INTRODUCTION

This didactic unit is on the world of the animals. The pupils will know the classification of the animals (mammals, amphibians, reptiles, birds, fish), what they eat, where they live and how they reproduce.


The objective of this project is 

• To learn the English language in a royal and useful context across the world of the animals.

The children can learn the context of the natural environment at the same time that they learn a foreign language. This project is thinking for the first cycle of the primary education, children between 6 and 8 years.  

FIRST ACTIVITY

PRE-TASK
The pre-pretask consists of talk about different animals. The teacher shows to the pupils a photography of a frog and a photography of a dog. Later she asks if the dog and the frog are equal. If the pupil answers yes, the teacher asks him why yes?. If the pupil says not, the teacher asks him why not. Later she shows the photography of a canary and a tortoise and returns to ask the same question that before. Later she shows the photography of a fish and a cat and asks the same question that before. The aim of this activity is to know what the pupils know of the animals and to know the parts of the body of every animal and his qualities.
This activity lasts 30 minutes approximately.


TASK PREPARATION
The task preparation consists of doing an activity on different types of animals (mammals, amphibians, reptiles, fish and birds). The pupils have to relate the parts of the body of the animals to the photographies.
This activity lasts 20 minutes approximately.
Now, write the names of the parts of these animals. Look out!!

A DOG

ANSWERS/VOCABULARY:

Pèl: Hair

Orelles: ears

Dents: teeth

4 potes: four legs

Morro: nose

A FROG

ANSWER/VOCABULARY:

Pell nua: bare skin

Peus palmats: webbed feet

Ulls grossos i giratoris: big rotating eyes

4 potes: four legs

A TORTOISE

ANSWER/VOCABULARY

Closca: shell

4potes: four legs

Bec: peak

A BIRD

ANSWER/VOCABULARY

Bec: peak

2potes: two legs

2 ales: two wings

Plomes: feathers

1 cua: one tail

A FISH

ANSWER/VOCABULARY

Aletes: fins

1 cua: tail

Escates: scales 

TASK-REALIZATION

It consists of explaining a story to present to the animals that will be employed at later activities. This activity lasts 15/20 minutes approximately.

The frog that wants to learn to fly

In a far far lake lives a frog that wants to learn to fly. His name is Peter. When Peter says to his parents that it wants to fly, they say to him that it can't because Peter is an amphibian. They can't fly because they are different from other animals. When the amphibians are small, they have a form, but when they are adult, they transform at another form. They aren't prepared to fly. Peter doesn't understand why. For this reason he decides to be going to look for someone who teaches him to fly.

Jumping and jumping, Peter comes to the beach. In the beach there was a tortoise.

- Hello tortoise, my name is Peter.

- Hello Peter, I'm Rose.

- Excuse me Rose, Can you fly? Can you teach me?

- Sorry Peter but I'm a reptile, I have a shell and I weigh very much. I can go for water and for land, but I can't fly.

- Don't worry Rose, thank you very much. I will continue searching.

- Good luck Peter!!

Peter continues his way. Jumping and Jumping he comes to a lake in the middle of a forest. In the lake a fish was wallowing.

- Hello fish, my name is Peter.

- Hello Peter, I'm Claudia.

- Excuse me Claudia, Can you fly? Can you teach me?

- Sorry Peter but I'm a fish, I have fins and scales and I can swim, but I can't fly.

- Don't worry Rose, thank you very much. I will continue searching.

- Good luck Peter!!

Peter continues his way. Jumping and jumping over the forest he finds a dog.

- Hello dog, my name is Peter.

- Hello Peter, I'm Jacky.

- Excuse me Jacky, Can you fly? Can you teach me?

- Sorry Peter but I'm a mammal, I have four legs, a lot of hair and I can walk and run for the land but I can't fly. Maybe my friend Lola, a parakeet, can help you.

- Don't worry Rose, thank you very much. I will speak with Lola.

- Good luck Peter!!

Jumping and Jumping Peter arrives to a house in the middle of the forest and he finds a Lola.

- Hello Lola, I'm Jacky's friend. My name is Peter. Can you fly? Can you teach me?

- Sorry Peter but only the birds can fly. The birds have got a peak, feathers and wings like me. Only with these qualities you can fly. You are a amphibian, you have bare skin, webbed feet’s and big rotating eyes. Sorry but you can't never fly.

- Oh! Thanks Lola. I understand what you say. I return to my house to live with my family.

Peter's frog returned to his house and lived happy always.

