Recipe lesson idea

I. Overview of the lesson

The title of the lesson is “James’ cooking diary”. The objective of this lesson is to help students explain their recipe in English using the vocabulary they learned in this lesson. This lesson is planned for a listening class. The age of the students is 15 and they are 1st grade of middle school. Student’s proficiency is Novice-high for speaking, listening, reading and Novice-mid for writing. The number of class will be about 15 students and this lesson is planned to use in a private institute. Students, who are eager to practice English, attend this class and expect to learn many useful expressions. Students who are taking this course have been taking English class for 1 year in a private language institute. Besides this class, they are barely exposed to native English speakers, and don’t have much opportunity to practice English outside the classroom. Students will learn simple present, past tense, regular, and irregular verbs through listening materials, and few activities using materials such as handout, Power-Point, poster and realia.

II. Theoretical justification of the activities

A. Right hemisphere participation

Brain assigns functions, which is called the “lateralization”, to left and right side of the brain. Left hemisphere of the brain controls intellectual, logical, and analytic junctions whereas right hemisphere of the brain mainly controls functions related to emotional and social needs and it is developed for artistic features, music and other needs. In the lesson plan, independent activity is designed to make learner’s right hemisphere to participate though students have to use the language, their left hemisphere.

In the independent activity, instead of writing down the vocabulary words for students to use in their activity, each vocabulary word is written on a colorful squared cut laminated paper with Velcro tape under so the students can stick or take off from a board. There are 30 names of the food they could use to make their own creative recipe. Students are allowed to take out the words and use them for their recipe. This will be a competition and there sure is a time limitation so students will have to be very serious. Throughout this process, students will use their right hemisphere of the brain to be more creative.

B. The Affective Filter, anxiety, and motivation

Comfortable environment will be provided for lower affective filter. A lowered affective filter allows the input to “strike deeper” and be acquired. However, class with no anxiety will let the students not participate and block the input for by calling each student for questions will help students to have a little anxiety.

In the middle of the lesson, students will be more motivate to the lesson when the teacher asks students personal questions related to cooking. For instance, “Have you cooked before?”, “Do you like cooking?”, “What was your favorite recipe?”. Student’s extrinsic motivation will increase when the teacher provide a prize for the group who create most delicious recipe. By putting the activity in a competition form, students themselves will have intrinsic motivation to win the game and satisfied for their achievements.

C. Input and Output

To make input comprehensible, teacher will use materials such as board, power-point, realia and a poster. Also teacher will ask personalized questions to activate students’ schemata for comprehensible input. Students will be listening to a tape and do fill in the blanks for their writing practice. Also students are asked to answer focus questions before and after listening to the tape. The corrects errors that the students makes, such as “I make sandwich yesterday.” to “I made a sandwich yesterday.”

III. Conclusion

Students need proper anxiety with lower affective filter to help them participate in class and which it can bring their intrinsic motivation into a higher level. Also, it is recommended for the teacher to prepare an activity that can actually make the students use their right hemisphere of the brain, so the students can learn the language not by analyzing its form.

This lesson plan is designed for novice-high students who are barely exposed to native speakers. Students practice their language and learn the grammar such as present, past tense, regular, and irregular verbs through controlled and independent activities. Maybe there are students with low risk-taking. For that, it is the teacher’s job to make those shy students participate in class by asking questions, doing some teach backs, or by T-S-S-T. The teacher should make the class comfortable environment for lower affective filter students with strong motivation.

Submitted by Katie

Filed Under: Teaching methodology

About the Author

Comments are closed.