Pre-Class Questions

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 Questions for the Student and Mom:
o Q: What is your favorite animal? Why do you like it?
o Q: Mom, can you share a fun animal story from your childhood?
o Q: Are you both excited to listen, speak, and have fun with animal sounds and
stories today?

Activity 1:
Animal Sound Guessing (7 minutes)
Materials & Sources:
 Cow: Moo!
 Pig: Oink!
 Sheep: Baa!
 Dog: Woof!
 Cat: Meow!
 Duck: Quack!
 Chicken: Cluck!
 Horse: Neigh!
 Frog: Ribbit!
 Bird: Tweet!
 Bee: Buzz!
 Snake: Hiss!
 Mouse: Squeak!
 Lion: Roar!
 Elephant: Trumpet!
 Wolf: Howl!
 Resource Suggestions: Use YouTube, Freesound.org, or an animal sound app.
Procedure:
1. Instruction: “I will make an animal sound. Listen carefully, tell me which animal makes
that sound, and try copying it!”
2. Example:
o Make an exaggerated “Moo!”
o Question: “What animal makes this sound? (Hint: It lives on a farm.)”
o Response: When the answer is “cow,” display a cow image (use digital
flashcards or preloaded pictures) and say, “Yes, it’s a cow!”
3. Student Participation: Encourage the student to imitate the sound.
4. Mom’s Role: Ask the mom: “Can you make the sound of a pig?” Then let both guess and
mimic.
Tip: Use playful facial expressions and varied tones to keep the activity fun.

3. Activity 2: I Spy with a Twist – Listening and Describing (7 minutes)

Materials & Clues:
 Example Clues:
1. Zebra – “I spy with my little eye an animal that has black and white stripes and runs
fast.”
2. Lamb / Sheep – “I spy with my little eye an animal that is soft, fluffy, and says ‘baa’.”
3. Pig – “I spy with my little eye an animal that is pink, has a curly tail, and loves mud.”
4. Duck – “I spy with my little eye an animal that has a beak, webbed feet, and says
‘quack’.”
5. Cat – “I spy with my little eye an animal that has whiskers, loves to nap, and says
‘meow’.”
6. Dog – “I spy with my little eye an animal that wags its tail, is a loyal pet, and says
‘woof’.”
7. Fish – “I spy with my little eye an animal that lives in water, has fins, and swims fast.”
8. Monkey – “I spy with my little eye an animal that climbs trees, eats bananas, and is
very playful.”
9. Kangaroo – “I spy with my little eye an animal that hops, has a pouch, and lives in
Australia.”
10. Tiger – “I spy with my little eye an animal that has orange and black stripes and is a
powerful hunter.”
11. Lion – “I spy with my little eye an animal that has a big mane, lives in a pride, and is
called the king of the jungle.”
12. Bird – “I spy with my little eye an animal that has wings, a beak, and sings in the
morning.”
Procedure:
1. Instruction: “I spy with my little eye an animal that is [adjective] and has [feature].”
2. Example: “I spy with my little eye an animal that is big and has a trunk. What is it?”
3. Student Response: Encourage her to answer in a full sentence, e.g., “Is it an elephant?”
4. Mom’s Role: If needed, ask the mom: “Can you give us another clue?”
5. Conclusion: Once answered correctly, display the corresponding animal image and
repeat the name together.
Highlight descriptive adjectives (big, small, fast, soft, loud, colorful) in a different color.

4. Activity 3: Animal Words Fill-in (8 minutes)

Materials:
1. The ______ has black and white stripes.” (Answer: zebra)
2. “The ______ says ‘baa’ and is soft and fluffy.” (Answer: lamb)
3. “The ______ loves mud and has a curly tail.” (Answer: pig)
4. “The ______ has webbed feet and says ‘quack.’” (Answer: duck)
5. “The ______ loves to nap and has whiskers.” (Answer: cat)
6. “The ______ wags its tail and says ‘woof.’” (Answer: dog)
7. “The ______ lives in water and swims fast.” (Answer: fish)
8. “The ______ climbs trees and is very playful.” (Answer: monkey)
9. “The ______ hops and has a pouch.” (Answer: kangaroo)
10. “The ______ has orange and black stripes and is a powerful hunter.” (Answer: tiger)
11. “The ______ has a big mane and is called the king of the jungle.” (Answer: lion)
 12. “The ______ has wings and sings in the morning.” (Answer: bird)
 Aids: Use digital flashcards or images for each animal.
Procedure:
1. Display: Show a sentence with a missing animal word.
2. Question: “Which animal fits best here? Listen to the sound we practiced.”
3. Student Response: When she answers (e.g., “cat”), display the matching picture and
have her say, “The cat meows in the morning.”
4. Repeat: Do this for 3–4 different sentences.
5. Mom’s Role: Ask the mom to gently confirm or provide hints if needed.
Tip: Vary your voice for each sentence (whisper one, speak loudly for another) for added fun.

