LESSON PLAN

DATE: September 7th and 10th (2 hours) LEVEL: 2° nivel HC

SKILLS: To relate the topic and their previuos experience and knowlegde.
To organize information.
To predict type of text from visual clues.

EXPECTED OUTCOMES: identify vocabulary related to physical activities and eating habits
RESOURCES:
A Questionnaire
Flashcards. (Power point)
Pictures (How fit are you?)

INTRODUCTION TIME COMMENTS

Unit Science and 10” Call the roll.
health. Write Objetives
Lesson 1: How fit are The teacher will give a short introduction about unit and first
you? lesson: How fit are you?

CORE OF THE
CLASS

PRE-STAGE 20” Ask to students to look different pictures and identify which of
them show people in good physical condition.They should
explain and discuss their choices.
WHILE STAGE 30 Ask to students to discuss in group How fit are they?

Tell the students to read a list with different sentences and

pictures and choose the main condition to be fit. They have to
discriminate between correct and incorrect information. Then
they check their answer with their classmates and dicide how
they are.
Teacher will give students a questionnnary about FITNESS and
their habits.
Ask the students to have a quick look at the text and find the
words they know or look similar in Spanish, at the same time
students have to predict the text.
Ask students to read the questionnaire again and check the
15” information with flashcard and pictionary then they answer the
POST STAGE questions. Finally they find out their scores.

Students compare their scores with their partners and draw

CLOSING 15” conclusions. Who is in better physical condition?
Teacher asks the scores to class and make notes on the board.

Teacher forms groups of three or four students and invite them

to revise the scores they got and talk about the areas they should
pay more attention to in order to improve their physical
condition.
 LESSON PLAN
DATE: September 21th and 24th (4 hours) LEVEL: 2° nivel HC B and C

SKILLS:
To relate the topic and their previuos experience and knowlegde.
To predict type of text and iformation from visual clues.

EXPECTED OUTCOMES: identify vocabulary related to Food and drinks and eating habits
Identify a food pyramid.
Identify the importance of “a healthy diet”
RESOURCES:
Food pyramid.
Worksheet: A healthy diet.
Power point.
A piece of paper, pictures, scissors, glue.

INTRODUCTION TIME COMMENTS

15’ Call the roll.
Write Objetives
The teacher will give a short introduction about lesson: A
CORE OF THE healthy diet
CLASS

PRE-STAGE To ask students about the last class and how to be fit also
Food Pyramid Ask students to write a list os suggestions and advices for being
35’ fit, using “should”
To ask students to share their adives and suggestions with the
’ class.
To ask students What they know about Food Pyramid,
Do you know the food pyramid?
What is the importance of food pyramid?
WHILE STAGE What is Food Pyramid.
Reading activity

To ask students What is a healthy diet? then ask about their diet.
(Item I-)
45’ To ask students shares their answers with the class.
The teacher will show the students a picture of food pyramid and
ask students about the differents groups and
food
Ask students to read the introduction in the pictures and identify
the definition and importance of Food Pyramid
Teacher will ask students questions such as Which foods are
good for you? Bad for you?
Which foods do you eat? Which foods don´t you eat?
Ask students do activity 1, where they have to write the names
for each groups and food and also add more foods.
Reading Activity.
Ask the students to have a quick look at the text and find the
words they know or look similar in Spanish, at the same time
students have to predict the text.
POST STAGE
Food good or bad for 40 Ask students do after reading activities.
you? Teacher will check the answers with students
Students make a list with those foods good or bad for you?
Students have compare their diet with the Food Pyramid and
reflect about their diet

55’ Students will do a menu based on the Food Pyramid, including a

CLOSING variaty of food, specially healthy food.They share their menus
Pair work with the class
Pairwork (Project)
Students draw a food pyramid in a piece of paper using pictures.
They should include more vocabulary.
 LESSON PLAN
DATE: October 5th and 8th LEVEL: 2° nivel HC

SKILLS: To identify keys words in a recording.

To identify general and specific inforrmation in a recording.

EXPECTED OUTCOMES:
- To listen and identify general and specific information
- To listen and understand a interview with a nutritionist.
RESOURCES:
Listening: Audio, Interview with an expert. (CD)
Worksheet. Listening comprehension.
Radio

INTRODUCTION TIME COMMENTS

Lesson: An interview 10’ Say Hello

with an expert Teacher will be a short introduction about lesson and read
Expected outcomes
CORE OF THE
CLASS
30’ Tecaher asks students about the meaninf og INTERVIEW the
PRE-STAGE students look diffetents pictures and match the word with the
correspondind picture.
Students share their answer in small groups
Teacher asks students about the meaning of Nutritionist and what
does he or she does.
They take notes andd share their answers.
Students predict the recording with the vocabulary and
discussion.

WHILE STAGE Students listen to the recording and take notes

55’ Students listen again recording they identify key word and
preditions.
Teacher reminds students that firsr listening is only for them to
confirm their predictions and they don’t need to understand
every single word.
Students, listen again and circle the correct alternative (item IIa)
Teacher plays the recording again and students complete
sentences (item II b)
Teacher reads the sentences and students write TRUE or FALSE.
(Item II c)

20’ Teacher cheks answers with students providing feedback.

POST STAGE

35’ Teacher asks students about What does a Nutritionist do?

In small group students provide some advices from the
CLOSING recording.
Students shares their ideas with the class.
Students write some their ideas in a piece of paper and they put
their ideas in the classroom.
Students will be work in a mini quiz about Vocabulary ( Check
last class)
 LESSON PLAN
DATE: 12th and 15th LEVEL: 2° nivel HC

SKILLS: To identify general and specific information in diferent texts

EXPECTED OUTCOMES:
Identify how to express prefrences and dislikes

RESOURCES:
Worksheet: Favourite Food.
Whiteboard .
Data

INTRODUCTION TIME COMMENTS

Lesson: Favourite 10’ Say Hello

Food Teacher will be a short introduction about lesson and read
Expected outcomes
CORE OF THE
CLASS
Teacher asks students about their food preferences.
PRE-STAGE 20’ Teacher ask stdudents What’st yor favourite food?
Do you like vegetables?
Do you like meat and sauasages?
What do you eats for breakfast?
Students anser ther questions with their personal information and
share their preferences with the class

WHILE STAGE Teacher show a P.P.P with different prefrences expressions.

30’ Teacher asks students to read three differetn text about
preferences and ask them to underlined words that they know,
specially food and prefrences expresions.
Teacher checks student’s asnswers.
Tecaher reads the text with students and answer questions.
Teachers asks students read text again and work in Item II a, b, c

POST STAGE 10’ Teacher checks answer with students.

Teacher asks students to read their answer and share them with
their classmates.
Teacher provides some feedbacks

CLOSING Teacher asks students to complte the text, item III with their
20’ personal information.
Teacher asks some volunteers for reading his or her information
in front of the class.
 LESSON PLAN
DATE: 19th and 22th LEVEL: 2° nivel HC

SKILLS: Identify vocabulary realated to healthy advices.

Identify general and specific information in a text

EXPECTED OUTCOMES:
Identify how to give advices in Englsh, using Should or Shouldn´t
RESOURCES:
Worksheet: Healthy advices to adopt.
Two different menus.
PPP. How to give advices
Data.

INTRODUCTION TIME COMMENTS

Lesson: Healthy Say Hello
advices 10’ Teacher will be a short introduction about lesson and read
Expected outcomes

CORE OF THE
CLASS 20’ Teacher reminds students the meaning of Healthy and
Unhealthy.
PRE-STAGE Teacher asks students for some healthy advices, students share
their ideas with the class.
Teacher asks students to look some pictures that represents
healthy advices and asks them what do these pictures represents.

WHILE STAGE 45’ Teacher asks students to skim the text and check if they find
some familiar word or some words predicted in pictures.
Students underlined these words.
Students read the text carefully and match the pictures with the
correct ideas.
Teacher reads the text with students and check if they understand
the text.
Teacher asks students to work in reading activities. Match
Correct and incorrect.
Teacher checks student’s asnwer with the whole class.

POST STAGE 55’ Teacher provide some feedback and asks students to read 2
differents menu (Healthy and unhealthy menu)
Teacher reads the text with students
They comment the texts in smalll groups and classify the menus
in healthy or unhealthy.

