Lesson Plan and Rationale

8/13/2019 Lesson Plan and Rationale

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Component 3 Lesson Plan and Rationale Yinghua Cai MA TESOL 1

Theme: Festivals and Food

Grammar Focus: Articles

Fall 2013

Based on a lesson plan developed for Structure of English

(LING 8530, Spring 2012)


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I developed the following lesson plan for a hypothetical adult ESL class for

international students in an Intensive English Program (IEP) in the United States. The IEP

program environment is technology-rich, meaning that students have access to laptops and

the Internet both in the classroom and at home. The course is entitled Intermediate Englishand

the focus is to develop studentsvocabulary knowledge and awareness of Modern English

grammar through reading authentic texts and to apply this knowledge to their own writing. I

believe that students in an intermediate ESL class would have had previous exposure to and

opportunities for practicing the basics of the English determiner system. The following

lesson plan focuses on how to use articles in certain genres of authentic written discourse

and shows that I value guided collaborative learning and strategy teaching.

About 12 English learners from around the world would be enrolled in this course.

They are literate in their native language(s) and possess an intermediate level of proficiency

in English. The authentic materials chosen for this lesson is an online article, entitled Top Ten

Foods for a 4thof July Barbeque, Plus Useful Tips(Appendix A).

While working with an authentic text on a 4th

of July barbecue, students participate in

a variety of pre-, during-, and post-reading activities. The pre-reading activities include:

sharing favorite traditional festivals in pairs and presenting two interesting statements about

the 4th of July on poster paper in groups of three based on Internet research. These

activities aim to activate and develop students schematic knowledge, leading to deeper

comprehension of the text (Hedgcock & Ferris, 2009).

The during-reading activities include vocabulary knowledge development through

group reading and research, skimming and summarizing the main idea, as well as comparing

and contrasting the 4th of July with traditional festivals in students home countries.

Successful mastery of the second language can be attributed to an individualized battery of


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strategies for comprehending and producing the language (Brown, 2007, p. 69); therefore, I

endeavor to help students develop strategies for handling unknown words in reading,

including using an online dictionary (Graves, August, & Mancilla-Martinez, 2013).

In the post-reading phase, students attention isdrawn to the target linguistic forms,

namely articles. I have adopted a discourse-based pedagogy, in which our students are guided

to consider the meaningand use of those forms within the larger discourse context,

(Nassaji & Fotos, 2011, p. 49). A noun phrase worksheet (Appendix B) is provided for

students to classify which article is used and what types of head nouns the articles collocate

with in a meaningful text. By demonstrating how to use Raimess (2004) flow chart and

preparing them for the individual blog post writing homework assignment and the

collaborative peer editing task in the subsequent class, I intend to push students to produce

output accurately and also consciously reflect on, negotiate, and discuss the grammatical

accuracy of their language use (Nassaji & Fotos, 2011, p. 49).

Throughout the pre-, during-, and post-reading phases, I have incorporated

cooperative learning, in which students share information and help each other to achieve

goals (Brown, 2007). I believe that learners can increase their own L2 knowledge and extend

their peers linguistic development by providing guided support to their peers (Donato,

1994). As this lesson also features an integration of all four skills, namely listening, speaking,

reading, and writing, I endeavor to accommodate various learning styles as learners

participate in group work (Kumaravadivelu, 2003). For example, depending on how the

teacher wants to challenge the students in their linguistic development, those who are more

comfortable with writing and less so with speaking can be assigned the task to write on the

poster paper or to explain their poster orally in front of the class.


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The grammar focus of this lesson is English articles, which are particularly difficult

for many English learners, as most Asian and Slavic languages and many African languages

have no articles, (Celce-Murcia & Larsen-Freeman, 1999, p. 271). The English language has

three forms of articles: definite (the), indefinite (a/an), and zero (). The definite article may

combine with both countable and non-countable nouns, the indefinite article with singular

countable nouns, and zero article with non-countable nouns and plural countable nouns

(Cowan, 2008). The choice of articles indicates the givenness/newness,

definiteness/indefiniteness, referentiality/non-referentiality, and genericness/specificity of

head nouns (information structure); these four pragmatic categories combined account for

how people assign articles and other determiners at the discourse level (Celce-Murcia &

Larsen-Freeman, 1999).

It is noteworthy that when students try to decide whether a common noun is specific

or generic reference in the chosen text (Raimes, 2004), they are actually considering the

aforementioned four pragmatic categories of the noun at the same time. In this lesson, the

flow chart serves as a teaching and learning heuristic to help students uncover why certain

articles precede certain nouns in authentic written discourse. As the students have developed

a working knowledge of articles, individuals may work toward using the flow chart

(Appendix C) for article selection and/or error treatment in their own writing (Raimes,

2004). Undoubtedly, I want to encourage students to use this tool to produce accurate

output as they develop their writing skills along with the grammar skills.

Last but not least, I concur with Hedgcock and Ferris (2009) that assessment is a

process and we should use assessment as a teaching and learning tool. In this lesson, I would

use the noun phrase worksheet for classroom discussion and as homework (a take-home

quiz). Meanwhile, I can evaluate students performance systematically by observing their


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participation in class activities to check their understanding of the content of the text as well

as the form, meaning, and use of articles. The blog post writing assignment, prepared for the

next class, would engage students in self-assessment as they use the flow chart (Raimes,

2004) to complete the adapted worksheet after finishing writing their blog posts. Of course,

the peer editing activity in the subsequent lesson would engage students in peer assessment.

(word count: 994, excluding the title page)


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Lesson Plan

Setting

The course focus is on building students (Ss) vocabulary knowledge, developingtheir awareness of Modern English grammar, and applying their grammar skills towriting; ESL class in an Intensive English Program in the United States; Technology-rich environment: Ss have access to laptops and the Internet in class and

at home; Previous lesson: Introducing the English determiner system at the intermediate level; Subsequent lesson: Exploring the use of articles in Ss own writing through a blog

post describing a traditional festival in Ss home country (peer editing).

Learners Adult students from non-English-dominant countries; Literate in their L1, intermediate English proficiency; Approximately 12 students.

Time Frame 130 minutes (with a 10-minute break).

Materials and Equipment Whiteboard, markers, and poster paper; Laptops and Internet connection; Photocopies of the Top Ten Foods for a July 4 thBarbeque, Plus Useful Tipsarticle for each

student (Appendix A); Photocopies of the noun phrase worksheet for each student (Appendix B); Photocopies of the article use flow chart for each student (Appendix C); The master copy of the noun phrase worksheet (Appendix D); Photocopies of the blog post assignment guidelines for each student (Appendix E); Photocopies of the adapted noun phrase worksheet for each student (Appendix F); International food blog link (Appendix G;http://iepfoodblog.wordpress.com).

Instructional AimsThe students will be able to:

Understand the new vocabulary (e.g., food-related items) in the reading on a 4thofJuly barbecue;

Understand the main idea and cultural information in the reading on a 4 thof Julybarbecue;

Use the flow chart to categorize nouns in terms of whether they are singularcountable, plural countable, or non-countable;

Distinguish different articles and apply the flow chart to explaining why certainarticles are used in specific contexts;

Apply the steps identified in the flow chart to using articles appropriately in theirown blog post writing on a traditional festival.
http://iepfoodblog.wordpress.com/http://iepfoodblog.wordpress.com/http://iepfoodblog.wordpress.com/http://iepfoodblog.wordpress.com/


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Time andStage

Procedures/ Teacher & Student Behavior

5 min.

Announcements/Warming-up

Materials: N/A

Make announcements, telling the class that they will use laptops at somepoint of the lesson.

Engage Ss in informal chatting about what they ate for dinner yesterdayand whether they like American food or not.

15 min.Pre-reading:Backgroundknowledgeactivation

Materials: N/A

Transition by telling Ss that the topic of the lesson is festivals and food. Ask Ss to share their favorite traditional festivals in their countries in pairs

by addressing the prompts below. Inform Ss that they will need to report

their partners favorite festivals to the class and write about traditionalfestivals in their home countries as homework.1. What is your favorite traditional festival in your home country?2. How do you celebrate it (what you do and what you eat)?

Invite 2 to 3 pairs to report their partners favorite traditional festivals intheir respective home countries.

20 min.Pre-reading:Cultural

knowledgedevelopment

Materials: Laptops, markers, and poster paper

Transition by telling Ss that they will talk about the 4th of July, a nationalholiday in the U.S., and barbecue foods.

Ask Ss (in groups of three) to research information regarding the 4th ofJuly on the Internet (e.g., do a Google keyword search: 4thof July facts)and write two one-sentence statements about the 4th of July which theythink are most interesting on a piece of poster paper (e.g., The 4th of Julyis known as Independence Day).

Ask each group to present their poster, choose one of the statements toshare with the class, and explain why they think that statement isinteresting.


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Time andStage


20 min.During-reading:

Skimming,comparing andcontrasting, andvocabularydevelopment

Materials: Photocopies of the Top Ten Foods for a July 4 thBarbeque, Plus UsefulTipsarticle for each student (Appendix A), the international food blog

(Appendix G), laptops, and poster paper

Pass out the photocopies of the Top Ten Foods for a July 4 thBarbeque, PlusUseful Tipsarticle to Ss.

Give Ss five minutes to skim the text and get ready to tell the class whatthe top ten foods for a July 4thbarbecue are and briefly comment on thesimilarities and differences in foods they noticed between the 4thof Julyand the traditional festivals they have shared with the class.

Assign two paragraphs (corresponding with the description of two fooditems) to each group and make sure that there are overlaps between thegroups in terms of their assigned paragraphs.

Ask each group to read through the assigned paragraphs, identify thewords and phrases that they are not familiar with, check the Internet (e.g.,Wikipedia, urbandictionary, Merriam-Webster) for explanations andpictures, and present their findings to the class. Ss may choose to create aposter to present their vocabulary list.

As students work on the vocabulary self-study task, walk around andprovide assistance when necessary.

When necessary, show the food pictures (serving as a glossary) to thestudents (Appendix G; link:http://iepfoodblog.wordpress.com/2012/04/24/4th-of-july-pictures/)

10 min.Break

N/A
http://iepfoodblog.wordpress.com/2012/04/24/4th-of-july-pictures/http://iepfoodblog.wordpress.com/2012/04/24/4th-of-july-pictures/http://iepfoodblog.wordpress.com/2012/04/24/4th-of-july-pictures/


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Time andStage


20 min.Post-reading:

Noun phraselabeling

Materials: Photocopies of the Top Ten Foods for a July 4 thBarbeque, Plus UsefulTipsarticle for each student (Appendix A), photocopies of the noun phrase

worksheet for each student (Appendix B), and the master copy of the nounphrase worksheet (Appendix D)

Transition by asking Ss to look at the title of the given text and discusswith them why the author used the indefinite article ain a July 4thBarbecue.

Pass out the photocopies of the noun phrase worksheet to Ss. Explain how to complete Task 1 in the worksheet by modeling the first

paragraph. Emphasize that some nouns can be either countable or non-countable. Their countability depends on the context. Make sure that Ssunderstand how to fill out the worksheet and tell them that the worksheetshould be completed and will be collected (informal quiz) at the beginningof the next class and then marked.

Ask each group to work on their assigned paragraphs and complete Task1 in the worksheet. Work individually first and then compare answerswithin each group.

As Ss fill out the worksheet, walk around and provide assistance whennecessary.

25 min.Post-reading:Article use flowchart application

Materials: Photocopies of the Top Ten Foods for a July 4 thBarbeque, Plus UsefulTipsarticle for each student (Appendix A), photocopies of the noun phraseworksheet for each student (Appendix B), photocopies of the article use flowchart for each student (Appendix D), and the master copy of the noun phrase

worksheet (Appendix C),

Pass out the article use flow chart. Explain to Ss how to complete Task 2 in the worksheet and how the flow

chart works in determining which article to use by modeling the firstparagraph.

