Professional Practice II – Worksheet 9 / 2022

Content oriented teaching in action

SAMPLE UNIT OF WORK

Unit of Work
Introductory Information
Level: A1
Course: 6th A
Age group: 10-11
Number of students: 34
School: (Name of the school) (to be filled in during internship)
Course teacher: (name and surname) (to be filled in during internship)
Description of the group: The students started learning English last year. Their command of the
language is beginning to show some consistency. They are not used to speaking or being spoken
to in English so they seek constant guidance from the teacher. As regards their attitude, they
seem to be childish and noisy, even when working individually or in pairs. Despite the fact that
they seem enthusiastic, they are used to being called on, and so they do not volunteer to
participate themselves.
As far as seating arrangement goes, students sit in pairs (most of them with someone from the
opposite sex), in four rows of five double desks each.
Classroom and available equipment: The classroom is upstairs, on the first floor. It has got three
windows that allow plenty of light into the classroom. The walls are covered with posters, but
none of the posters is in English. The room is quite big and the aisles between rows are wide
enough for the teacher to walk up and down and monitor everybody’s work. There is no socket
to be able to plug in a tape recorder.
There is some basic equipment available in the school (tape recorder, TV and Video room) that
must be asked for by the teacher in advance.
Book:
Unit:

1- TITLE: ANIMALS HERE, THERE AND EVERYWHERE!

THEME: ANIMALS
SUB-THEMES: Animals and their Habitats.
Description and facts about animals.
Unusual facts about animals

2- FINAL ACTIVITY a. Title or Type of activity: Riddle book, by 6th A

Students will produce a riddle book, with curious facts about animals from different habitats.

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b. Procedure: Sts will receive an envelope with the picture of an animal and words related to
habitat, ability or the lack of them in the animal, physical appearance, eating habits and curious
facts about it. In pairs they will stick the picture on the inside of a folded sheet of paper, and
use the words to write guided facts about the animal on the outside of it. Then, they will come
to the front and read a fact each; the rest of the class will have to guess the animal they are
describing. Then the members of the group will show the picture to the whole class. After this,
the teacher will compile the riddle book.

c. Sample of the final activity:

They live in open

areas/woodlands. They
eat insects, meat, plants
and garbage.
They are black and they
have got a yellow beak.
They are very smart!
They can imitate human
voice.

3. LEARNING OUTCOMES OF THE UNIT:

Learners will be better able to:
▪ describe an animal, giving basic information about habitat, diet and some unusual fact;
▪ listen to a description and guess what animal is being referred to.

4. EDUCATIONAL VALUE: Learners will come to the conclusion that all species must be
respected and that each of them has characteristics that make them unique.

5. CROSS-CURRICULAR CONTENT: Arts and crafts: making a poster - Natural Science:

learning about mammals, reptiles, etc habitats and habits. Physical education: moving
like certain animals Music: Songs about animals

6. LANGUAGE SYSTEMS
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 a) Lexical areas Vocabulary
Wild animals Lion, monkey, giraffe, elephant, fish, dolphin, whale, jellyfish,
camel, lizard, tiger, penguin, seal, hippo, zebra, kangaroo,
bear, snake, peacock.
Habitats Land, water, air, jungle, desert, mountain, forest, sea, river,
grassland, ice
Parts of the body Claws, tail, wings, beak, tentacles, feathers, fur legs, mouth,
teeth, nose, eyes
Feeding habits Grass, insects, meat, fruit, plants, garbage
Actions Glow, imitate, climb, beat their wings, change colour, sting,
jump, eat, swim, walk on their hind legs
Descriptive words Blind, fast, gelatinous, tiny, camouflaged, colourful ….
Procedural language: What do you call... in English? Can you lend me...? Who can help
me .../ lend me...?

b) Grammar/ structure c) Function/ meaning Exponent (example)

Tenses: Present simple 3rd p Expressing Facts, Lions live in the grasslands.
plural (aff) habits
To be (present, affirmative) Expressing states They are brave.

Questions (receptive) Asking for Where do penguins live? (receptively)

information

Have got (aff ; neg) Describing physical Crocodiles have got claws.
features They haven’t got skin.
Modal verbs: Can /can´t Expressing ability/ Jellyfish can glow in the dark.
lack of ability Penguins can’t fly.

Morphology: plural form (regular Monkey- monkeys

and irregular) Fish- fish

Punctuation: commas and stops. Where do quails live?

Quails live on the ground, in grassy
areas.

d) Phonology Example

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Cluster /dz/ Jungle - jellyfish - giraffe
“s” and “z” for plurals Dolphins swim near ships at sea

e) Discourse features Example

Conjunctions: Addition: and Crocodiles live on land and in the water.
Reference: Pronouns: They They live in the sea.

7. LANGUAGE SKILLS

Skills Text form

Reading Captions, encyclopedia entry, textbook entry
Listening Songs, short talk, riddles
Speaking Games, classroom interaction
Writing Captions, riddles.

8. CLASSWORK HABITS

9. OTHER SKILLS

10.RESOURCES AND BIBLIOGRAPHY

❧ Worrall, A., 2005. English Adventure 2, Pupils and Activity Books; Essex: Pearson
Longman.
❧ Hicks, D. & A. Littlejohn, 2003. Primary Colours 2; Pupils and activity book; Cambridge;
Cambridge University Press.
❧ Bowler B. & S. Parminter, 1998. Network 1; Pupils and activity book; Oxford: Oxford
University Press.
❧ Armendáriz, A., S. Luppi & S. Rettaroli, 1999. Content with Content. Buenos Aires:
Kapelusz.
❧ Holden, S. 2004. Animals Portfolio. Brazil: Macmillan.
❧ Littlejohn A & D. Hicks, 1996. Cambridge English for Schools, Starter. Gt Britain:
Cambridge University Press.

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 11. PREVIEW OF TEACHING SEQUENCES
Seq. N° Subtheme Language Systems (and contents in each)
1 Animals and their Habitats Lexis: Wild animals and habitats
Grammar: Present simple for states (chunk)
Questions (receptive Morphology: plural form
Function: Expressing States – Sharing information
Phonology: Cluster /dz/ “s” and “z” for plurals
2 Description and facts about Lexis: Parts of the body – Descriptive words –
animals Feeding habits
Grammar: Have got - Present Simple
Function: Expressing facts and habits
Phonology: Cluster /dz/ “s” and “z” for plurals
Discourse features: And - Pronoun: they
3 Unusual facts about animals Lexis: Actions
Grammar: Present Simple - Can / Can’t
Function: Expressing ability / lack of ability
Phonology: Cluster /dz/ “s” and “z” for plurals

INTEGRATION SEQUENCE Games and riddles

FINAL ACTIVITY Riddle book, by 6th A

11- SYSTEMS APPENDIX: Do research into the new grammatical concepts to be dealt with in
the unit: simple present to express facts, habits and states.

Professional Practice II
Content and activity-oriented teaching in action
Planning Sequence 1

 In the Unit of Work, we have completed a Preview of Teaching Sequences in which we

have distributed the contents mentioned in Section 5: Language Systems (Lexis,
Grammar, Functions, Phonology, Discourse)

 Now we go to the planning of each sequence

It is important to organize and arrange the contents of the sequence in logical order, so that you
make sure that students can progress systematically and coherently throughout the unit towards
the final outcome: the Final Activity.

Provide a general idea of how you are planning to distribute and organize the contents of the
unit (thematic, language and learning contents), taking into account the language demands of
the subthemes you are going to work with. You need to consider how you will arrange the
information to be presented, taking into account:

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  Thematic organization;
 Language demands;
 Cognitive challenge;
 Progression in learning.

You should build up sequence of activities on the same sub-theme, each one arising out of
the previous one.

You will need to:

arrange the thematic new information from the known to the unknown, from the easier
to the more complex;
see which language skills you need to develop, and which language systems are demanded
to deal with the new contents;
think of the successive learning outcomes that each lesson will deal with, in order to
deal with new contents and recycle them accordingly, integrating them with further new
contents;
And finally choose the activities that suit these needs.

 So now we must complete the Preview of Lessons for Sequence 1

Sequence #1: Animals and their Habitats

Learning outcome Activities Systems (N and R)
It should be stated in terms of State whether they are Lexis:
communicative or thematic aspects Content-oriented, Skill- Grammar:
of the lesson, not in relation to the oriented (which skill), Functions:
language students will Extension or consolidation Phonology:
learn/practice. activities and if you will Discourse features:
include a focus stage
Learners will be better able
to:

Lesson 1 identify some wild animals. Introduction to the Lexis: Wild animals
Unit and explanation
of F.A.
Prep Stage
Extension and
consolidation
activities
Lesson 2 mention where different wild Prep Stage Lexis: Wild animals,
animals live Skill-oriented Habitats
activity: Listening Grammar: Present
Simple of live
Function:
expressing states.
Discourse: and
Lesson 3 classify wild animals Prep Stage Lexis: Wild animals,
according to their habitats Focus on Lexis, Habitats
State where animals live phonology and plural Phonology: Cluster
forms /dz/ - “s” and “z”
for plurals
Lesson 4 identify which animals live in Extension activities: Lexis: Wild animals,
each habitat. Masks - Game Habitats

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 Grammar: Present
Simple
Function: expressing
states.

 In each lesson, include the following HEADING

LESSON # 1
Student teacher/s:
School:
Course: 6th Form
Period: ---
Date: ---
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Final activity: Riddle book by 5th A. Students will produce a riddle book, with curious facts
about animals from different habitats.
Teaching sequence: 1: Animals’ features and habitats
Learning outcomes: By the end of the lesson students will be able to identify some wild
animals.
Linguistic content: (related to systems which will be worked on during the lesson)
1) Recycled: Names of some animals and habitats
2) New: Names of wild animals
Language skills: Speaking (Classroom interaction) Check Section on Skills in the UW.
(Classwork habits)
(Other skills)
Teaching aids: Pictures, Computer and projector

Lesson 1

* Remember Lesson 1 of Sequence 1 will begin with a creative, motivating introduction to the theme,
and an explanation of the final activity. That will take up part of the time. Then, you can begin with
the development of the unit in a number of ways: carry out a content-oriented activity to introduce
thematically related information and / or expose students to input through a listening o reading
comprehension activity.

Introduction to the unit

T: Hello children! How are you today?
S: Fine! And you?
T: I’ve got a surprise activity now. Pay attention! You will listen to some sounds. After you listen
to them, you will tell me about them.
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T plays a CD with animal sounds (lion, bird, monkey, horse among others).
T: Ok, what did you hear?
S: sonidos de animales
T: fine! What animal sounds did you hear?
S: Lion!
S: Bird.
T: Good! Now, some of these animals live in a house, with us. They are…
S: Mascotas.
T: Yes, they are called pets. And some of them are wild animals.
S: Salvajes.
T: Yes! Where do monkeys live?
S: Jungla.
T: Yes, they live in the JUNGLE. And what about tigers?
S: …
T: Tigers live in the grasslands, it is a big dry area with bushes and low trees. T. shows a picture
T: Some animals live in hot deserts, some in forests, some in high mountains, and some live in
our houses as pets. Teacher shows pictures while she says this. And...do you know any curious
fact about animals?
Sts: Los murciélagos son ciegos.
T: Yes, that's right! Bats are blind. During this unit we are going to learn about animals, their
habitats, their physical appearance (gesture), and more curious facts about them. You will need
to know all that because by the end of the unit you are going to make a riddle book. Do you
know what a riddle is?
S: No!
T: Ok, listen to the following riddle… T reads the riddle
S: Pájaro/ bird/…
T: They are crows, look at the picture. (T shows the sample of the FA) Now, what are riddles?

They live in open

areas/woodlands. They
eat insects, meat,
plants and garbage.
They are black and
they have got a yellow
beak.
They are very smart!

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S: Adivinanzas.
T: Yes! So, by the end of the unit YOU will write your own riddles.
S: great!
Prep stage
T: Let’s start working, then! First, let’s play a game to see how much you remember about
animals, shall we?
S: Yes!!!
T: OK, in this case I will show you a word and you will have to see what animal picture represents
it! Can anybody explain what you have to do?
S: Yo!! Nos vas a mostrar una palabra y vamos a tener que elegir la foto que la representa.
T: That’s it! So, let’s get started!

https://wordwall.net/resource/20948904

(The students will refer to the pictures by mentioning numbers; e.g. picture 1)
T: OK, the first word we’ve got is…
S: Snake!!
T: What picture represents it, Mati?
S: Number 2!
T: Great!
(Teacher carries out the same procedure with all the words)

Content oriented activity

Presentation stage

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T (while she shows some flashcards of the animals that appeared in the previous game): OK! As
you can see, animals come in many shapes and colours. They are all very different. (using
gestures and pointing to the pictures as she sticks them on the bb) Snakes are reptiles. Do you
know any other reptile?
S: El cocodrilo?
T: Yes! In English we say crocodile, can you repeat it?
S: Crocodile!
T: Fine! Elephants, zebras and giraffes come from Africa. Birds generally live in trees but many
birds like peacocks live on land and some penguins in the sea and on ice.
S: No sabia que los penguins eran birds!
T: Yes, they are! But they cannot fly! Kangaroos, instead, live in the grassland. Seals live in the
sea. And where do jellyfish live? In the sea or in the grassland?
S: In the sea
T: That’s right! Hippos and fish live in rivers. And what about monkeys, tigers and lions? Where
do they live?
S: …
T: Do you think they live on ice or in the jungle?
S: In the jungle!
T: Great!

Activity stage
Guessing Game
T: Now look at the pictures. You are going to work in pairs and match the leg or feet (gesture)
of the animal with the name of the animal, and you will say one characteristic, for example what
colour they are, the size…all right? You can find the names of the animals on the board. What
are you going to do? (Check understanding and do one together).
S: Hay que unir los pies con el nombre del animal y decir algo de ellos.
T: For example, let’s do number 1 together. What animal is it?
S: elephant!
T: great, and what can we say about the elephant? What colour is it?
S: grey.
T: It’s grey, fine and what else can we say? Is it big or small?
S: big
T: Yes, great! So now you can start. If you don’t know the name of the animal, you can look at
the poster on the board.

penguin monkey
hippo snake lion
giraffe
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kangaroo
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jellyfish elephant
1. This is a …………..
It is…….
2. This is a …………..
It is…….

3. This is a …………..
It is…….

4. This is a …………..
It is…….
5. This is a …………..
It is…….

6. This is a …………..
It is…….

7. This is a …………..
It is…….

8. This is a …………..
It is…….

9. This is a …………..
It is…….

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 10. This is a …………..
It is…….

11. This is a …………..

It is…….

12. This is a …………..

It is…….

Feedback stage

(T. uses L1/L2 and gestures when necessary)

T: Ok! Let´s check the answers together! Let´s see number two. What did you write Jane?
S: Mono?
T: What's the word for mono in English? (pointing at the board)
S: Monkey?
T: Yes! And have you ever seen a monkey? Alguno vio un mono alguna vez? And have you ever
seen a monkey?
S: yes
T: and what else did you write?
S: is funny
T: yes! It’s funny.
The teacher goes on asking.
T: Who would like to do number six?
S: Me! (Susan). Es una foca!
T: Mmm. A seal? Let´s see! Does it have feet?
S: No!
T: So? Can it be a seal? ¿Puede ser una foca?
S: No! Es una víbora!
T: It´s a snake. Well done!
……..
Board presentation:
1. This is an elephant. It is grey/big.
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 2. This is a monkey. It is funny.
3. This is a peacock. It is beautiful.
4. This is a lion. It is brown.
5. This is a giraffe. It is tall.
6. This is a snake. It is long.
7. This is a seal. It is black.
8. This is a hippo. It is grey.
9. This is a zebra. It is black and white.
10. This is a kangaroo. It is brown.
11. This is a penguin. It is black and white.
12. It's a jellyfish. It is small.

Extension activity: Puzzles

T: Now you are going to work in three groups. I will give each group four puzzles but they are
mixed up. You will have 5 minutes to put them together. All right? (T uses sandwich technique)
Once time is up, each group will tell the rest what animals they have in their puzzles.

Feedback:
After 5 minutes the teachers says:
T: All right, let's see… Which group would like to start?
Ss: Nosotros Miss!
T OK, this will be group 1. What animals did you find?
Ss.: Un elephant… zebra … león y tigre
T: OK. So you've got an elephant, a lion, a zebra and a tiger. Let's all repeat those words.
Ss. Repeat
T: And where do they live, do you think?
Ss En la pradera, o en la selva
T: Yes, in the grassland or the jungle.

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T: OK; let's see which is group 2? What animals did you put together?
Ss. ….
The teacher continues with each group and asks for repetition of the names of animals.
T: That was lovely! Did you like the puzzles? What animal do you like best?
Ss give their opinion.

Consolidation activity: Video

T: One last thing for today. Let’s look at a short video and see whether you can identify any of
the animals we mentioned, all right? T checks understanding and then plays:
https://www.youtube.com/watch?v=ON9mXs0ZYWs

Feedback:
T: Well, did you see any familiar animals?
Sts call out the animals they were able to identify, and teacher writes names on the board.

LESSON # 2
Student teacher/s:
School:
Course: 6th Form
Period: ---
Date: ---
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Final activity: Riddle book by 6th A. Students will produce a riddle book, with curious facts
about animals from different habitats.
Teaching sequence: 1: Animals’ features and habitats

 Read the lesson and then complete the points below.

