Christina Nelson
World Languages
Material Type:
Assessment, Homework/Assignment, Lesson, Lesson Plan, Module, Simulation
Middle School, High School
  • Food and Drink
  • German
  • Lesson Plan
  • Restaurants
  • World Language
  • uol6-8
  • uol9-12
  • uollesson
  • uolworldlanguages
  • worldlanguage
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Media Formats:

    Die Speise und Getränke (German Food and Drink Vocabulary)

    Die Speise und Getränke (German Food and Drink Vocabulary)


    This is a final lesson in a unit teaching German food and drink vocabulary and restaurant customs and vocabulary. Students will review the target vocabulary and create a story to present to the class and demonstrate their knowledge of the vocabulary and understanding of German restaurant customs.

    Utah World Languages Core Standards for Proficiency

    Learning Indicator NH.IC.5
    I can interact with others in everyday situations.  c. I can order a meal.

    Learning Indicator NM.PS.2
    I can express my likes and dislikes using words, phrases, and memorized expressions.  c. I can state my favorite foods and drinks and those I don't like.

    Learning Indicator NM.PS.5
    I can present simple information about something I learned using words, phrases, and memorized expressions.  c. I can talk about animals, colors, foods, historical figures, or sports based on pictures or photos.

    Thumbnail photo "Woman buys fruits at a German food market in Munich Ludwigsvorstadt-Isarvorstadt" by verchmarco is licensed under CC BY 2.0.


    This is intended for the final day of a longer unit on German food and drink vocabulary and restaurant customs--the vocabulary should be mostly learned at this point, and students will mostly be planning out and recording their short stories.

    Students will use food and drink vocabulary in German to create a digital story using their new vocabulary.

    • 1 60-minute class period (can be extended as necessary)
    • Face-to-face; could be adapted to work with a virtual classroom


    Background for Teachers

    The three attached resources will help with the lesson. "Speise und Getraenke Unit Assessment" can be used as a handout for students to refer to. It gives them the instructions for their assessment project. 

    "Speise und Getraenke (u.A.) is a vocabulary list with various foods and drinks in both English and German. It would have been given to the students early in the foods and drink unit. Other vocabulary words are included; they could be useful in the project, so I opted to keep them on the page. 

    "German Food and Drink Quizlet" will allow students to practice the vocabulary and quiz themselves.


    This German lesson requires knowledge of food vocabulary and how to discuss foods in German. Students will be using Adobe Express, so the lesson also requires familiarity with the website and how it works. This lesson is not including instruction time teaching students how to use Adobe Express; it is assuming that they are already familiar with the program. Teachers may wish to explore Express beforehand with students to help them gain familiarity. Any other method of creating a story that includes pictures could be used to replace Adobe Express, including other digital story-telling apps or websites and hand-written and -drawn work.


    Step 1 - Goals and Outcomes

    Students will be able to discuss orally and write about food and drink in German in simple terms.

    They will produce a short (1-3 minute) digital story using the new vocabulary.

    Their stories will be presented and graded according to attached rubrics in section 6.


    Step 2 - Planning Instruction


    Student Prior Knowledge

    Prior to this lesson, students will need to have an understanding of how to use simple descriptive words in German; they should also be able to talk about what they like and dislike (gern haben or nicht gern haben) and be able to agree and disagree ("Stimmt!" or "Stimmt nicht!" for example).

    Strategies for Diverse Learners

    Students who need extra help could choose to work in larger groups or individually with permission. Students who are finished early could work on an advertisement for food or a grocery store. This could be produced digitally or be a hand-written brochure. Students could choose to work in pairs or small groups this way, or as individuals. Other adaptations can be made at the teacher's discretion.


    Students could write an extra advertisement for a food of their choice. If possible, a field trip to a local restaurant could be arranged, where students would be required to speak only German to get extra credit for the experience. If not possible, a special lunch could be held in the classroom so that all German students who wanted to could participate in an all-German lunchtime.

    Step 3 - Instruction

    "Speise und Getraenke Unit Assessment" can be used as a handout and explains the project to the students.

    "Quizlet: Speise und Getraenke" takes the students to the Quizlet flashcards, which has ways to either study the flashcards or play games to help them review the target vocabulary.

    Instructional Procedures

    Students will spend 5 minutes on Quizlet studying the flashcards or playing the games to review their vocabulary.
    Working in pairs, students will spend 10 minutes brainstorming their stories. Instructors can offer suggestions and help where needed.
    Using their tablets (or other resources), students will create a storyboard of their story, complete with pictures, which can be hand-drawn or may be digital (if from the Internet, proper citations are required). (20 minutes)

    The remaining class time will be spent on Adobe Express or another digital story-telling app (or the assessment can be hand-written and -drawn, depending on the students' preference or the available resources.) creating and recording their stories. Students' videos/presentations will be (after a review by the instructor) shown to the class later in the week. (If students opt to go the handwritten route, they will need to present their stories in person in front of the class, or just in front of the teacher as the teacher deems necessary.) Final stories should be 1-3 minutes long and should include illustrations or images. 

    Step 4 - Assessments

    The attached rubrics can be printed out for each student. One is for assessing the students' use of the target vocabulary and the other is for assessing their use of German grammar.

    Here is a link to a sample video. The students' final project could be different, of course, but this should offer an idea of a possible way students could complete this assignment.  Sample Video

    Assessment Plan

    Students create a digital story about eating at a restaurant and discussing their favorite food, following instructions. Their grade is based on their use of the target vocabulary, and on the fluency of the finished product.

    Be sure to attach rubrics for any assessments included in your lesson using the "Attach Section Resources" button below. Rubric attachments could be screenshots of rubrics created in Canvas, spreadsheets or documents containing rubrics, or rubrics created using the UEN Rubric Tool.