Hi!

4 On the Farm CLASSROOM MATERIALS

OVERVIEW
Introduction. cow, hen, horse, pig, sheep
New sounds. /iː/
Vocabulary. eggs, meat, milk, wool
Entrepreneurs. What products come from animals? What
different sounds do animals make?
Flashcards
Flashcards 27-35 should be used throughout this unit to
present and review vocabulary.
Poster
The unit 4 poster can be used to help pupils gain
confidence and develop their language skills in the
following areas:
• Unit language: farm animals, animal products.

Story. Felix the Farmer •R

Think. Why do some animals live on a farm? What are
their characteristics?
ICT. Game: Animal sounds
Get ready! Video: How to Make an Animal Headband
Apply. Final task: Our Farmyard Friends performance
Time for me. Portfolio work: An animal collage
 ecycled language: numbers 1-6, parts of the body
(unit 2), hot and cold and items of clothing (unit 3).
STORY CARDS
The unit 4 story introduces us to Felix the farmer and
the animals that live on his farm. The story offers simple
answers to the questions posed in the Entrepreneurs
section that can then be built upon:

Evaluation. Unit review • What products come from animals? (food and materials)
•W
 hat different sounds do animals make? (baa, cluck,
moo, neigh, oink)
DISCUSSION TOPICS AND VALUES
It also answers the story questions:
•W
 hat products come from animals?
•W  ho makes milk? (cow)
•W
 hat different sounds do animals make?
• What does hen do to help? (lays some fresh eggs)
•W
 hy do some animals live on a farm?
Story card 1
•W
 hat are their characteristics? In story card one, we meet Felix the farmer and his
animal friends. Encourage pupils to identify the unit
LANGUAGE vocabulary in the Find box: a cow, a hen, a horse, a pig
and a sheep.
Routines
Story card 2
How are you?
I’m fine, thanks! In story card two, Mr. Chat helps Felix clean the barn. It’s
very hard work! In the Find box, you will find vocabulary
Look! recycled from previous units for pupils to find in the
Listen! picture.
Numbers 1-10
Story card 3
Extra resources In story card three, four of the five animals say thank you
barn, sock, busy, hungry, tired to Mr. Chat. Pig is not included in this part of the story.
The vocabulary in the Find box combines numbers,
colours, recycled and unit vocabulary.
Story card 4
In the fourth story card, Felix and Mr. Chat look for pig.
They find him asleep in the barn, in his clean bed. The
unit mystery object (a piece of cheese) is hidden in this
story card (behind the straw). The vocabulary in the
Find box combines numbers, colours, recycled and unit
vocabulary.

FINAL TASK
The final task of the unit is to make animal headbands
and sing along to the unit song. A video is available in
the digital book to help explain how to complete the
task step by step.
Materials: animal headband press outs, elastic bands,
a hole punch, things to decorate the headbands with
(cotton wool, feathers, etc.).

58
 ¡Hola!

4 On the Farm MATERIALES DE AULA

RESUMEN
Introduction. cow, hen, horse, pig, sheep
New sounds. /iː/
Vocabulary. eggs, meat, milk, wool
Entrepreneurs. ¿Qué productos obtenemos de los ani-
males? ¿Qué sonidos emiten los animales?
Story. Felix the Farmer
Think. ¿Por qué algunos animales viven en una granja?
¿Cuáles son sus características?
ICT. Juego: Sonidos de animales
Get ready! Vídeo: How to Make an Animal Headband
Apply. Tarea final: Actuación de nuestros amigos de la
granja
Time for me. Trabajo para el portfolio: un collage de ani-
males
Evaluation. Repaso de la unidad
TEMAS DE DEBATE Y VALORES
• ¿Qué productos obtenemos de los animales?
• ¿Qué sonidos emiten los animales?
• ¿Por qué algunos animales viven en granjas?
• ¿Cuáles son sus características?
LENGUAJE
Routines
How are you?
I’m fine, thanks!
Look!
Listen!
Numbers 1-10
Extra resources
barn, sock, busy, hungry, tired
Tarjetas de vocabulario
Se deberían utilizar las Flashcards 27-35 a lo largo de la
unidad para presentar y repasar vocabulario.
Mural
El póster de la unidad 4 se puede utilizar para ayudar a
los estudiantes a ganar confianza y desarrollar sus habi-
lidades del lenguaje en las siguientes áreas:
•V
 ocabulario de la unidad: animales de granja, produc-
tos animales.
•V
 ocabulario de unidades anteriores: números 1-6, par-
tes del cuerpo (unidad 2), caliente y frío, y prendas de
vestir (unidad 3).
TARJETAS DEL CUENTO
El cuento de la unidad 4 nos presenta a Félix el granjero
y a los animales que viven en su granja. El cuento ofrece
respuestas sencillas a las preguntas formuladas en la
sección Entrepreneur:
•¿
 Qué productos obtenemos de los animales? (comida
y materiales)
•¿
 Qué sonidos emiten los animales? (balar, cloquear,
mugir, relinchar, gruñir)
También responde a las preguntas del cuento:
• ¿De dónde procede la leche? (de vaca)
• ¿Qué hace la gallina para ayudar? (pone huevos frescos)
Tarjeta del cuento 1
En la tarjeta 1 del cuento, conocemos a Félix el granjero
y a sus amigos los animales. Anime a los estudiantes a
identificar el vocabulario de la unidad en la Find box:
una vaca, una gallina, un caballo, un cerdo y una oveja.
Tarjeta del cuento 2
En la tarjeta del cuento 2, Mr. Chat ayuda a limpiar el
granero. ¡Es un trabajo muy duro! En la Find box, encon-
trará vocabulario de unidades anteriores para que los
escolares lo encuentren en la ilustración.
Tarjeta del cuento 3
En la tarjeta del cuento 3, cuatro de los cinco anima-
les dicen gracias a Mr. Chat. El cerdo no está incluido
en esta parte del cuento. El vocabulario en el Find box
combina números, colores, vocabulario ya estudiado y
de la unidad.
Tarjeta del cuento 4
En la tarjeta del cuento 4, Félix y Mr. Chat buscan al
cerdo. Lo encuentran dormido en el granero, en su cama
limpia. El objeto misterioso de la unidad (un trozo de
queso) está escondido en esta tarjeta (detrás de la paja)
El vocabulario en el Find box combina números, colores,
vocabulario ya estudiado y de la unidad.

