Created by Juan Rafael Miranda
Description of the project
Our country has a very rich cuisine, Food has a strong connection to traditions and family stories, so a very interesting way to explore a culture is through its cuisine.
This project aims at the exploration and expansion of students' general knowledge of Colombian culture and identity, using the English language as the vehicle for communication.
The idea in this project is that students will collaborate in the creation of a Cookbook that contains recipes and personal stories that have made those dishes important to their families.
Main aim:
- At the end of the project, students will be able to discuss food preparations and tell anecdotes using appropriate vocabulary and form.
Subsidiary aims:
- At the end of the project students will have practiced reading recipes and identifying the steps in a process.
- Students will build vocabulary about food and the steps to prepare it.
- Students will practice writing descriptive and narrative texts.
Project stages
1. Students will discuss in groups the most common Colombian recipes in their families. They will investigate the ingredients used in their preparation to create a glossary.
2. After each student has defined one recipe that is significant in their families, they will get together in groups according to what course their recipe is a part of. (appetizers, side dishes, entrees, desserts or beverages) They will need to define how they will present that section of the menu. The idea is that they include their own identity and their own culture into the section, to make it more representative of their reality. Hand them these rubrics for them to know what is expected of them.
3. Students will look at examples from different cookbooks, to visualize the layout and the sections included in each recipe. They will brainstorm and propose a layout for their section of the cookbook.
Examples can be found at: http://heritagecookbook.com/category/recipe/
http://heritagecookbook.com/category/appetizers/
4. Listening:
Before listening: Pre-teach some vocabulary from the video (Chickpeas, cloves of garlic, lemon juice, bowl, sesame seeds, salted pepper, creamy, chili oil, olive oil)
Build a purpose asking what they know about arabic food, and discussing different names of dishes they may be familiar with. Have them predict the cooking method they will see for arabic food.
During listening: Have students watch the following video and raise their hands when they recognize one of the words discussed in the pre-teaching. Instruct them to check their predictions with the video.
This project aims at the exploration and expansion of students' general knowledge of Colombian culture and identity, using the English language as the vehicle for communication.
The idea in this project is that students will collaborate in the creation of a Cookbook that contains recipes and personal stories that have made those dishes important to their families.
Main aim:
- At the end of the project, students will be able to discuss food preparations and tell anecdotes using appropriate vocabulary and form.
Subsidiary aims:
- At the end of the project students will have practiced reading recipes and identifying the steps in a process.
- Students will build vocabulary about food and the steps to prepare it.
- Students will practice writing descriptive and narrative texts.
Project stages
1. Students will discuss in groups the most common Colombian recipes in their families. They will investigate the ingredients used in their preparation to create a glossary.
2. After each student has defined one recipe that is significant in their families, they will get together in groups according to what course their recipe is a part of. (appetizers, side dishes, entrees, desserts or beverages) They will need to define how they will present that section of the menu. The idea is that they include their own identity and their own culture into the section, to make it more representative of their reality. Hand them these rubrics for them to know what is expected of them.
3. Students will look at examples from different cookbooks, to visualize the layout and the sections included in each recipe. They will brainstorm and propose a layout for their section of the cookbook.
Examples can be found at: http://heritagecookbook.com/category/recipe/
http://heritagecookbook.com/category/appetizers/
4. Listening:
Before listening: Pre-teach some vocabulary from the video (Chickpeas, cloves of garlic, lemon juice, bowl, sesame seeds, salted pepper, creamy, chili oil, olive oil)
Build a purpose asking what they know about arabic food, and discussing different names of dishes they may be familiar with. Have them predict the cooking method they will see for arabic food.
During listening: Have students watch the following video and raise their hands when they recognize one of the words discussed in the pre-teaching. Instruct them to check their predictions with the video.
After listening: Hand them this graphic organizer for them to fill out while they watch the video again. Then have them think of their own recipes and decide what sections they want to include in their cookbook. (Advantages of the recipe, description, of the dish, a step-by-step demonstration of the process, or anything else they can think of).
5. Students will proceed to write their own individual recipes, keeping in mind the layout and sections the group has agreed on. They need to also include the anecdote that they thought of which makes the recipe significant in their families. Have them process the text from a draft to a text that is ready to publish. When the text is ready, have them put the recipes together on a binder. Have the group create a cover for the cookbook.
Created by Juan Rafael Miranda
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