SAMPLE LESSON 1
GOALS AND SLOs
Goal: Be able to listen to, and understand, a cooking show presentation.
Student Learning Objectives: Students will better understand the concept of "comfort foods." Students will be better able to listen to cooking instructions and will have been exposed to/practiced language used in giving cooking instructions.
LESSON PLAN
LEAD-IN:
T introduces concept of "comfort foods." When you’re having a bad day or aren’t feeling all that great, are there a particular food or foods that just make you feel better?
T takes examples from Ss, gives common American examples. We call these comfort foods.
T uncovers definition on notepad (WRITE ON NOTEPAD AHEAD OF CLASS)(“food that gives emotional comfort to the one eating it, these tend to be favorite foods of childhood, or linked to a person, place or time with which the food has a positive association.”).
TRANSITION:
One of my personal comfort foods is chili - probably because my parents both grew up in Texas and both of my grandmothers had their own secret chili recipes. What is chili? Do any of you have an idea?
ACTIVITY: PYRAMID LISTENING
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T tells Ss we will be watching a quick video on how to make chili.
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T hands out recipe fill-in form to students.
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T tells Ss I will play the video 2 times.
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Listen closely and fill in as much information as you can.
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The video is fast and you will not get all of the information. Don’t worry about it. Just write down as much as you hear. You do not need to write anything down word-for-word. Don’t worry about spelling. Just do your best.
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T checks understanding - ask several Ss to explain task. Possible leading Qs if no initial response: How many times are you going to see the video? Should you write down everything word-for-word?
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T then plays video (PIONEER WOMAN SIMPLE CHILI RECIPE - defaults to recipe page. Video link found under picture. SKIP FROM 1:21 TO 1:42. STOP VIDEO AT 2:15.) two times. Give small break between showings for Ss to finish writing.
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T pairs off Ss and instructs them to work together to try to fill in any missing pieces of the recipe.
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T then combines pairs into groups of 4 and re-instructs Ss to work together to fill in the missing pieces. Goal is to come up with as complete a recipe as possible.
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T brings class back together and asks for volunteer to read ingredients/fixings/directions.
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T hands out answer sheet for Ss to compare.
WRAP-UP:
Perhaps you can try out chili the next time it's a cold, rainy day and you're looking for a food to help warm you up and make you feel better.
MATERIALS
REFLECTION
Looking back on this lesson, there is one major thing I would do differently. In future lessons, I would divide the students' task in half. I would have them listen for ingredients the first time, then listen for instructions the second time. Dividing the students' focus in such a way would help preven them from being overwhelmed by the video. It would also give them something more specific to listen for.
Overall, this lesson worked quite well and I was very pleased with the outcome. The concept of comfort foods transitioned well to listening activity. Having students work individually, then in pairs, then in a group provided them with ample opportunities to speak about what they had heard. The pyramid structure also resulted in a pretty complete final recipe.
Had there been additional time left over after the completion of the above listening activity, the lesson could have been expanded in several ways. I could have then moved on to a lesson on the imperative or, had students proven well-versed in the imperative, added a writing activity in which students write their own recipe. Recipes could then be collected, copied and exchanged, creating a class cookbook.