Into the Wild Unit - Animals, Habitats and Africa

INSTITUTO DE FORMACIÓN DOCENTE
CONTINUA
LENGUAS VIVAS BARILOCHE
Profesorado de Inglés – Opción pedagógica a
distancia.
PRÁCTICA DOCENTE II
 Tutora: Aurelia Velázquez
 Fecha de entrega: 27-10-2020
 Alumna: Liliana Beatriz Romero
 Unidad didáctica 2: Into the wild

Foreword on the Second didactic unit planning:
The planning of the present didactic unit was developed considering the
characteristics of a group of 15 students at 6th
year of Primary School. This group
have been learning English at school since they were in first grade.
In the group, there is a boy with Down syndrome. He presents mild
intellectual disability and has a MOI teacher (Integrating Mentor Teacher) who
accompanies him in all subjects.
After doing some research on the student´s case, I came to the following conclusions
that guided my decisions on support and pedagogical adaptations to this student:
 Students with these characteristics need more steps to achieve the same outcomes
that are expected for students of the same age and level of education.
 They tend to forget contents more easily than other children of the same age do.
In consequence, they need to continue practising what they have learnt and
recycle vocabulary with more frequency.
 Some processes that we can assume to happen naturally in children of the age, like
the ability to make generalizations or to understand abstract concepts, cannot be
assumed to happen the same way in the case of DS children. Therefore, teachers
need to provide further assistance to help they overcome the possible difficulties
they may find.
Source: https://www.down21.org/educacion/2496-programacion-educativa.html?showall=1
Considering the described conditions, contents, resources and activities were
adapted to cater for the students’ different learning styles and different needs.
Despite the learning expectations set to the SEN student and the activities
designed for him, it´s important to consider that possible further adaptations may be
needed, depending on the progress he makes and his personal time available to accomplish
with the additional activities that were thought to scaffold his learning.
During Weeks 1 and 2, students will review contents about wild animals,
animal´s body parts, animals´ diets and animals´ habitats. In these two weeks, important
cross-curricular links with Geography will be made, in special during week two, where
students will be asked to relate the animals´ habitats with geographical features of Africa.
In addition, a tutorial video will be provided to develop Activity 2 from week 1.
During week 3, children will work with a song about Africa, developing their
cultural awareness as well as reviewing and constructing new knowledge about the topic
of the unit.

Week 4 will be of paramount importance because children will learn how to
compare animals´ features using comparatives and superlative adjectives of long
adjectives. It´s important to consider that the group have already learnt to make
comparisons using comparative and superlative forms of short adjectives. However, a
revision and practice of these contents will be important in order to learn the new lexis
and structures. To put in practicse the contents seen, children will be asked to read a short
tale and work in some activities about it.
An explanatory video was specially prepared for the children to review and be
introduced to the aforementioned contents of the week. It´s also worth mentioning that
students will receive support through email and WhatsApp whenever they need it.
By last, at the end of week 4, the group will have a Zoom meeting to review
previous knowledge and reinforce the new contents seen during the month. In addition,
they will integrate and practise their reading, listening, writing, speaking, thinking and
interpersonal skills.
To round up the month, students will complete a self-assessment chart.
Liliana
…………………………………………………………………......
WEEK 1: A trip to the wild
Lexis:
Animals (review): elephant, crocodile, lion, alligator.
Animals (new): coyote, meerkat, spotted hyena, gorilla, pelican,
chameleon, capybara, Patagonian penguin.
Animal body parts (review): trunk, feathers, mane.
Animal body parts (new): tusks (elephant), fangs (lion), large snout,
elongated snout, V-shaped snout, U-shaped snout, yellowish/reddish fur,
rough fur, light tail, dark coloured bands, sharp claws, straight beaks, facial
spots, belly, fingerprints, strong jaw, sticky tong, floppy ears, rigid skin, big
incisor teeth.
Animal food (review): branches, leaves.
Animal food (new): seeds, tree bark, stems, crabs, antelopes, hares,
carrion, squids, crustaceans, lizards, wildebeests, toads.
Comentado [A1]: Quite a lot…

