ED3561/Fall 2000
Multidimensional ESL Unit
Renata Krasowski
Field of experience: Food
Topics to be developed:
Food awareness
Ethnic and Canadian cooking
Experiential goal: The students will produce a menu brochure for a meal of their choice. The menu will consist of three dishes. The students will speak to their selection of dishes.
Grade: 7 9
Language level: lower intermediate
Steps to Follow:
Step 1: The students will be able to name the main food groups: meat and meat products, fruit and vegetables and dairy products.
Step 2: The students will be able to name cooking utensils
Step 3: The students will discuss nutritious needs of people
Step 4: The students will be able to interpret measurements in food recipes
Step 5: The students will identify food from different parts of the world
Step 6: The students will tell about their favourite dish
Step 7: The students will create lists of dishes appropriate for various occasions
Step 8: The students will hand in their projects (menu brochure) and present them to the class
Objectives:
Communicative: Students will be able to exchange information and ideas on their culinary habits, preferences and abilities. They will be able to tell about nutritious value of foods. They will be able to discuss cultural differences in food.
Cultural: Students will examine Canadian and other nations cuisines.
Language: Students will apply a variety of "food preparation and consumption" verbs, (e.g. cook, roast, boil, cut, chop, sieve, set, grill, slice, taste) and correctly use the present tense.
General Language: The students will identify and interpret food measurements when following recipes. The students will use a dictionary to find definitions of unknown ingredients.
Lesson 1
Title: Food groups used in our kitchens
Materials: a video, picture dictionary, paper and pen
Preparation: The teacher tells the students the topic and objective of the lesson.
Lesson 2
Title: Cooking utensils
Materials: variety of cooking utensils, scarf for the blindfolding game, paper and pen
Recap of the previous lesson:
The teacher asks the students to finish the sentence starting with: "Wieners [other foods] belong to _______". The students are supposed to fill in the food group the food belongs to.
Preparation: The teacher tells the students that they will learn the names of cooking utensils today. He/she has brought a variety of cooking utensils to the classroom and has displayed them unlabelled on four tables.
Lesson 6
Topic: My favourite dish
Materials: booklets of food recipes that had been brought by the students
Preparation: This step requires the students to bring a recipe of the dish that they like and that is made in their home some time prior to the lesson. This can be a main dish, a salad, entrée, anything they want. The teacher has the recipes typed, and assembled into a booklet.
Assessment techniques:
The students will be asked to write a journal entry in class for four days every morning. In the journal they will record what they have eaten for breakfast that day. They students will also be expected to make a comment on nutritious value of their meals.
The journal will be evaluated for information content and grammatical accuracy and feedback given to individual students orally during a session with the teacher.
The students work in pairs to find out the information asked for in the questionnaire.
Sample questions:
What foods does your mother/father buy when they go grocery shopping?
What are various food items used for?
Tell about your eating habits. Have they changed lately?
What is your favourite dish? What ingredients do you need for it?
Can you prepare any dish? What? What utensils do you need for it?
What is served in your home at a dinner party?
What would you serve if you prepared a party for your friends? Why?
What ethnic dishes other than your own have you tried? Did you like them?
Why/why not?
Which do you eat more often, rice or bread?
Evaluation criteria:
Giving pertinent information
Using vocabulary learned in the unit
Elaborating on questions (going beyond a basic answer)
Fluency and grammatical accuracy
The students will introduce their dishes by telling about their nutritious values, ways of preparation and indicating what ethnic cuisine the dishes represent. A letter grade will be assigned based on meeting the four major objectives of the unit.
Resources:
Richard-Amato, Patricia. Making It Happen
Canada Food Guide
Cooking presentation video (Julia Child or other)
MOCAP
Web sites, for example:
http://www.manythings.org/c/hm-food-drink.cgi (hangman game on foods)
http://www.aitech.ac.jp/ iteslj/questions/ (Conversation questions: food and
eating)
http://www.eslpartyland.com/quiz%20center/foodcrossc.htm (crossword puzzle
on food quantifiers)