You are on page 1of 13

Object 1

YOUNG LEARNERS LESSON PLAN: th The Sandwich Celebrates its 250 irthda!
"#r$at: PPP

Grade Le%el:

ESL LE&EL '())LE SC*OOL O" SOUT* +OREA A,es -0.-/

S0b1ect:

ESL (NSTRUCT(ON 2 CULTURAL LEARN(NG E&ENTS "OR T*E (NTER'E)(ATE CLASSROO'

Pre3ared !:

"ORE(GN (NSTRUCTOR O" ESL4 )ATE: 'a! -56 20-2 LESSON NA'E: T*E SAN)7(C* CELE RATES (TS 250T* (RT*)AY

O%er%iew 2 P0r3#se Today we are going to use a lesson plan previously taught in Shanghai, China. The plan is to elicit daily conversation of student views on the English sandwich and other foods. This lesson plan will elicit the effective practices of creating ESL dialogue between South Korean students. The students will learn about how to speak English more effectively. This will be useful in establishing proper pronunciation.

Ed0cati#n Standards Addressed hat state!county education standards that this lesson satisfies.

The sandwich is 250 !ears #ld this wee8end and residents in the En,lish t#wn #9 Sandwich6 where the bread $eal was 9irst eaten6 are celebratin, their c0linar! hist#r!4 Acc#rdin, t# the t#wn:s rec#rds the En,lish n#ble$an Earl6 ;#hn '#nta,0e 9irst #rdered a sandwich in -<=24 (t is re3#rted he was 3la!in, cards with 9riends and wanted s#$ethin, he c#0ld eat with#0t a 8ni9e and 9#r84 *e re>0ested slices #9 bee9 between tw# 3ieces #9 bread6 and s# the sandwich was b#rn4 '#nta,0e ch#se t# li%e in Sandwich #%er an#ther 3#rt t#wn6 P#rts$#0th4 *ad he ch#sen the latter6 we w#0ld be eatin, 3#rts$#0ths t#da!4 (t is 3erha3s a c#incidence Sandwich is 10st a 9ew 8il#$etres 9r#$ the t#wn #9 *a$4

Less#n Plan Ob1ecti%es

Teacher G0ide

St0dent G0ide

'aterials 2 N#tes

Ob1ecti%es
"Specify skills!information that will be learned.#

"OR'AT O" T*E LESSON PLAN: ELC+0E ST$%E&TS 2)ESE&T 'CE5*)E(KE) C+&/E)S(T'+&S 8 T,E 9: 0$..'&S %'(L+1$E; )'TE +& T,E ,'TE*+()%< 9 ,- 'S T,'S 7+KE .$&&-; S'&1LE +$T +&E ST$%E&T T+ )EC'TE ,'S!,E) 7+KES T+ T,E CL(SS 2(SS +$T +)KS,EETS %'SC$SS ,(T 9L'&K'&1; 'S (&% ,+ T,E TE(C,E) 'LL *E L'STE&'&1 .+) 2)+2E) E&$&C'(T'+& %$)'&1 2)+&$&C'(T'+& %'/'%E ST$%E&TS '&T+ 2(')S T+ +)K +& +)KS,EETS .+) 34 0'&$TES ,(/E ST$%E&TS ST(&% *E.+)E T,E CL(SS (&% )EC'TE T,E') 3450'&$TE E/(L$(T'+& +. T,E') C$L'&()- ,'ST+)'ES

P*OTOS O" T*E 250.YEAR.OL) (RT*)AY SAN)7(C* ?t# be 0sed 9#r disc0ssi#n@

'aterials Needed 0()KE)S ,'TE*+()% L(2T+2 w!/'%E+ 2E&C'LS 8 2E&S ,'ST+)-< S(&% 'C, T,E T+ & $S( C$L'&()L'ST S+$T, K+)E( C$L'&()- L'ST $S( ,+L'%(-S L'ST S+$T, K+)E(& ,+L'%(-S L'ST $S( C$LT$)E %/% $S( S+&1S %/% $S( &E S 0E%'( ()T'CLE!T+ & +. S(&% 'C, 2+ E)2+'&T 2)ESE&T(T'+& S(&% 'C, T+ & 2,+T+S ,(0 T+ & 2,+T+S $K .++% /'%E+ .+) %'SC$SS'+&

