rde...lesson lan esine 3 11 rde th elas os herazo iera i.e. einte de enero sinceleo 11 content:...

11GRADE

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ON

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Elías José Herazo VieraI.E. VEINTE DE ENERO

Sincelejo

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Health

100 min

36

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be able to effectively express their opinions on living a healthy life in written form by using lesson vocabulary and texts.

• To raise students’ awareness on the need of adopting healthy habits.

• To develop the reading subskills of skimming, scanning, inferencing and categorizing.

• To produce simple written pieces of text about how to live a healthy life.

Skill-based lesson


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

In this lesson, students learn ways to pose lifestyles that lead them to live healthier on a daily basis. Likewise, they learn how to express those lifestyles through short written pieces of text. They will learn new vocabulary related to health.

As part of the formative assessment, students have previously reviewed verb tenses (simple present, past and future and present perfect), and expression for orally giving opinions such as “I think/I believe, I consider My personal view”, then, it is going to be easier for them to understand readings and use grammar structures as well. Moreover, food-related vocabulary was assigned previously so that students do not have any difficulty with words in reading tasks. Giving opinions is a matter of former lessons, what makes it helpful for learners to state points of view, agreements and disagreements.

For subsequent lessons, “health services” is the topic to be taught. Students will pose routes for obtaining good health services in their communities.

Identifies the general idea and specific information in a text.

Distinguishes expressions that indicate advantages of living a healthy life.

Recognizes the vocabulary related to healthy and unhealthy habits.

Classifies information of texts about healthy habits.

Prepares simple pieces of text on how to live a healthy life.

Shows interest for the common good.

Participate actively in every stage of the lesson.

Values others’ point of views.

Applies reading strategies while approaching texts.

Understands the importance of thinking critically on living a healthy life


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11Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Teacher will provide and review sentence starters or ways of giving opinions.

Teacher will provide some examples of sentences

Teacher will ask learners to bring dictionaries prior to lesson date. Additional dictionaries will be brought to class by the teacher. Teacher will make copies in advance.

This lesson will be designed for Collaborative work/teamwork. Students.

Presentation of activities (if running out of time) will be carried out next session.

Students might lack lexical repertoire or expressions to give opinions.

Students might have difficulties with sentence structure when writing

Lack of material could be disadvantageous for lesson success (dictionaries, photocopies).

Students could struggle with tasks as the former

Activities may take longer than planned

Lexical:

Grammar:

Discourse:

Well-being, doing sports (volleyball, football, basketball, baseball, jogging, running, swimming), smoking, riding a bike, drinking alcohol, sleeping for hours, drinking water, eating breakfast, drinking fizzy drinks, cooking, dancing, health, healthy/unhealthy, diet, exercise, obesity, sedentary lifestyles.

Food/Food type Apple, aubergine, beef, carrot, cereals, cherry, ice cream, lamb, margarine, olive oil, prawn, spaghetti, tuna, yoghurt. Fruit, vegetables, meat, fish, dairy products, carbohydrates, fats, snacks.

• Combined tenses: present tense (simple, perfect), simple past and simple future.

• Gerunds as nouns.

Expressing good healthy habits.

Warm Up

Lead in

Time and Interaction


(5 min)

(10 min)

To help students switch on for the English lesson

To active prior knowledge To foster collaborative work

Teacher writes the word Well-being in the middle of the board and has students talk to each other about the things in life that make them feel happy and healthy. Students write at least 2 ideas on the topic to share with the class.

T asks students “What do you do to keep healthy?” T has learners brainstorm on good habits for health and growth. With vocabulary from previous lessons, Ss make a “five-step list for being healthy”.

T shows a set of pictures on the board. Additionally, phrases related to the pictures are shown, namely: doing sports, smoking, riding a bike, drinking alcohol, sleeping for hours, drinking water, eating breakfast, drinking fizzy drinks (see Appendix 2. Images for class). T asks students to match pictures with phrases. Then, T asks learners to point out which are good habits for their health and growth and explain why.T elicits answers from Ss orally this time to make sure students understood

SS-SS5 mins.

S-SS5 mins

T-SS5 mins

Stage aims

Stage aims

Procedure

Procedure

PRE

PRE

Total Stage timing

Total Stage timing


Sincelejo


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WHILE


(25 min)

To develop reading subskills: skimming, scanning and inferencing

In order to engage students in reading comprehension training, T explains the use of gerunds as nouns (verbs that work like nouns) to express opinions on healthy/unhealthy habits and a reason for each of them (based on the pictures). T models giving opinions like: “Doing sports is good for health” … “Dancing helps you to burn calories.” T asks Ss to review their previous answers (former exercise – Lead-in) and check the difference in structure emphasizing the use of gerunds. Ss rewrite their opinions.

