Additional Info

  • Name: Cooking

  • Linguistic dimension

  • CEFR Level: B1, B2
  • Linguistic dimension - Skill(s): Listening / Writing / Speaking
  • Duration: 90 minutes
  • Target language: English or any other language
  • ICT dimension

  • ICT resources:

    YouTube clip of the One Pot Chef, David Chilcott from Australia

    on-line picture dictionary

    online dictionary

    PowerPoint or any other similar programme (Prezi, Keynote, Google slides, Emaze, Sway, etc.)

    Windows Movie Maker or any other similar programme



    Mobile phones/cameras for filming a video + optional selfie-stick, tripod or other configuration to support the phone/camera

  • ICT competences: Searching the Internet for specific information Making a video clip using Windows Movie Maker or any other similar programme Using mobile phones/cameras for educational purposes Using on line dictionaries
  • Detailed description of the task

  • Situation / theme(s): Cooking at home
  • I can...:

    I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.

    I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

    I can present clear, detailed descriptions on a specific set of subjects, here related to food and cooking.

    I can explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.

  • Product: A short video of themselves cooking in their own kitchen
  • Product requirements or prerequisites:

    Internet access, Windows Movie Maker or software for making video clips or movies, PowerPoint or similar, online dictionary with definitions, PC, video recording device

  • Process:

    Play video clip twice to introduce the topic to students and students watch and listen to it carefully (2x3 min)

    Comprehension check -Teacher gives students a quiz to verify their comprehension of the video clip. The quiz could include true/false questions, reordering statements, gap-filling of cooking vocabulary in key sentences) (15 min)

    Vocabulary preview (group work) - students are divided in 4 groups; each group listens and writes down sets of words that are assigned to them at the beginning of the task. The following sets of words are assigned (verbs referring to cooking activities, words that refer to ingredients, adjectives that are used in the video clip, watch and write down all the things that can be seen in the video clip) (10min)

    Peer assessment (students exchange their word lists, listen and watch the video clip again, check whether all words on the list are  really from this video clip and add new words to the list that students misheard or didn’t hear at all) (10 min)

    Teacher evaluation – the teacher monitors their tasks and reminds them about additional words that the students should learn(5 min)

    Setting homework – in groups, students should make a 2-3 min video of themselves cooking at home. They should find some new words to further expand their cooking vocabulary and include them in a written list of the definitions of up to 10 words; word lists should be sent to the teacher by e-mail before the next lesson (2 min)

    Vocabulary presentation (2nd session) - Groups provide definitions for words from their word list and the rest of the classroom tries to guess  the word and then write the most important or relevant words on the board (15 min)

    Video evaluation – students play their videos on the PC projected for the class to see together and the other students evaluate their colleagues by filling in the video evaluation (e.g. creativity, language, body language, content) (15 min)

    Vocabulary usage in context – teacher presents exercises in a multimedia presentation to revise cooking vocabulary through cloze exercises in which each group tries to find the appropriate word to fill the gaps in sentences with missing words, students calculate the percentage of correct answers (15 min)

  • Division of roles (optional): Group work and individual homework for making their own videos
  • Consolidating activities suggested or follow up plan:

    Set of activities aimed at memorizing vocabulary (e.g. Vocabulary usage in context)

  • Success factors or evaluation criteria:

    Teacher grades students’ based on their answers in the last activity according to calculated answers; if students have more than 80% correct, they have done the task well.

  • Authors: Jelena Jelenić Marinović, Mirjana Kovačevi, Danijela Manić, Julijana Vučo
  • Didactic added value of the task and other information

  • Practical hints for teachers:

    Be sure that the video clip works properly on PC or other device before the lesson starts

  • Additional methodological or didactic comments:

    Students should prepare the transcripts of their own video clips and bring them to the classroom in case the technology fails. This is a very important detail but it should be included under homework. It is very time-consuming so students should be forewarned that transcribing takes a long time. Another option is to script their film in advance. Either way it takes time. Improvisation is quite difficult too. Even high level students tend to freeze up when the camera starts to roll…The students should be prepared for all of these possibilities

  • Reasons why this task is a model of best practices:

    This task is an example of recalling and memorising the food vocabulary needed in everyday life through lexical exercises that involve student-centred work which has been proved as the greatest advantage of TBLT

  • Impact that it is expected to have on the teaching practices and attitudes:



    Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in their teaching approaches

  • Reasons why this task travels well:

    This task comprises three language skills (listening, writing, and speaking) and it can be modified and used at all levels. Also, students are engaged in freer practice. This task may be carried out using many different ICT resources so it is not exclusive to PowerPoint and Windows Movie Maker. 

  • Rationale and/or theoretical underpinnings of the task: ICT & TBLT CEFR level B1, B2

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