Unidad 3: ¡Qué deliciosa comida!
Specific descriptors of “Unit 3” on the use of the
language
These descriptors represent what the student “can do” with the
target language after completing this unit. Also, at the end of this unit, the
descriptors serve as a tool to measure the student’s improvement through
the implementation of the final task of this unit. The students can use the
descriptors to evaluate their progress in attaining the four language skills
upon the completion of the unit.
For example:
I…
I can understand simple questions about personal information.
(Self-evaluation)
The student…
The student can understand simple questions about personal information.
(assessment of student’s achievement)
Descriptors by Skills
Written Comprehension
⮚ Can understand a menu.
⮚ Can understand simple cooking recipes.
⮚ Can understand brochures promoting restaurants.
⮚ Can understand short, simple descriptive paragraphs about a
restaurant.
⮚ Can understand electronic messages explaining a restaurant
experience.
⮚ Can understand dialogue related to a past restaurant experience.
⮚ Can understand short emails about a restaurant.
⮚ Can understand simple stories about what happened in a certain
restaurant.
Written Expression
⮚ Can create a menu.
⮚ Can write simple cooking recipes.
⮚ Can make a brochure to promote a restaurant.
⮚ Can write descriptive paragraphs about a restaurant.
⮚ Can write emails complaining about a restaurant's service.
⮚ Can write electronic messages suggesting a restaurant.
⮚ Can write flyers to promote a restaurant.
⮚ Can write emails explaining his/her experiences in a restaurant.
⮚ Can write simple dialogues that take place in a restaurant.
⮚ Can write descriptive paragraphs about his/her last restaurant
experience.
Oral Comprehension
⮚ Can understand vocabulary about food and drink.
⮚ Can understand when people describe food and drink.
⮚ Can understand simple sentences that express likes, preference,
emotion, and agreement about food and drinks.
⮚ Can understand recipes as well as a menu.
⮚ Can understand simple dialogues related to restaurants.
⮚ Can understand when individuals describe a place, a person, a
food or a drink, and a service provided.
⮚ Can understand expressions of courtesy used in a restaurant.
⮚ Can understand simple vocabulary related to activities carried out
in a restaurant.
⮚ Can understand ads promoting a restaurant.
Oral Expression
⮚ Can identify and utilize the vocabulary of the traditional Mestizo
dishes and drinks.
⮚ Can describe foods and drinks.
⮚ Can express what he/she likes and dislikes about food or drinks.
⮚ Can express a preference for a particular food or drink.
⮚ Can speak about ingredients.
⮚ Can explain the process in preparing a dish.
⮚ Can use courtesy words and phrases to request a meal or drink.
⮚ Can explain a menu.
⮚ Can offer a meal or drink.
⮚ Can speak of preference in relation to food and drink.
⮚ Can describe a place, the dishes, and the service provided.
⮚ Can give thanks for a service provided.
⮚ Can express conformity or excitement for the food, place, and the
service provided.
⮚ Can deny or accept a particular dish.
⮚ Can discuss the pricing of food and beverages.
⮚ Can sustain simple dialogues that take place in a restaurant.
⮚ Can narrate one’s last restaurant experience.
Subtema 1: Te invito a comer
Suggested Lexical Content
Vocabulary to describe foods and drinks
caliente
fría/o
helada/o
tibia/o
rica/o
sabrosa/o
deliciosa/o
exquisita/o
simple
salada/o
picante
cruda/o
recocida/o
buena/o
mala/o
agria/o
dulce
saludable
chatarra
frita
condimentada/o
suave
fresca/o
quemada/o
azucarada/o
sana/o
natural
artificial
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand vocabulary about food and drinks.
⮚ Understand when people describe food and drinks.
⮚ Identify and utilize the vocabulary of the traditional Mestizo
dishes and drinks.
⮚ Describe foods and drinks.
⮚ Express what he/she likes and dislikes about food or drinks.
⮚ Express a preference for a particular food or drink.
⮚ Deny or accept a particular dish.
⮚ Understand simple sentences that express liking,
preference, emotion, and agreement about food and drinks.
