ALEX Learning Activity

  

Restaurant Virtual Visit, Review, and Conversation - Phase 1

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Laura Buder
System:Vestavia Hills City
School:Vestavia Hills High School
  General Activity Information  
Activity ID: 2005
Title:
Restaurant Virtual Visit, Review, and Conversation - Phase 1
Digital Tool/Resource:
Target Language Restaurant Websites
Web Address – URL:
Overview:

Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 phases, uploaded as separate learning activities.)

This activity was created as a result of the World Languages COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level I
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • understand a few courtesy phrases when spoken.
  • recognize and sometimes understand basic information in words and phrases that they have memorized. recognize and sometimes understand words and phrases that they have learned for specific purposes. recognize words, phrases, and characters with the help of visuals. recognize words, phrases, and characters when they associate them with things they already know.

Novice High Level
Students:
  • sometimes understand written and oral simple questions or statements on familiar topics.
  • understand simple written and oral information when presented with pictures and graphs. sometimes understand the main topic of conversations that they overhear. sometimes understand the main idea of published materials. understand simple everyday notices in public places on topics that are familiar to them.
Performance Descriptors:
Knowledge:
Students know:
  • how to recognize the difference between a question and a statement.
  • how to identify who is speaking.
  • how to identify who is being spoken to.
  • how to recognize the topic being discussed.
  • how to rely on pictures, graphs, or charts to aid in comprehension.
Skills:
Students are able to:
Novice Mid Level
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
Novice High Level students are able to:
  • identify the key idea presented by a speaker or published work on a familiar topic.
  • differentiate between questions and statements.
  • gather basic information from graphs, charts and pictures.
  • rely on background knowledge to aid in comprehension of difficult or new words.
  • recognize characters and punctuation marks that are unique to the target language.
  • locate places on a map.
  • identify purpose of a brochure/advertisement.
Understanding:
Students understand that:
Novice Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Students understand that:
Novice High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

Unpacked Content
Goals:
Culture
Modes Of Communication:
presentational
Evidence Of Student Attainment:
Students:
  • identify tangible products unique to the target culture.
  • list key cultural products such as paintings, songs, and dances.
  • recognize cultural products referenced in audio and written the target language recources.
Performance Descriptors:
Knowledge:
Students know:
  • the tangible products that are important to their life and culture.
  • the tangible products that are important to the target language life and culture.
Skills:
Students are able to:
Novice Mid Level
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
Novice High Level
Students are able to:
  • list common target language cultural products such as paintings, songs, and foods.
  • watch video clips or music videos and identify cultural products.
  • describe basic craft products from target language countries.
  • investigate the relationship between cultural products and perspectives.
Understanding:
Students understand that:
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level I
11) Identify opportunities to use the target language beyond the classroom environment.

a. Plan real or imaginary travel.

b. Attend or view cultural events in person or virtually.

Unpacked Content
Goals:
Communities
Modes Of Communication:
interpersonal & presentational
Evidence Of Student Attainment:
Students:
  • participate in and plan real or imaginary travel to the target language locations.
  • recognize how to apply for a passport and complete other travel documents.
  • particpate in and explore cultural events in person or virtually.
  • recognize and evaluate tools that make real and/or virtual exploration of the target language possible.
Performance Descriptors:
Knowledge:
Students know:
  • the locations of the target language specific countries.
  • the key attractions within the target language specific countries.
  • the key celebrations within the target language specific countries.
Skills:
Students are able to:
Novice Mid Level
  • access important travel documents and safety information online.
  • use physical and online resources to identify and participate in celebrations within the target language countries.
Novice High Level
Students are able to:
  • access important travel documents and safety information online.
  • use online resources to evaluate hotels and attractions within target language countries.
  • use physical and online resources to identify and participate in celebrations within the target language countries.
Understanding:
Students understand that:
  • the target language is used around the world every day in many different contexts.
  • the target language can help one better understand the world around them.
  • the study of world languages expands one's opportunities.
  • language is a tool to connect with the world.
  • other understandings will depend on theme being taught.
Learning Objectives:

*Students can read and interpret words, phrases and simple sentences on a restaurant website and menu in the target language.

*Students can interpret visual and auditory cues to navigate a target language restaurant website.

*Students can identify several basic food and drink items and some regional food and drink items on a target language menu.

*Students can identify basic restaurant information, such as opening hours and pricing.

*Students can choose food and drink items available in the target culture that appeal to them.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

Phase 1: Virtual Restaurant Visit

*The students will be given a variety of options for restaurants in target culture to visit virtually.

*Students will visit the target language website for the restaurant and find basic information for the restaurant, such as opening hours, location and transportation to it.

*Students will find the target language menu on the restaurant website and choose items to eat and drink with prices.

*Students will explore the website further and imagine what a visit to the restaurant would be like and the overall atmosphere and service the restaurant would provide.  

*Students will record this information in the target language on the virtual restaurant visit handout.

*Students will move on to Phase 2 of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2029)

Assessment Strategies:

Informally assess whether the students are able to read and interpret basic information from the target language restaurant website, using context clues, cognates, and prior learned vocabulary by checking for completion of the virtual visit handout.


Advanced Preparation:

Teachers should:

*View all 3 phases of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2029https://alex.state.al.us/learningasset_view.php?asset_id=2030)

*Create a list of restaurant website links for students to choose from.

*Choose optimal student partners or groups of 3.

*Create a handout of instructions for the virtual visit, written review, and conversation.

*Create rubrics to assess the proficiency level of the written review and the conversation.

*Choose a software or website for students to use to record themselves.

 

Variation Tips (optional):

Teachers could have students perform an unrehearsed dialogue as if they are actually visiting their restaurant, providing students with printed menus for their restaurants and having some students play the role of the wait staff. The students could then write their review based on this experience.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: