an archive of lesson plans

Category: Food (Page 1 of 5)

About food, restaurants, cooking

CN SP21 Facts or Hoaxes

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

2/9/2021

Language and Level (intermediate or advanced class):

Chinese Advanced level

Class theme/topics discussed:

Delicious Chinese food

Goal of the class:

  1. By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
  2. By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
  3. By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
  4. By the end of this class, students will be able to build conversations on food-related topics such as personal preferences (express likes and dislikes).
  5. By the end of this class, students will be able to identify facts and hoaxes.

How did you structure the class?

  1. Take attendance and greet the students 4:18
  2. Presentation: main cuisines and regions 4:25
  3. Discussion: have you had any? 4: 35
  4. Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
  5. Discussion: Which one is your favorite? 4: 43
  6. https://www.bilibili.com/video/BV12x411871Z?from=search&seid=3191024875584487 77 4: 45
  7. Game: facts or hoaxes? 5:15

page3image54263808page3image54274368

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (13 in total)
  2. I used 笔记本 to create notes
  3. I used google drive to share handouts.
  4. I used Bilibili to play video clips.

What worked well in this class? What did not work? What worked well:

  1. They were very interested in food-related topics and activities.
  2. They had sufficient prior knowledge about Chinese food.
  3. More supporting details for the facts than yesterday.

What did not work:

  1. No one had any experiences with 麻辣。
  2. They did not had much to share about East Asian food.
  3. 素食主义者,过敏,pronunciation with 鱼* you, 昆虫 and 乌龟。
  4. Had trouble explaining #6.
  5. E did not talk much in the breakout room.

How could this class be improved/ modified?

1. Some brief introduction of Korean and Japanese food. 2. Discourage over self-corrections.

Myth or fact?

1. 美國人最喜歡很甜的中國菜,比如說宮 gōng 保 bǎo 雞 jī 丁 dīng Kung Pao chicken/美国人最喜欢很甜的中国菜,比如说宫保鸡丁。
2. 大多數 shù the majority of 外國人不喜歡吃辣/大多数外国人不喜欢吃辣。
3. 外國人不喜歡嘴巴麻 má numbness 的感覺/很多外国人不喜欢嘴巴麻的感觉。 4. 外國人不喜歡帶骨 gǔ 頭 tou bone 的菜/外国人不喜欢带骨头的菜。

5. 外國人不喜歡動物內 nèi 臟 zàng internal organs /外国人不喜欢动物内脏。
6. 外國人不喜歡昆 kūn 蟲 chóng insect 和烏 wū 龜 guī turtle /外国人不喜欢昆虫和乌 龟。
7. 美國人不常常吃羊肉/美国人不常常吃羊肉。
8. 很多的美國人是素 sù 食 shí 主 zhǔ 義 yì 者 zhě vegetarian /很多美国人是素食主义 者。
9. 很多外國人對花生和麵 miàn 筋 jīn gluten 過 guò 敏 mǐn be allergic to /很多外国人 对花生和面筋过敏。
10. 美國人認為味 wèi 精 jīng MSG 不健康,因為他們吃味精會頭 tóu 痛 tòng headache /美国人认为味精不健康,因为他们吃味精会头痛。

CN SP21 Create your own menu

 Conversation Class Lesson Summary

Language Resident/Assistant Name:

Agnes Fu 

Day and Date:

4/27/2021

Language and Level (intermediate or advanced class):

Chinese advanced level 

Class theme/topics discussed:

Create your own menu

Goal of the class:

  1. By the end of this class, students will be able to pronounce the nouns of fruits, vegetables, meat, and other ingredients (see Appendix A). 
  2. By the end of this class, students will be able to adapt their knowledge of Asian and American culinary cuisines to productive activities. 
  3. By the end of this class, students will be able to using the cultural knowledge they have acquired to support their ideas. 
  4. By the end of this class, students will be able to exchange information and negotiate meanings. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: ask students to share their thoughts on what was covered Tuesday. 
  3. Presentation: Read and explain the hypothetical scenarios (see Appendix B).  
  4. Communicative activity: customize a menu for your guests  
  5. Communicative activity: have a meeting with your colleagues
  6. Wrap-up: Comment on their performance and talk about what is going to be covered in Week 4.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (4 in total) 
  2. I used Google Doc to create handouts (see Appendix A) 

What worked well in this class? What did not work?

