LESSON PLAN

SCHOOL: ‘Alexandru Ioan Cuza’ Highschool

DA
TEACHER: Grosu Alin Alexandru
CLASS: a-X-a A
LEVEL: Pre-intermediate
LESSON: Food and health
LESSON AIMS:
 to brainstorm ideas/opinions about food;
 to build up vocabulary connected with healthy/unhealthy food;
 to use textual information to express personal view;
 to reflect upon own learning and performance.
TOPIC: Reading comprehension and vocabulary practice - food
STRATEGIES: Group-work, pair work, matching, listening for detail, conversation, explanation.
SKILLS INVOLVED: reading, listening and speaking
 STAGES OF THE LESSON
TIME STAGE PROCEDURE INTERACTION MATERIAL ANTICIPATED
PROBLEMS AND
SOLUTIONS
5’ Class organization: T greets the SS and sets the right mood T→SS SS might first get
Greetings; checking for the lesson through spontaneous SS→T nervous and anxious
attendance; preparing dialogues that foster a positive about the lesson.
SS for the lesson classroom atmosphere. T breaks the ice by
initiating a small talk, or
by using humour.
5’ Activity1: Lead-in T asks students to imagine that they are T→SS T will walk around to
rich. Tell them they can afford to buy SS→T make sure that all SS
and eat any food they want. Ask them perform the activity and
what they would choose and to list five helping out when case
typical meals they would have might be.

15’ Activity 2: Speaking T draws SS’ attention on some Students may come
photographs that show overweight T→SS across unknown lexical
children eating in a fast food restaurant. SS→T PPT items in the text.
T asks SS what might have caused their T provides definitions or
obesity. T announces the lesson’s title synonyms for the
and asks them if they know what ‘junk unfamiliar items and, if
food’ means. To make things clearer, T necessary, offers the
will use a definition-text as a starting translation himself.
point.(
PPT)
10’ Activity 3: SS are given a set of pictures indicating T→SS Worksheets SS might have a hard
Vocabulary work different categories of food items which SS→SS time trying to find the
they have to rank as ‘healthy’ vs. SS→T English word for the
‘unhealthy/junk food’, as well as write a items.
name label next to each one of them T will prompt and
(e.g. eggs, sausages, peanut butter, provide them with the
pizza, French fries, hamburgers, ice English equivalent.
cream, chocolate, doughnuts, etc.) T
sets a time limit for SS to complete the
activity in pairs and then checks their
answers.
10’ Activity 4: Writing T gets the SS to write 5 lines in order to T→SS Worksheets Some SS may fail to
comment on a quote at their choice: SS→T complete the task, as it
‘When it comes to keeping fit there’s no is too demanding.
gain without pain’/ ‘Eat breakfast like a T will ask weaker SS to
king, lunch like a prince, and dinner like provide the Romanian
a pauper.” translation for the given
quotes.
5’ Feedback session T summarizes the lesson and assesses T→SS Brief oral SS may find it
(Assessment&Self- what has been achieved by asking brief SS→T questions intimidating to judge
Assessment) questions about the content, as well as Worksheet their own language
whether the SS found the topic production.
interesting or not what they got out of T will encourage them
the lesson, whether the language practice by telling how crucial
was useful, whether they enjoyed the self-assessment is for
activities, etc. If time allows, T will give future development and
SS a worksheet containing follow- up personal progress.
exercises to consolidate the vocabulary
acquired throughout the lesson