Food around the world


                                    Welcome to food around the world project!


We will create a video journal on how to prepare a deliciuos food from an specific country or culture. While you will be working in this project you will be able to review food vocabulary, sequence connectors and you will practice oral communication by giving detailed instructions on how to prepare food from different cultures from all over the world.


Food Around The World - ProProfs Quiz




                                    Video journal on how to prepare a recipe.


You will create a video journal explaining what are the ingredients and the steps you will need to prepare traditional food from a specific country or culture. 

Do some research on and find one traditional dish you would like to prepare and present. Find out more about their ingredients, preparation steps, and something about the country or culture where is it from. Finally, prepare your camera or phone to record yourself introducing this dish to your friends. 

Make it simple! Watch videos about cooking if you need more ideas on how to make a recipe and edit the video to make sure is 3 - 4 minutes long. 

Let's check the following video and practice some useful phrases you can use in your project! 



Cutting Board And Kitchen Utensil With Empty Recipe List On A ...


  1. Go to and select what is going to be the traditional food you want to prepare then do some research on the ingredients you will need and the steps you have to follow to prepare the recipe.
  2. Create a script to organize your thinking: Get some ideas from the introductory video, make sure you use complete sentences while explaining the step by step.
  3. Upload the recipe and the script on our Google classroom page to receive some feedback.
  4. Check the feedback and make the corrections needed.
  5. Record yourself explaining how to prepare the recipe. It is not necessary to record all the processes. Introduce the food and share some facts about the place where is it from, present each ingredient and their quantities, give a detailed explanation of each one of the steps and finally show your friends the final product done. 
  6. Include your personal experience with the preparation of the food in the video. Was it difficult? How long does it take? Why you chose this food? How does it taste? Do you have a piece of advice about the preparation? Do you have a problem with the preparation? How your friends can avoid it?
  7. Edit the video to make sure is 3 - 4 long and upload the video on our google classroom. 

The oral presentation in the video will be evaluated using the following rubric. The script is not a requirement but is highly recommended to receive feedback and support during your process. 





EXCELLENT                       5

VERY GOOD                 4

GOOD                                  3

DEVELOPING                       2 OR LESS



Uses a variety of

food vocabulary and expressions, as well as the rules of language at a word level.

Uses a variety of food vocabulary and expressions, but makes a few mistakes in the rules of language at a word level.


Uses limited food vocabulary and expressions, even makes some mistakes in the rules of language at a word level.

Uses only basic food vocabulary and expressions, often makes mistakes in the rules of language at a word level.



Uses a variety of structures and sequencers with only occasional grammatical mistakes and fulfill communicative functions of speech.

Uses a variety of grammar structures and sequencers but a few mistakes and fulfills communicative functions of speech.

Uses a variety of structures and sequencers with frequent mistakes or uses basic structures with only occasional mistakes and fulfill moderately communicative functions of speech.


Uses basic structures and sequencers, makes frequent mistakes, and fulfills slightly communicative functions of speech.



Stays on task and communicates effectively, almost always responds appropriately, and always tries to develop the interaction. 

Stays on task most of the time and communicates effectively, generally responds appropriately, and keeps trying to develop the interaction. 

Tries to communicate, but sometimes doesn’t respond appropriately and clearly.  

Purpose isn’t clear, needs a lot of help communicating, usually doesn’t respond appropriately or clearly. 



Student is completely prepared and has rehearsed. 

Student seems pretty prepared but might have needed a couple more rehearsals. 

Student is somehow prepared but it is clear that rehearsal is lacking

Student does not seem prepared to present.





COMMENTS: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








At the end of this project, students will be able to... 

  • Present subject content in an organized, concise, and effective manner.
  • Use food vocabulary to talk about food preparation.
  • Use sequence connectors to explain processes.  
  • Describe effectively how-to-do a recipe. 
  • Demonstrate an understanding of other cultures' traditions. 


Cartoon cook character Royalty Free Vector Image

Teacher Page

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Topic of the lesson: Food around the World
Objective of the class: Students will be able to present subject content in an organized, concise, and effective manner.
Language goal:  Describe the process of food preparation using food vocabulary and sequence words. 
Target population:

8th - 10th graders

Language profile:  ESL students
Proficiency level: Intermediate 
Ideas for variation:

Students who are not used to recording and edit videos can present their project live during an online class

Students who do not how to cook may use pictures of the ingredients and food to explain the process or a PPT presentation. 

Students can choose other dishes from the list provided if the dish proposed belongs to their own culture.

Students can work in pairs if they can meet to work with a partner. 

Beginners students will receive a list of cooking verbs and food vocabulary.

Advanced students will be required to go deep in the food preparation using specific names for kitchen utensils.  


Make sure students go over the rubric before their presentations.

Teachers can present one traditional food to model students what are the expectations. 

Highlight the importance of being proud of cultural traditions and be mindful of other's people preferences in food and costumes,