Lesson Plan Template for Content-Based Instruction

Teachers Name: Annie and Brooklyn

Grade/Class/Subject: 7

th

Date: 6/17/16

Grade EFL

Time Period: 45 minutes

Unit/ Topic: Food

Lesson Title: Foods and Their Flavors

Content Objectives: By the end of the lesson, students will (know and do): The student will be able
to demonstrate knowledge of new vocabulary about food and flavors by performing tasks which
require an exchange of information. The student will also show a deeper knowledge of American
culture by identifying and describing newly acquired American food vocabulary.

Language Objectives:
Form

Function
1) Express like and dislike for different types of
food.

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

went to see his grandfather;)
I like _________.
My favorite food is ________.
___________ is delicious.
I dont like ___________.
___________ is gross.

2) Describe the flavor of a food using newly

acquired vocabulary.

How does your food taste?

It tastes _____________.

3) Using what and how to ask questions

about food.

What is your food?

How does it taste?

(in ing form, eg. Retelling a story )

Review Vocabulary
(previously taught vocabulary that
students likely need review of)

Delicious
Apple Pie
French Fries
Curry
Pretzels

New Vocabulary
(new vocabulary to be explicitly taught
that is critical to an understanding of the
content)

Flavor
Sweet
Salty
Sour
Spicy
Bland
Gross
Sour Gummy Worms
Grapefruits
Chips and Salsa
Buffalo Wings
Tofu

Signal Words
(vocabulary that may need to be taught or
emphasized that link concepts in
meaningful ways, such as conjunctions and
time markers)

Favorite
Taste
Like
Dont like
What
How

By the end of the lesson, students will (do X function using Y form with Z vocabulary):
By the end of the lesson, students will be able to express like and dislike for different types of food using adjectives
and provided models with new food vocabulary.
By the end of the lesson, students will be able to describe the flavor of a food using the verb to taste with flavor
categories discussed in class.
By the end of the lesson, students will be able to use the words what, how, and taste to ask questions about
food. Students will be able to answer these questions using food and flavor vocabulary.

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.
Students may not have been exposed to certain foods such as sour gummy worms, Buffalo wings, or
chips and salsa, so these foods may need to be discussed in more detail. Also, familiar Korean foods
are used in the lesson so the students are able to better understand the flavors that are introduced. In
addition, Korean words borrowed from English may cause confusion with new vocabulary. For example,
gummy candy is usually described as jelly in Korean, and this may cause students to think that
jelly is the English word.

Materials: Include here all the materials that you need, including textbook titles and the page
numbers you will refer to.
40 laminated pictures of foods. There should be 8 pictures from each of the 5 flavor categories.
40 copies of the matching activity and vocabulary worksheet.
40 copies of the mad libs activity worksheet.
40 Laffy Taffy candies
5 different snacks representing each of the 5 flavors. (Example: Sweet-Kinder Chocolate, SaltySeaweed, Spicy-Spicy Chips, Bland-Almonds, Sour-Sour Gummy Worms)
Computer with PowerPoint
Projector
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: 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 concept of food and flavor will be introduced.
The teacher will ask the following questions in
order to spark their interest and gauge the
students prior knowledge about the topic:
Do you like food?
Did you enjoy your breakfast/lunch?
Has anyone heard the word flavor before?
What is an English word that is similar to flavor?

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.

Students will respond with:

YES!
Yes! No!
Yes. No. Maybe.
I dont know. Taste!

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 food. Students verbal responses will determine whether they are engaged by the content and
its presentation.

II. PRESENTATION: 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 teacher will introduce flavor vocabulary by
giving visual examples of foods that fit into the
flavor categories. Foods that are unfamiliar to
students will be further explained. The teacher
will also ask students to orally repeat words that
may be more difficult to pronounce.

The students will (specifically what the students

should do in response to what the teacher does)
Students will guess the name of each flavor based
on the pictures of food. Students will be guessing
the names of the foods before the names appear on
the PowerPoint. Students will be practicing the
pronunciation of more difficult food vocabulary
words.

Then, the teacher will introduce ways to express

likes and dislikes pertaining to food using
sample dialogues. The teacher will act out the
dialogue before allowing the students to
practice with a partner. The teacher will then
select volunteers to perform the dialogues for
the class.

First, students will listen to and watch the dialogues

presented by the teacher. Then, students will
practice the dialogues with a partner by referring to
the sample on the PowerPoint. Students will insert
food names based on their own personal
preferences.

The teacher will explain and pass out the

matching activity worksheet. The teacher will
instruct the students to listen for two foods and
two flavors the first time the video is shown.
The teacher will show a video clip of people
talking about their food and its taste. The
teacher will instruct the students to listen for all
of the foods and flavors the second time
through. Show the video clip again. Go over the
worksheet as a class. Call on students to share
their answers.

