Animals

VOCABULARY: animals rabbit tiger elephant

snake horse bird mouse

pig dog cat bear

frog duck sheep lion

chicken cow fish

INTRODUCTION: Teacher shows various pictures of animals (introduce only animals you have pictures of).

Lesson One INSTRUCT AND MODEL If you have plastic toys for the animals you can use them or you can use animal flashcards. Before the class put the toys or flashcards in a bag. Bring out the bag and peer in – make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the animals – elicit /teach/chorus the animal name "e.g. What's this? It's a (lion). (Lion), (Lion), (Lion)". Then teach/chorus the animal noise (E.g. "What noise does a lion make?" "Roar!").

OR

Teacher chooses an animal and acts it out and asks class if they can guess the animal. PRACTICE Play "Pass the animals" Pass one of the animals or animal flashcards to the nearest student. As you pass, say "(lion) (roar)". Have the students pass all the animals around the circle, all the while saying the animal name and noise.

OR

Charades: Teacher picks a student or request volunteers to come to the front of the class. Show the student a picture of an animal (student could tell you what animal he/she is). Each

student acts out the animal while class guesses. (You could also have the names of specific animals on a slip of paper and the student draws one from the bag/basket/box.)

INDEPENDENT Play "Animals Match-up Concentration" Break into groups. You’ll need two sets of animal flashcards per group. Shuffle them and spread, face- down, on the floor or table. Turn over one card and then another. The student should say what animal is on the flashcard. The object of the game is to find the same two cards – which wins you a point. If you turn over the same pair of cards (e.g. two tigers) you keep the cards and remove them from the game. If you turn over two different cards, turn them back over and the next player gets a turn. The game ends when all cards have been removed and the player with the most cards is the winner.

OR

Play "Flashcard touch" and "The missing flashcard" game Break into groups. Have the flashcards on the floor. Tell your students to sit around the flashcards on the floor (or on a table) and to put their hands up in the air. Say a flashcard (e.g. "pig") and students have to quickly touch the correct card. Play a few rounds. After that, tell your students to close and to cover their eyes. Turn over one of the cards. Say “Open your eyes”. The students have to shout out the missing card.

Lesson Two Vocabulary: hop run walk

swim crawl climb

fly waddle flap

fur feet paws

claws fins wings

tail long short

INSTRUCT AND MODEL: Review the words walk, run, swim, fly, crawl, hop, and climb. Have them act them out as you say them.

TPR: (Animal movements) Waddle like a duck, run like a horse, flap like a bird, hop like rabbit or frog, etc. Teach the remaining characteristic vocabulary. And show on the flashcards how the characteristics fit different animals. Ask questions about them: "Can a lion fly?" Beginning students may respond with "No. "Does a lion run or fly."

Have the students categorize animals in the following ways:

According to how they move: fly, swim, hop/jump or run/walk/crawl (students can do this using pictures to sort animals in various categories).

Feet, paws, claws, fins, wings

according to their covering: fur/feathers/skin

according to what they eat: plants, other animals, both

PRACTICE:

Break into small groups (be sure to include an American in each group). Select and animal and show it to the groups. Each group should quietly name the characteristics that apply to the animal shown. Do this several times until the characteristics are easily applied.

INDEPENDENT Name that animal: Break into groups. Have one student sit in front of the class. The teacher will select one animal picture. Each student writes down a clue about the animal. The class must give clues about the animal without saying the animal's name. The student in the chair must try to guess what animal is being described. When the student has successfully named the animal then select another student and play again.

Play "Animals Walk" game Have everybody stand at one end of the classroom. First model: hold up a flashcard of a lion. Shout "Run like a lion!" – then get down and crawl across the room like a lion all the time roaring. Then have everyone do it. Then do for all the other animals (e.g. "Stomp like an elephant!” etc.).

Lesson 3 TPR: Animal imitations

Enjoy Animal crackers. Discuss the taste and texture (sweet, sour, crunchy, soft, good, bad, etc.)

Teach Jazz Chant: My Cracker Zoo

When Daddy can't take me to the zoo,

You'll never hear me cry.

