Adjectives for Animals: endangered, popular, cute, weird, unbelievable, trained, cool.
Comparative Adjectives: better, worse, friendlier, more/less dangerous, funnier, older, smaller, cuter
Superlative Adjectives: the best, the worst, the friendliest, the most amazing, the bravest, the cutest, the fastest, the most famous, the highest, more expensive
Max and Sarah need to choose the world’s most amazing animal story. From pigeons to rats to quokkas, there are so many incredible animals out there. How will they decide which one is the best?
Checking understanding of the video.
Go to ACTIVITY 1 or scan the QR code generated by your teacher. Read the questions, choose the correct answers, and move your avatar there. Avoid the enemies that want to eat you on the way.
When you finish, click on “Leader board” and enter your name to see your ranking
Go to ACTIVITY 1 or generate a QR code
About the Maze: You can change the setting (scroll down to see the options) or you can change the template (the templates are on the right). When your students finish, ask them to click on “Leader board and enter their names to see their ranking
Before you watch tip: You can preteach some words before watching the video: pigeon, rat, soldier, medal, island, kangaroo, quokka, landmine, using this memory game.
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Target language and grammar reinforcement– comparative and superlative adjectives.
You can play it as a whole class = students don’t need their devices. If you have a big class, put students into small groups of two or three. Each group has one device to play on. Students complete the sentences with comparative or superlative forms of adjectives or using the prompts provided. (Sometimes prompts are not given as some of the answers are obvious and students get more points for these) They get points for correct answers.
About Baamboozle: This game works better if you have a created account, which is free. When you open the link, click on play, choose the Baamboozle tile, number of teams and choose a mode in which you want to play – with power ups or just questions.
If you don’t create an account, you can only play with 2 teams and with power-ups.
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Listening for specific information, adjective practice, and vocabulary expansion.
Go to: ACTIVITY 3 or generate a QR code for students
Short activity:
Longer activity:
Students perform their songs for the class, or teacher can create a Padlet page where students can upload their videos (brave students can sing)
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Connecting the topic with real life.
Video: watch the video: ACTIVITY 4
Which animal didn’t you see in the video? butterfly, turtle, okapi, crocodile, frog, bear, flamingo, cheetah
After you watch activity:
You work for a zoo. Work in groups of two or three and prepare an invitation to your zoo. Think about anima ls the visitors can see there but also other places that they can visit (e.g. restaurants, playgrounds, special attractions).
Start your invitation with: Hello everyone, we would like to invite you to our _________ (name) Zoo. In our zoo …….
Perform your invitation for the class or upload your audio/video to Padlet.
Watch the invitation to Chester Zoo with the students: ACTIVITY 4
Before you watch: What animals do you expect to see? What else can people do when visiting a zoo?
While watching: which animal can’t you see? Write down the list of the animals below: butterfly, turtle, okapi, crocodile, frog, bear, flamingo, cheetah. Students need to decide which animal they didn’t see in the video.
After you watch: put students in pairs or small groups (2-3) and ask them to prepare an invitation to the zoo where they work.
Students perform their invitations for the class, or teacher can create a Padlet page where students can upload their videos
Crocodile
Learn key phrases for making suggestions, responding, and giving an opinion. Practise the use of these phrases.
Go to: ACTIVITY 5 or scan the code generated by your teacher. Play alone or with other students. Read the sentences and choose the correct response. Practise expressions to make suggestions or give opinions.
Work in pairs. Prepare a short dialogue. Follow the instructions on your role play card. Try to come to an agreement.
STUDENT A
You are choosing a pet for your grandma. Talk to your friend and try to come up with the best pet for her.
Your grandma lives alone and you think it would be nice if she had a pet. She lives in a house with a big garden. She loves animals but she is afraid of dogs (a dog bit her when she was small). You think birds are perfect pets because they can be trained and they do not need so much care and time. Cats are ok too.
Use expressions to suggest things, agree, or disagree with your partner.
Your partner starts, and you respond: I think I should get my grandma a pet.
STUDENT B
Your friend would like to get his/her grandma a pet. You think dogs are the best pets because they can be trained easily. Small dogs are friendly and never aggressive. You don´t like birds. You had a bird when you were younger and it always landed on your head and bit your ears. Cats are ok too.
Use expressions to suggest things, agree, or disagree with your partner.
Start the conversation: Hey, what´s up?
Go to: ACTIVITY 5 or generate a QR code for your students to practise suggestions and giving opinions – they try to choose correct responses. Students can play alone or with other players.
Role play: Put the students in pairs and give each of them a card with instructions (student A and student B). They are going to prepare short dialogues. They have to use expressions to make suggestions, ask for an opinion, or give an opinion.
Students perform their dialogues for the class. Check the use of the expressions to make suggestions, ask for an opinion, or give an opinion. (*)
(*)Try to make the role play activity competitive and challenging. Give each pair a point for the use of functional language that relates to suggestions, responses, or opinions. You can use the table in learningapps to mark the expressions: TIP
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The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.
