Master Plan
I. Text: High School EnglishⅠ
II. Unit: Lesson 2. Let’s Grab a Bite!
III. General Objectives
By the end of the lesson, students will be able to
1. listen to the conversations or monologues using the target functions (making suggestion about food and asking about how satisfied someone feels) and answer the given questions.
2. talk about food in various situations using the target communicative functions.
3. read magazine articles about street food from various countries and answer the comprehension questions.
4. write a customer review to introduce their favorite restaurant.
5. use the target language structures (comparatives, 'the comparative adjective/adverb ~, the comparative adjective/adverb ~', a relative pronoun serving as a subject) in various situations.
IV. Time Allotment: 9 periods, 50 minutes each
Period | Textbook Content (pages) |
1 | Get Ready (35) Listen Up Basic, Speak Out Basic (36~37) |
2 | Listen Up Advanced, Speak Out Advanced (38~39) |
3 ~ 6 | Into the Reading (40) Reading (41~45) Beyond the Reading (46~47) |
7 | Language Focus (48~49) |
8 | Write Right (50~51) |
9 | Actual Task (52) |
10 | Read Culture (53) Self-Check (54~55) |
Sub Plan 1
Unit (1st period) | Lesson 2. Let’s Grab a Bite! Get Ready (p. 35), Listen Up Basic (p. 36), Speak Out Basic (p. 37) | ||||
Specific Objectives of the period | Students will be able to 1. listen to the short dialogues about food and match each one with its related picture. 2. listen to the dialogues about snack for their main idea and specific details. 3. practice a dialogue with their partners using the expression of asking about how satisfied someone feels, “How do you like it?” 4. practice dialogues with their partners using the expression of making suggestion about food, “Please try some” or “Would you like to try this?” | ||||
Step | Procedure | Activities | Aids | Time | |
Introduction | Today’s Objectives | T: Introduce the topic and objectives of the lesson. |
| 10 min. | |
Get Ready | Ss: Read the statements about official food around the world and guess the correct word for each sentence. Ss: Present their choice and the reasons. T: Check Ss' answers and give some extra background information about each food. | ||||
Development | Listen Up Basic | A | T: Explain the communicative functions of this lesson with expressions. - asking about how satisfied someone feels: How do you like it? - making suggestion about food: Please try some, Would you like to try this? T: Introduce the listening task. Ss: listen to the short dialogues about food and match each one with its related picture. T: Check students' answers. Explain additional expressions and keys to the answers. Ss: Listen one more time. | CD-ROM | 5 min. |
B | T: Introduce the listening task. Ss: Listen to the dialogue about corn muffin and identify if each statement is correct or not. T: Check students' answers. Explain additional expressions and keys to the answer. Ss: Listen one more time. | CD-ROM | 8 min. | ||
C | T: Introduce the listening task. Ss: Listen to a conversation about making spring rolls and identify if each underlined information is correct or not. T: Check students' answers. Explain additional expressions and keys to the answers. Ss: Listen one more time. | CD-ROM | 8 min. | ||
Speak Out Basic | A | T: Introduce the speaking task and explain additional expressions. Ss: Practice dialogues with their partners using the expression of asking about how satisfied someone feels, “How do you like it?” T: Give necessary feedback to Ss. | CD-ROM | 7 min. | |
B | T: Introduce the speaking task and explain additional expressions. Ss: Practice dialogues with their partners using the expression of making suggestion about food, “Would you like to try this?” T: Give necessary feedback to Ss. | CD-ROM | 7 min. | ||
Consolidation | Wrap-up | T & Ss: Review what they have learned in this period. |
| 5 min. |
Sub Plan 2
Unit (2nd period) | Lesson 2. Let’s Grab a Bite! Listen Up Advanced (p. 38), Speak Out Advanced (p. 39) | ||||
Specific Objectives of the period | Students will be able to 1. listen to a long dialogue about street food and find out the main idea and specific details. 2. complete the summary of the given conversation with appropriate key words. 3. have a conversation about their secret recipe, using the expressions of practice a dialogue with their partners using the expression of asking about how satisfied someone feels and making suggestion about food. | ||||
Step | Procedure | Activities | Aids | Time | |
Introduction | Review & Today’s Objectives
|
T: Review the previous lesson. T: Introduce the topic and objectives of the lesson.
