English Language Class: Food Service by Ms Carole
Lesson Plan
: Types of Food Service
Date : 8 Oct 2014
Time : 70 minutes
The lesson is to
familiarize students with the five basic types of food service and the
advantages and disadvantages of each service. It is also to familiarize
students with the lexis needed to describe the five basic types of service, the
language of discussing advantages and disadvantages as well as to develop
speaking skills. Differentiated tasks are carried out which involve students
working individually, in pairs and in small groups.
Students are
exposed to a range of vocabulary used to talk about different types of food
service. This is followed by an activity that consolidates language input and the
last activity, which is an interactive activity, provides students the
opportunity to use the language (speaking skills) they have learnt earlier. Students
are engaged in appropriate language dependent activities. This enables students
to integrate the content they are discovering with the language they are
learning.
Reflections
This topic will be very useful to content
lecturers from the Tourism and Hospitality Department to introduce the
different food services. However they
might have problem with the English Language texts. Those activities would be very interesting
for their students
.
For English Language lecturers, the activities
will be more for vocabulary building for Tourism and Hospitality students. The activities would be suitable for students
with at least intermediate proficiency level. Students with lower proficiency
level would find it difficult to comprehend the texts. Although differentiation
exercises were planned, the level was still high for the majority of our
students. Thus we need to adapt the
exercises given. One thing for sure,
whatever was given to us the participants, we need to adapt and adopt to the
proficiency of our students as well as their learning styles e.g. videos of the
different food services to attract the visual learners. Instead of
differentiation exercises, we could slowly build up students’ confidence from
easy to more difficult exercises.
The structures taught should be identified from
the very beginning so that they would be incorporated in all the exercises to
give students practice in using the structures. Here I would suggest the
passives form e.g. “ Food is served from left to right”. Another important factor to be considered is
that it should be related to the syllabus. In AE 301 Communicative English II
for the Diploma course for polytechnic students, we could use this topic for
describing the process of how the food is being served.
Cambridge
Poh Hong & Kien
Bee
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