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.