SL Master Cookshop Recipe Book
Sabancı University School of Languages February 2026 Compiled by Züleyha Tulay
start
SL Master cookshop EXECUTIVE CHEFS & ORGANIZING TEAM
Jacqueline Einer
Gülçin Coşgun
Itır Beğen
Serpil Öz
Züleyha Tulay
Index
02 SL Master Cookshop Organizing Committee
05 Cooking Station 1 by Jacqueline Einer
12 Cooking Station 2 by Ecem Turan & Serpil Öz
18 Cooking Station 3 by Ali Nayyeri & Mehdi Seyedinasab
24 Cooking Station 4 by Ahu Hayır & Zümran Durgun
30 Cooking Station 5 by Alireza Sabzehparvar
35 Cooking Station 6 by Sinem Demir & Ayşegül İnce
43 Cooking Station 7 by Okan Bölükbaş
50 Cooking Station 8 by Senanur Çınar & Melisa Turan
SL Master Cookshop Recipe Book
56 Cooking Station 9 by Itır Beğen & İlayda Üreten
64 Cooking Station 10 by Samira İlati & Gülçin Coşgun
70 Cooking Station 11 by Ayşe Tan Güneş, Zeynep Aslan & Züleyha Tulay
Index
77 Cooking Station 12 by Elvan Soytaşoğlu, Merve Kamacı Nalkıran & Melek Seda Ege
86 Cooking Station 13 by Nagehan Özhim, Yeşim Kutay & Ceyda Gümüş
93 Cooking Station 14 by Özlem Taner & Deniz Güneren Çırpan
98 Cooking Station 15 by Esra Günseli Erol, Burçin Yaşar Pakkan & Aybüke Filiz Gürer
102 Photos from the SL Master Cookshop Day
103 Executive Chefs of SL Master Cookshop
112 Bon Appetit!
SL Master Cookshop Recipe Book
Cooking Station 1 by Jacqueline Einer
Chunks of Pronunciation with a splash of AI
Key Challenges
Incorporating Pronunciation
No pronunciation focus in SL-FDY materials. Therefore teachers are not used to incorporating it. Secondly, on the whole students’ pronunciation of individual words is not bad and if there is a mispronunciation at the individual word level, it can be easily handled which means that teachers may again not feel the need to focus further on pronunciation. However, this is an issue with some students’ rhythm and intonation which makes it difficult for listeners to follow what they are saying.
So my challenge is how to introduce some easy to use pronunciation materials focusing on rhythm and intonation which students can find useful.
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
- A2 Level
- 18 students
- Pronunciation work with a rhythm and intonation focus based on target vocab words of a reading or listening text,
- Takes place during the after reading or after listening phase
THE recıpe
N.B. You could use a GenAI tool to help you identify the chunks in the text to speed up the preparation stage.
1. Identify your target vocabulary words
2. Identify the chunks of language that are together with the target vocabulary words in the listening or reading text e.g. one of my target words was “announces” so I chose the chunk “announces a decision"
THE recıpe
5. Say a few of the chunks that you have identified and get students to write down the words on the whiteboard that they hear. When finished, check the words quickly. Say the chunks containing the words and get students to repeat them to themselves under their breaths after you.
4. Give them two minutes to look over the target vocabulary words and to memorise them. Then elicit all the words in the list from them and write them on the whiteboard. Give them clues of the first 2-3 letters of the words that they can’t remember.
3. Tell students that the brain remembers words in chunks especially while listening and that you are going to practise using words in chunks today. But first they need to remember the target vocabulary words.
THE recıpe
8. Get students to work in pairs and create a dialogue using a specified number of the chunks you have worked on. Get students to perform their dialogues. Give whole class feedback on their pronunciation of the chunks.
7. Say the sentences one more time so that individuals can check. Then show the answers so that students can check. Say them one by one and get students to repeat them to themselves under their breaths after you.
6. Say some more of the chunks at a natural speed and get the students to write down the whole phrase as best as they can. Students check with a partner.
Tips from the Kitchen (Why it works and what to watch out for)
- This works by drawing on the brain's natural ability to remember in chunks.
- This could work at a higher or lower level. You just need to adjust the level of the production task. For higher levels students could use the chunks in discussion questions without preparation. For a lower level, you could scaffold the dialogue more.
Cooking Station 2 by Ecem Turan & Serpil Öz
breathe & bake
Key Challenges
Language Anxiety & Learner Silence in the Classroom
One of the key challenges that an EFL teacher in Turkey may face in a classroom is the students’ language learning anxiety. According to the Krashen's affective filter hypothesis, if the learners feel especially stressed or anxious, it will be harder for them to concentrate on the lesson and eventually lead to them being reluctant to participate in the classroom tasks. So to prevent that, it is essential for the teacher to know the stress management techniques and to apply them effectively in the classroom. Stress management techniques for EFL learners can include creating a supportive and non-judgmental learning environment, using positive reinforcement, incorporating games and interactive activities, and allowing students to work collaboratively to reduce pressure.
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15-20 students aged 18 to 20
Timing: 45 Minutes
CEFR Level: A2
Context: A listening and speaking lesson at a preparatory school using the book Unlock Listening, Speaking & Critical Thinking by Cambridge University Press
Objectives/Language Focus/Skills
Students develop confidence in using English in low-pressure, interactive classroom activities. Students will use target vocabulary and expressions from the book accurately in the speaking task.
Students will recognize and understand key vocabulary and phrases in the listening tasks.
THE recıpe
Post
In the post listening stage, students transition from passive listeners to active speakers by giving mini-presentations on an endangered animal of their choice. I’ve designed this part to be a low-stakes environment to help reduce speaking anxiety; instead of standing in front of the whole class, students will present in small groups of 3–4, which feels much more like a natural conversation than a formal performance. They’ll have time to prepare notes on their animal’s habitat, the human threats it faces, and what must be done to protect it, using specific signposting and modals like "should" and "mustn't" to guide their talk. This structured preparation and the small-group setting gives them the safety net they need to practice their fluency without the pressure of the stage.
While
Now the focus is on active engagement with the audio to improve learners’ both comprehension and note-taking skills. Here is what the students will be doing:
Taking Notes on Main Ideas: First, students will listen to the audio about the suffering of polar bears and fill out a table to learn how to categorize information into two main ideas: "human threats to polar bears" and "what people are doing to help them".
Listening for Detail: Then, they will transition to a more challenging task, where they must identify specific points such as population numbers, dates, and conservation methods to complete a set of sentences after listening for the second time.
Self-Correction and Verification: Finally, they will make pairs and and have a discussion with their pair to check their answers and ensure their notes are accurate before moving on to the discussion phase.
Pre
Lesson starts with a pre-listening vocabulary exercise to get the class warmed up. Students will work through eight contextualized sentences to pin down the meanings of key environmental terms like melt, habitat, and endangered that are central to the upcoming presentation on polar bears. Instead of just giving them a glossary, this task forces them to use context clues to choose the right definitions. Once they’ve made their best guesses, they’ll pair up to compare answers, which helps build their confidence and gets them using the target language before the audio even starts.
Tips from the Kitchen (Why it works and what to watch out for)
To keep the lesson low-stress, the teacher should watch out for students who freeze or simply read their notes word for word instead of trying to speak naturally. S/he should keep an eye on the groups to make sure one confident student doesn't do all the talking, leaving the anxious learners in silence. It is also important not to interrupt the learners with grammar corrections while they are speaking. It is essential to let the conversation flow and focus on whether they are using the target words while making sure learners don't get stuck or spend too much time researching facts, as the main goal for them is to practice speaking rather than giving a perfect scientific report.
