Running head: LISTENING AND SPEAKING LESSON PLAN 1

Listening and Speaking Lesson Plan

Monchi Liu

Colorado State University

LISTENING AND SPEAKING LESSON PLAN 2

Introduction
This is a listening and speaking lesson plan I created to fulfill the requirements for E528
Professional ESL Teaching- Theory to Practice. I conducted a 50 minutes class based on this
lesson plan. The purpose of this lesson plan is to help me establish connections between second
language theories and the actual practice.

Listening and Speaking Lesson Plan

Brief description of classroom setting:

• 10-25 students from various of ethnic and culture backgrounds whose English
proficiency levels are between Beginner to Advanced.
• 10 TEFL/TESL graduate students will assist the teaching activities in this class.
• The first of three listening/speaking lessons about the overall theme of food.
• Lesson will incorporate the following interaction types: individual work, pair work, and
teamwork.
Pre-lesson inventory:
Overview of lesson objectives:
• Content:
o Students will be able to understand sixteen theme-related words that they may
encounter in a fast food restaurant. (combo meal, ketchup, mayonnaise, mustard,
straw, lettuce, broccoli, spinach, crouton, pepperoni, pickle, jalapeño, tortilla,
taco, burrito, and chips)
• Language:
o Students will be able to make requests by using the question pattern, “Can I
get/have something?”
Materials to take to class:
• Copies of handout.
Equipment needed for class:
• Laptop to play slides.
• Print out hardcopies for doc cam. (Plan B: Just in case that the laptop doesn’t work)
Assignments to collect from students:
• None.
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Special room arrangements:

• Divide students into 4 groups, each group contains 5-6 ELLs ideally. Our TEFL/TESL
cohort members will intervene in all groups.

Warm up Brainstorming. (7 minutes)

Purpose: Introduce the lesson topic of fast food, to brainstorm several authentic words that
students might encounter when they are eating out in a fast food restaurant.
Procedures:
• Step 1: Quickly explaining what “fast food restaurant” means and providing two
examples, McDonald’s and KFC. Then, ask students if they know or see some of the fast
food restaurants in the US. If so, ask them to name them, to make sure that students
understand what fast food is. (2 min)
• Step 2: Ask students to brainstorm (come up with) a list of as many words that might
appear in a fast food restaurant as they can. For example, hamburger, French fries, salad,
ketchup, etc. Speak directly no matter who has an idea. (3 min)
Transition: Teacher follows up students’ answer by writing those words on the whiteboard (I
might need help on spelling). Then use these words to transit into the first activity of the theme:
“Yes, these nouns are all commonly used in the fast food restaurant. However, like all of you, I
am also a non-native speaker. I completely had no idea for the first time I went to a Subway in
the States. I remembered that the server asked me what kind of cheese do you like? But I didn’t
know any of them. That was pretty frustrating to be honest. I don’t know how many of you have
had the same experience. So, now we are going to learn several nouns that you may not know
about fast food and play a game with those words.” (2 min)

Activity 1: Hot Seat. (25 minutes)

Purpose: This activity allows students to build their theme-related vocabulary, pronunciation,
and spelling. It also practices students’ listening and speaking skills.
Procedures:
• Step 1: Introduce the new words (ketchup, mayonnaise, mustard, straw, lettuce, broccoli,
spinach, crouton, pepperoni, pickle, Jalapeño, taco, burrito, chips, and combo meal) on
slides one by one. Each word will display with its picture. Teacher shows the picture first
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and sees if anyone knows the corresponding word. If so, teacher invites the student to
shout it out loud. If not, teacher will read each word first and invite students to read after
the teacher twice or more (depend on students’ reaction of the word). Then the teacher
will give students the interpretation of those target words. (10 min)
• After learning new words, the teacher will tell students that they are going to play a game
named “hot seat” with those words they just learned. (14 mins)
• Step 2: Ask one TEFL/TESL student from each team to move his or her chair forward
and turn it to face his or her group without seeing the white board. Explain to all students
that these players are now in the “hot seat” with their backs to the board.
• Step 3: Teacher shows the first word on the slide, making sure the students in the “hot
seats” can’t see it. After teacher says “Go!”, the members of each team try to elicit
(explain/describe) this word to their team-member who is in the “hot seat” without saying
the word itself or giving any clues as to its spelling (such as the first letter). For example,
if the word is “ketchup”, students could make statements such as “People like to take it
with French fries.” Or ask leading questions such as “What is the sauce that tomatoes
made from?” The team whose “hot seat” player first says the target word wins a point.
• Step 4: If students perform well, teacher will ask the four students in the “hot seats” swap
seats with another group member of their respective teams as long as anyone in the “hot
seat” shouts out the target word. Then the teacher writes the second word on the board,
and says “Go!” again, and so on. The activity continues until all the words have been
used. The team that have the most points at the end of the game wins.
Transition: The teacher settles the class and congratulates the winning team. Then ask, “raise
your hand if you think these words are helpful in your daily life?” “Great! Now I want to
introduce a useful sentence pattern. It is Can I get/have something? If you want to order a
sandwich in a fast food restaurant, you can use this pattern as Can I have a sandwich, or Can I
get a sandwich? There is not much difference between “have” and “get” in this sentence pattern.
We are going to try to use this sentence pattern in a real-life food order process.” (1 min)

