Language Residents

an archive of lesson plans

Category: Food (Page 3 of 5)

About food, restaurants, cooking

DE F17 INT Thanksgiving

December 8, 2017 /

Conversation Class Lesson Summary

Language Resident Name: Ines Fister

 Day and Date: Monday, Nov 20, 2017

 Language and Level (intermediate or advanced class): German, intermediate, 3 students

 Class theme/topics discussed: Thanksgiving

 Goal of the class: Students learn basic vocabulary about Thanksgiving

 How did you structure the class?  

4.15-5.45 (30mins): Story telling – my funny Thanksgiving (story cubes from German LR closet). Each student gets 5 story cubes (= dice with various symbols) and has to tell a story about Thanksgiving which includes all the symbols they diced. The other students have to guess which part of the story came from the cubes. Students can ask for and look up vocabulary.

5.45-5.15 (30mins): collect all vocab on the board; students handcraft a vocabulary turkey – all the new words are written on feathers made from paper; they can color the feathers and the turkey (prepared by LR) as they want and stick all the feathers on the turkey – it’s a nice decoration for the classroom or the bulletin board.

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

whiteboard, story cubes; handcrafting materials (paper, scissors, colors, glue or tape)

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

It worked very well, but we would have needed a little more time. They had troubles telling an exciting story that also has to do with thanksgiving; but as they are intermediate that is okay.

 How could this class be improved/ modified?

Add some basic vocab work before having them telling the story. Repeat all the vocab in the end. If you have enough time, each student could make their own turkey – for example assign them different themes like family, food and activities. The activity, including the additional proposals made, could be planned for two lessons.

 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.

JA S17 INT “Valentine Day around the World & White Day in Japan”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Monday, February 13, 2017

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

 Class theme/topics discussed: Valentine Day around the World & White Day in Japan

 Goal of the class:

The students will be able to get to know the Valentine day and compare it with the ones of other countries.

 

How did you structure the class?

Activity 1 (2 min): Attendance check and Announcement

I check students’ attendance and give them announcements.

 Activity 2 (8 min): Warm-up

I casually ask the students about their weekend and lead discussion by asking the questions to the students since we had beautiful sunny skies during the weekend.

Activity 3 (20 min): Introduction of Valentine Day

I simply ask the students about the Valentine day upcoming this week and announce the today’s topic. I also ask them about general information of it with the perspectives of both America and China and write them down on the whiteboard. Then, I ask them about their memory of that day and share them in the class. After that, I lead the discussion by giving them the equal chances where they are able to express their ideas in the class. Then, I talk about the recent trend of Japanese one by introducing the types of chocolate that one gives it to the other with some illustration on the whiteboard.

Activity 4 (30 min) Watching a Japanese Warmhearted Story

I briefly introduce the story in the class and give them some questions which the students need to pay attention to while watching it. Then, we watch the whole story together in the class. After that, we review about the summary of that story together in the class by asking them questions and getting the answers in the class. https://www.dailymotion.com/video/x3r7izr

 

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

Powerpoint

 

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

The class was successful in general. Today’s topic did help a lot the class be more productive and interactive. Basically, I was able to lead the class as planned, conducting each activity in an appropriate order. The story that we have watched in the class today was also relevant to their level of Japanese, so it seems to me that they understood the story very well. However, I found some parts needed to be revised.

 

How could this class be improved/ modified?

The PowerPoint I used today was simple, so I can put more photos in the slides, which makes it creative.  By doing so, it would be also a good help for their understanding when they get lost during the class. Before watching the short story in the class, I need to give the students basic background of the story such as main character, key points, and new vocabulary, which would motivate the students to watch it with those views. Also, I need to clarify well about the activity after watching it.

CN SP16 INT&ADV CUISINE

May 6, 2016 /

Language Resident Name:

Ting Cao

Day and Date:

04/25 & 04/26/2016

Language and Level (intermediate or advanced class):

Chinese, Intermediate & Advanced

Class theme/topics discussed:

Cuisine

Goal of the class:

By the end of this class, students will be able to:

  1. talk about their favorite cuisine;
  2. compare the Chinese and western cuisine.

How did you structure the class?

  1. Group discussion: a. What is your favorite dish? Why? b. Do you like Chinese food? Which dishes? c. Can you tell the differences between Chinese and western food? How about the differences between Chinese food in China and American Chinese food?
  2. Introduce students a documentary of Chinese cuisine: A Bite of China.
  3. Group activity: Students work in different groups to design a menu for their own Chinese restaurant, for example, the name of the restaurant, special dishes and beverages. Share the menus with other students.

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

Internet, Powerpoint

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

Both the advanced class and intermediate class were successful. Food is the basic topic for everyday, so teacher don’t have to worry students have nothing to say. The group discussion and activity provided equal chance for them to practice. By the way, heir menus were very creative.

How could this class be improved/ modified?

No.

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

ES F15 Food: names, tools and recipes

December 11, 2015 /

Goal of the class:

 Students remember vocabulary about food.

 How did you structure the class?

 Activity 1 (10min): Since the whether was really hot, I prepared one Spanish song that is about that. I printed the lyrics with some gaps instead of words and they had to fill them up while listening. Beforehand, they ask all the words they did not understand.

Activity 2 (15min): Food brainstorm. The whiteboard is divided into three columns: one about food, another about tools for eating and cooking and the last one about verbs for cooking. Likewise, the first column is divided into vegetables, meat, fish, fruit and spieces. One by one, the students fill each of the topics.

 Activity 3 (15min): My favorite receipt. Divided in groups of three, they tell each other how to cook their favorite meal or the meal the can cook better.

 Activity 4 (20min): In the same groups, they tell each other one catastrophic story that happened to them while cooking. Afterwards, they choose one and invent another two stories. The rest of the groups have to figure out which is the true one and who happened to.

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

Clip from youtube : https://www.youtube.com/watch?v=Kdp9KG52qpk

What worked well in this class? What did not work? How could this class be improved/ modified?

I think this class worked well in general. They had a lot of fun telling the others the catastrophic stories. The first activity is a warm up activity. You are welcome to choose any other or not, depending on how you like the song and if it is a hot summer/autumn day =)

 

 

 

ES F15 Thanksgiving and future sentences

December 11, 2015 /

Language and Level (intermediate or advanced class):

 Intermediate Class

 Class theme/topics discussed:

 Thanksgiving. Future sentences

 How did you structure the class?

Activity 1 (15min): (Hot potato) Students will have to write in pieces of paper two nouns and one verb and a punishment. The pieces of paper are put inside a bottle (potato). With music, they pass the bottle between each other. When the music stops, the person who holds the bottle pick one piece of paper and has to make up a sentence with the written words in future sentence in less than 10 seconds. If they fail, they will have to follow the punishment.

Activity 2 (10min): They explain to me and other foreigners what Thanksgiving is about. “En ese día…”

Activity 3 (5min): Video about the origins of Thanksgiving. We played the video a couple of times to make sure everybody understood it.

Activity 4 (10min): Individually, students describe their plans for this occasion as well as any particular tradition in their own families.

Activity 5 (20min): In pairs, they have to make up a traditional menu of a Thanksgiving dinner. After that, they will present it to the rest of the class using only future sentences.

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

Clip from youtube : https://www.youtube.com/watch?v=X7TeYYwM1Zg

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

How could this class be improved/ modified?

They enjoyed the class a lot, specially the last activity. We were so hungry at the end of the class…

RU S15 INT February Food Cognates

May 8, 2015 /

Conversation Class Lesson Summary 

Language and Section: Russian Intermediate 11

Date: February 2, 2014 

Class theme/topics discussed:

February, food, days of the week, cognates

Goal of the class:

We talk about February, revise vocab from previous classes, revise food and days of the week and revise cognates 

Structure of the class (unless you attach your lesson plan below): 

Activity 1 Warm-up – “February” song – HANDOUT 1 – 15 minutes

https://www.youtube.com/watch?v=SDsxUk5wdkE

Fill in the gaps, discuss

Activity 2 – Vocab and grammar revision – HANDOUT 2 – 20 minutes

Translate and complete the sentences using “and”, “but”,
“so”, “because”…

Activity 3 – Katy Perry’s diet – FOOD – HANDOUT 3 – 15 minutes

What did Katy eat? Find out from your partner

Activity 4 – Cognates game – HANDOUT 4 – 10 minutes

Say as many nouns for these adjectives (all cognates) as you can in every gender, take turns.