Cooking Station 3 by Ali Nayyeri & Mehdi Seyedinasab
Mediatıon lınguını
Key Challenges
Unrelatable Material Culturally Distant Tasks Demotivation and low engagement
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
- Materials
- Any task, tool or activity which facilitates learning and engagement
- Skills
- Speaking/Writing
- Language system/grammar
- CEFR Level
- B1/B2
THE recıpe
-MEDIATION: project images on the board to mediate ideas
-Production stage: writing + speaking
Modals of obligation / permission / necessity-Lead-in / building context: show travel pics
-Eliciting target language: hotel / hostel / camping (pair work)
-Eliciting target language: hotel / hostel / camping ? (pair work) -Clarifying target language (vocab / collocations): meaning & form
Tips from the Kitchen (Why it works and what to watch out for)
Why it works: -The context is made relatable through images and pair work -Brainstorming facilitated through images -The task is scaffolded through images and Ss’ input What to watch out for: -Misunderstanding the instruction: Use ICQs or model the task Culturally inappropriate content: double check materials to make sure they’re appropriate Lack of ideas: teacher facilitating idea development
Name Surname
Cooking Station 4 by Ahu Hayır & Zümran Durgun
chefs of motıvatıon
Key Challenges
Student Engagement & Motivation
Low attention span
Easily getting distracted Lack of willingness Low participation
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
- Class size: 20
- Materials: Visual aids (PPT), 1-2 min video
- Timing: 50 mins
- Objective: Students will be able to understand and use key vocabulary from the Listening input
- Skills: Listening
- CEFR Level: B1
THE recıpe
Listening to the audio and taking notes using the outline
Comparing notes with a partner
Second listening with pauses to check answers through justification
Activating prior knowledge
Predicting Vocabulary
Short video about the topic (Vegetarianism)
Pre-teach key Vocabulary
Tips from the Kitchen (Why it works and what to watch out for)
Visuals aids/materials help learning and retention.
Asking personal questions may make the topic more relatable and increase student engagement. Comparing notes with their partner makes the activity more interactive and helps students motivate each other.
The last part of the activity/lesson aims to help students understand the reasons of the answer rather than just showing the correct answer. Pausing the audio after each question makes the listening more active for students which improves their focus and motivation. This assists the process of internalizing learning and therefore supporting students’ willingness to participate.
Tips from the Kitchen (Why it works and what to watch out for)
Possibility of students struggling to guess the vocab
Some students may still stay quiet
While comparing notes less hard working students may copy from other students
Cooking Station 5 by Alireza Sabzehparvar
Essays on skewer with feedback dressing
Key Challenges
AI-assisted Feedback Literacy Teacher Feedback Workload
Feedback as Process
Ethical and Responsible Use of AI
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
AI-Assisted Feedback Literacy is designed for B1+–B2 writing classes (20–25 students) and structures writing as a staged, process-oriented cycle over 1–2 weeks. Students use a guided AI prompt handout to ensure ethical AI use. AI supports low-order concerns (mechanics, grammar, vocabulary, and sentence clarity), while teachers focus on higher-order elements (coherence, organization, unity, and argumentation). Through self-feedback checklists and reflection logs, students learn to elicit, process, and enact feedback, becoming proactive writers while reducing the unsustainable teacher feedback workload.
THE recıpe
Stage 4: Control & Teacher Monitoring: At each stage, students must show their work to the teacher.
Progression to the next stage requires teacher approval.
Stage 5: Final Teacher Feedback (Higher-Order): The teacher provides feedback on unity, coherence, organization, argumentation, and overall rhetorical quality. Students revise accordingly.
Stage 1: Brainstorming & Planning: Students generate ideas and develop an outline with guided AI prompts.
The teacher checks and approves before moving forward.
Stage 2: Drafting: Students write their first draft based on the approved outline.
AI may support low-order language aspects only.
Stage 3: AI-Assisted Feedback: Students use structured AI feedback prompts. They DO NOT rewrite the draft. They highlight suggested changes while keeping the original text visible.
Tips from the Kitchen (Why it works and what to watch out for)
This approach works because it strategically redistributes feedback responsibilities: AI supports low-order language issues such as grammar, vocabulary, and mechanics, while the teacher concentrates on higher-order elements like unity, coherence, organization, and argumentation. The staged structure makes writing a visible, process-based activity, as students move through monitored checkpoints and preserve their original drafts while highlighting AI-suggested changes. In doing so, students actively elicit, process, and enact feedback, developing genuine feedback literacy rather than passively receiving corrections. However, careful monitoring is essential to prevent uncritical dependence on AI, blind acceptance of suggestions, or over-correction that alters meaning and voice. Maintaining teacher approval at each stage ensures that the focus remains on learning through the process rather than simply producing a polished final product.
Cooking Station 6 by Sinem Demir & Ayşegül İnce
Freshly Baked AI Prompts
Key Challenges
Challenges of AI Integration in Writing Classes
Lack of guidance both for students and teachers
Over reliance on AI to create the end product rather than using it as a supplement
Decrease in critical thinking
Ownership issues
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: ranges from 17- 25
Materials: Writing booklets produced by instructors
Context: Preparatory classes at universities
Objectives: Students will be able to use GenAI tools responsibly…
to brainstorm/ expand on their ideas
to find topic related vocabulary and collocations
to get targeted and/or comprehensive feedback depending on task requirements
CEFR level: B2/ B2+
Tips from the Kitchen (Why it works and what to watch out for)
To keep the lesson low-stress, the teacher should watch out for students who freeze or simply read their notes word for word instead of trying to speak naturally. S/he should keep an eye on the groups to make sure one confident student doesn't do all the talking, leaving the anxious learners in silence. It is also important not to interrupt the learners with grammar corrections while they are speaking. It is essential to let the conversation flow and focus on whether they are using the target words while making sure learners don't get stuck or spend too much time researching facts, as the main goal for them is to practice speaking rather than giving a perfect scientific report.
THE recıpe
1. To brainstorm / expand on their ideas
Prompt options:
“I am writing about [topic]. Ask me 5–7 thought-provoking questions that will help me develop my own ideas. Do not write the paragraph for me.”
“Here are my initial ideas: [paste]. Suggest additional angles or perspectives I could consider, and explain them briefly without turning them into a full essay.”
“Give me a simple mind map or list of subtopics related to [topic] that I can choose from.”
“Challenge my position on [idea] by presenting two counterarguments so I can strengthen my reasoning.”
“You are a debate partner. What are 3 counterarguments to the idea that ‘[argument]? List 4 ideas. Do not write full sentences/paragraphs.
STEP 1: Brainstorming/ Expanding on Ideas
THE recıpe
2. To find topic-related vocabulary and collocations
Prompt options:
“I am writing about [topic] at a [A2/B1/B2/etc.] level. Give me useful vocabulary and common collocations with short example sentences.”
“Create a table with topic-specific verbs, nouns, adjectives, and typical collocations related to [topic]. Keep definitions simple.”
“Suggest 10 natural collocations I could use instead of basic words like ‘very good,’ ‘big problem,’ or ‘make.’”
“Check this paragraph and highlight places where stronger or more academic vocabulary could be used. Give alternatives but let me choose.”
STEP 2: Vocabulary Work
THE recıpe
3. To get targeted and/or comprehensive feedback
Targeted feedback (recommended first):
“Do not rewrite my text. Give feedback only on organization / grammar / coherence / vocabulary (choose one). Explain patterns in my mistakes.”
“Highlight my errors and guide me to correct them by giving clues instead of the answer.”
“Tell me the three most important things I should improve to make this text clearer.”
Comprehensive feedback (for later drafts):
“Evaluate my writing using these criteria: [paste rubric]. Give comments for each category and one concrete improvement suggestion.”
“Act as a writing teacher. Provide balanced feedback: what works well, what needs improvement, and specific next steps.”
“If you rewrite any sentence, explain WHY the new version is better.”
STEP 3: Targeted vs. Comprehensive Feedback
*
Discover our freshly made prompt suggestions - minimum effort, maximum flavor!
Cooking Station 7 by Okan Bölükbaş
AI-resistant homework
Key Challenges
AI DOING THE HOMEWORK
Teachers love assigning homework. Recently, students cracked the system by getting the aid of AI. A lot of students use AI to get work done without actually learning anything. In addition, if students get some grades for doing AI made homework, this can lead to the question of “is it fair?”
.
Key Challenges
B2 level students are given grammar tasks in PDF format. They can easily ask AI to do the homework and they get grades for doing the homework.
This is not fair! They need to be assigned “AI RESISTANT HOMEWORK”
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
AI RESISTANT HOMEWORK INFO
This is a PowerPoint document presented in class but also emailed in PDF format (for absent students). It contains the task. You want to see how it looks? Click on the lfirst link on the left. CONSENT FORM Students complete the consent form and hand in their instructor. This is part of the process and in the nature of the assigned task. You want to see how it looks? Click on the second link on the left. CRITERIA Criteria gives students what is expected from them. It helps the instructor to give grades for the work done. You want to see how it looks? Click on the third link on the left.
Tips from the Kitchen (Why it works and what to watch out for)
PROCESS
Think of it as a mini-project. It should have checkpoints. Remember to keep track of students’ progress.
INTRODUCE WELL Make sure students know what they are expected to do. Once they have a good hang of it, they will be hooked.
students' feedback
students' feedback
Cooking Station 8 by Senanur Çınar & Melisa Turan
Translinguists
Key Challenges
Distinguishing between defining and non-defining relative clauses
Using defining and non-defining relative clauses
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15
CEFR Level: B2 Timing: 45 min
Context and Materials
English Preparatory School and Coursebook, PPT.
Objectives:
-to use defining and non-defining relative clauses in meaningful contexts
-to distinguish between defining and non-defining relative clauses
THE recıpe
POST Freer Writing activity- Ss choose a photo using their phones and define it to their peer(s) using defining and non-defining relative clauses
PRE T’s personal info
WHILE Sentence completion
Fill-in-the-blanks
Tips from the Kitchen (Why it works and what to watch out for)
Activates schemata
To refresh students’ recollection of relative clauses and its function Meaningful context In pre- and while- stages, example sentences are given in a paragraph that is meaningful to students rather than in isolated sentences Noticing the target structure
Students inductively discover the rules themselves by analyzing example sentences They learn to use which, whom, and whose instead of that in non-defining sentences Metalinguistic awareness Students identify which sentence implies there is only one of the subject and which implies there are many. Also, students understand that commas in writing represent a pause in speech. They realize that “that” is not used in non-defining clauses. Finally, students make the distinction between "essential" and "extra" information by giving personally relevant information.
Tips from the Kitchen (Tools)
Curipod (Digital tool) https://curipod.com/ab40df8a-9675-5c0d-b12a-89067f1723ac/lessons/f00d9bda-d22d-4e03-956d-7487e403a95b/edit
Cooking Station 9 by Itır Beğen & İlayda Üreten
pıckles
Key Challenges
Student Engagement during Listening Students are feeling lost during listening Students lack intrinsic motivation towards listening topics. Students experience anxiety due to the native accents in the recording Students have short attention spans Students have a misconception of their incompetencies
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15-20
Coursebook, Listening book, Vocab journal, recordings, tapescripts, headphones, notebooks, pens/pencils 4 lesson hours Integrated Skills, Academic English Note-taking Listening, B1/B2
THE recıpe
DURING THE LESSON
Brainstorming about AI
Pair-discussion
Familiarization of the topic
Eliciting vocab
Introducing vocab
Scaffolding vocab
Previewing the listening questions together
Strategy training
Collaborative Note-taking
Answering the questions
Checking the answers as a whole class
Assignment: Vocab journal
PRE-LESSON 1. Pre-poll to create a list of common interests (assumed to be have done at the beginning of the semester)
2. Objective related target vocab chosen to reflect the content
3. Utilizing Elevenlabs to construct the listening audio meeting the level of the students 4. A South-African accent chosen to be comprehended by all L2 learners (chosen for the listening recording via Elevenlabs)
Tips from the Kitchen (Why it works and what to watch out for)
WHY IT WORKS: Collaborative Engaging since the topic is interesting Lowers the effective filter by providing students by a comprehensible accent Untraditional
Encourages learner-autonomy and self-study Enhancing focused task-based learning (swapping notes to complete the next section) WHAT TO WATCH OUT FOR:
Off-topic
Neutral contribution to the notes
Pacing-wise concerns
Tips from the Kitchen (Adaptable Mediation)
Block lesson: Follow through steps 1-4 and then give a break
Fast finishers: Vocab puzzles
Slow finishers: Students bring their headphones to complete their notes
Last lesson tips: Strategy training based teaching (How to preview the listening questions)
Tips from the Kitchen (Tools)
www. elevenlabs.io www.randomizer.com https://notebooklm.google/
Consequently, the students feel engaged and motivated to study the target listening objectives with topics relatable to them.
Cooking Station 10 by Samira İlati & Gülçin Coşgun
The Hungry Learners’ Kitchen
Key Challenges
Engaging and motivating students in lessons
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class Size: 16-20 students Prep students learning academic English B1 Level Students Materials: Lexical syllabus
THE recıpe
Engaging students in vocabulary teaching Activity 1: Students as teachers
Description:
Each students is given a word to teach to their classmates.
2. They fill in the task sheet and learn the words individually.
3. They teach the words to their friends through the onion ring activity.
THE recıpe
2. If they can use it in a sentence, the word goes to the “use it” box. Otherwise, it goes to the “lose it” box. 3. At the end of the week/course, if “use it” outweigh lose it”, the teacher rewards the students. It is like a competition between the teacher and the students.
Activity 2: “Use” it or “Lose” it
Description:
1. The teacher picks up a word and asks the students to come up with the meaning and use the word in a sentence.
Tips from the Kitchen (Why it works and what to watch out for)
It engages students cognitively in the learning process.
Stıdents are not passive listeners. Students like competition. It appeals to visual learners. With these activities, students do not forget the vocabulary items and can use them properly in a meaningful context.
Tips: Classroom walls can also be used for the second activity rather than boxes.
Cooking Station 11 by Ayşe Tan Güneş, Zeynep Aslan & Züleyha Tulay
AI as a Sous-Chef in the Classroom
Key Challenges
AI Literacy & AI Fluency
Meaningful and Effective Integration of AI
AI Anxiety
Purposeful Lesson Planning with AI
The Lack of AI Guidance for Students and
Irresponsible and Unethical Use of AI
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Level: B2 Class size: 20 students
Academic Mini Presentations Curipod & NotebookLM (Tools) Introducing Curipod into your Teaching
(Launch & Hook)
THE recıpe
Introduce NotebookLM: Demo NotebookLM by playing a brief excerpt from one Audio Overview. Show students how to upload sources, ask questions, and generate study guides. Emphasize: NotebookLM is a research assistant, not a replacement for reading.
Pre-class Setup: Upload 2 pieces source documents/articles per topic to NotebookLM and create a notebook for each topic. Generate an Audio Overview for each topic to preview content. Create a Curipod presentation with interactive slides for student engagement and an introductory poll about presentation anxiety or AI tools.
1. Launch & Hook: Open with the Curipod interactive activity to gauge student knowledge and comfort level. Share the lesson goals: research synthesis, clear communication, and ethical AI use.
Rehearsal & Refinement: Groups practice presentations within their teams. Use a Curipod timer or feedback poll. Peer feedback focus: clarity, evidence use, and engagement.
Presentation Day: Each group delivers their 5 pieces minutes for mini presentation presentation. Use Curipod for live audience polling or questions after each presentation. Track time strictly to maintain format.
Debrief & Reflection: Facilitate a Curipod reflection activity: What did you learn about the topic? How did NotebookLM help or hinder your research? What makes a strong mini presentation? Collect feedback for future lessons.
THE recıpe
Group Research Time: Divide class into groups of 3 pieces students per group. Assign each group a topic and its corresponding NotebookLM notebook. Groups explore sources, use NotebookLM to identify key themes, take notes on insights, and begin outlining their 5 pieces minutes for mini presentation presentation.
Structure Mini Presentations: Guide students to create a simple structure Main Points (3 min), Conclusion (1 min). Encourage use of NotebookLM's citations to support claims. Remind students to verify information from original sources.
Tips from the Kitchen (Why it works and what to watch out for)
Tips for Success Preview all NotebookLM Audio and Video Overviews before class to catch any issues Set clear expectations about citations and plagiarism Consider recording presentations for students to self-review Adjust group size and presentation length based on class size and time
Use Curipod's collaborative features for brainstorming or exit tickets
Tips from the Kitchen (Curipod & NotebookLM)
Curipod Interactive Presentation - Introduction to Academic Mini Presentation
Notebook LM Academic Presentations Sources for Students and Faculty
NotebookLM handles research synthesis and source analysis
Curipod provides interactive engagement, live polling, and real-time feedback throughout
Cooking Station 12 by Elvan Soytaşoğlu, Merve Kamacı Nalkıran & Melek Seda Ege
Powerpuff Girls Special Recipe
Key Challenges
Over-reliance on AI: Students may depend on AI for answers instead of developing critical thinking, problem-solving, and writing skills Digital literacy gaps: Not all students know how to use AI responsibly or critically Curriculum integration: AI is often treated as an add-on rather than embedded in course design Feedback quality: AI-generated feedback can be generic or misleading if not carefully guided
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 20 Timing: 60 mins. CEFR level: A2 Skill: Writing Focus: Writing topic sentence Context: social media
By the end of the lesson, students will be able to:
Identify the characteristics of a clear topic sentence in a paragraph.
Write a clear, focused topic sentence that introduces the main idea and includes one controlling idea.
THE recıpe
Using AI to Improve Topic Sentences
Background Knowledge
Students are familiar with paragraph structure, the function of a topic sentence and basic academic tone.
