Micro teaching: My recipe (2)

• NT2
• MBO
• Studiejaar 2,4

Micro teaching Zina & Shannon

- 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 1

Instagram post (short recipe)

--> Engaging learners' interest

www.instagram.com

Lead-In 2

Activating prior knowledge through brainstorming.

Words regarding recipes & food:

Focus 

Brainstorming --> HOT (Higher Order Thinking) questions --> Integrative questions

 

The activities in this phase are meant to get the learners to find the meaning of a text (or video in our case). 

In this phase, it is useful to ask questions that evoke feelings or opinions (Norrington-Davies, 2016).

Write down 3 ingredients you can find in a recipe:

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?

Focus 

• Exposure to verbs that might be used in recipes
• Asking learners about collocated ingredients.

Focus: Lexis

• Quiz about the lexis

Chop

Pour

Add

Stir

  milk

  water

 onion

 soup

 sugar

salt

Focus: Meaning & Lexis

Gordon Ramsay's 5 minute meal:

• The learners have to do quiz about lexis and meaning regarding following a recipe.
• Exposure & practice imperative implicitly
• Shannon is going to teach you this phase!

What kind of video is this?

Uncovering Reason 

• Learners decide on the genre of the video
•  Learners formulate the purpose of the video

Norrington-Davies (2016) says that teachers can help their learners focus on the meaning of a text (/video) by letting them identify the genre, writer, and reader. 

What is the purpose of this video?

Sentences from the video

"Pan on. Get it really nice and hot."

"Take your knife, keep it really nice and flat on the board and sort of slice it in half."

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

"Get the garlic in. Let that get really nice and crispy."

"Give your pan a little wipe out."

"Just finish that with a fresh lime."

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 should be given.

Allow learners to discuss the reasons they’ve phrased. Think of/try to phrase a reason most learners can agree on (Norrington-Davies, 2016).

• 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. 

Norrington-Davies (2016) says the following about replication tasks:

“These are meaningful, creative, and open-ended communicative activities in which learners recreate or reconstruct texts that are similar to the one they have analysed for meaning.” 

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).z
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:

• The students share their recipe in the Padlet
• Each group writes feedback & rates the recipe of another group
• Accordingly, we choose the Master Chef!

In the feedback loop, we provide learners with feedback whilst referring back to the reasons they’ve phrased together (Norrington-Davies, 2016).

Feedback:

1. The title
2. The use of instructions
3. Text: Linking words: First of all, next, after that..
4.  Clear & tutorial
5. Delicious ;)

End of the lesson

• Review the outcomes.
• Thank learners for their cooperation.

Outcomes reached?

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