PHASE 1 LESSON PLAN ASSIGNMENT

Writing/Recipe of Favourite Dish

A. Students and Setting
Students:
18-22 year old female Arabic speakers of intermediate language proficiency learning English for academic
purposes.They just finished High School where they were introduced to English language in Grade 10. There are 16
students in the classroom.Class meet 4 hours daily, 5 times a week with each class lasting for 50 minutes.

Setting:
Private University foundation year program where students are learning English in preparation for University. Class
meet four hours daily and five times in a week studying Reading, Listening & Speaking, Academic Writing and Study
Skills. Students have access to Internet in the classroom and outside the classroom.

B. Lesson Background:
During the previous lesson the class had a discussion about cooking and their favourite food and writing a recipe.The
students were given a list of some cooking verbs which were discussed with the explanation that when writing a
recipe, most sentences begin with a verb and they did a class exercise on the cooking verbs.In this lesson, students
will recreate a Raw Nirvana recipe through an activity that will incorporate the four main language skills as well as a
combination of all the learning styles. Students will create a recipe of their favourite dish and make an oral
presentation in the next lesson.

C. Learning Objectives/Expected Results:

Students will learn how to give instruction using a recipe to describe the process of making Raw Nirvana..They will
first work in pairs to recreate the recipe given to them.Then students will work together to brainstorm writing a recipe
of their favourite dish. Each student will write the recipe of their favourite dish using their recreated menu as a model.
In the next class class, each student will give an oral presentation on how to prepare their favourite dish.

D. Materials and Sources:

Materials

1. Raw Nirvana recipe used as a model for writing a recipe during the lessons activity
2. Cooking verb worksheet used in the last lesson to introduce cooking vocabulary and
used in this lesson for revision.
3. Instruction for oral presentation- given to student at the end of the lesson to prepare for
the oral presentation
4. Pen and paper-used by students for the class activities

Sources
1.

Recipe-http://blog.stamp4joy.com/wp-content/uploads/2012/05/Recipe-Book-Made-From-ScratchThis is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

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Nirvana-LG.jpg
2. Cooking verbs worksheet-www.englishsheets.com

E. Procedures / Timing:
Make each new action by the teacher a separate row in the table. Feel free to add rows as needed.

Teacher does/says . . .

Students do/say . . .

Approximate
Time

Sit students in groups of four with pairs

facing each other.
In the last lesson we looked at some
common cooking verbs and you worked
on the cooking verb vocabulary
matching worksheet.
Can you tell me some of the words?
Call students names

Students sit as instructed

5 mins

Todays lesson will be focused on writing

the recipe of your favourite dish. You will
have a warm up game and then
brainstorm your own recipe with your
partner.

listen to teacher

2 mins

Put students in pairs and give

instruction for activity:

Listen and ask questions

3 mins

Divide students into pairs and ask all As

to stand and all Bs to sit(to check for
comprehension

Students A stand and students B sit

Student A will go the any corner of the

classroom read and memorize the
recipe that was posted on the wall then
come back to describe and dictate it to
their partner student B who will write it
on a piece of paper.
You can go as many times as you want
until you finish writing the recipe.
Now lets start!
Monitors the students activity to be sure
that they are doing the right thing.

Begin the activity

call out some verbs boil, cut, fry, pour,

stir, mix e.t.c.

10 minutes

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

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After students have settled down:

remember that we use recipes to give
instructions on how to make any food.

draw their favourite dishes, discuss

within their groups and share as called
by teacher

10 minutes

Brainstorm ideas on how to cook your

favourite dish.
I want you to think about the recipe from
the activity. Use it to write a draft recipe
of your favourite dish.
Again, compare with your partner to be
sure that you used cooking verbs to
start each sentence.

write a draft of the recipe

10 minutes

Pass out instruction for their assignment

on writing the proper recipe and their
oral presentation after one week:
You have one week to work on your
recipe and to give your oral presentation
in class.

Take the instruction sheet from the

teacher and ask questions on deadline.

5 minutes

Recap of the lesson:

Today, we looked at what a menu looks

put their papers in their binders and

leave the class.

5 minutes

I want you to think about your favourite

dish and draw it..
Good! Now in your group of 4, share
your pictures and discuss the following
question about your favourite dishes.
Writes on the board:
What is the name of your favourite
dish?
Why do you like the dish?
Can you cook the dish?
Move around to listen to their
discussion.
Call on groups to share

compare their work in their pairs

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

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like. You recreated the same menu

through the activity. Finally, you
brainstormed writing a recipe of your
favourite dish.
Next week, you will present your recipe
orally.
Have a nice day!

F. Alternative Assessment:
The lesson activity put students in pairs where one student was the runner and the other student was the
reporter.The teacher monitored the students discussions by moving around to check for mistakes and to
make sure students did the activity correctly. Students also assisted one another by first discussing some
questions and brainstorming ideas before giving feedback as well as editing their partners work.Finally,
students will evaluate each others work during the oral presentation of their recipes.

G. Reflection Phase 1:
This writing lesson integrated all the language skills which can be seen in the recreation of recipe activity
where some students read and dictated to the other students who listened and wrote. The lesson gave
students the opportunity to think about their favourite dish as well as to share this with other students who
helped to edit their work.Students are now familiar with the vocabulary related to cooking which will help
them to finish writing their recipes and help during their oral presentation.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 4