FOOD Workshop Diana Moss

Listening, Speaking, Writing, Reading and Culture throughAmerican Food!: 

Listening, Speaking, Writing, Reading and Culture through American Food! English Summer Town, Santiago Chile January 9-13, 2006 Diana Moss US Fulbrighter 2005-2006

Introductions: 

Introductions What’s your name? Where you do teach? Do you like to cook? Who usually cooks at your home? What are some of your favorite traditional foods from your country? What do you think about “junk food”? How often do you eat it? What typical American foods can you think of? What cultural or ethnic groups do you think have had an influence on American food? What are some foods that have their origin on the American continent?

Introduction of Presenter: 

Introduction of Presenter Teaching in California: Public schools and Private schools. English as a Second Language and Foreign Language instruction. The Fulbright Teaching Exchange: A unique opportunity. Teaching ESL in Chile and California: some observations.

Classroom Management Considerations: 

Classroom Management Considerations The importance of a routine Emphasizing and encouraging oral participation Materials: Using the text and notebook Assignments: Appropriate for the time Classroom environment: visual aids Evaluation: Explain to students what you value and expect of them

Reading Pre-reading tasks: 

Reading Pre-reading tasks What do they know about the topic? Find out what they want to know about the topic. Ask questions about the reader’s own experience. Have students predict what the reading will be about. Pre-teach essential vocabulary

ReadingWhile reading / listening tasks: 

Reading While reading / listening tasks Determine what kind of reading (article, story, poem) Is this about the past or future? Fact or fiction? What is the paragraph about? Make a list of… Find a word that means the same as (opposite of)… Choose the best summary from these three.

ReadingPost-reading tasks: 

Reading Post-reading tasks Talk to your partner / group about.. Create a time line Do a class survey Compare and contrast Make lists Expand to relate to students’ own experience.

Reading: “We Are What We Eat”: 

Reading: “We Are What We Eat” Errata: Add in line 29: “One of our greatest national disgraces ever was also the source of many of *our culinary triumphs: the transformation of free African* citizens into bound American slaves.

ListeningUsing stories: 

Listening Using stories They’re fun, interesting and add variety. They have pictures to help with understanding. They can make the class relax and be quiet. Students don’t need a copy, but should be able to see the book.

Using stories: 

Using stories set the scene explain and check the meaning of vocabulary explain cultural information have students predict what will happen next Ask questions as you read the story have them remember what happened

Story chart: 

Story chart Characters Setting Plot (who?) (where?) (What happens?) Beginning Middle End

Speaking Oral Chants: 

Speaking Oral Chants Provide grammar, vocabulary, pronunciation reinforcement in a non-threatening fun way. Help students feel the rhythm of language. “Three Bears Chant” Jazz Chants, Carolyn Graham

Twelve Cans of Tuna Fish RagCarolyn Graham, Jazz Chants: 

Twelve Cans of Tuna Fish Rag Carolyn Graham, Jazz Chants Twelve cans! Twelve cans! Twelve cans of tuna fish. Twelve cans. How many cans? Twelve, twelve. Did you say twelve? Yes, I said twelve. Twelve cans of what? Twelve cans of fish. Twelve cans of fish? Yes, fish, yes, fish What kind of fish?

Slide14: 

Tuna, tuna. Twelve cans of tuna fish? Yes, twelve cans. Oh, my goodness! No wonder she’s fat! How often does she eat Those twelve cans of tuna? How often does she eat Those twelve big cans? Every night, every night. She eats twelve cans of tuna fish every night. You’re kidding! Oh my goodness! No wonder she’s fat!

Slide15: 

That’s a lot of tuna. It sure it! That’s a lot of tuna. It sure it! That’s too much tuna, if you ask me. It sure is! It sure is! Twelve cans of tuna is a lot of fish If you ask me, if you ask me. It sure is! It sure is!

Songs: 

Songs Pre Listening Teach vocabulary Predict what song will be about While they listen Hold up pictures / lines of the song Unscramble lines of the song Cloze excercises - (fill in the missing word(s) Post Listening Summarize / Retell the story of the song Role play the song Draw pictures of scenes from the song Write story about what will happen next

Song“On Top of Spaghetti”: 

Song “On Top of Spaghetti”

Do-re-mi Beer Song*for adults only :-): 

Do-re-mi Beer Song *for adults only :-) Do - (dough) the stuff that buys my beer, Re - (Ray) the guy who pours my beer, Mi - (me) the one who drinks my beer, Fa - (Far) a long way to the john, So - I think I’ll have a beer, La - ger, lager, lager beer, Ti - (Tea) no thanks, I’ll have a beer That will bring us back to do, oh, oh, oh

Games: 

Games Preplan: what students have to do, what they need to play, What language they’ll need to know What space, things they need to have How to start, how long to play and how to finish

Writing Writing a Recipe: 

Writing Writing a Recipe Rich cultural content Specific vocabulary Practice using command form Use TPR (Total Physical Response) to demonstrate comprehension and later mastery of vocabulary Have students write their own recipes and compile a class recipe book. If you have the resources, cook something at school!

