What makes a “good” food truck?
There is a local food truck called “Favorite Burger” with typical American foods made by Michael. He needs help to get new customers.
Use the photos to describe the food and convince people to visit his food truck.
You can include:
a description of the food and drinks
the prices
special ingredients
your opinion
a comparison
more information about the truck (opening times, locations, etc.), information about the festival, reasons to try it, questions, and more.
Convince your friends to try Mikael’s food truck.
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Hello English Teachers!
We are currently building this lesson. Above we have put what we already have to you can use it now. Below are some things that we are needing so we can make it a complete lesson. Add any of these to the comments below, plus we’d love to know any cultural points we should add.
Pictures in the PechaKucha still need changed.
Daily Objective
Introduce the daily objective. See if they can figure it out. Help them by using cognates, actions, or props.
Today students will be able to use their language skills and knowledge of street foods to work in the food industry.
Video – Food Truck Festival
Possible follow-up questions: Where is this festival? When? What other info did they hear? Has anyone been to a food festival? Where?
Pecha Kucha
Set the Scene
Show the scenario and read through it with them.
What do they know how to do?
These are some things they have been talking about during lessons in this unit. Give them a few minutes and have them try to write phrases or sentences about each of these promts. Stuck? Forget a word? Encourage them to look it up!
Explain the “Practice Pecha Kucha” + Try it out!
Traditional Pecha Kucha require 20 pictures x 20 seconds each = 6 mins 40 seconds
That is a long presentation for most language classes, so instead, here are two shorter options that allow students to get on the spot speaking practice:
1.) Mini-Pecha Kucha: Pair students up. Have them talk over 5 pictures x 20 seconds each. At the end, have them reflect with a partner. What was hard? What words did they wish they knew? Then have the other partner do their 5 pictures x 20 seconds each.
2.) Back and forth: Pair up and each try to use what they know to talk about each picture that comes up. Use a timer to track 20 seconds, and when time is up alert them (bell, buzzer, beeper) and scroll to the next photo. Then, the other partner jumps in for the next 20 seconds. Do 3 pictures each and let them stop and reflect. What words/phrases did they need? What phrase did their partner use that they wanted to question? Then do another round of 3 pictures each.
This is practice – but it will really help prepare them for the interpersonal prompt on assessment day.
Check for Learning
Mark/stamp their objective sheets if they can accomplish the lesson objective at their proficiency level.
Mark their “Objective Sheets” if they can do it at their proficiency target.
Remind them to be working on their “Experiences,” especially if one relates to this objective.
If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.
Extension Ideas
1.) Have students find any five pictures that connect with this same street food scenario and record a video encouraging others to visit another food truck.
2.) Invite a native speaker to do an on-the-spot Pecha Kucha with the street food scenario for the class. What words/phrases do they use to persuade, describe, or explain?
Reference any relevant options on the “Experiences/Homework Sheet.”
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