Khakra Pizza Recipe

Lesson plan developed for http://hindistartalk.lrc.columbia.edu/ by Rosanne Zeppieri and Rajni Bhargava; language notes by Rakesh Ranjan.

 Targeted Performance Level: Novice High/ Intermediate low

Age Range of Learners: 12 -18 years

Time: 90 minutes

Objectives: Students will be able to:

  • Identify thematic vocabulary including ingredients for making a special Indian pizza.
  • Understand the main ideas and a few details presented in a short video clip about making a special pizza in India.
  • Ask for information, details, and explanations during a conversation.
  • Give instructions for making a pizza.

Language Targets: Hindi has three imperative forms which correspond to three forms of the second person personal pronoun; they are tuu (you-intimate), tum (you-familiar) and aap (you-formal).

  • The intimate imperative from is the verbal stem, that is, it is formed by removing the –naa suffix from the infinitive form of the verb. (tuu) khaa – (you) eat. (tuu) paRh- (you) study/read. Such forms are often used to address small children, or among close friends.
  • The Familiar Imperative is formed by adding the suffix – o to the verb stem. (tum) khaao – (you) eat. (tum) paRho (you) study/read. These forms are used among friends and peers.
  • The formal imperative corresponds to aap. It is formed by appending the suffix- iye to the verb stem. (aap) khaaye – Please eat. (aap) paRhiye – Please study/read Such forms are used to address elders or superiors as they confer respect. Note: The formal imperative forms of verbs lenaa (to take), denaa (to give), karnaa (to do) and piinaa are somewhat irregular. They are liijiye, diijiye, kiijiye and piijiye respectively.

Thematic vocabulary: ingredients for making a pizza, cooking instructions: 

  • khaakraa pizza ke liye samagrii – ingredients for khaakraa pizza:
  • do khaakraa – two khakraas
  • TamaaTar purée – tomato purée
  • pyaaz – onion
  • lahsun- garlic
  • shimlaa mirch– bell pepper
  • mirch ke chhote TukRe – chilly-flacks
  • namak– salt Processed cheese Oregano.

Vidhi -recipe

It is common to use polite imperative or simple subjunctive constructions to write recipes. The following recipe uses subjunctive contractions.

  1. Do kharkaa leN.
  2. thoRaa TamaaTar purée ek khare ke uupar lagaayeN
  3. iske uupar kaTe hue pyaaz aur shimlaa mirch ke TukRe phailaayeN
  4. ispar thoRaa saa oregano bhii daaleN
  5. tiikhaapan ke liye mirch ke chhoTe TukRe bhii daaleN.
  6. duusre khaakre par processed cheese daaleN.
  7. pahle sabziiwale khaakre ko oven meN rakheN.
  8. phir cheesewale khaakre ko oven meN rakheN do minat ke liye.
  9. jab cheese pighal jaye to khakre ko baahar nikal leN.
  10. Ab sabziiwale khakre ko cheesewale kharke par chipkaa deN.
  11. donoN khaakroN kaa pizza taiyaar hai.
  12. ab ise kaaT kar khilayeN.

Asking and answering questions:

For nouns and pronouns: kyaa – what ( for inanimate nouns). For example: yah kyaa hai? yah kitaab hai. (What is this? This is a book); kaun – who (for animate nouns). For example: vah kaun hai? vah Rita hai. (Who is she? She is Rita.)

For adjectives: kaisaa/kaise/kaisii – how (for adjectives- quality). For example: mausam kaisaa hai? mausam achhaa hai. (How is the weather? The weather is nice.); laRke kaise haiN? LaRke hoshiyaar hai. (How are the boys? The boys are smart.); kitaab kaisii hai? kittab mahaNgii hai. (How is the book? The book is expensive); kitnaa/kitne/kitnii – how much/how many (for adjectives- quality). For example: kitnaa paani?– how much water? kitne laRke?- how many boys? kitnii laRkiyaaN?- how many girls?

For adverbs: kahaaN – where, kab – when, kyoN– why, kaise – how, kidhar – in which direction

Narration in the Present Habitual Tense: Verb stem + taa/te/tii + auxiliary honaa (Present): The present Habitual construction usually indicates regular, frequent activities. It is also used to express narrative constructions in the present tense. The habitual aspect of the verb is formed by adding the right suffix to the verb stem. –taa (masculine, singular); –te (masculine, plural); –tii (feminine, singular and plural). The appropriate present tense form of honaa is used to mark the tense.

For example: Mohan roz subah vidyalaay jataa hai. vahaaN vah paRtaa aur likhtaa hai. vah dostoN ke saath bateN kartaa hai aur unke saath kheltaa hai.

Performance Assessment Task:

Students will read several pizza recipes written in Hindi. They will compare ingredients and methods of preparation. Then they will create a unique pizza that reflects their heritage and post the recipe on the class blog site.

Materials:

Learning Scenarios:

Opening Activity: The teacher sets the context for the lesson by displaying a variety of visuals depicting pizza from countries around the world. He/She narrates the slideshow intentionally using thematic vocabulary (ingredients, names of countries, sizes and shapes, colors, taste). He/She then focuses on different types of pizza popular in India. http://www.businessinsider.com/pictures-of-pizza-from-around-the-world-2015-6 (pizzas from around the world) Students vote on the pizza they would like to try.

Activity 2: Students practice thematic vocabulary using tasks and games that allow them to internalize the expressions: pair flyswatter, Taboo, online Jeopardy (https://www.superteachertools.net/jeopardyx/), Charades.

Activity 3: The teacher distributes three recipes for Indian pizza (written in Hindi). Students work in pairs to interpret the recipes and record ingredients, procedures, and their impressions of the recipe (will they enjoy the pizza, why or why not; what ingredients make the pizza tasty; etc.) Pairs of students compare their responses with another pair.

Activity 4: The teacher shows the video clip, “Tapri 3 Cooking”; students fill in a graphic organizer to record the ingredients and the procedures used by the cook. The teacher leads a debriefing session using a T-Chart that includes two columns: content and structures. He/She and the students discuss and complete the chart with relevant information. The teacher takes this opportunity to practice vocabulary and structures often used in recipes and food preparation. The teacher plays the video clip a second time; students turn and talk as they respond to pertinent questions about the information presented in the video.

Activity 5: Students work individually or in pairs to create a recipe for a unique pizza that reflects their food preferences and their heritage. They write their recipes and draw the pizza they created on large sticky notes that they display on the walls of the classroom.

Activity 6: Students take part in a gallery walk to read and comment on one another’s recipes. The recipe with the most “likes” wins a gold ribbon.