Competency: Use English to shop for Groceries (Fruits)
Lesson Overview: In this lesson, students will learn the names of various fruits.This lesson plan includes:
1. Fruits Pre-Test
2. Fruits Vocabulary Flash Cards
3. Fruits Picture Flash Cards
4. Fruits Vocabulary
5. Fruits Word Search
6. Fruits Word Search Answer Key
7. Fruits Spelling Practice
8. Fruits Listening Activity
9. Fruits Grammar: Comparative and Superlative Adjectives
10. Fruit Post-Test
11. Referenced books and text
Pre-Test and Post-Test Information:
The Post-Test is a parallel form of the Pre-Test. Both tests assess the students’ vocabulary recognition and oral ability. The first part is a listening activity with vocabulary words and pictures. The second part is a grammar component. The third part tests oral proficiency.
Approximate Time: 2 hours
Prerequisite Skills: Students should be able to read and write simple sentences and know the eight basic colors in English.
Prerequisite Vocabulary:
big
small
Vocabulary:
apple(s)
banana(s)
fruit(s)
grape(s)
lemon(s)
orange(s)
pear(s)
pineapple(s)
strawberry (strawberries)
watermelon(s) / Optional Vocabulary:
berry (berries)
cherry (cherries)
peach(es)
plum(s)
tangerine(s)
rotten
soft
hard
sweet
Materials Needed: Notebooks for students with lesson materials inserted, whiteboard and/or flip chart, erasable markers, eraser, flash cards, and prizes or rewards for reinforcement (optional).
Equipment Needed: Portable cassette recorder and blank cassette tapes.
Activities:
1. Give the Fruits Pre-Test.
a. The first section of the test is a listening section. Tell students that you are going to call out some words. They are to circle the correct spelling of each word as well as its picture. Here are the words to call out:
1. apple
2. pear
3. strawberries
4. pineapple
5. oranges
6. lemons
7. watermelon
8. grapes
9. fruit
10. bananas
b. The next section of the test assesses students’ knowledge of comparative and superlative adjective forms of “big” and “small.”
c. Call individual students into the hallway or an adjacent room for the Oral Component of the test. To pre-test oral communication, have each student, one at a time, say the name of each fruit on the Fruits Picture Flash Cards. Be sure to write down his/her exact responses in the second column of the oral pre-test. (It is strongly suggested that you use a tape recorder and tape their responses for future playback.)
Grade the students on a scale from 1 to 5 on each of the following areas: Accuracy of Information, Pronunciation and Clarity, and the Student’s Comfort Level. Score the students responses by using the following scale and record the rating in the appropriate columns on the oral pre-test:
1= student could not perform task
2= student had some difficulty
3= student performance was fair
4= student performance was good
5= student performance was excellent
Score and retain in student portfolios.
2. Review the prerequisite vocabulary words.
3. Explain the purpose of the lesson (to learn the names of various fruits).
4. Introduce new vocabulary. Give each student Fruits Vocabulary. Use and display the Fruits Vocabulary Flash Cards and Fruits Picture Flash Cards while introducing new vocabulary for this lesson.
a. Pronounce the vocabulary words, having students repeat after you. Be sure to pronounce both the singular and plural forms.
b. Give each student Fruits Word Search. Students should complete this activity independently. Review answers orally. A Fruits Word Search Answer Key is provided.
c. Give each student Fruits Spelling Practice. Students are to fill in the missing letters of each word. Check these answers as a class when all students have finished.
5. Play “Concentration” using the Fruits Vocabulary Flash Cards and the Fruits Picture Flash Cards.
6. Fruits Listening Activity gives students comprehension and spelling practice. Instruct students to circle the word they hear as you call out the following words in order:
Example: name
1. apple
2. pear
3. strawberries
4. pineapple
5. oranges
6. lemon
7. watermelon
8. grapes
9. fruit
10. bananas
7. For a grammar lesson, give students Fruits Grammar: Comparative and Superlative Adjectives. The first instructional box talks about comparative adjectives (-er). Discuss the examples in the box. Have students complete items 1-4. Review answers orally. The second instructional box discusses superlative adjectives (-est). Discuss the examples given. Have students complete items 1-3 independently. Review answers orally. Have students to answer the bonus questions, providing the names of the biggest and smallest fruits.
8. Wrap-up this lesson by giving the Fruits Post-Test. Repeat the same process used for the Fruits Pre-Test.
Show students their Pre-Test and Post-Test. Discuss the improvements they have made and/or areas that are still weak. If you taped their responses, let them listen to them. Note pronunciation improvements.
Assessment/Evaluation of Learning:
1. Instructor observation of students’ participation.
2. Evaluation of completed worksheets/handouts.
3. Comparison of performances on the Pre-Test and Post-Test.
4. Instructor generated assessments.
Optional or Follow-up Activities/Ideas:
1. Graph favorite fruits. Have students circulate around the room, asking classmates what their favorite fruits are. Create a class graph. Ask students what the most popular fruit is.
2. Game: Bring in samples of various fruits. Divide the class into two teams. Have one representative from each team come up to the board. Blindfold each player and feed him or her a piece of a fruit. The first player to correctly name the fruit earns a point for his team.
3. Game: Divide the class into two teams. Have one representative from each team come up to the board. Put a call bell in between the two representatives. Describe one of the fruits. (Ex: This fruit is big. It is red on the inside and green on the outside.) The first player who rings the bell gets to answer. If the player answered “watermelon” to this question, he or she would earn a point for their team. Include the optional vocabulary words.
4. Computer Activities:
a. A fruit crossword puzzle may be found at http://iteslj.org/cw/1/ck-fruit.html.
b. A scrambled word activity may be found at http://a4esl.org/q/h/vm/sw-fruits.html.
6. As an extension on superlative adjectives, teach the word “soft,” “hard,” and “sweet.” Ask which fruit is the softest, the hardest, the sweetest.
6. Explain the word “rotten” and what it means.
7. The Oxford Picture Dictionary, by Oxford University Press, “Fruit”, page 50. Introduces vocabulary (and optional vocabulary) and teaches students to recognize different kinds of fruit.
8. The Oxford Picture Dictionary Beginning Workbook, by Oxford University Press, “Fruit”, page 50. Includes exercises related to fruit learned in The Oxford Picture Dictionary.
9. Word by Word Picture Dictionary, by Pearson Education, “Fruits”, page 44.
10. Word by Word Basic Literacy Workbook, by Pearson Education, “Fruits”, page 58.
11. Word by Word Basic Beginning Workbook, by Pearson Education, “Fruits”, page 46.
2003-2004 ESL Special Project
Caldwell Community College and Technical Institute
Basic Skills Department
Competency: Use English to shop for Groceries -- Fruits
Module 4 Lesson 5 3