Tastes of the world

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones.

Spices Flavoring. Stevepb. Pixabay. CC0

This project is about Food and Tastes of the UK. As you should already know in the UK there are four countries: Wales, England, Northern Ireland and Scotland.

Along this project, you will enjoy learning together with your classmates and becoming a foodie.

Cook Food. Comfreak . Pixabay. CC0

The target of this project is to cooperate in the classroom to know everything about food in the UK, even how to cook some dishes.

You have to learn a lot about food, but also how to prepare it. At the end, your recipe is going to take part in the contest of Kid Food Nation (accessed on 22/05/18).

Time to be creative and open your mind and mouth!

General information

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by you following the teacher's explanation, but especially by self-investigation and interaction among you and your partners.

Along the pages there are different types of activities you have to do, presentations, work in groups or pairs and even individual exercises.

You have logos that help to understand, don´t worry about the text under the pictures, it´s the title of the photo:

Teamwork

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Teamwork team. Geralt. Pixabay. CC0

Work with your group. Remember these points:
- Respect the roles: coordinator, secretary, speaker, time keeper.
- Speak in English
- Don´t be noisy.

All class time

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

All the class must work together with the teacher. Remember:

Don´t be noisy.
Raise your hand to talk.
Pay attention.

Individual activity

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Girls read . Kidaha. Pixabay. CC0

You have to work alone in an exercise or activity. Concentrate and don´t waste your time.

Pair work

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Chalkboard blackboard. Prawny. Pixabay. CC0

You work with a partner. It is very important to work helping each other, don´t do it individually.

Feedback

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Feedback confirming. Geralt. Pixabay. CC0

This is the moment to stop and think what we have done. Use the information you are working with.

What are we learning?

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Success Gradual. Geralt. Pixabay. CC0

At the end of every page you have to create a video of your progress. Talk about the activities you are making and the things you are learning in the pages.

Use the vocabulary you learnt.

This is a groupwork activity, and you will do it in a computer. First, prepare what to say and to show. For example, make a drawing or write down important words on a piece of paper.

The program we are using is OBS Studio, here you have a video tutorial on how to use it, it´s quite simple, right?

Save your results in your group folder with the name of the page.

OBS Studio Tutorial for Kids. The authors. CC BY-SA

Project

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Poject group. Geralt. Pixabay. CC0

This is your final task. Remember to work with your group and present it in front of the class.

100 % completed

One hundred. Geralt. Pixabay. CC0

Congratulations! You finished all the tasks. Review your progress in the topic.

The final task is the presentation of your recipe, bringing it to taste it if possible! Also, we are sending them to Kid Food Nation (accessed on 22/05/18). You can elaborate a Google Slides that helps you present your recipe. You have a tutorial here:

Google Slides Tutorial for Kids. The authors. CC BY-SA

Your table is ready!

Table restaurant. Max Pixel. Pixabay. CC0

Bon appétit!

Meal times

English Breakfast? Maybe for a brunch.

Look in the Cambridge dictionary the meaning of brunch.

Do you need to refresh vocabulary on food and kitchen? Let´s play:

(Accessed on 20/05/18)

Lunch time

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Chalkboard blackboard. Prawny. Pixabay. CC0

Listen to this conversation between two work mates. There is a question you have to answer:

How long is the average lunch break in the UK?

a) An hour and a half.

b) 45 minutes.

c) 25 minutes.

Vocabulary

peckish: slightly hungry.

makeshift: describes a short-term, low quality solution.

utilitarian: designed to be practical rather than beautiful.

to embrace: to accept (an idea or belief) enthusiastically.

to broaden your horizons: to increase the number of things you know about, usually by having new experiences.

team spirit: the good feeling of togetherness that a team can have.

What your lunch says about you. BBC 6 Minute English. (Accessed on 25/05/18).

TASK 1

Prepare a short conversation about your lunch.

Step 1. Listen carefully to the conversation and try to ask the question.

Step 2. Identify the questions they are making each other.

Step 3. Ask questions to your partner about:

Where do you have your lunch?
What time you have lunch ?
How long does lunch take in your school?
What´s your favourite dish for lunch?
Do you always have a sandwich?

Step 4. Write the questions in cards.

Step 5. Practise the conversation you will do in front of the class.

TASK 2

Talk about the different lunch types around the world:

- Which one do you think it takes more than 30 minutes?

- Are they big or small meals compared to Spanish lunch?

School Lunches Around The World. BuzzFeedBlue. (Accessed on 25/05/18).

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Feedback confirming. Geralt. Pixabay. CC0

Compare your answers with your classmates.

Talk about lunch in your school.

Is your lunch healthy?

AFTERNOON TEA!

British people (or Brits in short) love tea, they have got a specific time for having tea! Between four and five, it´s tea time.

- Can you name all the food on the table? Do you think something is strange?

Tea for two. Nicubunu. Wikimedia. CC BY-SA

Read this blog post: It's tea 'o' clock! by RosemaryM published on the British Council Learn English Teens webpage (Accessed on 25/05/18).

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Teamwork team. Geralt. Pixabay. CC0

Discuss in your group about how she has the tea:

- Do Brits drink tea only in the afternoon?

- Do they mix tea with something else?

