CEP Lesson Plan Template

Teacher/s: _Yan Liang and Rocky____________________________

Level: _Intermediate Conversation (90 min class)
Date/Time: _Tue Feb 16, 2016
Goal:
Students can engage in appropriate conversations with friends
Objectives (SWBAT):
Students Will Be Able To
1. use idioms they may see or use in normal conversations
2. know more about American eating culture
3. construct normal conversations with friends
Theme: ___For Here or To Go?_________________
Extensions: ___Idioms, Eating culture/food ordering, smart phone app Grubhub & Seamless___
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time Anticipated

problems

Review or Preview

Linking & Transitioning to rest of lesson:

T-SS
Lets take three minutes to talk with your
SS-SS
partners and figure out what he/she did over
T-SS
the week. Do you eat out during the week? In
New York city, did you try out new food?
(discuss
Pick two students to present.
then share
in groups)
Great! Some of you have a REALLY great
week last week. Today we are going to talk
about possible idioms you may see or use
in normal conversations, now we are going
to look at the conversations taking place in a
fast food restaurant. Good. I see many of you
bring homework with you today. Homework
will be collected at the end of class.

5 min One student might

not remember
what she has done
during the week!
Model to them my
own experiences.

1 min
[6]

Teacher demonstrates agenda and objectives

(PPT first slide). And remind them we will
have student-lead discussion next time and
please prepare beforehand.
Activity 1:
Conversation roleplay

1.1 Pre-Stage:
Survey question (talk to each other first):
A. How often do you usually eat out?
Where do you go? Whats your
experience?
B. Do you ever eat fast food? Why and
why not? Did you have some

T-SS
SS-SS

5
min

C.

negative experiences in a fast food

restaurant? Giving my story (coffee
waiting, girl cut in buying some
food there but said no directly!).
Does anyone know what this kind of
behavior is called?
cut in line (some may answer)
What do you do or say if someone
cuts in line in front of you?
(eg: You, to the back/passive
aggressive/ignore it/ dont see it as a
problem)

Negative
experience: give
my example

20
min

Now PLEASE read the conversation title.

D. What do you think for here or to go
means? (Spanish: direct
translation)

Title---ask to
predict!
SS-SS

1.2. During Stage:

(1) Break into groups of three. (11=3*4-1)
(Mollie, Ronnie, Counter person)

Rocky, can you

jump onto this
group! Because
one group will
have only two
people.

Each group has a script (one side) to fill in.

Just fill in what you think is logical.
(2) Prepare to role-play. Try to reduce
unnecessary pauses. Try not to look at the
script but you can take your script. Mistakes
are allowed. See who did the task the best!
And we will have a WINNER!

We will have four

groups to present!
This might be a
little bit long!

(3) Present to the class. When the group is

presenting, please listen carefully and collect
evidence what is different from your groups
dialogues. (I will pick two groups of you to
present, the rest two groups will listen and
compare with yours and see if there is
anything that you think is better than yours!)

(no idea!)
Choices to put in
the blank!
What does this
expression mean in
this context?

(4) The rest two groups (not presenting

groups) talk about the differences.
- Did you find any differences from your
dialogue version?
(5) Pay attention to idioms.
- Now I will give you the expression that
most native speakers would use and talk
about the meaning of each usage. Then give
each student one dialogue paper. Now you
can take some notes.
Transitions to culture:
You see It is freezing cold outside! People

America vs
Americas
5
Min
Answer the first
one with your
partners within 2
minutes.

usually have their food delivered. What day is T-SS

it this Sunday? Yes. It is Valentines day!
I saw one saying on the Internet, if you can
take your lover out dating on this Valentines
Day, you must have found your TRUE love!
People usually have their food delivered!
Especially on this cold valentines day! What
did you do on this Valentines day? Stay at
home? Haha.. In big cities, esp. in America, it
is very common to have takeout. This
Sunday? It is very cold! You may want to
have food delivered!
In America, people usually order food:
SS-SS
[Culture to introduce]
A. Go to a fast-food restaurant and order
food to go.
T-SS
B. Call a Chinese restaurant on the phone
and order a meal. Then, about fifteen
minutes later, you pick up your meal and
eat it at home.
Did you guys use apps on your mobile
phone?
Takeout: order, pick up/deliver.
The app: Seamless, Grubhub.
C. Call a pizza place and order a pizza to be
delivered. About a half hour later,
someone brings a pizza to your house.
D. Imagine you are eating in a restaurant,
what would you say if you want to take
some leftovers home?
Transition to #2: Now
Eat at a restaurant and then ask for a
lets see what
doggie bag or a container for the food
happened after they
you havent finished. You take this extra
have bought food in
food home and eat it at another time. This
the restaurant. Do you
is done so that the food is not wasted.
want to know who
(Waiter will say: do you want me to
they have met later?
wrap it up?)
And what happened?
(In the past, people took meat bones home
to their dogs in doggie bags, but people
now do not hide the fact that they want to
take home leftover food for
themselves.)
(Taking food to dogs! Maybe for
yourself!)
(Can you take bottle of wine back home if
you have opened it? NO! in US it is
illegal!)
(You cannot take open containers out in
public! Drinking beer in public is illegal!)
(When you are eating brunch in summer,
you always see the fence: inside! It is

Have with food

but not in the eat
out (no have out)
(can be used with
ordering/what you
are going to eat)
have dinner
do u want to have
takeout tonight?
Lets have Indian.

