Welche Straßenessen sind beliebt?
Welches scheint, das Leckerste zu sein?
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Targeted Phrases: It’s popular in, The ingredients are, It seems _ to me.
- Download and print sheets for the students. See directions below to know how many and which ones to print.
Introduce the daily objective. See if they can figure it out. Help them by using cognates, actions, or props.
See what they think to start the conversation and activate prior knowledge. Ask the class to share their thoughts.
Model Street Food Research with form
Show them how you would look for information if you didn’t know anything about “Currywurst.”
First, is it a food or a drink? Google it and click images – easy to find out! Scroll through the images so they get an idea of what it is.
See if there are videos on YouTube. Show them how you search in the target language.
Then, go to the wikipedia page to find out the main ingredients and where it is popular.
If you hover your mouse over the form, it will show you a completed example.
In the download there is a blank “single” form. Give one of those to each student (or pairs). Assign them a street food to research. During the partner share time, they are only talking about the one that they researched.
Bretzel, Schorle, Nusstorte, Bratwurst, Flammkuchen, Spezi, Schnitzel, Bratkartoffeln, Rösti, Maroni, Schnitzelsemmel, Leberkäse, Apfelstrudel, Kißa, Kartoffelpuffer.
Now give students the other download.
Give them a few minutes to to tell their partner about the food/drink that they looked up. Tell them to find another partner and repeat once they get the information. Do this until they have completed their forms.
Encourage them to stay in the target language during this time.
The download includes three different lists that have 5 street foods/drinks on each one. Give 1/3 of the class one of the lists, another 1/3 the second one, and the other 1/3 the third list. This makes it where they are not all researching the same things. Then group them by 3’s (each has a different part of the list).
There are links if you want them to read to find the information instead of researching/speaking.
There’s a bit of extra space on the sheet if they want to draw a picture or put other information.
There’s also a version of the form without any names so you can use in other ways.
Optional: Street Food Videos
Show a few minutes of each video to give students a closer look at some of the foods they just researched. It’s awesome to see the ingredients, how it’s prepared, and the hands that made it (and have been preparing them for years).
Check for learning: Trivia
First, put them with a partner give them 4 notecards (or tear a paper in fourths). They will write one trivia question on each card. Show the example. To get a variety of questions, you can assign a different food to each pair. Adjust this to do groups if you prefer. This is also good practice for them to learn how to write questions.
Collect all the cards.
Then create teams by grouping up students with opposite lists of street food. (Teams of 2 or 4 work well).
Ask a question and read the possible answers. They write the answers on dry-erase boards or you can set it up like trivia nights (they write it down and bring it up to you). They can use their notes during the game for help if they need it!
Adapt this however you want!
Check for Learning
Mark/stamp their objective sheets if they can accomplish the lesson objective at their proficiency level.