Flp Lis Cooking

Sample Formal Lesson Plan: Listening Cooking Bruce Lawrence

Objectives: Students will learn the different vocabulary and commands related to cooking. Vocabulary will include ingredients (flour, celery, oil, etc.) and action verbs (cutting, dicing, julienne, etc.). Prerequisites: Students need to have an intermediate level vocabulary of food, so they can be ready to learn about the action verbs involved in cooking. Level: Intermediate Duration: 40 minutes (if one group, add 20 minutes for each group) Materials: Students must buy ingredients. Teacher should supply range and utensils Set up: group work: one group will tell the other how to cook their food Anticipated problems: Some students will want to get up and show the other group how to cook their food. Don’t let them! Make them use language!

Warm up: T: What did you do on the weekend? S: Sleep. Eat. Watch TV. Go clubbing. Study grammar. T: Did any of you go out for dinner? S: Y/N T: Where did you go? Where would you like to go? <Specific Qs> T: Do you know how to cook? S: Y/N/a little What can you cook? Ss: Various answers. T: What do you call those things with the instructions on how to cook? S: Cookbook? T: Yeah, and cook books are full of individual… Ss: Recipes. Yeah, when I was in university I didn’t know how to cook very well. I didn’t really care, but my roommate was a good cook. So I made a deal: “You cook; I’ll do the dishes.” So, I watched him cook and I thought, “Hey, that doesn’t look that hard.” So, I went out and I bought a Malaysian cookbook and started cooking, and it was easy. Teaching: T: Today you’re going to cook something T: Gasp! T: Are you hungry? But you’re not going to cook your own food. You’re going to give your ingredients to some other group and tell them how to cook it, and they are going to cook it for you. T: What do you think this is going to be difficult about doing that? Ss: They won’t know how to do it. (various guesses) T: Yeah, maybe. So what will we have to teach? Ss: vocabulary

choose various difficult words and elicit definitions of action verbs cutting mincing stirring slicing julienne mixing chopping peeling crushing dicing pouring whipping (if time allows) choose various difficult words and elicit definitions of ingredients carrots flank pork onions T-bone cod celery ribs mackerel green onions stewing beef scallop (if time allows) choose various difficult words and elicit definitions of measurements cup pinch quart ounce bunch pint litre teaspoon ram tablespoon <eliciting definitions> T: Who knows what this is? <doing action of chopping Any guesses? Ss: various guesses/unnerving silence T: Well, is it cutting? Or is it faster than cutting? Ss: faster T: What’s that called? Ss: fast cutting?. T: Good guess. Umm, what does a lumberjack or a wood cutter do? Ss: Cuts down trees? T: Yeah, what’s the correct verb? Ss: Chop? T: Right. It’s chopping! (continue to elicit all action verbs) Main activities: T: OK, now let’s practice very quickly. I’m going to tell you to do an action and you have to do it. For example I will say, “Everyone, chop!” And you guys do… Ss mime chopping T: OK, everyone… slice! pour! put in a pinch of salt! etc.

<Second listening> T: OK, now you are going to give your ingredients to another group and they are going to cook it for you. So your instructions have to be very, very clear, or we are going to be eating some very weird food! Now, there’s only one rule: you have to use only language. You can’t point. You can’t go over there and show them how to do it. You have to use language and tell them how to do it. For example, May, get the knife. Get a carrot. Put the carrot on the board. OK? Now chop off your baby finger! No, just kidding. Understand? Ss: Yes T: Great. (choose S) Who’s cooking your food? / What is the one rule? S: That group. / Use language T: Are you finished? Was it good? OK, now while you’re eating discuss these questions. (Give discussion questions and circulate and join in discussion about food) Wrap up: (T chooses a few difficult words and asks review Qs) What does “chop, pot, pinch, etc.” mean? Can you use it in a sentence? What’s the difference between “chop” and “slice”? What’s the difference between “stir” and “whip”? What’s the difference between “chicken fingers” and “May’s fingers”? Contingency plan: Have students work in small groups and write down their instructions to make a recipe. T can collect these to make a short cookbook. Homework: Easy: Write down the recipe for your favourite food. Difficult: Write down the recipe for your favourite food, cook it, and bring it for tomorrow’s class!

Cooking Discussion Topics 1. What is your favourite kind of food? 2. What kinds of food do you like? 3. What kinds of food do you not like? 4. What kinds of food are healthy? 5. What kinds of food are unhealthy? 6. Discuss the stereotype of Chinese food, Japanese, Korean and Western food. 7. Are these stereotypes accurate? 8. Find out if other people from other countries have a stereotype about your food. 9. Discuss the different table manners involved in your country and in western countries. 10. Determine who has to do the dishes!