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  • 1. Lic. EULER CASTILLO PINEDOLic. EULER CASTILLO PINEDO NATIONAL UNIVERSITY OF SAN MARTIN PROFESSIONAL LANGUAGE SCHOOL SEQUENCES OF A LESSON PLAN AREA: ENGLISH
  • 2. Lic. EULER CASTILLO PINEDO LESSON PLAN I. GENERAL INFORMATION Educative Institution : ……………….. Year of instruction : 4º Component : Oral and written Communication Theme : “Healthy food” Time : 90’ Number of students : ………………… Trainee : ………………… II. METHODOLOGICAL STRATEGIES 2.1 Method : Communicative 2.1.1. Techniques: Skimming-Scanning, Role Play, Group work, realia. 2.1.2. Materials: Markers, Board, CD, Radio, English – Spanish dictionary.
  • 3. Lic. EULER CASTILLO PINEDO III. EXPECTED OUTCOMES 3.1. Transversal content : Environmental Education. 3.2. Fundamental capacities : Critical and creative thought. 3.3. Area capacities: 3.3.1 Oral comprehension and expression: - Express rightly the food they normally eat 3.3.2 Text Comprehension: - Extract and gather the main idea of the text. - Identify the sort of healthy food of the text. 3.3.3 Text Production: - Write a summary of the new learning at classifying and explaining what food is healthy. 3.3.4 Attitude to the area Values and Attitudes - Values the importance of having healthy eating habits.
  • 4. Lic. EULER CASTILLO PINEDO IV. BASIC CONTENT        4.1 Grammar : Modal “would”       4.2 Lexical items : Apple, potatoes, tomatoes, beans, egg,    cucumber, lettuce, bread, meat.      4.3 Phonetic Transcription : / æpəl/, /pə te təs/ /tə me təs/,  ˈ ˈ ɪ ˈ ɪ                                                  /bins/, / g/, /'kjɛ ʊ:k mbə /, /'let s/,ʌ ʳ ɪ                                                 /m lk/, /bred/, /mi:t/ɪ      4.4 Previous knowledge : Vocabulary related to food.   V. BIBLIOGRAPHY       - ENGLISH SECONDARY 4. Santillana S.A. Editores, Lima-       Perú. 2008.
  • 5. Lic. EULER CASTILLO PINEDO VI. METHODOLOGICAL STRATEGIES  1. Situation to get previous knowledge. (10 minutes) - Teacher takes an apple out  of his backpack and asks: What’s this?             Do you like apples? Why is an apple important? Later, he shows a          saying ¨An apple keeps a doctor away ¨ and aks: what does it mean? - After that, he asks some questions about the food they eat:         What do you usually eat for each meal? What you eat, is it good for your health? What kind of food is good for our health? - Then, he asks for the topic: ¨Healthy food¨  2. Situation to elaborate new knowledge (20 minutes) - He presents some new vocabulary: vitamins, energies, proteins, calories, carbohydrates. - He asks the students to listen to a conversation (without opening the  book). - Now open books, he asks the students to read the text “Healthy  Eating” 
  • 6. “HEALTHY EATING” Eating healthy foods is important at any age. As we get older though, our food needs change. We usually exercise less as we age, and our bodies tend to lose muscle and gain fat. This happens even when our weight does not change. Being overweight can lead to high blood pressure, diabetes and heart disease. Continuing or starting an exercise program, and eating lean foods can limit weight gain and muscle loss. Most of our vitamin and mineral needs stay about the same as we age. One exception is CALCIUM. Older adults need more calcium. If calorie needs fall, but other nutrient needs stay the same, the food choices we make should be good ones.
  • 7. - Next, he asks the students to read the text in silent way, taking about 10 minutes, in order to: 1. Identify the main idea in each paragraph, through a questionnaire (next slide). 2. Underline key words. - Later, the students presents their task on a wall chart. - Finally, he asks to listen to the text once again, so that they read the text in groups.
  • 8. QUESTIONNAIRE PART A: Which are true, and which are false? • High blood pressure, diabetes and heart disease are problems caused for being overweight . ( ) ( ) • People usually exercise. ( ) ( ) • Junk food is good for our body. ( ) ( ) Part B: Write 1.One main idea for each paragraph. 2.What adults have to do for healthy life.
  • 9. Pineapple / orange juice, milk, cereal, bread, tea, crackers, eggs, Lic. EULER CASTILLO PINEDO 3. Situation to incorporate learning to life (35 minutes) - He asks to work in pairs these exercises: A. Mr. Gomez wants to prepare a salad. What combination would be your favorite. Tell your partner. Lettuce--- Peppers------ Cucumber ------ Peas------ Tomatoes----- Carrots------ Green Beans B. You have to prepare breakfast for your family . What would you serve? Why? Choose from the box ad explain you choose. I would serve milk and bread because children needs vitamins in milk and bread gives us energy 4. Situation to evaluate (25 minutes) - He asks the students to write about what usual food is healthy and why. - He asks to read their summary.
  • 10. CONTENT CAPACITY OF THE AREA INDICATOR INSTRUMENT Healthy Food Text Comprehension Identify the sort of healthy food in a dialogue at the time of listening an audio. Checklist Text Production Produce a summary of the new learning at classifying what sort of their usual food is healthy and why, using charts or diagrams. Work Notebook Attitude to the area Values the importance of having healthy eating Observation sheet Lic. EULER CASTILLO PINEDO VII. EVALUATION CHART
  • 11. TEXT COMPRENHENSION FULL NAME Use the target language Uses gestures and mimes to make understand him/herself Identify the main idea of each paragraph Use a dictionary to look for key words that indicate the main idea 0-5 0-5 0-5 0-5 1. Armas, Julio 2. Cubas, María 3. Lomas, Raúl 4. Luna, Liz. 5. Martínez, Luis 6. Murrieta, Filipino. 7. Núñez, Darío 8. Ortiz, Laura. EVALUATION INSTRUMENT 1. CHECKLIST Lic. EULER CASTILLO PINEDO
  • 12. GRADING SCALE 0 = Worst work/ Fail 1 = Shoddy work/ Poor 2 = Satisfactory work/ Satisfactory 3 = Good work/ Good 4 = Great work/ Very good 5 = Perfect work/ Excellent Lic. EULER CASTILLO PINEDO