This document outlines a lesson plan for teaching students about animals. The objectives are to identify animal characteristics, develop speaking skills, observe surroundings, express ideas and feelings, discover the importance of animals, communicate findings, and visit the Bioparc and Oceanografic in Valencia. Materials include flashcards, books, posters, and craft supplies. Main activities include creating an animal mural, discussing habitats and favorite animals, and taking a virtual field trip to see sea animals.

1. UNIT:
ANIMALS
Ester Pastor Ibáñez
Metodología para la enseñanza plurilingüe y el
aprendizaje de lenguas extranjeras.
Group:Intensive

2. TTeeaacchhiinngg
OObbjjeeccttiivveess
UUnniitt::
AAnniimmaallss
 Enhancing creativity through artistic expression.
 Manipulating different materials: cardboard, markers,
glue, rake, seed, water ...
 Identify and know the most important elements of
animals.
 Develop speaking skills to ask questions
 Observe the physical surroundings and draw
conclusions.
 Being able to express feelings, emotions and ideas from
their experiences.
 Discover the importance of animals in the lives of
people.
 Using different forms of communication and
representation.
 Communicate findings and share lessons learned with
the rest of the group.
LLeessssoonnss:: 55
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FFiinnaall TTaasskk
Visit the Bioparc and Oceanografic in Valencia.
AAsssseessssmmeenntt CCrriitteerriiaa
 Showing creativity through artistic expression (using different materials).
 Being able to identify the most important characters of animals and their
surroundings.
 Understanding the importance of animals.
 Working on speaking skills, learns to express feelings, emotions and
ideas from his or her experiences.
 Drawing a conclusion from facts that are presented to him or her.
MMaatteerriiaallss
Resources
KKeeyy
CCoommppeetteenncceess
 Competence in linguistic communication.
 Competence in knowledge and interaction with the
physical world.
 Learning to learn competence.
 Social skills and citizenship competence.
 Digital competence.
 Animals flashcards
 PDI activities
 Computer
 Posters of animals
 Blue-tack
 Modelling clay.
 Whiteboard.
 Animal’s books.
 Papers, crayons, scissors, glue…
 Wax Strings
 Pipe cleaners
 Wall mounting material
 Cotton, water, knife, Chopsticks, plastic bag…
 Seeds (lentils, wheat, grass ...)
 Round-headed pins.
 Paper towel
 Stapler
 Clay
AArreeaa:: tthhrreeee aarreeaass ooff iinnffaanntt ccuurrrriiccuulluumm..
WWiitthh aa GGlloobbaall mmeetthhooddoollooggyy
PPrree--sscchhooooll,, 33 yyeeaarrss
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3.  Observation and exploration of different
animals and their characteristics.
 Changes (evolution, life cycle) that occur in
living organisms in the course of its
development.
 Needs of animals
 Animals Care.
CCoommmmuunniiccaattiioonn
CCuullttuurree
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 Curiosity about kind of animals.
 Exhibit animals brought by children.
 Exhibit information about animals (pictures,
posters, reports…)
 Encourage social skills and observations.
 Curiosity, respect and care of animals as
early attitudes for the conservation of the
natural environment.
 Rating and self-satisfaction in the execution
of activities.
 Interesting and autonomy in handling various
materials.
 Cheerful and positive participation.
 Respect for the work of others.
 Curiosity to the proposed exploration.
SSttrruuccttuurreess
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VVooccaabbuullaarryy
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LLaanngguuaaggee ffoorr iinntteerraaccttiioonn
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 What is it?
 It is a…
 It has got a…
 What colour is this?
 This is…
 How big is it?
 This is…
 Where does it life?
 Came on.
 What do you know about…?
 Can you explain…?
 It’s time to tidy up!
 Start now.
 What´s happening here?
 Do you have any idea about?
 Explain this in your own words.
 Describe…
 Listen and complete…
 Are you in this group?
 Any questions?
SSttuuddeenntt
LLeeaarrnniinngg
OOuuttccoommeess
CCooggnniittiioonn
CCoonntteenntt
 Classify animals according to some
characteristics.
 Enhancing creativity.
 Observing our environment.
 Expression of the discoveries made in
the comments.
 Evocation of the experience.
 Exploring an environment. Visit
Bioparc and Oceanografic.