|
| 5 min. | |
Development | Listen Up Advanced | A | T: Introduce the listening task. Ss: Listen to the dialogue about sharing takoyaki with family members and find out what the two speakers are doing. T: Check students' answers. Explain additional expressions and keys to the answer. | CD-ROM | 5 min. |
B | T: Get Ss to listen to the dialogue again for the details. Ss: Listen to the dialogue again and find out what man is like and what the girl will do. T: Check students' answers. Explain additional expressions and keys to the answers. | CD-ROM | 5 min. | ||
C | T: Introduce the writing task. Ss: Listen to the dialogue again and fill in the blanks with appropriate key words in a summary of the conversation. T: Check students' answers. Explain keys to the answers. Ss: Listen one more time to check their answers. | CD-ROM | 5 min. | ||
D | T: Introduce the discussion questions. Ss: Discuss their experience in eating takoyaki, and then their favorite snacks. |
| 5 min. | ||
Speak Out Advanced | S T E P 1
| T: Introduce the speaking task and explain additional expressions. Ss: Read about a sample secret recipe and write down key words about their own secret recipe. T: Give necessary feedback to Ss. | CD-ROM | 10 min. | |
S T E P 2 | T: Introduce the dialogue where one speaker suggests the other food and talks about the secret recipe and explain additional expressions. Ss: Practice the dialogue based on their own secret recipe, using the expression of suggesting food and asking the feeling about it. T: Give necessary feedback to Ss. | CD-ROM | 10 min. | ||
Consolidation | Wrap-up | T & Ss: Review what they have learned in this period. |
| 5 min. |
Sub Plan 3
Unit (3rd period) | Lesson 2. Let’s Grab a Bite! Into the Reading (p. 40), Reading (p. 41) | ||||
Specific Objectives of the period | Students will be able to 1. guess which country the given street food comes from. 2. match each key vocabulary with its appropriate meaning. 3. read the text about hot dogs and find out the main idea and the specific details. 4. use comparative adjective/adverb structures (the + comparative adjective/adverb ~, the + comparative adjective/adverb ~) in various situations to precisely comprehend the content of the text. | ||||
Step | Procedure | Activities | Aids | Time | |
Introduction | Review & Today's Objectives | T: Introduce the objectives of the lesson. Ss: Look at the frames and guess what the text will be about. |
| 5 min. | |
Development | Into the Reading | Build Back- ground | T: Introduce the pre-reading activity. Ss: Guess where the given street foods come from and match each food with a country on the world map. T: Check Ss' answers and promote their discussion about the street foods. Ss: Give the reasons for their choice. | CD-ROM | 15 min. |
Build Voca- bulary | T: Explain the vocabulary task. Ss: Fill in the missing letter of the given key vocabulary and match each word with its appropriate meaning. T: Check Ss’ answers and give additional explanation. | ||||
Reading | T: Introduce reading material and explain the words at the bottom of the page. Ss: Look at the picture and guess what the text will be about. Ss: Skim the main text (p. 41) on their own. Ss: Try to figure out what the text is mainly talking about. Ss: Read again and pay attention to the details of the text. T: Gives comprehension questions and check Ss’ answers. T: Explain important phrases and language structures. (comparative adjective/adverb structures: the + comparative adjective/adverb ~, the + comparative adjective/adverb ~) | CD-ROM | 25 min. | ||
Consolidation | Wrap-up | T: Get Ss to take formative test and summarize key points. S: Review what they have learned. |
| 5 min. |
Sub Plan 4
Unit (4th period) | Lesson 2. Let’s Grab a Bite! Reading (pp. 42~43) | |||||||
Specific Objectives of the period | Students will be able to 1. read the text about hot dogs and answer the questions about the main idea and the specific details. 2. use a structure with 'every' grammatically to comprehend the content precisely. | |||||||
Step | Procedure | Activities | Aids | Time | ||||
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. Ss: Look at the pictures and predict the text. |
| 5 min. | ||||
Development | Reading | T: Introduce the text and briefly explain the words at the bottom of the pages. Ss: Skim the main text (p. 42) on their own. Ss: Read and focus on the general ideas and then the details of the text. Ss: Answer the questions at the bottom of the page 42.
T: Check Ss' answers and explain important phrases and structures (structures with 'every'). T: Ask Ss the 'How about you?' question. Ss: Discuss the the question at the bottom of the page 42.
T: Introduce the text about Ais kacang. T: Briefly explain the words at the bottom of the pages. Ss: Skim the main text (p. 43) on their own. Ss: Read and focus on the general ideas and then the details of the text. Ss: Answer the questions at the bottom of the page 43.
