food

-Students were given sentences on the board to correct, using the verbs “comer”, “beber”, and “querer”. If you missed class, practice with these verbs at home by creating at least two sentences with each verb.
-We went over the last quiz (on transportation/time) together and reviewed mistakes that were made.
-We went over the homework from Friday together (see attachment for correct answers for homework).
-Students were told there will be a quiz this Friday (12/9) over food, drink, and restaurant vocabulary. This will include the different conjugations for the verbs “comer”, “beber”, and “querer”. Students should study the vocabulary sheets they have been given (see previous lessons for attachments)
-Students were also given an instruction sheet for a project we will begin on Friday after the quiz (see attachment for instructions)

-Students practiced creating sentences with the verbs “comer” and “beber”, using their worksheet of the conjugated verbs. If you missed class, try to write at least 6 sentences on your own with different forms of these verbs (such as, We eat meat, “Nosotros comemos la carne”).
-We practiced conversational skills with classmates.
-Students were given a sheet to fill out with new vocabulary pertaining to restuarants. We filled out the English translations together (see attachment for sheets)
-Students were given homework on the restaurant vocabulary. It is due next class period, 12/7 (see attachment for assignment).

-Student did a reading on Spanish “tapas” and learned about a few Latin dishes.
-We looked at how to conjugate the verb “querer” and practiced with it in our conversation
-Students who were not present last week (11/23) have a homework sheet on “gustar”. Please see me if you did not get a copy.

-Students began class by writing down seven foods they like, and three they do not like.
-After writing the lists, we practiced conversational skills by discussing which foods we wrote down.
-We reviewed the conjugation of the verb "gustar", and how to express preferences (see previous lesson for attachment on "gustar")
-Students learned how to use the verb "encantar", which can mean "to love". It functions the same as the verb "gustar".
-Students completed a worksheet practicing how to discuss foods they like or love.
-No homework was given. Students should be continuing to study the vocabulary list of food from last week (see previous lesson for attachment)

-Students took a quiz. If you were absent, please see me about setting up a time to take the quiz.
-Students were given a vocabulary list with words relating to food, drinks, and restaurants (see attachment for list)
-We discussed how to express preference with the verb “gustar”. We looked at the different ways to conjugate the verb according to the speaker and the subject you are speaking about (see attachment for study sheet on “gustar”)
-For homework, students are to study the vocabulary list in order to be prepared for class activities.

Students answered some questions about Latin American food:
* ¿Cuáles son tus comidas favoritas?
* ¿Qué piensas de comida latinoamericana?
* ¿Qué platillo cocinas bien?

Individually, students completed the attached evaluation to see what vocabulary they know about the kitchen. We went through all of the vocabulary and students are expected to learn all of this vocabulary throughout our unit.

Starting next week and for the next several weeks, we will be spending a lot of time in the kitchen. We came up with a list of rules for the kitchen, the most important being speaking Spanish while in the kitchen and cleaning up.

We talked about typical Argentine food based on research students had done. A typical breakfast includes medialunas (crescent rolls) and dulce de leche which we are going to be cooking over the next few classes.

Tarea: students are to find a recipe for medialunas and dulce de leche. In pairs, they will cook medialunas on Tuesday. I will have basic ingredients: eggs, sweetened condensed milk, flour, baking powder, sugar but students should bring anything extra that their recipe calls for.

Students arrived and labeled food on attached worksheet. In a group, we went over food and I wrote everything on the board.

To start reviewing for Monday's test, we played concentration as a review game. We got into a circle and each student had a part of a place setting or plastic fruit. Using the concentration rhythm, we went around a circle and everyone said the name of their item. If we got around successfully, students switched their item and we played again. At the end of class, I let students know what they need to be prepared for with the test:
* breakfast, lunch, dinner (desayuno, almuerzo, cena)
* place setting words
* food categories (bebidas, productos lacteos, frutas, verduras, carbohidratos, postres, carne) and the most common food items in each category.

Tarea: preparar para el examen el lunes.

Students matched pairs that made sense in the right and left columns.

cereales y leche postre
pera verdura
arroz desayuno
lechuga carne
sándwich bebida
carne y papas carbohidratos
torta almuerzo
gaseosa fruta
pollo cena

Students had 5 minutes to practice their role play that they had written about ordering food in a restaurant. We went over what makes a good presentation: speaking loudly, clearly, good eye contact, and writing any new vocabulary on the board.

Students took turns presenting their role plays and after we talked about what groups did well and areas for improvement.

Tarea: study food related vocabulary for test Monday (since there are no classes Friday).

Students translated attached sheet with words and phrases in a restaurant that we worked on Wednesday.

In groups of three, students wrote a dialogue of a conversation in a restaurant. The goal was to use phrases and words we've been working on while writing a creative and interesting role play.

Tarea: complete and practice dialogue at home. Students will be performing their dialogue on Monday.

Students received a picture of a place setting and labeled the individual parts:
* plato
* vaso
* tenedor
* cuchillo
* cuchara
* servilleta

Students received attached list of words and phrases that we went through together related to ordering food in a restaurant. After going over vocabulary, students received a menu (that we went over). In groups of 3, students practiced ordering food. Each student alternated being the waiter.

Tarea: memorize place settings and work on learning the restaurant vocabulary we learned today. There will be a test on the food unit next Friday.