Coffee
Introductory information
| Author |
Christoph SUTER, task 1 with Petri VUORINEN and Oriol PALLARES |
| E-mail |
christoph.suter@phzh.ch |
| Institute |
Pädagogische Hochschule Zürich, Switzerland |
| Target group |
12 to 15 |
| Subjects |
Biology, Social Science, Geography, Languages |
| Aims |
- To learn about and compare different ways of preparing coffee in in different cultures and families
- To explore different views on the issue of children being allowed to drink coffee, and to compare these to the actual effects caffeine might have.
- To research and analyse translations of the words coffee and milk in different languages
- To learn how to use an electronic translation device
|
Key competences
|
| Communication in language(s) |
COMMUNICATION IN FL(S)
- Learners collaborate in pairs using English.
- Learners work with authentic resources in English.
- Learners present and compare facts and findings in class.
COMMUNICATION IN L1
- Learners research facts in their family.
- Learners compare words in their L1 (coffee, milk) to other languages.
|
| Learning to learn |
- Learners develop literacy skills on the basis of film, pictures and written texts.
- Learners prepare materials for presentation in class.
|
| Digital competences |
- Learners use the internet for linguistic research
- Learners explore the potential and the limitations of translation software.
|
| Social and civic competences |
- Learners collaborate in pair work and group work
- Learners learn about a product which is popularly drunk around the globe
- Learners’ awareness of vocabulary shared both globally and regionally is raised
|
| Languages used in the materials |
English, Learners’ L1 |
| Timing of the overall activities |
180’ |
Worksheets
Preparing a cup of coffee
Notes for the teacher
Depending of the cultural background of the learners in the class, this set of activities may generate very different results. It is supposed, however, that coffee will be part of everyday life and routine in most families. Pre-activitiy 1 might be extended with some internet research learners do by themselves on ways of preparing coffee. An an introduction to the whole set of activities, you might also use the website www.netzkaffee.de in order to show a way of preparing coffee to the class and simultaneously comment on it.
| Timing |
90’ |
| Material required |
Internet access |
| Grouping |
(individual) and (small group) and (whole class) |
| Focus on content |
- Different ways of preparing coffee
- The origins of coffee
|
| Focus on language |
Vocabulary relating to the preparation of coffee |
Worksheet 1
|
Material for Teachers |
Material for Students |
Children and teenagers drinking coffee
Notes for the teacher
You might like to introduce the task with reference to yourself: Tell the class if you like coffee, when and how much you usually drink, and at what age you have begun to drink coffee.
Apparently, there are cultural differences regarding the views parents have on children drinking coffee. Hopefully, there will be interesting and varied information in your class. Moreover, it can also be expected that different families might have their own coffee habits for children.
| Timing |
45’ |
| Material required |
Worksheet 1 |
| Grouping |
(individual) and (pairs) and (whole class) |
| Focus on content |
- Coffee drinking habits in different families and cultures
- Effects of coffee on the human organism
|
| Focus on language |
- Language to talk about personal preferences
- Processing factual texts
- Reporting research findings
|
Worksheet 2
|
Material for Teachers |
Material for Students |
Kahwa – Kahveh – COFFEE
Notes for the teacher
The activity on the basis of the information from the etymological dictionary is intended to show how different languages and cultures have contributed to what coffee culture is today. Depending on the cultural backgrounds in the class, there might be the option of extending this topic.
One main objective of activities 3 and 4 is to familiarise learners with language tools available online, and the wealth of languages accessible (while it has often been mentioned that the Internet might promote English only).
Through the text in Indonesian students learn that even a text in a language they might feel very remote from is accessible. While the text translated by specialised software is understandable, its grammatical structure is incorrect. This helps learners to concentrate on tailoring a message into a grammatically acceptable form on the basis of context and vocabulary which are readily available.
| Timing |
45’ |
| Material required |
Worksheet 2 either Internet access or Worksheets 3 and 4 |
| Grouping |
(individual) and (pairs) and (whole class) |
| Focus on content |
- Linguistic coffee facts
- Language families
- Translation software
|
| Focus on language |
- Tracking two words in many different languages
- Constructing correct language from computer-generated grammatically incorrect language
|
Worksheet 1
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Material for Teachers |
Material for Students |
Worksheet 2
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Material for Teachers |
Material for Students |
Worksheet 3
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Material for Teachers |
Material for Students |
Worksheet 4
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Material for Teachers |
Material for Students |