Next, T tells Ss they are going to read a health-related text. T also tells Ss the text poses a reading comprehension activity and it is going to be used to practice some reading subskills previously studied (skimming/ scanning/inferencing).

T provides the class with a handout (Worksheet 1). T asks Ss to work in groups of 3 people each (formed by the teacher in advance). T says, the first thing they will do is to predict what the text is about by reading only the first paragraph (a group of options is given from which Ss decide).

T asks Ss about their predictions on the topic based on the first paragraph

After that, T asks Ss to read the rest of the text and identify key words in each paragraph. Likewise, T engages Ss in choosing the correct headings for each paragraph. For this, Ss underline key words in each paragraph to help them choose the best heading.

T encourages Ss to use inferencing, skimming and scanning strategies (studied in previous lessons) to do this activity.

T asks Ss to compare their answers with another group, before checking with all the class. Answer key: Paragraph 1 – D, Paragraph 2 – E, Paragraph 3 – B, Paragraph 4 – A, Paragraph 5 – C.

Then, T has Ss work on reading comprehension questions, eliciting group reflective written opinions (also worksheet 1). T reminds Ss of the language focus (Gerunds). Ss use gerunds as nouns and present/past tenses when answering questions.

T-SS10 mins

Group work(GW)

15 mins

Stage aims

Procedure

Reading for Gist

Total Stage timing


Sincelejo


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Classifying and Categorizing


(15 min)

To develop reading subskills: classifying and categorizing

T asks Ss to look at worksheet 2. T explains Ss will work on an organization and classification reading task.

T tells Ss to read the dialogue (worksheet 2) and to label the levels of food with the products in the text.

T asks Ss to compare their answers with another group, before checking with all the class.After that, T asks Ss to classify and categorize words in a chart (fruit, vegetables, meat, fish, dairy products, carbohydrates, fats). The vocabulary used in this exercise was assigned as homework previously.

Group work(GW)

15 mins

Stage aims

Procedure

WHILETotal Stage

timing


Sincelejo


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POST


(10 min)

To express well-written opinions and recommendations for healthy lifestyles.

For this stage, T asks Ss to design a food pyramid of their own, including the food they consider healthier and the consumption average of the same. T provides Ss with paperboard to make a poster of their food pyramid. T also asks Ss to write in the poster their eating habits recommendations based on their pyramid, using the structures reviewed. Example:

“Eating lots of salad with lettuce and tomatoes is good for health”… “Eggs are a good source of protein”.

After that, T asks students to write pieces of advice on healthy habits for their community (family, school, and neighbourhood). Students must use gerunds to give advice. With these pieces of text, T asks Ss (the same groups of 3) to create an infographic on healthy habits for their community. T shows an infographic example (Appendix 3) to illustrate what an infographic is and what it looks like. For this, students can use one of the following models:

- 4 steps for…- Do’s and Don’t’s- 7 tips for…- The Route for…

The infographic activity starts in class but will finish at home.

10 minGW

Stage aims

Procedure

Writing

Total Stage timing


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Materials Needed


(15 min)

To peer-evaluate written work.To track students’ progress.

T uses students’ groups to do peer-evaluation. Each group should assess other group’s written work. Ss use a checklist to peer-evaluate.Groups will share and receive feedback through this activity (Appendix 1. Checklist).

T tells Ss they will finish their Infographic with their own design at homeThey must be ready to present it to the group (next session).

Group work(GW)

15 mins

Stage aims

Procedure

1. Worksheet 1 (1 per group of three Ss- 12 copies total) 2. Worksheet 2 (1 per group of three Ss- 12 copies total)3. Appendix 1 and 3 per pairs (18 total- depends on the N. of Ss)

Feedback

Peer-evaluation and homework setting

Materials needed

Total Stage timing


Sincelejo


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Reading comprehension worksheet

Worksheets and other appendixes

A. Look at the key words from the first paragraph of the text. What do you think the rest of the paragraph will be about?

World Health Crisis Obesity adolescents

governments choice individuals sedentary lifestyles

B. Read the rest of the text and identify the key words in each paragraph. Then choose the correct hea-ding a-e for each paragraph.

a. Go to bed on timeb. Exercise to music is as good as ball gamesc. Some good newsd. Start the day welle. Stick to water

A Global Health Crisis

Large parts of the world are facing a health crisis. Obesity is on the rise, especially among young people. This is partly due to rising sedentary lifestyles. Failing to solve this health crisis among today’s adoles-cents could lead to huge problems for them later in life. Governments can help but the reality is that this is a choice for individuals to make.