Learning outcomes of the lesson: By the end of the lesson, ……….
Linguistic content: (related to systems which will be worked on during the lesson)
1) Recycled:
2) New:
Language skills:
(Classwork habits)
(Other skills)
Teaching aids:
To guide you in the completion: check what you wrote in the lessons preview.
Lesson 2 mention where different Prep Stage Lexis: Wild animals,
wild animals live Skill-oriented Habitats
activity: Listening Grammar: Present
Simple of live
Function: expressing
states.

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 Discourse: and

Prep stage
T: Let's play a game, shall we? Do you know how to play bingo?
S: Siiiiiii…
T: All right, this time we're going to play in pairs - vamos a jugar de a dos - we're going to play
in pairs. Who can give out the cards?
S: Me! Yo!
Once each pair has a card, the teacher starts calling out the names of animals.

T: Lovely! Let's repeat some of the names.

T asks students to repeat some of the names of animals after her, first as if they were giants,
then as if they were dwarfs.
T: Now...do you know where all these animals live?
S: No.
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T: Let’s look at the pictures of habitats. Who can tell me the names of these places?
Sts say the names in Spanish
Sts: Desierto
T: Desert! Yes! And what animals live in the desert?
S: Camellos
T: Yes, what was the word for camello in English?
S: Camel
T: Right.

Now, develop the rest of the dialogue for each of the habitats: jungle, desert,
mountain, forest, sea, river, grassland, ice (N)

Bb layout

HABITATS

FOREST
JUNGLE

SEA ICE

GRASSLAND RIVER

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MOUNTAINS
 What game would you include using names of animals and habitats?
Remember it should be short (not more than 5 minutes)

Skills-Oriented activity: Listening

1st listening- Top down
T puts up a poster on the board.
Look at the pictures of the animals in their habitats. Do you recognise all the animals? (Check)
Ss: Yes! / No!
T: You are going to listen to a woman talking. Listen and then tell me where she works.
T: So, what do you have to do?
S: Escuchar y decir donde trabaja la mujer.
T: That's right! You're going to tell me where she works and what she talks about.
T: Ok, let’s listen…

Tapescript:
Good morning everyone. Welcome to the world’s greatest Natural Science Museum. My name is
Patricia and I am your museum tour guide. Together, we will visit habitats, places where animals
live, and the animals that live there. Don’t worry…they are not real habitats or real animals!
The first place we are going to visit is the desert. Camels live in hot deserts. There is no water
here and there is a lot of sand.
Oh, look at this animal… it is a kangaroo. Kangaroos live in forests and grassland in Australia.
Peacocks live in forests and jungles.
Listen to the water… this is a river. Fish live in rivers where they can swim.
Oh, these monkeys live in trees in the forest or the jungle, and peacocks live there too!
In the grasslands we can find elephants and lions.
It’s very cold in here, penguins and seals live on ice and in cold seas!

Feedback:
T: So, what do you think? Does the woman work in a zoo?
S: No! En un museum.
T: Great! She is a museum tourist guide, and you have just listened to the audio guide. What
does she talk about?
S: Habitats.
T: So, what is this audio text about?
S: Nos va a contar de los animals que viven en algunos habitats.
T: Good!

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2nd listening- Bottom up
T: Now, Patricia the museum guide, mixed up all the information. Let's see if we can help her to
join each sentence with the correct picture.
Let's see, what do we have to do?
S: Unir el lugar con el animal.
T: Yes, that's right. So, before we listen again, look at the sentences and the pictures. T gives
students 40 seconds to have a look at the information, before she plays the tape again.

Museum audio guide: Habitats

1. They live in forests and grassland.

2. They live in forests and jungles.

3. These animals live in the grasslands.

and 4. They live on ice and in cold seas.

5. They live in rivers or seas.

6. They live in hot deserts.

7. They live in seas and oceans.

and

and

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Feedback. Teacher puts up a poster with incomplete sentences.
T: Ok, let's see, what picture did you select for sentence 1 - They live in forests and grassland.
St. La de los canguros.
T: Do you all agree?
S: Siiii.
T. So…. who wants to write the name of the animals on the poster?
St writes Kangaroos on the poster next to the sentence.
T: What about sentence 7: They live in hot deserts.
Ss: Camels! Camellos
T. Fine, so camels live in the desert where there is not much food or water - no hay mucha agua
ni comida en el desierto, right? So they store fat in their to have when there is no food or water
humps - almacenan grasa en sus jorobas para cuando no tienen comida o agua - they store fat
in their to have when there is no food or water humps . Did you know that?

Now, develop the rest of the dialogue to complete the feedback

Poster layout with expected answers:

1. They live in forests and grassland. Kangaroos
2. They live in forests or jungles. Monkeys and Peacocks
3. These animals live in the grasslands. elephants and lions
4. They live on ice and in cold seas. Penguins and seals
5. They live in rivers or seas. Fish
6. They live in hot deserts. Camels
7. They live in seas and oceans. Jellyfish

Why wouldn't a listening activity consisting of writing missing

parts or completing sentences be entirely appropriate for
children?
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Consider the criteria of attention and online processing.
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LESSON # 3
Student teacher/s:
School:
Course: 6th Form
Period: ---
Date: ---
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Final activity: Riddle book by 5th A. Students will produce a riddle book, with curious facts
about animals from different habitats.
Teaching sequence: 1: Animals’ features and habitats
Learning outcomes: By the end of the lesson, learners will be able to classify wild animals
according to their habitats and state where animals live
Linguistic content: (related to systems which will be worked on during the lesson)
1) Recycled: Wild animals and habitats
2) New: Cluster /dz/ - “s” and “z” for plurals
Language skills: Speaking
(Classwork habits)
(Other skills)
Teaching aids: Pictures

In this lesson, the teacher will guide the students in the analysis of the lexis they have been working
on (Focus Stage: to be discussed in detail in a forthcoming worksheet).
It is important to remember that the analysis is derived directly from the previous activity /
activities.

So, in pairs think of game to play as a prep-stage and a consolidation activity on

animals and habitats.

