Language Residents

an archive of lesson plans

Tag: beverages

ES F21 INT Food and Beverages II

December 10, 2021 /

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages II

Goal of the class:

Students will be able to:

  • Describe food and use expressions to order food in a restaurant (for example: “me gustaría ordenar”, “quisiera pedir”, “¿Qué lleva el ___?”, “¿me podría traer la cuenta?”, etc)

Class structure:

Warm up:

Students remember vocabulary of ingredients of food by seeing last class’ images of Chilean food and saying the ingredients that they can see.

Activities

-Students watch a video on “how NOT to order food in Spanish” and are asked to identify the expressions that are used to order food, as well as answering: how should the customer have said those expressions in a better way?. After that, the facilitator writes on the board relevant expressions for ordering food.

-Students see an open-ended dialogue at a regular restaurant setting and practice the expressions filling in the blanks the information that they want to add to the situation. They practice asking about ingredients and describing plates in the process.

Roleplay: One of the students is the waiter and the others are customers. They simulate a restaurant setting in which some difficulties happen (they take turns so that someone is not always the waiter):

  1. Their favorite plate is not available that day and they have to find something that could be enjoyable for them.
  2. While eating, they realized that there was meat on what they ordered. They are vegetarians.
  3. While eating, the restaurant is about to close, but they only started eating about 5 minutes ago.

Wrap up:

Adivina el plato de comida: Each students describes a plate, and the rest of the participants guess what the plate is.

Resources used: Projector, Power point presentation, youtube video 

Reflection: What worked/did not work? How can it be improved?

Students participated well during the class. They had practiced describing food on the previous class, so it was easier for them to do it that class. It was surprising for me that they remembered so many things about Chilean food ( I thought that they would forget it right after the class). In general, they seemed to have fun, but I realized that, even though I still tried to model before each activity, I could have done it more; because there were a couple of situations in which students were not so sure about how to proceed, so then I would try to show them again.

Food ordering dialog (for controlled practice stage)

Mesero: Buenas tardes, bienvenido/a al restaurante ____________. Mi nombre es ____ y voy a ser su mesero. ¿Qué desea tomar/beber?

Cliente: Me gustaría pedir____ / Quisiera ordenar _____ / Déme un/a _________

Mesero: ¿Qué le gustaría de entrada/entremeses? Tengo para ofrecer ______, ______

Cliente: ¿Qué trae la ______ ? (Nombre del plato)

Mesero: Trae ____ , _____ , (descripción del plato)

Cliente: Déme el / la ________ / Me gustaría ordenar el / la _____

Mesero: ¿Qué le gustaría de plato principal / plato de fondo? 

Cliente: ¿Tiene _______?

….

(postre)

Cliente: ¿Me trae la cuenta por favor?

Mesero: Con mucho gusto. ¿Con qué medio va a pagar?

(Indica el medio)

(Se despiden)

ES F21 INT Food and Beverages I

December 10, 2021 /

Language Resident: Franco Rivas Quiroz

Level: Intermediate

Class theme/topic discussed: Food and beverages I

Goal of the class

Students will be able to:

  • Describe different kinds of food and ingredients.
  • Use food vocabulary and expressions to indicate place (encima, al lado de, sobre, debajo de, etc.)

Class structure:

Warm up:

Students see an image of different kinds of foods and answer the question: “¿what’s your favorite food/restaurant?”

Activities:

-Students see images of Chilean traditional food and beverages  (cazuela, humitas, empanadas, mote con huesillo, leche asada, terremoto) and mention the ingredients that they think they might have, how they think it could be prepared and whether it looks similar to a plate from another country or culture.

-“¿Qué comida es?”: Each student gets small pieces of paper that can have either an image, name of a meal or a description on it. They go around the room and try to exchange information with their classmates in order to match each image with the name of the plate and its description. Some of them are the ones that were shown before and some others were new.

-“Encuentra las diferencias”: Students get a sheet of paper with the image of a man in a kitchen. Some of them got the A form and others the B form. Both have a similar image on it, but many of the elements in the image are different. Without seeing their classmate’s sheet, they ask questions to them in order to find out what the differences are. (for example: “hay un trozo de queso al lado del vaso de leche?”)

Wrap up:

Students remember the Chilean food that they learned about and talk about which one they would eventually like to try and why.

Resources used: Projector, laptop, pieces of paper.

Reflection: What worked/did not work? How can it be improved?

Students seemed to like the topic about food and asked questions about Chilean food. One of my students has Mexican relatives and we realized that there were some plates that were similar, although they differ in aspects of how they are made or the ingredients. We also spent some time talking about the vocabulary difference of some ingredients (for example “porotos” vs “frijoles” or “choclo” vs “maiz”). The activity in which they had to ask questions about the other person’s image also worked well and it gave them the chance to ask questions about prepositions and more vocabulary. 

What was a little bit more challenging were the descriptions of food on the sheet of paper. They ended up doing it well, but it took them a while to understand everything, so they asked questions on vocabulary and expressions. Maybe a simpler version of those descriptions could have worked better, but at the same time, I think that the little challenge that they had could also have been helpful, since it wasn’t extremely hard for them.

© 2024 Language Residents

Theme by Anders Noren — Up ↑