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LESSON PLAN Alexander Pardo Rodríguez I.E. COLEGIO JUAN B. CABALLERO MEDINA Villavicencio Lesson plan designed by: 1 8 GRADE th Theme: Length of Class: Number of students: Language Focus: Approaches Followed: Skills: Aims Main aim: Subsidiary aims: Eating disorders 90 min 32 Grammar Vocabulary Functions Other Co-Teaching Communicative Approach Project Based Learning PPP Active Learning Task Based Learning Problem Based Learning Other Reading Listening Writing Speaking By the end of the lesson, the students will be able to talk about healthy habits to prevent eating disorders. To exchange information sharing their previous knowledge regarding different types of eating disorders. To make predictions about what can happen if a bad healthy habit is met To create a dialogue based on real eating disorders playing the role of a specialist and a person who needs to be healed from bad healthy habits

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Page 1: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

LESS

ON

PLA

N

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

1

8GRADE

th

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Eating disorders

90 min

32

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson, the students will be able to talk about healthy habits to prevent eating disorders.

• To exchange information sharing their previous knowledge regarding different types of eating disorders.

• To make predictions about what can happen if a bad healthy habit is met

• To create a dialogue based on real eating disorders playing the role of a specialist and a person who needs to be healed from bad healthy habits

Page 2: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Lesson plan designed by:

2

8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This is the first lesson in a series of ten lessons for Module 2.

In this lesson, students will learn to use first conditional to evaluate what could happen if they have unhealthy eating habits.

In the next lesson, students will learn to use imperative expressions to promote healthy eating habits.

• Recognises expressions of opinion and recommendation

• Presents a prevention plan for a specific eating disorder, with clear and simple language

• Recognises negative practices for health

• Seeks out or creates opportunities to practice the new language while consciously thinking in the new language

• Checks his/her own linguistic resources and determines additional language elements he/she would need for the task

Page 3: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Lesson plan designed by:

3

8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

8Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Pronunciation:

Discourse:

ociolinguistic / Intercultural:

Eating disorders: overweight, obesity, anorexia, bulimia, binge-eating, symptoms, illness, vomit.

• First conditional tIt is used to express what could happen if a condition is met: if I (do something), I will (do something).

If + subject + verb in present tense + complement +comma + subject+ will +verb in base form +complement If you use privacy settings, you will keep your information safe

It is possible to use the clauses, separated by comma, in any order without affecting the meaning. E.g.: If you don’t think before posting, you will probably regret about it. You will probably regret, if you don’t think before posting.

• Overweight /ˌəʊvə(r)ˈweɪt/• Anorexia /ˌænəˈreksiə/• Bulimia /bjuːˈlɪmiə/• Binge-eating /bɪndʒ/ /i:tin/

•Talk about healthy habits, to prevent eating disorders.•Express what could happen if something occurs.

•Learning through interaction•Value classmates’ opinions•Value different points of view

Anticipated problems: Planned solutions

T motivates Ss to work in team and to compete with other teams. The teacher will introduce the presentations, presenting his own product.

Some students may feel reluctant to work.

Some students could feel insecure

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Reading task

Time and Interaction

To provide input for main task

Pre-readingT writes on the board the sentence “Eating disorders” and asks students (SS) what they know about it. Then, T asks SS if they know someone who suffers an eating disorder and asks them to give some details in their answers. T tells the class they are going to be given a quiz to answer in order to find out if they really know the main eating disorders. (Worksheet 1). While-readingSs work individually to answer the quiz and then, T gives instructions on how to interpret the scores using the information at the bottom of the quiz. Post-readingSs are asked to work in pairs to compare their answers and then, they are invited to volunteer and tell the class about their scores. Then, T gives Ss the worksheet 2 and provides them with instructions to analyse and choose the true sentence to avoid suffering from an eating disorder. Then, T asks Ss to work in pairs to check answers and checks the exercise with the whole class.Answer key: A. X B. X C. ✓ D. ✓ E. ✓ Finally, T asks the class to highlight with colours what they found relevant/ interesting in the quiz and the expressions of consequences if a condition is met and share it with the class. T writes these expressions on the board, checks understanding and encourages SS to use them to say what can happen if a certain condition is met: If I (do something), I will (do something); If someone (does something), someone else (will do something); if something occurs, someone (will do something) …T writes some of the expressions on the board for later reference. E.g.: If I binge-eat, I will suffer stomach-ache.

