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At the Restaurant / En el restaurante Joan Kopper Albion High School Albion, MI |
SCENARIO PROFILE
Language |
Spanish |
| Grade Level |
High School, Level II |
| General Proficiency Level |
Novice |
| Duration of Scenario |
Ten 90-minute class sessions (2 Weeks) |
I. SCENARIO COMPONENTS
DESCRIPTION
Students in Level II Spanish study
a unit on food. After learning the names of food, students create a
menu that includes appetizers, main entrees, desserts, and drinks.
The menu will be in Spanish with prices in pesos. The students will
use the Internet to research restaurants in
For the second part of the scenario, the students learn how to order food in a restaurant, how to call a waiter, describe how food tastes, pay the bill and leave a tip if necessary. In groups of three or four students, they role-play a restaurant scene with a waiter and customers. Each group presents its role-play in front of the class. Each role-play includes calling the waiter, ordering food, discussing how the food tastes, solving one problem with the food or service, and paying the bill.
LESSON PLAN OBJECTIVES
- Students are able to identify and use food vocabulary in writing and speaking. (Week 1)
- Students are able to make cultural comparisons
about eating customs in the
- Students are able to order food in a restaurant and make cultural comparisons about restaurant etiquette. (Week 2)
ASSESSMENT ELEMENTS
ü El menú Grading Rubric
ü Dramatization Grading Rubric
STANDARDS
1.1 Interpersonal Communication
— Students practice food and restaurant vocabulary by talking to each other about the eating likes and dislikes.
— Students ask and answer questions about food and prices for food.
— Students role play a scene in a restaurant.
— Students practice ordering food in a restaurant.
1.2 Interpretive Communication
— Students listen to a tape recording of a restaurant scene from the textbook materials
— Students listen to the teacher present the names of various food items.
— Students read Spanish-language menus on-line and in hardcopy.
— Students understand a waiter and a customer in a Mexican restaurant.
1.3 Presentational Communication
— Students write a Spanish-language menu.
— Students present a menu and a restaurant role-play to the class in Spanish in which they order food, discuss prices, discuss the advantages and availability of certain food items on the menu.
2.1 Practices and Perspectives of Culture
— Students learn about eating practices and restaurant etiquette in Spanish-speaking countries.
— Students learn about the monetary systems used in Spanish-speaking countries.
— Students learn about the customs of eating out in Spanish-speaking countries.
2.2 Products and Perspectives of Culture
—
Students learn about
some typical food dishes in
—
Students learn about
menus in
— Students learn about the relationships between dollars and the Mexican peso.
3.1 Reinforcing Knowledge
— Students use math to calculate the exchange rates from dollars to pesos.
— Students use previously learned vocabulary to express likes and dislikes.
—
Students use the Internet
to research restaurants and menus in
3.2 Acquiring New Knowledge
— Students learn vocabulary related to food and ordering in a restaurant.
—
Students understand
the relationship between
— Students use the Internet to research restaurants and menus in Spanish-speaking countries.
4.1 Comparing Languages
— Students learn about differences in formality between English and Spanish speakers when requesting something of others.
4.2 Comparing Cultures
—
Students compare eating
customs in the
— Students learn about the types of food eaten, when a particular food is eaten and why it is eaten in Spanish-speaking countries.
II: LESSON PLANS
Week One
Functions
Identifying names of food
Expressing likes and dislikes
Asking and obtaining information
Vocabulary
Food vocabulary:
el desayuno, el almuerzo, la cena, la bebida, la fruta, la banana, la cereza, la fresa, el limón, las uvas, la manzana, el melón, la naranja, la toronja, la pera, la carne, el biftec, el jámon, el pavo, el pollo, el tocino, la hamburguesa, el chorizo, el atún, el pescado, el arroz, la ensalada, las legumbres, los frijoles, la lechuga, el maíz, la papa, las papas fritas, el tomate, el postre, el chocolate, el flan, las galletas, el helado, el pastel, la torta, el azúcar, el cereal, el huevo, la mantequilla, el pan, el queso, la sal, la pimienta, la sopa.
