Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA

Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Healthy Food vs Junk Food Topic: Whats the healthiest option? Method:________________
Learning Objective: Students will be able to identify healthy food vs junk food and talk about it using the adverbs of frequency (usually, often, sometimes, everyday).
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
10





15








15



15



15


15


5
Warm up Greetings.
T. show a flashcard with logos of some famous fast food restaurants (KFC,
Wendys, BK, etc.) and ask them to say how frequently they go to those
restaurants and what they usually eat there.
S possible answer: I go to KFC almost twice a week and eat some chicken wings.

Presentation
T. Present the vocabulary set.(Healthy food, Junk food)
T. model pronunciation (Lettuce, pizza, Apple, Pasta, etc.)
Ss listen carefully to the pronunciation and try to remember some sounds.
Ss Listen and then Repeat as a full class.
T model pronunciation and ask Ss to repeat one more time.
Ss listen and repeat in groups (A, B) Then by columns, until a single repetition.

Practice
T. Show a poster Everyday/Once I a while and Ask Ss to participate and paste
the flashcards in the area.

Use
T. Ask SS: Do you often eat "fast food"?
What do you usually have for breakfast?
S possible answers: Yes/No
Structure: I usually like to/ We usually like to have fruit for dessert.


Assessment
S Practice the questions and answer with a partner.


Wrap up
S Write 10 sentences using the structure I usually / always like to


Extra Class Activity
S look for information about the food pyramid and the six food groups.



Diagnostic
-Simple questions





- Vocabulary

- Pronunciation




Progressive
-Participation

- Grammar structure

- Vocabulary












Cooperation with peers
in Teamwork

S-T






T-S





S-S



T-S




S-S



S-T

Restaurant
Logos






Food
Flashcards



Poster

















Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information.

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 11
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Healthy Food vs Junk Food Topic: How often do you eat Healthy food? Method:________________
Learning Objective: Students will be able to Summarize information received from different sources and apply the correct use of usually.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. ask SS to say Which of the following foods are healthy?
1. fruit 2. hot dogs 3. vegetables 4. hamburgers 5. seafood 6. ice cream 7. Pizza
SS possible aswer: fruit, vegetales,seafood.

Presentation
T. show a poster with the Food Pyramyd. Tell the SS that The Food Pyramid is
one way for people to understand how to eat healthy. A rainbow of colored,
vertical stripes represents the five food groups plus fats and oils. Heres
what the colors stand for: orange grains green vegetables
red fruits yellow fats and oils blue milk and dairy products
purple meat, beans, fish, and nuts

Practice
T ask SS to Answer the following questions (orally)
1. How many servings of breads, rice, or pasta should you eat each day?
2. How many servings of vegetables should you eat each day?
3. How many servings of fruit should you eat each day?
4. How many servings of milk, cheese, or yogurt should you eat each day?
5. How many servings of meat, fish, beans, or nuts should you eat each day?
6. What foods are the least nutritious and should be the smallest part of your diet?

Use
SS Answer the following questions with their own information.
1. How often do you eat fruits?
2. How often do you eat vegetables?
3. How often do you eat meat?
4. How often do you eat nutritious food?

Assessment
SS work with a partner and compare their answers.

Wrap up
T. Ask randomly some couples to share their answers with the class.
Ask them to keep track of their personal eating habits to find out if they are
consuming healthy food and a balanced nutritious diet. Or are they eating
unhealthy food on a regular basis? They may need to change your eating habits.
Study the Food Pyramid to see if you need to make any changes in your diet.


Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary










Cooperation with peers
in Teamwork

T-S



T-S







S-T









T-S


S-S



S-T

Pictures




Food Pyramid
poster




Page 202
English Unit
5 Eighth Grade
Activity 2



Page 202
English Unit
5 Eighth Grade
Activity 3







Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.



Summarizing information
received from different
sources.







Comparing and contrast
different kinds of food
people eat at mealtimes.





Cooperating effectively
with
his/her work-team in the
classroom.

