Unit One: Food
(John Adams & Xueting Wang)
In this unit we are going to focus on four topics that all related to food. These topics not
only cover the aspect of Chinese food and culture, but also cover some food related issues such
as food’s impact on environment, food industry and food business. In doing so we hope to
incorporate students’ professional development into class topics and Chinese study, since it is
students’ biggest concern based on the needs assessment. In terms of content and materials, we
chose a variety of authentic materials designed to help our students see these topics from a
native-Chinese perspective and gain a greater understanding of current Chinese issues. By using
these materials students will encounter questions that will lead to classroom discussion and
ultimately help them in their professional careers.
A mini project will be conducted through this two week unit. Students will be divided
into three groups and sent to local Chinese restaurants to interview their cooks, waiters, and
managers. The task is to find out these Chinese people’s opinions on issues such as how Chinese
food/cooking may change the environment, and what would be the difference between running a
Chinese restaurant in the U.S. and in China. Students can decide which issues they want to focus
on based on their professional interests, and decide what questions they want to ask during the
interview. After the interview, each group will analysis the data they collected using both the
knowledge they gained from Chinese class and their major related classes. They will report their
findings in the last class of this unit.
A simple website “Food Unit Adventure” is created on Google Site and will be used
through this two week unit. The main idea of the website is to share. Since we will cover a good
amount of authentic materials most of which are video clips, students are required to post videos
they find on the website so they can share with other classmates. Students are also required to
insert comments on class topics on the website after each class, and must use advanced sentence
structures. As for the mini project, each group will have a page on the website where they can
post their data (such as interview recording) and findings and other related materials (see unit
plan for more details).
Unit Objectives:
1. Cognitive
a. Will be aware of the culture of food in China and worldwide
b. Will be familiar with food relevant vocabulary such as nutrition, ingredients and
cooking.
c. Will be aware of some of the characteristics of the Chinese restaurant business
2. Performative
a. Will be able to demonstrate their opinions on nutrition and diet in a discussion.
b. Will be able to communicate with native speakers on food related topics and
issues.
c. Will be able to apply the knowledge they learn in this unit to their personal and
professional life.
3. Affective
a. Will feel confident in their knowledge of Chinese food and food related issues.
b. Will feel comfortable talking about the food related issue in Chinese.
c. Will feel motivated in applying their knowledge in their personal and professional
life.
4. Megacognitive
a. Students will know how to conduct further studies on Chinese food related issues.
Readings/
Date Topic Content Materials Homework on Google Site Mini project process
Videos watching
1. Each student writes a short
1. Nutrition & 1. Vocabulary handout
comment on any topic discussed
Ingredients 2. Chinese food
in class, including how they can
Vocabulary products with nutrition Introduce the project.
Tue. Watch Chinese cooking relate the topic into their personal
Nutrition 2. Balance diet labels Group students into 3
2-4pm shows life / professional study.
3. Chinese 3. Articles from groups
2. Post your favorite Chinese
medicinal theory Internet
food's cooking video for class
and food 4. Video clip
sharing and discussion
1. Vocabulary
Handout
1. Cooking 1. Each student write a short
2. Cooking utensils/ 1. Watch Discovery
utensils and comment on any topic
cook book channel (Food is Groups identify
procedures discussed in class, including
3. Videos of food Heaven) be prepared interview questions.
vocabulary how they can relate the topic
Thur. Chinese styles in different to discuss impact of Start interview and
2. Culture of into their personal life /
2-4 Cooking regions pollution on food in collect information
Cooking professional study.
4. Movie clip (Eat, China. and put on GoogleSite
3. Regional 2. Each student post at least
Drink, Man, 2. Find a Chinese
cuisine and local one Chinese food commercial
Woman) food Commercial
culture video
5. Chinese cooking
shows
1. Comment on what kinds of
1. Video clip adapted
ideas/values the Chinese food
1. Chinese from Discovery
industry is trying to promote Groups discuss and
cooking and channel
Chinese based on the video clips you interpret findings, and
Tue. environment 2. Food Commercials Read an article on
Food watched or readings you read. insert information and
2-4pm 2. Basic (compare Chinese and Chinese food industry
Industry 2. Write one paragraph about edit findings on
knowledge of food American)
your opinion on Chinese food GoogleSite page
industry in China 3. Articles from
industry and its influence on
internet
environment
1. World cuisine
and its culture.
Each student writes a 3-5 pages
2. Chinese 1. Video clip
unit reflection, including topics
Thur. World restaurant business 2. Food Commercials Read illegal Group presentation of
discussed in class and their mini
2-4 cuisine in the world from all over the immigration articles their findings
project. Upload the reflection on
(Group world
GoogleSite as word document.
presentations on
mini project).