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A modul kódja: ERCS_14_1

ENDANGERED ANIMALS

A modul felhasználási területe: level A1

MODULTÉRKÉP

A modul kiemelt és általános céljai: ●to revise, practice and develop the vocabulary of describing animals (body parts, habitat, food, behaviour, abilities)●to describe animals’ features and characteristics●to tell, mime and write a poem (TPR)●to make an interview●to make a short presentation on animals ( poster)

Tartalmi fókusz:

Creative CommunicationIn this module learners will deal with the topic of wild animals. They will describe animals, do interviews, learn and write poems and make their posters of endangered animals.

Tanítási-tanulási folyamathoz köthető vagy szakkörön felhasználható, mert a téma közel áll a gyerekekhez.

Fejlesztési fókuszok:●giving and asking for information about animals●using compensation strategies (miming an action)●writing a simple poem●doing an interview●expressing their opinion●writing description about animals

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●working in pairs, small groups●building self confidence in using the language●working together and producing something as a group●appreciating reading and working with poem●getting into meaningful interaction with peers

A modul kapcsolódik a következő modulokhoz

Ökoklub

A megvalósításához szükséges szakmai kompetenciák

angol nyelvi képzettség

1. Részmodul címe

Our favourite wild animals

2. Részmodul címe

Meet more animals

3. Részmodul címe

Animals in danger

4. Részmodul címe

Save the animals!

Célok

● to introduce the topic of wild animals● to revise and learn some new vocabulary, items, in connection with the topic● to start describing animals● to understand and answer questions about animals

Célok

listening description

to develop comprehension by reading description

to improve speaking skills by describing animals

to improve writing skills

Célok

to extend vocabulary-dangers today

to improve cooperation

to practise present simple question

to develop creative writing

to improve speaking skills

Célok

to recall rhymes and songs to develop speaking skill (by role play) to improve cooperation to develop creative writing to summarize the material learned about wild

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● to teach vocabulary about the classification of animals into types

to improve cooperation animals to practise simple structures of describing to develop writing skills

A részmodulban fejlesztendő kompetenciák:

talking about animals map-reading drama skills cooperation miming listening to each other comprehension

A részmodulban fejlesztendő kompetenciák:

reading out loud, reading silently active listening self-esteem cooperation comprehension

A részmodulban fejlesztendő kompetenciák:

making a dialogue memory arguing writing sentences about a topic dictionary skills

A részmodulban fejlesztendő kompetenciák:

memory, fluency cooperation accepting and rejecting suggestion writing skills active listening speaking skills creative writing drawing cooperation evaluating own achievement

Tartalmi egységek bemutatása

Tartalmi egységek bemutatása

Tartalmi egységek bemutatása

Tartalmi egységek bemutatása

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lead-in the topic vocabulary building who am I? drawing and writing

consolidation-sharing task

practising structures

puzzle

Why…?

warming-up

which animals are in danger?

writing test

why are animals in danger?

songs and rhymes solving a quiz

making dialogue

writing a rhyme/ gap-filling

listening and singing a song

making a poster in groups

self-evaluation

Részmodul időkerete

1 óra

Részmodul időkerete

1 óra

Részmodul időkerete

1 óra

Részmodul időkerete

2 óra

A modul összóraszáma: 5 óra

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LESSON 1: OUR FAVOURITE WILD ANIMALS

Aims of the lesson:

to introduce the topic of wild animals to revise and learn some new vocabulary, items, in connection with the topic to start describing animals to understand and answer questions about animals to teach vocabulary about the classification of animals into types

1. Lead-in the topic

1.1 The teacher asks the learners to put their animal pictures (what they’ve collected before the lesson) on the desk and name the animals.

The teacher puts the Word cards 1.1 (mammals, birds, amphibians, reptiles) on the board and asks Ls to put their pictures in the correct column. Teacher may help them with an example or describing different types. E.g. Mammals usually have fur on their bodies. Reptiles are cold-blooded. They lay eggs. Amphibians can live in water and on land. Etc.

1.2 The teacher asks the learners to choose 2-3 animals from each categories.

The teacher encourages the learners to speak about the animals and answer the questions. What is your favourite animal? Is it a mammal? Where is it from? Where does it live? What does it eat? What is it like? Is it big?

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What colour is it? Is it in danger? Why?

Materials, aids: pictures of wild animals (are taken by learners/teachers) word cards 1.1, board (helping phrases on the board– e.g. It’s a …, It lives…, It eats ) chart 1.2, map of the world, blutack

2. Vocabulary building

2.1 The teacher forms groups.

2.2 The teacher shows a world map and asks learners to put the previously chosen pictures on the map where they are from.

2.3 S/he tells the learners to fill in a chart on the board.

(The teacher should draw this chart on the board.) S/he gives an example, writes an animal’s name and some information into the chart. The chart looks like this: Name: From: Colour: Parts of the body: Size: Food:

2.4 Then the teacher asks the learners to do their task in the same way and when they finish, to discuss what they know and introduce their animals. The teacher offers help. 2.5 The groups fill their chart, write all the information they know. When they finish they introduce their chosen animal to the others.

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Materials, aids: map oft he world, the chosen animals‘ pictures, chart 1.2 for groups

3. Who am I? – miming game

3.1 Before Ls present their animals, ask Ls to form pairs within their groups and discuss what animal they want to present, who will mime, who will speak.

Ask each pair to go to the front, mime and describe their animal (not mention its name)

3.2 Pairs mime and describe their animal and the others guess its name.

Possible description: This is a … (mammal, bird...) It’s got … It can … (run fast, fly…) It’s ... (big, yellow…) It lives in … (a cave, in the forest...) It eats ... (meat, seeds…)

4. Drawing and writing (individual work)

The teacher asks the learners to draw an endangered animal and write some sentences about it. (They need it next time!)

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LESSON 2: MEET MORE ANIMALS

1. Consolidation-sharing task

1.1 The teacher invites the learners to share their description (from previous lesson) with the others. It can happen orally e.g. the learners read out description either to everyone or in groups (without mention of the animal’s name, the others have to find it out.)

As a variation the teacher asks the learners to display their written work on the walls and around read other’s work.

2. Practising structures

2.1 Teacher puts the big poster of a wild animal on the board and ask learners. E.g.: Do you know this animal? Is it a mammal? Where is it from? Where does it live? What does it eat? What is it like? etc. Is it in danger? Why?

Learners look at the picture and answer the question

2.2 Teacher puts the gapped text under the picture and asks learners to complete the sentences. E.g.: This is a/an …. It’s from….. It lives in… It’s…. and …. It’s got…, … and …… eats…….. It’s in danger, because

Materials, aids: A big poster of a wild animal (e.g.: tiger) Poster paper with gapped text on it (prepare before lesson), blutack, marker

3. Puzzle

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Teacher helps learners get into groups and give them PUZZLE 2.1 and 2.2 in an envelope.S/he explains that learners will do a puzzle by reading some information about different animals. They have to find the name of the animal (on Puzzle 2.2) and stick the piece of the picture on the correct place.

3.1 Teacher asks groups about picture.

3.2 S/he explains that groups will write a similar description like they did together previously. Teacher monitors and helps if needed.

3.3 Teacher asks a member of group to read out loudly the description. At the end of reading s/he asks others if they can add anything else to it.

LEARNER’S ACTIVITIES

Learners get into groups of 3-4. They start reading the sentences and look for the animal’s name.They stick the small pieces with blutack.

1. Learners name the animal in their picture and tell some sentences about it.

2. Learners discuss what they know about their animal and write their own description on a separate sheet. They can use the completed text from the previous activity.

3. Learners read their description and listen to each other carefully and add some more information if they can.

Materials, aids: PUZZLE 2.1 and PUZZLE 2.2, blutack

4. Individual work

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4.1 The teacher asks the learners to write their own opinion about the animal on their PUZZLE.

Teacher can help: I like…., because… I do not like…., because

Learners decide if they like or not that animal and give a reason, then read out their sentences.

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LESSON 3: ANIMALS IN DANGER

1. Warming-up

1.1 The children work in pairs. They choose one of the animal pictures (used Lesson 1) and ask each other about the animals.

Which animal is in your picture? What have you got in your picture? Do you like it? Why?/Why not?

1.2 The teacher makes groups of 4. S/he brings in a CD with different animal sounds / or uses Internet:

http://www.youtube.com/watch?v=iMb8znTfC44 http://www.soundboard.com ;http://www.findsounds.com/types.html /

S/he asks the learners to guess which animal they hear. The teacher asks the groups to write their ideas .After the second listening s/he checks the solution. The learners should listen really carefully to do it properly.

