2.

Lesson plan for developing the 4-skills by using 4 skills:

Reading, writing, listening, speaking, vocabulary, grammar, exercises,

dialogue, pictures, follow-up homework, and a link to a relevant YouTube
Video.
Lesson Topic: “COOKING CHINESE CUISINE.”

1. Objectives:

By the end of this lesson students will be able to: - -

 Students should be able to listen to short excerpts [video / audio] and answer
questions by the end of this lesson.
 Listen to relevant information and use the target language structure to complete
the task adequately ·
 Gain deeper insight into speaking abilities and understanding of the vital
situation of this essential skill.
 Prepare and incorporate a variety of successful speaking exercises to allow
students to fully participate in enhancing their ability to communicate.
 Improve voice, fluidity, accuracy and pronunciation skills.
 Skimming and scanning (Enhancing and enriching reading skills) / A detailed
comprehension of the text.
 Demonstrate the ability to use various forms of writing (e.g. in- comments,
articles, notes, studies, argumentative essays, academic papers, etc.) to
accomplish the basic goals of the course.
 Demonstrate changes in the written expression of thought through the use of
specific methods (such as peer review, multiple drafting or revision of
assignments after receipt of a feedback.

2. Age: 11-15 years

3. Language Level: Intermediate

4. Material used: Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

Introduction to students:

•Informally welcome the students

• Several warm-up exercises are arranged to attract students’

Warm up activity attention: (10 minutes) Teacher gives the students a workbook and
motivates them to match the names of the food to the images.

Students can only guess and match [even if the answer is incorrect].

Match the following – [work sheet]

1.

----------------------- [a] jiangsu

2.

----------------------- [b] fujian

----------------------- [c] Zejiang

----------------------- [d] cantonese

5
 ----------------------- [e] Shandong
Answers -1b, 2a, 3d, 4c, 5e
Listening skills [ 15 minutes]
Pre-listening Activity-
Students are inspired, made to understand the meaning and ready to meet the
objectives.
[Vocabulary: Sichuan, savoury, flavor, sumptuous, stir, casseroles,
Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments appetite.]
Language focus- [simple present tense, verbs, adjectives+ nouns,]
While listening
Activity

Watch and listen to the video and respond to the questions.

https://www.youtube.com/watch?v=3rEevCyowk8

1. Different types of Chinese cuisine include:

----------------------------------------------------------------
2. Very hot peppers of this region make it famous
---------------------------------------------------
3. Shandong cuisine means------------------------------------
4. If you travel to Singapore most of the dishes which you have is
---------------------------------------------------
5. The ingredients that are used in Cantonese food ------------------,
-------------and --------------------------------

Exercise grammar-Recognise the tense used in the sentences.

Draw attention to adjectives and nouns

Post listening

• Discussions and summarization

• Diagnosis of students ' hearing abilities difficulties

Speaking skills [ 15 minutes]

Pre speaking

Asking simple questions on the following pictures.

1 2

3 4
5

1. Do you recognize these pictures?

2. Have you ever eaten such types of food?
3. Would you call the foodstuffs?
4. What part of china is renowned for the sumptuous casseroles, roasts and stir
fries?
5. What food item is well known for its pure taste and original flavour?
Vocabulary Cantonese, Jiangsu, Fujian, savoury, flavor, sumptuous, stir,

casseroles, Shandong, Cantonese, Jiangsu, Fujian, recipe, condiments

appetite, ingredients, mouthwatering
While speaking
ACTIVITY-1
Buzz groups
Students are divided into small groups and given the pictures depicting Chinese
cuisine to talk about. Students talk explicitly about the various forms of

ACTIVITY-2

Role play:
A conversation by telephone between a restaurant manager and a
customer: Hello, is it Grand Hayat?
Manager: yeah, that's it. Why may I help you, sir?
Customer: do I want to know the variety of savory dishes that you
provide?
Manager: well sir, we got Indian, Chinese, Middle East etc. dishes?
Customer: Could the Chinese food be brief?
 Manager: Off course yes. A huge variety of Chinese foods there. And
they're mouthwatering. You can have food such as Cantonese, Jiangsu,
Cantonese Fujian, and Shandong.
Customer: what kind of condiments is used in those items?
Manager: depends on that, sir. Each element is composed of different
ingredients.
Customer: Your explanation is very appetizing.
Manager: yeah, I am very pleased to learn.
Customer: do you have delivery sir at home?
Chef: Sure, why not? We have a great variety of sumptuous casseroles,
roasts, stir fries which are the northern part of China's most popular
cuisine.
Customer: that is amazing! I need three roasting plates, stirring fries each,
and two Shandong and Fujian plates each.

