- The document outlines a lesson plan for a class on healthy lifestyles. - Students will work in pairs to write a dialogue between a doctor and patient discussing healthy eating and exercise habits. - Vocabulary and structures around giving advice using "should" and "shouldn't" will be practiced and assessed through the role-play activity.

1. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
ALUMNO PRACTICANTE: Laura Natalia Rodrigues
Período de Práctica: Nivel Secundario
Institución Educativa: Liceo Militar “General Roca”
Dirección: Avenida Hipólito Yrigoyen 2351 – Ruta 3
Sala / Grado / Año - sección: 3° B
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes avanzado
Tipo de Planificación: clase
Unidad Temática: La comida y la salud (vida saludable)
Clase Nº: 6
Fecha: 27/10/2015
Hora: 07:30 – 08:10 hs
Duración de la clase: 40’
Fecha de primera entrega: 24/10/2015
 Teaching points: Healthy lifestyle.
 Aims: During this lesson, learners will be able to…
- Revise and use vocabulary related to food and drink in a meaningful context.
- Improve their speaking and writing skills by creating a dialogue between a doctor and a patient
- Give advice on how to have a healthy lifestyle.

2. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands
and
instructions
Talking
about
healthy
lifestyles
The imperative:
Listen!
Look!
Healthy –
unhealthy
Food: pastry,
toast, water, jam,
cereal bar, juice,
vegetables, fish,
meat, chicken,
sugar.
Junk food
Advice
Should /
Shouldn´t
Let´s:
Let´s start /
Let´s continue.
Recognition and
use of the
structure:
You should…
You shouldn´t
Recognition and use of
the sound:
Voiceless dental
fricative
/θ/ (healthy)
Recognition of the
sound:
Voiceless palatal
fricative
/ ʃ/ (should)
Recognition of the
sound:
Voiced palatal affricate
/dʒ/ (juice)
Recognition and use of
the sounds of
diphthong:
/eɪ/ (pastry)
New
 Teaching approach: Communicative Approach.
 Materials and resources: names cards – worksheets (dialogue between a doctor and a patient)
 Pedagogical use of ICT in class: In this lesson I will not use ICT.

3. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Seating arrangement: Students will be sitting in lines in order to work in pairs to create the
dialogue.
 Cooperative work: Students will work cooperatively while working in pairs. They need to talk
to their partner in order to write the dialogue between a doctor and a patient which they will
role-play the following lesson.
 Possible problems / difficulties and their possible solutions during the class:
- Students may have problems to understand some instructions or what the teacher says. I
will paraphrase the instruction using gestures and miming.
- Some students may be shy to speak aloud. I will stay near them in order to make them feel
confident.
 Potential problems students may have with the language:
- Students may not understand a question, so I will guide them pointing to pictures and
modelling the answer first.
- Some students may have problems to pronounce certain words or sounds. I will ask them to
repeat the words several times and to listen carefully to the way I pronounce them (how I use
my lips, teeth or tongue).
- Students may have difficulties thinking of vocabulary to express themselves. I will provide
some help using miming or asking another student to help.
 Assessment: I will check that students comprehend and understand by listening to them
during their participation in class. I will also take into account their fluency and their ability to
communicate while creating the dialogue.

4. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
LESSON PROCEDURE:
ROUTINE 5’
Purpose: To start the lesson, get students into the right atmosphere for work, build rapport
with students.
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening and speaking (every day greeting)
Learning styles:
Auditory
I will enter the classroom together with the local tutor and we will both say “Good morning!
Then, I will say: “How are you today? Fine?”
“Great! What day is today?
Students: “Tuesday”
I will write it on the board and I will say: “What number is today?”
Students: “Twenty seven”
Teacher: “Ok. Tuesday, 27th
of October”. I will write the date on the board. “I have the cards
with your names here. I will call you and you will come and take your card and place it on your
desk again”.

5. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
WARM UP & PRESENTATION: 10´
Purpose: To get the students engaged in the topic of having a healthy lifestyle.
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening
Learning styles:
Auditory
During the previous class, students did not have time to start writing their dialogues between a
doctor and a patient as expected because we had to finish the lesson some minutes earlier as
every Friday. We only had time to role-play the dialogue with the local tutor and then I
delivered the dialogue and explained to students that the following class they would have to
work in pairs and to write a similar dialogue in which one of them is the patient and the other
the doctor who gives advice. That is why I couldn’t assign the corresponding homework that was
to finish the dialogue as homework. The thing is that I want them to start writing it in class
because I want to help them with any necessary vocabulary or structure and to guide them and
give them encouraging messages while working. They will start writing the dialogues in this short
lesson and the following class each pair will role-play the dialogue and we will all vote for the
best one. I will give a special prize to the winners and another prize to the rest of the pairs for
working hard.
I will also tell them that each group will need to hand in the dialogue after acting it out so that I
can assess their oral and written work too.

6. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
“Do you remember the dialogue between the doctor and the patient that your teacher and I
role-played last class? Ok! Can you open your folders and look for the dialogue that I delivered?”
This was the dialogue:
Patient: “Good morning doctor”
Doctor: “Good morning. Come in and take a sit. How can I help you?”
Patient: “I don´t feel really well, I think I´m not eating well and I feel tired.”
Doctor: “Ok. Do you usually have breakfast?”
Patient: “Yes, some pastries before work and I drink mate. Then, I have a cereal bar during break”.
Doctor: “Well… you should have a healthier breakfast. You should have some fruit juice before
drinking mate every day. You should eat toast with jam instead of pastries. Pastries have a lot of
sugar”.
Patient: “Ok, thank you doctor. What about lunch?”
Doctor: “You should eat vegetables every day. Then, you can have fish, meat or chicken with them”.
Patient: “I usually have a hamburger with chips o a pizza”.
Doctor: “That´s the problem. You shouldn´t eat junk food if you want to feel better.”
Patient: “And…what should I drink?”
Doctor: “You should drink water. Try to drink 2 litres of water every day”.
“You are going to work in pairs and to write a dialogue between a doctor and a patient. One of
you will be the doctor and the other the patient. The idea is that the patient asks the doctor for
advice on how to stay healthy. The doctor has to give advice using should and shouldn´t and the
patient has to ask him/her different questions. You have this dialogue as an example”.
“Is it clear? Who can explain?”

7. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
“Well done! Today you are going to write the dialogue and next class you have to act it out and
then each pair will hand the dialogue in so that I can evaluate your oral and written work too.
Remember that I told you that we are all going to vote for the best role-play! The winners will
have a prize! Non winners should also get one for daring”.
Transition: “Great! Let´s start working!”
- DEVELOPMENT
 Activity 1 (20´)
Purpose: to understand the importance of following a healthy lifestyle and practise the
vocabulary and the structure learnt in a meaningful context.
Interaction patterns:
Teacher- Student
Student- Student
Skills / Skills Integration:
Listening and speaking
Learning styles:
Auditory
Students will start writing their dialogues and I will walk around the class helping them with any
necessary vocabulary or structure.
Transition: “You work really nice today!”

8. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
HOMEWORK
I will tell students to finish their dialogues as homework if they couldn´t finish it in class, or to
add any necessary detail.
“You are going to finish your dialogues as homework if couldn´t finish it now, or to add any
necessary detail. Remember that we are all going to vote for the best role-play!.
CLOSURE: 2´
Interaction patterns:
Teacher-Class
Skills:
Listening
Speaking
Learning styles:
Auditory
I will tell the students that our lesson is over.
I will greet them goodbye and tell them to give me their names cards to keep them for the
following lesson.
“Can you give me your names cards? Thanks!” “Have a nice day! See you on Thursday!