LESSONS PLANS

Name of teacher: No. in class: 24

Enrique Ruiz Cano

Grade: 10 year-olds Lesson time: 45 minutes

Learning objective(s):
- To identify how inventions can be part of a chronological process by describing the basic steps/stages of a process using the temporal language required.

Materials:
Worksheets
Some realia (sugar, spoon)
Beamer and screen
 Stages of the Teaching procedures and teacher’s language Learner activities and learner Interaction Support given
lesson + timing language
Students listen Whole class Titles on board
- Teacher re-caps previous lesson about Speaking – single words W-C Use of realia
healthy habits. Students write on board Individual- WC
1. 5 mins - Teacher asks for some examples of
ORIENTATION foods rich in sugar. Elicits vocab to
describe them
-
-
T reminds them of some foods which
are rich in sugar.
2. 25 mins T explains the worksheet Sts offer answers W-C Visuals (realia)
COMPLICATION Sts go around the class asking classmates if
they´re keen on different foods Sts offer answer S-S Realia. Board

T asks children to come up with their Sts listen and read Individual Hand-out
predictions
Sts compare predictions with their partner Reading, speaking, negotiating Pairs Scaffold on board
Sts work on hand-outs (their dates)
T elicits the answers. S-S
Sts read the text to see to what extent their Offering answers using model
predictions were right structure

3. 15 mins T reads out the text Sts check to what extent their W-C Placing emphasis
RESOLUTION T goes through the answers predictions were right and on key words
correct potential errors. during the
dictation
 Sts report back
Stages of the Teaching procedures and teacher’s Learner activities and learner Interaction Support given
lesson + language language
timing
Students listen Whole class Titles on board
- Teacher re-caps previous lesson about Speaking – single words W-C Use of realia
healthy habits. Individual- WC
4. 5 mins - Teacher sets up moving mind-maps
ORIENTATION activity.
- Teacher asks for some examples of
frequency adverbs. Elicits vocab to
express frequency
5. 30 mins T explains the worksheet Sts offer answers W-C Visuals (realia)
COMPLICATION Sts go around the class asking classmates
how often they eat different foods Sts offer answer S-S Realia. Board

T goes through some of the answers Sts listen and read W-C Hand-out

T asks children to classify those foods into a W-C Dates on hand-out

food pyramid. Offering answers using model
structure W-C Scaffold on board
T elicits food groups in a food pyramid

6. 10 mins T goes through the answers Sts check to what extent their W-C Placing emphasis
RESOLUTION predictions were right and on key words
correct potential errors. during the
dictation
Sts report back
Bingo with different foods