| Vocational Course | Pastry |
| Subject / Module | Flour and Confectionery Products |
| Formative Unit | Cakes and Cake Decorations |
| Topic | Icing |
Teaching Objectives and Learning Outcomes
| Lesson Objectives | Description |
|---|---|
| Learning Outcomes |
– develop the 4 CLIL language skills in a culinary setting: speaking, listening, reading and writing – use critical thinking to understand the role icing plays in baked goods manufacturing – connect European baking history to that of icing – build vocational skills and conventions in a foreign language |
| Job Related Skills |
– name types of icing and their main features – describe organoleptic characteristics of icing – use professional terminology in recipes |
| Content Aims |
– recognize and select culinary vocabulary in English to be able to read culinary recipes – explain troubleshooting methods to avoid side effects in the process of icing manufacturing |
| Communication Aims |
– train peer communication during team work and activities in small groups – foster a variety of ‘soft skills’ – listen and give proper feedback |
| Critical Thinking Aims |
– specify physical and sensory product properties of different types of icing – drag out and implement target information to do the case study – think and explain in simple steps |
| Culture Aims |
– learn how icing is used in different countries – respect different food traditions – raise awareness of the food choices and habits of different cultures of learners in the class, as well as in the wider world. |
Lesson Procedure
| Lesson Stage | Activity | Timing |
|---|---|---|
| 1. Lead-in |
Introduce the target topic and objectives of the lesson.
1 To elicit students’ prior knowledge about Icing, | 10 min |
| 2. Icing research |
Focus the students on the fact file “History of Icing” and ask them to illustrate the dates: HOUT 2 Boost the Icing vocabulary. Stimulate students to use the target terminology in the sentences of their own to give general characteristics of Icing. HOUT 3 Ask the students to match the picture of an Icing type to its description. Specify its categories and functions. HOUT 4 Invite the students to do the on-line quiz on Icing, compare the result, discuss Icing manufacturing benefits and its side effects. https://www.funtrivia.com/trivia-quiz/Hobbies/Icing-Icing-Baby-366549.html |
20 min |
| 3. Case study “Troubleshooting” |
Organize team building case study. Give one case per team HOUT 5 Stimulate Group discussions. |
20 min |
| 4. Wrap-up |
Engage students to do: (HOUT 6) – reflection activities to increase learning awareness – self-assessment activities through “Can do Statements”. |
10 min |
Teaching Methods and Techniques
- Brainstorming
- Elicitation
- Pair and group work
- Pictographs
- Matching activitiesOnline quiz
- Problem-solving tasks
- Case study
- Scaffolding
References
1. Ayto, J. (Ed.). (2002). An A-Z of food and drink (1st ed.). Oxford University Press.
2. CLILstore. (n.d.). CLIL4U pre course unit 4 – The 5 Cs. CLILstore.
https://clilstore.eu/clilstore/page.php?id=2291
3. FoodCrumbles. (2021, October 28). The science of powdered sugar / glacé icing. FoodCrumbles. Retrieved June 18, 2025, from https://foodcrumbles.com/the-science-of-powdered-sugar-glace-icing/
4. Pradipkumar, C. (2019, February). Bakery theory: Icings. Chef Pradip Kumar. Retrieved June 18, 2025, from https://chefpradipkumar.blogspot.com/2019/02/bakery-theory-icings.html
5. TeachThought. (n.d.). Reflection questions based on Bloom’s Taxonomy. TeachThought. https://www.teachthought.com/critical-thinking/28-critical-thinking-question-stems/