TFG Ingles

Index
Introduction........................................................................................................................ 2
Theme selection and justification ...................................................................................... 5
Objectives of the lesson plan ............................................................................................... 9
General objectives ............................................................................................................. 9
Specific objectives ........................................................................................................... 10
Key competencies .............................................................................................................. 11
Contents ............................................................................................................................. 11
Methodology ..................................................................................................................... 12
Materials of the class ...................................................................................................... 14
Activities ......................................................................................................................... 14
Evaluatory activity ........................................................................................................... 21
Achievement Indicators, .................................................................................................. 21
Evaluation criteria .......................................................................................................... 22
Evaluation instruments ................................................................................................... 22
Evaluation procedures. ................................................................................................... 23
Attention to diversity ....................................................................................................... 26
Conclusion ........................................................................................................................ 28
Bibliography ..................................................................................................................... 29
Annexed 1 .......................................................................................................................... 31
1
Introduction
The term globalization is never far from the front pages of newspapers these days. It
evokes strong positive or negative feelings depending upon whether it is being praised by the
business community for opening up world markets to more extensive trade or condemned by
those who associate it with the dramatically widening gap between rich and poor nations and
people. One aspect of globalization that has important implications for educators is the
increasing movement of people from one country to another. Population mobility is caused
by different factors: the desire for better economic conditions, the need for labor in many
countries that are experiencing low birthrates, a constant flow of refugees resulting from
conflicts between groups, oppression of one group by another or ecological disasters
(Cummins, 2009).
Economic integration within the EU also encourages the free movement of workers
and their families among EU member countries. The fact that travels between countries is
now fast and efficient (most of the time) obviously facilitates population mobility (Cummins,
2009). As part of its work promoting mobility and intercultural understanding, the European
Union considers language learning a priority and finances numerous programs and projects in
this area. For the Union, multilingualism is an important element of European
competitiveness, so one of the objectives of the linguistic policy of the Union is that every
European citizen master, in addition to your mother tongue, two other languages (Hériard,
2019).
Bilingualism has positive effects on children's linguistic and educational development.

When children continue to develop their abilities in two or more languages throughout their
primary school years, they gain a deeper understanding of language and how to use it. They
have more practice in processing language, especially when they develop literacy in both, and
they are able to compare and contrast the ways in which their two languages organize reality
(Cummins, 2009). The general objectives set by the current Spanish education law are: listen
and understand messages in varied verbal interactions, using the information transmitted to
carry out tasks specific diverse and related to their experience, express themselves and
interact in simple and usual situations, using verbal and nonverbal procedures and following
the rules typical of the communicative exchange to respond with sufficient autonomy and in
an adequate, respectful and cooperative manner and correct situations of everyday life, write
texts with varied purposes on topics previously discussed in the classroom and with the help
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of models, read comprehensive texts, related to their experiences and interests, to extract
general and specific information with a previous purpose, learn to use with progressive
autonomy all the means at your disposal, including new technologies, to obtain information
and to communicate in the foreign language, effectively use the knowledge, experiences and
communication strategies acquired in other languages for a further acquisition, fast, efficient
and autonomous foreign language, value the foreign language and languages in general as a
means of communication between people from different backgrounds and cultures,
developing a positive attitude towards multilingual and multicultural diversity integrated in
our Andalusian community, expressing a receptive attitude, of progressive confidence in
one's own ability to learn and use the foreign language and identify phonetic aspects of
rhythm, stress and intonation, as well as linguistic structures and lexical aspects of the
language foreign, using them as basic elements of communication.
Some research conducted by Bak (2014), Bialystol (2009), Luachkan, Parisi and
Fadda, (2013), Cenoz and Genesee (1998), Lazaruk (2007), Cenoz (2003) or Tomas and
Collier (2001) support what Goethe, the German philosopher, once said: The person who
knows only one language does not truly know that language. The research suggests that
bilingual children may also develop more flexibility in their thinking as a result of processing
information through two different languages (Cummins, 2009).
The level of development of children's mother tongue is a strong predictor of their

second language development (Cummins, 2009). Children who come to school with a solid
foundation in their mother tongue develop stronger literacy abilities in the school language.
When parents and other caregivers (e.g. grandparents) are able to spend time with their
children and tell stories or discuss issues with them in a way that develops their mother
tongue vocabulary and concepts, children come to school well- prepared to learn the school
language and succeed educationally. Children's knowledge and skills transfer across
languages from the mother tongue they have learned in the home to the school language.
From the point of view of children's development of concepts and thinking skills, the two
languages are interdependent. Transfer across languages can be two-way: when the mother
tongue is promoted in school (e.g. in a bilingual education program), the concepts, language,
and literacy skills that children are learning in the majority language can transfer to the home
language. In short, both languages nurture each other when the educational environment
permits children access to both languages (Cummins, 2009).
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Mother tongue promotion in the school helps develop not only the mother tongue but
also children's abilities in the majority school language and avoid social exclusion (Skutnabb-
kanga, García & Baker, 1995). This finding is not surprising in view of the previous findings
that (a) bilingualism confers linguistic advantages on children and (b) abilities in the two
languages are significantly related or interdependent. Bilingual children perform better in
school when the school effectively teaches the mother tongue and, where appropriate,
develops literacy in that language. By contrast, when children are encouraged to reject their
mother tongue and, consequently, its development stagnates, their personal and conceptual
foundation for learning is undermined (Cummins, 2009).
Spending instructional time through a minority language in the school does not hurt
children's academic development in the majority school language. Some educators and
parents are suspicious of bilingual education or mother tongue teaching programs because
they worry that these programs take time away from the majority school language. For
example, in a bilingual program where 50% of the time is spent teaching through children's
home language and 50% through the majority school language, surely children's learning of
the majority school language must suffer? One of the most strongly established findings of
educational research, conducted in many countries around the world, is that well-
implemented bilingual programs can promote literacy and subject matter knowledge in a
minority language without any negative effects on children's development in the majority
language. Within Europe, the Foyer program in Belgium which develops children's speaking
and literacy abilities in three languages (their mother tongue, Dutch and French) in the
primary school most clearly illustrates the benefits of bilingual and trilingual education
(Cummins, 2000).
Oiler (Oiler & Perkins 1978) has argued on the basis of a large number of studies that
'there exists a global language proficiency factor which accounts for the bulk of the reliable
variance in a wide variety of language proficiency measures'. This factor is strongly related to
IQ and to other aspects of academic achievement. Most of the data reported by Oiler and
Perkins involved performance on discrete-point measures of literacy-related skills (for
example, vocabulary and reading comprehension tests) or on integrative tests such as oral and
written cloze and dictation. Farhady (1979) has shown that there is no difference between
discrete point and integrative tests in terms of their loadings on a global proficiency factor.
4
Oiler's general position is supported by a large body of research showing high
correlations between literacy skills and general intellectual skills. Verbal intellectual skills are
more strongly related to reading than are nonverbal skills. For example, Strang (1945)
reported correlations of .41-.46 between nonverbal abilities and reading and of .80-.84
between verbal abilities and reading. Consistent with these empirical findings, several
theorists have emphasized the importance of reasoning in the reading process (Downing
1979, Singer 1977, Vernon 1971), while others (for example, Goodman, Goodman, and
Flores 1979; Smith 1971) have pointed out that fluent reading skills require that readers make
use of their total knowledge of language and of the world to make predictions about
information in the text.
According to Order of June 28th, 2011, which regulates bilingual education in