3 minsT-Ss

5 mins

IND

5 minsPWT-SS

2 minsIND

5 minsT-SS-T

Stage

Stage aims

Procedure

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

4

8GRADE

th

Page 5: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Presentation

Time and Interaction

To raise awareness and understanding on the target language

T asks SS to read the expressions on the board of consequences if a condition is met, and asks SS what they are used for. T can use questions like these to elicit infor-mation from SS:

Do we use these sentences to refer to the present, past or future?- Are these sentences orders / imperatives / conditional situations?- What are the key words that we can use to express conditional situations?

T clarifies meaning of the expressions: if someone (does something), someone (will do something). If (something happens), another thing will occur. T elicits what the forms for positive and negative sentences are, and then he/ she uses colour markers to highlight these forms on the sentences on the board. Finally, T drills pronunciation of the target language.

15 minsT- Ss

Stage

Stage aims

Procedure

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

5

8 8GRADE

th

Page 6: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Practice

Time and Interaction

To use the target language in simple sentences

T asks SS to work in pairs to write 3 conditional sentences, for the situations* given to each pair. They must use the first conditional:If someone (does or does not do something), someone will (do or will not do something). *Situations: Eating in secret, eating too little, worrying too much about your own weight, eating with no control, vomiting after eating. T writes some examples on the board:When eating in secret: - If my sister eats in secret, she will vomit unexpectedly.

Eating too little: - If I eat too little, I will get weak.

Worrying too much about own weight: If you weigh yourself every day, you will become obsessive.

Eating with no control: If you eat that much, your stomach will have discomfort.

Vomiting after eating: If you vomit after eating, your parents will be worried a lot.T asks SS to share their conditional sentences, with another pair of students

8 minPW

T monitors

7 minsGW4

T monitors

Stage

Stage aims

Procedure

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

6

8GRADE

th

Page 7: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Production

Time and Interaction

To exchange information using the target language roleplaying

T asks SS to continue working in the same pairs to create a dialogue for the same situation in the previous stage. They must:

1. Create a dialogue between a person with eating disorders and the expert who is trying to sell a miraculous product to heal the eating disorder.2. Use similar expressions to the ones used in the practice in this lesson. E.g.: If you drink this product, it will activate a special protection, leaded by the anti-eating disorder system of your body.3. Rehearse the role-play to present it to the class. T monitors while SS work in pairs to create the role-play and gives any language support needed.

T tells SS they are going to join another group and they will take turns to listen to each other’s role plays. Ss are advised to listen carefully to their partners’ conversation and think of new strange solutions given by the miraculous product. T monitors while groups are working together to present and listen their role-plays.

10 minsPW

T monitors

10 minsGW

T monitors

Stage

Stage aims

Procedure

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

7

8 8GRADE

th

Page 8: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Warm up

Time and Interaction

To provide SS with feedback on the target language in use.

Finally, T gets the class altogether and asks SS to give brief comments as positive feedback for their partners.

Then, T leads general feedback on the role-plays highlighting interesting first conditional sentences he/ she could take notes about.

T also writes any concurrent mistakes (language in use / pronunciation) he/ she could have heard during the role-plays and asks SS to correct them.

T provides SS with extra examples if necessary, in order to clarify doubts or make corrections on the language in use.

8 minsT-SS

Stage

Stage aims

Procedure

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

8

8GRADE

th

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Homework setting

Materials Needed

Time and Interaction

To set activities for extra practice

T. asks SS to use the quiz to ask the questions to two people at home / on the students’ neighbourhood. They must collect their replies and then, analyse them with these people.

To finish, SS must find other peculiar conditional ideas provided by these people, to sell the miraculous product related in the production stage of this lesson.

2 minsT-SS

Stage

Stage aims

Procedure

A copy of the worksheet 1 for each S in classA copy of worksheet 2 per each two SS in classColour markersPrinted images about eating disorders

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Lesson plan designed by:

9

8 8GRADE

th

Page 10: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Lesson plan designed by:

10

8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

What do you know about Eating Disorders?

