Tercer periodo planificacion 2 - nasencio

1. ALUMNO PRACTICANTE: Asencio Nadia
Período de Práctica: Tercer período
Institución Educativa: Colegio Castex
Dirección postal: Brown 99, Bariloche
Sala/Grado y sección: 4to y 5to año A
Cantidad de alumnos: 13
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: En el bosque
Clase Nº2
Fecha: 26/09/2014
Hora: 07:45 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 23/09/2014
 Teaching points: In the rainforest – biomes of the world
 Aims:
 Ss will be able to identify the new vocabulary presented.
 Ss will be able to identify the new grammar structure presented and its usage.
 Students will be able to develop their speaking and listening abilities through
motivating activities.
 Ss will cooperate with each other in order to complete an activity using ICT
resources.
 Ss will be able to study content through a different perspective.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Ask and answer
questions in
order to get
information.
Vocabulary
related to
different natural
places:
rainforest,
desert, forest,
mountain.
Different animals
and objects
which belong to
a certain place.
Conjunctions:
SO - SINCE
- ALTHOUGH
- AS SOON
AS- For
example:
Desert biomes
are
characterized by
very little rainfall,
so any
landscape that
gets less than 12
inches of rain per
year can be
considered
/th/ /s/

2. desert - As long
as the forest
remains intact,
nutrients will
quickly cycle
through the
ecosystem.
New Talk about
different places
of the world
related to
biomes.
Vocabulary
related to
different biomes:
names of each
biome,
characteristics
and main
causes.
Conjuntions:
HOWEVER,
DURING, that is
why,
nevertheless,
given that.
However/ for
two months
during the
summer, the
temperature
rises above
freezing. That is
why/ the snow
and surface soil
melt, creating
vast pools of
water and bogs.
etc
/v/ /t/ b/ /r/ /s/
Given that
However
Nevertheless
biome
 Teaching approach: Communicative approach – CLIL lesson
 Materials and resources: Pictures, computers, internet, copies
 Seating arrangement: We will work at the tables. In each table there are three or
four students, and the tables are situated in front of the board.
 Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, the T will use visual aids and they also
have the possibility to use on-line dictionaries. If we have any problem with the
internet connection the T will encourage ss to talk about the meaning of the words
and to focus on the context of each of them to infer the meaning.
 Assessment: The ss’ ability to use the new vocabulary and the grammar structures
will be assessed through several activities.
.
Procedure:
Routine (5 minutes)
First, the T will say: “Hello! How are you today? I need a helper to write the date on
the board. Please, Nicole, Can you help me?” and she will encourage ss to spell the date
for the student to write it. Then, she will say: “We need to check the homework, please

3. open your books and let’s check it all together” While the T will ask ss to name the words
in the correct part of the chart she will ask ss if the statements are correct or not.
Warm – up (10 minutes)
The T will say: “Let’s remember what we did yesterday. Can you tell me
please?”and she will encourage ss to answer.
Then, the T will write on the board: Biomes in the world. And she will show ss the
following picture:
She will tell them: “Look at this picture; we can notice that the world is divided into
large natural areas called biomes such as desert and rainforest. But, what is a biome? And
why are there so many of them?” The T will ask ss to work in pairs in order to look for
“biome” definitions on the web (the ss already have certain reliable sources that they can
work with. They can work only with the web pages that the school allows them). She will
say: “Work with your peer and look for the definition of a biome and let’s share it with the
class”. While the ss read the different definitions the T will write the most important
characteristics of what a biome is on the board. Then, with all the information, the T will
say: “So, we can say that a biome is a biotic community characterized by plant and animal
species and maintained under the climatic conditions of the region.” (This is an attempt of
a definition, because it will be based on the ss’ research).
Presentation (5 minutes)

4. The T will ask ss to look at the map and to think about the differences since it is
probably that ss know about biomes because the information is based on a specific
content which is familiar for them. So, the T will say: “Look at the map! How many biomes
can you notice? What is the most important characteristic of each biome?” she will guide
ss with some questions in order for them to notice that the most important characteristic is
the climate, and that is what defines each biome.
Development
Activity 1 (10 minutes) - Pre- watching act:
The T will say: “Now, we will focus on certain biomes. They are: Deciduous forest,
Tropical rainforest, Savanna, Freshwater (lake) and Desert but first I want to know how
much you know about these certain biomes. She will write the names of each biome on the
board and she will hand out the following worksheet. She will say: “each of those
sentences is describing a characteristic of one of the biomes, so you have to write the
name of the biome next to the sentences. Remember to look at the map!” She will also che
comprehension with some questions.
 Read the following sentences and write the name of the biome next to
them:
1. The temperate climate is characterized by broad-leaved deciduous
trees.__________
2. The forests in the tropics that receive over 100 inches of rainfall per year. Most
types of forests can support large populations of plants and animals; however, this
biome supports the greatest number of species of any other type on the
planet.______________________
3. The species are often found only in one particular lake or river system or even in a
single stream. These species are said to be endemic, or only found in one particular
area.________________
4. At mid-latitudes, the winters are often too cold for the leaves of these trees to
survive, so when the temperatures start to drop, the leaves of these trees die and fall
off._________________
5. It is sometimes found in temperate climates, usually in areas that are transitional
zones between grassland and forests. ________________
6. These forests are found at mid-latitudes in areas that get significant rainfall in the
warm summer months, which can support fast-growing species like birch, hickory,
maple, and sycamore trees.______________
7. The climate changes in a seasonal pattern from cool and dry to hot and dry and then
to warm and wet before starting the cycle again the following year. ______________

5. 8. Trees that lose their leaves all at once in a seasonal cycle are called deciduous
trees. __________________
9. Lake Malawi is the eighth largest lake in the world and is home to an estimated
1,000 different species of fish. There are so many different species in the lake that
most of them haven't been fully described and identified.____________
10. As the leaves begin to die, the chlorophyll, which gives most leaves their
green colour, is broken down and disappears. This absence of chlorophyll allows us
to see other pigments in the leaves, which can make the leaves appear red, yellow,
orange, or brown. ____________________
11. As long as the forest remains intact, nutrients will quickly cycle through the
ecosystem. This rapid cycling produces a steady input of nutrients into the soil that
plants can use, and that is how the poor soil can support such a massive amount of
biomass._________________
12. It is found around the world for supporting so many large animals such as
giraffes, elephants, rhinos, zebras, wildebeest, cheetahs, leopards, and
lions.______________
She will ask ss what they have to do to complete the activity. She will elicit the
instructions from the students to check their comprehension and then she will tell them that
they only have 10 minutes to do it. She will also monitor ss’ work.
Activity 2 (10 minutes) – watching the video: http://education-portal.com/academy/lesson/biomes-
desert-tropical-rainforest-savanna-coral-reefs-more.html#lesson
The T will say: “Excellent! Now we are going to watch a very interesting video about
biomes. It is about two children who travel in order to learn about biomes in the world.
Please focus on the information so you can check the previous activity.” The T will stop the
video after each explanation of a biome in order to check the previous activity all together.
Activity 3 (5 minutes)
The T will tell them: “We have worked with several biomes and now we will focus on
the desert! You will work in pairs in order to put a text in order. I will give you mixed up
sentences and you have to work with your peer to put them in order. You have 10 minutes
to complete the task. ” She will hand out the sentences and choose a ss to explain the
activity.
Desert biomes are characterized by very little rainfall, so any landscape that gets less than 12
inches of rain per year can be considered desert.
They occur at all latitudes, and although the popular depiction of deserts is a vast expanse of
nothing but sand for miles, deserts can have a variety of soils, plant life, and animal life.

6. For example, in the Australian Outback, drought-resistant plants with small, leathery leaves are
common, and some plants, like the desert bloodwood tree, store large quantities of water in their
roots to survive prolonged periods of drought.
Animal density is not very high in deserts, but even so, insects, arachnids, lizards, snakes,
mammals, birds, and even some amphibians can all be found in the Australian desert.
Each of these animals has its own methods for conserving water and making use of specific food
sources in what might seem like uninhabitable conditions.
Source: http://education-portal.com/academy/lesson/biomes-desert-tropical-rainforest-savanna-coral-reefs-
more.html#lesson
Activity 4 (5 minutes)
The T will tell them: “Now that, we have described the desert biome we are going to
work with the last one for today! This biome is called Tundra” and she will show ss the
following picture and ask them to describe the landscape: rocks, grass, hills, mountains.
Then, she will tell them: “The tundra is a rocky landscape. A combination of fungi and
algae, called Lichen grows on the rock and they are the food of the animals that migrate to
this zone.”
She will say: “Now, you are going to read a text about this biome in order to find out
more about it. You have to pay attention to the underlined words. They are conjunctions,
like the ones that we learnt last class. Let’s look at the poster from the previous class to

7. revise them.” While she hands out the copies of the text she will ask ss questions about
what they have to do to complete the activity. She will encourage ss to read the text, think
about how to classify them and to write synonyms next to them (the ones that are on the
poster).(they are supposed to use the conjunctions that we started working the previous
class, which are written in a poster in the classroom). The T will say: “Complete the task in
pairs, you have 5 minutes!”
Poster:
TIME
(tell us when)
CONDITION
(tell us what might
happen)
REASON
(tell us why)
CONTRAST
(link two different
ideas)
As soon as
When
while
unless Since
As
In order to
But
Although
despite
Source: http://www.kidsdiscover.com/spotlight/biomes-for-kids/?wpss-routing=results#wpss_survey
 Focus on the underlined words, classify them in the class poster and write
some synonyms.
Tundra

8. It is crazy cold in the Arctic tundra. It’s so cold that the ground is frozen most of the
year, and a deep layer of soil below the surface—called the permafrost—never melts at
all. However/__________ for two months during the summer, the temperature rises
above freezing. That is why/___________ the snow and surface soil melt, creating vast
pools of water and bogs.
During/______________ the brief summer season; plants have a chance to grow.
Nevertheless/___________ due to the harsh conditions and high winds, tundra plants
grow very low to the ground. In fact, the tundra is a treeless landscape.
Historically, the tundra covered about 15 percent of the Earth’s land surface.
However/_______________ scientists estimate that the tundra has shrunk by almost
20 percent over the last 20 years given that/__________________ climate change. In
the southern part of the tundra, parts of the permafrost have melted. Trees now dot the
landscape, and animals from warmer climates are moving in.
Activity 5 (15 minutes)
Then, she will tell them: “You will work in groups of three in order to complete some
posters with the main characteristics of each biome. You can focus on the previous activities that
we have completed and you should look for more information on the web. You have 15 minutes
to do complete the posters. And she will choose some ss to explain the exercise to check
comprehension. She will also write a model on the board to model the act.:
Here are some links:
http://www.kidsdiscover.com
http://education-portal.com
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
http://www.blueplanetbiomes.org/world_biomes.htm
(I think that it will be better if ss look for information in the web, since they have to decide which
information is proper, so they will have to read and decide and not only writing information. They will work
in a more free way.)

9. Climate: Main characteristic:
Main plants/animals:
The T will monitor ss’ work to help them. She will also encourage them to look for
images to illustrate the posters. Then, the T will ask ss to share the posters with the class
to compare them and finally, we will stick them around the classroom.
Closure (5 minutes) – Bingo –
The T will hand out the bingo copies and she will tell them: “Now, it’s time for a
game, we will play bingo! And the winner will gain some candies. You have to listen to a
certain description that I will say and you have to guess the word, it could be a biome, a
characteristic of a biome, a season, among others and if you have that certain word in your
bingo card you have to draw a cross on it. For example:...................” and she will say one
to model the activity. The T will choose two ss to explain the activity to check
comprehension.
BIOME TUNDRA
CLIMATE DESERT
SAVANNA Deciduous
forests
WINTER SUMMER
Deciduous
forests