Habitats (new): Savannah, rainforests, tropical forests, plains,
desert/semi-desert areas.
Grammar:
-Noun/ PP + verb to be + adjective (Describing Physical appearance)
-Noun/PP + has/have + ……… (Describing Physical appearance)
-Noun/PP live in ………… (Describing habitat)
PP: personal pronoun
Hello my dear group! How are you?
Preparation activities for SEN student:
Aim: to revise previous knowledge about animals and get prepared for the
topics of the unit.
Before watching this week´s surprise, let´s make some revision:
Activities:
a) Let´s review the difference between domestic and wild
animals. Work on the following worksheet:
https://es.liveworksheets.com/op394322dg
If you have any doubts, please contact me via e-mail or
WhatsApp! :D
When you finish click on “TERMINADO” and check your answers.
You can redo the activities as many times as you want.
Take photos of your final answers and send them to me via
WhatsApp!
b) Now, let´s play a game about wild animals! Click here:
https://learnenglishkids.britishcouncil.org/word-games/wild-
animals-1
Instructions: select the name of the animal by clicking on it with
your mouse. Then, select the animal´s corresponding picture. You

can play the game as many times as you want. When you finish
send me a photo. Good luck!
You can use this picture dictionary:
https://drive.google.com/file/d/1YnSuKi86d01vHr4jnRDSWN1NAj
zREzKw/view?usp=sharing
…………………………………………………………………......
Whole group:
This week I want to invite you to make a trip with me. Our
destination is a SURPRISE! Are you ready for the adventure?
 Click on the link to open the Presentation:
https://drive.google.com/file/d/1U_n1oQrYZ7dWGKSJEw2gq8
CoshWdpAGL/view?usp=sharing
Then, click on “Abrir con Presentaciones de Google” and “Presentar”
 If you want to watch it in video format click here:
https://drive.google.com/file/d/1owE10VCWM-
2KnJfxm06S8Ha29PBPMITZ/view?usp=sharing
VOCABULARY FROM THE VIDEO (click on the link below to
review important vocabulary from the video):
https://drive.google.com/file/d/1Gq5qQdk2C3ht2Kjwrvw9_Tfhinbtd
Wrk/view?usp=sharing
Did you like the trip to the wild? I love it!
Activity 1:
Time to play! Click on this link to play the game:
https://wordwall.net/es/resource/5025572
Comentado [A2]: LOVELY!!

You can play it as many times as you want. Send me a photo of your
results! Good luck!
Activity 2:
Work in pairs to complete the mind maps about the animals. You
should add pictures or drawings to illustrate your mind maps! Be
creative! (Slides 1-2 have been done as an example)
Copy and paste this link in Google Chrome:
https://docs.google.com/presentation/d/1RRzXqj8XRWV7kOzODZG
vjM7l9LugOptRm2SO1XXhwmM/edit?usp=sharing
 Pair work organization:
 Slides 3-4: Fede y Caro
 Slides 5-6: Flor y Carlitos
 Slides 7-8: Moni y Álvaro
 Slides 9-10: Carme y Santi
 Slides 11-12: Euge y Franco
 Slides 13-14: Oli y Dante
 Slides 15-16: Lau, Ade y David
 Slides 17-18: free work (anyone can complete it)
 Notes (Aure):
 The google slide presentation will be shared with all the students
(adding their mails to it), so that they won´t have problems to open
and edit it.
 Once the presentation is finished, it will be used before the zoom
meeting as an optional game activity. I will delete the photos and
animals´ names, mixing the slides, and asking the children to guess
which animal is each slide describing.
Activity 2 tutorial:
https://drive.google.com/file/d/1zZPtx17yP6ZinTiRLGsHbfT0_k79
u_Y4/view?usp=sharing
Comentado [A3]: This is so important! Re-using activities,
exploiting them to the full.

Activity 3:
Listen to the recording: Wild animals.m4a
(double click on the icon).
Mark with a cross the animals you hear. Follow the example:
x
x
x x
x
xx
xx
x

SEN student. Activity 3 adapted:
Watch the video:
https://www.youtube.com/watch?v=BDYUV7tx_pM
Mark with a cross the animals you see and hear. Follow the
example.
xx
xx
x
x
x x
Comentado [A4]: As the first example, I´d made a cross
next to the ELEPHANT.

……………End of week 1……………
x
xx
xx
x
x
x
xx

WEEK 2: The African Continent-Geographical features.
Lexis:
-African geographical features (new): Sahara desert, River Nile, Savannah
(grassland), Lake Victoria, Atlas Mountains, Rainforest.
-Habitats (review): sea, desert, farm, tree trunk, cave, jungle, forest, ice,
Artic, underground, mountains.
-Animals (review): bats, bees, parrots, butterflies, toucans, monkeys,
frogs, snakes, camel, lizard, fox, owl, coyote.
Grammar:
-Noun + verb to be + noun/adjective (Vocabulary review --- Defining
habitats/geographical features)
-PP/Noun + live (Poems --- Describing animals´ habitats)
-Prepositions (Poems --- Describing animals´ habitats)
-There is/there are (T o F activity --- Animals´ habitats)
Hello children!
Last week we made a trip to Africa. Did you like it? Do you want to
learn more about this fantastic continent?
A) Click on the link bellow to access to the activities of this week.
Enjoy them!
Link: https://es.liveworksheets.com/1-ed1298732lm
When you finish, remember to send me photos via WhatsApp!
Activity adapted to SEN Student:
Click on the link below to work on the activities of this week. Enjoy
them!
Comentado [A5]: They may also send the finished activity
via e-mail.

Notes (Aure): I will ask the SEN student to work only with the first
poem and solve the true or false activity I give him about it.
Link: https://es.liveworksheets.com/1-gg1314178gl
B) Choose a poem and practise reading it aloud. Then, record
yourself reading the poem. Send me the audio file via
WhatsApp.
SEN: Listen to the poem and practise reading it aloud. Then,
record yourself reading the poem. Send me the audio file via
WhatsApp.
……………End of week 2……………
WEEK 3: Africa Song
Lexis:
-Animals (review): giraffes, rhinoceros, lions, snakes, crocodiles, gorillas,
foxes, camels, hippos, zebras, antelopes, ostriches, wildebeests, leopards,
scorpions.
-Habitats (review): grass, sand, desert, trees.
-Animals (new): pink flamingos, fennec foxes, oryxes, jerboas, colobuses,
okapis, gazelles.
-Other (new): burning sand, herds of animals/beasts, low scattered trees,
wildlife.
Grammar:
-I + past simple verb (Describing past events)
-Past time references: last summer, in February, two years ago
Hello dear students! How are you?
This week we are going to listen to a song about Africa!
Comentado [A6]: Or a part of the poem

A)Before listening to the song, click on this link:
https://es.liveworksheets.com/1-my1291641xo. Read and listen
to the vocabulary and do activities 1 and 2.
When you finish, press “TERMINADO” and take photos of
your answers! Send them to me on WhatsApp.
SEN: Before listening to the song, click on this link to read and
listen to some vocabulary: https://es.liveworksheets.com/1-
my1291641xo. Activities 1 and 2 are optional (not compulsory).
Song lyrics: (for Aurelia)
Refrain
Africa, Africa,
Faraway land.
Africa, Africa,
Miles of burning sand.
Africa, Africa,
Low scattered trees.
Africa, Africa,
Amazing herds of beasts.
1
Once I went to Africa
To see the wildlife.
The whole day the desert sleeps,
At night it comes alive.
Fennec foxes, ostriches,
Scorpions are there,
Oryxes, jerboas,
Caravans of camels.
Refrain
Africa, Africa,
Faraway land.
Africa, Africa,
Africa, Africa,

Africa, Africa,
2
Savanna meets me with gazelles,
Antelopes and gnus,
Meerkats and hippos,
And some zebras, too.
Elephants, rhinoceros,
Elegant giraffes,
Lions and leopards
Hunting in the grass.
Refrain
Africa, Africa,
Faraway land.
Africa, Africa,
Africa, Africa,
Africa, Africa,
3
Then in tropics was my journey
Down the river Nile.
There live a lot of snakes,
And big crocodiles.
Pink flamingoes at the lake,
Thousands of birds,
Gorillas and colobuses,
Chameleons and frogs.
Refrain
Africa, Africa,
Faraway land.
Africa, Africa,
Africa, Africa,
Africa, Africa,

B) Now you can listen to the song and do activity 3!
Click on this link: https://es.liveworksheets.com/1-jp1296272si
When you finish, press “TERMINADO” and take photos of
your answers! Send them to me on WhatsApp.
C) SEN (additional activity). Time to play! Click on this link and
download the Animals domino pieces:
https://drive.google.com/file/d/1IybS4Le86xsL89RIT41iip_xNjY
AYBPM/view?usp=sharing
Print the document and cut out the pieces. Then, start playing!
When you finish, send me a photo!
If you want to play the game on your PC, copy and paste the
link bellow on Google Chrome. Good luck!
https://docs.google.com/presentation/d/1JKyHnxt6YzeMhy7Lq
5P62u_n7X16KbcAgzehYrycTeI/edit?usp=sharing
……………End of week 3……………
WEEK 4: The Clever Tortoise. Traditional story.
Lexis:
-Animals (review): elephant, lion, hippo, tortoise.
-Adjectives (review): large, strong, tall, fast, long, funny, fat, big, small,
clever, dangerous, special, beautiful.
-Comparatives short adjectives (review): stronger, taller, faster, longer,
funnier, fatter, bigger, smaller, cleverer, larger.
-Superlatives short adjectives (review): strongest, tallest, fastest, longest,
funniest, fattest, biggest, smallest, cleverest, largest.
Comentado [A7]: In case they cannot print the document,
you may ask learners to create their own domino tiles.

-Comparatives long adjectives (new): more special, more dangerous,
more beautiful.
-Superlatives long adjectives (new): most special, most dangerous, most
beautiful.
Grammar:
-Comparatives and superlatives adjectives (short adjectives) Review
It´s stronger than… It´s the strongest (Comparing animals)
-Comparative and superlative adjectives (long adjectives) New
It´s more dangerous than… It´s the most dangerous (Comparing animals)
-Narrative past and direct speech (Telling the tale)
Hello children! How are you doing?
Do you like tales? I love tales!
This week we are going to read a tale called ‘The clever tortoise’
A) Before Reading the story, let´s do a review of Comparative and
Superlative adjectives of SHORT ADJECTIVES. You will also
learn comparatives and superlatives adjectives of LONG
ADJECTIVES.
Are you ready? Watch this video:
https://drive.google.com/file/d/13RYIZWePd_iMFunjwX-
KXfCBhAG7XVAW/view?usp=sharing
Then read carefully the presentation again by clicking on the
picture bellow:

COMPARATIVE
AND
SUPERLATIVE
ADJECTIVES
To work on the activities of the presentation click here:
https://es.liveworksheets.com/1-du1297767xz
Check your answers with the answer key!
Notes (Aure):
Making a revision of comparatives and superlatives forms of short
adjectives was specially thought for the SEN student to be more prepared
to approach the new lexis and grammar related to comparatives and
superlatives forms of long adjectives. However, the revision video and
activities would be fruitful not only for him but also for the whole group.
After watching the video, students are asked to read a short tale and work
on some activities about it. If they feel that they need more practice on
the topic, I have also added an extra activity based on a song where they
can also put into practise their pronunciation skills.
B) Go to the video/presentation from Week 1 ‘A trip to the wild’
and find comparative and superlative adjectives. Write them
inside this box:
(TIP: they are marked in blue)
Comentado [A8]: Re-using resources, with a different
purpose – great!

COMPARATIVES SUPERLATIVES
largest
C) Now it´s time to read the story and to do some activities. Click
on this link: https://es.liveworksheets.com/1-ql1296238fx
ENJOY IT! :D
Remember to take photos of your answers and send them to me
via WhatsApp.
D) Choose a sentence from activity C.3 and illustrate it with a
drawing. Work in your notebook.
Take a photo of your drawing and send it to me on WhatsApp!
E) Comparative and superlative adjectives. Extra practise:
https://es.liveworksheets.com/1-fe1295241zb
……………End of week 4……………
GETTING PREPARED FOR THE ZOOM MEETING:
 Please, have a copy of this song in your notebooks and take it to the
zoom meeting. You can print and paste it or copy it by hand.
It's bigger than a mouse
An elephant is heavier than me
It's slower than a cheetah or a bee
But it's smaller than a house
And you'll never see one sitting in a tree.

