Lesson Plan Template for Content-Based Instruction

Teachers Name: Brooklyn and Annie

th

Grade/Class/Subject: 7

grade EFL

Unit/ Topic: Food

Date: 6/24/16
Time Period: 45 minutes
Lesson Context & Title: American Restaurants

Content Objectives: By the end of the lesson, students will (know and do):
By the end of the lesson, students will demonstrate knowledge of how to interact in a restaurant by
performing conversations between a waiter and a customer. Students will also understand how
American menus are organized. Finally, students will recognize and describe new American food items,
broadening their knowledge of American culture.
Language Objectives:
Form

Function
(in ing form, eg. Retelling a story )

1) Ordering food at a restaurant.

2) Taking food orders at a restaurant.
3) Asking how much something costs.
Review Vocabulary
(previously taught vocabulary that
students likely need review of)

Chips and Salsa

Buffalo Wings
French Fries

(grammatical term and/or example, eg. Past Tense: The boy

went to see his grandfather;)
Ill have _____________________, please.
Ill have _____________________ as a side.
Ill have _____________________ as a dessert.

What would you like to drink?

What would you like to eat?
Anything else?
How much is a ________?
How much does _______ cost?
Signal Words
New Vocabulary

(new vocabulary to be explicitly taught

that is critical to an understanding of the
content)

Steak
Caesar Salad
Mashed Potatoes
Entre
Side
Dessert

(vocabulary that may need to be taught or

emphasized that link concepts in
meaningful ways, such as conjunctions and
time markers)

As a
How much
Like
Cost

By the end of the lesson, students will (do X function using Y form with Z vocabulary in the context of):
By the end of the lesson, students will order food using Ill have with new restaurant vocabulary in the context of
an American restaurant.
By the end of the lesson, students will take food orders using what questions with new phrases in the context of an
American restaurant.
By the end of the lesson, students will ask how much something costs using how questions with new phrases and
food vocabulary in the context of an American restaurant.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either
incorporate as part of your lesson or that you need to be attuned to in terms of your students background
to ensure a lesson that is culturally responsive.

The teacher should explain some of the differences between American and Korean restaurants. For
instance, in Korean culture meals are shared between every person at the table while in American
restaurants, each person orders their own meal. Also, some vocabulary has different meanings
between cultures. For example, side dishes in Korean restaurants are included with the meal, but in
American restaurants the customer must sometimes order the side dishes separately. In addition, the
teacher should introduce foods commonly found in American restaurants that the students may not be
familiar with.

Materials: Include here all the materials that you need, including the authentic texts, both written
and oral, that you will use to provide input (provide the links to them, besides adding the texts
themselves as attachments.)
Computer
Projector
40 copies of video worksheet
40 copies of menu
40 copies of Your Own Restaurant worksheet
Popsicle sticks
Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features.
For each step, explain what the teacher will do, the expectation of what the students will do, and how
long the stage should take.
I.

MOTIVATION/WARM-UP: Describe how you will build content background and introduce the specific language
functions/forms that you will target.
TIME: __4 minutes__

The teacher will(specifically what the teacher

does)
The teacher will help students start speaking in
English by asking basic questions such as How
are you today? and How is the weather today?.
After answering these questions as a class, the
teacher will instruct students to practice these
questions in pairs and choose a few students to
present to the class (names should be drawn from
popsicle sticks).

The students will (specifically what the students

should do in response to what the teacher does)
The students will each provide their own answers to
the questions. Students will respond well to these
opening questions because they were adopted from
the permanent teachers daily routine. When asked to
perform the tasks in pairs, students will practice being
the questioner and the person answering the
questions.

The teacher will ask students questions to engage

them in the topic and to probe their existing
knowledge of the topic. These questions will
include:
What type of restaurants do you like? Korean,
Chinese, American?
What is your favorite restaurant?
Do you go to restaurants with your family?
Do you go to restaurants with your friends?

The students will answer the questions based on their

personal preferences. Students will start thinking
about the topic of restaurants and what they might
learn about restaurants in the lesson.

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher
is providing?):
If students are responding enthusiastically to the questions, then they are likely connecting to the
topic of restaurants. Students verbal responses will determine whether they are engaged by the
content and its presentation.
II. PRESENTATION (Listening and/or Reading): Describe the specific techniques you will use to make your

presentation of new content and linguistic material comprehensible to students, to provide opportunities for
interaction through appropriate questioning, to engage learner strategies, and to assess whether or not
students are getting it.

TIME: ____10 minutes____

The teacher will(specifically what the teacher

does)

The students will (specifically what the students

should do in response to what the teacher does)

The teacher will review a few food vocabulary

words from the previous lesson by showing the
pictures on the PowerPoint and asking students
to recall the names.

The students will remember the food vocabulary

they learned last week. They will shout out the
names of the food when they see them.

The teacher will introduce the new food

vocabulary words by showing pictures on the
PowerPoint and asking students to guess the
names. The teacher will explain the food items
and how they taste.

