CEP Lesson Plan 1 Teacher: Aya Tsuchie Level: Beginner 3 Goal: Read and write a recipe.

Objectives (SWBAT): Students Will Be Able To 1. Read each step of a recipe and place them in order according to the video. 2. Recall and learn cooking verbs. 3. Write a recipe based on a video using imperatives. Theme: Food and Nutrition (Unit 3 from Stand Out 2) Extensions: Lesson 5: Following Instruction Aim/Skill/Microskill Review or Preview (if applicable) Activity/Procedure/Stage Interaction Linking & Transitioning to rest of T-Ss lesson: T goes over what Ss will be doing today. If necessary, address any questions Ss had from the previous class (This can be found out from Exit Ticket) 1.1 Pre-Stage: 1) T writes down lasagna on T-Ss the whiteboard and asks Ss if they know how to make lasagna. 2) Ss watch a video on Worlds Best Lasagna. http://allrecipes.com/video/672/ worlds-best-lasagna/detail.aspx 1.2. During Stage: 1) T assigns pairs and distributes slips of paper. Each slip has one step from the recipe on Worlds Best Lasagna. 2) Ss read each slip and place them in order according to the order they saw in the video. 1.2 Post-Stage: 1) T gives each pair a few enlarged slips of paper for the Time 5 min

Date/Time: 11/06/2013 10:00 am to 12:00 pm

Activity 1: Read a Recipe!

(10:05) 5 min

Skill: Reading Microskill: Reading a recipe.

T-Ss

(10:10) 10 min

Ss-Ss

T-Ss Ss-Ss

(10:20) 15 min

2) 3) 4)

5)

Transition to #2: You watched and read a recipe for lasagna. Lets write down all cooking verbs you remember so that you can write a recipe! Activity 2: Cooking Verbs!

6)

wall. Each pair pastes the paper on the wall. T and Ss check the order. T asks if there are any unfamiliar words on the recipe. Ss circle the unfamiliar words from the recipe pasted on the wall with red markers T asks Ss if they know the meaning of the circled words. (Different Ss might know the meaning of the words.) If none of the Ss knew the meaning, T explains. T gives a copy of the recipe.

Skill: Reading & Writing

Tangible Outcome & T. feedback/peer feedback: Ordered slips of paper on the desk and the wall. The copy of the recipe. 2.1 Pre-Stage: T-Ss 1) Ss write down cooking verbs they remember from the textbook and the videos individually for two minutes. (Ss studied the lesson and watched two videos on cooking related vocabulary as homework.) 2) T divides the class into two. 2.2. During Stage: T-Ss 1) Each group stands in line in Ss-Ss front of the blank butcher paper on the wall. 2) Each student writes down one cooking verb and passes the marker to the next student. (They cannot write the same cooking verbs.) 3) Ss continue this for two minutes. 2.3 Post-Stage: T-Ss 1) Each group reads the list of the cooking verbs other group made and checks for spelling errors. 2) T asks the class if there are any

(10:35) 5 min

(10:40) 5 min

(10:45) 5 min

unfamiliar verbs on the list and asks Ss to circle unfamiliar verbs with red marker. Transition to #3: Now we know many cooking verbs! Lets use the verbs to write a recipe! Activity 3: Write a recipe! Tangible Outcome & T. feedback/peer feedback: Verb list on the butcher paper. 3.1 Pre-Stage: 1) T asks Ss to look at the lasagna recipe from the previous activity. 2) T asks Ss to underline all the verbs used in the instruction. 3) T asks Ss to recall the video on imperatives. (Ss saw the video about imperatives as homework.) 4) T and Ss go over the form and meaning of the imperatives. 3.2. During Stage: 1) T introduces a Japanese dish, Japanese curry. 2) T shows the ingredients for Japanese curry on the Ppt. 3) Ss watch a video (http://www.youtube.com/watch ?v=Y0p06tRmO78 ) on Japanese curry. 4) T shows the video one more time. Ss write down each step as T stops the video. 5) In groups of three, Ss compare what they wrote and correct any errors. 6) Each group writes down the instruction on a butcher paper. 7) Each group gives the butcher paper to another group for an error correction. 3.3 Post-Stage: 1) Ss paste the butcher paper on the wall, and Ss and T correct any errors on the instructions.

T-Ss

(10:50) 5 min

T-Ss T-Ss

Skill: Writing Microskill: Write a recipe using imperatives.

T-Ss Ss-Ss

T-Ss

(10:55) 5 min

(11:00) 5 min T-Ss (11:05) 20 min Ss-Ss (11:25) 5 min (11:30) 5 min (11:35) 5 min (11:40) 10 min

Ss-Ss

Ss-Ss

T-Ss Ss-Ss

Transition to Wrap-up: Lets write a recipe of a dish

from your country and share it with your class on Thursday! Wrap-up

Tangible Outcome & T. feedback/peer feedback: The recipe on the butcher paper. T explains the homework (Write a recipe for a dish from their home country.) T demonstrates what Ss will be doing on Thursday for Cooking Show demonstration. Lesson Evaluation Procedures: T distributes Exit Ticket (Ss write two things they learned today and one thing they are still concerned about.) T distributes Homework Tickets. (For Homework Ticket, Ss write down two things they learned and what they dont understand from doing homework.)

T-Ss

(11:50) 10 min

Materials: Textbook (Stand Out 2), Slips of papers with steps from a lasagna recipe, markers (red and blue), butcher paper, tape Anticipated Problems & Suggested Solutions: Problem 1: Running out of time Solution: Monitor my time by using a stopwatch on my phone. Problem 2: Ss might not understand the procedure for the activities. Model the activities and write down examples on the board. Contingency Plans (what you will do if you finish early, etc.): If I finish early, I will ask students questions they have from the previously assigned homework.