Andalusia, a bilingual school is one in which subjects are taught in two languages: in the
mother tongue and in another foreign language.
The bilingual schools promote the acquisition of the five basic skills of listening to
talk, conversation, reading and writing through the Content and Language Integrated
Learning (CLIL).
The requirements for an Andalusian school to be bilingual are:
● Teachers, families and students should want their center to be bilingual, under
the conditions established in the regulations.
● Being authorized to teach the areas of the stage for which you are applying for
authorization.
● Having bilingual teachers to teach non-linguistic areas.
● Modify your educational project adapting it to what the Order indicates.
For the teaching of a subject to be considered bilingual, it is necessary that at least
50% of the subject is taught in English. In Primary Education the area that must be taught is
science, and, if you have resources for it, physical education and / or music.
Theme selection and justification

Animals are a hugely enriching center of interest. Children arouse great enthusiasm in
animals, so learning about them is simple as well as fun. Animals allow us to work on their
knowledge, developing attitudes of love and respect for them and beginning or consolidating
in the knowledge of various topics, such as colors, shapes, qualities, attitudes or family.
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It is an ideal topic to work in a transversal way, joining the subjects English, music
and natural sciences. This lesson plan will be used in the Second Course of Primary
Education, It consists of 8 sessions that we will carry out continuously throughout the second
trimester.
The main objectives of this lesson plan are:
 Students develop their foreign language proficiency by working on a series
of contents specific to this cycle, including:
■ Identify animals by name in English
■ Value foreign language and languages in general as a means of
communication between people from different backgrounds
and cultures, developing a positive attitude towards
multilingual and multicultural diversity integrated in our
Andalusian community.
■ Show a receptive attitude, of progressive confidence in one's
own ability to learn and use the foreign language.
■ Identify phonetic aspects of rhythm, stress and intonation, as
well as linguistic structures and lexical aspects of the foreign
language, using them as basic elements of communication.
 Know the classification of vertebrate and invertebrate animals.
 Classify vertebrate animals according to their characteristics.
 Know the main characteristics of each group of vertebrates.
 Identify the group to which the different animals belong according to their
characteristics.
 Promote the development of techniques to memorize, organize and relate
information, and to self-assess the progress in learning.
In order to carry it out, a series of specific objectives are proposed, taking as a
reference the general objectives of the stage for the foreign language subject that appears in
Decree 97/2015.
To carry out this lesson plan, we have taken into account the context in which we are,
considering both the center and the classroom in which we work, the spaces and materials
available and the characteristics of the students.
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Upon accessing the Proyecto Educativo del Centro (PEC) of the C.E.I.P. Los
Cármenes de Granada, we find the definition of the Proyecto Educativo, which reads as
follows:
“In accordance with article 21 of DECREE 328/2010 of July 13rd which approves the
Reglamento Orgánico de las Escuelas Infantiles de segundo grado, de los Colegios de
Educación Primaria, de los Colegios de Educación Infantil y Primaria, y de los
Centros Públicos Específicos de Educación Especial (BOJA Nº139 DE 16 JULIO DE
2010), the Proyecto Educativo constitutes the hallmark of the teaching center and
expresses the education that wants and will develop in specific conditions, so you
should consider the values, objectives and priorities for action, not only limited to
curricular aspects, but also to those that, from a cultural point of view, make center a
dynamic element of the area where it is located.1 ”
This document defines the particular objectives that the center intends to achieve,
based on its reality and taking as reference the Organic Law 2/2006, of May 3rd, and the Law
17/2007, of December 10th, on the principles that they guide each of the educational stages
that are taught in it and the corresponding prescriptions about the curriculum.
The C.E.I.P. Proyecto Educativo Los Cármenes, is updated taking into account the
documents resulting from the application of the LOMCE in Andalusia, so the reference
regulations are:
● ORGANIC LAW 8/2013, of December 9th, for the improvement of educational
quality (LOMCE).
● ROYAL DECREE 126/2014, of February 28th, which establishes the ordinance and
teaching corresponding to primary education in Andalusia.
● ORDER of March 17th, 2015, which develops the curriculum for Primary Education
in Andalusia.
● ORDER ECD/65/2015, of January 21 st, which describes the relationships between
competencies, contents and evaluation criteria of primary education, compulsory
secondary education and high school.
● DECREE 328/2010 of July, 13rd, which approves the Reglamento Orgánico of
primary schools.
The report includes the most relevant conclusions of the analysis and evaluation of the
Programación General Anual and its degree of compliance, with the clear objective of
1
Translation by the author
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improving the planning of the needs of the following course, as well as of improving the
operation of the school.
It includes the analysis of the students' results, the evaluation of the teaching process
and teaching practice, the evaluation of the plans developed during the school year and the
evaluation of the improvement measures as well as the proposal for the following course. It is
included in the Plan de Centro.
The general objectives of the center included in the report are:
● Educate children in tolerance, co-responsibility and solidarity.
● To reach an equal treatment between the sexes from the early ages, to favor
social relations in which freedom and equality prevail.
● Raise awareness among teachers and families of the importance of
coeducation, to achieve non-sexist relationship models.
● Eradicate violence in all areas and especially gender violence by adopting
rules of respect for others.
● Promote cooperative and non-sexist activities.
● Educate for equality between boys and girls from the game and non-sexist
toys.
The primary school cycle in this center is as follows:
.
Schedule by level Minimum LOMCE School

45 ’sessions Sessions of 1h / 1 / 2h
/ 45 ’
Natural Sciences 2 (1 h 30’) 2h
Social Sciences 2 (1 h 30’) 2 h
Spanish 6 (4 h 30’) 6 h
Maths 6 (4 h 30’) 5 h
First foreign language 2 (1 h 30’) 2 h
Physical Sciences 2 (1 h 30’) 1 h 30’
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Social and civic values / Religion 1 ( 45’) 1 h 30’
Arts/Music 2 (1 h 30’) 1 h 30’
Tutorial 1 (45’) 1 h
Playtime 2 h 30’ 2 h 30’
Total 20 h 30’ 25 h
Objectives of the lesson plan

General objectives
The general objectives for the second course of primary school that are going to work
in this lesson plan have been extracted from the Official Curriculum of Andalusia for primary
education, starting from Decree 97/2015 of March 3rd. The objectives are as follows:
Foreign language Natural Science Arts
O.LE.5. Learn to use with O.CN.6. Participate in work O.EA.7. Participate and
progressive autonomy all the groups putting into practice learn to put yourself in a
means at your disposal, values and attitudes of position to live music: sing,
including new technologies, scientific thinking, listen, invent, dance,
to obtain information and to promoting entrepreneurship, interpret, and based on the
communicate in the foreign developing their own composition of your own
language. sensitivity and responsibility creative experiences with
to individual and collective manifestations of different
experiences. styles, times and culture.
O.LE.7. Value foreign O.CN.8. Use information

language and languages in and communication
general as a means of technologies to obtain
communication between information, as learning tool
people from different to share knowledge and
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backgrounds and cultures, assess its contribution to the
developing a positive improvement of the living
attitude towards multilingual conditions of all people, as
and multicultural diversity well as to prevent risk
integrated in our Andalusian situations arising from its
community. use.
Specific objectives
The specific objectives of this lesson plan are:
Foreign language Natural sciences Arts
Know how to identify and Develop habits of help, Interpret songs related to
make descriptive texts about collaboration and animals, with rhythm and
animals in English. cooperation to find intonation appropriate to
information. their age.
Know how to find Respect and value animals.

information through new
technologies in English.
Know describe animals in Establish relationships of

English. similarities and differences
between animals.
Value English as a language Know classify animals in

to communicate. vertebrates or invertebrates
and the types of vertebrates.
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Key competencies
The competencies developed in this teaching unit are the following:
● Linguistic communication: understand the statements of the exercises correctly, as
well as their resolution, good oral and written expression in the work on classification
of animals, so this competence is used in all the activities of the lesson plan.
● Digital competence: It implies the safe and critical use of ICT to obtain, analyze,
produce and exchange information. This competence is used when the films are
watched in class, and when the teacher and students use the computer to do the
activities.
● Learning to learn: It is one of the main competences, since it implies that the student
develops his ability to start learning and persist in it, organize his tasks and time, and
work individually or collaboratively to achieve a goal. This competence is used in all
the activities.
● Social and civic competences: when the activities are exposed to the whole class and
the solutions do not match, students should be encouraged to respect them even if
they do not match theirs and when they present their work, pay attention and respect
classmates. This competence is used in the group’s activities.
● Sense of initiative and entrepreneurial spirit: this competence is achieved by
solving activities autonomously, together with group work. This competence is used
in all the activities.
Contents
Foreign languages Natural science Arts
1.6. Identification of some 3.3. Indirect observation of 2.11. Development of work

communication strategies to animals. Identification, habits, perseverance and
understand and relate the denomination and valuation of work well done
basic content of a message classification according to both their own and that of
containing indications and observable elements. their peers.
information.
2.5 Identification and 3.4. Classification of animals 2.12. Exhibition of simple

recognition of usual and identification of the works of their own creation
vocabulary related to main characteristics. and oral communication of
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animals. their intentionality.
3.4. Use of skills and

procedures such as
repetition, memorization,
association of words and
expressions, for the
acquisition of vocabulary.
This lesson plan will be used in the Second Course of Primary Education; it consists
of 8 sessions that we will carry out continuously throughout the second trimester.
Methodology
As this lesson plan is mainly about the linguistic competence applied to animals, we
will apply the different activities related to that competence.
For the development of this lesson plan an operative and participatory methodology
will be used, based on CLIL. In this type of methodology, learning is the exclusive action of
the student, that is, it is an active methodology, preventing the student from being a mere
passive receiver of information. The type of activities proposed by this type of methodology
should invite reflection, because mental activity is fundamental in learning. The student is the
protagonist, and the teacher acts as a guide, as a guide in the learning process. In this way the
autonomy of the student is promoted (which is one of the basic competences that must be
achieved) and the student is motivated in an intrinsic way, that is, illusions, challenges arise.
CLIL refers to situations in which the subjects are taught through a language that is
not the mother tongue of the students with a double objective, the learning of contents and the
learning of the target language simultaneously (Marsh, 2002). You learn through experiences,
and you have the opportunity to put into practice what you learn while you learn it.
In a CLIL class, the focus is on both content and language. Students use the language
to learn and learn to use the language. It is not particularly based on grammar. Students are
encouraged to use the language to communicate from the beginning. It provides different
types of input. (Leisen, 2005). Promotes critical thinking at the level of content, language and
learning skills. It takes into account the individual needs of the students, learning styles and
multiple intelligences.
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CLIL aims to increase student participation (STT student talking time) and decrease
teacher participation (TTT teacher talking time).
Scaffolding is the process by which the teacher helps the student by dividing a task or
activity to facilitate the students to perform it, demonstrating how to do it: “MODELLING”,
providing the language and structures necessary to learn the content and perform the chores.
The CLIL methodology promotes cognitive development. Cognitive skills are divided
into: Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS).
The difficulty of the activities must be affordable, neither too easy nor too difficult, in
order to promote motivation. These activities should be interesting, motivating and
meaningful for the student, as far as possible. They should avoid mere mechanical
reproduction or memorization without understanding. They must also involve learning
through action, allowing each student's own style.
An attempt will be made, as far as possible, to dominate the colloquium, that is to say,
that there should not be only explanatory explanations by the teacher, but that the students
participate in the form of colloquiums or expose the information that they have previously
sought. Likewise, stimulating and guiding questions will be used by the teacher, achieving
motivation, reflection and dynamism of the class. Finally, group work will also be promoted,
as it helps to achieve cooperation with other people to achieve an end, as well as the
commitment and responsibility of the student.
In short, in the type of operative and participatory methodology, which is basically the
one that will be used, the teacher promotes knowledge, implying the student's learning
autonomy and inviting reflection. Teach decision making, promoting the initiative and
creativity of students. The teacher must speak, listen and make talk, involving all students
equally. It must also propose objectives and plan with the group, thus giving the role of
protagonist to the student. You should worry about discipline, but without intimidating
students. You should work with the group, so that students see the teacher as a help, a guide
for their learning. Finally and ultimately, you must stimulate, motivate, guide and reassure
your students throughout the learning process.
We must start from the previous knowledge of the student, and that the learning is
significant, as this will be useful for their development and social integration and
employment.
As for the methods of relationship between the teacher and the student, we will use
the reciprocal, the method by which the teacher routes his students to teach their classmates
and the collective, a method that occurs when we have a teacher for many students.
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As for the student's work, the methods used will be the individual work method, when
the school work is adapted to the student through homework; mixed, when socialized and
individual and collective activities are raised, when the activities are carried out in a group.
Regarding the acceptance of what has been taught, heuristic, because it is necessary to
encourage students to understand before setting, and the methods regarding the approach to
the subject of study will be analytical, because to know a phenomenon it is necessary to break
it down into its parts and synthetic, because the union of elements forms a whole.
Materials of the class

The classroom has a computer, which is usually used by the teacher, although when it
is strictly necessary it is the students who use it and a digital whiteboard, so the students work
with the latest technologies.
It also has a closet with books of different contents, to enhance reading in the
classroom and outside, since children can have the book they want when they deem
appropriate.
A closet where the necessary materials to work in the classroom are stored, such as
markers, pencils, chess boards and their respective cards, paintings and chalk, and the area
where the traditional blackboard is located and where children expose their ideas in shape of
jobs.
The class space is wide and flexible because the group is not very large, which
facilitates the freedom of space. The furniture can be moved from one side to the other, the
tables are square and rectangular and correspond to the size of the students, so that their self-
esteem is strengthened, as are the chairs. The center has an ALTHIA classroom, in which
there is a computer for each student and a projector, with which we can introduce students to
the use of ICTs.
The distribution of the classroom can meet the needs such as diversity, movement,
affection, exploration, imagination, creativity, hygiene, order and communication.
Activities
Startup activities
Session 1: Introduction to the animal world
Activity 1 (20 min)
To introduce the child to the world of animals, we will watch some
scenes of the different films of "Madagascar" in class. This film tells the story
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of four animals from the Central Park Zoo in New York that have spent their
entire lives in captivity and ending in Madagascar, where they will discover
that wildlife is not as they imagined it. The scenes are:
To learn the types of animals: Why does Alex go with the pits and
can't keep the rest of his friends?
To reflect:
When penguins appear in Martin's cage, think about the
functions of zoos and if they are strictly necessary in society, since
animals live in climates, continents and countries that are not theirs.
In Madagascar 2, at first you can reflect on poaching, when
Alex is hunted
In Madagascar 3, thick about the functions of circus with
animals and if they are strictly necessary in society.
Key competences: social and civic competence, digital competence, learning
to learn and a sense of initiative and entrepreneurial spirit.
Learning standards: Cooperate with colleagues when doing work, contribute
ideas, is creative.
Evaluation criteria: respect your classmates while watching the movie.
Materials: projector and computer.
Activity 2 (10 min)