Some students might know the new food, but most

wont be able to guess. The students will be excited
to learn the new food vocabulary.

The teacher will introduce the restaurant

vocabulary. The teacher will explain the
vocabulary terms using examples from the
United States and from Korea.
The teacher will introduce phrases that can be
used to order food or to take an order at a
restaurant. The teacher will pronounce the
phrases, ask the students to repeat the phrases,
and explain when and how the phrases should
be used.
The teacher will explain that the students will
watch a video and fill out a worksheet. The
teacher will explain that the first time through,
the students should listen to what Brooklyn
says. After the video plays once, the teacher will
explain that the students should listen to what
Annie says the second time through the video.
The teacher will play the video again.

The students will listen to the teacher and read the

PowerPoint. They will connect to the new
vocabulary terms through the pictures and words.
The students will listen to the teacher and read the
PowerPoint. The students will practice speaking the
phrases when they repeat after the teacher.

Students will watch the video and fill out the

worksheet. The first time through, they will listen to
what Brooklyn says. The second time through, they
will listen to what Annie says.

Students will listen to their classmates share their

answers from the video worksheet. They will correct
any errors on their worksheets.

The teacher will draw popsicle sticks to ask

students for the answers for each blank in the
fill-in-the-blank video worksheet. The teacher
will correct any errors the students made while
completing the worksheet.
Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted
language forms as presented?):
Frequent oral comprehension checks will be given. Students guesses for the names of the new foods
will show how much they already know about American food. Listening to students pronounce the new
phrases will determine whether they grasped the pronunciation. The answers to the fill-in-the-blank
worksheet will show whether or not th students were able to comprehend what happened in the video
and how to use the phrases.

III.

PRACTICE/APPLICATION (Controlled Writing and/or Speaking): Describe the activities you will use to
allow for meaningful practice targeting the lessons objectives, the learner strategies you will engage,
and the formative assessment you will provide to gauge whether or not students practice is moving
them along closer to the target)

TIME: ____26 minutes_______

The teacher will(specifically what the teacher

does)
The teacher will perform an example
conversation between a waiter and a customer
in a restaurant for the students.
The teacher will pass out the menus and
instruct the students to practice ordering food in
pairs at a restaurant using the phrases learned
previously. The teacher will explain that one
student should be the waiter and the other
should be the customer. The teacher will walk
around the classroom and listen to the students
conversations.

The students will (specifically what the students

should do in response to what the teacher does)
The students will listen to the example
conversation.

The students will listen to instructions and practice

ordering food in pairs using the sample dialogue on
the PowerPoint. They will take switch between the
role of the waiter and the role of the customer.

The teacher will ask for volunteers to share their

conversation with the class.

The students will volunteer to share their

conversations with the class. They will listen to the
other students present.

The teacher will pass out and explain the

Create Your Own Restaurant worksheet. The
teacher will walk around the classroom and read
the students sentences as they work.

Students will complete the Create Your Own

Restaurant worksheet.

The teacher will ask for volunteers to share their

answers with the class.

Students will volunteer to share their answers. They

will listen to other students present.

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward
achieving the objective in a meaningful way?)

Frequent oral comprehension checks will be given. The teacher will determine whether students are
understanding the restaurant phrases by walking around and listening to conversations during the
speaking practice time. Students presentations of conversations will show whether they grasped the
material. Students answers for the worksheet will show whether they understood the questions.
EXTENSION (Open-ended Writing and/or Speaking): Describe the student-centered activities you will use
for students to further apply language skills toward greater mastery of the targeted content and language
objectives, either independently or with a group. This should be an opportunity for developing higher-order
thinking skills and using language in communicative ways.
TIME: ____5 minutes___

The teacher will(specifically what the teacher

does)

The students will (specifically what the students

should do in response to what the teacher does)

The teacher will explain to students that this is

the last week the KU students will be teaching
here. The teacher will express sadness at
leaving the students.

The students will express shock and sadness at the

news. The students will listen to the teachers
express their sadness.

The students will listen to the teacher explain the

The teacher will pass out the exit slips. The
requirements for obtaining a piece of candy. The
teacher will explain that to thank the students,
students will complete the short exit slip questions.
the teacher will give each student a piece of
Then, the students will line up in single file to
candy. The teacher will explain that in order for
order the candy and say goodbye to the
the student to receive a piece of candy, the
teachers. The students will use the phrases they
student must turn in her exit slip and order a
learned, particularly the phrase Ill have __________
piece of candy using phrases learned in class.
please.
The student will be able to select the flavor of
the candy using Ill have ____________ please.
The teacher will listen to each student use the
phrase to ensure the students comprehended
the phrases.
Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and
language objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and
skills, but how you will evaluate what they produce.):

Along with various types of formative assessments, students will be given an exit slip to turn in as
they leave the room.
Exit Slip
What would you say if you want to order a hamburger?
A: _______________?
B: It costs $4.