Комбинированный урок по теме «Еда» для студентов, изучающих английский язык и владеющих языком на уровне pre-intermediate и выше
Lesson Plan
Food/ Ways of cooking/At the restaurant
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Learners’ profile |
Age: 17-18 year old lyceum students Number of students: 12-15 Level: B 1+ (intermediate) Needs: to develop students’ integrated skills and help them to learn new words related to the topics “Food/Ways of cooking/ At the restaurant” Gender: mixed Cultural background: Uzbek, Russian, Tajik, Armenian and Korean students L1 – Uzbek and Russian L2 – English |
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Timetable fit |
The first semester of the academic year. The previous lesson was dedicated to the topics “Food/Food weights, measures, proportions”. The next lesson will be dedicated to acquaintance with different cuisines and learning new words related to flavors and tastes of food. |
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Objectives |
Students will be able to understand and use new vocabulary related to the topic “Food/Ways of cooking/At the restaurant” in their everyday life or while discussing this topic with their group mates, so that the others can keep up the conversation with 100% understanding. |
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Main aim |
To enable students to become familiar with the topic “Food/Ways of cooking/At the restaurant” and let them use new vocabulary, so that they can clearly express their thoughts answering the questions related to this topic. |
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Subsidiary aims |
to enrich students’ vocabulary on the topic “Food/Ways of cooking/At the restaurant”; to enable students to use new words in their everyday life while ordering some food at the restaurant; to enhance students’ speaking skills and their ability to communicate and work in a group; to upgrade students’ listening and note-taking skills |
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Personal aims |
to present interesting visuals related to the topic for a better understanding; to use only L2 in the class |
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Aids & Equipment |
Whiteboard/blackboard; Markers/chalk; Laptop; Speakers; Flash drive; Handouts; Pictures for teaching new words; |
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Assumptions |
Students have already worked on the topic “Food”; therefore, they have some knowledge in order to understand a new topic. |
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Anticipated problems |
Students may be tired at the end of the lesson and unwilling to present their ideas Electricity problems may appear Students may forget to bring their homework |
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Possible solutions |
If students are unwilling to present their ideas, a teacher may encourage students by promising them to put a good mark; so they will be more motivated to do the tasks; If the electricity problem appears, a teacher may take another laptop or show the video on his/her own mobile phone (students will have to organize a small circle) If students forget bring their homework, a teacher may do it with them in the class. |
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Assessment |
to evaluate students’ usage of L2 during the lesson; to assess students’ responses to the questions and their participation during the lesson; |
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Resources |
Cambridge - Vocabulary in Use (upper-intermediate & advanced) YouTube (video) Get ready for IELTS listening (pre-intermediate) |
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Homework |
Students should write a recipe of their favorite dish using new vocabulary. |
Stages of the lesson
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Activity + Timing |
Procedure |
Objectives |
Materials |
Interaction pattern |
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Warm-up 10 minutes |
Warm-up Distribute handouts with the song “All you eat” by Fat boys to students and ask them to fill the gaps in this song while they will be watching the clip. After that, ask students to guess the topic of the lesson. |
to introduce students to a new topic; to warm up the class and raise students’ interest |
A laptop Handout 1 |
Teacher-whole class work |
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Teaching new vocabulary, related to “ Ways of cooking” 25 minutes (8/9/8) |
Activity № 1 (Speaking) Divide students into 2 groups. Give pictures with cooking methods depicted on them, small pieces of paper with names of cooking methods and separate paper strips with definitions of these cooking methods to students. Ask students to work in groups and match pictures, names and definitions in 5 minutes using only L2 while discussing the task. After that, check and discuss answers together with students. Activity № 2 (Speaking) Give a paper stripe with one way of cooking on it to each students. Ask students to come to the whiteboard and show their cooking method without words, so the others should guess what method it is. Activity № 3 (Listening) Distribute handouts to students and ask them to fill the gaps while listening to a recording (a recipe). After that, check and discuss answers together with students. |
to improve students’ speaking skills; to enhance students’ vocabulary; to enable students to work in teams and show their team spirit to improve students’ speaking and listening skills; to enable students to use their critical thinking and creativity; to help students to learn new words better to improve students’ listening and speaking skills; to imprint new vocabulary related to “Ways of cooking” in students’ memory |
