The document outlines a 3 lesson plan on teaching students about food from around the world. The lessons will have students: 1) complete surveys and watch videos to learn about different dishes and cuisines; 2) research typical desserts from Italy, England, Spain, and France; 3) work in groups to film a 3 minute video explaining a recipe from one of the assigned countries, including ingredients, instructions, and utensils. Students will share their videos through a Facebook group and later sample the dishes at an event while providing feedback.

1. Learning Technologies
Final Project
1. Title: “Let’s food around”
2. Key words: dish, plate, glass, make, prepare, cut, chop, boil, fry, bake, sauce, filling, mix, stir, sieve, spoon,
spoonful, salt, pepper
3. Authors’ names: Alvarez Veloso Mariano, Caballero Soledad, Delli Santi Ma. Laura, Iglesias Graciela, Ruiz Ma.
Laura
4. School, city, country: Asoc. Arg de Cultura Inglesa, annexe Ramos Mejía
5. Topic: food
6. Time allotted: 3 lessons of 1h 30’
7. Materials and equipment: Mobile phones, tablets, desk computer, laptops
8. Target group / Learners: Teen 4 students, teenagers with intermediate level, B1 level according to the CEFR,
independent users. Sts are able to produce a fairly wide variety of written and spoken language, simple and some
complex sentences with a fairly varied vocabulary.
9. ICT skills needed: typing, following links, browsing, looking for specific information, making video files,
uploading files on facebook.
10. Lesson aims and objectives: by the end of the lesson the sts will be able to: use the imperative form to give
instructions, acquire the necessary vocabulary to describe and talk about food (nouns describing food, adjectives
to give an opinion about the different dishes, use verbs connected to food and cooking); use their ict skills
mentioned above, which will act as a media or a tool to improve the students’ performance of the English
language in order to improve their competence and performance in the English language.
11. Activities:
∙ Pre­task 1 (10’): The teacher shows a small ppt presentation with different dishes from different countries, the
last slide with the title “Let’s food around!”, and asks the sts what they think the lesson will be about. (expected
answer: food around the world) . Alternative: The teacher writes on the board “Let’s food around” and asks sts to
brainstorm ideas they associate with the title. Then he/she tells sts that’s the title of the lesson.
The teacher tells the students that they'll find out the topic of the lesson by following the link that she has written on
the board. The students will have to use their cellphones to answer a Typeform survey previously designed by the
teacher.

2. https://foodsurvey.typeform.com/to/aRH6D2
The teacher displays the results of the survey on the IWB and gives feedback. She pays special attention to the last
question, which is related to the video she’ll show as the next part of the task.
∙ Pre­task 2 (25’): The teacher asks “which terms would you write in these categories: celebrations, state of the
food, ingredients fit for sauces, measures. The teacher elicits words to fit into these categories, listening to the
students’ answers, and adding some him/herself.
The teacher says “Let’s find out how much time it takes to make banana splits.” She hands out the following
worksheet with multiple choice questions. Alternative:, using portable devices, Sts go to the following link in
Google docs: https://docs.google.com/forms/d/17PWVQHkRA_EFTmM62ed4lMKE7fgc2rynujFlCrNNnIk/viewform

3.
The teacher shows the following video on the IWB and the students do the activity. (S)he shows the video twice.
https://www.youtube.com/watch?v=TxwWbrgLEPA&list=PLA0C463F119C41EF4
Note for the teacher: The video might seem a bit gory at times. However, it is a good source of vocabulary
connected with cooking. Nowadays children are exposed to much more violence than what this video shows, which
is clearly intended to make people laugh. And most importantly, she doesn't curse, which is what most people
would do in this situation.

