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LESSON PLAN
Aims: To elicit the structure and function of the grammar topic(countable/uncountable nouns,
quantifiers).To present , highlight and clarify the difference between countable and uncountable
nouns-use of quantifiers some and any, indefinite article in the context of food-cooking. To
practice the new grammatical structures and functions through meaningful, mechanical drills.To
review and present vocabulary essential for understanding the video. To practice skimming and
scanning listening activities related to the video and the topic of grammar.
To integrate listening and grammar skills to speaking skills through a pair work activity related to
the preparation of mansaf. To integrate listening and grammar skills to writing by writing (pair
work) the recipe of mansaf. By the end of the lesson, students should have improved their
speaking, listening, grammar and writing skills, and feel confident using countable/uncountable
nouns/quantifiers/indefinite article introduced in the video episode.
Personal aims: Teacher will focus on the practical reasons of why a noun cant be countable,
because some English uncountable nouns are countable in Arabic. Teacher will teach the function
of some for suggestions/requests in a future class. Teacher will only use vocabulary related to
food to elicit, present and practice the grammar topic. Teacher wont introduce uncountable nouns
that are sometimes countable (like pizza) to avoid confusion. Those words will be introduced in a
future class along with other quantifiers. A range of intonation patterns (questioning, raising tone
of voice) will be used to help the students and draw their attention during the elicitation stage.

Level: High beginner


Time: Approx. 90 minutes
Assumptions: Students are beginners but they have very good conversational skills. They are
familiar with the subject of food and cooking, and have good knowledge of vocabulary related to
the subject. Most students know how to cook, especially Arabic food (teacher knows this from
past lessons).They are familiar with video/listening activities. Students have basic knowledge of
present, past (regular and some irregular verbs), future tenses, subject-verb agreement, and some
modal verbs. Students are expected to be familiar with the grammar subject as they have

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knowledge of concrete nouns, plural form of countable nouns, quantifiers (some students) from
previous lessons.
Anticipated problems and solutions: Some of the old students may already be familiar with the
grammatical structures and rules of the grammar subject. Teacher will try to be funny and
maintain a breezy tone without being too serious when he talks about the topic in order mobilize
their attention and keep them motivated at all times through interesting examples, questions
,group/pair work activities. New students may find it difficult to understand the distinction
between countable and uncountable nouns due to L1 interference. Teacher will try to elicit
function through concept questions and provide practice through mechanical, meaningful drills.
Some students may find difficulties with the vocabulary of the video. Teacher will pre teach
vocabulary, brainstorm students through a matching exercise, use of realia before providing the
meaning of the new words.
Vocabulary: stir, pour, grate, pinch, whisk, fluffy
Material: data show, internet, YouTube, hand out, pictures, realia, board
Number of students:8
References:
-How to Make One Cup Pancakes | Jamie Oliver. Web 19 July 2016
https://www.youtube.com/watch?v=JPdpSAvmnHY.
-Coventry House International- Ontesol, Methodology Module Chapter 6
-Coventry House International-Ontesol, Present Progressive Lesson Plan Using Authentic
Material. Web 19 July 2016 http://esl-lesson-plans.ontesol.com/tesol-lesson-plan-teachingpresent-progressive-with-authentic-material/.
-Busyteacher.org. Jamie Olivers One cup pancake worksheet. Web 19 July 2016
http://busyteacher.org/24034-a-an-some-any-based-on-jamie-olivers-one-cup.html.
-Jack, C. Drills in Language Teaching. . New York: Oxford University Press., 2011.
-Simon, F. Technical English countable uncountable definitions game. Turkey: The Aegean
University , 2014.

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Definitions
-Google translate. Definition of whisk. https://www.google.jo/search?
q=wisk+meaning+kids&oq=wisk+meaning+kids&aqs=chrome..69i57.5411j0j4&sourceid=ch
rome&ie=UTF-8#q=whisk+meaning.
Cambridge dictionary. Definition of pinch.
http://dictionary.cambridge.org/dictionary/english/pinch.
Dictionary.com. Pour.http://www.dictionary.com/browse/pour?s=t.

Pictures

Tasteslovely.com.Mexican Charred Corn Salad.Pinch of salt.Web 19 July 2016.


http://www.tasteslovely.com/mexican-charred-corn-salad/.
The Iowa Egg Council. Whisk. Web. 20 July 2016 https://www.google.jo/search?
q=whisk+meaning&espv=2&biw=1024&bih=455&source=lnms&tbm=isch&sa=X&ved=0ah
UKEwiGzenGxIHOAhWCPxQKHdsZDKYQ_AUIBigB#imgdii=UoirRQDhbL2UkM%3A
%3BUoirRQDhbL2UkM%3A%3B-g5kxCaJgPc5tM%3A&imgrc=UoirRQDhbL2UkM
%3A.
Ciao from Debbie. No knead bread.Web 20 July 2016. http://ciaofromdebbie.com/blog/stepby-step-cooking/no-knead-bread-step-by-step/.
Kcet.org. Gratedcheese.Web. 20 July 2016 https://www.kcet.org/food/pre-shredded-versusfreshly-grated-cheese-whats-the-difference.

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Wikipedia. Cotton Candy. Web. 20 July 2016. https://en.wikipedia.org/wiki/Cotton_candy.


Engames.eu. Mind map http://www.engames.eu/wp-content/uploads/2015/01/some-andany_mind-map.jpg.
FOR THE ROLE PLAY(PRODUCTION STAGE)
Mansaf | RazanMasri
Eggs PNG image, free download PN
Yoghurt picture http://www.keyword-suggestions.com/eW9naHVydA/.
Salt and Pepper. http://www.retroplanet.com/CTGY/Salt_Pepper_Shakers.html>
Rice picture https://en.wikipedia.org/wiki/Steamed_rice.
Pita breadhttp://leckerandyummyrecipes.blogspot.com/2010/10/mansaf-jordanian-nationalfood.html.
Cinnamon http://babybeanglobal.com/showproduct.php?pid=117.
Cumin http://richagroindustries.com/ground-Spices.html.
Almonds https://authoritynutrition.com/9-proven-benefits-of-almonds/.
Parsley https://www.organicfacts.net/health-benefits/herbs-and-spices/health-benefits-ofparsley.html.

PRESENTATION STAGE
1. Creating Interest in the topic of food and cooking-Technique: Brainstorming
Interactive pattern: T-S, S-S(group work) Aims: To engage students and draw their
attention to the subject of food and cooking Skill: speaking Time: 5 minutes Aids:
Video,board
https://www.youtube.com/watch?v=qzImXcMTLyE.

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T:Hello class. We are going to watch the video: Mr. Bean cooking pasta
T:You know Mr. Bean, dont you?
T: Yes, he is very funny!
T:So, lets watch the video!

T: Do you think that Mr. Bean is a good cook?


T:How about you? Are you a good cook?
T: Is cooking one of your favourite activities/hobbies?

Feedback: T asks questions. Students share their ideas about the topic of food and cooking with
the rest of the class and describe their own skills and experiences. Teacher speaks about his own
skills and experience. He tries to brainstorm students eliciting as many words related to food as
they know. In the end, teacher notes key words on the board.

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Key words
Chicken
Potatoes
Rice
Koftah
Mansaf
Pizza
Saucepan
Frying pan
Oven
Cake
Entertaining/enjoyable
Fun

T: Ok ,lets be more serious now. Today we are going to watch a second video, this time of a very
famous and talented chef, the opposite of Mr. .Bean (laughing), Jamie Oliver. The title of the video
is: How to make one cup pancakes
T: Have you ever heard of Jamie Oliver? Do you like pancakes?
Feedback: Students share their thoughts with the rest of the class.
2. Pre teaching vocabulary that is essential for understanding the tasks
Technique: Eliciting vocabulary through brainstorming- matching words and phrases with
definitions- gestures/miming-realia Interactive pattern: T-S, S-S (group work) Aim:
Introducing vocabulary related to food and cooking -Skill: Speaking and Vocabulary
Anticipated problems and solutions: Students might find it difficult to understand the
difference of stir, pour, whisk. In this case teacher will elicit the meaning of the words
by using realia. Aids: cue cards with phrases and pictures, whisk, spoon, water, flour, bowl
Time: 10 minutes