Focus Stage: Lexis

a- Analysis
T: So far, we have learnt a lot about animals and their habitats. Which names of animals did
you know in English before this class?
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Ss: Elephant, lion.
S: Monkeys, giraffes
T: Right! Repeat after me: Giraffe (T. demonstrates the pronunciation of /dz/ and stresses the
word accurately: /dʒɪˈrɑːf/ Ponemos la punta de la lengua atrás de los dientes y lo decimos.

Let's try together!

Sts repeat.
T: Fine! And what other name of animal begins with /dʒ/? T. shows a picture of jellyfish to help

them.
Sts say the name.

T: Right, it begins with /dʒ/ like /dʒɪˈrɑːf/. We say /ˈdʒel.i.fɪʃ/

Sts repeat.
St. Miss, jungle empieza igual!

T: That’s very bright of you! Jungle /ˈdʒʌŋ.ɡəl/

Sts repeat.

T: Look how we spell jungle! J U N G L E and we say /ˈdʒʌŋ.ɡəl/ What's the difference between

the spelling and the pronunciation?

S: Se escribe con u pero se pronuncia parecido a una a.
T: Yes, right. Well, that is very interesting! Well done.
Now, what other names of animals have we learnt?
S: Peacock, kangaroo...
T: Yes, very good!
(T continues eliciting animals)
As students don’t know how to spell yet, the teacher points out spelling and compares this to
how the word is pronounced. When relevant, teacher can compare Spanish and English spelling
and pronunciation.
T: Look at this word: PEACOCK - Now listen to me. What's the difference between how we spell

it - como se escribe - and how we say it - como se pronuncia. Listen: /ˈpiː.kɒk/

S: En vez de ea se dice i

T: Right. Let's say it all together: /ˈpiː.kɒk/

Same procedure with: snake - seal - hippo - zebra - kangaroo - penguin - camel –
T: And when we talk about more than one animal? How do we say them?

Camels live in the desert. Camels /ˈkæm.əlz/

Teacher writes camels in one column and snakes in another.

And how do we say snakes? /sneɪks/

Can you hear a difference? In the end? Let’s try another one. Peacocks /ˈpiː.kɒks/
And kangaroos /ˌkæŋ.ɡərˈuːz/
Sts: Algunos suenan como s y otros como z.
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T: That’s right! Some end in /s/ and others in /z/ Help me place them in the right column.

Seals /siːlz/ hippos /ˈhɪp.əʊz/ zebras /ˈzeb.rəz/ penguins /ˈpeŋ.ɡwɪnz/

Ss answer.
T: But listen now. This is strange. Fish and jellyfish live in the oceans and seas too. T writes fish
and jellyfish in another column.
If I talk about one fish or many fish I say the same word.
Ss. No cambia?
T: No, for one or many I use fish and for jellyfish, it's the same. T writes this on board.
So we have some that end in s when there are many, and some that do not change, right?
T: So, as you said, animals live in different places ¿Pueden vivir en cualquier lado los animales?
Ss: Reply. (T will allow replies in Spanish as to reasons why animals can’t live anywhere. This
will lead to habitats.)
T: So the place where animals and plants live is called habitat. What habitats do different
animals live in?
Ss: Jungle!
Ss: Grassland (Ss reply and T writes habitats on the board.)
T. And do you know where there are mountains, jungles, etc. in Argentina? T will bring a map
and help students point to places. She will also ask if they know these places in different parts
of the world.
T: As students don’t know how to spell yet, the teacher points out spelling and compares this to
how the word is pronounced. When relevant, teacher can compare Spanish and English spelling
and pronunciation.
Jungle Mountains Sea River Grassland
Desert Ice
T: Now, we can we classify these animals. How?
Ss can provide different ideas, such as whether they can walk, fly, swim / according to their
habitat, etc. (T accepts all classifications as long as they are coherent.)
T: For example, let’s classify them according to their habitats, yes?
Ss: …
T classifies animals together with students and draws the chart on the board.

Now, think about this…

Imagine the board layout. What information will it include? What will it look like?
Students will copy this in their folders to be able to go back on this, so it should be clear and
thorough.

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Systems oriented activity for practice:
Scrambled habitats. Where do they live?
1. Crocodiles live in the …………. TRESDE
2. Camels live in the ………….. CIE
3. Tigers live in the ……….. VRIRE
4. The Polar bear lives on ………….. EAS
FRETSO
5. The Spider monkey lives in the ……………
6. The Striped dolphin lives in the ……… VANANASH

FOR THE TEACHER’S INFORMATION:

If the word is a plural word ending in "-s," there are definite patterns that you can follow. (Note that the
following explanation refers to sounds, not spellings.)
If the singular ends in a unvoiced sound (no vibration in the larynx), the plural "-s" is pronounced /s/.
(This is because /s/ is itself unvoiced and it is easy to go from an unvoiced sound directly to another unvoiced
sound.)
If the singular ends in a voiced sound (vibration in the larynx), the plural "-s"is pronounced /z/. (This
is because it is difficult to go directly from a voiced sound to the unvoiced /s/, so the "-s" ending is
pronounced as the voiced /z/.)
If the singular ends in a vowel sound, the plural "-s" or "-es" is pronounced /z/.
If the singular ends in a sibilant sound (/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/), the plural(written as "-es") and is
pronounced /ɪz/.
Here is a chart of the unvoiced, voiced, and sibilant sounds and their plural "-s" pronunciations:
Unvoiced sounds (plural /s/) Voiced sounds (plural /z/)
/p/ (caps /kaps/) /b/ (cabs /kabz/) /m/ (cams /kamz/)
/t/ (pats /pats/) /d/ (pads /padz/) /n/ (pans /panz/)
/k/ (backs /baks/) /ɡ/ (bags /baɡz/) /ŋ/ (bangs /baŋz/)
/f/ (safes /seɪfs/) /v/ (saves /seɪvz/)
/l/ (falls /fɔːlz/)
Sibilant sounds (plural /ɪz/):
/s/ (buses /bʌsɪz/ /z/ (buzzes /bʌzɪz/)
/ʃ/ (rushes /rʌʃɪz/ /ʒ/ (rouges /ruːʒɪz/)
/tʃ/ (batches /batʃɪz/) /dʒ/ (badges /badʒɪz/)
A special case of a sibilant letter is the letter "x" /ks/ (boxes /bɒksɪz/)
Here are some examples of plurals of singular words ending in a vowel sound or a diphthong (the "-s" or
"-es" ending is always pronounced /z/):
ways /weɪz/ frees /friːz/ tries /trʌɪz/
shows /ʃəʊ/ cues /kjuːz/ boys /bɔɪz/
jaws /dʒɔːz/

