אוסף אמין שנבנה מתוך ניסיון כיתתי עשיר על ידי שני מורים פעילים בהוראת אנגלית.

זה עובד. זה בדוק. פשוט, קל ובחינם.

מדריך קצר לדרך קלה לומדים בכיף לטירונים ולגיבורים שבדרך פטפוטון רגעי כיף בדרך לקריירה בחינות Teachers
⬇ DOWNLOAD STUDENT HANDOUTS · DOCX ⬇ DOWNLOAD TEACHER PLAN · DOCX
Section 1
Teacher’s Lesson Plan
Confidential
Lesson Overview
Topic
Animals
Level
A2–B1 (Elementary to Pre-Intermediate)
Learners
School students and young adults
Duration
90 minutes
Skills
Reading · Listening · Speaking · Writing (+ Vocabulary)
Grammar
Present Simple · Past Simple · Comparison of Adjectives · Would like
Vocabulary
10 words (A2), English definitions: wild · pet · hunt · fur · nest · wing · tail · claw · feather · fin
Materials
Student Handouts 1–6 (printed); whiteboard; this plan
Learning Objectives

By the end of the lesson, students will be able to:

Understand and use 10 A2–B1 vocabulary items related to animals and the natural world
Use Present Simple for facts about animals and their behaviour
Use Past Simple to describe past events and discoveries
Form comparative and superlative adjectives to compare animals
Use would like to express wishes and preferences about animals
Read a short factual text about animals and answer comprehension questions
Listen to a conversation about animals and complete listening tasks
Discuss animal topics using all four grammar structures
Write an 80–110 word paragraph about a favourite animal
Before the Lesson
Print one copy of Handouts 1–6 per student. Keep the Teacher Plan separate — do not distribute.
Write the four grammar structures on the board: Present Simple · Past Simple · Comparison of Adjectives · Would like.
Write the comparison rules on the board as a reference: short adj. — fast → faster → the fastest; long adj. — dangerous → more dangerous → the most dangerous; irregular: good → better → the best.
Prepare a lead-in question: “What is your favourite animal? Why?”
Familiarise yourself with the listening script. Read it aloud once to find a natural A2–B1 pace.
Lesson Procedure
Time
Stage
Skill
Teacher does
Students do
0–5 min
Lead-in
Speaking
Ask: “What is your favourite animal? What do you know about it?” Write interesting answers on the board.
Discuss in pairs. Share favourite animals and facts.
5–20 min
Vocabulary
—
Present 10 words with English definitions (Handout 1 Part A). Cover-and-test. Pronunciation: feather /ˈfeðə/, claw /klɔː/, fin /fɪn/. Part B gap-fill. Part C matching is optional (“fast finishers”).
Part A: read and self-test. Part B: gap-fill individually. Part C (optional): matching. Pair-check, then whole class.
20–35 min
Reading
Reading
Gist task: “Which three animals are mentioned?” Then Tasks 1 and 2.
Read text. Answer questions. True / False / Not Given.
35–50 min
Listening
Listening
Set context: “Two students talking about animals.” Read TWICE. 1st: Task 1. 2nd: Task 2.
1st listen: circle answers (Task 1). 2nd listen: complete notes (Task 2). Compare with partner.
50–70 min
Grammar
—
Board: comparison rules (short / long / irregular adjectives). Then Present Simple, Past Simple and would like contrasts. Exercises 1–4. Monitor. Elicit answers.
Exercises 1–4 individually. Pair-check before class feedback.
70–82 min
Speaking
Speaking
Assign A/B cards. 2 min prep. Monitor. Collect errors for delayed feedback. Group discussion (3 questions).
Role-play wildlife expert interview. Swap roles. Group discussion.
82–90 min
Writing
Writing
Explain task: 80–110 words, all four structures, 4 vocabulary words. Point to the helper box.
Write paragraph about a favourite animal. Self-check box.
Teaching Notes
Handout 1 — Vocabulary

Part A uses English definitions only — no translation. All 10 words are A2 and concrete: body parts (tail, claw, feather, fin, fur, wing, nest) and basic actions (wild, pet, hunt). Cover-and-test: students cover the right column and try to recall the meaning. Pronunciation: feather /ˈfeðə/, claw /klɔː/, fin /fɪn/. Concept-check: “Does a fish have fur?” (no) / “Does a bird have fins?” (no — wings). Part C matching is optional — for fast finishers only.

