james james

Teaching Practice 2: Lesson 2 Activity 2
LS A1-A2 level


In this lesson children learn to recognize that animals live in different habitats, to identify and describe key features of animal habitats and to understand ways in which animals are adapted to live in their habitat.


No materials added to this plan yet.

Main Aims

  • Learners will be able to talk about key habitats and talk about how animals have adapted to live in them using related lexis

Subsidiary Aims

  • My Learning Aim: By the end of my lesson learners will have been introduced to and read a short quiz relating to animal adaptions and answered questions
  • Non-Linguistic: Group work, giving opinions
  • Linguistic: Learners will practice reading skills and review a range of lexis relating to animal adaptions.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Give register and ask students how they are, encourage short replies. Check homework from yesterday in order to refresh related vocabulary. Elicit answers to put on board.

Animal Quiz (8-10 minutes) • To gauge students' prior knowledge of the target language

Tell students we are going to do a quiz, rearrange class into two large groups. Give out tokens for each student, and say they can each answer one question for their team. Explain that I am going to ask questions from the quiz, and give three options for each answer. Children have to play their token and say which items are correct. Sometimes there is more than one answer. 1 point correct answer 2 points two correct answers Lose a point for shouting! Do quiz, award points on board. Explain vocabulary as we go along and keep track of points on the board.

Reading (5-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Individually students read the quiz and try to recall the correct answers. Teacher circles and helps with difficult vocabulary, notes on the board for further practice. Students exchange papers and mark quiz from answers on the board.

Extension/Personalisation (3-5 minutes) • Give students opportunity to further interact with the target language.

Give instruction that students are to circle a fact they think is interesting or surprising. Give example and give students one minute to do this. Ask them to compare with a partner and give further information (if possible). Feedback one or two examples.

Web site designed by: Nikue