Reading for Life Lessons

Minnesota ABE Supplemental Services, Linda Strand, 2004-2005

And the Minnesota Literacy Council

Focus: Menu categories (Reading for Life, volume 2, unit 12: Menus)

Objectives: Learners will be able to demonstrate understanding of menu categories, key vocabulary below and some foods on example menus.

Key Vocabulary: appetizer, entrée, side order, soup, dessert, beverage, brunch, salad, a la carte, order, special, fast-food, sit-down, takeout

Topics to Review: food vocabulary, prices

Materials: menus from a variety of restaurants (collected by tutor or by the class), photocopies of one menu or menu page

Procedure:

Real-life application: T asks students to give some examples of restaurants in their neighborhood. Talk a little about the type of restaurant it is or services it offers (takeout, fast food, sit-down, etc.). Try to get some examples of different types of restaurants.

Situations: Invent 3-5 situations when a person might choose to go to a particular type of restaurant. Here is an example: “You are going to English class after work. You do not have much time to eat or much money to spend” Students should (individually) write what type of restaurant and give some reasons why they made that choice. Conduct a class feedback session after each situation to listen to students’ ideas.

Students look at menus. T asks: “How is food on the menu listed? Is it all listed the same or is it divided by the type of food it is? What is one category on the menu?” This is a good opportunity to teach appetizer, soup, salad etc. Ask questions to check that students understand the categories and what types of food are listed in each. Example: “Yes, appetizers are listed on a menu. Jose, what is one appetizer on your menu? When do we eat appetizers – before, during or after the main meal? Are they small or big? Why?”

Food category scramble: Write on slips of paper or cards different foods from a menu. Make a column for each food category on the board (appetizers, soups, desserts, etc). Give out all the cards to the students. Students come to the board and write the foods on their slips of paper on the board under the appropriate heading. Check the completed table with the whole class.

Menu word list: Students look through the menus to find words they don’t know. Students write down unknown words individually. They then mingle with their classmates to see if anyone knows the words on their list, asking “Do you know ______?” If the student knows the word, he/she should teach it to the person who asked, who should write down the definition. At the end of the activity, any still unknown words should be written on a poster to remind the tutor to spend time on them if/when they come up while studying menus/restaurants.

T distributes copies of menu page. T asks students to talk about the menu and say anything they can about it. T elicits meaning or teaches words not familiar to all students. T asks students the prices of different items on the menu.

Price drill: T starts by saying the name of one student and reading one item from the menu. The student says the price of that item, the name of another student followed by a different item. That student gives the price. The drill continues until all items have been named.

Progress to Reading for Life, v.1 competency worksheets: Applicable worksheets: RFL v.2, unit 12

Progress to multiple-choice format activities: Some to be created by MLC – coming soon

Extensions: Some to be created by MLC – coming soon