I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: López, Fernanda Emili E.Período de Práctica: InicialInstitución Educativa: I. F. D. Nº13Dirección: Italia 144 – Zapala - NeuquénSala / Grado / Año - sección: Primer Grado “A” Cantidad de alumnos: 16Nivel lingüístico del curso: Principiantes Tipo de Planificación: ClaseUnidad Temática: Animales Clase Nº: 4Fecha: 15/10/14Hora: 14.10 – 14.50hsDuración de la clase: 40’Fecha de primera entrega: 05/10/14

Teaching points: Farm Animals

Aims or goals:

During this lesson, learners will be able to:

develop listening and speaking skills. learn the lexis to refer to farm animals describe different farm animals. Recognize the sounds animals make.

Language focus:

Functions Lexis Structures Pronunciation

R

E

V

Weather: rainy/cloudy/windy/sunny

Colours: yellow, red, violet, blue, green, orange, brown, black, white, pink.

Sizes: Big – Small

Feelings: Happy – sad

-What’s this?

-What colour is it?

Short questions:

-is it green/red?

N

E

W

-Recognizing animals.

Animals: horse, pig, cow, sheep, goat, duck, mice, chicken

-Correct pronunciation of

Horse /hɔ:s/, pig /pɪg/, cow /kaʊ/, sheep /ʃi:p/, goat / ɡəʊt/, duck /dʌk/, mice /maɪs/, chicken /tʃɪkɪn/.

Teaching method: PPPMaterials and resources: flashcards, real pictures of animals, posters, faces, slips of paper, video.

Integration of skills: Students will watch a video. The teacher will ask students to identify different farm animals and will work on the pictures she brings to the class. The teacher presents the farm animals and students will have to repeat their names.

Seating arrangement: Students will sit in a circle around the teacher and in front of the board.

Possible problems / difficulties and their possible solutions during the class: Some students may have problems understanding what the singer says. However, as the song is accompanied by pictures and by the sounds animals make the students will understand it easily.

Potential problems students may have with the language:

As I said before, I think students could have problems with understanding what the song say. Perhaps, they will sing along and produce only the sounds. However, the teacher will repeat the animals’ names later.

Assessment: Students’ correct pronunciation and recognition of farm animals will be tested with short questions. Some of them will be asked to the whole group and individually.

Procedures:

Routine (7 minutes):

The Teacher greets the students: “Hello, how are you today? Fine?” The teacher will accompany this question with an “ok” gesture.

The teacher will start the class by pointing to the window and she will ask the students. “What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The teacher will resort to happy/sad faces again to praise students’ work done during the class.

Then the teacher will put the picture of the weather on the board. She will then ask them to write the date and draw the weather picture on their notebooks: “Please open your notebooks”. She will accompany all expressions with miming. She will encourage students to work on their own: “Write the dates and draw the weather picture, come on you can do it!”

The date and weather picture will be put on the board for the teacher to work with Chiara.

The following chant will be given to talk about the weather before they talk about the weather that day:

How's the weather? [Weather gesture - make a 'W' with the three middle fingers on each hand and then twist them back and forth.]How's the weather?How's the weather today?Is it sunny? [Sunny gesture - Make a big circle over your head with your arms.]Is it rainy? [Rainy gesture. Wiggle your fingers down in front of you, simulating rain]Is it cloudy? [Cloudy gesture - Squeeze two imaginary pillows above your head.]Is it snowy? [Snowy gesture. - Move your hands down in front of you in a slow, wavy motion.]How's the weather today?

Students will be used to the song and this time the teacher will ask them to go to the front with her and they will be encouraged to sing.

Transition: After having the date and weather written in their notebooks, the teacher will sit on the floor and will encourage students to sit next to her and in front of the computer: “Come and sit with me”. This will be gestured by her. In this way, both the teacher and students will be sat down and prepared to watch attentively.

The teacher may resort to the following strategy if the students do not make silence:

Put your finger on your lips, on your lips, shh, shh.

Put your finger on your lips, on your lips, shh, shh.

Put your finger on your lips and don’t let it slip.

Put your finger on your lips, on your lips, shh, shh.

Presentation (10 minutes)

The teacher will say the following to the students: “Let’s watch a video about Farm Animals”.

The teacher will present the animals’ pictures and will ask students to repeat after her: “IT’S A HORSE” – Every time she introduces an animal, she will ask students: “What sound does the horse make?” if students do not understand the question she will say; “Is it quaaaack?!” In this way, students will be familiar with all the animals that appear in the video and their sounds.

The following video is the one students will watch in the classroom: http://www.youtube.com/watch?v=zXEq-QO3xTg

Lyrics of the song:

The ducks on the farm say, "Quack, quack, quack." [Duck gesture.]The mice on the farm say, "Squeak, squeak, squeak." [Mouse gesture.]The chickens on the farm say, "Cluck, cluck, cluck." [Chicken gesture.]"Quack. Squeak. Cluck." [Duck gesture. Mouse gesture. Chicken gesture.]

The pigs on the farm say, "Oink, oink, oink." [Pig gesture.]The goats on the farm say "Meh, meh, meh." [Goat gesture.]The sheep on the farm say "Baa, baa, baa." [Sheep gesture.]"Oink. Meh. Baa." [Pig gesture. Goat gesture. Sheep gesture.]

The horses on the farm say, "Neigh, neigh, neigh." [Horse gesture.]The cows on the farm say, "Moo, moo, moo." [Cow gesture.]The roosters on the farm say, "Cock-a-doodle-doo" [Rooster gesture.]"Neigh. Moo. Cock-a-doodle-doo." [Horse gesture. Cow gesture. Rooster gesture.]"Neigh. Moo. Cock-a-doodle-doo."

