Farm animals

Ⅰ. Title : Farm animals Ⅰ. Title : Farm animals Ⅱ. Theme Ⅱ. Theme - In this lesson, you will talk farm animals by showing students pictures of different kinds of farm animals.

Ⅲ. 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. Vocabulary b. Vocabulary Pig,cow(ox, bull), horse, chicken (hen, rooster),sleep, cat,duck, goose, barn, roof, mud, fence, yard Pig,cow(ox, bull), horse, chicken (hen, rooster),sleep, cat,duck, goose, barn, roof, mud, fence, yard c. Pronunciation - ［ f ］ and ［ p ］ c. Pronunciation - ［ f ］ and ［ p ］ 1. ［ f ］ - roof,fence ［ p ］ - pig,pencil 1. ［ f ］ - roof,fence ［ p ］ - pig,pencil 2. minimal pairs 2. minimal pairs ex) fence /pens, fair / pair ex) fence /pens, fair / pair

Ⅳ. 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 sounds in English and match them to their sounds. 3) Students will be able to express how to express animal sounds in English and match them to their sounds. 4) Students will be able to notice similarities and differences between the babies and mothers. 4) Students will be able to notice similarities and differences between the babies and mothers. 5) Students will be able to understand that animals can be called different names according to gender or age. 5) Students will be able to understand that animals can be called different names according to gender or age.

Ⅴ. 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 place b. 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'

Ⅵ. Procedure Activity 1 - Oral Activity Activity 1 - Oral Activity ● Warm-up : ● Warm-up : Discussion Discussion 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 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 students suggest animals and tell on which list they should be written. Help students brainstorm as many animals as possible. When finished, 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 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 in both places. 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 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 students suggest animals and tell on which list they should be written. Help students brainstorm as many animals as possible. When finished, 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 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 in both places. Discuss how some animals need more space, such as a field.

Activity 1 - Oral Activity -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 Activity Step 2 : A teacher introduces and practices words about animals on the farm and farm objectives with flash cards. (Dog, horse, pig, cat, dog, cow, barn, fence,yard, mud..) Step 2 : A teacher introduces and practices words about animals on the farm and farm objectives with flash cards. (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 3 : A teacher uses the internet site, and gives more farm animal's information. Step 3 : A teacher uses the internet site, and gives more farm animal's information. Step 4 : A teacher teaches singular and plurals forms of animals,also teaches different way to call chicken's name (rooster and hen), and cow's name (bull and ox) by sex. Step 4 : A teacher teaches singular and plurals forms of animals,also teaches different way to call chicken's name (rooster and hen), and cow's name (bull and ox) by sex.

Activity 1 - Oral Activity ● Follow-up Step 1 : A teacher gives Wh- Question forms and reviews what differences between 'This' and 'That' with hand out. Step 1 : A teacher gives Wh- Question forms and reviews 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? It's a cow. What’s that? It's a cow.

Activity 1 - Oral Activity Step 2.: A teacher reads it. Then, students read after the teacher. Step 2.: A teacher reads it. Then, students read after the teacher. Step 3. The students will be broken up into groups of two students each. Then, practice hand out with a partner. Step 3. The students will be broken up into groups of two students each. Then, practice hand out with a partner. Step 4 : A teacher gives an opportunity to present each group. Step 4 : A teacher gives an opportunity to present each group.

Activity 2 : Animal sounds ● Warm-up : Step 1 : A teacher ask students "Remember the sounds we heard on the tape? I would like all of you to think of an animal, any animal (birds, farm animals, animals we've recently learned about, animals you've seen in the zoo). Step 1 : A teacher ask students "Remember the sounds we heard on the tape? I would like all of you to think of an animal, any animal (birds, farm animals, animals we've recently learned about, animals you've seen in the zoo). Step 2: Click the web site to listen animal sounds then explain differences animal sounds' expression way between Korean and English. Step 2: Click the web site to listen animal sounds then explain differences animal sounds' expression way between Korean and English. Ex) Cow sounds: Ex) Cow sounds: Korean way: "Eumme" Korean way: "Eumme" English way: "Moo" English way: "Moo" Step 3: A teacher gives work sheet and gives 2 minutes to fill it out. Step 3: A teacher gives work sheet and gives 2 minutes to fill it out.