T: Gives more comprehension questions and check Ss’ answers. T: Check Ss' answers and explain important phrases and structures. T: Ask Ss the 'How about you?' question. Ss: Discuss the question at the bottom of the page 43.
| CD-ROM | 40 min. | ||||
Consolidation | Wrap-up | T: Ask Ss some formative questions about the main text and summarize the lesson. S: Review what they have learned. |
| 5 min. |
Sub Plan 5
Unit (5th period) | Lesson 2. Let’s Grab a Bite! Reading (pp. 44~45) | |||||
Specific Objectives of the period | Students will be able to 1. read the text about harira and pastel and answer the questions about the main idea and the specific details of the text. 2. use the key language structure (a relative pronoun serving as a subject) to precisely comprehend the content of the text. | |||||
Step | Procedure | Activities | Aids | Time | ||
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. |
| 5 min. | ||
Development | Reading | T: Introduce today’s reading material. Ss: Look at the pictures and guess the country and ingredients of harira and pastel. T: Briefly explain the words at the bottom of the pages. Ss: Skim the main text (pp. 44~45) on their own. Ss: Read the text with a focus on the general ideas of the text. Ss: Read the text again and pay attention to the details. Ss: Answer the questions at the bottom of the page 45.
T: Check students' answers. T: Explain the meanings of new words with more details. T: Explain important phrases and structures. (a relative pronoun serving as a subject) Ss: Read the text again. Ss: Discuss the question at the bottom of the page 45.
| CD-ROM | 40 min. | ||
Consolidation | Wrap-up | T: Ask Ss formative questions about the text and summarize the lesson. |
| 5 min. |
Sub Plan 6
Unit (6th period) | Lesson 2. Let’s Grab a Bite! Beyond the Reading (pp. 46~47) | |||
Specific Objectives of the period | Students will be able to 1. answer the comprehension questions about the main text. 2. read a text which extends the topic and find out the main idea and the specific details. | |||
Step | Procedure | Activities | Aids | Time |
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. |
| 5 min. |
Development | Compre- hension | T: Introduce the tasks to check their comprehension of the reading text. Ss: Scan the main text and fill in the blanks in the four cards with appropriate words. T: Check Ss’ answers and explain the keys to the answers. | CD-ROM | 15 min. |
Extension | T: Introduce the extended reading material. Ss: Read the beginning part of the interview and guess what the text will be about. T: Briefly explain the key words for the reading material. Ss: Skim the main text on their own. Ss: Read the text with a focus on the general ideas and then the details. Ss: Solve the comprehension questions - Choose the person who does not understand the interview properly. - Choose the most appropriate phrase for the blank. T: Check Ss’ answers and why the other options are not appropriate. | CD-ROM | 15 min. | |
Discussion | T: Ask Ss the discussion questions. Ss: Discuss the street food in the Reading that they want to try and give the reasons. Ss: Discuss the Korean street food they think most delicious. T: Get Ss to share their ideas with the others. | CD-ROM | 10 min. | |
Consolidation | Wrap-up | T: Summarize the reading text and extended reading materials. |
| 5 min. |
Sub Plan 7
Unit (7th period) | Lesson 2. Let’s Grab a Bite! Language Focus (pp. 48~49) | |||
Specific Objectives of the period | Students should be able to 1. use key words (water, common) in sentences with their various meanings. 2. use useful expressions (be attributed to, be supposed to, a spoonful of) to complete the sentences. 3. complete a short story by correctly using key grammar points for the unit (a structure using comparatives, 'the comparative adjective/adverb ~, the comparative adjective/adverb ~', a relative pronoun serving as a subject).
| |||
Step | Procedure | Activities | Aids | Time |
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. |
| 5 min. |
Development | Words in context | T: Explains three different meanings of the given words (water, common). Ss: Identify the meaning of the words in the given sentences. Ss: Fill in the blank in each sentence with appropriate word. T: Check Ss’ answers and explain what the sentences mean. | CD-ROM | 10 min. |
Useful Expressions | T: Remind Ss of the three useful expressions (be attributed to, be supposed to, a spoonful of) and give more detailed explanation. Ss: Read the given sentences and talk about their meanings. Ss: Complete the sentences by choosing appropriate words from the box. T: Check Ss’ answers and explain what the sentences mean. | CD-ROM | 10 min. | |
Structures & X-tra Grammar | T: Remind Ss of the two key grammar points (a structure using comparatives, 'the comparative adjective/adverb ~, the comparative adjective/ adverb ~', a relative pronoun serving as a subject) and give more detailed explanations about their usages. Ss: Read the given sentences and talk about their meanings. Ss: Complete the given story by correctly using the key grammar. T: Check Ss’ answers and explain the reasons along with what the story means. Ss: Try to discover what particular grammatical characteristic 'every' shows in the given sentences. T: Clearly explain the grammar about the sentences with every (every + singular noun + singular verb) | CD-ROM | 20 min. | |
Consolidation | Wrap-up | T: Summarize the words, expressions, and grammar points. |
