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7GRADE

th

LESS

ON

PLA

N

Carmen Helena Rodas PanessoIE AQUILINO BEDOYA

Pereira

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Health: Integral Personal Care

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be able to talk about hygiene habits using adverbs of frequency.

• To revise the use of the present simple tense

• To identify vocabulary related to personal hygiene habits

• To increase vocabulary related to personal hygiene habits

• To raise awareness in students about the importance of personal hygiene habits

• To motivate students to make use of the vocabulary of personal hygiene habits


2Carmen Helena Rodas PanessoIE AQUILINO BEDOYA

Pereira

7GRADE

th

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

For the development of this lesson, students must be familiar with: • the use of the present simple tense. • the structure of present simple in the affirmative form • personal pronouns and possessive adjectives. • Some basic vocabulary related with daily routines. • adverbs of frequency.

Identifies expressions and words related to personal hygiene habits and their frequency.

Identifies personal care vocabulary

Recognizes expressions of daily routines and personal hygiene habits

Writes sentences using adverbs of frequency and personal hygiene habits

Matches vocabulary of personal hygiene habits with their images.

Identifies images related with sentences about personal hygiene habits.

Follows simple instructions in activities.

Interiorizes the importance of integral personal care.

Values and respects the opinions of classmates.

Cooperates in obtaining a pleasant atmosphere in the classroom.

Works cooperatively to solve problems.

Comprehends and uses previous knowledge to improve knowledge that is being developed.



Pereira

7GRADE

th

Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Discourse:

Sociolinguistic / Intercultural:

Vocabulary related to “personal hygiene”

Simple present tense in affirmative form, adverbs of frequency

Daily routines using “personal hygiene” vocabulary and adverbs of frequency

Interacting with classmates to reinforce hygiene habits, and to learn and practice the new vocabulary

The teacher will do a quick review of the affirmative structure and the use of adverbs of frequency.

The teacher will provide extra activities for early finishers.

Students might not remember how to use present simple in affirmative sentences.

Students might finish early and start misbehaving.

• BRUSH MY TEETH• COMB MY HAIR• PUT MY CLOTHES ON• TIDY THE BEDROOM• WASH MY HAIR• EAT HEALTHY SNACKS• PUT ON DEODORANT• CUT MY NAILS• FLOSS MY TEETH• SLEEP WELL

• CLEAN MY SHOES• SHOES• EXERCISE• CLEAN THE BATHROOM• TAKE A SHOWER• DO THE LAUNDRY• PUT ON PERFUME• CLEAN MY NAILS• USE MOUTH WASH• VISIT THE DOCTOR

Warm up

Time and Interaction

(10 min)

To activate previous knowledge about personal hygiene habits

Teacher (T) greets students (Ss) and organizes classroom setting.

Before the lesson starts, T organizes some flashcards with images of personal hygiene on the board. The suggested words to present with this strategy are:

* Brush my teeth * Wash my face * Comb my hair * Clean my shoes * Put my clothes on * Exercise * Tidy the bedroom * Clean the bathroom * Wash my hair * Take a shower * Eat healthy snacks * Do the laundry * Put on deodorant * Put on perfume * Cut my nails * Clean my nails * Floss my teeth * Use mouthwash * Sleep well * Visit the doctor

T could look at some examples of flashcards at: https://drive.google.com/open?id=1J7yB_fQXXaviu4nemb0nxCsniBFDkdKh

T will organize groups of 4 Ss and give Ss pieces of paper with written activities that match the images of the flashcards, T will ask students to discuss in groups remembering the routines, then Ss will have to match on the board each paper with the right the flashcard of the routine. Here SS use the previous knowledge they have about personal hygiene routines.

T and Ss will check the answers on the board, T will leave the right answers on the board, but will ask volunteers to correct the ones that are wrong. T will say the routine out loud and will mime the habits that the Ss won’t know. Volunteers will place the match that T is miming.

T- Ss2 min

Group work (GW)5 minutes

T-Ss 3 min

Stage aims

Procedure

Total Stage timing


Pereira


4

7GRADE

th


Lead-In

(20 min)

To introduce students to the topic “personal hygiene habits”To exchange information about personal hygiene habits through observation, and personal reflection. To reflect on the importance of personal hygiene habits

T will ask Ss to mingle, to greet each other, to shake hands and give hugs.

T will show students images of people who have good and bad hygiene habits. For example, a person with good dental hygiene, another with bad dental hygiene, people with messy hair and people with their hair done. People who don’t look clean, and people taking a shower. T could watch some examples of suggested images in the following link: https://drive.google.com/open?id=1oF8IGM1RknANnXeRNKFgvEjzHwn-gKoXSs take notes of the new vocabulary and repeat the new words out loud along with the T.T and Ss reflect about the importance of having good personal hygiene habits. T asks, “why do you think it is important to have a good personal hygiene?” In the meantime, T shows a poster (or slide) with some expressions referring to good/bad personal hygiene habits. For example: bad breath, dandruff, smell good, avoid dental cavities, etc.

T elicits answers from the students using both the flashcards about personal hygiene habits and some of the expressions shown on the board-. Ss, with the help of T, try to relate the good/bad habits with the expressions. T models some sentences and writes them on the board. For example: You have to brush your teeth to avoid dental cavity.T elicits from Ss sentences that express personal hygiene habits.

GW 2 Min

T S.s Whole class

5 min

T S.s Whole class

13 min

Stage aims

Procedure

PRETotal Stage timing


Pereira


5

7 7GRADE

th

Presentation


(35 min)

To make S.s aware of the vocabulary used to express “personal hygiene habits”

T. Says: Today we are going to learn more about personal hygiene routines. In planning, the teacher needs to have flashcards about personal hygiene habits (Appendix # 1) and puts them inside a plastic bag.

The group will be divided in teams of five, each team selects a student to go first. The student takes a cut out card with a routine action out of the bag. He or she is not allowed to see what is written on the paper. The S will have to stick the piece of paper on their forehead. All of their team will have to mime the routine, so the S can guess what the hygiene habit is. T asks Ss not to throw away the cut out cards. When the S guesses the hygiene habit, another S takes his/her turn to guess. The first team to finish guessing all the routines in the plastic bag wins. T monitors Ss answer correctly.

T asks Ss to discuss in pairs how often they practice any of these hygiene habits. Then T gets feedback from a couple of Ss.

T will have the adverbs of frequency written on the board in columns. T will ask volunteers to come to the front and place the pieces of paper used in the previous activity with the routines written on them in the columns, according to what they discussed with their classmate. T will read the first sentence on the board. Ex: I never make my bed. The teacher will ask Ss whoever never makes their bed to raise their hand.

GW20 Min

Whole class15 min

Stage aims

Procedure

Total Stage timing


Pereira


6

7GRADE

th

Practice

Production



(20 min)

(10 min)

To help Ss become able to use the new language related to “personal hygiene habits” to carry out a task

To help Ss be able to describe some of their personal hygiene routines.

Finally, T will ask volunteers to read the sentences out loud and will encourage them to raise their hand when they feel they belong to any of the sentences. (I always brush my teeth, I sometimes eat healthy snacks). T should model a couple of sentences first. T will ask Ss to work in pairs, to solve a crossword (appendix #2) using the flashcards about personal hygiene that are numbered from 1 to 20 Ss look at the crossword, go to the board, find the number of the clue and come back to the group and figure out the name of the personal hygiene routine. Ss come up with the answer together as a group, but they cannot look for the words on line or using translators. The first group who finishes will win.

Each student will write 3 sentences using adverbs of frequency and personal hygiene routines, then they will share their routines with some classmatesEg: I usually wash my face. Ss will be paying attention to their classmates, and they will write some sentences about their classmates’ routines. The sentences will be socialized with the group, and T will write sentences on the board exactly as expressed by Ss. Ss will check sentences on the board, and when necessary they will say how those sentences can be corrected. The teacher will be monitoring that the new sentences are well written.

T S.s Whole class

5 minGrouping10 min

Indiv. 5 minGW

5 minT. S.s

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing


Pereira


7

7 7GRADE

th

Feedback


(5 min)

To motivate Ss, and make them aware of things that need to be improved.

Finally, T provides general feedback on the work done, based on notes taken during class.

T5 min

Stage aims

Procedure

Materials Needed

1. Board, 2. markers, 3. sticky notes with the routines written on them, 4. flashcards, 5. enough crosswords for Ss present in class, pictures of good and bad habits

Total Stage timing


Pereira


8

7GRADE

th

CUT OUT CARDS - PERSONAL HYGIENE VOCABULARY

Worksheet 1

Brush my teeth Comb my hair Put my clothes on Exercise

Wash my face Clean my shoes Clean the bathroom Wash my hair

Tidy the bedroom Take a shower Put on deodorant Put on perfume

Eat healthy snacks Do the laundry Cut my nails Clean my nails

Floss my teeth Use mouthwash Sleep well Visit the doctor


Pereira


9

7 7GRADE

th



Pereira

7GRADE

th

EXAMPLES OF PERSONAL HYGIENE CROSSWORD

Worksheet 2

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