What can I get you?

By Carlota Cantero, Andrea Lerma, Jessica Molina, Claudia Olivet, and Irene Pedrola

DESCRIPTION

In the first activity, students look for different objects in a fast food restaurant and have to classify them according to what they are (main courses, drinks or sides). In the second one, each student has a role (client or chef) and they will practice ordering in a restaurant as well as choosing the ingredients to cook the requested dish. 

CONTEXTUALIZATION

• Target age: 6th grade

• Target langage level: A2

• Location: Fast food restaurant

• Category: food, ordering, restaurant

CEFR COMPETENCES

Interaction:

• 1. Information exchange:

     • Can communicate in simple and routine tasks requiring a simple and direct exchange of information. 

     • Can ask and answer questions about plans and intentions. 

  2. Goal-oriented online transaction and collaboration:

     • Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are some visual aids such as images, statistics, or graphs to clarify the concepts involved. 

     • Can ask basic questions about the availability of a product or feature.

     • Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor.

LEARNING OBJECTIVES (SWABTs)

1. Students will be able to recognize and name items found in a fast-food restaurant, such as main courses, drinks and sides.

2. Students will be able to practice placing food orders and describing dishes in a real-life scenario.

3. Students will be able to respond to customers' requests.

4. Students will be able to request food at a restaurant. 

ASSESSMENT

The teacher will assess students with the following rubric. This will be assessed by recording the session so the teacher can see each student's performance throughout the activity.

We will also do a self-assessment rubric in which students will assess their own performance during the activity in the VR space.

Both rubrics will be read with the students at the beggining of the activity to ensure understanding of every criteria. 

Some words will be highlighted for an easier and better understanding.

PLAN

Pre-task: What can we find in the fast food restaurant?

Before starting the first activity, the students will be greeted by the teacher as they enter the fast food restaurant. For instance, she will ask: How are you doing? Are there any technical problems? It is great to see you again! This will be an opportunity for the children to practise with the gestures that allows the app, such as fist pump, high five or thumbs up.

Moreover, it should be noticed that students have worked before with Immerse. It is for that reason that they are familiarised with the platform and there is no need to explain how it works. However, the teacher will remind them that, in order to work efficiently, they must behave accurately. 

Then, they will start doing the warm-up activity, which is the first one of the session and consists of the following. The teacher will show 3 posters with the words: “MAIN COURSES”, “DRINKS”, “SIDES”; then, the students will have to look for different objects in the room, pick them and bring them next to the appropriate poster. They will work the whole group altogether and have 5 minutes to find those objects and classify them. Finally, once the time’s up, with the help of the teacher, they will say the name of each object. 

Some examples of objects that they can find are…

Main task: Fast & FOODious

To do this activity we need to divide the class into groups of 6; half of the group will become clients and will focus on placing orders successively, while the other part of the group will take on the role of the chefs. 

Before starting, each group has to choose two names, one for each team. Once they do this, they do a raffle to decide which team starts being the chefs and which one starts being customers. 

For five minutes, they cook for the customers. However, if any customer receives an order with missing or extra ingredients, the chefs will need to remake it until the customer is satisfied. The customers will also be able to use 3 lifelines per game (only one time each one) to make the cooks lose time. 

They could either ask the chefs to: 

• Add an ingredient.

• Remove an ingredient.

• Ask them to make the meal again because they are allergic to any ingredient. 

Each student has to make at least 3 orders, and each order must contain a main course, a drink and a side, which would add 1 POINT to the chef. 

Then, the groups will switch the roles, so the cooks become customers and vice versa. Finally, the last five minutes will be dedicated to tallying up the orders made by each group to see who has placed most correct orders, and discussing how they felt during the activity.

The scaffolding developed will be present in the screen on the Immerse space. 

Material: 

Pre-Task: 

• What is it? (Examples)

Main Task

• Sentence Starters

• Glossary

Post-Task

• Menu template (they can edit or choose another one if they want to)