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

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

Maybe a little too much time on the song, so I’ll skip that part next time. Repeating things in Activity 3 in very, very good for these two students, same with pronouncing long adjectives in Activity 4 – even though they’re cognates, they’re sometimes hard to pronounce for the first time. VERY good to practice conjunctions in Activity 2, because American students often tend to translate “and so” as “и так” (literal translation instead of “поэтому”).

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any.

CC_RUSS11_February Food Cognates_Feb2

RU F14 INT Cafes

December 12, 2014 /

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13

Date: September 23, 2014

Class theme/topics discussed:

Food and cafes/dining halls

Goal of the class:

Talk about food, aspects of cafes/restaurants

Structure of the class (unless you attach your lesson plan below):

Activity 1 Warm-up – Vocabulary revision – 5 minutes

I make sure they remember words from the previous lesson.

Activity 2 – Trailers – 7 minutes

We watch two trailers for American movies about food/restaurant in Russian to talk about the word for chef (повар) and see if the students can pick out words for cook, etc.

Повар на колесах (The Chef) https://www.youtube.com/watch?v=5UTDhrmqcYg

Вкус жизни (No reservations)

https://www.youtube.com/watch?v=tj-35jUUS6M

Activity 3 Discussion – Dining halls and cafés at the 7Cs. – HANDOUT 1 – 15 minutes RUSS11 Cafes Handout F14 

Students work in pairs. They have 8 questions about the dining hall and cafes at the 7Cs. They ask each other, discuss. Then together (in one group) they all go in turns answering the questions from they handouts about themselves.

Activity 4 – Café reviews – 15 minutes

Look at a few café reviews on The Village.Ru, a popular lifestyle portal http://www.the-village.ru What are important aspects/elements of going to a café? Students figure it out from the reviews. Location, concept, interior, food, drinks, service, general atmosphere, pricing, etc…

Activity 5 – Discussion – You ideal café – HANDOUT 3 – 15 minutes

Students talk about their ideal cafe in pairs keeping in mind the different elements we have found in Activity 4, then each pairs presents their ideal cafe

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

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

The class went very well! They loved talking about the cafes and dining halls, and they especially enjoyed Activity 5. They all came up with original ideas and were eager to discuss them.

How could this class be improved/ modified?

Please attach your lesson plan and handouts for this class below – if you used any.


 

CN F14 ADV Chinese Food & Dining Culture

December 5, 2014 /

Language Resident Name: Zehuang Cao (Johnson)

Day and Date: Thursday, October 2, 2014

Language and Level (intermediate or advanced class): Chinese Advanced 013

Class theme/topics discussed: Chinese food and dining culture

Goal of the class:

  1. Students will know eight distinguished regional cuisines in China and their unique features;
  2. Students will understand Chinese dining culture;
  3. Students will know how to make a simple Chinese dish and explain its procedures in Chinese.

How did you structure the class?

  1. Ask the students to brainstorm anything about Chinese food and dining culture;
  2. Introduce eight distinguished regional cuisines in China and analyze their unique features;
  3. Discuss Chinese dining etiquette with the students after watching a video clip; https://www.youtube.com/watch?v=jkyE2rPac3
  4. Learn how to make Chinese dumplings via two videos; https://www.youtube.com/watch?v=S_jSnVGHcA0 https://www.youtube.com/watch?v=sy2ZaEOAOBs
  5. Ask the students in pairs to explain the making process in simple Chinese.

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

Videos, powerpoint, pictures

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

The students were crazy about Chinese food and they really enjoyed talking about it. They thought it’s very useful to know Chinese dining culture and they have already known what to do at Chinese table. Everything went smoothly in this class.

How could this class be improved/ modified?

No. (I will invite my students to make Chinese dumplings in my apartment next time.)

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.

 

 

 

FR S14 INT Masterchef

May 9, 2014 /

Language and Section: FR 11

Date: 01/28

Class theme/topics discussed: Masterchef (food and cooking)

Goal of the class:
Review and learn vocabulary about the food
Review the imperative tense
Create a recipe

Structure of the class (unless you attach your lesson plan below):

1 Warm-up
I show them a trailer of the French version of “Masterchef”. Who does watch this TV show? What is it about? Do they like to cook? Then, we “play” at Masterchef! (in two teams because I had 4 students)

2 Visual test
This test is only in the French version. When on TV the contestants must guess ingredients just tasting it, here the students have to match a picture of an aliment and its name in French.

