DIDACTICS OF

ENGLISH LANGUAGE
TEACHING II

Iniciao
Prtica
Profissional

Aula 0
Lesson
Eating

Plan

Healthy

Adriana Joo Fonseca da Costa

N. 201203975
Mestrado em Ensino do Ingls e do Alemo no 3.
Ciclo do Ensino Bsico e Secundrio

FACU LD ADE DE LE T RAS

UNI VER SI DADE D O PO RTO

LESSON PLAN
SCHOOL: Escola Secundria de Ermesinde
TEACHER: Adriana Costa
DATE: Tuesday, 29th October

TRAINEE
LENGTH OF LESSON: 90 min

TIME: 08:15 09:45

CLASS LEVEL: 9th year B
N Ss: 20 (2 special education needs)
SUMMARY: Introducing the theme Healthy Eating. Analysing the Food Pyramid.
Working on the text What is healthy eating?. Working on a weekly healthy eating
plan.
MAIN AIMS:
i) To introduce the thematic unit Be in shape. To widen Ss vocabulary related to the
topic Healthy Eating.
ii) To make Ss aware of the different nutrients present in the Food Pyramid.
iii) To motivate Ss to talk about good nutrition and its benefits, using some language
related to giving opinions/suggestions (I think that they shoul; I believe that they
should).
iv) To revise language for expressing frequency, in the context of talking about Ss
eating habits: How often do you eat?, always, never, rarely, sometimes,
usually.
v) To provide the opportunity for development of speaking, listening, reading and
writing skills.
AIMS (4Cs)
Content:
i) To develop vocabulary related to healthy eating.
ii) To revise and show Ss what is a Food Pyramid.
iii) To reinforce Ss awareness about healthy and unhealthy eating habits.
Communication:
i) To introduce and consolidate vocabulary related to a balanced diet.
ii) To revise expressions of frequency.
1

iii) To revise exponents for giving opinions / suggestions.

Cognition: To develop Ss thinking skills by:
i) eliciting them to talk about healthy eating habits by using thought-provoking
questions (Pre-reading);
ii) providing Ss the opportunity to develop their creativity and their critical thinking
(Post-reading).
Culture:
i) To raise Ss awareness of the American culture and their own culture within the field
of eating habits.
ii) To improve Ss health by promoting healthy eating.
iii) To give Ss the opportunity to work in pairs so that they can learn from and with
each other.
iv) To develop empathy for others (classmates) and acceptance of others ideas.
LANGUAGE WORK:
i) Lexical set related to healthy eating:
- food: fats, oils and sweets group (chips, cake, soda); dairy group (milk, cheese,
butter); meat, poultry, fish, dry beans and nut group (beef, chicken, beans, walnut,
hazelnut); vegetable group (lettuce, cucumber, broccoli, cabbage, peas); fruit
group (peach, pear, apple, grapes, cherries); bread, cereal, pasta and rice group
(whole wheat, whole grain, corn, bread);
- nutrients: vitamins (A, B, C), minerals, fibre, folate, potassium;
- diseases: diabetes, heart/cardiovascular diseases, cancer, stroke;
- useful expressions: to lower the risk, to have a reduced risk of, a lot of room for
improvement.
ii) Expressing frequency: always, never, rarely, sometimes, usually.
iii) Language for giving opinions/suggestions: I think that they should; I believe
that should; I dont think so....
TIMETABLE FIT: This lesson is part of the unit: Be in Shape. Ss have done skills and
language work related to Travelling.
AIDS: Poster with pictures related to the theme healthy eating
(http://www.profareal.pt/assets/site/recursos/01003/2008-7-16-12-29-18433__aengo9mv_transparencia_3.pdf); Food Pyramid PPT Presentation; Flashcards with
different food pictures; Text What is healthy eating? (10 copies); Reading
2

