Lesson Plan 3 - PP

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: EP N°3 “José de San Martín”
Año y sección: 5to “B”
Nivel lingüístico del curso: beginners
Cantidad de alumnos: 23
Tipo de Planificación: Clase
Unidad Temática: Where do animals live?
Clase Nº: 3
Duración de la clase: 45’
Fecha de la clase: 12/10
Fecha de entrega de la planificación: 05/10
Learning Aims
During this lesson, learners will be able to…
- To revise vocabulary from previous lessons
- To recognize that animals live in different habitats;
- To identify and describe key features of animal habitats (deserts, rainforests, grasslands,
the Arctic);
- To understand ways in which animals are adapted to live in their habitat
- To learn science through English
- To practise listening, speaking and writing.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Domestic animals: cat, dog,
horse, cow, etc
Wild animals: whale, lion,
giraffe, etc
Describing one animal in
comparison with another
one.
The cat is a domestic animal
but the lion is wild.
Simple present
But/and

2. N
E
W
Desert – Forest - Rainforest
Ocean – Artic - Grassland
Long neck –
Big ears
Manes
Jaws
Verbs: kill – eat - run - hear
Talking about animals and
their habitats
Present simple
Have/has got
Can: To express ability
Materials
- Worksheets (activities 1, 2 and 3)
- Habitats flashcards
- Sheets of white paper
- A poster
Procedures
Timing: 5’
- I’ll sing the “Hello song”
- I’ll encourage the whole class to greet some mates using the song
Timing: 5’
- I’ll show them the poster from the previous class.
- I’ll revise that some animals are domestic, some animals are wild and some animals are
both domestic and wild.
- I’ll ask them “Do all animals live in the same place?” (No, they don’t),
- I’ll ask them “Where does the whale live?” (possible answers the water, the ocean) “Where
does the lions live?” (possible answers the jungle, the rainforest)
- I’ll explain TO them that the whales and the lions are wild animals, but they have different
habitats
- I’ll show children big pictures of a desert, a rainforest, a grassland, a farm, the ocean and
the Arctic.
- I’ll elicit the habitats´ nameS
- I’ll ask questions. For example: “What’s the climate like? Is it hot or cold? Can the giraffe
live in the Artic? Can the shark live in ON the farm?”
Scaffolding strategies: Pointing to the habitats´ pictures, the teacher will explain that habitat is the
name we use for the place where animals live. An animal’s habitat provides it with food (miming the
action of eating and pointing to the plants), water, shelter and space.
The teacher will explain that habitats vary in climate, (some animals live in cold places), and terrain
(for example the deer lives in the mountains)
Transition comments: Well done! Now you are going to open your English folders.
Timing: 10’
- I’ll give them a worksheet to write the name of the habitat
- I’ll ask children to read the description of each habitat and write the names.
- I’ll ask children work individually, read and identify the four habitats. (Activity 1)

3. - I’ll check the answers by asking questions about the different habitats, for example: Which
habitat has a rainy season? (grasslands) Which habitat can be cold and hot? (deserts)
Which habitat has millions of plants? (rainforests)
- After that, I’ll give another worksheet to match the animals with their habitat (Activity 2)
Activity 1
Read and write the name of the habitat
 It has extreme temperatures and can be very hot or very cold. It is dry and
there is very little rain. The soil is poor and there are only a few plants. -
___DESERT__
 It has a hot season and a rainy season. The soil is fertile and there is lots of
tall grass. ______________
 The climate is warm and it rains a lot all the year round. There are many tall
trees and millions of different plants. These are important for giving the
Earth oxygen. _____________
 It is very cold and windy all the year round. The soil is permanently frozen.
____________
Activity 2
Match the animals to their habitat

4. Scaffolding strategies: The teacher draw student’s attention to the example of the activity. The
teacher support with images and gestures to convey meaning
Transition comments: Great job kids! Now we are going to read about animals’ adaptations. Do
you know why does the giraffe has a loooong neck? Ok! Let’s read and learn.
Timing: 15’
- I’ll ask children to think about and predict the ways in which the animals are adapted to
each habitat as they do this.
- I’ll give a worksheet to each one of them
- I’ll check the answers with the whole class
- I’ll ask some questions: What’s the habitat of giraffes? (Possible answers We think it’s
grasslands), How are giraffes adapted to live in grasslands?
- I’ll encourage students to suggest possible adaptations. For example: They’ve got long
necks to eat tall plants.
Activity 3
a. Listen (The teacher will Read aloud about some animal’s adaptations)
1. Giraffes have got long necks to eat food from the treetops.
2. Elephants have got big ears to hear sounds over long distances.

5. 3. Male lions have got manes to look big and strong in order to scare other
male lions away.
4. Crocodiles have got jaws and sharp teeth to kill their prey.
After listening
b. Read and tick the correct option
1. Why do giraffes have long necks?
a. To eat leaves from tall trees.
b. To see enemies in the distance.
2. Why do elephants have big ears?
a. To hear better.
b. To run faster
3. Why do male lions have a mane?
a. To look big and strong.
b. To keep warm.
4. Why do crocodiles have jaws and sharp teeth?
a. To kill their pray
b. To swim faster
Scaffolding strategies: The teacher will have the animals´ descriptions printed in big to provide
support. The teacher will listen to the children’s ideas and she’ll be ready to help with vocabulary as
necessary.
Transition comments: Very well done kids!!! You’ve done a great job! It’s time to make a nice
drawing!
Timing: 15’
- I’ll give students a white sheet of paper
- I’ll ask students to draw the habitat they like the most
- I’ll encourage to think and draw the animals that live in the chosen habitat.
- I’ll ask them to write a short description of an animal
- I’ll write on the board:

6.  It’s a (an)____________
 It has got______________
 It can_______________
 It lives in the ____________
- I’ll stick the students’ productions on a poster.
Scaffolding strategies: the teacher will scaffold students’ writings by writing a text as a model on
the board.
Transition comments: Great job kids! It’s time to say goodbye! See you on Friday…Bye bye!!!
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x

7. Observations
Nice ideas!
Check comments and suggestions.
Materials:

9. Venn Diagram (this is just an example. I’ll make a big one to complete with the
whole class).