ED5565 - Language Development Activity Planning Template

(Grammar, Vocabulary, Sound/Pronunciation)

Age Group: Junior High School and Up
Module Topic/Theme/Area of Interest: Cooking
NAMES: Ian and Bill
Focus
(what is the
specific
CEFR
grammar,
Level Can Do Statement(s) Criteria for Success
vocabulary,
and/or sound
focus for this
activity?)
Students will A2.2 1. I can understand enough of what Students will be able to
create and people say to be able to meet properly present the recipe
explain food immediate needs. and ask confirmation
preparation/c 2. I can understand instructions expressed questions at various stages.
ooking in simple language.
instructions. 3. I can give a brief presentation on a topic
of interest.

Instructional Steps:

Warmup/Opener:
1.Students work in pairs/small groups to brainstorm foods from A to Z.
2.All the pairs/groups write the words on the board and go over them with the class.

Main lesson:
3. From the board, the students will create a list of ingredients to create a dish. Once the
ingredient has been chosen by a pair, they cross it off, so it can’t be chosen again. This will force
students to be creative and perhaps have some more ‘fun’ with the activity.
4.Students will write cooking/preparation instructions to create their dish. The other pair will
have to practice the grammar target (using questions words) by turning each instruction into a
type of confirmation question.
5. For pronunciation, the students will have to practice ordinal numbers, with special attention
paid to the “TH” sound as in, 4th, 5th, etc.

Closure:
9. Presenters of recipes will call upon their classmates to repeat the instructions to the recipe,
and if they can’t, they must use proper question words/sentences that they had been practicing
in class.

Authentic Context
(what is the context in which
the grammar, vocabulary or
sound practice is embedded?)
Added Pronunciation
Students will discuss and write about cooking recipes. The grammar
points of ordinal numbers and asking Wh- questions are embedded
in the recipes.
Wh- are questions like who, what, when, where, why and how. They are
Sound Practice
(What aspect of sound will
you focus on for this
grammar lesson and how will
you introduce and practice
it?)
used for inquiry as in to obtain information. Wh- questions typically end in
a falling pitch. This helps ease in the responder to the questioner’s
proposal. This is contrasted with a raising pitch that would sound
sarcastic.
For example, after the students are done cooking, they might want to go
somewhere to taste a similar dish and a student may ask:

The underline represents the pitch the question should be asked at.

The second grammar point mentioned in authentic context is ordinals.

Students are required to have a list of ingredients as well as an order
procedure.

The pronunciation that goes along with ordinals will be explored with
emphasis on the -th. Numbers past three end in -th.

Fourth, fifth, sixth, etc…

Teachers are asked to pay attention to the students speech and correct it
with the proper aspect of pronunciation (tongue, teeth, lips..). For -th
pronunciation it is recommended to help students by trying to touch their
tongue to the front of their teeth.

Websites or other https://ell.stackexchange.com/questions/112384/do-all-native-english-

resources consulted or used speakers-actually-pronounce-the-th-sound
for additional practice
https://pronuncian.com/wh-question-intonation

http://eslcafe.com/

Appendix A:

Say group 1 choses fusilli, tomatoes, mushrooms and peppers.

The group members could ask, “What is the first ingredient?”

The first ingredient is the fusilli.

“What is the second ingredient?”
The second ingredient is the tomatoes.

“What is the third ingredient?”

The third ingredient are the mushrooms.

Finally, the ordinal will change as well as the Wh- question after all the ingredients are together.

“What is the fourth ingredient?”

The fourth ingredient is the pepper.

Then the group could ask a few of the following:

“How long do we set the timer for?”

“When will it be done?”

“Why am I so hungry?!”

“Who will be eating?”

“Where should we sit?”