Protocol for Literacy Activities Write-up
Part A
Converting between cooking measurements – Partner work- Gap worksheet
|CLB Level: Fdn C- Ph1B | Method: |
| |Discuss if anyone in class uses cooking equipment (teaspoons, measuring cups, etc.)? Do they know|
| |the measurements for each? Does anyone in the class have a job that requires measurement? If |
|Essential Skills Focus: |they don’t understand an instruction asked of them at work or at school, what do they do? |
|Document Use (filling in a table) |Using visuals, explain the abbreviations that are used for teaspoon, tablespoon and millilitres. |
|Oral Communication |Place learners in groups and give each learner a set of measuring cups and spoons. |
|(asking questions and clarifying answers ) |Using the equipment, ask learners to show you 1 tablespoon, a teaspoon, a cup, 2 cups, etc. |
| |Explain that they can measure using either cups or tablespoons. If a recipe calls for 2 cups but |
|Task: |they only have measuring spoons that are in millilitres how many millilitres would make up 2 cups?|
|Asking questions to a partner to fill in a |How many millilitres are in ½ cup, etc. |
|worksheet |Pair up learners & demonstrate the dialogue to be used. “How many millilitres are in ____?”, |
| |“There are _____ ml in _____.” “Excuse me, can you repeat that?”, “I’m sorry, how many |
|Purpose: Students will |millilitres did you say?” |
| |Hand out the worksheet and circulate to ensure that learners are actually talking and asking |
|Ask their partner questions in order to fill|questions. |
|in a teacher-made gap worksheet |Review the answers and the dialogue used when everyone is finished. |
|Fill in a table with the correct conversion.| |
| |Follow Up: |
|Materials: |This activity is an introduction to converting different measurements between metric and imperial.|
|Teacher-made worksheets (attached) |In the next class, learner will convert actual measurements. This activity could also be an |
|Visuals of measurements (attached) |introduction to a cooking or measurement unit. |
|Class set of measuring cups and spoons | |
| |Debrief/Transfer: |
|Learning Style: |Ask learners why it is important to ask questions and to ask for clarification if they do not |
|Visual & Auditory |understand what was asked. What are some possible consequences of not asking questions when |
| |something is unclear. |
|Time: 60 minutes | |
Winnipeg School Division Adult EAL Program Essential Skill Focus: Document Use / Oral Communication
Author: Catherine Campbell CLB level: Fdn C-Ph1B
[pic]
1 tablespoon (tbsp) = 15 ml
[pic]
2 cups = 500 Millilitres (ml)
[pic]
1 teaspoon (tsp) = 5 ml
[pic]
1 cup = 250 ml
Partner A
“How many millilitres is _______?”
| |What is it in Millilitres (mL)? |
|6 cups | |
|2 tsp |10ml |
|1tbsp | |
|½ cup |125ml |
|7 tsp | |
|2 cups |500ml |
|3 tbsp | |
|1 ½ Cups |375ml |
|1 tsp | |
|1 cup |250ml |
|8 tbsp | |
|2 tbsp |30ml |
mL Measurement Conversion Worksheet
Partner B
| |What is it in Millilitres (ml)? |
|6 Cups |1500 ml |
|2tsp | |
|1tbsp |15ml |
|½ Cup | |
|7 tsp |35ml |
|2 Cups | |
|3 tbsp |45ml |
|1 ½ Cups | |
|1 tsp |5ml |
|1 cup | |
|8 tbsp |120ml |
|2 tbsp | |
“How many millilitres is _______?”
mL Measurement Conversion Worksheet
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