Benemérita y Centenaria Escuela Normal del Estado
LICENCIATURA EN SECUNDARIA CON ESPECIALIDAD EN INGLÉS
CICLO ESCOLAR 2012-2013
IV SEMESTRE OPDII
LESSON PLAN
SCHOOL:
GRADE:
NAME OF TEACHER OF GROUP:
DATE OF PRACTICE:
NAME OF TEACHER TRAINE: Erika Hernandez Ramirez
Lesson Number: 1
Unit Purpose:
The purpose of this unit is to enable students to give advice and make suggestions around the topic of health.
Social Practice: Discussing the body and one’s health
Performance Evidence: Students can recognize and understand quotidian texts (letters/e-mails, instructions, magazine/ newspaper articles and
conversations) in order to use them purposefully (obtain/give advice, suggest a solution/course of action, act according to instructions or treat a
certain illness/discomfort).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details (symptoms, feelings or suggestions) and discriminate relevant from irrelevant information, in
order to deal with common health problems, follow instructions, complete/expand a text and/or respond to a conversation.
– Can infer age, sex, feelings, attitudes, location and situation of others.
– Can infer the meaning of unfamiliar words related to health and the body from the context within which they are presented, based on content
as well as on knowledge of the world and/or L1.
– Can express own judgment and make recommendations about the information contained in texts regarding health.
Reflection on Language: Students notice:
• that the modal verb should is used to give advice or make suggestions and has a regular form for all persons
• that the imperative form is used to give medical indications (e.g. Take three drops once a day, Don’t drink cold water, Stay in bed, etc.)
• that some nouns have irregular plurals (e.g.foot feet, tooth teeth)
• that a certain quantity of things that in general are uncountable (e.g. cotton, water, tea, etc.) is expressed using a quantifier followed by of and
uncountable nouns (e.g. a cup of tea, three drops of syrup, a piece of cotton, etc.)
• the different meanings that a single term may have depending on the context of use (sick)
• that some linking devices indicate addition while others indicate cause (because) or alternative (or) and use such language features
appropriately
Strategic Competence:
Students can use some verbal and/or non-verbal information to ease and enrich communication.
– Can rely on gestures, facial expressions and visual context.
– Can rely on background noise, tone of voice.
– Can adjust pace according to punctuation marks when reading aloud/silently. Students can recognize when confused and cope with not being
able to understand parts of written/oral texts.
– Can wonder if a given text makes sense. Students can recognize when confused and use verbal and/or non-verbal language to repair
communication breakdowns.
– Can repeat/ask for repetition.
– Can support message with gestures.
– Can refer to dictionary entries.
– Can ask for/give examples to illustrate message.
– Can paraphrase.
– Can re-read.
– Can ask for/give the spelling/meaning of a word. Students can give/take the floor sensitively in verbal and/or non-verbal ways.
– Can initiate a conversation appropriately.
– Can choose the most appropriate moment to intervene.
– Can show sensitivity towards others. Students can make sense of the organization of reference books (dictionaries, encyclopedias, textbooks)
in order to look for help.
– Can check the spelling of unfamiliar words.
– Can look up words to decide when they are used.
– Can look up unfamiliar words to find their meaning.
Level and group characteristics (Number of students per group, level, previous topic seen in class, etc.): Functions 2.1, 2.2 and 2.3 can be treated
in an integrated fashion. It is important to focus first on the presentation of vocabulary, which can be introduced through a written text, and then
move towards discussing health problems and giving advice/suggestions.
Stage
Activity
Skill
Material
Time
Interaction Patterns
Possible
Evaluation
(Reading,
(Whole group, individual,
Problems and
Writing,
small groups, teacher
Solutions
Listening,
Speaking)
Warm-Up
(engage students to
topic, spark
curiosity, interest,
etc.)
Presentation
Bring students some
food .choose one
student and cover
his/her eyes with a
piece of cloth. Have
him/her guess what
the item is by asking
questions about its
shape, smell, flavor
etc. Also other
students could ask
those question such
as how often do you
eat it? What can you
prepared with this
food?
Prepare students for
the exercise by
asking them about
directed)
Speaking
Cookies
,chocolate
bars, yogurt
,cheese etc.
10 min
Whole group
Listening
Writing
Reading
Speakers
Recording
8
Individual work
minutes
They lose the
concentration
because they
could be
begging to work
with the food
Motorize all
the class and
catch the
attention in
the student
that are in
front of the
class
They doesn’t
have the
enough
The teacher
should be
actively about
Practice
(controlled practice,
accuracy)
Production
(freer practice,
fluency)
their food
preferences at
breakfast time .have
students read a texts
about health food
and ask them to
write in a piece of
paper then play a
recording for them to
answer some
questions about true
and false
Classify the food
below countable and
uncountable nouns
,bring pictures of
food items ,stick on
the board and cover
them with a piece of
paper so students
cannot see them .say
a brief description of
each item and invite
students to guess
what it is at the time
that complete the
chart in the board
Answer a mini test
about countable and
uncountable
Sheet of
paper
vocabulary to
express his /
her ideas about
the topic and
the could feel
frustrated
help them to
express his
/her ideas
Speaking
Food pictures
Board
12
Whole group
minutes
The students
could feel
confused about
the use of the
countable and
uncountable
After
performed
the practice
the teacher
should
explain in
clear way the
use of
countable and
uncountable
and also the
exceptions
Writing
Test
10
Individual work
minutes
The students
could forget the
information
that we check in
class
After the
exam if the
students
don’t have
the enough
Wrap-Up
(consolidate, tie up
loose ends)
Ask them two more
questions the discuss
in pairs how healthy
you are ,before doing
the exercise ,explain
to students the
difference between a
little a few a lot any
and some by using
realia
Speaking
Listening
Written on
the board the
questions
10
minutes Pair work
The students
could feel afraid
about speak in
English
grade ,its
importunate
go back and
explain again
the topic
We can
explain them
how can they
performed
the activity
with a
question
guide
OBSERVATIONS AND RECOMMENDATIONS:
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TEACHER TRAINEE:
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TEACHER OF OPDII:
LIC. DIANA KARINA HERNÁNDEZ CANTÚ
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