A Ride in the Safari Park

YEAR 3: Unit 10 - A Ride in the Safari LS 1 Introduce Animals

Stage

Learning Standards:

1.1.1 Able to speak with the

correct word stress.

Lexical Sets:

Animals: Zebra, giraffe, crocodile, rhinoceros, leopard, cheetah, hippopotamus, elephant

Learning Outcomes:

At the end of this activity, pupils will be able to identify and name the animals correctly with the correct word stressMaterials: ANIMALS IN THE SAFARI Park.ppt

Assessment (PPPM): -Educational Emphases

Task Procedures:

1. Show power point slides of the ANIMALS IN THE SAFARI PARK.ppt. Refer to the sample below.

2. Ask pupils to name the animals they see on the slides. If pupils answer in mother tongue, acknowledge the answer and reinforce with the name of the animal in English.

3. Point to an animal on the slide and ask pupils to say out the name of the animal.

4. Go to each group and ask them to say the name of the animal. Then, ask the whole class to say it. You can also get individual pupil to come to the front and point out to the animal on the slide.

5. Repeat step 2-4 for all the animals. You can ask the pupils what they think the animals are doing to help build the context of the safari.

(At this point, the teacher will only ask pupils to identify and to name the animals. There is no need for the teacher to introduce spelling at this point. Children may not be efficient in handling too much information at one given time. Therefore, it is encouraged for the teacher to focus on one concept before introducing another one. However, if the teacher feels that words may help pupils to name the animals correctly, the teacher may include the words on the slides, without drilling the spelling of the words.)

Note to teachers:

1. The difference between cheetah and leopard:

CheetahLeopard

The cheetah has a rounder face with tear marks running from the inside of the eye to the corners of the mouth. The leopard has a much broader face.

The cheetah being built for speed, so it is very slender with long legs. The leopard is built for strength so it is very solid and stocky, with shorter legs.

The cheetah is diurnal, so it is more active during the day. The leopard is nocturnal, so it is more active at night.

The cheetahs spots are a solid black dot. The leopards spots are called rosettes, they are more of a cluster of black spots with a dark brown spot in the middle.

2. Animals in the Safari Park.ppt

a. Elephant (The animal is big)

b. Rhinoceros, giraffe, leopard, cheetah. (The animals are resting)c. Hippopotamus, zebra, crocodile (The animals are drinking water)ANIMALS IN THE SAFARI PARK.ppt.

LS 2 Listen and Sequence

Stage

Learning Standards:

1.2.2(a) Able to listen to and follow:

(a) simple instructions.

Lexical Set:


Learning Outcomes:

At the end of this activity, pupils will be able to listen and sequence the animals in the correct order

Materials: LISTEN AND SEQUENCE Task sheet

Educational Emphases

Assessment (PPPM): -

Procedure:

1. Recall the animals in the safari park. Ensure that pupils are able to identify the names of the animals before moving on to the next step.2. Ask each pupil to find a partner. Say Find a friend (teacher gestures number 1).

3. After they have chosen the partner, demonstrate the activity:

a. Stand in front of the class. Show handout LISTEN AND SEQUENCE to pupils.

b. Then, ask pupils to cut out the animal pictures in the handout

c. When they have cut out the pictures, ask pupils to listen to your instructions.

d. Ensure that the class is paying attention to you before numbering the animals.

e. Repeat each animal 3 times, e.g.: Number 1, Zebra. [pause]. Number 1, Zebra. [pause]. Number 1, Zebra. Ask pupil to choose the correct animal and write the number behind the picture of the animal.

4. After you have completed the instructions, give pupils a few minutes to paste the picture of the animals onto their handout in the correct sequence.

5. If pupils matched the animals incorrectly, teacher says Ting Tong and repeats the instructions again while pointing to the incorrect answer, e.g.: Ting Tong! Number 1, Zebra.

*This activity can be carried out individually, in pairs or in groups. The teacher may decide based on pupils proficiency.

Listen and Sequence Answer Sheet:

1. Zebra

2. Elephant3. Cheetah4. Giraffe5. Leopard6. Hippopotamus7. Crocodile8. Rhinoceros

LS 3 Board game

Stage

Learning Standards:

1.3.1 Able to listen to and demonstrate understanding of oral texts by:(a) asking simple Wh-Questions.

(b) answering simple Wh-Questions.

Lexical Set:


Learning Outcomes:

At the end of this activity, pupils will be able to complete the game by correctly naming the animals.

Materials: 8 sets of SAFARI BOARD GAME

8 dice

32 game tokens

Assessment (PPPM): -Educational Emphases

Procedure:

1. Recall the animals introduced earlier. Ensure that pupils are able to identify and names of the animals before moving on to the next step.2. Ask pupils to get into groups of four. Teacher counts 1,2,3,4, 1 group while pointing to pupils. Gesture 1 group to these four pupils. Repeats with other pupils.3. Go to a table group of four. Let the pupils know that they are going to play a board game.

4. Get them to gather around you. Come here. (Teacher makes gestures around)

5. Demonstrate the game to the class:

a. Show the dice, tokens, and board game to the children.

b. Throw the dice and say the number on the dice.

c. Count and move a token on the board game according to the number on the dice.

d. Prompt pupils in the group to ask, What can you see?e. Answer, I can see a zebra.

6. Tell children the rules of the game:

a. Take turn to play.

b. Those who are not in turns will ask, What can you see?c. The pupil in turn should answer with I can seed. Take 2 steps backward if the animal is wrongly identified.

e. First person to reach the finishing line wins the game.

7. Group the children (4 in a group).

8. Provide game tokens for each player.

9. Distribute a dice and an A3 board game with pictures of animals to each group.

10. Conclude the lesson by recalling the animals that they have learnt.

LS 4 Introduce Animals Features

Stage

Learning Standards:

1.1.1 Able to speak with the

correct word stress.

Lexical Sets:

Features: Neck,fur, tusk, tail, trunk, horn, wing, spots, stripes

Learning Outcomes:

At the end of the activity, pupils will be able to identify the animals and their features.Materials: ANIMALS FEATURES.ppt

Assessment: -Educational Emphases

Task Procedures:

1. Show the power point slides on the ANIMAL FEATURES.

2. Ask pupils if they recognised the animal features on the slides. If pupils answer in mother tongue, acknowledge the answer and reinforce the features in English.

3. Go to each group and ask them to say the animal feature that you pointed on the slide. Then, ask the whole class to say it. You can also get individual pupil to come to the front and identify the animal features on the slide. Ensure that pupils say the word correctly.

4. Repeat step 2-3 for all the pictures. You can ask the pupils the name of the animal that has this feature, e.g., What animal has spots?

5. Encourage pupils to say the answer in full sentence, e.g. The cheetah has spots.

(At this point, the teacher will only ask pupils to identify and to name the animal features. The teacher does NOT have to introduce the spelling at this point. Children are not efficient in handling too much information at one given time. Therefore, it is encouraged to focus on one concept/element before introducing another one. However, if the teacher feels that words may help pupils to name the animal features correctly, the teacher may include the words on the slides, without having to ask pupils to spell the word.)

Note to teachers:

1. Neck2. Fur3. Tusk4. Tail5. Trunk6. Horn7. Wing8. Spots9. StripesLS 5 Who am I?

Stage

Learning Standards:

1.2.2(a) Able to listen to and follow:

simple instructions.Lexical Sets:

Animals: Zebra, giraffe, crocodile, rhinoceros, leopard, cheetah, hippopotamus, elephantFeatures: Neck,fur, tusk, tail, trunk, horn, wing, spots, stripes

Learning Outcomes:

Pupils will be able to name and identify the animals and their body parts/features using the correct sentences.Materials: Who am I.ppt

Who am I picture cards

Assessment (PPPM):Educational Emphases

Task Procedures:

1. Recall the animals in the safari park. Ensure that pupils are confident to name the animals before moving on to the next step.2. Show Who am I.ppt slide presentation.

3. Introduce the phrases:

This is a (animal).

The (animal) has (animal features).

4. Go through all the slides. Elicit the correct answer from the pupils by asking them these questions:

a. What animal is this?

b. What feature does it have?

5. Encourage pupils to use full sentences.

6. Towards the end of the slide, encourage pupils to say the sentences themselves. You may repeat the slides to reinforce the sentences.

7. Inform pupils that some of these animals share the same features. Teacher may use other animals to show examples:

a. Neck

b. Tail: elephant, giraffe, zebra, cheetah, leopard, hippopotamus, cat etc.

c. Fur: zebra, leopard, cheetah, giraffe, dog etc.

d. Stripes: zebra, tiger etc.

8. Then, group pupils into groups of four.

9. Demonstrate the game with one group of pupils. Ask other pupils to get around this group:

a. Distribute the MATCH US picture cards to the four pupils. (One person will get 2 cards).

b. Then, ask 1 pupil to show their cards to their group members.

c. Ask the pupils to name as many features/body parts they can find on the animal.

d. He/she needs to introduce the animals using the sentence structures taught earlier, e.g.:

This is a zebra.

The zebra has stripes.

The zebra has legs.

etc.

e. Take turn to introduce the animal.

f. Play the game until everyone has introduced their animals.

10. Let pupils play the game until all group members have introduced the animals. Collect the cards.

Who am I? Picture Cards

LS 6 Listen to Me

Stage

Learning Standards:

1.3.1 Able to listen to and

demonstrate understanding

of oral texts by:

(d) sequencing with

guidance.

Lexical Sets:

Animals: Zebra, giraffe, crocodile, rhinoceros, leopard, cheetah, hippopotamus, elephantFeatures: Neck,fur, tusk, tail, trunk, horn, wing, spots, stripes

Learning Outcomes:

Pupils will be able to listen and identify feature of animals.Materials: Listen to me.ppt

Weird Animals Cards

Answer sheet


Task Procedures:

*Recall the animals and the animal features. Ensure that pupils are confident to name the animals before moving on to the next step.1. Display Listen to me.ppt.

2. Demonstrate to pupils how to play the game:

a. Name the animal shown on the slide, e.g.: This is a giraffe (Say it in a full sentence)

b. The teacher asks the box number of the animal: (3)

c. Then, the teacher shows the next slide and ask the pupils to say the letter for an animal feature, e.g.: The giraffe has a long neck (i).

d. Then, the teacher write on the board: 3,ie. Tell pupil that each pupil will get one animal card. They cannot show their cards to their friends.

f. They need to take turn to play.

1 player will introduce the animal using the sentence structures learnt earlier. The rest of the group members will have to listen to their friend and number the correct boxes.

This is a (animal). The (animal) has (feature).

g. Inform pupils that the animals have weird features, so they need to listen carefully to their friends.

3. Get pupils to work in group of 8. (For higher proficiency pupils, group them in groups of four so that each pupil will get 2 cards)

4. Distribute the cards and the answer sheets to pupils.

5. Play the game. Monitor the pupils. Make sure that they take turns to play.

6. After all pupils have completed their turns, check the answer together.

Weird Animal CardsActivity LS 6 Listen to Me Answer Sheet.

Name: ______________________________

Date: _______________

Listen and write the correct answer.

Animals

1234

5678

Animal Features

abcde

fghi

Answer:

1. ____________________

2. ____________________

3. ____________________

4. ____________________5. __________________________

6. ____________________

7. ____________________

8. ____________________

R1: Broken Words

Stage

Learning Standards:

Recap/Review previous knowledgeLexical Sets:

Animals: crocodile, rhinoceros, elephant, hippopotamus, ostrich, giraffe, zebra, cheetah, leopardFood: meat, grass, fruits, leaves, seeds

Learning Outcomes:

By the end of the task, pupils are able to:

a. read and associate pictures and words by matching broken words and pictures correctly Materials:

8 sets of BROKEN WORDS CARDS (colour coded)1 set per group


Preparation

1. Print out the BROKEN WORDS cards (word & picture cards) on different coloured paper. Prepare enough set of BROKEN WORDS cards for your classroom (1 set for 4 pupils).

