Level: Beginner-Intermediate
Culinary English
Directions:
Look for the following culinary terminology, it goes along with the Knives Power Point Presentation on Quia. After you are done reading and studying the terminology and the Power Point Presentation, go on to Quia and do the practice activities to evaluate and test your knowledge and understanding of the material. Use these resources to memorize them for our oral group activity Chef-pardy. Good luck!
1. Go to Atomic Gourmet and look for the following definitions:
- Back of the House
- Au jus
- 86
- Antipasto
- A la carte
- Butterfly
- Déjeuner
- Menu
- Confit
- Count
- Pare
- Batter
- GBD
- Dessert
- Weight
- Julienne
- Deuce
- Mince
- Appetizer
- Medium
- Front of the House
- Flambé
- Entrée
- Dice
- Sauté
3. Go to Quia and do the practice exercises.
Next Week the class will be divided into two groups and we will play Chef-pardy. The team that gets the most correct answers will win 10 extra credit points. The other group will win 5 extra credit points.
Lesson Review:
1. How will you use this resource to meet the needs of your instructional purposes?
This resource will help me provide students with the information they need to know from the lesson in a more interactive and unusual way. Students will be able to interact with the vocabulary and the lesson in a different way; it will not be like in a lecture where the material is static between the teacher and the student, here students will be able to play with the material for better understanding.
2. Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
Culinary students are always eager to learn terminology that will help them communicate with other chefs in the future. The professional kitchen has its own language, its own jargon that only chefs understand and is foreign to those who are not in the field. There are a lot of words that we usually encounter that come from French that we loosely use without understanding. Puerto Rican culinary students don't only have to learn English vocabulary and terminology but also French terminology. This lesson brings a lot of relevance to the field that it is being studied. This lesson is not for common English learners but for EAP students.
3. Are the format, organization, design and language level of this resource appropriate for your instructional goals?
The way the lesson is structured, the resources fit very well with the material supposed to be taught in the program. I think that having students work individually in a vocabulary activity is beneficial and cost efficient. Students might feel more comfortable learning on their own pace going forward and back between the presentation and the internet for help. Using activities for review and comprehension is also positive and appropriate for the lesson. As students use the flashcards, the matching activity and the other activities they are interacting with the material which will help with memorization and association for when the oral activity happens.
4. What are the potential problems, either language based or technical that you may need to troubleshoot or prepare for?
Students might encounter problems with compatibility depending on the OS they are using. When creating this activity I used Mac and the .doc presentations worked correctly with my system, but some students might not be so lucky. In this case I can send struggling students an email with the presentations which they can open on their browsers without problem. Students might also encounter problems with accessing Quia. I will make sure to check the resource before giving the class and asking students to use the page.
Glorimar, I like how varied this lesson is! It incorporates many different ways of learning in one lesson, especially with all the visual aides you provide and the time you give for collaboration when playing the game in teams. Like you mentioned, students have time for individual work to go at their own pace as part of reviewing terminology.
ReplyDeleteI could see this lesson as an opportunity to later apply the vocabulary to other contexts. Just an idea, but since it's very applicable to students' career fields, maybe providing an extension activity (actually having groups perform a cooking demonstration to the class, or writing up a recipe) would be a fun way to later use what they've learned if feasible in terms of time/space/etc. It would also provide additional practice in the 4 language domains.
Lindsay, usually by the end of the class we do a project where we incorporate language and materials learned throughout the course. I had never used the activities before so I thought that incorporating new things to the lesson would be very helpful since the material is dense. I like your ideas and maybe n the future if I teach the course again I would be sure to add them to the lesson. Thanks
ReplyDeleteI like the idea of teaching kitchen terminology to beginning level students. This lesson is probably geared towards adult-level students, right? I like your choice of Quia for vocabulary practice. It’s a good way to get lots of exposure to the words. The matching was extremely well done because normally, matching is done by finding two of the same word. However, you have the students match word with definition, so they have to really understand the word to get it correct.
ReplyDeleteOne minor problem is the use of word searches. I’m not very familiar with all the features of Quia, so I don’t know whether there’s an alternative or not. I think that word searches are best for beginning level students who have learn the alphabet for the first time. Students who already know the alphabet won’t benefit that much from just searching the puzzle for a few letters of a word. Maybe if they spell the word aloud, it might be helpful. Otherwise, it won’t help that much with vocabulary practice. If there’s no alternative, then using it as a fourth activity can work. If there’s something else like a crossword puzzle, then maybe you can use that instead.
This seems like a fun activity. I like that you are using technology as reinforcement of the vocabulary knowledge. What I might change would be to number the instructions and make them into simple steps. I have found that will ALL levels of ELL, it works best to number them and keep them to half a line each step. Next, I might reduce the number of vocabulary or perhaps jigsaw this info. somehow. Looking at the list, I think an ELL might feel overwhelmed--especially since the words are so french (culinary terms), they may seem very unfamiliar. I assume the game uses all of the terms, so maybe they could jigsaw and then use their notes on the game.
ReplyDelete