Applicable Unit Understandings

Students will recognize, name, describe and compare animals in various habitats, incorporating written, oral and kinesthetic activities.

Applicable Unit Essential Questions

3.1 How can one relate the information studied in other subjects to their learning of the foreign language.

SC Academic Standards

B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors.

B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

B-1.1-4 Use the target language to exchange personal information with others.

B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.

B-1.1-7 Use the target language to ask and answer simple questions

B-1.2-1 Respond appropriately to simple directions and commands given in the target language

B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.

B-1.3-2 Use visuals as support in communicating a message in the target language.

B-1.3-4 Use the target language to dramatize simple authentic materials (e.g. songs and rhymes)

Lesson Segment

Instructional Strategies

Teacher Activities

Student Tasks

1. Opening routine

Modeling, TPR

Teacher asks students to act out the verbs run, jump, fly, swim, crawl, walk and climb

Students react to teachers command, modeling her

2. Finding the different continents of the world

Questioning

Teacher tosses around an inflatable globe and asks in target language “Where is Asia?” and all other continents.

As students find the continents, teacher puts the word (Asien, Afrika, Australien…)on the white board in a visible place.

Students will show on a globe where the different continents are located. They hear the continent names in the target language and see the spelling.

3.Introducing animals from different parts of the world

Modeling

On the promethean board the teacher shows exotic animals from around the world. Students connect picture to the word. (OR reflect transparency of the world on white board, add magnetic animal pictures and magnetic animal word cards.)

Students will model teacher, repeating names for animals. They will then connect names to the animals.

4. Students input on the world of animals

Whole group

questioning

In the next flipchart, students will “pull out” of the suitcase one of the animals and add it to a continent, answering the question “where does that animal live” with “the parrot lives in South-America”.

Students will be asked where the animals live. One student at a time will pull out an animal from a suitcase (on promethean board) and move it to the right continent, telling in the target language “The lion lives in Africa.

5. Write – perform – guess

(animal descriptions)

Partner work

Teacher lets students guess which animal she is hiding in the suitcase (promethean) giving information “It lives in Australia. It is brown. It has two legs. It jumps. Is it a parrot?”

Teacher pairs up students, and gives each pair a card with animal word. Students work together to write similar information on their animal. Students take turns to read the sentences to class, letting them guess which animal it is.

After listening to teacher model sentences on animals, and guessing the animals she is talking about, students work in pairs to write similar descriptions and draw the picture on an animal the teacher assigns them. The students will take turns to read the sentences to class, letting the others guess which animal it is. After the right guess, they show their picture of the animal.

Materials and Resources

Promethean flipchart (OR magnetic animal pictures and transparency of the world for white board use), index cards with animal words, inflatable globe, index cards on continents (with magnet)

Applicable Unit Understandings

Where do the different animals live, and how to communicate about favorite and least favorite animals.

Applicable Unit Essential Questions

1.3 What does one need to know and be able to do in order to effectively present oral and written information in a language that is not one’s native tongue?

1.1 What does one need to know and be able to do in order to conduct effective interpersonal communication with those who speak a language that is not one’s native tongue?

SC Academic Standards

B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors.

B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

B-1.1-4 Use the target language to exchange personal information with others.

B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.

B-1.1-7 Use the target language to ask and answer simple questions

B-1.2-1 Respond appropriately to simple directions and commands given in the target language

B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.

B-1.3-2 Use visuals as support in communicating a message in the target language.

B-1.3-4 Use the target language to dramatize simple authentic materials (e.g. songs and rhymes)

Lesson Segment

Instructional Strategies

Teacher Activities

Student Tasks

1. Class opening,

3 warm-up activities that have become a routine

Modeling

Questioning

1.After greeting the class, teacher calls out simplified TPR commands (stand up, turn around, raise your hand, etc.). 2. Teacher will then ask one student to conduct a body parts rhyme that the whole class repeats. 3.Teacher quickly hands out colorful cards with questions that students ask one another. The questions reflect their opinion on favorite things, birthday, age, etc.

The students react to teacher’s commands and  to a student’s body rhyme “rap”. They then get a question printed on a colorful paper, each a different color. Teacher calls out a color, the student holding that color card asks the question. A ball is tossed randomly around, determining who is to answer the question.

1. Reviewing vocabulary

 Whole group

modeling

On promethean board or transparency teacher shows pets from last time. Students come up to connect correct words with correct pictures

Students may use their notes to find the correct connection between pet and word.

1. Asking for likes and dislikes

Partner work

Teacher models the question learnt last time Do you like snakes, or cats, or rats? Etc. and how to respond appropriately

Students turn to their neighbor to model the teacher’s question whether he likes or not the animals shown on the white board.

1. Ask around

1. Memory game

Whole group activity

Small group

Repeating activity from last time: Teacher hands out little cards with two parts. Upper part shows the question “Do you like +animal word”, lower part shows a picture of an animal student likes (at least pretends to in this game). Students try to find a person that likes the animal they are to ask according to card.

Teacher assigns groups of 3-4 and hands each group a set of memory game cards on pets. They have to match word with picture in order to get one pair. Most pairs wins.

Students ask each other the question they have on their card (do you like dogs, do you like cows, etc). They have the picture of the animal they like, and if one student asks if they like that specific animal they say ‘yes, I do like cats etc.” or if not “No, but I like dogs etc.” Each student should find tw o persons liking the animal they are asking for.

Students receive a deck of cards with a picture or a word. They spread the cards on the table face down. One student at a time turns two cards to try to find a match.

Materials and Resources

Flipchart on pets on promethean board, (or transparency), cards with animal pictures and question. Memory game cards with animal pictures and words.