- Do they like to have snacks with tea?

- Have you tried the combination of tea with milk? What do you think?

Write down your answers in a piece of paper to discuss in your class.

How to Make Tea the British Way. Anglophenia. (Accessed on 25/05/18).

Have you finished? You can watch this video to become an expert in afternoon tea.

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Feedback confirming. Geralt. Pixabay. CC0

Put in common your answers and opinions about afternoom tea.

- Make a chart with the classroom opinions.

- Is tea popular in your country?

Dinner

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Teamwork team. Geralt. Pixabay. CC0

Prepare the dinner with some ingredients: what would you do?

Classify them in the parts of a big meal: appetizer, main dish and dessert.

A roast beef dinner. Acabashi. Wikimedia. CC BY-SA / Salmon Appetizer. Petr Kratochvil. PublicDomainPictures. CC0 / Pumpkin Pie Slice. The Culinary Geek. Flickr. CC BY

Ingredients:

Vegetables and fruits: pumpkin, peas, carrots, broccoli, potatoes, tomatoes, onions, apples and bananas.
Fish and meat: salmon, mussels, chicken, beef, pork and lamb.
Milk and diary: yogurt, cheese and butter.

- Think of a dish for the three parts.

- Look for pictures or recipes on the internet.

- Present them in front of the class.

- Are they healthy for dinner?

Food Time. Johnny Silvercloud. Flick. CC BY-SA

What´s the perfect time for dinner?

Read paragraphs one and two in The Guardian article about dinner time (accessed on 25/05/18). Answer these questions:

- What time do people generally have dinner in a restaurant?

- From what time do Brits have dinner at home?

- What time is it too late for dinner?

Is dinner a big meal?

Check out the BBC Good Food web and search for "dinner" (accessed on 25/05/18).

- Pay attention to the main dishes, not desserts or appetizers.

- Talk in your group about the amount of food Brits have for dinner.

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Tastes of the world.

Save your recording in your group folder with the name: Progress 1.

Success Gradual Career. Geralt. Pixabay. CC0

Scottish food

At the restaurant

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Chalkboard blackboard. Prawny. Pixabay. CC0

You are very hungry, so you decide to eat at the airport, you can´t find Scottish food, so you go for a chain restaurant.

Review your knowledge by doing this activity by the British Council: At the restaurant (accessed on 26/05/18).

Harry the K's Restaurant Menu Board. Go Phightins!. Wikimedia. CC BY-SA

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Teamwork team. Geralt. Pixabay. CC0

Eating in a restaurant is not easy. In this video you can find the phrases you have to use!

How to Speak English in a Restaurant. Tea with Mariana. (Accessed on 26/05/18).

- Did you eat well? Is this video from the UK or USA?

Let´s search for the word "check" in Cambridge dictionary, the piece of paper with the money owed. Is check British or American English?

****

- Now in your group imagine you are at the restaurant and prepare a situation.

STEP 1: First, arrive at the restaurant and ask for a table for one, two or a group of people (you can make the situation with two tables).

STEP 2: Decide what to drink, are you fine with tap water? Do you prefer a glass of juice? Tell the waiter/waitress.

STEP 3: The menu is the same of the activity by the British Council: At the restaurant. Order the food you want.

STEP 4: Tell the waiter/waitress how the food is: ok, good or great.

STEP 5: Ask for the bill and prepare the money to pay! No credit cards accepted.

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Feedback confirming. Geralt. Pixabay. CC0

Discuss about these points:

Is it easy for you to find words from the UK different in US English? Why?
Do you like to eat at restaurants?
Do you think Scottish food is different to the one you tried in this restaurant?
Do you have doubts?

A Scottish Restaurant

Stac Polly - The Scottish Restaurant. Daniel Farrell. Fickr. CC BY-SA

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Teamwork team. Geralt. Pixabay. CC0

It´s dinner time! And finally, you are going to taste the Scottish traditional dishes.

Create a menu of traditional Scottish dishes.

STEP 1: Learn about some Scottish dishes. Search for the next dishes on Wikipedia:

Caramel shortbread
Scotch pie
Scottish berries
Cullen skink
Scottish salmon
Black pudding
Bangers and mash
Neeps and tatties
Haggis
Scotch broth

STEP 2: Put the dishes in the categories you consider (appetizers, salads, main dishes, side dishes, desserts, etc.).

STEP 3: Decorate the menu and add the prices.

STEP 4: Imagine you are at the restaurant: prepare a situation.

STEP 5: Don´t forget to interact with the waiter/waitress: Is the food ok, good or great?

Now, in your group, imagine you are at the restaurant and create a situation.

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Tastes of the world page.

Save your recording in your group folder with the name: Progress 2.

Success Gradual Career. Geralt. Pixabay. CC0

English food

What are Brits´ favourite dishes?

English food has influences from Romans and even from some Asian colonies, like India.

We can see how rich the British cuisine is. Pay attention do this Wikipedia Article, look at the pictures.

Find the section "Stereotypes of English Cuisine and do the worksheet with a partner.

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Chalkboard blackboard. Prawny. Pixabay. CC0

Stereotypes of English Cuisine

Click on the print version to work with your worksheet on paper.

