Microteaching Lesson Plan – Animals and Habitats
Course: Didactics of English II
Group members: Camila, Valentina, Sara, Esteban
Grade level (simulated): 10th grade (A2–B1)
Duration: 40 minutes
Approach: CLIL (Content and Language Integrated Learning, cooperative learning)
Focus: Vocabulary + Grammar (Simple Present / Comparatives & Superlatives) +
Speaking
General Objective
Students will describe and compare animals and their habitats using the simple present
tense and comparative/superlative adjectives.
Specific Objectives
1. Identify vocabulary related to animals and habitats.
2. Use the simple present tense to describe animals and where they live.
3. Use comparative and superlative adjectives to compare animals.
4. Create and perform a short roleplay showing understanding of the topic.
Language Focus
Grammar:
Simple Present: “Lions live in the savanna.” / “Dolphins eat fish.”
Comparatives: “The cheetah is faster than the lion.”
Superlatives: “The elephant is the biggest animal.”
Vocabulary:
Habitats: jungle, ocean, desert, forest, mountain, savanna.
Animals: tiger, dolphin, camel, bear, eagle, elephant, penguin, etc.
Adjectives: big, small, fast, slow, strong, tall, heavy.
Lesson Procedure (40 minutes total)
1. Presentation (10 minutes)
Objective: Introduce key vocabulary and grammar through visual and auditory input.
Activity:
Play a short 2–3 minute video about animals and their habitats.
After the video, present the vocabulary with flashcards or slides (animal + habitat).
Model pronunciation and meaning.
Present grammar examples naturally:
Simple Present: “Lions live in the savanna.”
Comparatives: “The cheetah is faster than the lion.”
Superlatives: “The elephant is the biggest animal.”
Ask students to repeat and practice pronunciation.
2. Practice (10 minutes)
Objective: Reinforce comprehension of vocabulary and grammar through guided activities.
Activity:
Distribute animal and habitat cards. Students must match them correctly.
Once matched, each student says a complete sentence:
> “The polar bear lives in the Arctic.”
> “The camel lives in the desert.”
Then, a quick oral quiz:
> “Which animal is faster than the lion?”
> “Which animal is the biggest?”
Students respond using comparatives/superlatives aloud.
3. Production (15 minutes)
Objective: Encourage creative use of language through a communicative task.
Activity:
Divide students into small groups.
Provide each group with a large sheet of colored paper (cartulina) and markers.
Each group creates a habitat (desert, jungle, ocean, etc.).
Then, hand out animal cutouts to represent different animals.
Each student takes one animal and prepares a short roleplay, e.g.:
> “I’m a lion. I live in the savanna. I’m stronger than the zebra!”
> “I’m a giraffe. I’m the tallest animal in the forest!”
Groups perform their roleplay for the class.
4. Wrap-up (5 minutes)
Objective: Reinforce learning and close the lesson.
Activity:
Quick review with flashcards or questions:
> “Where does the dolphin live?”
> “Which is the biggest animal?”
> “Which animal is faster?”
Provide positive feedback and praise creativity.
.
General Role of the Teachers
Throughout the microteaching activity, the four teachers act as facilitators, guides, and
language models, rather than mere transmitters of information.
Their main responsibilities are to:
1. Create a motivating environment that promotes active participation and interaction.
2. Model correct pronunciation, structure, and vocabulary for students to imitate and
internalize.
3. Guide students through scaffolding, providing support during practice and allowing
independence during production.
4. Encourage collaboration and creativity, especially during group and roleplay activities.
5. Monitor performance, offering constructive feedback on vocabulary use, grammar, and
pronunciation.
6. Foster communication in English at all times, avoiding unnecessary translation into
Spanish.
Specific Roles of Each Teacher
Valentina – Presentation Stage
Introduces the topic Animals and Habitats through a short video.
Presents the key vocabulary and grammar structures (Simple Present +
Comparatives/Superlatives).
Models pronunciation and helps students repeat and internalize the new language.
Uses visual aids and real-life examples to make the input comprehensible.
Pedagogical role: Input provider and language model.
Camila – Practice Stage
Leads the guided activity where students match animals with their habitats.
Encourages students to build simple present sentences and short comparisons.
Provides support with pronunciation and structure, motivating participation.
Reinforces correct answers through praise and repetition.
Pedagogical role: Facilitator and guide for controlled practice.
Sara – Production Stage
Organizes group work for the drawing and roleplay activity.
Monitors each group as they design their habitats and prepare dialogues.
Encourages creativity and ensures that students apply both grammatical structures
(Simple Present and Comparatives/Superlatives).
Helps students rehearse short lines before the roleplay.
Pedagogical role: Communicative task coordinator and creativity motivator.
Esteban – Wrap-up and Classroom Management
Oversees classroom timing and flow of transitions between stages.
Leads the wrap-up, reviewing vocabulary and grammar with quick interactive
questions.
Provides oral feedback and reinforcement, emphasizing pronunciation and accuracy.
Closes the lesson on a positive and engaging note, highlighting students’ progress.
Pedagogical role: Class facilitator, motivator, and assessor.