ST$%E&TS 'LL LE()& (*+$T T,E ,'ST+)- +. ESTE)& .++%S L'KE S(&% 'C,ES. ( C$LT$)(L E/E&T +. (0E)'C(& (&% $K S(&% 'C,ES 'S '&T)+%$CE% .+) (1E 1)+$2 34536 ,'LE T,E)E 'LL *E S+0E '&TE)7ECT'&1 +. T,E') + & S+$T, K+)E(& .++%S ST$%E&TS 'LL C+02()E T,E') K+)E(& .++%S L'ST (&% T,E T+2'C L'ST T+ T,E') + & ST$%E&TS 'LL S2E(K (L+$% (*+$T C$LT$)(L .++%S T,(T ()E S'0'L() T+ T,+SE +. T,E S(0E (1E 1)+$2 *$T .)+0 ESTE)& C$LT$)ES ST$%E&TS %E/EL+2 S+0E ,'ST+)- +. E&1L'S, T+ &S, "S(&% 'C, 8 ,(0# ST$%E&TS 'LL %'SC$SS T)(/ELS T+ .+)E'1& C+$&T)'ES, '. (22L'C(*LE

(n9#r$ati#n
"1ive and!or demonstrate necessary information#

(rticles 8 worksheets used were from *reaking &ews English and 9The Sandwich Celebrates :=4th *irthday;

Their were no te>tbooks offered in this lesson and students will be able to freely associate valued talk5time with their current knowledge of the news media

&eri9icati#n
"Steps to check for student understanding#

/erification< Check for student understanding at these checkpoints< 3# after pronunciation, :# after reciting topic words and ?# at recapping the lesson ST$%E&TS 'LL T(KE ,+0E 8 )E(%, 9The Sandwich Celebrates :=4th *irthday;

Students must verify their knowledge of the lesson by passing the +)(L E@(0'&(T'+& at the end of the lesson. E@T)( /'%E+S .+) T,E &E@T SESS+&< $S(Bs 9C,+22E%; .++% SE)'ES +& T,E $S( .++% &ET +)K ,E)E S(&% 'C,ES ()E '& T,E .+)E.)+&T ST$%E&TS E)E .(SC'&(TE% +/E) T,E (0(E'&1 E/E&TS ,'C, *')T,E% T,E S(&% 'C, S$C, ( L+&1 T'0E (1+

Other Res#0rces
"e.g. eb, books, etc.#

Acti%it!
"%escribe the independent activity to reinforce this lesson#

ESL .$& 2+%C(ST A LE()&'&1 E&1L'S, T,E .$& (-

S0$$ar!
"SummariCe the lesson in the ne>t grid#

,(T ( +&%E).$L (&% EC+&+0'C(L .'&1E) .++%D

Additi#nal N#tes

Part - A PRESENTAT(ON
?-0 '(NUTES@
?war$03 2 ice brea8ers t# elicit st0dent tal8@

Acti%it! B?(ce rea8er 2 "0n in the Classr##$@


?2 '099ins )ial#,0e 9r#$ the website: www4Stic8! all4c#$@

Part 2 A PRESENTAT(ON 2 PRACT(CE


?-5 '(NUTES@

Acti%it! B2
?as8 the class as a wh#le@ -4 (s CTw# '099insD a 90nn! 1#8eE 7h! is it 90nn!E 7hen was the 9irst ti$e that !#0 en1#!ed a $099inE 24 7hat is a sandwichE 7hat is !#0r 9a%#rite sandwichE 7h! d# !#0 li8e this sandwich the $#st 7hat is !#0r B2 neFt best sandwichE G4 (ntr#d0ce the dial#,0e bel#w 2 3air the st0dents #99 s# that the! can sa$3le a c#n%ersati#n between a waiter ta8in, an #rder and the c0st#$er4 As8 i9 the st0dents 0nderstand the waiterHs >0esti#ns4 )# the st0dents 8n#w what a CstarterD isE As8 the st0dents t# 3ractice re3eatin, the dial#,0e ?G@ ti$es with their 3artners4