Ask each group to work on their assigned paragraphs and complete Task2 in the worksheet. Work individually first and then compare answerswithin each group.

As Ss fill out the worksheet, walk around and provide assistance whennecessary.

Ask each group to report and discuss their answers to Task 1 and Task 2in class. Ask Ss to finish the rest part of the worksheet on their own as homework.


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Time andStage


15 min.Closing:

Assignmentclarification andpreparation forthe next class

Materials: Photocopies of the article use flow chart for each student(Appendix D), photocopies of the blog post homework assignment guidelines

for each student (Appendix E), photocopies of the adapted noun phraseworksheet for each student (Appendix F)

Pass out the blog post assignment guidelines and preview them with Ss.Make sure that Ss are clear about the instructions.

Inform Ss that they can use the flow chart to check their own article useas they write the blog post and they will also use the flow chart for peerediting of blog posts in the next class.

Pass out the adapted noun phrase worksheet and ask Ss to categorize thenoun phrases used in their own blog posts after they finish writing them.

Contingency plan

As the flow chart also includes the use of other determiners, depending on the

teaching context (e.g., time, questions from students), the instructor may introduce how to

apply the flow chart to choosing determiners in general.


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References

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy.White

Plains, NY: Pearson Education.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teachers

course (2nd ed.). Boston: Heinle.

Cowan, R. (2008). The teachersgrammar of English: A course book and reference guide. Cambridge,

UK: Cambridge University Press.

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G.

Appel (Eds.), Vygotskian perspectives to second language research(pp. 33-56). Norwood, NJ:

Ablex.

Graves, M.F., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary to English language

learners. New York, NY: Teachers College Press.

Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contexts.

New York, NY: Routlege.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies of language teaching. New Haven and

London: Yale University Press.

Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-

focused instruction in communicative context. New York, NY: Routledge.

Raimes, A. (2004). Grammar troublespots (3rd ed.). New York, NY: Cambridge University

Press.


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Appendix AReading: Top Ten Foods for a July 4th Barbeque, Plus Useful Tips

Top Ten Foods for a July 4th Barbeque, Plus Useful TipsKeep Your 4th of July Barbeque Traditional by Serving These Foods

By Amy Brantley, Yahoo! Contributor NetworkJune 1, 2007

Theres one thing you can expect at the holidays. There will always be food that is verytraditional to that holiday. The 4th of July is no different. Many people have several favoritesthat they always serve at their 4th of July barbeque. These are the top ten foods you canalways expect to see at a 4th of July barbeque.

Top Ten Foods for a July 4th Barbeque #1: Potato Salad

It wouldnt be the 4th of July without potato salad. Potato salad is very popular at a 4th ofJuly barbeque because it goes so well with grilled meats. Potato salad tastes good with steak,chicken, hot dogs, and even hamburgers. Just remember to keep it nice and cold or you'll getsalmonella.

Top Ten Foods for a July 4th Barbeque #2: Fresh Lemonade

July is always hot and humid, thats why lemonade is so popular at a 4th of July barbeque.Instead of adding ice to your lemonade, add frozen cubes of lemonade. This way, yourlemonade will not become watered down.

Top Ten Foods for a July 4th Barbeque #3: Pasta Salad

Another great side dish for your 4th of July barbeque is pasta salad. This dish is refreshingand not too heavy, which makes it perfect for a hot summer day. If youre worried aboutkeeping your pasta salad chilled, skip the mayonnaise and make a dressing using oil andvinegar. Then you won't have to worry about keeping it cold.

Top Ten Foods for a July 4th Barbeque #4: Watermelon

Watermelon is popular at 4th of July barbeques because people enjoy having contests to seewho can eat the most watermelon in the shortest amount of time. But, watermelon can also

be made into delicious desserts and drinks.

