Ali Pravda

11081138 alp993

November 17, 2014

Curriculum Studies 391:

Theory of Second Language Learning and Methods of Skills Development

Assignment 3 (2)

Shannon Storey
Introduction:

As with any classroom it is important to integrate numerous skills and

tasks into each lesson. It would not be surprising that a class devoted to only

developing reading skills by silent reading may not be the most effective or

the most entertaining for all of its students. Therefore, as teachers it is our

job to create a class that is interesting, stimulating, and gives our students

the most success the quickest. In doing so, while teaching English as an

additional language, it is important to integrate the four skills of reading,

writing, listening and speaking using interactive methods that include the use

of realia and everyday (i.e. survival skills) scenarios.

Class Description:

The twelve students of this English as an Additional Language

classroom come from the countries of Russia, the Ukraine, China, Japan,

Somalia, Israel and Germany. They each have prior education, but very little

to none have had instruction of the English language while in their previous

countries. The students speak Russian, Ukrainian, Mandarin, Japanese, Arabic

and German, and are between the ages of 16 to 19. According to the

Canadian Framework Reference (CFR) the students are all at level A1.2 (CFR,

96). Some students are on their own through sponsors or a student visa, and

some are with their parents. The students all have a goal of being able to live

in a Canadian community successfully. The goals of the course are to improve

the students English language skills; that being listening, speaking, reading,

and writing. The course has no distinct curriculum as the students fluctuate

in skill and progress. The language development goals and indicators are

those of the CFR scale of A1.2 learners, such as: speaking skills, can name

subject-specific vocabulary terms (CFR, 97); reading skills, can pick out the

main information from simple, short texts (CFR, 97); listening skills, can

recognize isolated vocabulary and terms from specific subject areas (CFR,

96); writing skills, can write very simple informal messages (CFR, 98). The

course content is driven by real-life skills and situations that students will

face outside of the classroom. Through a unit of this course students will

learn how to navigate and communicate in a grocery store (i.e. the terminal

objective) by learning the standard of Canadian culture. The unit will discuss

different food and category names, different terms and names used for

grocery stores (e.g. market, food store, Co-op, Safeway, etc.) as well as how

to ask relevant questions and how to answer those from the grocery store

clerks.

Terminal Objective:

Students will be able to navigate and communicate at a grocery store.

Enabling Objectives:

Students will be able to locate the deli, bakery, produce department,

processed foods, pharmacy and tills of a Canadian grocery store.

Students will be able to list several food items of their choice.

 Students will be able to ask questions related to successfully finding

and paying for grocery food items (i.e. Can you help me reach this? Do

you accept credit cards? Etc.).

Students will be able to communicate using please and thank you.

Students will be able to answer questions from a grocery store clerk

(i.e. How many bags do you need? What is your form of payment? Etc.).

Materials:

Lesson Plan and Handouts (#1-4)

Presentation Notes

Projector / Smartboard

Youtube Video

Props (optional; e.g. real/plastic food, food packaging, shopping basket,

aprons, play money/cards, etc.)

Signs (Deli, Produce, Bakery, Canned Goods, Frozen Foods, Prepared

Meals, Seafood, Processed Food, Coffee Shop, Flowers/Gifts, Personal

Needs, Pharmacy, Tills, and of specific props that were brought)

Coloured Notepaper

Lists of foods, categorized by department

Overview:
 1. Motivational Set: Shopping Lists (5 minutes) 0-5
2. Cloze Activity / Notes (15 minutes) 5-20
3. Partner Activity (Grocery Store Map) (20 minutes) 20-40
4. Discussion of Activity (5 minutes) 40-45
5. Watch Video and Discussion (10 minutes) 45-55
6. Asking Questions Dialogue (15 minutes) 55-1:10
7. Using Please and Thank You (5 minutes) 1:10-1:15
8. Answering Questions Dialogue (15 minutes) 1:15-1:30
9. Create a Dialogue/Skit (30 minutes) 1:30-2:00
10. Break (15 minutes) 2:00-2:15
11. Create a Shopping List (15 minutes) 2:15-2:30
12. Final Activity: Role Play (30 minutes) 2:30-3:00

Activity 1: Motivational Set

While the students enter the room there will be both grocery shopping

lists from figure 1 and figure 2 on the screen. When the class starts so will

the discussion of the idea of groceries and grocery lists. Some guided

questions include have you made lists like these?, have you eaten these

items?, what would be on your own lists?. Asking these questions aids in

making the lesson intrinsically motivating as it appeals to their goals of

everyday language survival skills. As the teacher warms the students up to

sharing ideas and being open to the topic, that is lowering their affective

filter (Brown, 345), the instructor places realia and labels/signs on the

counter/table. For example, there may be a bag of oranges, an empty carton

of milk, an empty cereal box, a bunch of bananas, and an empty carton of

cream cheese. The slides are then to be turned to figure 3, a shopping list.