 Respect, care and responsibility for
the care of pets.
LLaanngguuaaggee ffoorr tthhee ttooppiicc
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 Different kind of animals (sea, jungle,
domestic, farm)
 Parts of the animal (wing, beak, tail, nose,
paw…)
 Tools and materials
 Verbs: grow, water, measure…

4. UUnniitt::
AANNIIMMAALLSS
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AAsssseessssmmeenntt//
RReefflleeccttiioonn
WWaanntt ttoo kknnooww//
RReeiinnffoorrcceemmeenntt//
EExxtteennssiioonn
MMaaiinn
AAccttiivviittiieess
Introduction/
RReevviissiioonn
Warm up
Activities
 Show pictures, colorful posters and books of the animals and the description of its traits.
 Show the flashcards while voicing the characteristics of animals.
 Revision of animals parts.
 Introduce the unit with the song “onomatopoeia”.
 Explain to the students that they will be creating a Mural about animals.
 Review the habitat where the animals live.
 After examining the different textures available, make the students think what have each
animal.
 Allow each student to add something to the model in turns.
 The student explains what is her/his favorite animal, and why.
 Discuss how symbols are used to represent the animal’s habitat.
 Name the different animals.
 Know where animals live.
 Take a look of different books and magazines related to the unit.
 Watch the mural representing the favorite animal and comment it.
 Observe pupils’ attitudes towards the topic of the lesson.
LLeeaarrnniinngg OOuuttccoommeess
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 Knowing about where
lives an animal.
 Respecting animals
and nature.
 Valuing teamwork.
 What is it?
 It is a…
 It has got a…
 What color is this?
 Characteristics of the
animals.
 Explain why you like an
animal.
 Identify different animals.
 Identify where each
animal lives.
CCoommmmuunniiccaattiioonn
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CCooggnniittiioonn
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CCuullttuurree
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CCoonntteenntt
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 Animal flashcards.
 Song “onomatopoeia”.
 animals books.
 Real animal’s pictures.
 Animal’s posters.
 Whiteboard.
 A piece of tri-wall (thick cardboard) in the shape of a circle with a diameter of 14”
 Wax Strings
 Pipe cleaners
 Wall mounting material.
MMaatteerriiaallss//
RReessoouurrcceess
LLeessssoonn:: WWee sshhooww tthhee aanniimmaallss
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5. AAsssseessssmmeenntt//
RReefflleeccttiioonn
WWaanntt ttoo kknnooww//
RReeiinnffoorrcceemmeenntt//
EExxtteennssiioonn
MMaaiinn
AAccttiivviittiieess
Introduction/
RReevviissiioonn
Warm up
Activities
 Show pictures, colorful posters and books of the sea animals and describe their traits.
 Show the flashcards while voicing the characteristics of Sea Animals.
 Revision of sea animals and their characteristics.
 Have students listen to animal’s sea song (use the alternate version with audio
description).
 Give each student an explanation of what they are listening.
 Using clay, ask students to make a representation of a fish, and drawing sea animals.
 After that, the students paint a big blue box to do an aquarium.
 When the art part is drying up, the student can see a video about all sea animals.
 Name the different parts of the sea animals.
 Take a look of different books related to the unit.
 Fill in cards with information about sea animals, then, make an aquarium.
 Comment the activity.
 Ask children if they have liked the class (use thumbs to say yes/no).
 Observe pupils’ attitudes towards the topic of the lesson.
 Work properly with other classmates.
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LLeeaarrnniinngg OOuuttccoommeess
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 Knowing about where
lives an animal.
 Respecting animals
and nature.
 Valuing teamwork.
 How big is it?
 This is…
 Where do they
live?
 What do they eat?
 What do they do?
 Characteristics of the
animals.
 Explain about why I
like an animal.
 Vocabulary about sea
animals.
 Identify different animals.
 Classify the size of the
animal.
 Understanding why the
sea animals live there.
CCoommmmuunniiccaattiioonn
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CCooggnniittiioonn
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CCuullttuurree
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CCoonntteenntt
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 Animal flashcards.
 Animal books.
 Video-Song
 Real animal’s pictures.
 Animal’s posters.
 Whiteboard.
