Lesson Plan

CLASS: Beginner 301 LOCATION: Zoom

TOPIC: Grocery shopping DATE: 10 / 31 / 2022 (8th Class)
TEACHERS: Xiuer Ying and Zhuoyao Lyu
Link of the class:
https://upenn.zoom.us/j/93165598921?pwd=Wm12dHJCYVFXT
mtwZlZIK3ZYUE5OQT09

Target vocab:
Apple, Banana, Blueberry, Cherry, Coconut, Grapes, Kiwi, lemon, lime, mango, peach, pear,
pineapple, passion fruit, pomegranate, strawberry, watermelon, orange;
Tomato, Cabbage, Eggplant, Potato, Lettuce, Cucumber, Red pepper, Onion, Cauliflower,
Chili, Garlic, Spinach, Broccoli, Bitter melon, Okra;
Frozen food section, Meat section, Produce section, Bakery section, Dairy section.

Marker sentences:
“Where can I find …” “It is next to…” “It is between…and…” “It is far from/not far
from…” “How much is/are…” “They are/It is…” “Do you have more…in stock?”
“When will you restock?”

Grammar point:
Plural (+s/es), Prepositions of direction ( between, next to, far from)

Lesson Objectives:
● SWBAT identify target fruit and vegetable words by calling out their English names
verbally when seeing corresponding pictures and translating their English names into
Chinese verbally;
● SWBAT describe the location of the grocery store’s section verbally using sentence stem,
“It is next to___”, “It is between ___and ___”, or “It is far from/not far from___”.
● SWBAT practice how to read the price tag in order to get familiar with different unit
prices used in the grocery store.
 Student materials: Abbreviation codes:
● Activity ● SWBAT = Students will be able to...
● T1 = Ying ; T2 = Lyu
Teacher materials:
● PPT slides Grocery ● Ss = students
● CCQ = concept checking question(s)
● ICQ = instructions checking question(s)
● Videos
● WS = worksheet
● Exit ticket: Zoom vote ● BOR= breakout room(s)
● TL= target language
● WCFB = Whole class feedback

Activity Activity Stages Technology Key Language Resource Time

Focus Used Forms/ s/
Functions Material
Strand s
(Nation,
2007)

Warm-up: Zoom Food-related / 8:30-8:4

Meaning- 1. Ts greet Ss at the beginning of the words; 0
focused class, and start small talk; Sentences on
output 2. T1 says “Happy Halloween!” to Ss; how to order
3. T1 introduces today’s agenda; food
4. T1 makes a brief recap;
5. T1 introduces today’s topic；
6. T1 leads Ss to do a warmup
activity–Do you prefer eat at home or
dine out?;
7. T1 talks about the pros and cons of
dining out and eating at home with Ss;
8. T1 asks an introductory question
“what are the different sections of a
grocery store?” and introduces
different sections;
9. T1 says “today we will only look at
the fruit and vegetable section, leaving
the rest to next week” and transition
into activity 1.
Languag Activity 1: Fruits Zoom Vocabulary:
e-focused iPad Airplay Apple, Banana, 8:40-9:0
learning Before-Stage: What fruits do you know Blueberry, 0
1. T1 asks Ss to think about what fruits Cherry,
Meaning- they know to check their prior Coconut, Grape,
focused knowledge; Kiwi, lemon,
output 2. T1 types Ss’ answers on the screen. lime, mango,
peach, pear,
During-stage: Different fruits pineapple,
1. 1T1 introduces different fruits by passion fruit,
showing pictures first and then pomegranate,
provide English words; strawberry,
2. T1 lectures on grammar point: plural watermelon,
(+s) using the example of grapes; orange
3. T1 continues to introduce different
fruits;
4. T1 check Ss’ understanding of the Grammar: Plural
words by making them translate (+s)
English to Chinese and then call out
English from pictures.

Post-stage: Game-Fruit Ninja

1. T1 gives instructions on the activity:
→Watch me play the game
→Call out the fruits you see that show
up in the screen
→You don’t have to call out all their
names, just try to say as many as
possible
2. T1 asks Ss to unmute themselves;
3. Ts model the activity;
4. T1 leads Ss to do the game using the
iPad;
5. T1 Wrap-up and transition into the
next activity.
Languag Activity 2: Vegetables Zoom Vocabulary: 9:00-9:2
e-focused iPad Airplay Tomato, 0
Learning Before-Stage: What vegetables do you Cabbage,
know Eggplant,
Meaning- 1. T1 asks Ss to think about what Potato,
focused vegetables they know to check their Lettuce,Cucumb
output prior knowledge; er, Red
2. T1 types Ss’ answers on the screen. pepper,Onion,Ca
uliflower, Chili,
During-stage: Different vegetables Garlic, Spinach,
1. T1 introduces different vegetables by Broccoli, Bitter
showing pictures first and then melon, Okra
provide English words;
2. T1 lectures on grammar point: a Grammar:
special situation of plural (+es) using a special
the example of tomatoes and potatoes; situation of
3. T1 continues to introduce different plural (+es)
vegetables;
4. T1 check Ss’ understanding of the
words by making them translate
English to Chinese and then call out
English names from corresponding
pictures.