Manager: can you please help me with the address.

Customer: door number7/34, Holy Church apartment,
Bandra west, Mumbai
Manager: We thank you for choosing Grand Hayath.
Customer: My pleasure.

Spoken activity and context setting

Talk a few sentences using the following verbs in a simple present [Eat, drink,
say, cook, plan, order, mix, and add]

Example:1] Everyday I eat meat.

2] On Sundays, we prepare the Chinese food.

Post speaking

 Study of the spoken language;

  Reflection on the use of plain present tense.
 Identification of large concentrated areas.
 Helping students faced with issues

READING SKILLS: [15 minutes]

Pre – reading-

ACTIVITY-1

Look at the advertisement of below mentioned Chinese cuisine and answer

the following questions:

1. What is the advertisement about?

2. Name the food items that are advertised.
3. What is the special offer of the day?
4. What is served with crispy rice?
5. What is done freely?
Vocabulary

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize
 WHILE READING

Reading comprehension

Activity- 1 pair work [Handouts are given to the students]

Read the following passage on Chinese cuisine and with your friend ask and answer the
following questions [do not write anything yet]

Chinese Food Culture

Type of Courses
A Chinese meal is consisted of two parts: staple food, normally made of rice, noodles or
steamed buns, and ts'ai, vegetable and meat dishes. (This is different from Western
meals, which take meat or animal protein as main dish). The primary eating utensils are
chopsticks (for solid foods) and ceramic spoon (for soups and congees). In a Chinese
meal, everyone will have their own rice bowl; however, the accompanying dishes will be
served in communal plates and shared by all people. Normally, the dishes are often
eaten together with a mouthful of rice. Desserts are not main course in China; instead,
Chinese desserts are considered as snacks eaten between two meals. If dessert is
served in the meal, they will be served during the course of meal with no firm distinction
made. If served at the end of the meal, the dessert is normally fresh fruit.
Cold Dishes

Cold dishes are the first course in traditional Chinese banquet. Salt, sugar, chili powder,
light soy sauce, vinegar and sesame oil are often used to make cold dishes. Cold dishes
attach great importance to the designing of the dish, which is the “shape” of the dish.
Normally, cold dish can provoke people’s appetite.

Hot Dishes
Hot dish is a concept comparing with cold dish. Normally, main course is also called hot
dish. Hot dishes are normally cooked using techniques like stir-frying, deep-frying, Liu,
quick-frying, Hui, etc.

Soups and Congees

Instead of adding milk or cream into the soup, Chinese soups are adding refined
starches from corn to thickening the soups. There are also light soups which don’t use
starches. Normal ingredients for soups are vegetables and meat, like pork and chicken.
Soups are served following the hot dishes. Chinese people believe that soups are good
for health.

Congee is a kind of porridge or gruel. Except for rice and other cereals, meat, fish and
sometimes vegetables and flavorings are added into the congee. Congee is a good
choice for breakfast. Congee is easy to digest, so it’s a great choice of ill people and
young infants.

Staple Food and Xiaochi

Rice is the staple food in southern China, for southern China is the rice farming areas.
People always eat steamed rice. While in Northern China, which is a wheat farming
area, people normally eat flour-based food, like noodles, mantou (a kind of steamed
buns) and dumplings.
Xiaochi are a kind of snacks. They are often sold in street stalls or small restaurants.
Normally, one stall only sells one kind of snacks. Xiaochi is kind of light meal, and it’s
often self-contained and easily portable. Different regions have different Xiaochi. They
are very popular among tourists and local people.

1. What does chinese meal consists of?

2. What are cold dishes?

3. What are hot dishes?

4. How many varieties of dishes are mentioned in the above paragraph please name them?

5. what is congee?

Activity – 2 Underline the nouns, verbs[tense structure] and adjectives in the given
paragraph.

Students identify and underline the nouns, verbs and adjectives that are found in the
paragraph and actively participate in learning activities.

POST- READING

 Analyzing whether the students have met the success criteria

 Your opinion on Chinese cuisine.[discussion]
 Discussion on the grammar components [parts of speech]

WRITING SKILLS [ 15 minutes]

Pre – writing Based on the ongoing activities [listening, speaking and writing]students are
encouraged to use the topic-related vocabulary items, COOKING CHINESE CUISINE to
present their ideas on the subject.