 Paper towel
 Stapler
 Plastic bag
 Water
 Clay
MMaatteerriiaallss//
RReessoouurrcceess
LLeessssoonn:: SSeeaa
AAnniimmaallss
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6. AAsssseessssmmeenntt//
RReefflleeccttiioonn
WWaanntt ttoo kknnooww//
RReeiinnffoorrcceemmeenntt//
EExxtteennssiioonn
MMaaiinn
AAccttiivviittiieess
Introduction/
RReevviissiioonn
Warm up
Activities
 Show the flashcards while explaining the characteristics of Jungle Animals.
 Watch film “Madagascar”
 Revision of jungle animals and their characteristics.
 Introduce vocabulary of the estrange animals from the unit using flashcards.
 After the introduction of the animals of the jungle and watching the movie Madagascar, we
go to the multi-purpose classroom to practice psychomotor activity there.
 We become wild animals, where the teacher will say that we will become through targeted
orders, changing to different areas, such as a lake, quicksand ... and with the appearance of
dangerous hunters.
 Finally, back to the classroom to relax and talk about what we just did.
 Name the different parts of the jungle animals.
 Take a look at different books related to the unit.
 The dangers they may encounter in the jungle.
 Observe pupils’ attitudes towards the topic of the lesson.
 Evalution of kids’ attitude during the lesson.
 Working properly.
LLeeaarrnniinngg OOuuttccoommeess
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 Knowing about where
lives an animal.
 Respecting animals
and nature.
 Valuing teamwork.
 Dangers of the jungle.
 How big is it?
 This is…
 Where do they
live?
 What do they eat?
 What do they do?
 Characteristics of the
animals.
 Explain about why I
like an animal.
 Vocabulary about
jungle animals.
 Identify different
animals.
 Classify the size of
the animal.
 Understanding why
the jungle animals
live there.
CCoommmmuunniiccaattiioonn
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CCooggnniittiioonn
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CCuullttuurree
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CCoonntteenntt
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 Animal flashcards.
 Animal books.
 Video “Madagascar”
 Real animal’s pictures.
 Animal’s posters.
 Whiteboard.
 Paper towel
MMaatteerriiaallss//
RReessoouurrcceess
LLeessssoonn:: JJuunnggllee
AAnniimmaallss
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7. AAsssseessssmmeenntt//
RReefflleeccttiioonn
WWaanntt ttoo kknnooww//
RReeiinnffoorrcceemmeenntt//
EExxtteennssiioonn
MMaaiinn
AAccttiivviittiieess
Introduction/
RReevviissiioonn
Warm up
Activities
 Show pictures, colorful posters of the farm animals and describe their traits.
 Show a book while explaining the characteristics of Farm Animals.
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 Revision of other animals.
 Introduction of vocabulary about farm animals using flashcards
 After the introduction of the meeting of the farm animals, we will carry out the task individually,
where children will make a hen with handprint choosing the colour and how they want to
decorate it, painting their hands, sticking pens and drawing the eyes, beak and legs.
 Through this activity, we will know if the child has understood and knows chickens and can
assess themselves.
 Name the different parts of the farm animals.
 Listen and participate in a story about farm animals.
 Observe pupils’ attitudes towards the topic of the lesson.
 Evaluation of kids’ attitude during the lesson.
 Working properly.
LLeeaarrnniinngg OOuuttccoommeess
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 Knowing about where
lives an animal.
 Respecting animals
and nature.
 Valuing teamwork.
 It concentrate in his/her
job.
 How big is it?
 This is…
 Where do they
live?
 What do they eat?
 What do they do?
 Characteristics of the
animals.
 Explain about why I
like an animal.
 Vocabulary about
Farm animals.
 Identify different
animals.
 Classify the size of
the animal.
 Understanding why
the farm animals
live there.
CCoommmmuunniiccaattiioonn
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CCooggnniittiioonn
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CCuullttuurree
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CCoonntteenntt
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 Animal flashcards.
 Animal books.
 Video-Song
 Real animal’s pictures.
 Animal’s posters.
 Whiteboard.
 Paper towel
 Finger paint
 Feathers
 Plastic eyes
 Waxes
MMaatteerriiaallss//
RReessoouurrcceess
LLeessssoonn:: FFaarrmm
AAnniimmaallss
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