task base learning

8/6/2019 Task Base Learning

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Task Base Learning

PROJECT: MY RECIPE

INTRODUCTION

What do kids learn while cooking? Cooking is something children enjoy just

as much as eating the finished product. They love the whole process of

adding ingredients together, creating something unique and seeing the

finished product. Even most adults enjoy seeing something they created

turning out as a masterpiece.

Kids might not even realize just how much they are learning because they

are having so much fun. If you ever wonder what kids are learning when

they are cooking perhaps you will be surprised at the amount of information

the kids are taking

JUSTIFICATION

Why do the project work? Project of recipe works capture better than any

other activity the tree principal elements of a communicative approach. There

are:

1. A concern for motivation.

2. A concern for relevance.

3. A concern for the general educational development of learn.



Positive motivation is the key to successful language learning and project work

is particularly useful as a means of generating this positive motivation.

Firstly project work is very personal. The students are writing about their own

lives, their research into topics that interest them.

Secondly, project work is a very active medium. Students aren’t just receiving

and producing words. They are

• Collecting information

• Works with power point in a computer

• Drawing pictures, maps, diagrams and charts

•

Cutting out pictures• Arranging texts and visuals

• Carrying out interviews and surveys

• Possibly making recording

Lastly, project work gives a clear sense of achievement. It enables all students

to produce a worthwhile product.

This makes it particularly well suited to the mixed ability class, becausestudents can work at their own place an level.

Project work is one of the most exaciting developments in language teaching. It

combines in practical form both the fundamental principle of a communicative

approach and the values of good education. It has to added virtue of being a

long-established and well-tried method of teaching in other subject areas.

FINAL WORK , MY OWN RECIPE

Show their own recipes at the classmates

This activity is scheduled for the third cycle of Primary fifth Grade. I did this

project over two weeks, devoting one class hour to it each day and meeting

four days per week.



Be worked on previous activities in the classroom, computer class and

research for the house.

Be worked on previous activities in the classroom, computer class and

research for the house.

OBJECTIVES

• Learn the specific vocabulary about food.

• Identify the professions and roles in a restaurant: kook, waiter and client.

• Develop individual work habits, effort, responsibility for their work

• Enjoy interacting with the classmates

• Learn how to make a recipe

• Learn the specific vocabulary about material for cooking.

CORE SKILLS

• Linguistic communication competence

• Competence of learning and interacting with the physical world

• Information processing and digital competence.

•

Development of autonomy and personal initiative.



• Competence of learning how to learn.

• Artistic and cultural competence.

CONTENTS

1) listening, speaking and conversation

i) Listening and global compression oral and written texts related to the

topic.

ii) Active participation in oral exchanges for the collection of information

2) Reading and writing

i) Reading of short texts related to the indication of locations and with

the vocabulary offood, recipes, etc. to obtain information, and

writing their own texts.

ii) Writing short compositions, and vocabulary in the implementation of

activities.

3) Language proficiency

language

i) Vocabulary : recipe, food, waiter, waitress, desert, fruit, salad,

breakfast, chocolate, pudding, cake, cheese, chicken…

Grammar : going to…, Some / any, How much? How many?, the

finite and indefinite.

Phonitics: Practice stress, rhythm and intonation in statements and

questions.

Learning Strategies



ii) .- Shows interest in understanding information in English.

.- Displays positive attitude towards classroom activities.

.- Use of linguistic strategies to cope with everyday situations of .-

communication

.- Use strategies to organize, acquire, remember and work with

vocabulary.

ACTIVITIES

WARM-UP Students became interested in the subject and ask questions

about the recipes they see on the board and slowly begin toinvestigate each of these.

LISTENING Students listen to the teacher in the explanations and throughthe questions and answers that are formulated during thesessions. as well as classmates at the time to explain their research. also they hear different video in class aboutdifferent recipes make by kids explanations will be all inEnglish.

READINGStudents will read the information they go looking at differentsites on the Internet, and what the teacher give them materialsupport. likewise, they will have to read all the informationthey have looked at home.

WRITING Students must write the information with the given vocabulary,and bring to class. likewise, will have to write a brief explanation of the recipes they made. also write in their

notebooks all the important notes that the teacher give them.

SPEAKING Through questions and answers that students should doduring all the proposed activities. together with the teacher willhelp them have a communication and they make questionspreviously worked in class.



ASSESSMENT CRITERIA

The evaluation will be ongoing during the investigation period will be

assessed the following:

The information sought is based at the classroom.

The information is from different sources.

Student interest in information search

In the development of activities will be evaluated:

Vocabulary use the unit correctly.

Conveys the information correctly and consistently.

Maintains a positive attitude and active participation in class activities.

Teamwork. (If all participants).

Group discussions. (If everyone involved in the debate).

Planning the final activity.

In the final activity will be evaluated:

There will be a self-evaluation by students.

Students evaluate their peers through scores.

If you have used all the knowledge learned in class.

All evaluation criteria will be with a score of 0-10



1st Session

WARM-UP

Separate students into pairs for discussion. On the board, write these

discussion questions:

• Do you like to cook? Why/Why not? Who taught you to cook? What are

your favorite foods/dishes to cook? Example, pastas, meats, Italian

dishes, etc. Do you think it is important for both men and women to

know how to cook? Why/Why not?

