Esraa Esraa

Cooking verbs
beginners level

Description

In this lesson, students learn about cooking verbs through the task-based approach by doing a role-play of a famous cooking show cooking a recipe using limited items of ingredients. This is followed by a pre-task which includes the language focus.

Materials

Abc DIY Chef hat
Abc paper plates
Mr bean makes a sandwich?size=16&default=html Mr. Bean's video ( interactive version)
Search?q=%d9%85%d9%81%d9%8a%d8%af%d8%a9+%d9%88+%d8%a7%d9%84%d8%b4%d9%8a%d9%81&sxsrf=alekk00wow5urg0rinqqsv6dlfgsobwlqa:1623303789877&source=lnms&tbm=isch&sa=x&ved=2ahukewjj8ifuryzxahutjrqkhfdcbmuq auoanoecaeqba&biw=1517&bih=736#img?size=16&default=html Picture of Mofeda and Chef Sherbeni

Main Aims

  • To provide practice and clarification of cooking verbs in the context of cooking show

Subsidiary Aims

  • To provide fluency while speaking and enhance communication

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

- Divide the class into two teams according to their favourite ice cream flavours (vanilla - chocolate) - play Mr Bean interactive video and the fastest team to answer the questions in the video takes a point (they have to say Zalabia before they answer) - ICQ

Exposure (6-8 minutes) • To provide a model of the task and highlight useful words and phrases

- Show them a picture of Mofida and Chef El Shebeni (gist questions) - put them in pairs to have a discussion about cooking shows and cooking (e.g. Do you cook what you see in cooking shows? is it easy or hard and why?)

Task (8-15 minutes) • To provide an opportunity to practice target productive skills

- Ask each team to make a list of their favourite ingredients in the kitchen ( vegetables- fruits - grains - dairy mild product........) - Exchange the lists between the teams and ask each team to make a role play like (Mofida and Sherbeny) making one recipe using only the items in the list that they have - assign roles to everyone in the teams ( 2 presenters- timer - delegate- note taker ) (P.s one student may have more than one role)

Planning (6-7 minutes) • To provide an opportunity to plan students' reports

- Ask the delegate to go to the other teams to comment on their recipe, collect ideas and suggest better ones - give them the paper plates and DIY chef hat to get ready for presenting - The delegate goes back to his/her team and put the final touches to present the recipe.

Report (6-7 minutes) • To allow students to report on how they did the task and how it went

After presenting, each team gives the other team a rate from 1 star to 5 stars according to their performance and how they managed to use the ingredients, and what they prefer and don't prefer (stating reasons)

Language Analysis (7-10 minutes) • To clarify the meaning, form and pronunciation of the task language

- The teacher divides the students into two teams - Put some pictures of cooking verbs on the wall and give them sticky notes with the verbs and asks them to match. The first team to finish is the winner. - the teacher shows them the correct answers and present cooking verbs (MPF) - for CCQ, the teacher can play hot seats so students act the verb to their team and the team members have to guess in 10 seconds

Language Practice (8-6 minutes) • To provide students with practice of the task language

- Ask the students to think of the steps of making (salta3 burger: a famous burger in the cartoon sponge pop) and guess what could be the secret ingredient. - pair them to share ideas and agree on who has the best ideas and guesses.

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