(Remember: the information above should appear in the appendix of the unit)
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FOR TEACHER'S INFORMATION:

LESSON # 4
Student teacher/s:
School:
Course: 6th Form
Period: ---
Date: ---
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Teaching sequence: 1: Animals’ features and habitats
Learning outcomes: By the end of the lesson, learners will be better able to place which
animals live in each habitat.
Linguistic content: (related to systems which will be worked on during the lesson)
Recycled: Lexis: Wild animals, Habitats - Present Simple of live - Function: expressing states
Language skills: Speaking & Listening (Game, classroom interaction)
(Classwork habits)
(Other skills)
Teaching aids: Craft material – Chalk – Outside space for game

Prep stage

Read the entire lesson. What would be an appropriate short prep stage for this
lesson?

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Extension Activity: Art and craft
Part 1: (Note: The teacher will have asked students the previous class to bring material and will
have brought some material herself)
T: Now we’re going to make animal masks. (T. shows her own.) We’re going to use construction
paper, broad-tip markers, scissors (T shows each element as she mentions them)
T: What are we going to do with all these elements?
S: Máscaras.
T: Yes! You may choose any animal you want. (Gesture) When you have finished, I will staple
the elastic on each mask. (Gestures) When you have all finished we are going to play a game.
Mask construction
T: What animal have you chosen?
S: A giraffe.
T: Oh! How nice! Where does it live? What material are you going to use?
S: Marcadores.
T: Oh markers, very good.
It is also a good opportunity to introduce “Can you lend me...?” Who can help me .../ lend me...?”
when the students say this in L1.
Feedback:
T: Ok, Juan, what are you?
S: A goat.
T: And where do you live?
S: En las mountains.
T: Great! You live in the mountains.
(Ss show their masks)

Part 2: Game with masks and habitats. To be played outside. The teacher will have marked
habitats in the playground before the class.
T: Let’s play a game. Listen! We all have to put our masks on. (Gesture) All the animals have to
be together in the circle in the middle. Come! (Gesture). When I call out a habitat, the animals
that live there have to run to the place. Look: here is the jungle, here are the mountains, here’s
the desert, that’s the savannah... (T points at each ‘habitat’.) So what do you have to do?
S: Tenemos que ir a nuestro hábitat cuando lo escuchamos.
T: When all the animals are in their habitats, we will say their names. What happens if an animal
gets lost and goes to the wrong habitat? ¿Y si se pierde un animal y va al hábitat equivocado?
Well he’s out! Queda fuera! OK? Let’s play
Game: To make it more interesting, the T will tell a brief story including names of habitats, but
without naming the animals. Something like: I am travelling on a super fast airplane and do you
know what I can see? First, wow! A big, wide river! …
Feedback:
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T: Great work! Did you like the game?
S: Yes.
T: What was your favourite part?
Ss reply
T: And was it difficult or easy to play? ¿Les pareció difícil?
S: NO!
Discuss in groups:
1. Is there any other activity you would include here?
2. Would you focus on grammar or discourse features at this stage? Why (not)?

PLANNING SEQUENCE 2

Organize the overview of lesson plans. Ask yourself:

 What is the name of the sequence?
 What will students achieve by the end of lessons?
This is what is in the Sequences Preview at the end of the Analysis of the Unit of
 Do activities in the different lessons show progression of learning?
Work. How would you divide it in lessons? Before looking at the lesson plans, try to
 Does the content go from the known to the unknown?
complete the Lessons preview below, considering the questions above.

2 Description and facts about Lexis: Parts of the body – Descriptive words –
animals Feeding habits
Grammar: Have got - Present Simple
Function: Expressing facts and habits
Discourse features: And - Pronoun: they

Sequence 2: Description and facts about animals

Learning outcome Activities Systems (N and R)

Lexis:
It should be stated in terms of State whether they are Grammar:
communicative or thematic aspects Content-oriented, Skill- Functions:
of the lesson, not in relation to the oriented (which skill), Phonology:
language students will Extension activities or Discourse features:
learn/practice. consolidation/integration
activities
Learners will be (better)able to:

Lesson 5

Lesson 6

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 Lesson 7

LESSON # 5
Student teacher/s:
School:
Course: 6th Form
Period:
Date:
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Final activity: (a brief reminder of the F.A. in a sentence or two)
Teaching sequence: 2 - Description and facts about animals
Learning outcomes: By the end of the lesson, learners will be able to…
Linguistic content: (related to systems which will be worked on during the lesson)
1) Recycled:
2) New:
Language skills: Speaking (classroom interaction, games)
(Classwork habits)
(Other skills)
Teaching aids:

Prep Stage:

T: Let’s see how many animals we can remember…

S: Lion, giraffe, lizard, monkey.
(Teacher corrects pronunciation, and writes them on the bb, in a big cloud at one side)
T: Can help me with the spelling?
S: L-I-O-N. (Ss replies)
T: And what about the animal that lives in the mountains?
S: Goat.
T: Great! How do you spell goat?
S: G-O-A-T
T: And where do penguins live? Can you remember?
Ss: Polar Regions! Ice! Cold sea!
T: Now we are going to play a memory game. I will start one sentence (eg: I can see one lion),
then one student repeats my sentence and adds another animal increasing the number of the
animals by one, for example José says “I can see one lion and two zebras”, then another student
repeats José’s sentence and adds another animal, for example “I can see one lion, two zebras
and three monkeys”, right? Who can explain what we have to do?
S: Vamos a jugar un juego de memoria. Vos decís I can see a lion y yo digo lo que vos decís y
otro animal más.

