LESSON TITLE: Adverbs of Time: Do you have a healthy diet?

TEACHER NAME: Jaime Lenke

DATE: 4/14/2015

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course:
ESOL 19
Topic/Theme:
Count and Non-count
Nouns
Listening
Objectives
Speaking
Writing

Level

Beginning
X

Intermediate

Advanced

Multilevel

Students will be able to listen to their partner describe a situation using

adverbs of time such as: always, often, usually, sometimes, never and
writing down their partners responses
Students will practice explaining a situation to their partner using
adverbs of time such as: such as: always, often, usually, sometimes,
never.
Students will be able to write a short 5 to 7 sentence paragraph using
adverbs such as: such as: always, often, usually, sometimes, never.
Students will be able to write down short notes while listening to their
partner describe a situation

Bridging
What background knowledge
do the students already have?

What will you do to activate

or link students prior
knowledge or experience to
upcoming content?

Students have been introduced to adverbs and have some idea of their
function and placement in a sentence. Additionally, students have had a
previous activity earlier in the semester dealing with adverbs of time.
Students will also use vocabulary introduced in a reading unit to about
healthy living to form their spoken and written sentences.
The teacher will ask students about their routine lifestyle decisions on
an average week. Using the vocabulary from a previous unit, the
teacher will prime the students by asking about their healthy (or
nonhealthy) habits in an effort to engage students in the material.

Engagement with New Material

What will you do to engage
Students will take turns discussing their habits with a partner using
students in the active learning adverbs of time as an indicator of a students particular healthy habits
of the new material?
and the frequency. Since the student have had previous exposure to
both the vocabulary (healthy habits) and the types of adverbs to use, to
show that their frequency of these habits
What will you do to ensure
Pair Work the teacher will circle the classroom to ensure that one
that all students are engaged? student is asking the questions and recording answers, while the other
students is trying to use adverbs of time and the target vocabulary.
Application
What opportunities will you
Both students will get to practice speaking and listening using the
provide students to practice
target language. Additionally, the teacher will explain how this activity
and apply their
will enable students to talk about routine habits regardless of the
knowledge/skill to meet the
context. Students will be write sentences using the information that
objectives for this lesson? To
they gathered (listened to) during the activity. This can be applied to

apply to other contexts?

Assessment
How will you assess their
learning of the objectives?

Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?

Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?

Reflection
What went well? How do you
know?

What didnt go as planned?

What contingency plan did

you employ?

other contexts such as taking notes, and when constructing paragraphs

or essays about present-tense situations.
Informal observations will be used while the teacher is circling the
classroom. Additionally, the students written paragraphs about their
partners healthy habits will be checked for the inclusion of the target
vocabulary and parts of speech. This will be an in class assignment.
After the students have finished their paragraphs, the teacher will ask
the students to volunteer to read their paragraph for the class, and then
students will turn-in afterwards.

By soliciting student responses to the information learned from the

discussions with pair groups, students have a chance to display the
knowledge learned. This will also be a chance for students to ask any
questions about the material or the formation of sentences.
Using student work, the teacher will reemphasize how certain adverbs
of time can be used to talk about routine situations.
The teacher will use the doc-cam to give the students a visual when
introducing the activity. The whiteboard will be utilized for writing
down examples and addressing students questions. The computer
(internet) can be used as a resource to show examples or answer
questions about words/situations (Example: a student is trying to think
of how to explain something that they are eating for breakfast and
using a search engine to show a picture to the class)
It thought that the lesson plan went well. Since Spring Break preceded
the class, I was able to open by asking the students about their vacation
and to see if any of the activities were healthy/unhealthy. Additionally,
This gave me an opportunity to implicitly use some of the target
vocabulary and provided a good segue into the first activity. The
students seemed to respond well, offering stories and memories of
some of the activities they did over the break. During the activities the
students showed their engagement by eagerly participating in the
survey activity, as well as through their interaction during pair work.
Due to some technological constraints, I was unable to use the doc-cam
in an efficient manner. Additionally, the previous class activities ran
longer than expected, so some of the Lesson Plan had to be modified
for time in order for students to have the necessary time-frame to
complete all of the activities.
As mentioned above, I anticipated that timing might be an issue, so I
altered the timing for each activity and assigned the last activity to
students for homework instead of forcing it into the limited time
available.

What would you do

differently next time?

Next time, I would have the each pair of students read each others
paragraphs about their partner aloud to the class. I would also use the
doc-cam to project one of the students paragraph onto the whiteboard
in order to highlight and underline certain areas for improvement. This
way I would be able to use a real-life example from one of the students
without actually having to write on their paper.
Did your students meet the
I believe that the objectives were met. Based on student paragraphs,
purpose and objectives for this they were able to survey their partner and write a paragraph using
lesson? What is your
adverbs of time as well as the vocabulary from the Healthy Lifestyle
evidence?
unit.
What do your students need
The students will need to continue to develop their writing by writing
next? What is your evidence? an essay about their own healthy habits. Although the objectives were
properly met, students would need to expand on what they have
learned during this lesson in order to write a complete essay with three
main points supported by secondary information. Therefore, the next
step would be to have students
What did you learn about your I learned that I still may be speaking a little too fast for some ESL
glows and grows as a teacher? students to correctly understand what I am saying. Especially since I
What can you do to work on
plan to work beginner students, it is especially important for me to be
your areas needing growth?
aware of my rate of speech and ensure that it is clear and students are
understanding me. I also tend to write in cursive on the whiteboard.
This can make it difficult for students to read what I am writing (Its for
their benefit after all!)

