Spanish Level 1 Grades 6-8, Face-to-Face Activities

🍝 6th and 7th grade Spanish, At the Restaurant Remix by Ana Baker

Portrait of Ana

Remix by Ana Baker
Connor Academy

About this Activity Remix:

Why did you revise this interpersonal speaking activity? 

I revised this activity and I added more opportunity to do a conversation. I added an Ice breaker in the beginning and a slide of Restaurants in the streets.

How does this activity prepare students for the speaking activity that follows?

These materials will help the students prepare for the speaking activity by listening and practicing how to order food in a restaurant and pay the bill.  

Description: In this activity, the instructor will act as a server at a restaurant and the students will be guests. They will practice ordering food, discussing their meal, and paying for their meal.
Semantic Topics: Food, restaurants, ordering food, money, paying, real world context, comida, restaurantes, pedir la comida, dinero, pagar, situaciones reales
Grammatical Structures: Questions, demonstrative adjectives, pedir vs. preguntar, imperfect tense, preguntas, los adjetivos demostrativos, pedir vs. preguntar, el imperfecto
Products: Restaurants in Spanish-speaking countries, popular menu items in Spanish-speaking countries
Practices: Interacting with servers, ordering food
Perspectives: How is eating out at a restaurant different in Hispanic cultures?

NCSSFL-ACTFL World Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures
  • Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.

Idaho State Content Standards:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 1.3 – Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can understand the differences in services and dishes between restaurants in the United States and Spain.
  • I can order food at a restaurant, including items such as drinks, entrees, and desserts (novice high).
  • I can ask for the bill/check after I have finished eating (novice mid).

Materials Needed: 

Interpersonal Activity

Warm Up: 

Start with the slide show and the “ice breaker” picture of the Mexican pizza restaurant. 1. I will ask what ingredients a Mexican pizza should have.

2. If you are serving Mexican pizza in an Italian restaurant, can you serve Mexican pasta in a Mexican restaurant? Image by sweetreilly0 located on

Main Activity (Presentational Writing): 

1. Will follow the slide show and we will practice how to order food (Slides 7 – 12)

2. Ask the students to design an easy menu including breakfast, lunch, dinner, dessert, and drinks (three items by category are enough)

3. Watch videos and Conversations at the restaurant. Watch this video on how to ask for drinks, food, and the bill. After the video, let the students practice with each other, and let them take notes of their conversations.

Main Activity (Interpersonal Speaking):

The following activity will permit the student to practice their listening and conversational skills. Play the videos Conversation/ El Restaurant and let the students take turns interacting with the video. The video is divided into three sections where they are the costumes and their job is to ask for drinks, food, and the chacks in a restaurant.

Conversacion/ El restaurante 1

Conversación/ El restaurante 2

Conversación /El restaurante 3

Wrap Up: 

Ask them questions about beber (to drink), tomar(to take, to drink) and comer (to eat)

Use Querer (to want) to order food. Finishing worksheet.

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can understand the differences in services and dishes between restaurants in the United States and Spain.
  • I can order food at a restaurant, including items such as drinks, entrees, and desserts.
  • I can ask for the bill/check after I have finished eating.

Cultural Resources: 

Using the last picture Photo about Caminito, by an unknown author located on the Talk about restaurants in Mexico and Latin America and their characteristics. Prices and qualities.






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