Going out to eat, German, Novice Mid
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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
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Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
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Going to a restaurant/ Ins Restaurant gehen - German, Novice Mid
Proficiency Level:
Interpersonal Speaking, Novice Mid
In this lab, students will practice ordering from a menu. Students will also practice posing and answering questions to waiters. Finally, students will engage with the cultural aspects of eating out in a German-speaking country.
Keywords:
restaurant, food, order, waiter, culture
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can order a meal (Novice Low)
- I can understand cultural restaurant etiquette (Novice Mid)
- I can ask for more information about a meal (Novice High)
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2 Students understand and interpret spoken and written language on a variety of topics
Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied
Materials Needed:
Question Cards (Warm up), One set per two students
Restaurant Menu (Main Activity), One per student
Warm-up
Begin by opening the Google Slideshow and introduce the Can Do Statements
1. Today we will talk about going to a restaurant. We will practice how you order something and also how you ask a question about the food. We will also discuss some cultural aspects of the restaurant experience.
Heute besprechen wir wie man ins Restaurant geht. Wir üben wie man etwas bestellt und auch was man fragt, wenn man Fragen über das Essen hat. Wir besprechen auch kulturelle Aspekte der Restaurant Erlebnis.
1. First put the students into pairs and give each pair the question cards
Erst werden wir Partner Gruppe machen.
2. Together, they will work to put these questions in the right order
Zusammen müsst ihr die Karten in der richtigen Reihenfolge stellen.
3. Explain to the students that some of these questions are questions that the waiter would ask and have students put these questions into the most logical position (Multiple answers are correct as long as it is logical ie. they shouldn't be asking to pay before they say how many people they have for a table)
Ein Paar Karten sind auch Fragen, die man als Kellner fragen würde. Es gibt viele Möglichkeiten für die Reihenfolge, aber sie muss Sinn ergeben.
4. Once students have completed the ordering, talk about the ordering of the questions as a group
Wenn ihr die Reihenfolge gestellt haben, werden wir als eine Gruppe die Reihenfolge besprechen.
5. Make sure that all students understand the phrases and words being used in the question cards and clarify any questions that the students have about going to a restaurant
Gibt es noch Fragen zu den Fragen Karten oder der Reihenfolge?
Main Activity
1. Give each student a menu and look over it together as a group. Ask students if they understand or familiar with the offerings on the menu.
Jeder bekommt eine Speisekarte. Gibt es Fragen zu der Speisekarte oder dem Essen?
2. Again in new sets of partners, one student will be the guest and the other will be the waiter or waitress.
Wieder in Partner Gruppen entscheidet wer der Gast sein sollte und wer der Kellner sein sollte.
4. Using the menu, one person pretends as if they are the guest and goes through the questions that they practiced in the warm-up.
Eine Person "bestellt" von der Speisekarte und die andere Person ist der Kellner (oder die Kellnerin). Versucht die Fragen von dem "Warm-up" zu üben.
5. When the "guest" is done ordering and has asked for the bill, the partners can switch roles.
Wenn ihr fertig seid, tauscht die Aufgaben. Der "Gast" ist jetzt der (oder die) Kellner(in). Der/Die Kellner(in) ist jetzt der "Gast"
3. Use this model for an example:
1. (Waiter) How many People are there?
Wie viele sind Sie?
2. There are five of us. (Guest)
Wir sind zu viert.
3. I am allergic to Peanuts. (Guest)
Ich bin allergisch gegen Erdnüsse
4. I would recommend .......... (waiter)
Ich würde ..................... empfehlen
5. I would like ......... (Guest)
Ich möchte (oder hätte gern) .........
Wrap-up
1. Gibt man in deutschsprachige Länder normalerweise Trinkgeld nach dem Essen?
2. Wenn man Wasser in Deutschland bestellt was bekommt man normalerweise?
3. Mögt ihr Sprudelwasser?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!