GENERAL ASPECTS

Title of the Unit: The Animals

Level: Second primary
School: Santo Tomas de Aquino
Author: Nancy Perez
INTRODUCTION AND JUSTIFICATION

This didactic unit is designed for the students of second grade at the Santo Tomas de Aquino
School.
The main topic of this didactic unit is respected these and the environment in which they live
and they learn to classify according their habit and animals are one of the most significant
elements of the natural environment for the child, serving as an element of play, observation
and experience .

Based on the results of the needs analysis in this context, it has been possible to identify the
students’ interest in ration the habit of the animals and their bodies parts as well as to
generate the learn all the students.

It is necessary to implement this didactic unit because it can provide to the students’ spaces to
practice the speaking skills, improve their confidence in themselves and interact about a topic,
what capture their attention , therefore the unit development allows them to generate a
comfortable atmosphere, free from anxiety to express their ideas and knowledge related to
animals and to work in groups to go after a common objective.

To implement this didactic unit,it is required to have previous knowledge in relation to

vocabulary about animals, questions words,present simple,there is, there are , parts of animlas
and vocabulary according to the animals.

METHODOLOGY

In this didactic unit we will use above all the Direct Method. The reason we will use it, is
because in many activities of this didactic unit we will focus on the development of oral skills,
for example doing the final performance and doing oral activities to work in small or big
groups. There will be a special emphasis on oral communication in different communicative
situations. Therefore, the teacher’s role will be to ensure the use of oral skills by motivating
and encouraging students to use English in class. Although the Direct Method predominates in
the methodology we have used, I have used the TPR too in one of our activities where the
teacher provides a stimulus to which children have to respond.

PROJECT

This didactic unit is based on the animals as well as some of their characteristics wild,domestic,
different forms of displacement, habitats and vocabulary
Themes:
 Domestic and wild animals
 Forms of displacement
 Habitants

Objectives
 To know the animal world and appreciate their diversity.
 To Identify and classify animals according to their nature in domestic or wild.
 To know different types of habitats and ways of animal movement.
 To describe an animal.
Activities

 Classification of different animals use images.

 Oral production of animal using images.
 Drawing an animal.
 Dramatization of different forms of displacement
 Make a mask or puppet of an animal.
 ASSESSMENT, EVALUATION CRITERIA

Learning outcomes

- Learning different animals

- Classifying animals according to habitat
- Distinguishing domestic animals and wild animals
- Distinguishing vertebrate animals and invertebrate animals
- Knowing five kinds of vertebrate animals

Language Content

Vocabulary

- ADJETIVES: domestic, wild, vertebrate, invertebrate, amphibian, reptile, fish, bird, mammal.
- NOUNS: cow, sheep, dog, cat, lion, fox, rabbit, snake, frog, snail, worm, butterfly, horse, bull,
deer, cod, sharp, wale, seal, penguin, pork, kangaroo, fly, bee, beard, tortoise, elephant,
giraffe, crocodile, spider, hippopotamus, duck, chicken, tiger, donkey, eagle, stork.
- VERBS: to be, to have, to eat, to live, to sleep.
- Verb to be
-Question words

LESSON 1 (Include the needs analysis activity)

DATE CONTENT: OBJECTIVES: ACTIVITIES AND RESOURCES:
: verb to be Learning: [Link]
famous sport Students will be plans/[Link]
players able to identify
characteristics
about people
TOPIC corresponding
Where are you to several
 from? Countries in the
World.
GRAMMAR
ASPECTS
Verb to be Linguist
Vocabulary about ic:
countries and food Students will be
in other cultures able to use
questions
words for
asking and
answering
personal
questions.
Communicative
:
Students will be
able to give
information
about some
Countries and
their general
culture .

LESSON 2
DATE CONTENT: OBJECTIVES: [Link]
: Simple present Learning: plans/[Link]
Students will be
able to identify
the activities in
their day.
TOPIC
Daily Routines
Linguist
GRAMMAR ic:
ASPECTS Students will be
Verb to be able to use
Vocabulary about sentences
the daily routines describing your
daily routine
Communicative
:
Students will be
 able to give
information
about your
daily routine .

LESSON 3
DATE CONTENT: Learning: [Link]
: Simple present Students will be bNgQk
What is it? able to identify
the activities in
their day.

TOPIC Linguist
The Animals ic:
Students will be
GRAMMAR able to use
ASPECTS sentences
Verb to be describing the
 Domestic animals and
and wild habitants
animals
 Forms of Communicative
displaceme :
nt Students will be
 Habitants able to give
information
about domestic
and wild
animals and
form
displacement.

