?

Then read the Animal Winners webpage to check your ideas and add the missing information to
Column B.

Do you think any of the information is surprising?

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Animal Winners

People use both camels and elephants for transport, but camels can run at 65 kilometres
per hour while an elephant’s top speed is 25 kilometres per hour. Of course, they live in
different habitats - elephants prefer grassland while camels live in the desert.

Lions and tigers are both big cats, but there are several differences between them. Tigers
are forest animals while lions live on grassland. Tigers live alone while lions live in groups.
There is not much difference in size between them, but adult tigers weigh 221 kilos while
adult lions weigh 181 kilos.

Everyone hears about shark attacks on the news and in films. People around the world
worry about sharks when they go swimming in the ocean. So, you may be surprised to
know that sharks kill six people every year, more or less, while snakes kill around 100,000
people. You can relax at the beach! (But not in the desert...)

The big question is, which animals are intelligent? It’s difficult to give an answer, because
there are many ways to be intelligent. If we think about how different animals remember
events from the past, scientists believe that dolphins have a better memory than chimps.
However, dogs are better at understanding human language than dolphins.

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3 Language point
Study the sentences below.

• Camels are faster than elephants.

• Tigers are heavier than lions.
• Snakes are more dangerous than sharks.
• Dolphins have a better memory than chimps.

We use comparative adjective + than to compare two things in one sentence.

Study the table and then write the comparative forms of the adjectives below.

Comparative forms

adjectives with one add -er: fast / faster slow / slower

syllable

if the adjective ends nice / nicer large / larger

in -e, just add -r:

when an adjective big / bigger hot / hotter

ends in one vowel +
one consonant, the
spelling changes:

adjectives with two take away the -y, add heavy / heavier pretty / prettier
syllables that end in -ier:
-y

adjectives with two use more + base form more dangerous more intelligent
or more syllables of the adjective

irregular forms good / better bad / worse far / farther or further

1. cute
2. easy
3. famous
4. funny
5. expensive
6. interesting
7. sad
8. tall
Check the meanings of these adjectives with your teacher or a dictionary.

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4 Practice

Write comparative sentences using the ideas you are given.

Example: cheese / expensive / fruit.

Cheese is more expensive than fruit.

the desert / hot / the forest

1.

monkeys / cute / camels

2.

the forest / pretty / grassland

3.

camels / slow / horses

4.

the restaurant / large / the coffee shop

5.

this website / interesting / that website

6.

the film / bad / the book

7.

having a pet snake / difficult / having a dog

8.

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5 Speaking
Choose your best words to complete the sentences. Then compare answers with your partner and
explain your ideas using comparatives, as in the example.

Example:

A funny animal I enjoy seeing on TV: camels or lions?

• A: I enjoy seeing camels on TV. They’re funnier than lions because they don’t do what
their owners want.

• B: Not me! I like TV shows about lions. The babies are funnier than camels when they
play. And lions are more interesting than camels because they work together.

Which is better and why:

1. An interesting place that I’d like to visit on holiday: the desert or the forest?
2. An easy place for people to visit: grasslands or the ocean?
3. An intelligent animal that I’d like to see in the wild: elephants or dolphins?
4. A dangerous animal that I am afraid of: tigers or sharks?
5. A cute pet I’d like to have: chimps or snakes?

6 Extra practice/homework
Read the webpage about sharks and dolphins and correct the sentences that have mistakes. If the
sentence is correct, put a tick ✓next to it.

Factfile: Sharks and dolphins

Sharks and dolphins look similar, but they are very different. Dolphins are mammals like
humans, while sharks are a type of fish.
1. Dolphins is faster than sharks.
2. Dolphins also have larger brains.
3. This makes dolphins intelligent than sharks.
4. Dolphins also more friendly than sharks.
5. Most people think dolphins are more cute too.
6. Sharks have sharper teeth and so are more dangerous dolphins.
7. Some sharks are biger than a car!
8. Maybe sharks are more interesting because they are more different to us than dolphins.
9. But swimming with dolphins is gooder than swimming with sharks!

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7 Extension

Comparative sentences have stressed and (unstressed) forms when we say them:

• Cheese (is) more expensive (than) fruit.

Stressed forms are strong - they sound loud and long. Unstressed forms are weak - they sound
soft and short.

Practise saying these comparative sentences with stressed and (unstressed) forms.

1. Deserts (are) hotter (than) forests.

2. Sharks (are) more interesting (than) dolphins.
3. Snakes (are) longer (than) chimps.
4. Chimps (are) funnier (than) camels.

