This lesson plan explores animal habitats and includes activities to develop English skills. It focuses on vocabulary about animals and habitats, identifying habitats, and classifying animals. Activities include defining habitat, singing a song about habitats, drawing a favorite habitat, matching animals to habitats in pairs and a game identifying animal homes. The plan aims to engage students and assess their understanding through participation and self-assessment. Upon reflection, the teacher found students grasped key concepts but some activities needed adjustment for time management and developing additional skills like reading comprehension.

1. Raquel Solanellas Caellas
ANT 1
May 2013

2. This lesson plan explores the animals
habitats and covers different topics such as
wild animals, their habitats and some
structures. It includes different English
challenges, including writing development
through questions, speaking skills
improvement through oral expositions and
opinions and listening development
through teacher's and pupils' explanations.
Animals are always a popular topic,
children are fascinated by them, interested
in learning about them and are naturally
curious about their characteristics.

4. • TITLE OF THE LESSON: Animals habitats
• TEACHER'S NAME: Raquel Solanellas Caellas
• UNIT OF STUDY: Animals
• SETTING: Whole group
• LEVEL AND GROUP: 3rd. level
• DATE: May 2013
• NUMBER OF PUPILS: 22pupils

5. LEARNING OBJECTIVES
A. CONTENT
* Pupils will be able to…
- memorize key vocabulary related to different animal habitats as well as their
main characteristics.
B. COGNITION
•Pupils will be able to…
- apply memorized key vocabulary in different contexts.
- identify different animals habitats.
- classify different animals according to their habitat.
- discover that forests, deserts, savanna …are unique and separate habitats.
C. COMMUNICATION
Language of learning
- Vocabulary related to
animals and habitats
- Key sentences and
expressions needed
Language for learning
-How to explain feelings,
ideas, opinions,
descriptions (with the
support of scaffolding
activities)
Language through
learning
Language that comes
unexpectedly when
completing tasks
D. CULTURE
* Pupils will be able to....
- show interest in knowing animals habitats and their characteristics.
- show respect for the classmates and the teacher.
- participate and involve in the activities.
- pay attention to the teacher’s explanations and the partners’ contributions.
- show respect for the animals and their habitats.
- cooperate with others in pair / class work.

6. &
• Worksheets
• PowerPoint presentation about animals
habitats
• Images about different animals
• Computer with internet connection
• Interactive Whiteboard

8. 1. WARM-UP ACTIVITY
• Teacher writes the word “habitat” on
the board, reads it aloud and asks
pupils to write on a sheet what they
think it means.
• After pupils have five minutes to
respond, they share their writing
aloud using the provided scaffolding
structures. Next, teacher explains
them what habitat is.
• Last, children put the definition
with their own words in their sheet.

9. GIVING OPINIONS
Giving your opinion neutrally I think...
In my
opinion…
In my view…
habitat means ...
habitat is ...
Agreeing with an opinion Of course.
You're right.
Yes, I agree.
Exactly.
That's true.
Disagreeing with an opinion That's different.
I don't agree with you.
On the contrary…

10. 2. SONG “THE WORLD IS WHERE WE LIVE”
Pupils watch and listen to
the song “The world is
where we live” by World
Wildlife fund.
http://www.youtube.com/watch?feature=p
layer_embedded&v=FpS8oLLy51Q

11. 3. MY FAVOURITE HABITAT
• Teacher presents the different natural
habitats and their main characteristics
with a PowerPoint presentation
making sure pupils understand it
and can identify some animals that
live in each habitat.
• Once students have a solid
understanding, teacher tells them to
draw a picture of a habitat they would
most likely to visit. Once the drawings
are complete, teacher asks students to
share them with the rest of the class.

12. MY FAVOURITE HABITAT
HABITAT My favourite habitat is ….
the desert
wetlands
the ocean
the arctic
the rainforest
the forest
the savanna
CLIMATE The weather is …
cold
hot
warm
dry
wet
VEGETATION
There is a lot of
vegetation.
There is few
vegetation.
There isn’t
vegetation.
ANIMALS
The animals that live here are …
dolphins
parrots
camels
rabbits …

14. 4. MATCHING WORKSHEET
• In pairs, children complete a
worksheet where there are different
animals and different habitats to
choose. They match the animals with
their correct habitat.
• In order to check it, teacher
hangs on the board a chart of habitats
and each pupil will be assigned
an animal and will place the
animal in the habitat that they
think the animal belongs.

16. 5. Ict game
• It is a game where children have to choose from three different
places all over the world and then click on the picture they think
the animal lives.
http://pbskids.org/mamamirabelle/games.html

17. • It will be an on-going assessment and the
outcomes, participation and interest of the
pupils in the different activities will be suitably
assessed.
• Moreover, the pupils will assess themselves at
the end of the unit as well as the posters of the
other groups.

18. • Overall, I think the lesson plan went well. The 2 groups of 3rd
level responded very well to the lesson. All of them demonstrated
eagerness to learn since this lesson plan was related to the topic we
were working on that moment and they could relate concepts.
• I followed all the plan. However, we were short of time and I
couldn't get to everything I planned on doing, so the timing was
modified and the lesson plan was carried out in two lessons. I
spend a lot of time on the activity MY FAVOURITE HABITAT so I
need another lesson to carry out the other planned activities.

19. • Furthermore, the activity MATCHING ANIMALS with their habitat
was too long since all children (22) had an animal to classify. For
the next time, I will give pupils less animals to classify or only
the ones in the worksheet.
• What surprised me is how children caught easily the meaning of
the key concepts and procedures and how they used the scaffolding
activities. I think that the scaffolding activities are fantastic since
all children get a chance to practice speaking, even the more
timid pupils.

20. • My measure of assessment worked well and measured what I
wanted. However, for the next time I will include a sheet to
round-up the lesson and ensure the understanding of pupils.
• From this experience I learn that I must remember to spend
more time on pupils speaking. If all pupils speak, we need more
time to prepare and carry out it. Time management in lesson
planning is key! Moreover, next time I will include individual
reading activities since I think that this lesson plan was poor in
working reading and comprehension skills.

21. Raquel Solanellas Caellas
ANT 1 May 2013