Farmyard animals. Infant Education: year 1. Globalizing English in Infant Education. Farmyard animals. Infant Education: year 1. PURPLE GROUP: Nuria León Raúl Prado Charo García Irene del Pino

Why farmyard animals? This topic is relevant to the students because they are going to visit a farm on the 3rd Term. They have been working on it with their Spanish class teacher so they have previous knowledge about farm animals and the noises they make in their mother tongue. We are going to use the calendar to prompt them to tell us about their field trip and a poster that they have used in Spanish to introduce the vocabulary. Charo García

Session plan. Irene del Pino Good morning animals! Introduction to the context of the topic. Hello song “Good Morning, Mr Rooster” by Super Simple Songs: https://www.youtube.com/watch?v=1Ziku4FLka4 Getting settled We take the five finger-puppets of the animals from the previous song, and we make an adaptation of the song naming all the animals and their noises. Storytelling Storybook: Finger puppet friends. Farmyard animals. By Karen Hayes. Meadow kids. Follow-up Guessing-miming game. Wrap-up Irene del Pino

“Good morning animals!” This activity was recorded and it is uploaded on the Mediateca under these links: Good morning animals!_part1 https://mediateca.educa.madrid.org/video/4ycycvtvoly87urm Good morning animals!_part2 https://mediateca.educa.madrid.org/v ideo/ffldvqzwq6awa7rb Nuria León Raúl Prado

“Good morning animals!” justification. This is the first activity of the introductory session. It combines presentation of vocabulary and also classroom management. Once we have the context: a day trip to the farm, we can connect the English unit to the students’ lives by means of their classroom calendar and the poster. We will get from them the names of the animals in Spanish so that we introduce the vocabulary in English and add the noises they make. After eliciting the names of the animals in English, we will emphasise the “sheep”, relating them to their previous experience: they all know how to go to sleep counting sheep because they do it when they have their nap after lunch. “One sheep, two sheep, three sheep, go to sleep” so we ask them to pretend they’re sleeping, and then we will introduce Mr. Rooster. He will wake them up and send them to the assembly. This way we introduce vocabulary and anticipate what is going to happen in the song we will listen to afterwards (https://www.youtube.com/watch?v=1Ziku4FLka4 ). Charo García

“Good morning animals!” Bloom’s taxonomy. According to Bloom’s taxonomy this activity would mainly be in level 1: REMEMBER. Children are matching L2 vocabulary to L1. Although children show understanding (level 2) when they interact with the teacher and say the sound each animal makes. An activity to move higher in this taxonomy would be classifying examples of animals living on the farm and living in the jungle; level 2: UNDERSTAND. We could also reach level 3: APPLY if we ask children to sort out the different farm and jungle animals into a Venn diagram. Irene del Pino

“Good morning animals!” Multiple intelligences. This activity goes through some of the multiple intelligences: Linguistic: they have to relate the names of animals in Spanish and English. Logical-mathematical: children have to count sheep aloud and show the numbers with their fingers. Musical: vocabulary from the song is introduced by the rooster using the tune they are going to listen to later on. Interpersonal: they take part in a discussion during the assembly, e.g. taking turns. Naturalist: they relate what they know about the environment to the new stimuli. Raúl Prado

Storytelling: “Farmyard animals”. Charo García This activity was recorded and it is uploaded on the Mediateca under these links: Visible thinking_part1 https://mediateca.educa.madrid.org/video/dsdq97mih6l84ksk Visible thinking_part2 https://mediateca.educa.madrid.org/video/9ppnkamhyhxz571u Charo García

Storytelling justification. This story is going to help us to review the vocabulary that the kids have learned (feelings, colours, and animal noises) and reinforce the animal names we have presented at the beginning of the lesson. Every time a new animal appears in the story, we will greet it using the finger puppets, make their noise, repeat the name of the animal, and ask the children about the animal feelings. We will tell the story again, but this time using the children to show the feelings the different animals have. Nuria León

Storytelling. Visible thinking. Before telling the story, we will show the front cover and ask children questions to make them think. Those will be open questions that relate to the children’s inner world and also previous knowledge, such as: What colour is the pig? (Pink) That’s my favourite colour, what is your favourite colour? Good morning, Mrs Duck, good morning to you. Good morning, Mrs Duck, cuack, cuack, cuack. How does Mrs Duck feel? (Happy) Are you happy today? Everybody, show me a happy face! Does Percival the pig like swimming in the pond? Do you like swimming? (conveying the meaning with gestures). Is this a sheep? (Knowing it is a cow) Oh! Of course, it is a cow. How does a cow go? Do you like cows? What is your favourite farm animal? Raúl Prado

Storytelling. Follow-up activity. We are going to play a guessing-miming game. One child comes to the front of the class and mimes the gestures of one animal. The rest of pupils need to guess and say the name of the animal. We will accept the animal noise as a correct answer if the student can repeat the name of the animal in English after us, given that this is an introduction session and a 3 year-olds class. The student who guesses the animal is the next one to perform. Nuria León

Literacy/phonics. Irene del Pino This activity was recorded and it is uploaded on the Mediateca under this link: Pre-literacy_Phonics_short o: https://mediateca.educa.madrid.org/video/o6bnc7kqlbom5679 Irene del Pino

Literacy/phonics justification. We are going to focus on the short o sound. We will associate the sound to the mouth shape and the sign from the very beginning. After experimenting with the sound in isolation changing intonation, repeating it with different rhythms, playing echo, using a TPR activity… we will show the picture to practice the sound inside different words children are familiar with: dog, frog, hot, stop, hop as well as introduce new ones: rock, log, fox and on. When we have worked and repeated all the words enough times, we will use the visible thinking approach to make up a story based on the image shown on the previous slide. Raúl Prado