Office of Curriculum, Technology, & Assessment

World Language: Food for Thought

Submitted by: Cari Sonnenburg, Castlewood School, csonnenburg@hotmail.com

Students are introduced to food words, utensils, adjectives, and verbs. Mastery of the new vocabulary and correct verb usage is developed through a variety of activities.

1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2, 3.3, 4.2

Beginning

9-50 minute sessions

Individually, partners, as a class

Vocabulary lists and problem sheets based on desired vocabulary

Food and meal related terms

1. Hand out a vocabulary list with target language food words. Have students take guesses as to what they think they are, and give hints with troubling words. Translate target language food words into English.

2. Pronounce each food word in the target language. Students repeat. Ask if there are any problem words or words they would like to hear again.

3. Using their lists, ask students how they say an English food word in the target language.

4. Begin oral practice of food words in sentences by asking students what their favorite food/fruit/vegetable/meat/drink is, what foods they like, and what foods they don’t like.

5. Have students write ten sentences in target language telling what foods they do or do not like.

1. Ask students to name as many fruits/vegetables/other foods as they can remember from Day One.

2. Have individual students tell what their favorite meal is or what they ate yesterday.

3. Hand out a list of target language food words. In the list, include categories of food (fruits, vegetables, meat, etc.). At a table, have students take turns putting the different food words in the correct category. This can be a contest between tables or simply a cooperative activity.

4. Hand out a Venn diagram* to each student. Students label one circle as hot foods and the second as cold foods. Students write the target language food words that are eaten cold in the appropriate circle, those eaten hot in the other circle and foods that are eaten either way in the area where the circles intersect.

5. Hand out a chart to each student. Students label the columns with different colors of food (green, yellow/orange, red, brown). Students write appropriate colored foods under these categories.

* See an example in the glossary

1. Review words written in the Venn diagram and under the chart.

2. Divide students into teams and play Stairs* on the board using categories of food, temperatures of food, colors of food, etc.

1. Review food vocabulary through oral questions to students.

2. Have all students stand up and play Sparkle* with categories of foods. When a student doesn’t know a new food in that category, he sits down. Instead of saying "sparkle" when all foods in the category have been said, have students say the target language word for the category and the next student sits down.

3. Hand out vocabulary sheet with silverware, dishes, meals, verbs, and food adjectives. Go over meanings in English. Pronounce all words, students repeat after each one. Ask for problem words or words they would like to hear again.

4. Review verb conjugations. Pay attention to stem changing verbs.

5. Ask individual students how to say the English word from the vocabulary list in target language. Listen for correct word choice and pronunciation.

6. Students write twelve sentences using the new vocabulary words. (e.g., "I use a spoon to eat soup." "I need a napkin with lunch." "The waiter brings the plate of food.")

1. Volunteers read one sentence that they wrote yesterday. Hand in sentences for credit.

2. Ask oral questions that use vocabulary from both lists. (What food are sweet/sour/spicy/delicious? What foods do you eat with a spoon, fork, knife? What do you drink for breakfast/dinner/snack/supper? What silverware do you use to eat vegetables/ice cream/steak? What do you eat for breakfast? What do you eat/drink when you are very hungry/thirsty?)

3. Hand out a sheet where students must write correctly conjugated verbs.

4. Students should write a description of a typical meal for breakfast, lunch, snack, and dinner.

1. Correct and discuss verb conjugations in class.

2. Students take a short quiz labeling pictures of foods and place settings.

3. Assuming the role of a food, the teacher describes himself by color, size, flavor, or other foods he goes with; students decide which food is represented.

4. Say a food in the target language. Have students compose and recite sentences that include the food and adjectives that describe that food.

5. The teacher prepares a list of 10 foods. Allow students to ask four clues, using questions in the target language. After the four questions have been asked and the clues given, students write down what they think the food is. Go over in class after all ten have been done.

1. Hand out a sheet that shows examples of foods that use a combination of words (ham and cheese sandwich, tomato soup, orange juice). Review how to combine these words appropriately in the target language. Allow students five to ten minutes to complete the list with a partner. Go over as a class.

2. With a partner, students imagine that they are the owner of a restaurant. They need to plan a lunch special for each day of the week that would attract customers to their restaurant. All items on the menu must be written in the target language (name of restaurant, food items, prices, etc.)

* See glossary

1. Have students show their lunch specials to the class. Hand in for credit.

2. Introduce specific restaurant phrases. ("I would like," courtesies, "Please bring me," etc.)

3. Hand out a copy of a menu from a Mexican/ German/ French, etc. restaurant. Review asking and telling the cost of items by asking students how much is a . . . eg. chimichanga/two tacos/etc. Students respond appropriately using dollars and cents, or target language currency.

4. Allow time in class for students to choose what they would order at the restaurant.

5. Ask each student what they would like and have them order in the target language (I would like….)

1. Take a field trip to a Mexican/ German/ French restaurant. Call the restaurant and arrange for the waiters and waitresses to speak only the target language to the students while they are there.

2. Students hear native speakers, see authentic the target language articles and atmosphere at the restaurant, and eat authentic ethnic food.

1. Students are given a test over food words, verbs, and adjectives from this unit.

Teacher observation, student observation, problem sheets, quizzes, tests.

1. Students consistently identify or choose the correct target language food words for the English equivalent.

2. Students accurately conjugate selected verbs to match subject.

3. Students can list a minimum of five target language food words that are of a given color.

4. Students accurately use target language adjectives to describe food.

5. Students can effectively use the target language to order food from a native speaker.

6. Students can effectively use new knowledge to understand a native speaker.

For formatting purposes, the 5 worksheets included with this Learning Scenario can be found in the Entire Document in Adobe format here.