Sie sind auf Seite 1von 4

LESSON PLAN Form: 2A4 Level: Upper Beginner Subject: English Enrolment: 25 / 25 Theme: People, Values Topic: Happy

Eid Traditional Dish Teaching Areas: 1.0: Language for Interpersonal Use i. Talking to oneself about others, sharing information about each other that is of interest to both parties (Level 1) ii. Relating personal experience (Level 1) 2.0: Language for Informational Use i. Drawing tables, graphs, charts, diagrams, etc. (Level 1) vi. Presenting reports with the aid of diagrams, graphs on specific topics researched and responding appropriately to questions and comments from the floor. Grammar: Sequence Connectors (First, Second, Then, Next, Later, Finally) Sound System: Vowel /a/ - Flour, Shallots Vocabulary: Pour, Stir, Coriander, Shallots, Cumin. Previous knowledge: Students know about the traditional dishes served on Eid. Educational Emphases: Values (Cooperation of teamwork) Preparation for the real world: Discussion on the recipes and way of preparing the dishes. Thinking Skills: Discussing ideas on the dishes. Date: 21 August 2011 Time: 12.15 13.15 (2 Periods)

Instructional Material: Pictures, Colored markers, Flip papers, Apron.

Learning Outcomes: By the end of the lesson, students will be able to: 1. Discuss orally about the dishes and ways of preparing it. 2. Draw a mind map of a recipe of a recipe of Eid. (The mind map consists the ingredients and ways of preparing it). 3. Present orally the dish and its way of preparing.

Teaching Procedure:

Stage/Step/Time Set Induction ( 15 minutes)

Content

Sharing experiences on Eid traditional dishes.

Introducing the use of sequence connectors.

Step 1 ( 20 minutes)

Teaching-Learning Activities - Teacher greets students - Teacher pastes pictures of food served on Eid. (Etc. Ketupat, Rendang.) - Teacher asks students about the speciality of the food. - Students should be able to produce correct response. (The foods are served only during Eid) - Teacher shares his experience of preparing the foods. - Teacher prompts a few students to talk and share on their experience making Eid dishes the ingredients and ways of preparing. (It doesnt really have to be the food on Eid merely. Students can talk on any other interesting food that they have made). - Teacher emphasizes the use of sequence connectors to show the sequence of food preparation. (First, second, third, then, next, finally). - Teacher divides students into four groups. - Teacher distributes a flip paper and a colored marker to each group. - Teacher asks each group to think of one recipe of Eid.

Notes/Remarks

- Pictures

Flip papers, Markers

Preparing the mind map.

- Students can choose to select dishes that are not served on Eid provided that they know the ingredients. - Teacher distributes a paper containing the ingredients of the five pictures attached earlier to assist students to write the preparations. - Teacher asks students to prepare a mind map consisting the ingredients of the dish and ways of preparing it. - Teacher reminds students to use the sequence connectors while writing their recipes. - Teacher shows example of how to do the mind map. - Teacher assists students while they prepare the mind map. - Teacher asks each group to elect one representative. - Teacher asks the representative to present the recipe of respective group. - In order to make it more interesting, teacher provides Apron an apron to each representative that they present and act out as a chef. - While the representative presents their recipes, teacher asks the other group to assess and allocate marks based on the recipes, the correct use of sequence connectors and ways of presenting. - Group with the most marks will be selected as winner and their recipe will be used in the next lesson. (Informal letter).

Step 2 ( 20 minutes) Presenting the ideas.

Closure ( 5 minutes)

Moral Values: Cooperation

-Teacher recaps the lesson of the day which is the use of sequence connectors.

Follow-up Activity: Teacher asks each group to prepare a mind map of a recipe of breakfast dishes. Etc: Nasi Lemak, Sandwich. Self Evaluation: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Supervisors Comments: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Das könnte Ihnen auch gefallen