This document provides a lesson plan summary for an English class focusing on vocabulary related to natural environments like forests and rainforests. The 80-minute class has 6 activities: 1) Matching vocabulary words to pictures, 2) Discussing an interview with an explorer, 3) Listening to and answering questions about the interview, 4) Ordering and checking the interview transcript, 5) Classifying conjunctions used in the interview, and 6) Completing a passage about an adventure trip. The lesson aims to develop students' speaking, listening, and vocabulary skills through motivating and cooperative activities analyzing the interview transcript.

1. ALUMNO PRACTICANTE: Asencio Nadia
Período de Práctica: Tercer período
Institución Educativa: Colegio Castex
Dirección postal: Brown 99, Bariloche
Sala/Grado y sección: 4to y 5to año Division A
Cantidad de alumnos: 13
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: En el bosque
Clase Nº1
Fecha: 25/09/2014
Hora: 7:45 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 16/09/2014
 Teaching points: In the rainforest – conjunctions
 Aims:
 Ss will be able to learn new vocabulary to refer to the rainforest.
 Ss will be able to identify and learn new conjunctions.
 Students will be able to develop their speaking and listening abilities through
motivating activities.
 Ss will cooperate with each other in order to complete an activity.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Interpreting a
text and an
interview.
Vocabulary
related to the
rainforest:
nature, animals,
main
characteristics,
beach, mountain,
lake
Conjunctions:
and, but, or,
because, when,
as
/b/ /a/ /r/
New Identify
conjunctions
Vocabulary
related to the
natural world:
cliff, cave,
desert, forest,
rainforest,
waterfall
Conjunctions:
although, as
soon as, while,
since, in order to,
despite, unless,
so
Although
Since
As soon as
So
Desert
forest
 Teaching approach: Communicative approach.

2.  Materials and resources: Pictures, a news article, computers, internet, course
book: target PET
 Seating arrangement: We will work at the tables. In each table there are three or
four students, and the tables are situated in front of the board.
 Potential problems students may have with the language: If students have any
difficulty to understand the new vocabulary, the T will use visual aids and they also
have the possibility to use on-line dictionaries.
 Assessment: The ss’ ability to use the new vocabulary will be assessed through a
cooperative activity.
.
Procedure:
Routine (5 minutes)
The T will greet students and she will write the date on the board. Icebreaker: The T
will stick a line of masking tape on the floor and she will ask ss to stand up near the line.
Then, she will say some sentences, such as: I like studying English, I hate pop music, I
don’t like one direction, I love romantic films, among others. And she will ask ss to stand up
on the line if they agree with those statements. First, she will model the activity while she
explains it.
Warm – up (10 minutes) Brainstorm
The teacher will tell students: “The other day I was watching TV, I was watching “Nat
Geo” channel, do you know any of its programmes? Do you like them?” and she will
encourage ss to answer and share their opinions. Then, she will tell them: “I watched a
programme about the Natural world and it contained a lot of amazing pictures about
fantastic places” and she will stick different pictures about those places.
Cave
Cliff

3. Desert forest
Lake mountain
Rainforest waterfall

4. Beach
After sticking the different pictures she will encourage ss to name them and she will
write the names. Then, she will encourage ss to brainstorm about places that they know,
for example “The Iguazo Waterfalls”. She will guide them with some questions such as: “
What famous lake do you know? What famous mountain do you know?” while ss will be
answering the questions the T will write the names next to the pictures. The T will also ask
them to brainstorm about the climate, animals, plants and the main characteristics of those
places. She will ask them some questions such as: Which of these places is your
favourite? Why? Which one is the ideal for family holidays? What kind of activities can you
do there?
Presentation (10 minutes)
The T will tell them: “After looking at these pictures I think that my favourite place is
the beach! I like to go there with my friends or family. Moreover, I love the colour of the
water and the landscape. Once I saw a sea elephant which was swimming near the
seashore, it was fantastic! What other animals do you think that we can find on a
beach/sea?” the T will encourage ss to brainstorm about the different animals that we may
find at the beach.
Then, she will tell them that around the classroom there are some names of animals
or objects written on some paper which are hidden and they belong to a certain place. She
will ask them: “You have to look for those names and to stick them next to the picture
where it belongs. You have to do it while we listen to a song and when I stop it you have to
be still like a statue. There are 21 words and we start now” After explaining the activity, she
will check ss’ understanding while she encourages ss to complete the instructions. For
example: Ok! First you have to look for some ......... that are hidden in the.......while you will
be listening to ......... but when it stops you have to be as......... and so on.
The T will monitor ss’ work and then, we will check all together.
Words: monkey - dolphin - trees - flowers - parrot - bird - fish - leaves - grass -
water - bear - tiger - shark - sun - sand - sky - rocks - insects - spider - clouds
- snakes -

5. Development
Activity 1 (10 minutes)
The T will ask ss to open their books (target PET) to work with a new unit (6.2). She
will tell them: “Now, we are going to focus on the rainforest. Can you see the picture on the
book? Please, name the animals/objects in the picture! Can you notice anything strange in
the picture? What? Why?” Ss will name the different objects/animals and we will share our
opinions about the animals that do not belong to the rainforest. Then, the T will ask ss to
complete the activity where they have to match the pictures with the names. She will say:
“you have to complete the activity, can anybody explain the exercise please?”
She will also tell them that they have 5 minutes to complete the exercise and that they will
work alone. . While ss are working, she will monitor their work. Then, we will check it all
together. If ss do not know a certain word, they will look for it on an online dictionary, they
use the wordreference dictionary.

7. Activity 2 (5 minutes) – Before listening activity
The teacher will tell ss: “Now, we are going to listen to an interview with an explorer.
Her name is Sally and she went on an expedition to the Amazon rainforest. Why do you
think she became an explorer? Do you think that she enjoys nature? Do you think that it is
dangerous to be an explorer? And to go on an expedition to the Amazon rainforest? We
will share our opinions.
Activity 3 (10 minutes) – Listening activity
The T will ask ss to focus on the listening activity from the book, she will choose a
certain student to read the task. Then, she will say to them: “As I said before we are going
to listen to an interview and you need to listen to Sally’s answers to tick the correct one.
But, first take one minute to read all the questions and the possible answers of the
exercise. She will tell them: “if you do not understand a certain word, underlined it and we
will discuss it all together” Before we start working with the activity, she will ask to the class
to explain the activity to check their understanding.
Then, we will listen to the interview twice.
Unit6
Lesson 2, Activity 4
Interviewer: Good evening and welcome to Our World. Tonight’s guest is the explorer Sally
Brendle. Sally, you’ve been on expeditions to some of the most unspoilt forests on the
planet. What is it like?
Sally: Fantastic. There’s nothing better than being the first scientist to see a particularriver,for
example, or to find a new plant or animal. On my most recent trip,we were looking for a rare
crocodile in a rainforest in Asia but we discovered a previously unknown snake. Although it
was tiny and completely harmless, it was still very exciting.
Interviewer: It sounds it! So, tell us about your early life. How did you become an explorer?
Sally: Well, I’ve been interested in nature ever since I was a young child. While my friends were
playing games, I used to go fishing or looking for animalsin the fieldsnear my home. I wasn’t
interested in protecting creatures in those days. In fact, I used to catch themto put themin my
own little zoo!
Interviewer: And what was your first expedition?
Sally: As soon as I was eighteen, I went to Africa, with an organisation called Africa Exchange.
They run different projects. Things like helping to build schoolsor studying how monkeys
behave.My job was to count how many lions and elephants there were in a certain area every
day. That was a fantastic introduction, and really important for the protection programme.
Interviewer: And what did you do after that?

