Oic Esl Y2 W1 LP

YEAR 2 Amazing animals
Week 1, Lesson 1: Why are animals amazing?

Learning outcomes: 2.1a, 2.1g, 2.2c
Context
 This is the first lesson of the unit ‘Amazing animals’.
 In this lesson, children will develop their listening and speaking skills by carrying out a
group work activity and then presenting it to their classmates.
 The core lesson should take around 45 minutes to an hour, with extension activities
provided for extending to 90 minutes over two lessons. The timing is flexible to suit
different timetables.
Materials
paper; pencils/pens; whiteboards;
marker pens; colouring pencils/pens;
scissors; sticky notes; a flashcard or a
projected picture of a whale; KWL chart
template
Lesson summary
Ask, answer, and talk about what
animals can and can’t do.
Joy of Learning
Global Skills Projects Vocabulary
2.1b: Develop interests birds, elephant, fly,
to explore gazelle, jump, run, swim
Wellbeing
2.4b: Use teamwork in group
activities
Big question: Why are animals
amazing?
© Oxford University Press 2022; This resource sheet may have been changed from the original. Don’t have the
recommended resources? Find out more at www.oup.com/elt/oxford-discover
Introductory activity
 Ask children if they like animals and ask them to say why. Tell them that the next two weeks are
about animals and that they are going to learn a lot of new things.
 Write the first few letters of the alphabet on the board and ask for an animal beginning with ‘a’,
‘b’, ‘c’, and so on. Can children think of an animal for each letter?
 Help children to include local as well as ‘exotic’ animals.
 Children make a KWL chart about animals, thinking about the big question (Why are animals
amazing?).
Main activity
 Ask children if they think animals are amazing. If so, why? This is probably because of what they
can or can’t do. Show the picture of the whale. Ask: What is it? Do you think it’s amazing? Why?
What do you know about whales?
 Ask: What can a whale do? What can’t a whale do? Elicit and pre-teach the verbs and nouns
birds, elephant, fly, gazelle, jump, run, swim.
 Play a mime game with children. Do an example yourself first. Mime one of the verbs and
children tell you what it is. Put children into pairs to play the game.
 Ask children to open their books. Turn to Oxford Discover SB 2 pp.6–7. Ask: What animals can
you see? What can the animals do? What can’t the animals do?
 Elicit the question form with can. Model and drill.
 Ask a child to think of an animal. The rest of the class ask questions until they guess it.
 Put children into teams of four. They are going to think of an animal and make a list together
of everything they know about it. Set a time limit (ten minutes).
 Then each team asks another team questions to discover the animal. Set a limit of questions (e.g.
ten questions). The objective is to discover the animal before the total questions are up. Count
the questions.
 The first time you play it, children may not think of ‘difficult animals’. Play it again and encourage
them to think of less obvious animals.
 Ask children if they want to know more about any animals. Hand out a sticky note to each
child. Ask them to write down an animal or animals they would like to know more about. Display
the sticky notes. This can serve as a reference during the next two weeks.
Additional tasks
 Complete Oxford Discover WB 2 p.2 Big Question 1.
 Find out and illustrate more verbs describing actions animals do: e.g. ‘hang (from a tree)’ – a bat.
 Write questions about what animals can and can’t do before asking and answering them in pairs.
Learning review
 Children have played a game to find out what animals can and can’t do. They have extended
their vocabulary and knowledge about the amazing animal world.
Differentiation
 To support less confident children, encourage them to ask at least two questions and help them.
 As an extension task for more confident children, they have to discover the animal in seven
questions (or a smaller total, if appropriate).
 To challenge more confident children, when playing the mime game, they have to say an animal
that can do the action and an animal that can’t: e.g. A whale can’t fly, but a bird can fly.
Week 1, Lesson 2: How are animals different?
Learning outcomes: 2.3e, 2.3f
Context
 This is the second lesson of the unit ‘Amazing animals’.
 In this lesson, children will develop their reading skills by reading short sentences about
animals, identifying how animals are different. They will also develop writing skills by
comparing differences in animals using the contrasting word but.