2. Cut out the BROKEN WORDS cards (word & picture cards). Categorize cards according to colours.

3. Paste the picture cards behind the word cards e.g:

4. Cut out the card by following the zig zag line.

(front) (back)

Task Procedures:

1. Revise the animals lexical set that they have learnt during L&S lesson.

2. Explain the task by showing one example on the board.

3. Write the beginning of the word croco and three choices of word endings.

4. Ask pupils to read and connect the beginning with the ending. Is it crocotah? Is it crococeros? Is it crododile?

5. When they get the correct answer, combine the complete word.

1. Tell pupils they are going to play Broken Words game.

2. Model the game to pupils by getting help from three volunteers.

3. Use one set of BROKEN WORDS card for modelling.

4. Spread all the word cards face up on the table.

5. Pick up one beginning word card and one ending word card.

6. Read and say out the word. If the matching is correct, s/he can keep the cards. If not put the cards back on the table.

7. Pass the turn to the next player. Get the next player to follow steps d-e.

8. Tell pupils the rules of the game:

9. Take turns to play.

10. Pupils who have the most number of correctly-matched cards win.

11. Inform pupils that they are allowed to refer to the picture dictionary or textbook

12. Group the pupils (4 in a group).

13. Distribute one set of BROKEN WORDS cards for each group.

14. Start the game and monitor pupils. Provide help if needed.

Broken Words Word Cards

Broken Words Picture Cards

R2: Animals DietStage

Learning Standards:

2.2.2 Able to read and understand phrases and sentences in linear and non-linear textsLexical Sets:

Animals: crocodile, rhinoceros,elephant, hippopotamus, ostrich, giraffe, zebra, cheetah, leopardFood: meat, grass, fruits, leaves, seeds

Learning Outcomes:


a. read and understand simple sentences by grouping the animals according to its diet/foodMaterials:

Animals Diet tasksheet (T4HO8_T1) per pair

Blue paper strips

Yellow paper strips

Blue-tac


Preparation1. Print out 1 set of Animals Diet sentence strips (blue and yellow sentence strips). Paste the blue and yellow sentence strips on the wall around the class.

CLASSROOM SET UP: Before starting the activity, ask pupils to keep all their things under the table or in their bags. Clear the floor of bags. Push all chairs under the table. Clear the area near the wall where the coloured paper strips are pasted. Make sure all pupils can safely run to these walls (they are not blocked). Task Procedures

1. Ask pupils, What is lions diet? What do they eat? How do you know?2. Elicit response from pupils.

3. Ask pupils randomly the diets for other animals e.g. elephant, ostrich, rhinoceros, leopard.

4. List down or diagrammatise the animals diet (food) on the board.

5. Ask pupils to work in pairs. One is sitting (the Writer). One is standing next to the Writer (the Runner). Provide the Writer with a pencil and an eraser.

6. Distribute Animals diet tasksheet (T4HO8_1) to each pair.

7. Inform pupils that they need to find out about animals diet. They need to write down the animals name in the space provided.

8. Ask two pupils (from a pair to stand up). Tell the Runner to run to the wall pasted with blue sentence strips.

9. To demonstrate the task, run with the runner to the wall pasted with blue sentence strip. Ask the runner to read the sentence, and ask Whats the animals name? What does it eat? Elicit these responses from the runner.

10. Then, together with the Runner, run back to the Writer. Ask the Runner, What was the animal? What does it eat? Tell your friend the word you read on the wall.

11. When the Runner says e.g crocodile, meat, ask the writer to write down crocodile under the meat' category.

12. If the writer cannot spell the word crocodile, ask the Runner to spells the word out. If the Runner is unable to spell the word, ask him/she to go back to the wall for the spelling of the word.

13. Repeat the process with the other blue sentence strips.

14. Monitor the pupils to ensure that the Runners do not grab the pencil or eraser or shout the word to the Writers from the wall. Only the Writers may touch the pencil and eraser. Only the Runners are allowed to run to the wall pasted with blue sentence strips.

15. When each pair finishes reading and writing the information from all the blue sentence strips, the Writers swaps places and become the Runners. Repeat the process with the yellow sentence strips.

16. Once each pair has completed the tasksheet, ask them to raise their hands.

17. Check their answers by asking them to change with another pair.

18. The first pair to finish with all correct answers wins the game.

Animals Diet Sentence Strips - Print on blue coloured paperA crocodile eats meat.

An elephant eats leaves and fruits.

A rhinoceros eats grass.

A hippopotamus eats leaves and grass.

An ostrich eats seeds and fruits.

A leopard eats meat.

A giraffe eats leaves.

A zebra eats grass.

A cheetah eats meat.

Print on yellow coloured paper

Find out about the animals diet. Write down the animals names in the space given.

R3: Lets Label!

Stage

Learning Standards:

2.2.1 Able to apply word attack

skills by:

(a) grouping words

according to word

categories.

Lexical Sets:

Animals: crocodile, rhinoceros, elephant, hippopotamus, ostrich, giraffe, zebra, cheetah, leopardFood: meat, grass, fruits, leaves, seedsBody Parts/Features: tusk, trunk, wing, stripes, spots, horn, tail, neck, fur

Learning Outcomes:


a. read and understand words on animals body parts by labelling it to the correct animals body partsMaterials:

Lets Label tasksheet A3 (T4HO9_T1) per group

1 set of Lets Label word strips (T4HO9_A1)per group

Scissors

Glue

Animals Body Parts ppt.


Preparation

a. Print out the Lets Label word strip. Cut out the word strips and put 1 set of words strips into one envelope.

b. Prepare enough set of word strips for your class.Task Procedures

1. Point to different body parts on your body e.g. nose, mouth, eyes. Ask pupils, What is this called?2. Repeat a few times for other body parts.

3. Prompt pupils and introduce them to the word body parts.

4. Ask pupils, Do animals have body parts as well? Can you name some of animals body parts?5. Elicit responses from pupils. Write their answers on the board.

6. Show a picture of a rhinoceros on powerpoint slide.

7. Point to the horn on the picture. Ask pupils to guess the name of the body part. Show the word horn to pupils on ppt.

8. Repeat step 6-7 with other animals and its body parts and features using PPTs.

Elephant trunk, tusk

Ostrich wing, neck

Zebra stripes, tail

Leopard - spots, claw, fur

9. Ask pupils to name other animals that have the similar features and body parts with the animals discussed.

10. Ask pupils to work in groups of 4.

11. Inform pupils that they are going to play a labeling game. Demonstrate the task to pupils.

Show the Lets Label tasksheet (T4HO9_1) to pupils.

