Lesson Plan

LESSON PLAN: PANCAKE DAY

CULTURAL TOPIC: Pancake Day                                                     ENGLISH LEVEL: A2

           

LINGUISTIC TOPIC: Imperative       TIME: 2 hours     

TEACHERS: Laura Pineda, Mauricio Ospina and Lilibeth Montilla

GOAL:

.

●      The students will be aware of the importance of cultural values through the celebration of the English festival of Pancake Day.

●      Student will be able to use imperatives to describe the procedure to make pancakes.

RESOURCES

´Pan’ worksheets, marker pens, ‘Vocab’ sheet, projector, ingredients (flour, eggs, milk, butter, salt), cooking utensils (bowl, sieve, spoon, scales, whisk, pan, spatula, plates, cutlery), ‘Ingredients’ sheets, ‘translation’ sheets.

OBJECTIVES (Communicative / Cultural)

1. To be aware of the origin and celebration of Pancake Day.

2. To know the procedure in order to make a traditional pancake.

3. To recognize the names of basic ingredients, cooking methods and utensils.

BRIEF DESCRIPTION OF ACTIVITY DEVELOPMENT (Teacher’s Plan)

TIME	ACTIVITY	RESOURCES
7.00-7.15          Warming up – groups<6	Each group has a ‘pan’ on their worksheet. They must write all the ingredients in English they think they need to make a pancake.  They can draw if they don’t know the word.  Group discuss at the end.	worksheet 1
7.15-7.45          Pancake Video & Worksheet – All, individually	Video – Pancakes for your face. The students will watch the video three times in order to identify eight ingredients for making pancakes. They will write or draw them in the worksheet number two.	video: http://www.youtube.com/watch?v=UG5gO4nlLRQ&feature=relmfu worksheet 2:
7.45-8.10          Activity 1 Origins of Pancake Day	By teams the students watch the “Pancake race video” and create a comic describing the origins of pancake and the pancake race.
8.10-8.35          Activity 2 RecipeActivity	The students work to put the recipe instructions in the correct order.  Stickingintotherecipebook.
8.35-9.00          Activity 3 MakingPancakes	The teams work with the ‘cook’ teacher to create a new version of pancakes adding a colombian ingredient.

           

Worksheet 1: Pancake day

Name: _______________________________________________________

Activity: What ingredients do we need in order to make a pancake? Write or draw them in these pancakes pans.

retrieved from: http://bakerbook.altervista.org/vol1/images/000003.jpg

Worksheet 2: Pancakes for your face

Name: ________________________________________________________________

Retrieved from: http://getfreshguide.com/wp-content/uploads/2014/10/pancake_ingredients.jpg

Draw or write some of the ingredients you saw on the video.

Worksheet 3: Origin of Pancake Day and the Great Pancake Race

Name: _______________________________________________________

Activity: Watch the “Pancake race video” http://www.youtube.com/watch?v=jlo3yuhOSlI and create a comic describing the origins of pancake and the pancake race.

Script

Location:  Brick Lane, East London Date: 24 February 2009 Occasion: Pancake Day Shrove Tuesday is a huge traditional celebration here in England For hundreds of years Christians have celebrated the Tuesday before Lent by making and feasting on pancakes. ‘Shrove’ comes from the old English word ‘shrive’ which means to ‘confess all sins’. Now, what do pancakes have anything to do with all this?  People gave up stuff like milk, butter and eggs for Lent so some smart guy came up with a way to use up all these ingredients and….voila!  Pancakes! Many centuries on, here in northern London the tradition lives on.  I´m not sure who fasts for Lent anymore, but people sure do celebrate! Pancake races are held all over the country and the greatest of them is here in East London.  All sorts of people take part.  Few know what the rules are.  Everyone just comes along to have fun. All the teams have got great names.  The winning team is the one which runs the fastest relay and flips the pancakes without dropping them.  And then we all go off and eat some more pancakes, even if some of us still don’t really know what Pancake Day is all about

Worksheet 4: Recipe Activity

Name: _______________________________________________________

Activity: Put the recipe instructions in the correct order and stick into the recipe book.

●     Sift the flour into a large mixing bowl.

●     Make a well in the centre of the flour and break the eggs into it.

●     Begin whisking the eggs and add small quantities of the milk, (and butter and salt if you want) still whisking.

●     Whisk until all the milk has been added and the batter has the consistency of cream.

●     Melt the butter in a pan.

●      Pour some batter into the pan the batter into the pan and tip it around from side to side to get the base evenly coated.

●     After about 30 seconds, flip the pancake over.

