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Your heading goes below this line --> <FONT color=black face=Geneva,Arial size=3><b>Postgraduate Diploma</b></font><br><br> <FONT FACE="Geneva,Arial" SIZE=5 COLOR="orange">Food Diaries as an Intercultural Ethnographic Method </FONT></TD> </TR> <TR><TD VALIGN="MIDDLE" COLSPAN=6 HEIGHT=25><P></P></TD> </TR> <TR><TD VALIGN="TOP" COLSPAN=6 HEIGHT=47> <FONT FACE="Geneva,Arial" SIZE=2 COLOR="#000000"> <!-- body text zone. This area is for writing your body text. --> <div class=Section1> <h1 style='margin-right:-1.2pt;text-align:justify'><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>These extracts are taken from a diploma project submitted by </span></i><i><span lang=EN-GB style='color:windowtext'>Bo|ena Zych </span></i><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>from</span></i><i><span lang=EN-GB style='color:windowtext'> </span></i><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>XLII L.O. in</span></i><span lang=EN-GB> </span><i><span lang=EN-GB style='color:windowtext;font-weight: normal'>Warsaw</span></i><span lang=EN-GB> </span><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>in 1999 for the </span></i><i><span lang=EN-GB style='color:windowtext'>Studium Podyplomowe KsztaBcenia i Doskonalenia Nauczycieli Jzyka Angielskiego</span></i><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>. For more about the Studium Podyplomowe - see </span></i><span lang=EN-GB style='color:blue;font-weight: normal'><a href="culinclass.htm">Postgraduate diploma projects</span></a><i><span lang=EN-GB style='color:windowtext;font-weight:normal'> </span></i><i><span lang=EN-GB style='color:blue;background:aqua;font-weight:normal'></span></i><i><span lang=EN-GB style='color:blue;font-weight:normal'> </span></i><i><span lang=EN-GB style='color:windowtext;font-weight:normal'>and the approach to culture in language teaching taken there - see </span></i><span lang=EN-GB style='font-weight:normal'><a href="article.htm">The Methodology of British Studies on the Postgraduate Diploma Programme</a>. </span><i><span lang=EN-GB style='color:blue;background:aqua;font-weight:normal'></span></i></h1> <br> <p class=MsoBodyText3 style='margin-right:-1.2pt'><b><span lang=EN-GB style='color:#993300;font-style:normal'>Outline</span></b></p> <p class=MsoBodyText3 style='margin-right:-1.2pt;text-align:justify'><b><span lang=EN-GB style='font-style:normal'>This very interesting</span></b><span lang=EN-GB style='font-style:normal'> and well-organised piece of work presents an excellent actual example not only of how to undertake <b>Food Diaries</b> with students, but also why. It shows <b>the great importance</b> of both <b>the pre-</b> and <b>post-visit stages</b> - without doubt as significant as the actual visit itself, and the <b>active</b> <b>participation</b> of <b>all the students</b> at <b>all the stages</b>. If you are thinking of getting your students to keep diaries on a trip to the UK - you will find some excellent experience and advice here.</span></p> <br> <i>As many of the links connect to original student work you will find some slips of language there</i> <p class=MsoBodyText3 style='margin-right:-1.2pt;text-align:justify'><span lang=EN-GB style='font-style:normal'>&nbsp;</span></p> <p class=MsoBodyText3 style='margin-right:-1.2pt;text-align:justify'><span lang=EN-GB style='font-style:normal'>A further general item on the use of diaries will appear in our </span><span lang=EN-GB>How to & </span><span lang=EN-GB style='font-style:normal'> section - </span><b><span lang=EN-GB>How to & use diaries for an intercultural</span></b><span lang=EN-GB style='font-style:normal'> </span><b><span lang=EN-GB>investigation</span></b></p> <p class=MsoBodyText3 style='margin-right:-1.2pt'><b><span lang=EN-GB style='font-size:12.0pt;color:#993300'>&nbsp;</span></b></p> <p class=MsoBodyText3 style='margin-right:-1.2pt'><b><a href=#intro id=nounderline1><span lang=EN-GB style='color:#993300;font-style:normal'>Introduction</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#host id=nounderline1><span lang=EN-GB style='color:#993300'>A host family as a cultural source</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#food id=nounderline1><span lang=EN-GB style='color:#993300'>Food diaries and interviews in practice</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#pre id=nounderline1><span lang=EN-GB style='color:#993300'>The pre-visit: Poland</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#visit id=nounderline1><span lang=EN-GB style='color:#993300'>The visit: England</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#post id=nounderline1><span lang=EN-GB style='color:#993300'>The post-visit: back in Poland</span></a></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><a href=#examples id=nounderline1><span lang=EN-GB style='color:#993300'>Appendices</span></a></b><b><span lang=EN-GB style='color:#993300'>&nbsp;&nbsp; </span></b><i><span lang=EN-GB style='background:aqua'></span></i></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt; color:#993300'><a name=intro>Introduction</a></span></b></p> <p class=MsoBodyTextIndent2 style='margin-right:-1.2pt;text-align:justify; text-indent:0cm'><span lang=EN-GB>Students throughout the world want to learn English, and in doing so become interested in learning about the societies and cultures in which English is a long-settled language. Indeed, for many of them, it is the culture that provides the motivation for learning the language. However, it is not an easy undertaking to teach, for instance British culture, from outside Britain and requires careful planning and critical analysis by the teacher. Otherwise you teach stereotypes and give students information which is often out of date.</span></p> <p class=MsoBodyTextIndent2 style='margin-right:-1.2pt;text-align:justify; text-indent:0cm'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoBodyTextIndent2 style='margin-right:-1.2pt;text-align:justify; text-indent:0cm'><span lang=EN-GB>I remember being in London for the first time ten years ago, how often surprised and astonished I was at the things, behaviour and attitudes and seeing them so differently from what I had learnt from books. And I still learn something new with every stay in Britain,  something that is difficult to find studying culture from materials available in Poland. Besides, this way of learning about British culture increased my awareness of Polish culture especially its similarities and differences.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Globalisation influences all personal aspects of our lives, so it must have some influence on what we eat and how we eat it. There are many cultural expressions of globalisation but those concerning food are the most visible (e.g. American Coca-Cola, McDonald's, Pizza-Hut, etc.). <i> The</i> <i>globalisation of culture is already beginning to force comparisons between one culture and another with the paradoxical effect of making us increasingly conscious of the differences between them</i>&quot; (Martin Montgomery, 1998). </span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;color:#993300'><a name=host>A host family as a cultural source</a></span></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The rationale behind choosing the host family as a primary source on food is to look at the theme from the point of view of people living in Britain. That is what an ethnographic approach is all about. Students become  ethnographers of the particular social and cultural practices in the family they are staying with. However, a number of aspects need careful consideration before taking advantage of this source.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Advantages&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Accommodation in host families gives great opportunities for cultural learning. When carrying out projects students will have to discover the culture themselves, they will not simply learn it as a body of knowledge from a book. For the majority of students this experience will be new, so they should be properly prepared.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>By staying with host families students can identify with them for a while, and in this way become aware of their own Polish identity. They become able to realise and analyse intercultural differences and similarities between Poland and Britain. Interviewing everyday people or simply talking to them gives the students the opportunity to improve their language skills and communicative competence.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Doing first hand observation of cultural practices in the host family helps students develop their own critical positions towards secondary sources and materials (e.g. coursebooks) where they have learnt about British culture. They will be encouraged to question the source of their knowledge and formulate their own opinions about observed differences. However, they must recognise that the knowledge they discover is  local and may not be generalisable. </span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Disadvantages</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Host families may be representative of British culture but only to some extent. There are many aspects such as economic situation, education, place of living (e.g. city, town, village), age, religion, etc. that will influence the family's lifestyle and their way of thinking.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Host families are usually representatives of the same social class and there were no very high or low social classes. The reason is clear. For the family, renting rooms to foreign students is a form of earning extra money. On the other hand, only families with a certain standard of living and suitable housing conditions are accepted. </span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Another disadvantage of this source may be the amount of time students spend with their host family. Being out all day and every day they usually meet together only in the evenings and sometimes at breakfast time when everyone is in a hurry. The members of the host family have their own duties during the day while students attend language classes or go sightseeing. That situation limits the language contacts and the observation to mornings and evenings. Students should be aware of these limitations and make the most of the time given.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Method</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The teacher must take all advantages and disadvantages of the host family as a source into account and plan the whole very carefully. To prepare themselves students should first explore their own families as a source of cultural learning. They can do observations, carry out conversations and interviews within their subject context some time before going to Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The  home culture is always first and the other culture can be easily compared this way. The skills students will learn when exploring their own families are transferable and can be used within the host family context. They will then become more culturally aware and able to comprehend the culture of others.</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt; color:#993300'><a name=food>Food diaries and interviews in practice</a></span></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>The students</span></i></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>School </span></b><span lang=EN-GB>- XLII L. O. in Warsaw </span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Age</span></b><span lang=EN-GB> - 15 </span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Profile</span></b><span lang=EN-GB> - linguistic (with 6 hours of English a week) </span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Level </span></b><span lang=EN-GB>- mainly pre-intermediate with a few students at elementary</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>The visit</span></i></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Time</span></b><span lang=EN-GB> - last week of September 1999</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Destination</span></b><span lang=EN-GB> - London and the towns on the way: Dover, Canterbury</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB>Accommodation</span></b><span lang=EN-GB> - host families in Walton-on-Thames, Surrey, near London</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;color:#993300'><a name=pre>The pre-visit: Poland</a></span></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Preparation</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>This stage is extremely important both for the teacher and for the students. Traditionally, the teacher is the initiator of what happens in the classroom but in an ethnographic approach students also start to play a great role.  <i>What makes a good meal is not just the recipe, but also those who cook it and taste it, and without any of these components, the others lose their purpose. Like the taste of a good meal the success of the learning process depends on the blending of all the essential ingredients</i>&quot; (Alan Pulverness, 1998).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Students should spend some time with their teacher in the classroom on careful preparation. First of all the teacher should give students a clear view of what is expected to happen at the different stages and what the final outcome will be. Students must be encouraged to contribute fully to the work of the group and given the opportunity to take a leading role in the learning process.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>A variety of classroom techniques could have been employed to achieve this: e.g. pair work and group work; discussions and debates; research and project work. The most appropriate for cultural learning about food seemed to be project work, being the most active and experiential and including all the connected activities in its stages.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Preparation lesson sequence</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>It took one week (6 hours) to prepare students for the food project in general. During the first two-hour session students were given some instruction on what is expected to happen, introduced to project work as a method and the main objectives of their visit to Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Then during a short brainstorming session the vocabulary on food was revised and arranged into categories such as fruit, vegetables, food, drink, and names of meals. Then students were given handouts with pictures of different sorts of food and drink (concerning some British and Polish traditional dishes) and working in pairs had to put them in suitable categories.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The last two-hour session concentrated on the functional language students will need when questioning and interviewing people, social language concerning asking, indirect questions, making polite requests, apologising and reacting suitably in different situations. This was presented by specially chosen everyday dialogues on audio-cassette and then practised by the students in pairs. Some of the essential forms and structures were noted down on the blackboard and then copied by students.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The whole preparation stage basically consisted of asking questions and answering them. In anticipation of the trip students kept asking many questions and were expressing their doubts and anxieties over their stay with host families and the project itself. The role of the teacher was to ensure that they can approach this undertaking properly and make the most of it. The teacher should then act as an adviser and facilitator. Once the students have been prepared properly they are able to deal with difficulties and the problems that might appear in the individual stages of their project.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Food questionnaire and group survey</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The objective was to prepare students for collecting information about food in Britain by designing and responding to questionnaires on food in Poland. During the following English lesson at school, students in pairs were writing the questions they would ask people in Poland to find out about Polish food and eating habits. Students came up with many suggestions and questions and the most popular were written on the blackboard. On the basis of those questions the food questionnaire was designed (<i>see <a href=#examples>Appendix 1</a></i>).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB style='background:white'>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Students were asked to answer the questions about Polish food and eating habits individually for homework. That was to make sure the answers would be original and  not influenced . The next day in the classroom students were divided into groups of 4-5 and each group was to prepare and present a report on one chosen question. Students formed four groups, prepared reports and presented the results of questions 1, 3, 4, 5, and 6 in the forms of graphs, pie charts and in spoken form (<i>see graphs in <a href=#app3>Appendix 3</a></i>).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>According to the questionnaire people in Poland usually have 3 or 4 meals a day and the biggest is dinner (<i>obiad</i>): only two students answered that it is breakfast. For a typical breakfast Polish people, according to the students' answers, eat mainly sandwiches, cottage cheese, jam, eggs: boiled or scrambled, and cornflakes (!) The most popular vegetables are tomatoes, potatoes and cucumbers (People in Poland drink as much fruit juice as tea (25 responses for each) and less coffee (17 responses).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>If there had been more time or more groups all the other questions and answers would have been analysed. But the other answers can always be used with connection with another topic (for example questions 8 and 9 when discussing women s rights).