ALEX Learning Activity

  

Restaurant Virtual Visit, Review, and Conversation - Phase 3

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: 2030
Title:
Restaurant Virtual Visit, Review, and Conversation - Phase 3
Digital Tool/Resource:
Augustiner am Dom
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
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Greet and leave people in a polite way.

b. Exchange basic information about self and others.

c. Exchange basic information about their everyday lives.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Novice Mid Level
Students:
  • greet and leave people in a polite way.
  • introduce themselves and others.
  • answer a variety of simple questions.
  • make some simple statements in a conversation.
  • ask simple questions.
  • list basic descriptions about themselves and people they know.
  • list basic information about their everyday life.

Novice High Level
Students:
  • exchange some personal information.
  • exchange information using texts, graphs, or pictures.
  • ask for and give sample directions.
  • make plans with others.
Performance Descriptors:
Knowledge:
Students know:
  • culturally appropriate ways to greet and leave others.
  • how to introduce themselves and provide basic information.
  • question words and how to recognize them in conversation.
  • how to describe themselves in first person.
  • how to describe others in third person.
Skills:
Students are able to:
Novice Mid Level
  • use basic greetings.
  • introduce themselves.
  • respond to yes/no questions.
  • respond to either or questions.
  • answer who, what, when where.

Novice High Level students are able to:
  • use basic greetings.
  • introduce themselves.
  • respond to yes/no questions.
  • respond to either or questions.
  • answer who, what, when where.
  • say age.
  • say what one likes/dislikes.
  • talk about places.
  • talk about times and dates.
  • 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 ask and answer questions about a virtual restaurant visit in original sentences with details in the target language, describing and giving their opinions on its atmosphere, service, food and drink items, and prices.

    *Students can recommend a restaurant and food and drink items in the target culture in writing in the target language.

      Strategies, Preparations and Variations  
    Phase:
    After/Explain/Elaborate
    Activity:

    Phase 3: Partner Conversation

    *After visiting a target language website for a restaurant in the target culture, students will practice discussing the following aspects of their virtual restaurant visit with a classmate who visited a different restaurant: name of restaurant, atmosphere, service, food, drink, prices, and whether they recommend the restaurant. They should practice asking and answering questions on each topic. Students should also practice responding to their partners with natural interjections and follow-up questions to show understanding and ability to keep the conversation going.

    *Once students are ready, they should be placed with a new classmate (who also visited a different restaurant) to have an unrehearsed conversation about their mutual restaurant experiences and record their conversation for an interpersonal speaking assessment. Students may use Voice Memos on their phones or another recording software or website.  

    *Students will conduct and record their conversation, asking and answering questions about each required aspect (name of the restaurant, service, atmosphere, food, drink, prices, and recommendation). Students will turn in their recordings for the teacher to assess.

    Assessment Strategies:

    *Formally assess whether students are able to ask and answer questions about each required aspect of the restaurant visit in a conversation, utilizing a rubric that checks off each required topic and measures whether a student is speaking at the Novice-Mid, Novice High, or Intermediate Low proficiency level.

    *Formally assess whether students’ speech in the recording is comprehensible, or whether errors in grammar and pronunciation impede comprehension, utilizing a rubric that measures whether a students’ fluency and grammar structure are at the Novice-Mid, Novice High, or Intermediate Low proficiency level.


    Advanced Preparation:

    Teachers should:

    *View all 3 phases of this lesson. (See https://alex.state.al.us/learningasset_view.php?asset_id=2005 & https://alex.state.al.us/learningasset_view.php?asset_id=2029)

    *create a list of restaurant website links for students to choose from. German examples:

    www.augustineramdom.de 

    www.der-pschorr.de

    www.diemetzgerei.at

    www.cafe-fraeulein.de

    www.bieberbau-berlin.de

    www.hamburgerei.de

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