3. Introduction
Cooking is what we do everyday. Sometimes we
just cook familiar dishes; sometimes we need to
read recipes to cook more sophisticated ones.
4. Cooking recipes play an undeniably important role in
giving us the detailed and precise instructions so that we
can follow the right steps and use proper amounts of
ingredients.
5. Recipes are so helpful, but have you ever thought of
writing a recipe to share with your friends, especially an
English recipe of one of your country’s specialties to share
with your international friends? In one week, you are
going to know exactly how to do this!
7. You will know about the layout of a recipe, in other
words, what parts should be included in a recipe.
You will also have the opportunity to identify how to
write each part properly. After that, you will choose
one specific dish to write a recipe of, following the
guideline. The last task which may be quite
challenging but also interesting to do is to present
your recipe in front of the whole class.
8. Process
First, your class will be divided into small
groups. Because the class has about 12
students, it will be divided into four three-
member groups. Each group will be given some
samples of recipes and discuss about the parts
that a recipe should have.
9. Some examples of recipes:
http://alldownunder.com/australian-food/damper-recipe.htm
http://alldownunder.com/australian-food/hamburger-recipe.htm
http://alldownunder.com/australian-food/pikelets-recipe.htm
http://alldownunder.com/australian-food/lamingtons-recipe.htm
16. When your groups have known the parts a recipe should
include, it’s time to understand how to write each part
correctly. Below are some useful links about how to write
each part of a recipe perfectly:
http://www.wikihow.com/Write-a-Recipe
http://www.thekitchn.com/how-to-write-a-recipe-58522
http://www.ehow.com/how_2057715_write-recipe.html
http://www.bbcgoodfood.com/blog/630-how-to-write-a-
recipe/
17. This link specially focuses on how to write the list of ingredients:
http://www.reading.ac.uk/foodlaw/label/a-3.htm
18. Now you have understood all the
guidelines, it’s time to start writing your
own recipes! In your groups of three, please
discuss to choose one dish of which you
want to write the recipe, look back at the
guidelines and start writing!
19. To help your writing become easier, you may refer to the
lists of vocabulary below:
List of cooking ingredients:
http://www.food.com/library/all.zsp
List of cooking utensils:
http://
en.wikipedia.org/wiki/List_of_food_preparation_utensils
List of cooking measurements:
http://www.dutchovendude.com/cooking-measurement.shtml
20. After your groups have completed the recipes, don’t
forget to prepare for the presentation in front of the
whole class. Do you have trouble with how to make
your recipe sound lively? This may help you:
http://www.youtube.com/watch?v=uKfhcQet-6M
21. It will be wonderful if your class can go to a
kitchen and all the groups have the chance to
cook their own dish following their own recipes
and have a delicious meal with the whole class!
22. Evaluation
This is how your work will be evaluated:
Beginning 1 Developing Qualified 3 Exemplary Score
2 4
Identifying Cannot Has a lot of Has some Recognizes
the parts recognize difficulties in difficulties in the parts of
of a recipe the parts of a recognizing recognizing a recipe
recipe after the parts of a the parts of a easily after
reading the recipe after recipe after reading the
sample reading the reading the sample
recipes sample sample recipes
recipes recipes
23. Beginning 1 Developing 2 Qualified 3 Exemplary 4 Score
Writing Has a lot of Has some Has a few Has no
their vocabulary vocabulary vocabulary vocabulary
own misuses in mistakes in mistakes in mistakes in
recipes writing the writing the writing the writing the
ingredients, ingredients, ingredients, ingredients,
utensils and utensils and utensils and utensils and
measurement measurements measurements; measuremen
s, has unclear ; however, the however, the ts; and the
layout and layout and layout and layout and
confusing instructions are instructions are instructions
instructions intelligible quite easy to are very
understand and clear and
follow easy to
follow
24. Beginning Developing Qualified 3 Exemplary 4 Score
1 2
Presenting Does not Lists Lists Lists enough
their list enough enough enough ingredients,
recipes in ingredients, ingredients, ingredients, utensils and
front of utensils utensils and utensils measurement
the whole and measureme and s compared to
class measurem nts measurem the written
ents compared to ents recipe; has
compared the written compared vivid visual
to the recipe; had to the aids and the
written enough written presentation is
recipe and visual aids; recipe; has intelligible and
presents the beautiful interesting
the recipe presentation visual aids enough to
unintelligibl is intelligible and the make the
y because although presentatio listeners want
of the lack there is still n is to try making
of visual confusion intelligible the dish
aids immediately
25. Conclusion
Now you have known the essential parts of a recipe,
how to write each part correctly and you have also
had the chance to share your recipe with the whole
class. One more thing to be noted is that you have
gained a lot more vocabulary about cooking.
Hopefully from now on you will be able to write your
own recipes that make the readers or listeners
desire to taste that dish right away!
28. Introduction
Welcome to the ‘How to write a recipe in English’
Webquest. This Webquest was designed to help
English learners know how to write a recipe in
English because while students may be very
familiar with the recipes in their own languages,
they may still have difficulties in comprehending
the English recipes and following them to cook the
right dishes, let alone writing an English recipe on
their own. The activities in this Webquest will make
students be exposed to different countries’ cuisine,
which is very helpful in their English learning in
terms of not only the vocabulary gaining but also
their speaking and cultural exchanges in English.
29. Learners
This Webquest was designed for a class of tenth-grade
English learners coming from different language
backgrounds to help them be able to write recipes in
English. The students will have opportunities to read
sample recipes to identify the essential parts that a
recipe must have, learn about how the parts are
organized and see how cooking ingredients, utensils
and measurements are written. They will also be
provided with careful guidelines on how to write the
parts of a recipe properly and practice writing their
own recipes. Another task that makes the lesson more
interesting and may make the students feel prouder
about their work is to make a presentation to share
their recipes with the whole class.
30. Standards
At the end of this Webquest students will be able to:
• Analyze and synthesize information from recipe
samples to draw some the conclusion about the
essential parts of a recipe.
• Understand how to write each part of a recipe
properly and professionally.
• Gain knowledge about cooking vocabulary.
• Work collaboratively in groups to choose a dish to
write recipe of and deliver group presentation.
31. Process
The activities in this Webquest take about one week (five school days)
to finish and about one hour per day is needed. On the first day, the
students will read the samples recipes carefully to find out how many
parts a recipe has, try to get familiar with the way the information in
written and may recognize the differences between how a recipe is
written in English and in their first languages; for example, the
ingredients measurements or the preparation methods. The teacher
may ask them to talk about those differences. The second and third
day will be devoted for helping the students to understand how to
write each part of a recipe correctly. They may need a lot of time
because the recipe languages may be unfamiliar to them, especially
when they have to read and write recipes in English. On the fourth of
the week, the students will revise what they have gained from the
first three days and start writing a recipe in their groups. On the fifth
day, they will deliver group presentations about their recipes and try
to make them as fascinating as possible with the help of visual aids
like pictures, videos or real cooking materials like ingredients or
utensils. If time and resources allow, the class may go to a kitchen
and cook their own dishes to share with their friends.