Unit Plan. Class Date JTE ALT. Unit Title. Recipes. Aims (for the teacher)

Transcription

1 Class Date JTE ALT Life English Unit Plan Unit Title Recipes Aims (for the teacher) Provide a cultural context in which students can learn about grammar and life skills, i.e. imperative mood as used in recipes to give directions/instructions Make the lesson interactive, catering for multiple learning styles Introduce the generic stages and lexicogrammatical features of a recipe Discuss considerations for the register of a recipe, i.e. angle of representation of the writer; appropriate level of interaction with the perceived audience; making the text flow Objectives (for the students) By the end of the unit the students will have: The ability to follow instructions in a recipe and the knowledge to construct a recipe of their own Created a rich taxonomy for cooking - students will expand their vocabulary in relation to food/ recipes by at least thirty-one words from the vocabulary worksheet, and improve their pronunciation skills A basic grasp of metric/imperial measurement systems and associated abbreviations Improved their grammar skills, specifically imperative mood in the context of recipes An understanding of plurals in food language i.e. countable/uncountable nouns: e.g. chop two carrots / chop two stalks of celery An understanding of quantifiers a / an / some / a clove of / a head of / a stalk of Practised using adverbs of order first / second / next / then / last Written a recipe of their own Baked their own nut cookies with chocolate icing by following the given recipe Practised and improved their speaking, listening, reading and writing skills in the context of recipes Language Analysis Form Meaning First, take four carrots. Imperative mood for instructions / V O directions / commands. The subject is omitted and the base form of the Next, peel the carrots. verb is used at the start of the sentence. V O Then, slice the carrots into thin pieces. Adverbs of order placed before the V O verb gives timeline for the actions. Use four stalks of celery. Partitive used with uncountable noun.

2 Assumed knowledge Students will have sufficient food related vocabulary to cope with the demands of a lesson focused on recipes. They will have a basic understanding of adverbs of order / quantifiers / countable nouns / uncountable nouns. Anticipated problems Inappropriate realisation of register, e.g. mistaken use of subjects, sentences that don t flow on from one another, inability to produce temporal sequences/stages, insufficient specialised lexis for the genre Most students won t have a comfortable grasp of metric/imperial systems or abbreviations used in the kitchen, e.g. Fahrenheit F / Centigrade C / Tbl. / tsp. / dstspn. / ml. / fl.oz / oz. / lb. / grams / kg Students won t be familiar with imperative mood as used in recipes Although it is anticipated that students will have covered adverbs / quantifiers / countable nouns / uncountable nouns in the past, most will not have developed fluency and will take time to recall them Solutions Introduce the concept of register by discussing correct angle of representation, interaction and text flow techniques Pre-teach the metric/imperial systems and associated abbreviations and check comprehension with an exercise Teach imperative mood, focusing on form/meaning/phonology and explain when it is used Set exercises that are initially heavily scaffolded in order for students to practise and gain fluency with the target language Materials Handouts, laptop, cooking DVD, kitchen utensils, ingredients, white board pens

3 Lesson 1: Unit introduction; listening skills; grammar (imperative mood). Introduce the unit context: hand out the homemade cookies to the students and then show a video of the cookies being made. Students will watch and absorb the language being used. While-listening gist task: pay attention to the verbs being used in the video. Inform the students that they will have a go at making these cookies at the end of the unit. Ask students to brainstorm cooking related verbs and write them on the board. Ensure all verbs from the cookie video are covered. Watch the video two further times with while-listening tasks. In the first task, students will complete a verb gap-fill worksheet, and in the second they will attempt to identify the recurring grammatical structure used in the video, i.e. S V O (imperative mood). Focus on the form/meaning/phonology of the target language. Write a selection of sentences (from the video) on the board and highlight the key points. Bring homemade cookies to the lesson. Hand out the list of ingredients required for the end of unit cooking class so students have time to make their preparations. Lesson 2: Constructing a taxonomy for cooking; speaking and listening skills. Hand out the vocabulary worksheet and use realia (a collection of kitchen utensils) to introduce specialised lexis for recipes. For each new verb, the ALT/JTE will take an appropriate kitchen utensil and act out the verb. Utensil nouns will receive equal attention. Focus on phonology and syllable stress patterns of the new words. Before the ALT models and drills pronunciation, students will use the phonemic chart to construct the phonemes by themselves. Check Japanese translations, collocations and word family. Students will take turns coming to the front of the class. The other students will shout out verbs from the vocabulary sheet, and the student at the front must select and name the correct utensils and act out the verbs. Students will complete the picture/description match worksheet to check comprehension of the vocabulary. Lesson 3: The language of recipes - adverbs of order; countability in food nouns; and measurement system abreviations. Take a closer look at the language used in recipes. ALT/JTE will model the following: Metric and imperial measurement systems: Introduce common measurement abbreviations used in recipes. Test comprehension with a game of karuta. ALT says a word, e.g. pounds, and students must select the card with the correct abbreviation, i.e. lb. Plurals in food: Introduce a series of example food nouns and instruct students to categorise them in terms of countability. For uncountable nouns, introduce partitives that students can use as quantifiers (clove of / head of / stalk of / cob of). Students will then practise using them by arranging jumbled words into V O sentences, e.g. (chop) (two) (cloves of) (garlic). / (peel) (two) (carrots). Adverbs of order: Introduce the adverbs we can use for temporal sequencing in a list of instructions. Higher level students can attempt more advanced adverbial phrases, e.g. when the water has boiled... but low level students should be restricted to first, next, then, last etc. Students will practise and gain fluency by completing the word order worksheet.