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 17
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Healthy Food vs Junk Food Topic: Following the Healthy Eating Pyramid Method:________________
Learning Objective: Students will be able to Identify the importance of nutrition and healthy habits to improve the quality of life talking with a partner.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. Ask Ss to say What can we do to improve our habits in order to become
healthier people?
Ss possible answer: Exercise, Eat less junk food, etc.
Presentation
T Show a power point Presentation called To become healthier, ask them to pay
attention to the suggestions.
Practice
Ss Read the suggestions taken from the article Following the Healthy Eating
Pyramid carefully. Look up any new words in a dictionary.
Use
T. Give 5 students a piece of paper that contains the suggestions from the
Presentation and ask them to read aloud to the class.
Assessment
T asks to Decide whether the following statements are true or false. (According to
the reading.)
1. A healthy diet also includes exercising on a regular basis.
2. Focus on grams, not on food.
3. Eating plenty plants is healthiest.
4. Red meat, potatoes, sugary drinks, and salty snacks can be eaten as much as you
want.
5. Taking a multivitamin is a good idea.
Wrap up
T Ask them to share their answers with the class. Monitor the activity.
SS verify if their answers are correct or not.
Extra Class Activity
Complete the following statements by using the given words.
1. The ___ food group includes apples, bananas, pineapple, and oranges.
2. ___ make up a food group that includes plants like wheat, oats, rice, or seeds.
3. The ___ food group includes meat from animals.
4. The ___ food group includes milk, cheese, and yogurt.
5. ___ are the parts of food that give us energy and help our bodies grow.
6. ___ is a sweet-tasting substance found in many foods, which is unhealthy when
added.
7. The ___ food group is made up of plants and includes carrots, broccoli, and
green beans.

Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T










T-S


S-S



S-T

PowerPoint
Presentation

Laptop

Speakers

Eighth Grade
Unit 5 English
Page 203


Eighth Grade
Unit 5 English
Page 203
Activity 4







Eighth Grade
Unit 5 English
Page 203
Activity 6

Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Meals, beverages and desserts Topic: What is the special today? Method:________________
Learning Objective: Students will be able to Identifying ingredients (from the vocabulary) and the process of ordering from different sources.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. Show flashcards with meals, beverages and desserts. Ask them to list the
advantages and disadvantages of eating at fast food restaurants.
S. Listen and list the advantages and disadvantages of eating at fast food
restaurants.
Presentation
T. Present the vocabulary set.( meals, beverages and desserts)
T. Model pronunciation (breakfast, Cereal, coke, juice, cake, etc.)
Ss listen carefully to the pronunciation and try to remember some sounds.
Ss Listen and then Repeat as a full class.
T model pronunciation and ask Ss to repeat one more time.
Ss listen and repeat in groups (group A, B) Then by columns, until a single
repetition.
Practice
T. hand out a worksheet to each student.
S practice the vocabulary set with a word search activity.
Use
S Listen to and read the following conversation. Look up any new words in a
dictionary.
A: What is the special today?
B: This week if you order an omelet, you get a free coffee and fruit cup. I
recommend the spinach and bacon omelete.
A: Ok, Ill have that.
B: With onions and green chilies?
A: Yes, please.
B: How would you like your coffee?
A: Black is fine.
B: Ok, Ill be right back with your coffee.
Assessment
Ss work in pairs and read the conversation aloud.
Wrap up
S. Choose the letter that best answers each question about the conversation above.
1. What is the special this week?
A. a free coffee with your omelet B. bacon and eggs C. There are no specials.
2. What kind of omelet does the waiter suggest?
A. mushroom B. sausage and tomato C. spinach and bacon
3. How does the customer take his coffee?
A. with sweet bread B. black C. sitting down


Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T












T-S


S-S



S-T

Pictures



Flashcards
with meals,
drinks and
desserts

Worksheet
Word Search
Activity




Eleventh
Grade Unit 3
English
page 201








Eleventh
Grade Unit 3
English
page 201
Activity 1

Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.


Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Meals, beverages and desserts Topic: My favorite Group Method:________________
Learning Objective: Students will be able to recognize and classify foods by their food group and work cooperatively to create a book that will be a resource for
the entire class.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. Introduce the food pyramid and the six food groups.
S. Begin to recognize foods by their food group and classify foods by their food
group. Work cooperatively to create a book that will be a resource for the entire
class.
Presentation
T. Present the vocabulary set.( Bread Group, Fruit Group,
Vegetable Group, Protein Group and Dairy Group.)
T. Model pronunciation (oatmeal, brown rice, grits, corn tortillas, etc.)
Ss listen carefully to the pronunciation and try to remember some sounds.
Ss Listen and then Repeat as a full class.
T model pronunciation and ask Ss to repeat one more time.
Ss listen and repeat in groups ( A, B) Then by columns, until a single repetition.
Practice
S Come to the board and draw a large triangle (this will become the food
pyramid). Come up with categories for the pyramid.
T. Have the students turn to their neighbor and think of one food that might fit into
each food group. Choose a few students to volunteer the foods they came up with
and draw them on the food pyramid. Point out to the students (if they havent
figured it out yet) that the bottom of the pyramid is larger and that means we need
more of that kind of food than the foods at the top of the pyramid.
Use
T. Assign students to six cooperative groups. Show the students an example of a
food group book and assign a different food group to each cooperative group.
Provide magazines for them for pictures of food and specifically food that would
fit in their assigned food group.
Ss Find a suitable picture they need to decide as a group if that food fits in their
group.
Assessment
Ss Need to present their foods to the teacher and discuss briefly why they chose
them.
T. Have them glue their pictures and labels to the construction paper.
Wrap up
After everyone has finished, have the students present their page quickly to the
class. Let the students know again that the pages will be put in book form soon for
the class

Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T












T-S


S-S

S-T

Pictures




Food
Flashcards







Ruler, Markers




6 Color cards-
Six food
groups

Magazines
with pictures
of food

Glue


Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Meals, beverages and desserts Topic: What kind of doctor is this? Method:________________
Learning Objective: Students will be able to understand and talk about the differences between healthy foods and junk foods.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. Show a picture of a fat person/thin person and ask for the reasons why he/she is
that way.
Ss possible answers: Too much junk food, poor diet or malnutrition.
Presentation
Ss Review the food pyramid using the class book the students created. Have a
poster or internet site available to display the food pyramid.
T. Review how the pyramid works and the need for a balanced diet. Discuss how
the body is a machine that needs special fuel, much like a car needs gas. Find out if
the students know about vitamins, minerals, calcium, fats, proteins, and
carbohydrates and what part of the food pyramid you could find them on.
Practice
Ss Brainstorm and come up with several healthy foods and several junk foods. List
the foods on the whiteboard.
Use
Ss Listen to and read an interview with a nutritionist carefully. Look up any new
words in a dictionary.
Assessment
Ss Answer the following questions about the previous conversation.
1. What kind of doctor is this?
2. How many sources of fuel are there?
3. Which are these three sources of fuel?
4. Is a slice of avocado an example of good fat source?
5. Are crackers an example a carbohydrate?
Wrap up
Ss Decide whether the following statements are true or false.
1. Our bodies get energy from the food we eat every day.
2. There are three main sources of fuel that come from food.
3. If you eat too many carbs at one time, your blood glucose may not get too high.
4. Having protein in your meal helps you build strong muscles.
5. Some fats are better for you than others.
Extra-Class Activity
As a reward for their hard work and to reinforce what a good food choice is
students can partake in a snack!

Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S





S-T







T-S


S-S



S-T

Pictures





Food Pyramid
Poster


Page 14




Page 204
English Unit
5 Eighth Grade
Activity 7




Page 204
English Unit
5 Eighth Grade
Activity 8



Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Instructions for cooking Topic: Cheesecake recipe. Method:________________
Learning Objective: Students will be able to practice using persuasive language to back up an opinion.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T. Show a picture of a cake. Ask the students if they know how to bake a cake and
if the strawberry shortcake looks desirable or palatable.
SS possible answers: yes/no. The cake looks so yummy.