2. Which animals are in danger?

2.1 The teacher gives each group definition cards. Learners have to match the two halves of the definitions.

2.2 The groups check each other’s work.

Materials, aids: cards of animals and definitions; pictures learners have collected; CD with animal sounds, paper, pen

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2.3 The teacher asks learners whether they heard about endangered animals?

S/he invites the learners to take part in a discussion (in Hungarian) concerning endangered animals. S/he asks learners to find some reasons why there are endangered species. The teacher hands out LANGUAGE RECORD sheets. S/he asks learners – they work individually or in pair – to write the meaning of words in Hungarian language and add missing examples. The teacher helps when necessary. Learners can use dictionary.

Materials, aids: 3.3 LANGUAGE RECORD sheets, dictionary

3. Why are animals in danger?

3.1 The teacher gives out envelopes to each group that contain 3.4 secret codes and a key. S/he tells them to decode the sentences. S/he encourages the learners to recall the new words (learnt from L. Record Sheet) from their memory.

The teacher asks learners to write the right solutions into their notebook. Learners decode the sentences. They write them under the codes.

Solutions: People make new roads for their cars. They build new towns and factories. People take the land for farms. They take the animals from their natural home. People hunt animals for food or medicine. They cut down the trees.

Materials, aids: 3-4 sheets (key and secret codes)

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LESSON 4: LET’S GO TO THE ZOO

1. Songs and rhymes

1.1 Children work in groups of four. The teacher asks them to collect songs, rhymes about animals they have learnt previously.

1.2 Groups sing the songs and tell the rhymes what they’ve collected.

1.3 Let’s learn a new rhyme! The teacher tells it and accompanies each line with different movements.

An elephant walks.Like this s/he moves easilyLike that s/he moves heavily

He is terrible big/fat S/he shows a big body.He has got not fingers. S/he hides her /his fingers.He has got no toes. …toesBut good S/he claps his/her hands in front of her/his face, to imitate an elephant’s trunk

A rhymeAn elephant walksLike this, like thatHe is terrible bigHe is terrible fat.He has got no fingers.He has got no toes.But goodness gracious,What a NOSE!

Children learn the rhyme by initiating the teacher.

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2. Solving a quiz

2.1 The teacher gives out 4.3. True or False sheets.

She asks learners to read it and write the suitable letter (T or F) into the correct column. The teacher monitors the learners’ work. Learners work in groups and write True or False letters into the correct column.

2.2 The teacher checks the solutions. S/he reads about the sentences.Learners show a red or a green sheet (prepare before the lesson) after each sentence. They show the green sheet if the answer is true and the red one if it is false.They check their work.

2.3 The teacher asks learners to correct the false sentences from True or False sheet. While learners do their tasks s/he puts the correct sentences on the board.

2.4 Learners have to correct the five false sentences and check their own work from the board.

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2.3 TRUE or FALSE ?

Mark the sentences T (True) or F (False)

T FCamels live in the water. XTigers are mammals. XAfrican elephants are over 3 meters tall. XMonkey can swim. XThe bats sleep at night. XPolar bears have got brown fur. XReptiles have got cold blood. XGolden eagles can fly. XInsects have got five legs. XGiraffes eat leaves. XSome parrots are endangered. XDolphins sleep five hours at night and during the day.

X

2.4 Correct sentences

1. Camels do not live in the water. They live on land.2. Monkeys cannot swim.3. The bats do not sleep at night. They sleep by day.4. Polar bears have not got brown fur.They have got white fur.5. Insects have not got five legs. They have got six legs.

Materials, aids:4.3 True or false sheet Green sheet for true answers Red sheet for false answersCorrect sentences cards-BLU TACK

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3. Making dialogue

3.1 The teacher asks the learners to make a phone call. They get 4.4 London Zoo sheets. The learners have to make a dialogue with the help of this sheet. S/he asks learners to make questions about opening hours, ticket prices and programmes and of course to answer them. The teacher monitors and S/he helps the groups if it necessary.

Learners have to learn some questions and answers (at least 3) by heart. They can use 4.4 London Zoo sheet. In groups they help each other to learn questions and answers.

3.2 The teacher chooses as many pairs from groups as possible and asks them to act out the dialogue

Learners act out the dialogue in pairs. One of them is a zookeeper the other is a visitor. They have to talk following the written instructions. They practise the dialogue as many times as possible.

Materials, aids: 4.4 ZOO sheet

4. Writing a rhyme or gap-filling

4.1 The teacher writes some words on the board(e.g. cave, bats, fruit, dark place, insects, favourite, fly)S/he asks learners to write their own rhyme or poem with help of the words. The learners work in groups. They create a rhyme or a poem on the base of the given words. The teacher encourages the learners to read aloud their own rhyme or poem.

