1.1 What animals do you know?
1 Form the class into groups. Each group has a large sheet of paper. In large classes, students could work in pairs, each with a sheet of paper.
2 Children write as many animals as they can think of in one minute.
3 They then pass the large sheet of paper to the group on their right or to the pair on their right.
4 The children read their peers’ suggestions and add more animals to the list.
5 Continue rotating the sheet of paper until it returns to the original group. In large classes, pass the paper round five pairs.
6 Create a summary grid on the board, using the headings from Box 1.
7 Ask the students to call out the name of an animal that falls into the following categories: Farm animals, Pets, and Wild animals, and record these into the grid.
chicken, cow, duck, goat, bird, cat, dog, bird, crocodile, duck
horse, sheep fish, horse, mouse elephant, fish, frog,
giraffe, hippo, lizard,
monkey, mouse, snake,
The children copy the name of each animal onto a playing card. They can then play card games such as Snap and Concentration. See Box 2for instructions on how to play these card games.
Box 2 Card games
These games are best played in groups of two to four players.
• Divide the cards between the players.
• Each player takes a turn to place a card on the table, thus revealing the content
of the card.
• When two cards match, e.g. if there are two pets (e.g. a cat and a dog) or two
farm animals (e.g. a cow and a horse), the first person to place a hand over the
pack and say Snap wins all these cards.
• The game continues until one player has won all the cards.
• All the cards are placed face down spread out on the table.
• Each player takes a turn to choose two cards.
• If the cards make a pair, e.g. if there are two farm animals, the player keeps the
cards and has another turn.
• If there is no pair, the cards are replaced, face down, in the same position.
• The game continues until all pairs have been claimed.
1.2 Describing well-known animals
1 Read out the name of one animal from Box 3that the children will recognise, e.g. Frog.
2 The children write down the name of the animal, paying attention to correct spelling.
3 Ask the children, in pairs, to think of physical characteristics of this animal, e.g. Small, soft, wet, green. Encourage the children to use classroom wallcharts, dictionaries or classroom books to find suitable describing words. Suggested vocabulary is in Box 3. Call on the children to share their answers with the class.
4 Complete the grid on the board.
Box 3 Describing animals
silver, grey, red, blue, gold, orange
green smooth, cool hard
1.3 Animals moving about
1 Choose one child to select a favourite animal, e.g. A fish.
2 Ask him/her What can your animal do?, e.g. Swim.
3 Write on the board I am a fish and I can swim.
4 Ask the child to read this sentence aloud. This child then selects someone else to choose a favourite animal.
5 The next child chooses an animal and says e.g. He is a fish and he can swim. I am a monkey and I can climb. This child selects someone else to choose a favourite animal.
6 The third child chooses an animal and says e.g. He is a fish and he can swim. She is a monkey and she can climb. I am a bird and I can fly.
7 The game continues for as long as the children can think of animals and remember the previous contributions.
1.4 Animal rhythms
1 Clap out the rhythm of the name of one animal from the board, e.g. Three claps could be e–le–phant.
2 The children try to identify the animal from the list of names on the board.
3 The children then read and clap the rhythm of this animal.
4 Ask them if they know of any other animals that have a similar stress pattern. Practise saying and clapping the names and rhythms.
5 Choose a child to clap out another rhythm and ask the class to guess the animal. To extend this activity, you may want to focus on the stresspatterns for each animal, as well as the rhythm. A list of animals and stress patterns are in Box 4.
Box 4 Names of animals
Two syllables stress on the first syllable:
Two syllables stress on second syllable
Three stress on the syllables
Three syllables stress on the middle syllable
Three syllables stress on the first syllable and last