CLASS: higher beginner(A2)/In person TOPIC: Food and Recipe DATE: 11/29/2023

Lesson Objectives:
● SWBAT apply correct form of comparative adjectives (better, healthier, sweeter) by
writing in complete sentences to compare two objects (A is… than B) during a picture
description activity in pairs, and orally present the sentences to the class.
● SWBAT identify and distinguish between countable nouns (apples, bananas) and
uncountable nouns (milk, water) by categorizing a variety of nouns into their respective
categories during a group activity and presenting their categorizations orally within their
groups.
● SWBAT demonstrate understanding of count/non-count nouns by accurately using how
many/much to ask their partner about the quantities of various ingredients required to
make a savory winter cobbler.
Rationale:
This lesson is designed to meet the needs of A2 level Spanish immigrant students, integrating
grammar, vocabulary, and practical language skills to enhance their English proficiency. The
lesson begins by developing students' ability to use comparative adjectives (such as "better,"
"healthier," "sweeter") in everyday contexts. It employs the straightforward structure "A is... than
B," paired with a picture description activity, enabling students to construct various comparative
sentences—a vital skill in daily communication. Additionally, the lesson addresses a common
challenge faced by Spanish learners: the difference in countability of nouns between English and
Spanish. By engaging students in categorizing nouns and using them in the context of a recipe—
a familiar and practical setting—they can more effectively understand and remember these
grammatical concepts. Furthermore, the lesson involves practicing the use of "how many" and
"how much" in the preparation of a savory winter cobbler, a task that not only directly relates to
real-life scenarios but also incorporates elements of Hispanic culture. This cultural relevance is
particularly significant for immigrant learners who need to apply English in their daily lives,
making this lesson an essential component in their language learning journey.

Activity Activity Stages Key Resources/ Time

Focus Language Materials
forms/
Strand functions
(Nation,
2007)
 Warm up 7:00-
● Ts greets students and welcomes Comparative Week 8: Food 7:10
Ss to class. adjectives & Recipe
● T1 asks students to share their
Fluency feelings with the picture that making Savory
developme shows on the PowerPoints slide 1 Winter Cobbler
nt (how are you feeling on a dog's A is … than B worksheet
scale?)
● T1 goes over the agenda for the
class
● T1 review the different portion of
healthy food (Protein,
carbohydrates, vegetables)
● T1 asks Ss three questions about
which one is healthier?
● Fast food or cooking at home?
● Brown rice or white rice?
● Fruit or ice cream for dessert?
● T1 response to students’ answers
and tell Ss the correct answers
about which one is healthier
Transition:
● T1 explains to Ss why using
‘healthier’ in the sentences not
the regular adjective ‘healthy’
 When comparing two foods,
for example, fruit and ice
cream, fruit is healthy, but
ice cream is unhealthy. So,
fruit is healthier(emphasize)
than ice cream. You are
using “healthier” to compare
these two foods.

● Write the adjective word

“healthier” and comparative
adjectives on the whiteboard.
Tell Ss “healthier” is
comparative adjectives.
● T1 welcome Ss to today’s first
topic about comparative
adjectives 7:10-
7:30

Meaning- Topic: Comparative adjectives

focused Pre-stage
input
 ● T1 explains to Ss what
comparative adjectives are.
● T1 shows the pictures of
comparing two objects on the
screen(p4).
● T1 points at the first picture, and
tell Ss if they want to compare
who runs faster, rabbit or turtle?
They need to use comparative
adjectives ‘faster’. (T1 writes
‘faster’ on the whiteboard )
● T1 points at the second picture,
and tells Ss if they want to
compare the height of these two
boys, we need to use comparative
adjectives ‘taller’ by asking who
is taller? (T1 writes taller on the
whiteboard)
● T1 points at the last picture, and
tells Ss they could use
comparative adjectives ‘bigger’
to compare the size of two
avocados by asking which one is
Meaning- bigger? (T1 writes bigger on the
focused whiteboard)
output ● T1 asks Ss three questions:Who
runs faster? Who is taller? Which
one is bigger? And encourage Ss
to orally present in a complete
sentence (eg.Rabbit runs faster
than turtle), offer CF(repetition)
During-stage
● T1 explains what is syllable to Ss
● A syllable is like a beat or a clap
in a word
● Invite Ss to clapping hands when
hear a syllable in a word
● T1 gives the first example of
word of ‘beautiful’ and clap
hands three times and pause in
each syllable
● T1 practice other words with Ss
on the slide(p6), and clapping
hands with Ss together
● T1 explains to Ss that
comparative adjectives have five
 different rules, and each rule is
related to the syllable we just
learned.
● Rule 1: For one syllable
adjectives, add ‘er’. For example:
Tall-taller, fast-faster, short-
shorter. (write the examples on
the whiteboard and remind Ss to
take notes)
● Rule 2: For one syllable
adjective, but one vowel
followed by one consonant, we
will double the last letter and add
‘er’(review the five vowels and
write on the whiteboard). For
example: big-bigger, thin-
thinner, fat-fatter(write the
examples on the whiteboard and
underline the vowels).
● Rule 3:For two-syllable
adjectives ending in ‘y’, change
‘y’ to ‘i’ and add ‘er’. For
Language example: happy-happier, easy-
focused easier, funny, funnier (write
learning examples on the whiteboard and
underline ‘y’).
● Rule 4: For two and more
syllables(not ending in ‘y’), add
‘more’ before it. For example:
beautiful-more beautiful,
interesting-more interesting
(write the examples on the
whiteboard).
● Rule 5: Irregular adjectives. For
example: good-better, bad-worse
(write that on a whiteboard and
remind Ss to take notes and
memorize these special irregular
adjectives).
Post stage:
● T1 shows the slide (p12) on the
screen, and reviews some
comparative adjectives with
students.
● T1 asks Ss to fill in the blanks
and use the words we just learned
 to make the sentences complete
(both words and sentence
structure are shown on the screen
on p.12).
● T1 gives Ss three minutes to
come up with one sentence on
their own by using the same
sentence structure, but using
whatever comparative adjectives
they want to use.
● After three minutes, all of the Ss
are invited to share their
sentence, and T1 offers
CF(immediate, recast or
repetition).

Activity: picture description

Pre-stage:
● T1 gives instruction on what Ss
will do in this activity
● Divide Ss in groups of two
(making sure that put Ss in the
similar English level in the same 7:30-
group), ask each pair to work on 7:45
either picture A or B( show the
pictures on p.13 on the screen
with Ss).
● Ask Ss to work in pairs and write
two comparing questions and two
comparing sentences.
● Ts modeling to Ss, T1 could
write ‘which one is cheaper’ on
the whiteboard, and T2 write
‘Eggs are cheaper’.
● Tells Ss that they have 5 minutes
to create their own questions and
answers.

During-Stage

● T1 keeping showing the pictures

on the screen
● Ts walk around the room and
check Ss’ progress and answer Ss
potential questions:
● This activity is prepared for A2
 Ss, T1 will decrease the
complexity of the activity to A1
Ss. T1 write one sentence and
leave the comparative adjective
in the blank on the whiteboard
and ask Ss to pick a comparative
adjective that best fits the picture
and write the sentence down in
the notebook. Ts will not give Ss
preparation time because they
only need to fill in the blank. If
the sentence on the whiteboard
seems too simple for Ss, then
encourage Ss to create a new
question along with an answer on
the notebook. If Ss still have
difficulty, give them another
sentence structure on the
whiteboard and require them to
fill in the blanks.
● If the activity is too simple for
any groups and any groups
finished earlier, Ts will give this
group another task to ask them to
Meaning- observe and compare two
focused objectives in the classroom, and
output write as many sentences as
possible.
Post-stage
● T1 brings Ss back and shares
their sentences with the whole
class.
● Each pair needs to demonstrate
their sentences. In each pair:
Student A asks the question and
student B answers the question.
For the second question, student
B asks the question and student
A answers. Making sure
everyone gets a chance to ask
and answer.
Fluency ● T1 interacts with Ss during the
developme discussion, if T1 notices errors in
nt sentence structure or
pronunciation of the comparative
adjective, offer immediate CF.
  Ts will access Ss based on
their language use and
accuracy. If Ss use the
comparative adjectives in the
comparing phrases (A is …
than B) 100% accurately, Ts
will move on.
 If Ss use the wrong
comparative adjective, but in
a correct comparing
sentence. Ts will review the
comparative adjectives we
learned and ask Ss the
original format of the
adjective they chose, and
guide Ss to the correct
comparative adjective, and
encourage Ss to put the
correct comparative
adjectives into sentence
again.
 If Ss use correct comparative
adjectives, but in a wrong
sentence structure. Ts will
review the sentence structure 7:45-
(A is …than B) to Ss again, 8:05
and guide Ss to use the
correct sentence.
 If Ss did not fully understand
the meaning of comparative
adjectives and sentence
structure, Ts will provide
more example to Ss(using
the objects in the classroom
and demonstrate potential
comparative adjectives, like
smaller/bigger/taller/shorter.
And repeat the sentence
Meaning- structure by using example
focused comparative adjective
input repeatedly until Ss fully
understand.
Language ● T1 celebrate Ss progress and
focused moves on to the next topic.
learning Transition: “how many”
● Now, let’s learn about something and “how
 different much”

Topic: Count nouns and Non-count

nouns
Pre-Stage
● T2 introduced by giving
definitions of the count nouns
and non-count nouns.
● Count nouns are things we can
count
● Non-count nouns are things we
cannot count individually
● T2 give examples of count
nouns, for example, the pen on
the classroom table, can be count
one by one(T2 count the pen one
by one to show it can be count
individually)
● T2 give more examples on the
powerpoint slide 14(bananas,
apples, eggs,etc)
● T2 give examples of non-count
nouns(cheese, flour,milk,etc), T2
show Ss water(bring a bottle of
water to the class), and explains
to Ss why it’s non-countable.
● T2 write count nouns and non-
count nouns on the white board
and write the different types of
nouns into respective categories
● T2 explain the reason why they
are non-count nouns
● Cheese is a substance rather than
an individual unit
● Flour is often in powdery, it is
also a substance
● Milk is a liquid and not countable
● T2 mention that all the non-count
nouns have no plural form
● T2 ask Ss to give more examples
Meaning- about count nouns and noncount
focused nouns.
input  T2 assess Ss by providing
some other count and non-
count nouns that Ss did not
 mentioned. And ask Ss to
thumbs up if the provided
nouns are countable, and
thumbs down if the provided
nouns are non-countable. If
Ss categorize all the nouns
correctly, Ts will move on.
 If they categorize any nouns
incorrectly, Ts will explain
the reason why it is
countable or non-countable,
Ts can find the pictures of
the nouns to provide visual
aids if necessary.
● T2 introduce the concept of “how
many” and “how much”
● How many is used to inquire
about the quantity of countable
items, things can be counted
individually.
● How many apples are there?
(shows on the powerpoint slide
14) How many…
● How many books are on the do we need?
shelf? (things in the classroom) How much…
● How much is used to inquire do we need?
Language- about the quantity of uncountable
focused items, things that are considered
learning as a mass or substance
● How much water is in the bottle?
(T2 show in the hands and point
at the water bottle)
● How much sugar is needed for
the recipe?
● T2 lead Ss to read the sentences
with two types of nouns together
● How many…do we need?
● How much…do we need?
● T2 using the countable and non-
countable nouns Ss learned today
and first give Ss two examples
 How many apples do we
need?( T2 explain to Ss how
many is using for countable
nouns)
 How much bread do we
 need?( T2 explain to Ss how
much is using for non-
countable nouns)
Meaning-  To assess Ss, Ts will
focused invite Ss one by one to
input put the rest of the
countable and non-
countable nouns in the
correct how many/how
much sentence
structure.
 If Ss correctly place all
of the nouns in how
much/how many
sentences structure, Ts
will move on.
 If Ss place the nouns
into incorrect sentence
structure, Ts will first
ask Ss if the nouns are
countable or non-
countable. If Ss
correctly answer the
question, Ts will
review when to use
how much/how many
again. If Ss did not
Meaning- correctly answer the
focused question, Ts will
output provide
explanation/pictures to
Ss why the nouns are
countable or non-
countable. Before
moving on, Ts ask Ss
to read the correct
sentence again

● T2 introduced the plural format

of the countable nouns, by using
the different numbers of the
objects.
● I have five oranges.
● I have two siblings.
● T2 keeps introducing that the
uncountable nouns do not have 8:05-
 plural format. 8:10
Fluency
developme Transition:
nt ● T2 give six pictures with nouns
and ask Ss to identity if it
countable or uncountable
● T2 give Ss two minutes to think
about the answers
● After two minutes, T2 will go
over each of the picture, and ask
the whole group by saying
● Is…(nouns) countable or
uncountable?
● T2 give correct answer on each
picture and introduce Ss to our
next task
During
● T2 show the PowerPoint slide 16
on the screen.
 T2 asking Ss to use how
much/how many to filling
the blank and write the
answer down on their
notebook( if Ss do not have
notebook, provide a piece of
paper).
● T2 group students together, two
students in one group. Ss will
discuss the answer together.
● T2 call Ss to come back together
and ask each group answers one
by one How many…
● If Ss answers wrong, T2 will do we need?
point at the nouns in the sentence We need…
and identify whether it is a count How much…
noun or noncount noun. T2 do we need?
Meaning- explain how many is for count We need…
focused noun and how much is for
output noncount nouns.
● T2 gives the next instruction,
taking turns asking and
answering the sentence 1 to 6.
● T2 ask Ss to go back to their
original group and the answers
are on the left column of the
powerpoint slide 16. (5mins)
 ● T2 calls Ss to come back together
and present the conversation with
the whole group
● T2 give CF (immediate, recast or
repetition) to the pronunciation
and draw conclusion of this
activity, T2 celebrate students’
progress
Transition:T2 summarize what we
learned about countable and uncountable
nouns, Now it’s the time to practice

