Daily routine at the zoo (6ème)

Disclaimer:
To use most of twinkl.co.uk's resources you need a paid account. I do not think it is appropriate for me to share lots of resources that you need to pay for, it is unfair to those with a subscription and it is a copyright issue. I consider the 'zoo coordinates' worksheet free publicity. I tried to find alternatives for most of the twinkl resources and you can always preview the twinkl worksheets on the website for inspiration.


Created by: Y.Smyth
Unit Plan
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Made by me
I used Word to make it and downloaded free fonts from Teachers pay teachers to use
First lesson - Introducing the unit through a little game
Original link
First lesson - pair work - guess the vocabulary
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First lesson - individual work - practice + learning additional vocabulary


Fun bell ringer video: https://youtu.be/9EVVCMQQEpU
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Second lesson - CO + CE
I use the story pack with questions from Twinkl.

If you have a membership, simply type: 'The Zoo Vet' into Twinkl.

If you do not have a membership, you could type out the story and create your own questions.
From:
Original link
Second lesson - Class work - as a class we discuss the pros and cons of zoos, I do not use the worksheet below, I use the whiteboard and students write in their notebooks, it is an example. The students will often give me their arguments in French and I will translate using very simple sentences such as: 'The animals are safe'.
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Third lesson - Run-on project, in groups students must create a zoo (should look like a zoo map). The budget for each group is 500 pounds, the students must decide which animals to include, restaurants, play areas, etc (1 flamingo = 45 euros; 1 elephant = 85euros). Then, they must describe their zoo, 'Our zoo is in London. In the zoo, there are four crocodiles, two flamingos... '

Here are some free ones:
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Fourth lesson:
Game - 1 student comes to the whiteboard and the teacher draws a GIANT clock around him/her. The students in the class give him/her a time, 'It's two o'clock' and the student must use his/her arms to indicate the time.

Then, another student comes to the board and gives a time to the class using his/her arms, and the class responds: 'It's quarter to four'