UNIVERSIDAD LIBRE

FACULTY OF EDUCATIONAL SCIENCES

B.A. IN BASIC EDUCATION WITH EMPHASIS ON HUMANITIES AND LANGUAGES
LESSON PLAN#
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PRE-SERVICE TEACHER: Leidy Natalia Zuleta Sánchez LESSON TOPIC: Healthy Eating

SCHOOL: LESSON LENGTH: 2 hrs GRADE: 1A extension courses

SUBJECT AREA: English NUMBER OF STUDENTS: 19 DATE: September 26th
ADVISOR TEACHER : Wilder Nieto
ACHIEVEMENT: By the end of the class students will be able to analyze appropriate food choices to keep their bodies healthy.
INDICATOR OF ACHIEVEMENT:. To Understand that a human body needs food to function properly.
.

TUTOR’S
CLASE STAGE TIMING AIMS PROCEDURE RESOURCES
COMMENT
Recognize the difference between The teacher provides a poster about healthy and junk food. Board – Markers –
Healthy vs. unhealthy food. Before she asks them questions, teacher give students a few minutes of poster- students-
silence time to explore the image and become familiar with them. teacher.
While the students analyze the image, teacher asks the following
questions:
What do you think about the poster?
15 mnts
WARM UP Which side are you on?
Which kind of category is healthy? And which one is dangerous for the
health?
What kind of food do you often eat? Why?
At the end teacher encourages to discuss about they have eaten on the
day in comparison with the poster images. (brainstorm at least ten
responses of each students)
PRESENTATION To lean the food categories in Teacher teaches students the different food groups through a Pyramid Board – Markers –
30 mnts Food colorful guide: grains, vegetables, fruits, milk & dairy, meat & ppt- students-
the food pyramid. teacher.
beans. Provide examples of each of these groups and explain why they
belong in each in each group.

She talks about to the sizes of the sections of the My Plate diagram.
Help the students understand that the recommended amount to eat from
each food group is represented by the amount of space it is given on the
 plate.
At the end explanation the teacher asks the following questions:

Which foods do you think provide us with good nutrition?

Which foods should we eat in moderation?
What does food do you think improve our mind?
To relate the food correspondent to Through a game called “Name that food group.” The teacher divides the Board – worksheets-
category food pyramid. class into two teams and asks one student from each team come to the video- Markers –
front of the room at a time. Place a bell between the two players. When students- teacher.
she names a food, the first player to ring the bell names the food group
PRACTICE
40 mnts to which the food belongs. If the student can’t name the food group, the
second team gets a chance to name the food group.
The team whose player correctly names the food group gets a point, and
the team with the highest number of points wins the game.
The teacher plays a video call. “Mr. Bean - Eating Competition” Board – video-
To identify food groups in a video clip. worksheets- Markers
Before: The teacher asks the following questions – students- teacher.
 Do you like to cook?
 What kind of food do you like to prepare?
 What is a typical meal for breakfast in your home and what are
the ingredients for that dish?
25 mnts
PRODUCTION While: Review the key vocabulary from the conversation. Teacher
writes transition words of time including first, second, then, next,
and finally.
Post: Imagine you are hosting a party at your house, and you have a
variety of people attending. You are considering the option to make a
recipe. Use your imagination to do a recipe using the grammar learnt in
class.

ASSESSMENT STRATEGIES TO EVALUATE LEARNERS PRESERVICE TEACHERS REFLECTIONS

Listening comprehension - Filling the gaps How did I feel?
Tem Competition.
Discuss importance of a balance pyramid.
Identify Food category.