This problem can extended to include any world language being taught. What about the Hakka or the Muslim population in Xi'an when teaching Chinese? What about the differences between the Oxacans and the people who live in Puebla? What about Nicaragua as opposed to Peru? Of course, by now I'm sure that your defenses are up and you are thinking that the world is so vaste that no one can possibly teach all of that!
Yes, that is true, but we can change the lens we look through on a daily basis to include whenever possible these "others"; this is not really something that we do once, but a way to teach that compels us to learn alongside our students while we teach. After all, when we learn as teachers, more often than not, we are more motivated to continue our tenure in the classroom.
So, in the spirit of this post, here is an activity on food in Québec on pho, the Vietnamese soup whose name may or may not have come from the French pot au feu. In doing this listening activity, it's also important to talk about French Indochina and its legacy.
Bonne dégustation!
Here is a link to how to pronounce the word pho:
https://www.youtube.com/watch?v=jgX2q9WPoqo
Here is the link to the listening:
Avec un(e) partenaire, divisez les questions en
deux parties. Chaque personne trouve la
réponse à 4 questions. Puis,
échangez-les, et vérifiez si les réponses sont correctes.
1.
Il
y a combien de tailles de bols?
2.
Comment
ils appellent les différentes tailles au resto?
3.
La
soupe vient de quelle région?
4.
La
version qu’on trouve à Montréal vient surtout du sud ou du nord? Pourquoi?
5.
Que
veut dire le mot « pho »?
6.
Est-ce
qu’on peut manger cette soupe au petit déjeuner au Vietnam?
7.
A
quelle heure?
8.
Après
un party, on s’arrête à un marchand _______________.
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