A lizard is more handsome than a frog
But it's uglier than many cats and dogs
It's quieter than a bat
And it's thinner than a rat
But you'll never see one going for a jog.
The largest creature in the world's a whale
It has the most enormous head and tail
It blows the highest spout
And it's got the biggest mouth
But you'll never see one going for a sail.
 Optional game (whole group):
Work in pairs and guess what animal is each slide describing:
 Pair work organization:
 Slide 1: Fede y Caro
 Slide 2: Flor y Carlitos
 Slide 3: Moni y Álvaro
 Slide 4: Carme y Santi
 Slide 5: Euge y Franco
 Slide 6: Oli y Dante
 Slide 7: Lau, Ade y David
 Slide 8 and 9: (all)
I will include a link with the mind maps of Week 1, where I have
deleted the animals´ photos and names (and mixed the slides), for
students to guess which animal is each slide/mind map describing.
 SEN student: I will ask his MOI teacher or family to make a quick
review with him about animal body parts from week 1. If he has time,
I will ask him to copy the body parts in his notebook (the ones that he
finds more difficult to remember) and make a drawing next to each
word or phrase. For example, for the word feathers he can draw a bird
and make an arrow showing the feathers on his back.
…………………………………………

I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Romero Liliana Beatriz
Grado: 6th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 15
Tipo de Planificación: Clase
Unidad Temática: Into the wild
Semana Nº: 4
Learning Aims
During this lesson, learners will be able to…
 Review vocabulary about wild animals and animal body parts learnt in other units
and the new vocabulary added on this topic during the month.
 Compare animal´s features using the comparative and superlative forms of short
and long adjectives in comparative sentences.
 Understand the difference between more/less and most/least when describing
animal features with long adjectives.
 Develop their listening, writing, reading, speaking, thinking and interpersonal
skills through the activities and challenges proposed to them.
 Participate actively in customized games and have fun.

 Sing a song with comparatives and superlative adjectives.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
1. The date
2. Wild animals: penguin,
lion, elephant,
crocodile, zebra, camel,
giraffe, rhino, hippo.
Animal features: trunk,
feathers, mane.
3. Animal body parts:
legs, tail, neck, head,
ears, eyes, stripes.
4. Adjectives: pretty, ugly,
dangerous, slow, fast,
small, friendly, big,
large, long, short, tall,
strong, beautiful,
heavy, colourful, thin,
aggressive.
5. Comparative adjectives
(short adj.): thinner,
faster, taller, heavier,
stronger, slower,
bigger, smaller, uglier,
quieter…
6. Superlative adjectives
(short adj.): largest,
highest, biggest,
tallest…
1. Saying the date
2. Describing the
animal.
3. Following a list
of animal body
parts to play a
game (Zebra
game).
4. Selecting
adjectives from
a list for
sentence
formation
(Goose game).
5. Comparing
animal features.
6. Comparing
animal features.
1. What day is
today? Today
is…/It´s 23rd
October 2020.
2. It is a/an… It has…
3. List of animal body
parts (Zebra
game).
4. List of adjectives
(Goose game).
5. Noun (animal) +
is/are + comp. adj.
+ than + noun
(animal)
6. Noun (animal) +
is/are + the + sup.
adj.
N
E
1. Wild animals:
capybara, coyote,
meerkat, hyena, gorilla,
pelican, chameleon,
pink flamingo,
antelope.
2. Animal body parts:
tusks, fangs, large
1. Describing the
animal.
2. Describing
animals´ body
parts to justify
their answers
(Guess the
animal game).
1. It is a/an…
2. It is a/an … +
because it has…
3. Noun (animal) +
is/are + more/ less
+ adj. + than +
noun (animal)
Comentado [A9]: The function would be identifying
specific vocabulary, right?
Comentado [A10]: same comment as above

W snout, elongated snout,
V-shaped snout, U-
shaped snout, rough
fur, light tail, dark
coloured bands, sharp
claws, straight beak,
fingerprints, white
belly, strong jaw, sticky
tong, floppy ears, rigid
skin, big incisor teeth.
3. Comparative adjectives
(long adj.): more/less
dangerous, attractive,
colourful, beautiful,
aggressive, handsome.
4. Superlative adjectives
(long adj.): the
most/least dangerous,
attractive, colourful,
beautiful, aggressive,
handsome, enormous.
3. Comparing
animal´s
features.
4. Comparing
animal´s
features.
4. Noun (animal) +
is/are + the +
most/least + adj.
Materials
 Notebooks/computers with camera
 Speakers
 Microphones
 Internet connection
 Zoom Platform
 Zoom board
 ‘Guess the animal game’ on PowerPoint
 ‘Goose game’ on Power Point
 ‘Zebra game’ on Power Point
 ‘It´s bigger than a mouse’ Video song
 Pictures
 Notebooks/Sheets of papers
 Pen/Pencils
Procedures
(5 minutes)
Aims:

