Student Activities for Food and Restaurant Vocabulary Include:
Restaurant and food vocabulary is one of a new Spanish student’s first large vocabulary lessons. In mastering this vocabulary and set of expressions, students will be taking a significant step towards feeling self-sufficient in Spanish-speaking environments. The following storyboard activities model creative methods of encouraging students to interrelate new vocabulary and verbs.
Food and Restaurant Vocabulary Lesson Plans, Student Activities and Graphic Organizers
Restaurant Spanish Vocabulary - Food
Often, students are asked to memorize a long list of vocabulary without contextualizing it. Although this approach is usually taken to expedite learning, students typically need to use and think about new terms in context in order to retain the new vocabulary. This storyboard focuses on using common, food vocabulary in relation to appropriate verbs, time expressions, and other useful expressions.
Have students create a spider map storyboard with one word in the middle like “breakfast”, “dinner”, “drinks”, “food”, etc and then build cells around it that relate. Each surrounding cell should focus on a vocabulary word or two that the student has placed in the context of a sentence. Push students to vary their sentences and to use further description like time of day, frequency, or reasons why.
|COMMON FOOD VOCABULARY
Restaurant - Spanish Expressions in Context
Due to their length and overlap with new grammar structures, Spanish expressions are typically more challenging for students to recall and use than other vocabulary. Designing projects and activities so that students are forced to recall the expressions and fit them appropriately into context will help students recall them in real life situations. This storyboard requires the student to think about what certain Spanish expressions mean and when they might be used.
Have students create a storyboard that relates a short narrative in a restaurant. The storyboard should focus on using restaurant expressions in context. Instruct students to provide the translation of selected expressions above each cell. For further advancement, have students write a sentence describing the action below each cell.
|faltar; me falta; te falta
||to need/be missing; I need; You need
||Will you bring me…?
||I will bring you…
||I would like
|De plato principal; De postre
||For the main dish; For dessert
Food - Spanish Verbs in Context
In order to retain Spanish vocabulary and make verb conjugation more natural, especially regarding boot verbs, students must use and think about these new verbs in context. This storyboard focuses on using verbs commonly encountered when discussing food or when ordering in a restaurant. Students must also relate the verbs to other learned vocabulary and think about the use of infinitives.
Have students create a storyboard where various characters feel they should eat or order a certain item, but they prefer to order something else. In their last sentence, the characters state what they want. Variations could include different verbs, such as traer, stating what the waiter brings. To practice other forms besides the yo form, instruct students to have cells targeting other subject pronouns.
Have students present their characters, giving an oral presentation that includes some background. Students could include personality traits, habits, or statements about what the character likes or dislikes. Students could also use the future tense to say what will happen.
|COMMON RESTAURANT/FOOD VERBS
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