LESSON PLAN SCHOOL: Liceul Tehnologic Henri Coand Buzu TEACHER: Mutoiu Lavinia CLASS: a-IX-a LEVEL: Pre-intermediate

LESSON: Junk food RESOURCES: Straightforward, Pre-intermediate, Macmillan, 2005 The overhead projector Visuals Audio CD PowerPoint Presentation Board Worksheet SEATING ARRANGEMENT: Horseshoe VENUE: ProLang lab CLASS PROFILE: This is a mixed-ability classroom, made up of twenty students. Most of them have been taken from a very low level and still undergo remedial work to reach the appropriate level, but they show enthusiasm towards improving their overall command of English and often communicate their own ideas with some grammatical slips. They usually understand instructions in English, yet sometimes T should revert to their L1 to facilitate understanding. The activities they react positively to are prompted by pictures or cues and they appreciate a supportive classroom atmosphere. LESSON AIMS: to define junk food and explain its popularity; to brainstorm ideas/opinions about food and diet; to build up vocabulary connected with healthy/unhealthy food; to skim and scan a reading text; to use textual information to express personal view; to reflect upon own learning and performance.

STAGES TIME 5 STAGE PROCEDURE INTERACTION MATERIAL ANTICIPATED PROBLEMS AND SOLUTIONS TSS P: SS might first get SST None nervous and anxious about the lesson. S: T breaks the ice by initiating a small talk, or by using humour. TSS P: Students may come SST OHP across unknown lexical items in the text. S: T provides definitions or synonyms for the unfamiliar items and, if necessary, offers the translation herself.

Class organization: Greetings; checking attendance; preparing SS for the lesson

T greets the SS and sets the right mood for the lesson through spontaneous dialogues that foster a positive classroom atmosphere.

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T draws SS attention on some photographs that show overweight children eating in a fast food restaurant. T asks SS what might have caused their obesity. T announces the lessons title and asks them if they know what junk food means. To make things clearer, T will use a definition-text as a starting point. (PPT) Activity 2: Vocabulary SS are given a set of pictures TSS work indicating different categories of SSSS food items which they have to rank SST as healthy vs. unhealthy/junk food, as well as write a name label next to each one of them (e.g. eggs, sausages, peanut butter, pizza, French fries, hamburgers, ice cream, chocolate, doughnuts, etc.) Activity1: Lead-in

Worksheets PPT

P: SS might have a hard time trying to find the English word for the items. S: T will prompt and provide them with the English equivalent.

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T sets a time limit for SS to complete the activity in pairs and then checks their answers. Activity 3: Reading& T asks SS to compare and contrast TSS Speaking two related pictures (one is of Elvis SST Presley as a young man and the other is of him in his late years). T raises expectations about the reading text by asking SS: Who was Elvis Presley?/ What is he famous for?/ What sort of food do you think he ate?, then asks them to skim the text and highlight the most surprising facts (!) about it which the T writes on the blackboard. Then, SS scan the text to mark some sentences true or false. Based on Elvis life experience, T will conduct a whole-class discussion entitled How to lead a healthy lifestyle. The ideas SS suggest will be written on the flipchart and comments will be made as a result of SS findings. T gets the SS to write 5 lines in TSS order to comment on a quote at SST their choice: When it comes to keeping fit theres no gain without pain/ Eat breakfast like a king,

Textbook Worksheets Flipchart

P: Some SS might have difficulty getting the general picture of the text because of unfamiliar words.. S: T will walk around to make sure that all SS perform the activity and helping out when case might be.

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Activity 4: Writing

Worksheets

P: Some SS may fail to complete the task, as it is too demanding. S: T will ask weaker SS to provide the Romanian

lunch like a prince, and dinner like a pauper. 5 Feedback session (Assessment&SelfAssessment) T summarizes the lesson and TSS assesses what has been achieved by SST asking brief questions about the content, as well as whether the SS found the topic interesting or not what they got out of the lesson, whether the language practice was useful, whether they enjoyed the activities, etc. If time allows, T will give SS a worksheet containing follow- up exercises to consolidate the vocabulary acquired throughout the lesson

translation for the given quotes. Brief oral P: SS may find it questions intimidating to judge Worksheet their own language production. S: T will encourage them by telling how crucial self-assessment is for future development and personal progress.