05 Animals

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05 Animals

Uploaded by

Susana Arditi

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Download as PDF, TXT or read online on Scribd

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✖

Using specific
Portfolios
In this section, there are suggestions
for using the articles in each
Portfolio, plus a photocopiable test
(with Answer Key), and a list of
teacher’s resources for each one.

Note: These are just a collection of

ideas to choose from – doing all of
them might kill the students’ fun and
enjoyment!

This symbol indicates that part or

all of the text corresponding to the
sections has been recorded on the
audio CD. Phrases that relate purely
to the written version, such as ‘Now
read on’ have been omitted from the
recorded version. See page 55 for
ideas for using the CDs and a list of
the contents of each.
Macmillan Portfolio

13
14
Animals
Beginner Plus

Ideas for use

This Portfolio includes a lot of information about different kinds of animals. It encourages the students to observe and record
details about them. It also includes articles relating to conservation and the environment.
Crosscurricular links: Science, Geography.
Don’t forget! You can find comprehensive ideas for different types of activity to use with all the Portfolios in Section B on
pages 9-12. Remember to identify the Animal Detective activities for each article: on some pages, you must look carefully
to find them!

COVER AND CONTENTS catch other animals. / Birds that can run. / Birds that can
Encourage the students to browse through the Portfolio and climb trees.]
look at the range of articles, illustrations and design styles.
What different animals do the students know the PAGE 4
names of in English? What do they know about them? It’s a dangerous world!
Which are their favorite animals? You can do this as a jigsaw reading activity (see page 9).
Discussion: What does the photo suggest? Is it a good Divide the class into three groups. Each group reads
depiction of Animals? Why (not)? Ask the students to one of the three sections. They then become the
suggest other images for the cover. You can use the ‘experts’ and tell the others about it. The other groups
picture to discuss the various types of animals, (e.g. pets, then check this information by reading that text.
domestic and wild) and also the categories of animals The students can also suggest or find out more
[birds, fish, insects, mammals, reptiles]. Ask the students examples for their animal behavior group and bring
to suggest examples in English for each category. some photos to the class.
Discuss the dangers in the Conservation Spot. Are
PAGE 1 there other problems for animals? What can we do?
Letter Animal Detective: Help the students to choose their
This letter contains a series of questions about animals. animal. Discuss where they can find the information.
You may like to discuss them in L1 with the students.
They will serve as a general ‘warm-up’ for the topic and PAGE 5
help to show what really interests each person. Families
Make sure that the students understand the Animal You can do this as a jigsaw reading activity (see page 9)
Detective – this is an idea or an activity linked to each as with the article on page 4. Each group becomes an
article which they can explore on their own. ‘expert’ on one of the animals. They may like to prepare
a quiz about ‘their’ animal.
Contents Out-of-class: The students can collect information
Discussion: Which titles are easy to understand (e.g. and pictures about different animal families, or about
Pets’ Corner) and which are more difficult (e.g. WWF)? the three animals shown here.
Encourage the students to guess what the articles are
about, and to flick through the Portfolio to check this. PAGE 6
Birth, life and death
PAGE 2 Check whether the students are familiar with these
Check it out animal life cycles from their Science lessons. If not, use
See pages 11-12 for different activities to choose from. the photos to explain the stages.
The page can also be used simply for reference. Ask the students what animals they are afraid of (e.g.
snakes, mice, spiders…). What is scary about them?
PAGE 3 Out-of-class: If they live near a stream or lake, the
Feet talk! students may be able to observe the change from
Identify some of the key parts of human feet [heel, sole, frogspawn to tadpoles to frogs. They could keep a diary
toes, big/little toe, toenails]. Ask the students to compare and record each stage.
the four different kinds of birds’ feet. What can each bird
do? How does its feet help it? PAGE 7
Footprints: Do this as a quiz (students can work in pairs A working life
Macmillan Portfolio Animals

or individually). Discuss the difference between wild animals, pets and

Animal Detective: Discuss where they can find the working animals. Ask for examples of each (in English).
information, and how they will present it. Ask the students to read either the top section or the one
Out-of-class: Ask the students to find pictures of more about dogs. Is there any information that is new for them?
examples of birds with these types of feet, and bring Can they think of other working animals? What do
them to the class. [Birds that can swim. / Birds that can they do?

