1. D •
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O DO O
This page has been downloaded from www.onestopclil.com. Written by Marcelino Palacios Álvarez and Paco Santos Juanes © Copyright Macmillan Publishers Ltd 2006.
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2. TEACHER’S NOTES
Making the cut-out
WILD ANIMALS
• Hand out the worksheet and ask the children
Art and crafts to colour the wild animals following these
instructions (which you can write on the
Aim board):
• To introduce or revise the parts of the body - Tigers are orange.
of wild animals. - Crocodiles are green.
Materials - Elephants are grey.
• Coloured pencils. - Whales are blue.
• Scissors. • Ask the children to colour the animal labels
using the same colours as for the animals.
• Glue.
Then they cut out the four animal labels.
• Worksheet (enlargement to A3
• The children match the labels with the
recommended).
animals and glue them on rectangles A, B, C
Duration
and D.
30 minutes.
• Review the parts of the body, animal by
Language focus
animal: Look at the whale. What part of the
• Wild animals: whale, tiger elephant, crocodile.
,
body is number 1? And number 3? etc.
• Parts of the body: tongue, tail, body,
• Ask the children to colour the labels using the
whiskers, mouth, eyes, ears, teeth, trunk.
same colour as the animal they belong to (the
Cross-curricular content
tiger is orange, so all the parts of the body for
• Art and crafts.
the tiger will be orange, etc).
• Following instructions to assemble the • The children to cut out the labels and glue
cut-out. them on the appropriate rectangles for each
• Wild animals. animal.
• Ask the children to cut out the animals along
Preparation the dashed lines.
• Mime the wild animals and encourage • The children fold each big rectangle along the
children to guess which animals they are: dotted lines and then put glue on the shaded
Whale: hold both arms together and pretend to area of each rectangle and stick them together
swim up and down like a whale. as in the following illustration.
Elephant: stretch and move one arm in front
of your head like a trunk.
Crocodile: stretch both arms together one
above the other like a crocodile’s big, long
mouth (bend your fingers for teeth).
Tiger: move your hands up and down with
bent fingers like a tiger’s paws.
• As the children identify the animals, write
their names on the board.
• Read and point to the words on the board and
get the children to mime the animals.
• Use mime to review the parts of the body of
the different animals (see Language focus above).
D •
TE E E
SI AD L
EB LO B
W N IA
M W P
This page has been downloaded from www.onestopclil.com © Copyright Macmillan Publishers Ltd 2006.
O DO O
FR BE C
N TO
CA O
H
•P