Farm animalsFarm animals

ⅠⅠ. Title. Title : :  Farm animalsFarm animals

ⅡⅡ. Theme. Theme -  In this lesson, you will talk farm -  In this lesson, you will talk farm

animals by showing students pictures animals by showing students pictures of different kinds of farm animals. of different kinds of farm animals.

                                    

ⅢⅢ. Language foci. Language foci a. Language Rule :a. Language Rule : 1) What is that /this? 1) What is that /this?                It's a ________. It's a ________.     2)Where is _______? 2)Where is _______?              It's in/ on/ next to/ behind the ________. It's in/ on/ next to/ behind the ________. 3)Is the ____ in the ________? 3)Is the ____ in the ________?          yes, it is. no, it isn't. yes, it is. no, it isn't.

b. Vocabularyb. Vocabulary Pig ,cow(ox, bull), horse, chicken (hen, rooster),sleep, cat ,duck, Pig ,cow(ox, bull), horse, chicken (hen, rooster),sleep, cat ,duck,

goose, barn, roof, mud, fence, yard goose, barn, roof, mud, fence, yard

c. Pronunciation -c. Pronunciation - ［［ ff ］］ and and ［［ pp ］］   1.1. ［［ ff ］］ - roof ,fence         - roof ,fence         ［［ pp ］］ - pig ,pencil - pig ,pencil      2. minimal pairs 2. minimal pairs                 ex) fence /pens   , fair  / pair    ex) fence /pens   , fair  / pair          

ⅣⅣ. Objectives. Objectives

1) Students will be able to Identify different farm animals.1) Students will be able to Identify different farm animals.

2) Students will be able to ask where farm animals are. 2) Students will be able to ask where farm animals are.

3) Students will be able to express how to express animal 3) Students will be able to express how to express animal sounds in English and match them to their sounds.sounds in English and match them to their sounds.

4) Students will be able to notice similarities and differences 4) Students will be able to notice similarities and differences

between the babies and mothers. between the babies and mothers.

5) Students will be able to understand that animals can be 5) Students will be able to understand that animals can be called different names according to gender or age. called different names according to gender or age.

ⅤⅤ. Prerequisites. Prerequisites

Students already know  ;Students already know  ;    a.  Question forms a.  Question forms             - - What's that/ this ? What's that/ this ?

            - Where is it?- Where is it?             

    b. Use of preposition about placeb. Use of preposition about place ( in, by , on, behind) ( in, by , on, behind)

   

c. Difference between 'This' and 'That'c. Difference between 'This' and 'That'

      

ⅥⅥ. Procedure. Procedure

Activity 1 - Oral Activity Activity 1 - Oral Activity

●●Warm-upWarm-up :  :     DiscussionDiscussion Make two columns on the board and label them Farm and City. Have Make two columns on the board and label them Farm and City. Have

students tell what each word means. Ask students if they think the students tell what each word means. Ask students if they think the same kinds of animals live on a farm and in the city. Explain that you same kinds of animals live on a farm and in the city. Explain that you are going to make a list of animals that live in each place. Have are going to make a list of animals that live in each place. Have students suggest animals and tell on which list they should be written. students suggest animals and tell on which list they should be written. Help students brainstorm as many animals as possible. When finished, Help students brainstorm as many animals as possible. When finished, review the lists with students. Ask students if any of the animals that review the lists with students. Ask students if any of the animals that live in the city also live on a farm. Draw a line to connect any animal live in the city also live on a farm. Draw a line to connect any animal written in both columns. Discuss how some animals can live in both written in both columns. Discuss how some animals can live in both places. Have students look at the lists and find animals that cannot live places. Have students look at the lists and find animals that cannot live in both places. in both places.

Discuss how some animals need more space, such as a field. Discuss how some animals need more space, such as a field.

Activity 1 - Oral ActivityActivity 1 - Oral Activity -Step 1 :-Step 1 : A teacher shows the picture of farm. then asks what they can see A teacher shows the picture of farm. then asks what they can see

Activity 1 - Oral ActivityActivity 1 - Oral Activity

Step 2Step 2 : A teacher introduces and practices words about : A teacher introduces and practices words about animals on the farm and farm objectives with flash cards. animals on the farm and farm objectives with flash cards. (Dog, horse, pig, cat, dog, cow, barn, fence ,yard, mud..) (Dog, horse, pig, cat, dog, cow, barn, fence ,yard, mud..)

      ex) What's this?        It's a dog. ex) What's this?        It's a dog.

Step 3Step 3 : A teacher uses the internet site, and gives more : A teacher uses the internet site, and gives more farm animal's information. farm animal's information.

        http://http://www.kidsfarm.com/farm.htmwww.kidsfarm.com/farm.htm

Step 4Step 4 : A teacher teaches singular and plurals forms of : A teacher teaches singular and plurals forms of animals ,also teaches different way to call chicken's name animals ,also teaches different way to call chicken's name (rooster and hen), and cow's name (bull and ox) by sex. (rooster and hen), and cow's name (bull and ox) by sex.

Activity 1 - Oral ActivityActivity 1 - Oral Activity● ● Follow-upFollow-up Step 1Step 1 : : A teacher gives A teacher gives Wh- Wh- Question forms and reviews Question forms and reviews

what differences between 'This' and 'That' with hand out. what differences between 'This' and 'That' with hand out.

           ex) What's  this?                   It's a pig. ex) What's  this?                   It's a pig.

                 What’s  that?                  What’s  that?                   It's a cow.It's a cow.

Activity 1 - Oral ActivityActivity 1 - Oral Activity

Step 2.: A teacher reads it. Then, students read Step 2.: A teacher reads it. Then, students read after the teacher. after the teacher.

Step 3. The students will be broken up into Step 3. The students will be broken up into groups of two students each. Then, practice groups of two students each. Then, practice hand out with a partner. hand out with a partner.

Step 4 : A teacher gives an opportunity to Step 4 : A teacher gives an opportunity to present each group. present each group.

Activity 2 : Activity 2 : Animal soundsAnimal sounds

●● Warm-upWarm-up : :

Step 1Step 1 : A teacher ask students "Remember the : A teacher ask students "Remember the sounds we heard on the tape? I would like all of you sounds we heard on the tape? I would like all of you to think of an animal, any animal (birds, farm to think of an animal, any animal (birds, farm animals, animals we've recently learned about, animals, animals we've recently learned about, animals you've seen in the zoo). animals you've seen in the zoo).

Step 2Step 2: Click the web site to listen animal sounds : Click the web site to listen animal sounds then explain differences animal sounds' expression then explain differences animal sounds' expression way between Korean and English. way between Korean and English.

  Ex) Cow sounds: Ex) Cow sounds:               Korean way: "Eumme" Korean way: "Eumme"                       English way: "Moo" English way: "Moo"

Step 3Step 3: A teacher gives work sheet and gives 2 : A teacher gives work sheet and gives 2 minutes to fill it out. minutes to fill it out.

Activity 2 : Activity 2 : Animal soundsAnimal sounds

Step 4Step 4. . A teacher gives right answers. A teacher gives right answers.

Activity 2 : Activity 2 : Animal soundsAnimal sounds

● ● Follow-upFollow-up

Step 1Step 1. . To remember animal sounds, teacher introduces To remember animal sounds, teacher introduces a song, "Old Macdonald had a Farm" by internet site. a song, "Old Macdonald had a Farm" by internet site.

http://www.geocities.com/EnchantedForest/Cottage/3192/Oldmcdonald.htmlhttp://www.geocities.com/EnchantedForest/Cottage/3192/Oldmcdonald.html

http://kr.infant.kids.yahoo.com/infantzone/index.html?http://kr.infant.kids.yahoo.com/infantzone/index.html?service=english&mode=view&contents_no=627&sort=latest&endpg=10&pgservice=english&mode=view&contents_no=627&sort=latest&endpg=10&pg=6=6

Step 2Step 2. . Read aloud the rhyme that follows. Then read it Read aloud the rhyme that follows. Then read it a second time and have students identify the rhyming a second time and have students identify the rhyming words. words.