LESSON 4
DATE CONTENT: Learning: [Link]
: Simple present Students will be 7jzE
able to identify
the colors and
TOPIC different fruits
fruits

GRAMMAR Linguist
ASPECTS ic:
Verb to be Students will be
Vocabulary about able to use
 the fruits sentences
Like and don’t like describing the
fruits.

Communicative
:
Students will be
able to give
information
about fruits.

LESSON 5
DATE CONTENT: Learning: [Link]
: Simple present Students will be H7c1VSgw
able to describe
the different
TOPIC food and drinks
Foods and drink using like and
don’t’like
GRAMMAR
ASPECTS
Verb to be Linguist
Vocabulary about ic:
the fruits Students will be
able to use
sentences to
talk about food
and drinks

Communicative
:
Students will be
able to give
information
about food and
drinks.

LESSON 6
DATE CONTENT: Learning: [Link]
: Simple present Students will be AXU
able to describe
jobs and places
TOPIC different to
jobs work

GRAMMAR
 ASPECTS Linguist
Verb to be ic:
Vocabulary about Students will be
jobs able to use
Places sentences using
the vocabulary
about jobs

Communicative
:
Students will be
able to give
information
about jobs in
the different
places.

CONCLUSIONS
This lesson was developed as a resource for students. By making our students aware about
animals and their functions.
Students will learn about animals, what are their vocabulary and also book according to this unit.
They will also create conversations in real life situations about this.

BIBLIOGRAPHY AND RESOURCES

a jornada escolar propuestas para el debate. Mariano Fernández Enguita. Ariel, 2002.
Pàgines web
[Link]

[Link]

Direct quote without a known page number: “Writing is fun,” (Univio, 2014: n.p.)
Activity one: Let’s look at the fashcards, you are going to organize them in two groups :wild
animals and domestic [Link] saholud stand up, come to the whiteboard , choosw one
falshcard and put them in the correct group

It is a donkey.
It is a lion.
The lions are wild The donkys
animals. are domestic
animal.
I h
The lions are wild
animals.

WILD ANIMALS DOMESTIC ANIMALS

Activity two: Listen and repeat after the teacher

Pigs are domestic animals

The lions are wild animals.

I
Activity Three: Trace the words : Circle the domestic animals in red and the wild animals in
[Link] their names

Elephant Kangaroo Donkey

Cow

Monkey Jiraffe Lion

Pig

Sheep Snake Horse

Dog

Tiger Rabbit
Cat
Hen
Activity four: Follow the example given , look at the pictures and complete the sentences with
the following words.
Tigers- cats- rabbits- giraffes- sheeps-
snakes- cows- Kangaroos
Wild - Domestic

EX:Pigs are domestic animals

1._______are _________animals

2. _______are _________animals

3._______are _________animals

4._______are _________animals

5._______are _________animals

6._______are _________animals

7._______are _________animals

8._______are _________animals
Activity six: Dawn your favorite [Link] is wild or domestic? Fill in the gaps and tell you
partner about it.

MY FAVORITE ANIMAL

 My favorite animal is ____________

 It is a _______________
Activity seven:Look at the animal classification [Link] pictures will help to you understand
[Link] to a teacher and repeat.

Activity eight: Look at the animals bellow. Talk to your partner. Use the example.

Some animals live on land like

kangaroos, lions and sheep.
Some animals live in the water like
dolphins, octopuses and whales.
Some other animals live on land and in
the water too, for example turtles, frogs
and ducks.
 octopus duck
cow dog

snake turtle
goat bear

fish
sea horse hippo dolphin

Where do turtles
live?

Turtles live in the water.

Activity nine: Organize the animals in activity 9 into the following categories. Use the chart

LAND WATER

LAND AND WATER

Activity ten: Listen and repeat. Try to read it yourself

 Animals move in different ways.
Lions walk.

Fish swim.

Birds fly.

Snakes slither.

Activity eleven:Talk to your partner. Use the example bellow and mime the action
(swim, fly, walk, slither).

How do fish move?

Activity twelve: Match the animals to the way they move. Work with your partner. Choose 4

Fish swim.
animals and take turns to say how each one moves. You can add more examples too.

Slither swim fly walk

FINAL PROJECT. Make a mask or a finger puppet of your favourite animal. Listen to the
example and tell the class about your animal

I am a lion. Lions are wild animals. Lions live on land and they walk.