Beruflich Dokumente
Kultur Dokumente
TASKS:
ASSESSMENT
SECTION
BY JANET KAN
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INTRODUCTION
Making the adjustment to TBLT (Task-based Language Teaching),
the CLB (Canadian Language Benchmarks)
and the PBLA (Portfolio-based Language Assessment).
Perhaps the biggest challenges involved in this type of teaching include the
following:
x Where do I start?
x Where do I get materials?
x How do I pick and choose materials and activities?
x How do I tie everything together so that it makes sense (transition within a
topic and between topics)?
x How do I incorporate the structural knowledge of the language
smoothly? Structural knowledge is necessary, but does not always make for
smooth inclusion.
x With lower levels, what constitutes the foundational skills and content from
which the student's language can grow?
x What language skills do your students need to live in this time and place?
x What do students need, not just to survive, but to thrive?
It is very important that teachers understand the CLB and the competencies for
their level very thoroughly, and can apply that knowledge to their planning. This
understanding is critical to being successful in TBLT and the PBLA. It is not just
a matter of looking for real life activities. It is also a matter of looking at the skills
required to successfully navigate an activity. What differs between levels is the
degree of complexity that the students can manage to cope with.
Although many of these activities have a base in Edmonton, it is necessary to
adapt the materials of the activities to fit the local setting. Students want and
need to become part of their communities. Some activities can focus on being
part of the national community, some provincial and some local. Beginning
levels should be forming foundational skills upon which higher levels will build.
If the teacher has a thorough grasp of the CLB, they can then pick and choose
the activities that will be most readily adaptable to their level. They can plan
based on the language competencies needed to succeed in the activity. The
students can return to class with success stories of how they used those skills
outside the classroom.
An example of this was when one of my students fearfully participated in the
Sandwich Bar activity/assessment. Several weeks later, her daughter took her
on a holiday. The confidence of succeeding in class led to the student attempting to place her own order for lunch without help or translation from their daughter. Succeeding in that real life context outside the classroom provided an
immeasurable increase in confidence and willingness to risk attempts at other
forms of communication.
The activities and assessments in this book are guidelines. They can be
adjusted to greater or lesser degrees to suit a particular class. Even if the same
activity or assessment is used another time, it is highly unlikely it will be used
exactly the same way or have exactly the same results. In many ways this
helps keeps things fresh for the teacher as well as providing very real
experiences for the students.
Whether working with adult literacy or adult English as a Second Language
students, the focus is not so much on the acquisition of totally new knowledge
and/or skills as it is on the transfer or application of knowledge and/or skills to a
new context or format.
Adults already have a wealth of experience related to life and living. With regard
to food, the veteran housewife knows more than the basics of food preparation.
Although she may be unable to read or write recipes or speak the English
language, or may come from a different ethnic focus, this does not invalidate her
experience. The same applies to a person who simply enjoys foot preparation,
a person who enjoys trying new and different foods, or a person who works with
food in their employment. The learning of English as a Second Language or
learning the skills of literacy builds upon and expands the adult learners
previous experience.
This book provides teachers in the areas of literacy and English as a Second
Language with a variety of ideas, activities and tasks that are concrete,
real-life based and can be used to apply to some of the previous knowledge and
experiences of adult learners in the general contexts of food and social culture.
Janet Kan
TABLE OF CONTENTS
PAGE
ACTIVITY
Vocabulary List
What am I Eating?
10
17
20
K-Days Sampler
25
Menu Choices
32
34
37
The Caf
42
46
48
49
On the Map
50
Memory Circles
52
54
Bingo
60
Picnic Site
63
Picnic Picnic
68
Lunch Out
72
Simple Recipes
80
Cooking Demonstrations
84
PAGE
ACTIVITY
86
Dialogues
91
Story to Recipe
96
International Cookbook
98
100
Holiday Party
103
106
Food Festival
115
117
Slurping Soup
ASSESSMENTS
119
120
124
126
128
131
133
136
138
ASSESSMENTS CONTINUED
140
142
144
146
Root:/Tuber
potato
carrot
beet
radish
turnip
onion
yam
obok
parsnip
rutabaga
Squash:
pumpkin
spaghetti
zucchini
butternut
acorn
Leafy:
romaine
lettuce
radicchio
endive
escarole
spinach
gailan
Swiss chard
watercress
bokchoy
Grain:
rice
barley
duram
wheat
rye
oats
quinoa
couscous
VEGETABLES
Vocabulary List
pea
bean
lentil
corn
Seed:
broccoli
cabbage
celery
Brussels sprouts
kohlrabi
cauliflower
artichoke
asparagus
Head/Stalk:
chokecherry
plum
mango
cherry
peach
apricot
date
Nectarine
avocado
Cored:
apple
pear
orange
lemon
lime
tangerine
grapefruit
pomelo
clementine
Berries:
grape
strawberry
currant (red and black)
blackberry
gooseberry
raspberry
loganberry
blueberry
Saskatoon berry
cranberry
boysenberry
huckleberry
dewberry
honeyberry
fig
kiwi
rambutan
papaya
persimmon
guava
mangosteen
pomegranate
lychee
mango
longan
banana
starfruit
durian
pineapple
Tropical:
Pitted:
Citrus:
FRUIT
bark
seed
skin
leaf
pod
stem
core
spear
root
flesh
peel/rind
flower
stalk
tuber
pit
section
Parts:
honeydew
cantaloupe
watermelon
Persian
Crenshaw
Santa Claus
Melons:
NUTS
pecan
walnut
pistachio
almond
hazelnut
brazil nut
chestnut
cashew
MEATS
beef
pork
chicken
fish
duck
goose
lamb/mutton/goat
steak
roast
fillet
leg/thigh/drumstick
chop
rack
stewing meat
SWEETENINGS
white sugar
brown sugar
molasses
honey
corn syrup
maple syrup
LEAVENINGS
baking powder
baking soda
yeast
cream of tartar
caraway
celery seed
fennel
sesame
poppy seed
mustard
star anise
cumin
sage
marjoram
basil
oregano
tarragon
parsley
bay
rosemary
thyme
dill
mint
chives
chickory
lemon grass
savory
cilantro
lovage
pepper
salt
chili
paprika
garlic
curry
saffron
ginger
cinnamon
licorice
nutmeg
cloves
allspice
turmeric
vanilla
maple
mace
SPICES/SEASONINGS/HERBS
peanut
coconut
mushroom
fungus
tomato
rhubarb
eggplant
cucumber
olive
flour
MISC.
