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Key Words: Communication project, recipes
Learner English Level: Intermediate
Learner Maturity Level: University
Preparation Time: Considerable
Activity Time: One hour
The use of food recipes in communicative language classes is nothing new. Many textbooks contain examples, and suggest that students write original recipes. (See Jones, 1996, pp. 8-9 for an example.) These basic activities have merit, and I find that students respond appropriately. However, it was a revelation for me as a teacher to discover that a great deal more could be done with these student recipes.
In preparation for the Recipe Forum, each student in my section was to write a food recipe. The food had to be delicious, and the recipe clear, exact, and easy to follow. I also felt that the food should be somewhat unusual, or, perhaps, contain a secret ingredient. (Some of the more interesting offerings were fried gumbo, shiso spaghetti, strawberry mousse, and a tuna omelet.) Each student also had to make a supporting poster.
In a project of this type, there are bound to be difficulties; however, the difficulties provide learning opportunities for both student and teacher. For example, the first drafts of the recipes contained a large number of misspellings and word choice problems; e.g., many students were not clear on the difference between a frying pan and a flying pan. The over use of dictionaries also had to be addressed. In one case, I suggested that the Japanese expression oyako donburi was more appropriate, and certainly more appetizing, than parent and child rice bowl.
Some of the posters also had to be revised. Even though I required the posters, I was not sure what they should contain. I left this to the students, and, naturally, I got a variety of poster types. Some of the students simply listed the steps in their recipe. I realized that these posters would not lead to the desired type of communication, as presenter and audience would simply read the information given. However, other students developed very attractive posters that were quite artistic and informative. These posters contained pictures of the ingredients and also showed the necessary steps with arrows and other devices. They used only essential words, such as, slice, stir, and dice. These posters were far superior to the ones described earlier because they required the presenter to use his or her own words to communicate the message. After this discovery, I required all students to produce the second type of poster.
After the recipes and posters were revised, I felt that a rehearsal was necessary. I divided my class of 28 into two groups of 14, designating one group as presenters and the other as audience. Each presenter had a booth and the audience circulated freely around the classroom observing and asking questions. Later, roles were reversed. During these practice sessions the atmosphere and energy level were excellent. At this point, I knew the activity was going to be a hit at least as far as student enthusiasm was concerned. The classroom was literally humming.
The success of any major event relies heavily on final preparations. The students had to revise their recipes and posters, and make copies of their recipes for the audience. (Naturally some students forgot the copies until the very last minute.)
As the overall coordinator, I had to
The Recipe Forum met with enthusiasm from the presenters, the observers, and other faculty. Familiarity with the topic, intrinsic interest in food, and the artistic posters created an environment in which the students could communicate effectively and enthusiastically. Holding all 28 presentations simultaneously created excitement, and reduced the stress associated with making a presentation. It also allowed the students to make their presentations several times during the hour. The presenters and their observers actively engaged in two-way communication and also seemed to have a great time. For the event coordinator/teacher, it was a great deal of work, but the results were well worth the effort. (To view pictures of the actual event, see the Toyo University, 2000, webpage listed in the reference list. There will also be a demonstration and video of this activity at JALT2001 on Friday, November 23, at 6 p.m. in Room 21C.)
Jones, L. (1996). Let's talk. Cambridge: Cambridge University Press.
Toyo University, Department of English Communication (2000). The Recipe Forum, <http://bunbun.toyo.ac.jp/ei-com/lecture/gahawo/cook.html>.