Worksheet 1

Try the quiz and check the results at the end 1. If someone suffers from anorexia…

A. He / she wants to eat all the timeB. He / she looks thinner, when he / she looks at the mirrorC. He / she looks fatter, when he / she looks at the mirror

2. If someone suffers from bulimia…A. He / she presents binge-eating and then, a purgeB. He / she looks thinner, when he / she looks at the mirrorC. He / she eats once a day

3. Overweight is caused by…A. Excessive sports practiceB. Too much water intakeC. Too much calories intake and maybe, other factors

Check your results:

0 to 1 correct answer: It’s time to learn about eating disorders! 2 correct answers: You are not an expert, buy you try to. 3 correct answers: The world is wasting your talent. Congratulations!

Page 11: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Lesson plan designed by:

11

8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

8What is true / convenient about eating disorders?Tick ✅ the correct answers. Cross x the false ones. 1. What is true about eating disorders?

A. If someone suffers anorexia, that person will eat in excess

B. If overweight is a problem, I will eat more hamburgers

C. If someone suffers bulimia, that person will eat in excess

D. If my sister suffers anorexia, she will think that she is thinner than she actually is

E. If someone suffers binge-eating, that person will probably have a purge

What is true / convenient about eating disorders?Tick ✅ the correct answers. Cross x the false ones. 1. What is true about eating disorders?

A. If someone suffers anorexia, that person will eat in excess

B. If overweight is a problem, I will eat more hamburgers

C. If someone suffers bulimia, that person will eat in excess

D. If my sister suffers anorexia, she will think that she is thinner than she actually is

E. If someone suffers binge-eating, that person will probably have a purge

Worksheet 2

Eating Disorders?

Eating Disorders?

Page 12: GRADE - aprende.colombiaaprende.edu.coaprende.colombiaaprende.edu.co/.../lesson_plan_alexander_pardo_r.… · Leon lan deigned 2 8 GRADE th Alexander Pardo Rodrguez I.E. COLEGIO UAN

Lesson plan designed by:

12

8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Required images to place on the classroom walls:

Appendix 1

The pictures, that the teacher is invited to stuck on the classroom walls during the warm up activity, are described in the following order and can be found at the given URL, under free use license: Overweight: https://www.maxpixel.net/Obesity-Weight-Obese-Fat-Heavy-Overweight-3313923 Anorexia:https://cdn.pixabay.com/photo/2014/10/19/13/08/weight-loss-494284_960_720.png Bulimia: Imagen bajo licencia Creative Commons Attribution-ShareAlike. Puede usarse libremente señalando la atribución.Atribución: Alpha Stock Images - http://alphastockimages.com/ Binge-eating: https://pixabay.com/es/pastel-fruta-bayas-tuercas-dulce-1847228/ Ill: https://pixabay.com/es/fr%C3%ADo-malos-term%C3%B3metro-para-la-fiebre-1972619/ Vomit: https://pixabay.com/es/asqueroso-hombre-enfermos-vomitar-1300592/ Their descriptions are the following: • Overweight: A person is afraid to find out his weight, because each time he / she does, he / she gets a bigger number. To find out the weight, has become a real nightmare. • Anorexia: It’s never enough. I always want to weigh less. They say I’m thin, but the truth is that I’m very fat. • Bulimia: People say that I eat a lot. And it’s true. I feel guilty. I must throw out all that food. • Binge-eating: I’m really hungry. A cake is not enough. I must eat much more. • Ill: I have a fever, headache and cough. And worst of all, my stomach also hurts. • Vomit: Have you ever felt that your head is spinning? That’s just before your stomach does the same.

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Lesson plan designed by:

13

8 8GRADE

th

Alexander Pardo RodríguezI.E. COLEGIO JUAN B. CABALLERO MEDINA

Villavicencio

Suggested Curriculum Structure. Grades 6th to 11th .Ministerio de Educación Nacional. 2016 Way to Go 8th Grade Teacher’s Guide. Ministerio de Educación Nacional. 2016 Grammar Lesson Plan for 9th Grade. González, Diana Nayibe. 2018 https://www.perfect-english-grammar.com/first-conditional-exercise-1.html https://www.macmillandictionary.com/ https://how-to-teach-english.ontesol.com/tesol-writing-a-simple-grammar-lesson-plan/

References