Departamento de Segundas Lenguas y Lenguas Extranjeras

English Teacher's Handbook – Chapter3- LIVING CREATURES AROUND US

Chapter 3
LIVING
CREATURES
AROUND US
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
LIVING CREATURES AROUND US
SUGGESTED sequences of activities: K5 to 2nd Grade
Activity
K5
+. Teacher introduces the
animals of a story through
flashcards, using Total
Physical Response
(T.P.R.). Students name
them and say their color.
Students count them.
Students act as these
1 animals in nature. The
other students guess the
animal.
Sing “Good-bye”.
+. Teacher recalls the
names of the animals of
previous class. Students
predict the content from
title and image. Teacher
tells the story. As students
look at the images, the
teacher asks: animal´s
name, color. Teacher
retells the story. Students
confirm if predictions
2
were right. Check
comprehension. Say
Good-bye.
Grade
1st
+. Recall animals from
previous years through a
game: Volunteers pretend to
be different animals. The
rest of the class names the
animal. Teacher asks
students what their favorite
animal is. Students write in
their notebooks: My
favorite animal is......
Volunteers read aloud.
Draw. Sing “Good-bye”.
+. Teacher introduces more
animals. Guessing game:
What animal is it? A student
at the front has the image of
an animal. Peers ask: Is it a
lion? The student at the
front answers: Yes, it is. No,
it isn´t. This procedure can
be repeated several times.
Group Game: similar to the
one modeled previously, but
now with a reduced number
of students and labels
instead of images.
Sing “Good bye”
2nd
+.Recall animals names
from previous years
(flashcards or poster).
Students make short
simple oral descriptions
of them. Repeat the
activity in their
notebooks. Game:
Bingo. Say Good-bye.
+.Game: Students try to
guess what animal their
classmate at the front
has or heard from the
teacher by asking: “Is it
a lion?”. He/She
answers: “Yes, it is./No,
it isn´t.” until someone
guesses. What animal is
it?(in their notebooks)
Students listen to the
Teacher describing an
animal and write down
its name. Students
complete in their
notebooks: It is a ….
It has got …. It can ….
Say Good-bye.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
+. Teacher recalls the +. Show a video: “Rock,
story of previous class. scissors, paper”. Stop it to
Students describe the have students say the
animals briefly. Then, the animal. Teacher asks about
teacher names an animal color and size. On the
and the students act it, board: Teacher writes the
imitating its movement or names of the animals in the
ability. Recall how many video. Students have to
of each animal the story write them in the order they
mentions. Students match appear in the video (if
3 the animal (flashcard) possible, add extra
with the number information like color and
(flashcard). Check with size). Joint correction. Sing
the book. Say Good- bye. “Good bye”
+. Game: 7 up (revising +. Teacher introduces a
vocabulary previously story (fable). Have students
taught).Teacher provides describe the cover and say
students with an image the name of the story.
(puzzle format) of the Teacher reads the story.
main character of the Check comprehension:
story previously seen. What animal is it? What
Students describe the color is it? Is it a..? Whatś
picture. Then, color, cut the weather like?. Teacher
and stick. Sing Good-bye. models a short simple
description. Pairwork:
Choose an animal and write
a description. Teacher reads
4
aloud without naming the
animal. Students guess.
Sing “Good bye”.
+.Teacher provides
students with a short
written description of an
animal (the animal´s
name is not included).
Volunteers read aloud.
Teacher checks
understanding.
Pairwork: Students read
and say what animal has
those characteristics.
Check students´answers.
Students unscramble the
sentences provided by
the teacher. Draw. Say
Good- bye.
+.Read a story (Fable).
Have students predict
the content from title
and picture. Teacher
reads aloud and check
understanding. Students
describe the animals.
Teacher introduces: next
to and models: The lion
is next to the snake.
What is your favorite
animal in the story? (in
the notebook) My
favorite animal is........
Teacher models
sentences describing an
animal. Students write
down sentences about
the animal they have
chosen. Say Good-bye.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
+. Teacher shows students
a poster with animals.
Students name and say
their color. Teacher
introduces: big/small.
Students listen to the
teacher and imitate the
animals´ movements.
Watch a video: “Rock,
scissors, paper”. Students
identify big and small
5 animals in the video.
Teacher gives out a
worksheet where students
identify, count and write
down the number. Sing
Good-bye.
+. Recall animals´names
with poster. Teacher
assigns small groups an
animal. Teacher asks: Can
you walk/fly? etc.
Students answer. The
other groups try to guess
the animal assigned.
Teacher asks about other
animals (poster).
Whole class: Students
listen and do it: Elephants
6
can walk. (students walk
as elephants because they
are elephants) Sing Good-
bye.
+. Review action verbs
from previous year by
having students listen and
do. Introduce new verbs.
Teacher asks: Can you
walk? Students answer.
Teacher repeats the question
substituting the action.
Teacher asks: Can a fish
walk? Students answer: No,
it can't. Students answer in
their notebooks. Game:
listen and do it. Sing “Good
bye”
+. Teacher makes a chart on
the board and shows
students different actions.
As students name them, the
teacher writes the words in
the columns. Then, students
locate animals according to
the ability they have.
Teacher models: A lion can
walk. Volunteers create
their own sentences. Write
one sentence in the
notebook. Sing “Good bye”
+. Teacher provides with
an image with different
animals (eg. A zoo).
Teacher asks where the
animals are. Teachers
models: The lion is next
to the elephant. Listen to
the Teacher and say Yes
or No. Look at the
picture, read and answer
Yes or No (in the
notebook). Say Good-
bye.
+. Teacher recalls action
verbs and prepositions
of place from previous
years and introduces
new ones. Teacher
makes a chart on the
board with those verbs.
Students write (with the
Teacher´s help) the
name of an animal in the
correct column. Show a
video (Yes I can!)
Teacher models: The
lion is next to the
elephant. It can run.
Students write a couple
of sentences on their
own using the chart. Say
Good-bye.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US