Suggested Activities
Introducing the vocabulary
Step 1
▪ The teacher will select 5 students, randomly.
▪ The teacher will ask them, in English, to provide the name of their
favorite food.
Step 2
▪ The teacher will ask to the class provide the Spanish name of the
most common foods and drink found in Belize, especially the
Mestizo’s food.
▪ The teacher will write the name on the whiteboard.
▪ The teacher will ask the class to provide the English translation of
the vocabulary written on the whiteboard. In case that, the class
doesn’t know the translation of any word from the vocabulary, the
teacher will provide the respective translation.
Step 3
▪ The teacher will introduce the vocabulary to describe foods and
drinks in Spanish by writing it on the whiteboard.
▪ The teacher will ask the students if they know the vocabulary in
English.
▪ In case that, the entire class doesn’t know the translation, the
teacher will provide its respective translation.
Step 4
▪ The teacher will show images of the most common foods and
drinks found in Belize, along with the following Spanish question
and answer:
¿Cómo está la/el…?
La/el está…
¿Cómo están las/los…?
Las/los están…?
▪ The teacher will provide examples of the questions and to how
answer them. For example:
1. ¿Cómo está el jugo de naranja? El jugo de naranja está
helado, natural, dulce y delicioso.
2. ¿Cómo están las pupusas? Las pupusas están calientes,
cocidas y muy deliciosas.
Step 5
▪ The teacher will select a student randomly.
▪ The teacher will show, the student one of the images of food or
drink, asking him/her one of the questions; for example:
¿Cómo están los tamales? (In the case that the teacher shows an
image of tamales)
▪ The student, acting as if he/she tastes already the tamales, could
answer in Spanish:
Los tamales están grandes, calientes, picantes y deliciosos.
▪ The teacher will continue with this dynamic until most of the
students practice the vocabulary.
Oral Comprehension and Expression
Step 1
▪ With anticipation, the teacher will ask the student bring to the class
2 folder sheets (one to work on, and the other one in case they
make a mistake) and colored pencils.
▪ Being in class, the teacher will ask the students to draw and color
their favorite Mestizo food.
▪ As soon the students finished coloring their favorite Mestizo food,
the teacher will ask them to stand up and go to invite their
classmates to eat his/her favorite Mestizo food, in Spanish. Each
student has to invite to eat with at least 5 of his/her classmates. For
example:
!Hola amigo/a! Te invito a comer escabeche.
▪ The students who are invited by his/her classmate, have to accept
or refuse the invitation; for example:
Está bien. Me gusta el escabeche
Lo siento. No me gusta el escabeche.
Lo siento. Prefiero comer relleno
(Note) In the previous level, the students already learned how to
express likes and dislikes, and how to express preferences.
Step 2
▪ After the students finish practicing the vocabulary informally, the
teacher will ask them to go back to their chairs.
▪ Being all the students sitting down, the teacher will select one of
them and will ask him/her to pass to the front with his/her image to
describe it. For example:
El nombre de mi comida es “panades” (in the case that the student
drew panades)
Las panades están calientes, bien cocidas y deliciosas.
▪ After the student presented the name of the food and describes it,
he/she will select three of his/her classmates to whom he/she will
invite to eat the food that he/she has in the image.
▪ The first selected student will agree to go eat with him/her the food
he/she has in the image; expressing like.
▪ The second student will deny eating the food, expressing dislike.
▪ The third student will deny too, eating the food, expressing
preference, for the food he/she has in their own image. For
example:
1. The student who is in front of the class will ask the first selected
student:
Question: !Hola amigo/a! Te invito a comer empanadas
Answer: Sí, ¡Me gustan/encantan las empanadas.
2. The student who is in front of the class will ask the second
selected student:
Question: !Hola, Ana! Te invito a comer empanadas
Answer: Lo siento, No me gustan las empanadas.
3. The student who is in front of the class will ask the third second
selected student:
Question: !Hola, Carlos! Te invito a comer empanadas
Answer: No, gracias, prefiero comer salbutes. (this is in the
case that the student who responds has “salbutes” in his/her
image)
Oral Comprehension
Step 1
▪ The teacher will ask the student complete exercise #48 of the
workbook. In this exercise, the teacher will play to the students, an
audio, where some foods and drinks are described. The students
must to complete an oral comprehension exercise based on the
content of the audio.