Top Ten Foods for a July 4th Barbeque #5: Hot Dogs

What 4th of July barbeque would be complete without hot dogs? Hot dogs, fresh off thegrill, are absolutely delicious. If you want to make your 4th of July barbeque a little moregourmet, try making homemade hot dog buns.
http://voices.yahoo.com/top-ten-foods-july-4th-barbeque-plus-useful-368218.html?cat=22http://voices.yahoo.com/top-ten-foods-july-4th-barbeque-plus-useful-368218.html?cat=22http://voices.yahoo.com/top-ten-foods-july-4th-barbeque-plus-useful-368218.html?cat=22


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Top Ten Foods for a July 4th Barbeque #6: Potato Chips

The perfect side dish for hot dogs and hamburgers is potato chips and not just any brandwill do. The best potato chips for your 4th of July barbeque is Lays. Yes, theyre greasy andfull fat, but hey its a holiday. Live a little.

Top Ten Foods for a July 4th Barbeque #7: Red, White, and Blue Cake

You will of course need a patriotic dessert for your 4th of July barbeque so why not make ared, white, and blue cake? This dessert is so simple. It's just cake, berries, and Cool Whip.But, it has become very traditional over the past few years.

Top Ten Foods for a July 4th Barbeque #8: Hamburgers

Well, of course, hamburgers must be served at your 4th of July barbeque. If you plan oncooking several other dishes, it may be best to just buy hamburger patties at the store. Thisway, you don't have to take time to make them yourself and risk them falling apart on thegrill.

Top Ten Foods for a July 4th Barbeque #9: Baked Beans

Baked beans just scream summertime. This side dish is also a breeze to prepare. Simply opena can of Bush's baked beans and heat them up. If you have a side burner on your grill, youcan avoid heating up your entire home by heating them on the grill instead.

Top Ten Foods for a July 4th Barbeque #10: BBQ Chicken

You must have barbequed chicken for your 4th of July barbeque. Just remember to put the

barbeque sauce on when the chicken is almost done. If you put the sauce on too early, thesugars in the sauce will burn.


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Flesch-Kincaid Readability Statistics for the Text


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Appendix BNoun Phrase Worksheet (Student Copy)

Instructions: Please fill out the charts below.

Read each paragraph. Notice that there are underlined noun phrases in each

paragraph.

Complete Task 1 and Task 2.Task 1:

For each paragraph,1. Read the sentences in the paragraph.2. Look at the noun phrases in the chart (also underlined in

each paragraph).3. Check whether the bolded head noun is singular countable,

plural countable, or non-countable.

Task 2:For each paragraph,

1. Read the sentences in the paragraph.2. Look at the noun phrases in the chart (also underlined in

each paragraph).

3. Identify whether the bolded noun carries definite article (the),indefinite article (a/an), or zero article ().

4. Check whether the bolded noun is specific or nonspecificreference using the flow chart.

5. Follow the four basic questions in the flow chart, decidewhich article the bolded noun should carry, and compareyour choice with what is used in the text.


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Theres one thing you can expect at the holidays. There will always be food thatis very traditional to that holiday. The 4th of July is no different. Many peoplehave several favorites that they always serve at their 4th of July barbeque. Theseare the top ten foods you can always expect to see at a 4th of July barbeque.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countab

le

Article

Specific

Reference

Nonspecific

reference

Ex.

