Muller Lilia - Didactic Unit 1 - Into the Wild

Didactic Unit: “Into the wild”
Week 1
Hello everybody!! How are you doing? I miss you!
Here are the activities for this week!
Do you know what a WILD ANIMAL is? Can you point at the picture with them?
Yes! They are WILD ANIMALS
You can click on the images to see a funny video about these animals!
Activity 1:
Watch the following presentation and do the activities in it!
https://docs.google.com/presentation/d/1pLrvnl4tnt3ai5noV9G0pDTjwnvuc9wwl8wbrVI9
U9M/edit?usp=sharing

Activity 2:
Let´s see the following video and sing along!
https://drive.google.com/file/d/1kHX0yPJ9zm0IitWGxAOYQCZt_LPRSnGy/view?usp=shari
ng
Complete the sentences:
- THE LION HAS A ____________
- THE PARROT_______________
- __________________________

Now, here are some puzzles for you to play!
Choose the animal in the puzzle you like the most and send me and audio answering these
questions: - What animal is it? It has claws, wings or tail? What colour is it?
1) https://www.jspuzzles.com/puzzle.php?puzzle=2457393&lang=es&size=3&cut=8&
scale=3
THESE ARE ________________________
2) https://www.jspuzzles.com/puzzle.php?puzzle=721213&lang=es&size=3&cut=8&s
cale=3
THIS IS A ________________________
3) https://www.jspuzzles.com/puzzle.php?puzzle=721219&lang=es&size=4&cut=8&s
cale=3
THIS IS A _________________________
Week 2
Activity 1
Hello again!!
Watch the following trailer of the movie: The Jungle Book
https://www.youtube.com/watch?v=jqmUoteadZI

Which animals can you recognize?
Circle the animals you can see in the video and complete the missing letters of the words.
B_ _ _ K P_ _ _ _ _ R _ _ _ _ K
_ _ _ K_ Y S _ _ _ E
C _ _ _ _ D_ _ E C _ _ _ L

Send me an audio telling me: Do you like the trailer of “The jungle book”? Which animals
are the friends of Mowgly?
Activity 2
Look at the picture and answer:
How many animals can you see?
I can see five monkeys.
I can see .....................................................
I can see.....................................................
I can see.....................................................
.....................................................................
......................................................................
I can see one snake.
I can see one.................................................
All these animals live in the.........................................................................

Homework:
Next week we have the zoom meeting!!! I can’t wait to see you!!
For the meeting I need you to cut body parts of different wild animal, a sheet of paper,
glue and some colour pencils! See you soon!
Week 3
Activity 1
Hello everybody! How are you? I have a wonderful time in our zoom meeting! You did a
wonderful job! Let’s continue working!
Watch and listen to the following song!
https://www.youtube.com/watch?v=_Ir0Mc6Qilo
Answer the following questions:

. Can Birds fly? Yes, they can.
. Can Birds clap? No, they can’t.
. Can Elephants fly? ______________________
. Can Fishes stomp? _____________________
. Can Gorillas climb? _______________________
. Can Buffalos run? __________________________
Send me and audio answering the following question:
Which animal of the video is your favourite? Can it run?
Activity 2
Listen to the following video and draw a line to connect what the animals Can’t do!
https://drive.google.com/file/d/1WzJZJhkndbRYIMjoWIZuiD8z0aOKdg2Y/view?usp=sharin
g

Once you finish, write 3 sentences about 3 animals and what they CAN do.
1).......................................................
2)......................................................
3).......................................................
Week 4
Activity 1
For this activity you have to guess which animal it is. Write the name of the animal and
make a drawing of it, you can send me a picture of it through WhatsApp!
- It has a long tail. Its color brown and it can climb.
- It lives in the ocean. It has sharp teeth and it can swim.
- It lives in the jungle. It has big paws. It can run.
- It has colorful wings. It has feet. It can fly.
- ____________________________________
- ____________________________________
Write two more sentences and send me an audio. I will send your audio to another
partner to see if they can guess!
Activity 2
Now, we are going to put hands to work! We are going to make a cardboard roll craft of a
wild animal!!
For this activity you need:
. Cardboard roll
. Paint (different colors)
. Paper

. Black marker
. Scissors
. A paintbrush
Watch the following tutorial:
https://drive.google.com/file/d/135_PPj3jcSj3nGtL_raeMhSAhhs2uTrc/view?usp=sharing
Here are some pictures of my crocodile and snake! I hope you like it! You can send me a
picture of your cardboard roll animal, I would love to see them!

