| GOAL |
To rethink one's daily eating patterns from a global perspective and to choose the diet that is best, not only for you, but also for other people around the world and for the global environment. |
| OBJECTIVES |
1. To become interested in the effects one's eating patterns have on the world and to study the processes of producing, transporting, and consuming food.
2. To deepen one's understanding of food safety.
3. To acknowledge that "eating" is a fundamental human need and right.
4. To think how best to eat, taking into consideration the world's people, environment and the needs of future generations. |
| MAIN ACTIVITIES |
|
For Beginning Students |
| WEEK 1 |
Introduce the theme and get Ss thinking about their daily eating patterns by asking the question "What do you eat for breakfast?" Read aloud the paper theater story to Ss, and talk about the effects of food on: 1. Oneself; 2. Others; and, 3. The natural environment. Using the first scene of the paper theater, have Ss think what foods they enjoy eating and practice saying these foods. For example, "I like... for..." Lead up to Week 2 by introducing Ss to the Restaurant Globe menu. |
| WEEK 2 |
Show Ss the Restaurant Globe menu and use pictures and words to explain each category of items on the menu. As you are looking at the different sections, main course, main vegetables, side dishes, soup and dessert, you may want to have Ss think about the nutritional value and function of each different item. Have each student decide what s/he wants to order and write the Ss' orders on a large board, using words and/or pictures. |
| WEEK 3 |
While looking at the chart on which Ss' orders from last week are written, introduce facts about the various dishes and foodstuffs using the "Food Facts Cards." Have Ss write down their orders themselves on the "Order Sheet" handout. |
| WEEK 4 |
Read the paper theater to Ss one more time. Help Ss understand the story by asking questions and eliciting answers such as "Why?" and "What shall we eat?" Have Ss rethink their orders from the Restaurant Globe menu, taking into consideration their new knowledge about food. Have Ss discuss and evaluate each other's choice. Another option is to make a revised menu by adding a new section or changing what is already there. Ss can also think up their own dialogue to fill in the balloons in the last scene of the paper theater. |
|
For Advanced Students |
| WEEK 1 |
Introduce the theme with questions such as "What do you eat for--?", "What's your favorite food?" and "How often do you eat...?" Reflecting on their own eating habits, have Ss consider the meaning of "food." Using the paper theater, introduce the health and social aspects of our eating patterns (influence of food production, processing, and shipping on the environment and people). Do activities like TRUE/FALSE QUIZ and Three Corners that will raise Ss' consciousness about our eating patterns and customs. |
| WEEK 2 |
Have the Ss read the Restaurant Globe menu together and test their knowledge about the various items. Have Ss write in their orders on the chart and then read them to the class. Example: "I'd like to order¥¥¥for. . ." While looking over the chart, use the Food Facts Cards to introduce various issues about food, such as the safety of cooking and ingredients, the environmental and energy costs, and human rights issues. |
| WEEK 3 |
Check Ss' knowledge by playing various card games (matching words with pictures, grouping cards, etc.) Have Ss evaluate the effects of Restaurant Globe's menu on their own health, the lives of others, and the environment. Ask Ss to create the ideal menu, based on what they have learned. |
| WEEK 4 |
Have Ss complete the ideal menu they began in Week 3 (they can work in pairs, groups, or individually). Also have them think of slogans or catchy phrases for the restaurant and write them down in English. Have Ss evaluate each other's work. You may also have Ss fill in the speech balloons in the last paper theater scene using their own solutions, opinions and impressions and reporting them orally to the class. |
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