TAREA FINAL
La tarea final de la unidad consiste en hacer vendas y
cantar la canción de la unidad. Hay disponible un vídeo
en el libro digital que ayuda a explicar cómo completar
la tarea paso a paso.
Materiales: troqueles para la cinta para la cabeza en
forma de animal, gomas, una perforadora, objetos para
decorar la cinta animal con algodón, lana, plumas, etc.

59
 Hi!
4 On the Farm 19

I N V E ST IG AT E

I ntroduction
Extra resources

15
• Say the ‘Hey, Hey’ chant. New sounds
Trace the path that takes Mr. Chat to the farm.
Hey, hey, hello hen! Phonemic symbol: iː
Hey,
Hey,
hey, hello sheep!
hey, hello cow!
Phonemic transcription
∫iːp sheep
Pupils choose and trace the correct path to the farm.
Hey, hey, hello pig!

Point at the animals on the farm and say their names.

Hey, hey, hello horse
Hey, ho, to the farm we go!

Which animal from the song is missing? Draw it!

Flashcards
cow, hen, horse, pig, sheep

• Look, listen to your teacher and say the words on the flashcards. Which animal
Pupils point at the animals on the farm and say their
has only got 2 legs?

• Trace the path that takes Mr. Chat to the farm.

• Point at the animals on the farm and say their names. Which animal from the song
is missing? Draw it! names. They should also guess which animal is missing
from the song and draw it (the sheep).
FINAL TASK
N ew sounds • Divide into 5 groups:
cows, hens, horses,
Find the mouse in the picture. Circle it.
pigs and sheep.
16 • Listen to the sound.
• Imagine you’re a mouse! Practise the sound.
Ask pupils to find the mouse that is hidden in the
• Find the mouse hidden in the picture. Circle it. picture and circle it.

Extra resources
Routine 1: Opener. Refer to the routines section on the
following page. Phonemic transcriptions
Routine 2: TPR. Refer to the routines section on the /fiːp/ 8 sheep
following page. The phonemic transcription is included for your reference
only.
Warmer
Extension
Write the words zoo and farm on the board. Pupils
name animals that live in a zoo and on a farm. Finish by
imitating some animals and ask pupils which place they Language: What colour is the …? How many legs
belong to. has it got?
Show the pupils some plastic toy animals. Ask them the
Introduction colour of the animal, for example: What colour is the
15 Say the ‘Hey, Hey’ chant. pig? (pink) You can also ask how many legs it has got.

Audio script available at the end of the Teacher’s Guide.

Language Assistant
Hi

Flashcards
This activity can be repeated in each lesson. Choose
cow, hen, horse, pig, sheep pupils to stand up in front of the class (the number of
pupils in the group can increase over time as they learn
 ook, listen to your teacher and say the words on the
L more numbers). Count how many pupils there are, for
flashcards. Which animal has only got 2 legs? example, from one to five. Then, separate the class into
groups and give them animal names. Count how many
Hold up the flashcards so that pupils can repeat the
horses, hens, pigs, sheep and cows there are: 1, 2, 3 hens,
words. Repeat the process several times until they are
1, 2 pigs … Encourage pupils to count with you as their
familiar with the words.
confidence grows.
Afterwards, ask them the following question: Which
animal has only got two legs? Final task
Divide the class into five animal groups: cows, hens,
Language: It’s got (two/four) legs. horses, pigs and sheep.
Hold up the animal flashcards. Pupils look at how many
legs each animal has got and hold up the same number
Routine 3: Clean up! Say or play the clean-up chant.
of fingers. For example: hen – pupils hold up two fingers.
The words can be found on page 19 of the Teacher’s
Guide.
New sounds
16 Listen to the sound.
Audio script available at the end of the Teacher’s Guide.

Pupils listen to and repeat the sound /i:/.

Imagine you’re a mouse! Practise the sound.
Pupils have to imagine that they are a mouse and imitate
the sound a mouse makes.

