Lesson Plan #2: Make reservations at restaurants

CLASS: Garces Foundation M&W 10:30 am-12:00 pm DATE:

11/22/2023

Teachers: Pax & Mark Teaching Topics: Make reservations at restaurants

Learners and teaching context:

At the Garces Foundation, all of my students are newly-incoming immigrants to America
from Spain. Before coming to the US, they had no opportunity to use English in any formats and
contexts. So, they are purely novice users of English, which should be approximately novice to
lower-beginner level (some of them have slightly higher proficiency level, which should be
approximately beginner to higher-beginner level). They come to the Garces Foundation to learn
English for daily usage. At the Garces Foundation, the general themes are determined by the site
supervisor, and we as teachers can self-adjust the specific topics and teaching focus.
This lesson’s time is scheduled near the end of this term, which means my learners have
already learned some grammatical structures and different vocabulary. They could use some
simple sentences to communicate with me and their classmates, and they could understand some
simple instructions as long as the speaking speed is relatively slow and the lexical choices are
understandable enough. However, they don’t have many opportunities to be exposed to
pragmatic teaching and learning. So, this lesson chooses the focus on using specific expressions
(shown below) to achieve associated intentions while reserving a space at restaurants. I created a
closely related context for my learners to invisibly learn something related to pragmatics. By the
end of this lesson, students are expected to finish a mimic role-play conversation using the
specific expressions.

Course Rationale:
As I mentioned in the previous paragraph, this teaching topic is closely related to my
learners because they are all servers at restaurants in Philadelphia. So, experiencing
conversations with their customers on the topic of making reservations should be very common.
My teaching topic and content are closely related to their jobs, which should be reasonable.
Then, although they are beginners, they need to be provided some chances to learn pragmatic-
related things because all the included expressions come from our daily observations. They need
to practice using those expressions in English so that they can handle their work easier,
especially when facing some customers who cannot speak Spanish at all.
I included some scaffolds in this lesson, including matching activities, intention
instructions, role-plays, etc. to help students process those expressions easier. The scaffolds of
intention instructions (during LL stage) allowed students to only focus on one expression and its
intention once, which should not be mentally overwhelming for beginners. Then, I know the
matching activity was a little bit difficult for beginners, but I think they need to be gradually
provided with some challenging content/activities in class so that they can make clearer and
 bigger progress. Then, in the content table below, you will see that I designed an instruction on
Yelp APP. I designed this content because it is common in America to use Yelp to make
reservations. I want to design my lessons in an authentic and practical dimension. This is why I
have such an instruction.

Lesson Objectives: SWBAT

● Distinguish the intentions of using different sentences by finishing a matching activity
(match intentions with specific sentence structure) individually
● Apply the target sentence structures in a mimic scenario role-play activity in pairs
● Individually, manipulate Yelp to make a reservation and cancel reservations successfully
Activity Activity Steps Technolog Key Language Materia Differentia Assess Time
y Used Form(s) ls tion ment Used

Warm-up Ts greeting learners and Computers Previous Slide HERE HERE 8

reviewing the previous content; e.g, pp. 1-7 mins
learning content (phone Zoom Yes/No (Page 1) (Page 1)
numbers, WH questions questions, Pictures
for information, general alphabet, etc. from
ways to greet people, google
etc.); Ts ask students to to help
recall their experiences Ss build
of making a reservation a context
(what they said, was it
smooth?)

MFI WhatsApp N/A Audio HERE HERE 15

Ts send the audio of file mins
making a reservation Computers The goal here is (Page 2) (Page 2)
using WhatsApp. We to co-construct Handout
will ask Ss to download Mobile the language 1: for O
the file before setting up Phones meaning and
the activity. They are language forms
required to access and Zoom Handout
listen to this audio on 2: for Ls
their own. They need to
complete their tasks Slide p.
while listening, and they 8
are permitted to access
this listening file as
many times as they
need.
Combine what Ss
finished previously and
co-construct the
 complete context and
target language points
of this lesson (see the
differentiation file for
details)

LL 1 Computers Different oral Slide pp. HERE HERE 20

Ts brief lectures on how expressions 9-18 mins
and when to use those Zoom used while (Page 3) (Page 3)
language points and making a Handout
asks students to fill in reservation for O
the blanks on a handout
with their peers See handout for
(matching activity for details Handout
O). for Ls

Ts give another handout

for Ls. They are
required to practice the
pragmatic things by
finishing more
advanced tasks.

MFO 1 Computers Different oral Slides p. HERE HERE 20

Ts model the role-play expressions 19 mins
activities and distribute Zoom used while (Page 4) (Page 4)
the handout that making a Handout
contains necessary reservation that
language support (vocab contains
and sentence structures) See handout for language
Ts monitor students’ details support
role-plays and offer
help as needed. Ensure
all students switch roles
at least once.
Ts nominate students to
showcase their mimic
role-plays
Ts offer delayed error
 correction after the
showcases.

FD For beginning-level Computers Different oral Slide p. HERE HERE 15

students, they may expressions 20 mins
choose many simple Zoom used while (Page 5) (Page 5)
times/phrases to finish making a Languag
the MFO (e.g., when reservation e
will you come, 6 p.m.). Support
During the FD stage, I See handout for Handout
plan to require students details
to produce more Handout
complex expressions for Ls
and add some requests (family
for their special needs scenario)
(want a window table,
baby seats, etc.).

LL 2 and Ts show the Yelp app Mobile N/A Slide pp. HERE HERE 10
practicing and briefly introduce its Phones 21-28 mins
using Yelp functions. This is a (Page 3) (Page 3)
Yelp APP technology Yelp
Ts teach students how function APP
to make reservations Zoom teaching part.
and cancel them at No language Mobile
specific restaurants. points phones
embedded.

Wrap-up Ts tell Ss to keep Computers N/A Slide p. N/A N/A 2

working on EnGen (the 29 mins
online platform for self- Zoom
learning)