LET’S COOK!

NAME: Let’s Cook!

TEACHERS: Emma, Assistant Teacher (Ireland) and Narmin.

LEVEL: SECONDARY, 1ST LEVEL BILINGUAL GROUP (1ESO, 12 years old)

NUMBER OF STUDENTS: 23 students

SESSIONS: 4 sessions

TIME: 55 mins

Language focus on Food and Cooking Vocabulary / Grammar based on the Imperative.

ACTIVITIES AND RESOURCES: an approach to Irish culture, wordclouds, writing task,

speaking activity, final super contest, worksheets, and video on Youtube

https://www.youtube.com/watch?v=NjS0CuWN7Sk

. 

Let’s not forget about Diversity

Even in Bilingual groups we need to pay attention to those students who may have some kind of problem when facing a subject. In our case, we have a great Bilingual group where there are 23 students and they are all AMAZEBALLS. They work really hard and two of them are really struggling since they love the subject, they love English and they want to remain in the group, despite all the problems and the difficulties that they both have to face. Obviously, we understand that the family, the tutor and the teacher need to work together as a team to make that work and the student can feel the support of all of them so that he/she may feel confident and can improve. That does not mean the student will not work as the rest of the group, but the teacher will be more indulgent and tolerant.

First Session: Beginning of the class (10 min):

Talk to our students for a short while: Good morning my dear students!!!!! How are you today??? –Fine, thank you, teacher, and you??? –I’m grand indeed!!!, very happy to see you again!! I have prepared something for you today!!! You will love it, Let’s start!! Roll call: “Is anyone absent?” ….

We go to the computer lab for today’s activity.

Warm-up: Quick think, pair, square work game to introduce the topic. (20 min)

Example of Wordcloud:

We tell them that, first individually, then in pairs and finally in square group they have to think about more words related to Food and Cooking. Then, after a few minutes, they tell us and the teachers will add those words to create a new wordcloud with the words they have added, so that students realise they have played an important role in the first part of the activity.

We have already caught their attention…. Let’s go on!

Thus, first, we show them the example of a wordcloud:

Now they have to prepare their own wordcloud in pairs and teachers tell them to email their wordclouds to the teacher. (20 min)

http://www.wordle.net/create

CLOSING: We tell them that this is the very beginning of sth very cool!

Tell them to tidy the classroom, no homework for next day, we will keep talking about food and cooking.

Bye bye!!

Second Session: Beginning of the class (10 min): same as before.

During (20 min): The Irish assistant (he already knows the group and has told them about Irish culture) is going to help me with this class today. I have previously asked him to prepare and bring some worksheets about typical Irish food. He talks a little bit about Irish food, his favourite meal and then he gives the sheets to the kids and finally we tell them they are going to work in groups of three and then we will check their answers.

Then, I show them a very cool video about two girls cooking pancakes and after watching the video, I tell them the good news…. They are going to write their own… recipe!!!! And I show them a template, explain them what they have to do and let them know all the info they need will be uploaded on our PAD. They will need, for example, the list of cooking verbs. (20 min):

https://www.youtube.com/watch?v=NjS0CuWN7Sk

http://www.sanvalero.net/ Closing: (5 mins) make sure they have understood what they will have to do

the next day in class…. I have already told them the recipes will be dessert recipes!!!

Name of the Project: THE RECI PE BOOK Level: 1º ESO / Group: 1º EB Deadline (f echa de entrega): 14th November (Friday)

Steps

1. You must work in pairs. 2. First, look for a recipe that has the f ollowing characteristics:

- I t must be EASY AND QUI CK TO COOK. -The ingredients must be easy to fi nd. - Also, it must be CREATI VE AND ORI GI NAL. - The healthier, the better.

3. Once you have decided your recipe, write the STEPS in a clear, short

and easy way (like in the example). The sentences must be short. 4. Include the list of INGREDIENTS. 5. Include a PICTURE / PHOTO of the recipe (it is better if you draw it on your own). 6. You must hand the recipe in a piece of paper ”FOLI O DI N A4” with your

names and group (1EB) at the back on the date given: 14th November.

7. Example:

ICY DREAMS

Ingredients (for one person):

• 6 strawberries

• 3 fl avours of ice-cream: cherry, vanilla, and nut

• 1 spoon of chocolate sauce

• 1 big spoon of whipped cream

• 1 big strawberry f or decoration

Preparation:

• First, slice the strawberries.

• Then, put them on the bottom of a shallow bowl.

• Next, put one scoop of each ice–cream in the center of the bowl.

• Af ter that, put the chocolate sauce on the scoops.

• Later, cover it all with whipped cream.

• Finally, put the big strawberry on top of the cream.

Third Session:

Whole class working in pairs on their own recipes, both the assistant teacher and the teacher will walk around the class to help them. After that they will read them for the class.

At the end, the teacher tells them the big surprise and final project: they will have to cook their desserts and next day they will bring them to class!!!!!!

Rubric Redacta de forma elemental, y a partir de

modelos, notas, descripciones, correspondencia postal o electrónica o

mensajes.

No redacta Redacta a partir de modelos concretos y se ciñe totalmente a estos modelos.

Redacta a partir de modelos concretos e incluye ideas propias.

Redacta a partir de modelos concretos incluyendo ideas propias y estructurándolas adecuadamente.

Uso del lenguaje

El texto es incomprensible.

El texto es comprensible; pero requiere que el lector descifre el texto.

El texto es comprensible; requiere aclaraciones y enmiendas mínimas por parte del lector.

El texto es comprensible; no requiere aclaraciones por parte del lector.

Hace uso de las reglas básicas de ortografía, gramática y puntuación.

No hace uso de ningún tipo de

regla de ortografía, gramática y puntuación.

Escribe con muchas faltas de ortografía.

Escribe con un nivel de corrección ortográfica y gramatical aceptable.

Escribe con un nivel de corrección ortográfica y gramatical aceptable haciendo uso de los signos

de puntuación adecuados.

Vocabulario-gramática

Uso inadecuado de vocabulario básico y de las estructuras gramaticales, con errores frecuentes.

Uso adecuado de vocabulario básico y de estructuras gramaticales simples y complejas con algunos errores.

Uso adecuado y variado de vocabulario, y de estructuras gramaticales complejas con pocos errores.

Uso adecuado y variado de vocabulario, y de estructuras gramaticales complejas sin errores.

Cuida la presentación de los textos escritos en soporte papel y digital.

No cuida la presentación de los textos escritos bien sea en soporte papel o digital. No respeta

Cuida poco la presentación: hay tachones, no respeta alguna separación de párrafos, alguna

Cuida la presentación pero hay algún fallo.

Presentación cuidada del texto: respeta los márgenes, letra clara y sin tachones.

WELCOME TO THE MASTERCHEF JUNIOR DESSERTS CONTEST

2015!!!!!

Fourth Session:

Fun, contest, winners and prizes!!!