The document outlines an English lesson plan for teaching students about food recipes. The lesson has three parts: 1) Students discuss their favorite foods and ingredients. The teacher introduces kitchen vocabulary. 2) Students listen to and complete worksheets on two recipes, predicting ingredients and ordering steps. 3) In groups, students design posters for a Chilean dish with ingredients, steps and advice. They present their posters.

1. Universidad Católica de la Santísima Concepción
English Teaching Programme
Unit :
Level Date
Length
Pre-service Teacher
Maria Lagos, Rocio Muñoz.
Aims: Students will be able to comprehend general ideas from a recipe about food.
Learning Outcome:.
Ref Planes y Programas: OF CMO, AE
Assumed knowledge: Simple Present Tense.
Aids:
Recordings.
Worksheet.
Paper
Pencils.
Stages
Procedure
What am I going to do?
What are students going to do?
Instructions
What am I going to say?
Time
Objectives (min)
Interaction
T-Ss;Ss-Ss;etc
Pre:
T asks Ss what is their favourite food and
the ingredients that are used to prepared
it.
-T talks about her/his favourite meal and
how does she/he prepares it. T shows
images of the ingredients and the steps.
-T writes and explains some vocabulary
through a PPT presentation about kitchen
“What is your favourite food?
´´What ingredients do you use to
prepare it?”
“My favourite food is mashed
potato with beefsteak, first I peel
the potatoes then I boil them with
salt. When the potatoes are
cooked I mash up them with milk
and cook the beefsteak with some
vegetables such as carrots,
pepper, garlic and mushrooms”.
-´´Now I am going to explain
some vocabulary about kitchen
utensils and food. Well here we
To elicit vocabulary
related to food.
To create a context for the
task.
To introduce Ss to the
topic and elicit previous
knowledge.
10-15
T-S
T
T-S

2. While:
utensils and food.
-T explains the task and distributes to
each student a worksheet. Ss hear two
conversations; the first one is about a
man and a woman giving instructions
about how to prepare the “Italian
special”. Ss have to write the recipe’s
steps in order. The second one is an
interview where the woman is describing
how she prepares a “tortilla”, Ss have to
complete the script with the missing
words.
-Ss will hear two times the recipe. Before
listening the conversation Ss make
predictions about what ingredients or
implements they will hear. The first time
they are going to check they predictions
and the second time they are going to put
the recipe’s step in order.
-Ss will complete the activity.
- After they have heard once, T will
check if their assumptions were correct.
Also they will discuss the new
vocabulary that they have heard.
- During the second time T will be
have a spoon…. Can you name
another kitchen utensil? Here we
have potatoes…What kind of
meal can I prepare with potatoes?
“Now you are going to hear a
recipe which is about a couple
describing a dish. But before we
listen, tell me what elements do
you believe you are going to
hear?
“Ok, you will hear the recording
twice, the first time we will check
your predictions and the second
time you will arrange the steps in
the correct order``. So, How
many times we are going to listen
the recipe?
“Ok, now that you have heard the
recipe, tell me if your predictions
were correct, which new words
did you hear? Do you know what
celery is? Is it green or is it red?
Is it small or is it big?
“Now we are going to hear it
To establish the task.
To check understanding, if
they have already
understood.
To compare the different
options that Ss got.
30-35
T
T-S
T-S
T-S

3. Post:
monitoring Ss work.
- Finally Ss have heard for second time,
T will ask to some Ss to name the order
that they have and write them on the
board, afterwards they will check the
order all together.
- Ss listen to the interview and complete
the script. They will listen three times.
-Ss work in groups of four; they have to
create a poster describing their own
“Chilean special”.
T distributes to each group some pencils
and paper``
- After Ss have drawn and design their
posters, each group will explain their
poster in front of the class.
Adapted from University of Sussex
again in order to check your
answers”.
“Now we are going to check your
answers. Who wants to tell me
the order of the recipe? (Student’s
name) Who else has a different
order?
-Ok, now we are going to do
activity number two, you have to
hear the interview and complete
the text; you will hear 2 or 3
times.
“Now, get in groups of four, and
you are going to design a poster
about your own “Chilean
special”. Make sure you specified
the ingredients, utensils, time of
cooking, how to prepare it, and
some pieces of advice about
when and where you can eat that
dish. Use your creativity and all
kind of materials to decorate your
poster``. You have ten minutes to
do it.
“Are you ready with your poster?
Now each group is going to
explain their creation in front of
the class”.
To practice what Ss have
already learned, the
vocabulary, give opinions
and discuss.
To explain their
production.
40
T-S
T-S
S-S

4. Listening Script:
The Italian special
M=Man W=Woman
W: The name of our dish is the Italian special. It’s very easy to make. You need some prawns, a can of Italian tomatoes, a large onion, a
red pepper and two celery sticks – the vegetables need to be cut into small pieces. You also need some pasta, olive oil, black pepper and
lots of herbs.
M: You heat the oil in a frying pan and then put all the vegetables in together for about two minutes. Then you throw in the prawns,
some black pepper and the tomatoes. Then add the herbs. You cook everything for a minute or two …
W: … and leave to cook slowly. Heat some water in a pan and add the pasta. Cook for three minutes then take the pasta out of the water.
Mix with the sauce and then eat our dish with some salad.
M: It’s delicious. You’ll love it!
Stephanie’s interview
I= interviewer S= Stephanie
I: We're back with Stephanie on cooking. Stephanie, can you recommend a typical Spanish dish that you cook at home?
S: Well, I like cooking tortilla. Obviously everyone has their own recipe, but I will tell you how I cook it.
I take some potatoes and peel them, then chop them up very small, put them in water, and boil them until they are soft. Then I put them
in a frying pan with some olive oil, and some onions which I've also chopped. And then I fry these over until they're cooked.
In another bowl, I break four eggs, put in some salt and pepper, beat them up.
Then I take the potatoes and the onions from the frying pan and mix them in with the eggs.
I then put them back in the frying pan under a low heat, and cook until it is thoroughly brown.
I: Thank you.

5. POST LESSON COMMENTS:
How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’
motivation, organization, setting up tasks.
What would be the aspects you need to improve in the planning and development of future lessons?
References
La mansion del Inglés. (w/d). Recipies. Retrieved from: http://www.mansioningles.com/listening10_resp2.htm
Pearson elt. (w/d). Student’s book, Audio scripts. Retrieved from:
http://www.pearsonelt.com.ar/resources/speakout_cui/audio_script/cb4.pdf