Now, describe your animal!!
My crocodile is green. It has sharp teeth. It can swim.
What about your animal?
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
Observations

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTES: Muller Lilia
Grado: 2nd grade
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 24 (One student with hypoacusis)
Tipo de Planificación: Clase
Unidad Temática: Describing Animals
Semana Nº: 2
Learning Aims
During this lesson, learners will be able to…
- Identify and describe different wild animals.
- Differentiate where each animal lives.
- Use their previous knowledge about numbers and colours.
- Use their imagination to create a new animal.
- Work collaboratively.
- SEN: To work actively in the activities
Language Focus

LEXIS FUNCTIONS STRUCTURE
R
E
V
- Days of the week,
month, number.
- Weather
conditions: rainy,
cloudy, windy,
snowy, sunny.
- Numbers
- Colors
- Name of the
animals: monkey,
parrot, black
panther, frog,
- Places where the
animals live: river,
mountains, artic,
jungle
- Parts of the
animals: tail,
wings, craws.
- Adjectives: big,
small, long
- Saying the date
- Describing the
weather
- Say what they
can see
- Say where the
animals are
- Describing
animals
 Is it…?
 Yes it is/No it
isn´t
 It is…
 Today is…
 What day is it
today?
 I can see....
 That’s a .....
 They are in....
 Personal pronoun
(name of the
animal) +
has/have +
Adjective + noun
(part of the
animal)
 This is a..../ It is a
...

- Show
preference
 What´s your
favourite......?
N
E
W
- Parts of the
animals: beak,
teeth, fur, feathers,
feet, paw
- Describing
animals
- Personal pronoun
(name of the
animal) +
has/have +
Adjective + noun
(part of the
animal)
- What animal is it?
- Which animal
has...?
Materials
● Notebooks/computers with camera
● Speakers
● Microphones

● Internet connection
● Zoom Platform
● The board in the zoom platform
● PowerPoint presentation
● Pictures of the body of wild animals
 Scissors
 Glue
 Sheet of paper
Procedures
(10 minutes)
Aims: To welcome the students
To check attendance
To reinforce students’ vocabulary about weather and days of the week
I will greet the students as they enter the zoom meeting saying: “Hello Laura! Nice to see
you again! How are you?”. I will check attendance by writing the names of the students
connected on the board. As students enter I will say similar phrases as the previous one to
welcome them. We will assure to speak slower than usual and articulating the words as
much as possible so the student with special needs can read my lips as I welcome him.
I willwait five minutes and say:“Ok, now that we are allconnected I want to askyou: What’s
the weather like today?” I will share my screen and show them a picture with the different
types of weather (Routine: Slide 2) I will point to the words in the presentation as I talk and
do some gestures so SEN can understand better what are we talking about. I will ask them
to go and see through a window or open the door to see how the weather is. Once they are

all in front of the camera, I will show them Slide 3. I will ask them: “Is it sunny?” while the
picture of a sunny day appears, students are expected to say: “Yes, it is sunny” and I will
say: “That´s right! It’s a sunny day, very good!”. If the day isn’t sunny they are expected to
say: “No, it isn’t” and I will continue asking while the different weather pictures appear.
Once they say the weather that correspond to that day, I will write it on the board and they
all have to repeat after me: “Today is sunny or It is sunny” while we all move our hands
pretending to be the sun.
Then I will ask: “And do know what day is it today?” and show them Slide 4. We will read all
the options in case they have doubts. Once they say the correct one or if they continue
doubting I will press click on the image and a circle will appear over the correct date. Then
I will ask: “And do you know what number is today? And what month?” In case they don’t
know or have doubts I will help them by saying the number of the day and month which
was before today pointing at the picture. Once they say the correct month and number I
will congratulate them, write it on the board and we will all repeat it aloud. The chat will be
always open and I will pay special attention to it in case the student with special needs
wants to write something.

Scaffolding strategies: showing pictures, asking them to go/see outside the weather,
speaking more slowly, asking questions, giving options, pointing, repeating the correct
answers, using gestures.
Transitioncomment:“Youdid agreat job! Now I want to show you something...” I willshow
to the camera my thumbs up and I will point to my eye and the screen.

(5 minutes)
Aims: To help student to remember previous knowledge
To create a context to introduce the new vocabulary
I will show them the pictures of three animals (Slides 9-20) and ask them: “What animal is
it?” while I point to each picture. Students are expected to say: “That´s a monkey” or “It is
a monkey”. I will elicit responses and help them in case they need it by saying part of the
name, writing on the board the first letter or clicking on the screen so the name will appear.
After that, I will read three clues and students have to write in the chat which animal has
that characteristic.
For example:
. Which animal lives in the desert?
. Which animal has claws, a tail and is grey?
. Which animal is long and green?
Students will write: “It’s the lizard”
I willread another 3 clues and students have to show at the camera with their fingers,which
option do they choose.
. Which animal lives in the jungle?
. Which animal has wings and is green?
. Which animal has a tail and is brown?
After that I will ask: “What do these animals have in common? Where do they live?”. I will
point to the last 4 animals. Students are expected to say: “In the jungle” or “They live in the
jungle”

Scaffolding strategies: Pointing at the picture, repeating the questions, emphasizing the
correct answers, writing the first letter of the animal’s name, doing mimics.
Transition comment: “Well done! Do you like wild animals? We are going to describe them
a bit more! Let’s work!” I will show them my thumbs up and a happy face!
(5 minutes)
Aims:
● To present the new vocabulary in context
● To go over the activities they have worked during week 1 and 2
● To work on students' speaking skills
To present the new vocabulary, I will resort to the activities they have been working on
during Week 2. I will ask them, “Do you like the trailer of the movie “The jungle book? Have
you seen the movie?” “What's your favourite animal from the movie?”. I will show them a
presentation with the animals from the movie (Slides 2-8) and students will say which is
their favourite.

