Detailed Sample Task: Stage I

CLB 4 - Writing
Reproducing Information

Canada

Real-World Task

Copy the ingredients and steps in a recipe for a traditional Canadian holiday dish.

Planning Context

Helpful Knowledge:

Basic words to describe food items.
Some familiarity with cooking or preparing food.

Context:

Traditional holiday dishes are an important part of many Canadian holidays and celebrations. Gaining knowledge and understanding about Canadian cultural traditions may contribute to a sense of belonging.

Vocabulary and Grammar

Sample Vocabulary:

Vocabulary needed to describe food items (will vary depending on the specific recipe)
Words and phrases related to measurements; abbreviations for measurements
- cup(s) – C
- teaspoon(s) – tsp/tablespoon(s) – tbsp
- milliliters – ml
- grams – g
Cooking related verbs
- mix
- stir
- boil
- pour
- and so on

Sample Grammar:

Vocabulary (see above).
Abbreviations of measurements and other cooking terms.
Imperatives.
Spelling and punctuation rules

Knowledge and Strategies

Textual and Functional Knowledge:

Format of a recipe.

Sociolinguistic Knowledge:

The use of recipes in different contexts (commercial recipe book vs. handwritten recipe from a friend or family member).

Activities and Tasks

Sample Skill-Building Activities:

As a specific holiday approaches, elicit prior knowledge about the occasion and ways people celebrate it from learners.
Watch a cooking video with step by step instructions for making a dish.
Review 2-3 sample recipes to identify the parts of a recipe (name, ingredients and measurement, method).
Identify and match ingredients with pictures.
Write a shopping list to make a specific recipe.
Match cooking verbs with definitions. Act out cooking verbs and have learners guess the actions.
Measure out different amounts of ingredients using measuring cups and spoons.
Put the steps of a recipe in order.
Copy parts of a recipe and review with a peer.
Create a short, simple instructor-made story on the topic, and have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually. These activities practice vocabulary in context, show relevancy of the language and improve fluency.

Sample Skill-Using Tasks:

Copy a recipe for a traditional Canadian dish. Complete a self-assessment checklist.

Sample Assessment Tasks:

Copy the ingredients and steps in a recipe for a traditional Canadian holiday dish.

Teaching Considerations

Cultural Considerations:

Learning about other cultural traditions can develop intercultural awareness. Encourage learners to compare and contrast similarities and differences of traditional food items used to celebrate or honour significant cultural holidays.
Recognize that some learners may have food intolerances, restrictions or other food related practices. Encourage learners to be respectful about others’ food preferences and requirements.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

Have keyboarding and typing skills.
Use videoconferencing technology for online meetings.
Navigate and use online learning management systems (LMS) such as Avenue.

Instructors can:

Provide websites and online programs to help learners improve their typing skills.
Provide specific training for the videoconferencing and/ or learning management system used in class.
Refer learners to specific programs that will help them develop required digital literacy skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Instructors can:

Recognize that learners may come with existing biases around food preparation and gender roles and norms. Welcome diverse viewpoints and provide learners with opportunities to share their own experiences. Gently call out disrespectful comments and encourage respectful interactions with and between all learners.
Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
Recognize holidays from a diverse range of cultures.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced periods of food insecurity may find discussions about food triggering.

Strategies:

Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
Recognize that newcomers are more likely than other groups to be affected by food insecurity.
Allow learners choice:
- the choice to work on a different topic
- the choice to share or not share their own experiences
- the choice to work alone or to work with others
- the choice to take care of themselves
- the choice to step out of the learning environment
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Host a class potluck and have learners bring an ingredient list for the dish they prepare.
Prepare a class recipe featuring holiday dishes from many different countries and cultures.
Bring in a traditional holiday dish for learners to sample.
Take a class field trip to the library and have learners check out a recipe book that interests them.
Plan and prepare a recipe together as a class.

Realia:

Measuring cups and spoons
Baking dishes, bowls and utensils
Recipe books
Cooking websites

Units and Modules:

Tutela Resources:

Lessons and Activities: