Micro teaching: My recipe

• NT2
• MBO
• Studiejaar 2,4

Micro teaching Shannon & Zina

- Lesson topic

- Lesson design

-  Norrington-Davies' lesson phasing

Introduction

We start our lesson with an introduction to the topic of our lesson. We also share the outcomes and the lesson plan.

OUR MASTERCHEF

Outcomes

1. At the end of the lesson, you will be able to follow the steps in a recipe.
2. At the end of this lesson, you will be able to write your own recipe.

Lesson plan

1. Intro: Instagram post + discussion                                    10m.
2. Video: Chef Ramsay's 5 minute meal + quiz                 10m.
3. Discussion & uncovering reason                                        10m.
4. Working in pairs:        

• Choose a meal & write your own recipe                           15m.
• Present your recipe &  receive feedback                         15m.

The winning group is our Master Chef!                                                                 

Lead-in

We engage our learners' interest in the topic by showing them a short video recipe and asking them to think about the purpose of the video.

www.instagram.com

Lead-in

We activate the learners' prior knowledge by asking them the following questions.

Words regarding recipes & food:

Write down 3 ingredients you can find in a recipe:

Focus

We ask the learners whether they have ever followed and/or written a recipe before. This way, we hope to relate the topic of the lesson to their own experiences.

Have you ever tried to follow a recipe?
If yes, how did it go?

Have you ever written a recipe?
If yes, what kind of recipe was it?

Uncovering reason

We start his part of our lesson by introducing the learners to some verbs that they may encounter when following a recipe. They can use these in their own recipes later.

The picture we use to introduce this new vocabulary does not include EN -> DU translations. Instead, it conveys the meaning of the verbs with illustrations.  

Uncovering reasons

After being introduced to these verbs, the learners see four of the verbs on screen. They have to match the ingredients on the screen with the correct verb. 

Chop

Pour

Add

Stir

  milk

  water

 onion

 soup

 sugar

salt

Uncovering reason

Finally, the learners watch a five-minute video of Gordon Ramsay giving cooking instructions. During the video, students answer some questions about the way Gordon gives his instructions. 

What is the genre of this video?

What is the purpose of this video?

00:11

"........... hot water over the rice noodles."

1. You pour
2. Pour

00:33

".................... the chicken breast off."

1. Dice
2. You dice
3. Slice
4. You slice

00:50

Which instruction did Gordon give on how to "butterfly" chicken?

01:23

"When you get your pan starting to smoke............."

01:56

Gordon said:
"Add a touch of vegetable oil!"

1. True
2. False

02:25

You have to put the onion in when the chicken starts to sear off.

1. False
2. True

03:19

After putting the food on the plate, you should wipe out your pan.

1. True
2. False

03:30

"..................your noodles!"

1. Grain
2. Drain

04:08

Gordon ............. the chicken and broccoli with the eggs.

1. mixes
2. stirs
3. whips
4. melts

04:08

What is the target audience of this video?

04:08

"........the dish with a squeeze of lemon!"

Discussing reason

We will ask the learners to discuss the following questions in pairs. After discussing in pairs, they formulate their own rule about how cooking instructions (in a video or written recipe) should be given.

• Notice the difference between these two sentences?

• Spread some butter!

• Who is this sentence addressed to?
• Should this person be mentioned in the sentence?
• What kind of word does the sentence begin with?
• What do you call this type of sentence?
• Where else can you find such sentences? (besides recipes)

• He spreads some butter.

• Is " he" present? What does this mean?
• When would you need to include a subject ("he") to the sentence?

How and when do we give instructions?
Try to formulate your own rule!

Replication

The learners produce output by writing their own recipe. 

They may use the vocabulary and grammar (imperative) that we introduced to them. 

01:23

"Next, .............. your knife and finally slice garlic!

1. Slice
2. Put away
3. Take
4. Wash

Time to work in pairs! 15 m.

1. Choose a meal (simple or complex).
2. Write a recipe for this meal (incl. ingredients and instructions).
3. Finished? Scan the QR code & submit your recipe to the Padlet.

For help: ask a classmate or the teacher, or use Google.

When all of you have submitted a recipe, I will tell you who 

you should give feedback to. We will choose our Master 

Chef together.

Feedback loop

Once all pairs have shared their recipes in the Padlet, we will discuss the recipes whilst referring back to the reasons they phrased at the start of the lesson. After that, we will choose our own Master Chef pair.

End of the lesson

Lastly, we will have a look at the outcomes we stated at the start of the lesson to find out whether our goals were reached. 

We will also inform learners about the next lesson.

Outcomes reached?

• You can now follow the steps in a recipe.
• You can now write your own recipe.

Next Lesson :

Bring your ingredients with you to present your recipe in pairs!