4 Lesson 4: The grammar of recipes - adverbials; putting it all together. Focus on adverbial phrases that can accompany particular verbs, e.g. pre-heat/cook/bake/simmer ~ for (10) minutes pour/sieve ~ into (a bowl) / (the mixture) place ~ on (a tray) stir/line/cover ~ with (a wooden spoon) / (butter) / (the pastry lid) Students will practise by completing the grammar of recipes worksheet. Lesson 5: Listening skills lesson chicken and vegetable pie video. Students will watch the chicken and vegetable pie video. They will complete a before listening task, a gist task and two while listening tasks of increasing levels of difficulty (see worksheets). The focus will be action verbs in imperative mood. Lesson 6: Listening skills lesson stir-fried chicken with lemon and coconut video. Students will watch the stir-fried chicken with lemon and coconut video. They will complete a before listening task, a gist task and two while listening tasks of increasing levels of difficulty (see worksheets). Following these tasks, students wil take it in turns to come to the front of the room. The seated students will read out today s recipe, and the student at the front must select utensils and act out the verbs. The focus will be ingredients and the way in which they collocate with particular verbs. Lesson 7: Constructing a recipe - generic stages; lexicogrammatical choices; and register Discuss the generic stages, lexicogrammatical choices and register considerations for a recipe. An example of a procedure text, a recipe should include temporally sequenced events/steps that provide directions for the reader to produce the desired outcome. Draw on the three recipe examples students have studied during the unit so far. This prior exposure to recipes will enable the ALT/JTE to elicit the required information from students, thus creating an active learning environment. Practice task 1: Hand out an example of a bad recipe (i.e. incorrect use of generic stages and poor lexicogrammatical and register choices). Instruct students to highlight all instances where generic staging, lexicogrammar and register choices have a negative impact on the recipe and inhibit the writer s social purpose. Remind students to bring their ingredients and recipes to the next lesson. Meet at the home economics room. Practice task 2: Put students into groups. They will watch the cookie baking video (as shown in lesson 1). As they watch, they must gather as much information as they can from the video. Each group member will be assigned to a particular information gathering role, e.g. ingredients / utensils / verbs / food nouns / adverbs of order / adverbial phrases. Once the video has ended, group members will work together to assemble their respective information and produce a recipe with appropriate layout, generic stages, and lexicogrammatical and register choices.

5 Lesson 8: Production (reading skills) - baking cookies using an English recipe. Students will bring their ingredients to the home economics room and bake cookies by following English recipe instructions. Home economics room ALT/JTE will oversee production and ask concept check questions as appropriate. Award a prize for the best cookies (taste and presentation). Lesson 9: Research lesson - planning stage for writing a recipe Explain to students that they must write a recipe of their own. They will have four lessons to produce the recipe. This first lesson will be given to researching pertinent information, such as ingredients, utensils, measurements and appropriate verbs. Students can also use this lesson to find pictures for use in their recipes. Lesson 10: Production (writing skills) - write your own recipe 1. Students will write their recipes on computers, paying attention to the following key points of the unit: Generic stages of a recipe List of ingredients/utensils realised by nouns (consideration should be given to countability, quantifiers and measurement abbreviations) The method realised by clauses in imperative mood (with action verbs) Procedures linked together by conjunctions and flowing through adverbial phrases/adverbs of order Lesson 11: Production (writing skills) - write your own recipe 2. Students will write their recipes on computers, paying attention to the following key points of the unit: Generic stages of a recipe List of ingredients/utensils realised by nouns (consideration should be given to countability, quantifiers and measurement abbreviations) The method realised by clauses in imperative mood (with action verbs) Procedures linked together by conjunctions and flowing through adverbial phrases/adverbs of order

6 Lesson 12: Production (writing skills) - write your own recipe 3. Students will write their recipes on computers, paying attention to the following key points of the unit: Generic stages of a recipe List of ingredients/utensils realised by nouns (consideration should be given to countability, quantifiers and measurement abbreviations) The method realised by clauses in imperative mood (with action verbs) Procedures linked together by conjunctions and flowing through adverbial phrases/adverbs of order Finished recipes to be handed in at the end of today s lesson. Lesson 13: Production - making and recording a cookery programme 1. Put students into groups. The members of each group will swap and read the recipes they created in lessons They must then choose the best one and design a cookery programme in which that recipe is presented to an imagined TV audience. Each group must write a script to involve the following roles: one presenter, three student chefs to cook the meal, a judge/taster ALT/JTE will record the resulting programmes. Lesson 14: Production - making and recording a cookery programme 2. Put students into groups. The members of each group will swap and read the recipes they created in lessons They must then choose the best one and design a cookery programme in which that recipe is presented to an imagined TV audience. Each group must write a script to involve the following roles: one presenter, three student chefs to cook the meal, a judge/taster ALT/JTE will record the resulting programmes. Lesson 15: Production - making and recording a cookery programme 3. Put students into groups. The members of each group will swap and read the recipes they created in lessons They must then choose the best one and design a cookery programme in which that recipe is presented to an imagined TV audience. Each group must write a script to involve the following roles: one presenter, three student chefs to cook the meal, a judge/taster ALT/JTE will record the resulting programmes.