Subtema 2: ¡Qué rica comida!
Suggested Lexical Content
El especial del día
Los platillos regulares
El postre
La comida
La bebida
El menú
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand a menu.
⮚ Create a menu.
⮚ Speak about ingredients.
⮚ Explain a menu.
Suggested Activities
Written and Oral Expression
Step 1
▪ With anticipation, the teacher will ask the students to select one
Mestizo’s food and search for the ingredients for that specific food.
▪ Each student has to bring to the class colorful 8X11 ½ size image
do the selected food and real ingredients to prepare the food.
Step 2
▪ Each student will pass to the front to present their selected food.
▪ Showing the image of the food the student has to provide, in
Spanish, the name of his/her food and name the ingredients need it
to prepare the food. The student has to show the ingredients
meanwhile he/she name them.
Oral Comprehension and Expression and Written Comprehension
Step 1
▪ Using a Bristol board, the teacher will show the different sections of
a menu. As the following example:
▪ The teacher will stick the Bristol boar on the whiteboard/wall and
will ask to the class which of the food presented by their classmates
Menú
Platillos regulares
El especialdel día
Bebidas
Postres
can be the “special of the day”; this should be in Spanish (¿Cuál de
todas las comidas presentadas puede ser el platillo especial del
día). The teacher can provide the translation the first time he asks.
▪ The student can select 3 foods from the ones their classmates
presented.
▪ The teacher will write the name on the whiteboard.
▪ The class will vote for the food raising the hands. The name of the
food that gets more votes will be written under the special food
section of the menu.
▪ Under the same way it was identified the “special of the day”, the
class will identify 5 of the regular dishes.
▪ After that, the class will identify 3 drinks and 2 pastries.
Written Expression and Oral Expression and Comprehension
Step 1
▪ One class of anticipation, the teacher will organize the class in
group of threes.
▪ The teacher will ask to each group bring to the next class one or
two Bristol boards.
Step 2
▪ Being in class, the teacher will ask to each group write, in Spanish,
a funny menu in the Bristol board. This menu has to contain the
following:
1. The name of the restaurant
2. Address
3. The special of the day
4. Five regular dishes
5. Three drinks
6. Three deserts
7. Contact number
Important note: all the content of the menu should be funny or rare; for
example:
The name of the restaurant could be: La panza feliz
The name of the special of the day could be: orejas de culebra al horno
The idea of this lesson is to stimulate the learning.
Step 3
▪ Each group will pass to the front to present their menu.
▪ The teacher will ask question to the rest of the class based on the
presentation; for example:
¿Cuál es el platillo especial del día?
¿Menciona uno de los platillos regulares?
¿Menciona una de las bebidas que mencionó el grupo?
¿Cuáles son postres?
¿Cómo se llama el restaurante?
¿En dónde está ubicado?
¿Cuáles es el número de teléfono del restaurante?
▪ The students should respond in Spanish and in a complete
sentence.
Oral Comprehension and Written Expression
Step 1
▪ The teacher will ask to the students complete the exercise #49 of
the workbook. This exercise contains a dialogue about a menu
which the students have to understand. Additional to the dialogue,
the students have to complete an understanding exercise based on
the dialogue.
Subtema 3: ¡A cocinar se ha dicho!
Suggested Lexical Content
In this section, the students have to put in practice the vocabulary studied
in the previous lesson where that can explain the process of to do
something, name Mestizo’s foods and name ingredients as well.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand simple cooking recipes.
⮚ Write simple cooking recipes..
⮚ Understand recipes as well as a menu.
⮚ Speak about ingredients.
⮚ Explain the process in preparing a dish.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask the students complete the exercise #50 of the
workbook. In this exercise the students have to understand a food
recipe; they also have to complete a comprehension exercise
based on the recipe.
Written Expression and Oral Expression and Comprehension.
Step 1
▪ With anticipation, the teacher will ask the students identify one
Mestizo’s food found in Belize, Identify the ingredients need it to
prepare that food, and research about its preparation. The amount
of ingredients for this specific food recipe should be at least 5.
Step 2
▪ After identify the name of the Mestizo’s food, its ingredients, and
the process of its preparation, the students have to prepare a
presentation. For this presentation, the students have to bring to
the class an example of the food, and the original ingredients for
that specific food.
Step 3
▪ For the day of the presentation, each student will pass to the front
to present his/her Mestizo’s food recipe, without use notes.
▪ Firstly, the students will introduce him/her, providing the name of
the Mestizo’s food that he/she selected, show and name the
ingredients need it to prepare that specific food, and explain the
process to prepare the food. During he/she is explaining each step
of the process of preparation; he/she has to show the ingredients.
Note: the teacher has to organize the students in order to select
who will present in the first. This to avoid that some students will
take food to the class and not present.
▪ For each presentation, the teacher will select student to whom he
will ask questions based on the presentation. For example:
¿Cuál es el nombre de la comida/receta?
¿Cómo se llama la comida que presentó su compañero/a?
¿Qué ingredientes se necesitan para preparar esa receta/comida?
¿Cuál es el siguiente paso después de…?
¿Qué sigue después de…?
¿Qué piensas de esta receta?
Subtema 4: El mejor restaurante de la ciudad
Suggested Lexical Content
plato-s
florero-s
serían…
vaso-s
menú
me permite…
cuchara-s
propina-s
por favor
tenedor-es
cuenta-as
camarero-s
cuchillo-s
pagar en efectivo
camarera-s
servilleta-s
pagar con tarjeta
mesero-os
mantel-es
me gustaría…
mesera-s
Salero
Podría…
La/El gerente
Note:
The vocabulary to describe a place and people has been studied in the
previous lessons and in the previous level (A2.1); also, the vocabulary to
talk about food and drinks. It is under the teacher discretion review the
vocabulary.
The vocabulary presented in this section will appear in the developments
of the different activities.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand brochures promoting restaurants.
⮚ Understand short, simple descriptive paragraphs about a
restaurant.
⮚ Understand short emails about a restaurant.
⮚ Make a brochure to promote a restaurant.
⮚ Write descriptive paragraphs about a restaurant.
⮚ Write emails complaining about a restaurant's service.
⮚ Write electronic messages suggesting a restaurant.
⮚ Write flyers to promote a restaurant.
⮚ Understand simple dialogues related to restaurants.
⮚ Understand when individuals describe a place, a person, a food or
a drink, and a service provided.
⮚ Understand expressions of courtesy used in a restaurant.
⮚ Understand simple vocabulary related to activities carried out in a
restaurant.
⮚ Understand ads promoting a restaurant.
⮚ Use courtesy words and phrases to request a meal or drink.
⮚ Offer a meal or drink.
⮚ Speak of preference in relation to food and drink.
⮚ Describe a place, the dishes, and the service provided.
⮚ Give thanks for a service provided.
⮚ Express conformity or excitement for the food, place, and the
service provided.
⮚ Deny or accept a particular dish.
⮚ Discuss the pricing of food and beverages.
⮚ Sustain simple dialogues that take place in a restaurant.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask the students complete the exercise #51. In this
exercise the students have to understand 2 paragraphs where a
restaurant is describe; additional to the description, the students
have to complete a written comprehension exercise based on the
description.
Written Expression
Step 1
▪ The teacher will ask the students complete the exercise #52. In this
exercise the students have to write 2 paragraphs based on four
pictures of a restaurant.
Oral Expression and Comprehension
Step 1
▪ With anticipation, the teacher will ask the students prepare an oral
presentation where they will describe their favorite restaurant. In
this presentation they should include:
- The name of the restaurant.
- The location
- How it look inside and outside.
- What you can find inside and outside (furniture, decorations,
places, etc.)
- The kind of food they serve (7 dishes minimums)
- The kind of drinks they serve (5 minimums)
- The kind of dissert they serve (3 minimums)
- The kind of service they offer (3 minimums)
- The prices
- Describe the waitress (5 descriptions minimums)
- Stay why their classmates should visit this specific restaurant.