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A. Teacher writes a list of 6 unknown words on the board with a reasonable amount of space
between each one. He divides the students into two groups of four. Each group will have 6 cards
with phrases that contain the unknown words highlighted and 6 pictures. Students will have to
match the phrases to the corresponding pictures. The unknown verbs will appear in the infinitive
form and the nouns and adjectives will be preceded by the indefinite article to facilitate
comprehension. Students will have to guess the meaning of the highlighted words . Teacher will
present to the students the objects he brought for further assistance .Students will have to explain
the meaning of the unknown words with their own words in English by using the pictures of the
matching exercise, gestures/miming along with the realia. Teacher will also use realia, gestures,
miming in case the students find it difficult to explain the words to their classmates and prevent
the use of L1.

Pictures

Phrases
A. To whisk eggs

1.
B. To put a pinch of salt

2.
C. To stir coffee with a spoon

3.

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D. To pour flour into a bowl

4.
E. A Fluffy cotton candy

5.
F. To grate cheese

6.

DEFINITIONS
Whisk (verb): to mix with a rapid and strong movement
Pinch (noun): a very small quantity of anything
Fluffy (adjective): very soft and containing air
Stir (verb): to mix
Grate (verb): to cut it into a lot of small pieces
Pour (verb): to send (a liquid, fluid,) flowing or falling, as from one containerto another, or
Into, over, or on something:

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Feedback: Students match the phrases to the pictures trying to guess the meanings of the new
words. At the end of the task, the teacher goes through the list of vocabulary words on the board,
calling on the group of students that had that specific word to say what they think it means.
Students will try to explain the meanings through gestures, miming, pictures and the objects that
the teacher brought. If the students in the group did not arrive at a proper meaning, they may show
the rest of the class their picture and other students in the room may try to guess its meaning. It is
possible that certain words (stir, pour, and whisk) will confuse the students. If so, further
explanation by the teacher might be necessary. Teacher will explain the words by using gestures,
miming, realia to facilitate comprehension. For example, with the words stir, and whisk and
pour teacher will demonstrate the difference in their meaning as follows: Pour: Teacher will
take an empty bowl. Then he will take some water to pour it into the bowl mentioning the word
to pour at the time he adds the water. Stir: Teacher will demonstrate the action of stirring by
adding sugar to the bowl with the water. He will use slow circular motions, mentioning the word
stir. The students would most likely come up with the word mix. Teacher will mention that the
verb mix is a synonym, nevertheless mix is not used for liquids like oil and water. Whisk:
Teacher will bring out a whisker. Teacher will start beating the mixture of water and sugar with
light and rapid (non-circular) movement mentioning at the same time the word whisk. Teacher
will always be vigilant especially in case students have difficulties to understand. At the end of the
task he will provide the students with the definitions from the dictionary.
Answer key (matching exercise): 1-E, 2-D, 3-B, 4-A, 5-F, 6-C

3- Watching the video:How to make one cup pancakes/Jamie Oliver


Task: Listening for the gist(skimming) and discussion related to the video
Aim: Reinforcing the use of vocabulary related to the topic of food and cooking. Practicing
listening (skimming) and speaking(group discussion) skills. Technique: Answer gist question
(skimming)
Skill: skim listening; speaking
Interactive pattern: T-S, S-S (group work)
Time: 5 min.

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A. Teacher divides the students into two groups of four.
T: Now we are going to watch the video of How to make one cup pancakes.Please watch
carefully and answer briefly the following questions:
T: How many people are talking?
T: Where the conversation takes place?
T: What are they talking about?

Feedback: Students watch the video. Then teacher conducts feedback by encouraging students to
discuss with the other members of their group and share their opinions Teacher checks students
answers for any mistakes.
Possible Answers:
1. They are at Jamies house or at a TV studio.

