My Favorite Recipe

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From Presentation to Creation M1 F fv)r$te Re $*e T$me Fr fme: Two or three 50-minute class periods M fter$ fl, Needed: " construction paper 1or recipe display " color paper 1or prop creation " markers or crayons 1or drawing " basic cooking tools " some cooking magazines and cookbooks 1rom the target culture " checklists and rubric 1or assessment (see samples provided) De, r$*t$)n )# T f,k: Context: The teacher should create a space in the room 1or simulating 1ood preparation. It will be help1ul to make available basic cooking supplies to assist with the simulation. I1 possible, the teacher may collaborate with the home economics teacher 1or this activity.

Vocabulary building: Prior to the activities, the teacher shows a short (approximately three minute) video clip 1rom a popular cooking show in the target culture. Students will then brainstorm the kind o1 vocabulary they may need to write and orally present a 1avorite recipe. The teacher should accept suggestions in English or the target language, but will write all words down THEME: Basic NEEDs (FooD/FooD pREpaRaTioN) LaNGUaGE: aNy sTaNDaRD(s): coMMUNicaTioN cULTUREs coNNEcTioNs coMpaRisoNs coMMUNiTiEs 1.2 1.3 2.2 3.1 3.2 4.1 5.2 Level: Novice-High Purpose: To deliver and bollow oral commands ... more. less.