Food X X

the top ten foods X the X

a 4th of July barbeque X a X


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Top Ten Foods for a July 4th Barbeque #1: Potato SaladIt wouldnt be the 4th of July without potato salad. Potato salad is very popularat a 4th of July barbeque because it goes so well with grilled meats. Potato saladtastes good with steak, chicken, hot dogs, and even hamburgers. Just rememberto keep it nice and cold or youll get salmonella.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

1

potato salad

grilled meats

steak

chicken

hot dogs


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July is always hot and humid, thats why lemonade is so popular at a 4th of Julybarbeque. Instead of adding ice to your lemonade, add frozen cubes oflemonade. This way, your lemonade will not become watered down.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

2

lemonade

a 4thof July barbecue

ice

frozen cubes oflemonade


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Another great side dish for your 4th of July barbeque is pasta salad. This dish isrefreshing and not too heavy, which makes it perfect for a hot summer day. Ifyoure worried about keeping your pasta salad chilled, skip the mayonnaise and

make a dressing using oil and vinegar. Then you wont have to worry aboutkeeping it cold.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

P

luralcountable

N

on-countable

Article

Specific

Reference

Nonspecific

reference

3

pasta salad

the mayonnaise

a dressing

oil

vinegar


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Watermelon is popular at 4th of July barbeques because people enjoy havingcontests to see who can eat the most watermelon in the shortest amount oftime. But, watermelon can also be made into delicious desserts and drinks.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

4

Watermelon

4th of July barbeques

the mostwatermelon

watermelon

desserts

drinks


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What 4th of July barbeque would be complete without hot dogs? Hot dogs,fresh off the grill, are absolutely delicious. If you want to make your 4th of Julybarbeque a little more gourmet, try making homemade hot dog buns.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

5

hot dogs

Hot dogs

thegrill

homemade hot dog buns


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The perfect side dish for hot dogs and hamburgers is potato chips and not justany brand will do. The best potato chips for your 4th of July barbeque is Lays.

Yes, theyre greasy and full fat, but hey its a holiday. Live a little.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

6

hot dogs

hamburgers

potato chips

The best potato chips


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You will of course need a patriotic dessert for your 4th of July barbeque so whynot make a red, white, and blue cake? This dessert is so simple. Its just cake,berries, and Cool Whip. But, it has become very traditional over the past few

years.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

7

a patrioticdessert

a red, white, and blue cake

cake

berries


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Well, of course, hamburgers must be served at your 4th of July barbeque. Ifyou plan on cooking several other dishes, it may be best to just buy hamburgerpatties at the store. This way, you don't have to take time to make them

yourself and risk them falling apart on the grill.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

8

hamburgers

hamburgerpatties

the grill


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Baked beans just scream summertime. This side dish is also a breeze to prepare.Simply open a can of Bush's baked beans and heat them up. If you have a sideburner on your grill, you can avoid heating up your entire home by heating

them on the grill instead.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

9

Baked beans

a can of Bushs baked beans

the grill


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You must have barbequed chicken for your 4th of July barbeque. Justremember to put the barbeque sauce on when the chicken is almost done. Ifyou put the sauce on too early, the sugars in the sauce will burn.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

10

barbecued chicken

the barbeque sauce

the chicken

the sauce

thesugars

the sauce


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Appendix CArticle Use Flow Chart

1. Is the noun in question a proper noun or a common noun? Proper nouns include the

names of specific people, places, or things that are capitalized; common nouns are the names

of everyday objects, animals, and entities. If the noun is proper and singular, select ; if it is

proper and plural, select the. If the noun is common, proceed to number 2.

2. Does the common noun make a specific reference to a person, place, or thing that is

known to both the speaker and listener as unique? If yes, select the. If no, continue to

number 3.


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3. Is the noun countable? Certain words cannot be counted, such as riceand sheep(e.g., *Id

like a pound of rices, please; *Look at all the sheeps in the field!). If yes, use for larger

generalizations, or another central determiner such as some, a little, muchif there is a smaller

quantity involved. If no, go on to number 4.

4. Is the noun singular or plural? If the noun is singular, select aor an. If it is plural, select

or plural quantity word such as some, a few, many, or several.


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Appendix DNoun Phrase Worksheet (Master Copy)

Instructions: Please fill out the charts below.

Read each paragraph. Notice that there are underlined noun phrases in each

paragraph.

Complete Task 1 and Task 2.Task 1:

For each paragraph,1. Read the sentences in the paragraph.2. Look at the noun phrases in the chart (also underlined in

each paragraph).3. Check whether the bolded head noun is singular countable,

plural countable, or non-countable.

