Names of farm animals and sounds they make

Names of farm animals and sounds they make
The teacher will introduce nine animal names and the sounds they make in Spanish. Students will become familiar with the animal names and will
begin some language production.
A lesson plan for grades K–2 Second Languages
By Tolitha Prybylinski
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Learning outcomes
The students will learn the names of nine farm animals (la gallina, el gallo, el pollito, la oveja, el cerdo, el gato, el perro, el caballo, la vaca) and the
sounds they make in Spanish. They will do this through total physical response, music, and games.
Teacher planning
Time required for lesson
80 minutes
pictures and plastic figurines of the nine farm animals
picture of a barn
two fly swatters
song, “Vengan a Ver mi Granja” found on the found on Sing, Dance, Laugh, and Eat Tacos CD from Teacher’s Discovery
box or bag from which to pull out plastic animals
Session 1. Begin with usual review of something familiar to the students, such as weather or days of the week.
Session 2. Conduct the Sorpresa Box/Bag activity (see Supplemental section). Use animals introduced in Session 1.
Session 3. Hold animal pictures behind you back and pull them out one at the time. Ask the class or individuals to tell you their correct Spanish
names. Repeat them several times with students.
Session 4. Use Sorpresa Box/Bag to review both animal names and sounds.
Session 1
1. After the first day pre-activity, the teacher shows the picture of the barn and the pictures of the first five animals. Ask questions such as “Have
you ever been to a farm?” and “What animals do you find on a farm?”
2. The teacher shows pictures of the animals one at a time and says their names in Spanish. Have the students repeat them more than once.
3. Pick up any two animals and ask questions such as “Which animal is your favorite, the (a) or the (b)?” and “Which one do you not like, (a) or
4. Play the Silencio game:
o Place pictures of the animals you have introduced on a table or in chalk tray. The teacher will hold up a picture and say the correct
name of the animal. The students then repeat the name. Repeat this process several times. Once in a while, pick up an animal and say
an incorrect name. At that point, the class should remain silent, and by doing so, they score a point. However, if a student says the
incorrect name, the teacher wins a point. See who can win five points first.
Session 2
1. After the pre-activity, introduce remaining animals and follow the same routine as the previous session.
2. Play Matamosca Game:
o Place the pictures you are using on the board. Divide the class into two teams and ask for a team member from each side to come to
the board. Give each team member a matamosca (flyswater). The teacher will then call out the name of one the animals and the two
team members will swat the correct animal. Whoever swats the correct animal first wins the point for their team. The two players then
pass the matamosca to another team member. Either play to a certain amount of points or play until class time is over.
Session 3
1. Ask students what the various animals say (moo, meow, etc.). Explain that in Spanish they may say something different. Tell students they
are going to listen to a song. Ask them to listen for the different sounds the animals make in Spanish. Using the tune of the song, adapt the
text to include the animals you have taught.
2. Play Dice Game:
o Choose six animal pictures to place on the board (you may want to use only those animals that have a different sound in Spanish than
in English). Write a number 1–6 beside each picture. Divide the class into two teams and call up a student from each group. The
teacher rolls the dice and the students match the number on the dice to the number on the board. The student who says the correct
sound of the animal by that number wins a point for the team. Have the students pick the next teammates to come to the board. (The
teacher may want to add the written names of the animals to each picture, and possibly, the sound.)
Session 4
1. Place the pictures of the farm animals on the wall in various locations in the room.
2. Ask the students to stand in the center of the room. Students will listen to the song “Vengan a Ver mi Granja” and as each animal is
mentioned, the students should walk to the location of the animal on the wall while producing at the same time the sound of that animal.
Session 1: Watch for correct responses while students play the Silencio game.
Session 2: Watch for correct responses while students play the Matamosca game.
Session 3: Watch for correct responses while students play the Dice game.
Session 4: Watch for correct responses while students play the song game.
For more great resources for K–12 teaching and learning, visit us on the web at
Note also that in Spanish is is possible to use the verb hacer to put a sound in verb form. For example, one could say "the pig oinks" by saying "el
cerdo hace oink-oink."
Animal Sonido (verbo) Sound
abeja (bee) bzzz (zumbar) buzz
búho (owl) uu uu (ulular) who, hoo
burro (donkey) iii-aah (rebuznar) heehaw
caballo (horse) jiiiiiii, iiiiou (relinchar) neigh, n-a-a-a-y
cabra (goat) bee bee (balar) b-a-a-a-a
cerdo (pig) oink-oink, oinc-oinc (grunir) oink
cuco (cuckoo) cúcu-cúcu cuckoo
cuervo (crow) cruaaac-cruaaac caw
gallina (hen) coc co co coc (cacarear), kara-kara-kara-kara cluck
gallo (rooster) kikirikí, ki-kiri-ki (cantar) cock-a-doodle-doo
gato (cat) miau (maullar) meow
león (lion) grrrr, grgrgr (rugir) roar, growl
oveja (sheep) bee, mee (balar) b-a-a-a-h
mono (monkey) i-i-i
paloma (dove) cu-curru-cu-cú (arrullar) coo
pato (duck) cuac cuac quack
pavo (turkey) gluglú gobble
perro (dog) guau guau, guau (ladrar) bark, bow-wow, arf, ruff
pollito (chick) pío pío chirp
rana (frog) cruá cruá, berp, croac (croar) ribbit, croak
tigre (tiger) ggggrrrr, grgrgr (rugir) roar, growl
vaca (cow) mu, muuu (mugir) moo
La abeja
El mono
El gallo
El pollito
El caballo
Pío - pío
La rana
Cruá - Cruá
El cerdo
El perro
El gato
Guau - guau
El burro
La oveja
La vaca
Bee, mee