Elif Elif

Pre-Elementary level


In this lesson students will be introduced to vocabulary related to wild animals. The lesson will start by a vocabulary presentation, followed by drilling the new language. After this the students will do a listening exercise in which they will have to recognise the animals and point to the corresponding Picture in their worksheets. The listening will be followed by a more active lesson component in which the students will learn a song about wild animals. After this the ss will have the chance to practice the newly learnt structures in a controlled speaking exercise. If time allows the students will be given the task of matiching the animal words with pictures.


Abc Small animal cards
Abc Cd and enlarged lyrics for song and/ or gap fill hand out with lyrics of song
Abc cut out pictures of animals adapted from the ''Look, circle and say'' activity
Abc Animal flashcards
Abc Follow the footprints handout
Abc Enlarged copy of the ''Follow the footprints'' handout

Main Aims

  • To provide practice naming wild animals (key vocabulary: tiger, giraffe, orangutan, ostrich, alligator, whale, zebra, elephant, iguana, snake, animals

Subsidiary Aims

  • To provide practice of making yes / no questions (A:''Do you like giraffes?'' - B:''Yes , I do; No I don't'', A: ''Me too. / I don't'')


Stage One (3-5 minutes) • To set the lesson's context, arouse interest, elicit language

Show the ss flashcards of the animal that will be in focus. Ask them: ''What are these?'', try to elicit wild animals, if they do not come up with it, Show them a picture of a cat and dog (pups and kitten, so that they contrast to ''wild animals''). Tell them that they are wild, the others are domestic animals. Concept check questions: ''Can I keep wild animals at home?'' -No ''Are wild animals sometimes dangerous?'' - ss:'' They can be.'' t:''Is a dog a wild animal?'' - ss: ''No.''

Stage Two (8-10 minutes) • Introduce and drill the target language

Show flashcards, reveal them slowly to increase curiosity, ask ''What animal is this?'' For each animal drill in, groups and individually, drill in ''big'' and ''small'' voice, drill for pronunciation (especially zebra, orangutan, alligator, whale and ostrich) and intonation (especially for orangutan and alligator). Drill the plural in the same manner.

Stage Three- Follow the Footprints (3-4 minutes) • To listen for specific information and to relate it to a picture

Show ss the enlarged handout. Tell them : Look at these pictures. Ask individual students for the names of the animals (to make sure they are on task). Tell the SS that they are going to listen and follow the footprints (gesture ''listen follow the footprints.).

Stage Four-Listen and Sing the Song (10-15 minutes) • Listen and sing the song

Tell the ss: ''Let's listen to an animal song. When you hear ,tigers, point to tiger (gesture), when you hear t ''alligator'' point to alligators.'' Ask the ss: ''What will we do now?''- Listen. ''And what else?'' - Point. The ss listen to the song and point to each animal in the Footprints trail for each verse. Elicit, or remind ss of the meaning of ''I like''. (gesture) Tell ss: '' I like giraffes'' Draw ss attention to the plural form, give couple of other exmples, stressing the plural S. Drill for each animal with the whole group, using the flashcards. Make sure they are using the plural. Invite nine ss to the front of the class, give them each a flashcards of the animals that appear in the song in the order of the verses: 1-tigers, 2-giraffes3- elephants, 4- whales 5- zebras 6- alligators, 7- ostriches 8- orangutans 9- iguanas The ss are now standing in a row, each facing the rest of the class. Explain and demonstrate that they should point to their flashcard when they hear the animal in the song. The rest of the class should point to the flashcards in turn as they sing, and do actions in line 3 of each verse. I like tigers, giraffes and elephants, too. I like animals. Oh, do you? (point to yourself and then gesture to other people) I like whales, zebras and alligators, too. I like animals. Oh, do you? (actions as above) I like ostriches, orangutans and iguanas, too. I like animals. O do you? (actions as above) Now play the cd. The ss point to the pictures, do the actions and sing the song. Now the ss take turns, the ones who were sitting are now singing and vice versa, if there are fewer, than 18 ss, you could have the ones who need extra practice have another go. At the end of the song ask individual ss ''Do you like orangutans?'' Do you like snakes'', ss respond with Yes I do/ No, I don't.'' Drill as long as they need to be comfortable with the structure.

Stage Five - controlled Speaking Practice (10-15 minutes) • To provide oral practice for new language (+ forming yes/no questions and responding to them)

Demonstrate the next activity with a stronger student. S and teacher are sitting across from each other. In between them is a pile of small animal flashcards, facing down. The teacher draws a card, shows it to the ss, to make sure they are listening and asks them ''What's this?'' - ''a snake'' t: Do you like snales'' s:''Yes I do/ No I don't.'' t and s demonstrate one more time, then t calls another s to the front, the two ss demonstrates, t makes sure ss are listening, by gesturing to the ones who don't seem to be listening. t says: Get into pairs (gesture), t puts ss into pairs, and gives each pair a set of flashcards. ss now practice in pairs the dialogue. t listens and (only if necessary) invervenes (if ss are not doing what they are supposed to do or if they seem at a loss). T praises ss.

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