Handout 2 Handout 3 Handout 4 |
Group work Teacher-whole class work Individual work/ student-group work Individual work/ teacher-whole class work |
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Teaching new vocabulary related to “Food” 20 minutes |
Activity № 4 (Speaking/ critical thinking/listening) Divide students into 2 groups. Draw a table with 5 columns (nuts, meat, seafood, herbs, and vegetables) on the whiteboard. After that, read a word and ask students to guess the column this word refers to. To help students to understand a new word better, give a word with its picture and definition to the student, who has guessed it. The student should show the word with its picture and read the definition to the others. The group, that will guess more words, will get 5. |
to enlarge students’ vocabulary; to develop students’ listening and speaking skills; to enable students to work in teams and show their team spirit |
Handout 5 |
Teacher-whole class work |
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Speaking and learning vocabulary on the topic “At the restaurant” 20 minutes |
Activity № 5 Brainstorm the topic “At the restaurant” on the blackboard with students. After this, divide students into pairs and give them a menu and an example of the dialogue between a waiter and a visitor, who came to the restaurant. Give students 5 minutes to create their own dialogue. Then, ask them to perform their dialogue in the form of a role play to the others one by one. |
to enable students to use new vocabulary in their everyday speech; to improve students’ writing and speaking skills and their imagination; to drill new vocabulary |
Handout 6 |
Pair-work |
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5 minutes (Conclusion) |
Conclusion Recap all the information, which was presented during the lesson and explain the homework: Students should write a recipe of their favorite dish using new vocabulary. |
to explain the homework |
none |
Teacher-whole class work |
Handout 1 https://www.youtube.com/watch?v=BDPk6OQkpeI
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Listen to the song “All you eat” by Fat boys and fill the gaps
(Prince Markie D): All right! I'm ready to get wired! Get on the mic! (Chorus): All you can eat! (Kool Rock Ski): Give me more! I'm ___________! (Chorus): All you can eat!
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“All you eat” by Fat boys – answers for a teacher
(Prince Markie D): $3.99 for all you can eat? Well, I'm a stuff my face to a funki beat!
(Prince Markie D): All right! I'm ready to get wired! Get on the mic! (Chorus): All you can eat! (Kool Rock Ski): Give me more! I'm starving! (Chorus): All you can eat! |
Handout 2 and 3
Give a paper stripe with one way of cooking on it to each students. Ask students to come to the whiteboard and show their cooking method without words, so the others should guess what method it is.
Ways of cooking
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Peel - remove the outer covering or skin from (a fruit, vegetable)
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Cut - divide into pieces with a knife or other sharp implement
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Fry - cook (food) in hot fat or oil, typically in a shallow pan
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Roast - cook (food, especially meat) in an oven or over a fire
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Mix - combine or put together to form one substance or mass
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Boil - cook food (usually vegetables, meat, eggs) in boiling (very hot) water
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Bake - cook (food) in an oven. E.g. a pie or biscuits
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Grill - cook (food) using a grill
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Season - add salt, herbs, pepper, or other spices to (food)
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Rub – work an ingredient into (a mixture) by breaking and blending it with firm movements of one's fingers. E.g. sift the flour into a bowl and rub in the fat
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Knead - work (moistened flour) into dough or paste with the hands |
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Squeeze - remove (liquid) from something by compressing it firmly
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Dice – cut food into small cubes
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Whisk - beat or stir (a substance, especially cream or eggs) with a light, rapid movement
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Stew – cook a dish of meat and vegetables slowly in liquid in a closed dish or pan
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Steam - cook (food) by heating it in steam from boiling water
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Handout 4
Handout 5
Divide students into 2 groups. Draw a table with 5 columns (nuts, meat, seafood, herbs, and vegetables) on the whiteboard. After that, read a word and ask students to guess the column this word refers to. To help students to understand a new word better, give a word with its picture and definition to the student, who has guessed it. The student should show the word with its picture and read the definition to the others. The group, that will guess more words, will get 5.