Lesson Plan Three (1 HR- 1.25 HR)

Surveying a classmate: Do you have a healthy diet?
This lesson will focus on students using adverbs of time to describe routine healthy habits. Students
will use an integrative lesson plan to give students practice conversational English
This student population is a lower beginner community college class. Students have previous
experience using adverbs of time during an earlier unit on simple past. Additionally, students have
recently studied vocabulary words that pertain to a healthy lifestyle (i.e. calories, sweets, protein).
This activity is important for students being able to describe their daily lives (routines) and tie
vocabulary to conversation. Also, students will practice conceptualizing information learned into
written form.
Objectives:
Students will practice using adverbs of time (always/often/usually/sometimes/never) in speaking and
listening activities (Part I). Using the information gathered in Part I, students will be able to read
their recorded information and write a 5-7 sentence paragraph.
Students will use a survey prompt (Handout #1) to engage in conversation with a partner. The
listening partner will write down the speaking partners response on a chart.
Students will use the information from Handout #1 to write a 5 to 7 sentence paragraph about their
partner.
Students will use target vocabulary used in Handout #1 to use constructing paragraphs (Handout #2)
Materials:

Worksheet prompts (Handout #1 and 2)

Doc-Cam
Whiteboard, markers
Pencil/pen, paper
Computer/Internet (not necessary)

Background/Anticipatory Information
During previous class sessions, both adverbs of time and vocabulary about healthy habits have been
introduced and practiced by the students.
Lesson
Opening Introduction to the material (5 to 10 minutes)
The teacher will open by asking the students several ways that they live a healthy lifestyle. After the
students give a few responses, the teacher will offer a few while using adverbs of time in the
example sentences.
Ex: I always eat oatmeal in the mornings.
After the warm-up, describe what students will be doing for Activity #1 and #2. After completing a
confirmation check to answer any questions, ask one of the students if they will volunteer to model
the activity with the teacher in order to provide the class with a visual of what they should be doing.
Activity #1 (15-20 minutes)
Students will pair up with a classmate and take turns interviewing each other for 7 to 8 minutes at a
tie. They will use the worksheet prompt (Handout #1) in order to ask about each others health
habits. The first student will interview their partner for 7 to 8 minutes and then will switch and be
interviewed by their partner. The interviewer will listen to their partners responses and write down
on the worksheet their responses.
Activity #2 (15-20 minutes)
After both students have interviewed each other, the students will work individually on writing a
paragraph about their partner using the written responses from Activity #1. The teacher will model
the activity and provide an example to the class about what their paragraph should contain. The
students will write their paragraph using the prompt from Handout #2.

Closure (10-15mins)

Teachers will walk around and check the students work to ensure that they have the necessary
information and to answer any additional questions. The teacher will ask students to give some
example sentences from the paragraphs that they have written and provide suggestions and feedback.
The teacher will try to reinforce using adverbs of time with the sentences. The teacher may ask one
of the students to show their completed paragraph to the class on the overhead doc-cam in order to
give students an idea of what could be improved or addressed differently.

HANDOUT/ACTIVITY #1
ESOL 19

Name: _____________________

SURVEY: DO YOU HAVE A HEALTHY DIET?

Task: Ask your partner questions to find out if he or she has a healthy diet.
Practice using adverbs of frequency (always/often/usually/sometimes/never)
Do you eat a lot of fruit?
Yes, I always eat fruit.
What types of fruit do you eat? I often eat apples and bananas.
How much fruit do you eat every day? I usually eat one fruit a day.
Do you eat?
What types?
(Yes / No)
(Apples, Rice, Beef, etc.)
FOOD GROUPS
Fruit
Vegetables
Meat
Fish
Grains1
Desserts
Fatty Foods2

Other Questions:
Do you like to go out to eat? Where do you go?
Is it healthy or not? Why?
How often do you cook? Is it healthy? Why or why not?
Do you exercise? How often do you exercise? What types
of exercises do you do?
Do you have a lot of stress in your life? Why or why not?
Does it affect your health?
How many hours do you sleep every day? Is it enough?
Why or why not?

1 cereal, rice, bread, pasta

2 cheeseburgers, pizza, fried foods (French fries), etc.

How many/much?
(A lot / not much / some /
5)

HANDOUT/ACTIVITY #2
ESOL 19

Name: _____________________

Write a short report after you interview your partner: Does your partner have a healthy
lifestyle?
Outline:
First write a topic sentence:_____________________________________________________
Now plan three supporting points: _________________________________________
_________________________________________
_________________________________________
Now write your paragraph and add details to each supporting point:
Remember to indent, check your subjects and verbs, and use correct capital letters and
punctuation.
______________________________________________________________________________
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