#APRENDOENCASA

Educación Secundaria

English: Level A2+

WEEK 20

Let’s help endangered animals*

Activity 1 Big or small, save them all

LET’S SELF-ASSESS
El Perú es uno de los países con mayor biodiversidad en el mundo, aunque muchas especies que habitan
en nuestro país están en peligro de extinción, ¿qué animales salvajes viven en el Perú? ¿Cómo y dónde
viven? ¿Por qué están en peligro de extinción? ¿Puedo describir a estos animales en inglés?

Expresa cuánto sabes en inglés con las frases en la parte superior de la tabla. Marca con una “X” donde
creas conveniente. Aquí, no hay respuestas correctas. Solo responde con honestidad.

Not at all Somewhat Well Very Well

Can I do it?

Can I identify key details in a story about a rescued

1. animal in English?

Can I describe actions in a story using the past tense

2. and the past continues tense?

Can I connect actions using “while” and “when”

3. correctly?

Can I make a story more attractive by adding pictures

4. about it?

LEAD IN
Choose the correct answer and circle only the endangered animals.

A C E
What is poaching?
a. Selling animals in the black market
b. Killing animals for fun
c. Illegal animal hunting
d. Buying or selling wild animals
B D F

Material elaborado en colaboración con el British Council y RELO Andes de la Embajada de Estados Unidos.

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

LISTEN AND READ

Listen to and read the stories of two rescued animals:

Web page

The Story of Naga the Puma

Naga is a Puma that was born in the highlands of Arequipa. When she grew
up, as many pumas do, she learned how to hunt rabbits and other prey. Pumas
usually live a solitary and peaceful life in the mountains.

Naga was captured by three hunters when she was taking a nap. They locked her
in a cage and brought her to an illegal zoo. They didn’t feed her so she became
weak and scared. When she started to scratch the cage, the hunters hit her with a whip.

After five long months in that cage, a group of volunteers rescued her from the zoo and they took her to
the Wildlife Rescue Centre in Cusco.

While the veterinarians were tending to Naga´s wounds, she stayed quiet because she was very weak.
It took a few weeks until Naga was fully recovered and ready to return to the mountains. The Wildlife
Rescue Centre volunteers released her back into the highlands of Arequipa where she belonged. As she
was leaving, the volunteers felt proud of their job.

Moral of the story: Wild animals belong in the wild.

The Story of Sergio the Macaw

Sergio was part of a large flock of twenty macaws that lived in the jungle
of Ucayali.

One day, he was caught while sitting on a tree limb. He couldn’t escape
because they cut his feathers. The hunter sold him on the black market to
a restaurant owner as a pet.

The volunteers of the Ucayali Wildlife Rescue Centre found Sergio after a
long year in the restaurant. He was skinny and his feathers were falling off.

Sergio now lives in the Ucayali Wildlife Rescue Centre. He spends his days flying and eating fruit and
seeds with other rescued macaws. Everybody hopes he can recover and go back to live in his natural
habitat soon.

Moral of the story: Wild animals were not born to live in captivity.

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Let’s help endangered animals English: Level A2+

LET’S UNDERSTAND

UNDERSTAND- EXERCISE 1
Choose TRUE, FALSE or DOESN’T SAY about the sentences below. Follow the example:

Example:

Naga had four brothers.

A. TRUE B. FALSE C. DOESN’T SAY

Justification: “She lived there with her mother and her four siblings”, not necessarily brothers.

1 Naga lived peacefully and alone in Arequipa.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

2 When the volunteers found Naga, she was wounded.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

3 Naga resisted the veterinarians when they tried to tend her wounds.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

4 Macaws often gather in flocks of 10 to 30 individuals.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

5 Poachers caught Sergio in the air.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

6 Both stories end with the animals back in their habitats.

A) TRUE B) FALSE C) DOESN’T SAY

Justification:______________________________________________________.

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

LET’S PRACTISE!

PRACTISE – EXERCISE 1:
Complete the following sentences with “when” or “while”. Follow the examples:

Example: Naga was sleeping when three hunters captured her.

Example: Sergio was caught while he was flying.

1. The cat was sleeping ___________ my mom was working in the living
room.

2. The condor was flying ___________ the hunters captured him.

3. The dolphin was jumping ___________ I took the picture. I could see
most of its body.

4. The rabbit was resting ___________ the turtle was walking. That is
why the turtle won the race.

LOOK!
Simple past: The monkey climbed the tree.
Past continuous: The monkey was
climbing the tree.

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

PRACTISE – EXERCISE 2
Look at the pictures and complete the sentences with the correct form of the verbs in parenthesis.
Follow the example:

Example:

The monkeys were swinging from tree to tree when it started to rain.
(swing) (start)

1. The macaws ______________________ while I ______________________

(scream) (sleep)

2. The little cat ______________________ when my aunt ______________________ it.

(cry) (find)

3. The jaguar ______________________ very fast while the rabbit ______________________.

(run) (escape)

4. The whale ______________________ when she ______________________ the picture.

(jump) (take)

THINK!
When do we use “while”? and when do use
“when”? How do the verbs change?