Now mark the stressed and unstressed words in these sentences and practise saying them.

1. Coffee is better than tea.

2. Winter is worse than summer.
3. The sun is farther than the moon.

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

ANIMALS AND HABITATS

Key

1. Warm up

5 mins.
Work with the whole class to match the words and pictures. Drill the pronunciation of all the animals, making sure
that students are pronouncing lion and tiger with an /aI/ sound. Then look at the second question and elicit/explain
the meaning of habitat (the type of place where an animal usually lives) and go over the four examples, checking
pronunciation. Students often confuse desert and dessert so drill those. Go through the options one by one and
nominate a student to answer each question - elicit two animals for each option, although snakes live in a range
of habitats.

1. dolphin 2. tiger 3. camel 4. snake

5. elephant 6. chimpanzee (chimp) 7. lion 8. shark
Habitats:
the desert: snake and camel
the forest: tiger and chimpanzee
grassland: elephant and lion
the ocean: shark and dolphin

2. Reading

10 mins.
This activity recycles the animal and habitat vocabulary from the Warm Up. Before students work in pairs to
choose the best answer in Column A - elicit/explain the meaning of the adjectives in bold; these are given as
comparatives, which students will explore in the Language Point. They should then read the text to check their
ideas and add the missing information to column B. Reassure students that they don’t need to understand every
word in the text to complete the exercise, but they may want to ask you about some words during or after the
reading. You may need to support students in saying high numbers (one hundred and eighty-one, two hundred
and twenty-one, one hundred thousand). After checking answers, you could ask students to comment on any
interesting or surprising information.
Answers:
1: A camel’s top speed is 65 km/h. An elephant’s top speed is 25 km/h.
2: Lions weigh 181 kilos. Tigers weigh 221 kilos.
3: Snakes kill 100,000 people every year. Sharks kill 6 people every year.
4: Dolphins have a better memory than chimps.

3. Language point

10 mins.
Have students focus on the sentences and drill them. The basic form of comparatives is not difficult, but students
at this level often forget to use a to be verb or than in their sentences. Go over the table, especially the irregular
forms, and then ask students to apply the rules to the eight adjectives below, demonstrating with the first one.
These adjectives will be useful in the speaking exercise, so make sure students understand the meanings and can
pronounce them. Note that int(e)resting has a silent letter, and so has three syllables.

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1. cuter 2. easier 3. more famous 4. funnier

5. more expensive 6. more interesting 7. sadder 8. taller

4. Practice

10 mins.
Explain the task and go over the example so that students understand the instructions. You could also demonstrate
the first one. Students can work alone to write their sentences. Encourage them to write full sentences rather
than just adding words to the prompts as this will enhance their mastery of the target language. Then they can
check answers in pairs, before you go over the answers with the class.
NOTE: If students are finding this difficult, either do the variation of the speaking stage or skip it altogether for
now and do the extra practice/homework exercises in class for additional support.

1. The desert is hotter than the forest.

2. Monkeys are cuter than camels.
3. The forest is prettier than grassland.
4. Camels are slower than horses.
5. The restaurant is larger than the coffee shop.
6. This website is more interesting than that website.
7. The film is worse than the book.
8. Having a pet snake is more difficult than having a dog.

5. Speaking

13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity. Go over the
instructions for the activity and the example and elicit/explain the meaning of afraid in number 4. Give students
a few minutes to work alone to think about their answers and why. Monitor and support students as necessary -
they may need help with vocabulary. After a few minutes, ask them to stop and share ideas in pairs. Round off the
session by asking a few students to report what their partner told them, to demonstrate listening, or by correcting
any errors with the target language that you heard while monitoring, including pronunciation.

6. Extra practice/homework

2 mins.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.
Answers:
1 Dolphins are faster...; 2 correct; 3 ...more intelligent than; 4 Dolphins are also ...; 5 cuter; 6 more dangerous than
dolphins; 7 ...bigger...; 8 correct; 9 ...is better than...

7. Extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. This pronunciation activity will
support students’ speaking and listening skills. Go over the information about stressed and unstressed forms and
drill the example, emphasizing the differences. Some L1s lack this feature and students may think it’s strange.

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Encourage over-acting as students practise sentence 1-4: you can drill these chorally or students can work in
pairs or alone. Remind students that interesting has a silent letter. Finally, students can revise the three irregular
forms in the last three sentences by marking stressed and unstressed words and practising in the same way.
1: coffee, better, tea
2: winter, worse, summer
3: the sun, farther, the moon

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