El café de Paris
Tema: Poner la mesa
 Número de estudiantes: 6
Objetivo: al final de la lección los estudiantes deberán reconocer 6 diferentes utensilios de la cuberteria.
Conocimientos previos de los estudiantes: ninguno.
 Actividad rompehielos/apertura: Elegir un nombre tipicamente frances y escribirlo en una pegatina
Pasos 1. Input. Presentación de Mlle Amelie camarera del Café de Paris que presenta los utensilios de la cuberteria .Para hacer esto ella cuenta su historia en el café y muestra como es un café tipico parisino. Loque hace, los utensilios de la cuberteria, los personajes tipicos del café.
 2.Input-pronunciación Mlle. Amelie muestra los utensilios a los estudiantes y estos repiten despues de ella.
 3.Fijación y comprensión del input.Preguntas de concepto. Mlle.Amelie muestra los utensilios en fotos y repite de nuevo los nombres.Esta vez los utensilios tienen los nombres escritos.Correpondencia sonido-grafia. Después Mlle. Amelie les hace preguntas a los estudiantes para saber si han comprendido el input mediante conceptos.
 4.Práctica. Los estudiantes se convierten en ayudantes de Mlle Amelie en el Café de Paris.
Paso 1 Los estudiantes tienen que ayudar a Mlle, Amelie y deben poner los utensilios de cuberteria, que estan sucios, en el lavaplatos. Mlle.Amelie les va diciendo un utensilio y ellos lo van coloncando en el lavaplatos. Correspondencia sonido-grafia-objeto.
Paso 2 Los estudiantes tienen que sacar del lavavajillas la cubertería. Mlle.Amelie les va diciendo el cubierto que tienen que sacar. Correspondencia sonido-objeto. 5.Prueba.Evaluación Los estudiantes tienen que hacer una correspondencia entre el utensilio de cuberteria(objeto) y su grafía.
Fin.
A bientot.

Actividad de repaso de vocabulario sobre la comida
General goal
Review vocabulary food.

Previous Knowledge
Students have studied food vocabulary in the lesson during the week but they need to practice more and reinforce this vocabulary for the exam.

Problems anticipation
They have to know the name of the food but sometimes they think they know but when they have to write they realize they don’t remember or they don’t write well( spelling).

Vocabulary
Vocabulary of food

Skills
Writing, Listening, Speaking

Activities
3 activities:
Activity #1 Ice-breaking
Activity #2 Recognize food and written them.
Activity #3 Do a writing production with the vocabulary worked in the precedent activity

Materials
Photos of food, colors papers, colors

Step 1 Ice-breaking
-Select one name of the food and each group get this name:
Exemple: Group Potatoes/Group Salad, Group Vegetables...

Step 2 Activity 1
We hang the photos of food in the blackboard.

Step 3
-We form four (4) groups of students. They go to the blackboard and each group write in the bb the names of the food in the picture.
Group Potatoes work in picture #1, group Salad in picture # 2, group Candy in picture # 3 and Group Dessert in picture #4.
-After a while each group go to the next picture:
G. Potatoes in picture #2
G. Salad in picture #3
G. Candy in picture #4
G. Dessert in picture #1.
-All the groups have to write vocabulary food for all the 4 pictures.
-They don’t erase the food words that the precedent group wrote.

Step 4
The groups sit down and the teacher

markers, glue, magazines with photos of food or restaurants, scissors.
Time
Activity #1 : 2 minutes
Activity #2 : 15-20 minutes
Activity #3: 25 minutes

Linguistic competence
-to achieve accuracy in the vocabulary of food ( oral and written).

Pragmatic competence
-to learn the American/Spanish  food
-to learn the typical order in an American/Spanish menu in a restaurant.

Discourse competence
-to be able to cooperate with other people.
-to be able to share ideas and agreements.
-to be able to make a group decision.

Strategic competence
-to be able in risk in speaking and

written language.
- to use a range of communicative strategies.

Fluency
-to process language and respond of their classmates and their questions.
- to be able to respond with a reasonable speed in “real time”.



begins to check the vocabulary and correct the spelling.
The students will receive a handout with the pictures of the food that they worked with them in the bb. They can write the food words in this handout.

Step 5 Activity 2
-In the same groups they have to write a menu with different food.
They can draw or glue photos and use papers colors.
-They have to propose different kind of food in the menus.
-Teacher introduce students different models of restaurant menus.
Step 6
Each group have to present to the class their menu.

Listening
-to be able to understand phrases, words and expression for communicate with people and negotiate with them.
- to be able to understand agreement and disagreement.

Reading
-to be able to skim small texts like menu in a restaurant.

Spoken interaction
-to be able to say agreement and disagreement
-to be able to discuss with other people what to do/make a choice/make a decision.
- to be able to aks people: how is the name of this food, how can I write it, is correct or not.

Spoken production
- to be able to give short information about make a menu

Strategies
- to be able to ask somebody to repeat what they said
-to be able to repeat back part of what someone has said to confirm that we understand each other.
-to be able to very simple ask to someone to speak more slowly.

Writing
-to be able to written vocabulary of food.
-to be able to written a simple text like a restaurant menu.
Comments for improve the activity
Step 3
Contextualize this activity.
This activity is made for help students to remember the vocabulary of food studied in the precedent sessions. Students they have to find in theirs minds this words and writing them. With this writing part they can realize if they had get their learning.

Clarify this procedure Step 3
I put 4 posters of food on the blackboard and divide the class in 4 teams. Also I named each team with a food name: team 1 is potatoes , team 2 is salad, team 3 is candy and team 4 is dessert.
I send the each team to one poster and they have to write the names of the food pictures next to the poster on the blackboard. Also the rest of the teams are in poster 2, 3, and 4. Them each team rotates to the next poster and writes the name of the food pictures next to the blackboard. Till all four teams have written names of the food next to all the posters.
Step 5
How do you prepare them language use for this task?
Is not the first time the students works in groups and have to do a common task. Before the first time they do this kind of task I have introduced them how can they communicate among them with sentences lik:
No entiendo, pasame el pegamento, que hago ahora, te gusta,...

Step 6
How do you make sure the other groups are paying attention?
I suggest the rest of the groups have to right points to the menu of the others like in a competition but not a lot of comments because this one will be generated other different activity.

When the students do that?
When teacher introduce to students different models of restaurant menus.

Actividad cultural sobre los grupos musicales y cantantes.Se trabaja una cancion del cantante colombiano Juanes.
La actividad esta hecha en fotos