Cooking Time!

Short Description

In this lesson, students will use Immerse to identify and categorize vocabulary items into different food groups. Then they will conceptualize and decide on a dish in small groups, using the ingredients they have found in the Immerse environment. Finally, they will give a short presentation about their dish, using the scaffolding materials provided.

Author names: Rita, Jake, Macie

For Teachers 

(the information below is to provide guidelines on how to use your materials for another teacher to read)

Contextualization

• Target Age: 12-13 years old

• Target Language Level (based on CEFR): A2

• Location: Middle school in Indonesia (students should be divided into different rooms/hall to mitigate noise confusion)

CEFR Competencies: 

• • • Production: Overall oral production at the A2 level Pg. 62

      • Can give a simple description or presentation of people, living or working conditions, daily routines. likes/ dislikes, etc. as a short series of simple phrases and sentences linked into a list (pg. 62)

    • Reception: Understanding as a member of a live audience at the A2 level

      • Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts). (pg. 50)

Main Learning Objectives: 

At the end of the lesson, students will be able to:

• • Students will be able to understand vocabulary related to food items and food categories

  • Students will be able to provide simple descriptors in order to talk about a particular dish.

  • Students will be ale to listen to their peers' presentation and evaluate these presentations based on their own preferences.

Materials Needed: 

• Immerse 

• Equipment: Laptops, Tablets, Desktops or VR headsets (Optional)

• Quizlet Cards for vocabulary

• Worksheet as scaffolding support for reception and production

Preparation

• This lesson would be considered part of a broader unit, for which food and cooking is the theme. Students should already be familiar with the food vocabulary and categorization needed for this lesson. 

• The teacher and students must be familiar with Immerse. This will probably require a full session beforehand. 

• The teacher must set up the kitchen with the four different boards so that each team will be able to complete the categorization task. 

Activity Instructions

• Pre:Task (5 min)

• The students should review the vocabulary items as a class, before entering immerse. The Quizlet cards could be used for this activity. 

• Main task (25 min)

  • Part 1 (5 min) - Categorization Competition: In the app, students will be divided into four groups of four students each. This will be their original group. Each original group is assigned a board that is labeled with four different categories (meat, dessert, fruit, vegetables). Each group must find at least 3 different food items in the kitchen and place them on the board in the appropriate category. They can use the scanner tool to check the names of the foods if they are not sure what the food item is in Immerse. Once they complete this task, they need to complete part 1 of their worksheet, which requires them to name which foods they have placed in each category. This ensures that the students not only know which category their food item belongs to, but also the names of the foods themselves.

  • Part 2 (10 min) - Choosing a dish: In their original groups, the group must select two food items that they've placed on their board to create a hypothetical dish. For example, if the group has a tomato on their board, and cheese on their board, they could choose the dish 'pizza'. Once they choose which dish they would like to make, they will need to fill out part 2 of their worksheet, as a group, based on that dish. 

  • Part 3 (10 min) - Jigsaw presentation: The class will be divided into new small groups. Each student from their original group will be placed as their 'group representative' in a new group of four. No one should be in the same group as anyone else that was in their original group. Next, each student will present which dish their group has chosen, and share some information from part 2 of their worksheet. Students should try to avoid reading, and do their best to summarize the information in part 2 of their worksheet. (The grammar structures on the worksheet will have been taught in a previous lesson, so they should still be familiar to students.) In Immerse they should show the ingredients used in their dish as visual aids. 

• As the students are listening to each of their 3 peers present in their new group, they will be taking notes in part 3 of their worksheet. These notes in part 3 will encourage close listening during the presentations, and will allow students to recall information in order to complete the post task.

Post Task (5 min)

• The teacher should lead a class debrief in which students can share what they liked or didn't like about the Immerse experience. Then the teacher should lead some sort of poll, whether it be electronically or on pieces of paper, in which students choose their favorite dish presented by one of their 3 peers (based on their notes from part 3 of the worksheet). Whichever group got the most 'favorites' can get some sort of prize.

Sample of Materials in Use