15
PAGES 8 & 9 for pets in that group.
WWF across the world The students can note any new or surprising facts.
Encourage the students to look at the page design and Do they know other links between wild and domestic
photos. Check what they know about WWF. Point out the animals?
panda logo.
There is a lot of textual information here, but it is PAGE 12
presented in clear, factual language. Do not let the Animals attract tourists!
amount of text destroy the students’ interest, curiosity This article is written in a humorous way, but it also
and enthusiasm! raises a serious question about the exploitation of animals
In class, focus first on the four question-and-answer for tourism. You may like to discuss this in relation to
lines at the top of page 9. Discuss these. Is this information tourism and animals in your own area.
new for the students? Do they know any other organizations What does Hamish think about tourists? The students
like WWF? can write ‘thinks bubbles’ for the photographs.
Next, look at the three sections below on pages 8 and 9: Identify the souvenirs that are linked to Hamish (cookies,
✖ WWF Brazil, tourism and turtles on page 8. chocolates, soap). What other souvenirs could be sold?
✖ WWF Thailand and educational projects on page 9. Look at the notice: BEWARE OF HAMISH’S HORNS. What
✖ WWF Scotland and sea animals on page 9. kind of warning notice could be written about tourists?
The students can choose one of these sections to read
and to explore further. It may be more productive for PAGE 13
them to do this in pairs or small groups. An animal song
Animal Detective: Check the Projeto Tamar website This is a traditional song which exists in different versions.
before the students look at it, to make sure it is still live. The students identify the animals and count them. How
Also decide if they will understand it (if they look at the many types of animals are there in the pictures? [11
English version). types: bees, butterflies, elephants, hippopotamuses
Out-of-class: If the students are excited by this article, (hippos), kangaroos, monkeys, parrots, rabbits, snakes,
encourage them to find out about other animal conservation tortoises/turtles/ zebras.] They can also count the animals.
organizations and projects, especially in your area. They Discuss what food each type of animal eats. Which
may know people who take part in them. ones are carnivores? Which ones can stay with the other
Animal Detective: There may be other animals in animals?
danger that the students would prefer to find out about. They can read the song aloud (or sing it), tapping out
the rhythm. Different groups can read or sing different
PAGE 10 sections.
Pets’ corner: Popular pets
The article opens with slogans about some popular pets. PAGE 14
Check the students can identify the four animals in the Animal quiz: Do you know?
photos [rabbit (bunny), dog, cat, budgerigar (budgie)]. You can compare these animal proverbs with others in
Check they know the other three animals in the slogans your culture. What animals often appear in proverbs?
[goldfish, hamster, guinea pig]. 2/3/4/5. The students can make up similar quiz
Find out what pets the students have. Which are the questions.
most popular/unusual in the class?
Discuss the meaning of the six adjectives (crazy, daft, PAGE 15
ga-ga, hysterical, grumpy, happy). The slogans are in Projects
alphabetical order. Ask the students to read all the projects carefully. They
Encourage the students to write similar slogans about must decide which ones are interesting for them. Which
pets. E.g. Mad about a mouse! is the most/least interesting project for the class? Are
Discuss the meaning of ‘A pet is for life, not just for any projects only of interest to one person?
Christmas!’ This warning reminds people that owning a The projects can be done in groups, pairs or by students
pet gives a long-term responsibility. working alone. Some projects may fit in with those done
Discuss the meaning of the ‘pet care’ phrases in the in other school subjects, e.g. History or Science. The
white box. Which ones are important for their pets? important thing is that each person chooses a topic that
In the quiz, the students have to find a pet for each really interests them.
piece of advice. Is the advice good? Can they suggest Agree when they must present the results (time).
other ideas? Encourage them to also review and present the things
they have done in the various Animal Detective activities
PAGE 11 and to present them as a class exhibition.
Pets’ corner: Our pets in the wild
This article is written in scientific note form. It shows PAGE 16
how present-day pets and domestic animals have Portfolio chatrooms
developed from wild animals. The comments about Fun chat: Are there similar animal sayings in your L1?
habitat, behavior and food are relevant to ways of caring If so, the students can draw cartoons for them.