Materials
marker pens; flashcards or projected
pictures of animals; reference books
about animals (optional); internet access
(optional); ice lolly sticks (two per child);
sticky tape
Lesson summary
Learn how to compare and contrast
information using but. Read for specific
information in a short text, then produce
a written text.
Vocabulary
but, compare, contrast,
Joy of Learning different, same
Global Skills Projects
Real-world skills: Research
Creativity and critical thinking:
Children think of the best method
to complete a creative task
Wellbeing
2.1c: Understand why they need to
move their bodies regularly
Process praise: Praise children for
their efforts throughout the class
 Ask children to stand up. Say: Move like an elephant! Move like a dolphin! Children
stamp their feet like an elephant, swim like a dolphin, or do the actions for any other
animals named. Encourage a more confident child to call out the animal names. Remind
children that moving their body regularly helps them to feel good and stay healthy.
 Ask children: Are all animals the same? What things are different? Elicit some differences: e.g.
where they live, body parts, colours, what they can do, etc.
Main activity
 Hold up two of the animal flashcards and ask children how the animals are different.
 Write some sentences on the board. Elicit from children different ways to say things that are
different. For example, use the negative form: e.g. It has got legs. It hasn’t got legs. Alternatively,
change the information to make it true: e.g. It lives on water. It lives on land.
 Say: This is comparing and contrasting.
 Write on the board: ‘Birds lay eggs, but lions don’t lay eggs.’
 Ask children: Where does the contrasting word go? (in the middle of the two sentences).
 Tell children but is a useful word to look for when you want to find things that are different.
 Turn to Oxford Discover SB 2 p.9. Read the text about mice and hamsters, and identify how they
are different.
 Now ask children to use their notes to write two sentences using but.
 Hold a whole-class feedback session to check answers.
 Tell children they are going to work in pairs and compare and contrast two similar animals
(Oxford Discover has mice and hamsters as an example). Children then write three sentences
saying how the animals are different using but.
 Children find out about the two animals. Encourage them to use the internet or reference
books for their research.
 Children draw their two animals (taking up half of an A4 sheet of paper each).
 Hand out the ice lolly sticks and encourage children to work out for themselves how to stick
the picture to the stick with the sticky tape.
 Ensure that you praise everyone on their efforts before the presentation stage.
 Children present their two animals to the class, holding up the animals appropriately.
Additional tasks
 Complete Oxford Discover WB 2 p.4.
 Find out about two more animals (online or using reference books) and write about them.
Illustrate them on paper and display them on the classroom walls.
Learning review
 Children have read a short text, and researched and written about differences
in animals. They have learned how to compare and contrast information using but.
Differentiation
 To support less confident children, they find only one difference. When finding out about
animals, pair them with a more confident child.
 As an extension task for more confident children, find out why there are differences, especially if
they chose similar animals. These children could also compare and contrast two frog species,
for example.
Week 1, Lesson 3: How are animals the same?
Learning outcomes: 2.2e, 2.4a
Context
 This is the third lesson of the unit ‘Amazing animals’.
 In this lesson, children will develop their reading, speaking, and writing skills by reading,
discussing, and writing short sentences about how animals are the same.
Materials
marker pens; flashcard, projected
picture or star shape cut out of card/tin
foil to indicate star jump time (needed
all year)
Lesson summary
Discover how animals are the same.
Joy of Learning
Global Skills Projects Vocabulary
2.3a: Know when and how to ask for amphibians, both, but,
and give help eggs, feathers, fur,
mammals, same, scales,
Wellbeing skin, they, too
2.4b: Use teamwork in group
activities
Get moving: Children are physically
active in the lesson
 Ask children if they can do star jumps. Demonstrate. Tell them at three points in the lesson,
you are going to point to the star and they should stop what they are doing and take position
ready for star jumps. Be mindful of children with limited mobility – how can they participate?
 Do an example with them first. Ask children to pretend to be busy, point to your star, and insist
that everyone stands up very quietly. Then you count out loud and they do ten star jumps. They
then sit down quietly and continue as though nothing had happened.