Materials
Student notebooks, laptops or mobile phones Access to ChatGPT
Prepared AI prompts (handout or slide) Sample topic sentences (optional)
THE recıpe
1. Lead-in & Framing AI Use (7 minutes)
Teacher role: facilitator
Interaction: whole class Ask students: What makes a good topic sentence? Briefly elicit ideas (main idea, clarity, control). Clearly frame AI use: “Today, ChatGPT will not write for you. It will help you improve what you have already written.”
Emphasise: AI as a writing assistant, not a writer.
THE recıpe
2. Independent Writing: Topic Sentence (7 minutes) Teacher role: Monitoring and ensuring originality.
Interaction: individual
AI use: not allowed at this stage. Students write one topic sentence for a given paragraph topic.
Topic example: “The impact of online education on university students.”
3. Guided AI Interaction (12 minutes)
Interaction: individual + AI
Teacher role: Monitoring and supporting
Students copy their own sentence into ChatGPT and use teacher-provided prompts only.
Approved Prompt:
My level is CEFR A2. Analyze my topic sentences. Identify the topic and controlling idea. Check clarity and focus. Show feedback in a table. Do NOT rewrite my sentences.
4. Comparison & Reflection (15 minutes)
Teacher role: facilitator, feedback provider
Interaction: whole class
Tool: Padlet
Students post both their original topic and their AI-supported revised version sentence on Padlet:
The teacher starts a whole-class discussion. The class compares original & revised sentences and discusses improvements in clarity, accuracy, and academic tone.
🎯 Focus: awareness, comparison, and responsible AI use
THE recıpe
5. Post-Activity: Paragraph Writing & Peer Feedback (20 minutes)
Teacher role: facilitator, monitor
Interaction: individual → pair
Students choose one topic sentence posted on Padlet (either their own or a classmate’s) and use it as the basis for their paragraph.
Students write a short paragraph including supporting sentences and a concluding sentence.
Students exchange paragraphs with a partner and provide peer feedback. After receiving peer feedback, students revise their own paragraphs, correcting errors and improving clarity.
🎯 Focus: paragraph unity, coherence, revision skills, and learner autonomy
Tips from the Kitchen (Why it works)
Level-appropriate feedback: The CEFR A2 instruction keeps explanations simple and accessible.
Focus on structure: Students learn topic + controlling idea, not just grammar correction.
Noticing supports learning: The table format helps students see patterns in clarity and focus.
Student ownership of revision: The AI does not rewrite, so students improve their own sentences.
Tips from the Kitchen (What to watch out for)
Students paste more than one sentence instead of a single topic sentence.
Missing or unclear controlling idea (only a topic is stated).
Two different ideas in one sentence causing loss of focus.
Students copy AI suggestions without thinking instead of revising meaningfully.
Cooking Station 13 by Nagehan Özhim, Yeşim Kutay & Ceyda Gümüş
The Engagement Bistro
Key Challenges
The Why Vacuum
Ss don’t know why they are learning English, how it connects to their future, what progress actually looks like
Passive Consumption Syndrome
They listen but don’t speak, they complete tasks but don’t feel ownership, Teacher-centered structure → low agency Emotional Disconnection
Fear of mistakes, Performance anxiety, No personal relevance
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Institution Type: University English Preparatory Program
Student Profile: First-year prep students from different departments (Dentistry, Pharmacy, Engineering, Business, etc.)
Class Type: General Academic English
Motivation Issue Identified: Students lack clear purpose for learning English and show low engagement when tasks feel disconnected from their field.
CEFR: B2 Level Individual / Group Work
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Core Materials:
Project guideline booklet (teacher-prepared scaffold)
Academic phrase bank handout
Abstract template
Literature review sentence starters
Methodology structure template
Rubric (simple & transparent) Supplementary: Sample simplified abstracts Short field-related articles (graded/adapted)
THE recıpe
Slow-Simmered Teacher Training Marinade
Providing teachers a guideline, handbook etc.
A Pinch of Choice Spice
Prepare a poster/presentation/article
Freshly Picked Departmental Choice
Choosing a subject relevant to their department/field
Clearly Plated Communicative Dish A specific speaking or writing outcome
Tips from the Kitchen (What to watch out for)
Weekly guidance
Active participation
Process-based approach
Acquiring research skills for the department Department-oriented skills & language
Collaboration & team work
Cooking Station 14 by Özlem Taner & Deniz Güneren Çırpan
GROUP "ÖZDEN"
Key Challenges
Lack of Motivation & Student Engagement
Educational Background
Socio-cultural Background
Family and Country
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size - 15
Materials - Digital Tool / Digital Software, Making Connections 3.
50 minutes B1 - Reading - Ss will be able to answer some comprehension questions about the text.
Context - Astrology: Science of Fiction?
Trying to come up with topics that could get their attention and be more interesting for them.
THE recıpe
Pre-reading In order to get ss familiar with the text before the actual reading, we can do *skimming tpo find the main idea, *jigsaw and/or ((depending on the pace/timing) *matching the sub-heading with each paragraph.
Individual Reading Individual Reading - to encourage ss to actually read and for us to observe more easily, ask ss to annotate/take margin notes while reading.
Warm-up Get to know each other - pair or group work, pre-prepared questions asking about horoscopes/signs/rising signs etc. - to get ss to guess the topic / brainstorming about the topic. In order to insert some fun/action, we can use a ribbon to pair the ss (each student can grab one end and when the ribbons are released, the two students holding the same ribbon become a pair).
Post-readingA game like Mystery Box or Kahoot to answer comprehension questions about the text.
Production Ss might be asked to pick a side: after reading the text, which argument do they find more convincing: is it science or fiction? It can be set as a discussion task, or a writing task. This can also go over to the next lesson.
Tips from the Kitchen (Why it works and What to watch out for)
Pacing seems feasible.
All the stages of the lesson are covered.
There is a mix of activities aiming to keep student motivation alive. It includes moving around, a competitive game, pair/group work as well as individual work. In that individual work, they also practise note-taking.
As in the case of every lesson, the productivity of a lesson highly depends on the students and their performance/willingness.
Creating fun activities and including some kinetic tasks in class are good ideas as long as there are limits. For example, when students play a game like mystery box or kahoot, the focus always should be on the actual questions/learning process, not the game itself. The game is only a tool, not the main purpose
Cooking Station 15 by Esra Günseli Erol, Burçin Yaşar Pakkan & Aybüke Filiz Gürer
Key Challenges
Students sometimes are unable to transfer what they have learned in their listening materials into speaking Lack of prior knowledge on the topic
Lack of confidence in public speaking
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15 students
Materials: A skill-based course book (Lisening and speaking) Timing: 40 minutes Objectives: Students will be able to learn the target vocabulary items and use them in their presentations.
CEFR Level: B1 Theme /topic: community service
THE recıpe
Step 2: While listening activities in the book will be covered ( Skillful 2- Unit 1 page 10)
Step 1: Warm-up Each student will be given a target vocab item randomly. Some students will have a target word written in red, and the others will have a related one in blue, and they will be asked to walk around and find the word that relates to the one that they have. Then, they play a quizlet game.
Step 3: As a post listening activity, students are given two options. They could either prepare a speech of two minutes and present it in class individually, or they could choose a scenario and role-play as a group.
Executive Chefs of SL Master Cookshop
Alireza Sabzehparvar
Ahu Burcu Hayır
Ali Nayyeri Fallah
İstanbul University - Cerrahpaşa
Acıbadem University
Üsküdar University
Executive Chefs of SL Master Cookshop
Ayşegül İnce
Aybüke Filiz Gürer
Ayşe Tan Güneş
Sabancı University
Sabancı University
İstanbul Technical University
Executive Chefs of SL Master Cookshop
Deniz Güneren Çırpan
Burçin Yaşar Pakkan
Ceyda Gümüş
Sabancı University
Piri Reis University
Sabancı University
Executive Chefs of SL Master Cookshop
Esra Günseli Erol
Ecem Turan
Elvan Soytaşoğlu
Fatih Sultan Mehmet Vakıf University
Marmara University
Nişantaşı University
Executive Chefs of SL Master Cookshop
Melek Seda Ege
İlayda Üreten
Mehdi Seyedinasab
Okan University
Marmara University
İstanbul Kültür University
Executive Chefs of SL Master Cookshop
Nagehan Özhim
Melisa Turan
Merve Kamacı Nalkıran
İstanbul Health and Technology University
Boğaziçi University
İstanbul Medipol University
Executive Chefs of SL Master Cookshop
Samira İlati
Okan Bölükbaş
Özlem Taner Umaç
Üsküdar University
Sabancı University
Acıbadem University
Executive Chefs of SL Master Cookshop
Yeşim Kutay
Senanur Çınar
Sinem Demir
Sabancı University
Bahçeşehir University
Boğaziçi University
Executive Chefs of SL Master Cookshop
Zümran Durgun
Zeynep Aslan
Sabancı University
Üsküdar University
Bon appetit!
