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primarymag 2003 2

primarymag 2003 2

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1
May 2003Issue Fourteen
LANGEdizioniPBM Editori Spa
corso Trapani, 16 - 10139 TorinoFax 011 75021510per informazioni:uffici di Milano, Tel 02 74823207E-mail: primary@langedizioni.comhttp://www.langedizioni.com
Index 
   C   l  a  s  s  r  o  o  m    f  o  o   d   f  o  r  a   l   l   !
Many of the articles and worksheets in this issue of 
LANG Primary 
are dedicated to food and cooking. Included are recipes that can be prepared in the classroom and some that have to be cooked at home or in the school kitchens and then takento the classroom and eaten.Talking about and discussing the preparation of food may not be included in the CommonEuropean Framework level A1,but children love getting involved in the preparationof delicacies which they canthen eat.If the teacher can guide the children to speak in Englishwhile they are ‘getting dirty’ then, why not? On page 12, readers can find the first part of an interesting article on the creation of Time Capsules by the children.The final part of the article will be included in the next issue of 
LANG Primary 
.The 
LANG 
web site at 
www.langedizioni.com
now includes teacher’s notes on the use of the SUNNY DAYS video cassettes as well as the English version of Teacher’s Resources for both SUNSHINE and SUNNYDAYS.
      L      A      N      G
     P    r     i    m    a    r   y
 
      L      A      N      G
     P    r     i    m    a    r   y
 
Young learners benefit from having access to manyexperiences and activities so they can ‘discover’ ontheir own and by watching others.At this age children tend to be kinaesthetic learnersand they learn effectively through touch andmovement and improve their skills by imitation andpractice.Therefore, it is important to provide a variety of learning experiences for the children. Preparingand sharing food with your students is an excellentway to teach English while drawing on many otherskills and concepts.When children do the actions themselves thismeans that they are participating with as manysenses as possible. Manipulating real objects,cooking, following directions, seeing pictures andeating are all opportunities to use language withtheir whole beings.
2
LANG
Primary 
LANG
Primary 
Objectives
To prepare fruit salad and tolearn the English needed forthe activity.
Materials
Bowl, large serving spoon,paper plates, plastic spoons orforks, cutting board, vegetableknives, napkins, bananas,apples, strawberries, oranges,etc., according to season andavailability.
Preparation
Set up a working area forwashing, peeling, and cuttingfruit.Assign jobs to the students whowill wash, peel and prepare thefruit.
Presentation
Teach the names of fruit. Demonstrate each step.Talk about the different shapes and colours.During the presentation encourage students to use the language:T
EACHER
:S
TUDENTS
:
What are we doing?We are washing our hands.We are washing the fruit.
What is Maria doing? She is peeling the apples.
What is Paolo doing? He is throwing the peel in the bin.
What is Stefano doing?He is cutting the bananas.
What is the teacher doing? She is putting the pieces of fruit in a big bowl.
What are we doing?We are mixing the fruit.We are eating the fruit.It is delicious! 
When all the fruit has been cleaned and cut it can be served on paperplates.
Follow up
The students retell the story of preparing and eating the fruit salad.
FOOD
Cecilia Perillo
Fruit salad
QUICK COOKING AND QUICK LEARNING
Fruit salad
 g
 
 l 
 
 o
 
 r 
 
 i 
 
 o
 
 u 
 
LANG
Primary 
LANG
Primary 
keeping the teacher informed
 Sailwiches
3
Ingredients
Bread slices, plastic knives, cream cheese,peanut butter and margarine.
Preparation
Help the children cut their bread intotriangular shapes, like a sail on a boat.Let them spread a topping on it and enjoytheir ‘sailwich’.
Language focus
Structures are introduced throughdialogue:T
EACHER
:S
TUDENTS
:
What are these? Bread slices.
And these? Knives.
What am I doing? Cutting the bread.
What am I doing? Spreading the peanut butter.
What are we doing? Eating! 
These activities are designed to providenatural language experiences, allowingthe same developmental learningprocesses the children use whenacquiring a first language.
FOOD
!
 Sailwiches
FOOD&DRINK
From Britain to Italy
There are many exercisesfor the childreninvolving foodin this issueof LANG Primary.Here’s someinformationabout foodfor the teacher!
Those teachers who havehad the opportunity to stay afew months in Great Britain willhave memories of the different things that theyate and drank.From simple basic differences such as beer,usually ‘red’ and not lager (unless specificallyasked for in a pub), to butter, which is usuallysalted; or the predominance of fat-freemargarine to coffee, which is automaticallyserved with milk unless asked for as black coffee.People very often return from trips abroadwishing to have the opportunity, evenoccasionally, to taste the specialities of thecountry they have visited again.With the expansion of the internet it is now quiteeasy to order food from abroad. The site above at
www.fooduk.com
is a typical example of asource for many different foods and drinks whichcan be ordered through the web.Teachers should also keep an eye on their localsupermarkets and hyper-stores for theappearance of British products. METRO Cash &Carry®, for example, now stock wonderfulScottish bacon and Euromercato® have anexcellent range of British beers.
 
If British food appears in your localsupermarket, please write and let us know.We plan to publish an up-date in a futureissue of LANG Primary.
ABOUT FOODUKSEARCHREGISTERORGANICREGIONAL SPECIALITIESINVESTOR RELATIONS

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