Activity 2 : Animal sounds Step 4. A teacher gives right answers.

Activity 2 : Animal sounds ● Follow-up Step 1. To remember animal sounds, teacher introduces a song, "Old Macdonald had a Farm" by internet site. Step 1. To remember animal sounds, teacher introduces a song, "Old Macdonald had a Farm" by internet site &contents_no=627&sort=latest&endpg=10&pg &contents_no=627&sort=latest&endpg=10&pg=6 &contents_no=627&sort=latest&endpg=10&pg=6 &contents_no=627&sort=latest&endpg=10&pg Step 2. Read aloud the rhyme that follows. Then read it a second time and have students identify the rhyming words. Step 2. Read aloud the rhyme that follows. Then read it a second time and have students identify the rhyming words. Step 3. Sing a long together Step 3. Sing a long together

Activity 3 - Where is it? ● Warm-up : ● Warm-up : Step 1 : A teacher Introduces basic question form and Teacher shows student hand out. Step 1 : A teacher Introduces basic question form and Teacher shows student hand out. Step 2 : And then, a teacher examples first one and notices on key points such as expression, new words. Step 2 : And then, a teacher examples first one and notices on key points such as expression, new words. Step 3 : A teacher gives 2 minutes to complete the work sheet Step 3 : A teacher gives 2 minutes to complete the work sheet

Activity 3 - Where is it? Step 4 : Step 4 : A teacher gives right answers A teacher gives right answers Step 5 : Step 5 : Next, a teacher let studentspronounce a word. Next, a teacher let studentspronounce a word. Step 6 : Step 6 : After that, a teacher corrects and explains right pronunciation of ［ f ］ and ［ p ］.

Activity.4 - Baby Animals ● Warm-up : ● Warm-up : Step 1: The teacher will model sorting animal magnets. All of 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 from pictures of animals with magnets on the back. Step 1: The teacher will model sorting animal magnets. All of 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 from pictures of animals with magnets on the back. Step 2:After the teacher models, the students will continue the sort. Step 2:After the teacher models, the students will continue the sort. Step 3: The students will learn the names of baby and mother animals while sorting pictures. Step 3: The students will learn the names of baby and mother animals while sorting pictures. Step 4: The students will each get an animal puppet. This is a picture of an animal on a Popsicle stick. Step 4: The students will each get an animal puppet. This is a picture of an animal on a Popsicle stick. Step 5: The teacher will elicit animal names while the students match mother and baby animal puppets. Step 5: The teacher will elicit animal names while the students match mother and baby animal puppets.

Activity.4 - Baby Animals ● Follow-up: Step 1 : The students will be broken up into groups of two students each. Then, gives 2 kinds of card, mother animals and baby animals. Step 1 : The students will be broken up into groups of two students each. Then, gives 2 kinds of card, mother animals and baby animals. Step 2: The teacher gives 2 minutes to match cards with a partner. Step 2: The teacher gives 2 minutes to match cards with a partner. Step 3: Then teacher gives opportunities a couple of groups to show in front of other Step 3: Then teacher gives opportunities a couple of groups to show in front of other

Ⅶ. Follow-ups 1. Unscramble and write. 1. Unscramble and write. 2.Write questions and answers 2.Write questions and answers

Ⅷ. Assessment Step 1 : Step 1 : Teacher will help students to fill out this rubric and print it. Teacher will help students to fill out this rubric and print it. Step 2: Step 2: Students will complete a self-assessment rubric. Students will complete a self-assessment rubric. Step 3: Step 3: Teacher will use the same rubric for assessment during oral presentation. Teacher will use the same rubric for assessment during oral presentation.

Ⅸ. List of helpful websites mcdonald.html mcdonald.html mcdonald.html mcdonald.html CurriculumPage.htm CurriculumPage.htm CurriculumPage.htm CurriculumPage.htm