A Cookbook

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones. This project is about food, recipes and cookery, you will learn also about how to write a recipe. Try to do your best and to enjoy your learning process. 

woodleywonderworks. My kids know how to cook everything (CC BY)

Along this resource you will work on food, the different food at different countries and the likes and dislikes about food of your classmates; you will also be learning how to write a recipe.  You will study the present simple and focus on the third person singular, how to write commands, and how to deal with data of a survey.

Along this project you will be proposed five missions and a final challenge. You will also work individually, but also you will have pair or group working. 

Open Educational Resource by EDIA Project - Cedec.
English. Compulsory Secondary Education.
Author: Javier Ramos Sancha.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

Breaking the ice

Our project: General information

The final outcome will be a magazine of recipes in which you will include a recipe of a food that you like.  In order to be able to create the final product, you will surf and overcome different missions that will help you gain knowledge and acquire strategies.

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by the teacher's explanation, as well as self investigation and interaction among the partners.

Alexas_Fotos. Butler (CC0)

It will be really important for the success to follow all the instructions given in each activity, using the net and the links as a source of information.

We will use a blog that works as your digital portfolio. Each of you must have his/her own blog. The tutorial 'How to start a blog on blogger' will help you to create the blog in a very easy way. The 'Rubric to assess blog posts' will help you do a great work on your blog:

Along the work you'll be asked to make some posts to share and present the works and activities you are doing. At the end of all of them you will be asked to design a final post with all the knowledge and products you will have come up with along this project.

All your posts in the blog will be identified with the tag "Project A Cookbook".

This project is part of a group of projects. If you have learnt through the rest of these projects, use always the same blog. If you work only on this one, you must create one for your work.

It would be a pity if just the teacher, you and some of your partners enjoyed your final work and your blog. Why don't you use other ways to disseminate your school project?

Send the blog link to your parents, friends... They will really like to know what you are doing at school.

Get a Twitter account for the class, it will be run by the teachers. Tweet what you want to publish promoting your final post and some of the works using the #EDIAcookbook hashtag and create one with the name of your group (e.g. #iescedecgroupthekings). Remember: 280 characters including the link and the hashtag the class has decided on for this project. Because of your age the Twitter account will be run by your teachers, so you will write the tweet and then your teacher will recap all the class tweets in list.ly. The 'Rubric to assess a tweet' will help you create a good tweet.

At the end of each mission, your teacher can give you a digital badge for doing such a good job. Let's try and let's do our best!

Rubrics to assess the final tasks

Every mission will include a final task to consolidate all the learning. This final task will be assessed using different rubrics:

Food around the world: 'Rubric for informative / explanatory text' 

At the restaurant: 'Rubric to assess a video challenge' 

At the market: 'Rubric to assess a slide presentation'  /   'Rubric for a digital poster

Statistics about food:  'Rubric for a questionnaire'  /  'Rubric for an explanatory text' 

Evaluation of the project

This project will be evaluated following this pattern:

Your teacher will evaluate the final product following the rubric. 

Your partners will carry out peer assessment and will grade your collaborative teamwork.  The students can generate the different levels or items to evaluate.

Students will self-evaluate the final product using the rubric.

The final assessment will also include a teacher's evaluation on how the students have been involved in the project or tackled the different activities. This document will be your reference for the evaluation.

The 'Assessment rubric: A cookbook' will be our reference for the global project.

Someone who.....

To start with this topic we are going to play a game called Someon who... The teacher will give you the document 'Someone who', and you need to find classmates who have the given characteristics, in this case we are going to deal with likes and dislikes about food. 

First of all you need to write down the questions. They are going to be Yes / No questions. Two websites will help you to learn about how to build them. Let's have a look:

'LearnEnglish-online: Do Does questions'. 

'Adele's ESL corner: Do/Does'

Once you have completed the document it would be time to look for your mates, ask them and take down notes about their answers.

J. Sanna. Claire Hypolite's Classroom (CC BY)

Now you know new vocabulary about food and also you know a bit better your class mates. 

Learning Diary

In this mission you are going to start creating your Learning Diary. It will help you reflect on what you are learning and the best way to achieve it for you.

Peter O'Shea. Writing tools (CC BY)

You will open a Google Document with the title  'A cookbook'. This is going to be our Learning Diary.You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Food around the world

What is the typical food of.....?

