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_________________________________________________________________________________________ © Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com Animal Top Trumps by Andrew Scully Skills: Reading, writing, listening, speaking Grammar: Comparatives and superlatives Vocabulary: Animals Level: Elementary to pre-intermediate Age group: Children (high level) and teenagers Materials: Worksheet 1, Worksheet 2, animal cards and The Rules Time: 1hr 30 Preparation: 1. Make one copy of Worksheet 1 and one copy of Worksheet 2 for every student or pair of students. 2. Print and cut up one set of cards for each group. Put students into groups of three, allowing the 30 ready-made cards to be divided equally. For different sized groups, remove cards or create more using the spares. 3. Make one copy of The Rules for each group. Suggested procedure: Step one: Divide the class into two teams. Ask the students to guess what you are drawing. Slowly draw a mouse on the board. Award one point to the team that guesses first. Continue the game by drawing five more pictures: an elephant, a lion, a monkey, a cow and a pig. As students get the answers, add the names of the animals to the board as well. Estimated time: 5 minutes Alternatively, consider printing pictures from the Internet of the six animals, cut them up and get the students to put the pieces back together like a jigsaw. To make it more challenging, remove one piece (I suggest the central piece) from each jigsaw before you hand them out. See which team can guess the animal quickest and then write the names of the animals on the board. (10 minutes) Step two: Ask students if they can think of any more animals and get quick class feedback. Once students are warmed up, explain that you have a sheet with lots of pictures of animals on it. Put the students into pairs and ask them to name as many of them as they can. Set a time limit (about 5 minutes). Hand out one copy of Worksheet 1 to each pair. As the students are trying to name the animals, monitor to see which ones are causing difficulty. Write these on the board. After the time is up, draw the students’ attention to the animal names you have collected on the board. Ask questions about each animal to check understanding. For example: How do you say this word? Where does this animal live? Can it fly? Does it eat meat? Is this animal big or small? Is this animal tall or short? Is this animal fast or slow? Is this animal strong? Using Worksheet 1 and a process of deduction, students should arrive at the animal you are talking about. They can then give you the corresponding number from the worksheet (e.g. ‘18’ for caterpillar). Estimated time: 15 minutes Step three: The students should by now have named many, if not all, of the animals on Worksheet 1. At this stage, it would be beneficial to set the students a quick quiz to consolidate understanding and highlight any problems: Write numbers 1–30 on the board. Students remain in their teams. Explain to the class that they cannot answer a question unless they slap their table first to make a noise (like a buzzer). Next, call a number from 1–30 at random. The students must search their worksheets for the animal, slap their desk and call out its name. Award one point to the quickest team with the right answer. Correct pronunciation errors and note down any words which cause students difficulty so that you can drill them with the class after the test.

Animal Top Trumps

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Page 1: Animal Top Trumps

_________________________________________________________________________________________ © Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com

Animal Top Trumps by Andrew Scully Skills: Reading, writing, listening, speaking Grammar: Comparatives and superlatives Vocabulary: Animals Level: Elementary to pre-intermediate Age group: Children (high level) and teenagers Materials: Worksheet 1, Worksheet 2, animal cards and The Rules Time: 1hr 30 Preparation:

1. Make one copy of Worksheet 1 and one copy of Worksheet 2 for every student or pair of students.

2. Print and cut up one set of cards for each group. Put students into groups of three, allowing the 30 ready-made cards to be divided equally. For different sized groups, remove cards or create more using the spares.

3. Make one copy of The Rules for each group. Suggested procedure: Step one: Divide the class into two teams. Ask the students to guess what you are drawing. Slowly draw a mouse on the board. Award one point to the team that guesses first. Continue the game by drawing five more pictures: an elephant, a lion, a monkey, a cow and a pig. As students get the answers, add the names of the animals to the board as well. Estimated time: 5 minutes Alternatively, consider printing pictures from the Internet of the six animals, cut them up and get the students to put the pieces back together like a jigsaw. To make it more challenging, remove one piece (I suggest the central piece) from each jigsaw before you hand them out. See which team can guess the animal quickest and then write the names of the animals on the board. (10 minutes) Step two: Ask students if they can think of any more animals and get quick class feedback. Once students are warmed up, explain that you have a sheet with lots of pictures of animals on it. Put the students into pairs and ask them to name as many of them as they can. Set a time limit (about 5 minutes). Hand out one copy of Worksheet 1 to each pair. As the students are trying to name the animals, monitor to see which ones are causing difficulty. Write these on the board. After the time is up, draw the students’ attention to the animal names you have collected on the board. Ask questions about each animal to check understanding. For example: How do you say this word? Where does this animal live? Can it fly? Does it eat meat? Is this animal big or small? Is this animal tall or short? Is this animal fast or slow? Is this animal strong? Using Worksheet 1 and a process of deduction, students should arrive at the animal you are talking about. They can then give you the corresponding number from the worksheet (e.g. ‘18’ for caterpillar). Estimated time: 15 minutes Step three: The students should by now have named many, if not all, of the animals on Worksheet 1. At this stage, it would be beneficial to set the students a quick quiz to consolidate understanding and highlight any problems: Write numbers 1–30 on the board. Students remain in their teams. Explain to the class that they cannot answer a question unless they slap their table first to make a noise (like a buzzer). Next, call a number from 1–30 at random. The students must search their worksheets for the animal, slap their desk and call out its name. Award one point to the quickest team with the right answer. Correct pronunciation errors and note down any words which cause students difficulty so that you can drill them with the class after the test.

