Introductory Phase to the Newspaper Article Compulsory Cooking Classes

Franca Grischott, Lukas Galli, Matthias Regli6.3.2008

Date / Class / Time

Lesson Plan

Newspaper article

Compulsory cooking classes

Source:

Brief overview of procedure / stages:

What:time(approx.):

I. Introductory phase (starter)10’

II. Listening & comprehension (content)5’

III. Reading & comprehension (vocabulary)10’

IV. Speaking (discussion)20’

(V.Writing as follow-up)(following lesson)

General aims / objectives:

Students listen to, read and understand (content & vocabulary) a newspaper article of intermediate level and discuss related issues with the newly-acquired knowledge.

Materials:

PC / Notebook with Internet access, CD (song), speakers, text copies, question sheets etc.

I. Introductory phase (to the newspaper article)

3 possibilities tasks for an introduction (to choose from):

1. Listen to the song “Food, glorious food” from the Musical Oliver!

(see the lyrics here:

Questions of comprehension: What is the song about? (possible answers: imagine… food,

glorious food, magical food, marvellous food… children dreaming about eating enough…)

Teacher’s information: The song is about boys in an orphanage who never get enough food.

What would they like to eat? (for example a big steak, hot sausage and mustard – but

doesn’t really matter as long as it’s food)

Questions in class (probably first in small groups / pairs):

Does it matter to you what you eat?
Do you have three main meals a day?
Do you have your meals in the same hour?
Where do you eat?
Do you know how to cook? If yes, who taught you?
Do you cook sometimes?
Who cooks where you live?
What is your favourite food?
Do you find it important to eat organic food?
How important is the price of your meals?
Do you like our refectory?
(What do you think about your weight?)

Brainstorming/concept mapping

Give food as the centre, let students draw their own maps, then bring material together (blackboard). Teacher might ask the plenum what areas they could think about: places where you eat, dishes, problems …

(“3” could also be regarded as a first follow-up to 1 or 2: check time)

(Possible) Linking question:

Why is healthy nutrition (not) important to you?

(ask for concise feedback by several students)

II. Listening (& Comprehension)

-Comprehension questions: True or false? (give students questions beforehand)

In the past learning to cook was a key part of learning in the English education system. t / f
In the last 20 or 30 years cooking has become even more important in English schools. t / f
The schools minister wants all pupils to be able to cook like professional TV chefs. t / f
At the moment there aren't enough teachers who know how to teach practical cooking because recently teachers have been teaching about food rather than about how to cook. t / f
Pru Leith thinks cooking is fun for children and that learning how to do it will help them a lot when they leave school when they are older. t / f
If people don't change the way they eat, in less than 30 years time 50% of all British people will be very fat. t / f

III. Reading (& Comprehension)

(CW: students read text in class once or twice, t. explains unknown / unclear / new vocabulary)

IV. Speaking: (Group) Discussion

- GW (groups of 4 or 5) discussion, one topic per group.

Task: Discuss your topic in the group and present your findings in class.

Topics:

Are compulsory cooking classes an efficient measure against obesity? What could be other measures?
Is Switzerland facing the same problems as England? Compare Swiss schools to English ones regarding cooking classes.
What about your own cooking skills? Where did you learn them, and when do you use them?
What about your eating habits? When, where and what do you eat? Do you take your meals with your family?
What do you think is healthy food and healthy cooking? What are the “basics” Mr Balls is talking about?

CW discussion task: listen to the presentations and add your own opinion or questions.

V. Writing

(next lesson: written response to text…)