Comprehension Worksheet (20 copies); Reading Comprehension Key; CD (Track 9, New

Getting On 9, Gonalves et al., Areal Editores) and CD Player; Ss Book (New Getting
On 9, Gonalves et al., Areal Editores); Computer; Speakers; Projector; Youtube video
Shape Up with Shaun (http://www.youtube.com/watch?v=lRBxpTrBN0s); Weekly
Eating Plan (1 copy for each day of the week); Board; Board marker; Blue Tack; Ss
notebooks; Ts notes.
ASSESSMENT: T will take into account Ss participation and task achievement
throughout the lesson.
T will assess Ss contributions and participation in the free speaking
practice stage. Ss major
difficulties will be identified and analyzed in the overview stage.
ASSUMPTIONS:
Ss will be able to:
- use some vocabulary related to food;
- use language to express frequency;
- discuss about and recognize healthy eating habits;
- express their critical thinking/opinions.
ANTICIPATED PROBLEMS AND SOLUTIONS:
i)

Ss may not feel motivated to work with the student teacher and my act shy or

uninterested.
Solution: T will try to establish a relaxed environment and encourage Ss to
participate.
ii) Ss may fail to discover the topic of the lesson.
Solution: T will try to elicit specific answers from Ss (e.g: if Ss say it is about
food, T will ask in what
context).
iii) Some Ss may have difficulties deciding to which group the flashcards belong to.
Solution: T will pay special attention to those Ss and help them by giving
them clues and extra
information/examples.
iv) Ss may start asking the meaning of every unknown word in the text.
Solution: T will reassure Ss they dont need to understand every word. T will
help Ss to understand
the meaning of the important ones by using mimics or equivalent
expressions/synonyms.
3

v)

Ss may not understand well what to do in exercises B and C (Reading

Comprehension), as they are not used to follow such models.

Solution: T will explain the exercise very well and clarify Ss questions by
monitoring their work.
vi) Ss may mispronounce the name of some words by mixing them up with the
Portuguese form.
Solution: T will provide correct language whenever this may happen.
vii) Some Ss may not engage actively in the jumbled text activity or the production of
the weekly eating plan.
Solution: T will monitor Ss contributions and encourage them to participate
by making them to
feel at ease.
viii) Ss may not offer to be volunteers for the food pyramid task.
Solution: T will explain Ss that it is a simple task and will ask Ss randomly
ix) Technological failures may happen.
Solution: T will adapt the activities according to a traditional method.

STAGE

PROCEDURE

AIM

AIDS

TIME
INTERACTION
Intro
7 mins.

a) T greets Ss and To greet Ss and to start

explains

she

deliver

will the lesson.

todays

T Ss

lesson.

Ss T

b) T asks Ss brief empathy among T and

To

questions to make Ss

relax

and

raise

Ss.

feel relaxed.

To remember Ss names
T Ss
Ss T

c) T calls Ss one by

and to take note of the

one and takes note of

ones missing.

absent

Ss

on

the

register book.
T

previous

writes
of

previous

lesson

by

the summary.

number
lesson,

Board marker
Ss notebooks

on

the board and also

todays

lesson,

the having them write the

summary

the

Board
To make Ss recall the

of
by

To make Ss tune into

English.

encouraging Ss to tell
her the number and
the date.

Good

morning

everyone.
name

is

Costa

and

Im

Adriana

going

your
teacher.

My
today
to

be

English
How

are

you today? Are you

5

feeling

fit

and

ready to work? ()
Lets

see

whos

missing. () Lets
write the summary
of the last lesson.
Do

you

still

remember

what

you did? () And

today

we

having

are

lessons

number (19 and

20).

Today

is
29th

(Tuesday,
October 2013)
Warmer
5 mins.

a) T shows Ss some
pictures
the

related

topic

T Ss

eating.