| 5 min. |
Unit (8th period) | Lesson 2. Let’s Grab a Bite! Write Right (pp. 50~51) | |||
Specific Objectives of the period | Students will be able to 1. come up with some key words to introduce their favorite restaurant. 2. answer the questions about their favorite restaurant. 2. write a customer review to introduce their favorite restaurant. | |||
Step | Procedure | Activities | Aids | Time |
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. T: Introduce the writing task. |
| 5 min. |
Development | Start Your Writing | T: Explain the procedures of the writing task. Ss: Come up with some key words to introduce their favorite restaurant in the following categories: name, location, popular menu, price and other information. T: Explain the guided questions. T: Explain the various words to express location. Ss: Answer the questions using the key words they have just come up with. T: Check Ss’ answers and give feedback if necessary. | CD-ROM | 20 min. |
Write on Your Own | Ss: Write a customer review to introduce their favorite restaurant. Ss: Compare their review with the sample and revise it if necessary. | CD-ROM | 15 min. | |
Present and Share | Ss: Present their review to the class. T: Check Ss’ composition and give feedback about organization, content, and language use. | CD-ROM | 5 min. | |
Consolidation | Wrap-up | T: Summarize the useful expressions, structures, and writing tips covered in the lesson. |
| 5 min. |
Sub Plan 8
Sub Plan 9
Unit (9th period) | Lesson 2. Let’s Grab a Bite! Actual Task (p. 52) | |||
Specific Objectives of the period | Students will be able to 1. conduct a survey on their school cafeteria from various points of view. 2. organize the survey results into a chart. 2. make a detailed presentation about the survey results, in an organized way. | |||
Step | Procedure | Activities | Aids | Time |
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. |
| 5 min. |
Development | Step 1 | T: Introduce the integrative task: conduct a survey on the school cafeteria T: Put Ss into groups of four. Ss: Come up with the survey questions to find out how satisfied students feel about their school cafeteria. T: Give examples to help Ss if necessary. | CD-ROM | 10 min. |
Step 2 | T: Introduce the next step: conduct the survey and organize the information into a chart. Ss: Ask the survey questions they created from the step 1 to their classmate. Ss: Organize the survey results into a chart. T: Promote Ss discussion by asking or answering the questions. | CD-ROM | 15 min. | |
Step 3 | Ss: Give a group presentation about the survey results. Ss: Vote for the best plan in class. T: Give feedback on the crucial errors about the contents and language use. | CD-ROM | 15 min. | |
Consolidation | Wrap-up | T: Summarize what they presented today and give advice for better presentation. Ss: Review the language they have learned today. |
| 5 min. |
Sub Plan 10
Unit (10th period) | Lesson 2. Let’s Grab a Bite! Read Culture (p. 53), Self Check (pp. 54~55) | |||
Specific Objectives of the period | Students will be able to 1. read a text about New Year's foods in different cultures and find out the right place to insert the given sentence. 2. search for traditional New Year's foods in various countries and present the information. 3. listen to conversations including expressions of making suggestion about food and asking about how satisfied someone feels and find out the main idea and specific information. 4. complete a dialogue about food festival by inserting the given sentence into the appropriate place. 5. read the excerpts and answer the comprehension questions. | |||
Step | Procedure | Activities | Aids | Time |
Introduction | Review & Today's Objectives | T: Review the previous lesson. T: Introduce the objectives of the lesson. |
| 5 min. |
Development | Read Culture | T: Introduce the reading material. Ss: Look at the picture and guess what the text (p. 53) will be about. T: Briefly explain the key words of the text. Ss: Skim the main text on their own. Ss: Read the text with a focus on the general ideas and then the details. Ss: Find out the right place to insert the given sentence. T: Check Ss' answer and provide language and content feedback. | CD-ROM | 9 min. |
Click Culture | T: Explain the task and promote Ss to search the Internet to perform the task. Ss: Search the Internet for traditional New Year's foods in various countries. T: Help Ss to comprehend the information. Ss: Share the interesting traditional New Year's foods they found with others. | computer with the Internet access | 6 min. | |
Self-Check | <Listening> Ss: listen to a conversation about Korean food, buchimgae, and choose the incorrect information. Ss: listen to a conversation about herbal tea and choose what the woman will do for the man. T: Check Ss' answers and explain the keys to the answers.
<Speaking> Ss: Read a conversation about a food festival and choose the best place to insert the given sentence. T: Check Ss' responses and answer the questions Ss ask about the speaking task.
<Reading and Writing> Ss: Read the part of the main text and choose the content which continues right after the text. Ss: Unscramble the given words and complete a sentence to express the given meaning. Ss: Read the part of the main text and choose the best title. T: Check Ss' responses and answer the questions Ss ask about the reading and writing tasks.
| CD-ROM |
25 min. | |
Consolidation | Wrap-up | T & Ss: Review the main points of the lesson. |
| 5 min. |