Activity 2: Role Play. (15 minutes)

Purpose: Help students to get familiar with the authentic circumstances they might encounter
when they order in a fast food restaurant. Practice the sentence pattern Can I get/have something?
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Procedures:
• Step 1: The teacher hands out to students the role play handout copies, and tells the
students that they will now find a partner (Based on previous experience, I think it would
be better to get students work with our TEFL/TESL cohort members) and do the
following activity as many times as they like. Then the teacher introduces that “this role
play might take place in a restaurant like Subway”, and invites one of the TESL/TEFL
students to play an exemplary role to demonstrate how the role play should be like.
Students can choose different words, which are given on the handout, as they like. (3
mins)
• Step 2: Students circulate the room performing the task. At this point the teacher will
pacing the activity based on how much time is left. After one student done the role play,
swap the role and do it again. (10 mins)
• Step 3: The teacher settles the class and asks students whether this dialogue ever happens
in their life in the US? Do they think this sentence pattern is useful or not?
Transition: “Okay, now we learned how to order in a fast food restaurant. Do you still
remember those words we learned earlier in this class? Let’s take a look at them again.” (2 mins)

Closure (3minutes)
Purpose: Provide an opportunity to students to give a feedback on this lesson.
Procedures: The teacher shows the pictures about the theme-related vocabulary on the slides
and asks students to provide the corresponding word. After the review, the teacher asks students
that “does anyone has any questions or concerns about this class or about any of today’s
activities?” If so, answer the questions.
HW assignment: Review the new vocabulary, go to Subway and find out the distinction
between those different kinds of meat, cheeses, toppings and sauces.
Announcements: None.
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Appendix:
Server: Hi, how you doing today?
Customer: I’m doing good, how are you?
Server: Good. What can I get for you?
Customer: Can I get/have a sandwich?
Server: Yeah! Sure! What kind of bread would you like? We have Italian, Whole Wheat, Honey
Oat, Italian Herb and Cheese.
Customer: Can I have/get __________, please.
Server: Sure! Six inches or foot-long?
Customer: Six inch/foot-long, please.
Server: Okay, what kind of meat do you like? (Ham, Turkey, Pepperoni, Meatball, Chicken,
Tuna)
Customer: __________, please.
Server: And what kind of cheese would you like? (Provolone, American Cheese, Swiss,
Monterey Cheddar, Pepper Jack)
Customer: __________, please.
Server: You got it! Do you want your sub toasted?
Customer: Yes, please.
Server: What vegetables can I get for you? (Onion, Lettuce, Tomato, Pickle, Jalapeño, Spinach,
Olive, Yellow/Green/Red Pepper, Guacamole, Cucumber)
Customer: Can I get/have __________, _________, __________, and __________. (You
certainly can have more!)
Server: What sauce do you like? (Ketchup, Mayonnaise, Mustard, Oil & Vinegar, Sweet Onion,
Barbecue Sauce, Buffalo, Chipotle Southwest)
Customer: Can I get/have some __________, __________, and __________. (You can have
whatever you like!)
Server: Is this all for you today?
Customer: Yes, it is!
Server: Do you want to make it a combo meal? / Any chips or drinks?
Customer: Yes, please. / Both, please.
Server: $7.99, cash, credit, or debit? / RamCash or Visa?
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Customer: Cash/credit/debit/RamCash/Visa, please.

Server: Here’s your cup, straws and chips are over there.
Customer: Thank you.
Server: Have a good one.
Customer: You too.

Homework:
Instruction: Go to Subway and find out the distinction between those different kinds of meat,
cheeses, toppings and sauces.
Meat: Black Forest Ham, Carved Turkey, Italian B.M.T, Meatball Marinara, Oven Roasted
Chicken, Roast Beef, Classic Tuna.
Cheese: Provolone, American Cheese, Swiss, Monterey Cheddar, Pepper Jack
Topping: Onion, Lettuce, Tomato, Pickle, Jalapeño, Spinach, Olive, Yellow/Green/Red Pepper,
Guacamole, Cucumber
Sauce: Ketchup, Mayonnaise, Mustard, Oil & Vinegar, Sweet Onion, Barbecue Sauce, Buffalo,
Chipotle Southwest