What worked well: 

  1. Having information laid out on a slide definitely worked better than providing oral instructions on rules or procedures of a game. 
  2. When I first tried to plan the week out Sunday, I thought about making the scenarios more complicated. Or having the stories set on days that are more special than the Spring Festival and birthday. But after the class Tuesday, I had decided to keep things direct and simple to avoid having them spend too more time on analyzing the situations than on the language itself. 
  3. Students were aware of my purpose for having both Chinese and American features included in this game. They had integrated the language practice with cultural perspectives amazingly. 

What did not work: 

  1. One group had made a faster progression than the other one, it did affect the activity. But I could see that the slower students were a little disappointed on themselves. 
  2. I intentionally and purposefully apply flexible grouping to this class. But due to the small size of this class, students who are relatively introverted tend to reply on their extroverted team members, especially after the class comes back to the main session from the breakout rooms. 

How could this class be improved/ modified?

  1. I have always teamed up the extroverted and talkative students with the introverted ones. In the future I may try to break the rule and have the ones who are normally quieter work together. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet the students and ask them if there are wildfires near their homes; ask them to look out of their windows now and describe the sky and the weather– Connect their devices  – Greet the instructor  – Answer questions
Presentation (10 mins) -Demonstrate the slide of Scenario One  -Read the descriptions slowly  -Demonstrate the Slide of Scenario Two  -Read the descriptions slowly  -Demonstrate the slide of the game rules and explain it step by step -Demonstrate the slides of the ingredients  -Ask students take turns to read their names  -Drop the handout in the Chat  -Make student everyone is clear about the rules and gets the handout opened before getting into their breakout rooms -Watch the clip  
-Share opinions 
-Comment 




-Answer questions 



-Share opinions 
Communicative practice  Customize a menu  (20 mins) – Observe their discussions -Work with their partners on brainstorming what dishes they can make out of the ingredients provided on the handout   -Come up with a menu that they are going to show to their customers   
Communicative activities  A meeting with your colleagues  (20 mins)-Bring the class back together  -Switch participants between two breakout rooms  -Observe their discussions and negotiations   






-Bring the class together  -Ask everyone to introduce part of their own menus

-Some of them change rooms  -With the new partners, they each introduce and explain what they have come up with their initial partners -As “master chefs” who work at the same restaurants, they give suggestions to each other  -They could also borrow ideas from their colleagues and ask to exchange some items on their menus  
-Take turns to speak 
Wrap-up  (5 mins)-Comment on their performances -Talk about what is going to be covered next week 

Appendix A 

  • 西兰花 brocolli 
  • 卷心菜 cabbage  
  • 菠菜 spinach 
  • 西红柿 tamato 
  • 胡萝卜carrot  
  • 南瓜 pumpkin 
  • 芦笋 asparagus 
  • 蘑菇 mashroom  
  • 生菜 lettuce 
  • 辣椒 pepper chili 
  • 茄子 eggplant  
  • 豆腐 tofu 
  • chicken  
  • shrimp 
  • 羊排 lamb 
  • 牛肉 beef 
  • 猪肉 pork 
  • 鱼肉 fish  
  • 橘子 orange  
  • 苹果 apple 
  • 草莓 strawberry  
  • 香蕉 banana  
  • pear  
  • 坚果 nut 
  • 鸡蛋 egg 
  • 奶油 cream  
  • 黄油 butter  
  • 橄榄油 olive oil  
  • 牛奶 milk  
  • 面粉 flour  

Appendix B

  •  時間:2019年除夕之夜​
  • 地點:中國北京​
  • 人物:北京居民小王一家,他們美國的朋友James一家(James 夫婦兩人和他們10歲的女兒)​
  • 时间:2019年除夕之夜​
  • 地点:中国北京​
  • 人物:北京居民小王和他的爸爸妈妈,他们的美国朋友James一家(James夫妇两人和他们10岁的女儿)
  • 時間:2020年6月6日,Lily的8歲生日​
  • 地點:美國洛杉磯​
  • 人物:Lily,Lily13歲的哥哥,Lily的爸爸媽媽;Lily一家的房客(來自香港的留學生小李和小張)​
  • 时间:2020年6月6日,Lily的8岁生日​
  • 地点:美国洛杉矶​
  • 人物:Lily,Lily13岁的哥哥,Lily的爸爸妈妈;Lily家里的房客(来自香港的留学生小李和小张)

DE F20 INT/ADV – Baking Bread & Brotzeit

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/22/2020 & 9/25/2020 (Two-day class!)