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2. There are three people talking (one man and two girls)
3. They are making pancakes
B. Listening for details (scanning): Ingredients not mentioned in the video Technique:
Identifying wrong information Aim: Practice listening(scanning)-Revision of known
vocabulary related to food linking the topic of the video to the grammatical subject
Interactive pattern: pair work Aids: data show, handout Time: 5 minutes
Teacher gives out a handout with a list of nouns. He puts students into pairs.
T: Now, You will watch the video again. Listen carefully and find out which of the following
ingredients were not mentioned in the video
Milk
Cheese
Flour
Salt
Butter
Raspberry
Apple
Lemon
Strawberries
Banana
Blueberry
Blackberries
Sugar
Strawberries
Yoghurt
Honey
Feedback: Students watch the video and mention the words that dont belong to the recipe of the
pancakes. Students might use sentences that contain the target language (quantifierscountable/uncountable nouns). At this stage of the lesson teacher will only focus on the
vocabulary and the listening part.
Answers: sugar, apples, lemon, cheese.
4. Elicitation and systematization of the function of the countable/uncountable nouns Aim:
Introducing the grammatical structures of the countable/uncountable nouns-quantifiersRevision of plural form of countable nouns Technique: Concept questions-BrainstormingMind mapping. Interactive pattern: T-S Aids: Board, posters- Time: 10 minutes

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T asks students a series of concept questions to lead them to the discovery of the function
Countable/uncountable nouns-quantifiers some, any
T: What is the title of the video?
S: `How to make one cup pancakes
T: Is pancakes a noun, an adjective?
S: Noun
T: Correct. Is Jamie going to make one pancake or more than one?
S: He will make more than one.
T: How do you know?
S: It says pancakes, its the plural form, and its more than one.
T: Correct. Pancakes is the plural form therefore its more than one.
T: Now, lets go to the previous task (listening for details-identifying wrong information) and find
more nouns related to food
S: Flour

Salt
Butter
Cheese
Raspberry
Apple
Lemon
Strawberries
Banana
Blueberry
Blackberries
Strawberries
Sugar
Yoghurt
Honey
T: from the list we have blackberries, strawberries, and apple.
When I say, we have an apple. How many apples do we have?
S: one.
T: correct! And when I say, we have apples. Can you identify the number of apples?
S: No.
T: correct! This is because we do not have defined (teacher can also use the term specific or the
phrase we dont know the number) number of apples. How about if I say I have five apples?
Whats the word I used before the noun apples?
S: You used the word five
T: Is five a number?
S: Yes

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T: This indicates that we can add a number in front of the word apples. Which words from our
list can take a number?
S: (SS) may answer, raspberry, strawberries, banana, blueberry, blackberries and strawberries.
T: correct. We can say strawberries-5 strawberries, banana-5 bananas......So, do you know how we
call the nouns that can take a number in front of them?
S: (possible answer) countable nouns.
T: Correct. From the list provided, lets take a look at the word salt Is it one or more than one?
S: We dont know.
T: why not? How about if I say: I have one salt or three salt. Do you know the number now?
S: No. It doesnt sound correct. We cant say one, two, three, four salt
T: Correct! Words like salt cannot take a number in front of them. From the list provided, which
ones do you think are words that cannot take a number?
S :( some may answer), honey, yogurt, salt, butter, flour, cheese.
T: Correct. These nouns cannot take a number in front of them. If I want an amount of these words
can I say that I want honeys, yogurts, butters?
S: No. We never say this .We always say honey, yoghurt, cheese, butter.
T: So, students these nouns dont take the ending s, es or ies as the nouns you already know from
our previous lessons. In addition, they dont take a number in front of them. Do you know how we
call these nouns?
S: (possible answer) Nouns we cannot count.
T: Yes, in fact, we call them uncountable nouns.

Teacher puts on the wall the following poster

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T: Now, from the list of ingredients for pancakes, which ones do you think can make sweet
pancakes when used?
S: strawberries, a banana, raspberries, blackberries (according to their preference).
T: When we use countable nouns in singular or plural we include some articles before the
words.
For example, a banana. Which is the article used in the noun?
S: a
T: Good Job! Another example is an apple. Students, which article is used before the noun?
S: an
T: correct! We either use a, or an in singular countable nouns. In words that start with a consonant
we use a, while in words starting with a vowel sound, we use an. In plural though, we use different
articles (with raising-questioning intonation) before the words. Which article is this?
S: No idea.

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T: okay. Is it right to say, a bananas?
S: No.Bananas without a
T: Ok.What can I say if I would like to have bananas, for sure more than one, but I am not sure
about the number of bananas I want? (Point to a particular student)
S: (Possible answer) I would like to have some bananas.
T: Good job! We put some before nouns like bananas. Is bananas a countable noun in plural
form?
S: Yes it is
T: Great. We use some for countable nouns in plural form when we need more than one, but we
are not sure about the number.
Now, from the list, can you find non countable nouns?
S: flour, milk, butter
T: Can I say a butter, a milk, a flour?
S: No
T: How about if I want an amount of milk, butter, flour? How can I say that?
S: (possible answers using knowledge of past lessons) you can say: I want a cup of flour, 200
grams of butter.
T: Great. How about if I dont mention that I want a cup, 200 grams but I still need an amount of
these nouns? How can I say that?
S: No idea
T:okay. If you listened carefully to Jamie Olivers video, what did he ask one of the girls to put in
the cup?
S: some flour, some milk.
T: Good! What is the word before the flour/milk?

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S: Some
T: Did Jamie Oliver mention the amount of flour he wants?
S: No he didnt. We dont know the amount.
T: So, he used the word some before the nouns flour and milk to express quantity, without
mentioning the specific quantity he needs. Am I wrong?
S: No, you are right.
T: So, we can use some for uncountable nouns as well when we want to express quantity.
Teacher writes the new structures on the board
Some flour, some milk, some butter, some yogurt, some cheese.

T: There are some apples in the fridge. Can I say: Are there some apples in the fridge?
S: Yes, maybe. Are there some apples in the fridge?
T: This is not correct. We can use some only with affirmative sentences. Then, how can we
express quantity of something when we have a question?
S: No idea
T: Okay. Listen: Are there any apples in the fridge? Which word have I placed before the noun
apples?
S: any
T: good job! Is the question are there any.... a Yes/No question?
T: Yes. Its a Yes/No question
T: Ok. These questions we call them closed questions Do you know others?
S: Have you got...?
T: Correct. Then can I say: Have you got some apples?
S: No. Its a yes/no question. Its similar to the question are there any apples...

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T: Then, whats the correct form?
S: Have you got any apples?
T: Great. Now, can you guess the negative form of the previous sentences?
S: (possible answer) There arent any apples in the fridge-I havent got any apples
T: Great. Now, lets use the noun milk .There is some milk in the fridge. How about if I wanted to
ask?
S: Is there some milk?
T: Its not correct. Listen: Is there any milk? What is the word before milk?
S: Any.
T: Correct. How about the negative form? Can I say: There isnt some milk?
S: No, its wrong, you said before that we dont use some in negative sentences.

T: There isnt any milk. Is it correct now?


T: Yes.
T: Great. In the use of countable and non-countable nouns, we may also incorporate the use of
other words before the nouns. For example, some bananas, any bananas. Example with noncountable nouns: some flour. These words are called quantifiers. They modify the noun.
Some is used in plural countable nouns and non-countable nouns while any is used when asking
yes/no questions or the negative form of sentences. For example (teacher writes on the board),
I need to drink some water- here, some, is used to indicate the plural form of non-countable nouns.
The workers want some bananas- here, some, is used to indicate the plural form of countable
nouns.
Are there any bananas left? Here, any, is used in asking a yes/no question.
There isnt any sugar left in the dish. - Here, any is used to describe the negativity of the action.

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Some and any are called quantifiers. These words precede or modify nouns and they express
quantity.
At the end of the lesson the board will look like this:
Countable

non countable nouns

Blackberries
Banana

Milk
flour

Strawberries

Butter

Raspberries

salt

(a and ansingular, some is used for plural)

(Some used for non-countable nouns).

