Convenio 00028 de 2019

entre el Ministerio de Educación Nacional y el British Council

INSPIRING TEACHERS
ELT PLAN TEMPLATE

Select the type of plan

Lesson plan Activity plan Task plan Project plan
X

Complete with the information about you and your students

Author
Teacher’s name School name
Zuleima Maria García Escobar I.E. Francisco José De Caldas de Baranoa

Grade Length of lesson Number of students Average age

9 35 14
Area English level
Rural Urban x A1 X A2 B1

Complete with information about the content and methodological approach of the plan
Topic Healthy habits
Module / Unit Module 3 Unit 2 lesson 6
Functional language Language skills Vocabulary
Language focus X
Principles / approach Topic-Based Approach : Take good care

In “Aim”, describe the most important thing you want your students to achieve by the end of the
session. In “Subsidiary aims”, relate the language skills (communicative and linguistic) students need to
master in order to achieve the main aim of the lesson. Make sure the aims are learner-centered,
specific, measurable, achievable, realistic, and action oriented.
Learning objectives
By the end of this lesson, students will be able to …
Aim
Give advice on health issues and using intensifiers with adjectives.
By the end of this lesson, students will be able to …
 Identify healthy lifestyles.
Subsidiary aims
 Recognize the words like very, really, to make adjectives stronger or
weaker.

List all the materials needed for this plan. Please, do not include any picture or photograph.
Materials needed
Video beam, Card stock, manila bags, markers, copies.
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entre el Ministerio de Educación Nacional y el British Council

Write the name for each state of the plan. Then in the “Procedure”, write a detailed description of what
the teacher and students do at each stage of the session. Be sure to be thorough so any teacher can
follow this plan. Write the procedure in third person and present tense.
Stage Procedure Time and interaction
Warm up THE ADVICE IS RIGHT ! 5 minutes
Ice-breaker T gives to each student a different color paper , then SS must to organize SS-SS
Revise according to the color that they get. SS get in group of 5 and select a bag Group work
useful (with some advices) SS have to put the sentences in right headings that find Game
vocabulary on the classroom´s wall. The winner is the group that finish first.
for the Headings: fitness,health, checks, healthy food, hygiene.
lesson. Advices: Wash you hands with soap. ▪ Clean your teeth. Eat a balanced diet. ▪ Drink
plenty of water. Do an hour of exercise three times a week. Have regular health
checks with your school nurse or doctor.

Introducing Focus on vocabulary 10 minutes

language T tells SS that he will project the activity on the board ( Ex.2 page 106 EP 1), Individual work
Pre-? then T asks SS to complete the gaps individually for do that they have 2 T-SS
minutes. SS-SS
Then T puts them into pairs and ask them to compare their answers. ▪ T
Asks some students to read out their completed sentences.
Answers 1. hands 2. soap 3. dentist 4. toothbrush 5. exercise 6. fit 7. doctor
T asks SS these questions: What is the exercise´s vocabulary about? It is
about healthy routines.
What activities should you do to be healthy? The answers are personal.
Controlled Learning strategy ( 5 mins) 15 minutes
practice T explains that they are going to work on a reading activity ( Ex.4 page 107 T-SS
While-? EP 1) but first , T asks SS answer these questions: What is the text about ? SS-SS
It´s about healthy schools campaign Where do you think to happen the Pair work
events? At school. Individual work
Reading ( 7 mins)
T says that the reading has some advices. Then T Puts SS in small groups
and tells them to read the text and guess what the missing text might be.
Answers: 1. … visit the doctor every six months for a check-up. 2. … wash your
hands with soap and water after going to the toilet. 3. … visit the dentist twice a
year and get a new toothbrush every month. 4. … eat healthy food and do exercise
to keep fit.
T Elicits ideas from the class and Draws SS attention to the glossary box and
go through the information. T Tells SS to check their ideas by looking back
at exercise and asks correct their ideas if necessary.
Freer Focus on language 15 minutes
practice T asks SS look at the words in blue in exercise 4. He asks them what they T-SS
Post-? think their function is and to read the two sentences and decide which Pair work
words are correct. ( Ex.5 page 107 EP 1) T asks SS copy the correct Individual work
sentences in their notebooks for reference.
Answers: a. stronger b. before
T Elicits some further examples, such as extremely important, very easy,
incredibly bright, etc.
T asks SS do exercise # 6 Page 107 but first T draws their attention to the
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entre el Ministerio de Educación Nacional y el British Council

Reading Tip. SS work individually, they will write these sentences in their
notebook with an intensifier.
Example answers a. It’s very important to keep your hands clean. b. Is it really
necessary to clean your teeth twice a day? c. Mary is incredibly health conscious. d.
Tara does lots of sport, so she’s extremely fit.

T explains that they must to use the intensifiers and The adjectives are
underlined to help them. When they complete the task , T ask them work in
pairs and review it. T and SS Check answers in class and T encourages SS to
prepare a short dialogue like a model using intensifiers. At the end they roll
it to the class.
Wrap-up Rubric ( 5 mins) 5 minutes
Assessment T shows SS the rubric and asks SS read the statements and check the chart T-SS
Feedback that describe how they feel about them. Then T gives SS three color SS-SS
pieces of paper and at the teacher´s signal, SS use it according their Pair work
answers. Individual work
Red : I didn´t understand much of it.
Green: I partially understood the topic
Yellow: I understood the topic very well
T encourages SS to identify and express their strengths and weaknesses
about the topic and give them some advices to impove their skills. T
clarifies doubts and sets homework.
T asks SS review the exercise #6 and make more examples to share in the
next class.

List all a series of tips of how this plan can be adapted so other teachers can implemented in their own
educational context.
Inspiring tips for other teachers who want to implement this plan
This plan can be useful in both rural and urban areas. I think you can use different materials as images to warm up
and make the rubric in a practical way using kind language. You can also use adaptation techniques like as rewriting or
reduction the text if you consider it necessary.