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Prep & bake a bread & “Brotzeit” (Bread Time)

Goal of the class: Learn how to read recipes and make your own bread

How did you structure the class?

DAY 1

A) Warm-Up Discussion: Tell us about a food you like to cook and describe how you would cook it (learn words for preparation)

B) Look at a simple, no-knead bread recipe steps 1-3 (see attached) and go through the verbs necessary in each step. (In my kitchen, I showed them kitchen items that we will need for baking the bread and made sure they have them accessible.)

C) Ask the students to tell you what to do in German to prep the dough for the bread, reading the recipe out loud.

D) Homework: The students shall prep their bread the night before the next class! Make sure to let them know to put a note on the oven so roommates/family know that the dough is proofing in there (so nobody turns it on and accidentally bakes the pre-dough). If they have high traffic in their kitchen, they can proof it on their counter overnight alternatively.

DAY 2

A) Start with preheating dutch ovens and preparing utensils (10 mins). Go through the rest of the recipe with them and make it together.

B) Bread goes into oven (20 minutes). Meanwhile, talk about “Brotzeit” and where it came from. Show some examples on what you can have on bread. Discussion with students: How will you eat your self-made bread?

C) Remove lid from bread and bake for another 25 minutes. Meanwhile, continue discussion: What is a beer garden, what utensils do we use to eat? What do we call our table setting? Learn new words that they are not familiar with yet.

D) Homework: Take a photo of what you’re eating the bread with and who you’re eating with. Describe how it tasted in the next class.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Prop: Share Screen function in Zoom, Images, Google Docs, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students were nicely engaged, baking along. When showing them how to make the recipe I could tell they were a little bored so I had them taking turns directing me. The bake-along might be more difficult in a larger class, I only had three students.

How could this class be improved/ modified?

I could have given the students a bit more notice for the ingredients. They need water, flour, salt and yeast. And maybe one could find a way to have my laptop in the kitchen, so I don’t have to run between my desk and the kitchen while the bread is in the oven and we talk about “Brotzeit”.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/category/germ-13-1/  (Password: GERMAN) and https://courses.pomona.edu/la-german-2020/blog/2020/09/24/13-1-class-10-9-24-2020/ (Password: GERMAN)

Example for vocabulary related to Brotzeit, from DK “Bilingual dictionary” ISBN: 978-0-7566-1295-5
Brot-ohne-Kneten

JP F20 ADV: Reading Kanji

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Tuesday November 24, 2020   

Language and Level (intermediate or advanced class):  

Advanced 

Class theme/topics discussed:  

  • Last class: kanji games 

Goal of the class:  

  • Guess how to read unusual kanji

How did you structure the class?  

  1. How are you doing? Hanging in there? Good news if any??? (7 min) 
    1. Hawaiian Thanksgiving dishes – lots of Asian food included  
  1. Guess and read the kanji (45 min) 
    1. Veggies
    2. Fruits 
    3. Things in the water 
    4. Family names 
  1. Most complicated kanji (10 min) 
    1. Some legendary mysterious kanji 
    2. Officially registered real kanji

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) 

Class agreement, breakup rooms 

Zoom, white board 

What worked well in this class? What did not work?   

  • We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.  
  • We talked a bit about Hawaiian Thanksgiving food 
  • Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that. 
  • One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃) 
  • We guessed some strange and rare family names and some super complicated kanji as well. 
  • We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc. 

How could this class be improved/ modified? 

  • There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well. 

Below are what we did with whiteboard

Fruits 

Vegetables 

Things in the water 

Rare and strange family names 

Complicated kanji 

Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji) 

https://www.benricho.org/kanji/img-kakusuu/Taito_small.gif

Biang – From Chinese kanji 

https://www.benricho.org/kanji/img-kakusuu/biang-68-500.png

Jin ジン – dust 

https://glyphwiki.org/glyph/u269c4.png

JP F20 INT/ADV: Haiku

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday October 5, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Haiku 

Goal of the class:  

  • Learn about Haiku 
  • Create haiku and kigo 

How did you structure the class?  

