Banosh

Vocational Course	Culinary Art
Subject / Module	Ukrainian national cuisine (workshop practice)
Formative Unit	Traditional Bukovyna Cuisine
Topic	Banosh

Lesson Objectives	Description
Learning Outcomes	– develop the 4 CLIL language skills in a culinary setting: speaking, listening, reading and writing – connect European cooking history to that of Banosh – build vocational skills and conventions in a foreign language
Job Related Skills	– name types of Banosh and their main features – describe organoleptic characteristics of Banosh – 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 cooking
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 Banosh – drag out and implement target information to do the case study – think and explain in simple steps
Culture Aims	– learn how Banosh is cookes in different regions of the western Ukraine – 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 Stage	Activity	Timing
1. Lead-in	Brainstorming: Ask the students to name dishes which start with the letter B (e.g. baklava, burrito, borshch…)	5 min
2. Learning through doing	1. Introduce the dish to be cooked during the lesson. Use the Banosh PowerPoint. a) Before watching the PowerPoint about Banosh, students do the Prediction Quiz. HOUT 1 Tell the student that to do the Banosh tasks relevantly they need to work with the information from the PowerPoint. b) Demonstrate the PowerPoint about Banosh. The students work with the Banosh PowerPoint and check their Prediction answers. c) Ask the students what new they have learnt about Banosh. 2. Students study the Banosh PowerPoint information, then fill in: a) the table and b) the Technological Card. HOUT 2 3. The teacher demonstrates the video about Banosh, which will help students complete reading comprehension tasks. HOUT 3 4. MISE EN PLACE Students prepare the MISE EN PLACE and start cooking Banosh, using the information obtained. The teacher observes the process, gives the necessary remarks and encourages the use of English when cooking.	90 min
3. Degustation	Students perform organoleptic evaluation of their Banosh samples: appearance, odour, taste, and texture. Organoleptic evaluation begins with an external inspection of the students’ Banosh samples. HOUT 4	15 min
4. Wrap-up	Reflection: Can-do-statements. HOUT 5 Reflection Questions (Bloom’s Taxonomy) HOUT 6	10 min

1. Authentic Ukraine. (2022, February 22). Reflection questions (based on Bloom’s Taxonomy) [Video]. YouTube. https://www.youtube.com/watch?v=FUKWXi9cHYg&ab_channel=AuthenticUkraine
2. Recipes from Europe. (n.d.). Banosh (Ukrainian cornmeal with sour cream). Recipes from Europe. https://www.recipesfromeurope.com/banosh/