Task 2:For each paragraph,

1. Read the sentences in the paragraph.2. Look at the noun phrases in the chart (also underlined in

each paragraph).

3. Identify whether the bolded noun carries definite article (the),indefinite article (a/an), or zero article ().

4. Check whether the bolded noun is specific or nonspecificreference using the flow chart.

5. Follow the four basic questions in the flow chart, decidewhich article the bolded noun should carry, and compareyour choice with what is used in the text.


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Theres one thing you can expect at the holidays. There will always be food thatis very traditional to that holiday. The 4th of July is no different. Many peoplehave several favorites that they always serve at their 4th of July barbeque. Theseare the top ten foods you can always expect to see at a 4th of July barbeque.

ArticleS

ection#

Noun Phrase

Task 1 Task 2

Singular

counta

ble

Pluralcou

ntable

Non-countable

Article

Specific

Reference

Nonspe

cific

referen

ce

Ex.

Food X X

the top ten foods X the X

a 4th of July barbeque X a X


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Top Ten Foods for a July 4th Barbeque #1: Potato SaladIt wouldnt be the 4th of July without potato salad. Potato salad is very popularat a 4th of July barbeque because it goes so well with grilled meats. Potato saladtastes good with steak, chicken, hot dogs, and even hamburgers. Just rememberto keep it nice and cold or youll get salmonella.

ArticleSection#

Noun Phrase

Task 1 Task 2

Singular

countable

Pluralcountable

Non-countable

Article

Specific

Reference

Nonspecific

reference

1

potato salad X X

grilled meats X X

steak X X

chicken X X

hot dogs X X


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July is always hot and humid, thats why lemonade is so popular at a 4th of Julybarbeque. Instead of adding ice to your lemonade, add frozen cubes oflemonade. This way, your lemonade will not become watered down.

ArticleSection#

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lemonade X X

a 4thof July barbecue X a X

ice X X

frozen cubes oflemonade X X


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Another great side dish for your 4th of July barbeque is pasta salad. This dish isrefreshing and not too heavy, which makes it perfect for a hot summer day. Ifyoure worried about keeping your pasta salad chilled, skip the mayonnaise and

make a dressing using oil and vinegar. Then you won't have to worry aboutkeeping it cold.

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pasta salad X X

the mayonnaise X the X

a dressing X A X

oil X X

vinegar X X


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Watermelon is popular at 4th of July barbeques because people enjoy havingcontests to see who can eat the most watermelon in the shortest amount oftime. But, watermelon can also be made into delicious desserts and drinks.

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Watermelon X X

4th of July barbeques X X

the mostwatermelon X the X

watermelon X X

desserts X X

drinks X X


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What 4th of July barbeque would be complete without hot dogs? Hot dogs,fresh off the grill, are absolutely delicious. If you want to make your 4th of Julybarbeque a little more gourmet, try making homemade hot dog buns.

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hot dogs X X

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thegrill X the X

homemade hot dog buns X X


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The perfect side dish for hot dogs and hamburgers is potato chips and not justany brand will do. The best potato chips for your 4th of July barbeque is Lays.

Yes, theyre greasy and full fat, but hey it's a holiday. Live a little.

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hot dogs X X

hamburgers X X

potato chips X X

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You will of course need a patriotic dessert for your 4th of July barbeque so whynot make a red, white, and blue cake? This dessert is so simple. Its just cake,berries, and Cool Whip. But, it has become very traditional over the past few

years.

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a patrioticdessert X a X

a red, white, and blue cake X a X

cake X X

berries X X


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Well, of course, hamburgers must be served at your 4th of July barbeque. Ifyou plan on cooking several other dishes, it may be best to just buy hamburgerpatties at the store. This way, you don't have to take time to make them

yourself and risk them falling apart on the grill.

