Verwende die Fotos, um das Essen zu beschreiben und die Leute zu überzeugen, seinen Imbisswagen zu besuchen.

Du kannst Folgendes einschließen:

• eine Beschreibung der Speisen und Getränke

• die Preise

• spezielle Zutaten

• deine Meinung

• ein Vergleich

• weitere Informationen über den Truck (Öffnungszeiten, Standorte, usw.)

• Informationen über das Festival, Gründe, es zu probieren, Fragen, und mehr.

< < < für die Lehrer > > >

Targeted Phrases: You gotta try this one.

Prep:

• Gather lots of pictures to do extra PechaKucha presentations (magazines, internet, your own photos, etc). This could be a homework assignment (bring in 5 photos of anything related to street food: cooks, ingredients, meals, places, etc). 

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.

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.”