  1. Good news (5min) *We share positive stories at the beginning of each class.
  1. Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8  (10 min) 
  1. Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min) 
  1. Break out room (2-3people) (25 min)  
    1. How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments? 
    2. What reminds us of seasons? What kind of things do we appreciate in a season? What do we do, see, hear, taste or feel in a season?  
    3. Let’s make a haiku! 
  1. Main room (15 min) 
    1. Share the haiku each group made.  

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) 

Class agreement, breakup rooms 

Zoom, Breakout room, emails, YouTube and internet resources.   

What worked well in this class? What did not work? 

  • They knew the basics of haiku. The video helped them understand a little deeper about haiku. 
  • “kigo” is an interesting concept. Instead of telling them this as a rule, I let them think about and come up with their own “kigo” in their own environment (American or California or whatever they think of) 
  • I believe it’s a nice activity to reflect how we are related to our environment, such as nature or seasonal events.  
  • This also turned into finding a little nice or memorable moment in their daily life relating to a season 
  • They enjoyed thinking of “kigo” and they explained how seasonal a certain word is to me, as I’m not quite familiar to American seasonal practice.  
  • They enjoyed making haiku, too, and they are using some techniques such as ji-amari (extra letter) or taigen-dome (ending a phrase with a noun)   
  • I also had them type their poem into the chat so I can make sure I know what they did and also I can save it. 
  • This was also finding a little nice or memorable moment in their daily life 

How could this class be improved/ modified? 

  • We focused on fall as it’s fall now, but we can do this any seasons 
  • We can also do “senryu,” which is like haiku, but you do not need to use “kigo” in it. So this could be a little freer and more hilarious.  

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well. 

Some concepts: 
俳句、季語、字余り、字足らず、倒置法 

Student works (with my quick translation): 

天の川(あまのがわ)
 
今晩月は(こんばんつきは)
 
珍しい(めずらしい) 
With Milky way, tonight’s moon is rare. 

紅葉狩り 
カリフォルニアで 
火事がある 
While enjoying the colorful fall tree leaves while it’s on fire in California 

コーン畑 
踊って来てる 
骸骨は 
At Corn field, a skeleton is coming while dancing 

花枯れる (はなかれる) 
BTS が来る (ビティエスがくる) 
うれしいな 
The season the flowers die, it’s also a season BTS comes here. Feels happy. 

タコ火曜
 
感謝祭と
 
食べすぎる 
Taco Tuesday, also Thanksgiving, I’m eating too much 

秋のくれ(あき) 
カボチャをほって 
光入れ(ひかりいれ) 
At dusk, I curve a pumpkin and light inside. 

秋の時間 
色々な色 
思い出す 
Fall time, I remember lots of colors. 

秋に来る 
外を見る時 
しあわせな 
Coming in the fall, I feel happy looking outside 

春寒のころ 
電車を待ち中 
あの子見た 
In early spring, while waiting for a train, I saw the girl. 

宿題が 
飛んで行ってる 
貝寄風のおかげ 
My homework is all blown away, thanks to a strong spring wind! 

蝉の音 
種を吐き出せ 
ネバネバな手 
Cicada sounds, let’s spit out seeds with my sticky hands 

最初の雨 
上に雪が降る 
山眠る
 
The first rain, and then snow falls, the mountain sleeps 

大雨で 峰
白くなり 
山眠る 
A huge rain fall, the peak of mountains become white as mountains sleeps 

雨の後  
雲吹き飛ばし  
白い山 
After the rain, the clounds are blown away and I see a white mountain.  

DE F20 INT/ADV – Christmas Escape Room

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/24/2020

Language and Level (intermediate or advanced class): Intermediante/Advanced

Class theme/topics discussed: Christmas & the holidays

Goal of the class: Learning about German customs and escaping Krampus’ mine

How did you structure the class?

A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)

B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.

It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.

C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.

D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie https://vimeo.com/381605666 (this is my own production, but available publicly). Find traditions and words we talked about in the movie.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!

How could this class be improved/ modified?

I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/11/24/13-1-class-25-11-23-2020/ (Password: GERMAN)

Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.

DE F20 INT/ADV – Octoberfest

Language Resident/Assistant Name: Eva Saunders

Day and Date: 10/1/2020

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Oktoberfest

Goal of the class: Know how to order foods and drinks & how to give compliments/small talk

How did you structure the class?

A) Warm-Up:  Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)

*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)

Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)

B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.

Fun Examples: – Watch “Bavarian Line Dance” https://youtu.be/BcU38jrw5ew

C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on https://www.youtube.com/watch?v=N5oEn5y0H10

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.

