• Teacher asks them to look at (mira), point to (señalen), touch (toca), and put (pon) the animal on the desk. As the students a series of questions, such as ¿Quién tiene _____?, ¿Es el gato?, ¿Es el pájaro o es el mono?, De qué color es el perro, ¿negro o café?. To recycle colors and numbers ask, ¿De qué color es el tigre? and ¿Cuántos animales hay? To personalize the activity for students ask them, ¿Cuál es tu animal favorito?
• Have different students choose their favorite animals and show them to the class. Ask what sound the animals makes, ¿Qué hace el animal, miau o gru gru? Continue with other animals until you have taught all of the sounds.

Assessment: Observe students’ responses during the TPR activities. Are students performing the actions requested? Are they able to respond appropriately to the questions or do they need assistance? Can they link the animal with the correct sound?

Objectives: TLW will listen to, understand, and respond to the names of animals in Spanish.

Language in use: el pajarito, el pájaro, el mono, el gato, el gatito, el elefante, el perro, el león, el caballo, y el tigre. Mira, pon, y señalen. ¿Quién tiene ______?, sí, no. ¿Es ________? ¿Es ________ o _________?. ¿ Cuántos ___________ hay?¿ De qué color es _________? ¿Qué hace el mono? miau, guau guau, pío pío, iiiii, gru gru,

Materials: Caja mágica (oatmeal box decorated with colorful contact or wrapping paper with a sock affixed to the top [see Languages and Children, Making the Match by Curtain and Pesola]) and plastic animals that fit in the caja mágica.

Standards:
Communication 1.1:  Students provide and obtain information and express opinions about animals.
Communication 1.2:  Students understand and interpret spoken language about animals.