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  Teacher’s words have been included in some sections of this stage. Write the expected
dialogue for the complete prep stage. Remember you have to review animals and habitats.

…………………………… activity 1 (what kind of activity is it?)

T: Now, we are going to play another game. I will mime a wild animal and you will have to guess
which animal it is and then say what habitat it lives in. Let’s do the first one as an example.
Whale: hold both arms together and pretend to swim up and down like a whale.
S: Ballena!
T: You can say that in English.
S: Whale!
T: Great! And where do whales live?
S: In the sea, the ocean!
Elephant: stretch and move one arm in front of your head like a trunk.
Crocodile: stretch both arms together one above the other like a crocodile’s big, long mouth
(bend your fingers for teeth).
Tiger: move your hands up and down with bent fingers like a tiger’s paws.
As the children identify the animals, write their names on the board.
T: Fine… And where do elephants live?
Ss; In the grasslands / savannah
T: Now I will point (gesture) to one word and you are going to mime the animals. Are you ready?
What do you have to do?
S: Vos apuntas a un animal y tenemos que hacer la mímica.
T: Yes! Ready?
S: Yes!

Content-oriented activity
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Prep Stage
Is a prep stage necessary here? Why (not)?

Presentation stage

Here students will learn that animals have parts of the body that have got specific names, different
form the body parts of a human being, and that those body parts have a specific function
depending on the animal it is. Eg human beings have arms bur fish have fins, four-legged animals
don’t have arms and birds have wings. How can you present all this information?

Activity stage
Hand out the worksheet and ask the children to colour the wild animals following these
instructions (which you can write on the board):
T: Look at the following wild animals. What animals can you see?
Ss: Tiger, crocodile, elephant, whale.
T: Yes! There is something missing…Hay algo que falta…
S: Colour
T: Yes! These animals need colour. You are going to colour these wild animals. Read the following
information so you can colour them. You have three minutes to colour the animals
BB layout:
- Tigers are orange.
- Crocodiles are green.
- Elephants are grey.
- Whales are blue.
T walks around to see how students are working.
T: Now, you will colour the animal labels I will give you with the same colour you used for the
animals: the tiger is orange, so all the parts of the body for the tiger will be orange. Who can
explain this?
S. Tenemos que colorear las partes del cuerpo del tigre del mismo color que el tigre.
T: Right, the labels of the parts of the body - las etiquetas de las partes del cuerpo.
So the labels for the tiger are orange. And for the elephant? De que color serán las etiquetas de
las partes del cuerpo del elefante? What colour are the labels of the parts of the body of the
elephant?
SS: Gris
T Grey! Yes. And the crocodile's labels?
S. Green!
T And the whale's labels?
S: Blue!
T: Fine, you have two minutes!

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 When time is up, and teacher sees that most of students have finished:
T: Now, you cut out (gesture) the animal labels, and you will have to match the labels (gesture)
with the animals and glue them (gesture) on rectangles A., B, C and D.
T: Look at the whale. What part of the body is number 1? And number 3? etc.
So, what do we do now?
Recortamos las etiquetas y las pegamos donde corresponden en cada animal.
Right! Be careful not to lose the labels when you cut them out. Tengan cuidado de no perder
las etiquetas cuando las recortan! Careful. You have five minutes for this!

 What advantages and disadvantages can you think of as to this activity? Would you change
anything? What? Why?

Imagine this is the end of the lesson plan. Consider the following:
What do you think you should do before the lesson finishes? What do you imagine the bb will look
like? Draw the bb and include the information as it will appear on it.
What do you think students will need to write/copy in their copybooks? Why? Will you set any
homework? What? Why? How? When?
How will you handle classroom cleanliness?

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LESSON # 6
Student teacher/s:
School:
Course: 6th Form
Period:
Date:
Theme: ANIMALS HERE, THERE AND EVERYWHERE!
Final activity: (a brief reminder of the F.A. in a sentence or two)
Teaching sequence: (Number and name of subtheme)
Learning outcomes: (what you expect sts to have achieved by the end of the lesson)
Linguistic content: (related to systems which will be worked on during the lesson)
1) Recycled:
2) New:
Language skills: Reading
(Classwork habits)
(Other skills)
Teaching aids: Pictures

Prep Stage
The T sticks a big poster of an animal (a tiger) on the blackboard. She will also stick some cards
with the names of the parts of the body under the students’ desks beforehand.
T: Look at the blackboard please. What can you see in the picture?
Ss: A tiger! ¿Por qué hay flechas en el dibujo?
T: Tiger, that's right! It's a beautiful animal! Now look, these are arrows (T points to them). We
are going to complete this drawing together. Which parts of the body did we work on last class?
¿Qué partes del cuerpo señalamos la clase pasada?
Ss: leg, body, head …
T: Fine! Now, we are going to learn other parts of the body but pay attention!! Some of these
parts of the body don’t have the same name for people and for animals, we don’t say “the tiger’s
hand”, there’s another word for it… (same with skin/fur) and there are other physical
characteristics we are going to learn. For example, do you know what to call these lines that the
tiger has on its fur? Now, we are going to complete the picture. There are some cards under
some of your desks (T mimes). You will have to find them and come to the front with the cards.
We are going to stick the cards on the poster. What do you have to do?
Ss: We stick cards on the poster!
T: Yes! And where are the cards?
Ss: Under the desks!
T: Ok, fine. You can start now.
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Ss look for the cards, come to the front and stick them on the poster. The T will help them with
unknown vocabulary using gestures.

ear neck stripes fur

eye

nose
tail
mouth

leg
claws

T: Fine. What do you know about tigers?

Ss: They are black and orange.
T: And what do you call these black lines (T points to the poster)?
Ss: stripes.
T: Stripes. Good. Have tigers got a long or a short tail?
Ss: long.
T: Where do tigers live? Do you know?
Ss: …
T: Ok. We will find out in the following activity. What do they eat?
Ss: meat.
T: Ok. Fine.