Click on the pc version to work on a computer.

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Feedback confirming. Geralt. Pixabay. CC0

- Compare your answers with other pairs.

- Talk about the foods you want to try.

- What are the oldest foods like?

- Are the stereotypical dishes similar to Spanish cuisine?

London Cafés

Loving London - London Coffee Shops. Steven Gardner. (Accessed on 25/05/18).

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Teamwork team. Geralt. Pixabay. CC0

It looks like Brits love coffee and cafés.

TASK 1

Answer these questions in your groups:

What century did coffee shops arrive to London? (time 0:02)
a)15th b) 16th c) 17th

What did they talk about in coffee shops in old times? (time 0:05)
a) Philosophy, revenge and ghosts.
b) Philosophy, rebellion and gossip.
c) Philosophy, rhetoric and agriculture.

What can you try at "Tina, we salute you"? (time 0:25)
a) Good coffee and tea.
b) Good coffee and juice.
c) Good coffee and cakes.

What decoration can you see in "Tina, we salute you"? (time 0:35)
a) Famous paintings of international artists.
b) Paintings of magic and visual effects.
c) Local artists graffiti.

Is "Café Ginkgo" children friendly? (time 0:50)
a) Yes, it is. b) No, it isn´t. c) No information.

What food can you try at "Café Ginkgo"? (time 0:55)
a) Salty food, they have delicious sandwiches.
b) Sweet food, they have yummy brownies.
c) Sweet food, they have great chocolate cake.

What does he say about "Deptfords Café"? (time 1:15)
a) It is a train carriage.
b) It is a great place for St. Valentine´s day.
c) It is expensive but civilized.

Where is the "Towpath Café"? (time 1:40)

a) By the river. b) Next to the tube. c) By the canal.

"J&A Café" is owned by two brothers. (time 2:02)
a) True. b) False.

There is a great variety of cafés in London. (time 2:20)
a) True. b) False.

TASK 2

Discuss in your groups what café you like the most and what you want to order there. Justify your answers and prepare to defend your opinion in front of the class.

TASK 3

- Tell to your partners some basic information about a café you know. Try to give information about:

Where is it?
What is it good for?
What is the speciality?
Does it have decoration?
More information.

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Feedback confirming. Geralt. Pixabay. CC0

Discuss all together about cafés:

- Are they good places to talk and to spend time? Do you like to go and try new food?

- What do you like to have at cafés? Do you prefer salty or sweet food?

- Did you like London cafés? Are they different from the ones in your area?

Barbecue!

Do you like barbecue? Do you like roast vegetables?

Jamie Oliver's Top 5 BBQ Tips. Jamie Oliver. (Accessed on 25/05/18).

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Teamwork team. Geralt. Pixabay. CC0

With good weather, there is nothing like a barbecue! And in the UK they love barbecues!

Pay attention to these tips by Jamie Oliver for having a great experience when cooking in a barbecue!

TASK 1

Put the tips in order:

Get an incredible meat with amazing flavour in the outside.
Have a hot area and a cool area.
Make an herb brush.
Make a flavour vinegar spray.
Species and salt: smash herbs and salt.

TASK 2

Match these explanations with each tip:

a) Use it as you turn the meat.

b) You can get on one side caramelisation and in the other a slow cooking finish.

c) In fish and vegetables adds a lot of flavours.

d) It keeps things delicious with herbs flavour.

e) Get a double or triple steak.

TASK 3

How do you like your steak?

Do you like it very cooked?
Do you like it cooked just the necessary?
Do you like it only a little bit cooked?

The English words are: rare, medium and well-done. Can you guess which one is the right for each picture?

- Role play: you are in a barbecue with your friends and each of you want steaks, tell the cook how do you want your steak.

Reindeer steak. FotosVanRobin. Wikimedia. CC BY-SA / Perfect Entrecote. FotosVanRobin. Wikimedia. CC BY-SA / Overcooked Beef Tenderloin. Alpha- Flickr. CC BY-SA

TASK 4

Think a TIP you can use in a barbecue and explain it to the classroom. The best tip can be sent to Jamie Oliver, so try to be original.

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Tastes of the world page.

Save your recording in your group folder with the name: Progress 3.

Success Gradual. Geralt. Pixabay. CC0

Welsh food

Celebrating with food

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

How do you celebrate with food?

Sometimes we use food to celebrate a special day, feast or event. People all over the world associate different food to these dates.

Can you think of a food for a special day?

For example the symbol of Saint David, the patron saint of Wales, on 1st March, is the leek. But it is typical to eat other traditional welsh food that we are going to see later.

Have you ever tried leeks? Do you like them?

Leeks and thyme. Thor. Flickr. CC BY

Now watch the video to know about 5 important celebrations from different cultures.

Then, do the QUIZ below.

How different cultures celebrate with food. Kid Food Nation. (Accessed on 29/05/2018).

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Feedback confirming. Geralt. Pixabay. CC0

Do you usually celebrate with food in your family? What type of food?
What food do you celebrate Christmas with?
Are there feasts related to food in your town or area? What type of food? Do you know the origin?

Tell your partners and make a list of all the feasts you can think of. Then share your ideas with the other groups.

Traditional Welsh food

Solution

Incorrect
Correct

Solution

Incorrect
Correct

Solution

Correct
Incorrect

Making Welsh cakes

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Chalkboard blackboard. Prawny. Pixabay. CC0

WELSH DISHES

From the previous Welsh dishes:

Which one do you like the most? Why?
Which one do you like the least? Why?
Have you ever tried Welsh food? Do you want to do it?

WELSH CAKES RECIPE

Now we are going to learn how to make Welsh cakes!!

Kathryn Gunter is the owner of The Market Bakery, in Abergavenny market. She is going to show us how she cooks this delicious meal. She is Welsh and she speaks with a different accent but she speaks slowly, so don't worry!

How to make Welsh cakes. Kathryn Gunter. (Accessed on 30/05/2018).

While you are listening complete the gaps in the recipe.

We are going to start by measuring the Cloze (1): oat. Then I am going to Cloze (2): JXUwMDM5JXUwMDA1JXUwMDAw 2 oz of castor Cloze (3): . Then I am going to add a good Cloze (4): of sultanas.

The next stage then, we are going to Cloze (5): JXUwMDM1JXUwMDA0JXUwMDEx this up together. We will then add one Cloze (6): JXUwMDNkJXUwMDAyJXUwMDAw and see what the consistency is like, probably might need a Cloze (7): egg.

Then get it into a nice round Cloze (8): JXUwMDNhJXUwMDAzJXUwMDBkJXUwMDAw and we start rolling. We are ready now to Cloze (9): JXUwMDNiJXUwMDE2JXUwMDAx them out.

The Cloze (10): to really good Welsh cake making is to give them a lot of Cloze (11): JXUwMDM0JXUwMDAzJXUwMDE5JXUwMDEz and a lot of attention.

Cook for a few minutes on one Cloze (12): JXUwMDJiJXUwMDFhJXUwMDBkJXUwMDAx and then turn them over and Cloze (13): JXUwMDNiJXUwMDBjJXUwMDAwJXUwMDA0 them on the other side.

Enable JavaScript

Analysing a recipe

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Teamwork team. Geralt. Pixabay. CC0

What parts in a recipe can you distinguish?

There are three important aspects you have to consider before you start cooking:

1. Ingredients and measures: handful, spoonful, teaspoonful, oz (ounce), gr (grams), cup...

Ingredients Sugar. OpenClipart-Vectors. Pixabay. CC0

2. Utensils.

Grilling tools. Clker-Free-Vector-Images. Pixabay. CC0

3. Steps (actions you need to do).

Baking cookies. Skitterphoto. Pixabay. CC0

Working in a recipe

Read Kathryn's recipe carefully.

WELSH CAKES

Ingredients:

8 oz self raising flour
2oz castor sugar
4oz margarine or butter
1 or 2 handfuls of sultanas
1 or 2 eggs depending on mixture

Method:

(makes around 10-12)
- Sieve flour into bowl, then add margarine or butter, rub in finely together.
- Add sugar and sultanas and mix.
- Add 1 egg and mix. The consistency needs to be bound together, so if too dry add another egg.
- Roll out on a floured board, to about a quarter inch thick.
- Cut using a 2 inch (approx) cutter, then cook on a greased pan, or bake stone, on a medium heat for about 4 to 5 minutes each side.
- The exact cooking length will depend on what you are cooking your Welsh cakes on, but keep a close eye - too short a period and they won’t be cooked in middle, and cooked for too long and they will be dry. When touched during cooking they should feel springy, but not wet to the touch (no mixture should come out of the middle).
- Once cooked dust with castor sugar and enjoy.

Then, in your notebook, make a list of the ingredients, cooking utensils and verbs (actions) that you find in the recipe. You can draw a chart like this.

RECIPE:
Ingredients	Cooking utensils	Verbs

If you have problems with the vocabulary, you can look it up in the Cambridge dictionary.

Compare it with your group and add the missing words to your list.

Looking for a recipe

Now that you know the parts of a recipe, it's time to work on your own.

Choose a recipe you like from these simple KIDS RECIPES (KidFoodNation; accessed on 30/05/2018).
Write down a list of the ingredients, utensils and verbs in your notebook (you can use the chart above).
When you are ready, tell your group about your recipe and listen to your partners.

Recipe tab. Royguisinger. Pixabay. CC0

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Tastes of the world page.

Save your recording in your group folder with the name: Progress 4.

Success Gradual. Geralt. Pixabay. CC0

Irish food

Typical Irish Food

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Chalkboard blackboard. Prawny. Pixabay. CC0

We are going to have a look at five famous dishes in Ireland. Can you guess their names and the ingredients?

*Pictures are referenced in the Feedback section in order to hide the title.

1 Cloze (1): is a kind of Cloze (2): pancake.

2 Irish Cloze (3): JXUwMDJiJXUwMDA3JXUwMDExJXUwMDEy is a kind of soup with Cloze (4): JXUwMDM1JXUwMDA4JXUwMDA0JXUwMDE1 (lamb, goat...) and Cloze (5): (onions, carrots, potatoes...).