At the end of this mission you will be able: to talk about and identify different typical food around the world.

We will work the reading and writing skills.

Cooking3. Food Around the world (CC BY-SA)

To introduce the topic of the "Food around the world" we are going to start reading about it.

In the article 'The world weirdest food' you can find a short reading with some activities to check your comprehension.

Where can you eat ... ?

You have read about different typical food at different places around the world. We want you to investigate about more of them. Each group will find at least four different recipes from different places. Two websites will help you to look for more information. 

'BBCgoodfood: Cuisines'

'Food in every country'

For each one of the recipes you should have the different points.

Photo.

Place.

Main ingredients.

When do people eat it?

Using the previous information you are going to include all the information as markers in a collaborative Google Maps, which will be created by your teacher.

As you can imagine, you can do your activities on line using the Google Maps but it would be posible to create big World Map in a card and add there the different food you have investigated about.

One video will help you to know how to include the marks into a Google Map.

sysprn. How to add markers to your google maps (Licencia estándar de YouTube)

Your final mission will be to add into the map the four text describing the food. It must be short text with a title. Remember to include at least one illustration about the food. The 'Rubric for an informative / explanatory text'' will help you know how to do a great job. You can include the map into your blog adding information about what your group work is. In case yo had created your map in a card you'd only need to take some different images and then to include them on your post.

Don't forget to identify your post with the tag "Project A cook book".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task you have learnt and deal with lots of recipes, this will be very useful for you for the final task of the project in which you have to write down a recipe. 

Learning Diary

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: "Food around the world". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

At the restaurant

Ordering food

At the end of this mission you will be able: to order food in a restaurant following the given menu. 

We will work the listening, writing and speaking skills.

Rick Dikeman. Tom's Restaurans, NYC (CC BY-SA)

Imagine you are at the restaurant of the picture, you have an English menu in your hands. How did you order the food? Are you going to use your fingers to point? 

In the 'Ordering food in a café' listening you can work on it and learn about how to do it. 

Grammar point: I would like

As you have checked in the previous listening you cannot order food just saying this or that. I you want to be a bit polite with the the waiter you have to you the modal verb would + like. Let's enjoy this video about a similar situation. 

Your English Web. English Grammar - Would you like? (Licencia estándar de YouTube)

Let's practise and learn a bit more about this grammar point using some links:

'Englishpedia.net: Would you like...?'

'First-English.org: Would like'

'First-English.org: questions with would you like'

The work with these webs will give you some very useful tools to use in the next mission.

At the restaurant

We are going to create an imaginary situation in which you go to a restaurant and you order some food to the waiter. For achieving the final task you will need to organize in groups of four:

Three of you will be the actors: one waiter and two customers.

The other person will be the cameraman, and this person will upload the video into the platform. 

Ministry of Information Photo Division Photographer (Public Domain)

You have to make some tasks before recording the video:

Prepare the script. What is each character going to say?

The background and the atrezzo: The table, the dishes, the menu, etc.....

Rehearse it until you feel confortable with it. 

Your final mission will be to record and upload to Youtube your video with the 'restaurant scene'. You may edit it using any tool like (Wevideo) The 'Rubric to assess a video challenge' will help you know how to do a great job. You can include your video into your blog adding information about what your group work is. 

Don't forget to identify your post with the tag "Project A cook book".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task you have learnt lots of vocabulary related with food, which will be very useful for the final task. 

Learning diary

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: "At the sports center". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

At the market

Go Shopping

At the end of this mission you will be able: to identify and promote the benefits about eating vegetables and fruit. 

We will work the listening, writing and speaking skills.

Perla123. Frutas en mercado (Public Domain)

Let's create a picture dictionary with you classmates about the different shops in where you can buy food. Where can you buy fruit? And fish? And meat? .... Each shop has a special name.

You have to look for the name of  each shop at the net. With all the names you will create a Google SlideShow (or another kind) slide presentation with at least 6 slides, the first one will be the cover (title and authors). The each slide will have the same structure Title (the name of the shop), Photo (Remember to use Creative Commons ones), Sentences (At the ........ I can buy......).

You will include the presentation in the post of this mission, with it you will include the final product of the following task. 

If you can't use ICT tools to work on this task you can create a picture dictionary in your notebook. The 'Rubric to assess a slide presentation' will help you know how to do a great job. 

Eating healthy

Our daily life sometimes doesn't let us to eat healthy, but also sometime is because we don't like or maybe because we haven't tasted before. Eating healthy has lots of benefits. After knowing where can we buy, it would be very important to know what is healthier to help us to know what to buy, 

Jeshoots.com. Healthy morning (Dominio público)

Maybe we should read a bit more about the benefits of eating healthy. Check some web pages:

'What are the benefits of eating healthy'

'5 benefits of proper eating'

Sometimes it is needed to promote healthy eating with our classmates or our families. The final product of this mission will be to create a poster to promote healthy eating. Some points you should consider to create a good poster are:

Clear and short message.

Good pictures.

Attractive design. 

Important to say what to do to eat healthy and why it is important. 

You can use different free websites to create you poster. But just in case ICT access won't be able for you, let's make a big poster in a piece of cardboard with drawings and big titles. We propose you the following websites:

Canva

Poster My Wall

Picktochart

Your final product for this mission will be create the poster. It must be clear and attractive. short text with a title. The 'Rubric for a digital poster' will help you know how to do a great job. You can include the poster into you blog adding information about what your group work is. We also strongly recommend to include into your post the picture dictionary you have done in the previous task. 

Don't forget to identify your post with the tag "Project: A cookbook".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With all the knowledge it will be easier to know what are the best ingredients for the recipe of the final mission. 

Learning Diary

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and how to achieve it successfully. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: "At the market". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Statistics about food

Asking classmates

At the end of this mission you will be able: to express and talk about the conclusions of an investigation about food likes.  

We will work the writing and speaking skills.

Ryersson Classroom. Quest language studies (Dominio público)

Along this mission we will create a survey in which you are going to ask about you classmate likes about food or maybe about their eating habits. At the end you will create a post explaining the results of your survey. 

Grammar point: Questions

Before creating your questionnaire it will be very useful to remind or learn a bit more about how to create and ask good questions in English.

geralt. Soup bubble (CC0)

For that reason you have to work with some links in which you can read more information and learn and also you will be able to practise it before writing your own ones for the survey.

'Verbs - negatives and questions'

'Say it in English: Making questions'

'Questions in Present Simple'

'Word order in English questions'

Now you are ready to create very original and perfectly correct questions for your survey.

The survey

Now you know the grammar you will need to start creating the survey and ask it to your mates. Remember when we are dealing with surveys it suppose a process: You have to create the questions, then you will send it to the people you want to answer it. You will get all the data, write down some conclusions and then publish it. 

Let's create your survey. We will offer you two posible options:

Create the survey using Google Drive Forms.

Create your survey in your notebook and asking your partners one by one.

Everything it is going to depend on you access to ICT. But all the survey will be exactly the same:

Ten questions in total.

Five questions about food like.

Five questions about eating habits. 

The 'Rubric for a questionnaire' will help you know how to do a great job

When you finish writing your ten questions let's design the form if you have chosen this option and then send it to your mates using your e-mail. Or if you have chosen then other option let's start asking your mates. 

When you finish it would be time to create the conclusions and to analyse the final results of the answers. Create a graph to represent all your data.

Stiftelsen. Det händer på Internet 2013 (CC BY)

Your final product for this mission will be create the post to include all the information about the survey.

The link to the form or the ten questions.

The picture of the graph.

An explanatory text to explain the answers with at least five sentences. For example, The 50% of the classmates drink juice at breakfast time. 

It must be clear and attractive. The 'Rubric for an explanatory text' will help you know how to do a great job. You can include the poster into you blog adding information about what your group work is. 

Don't forget to identify your post with the tag "Project A cook book".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

Learning Diary

It's now the moment to continue with your Learning Diary. Remember that it helps you reflect on what you are learning.

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: "At the sports center". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects?

Value how we are working as a group and try to solve the problems we have had until now. 

Please try to clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

The cookbook

Creating Recipes

At the end of this mission you will be able: to write and share a recipe using vocabulary and instructions related with the topic of food.  

We will work the writing and reading skills

U.S. Embassy Kyiv Cuisine. Exploring roots of Ukranian cuisine (CC BY-ND)

Through this topic you have learnt lot of vocabulary and grammar about the topic of food. Now it will be time to use it all together for your final mission. You are going to create a cookbook with recipes.

The book is going to include the recipes done by the each one of the pairs created in the school group. But they are not going to be recipes pick up from a website, you have to talk with your family because they are going to be "Traditional food" recipes, so maybe a talk with your grandparents will be amazing for this task. 

The teacher will create an account at an online tool to create the final book, so each pair of students will log in and post their own one. There are a lot of different tools to make products like the one we need for this mission.

ISSUU

Simplebooklet

Calaméo

Would you like, maybe, to create a real book? Talk to your mates and your teacher and think how you would create it!

Your recipe

As we already know, our "cookbook" is going to be about traditional food. So you have to interview your parents or your grandparents. You are going to work in pair on this, so maybe, a Google Drive Document will be great to deal with it. Any other ways to share information and ideas and work together will be welcome.

Your recipe should include:

Ingredients you will need and the quantity of each one you will need.

Description of the process.

Photo of the final products already prepare.

Tutorial about the process (You can record yourself cooking or create a video with some photos of the process)

Rhoda Baer . Hispanic women preparing food (CC0)

Your final product for this mission will be create the post to include your recipe and the book of your class with all of them. These points can help you to remember all the information you should include into your post.

An explanation about the task.

The link to the Google Drive Document (or the original text) with your recipe.

The video you have created to present your recipe.

Embed the cookbook with all the recipes of your classmates.

The link to your Learning Diary.

A short reflection about what you have learnt and how you have learnt that.

The 'Rubric to assess the project: A cookbook' will help you know how to do a great job. Don't forget to identify your post with the tag "Project a cookbook".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember:

You can use 280 characters.

Include the link to your post.

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job.

Organising and sharing

Now it's time to share and disseminate your fantastic work. Along the project, you have published different posts in your digital portfolio.

As a summary we propose you to create a complete post (digital portfolio) in your blog with a reflection about what you have learned along this project. The following items will guide you to create this post (Don't forget to identify your post with the tag "Project A Cookbook"):

Main vocabulary of the project.

Grammar reference.

All the activities related with this topic.

Final outcome of the project: The cookbook of the class.

A good idea would be to include the links to all the posts you have created along the whole project.

You can also include the link to your Learning Diary.

PublicDomainPictures. Sharing Transfer

In addition, you are invited to make a public presentation of your videos. Don't you think it could be a great activity to organize an event at your school/classroom? Teachers, students, parents and maybe other people could know what you have done and value all your effort.

Each group must introduce the video. The resource 'Useful sentences for your videos and presentations' will help you with general sentences to prepare your speech.

The 'Rubric to assess an oral presentation' will help you know how to do a great job.

Now it is time to spread your final post through the social networks. Remember that the class has got a Twitter account run by your teacher. So, it is time for you to create a tweet to disseminate your post. Remember:

You can use up to 280 characters.

Include the link to your post.

Use the hashtag of the project: #EDIAcookbook.

The 'Rubric to assess a tweet' will help you know how to do a great job.

Learning diary: final evaluation

We have finished the project, but there is a very important aspect to focus on now: we will assess all we have done. It is very easy; you are going to think on everything you have learned and how you have learned it. So you should think on all the missions you have crafted.

Peter O'Shea. Writing tools (CC BY)

Assessment is very important because it will help you and the teacher solve and change all the aspects that might not work properly and continue using all the ones which have helped you learn more and better. But it is especially meaningful for you to identify how you learn better.

To carry out this assessment, you have to reflect on and complete this document:

'Assessment of the classroom experience'

You can work on this individually and then share it with your mate (the one you have been working with). Finally you will share with the whole group.

What's more, if the final assessment is positive, your teacher will give you a badge recognizing this effort that you can include in your Learning Diary. By doing so, you will be awarded an accomplishment badge by your teacher who will be able to create them using this website.

You are invited to talk with your parents about all this. You can publish a summary of your learning process in the final post with all your outcomes.

Feedback

At this point, it could very useful for you to focus on these questions:

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why/ why not?

Do you prefer learning from textbooks or from online projects like this one?

You also have to reflect on the following ideas: Along this project, I have:

Gained knowledge:

Learned to:

Valued, felt:

In order to learn, I have used:

I have crafted these outcomes:

I have felt:

With myself:

With my peers:

With my teachers:

Creado con eXeLearning (Ventana nueva)

- Didactic guidelines -

Didactic proposal

This open educational resource entitled A cookbook is based on the curriculum of English as a foreign language and it is aimed at students of the 1st year of compulsory secondary education. However, it can be implemented on other levels,. As a teacher, you can adapt or modify its contents. Likewise, feel free to use the whole resource or just the sections that best fit your teaching demands.  

