Second lesson plan

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°2 “Esteban Dufaur”
Año y sección: 6°B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 15
Tipo de Planificación: Clase
Unidad Temática: Wild Animals
Clase Nº: 2
Duración de la clase: 50 minutes
Fecha de la clase: 11/11/2021
Fecha de entrega de la planificación: 8/11/2021
Learning Aims
During this lesson, learners will be able to…
_Distinguish different types of “habitats”.
_Use new vocabulary and revise old vocabulary related to wild animals.
_Practice listening and speaking skills through the warm-up, presentation and the
final game.
_Work on their interpersonal intelligence by interacting with their peers and teacher,
as well as their naturalistic intelligence by learning about wild animals and their
habitats.
_Improve their pronunciation of animal names and pay attention to how they are
written.
_Develop their higher order thinking skills when thinking about reasons for their
choices, arguing their answers and also creating questions related to the lesson for the
trivia game.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to wild
animals.
The weather in certain habitats. Present Simple

2. N
E
W
New vocabulary related to
habitats: forest, jungle, ocean,
desert.
New wild animals.
Asking questions about
animals
Materials
_A marker pen.
_Worksheet 1 with activities.
_Pictures of the 4 habitats.
Procedures
(up to 3 minutes)
I will greet students and ask them what date is today.
I will ask if someone can remind me and the rest of the class what makes an animal “wild”
(I will “mime” the word, as if I were a lion). I expect the students to tell me, among other
things, that they generally don’t live near humans.
Transition: “Exactly! today we’re going to learn more about wild animals and where they
live.”
(10 minutes)
I will explain that animals live in something called “Habitat”, which is what we call the most
ideal or natural home of that animal. I will ask how many habitats (places where wild
animals live) they know and ask some questions to elicit their answers. For example:
“Do all animals live in the same place? Where do fish live? Where do bears live? Wild
animals live in the city? etc.”
Then I will paste 4 images of different habitats on the board: The forest, the desert, the
jungle and the ocean with their names in English.
Then I will ask students about the characteristics of these habitats. Questions like: “What’s
the weather like in the ocean/forest/desert/jungle? What’s your favourite habitat? If you
were an animal, where would you live?”

3. Transition: “Alright, now let’s practise a little bit”
Activity 1: Match the animals to their habitats. (10 minutes)
I will hand the worksheet to the students with a list of animals from the previous class and
the images of the habitats above. They will have to match the animals to their
corresponding habitat:
Lion - Monkey - Fish – Bear - Tiger – Snake – Shark – Giraffe - Camel - Whale - Zebra -
Elephant
Students will revise vocabulary while applying their knowledge about habitats. I will help
students with the animals they don’t remember by describing them, using gestures,
imitating them or giving clues. Then I will check their work.
Transition: “Very good job, let’s go to the next activity”
Activity 2: Find the odd one out (15 minutes)
In the second activity from the worksheet, students will use their logic to circle the odd one
out in 4 lists of animals within a habitat. There is an animal that doesn’t correspond to that
habitat and they should find it. Then we will check the results with the whole class and I
will ask students why they chose those animals and where they should actually be.
Students will probably say something like “the cat doesn’t live in the jungle”, “it lives in the
city/ house”
Transition: “Excellent, we’ve learned so much today”
Students will work in pairs to play a kind of trivia about today’s lesson. They will write 3
questions and take turns to answer them. The student that answers all the questions wins.
Then, they can go around to the classroom and ask other classmates as well.
I will provide a model first so as they can see what structures they’re supposed to use:
_Where does the lion live?
_Where does the snake live?
_Does the shark live in the forest?
Transition: “What a wonderful class, see you all next week!”

4. Worksheet:
Activity 1: Match the animals with their habitats
Lion - Monkey - Fish - Bear - Tiger – Snake – Shark – Giraffe – Camel - Whale - Zebra -
Elephant
Activity 2: Find and circle the odd one out
In the jungle
There is a tiger, a rhino, a snake, a cat and an elephant.
In the desert
There is a camel, a monkey, a scorpion, a snake and a
spider.
In the forest
There is a bear, a wolf, a fox, a rabbit and a whale.
In the Ocean

5. There is a fish, a shark, a dog, a dolphin and a turtle.