Show the Lets Label word strips to pupils.

Ask pupils to match the word strips to the correct animals body parts.

Ask each group to check their answers first before pasting the words strips onto the blank boxes in the tasksheet provided.

Inform pupils that the first group to finish the game with all correct answers is the winner

12. Distribute Lets Label tasksheet A3 (T4HO9_T1) to each group.

13. Distribute one set of Lets Label word strips (T4HO9_A1) to each group.

14. Distribute a tube of glue/glue stick to each group.

15. Ask each group to wait for teachers cue to start.

16. Start the game.

17. Monitor each group.

R4: Word MazeStage

Learning Standards:


skills by:

(a) grouping words

according to word

categoriesLexical Sets:

Animals: crocodile, rhinoceros, elephant, hippopotamus, ostrich, giraffe, zebra, cheetah, leopardFood: meat, grass, fruits, leaves, seedsBody Parts/Features: tusk, trunk, wing, stripes, spots, horn, tail, neck, fur

Learning Outcomes:


a. read and identify the lexical sets of animals body parts by tracing the words in the word mazeMaterials:

One Word Maze tasksheet (T4HO10_T1) to each pupil

AssessmentEducational Emphases

Task Procedures:

1. Revise animals body parts by drawing pupils attention to their Lets Label tasksheet (T4HO9_T1).

2. Tell pupils they are going to play a Word Maze game.

3. Distribute the Word Maze tasksheet (T4HO10_T1) to each pupil.

4. Ask pupils to read the words in the Word Maze and identify words that belong to each animals body parts.

5. Explain to pupils that they must draw a line through the animals body parts lexical set, starting from the Start arrow and finishing at the Finish arrow.

6. Ask pupils to use a pencil so that they can erase and correct their answers as they go along.

7. The first pupil to arrive at the finishing line with all the correct answers is the winner.

8. Once pupils have completed the Word Maze game, you can ask them to write down the animals features and body parts in their tasksheet(T4HO10_T1) by writing down the correct words.

T4HO10_T1: Word Maze

Follow the animal features and body parts.

tuskleopardmeatcheetahfruitshorn

furspotshippopotamusgrassostrichcrocodile

seedstrunknecktailgrassgiraffe

clawfruitsleaveswingzebrameat

giraffegrasselephantstripeshornwing

stripeszebratrunkleopardrhinocerosclaw

R5: What Category?

Stage

Learning Standards:


skills by:

a) grouping words

according to word

categoriesLexical Sets:

Animals: crocodile, rhinoceros, elephant, hippopotamus, ostrich, giraffe, zebra, cheetah, leopard

Food: meat, grass, fruits, leaves, seedsBody Parts/Features: tusk, trunk, wing, stripes, spots, horn, tail, neck, fur

Ability: run, swim, breathe, hear, smell, climb, see, sleep

Adjectives: long, short, sharp, fast

Learning Outcomes:


a. read and categorize words according to different categories (lexical sets)

Materials:

One What Category tasksheet (T4HO11_T1) to per pupil

Assessment:Educational Emphases

Task Procedures:

1. Draw the following table on the whiteboard

grass

stripes

horn

crocodile

giraffe

cheetah

wing

claw

meat

2. Ask pupils to read the words aloud in the boxes.

3. Point to each word and ask pupils to identify the category.

4. Tell pupils that they are going to play a game called What category?

5. Demonstrate to pupils how to play the game.

6. Read the words.

7. Draw a line (down/ across/ diagonal) if they notice three words that belong to the same word category.

8. Write down the name of the category in the space given.

9. Inform pupils the first person who finishes the game with all correct answers is the winner.

e.g.

grass

stripes

horn

crocodile

giraffe

cheetah

wing

claw

meat

Animals

10. Distribute What Category? tasksheet (T4HO11_T1) to each pupil.

11. Start the game.

12. Monitor pupils. Provide assistance if needed.

T4HO11_T1 : What category?

Connect three of the same category of words with a line. Write down the name of the category in the space given.

12

grassstripeshornleopardspotsfruits

crocodilegiraffecheetahtrunk elephantgrass

wingclawmeatfurhippopotamusmeat

Animals

34

giraffezebrawingruntrunkmeat

stripestuskleavesseefruitsneck

clawostrichtailhearspotsseeds

56

sharpfastelephantrhinocerosostrichtail

rhinoceroscrocodileshortneckleopardseeds

climbbreathesmelltuskleaveszebra

78

giraffehearfastclawhorntusk

breathelongostrichshortswimlong

sharpcheetahclimbbreathesharpsleep

R6: Read and Match

Stage

Learning Standards:

2.2.4 Able to read and understand

a paragraph with simple and

compound sentences

Lexical Sets:


Food: meat, grass, fruits, leaves, seeds

Body Parts/Features: tusk, trunk, wing, stripes, spots, horn, tail, neck, fur

Ability: run, swim, breathe, hear, smell, climb, see, sleepAdjectives: long, short, sharp, fast

Learning Outcomes:


a. read and understand simple sentences by matching it to the correct picturesMaterials:

One Read and Match tasksheet (T4HO12_T1) per group

One Read and Match cut out sentences per group (T4HO12_H1)


Task Procedures:

1. Ask pupils some of these questions

a. Can you name some of the animals you have learnt?

b. What do they eat?

c. What are some of their features? What can you see on their body?

d. What can these animals do? Can cheetah swim? Can cheetah run? Fast or slow?

e. What about crocodile? Can crocodile swim? What is special about crocodile? Where do you think they put their babies?

2. Inform pupils that they are going to play a game on the animals abilities. They have to read a description and guess which animal has the ability.

3. Demonstrate the task to pupils. Get one volunteer to help.

a. Cut out the boxes (T4HO12_H1) with the descriptions.

b. Shuffle the cards. Put the cards facing down.

c. Divide the cut-out description cards equally into stacks of A and B.

d. Pupil A reads aloud the description on his/her first card.

e. Pupil B listens to the description and guesses the animal. B takes the card from A and pastes it on the Read and Match tasksheet (T4HO12_T1). B writes down his/her name below the card.

f. B reads aloud the description on his/her first card.

g. Instruct pupils to switch roles.

h. A listens to the description and guesses the animal. A takes the card from B and pastes it on the Read and Match tasksheet (T4HO12_T1). A writes down his/her name at the bottom of the card.

i. Repeat steps d h with other cards.

