Universidad Católica de la Santísima Concepción

English Teaching Programme

Unit :

Level Date

Length

Pre-service Teacher

Maria Lagos, Rocio Muñoz.

Aims: Students will be able to comprehend general ideas from a recipe about food.

Learning Outcome:. Ref Planes y Programas: OF CMO, AE

Assumed knowledge: Simple Present Tense.

Aids:

Recordings.

Worksheet. Paper Pencils.

Stages

Procedure What am I going to do?

What are students going to do?

Instructions What am I going to say?

Time Objectives (min)

Interaction T-Ss;Ss-Ss;etc

Pre:

T asks Ss what is their favourite food and the ingredients that are used to prepared

it. -T talks about her/his favourite meal and

how does she/he prepares it. T shows images of the ingredients and the steps.

-T writes and explains some vocabulary through a PPT presentation about kitchen

“What is your favourite food? ´´What ingredients do you use to

prepare it?” “My favourite food is mashed

potato with beefsteak, first I peel the potatoes then I boil them with salt. When the potatoes are

cooked I mash up them with milk and cook the beefsteak with some

vegetables such as carrots, pepper, garlic and mushrooms”. -´´Now I am going to explain

some vocabulary about kitchen utensils and food. Well here we

To elicit vocabulary related to food.

To create a context for the

task.

To introduce Ss to the

topic and elicit previous knowledge.

10-15

T-S

T

T-S

While:

utensils and food.

-T explains the task and distributes to each student a worksheet. Ss hear two conversations; the first one is about a

man and a woman giving instructions about how to prepare the “Italian

special”. Ss have to write the recipe’s steps in order. The second one is an interview where the woman is describing

how she prepares a “tortilla”, Ss have to complete the script with the missing

words. -Ss will hear two times the recipe. Before listening the conversation Ss make

predictions about what ingredients or implements they will hear. The first time

they are going to check they predictions and the second time they are going to put the recipe’s step in order.

-Ss will complete the activity. - After they have heard once, T will

check if their assumptions were correct. Also they will discuss the new vocabulary that they have heard.

- During the second time T will be

have a spoon…. Can you name

another kitchen utensil? Here we have potatoes…What kind of meal can I prepare with potatoes?

“Now you are going to hear a recipe which is about a couple describing a dish. But before we

listen, tell me what elements do you believe you are going to

hear?

“Ok, you will hear the recording twice, the first time we will check

your predictions and the second time you will arrange the steps in

the correct order``. So, How many times we are going to listen the recipe?

“Ok, now that you have heard the recipe, tell me if your predictions

were correct, which new words did you hear? Do you know what celery is? Is it green or is it red?

Is it small or is it big? “Now we are going to hear it

To establish the task.

To check understanding, if they have already

understood.

To compare the different options that Ss got.

30-35

T

T-S

T-S

T-S

Adapted from University of Sussex

Post:

monitoring Ss work.

- Finally Ss have heard for second time, T will ask to some Ss to name the order

that they have and write them on the board, afterwards they will check the

order all together. - Ss listen to the interview and complete the script. They will listen three times.

-Ss work in groups of four; they have to create a poster describing their own

“Chilean special”.

T distributes to each group some pencils and paper``

- After Ss have drawn and design their

posters, each group will explain their poster in front of the class.

again in order to check your

answers”. “Now we are going to check your answers. Who wants to tell me

the order of the recipe? (Student’s name) Who else has a different

order? -Ok, now we are going to do activity number two, you have to

hear the interview and complete the text; you will hear 2 or 3

times. “Now, get in groups of four, and you are going to design a poster

about your own “Chilean special”. Make sure you specified

the ingredients, utensils, time of cooking, how to prepare it, and some pieces of advice about

when and where you can eat that dish. Use your creativity and all

kind of materials to decorate your poster``. You have ten minutes to do it.

“Are you ready with your poster? Now each group is going to explain their creation in front of

the class”.

To practice what Ss have already learned, the

vocabulary, give opinions and discuss.

To explain their production.

40

T-S

T-S

S-S

Listening Script:

The Italian special

M=Man W=Woman

W: The name of our dish is the Italian special. It’s very easy to make. You need some prawns, a can of Italian tomatoes, a large onion, a

red pepper and two celery sticks – the vegetables need to be cut into small pieces. You also need some pasta, olive oil, black pepper and lots of herbs.

M: You heat the oil in a frying pan and then put all the vegetables in together for about two minutes. Then you throw in the prawns, some black pepper and the tomatoes. Then add the herbs. You cook everything for a minute or two … W: … and leave to cook slowly. Heat some water in a pan and add the pasta. Cook for three minutes then take the pasta out of the water.

Mix with the sauce and then eat our dish with some salad. M: It’s delicious. You’ll love it!

Stephanie’s interview

I= interviewer S= Stephanie I: We're back with Stephanie on cooking. Stephanie, can you recommend a typical Spanish dish that you cook at home?

S: Well, I like cooking tortilla. Obviously everyone has their own recipe, but I will tell you how I cook it. I take some potatoes and peel them, then chop them up very small, put them in water, and boil them until they are soft. Then I put them in a frying pan with some olive oil, and some onions which I've also chopped. And then I fry these over until they're cooked.

In another bowl, I break four eggs, put in some salt and pepper, beat them up. Then I take the potatoes and the onions from the frying pan and mix them in with the eggs.

I then put them back in the frying pan under a low heat, and cook until it is thoroughly brown. I: Thank you.

POST LESSON COMMENTS:

How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’

motivation, organization, setting up tasks.

What would be the aspects you need to improve in the planning and development of future lessons?

References La mansion del Inglés. (w/d). Recipies. Retrieved from: http://www.mansioningles.com/listening10_resp2.htm

Pearson elt. (w/d). Student’s book, Audio scripts. Retrieved from: http://www.pearsonelt.com.ar/resources/speakout_cui/audio_script/cb4.pdf