This document outlines the objectives, competencies, and tasks for a lesson plan on writing recipes. The general objectives are for students to practice their communicative skills, produce a clear recipe, and participate in discussions. Several competencies are targeted, including communication skills, cultural awareness, autonomy, and social skills. The lesson involves students identifying ingredients in a sample recipe, underlining verbs, matching verbs to pictures, writing their own recipe in groups, cooking the recipes at home, and presenting them in class. The goal is for students to authentically use language as a means of communication.

1. Let’s cook!!!
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2. GENERAL OBJECTIVES
 To achieve the communicative competence
prescriptive for 1st Batxillerat, practicing the 4
skills in an integrated way.
 To produce a recipe organizing ideas in a clear
manner.
 To participate in discussions and exchange
opinions in order to reach agreements.
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3. COMPETENCES (I)
 Communicative competence:
To practice the receptive and productive
skills in an integrated manner
 Cultural and artistic competence:
To foster interest in typical recipes
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4. COMPETENCES (II)
 Learning-to-learn:
To understand basic instructions
to complete tasks
 Autonomy and personal initiative:
To act with initiative and personal
creativity and reflect upon their own progress
and evaluate their own work
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5. COMPETENCES (III)
 Interpersonal, social and civic competence:
To know and practise dialogues as an
interpersonal communication tool and as a
means to reach agreements
To promote gender equality
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6. RELATION TO CONTEXT AND
REAL LIFE
 Students use a real text to carry out a
real task.
 It fosters autonomy and promotes
culinary abilities.
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7. Let’s start the task!
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8. PRE-TASK (I)
Italy Germany Spain Mexico
U.S.A Russia Czech Republic France
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spaghetti hot dog fajita paella
kartoffelsalat pirozhki crêpes goulash

9. PRE-TASK (II)
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VIDEO:
http://www.youtube.com/watch?v=Z1ajYx0UIxo
 Activity 1:
Ask students to make a list of the
ingredients used in the recipe.

10. PRE-TASK (II)
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VIDEO:
http://www.youtube.com/watch?v=Z1ajYx0UIxo
 Activity 2:
Give students a copy of the recipe, explain
the recipe structure and ask them to
underline the verbs.

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12. Preparation:
Step 1: Whisk the dry ingredients. In one bowl, mix the dry ingredients with a whisk.
Break up any lumps.
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.
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.
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.
Step 5: Heat your pan. Heat your pan to about 350 degrees, and lightly coat the surface
with cooking spray or vegetable oil.
Step 6: Make a trial pancake.Test your temperature by making a trial pancake.
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.
Step 8: Keep them warm. Pancakes should be served as soon as they’re cooked
through.
Step 9: Serve and enjoy. Serve your pancakes with traditional sides like butter and
maple syrup, but don’t be afraid to experiment!
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13. PRE-TASK (III)
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 Activity 3:
Flash-cards: Students have to match the
picture with the correct verb.

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boil wash grill
dice add pour
roast peel cut
blend fry mix

15. TASK
 Make groups of 3/4 students and ask them to
write their own recipe.
 Students may choose a typical recipe of a
specific country.
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16. POST-TASK
 Ask students to cook their recipes and bring
them to class the next day.
 Students have to present the dish in class and
explain how they did it.
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17. ASSESSMENT
 Summative evaluation:
Teacher checks the written text.
 Co-evaluation:
Students assess their peers’ presentations.
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19. CONCLUSION
 Students have used a real text to work with a
grammar point: imperative.
 A real context has been created in the
classroom promoting interaction.
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 We have gone beyond grammar
integrating culture and working
with key competences.
 Students used language as a
means of communication.