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Lesson Plan Learning Animals

Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
Lesson Plan Learning Animals
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Target Vocabulary Language Lesson

In this lesson plan, I will test the students receptive and productive knowledge of the target words. I will use a variety of techniques including drilling, visual aids, auditory aids, and incidental grammar opportunities to help the students learn the words.

Target Vocabulary:
Animals in the Zoo (Bear, Zebra, Lion, Tiger, Gorilla, Giraffe, Elephant, Panda, Monkey, and Crocodile)

Pre-task Vocabulary introduction - Receptive knowledge

Materials:
Video of a Zoo with different animals
Bingo card with names of animals
Markers or small items to place on bingo card

Task: Students will watch a muted video of a Zoo. As they watch the video without sound I will ask “What animals do you see?” Students will place a marker on the animal they see on the bingo card. Once they place the marker, they will say “I see an alligator”. Then, they will repeat the animal’s name three times.


2. Pre-task Vocabulary Implementation - Speaking and Pronunciation

Materials: Bingo card with names of animals

Activity: In this game, I will begin by saying a statement that includes an animal that we see on the bingo card. “We go to the Zoo and see Alligators” then the students will repeat the first statement and add their own animal. They will look at the Bingo sheet for guidance on which animals they can choose from. Here is an example:

“We go to the Zoo and see Alligators”
“We go to the Zoo and see Alligators and Bears”
“We go to the Zoo and see Alligators, Bears, and Lions”
“We go to the Zoo and see Alligators, Bears, Lions, and Zebras”

3. Task - Productive

Materials: Picture Flash cards WITHOUT the names of the animals

Activity: I will point to animals and tell the student which animal it is and then ask for them to repeat the animal back to me.

I will adapt a model discussed by Barcroft in 2015 in his article on “Can retrieval opportunities increase vocabulary learning during reading? Foreign Language Annals.” In this article he discusses the acquisition benefit students will have when they retrieve words after they heard them. I will say “Here is an alligator. The alligator is in the Zoo. What animal is in the Zoo? It starts with an ‘A’?”. This will elicit the response “Alligator”. I will continue to do this with other animals.

If the student is having trouble remembering the animal, they may retrieve the animal from a word bank where all of the animals that we are learning are listed.

2. Post-Task

Materials:
Flash cards with different animals on them (without the names)
A photo of a Zoo gate

This task was adapted from Natsuku Shintani’s academic articles on incidental grammar acquisition.

I will give the students a variety of cut out flash cards with images of different animals on them. Some flash cards will have more than one animal on it and others will have one animal on it. This will elicit a incidental grammatical-form learning aspect to the exercise. It is my goal for the students to implicitly learn the vocabulary in an activity where we “help the zoo”.

I will say “The zoo keeper needs the alligator. Take the alligator to the Zoo.” Then the students will take the alligator card and place it in the Zoo.


3. Optional (Post-task)

Materials: Additional flash cards of water, food, etc.

Now I will combine the new words we learned with words that are frequently used with certain verbs to help the students learn collocations.

For example, I will say “Now the alligator needs water”. The students will find the alligator and water card and put them together.

Then I will say “What did the alligator need?” and the student will say “water”.

4. Post Task - check for comprehension

In order for students to fully grasp the vocabulary, it is important that we recycle the vocabulary so they have as many occurrences as possible with the target words as seen in the lesson above. Additionally, we also might need to re-introduce the vocabulary in the future so that it is not forgotten. The week after this lesson was given, it might be beneficial for the students to do a quick 5 minute cross word with the words.




References:

Shintani, Natsuko. "The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners." TESOL Quarterly. N.p., 24 May 2014. Web. 10 May 2017.

Shintani, Natsuko. "Tracking 'learning Behaviours' in the Incidental Acquisition of Two Dimensional Adjectives by Japanese Beginner Learners of L2 English." Language Teaching Research. N.p., 2014. Web. 10 May 2017.

Barcroft, J. (2015). Can retrieval opportunities increase vocabulary learning during reading? Foreign Language Annals, 48(2), 236-249


Total Pages
24 pages
Answer Key
N/A
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