60
 ¡Hola!
Trace the path that takes Mr. Chat to the farm.
El alumnado elige y traza el camino correcto hacia la
16
granja.
Point at the animals on the farm and say their names.
Which animal from the song is missing? Draw it!
Los alumnos y las alumnas tienen que señalar los ani-
males que pertenecen a la granja y decir sus nombres.
Además, deberán averiguar qué animal de la canción
falta y dibujarlo.
Extra resources
FInd the mouse in the picture. Circle it.
Dígales que encuentren el ratón escondido en el dibu-
jo y que lo tienen que rodear.
Rutina 1: Introducción. Remitirse a la sección de rutinas
al final de la página.
Rutina 2: TPR. Remitirse a la sección de rutinas al final
de la página.
Calentamiento
Escriba las palabras zoo y farm en la pizarra. Los estu-
diantes nombran animales que viven en un parque zoo-
lógico (zoo) o en la granja (farm). Para terminar, imite
animales y pida a los alumnos y las alumnas que digan a
qué lugar pertenecen.
Introduction
15 Say the ‘Hey, Hey’ chant.
El guion del audio está disponible al final de la propuesta didáctica.
Flashcards
cow, hen, horse, pig, sheep
L
 ook, listen to your teacher and say the words on the
flashcards. Which animal has only got 2 legs?
Muestre las tarjetas para que el alumnado diga los nom-
bres. Repita este proceso varias veces hasta que los
alumnos y las alumnas se familiaricen con las palabras.
Después, pregúnteles qué animal tiene dos patas: Which
animal has only got two legs?
Lenguaje: It’s got (two/four) legs.
Enseñe las tarjetas de los animales. Los estudiantes en-
señan en una mano el mismo número de dedos que pa-
tas tenga un animal. Por ejemplo: hen – sacan dos dedos.
Routines
1 Opener: Teach pupils a chant to practise greetings.
Hello! Hello! How are you today? I’m fine; I’m fine! And
you? How are you? Put pupils in a circle and everybody
sings the chant together.
2 TPR: With pupils in a circle, choose one to stand in
the centre. This pupil imitates the sound of an animal.
The other pupils guess the name of the animal and then
make the sound. Pupils then ask What colour is …? (It’s …)
How many legs has a … got? (It has got … legs.)
New sounds
Listen to the sound.
El guion del audio está disponible al final de la propuesta didáctica.
Los estudiantes escuchan y repiten el sonido fonético /iː/.
Imagine you’re a mouse! Practise the sound.
Los alumnos y las alumnas tienen que imaginar que son
un ratón e imitar su sonido.
Transcripcion fonética
/fiːp/ 8 sheep
La transcripción fonética se incluye solo como referencia.
Ampliación
Lenguaje: What colour is the …? How many legs
has it got?
Enseñe animales de plástico a los alumnos y las alum-
nas. Pregúnteles el color del animal, por ejemplo: What
colour is the pig? (pink) Puede preguntar el número de
patas también.
Auxiliar de conversación
Esta actividad se puede repetir en cada lección. Elija es-
colares para que se levanten delante de la clase (el núme-
ro de alumnos del grupo debería aumentar con el tiempo
a medida que aprendan más números). Cuente cuántos
estudiantes hay, por ejemplo, de uno a cinco, luego se-
pare la clase en grupos de animales. Cuente los caballos
que hay y luego cuente las gallinas, ovejas y los cerdos
que hay: 1, 2, 3 hens. 1, 2 pigs… Anime a los alumnos y las
alumnas a contar según vayan adquiriendo confianza.
Final task
Divida la clase en cinco grupos: cows, hens, horses, pigs
y sheep.
Rutina 3: ¡A recoger! Recite o cante el chant ¡A reco-
ger! Encontrará la letra en la página 19 de la propuesta
didáctica.
Language
Key vocabulary
cow, hen, horse, pig, sheep
Routines
Hello! / How are you today? / I’m fine! And you?
Supporting structures
What colour is …? How many legs has a … got? It has got
… legs.
61
 Hi!
4 On the Farm 20

I N V E ST IGAT E

V ocabulary

Flashcards
cow, hen, horse, pig, sheep
eggs, meat, milk, wool

• Look, listen to your teacher and repeat the words on the flashcards. Match the
products to the animals.
• Play ‘Animal Stations’! Listen to the music and dance. When the music stops,
choose an animal station and stand next to it. If the animal station you are at is
chosen, you have to sit down!
Press outs
Match the animals to the products they give us with
lines.
• Find and press out the animal finger puppets at the back of your book. Your Pupils match the animals to the products that we obtain
from them using lines.
teacher will help you to make them.

17 • Sing the song ‘Our Farmyard Friends’. Don’t forget to wear the animal finger
puppets! Wiggle your fingers when the animals appear in the song.
ICT
Let’s all thank our farmyard friends.
Sheep and horses, pigs, cows and hens.
Sheep go baa baa. Sheep give us wool.
Horses go neigh, neigh. We ride horses - it’s cool.
Cows give us milk. Cows go moo moo.
Hens go cluck cluck, and give eggs to me and you.
Pigs go oink oink. Pigs give us meat.
Our farmyard friends,
All help us and that’s sweet.
Let’s all thank our farmyard friends.
Sheep and horses, pigs, cows and hens.

• Match the animals to the products they give us with lines.

Find the finger puppets at the back of the book and help
Routine 1: Opener. Repeat the activity proposed for pupils to make them.
worksheet 19.
Routine 2: TPR. Repeat the activity proposed for 17 S
 ing the song ‘Our Farmyard Friends’.
worksheet 19. Audio script available at the end of the Teacher’s Guide.

Pupils put the puppets on their fingers and move them

Warmer according to the order they appear in the song.
Play ‘Mirrors’ with one pupil standing in front of another.
Language Assistant
Hi

Pupil A imitates an animal and pupil B copies. Then, they

change roles. Work with small groups. Pupils imitate different animals
and the rest have to guess which animal makes the sound.
Vocabulary
Flashcards Routine 3: Clean up! Say or play the clean-up chant.
cow, hen, horse, pig, sheep The words can be found on page 19 of the Teacher’s
eggs, meat, milk, wool Guide.

 ook, listen to your teacher and repeat the words on the

L
flashcards. Match the products to the animals.
Suggested search engine keywords
Old Macdonald Had a Farm 50 mins compilation
Repeat the names of the animals and their products
using different voices and different moods: happy, sad
and angry. Later, ask pupils to match the animals to their
corresponding products. Notes

Language: Is it a …?
Review the names of animals and products using the
structure Is it a ...?
Put the flashcards on your head and play Is it a cow?
We have to find out which animal is on the flashcard
with the help of pupils. They respond with Yes, it is or
No, it isn’t.

Play ‘Animal Stations’!

Play ‘Animal Stations’. Pupils listen to the music and
dance. When the music stops they choose an animal
station and stand next to it. If the station where the pupil
is standing is chosen, they have to sit down.
Press outs

Find and press out the animal finger puppets at the

back of your book. Your teacher will help you to make
them.

62
 ¡Hola!
Match the animals to the products they give us with
lines.
Los alumnos y las alumnas unen con flechas los ani-
males con los productos que obtenemos de ellos.
Rutina 1: Introducción. Repita la actividad que se pro-
pone para la ficha 19.
Rutina 2: TPR. Repita la actividad que se propone para
la ficha 19.
Encuentre las marionetas de dedos al final del libro, y
ayude a los alumnos y las alumnas a hacerlas.
13 Sing the song ‘Our Farmyard Friends”
El guion del audio está disponible al final de la propuesta didáctica.
Los alumnos y las alumnas se ponen las marionetas en
sus dedos y las mueven según vayan apareciendo en la
canción.
Auxiliar de conversación
Trabaje con grupos reducidos. Los estudiantes imitan
distintos animales y el resto tiene que adivinar de qué
animal se trata.

Calentamiento
Juegue a ‘Mirrors’, un estudiante enfrente de otro. A imita Rutina 3: ¡A recoger! Recite o cante el chant ¡A reco-
lo que da un animal, B responde, y luego se cambian los ger! Encontrará la letra en la página 19 de la propuesta
roles. didáctica.

Vocabulary
Palabras clave sugeridas para el buscador
Flashcards
Old Macdonald Had a Farm 50 mins compilation
cow, hen, horse, pig, sheep
eggs, meat, milk, wool
Notas
L
 ook, listen to your teacher and repeat the words on the
flashcards. Match the products to the animals
Repita los nombres de los animales y sus productos con
diferentes voces y estados de ánimo: feliz, triste y enfa-
dado. Luego, pida a los estudiantes que unan los anima-
les con sus productos correspondientes.

Lenguaje: Is it a …?
Repase los nombres de los animales y productos con
la estructura Is it a …?
Ponga las tarjetas en la cabeza y juegue a Is it a cow?
Tenemos que averiguarlo con la ayuda de nuestro
alumnado. Responden con Yes, it is o No, it isn’t.

P
 lay ‘Animal Stations’!
Juegue a ‘Las Estaciones de Animales’. Los estudiantes
escuchan música y bailan. Cuando la música se para,
eligen una estación y se quedan allí. Si la estación donde
está el alumno es elegida, tendrá que sentarse.
Press outs

Find and press out the animal finger puppets at the

back of your book. Your teacher will help you to make
them.

Language
Key vocabulary
cow, hen, horse, pig, sheep,
eggs, meat, milk, wool
Supporting structures
Is it a …?
Yes, it is. / No, it isn’t.

63
 Hi!
4 On the Farm 21

I N V E S T I G AT E

E ntrepreneurs
Extra resources

• Think and share your ideas with the class. Story

– What products come from animals? Language
– What different sounds do animals make? barn, sock,
busy, hungry, tired

S tory

Story opening routine:

1, 2, 3.
Circle the animals from the story.
Look at me.
1, 2, 3.
Listen to me. This activity should be completed after listening to the
story to check pupils’ comprehension.
1, 2, 3.
Shhhhhhh…

18
• Look and listen to the story ‘Felix the Farmer’. Answer the questions.
ICT
– Who makes milk?
– What does hen do to help?
FINAL TASK
• Circle the animals from the story. • In your animal groups, decide
on an object to use in the
• Find Mr. Chat’s hidden object in the story pictures. (Clue! A mouse likes to eat final task to represent your
animal.
this type of food.)

Story closing routine:

From 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
That is the end!

18 L
 ook and listen to the story ‘Felix the Farmer’. Answer
Routine 1: Opener. Refer to the routines section on the the questions.
ICT
following page.
Audio script available at the end of the Teacher’s Guide.
Routine 2: TPR. Refer to the routines section on the
following page. Pupils listen to the story via the story cards or the digital
book. When the story is finished, ask them the questions:
Who makes milk? (cow) What does hen do to help? (lays
Warmer an egg).
Introduce the vocabulary in the Extra Resources section
Language: What’s the name of this animal? It’s a… before or after the story. Use the pictures in the story to
Using the flashcards from the TPR routine, organise explain the words barn and sock, and mime the adjectives
pupils into small groups and ask them to separate the busy, hungry and tired to pupils.
animals into three groups, the farm, the zoo and pets.
Before starting, review the names of the animals. The F
 ind Mr. Chat’s hidden object in the story pictures. (Clue!
animals that don’t appear in the story are the dog, A mouse likes to eat this type of food).
the hamster, the cat and the tiger. Ask them What’s the
name of this animal? Answer with It’s a… Pupils have to guess and find Mr. Chat’s mystery object
(cheese) in the story card pictures. To finish, follow the
story closing routine.