4. Check the answers with pupils.

5. Ask each pair to mark their answers on the tasksheet with a coloured pencil.

Variation

1. Give out a copy of Read and Match cut out sentences (T4HO12_H1) to each pupil. Ask pupils to look at the pictures and read the description in the boxes.

2. Select one box with information randomly. Read out the sentences. Ask pupils to guess and match the description to the correct animal. This description matches with which animal? What can this animal do?

3. Elicit response from pupils.4. Inform pupils how to play the game. cut out the boxes with the descriptions read out the descriptions/ sentences in the boxes paste the descriptions to the correct animals in the boxes provided The first person that finishes first with all correct answers is the winner.5. Inform pupils they can discuss with their friends.6. Monitor pupils and provide help if needed.7. Check the answers with pupils.

8. Ask pupils to mark their answers on the tasksheet with a coloured pencil.

T4HO12_T1: Read and match.

Cut out the boxes and paste under the right picture.

1.

2.3.

4.5.6.

7.8.9.

T4HO12_H1

This is a _______. It has a long neck and legs. It can reach the highest branch.This is a _______. It has spots on its body. It has a long tail and sharp teeth. It can climb trees.This is a _______. It has stripes on its body. It can sleep standing up.

This is an ______. It has a long trunk and two sharp tusks. It can breathe through its trunk.This is a _______. It has a sharp horn and short legs. It can hear and smell very well.This is a _______. It has spots on its body. It has sharp teeth. It can run very fast.

This is an _______. It has wings and a long neck. It can run very fast.This is a _______. It has short legs and a big body. It can swim.This is a _______. It has a strong long tail and sharp teeth. It can put babies in its mouth.

This is a _______. It has a long neck and legs. It can reach the highest branch.This is a _______. It has spots on its body. It has a long tail and sharp teeth. It can climb trees.This is a _______. It has stripes on its body. It can sleep standing up.

This is an ______. It has a long trunk and two sharp tusks. It can breathe through its trunk.This is a _______. It has a sharp horn and short legs. It can hear and smell very well.This is a _______. It has spots on its body. It has sharp teeth. It can run very fast.

This is an _______. It has wings and a long neck. It can run very fast.This is a _______. It has short legs and a big body. It can swim.This is a _______. It has a strong long tail and sharp teeth. It can put babies in its mouth.

R7: Graphic OrganiserStage

Learning Standards:

2.2.4 Able to read and understand a paragraph with simple and compound sentences

2.3.1 Able to read for information and enjoyment with guidance:

b) non-fictionLexical Sets:


Food: meat, grass, fruits, leaves, seeds

Body Parts/Features: tusk, trunk, wing, stripes, spots, horn, tail, neck, fur

Ability: run, swim, breathe, hear, smell, climb, see, sleep

Adjectives: long, short, sharp, fast

Learning Outcomes:


a. read and understand non-fiction text by completing a graphic organizerMaterials:

One A Day in the Safari text (T4HO13_H1) per pupil

One A Day in the Safari graphic organizer (T4HO13_T1) per pupil


Task Procedures:

1. Ask pupils,

a. Have you ever been to a zoo?

b. What does it look like? What animals can you see?

c. What do elephants look like?

What is the colour of an elephant? What do they eat?

What can you see on their body?

What can they do? (ask questions c for other animals e.g. leopard, rhinoceros, giraffe)2. Inform pupils that they are going to read a story entitled A Day in the Safari

3. Ask pupils, What is safari? Is it the same as a zoo? Which country has safari parks?

4. Distribute A Day in the Safari text (T4HO13_H1) to each pupil. Ask pupils,a. What can you see in the text?

b. How many people are in the truck? Who do you think they are? Why are they in the safari?

c. What animals can they see?

5. Read the story aloud to model fluent reading. Ask pupils to refer to their text.

6. Read the text again. Model good phrasing/ chunking. Get pupils to repeat after you.

7. Ask questions randomly to pupils.

a. What colour is the hippopotamus?

b. What does it eat?

c. What can it do?

d. What features does it have?

8. Elicit response from pupils.

9. Distribute A Day in the Safari graphic organizer (T4HO13_T1) to each pupil.

10. Draw pupils attention to the different items/ categories on the graphic organizer. Ask pupils to give examples for each item using one animal as an example.

11. Ask pupils to complete the graphic organizer by referring to the information in A Day in the Safari text.

T4HO13_H1: Read.

Adapted from: Year 3 SK textbook

T4HO13_T1: Fill in the graphic organiser with information from the text.

W 1 Safari PictionaryStage

Learning Standards:

3.1.1 Able to write in neat legible

print with correct spelling.

3.2.4 Able to spell common

sight words.Lexical Sets:


Body Parts & Features: Neck,fur, tusk, tail, trunk, horn, wing, spots, stripes

Ability: hear, see, smell, breathe, climb, swim, run, sleep

Learning Outcomes:

By the end of this activity, pupils will be able to write the words with the correct spellingMaterials: Safari Pictionary

Assessment (PPPM): Educational Emphasis

Task Procedures:

1. Display Safari pictionary on powrepoint.

2. Point to one picture (eg: picture of cheetah) and asks pupils to name the animal,

a. What is this animal?

3. Elicit the correct response from pupils, Anyone wants to try?

4. Ask pupils to spell cheetah. How do you spell cheetah?

5. Ask pupils to write the word cheetah on the tasksheet. Write her. (Point to the box on the task sheet).

6. Ask pupils, what can they see on a cheetahs body?, e.g.: spots.

7. Ask pupils to point to the correct picture and spell spots. Show me where are the spots?

8. Ask pupils, what can a cheetah do?, e.g.: run very fast.

9. Ask pupils to point to the correct picture and spell run. Can you point me to the correct picture? Excellent. Can you spell run?

10. Remind pupils to use capital letter accordingly. If pupils spell incorrectly, say Ting Tong! and point to the wrong spelling.

11. Motivate pupils by acknowledging their work, Good job! Nice handwriting

12. Distribute the Safari Pictionary tasksheet to each pupil.

*Classroom Management: Individual work

Body Parts and Features

___g_o__S_______l__s_

____r______k_t_____

Ability

_e___r_a_______p__n

_m_____i____i___e

Safari PictionaryName: ________________________________________________________Class: ______________________________________Date: ______________________________________Animals

Crocodile__i__________p___

____f______t___l_p____

H___________Z_b__

W 2 Find MeStage

Learning Standards:


sight words.Lexical Sets:


Body parts & features: Neck,fur, tusk, tail, trunk, horn, wing, spots, stripes

Learning Outcomes:

By the end of this activity, pupils will be able to identify and write the words with the correct spellingMaterials: 1 Find Me task sheet per pupil

Find Me.ppt

Assessment (PPPM): Educational Emphasis

Task Procedures:

1. Display Find Me.ppt

2. Point to one picture (eg: picture of giraffe) and asks pupils to name the animal.

3. Elicit the correct response from pupils.

4. Ask pupils to spell giraffe. Teacher asks pupils to find the word giraffe from the tasksheet and circle the answer. Teacher gestures the word circlearound the word.

5. Then draw a line to connect the picture to the word the pupils have circled. Teacher models to pupils.

6. Distribute the Find Me tasksheet to each pupil.

W 3 Safari Board Game

Stage

Learning Standards:


sight words.

Lexical Sets:




Learning Outcomes:

By the end of this activity, pupils will be able to complete the sentences with the correct answerMaterials: 1 set of Safari board game per group of 4

Pupils Safari Pictionary (from previous task)

Safari Animals.ppt

Safari Answer Cards

Assessment (PPPM):Educational Emphasis

Task Procedures:

1. Recall the lexical sets taught using the Safari Animals PPT. Focus on the spelling of the lexical set.

2. Tell pupils that you are going to show a picture and they have to quickly name the animal in the picture and spell it together. For example, show a picture of the leopard Get pupils to say the word leopard and spell, l,e,o,p,a,r,d. Use the sound of each letter to help pupils to spell.

3. Let the pupils know that they are going to play a game. Get the pupils to gather around you.

4. Demonstrate the game to the class:

a. Show the dice, tokens, and board game to the pupils.

b. Throw the dice and say the number on the dice.

c. Count and move a token on the board game according to the number on the dice.

d. Look at the box. What can you see?

e. Write down the name of the animal/body parts/features on the Answer Card.

f. Other pupils need to check the spelling of the player.

g. Take 2 steps back on the board game if it is spelt wrong.

h. If the pupil does not remember some of the spelling of the word and want to check their spelling, they can copy it from their Safari Pictionary but s/he needs to take one step back on the board game.

i. First person to reach the finishing line wins.

5. Group the pupils (4 in a group). Count 1,2,3,4. Gesture to 4 pupils to sit in one group.

6. Provide tokens to each player.

7. Distribute a dice and a Safari board game to the groups.

8. The first person to finish the game wins (each group has a winner).

They can play the games several times until they disengage.

*Classroom Management: Group work

Body part AbilityAnimalFeatureBody partAnimalBody part

AnimalAbilityAnimalAbilityFinish!

Animal1. Roll the dice.

2. Move your token.

3. Write the answer on the paper.4. If the answer is wrong, go back two spaces.5. If you use hint, go back one space.

Ability AnimalFeatureFeatureAnimalAbilityAbilityAnimal

Body part

Start

hereAnimalFeatureFeatureFeatureAbilityBody partAbility

Safari Answer Cards

The answer is:

________________The answer is:

________________The answer is:

________________

The answer is:

________________The answer is:

________________The answer is:

________________

The answer is:

________________The answer is:

________________The answer is:

________________

The answer is:

________________The answer is:

________________The answer is:

________________

The answer is:

________________The answer is:

________________The answer is:

________________

W 4 Bingo

Stage

Learning Standards:


sight words.

Lexical Sets:




Learning Outcomes:

By the end of this activity, pupils will be able to complete the sentences with the correct answerMaterials: 1 set of Safari Bingo per pupils


Task Procedures:

Part 1: Filling in the Bingo Board

1. Inform pupils that they are going to play the Bingo game.

2. Hold up the Bingo Board task sheet.

3. Say out the word zebra. Tell pupils that they can write the word in any boxes in their Bingo Board.

4. Distribute BINGO BOARD task sheet to each pupil.

5. Say out any 3 words from the Animal lexical set, 3 words from the Body Parts & Features lexical set and 3 words from the Ability lexical set.

6. Remind pupils to write the word with clear and neat handwriting on the lines given. Show one example to pupils on the board.

7. Monitor pupils work. If a pupil makes a mistake spelling or in writing letter formation, do the following:

*Note: Managing errors and mistakes

a. Say Ting Tong while pointing to the mistake made on the task sheet.

b. Move to another pupils paper and turn the task sheet around so that the pupil who has made the mistake can see the correct spelling and copy it.

c. You may also ask the group members to spell out the word do this very slowly. One group member will know the spelling and correct the mistake for the slower group member. Emphasise on the sound of each letter to aid spelling.

d. It is not encouraged to rectify the pupils mistakes by:

I. correcting their mistakes without providing them with opportunities to notice the mistakes first.

II. Letting them know that they have made a mistake and left it to them to figure out the correct answers without giving any support.

8. Hold up a sample of a completed Bingo Board task sheet after the pupils have written down all the words.

Part 2: Playing Bingo

1. Tell pupils that when you say the word e.g. zebra, they need to cross the word on their BINGO BOARD task sheet. Model it on the whiteboard.

2. Tell pupils if they get 3 crosses diagonally, vertically or horizontally, it is a bingo. Gesture vertical, horizontal and diagonal directions on the board.

3. Play the bingo game by saying out the word at least 3 times. Get pupils to cross the word out. Lets start The first word is zebra(pause, zebra (pause), zebra (pause)

4. Repeat step 3 for all the words.

5. The first pupil to cross 3 boxes diagonally, vertically or horizontally wins. However, continue playing so that several pupils win.

6. Reward the pupils by announcing the winners of the bingo game.

Teacher may repeat this game by using other words from the lexical sets.