 Hand out an A4 piece of paper which children fold in three so that it stands up. On one side,
children colour a red circle and on the other a green circle. These are their traffic light ‘help’
buttons to display during the lesson: Red = they need help; green = they don’t need help.
Main activity
 Ask children to open their books to find out how animals are the same.
 Turn to Oxford Discover SB 2 pp.10–11. Ask children to read about birds and fish first on p.10.
Hold a feedback session, then children read about amphibians and mammals. Put the list of
similarities on the board.
 Point to the star. Children stand up and do ten star jumps. Sit down.
 Write these sentences on the board: ‘Birds lay eggs. Fish lay eggs too. Both birds and fish lay
eggs.’ Ask children: Which words do we use when things are the same? Which word do we use
when things are different? How many sentences are there with ‘too’? With ‘both’? With ‘but’?
Are the words at the beginning, in the middle, or at the end of the sentences?
 Say two animals (e.g. frog and rabbit). Together, make sentences with too, both, and but.
 Ask children to write a sentence about two animals with too and both. Children display traffic
light ‘help’ buttons.
 Write on the board: ‘Birds can fly. They have got wings.’ Ask children what ‘they’ refers to
(‘birds’). Elicit that we do this because we don’t want to repeat ‘birds’.
 Ask children to write two sentences. The second sentence should begin with they. Randomly
choose an animal. Children display traffic light help buttons.
 Ask children to get into groups. They work as a team to write about two animals and their
similarities. They should use both, too, and they (i.e. not repeating the noun).
 Ask children if they enjoyed the star jumps. Elicit how moving their bodies makes them feel.
Additional tasks
 Complete Oxford Discover WB 2 p.5 exs.A–B.
 Write about two more animals using it or they.
Learning review
 Children have read, spoken, and written about similarities in animals using new language.
Differentiation
 To support less confident children, provide a gapped text for them to complete.
 As an extension task for more confident children, they write about both similarities
and differences.
Week 1, Lesson 4: Where do animals live?
Learning outcomes: 2.2b, 2.2e
Context
 This is the fourth lesson of the unit ‘Amazing animals’.
 In this lesson, children will develop their speaking skills by playing a spinner game in which
they ask and answer questions about where animals live.
Materials
paper; pencils/pens; whiteboards; marker
pens; a four-segment simple spinner (or
six for more options) with animal habitats
written on it (search online: ‘make paper
spinner’ or draw a circle with four or six
segments and a push pencil through the
middle); six flashcards or projected
pictures of animals
Lesson summary
Make and play a fun game about
animal habitats to practise asking Do/Does
questions.
Vocabulary
cave, desert, do, does,
forest, habitat, ice, in
Joy of Learning water, jungle, mountains,
Global Skills Projects on land, savannah
2.1a: Complete a task without
instructions of how to do so
Critical thinking: Distinguish fact from
fiction
Wellbeing
Fire together, wire together: Children
are reminded of their prior learning
 Play a game with children. They form a line. If you say a sentence that is true, they jump
to the right, and if you say a sentence that is false, they jump to the left. First establish with
children which way is ‘left’ and which way is ‘right’ so they can participate successfully.
 Say some sentences about animals using but, too, they, and both (from the previous lessons
this week): e.g. Lions have got four legs and birds have got four legs too. They both have four
legs. (false – jump to the left)
Main activity
 Ask children where animals live and elicit ‘on land’ and ‘in water’. Ask them to notice on and in.
Ask: Which little words do we use before ‘land’ and ‘water’? Are they the same or different?
 Show six animal flashcards and children tell you whether they live ‘on land’ or ‘in water’.
 Turn to Oxford Discover SB 2 pp.10–11. Ask children to read the texts again and to tell you
which animals live on land and which live in water. Ask: Do mammals live in water? Does a frog
live on land? Write both questions on the board. Ask questions to elicit the difference between
Do and Does.
 Encourage children to think of specific places where animals live on land: e.g. in a cave, on ice,
in the desert, in the jungle, in the forest, in the mountains, in the savannah, etc.
