Jenny Pearson | March 2015 | !1/!

ASSIGNMENT 7: Integrated Skills Lesson Plan

Level of the students:

High Beginner to Pre-Intermediate

Type of Lesson: Integrated

speaking, listening and writing for grammar and vocabulary

(infinitive verbs)
to give students practice listening for the gist and for the details; to introduce infinitive
verbs and vocabulary related to cooking; to give students practice in developing accuracy and
fluency in speaking and writing about how to prepare food; to review sequence adverbs
Aims:

Time: 90

minutes

Assumptions: Students

know basic countable and uncountable food and kitchen nouns,

numbers and fractions, and sequence adverbs.
Anticipated Problems and Solutions: students

might need a refresher on numbers, fractions and

sequence adverbs. student might not like to cook.
Aids: TV or

computer for videos, worksheets, Interchange Book or copies

Resources: Interchange 4th Edition; http://video.about.com/kidscooking/Peanut-Butter-Blossoms.htm#vdTrn

Presentation (economical, eective, memorable)

Aims:
1. Create interest in cooking;
2. Present/Pre-teach cooking vocabulary: infinitive verbs;
3. Give students listening opportunity;
4. students to practice speaking the new vocabulary and use it in sentences.
5. Allow students to become comfortable with the topic before the next stage.
By the end of the presentation students will understand the new vocabulary
words, their meanings, how to pronounce them and be able to use them in
the next stage.
Time: 10-15 minutes
Interactive Patterns: T-S; SSS (discussion)
Aids: Video: http://video.about.com/kidscooking/Peanut-ButterBlossoms.htm#vdTrn
I ask questions to generate interest in cooking. Encourage students to answer in
complete sentences.
Do you cook? Do you like to cook?
Yes, I do./ No, I dont.
Where do you cook?
I cook in the kitchen./I cook on the stove.
Who do you cook with? Who do you cook for?
I cook with my mother. I cook for myself/my family.
How often do you cook?
I cook everyday./I cook on Sundays./I cook in the evening.
Why do you cook?
Because I like to!/Because eating in restaurants is expensive!
Last week we talked about our favorite foods. Can you make your
favorite foods?

Jenny Pearson | March 2015 | !2/!5

Yes, I can./No, I cant.

(I pass around a few index cards of my Grannies handwritten recipes.)
Do you know what these are?/Do you use these?
Hmm./Yes./I dont know how to say it in English.
T: Recipes. These are recipes. Today we will to watch a how-to learn
how to make cookies video. We will watch the video two or three
times. The first time we watch it, I want you to listen for the gist,
the main idea of the video. While listening, think about (I write
these questions on the board):

Answers: Shes in the kitchen; Shes making cookies; Hersheys Kisses or peanut butter; Peanut Butter Blossoms

After the video, we discuss the answers to the questions. Brownie points for
complete sentences.
T: Where is she?
Ss:Shes in the kitchen.
T: What is she making?
Ss: Shes making cookies./Shes cooking cookies.
If no one says it, I ask the class, Is she cooking cookies? I use this opportunity to explain
that baking is a type of cooking. Then we mind map foods that are cooked and foods
that are baked.
T: Back to the video, then. Is she cooking cookies?
Ss: No! Shes baking cookies!
T: And, whats the main ingredient?
Ss: The main ingredient is Hersheys Kisses!

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We do / Practice
Aim: develop skills in listening for specific information and making inferences; see
sequence verbs in context.
Interactive Pattern: T-S; S-S; SSS
Time: 20 min; Aids: Video: video.about.com/kidscooking/Peanut-ButterBlossoms.htm#vdTrn; worksheet.
T: This time I want you to watch the video and listen for more
information. (I pass out worksheet.) Lets look it over. (I give
students time to scan the worksheet.) So, class, what are we doing?
Ss: Writing in the missing information.
Ss: Crossing out the wrong information.
T: Listen for nouns, verbs, adjectives and numbers. Relax if you dont
get it the first time. We will listen as many times as we need to.
Listen to the video and fill in the missing information:
Ingredients for Peanut Butter Blossoms
For this ______, you'll need:

48 Hershey kissesdark ______, milk ______, whatever you like

1-3/4 cup ______

1 tsp. baking soda

1/4 tsp. ______

1/2 cup ______, softened to room temperature

1/2 ______ firmly-packed brown sugar

1/2 cup granulated ______

1/2 cup creamy peanut butter

1 ______ ______

1 tsp. vanilla

Listen again and cross out the wrong words.