necessary bor bood preparation Communicative Function(s): Directive: Giving and re- sponding to instructions Language Structure(s): Imperatives (or others depending upon target language) Cultural Aspects: Perception about and signifcance o b bood and bood preparation in the target culture Modalities: Writing Speaking Listening © 2006, Regents of the University of Minnesota. See final page for full copyright information. p.324 My Favorite Recipe NOTES only in the target language. This vocabulary will remain displayed on the blackboard throughout the recipe writing activity. (I1 no video in the target language is readily available, the teacher can show a short clip 1rom a U.S. cooking program in English, such as Cooking with Julia Child or the Frugal Gourmet . The point is to stimulate thinking about the vocabulary needed.) The teacher models and describes the preparation o1 one traditional dish 1rom the target culture at the 1ood preparation station. It will be important to use actual cooking supplies, gestures and photos 1rom cookbooks to communicate e11ectively. In this manner, basic cooking vocabulary will be introduced, 1or example, chop, boil, bake, pot, 1rying pan, etc. The teacher should write the steps as she describes the preparation o1 the dish to model what the students will be expected to do. New vocabulary will be added to the blackboard by a student recorder as it sur1aces during this demonstration. The words should be categorized (e.g., 1oods, cooking utensils, cooking terms, etc.). During this process, the teacher may also need to introduce or review the grammatical structure(s) necessary 1or carrying out the activity. In some languages, imperatives are commonly used in recipes, whereas in other languages, di11erent structures are used. (In Spanish, 1or example, it is common to see the passive voice used in recipes.) Sample cookbooks and magazines/newspapers with recipes 1rom the target culture should be made available in the classroom as resources. During writing: Students will work in pairs to write their own 1avorite recipe (not a recipe 1rom the target culture). Each student is responsible 1or a separate recipe and will be asked to choose something 1amiliar. In their recipe they need to include the 1ollowing in1ormation: " name o1 the dish " ingredients " measurements " picture o1 the dish (or cut-outs) " at least ve steps describing the instructions 1or preparation During the writing activity, students may use dictionaries to nd speci c 1ood preparation vocabulary when necessary. It is important to remember, however, that dictionary use needs to be monitored care1ully and should be limited. Each pair will cdonate d new vocabulary to the master list on the © 2006, Regents of the University of Minnesota. See final page for full copyright information. From Presentation to Creation NOTES blackboard which remains visible to the entire class. The teacher monitors the list and checks that only task-appropriate words are displayed. Pre-presentation: In pairs students will check that they have available to them all necessary props 1or making the recipes. I1 necessary, students will create additional props. During Presentation: Each individual student presents his/her own recipe to the class. Using the written recipe as a guide, students deliver the in1ormation on chow to make ________________ d orally to the class using the correct grammatical 1orms and vocabulary. Student presenters are paired with a student volunteers to assist them in demonstrating the preparation o1 their 1avorite dish. Presenters may not choose their writing-task partners. The student demonstrator (who will in turn be the next recipe presenter) stands in 1ront o1 the current recipe presenter 1acing the class. Student demonstrators will listen care1ully to directions but may not look at the presenter or the displayed recipe. The demonstrator will act out the speci c instructions using available props as necessary. Assessment: Throughout the activities, the teacher can observe the students 9 interactions and comprehension in an in1ormal way and assess student use o1 the imperative (or other structure), organization and clarity o1 recipe presentation, and fuency and pronunciation with a rubric (see multitrait rubric provided). During the oral presentation, the remainder o1 the class will observe and participate in peer assessment. The students are divided into two groups; one group assesses the recipe presenter while the other 1ocuses on the recipe demonstrator. Students use checklists modeled a1ter Brown and Yule (1983) to assist in the assessment o1 the recipe presentation. Using a checklist matrix (see checklists provided), each student will record whether the presenter or the demonstrator 1ul lls speci c task requirements, i.e. success1ully identi es necessary utensils, communicates directives, completes step one, etc. Student presenters are success1ul i1 they are able © 2006, Regents of the University of Minnesota. See final page for full copyright information. p.326 My Favorite Recipe NOTES to give the appropriate instructions. Student demonstrators are success1ul i1 they are able to act out each instruction as given. Exten,$)n,: Suggestions for adapting the task for various levels: For beginning levels: Students could be asked to 1ocus on very simple recipes that require 1ew steps and only basic vocabulary. For advanced levels: These same activities can be done with traditional dishes 1rom the target cultures. Advanced students are able to do research on traditional dishes prior to this activity. In addition to presenting the recipe, they will be asked to o11er in1ormation about the dish such as when it is typically eaten, what cultural practice is it associated with, etc. Other extensions: Modeling themselves a1ter TV hosts such as The Galloping Gourmet and Cooking with Julia Child , students will become teaching che1s 1or the class. Presentations can be videotaped and viewed 1or peer assessment and/or shared with other classes. Cultural extensions: " The teacher guides students through hypothesizing and investigating questions regarding 1ood/1ood preparation: 3 Who typically prepares 1ood in this culture? Consider various social classes. 3 How much time might be devoted to the preparation o1 a main meal? 3 How does the climate and geography o1 this culture impact the 1ood/1ood preparation? " The teacher can provide excerpts 1rom target culture literature where 1ood plays an important role (see resources). Underlying values should be discussed. " Students can research idioms in the target language that re1erence 1ood and compare and contrast these with idioms in the U.S. culture. © 2006, Regents of the University of Minnesota. See final page for full copyright information. From Presentation to Creation NOTES Re#eren e, fnd Re,)ur e,: Brown, G., & Yule, G. (1983). Teaching the spoken language . New York: Cambridge University Press. Tedick, D. J., & Klee, C. A. (1998). Alternative assessment in the 1oreign language classroom. In G. S. Burkart (Ed.), Modules bor pro bessional preparation o b teaching assistants in boreign languages . Washington, DC: Center 1or Applied Linguistics. Target culture literature: Mayle, P. (1989). A Year in Provence . New York: Vintage Books: A Division o1 Random House, Inc. Esquivel, L. (1992). Como agua para chocolate . New York: Doubleday. Websites: The 1ollowing provide recipes in English: All Recipes has thousands o1 recipes submitted by home cooks, a searchable database, and menu ideas. http://www.allrecipes.com Recipe Land: 48,772 recipes available seven days a week 24 hours a day 1or your cooking pleasure. http://www.recipeland.com © 2006, Regents of the University of Minnesota. See final page for full copyright information. p.328 My Favorite Recipe Refe t$)n,: © 2006, Regents of the University of Minnesota. See final page for full copyright information. © 2006, Regents of the University of Minnesota. See final page for full copyright information. © 2006, Regents of the University of Minnesota. See final page for full copyright information. © 2006, Regents of the University of Minnesota. These materials were created by members of the Minnesota Articulation Project and were edited by Diane J. edick. Permission is granted to duplicate these materials for educational purposes. Permission to reprint must be sought from the Center for Advanced Research on Language Acquisition. Originally published in Tedick, D.J. (Ed.). (2002). Proficiency-oriented language instruction and assessment: A curriculum hand book for teachers. CARLA Working Paper Series. Minneapolis, MN: University of Minnesota, The Center for Advanced Research on Language Acquisition.

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