I ask Mom to drive me to the store,

And this is what I buy:

A camel with a great big hump,

A rhino and kangaroo,

A tiger, a lion,

A bear and a wolf,

A monkey and elephant, too.

And then I'm happy all the day

As I munch my cracker zoo!

If time remains read: The Three Little Pigs or sing a song

Lesson 4

Tell Story of Noah’s Ark

INSTRUCT AND MODEL THE VOCABULARY: Choose which words you will need to teach your students as vocabulary words. Try not to have too many more than ten new words. These may be taught before the story or as you tell or explain the story. Write the words on the board in groups of five or six. Point to the word and teach the pronunciation. Teach the meaning by showing pictures, drawing pictures, acting it out, explaining in synonyms, or as a last resort getting it in Chinese. Review the pronunciation and the meaning of the words.

INSTRUCT AND MODEL THE “STORY”: The teacher can present the “story” in various ways. #1 Tell the story as you act it out or draw pictures on the board to help with understanding. Try to be very animated and entertaining while you do this. The pictures might be how you introduce the vocabulary also as you tell the story. As you are telling the story continually ask questions to check understanding. #2 (Very popular with the students) Tell the story as you bring students up front to play the various parts (people and animals) in the story. When you say that a character says something have the student repeat it. As you are telling the story continually ask questions to check understanding. This method gives them a visual as well as auditory for understanding the story. It also is very entertaining to see the students being various characters. #3 You may read the story to the students a couple of times, asking them questions about the content. This method tests their auditory skills and can be difficult for the lower ability classes.

Lesson 5

INSTRUCT AND MODEL: During the break between classes you, one of your artistic helpers or students draw simple pictures to retell the “story”. These should be draw in sequential order. If you have absolutely no talent in your class, you may use phrases under your stick figures. Model retelling the story using the pictures. (With beginners one sentence for each picture and add sentences and details as the class level goes up) Point to the picture and say a sentence. You can have the class repeat it for pronunciation. Ask questions about different pictures. PRACTICE: Point to the pictures and have various students help you retell the story using the pictures. (If your class would need to write the sentences down to be able to do this, let them) INDEPENDENT: Retell story to partners or in small groups using the pictures or phrases that they have come up with. Take turns so that both get a chance to retell the story. If time present retelling to the class. Break the class into small groups. These groups are to plan a skit that retells the “story”.

Story:

Long ago, a prophet told Noah that there would be a great flood on earth. He told Noah to build an Ark (large house boat) to keep his family and animals safe, because everyone and everything on earth would be destroyed in the flood. Noah built the Ark. It was three stories high and had rooms for his family wife, three sons and their wife and children- and two of every kind of animal on earth. When the rains came, they were safe and did not get wet. It rained for 40 days and 40 nights. The Ark was floating on the water like a boat does. When the rain was finished, Noah sent a dove out the top window to see if there was land nearby. When the dove brought back an olive branch, Noah knew it was safe to let his family and all the animals out of the Ark.

Tell the story in a simple fashion using pictures/storybook

Additional Activities: Barnyard Turnover Game: Choose 4 or 5 animals and assign the names to the students. Seat all the students in chairs except one. The chairs are in a circle. The student without a chair yells out an animal and the students assigned that animal have to move and find a new seat (one student being unable to--that student is the one who will call out the next animal). As the game progresses you may do 2 or 3 animals at a time. When someone says "Barnyard Turnover" then everyone has to get up and move to a different seat. . . and not the one right next to them. (You will need to practice this and model it for the students).

Blindfold Barnyard: Each child is blindfolded and assigned a specific animal. Mix the kids

up. When you say "Go" they will yell their animal name ("pig, pig, pig") until everyone is grouped together with his fellow animals. You can also play this with animal sounds. Check with students on what they say each animals sound is.

Blindfold Zoo: Each child is blindfolded and assigned a specific zoo animal. Mix the kids

up. When you say “Go” they will yell their animal name (“zebra, zebra, zebra”) until everyone is grouped together with his fellow animals.

