Conversation lesson plan

Please Note: This lesson plan does not follow the usual PPP structure, rather, it is organised in the
following:

Presentation - Practice (part 1) - Production (part 1) - Practice (part 2) - Production (part 2).

Furthermore, the actual Ss talking time is roughly 50 min, considering other didactic material necessary for
the lesson.

DATE CLASS LEVEL LENGTH OF LESSON

\07\08 Pre- Intermediate 1 ½ hour

Lesson Type & Subject:

Conversation lesson on food, recipes & culture, vocabulary comprehension check (worksheet), recipe
(worksheet) & speaking (pair work).

Materials Needed:
Worksheets, (additional idea) take in some food magazines, preferably with images & recipes to show the
class.

Lesson Objective:
Students work through the 1st worksheet, checking they understand the vocabulary.
Students use vocabulary & conversation sentence structures provided to converse with each other.
Students complete the 2nd worksheet about recipes, giving their favourite or most commonly known in their
country.

Assumptions:
That the class is multicultural, and has some basic knowledge of food ingredients.

Anticipated Problems & Solutions:

Problem – the class is not multicultural.
Solution – the lesson will regard personal food preferences rather than cultural.
Problem – the class has no previous knowledge regarding basic food ingredients.
Solution – Elicit food words for internationally known dishes: “MacDonald’s, what is the burger made of?
What about the French fries?”ect…Note new vocabulary on the board.
Give the students a worksheet with a list of common food ingredients.

Strategy 1 Interaction Patterns

T>S & S>T
Timing
15 min.
Purpose of Procedure:
To pre-teach vocabulary & question forms before giving first worksheet.

Presentation/Pre-teach:
Discussion about food. Introduce topic. Ask what students ate yesterday evening. What are their favourite,
least favourite foods, etc? What do they usually eat for breakfast, lunch, and dinner? Is this very different
from culture to culture, etc? Discuss recipes; do they use recipes? Who taught them to cook? Elicit as many
different answers from as many students as possible. Note new vocabulary words on board.

Strategy 2 Interaction Patterns

S>S
Timing
15 min.
Purpose of Procedure:
To collocate new vocabulary words in correct columns on the worksheet.

Practice/Pairs
1) T assigns pairs. Ss use the list of new vocabulary words and put them in correct columns.
2) Ss shows the T. (T makes necessary corrections where needed).

Strategy 3 Interaction Patterns

T>S & S>S
Timing
20 min.
Purpose of Procedure:
To use new vocabulary and question form structures provided on the worksheet in independent speaking.

Production/Pairs conversation
1) T assigns pairs. Ss use questions from the worksheet (T encourages Ss to add their own questions too)
to converse about food. Ss will report to whole group later. (If corrections needed, T holds them until end of
report. Notes are encouraged.
2) Ss converse with each other.
3) Ss discuss the recipe articles provided by the T, “do you think this will be nice?” ect…

Strategy 4 Interaction Patterns

S>S
Timing
20 min.
Purpose of Procedure:
To write their favourite or the most culturally famous recipe they know.

Practice
1) T hands out the 2nd worksheet. Ss complete the recipe using words if necessary the list of new
vocabulary words provided.
2) Ss shows the T. ( T makes necessary corrections where needed).
3) Ss discusses their recipe with their partner, Ss are encouraged to ask questions.

Strategy 5 Interaction Patterns

S>S & T>S
Timing
20 min.
Purpose of Procedure:
Ss report findings to whole group regarding their partner’s food preferences or those of their culture. Ss
share their recipes with the whole group in independent speaking. T encourages group questions regarding
the recipes, general tastes and differences in food culture.

Production/ Conversation
1) Ss report findings to whole group regarding their partner’s food preferences or those of their culture from
the 1st worksheet. (If corrections needed, T holds them until end of report.
2) Ss share their recipes with the whole group.
3) T follows through with corrections at the end.

Lesson plan 2.

DATE CLASS LEVEL LENGTH OF LESSON

\07\08 Intermadiate 1 ½ hour

Lesson Type & Subject:

Reading, organising story structures, and Writing.

Materials Needed:
Story text and worksheet. T may use any 2 similar short stories taken from a magazine, newspaper ect
(ideas taken from www.eslpartyland.com.) Note: choose a subject with pre-taught grammar structure, or
something relevant to the ESL class.

Lesson Objective:
Students identify key concepts in story, Students put jumbled story in order, students produce their own
short story.

Assumptions:
Students proficiency in present simple, past simple versus perfect tense forms and structures.

Anticipated Problems & Solutions:

Problem – may have difficulty remembering the difference between simple and perfect tenses.
Students may have difficulty in understanding jumbled story instructions.
Solution – review simple versus perfect tenses, elicit examples from students. Clarify jumbled story
directions and CCQ thoroughly.

Strategy 1 Interaction Patterns

T>S & S>T & S>S
Timing
25 min.
Purpose of Procedure:
To pre-teach vocabulary & motivate students for active reading.

Presentation/Pre-teach:
1. Discussion about story content (for example if the story is about travelling, food, music, ect…discuss the
subject with students, ask questions and so forth).
2. Students look at text to make predictions about what the story is about.
3. Elicit questions from as many students as possible as to why they predict as they do; have a class debate
regarding different predictions. Note predictions on board.

Strategy 2 Interaction Patterns

T>S & S>T & S>S & T>S
Timing
30 min.
Purpose of Procedure:
To read the 1st short story, to discuss their predictions, to put the jumbled 2nd story in order, T checks 2nd
story and makes corrections where necessary.

Practice/ Reading & organising jumbled story

1) T sets gist questions based on students’ predictions: “Read the story and find out if Luca is right about
food preferences in Japan.”
2) Students read story briefly. (5-7 minutes)
3) Ss answer gist questions.
4) T assigns pairs. Ss put the jumbled story in order then shows the T. (T follows through with corrections if
necessary).

Strategy 3 Interaction Patterns

T>S & S>S
Timing
35 min.
Purpose of Procedure:
Ss write their own story, using the previous stories as examples and the prompt given by the T.

Production/ writing & correcting

1) Ss write their own story (the teacher should give Ss a prompt to begin the story) “I was walking down the
street when I heard the most beautiful sound so I…..”.
2) Ss may ask each other questions about their story. Note taking is encouraged.
3) Ss discuss the various stories.
4) T follows through with corrections where necessary