Has it got big ears?

Transcription

1 Year 3 Lesson51 Has it got big ears? Grammar & Functions Aims Asking questions about animals (Has it got?). Responding with short answers. Describing real and imaginary animals. Contents Grammar Has it got? Yes, it has / No, it hasn t. Vocabulary Names of animals (crocodile, elephant) Body parts Checklist A copy of Handout for individual work (forming sentences from jumbled words ). Little cards/pieces of paper with animal names written on them (for screen 3 additional activity) and some adhesive tape to attach the cards onto students clothes. Some sheets of paper or cardboard for students to draw the animals in small groups. Language Analysis Introduction of the question Has it got? (third person singular only at this stage) Different word order in affirmative sentences and questions a comparison. An elephant has got big ears. Has elephant got big ears? Short answers: Yes, it has. / No, it hasn t.

2 Other expressions used in conversations: Can you guess? Has it got. (three legs / a long tail, etc)? Is it (tall, short, etc)? Proper intonation in questions such as Has it got? Can it swim? etc.

3 Procedure Warm-up Off the screens Tell students about your pet. The story can be real or invented. First, simply mention that you have a dog (or a cat, a hamster etc.) and say the name and the age of the pet. Tell them that in order to learn more about your pet, they have to ask you some questions. To facilitate the task, you may write some keywords on the board, such as body parts (legs, ears, tail etc.) or useful adjectives (long, short, big, etc.). Once the task is complete, encourage students to prepare a similar riddle for their classmates. Ask them to work in pairs or groups of three and take turns to ask and answer their questions. Mrs Black: Now, can you guess my favourite animal? Alex: Has it got big ears? Mrs Black: No it hasn t. Kim: Has it got a short tail? Sam: Has it got a long neck? Mrs Black: Yes it has. Sam: Is it a giraffe? Mrs Black: Yes, it is. Well done! Screen 2 Exploit the scene by asking the Ss to describe what they can see. Then listen and watch the animation. Ask some questions to check understanding. Note: In order to make the listening comprehension task morre attractive, you may stop the recording after each given clue and encourage your students to guess what animal is described in the animation (before the answer is given at the end).

4 Screen 3 Audio 1 : Child 1: Has it got a short tail? Child 2: Has it got a long neck? Child 3: Has it got big ears? Mrs Black: Yes it has. Child: Has it got a long nose? Mrs Black: Yes it has. Audio 2 : Child 1: Has it got a short tail? Child 2: Has it got big ears? Child 3: Has it got a long neck? Mrs Black: Yes it has. Child: Has it got a long nose? Audio 3 : Child 1: Has it got a long tail? Child 3: Has it got big ears? Child: Has it got big teeth? Audio 4 :

5 Child 1: Has it got a long tail? Child3: Has it got big ears? Child: Has it got a long neck? Key: see pictures above (random order) Note: Once the exercise on the screen is complete, ask students to choose an animal they like and write the name of it on a piece of paper without showing it to other classmates. To facilitate the task, you may first ask students what animals they know in English and write their answers on the board. This way the students will revise the vocabulary and will have some words to choose from. Then encourage students to work in pairs. By asking each other questions, students try to guess what animal their friend has chosen. To make this exercise even more interesting, you may prepare little pieces of paper yourself, each with a name of animal written on it. Then attach the cards onto students clothes (preferably at the back) so that they can t see what is written on their cards. Then follow similar rules as with the previous activity. This time, however, each student asks various questions to get to know what animal they are. The other students provide answers (Yes, it has. / No, it hasn t.) Audio1: Has a giraffe got a long neck? Audio 2: Has a hippo got a long tail? Audio 3: Has a crocodile got big ears? Audio 4: Has an elephant got a long trunk? Key: 1 Yes, it has. 2 No, it hasn t. 3 No, it hasn t. 4 Yes, it has. Screen 4 Note: You may ask your students to work in small groups of three or four and prepare a riddle for the rest of the class by describing some animal in three sentences (such as: It s got big ears, strong legs and a short neck.).

6 Screen 5 Key: 1 got 2 has 3 hasn t 4 long 5 small Note: As a follow-up, ask your students to complete the activity on the Handout. Students task is to make sentences from the jumbled words and then choose the correct answer to each question they formed. Key: 2. Has an elephant got big ears? Yes, it has. 3. Has a crocodile got long legs? No, it hasn t. 4. Has a hippo got a long tail? No, it hasn t.

7 Screen 6 Audio: Has it got big ears? Has it got a big nose? Has it got a small nose? Has it got a short tail? Has it got a long tail? Has it got small ears? Has it got big teeth? Has it got small teeth? As a follow-up, you may ask students to work in pairs and try to draw a perfect monkey together. Once the drawing is complete, students take turns to ask various questions heard previously in the game (see audio column above) about different body parts of the monkey. Optionally, you may encourage students to work in pairs and create a new animal. Encourage them to give vent to their imagination (make a space animal, alien animal, extinct animal etc.). Once their drawings are ready, ask them all the questions used in the game (see audio column above). The strudents task is to look at their drawings and answer accordingly.

8 Handout 1. crocodile / Has / got / a / five / legs? => example: Has a crocodile got five legs? Yes, it has. / No, it hasn t. Has an elephant got big ears 2. Has / big / an / got / ears? / elephant => Yes, it has. / No, it hasn t. 3. a / crocodile / Has / long / legs? / got =>. Yes, it has. / No, it hasn t. 4. got / hippo / a / tail? / long / Has / a => Yes, it has. / No, it hasn t.