Ss T

To set the scene and

to introduce the theme of

Poster with pictures

related to healthy eating

healthy the lesson, as well as

the unit Be in Shape.

asks

Ss

some

questions about the

pictures.
T Ss
Ss T

To allow Ss to develop
b) T asks Ss what will

and

be the lesson about

speculating

having in mind those

speaking skills.

pictures. The idea is

to get to the central
T Ss

concept

(Healthy

Eating). T may help

if necessary.
c)

To

improve

and

activate

knowledge

their

Ss

schemata

related to the general

Board

topic of food.
Board marker

explains

that To prepare Ss for the

they are going to talk following activities.
about eating, namely
healthy

eating.

T
6

writes

Healthy

eating

above

the

pictures.
So, lets start our
lesson by watching
these

pictures.

What can you say

about

them?

()

What

are

the

people doing? ()
Having

these

pictures

in

and

what

said

about

mind
weve
them

what do you think

is the theme of our
lesson?

()

they

eating

healthy?
they

Are

()

eating

Are
fast

food? () Ok, so
today we are going
to

talk

about

healthy eating.
Lead-in
20 mins.
T Ss
Ss T

a) T projects a blank
Food

Pyramid

To

activate

only knowledge

Ss

schemata

containing the name related to the general

of the food groups. T topic of food.
asks Ss if they know
what it is.
To

Food Pyramid PPT

Presentation
Computer
Projector
Board

talk

about

healthy eating we
have

to

bear

in

mind

something

very

important

that Im going to

show you. () Do
you

know

this

is?

this

is

what

()
the

Yes,
Food

Pyramid and it is
divided in groups.
How many groups
can you see here?
(6).

Why

is

it

divided in groups?
(Because

they

represent more or
less the amount of
that
T Ss
Ss T

we

supposed
For

to

are

instance,

should

eat

we

To let Ss know what their

few

task is and how they

sweets and fats.)

Do you understand
the

meaning

of

these words? ()
b)

Flashcards with food

eat.

explains

pictures
Blue Tack

must perform it.

To provide Ss with a
general

overview

of

what is a balanced diet

the

by

using

the

Food

food pyramid is not Pyramid.

complete
she

and

will

that
need

volunteers to come
to

the

board

and

stick some flashcards

T Ss

within the right food

Ss T

group.

helps

if

To

increase

motivation

Ss
and

engagement. To allow Ss
to develop their critical
thinking and to express

Board marker

their opinions.

necessary by giving
tips and by asking
other Ss if they agree
with what has been
done.

To elicit previously learnt

vocabulary

and

introduce

new

vocabulary in context.
To make sure everyone
8

understands
c)

refreshes

memories

Ss

about

some food items they

are

supposed

the

meaning of the central

concepts.
To make the following

to tasks clearer.

know and writes the

name of those that
Ss may not know on
the board.
If you notice you

T Ss
Ss T

only

have

the

group

name.

So,

Ill

need

some

volunteers

to

come to the board

To

and stick the food

pronunciation.

practice

on the right group.

()
T Ss
Ss T

Whats

this?

() Do you agree
with

that?

()

Why? / Why not?

()

d)

asks

Ss

to

To

frequency

adverbs.

repeat

some

difficult/new

words To

after her.

revise

personalise

the

activity.

Now, repeat after

me

some

of

the

new words: wheat,

grains,

cucumber,

lettuce,

broccoli,

hazelnut,
walnut
e) T asks some Ss
9

about

their

eating

habits.
How often do you
eat

fats

and

sweets? () How
often do you eat
vegetables?

()

How often do you

eat fruit?
Pre-reading
10 mins.
T Ss
Ss Ss

a)

snaps

her To

introduce

new

fingers.

activity.

b) T explains Ss they

To

get

Ss

actively

are going to work in

involved

by

allowing

Jumbled Text

pairs and hands out them to work under a

an envelope with the

different

type

CD
CD Player (Track 9)

of

jumbled text What is interaction (pairs).

healthy eating? to
each pair. T explains
Ss they are going to
listen to a recording

To introduce (the theme

of) the text.
To

listen

to

and

about what is healthy recognize

to
new

eating and that they vocabulary in context.

Ss Ss

Ss Book (p. 41)

have to put the text

in the correct order.

