Lesson Plan 4 - PP

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: EP N°3 “José de San Martín”
Año y sección: 5to “B”
Nivel lingüístico del curso: beginners
Cantidad de alumnos: 23
Tipo de Planificación: Clase
Unidad Temática: Endangered animals
Clase Nº: 4
Duración de la clase: 45’
Fecha de la clase: 14/10
Fecha de entrega de la planificación: 07/10
Learning Aims
During this lesson, learners will be able to…
- Revise vocabulary from previous lessons
- Recognize that animals live in different habitats;
- Recognize that some animals are in danger of extinction;
- Identify reasons why some animals are endangered;
- Understand how people can help to protect endangered animals
- learn science through English
- practise listening, speaking and writing.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Desert – Forest - Rainforest
Ocean – Artic - Grassland
Long neck –
Big ears
Manes
Jaws
Verbs: kill – eat - run - hear
Talking about animals and
their habitats Present simple
Have/has got
Can: To express ability

2. N
E
W
endangered, extinct, loss of
habitat, hunting, poaching,
pollution, disease, global
warming, life span, diet,
behaviour, adaptation, parts of
the body,
Taking about endangered
animals
Because
Modal: must-must not
Materials
- Worksheets (activities 1 and 2)
- Extinguished animal’s flashcards
- Endangered animal’s flashcards
- Green and red posters
- Flashcards to complete MUST & MUST NOT activity
- Downloaded music “Save the animals”
- Printed lyrics in large
Procedures
Timing: 5’
- I’ll sing the “Hello song”
- I’ll encourage the whole class to greet some mates using the song
Timing: 5’
- I’ll show them the poster from the previous class.
- I’ll explain that some animals we’ve learnt about in our previous classes are endangered.
- I’ll elicit or explain that endangered means there are so few of the animals left in the wild that
the species may soon disappear or become extinct.
- I’ll explain that extinct means that there are no more of the species left in the world.
- I’ll give examples by showing pictures of extinguished animals (dinosaurs, giant anteater, the
white rhino). For example, There aren’t any dinosaurs alive today. Dinosaurs are extinct.
- I’ll ask them “What animals do you think are endangered?” and listen to their suggestions, for
example polar bears, tigers, gorillas.
- I’ll give examples by showing pictures of endangered animals, for example the gorillas, the
tigers, the whales, the bees)
- I’ll elicit them to think “why ARE some animals are endangered? (Possible answers porque
el ser humano los mata, pierden su habitat)
- I’ll elicit them to make connections between habitats and endangered animals (Where does
the tiger live? Yes, it lives in the rainforest. What’s happening with the rainforests?
-
Scaffolding strategies: The teacher will convey meaning by pointing to the poster they made in
the previous class, by showing pictures of extinguished and endangered animals, by making
connections between animals and their habits with pictures)
Transition comments: It’s a great problem! In this lesson we’re going to learn about endangered
animals and the reasons why they are endangered.
Timing: 10’

3. - I’ll refer back to the endangered animals children suggested previously, for example polar
bears, tigers, etc.
- I’ll ask “Why do you think these and other animals are endangered? How many possible
reasons can you think of?”
- I’ll listen to the children’s ideas and be ready to help with vocabulary and re-cast them in
English as necessary.
- I’ll write a list of the reasons on the board as children suggest them. Possible answers (loss
of habitat, pollution, global warming, hunting).
- I’ll ask them to open their English folders
- I’ll give them a worksheet to work individually
Activity 1
Match the animals WITH THE reasons why they are endangered.
Scaffolding strategies: The teacher WILL draw student’s attention to the example of the activity.
The teacher support with images and gestures to convey meaning.

4. The teacher will explain that POACHING means illegally hunt animal.
The teacher will convey the meaning of global warming
Transition comments: Great job kids! Now we are going to think and write the reasons for
endangered animals and let’s learn what we MUST and MUST NOT do to protect them.
Timing: 20’
- I’ll encourage them to express their thinking and reasons for endangered animals by writing
a model sentence on the board “I think gorillas are endangered because….”
- I’ll ask them to write 2 similar sentences on their folders.
- I’ll give them a word search to practise animals’ vocabulary

5. Activity 2
Wordsearch
- I’ll ask students to make MUST – MUST NOT posters to raise awareness on endangered
animal’s protection.
- I’ll explain students that MUST is related to good actions and MUST NOT is related to
actions we should avoid by making gestures with my thumb.

6. - I’ll show them a green poster to convey meaning for MUST and a red poster to convey
meaning for MUST NOT
- I’ll have some printed actions beforehand for them to classify and paste in the correct
poster. (Buy Eco-Friendly Products, Recycle, Reuse, Reduce, grow native plants, pollute
the oceans, deforest, hunting)
- I’ll ask them to
BUY ECO FRIENLY

7. GROW NATIVE PLANTS

9. DEFOREST

10. Scaffolding strategies: The teacher will provide support with the images and gestures. The
teacher will listen to the children’s ideas and she’ll be ready to help with vocabulary as necessary.
Transition comments: Very well done kids!!! You’ve done a great job! It’s time to make a nice
drawing!
Timing: 10’

11. - I’ll ask them to listen to the animal’s song
- I’ll stick the printed lyrics on the board but some words are missing (words in blankets)
- I’ll ask them to listen to the song and identify the missing words
- I’ll have the printed missing words and I’ll give it to the student who guessES it to complete
the song.
- I’ll play the song as many times as necessary
https://www.youtube.com/watch?v=6HJf36TEJsg
I AM (TIGER), I AM (ELEPHANT);
I (AM) ORANGUTAN, I AM (LION).
I LOST MY FUR, I LOST MY (TOOTH);
I LOST MY (FAMILY) AND MY BEST (FRIEND).
I AM BIG (SHARK), I AM (RHINO).
MR (HUNTER)! DON’T (KILL) US!
SAVE OUR (LIFE) AND SAVE OUR (KIDS)!
SAVE ALL GOD’S CREATION AND SAVE (MOTHER) (EARTH)!
Scaffolding strategies: the teacher will scaffold students’ listening by telling them they are going to
listen to a song about endangered animal and by playing it as many times as necessary to ensure
all kids identify the words.
Transition comments: Great job kids! It’s time to say goodbye! See you on Wednesday…Bye
bye!!!
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement

12. 1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Interesting ideas!
Materials:

14. Venn Diagram (this is just an example. I’ll make a big one to complete with the
whole class).