French for food etiquette assignment
French for food and culture
Activity Description: Provide a brief description of the activity
Eating and drinking is a crucial part of French culture and social life. There are rules and codes to be aware of.
Students will work in groups and will participate in role play exercises. They will write read and order from menu to order food and drinks, bread, cheese and wine by using the appropriate French vocabulary.
In order to fulfill cultural interaction learning outcomes students will be exposed to a wide range of authentic material. They will watch and analyze two/three videos shown in class or as assigned homework.
This activity will try to benefit from the Placed-Based Learning approach as applied to many other disciplines.
Learning Goals: What do you aim to achieve with this activity?
After studying the culture dimension of French food, students will be aware regarding the fundamental relationship between language and culture.
a. to "construct" their knowledge from experience they bring to the
learning situation inside the classroom.
b. to derive meaning from experience, as well as gather information
c. to use awareness of cultural differences to bridge cultural and linguistic
Students will use the appropriate French terminology in this context.
Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?
This assignment is an introduction to the course program. Students should know general French food etiquette before engaging in serious learning contexts.
This work will be assigned during the 3-4 first weeks of the program.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This is a low stake activity.
Will coordinate with hospitality department to identify the appropriate French restaurant as place-based learning for this activity.
Will plan to achieve the “field trip” during the class time.
Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?
I will be using AACU’s rubric called “Intercultural Knowledge and Competence”.
This activity will help students:
To communicate across cultural and linguistic barriers, and to
demonstrate expanded cultural and global awareness and sensitivity.
And will includes High-Impact Educational Practices:
1. Collaborative Assignments and Projects.
2. Diversity/Global Learning
3. place–Based Learning
Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
This is new activity will be assigned during the Spring 2021.
Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.
Please share a helpful link to a pages or post on the OpenLab