NOSTT/Projects/Forms 1-3/Spanish/La Comida

Unit 8 - La Comida

Definition

About the unit: In this unit pupils learn to discuss their likes, dislikes and preferences with regard to food and drink. They learn about quantities and devise recipes. New language content: direct object pronouns with things (lo, la, los, las) expressions of quantity tener hambre/sed disjunctive pronoun with preposition, e.g. para mí New contexts: food and drink likes, dislikes and preferences following and preparing recipes buying food restaurant/tapas Christmas food Alternative contexts: comparing; offering opinions about cinema and television choices; clothes; buildings; hobbies. This unit is expected to take 12–15 hours. Where the unit fits in This unit further develops pupils’ understanding of social conventions to do with eating. Designed for the end of the Michaelmas term, it allows some development of the Christmas theme beyond cards and gifts. It looks ahead to the health and lifestyle themes covered in Unit 9 ‘La salud’ and Unit 10 ‘De compras’.

Outcomes

At the end of this unit most pupils will: understand spoken and written descriptions of food and simple recipes, e.g. items in paella; state their preferences for food and drink, including those from different countries; order a meal or tapas for themselves or others from memory, or tell someone what they would like. some pupils will not have made so much progress and will: understand simple spoken and written descriptions of food and recipes; state their preferences for different food and drink; order a meal or tapas for themselves using a menu or other appropriate support. some pupils will have progressed further and will: understand more complex texts about food and health; make comparisons about what is eaten at different mealtimes, both in Trinidad & Tobago and in Latin America, and state their own preferences; respond appropriately to unpredictable elements in spoken language.

Preknowledge

Prior learning It is helpful if pupils already know: radical-changing verbs all persons of tener positive commands constructions with gustar, preferir, interesar time-related words daily routines names of mealtimes and vocabulary for food and drink direct object pronouns for persons

Resources

Resources include: pictures of Latin American/Spanish meals and dishes a Latin American/Spanish recipe book articles about food from Latin American/Spanish magazines sample menus from Latin American/Spanish restaurants PCs, data-handling and text-manipulation software access to the Internet

Portfolio Activity

Out-of-school learning Pupils make a list of any food and drink products they can purchase locally which are of Latin American or Spanish origin. The class produces a list of the products with their Spanish names for display, including a map with the origins marked.

LESSON 1: FOOD AND DRINK

Target Audience: Form 2

Duration of Lesson: 90 minutes

INPUT

1. Pre-Knowledge & Skills Required
   1. Radical-changing verbs
   2. Constructions with gustar and preferir (ie)
   3. Mealtimes
2. Instructional Objectives
3. Lesson Classification
4. Resources
   1. pictures of Latin American/Spanish meals and dishes
   2. PCs, data-handling and text-manipulation software
   3. access to the Internet

PROCESS

1. Teacher Strategy: Instructional Procedures & Activities -

• Revise mealtimes and items of food and drink from unit 3 ‘El horario’.
• Teach the names of various items of food and drink, initially as single nouns and then incorporated into sentences, eg to answer the questions ¿Te gusta la fruta? ¿Te gustan las manzanas? ¿Qué prefieres comer? Try to bring in real items to support vocabulary recognition and learning.
• Make a list of as many words that are similar to English as possible. Then list words that are more difficult to learn. Categorise into masculine, feminine, fruits, vegetables, fast food, etc.
• Revise querer (ie) and check if pupils can remember how to form radical-changing verbs.

1. Student Activities

• name a variety of food items matched to contexts
• learn and practise techniques for memorising

OUTPUT

Assignment

Students must create a slideshow presentation on their favourite food and drinks

1. Follow-up Activities

• Ensure that pupils have opportunities to use them in sentences as soon as possible.
• There is potential for much vocabulary here: fruit, vegetables, ice-cream flavours. Provide opportunities for this type of activity to take place more than once. Emphasise the use of language rather than just acquisition of new vocabulary and break it down into realistic amounts.