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.
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”.

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.

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