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English 3


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English 3

  1. 1. Let’s cook!!!
  2. 2. GENERAL OBJECTIVES <ul><li>To achieve the communicative competence prescriptive for 1st ESO, practicing the 4 skills in an integrated way. </li></ul><ul><li>To produce a recipe organizing ideas in a clear manner. </li></ul><ul><li>To participate in discussions and exchange opinions in order to reach agreements. </li></ul>
  3. 3. COMPETENCES (I) <ul><li>Communicative competence: </li></ul><ul><li>To practice the receptive and productive </li></ul><ul><li>skills in an integrated manner </li></ul><ul><li>Cultural and artistic competence: </li></ul><ul><li>To foster interest in typical recipes </li></ul>
  4. 4. COMPETENCES (II) <ul><li>Learning-to-learn: </li></ul><ul><li>To understand basic instructions </li></ul><ul><li>to complete tasks </li></ul><ul><li>Autonomy and personal initiative: </li></ul><ul><li>To act with initiative and personal </li></ul><ul><li>creativity and reflect upon their own progress </li></ul><ul><li>and evaluate their own work </li></ul>
  5. 5. COMPETENCES (III) <ul><li>Interpersonal, social and civic competence: </li></ul><ul><li>To know and practise dialogues as an interpersonal communication tool and as a means to reach agreements </li></ul><ul><li>To promote gender equality </li></ul>
  6. 6. RELATION TO CONTEXT AND REAL LIFE <ul><li>Students use a real text to carry out a real task. </li></ul><ul><li>It fosters autonomy and promotes culinary abilities. </li></ul>
  7. 7. <ul><li>Let’s start the task! </li></ul>
  8. 8. PRE-TASK (I) <ul><li>Italy Germany Spain Mexico </li></ul><ul><li>U.S.A Russia Czech Republic France </li></ul>spaghetti hot dog fajita paella kartoffelsalat pirozhki crêpes goulash
  9. 9. PRE-TASK (II) <ul><li>VIDEO : </li></ul><ul><li>http :// / watch?v = Z1ajYx0UIxo </li></ul><ul><li>Activity 1: </li></ul><ul><li>Ask students to make a list of the ingredients used in the recipe. </li></ul>
  10. 10. PRE-TASK (II) <ul><li>VIDEO : </li></ul><ul><li>http :// / watch?v = Z1ajYx0UIxo </li></ul><ul><li>Activity 2: </li></ul><ul><li>Give students a copy of the recipe, explain the recipe structure and ask them to underline the verbs. </li></ul>
  11. 11.
  12. 12. <ul><li>Preparation: </li></ul><ul><li>Step 1: Whisk the dry ingredients. In one bowl, mix the dry ingredients with a whisk. Break up any lumps. </li></ul><ul><li>Step 2: Separate the eggs. Separate the eggs into the other two bowls. Whip the whites with a hand mixer until they form stiff peaks and set aside. </li></ul><ul><li>Step 3: Mix the wet ingredients. Add the milk to the egg yolks and beat them together with the mixer until they’re bubbly. Then, mix in the oil or butter. </li></ul><ul><li>Step 4: Add dry to wet. Add the dry ingredients to the egg yolk mixture, and whisk them together very gently. Don’t mix too much. Fold in the egg whites in two additions, and let the batter rest for 15 to 20 minutes. </li></ul><ul><li>Step 5: Heat your pan. Heat your pan to about 350 degrees, and lightly coat the surface with cooking spray or vegetable oil. </li></ul><ul><li>Step 6: Make a trial pancake. Test your temperature by making a trial pancake. </li></ul><ul><li>Step 7: Cook your pancakes. When you’re satisfied that you’ve got the right temperature, use your 1/3-cup measure to pour on as many helpings of batter as you can comfortably fit on the griddle. There should be a bit of space between them, so that they don’t overlap or touch when you flip them. </li></ul><ul><li>Step 8: Keep them warm. Pancakes should be served as soon as they’re cooked through. </li></ul><ul><li>Step 9: Serve and enjoy. Serve your pancakes with traditional sides like butter and maple syrup, but don’t be afraid to experiment! </li></ul>
  13. 13. PRE-TASK (III) <ul><li>Activity 3: </li></ul><ul><li>Flash-cards: Students have to match the picture with the correct verb. </li></ul>
  14. 14. boil wash grill dice add pour roast peel cut blend fry mix
  15. 15. TASK <ul><li>Make groups of 3/4 students and ask them to write their own recipe. </li></ul><ul><li>Students may choose a typical recipe of a specific country. </li></ul>
  16. 16. POST-TASK <ul><li>Ask students to cook their recipes and bring them to class the next day. </li></ul><ul><li>Students have to present the dish in class and explain how they did it. </li></ul>
  17. 17. ASSESSMENT <ul><li>Summative evaluation: </li></ul><ul><li>Teacher checks the written text. </li></ul><ul><li>Co-evaluation: </li></ul><ul><li>Students assess their peers’ presentations. </li></ul>
  18. 18.
  19. 19. CONCLUSION <ul><li>Students have used a real text to work with a grammar point: imperative. </li></ul><ul><li>A real context has been created in the classroom promoting interaction. </li></ul><ul><li>We have gone beyond grammar integrating culture and working with key competences. </li></ul><ul><li>Students used language as a means of communication. </li></ul>