16
Teens chat: Do any of the students have similar Can you believe it? The students can write a heading for
problems with their pets [goldfish die; cats kill birds the photo. E.g. ‘That’s a lovely coat!’ or a thinks bubble.
and mice]? Ask them to bring their own unusual photos of animals.

At the end of the Portfolio

The students can do a review of the whole Portfolio to inform another class.They can do this on the magazine as a whole,
or on specific articles. Have them discuss and design their own criteria, or draw this chart on the board as a model for
them to copy or adapt.

CRITERIA ARTICLE STARS COMMENT

INTEREST

HIGH=5
INFORMATION
DESIGN
PHOTOS

LOW=1
ANIMAL DETECTIVE
OTHER

Animals Portfolio Test (Photocopiable)

The aim of the test is to encourage the students to look back through the Portfolio in order to check facts, notice details,
and find specific information to answer the questions. It is not designed as a memory test!

Answers
1. Articles: Pages and Titles a. 7. A working life ✖ b. 5. Families ✖ c. 6. Birth, life and death
d. 12. Animals attract tourists! ✖ e. 3. Feet talk! ✖ f. 4. It’s a dangerous world!
g. 10. Pets’ corner ✖ h. 4. It’s a dangerous world! ✖i. 8-9. WWF across the world
j. 13. An animal song
2. True or False? a. T ✖ b. F ✖ c. T ✖ d. F ✖ e. F ✖ f. F ✖ g. T ✖ h. T ✖ i. F ✖ j. T
3. Vocabulary a. footprint ✖ b. reptiles ✖ c. zebras ✖ d. cygnet ✖ e. tadpole
f. buddy ✖ g. bull ✖ h. ark ✖ i. bee ✖ j. frog

Resources
These websites are worth visiting for further information. They all have links to other useful sites.
✖ WWF - www.wwf.org - This used to be called the Worldwide Fund for Nature, but it is now known as WWF. The
international website has general information about the organization and its work. From here, you can enter specific
country or regional websites. There are also Factsheets to download and an Education section (www.panda.org).
✖ BBC CBBC - www.bbc.co.uk/cbbc - This is an interactive educational website for young teenagers, operated by the
BBC. It has sections on Sport, Wild Life, Art, Games, Cartoons, Music, What’s On and Your Life, plus a Chatroom.
✖ BBC NEWSROUND - www.news.bbc.co.uk/cbbcnews - Newsround is a news programme for young people (7-14) in the
UK. This site comments on current international news and issues, and also contains news quizzes and games. It has a
separate section for Teachers with Lesson Plans relating to Citizenship and Literacy. Although written for schools in the
UK, many of the ideas can be adapted.
✖ HWDT - www.hwdt.org - This is the website of the Hebridean Whale and Dolphin Trust. It has a news section, plus
lesson plans for both primary and secondary students, as well as for outdoor activities. These are based on the school
curricula in the UK, but are easily adaptable.
Macmillan Portfolio Animals

17
Animals Portfolio Test Worksheet
NAME: ________________________________________________________ TOTAL POINTS (1 point each question):_____

1. Look at your Portfolio. Find these articles. Write the page number and the title.
a. There are pictures of elephants, donkeys and dogs.
PAGE _____ TITLE ______________________________________________________