1. LESSON PLAN
A. FACTUAL INFORMATION
• Your name: Hui Ling Yang
• Day, date, and time of lesson: Monday, October 19, 2015, 13:45-15:00
• Grade and level of students: secondary 2, core ESL program
• Brief description of students: Students in sport concentration, at different levels of English
proficiency, coming from various linguistic and cultural backgrounds, a challenge group in
terms of classroom management.
B. OBJECTIVES AND PROBLEMS
• Topic area/theme: Smart eating
• General aim: The goal of the lesson is to create an opportunity for students to practice
English in a meaningful way through an information gap activity, an interactive presentation
and a viewing activity. It aims to guide the students to consider the important issue of health,
reflect on their eating habits and consider how to improve their diets.
• Specific objective(s): By the end of this lesson, the students will be able to understand and
discuss the food pyramid and apply the knowledge of it to their lives. They will also be able to
discuss the health issues related to diet and their plans to improve their eating habits.
• Evaluation criteria: The teacher will not evaluate the students officially in this class, but will
briefly introduce the C1 and C3 evaluations of this unit to situate the learning activities into a
2. • Related content/essential knowledge:
– Functional language: Request for help (What does…mean?), Offers of assistance (e.g.
Do you need help to spell the word?), Connectors (What about you? Are you sure?);
Advice (I think you should…
– Vocabulary: food and nutrition
– Grammar/structure: Modals
– Anticipated language: I will/should/can…You cannot…You should/must…
• Anticipated problems and solutions: The teacher will offer visual as well as oral
instructions to assist weak learners. The teacher will collect the students’ work at the end of
the class to hold everyone accountable for his/her own learning. The teacher will emphasis
the discipline procedure at the beginning and will not give the students much free time in
order to avoid potential classroom management problems.
C. COMPETENCIES COVERED
• ESL-specific: Competency #1: Interacts orally in English.
Competency # 2: Reinvests understanding of texts
• Cross-Curricular: Competency # 1 – Uses information
Competency # 2 – Solves problems
Competency #7 – Achieves his or her potential
Competency #8 – Cooperates with others
Competency #9 – Communicates appropriately
3. D. BROAD AREAS OF LEARNING COVERED
• Health and well-being
E. MATERIALS AND AIDS
• Multimedia: Smart board, computer, the Internet, PowerPoint
• Video: Jamie Oliver’s Campaign for Healthy Eating in Schools
• Handouts: Guess what – information gap activity (Appendix 1)
Graphic organizer for Food Pyramid (Appendix 2)
Exit slip – Rank the food groups (Appendix 3)
E. STRUCTURE OF THE LESSON
What does the teacher do?
What do the
1. The teacher takes attendance,
checks students’ material, and
emphasizes the discipline procedure.
She goes through the agenda with
2. The teacher invites the students to
guess the food she describes.
3. The teacher asks the students to do The students
To maintain routines
to ensure the smooth
running of the class.
To get students’
To activate the
4. the information gap activity to
discuss different foods
She emphasizes that students are not
allowed to show each other the
pictures on the worksheet to ensure
the quality of the learning activity.
She invites an advanced student to
model the activity.
She gives oral and visual
work in pairs to
play the guessing
To encourage students
to take risks while
using the English
teaching to reach as
many students as
Learning Activity 1: Food Pyramid
1. The teacher briefly introduces the
Master Chef project of the unit – a
recipe book made by the class. She
also mentions the C1 and C3
evaluations related to the project.
She asks the students to guess what
the new unit is about.
2. The teacher gives an interactive
presentation about the Food
Pyramid with PowerPoint. She helps
students to understand 1) What is
interact with the
teacher to learn
To situate learning
activities into a
context in order to
motivate the students.
To teach the skill of
To give students
knowledge that they
will need to complete
the final product of
the use of Food Pyramid? 2) What is
the name of each group? 3) What
nutrients do we get from each
group? 4) How much should we eat
from each group? 5) Why is this
pyramid built this way?
3. She asks the students to recode the
knowledge they have just learned by
completing a graphic organizer
(Appendix 2). She elicits the
benefits of using graphic organizers
from the students.
The teacher asks the students to
discuss with their partners to
compare answers and complete the
graphic organizer together.
Learning Activity 2:
Jamie Oliver’s Food Campaign
1. The teacher introduces Jamie
Oliver, a British celebrity chef who
leads a food revolution in schools.
She provides the students with
work in pairs to
The students take
To teach students
weak students’ needs.
To link learning to
current events and
issues and make
viewing comprehension questions
before playing the video of Jamie
Oliver’s food campaign. She asks
the students to explore the video by
looking for the answers to the
following questions 1) What is the
problem of the city in the video? 2)
Why is it important to address this
problem? 3) What is Jamie Oliver’s
mission? 4) Why is Jamie Oliver in
She puts English subtitle on in the
She checks the answers with the
whole class to ensure the students’
2. The teacher guides the students to
make personal connections to the
issue discussed in the video.
She asks the students to think about
their diets and use the knowledge of
Food Pyramid to make plans to
improve their eating habits.
notes of the
and support their
7. She provides the students with
questions to work with 1) What do
you usually eat for breakfast? How
much? 3) What do you usually
drink? 4) How should /will / can
you improve your diet? She
emphasizes that students need to be
specific when writing about diet
She asks the students to discuss the
questions in pairs.
She asks the students to share ideas
with the whole class.
on the questions.
To get students ready
for group work and to
fluency and accuracy.
1. The teacher wraps up the lesson by
asking the students what they have
2. The teacher asks the students to
complete the exit slip (Appendix 3).
reflect on their
To teach the students
the learning strategy
of monitoring their
To collect evidence of
the students’ learning
for teacher self-