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hamburgers X X

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the grill X the X


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Baked beans just scream summertime. This side dish is also a breeze to prepare.Simply open a can of Bushs baked beans and heat them up. If you have a sideburner on your grill, you can avoid heating up your entire home by heating

them on the grill instead.

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Baked beans X X

a can of Bushs baked beans X X

the grill X the X


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You must have barbequed chicken for your 4th of July barbeque. Justremember to put the barbeque sauce on when the chicken is almost done. Ifyou put the sauce on too early, the sugars in the sauce will burn.

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barbecued chicken X X

the barbeque sauce X the X

the chicken X the X

the sauce X the X

thesugars X the X

the sauce X the X


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Appendix EBlog Post Assignment: Festivals in My Home Country

Now that we have all learned a little about the 4th of July in America, its time to learna littlebit about some of the festivals in your own countries! The goal of this assignment is to write

your own blog post about a special festival in your home country to bring with you to ournext class meeting to share with everyone.

Steps to writing your blog post:

1. Think of a traditional festival that takes place in your country that you feel is important toyou personally or that you think would be a fun cultural event to share with the class (e.g.,something that your classmates are not likely to know about your culture or traditionalfoods).

2. Write two or three paragraphs describing what your festival is like and what kinds oftraditional foods are served. If there are foods that you think your classmates might beunfamiliar with, please find pictures of those foods to bring with you or write out adescription of the food if pictures or photos cannot be found.

3. In your description of the foods served during your festival, please make sure to tell us ifthere are any special rituals involved using the foods or if certain foods are served for specialreasons.

4. Print out your blog post (or if you prefer to write it by hand on paper first, that is fine,too), and bring it with you to class.


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Appendix FAdapted Worksheet for the Blog Post

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Appendix GInternational Food Blog

Here are some pictures of the foods we read about

in this weeks article!

A full barbeque with all the fixings!

red potato salad
http://iepfoodblog.wordpress.com/http://iepfoodblog.files.wordpress.com/2012/04/red-potato-salad.jpeghttp://iepfoodblog.files.wordpress.com/2012/04/barbecue.jpghttp://iepfoodblog.wordpress.com/http://iepfoodblog.wordpress.com/


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steak

barbequed (BBQ) chicken

hot dog
http://iepfoodblog.files.wordpress.com/2012/04/hot_dog1.jpghttp://iepfoodblog.files.wordpress.com/2012/04/bbqchicken.jpghttp://iepfoodblog.files.wordpress.com/2012/04/grilled-pepper-steak.jpg


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hamburger patties

lemonade

frozen cubes of lemonade
http://iepfoodblog.files.wordpress.com/2012/04/lemonade-cubes.jpghttp://iepfoodblog.files.wordpress.com/2012/04/summer_lemonade.jpghttp://iepfoodblog.files.wordpress.com/2012/04/hamburger-patties.jpg


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pasta salad

mayonnaise
http://iepfoodblog.files.wordpress.com/2012/04/kraft-mayonnaise.gifhttp://iepfoodblog.files.wordpress.com/2012/04/pasta-salad.jpg


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oil and vinegar salad dressing

watermelon
http://iepfoodblog.files.wordpress.com/2012/04/watermelon.jpghttp://iepfoodblog.files.wordpress.com/2012/04/salad-dressing-oil-and-vinegar.jpg


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Lays potato chips

red, white, and blue cake

Cool Whip dessert topping
http://iepfoodblog.files.wordpress.com/2012/04/cool-whip1.jpghttp://iepfoodblog.files.wordpress.com/2012/04/4th-of-july-cake.jpghttp://iepfoodblog.files.wordpress.com/2012/04/lays-potato-chips.gif


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Bushs baked beans

BBQ sauce

BBQ grill
http://iepfoodblog.files.wordpress.com/2012/04/charcoal-grill.jpghttp://iepfoodblog.files.wordpress.com/2012/04/barbeque-sauce-and-brush.jpghttp://iepfoodblog.files.wordpress.com/2012/04/bushs-baked-beans.jpg

Lesson Plan and Rationale

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