Patrick Cody Patrick Cody

Zafer 2nd Grade Animal Taboo
2nd Grade Elementary level

Materials

Abc Half Sheets of Paper
Abc Animal Description Note-cards
Abc Animal Pictures

Main Aims

  • To provide fluency speaking practice in a oral presentation in the context of describing animals

Subsidiary Aims

  • To provide practice of descriptive adjectives in the context of animals

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Teacher will show three animal pictures on the projector (Lion, eagle, giraffe). Ask the class basic questions about the animals. Where do they live? What do they eat? Can you describe them? (Big, tall, has feathers, has brown fur....)

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Prior to class the teacher will prepare a series of notecards (6-8) with basic descriptions of animals already learned in class. (I am big. I love to eat fish. I have sharp teeth and long fins. I live in the ocean. Who am I?... A shark) Teacher will take volunteers to come forward and read a card to the class. The first student to raise his/her hand and guess the correct animal will receive a point for his/her row.... Repeat this with each card. (To help lower level students the teacher could prepare a slide with all pictures of 8 animals. This could help the students to narrow their choices).

Useful Language (3-4 minutes) • To highlight and clarify useful language for coming productive tasks. (Words related to animals... Fur, Feathers, Smooth Skin, Shell, Mane, Scales)

Using the slide already on the board the teacher will highlight the key vocabulary from the unit. Content checking questions such as - Which animal has__scales____? What do birds have?....

Productive Task 1 (6-8 minutes) • To provide an opportunity to practice target productive skills

Teacher will again model the language used in the "exposure" section. This time writing a simple description on the board. Teacher will give out half sheets of paper to each student. On the paper students must write a short description of an animal of their choice. (Following the format and example given), As students write the teacher can walk and monitor for comprehension. When students are finished they should hold their papers. Early finishes can bring their compositions forward for more specific feedback and error correction from the teacher.

Productive Task 2 (10-12 minutes) • To provide an opportunity to practice target productive skills

Students will repeat the exposure activity, this time reading their own compositions. As students read the rest of the class must guess what animal their classmates are describing. Again points can be awarded to student/rows who guess correctly.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

While students are reading their cards to the class the teacher should listen for common mistakes. Without naming specific students the teacher can write a few examples on the board. Ask students if they can self-correct the errors. As a whole class ask for feedback focusing on creating full sentences with correct verb usage.

End of Class Routine (2-3 minutes) • To provide structure at the end of class and signal the end of the lesson

Insert the classroom routine for cleaning up, giving behavioral rewards and preparing for break time. Release students to go to their break.

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