Let’s Eat!

BAFLP Seminar 2

We BAFLP for languages

Hélène Chan & Sally Mearns

Let’s Eat: A 5 Step lesson sequence
Functions:
Content:
Language Learning Continuum: Stage I
Setting the stage:
Comprehensible input:
Checks for understanding:
Comprehensible input:
Checks for understanding:
Guided practice:
Application and Extension:
Expressing likes and dislikes, preferences
Food, meals
Pictures and menus on wall (Find authentic menus from files or on
internet)
Video: Paso a Paso, Capítulo 4
Introduce vocabulary using shopping bag, food items, pictures.
Yes or no? (“Is this an orange?”)
Either/or? (“Is this a chicken or an egg?”)
Pass out food items and pictures Then say “Who has the …?”,
“Show me the …”
“O’s & X’s” (Show “O” for “yes” and “X” for “no”)
Present Me gusta, Me gustan, using pictures of foods
“Magic Paper” (Papel Mágico / Papier Magique) (Page protectors
with card stock + white board markers) Students write Me gusta and
No me gusta on one side and Me gustan and No me gustan on the
other. As foods are mentioned, they show the correct side depending
on whether the item is singular or plural and whether or not they
like it.
Flyswatter Game: Show pictures on overhead or post on board.
First one to hit picture with flyswatter wins point for team.
Song: Bistec (Sing, Dance, and Eat Tacos)
Students hold up pictures when they hear the food item mentioned
in the song.
Partner activity: Students have packet of pictures of food.
Participants ask each other “Do you like ____ in your taco?”
Pictures should have enough variety to give students room to show
differences of opinion. A few unusual items (ice cream, etc.) keep
them paying attention and interested.
Mingling: Students each have a toy food item. They ask each other
if they like the item. Then they trade and go talk to someone else.
Writing activities: Multiple choice, fill-in-the-blank (Examples
from Paso a Paso, Capítulo 4)
Partner activity: What do you like to eat?
Food Bingo: (Commercial bingo games or make your own using
Word Bingo, etc.)
Mini-Detective: “Pretend that your favorite food is …”
Listening: Fast food orders Paso a Paso, Capítulo 4, Actividad 4.1)
Paper plate activity:
1
 PROPS: One large paper plate per student, markers or magazines to
cut up
PROCEDURE: Have students illustrate their paper plates with
drawings or pictures of at least five food items for one meal of the
day (breakfast, lunch or dinner). They should write their names on
the back of the plate. Then in small groups or in pairs, students take
turns telling what they have for the particular meal.
Follow-up: Collect the plates and redistribute them so that each
student has another student’s plate. Then have them write what this
person is having and share with the class. For example: Alice has
fish, rice and peas. For dessert, she has strawberries and ice cream,
and she drinks mineral water. Hélène Chan
Tortillas: (or any other simple target culture recipe) Students make
tortillas in class
Project: Let’s Open a Restaurant
Evaluation: Restaurant Skit
Speaking proficiency: Healthy foods (Imagine that you are
speaking to your health class about the importance of eating well.
Tell your class what foods you should or should not eat and explain
why).
Writing Proficiency: Letter to Argentina (I am a foreign exchange
student from Argentina who will be living with you next year, and I
know little about what you typically eat or drink for breakfast,
lunch, or dinner in the United States. Write me a letter telling me
what you and others eat in the United. Then ask me some questions
about what I like or don't like to eat.
(Your grade will be based on: comprehensibility and
appropriateness of your response, the quantity of information and
ideas expressed, correctness of language used, including vocabulary,
structures and spelling, and risk-taking, including variety and
creativity of expression; willingness to elaborate or explain.)
Paso a Paso 1

2
3
4
5
Royal

6
 ¡Bistec!
¡Bistec! . . . ¡Bistec!
¡Quiero, Quiero . . . Quiero el bistec!
¡Oh, no, no, no no el bistec !
Los frijoles, la ensalada . . . Las tortillas, y el chile . . .
Los frijoles, la ensalada . . . Las tortillas, y el postre . . .
Helado de chocolate, flan . . . Galletas, y bombones . . .
¡Hic! . . .

¡Bistec! . . . ¡Bistec!
¡Quiero, Quiero . . . Quiero el bistec!
¡Oh, no, no, no no el bistec !
Los frijoles, la ensalada . . . Las tortillas, y el chile . . .
Los frijoles, la ensalada . . . Las tortillas, y el postre . . .
Helado de chocolate, flan . . . Galletas, y bombones . . .
¡Hic! . . .

Sing, Dance and Eat Tacos

7
What do you like to eat?
Student A
What do you like to eat? What does your partner prefer? Write your answers on line A. Then ask
your partner the same questions and write his or her answers on line B.
1. What do you prefer to eat, steak, chicken or fish?
A.
B.
2. What do you prefer to drink, coffee, tea or orange juice?
A.
B.
3. What do you like most, breakfast, lunch or dinner?
A.
B.
4. What do you prefer, bread, rice or baked potatoes?
A.
B.
5. What do you prefer, bananas, grapes or apples?
A.
B.
6. What do you like most, vegetables, fruit or sandwiches?
A.
B.
7. What do you like most, French fries, baked potatoes or green vegetables?
A.
B.
8. What do like most for breakfast, eggs, toast or cereal?
A.
B.
Adapted from Paso a Paso 1

78
What do you like to eat?
Student B
What do you like to eat? What does your partner prefer? Write your answers on line A. Then ask
your partner the same questions and write his or her answers on line B.
1. What do you prefer vegetable soup, chicken soup or tomato soup?
A.
B.
2. What do you prefer to drink, water, lemonade or a soft drink?
A.
B.
3. What do prefer for breakfast, corn flakes, waffles or bananas?
A.
B.
4. What do you prefer to drink, iced tea, milk or tomato juice?
A.
B.
5. What do you like most, hamburgers, ham sandwiches or tuna sandwiches?
A.
B.
6. What do you like most, peas, green beans or carrots?
A.
B.
7. What do you like most, tomatoes, onions, or potatoes?
A.
B.
8. What do like most for lunch, soup, salads or sandwiches?
A.
B.
Adapted from Paso a Paso 1

79
Mini-Detective
In Mini-Detective, students are given one answer and four questions. To find answers to their questions,
they must ask other students. They only answer that students are allowed to use is the one given on their
Mini-Detective game sheet.
To complete the activity, students move around the room, taking turns asking one questions at a time of
other students until finding all four answers. Each of the four answers will be given by a different
sudden. When students find someone who has an answer, they write the name of that student on 6the
activity sheet.
To play, students try to find all four answers in a given period of time. During the activity, students
should use target language questions and answers. Those who use English are disqualified. Also,
students should ask and listen to answers, not read each others’ game sheets.
Here are examples of Mini-Detective games. In class, of course, forms are in the target language.
MINI-DETECTIVE MINI-DETECTIVE
Pretend that your favorite color is red. Search Pretend that your favorite food is candy. Search
for classmates whose favorite color is: for classmates whose favorite color is:
yellow pizza
orange apples
pink chicken
white spaghetti

Students might ask, “Is yellow your favorite color?” or “What is your favorite color?”
To prepare your detective game
First prepare a numbered list of the items that you want to use. You might list sports, for example: #1-
football; #2-basketball; #3-baseball; #4-soccer; #5-tennis; #6-ice skating; #7-boxing; #8-swimming; #9;
gymnastics; #10-volleyball.
Then type the Mini-Detective game sheets following the model. Using the 10-item key below with the
sports as the content, student #1 would have the answer #1 (football), and the questions #2 (basketball),
#3 (baseball), #7 (boxing), and #10 (volleyball). Student #6 would have answer #6 (ice skating) and
questions #7 (boxing), #8 (swimming), #2 (basketball), and #5 (tennis).
Here are the master codes for three Mini-Detective games.
Mini-Detective: 10 items Mini-Detective: 12 items Mini-Detective: 15 items
1) 2 3 7 10 1) 2 4 5 10 1) 2 5 6 11
2) 3 4 8 1 2) 3 5 6 11 2) 3 6 7 12
3) 4 5 9 2 3) 4 6 7 12 3) 4 7 8 13
4) 5 6 10 3 4) 5 7 8 1 4) 5 8 9 14
5) 6 7 1 4 5) 6 8 9 2 5) 6 9 10 15
6) 7 8 2 5 6) 7 9 10 3 6) 7 10 11 1
7) 8 9 3 6 7) 8 10 11 4 7) 8 11 12 2
8) 9 10 4 7 8) 9 11 12 5 8) 9 12 13 3
9) 10 1 5 8 9) 10 12 1 6 9) 10 13 14 4
10) 1 2 6 9 10) 11 1 2 7 10) 11 14 15 5
11) 12 2 3 8 11) 12 15 1 6
12) 1 3 4 9 12) 13 1 2 7
13) 14 2 3 8
14) 15 3 4 9
15) 1 4 5 10
Barbara Snyder, Interactive Activities
10
Mini-Detective

MINI-DETECTIVE #1 MINI-DETECTIVE #6
Pretend that your favorite food is Pretend that your favorite food is
chocolate. Search for classmates hamburger. Search for classmates
whose favorite food is whose favorite food is
Pizza: Apple:
Cake: Sushi:
Apple: Pizza:
Onigiri (rice ball): Spaghetti:

MINI-DETECTIVE #2 MINI-DETECTIVE #7
Pretend that your favorite food is Pretend that your favorite food is
pizza. Search for classmates whose apple. Search for classmates whose
favorite food is favorite food is
Ice cream: Mochi:
Cake: Sushi:
Chocolate: Cake:
Sushi: Hamburger:

MINI-DETECTIVE #3 MINI-DETECTIVE #8
Pretend that your favorite food is Pretend that your favorite food is
cake. Search for classmates whose sushi. Search for classmates whose
favorite food is favorite food is
Ice cream: Mochi:
Spaghetti: Onigiri (rice ball):
Mochi: Ice cream:
Pizza: Apple:

11
MINI-DETECTIVE #4 MINI-DETECTIVE #9
Pretend that your favorite food is ice Pretend that your favorite food is
cream. Search for classmates whose mochi. Search for classmates whose
favorite food is favorite food is
Spaghetti: Chocolate:
Hamburger: Onigiri (rice ball):
Onigiri (rice ball): Spaghetti:
Cake: Sushi:

MINI-DETECTIVE #5 MINI-DETECTIVE #10

Pretend that your favorite food is Pretend that your favorite food is
spaghetti. Search for classmates onigiri (rice ball). Search for
whose favorite food is classmates whose favorite food is
Apple: Chocolate:
Hamburger: Pizza:
Chocolate: Hamburger:
Ice cream: Mochi:

Created by Junko Tananka, Clarendon Alternative School

12
 Tortillas de Harina

Ingredientes: 2 tazas de harina

1 1/2 cucharita de levadura

Royal

3/4 cucharita de sal

1/4 taza de manteca Crisco

3/4 taza de agua tibia

1. Pon la harina la levadura Royal

y la sal en un bol mediano
, .

Mezcla bien
. .

2. Con las manos, añade la manteca Crisco a los ingredientes secos hasta

Harina

que se parezca a la harina de maíz.

.

3. Añade 1/2 taza de agua y mezcla bien. Si está demasiado

seco , añade un poco más agua.
s

13
4. Amasa la masa uno o dos minutos . Envuelve en plástico por

10 minutos .

5. Forma unas bolitas con las manos

.

6. Estira las bolitas con un rodillo en una tabla para

hacer una forma redonda .

7. Pon la tortilla en una sartén o

plancha caliente Cuando esté dorada , ponla al revés con

.

una espátula
.

Quesadillas

Ralla un poco de queso y ponlo en la tortilla caliente.

Añade un poco de salsa.

14
Let’s Open a Restaurant
You and your partners are going into the restaurant business. To have a suc-
cessful operation, you must plan carefully. Some of the aspects you must con-
sider are:
• What type of restaurant will it be? (Fast food? Fine dining? Ethnic?)
• Where will it be located? (Downtown? Country? School? Beach resort?)
• What will the name be?
• What kinds of food will be served? Find some appropriate recipes and de-
cide on a house specialty. Then create an attractive menu with prices (in
the appropriate currency, of course).
• Design the décor and ambience. (Furniture, art, background music,
china)
• Decide what employees you will need to hire. Conduct interviews.
• Create an advertising campaign. This should include a flyer and a video-
taped commercial.
• Create a list of the food supplies you’ll need to order. (Don’t forget to use
the metric system!)
• Decorate the classroom and set the tables.
• Prepare at least one dish and serve your hungry customers.

(This activity was shamelessly adapted from a flyer for a

new series of workbooks from National Textbook Compa-
ny, available in French, Spanish and German.)

15
 Restaurant Skit
Final Project
Criteria Great (4) Good (3) Fair (2) Poor (1)
Volume of Voice projection, Audible but room for Barely audible Not audible, not
voice/Clarity volume, clarity improvement clear enough to
excellent evaluate
Pronunciation/ Accurate, smooth Understandable with Some errors, Poor pronunciation,
Fluency delivery few errors, fairly Unnatural pauses halting, hesitant and
smooth long gaps
Comprehensibility Easily understood Most Difficult to Incomprehensible
parts understood understand
Language All requirements met More than 8 5-7 requirements Fewer than 5
16

requirements requirements
Team Work Excellent teamwork, Occasional gaps in Several gaps, low Numerous gaps, looks
lively, enthusiastic timing, good overall energy confused
Content and Excellent, all parts Good organization Fair organization, Poor, doesn’t make
Organization with great but needs some sense, no
organization improvements organization
Props Big and clear, easy to Big and clear, easy to Big but not so clear, Hard to see, poor
see, very effective, see, effective not effective quality, not effective
set the mood

Requirements: 1. No English 6. Placing order

2. At least 10 food items 7. Conversation while waiting for food
3. Like/don’t like structure 8. Comparing food items (I prefer...)
4. Inviting a friend to eat 9.
5. Taking order 10.
 Bruschetta

Ingredients:

1” Slices of Ciabatta or Pugliese bread

Extra-virgin olive oil
Garlic
Salt
Pepper

Optional ingredients:
Chopped tomatoes dressed with olive oil
Fresh chopped basil

Preparation:

Slice bread and toast it either on a grill or in a toaster oven.

Rub some garlic on each slice
Pour a little olive oil on each slice
Add a little salt and pepper to your liking
Optional:
Add on each slice one tablespoon of a mixture of chopped tomatoes and basil dressed
with a little olive oil, salt, and pepper.

Buon appetito!