Note: The students have to think in a wonderful five stars
restaurant, because they will compete in the following class
session with their classmates. (See the following step)
Step 2
▪ Been all the students ready with their presentation (step 1) the
teacher will group them in groups of fives.
▪ The teacher will place 5 chairs in front of the class forming a
semicircle.
▪ The teacher will ask one of the group pass to the front. They have
to sit down on the chair.
▪ The teacher will introduce to the class the five students, who are in
the front, as a representative of a restaurant. They reached to the
place (the classroom) with the intention of convince the teacher
(who is a famous person in the world) to visit their restaurant. The
idea is that each student will demonstrate to the famous person that
he/she have the best restaurant in the city, through the point that
he/she prepare for the oral presentation in the previous step.
▪ The teacher will have control of the student’s participation and will
ask questions to them to guide the discussion, for example:
• ¿Cuál de los restaurantes de ustedes tiene la mejor ubicación
y por qué?
• ¿Cuál prepara la mejor comida?
• ¿Cuál tiene el mejor servicio?
• ¿Por qué debo visitar tu restaurante?
▪ At the end of the discussion, the teacher will select a student that
was not presenting, and will ask him/her ¿Cuál de los restaurantes
de los que hablaron los alumnos participantes es el mejor? The
selected student has to name the restaurant, name the student who
present the restaurant and why it is the best. This should be in
Spanish. The teacher has to mention to the class, with anticipation,
that he will ask question to the rest of the class after each
discussion.
▪ The dynamic will continue until all the group participates.
Written Expression and Comprehension and Oral Expression
Step 1
▪ With anticipation, the teacher will group the students in group of
four.
▪ The teacher will ask to each group bring to class two Bristol board;
(one to work and the other one in case any mistake on the first one)
and markers.
Step 2
▪ Being in class, the teacher will ask the students to separate in
groups (They are already grouped).
▪ The teacher will ask to each group create a poster (using the Bristol
board and the markers) where they will promote a restaurant (real
or invented). In the ad they most include:
- Name of the restaurant
- Location
- Opening hours
- The kind of food and drink they offer (menu)
- The services they offer (Free delivering, Wi-Fi, …)
- A brief description of the restaurant.
- Contact (phone, email, …)
- Additional information
Note: The students should be creative when they create the ad of
the restaurant.
Written Comprehension and Oral Expression
Step 1
▪ With anticipation, the teacher will place printed number on the wall,
around the class; place where the groups stick their ad. The
amount of number will be based on the amount of groups of
students.
▪ The teacher will ask to each group stick their ad under one of the
number found on the wall.
▪ The teacher will ask to the students go around the class to see all
the ads and select the one of his/her preference. The teacher has
to define the specific time that the students need to perform this
step.
▪ After the students finish seeing all the ads, the teacher will select a
student, randomly, and will ask him/her: ¿Cuál es el major
restaurant y por qué? The selected student has to name the best
restaurant among all the ads, and say why it is the best; this should
happen in Spanish. The teacher will continue with this dynamic until
most of the students participate.
Written Comprehension
Step 1
▪ The teacher will ask the students complete the exercise #53 of the
workbook. In this exercise the student should understand the
content of a brochure of a restaurant. Additional to the brochures,
the students have to complete a multiple choice comprehension
exercise, based on it.
Written Expression
Step 1
▪ With anticipation, the teacher will ask the students bring to class
two folder sheets (one to work and the other one in case of a
mistake).
▪ Been in class, the teacher will ask the students to create a
brochures of their favorite restaurant. The teacher will not allow the
students to see the workbook.
▪ The teacher will provide the students the different sections that they
have cover in his/her brochures. The teacher will assist the
students in the Spanish translation in case they don’t know a word.
Oral Expression
Step 1
▪ With anticipation, the teacher will group the class in groups of three.
▪ The teacher will divide the groups in two groups.
▪ The teacher will ask to the first group, of groups, record a video
where they will show a restaurant that offer an excellent service
and food.
▪ The teacher will ask to the second group, of groups, record a video
where they will show a restaurant that offer a bad service and food.
▪ For the recording, each group has to cover the following points:
- Use courtesy words and phrases to request a meal or drink.
- Offer a meal or drink.
- Speak of preference in relation to food and drink.
- Give thanks for a service provided.
- Express conformity or excitement for the food, place, and the
service provided.
- Deny or accept a particular dish.
Note: Each group has to perform a role play (in the video) where
they need to apply the previous points. In this role play, two
students are customer and the other one is the waitress. They
need to act as they are in a restaurant.
Oral Comprehension and Written Expression
Step 1
▪ With anticipation, the teacher will instruct the students that he/she
will show them the videos recording in the previous lesson. Also the
teacher will tell them that they need to select one restaurant, from
the videos, that has a bad service and one that has good service.
▪ The students, acting that they was the costumer in the videos, they
will write a email to the teacher expressing his/her complain about
the restaurant that give bad service and suggest him/her the
restaurant that provide a good service.
Written Comprehension
Step 1
▪ The teacher will ask the students complete the exercise # 54. In
this exercise, the students have to understand a story of a person
that visited a bad restaurant and a good as well. Additional to the
reading, they have to complete a comprehension exercise based
on the reading.
Subtema 5: ¡Fue una buena experiencia!
Suggested Lexical Content
The vocabulary of this subtopic will happen during the development of the
lessons. This is learning application.
Specific Learning Objectives
After completing this subtopic, the student will be able to:
⮚ Understand simple stories about what happened in a certain
restaurant.
⮚ Write emails explaining his/her experiences in a restaurant.
⮚ Write descriptive paragraphs about his/her last restaurant
experience.
⮚ Narrate one’s last restaurant experience.
Suggested Activities
Written Comprehension
Step 1
▪ The teacher will ask the students complete the exercise #55 of the
work book. In this exercise, the student should understand a
Reading base on a person who had a good experience in a
restaurant. Additionally, those have to complete a comprehension
exercise based on the reading.
Written Expression and Oral Comprehension and Expression
Step 1
▪ With anticipation, the teacher will ask the students write a story
about their experience in a restaurant. (Talk in a pass tense is
mandatory)
▪ The students need to be familiar with the content of his/her story.
▪ Each student will pass to the front to say his/her story about his/her
experience in a restaurant.
▪ The teacher will select a student, randomly, to whom he/she will
ask questions based on the presentation. This should be in
Spanish.
Final task for unit 3
PHASE 1: Written Comprehension
➢ The students will receive a food recipe (Appendix No. 5) along with a
comprehensive exercise based on the recipe, which they have to
complete. (Appendix No. 6).
PHASE 2: Written Expression
➢ The students will write a food recipe which should have 7 ingredients
minimums; explain the process in details. This recipe can be invented
or real.
PHASE 3: Oral Comprehension
➢ The teacher will play a video about a visit of a restaurant, found in the
following link: https://www.youtube.com/watch?v=pGTq-n2_Wc8
➢ After the students watch the video, they should complete a
comprehensive exercise based on the video.(Appendix No. 7)
PHASE 4: Oral Expression
➢ In groups of four, the students should perform the following role play:
1. Three of the students are new in the city. They decided go to have
lunch in the most elegant and beautiful restaurant of the city.
2. In the restaurant they are well attended by the waitress.
3. They ask for the menu.
4. The three of them discuss about the different dishes, drinks and
desserts found in the menu.
5. The visitors ask for the food, drinks and desert that they choose
from the menu.
6. The waitress takes the food order.
7. During the visitor wait for the food, they comment about the
restaurant and the waitress.
8. The waitress serves the food and drinks.
9. The visitors talk about the food and drinks among them.
10. The visitor kindly asks for additional things such as napkins, salt,
water, etc.
11. The visitors ask for the bill. At the same time they ask questions to
the waitress about the city, the restaurant and the food.
12. The waitress responds to all their questions.
13. They paid and leave the place.
Note: The food and drinks should be real on this activity. The time for
this activity is 10 minutes.
