Close Window
<<Back to Table of Contents  Print

  

TREC Logo ACE English Program Lesson Planner

Teacher:   Level: ACE (high beginner – low intermediate)
Skill: Vocabulary, speaking Date: September 26, 2006
Subskills:   Topic: In the Kitchen
Objective: Ss will be able to: Lexis: Cooking
Where? Kitchen, restaurant
Things: utensils (fork, knife, spoon, spatula) cookware (pot, pan, wok) other (a meal, ingredients, directions, recipe)
Verbs: to cook, to fry, to make, to chop, to pour, to mix, to stir, to slice, to boil, to add, to melt, to drain, to peel, to serve, to heat, too cool
Language point(s):   Anticipated problems: (Not) Anticipated: Power outage led to 1) no copies of materials and 2) no computer class (i.e., all 23 Ss in English at once). The lesson started at 11:15 am, and ended an hour later.

STAGE E | S | A TARGET LANGUAGE TEACHER STUDENT MATERIALS TIME TEACHER’S EVALUATION
  E Warm up and recap Asks Ss, “Why am I an ACE Expert?” Write question on whiteboard. Elicit answers from them and write them on the board. (Don’t spend a lot of time on this.) Responds whiteboard, markers 5 min Didn’t do.
  E Theme Elicits broadly about the theme. Asks Ss, “do you like to cook?” “What are some things you cook?” “how often do you cook?” Responds none 5 min  
  E Theme Starts a network tree on the whiteboard. Writes “cooking” in the main bubble. First bubble is “Where?” Elicit restaurant, kitchen, and whatever else they come up with responds whiteboard, markers 3 min Ss had lots of great lexical input.
  E Theme Draws another bubble for “things” and elicits utensils, cookware, and food. Don’t bother eliciting specific foods b/c they have this lexis cold and it’ll waste time and energy and they’ll complain to the Thai staff that the lessons are boring. Responds whiteboard, markers 3 min Stopped them from shouting out foods; stuck to kitchenware.
  E Theme Tells Ss to stand up and follow me. Takes a portable whiteboard and marker and leads Ss to kitchen. Tell Ss to ask what things they don’t know in English and writes them on the whiteboard. Follows teacher to kitchen, identifies objects they don’t know all kitchen realia, portable w/b, marker 7 min This was awesome, but could have been much better had the classes been split properly. As it was, there wasn’t enough space in the kitchen for everybody and some missed out. Also, had to stop them from asking about non-kitchen things. In general, vocabulary exercises have quickly become management dilemmas. 
  E Theme Return to classroom with students. Adds new bubble to the network tree for verbs and models with to cook and to fry. See how many they come up with. Concept check with the rest of the class for each verb stronger Ss may know. Responds whiteboard, markers, realia [1]   Students added “to fry” and “to taste.”
  E Theme Rounds out the list of cooking verbs using the realia and TPR. Listens, responds, takes notes whiteboard, markers, realia [1] 5 min It was tricky to model the difference between chop and slice without concrete examples. Used several blue and several red pens and mixed them to demonstrate that verb. Poured rice and water into a pot. Added rice to a glass of water and stirred. Drained the water from the glass.
  S Theme Hands out paper task 1: “Let’s Cook!” Ss can work in pairs. Monitors and answers any questions that arise. Works on the task alone or in pairs PT1: “Let’s Cook!” 5 min Assigned as homework. Lesson ended here. Most Ss worked on the task through lunch and had lots of questions for teacher.
  S Theme Once Ss have finished, work through the answers with them. Concept check where possible. Elicit the past tense form of each. answers, corrects paper, notes past tense forms PT1, whiteboard, marker 4 min  
  E Theme Asks Ss, What are some meals you cook?” Asks if anyone knows the word meal. Define new lexis. Writes responses on the whiteboard. Picks one. As an example. responds whiteboard, markers 5 min  
  E Theme Asks Ss, what do you need to cook this meal? Elicits the ingredients and defines the new lexis. Asks “how much?” for each ingredient. responds whiteboard, markers 5 min  
  E Theme Asks Ss, “how do I make it?” “What do I do first?” Get some directions from them. Define new lexis (directions, steps). Circle the whole bloody mess and define the lexis recipe. Responds whiteboard, markers 5 min  
  S Theme Hands out PT2: “Egg Drop Soup Recipe.” Tells Ss to read the recipe. Give them plenty of time to think about it. Read the recipe silently PT2: “Egg Drop Soup Recipe” 3 min  
  S Theme Have Ss circle all the cooking verbs in the text. Then go through it with them. Complete request PT2: “Egg Drop Soup Recipe” 3 min  
  S Theme Put Ss in groups of three or four. Get stronger students in each pair! Tell them to answer the questions on the back. (They’re damn hard!) Answers question in groups. PT2: “Egg Drop Soup Recipe” 8 min  
  S Theme Answers the questions with the students responds, asks questions. PT2: “Egg Drop Soup Recipe” 4 min  
  A Theme Keep the same groups. Tell the students to think about a meal they like to cook. Have them brainstorm in groups for
ingredients
quantities
directions
Ss come up with a meal and write up a recipe for that meal. Time permitting, have them write up the final recipe on a big sheet of paper.
Brainstorms, writes down, asks teacher for help. notebooks, paper, pens, pencils, large sheets of paper, markers 15 min  
  A Theme Ss hang their recipes on the wall and describe to the class. Tells class what they like to cook and how they do it. student recipes 10 min  
  E Theme Asks Ss, “What are some things you say or ask when you’re eating?”        
  E Theme Have Ss sit in a circle. Hand out plates and utensils. In the center have plates with the name of the meals they prepared. Also have some realia such as salt and Tabasco sauce and a pitcher of water. follows directions   2 min  
  E/S Theme Models each of the polite mealtime language points while sitting in the circle. Drill #1, then pass the salt around the circle with each Ss first will hopefully join in the conversation       1. Would you like some salt?
Yes, please. No, thank you.
2. Could you pass the salt?
Yes. No problem.

  E/S Theme Elicits the words “more” and “enough” by pouring water into a glass. Repeat stage 15       3. Would you like some more …?
4. Can I have some more …?
              Have you had enough?
Are you full?
Are you finished?
  S/A Theme Put Ss into small groups. Have them practice using the new language.        

NOTES:
Pre-Lesson:
[1] table, pot, skillet, wok, oil, spatula, pitcher with water, two bowls with Rocklets candy (separated into two colors for to mix), a banana,

[2]
to slice = to cut into thin, flat pieces
to chop = to cut into small pieces

^ Top