Gap-filling /groups who need more support /

The teacher gives out 4.5.1 Rhyme-gaps sheets. S/he asks learners to fill in gaps. S/he encourages the learners to recall the missing words from their memory.

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The learners work in group. They try to recall the missing words from their memory. They can ask teacher’s help if it is necessary.

Materials, aids: 4.5.1 Rhyme-gaps sheet

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LESSON 5

1. Warming-up

The teacher puts on „Wimoweh” song. Learners have to listen it. S/he asks them to find out which animal is in song. After the second listening s/he gives out its text. There are missing words in it learners have to fill int he gaps. The teacher writes the missing words on the board. They can check their solution if the learners feel like they can sing it.

https://www.youtube.com/watch?v=Z0iw89L6aFo https://www.youtube.com/watch?v=O8milJNj_W0 Materials, aids: 5.2 Wemoweh /The lion sleeps tonight/

2. Making posters

The learners work in groups. They make their posters using their collected materials and knowledge about the endangered animals.The teacher asks learners to stick their pictures on the cardboard and add their ideas about their chosen animals. Their works will be displayed.

Materials, aids: cardboards, markers, glue, pictures collected previously

Evaluation

The teacher asks the learners to reflect on the work done in the module. S/he gives out 5.3 sheets. Learners fill in 5.3. sheets individually.Materials, aids: 5.3. sheets

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1.1 WORDCARDS

MAMMALBIRD

REPTILEAMPHIBIAN

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1. 2 CHART

Name

From

Where

Colour

Size

Parts of the bodyFood

Name

From

Where

Colour

Size

Parts of the bodyFood

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2.1 PUZZLE

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This animal has got long legs and a long neck. There are one or twohumps on its back.It lives in desert.

It’s a large heavy wild animal. It’s got thick fur.It’s srong. It lives in forest or near the Arctic.

It’s a very tall animal.Its neck and legs are long.It comes from Africa.

It’s a big bird. It eats smaller animals. It can fly very fast. It’s got a strong beak and large wings.

It runs vey fast and eats animals. It is a big cat. There are small brown spots on its yellow body.

It’s a large Australian animal.It has got a strong tail.It can jump. The mum carries the baby in a pocket on its body.

It’s a big and heavy animal. It’sgot a long noseand big ears.It comes from Africa or India.

It is a large wild Asian animal of the cats family. It’s got yellow fur with black stripes.It eats animals.

It lives in the sea. It can swim but it isn’ta fish. It can make tricks in big pools.

It is a long animal without legs. It smells with its tongue and eats animals. Some of them are very dangerrous.

It can fly, but it isn’t a bird. It flies at night.The …MAN FOREVER is a famous film.

eagle

dolphin

kangaroo

2.2 PUZZLE

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giraffe bear camel

elephant

tiger

cheetah

bat

snake

3.2 DEFINITION CARD

There are many types of animals. Here are some definitions. Match the two halves of the definitions.

1. Mammals are animals that… A. …lay eggs. Many of them can fly. Their blood is warm.

2. Reptiles are animals that… B. …give milk to their babies. They have got warm blood.

3. Insects are animals that… C.…have got cold blood. They all lay eggs and their skin is thick.

4. Birds are animals that… D.…live in water. Their blood is cold.

5. Fish are animals that… E.…have got six legs. Most of them have got wings and can fly.

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3.3 LANGUAGE RECORD

Write the meaning of the words in Hungarian language. Add the missing examples.

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Word Meaning Example

A mammal A whale is a mammal.

Farm A farm is a land where corps are growing and animals are kept.

land

Factory A factory is a buildingwhere goods are made.

Road

Kill

Hunt

Build

save

Earth

Natural

town

blood

Why?Why are animals in danger?

3.4 KEYS

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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3.4.1 SECRET CODE

THE BIGGEST DANGER TO ANIMALS IS PEOPLE.What do they do?

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3.4.2 SECRET CODE

THE BIGGEST DANGER TO ANIMALS IS PEOPLE.What do they do?

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3.4.3 SECRET CODE

THE BIGGEST DANGER TO ANIMALS IS PEOPLE.What do they do?

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4.3 CORRECT SENTENCES

T FCamels live in the water. XTigers are mammals. XAfrican elephants are over 3 meters tall.

