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Lesson Plan TEACHER: Paige Shaw SUBJECT: Level 2 English UNIT: Daily Life: Food DATE: December 6, 2012

TEXTBOOK: Vocabulary in use: Intermediate STANDARDS Addressed:TESOL- A, B, C, D, E, F, G, H, I, J, K, L, M SCHOOL: ELI at USM GRADE: post-secondary PERIOD: 1:00 pm DURATION OF LESSON: 50 minutes

I. ANTICIPATORY SET REVIEW: This lesson will be part of a larger unit on daily life with the smaller lessons being broken down into around the workplace (1 day), around the home (3 days), food and shopping(3 days), chores (1 day). Students have previously covered vocabulary around the home ending with the kitchen and its vocabulary. Today students will be introduced to food terminology and cooking at home versus eating in restaurants. AFFECTIVE HOOK: 1.1 Have 5 or 6 bell ringer questions on board that use kitchen vocabulary asking what students cook and how. Ex: What do you typically cook for yourself in a day? What cooking utensils and methods do you use? What types of foods are common in your country? What are some typical foods and dishes that you cook in your country? Do you normally eat at home or in a restaurant? Where do you go to buy groceries? Is it different than here? Teacher will review these questions with students for the first 5 minutes of class to bring students attention to the topic of the lesson and to get the students to think about the differences in the U.S and their country related to food and cooking. II. PURPOSE: IMPORTANCE/RELEVANCE OF LESSON: 2.1 This lesson will help students with vocabulary needed in store and restaurant settings as well as understanding how to prepare a meal using a recipe in English. The students will be introduced to command forms and adverbs of sequence using an authentic text (a recipe). Students will also compare products practices and perspectives with their own native country. III. THREE ACTIVITIES 3.1 Objective: Students be able to identify food items and compare common foods with the foods in their countries.

3.1 Standards: A, B, C, D, E, F, G, H, I, J, K, L, M 3.1 Procedure: Students will first listen to teachers descriptions of some foods and guess the name. The teacher will bring students attention to the process involved in buying food and cooking at home. They will then each be handed a worksheet with a picture of a grocery store and some grocery items as well as a list of several items that they need to buy from the grocery store. Student instructions: Looking at your worksheet. Circle the items from your grocery list and write the part of the store that they are found in. 3.1 Materials: Grocery Store picture handout, list handout 3.1 Assessment: The students will be assessed based on the correct responses on the worksheet. 3.2 Objective: students will be able to understand how to read a recipe and ask for specific ingredients. 3.2 Standards: A, B, C, D, E, F, G, H, I, J, K, L, M 3.2 Procedure: After the students get their groceries, they will need to know how to come back home and prepare an American dish. This will allow for teaching about American culture and introduce command forms and adverbs of sequence. Students will complete a storyboard of the steps involved in the recipe, drawing the action (or command) of each of the main steps. The teacher will use the overhead projector to display a powerpoint with her own recipe and storyboard and will have the command forms highlighted and the adverbs underlined. The teacher will ask the students for an explanation of these marks and have students co-construct a rule for these forms. Students will then have to go back to their storyboard and write the commands and adverbs that correspond to the pictures. 3.2 Materials: Recipe handout 3.2 Assessment: Students will create a storyboard of the steps involved in the recipe and write the correct command and adverb forms. 3.3 Objective: Students will participate in following a recipe and learn to ask for ingredients. 3.3 Standards: A, B, C, D, E, F, G, H, I, J, K, L, M 3.3 Procedure: Either for the next class or at the end of this class, students will use their kinesthetic learning skills and work in groups to actually prepare a couple of easy, no-bake recipes. They will work in groups and each group will get a box recipe or simply a paper recipe. All the ingredients will be at one or two tables in the back and that table is the grocery store. The other groups will have to go to the grocery store and ask for their ingredients, and then together prepare their recipe. 3.3 Materials: Recipe handout, various easily prepared ingredients. 3.3 Assessment: The students will be graded on following instructions and prepare the dish. IV. ACCOMODATIONS/REMEDIAL OR EARLY FINISHER 4.1 Objective: Students will be able to identify items on a menu.

4.1 Procedure: Students will have a handout of a menu from a restaurant and will have to choose an appetizer, main course, side dish, and dessert and make a list of any ingredients that they think may have been used to prepare these dishes. 4.1 Materials: Menu handout 4.1 Assessment: The assessment will be based on the completion of the task. V. CLOSURE 5.1 The students will present their storyboards and their finished recipes to the class.

Name: _______________________________ Instructions: You want to make a nice meal for your family tonight, but you are out of many of the ingredients that you need. Look at your list of ingredients and write the area of the grocery store that you will need to look for the ingredients. Then circle as many of the ingredients as you can find on the picture.

Grocery List Chicken Milk Rice Cheese Tomatoes Jalapenos Ice cream