Handout 2 — Reading

The text (~135 words) uses only the four target grammar structures. Gist task: “Which two animals are mentioned?” (lion, elephant). T/F/NG answers: 1 T (“Lions live in Africa”) · 2 F (they live in Africa and Asia) · 3 F (lions eat meat, not grass and fruit) · 4 T (“Scientists discovered last year that elephants can remember places”) · 5 NG (no mention of a new park). For Task 1, push students to write full sentences using Present Simple and Past Simple.

Handout 3 — Listening

The script uses only the four target structures. Read at a clear, natural A2–B1 pace — slightly slower than native speed but not exaggerated. First reading: gist (Task 1); second: detail (Task 2). Task 1 answers: 1-B (the cheetah is the fastest land animal) · 2-B (the cheetah is smaller but faster than a lion) · 3-B (Tom would like to visit Africa). Task 2: (1) land (2) smaller (3) sounds (4) elephant (5) Africa.

Handout 4 — Grammar

All four exercises use only the four target structures. Before Exercise 1, spend two minutes on the comparison rules on the board — these are the most productive two minutes in the grammar slot. The three rules: (1) short adjectives add -er / -est; (2) long adjectives (2+ syllables) use more / the most; (3) irregular forms must be memorised: good–better–best, bad–worse–worst, far–further–furthest. Common errors at A2–B1: “more faster” (double comparative), “the most fast” (wrong form for short adjective), “I would like learn” (missing “to”). Monitor Exercise 3 carefully — would like + to + infinitive vs like + gerund is a persistent confusion at this level.

Handout 5 — Speaking

The speaking task is designed to prompt all four structures: Present Simple for facts, Past Simple for events or discoveries, comparatives for comparing animals, and would like for wishes. Monitor for the double comparative error (“more bigger”) and the missing “to” after would like. Use delayed feedback — collect 4–5 errors during the task and put anonymous examples on the board afterwards. The discussion questions in Task B allow freer use and are suitable for mixed-ability pairs.

Handout 6 — Writing

The paragraph task is deliberately short (80–110 words) to suit A2–B1. Students should describe what the animal looks like and where it lives (Present Simple), mention a discovery or past fact (Past Simple), compare it to another animal (comparison), and express a wish (would like). The self-check box at the bottom helps students verify their work before submission. The helper phrases box gives scaffolding — weaker students may use these as sentence starters.

Listening Script — ‘Nature Night’
Read aloud twice at a clear A2–B1 pace. Do not show to students during the listening tasks.
Tom:
Maya, did you know that the cheetah is the fastest land animal in the world?
Maya:
Really? Is it bigger than a lion?
Tom:
No, it is smaller than a lion. But it is much faster. A lion is stronger, but a cheetah is quicker.
Maya:
That is interesting! What else did you learn at school today?
Tom:
We learned about elephants. Scientists discovered last year that elephants use sounds to talk to each other. They are smarter than most people think.
Maya:
I would like to see an elephant one day. They look so beautiful.
Tom:
Me too. I would like to visit Africa and see wild animals. Lions, elephants, giraffes…
Maya:
That sounds great! What is the most dangerous animal in Africa, do you think?
Tom:
Many people think it is the lion. But some scientists say the hippo is more dangerous than the lion.
Maya:
Really? I did not know that. I would like to learn more about African animals.
Tom:
Me too. Maybe we can go to the library after school and find a book about them.
Grammar in the script:
· Present Simple: “the cheetah is the fastest land animal” / “it is smaller than a lion” / “elephants use sounds to talk”
· Past Simple: “Scientists discovered last year” / “I did not know that”
· Comparison of Adjectives: “much faster” / “smaller than a lion” / “more dangerous than the lion” / “bigger”
· Would like: “I would like to see an elephant” / “I would like to visit Africa” / “I would like to learn more”
Answer Key
Handout 1 — Vocabulary
Part B (gap-fill):
1. wild   2. pet   3. hunt   4. fur   5. nest
6. wing   7. tail   8. claw   9. feather   10. fin

Part C (matching — optional):
1-d   2-f   3-c   4-a   5-e   6-g   7-h   8-b   9-i   10-j
Handout 2 — Reading
Task 1:
1. Lions live in Africa.
2. Elephants eat grass and fruit.
3. Scientists discovered that elephants are very smart / can remember places.
4. Because people cut down trees.
5. We would like to help them.