● To greet the children and have a small talk
● To register attendance
● To write the date on the board
I will greet each student as they enter the meeting and I will write their names on the
Zoom board to register attendance.
While waiting for all the students to join in the meeting, I will start a small talk with those
that are present, commenting on how they look like, asking them about their weeks or
asking them about their plans for the weekend.
I will wait 5 minutes and then I will say, ‘Ok kids! Who can tell me the date? What day is
today? Raise your hand please!’ Once the children have raised their hands, I will choose
one to speak. ‘Yes Flor, tell me….’ If there is something wrong or missing in her answer,
I will say, ‘Good Flor! You are in the right track, but there is a problem of word order...
What do we have to write first? The day or the month?’ By giving options, I will help her
to correct the mistake. If she still needs help, I will give ask to another classmate to help
her.
Then, I will say, ‘Good job! Today is 23rd October 2020’ and I will write the date on the
board.
Note: In both cases, if the students´ answers to the date are correct or not, I will ask the
SEN student if he agrees or not and I will encourage him or the class to tell me why.
Scaffolding strategies: asking questions, giving options, pointing with the mouse to the
board, repeating, asking questions to other students.
Transition comment: Ok! Well… It has passed a long time since our last meeting and I´m
sure that you miss having fun in the English class, do you? Yes? So, let´s start playing a
game!
(8 minutes)
Aims:
 To describe the animal that they see: It is a/an…
 To describe the animals´ body parts, justifying their answers: It is a/an… because
it has…
 To foster collaborative work
 To work on students´ speaking skills
 To review vocabulary about wild animals and animal body parts
I will explain the game organization, rules and procedure to the children saying to them:
‘To play this game we will divide the class into 2 groups:

- Fede, Caro, Flor, Carlitos, Moni, Álvaro and Carme will be group 1.
- Santi, Euge, Franco, Oli, Dante, Lau, Ade and David will be group 2.
Now, I will explain you how to play the game. Pay attention!
Look, I will share my screen with you… On the screen, you will see different rectangles
with numbers from 1 to 18. The aim of the game is to guess what animal is in the back.
To do this, each group can select two numbers from the screen and I will click on those
numbers and reveal part of the animal´s picture. You will have 30 seconds to guess. If
you guess the animal, you will win one point. For example, I choose numbers 4 and 5.
The animal is an elephant. I get one point! Immediately after guessing the animal, I will
reveal the complete picture and the group will have to justify their answer talking about
the animal´s body parts. Is it clear? Let´s see an example with the elephant:
I say that it is an elephant because it has trunk, tusks, a short tail and floppy ears. (I
have included prompts in the Power Point game for the children to follow while giving
their answers).
For each body part or animal feature that you say correctly in 30 seconds, you will win
an extra point. I will be taking notes of your points!
Please, remember to raise your hands before talking. I will say your names and then you
will say your answers.’
Note: I will ask the children to raise their hands to give organization to the game so that
all the students have the chance to take part in it.
‘If you can´t guess the animal in 30 seconds, you lose your turn and the other group has
to play.
Is it clear what you have to do? Fede, any doubt? (SEN student)’
Click here to open the game:
https://drive.google.com/file/d/1UTF8gf1q9kzQjKosSLRvWTfP6MgA5EfT/view?usp=sh
aring
IMPORTANT: To be able to access to all the game features, you will have to download
the PowerPoint file to your PC. Some features are lost when a PowerPoint document is
uploaded to Drive.
If the groups need help, I will help them by pointing to the animals´ body parts or giving
clues to the teams.
I will use a timer like this for the game (click on the picture):

