German Restaurant/Menu Activity
Please use this template as the foundation for your activity. It will help to ensure that all activities are complete, well organized, and successful.
German Restaurant/Menu Activity 2019 by Cassie Shelton
under license"Creative Commons Attribution-NonCommercial-ShareAlike 4.0"
German Restaurant/Menu Activity, Novice High the Boise State World Languages Resource Center (WLRC) Language Activity Repository The activities provided by the Boise State World Language
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
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.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
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.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
German Restaurant/Menu Activity
Proficiency Level:
Novice High
- Keywords: Restaurant, Menu, Food, Paying Bill
Relevant NCSSFL-ACTFL Can-Do Statements: (SPECIFY THE LEVEL OF THE CAN_DO STATEMENT AFTER EACH ONE)
- I can talk about restaurants and foods in German (novice high)
- I can order food at a restaurant, including items such as drinks, entrees, and desserts (novice high)
- I can ask for the bill/check after I have finished eating (novice mid)
- I can talk about how food tastes (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.
Materials Needed:
- Cards for Play-doh Pictionary (Warm-up)
- Play-doh (Warm-up)
- Timer for Pictionary Game (Warm-up)
- Cafe Flamingo Menus (Main Activity)
- Restaurant Phrase Cards (Main Activity)
Warm-up
1. Print off Pictionary cards, cut up and stack into one deck of cards. Divide students into 2 teams. Students must sculpt the vocabulary word on the card. Students draw cards 1 at a time and must sculpt as many words as they can in 1 minute. The opposing team may guess and steal a point if the team cannot correctly guess what has been sculpted in the allotted time. The team with the most correct guesses (points) wins.
Main Activity
1. Print, cut up and mix up restaurant phrase cards. Give a set of phrase cards to each pair of students.
2. Students will pair off and arrange the restaurant phrase cards in the proper order to simulate a conversation between a waiter and customers.
3. When students are done arranging the restaurant phrases, they should practice the phrases with each other without the phrase strips.
4. Review as a group the correct order and make sure the students understand what each phrase means.
5. Review cultural differences. Cultural Differences:
Tipping--not expected, but up to the customer. Often a tip (Trinkgeld) is rounded up to the next euro on a bill. Water is not free or complimentary--it must be ordered and paid for. Customers must ask for the check. Waiters allow you to take your time with your meal. It is expected that the customer will sit and converse for a while. To get the check, you must get the waiter's attention and ask for the bill.
5. Each student gets a menu. Go over menu items and make sure students understand the vocabulary.
6. Students take turns role playing being the customer and being the waiter. Students should think back and use the restaurant phrase vocabulary they worked with at the beginning of this activity, after the Play-doh warm-up.
Wrap-up
Wrap up Questions:
1. Was trinkst du im Restaurant?
2. Was isst du im Restaurant?
3. Was ist dein Lieblingsgetränk im Restaurant?
4. Wie schmeckt das Essen?
5. Was für Nachtisch bestellst du?
6. Wie viel ist die Rechnung?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
- I can talk about restaurants and foods in German (novice high)
- I can order food at a restaurant, including items such as drinks, entrees, and desserts (novice high)
- I can ask for the bill/check after I have finished eating (novice mid)
- I can talk about how food tastes (novice high)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!