Grammar
Review of gustar in the present tense
Regular use of question formation and requests
Culture
Products and Perspectives
Students learn about some typical
foods in
Practices and Perspectives
Students learn about meal times and the custom of sitting down to the main meal as a family.
Materials
Picture flashcards of food
Teacher-prepared vocabulary lists
Plastic food items
Authentic menus
Paper plates, markers, construction paper
Textbook: Humbach, Nancy A., and Oscar Ozete, 1996. Ven conmigo, Austin, TX: Holt, Rinehart, and Winston, Inc.
Technology and Equipment
Computers with Internet access and a (color) printer
Website:
http://www.yahoo.com
Sequence of Activities
1. The teacher introduces new food vocabulary with pictures and plastic food. Students repeat the pronunciation of the new words.
2. Students practice indicating what foods they like by raising their hand when asked about specific food items: ¿A quién le gusta ...?
3. The whole discusses in English cultural eating habits in the U.S. Students talk about what they eat, when, and where. Students read and discuss cultural notes about eating habits in Mexico in Ven Conmigo, pp. 209, 210, and 214. Students make comparisons highlighting the differences.
4. Working in pairs, students list foods in Spanish that they might eat for breakfast, lunch, or dinner.
5. Working in pairs, students write a list of foods in Spanish for different occasions. Examples: a formal dinner, a snack, a party, and a dessert buffet.
6. Students walk around the room using plastic food to ask each other: ¿Te gusta...? They switch foods with another student at the teacher’s prompt and repeat the activity.
7. With a paper plate and markers, students draw their favorite meal. They discuss their meals with a partner in Spanish. Students review the verb gustar.
8. The teacher shows authentic menus to the class and explains the menu project to the class. (See Project Description in Section I.) The authentic menus are from a variety of restaurants collected by the teacher including a menu from a Mayan restaurant and McDonald’s. Examples of menus in the textbook can be used also.
9. The teacher explains the mini presentation of the menus. Each student will show his/her menu to the class with a 5-6 sentence narrative in Spanish; the narrative must be memorized. This presentation is not graded. Students receive participation points.
10. In the computer lab students learn to convert dollars to pesos using the Exchange Converter at http://www.yahoo.com (Go to Finance, the Currency Converter). At this same site they also visit restaurants in Mexico in order to research authentic menus and take notes for their menus: (Go to Mexico, click on Gastronomía, Restaurantes, y Empresas). There is a list of restaurant sites to visit. Each student must visit at least five restaurants. For each restaurant visited, the students list the name, the food they order, and the price if listed. They also take notes to use for their own menu.
11. Students take a teacher-prepared quiz on food vocabulary. Students list foods in Spanish under categories such as fruits and desserts.
12. Students use class time to write their menus, download pictures and lay out the menus.
13. Students present their menus orally to the class. They take a textbook quiz on expressing food preferences.
Week Two
Functions:
Ordering food in a restaurant
Taking an order from a customer
Explaining a problem, and resolving a problem
Vocabulary
Restaurant vocabulary
el cubierto:
el tenedor, el cuchillo, la cuchara, la cucharita, el plato, el vaso, la taza, la servilleta, el camarero, el cliente, el menú, la carta
Ordering:
¿Quieres ver la carta?
Aquí tienes la carta.
¿En qué puedo servirle?
¿Está Ud. listo/a para pedir?
¿Qué quieres comer?
¿Qué recomienda Ud.? Recomiendo …
La especialidad de la casa
¿Qué le puedo traer?
¿Y para beber (tomar)?
Quisiera…; Déme…; Deseo…; Me gustaría
Buen provecho.
¿Algo más?
Nada más, gracias.
pagar la cuenta
dejar una propina
El servicio va incluido.
Grammar
Simple units of measurement used in restaurants
Review of estar to describe foods
Culture
Students learn how to call a waiter and pay for their meal. They learn about what types of food are eaten and at what times of the day.