The main topic of this resource will make easy to apply the grammar and vocabulary content to a real situation: writing a cookbook with recipes from all the students of the class group. 

Here, students will learn and practise contents, procedures and attitudes related to the basic knowledge areas  of communication, multilingualism and intercultural values.

Download the Didactic Proposal in editable format or in pdf.

By working on this resource, students will face some individual activities, but also some collaborative  tasks  and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences in several learning situations very similar to those in which people may get involved in real life.

This project is part of a set of projects entitled "English in my daily life'"which is based on the curriculum for the 1st year of compulsory secondary education.

The following objectives have been considered in the design of this project:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge: write down a recipe using the vocabulary related with food and the instruction learnt along the project. Within this learning scenario, relevant language contents can be practiced and a wide range of tasks is presented so that students are encouraged to practice and improve the linguistic skills required for their final output.

This unit starts with the Breaking the ice section in which students are going to focus their attention into the project and how it will work. By using a Thinking routine students and teachers will identify the previous knowledge. Then students will start working with yes / no questions and set the beginning of their Learning Diary.

Food around the world. In this section, students will focus their attention on the food around the world. They will create a post into a collaborative maps into Google maps to show different food around the world. 

At the restaurant presents mainly the vocabulary and grammar necessary to order for food and drink into a restaurant. Students will record a video with a role playing about a situation like that into a restaurant.  

At te market provides students the opportunity of reflex about healthy habits on eating. In this section the student will create a poster to pomote healthy eating. 

The Statistics about food section offers the students the moment to talk to their partners and look for data to investigate about food likes and dislikes, and about food eating habits.

Finally, The cookbook section offers the student the final challenge in which students will show how much they have learnt about the topic. They will have to create a recipe with the vocabulary about food and the instructions they achieved along the whole project. 

Curricular framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación
1.1 Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado, propios de los ámbitos de las relaciones interpersonales, del aprendizaje, de los medios de comunicación y de la ficción expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.2 Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; interpretar elementos no verbales; y buscar y seleccionar información.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1 Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado, con el fin de describir, narrar e informar sobre temas concretos, en diferentes soportes, utilizando de forma guiada recursos verbales y no verbales, así como estrategias de planificación y control de la producción.

2.2 Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales, sobre asuntos cotidianos y frecuentes de relevancia para el alumnado y próximos a su experiencia.

2.3 Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas, a las características contextuales y a la tipología textual, usando con ayuda los recursos físicos o digitales más adecuados en función de la tarea y las necesidades de cada momento, teniendo en cuenta la personas a quienes va dirigido el texto.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiquetadigital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2 Seleccionar, organizar y utilizar, de forma guiada y en entornos próximos, estrategias adecuadas para iniciar, mantener y terminar la comunicación; tomar y ceder la palabra; y solicitar y formular aclaraciones y explicaciones.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.2 Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3 Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos.

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.1 Actuar de forma empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas y rechazando cualquier tipo de discriminación, prejuicio y estereotipo en contextos comunicativos cotidianos.

6.2 Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal y mostrando interés por compartir elementos culturales y lingüísticos que fomenten la sostenibilidad y la democracia.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.

Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: saludar, despedirse, presentar y presentarse; describir personas, objetos y lugares; situar eventos en el tiempo; situar objetos, personas y lugares en el espacio; pedir e intercambiar información sobre cuestiones cotidianas; dar y pedir instrucciones y órdenes; ofrecer, aceptar y rechazar ayuda, proposiciones o sugerencias; expresar parcialmente el gusto o el interés y emociones básicas; narrar acontecimientos pasados, describir situaciones presentes y enunciar sucesos futuros; expresar la opinión, la posibilidad, la capacidad, la obligación y la prohibición.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.

Unidades lingüísticas básicas y significados asociados a dichas unidades tales como la expresión de la entidad y sus propiedades, cantidad y cualidad, el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación y la exclamación, relaciones lógicas básicas.