X

Monkey can swim. XThe bats sleep at night. XPolar bears have got brown fur. XReptiles have got cold blood. XGolden eagles can fly. XInsects have got five legs. XGiraffes eat leaves. XSome parrots are endangered. XDolphins sleep five hours at night and during the day.

X

1. Camels do not live in the water. They live on land.2. Monkeys cannot swim.3. The bats do not sleep at night. They sleep by day.4. Polar bears have not got brown fur.They have got white fur.5. Insects have not got five legs.They have got six legs.

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4.3 TRUE OR FALSE

TRUE OR FALSE ?

Mark the sentences T (True) or F (False)

T F Camels live in the water.

Tigers are mammals.

African elephants are over 3 meters tall.Monkey can swim.

The bats sleep at night.

Polar bears have got brown fur.

Reptiles have got cold blood.

Golden eagles can fly.

Insects have got five legs.

Giraffes eat leaves.

Some parrots are endangered.

Dolphins sleep five hours at night and during the day.

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4.4 WHAT TO DO AT LONDON ZOO?

The Zoo is open everyday from 10 a.m. to 5.30 p.m. It closes for one day in the year only-on Christmas Day.

Children’s ticket L 4.30

Adults’ ticket L 7.00

When? Where? What?

12.00 Lifewatch CentreWatch the 7 minute video„The London Zoo Story”

12.30 Lion terracesSee the Asian lions and

hear their keeper talk about them

1.00 Lion terracesLunch time for the Sumatran tigers.

3.00 Apes and MonkeysMeet the gorillas. Their

keeper will introduce them.

Read the text above. You are visitors and zookeepers. Make a dialogue. Please ask about the opening hours, (or When is the Zoo open?) ticket prices and programmes. (How much is a ticket for children? Where can we meet tigers?)

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4.5.1RHYME-GAPS

Fill in the gaps.

An ______________________ walks.

Like________, like_______________________.

He is terrible______________________________.

He is terrible _____________________________.

He has got no _____________________________.

He has got no______________________________.

But goodness gracious,

What a ____________________________.

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5.2 WEMOWEH

The lion sleeps tonight

Ee – e – e – um – a – weh Ee – e – e – um – a – weh Wemoweh, wemoweh, wemoweh, wemoweh (4x)

In the jungle, the mighty ……………The …………… sleeps tonight. In the ……………. , the quiet jungleThe …………… sleeps tonight.

Refrain:Ee – e – e – um – a – weh

Wemoweh, wemoweh, wemoweh, wemoweh (2x)Ee – e – e – um – a – weh

Wemoweh, wemoweh, wemoweh, wemoweh (2x)

Near the village, the peaceful villageThe …………… sleeps tonight. Near the village, the quiet …………….The lion …………… tonight.Refrain

Hush my darling, don’t fear my darlingThe lion ………….. tonight.Hush my darling, don’t fear my ……………The …………… sleeps ……………

Refrain

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5.3

ACHIEVEMENT SHEETFill in the following table by putting a face in the boxes.

INDIVIDUAL LANGUAGE RECORDS

I can name 10 wild animals.

I can name the places where animals live.

I know where they are from.

I know what they eat.

I can say some sentences about wild animals.

I can draw animals.

I can name some rhymes whit animals.

I know why animals are in danger.

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Puzzle

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Felhasznált szakirodalom:

Tom Hutchinson: Project 2 Third edition Student’s Book

Andy Hopkins, Joc Potter: Animals in danger /Oxford Bookworms 1/

Peter Viney, Karen Viney: Handshake a course in communication

Children’s Picture Dictionary /Byeway Books /

Gollancz: Veszélyeztetett állatok gyermekenciklopédiája

https://www.youtube.com/watch?v=Z0iw89L6aFo https://www.youtube.com/watch?v=O8milJNj_W0

http://www.youtube.com/watch?v=iMb8znTfC44 http://www.soundboard.com ;http://www.findsounds.com/types.html /

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A modul megvalósításához szükséges eszközök/megoldások:

Becsült költségekUtazás, szervezés, partnerek bevonása stb.Tárgyi eszközök:

térképollókA5 méretű állatképek nyomtatva vagy naptárbólCD lejátszókétnyelvű szótárakállatos poszter

20000 Ft

Anyagigény

ragasztó, blutack, A4 papír, filctollak, író- és rajzeszközök

4000 Ft

Egyéb, speciális igény

internetelérési lehetőség

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