Allow about 15 minutes for this discussion.

First task

Brainstorming

Introduction the vocabulary around the unit. I ask students if someone have

made a recipe. I explain them that we going to make a recipe in this unit, our

favourite recipe! but we need to chose it and we can't repeat among

themselves. I try to make a small debate about it in order to the kids speak

about them and how can make it!

2nd Session

Second task

With the motif to reinforce the vocabulary, students work with a partner to find

the things in the picture are. That picture has some objects that we use when

we going to work in a kitchen. With this activity the kids review and learn

vocabulary.



3rdSession

Third task

I’m going to go to the supermarket and I’m going to buy….

With this activity we going to review the vocabulary about food. If possible

arrange the class in a circle. I begin the activity by saying: I’m going to go to the

supermarket and I’m going to buy some apples for my recipe. The kid to my

right continues by saying, for example: I’m going to go to the supermarket and



I’m going to buy some apples and packet of flour. The next student adds to the

list and the activity continues until all the members of the circle have had a turn.

4

th

Session

Fourth task

Writing : Our menu!!

Kids to work in pairs to write menus. Each menu should have a selection of

main courses, vegetables, desserts and driks. Each pair joins with another an d

takes turns to be the customers and waiters/ waitresses. Each pair does not

show its menu to the other pair; they must ask what’s on the menu. Students

from the customer pair might ask, for example: Have you got any orange juice?

To which a student from the “waiter/waitress” pair might reply: I haven’t got any

orange juice but I have got some milk. When they have found out what is

available, the “costumer” pair discusses what they’re going to have and orders

it. The pairs then change roles.

5th Session

Fifth task

Story: Stone Soup

Students will read and hear this story, which will be used to introduce new

content (Some and any).After reading, will be discussed at the issues

that group is, what content it contains and I will guide the discussion to the new

content to give them.

This is a traditional story which may originally have come from Sweden, but

which is told in many variations throughout the world. Students may like to



students that their recipes should not require hard-to-find ingredients and that

the directions should be fairly simple and easy to follow.

Give handout of Directions for Writing a Recipe and Making a Power Point

Presentation . Go over the handout to be sure all students understand the

directions.

They are going to do the project in a computer class and we do it in power

point. It has some points to follow for do it.

• Only two pages.

• First; title, ingredients, materials and some pictures for then.

• Second, recipe, pictures, How you make it? And pictures.

7th Session

seventh task

Make a presentation schedule for next week. I have found that more than four

students a day is too many for this or any other type of presentation. Ask for

volunteers. The more advanced students who have done presentations before

are usually willing to volunteer to present on the first day or two.

Finally, allow students to work on their recipes in class. They should already

have a rough draft from yesterday’s class. Go over the recipes with them,

correcting any errors. Obviously, the final version of all recipes needs to beerror free.

8th Session

FINAL WORK

Students must prepare the exhibition of “My Recipe"



Will have to preparate their Power Point and bring to class their recipes made at

home. Have to be attentive to the questions of classmate to the exhibition.

The exhibition will last the entire week.



If you want to see all the recipes, you would click in thislink.http://www.megaupload.com/?d=NCXTKXUF

CONCLUSIONS

Front my point of view thought this activity kids are to learn a secondlanguage while having fun. The interfacing with the language making fun gets

discovery learning through communicative competence.

I have done this project three times over the past couple of years, so now I have

three collections of recipes. My class loves this project, and many students

have tried one another’s recipes. I have also tried many of the recipes, and

some I make repeatedly!

http://www.megaupload.com/?d=NCXTKXUF

http://www.megaupload.com/?d=NCXTKXUF



Webgraphy:

- ABER: Second Language Teaching and Acquisition

(http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html)

http://www2.gobiernodecanarias.org/educacion/17/WebC/Apdorta/extran.htm

Ejemplo UD

http://issuu.com/juanlurh/docs/unidad_4-

- CLIL Consortium: Content and Language Integrated Learnig.

http://www.clilconsortium.jyu.fi/

- European Commision: Multilingualism. Explanations of differentmethods and approaches.

(http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm)

- Isabel Perez Homepage: English as a Second Language: Methods,Materials...

(http://www.isabelperez.com/clil.htm )

- Jonh’s Welford Homepage: Brain Ware Map for Creative Learning:Explanations about Learning Theories.

(http://www.jwelford.demon.co.uk/brainwaremap/suggest.html).

(http://www.monografias.com/trabajos18/the-communicative-approach/the-

communicative-approach.shtml )- Nadabs: personal website with explanations about CommunityLanguage Learning.

(http://members.fortunecity.com/nadabs/communitylearn.html)

http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html



http://issuu.com/juanlurh/docs/unidad_4


http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm


http://www.jwelford.demon.co.uk/brainwaremap/suggest.html

http://members.fortunecity.com/nadabs/communitylearn.html

http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html



http://issuu.com/juanlurh/docs/unidad_4




http://www.jwelford.demon.co.uk/brainwaremap/suggest.html

http://members.fortunecity.com/nadabs/communitylearn.html

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