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Today students will be reviewing the main objectives from the unit, with a mix of all modes and skills about streetfoods and places to eat.

Adjust this day to be whatever they need.

Let them reflect on their own progress. Can they complete these objectives at their proficiency target? They can check them off if they think they can do it.

Objectives in a Bucket

Cut apart the unit objectives. Put them in a bucket or another container (maybe a to-go box or something food related).

They draw one out and do it at their proficiency target. The other group members help out by telling them what else they could add.

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!

Put their trivia questions in a bucket if they are already made.

Suggestion: Use AI to write these. Here’s an example using this prompt: “10 domande di trivia sulla pizza in italiano livello Novice High (frasi semplici e chiare)”:

1. Qual è il nome della pizza famosa con mozzarella, pomodoro e basilico?
2. In quale paese nasce la pizza moderna?
3. Qual è l’ingrediente principale della pizza Margherita?
4. La pizza si cuoce di solito in un forno elettrico o in un forno a legna?
5. Quale città italiana è famosa per la pizza napoletana?
6. La pizza quattro formaggi ha carne o no?
7. Come si chiama la pizza con pomodoro, mozzarella e acciughe?
8. La pizza calzone è aperta o chiusa?
9. Quale ingrediente si trova nella pizza capricciosa: olive o ananas?
10. In Italia, la pizza si mangia più spesso con le mani o con la forchetta?

What questions can they come up with?

Note: Asking original questions is more of an intermediate skill. They may have memorized phrases that help them ask more novice questions like “What is your favorite?”so it’s okay if they have errors right now as they try to create with the language. They will see lots of examples of questions today so they can get more input of verbs and word order and you can work on those issues over time.

Give them the first 2 sheets from the “Matching” download. With a partner, they will cut apart the strips and match the questions with their possible answers. Each question may have more than one answer.

Next show the images with the answers. Let them check their answers and ask any questions. See if there are new phrases that they want to add to the notes.

This is similar to the game “Taboo” where they have to describe something to their team.

Read the link below for setup and adaptations.

Pick one of the assessments that you are not going to use. Let them practice by answering it and self-assessing.

Put a bunch of photos/pictures that relate to food, has people, places, and actions. They will create stories using the photos.

You will sit at this station. They will come over and show you their evidence for completing their “Experiences.”

Do this as a station or this would make a good wrap up to the class.

Show the essential questions. They will give 3 examples of what they’ve learned that would answer them. Model for them what you expect. Do this in their L1 or target language.

Remind them that there will be an assessment tomorrow.

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