+. Teacher makes a chart +. Groupwork: Teacher +. Teacher models a

on a big white paper:
Walk, swim, run, fly.
Teacher asks about what
an elephant (and other
animals) can do. Students
stick flashcards in the
correct column. Teacher
7
models: The elephant can
walk. The tiger can run,
etc.Teacher encourages
students to produce
similar sentences. Say
Good-bye.
provides students with short
simple written descriptions
without the name of the
animal. Students read and
write down the name of the
animal. Draw. Sing “Good
bye”
short written description
on the board including
color, size, body part,
ability and location.
Pairwork: Students
choose their favorite
animal and describe it.
Then, draw it. (for the
bulletin board)

+. Teacher provides +.Match the animal with the +. Teacher provides

students with an
incomplete image of an
animal. Students guess
what animal it is. Make a
simple description orally
(color, size, ability).
8
Students join numbers to
discover the animal and
confirm their previous
answer. Color and stick.
Say Good-bye.
description. students with a match
Listen and point. activity (what animals
Describe orally. can do). Listen to the
teacher describing
animals saying where
they are. Students write
down their names.
Choose one and write a
short simple description.

+ Daily routine activity: Sing a song, say a poem, say and write the date and weather report.7
Sing a “Good-bye”song, play a guessing game, say “Good-bye”, say a poem or rhyme.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
LIVING CREATURES AROUND US
SUGGESTED sequences of activities: 3rd to 5th Grade
Activity
3rd
+. Brainstorm names of
animals. See if those
names match the images
the teacher provides.
Guessing game: (one
student at the front, the
class asks) Can it fly? Yes,
it can. No, it can´t. This is
to be repeated several
times. Teacher makes a
chart with different action
verbs and asks what
animal can do the actions.
Students stick labels of
animals´names in the
correct column. Teacher
models: The lion can run
but it can´t fly. Volunteers
say similar sentences.
1 Students write the
sentences in their
notebooks. Say “Good-
bye”
Grade
4th
+. Brainstorm names of
animals. Have volunteers
circle those that live in
water. Teacher provides
students with a text related
to sea life. Students predict
from title and images.
Students scan the text and
circle sea creatures. Teacher
checks comprehension.
Students answer True or
False statements and find
the evidence in the text.
Joint correction on the
board. Say “Good - bye”
5th
+.Teacher writes an
empty outline on the
board. Students
brainstorm names of
animals and complete
the outline.Teacher
models comparisons.
Students compare. By
using flashcards, the
teacher models
comparisons (the
superlative form of
adjectives). Students
compare. Pairwork:
Students write some
sentences in their
notebooks.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
+.Teacher introduces
some key vocabulary of a
story (fable). Students
predict the topic from
cover and image. Listen to
the story. Teacher checks
comprehension. Teacher
asks: “What is your
favorite animal in the
story?” As students
answer the teacher asks
questions about the
appearance of the animal.
2 Teacher writes vocabulary
on the board. Students
write a piece of
information about their
favorite animal in the
story.(color, size).
Students draw. Say
“Good-bye”
+.Teacher recalls the story
previously read. Teacher
makes a fact file on the
board and completes it
with the students´help.
Pairwork: Students
complete another fact file
with information about
the other animals of the
story. Correction on the
board made by volunteers.
3
Say “Good- bye”
+. Teacher recalls
information from the text
previously read. Have
students compare animals.
Teacher models first.
Students write some
sentences comparing
animals. Students exchange
notebooks to check their