5. Activity 4: Alphabet & Animal Connection (5 minutes)

Materials:
 Alphabet Chart: A chart linking letters with animal examples (e.g., “C for Cat, D for
Dog, E for Elephant”).
A is for Ant, B is for Bear,
C is for Cat, D is for Dog,
E is for Elephant, F is for Fish,
G is for Goat, H is for Hippo.
I is for Insect, J is for Jellyfish,
K is for Koala, L is for Lion,
M is for Monkey, N is for Nightingale,
O is for Owl, P is for Pigeon.
Q is for Quail, R is for Rabbit,
S is for Squirrel, T is for Tiger,
U is for Umbrella bird, V is for Vulture,
W is for Wolf, X is for X-ray Fish.
Y is for Yak, Z is for Zebra,
Let’s sing them all from A to Z!

Procedure:
1. Display: Show the alphabet chart.
2. Questions:
o “What sound does the letter C make? Can you say ‘cat’?”
o “Which animal starts with the D sound? Is it dog?”
3. Student Response: Encourage full-sentence answers (e.g., “It is a dog.”).
4. Mom’s Role: Invite the mom to share her favorite letter and corresponding animal.
Suggestion: Use a sing-song rhythm or simple chant to reinforce the connection between letters
and sounds.

6. Activity 5: Interactive Storytelling – “My Dog Max” and Beyond (8 minutes)

Materials:
 Story Text (displayed in a colored text box or highlighted):
 My Dog Max
I have a dog.
His name is Max.
Max is brown and fluffy.
He likes to run and play.
Every morning, I feed Max.
Max barks when he is happy.
I love my dog, Max.
My Dog Max
I have a dog, his name is Max,
He’s fluffy and brown, loves running fast.
He barks with joy, he loves to play,
We have fun together every day!
But Max is not the only friend I know,
Let’s meet some animals and watch them grow!
A is for Ant, so small and neat,
Six little legs, and they march on their feet!
B is for Bear, big and strong,
In the forest, it roars all day long!
C is for Cat, so soft and sweet,
It purrs and meows, a pet to greet.
D is for Dog, like my friend Max,
Barking and wagging, no need for tracks!
E is for Elephant, big and gray,
With a long trunk, it swings all day!
F is for Fish, swimming with grace,
In the water, they race and race!
G is for Goat, with four little legs,
Eating grass, hopping on pebbles and dregs!
H is for Hippo, so big and round,
In the water, it splashes, without a sound!
I is for Insect, tiny and light,
Buzzing and flying, out of sight!
J is for Jellyfish, floating so free,
With tentacles long, in the deep blue sea!
K is for Koala, cute and gray,
Climbing trees and eating leaves all day!
L is for Lion, big and bright,
With a loud roar, it shows its might!
M is for Monkey, so playful and quick,
Swinging from trees with a clever trick!
N is for Nightingale, singing so bright,
In the dark, it fills the night!
O is for Owl, with big round eyes,
It hoots at the moon in the darkened skies!
P is for Pigeon, flying so high,
With flapping wings in the sky!
Q is for Quail, small and fast,
It runs so quick, you’ll see it last!
R is for Rabbit, hopping so light,
With fluffy fur and ears so bright!
S is for Squirrel, jumping so high,
It climbs the trees and touches the sky!
T is for Tiger, bold and strong,
With stripes so bright, it roars along!
U is for Umbrella Bird, with a crest so tall,
In the rainforest, it stands proud above all!
V is for Vulture, flying so high,
In the sky, it circles, soaring by!
W is for Wolf, howling at night,
In packs, they run with all their might!
X is for X-ray Fish, so clear,
You can see through it, isn’t that dear?
Y is for Yak, furry and strong,
In the mountains, it carries along!
Z is for Zebra, striped and neat,
In the grasslands, it loves to greet!
So many animals, big and small,
Max is my favorite, I love him most of all!

