Unit Plan Template

Authors
Names: Hatice Dal
Esra Nur Karaca
Rukiye Kacar
Simanur Özel
Unit Content
Course
English Language Teaching Program

Unit Title
In the Kitchen

Grade Level [ASSURE (Analyze Learners)]

8th Grade

Time
6 lesson hours

Prerequisites [ASSURE (Analyze Learners)]

To fulfil the main aim of this unit, students should have basic knowledge about kitchen such as ingredients
(vegetables or fruits), some kitchen tools (fork, plate or knife) and some basic verbs regarding cooking
activities. As for the skills, students should have grammar learning, writing, reading, listening, comprehension,
speaking and harmonization skills for the activities in the class.

Sequence of the Content

Topic1: Verbs, nouns and adjectives related to kitchen and a brief recall of Simple Present Tense
Topic2: Describing simple kitchen processing(writing or telling simple recipes), using kitchen terms
SubTopic1: Expressing preferences (would like to, prefer, would rather, love etc.)
SubTopic2: Teaching Passive use of sentences and how to integrate passive voice into kitchen activities
Topic3: Basic and required harmonization and simultaneously categorization of kitchen terms
Unit Plan

Activities Measurement Explanations

Month

Learning Outcome
Week
& Evaluation (If any)
Hour

Unit
At the end of the Warm-up activity and a A short passage Recall part is on
lesson, students presentation as introduction to is given to the the required
will identify all the the first lesson. By asking pre- students and grammar topic
required kitchen questions to test the already they are for the content
terms that they knowledge of the students expected to of the unit. By
will use in their about kitchen, we perform a write the refreshing
daily lives and speaking and vocabulary meanings of the Simple Present
they will brush activity. Questions will be about bold written Tense, students
their minds up, on telling some short sentences words in the will feel more
Simple Present from recipes. Related words passage, by comfortable to
Tense, to use in given by the students in their giving extra form recipe
1. Week

this unit during sentences will be picked and example sentences.

1

the class activities. written on the board. New sentences.

terms not given by the students
will be added to list on the
board later. Teacher will also
use ‘Piktochart’ as online, to
show the outline of the course
for 6 weeks. He/she can perform
the warm-up activity during the
In the Kıtchen

Piktochart presentation.
https://create.piktochart.com/o
utput/27076276-new-piktochart
November

In this lesson, Students will listen to a short After the class Through these
students will dialogue about kitchen activities activity, activities,
identify how to from real life or TV shows. While students will students will
describe simple listening, students will be given summarize the improve their
kitchen the transcript of the dialogue, dialogue by communicative
processing, by with blanks and they will fill in talking to each and
using kitchen the blanks while listening the other as pairs. collaborative
terms given in the dialogue. In addition to skills while more
previous lesson so https://www.youtube.com/wa this, they will be elaborating on
that they can give tch?v=xSECqLo4MVg asked to come describing
more explanative up with new kitchen
http://popplet.com/app/#/444
2. Week

and concrete recipes and they processes.

recipes. 9366 will share these
orally with their
classmates.
Additionally, the
teacher uses
1

‘Popplet’, a web
2.0 tool as both
more practice
and
measurement
for students on
how to describe
simple recipes.
 In this lesson, Improvisational pair dialogues For the topic of During the
students will cover and students- teacher this lesson, the activities, the
and build integrated acting out, by using measurement students
knowledge on the the real kitchen tools, brought in and the unknowingly
required grammar the class, by the teacher. evaluation will activate their
topic, Preferences. Students will come to the board be given by previously
They will be as pairs and they will ask student, learned
equipped with the preference questions to one themselves. vocabulary
knowledge of how another, by using the necessary While they are items and
to express their grammar points, holding real carrying out grammar points
preferences in kitchen ingredients in their speaking on Simple
kitchen context hands. As shown in the example, activities with Present Tense,
and they will ‘-Do you prefer to boil the egg or the involvement and improve the
revise the topic scramble it?’ ‘-I like to boil my of the teacher, grammar topic
through the egg.’ ‘-Why?’ ‘-It is more they will detect of today’s
activities. delicious.’ Students will come to each other’s lesson.
board and they will be given mistakes and Additionally,
such real kitchen tools as spoon, note them students
fork and squeezer, provided by down. Then, as improve their
3. Week

the teacher. Students will show the whole class, social-

related materials to one another students will interaction,
1

while asking the questions. discuss the communication,

Teacher wants one student to mistakes and cooperation,
ask a question given by correct them, by and translation
himself/herself in L1, as explaining the skills.
translated to L2, to another. reasons. If they
They will act out, not based on a cannot, teacher
written source. As shown in the helps them.
example, Teacher-’ Patatesi
soyarken bıçak mı kullanırsın
yoksa kaşık mı?’ First student-
(to his/her pair)’ Do you use
knife or spoon to peel the
potato?’ Second student-‘I use
knife.’ (he/she shows the
knife).Teacher-‘O zaman, kaşığı
ne için kullanırsın?’ First
student-‘Then, for what do you
use spoon?’ Second student- I
use spoon to take sips from my
soup.’
 In this lesson, After given the main points of Students will be Students will
students will get Passive Construction in the shown a improve their
the main idea of class, students, under the care presentation observational
using Passive of the teacher, will be taken to made on Prezi, and sequencing
Voice for kitchen the cafeteria of the school. (If it with the aim of skills, with the
activities, by is not available, the appropriate practicing more help of this
provided with the place for the activity is set by and activity. The
necessary points the teacher.) There, they measurement of ordering will
of the grammar observe the cook and note what the activity also help them
topic. the cook does in the kitchen performed to be prepared
down. This will last for 5-6 outside the for the exams,
minutes. When they return to class. They will thinking that
their class, the teacher asks be questioned this kind of
them to come to the board and by their teacher, questions are
write their sentences. The while being asked in such
sentences will be in active form briefly showed national exams
and not in an order. The teacher the pictures of as entrance to
will add suitable linkers to the the kitchen university.
sentences written on the board processes by the
by the students. Students will re- cook. Later,
write the sentences in passive Students will
form, using their knowledge in write a
4. Week

the today’s lesson and the reflection on

1

teacher checks and corrects the today’s lesson

sentences. Then, students put and the activity
the sentences in an order by performed
looking at the linkers added by outside the
teacher. class. The
reflection will
show how much
students like
this kind of an
activity and
they have really
found the
relation
between the
grammar
content and
application of it
through the
activity.
https://prezi.co
m/view/OexU0
HhFJlgqOQA1Y9
D6
 This week’s lesson In ‘Kahoot’ activity, there will be By looking at Through this
will be technology- 7 questions on vocabulary items the results of online ‘Kahoot’
integrated class. of this unit. By being limited on the game, game activity,
Students will re- time, they try to answer the teacher will students will
cover kitchen questions. By having a analyze and improve their
terms via an challenging and entertaining make a list of skills like, how
online game. the terms of to find the
ambiance in the class, students
which meanings differences
will refresh their vocabulary
students cannot between kitchen
knowledge
1. Week

remember terms and out

during the of them, to
1

https://play.kahoot.it/#/?qui
activity, so that categorize the
zId=dad6c70a-90a1-41b9- teacher can related terms to
acac-2350337efaa2 prepare another one another.
vocabulary
activity,
consisted of the
kitchen terms,
not
remembered in
the activity.
This lesson will The video will be made on Kizoa Inquiry With the
have two sessions. and it will include main points of questions will previous weeks’
December

The first one is the unit and some short be online activities
preparation for questions that are close to ones measurement & and this week’s
the quiz and the in the quiz, with the aim of evaluation one, students
second one is to activation of their brains just method for this have been
test what students class today. confronted with
before the quiz. Cooperatively,
have taken out of Teacher can ask a technology-
questions in the video are
this unit. Firstly, extra questions integrated class.
students will answered and then, if students to the students As for the quiz,
refresh all the have some questions in their that she thinks the students will
main grammar minds about the topic points they do not fully feel very
and vocabulary given in the presentation, they participate in comfortable
2. Week

points via a video ask their teacher to clarify the the activity. during the quiz
1

made on Kizoa, points they cannot understand. and they have

one of web 2.0 already faced
tools. Secondly, http://www.kizoa.com/Movi with similar
they will be given e-Video-Slideshow- questions, in
a quiz on this unit. Maker/d162295339k407798 that, students
4o1l1/-in-the-kitchen have already
felt prepared for
the quiz, thanks
to all the
activities
performed
inside/outside
the class and via
technology.