The students will read over the worksheet when

they receive it and listen to directions. They will
watch the video and listen for two foods and two
flavors the first time. They will fill out the worksheet
as they watch. They will then watch the video again
and listen for all the foods and flavors. They will
listen as they go over the worksheet as a class and
might volunteer to share their answers with the
class.

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted
language forms as presented?):
Frequent oral comprehension checks with be given. Students guesses for names of foods and flavors
will show how much they know about the topic. Listening to them share the dialogue will help gauge
whether they are comprehending the forms presented. The answers to the worksheet that are shared
will show whether or not they could comprehend the video and the vocabulary terms in the video.

III.

PRACTICE/APPLICATION: 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: _____21 minutes_________

The teacher will(specifically what the teacher

does)
The teacher will instruct students to fill in the
blanks on the mad libs activity worksheet using
the appropriate vocabulary words. Once the
students have finished, the teacher will ask a
few students to share their mad libs with the
class.

The students will (specifically what the students

should do in response to what the teacher does)
Students will listen to the directions given and look
over the worksheet. They will complete the
worksheet by filling in the blanks using appropriate
vocabulary words. Some students might volunteer
to share their mad libs. Other students will listen to
the volunteers present their mad libs.

The teacher will present instructions for the food Students will listen to instructions and watch and
partner activity by giving examples of
listen to examples. Then, they will stand up, walk
conversations students should use during the
around the room, and talk to their classmates to
activity. Then, the teacher walks around the
complete the activity. After each round, students
classroom practicing the conversations with the
may be asked to share their conversation with the
students to confirm their comprehension. After
class. The other students will listen to their
the first round, the teacher will call on students
classmates presentations.
to share their conversation with their partner.
The teacher repeats this process for the second
round.
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 with be given. Students answers in the mad libs worksheet will
show their understanding of the different vocabulary. The food partner activity will show their
understanding of the phrases taught and the food vocabulary introduced earlier. It will also show their
speaking ability.
EXTENSION: 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: ___10 minutes____

The teacher will(specifically what the teacher

does)
The teacher will ask students to return to their
original desks. Then, ask for 5 volunteers, and if
no students volunteer, draw 5 popsicle sticks.
Ask those students to come stand at the front of
the room.

The students will (specifically what the students

should do in response to what the teacher does)
The students will quickly return to their assigned
desks and wait for further instructions. Some
students might volunteer and other students might
be too hesitant. The 5 selected students will walk
to the front of the room.

Explain that they are going to be doing a food

taste test to show understanding of the flavors
they learned. Explain that students should cover
their eyes with one hand, and they will be given
a small food item. Once they have closed their
eyes, go down the line and give each student a
different food item (each student should be
given a food that represents one of the 5
flavors). Instruct the first student to eat the food
and determine its flavor. Then ask the
questions, What flavor do you think it is? and
Do you like it? Repeat this process for the
other four students. Once everyone has tasted
the foods, ask the students to guess what food

Students will try the food. Some students will guess

the flavor right away and others will struggle.
Students will answer the questions using phrases
learned in class and flavor vocabulary. Students
who are not participating in the activity will be
receiving input. They will also be engaged and will
enjoy watching their classmates try the different
foods. The whole class will try to guess the foods
that the participants cant guess.

it was. Reveal the mystery foods and review

which flavors the foods were.
Pass out American candy for the class so that
everyone gets some food. Ask the class what
flavor the candy is.

The students will be very excited to receive candy.

They will describe the candy as sweet.

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 formative assessment strategies, incorporate this summative assessment. It measures knowledge of
expressing likes and dislikes of food, flavor categories, food vocabulary, and the adjectives delicious and
gross. If the sentence is logical, the students have understood the material. If not, they are struggling with at
least one of the concepts.
Exit Slip
1) My favorite food is ___________________. It is ____________. (flavor) It is very delicious/gross! (circle
one)
2) I dont like ___________________. It is _____________. (flavor) It is very delicious/gross! (circle one)

Match the food with the correct flavor after watching the video.
Food
Chicken
Toast with jelly
Shrimp Chips
Toast without jelly
Sulbbang

Flavor
Bland
Sweet
Salty
Sweet
Spicy

Vocabulary
Flavors
Sweet
Salty
Sour
Spicy
Bland

New Foods
Grapefruit
Sour Gummy Worms
Buffalo Wings
French Fries
Pretzels
Chips and Salsa
Tofu

MAD LIBS
Fill in the blanks with the appropriate vocabulary words.
_________ is going to the store because he/she wants to make ________
(name)
(food 1)
because he/she likes _________. He/She sees ________, _________, and
(food 1)
(food 2)
(food 3)
__________ at the store. ____________ thinks these foods are _________.
(food 4)
(name)
(delicious/gross)
He/She also sees lots of ________ foods, like _________ and _________
(flavor)
(food 5)
(flavor 2)
like ________.
(food 6)