Farm Animals Lesson Plan

Name of Applicant: Ruth Bekele

Grade: Elementary (Gr.2-3)
Level: Beginner ESL
No. of Students: 5-20
Timeline: approximately 40 minutes
Learning outcomes:

Students who have successfully participated in this lesson will be able to:
Identify farm animals orally and in writing.
Use the construction This is a and The.goes. to indicate and
describe animals.
Develop an awareness of the association between onomatopoeia and
animals in English.

Key Expressions:
This is a (e.g. The is a cow)
Thegoes (e.g. The cow goes moo)
Vocabulary for review: Owl, bird, mouse, horse, rabbit, frog, bee.
New vocabulary: dog, cow, cat, pig, chicken, sheep, duck.
Materials:
Two sets of flashcards, one with animal images and the other with
animal names
Sheets with farm animal images
LCD computer projector
USB with Animal Sounds Song, farm animal slide, and onomatopoeia
sound clips
Letter card cut outs
Pre-lesson preparation:
Students are arranged in groups around tables. Each table should have an
animal image and letter card cut outs that spell the animals name. On the
board, there should be animal images, identical to those on the students
desks.

Step
Intro

Procedure
Introduction:
Objective:

Introductio
n:
5 minutes

To review farm animal names learned in the previous lesson

To place students in a mindset to think about the days theme
To review the association between oral and written English while
sounding words out.

Procedure:
1. Teacher greets the students: Good morning
everyone how are you?
2. Teacher explains the review activity:
a. Working in groups, the students must
unscramble the letter cards, placing them in the
correct order to spell the name of their animal.
3. Teacher mimes an example at the board and checks
for understanding
4. As the students work, the teacher monitors the
students and provides clarification where necessary.
5. Teacher calls upon individuals from finished groups to
write the unscrambled names on the board, beneath
the corresponding picture.
6. Once all the names are written on the board, the
teacher asks individuals to read out the labels and
check their accuracy with the class.
Activity Note 1:
If the students have difficulty understanding the followup to the unscrambling activity, the teacher can mime
the act of writing on the board.
Activity 1: PowerPoint

10 minutes

Objective:

To introduce new farm animal vocabulary and farm

animal sounds
To use the construction This is a and The
goes

To introduce a cross-cultural comparison of animal

onomatopoeia

Procedure:
1.
Teacher goes through the slides naming the animals and
having the
students repeat
2. Teacher goes through the slides once more asking the
students This is a? and has the students respond with
Yes, this is a
3. Teacher plays the animal sound clip, shows the
onomatopoeia in English, and says Cow. The cow goes
Moo
4. Teacher asks the students to repeat
5. Teacher asks the students what the animals say in Korean.
6. If there is difficulty with comprehension, the teacher can
give an example of a comparison between onomatopoeia in
English and Korean first so that the students understand
what is being asked of them.
Activity Note 1:
During this activity, the teacher can gesture to the
phrasal components to facilitate student comprehension.
For example, pointing to the image of a cow, miming the
act of speaking, and pointing to the written
onomatopoeia to indicate, The cow goes moo.
Activity Note 2:
Repeating activities can potentially be boring to students
so feel free to improvise or alter your conduct to make it
a little more entertaining. For example, the teacher can
exaggerate when producing animal sounds, add gestures
to represent the animals for the students to follow, or
deliberately name incorrect animals when checking for
retention to see if students are capable of correcting the
error (Note. If you do attempt to trick the students, be
sure to correct yourself if the students are unable to
catch it).
Activity Note 3:
In case of electronic malfunction, feel free to substitute
the flashcards and write the names of the animals on the
board, along with the target phrases. For the sound clips,
the teacher will need to produce those manually.

10 minutes

Activity 2: Sorry! Concentration

Objective:
To practice recall of the written forms of animal
vocabulary and the images with which they are
associated.
To review previously learned animal names.
To review the structure This is a
Procedure:
1. Teacher gives each group of students the image and
name card set and instructs them to place them face
down on their table and to mix them around.
2. Teacher explains the rules of the game:
a. The students take turns and try to match the
animal picture with its name. If there is no
match, the students must flip the cards
facedown again. If they make a match, they
must say the phrase This is a and name the
animal. If they use the correct vocabulary, they
put the pair in a pile in front of them. If they are
unable to use the target sentence, they must
put the cards back. If the student picks a
Sorry! card, they must return all the cards
that they have won and shuffle the cards on the
table once more.
3. Teacher models the game for the students.
4. Teacher checks for understanding and monitors the
students for language use during the activity

Activity Note:
The teacher should play a minimal role in correction for
the students. Instead, observe them to see if they are
capable of self-correction through observing their
classmates and through the repetitive use of the target
phrases. If the students are incapable of doing so, then

the teacher should attempt to guide them or model once

more for them.
10 minutes

Activity Note 2:
If there are students of varying proficiency levels, the
teacher can group the students according to their
abilities and give tasks that are slightly altered for each
level. For example, for students with a greater level of
English, the word cards can have letters missing. In that
case, instead of leaving students in their groups, the
teacher will have to rearrange them according to their
level of English.

Activity 3: The Animal Sounds Song

Objective:
To practice the perception of animal vocabulary
and animal sounds
To induce targeted listening among the students
Procedure:
1. Teacher plays the Animal Sounds Song without
showing the video
2. Teacher asks them if they recognize any animals
3. Teacher gives the students the lyrics sheet for Clozelistening and explains that students must fill in the
missing vocabulary
4. Teacher plays the song once more without video and
a third time with video.
Activity Note:
In the case of a mixed classroom with varying English
levels, the teacher can have the students who are more
proficient fill in phrases or verses at a time, instead of
individual words.

Conclusion

1.

5 minutes

2.

3.

Teacher hands the students the unaltered copy

of the lyrics and asks them to sing along.
Teacher can use http://www.esllanguages.com/en/animal-sounds.htm to show students the
different sounds animals make in multiple cultures. Teacher
can have the students pick the country they want to hear.
Teacher ends the lesson: Goodbye

Evaluation:
Label the animal names and match the sounds
worksheet.