3 Pressure test
Students have to put together in order the recipes of famous French dishes (following the indications First, then, finally,…) They also have to transform the infinitive form into the imperative one.
Then, we talk about some other famous French dishes with a PowerPoint (made by a previous LR);

In order to help them, there is a short list of vocabulary.

4 The mystery box
With the ingredients seen during the first test and the verbs used on the recipes of the second test, they have to create their own recipe. It could be a real dish or something crazy they just make up!

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

They LOVED it! For the last test, they created weird dishes with seafood and chocolate. The tests themselves are quite quick, so we had time to talk about food in France. I think it was a good way to review basic vocabulary. Maybe for a future class I should add a fourth test?

powerpoint les plats français

vocabulaire aliments

6 Masterchef

ES F13 ADV Organic Products

December 13, 2013 /

Conversation Class

Lesson Summary

 

Language and Section: Spanish Conversation Class 13- Advanced

 

Date: 10/03/2013

 

Class theme/topics discussed: Organic food and products.

 

Goal of the class: To introduce some biology-related vocabulary and discuss about organic products, advantages, disadvantages. Is it a trend or a trend or a reality?

 

Structure of the class (unless you attach your lesson plan below):

ConClassPlan-Adv0310-1

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

Video on youtube and cards (see page 44, and 49-54 from the attached pdf)

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

They liked the topic and participated a lot. The loved the first activities and right away went into competition. However, I think the debate could have been more fruitful. Some students did not understand the role-play at once.

 

How could this class be improved/ modified?

Guiding better the debate, they run out of ideas very quick, even though they spoke 15 min as planned. I should have given better instructions for the role-play, they did not understand the point at once.

Please attach your lesson plan and handouts for this class below – if you used any.

Handout materialeselepdf

 

 

FR S12 INT Food

May 4, 2012 /

Lesson Summary

Language and Section: French 11 SP 12

Date: 02/14/12

Class theme/topics discussed: French food habits in France and in the United States
Goal of the class: Make the students learn and exchange about the different food habits in France and in the United States.

Structure of the class (unless you attach your lesson plan below):

-Warm up activity with the previous vocabulary (10 minutes)
-Open conversation about the different food habits in France and in the United states(20 minutes)
-Comment on a campaign made by the INPES (French Institute for Health) in 2008 (10 minutes)

-Working in pairs, the students had to talk about the cultural differences they noticed between eating in France and in the States (30 minutes)

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

-Paper Sheets to write down the vocabulary for warm up activities for next class
-TV and computer for the video.

What worked well in this class? What did not work?
-The students were excited about the topic and had a lot to say about they’re food habits (What they are cooking, what they like to eat, why they are vegetarian…)

How could this class be improved/ modified?
-In the intermediate class a few people went to France, I had to talk more than I should.

JP S12 ADV/INT Foods

May 4, 2012 /

Language and Section: Japanese Intermediate/Advanced

Date: Feb 21st

Class theme/topics discussed: FOODS!

Goal of the class: Students learn about rare foods we eat in Japan.

Structure of the class (unless you attach your lesson plan below):
1. Students have to name Japanese foods they know. (10 minutes)
2. I showed power point slide shows with pictures of “gross” Japanese foods. Students have to guess what they are (15 minutes)
3. I talked about those foods I showed: Where, when, how often do people in Japan eat the foods. (15 minutes) Students ask questions on them.
4. Discussions on “gross” foods in Japan. When did we start eating them? Which one do they like to try? Or not and why. (20 minutes)

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

What worked well in this class? What did not work?
Students loved this activity! It was a great opportunity for them to know rare, “gross” Japanese foods because they do not get to see or eat in America.

How could this class be improved/ modified?
It would be great if lrs prepared power point with pictures of rare food in Japan and make students try to guess what they are.

DE F11 INT Baking German Waffles

December 9, 2011 /

Language and Section: German intermediate

Date: Sep 29th, 2011

Class theme/topics discussed: baking German waffles

 Goal of the class: Learning to make German waffles from scratch and kitchen vocabulary

Structure of the class (unless you attach your lesson plan below):

I gave my students the recipe and the ingredients. Also I showed them things in the kitchen and told them the words for those things. 

