Lesson Plan 1

CLASS:Northeast Academy TOPIC: Grocery Shopping Teacher: Yaqi & Tiffany

Lesson Objectives:
● SWBAT identify different sections & goods in a grocery store.
● SWBAT explain the meaning of target vocabulary.
● SWBAT describe their needs by making a request with politeness using the key structures (Could you please…; Excuse me, I’m
wondering where is…).

Activity Activity Stages Key Language forms/ Resources/Materials

Focus functions

Strand
(Nation, 2007)

N/A Warm-up N/A Slides

● Ts greet the class. https://docs.google.com/presentation/d/1-
● Ts welcomes Ss to unmute 8gk8tRsilXiCG6PJyw_kRNUBlUUZpiRRKN
themselves and greet in their SdaemPr4/edit#slide=id.p1
home language.
● Ts goes over the agendas and
goals of today’s class.
Fluency Pre-stage Mentimeter:
development ● Ts greets Ss https://www.menti.com/alus5r8u3wad
● Ts introduces the topic and
ask where do they usually go
for grocery shopping (eg.
Target, Trader Joe's,
Costco…)
During-stage
● Ts shares the link to
Mentimeter and asks Ss
“what do you usually buy in a
grocery store”
● Ss put down their answers
● Ts invite Ss to talk about the
goods.
Post-stage
● Ts comments & feedbacks on
Ss’ answers

Meaning- Vocabulary Expansion Diary, vegetable, fruit, Slides

focused Input Pre-stage meat, seafood, bakery, https://docs.google.com/presentation/d/1-
& ● Ts transitions in to the beverage, condiment, 8gk8tRsilXiCG6PJyw_kRNUBlUUZpiRRKN
Meaning focus activity by highlight the frozen, clothing SdaemPr4/edit#slide=id.p1
output vocabs that the Ss use in
grocery store
During-stage
● Ts introduces the key vocabs
and explain
● Ss repeat the words after Ts
● Ts ask what items are usually
included in the section/aisle
● Ts invite Ss to discuss what
 food they can make with the
following items.
● Ss speak
Post-stage
● Ts comments and feedback

Meaning- Shopping List Vocab list Slides:

focused output My shopping list https://docs.google.com/presentation/d/1-
Pre-stage includes… 8gk8tRsilXiCG6PJyw_kRNUBlUUZpiRRKN
● Ts recap the previously SdaemPr4/edit#slide=id.p1
learned vocabs
● Ts makes a shopping list
based on her own needs as a
set example for students
During-stage
● Ts invite the whole class to
make their own shopping list
Post-stage
● Ts asks students to share and
comments / give feedbacks
Meaning- Which section do they belong? Slides:
focused output https://docs.google.com/presentation/d/1-
Pre-stage: 8gk8tRsilXiCG6PJyw_kRNUBlUUZpiRRKNSdae
● Teacher comment on mPr4/edit#slide=id.p1
students’ performance on the
previous activity
● Teacher transition into this
activity
During-stage:
● Ts selects items from the
previously submitted
shopping lists and ask
students to sort those items to
sections of the grocery shops
Post-stage:
● Teachers comment on
students’ performance and
provide feedback

Meaning- Ask for help Could you please… Video clip, Slides
focused Input Excuse me, I am https://docs.google.com/presentation/d/1-
& Pre-stage wondering where is … 8gk8tRsilXiCG6PJyw_kRNUBlUUZpiRRKN
Meaning focus ● Ts show students a video of Do you know where… is SdaemPr4/edit#slide=id.p1
output how to make a request for Thanks for your help
asking help
During-stage
● Ts ask students to observe
sentence structure from that
video
Post-stage
● Ts asks students to share and
 comments / give feedbacks

Wrap Up N/A
● Ts invite Ss to unmute
themselves to say goodbye to
the class
● Ts invite Ss who have
questions to stay in the room

Lesson Plan 2
CLASS: Northeast Academy TOPIC: Ordering Coffee at Starbucks Teacher: Yaqi & Tiffany

Lesson Objectives:
l SWBAT describe what types of coffee they’d like to order in Starbucks by using the key vocabularies and sentence
structures they learned at the end of the lesson.

Activity Activity Stages Key Language forms/ Resources/Materials

Focus functions

Strand
 (Nation,
2007)

N/A Warm-up N/A Slides

● Ts greet the class. https://docs.google.com/presentation/d/
● Ts welcomes Ss to unmute 1aAdvI_yY_m_eiTAPvHHHsreP6c5psFktZP
themselves and greet in their TP2N_oexY/edit#slide=id.p1
home language.
● Ts goes over the agendas
and goals of today’s class.

Fluency Pre-stage www.starbucks.com

development ● Ts greets Ss Slides
● Ts introduces the topic and https://docs.google.com/presentation/d/
ask where do they usually go 1aAdvI_yY_m_eiTAPvHHHsreP6c5psFktZP
for ordering coffee. TP2N_oexY/edit#slide=id.p1
During-stage
● Ts shares the link to
Starbucks and asks Ss “what
would you like to have in
Starbucks”
● Ss put down their answers
● Ts invite Ss to talk about
their selections.
Post-stage
● Ts comments & feedbacks
on Ss’ answers
Meaning- Vocabulary Expansion Cold/hot Slides
focused Input Pre-stage Short/Tall/Grande/Venti https://docs.google.com/presentation/d/
& ● Ts transitions in to the Vanilla 1aAdvI_yY_m_eiTAPvHHHsreP6c5psFktZP
Meaning focus activity by highlight the Mocha TP2N_oexY/edit#slide=id.p1
output vocabs that the Ss use in Pumpkin
Starbucks Caramel
During-stage Matcha
● Ts introduces the key vocabs White Chocolate
related to the drinks’ temp, Chocolate
flavors, and other different
choices.
● Ss repeat the words after Ts
● Ts ask what they had
ordered in the past.
● Ts invite Ss to discuss their
favorite flavors and drinks.
● Ss join the discussion.
Post-stage
● Ts comments and feedback

