Haz una lista de preguntas comunes sobre restaurantes.
– – – para los profes – – –
□ Download the “Matching Q&A” and print 1 set for each pair. Cut apart.
□ Download “Q&A Info Gap.” See instructions below to decide how many to print.
Step 1: Daily Objective
Today students will be able to practice asking and answering questions about food and restaurants.
Question of the day
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 “¿Cuál es tu restaurante favorito?”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.)
Matching Activity
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 their notes. *The 24 hour answer could go with either the open or closed question.
Information Gap Interpersonal Practice
There are 4 different restaurants (A / B / C / D) in the download to assign to different students. The point of this activity is that they need to ask questions to their partner in order to answer their questions because they need that information.
Set up:
Give each student one of the restaurants. So 1/4 of the class will have version A, another 1/4 will have version B, etc.
Give them time individually to look at their restaurant (on the left) and summarize the information on the right side.
Tell them to partner up. If they have an A, find a B partner. If they have a C, find a D partner.
Students will take turns asking questions to their partners in order to find out the basic information about their partner’s restaurant and write it down on their note sheet. They cannot show each other their papers, but can ask as many questions that they want. They may want to know phrases like “repeat” to stay in the target language. For an extra “fun challenge” to this activity, add one of the following:
Next tell them to find a new partner. A partners with C. / B partners with D. Repeat the questions/answers.
One more time, tell them to find a new partner. A partners with D. / B partners with C. Repeat the questions/answers.
Now they should have their sheet completed. See if they have any questions. The images are above in case you want to reference them.
Exit Slip
Remind them of the daily goal. Pick one of the restaurants (A, B, C or D). Click on the image to make it larger.
On a piece of paper, ask them to write their name and 4 questions that they can ask about that restaurant, but DON’T PUT THE ANSWER.
Then tell them to pass the paper to some on the other side of the room. For a little fun, they can wad up the paper and throw it to someone. Then that person has to answer the questions at their proficiency level and write their name. Then you can formatively assess how well they can ask and answer questions.
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.
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Cooking up something fresh!
Use anything you’d like from below. We will be completing this at a later time.
¿Qué quieres saber antes de elegir un lugar para comer?
escenario
¡Hace muy buen tiempo! Elige un lugar con mesas al aire libre.
escenario
Hoy estoy cort@ de dinero, pero tengo mucha hambre. Busco algo rico, rápido y barato
escenario
Tu amigo tiene una primera cita. ¿Adónde debería ir?
escenario
Nadie quiere salir de casa. Busca un lugar con servicio a domicilio.
escenario
Es el cumpleaños de tu amiga y quiere algo sencillo, divertido y quizás dulce.
escenario
El juego acaba de terminar y es tarde. Necesitamos algo para comer que esté abierto hasta tarde y sea fácil de conseguir.
escenario
Tres de tus amigos siguen dietas especiales. Elige un lugar donde puedan encontrar más opciones adecuadas para ellos.
escenario
Tienes un grupo grande de amigos que quieren pizza.
escenario
Quieres invitar a un familiar a desayunar.
Not in Spanish… yet!
www.riddle.com/view/9gfk91zW
¿Cual es el mejor lugar para comer?
¿Por qué?
< < < para el profe > > >
Targeted phrases/words: reasons to go or not, question words, etc
Prep:
□ Download and copy a set of Q&A for pairs (they can cut out or you can)
□ Gather 3 white boards, 3 markers and erasers for each group
Daily Objective
This lesson will give students input about places to eat street foods like small restaurants, food stands, and food trucks. By the end of the class, students should be able give their opinion about the best place to eat (at their proficiency level).
Ask the question to see what information they’d want to know about a place to eat before going. This is teaching them the skill to make predictions to be prepare for new situations in the target language.
Matching Questions + Possible Answers
Give them the first 2 sheets from the “Matching” download. With a partner, they will cut apart the answer strips and match them to the questions. Each question may have more than one answer.
Next go over the answers. Let them check their answers and ask any questions. Remind them that today’s objective is to pick a place to eat. Are there other questions that they want/need to know? Help them with the new phrases that they want to add.
Interpersonal Practice
Have them partner up and get out their reviews from the previous lesson. They will practice asking and answering the questions from the prior matching task about each other’s favorite place to eat.
Scenarios + Graphic Organizer
Put them in small groups of 3-4. Give each group 3 white boards, 3 markers and erasers. Have them use their reviews that they wrote in the previous lesson and/or add in the original reviews for more options.
- Show a scenario for a place to go.
- As a group, they will pick 2 places to compare. Have them note some basic info (name, cuisine, etc.) and some positive “reasons to go” and negative “reasons to not go” about it that relate to the scenario.
- After discussing (in Spanish), they will pick one place that they agree on. Tell them to circle that one on their board.
- Now ask the class which is the best place for that scenario.
- Continue to the next scenario.
If speaking in Spanish is a challenge for them, add the clothes pins “Give me it” game.
Outcome Quiz
This is a fun little quiz to see where they should eat based on their preferences. Show them the link and let them take the quiz. Then discuss what they were recommended. Do they like that option?
www.riddle.com/view/9gfk91zW
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
Create some more detailed scenarios or profiles to change which place would be best.
Have them look for real places on Yelp or Expedia in Spanish.
My students have looooved this unit! We have done a food truck in the past and it is coming again in two weeks and it goes so perfectly with this unit. Great ideas.
Glad you’re enjoying it! Street food is easy to love – especially when they actually get to order, eat and enjoy it themselves! What kind of foods will your food truck serve?
Hello! Do you ask them to brainstorm in English or Spanish when they come up with a list? If you do it in Spanish, how to you prompt them? Thanks!
Hi Caitlin! I would lead the brainstorming in Spanish. This was a perfect time for them to practice their circumlocution skills and I would fill in the missing words. So if they did not know “price,” I’d expect them to say something like “dinero, para la comida, dólar/peso.” You could also give them some time to chat with a partner and come up with a list too. I’ll a question in Spanish to prompt them. Another option – you could show the answers and ask them to pick/discuss which one in the most important factor.
For the matching Q&A part, there are four answers (Está abierto los martes. Cierra a las once por la noche. Para beber, tiene refrescos. Tiene comida callejera peruana.) that are missing from the answers provided on the website. I would also move the open 24 hours one to the question about when it is open, rather than when is it closed.
Sorry Lisa. Let me give this a complete update today. When are you teaching it?
I have it all updated now. I put the 24 hours in between the open and closed questions. I could see how it could be an answer for either one.