3. IntroductionCooking is what we do everyday. Sometimes wejust cook familiar dishes; sometimes we need toread recipes to cook more sophisticated ones.
4. Cooking recipes play an undeniably important role ingiving us the detailed and precise instructions so that wecan follow the right steps and use proper amounts ofingredients.
5. Recipes are so helpful, but have you ever thought ofwriting a recipe to share with your friends, especially anEnglish recipe of one of your country’s specialties to sharewith your international friends? In one week, you aregoing to know exactly how to do this!
6. Task:How to write a mouth-watering recipe?
7. You will know about the layout of a recipe, in otherwords, what parts should be included in a recipe.You will also have the opportunity to identify how towrite each part properly. After that, you will chooseone specific dish to write a recipe of, following theguideline. The last task which may be quitechallenging but also interesting to do is to presentyour recipe in front of the whole class.
8. ProcessFirst, your class will be divided into smallgroups. Because the class has about 12students, it will be divided into four three-member groups. Each group will be given somesamples of recipes and discuss about the partsthat a recipe should have.
9. Some examples of recipes: http://alldownunder.com/australian-food/damper-recipe.htmhttp://alldownunder.com/australian-food/hamburger-recipe.htm http://alldownunder.com/australian-food/pikelets-recipe.htmhttp://alldownunder.com/australian-food/lamingtons-recipe.htm
16. When your groups have known the parts a recipe shouldinclude, it’s time to understand how to write each partcorrectly. Below are some useful links about how to writeeach part of a recipe perfectly:http://www.wikihow.com/Write-a-Recipehttp://www.thekitchn.com/how-to-write-a-recipe-58522http://www.ehow.com/how_2057715_write-recipe.htmlhttp://www.bbcgoodfood.com/blog/630-how-to-write-a-recipe/
17. This link specially focuses on how to write the list of ingredients:http://www.reading.ac.uk/foodlaw/label/a-3.htm
18. Now you have understood all theguidelines, it’s time to start writing yourown recipes! In your groups of three, pleasediscuss to choose one dish of which youwant to write the recipe, look back at theguidelines and start writing!
19. To help your writing become easier, you may refer to thelists of vocabulary below:List of cooking ingredients:http://www.food.com/library/all.zspList of cooking utensils:http://en.wikipedia.org/wiki/List_of_food_preparation_utensilsList of cooking measurements:http://www.dutchovendude.com/cooking-measurement.shtml
20. After your groups have completed the recipes, don’tforget to prepare for the presentation in front of thewhole class. Do you have trouble with how to makeyour recipe sound lively? This may help you:http://www.youtube.com/watch?v=uKfhcQet-6M
21. It will be wonderful if your class can go to akitchen and all the groups have the chance tocook their own dish following their own recipesand have a delicious meal with the whole class!
22. Evaluation This is how your work will be evaluated: Beginning 1 Developing Qualified 3 Exemplary Score 2 4Identifying Cannot Has a lot of Has some Recognizesthe parts recognize difficulties in difficulties in the parts ofof a recipe the parts of a recognizing recognizing a recipe recipe after the parts of a the parts of a easily after reading the recipe after recipe after reading the sample reading the reading the sample recipes sample sample recipes recipes recipes
23. Beginning 1 Developing 2 Qualified 3 Exemplary 4 ScoreWriting Has a lot of Has some Has a few Has notheir vocabulary vocabulary vocabulary vocabularyown misuses in mistakes in mistakes in mistakes inrecipes writing the writing the writing the writing the ingredients, ingredients, ingredients, ingredients, utensils and utensils and utensils and utensils and measurement measurements measurements; measuremen s, has unclear ; however, the however, the ts; and the layout and layout and layout and layout and confusing instructions are instructions are instructions instructions intelligible quite easy to are very understand and clear and follow easy to follow
24. Beginning Developing Qualified 3 Exemplary 4 Score 1 2Presenting Does not Lists Lists Lists enoughtheir list enough enough enough ingredients,recipes in ingredients, ingredients, ingredients, utensils andfront of utensils utensils and utensils measurementthe whole and measureme and s compared toclass measurem nts measurem the written ents compared to ents recipe; has compared the written compared vivid visual to the recipe; had to the aids and the written enough written presentation is recipe and visual aids; recipe; has intelligible and presents the beautiful interesting the recipe presentation visual aids enough to unintelligibl is intelligible and the make the y because although presentatio listeners want of the lack there is still n is to try making of visual confusion intelligible the dish aids immediately
25. ConclusionNow you have known the essential parts of a recipe,how to write each part correctly and you have alsohad the chance to share your recipe with the wholeclass. One more thing to be noted is that you havegained a lot more vocabulary about cooking.Hopefully from now on you will be able to write yourown recipes that make the readers or listenersdesire to taste that dish right away!
26. Teacher notes
28. IntroductionWelcome to the ‘How to write a recipe in English’Webquest. This Webquest was designed to helpEnglish learners know how to write a recipe inEnglish because while students may be veryfamiliar with the recipes in their own languages,they may still have difficulties in comprehendingthe English recipes and following them to cook theright dishes, let alone writing an English recipe ontheir own. The activities in this Webquest will makestudents be exposed to different countries’ cuisine,which is very helpful in their English learning interms of not only the vocabulary gaining but alsotheir speaking and cultural exchanges in English.
29. LearnersThis Webquest was designed for a class of tenth-gradeEnglish learners coming from different languagebackgrounds to help them be able to write recipes inEnglish. The students will have opportunities to readsample recipes to identify the essential parts that arecipe must have, learn about how the parts areorganized and see how cooking ingredients, utensilsand measurements are written. They will also beprovided with careful guidelines on how to write theparts of a recipe properly and practice writing theirown recipes. Another task that makes the lesson moreinteresting and may make the students feel prouderabout their work is to make a presentation to sharetheir recipes with the whole class.
30. StandardsAt the end of this Webquest students will be able to:• Analyze and synthesize information from recipesamples to draw some the conclusion about theessential parts of a recipe.• Understand how to write each part of a recipeproperly and professionally.• Gain knowledge about cooking vocabulary.• Work collaboratively in groups to choose a dish towrite recipe of and deliver group presentation.
31. ProcessThe activities in this Webquest take about one week (five school days)to finish and about one hour per day is needed. On the first day, thestudents will read the samples recipes carefully to find out how manyparts a recipe has, try to get familiar with the way the information inwritten and may recognize the differences between how a recipe iswritten in English and in their first languages; for example, theingredients measurements or the preparation methods. The teachermay ask them to talk about those differences. The second and thirdday will be devoted for helping the students to understand how towrite each part of a recipe correctly. They may need a lot of timebecause the recipe languages may be unfamiliar to them, especiallywhen they have to read and write recipes in English. On the fourth ofthe week, the students will revise what they have gained from thefirst three days and start writing a recipe in their groups. On the fifthday, they will deliver group presentations about their recipes and tryto make them as fascinating as possible with the help of visual aidslike pictures, videos or real cooking materials like ingredients orutensils. If time and resources allow, the class may go to a kitchenand cook their own dishes to share with their friends.