Title: Anybody can cook.

Lesson plan elaborated by: Katarzyna Maciejak

Topic

Anybody can cook. The rules of making a recipe.

Target group

4th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

2. Perception of cultural texts.Student:

1) identifies the statement as an informational, journalistic or advertising text;

4) recognises the relations between different parts of speech (e.g. title, introduction, body,ending);

5) distinguishes between important and secondary information contained in the text;

II. Language education.

1. Polish grammar. Student:

1) recognises parts of speech in the utterances (verb, noun, adjective, adverb, numeral, pronoun, preposition, conjunction, particle, exclamation) and define their functions in the text;

2) distinguishes between parts of speech that are different from those which are invariable;

3) recognises the role of the verb in a statement, destingushes between past simple and past continous verbs, recognises impersonal verb forms: forms ended with –ed, , constructions with myself; understands their meaning in statement and functions in the text;

6) uses correct grammatical forms of different words;

11) recognises the types of utterances,having regard to the purpose of the statement: declaring, questioning and commanding statements - understands their functions and applies them;

2. Language differentiation. Student:

1) indicates the main features of spoken and written language;

3. Language communication and language culture. Student:

1) identifies the text as a message; distinguishes the types of messages: information, literary, advertising, iconic;

2) identifies the sender and recipient of the statement.

The general aim of education

Educating the skills of receiving and constructing usable texts.

Key competences

• communicating in the mother tongue;

• communicating in foreign languages;

• social and civic competences.

Learning outcomes

Student:

• recognises the recipe as a type form;

• knows what elements the recipe consists of and what is its graphic layout;

• edits the recipe on the basis of a literary description;

• recognises verbs in the personal and impersonal form;

• correctly writes down measurement and weight abbreviations.

Methods / techniques

1. giving: description,explanation;

2. problematic: expressive valorization, conversation;

3. exposing: exposition

4. programmed: using computer, using e‑textbook

5. practical: subject exercises

Forms of work

• uniform collective activity

• uniform and differentiated group activity

• activity in pairs

• individual activity

Lesson plan overview (Process)

Before classes

The teacher asks students to bring cookbooks to classes.

Introduction

The teacher determines the purpose of the lesson, explaining that the students will learn the form of expression, which is the recipe. They will find that cooking can be a real art, but, like any art, requires learning, exercises and a textbook. It can be a recipe book full of recipes - if books have been delivered to classes, students can browse them freely.

Realization

1. A conversation about favorite dishes, ways of their preparation, ingredients from which they arise - it is worth asking for the opinion of all students. The teacher should pay attention to the culture of students' speeches and ensure that nobody during such conversations does not feel discriminated against.

2. The teacher and students start the lesson „Anybody can cook”. The students listen to the first part of the recording.

3. Graphic analysis with a recipe for tomato soup. Students, with the teacher's help, separate the components of the recipe, the teacher checks the level of understanding of the text, asking questions about its content.

4. The teacher draws the students' attention to the verb form in recipes in cookbooks available on benches. A few students read the relevant parts of the recipes. The teacher explains that the recipe may use both the impersonal form of the verb (infinitive) and the personal form in the imperative. Students listen to the rest of the recording and perform task # 1. The teacher controls the pupils' work. The selected student reads his proposal on the class forum.

5. Students listen to the rest of the recording. Teacher introduces information about units of measure and weight, discusses their abbreviations. Next, students perform interactive task No. 2 (spell‑save abbreviations of units of measure). After the exercise, the students write down the observed spelling rule regarding the abbreviations of units of measurement and weights in a notebook (they should pay attention to the shortening principle and the lack of a period).

6. Task 3: students choose one of the two proposed dishes and write down the recipe proposal (individual work or in pairs). After finishing work, students read their recipes on the class forum and compare their recipes.

7. Task 4: an interactive exercise consisting of matching the characteristic dish to a given country (curiosity).

Summary

The teacher asks students to evaluate the lesson in terms of curiosity, usefulness and implementation (progress). For this purpose, he prepares short surveys for each of them (it can be, for example, a command: Do you like today's lesson? Justify it).

Homework

Task 5 in abstract: creation by students a recipe for the dish they would like to cook for their loved ones.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Anybody can cook

What are your favourite dishes? Can you prepare them? Do you prepare them together with your family and friends? Do you use recipes when you cook? Where can recipes be found?

This is a tomato soup recipe. Would you dare to cook it?

You already know how to prepare tomato soup. Note the verbs used in the recipe. Do you know this verb form? It is the impersonal verb form. In a recipe you can also use personal verb form in the imperative. Do you remember how to create it?

You already know what a recipe comprises and what verb forms are used in it. Now you can create your own recipe.

In order for the dish to be tasty you need to add the right amount of each ingredient according to the information in the recipe. Do you know abbreviations of measurement units used in recipes?

Can you spot an orthographic rule in the spelling of abbreviations of units of measurement? Write down your observations in your notebook.