1. Phase 2 Lesson Plan :Teens/Adults
A. Students and setting:
Students
Students aged 18-20 with intermediate language proficiency. Most of them studied English at school or had private teachers.
Setting :
My students study at Agricultural University of Georgia. There are approximately 10 students in class. Classes are 120 minutes
long and meet three times a week. The classrooms are fully equipped with a whiteboard, free WIFI and a projector. Students
also have free access to a multimedia lab where they prepare projects, power-point presentations, or just socialize with other
students during break.
B. Lesson background:
In the previous lesson which was a beginning of a new module ‘1 A, Food-Fuel or Pleasure’, students familiarized with
traditional food from several countries, did some reading tasks (two interviews) and exercises related to it. In this lesson
students will be presented with new vocabulary to extend the topic ‘Food and Restaurants, carry out a survey and make
presentations as a follow-up activity at the end of the lesson, time limit 15 min for each team. Students can assess a rival
team with a rubric provided by the teacher. This lesson will be proceeded by a homework ‘1 A’ in the workbook .
C. Learning objectives/Expected results
By the end of this lesson students will be able to use some of the new vocabulary related to the topic since the teacher gives
them opportunities for spontaneous acquisition via communicative tasks. Students will be able to provide useful information
to each other on most of the vocabulary in a typical communicative task. As a result, students will develop their fluency and
writing skills as well, feel more confident while giving presentations. They will defend, debate and justify their statements when
presenting the material to the audience, experiment with it and apply it. The teams will be able to evaluate each other’s
performance using a presentation rubric provided by the teacher.
D.Materials and sources:
Materials
New English File, intermediate, Paul Seligson, Oxford
Handouts, a restaurant menu and bill, pictures
Students laptops
1.Self-generated PowerPoint presentation: (click on it to open)
2. 2.Pictures:
3. Survey questions:
1.Do woman worry more about their diet than men?
2.Do young people today eat less healthily than ten years ago?
3.Do men cook as a hobby, and women because they have to?
4.Are vegetarians healthier than people who eat a lot o meat?
5.Can you often eat better in cheap restaurants than in expensive ones?
6.Does every country think that their cooking is the best?
4.Questionnaire
FOOD AND EATING
1. How often do you eat….?
a)takeaway food b)ready-cooked meals c)low-fat food d) home-made food
2.What’s your favorite….?
a)fruit b)vegetable c)snack d)home-made dish
3.What food do you like eating….?
a)when the weather is very cold b)when you are feeling a bit down c)for Sunday lunch
4.Is there any kind of food you can’t eat?
RESTAURANTS
5.What’s your favorite…?
a)kind of restaurant (French, Italian, Georgian etc) b)restaurant dish c)takeaway food
6.How important are these things to you in a restaurant? Number 1-4(1=the most important)
a) The food b)The service c)The atmosphere d)The price
7.How do you prefer these things to be cooked? (grilled, boiled, etc.)
Chicken fish eggs potatoes
New materials for Phase2
3. 1.PowerPoint presentation
2.Rubric for evaluation
Sources:
Assessment of Young Learners, Kassim Shaaban.
Video segment: Module 5, Learner Feedback
E.Procedures/Timing
Teacher says/does Students say/do Approximate
time
Presentation evaluation
Score each presentation 5(excellent), 4 -3(good), 2(fair), 1- 0 (poor)
Overall
Does the presenter consider the audience?
System
Is the presentation well prepared?
Does the presenter link the parts together?
Has the presenter considered timing?
Delivery
Does the presenter speak clearly?
Does the presenter speak at the right speed ( is the presentation well paced)?
Does the presenter use appropriate language?
Visual aids
Are the visual aids clear?
Does the presenter use the equipment professionally?
4. Presents students with the topic of the lesson ‘Food and Restaurants’ by
writing it on the whiteboard, then she invites volunteers (one by one) to sit
down on the chair in the middle of the room with their backs to the projector
and guess the food/dish from different countries/nationalities presented on
the PowerPoint slides. Next she asks the class to give hints or explanations,
make clarifications if necessary to the volunteers to guess.
Students do the activity 5 min
Shows students the menu and the bill from the Italian restaurant she visited
the other day and has students discuss in pairs what their favorite
international kitchen is, when they last visited international restaurants etc.
Invites open-class feedback.
Discuss it with their
partner and report
back.
5 min
Distributes handouts with a questionnaire and gets students to complete it. Complete it in pairs. 5min
Next, she uses pictures to teach some of the vocabulary (lettuce, salmon,
prawns, raw fish) from the menu which they will come across later in the
tasks to complete.
Has students do exercises with some of the new vocabulary in the book
individually and then compare their answers with partners’. Monitors, notes
down their mistakes and assists if necessary.
Invites o/c feedback
Perform tasks and
check them with
partners, then report
back.
10 min
Distributes handouts with survey questions, divides the class in two groups
and has students carry out a survey then make a presentation.
Monitors, makes notes and assists if necessary
Encourages students to ask each other questions about their presentation
Form groups and carry
out the task.
Make presentations
Ask questions
15 minutes for
each group
5 min
Distributes presentation rubrics and asks students to evaluate the opposite
team.
Carry out evaluation 2 min
Additional Elements for phase 2
F. Feedback/Formative Assessment
In this lesson teacher uses several assessment techniques. At the very beginning of the lesson when students are carrying out so
called ‘a guesswork task’ teacher uses mimes or gestures (nonverbal response) to indicate students mistakes or while working in
groups according to the video segment Module 5 Learner Feedback, teacher uses on the spot correction, either she models and
a student repeats, or peer or group correction/assessment when teacher provides only guidance and makes any clarification if
necessary.
Teacher also uses two types of assessment techniques (according to the article: ‘Assessment of Young Learners, Kassim
Shaaban.): a role-play and presentation. Teacher has planned these activities in order to make a formative assessment,
which means teacher would like to find out students organizational abilities, their achievements, strengths and
weaknesses so that she can plan her lessons focused on students needs, what to work on hard or improve. For example,
when students make a presentation teacher notes down students mistakes either vocabulary, pronunciation or grammar,
later she will plan the lesson and activities in order to put more emphasis on the points she wants students to improve.
5. G. EXTENDED REFLEXION-ADDITIONAL ELEMENTS IN PHASE 2
(a)This lesson is different from the previous one as the first lesson focuses on one particular task a functional language
‘asking for a medicine at the pharmacy, whereas this one focuses on more skills. Students use their critical and creative
thinking, show their organizational skills, they compile information, analyze, debate, synthesize, organize it, demonstrate
and discuss while carrying out a survey and making a presentation. Evaluation rubric reveals students potential to assess
each other, make judgement, or appraise. Students have more opportunities to assess/feedback each other and they
start doing it at the beginning of the lesson in the first activity when they give hints to the volunteer or make
clarifications, or just correct spelling. All these help student to develop not only their language proficiency but also their
critical and creative thinking.
(b) In this lesson teacher included authentic materials and realia: a restaurant menu, questionnaire etc, students referred
to websites to make a presentation therefore giving opportunity to students to use their higher cognitive powers. Team
spirit and a collaborative work helped students to carry out a survey more easily and make their presentation better.
Learner feedback by means of rubric helps them to identify not only another team’s strengths or drawbacks but also their
own ones. In this way students are engaged in formative assessment as well.
