EDUC 5176 Interactions for Languages Education Assessment 2 Planning project: Lesson Plan Man Jin 110158709

LESSON PLANNING:
YEAR LEVEL 10 CLASS LANGUAGE Chinese
TERM LESSON TIME/DAY DURATION 90
MODULE/UNIT TITLE : LESSON NUMBER 3/10
Diet and Health 3rd lesson in sequence of 10 lessons in this unit
Lesson title: Try my recipe!
RELEVANT PRIOR LEARNING EXPERIENCES
1. Vocabulary and expressions about food, number, time;
2. Describing and sharing opinions about a dish;
3. General knowledge about food, cooking and Chinese dishes.
Lesson Scope
Key concepts How do we describe a procedure in oral presentation?
Is there a difference in an oral / written procedure?
Key content 1. Recipes in Chinese/ English
2. Describing/presenting a cooking procedure in Chinese
Key language 1. Conjunctions for sequencing actions: 先...,然后...,再...,最后...
2. Giving information in a sequence
Learning goals 1. To understand some language features of an oral presentation of a
recipe.
2. To describe/present the procedure of cooking a dish according to a
recipe.
3. To listen to and understand the description of cooking procedure
and give opinions.
Key texts Chinese and English recipes, Chinese and English transcripts of recipe
oral presenting.
other Video and transcripts about cooking a dish
Resources Students may need access to internet
Lesson Sequence
Introduction & 1. What do you know about procedure text?
orientation: 2. What is the key structure of a recipe? What are the key language features
Connecting with of a recipe?
past and talking (Students do a brainstorm, think about what they have learned about a
about/introducing recipe/procedure text in the written form. This may involves revision of some
new ideas characters, words and expressions in terms of meaning and pronunciation in
order to prepare for the following activities.)
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EDUC 5176 Interactions for Languages Education Assessment 2 Planning project: Lesson Plan Man Jin 110158709
Core activities: 1. How to present the cooking process of a dish according to a recipe?
Engaging with Let's watch some videos.
and applying new When you watch the videos, think about the question: Does the presenter
ideas use exactly the same sentence on the written recipe or some extra words or
information have been added on?
(Students think about the questions while watching videos.)

2. Compare to the oral presentation, what are missing in the written recipe?
How to combine the information in the recipe into an oral description?
What sort of language do we use? Where do we put them? Why?
(Discussion after watching the video. Students look at recipes and
transcripts, highlight and discuss the language use in written recipe and oral
procedure description.)

3. What do 先...,然后...,再...,最后... mean respectively? Can you find
words with the same meaning in English? Are they exactly the same or there
are some differences (in meanings, functional usage etc.) ? When can we use
先...,然后...,再...,最后...? Give some examples. What do we need to pay
attention to when we use them (in terms of order)? Are there any other words
you know may replace them? Why do you think so?
(Students think about, explore and give examples of using these
conjunctions.)

4. How will you present your own recipe that you made last lesson? Try to use
the words we learnt to combine actions and ideas in sequence. Prepare a
short presentation and present your recipes to others/ watch others'
presenting and give feedback (on content, language use etc.). You may
prepare an oral presentation individually at first and then share in pair or in
group.

5. What do you think about your/ others recipe/ presenting?
(Students discuss and reflect on the last activity.)
Now, let's see how your Chinese counterparts present their recipes in
English and think about the questions: What do you think of the recipes of
Chinese counterparts and their presenting? Are they similar or different from

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EDUC 5176 Interactions for Languages Education Assessment 2 Planning project: Lesson Plan Man Jin 110158709
ours(in terms of content, language, ways of presenting etc.)? Why do you
think so? What might be the reasons for the similarities or differences?
(Students watch videos of Chinese students presenting their recipes and
then discuss about the questions.)
Reflection: 1. What is the structure of a procedure text? What are the language features
On new learning, of a procedure text?
as self as 2. What are the similarities and differences between oral/written procedure?
learner, on 3. When do we need to use sequencing conjunctions? Why? How?
others as users 4. Who's recipe you want to try? Why? Who's presenting do you like? Why?
of this language 5. Compare with us, what kind of dishes do Chinese students prefer to
in variable choose? What kind of language do they prefer to use in the description? What
contexts might be the reasons?
ASSESSMENT Progressive assessment through observation, discussion and reflection.

EVALUATION Students' written recipes and oral presentation will be evaluated by
themselves, peers and the teacher in terms of the content, structure and
language use (and use of conjunctions) etc..

Main task of the section:

Students work in pairs/individually:

1. Discuss and choose a dish, make a recipe in Chinese.

2. Describe the cooking process in Chinese and make a video or audio recording.

3. Every student write a short passage to describe (and recommend it) to others.

4. Share your recipe, recording and short description online.

5. Read others' recipes/ short passages, listen to/ watch others' presentation and give feedback.

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