LESSON TITLE: Healthy and unhealthy food Lesson Plan Draft 1

TEACHER NAME: Nanhao Guan DATE:04/05/2018

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course:
Level Beginning Intermediate Advanced Multilevel
Topic/Theme: □ □ □ □
Listening The listening task will be for students to listen to the teacher’s questions
about food and understanding the questions.
Q1: What is your favorite food?
Q2: What did you eat yesterday?
Q3: What do you usually eat for breakfast?
Speaking The students will engage in class. They will learn the words’
pronunciations, how to make questions about food, and how to choose
healthy food.
Reading My class is focus on speaking and listening. Students will not read articles
in this class. This class will improve their listening comprehension skills.
Writing As homework, students will write a recipe about healthy food. This
writing is focus on reviewing the tense they already learnt.
Bridging
What background knowledge The students are adult ESL students, aged from 21 to 60 years old, who
do the students already have? come from a variety of backgrounds. Most of them are from Arab states.
Arabic is their mother language. They have differing goals for learning
English. Some are in the ESL program to work toward a college degree.
Some students are just working to improve English language
competency for careers they already have, the needs of their daily lives
in the U.S.. Most of them are living with family. For some elder
students, their children can help them to improve English.
What will you do to activate or At the beginning of the class, I will ask “what is your favorite food??”
link students’ prior knowledge and “ what do you usually eat for breakfast?” to practice simple present
or experience to upcoming tense. I will also ask “what did you eat yesterday?” to practice simple
content? past tense.
Engagement with New Material
What will you do to engage At the beginning of the class, I will talk with them. I will ask some easy
students in the active learning questions and let students give different answer. I will use mind map to
of the new material? separate healthy food and unhealthy food. At the end of the class, I will
give them a task, writing a healthy recipe for one day. Based on their
level, first I will do this part together. Then, I will ask them write down
the answers.
What will you do to ensure I will keep talking with my students in my class. I will keep asking their
that all students are engaged? questions to make sure they are in the right track. When they write the
health recipes, I will walk around and help them with writing.
Application
What opportunities will you At first, I will use formal talking as a warm up. The topic is about
provide students to practice healthy and unhealthy food. Students have a chance to use their learnt
and apply their words and grammars to answer my questions. At the end of the class, the
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didn’t go as planned?
What contingency plan did
you employ?
What would you do differently I will be careful with my delivery. When students didn’t give the
next time?
Did your students meet the
purpose and objectives for this unhealthy food. I also provided the answers and students had to infer
lesson? What is your
evidence for each?
What do your students need
next? How do you know?
What did you learn about your The most important I learned was how to deliver a lesson in an
glows and grows as a teacher? interactive and communicative process. My class was teacher center
What can you do to work on
your areas needing growth?
healthy recipe will reflect the vocabularies and verb phrases which they
learn in the class. It will also reflect the healthy food knowledge they
learn in this class. Also, they will review all the grammars which they
already learnt.
My last part is writing a healthy recipe. In this part, students will use new
vocabularies and phrases to finish their recipes. They will use the
healthy food knowledge in their daily lives.
The activities used in my class are all about the vocabularies and phrases
of healthy and unhealthy foods. I will take 2 minutes to recap briefly of
the main ideas of this class.
Most students in my class are elder people. They are not familiar with
the technology and prefer to use traditional way to learn. So, I just put
my main ideas on Power Point. The most importance equipments are
whiteboard and marks.
All my students had a high engagement in my class. When I asked
questions, they gave me answers. They also involved in the discussions.
First, I didn’t use the Power Point that I prepared. I want them take notes,
instead of taking pictures. I got this idea one hour before I began the
class. Second, I didn't finish my last activity. I change it into a grammar
practice. In this part, I review the knowledge which we learnt in the class
and the time tense which they learnt before.
I didn’t understand my student’s question. During my class, one of my
students asks me a question. But I didn’t get her point. That made me
said…They are beginning level students. They cannot express their
opinions perfectly. I am not a native speaker. I cannot control English
like my mentor. I cannot get their point with one or two words
Sometimes I understand their opinion or idea.
answers I was looking for, I was quick to shut them down with a “no.”
Maybe I could told them that they were almost correct or something. I
don’t want my students to be afraid to answer.
Yes. After the class, they had a deep understand about healthy and
the questions, and then they had to write the questions with correct
grammar and spelling. They always struggled with this part. After my
lesson, they can do this practice better.
First, they need to learn more vocabulary. Second, they need to do more
exercise about the time tense. Third, they need a English speaking
environment beside ESL class.
class before. Although my class had some activities, it still lacked a
connection with my students. After I finished my LP in Grossmont
College. I found that my class could be student center without lots of
interesting activities and games. Instead of a presentation, I think I will
make my lesson like a communication group. I still cannot lead my
students follow my track. Sometimes, they changed my topic and asked
questions out of topic. I need to find a balance between flexible talking
and control students on the topic.