Grade 1 English First Additional Language: Animals Around Us – Week 10 Term 3

1. Animal

A living creature like a cat, dog, or cow

2. Sound

The noise an animal makes (moo, bark, meow)

3. Big/Small

Size words to describe how large or little something is

4. Farm

A place where animals like cows and sheep live

5. Pet

An animal that lives with people like a cat or dog

Hook Activity:

Teacher plays animal sounds (from phone/CD) and asks learners to guess which animal makes each sound. Use sounds for: cow (moo), dog (woof), cat (meow), sheep (baa), goat (meh).

Introduction Activities:

• Greet learners with “Good morning! How are you?” and encourage responses
• Show picture cards of farm animals and pets
• Introduce the lesson: “Today we will learn about animals in English!”
• Review any animal names learners might already know

Direct Instruction (8 minutes):

• Show large pictures/flashcards of animals one by one
• Say each animal name clearly: “This is a cow. Cow. C-O-W.”
• Have learners repeat after you 3 times
• Make the animal sound and encourage learners to join in
• Use simple descriptions: “The cow is big. The cow says moo.”
• Animals to teach: cat, dog, cow, goat, sheep

Guided Practice (10 minutes):

• Total Physical Response: “Show me a cow” (learners point to picture)
• Animal Actions: “Walk like a cow” (learners move around classroom)
• Sound Game: Teacher makes animal sound, learners name the animal
• Size Game: “Show me a big animal” / “Show me a small animal”
• Practice simple sentence: “I see a cow” / “The cow is big”

Independent Practice (7 minutes):

• Picture Matching: Learners match animal pictures to sounds
• Circle Time: Each learner names one animal they like
• Drawing Activity: Draw their favourite animal from the lesson
• Partner Practice: Work in pairs, one makes sound, other guesses animal

Consolidation Activity:

Sing the action rhyme “Old MacDonald Had a Farm” using only the animals learned in today’s lesson. Encourage learners to make actions and sounds for each animal.

Exit Ticket:

Each learner whispers one animal name in the teacher’s ear before leaving the classroom. Teacher gives positive feedback: “Yes! That’s a cow. Well done!”

📝 Formative Assessment

• Observe learners pointing to correct animals during TPR activities
• Listen to pronunciation during choral repetition
• Check understanding through animal sound matching game
• Monitor participation in action rhymes and movements

📋 Summative Assessment

• Exit ticket – naming one animal correctly
• Drawing and labeling favorite animal (with teacher support)
• Simple oral assessment: responding to “Show me the…” instructions

🤝 For learners who need support:

• Use more visual cues and gestures
• Allow responses in home language first, then English
• Provide extra modeling and repetition
• Use peer buddies for support
• Accept pointing instead of verbal responses initially

🚀 For advanced learners:

• Introduce additional animal vocabulary (horse, pig, chicken)
• Encourage simple sentence construction: “The dog is brown”
• Ask them to help teach other learners
• Use descriptive language: “The big, brown cow”
• Introduce “Where does the animal live?” questions

♿ For learners with barriers:

• Use large, clear picture cards
• Provide additional processing time
• Use tactile experiences (toy animals)
• Allow alternative communication methods
• Break instructions into smaller steps

✅ What worked well:

[To be completed after lesson – Note learner engagement, effective activities, pronunciation progress]

🔧 What could be improved:

[To be completed after lesson – Identify challenges, timing issues, activities that need modification]

📝 Notes for next lesson:

[To be completed after lesson – Plan for reinforcement, extension activities, individual learner needs]