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>However, the results were not the aim of the food questionnaire which was to develop students' research and critical skills for investigating and culture and ethnographic skills to make them culturally aware. This way students were acquiring the skills they need in their project and were preparing themselves to do similar research in Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Student expectations of UK food</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The very last step the students took before leaving for the trip was to present the image of the food they expect to eat in their host families and generally give an opinion on what type of food is eaten in Great Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>It was especially interesting to find out what the students already knew as they came from different schools, had learnt English for various periods of time and had used different coursebooks and other sources to learn about food in Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>A discussion could have been organized in the classroom on this or sharing experiences and information in small groups, but composition was chosen as the best means for expressing the opinions of individual students. That is why they were asked to write between 100-150 words on  <i>My image of food in Britain</i>&quot;. Those of them whose English was not good enough (a few students at elementary level) could express their opinions in Polish. </span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The students<sup> </sup> opinions on food in Great Britain varied widely. According to their compositions  <i>People in England eat the same food as people in Poland</i>&quot; or &  <i>have their own dishes different from Polish</i>&quot;.&nbsp;  <i>About 4 p.m. or 5</i> <i>p.m. people in Britain have teatime and drink English tea</i> which is the  <i>only acceptable British dish</i>&quot;. Breakfast is either very big or toast with marmalade and cornflakes with milk. Some students already do not like British food before even having tasted it. From what the students have written in their compositions the picture of British food seems very unclear and muddled but the students themselves hoped and were looking forward to finding out what food in Britain is like.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;color:#993300'><a name=visit>The visit: England</a></span></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Observation and diary: What is the food really like?</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>After doing the  home ethnography which provided the beginning of a comparative approach the students went to Great Britain to become ethnographers of British food and eating habits. Their task was to observe their host families menus, make notes on what they served and ate for particular meals: breakfast, lunch, dinner, supper, and what the food tasted like. The students were making notes in the form of a diary. There were 2 or 3 students in each host-family and the teacher's role was to make sure that weaker students were together with students whose English was better. Unfortunately, students were not able to observe host-family lunches as during lunch time they were all out sightseeing with their packed lunches in the rucksacks. The missing information about lunches was partly included in the  <i>Language project </i> below.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Students got really involved in finding information about food and asked their hosts to explain the names of the food they had been served. Every day in the morning on the coach, students discussed the food they had had the previous day with their teacher and friends. Besides this they were exchanging lots of other information including the housing and lifestyle of their hosts. Although the discussion among students was held mostly in Polish, they exchanged cultural information this way very successfully.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The students were staying with fifteen host families and none of them served eggs and bacon or sausages for breakfast! In some way the students regretted not tasting this kind of English breakfast but on the other hand they were quite happy with cornflakes and milk as they are not used to cooked breakfast. On the whole students liked the food they were given very much, for some surprisingly it was like in Poland, for others healthier and better.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Interviews -  Language Project </span></i></b><span lang=EN-GB></span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>As one of the main objectives of this trip was to enrich learning of the language and develop language skills and communicative abilities, students had to talk with the members of their host families, dealing with local, often strong dialects and the fast pace of informal conversations. Unfortunately, the amount of time students spent with their families was too small to carry out such conversations as after a long day of sightseeing students were tired and very often late for dinner because of heavy traffic in London. When they came back, the host family had already had their dinner and did not join the students at the table. Perhaps, it would have been better to limit the time spent on sightseeing to a few hours a day only, and make the most of the host-family as a source of learning about culture.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>To provide an extra opportunity to communicate and encourage students to talk to members of their host family and get some more information about food and eating habits students were given the  <i>Language Project </i> to do (<i>see <a href=#app2>Appendix 2</a></i>).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Apart from careful observation there were many questions that had to be asked. The questions concerned not only food and eating habits but some functional language too. Therefore the information students collected can be used in the classroom many times and on different occasions. In spite of the short time students spent in their host-families, they managed to interview the hosts and completed their project successfully. The host families were very helpful and pleasant as they are used to interviews and students' projects.