Presentation
T. Show a picture of Karen and Nancy and tell the students they are going to listen
a conversation between them and ask them to pay attention to Karens request and
why she changed of mind.
Ss Listen the conversation.

Practice
T. Offer a script dictation of the conversation between Karen and Nancy.
Ss Listen the conversation again to notice a variety of language and spoken
features and complete the script in which some words are blanked out.
Example: Youll need unsalted cream, strawberries, sugar and yellow cake.
Use
T Ask Ss to work in couples and Role-Play the situation.
Ss listen and act out the conversation Role-playing the situation they heard and
read.
Assessment
Ss Answer the following questions about the conversation above.
1. What kind of recipe does Karen ask Nancy for?
2. What does Nancy suggest that Karen make instead?
3. What ingredients will Karen need?
4. Does Nancy offer to help Karen make the dessert?

Wrap up
T. Ask one pair of Ss to come in front of the class and read the conversation while
acting out the situation.

Extra Class Activity
T. Ask Ss to work in groups of 10 to transform a regular dish into a healthy one.
Ss make groups and prepare a presentation, innovating a regular dish into a healthy
one. Prepare PowerPoint Presentations and group report.


Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T









T-S


S-S



S-T



Pictures








Eleventh
Grade Unit 3
English
Page 205



Eleventh
Grade Unit 3
English
Page 205
Activity 7









Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Instructions for cooking Topic: Do you cook with recipes? Method:________________
Learning Objective: Students will be able to Identify ingredients and the process of preparing a recipe from different sources using cooking terms. (bake, chop, etc.)
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
T ask Ss to Answer the following questions and then review them together as a
class.
Do you like to cook? If so, do you cook with recipes? Do you know the U.S.
system for measurement?

Presentation
T. Present the vocabulary set.( Cooking Verbs)
T. Model pronunciation (bake, blend, boil, chill, chop, deep-fry, etc.)
Ss listen carefully to the pronunciation and try to remember some sounds.
Ss Listen and then Repeat as a full class.
T model pronunciation and ask Ss to repeat one more time.
Ss listen and repeat in groups (A-B) Then by columns, until a single repetition.

Practice
Ss practice the vocabulary set with a crossword.

Use
S. Listen to a radio program about cooking featuring an interview with a Chef who
has just published a cook book about healthy eating.
T. After playing the audio many times ask the Ss to look for this words low-salt,
low-fat and Who mentioned it? And ask them to remember some chunks of the
audio specially the recipe of the chef.
Ss Write down some of the cooking verbs they heard on the audio. Ex: Chop, mix.

Assessment
Ss answer the questions.
1. Why did Chef Wood write this cookbook?
2. What steps did he take to write the cookbook?
3. How does he create healthy recipes?

Wrap up
Ss Listen again and try to fill in the missing information from the recipe as the
Chef reads it. When youre finished compare answers with your neighbor.
Ex.
This is a recipe for _______________ that works nicely with
_____________ fish or chicken.



Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S





S-T








T-S


S-S



S-T
h
t
t
p
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/
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/
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Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.





Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information.


Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Recipes Topic: My New dish Method:________________
Learning Objective: Students will be able to Use the noun plural ending -s correctly and use words that express quantities, such as little, a few, some, much, a couple, etc.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
Ask Ss if they are ready to present their dish to the class.
Presentation
T. ask for the report and the assessment sheet.
Each group comes in front of the class to Explain why they wanted to change a
specific dish and how they did it.
Practice
The groups of students show the steps they followed to make that meal. (This can
be done with pictures of the steps, with video or live presentation.)
Use
Ss explain the advantages and disadvantages (if there is) of changing the
ingredients or the way we usually cook the dish.
Assessment
The groups should be prepared for a round of questioning.
Ss make questions about the presentation.
Wrap up
Each student need to have a copy of the recipe in order to make an illustrated cook
book.