Scaffolding strategies: giving instructions, showing examples, asking questions, showing
pictures, giving prompts, giving options, pointing to parts of the animals with the mouse,
making gestures.
Transition comment: Good job groups! Give me a minute to add your points… And the
winner is… Group 2! Congratulations! (I will clap my hands). Well, perhaps group 1 wants
the rematch. So… I invite you to play another amazing game. Look!
(8 minutes)
Aims:
 To present content about comparative and superlative adjectives through a
game
 To work on students’ thinking skills and to foster collaborative work by analysing
sentences and adjectives
I will say the children:
‘We will play the Rematch with a board game, but before playing that game let´s do a
short activity to get ready. We will continue working with the same groups as before.
Ok?
Well, now, please, open your notebooks, take a pencil and make an oval like this in the
centre:
This activity is called the Zebra game. Have you ever played the Zebra game?
The aim of the game is to complete the drawing of the zebra with the missing parts.
The first team to complete the drawing will be the winners, ok? But there are some
rules, pay attention…

I will show you a sentence on the screen and you will have to tell me if it is true or false.
All of you will have to write your answers in the chat box. The first team that answers
correctly will draw only one part of the zebra in the order that you see on the screen:
legs, tail, neck, head, ears, eye/eyes, stripes’
I will share with the children a PowerPoint presentation with the zebra's drawing and
the list with the zebra's body parts in the order they have to draw them. The
presentation also contains in different slides, the sentences that are part of the game.
Click on the picture to watch the presentation:
Missing parts of the
zebra:
1.Legs
2.Tail
3.Neck
4.Head
5.Ears
6.Eye/eyes
7.Stripes
YOUR DRAWING
Notes:
While a team is drawing a part of the zebra, I will ask to all the students if the adjective
in the sentence is a superlative or a comparative adjective and if it is a long adjective or
a short adjective. If the sentence is False, I will say the correct one aloud, emphasising
the adjective and the elements that go before or after the comparative or the
superlative adjective.
‘As I said before, the team that first finishes drawing the zebra will win. I will ask you to
show me your drawings at the end of the game!
Let´s do together the first sentence as an example… It says:
Lions are more dangerous than elephants
Is it true or false? It´s true, very good! So, you have to write in the chat box: TRUE.
And, what about if I say that Lions are LESS dangerous than elephants. (I will make
gestures, raising and lowering my hands to show them the difference between more
and less). Is that, true or false? (I will change more for less on the PowerPoint slide). It´s
false, excellent!’

‘So, LESS is a synonym or an antonym of MORE?’
Note:
I will make the same procedure when a slide includes a sentence with MOST or LEAST.
‘Ok, let´s suppose that Flor was the first one to write the correct answer in the chat box.
So, group 1 will draw part of the zebra. I ask you: What part do they have to draw? The
legs, well done! And tell me, more dangerous is a comparative or a superlative
adjective? It´s a comparative adjective, excellent! And, is it a long adjective or a short
adjective? It´s a long adjective, fantastic!
Any doubts about the activity? Fede? (SEN student) Ok, let´s start! Are you ready?
Scaffolding strategies: giving instructions, showing examples, making gestures, asking
questions, showing pictures, pointing or highlighting elements of a sentence.
Transition comment: Group 1 has completed the drawing first, but both teams did a
great job! Congrats! Now, it time to play the Rematch!
(14 minutes)
 To practise and produce the new contents seen
 To work on student´s writing and speaking skills
 To foster collaborative work
I will tell the children:
‘This game is called the Goose Game. Have you ever play the Goose Game? But this
version is a bit different than the one you may now, because it´s about Comparative and
Superlative adjectives. I will explain you the rules:
Group 1 will play with the red piece and group 2 will play with the blue piece. Alright?
The goal of the game is to get to the end of the board to reach the Great Goose. Ok?
Teams will play in turns. This time group 2 will roll the dice first. The number indicated
in the dice will be the number of steps that the group will advance on the board. The
dice are electronic, so I will roll the dice and a member of the group, without looking at
the screen, will tell me when to stop the dice. (This is to avoid the possibility of
speculating on the dice roll. To make this clearer I will cover my eyes with my hands).
Each box in the board will have a challenge for the team. If the team solves the challenge,
they will gain the place in the box. If not, the team will return to the place they were
before rolling the dice. Let´s see an example!
Let´s suppose that group number 1 roll the dice and get number 3. They have to advance
to the camel´s box number 3. We click on the Camel and we read:
Put the words in order to make sentences:

