E526 TEACHING ENGLISH AS A FOREIGN/SECOND LANGUAGE JEE EUN PARK 1

SIOP LESSON PLAN

STANDARDS: The 2009 Revision of the National Curriculum by The Ministry of Education,

Science, and Technology (of Korea)

CONTEXT: Teaching EFL learners in Korea. They are in the 9th grade in a middle school in

Korea. Teaching period is 90 minutes long.

PROFICIENCY LEVEL: high-novice to high-intermediate

THEME: Healthy Eating and Physical Fitness

LESSON TOPIC: Balance of nutrients and regular exercise

LANGUAGE OBJECTIVES: Students will be able to

read a text and complete a matching activity together with skimming and scanning

activities,

orally discuss the food pyramid and compare two diets,

orally interview a partner on health-related activities and food habits and fill-in their

record sheet,

orally give advice to their classmates.

CONTENT OBJECTIVES: Students will be able to

demonstrate knowledge about a balanced diet and provide advice.

LEARNING STRATEGIES:

Cognitive Learning Strategies: previewing a story or chapter before reading/ Establishing a

purpose for reading or learning/ Identifying, analyzing, and using varied text structure

E526 TEACHING ENGLISH AS A FOREIGN/SECOND LANGUAGE JEE EUN PARK 2

Metacognitive Learning Strategies: Generating questions and using the questions to guide

comprehension/ Summarizing and synthesizing

Language Learning Strategies: Applying basic reading skills, such as previewing, skimming,

scanning, and reviewing/ Purposefully grouping and labeling words

KEY VOCABULARY: nutrient, carbohydrates, protein, fat, minerals, grain, push-up, lifting

weights, always/usually/often/sometimes/never

MATERIALS: a textbook, PowerPoint slides, worksheets, a computer (music), and word cards

MOTIVATION (10 minutes): First, I will share greetings and review the previous lesson

briefly. (1 minute) To warm up the class atmosphere, students will do a stretch exercise while I

am giving directions and modeling the exercise at the same time (See Appendix 1 for directions).

I will play an exciting song using a computer and I will try to be an active and passionate model

to make shy students lower their affective filters and follow the exercise. (5 minutes) Next, I will

show a picture of an Olympic game scene with the sign “Sound mind in a sound body,” and I

will have the students discuss the meaning of "Sound mind in a sound body" and I will present

the lesson‟s content objective and language objectives that are shown on the PPT slide. (4

minutes)

PRESENTATION (10 minutes):

I will introduce frequency adverbs through the PPT slide and explain the degree of

frequency by using true example sentences. For example, as students already know that I often

jog, I will use the example sentence like “I jog four times a week” or “I often jog.” Then I will

do a simple Total Physical Response activity. I will put frequency adverb word cards on the

board and I'll read a sentence (e.g., I eat breakfast.) and I will have students go and stand in front

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of the right frequency adverbs. The sentences I will use are "I try to eat fresh vegetables, I eat

high-fat food at dinner, or I work out (Kinesthetic).” (5 minutes)

Next, students will learn vocabulary such as nutrients, carbohydrates, protein, minerals,

vitamins, or fat. I will give students a sheet of a food pyramid and ask students to write down as

many food items as possible in the right section of the food pyramid. Then I will give students

word strips of nutrients, and I will ask students from which food group they can get

carbohydrates/protein/minerals/vitamins/fat. Last, I will have students guess today's topic. (5

minutes)

PRACTICE/APPLICATION (55 minutes): The students will do four meaningful activities:

Reading activity (matching, skimming, and scanning), Diet Judgment activity, Interview activity,

and Giving Advice activity. The first three are guided practice and the last one is more

independent practice.

Reading Activity (15 minutes). For the pre-reading activity, I will have students take a

quick look at the pictures on the text and the structure of the text and then have them

guess the topic (preview). For the while-reading activity, students will do skimming and

scanning. Students will read the text and match each paragraph number with the

appropriate sub-title on the worksheet. They will do it as a think-pair-share activity. For

the scanning activity, I will have the students reread paragraph three, “Work up a Sweat”

on page 37 and fill in the blanks with appropriate words or phrases on the given

worksheet.

Diet Judgment Activity (10 minutes). For the post-reading activity, I will have the

students do group work called "Which Food is More Nutritious?" I will explain to the

students that they will become a nutritionist and that their job is to decide which food is

E526 TEACHING ENGLISH AS A FOREIGN/SECOND LANGUAGE JEE EUN PARK 4

more nutritious or healthier, a banana cake or roasted turkey. To make a decision, the

students are instructed to put each ingredient into the food pyramid on the given

worksheet, and then they check which food has its ingredients in more numbers of

pyramid sections, which means the food is healthier than the other.

Interview Activity (15 minutes). First, I will have the students do pair work called “Find

the Healthiest Person,” in which each student will ask his/her partner many questions

about his/her eating and exercise habits using frequency adverbs such as always, usually,

often, sometimes, and never, and then calculate his/her partner's health score. To do this

activity, the students will get some guidance from their teacher in advance. First, I will

introduce the frequency adverbs through power point slides (comprehensible input), in

which the arrow shows the frequency level visually well. Then I will tell them that my

hobby is running and that I run three or four times a week, which is intended to give the

students a real context. Then I will elicit the answer, “You run often” from the students

by asking them “How often do I run?” After I give the students enough chance to practice

frequency adverbs, I will have the students start the activity.

Giving Advice Activity (15 minutes). For the independent practice, students will do

"What Did You Eat?" activity. First, I will explain the directions by using PPT. Second,

every student will ask his/her partner what he/she ate yesterday. Third, each student will

evaluate his/her partner's diet using the given table. Students will circle whether his/her

partner's intake in each case was “too little”, “too much”, or “about right” on the table.

Third, each student will give advice to his/her partner by using "If I were you, I would.../

I think you should.../Why don't you....? This "What did you eat?" activity will facilitate

students practice of the target language such as "What did you eat for your

E526 TEACHING ENGLISH AS A FOREIGN/SECOND LANGUAGE JEE EUN PARK 5

breakfast/lunch/dinner yesterday,?” “I ate chicken/cabbage/orange juice/bread,” or „If I

were you, I would..../Why don't you...?/I think you should...”

REVIEW/ASSESSMENT (10 minutes): First, I will assess the independent activity, "What

Did You Eat?" through the presentation. I will have one or two groups come up to the front and

explain their partner's diet problems and their advice. Next, for the vocabulary review, I will ask

five tricky but funny riddles about foods, and have students guess the answers. I will do this

game in groups, and the group with the most right answers will get candy as a prize. Finally,

students will write the word 'Balanced' or 'Unbalanced' beside each meal. For example, students

will write "Balanced" beside the meal including chicken, carrots, rice, and a salad, and students

will write "Unbalanced" beside the meal including fried fish, a glass of milk, and an egg. This is

for providing the students an opportunity to evaluate diets based on the balance of nutrients. If

needed, feedback will be given to the students.

EXTENSION (5 minutes): I will ask students a few questions to make them summarize today's

lesson such as "What did you learn from the today's lesson?/What do you think is the most

important thing to staying healthy?” In addition, I will do Thumbs Up activity to give students an

opportunity to self-evaluate the lesson. Students can also indicate “so-so” by making a fist.

Finally, I will wrap up the lesson with a homework assignment. The homework will be to make a

healthy and balanced meal schedule for a week, or to give advice to one of their family members

after asking his/her eating habits and exercise patterns.