Let's try it a little faster. The ducks on the farm say, "Quack, quack, quack." The mice on the farm say, "Squeak, squeak, squeak." The chickens on the farm say, "Cluck, cluck, cluck." "Quack. Squeak. Cluck."

Okay, a little faster.The pigs on the farm say, "Oink, oink, oink."The goats on the farm say "Meh, meh, meh."The sheep on the farm say "Baa, baa, baa.""Oink. Meh. Baa."

Okay, super fast!The horses on the farm say, "Neigh, neigh, neigh." The cows on the farm say, "Moo, moo, moo."The roosters on the farm say, "Cock-a-doodle-doo""Neigh. Moo. Cock-a-doodle-doo." "Neigh. Moo. Cock-a-doodle-doo." 

Students will watch the video attentively and will then listen to it for a second time. This time the teacher will put pause to the video each time an animal appears and produces the sound. The teacher will ask students to repeat both the name of the animal and its sound. She will ask to students: “What animal is this?” and then she will ask them to make the sound (for instance, for ducks “quack”).

Transition: The teacher will say “Well done”, now I will choose two secretaries”. This strategy has already been used so two students will be selected to be the secretaries this day. The rest of the students will be seating in their seats again.

Development and Practice

Activity 1 (10 minutes)

The teacher will present the animals one more time so as to check students’ comprehension of farm animals. She will ask students to repeat after her the names of the animals by stating: “IT’S A HORSE / PIG / GOAT / SHEEP / MICE / COW / DUCK / CHICKEN”

The teacher will stick flashcards with the animals on the board and she will write the sentences “This is a….” and will elicit the name of the animals. Only after students have said the animal’s name correctly, she will write its name on the board. The teacher will praise students work during the activity and she will ask “is this a….?” whenever students do not remember its name. Moreover, the teacher will ask students to produce the animals’ sounds. “Does the horse make “quaaaack”?”

The teacher will then erase the names of the animals and will bring the name of the animals on different cards.

The teacher will stick a poster with the farm and some farm animals on it. The teacher will choose some students’ names from the box of names and will call them to come to the front. Each of them will receive an animal card: “This time you have to choose where to stick the animal name” As the group of students would be of 8 students, they can help each other. Each student has to stick the animal name in the correct sentence and picture.

The rest of the students will also participate in the activity since the teacher will bring a poster with farm animals to the class. The same animal cards will be used so as to students to stick its name on the correct animal. The teacher will pick the students who haven’t gone to the front of the board. She will say “stick the name on the correct animal”.

Transition:

The teacher will congratulate students for their job and will ask students to hand out some pictures face down. Students will be asked to put their hand up for the secretaries to hand out the pictures: “Put your hands up, don’t touch the pictures”. The secretaries can’t give pictures to students who haven’t put their hands up.

Activity 2 (10 minutes)

Secretaries will hand out one picture of farm animals to students. There will be two animals of each. After all students have received a picture, the teacher will say: “Don’s show the picture to your partners”. Each

student will see his/her picture. The teacher will say: “Students who have cows say muuuuuu” Two students will have to repeat muuuuuu. In this way, all students will have to repeat the sound and answer the teacher’s question: “is the cow black? Is it a dog?” The teacher will ask similar questions to all the pairs of students.

When all the animals have been repeated, secretaries will hand out worksheets for students to complete.

The teacher will say: “Paint the horse red” and will ask all students to paint all the animals on the worksheet. However, not all the farm animals are in it. She will say to students: “Are all the animals on the worksheet?” “Is there a sheep / a cow / a chicken?” Students will answer no and the teacher will say “Draw the ones are missing”

Students will listen to the following song while they draw:

Link of the song: http://www.youtube.com/watch?v=EwIOkOibTgM

Lyric of the song:

Let's take a walk around the farm, around the farm,around the farm.

Let's take a walk around the farm, What do you SEE?

A cow! A cow!A dog! A dog!A duck! A duck!A horse! A horse!A pig! A pig!A sheep! A sheep!

That's what you SEE!

Let's take a walk around the farm, around the farm,around the farm.

Let's take a walk around the farm, What do you HEAR?

Moo! (A cow!)Ruff, ruff, ruff! (a dog!)Quack, quack, quack (a duck!)Neigh! (a horse!)Oink, oink, oink (a pig!)

Baa! (a sheep!)

That's what you HEAR!

Let's take a walk around the farm, around the farm,around the farm.

Let's take a walk around the farm, What do you SEE?

Let's take a walk (x 8)

Moo! (Good-bye Cow!)Ruff, ruff, ruff! (Good-bye, Dog!)Quack, quack, quack (Good-bye, Duck!)Neigh! (Good-bye, Horse!)Oink, oink, oink (Good-bye, Pig!)Baa! (Good-bye, Sheep!)

(Elephant Sound) Good-bye, Elephant.

Elephant?

On the Farm?

No!!!!!

Closure (3 minutes)

The teacher will say to the students: “My favourite farm animal is the horse, what’s yours?” Some students will answer the question orally in front of others and they will say goodbye to each other.

Pictures the teacher will show to students:

Worksheet students will receive:

NAME: ………………………

FARM ANIMALS

LISTEN AND COLOUR!

Source of the picture from the WS: http://www.animaljr.com/farm-animal-coloring-pages-in-the-barnyard/

WHAT’S MISSING? DRAW!