●     Cook the other side for a few seconds.

●     Slide the pancake out of the pan onto a plate.

●     Serve with lemon juice and sugar.

English as an International Language

CV

Calle 64 I # 68 H 19 - Bogotá

Tel: 5424416

Mobile: 3004573991

Email: selkis688@hotmail.com

LAURA SOFIA PINEDA BAUTISTA

Personal information:

·       Date of birth: 6 March 1987

·       Nationality: Colombian

Experience:

• 2014

Presentation: Use of audio-blogs to lower anxiety in Spoken Performance. First seminar E- Learning. Universidad del Atlantico. Barranquilla

·       2009 – 2014

SED Bogota – English teacher.

Taught at pre-school, primary and high-school level (from sixth to eight degree)

Education:

·       2015

Master in Language Teaching. Autonomous Learning Environments. Universidad de la Sabana. Chia, Colombia.

·       2014

MEN Immersion Program- Universidad Nacional de Colombia

 First seminar E-Learning. Universidad del Atlantico. Barranquilla.

5th Biennial Symposium . Universidad de la Sabana, Chia, Colombia.

·       2013

Cambridge First Certificate.

·       2012

PFPD: LECTURA Y ESCRITURA EJES TRANSVERSALES EN LA ENSEÑANZA DE DIFERENTES AREAS DEL CONOCMIENTO. Fundación Universitaria Monserrate.

·       2004- 2009

Universidad Pedagógica Nacional. Licenciatura en educación básica con énfasis en Español y lenguas extranjeras.

Publications

Article: : Use of audio-blogs to lower anxiety in Spoken Performance. Url: http://e-learning.liaisonfrancaise.org/sites/default/files/memorias_version_finalnov6_0.pdf

Languages:

·       English

·       French

My Podcast Site

My Podcast Site

prueba uno

Writing performance objectives

Reflective Questions:

1- How do you plan your course/lesson objectives? Do you follow any specific procedure?

After reading Gagne’s instructional proposal, I realize when I design the instructions I have not cleared the appropriate steps, as bear in mind the prerequisite or skill the students have had in order to acquire the new knowledge. Also, I have not into account the inner process students have in order to achieve the learning goals. 

According to Gagne, when the teacher will plan an instructional objective has to take into account the audience, the behavior the teacher will expect at the end of the instruction, the conditions students need for fulfilling the goal and the degree or measure criteria in order to evaluate the process. Nevertheless, I realize when I planned the instructional objectives these features are not enough clear.

When I start to plan the course objectives, I take a look to the estándares as well as the school syllabus. After reading what is expected the students do, I look some strategies in order to reach the performance is expected. I test the activities and make some changes if it is necessary.

retrieved from: http://www3.canisius.edu/~grandem/catholicconference/catholicconference_print.html

2- What features do you bear in mind when defining performance objectives for a course/lesson?

When I start to write the performance objectives, I always search the way students write and speak about the communicative topic. I omit the Word “students” because it is logical in my context. Reading about the basic features a performance objective has, I am aware of the importance of describing the visible performance, in order to let students know what is expected from them and make feedback about their own learning process. I use words as “express” or “use”, but these words are not accurate. Also, I never write the measurement criteria of the performance, what causes sometimes students are in disagreement about the way they are assessed. 

REFLECTION

I have been working in the use of ICTs with sixth and seventh degrees during two years. All the process we have realized in the school was based on my instincts and hunches about what the student needs, and some little prior activities with them that reconfirmed my ideas.

Nevertheless, with the proposed readings in module one and two, I realize that in the planning process I had developed, I had not had in account the real learning needs students have, as well as a real pedagogic goal. In most of the cases, the activities were online games and grammar exercises in order to complement the class normal activities. Now, I am reconsidering the structure of the proposed activities in the lab, always bearing in mind the real needs students have according to the classroom activities, test and questions.

taken from: http://spoonandink.blogspot.com/2011/07/todays-rant-and-divine-solution.html

Another aspect I have to considerate according to the modules, is the importance of referencing the internet sources when developing the blog activities. For me, it was not an important aspect considering the students ignore the importance of referencing (as well as me!). Nevertheless, I am now aware of the importance of copyright and the legal consequences it might have.

Also, as a teacher I have to be careful with the products the students make in the lab and share outside, taking into account the big amount of cyberbullying in the school. For that reason, it is imperative to have a clear picture about what my responsibilities are and the limit these responsibilities have; it is vital to know the Colombian laws about the use and misuse of internet inside and outside the school, as well as the netiquette rules, and implement them in the classroom and home.