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Winter 2018

CORE Level E
Krista Rich
This week’s theme: Cooking and Recipes
Target skill: Listening and speaking
Background: This class is for students with at least a high- or mid-intermediate proficiency
level. Most students are Spanish-speaking, but there are a few Portuguese-, a Mongolian-, and a
Farsi-speaker. On the first day, I collected a checklist of students’ most desired topics. So far,
have used and will continue to use those preferences to form our semester. Last week, we
focused on foods and tastes. Now, we are in our unit about cooking and recipes.

Objectives
Terminal
Students will be able to…
1. Listen and comprehend verbal recipes.
2. Explain how to make various foods.
Enabling
Students will…
1. Learn and review terms we use to describe food (throughout).
2. Watch videos and describe what is being done.
3. Identify cooking abbreviations and understand them in the context of a recipe.

Materials
Day 16_2-12-18_Cooking and Recipes PPT (attached in separate file), projector/HDMI/laptop,
The Complete Listening-Speaking Course textbook, handout of cooking verbs, video links (on
PPT, but also included in appendix)

Sequencing
Time Slides Description
4:20 1  Welcome class, pray, take attendance
Overview  Business
o I sent an email about the midterm party and
assessment. Questions?

1
o Tomorrow and Wednesday, I’ll give them some time
to practice their presentations.
4:25 Warm-up 2  What’s the difference between (WTDB): /the whole/ vs. /all/
(routine)/present  Have students read the first two bullet points, and then
reveal the other points.
4:28 Warm-up 3  Have students discuss their journal (if they wrote anything).
(routine) If not, have them discuss the questions on the slide.
Transition: Point out that we talked about the difference between slice, chop, cut, etc. on
Thursday. Remind the students that slice, like in our WTDB example, means to cut a piece of
food into straight pieces.
4:35 Review 4  Bring up the chart from Thursday and remind students of
some of the things we talked about.
 “Browning” is called “golding” in Spanish.
 “Cover” usually refers to covering something in order to
keep the air out so the food doesn’t go stale.
4:37 4  Have students discuss the vocabulary for a few minutes in
Practice case they didn’t finish on Thursday. Monitor their
discussions and answer concerns they have.
 After a few minutes, get students’ attention again and
address any questions they have as a class. If possible, have
students explain the vocabulary that their peers are uncertain
about.
Transition: Inform students that it’s helpful to know all these terms, but it’s not helpful if we
don’t know how to explain the order things are done in, which leads us to our next topic.
4:40 Present 5  Show slide 5, which has various commands used in recipes.
Point out that the different sets may be used in different
stages of the recipe. Animated text boxes will appear to
indicate these.
4:45 Practice 6  Hand out the sheets of paper with the table of cooking
actions.
 With a partner, students will explain how to make one of the
foods listed on slide 6. The recipe commands are also
included on the slide.
 The food options are: spaghetti, apple pie, pizza, and peanut
butter and jelly sandwich. They can also choose one of their
favorite foods if they’d like.
 Each partner will explain how to make one of the foods. If
each partner fully explains one before time is up, have them
explain another recipe until time is up.
 Monitor student work.
Transition: Thank everyone for their participation. Address any major errors if necessary. Tell
students we are now going to continue practicing explaining recipes. However, we are going
to base our explanations on videos.
4:55 Present/ 7  Pull up the first recipe video embedded on slide 7. The
Practice hyperlinks to all the videos are included on slide 8, but they
(Listening) are also pulled up already on the internet.

2
 Say that you are going to explain what is happening in the
video, but students will not be able to see the video.
 Students will need to guess what kind of food is being made.
It can be general, such as dessert, breakfast, etc. The idea is
to get them to listen to the explanation and comprehend
what is being said.
 After watching the video, ask if they understood what was
being explained. Can anyone guess what was being made?
 The correct answer is that it is a mango dessert.
 Reveal what the recipe was for. Show a picture of the
finished product.
5:00 Practice 7  Now, students are going to do the same thing. We are going
(Speaking) to watch a video all together (#2). Students will all watch the
same video, and everybody is going to explain what is
happening at the same time.
 * The video is already pulled up in an internet tab. There
will probably be a commercial before the video, and the
webpage might take a little bit to load.
 Students should speak quietly so everyone can hear their
own words, but they should not stifle their production. If
needed, students can plug their ears or put sound-canceling
headphones in so they can hear themselves better.
 At the end of the video, ask students how it went.
5:05 Perform Internet  Now, put students into partnerships. Pull their names from
(Speaking) the slips of paper so it’s random.
 Partner A will face the board and watch the video (#3 Easy
Homemade Chili). Partner B will listen as Partner A
describes what is happening. At the end of the video, Partner
B guesses what kind of food was being made in the video.
 Once Partner B has guessed, students can look at the
finished product of the video. Ask students how it went.
5:08 Internet  The partners switch roles, and Partner B now describes #4
(Grandma’s Chicken Noodle Soup) to Partner A. Repeat the
process outlined above.
5:10 Internet  There is one more video (#5, tuna casserole), which will be
good if there is a group of 3.
 If there are no groups of 3, have a volunteer describe what is
happening while the rest of the class listens. They may
watch the video or close their eyes—whichever they prefer.
Transition: Thank students for their participation. Give a round of applause for the final
volunteer. Say that now that we’ve practice verbally explaining and listening to cooking
instructions, we’re going to see a sample of a written recipe.
5:13 Present 9  Show slide 9, which has a recipe on it. Ask students if they
know what the abbreviations mean.
 Explain the abbreviations (C = cup, tsp = teaspoon)
 Have a student read the recipe aloud.

3
 Ask if students notice any differences between the way a
recipe is written and the way it is explained verbally. There
are no right or wrong answers, but you may want to mention
that they are pretty similar.
10, 11  Show slide 10, which has common kitchen measurements.
Let students look through them briefly.
 Point out that in the US, it may be less common to see some
of these terms in recipes, but it’s more common to see them
on the nutrition facts label of foods and drinks. Slide 11 has
three examples of nutrition labels—two food, and one drink.
 Say that we’re not going to spend time focusing on these,
but the pictures are more of an FYI that we do see some of
these abbreviations.
5:18 Practice 12  Tell students they are going to write their own recipe now.
They should write down the ingredients (if they don’t know,
they can just estimate).
 If students do not feel confident in writing their own recipe,
they can use the internet to find recipes they like.
 With a new partner, they will explain their recipe.
Transition: Remind students that the party on Thursday is a potluck, and they can bring what
they just told their partner how to make if they’d like.
5:23 Summary  Remind the students that today, we practiced explaining,
listening to, reading, and writing recipes.
 We also learned the difference between /the whole/ and /all/.
 Any questions?
 Thank and dismiss class.
Contingency (5– 13  Slide 13 has a list of questions that students can talk about,
10 minutes) which will transition us into our next unit on emotions. Have
students talk with a partner or in small groups.
 If there isn’t time for this, encourage students to write about
these questions in their journals later.

Appendix
Recipe Video Links
1. Cold mango dessert https://www.youtube.com/watch?v=1uOtSmRqQvg
2. Chicken enchilada casserole https://www.bunsinmyoven.com/2017/09/18/chicken-
enchilada-casserole/
3. Easy homemade chili http://allrecipes.com/video/1372/easy-homemade-chili/
4. Chicken noodle soup http://allrecipes.com/video/961/grandmas-chicken-noodle-soup/
5. Tuna casserole https://mykitchencraze.com/tuna-casserole/

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