Students have to sing the proposed song and make the gestures of the different
animals.
Key competences: Linguistic competence, learn to learn, digital competence,
social and civic competence and sense of initiative and entrepreneurial spirit.
Learning standards: know the different animals
Evaluation criteria: Know the animals. Respect other classmates.
Materials: Own body.
https://www.youtube.com/watch?v=OwRmivbNgQk
15
Activity 3 (10 min): What animal I am?
Students must take a file previously prepared by the teacher and must imitate
the gestures of the animal that has touched them in the file, so that the rest of their
classmates can guess the animal that is.
The animals worked are those that appear in the song and in the Madagascar
film, previously worked in class.
Key competences: Linguistic competence, learn to learn.
Evaluation criteria: Know the animals. Respect other teammates and accept
defeat when it occurs.
Materials: Own body and cards
Development activities.
Session 2: Animal knowledge
Activity 1 (10 min)
The students have to sing the proposed song and make the sounds of the
different animals.
Key competences: Linguistic competence, learn to learn, digital competence,
social and civic competence and sense of initiative and entrepreneurial spirit.
Materials: Own body.
https://www.youtube.com/watch?v=5oYKonYBujg
Activity 2 ( 15 min)
Students distributed in working groups of 5 students will have to look for information
about the different animals that appear in the film and those they know in Spanish. The group
will be heterogeneous and cooperative learning will work. The main aim is know the level of
knowledge prior to the explanations. To finish the activity, the teacher is going to do a quiz
using kahoot app where children have to say the name of the different animals that they have
looked for.
Key competences: social and civic competence, linguistic communication,
digital competence, learning to learn and a sense of initiative and entrepreneurial
spirit.
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Learning standards: Cooperate with colleagues when doing work, contribute
ideas, is creative.
Evaluation criteria: contribute ideas, listen and consider the contributions of
their peers, correct oral and written expression, creativity, initiative and
entrepreneurial spirit.
Materials: projector, computer, paintings, notebook, cards and pencils.
Activity 3 (15 min)

The teacher will show them cards with different animals, with the English
name written below, and students must repeat the name in English after the teacher.
Then, students are going to play in groups of 5 to couples game, to know if
they have acquired the names of the animals correctly.
Key competences: linguistic communication.
Learning standards: identify animals in English.
Evaluation criteria: know animals in English
Materials: cards with animals and their names.
Session 3: Classification of animals (40 min)

Teacher will explain what is a vertebrate and invertebrate animal and their first
difference. Then, students have to do the different proposed activities. (10 min)
Activity 1: (7 min)
Students have to put the animals in the correct column, according to be
a vertebrate or invertebrate animal.
Activity 2: (10 min)
Students have to write T (true) or F (false) in order to the different
sentences. Also they have to correct false sentences.
Activity 3: (6 min)
Students have to circle the correct word for do true sentences.
Activity 4: (7 min)
Student have to write the correct word for do true sentences.
Key competences: Linguistic competence, learn to learn, social and civic

competence and sense of initiative and entrepreneurial spirit.
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Materials: Sheet and pencil
Session 4: Classification of animals (II) (40 min)

First of all, the teacher will explain the type of vertebrate animals. (15 min)
Then, students have to circle the correct answer in the different activities. Fist
activities they have to differentiate between mammals and reptiles, in the second
between fish and amphibians, in the third between mammals and birds and in the last
activity they have the five types of vertebrates together. (25 min)
Reinforcement activities
Session 5: I learn to describe animals.
The teacher is going to teach students to describe animal. The teacher choose
an animal and say if this animal is vertebrate or invertebrate and if it is mammal, fish,
bird, reptile or amphibian and some physical aspects of the animal. (10 min)
Activity 1 (15 min)

Students have to describe the animals that they have in the cards, and the rest
of the class has to guess what animal is described.
Learning standards: know the different animals. Know describe animals
Evaluation criteria: Know the animals. Know describe animals. Respect
other classmates.
Materials: Sheet, flashcards and pencil
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Activity 2 (15 min)
Students are going to play to the game “What animal I am?” They are going to
put a flashcard on the front and they are going to ask questions to their classmates to
guess what animal are they. They are going to do this activity in groups of 5.
Learning standards: know the different animals. Know describe animals
Evaluation criteria: Know the animals. Know describe animals. Respect
other classmates.
Materials: Flashcards.
Session 6: What have I learnt about animals?? (40 min)

Students have to classify the animals in mammals, birds, fishes, amphibians
and vertebrates or invertebrates in the following activities:
Students have to write the name of the animal and say if they are
vertebrate or invertebrate and write the type of vertebrate animal.

Students have to complete the table with yes or no according to the
characteristics of the proposed animal.

Session 7: What have I learnt about animals?? (II) (40 min)

Activity 1 (10 min)
Students have to differentiate vertebrate animals from invertebrates. To do
this, they have to surround the vertebrate animals of blue and the invertebrates of red.
They have to put the name of the animal too.
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Key competences: Linguistic competence, learn to learn, social and civic competence
and sense of initiative and entrepreneurial spirit.
Learning standards: know what are vertebrates and invertebrates animal.
Evaluation criteria: Know the vertebrates and invertebrates animals. Respect
other classmates.
Materials: Cards and colored pencils.
Activity 2 (15 min)

Students have to complete the sentences with the correct word in the cards.
Activity 3 (15 min)

Students have to do some alphabet soup to know if they know classify the
animals in mammals, birds, fishes, amphibians.
Session 8: Talking about animals and pop-up book

To conclude the lesson plan, students have to choose an animal and talk about
them. They have to include if the chosen animal is vertebrate or invertebrate, it is born
from its mum or by and egg, and if it is mammal, bird, fish, reptile or amphibian and
some dates that students think they can be interesting to the class. Each student has to
choose a different animal, because we are going to do a pop-up book with the animals
and some of the characteristics that students choose.
20
Evaluatory activity
The evaluation is an essential process for the educational process, since it
allows us to correct and guide the students' learning, provides information on the
student's performance, informs about the adequacy of the programming, allows
deciding on the corrective measures and above all allows learning of the mistakes and
successes made in the learning process, thus feeding back the teaching strategy.
All proposed activities are evaluative activities and each activity has a
percentage on what it scores in the evaluation.
Evaluation procedures.
In order to evaluate, the evaluation criteria must first be established, that is,
what we want to evaluate, depending on the objectives that have been proposed.
The evaluation criteria that will be taken into account when evaluating are the
following:
 Contributes ideas, listens and considers the contributions of their peers,
correct oral and written expression, creativity, initiative and
entrepreneurial spirit.
● Know the animals.
● Respect other teammates and accept defeat when it occurs.
● Know how to behave in different situations, initiative, respect others,
A continuous evaluation is going to be carried out, so that the progressive progress of

the students towards the proposed objectives is studied, and that not only a final exam is
evaluated, but that each student is assessed their daily work and their progressive progress
towards the proposed objectives. It will also be taken into account that techniques are used to
evaluate the conceptual contents as well as the aptitudes or strategies and the attitudes,
values, operational habits and virtues.
First, you have to do an initial assessment, to see the level at which students are. For
this, the activity of seeing the fragments of the Madagascar film has been suggested to know
which animals the students identify and if they know some of their characteristics. Once the
21
general level of the class is known, the programming will be adapted in the way that is most
convenient to the level observed.
During the development of the lesson plan, the activities described will be carried out.
The activities that are most significant, once done in class, will be corrected by themselves,
so that each of them corrects the activity of some partner of yours. These activities will have
a value of 90% of the final score.
Attitude development will also be carried out during the lesson plan’s development,
keeping a record of the information obtained through checklists, and assessing both values
and attitudes and habits. This part will have a value of 10% of the total of the note.
Evaluation criteria
CE.1.6 Participate in brief C.E.1.3. Identify and classify CE.1.14. Interpret simple
conversations and small the animals, developing group songs as an instrument
dialogues with classmates to values of care and respect. and expressive resource,
talk about animals. developing creativity
C.E.1.4. Observe the CE.1.17. Identify your own

different living animals of body as an instrument of
the closest environment, expression, controlling its
using different instruments expressive abilities, valuing
that allow the awakening of its own interpretation and
defense, respect and care that of others, as a means of
behavior towards living social interaction.
beings.
Achievement Indicators
LE.1.6.1. Participate in brief CN.1.1.3. It uses strategies EA.1.14.1. Interpret simple

conversations and small to carry out individual and group songs as an instrument
dialogues with colleagues. cooperative work, respecting and expressive resource
22
(CCL, CAA). the opinions and work of developing creativity. (CEC,
others, as well as the CSYC).
materials and tools used
(CMCT and CSYC).
LE.1.8.3. Participate in short CN.1.3.1. Identify and

and simple small dialogues classify of animals
using nonverbal techniques recognizing the different
(gestures, expressions, eye classification criteria (CCL,
contact ...). (CCL). CMCT, and CAA).
LE1.13.1 Reproduces on CN. 1.3.2. Identify emotions

paper or electronic support, and feelings of their peers
short and very simple texts, manifesting peaceful
based on a model, using very behavior. (CSYC).
basic spelling conventions
and some punctuation
marks, to talk about animals
(CCL, CD).
CN.1.4.2. In his daily life he

manifests behaviors of
defense, respect and care
towards living beings in his
environment. (CSYC and
CMCT).
Evaluation instruments
Evaluation tool Value over the total grade (%)
Startup activities 15
Development activities 25
23
Evaluation activities 30
Reinforcement activities 20
Attitudes 10
TOTAL 100
Questionnaire to assess the attitude of the student
Student:
Characteristics to evaluate Yes No
1. She/ He is tidy
2. She/ He participates in class
3. She/ He is constant at work
4. She/ He has its own criteria
5. She/ He is punctual
6. She/ He is obedient
7. She/ He is sincere
8. She/ He is fair with the other classmates
9. She/ He is supportive of his teammates
10. She/ He Inspire confidence and joy
24
Achievement indicators questionnaire:
Have the materials used in the sessions been correct?
Has the session planning been adequate?
Have the students been motivated at all times when doing the different activities?
Has full family participation been achieved?
Self-appraisal
Questionnaires answered by the students, in the most sincere way, at the end of the teaching
unit:
Rate the following questions on a scale of 1 to 5 (1 very little and 5 a lot):
Do I understand the teacher's explanations?
Do I like the activities I do?
Do I use the materials correctly?
Does the teacher value me positively when I do activities correctly?

Do I participate in class?
I recognise words
and expressions
related to different
types of animals
I can read texts about
25
animals, their bodies,
the way they are
born, breath, and
move ... and
understand the
important
information
I can talk about

animals and their
characteristics
I can talk to my
classmates about
animals and their
characteristics
I can write about

animals and their
characteristics
Attention to diversity
It is understood by attention to diversity to the set of educational actions that try to
prevent and respond to the needs, temporary or permanent, of all the students of the center
and, among them, to those that require a specific action derived from personal or social
factors related to situations of socio-cultural disadvantage, of high capacities, of physical,
psychic, sensory or serious disorders of personality, behavior or development as well as
serious communication and language disorders.
Over the years, diversity has been treated fundamentally, in four different ways within
the educational field: exclusion, segregation, integration and inclusion.
These ways of dealing with diversity are included in the Diversity Attention Plan of
the school. This document includes the set of actions, adaptations of the curriculum,
organizational measures, supports and reinforcements that a center designs, selects and puts
into practice to provide the most adjusted response to the educational, general and particular
26
needs of all students. The analysis and current reality of the center, the determination of the
objectives to be achieved, the measures that will be carried out and the human and material
and didactic resources to be used temporarily or permanently, and the procedure of
monitoring, evaluation and review thereof.
The Diversity Attention Plan is part of the Programación General Anual, which
responds to the principles of equality, equity and educational inclusion as fundamental
values, in accordance with the LOMCE education law.
The process of preparing this plan is driven by the management team of each center
through the reflection of the teaching staff as a whole. Thus, at the beginning of each school
year each center must carry out its Diversity Attention Plan according to the following
phases:
1st Analysis of the starting situation and assessment of the foreseeable needs in
relation to the type of students and the educational offer of the center. For this, the memory of
the previous course, the minutes of the evaluation sessions and the information of the
previous educational stage and of the school counselors will be taken into account.
2nd Proposal for measures of attention to the diversity of students, with the resources
in the center. This proposal must be submitted to the cloister for approval.
3rd Application, monitoring and evaluation of the measures taken, specifying the
moments, instruments, procedures, organs and persons involved. This evaluation must be part
of the annual report of the educational center and will be known by the cloister.
The elements of the Diversity Attention Plan are:
1. Criteria and procedure for the detection and assessment of specific educational
support needs.
2. Specification of objectives and determination of criteria for making decisions.
3. Identification and assessment of the specific needs of educational support that are
derived from learning problems, disability or serious behavior disorder, high capacities or late
incorporation or by requiring a specific program to acquire the host language, or overcome
deficiencies About the basic skills.
4. Description of curricular and organizational measures planned for the entire center.
5. Human and material resources for the development of the Diversity Attention Plan.
6. Roles and responsibility of the different professionals.
7. Collaboration with families and external entities.
8. Evaluation and monitoring of the Diversity Attention Plan.
27
9. Specification of the number of teachers who attend to the students (supports,
teachers of therapeutic pedagogy, speech therapists ...), indicating the hours each of them
dedicates to said students.
10. Specification of the number of students served with specific resources.
Regarding the document of the Plan of Attention to the Diversity of the center, it is a
very complete document. It is public, since it is in the center network.
Throughout the entire course, the applications of the Diversity Attention Plan are
monitored in order to carry out an argumentative evaluation of it at the end of the school year.
This lesson plan will work through information sheets of the contents and proposed
activities that must be applied depending on the diversity of the students, their abilities and
competences. Therefore, these materials can be modified, as well as preparing reinforcement
activities for those who need to work more certain concepts and complementary exercises for
those who need to expand their knowledge, so that the use by students is as much as possible.
In the class there are a girl with high capacities and a boy with ADHD.
The girl with high capacities will go further in the activities, making her classify the
animals in carnivores, herbivores or omnivores in the activities in which the type of
vertebrates they are said, and in which they are asked if they are vertebrates, you have to
classify them in mammals, birds, fish, amphibians or reptiles, depending on the type.
The child with ADHD will have a much more visual and colorful material, so that he
can continue the rhythm.
Conclusion
The use of a bilingual lesson plan helps students to start to be bilinguals at a shorter
age, what makes it possible for them to speak the two languages fluently and understanding
them perfectly in less time.
Learning through games or songs motivates them and brings them closer to wanting
to keep talking and learning in English, since they are not with the book, if not playing.
Personally, I think learn by a global lesson plan improves the learning of the student
in a motivational way, and also they learn more things that they know by the play and the
integrated learning, so it is so important to know how integrated the sciences’s contents in
English, and obviously knowing and knowing how to use CLIL methodology, which is very
useful to teach bilingual contents in a easy way and in a way in which it is known that student
learning will be positive, and without problems when acquiring knowledge.
28
Bibliography
Baker, C. (2000). A parents' and teachers' guide to bilingualism. 2nd Edition. Clevedon,
England: Multilingual Matters.
Bentley, K & ESOL Examinations (2010) The TKT Course. CLIL Module. Cambridge,
United Kingdom: Cambridge University Press
Centro Público de Educación Infantil y Primaria “Los Cármenes” (2016) Plan de Atención a
la Diversidad Recuperado de http://www.juntadeandalucia.es/averroes/centros-
tic/18003715/helvia/sitio/upload/P_A_DIVERSIDAD.pdf
Centro Público de Educación Infantil y Primaria “Los Cármenes” (2017) Plan de centro.
Recuperado de http://www.juntadeandalucia.es/averroes/centros-tic/18003715/helvia/sitio/#
Coyle, D, Hood, P,. Marsh, D (2010). Content and Language Integrated Learning.
Cambridge, United Kingdom: Cambridge University Press.
Cummins, J. (1929) Cognitive/academic language proficiency, linguistic interdependence, the
optimum age question and some other matters. Working Papers on Bilingualism, No. 19,
121-129
Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire.
Clevedon, England: Multilingual Matters.
Cummins, J. (2009) Bilingual Children's Mother Tongue: Why Is It Important for Education?
Recuperado de http:// www.iteachilearn.com/cummins/mother.htm
García, O. Baker, C (1995) Policy and Practice in Bilingual Education: A Reader Extending
the Foundations. Bristol, United Kingdom: Channel View Publications Ltd
Europian Parlament (2019). EEC Council: Regulation No 1 determining the languages to be
used by the European Economic Community Brussels: European Commission
Marsh, D. (2002). Content and Language Integrated Learning: The European Dimension -
Actions, Trends and Foresight Potential. Brussels: European Commission
MEC, Ministerio de Educación y Ciencia (2013). Real Decreto 5/2016, de 9 de diciembre,

