Teaching English as a second language through recipe reading and cooking

Education Pedagogy Lesson Plan

Title of the lesson plan: Integrating English as a second language with food recipe lessons

Class Level: Intermediate or advanced Age Level: Teen-agers to adults

Location / country/city/region:

Estimated Time of the Lesson: 75 minutes

Number of Students: effective for small group activity -- 10-15 or less

The students should understand the format used in making simple recipe.

The students should be capable to reading and following the directions used in making a simple recipe.

The students will be capable of explaining the directions of making a simple recipe to another student.

The students will participate in a hands-on experience of conducting a simple cooking lesson.

The students will experience a new type of food from other cultures

Materials:

Pictures illustrating simple recipes from newspapers and magazines

Computer projectors

Example of a recipe for overhead for illustration

Packaged food items with simple recipes labeled on the back puffy recipe on wall chart for students to use during the cooking lesson

Chalks

Blackboard

Learning/Teaching Activities:

Warm-up:

Have closure activity arranged for observation purposes. Students will want to know what will happen - what is this all about, and so forth. This will generate conversation pertaining to food, recipes and so forth.

Introduction:

The teacher provides magazine pictures of simple recipes to develop knowledge and discussion about food, the way of preparing it, its appearance from the pictures and so forth.

Instructional Input:

Demonstrate a sample recipe on the overhead. Show and describe recipe format. Allow students help develop key words that they might find in a recipe such as:

Ingredients

Directions

Stoves/microwaves/ovens

Cook/Bake

Mix/beat/stir

Sift together/add

Engage students in defining what they understand pertaining to recipe

Directed Practice:

Add another recipe and provide every student with a similar copy of recipe. They should read and understand the directions and explain to their partners. This is done through group discussion. The teacher directs the discussion to examine for the level of understanding and ascertain correct interpretations (Farrell, 2002).

Independent Practice:

Students are to work in pairs / small groups. Each student is to get a recipe to read and follow the directions. These will help in advancing their knowledge in learning new vocabularies and use of prepositions in communication (Farrell, 2002). These items require very simple recipes. Complicated recipes should be avoided in order to ease understanding. Simple recipe items can entail such things as: Different kinds of food items. The lesson requires reading, understanding and explaining to their fellow students about the recipe. The teacher can supervise the class to evaluate the level of understanding, use of vocabularies and prepositions (Richard-Amato, 2009).

Evaluation of Learning:

1. Verbal in-put, use of vocabularies and prepositions

2. Reading and explaining recipe to their partners

3. Students should read and follow the guidelines of the recipe

LESSON PLAN I

Title of the lesson plan: Preparing Food Recipe Lessons

A. Lesson Objectives

In preparing the Food recipes students will:

a) Recognize various prepositions.

b) Describe the procedures of cooking using prepositions.

c) Explain various ways used in preparing the food using prepositional phrases.

Students will be able to:

d) Express what a prepositional phrase is.

e) Explain the fundamental purpose of prepositions in the structure of sentences.

f) Know how to apply appropriate prepositions in prepositional phrases.

B. Lesson Materials (details below)

a) Blackboard, Chalks, Desks, Chairs, A computer and projector

b) Power point

- Lesson Agenda

- Introduction of topic

- List of Preposition

- Definition of preposition and prepositional phrase:

List of Prepositions

Definition of Prepositional Phrase

About, above, across, after, against, along, amid, among, around, at, atop

A prepositional phrase commences with a prepositional and ends with either a noun or pronoun.

Before, behind, below, beneath, beside, between, beyond, by,

Nouns are: a person, a place or a thing. • with my partner: with = preposition • partner = Noun: the object of the preposition •

Note 1: Prepositional Phrases end with a "thing." For instance: The student looked for the cooking oil

Note 2: The object of the preposition is either an abstract concept like: delight, worship, or peace. Example: She questioned with delight • Note 3: Most prepositional phrases have concrete nouns like: soup, oil, class. Example: I found him in the class

Down, during, for, from, in, inside, like, near, of, off, on, onto, out, outside

Over, past, regarding, since, through, throughout, to, toward, under, underneath, until, up

Upon, with, within, without

b) A pair work sheet - Vocabulary: cooking pan

Phrases: there is a, inside the pot, outside the cooking pan, at the top/bottom, to the right/left

- Each student should develop a worksheet and use describes the worksheet using the prepositions and vocabularies identified.

c) Whole Classroom Activity Material (The Food Recipe on the wall)

Students should identify the various items contained in the recipe

For example, Vocabulary: flour, cooking oil, water, among others.

They should use various prepositions in describing and identifying the vocabularies. The list of preposition that best suits with the vocabularies include; above, across, against, around, at, behind, below, beneath, beside, between, beyond, by, in, near, on, under, underneath, up, within.

C. Lesson Procedures and Activities

Time allocation

Procedures and contents followed

Materials/Text References

10 MINUTES

Teacher and students' introduction:

1) Initiate conversation: their talking about different cultural foods, names, significance and so forth

20 MINUTES

Class Introduction and Lesson Agenda

1) Assessment of the syllabus

1) Introduction of today's topic: prepositions

2) Defining prepositions and prepositional phrases

3) application of suitable prepositional phrases power point

10 MINUTES

Working in pairs / groups / individuals

1) Given the names of cultural foods with a list of preposition,

Each student will describe their recipes to their partners

2) Based on what the second students hear from the first, he or she will come up with the list of what his/her partner describes

3) They then compare the recipes with what was intended pair of the worksheet

20 MINUTES

Whole Class Activity

1) Each student will come in front of the class individually

2) They will describe their respective recipes, cultural foods using prepositional phrases without mentioning the name of the food they intend to prepare

3) Other students will identify his/her food recipe

Food recipe

10 MINUTES

Review of Lesson

1) Students analyze the use of prepositions in the process of preparing the recipes

2) jogs their memory on the suitability prepositions

PowerPoint slides

5 MINUTES

Preview of Next Lesson

1) How to describe other people food recipes using respective vocabularies pertaining to the recipes

D. Lesson Assessment / reflection

a) Assessment: Based on the analytical rubric, the teacher uses observation skills to monitor activities during class sessions. In addition, responses from classroom activities help determine the level of understanding for each student.

b) Testing: In the commencement of every class session, students take a quick review quiz based on the previous class sessions on use of prepositions. The quiz comes from either the materials or activities during class. It will reflect how well students have studied the materials we have covered in the previous class. The results of the assessment activity are provided to the students in the next lesson. Those who are absent receives zero for the quiz (Richard-Amato, 2009).

LESSON PLAN III

Title of the lesson: Describing their own Food recipes

A. Lesson Objectives

Students will:

a) Practice various ways used in preparing various foods.

b) Know how to use prepositions to describe the recipes.

Students will be able to:

c) Describe their individual recipes.

d) Identify and describe other students' recipes

e) Use phrases such as "There is, ? "there are, ? "one, any, some?

B. Lesson Materials: Details followed

a) Blackboard, Chalks, Desks, Chairs, A computer and projector

b) Review Test Sheet

Write few sentences which describe the recipe provided by the teacher

a)

b)

c)

d)

e)

c) Power point

There is, There are; one, any, some

Is there a difference in preparing various food recipes? Yes, there is.

There is a difference based on the different types of food and cultural backgrounds

No, there isn't, but the ingredients used matters.

Vocabulary: food recipes, food, ingredients

d) A pair activity

Various food recipes

Time allocation

Procedures and contents

Materials/Text References

10 MINUTES

Review Test

1) Write few sentences describing the Food recipes

Review Test Sheet

10 MINUTES

Lesson Agenda

Introduction of Topic: know how to describe food recipes and procedures followed and; ingredients power point

15 MINUTES

Work in Pairs

1) Given the food recipes one student will ask their partner the type and name of the food

2) The second partner will answer the question, providing direction based on the recipe

A pair activity #1

25 MINUTES

Work in Pairs

1) The students will create their own recipes."

2) They will ask questions about their partners recipes

3) They will identify the recipes of their partners

4) When they finish, they will compare the recipes

A pair activity #2

10 MINUTES

Review of Lesson

1) Students review the expressions describing the various recipes

2) Remind students of the appropriate use of prepositions

PowerPoint slides

5 MINUTES

Preview of Next Lesson

Talking about their recipes making invitations; accepting and refusing invitations; giving reasons

D. Lesson Assessment / reflection

a) Assessment: Based on the analytical rubric, the teacher uses observation skills to monitor activities during class sessions. In addition, responses from classroom activities help determine the level of understanding for each student (Wright, 2005).

b) Testing: In the commencement of every class session, students take a quick review quiz based on the previous class sessions on use of prepositions. The quiz comes from either the materials or activities during class. It will reflect how well students have studied the materials we have covered in the previous class. The results of the assessment activity are provided to the students in the next lesson. Those who are absent receives zero for the quiz (Farrell, 2008).

Analysis of the three lesson plans

The course covers only oversees students who emanates from diverse cultural backgrounds. The major objective of this course is for the students to acquire the ability to use English vocabularies and prepositions as they prepare food recipes. In addition, students will engage in a task that demonstrate and explore the ways that language pedagogy strategically increases their knowledge in English language. As well, the course will assist students gain knowledge of the grammatical rules (Farrell, 2002).

In this case, participating in class should be fun and encourage students increase their ability of speaking in English. In order to enhance communicative skills, LESSON PLAN I should guide students on using prepositions, while preparing the recipes. LESSON PLAN 11, should guide students in describing the recipe, their different cultural foods, and LESSON PLAN 111 should assist students accomplish Lesson plan and Lesson plan II among other things respectively (Farrell, 2002).

To be precise, in lesson plan one, students learn how to prepare food recipes. In preparation of various food recipes, students use various prepositions in making conversations and so forth. For instance, a procedure may require a student to perform an action. Prepositions will play a significant role in communicating. For example, a procedure may read, before stirring, add a mixture of flour and water into the pot. In this case, before and into are prepositions that must be included in the sentence for effective communication.

In lesson two, students describe the recipes of other students. This improves their reading and listening ability. Students learn how to apply modifiers with participles and prepositions.

In lesson plan three, students are confident in presenting their own recipes. In this regard, they learn English grammar and vocabularies in addition to speaking and communication skills. The lessons will require the students to work in pairs, groups and individually to allow social instructiveness and development of cognitive skills (Richard-Amato, 2009). In evaluating the effectiveness of the three lesson plans, students grading will be in four parts. 10% of the grading criterion will cover attendance, midterm assessment will cover 20%, and the final project, class representation will cover 30%. Eventually, at the commencement of every class, there is a recap of the previous class lessons which will cover the remaining 40% (Farrell, 2002). Each student should study hard, learn to do his/her own work independently and participate in all class activities.

In presenting this lesson plan, I intended to introduce a task that demonstrates and explores the ways that language pedagogy might be strategically applied in English language. As part of the lesson plan, students prepared their own cultural food. This acted as a closure activity intended to expose students to varieties of new foods, with delicious tastes and acceptance (Farrell, 2008). Furthermore, it was my intention that by integrating Food recipe lessons into the course work, students would find it easy to learn English language.

Initially, I anticipated introducing the lesson as a single lesson, however, most students became overwhelmed and I extended the lesson plan. The lesson covered the entire semester. Students proposed bringing their own recipes and use them as reading/writing/cooking lessons in numerous different ways. Every student represented his/her own recipe. This was a very good cultural aspect in enhancing integration listening/speaking, reading, and interpreting activities (Farrell, 2008).

The three lesson plans falls under a major title; integrating English as a second language with food recipe lessons. However, every lesson plan has a title with specific objectives of improving and advancing English language among the students. Neither the native students nor the foreigners are able to relate theory to practice. Therefore, the course outline has a strategy that allows teacher trainers to integrate a cultural aspect with daily classroom lessons (Richard-Amato, 2009).

It seems difficult to relate theory with practice, but with frequent practices it becomes simple. In this case, my intention was to make use of a single lesson plan. However, it was difficult bearing in mind that the lesson covered international students. Therefore, they need to be proficient in English language for them to pass their grades. For that reason, using a cultural aspect that is familiar to almost every person makes it simple. The lesson plan gave every student an opportunity to generate their own food recipes based on their cultural background. As they come up with the recipes, they learn how to read, listen and integrate English vocabularies in their conversations and writing. As well generating other student's recipes advances their knowledge and they become familiar with different English vocabularies. In addition, they also find it simple to pronounce some English vocabularies (Richard-Amato, 2009).

Generating theory into practice

In essence, Over the last couple of years, there problem generated from theory verses practice in teacher education is at an alarming rate. Prior to implementing the lesson plan on integrating English language with Food recipe lessons, most students, especially, international students face challenges learning English as a second language. The ideas and conceptions of various researchers are among those that contributed in initiating a strategy of integrating the educational curriculum with cultural aspects. Teacher educators are now applying theory in practice. The teacher decides to integrate the lesson with various cultural aspects based on related elements. Theoretical skills and insight play a huge role, although they fail to determine the behavior of both teachers and students. A reflective practitioner considers his/her practice as reflective before and during the performance of particular practice (Wright, 2005).

It is apparent that practical training of students by teachers is a component in theory and practice. On one hand, teachers and students consider practical training as an efficient technique to obtain knowledge. On the other hand, researchers claim that achievement of teacher education goals -- in terms of integrating theory and practice -- is rarely hindered by the conformist and conservative influence that practical training can generate on student teachers. Such influence is a disadvantage for stoutly practice-oriented teacher training. Another disadvantage to the practice-directed approach is that practice causes insufficient depth in the reflective competence of students (Wright, 2005).