SL Master Cookshop 2026 Organizing Committee
SL Master Cookshop Recipe Book (February 2026)
sltedolvt@
Created on February 26, 2026
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Transcript
SL Master Cookshop Recipe Book
Sabancı University School of Languages February 2026 Compiled by Züleyha Tulay
start
SL Master cookshop EXECUTIVE CHEFS & ORGANIZING TEAM
Jacqueline Einer
Gülçin Coşgun
Itır Beğen
Serpil Öz
Züleyha Tulay
Index
02 SL Master Cookshop Organizing Committee
05 Cooking Station 1 by Jacqueline Einer
12 Cooking Station 2 by Ecem Turan & Serpil Öz
18 Cooking Station 3 by Ali Nayyeri & Mehdi Seyedinasab
24 Cooking Station 4 by Ahu Hayır & Zümran Durgun
30 Cooking Station 5 by Alireza Sabzehparvar
35 Cooking Station 6 by Sinem Demir & Ayşegül İnce
43 Cooking Station 7 by Okan Bölükbaş
50 Cooking Station 8 by Senanur Çınar & Melisa Turan
SL Master Cookshop Recipe Book
56 Cooking Station 9 by Itır Beğen & İlayda Üreten
64 Cooking Station 10 by Samira İlati & Gülçin Coşgun
70 Cooking Station 11 by Ayşe Tan Güneş, Zeynep Aslan & Züleyha Tulay
Index
77 Cooking Station 12 by Elvan Soytaşoğlu, Merve Kamacı Nalkıran & Melek Seda Ege
86 Cooking Station 13 by Nagehan Özhim, Yeşim Kutay & Ceyda Gümüş
93 Cooking Station 14 by Özlem Taner & Deniz Güneren Çırpan
98 Cooking Station 15 by Esra Günseli Erol, Burçin Yaşar Pakkan & Aybüke Filiz Gürer
102 Photos from the SL Master Cookshop Day
103 Executive Chefs of SL Master Cookshop
112 Bon Appetit!
SL Master Cookshop Recipe Book
Cooking Station 1 by Jacqueline Einer
Chunks of Pronunciation with a splash of AI
Key Challenges
Incorporating Pronunciation
No pronunciation focus in SL-FDY materials. Therefore teachers are not used to incorporating it. Secondly, on the whole students’ pronunciation of individual words is not bad and if there is a mispronunciation at the individual word level, it can be easily handled which means that teachers may again not feel the need to focus further on pronunciation. However, this is an issue with some students’ rhythm and intonation which makes it difficult for listeners to follow what they are saying. So my challenge is how to introduce some easy to use pronunciation materials focusing on rhythm and intonation which students can find useful.
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
THE recıpe
N.B. You could use a GenAI tool to help you identify the chunks in the text to speed up the preparation stage.
1. Identify your target vocabulary words
2. Identify the chunks of language that are together with the target vocabulary words in the listening or reading text e.g. one of my target words was “announces” so I chose the chunk “announces a decision"
THE recıpe
5. Say a few of the chunks that you have identified and get students to write down the words on the whiteboard that they hear. When finished, check the words quickly. Say the chunks containing the words and get students to repeat them to themselves under their breaths after you.
4. Give them two minutes to look over the target vocabulary words and to memorise them. Then elicit all the words in the list from them and write them on the whiteboard. Give them clues of the first 2-3 letters of the words that they can’t remember.
3. Tell students that the brain remembers words in chunks especially while listening and that you are going to practise using words in chunks today. But first they need to remember the target vocabulary words.
THE recıpe
8. Get students to work in pairs and create a dialogue using a specified number of the chunks you have worked on. Get students to perform their dialogues. Give whole class feedback on their pronunciation of the chunks.
7. Say the sentences one more time so that individuals can check. Then show the answers so that students can check. Say them one by one and get students to repeat them to themselves under their breaths after you.
6. Say some more of the chunks at a natural speed and get the students to write down the whole phrase as best as they can. Students check with a partner.
Tips from the Kitchen (Why it works and what to watch out for)
Cooking Station 2 by Ecem Turan & Serpil Öz
breathe & bake
Key Challenges
Language Anxiety & Learner Silence in the Classroom One of the key challenges that an EFL teacher in Turkey may face in a classroom is the students’ language learning anxiety. According to the Krashen's affective filter hypothesis, if the learners feel especially stressed or anxious, it will be harder for them to concentrate on the lesson and eventually lead to them being reluctant to participate in the classroom tasks. So to prevent that, it is essential for the teacher to know the stress management techniques and to apply them effectively in the classroom. Stress management techniques for EFL learners can include creating a supportive and non-judgmental learning environment, using positive reinforcement, incorporating games and interactive activities, and allowing students to work collaboratively to reduce pressure.
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15-20 students aged 18 to 20 Timing: 45 Minutes CEFR Level: A2 Context: A listening and speaking lesson at a preparatory school using the book Unlock Listening, Speaking & Critical Thinking by Cambridge University Press Objectives/Language Focus/Skills Students develop confidence in using English in low-pressure, interactive classroom activities. Students will use target vocabulary and expressions from the book accurately in the speaking task. Students will recognize and understand key vocabulary and phrases in the listening tasks.
THE recıpe
Post In the post listening stage, students transition from passive listeners to active speakers by giving mini-presentations on an endangered animal of their choice. I’ve designed this part to be a low-stakes environment to help reduce speaking anxiety; instead of standing in front of the whole class, students will present in small groups of 3–4, which feels much more like a natural conversation than a formal performance. They’ll have time to prepare notes on their animal’s habitat, the human threats it faces, and what must be done to protect it, using specific signposting and modals like "should" and "mustn't" to guide their talk. This structured preparation and the small-group setting gives them the safety net they need to practice their fluency without the pressure of the stage.
While Now the focus is on active engagement with the audio to improve learners’ both comprehension and note-taking skills. Here is what the students will be doing: Taking Notes on Main Ideas: First, students will listen to the audio about the suffering of polar bears and fill out a table to learn how to categorize information into two main ideas: "human threats to polar bears" and "what people are doing to help them". Listening for Detail: Then, they will transition to a more challenging task, where they must identify specific points such as population numbers, dates, and conservation methods to complete a set of sentences after listening for the second time. Self-Correction and Verification: Finally, they will make pairs and and have a discussion with their pair to check their answers and ensure their notes are accurate before moving on to the discussion phase.
Pre Lesson starts with a pre-listening vocabulary exercise to get the class warmed up. Students will work through eight contextualized sentences to pin down the meanings of key environmental terms like melt, habitat, and endangered that are central to the upcoming presentation on polar bears. Instead of just giving them a glossary, this task forces them to use context clues to choose the right definitions. Once they’ve made their best guesses, they’ll pair up to compare answers, which helps build their confidence and gets them using the target language before the audio even starts.
Tips from the Kitchen (Why it works and what to watch out for)
To keep the lesson low-stress, the teacher should watch out for students who freeze or simply read their notes word for word instead of trying to speak naturally. S/he should keep an eye on the groups to make sure one confident student doesn't do all the talking, leaving the anxious learners in silence. It is also important not to interrupt the learners with grammar corrections while they are speaking. It is essential to let the conversation flow and focus on whether they are using the target words while making sure learners don't get stuck or spend too much time researching facts, as the main goal for them is to practice speaking rather than giving a perfect scientific report.