Entrepreneurs Final task

Think and share your ideas with the class. In their assigned animal groups, pupils have to decide
which object will represent them in their performance.
Ask pupils the questions and let them respond in their For example, the sheep group could choose wool.
own way, with words or gestures for example. There is
more information about how to work on this section
in the first section of the Teacher’s Guide. If the pupils Routine 3: Clean up! Say or play the clean-up chant.
use gestures to express their ideas, help them with any The words can be found on page 19 of the Teacher’s
associated new vocabulary. Guide.
The answers to the first question could include: milk,
eggs, wool etc. Explain to them that the sounds animals
make are different in different languages and give an Notes
example. Play with them to review the animal vocabulary
by imitating the sounds the animals make.

Language: Look! / Listen! / Numbers 1-10

Story
Before starting to read the story, help pupils to settle
down by following the story opening routine. Remember
that this routine is also available as an audio in the digital
book.

64
 ¡Hola! Press outs
Story
Circle the animals from the story.
Antes de empezar a leer el cuento, ayude a los estudiantes
Esta actividad debe completarse tras escuchar el a calmarse, siguiendo la rutina de introducción al cuento.
cuento para comprobar su comprensión. Recuerde que esta rutina también está disponible como
audio en el libro digital.
El guion del audio está disponible al final de la propuesta didáctica.

Rutina 1: Introducción. Remitirse a la sección de rutinas
al final de la página.
Rutina 2: TPR. Remitirse a la sección de rutinas al final
de la página.
Calentamiento
Lenguaje: What’s the name of this animal? It’s a…
Utilizando las tarjetas de la rutina TPR, organice a los
estudiantes en pequeños grupos y pídales que sepa-
ren los animales en tres grupos, de granja, del zoo y
mascotas (pets). Antes de empezar, repase los nom-
bres de los animales. Los animales que no aparecerán
en el cuento son el perro (dog), el hámster (hamster),
el gato (cat) y el tigre (tiger). Pregúnteles What’s the
name of this animal? Responden con It’s a…
18 Look and listen to the story ‘Felix the Farmer’. Answer
ICT the questions.
Los alumnos y las alumnas escuchan el cuento usando
las tarjetas del cuento o el libro digital. Cuando acabe
el cuento, pregunte: Who makes milk? (cow) What does
hen do to help? (lay an egg).
Introduzca el vocabulario en la sección Extra Resources
antes del cuento o después. Utilice los dibujos del cuento
para explicar a los estudiantes las palabras barn y sock, y
mimetice los adjetivos busy, hungry y tired.
F
 ind Mr. Chat’s hidden object in the story pictures.
(Clue! A mouse likes to eat this type of food.)
Los escolares tienen que adivinar y encontrar el objeto
secreto de Mr. Chat (queso) en las imágenes del cuento.
Dígales la pista: A los ratones les encanta este tipo de
comida. Para terminar, siga la rutina de cierre del cuento.

Final task
Entrepreneurs
En los grupos de animales, los alumnos tienen que deci-
T
 hink and share your ideas with the class. dir el objeto que representará a su animal. Por ejemplo,
Los escolares reflexionarán sobre las siguientes pregun- ovejas-lana.
tas:
– ¿Qué productos obtenemos de los animales? Rutina 3: ¡A recoger! Recite o cante la canción ¡A reco-
– ¿Qué sonidos emiten los animales? ger! Encontrará la letra en la página 19 de la propuesta
Pregúnteselo a los estudiantes y deje que respondan a su didáctica.
manera, con palabras o gestos, por ejemplo. Hay más in-
formación sobre cómo trabajar esta sección en la prime-
ra sección de la propuesta didáctica. Si el alumnado usa
Notas
gestos para expresar sus ideas, ayúdele con cualquier
vocabulario nuevo asociado.
Las respuestas a la primera pregunta podrían incluir: le-
che, huevos, carne, lana, etc. Explíqueles que los animales
también hablan en inglés y por ese motivo sus sonidos
suenan un poco diferentes. Juegue con ellos a repasar el
vocabulario de los animales imitando sus sonidos.

Lenguaje: Look! / Listen! / Numbers 1-10

Routines Language
1 Opener: To combine the greetings with the vocabulary Extra resources
in the unit and the chant, represent the five animals that barn, sock
appear in the Introduction section. Pupils have to guess
busy, hungry tired
the animals and then greet them with Hello cow! for
example, before listening to the chant. What’s the name of this animal? It’s a…
2 TPR: Make a copy of worksheet 21 and cut the animals Look! / Listen! / Numbers 1-10
out to create cards. Each animal should be repeated at
least 3 times. Mix all the animals up and give one card
to each pupil. They have to find all of their classmates
who have got the same animal. When all the groups are
formed, each group says the name of their animal.

65
 Hi!
4 On the Farm 22

I N VE S T I G AT E

T hink

• Think and share your ideas with the class.

– Why do some animals live on a farm?
– What are their characteristics?

I CT Colour. Match the animals to the sounds with lines.

• Listen to the animal sounds. Which animal makes each sound?
First, pupils imitate the sounds and then, with your help,
19

• Colour. Match the animals to the sounds with lines.