Evaluation of the presentation
T handed out each group a sheet with the criteria to evaluate.
Example of the aspects that will be evaluated:
Is the presentation:
audible
clear (articulation)
does she make appropriate eye contact
is the pacing appropriate?
Is the use of resources effective in quality, fitness for purpose etc:
Power Point
overhead transparencies
handouts
board or flipchart etc.
use of other resources?
Is the presentation well structured: clear identity of beginning (summary), middle
and end (conclusion)



Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T








T-S


S-S



S-T

Pictures
Usb cable
Proyector
Multimedia

























Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.


Showing appropriate
verbal and nonverbal
behavior when interacting
with other people.


Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information


Lesson Plan COMPLEJO EDUCATIVO OFELIA HERRERA
Student Teacher: Jacqueline Ivette Machuca Teacher Tutor: Elda Granados Date: July 7
th
, 2014 Time: 90 Grade: 11
th
grade
Unit 4: Eating Habits Content: Sequence adverbs: first, then, finally Topic: How do you keep in shape? Method:________________
Learning Objective: Students will be able to describe exercising habits with appropriate vocabulary related to sports and fitness in the present tense. Ex: I like football.
Time Procedure Teachers Evaluation Focus Materials/Aids Achievement Indicator
5


15









15



15




15



10


15
Warm up Greetings.
Which of the following words are names of sports?
1. yoga 2. people 3. swimming 4. shape 5. basketball 6. habit 7. fitness 8. jogging
Presentation
T. Present the vocabulary set.(Sports)
T. Model pronunciation (Tennis, Bowling, Soccer, etc.)
Ss listen carefully to the pronunciation and try to remember some sounds.
Ss Listen and then Repeat as a full class.
T model pronunciation and ask Ss to repeat one more time.
Ss listen and repeat in groups (A-B) Then by columns, until a single repetition.
Practice
Ss Match the words on the left with the phrases on the right to make complete
sentences. Example:
Gymnastics - is a sport in which athletes combine athletic skill, balance and
coordination to perform moves in four events: the floor, the vault, the beam and
the bars.
Use
T Tell the SS that there are two main kinds of physical exercises that we can
practice to keep in shape and healthy: aerobic exercises and anaerobic exercises.
S Label following physical exercises as aerobic or anaerobic. Example:
pull-ups - ANAEROBIC
jumping rope -AEROBIC
jogging - AEROBIC
Assessment
Write original sentences in the affirmative form by using the third person singular
and the verbs provided. Example: go-She goes to the gym.
Wrap up
Ss Answer orally the following questions with their own information.
1. What kind of sports do you practice? 2. How often do you practice them?
3. What kinds of sports do you like to watch? 4. What kinds of physical exercises
do you do? 5. How often do you do them? 6. Are you in shape? 7. Are you on a
diet?
Extra Class Activity
T. Ask if there is Someone who practices any sport and can teach 15 to 20 minutes
of it.



Diagnostic
-Simple questions


- Vocabulary

- Pronunciation








Progressive
-Participation
- Grammar structure
- Vocabulary












Cooperation with peers
in Teamwork

T-S



T-S







S-T








T-S


S-S



S-T

Pictures




Page 210
English -
Eighth Grade






Eighth Grade -
English page
213



214 English -
Eighth Grade
Activity 7








Familiarizes with the topic
and tries to remember
chunks.


Remembers some sounds
to make a good
pronunciation.


Showing appropriate
verbal and nonverbal
behavior when interacting
with other people.


Successfully identifies
vocabulary related to
healthy food, in oral input
from teacher and peers.

Emphasizing the
importance of nutrition and
healthy habits to improve
the quality of life.

Being patient and
understanding with people
who request detailed
information.


Respectfully exchanges
information

English 11 grade COMPLEJO EDUCATIVO OFELIA HERRERA Unit 4 Test
Teacher: Jacqueline Ivette Machuca Cedillos
Name: ________________________________________ Section: ____ N____ Date: _______________