10
min

10
min
[56]

What is this all

about?
Is it between your
friends?
Then, what do
you think this
means?
(step by step let ss
talk/ explain for
themselves)
Open enough.
People will have
things to talk.
Answer more
than small
sentences.
If you want to
order food, what
will you order?
Did you ever try
Chinese food?
How do you like
it?
Have you ever
heard it?
Doggie bag (old)
I want it to go.
To go box.

legal!)
Ask ss:
Are any of the above customs surprising to
you? If yes, which ones and why?
Do you have any of the same customs in
your native country? If yes, which ones?
(America: to go! )
(Italian/Spain: take time enjoy! )
(Korea: sit down and eat-middle land)

SS-SS

End of class to
introduce what I
find interesting,
not related to
class, not for ss!

1.2 Post-Stage:
So this is what Americans mostly use in daily
conversation in such situation.
Relate to your hometown:
If you go out to eat or to have a drink with SS-SS
your friends in your native country, does
one person usually treat the others or do
you usually split the check (Go Dutch)? Do
women ever treat men (as friends)? What
is the system?
-Maybe re-divide the group based on
nationalities. Then come back as a big group!
(ask questions first then re-divide them)
Tangible Outcome & Assessment:
- Notes of scripts in the fast-food
restaurant.
- Underlined idioms they can come up
with.
- Teacher will give feedback on fluency
and the pragmatics of the conversation.
- American eating customs.
(From practicum textbook: Teacher not let ss
do speaking, but actually teach speaking)

Korean---old
people pay.
Indonesian--(dont expect
this!)
higher than yougo
you and your
boss---expand this!
How many idioms
have we learned
today?
In the writing,
please use at least
six of them.

Some may find it

very interesting
while others might
find it so easy to
understand, but as
most of them want
to know more
about culture. we
will introduce this
part to them!

This can be a very

interesting
question and they

will not stop

talking! But only
limit them to five
minutes!

Activity 2:
Finding idioms

2.1 Pre-Stage:
(1) Mollie and Ronnie chat with each other
after they bought food. The person they are
talking about suddenly appears.
(Maybe a little model role-play with Rocky:
Do you know Crosby? This semester I am
taking Crosbys class. She is very nice! Oh,
look! She is here coming to us!)
- Have you ever encountered a situation
where the person you are speaking about
suddenly appears?
Has this ever happened to you?
(ss will answer quickly, just out of their
minds)
- In English, we use Speak of the devil.
The person they are talking about suddenly
appears.
- In your native language, is there an
expression similar to this one? If yes, what
does the expression mean in English? Please
work in groups of three with people from
different countries.
Pick one Korean, Japanese, Argentina
student to answer.
(Your ears must be burning!)
(How do you know when people are thinking
about you? In China, sneeze---thinking!)
2.2. During Stage:
(1) Now please turn to the opposite side of
the handout. Please read and work
individually first, underline idioms used in
the conversation.
(2) After you have finished, please share with
your neighbors about what you have found
and see if you both understand the meaning
underlying each expression. And help with
each other! See if you can solve problems
within yourselves!
(3) Teacher will ask if they have any
difficulties and explain that expression.

T-SS

2
min
Which ones do
you have problems
Did you guys
know?
What does your
partner think about
it?

SS-SS

T-SS

What do you
think if a bird
5 min gets cold?
Think
Connection to
explain

8
min

5 min
SS-SS

T-SS
2.3 Post-Stage:
Discussion questions:
--- Tell your group about a promise that you

5 min

once made and kept.

OR
--- Tell your group about a promise that you
once made but broke.
Transition to #3: Do
you want to know
what happened after?
Casey came to see his
doctor.
Activity 3:
Illustration---make
conversations

[81]

Tangible Outcome & Assessment:

Understand idioms they have in the dialogue.
And be able to make a conversation of their
own.
3.1 Pre-Stage:
Please look at this illustration, Caseys doctor
is listening to his lungs. The doctor is very
pleased because Casey has quit smoking and
is also getting a lot of exercise. The doctor
asks Casey questions about his daily life.
3.2. During Stage:
I will group you into pairs.
Please work in pair or as a class to write their
conversation.
Try to use as many new expressions as
possible from this lesson.
After you have finished please perform the
skit you created for your class.

2
min
SS-SS

Sit in the
restaurant:
create your
own
conversation!

SS-SS
10
min

Skip the last

activity. Focus on
what we have
learned in class!

3.3 Post-Stage:
Collect their conversation in class and have
groups name on the paper.
Tangible Outcome & Assessment:
From the conversation they have written
Transition to #4:
down. They can have an idea of what they
Thank you all for your have learned for the whole class.
participation.

SS will not have

time to finish in
class. So ask them
to continue the
next time.

[89]

So lets go back to
the idioms. Do you
have anything that
is not clear to you?
Summarize the
idioms!
Open questions:
what do you want
me to explain?
What do you want
to learn?
What is your
thought?
----develop good
relationship with
ss!
Dress a little bit
professional.

Activity Wrap Up :
You all did a very
excellent job and
thank you for
participating!
If you have some
questions, please
come after the class!

Homework:
1. Outside of the classroom. Please use as
many as possible.
2. Give them extra idioms they can use and
try to complete the worksheet.
3. Bring what you have done to next class.

1
min

[90]

Materials: Handouts: conversation handouts; Chalk and blackboard eraser, scrap paper in case they dont
have anything to write on,
Anticipated Problems & Suggested Solutions: time will be limited and they will not finish the writing task in
class. And some questions they will not have any ideas!
Contingency Plans (what you will do if you finish early, etc.):
Exit card. Ask them to write down what they have learned from this class!
Or give them extra work sheet to complete.
Or perform the conversation they have written.
Post-Lesson Reflections: