1. EXPECTED OUTCOMES:
Recognize oral vocabulary related to farm animals.
Identifyanimals’ noises.
Use linguisticandparalinguisticstrategiestounderstandsome riddles.
Developcooperative strategiesworkingingroup.
Describe theirfarmsusingthe grammatical structure thereis / there are.
MATERIALS:
Farm picture with all the animals.
Farm animals’ finger puppets.
Old McDonald’s video.
Sets of farm animals’ cards and noises bubbles’ cards.
Riddles.
ACTIVITIES:
PRE-WATCHING STAGE(20’)
1. The teacher dresses up as a farmer and introduces him/herself as Old McDonald: Good
morning everybody! My name is Old McDonald and I am a farmer. I have a farm with some
animals. Which animals do you think I have? The students will say the name of farm
animals (probably in Spanish) and we will ask them for making their noises.
2. Project a picture of the farm with all the animals. Introduce each animal through a finger
puppet saying their names, noises and making a gesture to identify the animal. Students
copy the teacher.
WHILE-WATCHING STAGE(5’)
3. Students will watch the video and will make the gesture when each animal appears.
LESSON PLAN
Unit: Farmanimals
Topic/Name ofthe lesson:OldMcDonald’sfarm.
Video:OldMcDonald.
Age/grade: 6-7 years/ 1st
grade
Numberof sessions:1
2. POST-WATCHING STAGE(35’)
4. In groups of 4-5 students, each group is given a set of animals’ cards and noises bubbles’
cards. They have to decide the order in which animals appear in the video, and relate each
animal to the corresponding noise. Watch the video again to check their answers.
5. In the same groups, play snap game with the same cards of the previous activity.
6. Read some riddles about the animals and students have to guess them.
7. Draw a picture of their own farms. Explain which animals there are in their farms.
Appendix 1. Estándares de aprendizaje evaluables (LOMCE)
Evaluation Standars Activity
Est. ING.1.1.3. Localiza palabrassimples y aisladas cuando escuchauna presentación sencilla
sobre temas cotidianos (p.ej. comidas y bebidas,juguetes y material escolar),y en entrevistas
sencillaso programas dondese habla de temas cercanos,siempre y cuando cuente apoyo visual
y se guíe al alumno en el uso de alguna estrategia básicaparahacer alguna aproximación al
significado del texto, donde el léxico y las estructuras sintácticas usadassean muy simples.
2, 6
Est.ING.2.1.1. Da información básicasobresí mismo (p. ej. hablando desu familia) y participa
en cuentos con lenguaje simpley repetitivo y reproduce frases de uso común en el aula (p.ej.
“What is this?”), que usan estructuras sintácticasmuy sencillasy léxico muy utilizado,
considerando normales laspausasy titubeos y se sigan cometiendo muchos errores o semezcle
la lengua del alumno.
7
Appendix 2. RESOURCES.
Farm picture.
3. Cards.
Riddles.
grunt
grunt
moo
moo
bow
wow
baa
baa
neh
neh
quack
quack
Old McDonald’sRiddles.
It’s got 4 legs.
It’s big.
It’s black and white.
Old McDonald’sRiddles.
It’s got 4 legs.
It’s fat.
It’s pink.
Old McDonald’sRiddles.
It’s got 2 legs.
It’s got wings.
It’s small.
It’s yellow.
Old McDonald’sRiddles.
It’s got 4 legs.
It’s got a long tail.
It’s big.
It’s brown, black, grey or white.
