Aina Ferrero, Ainhoa Iglesias, Silvia Acedo, Maria Mateos, Marina Faig

Short Description

This activity represents the final outcome of a learning situation on food vocabulary and recipe writing. Students, who will have created a simple written recipe which the teacher will have uploaded to a shared Spatial VR environment, view and explore their classmates' productions in order to find out some required information to fill in pairs on a worksheet. 

Lesson Aims

• Reception

  • Overall reading comprehension: Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items (Page.60).

• Production:

  • Overall written production: Can write a series of simple phrases and sentences linked with simple connectors like ‘and,’ ‘but’ and ‘because’ 

• Interaction

  • Overall spoken interaction: Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations 

  • Goal-oriented co-operation: Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next 

Preparation

• Create an account in Spatial

• Teach students how to use Spatial

• Work on the vocabulary

• Introduce the structure of the instructive text

• Set up the tablets/computers and make sure they work properly

Materials

• Link to the app(s) used: https://www.spatial.io/s/siilviiaaceedoos-3D-Scene-693d82324d19f4afcdc9f298?share=6589269906823670376 

• Handouts: scaffolding vocabulary, structure text, steps to use spatial, scaffolding to write a recipe, recipe example

• Equipment: tablets or computers

• Additional materials: pens, piece of paper, worksheets

Pre-task

Students will have worked on the recipe structure for one session, and at the same time, they will have refreshed food vocabulary. During the first part of the class (15 minutes), the teacher will present the structure of a recipe, providing an example projected on the whiteboard. The next 20 minutes will be dedicated to the “Build a Recipe” activity, done in pairs (the ones they are seated with). Each pair will be given a template with the structure of a recipe and the missing pieces in an envelope. These will include the different steps, ingredients, title, and photo. They will have to put all the missing pieces together and paste them on the template. During the last part of the class, the teacher will ask each pair to exchange their output with the pair in front of them to give oral feedback.

The next class (1 hour) will be dedicated to the creation of a recipe in pairs using a scaffolded worksheet. Each student will have to complete it individually, but the result must be the same. The pairs will be chosen by the teacher, creating heterogeneous groups, but each student will have to fill in the worksheet individually. They will be encouraged to choose a recipe according to their level of English, and they will perform the task using a scaffolded worksheet. 

Main Task

The main task, in which the students will be working with VR using Spatial, will be held  - if possible - in the computers room with half of the group (5 pairs). 

Students, seated with their pairs, will need to log in and access the shared space in Spatial. 5 minutes. The teacher is monitoring the activity all the time, helping students to overcome  the difficulties they might find and promoting the use of the target language.

The pairs will be given different worksheets (5 variants) in which they are required to answer some questions related to the recipes uploaded to the shared space: the Gallery (Writing). Both members will have to provide the answers on the same sheet. They will have to wander around the Gallery and look for the information they need, at the same time as they have a look at their classmates’ written productions and reflect on their piece of work (Reading). Each of them will be able to explore the digital environment autonomously, so we ensure they all participate and engage with the expected performance, but to give a final written answer in the handout, students must discuss and share their ideas in English to their partner (Speaking & Interaction). 45 minutes.

Students are encouraged to share their findings and thoughts to the whole class (the 5 pairs) in the closure dialogue guided by the teacher. They will go over the main vocabulary, the dishes posted in the Gallery, the typology of food noticed, etc. 10 minutes.

Post Task

Finally, for the post-task activities, children will fill up two exit ticket worksheets (30 minutes). In both of them, they will be providing feedback and assessment of their own process and their colleague. 

On one hand, they will assess themselves using a worksheet where they will find a checklist with five points to cover: I helped my partner during the activity; I used English to work on the recipe; Our recipe has An image of the dish, A written recipe in English, Ingredients and steps; One thing I did well; and, One thing I want to improve next time. Students will mark with a cross or a tick on the first three criteria assessment, using as a guide the emojis on the top of the table. Each emoji will have a column, and each student should mark the one they consider fits the most. The last two criteria will be answered by writing a short sentence.

On the other hand, the peer-assessment worksheet will cover the following four criteria: My partner worked well with me; My partner used English; One thing my partner did very well; and, One kind suggestion for my partner. As well as the previous assessment, the first two criteria will be assessed by ticking or crossing the box they consider according to the emoji they feel it fits the most. And for the last two, they will need to answer using a short sentence to describe their opinion.