Tatarinceva Kseniya Ivanovna
LESSON PLAN. Pizza cooking.

Directions:
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A. Students and Setting:
Students: Our target students are 3 rd grade pupils, 9-10 year olds, learning General English for the second year at school and in a language school as well. They live in a non-English speaking country. Setting: This lesson is held in language school. There are up to 10 students in a class. The class meets 3 times a week for 55 minutes. They have lessons of English at school as well, at language school they have extra practice of English.
B. Lesson Background:
The students have already mastered present simple questions and affirmative sentences. During the previous lessons we’ve learnt vocabulary on the topic of FOOD. This is the final lesson of food topic. We revise and add extra practice to the food vocabulary. During this lesson we’re having a game of pizza- cooking. Learners will practice food vocabulary and quantifiers much/many/ a lot of/ and questions What have you got in your pizza? How much/many…..have you got? etc. We’re expanding our practice from the previous lessons. Moreover we’re practicing reporting in the 3 rd person because the students are supposed to answer the question whose pizza they like the best and why. This lesson helps students to master their quantifiers and food vocabulary.
C. Learning Objectives/Expected Results:
As a result of the lesson the students will improve their speaking 1 st person and 3 rd person skills, develop and memorize quantifiers and practice them in oral speech, extend their speaking and listening skills, as well as peer and self-evaluation, creative and critical thinking skills.
D. Materials and Sources:
. Materials: Authemtic aterials are pictures of different food, like traditional pizza ingredients: tomato, mushrooms, cheese etc. I also add unusual ingredients like pasta, ice-cream, sweets etc – just for fun – it’s always a delight to cook pizza with ice-cream, that ingredients add creative moment in the lesson and the lesson isn’t boring for students. All pictures are hand-made, but you can purchase them in a shop if there are such materials or download pictures for example Sometimes I hold a “best chief” competition when students decide who’s the best one. If so I need awards – a small chocolate medals or paper medals to give to the winners. But telling the truth I always try to praise all students in order to motivate and stimulate them. Sources: printed or drawn pictures of different food learnt at the previous lessons. The authentic materials may include sets of different food which was learnt at the previous lessons (one set per person) and a piece of pizza made from a thick paper. Of course it requires a long preparation beforehand but it’s worth doing.
Tatarinceva Kseniya Ivanovna
E. Procedures / Timing:

Teacher does/says . . .

Students do/say . . .

Approximate time

needed
Greeting Greet thee teacher 2 min Revise vocabulary from the Say words asked/ or work in pairs 3 min. previous lesson asking students different words. In some cases I ask more proficient students to ask less successful ones the vocabulary for the lesson. Teacher asks students Students answer questions 1 min Do you like pizza? Would you like to cook pizza right now? Teacher shows templates Get ready to make pizza 3 min (pieces of pizza and various food) we’ll cook it with you! Hands out a piece of pizza, and a set of food to each Student or asks students to do that. Teacher explains how to Students make their pizza 10 minutes
Tatarinceva Kseniya Ivanovna cook it. You can make an unusual pizza – you can put whatever you wish in it, even bananas! When students have finished Students report to the class using 25 min their pizzas the teacher asks I’ve got a lot of… because I like it. I the students to report to the whole class about it. have not got What is there in their pizzas? much/many…because… The rest of the class ask questions about quantity of the product Do you have much/many…? etc The teacher suggests the class to choose the best pizza and the best pizza chief The one chosen to be the best chief is getting a reward Students explain whose pizza they 10 min like the best and why. Students decide who gets the award. If there are more than one “the best chief” the teacher awards all the students for their achievements. The teacher thanks all the Children are getting ready to leave 2 min children home
Alternative Assessment:
Role of teacher in this lesson is to give instructions, set parameters of work and keep track on timing. At this lesson the teacher doesn’t really give assessment to the learners, the teacher motivates students and gives them positive incentives – they do assessment themselves – they evaluate their work at the end of the lesson. The best type of alternative assessment for this lesson is peer feedback – the students keep track on their own work and their peers work and then evaluate their work. Probably, another variant of AA is portfolio, students may use glue and stick food to a piece of pizza and then add them to their portfolio.
Classroom management:
This lesson is quite difficult in terms of class management because children do an active task and it’s usually quite noisy. They ask questions to each other and discuss their works long before presentation time.
Tatarinceva Kseniya Ivanovna This lesson also includes students helping in decision making process, in revising vocabulary and in distributing hand-outs. It helps them feel more significant and involved in education process.
Extended Reflection:
This lesson includes listening, writing and speaking- all skills are integrated and naturally complement each other. It can be useful while working with students of different ways of perceiving, like visual learners, auditory learners or kinesthetic learners- all senses are involved so it is useful for all of them. Even dyslexic learners can benefit from this lesson. In terms of class management involvement to the class process and self-regulation is used. Students develop their self-regulation skills while following the rules. Time managing is used when students keep track on time, expressing their views skills are used when students give feedback on their peers’ works, thinking creatively - while creating their works, and critically when estimating, reasoning skills while giving reasons for their estimations. Self-evaluation and peer evaluation from the class are the best feedback. Alternative Assessment from the class encourages children to do better at the lesson because the estimation of age mates is sometimes more important than estimation from the teacher. This lesson includes food pictures as authentic material, personal and group work when children first revise vocabulary and secondly when they make their pizzas and estimate their peers. They incorporate their creative thinking while cooking and critical thinking while estimating and giving evaluation to their peers’ works.
Tatarinceva Kseniya Ivanovna