Get Started Making Peanut Butter Blossoms
1. Preheat the stove to 50 degrees.
2. Unwrap the Hershey kisses and set them on a fork. I found some milk chocolate
flowers, so I'm using those, too.
3. Place the flour in a small bowl. Add the baking soda and the salt, and roll to
combine.
4. Place the softened salt in a large mixing bowl. Add the sugars. Stir with an electric
mixer until fluy. Add the peanut butter, and mix well.
5. Next add the salt and the vanilla, and beat with the electric mixer. Add all of the
flour, and beat until incorporated. Then add the remaining flour, and beat until it
forms a soft dough.
6. Form the dough into 1-inch squares and place 1 inch apart on an ungreased sheet or
one that is lined with a slipmat mat. Bake 18-20 minutes.
7. Remove from the oven, and immediately mix a Hershey kiss into the center of each
peanut butter cookie.
8. These peanut butter blossoms are great for bake sales, cookie swaps or just snacking.
9. That's all for yesterday. For more great restaurants just like this one, join us on the
web at About.com.

Jenny Pearson | March 2015 | !4/!5

After the students have completed the tasks we review the correct answers.
Now I want you to listen for the verbs. Tell me I ask the students tell me
every time we hear a verb. We stop the video so often that they get the point
that cooking is full of verbs. I give the students a few minutes to find and
highlight/circle the infinitive verbs in the worksheet.
Answers
2. Get Started Making Peanut Butter Blossoms
3. Preheat the stove to 50 degrees.
4. Unwrap the Hershey kisses and set them on a fork. I found some milk chocolate flowers, so I'm
using those, too.
5. Place the flour in a small bowl. Add the baking soda and the salt, and roll to combine.
6. Place the softened salt in a large mixing bowl. Add the sugars. Stir with an electric mixer until
fluy. Add the peanut butter, and mix well.
7. Next add the salt and the vanilla, and beat with the electric mixer. Add all of the flour, and beat
until incorporated. Then add the remaining flour, and beat until it forms a soft dough.
8. Form the dough into 1-inch squares and place 1 inch apart on an ungreased baking sheet or one
that is lined with a slipmat mat. Bake 18-20 minutes.
9. Remove from the oven, and immediately mix a Hershey kiss into the center of each peanut butter
cookie.
10. These peanut butter blossoms are great for bake sales, cookie swaps or just snacking.
11. That's all for yesterday. For more great restaurants just like this one, join us on the web at
About.com.

We review the sequence words,

too. I ask the students to call
them out and underline them on
their worksheet. We brainstorm
other sequence words like first,
finally, after that. Then we open our
Interchange book to the page on
the right and see what other
sequence words we can find. We
do the activities in the book in
preparation for the production
stage.

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You do / Production Stage

Aim: The objective of this stage is to give the students the opportunity use the
language we practiced, to give students practice in developing accuracy and
fluency in speaking and writing about how to prepare food.
Time: 45 minutes
Aids: Video: http://video.about.com/kidscooking/How-to-Make-PumpkinPancakes.htm; http://www.eslvideo.com/esl_video_quiz_low_intermediate.php?
id=2148; mini-kitchen stations with bowls, whisks, and ingredients to make
pancakes.
Activity Back

to the Scene (SS, SSS)

Skills: Speaking and writing (following the writing form in the worksheet and book)
Technique: Summarizing and reporting
Students pair up. One student from each pair sits facing the TV and the other
student sits with her back to it. With the sound o, I play the recipe video. The
student watching the video tells her partner what is happening. Midway through the
video, the students switch places. The pairs write a chronological sequence of what
happened. Then the students get together with an other pair and compare notes.
which is shared with another group and discussed as a class. Finally, everyone watches
the clip, with sound, together. (resource: Zero Prep: Ready-to-Go Activities for the Language
Classroom by Laurel Pollard, Natalie Hess, and Jan Herron; www.edutopia.org/blog/ell-engagement-using-videolarry-ferlazzo-katie-hull-sypnieski
Activity Director

and Actor (SS or SSS)

Skills: Speaking, giving directions, listening
Students in groups of two or three are at food making stations. One student gives the
directions using the verbs we practiced. The other student performs the action. If
the directing student doesnt say the action the acting student cannot do it!
The third student videos the food making process using their smart phone.
As a final project, we put all of the videos together and post them on the school
website. And we eat the pancakes!

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