por el que se establece la nueva ley de educación. Madrid, España: Gobierno de España
MEC, Ministerio de Educación y Ciencia (2013). Decreto 97/2015 de 3 de marzo. Sevilla,

España: Junta de Andalucía
MEC (2013). LOMCE. Paso a paso: Atención a la Diversidad en la Educación Primaria.

Recuperado de https://www.mecd.gob.es/dam/jcr:99b22cf2-ef7f-40dd-bfcd-
9520beead9e6/lomced-pasoapaso-primaria-diversidad-v4.pdf
29
Mehisto, P., Marsh, D., Frigols M.J. (2008): Uncovering CLIL: Content and Language
Integrated Learning in Bilingual and Multilingual Education. Oxford, England: Macmillan.
Rosso, E. (s.f.) Material AICLE. 2º de Primaria.: Animals. Recuperado de
http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/016.pdf
Serna R, (s.f.): “Procesos de enseñanza-aprendizaje”. Facultad de Educación. Albacete,
España.
30
Annexed 12
Activities
Started activity
The film:
Madagascar
Minute 6:10- 7:46 To reflect: when penguins appear in Martin's cage, think
about the functions of zoos and if they are strictly necessary in society, since animals live in
climates, continents and countries that are not theirs.
Minute 1:01-1:05:50: To learn the types of animals: Why does Alex go with
the pits and can't keep the rest of his friends?
Madagascar 2
Minute 2:20- 3:50 In Madagascar 2, at first you can reflect on poaching, when
Alex is hunted
Madagascar 3
Minute 29:10-37:20 To reflect: about the existence of zoos with animals.
Flashcards3
2
All images of this lesson plan are in the public domain. Real photos of animals are under creative
commons license
3
https://www.pinterest.es/pin/444871269440633153/
31
4
4
32
5
5
33
6
78
6
7
8
pinterest.es/pin/308637380713223064/
34
Session 3
Animals can be vertebrates or invertebrates. Vertebrates have bones. Elephants, turtles, birds,
fish, lizards, horses are vertebrates.
Invertebrates have no bones. Butterflies, cockroaches, ladybirds, bees, worms, spiders, snails
and ants are invertebrates.
Activity 1
Let’s look at some names of animals. We are going to put them into two columns: animals
with bones, vertebrates and animals without bones, invertebrates.
Lion, cat, turkey, shark, pigeon, robin, ant, ladybird, snail, swam, dog, snake, frog,
peacock, giraffe, dragonfly, eagle, owl, rabbit, polar bear, sheep, hen, flamingo, crab,
turtle, parrot, zebra, tiger, penguin, crane, squid, starfish, kite, condor, stor, bee, fly,
seal.
Vertebrates Invertebrates
35
Activity 2
Write T (true) or false to the different sentences. Write the correct answer for false sentences.
A lion is an invertebrate animal.
A pigeon is a vertebrate animal.
A cat is a vertebrate animal.
A shark is an invertebrate animal.
A snake is an invertebrate animal.
A dog is a vertebrate animal.
A whale is an invertebrate animal.
A flamingo is a vertebrate animal.
A fly is a vertebrate animal.
A butterfly is an invertebrate animal.
A snail is an invertebrate animal.
A condor is a vertebrate animal.
A polar bear is an invertebrate animal.
A hen is a vertebrate animal.
A ladybird is a vertebrate animal.
A seal is an invertebrate animal.
A sheep is an invertebrate animal.
A swam is a vertebrate animal.
A worm is an invertebrate animal.
A squid is a vertebrate animal.
A kite is a vertebrate animal.
A penguin is an invertebrate animal.
A seahorse is an invertebrate animal.
A horse is a vertebrate animal.
A tiger is an invertebrate animal.
A fish is a vertebrate animal.
A giraffe is a vertebrate animal.
A turtle is an invertebrate animal.
A condor is an invertebrate animal.
A dragonfly is a vertebrate animal.
A lion is an invertebrate animal.
An eagle is a vertebrate animal.
36
An owl is a vertebrate animal.
A rabbit is an invertebrate animal.
A swam is an invertebrate animal.
A dove is a vertebrate animal.
Adaptation to ADHD
Write T (true) or false to the different sentences. Write the correct answer for false sentences.
is an invertebrate animal.
is a vertebrate animal.
37
38
Activity 3
Circle the correct answer.
A lion is an invertebrate/ vertebrate animal.

