10.1 Vocabulary building pages 88-91
10.2 Revision of food vocabulary pages 88-91
10.3 Revision of food vocabulary pages 88-91
10.1 |
Objectives |
Practice/reinforcement of the language needed for eating out. |
Materials
|
Menus. Task sheets A and B. The task sheets are only given for the people ordering the meals, as the waiter / waitress will need to respond to what is said and basically has the easier task. |
1 Give each pair a menu (either A or B) plus the corresponding task sheet.
2 Having decided who will take the role of waiter first, each pair chooses a scenario and acts it out.
3 They then reverse roles and choose another scenario. On completion, a pair can exchange their menu and task sheet with another pair.
The menus and tasks can also be used in other ways, depending on the size and composition of the group:
1. Everyone sits round a large table and you take the role of waiter / waitress - taking orders, confirming them and answering queries.
2. In groups of four or five, learners sit round several small tables. You take the role of waiter / waitress and take orders, etc. as above. While you interact with one group, the others can invent identities for themselves and exchange information as on a social occasion.
Both the above could be recorded on cassette as evidence of competence for several learners as the situation is much more authentic that a tutor-learner one-to-one interview.
10.2
|
Objective |
Practice / revision of food and drink related vocabulary from this and previous units. |
Materials
|
Shopping list. |
1 Give everyone a copy of the shopping list and ask them to work in pairs to separate the items on it into those suitable for a children's party and those for a parents' barbecue.
2 Then ask them to decide on three additional items for each list.
3 Feedback can include checking the lists and bringing together the additional items.
10.3
|
Objective |
To reinforce learning of food vocabulary. |
Materials |
none |
1 Learners sit in a circle and one person starts by saying Ich nehme and an item of his/her choice from a menu, e.g. Ich nehme Melone mit Schinken. Working clockwise, the next person repeats this and adds an item Ich nehme Melone mit Schinken und Fisch. This continues round the group with everyone adding an item.
2 The person who ends with the very long sentence starts the next round.
Unit 9 activities | What is Talk German? | Checkpoint 3 activities