NOTE: We present this activity as a CRLL activity for 3rd ESO and older (including adults), but it could be a part of a larger unit on diet, health and wellness for primary and / or secondary schools.
All information on this wix page and additional materials and information are available for download in the presentation below.
"We are what we eat!"
A CRLL activity on special diets and food restrictions
Vanesa Albert, Gina Alioto, Ana Alonso, Maria José Hargain
Download the complete presentation (including classroom materials) here.
ACTIVITY:
We created a lesson / activity focused on topic: Special diets and Food restrictions.
We elicited previous knowledge and vocabulary, provided new information and then asked the students to employ the knowledge to solve a problem.
Students worked as a team to determine what to serve to guests with specific special diets at a party.
LANGUAGE NEEDS
(see complete lists in materials):
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What should we bring?
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We should bring… because…
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Could you bring...?
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I don’t know
+ Content-obligatory vocabulary
+ Content-compatible vocabulary
COMMUNICATION GOALS:
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Plan a shared meal (Potluck) in a group setting taking into consideration the dietary restrictions of others.
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State an opinion by agreeing / disagreeing with peers on a proposal.
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Summarize arguments for his or her opinion.
CONTENT GOALS:
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Distinguish between the different religious, cultural, health and ethical motivations for a special diet (food restriction).
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Appreciate different perspectives on food as culture.
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Apply new knowledge to solve a practical (and mathematical) problem.
If this were part of a larger UNIT, by the end of the UNIT, students will be able to:
Diagram the food pyramid and explain how the Mediterranean diet fits into the pyramid.
STRATEGIES FOR UNDERSTANDING:
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Pre-teach / elicit content-obligatory, content-compatible
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Echo correction
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Positive reinforcement
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Repetition
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Peer work
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Modelling language
STRATEGIES FOR PRODUCING:
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Gestures
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Paraphrasing
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Oral / Written instructions (to accommodate different learning)
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Visual aids
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Repetition
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Use / Refer to L1 when deemed necessary
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Asking peers
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Clear comprehensible input
RESULTS AND REFLECTION:
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All groups successfully carried out activity (content) and produced target language
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Prior knowledge as starting point / Engaging with activity made students participate
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Individuals generally liked lesson / activity
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All reported learning language or content or both
ADDITIONAL TAKE-AWAY POINTS
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Determining content – important to consider interests, age, background and previous knowledge of group (and adapt)
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Working with highly mixed levels – important to consider group dynamics (and adapt)
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Recording the lesson / activity can affect the outcome
Overall, the lesson and activity worked well and the participants successfully fulfilled the requirements to design a party menu that takes into account the special diets and food restrictions of the guests. The majority of the participants seemed highly engaged despite some struggling to communicate in English.
At the end of the activity, we asked each participant what he or she liked / disliked about the activity and the class in general. Generally speaking, Groups 1 and 3 were enthusiastic about the lesson content and seemed to thoroughly enjoy the activity. Group 2 consisted of several vegetarians and a former vegan. This means that they already knew much of the content from the lesson which made the material less interesting to them. In a future class, we would adapt some of the content according to the participants’ English language level and their prior knowledge. That said, all Groups reported that they had learned new vocabulary and expressions.