Sorting Noun Categories

● T2 group Ss in group of two, T2
will give Ss few flashcards with
countable and uncountable
nouns.
● Ss will talk about the words on
the flash cards and distinguish
the nouns
● Ss will place the card on the
whiteboard under respective
category
● After all the cards were placed on
the whiteboard, T2 ask Ss to
explain why they placed the
cards to the corresponding
category and using the sentence
structure “how much/how
many…do we need?” to orally
present to the class.
● T2 will review the answers
together with Ss
Post stage:
● T2 summaries the main point of
last two activity, by asking Ss

❖ What are countable

nouns?
❖ What are non-countable
nouns?
❖ (on the powerpoint 17)
Which one is used to
describe countable
nouns?
❖ Which one is used to
describe uncountable
nouns?
Transition:
● After Ss correctly answer the
question. Ts will move on to the
next topic.
 Now, it’s time to use what
we learned about
countable/non-countable and
sentence structure “how
many/much… do we need?”
into real-life practice.

Activity: Savory winter cobbler

Pre-stage
● T2 introduce the recipe of Savory
winter cobbler
● T2 pass down the worksheet to
the Ss
● T2 modeling a concrete example
on the worksheet, T2 ask Ss if
“zucchinis” is a countable or
non-countable nouns, if Ss
response correctly. T2 ask Ss
whether we are using how much
or how many. Then, put
“zucchinis” into correct category.
If Ss response incorrect answer,
Ts explain why it is a countable
or non-countable noun before
moving on.
● T2 remind Ss to pay attention to
the nouns, like(tomatoes, lemon,
 butter and flour, etc.)
● T2 explain to Ss that we can use
measurement words for the non-
countable nouns.
 Giving Ss an example that
water is non-countable, but a
bottle of water is countable.
Showing the Ss the pictures
of bottles and explain why it
is countable.
 Giving Ss another example
that oil is non-countable, but
a tablespoon of salt is
countable. Show Ss what
tablespoon looks like and
explain why it is countable.
During-stage
● T2 put Ss into group of 2, Ss can
discuss if they have any
questions
● T2 ask Ss to practice the sentence
structure
❖ How many…do we need?
❖ We need…
❖ How much…do we need?
❖ We need…
● After grouping Ss into groups,
T2 give Ss the worksheet
● T2 reminds Ss have 8 minutes to
finish the worksheet.
● Ts move around the classroom
and silently observe the Ss’s
progress
❖ To increase the
complexity, the student
will come up with their
own recipe with different
ingredients.
● Ts will assess Ss based on
worksheet completion and
accuracy. If Ss have correct
categorization of nouns as
countable or non-countable
(100% accuracy). It shows they
understand the concept.
● If Ss put the nouns in wrong
 category, Ts will review and go
through the mistake that Ss made
on the worksheet after bring Ss
back.
Post-stage
● T2 bring Ss back to the whole
group discussion.
● T2 ask one group to present the
sentence with “How many” and
the other group present the
sentence with “how much”
● T2 interacts with Ss during the
discussion, if T1 notices errors in
pronunciation or sentence
structure, offer CF (immediate or
elicitation).
● T1 draws a conclusion of the
activity and celebrate Ss’s
progress.

Wrap up 8:25-
● T1 asks the Ss about what we 8:30
learned in today’s lesson
● T1 shows Ss’ their
homework/materials from EnGen
and time of the next class.
● T1 invites Ss who have questions
to stay in the room to help with
their questions.

Homework:
● Students will do Engen at home

Anticipated Problems & Suggested Solutions:

● If students need any help with translating or have difficulty understanding, Kia(our
teaching assistant) will be here and help to translate certain words or sentences in
Spanish.
● For the whole-class sharing, there may not be volunteer answers at first. Ts may do a
roll-call on students and ask the student who has just finished sharing to nominate another
student to share.

Contingency Plans:
● If we finish the class earlier, we will introduce the chat part in our PowerPoint, students
will share a list of ingredients for their favorite recipe with their partner.
● If the time is limited, we will shorten the practice and preparation time of the last activity
and share it with the whole group.
● If we still have more time, we will discuss the use of a/an for singular countable nouns
and review the vowels to students.