How could this class be improved/ modified?

Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.

For the wordsearch, you can make your own here: https://www.bookwidgets.com/blog/2017/01/make-word-search-puzzles-for-your-classroom

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/10/02/13-1-class-12-10-1-2020 (Password: GERMAN)

Oktoberfest-conversations

Oktoberfest-Vocabulary

Wordsearch-Oktoberfest-10_2-food_word_search

ES F20 ADV Diet & Food labeling laws

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Food Industry & Diet

Goal of the class 

  • Practice vocabulary related to diet and food industry
  • Discuss how health laws are related with health issues and the role food industries have on consumption.

Class structure

  • Warm-up questions: What’s a “diet” for you? Have your eating habits changed since you were a child? How would an average diet look like in the US? What diets have you heard of, what do they consist of?
  • Activity 1 Organic Diet: Students discuss the issues that are supposed to be solved by switching to a 100% organic diet. After introducing the possible new issues that may arise as a consequence, students discuss the short- and long-term effects an organic diet may have for the environment and agriculture. Would it be feasible for everyone?
  • Activity 2 Food labeling laws: Student watch videos about food labeling regulations in the US and in Chile. They answer some questions about them: Do they have anything in common? How are they different? What effects do you think these regulations have had on public health concerns? Do you think it changed people’s eating habits? Would it work in the US?
  • Activity 3 What’s for dinner (cred. Tamara Olivos): In groups students must create a recipe with a “secret ingredient” to make it special (doesn’t have to be food, they can be as creative as they want). Then, they present their creation to the class as if they were on TV.

Resources used

Reflection: What worked/did not work? How can it be improved?

  • It was a great class. Two students who took my class the year before so we had already commented on the food labeling laws, but in a much more superficial level. They were all very interested on how different the regulations were, the effects it had had on public health and how a regulation like this would be beneficial in the US.

Annex

DE F20 INT – Grocery Shopping

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/17/2020

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Food & Groceries

Goal of the class: Identify food in a recipe and know how to buy it

How did you structure the class?

A) Warm-Up Discussion: Who enjoys cooking? Who does it regularly? Has it changed with the pandemic? What’s your favorite food?

B) Quick food quiz about fruit & vegetables: ask them which German fruits and veggies they already know. Then use a Google Doc with pictures and German words underneath to let them fill out the English equivalent and read them out loud for pronunciation.

C) Corona e-shopping: Look at different shopping carts I pre-loaded online and guess what food it might be for, show them photo of finished dish.
(For more advanced group or extra time: ask them how ingredients might be used.)
Then learn each of the ingredients’ words and identify structure and words of the shopping cart.

(Example dishes: Pasta w tomato sauce, Schnitzel with potato wedges, Currywurst with fries, buttered bread/pretzels)

D) Homework/Extra activity: Go over to getnow.com (German equivalent to Instacart), enter 80333 (Munich) as post code and gather ingredients of a dish you make a lot. Bring a screenshot of your shopping cart and a photo of what the dish will look like. (And you can have the students guess each other’s in next session).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Google Sheets, Website getnow.com, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?
The students enjoyed learning the different groceries and learning to shop on their own online.

How could this class be improved/ modified?
If it’s a larger class (more than 4-5 students), it can be done in groups. For more advanced students, you can pick harder fruits/vegetables or practice plural/pronouns.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/09/17/1-13-class-8-9-17-2020   (Password: GERMAN)

Obst-und-Gemuse-Sheet1

ES F19 INT Food

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente

Day and Date: 30th September

Language and Level (intermediate or advanced class): Spanish Intermediate

Class theme/topics discussed: Food 

Goal of the class: 

  • To learn vocabulary about food
  • To exchange information about favorite dishes 
  • To invent their own creative dish

How did you structure the class? 

  • Warm up: Students see different pictures of food and try to guess which one is Spanish. 
  • Activity 1: I tell them that my favorite dish is the Spanish omelet and I explain them how to do it. Meanwhile students complete a worksheet about how to do a Spanish omelet. 
  • Activity 2: Students think of their favorite food and explain the recipe to another classmate. 
  • Activity 3: In groups students will become chefs and have to think of a super creative recipe. They receive three main ingredients that their dish must contain (they will be weird combinations) and they have to invent a name for the dish and a recipe.
  • Activity 4: Presentation of the dishes in front of the class and results from the jury. 
  • Extra final activity: Showing them weird foods or strange food combinations that people eat and discussing whether they would try them or not.   
  • Extra activity (2): Telling them a personal story about a cooking disaster. 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • PowerPoint Presentation
  • Handout about Spanish omelet 
  • Cue cards with ingredients for the task

What worked well in this class? What did not work?

  • They seemed to have fun while inventing their own recipe and they showed lots of interest during the warm-up activity discovering new Spanish dishes. They were also shocked by my cooking disaster; they really like these kinds of personal stories. 

How could this class be improved/ modified?

  • The comprehension activity while I was providing them with some input was a bit confusing because there were two tasks in the same activity. It would have been better to simply put the statements in order and leave the part of matching statements with pictures only for fast-finishers. 
Conv_Handout_Tortilla-de-patata

Conv_Food_INT

JP S19 ADV Japanese New Year Traditions

Language Resident Name: Ayaka Matsuo

Day and Date: Tuesday, February 5th

Language and Level (intermediate or advanced class): Advanced Japanese 

Class theme/topics discussed: New Year Traditions 

Goal of the class: To be able to explain their new year traditions and to learn Japanese new year traditions to details. 

How did you structure the class?

Activity1 (5 min): Warm-up

We talk about the game we’ll be having during the Open House next week and discuss what words are interesting sounds for Americans. We decide 5 words that visitors to our lounge has to guess what that it. 

Activity2 (10 min): New Year Tradition

I group students by cultures they’re familiar with. In the group, students talk about what they do as new year’s tradition in their culture. How do they celebrate? What do they eat? Where do they go? What do they see? Etc… After a several minutes, we share what they talked about with the whole class.

Activity3 (10 min): Japanese New Year Tradition

I tell students what we do in Japan, showing some pictures.

Activity4 (10 min): Osechi

I introduce Osechi, Japanese new year’s food, with a picture and ask students what they know about it.

Activity5 (15 min): Meaning of Each Dish in Osechi

We check each name of dishes. Then, students make pairs and guess what its meaning of each dish. Then, I’ll read out true meanings of each dish. Students guess what that is. 

Activity6 (5 min): Wrap-up

We have casual conversations about Osechi. What would you like to try eating? Cooking? Have you ever eaten Japanese Osechi? Is there anything similar to your culture? 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

What worked well in this class? What did not work?

It worked well. I also learned many things about Japanese new year tradition of food. Time management was good today. 

How could this class be improved/ modified?

The topic with this plan could include more active speaking activities somehow. 

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F18 INT Favorite Food

Language Resident Name: Ayaka Matsuo

Day and Date: Monday, October 1st

Language and Level (intermediate or advanced class): Intermediate Japanese 

Class theme/topics discussed: Food 

Goal of the class: To be able to use vocabularies related food and to be able to explain their favorite food.

How did you structure the class?

Activity1 (10 min): Warm-up

We dice-talk about the weekends. Students are divided into 2 groups and each dimension of the dice has words related to food.

Activity2 (10 min): Brainstorming

I show some pictures and ask the whole class to describe the food. For example, I show a picture of sushi and ask students some questions such as what is it made of? How do you eat it? What taste is specific to the food? Where do you find it? Where does it originally come from? Do many people like it? Is it expensive? etc. They’re not supposed to say just “that’s sushi”. Words brainstormed during this activity are written on the white board. 

Activity3 (10 min): Favorite Food

Students come up with their top 3 favorite foods and write them down on a piece of paper, keeping them secret to other students for now.

Activity4 (25 min): What is it?

Students are divided into 2 groups. In each group, one student starts “This is my best/second/third favorite food” and then, the other members of the group start asking question to reveal what it is. For the last 5 minutes, we play this game with the whole class picking one student’s favorite food whose hasn’t done yet. 

Activity5 (5 min): Wrap-up

A brief announcement about the upcoming cultural activity is made. 

What worked well in this class? What did not work?

It worked well. Students talked a lot, which was really good. One thing I should have added is that for the Activity4, one more rule should have been clarified that they cannot ask WH questions. Also, I could have prepared more expressions related to today’s topic, which could have been introduced while Activity2 and could have been a more efficient exercise for students with more words or expressions.  

How could this class be improved/ modified?I would add a rule that students cannot ask WH questions during Activity4. Also, I would prepare more words in advance, which students must know but forget for the moment. 

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