The students are then asked if they ever group or categorize their lists and

why this might be. Referring to the food and containers on the table the
students are to be asked if they could group these items. After discussion and

successfully grouping the items there will be a discussion on the idea of a

store being grouped in similar categories. This activity will help to create a

warm and embracing environment for the students (Brown, 324) as well as to

build the ground work for recognizing distinctive features of shopping lists

(Brown, 363) and similar food items which are substantial when discussing

grocery stores. Students will begin to read and listen to the topic of food and

categorizing.

Figure 1 Figure 2 Figure 3

Activity 2: Cloze Notes

Before we can get further into the lesson there needs to be a more

detailed explanation of the idea of going to a grocery store. While handing

out a fill-in-the-blank set of notes, discuss the idea of needing to buy items

from a store (e.g. for meals, for events, etc.). Once that the students have

their sheet then write and discuss the definition of a grocery store while

paying close attention to the rate of delivery (Brown, 306). The other names
that may be used in reference to the grocery store (i.e. supermarket, market,

food mart, food store) will be discussed as well. Once they finish writing

these blanks discuss the difference between a grocery store and a

convenience store, similarly, having them write down (Brown, 399) the

different terms of these places. Then have a brainstorm activity of what are

the names of these places in our communitythat of which they already

have space for on their cloze activity as well. Finally, discuss and write the

categories that would be found in a grocery store. Through this activity

students are writing, listening, and eventually speaking.

Notes/Cloze Activity:
Definition of a grocery store: place where you can buy food and other
personal needs items, such as tooth paste and toilet paper.
Other names for a grocery store (Chain stores):
Supermarket, market, food mart, food store
Other names for places to buy groceries/personal needs items:
convenience store, corner store, drug store, general store, shopping center,
confectionary
Names of grocery store chains in our city: Sobeys, Co-op, Safeway, Wholesale
Club, Extra Foods
Names of other chains to buy food products and personal items: Superstore
(SM) Costco (SM), Walmart (SM), Shoppers (CS), Macs (CS), 7-11 (CS), Giant
Tiger (SM)
Categorized areas in a grocery store: deli, seafood, produce, processed food,
bread/bakery, canned foods, personal needs, pharmacy, tills, flower/gift
section, and a coffee shop or diner.

Other names (synonyms) for a ________ store (i.e. chain stores):

Supermarket, market, _______ mart, food store
Other names (synonyms) for places to buy groceries/personal _______ items:
convenience store, corner store, drug _______, general store
Names of grocery store chains in our city:

__________ , __________ , __________ ,

__________ __________ , __________ __________

Names of other supermarket (SM) or convenience store (CS) chains to buy
food products and personal items in our city:
 __________ ( ) , __________ ( ) , __________ ( ) , __________ ( )
,

__________ ( ) , __________ ( ) , __________ __________ ( )

Categorized areas in a grocery store:

deli, seafood, ______________, processed food, bread/bakery, canned foods,

personal ________,

pharmacy, tills, flower/gift section, and a ___________ shop or diner.

Activity 3: Partner Activity (Grocery Store Map Activity)

First, the prompts of each grocery store category are displayed on the

projector (see figure 4-15). The students then receive one of three maps (see

handouts 2A, 2B, 2C), each are a different layout of a common grocery store.

In pairs students discuss what is similar or different about their maps. They

may see that each have common categories (e.g. produce, meat, dairy, etc.)

while others may see that they have many more (e.g. coffee shop,

flowers/gifts section, etc.). The students will also be prompted to notice the

location of these areas (e.g. the dairy and bread/bakery are always on the

outside/perimeter; the tills are always near the entrance, etc.). Through this

activity students will be exposed to this aspect of Canadian culture as well as

speaking about relations and grocery store areas. The students are

interacting with each other by speaking and listening using an intensive oral

method (Brown, 329). The students will also be prompted to use questions
such as where is the... (deli, etc.). As they are communicating they are also

reading vocabulary that will aid in their reading ability later (Brown, 361).