T Ss
Ss T

c) T asks Ss to open

To

the books on page 41

achievement.

and

check

if

check

Ss

task

they

managed to get the

correct text order.
d) T and Ss discuss
the

results

activity.
feedback.

of

To let Ss share their

the ideas and opinions.
gives
To
provide
the
opportunity

for

self-

evaluation.

10

To provide feedback.
Now,

you

are

going to work in
pairs. Im going to
give each pair an
envelope

with

jumbled text. Your

task

is

to

carefully

listen
to

recording and put

the

text

in

the

correct order. Im
going to play the
track

twice.

()

Have you finished

the task? () Open
your

books

on

page 41 and check

if you managed to
put

it

in

the

correct order. ()
Where

did

you

fail? ()

While-reading

a) T asks Ss to read

To set up a reason for

the text silently to

reading.

Reading

for

general
comprehension
9 mins.
T Ss
Ss T

Ss Book (p. 41)

know better what it is

about.
b) T encourages Ss To

encourage

to deduce meaning deduce

from

context,

Ss

meaning

to
of

by words from context.

asking them if they

have

to To

read/understand

develop

reading

strategies.

every word.
c) T sets time limit (4
11

mins.) for the Ss to

read the text.
So, now you are
going to read the
text

silently

to

know better what

is healthy eating.
Do you think it is
necessary

to

understand
word?

every

()

Of

course not! Try to

understand

what

is important to get

T Ss

the general idea.

To check if the general

Youve

meaning of the text was

got

minutes to do it.

Ss T

understood.

d) T asks Ss if they
understood the text
general idea and if
they want / have to
know the meaning of
a word they think is
important.
So,

what

is

the

text

actually

about? () Is there
any

word

you

think is important
to understand the
text and that you
dont know? ()
While-reading

a)

worksheet.

Reading

for

T hands out a

T tells Ss they have

Ss Book (p. 41)

Reading Comprehension
To set up a reason for

Worksheet
12

specific

now to read the text reading.

information

again to fill in a table

20 mins.
T Ss

and do a rewriting
exercise with specific
information from it.
b)

reassures

Ss

that they do not have

T Ss

To establish the reading

to understand every mode and speed.

word.
To
develop
reading
strategies.
c) T sets a time limit
(13 minutes).

To promote opportunity
for reading for specific

Ss do the first two

exercises in pairs.

information.
To promote interaction
between Ss and build up

d) T monitors Ss and
encourages them to
discuss in L2.

their confidence.
To help Ss if necessary.
To encourage Ss to use

Now that weve

L2.

talked about the

Ss Ss

general meaning
of

T Ss

what

youve

read,

lets

do

these

exercises.

You should look

for

specific

information,
still

you

need

but
dont
to

understand
every
word.

single
So,

how
13

will you read this

time? Quickly or
carefully?

()

Yes,

carefully,

very

carefully!

Work

with

Reading Comprehension
Key

the

classmate sitting
T Ss
Ss T

next

to

you.

Youve got about

13 minutes to do
it.

Ss T

To

checked

orally

and

written on the board.

give

feedback.

check

Ss

To

Board marker

task

achievement.
To

e) Answers are then

T Ss

Board

give

Ss

the

opportunity
participate

to
actively

in

the exercise correction.

Ss Book (p. 41)

Reading Comprehension
Worksheet

To promote interaction
Ss Ss

between Ss and build up

their confidence.
f) T asks Ss to do
exercise C in pairs so
that they can share
ideas.
The

To encourage Ss to use
L2.
To value Ss ideas by

whole

class allowing
them
discusses about the communicate them

to
to

differences

between the whole class.

Portuguese
and
To practice accuracy and
American
eating
fluency.
habits.
To raise Ss awareness of
their own culture and
compare

it

with

the

American one.
To develop Ss critical
thinking.
Post-reading

a) T explains Ss that

To

engage

Ss

in

the

now that they know course of the lesson by

14

Free

speaking something

and
practice
20 mins.
T Ss
Ss T

more

allowing

writing about healthy eating

express

their

opinions

about

the

referred

they

are

going

to

watch an episode of

them

to

cartoon.

