LET´S GO TO THE ZOO!

True or false?

·       Age: 6 years

·       Organization: whole class

·       Aims: To listen and respond verbally to sentences which are true or false; to develop concentration and pay attention.

·       Language focus: animals

·       Materials: animal’s pictures.

·       Procedure: say a series true or false questions based on the book of animals and children respond verbally: Yes or No! When the teacher says a question, children will see one animal picture in the whiteboard. In this way, we have reviewed the vocabulary.

For example:

•        Elephants can fly?     
•         Elephants are grey?
•         Monkeys can swim?    
•       Monkeys eat bird?
•         Zebras are green?     
•         Zebras are big?
•         Camels are small?     
•         Giraffes are white?    
•         Giraffes can eat meal?
•         Bear can climb a tree? 
•          Lions are undomesticated?
•         Tigers are stripes?     
•         Tigers can live in my house?
•         Snakes can run?      
•         Crocodiles can swim?

Word sequence

•         Age: 6 years
•         Organization: whole class, individual, pairs
•         Aims: To logically the patterns in words sequence; to practise writing familiar words; to write a word sequence for a partner to complete.
•         Language focus: animals
•         Materials: Essential: none
•         Procedure:

1.     Write a sequence of familiar words on the board following:

Elephant, giraffe, elephant, giraffe, ________, ________, ________, ________.

2.     Read the sequence rhythmically. Encourage the children to join in and supply the last two missing words.

3.     Repeat the procedure with other words sequence from the same lexical set.

Camels, monkey, tiger, Camels, monkey, tiger, ________, ________, _____, ______.

            Bear, dog, pig, bear, dog, pig, ______, _______, ______, _______, ______, ______,

Tigers, tigers, snake, snake,  ______, _______, ______, _______, ______, _______.

4.     Ask the children to copy and complete the word sequences in their books.

5.     Check the answers by asking the children to read the word sequence.

6.     Ask them to invent and write the first five words of one or two more sequence using familiar vocabulary from the same lexical set. They can either follow of the patterns you have introduced or they create a new pattern.

7.     Get them to check spelling of words before they begin.

8.     When they are ready, children exchange their books with a partner and read and complete each other’s sequences.

9.     They then return the books to the original owner, who checks that the sentences have been completed correctly.