Cooking Station 3 by Ali Nayyeri & Mehdi Seyedinasab
Mediatıon lınguını
Key Challenges
Unrelatable Material Culturally Distant Tasks Demotivation and low engagement
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
THE recıpe
-MEDIATION: project images on the board to mediate ideas -Production stage: writing + speaking
Modals of obligation / permission / necessity-Lead-in / building context: show travel pics -Eliciting target language: hotel / hostel / camping (pair work)
-Eliciting target language: hotel / hostel / camping ? (pair work) -Clarifying target language (vocab / collocations): meaning & form
Tips from the Kitchen (Why it works and what to watch out for)
Why it works: -The context is made relatable through images and pair work -Brainstorming facilitated through images -The task is scaffolded through images and Ss’ input What to watch out for: -Misunderstanding the instruction: Use ICQs or model the task Culturally inappropriate content: double check materials to make sure they’re appropriate Lack of ideas: teacher facilitating idea development
Name Surname
Cooking Station 4 by Ahu Hayır & Zümran Durgun
chefs of motıvatıon
Key Challenges
Student Engagement & Motivation Low attention span Easily getting distracted Lack of willingness Low participation
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
THE recıpe
Listening to the audio and taking notes using the outline Comparing notes with a partner Second listening with pauses to check answers through justification
Activating prior knowledge Predicting Vocabulary
Short video about the topic (Vegetarianism) Pre-teach key Vocabulary
Tips from the Kitchen (Why it works and what to watch out for)
Visuals aids/materials help learning and retention. Asking personal questions may make the topic more relatable and increase student engagement. Comparing notes with their partner makes the activity more interactive and helps students motivate each other. The last part of the activity/lesson aims to help students understand the reasons of the answer rather than just showing the correct answer. Pausing the audio after each question makes the listening more active for students which improves their focus and motivation. This assists the process of internalizing learning and therefore supporting students’ willingness to participate.
Tips from the Kitchen (Why it works and what to watch out for)
Possibility of students struggling to guess the vocab Some students may still stay quiet While comparing notes less hard working students may copy from other students
Cooking Station 5 by Alireza Sabzehparvar
Essays on skewer with feedback dressing
Key Challenges
AI-assisted Feedback Literacy Teacher Feedback Workload Feedback as Process Ethical and Responsible Use of AI
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
AI-Assisted Feedback Literacy is designed for B1+–B2 writing classes (20–25 students) and structures writing as a staged, process-oriented cycle over 1–2 weeks. Students use a guided AI prompt handout to ensure ethical AI use. AI supports low-order concerns (mechanics, grammar, vocabulary, and sentence clarity), while teachers focus on higher-order elements (coherence, organization, unity, and argumentation). Through self-feedback checklists and reflection logs, students learn to elicit, process, and enact feedback, becoming proactive writers while reducing the unsustainable teacher feedback workload.
THE recıpe
Stage 4: Control & Teacher Monitoring: At each stage, students must show their work to the teacher. Progression to the next stage requires teacher approval. Stage 5: Final Teacher Feedback (Higher-Order): The teacher provides feedback on unity, coherence, organization, argumentation, and overall rhetorical quality. Students revise accordingly.
Stage 1: Brainstorming & Planning: Students generate ideas and develop an outline with guided AI prompts. The teacher checks and approves before moving forward. Stage 2: Drafting: Students write their first draft based on the approved outline. AI may support low-order language aspects only.
Stage 3: AI-Assisted Feedback: Students use structured AI feedback prompts. They DO NOT rewrite the draft. They highlight suggested changes while keeping the original text visible.
Tips from the Kitchen (Why it works and what to watch out for)
This approach works because it strategically redistributes feedback responsibilities: AI supports low-order language issues such as grammar, vocabulary, and mechanics, while the teacher concentrates on higher-order elements like unity, coherence, organization, and argumentation. The staged structure makes writing a visible, process-based activity, as students move through monitored checkpoints and preserve their original drafts while highlighting AI-suggested changes. In doing so, students actively elicit, process, and enact feedback, developing genuine feedback literacy rather than passively receiving corrections. However, careful monitoring is essential to prevent uncritical dependence on AI, blind acceptance of suggestions, or over-correction that alters meaning and voice. Maintaining teacher approval at each stage ensures that the focus remains on learning through the process rather than simply producing a polished final product.
Cooking Station 6 by Sinem Demir & Ayşegül İnce
Freshly Baked AI Prompts
Key Challenges
Challenges of AI Integration in Writing Classes Lack of guidance both for students and teachers Over reliance on AI to create the end product rather than using it as a supplement Decrease in critical thinking Ownership issues
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: ranges from 17- 25 Materials: Writing booklets produced by instructors Context: Preparatory classes at universities Objectives: Students will be able to use GenAI tools responsibly… to brainstorm/ expand on their ideas to find topic related vocabulary and collocations to get targeted and/or comprehensive feedback depending on task requirements CEFR level: B2/ B2+
Tips from the Kitchen (Why it works and what to watch out for)
To keep the lesson low-stress, the teacher should watch out for students who freeze or simply read their notes word for word instead of trying to speak naturally. S/he should keep an eye on the groups to make sure one confident student doesn't do all the talking, leaving the anxious learners in silence. It is also important not to interrupt the learners with grammar corrections while they are speaking. It is essential to let the conversation flow and focus on whether they are using the target words while making sure learners don't get stuck or spend too much time researching facts, as the main goal for them is to practice speaking rather than giving a perfect scientific report.
THE recıpe
1. To brainstorm / expand on their ideas Prompt options: “I am writing about [topic]. Ask me 5–7 thought-provoking questions that will help me develop my own ideas. Do not write the paragraph for me.” “Here are my initial ideas: [paste]. Suggest additional angles or perspectives I could consider, and explain them briefly without turning them into a full essay.” “Give me a simple mind map or list of subtopics related to [topic] that I can choose from.” “Challenge my position on [idea] by presenting two counterarguments so I can strengthen my reasoning.” “You are a debate partner. What are 3 counterarguments to the idea that ‘[argument]? List 4 ideas. Do not write full sentences/paragraphs.
STEP 1: Brainstorming/ Expanding on Ideas
THE recıpe
2. To find topic-related vocabulary and collocations Prompt options: “I am writing about [topic] at a [A2/B1/B2/etc.] level. Give me useful vocabulary and common collocations with short example sentences.” “Create a table with topic-specific verbs, nouns, adjectives, and typical collocations related to [topic]. Keep definitions simple.” “Suggest 10 natural collocations I could use instead of basic words like ‘very good,’ ‘big problem,’ or ‘make.’” “Check this paragraph and highlight places where stronger or more academic vocabulary could be used. Give alternatives but let me choose.”
STEP 2: Vocabulary Work
THE recıpe
3. To get targeted and/or comprehensive feedback Targeted feedback (recommended first): “Do not rewrite my text. Give feedback only on organization / grammar / coherence / vocabulary (choose one). Explain patterns in my mistakes.” “Highlight my errors and guide me to correct them by giving clues instead of the answer.” “Tell me the three most important things I should improve to make this text clearer.” Comprehensive feedback (for later drafts): “Evaluate my writing using these criteria: [paste rubric]. Give comments for each category and one concrete improvement suggestion.” “Act as a writing teacher. Provide balanced feedback: what works well, what needs improvement, and specific next steps.” “If you rewrite any sentence, explain WHY the new version is better.”
STEP 3: Targeted vs. Comprehensive Feedback
* Discover our freshly made prompt suggestions - minimum effort, maximum flavor!
Cooking Station 7 by Okan Bölükbaş
AI-resistant homework
Key Challenges
AI DOING THE HOMEWORK Teachers love assigning homework. Recently, students cracked the system by getting the aid of AI. A lot of students use AI to get work done without actually learning anything. In addition, if students get some grades for doing AI made homework, this can lead to the question of “is it fair?” .
Key Challenges
B2 level students are given grammar tasks in PDF format. They can easily ask AI to do the homework and they get grades for doing the homework. This is not fair! They need to be assigned “AI RESISTANT HOMEWORK”
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
AI RESISTANT HOMEWORK INFO This is a PowerPoint document presented in class but also emailed in PDF format (for absent students). It contains the task. You want to see how it looks? Click on the lfirst link on the left. CONSENT FORM Students complete the consent form and hand in their instructor. This is part of the process and in the nature of the assigned task. You want to see how it looks? Click on the second link on the left. CRITERIA Criteria gives students what is expected from them. It helps the instructor to give grades for the work done. You want to see how it looks? Click on the third link on the left.
Tips from the Kitchen (Why it works and what to watch out for)
PROCESS Think of it as a mini-project. It should have checkpoints. Remember to keep track of students’ progress. INTRODUCE WELL Make sure students know what they are expected to do. Once they have a good hang of it, they will be hooked.
students' feedback
students' feedback
Cooking Station 8 by Senanur Çınar & Melisa Turan
Translinguists
Key Challenges
Distinguishing between defining and non-defining relative clauses Using defining and non-defining relative clauses
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15 CEFR Level: B2 Timing: 45 min Context and Materials English Preparatory School and Coursebook, PPT. Objectives: -to use defining and non-defining relative clauses in meaningful contexts -to distinguish between defining and non-defining relative clauses
THE recıpe
POST Freer Writing activity- Ss choose a photo using their phones and define it to their peer(s) using defining and non-defining relative clauses
PRE T’s personal info
WHILE Sentence completion Fill-in-the-blanks
Tips from the Kitchen (Why it works and what to watch out for)
Activates schemata To refresh students’ recollection of relative clauses and its function Meaningful context In pre- and while- stages, example sentences are given in a paragraph that is meaningful to students rather than in isolated sentences Noticing the target structure Students inductively discover the rules themselves by analyzing example sentences They learn to use which, whom, and whose instead of that in non-defining sentences Metalinguistic awareness Students identify which sentence implies there is only one of the subject and which implies there are many. Also, students understand that commas in writing represent a pause in speech. They realize that “that” is not used in non-defining clauses. Finally, students make the distinction between "essential" and "extra" information by giving personally relevant information.
Tips from the Kitchen (Tools)
Curipod (Digital tool) https://curipod.com/ab40df8a-9675-5c0d-b12a-89067f1723ac/lessons/f00d9bda-d22d-4e03-956d-7487e403a95b/edit
Cooking Station 9 by Itır Beğen & İlayda Üreten
pıckles
Key Challenges
Student Engagement during Listening Students are feeling lost during listening Students lack intrinsic motivation towards listening topics. Students experience anxiety due to the native accents in the recording Students have short attention spans Students have a misconception of their incompetencies
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15-20 Coursebook, Listening book, Vocab journal, recordings, tapescripts, headphones, notebooks, pens/pencils 4 lesson hours Integrated Skills, Academic English Note-taking Listening, B1/B2
THE recıpe
DURING THE LESSON Brainstorming about AI Pair-discussion Familiarization of the topic Eliciting vocab Introducing vocab Scaffolding vocab Previewing the listening questions together Strategy training Collaborative Note-taking Answering the questions Checking the answers as a whole class Assignment: Vocab journal
PRE-LESSON 1. Pre-poll to create a list of common interests (assumed to be have done at the beginning of the semester) 2. Objective related target vocab chosen to reflect the content
3. Utilizing Elevenlabs to construct the listening audio meeting the level of the students 4. A South-African accent chosen to be comprehended by all L2 learners (chosen for the listening recording via Elevenlabs)
Tips from the Kitchen (Why it works and what to watch out for)
WHY IT WORKS: Collaborative Engaging since the topic is interesting Lowers the effective filter by providing students by a comprehensible accent Untraditional Encourages learner-autonomy and self-study Enhancing focused task-based learning (swapping notes to complete the next section) WHAT TO WATCH OUT FOR: Off-topic Neutral contribution to the notes Pacing-wise concerns
Tips from the Kitchen (Adaptable Mediation)
Block lesson: Follow through steps 1-4 and then give a break Fast finishers: Vocab puzzles Slow finishers: Students bring their headphones to complete their notes Last lesson tips: Strategy training based teaching (How to preview the listening questions)
Tips from the Kitchen (Tools)
www. elevenlabs.io www.randomizer.com https://notebooklm.google/
Consequently, the students feel engaged and motivated to study the target listening objectives with topics relatable to them.
Cooking Station 10 by Samira İlati & Gülçin Coşgun
The Hungry Learners’ Kitchen
Key Challenges
Engaging and motivating students in lessons
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class Size: 16-20 students Prep students learning academic English B1 Level Students Materials: Lexical syllabus
THE recıpe
Engaging students in vocabulary teaching Activity 1: Students as teachers Description: Each students is given a word to teach to their classmates.
2. They fill in the task sheet and learn the words individually. 3. They teach the words to their friends through the onion ring activity.
THE recıpe
2. If they can use it in a sentence, the word goes to the “use it” box. Otherwise, it goes to the “lose it” box. 3. At the end of the week/course, if “use it” outweigh lose it”, the teacher rewards the students. It is like a competition between the teacher and the students.
Activity 2: “Use” it or “Lose” it Description: 1. The teacher picks up a word and asks the students to come up with the meaning and use the word in a sentence.
Tips from the Kitchen (Why it works and what to watch out for)
It engages students cognitively in the learning process. Stıdents are not passive listeners. Students like competition. It appeals to visual learners. With these activities, students do not forget the vocabulary items and can use them properly in a meaningful context. Tips: Classroom walls can also be used for the second activity rather than boxes.
Cooking Station 11 by Ayşe Tan Güneş, Zeynep Aslan & Züleyha Tulay
AI as a Sous-Chef in the Classroom
Key Challenges
AI Literacy & AI Fluency Meaningful and Effective Integration of AI AI Anxiety Purposeful Lesson Planning with AI The Lack of AI Guidance for Students and Irresponsible and Unethical Use of AI
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Level: B2 Class size: 20 students Academic Mini Presentations Curipod & NotebookLM (Tools) Introducing Curipod into your Teaching (Launch & Hook)
THE recıpe
Introduce NotebookLM: Demo NotebookLM by playing a brief excerpt from one Audio Overview. Show students how to upload sources, ask questions, and generate study guides. Emphasize: NotebookLM is a research assistant, not a replacement for reading.
Pre-class Setup: Upload 2 pieces source documents/articles per topic to NotebookLM and create a notebook for each topic. Generate an Audio Overview for each topic to preview content. Create a Curipod presentation with interactive slides for student engagement and an introductory poll about presentation anxiety or AI tools.
1. Launch & Hook: Open with the Curipod interactive activity to gauge student knowledge and comfort level. Share the lesson goals: research synthesis, clear communication, and ethical AI use.
Rehearsal & Refinement: Groups practice presentations within their teams. Use a Curipod timer or feedback poll. Peer feedback focus: clarity, evidence use, and engagement. Presentation Day: Each group delivers their 5 pieces minutes for mini presentation presentation. Use Curipod for live audience polling or questions after each presentation. Track time strictly to maintain format. Debrief & Reflection: Facilitate a Curipod reflection activity: What did you learn about the topic? How did NotebookLM help or hinder your research? What makes a strong mini presentation? Collect feedback for future lessons.
THE recıpe
Group Research Time: Divide class into groups of 3 pieces students per group. Assign each group a topic and its corresponding NotebookLM notebook. Groups explore sources, use NotebookLM to identify key themes, take notes on insights, and begin outlining their 5 pieces minutes for mini presentation presentation.
Structure Mini Presentations: Guide students to create a simple structure Main Points (3 min), Conclusion (1 min). Encourage use of NotebookLM's citations to support claims. Remind students to verify information from original sources.
Tips from the Kitchen (Why it works and what to watch out for)
Tips for Success Preview all NotebookLM Audio and Video Overviews before class to catch any issues Set clear expectations about citations and plagiarism Consider recording presentations for students to self-review Adjust group size and presentation length based on class size and time Use Curipod's collaborative features for brainstorming or exit tickets
Tips from the Kitchen (Curipod & NotebookLM)
Curipod Interactive Presentation - Introduction to Academic Mini Presentation Notebook LM Academic Presentations Sources for Students and Faculty NotebookLM handles research synthesis and source analysis Curipod provides interactive engagement, live polling, and real-time feedback throughout
Cooking Station 12 by Elvan Soytaşoğlu, Merve Kamacı Nalkıran & Melek Seda Ege
Powerpuff Girls Special Recipe
Key Challenges
Over-reliance on AI: Students may depend on AI for answers instead of developing critical thinking, problem-solving, and writing skills Digital literacy gaps: Not all students know how to use AI responsibly or critically Curriculum integration: AI is often treated as an add-on rather than embedded in course design Feedback quality: AI-generated feedback can be generic or misleading if not carefully guided
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 20 Timing: 60 mins. CEFR level: A2 Skill: Writing Focus: Writing topic sentence Context: social media By the end of the lesson, students will be able to: Identify the characteristics of a clear topic sentence in a paragraph. Write a clear, focused topic sentence that introduces the main idea and includes one controlling idea.
THE recıpe
Using AI to Improve Topic Sentences Background Knowledge Students are familiar with paragraph structure, the function of a topic sentence and basic academic tone.
Materials Student notebooks, laptops or mobile phones Access to ChatGPT Prepared AI prompts (handout or slide) Sample topic sentences (optional)
THE recıpe
1. Lead-in & Framing AI Use (7 minutes)
Teacher role: facilitator Interaction: whole class Ask students: What makes a good topic sentence? Briefly elicit ideas (main idea, clarity, control). Clearly frame AI use: “Today, ChatGPT will not write for you. It will help you improve what you have already written.” Emphasise: AI as a writing assistant, not a writer.
