ESSON PLAN: ESSON PLAN: Coursebook – Lesson 2, pp. 110-111Coursebook – Lesson 2, pp. 110-111

Level:Level: D class/4D class/4thth Grade Grade Topic:Topic: Cooking foodCooking food Aims: Aims:

to teach and revise vocabulary related to food and to teach and revise vocabulary related to food and ways of cooking ways of cooking

to develop reading and comprehension skills to develop reading and comprehension skills to develop writing skills creating their own recipe to develop writing skills creating their own recipe

Materials: Materials: a picture of a dish/fooda picture of a dish/food a diagram on a sheet of cardboard – blu tacka diagram on a sheet of cardboard – blu tack post-it notespost-it notes pictures showing food preparation and ways of pictures showing food preparation and ways of

cookingcooking pupils’ handouts of the diagrampupils’ handouts of the diagram Ps’ worksheet for reading task 2Ps’ worksheet for reading task 2

Time:Time: 45 minutes 45 minutes

Lead-in Lead-in Step 1: Step 1: The teacher, showing a picture of a dish/food, asks The teacher, showing a picture of a dish/food, asks the following questions and the Ps answer.the following questions and the Ps answer.

1.1. What’s this?What’s this?2.2. What’s your favourite food? What’s your favourite food? 3.3. Do you know how to cook it? Do you know how to cook it? 4.4. Can you make a sandwich? Can you make a sandwich? 5.5. Would you like to learn how to cook? Would you like to learn how to cook?

Step 2:Step 2: A brainstorming activityA brainstorming activity The teacher sticks a diagram with the question “The teacher sticks a diagram with the question “WhatWhat

do you do when you cook?” do you do when you cook?” and an example e.g. and an example e.g. cutcut on the board (see diagram on cardboard)on the board (see diagram on cardboard)

Ps are divided in 4 groups and given post-it notes toPs are divided in 4 groups and given post-it notes to write as many verbs as they know associated with thewrite as many verbs as they know associated with the question. They are also asked to write one verb on aquestion. They are also asked to write one verb on a post-it note. post-it note.

They come to the board and stick their words to theThey come to the board and stick their words to the diagram.diagram.

The teacher reads out the complete version.The teacher reads out the complete version.

Presentation Presentation Step 1:Step 1: Listening taskListening task Ps are asked to listen to the dialogue and answer the Ps are asked to listen to the dialogue and answer the question question “Who doesn’t like butter?”“Who doesn’t like butter?”

Step 2:Step 2: Vocabulary expansionVocabulary expansion The teacher presents the unknown verbs (slice,The teacher presents the unknown verbs (slice,

spread, add, grate, drain, beat, peel, pour) and revisesspread, add, grate, drain, beat, peel, pour) and revises some passive vocabulary (fry, boil) by showing thesome passive vocabulary (fry, boil) by showing the corresponding pictures.corresponding pictures.

S/he adds the new verbs to the diagram on the board.S/he adds the new verbs to the diagram on the board. Ps are given a handout of the same diagram (see Ps’Ps are given a handout of the same diagram (see Ps’

diagram) and asked to add these verbs to their owndiagram) and asked to add these verbs to their own diagram, as well.diagram, as well.

Step 3:Step 3: Reading tasksReading tasks 1.1. Ps in their 4 groups are asked to read the dialoguePs in their 4 groups are asked to read the dialogue

of their coursebook - listening to it at the same timeof their coursebook - listening to it at the same time – and write a question about the text on a sheet of– and write a question about the text on a sheet of paper which is given to another group to bepaper which is given to another group to be answered. (group 1 gives their question to group 2,answered. (group 1 gives their question to group 2, group2 to group 3 etc)group2 to group 3 etc)

2.2. Ps are given the jumbled instructions forPs are given the jumbled instructions for a simple a simple omelette recipe and are asked to put them in theomelette recipe and are asked to put them in the correct order. (see worksheet)correct order. (see worksheet)

PracticePractice Ps are asked to do exercise 4 of their coursebook.Ps are asked to do exercise 4 of their coursebook.

Follow-upFollow-up Write the ingredients and the instructions of a Greek recipeWrite the ingredients and the instructions of a Greek recipe or a recipe from another country on a poster and present itor a recipe from another country on a poster and present it to your class. to your class.

WorksheetWorksheet

Reading task 2Reading task 2

Put the following jumbled instructions Put the following jumbled instructions forfor an an omelette recipe in the correct order. omelette recipe in the correct order.

a)a) Mix them well. Mix them well. b)b) Fry the omelette on both sides. Fry the omelette on both sides. c)c) Break two eggs.Break two eggs.d)d) Pour the oil in the frying pan and wait till it is hot.Pour the oil in the frying pan and wait till it is hot.e)e) Pour the eggs in the frying pan. Pour the eggs in the frying pan. f)f) Add some salt and pepper.Add some salt and pepper.

1.1. ………………………………………………………….………………………………………………………….2.2. ………………………………………………………….………………………………………………………….3.3. ………………………………………………………….………………………………………………………….4.4. ………………………………………………………….………………………………………………………….5.5. ………………………………………………………….………………………………………………………….6.6. ………………………………………………………….………………………………………………………….

Student’s Book Extracts http://ebooks.edu.gr/modules/ebook/show.php/DSDIM-D101/693/4597,20880/ http://ebooks.edu.gr/modules/ebook/show.php/DSDIM-D101/693/4597,20881/