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Courgettes/ zucchini |
long thin vegetables with dark green skin |
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Aubergine/ eggplant |
the purple egg-shaped fruit of a tropical Old World plant, which is eaten as a vegetable |
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leek |
a plant related to the onion, with flat overlapping leaves forming an elongated cylindrical bulb which together with the leaf bases is eaten as a vegetable |
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pea |
a spherical green seed which is eaten as a vegetable |
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cauliflower |
a cabbage of a variety which bears a large immature flower head of small creamy-white flower buds |
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venison |
meat from a deer |
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liver |
the flesh of an animal's liver as food |
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lamb |
meet from a lamb (young sheep) as food |
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veal |
meet from a young calf, used as food |
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pork |
meet from a pig used as food |
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shrimp |
a small free-swimming marine animal with an elongated body, frequently used in food |
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oyster |
a flat shellfish that can be eaten |
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octopus |
a soft sea creature with eight long arms called tentacles which it uses to catch food |
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squid |
an elongated, fast-swimming mollusk with ten arms (technically, eight arms and two long tentacles), typically able to change color |
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crawfish |
freshwater animal that looks like a small lobster and lives in streams and rivers |
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parsley |
a small plant with curly leaves that are used for giving a stronger taste or decorating food |
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dill |
A herb with fine green leaves and yellow flowers, used for giving a stronger taste for food |
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coriander |
an aromatic Mediterranean plant of the parsley family, the leaves and seeds of which are used as culinary herbs. |
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rosemary |
a herb used in cooking. It comes from an evergreen plant with small narrow leaves. |
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mint |
a herb with fresh-tasting leaves |
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cashew |
an edible kidney-shaped nut, rich in oil and protein |
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peanut/ groundnut |
small nut that grows under the ground. Peanuts are often eaten as a snack, especially roasted and salted |
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almond |
an oval nut of the almond tree, used as food |
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hazelnut |
a round brown hard-shelled nut that can be eaten |
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walnut |
an edible nut which has a wrinkled shape and a hard round shell that is light brown in colour |
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Handout 6
gA: Bradley.
w: David Bradley, a table for three. Smoking or nonsmoking?
gA: Non-smoking please.
w: Certainly, right this way please.
after five minutes
w: Are you ready to order now?
gA: Yes.
w: What do you want to start with?
gA: I'll have chicken soup.
guest B: I'll take shrimps cocktail.
guest C: And I would like tomato soup.
w: What do you want to start with?
gA: A steak for me, please.
w: Would you like it rare, medium or well-done?
gA: Well-done please.
w: Would you like potatoes or French fries to go with the steak?
gA: I'll have French fries.
w: And you madam?
gB: I'll have salmon in almond sauce.
w: And for you sir?
gC: Have you got any vegetarian dishes?
w: We have got steamed vegetables served with Dutch sauce
gC: I'll take it then.
w: What would you like to drink?
gA: Mineral water for us all, please.
w: Still or sparkling?
gB: Still, please.
w: Anything for dessert?
gC: Just three coffees, please.
w: Certainly. You will be served in about fifteen
minutes
w: Can I do anything else for you?
gA: No, thank you, we just want to have the bill,
please.
w: Certainly sir
After a short while
w: Here is your bill, sir.
gC: Is the service included in the bill?
w: No sir, it isn't.
gB on the side to gC: We'll leave a Ј5 tip, shall we?
gC: Thank you very much.
w: Thank you sir. I hope you enjoyed your meal.
gB: Yes, everything was delicious.
gA: Thank you and good bye.
w: Hope to see you here again soon. Good bye.