While writing

Practice: ask the students to use the vocabulary in short sentences.[ Unique, traditional,
beverage, soy-sauce, popularity, delicately, pastries, donuts, appropriate,
harmonize]
 Free writing.
Ask the students to write short sentences about their favorite Chinese cuisine.
[Students are free to write]
 Production
Students are asked to write a short paragraph about their favourite Chinese cuisine.
[This activity will be given an as an assignment if I run out of time]
POST WRITING
 Analyzing the language and vocabulary.

 Re-read your sentences and make sure sentences make sense.

 Eliminate "unnecessary or redundant details
 Proofread for spelling, vocabulary, grammar (checklist).
 Edit your paper (peer-editing, post-teacher editing]

LESSON COMPLETING AND HOME WORK [10 minutes]

Students are asked to prepare various types of Chinese cuisine and plan for a Chinese
cuisine food festival [Write a short paragraph on Chinese cuisine using simple present
tense.
Plan a speech in the next class on Chinese cuisine.

LESSON FRAMEWORK
1. Duration: 60 minutes
2. Level: Intermediate
3. No. of students: 12
4. Date: 27th March 2020
 Topic: COOKING CHINESE CUISINE.”
 Final objective:

 Practice listening to [video / audio] short clips and answering questions.

 Listening and reinforcing target language
 listening for relevant details and correctly using the target language structure to
complete the task.
 Developing deeper insight into communication abilities and understanding of the vital
situation of this essential skill.
 Prepare and incorporate a variety of successful speaking exercises to allow students to
fully participate in enhancing their ability to communicate.
 Improve voice, fluidity, accuracy and pronunciation skills.
 To be able to communicate easily and confidently — Skimming and scanning
activities (Enhancing and enriching reading skills)
 Apply the newly acquired vocabulary and use it extensively.
 Demonstrate the capacity to use various writing forms, (for example, in-class
responses, journals, notebooks, reports, argumentative essays, research papers, and
others) to achieve the specific purposes of the course.
Demonstrate changes in the written expression of thought through the use of specific
methods (such as peer review, multiple versions or revisions of assignments after
feedback).

2. Age: 12-14 years

3. Language Level: Intermediate
4. Material used: Flash cards, projector, handouts, video clips, white board.

Pictures of Chinese cuisine, audio clips, Power point slides,

[ https://slideplayer.com/slide/6319026/] google sheet [google classroom]
https://docs.google.com/document/d/1f7KhVCwuODiJt1tP3XLcswDK9jor02YF-
2TnPqI3rPw/edit

Qualifying objective:

a. Warmer: At the end of warmer: students are able to understand what the lesson is
about (cooking Chinese cuisine) through their cognitive maturity.
 b. Pre- listening, speaking, reading and writing: At the end of each session students
have developed each skill i.e. to listen, to speak, to read and write

c. While listening, speaking, reading and writing: At the end of each session
Students get a better understanding of the subject and can develop the four different
skills
d. Post –listening, speaking, reading and writing: At the end of each session
Students may gain a deeper understanding of listening, speaking, reading and writing
skills.
e. Aids or material used: [TLM] Flash cards, projector, handouts, video clips,

white board. Pictures of Chinese food, audio clips, YouTube video.

Vocabulary Taught .
Sichuan, savoury, flavor, sumptuous, stir, Shandong, Cantonese, Jiangsu,
Fujian, recipe.

Unique, traditional, beverage, soy-sauce, popularity, delicately, pastries,

donuts, appropriate, harmonize

Time taken Teachers’ activity Students activity Anticipated

difficulties
10 minutes Teacher enters the Greet the instructor in an Monitoring and
classroom, welcomes informal manner, give
handling the course
students, has some oral answers to the
and including all the
informal interactions to questions, share with the
create a sound study, test instructor their previous
students
preconditions through experience and answer
oral questions, and set the questions.
stage for presenting the
subject and eliciting the
student.
60 minutes Encourage students Students nicely 1 Some are having
to take an active part participate in the difficulties paying
in the four activities attention to the
skills[listening, guidance.
speaking, reading 2. The students take
 and writing]activities the time to complete
as per the teacher's the assignment.
guidance
10 minutes Discussion and input Students debate in Focusing on the
on the subject in classes, and engage questions and
question and test if fully in the process searching for
the criteria for to achieve the final answers.
success were met by aim.
the students.