Applying to EPIK #3: The Lesson Plan

So, I am finally posting another EPIK Application update. This one is to do with the lesson plan segment of the application. I did mean to post this a while back but have been pretty ill over the past few weeks (nasty cold, combined with allergies). I am not much better now but I have put this off for long enough. There isn’t much to say apart from this is the lesson plan that I submitted. Although I don’t plan like this here in Korea, this is what they were looking for. I had my Dad read mine over (he is a teacher himself) but I think as long as you have a good base idea, with a range of fun activities you will be fine. For example, my boys here love different types of English games (which I use to drill the language into them).
Good luck if you are applying and feel free to leave me questions if you have any. I will post another update about my life in general over the next day or so
TIME (40 mins total)
Once the students are all sat down, greet them by saying ‘Hello, class. I went to a restaurant yesterday. Can anyone tell me food they like to eat in a restaurant?’ As students suggest some different foods, use this as an opportunity to write them down on the board. This is a good opportunity to review how much the class learnt about food in the previous lesson. Encourage them to use the key expressions learnt.
After two minutes (or once students stop suggesting food. Whichever happens first) say to the students that today we will be looking at ordering food in a restaurant. Open up the PowerPoint presentation with the ‘Key Expressions’ slide on screen.
2 Minutes
2 minutes
Now that the ‘Key Expressions’ slide is open, you can introduce the key vocabulary for the lesson to the students.
If you have a co-teacher, they can help you with this. Have them ask ‘Can I help you, sir/madam’. Then, you can respond with the first of the lessons key phrases and show it on the board. If you have no co-teacher you can get one of the students to help you. Hand one of the students a ‘Menu Worksheet’ and explain you are going to do a short role play ask them ‘May I take your order?’ or ‘Can I help you, sir/madam?’ If the student says something basic, such as ‘Hamburger’ walk up to your desk, pretend to prepare a hamburger and drop it on the floor before serving it. The students should find this funny and it can show how simply barking out orders can be perceived as rude.
If the student says something more advanced (such as Can I have some/a hamburger?’) write it down on the board.
After this, hand out the worksheets for the lesson to the students and split them into three groups (numbered one to three).
3 minutes
3 minutes
For these activities, students will require the ‘Menu’ Worksheet, and the ‘Customer’ or ‘Waiter’ dialogue sheet, depending on the group they are in.
Activity One – Fill in the Blanks
This activity will use two PowerPoint slides. It will take the form of a ‘fill in the blanks’ exercise. When the first slide is opened, students will be presented with five sentences, with each missing some words. The sentences will appear later in the dialogue sheets and be based around the idea of ordering food in a restaurant.
The second slide will feature five sentences as well. These will be based around the second of the lesson’s ‘Key Expressions’, and will also feature on the dialogue sheet for the next activity. As above, it will be a ‘fill in the blanks’ activity.
In order to have their answer accepted, each student must say the whole sentence, with the blanks filled in. This activity will make students familiar with some of the dialogue they will be using in activity two.
Activity Two – Role Play
Students in the first group (number one) will play the waiters. Students in the other two groups will play the customers. The first group will use the ‘Waiter’ dialogue sheet and groups two and three will use the ‘Customer’ dialogue sheet. Students will have five minutes to read and learn as much of their ‘role-play’ as possible. After this they will have ten minutes to complete the rest of the activity.
Once the five minutes are up, the students in groups two and three will go and talk to as many of the students in group one as they can. For each waiter they visit, the students should try and use a different type of food. They should also use a range of expressions from the dialogue sheet for saying whether they enjoyed their meal. For each one they use, they can cross it off. The student(s) who uses the most will win a prize at the end of the class.
NOTE – When doing this activity, waiters should read the first part of their dialogue and wait for 30 seconds or so before reading the second section. This is made clear to the students on the worksheet.
5 minutes
5 minutes
5 minutes
10 minutes
For the final part of the session you should re-visit the ‘Key Expressions’ slide of the PowerPoint presentation. Before you open this up, ask the students if they can tell you what the ‘Key Expressions’ were for the lesson. If they get them right, say well done and bring up the ‘Key Expressions’ slide.
After this, you and the students should go through the dialogue from Activity Two once more, with you taking on the role of the waiter. Any student can put their hand up and say the next line. This will allow you to see how much they have learnt from doing the role playing activity.
Finally, congratulate the students on all their hard work in the lesson that day and let them know that you will be continuing more work on this topic in the next session.
1 minute
3 minutes
1 minute

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