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;color:#993300'><a name=post>The post-visit: back in Poland</a></span></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>This stage was a follow-up to the students' projects and was as important as their preparation. Students would soon lose interest in their projects if no interest was taken in their work. Teachers should spend some time not only during the visit to Britain but also in class to encourage students to report, discuss and present both the content and results of their research and the impressions. The whole stage should take at least six hours.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Observation and diary - our impressions: group reports</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The reporting back could have taken different forms. Students could report individually, in pairs, or in smaller or bigger groups. They could be asked to report on the same question or on different questions, or it could be an interview in pairs comparing the individual reports. In this particular situation (a short visit to Britain with accommodation in host families) group reports seemed to be the best form. Students were working in the same groups (or pairs) as they had stayed in host families.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>&nbsp;</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage 1:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>First the group  secretary presented the content of their diary on food and then the language project, the results of their observations and the interview with their host family. The teacher and the other students were listening and asking questions. Everyone wanted to find out what was different and what the same as in their host family, so the students got really involved in this questioning. At that stage not only the person who had made the presentation but the other members were asking and answering questions.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>&nbsp;</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage II:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>One of the students was making notes on the blackboard in an attempt to create a  typical host family menu. However, while breakfast and lunches did not differ much there was a real problem with the meals students had had for dinner because they were so varied. Students had Chinese food, Italian food or even Polish-like meals for their dinners. Only in a few families students were served the roast beef, shepherd s pie, peas and carrots, and baked beans that could be described as  typical British food. </span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>&nbsp;</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Comments:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Even though students had spent only 5 days in their host families they noticed the different kinds of food. On the other hand, having pizza, spaghetti bolognese, and hamburgers for their meals they became aware of the globalisation influence on food. Besides, when interviewing host families the students discovered themselves that British people rarely have eggs and bacon for breakfast or tea at five o'clock in the afternoon, which provoked critical reflection on their previous knowledge.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Composition:  What was the food like? </span></i></b><b><span lang=EN-GB style='color:olive'> </span></b><span lang=EN-GB></span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>To find out the opinions of individual students on British food and make students aware of the differences and similarities between the image and the reality, students were asked to write a composition for homework. To make sure that they remembered what they had thought about food in Britain before the trip, the students read their compositions  <i>My image of food in Britain</i>&quot;. Then they were asked to express their new opinion in a composition entitled  <i>What was</i> <i>the food like? </i></span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>According to what the students wrote British food was  <i>very tasty, although quite simple</i>&quot; &quot;<i>different than Polish food; more healthy than ours and it was very good</i> or &quot;<i>isn't as bad as some people think, it just depends who</i> is <i>cooking the meals...&quot;</i> (<i>for example see <a href=#app4>Appendix 4</a></i>).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>In general, the image of food the students had before visiting Britain was different from the reality and had changed in most cases. But that was not the objective of the visit: the most important thing was that students activated their knowledge and experience about food in Britain, collected and analysed during the visit, and were able to draw their own conclusions.</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Food in Britain and Poland - a final look</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>One of the main objectives of the students' trip was to make them aware of the similarities and differences between Polish and British culture i.e. to raise intercultural awareness. Food seemed to be a very good aspect of the country's culture to study, analyse and compare. With the ethnographic approach the understanding of cultural difference and interpreting others' culture with a reflexive approach to one's own was not difficult.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>To complete the picture of British and Polish food, and check the skills students have developed doing their ethnographic projects, students were introduced to two samples of materials on food and eating habits in Britain.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage I:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>First students were given an activity involving pictures to complete in pairs. Having completed that they were asked to read it along and give their comments individually on the information included in the article.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage II:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>The next stage was reading comprehension of the text  <i>Food and drink</i> - meals in Britain from &quot;<i>Focus on Britain Today</i>&quot; (Clare Lavery, 1993). Students working in groups of four compared the information in the text with their data collected during the visit to Britain and drew conclusions. The groups' conclusions and opinions were put on the blackboard.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage III:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>As a home assignment students were asked to search for similar texts and sources on food and eating habits in Poland, decide on their cultural value and bring to a class for analysis (along with the food questionnaire results).</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Stage IV:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>Finally, during the last session on food in Britain and Poland students in five groups were to prepare the comparisons of breakfast, the most popular vegetables, drinks, the frequency and the size of meals. The results were presented in a form of posters with graphs and pie charts concerning both countries and put up on the blackboard. Although they were not statistically reliable results which could be applied to the whole country, they gave a rough idea of the similarities and differences between Polish and British food.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><b><i><span lang=EN-GB style='color:olive'>Comments:</span></i></b></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>It would have been quite impossible to exploit all the information and materials the students collected and prepared during their short visit to Britain in this work. That is why, only a few aspects of food and eating habits have been discussed. However, the culturally aware teacher can always refer to the knowledge students gained doing their ethnographic projects. Instead of supplying extra materials the teacher can exploit the cultural information included in the coursebook he or she is teaching English with, and make students compare this with what they learnt during their visit to Britain. The range of topics that could be discussed this way is very wide concerning not only food and eating habits, but other everyday practices: customs, family life, housing, free time activities, shopping etc. The teacher's role is to make the right decision on when, how and what should be taught. The choice of activities will depend on students' age, level of English and the working methods they and their teacher feel comfortable with.</span></p> <p class=MsoNormal style='margin-right:-1.2pt;text-indent:0cm;line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt; color:#993300'>References</span></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><b><span lang=EN-GB style='color:olive'>Lavery, C</span></b><i><span lang=EN-GB> </span></i><span lang=EN-GB>1993 <i>Focus on Britain Today</i> Prentice Hall</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><b><span lang=EN-GB style='color:olive'>Montgomery, M</span></b><b><span lang=EN-GB> </span></b><span lang=EN-GB>What is British Studies anyway?<b> </b><i>BS Now</i> March 1998 British Council</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><b><span lang=EN-GB style='color:olive'>Pulverness, A</span></b><span lang=EN-GB> 1998 <i>Branching Out: a cultural studies syllabus</i> British Council, Bulgaria</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt; color:#993300'><a name=examples>Appendix 1</span></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span lang=EN-GB style='color:olive'>Food Questionnaire</span></b></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><span lang=EN-GB>Name..................................................................</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>How many meals a day do people in Poland usually have?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>What are the typical times of Polish meals?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>When do we eat the biggest meal of the day?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>What does a typical meal consist of?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: "Courier New"'>o</span><span lang=EN-GB style='font-size:7.0pt;font-family: "Times New Roman"'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span><span lang=EN-GB>breakfast......................................................................</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: "Courier New"'>o</span><span lang=EN-GB style='font-size:7.0pt;font-family: "Times New Roman"'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span><span lang=EN-GB>lunch...........................................................................</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: "Courier New"'>o</span><span lang=EN-GB style='font-size:7.0pt;font-family: "Times New Roman"'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span><span lang=EN-GB>dinner..........................................................................</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: "Courier New"'>o</span><span lang=EN-GB style='font-size:7.0pt;font-family: "Times New Roman"'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span><span lang=EN-GB>supper.........................................................................</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>Do people in Poland eat any vegetables and fruit with meals? What are the most popular?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>What do we usually drink with meals?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>What are the most common Polish traditional dishes?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>Who usually does the food shopping, men or women?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>Who does the cooking at your home?</span></p> <p class=MsoNormal align=left style='margin-top:0cm;margin-right:-1.2pt; margin-bottom:0cm;margin-left:18.0pt;margin-bottom:.0001pt;text-align:left; text-indent:-18.0pt;line-height:normal'><span lang=EN-GB style='font-family: Symbol'>·</span><span lang=EN-GB>How often do Polish people eat out?</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; line-height:normal'><span lang=EN-GB>&nbsp;</span></p> <p class=MsoNormal align=left style='margin-right:-1.2pt;text-align:left; text-indent:0cm;line-height:normal'><b><span