Léxico de uso común y de interés para el alumnado relativo a identificación personal, relaciones interpersonales, lugares y entornos cercanos, ocio y tiempo libre, vida cotidiana, salud y actividad física, vivienda y hogar, clima y entorno natural, tecnologías de la información y la comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Breaking the ice

Food around the world

At the restaurant

At the market

Statistics about food

The cookbook

CCL
X
X
X
X
X
 X

CP
X
X
X
X
X
X

STEM

X
X

CD
X
X
X
X
X
X

CPSAA
X
X
X
X
X
 X

CC

X
X
X

CE

X
X

X
 X

CCEC

X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEAM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section

Objectives

Sessions

Breaking the ice

Have a general idea about the topic.

Play a game using Yes/No questions.

2 sessions

Food around the world

We should be able to talk about different food around the world.

We will work on reading and writing skills.

2 Sessions

At the restaurant

We will be able to order for food and drink into a restaurant following the given menu.

We will work on listening, writing and speaking skills. 

2 sessions

At the market

We should be able to identify and promote the main benefits about eating fruit at vegetables. 

We will work on listening, writing and speaking skills.

2 sessions

Statistics about food

 We will be able to express and talk about the conclusions of an investigation about food likes. 

We will work on writing and speaking skills.

2 sessions

Promoting my town

We will be able to write and share a recipe using vocabulary and instructions related with the topic of food. 

We will work the writing and reading skills

3 sessions

By the nature of the resource topic, the English teacher can work in collaboration with teachers of other didactic departments to coordinate the students' tasks.

Maths. The statistics about food section will be a good opportunity of the Maths teacher to help the students with the graphs and the analysis of the data.

Geography and History. The teacher giving this subject can encourage students to identify the different places around the world in which the have found typical food. 

Information and Communication Technology. The IT teacher can take part by helping students with the different apps and digital tools they are going to use. 

Arts. The Arts teacher can offer the students information about how to do the design of the recipe. 

Last, but not least,  students can study the grammar structures and key vocabulary of the English subject and compare them with those in their mother tongue. This way, they will be able to reflect on both languages and will be able to understand better how they work, specially on how to have a polite conversation. 

Assessment

Teachers can use different tools to evaluate students' performance throughout their learning process. Likewise, students, will be able to self-assess their work. The evaluation will be formative and it will take place at the stages listed below. The assessment should be formative, it looks continuously to improve the learning process of the student. By working on this way the teacher will help on what, how, when and how much the students are learning. After that, it would be possible to adjust the lesson activities, the resources or the strategies in order to achieve better resources. 

At the beginning of the resource

Teachers can assess their students' previous knowledge about food and likes and dislikes of it, also about the interest of the topic by using the thinking routine ate the beginning. Teachers should inform students about the project rubric so that they know how their work will be assessed.

During the process

Teachers will assess their students' work by observation in class and, also, using a rubric for each of the tasks they are required to do

Students will be also able to assess their own learning process by completing a learning diary  with which they can reflect on how well they are  doing.

Do not forget that the digital portfolio that students will create to publish and share their tasks and final challenge can also be used by teachers as an assessing tool.  

At the end of the process

This resource includes a project rubric that includes  the necessary items for teachers to check to what extent students are able to achieve the required learning objectives.

This final rubric can be use also for student to do the self - assessment or peer assessment to check their partners final product. 

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Make sure your students know about the different tasks and the final challenge  they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools which students are required to use to produce their work. As much as you work this aspect, the best you will develop autonomy in work of your students. 

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learning diary so that they can reflect on how well they are performing in their learning process. If you read it on a daily basis and comment with the student, they will find the importance of it. 

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide , we encourage you to use this resource as a guide and  make students work in an analogue way by using cardboards instead of digital posters, notebooks as learning diaries or your class notice board, which can be used to publish and share your pupils' work.

Also it will be great, in case you want to work following this digital project, to let the students to investigate the different tools and look for videotutorials. If they find useful, they can share with their mates. 

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Title | A cookbook | English in my daily life
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Javier Ramos Sancha
License | Creative Commons BY-SA 4.0

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This open educational resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted, as long as the name of the creator is provided, and in case of being transformed and publishing a new version, it must be done under the same CC BY-SA license as the original.

The following text can be used to acknowledge authorship in case of modification of the resource:

This material is an adaptation of the original resource "A cookbook" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Creado con eXeLearning (Ventana nueva)