A pigeon is an invertebrate/ vertebrate animal.
A cat is an invertebrate/ vertebrate animal.
A shark is an invertebrate/ vertebrate animal.
A snake is an invertebrate/ vertebrate animal.
A dog is an invertebrate/ vertebrate animal.
A whale is an invertebrate/ vertebrate animal.
A flamingo is an invertebrate/ vertebrate animal.
A fly is an invertebrate/ vertebrate animal.
A butterfly is an invertebrate/ vertebrate animal.
A snail is an invertebrate/ vertebrate animal.
A condor is an invertebrate/ vertebrate animal.
A polar bear is an invertebrate/ vertebrate animal.
A hen is an invertebrate/ vertebrate animal.
A ladybird is an invertebrate/ vertebrate animal.
A seal is an invertebrate/ vertebrate animal.
A sheep is an invertebrate/ vertebrate animal.
39
A swam is an invertebrate/ vertebrate animal.
A worm is an invertebrate/ vertebrate animal.
A squid is an invertebrate/ vertebrate animal.
A kite is an invertebrate/ vertebrate animal.
A penguin is an invertebrate/ vertebrate animal.
A seahorse is an invertebrate/ vertebrate animal.
A horse is an invertebrate/ vertebrate animal.
A tiger is an invertebrate/ vertebrate animal.
A fish is an invertebrate/ vertebrate animal.
A giraffe is an invertebrate/ vertebrate animal.
A turtle is an invertebrate/ vertebrate animal.
A condor is an invertebrate/ vertebrate animal.
Adaptation to ADHD
Circle the correct answer.
is an invertebrate/ vertebrate animal.
40
Activity 4
Complete the sentences with the correct word.
A fly is a _______________ animal.

A butterfly is a _______________ animal.
A snail is a _______________ animal.
A condor is a _______________ animal.
A polar bear is a _______________ animal.
A hen is a _______________ animal.
A ladybird is a _______________ animal.
41
A seal is a _______________ animal.
A sheep is a _______________ animal.
A swam is a _______________ animal.
A worm is a _______________ animal.
A squid is a _______________ animal.
A kite is a _______________ animal.
A penguin is a _______________ animal.
A seahorse is a _______________ animal.
A horse is a _______________ animal.
A tiger is a _______________ animal.
A fish is a _______________ animal.
A giraffe is a _______________ animal.
A turtle is a _______________ animal.
A condor is a _______________ animal.
A dragonfly is a _______________ animal.
A lion is a _______________ animal.
An eagle is a _______________ animal.
An owl is a _______________ animal.
A rabbit is a _______________ animal.
A swam is a _______________ animal.
A dove is a _______________ animal.
Adaptation to ADHD
Complete the sentences with the correct word.
is a _______________ animal.
is a _______________ animal.
42
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
43
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
is a _______________ animal.
Session 4
Explanation:
Types of vertebrate animals.
There are five types of vertebrates:
1. Mammals
2. Reptiles
3. Fish
4. Amphibians
5. Birds
44
MAMMALS
Mammals have bones. Elephants, monkeys, dogs, bears are mammals. Mammals are born
from their mothers.
Mammals drink their mother's´ milk.
Mammals have hair.
Mammals breathe with their lungs
There are many types of mammals.

Some mammals can walk and run.
Some other mammals, such as dolphins, whales and seals, can swim.
45
And bats can fly
REPTILES
Reptiles have bones. Snakes, crocodiles, turtles and lizards are reptiles.
Reptiles are born from eggs.
Some reptiles have scales and some have shells. Reptiles breathe with their lungs.
46
FISH
Fish have bones. Sharks, tunas and trout are fish.
Fish are born from eggs.
Fish have scales.
Fish have fins to swim with.
Fish breathe with gills.
AMPHIBIANS
Amphibians have bones. Frogs, salamanders and toads are amphibians.
Amphibians are born from eggs.
Amphibians can live in water and on land.
47
Amphibians breathe with gills when they are babies and with lungs when they are adults.
They also breathe through their skin.
BIRDS
Birds have bones. Flamingos, eagles, parrots and penguins are birds.
Birds are born from eggs.
Birds have feathers and a beak.
Most birds can fly with their wings.
Birds breathe with their plugs.
48
Activity 1
Look at the animals and circle the correct answer.
It is a ... It is born from... It has...
Lion mammal / reptile its mum /an egg hair / scales /a shell
Giraffe mammal / reptile its mum /an egg hair / scales /a shell
Zebra mammal / reptile its mum /an egg hair / scales /a shell
Cat mammal / reptile its mum /an egg hair / scales /a shell
Snake mammal / reptile its mum /an egg hair / scales /a shell
Lizard mammal / reptile its mum /an egg hair / scales /a shell
Rhino mammal / reptile its mum /an egg hair / scales /a shell
49
Pig mammal / reptile its mum /an egg hair / scales /a shell
Goat mammal / reptile its mum /an egg hair / scales /a shell
Turtle mammal / reptile its mum /an egg hair / scales /a shell
Cow mammal / reptile its mum /an egg hair / scales /a shell
Sheep mammal / reptile its mum /an egg hair / scales /a shell
Bear mammal / reptile its mum /an egg hair / scales /a shell
Rabbit mammal / reptile its mum /an egg hair / scales /a shell
Adaptation to ADHD
mammal / its mum /an egg hair / scales /a shell

reptile

reptile

reptile
50
reptile

reptile

reptile

reptile

reptile
51
Activity 2
Shark fish / reptile its mum /an egg in water / on land
Toad fish / reptile its mum /an egg in water / on land
Fish fish / reptile its mum /an egg in water / on land
Tuna fish / reptile its mum /an egg in water / on land
Snake fish / reptile its mum /an egg in water / on land
Lizard fish / reptile its mum /an egg in water / on land
Whale fish / reptile /mammal its mum /an egg in water / on land
Trout fish / reptile its mum /an egg in water / on land
Crocodile fish / reptile its mum /an egg in water / on land
Turtle fish / reptile its mum /an egg in water / on land
Adaptation to ADHD
fish / reptile its mum /an egg in water / on land
52
Activity 3
Lion mammal /bird its mum /an egg hair / feathers
53
Duck mammal /bird its mum /an egg hair / feathers
Zebra mammal /bird its mum /an egg hair / feathers
Cat mammal /bird its mum /an egg hair / feathers
Eagle mammal /bird its mum /an egg hair / feathers
Owl mammal /bird its mum /an egg hair / feathers
Rhino mammal /bird its mum /an egg hair / feathers
Pig mammal /bird its mum /an egg hair / feathers
Goat mammal /bird its mum /an egg hair / feathers
Condor mammal /bird its mum /an egg hair / feathers
Cow mammal /bird its mum /an egg hair / feathers
Flamingo mammal /bird its mum /an egg hair / feathers
Bear mammal /bird its mum /an egg hair / feathers
Rabbit mammal /bird its mum /an egg hair / feathers
Adaptation to ADHD
mammal /bird its mum /an egg hair / feathers
54
55
Activity 4
Lion mammal / reptile its mum /an egg hair / scales

/fish/bird/ anfibius /feathers/ a shell
Owl mammal / reptile its mum /an egg hair / scales

Fish mammal / reptile its mum /an egg hair / scales

Frog mammal / reptile its mum /an egg hair / scales

Snake mammal / reptile its mum /an egg hair / scales

Lizard mammal / reptile its mum /an egg hair / scales

Rhino mammal / reptile its mum /an egg hair / scales

Flamingo mammal / reptile its mum /an egg hair / scales
56
Whale mammal / reptile its mum /an egg hair / scales