POST-TASK

After reading the history, the teacher will do questions to pupils about it, to see if they have understood it. This activity lasts 30 minutes approximately.

She will do questions as: 

- What animals do go out in the history? 

- What animal is a mammal? Do you know another animals that are mammals too? 

- Why Peter couldn't learn to fly?

SECOND ACTIVITY

FOOD!

What is the diet of animals of the book? Do you know it? In a few minutes you can answer this question!

PRE-TASK 

Before the start with the content, the teacher should be introducing his pupils about the topic of the teaching unit.

The teacher inters the class with a large poster. In this poster there are a lot of pictures about the book animals. The teacher asks his students: What is there diet? All the animals eat the same? The teacher should get the attention of children.

This activity lasts 5 minutes approximately.

TASK-PREPARATION

After that the teacher shows his pupils the photography about different food vocabulary, and practice with his during a few minutes.

In the photography appear: meal, grass, milk, plants, insects, fruits, placton, seeds …….And too introduces the names of: carnivorous (meal) , herbivorous (glass and plants)  and omnivorous (all that).

This activity lasts 15 minutes approximately.

MEAT 

MILK

PLACTON 

PLANTS




TASK-REALIZATION

Then she tells that they should be paste the food photography in the corresponding animal.  In 6 groups of 4 people in each one.

Each group has all the food photography and they put this in the animal picture.

This activity lasts 25 minutes approximately.

POST-TASK

Finally teacher asks about his students about the vocabulary learned in this class. For this she says of the groups that they tell of the rest of groups:  which is the thing that they like more? And which things they can learn with this activity.

The teacher should tray that the pupils use English vocabulary of the session.

This activity lasts 20 minutes approximately.  

THIRD ACTIVITY

HABITAT

PRE-TASK 

Where the animals live in the story? Students remember the story and review vocabulary of the activities before it. This activity during 15 minutes more or less.

TASK-PREPARATION

After that, the teacher shows the students pictures of different animals. They work this vocabulary with questions. Then, the teacher shows his students pictures, photographs and places where these animals live. But the teacher does mistakes when she put the animals in the incorrect place. For example, she put a parrot in the water. In the photographs shows a parrot, a turtle, a dog, a frog, salmon, deer, bear, a pond, a forest, a cabin, a river, beach…Students in group reflect where the different animals live. After that they discuss it.

This activity lasts 30 minutes approximately.

TASK-REALIZATION

When the children know where is the habitat of the different animal, in groups of five students do a large wall. In this wall the students draw all the habitats of animals worked: a forest, the beach, a cabin, a lake (pond), a river...

This activity lasts 40 minutes approximately.

POST-TASK

After that, the teacher shows his students, picture about other animals that live in the same places that the animals they know.  Then they draw and pain one animal. When the children finish they should put the draws in the wall.

The session finishes when in groups reflects about them learning and ask about this question: which is the thing that they like more? In this activity the teacher try that all his students speak in English and use the vocabulary learned doing these activities. This activity lasts 20 minutes approximately.

FOURTH ACTIVITY

REPRODUCTION

PRE-TASK

The teacher with his students makes a review of all the vocabulary that they have learned in previous activities:

What kinds of animals you know?

Where can they live?

What food can they eat?

Then, they start to talk about types of sexual reproduction of the animals that they studied after. These types of animals are mammals, amphibians, reptiles, fishes and birds.

This activity lasts 15 minutes approximately.

TASK-PREPARATION

Teacher asks her pupils like reproduces the animals of the story. Later she introduces the concepts: oviparous and viviparous with photographies.. Oviparous animals are formed and developed within an egg that has fertilized the male of the species and has been released by the female. Viviparous are the animals that develop inside the mother abdomen. Also, the teacher asks how the dolphins are reproduced and a debate is created.
This activity lasts 30 minutes approximately.

TASK-REALIZATION

Teacher shows photographies of different animals and they classify them all together in viviparous and oviparous. They classify other animals too in groups of pupils. Later the teacher solves doubts.

POST-TASK

The groups show the classification that they done and comment it all together. Finally, the teacher and pupils do a final comment about everything that they have learned during this didactic unit.

CONCLUSION

To complete this learning unit we would finish with a short conclusion. We think that there activities can use in the classrooms because this topic like a lot of children. In addition they can learn English at the same time that they learn natural environment. Finally it must be said that during this project we have difficult in some of the parts because at first not understood too good what we are asking. But once we had the idea the rest was easy, and we had fun doing it!