Lesson Plan

Xiaoqi Zhu DATE: 10/12/2022

CLASS: Beginning English (Free Library of Philadelphia) TOPIC: Describing Food

Lesson Objectives: By the end of the class, SWBAT

● Distinguish the difference between nouns and adjectives
● Identify the meaning of the vocabulary about describing food
● Use the vocabulary about describing food to analyze the text

Strand
(Nation, 2007) Activity Stages Technology Key Language Resources/
& Used forms/ functions Materials
Time

Warm-up Introduction Zoom video/ Vocabulary of cooking Google Slides

● T greets the whole class. audio chat methods: Boiled, Steamed, https://docs.google.com/pre
● T brings Ss to review “Cooking Methods” that Or Chat box Grilled, Baked, Roasted, sentation/d/1QTt0mZjsAD
5 minutes Ss learned in the last class. Deep-Fried, Stir-Fried, and mQMj2l-
Air-Fried 0Q90DFhmsa1XvEQn2Lk
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 • T introduces the topic “Describing Food” by Zoom video/ • Google Slides
Meaning-focused playing a video called “Food | Likes & audio chat • Video “Food |
Input Dislikes.” Or Chat box Likes & Dislikes”:
3 minutes • T asks Ss about what two people in the video https://www.youtu
are talking about. Ss can unmute to speak or be.com/watch?v=lg
type their answers in the chat box. 23ljZ-eK8
• Then, T shows a list of new vocabulary to Ss
and tells Ss that this list of new vocabulary is
what they will learn today. This list of new
vocabulary is about describing food.

Language-focused • After showing the list of new vocabulary, T Zoom video/ • Nouns and • Google Slides
learning introduces adjectives and tells students that all audio chat Adjectives
28 minutes vocabularies in the list are adjectives. Or Chat box • Vocabulary of
• T uses pictures to demonstrate the vocabulary describing food:
in the list and explains their meaning one by Salty, Creamy,
one. Juicy, Oily, Fruity,
• T invites Ss to find the pattern of these and Fishy
vocabularies, like their constructions. Ss can
unmute to speak or type their answers in the
chat box.
• T explains the pattern of these vocabularies to
Ss by introducing the suffix “-y.”
• Then, T introduces “nouns” and explains the
difference between “nouns” and “adjectives.”
• T brings Ss to practice. T first asks Ss about
the difference between nouns and adjectives.
Then, T shows the pictures of vocabulary. Ss
needs to say the vocabulary for each picture
and the meaning of each vocabulary. Ss can
 type their answers in the chat box or just
unmute to speak.

Meaning-focused • T gives a paragraph to students to read, and Ss Microsoft Using the vocabulary of • Google Slides
output needs to use what they read and learned about form describing food to read and • Form:
16 minutes vocabulary to answer questions asked by T in analyze the text https://forms.office
a Microsoft form. Ss have 10 minutes to do it. .com/Pages/Respon
• T brings Ss to analyze the paragraph and find sePage.aspx?id=nZ
answers. RNbBy5RUyarmb
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Wrap-up • T brings Ss to review today’s learning content Zoom Reflection of nouns, • PPT
8 minutes • Ss works on Exit Ticket Microsoft adjectives, and vocabulary • Google Slides
• T tells students about the plans for the next form of describing food • Form:
class https://forms.office
.com/Pages/Respon
sePage.aspx?id=nZ
RNbBy5RUyarmb
XZEMRDe1X7Hrl
3cBGujH1ilXGw7
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1SDU5TUdWRkJ
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Anticipated Problems & Suggested Solutions: List any potential problems and offer some strategies for addressing them

If some documents cannot be opened, T can also post links in the chat box.
Conscious noticing technique: bold, highlight, voice change, pictures

Contingency Plans: What will you do if things don’t go as planned. For example, what if I don’t have much time to finish class?
Students can do “Exit Ticket” after the class.