THE recıpe
2. Independent Writing: Topic Sentence (7 minutes) Teacher role: Monitoring and ensuring originality. Interaction: individual AI use: not allowed at this stage. Students write one topic sentence for a given paragraph topic. Topic example: “The impact of online education on university students.”
3. Guided AI Interaction (12 minutes) Interaction: individual + AI Teacher role: Monitoring and supporting Students copy their own sentence into ChatGPT and use teacher-provided prompts only. Approved Prompt: My level is CEFR A2. Analyze my topic sentences. Identify the topic and controlling idea. Check clarity and focus. Show feedback in a table. Do NOT rewrite my sentences.
4. Comparison & Reflection (15 minutes) Teacher role: facilitator, feedback provider Interaction: whole class Tool: Padlet Students post both their original topic and their AI-supported revised version sentence on Padlet: The teacher starts a whole-class discussion. The class compares original & revised sentences and discusses improvements in clarity, accuracy, and academic tone. 🎯 Focus: awareness, comparison, and responsible AI use
THE recıpe
5. Post-Activity: Paragraph Writing & Peer Feedback (20 minutes)
Teacher role: facilitator, monitor Interaction: individual → pair Students choose one topic sentence posted on Padlet (either their own or a classmate’s) and use it as the basis for their paragraph. Students write a short paragraph including supporting sentences and a concluding sentence. Students exchange paragraphs with a partner and provide peer feedback. After receiving peer feedback, students revise their own paragraphs, correcting errors and improving clarity. 🎯 Focus: paragraph unity, coherence, revision skills, and learner autonomy
Tips from the Kitchen (Why it works)
Level-appropriate feedback: The CEFR A2 instruction keeps explanations simple and accessible. Focus on structure: Students learn topic + controlling idea, not just grammar correction. Noticing supports learning: The table format helps students see patterns in clarity and focus. Student ownership of revision: The AI does not rewrite, so students improve their own sentences.
Tips from the Kitchen (What to watch out for)
Students paste more than one sentence instead of a single topic sentence. Missing or unclear controlling idea (only a topic is stated). Two different ideas in one sentence causing loss of focus. Students copy AI suggestions without thinking instead of revising meaningfully.
Cooking Station 13 by Nagehan Özhim, Yeşim Kutay & Ceyda Gümüş
The Engagement Bistro
Key Challenges
The Why Vacuum Ss don’t know why they are learning English, how it connects to their future, what progress actually looks like Passive Consumption Syndrome They listen but don’t speak, they complete tasks but don’t feel ownership, Teacher-centered structure → low agency Emotional Disconnection Fear of mistakes, Performance anxiety, No personal relevance
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Institution Type: University English Preparatory Program Student Profile: First-year prep students from different departments (Dentistry, Pharmacy, Engineering, Business, etc.) Class Type: General Academic English Motivation Issue Identified: Students lack clear purpose for learning English and show low engagement when tasks feel disconnected from their field. CEFR: B2 Level Individual / Group Work
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Core Materials: Project guideline booklet (teacher-prepared scaffold) Academic phrase bank handout Abstract template Literature review sentence starters Methodology structure template Rubric (simple & transparent) Supplementary: Sample simplified abstracts Short field-related articles (graded/adapted)
THE recıpe
Slow-Simmered Teacher Training Marinade Providing teachers a guideline, handbook etc. A Pinch of Choice Spice Prepare a poster/presentation/article
Freshly Picked Departmental Choice Choosing a subject relevant to their department/field
Clearly Plated Communicative Dish A specific speaking or writing outcome
Tips from the Kitchen (What to watch out for)
Weekly guidance Active participation Process-based approach Acquiring research skills for the department Department-oriented skills & language Collaboration & team work
Cooking Station 14 by Özlem Taner & Deniz Güneren Çırpan
GROUP "ÖZDEN"
Key Challenges
Lack of Motivation & Student Engagement Educational Background Socio-cultural Background Family and Country
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size - 15 Materials - Digital Tool / Digital Software, Making Connections 3. 50 minutes B1 - Reading - Ss will be able to answer some comprehension questions about the text. Context - Astrology: Science of Fiction? Trying to come up with topics that could get their attention and be more interesting for them.
THE recıpe
Pre-reading In order to get ss familiar with the text before the actual reading, we can do *skimming tpo find the main idea, *jigsaw and/or ((depending on the pace/timing) *matching the sub-heading with each paragraph. Individual Reading Individual Reading - to encourage ss to actually read and for us to observe more easily, ask ss to annotate/take margin notes while reading.
Warm-up Get to know each other - pair or group work, pre-prepared questions asking about horoscopes/signs/rising signs etc. - to get ss to guess the topic / brainstorming about the topic. In order to insert some fun/action, we can use a ribbon to pair the ss (each student can grab one end and when the ribbons are released, the two students holding the same ribbon become a pair).
Post-readingA game like Mystery Box or Kahoot to answer comprehension questions about the text. Production Ss might be asked to pick a side: after reading the text, which argument do they find more convincing: is it science or fiction? It can be set as a discussion task, or a writing task. This can also go over to the next lesson.
Tips from the Kitchen (Why it works and What to watch out for)
Pacing seems feasible. All the stages of the lesson are covered. There is a mix of activities aiming to keep student motivation alive. It includes moving around, a competitive game, pair/group work as well as individual work. In that individual work, they also practise note-taking. As in the case of every lesson, the productivity of a lesson highly depends on the students and their performance/willingness. Creating fun activities and including some kinetic tasks in class are good ideas as long as there are limits. For example, when students play a game like mystery box or kahoot, the focus always should be on the actual questions/learning process, not the game itself. The game is only a tool, not the main purpose
Cooking Station 15 by Esra Günseli Erol, Burçin Yaşar Pakkan & Aybüke Filiz Gürer
Key Challenges
Students sometimes are unable to transfer what they have learned in their listening materials into speaking Lack of prior knowledge on the topic Lack of confidence in public speaking
Class size - Materials - Timing - Context - Objectives/Language Focus/Skills/ CEFR level etc.
Class size: 15 students Materials: A skill-based course book (Lisening and speaking) Timing: 40 minutes Objectives: Students will be able to learn the target vocabulary items and use them in their presentations. CEFR Level: B1 Theme /topic: community service
THE recıpe
Step 2: While listening activities in the book will be covered ( Skillful 2- Unit 1 page 10)
Step 1: Warm-up Each student will be given a target vocab item randomly. Some students will have a target word written in red, and the others will have a related one in blue, and they will be asked to walk around and find the word that relates to the one that they have. Then, they play a quizlet game.
Step 3: As a post listening activity, students are given two options. They could either prepare a speech of two minutes and present it in class individually, or they could choose a scenario and role-play as a group.
Executive Chefs of SL Master Cookshop
Alireza Sabzehparvar
Ahu Burcu Hayır
Ali Nayyeri Fallah
İstanbul University - Cerrahpaşa
Acıbadem University
Üsküdar University
Executive Chefs of SL Master Cookshop
Ayşegül İnce
Aybüke Filiz Gürer
Ayşe Tan Güneş
Sabancı University
Sabancı University
İstanbul Technical University
Executive Chefs of SL Master Cookshop
Deniz Güneren Çırpan
Burçin Yaşar Pakkan
Ceyda Gümüş
Sabancı University
Piri Reis University
Sabancı University
Executive Chefs of SL Master Cookshop
Esra Günseli Erol
Ecem Turan
Elvan Soytaşoğlu
Fatih Sultan Mehmet Vakıf University
Marmara University
Nişantaşı University
Executive Chefs of SL Master Cookshop
Melek Seda Ege
İlayda Üreten
Mehdi Seyedinasab
Okan University
Marmara University
İstanbul Kültür University
Executive Chefs of SL Master Cookshop
Nagehan Özhim
Melisa Turan
Merve Kamacı Nalkıran
İstanbul Health and Technology University
Boğaziçi University
İstanbul Medipol University
Executive Chefs of SL Master Cookshop
Samira İlati
Okan Bölükbaş
Özlem Taner Umaç
Üsküdar University
Sabancı University
Acıbadem University
Executive Chefs of SL Master Cookshop
Yeşim Kutay
Senanur Çınar
Sinem Demir
Sabancı University
Bahçeşehir University
Boğaziçi University
Executive Chefs of SL Master Cookshop
Zümran Durgun
Zeynep Aslan
Sabancı University
Üsküdar University
Bon appetit!
SL Master Cookshop 2026 Organizing Committee