Turtle mammal / reptile its mum /an egg hair / scales

Cow mammal / reptile its mum /an egg hair / scales

Shark mammal / reptile its mum /an egg hair / scales

Bear mammal / reptile its mum /an egg hair / scales

Condor mammal / reptile its mum /an egg hair / scales

Adaptation to ADHD
mammal / reptile its mum /an egg hair / scales


57




Adaptation to high capacities

According to their diet, there are three types of animals: carnivores, herbivores and
omnivores.
Herbivores
An herbivore is an animal that feeds exclusively on plants and not meat. Some herbivores
animals are the rabbit, the elephant, the cow or the goat.
58
Carnivores
Carnivorous animals are those that feed on meat. Some carnivorous animals are the eagle, the
lion, the owl, the shark, the crocodile or the wolf.
Omnivores
Omnivores can eat vegetables and meats so they feed on all kinds of food. Their food
preferences are very varied and enjoy both animal and vegetable products.
This is a great advantage, since they can survive in any environment, which does not happen
with animals that are very specialized in their diet, who run the risk of becoming extinct
when they cannot find the only type of food that their organisms accept. Some omnivores
animals are the monkey, the pig or the fox.
59
It is a ... It is born from... It has... It is
Lion mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
/fish/bird/ anfibius /feathers/ a shell Omnivore
Owl mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Fish mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Frog mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Snake mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Lizard mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Rhino mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Flamingo mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Whale mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Turtle mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Cow mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Shark mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
60
Bear mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Condor mammal / reptile its mum /an egg hair / scales Carnivore/herbivore/
Session 5
61
62
Session 6
Activity 1 (20 min)
Look at these images and say if these vertebrates are mammals, reptiles amphibians, fish or
birds.
It is a It is a It is a
63

She has to write also it is a carnivore, herbivore or omnivore animal.
Activity 2 (20 min)

Complete the following chart
It has hair It has feathers It has scales It is born from its It is born
mum from an egg.
Lion YES NO NO YES NO
64
Flamingo
Fish
Snake
Cat
Shark
Toad
Eagle
Condor
Crocodile
Rabbit
Giraffe
Owl
Lizard
Penguin
Bear
Adaptation to ADHD
It has hair It has feathers It has scales It is born from its It is born
mum from an egg.
YES NO NO YES NO
65
66
It has It has It has It is born It is born It is It is It is

hair feathers scales from its from an herbivore carnivore omnivore
mum egg.
Lion YES NO NO YES NO NO YES NO
Flamingo
Fish
Snake
Cat
Shark
Toad
Eagle
Condor
Crocodile
67
Rabbit
Giraffe
Owl
Lizard
Penguin
Bear
Session 7
Activity 1
Make a blue circle to vertebrate animals and a red circle to invertebrate animals. Then, write
the name of each animal.
68
Activity 2
Read and complete the sentences with the correct word.
Animals can be __________or _________. Vertebrates have _________.__________,
___________, _________ are vertebrates.
Invertebrates have _____________. ______________,______________, ____________, are
invertebrates.
69
There are five types of vertebrates: ____________,___________,_________;__________and
__________.
Mammals have _________. ____________, _____________, _____________, are mammals.
Mammals are born from _____________.
Mammals drink _____________.
Mammals have _____________.
Mammals breathe with their ___________.
There are many types of mammals. Some mammals can ___________. Some other
mammals, such as dolphins,whales and seals, can __________. And bats can __________.
Reptiles have __________. ___________, ___________and____________ are reptiles.
Reptiles are born from ________.
Some reptiles have ___________and some have _________. Reptiles breathe with their
__________.
Fish have ____________. ____________, ___________ and ____________ are fish.
Fish are born from _____________.
Fish have _____________..
Fish have ___________ to swim with.
Fish breathe with _____________.
Amphibians have bones____________. ____________, ___________ and __________ are
amphibians.
Amphibians are born from________.
Amphibians can live in ___________ and on ________.
Amphibians breathe with ______________ when they are ___________ and with
_____________ when they are ____________. They also breathe through their___________.
Birds have ____________.____________, ______________,and ___________ are birds.
Birds are born from ___________.
Birds have _____________ and a___________.
Most birds can fly with their _______________.
Birds breathe with their ____________.
70
Activity 39
Mammals
Reptiles
Fish and amphibians
9
These crosswords have been extracted from Rosso Delgado Eufemia (s.f.) Material AICLE.
2º de Primaria.: Animals
71
Birds
72
Session 8: Talking about animals and pop-up book
The rabbit is a mammal, vertebrate animal. It eats vegetables. It sleeps during the day, so it is
a nocturnal animal. It is a very intelligent animal. It has 4 teeth and it is born from its mum. It
is very sociable and a little scary.
73

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Index

Bilingualism has positive effects on children's linguistic and educational development.

The level of development of children's mother tongue is a strong predictor of their

According to Order of June 28th, 2011, which regulates bilingual education in

Theme selection and justification

Schedule by level Minimum LOMCE School

Natural Sciences 2 (1 h 30’) 2h

Social Sciences 2 (1 h 30’) 2 h

First foreign language 2 (1 h 30’) 2 h

Physical Sciences 2 (1 h 30’) 1 h 30’

Arts/Music 2 (1 h 30’) 1 h 30’

Playtime 2 h 30’ 2 h 30’

Objectives of the lesson plan

Foreign language Natural Science Arts

O.LE.7. Value foreign O.CN.8. Use information

Foreign language Natural sciences Arts

Know how to find Respect and value animals.

Know describe animals in Establish relationships of

Value English as a language Know classify animals in

Foreign languages Natural science Arts

1.6. Identification of some 3.3. Indirect observation of 2.11. Development of work

2.5 Identification and 3.4. Classification of animals 2.12. Exhibition of simple

3.4. Use of skills and

Materials of the class

Activity 2 (10 min)

Activity 3 (15 min)

Session 3: Classification of animals (40 min)

Key competences: Linguistic competence, learn to learn, social and civic

Session 4: Classification of animals (II) (40 min)

Activity 1 (15 min)

Session 6: What have I learnt about animals?? (40 min)

Activity 2: (20 min)

Key competences: Linguistic competence, learn to learn, social and civic

Session 7: What have I learnt about animals?? (II) (40 min)

Activity 2 (15 min)

Activity 3 (15 min)

Session 8: Talking about animals and pop-up book

A continuous evaluation is going to be carried out, so that the progressive progress of

Foreign language Natural Science Arts

C.E.1.4. Observe the CE.1.17. Identify your own

Foreign language Natural Science Arts

LE.1.6.1. Participate in brief CN.1.1.3. It uses strategies EA.1.14.1. Interpret simple

LE.1.8.3. Participate in short CN.1.3.1. Identify and

LE1.13.1 Reproduces on CN. 1.3.2. Identify emotions

CN.1.4.2. In his daily life he

Evaluation tool Value over the total grade (%)

Questionnaire to assess the attitude of the student

Characteristics to evaluate Yes No

2. She/ He participates in class

3. She/ He is constant at work

4. She/ He has its own criteria

8. She/ He is fair with the other classmates

9. She/ He is supportive of his teammates

10. She/ He Inspire confidence and joy

Have the materials used in the sessions been correct?

Has the session planning been adequate?

Has full family participation been achieved?

Do I understand the teacher's explanations?

Do I like the activities I do?

Do I use the materials correctly?

Does the teacher value me positively when I do activities correctly?

I can read texts about

I can talk about