ICT • Play ‘Animal Match’. Listen to the sound and then choose the animal that makes
the sound. they identify the animals and their different sounds and
match them with lines. They can colour the drawings
G et ready! before, or after completing the activity.
Press outs
FINAL TASK
• Rehearse and prepare for
your performance!

ICT • Watch the video ‘How to Make an Animal Headband’ in preparation for the final
task.

• Decorate the headband of your animal group.

? Extra help
Routine 1: Opener. Repeat the activity proposed for
worksheet 21.
Routine 2: TPR. Repeat the activity proposed for Language: He is a… / She is a…
worksheet 21. As the class completes the ICT activity, pupils can
play at imitating sounds. Assign an animal to a boy
and a girl. Both have to imitate the sound so that their
Warmer
companions can guess the animal, using the structure
He is / She is.
Language: I am… / You are…
Play ‘Animal Sounds’. Imitate the sound of an animal
for pupils to guess which one it is. After naming the Get ready!
animal, point to yourself and say I am a horse. Then
point at them and say You are a cow. Pupils have to ICT Watch the video ‘How to Make an Animal Headband’ in
make the sound of a cow. preparation for the final task.
Pupils watch the video to learn how to make their
headband for the final task.
Think
Press outs
Tip!
Tip!
Decorate the headband of your animal group.
Bring photographs and pictures of animals from magazines
or prepare images of animals on the digital board.
Pupils decorate the press outs according to their assigned
T
 hink and share your ideas with the class. animal group.
Ask pupils to bring in pictures of animals and separate
them into ones that live on a farm and ones that don’t. Final task
Invite them to tell you the characteristics of the animals: Pupils rehearse and prepare for their performance in the
how many legs they have got, what colour they are, what final task.
sounds they make etc.

Extension Routine 3: Clean up! Say or play the clean-up chant. The
Divide the pictures of the animals on the board, according words can be found on page 19 of the Teacher’s Guide.
to the number of legs (2 or 4), and encourage pupils to
count them. Suggested search engine keywords

ICT Animal Crafts – Kiz Club

15 Listen to the to the animal sounds. Which animal makes

Notes
which sound?
Audio script available at the end of the Teacher’s Guide.

ICT Play ‘Animal Match’. Listen to the sound and then choose
the animal that makes it.
Pupils will learn how to use a computer mouse. They will
listen to the sounds, identify the animal that makes it and
click on it with the mouse.

66
 ¡Hola!
? Ayuda extra
Colour. Match the animals to the sounds with lines.
Los estudiantes imitan los sonidos primero y con su Language: He is a… / She is a…
ayuda van identificando los animales, los diferentes A medida que la clase vaya completando la actividad
sonidos y los unen con una flecha. Pueden colorear de ICT, los alumnos y las alumnas pueden jugar a imitar
los dibujos antes o después. sonidos. Asigne a un niño y una niña un animal. Ambos
tienen que imitar el sonido para que sus compañeros
adivinen el animal, utilizando la estructura He is/She is.

Rutina 1: Introducción. Repita la actividad que se pro-

pone para la ficha 21. Get ready!
Rutina 2: TPR. Repite la actividad que se propone para ICT Watch the video ‘How to Make an Animal Headband’ in
la ficha 21. preparation for the final task.
Los alumnos ven el vídeo para aprender cómo tienen qué
hacer la venda para la cabeza como preparación para la
Calentamiento tarea final.

Language: I am… / You are… Press outs

Juegue a ‘Animal Sounds’. Represente un sonido de Decorate the headband of your animal group..
un animal para que los escolares lo adivinen. Después
de que los alumnos y las alumnas nombren el animal,
señálese a sí mismo y diga I am a horse. Luego, señáleles Los estudiantes decorarán los troqueles según el animal
a ellos y diga You are a cow; los alumnos tendrán que de su grupo.
hacer el sonido de una vaca. Final task
Los alumnos y las alumnas ensayan y se preparan para su
Think actuación en la tarea final.

Tip!
¡Consejo!
Rutina 3: ¡A recoger! Recite o cante la canción ¡A recoger!
Traiga fotos de animales, revistas, y prepare imágenes de Encontrará la letra en la página 19 de la propuesta
animales en la pizarra digital. didáctica.
T
 hink and share your ideas with the class.
Los escolares reflexionarán sobre las siguientes pregun- Palabras clave sugeridas para el buscador
tas:
Animal Crafts – Kiz Club
– ¿Por qué algunos animales viven en granjas?
– ¿Cuáles son sus características?
Notas
Pida a los alumnos y las alumnas que traigan fotos de
animales y divida cuáles son de granja y cuáles no. In-
víteles a que digan las características de los animales:
cuántas patas tiene, de qué color es, cuál es su sonido.

Ampliación
Divida las fotos de los animales de la pizarra según el
número de patas: 2 o 4 y anímeles a contarlas.

ICT
19 Listen to the animal sounds. Which animal makes which
sound?
El guion del audio está disponible al final de la propuesta didáctica.

ICT Play Animal Match’. Listen to the sound and then choose
the animal that makes it.
Los estudiantes aprenderán a usar un ratón informático.
Escucharán los sonidos e intentarán que identificar el
animal que lo emite y pulsarlo con el ratón.

Language
Supporting structures
I am... / You are... / He is... /She is...

