Plan a lesson for developing the 4-skills [LISTENING, SPEAKING, READING AND

WRITING] with a grammar component, based on “Cooking Chinese Cuisine

Name: SHIBU.A.P Student ID number: shibu0508

Topic of the lesson: “COOKING CHINESE CUISINE.”

GOAL
 Develop better insight into the productive and receptive skills and

know about the critical situation of this important skills

1. OBJECTIVE

By the end of this lesson students will be able to: - -

 Practice listening to short extracts [video/audio] and answering the questions.

 to listen for specific information and use the target language structure appropriately
to complete the task
 Develop better insight into speaking skill and know about the critical situation of this
important skill.
 Plan and stage a range of effective speaking activities, enabling students to engage
fully to improve their speaking abilities.
 To improve speaking skills, fluency, accuracy and pronunciation.
 Practice skimming and scanning (Enhancing and enriching reading skills)
 Comprehend the text thoroughly
 Demonstrate the capacity to use various writing forms, (for example, in-class
responses, journals, notebooks, reports, argumentative essays, research papers, and
others) to achieve the specific purposes of the course.
 Demonstrate improvements in written expression of thought by utilizing various
techniques (such as peer review, multiple drafts or revisions of assignments after
receiving feedback
Accuracy level should be mentioned
2. Age: 12-14 years

3. Language Level: Intermediate

 4. Material used: Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

[ https://slideplayer.com/slide/6319026/] google sheet [google classroom]
https://docs.google.com/document/d/1f7KhVCwuODiJt1tP3XLcswDK9jor02YF-
2TnPqI3rPw/edit

Introduction:

 Greet the students in an informal way

 Some warm up activities are held to draw students ‘attention

Warm-up activity: (10 minutes)

Teacher gives a worksheet and motivates the students to match the names of the food to
the pictures.

Students can just guess and match [it is not a problem even if the answer is wrong].

This activity could be used in the Context Setting stage.

Match the following – [work sheet]

----------------------- [a] Fujian

----------------------- [b] Jiangsu

3
 ----------------------- [c] Cantonese

----------------------- [d] Zhejiang

5

----------------------- [e] Shandong

Answers -1c, 2e, 3d, 4b, 5a
Listening skills [ 15 minutes]
The CONTEXT SETTING needs to be done and the topic should be introduced at this
point.
Pre-listening
Activity-
Students are motivated, made to understand the context and prepared to achieve
the goals
[Vocabulary: Sichuan, savoury, flavor, sumptuous, stir, casseroles,
Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments appetite.]
Language focus- [simple present tense, verbs, adjectives+ nouns,]
While listening
Activity

Watch and listen to the video and respond to the questions.

https://www.youtube.com/watch?v=_pqI1ETCYnU
 1. The creativity and fresh flavours makes this region famous.
------------------
2. Very hot peppers of this region make it famous
---------------------------------------------------
3. Salty and savoury flavor is used in this food-------------------------------
4. ----------------------Casseroles, roasts and ---------------fries are well
known in this region-----------------.
5. The ingredients that are used in Cantonese food ------------------, --
-----------and --------------------------------
Grammar exercise- identify the tense used in the sentences.
Underline the adjectives and nouns

Post listening

 Discussions and summarizing

 Diagnose the problems faced by the students in listening skills

Speaking skills [ 20 minutes]

Pre speaking

Asking simple questions on the following pictures.

1 2
3 4

1. What do you know about these pictures?

2. Have you ever tasted these food items?
3. Can you name these food items?
4. In which part of china the sumptuous casseroles, roasts and stir fries famous?
5. What food item is famous for pure taste and original flavor?
Vocabulary Cantonese, Jiangsu, Fujian, savoury, flavor, sumptuous, stir,

casseroles, Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments

appetite, ingredients, mouthwatering
While speaking
ACTIVITY-1
Buzz groups
Students are divided into small groups and are made to speak about the pictures that
represent Chinese cuisine. Students actively speak about the various types
ACTIVITY-2

Role play
A telephonic conversation between a restaurant manager and a customer
Customer: Hello, Is it Taj residency?
Manager: yes, it is Taj residency. What can I do for you sir?
Customer: I would like to know the variety of savoury dishes you supply?
Manager: well sir, we have Indian dishes, Chinese, Middle East etc.?
Customer: can you brief the Chinese food?
Manager: yeah off course. There a vast variety of Chinese food. They are
really mouthwatering. You can have food like Cantonese, Jiangsu, Fujian
Cantonese and Shandong.
Customer: what are the condiments used in these items?
Manager: that depends sir. Each item has different ingredients.
Customer: your description gives a lot of appetite.
Manager: wow, I’m glad to hear.
Customer: do have home delivery sir?
Manager: yes, why not? We have a great variety of sumptuous casseroles,
roasts, stir fries which are the most famous food of northern part of china.
Customer: that is amazing! I need three plates of roasts and stir fries each
and two plates of Shandong and Fujian each.
Manager: could you please tell me your address?
Customer: door number3/74, Holy faith apartment, Rajendra nagar, New
Delhi
Manager: thank you very much for choosing our hotel sir
Customer: it is my pleasure.
 Spoken activity and context setting
Speak a few sentences using the following verbs in simple present
[Eat, drink, speak, cook, prepare, order, mix, and add]
Student use the verbs in the spoken sentences
Example:1] I eat meat everyday.
2] We cook Chinese food on Sundays.

Post speaking

 Analysis of the language spoken.

 Discussion on the use of simple present tense.
 Identifying the major areas to be concentrated.
 Helping the students who have faced problems
READING SKILLS: [15 minutes]
Pre – reading-
ACTIVITY-1
Look at the advertisement on Chinese cuisine and answer the
questions

1. What is the advertisement about?

 2. Name the food items that are advertised.
3. What is the special offer of the day?
4. What is served with crispy rice?
5. What is done freely?
Vocabulary

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize
WHILE READING
Reading comprehension
Activity- 1 pair work [Handouts are given to the students]

Read the following passage on Chinese cuisine and with your partner ask and answer the
following questions [do not write anything yet]

Chinese Cuisine - The Food of China

Chinese Cuisine - China’s food is very unique and traditional. Grains are the
main food in China. Rice is the favorite grain among the people in the South. In
the north, people prefer wheat, which they make in to bread and noodles. Corn
millet, and sorghum are also eaten. Vegetables, especially cabbage and Tofu rank
second in Chinese diet. Roasted sweet potatoes are a popular snack eaten by the
Chinese. Pork and poultry are the favorite meats in China. The people also like
eggs, fish, fruit, and shellfish. Chop Suey originated in China. Chop sticks and
soup spoons are served as the only utensils at a Chinese meal. Tea is the
traditional Chinese beverage. Ice-cream has gained popularity in China. Food
Food in China is mostly stir-fried rapidly in oil at a very high temperature. Fujian
Cuisine is famous for delicately cooked fish and crabs for soups and for
flavorings such as soy-sauce. Breakfast in China may be rice porridge, chicken
noodle soup, or deep fried pastries that taste like donuts. In China the people’s
favorite lunch time foods include eggrolls, and dumplings filled with meat or
shrimp. A typical Chinese dinner includes vegetables with bits of meat or
seafood, soup, and rice and noodles. A Chinese cuisine has definite rules for the
appropriate combining of the ingredients into dishes, and dishes in to an
appropriate meal. A typical home meal for no special purpose might include
boiled rice, soup, steamed fish, and stir-fried pork with vegetables. Each dish is in
a separate category. 1. The cooking method 2. Appearance 3. Texture. Main
ingredients are all different. Asian individual dishes, flavors, textures and
ingredients should complement and harmonize each other, rather than being the
same. Food must strike attention in good cuisine cooking
https://www.bartleby.com/essay/Chinese-Cuisine-The-Food-of-China-F34VZZYVJ
1. What are the main food in china?
2. What is the favourite grain in the South?
3. Is there any definite rule for the appropriate combination of ingredients?
4. Who prefer to have food made of wheat?
5. How is Fujian cuisine prepared?
6. Why should food strike attention in good cuisine cooking?

