Robin Adamopoulos
ENG 539 Second Lang Acquisition
Dr. Vila
March 16, 2004
Lesson Plan: The Class Party/Food/Shopping Vocabulary
Subject: English as a Second Language
Level: Adult Beginner, Low Intermediate
Secondary, grades 9-12, Beginner, Low Intermediate
Objectives:
Students will be able to:
1.) Recognize and use food vocabulary.
2.) Gain understanding of food quantities and units of measure, in terms of food pricing.
3.) Create a shopping list within an assigned budget.
4.) Prepare a menu, following a standard format.
5.) Become familiar with American customs: celebrations and food.
Materials:
Sales flyers from supermarkets
Shopping List Handout (see attached)
Menu-planning Handout (see attached)
Calculators – for figuring out prices
Conversation Questions: written on an overhead transparency or handout
Pictures of food items – posted in the room with food vocabulary for quick reference.
Procedures:
A. Warm up/ Conversation (15 minutes)
1.) Place questions on overhead or hand out questions to students so that students can see the words.
2.) Read the conversation questions aloud:
Questions:
· What is a big holiday in your country? What foods do people typically eat?
· What do you think about American food? Do you like crabs? Do you like corn-on-the-cob? Do you like fried chicken?
· What is your favorite food? Pizza? Hamburgers? Etc.
3.) Allow students to answer with “yes” or “no,” gestures, head nods, or facial expressions – anything to confirm comprehension. In a class of beginners, the instructor will need to do most of the talking.
B. Guided Practice: Supermarket Flyer Activity (35 minutes)
1.) Write the key vocabulary words on an overhead or chalkboard:
Abbreviations used in the sales flyers:
Lb. = pound
Ea. = each
Oz. = ounces
2.) Read the words and point to the abbreviations so that the students can see the connection.
3.) Hand out the shopping list and sales flyers. Talk about the activity: We are going to plan a dinner party for the class. You have $100.00 to spend. Go through the sales flyer and pick foods that you would like to buy for our party. Write them on the paper with the price of the food.
4.) Break the class into groups of no more than three to a group.
5.) Circulate the room and check on each group’s progress: checking for comprehension and offering assistance as needed. Students may need assistance with quantities and calculating prices. Offer individualized help for this.
C. Summary/closure
1.) At the end of the group activity, invite students to share what they found and what types of foods they would have at the party.
2.) For beginners, the teacher should ask the group to see the list. The teacher can then read the group’s list with expression:
Examples: Yummy! Shrimp with linguine! Sounds delicious! That would make a great dish for the party!
D. Independent Practice
1.) Design a Menu Handout. Ask students to use the shopping list from class today to plan a menu for the class party.
2.) The Menu handout should have examples with a sample menu. For example: a typical Thanksgiving or Christmas dinner menu.
Evaluation/Assessment:
A. Informal/Formative Assessment
1.) Teacher observations – during conversation. The teacher should check for the level of comprehension – quality of responses: Can the students answer with target vocabulary? Can they answer “yes” or “no”?
2.) Teacher observations – during supermarket flyer activity. Did the students comprehend the activity? Could they follow the directions? How successful were the students in completing the activity?
B. Formal/Summative Assessment
1.) Shopping List Handout – How close did the students come to achievement of the objectives? Variety of food vocabulary used – understanding of quantities and pricing of foods.
2.) Menu Design – Variety of foods, organization, following the model, presentation/neatness.
3.) Both of the above assessments would be placed in a portfolio of student work. Students will be asked at a later date to assess these activities and to demonstrate their progress in the course in a reflection statement.
** A possible culminating activity for this unit: Students will bring in foods from their countries to share with the class. Students will bring in the recipes for their food items and the cost of preparation as a final project.
Sources:
Karin’s ESL Partyland. “Ideas for Using Authentic Texts with Low-Level ESL Classes.”
http://www.eslpartyland.com/teachers/reading/authentic.htm>
Accessed on March 1, 2004.
Supermarket Flyer Activity
Shopping List
Name:
Date:
How to calculate prices:
Ground Beef -- $2.49 a lb. When you buy 3 lbs. or more.
3 lbs. X $2.49 = $7.47 – price of 3 lbs. of ground beef.
SHOPPING LIST:
Food Item Price ($)
______$______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______= $100.00
Total Budget
Menu Planning Activity
Name:
Date:
EXAMPLE:
Thanksgiving Dinner
Appetizers: Sausage-Cheese Balls
Salad: Lettuce with Ranch Dressing
Main Dish: Turkey with Stuffing and Gravy
Side Dishes: Mashed potatoes, green beans, sweet potatoes, corn bread
Dessert: Apple Pie, Pumpkin Pie, Chocolate Cake
Beverages: Coffee, Iced Tea, Sodas
ASSIGNMENT:
Create a menu for our class party from the foods on your shopping list. Follow the example above.
Appetizers:
Salad:
Main Dish/Entrée:
Side Dishes/Vegetables:
Dessert:
Beverages/Drinks: