1. Name Hui Ling Yang
Level and number of students Secondary 2, core ESL program, 30 students
Description of students Students are in a sport group, coming from various cultural backgrounds, talkative, of
mixed abilities of English.
Anticipated problems and solutions 1) The students in this group are very energetic and talkative, so they often cause class
management problems. The teacher will make sure that students have chances to talk to
each other in every class. The teacher will make students do individual work first and
arrange pair or group work towards the end of each class.
2) The students may not be interested in healthy eating which is the theme of this unit.
The teacher will connect the concept of healthy eating with the concept of sport
performance to make learning more relevant to them.
3) Some weak students will have difficulty understanding activity instructions. The
teacher will always give oral instructions and provide key words of instructions on the
board at the same time.
4) The students in this group are good at sports but in general weaker at academic
learning than students in regular groups. The teacher will differentiate teaching based
on their interests, for example, asking them to use modal verbs to make rules of their
favorite sports.
Title of lesson: Healthy Eating
Essential question: How should we eat in order to stay healthy?
Goal of lesson:
By the end of the unit, students will be able to
 understand the philosophy of healthy eating and apply this philosophy into their lives.
 discuss healthy eating with the vocabulary as well as knowledge about food, the Healthy Eating Pyramid and the Healthy
Eating Plate.
 write about healthy eating with the vocabulary as well as knowledge about food, the Healthy Eating Pyramid and the Healthy
Eating Plate.
 use modal verbs to make rules and give instructions.
 produce a recipe for a healthy dish individually and a recipe book for healthy eating as a whole class.
Brief description of LES:
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2. The theme of the LES is healthy eating. This LES is composed of 6 periods of 75 minutes.
The first period is a hook to arouse student’s interest in learning about healthy eating and activate their prior knowledge.
There are three activities in this period. The first is an information gap activity: What food is it? Students work in pairs to describe
and guess different foods. In the second activity, Ss have group discussions about things people must eat in Quebec and decide
which food is healthy /unhealthy. In the third activity, Ss will watch a video: Jamie Oliver’s Campaign for Healthy Eating and then
have pair discussions about it.
The second, third, and fourth periods are planned for enabling activities. The students will read a long article What Should You
Really Eat? which is divided into two parts. In the second period, Ss will work on the first part What Should You Really Eat? 1,
which is mainly about the Healthy Eating Pyramid. The teacher will teach a reading strategy – skimming – to help students deal
with long texts. In the third period, Ss will work on What Should You Really Eat? 2 which is mainly about the Healthy Eating
Plate. Ss will go through a response process, at the end of which they will do a reinvesting task to write a message on the fridge for
their mother or father or anyone who prepared the supper the day before. Ss will be evaluated on C2 based on their work of the
reinvestment task. Ss will also be evaluated on C1 when doing discussions throughout this period. In the fourth period, Ss will
work on another article about healthy eating A Progressive Way to Eat and Play, which includes Modals. The teacher will adopt
the TTT approach to teach Modals. Ss will first watch a video - Modals in Songs - to observe the forms of modal verbs. The
teacher will then give an interactive presentation of Modals. After that, Ss will have group discussions about the rules of their
favorite sports, and they will be evaluated again on C1 when discussing sports rules.
The fifth and sixth periods will be devoted to the integrating task which is called A Master Chef Project. Ss will write a recipe
for a healthy dish individually and make a recipe book for healthy eating as a whole class. Ss will be asked to use the modal verbs
to write the instructions of their recipe. Ss will go through the production process to complete this task. They will be evaluated on
C3 in this task.
Educational aim of a Broad Area
of Learning
ESL competencies targeted
Evaluation (self, peer or teacher)
Health and Well-being: Students will develop a sense of responsibility for adopting good
eating habits with respect to health.
Competency 1 Interact orally in English
Competency 2 Reinvent understanding
Competency 3 Writes and produces texts
Self-evaluation:
Students use the Writing Process Checklist created by the teacher to go through the
process of writing a recipe for a healthy dish.
Peer-evaluation:
Students evaluate each other’s draft of a recipe for a healthy dish.
Teacher-evaluation:
C1- 1) Discussions about healthy eating during the Response Process
2) Discussions on the rules of sports
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3. Related Content (Culture,
Functional Language, Vocabulary,
Grammar, Strategies, Processes,
Texts) that students need to carry
out activities in lesson
Materials and sources
C2 - Writing a message on the fridge for your family member who prepared the supper
the day before.
C3 – Writing a recipe for a healthy dish
Culture: the food people must eat in Quebec; students’ favorite sports
Functional language: Agree/Disagree (e.g., I don’t agree on this part of the Healthy Eating
Pyramid.); Instructions (e.g. You cannot touch the ball with your hand. You should preheat
the oven at 350 degrees. ); Advice ( e.g. You should drink more water every day.)
