The document provides a lesson plan for a 6th grade English class. The lesson involves student group presentations on wild animals. The learning aims are for students to use varied vocabulary and language structures related to wild animals, practice speaking skills, and develop higher-order thinking. The language focus is on vocabulary for wild animals, habitats, food, and presentation structures. The procedures outline greeting students, explaining the presentation task, giving time to finish posters, having student groups present on their animal while the teacher listens and asks questions, allowing peer questions, voting on the best presentation, and completing rubrics on performance.

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: 20
Tipo de Planificación: TBL
Unidad Temática: Wild Animals
Clase Nº: 5
Duración de la clase: 50 minutes
Fecha de la clase: 23/11/2021
Fecha de entrega de la planificación: 19/11/2021
Learning Aims
During this lesson, learners will be able to…
- Use varied vocabulary related to the topic of the unit through their presentations.
- Use different language structures that are necessary for their task.
- Revise vocabulary related to wild animals, food, habitats, kinds of eating-animals,
etc.
- Practise their speaking skills through a communicative approach. In this case,
transmitting their knowledge of a specific animal to their teacher and classmates.
- Develop their higher order thinking skills by explaining what they know with a
meaningful purpose, analyzing and evaluating their own and other peers’ work.
- Work on their interpersonal intelligence working in groups and making decisions to
get a better result in their presentations. Working on their intrapersonal intelligence
by reflecting upon their performance, thinking of positive aspects of their work as
well as things to improve.
Language Focus
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Vocabulary related to the
topic of this unit: wild
animals (habitats, food,
carnivores, herbivores,
omnivores)
Necessary vocabulary for
the project: eats, lives, fruits,
bamboo, meat, run, sleep,
etc.
Present simple
Because, I like...
N
E
W
Necessary vocabulary for
the project: eats, lives, fruits,
bamboo, meat, run, sleep,
etc.
Giving reasons to explain
their animal selection
Materials
- Rubrics
- Marker pen
Procedures
(up to 3 minutes)
I will greet students and ask them what date is today.
I will explain students that the purpose of today’s presentations is “to convince me and the
rest of the class that the animals you chose are special and unique. At the end of the
class, you will vote and decide which group made the best presentation.”
Then, I will write the name of all the members of the groups.
Transition: “So let’s get back to work!”
( 10 minutes)
I will give them 10 minutes to finish their posters because they couldn’t do it the previous
class. Those who finish early, will have to check their presentations and prepare them, that
is, decide who says what and the order in which they will speak.
Transition: “Alright, time’s up!”

3. The first group to finish will give the first presentations. Students will talk about their
animals and I will take seat and listen carefully. They are expected to use the structures
and vocabulary they learned by making the posters. Some of them were explicit, such as:
It lives in.... It eats... It is...; while others depend on their specific answers, such as: “It
sleeps in the mud, I like it because, it runs fast”, etc.
So yes, they’re likely to repeat these written sentences out loud as if it were a drilling
activity, but they should understand them well because I will also ask them to explain their
likes/interesting facts to the rest of the class.
When each group finishes their presentation, I will ask some extra questions to check their
knowledge of the animal as well as the habitats, food chain or other interesting facts
related to the topic of the unit.
For example: “What other animals live in the same habitat? Can your animal live in other
habitats? Can it be domesticated? In what countries can we find your animal? Tell me
something you don’t like about your animal”, etc.
Then I will invite the rest of the students to ask a couple of questions to the group by
raising their hands. I will tell them that asking questions is going to be evaluated as well.
Students will then vote individually for the best group presentation which must not be their
own.
Transition: “Good job everybody, I liked your presentations!”
Finally, I will hand students some rubrics they should complete about their presentation
and performance overall in this project. I will tell them to be honest and think carefully
about their work in terms of their participation in class, quality of teamwork, use of
information and creativity.
I will complete the same rubrics and add comments and suggestions.
Rubric:
Student’s name:
Excellent!
😎
Very good
😀
Good
�
Needs
improvement
�
Participation
Teamwork
Information
Creativity
Transition: “Nice class, see you on Thursday”