Post-stage: Practice-Vegetables solitaire

1. T1 introduces the rules of this activity;
2. Ts model the activity;
3. T1 asks Ss if they need assistance, and
says “Do you want me to show all the
vegetable words on the screen?”;
4. T1 types Ss’ names on slide 48 to
indicate the solitaire order;
5. T1 host the activity;
6. T1 announces the winner and
congratulates that student;
7. T1 make recommendation on
downloading an app using iPad to
show;
8. T1 wrap-up and transition into the
next activity.
Languag Activity 3: Prepositions of direction Zoom 9:20- 9:
e-focuse 35
d Before-Stage:
Learnin 1. T2 illustrates how to ask for help to Keyphrase:
g find items by using the keyphrase. “where can I
2. T2 then elicits prepositions of find___?”
direction by asking, “where can I find
the produce section?”
Keywords:
During-stage: Frozen food
1. T2 shows a map of two grocery section, Meat
sections and elicits the word from ss. section, Produce
2. T2 models and drills the section, Bakery
pronunciation. section, Dairy
3. T2 asks a CCQ, “how to describe the section.
location of produce section?”
4. T2 elicits the answers from ss. Grammar
5. T2 provides examples to guide ss to point:
describe all the map by using Prepositions of
keyphrase “...is next to…” direction
6. T2 goes through similar procedures to
(between, next
introduce other prepositions of
direction and keyphrases. to, far from)

Post-stage: Practice- “which is produce Keyphrase:

section?” “It is next to…” Ac…
1. T2 introduces the rules of the activity
“It is
and gives an example to illustrate.
2. T2 asks ss what they should do to between…and…
ensure ss understand the instructions. ”
3. T1 divides ss into 2 groups of 2 and
“It is far
then sends the link in chat box.
4. Ts move to different groups to monitor from/not far
activity. from…”
5. T2 invites ss to share their answer and
then checks the answer with class.
6. T2 make a brief summary and move Role
on to the next activity. (If T2 don't play:
have enough time, T2 will lead ss to rol…
do a role play instead)
Languag Activity 4: Asking for price Zoom Keyphrases: 9:35-9:4
e-focuse “How much 5
d Before-Stage: is/are…”
Learnin 1. T2 shows a conversation on asking “They are/It
g price and asks a CCQ, “should we use is…”
''is” or “are” here.
2. T2 briefly explains the reasons.

During-stage:
1. T2 shows the picture of the price tag
of “onion”and elicits the unit price. Unit prices:
2. T2 models and drills the per pound, per
pronunciation. tray, per bag,
3. T2 invites some Ss to read the price each.
tag for the class.
4. T2 goes through similar procedures to
introduce other unit price.

Post-stage: Listening practice

1. T2 asks Ss to choose the right price
tag based on what she says.
2. T2 invites the ss to share their answer.
3. T2 checks the answer with the class
and asks Ss whether they have any
question so far.
4. T2 make a brief summary and move
on to the next activity.
Languag Activity 5: Asking for stock Zoom Sentence stem: 9:45-9:5
e-focuse 5
d 1. T2 shows a picture of an empty shelf Do you have
more…in stock?
Learnin to elicit the words.
g 2. T2 invites ss to imagine what they will When will you
do if the items are sold out. restock?
3. T2 introduces the sentence ss can use
Fluency to ask for stock.
Develop 4. T2 explains what role play means and
ment tells ss now they are going to do role
play.
5. Ts demo role play.
6. T1 sends the link in the chat.
7. T2 gives ICQs to check Ss’
understanding and send Ss into groups
of three.
8. T2 invites Ss to share
9. T2 Wrap-up and transition into the
next activity

/ Wrap up: Zoom vote / 9:55-10:

1. T1 leads Ss to do the Exit ticket via 00
zoom vote;
2. T1 makes a preview;
3. Ts goodbye Ss.

Homework: Ss will review today’s learning materials and finish the exit ticket.

Anticipated Problems & Suggested Solutions:

Keep the following in mind if teaching online:
● If some documents cannot be opened, Ts can also post links in the chat box or send
them through WeChat group.
● Conscious noticing technique: typing, bold, highlight, voice change, visual support;
● In group work, if certain groups need longer time--Ts could give other groups a
5-minute break.
● Grouping: If ss cannot be divided into 2 groups of 2, T1 will divide the ss into 1 group
of 3 or 3 groups of 2.
● Vegetable solitaire: if there’s only one student, Ts will join this activity and practice
with that student.
Contingency Plans:
● Ts support each other if there is awkward silence or technological issues.
● Fruit Ninja game: T1 will skip to the activity on slide 31 if time doesn’t allow.
● Vegetable solitaire: T1 will replace the “How many vegetables do you remember”
activity in slide 66 with this activity if time doesn't allow. Or skip to plan B activity if
there’s little time or just pass this activity if no time left.
● Plan B activity: if there’s still lots of time left, T1 will lead Ss to do the activity in
slide 67.
● If T2 can not finish on time, T2 will skip the activity 5.