Task 2 (T/F/NG):   1 T   2 F   3 F   4 T   5 T
Handout 3 — Listening
Task 1:   1-B   2-B   3-B

Task 2:
(1) land   (2) smaller   (3) sounds   (4) elephant   (5) Africa to protect them
Handout 4 — Grammar
Exercise 1 (Comparison):
1. bigger   2. the heaviest   3. friendlier / more friendly   4. faster   5. smaller   6. more dangerous

Exercise 2 (Present Simple / Past Simple):
1. live / hunt   2. discovered   3. saw   4. ran / caught   5. lost   6. died

Exercise 3 (Would like):
1. I would like to see a lion in the wild.
2. She would like to visit a zoo next year.
3. We would like to help wild animals.
4. Would you like to work with animals one day?
5. The scientists would like to learn more about elephants.

Exercise 4 (Mixed):
1. is   2. hunts   3. bigger than   4. faster   5. discovered   6. more dangerous   7. lost   8. would like to

Animals

Student Handouts
Name:  
Date:  
Class:  
Handout 1

Vocabulary

Vocabulary
Part A — Key Words

Read each word and its meaning. Then cover the right column and test yourself.

Word
What it means
wild
not living with people — living free in nature
pet
an animal that lives with people at home
hunt
to look for and catch other animals for food
fur
the soft hair on the body of an animal
nest
a home that a bird makes from sticks and grass
wing
the part of a bird or insect that it uses to fly
tail
the long part at the back end of an animal’s body
claw
a sharp, hard nail on the foot of an animal or bird
feather
one of the soft, light things that cover a bird’s body
fin
the flat part on a fish’s body that helps it swim
Part B — Fill in the Gaps

Use the words from Part A. Use each word once.

1.Lions and wolves are __________________ animals. They do not live with people.
2.A dog or a cat is a __________________ . It lives at home with people.
3.Cats __________________ mice and birds. They catch them for food.
4.Bears have thick __________________ . It keeps them warm in winter.
5.A bird builds a __________________ in a tree. It puts its eggs there.
6.A bird uses its __________________ to fly. Most birds have two.
7.A dog wags its __________________ when it is happy.
8.A cat has sharp __________________ . It uses them to climb and catch animals.
9.This bird has beautiful red and blue __________________ .
10.A shark has a big __________________ on its back. It helps the shark swim fast.
Part C — Match  ★ For fast finishers

Write the correct letter next to each number.

Word
1.wild ___
2.pet ___
3.hunt ___
4.fur ___
5.nest ___
6.wing ___
7.tail ___
8.claw ___
9.feather ___
10.fin ___
Meaning
a.the soft hair on an animal’s body
b.a sharp nail on an animal’s foot
c.to catch other animals for food
d.not living with people
e.a home a bird makes from sticks
f.an animal that lives at home with people
g.the part a bird uses to fly
h.the long part at the back of an animal
i.a soft, light thing on a bird’s body
j.a flat part that helps a fish swim
Handout 2

Reading

Reading
Wild Animals
Paragraph 1
Lions are wild animals. They live in Africa. They are big and strong. Lions hunt at night. They catch other animals for food. Lions are more dangerous than dogs or cats.
Paragraph 2
Elephants are the biggest land animals. They are heavier than any other animal on land. Elephants live in Africa and Asia. They eat grass and fruit. Baby elephants drink milk from their mothers.
Paragraph 3
Scientists discovered last year that elephants are very smart. They can remember places from many years ago. This helps them find water and food. Elephants also use sounds to talk to each other.
Paragraph 4
Many wild animals need help today. People cut down trees. Animals lose their homes. We would like to help them. We can all do something small.
Task 1 — Answer the Questions

Write full sentences.

1.Where do lions live?
Answer: ___________________________________________________________________
2.What do elephants eat?
Answer: ___________________________________________________________________
3.What did scientists discover last year?
Answer: ___________________________________________________________________
4.Why do animals lose their homes?
Answer: ___________________________________________________________________
5.What would we like to do for wild animals?
Answer: ___________________________________________________________________
Task 2 — True / False / Not Given

Write T, F or NG. Use only information from the text.

1.Lions live in Africa.[ T / F / NG ]
2.Elephants live only in Africa.[ T / F / NG ]
3.Lions eat grass and fruit.[ T / F / NG ]
4.Scientists discovered that elephants are very smart.[ T / F / NG ]
5.Elephants use sounds to talk to each other.[ T / F / NG ]
Handout 3

Listening

Listening
Listen to Tom and Maya talking about animals. Your teacher will read the dialogue twice.
Task 1 — Choose the Correct Answer

Circle A, B or C.

1.   What animal do Tom and Maya talk about first?
A.   An elephant
B.   A lion
C.   A cheetah
2.   Is a cheetah bigger than a lion?
A.   Yes, it is bigger and faster
B.   No, it is smaller but faster
C.   No, it is smaller and slower
3.   What would Tom like to do?
A.   See a lion at the zoo
B.   Visit Africa and see wild animals
C.   Learn more about cheetahs at school
Task 2 — Complete the Notes

Write ONE or TWO words for each gap.

Animals — Notes

1.
The cheetah is the fastest animal on ___________________________
2.
A cheetah is ___________________________ than a lion
3.
Elephants use ___________________________ to talk to each other
4.
Maya would like to see an ___________________________
5.
Tom would like to visit ___________________________
Handout 4

Grammar Practice

Grammar
Exercise 1 — Comparison of Adjectives

Write the correct form of the adjective.

1.A lion is __________________ (big) than a cat.
2.The elephant is the __________________ (large) land animal.
3.A cheetah is __________________ (fast) than a lion.
4.A fish is __________________ (small) than a shark.
5.Dogs are __________________ (friendly) than wolves.
6.Is a bear __________________ (dangerous) than a wolf?
Exercise 2 — Present Simple or Past Simple?

Underline the correct verb.

1.Lions live / lived in Africa. They hunt / hunted at night.
2.Scientists discover / discovered last year that elephants are very smart.
3.The cat sees / saw a bird in the garden yesterday.
4.The dog runs / ran after the cat. It catches / caught it.
5.Many animals lose / lost their homes last year.
6.The last wolf here die / died in 1990.
Exercise 3 — Would like to

Write a full sentence. Use would like to.

1.  I / see / a lion
___________________________________________________________________
2.  She / visit / a zoo
___________________________________________________________________
3.  We / help / wild animals
___________________________________________________________________
4.  you / work / with animals?
Would you like to…?
___________________________________________________________________
5.  They / learn / more about elephants
___________________________________________________________________
Exercise 4 — Mixed Grammar

Fill in the gaps. Use the words in the box.

is  |  hunts  |  bigger than  |  faster  |  discovered  |  more dangerous  |  lost  |  would like to

A lion (1) __________________ a wild animal. It (2) __________________ other animals for food. It is (3) __________________ a cat but much (4) __________________ . Scientists (5) __________________ last year that lions are very smart. A cheetah is (6) __________________ than a lion. Some animals (7) __________________ their homes when people cut down trees. Many people (8) __________________ help wild animals.

Handout 5

Speaking

Speaking
Task A — Talk About Your Favourite Animal

Work in pairs. Take turns. Student A talks first, then Student B.

Student A

Talk about your favourite animal. Tell your partner:

  • What animal is it?
  • Where does it live?
  • What does it eat?
  • Is it bigger or smaller than a dog?
  • What would you like to do with it?

Student B

Listen and ask questions:

  • “Is it bigger than a … ?”
  • “What does it eat?”
  • “Is it dangerous?”
  • “Would you like to see it?”

Then swap — Student B talks, Student A asks.

Useful language: “My favourite animal is …”  |  “It lives in …”  |  “It eats …”  |  “It is bigger / smaller / faster than …”  |  “I would like to …”
Task B — Discussion

Talk in groups of three.

1.What is your favourite animal? Where does it live? What does it eat?
2.Did you ever see a wild animal? Where? What did it look like?
3.What animal would you like to see? What would you like to do?
Handout 6

Writing

Writing
Task — Write About Your Favourite Animal
The task: Write about your favourite animal. Describe it and compare it to another animal.

Word count: 80–110 words
Your text must include:
What the animal is and where it lives (Present Simple)
One thing that happened or that someone found out (Past Simple)
How it is bigger, smaller or faster than another animal (Comparison)
What you would like to do (Would like to)
At least FOUR words from Handout 1
Helpful phrases:
“My favourite animal is … It lives in … and eats …”
“It is bigger / faster / more … than …”
“Scientists found out that …”  |  “I would like to …”

Write a title for your text.

Self-check:  [ ] 80–110 words   [ ] Present Simple   [ ] Past Simple   [ ] Comparison   [ ] Would like to   [ ] 4 vocab words   [ ] Title