1. __________________Taking simple steps can help teenagers make huge steps in improving their health. One of the fundamen-tal ones is eating a proper breakfast. Some people believe skipping breakfast will help them lose weight. In fact, not eating a proper breakfast makes people snack more throughout the rest of the day.

2. ___________________Snacking is clearly a problem, but there are health risks with many other parts of our diet too. A large part of the world’s obesity problem is caused by high consumption of fizzy drinks. One of the world’s most popular drinks contains seven spoonfuls of sugar in every can. Choosing healthier drinks with meals can aid a healthy lifestyle.

3. ____________________Alongside eating less, young people need to exercise more. This is harder than in the past because there are fewer green areas where people can play sports. Of course, not everyone enjoys sports. Taking up other active hobbies, such as dance or pilates classes, can be just as effective and needs to be promo-ted more.

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Food PyramidA. Read the conversation and label the four levels of the food pyramid with these words

WORKSHEET 2

Carbohydrates Fat Protein Fruit and Vegetables

At the Doctor’sTaken and adapted from English Please Fast Track 3, teacher’s book. Module 3. p.T112. Dr Foster: This is the food pyramid, Maddie.Maddie: How does it work, Doctor Foster?Dr Foster: Good question. The food pyramid shows how much to eat of certain foods.Maddie: Is this per day?Dr Foster: No. The food pyramid shows information about your diet in general.Maddie: What’s at the bottom?Dr Foster: At the bottom, there are carbohydrates. People need to eat more carbohydrates, like bread and pasta than food from the other groups.Maddie: So next we have fruit and vegetables.Dr Foster: Exactly. Fruit and vegetables are an essential part of your diet. They are high in vitamins, minerals and fibre.Maddie: What fruit and vegetables are best? I never know.Dr Foster: Here’s a simple tip. Eat a variety of fruit and vegetables of different colours. That will help you get a variety of minerals and vitamins.Maddie: OK. Next, milk and stuff?Dr Foster: Milk, cheese and yoghurt are all dairy products. Milk is a source of calcium so it’s good for your teeth and bones.Maddie: I love milkshakes.Dr Foster: Yeah, but they contain a lot of sugar.Maddie: So I can’t eat any good things like chocolate and ice cream?Dr Foster: Yes, you can but in moderation. That’s why it’s a pyramid. You eat smaller amounts of the foods at the top.Maddie: Now meat and fish. We all need those.Dr Foster: Meat, fish, eggs and beans are a great source of protein.Maddie: So at the top of the pyramid, what’s this?Dr Foster: This is fat. Oil, chocolate and crisps are all high in fat.Maddie: I can’t eat crisps?Dr Foster: Yes, but not every day. You need fat but not a lot. You can eat crisps but once or twice a week is enough.Maddie: Boring! I think I’d prefer the food pyramid to be the other way around.

Worksheet 2


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11B. Put the foods in the correct group. Name a category for the empty boxes in blue. How many other foods can you add? Can any words go in more than one group?

WORKSHEET 2

Apple - aubergine - beef - carrot - cereals - cherry - ice cream - lamb - margarine - olive oil - prawn - spaghetti - tuna - yoghurt

Fruit ? Meat Fish ? carbohydra-tes ?

onion milk margarine

Taken and adapted from English Please Fast Track 3, Teacher’s book. Module 3. p.112.

Worksheet 2


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APPENDIX 1

CHECKLIST

Group 1 Group 2 Group 3 Our Group

The sentence expresses an opinion on healthy habits

The written products/opinions use the Gerund as Nouns structure

The sentence contains vocabulary related to eating / healthy habits.

What can your classmates/your group improve in their/your written texts?


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11APPENDIX 2

Images for Class

Eating breakfast – Smoking – Sleeping for hours – Drinking water – Doing sports – Drinking fizzy drinks – Riding a bike – Drinking alcohol

Taken from English Please Fast Track 3, Teacher’s book. Module 3. p.111Retrieved from https://www.google.com.co/search?q=fizzy+drinks&source=lnms&tbm=isch&sa=X&ve-d=0ahUKEwiOmaKT--LeAhVEqlkKHV9LCVUQ_AUIDigB&cshid=1542716596175000&biw=1366&bih=626#imgr-c=MsFO-CoCb5U4rM


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APPENDIX 3

Infographic Sample

Retrieved and adapted from https://getsavvi.co.za/community/health/10-tips-for-a-healthy-lifestyle

Maintaining a healthy lifestyle is synonymous with being happy. In our infographic below, we take a look at ten simple ways you can live a healthier life.

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