Materials
Teacher-created vocabulary flash cards with English and Spanish
Overhead projector
Student created menus
Restaurant props such as table, chairs, tablecloth, plastic food, dishes, cups, plastic silverware
Sequence of Activities
1. The teacher introduces and models vocabulary about how to order food in a restaurant, ask for necessary utensils, and pay the check. The teacher gives the students vocabulary on a handout and displays it with the overhead projector.
2. The teacher explains and discusses restaurant etiquette and practices in Mexico in English. The students compare restaurant etiquette in the United States and Mexico.
3. Using the vocabulary phrases introduced above, students gain oral practice by using the new vocabulary and working with a partner to practice ordering food. One student is the client, and one is the waiter. Several pairs model their conversation.
4. The teacher explains the use of estar to describe how food tastes. Using vocabulary flash cards, the teacher introduces descriptive vocabulary such as salado, delicioso, rico, agrio, sabroso, picante.
5. In pairs students practice describing how food tastes using plastic food or food picture cards. Items are placed around the room and students move from one to the other and describe how each one tastes.
6. The teacher explains the assignment to role-play a restaurant scene with a waiter and three customers. The teacher explains the grading rubric to students. The teacher divides the class into groups of three or four chosen randomly.
7. Students take a textbook quiz on restaurant vocabulary phrases. The quiz includes a listening activity, cultural questions, and a writing activity in which students complete a conversation between a waiter and a customer.
8. Students work in groups and plan and write their role-plays.
9. Students present memorized role-plays to the class. Role-plays are graded with the rubric when they are performed.
III: ASSESSMENT PLAN
Students are assessed several times during this scenario. They take three quizzes, as checks to ensure that they have the skills needed to complete the menu and the role-play. The first is a teacher prepared vocabulary quiz after week one in which they will list foods of choice in categories such as five fruits; five breakfast foods or five desserts.
The students take two standard textbook quizzes from Ven conmigo Level 1, Chapter 8. These quizzes test use of food vocabulary and restaurant phrases.
The menu and role-play are graded with rubrics which are given to the students when the projects are assigned.
| En
el restaurante: |
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Criteria |
Points |
Points |
Points |
Use of Vocabulary |
Minimal use of food vocabulary (fewer than 10); few items on the menu; significant spelling errors or English |
Food is not categorized correctly; some spelling errors. |
Correct use of food vocabulary; spelling is usually correct; foods are categorized correctly |
| Pricing in Foreign Currency |
Missing prices or prices don’t logically match items |
Some errors in pricing or value assigned |
Foods are priced in foreign currency with correct symbols; prices match value. |
| Use of Illustrations |
Fewer than 5 illustrations |
5-7 illustrations |
Menu is well illustrated with 8-10+ pictures; neatly presented |
| Creativity |
No theme; little or no organization |
Menu is generic; food is average in variety and appeal |
Type of restaurant and food have a theme |
| Total = __________ / 20 points |
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En el restaurante: |
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Criteria |
1 Point |
3 Points |
5
Points |
Use of Spanish |
Little use of restaurant vocabulary (fewer than 10 items); uses only beginner phrases like sí, hola, and adiós |
Uses restaurant vocabulary with some errors; omits one or more of the required components of an authentic restaurant scene |
Uses restaurant vocabulary correctly, including calling the waiter, discussing the menu, ordering food, calling for the check, and leaving a tip |
| Resolving a problem |
No problem is presented |
There is a problem, but it is not clearly stated or resolved |
Problem is clearly stated and resolved |
| Creativity |
Role-play uses no props, has no theme or story line |
Role-play meets minimal requirements, but is not interesting. Minimal use of props |
Role-play is interesting, fun, and has a plot or theme; props are used well |
| Comprehensibility |
Poor pronunciation or mumbling so as not to be understood; breaks in language patterns; it does not sound natural. |
Some pronunciation errors; voice quality is not expressive but audible |
Good pronunciation; voice expresses pleasure and displeasure; lines are easy for the audience to understand; the language flows naturally |
| Total = __________ / 20 points |
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