Prompts:
What categories are on your map?
Do you have?
Where is?
What is it located by?
Where is it located in the store?
Figure 4-15:
Activity 4: Discussion of Activity

Once that students have had a chance to self-discover trends of the

grocery store, it will be discussed as a group. Questions for the class include

What was something you noticed?, Why do you think that is?, and Why

are they the same/different?. It is important for students to have a chance to

verbalize their own thoughts. Once that students have a chance to express

their own ideas figure 16 will be put on the projector and discussed. The idea

of healthy food versus unhealthy food will then also be discussed. The

students will be given a chance for speaking and listening during this task.

Figure 16
Activity 5: Watch Video and Discussion

The students will then watch the video Learn Everyday English, Come

with Me, Grocery Store (https://www.youtube.com/watch?v=cP5X1cALEKc).

The video will show them different areas of the grocery store and what types

of foods are also available in them. The video contains text so the students

will be required to read as they listen.

Activity 6: Asking Questions Dialogue

 In this activity students will use questions relevant to those you would

ask in a grocery store. First, list the words why, what, when, who, how,

would, could, and may. It will be explained that these are used to start

asking a question. The students will then write these down. The class will

then review the lesson notes for this section while they are on the projector.

After each sentence the students will say it together. This method is an

imitative oral production (Brown, 327). The students will be building skills of

writing, reading, speaking, and listening through this activity.

Lecture Notes:

Hello, could you please tell me where the ____ is/are?

Examples:

Hello, could you please tell me where the pasta is?

Hello, could you please tell me where the cleaning supplies are?

There is/are no ___ left refrigerator, is/are there some in

on the shelf, is/are there some in the back?
the back?
There is/are no ___ left in the


Examples:

There is no cream left in the refrigerator, is there some in the

back?
There are no garbage bags left on the shelf, are there some in the
back?

May I get ___(amount)

of ___, please

Examples:

May I get 500 grams of turkey breast, please?

May I get 250 grams of bologna, please?

Would you help me

reach this [from the top shelf],
please?

Examples:
 Would you help me reach the cranberry juice, please?
Would you help me reach the spices on the top shelf, please?

Do you accept ___?

 Examples:

Do you accept visa?

Do you accept larger bills?

Handout #3A:

Asking questions:
List the words used to start asking a question:
____________________________________

__________________________________________________________________
_______

Here are some common questions you may use while grocery
shopping. Lets practice them together. We also need to
remember to say please or thank you in many of these situations.

1. Hello, could you please tell me where the ____ is/are?
a. Hello, could you please tell me where the pasta is?
b. Hello, could you please tell me where the cleaning supplies are?
2. There is/are no ___ left on the shelf, is/are there some in the back?
There is/are no ___ left in the refrigerator, is/are there some in the
back?
a. There is no cream left in the refrigerator, is there some in the
back?
b. There are no garbage bags left on the shelf, are there some in
the back?
3. May I get ___(amount) of ___, please
a. May I get 500 grams of turkey breast, please?
b. May I get 250 grams of bologna, please?
4. Would you help me reach this [from the top shelf], please?
a. Would you help me reach the cranberry juice, please?
b. Would you help me reach the spices on the top shelf, please?
5. Do you accept ___?
a. Do you accept visa?
b. Do you accept larger bills?

Now lets review when you would say thank you during these
scenarios.


 Activity 7: Using Please and Thank You

Now that the students have been familiarized with the context of

when it is necessary to ask questions and how it can be done, the

class will review these same questions by reading and speaking

then reflect on when to say please and thank you. The teacher will

be giving responses as the clerk/worker would to aid in spoken

production. This activity will aid in not only this transactional

dialogue but also for interaction purposes (Brown, 333). The

students will be using the skills of listening, reading, and

speaking.

Activity 8: Answering Questions Dialogue

Since students have looked at the concept of asking

questions they will now learn ways to answer questions relevant to

being at the grocery store. The phrases will be on their handout

(handout 3B) and on the projector with visual prompts. The phrases will

be explained and repeated as a class. The students will be using skills

of reading, speaking, and listening.

Lecture Notes:

How will you be paying today?

I am paying with cash I am paying with a

I am paying with debit credit card (Visa,
 Mastercard, American
Express)

Yes, I would like __

bag(s), please.
No thank you, I do not
need a bag today.

Would you like a bag

today? How many bags would
you like?

 Do you need help with your bags Do you need help to your
car?

