83

Instructions

Write the headings “Pets, “Farmyard” and “Wild” on the board.

Under each heading stick the cat, cow and kangaroo pictures respectively (found on next three pages).

Elicit types of animals from the pupils and group them under the appropriate heading.

Note – Pupils may have only seen wild animals in a zoo or regard some of them as pets, such as snakes or lizards.

Draw the table below on the board and model the sentence structure from the textbook, “Which animal would you like to keep as a pet?” by asking individual pupils. Write their names and animals in the appropriate columns.

When writing a pupil’s name, say, “Amir would like to have a rabbit” and have the class repeat this.

For the final row, the teacher uses him/herself, by saying, “I would like to have a _____.

Pupil’s Name Pet

Have pupils practise these three sentences in groups of four.

Next, divide the class into groups of six and give each pupil a copy of the worksheet on page 86.

Pupils take turns to ask and answer the question in their groups, filling in the table.

Once finished, have them report to the class about their classmates using the appropriate sentence.

Use the completed tables to write sentences about group members.

Variation 1 – Do the survey twice, this time using the sentence structure, “Which animal

would you not like to keep as a pet?” Shorten the sentence if necessary by cutting ‘to

keep.’

Variation 2 – Instead of using groups, tell the pupils they will be walking around the class

asking different pupils the questions. Create a larger table to accommodate more names.

Skills Speaking, listening and vocabulary review

Materials Pictures of animals and survey worksheet (provided on pages 84-87)

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85

86

87

88

Instructions

Give a small piece of paper to each pupil.

Put pictures of the pets the pupils have studied on the board.

Tell them they have one minute to look silently at the board and memorise as many animals as possible.

When the minute has ended, remove the pictures and instruct the pupils to write the animals they can remember on the piece of paper.

Give a time limit of three minutes for the writing.

Pair the pupils and have them check their answers together.

Tell them to put the animals in alphabetical order.

Check the answers when the pupils have finished.

Instructions

Review animals once more by showing pupils the provided pictures.

Give them the worksheet, “Acronym Puzzle” from page 94.

Pupils rearrange the words on each line to spell the animals correctly.

Tell the pupils to use the numbered letters to form a ‘special’ word.

Review the answers.

Have them categorise the animals into, “pets,” “farmyard” and “wild.”

Note - Some animals crossover into another group. For example, horses are sometimes kept on a farm, sometimes kept they are a pet. Parrots may be a pet or wild.

Skills Vocabulary review and memorisation

Materials Pictures of animals (provided on page 89-93)

Skills Spelling and vocabulary review

Materials Pictures of animals (provided on page 89-93)

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91

92

93

94

95

Answers

Instructions

Divide the class into teams.

Ask a pupil from each team to go to the front of the classroom.

Show these pupils a verb to mime.

The pupils mime return to their teams and mime the word to the rest of their team.

The first team to guess the verb receives a point for his/her team.

The words used are found below and on the following two pages as cards to cut out.

run walk jump stand sit fly

eat drink swim cook climb clean

Skills Vocabulary review and logical deduction

Materials Word cards (provided)

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Instructions

Practise verbs used in the previous activity in another way.

Give the pupils the bingo card on the next page.

Create an action for each of the twenty verbs found in the word box.

Have the pupils do the actions during pronunciation practice.

Next, pupils choose sixteen of the twenty verbs and randomly write one each in an empty box.

Every pupil now has a different bingo card, using the verbs they chose from word box.

Once all pupils have completed filling their bingo card, have them stand up.

Call one of the verbs from the word box and also do the action for it. All pupils must copy.

If a pupil has the called word on his/her bingo card, s/he crosses it off.

Continue to say verbs and do their actions with the pupils copying.

This is a more active and memorable way to play bingo, which is often passive.

The winner is the first pupil who can cross off words in one line (two or three for longer games) either vertically, horizontally or diagonally.

Variation – Use the bingo card (without the word box) and squares with words on pages 94 and 95. Pupils cut out the squares and randomly stick them into squares on the bingo card.

This allows a quicker alternative to complete the bingo card for slow writers, who are often left behind when doing this type of activity.

Skills Reading, listening and vocabulary review

Materials Bingo cards (provided)

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Verb Action Bingo

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

bathe breathe brush clean climb

cook cuddle drink eat feed

fly jump love run sit

sleep stand swim take walk

100

Verb Action Bingo

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Verb Action Bingo

run walk jump stand

sit fly eat drink

swim cook climb clean

feed love brush

take bathe breathe sleep

cuddle

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Instructions

Photocopy and cut out the word cards from the next page, laminating if possible for durability.

Twenty verbs are provided, as well as ten proper and common nouns each. These nouns were used in Unit 1.

Create pairs or small groups.

Place the cards secretly around the classroom (such as in desks, on shelves, behind objects) or even around the school. In the latter’s case, tell pupils where they may find the words, such as in particular rooms or areas.

Give a time limit such as ten minutes and regular updates as to how much time is left to build excitement and a sense of urgency, as the clock ticks down.

Pupils search the room (or school) only for verbs. Therefore, they must differentiate between any nouns they may find.

Have them keep a list on a piece of paper.

Winners are the pupils that noted the most number of verbs.

Variation 1 – Pupils collect the verbs and put them into envelopes.

Winners are the pupils that collect the most number of verbs.

Variation 2 – Give pupils three envelopes each, one for verbs, one for proper nouns and one for common nouns.

Award three points for finding a verb and placing it in the correct envelope, two points for a proper noun and one point for a common noun.

Alternately, have pupils just write the words under headings on a piece of paper, recording the difference between verbs and different types of nouns.

Winners are the pupils that have the highest number of points.

Skills Reading, vocabulary review, categorisation and logical deduction

Materials Word cards (provided); envelopes (Variations 1 and 2)

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run

walk

jump

stand

sit

fly

swim

climb

eat

drink

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cook

clean

cuddle

love

take

sleep

feed

bathe

breathe

brush

105

Ganesh

Emir

Mia

Ashwini

Saturday

Scrabble

Sarawak

Zoo Negara

Proton Saga

Kinabalu

Park

106

doctor

baker

hospital

crayon

bakery

dentist

rooms

cakes

mother

father