1. Name: Rocio Zecua Tapia
Group: 4to “C”
LESSON PLANNING OF DIGESTIVE SYSTEM CLASS
Students’ background or class description: The class is at beginner/pre-intermediate
level. There are 30 students. They are between the ages of 13 and 15. They are 18 women
and 12 men. They are at secondary school. They are enthusiastic, but they get bored easily.
They like participate when understand what are they doing, but they can be nosy and can be
out of control without clear instructions. Possible Problems: Students can find bored the
topic and they can get dispersed.
Classroom environment: The classroom is lightly and it is equipped with a whiteboard
and slide projector. The students are sitting in pairs tables on 4 rows. Possible Problems:
May be will need to change some tables’ position in order to students can work in teams
appropriately.
Timetable fit: The last topic was “body parts”. This topic involves the digestive system
and function of some parts of it. The next topic is about symptoms and illnesses and some
advices for this. We will use 2 lessons of 1 hour for this topic.
Lesson Aims:
 Students will use inferring meaning of pictures or video to understand the meaning
or general topic.
 Students will be able to identify parts of human being (Digestive System).
 Students should understand the digestive system and his processes by the end of the
class.
 Students going to know how the digestive system function.
 Students will practice his/her speaking and listening abilities.
 Students talk about what happen first and step in a process with words like: first,
then, after that, afterwards, in the end, finally.
 Students try to work in teams to solve some tasks.
Language:
 Vocabulary about body parts.
 Identify some verbs in relation of body.
 Some WH questions
 Use of First, then, next finally to talk about a process.
Skills:
 Speaking and Listening
 Writing and Reading
 Special abilities: Inferring meaning on pictures.
Material:
 A computer
 Slide projector

2.  Color board pen
 Scissors
 Marking pen, fel-tip pen, highlighter pen
 Adhesive tape
 Color sheets or color foamy sheets
 Some pictures about digestive system
 Worksheets
 Internet or this video: http://www.youtube.com/watch?v=zr4onA2k_LY
Pictures and Worksheets:
# Name
Description and
Function
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

3. Procedure or Activities:
Day 1
Activity/ Aids Interactions Procedure Time
1
2
3
4
5
6
7
Do the roll, Recall last
topic (body Parts).
Ambiguous picture,
Warm up (guess).
What happens when you
eat?
Explanation
(Introducing new
vocabulary and
listening).
Practicing speaking and
pronunciation.
Where is located?
Correction
Tr-S
Tr-G
Tr-G, S-S,
Pairs-G
Tr-S
Tr-G, S-G
Teams of 6
Tr-Teams
Tr-G
 Teacher tells students ask the roll
telling a part of the body.
 Teacher start to draw in the
whiteboard some food and students
have to guess what is it?
 In pairs students have to talk about the
question that teacher wrote in the
board, and then talk to the group about
it.
 Teacher show pictures about
Digestive system and explain the topic
for the class, list the new vocabulary,
ask students if they know some parts
of digestive system in Spanish
translating it to English.
 Teacher pronounce every part of the
digestive system and encourage
students to repeat and practice.
 In some worksheets students have to
label, where they believe are located
the parts of the digestive system.
 Teacher receive the worksheets and
give its to a different team. Teacher
explain the correct position of each
label and students correct his
classmates. For homework students
have to study the new vocabulary and
bring scissors.
5´
5´
10´
15´
5´
10´
10´
DAY 2
1
2
3
4
Do the roll
Watch Video
Comment video
Imagine you in DS
(writing)
Tr-S
S, S, S…
Pairs
Individual
 Teacher do the roll this time asking
for a part of the digestive system.
 Teacher reproduce the video, Students
have to pay attention because in this is
explained the function of each part of
the digestive system.
 In pair students have to talk about
what they understand about these
video and doubts about it.
 Students should imagine the Digestive
System like a neighborhood and
choose one of the parts to live there.
5´
8´
3´
5´

4. 5
6
7
8
Reading
(fluency- Speaking)
Explanation
Design of Digestive
System (solving
problems)
Build a DS on the board
(cooperative work to
explain a process)
Tr-G, S, S,
S…
Tr-Group
Teams
Teams
They have to write down in their
notebooks which part and why.
 Teacher gives to students the sheets
with the pictures of Digestive system
or in the projector show the pictures
with the function of each part of
digestive system. Teacher ask one
student to read aloud one of the labels
and so on with some of the
classmates.
 Teacher explains about the use of
some words to indicate a process or
steps in a text.
 Students have to form teams, the last
class winners will be the leaders of
teams. Teams have to design with
color papers or foamy sheets a scale
model of digestive system and cut the
parts.
 The parts of the Digestive System are
mixed and the students have to put it
in order on the board. Then they have
to explain the process of this System
using the words: First, next, then,
finally, etc. For homework, they have
to fill a worksheet with the parts of
this system and their functions with
their own words.
10´
7´
10´
12´