4.
They correct it together, checking at the same time if they understand the target language. Then the teacher asks:
● Has something like this ever happened to you?
● Have you ever celebrated Valentine’s Day? How?
● What is the last meal you cooked for someone else?
● What is the most expensive meal you have ever eaten?
● What is the most expensive restaurant that you have ever been to?
○ What did you eat there?
○ When did you go?
○ Who did you go with?
● What is the most unusual thing you've ever eaten. Did it taste good or bad?
● What nationality is the dessert on the video? Expected answer: American.
∙ Pre­task 3 (10’): The teacher divides the class into four groups and says “Let’s make a web search! Take out
your portable devices and find out the nationalities of these desserts.” (S)he writes the following words on the
board and assigns a dessert for each group through a raffle.
∙ Tiramisu (Italy)
∙ Lemon Pie (England)
∙ Flan (Spain)
∙ Chocolate truffles (France)
The students start the web search and then they share what they’ve found out. Then, the teacher asks whether they
like these dishes and which their favourite desserts are. “Do you know any other dishes from these countries?”
∙ Towards the main task (45’)
Procedure:
The teacher tells the students about the main task of the lesson: they will work in the same groups. “You’ll film a
3­minute video explaining a recipe for a typical dish from the country you were previously assigned (France,
England, Italy, Spain.) It should not take longer than that. Be creative. Make sure you speak in a loud and clear
voice.” As the teacher knows that students might not be able to work in class with real food, they will just bring the

5. utensils and mime the actions as they explain the recipe. As for the ingredients, they can draw or print them from
the web.The teacher will allow some minutes for them to surf the net so as to choose the recipe they like best. The
teacher suggests the following sites:
http://www.foodepedia.co.uk/cooking/
http://www.jamieoliver.com/
http://www.cookingteens.com/
http://www.gourmet.com/
http://www.seventeen.com/health/tips/teen­recipes
Suggested link for measurement convertions: http://www.infoplease.com/ipa/A0001723.html
The students will write the recipe collaboratively, plus a list of materials needed for it, using the facebook group.
They will also use the latter to plan how to make the video.
Note for the teacher: students are likely to copy and paste recipes from the Internet, so you should make a special
point on this: they have to use their own words, so as to be prepared for the final task, in which students will have to
show how to cook the dish live.
The students will devote the rest of the class to get organised and decide on the best ways to achieve the final
task.
Towards the end of the lesson, the teacher offers the following options to make the video the following class:
● Cellphones
● Digital cameras
● Tablets
● www.mailvu.com
∙Task (1h 30’): The following lesson will be entirely devoted to filming the different recipes. The teacher will monitor
and help the students with vocabulary and technical matters.
∙ Post­task (1h): The teacher explains that she will open a facebook group to upload and share the videos and
create a face­to­face facebook event to share the dishes and watch the videos in class. The teacher allots a week
to complete the task.
On the day of the event, the students will bring the real dishes together with music of the different countries. Once
the students have watched all the videos and are trying the different dishes, they are going to share their opinions
and feelings on the following chatroom:
https://todaysmeet.com/letsfoodaround

6.
As self­assessment for the students, the teacher asks them “What have you learned from this lesson? Can you
prepare a recipe and describe it in English? Can you read the ingredients of a recipe and prepare it? Can you give
instructions to somebody else? Can you talk about food?”
12. Implementation considerations and classroom atmosphere: First of all the teacher will have to check that the
software in the computer is running smoothly and compatibility amongst the different software students are
bringing is suitable. The teacher should also check that there is a good internet connection so that anxiety and
frustration is lowered to the minimum. All being well, at the event the videos will be presented together with the
recipes.
13. Assessment criteria: The students' clips will serve as assessment criteria, continuous assessment during
the whole process since the pre­task.
14. Copyright and sources:
We decided to use this link from Mad TV Channel on YouTube because it’s copyright­friendly.
https://www.youtube.com/watch?v=TxwWbrgLEPA&list=PLA0C463F119C41EF4
www.mailvu.com
https://plans.pbworks.com/signup/edubasic20
15. Course participants’ self­assessment: As a group, we continuously felt on the same wavelength. There were
no clashes and complemented one another very well! It was a great experience! We realised it is wonderful to work
collaboratively, since we shared and strengthened our ideas, as we are used to working in Ramos.