Shaun, the Sheep.

T asks Ss if they now
her and if they like
her.

Youtube video Shape

b) T explains Ss they
have

to

attention,

To set up a reason for

pay watching the video.

because

Up with Shaun
Projector
Computer

they are going to be

asked to do a task on

Board

it.
c) T plays Shape up
with

Shaun,

the

Now

that

you

know

something

more

about

Sheep.

healthy

eating,

you are going to

watch

small

episode of Shaun,
the Sheep. Do you
know

Shaun,

Sheep?

(It

the
is

sheep, which has

T Ss
Ss T

some
moments
makes
laugh.)

funny
and
people
Watch

To value Ss ideas and

opinions

by

allowing

them to communicate to
the whole class.

it

carefully, because

To develop Ss critical

we are going to do

thinking.

15

a task about it.

c)
T Ss

asks

if

they

enjoyed the film and

asks

them

some To let Ss know what their

questions about it to
check

task is and how they

Ss must perform it.

if

understood it.

Did you like the

film? () What can
you tell about it?
()
d) T explains Ss that
Shirley,

the

Sheep,

has some problems

with eating and that
they will help her to
eat healthy.
T Ss
Ss T

T tells Ss they are

going to work in pairs To encourage Ss to use
or groups of 3 to
decide on a weekly
healthy eating plan
for her. T explains Ss

L2.
To

elicit

the

target

language.

that each group will To provide a model of

receive a copy of one

the target language.

of the days of the

week

to

establish

what Shirley is going

to eat for breakfast,
lunch and dinner on
that specific day.
T tells Ss they should
try to discuss in L2
by using exponents
16

for

expressing

opinions/suggestions.
T elicits them and
revises

them

orally

with Ss.
Youve

noticed

theres

sheep

with some eating

problems.
Shirley.
shes

Its
In

fact,

an

eating

machine. Shes so
big that she often
gets

stuck

needs

and

the

other

sheep to push or
pull

her

trouble.
task

out
So

will

of

your

be

to

establish a weekly
healthy

eating

plan for her. You

Ss Ss

are going to work

in pairs or groups
of

to

decide

what she is going

To promote interaction

to eat on each day

between Ss and build up

of the week. Each

their confidence.

pair/group

will

have a copy for a

specific day of the

free

speaking practice.
To provide opportunity

to decide what she

for creativity.

breakfast,
and

Ss T

promote

week and will have

is going to eat for
T Ss

To

dinner.

lunch
You

should use English

To practice accuracy and

fluency.

To

check

Ss
17

to

Ss Ss

discuss

your

opinions

and

suggestions.

Can

you
what

remember
to

say

to

participation and to help

if necessary.
To encourage Ss to use
L2.

suggest
something?
Ok,

thats

()
right!

To

assess

participation

I / We think they

identify

should/could

difficulties

infinitive

without

pronunciation,

Ss
and
possible
(e.g.:
fluency,

accuracy, etc.).

to

To encourage Ss to use
e) Ss then discuss in

L2.
To develop Ss critical

pairs/groups.

thinking.

f) T monitors Ss and
encourages them to
discuss in L2.

g)

Each

group

presents their daily

plan by telling what
she is going to eat on
that specific day.
Other

groups

may

18

briefly comment on
that.
T takes some notes.
Overview/Lang

a) T goes through To evaluate / review Ss

uage focus

the

4 mins.

notes

made linguistic

during the speaking and

activity

performance

possibly

bridge

(mainly some linguistic gaps.

T Ss

language).

Contingency

If

Plan

encourage

time

to

develop
their

Ts notes

spare:
Ss

to

more

on

comments

Post-reading

in

g) and

the class may stick

their

plans

on

cardboard.
If lack of time: Ss
only

present

their

plans to the whole

class
groups

without

other

commenting

on that (Post-reading
g)).

19