Detailed Sample Task: Stage I

CLB 2 - Writing
Reproducing Information

Canada

Real-World Task

Copy a list of up to 10-15 ingredients in a recipe for a traditional Canadian dish using a template.

Planning Context

Helpful Knowledge:

Numbers to 100
Simple present
Basic knowledge of some Canadian holidays
Different cultures and people from different countries eat different foods.

Context:

There are a variety of special foods eaten at holiday times.
Trying different foods is one way of experiencing a new culture.

Vocabulary and Grammar

Sample Vocabulary:

holiday
dish
cooking words: cook, fry, boil, simmer, roast, bake
recipe
amounts: cup, teaspoon, tablespoon
fraction words: quarter, half
food words as appropriate to the dish

Sample Grammar:

Imperative voice for instructions

Knowledge and Strategies

Textual and Functional Knowledge:

Recipes include an ingredients list and a list of directions.
The ingredients list includes amounts.
Recipes are usually written in the imperative voice.
Steps are often numbered.

Sociolinguistic Knowledge:

Many families gather to share meals during holidays.
They often eat the same food as other Canadian families.
Many people share food or meals at holidays to socialize with each other.
Food is often an important part of a celebration.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What holidays do you celebrate? How do you celebrate? What special foods do you eat? Have you ever eaten food from another culture?
Brainstorm a list on the board: What holidays are celebrated in Canada? Make sure to include holidays from a variety of cultures.
Choose an upcoming traditional holiday in Canada. Discuss: Do you eat any special food on this holiday? What food do you eat on this holiday?
Listen to an instructor-made dialogue of two people discussing what to prepare for the holiday.
Use picture and word cards to practice cooking vocabulary. Play games such as Match, Bingo, and Taboo (where a learner chooses a word and describes it without saying the word while the other learners guess which word it is).
Have learners play Go Fish with vocabulary cards. (Learners play in small groups; each learner draws a hand of five cards; the rest of the cards are placed face-down in the middle; learners take turns asking each other if they have a specific card; if they can make a pair, they place them face up in front of them and get another turn; if they do not get a pair, they draw from the middle. e.g. Do you have “bake”? “No, go fish.”(The learner draws a card from the middle.)
Discuss lists. Talk about how some people make lists to remember things like things they have to do, grocery lists, or a way of organizing information. Using a template, write a list of the vocabulary words.
Match words to amounts on a fraction worksheet: quarter, half, three-quarters.
Use TPR (Total Physical Response) and basic instructions to practice the imperative, e.g. Stand up, sit down, touch your nose, pick up a pencil, etc. Have learners break into small groups and have one learner in each group call out the commands.
Discuss common dishes for an upcoming holiday (e.g. roast turkey for Thanksgiving. Show pictures and teach the words for some traditional dishes. Search for recipes online or source some recipes to print out for the class.. Have learners read and respond to questions about the recipe.
Read a recipe for a traditional dish for an upcoming holiday and answer comprehension questions.
In pairs, read several simple recipes, sourced from different cultures, and make lists of the ingredients, using a template for lists. Share the name of the recipe and the list of ingredients with the class.

Sample Skill-Using Tasks:

Copy the ingredients for a short, simple recipe. Use a similar but different recipe from the assessment task. Include between 10 and 15 ingredients.

Sample Assessment Tasks:

Copy the ingredients for a short, simple recipe for a traditional Canadian holiday dish.

Teaching Considerations

Cultural Considerations:

Food is a very important part of all cultures. Sharing food can be
a powerful way to explore a new culture. Recognize that many holidays are celebrated in Canada, and teach learners that there are a variety of foods and ways to celebrate holidays. You may share with learners what you eat at an upcoming holiday (e.g. roast turkey for Christmas), and invite another instructor to visit and share what they eat (e.g. ham).

Digital Literacy Strategies:

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

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites and/or apps that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites or apps.

Equity, Diversity, Inclusion and Indigenization Strategies:

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. Consider this diversity as you choose names for characters in stories you create as well.
Include foods from many different cultures in your discussion of traditional Canadian holiday meals, including Francophone foods, Indigenous foods, and foods from other cultures such as German, Chinese, or Pakistani.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced famine or who have been or are currently living with food scarcity may be triggered by discussions of food, especially abundance of holiday feasts. Be sensitive to learners’ situations and show images of a variety of types and amounts of food.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- 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
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Bake a treat for an upcoming holiday from your own tradition and share it with the class. Share a list of the ingredients.
If possible, prepare a simple no-bake recipe together as a class.
Have each learner write down a favourite recipe and put together a cookbook for the class.
Using store flyers, create grocery lists using a template or an app on their phones.

Realia:

Measuring cups and spoons
Cookbooks
Recipe websites
Grocery store flyers

Units and Modules:

Tutela: Canadian Holidays and Celebrations CLB 1/2
Christmas Dinner and Other Feasts CLB 1-3
Tutela: Preparing a Recipe and Following Instructions CLB 3
(Not the correct level but can be adapted.)
Tutela: Reading Food Labels CLB 2/3
The Literacy Centre of Expertise at TIES: Staying Healthy: CLB 2L/3L
(Not CLB 2 but can be adapted)

Lessons and Activities:

Tutela: Let’s Go Shopping for Food: CLB 3L
(Not CLB 2 but can be adapted.)
Tutela: Copying a Grocery List CLB 2 (Assessment Task)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Tutela: ESL Image Bank: Food