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

LISTENING COMPREHENSION

PRACTISE – EXERCISE 3
Listen to the conversation between Oliver and Marta talking about Dorita’s story. Match the pictures
according to the story. You will hear the conversation twice. Follow the example:

DORITA’S STORY

A B C D

H E F G

1. _______
F D
when _______ 3. _______ when _______

2. _______ while _______ 4. _______ when _______

Activity 2 Do it yourself – D.I.Y.

LET’S CREATE!
Story about an endangered animal
You are a volunteer in a wildlife rescue centre. They need to raise awareness about endangered animals
and animal trafficking. Nobody loves what they don’t know. As a volunteer you decided to write the
story of an animal for the rescue centre’s web page.

For this task you can choose option A or B:

OPTION A: OPTION B:
Write the story about Felipe the Make your own story about an animal
dolphin that was rescued from trafficking.

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Let’s help endangered animals English: Level A2+

OPTION A: Write the story about Felipe the dolphin.

Step 1: Look at the pictures from Felipe, the dolphin’s story.

Step 2: Create sentences for each part of Felipe’s story. Use “while” or “when” to connect the
actions.
Step 3: Write your story and put the pictures from Step 1 on it.

OPTION B: Make your own story about an animal that was rescued from trafficking.
It can be real or not.

Step 1: Draw six pictures for your story:

PICTURE 1 PICTURE 3 PICTURE 5

PICTURE 2 PICTURE 4 PICTURE 6

Step 2: Create sentences for each part of your story. Use “while” or “when” to connect the
actions.
Step 3: Write your story and put the pictures from Step 1 on it.

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Let’s help endangered animals English: Level A2+

Your story should have the following characteristics or criteria:

Characteristics or criteria Yes No

1. The story is about an animal that was rescued from trafficking.

2. The story has at least six parts (sentences) and uses “while” and “when”
correctly to connect the actions.

3. The verbs in the story are used correctly in past tense or past continuous.

4. The story includes pictures related to the story to make it more attractive..

Recommendation

Write a first draft of your story and use the check list above to see what is missing.

LET’S SHARE!
Muestra tu idea a tus padres, hermanas o hermanos, a quienes tengas en casa, o a tu profesora o profesor,
si están en contacto, y explícales las cuatro características que tu texto debe tener. Toma nota de los
aportes y mejora tu idea para hacer tu texto en inglés.

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

LET’S REFLECT

¡NOTEMOS ALGO!
Luego de haber realizado las actividades 1 y 2 puedo concluir lo siguiente, sobre el

uso de “when” y “while”:

1. Para conectar dos acciones que pasaron al mismo tiempo en el pasado utilizo la

palabra ___________.

2. Si una acción interrumpe a otra en progreso en tiempo pasado utilizo __________.

3. Si una acción en el pasado sucede inmediatamente después de otra, utilizo

____________.

4. La oración “Naga was taking a nap” está escrita en_______________________.

a. Pasado simple (simple past)

b. Pasado continuo (past continuous)

5. La oración “Naga took a nap” está escrita en: _______________________.

a. Pasado simple (simple past)

b. Pasado continuo (past continuous)

6. Une el tiempo gramatical con las oraciones que correspondan:

1. The poachers captured the

A. Pasado simple (simple past)
2. The otter was swimming in the river.
B. Pasado continuo (past continuous)
3. He called the rescue centre.

4. The otter was recovering fast.

7. Escribe una oración sobre dos acciones que estuvieron progreso al mismo

tiempo y una oración sobre una acción que interrumpió otra en progreso:

a. ___________________________when__________________________.

b. ___________________________while__________________________.

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 EDUCACIÓN SECUNDARIA
Let’s help endangered animals English: Level A2+

Ahora, reflexionemos:

¿Cuánto has aprendido esta semana? ¿Escuchaste el Audio del Recurso? ¿Revisaste si tus respuestas
coinciden con la clave de respuestas? ¿Qué te comentaron sobre el texto en inglés que creaste? ¿Qué
opinas tú? Dale un visto bueno a una de las cuatro opciones. Selecciona la opción que mejor exprese lo
que puedes hacer ahora que culminaste las dos actividades de la semana.

Not at all Somewhat Well Very Well

Can I do it?

Can I identify key details in a story

1. about a rescued animal?

Can I describe actions in a story

2. using the past tense and the past
continues tense?

Can I connect actions using “while”

3. and “when” correctly?

Can I make a story more attractive by

4. adding pictures about it?

El presente documento tiene fines exclusivamente pedagógicos y forma parte de la estrategia de educación a distancia gratuita
que imparte el Ministerio de Educación.

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