Lesson Plan : Making a Recipe
Teacher Name: | Imme |
Grade: | Grade 7-8 |
Subject: | Language Arts |
Topic: | Recipe including a variety of vocabulary related to cooking |
Content: | Subject matter is English. Key vocabulary is related to the cooking.(like, chop, boil, and so on.) |
Goals: | Students can build up their writing skills through interactive and authetic classroom activities using multimedia so that they can apply the knowledge in real life context. That is, students can understand and use the expressions used for the recipe they see and make in everyday life. |
Objectives: | 1) Students will be able to think about the topic while they are watching some multimedia showing the cook in the kitchen. 2) Students will be able to use expressions and vocabulary about cooking. 3) Students will be able to improve the writing skill through some activities. 4) Students will be able to work cooperatively to accompish their tasks. 5) Students will be able to do self-rewarding. |
Materials: | Materials rely on the computer showing short movie mainly, and additional work sheets are offered to students for their task. |
Introduction: | A. Greeting (2 min.) - Call on and then small talk B. Review the last class(3 min.) - Review some structures and expressions to have learned. C. Introducing today's class (3 min.) -First of all, show prepared movie clip to students. (This multimedia is made for the motivation of the students.In this short movie clip, Jamie oliver, English famous cook appears.) - Explain that this class focuses on writing section, and includes expressions and vocabulary used for the cooking recipe. |
Development: | A. Guessing work (7 min.) -Before the guession work, explain what the recipe is and basic vocabulary ,like "ingredients, table spoon and so on". -Show the prepared recipe including vocabulary related to the cooking, and then make students guess what the vocabulary in the recipe means and what the dish is supposed to complete through this recipe. -After students' guessing, show what the vocabulary means and the finished dish. B. Preparing the task (10 min.) - Explain additioanl and necessary vocabulary and expressions for students's task. - Make students have groups for their collaborative group. (Making group is not random. Rather than, each group is made by the teacher's consideration that group members' level should be balanced in a group for real collaboration.) C. Modeling the task. (5min.) - Explain what is the task, why students need to do the task, and how to do the task. - Enough explanation needs. - Model the task by teacher-self for students' understanding. |
Practice: | A. Doing Group activity.
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Accommodations: | A. Giving different instructions for students - Offer prepared papers made by the teacher's consideraions for different levels of the students. -Every student is to make the recipe on the paper. There are three types: difficult, normal ,and easy types for students. According to students' level, teacher give the sheets. |
Checking For Understanding: | A. Cloze test. - For checking students' understanding, do the cloze test on the screen. (On the screen, there are some blanks in the pictures showing cooking action.) B. Matching game. - Make students match some words to have learned during this class with appropriate explanations written in English. |
Closure: | A. Wrap it up - Explain what we've learned during this class. + What the recipe is + What vocabulary can be used for the recipe + How to write the recipe by oneself |
Evaluation: | A. Evaluation for the group activity -In this part, evaluation is put the most weights on the collaboration and participation. Winning in this activity adds small bonus. B. Evaluation for the differentiated workout -In this part, evaluation just focuses on students' completing for the differentiated work. -If the workout is completed, each student is given equal grade , regardless of their own level. C. Evaluation for posting on the blog -In this part, the participaton is also considered as imporant thing, like reviewing each other on the blog. -Grammar and spelling are also corrected by the teacher. |
Teacher Reflections: | This class was processed by the teacher's explanations and students' various activities using the multimedia. The topic was very familiar to students and also authentic. However, some students had difficulty writing on their differentiated workout. Sometimes the teacher's explanation might be insufficient for them. |
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