67
 Hi!
4 On the Farm 23

I N VE S T I G A T E

A pply

• Put on your animal headband and collect the object that you chose for your part
Complete the ‘Animal Products’ chart. Draw the
of the song.

20 • Perform the song ‘Our Farmyard Friends’ for your audience!

products in the table. There are clues in the song to
Let’s all thank our farmyard friends.
Sheep and horses, pigs, cows and hens.
Sheep go baa baa.
Sheep give us wool.
Horses go neigh, neigh.
help you! Draw any other products you can think of.
We ride horses - it’s cool.
Cows give us milk.
Cows go moo moo.
Hens go cluck cluck,
Pupils draw the products that come from the different
And give eggs to me and you.
Pigs go oink oink. animals in the table. They can use the song as a clue.
In addition, they have to draw other products that they
Pigs give us meat.
Our farmyard friends,
All help us and that’s sweet.
Let’s all thank our farmyard friends.
Sheep and horses, pigs, cows and hens.
know come from these animals. Encourage them to
• Complete the ‘Animal Products’ chart. Draw the products in the table. There are
clues in the song to help you! Draw any other products you can think of. share their knowledge and ideas for the second part of
the activity.
T ime for me

• Find a picture of the animals in the song in a magazine and glue them into your
portfolio. Glue or draw a picture of your favourite animal in your portfolio too.
Your teacher or an adult will help you to write the names of the animals below
each picture.

• Look at radar number 4 at the back of your portfolio. Colour the radar for you.

they must write the name of the animal underneath each

Routine 1: Opener. Refer to the routines section on the
following page.
Routine 2: TPR. Refer to the routines section on the
following page.
Warmer
Play ‘Telephone’. Ask pupils to sit in a circle. Choose a
word from the unit vocabulary and whisper it into the first
pupil’s ear. The pupil then whispers it into the ear of the
pupil sat next to them, which is then repeated until the
last pupil says it out loud. If this proves to be too difficult
at first, try stopping after every three or four pupils and
asking them to say the word out loud.
one.
Mr. Chat’s Challenge: On the radar!
L
 ook at radar number 4 at the back of your portfolio.
Colour the radar for you.
This self-assessment activity offers pupils the opportunity
to reflect on the four actions that appear beneath the
radars that are found at the end of their portfolios. The
instructions appear in the information for worksheet 5.
Routine 3: Clean up! Say or play the clean-up chant. The
words can be found on page 19 of the Teacher’s Guide.

Apply Suggested search engine keywords

P
 ut on your animal headband and collect the object that Game baby animals game
you chose for your part of the song.
Notes
Help pupils to put on their headbands if they cannot do
it by themselves. Make sure everyone has their object to
sing the song, and that they are in their corresponding
group of animals.
20 Perform the song‘Our Farmyard Friends’ for your audience.
Pupils prepare themselves in their groups to present the
song. The audience can be made up of other classes,
teachers, or parents.
Tip!
Tip!
Pupils can also wear clothes that are the same colour
as their animal or made from an associated material.
For example, the hens could wear something made of
feathers.

Time for me
Find a picture of the animals in the song in a magazine
and glue them into your portfolio. Glue or draw a picture
of your favourite animal in your portfolio too. Your
teacher or an adult will help you to write the names of
the animals below each picture.
Pupils stick the pictures of the animals in their portfolio
(they can also draw them) and with the help of their parents,

68
 ¡Hola!
Complete the ‘Animal Products’ chart. Draw the
products in the table. There are clues in the song to
help you! Draw any other products you can think of.
Los alumnos y las alumnas tienen que dibujar los
productos que provienen de los distintos animales en
la tabla. Pueden usar como pista la canción. Además,
tendrán que dibujar otros productos que ellos sepan
que vienen de esos animales.
Rutina 1: Introducción. Remitirse a la sección de rutinas
al final de la página.
Rutina 2: TPR. Remitirse a la sección de rutinas al final
de la página.
Calentamiento
Juegue al ‘Telephone’. Pida a los estudiantes que se sien-
ten en círculo. Elija una palabra del vocabulario de la
unidad y susúrresela al primer alumno o alumna al oído.
Luego este se la susurra al que se sienta a su lado y se
sigue así hasta que llega al último alumno, que la pronun-
cia en voz alta. Si al principio resulta demasiado difícil,
pruebe parando cada tres o cuatro alumnos o alumnas y
pídale que diga la palabra en voz alta.
Apply
 Put
 on your animal headband and collect the object that
you chose for your part of the song.
Ayude a los alumnos y las alumnas a colocarse la venda
si ellos no pueden. Asegúrese de que todos tienen su
objeto para cantar la canción y de que están en su grupo
correspondiente de animales.
20 P
 erform the song ‘Our Farmyard Friends’ for your
audience.
Los alumnos y las alumnas se preparan en sus grupos
para representar la canción. El público lo pueden formar
otras clases: profesores y profesoras, madres y padres.
Tip!
¡Consejo!
Los escolares también pueden llevar la ropa del color
de su animal o de un material asociado. Por ejemplo, las
gallinas podrían llevar puesto algo con plumas.
Time for me
Find a picture of the animals in the song in a magazine
and glue them into your portfolio. Glue or draw a picture
of your favourite animal in your portfolio too. Your
teacher or an adult will help you to write the names of
the animals below each picture.
Los alumnos y las alumnas pegan las fotos de los animales
en su portfolio (también pueden dibujarlos), y con su ayuda
o la de sus padres, deberán escribir el nombre del animal
debajo de la foto o dibujo.
Mr. Chat’s Challenge: On the radar!
L
 ook at radar number 4 at the back of your portfolio.
Colour the radar for you.
Esta actividad de autoevaluación ofrece a los estudiantes
la oportunidad de reflexionar sobre las cuatro acciones
que aparecen debajo de los radares que se encuentran al
final de sus portfolios. Las instrucciones aparecen en la
información para la ficha 5.
Rutina 3: ¡A recoger! Recite o cante la canción ¡A reco-
ger! Encontrará la letra en la página 19 de la propuesta
didáctica.
Palabras clave sugeridas para el buscador
Game baby animals game
Notas
Routines
1 Opener: Imitate the sound of an animal and ask pupils
to guess which animal it is. Next, pupils have to decide
which product is associated with each animal.
2 TPR: Play ‘Busy Bee’. Everybody flies around the
classroom like busy bees. When you say Stop they have
to stand in one spot like a statue but imitate an animal
with their body. When asked What animal are you? if,
for example, they say a cow and various pupils are cows
then they all have to sit down. The most original animal
imitation is the winner!
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 Hi!
4 On the Farm 24

