Lesson Plan 4

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: 4
Fecha: 20/10/2015
Hora: 07:30 – 08:10 hs
Duración de la clase: 40’
Fecha de primera entrega: 17/10/2015
 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 skill by interacting with the teacher and partners when talking about
healthy and unhealthy routines.
- Give advice on how to have a healthy lifestyle.
- Improve their listening skill by means of listening to a radio programme about healthy lifestyle.

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 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands and
instructions
Answering
questions
related to food
and healthy and
unhealthy diet
The imperative:
Listen!
Look!
Healthy –
unhealthy
Food: coffee with
milk, bread and
butter, spaghetti
with bolognese
sauce, hamburger
and chips, fish and
potatoes, water,
strawberries with
cream, soup, pizza,
fizzy drinks
Advice
Should / Shouldn´t
Recognition and use
of Wh- questions in
the simple present:
What advice do you
think the doctor
gave me?
What should I do?
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)
New Talking about
healthy
lifestyles
Food: pastry
Skin, slim
Recognition and
use of the sounds
of diphthong:
/eɪ/ (pastry)
 Teaching approach: Communicative Approach.
 Materials and resources: names cards – computer or CD player – “Real Life” Pre-intermediate
(Student´s Book).
Pedagogical use of ICT in class: In this lesson I have chosen not to use ICT. I will include in it the
following lesson that lasts 80 minutes.
 Seating arrangement: Students will be sitting in lines in order to work in pairs.

3. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Cooperative work: Students will work cooperatively while working in pairs. They need to listen to
their partner carefully and try to give advice to him/her. I will walk around the class checking that
each pair is working together and cooperatively.
 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.
LESSON PROCEDURE:
ROUTINE 5’
Purpose: To start the lesson, get students into the right atmosphere for work, build rapport with
students.

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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”
Teacher: “Ok. Tuesday, 20th
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”.
WARM UP 10´
Purpose: To revise vocabulary and the structure (Should/shouldn´t) learnt the previous lesson in a
meaningful context.
Interaction patterns:
Teacher-Student
Teacher-Class

5. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Skills / Skills Integration:
Listening and speaking
Learning styles:
Auditory, visual
In order to set context I will tell students: “Yesterday I went to the nutritionist and she told me
that I needed to do some things in order to have a healthy life style. She asked me about what I
usually eat and drink every day and I told her this:”
Breakfast:
Coffee with milk (5 spoons of sugar).
Bread and butter
Lunch:
Spaghetti with Bolognese sauce
Hamburger and chips
Fish and potatoes
Water
Strawberries with cream
Dinner:
Soup
Pizza
Fizzy drinks
I will display this menu on the board printed in big size so that all the students can clearly see it. I
will read my menu aloud.
Then, I will ask them: “What advice do you think the doctor gave me? Do you remember how to give
advice?”

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Students: “You SHOULD….”
Teacher: “Excellent! Can you think of some examples?”
Students: “You should eat more vegetables”
“You shouldn´t drink fizzy drinks at dinner”
“You shouldn´t eat junk food”
“You should ear fruits”
Transition: “Well done!!!! You are great nutritionists!”
- PRESENTATION 5´
Purpose: To revise and practise the structure learnt the previous lesson in a meaningful context, and
get the students engaged with the topic of healthy lifestyles.
Interaction patterns:
Teacher-Class
Teacher-Student
Skills / Skills Integration:
Listening
Speaking
Learning styles:
Auditory

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I will say: “Do you think that we should only eat healthy in order to have a healthy life? Do you think
that if I eat healthy but I stay all day sitting on a chair or on a sofa I will have a healthy life?”
Teacher: “Well, we can say that I will lose weight but I will not have a totally healthy life. What
should we do if we want to have a healthy life, apart from eating healthy food?”
Students: “Do exercise / practise sport”
“Play football”
“Run or walk”
“Ride a bike”
Teacher: “Yes! You´re right. So how do we say? We should run or ride a bike”.
Students: “You should do exercise…”
Transition: “Fantastic! Now, we are going to complete a quiz about healthy lifestyle. Let´s see how
healthy you are!”
- DEVELOPMENT
 Activity 1 (18´)
Purpose: to understand the importance of following a healthy lifestyle and practise the structure
learnt in a meaningful context.
Interaction patterns:
Teacher-Class
Teacher- Student
Student- Student
Skills / Skills Integration:

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Listening and speaking
Learning styles:
Auditory
I will tell students to open their Student´s book at page 36. I will check that everybody has the book
in class. If not, I will tell them to share.
“Do you all have the book? Ok, let´s open the book at page 36”.
“Ready? Ok, let´s start! Look at the quiz on exercise 3. Who can read what we have to do?”
Student: “I can”.
Teacher: “Ok then.”
Student: “How much do you know about a healthy lifestyle? Do the quiz and find out”.
Teacher: “Great. Thank you! Let´s read the questions so that we check that you understand all of
them? Question number 1 says: Which breakfast is best to give you energy?...”
I will read the four questions and explain them in other words if any student does not understand. I
will also mime vocabulary if necessary.
“Ok, you have two minutes to complete the quiz. Then, we will listen to an expert giving the answers
to these questions and you will check how healthy you really are! Then you can compare your answers
with your partner”.

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Source: “Real Life” Pre-intermediate – Student´s Book – Longman.
“Are you ready? Ok! Now you are going to listen to an expert and check your answers”.
“Look at activity number 4. You are going to listen to an expert on the topic called Julie answering
the quiz questions on a radio programme. You are going to compare your answers to hers.”
Once students finish listening I will ask them:
“Are your answers similar to what the expert says? How healthy you are? How many answers you got
right?”

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Source: “Real Life” Pre-intermediate – Student´s Book – Longman.
Transcript (CD 2 Track 18) Unit 5
“Welcome back! Danny Bailey here on: “Breakfast radio”. And now we have health expert Julie May.
Hi Julie, how are you today?”
“I´m really well, thank you Danny”.
“Good! You are looking fantastic as always. So, what´s the secret Julie? How can I look like you?”
“Haha. There´s no secret but there are some simple things we can all do to look and feel better and,
of course, live longer!”
“Right”.
“Number 1 is breakfast. Breakfast is the most important meal of the day. You mustn´t miss
breakfast. Experts say that people who have a good breakfast live longer than people who don´t.
And, they say slimmer too”.
“Really? So, what should I eat? I just have a pastry in the car in the way to work usually. Is that ok?
Or should I eat fruit or something instead?”
“Mmm…Well, pastries contain a lot of fat. They also contain a lot of sugar. Sugar gives you energy for
a short time, but two hours later your energy is down again. So, sugary breakfasts are not the best.

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Of course, everyone should eat plenty of fruit but again, it doesn´t give energy all morning. If you
want energy until lunchtime, you should have some low fat protein. Egg with toasts or bread is
perfect. And it is not just eating the right things, what you drink is important too. You should drink
at least two litres of water every day. That´s about eight glasses”.
“I drink about eight cups of coffee every day. That´s not the same, isn´t it?”
“No! It isn´t! Water is the thing! Water is good for your skin, it´s good for your digestion and it also
helps you to stay slim. Fizzy drinks, coffee and these things are really not good for you. And of
course, we should all be more active. Tell me Danny, do you exercise regularly?”
“Eh…yeah”
“Good for you! What exactly… what do you do?”
“I walk…I walk to the car every morning. Then I drive to the studio”.
“Is that it Danny?”
“Ok. Well, maybe is not much. What do you recommend?”
“The government recommends that adults should get thirty minutes´ exercise a day: cycling, walking,
anything that you enjoy doing, really. And for teenagers they recommend a hour´s exercise a day. So,
perhaps you should live the car at home Danny?”
“Anything else that´s going to make us feel better?”
“Well, there´s one other thing. Sleep is really important Danny. You must get a good night sleep.
People who sleep well live longer than people who don´t. How many hours do you sleep every night
Danny?”
“I don´t know. Sometimes I sleep five hours and sometimes I sleep fourteen hours! It depends, but
I´m always tired!”
“Wow! Haha. That´s not good. You need to get into a good routine: go to bed at the same time and
get up at the same time. You shouldn´t stay in bed until too late in the morning Danny, because it´s
more difficult to sleep at night when you get up late! They say adults should sleep about seven to nine
hours. It´s a little bit more for teenagers, maybe nine and a half hours? The, you won´t feel so tired
Danny”.
I will listen to their answers and then I will ask them to concentrate on activity 5. They will listen to
the radio programme again and they will tick true (√ ) or cross false (x).

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“Look at activity 5. You are going to listen to the radio programme again and to tick true (√ ) or cross
false (x). Before listening I will give you one minute to read the sentences and ask anything you don´t
understand.”
If students have doubts I will mime or explain the question in other words.
“Are you ready? Let´s listen!”
After listening I will elicit from the students the correct answers. And I can add some questions
while checking, such as:
“What should Danny have for breakfast?”
“How many hours do adults need to sleep? What about teenagers?”
Transition: “Perfect!”
(See to draw conclusions on their lifestyles and the advice given by the experts).
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!” “Goodbye! See you on Friday!