Thursday, May 22, 2008

lesson plan

Lesson Plan 2

Time : 80 minutes (double period)
No. of students : 35 – 40
Level of proficiency : Intermediate to Advanced
Theme : Health
Topic : Live Smart (Chapter 3)
General objective : To enable students to understand food labels for information on
food items.
Specific objectives : By the end of the lesson, students will be able to:
1. give an account of experiences on using food labels
2. read and understand food labels
3. scan for details from food labels
4. write and present plans on food for different occassions
Skills involved : 1. Speaking
2. Critical thinking
Content : 1. Whole-class discussion
2. Pair-work
3. Group-work
Teaching Aids : 1. Food items with labels
2. Situation cards
Previous knowledge : This is a continuation to the previous lesson
Curriculum specification: 1.0 Language for Interpersonal Use
1.1 Make friends and keep friendship by
a. taking part in conversations and discussions
b. exchanging ideas and giving opinions on topic of interest
1.2 Take part in social interaction by
a. participating in conversations and discussions
b. making plans and arrangement
2.0 Language for Informational Use
2.1Obtain information for different purposes by
a. reading materials such as articles in print and in
electronic media
2.2 Process information by
a. skimming and scanning for specific information
and ideas
2.3 Present information to different audiences by
a. reading aloud written materials clearly and

Content Presentation/Rationale

Set Induction
5 minutes

Whole-class discussion

Material: Food items with labels brought in by students
1. Teacher displays all food items brought in by students.
2. Teacher categorises food items under a few groups eg. Junk-snacks, health food etc.

To start off the day’s lesson

Stage 1
10 minutes
Whole-class discussion

Material: Pg 41 “Understanding a Food Label”

1. Teacher explains the use of food labels.
2. Teacher asks students to relate experiences with food labels when they shopped.
3. Students answer the given questions based on the food label shown.
4. Students are given different food labels and are asked to tell the class useful information found on the labels.

Students are informed of the
importance of food labels.

Stage 2
20 minutes


1. Food labels brought by students
2. Pg 42- exercise C, D, E

1. Students attempt the exercises using different food labels displayed in class.
2. Teacher gives different situations and calls upon students to respond showing how useful food labels are.
3. Teacher-student discussion.

Students learn to think and consider
health aspects before purchasing a
food item.

Stage 3
40 minutes

1. Pg 42 – exercise F
2. Situation cards
(Appendix A)
1. Teacher explains the activity to students.
2. Students in groups are given situation cards to work on based on the given instruction for the activity.
3. Students are to present their discussion to the class.

Critical thinking on planning an
event. Teaches students to consider
others in preparing food for an

5 minutes
1. Teacher goes through the day’s lesson
2. Students are asked to be at the language lab for the next lesson

Appendix A

Situation A
Ahmad wants to invite friends to your birthday party. He has friends of different races and a few who are serious weight watchers.

Situation B
Lily plans on having an open house for the Chinese New Year. She invites her neighbours who are mostly Malays. Lots of children from the neighbourhood will be coming to her house.

Situation C
Samy’s Deepavali brunch is a family affair. His wife cooks excellent Indian dishes. Samy’s father has just recovered from a heart attack and is on a strict-diet which he is not too happy about. How can Mrs. Samy make healthful dishes for her father-in-law that he will enjoy?

Situation D
Plan for a children’s party. Avoid junk-food and fizzy drinks.

Situation E
Cater for a weight watchers’ dinner gathering. Prepare three-main dishes and a dessert. Decide a suitable drink to go with the occasion.

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