8. Sally: While I was at university I met a famous Brazilian explorer.He was planning an expedition
to the Amazon rainforest in order to study the plants that people use for medicine. A team
member broke her leg so he asked me to go in her place.
Interviewer: Can you describe what it’s like to be in a rainforest?
Sally: Well, the thing I always notice is the atmosphere. Although it’s not silent, the noises are all
natural, which I find very relaxing. Despite the heat and the wildlife,it’s quite safe if you’re
careful. Modern technology means you can’t really get lost nowadays.
Interviewer: Mm. And finally, Sally,would you like to tell us a bit about your new TV series?
Sally: Yes, of course. It’s called Secretsof the Rainforest. Of course,it’s no secret that many
animals will disappear unless they are protected. The idea is to show people that it’s not just
popularanimals like tigers that are in danger.There are lots of animalsin the world’s
rainforests that no one hasheard of and many of them need our help too.So in this
programme we introduce people to some of those.
Interviewer: Well, it sounds really interesting. I can’t wait to see it!
Activity 4 (10 minutes) – After listening activity –
Once ss have finished with the multiple choice activity, the T will tell them that in
order to correct it they will work in pairs. She will say: “Now to check the activity you are
going to work in pairs. I will hand out the script of the interview for you to check your work,
but the interview is mixed up! So, first you have to put it in order. One of you will be the
interviewer and the other will be Sally.” Before we start working the T will ask ss to explain
the exercise, she will guide them with some questions, such as: What do you have to do
with the mixed up interview? Why? What do you have to check? Are you going to work
alone or in pairs?
And she will hand out the worksheets. She will also tell them that they have 10
minutes to put the interview in order and to check the listening activity.
(If we have time the T will ask a pair of ss to come to the front of the class to role
play the interview in order to check it.) Finally, we will check answers all together.

9. Activity 5 (15 minutes)
Then, the T will ask ss to focus on the highlighted words in the interview script in
order to classify them, and she will show them a poster containing a chart:
TIME
(tell us when)
CONDITION
(tell us what might
happen)
REASON
(tell us why)
CONTRAST
(link two different
ideas)
The T will tell them: “look at the words that are highlighted in the interview, please.
Can you read them aloud? (we will read them and she will write them on the board). Let’s
focus on the first one” and she will choose a student to read the entire sentence aloud: On
my most recent trip, we were looking for a rare crocodile in a rainforest in Asia but we discovered a previously
unknown snake. Then, she will ask ss to classify the word but we will do it all together. She will
tell them: “The highlighted word is BUT. Is this word telling us about the time of an
episode? Is it telling us about what might happen? Is it telling us the reason about the
discovery of a snake? Or is it linking two different ideas? What ideas?” she will encourage
ss to answer the questions and then we will write it in the correct part of the chart. We will
also work in the same way with the following words.
Then, the T will ask ss to classify the other words while she monitors their works and
we will check it all together.
Key:
Time: as soon as – when – while -
Condition: unless -
Reason: since – as – in order to -
Contrast: but – although -despite
Activity 6 (10 minutes)
The T will say to the ss: “Let’s go back to the book, please.We have to read a text
about another adventure. It’s about some friends that set off on a trip but the text is
incomplete. So, you have to complete it with the words given in the exercise.” And she will
choose a student to read them aloud. Then, she will choose another S to explain the
activity. She will say: “Let’s complete the first one all together” and she will read the first
passage and elicit the missing word from the ss” Then, she will tell them “we have only 8
minutes to complete this exercise and then we are going to check it all together. You are
going to complete this exercise in pairs”. We will check all together.

10. Closure (3 minutes)
The T will tell ss: “We have homework for the next class, you have to complete
activity 5. Let’s look at it” and she will choose a S to read the task aloud. Then, she will
ask ss some questions to understand the exercise: “What do we have to do? Why do we
need to pay attention to the highlighted words? What do we need to do with those words?”
She will enocurage ss to answer them.