Activity – 2 Underline the nouns, verbs[tense structure] and adjectives in the given
paragraph.

Students identify and underline the nouns, verbs and adjectives that are found in the
paragraph and actively participate in learning activities.

POST- READING

 Analyzing whether the students have met the success criteria

 Your opinion on Chinese cuisine.[discussion]
 Discussion on the grammar components [parts of speech]

WRITING SKILLS [ 20 minutes]

Pre – writing

 Relying on the proceeding activities [listening, speaking reading and writing]students

are encouraged to use vocabulary items related to the topic, COOKING CHINESE
CUISINE to provide their ideas about the topic.

While writing

Practice: ask the students to use the vocabulary in short sentences.[ Unique, traditional,
beverage, soy-sauce, popularity, delicately, pastries, donuts, appropriate,
harmonize]
 Free writing.
Ask the students to write short sentences about their favorite Chinese cuisine.
[Students are free to write]
 Production
 Students are asked to write a short paragraph about their favourite Chinese cuisine.
[This activity will be given an as an assignment if I run out of time]
POST WRITING
 Analyzing the language and vocabulary.

 Re-read your sentences and make sure sentences make sense.

 Eliminate "unnecessary or redundant details
 Proofread for spelling, vocabulary, grammar (checklist).
 Edit your paper (peer-editing, post-teacher editing]
LESSON CLOSURE AND HOME WORK [10 minutes]

 Students are asked to prepare different types of Chinese cuisine and make arrangements
for a food festival on Chinese cuisine
 Write a short paragraph on Chinese cuisine using simple present tense.
 Prepare a speech on Chinese cuisine and speak out in the next class.
[All the questions, vocabulary and the videos are shared in the google classroom too]
Google documents link
https://docs.google.com/document/d/1f7KhVCwuODiJt1tP3XLcswDK9jor02YF-
2TnPqI3rPw/edit

LESSON FRAMEWORK
1. Duration: 80 minutes
2. Level: intermediate
3. No. of students: 10
4. Date: SEPTEMBER,20, 2019
 Topic: COOKING CHINESE CUISINE.”
Final objective:
 Practice listening to short extracts [video/audio] and answering the
questions.
 to listen and repeat the target language
 to listen for specific information and use the target language structure
appropriately to complete the task
 Develop better insight into speaking skill and know about the critical
situation of this important skill. –
 Plan and stage a range of effective speaking activities, enabling students

to engage fully to improve their speaking abilities.

 To improve speaking skills, fluency, accuracy and pronunciation.
 To be able to speak naturally and confidently
 Practice skimming and scanning (Enhancing and enriching reading skills)
 Comprehend the text thoroughly
 Apply the newly learnt vocabulary and uses in real life situations.
 Understand the questions and respond to them accordingly
 Demonstrate the capacity to use various writing forms, (for example, in-
class responses, journals, notebooks, reports, argumentative essays,
research papers, and others) to achieve the specific purposes of the
course.
 Demonstrate improvements in written expression of thought by utilizing
various techniques (such as peer review, multiple drafts or revisions of
assignments after receiving feedback).
2. Age: 12-14 years
3. Language Level: Intermediate
4. Material used: Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

[ https://slideplayer.com/slide/6319026/] google sheet [google classroom]
https://docs.google.com/document/d/1f7KhVCwuODiJt1tP3XLcswDK9jor02YF-
2TnPqI3rPw/edit

Qualifying objective:
 a. Warmer: At the end of warmer: students are able to understand what the lesson is
about (cooking Chinese cuisine) through their cognitive maturity.

b. Pre- listening, speaking, reading and writing: At the end of each session students
have developed each skill i.e. to listen, to speak, to read and write

c. While listening, speaking, reading and writing: At the end of each session
students are able to get a better idea of the topic and are able to enhance the four
different skills

d. Post –listening, speaking, reading and writing: At the end of each session students
are able to develop better insight into listening, speaking , reading and
writing skills.
e. Aids or material used: [TLM] Flash cards, projector, handouts, video clips,

white board. Pictures of Chinese food, audio clips, YouTube video.

Vocabulary Taught .
Sichuan, savoury, flavor, sumptuous, stir, casseroles, Shandong,
Cantonese, Jiangsu, Fujian, recipe, condiments appetite

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize

Time taken Teachers’ activity Students activity Anticipated

difficulties
10 minutes Teacher enters the class, Greet the teacher in an To monitor and
greets students, have informal way, gives oral
manage the class
some informal exchanges answers to the questions,
and to involve all the
to create a sound rapport, share their previous
check prerequisite knowledge with the students
through oral questions teacher and respond
and set the ground for
to the questions.
presenting the topic and
the student’s
eliciting.
60 minutes Encourage the Students actively 1 Some face
students to participate in the difficulties to pay
participate actively activities attention to the
in the four skills[ instruction.
listening, speaking, 2. Time taken by the
reading and students to complete
writing]activities as the task.
per the instruction of
the teacher
10 minutes Discussion and Students discuss in Focusing on the
feedback on the groups and actively questions and
given topic and participate in the finding solutions
checking whether the process to meet the
students achieved the final objective.
success criteria.
The lesson plan is very good and includes activities relevant to all the 4 skills and the
grammar component. It is very detailed and well presented.

Research
Suggest two suitable methods and skills that are required to teach
ESL/EFL students. Base your answer on research studies, citing relevant
examples/evidence.
METHOD
Introduction
A method is a particular procedure for accomplishing or approaching something
especially a systematic or established one. Several methods have been
developed by the scholars to make English language teaching a piece of cake.
Effective and suitable approaches are part and parcel of English language
teaching learning process. Orderly methods are to be implemented in the class,
lest the effective teaching should fail.
Although the educators suggest umpteen methods, the best methods are found to
be audio lingualism and communicative approach. These methods are the
proven methods that are used in the classroom to make English language
teaching more and more interesting. These methods generally involve a vast
variety of exercises, activities, tasks, etc. which help to turn the monotonous
theory into practice.
Let us have a detailed look at these methods.
The audio-lingual method, Army Method, or New Key, is a method of
teaching used in teaching foreign languages. It is based on behaviourist theory,
it concentrates on long repetitive drills where the learners are trained into using
the language appropriately. It means that the teacher would present the task first
and then the students would reprise it, memorize and learn the vocabularies to
be able to produce.
This approach to language learning was similar to another, former method
called the direct method. Like the direct method, the audio-lingual method
instructed that students should be taught a language directly, without using the
students' native language to explain new words or grammar in the target
language. However, unlike the direct method, the audio-lingual method did not
focus on teaching vocabulary. Rather, the teacher drilled students in the use
of grammar.

CHARACTERISTICS

 Each skill (listening, speaking, reading, and writing) is treated and taught
separately.
 The skills of writing and reading are not neglected, but the focus throughout
remains on listening and speaking.
 Dialogue is the main feature of the audio-lingual syllabus.
 Dialogues are the chief means of presenting language items. They provide
learners an opportunity to practice, mimic and memorize bits of language.
 Patterns drills are used as an important technique and essential part of this
method for language teaching and learning.
 The language laboratory was introduced as an important teaching aid.
 Mother tongue was not given much importance, similar to the direct method,
but it was not deemphasized so rigidly.

APPLICABILITY IN THE CLASSROOM

The purpose of learning with audio-lingual method makes it easy for

children to learn English, especially in remembering the words / sentences.
There are several techniques that can be done to implement this method,
such as memorization techniques, construct words, equip, frequently asked
 questions, and so on. With this technique, the teacher can overcome the
weaknesses of students in learning. In the study, the need for imitation,
practice, and serving to reinforce the child to understand the material being
taught.