Skill-oriented activity: Reading

1st reading: top-down activity
T: Now, we are going to read an encyclopaedia entry about a tiger. Look at the list of words
you have in your handouts. What words do you think we will find in this text?
Ss: Stripes, leg, nose…
T: Ok, and what information do you think we will find in the text?
S: Que los tigers tienen las garras filosas.
(T writes sts’ predictions on the board)

Predicting is one kind of top down activity. What other top down activity could you
have carried out in this section?

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 Source: Print 3

Feedback
T: Ok, let’s look at what you said before reading… Tigers have sharp claws…Does this appear in
the text?
S: Yes.
T: They live in the mountains. Does this appear in the text?
SS: Yes, dice que viven en las mountains in Siberia and the Himalayas. Dónde es eso, Miss?
……
T: and how does this information help us understand what this encyclopaedia entry is about?

2nd reading: Bottom-up activity

T: Now we are going to play a game. I’m going to read a sentence about the tiger, and you will
consult the text and tell me if my sentence is correct or not, OK? You are going to play in pairs,
and you will raise your hand when you have the answer, OK?
S: Yes.
T: Let’s do the first one as an example. Tigers live in Asia. Is it correct?
S: Yes!
T: Great! Very good! Where does it say so in the text? (sts quote the sentence)
Sentences:
1. Tigers live in Asia
2. Tigers live around twenty years.
3. Tigers haven’t got good eyes.
4. They have got sharp claws.
5. Tigers sleep at night
6. They kill small mammals.
7. Tigers eat very little meat.
8. They can’t swim.
9. Tigers catch fish.

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Feedback
T: Did you like the game?
S: Yes!
T: Was it difficult?
S: No.
T: What sentence was the most difficult for you?
S: La de los eyes.
S: Tigers haven’t got good eyes.

Focus stage: Present simple for facts and habits

Analysis
T: Let’s think about the information we read last class and the activity we did just now.
Ss: Tigers!
T: Right! We read about tigers and their characteristics. For example, what do you
remember about tigers?
Ss: The fur is orange and black!
T: Good!
Ss: They live in Asia.
T: Correct!
Ss: They kill animals!
T: That’s right. They kill other animals and eat them. (T will accept some more answers
and will write the information in suitable columns – sentences with have got / to be / with
actions in the present)
Let’s look at this sentence: Tigers sleep and rest in the day (T points to the sentence on
the bb). What information are we giving about tigers? A characteristic, a fact - un dato -, a
regular activity, an activity they are doing now? (make gesture)
Ss: lo que hacen todos los días! Es un dato de los tigres. Una característica
T: good! So this sentence expresses a regular activity, a characteristic that tigers have.
What other sentences in the text also express facts about tigers and their regular
activities? Ss: (provide answers)
T: good! So look at the first word in the sentence: does it say tiger or tigers? (Ss answer)
why?
Ss: porque hablamos de todos los tigres del mundo!
T: fine, so that’s why we say Tigers sleep all day. When we talk about a species – una
especie – we use the plural. And what are we saying about them? Are we mentioning
/talking about their characteristics? Their habits?
Ss. Their habits!
T: good! What if we talk about one tiger in particular? What do we know about the Malayan
tiger?
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Ss:…..
T: Well, it lives in Asia, and it eats mainly pigs. The Malayan tiger eats pigs. (T writes this
sentence on the bb). Look at this sentence: are we talking about the tiger’s habits too?
Ss: yeeees!
T: so these sentences express the same idea but they are different, right? What is
different?
Ss: una habla de muchos tigres y la otra de uno solo
T: fine! How can you tell? Como se dan cuenta?
S: Porque uno dice tigers como muchos, y el otro dice The Malayan tiger - esa variedad.
T underlines the subjects. And any other difference? Encontramos alguna otra diferencia?
S: Cuando habla de un tigre, dice eats, lives…
T; Aha, so what is the difference?
S: Que tiene s y cuando habla de muchos no tiene s.
T Qué cosa no tiene s? What doesn't have an s at the end?
S: La acción (el verbo)
T: Right! The action has an s at the end when we talk about one tiger or one variety, and
it doesn't have an s when we talk about many tigers. T circles both actions and underlines
the s.
T: Can anyone say an example? For instance: Elephants eat leaves. What about the killer
whale?
S: Qué es?
T La ballena asesina. Pero la que tenemos en nuestras costas se llama Ballena Franca
Austral: Southern right whale.
T: So what about the killer whale?
S: Come animales?
T: Yes, the killer whale eats animals, like seals.
Any other examples?

Stop and:
 Write the board presentation the students will copy.

 Find a suitable systems-oriented activity to do as practice.

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Instituto Superior de Profesorado Pbro Dr A. M. Sáenz
Campo de la Formación en la Práctica Profesional II
35
 Your turn now!
It’s your turn to continue this sequence, before passing on to the sequence 3, and then the
integration sequence, which will help students review all the content and language necessary
for the final activity. Go back to the unit of work and decide what contents haven’t been
developed yet.

 COMPLETE SEQUENCE 2 - Lesson 8: Feeding Habits

 NOW PLAN SEQUENCE 3 WITH THE REST OF THE CONTENTS

INCLUDED IN THE ANALYSIS OF THE UNIT OF WORK (to express
unusual facts about animals)

To bear in mind for Sequence 3:

3 Unusual facts about animals Lexis: Actions
Grammar: Simple Present
Modal verbs - Can / Can’t
Function: Expressing ability / lack of ability

Sequence 3: Unusual facts about animals

Learning outcome Activities Systems (N and R)

Lexis:
It should be stated in terms of State whether they are Grammar:
communicative or thematic aspects Content-oriented, Skill- Functions:
of the lesson, not in relation to the oriented (which skill), Phonology:
language students will Extension activities or Discourse features:
learn/practice. consolidation / integration
activities
Learners will be better able to:

Lesson 9

Lesson 10

Lesson 11

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Instituto Superior de Profesorado Pbro Dr A. M. Sáenz
Campo de la Formación en la Práctica Profesional II
36