What do you eat? English Templates, Novice-Mid

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

 Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

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What do you eat?

Description:

In this activity, students will use vocabulary describe what they eat for breakfast, lunch, and dinner. Students will also be able to identify whether or not the meal is nutritious and healthy. Students will learn more about how to describe food and health. Students will also learn more about reading and understanding nutrition fact.

Proficiency Level:

Novice Mid

Keywords:

Food, health, nutrition, breakfast, lunch, dinner

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language)to an audience of listeners or readers on a variety of topics.

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • COMT 1.2 - Discuss personal preferences in activities and events both within and beyond the classroom.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about eating healthy. 
  • I can make healthy decisions. 
  • I can read and understand nutrition facts. 

Materials Needed:

To edit materials, make a copy and edit the copy, not the original materials

Warm-up

1. Begin by opening the Google Slideshow and introduce the Can-Do statements. 

2.  Distribute Meal Option cards.

"Today, we are going to talk about the food served at school. We are going to focus on the nutritional facts. We are going to decide the healthiest options they have available to us"

3. Ask students to look at the dish they have in front of them. Ask if they have a recommendation of something healthier they might eat instead.

"Each person has a meal card for breakfast, lunch, or dinner. You will work together with a partner to come up with a healthier option. "

If students need some assistance getting the discussion going, use the questions below: 

i. What things on your plate have protein? 

ii. What sort of ingredients do these meals have? 

iii. What type of sauces are on your meals?

iv. Which things have a lot of grease? A little bit of grease? 

v. For you, which things do you like to eat on your plate? 

Vi. Does your plate have a lot of meat? If so, what kind?

Main Activity

1. Put the student in partners and hand each pair a student profile card. Students should read through the profile card and they will then look through the menus to make a meal plan for the student.

"Now, we are going to give recommendations to international students for food to eat in our hometown? Read the information card about the student and pay close attention to the things they want to try and the things they don’t want to try? "                

2.  Students will use the meal sheet to plan their meals for the day. They need to say where they will eat for breakfast, lunch, dinner and a snack. Students must include a dish and a meal for each meal. Students will also use menus here at Boise State. The goal is to create a healthy menu for the day that also incorporates the student's preferences. 

"You need to use the meal planning sheet to plan a day of meals for the students. You need to suggest where to go for breakfast, lunch, and dinner.

Use the menu cards you’ve been given. You need to decide on at least one food and one drink for each plate. The goal is to create a healthy meal plan for the students while keeping in mind their likes and dislikes in mind."

3. Use this model for an example: 

a. For breakfast: We will go to Starbucks for a grande Caramel Macchiato and a bagel. 

b. For lunch: We will go to Panda Express to eat rice, orange chicken, and to drink a large iced tea.

c. For dinner: We are going to Subway for a cold cut combo and a juice

d. For Snack, we are going to Freshii for a smoothie

4. The partners will present to the group when they finish.

5. Next, ask the students to vote on the healthiest meals

a. Who created the healthiest plan? 

b. Who created the most creative plan?

6. The partners will present to the group when they finish.

Wrap-up

Ask some of the following questions to finish the lab: 

How often do you eat out? Where?

How often do you eat breakfast?

What do you usually eat for breakfast, lunch, and dinner?

Do you drink coffee or tea? 

Where do you usually go grocery shopping?

What foods are surprisingly unhealthy? 

Do you think your school offers healthy options for students? 

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about eating healthy. 
  • I can make healthy decisions. 
  • I can read and understand nutrition facts. 
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