Step 3.Step 3. Sing a long together Sing a long together

Activity 3 - Where is it?Activity 3 - Where is it?

●●Warm-up :  Warm-up :  Step 1Step 1 : : A teacher A teacher

Introduces  basic question Introduces  basic question form and Teacher shows form and Teacher shows student hand out .  student hand out . 

Step 2Step 2 : : And then, a teacher And then, a teacher examples first one and notices examples first one and notices on key points such as on key points such as expression, new words. expression, new words.

Step 3Step 3 : A teacher gives 2 : A teacher gives 2 minutes to complete the minutes to complete the work sheet work sheet

Activity 3 - Where is it?Activity 3 - Where is it?

Step 4Step 4 : : A teacher gives right answersA teacher gives right answers

Step 5Step 5 : : Next, a teacher let studentspronounce a word. Next, a teacher let studentspronounce a word.

  Step 6Step 6 : :After that, a teacher corrects and explains right pronunciation ofAfter that, a teacher corrects and explains right pronunciation of

［［ ff ］］ and and ［［ pp ］］ . .

Activity.4 Activity.4 - Baby Animals- Baby Animals

●● Warm-up :  Warm-up :  Step 1Step 1: The teacher will model sorting animal magnets. All of : The teacher will model sorting animal magnets. All of

the mother animals will go on one side of a poster board and the mother animals will go on one side of a poster board and the babies will go on the other side. The magnets are made the babies will go on the other side. The magnets are made from pictures of animals with magnets on the back. from pictures of animals with magnets on the back.

Step 2:Step 2:After the teacher models, the students will continue the After the teacher models, the students will continue the sort. sort.

Step 3Step 3: The students will learn the names of baby and mother : The students will learn the names of baby and mother animals while sorting pictures. animals while sorting pictures.

Step 4Step 4: The students will each get an animal puppet. This is a : The students will each get an animal puppet. This is a picture of an animal on a Popsicle stick. picture of an animal on a Popsicle stick.

Step 5Step 5: The teacher will elicit animal names while the students : The teacher will elicit animal names while the students match mother and baby animal puppets. match mother and baby animal puppets.

Activity.4 Activity.4 - Baby Animals- Baby Animals

● ● Follow-up: Follow-up: Step 1Step 1:: The students will be The students will be

broken up into groups of two broken up into groups of two students each. Then, gives 2 students each. Then, gives 2 kinds of card, mother animals kinds of card, mother animals and baby animals. and baby animals.

Step 2Step 2: : The teacher gives 2 The teacher gives 2 minutes to match cards with a minutes to match cards with a partner. partner.

Step 3Step 3: : Then teacher gives Then teacher gives opportunities a couple of opportunities a couple of groups to show in front of groups to show in front of other  other 

ⅦⅦ. Follow-ups. Follow-ups

1. Unscramble and 1. Unscramble and write. write.

2.Write questions 2.Write questions and answers and answers

ⅧⅧ. Assessment. Assessment Step 1 Step 1 ::

Teacher will help students Teacher will help students to fill out this rubric and to fill out this rubric and print it. print it.

Step 2Step 2: :

Students will complete a Students will complete a self-assessment rubric. self-assessment rubric.

Step 3Step 3: :

Teacher will use the same Teacher will use the same rubric for assessment rubric for assessment during oral presentation.  during oral presentation. 

ⅨⅨ. List of helpful . List of helpful websiteswebsites

http://http://alex.state.al.us/lesson_view.php?ialex.state.al.us/lesson_view.php?idd=11638=11638

http://www.kidsfarm.com/farm.htmhttp://www.kidsfarm.com/farm.htm

http://www.geocities.com/EnchantedForest/Cottage/3192/http://www.geocities.com/EnchantedForest/Cottage/3192/Oldmcdonald.htmlOldmcdonald.html

http://www.fultonschools.org/dept/specprog/http://www.fultonschools.org/dept/specprog/PrekindergartenCurriculumPage.htmPrekindergartenCurriculumPage.htm