Vocabulary: food, nutrition, healthy eating, well being
Grammar: Modals
Strategy: the reading strategy - skimming
Processes: Students will go through the production process to create the recipes
Students will go through the writing process to write the recipe.
Texts: videos, written texts, graphics
Videos: Jamie Oliver’s Campaign for Healthy Eating
https://www.youtube.com/watch?v=k0dfpvvZATc
Grammar in songs - Modal Verbs
https://www.youtube.com/watch?v=mBIawQGe-88
Annex 1 – Handout: Information Gap Activity: What food is it?
Annex 2 – Handout: Things You Must Eat in Quebec
Annex 3 – Handout: Jamie Oliver’s Campaign for Healthy Eating
Annex 4 – Text 1: What Should You Really Eat? 1
http://www.hsph.harvard.edu/nutritionsource/pyramid-full-story
Handout: The reading strategy activity - Skimming
Handout: Tasks for Text 1
Annex 5 - Text 2: What Should You Really Eat? 2
http://www.hsph.harvard.edu/nutritionsource/pyramid-full-story
Handout: the Response Process tasks
Annex 6 – Text 3: A Progressive Way to Eat and Play, from Breakaway 2 Knowledge and
Competency-based Learning by Parks, P. & Webb, C.
Handout: Tasks for Text 3
Annex 7 – Grammar Break: Modals, from Breakaway 2 Knowledge and Competency-based
Learning by Parks, P. & Webb, C.
Handout: Rules of Your Favorite Sport
Annex 8 – Handout: Master Chef Project Student Booklet
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4. PREPARING TO LEARN
ACTIVITY DESCRIPTION OF THE ACTIVITY
(role of Teacher and Students)
RATIONALE
(why are you doing it)
EVALUATION
(will you be evaluating, if so, what?)
COMPETENCIES
(What competency(ies) will be developed)
1. Information Gap
Activity – What
food is it?
20 minutes
2. Things You Must
Eat in Quebec
25 minutes
T greets Ss and introduces the theme of the unit – healthy eating.
T invites the whole class to guess the food that she describes. She
gives a few more examples. The winners get coupons which they can
use to purchase things at the school shop.
T explains the Ss will do an information gap activity in pairs.
T distributes the activity worksheet (Annex 1) and gives the
instructions of the activity.
T emphasizes that Ss must keep the pictures on their worksheets as a
secret and must speak English.
T invites an advanced student to model the activity.
T circulates in the classroom to ensure that Ss stay on task as well as
use English all the time.
T explains that Ss will work in groups of 4 to discuss things people
must eat in Quebec.
T distributes the activity worksheet (Annex 2).
T emphasizes that each student must cooperate with group members
by taking a role of leader, secretary, reporter, or timer.
T explains the responsibility of each role.
T asks Ss to form groups of 4.
T asks Ss to first brainstorm things people must eat in Quebec and
then complete the graphic organizer.
T asks Ss to discuss which food is healthy/ unhealthy, explain the
reasons and complete the T chart.
The guessing game arouses Ss’
interest in learning and activates
their prior knowledge.
Coupons motivate students to
participate actively in learning.
The information gap activity
develops Ss’ ESL competency 1.
The nature of the activity allows
students to improve oral English
more effectively.
Modeling the activity enables Ss to
understand their task better.
Group work develops students’
Cross Curriculum Competency
(CCC) 8 – Cooperates with others.
Taking different roles in a group
develops Ss’ CCC5 - Adopts
effective work methods.
Deciding which food is healthy /
unhealthy develop Ss’ CCC 3 –
Exercises critical judgments.
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5. 3. Jamie Oliver
Food Campaign
for Healthy
Eating
25 minutes
T asks some groups to report their answers to the class.
T introduces the British celebrity chef Jamie Oliver to the Ss.
T explains that Ss will watch a video and answer questions.
T asks students to predict what the video is about.
T distributes the handouts of the activity (Annex 3) and asks Ss to
answer the previewing questions individually.
T asks students to go through the while –viewing questions.
T asks Ss to watch the video.
T puts the English subtitle on to assist weak student in understanding
the video.
T asks Ss to answer questions individually.
T checks the answers with the whole class.
T applies the think, pair, share technique to the post viewing
questions. Ss first answer questions individually. Then, they work in
pairs to compare answers and have discussions. At last, Ss share
their answers with the whole class.
The viewing activity gives Ss a
chance to explore a different type of
text – video. It also facilitates the
learning of visual learners and weak
Ss.
The topic of the video connects
learning to hot issues of health and
makes learning more relevant to
students’ personal lives.
Checking answers ensure Ss’
comprehension of the video.
CARRYING OUT LEARNING (DURING)
1. Reading:
What Should You
Really Eat? 1
5 minutes
20 minutes
T asks S how they can improve their sport performance.
T connects the concept of healthy eating to the concept of sport
performance.