Example
Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair
COMMUNICATIVE APPROACH
The communicative approach is based on the idea that learning language
successfully comes through real life communication contexts. When learners are
involved in real communication, their natural stratagems and instinct for
language acquisition will be utilized, and this will help them to learn to use the
language effectually and successfully. CLT highlights the social, cultural and
pragmatic features of languages. This approach uses reliable and dependable
language to a great degree in an attempt to build fluency in the language. It is
said to be the generally approved and accepted method because of its wide
diversity in classroom applications. It helps the students to interact in the target
language naturally and confidently.
PRINCIPLES OF COMMUNICATIVE APPROACH
 Language learning is learning to communicate using the target
language.
 Learner centred
 Cooperative and collaborative learning
 Interactive learning
 Content based learning
 Contextualisation is an integral part of this approach and the language
used to interact should be apt to the situation, the roles of the
speakers, the setting and the register.
 Communicative activities are essential. Activities should be presented
in a situation or context and have a communicative purpose.
Typical activities of this approach are: games, problem-solving tasks,
 and role-play. There should be information gap, choice and feedback
involved in the activities.
 Learners must have constant interaction with and exposure to the
target language.
 Development of the four productive and receptive skills —listening,
reading, speaking, and writing — is incorporated from the beginning,
since communication integrates the different skills.
 The topics are selected and graded according to the age, needs, level,
and students’ interest.
 Motivation is the primary factor. Teachers should elevate students’
interest right from the beginning of the lesson.
 The role of the teacher is that of a guide, a facilitator or an instructor.
 Trial and error is considered part of the learning process.
 Evaluation concerns not only the learners’ accuracy but also their
fluency
MAIN FEATURES OF COMMUNICATIVE APPROACH
 Meaning is supreme.
 Dialogues enter around communicative functions and are not
normally memorized.
 Contextualization is a basic premise. Students learn the target
language efficiently and naturally and this helps the students enhance
their natural strategies for language acquisition.
 Drilling may occur, but peripherally.
 Comprehensible pronunciation is sought.
 Reading and writing can start from the first day.
 The system enables the learner to use the linguistic system effectively
and appropriately
 Teachers help learners in any way that motivates them to work with
the language.

Example and relevance [role play]

Practicing question forms by asking learners to find out personal information
about their colleagues is an example of the communicative approach, as it
involves meaningful communication. This can be roleplayed and the students
get a crystal clear idea of the part of the language taught.
Context can be set on a real life situation and it gives room for effective
language learning.
THE MOST IMPORTANT SKILLS THAT ARE REQUIRED TO TEACH
EFL/ESL STUDENTS.
1. COMMUNICATION SKILLS
Communication skill is an essential chunk of language teaching. So the teacher
must be able to communicate effectively with the students. Only when the
teacher is able to interconnect with the students properly, the real teaching
learning process occurs. Unless the teacher communicates with the student in a
simpler and proper manner, it is impossible to cater the needs of the student.
Effective communication helps the teacher establish rapport with the students,
which paves the way for real learning. Body language and voice clarity are very
important tools of communication.
When we are teaching English learners, using English, we have to constantly
ask ourselves, “Is there a simpler way to say this?” At the same time, we will
become a better listener. As a language teacher, we constantly monitor your
students’ speech. When it’s their turn to talk, they’re the centre of the world.
2 .PLANNING AND TIME MANAGEMENT SKILLS.
Planning and time management are integral part of teaching. Planning for the
class and how effectively execute this plan is an essential aspect. The teacher
should be able to complete what he/ she has planned within the allowed
timeframe and should be careful about the digression of the topic.
Things to consider
 Plan the lesson carefully end effectively
 Organize the class by priorities
 Strategically plan homework assignments.
 Manage the time effectually.
Conclusion
The two worthwhile methods for teaching esl/efl students are communicative
method and audio lingual method. It has been proved that these approaches
fetch remarkable progress in the language learning process.

You have very explained and justified your choice of methods. The skills mentioned
are also appropriate.
The pertinent points have been marked in blue.

GRADE – A