3 Cloze (6): is boiled pork sausage, back Cloze (7): and potatoes. Sometimes served with onions, Cloze (8): ...

4 Cloze (9): is mashed potatoes and onion with butter, milk, Cloze (10): . Sometimes served with other vegetables.

5 Cloze (11): is mashed potato, kale or Cloze (12): , milk and butter. People usually eat it with boiled ham or bacon.

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Irish pubs

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Blackboard boys. OpenClipart-Vectors. Pixabay. CC0

What is a pub?

They are businesses that serve food and drink with a friendly atmosphere related to culture, such as Irish sports and traditional Irish music. We can find pubs all around the world but they have the origin in the UK. There are over 7,000 Irish themed pubs worldwide. Often, outside Ireland, the Irish theme extends only to the name and the decor, while the menus are similar to other restaurants in the area.

If you don't remember how Irish music sounds have some time to listen and enjoy!

Irish music has a Celtic origin and it is very famous. Listen to it and then share your impressions.

Did you know this type of music?
Do you like it?
Is there a similar music in your area?

The Boondock Saints. Luna Bujalesky. Soundcloud. CC BY (Accessed on 29/05/2018)

Where does the name "pub" come from?

The word “pub” comes from “public house". If the pub has rooms to sleep at night, it is usually called an inn.

What is the difference between a bar and a pub?

A British pub cannot be confused with an American bar. Pubs are an important part of the life and culture in England, Scotland, Wales and Ireland.

Bars serve only drinks. A Pub generally is a place to have fun, eat and drink.

What is the oldest pub in Ireland?

The "oldest pub in Ireland" is in Athlone, Co. Westmeath from the 10th century. Sean's Bar is officially the oldest pub in Ireland and the world, according to the Guinness Book of World Records (2004).

Although most of the evidence found during excavations are now at the National Museum of Ireland, some of the coins from the original establishment are on the walls of the pub.

Sean's Bar. Sharonlflynn. Wikimedia. CC BY-SA

^{OTHER OLD AND FAMOUS PUBS IN IRELAND...}

The Brazen Head, Dublin

The Brazen Head. Harold Strong. Wikimedia. CC BY-SA

It is in Dublin, outside the city walls and near the original bridge of Dublin.

The historical and literary figures who visited the pub include James Joyce, Brendan Behan, Robert Emmet, Daniel O'Connell and Michael Collins...

The Crown, Belfast City

The Crown Bar. Kenneth Allen. Wikimedia. CC BY-SA

One of Northern Ireland’s best known pubs, the Crown Liquor Saloon is one of the last Victorian palaces on the island. It has a lavish design, inside and out.

There are some elements typical of the Irish pub interior, richly decorated ceilings and a red stone bar top. The rest is an example of Victorian lavishness, with ornate wood carving, polished brass, glass, polychromatic tiles and period gas lights.

TIME FOR...

Feedback confirming. Geralt. Pixabay. CC0

Which of the previous pubs do you like the most? Why?
Have you ever been to a pub? When, where and who with?
What food did you eat?
Is there an Irish pub in your town/area? What's the name? What can you eat there?
Is there a pub with a different theme in your town? What's the name? What can you do there?

EXTRA PRACTICE

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Teamwork team. Geralt. Pixabay. CC0

FOOD GROUPS

What's a food group?
What types of food groups are there?
Can you give an example for each?

Discuss with your group and share your answers.

Then play FIND THE FOOD GROUP (KidFoodNation; accessed on 29/05/2018) to check them and try to remember answering the following quiz.

Food groups Quiz

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Girls read . Kidaha. Pixabay. CC0

Complete the gaps with the correct food group. When you finish you are going to discover the FOOD PYRAMID!

What are we learning?

Record with your group in OBS STUDIO the new words or ideas of this lesson, you can give examples or show pictures.

Do you need help? Have a look at the video with the instructions on Tastes of the world page.

Save your recording in your group folder with the name: Progress 5.

Success Gradual. Geralt. Pixabay. CC0

Let's cook

Are you ready to cook?

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Teamwork team. Geralt. Pixabay. CC0

Before cooking...

Now that you know how to read and follow a recipe, it's time to start cooking. But...

Have you ever cooked before?
Are you an expert in cooking or is it your first time?
Do you think you are ready to cook?
Do you think you can cook safely?
Do you know how to measure ingredients?
And how to boil an egg?

Don't worry if it is your first time or you don't know how to use the kitchen appliances. Here you have some advice before going into the kitchen. We are going to have a careful look at them. It's very important to pay attention!!!

Important Polaroid. Geralt. Pixabay. CC0

1. Each member of your group chooses one topic to work on (*make sure all the topics are chosen in the class).

(Topics selected from Kid Food Nation; accessed on 31/05/2018)

2. Click on your topic to read the article or watch the video (depending on the topic).

3. Write a summary of the advice in your notebook.

4. Tell your group about it. You can make gestures to demonstrate what you are saying and help your group understand.

5. Draw a chart with the important ideas in your group.

6. Share your chart with the other groups to know about the other topics.

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Feedback confirming. Geralt. Pixabay. CC0

Which advice is the most important for you?
Which one is the least important?
Did you know all these advice?
Which one is new for you?
Do you have a different advice to give?

Cooking your own recipe

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Poject group. Geralt. Pixabay. CC0

The final task is the cooking and presentation of your own recipe.