No, I dont need help today thank you

Yes, that would be greatly appreciated. Thank you.

Handout #3B:

Answering questions:
The grocery store workers often only ask you questions when you
are in the process of paying for your goods. These are the
common questions that they will ask in order for them to be able
to do their job correctly.
Clerk. You/Customer.
1. How will you be paying today?
a. I am paying with cash
b. I am paying with debit
c. I am paying with a credit card (Visa, Mastercard, American
Express)
2. Would you like a bag today? How many bags would you like?
a. Yes, I would like __ bag(s), please.
b. No thank you, I do not need a bag today.
3. Do you need help with your bags Do you need help to your car?
a. No, I dont need help today thank you
b. Yes, that would be greatly appreciated. Thank you.

Activity 9: Create a Dialogue/Skit

 Students will now have a chance to create their own short skit

with a partner on the activity of going to the grocery store. One student will

be a customer, while the other is a grocery store worker. In order to have

sufficient and appropriate corrective feedback (Brown, 331) during activity

twelve, students must first have a chance to practice the content. The writing

that they are composing is controlled writing (Brown, 400) in which they are

altering text that has already been given. This activity is an interactive

technique by using a simulation of a real-life event (Brown, 339). The

students will be writing, reading, speaking, and listening during this activity.

Activity 10: Break

Students will be given a well deserved break to help stay

motivated and refreshed for the following activities.

Activity 11: Create a Shopping List

Students will get a copy of handout 4 (not in this file) in which

they will be asked to create a shopping list that will entail items to be used

for two meals (one plan each for two of either breakfast, lunch, or supper) as

well as two non-food items. This activity mimics a real-world task so that the

class can use language authentically (Brown, 311, 395). The students will be

writing during this activity.

Activity 12: Role Play

 The classroom will be set up as a grocery store with signs of

departments in different areas. Under each sign there will be coloured paper

(specific to that category) and a list of items found in that area. Most

students will be playing the role of a customer while others are grocery store

workers. The customers go to each section and look at their list. They then

write down one item per piece of coloured paper. Each customer must ask a

worker at least one question through out the role play. Once that the students

have been to the necessary departments they will make their way to the tills.

Here there will be workers to role play ringing through the food. The clerk

must read each item and say it aloud as well as ask the customer at least

one question. The clerk then writes a receipt of the categories that were

purchased and how many items belong there. The students will be each

using the skills of reading, writing, listening through conversing (Brown, 311)

and speaking during this activity; doing so will aid in their language learning

by adding multi-sensory memory (Brown, 103).

Evaluation of Objectives:

All of the assessments for these objectives are formative during

the lesson. By observing the students progress throughout the

lesson it will be possible to see if the objectives are being met.

Observing will also allow the teacher to assess any major (global)

errors while not necessarily correcting local errors (Brown, 347).

At a later point the students are to be tested using four methods

for summative assessment. Each section being relevant to one of

 each skills: reading, writing, speaking and listening. First, a

listening comprehension test through choosing text (Brown, 311)

will depict a grocery store map similar to those used in this lesson

plan. Second, a writing and grammar check by having students

form questions using given information. These questions will be

directed to a grocery store worker. The third section is a reading

comprehension test in which a grocery store scenario is given.

The students answer one word to one sentence long answers by

using their understanding of the passage. The fourth and final

section being a spoken assessment includes the instructor

showing the student a picture and having the student describe

something about the picture. Each piece of the test will be

assessing a major skill while observing the general achievement

of the content.

Conclusion:
 By using a content area relative to everyday life it is encouraging

students to learn English skills through concrete examples and survival skills.

Creating interactive activities will encourage the students to gain more

speaking and writing practice which will aid in internalizing language skills by

adding multi-sensory stimulation. When creating language learning activities

it is necessary to expose students to different facets of practice in order to

sharpen their communication. This lesson plan did not have a high amount of

interactive writing, but as beginner students it is also important for them to

read, recognize, and speak the language as vocabulary building will allow

them to compose more authentically later throughout the unit. Works Cited

Page:

Brown, H. Douglas. (2007). Teaching by principles: An interactive

approach to language pedagogy (3rd ed.). White Plains, NY: Pearson

Eucation.

Saskatchewan. Ministry of Education. A guide to using the

Common Framework of Reference (CFR) Appendix B: Charts for

Secondary Level. September 2013. Ministry of Education Services. Web.

16 Nov. 2014.