TASK-BASED LEARNING LESSON PLAN

Subject Try our delicious salad Age 12-year-olds Level beginners Number 10-15 students Time 45 minutes Aims To communicate while preparing salads To give instructions on how to prepare a dish To write a recipe Materials Real objects: vegetables, fruit, spices, bowls, peelers, etc.
A compact disc player, a CD with recording of a cook preparing tuna salad A written version of this recording that the teacher can distribute to the class Coursebooks ‘Welcome 3’ – Unit 8 p. 42-45 Notebooks, blackboard, chalk, magnets Flashcards with images of actions (chop, slice, mash, mix, add and others)

PRE-TASK – 8 minutes Aims To prepare students for the task and introduce the topic To engage students attention To encourage them to listen and watch programmes in English To introduce and pre-teach: new verbs (e.g. chop, slice, mash and others) imperatives linking devices (first, then, next, finally) To revise vocabulary concerning food already familiar to students The teacher (the T) tells students (Ss) that they will watch a piece of TV programme where the teacher’s friend who is a cook instructs viewers how to prepare tuna salad. Then the T asks pupils to tell the class what food they think will be mentioned. The T allows time for a few suggestions. Before playing the CD the T asks learners to find out how to give instructions. After watching the cookery demonstration on TV, the T takes out some real objects: a cucumber, an onion, a can of tuna, and mayonnaise and asks learners to say sentences with imperatives similar to the already watched, in order to instruct the T (Peel the cucumber; Chop the eggs; Add the tuna; Mix everything in a bowl etc.). Volunteers say sentences and the T shows the action using the real objects. Then the T writes and pronounces other useful verbs for recipes on the blackboard. She mimes a verb from the list and learners are to guess the meaning. The student who has guessed first, sticks a flashcard with the picture next to the correct verb. At the same time the T praises pupils: marvellous, excellent, well done, etc. The T asks them for some suggestions for preparing salads and doesn’t correct them at this stage. She responds to the meaning of what they say, allows more suggestions and doesn’t tell them if they are right or wrong. The T explains that they will find this out later.

TASK CYCLE Task – 15 minutes Aims For students to communicate and discuss while preparing salads To get Ss use imperatives and vocabulary concerning food To involve Ss in group work and arouse their interests To create lively and family atmosphere in the classroom To give Ss the opportunity to be creative and use their imagination The T asks to work in groups of four that allows them to experiment the language they need in real life, in friendly and safe environment of the classroom. She explains that the main purpose of the lesson is to prepare salads and recipes for them. She suggests that Ss can creatively concoct their own salad. The T puts the following sentences on the board: What ingredients I (we) need? What shall I do first? What shall I add ? What shall I pour onto the vegetables (fruit)? and sticks a picture (Appendix 1) on the blackboard. She explains that the questions and Appendix 1 are to help them start talking and makes sure they understand their task. Then the T gives them a time limit of 3 minutes to discuss this. Learners decide what their roles are in the group: a chef (giving instructions), a cook (carrying out orders), a writer (preparing a written form of their recipe) etc. The T circulates and listens to Ss doing the task, monitors and checks if they use English, but does not correct any language at this moment.

Planning – 4 minutes Aim For students to prepare a written form of their task (a recipe). The T stops the task and instructs learners that they must write a recipe for their salad, to read and explain how to prepare it. Then the T sticks a visual aid (Appendix 2) on the blackboard and tells the Ss to use the useful linking devices (first, then, next, finally). The Ss are aware of the time limit.

Report – 10 minutes Aims For Ss to present their recipes and find out which salad is the most varied and creative. To choose the best salad To make all the students interested in the works of others To motivate Ss by giving grades for their work When Ss are ready, the T asks a spokesperson from each group to report the group’s recipe. The T tells the class that they must listen to each group’s report and decide at the end of all the reports which salad is the most varied and creative. Ss together with the teacher decide which group presented the recipe in the most interesting way, used variety of vocabulary etc. Ss are also to give their opinion about grades. It is done to make them realize that they can make decisions in the classroom, their opinion is important and that is not only the T who can decide. Also the most involved Ss from no-win groups receive pluses not to feel punished. When the time is over, Ss can try their salads.

Post-task listening – 3 minutes Aim For Ss to hear a fluent English speaker doing the same task The T draws Ss attention to the photo of her and her friends preparing a dish. She explains that she is going to ask Ss to listen to her doing the same task that they did. The T reads the recipe that she made. Next asks Ss some quick comprehension questions about what they heard. If they find it difficult, the T repeats the text again.

LANGUAGE FOCUS Analysis – 3 minutes Aim To raise Ss awareness about the target language To get Ss understand imperatives The T chooses 3 or 4 sentences from the recipes which include the imperative form + vocabulary concerning food: a) first, peel the carrot b) then, slice the cucumber c) next, pour the olive oil d) finally, mix everything The T checks if Ss understand the meaning of the sentences. She gives one student a carrot and a knife and says to him ‘slice the carrot’. Then pointing at the student she asks the class: ‘peel the carrot - Yes or No?’ – in fact the student shows the action of slicing the carrot. Ss are to answer ‘No’. The T responds to their answer: ‘you are right’. Then the T orders the student: ‘stop, don’t slice the carrot’ (the student stops the action) and the T repeats the two opposite sentences : slice the carrot , don’t slice the carrot explaining the negative meaning. Then the T does the same way with one or two more examples. After explaining the rules of imperatives for preparing food and writing recipes, the T makes sure Ss understand how to use the linking devices: first, next etc.

Language practice – 4 minutes Aim To give students some practice in the target language To fill in gaps To finish the lesson in a funny and cheerful way The T asks Ss to open their books at p. 52 and goes through the song (Appendix 3) and encourages pupils to tell her which words they think are missing. Then, plays the song. Pupils listen and do the exercise. The T checks students’ answers. If there is enough time the T plays the song again. Children listen and sing. To give Ss more practice, the T hands out written forms of her recipe and points out that pupils can use it as a model because their task at home will be to choose a dish (not salad) and write how to make it.

Appendix 1

Appendix  2














Appendix  3