Procedure:
1. Story Introduction (2 minutes):
o Instruction: “Today, I’m going to read you a short story about my dog, Max.”
o Prompt: “Have you ever had a pet? What did you like about it?”
o Invite the mom to share a brief comment.
2. Reading the Story (3 minutes):
o Read “My Dog Max” aloud with expressive intonation.
o Pause: After key sentences (e.g., “Max is brown and fluffy”), ask “What color is
Max?”
o Encourage the student to repeat key words like “fluffy” and ask, “What sound
does Max make when he is happy?”
3. Interactive Extension – “And Beyond” (2 minutes):
o Prompt: “What do you think happens next in Max’s day?”
o Encourage her to add a sentence (e.g., “Maybe Max runs in the park!”).
o Invite the mom to add another sentence, creating a collaborative story.
Tip: Use dramatic pauses and varied voices to make the story come alive.

7. Activity 6: Act Like an Animal! (8 minutes)

Materials:
 List of Animals with Action Descriptions:
o Monkey: “Swing your arms and jump lightly.”
 o Elephant: “Stomp slowly and swing your arm like a trunk.”
o Fish: “Wave your arms like fins to swim.”
o Lion: “Roar loudly and walk powerfully.”
 Monkey: “Swing your arms and jump lightly.”
 Elephant: “Stomp slowly and swing your arm like a trunk.”
 Fish: “Wave your arms like fins to swim.”
 Lion: “Roar loudly and walk powerfully.”
 Ant: “Crawl on the ground with small steps.”
 Bear: “Stand tall, and swipe your arms like a bear’s paws.”
 Cat: “Stretch your arms and move softly like a cat.”
 Dog: “Wag your tail and jump happily like a dog.”
 Goat: “Hop on the spot and nibble grass like a goat.”
 Hippo: “Waddle slowly and splash like a hippo in water.”
 Insect: “Flap your arms lightly like tiny wings.”
 Jellyfish: “Float with your arms and move gently like a jellyfish.”
 Koala: “Climb up and hold your arms like hugging a tree.”
 Lion: “Roar loudly and walk powerfully like a lion.”
 Monkey: “Swing from side to side like a monkey.”
 Nightingale: “Flap your arms and sing like a bird in the night.”
 Owl: “Turn your head slowly and look around like an owl.”
 Pigeon: “Flap your wings and hop around like a pigeon.”
 Quail: “Run quickly and squat down like a quail.”
 Rabbit: “Hop around and wiggle your nose like a rabbit.”
 Squirrel: “Climb up and down, and flick your tail like a squirrel.”
 Tiger: “Crawl low to the ground and roar like a tiger.”
 Umbrella Bird: “Stretch your arms out like a big umbrella.”
 Vulture: “Spread your arms wide and fly like a vulture.”
 Wolf: “Howl and walk in a circle like a wolf.”
 X-ray Fish: “Float in the water and wiggle like an X-ray fish.”
 Yak: “Stomp with heavy steps and sway like a yak.”
 Zebra: “Strut with long steps and wiggle your hips like a zebra.”

Procedure:
1. Instruction: “Let’s move like our favorite animals!”
2. Example: Choose an animal (e.g., monkey) and demonstrate the movement.
3. Student Participation: Ask, “What animal are we acting like?” and have her respond in
a full sentence: “We are monkeys!”
4. Mom’s Role: Invite the mom to join in or choose the next animal.
Enhance this activity with playful sound effects (from online sound libraries) and mix fast and
slow movements to maintain high energy.

8. Activity 7: Cool-Down & Reflection (5 minutes)

Materials:
 Flashcards: Animal images (cow, elephant, tiger, pig, cat)
Procedure:
 1. Flashcard Review:
o Quickly display several animal flashcards.
o Ask, “What animal is this?” and prompt full-sentence answers (e.g., “It is a
cow.”)
2. Reflection Questions:
o “What was your favorite part of today’s class?”
o “Can you tell me one new word or sound you learned today?”
o Invite the mom to repeat one sentence with her daughter for reinforcement.
3. Wrap-Up:
o Thank them for a fun session.
o Suggest that the mom review the “Animal Words” worksheet at home for further
practice.
o Provide online resource suggestions for animal sounds (e.g., kid-friendly
YouTube channels) and free image sites (e.g., Pixabay, National Geographic
Kids).

Additional Teacher Notes

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 Speaking Focus:
o Ask open-ended questions to encourage full-sentence responses.
o Praise, repeat, and gently correct to boost the student’s confidence.
 Listening Focus:
o Provide clear, slow instructions.
o Model expected responses and frequently check for understanding.
 Mom’s Involvement:
o Actively involve the mom in each activity by having her prompt, confirm
answers, and share her thoughts—making the session a fun, family experience.
 Intrigue & Variation:
o Vary your tone, use expressive gestures, and incorporate dramatic pauses or
sound effects to maintain high energy throughout the lesson.