T introduces the text - What Should You Really Eat?
T explains that this is a very long text so it is divided into two parts.
Ss will work on the first part - What Should You Really Eat? 1 in
this class and the second part - What Should You Really Eat? 2 in
the next class.
T distributes the text and the related worksheets (Annex 4).
T asks Ss how they deal with a long text.
T introduces the reading strategy: skimming.
T teaches the strategy.
The connection between healthy
eating and sport performance makes
learning more relevant to students.
Dividing a long text into small parts
makes learning less overwhelming
to students.
Teaching students reading strategies
is part of the requirements of QEP.
Teaching the strategy of skimming
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6. 35 minutes
15 minutes
2. Reading:
What Should You
Really Eat? 2
5 minutes
5 minutes
20 minutes
15 minutes
T asks Ss to do the skimming practice on the worksheet.
T asks Ss to read the text - What Should You Really Eat? 1 and
answer comprehension questions individually.
T emphasizes that Ss must use the reading strategy: skimming.
T checks the answers with the whole class to ensure Ss’
comprehension..
T asks Ss to have pair discussions about 1) What you learned from
this text is new to you? 2) What you learned from this text is
different from what you knew about healthy eating? 3) Do you agree
on what says in the text? Is there anything you disagree? What is it?
T carries out a quick review of the text What Should You Really
Eat? 1 by asking Ss a few questions.
T explains that Ss will read the text What Should You Really Eat? 2
(Annex 5) and go through a Response Process in this period.
T explains that Ss will be evaluated on C1 Interact orally in
discussions throughout the whole period.
T distributes the worksheets and asks Ss to do True or False
questions individually in the section of Before reading.
T asks Ss to work individually to read the text and answer questions
in the section of Exploring the text under While reading.
T encourages Ss to use dictionaries and the glossary at the end of the
text.
T checks the answers with the whole class to ensure Ss’
comprehension.
T uses the think, pair, share cooperative learning structure to deal
with the questions in the section of Connecting with the text.
T asks Ss to answer the questions individually first.
T then asks Ss to work in pairs to compare their answers and give
each other suggestions on how to change their diets.
T invites some Ss to share their plans for changing diets.
T circulates in the class to evaluate Ss’ C1 according to the rubric
develops Ss’ reading skills and gives
them confidence to complete the
task of reading a long text.
The pair discussions develop Ss’
metacognition by asking them to
reflect on what has been learned.
The reading activity offers Ss the
knowledge and the vocabulary they
will need for both the reinvesting
task at the end of the response
process and the integrating task at
the end of the unit.
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7. 15 minutes
15 minutes
3. Reading:
A Progressive
Way to Eat and
Play
25 minutes
4. Grammar focus:
Modals
used regularly.
T explains that Ss will have discussions about the questions in the
section of Generalizing beyond the text. T adopts the pairs compare
cooperative learning structure to carry out the discussions.
T asks Ss to work on the questions individually.
T asks Ss to work in pairs to discuss the questions.
T asks each pair to combine with a second pair to share ideas.
T circulates in the class to evaluate Ss’ C1 according to the rubric
used regularly.
T introduces the reinvesting task – writing a message on the fridge.
Ss need to write a message to their mother or father or anyone
prepared the supper the day before. In the message, Ss should point
out what is good and what is not good about the supper, using the
information from the text in their own words.
T explains that Ss will be evaluated on their ESL competency 2
Reinvests understanding according to the C2 evaluation rubric used
regularly.
T goes through the instructions with the whole class.
T asks Ss to do the task individually and circulates in the class to
ensure Ss stay on task and provides help when needed.
T collects Ss’ work and evaluates the work.
T asks Ss what their families do when they invite people for dinner.
Ss have a brief class discussion.
T introduces the text- A Progressive Way to Eat and Play.
T distributes the text and the related handouts (Annex 6).
T asks Ss to predict what the progressive way to eat and play is.
T asks Ss to go through the reading comprehension questions.
T asks Ss to individually read the text and answer the questions.
T checks the answers with the whole class to ensure comprehension.
T asks Ss to discuss the after reading questions in pairs.
T asks Ss what the difference is between the two sentences 1) You
eat vegetable and 2) You should eat more vegetables. T explains
The reinvesting tasking reinforces
Ss’ understanding of the concept of
healthy eating and encourages Ss to
apply the concept in their lives.
The final integrating task of writing
a recipe for a healthy dish is the
continuation of this reading activity.
This text sets students up by
introducing the concept of sharing
the responsibilities of preparing a
meal.
Introducing modal verbs in the
context of healthy eating makes
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8. 10 minutes
15 minutes
20 minutes
briefly that a modal verb is a type of verb that is used to
indicate modality –possibility, ability, permission, advice and
obligation.
T shows Ss the video Grammar in songs: Modal Verbs.
