Micro teaching: My recipe final

Micro teaching Zina & Shannon
Imperative

- Lesson topic
- Lesson design
-  Norrington-Davies' lesson phasing
N.B.
  • Pink Slides >> Our steps &  justifications for Micro Teaching
  • Blue Slides >> The teaching material about imperative

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Slide 1: Tekstslide
EngelsMBOStudiejaar 2

In deze les zitten 43 slides, met interactieve quizzen, tekstslides en 1 video.

Onderdelen in deze les

Micro teaching Zina & Shannon
Imperative

- Lesson topic
- Lesson design
-  Norrington-Davies' lesson phasing
N.B.
  • Pink Slides >> Our steps &  justifications for Micro Teaching
  • Blue Slides >> The teaching material about imperative

Slide 1 - Tekstslide

Introduction
  •  Welcome the students
  • The outcomes 
  • The lesson plan.

Slide 2 - Tekstslide

OUR MASTERCHEF

Slide 3 - Tekstslide

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.

Slide 4 - Tekstslide

Lesson plan
  1. Outcomes & Plan                                                                        5m.
  2. Intro: Instagram post + discussion                                    10m.
  3. Video: Chef Ramsay's 5 minute meal + quiz                 10m.
  4. Discussion about the rule                                                      10m.
  5. Writing our rule                                                                            10m.
  6. Working in pairs:        
  • Choose a meal & write your own recipe                           15m.
  • Post your recipe &  Give feedback                                       15m.
The winning group is our Master Chef!                                     5m.                             

Slide 5 - Tekstslide

Lead-In 1:Warm-up
Instagram post (short recipe) --> Engaging learners' interest
Norrington-Davies’ Text-based lesson phasing
Engaging the learners’ interest in the topic will motivate them to pay attention and learn something new. If done right, it will put the students in learning mode.





Slide 6 - Tekstslide

Slide 7 - Link

What is the purpose of this post?

Slide 8 - Open vraag

Lead-In 2
Activating prior knowledge through brainstorming.

Slide 9 - Tekstslide

Words regarding recipes & food:

Slide 10 - Woordweb

Focus 1

 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).

Slide 11 - Tekstslide

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

Slide 12 - Open vraag

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

Slide 13 - Open vraag

Focus 2
  • Collocations about cooking.
  • Quiz about lexis that the students can use in preparing a recipe


Slide 14 - Tekstslide

Slide 15 - Tekstslide

Chop
Pour
Add
Stir
  milk
  water
 onion
 soup
 sugar
salt

Slide 16 - Sleepvraag

Focus 3: 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: Good luck!

Slide 17 - Tekstslide

11

Slide 18 - Video

What kind of video is this?

Slide 19 - Woordweb

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. 

Slide 20 - Tekstslide

Write one sentence G.R. has said in his tutorial?

Slide 21 - Open vraag

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, wash 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."

Slide 22 - Tekstslide

00:11
"........... hot water over the rice noodles."
A
You pour
B
Pour

Slide 23 - Quizvraag

00:33
".................... the chicken breast off."
A
Dice
B
You dice
C
Slice
D
You slice

Slide 24 - Quizvraag

00:50
Which instruction did Gordon give on how to "butterfly" chicken?

Slide 25 - Open vraag

01:23
"When you get your pan starting to smoke............."

Slide 26 - Open vraag

01:56
Gordon said:
"Add a touch of vegetable oil!"
A
True
B
False

Slide 27 - Quizvraag

02:25
You have to put the onion in when the chicken starts to sear off.
A
False
B
True

Slide 28 - Quizvraag

03:19
After putting the food on the plate, you should wipe out your pan.
A
True
B
False

Slide 29 - Quizvraag

03:30
"..................your noodles!"
A
Grain
B
Drain

Slide 30 - Quizvraag

04:08
Gordon ............. the chicken and broccoli with the eggs.
A
mixes
B
stirs
C
whips
D
melts

Slide 31 - Quizvraag

04:08
"........the dish with a squeeze of lemon!"

Slide 32 - Woordweb

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).

Slide 33 - Tekstslide

  • Notice the difference between these two sentences?

  • Give your pan a little wipe out!

  • 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)

  • Chef Ramsay/ He gave his pan a  wipe out.

  • Is "Chef Ramsay" present? What does this mean?
  • How do you write a regular sentence.

Slide 34 - Tekstslide

How and when do we give instructions?
Try to write your own rule in one sentence clearly!

Slide 35 - Open vraag

Rule about Instructions:
  • What: The sentence in which the speaker can tell someone else how to do something.
  • How: We don't need to mention the person in our sentence because we are talking to him/ her! So we begin with the action word.
  • Eg.: Google maps, my lesson instructions, 

Slide 36 - Tekstslide

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.” 

Slide 37 - Tekstslide

01:23
"Next, .............. your knife and finally slice garlic!
A
Slice
B
Put away
C
Take
D
Wash

Slide 38 - Quizvraag

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  post a recipe, I will tell you who 
you should give feedback to. We will choose our Master 
Chef together.

Slide 39 - Tekstslide

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).

Slide 40 - Tekstslide

Feedback:
  1. The title
  2. The use of instructions
  3. Text: Linking words: First of all, next, after that..
  4.  Clear & tutorial: Can you prapare the recipe?

Slide 41 - Tekstslide

End of the lesson
  • Review the outcomes.
  • Thank learners for their cooperation.

Slide 42 - Tekstslide

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

Slide 43 - Tekstslide