After that I will introduce the new vocabulary by showing them pictures comparing two
animals (Slides 9-11). I will ask them questions like: “Which other animal has fur? Has bear”
Then I will show them the other animals from the movie, from the jungle and they have to
form a sentence with the correct word and animal. I will say the first sentence as an
example: “The lion has fur”. Then I will ask who wants to continue, wait a few second and
say: “Laura, do you want to continue?”. Then, I will show to the camera a little poster with
the name of the student who I want to continue so they all have to pay attention to see
who is next. In case they have doubts I will ask to the class: “Has the parrot got teeth?” and
they are expected to say: “NO”. I will give them the complete answer: “No, it hasn’t”.

Scaffolding strategies: showing pictures, asking questions, making gestures, giving options,
pointing, emphasizing the correct answers.
Transition comment: “Well done! You did it great! Now, let's have a bit of fun. I told you to
collect some materials, do you have them there?” (To help them understand I will show the
materials I have with me and point to them).
(15 minutes)
Aims:
● To develop students listening skill
● To motivate all the students to participate
● To develop students interpretation
● To reinforce their understanding of the new vocabulary seen in class
● To create the characters of the story
In this part of the lesson, I´mgoing to ask students if they have all the materials near them.
I will tell them that I’m going to tell them a story called “Party in the jungle”, I will ask them:
“What do you think the story is going to be about?”, students will say words related to
animals and the jungle. I will ask them to pay attention to the story because they will have
to draw or paste the different parts of the animals according to what I say. I will tell the

story and every time an animal appears I will do some mimics, point at the colors and body
parts, I will also do some sounds in case they need it but I’m not going to say the name of
he animal. I will write the instructions on the board, too.
The story:
“Once upon a time, there was a LION who lived very happily in the jungle. The LION had
BROWN FUR, BIG PAWS WITH SHARP CLAWS. One day, he woke up and remembered that
it was his birthday! So he decided to invite allhis friends to his birthday party. The MONKEY,
which was BROWN AND WHITE WITH HIS LONG TAIL, was the first to arrive, then the BLACK
PANTHER WITH HIS SHARP TEETH. Many other animals arrived, the party was a success!
They were all dancing, when suddenly a BIG GREY PHYTON appeared, she was really upset
because the Lion didn’t send her an invitation! The LION apologized, and invited her to stay
in his party. They ate sandwiches, drank orange juice and danced all the night. When the
LION blew his candles he remembered that his birthday was in January, not in September.
“
I will mimic, use gestures to describe the animals. When the story finishes, I will give them
some more minutes to finish their drawings. They can also draw the jungle, the party and
other animals if they want to. Once they are ready, I will ask them to show their drawings
to the camera and I will reveal the name of the animals and their descriptions. I will have
my own drawing so they can see which animal I was performing.
Scaffolding strategies: Repeating the sentences, pointing at real objects to show them
colours or body parts, mimic and using gestures.
Transition comment: “Do you have fun? I had so much fun and you did a wonderful job!
Now, we are going to play a game! Are you ready?”

(5 minutes)
Aims:
● To wrap up the lesson
● To integrate their speaking and listening skills in groups
● To create their own animal
To round up the topic of the lesson and as a follow up activity, the students will have to
create their own animal using the parts of animals that left from the previous activity. I will
divide the zoom meeting into different groups of 3 students. Each student will have to say
to his/her partner on his/her right a sentence using the vocabulary learnt in the lesson and
during week 1 and 2. I will encourage them to say funny, extravagant, imaginary things. For
example, one student will say to another: “Your animal has red and orange fur” “Your
animal has tail and feet”. Once they finish, I will end the group meeting so they can start
working on their own.
When they finish, they will show their animal to the camera so everybody can see it. The
students can point to the part that was told by a partner. They can write in the chat or say
as they like the most prominent characteristic of their animal and its name.
Transition comment: Well group I had a wonderful time with you all! If you need some help
write to me by email or WhatsApp. See you in two weeks! I will miss you! Bye bye!!

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
Observations
https://talkandcomment.com/p/caf244688b1c920c0adc9e97 (voice note)

Muller Lilia - Didactic Unit 1 - Into the Wild

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Muller Lilia - Didactic Unit 1 - Into the Wild