CLOSING 50’ Teacher asks students to give some advices to person who has
unhealthy menu, using the Should or shouldn´t, and advices
reviewed previously.
The share their advices with the class and write in a piece of
paper and put their advices in clasroom.
Students take a mini test with vocabulary reviewed in previusly
class and also giving advices.
 LESSON PLAN
DATE: October 26th and 29th LEVEL:

SKILLS: to identify vocabulary related to Cook in a text.

To identify general and specific information
To use previusly knowledge to relate information

EXPECTED OUTCOMES:
Identify a Recipe and vocabulary related to this topic.

RESOURCES:
P.P.P Let’s go cook

INTRODUCTION TIME COMMENTS

Lesson:
Let´s go cook Say Hello
10’ Teacher will be a short introduction about lesson and read
CORE OF THE Expected outcomes.
CLASS
Teacher starts lesson talking about to Cook, and shows different
PRE-STAGE 40’ pictures that represent this action.
Teacher shows a P.P.P with different actions for cooking and
measures
Students have to predict the meaning of them with pictures.
Teacher explains students that they are going to read 2 different
Recipes

WHILE STAGE 60’ Teacher asks students to look the pictures and predict the
Ingredients in each Recipe. Students share their predictions with
their classmates.
Teacher asks students to skim the text and check if they find
some familiar word or some words predicted in pictures.
Students underlined these words
Students read the text carefully and identify ingredients and
measure
Teacher reads the text with students and check if they understand
the text requiring information about the text.
Teacher asks students to work in reading activities, Cicle the
correct ingredient for each recipe, write the correct measure and
put in order the sentences.

POST STAGE 20’ Teacher checks students’ answers with the whole class.
Teacher checks vocabulary reviewed in the class.

Teacher asks students, do you like recipe?

CLOSING 50’ What recipe do you prefer and why?
Dou you like to cook new recipe?
Students share their asnwers in small groups.
Mini test Vocabulary.( Cooking actions)
Teacher checks mini test with students.
 LESSON PLAN
DATE: LEVEL: 2° nivel HC
November 2nd and 5th
SKILLS: To write a simple recipe
Speaking skills to presentate their recipes.

EXPECTED OUTCOMES:
To identify how to write a simple recipe in English.
RESOURCES:
PPP Let’s Prepare a simple Recipe.
Pictures.
A piece of paper.(Cartulina)
Glue and scissors.
Marker
INTRODUCTION TIME COMMENTS

Lesson: Let’s prepare a Say Hello

simple recipe Teacher will be a short introduction about lesson and read
Expected outcomes.
CORE OF THE
CLASS Teacher reminds students about last class, vocabulary reviwed
and activities.
PRE-STAGE Teacher explains students that They are going to prepare a
recipe, using vocabulary reviewed previously.

Teacher provides an example about how to prepare a simple

WHILE STAGE recipe and shows a PPP.
Teacher explains every step and asks students to work in pairs.
Teacher provides diffrentes pictures with food and students have
to prepare their recipe, for example salads, sandwich fruits salads
etc.
Teacher tells to students that first, they have to think in a name
for their recipe, then they have to write measures and ingredients
and finally methods (how to prepare the recipe)

POST STAGE Teacher checks recipes and provides some feedbacks.

Teacher answers questions about pronuciation.

CLOSING Students presentate their recipes in Oral.

Evalaution coef 1.
Teacher explains and remaind some points for test.
Next Class, November 9th and 12th test.
 LESSON PLAN
DATE: 9th and 12th LEVEL: 2° niveles HC

SKILLS: Reading comprehension

EXPECTED OUTCOMES:
To express suggetions and advices.
To read and identify general and specific information.
RESOURCES:
English test

INTRODUCTION TIME COMMENTS

CORE OF THE
CLASS

PRE-STAGE Teacher provides instructions for test and explains every item.

WHILE STAGE Students do their test

POST STAGE Students finish their test and teacher check the test with students
providing some feedback.

CLOSING Teacher reminds students about their final exam Wednesday 17th,
and also remembers students that the final exam is an oral
presentation with two different menus healthy and unhealthy.