 Show children a simple spinner you made in advance. Ask them to have a look at it. They are
going to make one, too. If you don’t have a template, a round object could be used to draw a
circle, or you could draw a circle and photocopy it.
 Children work in pairs and try to work out how to make it.
 When everyone has a spinner, they write animal habitats on it. They play a game with their
partner. Child A spins. The spinner lands on ‘savannah’ and Child A asks B: Does a lion (or Do
lions) live in the savannah? Child B responds: Yes, it does / they do or No, it doesn’t / they don’t.
 Before children begin, remind them to think carefully whether the question is Do or Does
and that they should try to vary it. Remind them that by thinking about it, they are more likely
to remember it.
Additional tasks
 Complete Oxford Discover WB 2 p.5 exs.C–D.
 Draw an animal in its habitat, and write a question and an answer underneath it.
 Divide the class into teams and give them a time limit (e.g. five minutes) to think of as many
different animals and their habitats as they can.
 Display animals and habitats as a Venn diagram (e.g. frogs both on land and in water).
Learning review
 Children have practised asking and answering about animal habitats using Do/Does.
Differentiation
 To support less confident children, put them together with more confident children to make
the spinner. They could also be limited to ‘on land’ and ‘in water’, rather than a variety of
habitats. Encourage them to focus on either Does or Do in the questioning part of the game.
Write the question form on the board to help them.
 As an extension task for more confident children, they find out about Australian animals and
their habitats.
Week 1, Lesson 5: We love animals
Learning outcomes: 2.2b, 2.2e
Context
 This is the fifth lesson of the unit ‘Amazing animals’.
 In this lesson, children will develop their speaking skills by giving a short presentation.
Materials
marker pens; traffic light ‘help’ buttons
made in Week 1, Lesson 3
Lesson summary
Think and talk about why people
love animals.
Joy of Learning
Global Skills Projects
2.3a: Know when and how to ask for
and give help Vocabulary
Communication and collaboration: animal abilities, animal
Children listen to each other in a habitats, animal parts
team
Wellbeing
Discuss mistakes: Children identify
where they might do things
differently next time
 As a quick revision game of the week’s work, ask children to get into groups of four. You say
two animals and the children have to come up with a sentence about similarities or differences.
Start with easy ones (using examples you had earlier in the week), and then make it harder. You
could stipulate if you want similarities or differences.
 Award points according to: firstly, vocabulary; secondly, grammatical accuracy; and thirdly,
content. The team with the most points at the end wins.
Main activity
 Ask children if they love animals. Most do! Tell them that they are going to talk about why they
love animals and to think carefully about why. They can either choose an animal, a species, or a
habitat (e.g. animals that live in caves), or other criteria.
 Turn to Oxford Discover SB 2 p.13. With books closed, children listen to the song (ex.D). They
note down all the animals mentioned. Then play it again and ask them to say why the song is
called ‘We Love Animals!’ (because they are all amazing in different ways). Elicit all the amazing
things animals can do. Focus on the pronouns and review the grammar point quickly. Children
should use these ideas when they talk about why they love animals.
 Children work in small groups to prepare a short talk called ‘We love animals’. As you walk
around the classroom and monitor their progress, reinforce the importance of listening carefully
to each other and making sure everybody is included. Ask: Why is this important? How does it
make you feel?
 Remind children to use their traffic light ‘help’ buttons to indicate if they need help.
 Children give their presentations to the class.
 At the end of the lesson, once everybody has presented, discuss mistakes with children, and
help them to identify where they might do things differently next time.
Additional tasks
 Complete Oxford Discover WB 2 pp.6–7.
 Write up the presentation and illustrate it. Then display it on the wall.
 Write up the presentation on a piece of paper and produce a class book.
Learning review
 Children have reviewed the week’s work and have given a spoken presentation about why
they love animals. They have demonstrated effective teamwork in small groups.
Differentiation
 To support less confident children, provide them with some points to include. They could also
talk about just one animal.
 As an extension task for more confident children, encourage them to think about why some
people don’t like animals.

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YEAR 2 Amazing animals

Week 1, Lesson 1: Why are animals amazing?

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