I N VE S T I G AT E

E valuation

Flashcards
cow, hen, horse, pig, sheep Stickers
eggs, meat, milk, wool

•
Look at the stickers. Match them to the outlines and
Look and say the names of the pictures on the flashcards.

• Listen to your teacher making the animal sounds. Point to the flashcards and say
the names of the animals.
Stickers
words. Stick the ones you know in your book.
Pupils match the stickers to the vocabulary on the
worksheet. There are silhouettes to help them to put
the stickers in the correct place. As the words are
written below the silhouettes, this activity will help
• Look at the stickers. Match them to the outlines and words. Stick the ones you
them start to associate the images with the words.
know in your book.

• Look at battery number 4 at the back of your portfolio. Colour the battery for
you.

put
Don’t forget to r
you
the sticker on
passport!

Routine 1: Opener. Repeat the activity proposed for

Routine 3: Clean up! Say or play the clean-up chant. The
worksheet 23.
words can be found on page 19 of the Teacher’s Guide.
Routine 2: TPR. Repeat the activity proposed for
worksheet 23.

Warmer Notes

Quickly review the key vocabulary, together with the two

short games. First, name the animals so that the pupils
have to name the products that we obtain from them and
afterwards, do it the other way round; say the product so
that they have to guess the animal.

Evaluation
Flashcards
cow, hen, horse, pig, sheep
eggs, meat, milk, wool

L
 ook the say the names of the pictures on the flashcards.
Show the flashcards and ask pupils to say what each
one represents. This activity can be done in a group or
individually.

L
 isten to your teacher making the animal sounds. Point
to the flashcards and say the names of the animals.
Imitate the sounds of the animals. Pupils point to the
corresponding animal flashcard and say its name.

Mr. Chat’s Challenge: You’re in charge!

L
 ook at battery number 4 at the back of your portfolio.
Colour the battery for you.
This self-assessment activity is a continuation of the one
that appears in the Time for Me section. This time, pupils
are asked to reflect on three new actions.

Investigator’s passport
Congratulate pupils on successfully completing the unit
and task by saying Well done! Tell them that they can now
add the unit 4 sticker to their passport.

70
 ¡Hola! Stickers Notas

Look at the stickers. Match them to the outlines and

words. Stick the ones you know in your book.

Los alumnos y las alumnas hacen coincidir las pega-

tinas con el vocabulario de la ficha. Hay siluetas para
ayudarles a poner las pegatinas en el sitio correcto,
aunque no entiendan las palabras escritas del voca-
bulario. Sin embargo, con esta actividad empezarán a
asociar la imagen con la palabra.

Rutina 1: Introducción. Repite la actividad que se pro-

pone para la ficha 23.
Rutina 2: TPR. Repite la actividad que se propone para
la ficha 23.

Calentamiento
Repase rápidamente el vocabulario clave con dos juegos
cortos. Primero, nombre los animales y los estudiantes
tienen que decir qué producto se obtiene de ellos y lue-
go al revés, decimos el producto y tienen que averiguar
el animal.

Evaluation
Flashcards
cow, hen, horse, pig, sheep
eggs, meat, milk, wool

L
 ook and say the names of the pictures on the flashcards.
Muestre las tarjetas y haga que los estudiantes digan qué
representa cada una. Esta actividad se puede hacer en
grupo o individualmente.

L
 isten to your teacher making the animal sounds. Point
to the flashcards and say the names of the animals.
Imite el sonido de los animales. Los alumnos y las alum-
nas tendrán que señalar la tarjeta del animal al que co-
rresponda dicho sonido y dirán su nombre.

Mr. Chat’s Challenge: You’re in charge!

L
 ook at battery number 4 at the back of your portfolio.
Colour the battery for you.
Esta actividad de autoevaluación es una continuidad
de la que aparece en la sección Time for Me. Esta vez
los alumnos y las alumnas tienen que pensar en tres
acciones diferentes.

Investigator’s passport
Felicite a los alumnos y las alumnas por completar con
éxito la unidad y la tarea diciendo Well done! Dígales
que ahora pueden añadir la pegatina de la unidad 4 a su
pasaporte.

Rutina 3: ¡A recoger! Recite o cante la canción ¡A reco-

ger! Encontrará la letra en la página 19 de la propuesta
didáctica.

71