Remember we will make a recipes book and send all your recipes to the Kid Food Nation (Accessed on 31/05/2018). They will upload them to their recipes webpage and you can win a Kid Food Nation prize pack to whip up more amazing recipes!

STEP 1. Do you need inspiration? Watch the 20 Most Delicious Food in the world and get hungry!!

Did you know all these foods?
Which ones are new for you?
Which one do you like the most?
Which one do you like the least?
Which ones do you want to try first?

World's 20 most delicious food of CNN Travel. Am I tight? (Accessed on 31/05/2018).

STEP 2. Choose a recipe of any culture. It can be your family's recipe, a typical recipe in your town or area or a recipe from a different culture.

You can ask your family or friends, read a recipe's book, search on Google. But be careful! Some recipes can be very difficult because they need a lot of ingredients, lot of time, special utensils... So choose a recipe you understand and you can do, if necessary, with your parents help.

Sometimes the simple recipes are the most delicious!

Here you can find very easy recipes to cook (accessed on 31/05/2018):

Kid Food Nation recipes

Junior Chef Academy fun food recipes

STEP 3. Write the recipe.

When writing the recipe, remember the three important parts that we learnt: ingredients and measures, cooking utensils and steps. Make it as simple as possible to encourage people to cook it: use short sentences and simple language to help your classmates understand.

Recipe Label. OpenClipart-Vectors. Pixabay. CC0

STEP 4. Cook the recipe.

Before start cooking remember to check you have all the ingredients and utensils needed. And very important, be sure you have enough TIME! Relax and enjoy cooking!

Ask for help if you need it, please don't take risks. There is nothing brave in that.

While you are cooking you can take pictures or record videos for the final presentation.

When you finish, don't forget to bring your dish to class so we can taste it!

STEP 5. Present your recipe.

You are going to tell your class how to make the recipe, so don't forget to tell them about the ingredients, the utensils they need and the steps.

You can make a demonstration in the class (bringing fake ingredients and utensils for example) or you can elaborate a Google Slides with your pictures or videos that helps you explain. Do you need help? Have a look at the video with the instructions on Tastes of the world page.

To finish we are going to make a recipes book with all your presentations and we will donate it to the Shcool's Library.

Book cook. OpenClipart-Vectors. Pixabay. CC0

After the presentations were are going to have a FOOD PARTY in the class to taste all the dishes you bring!

LET'S EAT AND ENJOY THESE DELICIOUS MEALS!

Your learning progress

Listen to all your group recordings inOBS STUDIO to review your progress in this topic. Well done!!!

One hundred. Geralt. Pixabay. CC0

Guidelines for teachers

Methodology, timing and attention to diversity

This resource is one of the five OER (Open Educational Resource) part of the project Real Life English.

OER 1: Bright ideas.
OER 2: Breaking news.
OER 3: Sightseeing is cool.
OER 4: Tastes of the world.
OER 5: Playing time.

Our purpose is to compensate the inequality regarding opportunities to interact in real English speaking situations in their daily life context. Bring the outside world into the classroom by means of realia, that is, real material not designed for teaching, but for fostering a global and significant learning by providing contextualization, motivation and awareness of the language usefulness for students.

Our project was created following the Guide for creators of Open Educational Resources by the EDIA project (promoted by the Cedec). It is designed to be applied in the subject of English as a second language in the 5th and 6th level of Primary Education. It focuses on a Project Based Approach, as students will first activate their previous knowledge and learn through discovery by developing different tasks to end up with a project.

This methodology is active (using ICTs and audiovisual materials as well as fostering the students constant reflection and discussion) and flexible to be adapted to the students needs and the class circumstances in relation to the tasks, time and groupings, contributing this way to attention to diversity.

This OER is divided in 8 main parts, each of them contains several tasks which can be worked independently. Although they are thought to be developed in one session each part, the time can be adapted depending on the level of detail required on each task. Some of them can need previous work and others may need to be finished in following sessions. Every OER follows the same structure:

Part 1: Students instructions.
Part 2: Activating curiosity and previous knowledge.
Part 3, 4, 5 and 6: developing tasks.
Part 7: Group project and progress self-revision.
Part 8: Teacher guidelines.

For each activity a different type of grouping is suggested by means of the following logos (explained in the students instructions).

TIME FOR ... teamwork

Teamwork team. Geralt. Pixabay. CC0

TIME FOR... all class work

Blackboard. OpenClipart-Vectors. Pixabay. CC0

TIME FOR... individual work

Girls read. Kidaha. Pixabay. CC0

TIME FOR... pair work

Chalkboard blackboard. Prawny. Pixabay. CC0

Most of the work will be in teams, as the basis of the project is cooperative learning because of the multiple benefits it implies from the point of view of attention to diversity as well as motivation and creativity, among others. (See EL PROGRAMA CA/AC (“Cooperar para Aprender / Aprender a Cooperar”) PARA ENSEÑAR A APRENDER EN EQUIPO. Implementación del aprendizaje cooperativo en el aula. Pere Pujolàs and José Ramón Lago). Nevertheless there will also be some time for class work, pair work and individual work as they complement teamwork to help the student's development from a global perspective.

