| Vocational Course | Pastry |
| Subject / Module | Flour and Confectionery Products |
| Formative Unit | Cakes and Cake Decorations |
| Topic | Different Types of Meringue |
Teaching Objectives and Learning Outcomes
| Lesson Objectives | Description |
|---|---|
| Learning Outcomes |
• develop CLIL skills (listening, speaking, reading, writing) through culinary content. • understand science and processes of meringue making • use professional vocabulary and grammar in context • build vocational communication in English |
| Job Related Skills |
• identify types of meringue and describe properties • evaluate texture and stability • apply terminology in culinary scenarios |
| Content Aims |
• learn and apply vocabulary from English-language recipes • explain failures and suggest solutions in pastry preparation |
| Communication Aims |
• practice teamwork and peer interaction • give and receive constructive feedback |
| Critical Thinking Aims |
• analyze sensory/physical aspects of food • use targeted information in problem-solving • explain procedures clearly and simply |
| Culture Aims |
• foster respect for global food traditions • explore international culinary habits and practices |
Lesson Procedure
| Lesson Stage | Activity | Timing |
|---|---|---|
| 1. Lead-in | Visual Starter & Discussion: Students look at images of Pavlova, lemon meringue pie, and meringue cookies and answer introductory questions. Students listen to a fact, give their opinions. HOUT 1 | 10 min |
| 2. Learning through doing |
Vocabulary Exploration & Gap-Fill, Students complete a historical fact about meringue using key vocabulary and match each sentence with the correct ending HOUT 2 Matching Activity & Exploring the meaning: Students analyze statements HOUT 3 Then they explore the meaning of the words and match definitions with terms. HOUT 4 Group Work: Students discuss types of meringue, describe their texture and uses, and present findings using sentence frames. HOUT 5 Students read the statements below and decide if they are True or False based on the text you just read. HOUT 6 |
30 min |
| 3. Case Study | Problem-Solving: Students work in teams to analyze real-life meringue preparation problems and present their solutions. HOUT 7 | 30 min |
| 4. Wrap-up & Reflection | Self-Assessment: Students complete a Can-Do checklist and reflect on their learning progress. HOUT 8 | 10 min |
Teaching Methods and Techniques
- CLIL (Content and Language Integrated Learning).
- Task-Based Learning.
- Visual Support.
- Pair and Group Work.
- Problem-Solving Approach.
- Scaffolded Vocabulary and Reading.
- Self-Assessment and Reflection
Answers to the Tasks in the HOUTs
References
https://www.canva.com/design/DAGqykgO2hs/aJR_v-xU6KTv0bnuVMbq_Q/edit