fish
shrimp
clam
oyster
scallop
crab
lobster
abalone
SEAFOOD
WHAT AM I EATING?
Root, Tuber, Stem, Stalk, Flower, Leaf, Seed, Bark, Peel, Fruit, or Berry?
Find as wide an array of pictures of fruits, vegetables, herbs and spices as you
can accumulate. Teach the vocabulary for these items and the parts of plants.
The depth to which you go will depend on the level which you teach. You can
add taste adjectives to this as well if you choose, but that vocabulary is not
necessary for the activity. Some of the possible vocabulary is listed in the
vocabulary section previous to this unit.
PHOTO GALLERY
When the students are deemed to be quite certain of the vocabulary, set up a
photo gallery on the walls of the classroom. Identify each picture with a number.
This is a two-layered activity. Each student is given a copy of the chart on the
next page. The chart has columns labelled with the edible parts of plants. The
task is to circulate through the room and put the # of the picture and the word for
it in the corresponding space for the part of the plant. Example: picture #1 is
peas and #2 is potatoes. The student would put #2, potato under the heading
root/tuber and 1, peas under the heading seed.
This can be done as an individual or paired activity. It can be a timed activity
where students must decide quickly and get as many done as they can in a
designated time.
OPINIONS AND PERSUASION
For higher level students, a list can be made of items that many find ambiguous
or disagree on the category. They then work in pairs and practice phrases that
begin with I think , I am sure , etc. This is an exercise in giving an
opinion and persuasion. When agreement is reached, the items are listed.
NO SMART PHONES OR ELECTRONIC DICTIONARIES ALLOWED. This
can be quite interesting with higher level students because they can discuss the
use of spices, seasonings and unusual food items. Students can also bring in
samples of fresh or dried produce to ID and learn the English term for. A good
ingredients picture dictionary is an excellent tool for this.
Root/
Tuber
Stem/
Stalk
Flower
Leaf
Seed
Bark/Peel
Fruit/
Berry
fruit
leaf
bark
leaf
seed
flower
stem
roots
B. Another variation is for one of the pair to hold their deck out of sight of their
partner. The student with the deck describes the hidden item to their partner,
one sentence at a time until the partner is able to guess what the item is.
C.The partner without the deck asks yes/no questions of the person with the
deck. That person can only answer yes or no. Questions continue until the
student asking questions is able to guess the item. They can take turns in
this version of 20 questions, but in this case it works best if 2 separate or
related deck topics are held by the students, rather than both having the
same deck. An example of this would be to have one student use their deck
for fresh foods (fruit, vegetables, meats, etc.) while their partner uses their
deck for processed foods and packaging (sugar, cookies, ice cream, carton,
bag, bottle, etc.)
Building a solid vocabulary takes time, but setting it into memory seems to work
best for adults when it is used in a context such as shopping. Which segues us
nicely into the next units about real life (context) activities; Grocery Shopping
List, Grocery Store Map, and Grocery Store Field Trip.
Page #
Cost
10
Date: ______________
Teacher: __________________________
Class Level: ____ CLB 4 ____
The
list includes 10-15 items and a size or quantity for each, from at least 5 areas of
the store. The students then must complete the information grid with the brand
name, location and price for each item. Expiry dates, if applicable can be an
additional option. A time limit should be set and prizes may be awarded for
speed and accuracy, at the teachers discretion.
Note: The day prior to the field trip, the teacher should go to the store and make
a master for each of the lists that will be given to the students. Each student
should be given a different list. No electronics allowed.
Task Instructions:
Find each item on your list without the help of your classmates or store staff.
Write down where each item was found. (Aisle number, end aisle, department.)
Write down the price and the brand of each item.
Write the expiry date if that is applicable.
If there are 2 or more options, write down the item with the best price.
Return your completed form to your teacher as quickly as possible.
Skills Assessed:
L
S
R 9
W 9
Competencies:
Interacting with Others
Getting Things Done 9
Comprehending Instructions 9
Giving Instructions
Comprehending Information 9
Sharing Information 9
Reproducing Information 9
128
Assessment Criteria:
1.
2.
3.
4.
B
B
B
B
D
D
D
D
C
C
C
C
Notes:
The teacher should take charge of all electronics for the duration of the assessment. Weighting of the assessment can be in the form of meeting the time allotment. Lists should include items from areas of the store including: produce,
bakery, meat, floral, freezer, deli, dairy, household cleaners, pickles/condiments/
dressings, beverages, pharmacy, ethnic foods, etc. The difficulty of the list is
determined by the level of the class. This can be done orally with CLB 1. In this
case, the teacher takes the class as a whole to an area of the store (example:
produce) and asks each student to show them one item (example: cabbage).
Each student is told a different item. CLB 6 would have lists such as lowest and
highest priced apples, 60% whole wheat, unsliced bread, etc.
Indicators of Ability:
129