The document outlines an English lesson plan on endangered species. It includes the following activities: 1. A picture-word matching activity to introduce animal names discussed in the lesson. 2. Questions to help students understand the difference between extinct and existing animals. 3. A guided reading of the passage with the teacher modeling proper pronunciation, stress, and intonation for students to repeat. The lesson aims to familiarize students with vocabulary and comprehension of key concepts through engaging activities like matching, questions, and repeated reading practice.

1. J.Arun, BSc(zoo), BA(H), BA(add), MA(H),
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2.  Picture – Word Matching Activity has been
designed to introduce the lesson. The animals that
are discussed in the lesson are introduced in the
activity
 After matching the names with the corresponding
pictures, the activity is extended to answering
questions written in a chart
 It makes the students more familiar with the names
of the animals and contextual understanding of the
difference between ‘Extinct’ and ‘Existing’
 Then the teacher leads to the gist of the lesson
briefly
 Picture – Word Matching Activity has been
designed to introduce the lesson. The animals that
are discussed in the lesson are introduced in the
activity
 After matching the names with the corresponding
pictures, the activity is extended to answering
questions written in a chart
 It makes the students more familiar with the names
of the animals and contextual understanding of the
difference between ‘Extinct’ and ‘Existing’
 Then the teacher leads to the gist of the lesson
briefly

3.  The teacher reads the selected passage with
proper stress, pause and intonation
 Then the students repeat after the teacher phrase
by phrase
 Students read silently and underline the new
words and use dictionary to find out meanings
 The teacher writes some new words on the board
and explains them contextually
 The teacher reads the selected passage with
proper stress, pause and intonation
 Then the students repeat after the teacher phrase
by phrase
 Students read silently and underline the new
words and use dictionary to find out meanings
 The teacher writes some new words on the board
and explains them contextually

4. Endangered SpeciesEndangered Species
For
Horns
For Ivory
Tusk
Human
Encroachment
Human
Encroachment &
Habitation Shrinking
Deforestati
on of
Bamboos
Hunted
for Fur
Hunted
for Sport
Sea
Pollution
&
Hunting
Africa North America South America Asia
Rhinoceros Elephant Cheetah
Bear Red
wolf
American
Crocodile
Howler
Monkey
Three -Toed
Sloth
Macaw
&
Parakeet
Panda Snow
Leopard
Tiger Blue
Whale
Destruction of rain
forest
Sold as exotic pets

5.  The lesson is consolidated in the form of ‘facts’.
Here the children are given practice in using the
language structures and phrases.
 The lesson is consolidated in the form of ‘facts’.
Here the children are given practice in using the
language structures and phrases.

6.  Survey Report Activity has been given for
reinforcement
 The children are engaged in writing the report
based on the survey and presenting it (The
activity is demonstrated in training)
 Survey Report Activity has been given for
reinforcement
 The children are engaged in writing the report
based on the survey and presenting it (The
activity is demonstrated in training)

7. S.L No Name of the Group Member / Student Answer for the given question

8. For First Question:
 We conducted a survey based on the question
_______________________________________. Totally
____________________ students took part in the
survey. Out of __________ students __________
reported as they would protect ____________
students said as they would protect _____________.
____________ said they would protect ___________.
For First Question:
 We conducted a survey based on the question
_______________________________________. Totally
____________________ students took part in the
survey. Out of __________ students __________
reported as they would protect ____________
students said as they would protect _____________.
____________ said they would protect ___________.

9.  A passage has been taken from the lesson and
questions are asked to evaluate the
comprehension skill of the children
 A passage has been taken from the lesson and
questions are asked to evaluate the
comprehension skill of the children

10.  Cross word activity has been given to identify the
names of the animals
 Matching the animals with the adjectives is
another activity which has been provided to help
the late bloomers find out the correct answers
from the book
 Any other activity which is more appropriate to
address the specific challenges of children may be
given
 Cross word activity has been given to identify the
names of the animals
 Matching the animals with the adjectives is
another activity which has been provided to help
the late bloomers find out the correct answers
from the book
 Any other activity which is more appropriate to
address the specific challenges of children may be
given

11.  Four questions have been given from the lesson
to further develop the understanding of the lesson
and to improve their writing skill
 Four questions have been given from the lesson
to further develop the understanding of the lesson
and to improve their writing skill

12.  Project work has been assigned to collect
information about a few extinct / endangered
species
 Imaginary essay writing about a topic has also
been given as optional
 Project work has been assigned to collect
information about a few extinct / endangered
species
 Imaginary essay writing about a topic has also
been given as optional

13. Question-1
What are the difficulties in reading the passage?
 Probably: pronunciation, meaning, function of
the words and comprehension of the passage
Question-1
What are the difficulties in reading the passage?
 Probably: pronunciation, meaning, function of
the words and comprehension of the passage

14. What kind of preparation is needed for giving
“Guided Reading”?
Suggestion:
 Reading the passage many times
 Understanding the passage
 Finding out the proper pronunciation and meaning
for the unfamiliar words
 Knowing the function and usage of the word in
different contexts
 Reading the passage again with proper stress,
pause and intonation
What kind of preparation is needed for giving
“Guided Reading”?
Suggestion:
 Reading the passage many times
 Understanding the passage
 Finding out the proper pronunciation and meaning
for the unfamiliar words
 Knowing the function and usage of the word in
different contexts
 Reading the passage again with proper stress,
pause and intonation

15. What strategies will you adopt to explain the following
words?
 Macaw
 Three – Toed - Sloth
 Exotic
 Extinct
 Endangered
Suggestions: Pictures or videos can be shown for
Three-toed- sloth and Macaw
Exotic, Extinct and Endangered: These words can be
explained through examples, opposites, sentence
formation, situational approach etc.
What strategies will you adopt to explain the following
words?
 Macaw
 Three – Toed - Sloth
 Exotic
 Extinct
 Endangered
Suggestions: Pictures or videos can be shown for
Three-toed- sloth and Macaw
Exotic, Extinct and Endangered: These words can be
explained through examples, opposites, sentence
formation, situational approach etc.

16.  The teacher of English needs to facilitate the students
by creating different situations in the classroom.
 Situational approach to English language teaching
plays a significant role for the children to understand
the abstract ideas in a better way.
 The following situations could be adopted based on
the nature and needs of the content.
 Classroom situation
 Real life situation
 Pictorial situation
 While explaining a new concept or vocabulary through
examples, application of different situations works
better. Because the abstract ideas can be converted
into concrete ones to some extent.
 The teacher of English needs to facilitate the students
by creating different situations in the classroom.
 Situational approach to English language teaching
plays a significant role for the children to understand
the abstract ideas in a better way.
 The following situations could be adopted based on
the nature and needs of the content.
 Classroom situation
 Real life situation
 Pictorial situation
 While explaining a new concept or vocabulary through
examples, application of different situations works
better. Because the abstract ideas can be converted
into concrete ones to some extent.

17. Why is Reinforcement Activity more important for
English Subject?
 It provides scope for the teacher to design
appropriate activity so as to develop the language
skills to be applied in real life
Why is Reinforcement Activity more important for
English Subject?
 It provides scope for the teacher to design
appropriate activity so as to develop the language
skills to be applied in real life

18. How does ‘Survey Report Activity’ serve the
purpose of skill enrichment?
 The language is functionally used by asking
questions, answering, discussing and writing the
report. Hence, all the skills are focused here
How does ‘Survey Report Activity’ serve the
purpose of skill enrichment?
 The language is functionally used by asking
questions, answering, discussing and writing the
report. Hence, all the skills are focused here

19. Thank YouThank You