1) heavier/ camels/ are/ than/ meerkats
2) are/ more/ camels/ beautiful/ crocodiles/ than
As it says here, what the team have to do is to put the sentences in the correct order.
So, all members of the group will have to write their answers in the chat box. At least
one of the answers has to be correct for the group to win the place in the board. I will
ask you to read aloud the full sentence to the group.’
‘Is it clear? Any questions?’
Click here to open the game:
https://drive.google.com/file/d/1EZCFEEiAsI5DlQw7OUOrtqlrxPcidt98/view?usp=shari
ng
IMPORTANT: To be able to access to all the game features, you will have to download
the PowerPoint file to your PC. Some features are lost when a PowerPoint document is
uploaded to Drive.
 Notes:
 In the case of the SEN student, I will pay special attention to his answers and in
the case that an answer is not correct; I will ask him to read the correct sentence
to the group.
 Boxes 1 to 9 are drilling activities for practising sentence formation with
comparative and superlative adjectives. Boxes 10 to 18 are aimed at producing
sentences freely, giving the students optional adjectives they take to create their
sentences. This way, practise and production of contents are considered within
the same game.
I will regulate the game time by doing the following:
- To make the game more dynamic: asking children to form only one sentence
from the ones that appear in the slide.
- To extend the game time: asking them extra questions about the activity, or
asking more students to read sentences.
Scaffolding strategies: asking questions, giving instructions, making gestures, showing
examples, giving mixed parts of a sentence, giving lists of adjectives, asking students to
write their answers in the chat box and then to read the correct ones.
Transition comment: It was a fantastic game! You´ve worked really hard today! Now,
let´s relax and say goodbye with a song!
(5 minutes)
 To wrap up the lesson singing a song

 To practise pronunciation
 To relax and have fun
To round up the topic of the lesson, get relaxed and have fun, we will sing the song It´s
bigger than a mouse.
The day before of the meeting, I´ve asked the students to have a copy of the song in
their notebooks. So, I will tell them:
‘I´ve asked you to copy the song It´s bigger than a mouse for today´s meeting in your
notebooks, do you have it there?’
Lyrics:
An elephant is heavier than me
It's slower than a cheetah or a bee
But it's smaller than a house
And you'll never see one sitting in a tree.
A lizard is more handsome than a frog
But it's uglier than many cats and dogs
It's quieter than a bat
And it's thinner than a rat
But you'll never see one going for a jog.
The largest creature in the world's a whale
It has the most enormous head and tail
It blows the highest spout
And it's got the biggest mouth
But you'll never see one going for a sail.
Link to the video song:
https://drive.google.com/file/d/17hOxuKE_wMUr3me8b4j3tL7W1s_3zxrS/view?usp=s
haring
I will say the children that we will sing the song three times. The first time I will sing it
sentence by sentence and I will ask them to repeat each sentence after me, for them to
follow the song´s rhythm.
The second time I will play the song at playback speed 0.75 (Configuración -> Velocidad
de reproducción -> 0.75) and we will sing the whole song without stopping it.

This way, I will give them the opportunity to practise the song, paying attention to
rhythm and pronunciation.
Then, I will say, ‘well done! Now let´s sing it a bit faster! Try to follow the rhythm and
enjoy the song! Ready? Ok, 3, 2, 1….’ (I will play the song for the last time at its normal
speed).
Scaffolding strategies: giving instructions, modelling rhythm and pronunciation, asking
children to repeat after me, playing the video-song at different levels of speed, making
gestures while singing, pointing to the screen, asking children to follow the lyrics of the
song in their notebooks.
Transition comment: Great job dear group! To give an end to this unit I will send you a
chart for you to complete. Do it please, and remember to send me a photo when you
finish. Take care! Nice weekend!
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´m speechless. You´ve done a wonderful job, Lili!
The resources are outstanding. The context provides a crystal clear thread
throughout the lessons. Congrats!
…………………………………………………………………......
TIME FOR SELF-REFLECTION
We´ve came to the end of the unit! Did you like it? Tell me how
you feel by completing this chart:
The activities that I liked
the most were…
I didn´t like…
I found it easy to…
I found it difficult to…
I learned…

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