Idioms: Chicken: cowardly "Fred will never ask the teacher for help. He is chicken. Bug: annoy, bother "I'm trying to concentrate! Don't bug me!"

Conversation Questions: What is your favorite animal? Why? Do you have any pets? Tell us about them. What animals do you think are the scariest? Are there any animals that you are afraid of?

Jazz Chant: Let’s Go to the Zoo

Zoo, zoo Let’s go to the zoo,

What will we see at the zoo? Let’s go to the zoo,

What will we see at the zoo?

Lion, we will see a lion, Elephant, we will see an elephant,

Monkey, we will see a monkey, Let’s go to the zoo!

Zoo, zoo

Let’s go to the zoo, What will we see at the zoo?

Let’s go to the zoo, What will we see at the zoo?

Tiger, we will see a tiger,

Snake, we will see an snake, Birds, we will see some birds,

Let’s go to the zoo!

Gestures for the jazz chant: For the “Zoo, zoo. Let’s go to the zoon”, have everyone walking on the spot as they walk to the zoo. For the next line “What will we see at the zoo?” Have everyone put their hand above their eyes as they search for animals. For the following animal parts do the following: Lion: look fierce and roar Elephant: make a truck with your arm and make the trumpet noise Monkey: Make the monkey scratching head and armpit making “ooh-ooh” sounds Tiger: look fierce and roar Snake: make a snake shape with your hands and hiss like a snake Birds: flap your arms like wings and say, “tweet-Tweet”

Songs: Eensy Weensy Spider The eensy weensy spider Crawled up the water spou Down came the rain And washed the spider out Out came the sun And dried up all the rain And the eensy weensy spider Crawled up the spout again.

Three Blind Mice Three blind mice, three blind mice See how they run, see how they run They all ran after the farmer’s wife She cut off their tails with a carving knife Did you ever see such a sight in your life As three blind mice?

"Old MacDonald"

Verse 1: Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a cow, E-I-E-I-O! With a moo-moo here and a moo-moo there, Here a moo, there a moo, everywhere a moo-moo, Old MacDonald had a farm, E-I-E-I-O! Verse 2: Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a dog, E-I-E-I-O! With a woof-woof here and a woof-woof there, Here a woof, there a woof, everywhere a woof-woof, Old MacDonald had a farm, E-I-E-I-O! Verse 3: Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a sheep, E-I-E-I-O! With a baa-baa here and a baa-baa there, Here a baa, there a baa, everywhere a baa-baa, Old MacDonald had a farm, E-I-E-I-O! Verse 4: Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a duck, E-I-E-I-O! With a quack-quack here and a quack-quack there, Here a quack, there a quack, everywhere a quack-quack, Old MacDonald had a farm, E-I-E-I-O! Verse 5: Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a pig, E-I-E-I-O! With an oink-oink here and an oink-oink there, Here an oink, there an oink, everywhere an oink-oink, Old MacDonald had a farm, E-I-E-I-O!

Verse 6: (Ok! Let’s do all the animals!) "Cow!" With a moo-moo here and a moo-moo there, Here a moo, there a moo, everywhere a moo-moo. "Dog!" With a woof-woof here and a woof-woof there, Here a woof, there a woof, everywhere a woof-woof. "Sheep!" (Sung): With a baa-baa here and a baa-baa there, Here a baa, there a baa, everywhere a baa-baa. "Duck!" With a quack-quack here and a quack-quack there, Here a quack, there a quack, everywhere a quack-quack. "Pig!" With an oink-oink here and an oink-oink there, Here an oink, there an oink, every-where an oink-oink. Old MacDonald had a farm, E-I-E-I-O!

There was an old woman There was an old woman. She swallowed a fly. I don’t know why she swallowed a fly. I think she’ll die. There was an old woman. She swallowed a spider. It squirmed and squirmed and wiggled insider her. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. I think she’ll die. There was an old woman. She swallowed a bird. How absurd to swallow a bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. I think she’ll die. There was an old woman. She swallowed a cat. Imagine that, to swallow a cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly.

