Lesson Plan: Kitchen

Preparation

Level Pre-intermediate adults

Lesson Length

45 mins

Objective To teach the vocabulary of regular household kitchen items.

Target Language Spoon, fork, knife, bowl, cup, coffee maker, blender, sink, stove, oven, table, toaster, dishwasher, fridge, chop sticks, trash can, napkin, jar, plate, spatula, glass, bottle, straw, spork

Assumed Knowledge The students know basic grammar, conjugations and vocabulary. They can speak using simple sentences. They still have trouble understanding fluent native speakers.

Anticipated Problems Limited resources. There are only desks, chairs, paper, pencils, and a blackboard. There is no technology to show them pictures or videos.

Solutions Since there is a blackboard, many items can be drawn. Realia can be brought in if available; either by the teacher, students or both. An outdoor lesson or a lesson at close restaurant can be a possibility. Also we can draw things in the dirt outside with sticks.

Preparation and Aids Flash cards will be prepared by the teacher. On one side a small picture will be drawn, on the other the vocabulary word.

Lesson Plan

Stage Activity Interaction Timing

1 Warm-up: Ask the students what their favorite thing to eat is. Now, ask them how they eat it. Do they use a certain utensil? Or maybe just their hands? Is it eaten straight from the table, or is it placed on something before consumption? Do they need something to clean themselves with after they have eaten it? What do they do with the utensils they used after they have finished eating?

T-S S-T

5 mins

2 Presentation: Go through the flashcards of the words that I have prepared (Target Language). During each flash card, draw the item on the board, saying the English word, but explaining what it is in Spanish.

T-S S-T

10 mins

3 Walk to Restaurant: Walk to the closest restaurant to get a real life visual of many kitchen items (fork, spoon, napkin, bowls, cup, glass, trashcan, plate, etc)

ALL 10 mins

4 Practice: Draw in dirt. Stay outside, and tell the students to find some sticks. Tell the students to draw the word in the dirt that you say aloud. (e.g. “spoon) If students don’t remember a certain word, they will learn from looking at the other students around them who do.

T-S 5 mins

5 Matching Quiz: I write on one side of the board all the English words we learned today. On the other side of the board I write

S-S GW

5 mins

their Spanish counterparts. However, none of the words are in corresponding order; they are all jumbled up. The students have to write down on their own papers the English and Spanish words on the same line. They can work in small groups.

6 Production: The students get into pairs. They pretend one is a customer and one is a waiter. They order their favorite dish. However, this restaurant does not bring anything unless you ask for it. So they have to ask for all the basic utensils or else they won’t be able to eat their meal!

S-S PW

5 mins

7 The “Don’t Repeat” Game: Students are all sitting down. I start with the first student at the right corner of the room closest to me. I tell him to say one vocabulary word we learned today. He says “spoon”. Then I go to the student left of him in the row. The second student has to say one word he learned today (excluding “spoon” which has been used already). I am writing the used words on the board. We see how far we can go. If a student repeats a word or cannot think of one, he is out.

T-S S-T S-S

5 mins