Page 2: Animal Top Trumps

_________________________________________________________________________________________ © Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com

Answer key: 1. frog 7. gorilla 13. pig 19. spider 25. rabbit 2. bird 8. shark 14. kangaroo 20. chimpanzee 26. elephant 3. lion 9. cow 15. giraffe 21. dolphin 27. horse 4. tortoise 10. hippopotamus 16. panda 22. caterpillar 28. goat 5. bat 11. rhinoceros 17. bear 23. cheetah 29. butterfly 6. sheep 12. snake 18. snail 24. worm 30. fly Estimated time: 15 minutes Step four: In order to prepare the students for the card game it is important that you pre-teach / concept check the following adjectives and corresponding nouns: intelligent / clever intelligence strong strength fast speed aggressive / fierce aggression beautiful / pretty beauty big / large size Put these on the board as a point of reference for the students. Draw the students’ attention back to the six animals you started with: the mouse, the elephant, the lion, the monkey, the cow and the pig. Ask the students questions which test their understanding of comparatives as well as the target adjectives. For example:

• Which is bigger? The elephant or the mouse? • Which is faster? The monkey or the lion? • Which is more beautiful? The lion or the pig? • Which is stronger? The cow or the mouse? • Which is more intelligent? The monkey or the cow? • Which is more aggressive? The lion or the elephant?

Mime and use hand gestures where necessary, or offer synonyms. It is likely that intelligent and aggressive will be unfamiliar to some students, so consider giving them a synonym, such as clever, and perhaps scrunch your face and growl to convey aggression. Next, get students to arrange the six animals along six scales from the least to the most, in terms of attributes (e.g. smallest to biggest for size). Do the first one on the board with the class. For example: Size: Mouse / monkey / pig / lion / cow / elephant The students then do the same with intelligence, strength, speed, aggression and beauty. When you have finished, go through the results, emphasizing the superlative e.g. the elephant is the biggest / largest, the monkey is the most intelligent, the lion is the most aggressive, etc. Estimated time: 15 minutes Step five: Use Worksheet 2 as a consolidation exercise. Hand out one to each student or pair. As they are working, monitor closely to ensure understanding and accuracy. Ask early finishers to write new sentences, using their own adjectives. Once the majority have completed the exercise, get some quick feedback from the class on the answers. Judge for yourself whether or not you need to go through the worksheet answer by answer. Bear in mind that students may lose interest if they feel this procedure is tedious and unnecessary. After all, you have already monitored. Estimated time: 15 minutes

Page 3: Animal Top Trumps

_________________________________________________________________________________________ © Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com

Step six: The students are going to play a card game based on top trumps. If possible, divide the class into groups of three. Number the students in each group 1, 2, or 3: this is the order of play. Before you hand out the cards, it can help to demonstrate the game with two student volunteers. Otherwise, if you feel the students are capable, give them a copy of The Rules and let them work it out for themselves. Students may find it difficult at first so it is crucial that you circulate actively to ensure they are all on track. Make sure you know how to play the game yourself! (See sheet marked The Rules.) Each group should have one set of cards and one copy of The Rules. Once play is underway, monitor to make sure that students are speaking and using comparatives and superlatives accurately. Encourage peer correction. This game should help to solidify students’ knowledge of the names of the animals as well so listen out for these and correct pronunciation where appropriate. You can let the game run for as long as time or interest allows. Estimated time: 20 minutes Step seven: Finish the lesson by going around the groups to find out who has the most cards. You might want to ask the winner what team they are on and add a point to their team’s overall score. Estimated time: 5 minutes Variations on the game: There are other ways that the game could be played, although it is best to keep the rules as simple as possible. Play with fewer cards or add more of your own. There are six spare cards, which can be used to make the game more fun. Students may enjoy making a card of themselves whereby they draw their own picture in the space and give themselves statistics. To prevent them from awarding themselves superhuman abilities, put a limit on the sum total of their statistics (say 50, with a maximum of 15 for each category). If you decide to do this, it is recommended that you first explain the idea as clearly as possible using a model on the board. Enthusiastic teachers might also like to create their own cards and photocopy them to add to the packs. I used the following: Tyrannosaurus rex The sheep with two heads Bruce Lee Albert Einstein The teacher Give them statistics by estimating their abilities relatively (e.g. the sheep with two heads has higher intelligence than the (average) sheep, the teacher has more intelligence than the chimpanzee, and Einstein has the highest intelligence possible (15)). N.B. the statistics for the animal cards have been estimated in exactly this way. They do not represent a precise comparison.

Page 4: Animal Top Trumps

Worksheet 1 Name as many of these animals as possible.

1) .…….............

2) .…….............

3) .…….............

4) .…….............

5) .…….............

6) .…….............

7) .…….............

8) .…….............

9) .…….............

10) …….............

11) .……............

12) .……............

13) .……............

14) .……............

15) .……............

16) .……............

17) .……............

18) .……............

19) .……............

20) .……............

21) .……............

22) .……............

23) .……............

24) .……............

25) .……............

________________________________________________________________________________________________________© Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com

_______

26) .……............

27) .……............

28) .……............

29) .……............

30) .……............

Page 5: Animal Top Trumps

Worksheet 2

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Answer the questions and complete the gaps.

EXAMPLE: Which are bigger? A cows B dogs Cows are bigger than dogs .

INTELLIGENCE Which do you think are more intelligent? A pigs B flies ____________________ are more intelligent than ____________________.

Which do you think is the most intelligent animal of the three? A a rabbit B a horse C a chimpanzee The ____________________ is the most intelligent.

STRENGTH Which are stronger? A elephants B sheep Elephants are ____________________ than ____________________.

Which is the strongest animal of the three? A a bird B a rhinoceros C a goat The ____________________ is the ____________________.

SPEED Which are faster? A giraffes B snails ____________________ are not as fast as ____________________.

Which is the fastest animal of the three? A a cheetah B a gorilla C a bear The ____________________ is the ____________________.

AGGRESSION Which are more aggressive? A worms B snakes ____________________ are ____________________ than ____________________.

Which is the most aggressive of the three? A a shark B a frog C a dolphin The ____________________________________________________________.

BEAUTY Which do you think are more beautiful? A cows B butterflies ____________________ are ____________________ than ____________________.

Which do you think is the most beautiful of the three? A a bat B a hippopotamus C a panda The ____________________________________________________________.

SIZE Which are bigger? A caterpillars B kangaroos ____________________ are smaller than ____________________.

Which is the largest animal of the three? A a tortoise B a lion C a spider The ____________________________________________________________.

Page 6: Animal Top Trumps

ANIMAL CARD GAME – THE RULES

(3 players)

• Divide the cards equally between the players.

• Each player has a pile of cards face down on the table.

• All players look at their top card but KEEP IT SECRET.

• Player ONE starts. Player 1 has the dog. The dog has high intelligence so player 1 chooses this. Player 1 shows her card and says: “The dog. Intelligence eight.” Player 2 looks at his card. He has the mouse with intelligence 4. Player 2 shows his card and says: “The mouse has intelligence four. The

mouse is not as intelligent as

© Macmillan Publishers Ltd 2008 Taken from the Lesson Share section in www.onestopenglish.com

the dog.” Player 3 has the monkey with intelligence 12. Player 3 shows his card and says: “The monkey is more intelligent than the mouse and the dog. The monkey is the most intelligent.”

• Player 3 wins the round! He takes all three cards (the dog, the mouse and the monkey) and puts them at the bottom of his pile.

• Now player 3 starts because he won the round. He takes the next card from the top of his pile and chooses a new number / category to play with.

The dog Intelligence

8

Strength

7

Speed

7 Aggression

7

Beauty

7

Size

7

4

12

Player 1

Example:

Player 2

Player 3

• A player wins the game when they have ALL the cards from ALL the players.