)ial#,0e 9#r )inin, at a Resta0rant ?Elicitin,@


Read this dialogue Waiter: Hello, Can I help you? Kim: Yes, I'd like to have some lunch. Waiter: Would you like a starter? Kim: Yes, I'd like a bowl o chicken soup, please. Waiter: !nd what would you like or a main course? Kim: I'd like a "rilled cheese sandwich. Waiter: Would you like anythin" to drink? Kim: Yes, I'd like a "lass o Coke, please. Waiter... After Kim has her lunch.: Can I brin" you anythin" else? Kim: #o thank you. $ust the bill. Waiter: Certainly. Kim:I don't have my "lasses. How much is the lunch? Waiter: %hat's &'.(). Kim: Here you are. %hank you very much. Waiter: You're welcome. Have a "ood day. Kim: %hank you, the same to you. Notice how the waiter asks: What would you like? and Kim responds: I'd like ... "Would like" is the polite

orm used when askin" and re*uestin".

Orderin, "##d in a Resta0rant


One #9 the $#st i$3#rtant tas8s in En,lish is #rderin, 9##d when !#0 ,# t# a resta0rant4 There are basic 9#r$s and >0esti#ns6 as well 9##d %#cab0lar! that !#0 can 0se in 3laces where 3e#3le s3ea8 En,lish4

Ta8e a l##8 at this 'en0


Starters Chicken +oup +alad Sandwiches !ain "ourse Ham and cheese %una /e"etarian 1rilled Cheese 2iece o 2i33a Cheesebur"er Hambur"er delu4e +pa"hetti #rinks Co ee %ea +o t 6rinks 7 Coke, +prite, 8oot 9eer, etc.

&,.)&..,) &..)&..-&0.-&,.)&,.)&0.)&).-&).)&5.,) &5.,) &5.()

Acti%it! BG PRACT(CE
?-5 '(NUTES@

Open-ended question for the class: Isn't it funny that the town of Sandwich is just a short distance from the town of Ham? !"#-$%S
-4 SAN)7(C*ES: alk around the class and talk to other students about sandwiches. Change partners often. Sit with your first partner"s# and share your findings. 24 C*AT: 'n pairs ! groups, decide which of these topics or words from the article are most interesting and which are most boring. sandwich & residents & cele'ratin( & culinary history & playin( cards & port town & ancestor & contri'ution & fast food & roast 'eef & historic e)ent & (lo'al food & 'i*arre ,ave a chat about the topics you liked. Change topics and partners freFuently. G4 CUL(NARY *(STORY: Complete this table with your partner"s#. Change partners and share what you wrote. Change and share again. *ist#r! #9I piCCa .rench fries pasta kebabs hamburgers chocolate /4 JUAL(TY: Students ( str#n,l! believe the sandwich is a Fuality foodG Students * str#n,l! believe it isnHt. Change partners again and talk about your conversations. 54 "AST "OO): rankings again. hatHs the bestI )ank these and share your rankings with your partner. 2ut the best at the top. Change partners and share your 7hat we 8n#w *#w t# celebrate its birthda!

sandwiches .rench fries

kebabs hamburgers

fried chicken tacos

falafel piCCa

=4 REA): Spend one minute writing down all of the different words you associate with the word JbreadH. Share your words with your partner"s# and talk about them. Together, put the words into different categories.