Using Visuals : 

Using Visuals Audio-visual / Realia helps stimulate and develop language skills Have your students do the work!

American Food:Some cultural topics for exploration: 

American Food: Some cultural topics for exploration Traditional / Holiday foods (Thanksgiving, Christmas, Homestyle, BBQ) Regional / Ethnic foods (New England Seafood, Southern, Southwest Convenience or Junk food vs. Slow cooking Health and Nutrition: The food pyramid The Starbucks phenomenon Grocery shopping (American weights, measurements, currency, types of stores)

3. Answers to activities, “We Are What We Eat”1. Complete the paragraph1. consume 2. cuisines 3. culinary 4. tasty 5. palate 6. fare 7. edible 8. groceries 9. staples2. Match the word to the definition1. J 2. K 3. I 4. D 5. C 6. L 7. E 8. A 9. B 10. F 11. G 12. HFind a word from the text from the same word familynoun adjective verbingenuity ingeniousvitality vitalinhabitants inhabitestablishment establishunification unifyvanity vainutilitarianism utilitariandisgrace disgracefulintrigue intriguingingenuity ingenioustransformation transformative transformfusion fusehybrid hybridized: 

3. Answers to activities, “We Are What We Eat” 1. Complete the paragraph 1. consume 2. cuisines 3. culinary 4. tasty 5. palate 6. fare 7. edible 8. groceries 9. staples 2. Match the word to the definition 1. J 2. K 3. I 4. D 5. C 6. L 7. E 8. A 9. B 10. F 11. G 12. H Find a word from the text from the same word family noun adjective verb ingenuity ingenious vitality vital inhabitants inhabit establishment establish unification unify vanity vain utilitarianism utilitarian disgrace disgraceful intrigue intriguing ingenuity ingenious transformation transformative transform fusion fuse hybrid hybridized

III. Reading comprehension1. Hamburgers2. American cooking is vital due to the arrival of immigrants from all over the world.3. The Native Americans were spread out all over the country and there were no big cities.4. The first Europeans were struggling to survive and didn’t have time to think about cooking.5. The Puritan Ethic is the mainstream value system which considered it vain to discuss food. Food should be an essential, not a luxury.6. American cooking began to improve after the arrival of European immigrants in the 17th and 18th centuries.7. African slaves contributed new ingredients such as yams, okra and peanuts, spices, BBQ and ingenuity using leftover parts of the animal.8. Mexican Indians and Spanish settlers influenced cooking in the Southwest.9. The Chinese brought Asian cooking with bits of meat and vegetables and the Italians tried to reproduce their cooking but adapted it using the ingredients they found.10. The French, Greeks, Polish, Korean, Japanese, Danish, Scandanavians, and many more influenced cooking in the 20th century.11. The melting pot factor is the idea of combining elements of different cultures to create something new.12. Potatoes, corn, beans, cacao, pumpkins, tomatoes, squash, strawberries and more all had their origins in the Americas.: 

III. Reading comprehension 1. Hamburgers 2. American cooking is vital due to the arrival of immigrants from all over the world. 3. The Native Americans were spread out all over the country and there were no big cities. 4. The first Europeans were struggling to survive and didn’t have time to think about cooking. 5. The Puritan Ethic is the mainstream value system which considered it vain to discuss food. Food should be an essential, not a luxury. 6. American cooking began to improve after the arrival of European immigrants in the 17th and 18th centuries. 7. African slaves contributed new ingredients such as yams, okra and peanuts, spices, BBQ and ingenuity using leftover parts of the animal. 8. Mexican Indians and Spanish settlers influenced cooking in the Southwest. 9. The Chinese brought Asian cooking with bits of meat and vegetables and the Italians tried to reproduce their cooking but adapted it using the ingredients they found. 10. The French, Greeks, Polish, Korean, Japanese, Danish, Scandanavians, and many more influenced cooking in the 20th century. 11. The melting pot factor is the idea of combining elements of different cultures to create something new. 12. Potatoes, corn, beans, cacao, pumpkins, tomatoes, squash, strawberries and more all had their origins in the Americas.