Objectives

Our goal is to reach an integrated communicative competence as well as an intercultural awareness that help students realize, understand and value the acquisition of the English language.

For this purpose the four language skills (listening, speaking, reading and writing) will be worked in an integrated way, as it happens in real life. Students will interact with authentic material to bring the learning process as natural as possible.

At the end of the project the students will have worked on the following aims:

Knowing and using vocabulary regarding the meal times, routines and typical food in the UK (English, Scottish, Welsh and Irish food).
Asking for food, restaurants, meal times and recipes and following them using the present simple of some verbs.
Writing and presenting a recipe.
Interacting with certain autonomy when having a conversation and giving opinion.
Cooperating and sharing feedback with other students.
Recording and being aware of their own progress.
Becoming familiar with cultural aspects and developing an intercultural awareness.
Interacting with real English material and becoming aware of this language usefulness.

Learning standards and Key competences (LOMCE) - common to the 5 OER

The following learning standards and key competences are based on the LOMCE (Organic Law 8/2013, 9th December), more concretely on the Decree 105/2014, 4th September, that establishes the curriculum for Primary Education in Galicia.

These standards correspond to the curriculum of the English subject in the 5th level of Primary Education.

PLEB1.1. Comprende o sentido global e a información máis importante de textos orais, con estruturas coñecidas e léxico de uso cotiá adecuados á súa idade, procedentes de medios audiovisuais ou da Internet.

PLEB1.3. Identifica a información máis relevante en interaccións orais nas que participa que traten sobre temas familiares procedentes de diferentes medios de comunicación e da Internet.

PLEB2.1. Participa de forma activa en situacións reais ou simuladas de comunicación, previamente preparadas e ensaiadas, sobre temas do seu interese, sobre persoas da súa contorna inmediata, cunha pronuncia e entoación comprensibles.

PLEB2.4. Produce textos orais propios, sinxelos e breves (p.e. cancións, conversas telefónicas, dramatizacións) utilizando distintos soportes multimedia.

PLEB3.2. Comprende a idea principal dun texto escrito sinxelo, con apoio visual, procedente dos medios de comunicación adaptados á súa competencia lingüística e acorde coa súa idade.

PLEB4.4. Amosa interese polo uso guiado das TIC para producir textos e presentacións e transmitir información escrita.

PLEB4.6. Produce mensaxes escritas breves: notas e avisos, instrucións ou normas, cartas, felicitacións, carteis, folletos, cómics o descricións de lugares, gustos ou afeccións.

PLEB5.1. Identifica aspectos básicos da vida cotiá dos países onde se fala a lingua estranxeira (horarios, comidas, festividades…) e compáraos cos propios, amosando unha actitude de apertura cara ao diferente.

PLEB5.2. Participa en actividades de aprendizaxe individuais e colectivas, respecta as ideas dos e das demais e contribúe ao traballo en grupo.

PLEB5.15. Compara aspectos lingüísticos e culturais das linguas que coñece para mellorar na súa aprendizaxe e lograr unha competencia integrada a través de producións audiovisuais ou multimedia e de manifestacións artísticas.

PLEB5.14. Comprende e usa adecuadamente o vocabulario necesario para participar nas interaccións da aula ou fóra da aula, ler textos próximos á súa idade e escribir con léxico traballado previamente.

Contribution to the development of the seven Key Competences:

Competencia en comunicación lingüística:

É a competencia máis directamente relacionada coa aprendizaxe dunha lingua e que, como mencionamos anteriormente, a nosa meta é alcanzar unha competencia comunicativa integrada.

Por isto, traballaremos todas as destrezas da lingua, comprensión e expresión oral, e comprensión e expresión escrita, priorizando a súa interrelación, pois é así como aparecen nas situacións reais de comunicación, e non de manera illada.

Ao longo de todas as secuencias didácticas propiciaremos non só a comprensión e expresión unilateral, senón tamén a comunicación bidireccional con outros interlocutores.

Competencia matemática e competencias básicas en ciencia e tecnoloxía:

Traballaremos nocións espaciais (direccións), temporais (hora, secuenciación), conceptos matemáticos básicos como os números e os símbolos (diñeiro) así como o razoamento lóxico.

O traballo a través de textos informativos relacionados co mundo físico tamén permiten coñecer mellor os elementos da natureza e a influencia e as relacións que manteñen os seres humanos co espazo no que viven.

Competencia dixital:

Partimos da base de que o propio proxecto é un recurso dixital (elaborado con eXeLearning) e será visualizado na PDI da aula ou nos ordenadores individuais.

Ademais fomentaremos as destrezas para a busca, seleción e comprensión da información a través de medios dixitais e o uso de Internet.

Incluiremos tamén actividades a realizar con diversas ferramentas de Internet como Google Slides, Google Docs ou OBS Studio.

Competencias sociais e cívicas:

A lingua é a base da comunicación entre os seres humanos, polo que é dende esta área onde se pode contribuir fácimente ao desenrolo desta competencia básica, entendida como o conxunto de habilidades necesarias para a conviencia.

Deste xeito, que os nenos/as apredan a comunicarse cos demais e a comprender o que os demais lles trasmiten é fundamental para a súa formación como seres sociais, o que potenciaremos a través do traballo colaborativo para a realización dos proxectos.

