LET'S COOK!! A CLIL ACTIVITY. SECONDARY SCHOOL

1. LET’S COOK!
 NAME: Let’s Cook!
 TEACHERS: Emma, Assistant Teacher (Ireland) and Narmin.
 LEVEL: SECONDARY, 1ST LEVEL BILINGUAL GROUP (1ESO, 12 years old)
 NUMBER OF STUDENTS: 23 students
 SESSIONS: 4 sessions
 TIME: 55 mins
 Language focus on Food and Cooking Vocabulary / Grammar based on the
Imperative.
 ACTIVITIES AND RESOURCES: an approach to Irish culture, wordclouds, writing
task, speaking activity, final super contest, worksheets, and video on Youtube
https://www.youtube.com/watch?v=NjS0CuWN7Sk
.

2. Let’s not forget about Diversity
 Even in Bilingual groups we need to pay attention to those students
who may have some kind of problem when facing a subject. In our
case, we have a great Bilingual group where there are 23 students and
they are all AMAZEBALLS. They work really hard and two of them are
really struggling since they love the subject, they love English and
they want to remain in the group, despite all the problems and the
difficulties that they both have to face. Obviously, we understand that
the family, the tutor and the teacher need to work together as a team
to make that work and the student can feel the support of all of them
so that he/she may feel confident and can improve. That does not
mean the student will not work as the rest of the group, but the
teacher will be more indulgent and tolerant.

3. First Session:
 Beginning of the class (10 min):
Talk to our students for a short while: Good morning my dear students!!!!! How are you
today??? –Fine, thank you, teacher, and you??? –I’m grand indeed!!!, very happy to see
you again!! I have prepared something for you today!!! You will love it, Let’s start!! 
Roll call: “Is anyone absent?” ….
 We go to the computer lab for today’s activity.
 Warm-up: Quick think, pair, square work game to introduce the topic. (20 min)

4. Example of Wordcloud:
We tell them that, first individually, then in pairs and finally in square group
they have to think about more words related to Food and Cooking. Then,
after a few minutes, they tell us and the teachers will add those words to
create a new wordcloud with the words they have added, so that students
realise they have played an important role in the first part of the activity. 
We have already caught their attention…. Let’s go on!
Thus, first, we show them the example of a wordcloud:

5.  Now they have to prepare their own wordcloud in pairs and teachers tell
them to email their wordclouds to the teacher. (20 min)
 http://www.wordle.net/create
 CLOSING: We tell them that this is the very beginning of sth very cool!
Tell them to tidy the classroom, no homework for next day, we will keep
talking about food and cooking.
Bye bye!!

6. Second Session:
 Beginning of the class (10 min): same as before.
 During (20 min): The Irish assistant (he already knows the group and has told
them about Irish culture) is going to help me with this class today. I have
previously asked him to prepare and bring some worksheets about typical Irish
food. He talks a little bit about Irish food, his favourite meal and then he gives
the sheets to the kids and finally we tell them they are going to work in groups
of three and then we will check their answers.

7.  Then, I show them a very cool video about two girls cooking pancakes and
after watching the video, I tell them the good news…. They are going to
write their own… recipe!!!!  And I show them a template, explain them
what they have to do and let them know all the info they need will be
uploaded on our PAD. They will need, for example, the list of cooking
verbs. (20 min):
 https://www.youtube.com/watch?v=NjS0CuWN7Sk
 http://www.sanvalero.net/
 Closing: (5 mins) make sure they have understood what they will have to
do the next day in class…. I have already told them the recipes will be
dessert recipes!!!

9.  Name of the Project: THE RECIPE BOOK
 Level: 1º ESO / Group: 1º EB
 Deadline (fecha de entrega): 14th November (Friday)
Steps
1. You must work in pairs.
2. First, look for a recipe that has the following characteristics:
- It must be EASY AND QUICK TO COOK.
-The ingredients must be easy to find.
- Also, it must be CREATIVE AND ORIGINAL.
- The healthier, the better.
3. Once you have decided your recipe, write the STEPS in a clear, short
and easy way (like in the example). The sentences must be short.
4. Include the list of INGREDIENTS.
5. Include a PICTURE / PHOTO of the recipe (it is better if you draw it on your own).
6. You must hand the recipe in a piece of paper ”FOLIO DIN A4” with your
names and group (1EB) at the back on the date given: 14th
November.
7. Example:

10. ICY DREAMS
Ingredients (for one person):
• 6 strawberries
• 3 flavours of ice-cream: cherry, vanilla, and nut
• 1 spoon of chocolate sauce
• 1 big spoon of whipped cream
• 1 big strawberry for decoration
Preparation:
• First, slice the strawberries.
• Then, put them on the bottom of a shallow bowl.
• Next, put one scoop of each ice–cream in the center of the bowl.
• After that, put the chocolate sauce on the scoops.
• Later, cover it all with whipped cream.
• Finally, put the big strawberry on top of the cream.

11. Third Session:
 Whole class working in pairs on their own recipes, both the assistant
teacher and the teacher will walk around the class to help them. After
that they will read them for the class.
At the end, the teacher tells them the big surprise and final
project: they will have to cook their desserts and next day they will
bring them to class!!!!!!

12. Rubric
Redacta de forma
elemental, y a
partir de
modelos, notas,
descripciones,
correspondencia
postal o
electrónica o
mensajes.
No redacta Redacta a partir
de modelos
concretos y se
ciñe totalmente
a estos modelos.
Redacta a partir
de modelos
concretos e
incluye ideas
propias.
Redacta a partir
de modelos
concretos
incluyendo ideas
propias y
estructurándolas
adecuadamente.
Uso del
lenguaje
Eltexto es
incomprensible.
El texto es
comprensible;
pero requiere
que el lector
descifre el texto.
El texto es
comprensible;
requiere
aclaraciones y
enmiendas
mínimas por
parte del lector.
El texto es
comprensible; no
requiere
aclaraciones por
parte del lector.
Hace uso de las
reglas básicas de
ortografía,
gramática y
puntuación.
No hace uso
de ningún tipo
de
regla de
ortografía,
gramática y
puntuación.
Escribe con
muchas faltas de
ortografía.
Escribe con un
nivel de
corrección
ortográfica y
gramatical
aceptable.
Escribe con un
nivel de corrección
ortográfica y
gramatical
aceptable
haciendo uso de
los signos
de
puntuación
adecuados.
Vocabulario-
gramática
Uso inadecuado
de vocabulario
básico y de las
estructuras
gramaticales,
con errores
frecuentes.
Uso adecuado
de vocabulario
básico y de
estructuras
gramaticales
simples y
complejas con
algunos errores.
Uso adecuado y
variado de
vocabulario, y de
estructuras
gramaticales
complejas con
pocos errores.
Uso adecuado y
variado de
vocabulario, y de
estructuras
gramaticales
complejas sin
errores.
Cuida la
presentación de los
textos escritos en
soporte papel y
digital.
No cuida la
presentación de
los textos escritos
bien sea en
soporte papel o
digital. No respeta
Cuida poco la
presentación: hay
tachones, no
respeta alguna
separación de
párrafos, alguna
Cuida la
presentación
pero hay algún
fallo.
Presentación
cuidada del texto:
respeta los
márgenes, letra
clara y sin
tachones.

13. Fourth Session:

14. Fun, contest, winners and prizes!!! 