10. TROPICAL
RAINFOREST
CLIMATE
FRESHWATER DESERT
The T will say: “It was a very nice class! Did you enjoy it?” Ok, see you on Tuesday! Have a nice
weekend!”
Transcript of the video:
Temperate Deciduous Forest
Phil and Angie took a trip around the world together. They're so excited about all of the cool things that they saw,
and they'd like to share some of their experiences with you!
The first stop on their trip was the temperate deciduous forests of the eastern United States. Temperate deciduous
forests are forests in temperate climates that are characterized by broad-leaved deciduous trees. These forests are
found at mid-latitudes in areas that get significant rainfall in the warm summer months, which can support fast-
growing species like birch, hickory, maple, and sycamore trees.
However, at mid-latitudes, the winters are often too cold for
the leaves of these trees to survive, so when the
temperatures start to drop, the leaves of these trees die and
fall off. The trees themselves then go into a dormant phase
to survive the winter, and the lack of leaves helps to prevent
the buildup of snow on the branches that could weigh them
down to the point of breaking.
Trees that lose their leaves all at once in a seasonal cycle
are called deciduous trees. Phil and Angie decided to start
their trip in the autumn because the deciduous forests of the
United States are famous for the spectacular display of color
in the fall. As the leaves begin to die, the chlorophyll, which gives most leaves their green color, is broken down and
disappears. This absence of chlorophyll allows us to see other pigments in the leaves, which can make the leaves
appear red, yellow, orange, or brown.
Tropical Rainforest
The next stop on the trip was the tropical rainforest in South America. Tropical rainforests are forests in the tropics
that receive over 100 inches of rainfall per year. Most types of forests can support large populations of plants and
animals; however, tropical rainforests support the greatest number of species of any other type of biome on the
planet. This incredible species richness is due largely to the combination of a tropical climate and high, year-round
rainfall, which provide optimal growing conditions for the largest number of plant species. In turn, the high number of
plant species can support a high number of animal species.
World map showing mid-latitudes

11. With such high productivity in the tropical rainforest, you might expect the soil to be rich with nutrients; however, it's
just the opposite. The warm, wet conditions in the tropical rainforest cause rapid decomposition of any detritus, and
because sunlight and water are plentiful, any nutrients released into the soil are rapidly used by the fast -growing
vegetation, leaving the soil amazingly poor considering the high productivity of the biome. However, as long as the
forest remains intact, nutrients will quickly cycle through the ecosystem. This rapid cycling produces a steady input
of nutrients into the soil that plants can use, and that is how the poor soil can support such a massive amount of
biomass.
Savanna
After the tropical rainforests of South America,
Phil and Angie hopped on a plane to Tanzania
to visit the Serengeti National Park. Angie
really likes giraffes, and although she has
seen giraffes in zoos, she thought it would be
really cool to see them in their natural habitat,
the African savanna.Savanna is essentially
grassland interspersed with trees. It is
sometimes found in temperate climates,
usually in areas that are transitional zones
between grassland and forests. However,
savanna is mostly found in tropical regions of the world where the climate changes in a seasonal pattern from cool
and dry to hot and dry and then to warm and wet before starting the cycle again the following year. This is the type
of savanna found in the Serengeti National Park, which is famous around the world for supporting so many large
animals such as giraffes, elephants, rhinos, zebras, wildebeest, cheetahs, leopards, and lions.
Freshwater Biomes
While Phil and Angie were in Africa, they decided to take a few days to visit Lake Malawi, which is a very large lake
located just South of Tanzania. Phil in particular wanted to visit this lake because he had an aquarium at home, and
some of his favorite aquarium fish are found only in Lake Malawi. Lakes, ponds, streams, and rivers are all
examples of freshwater aquatic biomes. Since lakes, ponds, streams, and rivers are often naturally isolated from
each other in many ways, species of freshwater fish are often found only in one particular lake or river system or
even in a single stream. These species are said to beendemic, or only found in one particular area.
Lake Malawi is a good example. It's the eighth largest lake in the world and is home to an estimated 1,000 different
species of fish. There are so many different species in the lake that most of them haven't been fully described and
identified. However, of the approximately 350 described species of rockfish or mbuna in the lake, only five of them
are found in other bodies of water. Overall, it's thought that over 90% of the fish species in Lake Malawi are endemic
and found nowhere else in the world.
Tropical rainforests have the largest number of species of any otherbiome