O contacto con outras realidades diferentes á súa facilita tamén a erradicación de prexuizos e imaxes estereotipadas, que se interrelaciona coa seguinte competencia, a cultural.

Consciencia e expresións culturais:

Esta área inclúe especificamente un achegamento a manifestacións culturais propias da lingua e dos países nos que se fala. Traeremos o mundo exterior á aula e propiciaremos a inmersión na linguaxe, tradición e cultura no mundo de fala inglesa.

Por outra banda, queremos facer ao alumnado consciente da verdadeira utilidade da lingua estranxeira como instrumento de comunicación e de acceso á información, que lles permita comprender os elementos sociolingüísticos e culturais que condicionan aos falantes da lingua estranxeira e que informan de outras maneiras de ver, entender e apreciar o mundo. Poderán así alcanzar unha consciencia intercultural que lles permita comunicarse con certa sintonía cultural.

Competencia para aprender a aprender:

A aprendizaxe colaborativa é unha ferramenta moi potente no desenvolvemento desta competencia posto que permite que todos sexan á vez docentes e discentes. Se os equipos están compostos por membros con diferentes estilos de aprendizaxe, diferentes puntos fortes e débiles e diferentes personalidades calquera tarefa se convirte nunha experiencia completa para eles. Non soamente adquirirán diferentes estratexias de aprendizaxe senón a transmitir os seus coñecementos e axudar aos demais, o que supón unha doble aprendizaxe para eles.

Por outra banda, tamén adquirirán destrezas dixitais para a busca, seleción e comprensión da información, mediante o uso de Internet, de ferramentas de Google (Maps, Docs…), Office e outras online como Voki ou Match the Memory.

Sentido de iniciativa e espírito emprendedor:

Tódalas secuencias didácticas plantexadas baséanse nunha aprendizaxe por descubrimento guiado que remata coa tarefa final, que é un proxecto colaborativo, fomentando así a autonomía, o espírito crítico, a iniciativa, a poñerse no lugar dos outros e a decidir entre varias cuestións.

Ademais o recurso “Bright ideas” xira arredor de iniciativas que cambian o mundo para fomentar o camiño do emprendemento entre o alumnado.

Hardware resources

You can easily adapt the activities to your classroom requirements either you have:

- A computer or tablet per student.

- A computer per group.

- Digital Whiteboard per class.

In the last two cases you will need to print the individual activities or do them as a group.

You will also need microphones, headphones and speakers.

Digital resources

All along the resource we are going to use the following programmes and websites:

- Google Slides for presentations (you need to create a Google account for all the class).

Google Slides Tutorial for Kids. The authors. CC BY-SA

- OBS Studio to record the daily progress (it is an open source free software and you need to download it first).

OBS Studio Tutorial for Kids. The authors. CC BY-SA

- Kid Food Nation (Accessed on 31/05/2018) to upload the final recipes and participate to win the price.

Assessment

All along the resource three different types of evaluation will be integrated, depending on the moment:

Initial evaluation: at the beginning to analyse the previous knowledge.
Formative evaluation: through the different tasks during all the sessions to see the progress.
Final evaluation: at the end with the final project to see the results.

The evaluation instruments will be:

Self-evaluation and co-evaluation: self-correction of tasks, sharing correction with the classmates, group or individual reflection after a task, recording and critical listening of their work, among the main strategies. Depending on the task, a different type of evaluation is suggested by means of the following logos (explained in the students instructions):

TIME FOR... feedback

Feedback confirming. Geralt. Pixabay. CC0

TIME FOR ... daily progress

Success Gradual. Geralt. Pixabay. CC0

100 % completed

One hundred. Geralt. Pixabay. CC0

Direct observation.

Final project and rubric to evaluate it. This activity is distinguised by this logo:

TIME FOR ...

Poject group team. Geralt. Pixabay. CC0

Find attached the Rubric to evaluate the final project.

Assessment

Find attached the Rubric to evaluate the final project, either to complete on the computer (.doc) or to print (.pdf).

It is based on Safer Internet. Project Assessment rubric. Cedec. Slideshare. CC BY-SA

Teamwork

All class time

Individual activity

Pair work

Feedback

What are we learning?

Project

100 % completed

Question

Would you like to have all this food for breakfast?

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Solution

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English Breakfast? Maybe for a brunch.

Do you need to refresh vocabulary on food and kitchen? Let´s play:

Vocabulary

TASK 1

TASK 2

Question 1

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Question 2

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Question 3

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Question 4

Hint

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Question 5

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Question 6

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Question 7

Hint

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Question 8

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Question 9

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Question 10

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AFTERNOON TEA!

Prepare the dinner with some ingredients: what would you do?

What´s the perfect time for dinner?

Feedback

Create a menu of traditional Scottish dishes.

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What are Brits´ favourite dishes?

TIME FOR...

TASK 1

TASK 2

TASK 3

Do you like barbecue? Do you like roast vegetables?

With good weather, there is nothing like a barbecue! And in the UK they love barbecues!

TASK 1

TASK 2

TASK 3

TASK 4

Feedback

How do you celebrate with food?

Question 1

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Question 2

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Question 3