Acti%it! B/ PRO)UCT(ON 2 PA(R7OR+


?20 '(NUTES@
The students continue to practice in teams the material in orksheets K? while focusing heavily on the topic words. The topic words are<

sandwich & residents & cele'ratin( & culinary history & playin( cards & port town & ancestor & contri'ution & fast food & roast 'eef & historic e)ent & (lo'al food & 'i*arre

The students are called individually to the front of the class to recite either of the two short paragraphs on and K?.

orksheets K:

Acti%it! B5 PA(R 7OR+S*EETS

-@ The T#wns #9 Sandwich 2 *a$ Series: (ntr#d0ce this series #n )&) t# the classr##$ 2@ )isc0ss the w#r8sheets bel#w 2 c#$3lete w#r8sheet B- t#,ether with the class G@ Assi,n w#r8sheets B2 2 BG 9#r *O'E7OR+

St0dent Tal8.ti$e:
The students will practice reciting 35= above while on the whiteboard the teacher will e>press the knowledge of linking and how acknowledging the value of listening to their own sounds while they are talking.

St0dent J2A Gra$$ar R0les Ti$e:

J0ic8 Gra$$ar Chec83#ints


A Thai st0dent as8ed in a 3re%i#0s less#n: C7hat are the 3arts #9 s3eech in the En,lish lan,0a,eE Res3#nse:
There are nine, (9) parts of speech. - Nouns - Pronouns - Verbs - Prepositions - Adverbs - Adjectives - Conjunctions - Articles - Interjections

Descriptions of each w/examples:


- Noun. A noun is a person, place, or thing. Ex. It's time to go bac to the beach.

- Pronoun. A pronoun is a !ord that ta es the place o" a noun. He is a teacher. - Verb. A verb is a !ord that supports action. I !ill be hitting the volle#ball over the net. - Preposition. Prepositions denote relationships bet!een certain !ords in a sentence. My swims it is on the clothesline. - Adverb. An adverb $odi"ies a verb, an adjective, or other adverbs. %et's go time tra!eling. - Adjective. An adjective is a !ord that describes a noun or pronoun. &he sang bea tif lly. - Conjunction. Conjunctions join !ords together. 'he# closed the beach an" the# closed the $all. - Article. An article is a !ord that precedes a noun. The ball "loated out !ith the tide. - Interjection. Interjection are used to express strong "eeling or e$otion. #tri$e%

C#ncl0si#n
The students learned about various types of sandwiches. They also learned about the historical conte>t of *ritish and (merican finger food.

7OR+S*EET B - ?7#r8sheets 3r#%ided b!: +,-O", ",!.I/0 & 1IS2,/I/0

rea8in, News En,lish 2 Sean an%ille@

!"#-$%S
-4 SAN)7(C*ES: alk around the class and talk to other students about sandwiches. Change partners often. Sit with your first partner"s# and share your findings. 24 C*AT: 'n pairs ! groups, decide which of these topics or words from the article are most interesting and which are most boring. sandwich / residents / celebrating / culinary history / playing cards / port town / ancestor / contribution / fast food / roast beef / historic event / global food / bizarre ,ave a chat about the topics you liked. Change topics and partners freFuently. G4 CUL(NARY *(STORY: Complete this table with your partner"s#. Change partners and share what you wrote. Change and share again. *ist#r! #9I piCCa .rench fries pasta kebabs hamburgers chocolate /4 JUAL(TY: Students ( str#n,l! believe the sandwich is a Fuality foodG Students * str#n,l! believe it isnHt. Change partners again and talk about your conversations. 54 "AST "OO): hatHs the bestI )ank these and share your rankings with your partner. 2ut the best at the top. Change partners and share your rankings again. kebabs hamburgers falafel piCCa 7hat we 8n#w *#w t# celebrate its birthda!

sandwiches .rench fries fried chicken tacos

=4 REA): Spend one minute writing down all of the different words you associate with the word JbreadH. Share your words with your partner"s# and talk about them. Together, put the words into different categories.

OAR)7OR+