Language Pre-stage What would you like to

Learning ● Ts introduces the sentence have…
structure of “what would I’d like to have…
you like to have” and “I’d Can I get a…
like to have…”
During-stage
● Ts asks students regarding
their favorite drinks using
the sentence structure above
and related vocabs as
introduced.
Post-stage
 Ts comments & feedbacks on Ss’
answers

Meaning- Pre-stage Video clip, Slides

focused Input ● Ts show students a video https://www.youtube.com/watch?v=v-
& clip of a gentleman having jIvacpsxI
Meaning focus difficulties ordering a drink https://docs.google.com/presentation/d/
output at Starbucks. 1aAdvI_yY_m_eiTAPvHHHsreP6c5psFktZP
● Ts play the video first time TP2N_oexY/edit#slide=id.p1
with the normal speed.
● Ss write down the notes of
they heard.
● Teacher paly the video
second time with 0.75 speed
and with subtitles.
During-stage
● Ts ask students to discuss
why this gentleman is so
frustrated and share what
they had learned.
● Ts send students to breakout
rooms.
● Ss discuss in groups.
● Ss come back and Ts hold a
whole class discussion.
Post-stage
● Ts asks students to share and
comments / give feedbacks

Wrap Up N/A
● Ts invite Ss to unmute
 themselves to say goodbye
to the class
● Ts invite Ss who have
questions to stay in the room

Lesson Plan 3
CLASS: Northeast Academy TOPIC: Checkout – Grocery shopping Teacher: Yaqi & Tiffany
Lesson Objectives:
l SWBAT demonstrate what they would like to do at the check-out process using the key vocabularies and key sentence
structures such as “I’d like to donate”, “I’d like to pay with…” at the end of the lesson.

Activity Activity Stages Key Language forms/ Resources/Materials

Focus functions

Strand
(Nation, 2007)

Fluency Recap N/A Slides

Development ● Ts greet the class. https://docs.google.com/presentation/d/
● Ts welcomes Ss to unmute 1fTMU3j4r9TrSW-
themselves and greet in their L8a5XIHjKG2duY8DdqrTjrOTwextU/
home language. edit#slide=id.p1
● Ts reviews the learned
sentence structure and ask
students regarding their
favorite activities.

Pre-stage Slides
Ts introduces the topic to Ss. https://docs.google.com/presentation/d/
During-stage 1fTMU3j4r9TrSW-
Fluency ● Ts shares an example of how L8a5XIHjKG2duY8DdqrTjrOTwextU/
Development she’d struggled with the edit#slide=id.p1
check-out process
● Ts invite Ss to talk about their
experiences.
Post-stage
 ● Ts comments & feedbacks on
Ss’ answers

Meaning- Speaking with a Cashier N/A https://www.youtube.com/watch?v=s5x-

focused Input Pre-stage RTu8dpg
● Ts transitions in to the https://docs.google.com/presentation/d/
activity, asking students to 1fTMU3j4r9TrSW-
mark down necessary step L8a5XIHjKG2duY8DdqrTjrOTwextU/
and pay attention to any edit#slide=id.p1
information they might find
interesting.
During-stage
● Ts share the link with the
students and ask students to
watch the video.
● Ts will then divide students
into groups of 3 (breakout
rooms), and give them an
example of what each student
and group is expected to
complete.
● Ss share their results
Post-stage
● Ts comments and feedback
Language- Language Points Key vocab: https://www.youtube.com/watch?v=s5x-
focused Pre-stage -cash RTu8dpg
instruction ● Ts compliments on students’ -credit card Slides
progress. -debit card https://docs.google.com/presentation/d/
During-stage -donate 1fTMU3j4r9TrSW-
● Ts introduces the related -insert L8a5XIHjKG2duY8DdqrTjrOTwextU/
vocabs and phrases to -tap edit#slide=id.p1
students. -swipe
● Ts provides examples of -pin
answering those questions. -hit/press
Post-stage -receipt
Ts ask Ss for more examples observed Key sentence structure:
from the video. I’d like to pay with…
Did you bring your own
bag?
“Would you like to pay
by…”
“Would you like to
donate…”
“Enter your pin”
Meaning focus What would you do? Slides
output Pre-stage https://docs.google.com/presentation/d/
● Ts show students the video 1fTMU3j4r9TrSW-
clip again. L8a5XIHjKG2duY8DdqrTjrOTwextU/
● Teacher paly the video second edit#slide=id.p1
time with 0.75 speed and with
subtitles.
During-stage
● Ts assign students into pairs
● Ts demo the role play
● S1 be the cashier, S2 be the
costumer
● Ss enagage in role plays using
the key sentence structure and
key vocab they learned
● S1 and S2 switch roles
Post-stage
● Ts asks students to share and
comments / give feedbacks

Wrap Up N/A
● Ts invite Ss to unmute
themselves to say goodbye to
the class
● Ts invite Ss who have
questions to stay in the room