OBJETIVES

 

📌The first objective of this Blog is to apply different didactic strategies to a content-based class through the analysis of different theoretical sources presented in the course references.

📌To design educative material for teaching a special topic in natural science. 

📌To improve the learning of English through the teaching of topics appropriate to the context of the students. 

📌To know the ways in which animals adapt to their habitat, classifying according to the place where they live. 

📌To encourage students to respect nature, and stimulate curiosity and interest in the surrounding environment.

INTRODUCTION

English teaching goes beyond topics about grammar, vocabulary, and other boring activities which many times are out of place and are not based on students' interest topic, in other words, activities are limited only to second language teaching. But by applying different didactic strategies to the designing of science activities, our students learn about ecosystems and their habitats while they improve the natural to use a second language.

First, the teacher will show pictures of animals and natural elements to his/her students. They are going to talk about what they can look at in pictures, using the review vocabulary of the last class. Then, students will match every animal group with its home through a memory game. Finally, everybody will feedback on the activity. This is the "Presentation" stage.

In the practice stage, the teacher will start with a brief explanation about the "habitat" some images of the animals and their habitats will be shown emphasizing the difference and importance of each habitat. The maestro is going to show a video about recognizing the different types of habitats. After, the students and teacher will comment seen it. In the end, students engage in exercises and activities based on the subject taught in the first stage: this will usually be done with the guidance of the teacher.

In the production stage, the students engage in exercises or activities based on the taught subject without the guidance of the ESL teacher. Students complete the information by writing the name of the animal and its habitat, following the example shown. Furthermore students must to find names of animals in the word and classified them in the table of the corresponding habitat.

During the Evaluation stage, students self-evaluate their 

learning on the science topic. Teachers also have an opportunity to evaluate student learning via formal summative assessments and informal formative assessments.

PRESENTATION

 To start, the teacher will glue on the board picture cuts about animals and natural elements.

Then, every child is mentioning the pictures and their characteristics. Everybody, we'll talk about:

🍃What do animals feed?

🍃How are their bodies?

🍃Can animals live in the same places?

🍃Have the places the same natural elements?

🍃What would the temperature be of these places?

🍃Where could live animals?

The teacher is helping students to make their comments, remembering them vocabulary reviewed in the last class.

The teacher makes three groups and after, he/she chooses a student from each group randomly, who will say two numbers trying to guess the pair for the card that he/she selected. The student that achieves guessing wins points for his/her team.

https://interacty.me/projects/29c4c957c718b430

When finalizing the game, the teacher will do feedback to his/her students. 

PRACTICE

We start the activity with a brief explanation about the "habitat" some images of the animals and their habitats will be shown (forest, Savannah, ice, marine world) emphasizing the difference and importance of each habitat.

We call "habitats" the different places where living things can live.

Each “habitat” provides the necessary conditions to live, such as shelter, air, adequate temperature, and food. Each habitat is characterized by its own conditions.

Then the students will be shown a video in which they will be able to recognize the different types of habitats.

https://youtu.be/8gp42yzkEtg

According to the video, questions such as: 

🐾What animals were mentioned? 

🐾Which of the animals in the video do you know? 

🐾What animals live in the savannah habitat? etc.

After this practice with singing, they will be given a sheet on which they must color the different animals with the corresponding habitat.

💚Animals that live in the brown forest

💛The animals that live in the green savannah

💙 Animals that live in the gray ice

 💜The animals that live in the marine world of blue color

PRODUCTION

Exercise 1: At this point we will analyze what the students have learned, where they must 

complete the information by writing the name of the animal and its habitat, see the example

shown below.

Exercise 2: Find 12 names of animals in the word soup and place them in the table of the

 corresponding habitat.

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