Level:

Teacher: Gourari Mohamed Ilyas School: Bendjouka Djillali

4PS
Sequence 05: Animals Section 01: Farm Animals
Session 01: I sing and have fun / I listen & Domains: Oral Comprehension / Oral
repeat Production
Target Competence: Comprehend oral messages and identify the meaning of words,
expressions and sentences in familiar context. /Interact orally in communicative situations
related to the learner’s immediate environment.

Session Objective: By the end of the lesson, the learner will be able to name and identify farm
animals such as: cow, sheep, goat, chicken, chick, sheep, horse, duck, donkey, mouse.
Subsidiary Objective: The learner will be able to name and identify animals’ food such as:
grass, seeds/grains, insects.
Anticipated Problems: The learner might get confused between the animals.

Solutions: The teacher must use constant repetition, gestures, sounds, and flashcards to show
the differences.
Materials: Flashcards - The White Board- Audio Speakers.

 Intellectual competency: The learner discovers the relationship between the context,
Cross curricular

paralinguistic features and the meaning of words, expressions and sentences.

competences

 Methodological competency: The learner makes use of the context and paralinguistic
features to identify the meaning of words, expressions and sentences.
 Communicative competency: The learner reacts to verbal and non-verbal messages
to show understanding.
 Personal and social competency: The learner Considers the context and
paralinguistic features when interacting orally.
Procedure
 The teacher greets the learners and reviews the previous sequence using T-L
flashcards. T-L
Warmer
10 mn

 The teacher reviews the lesson of 'pets and their body parts,' previously T-L
covered in the 3rd year.
 The teacher plays a song related to the topic and ask the learners to sing
along.
  The teacher places the "farm animals" flashcards on the board and asks the T-L
learners to identify and name them.
 The teacher points at the flashcard and says the animal’s name, then asks the T-L
learners to repeat chorally then individually.
 The teacher reminds the learners that in the previous sequence they have delt T-L
with food. Building on that knowledge he asks: what do these animals eat?
 The teacher explain (using flashcards) that some farm animals eat grass, T-L
others eat grains others eat insects.
 The teacher mentions a flashcard and asks a learner to show the flashcard of T-L
that same name on the board.
 The teacher points at a flashcard and asks a learner to name it. T-L
 The teacher asks the learners to close their eyes while he hides a flashcard. T-L
Then, he asks what’s missing?
Install Resources

 The teacher writes and assigns a number to each flashcard and asks the T-L
learners to write the number corresponding to a random flashcard he chooses on
their slates. T-L
30 mn

 The teacher performs the following scene couple of times while pointing to the
flashcards (Uses
gestures - facial expressions - intonation) and asks the learners to extract any
relevant words:

 Dad: Look at the animals in the farm. What is your favourite one?
 Son: I love the horse. It is strong and beautiful.
 Daughter: I prefer the rabbit. Its fur is beautiful.
T-L
 Mom: Look at the chicken and its chicks.
 Daughter: Do they eat grass?
 Dad: No, they eat grains.
 The teacher listens to the words shared by the learners and asks them to
repeat the following T-L
words and expressions: Look at the animals in the farm. /What is your favourite
one? /I love the horse. It is strong and beautiful. /I prefer the rabbit. Its fur is
beautiful. /Do they eat grass? /No, they eat grains.
 The teacher performs the scene and substitutes the keywords.
 The teacher invites the learners to the board and asks them the following T-L
Assessment

questions (while pointing to the flashcards):

05 mn

 Look at the animals in the farm (points to the flashcards). What is your
favourite one?
 Do you like the horse?
 Does it eat grass?