Page 7: Animal Top Trumps

The tortoise Intelligence

6

Strength 5

Speed

3

Aggression

5

Beauty

4

Size 5

The frog Intelligence

5

Strength 4

Speed

5

Aggression

4

Beauty

4

Size 3

The bird Intelligence

3

Strength 3

Speed

9

Aggression

3

Beauty

7

Size 4

The bat Intelligence

5

Strength 4

Speed

8

Aggression

5

Beauty

2

Size 4

The sheep Intelligence 4

Strength

6

Speed

6

Aggression

4

Beauty

4

Size 7

The lion Intelligence

6

Strength 9

Speed

12

Aggression

12

Beauty

8

Size 9

_____________________________________________________________________________________________________________ ©

Macm

illan Publishers Ltd 2008

Taken from the Lesson S

hare section in ww

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Page 8: Animal Top Trumps

The gorilla Intelligence

11

Strength 9

Speed

7

Aggression

9

Beauty

7

Size 8

The cow Intelligence

3

Strength 8

Speed

6

Aggression

5

Beauty

5

Size 9

_____________________________________________________________________________________________________________ ©

Macm

illan Publishers Ltd 2008

Taken from the Lesson S

hare section in ww

w.onestopenglish.com

The shark Intelligence

8

Strength

10

Speed

10 Aggression

14

Beauty

4

Size

11

The hippopotamus Intelligence

4

Strength

11

Speed 8

Aggression

8

Beauty

4

Size

11

The snake Intelligence

7

Strength 5

Speed

6

Aggression

9

Beauty

4

Size 5

The rhinoceros Intelligence

4

Strength

13

Speed 8

Aggression

7

Beauty

5

Size

11

Page 9: Animal Top Trumps

The kangaroo Intelligence

6

Strength 7

Speed

7

Aggression

7

Beauty

6

Size 8

The pig Intelligence

9

Strength 7

Speed

6

Aggression

6

Beauty

2

Size 8

The giraffe

_____________________________________________________________________________________________________________ ©

Macm

illan Publishers Ltd 2008

Taken from the Lesson S

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Intelligence

6

Strength 9

Speed

8

Aggression

5

Beauty

8

Size

12

The bear Intelligence

6

Strength

12

Speed 7

Aggression

9

Beauty

8

Size 9

The panda Intelligence

6

Strength

12

Speed 7

Aggression

7

Beauty

10

Size 9

The snail Intelligence

1

Strength 2

Speed

1

Aggression

1

Beauty

3

Size 2

Page 10: Animal Top Trumps

The spider Intelligence

7

Strength 3

Speed

4

Aggression

8

Beauty

2

Size 3

The chimpanzee

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illan Publishers Ltd 2008

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Intelligenc

9

Strength 6

Speed

9

Aggress

4

Beaut

8

Size 8

The dolphin Intelligenc

12

Strength 7

Spee

7

Aggress

7

Beaut

6

Size 7

e

d

ion

y

e

ion

y

The caterpillar Intelligence

2

Strength 2

Speed

2

Aggression

1

Beauty

2

Size 2

The rabbit Intelligence

5

Strength 4

Speed

9

Aggression

2

Beauty

10

Size 5

The cheetah Intelligence

6

Strength 9

Speed

15

Aggression

12

Beauty

8

Size 8

Page 11: Animal Top Trumps

The fly Intelligence

2

Strength 3

Speed

4

Aggression

5

Beauty

1

Size 1

The elephant Intelligence

9

Strength

15

Speed 6

Aggression

3

Beauty

7

Size

15

The butterfly Intelligence

3

Strength 1

Speed

3

Aggression

2

Beauty

14

Size 2

The horse Intelligence

6

Strength 9

Speed

11

Aggression

3

Beauty

9

Size

10

The worm

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illan Publishers Ltd 2008

Taken from the Lesson S

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Intelligence

1

Strength 1

Speed

1

Aggression

1

Beauty

1

Size 2

The goat Intelligence

5

Strength 6

Speed

6

Aggression

6

Beauty

4

Size 7

Page 12: Animal Top Trumps

_____________ Intelligence

Strength

Speed

Aggression

Beauty

Size

_____________________________________________________________________________________________________________ ©

Macm

illan Publishers Ltd 2008

Taken from the Lesson S

hare section in ww

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_____________ _____________ Intelligence

Strength

Speed

Aggression

Beauty

Size

Intelligence

Strength

Speed

Aggression

Beauty

Size

_____________ Intelligence

Strength

Speed

Aggression

Beauty

Size

_____________ _____________ Intelligence

Strength

Speed

Aggression

Beauty

Size

Intelligence

Strength

Speed

Aggression

Beauty

Size