Unit - Foods of the World

Fields of Experience Social aspects of cooking and eating across cultures

Level: Adult- Basic plus

Topics to be developed

1. Nutritional styles, customs, Food-based occupations (chef, farmer, cheese-maker, etc.)

Classroom Organization teams of 3 or 4 students (15-16 maximum total)

Experiential Goal Students will be able to create and present a dish at a class potluck, including origins, recipe and reasons for choice.

Steps to Achieve Goal

Students will be able to:

1. Describe and discuss favourite foods from childhood

2. Create a list of key words to assist in the process of researching "Foods of the World"

3. Use Internet, library and community resources to research nutritional styles and eating customs (1 per team).

4.Compare the nutritional styles and customs of different heritage cultures within Canada.

  1. Create a list of questions to ask during an interview with a Food Professional
  2. Interview a Food Professional about his/her job and it's connection to food.
  3. As a result of research and interview, create a menu (breakfast, lunch or dinner) for "Chez ESL" include in Cooking Portfolio.
  4. View a video of a cooking show; watch/listen for cooking vocabulary and presentation style of chef.
  5. Create and present a dish at a class potluck, role-playing a TV chef team. Exchange recipes with classmates of other groups and ask/answer questions.
  6. Evaluate the finished product of self and others by writing a review the meal.

Objectives

Communicative/Experiential

  1. Discuss favourite foods from childhood.
  2. Create a list of key words using brainstorming that will be useful in search.
  3. Use the library and community resources to research nutritional styles and eating customs.
  4. Use a Jigsaw Approach to compare the different heritage cultures foods and customs within Canada.
  5. As a team, interview a Food Professional about his/her job and its connection to food; negotiate for meaning during that interview.

Cultural

  1. Compare the nutritional styles and food customs of heritage cultures within Canada.
  2. Create a menu (based on a particular culture) to include in a Cooking Portfolio
  3. Exchange recipes with classmates, ask/answer questions (include the recipes of others in Cooking Portfolio
  4. Develop a respect for other cultures and their beliefs through research and food experiences within today's multicultural framework of Canada.

General Language Education

  1. Use learning strategies such as preparation and rehearsing for their interviews as well as for presentations of dishes.
  2. Use selective listening during the video to listen for cooking vocabulary and expressions.
  3. Use metacognitive strategies to listen/watch for presentation style during the video.
  4. Construct meaning from video, print material and interview where every word is not understood.
  5. Work within a team and meet individual responsibilities.
  6. Reflect on learning using teacher supplied response sheet.

Language

  1. Create a list of key words to assist during research.
  2. Create a list of questions to ask during interview with food professional.
  3. Use newly acquired words and structures during presentations.
  4. Listen to team reports and take notes to help write a review.
  5. Use proper form (imperative, no need for subject) when writing and presenting recipes.

Lesson (based on step 8)

Objective: Students will be able to view/listen to a video of a cooking show,

listening for cooking vocabulary and presentation style of chef.

Materials: -videos including--Martha Stewart, Wok with Yann, Iron Chef, Paul Prudhomme, Ming Tsai, Elizabeth Baird

-photos and mini-bios of each above chef

-VCR and TV (3 or 4)

-pencil and paper

-picture dictionary, grocery store flyers

Procedures:

A. Perspective--divide students into pairs to discuss the team Interviews from the previous lesson. Discuss the most interesting thing that they learned from the experience (5 minutes).

B. Stimulation- As a class, have students brainstorm cooking shows that they have seen or heard abou- or in their own areas (2 minutes). Back in pairs, have students create a concept map of words/phrases they might hear in a cooking show (5-10 minutes).

C.Instruction/ParticipationJoin pairs and compare and revise concept maps (about 5 minutes).

      1. Students draw numbers and can choose the chef whose program they would like to view (in order of the numbers that they draw) (about 5 minutes).
      2. Have each clip ready to go and instruct the groups to view without soundwatch for mannerisms, facial expressions, use of gestures, type of food prepared and take notesfor about 5 minutes.
      3. Rewind and view again in its entirety, with sound (about 20 minutes). Students are listening for key words and recipe cues. Students should help each other, if some donít hear a word clearly, others can clarify. One person is the recorder, other group members watch and tell. Teacher is facilitator and moves from group to group, clarifying and observing the students while speaking very little.
      4. D. ClosureWithin each group, summarize main points of delivery style and vocabulary noted. Use picture dictionary/flyers to clarify food vocabulary. Let the students know that they will have the chance to produce their own team TV cooking show. Students give input on the format, style, content, organization.

        E. Follow-upTeams choose the dish they will prepare and create a shopping list (with amounts) and for the teacher.

        Self-Evaluation: Reflect on activity in journals by completing the following

        statements:

        1. Today I learned…
        2. One thing I enjoyed was…
        3. One thing I would have changed…

Lesson (based on step 9)

Objective: Create and present a dish at a class potluck, role playing a TV chef team.

Materials: -fully equipped kitchen with at least 4 cooking stations (e.g. community centre, reserved for the morning)

-necessary groceries to create the yummy dishes

-copies of recipes (enough for each class member)

-video cameras

-cooking music

Procedures:

    1. Perspective-- Ensure that the students are ready to begin, give each group 5 minutes to decide on the name of its cooking show. Have an assistant with a video camera and one with a still camera to record the action.
    2. Stimulation-- Give students 10 minutes to plan their presentation for video (introduction of ingredients, brief methodsfinal product will be recorded at the end). Ensure that each member has a speaking role.
    3. Instruction/Participation
      1. Students use the knowledge gained from research, interview and video to prepare their recipes as a group.
      2. The videographer and photographer move around getting clips of all groups and asking questions about procedure.
      3. The teacher moves around, is available for consultation and asks questions about procedure and ingredients.
      4. The students set the table and then EAT! They compliment their fellow chefs and accept compliments.

D. ClosureTeacher asks what the students have learned and students respond. Teacher hands out recipe cards to each group and the individuals all exchange until everyone has a copy

E. Follow-upYarnYarn--Each student asks a question to a group other than his/her own (about history,that heritage culture, the interviewed person, etc) and tosses the wool.

Self-Evaluation: Evaluate the finished product of self and others by writing a review in her/his journal.

Assessment: -Students will be continuously assessed on the basis of their individual portfolios and student-teacher conferences to lay out strategies for the future (Richard-Amato, 1996).

-Self-evaluation exercises in the portfolio will help to guide instruction and instructional strategies.

-The following template from the Maritime Oral Communication Assessment Portfolio (MOCAP) (p. 23) could be adapted for teacher use within the classroom

 

Resources

Richard-Amato, Patricia (1996) Making it happen: Interaction in the Second

Language Classroom, from theory to practice. White Plains, NY:

Addison Wesley.

Shrum and Glisan (1994). Teacher's Handbook. Boston, MA: Heinle & Heinle.

Maritime Oral Communication Assessment Portfolio (MOCAP)

Internet Resources

http://www.familyfoodzone.com/fridge.html

http://www.canadianliving.ca

http://www.marthastewart.com

www.emuseum.mnsu.edu/cultural/foods/culture.html

www.eatethnic.com

http://tlc.ai.org/foods.htm#INT (click on international)

http://www.whatalulu.com/eatin/cooklinks.html

 

Other multi-dimensional units

Communities in a Changing World

Introduction to Art History

Nutrition

World Destinations

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