Bingo Board

Bingo Board

W 5 Rebus

Stage

Learning Standards:

3.2.1 Able to complete :

(a) linear texts


sight words.

Lexical Sets:




Learning Outcomes:

By the end of this activity, pupils will be able to complete the sentences with the correct answerMaterials: Safari Rebus.ppt

1 Safari Rebus task sheet per pupil


Task Procedures:

1. Recall all the words learnt using Animals in the Safari Park.ppt.

2. Then, display Safari Rebus.ppt.

3. On slide 1, Ask pupils:

a. What is this animal? (Point to an animal)

b. What can you see on its body?

c. What can it do?

4. Then, display slide 2 of the ppt presentation. Encourage pupils to use full sentences:

This is a rhinoceros.

It has a sharp horn and short legs.

It can hear and smell very well.

5. Then, check the correct answers on the next slide.

6. Then, distribute task sheet Safari Rebus to each pupil.

W 6 Running Dictation

Stage

Learning Standards:

3.2.1 Able to complete :

(a) linear texts

3.2.2 Able to write with guidance:

(a) simple sentences

(b) compound sentences

Lexical Sets:




Learning Outcomes:

By the end of this activity, pupils will be able to:

Rearrange words into sentences

Write descriptions of two animals with guidanceMaterials: Running Sentences Strips (print on coloured papers)

Running Sentences Dictation paper

Running Sentences tasksheet

Running Sentences pictures of animals (2 animals per pair)


Task Procedures:

Preparation: Before starting this activity, ask pupils to clear their desks. Ask pupils to keep their bags away and push the chair under the table .Clear a space in front of the wall where the coloured paper strips are pasted. Ensure that all pupils can run to the walls safely. Paste the strips of sentences (Refer to Running Sentences Strips) on the wall around the class.

Jumble up the sequence of the sentences.

Part 1:

1. Write on the board:

this

.

zebra

is

a

2. Display a picture of a zebra. Ask pupils,

a. What is this animal? (Point to the picturel)

3. When pupils answer This is a zebra. Write their answer on the line below the words.

4. Ask pupils to tell you the correct arrangement of the sentence on the board. Cross off the word and add it to the sentence as follows:

this

.

zebra

is

a

this is_________________________________

5. Draw pupils attention to punctuations (full stop) and capital letters.

6. Repeat steps 2-5 and ask pupils these questions:

a. What can you see on its body?

it

.

its

on

has

body

stripes

b. What can it do?

.

sleep

it

standing

can

up

Part 2:

1. Once you have completed part 1, ask pupils to work in pairs. Ask one person in the pair to stand up while the other one sits.

2. Tell them, the ones sitting down are the Writer while the ones standing are the Runner.

3. Ask pupil these questions:

a. What do writers do? write. (ask them to take out a pencil and an eraser)

b. What do runners do? run.

c. Can the writer run? No. Can the runner write? No.

4. Distribute a picture of an animal to each pair. (There are 8 animals in the Running Sentences game. Make enough copies for all the pairs). Distribute the Dictation paper for writers to jot down the words read by the runner.

5. Inform pupils that you have pasted the sentences around the class. Ask them to look at their assigned animals.

6. Demonstrate the game with a pair of pupils:

a. Tell the runner to find the correct sentence set that describes their assigned animals. (e.g: If you get a picture of a zebra, find the sentence set that describes a zebra).

b. Then, ask the runner to run to the correct sentence set.

c. Then, ask the runner to read and memorise the jumbled words and run back to the writer.

d. Next, ask the runner to whisper the words to the writer and the writer must write the words down on the Dictation paper that you have provided earlier.

e. If the writer cannot spell the word, the runner must spell the word out for the writer. If the runner could not spell the word, ask he/she to run back to get the spelling of the word on the wall.

7. Repeat the process for other words and sentences in the set.

8. Wait for all the groups to finish copying down all the sentences.

9. After they have completed the game, ask the pair to swap roles. The ones who were writers are now the runners.

10. Distibute another set of animal pictures and dictation paper to each pair. Ensure that the pairs receive a different animal from the first round.

11. Repeat steps 6-8.

12. When all the sentences have been copied down, ask each pair to rearrange the sentences in the correct order.

13. Ask the pairs to keep the pictures and the sentences for the next task.

Note:

a. Monitor the pupils to ensure that the runners do not grab the pencil or eraser or shout the word to the writers from the wall.

b. The pupils must carry out this activity without too much noise.

Part 3:

1. Distribute 2 copies of Running Sentences tasksheet to each pair.

2. Ask pupils to write down the answers in the writing lines given and paste the picture of the animal on the box. Refer to the sample tasksheet provided.

3. Once each pair has finished rearranging their sentences for both animals, ask them to raise their hands.

4. Check the spelling and punctuation of the sentences.

5. The first pair to finish with the correct sentences and punctuation wins the game. Teacher rewards the pupils by drawing a star on their task sheets.

Running Sentences Strips.Note for teachers:

1. Print these sets in different coloured papers. (Set 1 Green, Set 2 Blue etc)

2. Cut along the bold line and rearrange these sentences on the wall randomly (Refer to the sample in the task procedures).

1.

ahippopotamus.thisis

itshortlegs.has

can.swimit

Answer:

This is a hippopotamus.

It has short legs.

It can swim.

2.

anostrich.thisis

it longandneckwingshas.a

can.runveryitfast

Answer:

This is an ostrich.

It has wings and a long neck.

It can run very fast.

Running Sentences Strips.

Note for teachers:

1. Print these sets in different coloured papers.


3.

acrocodile.thisis

ita.tailhasstrongand teethsharp

it.putcanitsbabiesinmouth

Answer:

This is a crocodile.

It has a strong tail and sharp teeth.

It can put babies in its mouth.

4.agiraffe.thisis

itA longlegsand.neckhas

can.reachitBranch thehighest

Answer:

This is a giraffe.

It has a long neck and legs.

It can reach the highest branch.


Note for teachers:



5.

anrhinoceros.thisis

it sharpshorthornandhas.alegs

can.runverywellhearitandsmell

Answer:

This is a rhinoceros.

It has a sharp horn and short legs.

It can hear and smell very well.

6.

aleopard.thisis

ititsbodyon.spotshas

tailanditlonghasasharp.teeth

can.itclimbtrees

Answer:

This is a leopard.

It has spots on its body.

It has a long tail and sharp teeth.

It can climb trees.


Note for teachers:



7.

acheetah.thisis

itspotsbodyon.itshas

itsharphas.teeth

can.fastrunitvery

Answer:

This is a cheetah.

It has spots on its body.

It has sharp teeth.

It can run very fast.

8.anelephant.thisis

italongtrunk.has

sharphastwoit.tusks

can.ititstrunkbreathethrough

Answer:

This is an elephant.

It has a long trunk.

It has two sharp tusks.

It can breathe through its trunk.

Pictures of animals for Running Sentences

Running Sentences: Scrap paper

Variations of running dictation

PurposeStrategiesSample

PunctuationRewrite the sentences using the correct punctuations. Teacher may show an example on the board. No pictures are needed for this activity.my name is sara i am seven years old

My name is Sara. I am seven years old.

Sentence ConstructionThis variation can be done in groups or in pairs. One member of each team must memorise a word from the wall to tell their group members. The purpose of this is for pupils to focus on the correct sentence structure. If there are 4 pupils in the groups, ensure that you have 4 sentence strips to provide equal opportunities for all the pupils. is

name

my

.

sara

My name is Sara.

years

old

seven

.

i

am

I am seven years old.

ParagraphingThe procedures are the same as above. This variation can be conducted after a reading session to check for pupils understanding of the story. The teacher may also use this task to teach pupils how to structure a paragraph. I live in Kampung Baru.

My name is Sara.

I am seven years old.

My name is Sara. I am seven years old. I live in Kampung Baru.

W 7 My Animals

Stage

Learning Standards:

3.3.1 Able to create simple

texts using a variety of

media with guidance :

(b) linear

Lexical Sets:




Learning Outcomes:

By the end of this activity, pupils will be able to complete the sentences with the correct answerMaterials: 1 My Animals Tasksheet per pupil

My Animals Sample


Task Procedures:

1. Display My Animals Sample.

2. Ask pupils to work with the same partner in the previous task.

3. Instruct pupils to write the description of the animals based on the pictures that they were assigned to in the previous Running Dictation task.

4. Monitor pupils for spelling and sentence structure.

Sample Task Sheet

$

LA1 Standing Paper Animals

Stage

Learning Standards:

4.3.1 Able to produce simple creative works with guidance based on: d) storiesLexical Sets:

Learning Outcomes:

Able to colour and produce standing paper figuresMaterials: Animal pictures (8 sets)

Bases & Stands (8 sets)

Scissors

Coloured pencils or crayons

Glue stick


Preparation:

1. Print out the animals set on A4 paper.

2. Print out the bases and stands on coloured paper (green).

Task Procedures:

1. Get pupils to work in groups of 3 or 4.2. Inform pupils that they are going to colour and make standing paper figures.3. Distribute one set of animals pictures, bases and stands to each group.4. Inform pupils that each pupil in a group should colour two or three animals only.5. Get each group to distribute the animals pictures to their group members. 6. Model how to produce standing paper animals to the class in step-by-step. (Refer to the instruction below).

7. Demonstrate a show-and-tell activity with one animal using the sentence structures used during the writing activity.

8. Get each pupil to select an animal for a show-and-tell session.

9. Award pupils with 1 smiley each for describing the features, ability and diet/food related to the animals.

10. Reward pupils with the most smileys.

11. Monitor pupils work. Provide help if needed.Steps

Instruction in step-by-step

1. Colour and cut out the animals.

2. Cut out the bases and stands as well. Each base and stand has a pair of dotted lines along the edges. Make a slit along these dotted lines.

3. Each template base has an animals name on it. Glue each animal onto the designated base, positioning it as close to the bottom edge as possible and keeping clear of the slits that you made in Step 2.

4. Bend each stand in the middle and unfold to come up with a V-shaped piece.

5. Interlock the slits on the base with those of the stand.

6. The interlocked base and stand will allow the paper animal to stand.

7. Once all the standing paper animals are completed, get each group to add additional decoration to creatively display their standing paper animals, e.g. create a zoo cage, grassland habitat etc.

Adapted from: http://www.firstpalette.com/Craft_themes/Animals/standingpaperanimals/standingpaperanimals.html

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Cheetah

Crocodile

Elephant

Giraffe

Hippopotamus

Leopard

Rhinoceros

Zebra

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

8

Word

Phrase

Sentence

Whole Text

croco dile

croco dile

croco

tah

ceros

dile

croco

dile

croco dile

ele phant

rhino ceros

hippopo tamus

Zeb ra

os trich

gi raffe

chee tah

leo pard

Word

Phrase

Sentence

Whole Text

leaves

seeds

fruits

meat

grass

Animals Diet

Word

Phrase

Sentence

Whole Text

Lets label the animals body parts!

wing

fur

stripes

trunk

horn

spots

claw

tusk

neck

tail

wing

fur

stripes

trunk

horn

spots

claw

tusk

neck

tail

wing

fur

stripes

trunk

horn

spots

claw

tusk

neck

tail

wing

fur

stripes

trunk

horn

spots

claw

tusk

neck

tail

wing

fur

stripes

trunk

horn

spots

claw

tusk

neck

tail

Word

Phrase

Sentence

Whole Text

Start

Finish

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

A Day in the Safari

Look! That is an elephant. It is grey in colour. It is big and strong. It has a long trunk and two sharp tusks. It can breathe through its trunk. It eats fruits. and leaves.

That is a leopard. It is brown and has black spots on its body. It has a long tail and sharp teeth. It eats meat. It can climb trees.

That is an ostrich. It is tall and big. It has wings but cannot fly. It can run very fast. It eats fruits and seeds.

That is a hippopotamus. It can swim. It has short legs and a big body. It eats grass and leaves. It is grey in colour.

Wow! What a big bird!

food

physical features

colour

ability

colour

food

physical features

ability

colour

food

physical features

ability

food

colour

physical features

ability

A Day in the Safari

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Safari Board Game

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

Word

Phrase

Sentence

Whole Text

leopard

ostrich

leopard

ostrich

zebra

giraffe

cheetah

elephant

rhinoceros

crocodile

Documents

A Ride in the Safari Park