T asks Ss to make a list of all the modal verbs presented in the video.
T asks Ss to revisit the text- A Progressive Way to Eat and Play- and
underline all the modal verbs.
T asks Ss to read Grammar Break: Modals (Annex 7).
T elicits the rules of Modals from Ss by asking the following
questions.
1) What follows a modal verb? (Infinitive.)
2) Do we need to conjugate a modal verb according to the subject?
3) How do we form the negation of modal verbs? (Add “not”
between the modal verb and the main verb)
4) How do we form questions with modal verbs? (Inverse the subject
and the modal verb.)
T asks Ss to do the exercise on the page of Grammar Break.
T explains that Ss will have group discussions about the rules of
their favorite sports and they will be evaluated on Competency 1
Interacts orally according to the C1 rubric regularly used. T adopts
the Round Robin cooperative learning structure to carry out the
discussion activity.
T goes through the instructions of the activity with the whole class.
T asks Ss to form groups of 3 based on interests in sports such as
basketball, soccer and hockey.
T emphasizes that Ss must use model verbs.
T emphasizes that Ss must pass the worksheet along within the group
to make sure everyone contributes to the discussion.
T circulates in the class to evaluate Ss’ C1.
T invites some groups to presents the rules of their favorite sports.
T explains while one group is presenting, the other groups will be the
judge of the accuracy of the rules. The group that receives the least
learning meaningful to Ss.
The tasks of listing and underling
modal verbs familiarize Ss with the
forms of modal verbs.
Teaching grammar rules develops
Ss’ language accuracy.
The discussion develops Ss’ ESL
oral competency.
The group work promotes
cooperative learning and develops
Ss’ interpersonal skills.
Taping into Ss’ interests and
strengths, which are sports in the
case of this group, makes learning
more engaging. Also, Ss’ learning is
differentiated so that it can be
maximized.
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9. objection will win coupons.
INTEGRATING WHAT WAS LEARNED (POST)
A Master Chef
Project
1. Preproduction
20 minutes
45 minutes
10 minutes
T introduces the Master Chef Project.
T distributes the project booklet (Annex 8).
T explains that the whole class will make a recipe book for healthy
dishes and each student will be responsible for writing one recipe. T
explains that Ss will work in groups of three to create recipes for a
complete meal which include an appetizer, a main dish, and a
dessert.
T emphasizes that there is group work but students will be evaluated
individually on C3 based on their recipe according to the C3
evaluation rubric used regularly.
T presents Ss examples of recipes.
T deconstructs one recipe with the class.
Ss form groups of three to work on the project flow chart.
Ss brainstorm to find a theme for their meals and divide the work.
T goes through the Master Chef Project Guideline with the Ss.
Ss write drafts individually using resources at their disposal
(textbook, worksheets, dictionary, etc.)
T circulates to ensure that Ss remain on task. T responds to any
relevant questions concerning the work at hand.
T asks Ss to exchange their draft recipes to do peer-evaluation.
T asks Ss to focus on assessing the content and not to give grades.
Ss get their drafts back and make adjustments according to feedback.
Giving students an authentic role of
master chef makes learning more
meaningful. Writing a recipe allows
Ss to transfer their understanding
and knowledge about healthy eating.
Group work promotes cooperative
learning while individual evaluation
holds each student accountable for
his/ her own learning.
The deconstruction of a recipe
ensures that Ss understand the task
regarding what components to
include in a recipe and how to write
each component.
.
Peer-evaluation supports
cooperative learning. Ss receive
different points of view on their
work.
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10. 2. Production
30 minutes
3. Postproduction
40 minutes
T asks Ss to write the final copy of recipe.
T tells Ss that their writing work will be evaluated according to the
C3 rubric regularly used.
T circulates to ensure that Ss remain on task and offers help if
needed.
T asks Ss to use the writing process checklist to do self-evaluation.
T explains that Ss will present their recipes between groups.
T explains that each group will get one of the three key words about
healthy eating – variety, moderation, and exercise - which have been
discussed in this unit.
T distributes paper slips containing the key words.
T asks the Ss to form larger groups with the groups receiving the
same key word.
T puts up the three key words separately at different places in the
classroom to indicate the presentation area for each larger group.
T asks Ss to go to designated areas to present their recipes to their
peers.
T circulates in the class to ensure Ss stay on task.
T collects Ss’ work at the end of the class.
T evaluates Ss’ writing work and returns it to Ss for correction.
T asks Ss to submit a modified version of their work.
T compiles Ss’ modified work into a recipe book for healthy eating.
Self-evaluation with the writing
process checklist develops Ss’ meta-
cognition.
The use of key words reinforces the
concept of healthy eating and helps
students to answer the essential
question of the unit – How can we
eat healthily?
The compilation of Ss’ work into a
recipe book gives Ss a sense of pride
for their own learning.
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