Aim: students will be able to recognize common animal parts, in contrast to
parts of the human body. Higher students will be able to say what an animal has. Lexis: Method - warmer Draw an animal (lion) on the board. It has _____ (a head, a tail, ) Go through target language , For example, Horn, what animals have a horn horns? li!it ideas and show "ash!ards # write up one animal Drill pronun!iation o$ bod% part and lea&e $'! or pi!ture on board Games - body parts matching game (n!e all bod% parts ha&e been introdu!ed, )lea&e diagrams on board* tell them the +plit !lass into groups o$ , students (- teams o$ ,) For ea!h team: (see materials below) ha&e a bag with the ./ bod% part pi!tures at ba!0 o$ the !lass sheet with the ./ animal part words in the middle o$ the !lass 1eams line up at the $ront # the% ta0e it in turns to run to the ba!0, pi!0 out a pi!ture and then run to middle and tr% to mat!h that pi!ture to the !orre!t word 2hen the% get ba!0, the next person in the team !an go (n!e the% ha&e 3nished, I let them !he!0 their answer be$ore de!laring them a winner or not Creepy Animal Game a!h student has a pie!e o$ paper'noteboo0. 4ring one student $rom ea!h group to the $ront, the% then roll the di!e and pi!0 up Horn claws fns fur gills cales a shell spots stripes wings fangs feathers a bea! a tail It has _______ a pie!e o$ paper $rom the 54od% 6arts 4ag7 (in!lude e%es, legs and arms) 1he% tell their team and e&er%one has to draw that number o$ bod% parts onto their 8onster. (- shells . bea0. ) Gi&e ea!h student one or two goes ea!h be$ore stopping and !omparing monsters # as0 ss 9uestions about the monsters (i.e. des!ribe %our monster or how man% wings does it ha&e depending on le&el'abilit%) Spots A Wing A Shell Gills Scales Fur A Claw A Fin A Horn Stripes Fangs Feathers