A. Proficiency Level: Novice High (3X75 minutes)
B. Objectives: Students will be able to:
- express likes and dislikes about food
- recognize and name several dishes, spices and food habits from different parts of India
- list several several main ingredients in a dish
- state which food is healthy or unhealthy
Language structures:
- X को + noun or infinitive + पसंद होना
- (तबियत /बच्चे / वज़न) X के लिए + noun or infinitive अच्छा / बुरा है
- vocabulary related to: meals, tastes, groups of food
- list and recognize several verbs related to food preparation in the present habitual and imperative forms (काटते हैं, डालते हैं, मिलाते हैं)
Standards:
- Communication: Interpretive — FLLs listen, identify and make categories, HLLs read and identify phrases.
- Communication: Interpersonal — survey (ask 5 students about their likes/dislikes)
- Communication: Presentational — write a report for the school newspaper
- Culture: Products — dishes and spices from different regions
- Culture: Practices — food habits in different regions
- Community — interview family/community members
C. Final Performance Task:
- Students survey 5 classmates about their food preferences based on the suggested questions (handout 4).
- In pairs students write a report about predominant food habits and preferences in their class for the school newsletter including generational differences based on interviews they conducted with community members or family.
D. Learning Scenarios:
Activity 1: Teacher makes a ppt presentation on regional food differences (e.g. Punjabis eat chickpeas; Gujaratis put sugar in all dishes; Bengalis eat a lot fish; In the South people eat a lot rice, In Hyderabadi people eat the spiciest biryaanii, etc.). In groups students write foods on the map of India (handout 1) with the help of a vocabulary list (handout 2).
Activity 2: In pairs students match tastes with food items (handout 3).
Activity 3: In groups FLLs name and express likes and dislikes of foods/dishes and places to eat based on pictures they draw from a ziplock bag. HLLs read and write likes and dislikes of foods/dishes and places to eat based on cut-outs they draw from a ziplock bag. All make two piles of healthy and unhealthy foods.
Activity 4. FLLs watch a segment of an episode of खाना खज़ाना (20-3.56). They mark words and/or phrases they recognize from a sheet (handout 5), they put them in 3 categories, and note 3 useful expressions/exclamations related to liking food. HLLs read about Modi’s preferences from खाना खज़ाना and circle 5 verb forms and 5 expressions which they find useful.
Activity 5. Homework: Students ask community members or their parents/grandparents about what their favorite food is and how to prepare it.
Activity 6. In class they exchange the new information, decide what foods are healthy and what they will include in the report.
Activity 7. They work on handout 4 the report.
Note: More advanced students (when done with a particular activity or instead) or as a follow up listen to जानिए भारत में खाने के लिए मशहूर गलियां and continue filling out the blank map by writing the city, dish and the price (when mentioned) and then read जानिए भारत में खाने के लिए मशहूर गलियां and complete the map.