Lession plan

Lesson Plan 1

Time : 40 minutes

No. of students : 35 – 40

Level of proficiency : Intermediate to Advanced

Theme : Health

Topic : Live Smart (Chapter 3)

General objective : To enable students to respond to health issues

Specific objectives : By the end of the lesson, students will be able to:

1. read and understand non-linear texts using simple diagrams and

tables

2. answer questions based on the given text

3. identify cause and effect in simple texts

Skills involved : 1. Scanning for information

2. Writing

Content : 1. Whole-class discussion

2. Pair-work

3. Group discussion

4. Individual work

Teaching Aids : 1. Food items

2. Health- problem cards

Previous knowledge : Students are familiar with health issues, getting information from

various sources

Curriculum specification: 1.0 Language for Interpersonal Use

1.2 Make friends and keep friendships by

a. taking part in conversations and discussions

b. exchanging ideas and giving opinions on topics of interest

2.0 Language for Informational Use

2.1 Obtain information for different purposes by

a. reading materials such as articles in print and in

electronic media

2.2 Process information by

a. skimming snd scanning for specific information

and ideas

2.3 Present information to different audiences by

a. reading aloud materials clearly and fluently

Stage/Time	Content	Presentation/Rationale
Set Induction 5 minutes	Whole-class discussion Material: Selected types of food items to represent good and bad eating habits.	Teacher prepares two boxes. One box is filled with vegetables, fruits, bottles of food supplements, water while the other box is filled with junk-snacks, fizzy drinks, burgers from fast-food joints. Teacher contemplates her choice of eating habits in a humorous monologue. Teacher gets students to talk about their own eating habits. Rationale To introduce the lesson.
Development Stage 1 5 minutes	Pair-work Material: pg 35 “Finding Out How Teenagers Live”	Students read the conversation between Ballang and Jefri on eating habits. Students compare the discussion with their own eating habits. Students study the table on results of a survey. Students respond to questions on pg 36 based on the survey. Rationale Students look up for information from the given text
Stage 2 15 minutes	Group-discussion Material: pg 37 “Giving Advice on Smart Living”	Teacher asks if students are familiar with advice columns or if they have written to one. Give examples of problems people write about in advice columns. In groups, students are assigned one of the two problems to give advice to. Teacher picks a few examples to be read out by students. Rationale Students share their experiences and opinions with their peers by relating to the problems posed.
Stage 3 10 minutes	Individual-work Material: four different sets of health problems cards to be displayed on the blackboard.(Appendix A)	Each student is assigned to a problem to advice on. Teacher calls upon students to read out their advice in response to their assigned health problems. Rationale Students use their experiences and health knowledge in dealing with the problems.
Closure 5 minutes		Students are to hand-in their written work. Teacher goes through the days lesson. Teacher tells students to bring food item labels for the next lesson.

Appendix A

Dear Sue,

No matter how I starve myself, I don’t seem to be losing any weight. This is making me depressed. I feel fat and sluggish and that’s exactly what I am. I’m 17, 165cm tall and I weigh around 70 kg. I don’t exercise but I don’t mind going without food and fasting. But all those days being deprived of my favourite desserts has amount to nothing. Please make me thin!!

Dear Sue,

I devote hours studying but I don’t seem to make the grade. It’s so upsetting watching other students not trying half as much as I do and getting good grades. Of late I’ve doubled my study hours. I have no interest in watching television, I skip meals most of the time and I don’t sleep because I can’t afford to waste time. Please help me. The BIG exam is in a few months and I find myself not concentrating in class. Should I put in more time to study?

Dear Sue,

I’m obese. I weigh 120 kg and it’s making my leg muscles suffer. I’ve been like this for as long as I can remember and the sad thing is, obesity runs in the family. I’ve never really cared about the way I look or what I eat, but I realize that I’m only punishing myself if I don’t do something about this now. Where do I start?

Dear Sue,

I’m called ‘pizza-face’. Reason being, I’ve got a serious acne problem. I’ve tried numerous skin-care products but the problem is getting worse. I’m too embarassed to seek advice from my dorm-mates for obvious reasons. The problem started a year ago since I came to this boarding school. My self-esteem is at a danger-level and my studies is suffering. Please give advice as to how I can remedy the situation.