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Objectives

General

To Understand likes and dislikes in the farm animals context

Specific

To identify vocabulary related to farm animals

To recognize vocabulary related to farm animals in the context of a story

To organize a sequence of a story


Theoretical framework for Materials Development

Needs analysis

Research question: How do first grade students develop their listening skill through
short stories at Colombus American School?

Context: Colombus American School.

Theoretical framework:
Nuez at al, 2009, presents a series of 8 components for materials development. 1. Needs
assessment 2. Approach and design 3. Goals and objectives 4. Building the syllabus 5.
Creating or adapting materiasl. 6. Revising and evaluating. 7. Piloting 8. Adjusting.

Second language acquisition principles: (Tomlinson, 1998)

Achieve impact through novelty, variety, attractive presentation and

appealing content.

Help learners to feel ease: students learn in shorter time and being relaxed

Readiness

Draw learners conscious and unconscious attention to linguistic features.

Provide opportunities for communicative purposes.

Take into account students different learning styles

Allows for a silent period

Learning strategies Approach: explicit: learners are aware of what and where they are
learning. (Tomlinson, 2011)

Vision of language: functional: language that we use to perform various functions


(expressing likes and dislikes) (Tudor, 2001)

Theory of language learning:


-

The role of affect: The interaction of students with learning activities is shaped by
cognitive, psychological and experiential factors that generate affective interaction

with the learning process (Tudor, 2011)

Language teaching: indirect: it helps learners to discover thing for themselves.


(Tomlinson, 2011)

Language learning approach: Muti-dimensional approach: aims learners to develop the


ability to produce and process an L2 by using their mental resources in ways similar to
those they use when communicating in L1 (Tomlinson, 2000)

Innovation: At Colombus American School, a research based on English skills has


never been developed. In this case this innovation will help students and teachers to
address their need and try to find the correct path to overcome those.

Listening

Pre-listening

Learning strategy: using sounds to identify farm animals

1. As you listen to different animal sounds, number the pictures.

2.

Learning strategy: using imagery to evoque previous knowledge

Draw a line to join pictures to the words.

Caw

Pig

Cat

Dog

Horse

Chicken

Sheep

Duck
Look a calf!
Pictures taken from: http://doginstructions.com/farm-animals-clip-art-pinterest.html

Animal facts!
Do you know what the name of the
baby cow is?

Yes, the name of the


baby caw is calf

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Desinged by: Natalia Snchez Narvez

Learning strategy: using art and craft to motivate listening


comprehension

3. Color and decorate a farm animal mask and be ready to listen an amazing story.
(find it in the cut out session).

Pictures taken from:


http://www.cambridgeeducationaltoys.com/index.php?main_page=product_info&pro
ducts_id=125

While listening
Learning strategy: using imagery and the context to complete a story

4. Listen to Old McDonalds farm story, then complete the missing words
according to the picture.

Old McDonalds Farm


Old McDonald has a farm, in the farm there is a calf.
Mow, mow. Hello baby. Hello. Whats the matter?. Im hungry, where is
my mummy-? Oh dear Im busy now, ask the
__dog____
Hello Hello dog whats the matter? Im hungry, where is my mummy? Oh
baby, I dont know, ask the
_______
Hello baby Hello sheep. Whats the matter?. Im hungry, where is mummy?
Poor baby, I dont know, ask the
______
Hello baby. Hello duck.- whats the matter?. Im hungry, where is my
mummy? Poor baby, I dont know, ask the
________
Hello baby. Hello horse. whats the matter. Im hungry,
where is my mummy? Poor baby, I dont know.
The little calf is very sad; suddenly old McDonald appears.
come here baby, I can help you now. Oh. here is your
mummy. oh mum, mum hello, mummy, mow, mow.
Hello baby. Now you can have some milk.
Taken from: https://www.youtube.com/watch?v=MS6D-5o5jTo Adapted by: Natalia Snchez Narvaez

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Desinged by: Natalia Snchez Narvez

5.
6.

Post-listening.

Learning strategy: using imagery to sequence a story

listen again and write numbers to secuence the story.

Pictures adapted from: https://www.youtube.com/watch?v=MS6D-5o5jTo

Learning strategy: asking for information

7. Work in pairs. Ask a partner about his/her favorite farm animal and draw it.

My friends
favorite farm
animal is:
______________

I like and I dont like are


present simple forms of
the verb like. We use
the present simple to
talk about things that
are true now.

Affirmative
Negative

I like
I dont like

I like pigs but I dont


like cats

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Desinged by: Natalia Snchez Narvez

Learning strategy: using clues to apply a grammatical pattern

8. Look Lucys animal likes. Then complete the sentences below

Lucy
a.

b.

c.

I dont like cows


d.

I ____________ sheeps

e.

I _____________ ducks

I ____________ horses

I ____________ dogs
Learning strategy: using clues and personal information to complete sentences

9. Now write about you, draw a

if you like the animal and a

if you dont like it.

Share the information with your classmates.

a. I _______________

cows

d. I _______________

sheeps

b. I _______________

horses

e. I _______________

ducks

c. I _______________

dogs

10. Work in groups of five and design a toilet roll farm animal. Use the
following materials.
1. Toilet roll
2. Colors
3. Printer
4. Scissors
5. Glue
Enjoy this amazing project
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Desinged by: Natalia Snchez Narvez

Yes

Needs to
improve

I enjoy English class


I participate in all the
activities
I enjoy in group activities
I identify the vocabulary
about farm animals
I recognize vocabulary about
farm animals in the context of
a story
I follow the sequence of a
story
I understand the use of like
and dont like

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Desinged by: Natalia Snchez Narvez