The use of some and any


Are there any bananas left? Any asking Yes/No question
The cat needs some milk. Some-modifying the noun milk.
(Some and any) are Quantifiers.
Teacher will put the following poster on the part of the wall beside the board

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Practice Stage
Aim: to practice forming sentences by using countable and non-countable nouns.
Strategy/Technique: Meaningful drill, mechanical drill.
Skill: speaking, grammar
Aids: board.
Interactive pattern: T- S-S
Time: 15min.
Mechanical drill (transformational):
T: There is a banana in the fridge. Question?
S: Is there a banana in the fridge? Negative?
S: There isnt a banana in the fridge.
T: There are some bananas in the fridge. Question?
S: Are there any bananas in the fridge?
T: Negative?
S: There arent any bananas in the fridge
T: He has got some sugar. Question?
S: Has he got any sugar?
T: Negative?
S: He has not got any sugar.
Teacher will ask students to continue this activity using the words from the poster countableuncountable nouns and some/any:
Example: I have got some cheese-Have you got any cheese-I havent got any cheese-There is
some cheese-Is there any cheese?-There is not any cheese

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Feedback-Expected performance: Students are expected to practice the target language without
any difficulties. Teacher will be vigilant. Cases of incorrect grammar, vocabulary and syntax errors
would be reviewed by the teacher.

Meaningful drill
Teacher divides the students into two different groups. He calls out a noun and nominates
a group. If it is uncountable the group repeats the word at the same time, if
countable they say the word individually to show that countable nouns can be
divided but uncountable ones cannot.
Feedback: the students are expected to repeat in unison the uncountable words that the teacher is
calling out and individually, when the noun is countable. For example, the teacher can call out
different nouns, such as, bananas, flour, eggs, butter, raspberries, and blackberries.
T: Banana
S: Banana (Individually)
T: Flour
S: Flour (In unison).(The teacher expects the students to react in unison when the noun is non
countable and individually when the noun is countable).
Answer: bananas, eggs, raspberries and blackberries, peanuts, olives, oranges- individual
response
Flour, butter, milk, ice cream ,cereal - unison response.

Production Stage
Aim: To use and produce the target language in a less controlled activity. To provide students with
an opportunity to communicate and work independently using the new language and apply it in

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making decisions and solving problems. To prepare the students for the writing task through a
role-play activity. To write a recipe using the new vocabulary and grammatical structures.
Strategy/technique: brainstorming Skills: integrated skills(speaking and grammar)
Interactive pattern: SS (pair work)
Aids: board, pictures, handout
Time: 10 minutes.
Teacher divides the students into pairs. Teacher also gives out a handout with the task and a list
(pictures) of the ingredients so as the students will focus on the activity and the target language.
Then, he appoints one student to be the American tourist and the second one to be the Jordanian.
Teacher reminds the students to use the new grammar structures and vocabulary as much as
possible.

MANSAF INGREDIENTS

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Speaking Task
An American tourist promised his friend to prepare mansaf for dinner. Unfortunately, he doesnt
know all the ingredients he/she has to buy and he/she doesnt speak Arabic either. He/she goes to
the market hoping he/she will find people to help him/her. Luckily, he/she found a young
Jordanian who speaks very good English and asks him/her about the ingredients.
T: For this activity you will have to act out a dialogue using the new words and grammar you
learnt today as much as possible.
T: Ok class. Lets start!

Expected performance:
Am: Hello, how are you?
Jor: Hello, I am fine. Where are you from?
Am : I am from America. I am a tourist
Jor : Welcome to Jordan. Can I help you?
Am: Thank you. I want to cook mansaf but I am not sure about the ingredients
Am: Is there any milk in mansaf?
Jor : Yes, there is. Have you got any yogurt?
Am: No. Is there any yogurt in mansaf?
Jor: Yes, there is. You need some good Jordanian yogurt. Its called labneh!
Am: Do I need any almonds?
Jor: Yes. Yes you do/you need some almonds
Feedback: Students will perform the task without teachers interference. The teacher will try to
listen and figure out whether the students are using the new vocabulary and grammar.Cases of

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incorrect grammar and syntax errors would be reviewed by the teacher in class once the task is
over.
2. Writing task
Aim: To integrate grammar and speaking skills into writing skills- Technique: Writing
Interactive pattern: pair work Skills: integrated skills Time: 15 minutes Aids: None
Our heroes from the previous task are now friends. The young Jordanian has decided to help the
American by writing the recipe for mansaf in English.
For this task you will have to work with your partner and write the recipe for mansaf.

Feedback-Expected performance: Students are expected to use well-constructed sentences using


the new vocabulary and grammar. Where necessary, teacher will provide assistance.