What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.) Kitchen and ingredients

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

Worked very well, they were very interested. Students almost always like to cook. 

How could this class be improved/ modified?

IMPORTANT TIPS:

  • Maybe look for some music in your language which you can play during the cooking
  • Have some topics in mind that you can talk about while cooking
  • Works better for smaller classes, because it is hard to cook with a lot of people 

Please attach your lesson plan and handouts for this class below – if you used any.

RU S11 INT/ADV Telling Anecdotes

April 21, 2011 /

Class theme/topics discussed:
Conversation practice – telling anecdotes.

How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, presentation, general discussion.

How did students react?
Students LOVE this activity.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, TV screen.

Please attach a copy.
Vocab Follow-up Presentation: PowerPoint – Lesson 26_Phraseology Follow-Up (OR use an alternative PDF if the PP doesn’t work/ format got messed up – Lesson 26_Phraseology Follow-Up (alternative))
Anecdotes to retell: Lesson 26_April 21_FML Anecdotes
Anecdotes Presentation: PowerPoint – Lesson 26_April 21_FML Stories Presentation OR use an alternative PDF if the PP doesn’t work/ format got messed up —Lesson 26_April 21_FML Stories Presentation (alternative)

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages spontaneous monologues in the target language + introduces students to colloquial language.

Intermediate Russian
Lesson 26
April 21, 2011

1. Warm-up: discussion –

Над чем нельзя смеяться, но люди все равно это делают?

+ Follow-up on previous class material: presentation (1st slide – question, 2d slide – answer).

2. Retelling anecdotes –
Cut the handout Lesson 26_FML anecdotes in strips, students take turns drawing one and retelling anecdotes on them to the group. Before that they write on the board words that they are going to use/ consider important.

Before the activity, suggest various ways to say FML in Russian –
From more acceptable ones to ones that are closer to the English original.
Also, ask the student if they know the FML website. If yes, ask to tell the rest about it. If no, tell them what it is.

3. Presentation:
Slides #1 / #3 – students describe the picture, suggest what story is behind it;
Next slide – #2 / #4 – read the actual story in English, retell in Russian.

4. Making up own anecdotes: tell about smth annoying/ embarrassing/ misfortunate that happened to you or your friends (doesn’t have to be true!).

CN S11 INT/ADV Cooking

April 19, 2011 /

Top Chef Chinese cooking contest recipe making

How did you pick this theme or topic?
Cooperated with the Oldenborg international cookbook project, students need to work in groups to build their receipes. They can review food/cook related expressions in that class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group work, general discussion

How did students react?
good

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

groceries, flip cameras
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students are always excited in cooking and the contest make them really excited and therefore stick to speak in Chinese all the time in case to get point deduction.

RU S11 INT/ADV Idioms (food vocabulary)

April 19, 2011 /

Class theme/topics discussed:
Food vocabulary: idioms.

How did you pick this theme or topic? As a follow-up activity for the unit on food and cooking covered in Mason.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion.

How did students react?
It might be challenging for them, but they still enjoyed the activity.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.

Please attach a copy.
Lesson 25_April 19_Food Idioms
Lesson 25_April 19_Food Idioms Illustr #1
Lesson 25_April 19_Food Idioms Illustr #2

Would you recommend this activity for a future class?
Yes.
Why or why not?
It advances students’ vocabulary proficiency within a familiar topic.

Intermediate Russian
Lesson 25
April 19, 2011

1. Warm-up: write a saying on the board and ask students to read and interpret it (what does it mean? When do we say so?). They can use dictionaries if they need.
Кашу маслом не испортишь.

2. Handout Lesson 25_April 19_Food Idioms
– read out the idioms, ask students to repeat after you. Don’t translate or explain anything at this point;
– students match idioms with illustrations Lesson 25_April 19_Food Idioms Illustr #1 and Lesson 25_April 19_Food Idioms Illustr #2.
Task: to figure out which idioms don’t have a coressponding picture + guess the meaning;
– discussion – what each expression means. Everyone makes a guess, then give the right answer;
– students create a short (7-10) sentences dialogue/ script to illustrate the meaning and usage of at least three expressions form the list. Then share with the group.

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