I don’t know why she swallowed a fly. I think she’ll die. There was an old woman. She swallowed a dog. What a hog to swallow a dog. She swallowed the dog to catch the cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. I think she’ll die. There was an old women. She swallowed a cow. I don’t know how she swallowed the cow. She swallowed the cow to catch the dog. She swallowed the dog to catch the cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. I think she’ll die. There was an old women. She swallowed a horse. She died of course.

Fiddle-i-fee (traditional folksong)

I had a cat, my cat pleased me I fed my cat by the greenberry tree My cat said fiddle-i-fee. I had a dog, my dog pleased me. I fed my dog by the greenberry tree My dog went ruff, ruff, My cat went fiddle-i-fee. I had a rooster, my rooster pleased me I fed my rooster by the greenberry tree My rooster went cockle doo, cockle doo My dog went ruff, ruff My cat went fiddle-i-fee I had a cow, my cow pleased me I fed my cow by the greenberry tree My cow went moo moo My rooster went cockle doo, cockle doo

My dog went ruff, ruff My cat went fiddle-i-fee. I had a sheep, my sheep pleased me I fed my sheep by the green berry tree My sheep went baa, baa My cow went moo moo My rooster went cockle doo, cockle doo My dog went ruff, ruff My cat went fiddle-i-fee. I had a duck, my duck pleased me I fed my duck by the greenberry tree My duck went quack, quack My sheep went baa, baa My cow went moo moo My rooster went cockle doo, cockle doo My dog went ruff, ruff My cat went fiddle-i-fee.

The Zoo Sung to "Skip to My Lou" Come along children, we're going to the zoo, Come along children, we're going to the zoo, Come along children, we're going to the zoo, Going to the zoo today. See the animals living in the zoo, See the animals living in the zoo, See the animals living in the zoo, Living in the zoo today. I see a monkey sitting in a tree, I see a monkey sitting in a tree, I see a monkey sitting in a tree I see a monkey and it sees me. I see an elephant, big and gray, I see an elephant, big and gray, I see an elephant, big and gray. Big gray elephant is eating hay. I see a lion in a cage,

I see a lion in a cage,

I see a lion in a cage.

I see a lion that roars with rage.

I see a camel with a great big hump, I see a camel with a great big hump, I see a camel with a great big hump. When he walks he goes "bump, bump." I see a zebra, black and white, I see a zebra, black and white, I see a zebra, black and white. Seeing the zebra is a sight. I see a giraffe, big and tall, I see a giraffe, big and tall, I see a giraffe, big and tall. He's not hard to see at all. We saw the animals living in the zoo, We saw the animals living in the zoo, We saw the animals living in the zoo. Living in the zoo today

Animal Adventures

The teacher tells a story about an animal, but repeatedly asks the students to guess what, why, where, what next etc. Example:

Teacher: A cat did something very naughty. What did it do?’

Students: It ate some cheese.

Teacher: No.

Students: It attacked the pet bird.

Teacher: Yes! That's right! But why?

Students: Because it was hungry.

Teacher: No.

Students: Because it was jealous.

Teacher: Yes! What do you think happened then?

Students: The owners came home.

Teacher: Yes! (or No.)

etc, etc, etc

Each time the students "guess" something, there is another question. In reality there is no original story. It is the students who unknowingly invent it.

Of course, the "story" could be about other subjects too, and used at other levels.

VOCABULARY: animals rabbit tiger elephant snake

horse bird mouse pig dog

cat bear frog duck sheep

lion chicken cow fish

hop run

walk swim crawl climb

fly waddle

flap fur feet

paws

claws fins

wings tail

long short

Characteristics: write a clue about the animal

My Cracker Zoo When Daddy can't take me to the zoo,

You'll never hear me cry.

I ask Mom to drive me to the store,

And this is what I buy:

A camel with a great big hump,

A rhino and kangaroo,

A tiger, a lion,

A bear and a wolf,

A monkey and elephant, too.

And then I'm happy all the day

As I munch my cracker zoo!

Cards for games