peers´work. Hang man
(animals)
+.Teacher displays an image
of sea creatures and their
habitat. Teacher models
sentences telling about the
sea creatures and other
elements location based on
a fact file with explanations.
Volunteers say their own
sentences. Teacher fosters
the description of the
animals including their
location in the image.
Teacher writes a model on
the board. Students register
the description. Draw.
Say “Good-bye”
+.Teacher provides
students with a text
related to animals in
danger of extinction.
Predict from title and
image. Have students
circle the animals
mentioned in the text.
Compare. Students read
the text. Teacher checks
comprehension. Teacher
provides students with a
multiple choice exercise
to be solved in pairs.
+. Guessing game
(flashcards or labels
with names of animals).
Teacher models
questions (on the board).
Students ask a partner
who is at the front and
try to guess the animal.
This procedure is
repeated several times.
Groupwork: groups are
given an outline
completed with
information about an
animal. Ask another
group to find out what
animal they have.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US
+.Teacher introduces
cartoons (animals
preferably) with
flashcards. Students
describe them orally with
the teacher´s help.
4 Teacher models first.
Groupwork: Students
choose a cartoon and
make a fact file to be
exposed on the class
bulletin board.
+. Teacher recalls
cartoons´ descriptions and
fact files. Students listen
and guess what cartoon it
is according to the clues.
Teacher models: Winnie
can walk but he can´t run
fast. Students say their
5 own sentences. Teacher
writes some scrambled
sentences on the board.
Students unscramble
some of them. The rest
are to be unscrambled on
their own. Class
correction. Say “Good-
bye”
+.Teacher introduces
some key vocabulary
related to a short text
about animals. Teacher
provides students with a
text. Students predict
from title and image.
Teacher reads aloud and
6 checks comprehension.
Volunteers read aloud.
Students answer multiple
choice questions. Class
correction. Find the
evidence. Say “Good-
bye”
+. Groupwork: Teacher
provides students with an
image of a sea creature.
Each group compares the
animal assigned with one of
another group. Students
write a short description,
based on a file card with
explanations. Students
expose their work to the
class. Students include a
drawing to be exposed on
the class bulletin board.
+. Teacher introduces key
vocabulary and structures of
an audio about two sea
creatures. Teacher provides
with a fact file. Students
listen to the audio and
complete the fact file. Joint
correction. Pairwork: write
sentences comparing the
animals from the audio.
Hang man.
Say “Good-bye”
+. Teacher provides
students with some written
descriptions. Groupwork:
Students read and write
down the name of the
animal. As each group has a
different description,
students will be able to read
about different animals.
Each group completes a fact
file with explanations and
then, writes a description. A
member of the group reads
aloud. Peers listen and
name the animal. Say
“Good-bye”
+.Pairwork: students
choose an animal from
the text and make a
outline (name, size,
color, body parts, where
it lives, etc). Teacher
models an outline and
then a short text from
the outline. Pairs write a
text from outline given.
+. Teacher presents an
outline of the content
previously introduced.
Students answer True or
False and find the
evidence in the outline.
+. Teacher tells students
they are going to listen
to some information
about animals. Teacher
introduces some key
words. Students read the
questions first. Students
listen (at least three
times) and answer the
questions or complete
an outline. Use the
information in the
listening activity to
write full sentences.
Teacher models first.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US

+. Pairwork: Bingo: +. Learning Stations: 1- +. Each student is given

animals. Choose one of
the animals/cartoons in
the bingo, complete a fact
file and then, describe it.
Teacher models first.
7
Each pair reads their
description without
naming the animal. The
rest tries to guess what
animal it is. Say “Good,
bye”
+.Read a text (animal
information) and
complete a fact file.
Listen and guess the
8 cartoon.
Students write a simple
description based on the
fact file provided by the
teacher.
Memory game: Animals’
descriptions and images. 2-
Read and answer True or
False. 3- Read and answer
questions. 4- Unscramble
sentences. Groups have a
few minutes to work on
each station.
Class correction. Say
“Good-bye”
+.Read about two animals
and complete a fact file
including explanations.
Compare them. Listen and
circle the information you
hear.
an image with an animal
in danger of extinction.
He/she makes a fact file
about it. Then students
exchange fact file and
writes about the animal
using full sentences.
+.Listen and complete
an outline about an
animal. Teacher
provides students with a
complete fact file
(including
comparisons). Students
compare animals in a
written form .

+ Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song. Say
a poem or a rhyme.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter3 – LIVING CREATURES AROUND US

LIVING CREATURES AROUND US

SUGGESTED sequences of activities: 6th Grade

Grade
Activity
6th
+. Teacher displays a poster of animals.
Students name and compare. Teacher models
examples of comparisons (superlative form).
Students write down some examples in their
notebooks. Volunteers read aloud. Teacher
provides students with sentences using the
1 superlative form of an adjective without
naming the animal. Students guess. Say
“Good bye”.

+. Teacher introduces key vocabulary of a

text. Students match words and definitions.
Teacher provides students with a text.
Students predict from title and images.
Students scan the text to find some specific
2 information. Teacher checks comprehension.
Students answer some questions in their
notebooks. Say “Good-bye”

+. Students make a list of animals taken from

the text previously read. Teacher asks to
compare these animals (including
comparative and superlative). Groupwork:
students think of an animal. Teacher asks
questions to guess what animal it is. Teacher
does this two or three times. Game: two
3
groups join to ask each other about an
animal. Whenever students guess, the group
gets a point. Volunteers ask the teacher to
guess what animal he/she has in mind. Say
“Good-bye”
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook – Chapter 3 – LIVING CREATURES AROUND US

+.Teacher provides students with a text that

includes information about two animals
(including graphs). Students predict from title
and images. Students scan the text to circle
some information required by the teacher.
4
Teacher asks to compare these animals.
Pairwork: Students answer True or False
questions and find the evidence of their
answers in the text. Joint correction. Say
“Good-bye”
+. Teacher recalls information about the
animals in the text. Teacher makes a fact file
on the board. Teacher and students complete
5 the fact file orally. Pairwork: Students
complete the fact file in their notebooks.
Teacher exposes the information with full
sentences. Volunteers do the same.
+. Teacher recalls fact file layout and have
students revise some vocabulary related to
the audio they are going to be exposed to.
Listen to the audio about pets. Listen again
and complete the fact file. Listen one more
6 time and check. Volunteers answer and
complete on the board. Teacher plays the
audio again and stops where the answers can
be found. Students use the information to
write a short description of the pet. Say
“Good-bye”
+. Teacher asks students to write down the
name of their favorite animal. Peers ask
questions to guess what animal it is. Have
students write on a separated piece of paper a
7
short description of their favorite animal
including a drawing. Volunteers expose it to
the class. All descriptions will be displayed
on the class bulletin board. Say “Good-bye”
+.Read a text (animal information) and
answer questions. Listen and complete a fact
8
file. Teacher provides students with the image
of an animal to be described.

• Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song.
Say a poem or a rhyme.