| Vocational Course | Bakery |
| Subject / Module | Unleavened dough (workshop practice) |
| Formative Unit | Soft dough |
| Topic | Scottish Shortbread |
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 – connect European baking history to that of Scotland – build vocational skills and conventions in a foreign language |
| Job Related Skills |
– name types of unleavened doughs and their main features – describe organoleptic characteristics of Shortbread – use professional terminology in recipes |
| Content Aims |
– recognize and select baking vocabulary in English to be able to read baking recipes – explain troubleshooting methods to avoid side effects in the process of shortbread baking |
| 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 Shortbreaf – drag out and implement target information to do the case study – think and explain in simple steps Shortbread’s baking process |
| Culture Aims |
– learn how Shorbread is baked in Scotland – respect multinational baking 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 |
Warming-up activity: Jeopardy: Guess the country. 1. Tell the students that at the lesson they will prepare and bake a product from the country which is a part of the UK. Guess its name. e.g. Is it England? 2. Invite the students to do a short quiz about Scotland. Open the link to the Quiz with a QR code. HOUT 1 3. Demonstrate national symbols of Scotland and ask the students to interpreted a Scottish maxim “Cluaran is prickly outside but noble inside”. “Cluaran or thistle is a talisman to protect people against evil spirits and enemies”. PowerPoint Slide 4 | 20 min |
| 2. Learning through doing |
4. Introduce the product to be baked during the lesson. PowerPoint Slide 5-6 Pictogloss. The activity involves describing in detail a drawing students watch on the screen. Then the students identify in written form the object they see, comparе their answers with the flashcard variants, thus correcting the spelling and translation. https://wordwall.net/resource/66403070/guess-what-i-am-baking-shortbread (kitchen utensils and equipment needed) https://wordwall.net/uk/resource/66095909/vocabulary-ingredients-for-shortbread (basic Shortbread ingredients) 5. Demonstrate a video “How To Make Walkers Shortbread” https://www.youtube.com/watch?v=yyV9sjaYv34&ab_channel=RiddleGridle Draw the students’ attention to the shortbread’ ratio. HOUT 2 6. Ask the students to scan the information from the site and find the answers to the questions about Shortbtread: https://www.emmafontanella.com/shortbread-cookies-recipe HOUT3 7. Troubleshooting. Students watch the shortbread photos PowerPoint Slides 8-11 and identify common mistakes with sugar & butter ratio. Students do the “Problem solving” task HOUT 4 8. Ask the students to scan the information from site https://www.bbc.co.uk/food/recipes/shortbread_1290 and fill in the technological card. HOUT 5, HOUT 6 9. MISE EN PLACE Students organize the MISE EN PLACE and start preparing SHORTBREAD, using the information obtained. The teacher observes the process and gives the necessary remarks. |
70 min |
| 3. Degustation |
Students perform organoleptic evaluation of their Shortbread samples: appearance, aroma, taste, and texture. (Slide 8) Organoleptic evaluation begins with an external inspection of the students’ Shortbreads. HOUT 7 |
20 min |
| 4. Wrap-up |
Reflection: *Can-do-statements. HOUT 8 |
10 min |
Teaching Methods and Techniques
- Brainstorming
- Matching and pictographs
- Video analysis
- Recipe deconstruction
- Practical cooking task
- Cultural comparison
- Peer reflection and self-assessment
Answers to the Tasks in the HOUTs
Supplementary materials