Gastronomy Vocabulary in Spanish: Mariscos, carnes y aves

This is a very detailed list of food-related vocabulary specific to seafood, meats, and poultry in both, Spanish and English (54 terms). There are 3 exercises also included: a written one (where students write the English of the Spanish word), and true/false, and a multiple choice. I’ve used these as formative assessments. For more advanced students, I’ve used the written exercise to assess how much vocabulary they already know before introducing them formally to the terms. I’ve used the true/false and multiple choice as a check-point so students self-assess after having studied the vocabulary at the end of class or later in the week. This vocabulary list can also be used with heritage speakers in Spanish class who already know basic food-related vocabulary but need an extra challenge in this unit. I’ve use it with more advance language-learners and also for myself as a list of reference that I can pull from when I teach this topic. I’ve attached the PDF of the vocabulary and the exercises with their own keys. I can send anyone who purchases the PDF the WORD version upon request. After students complete the exercise in class, I like going over it together and discussing the answers, including words that were challenging and how they can best remember them next time. There are students who have come up with very creative ways to remember some of the terms. For an extension of these exercises, I ask them to not only tell me if the answer is right or wrong, but if it is wrong, then they must provide the right one too. For the multiple choice, you could ask them to choose the right term, but then you could informally reinforce the vocabulary after finishing the exercise by asking the students to tell you the what the rest of the words in the choices mean – or you could also just pick a few that you know they might struggle with. Afterwards, I give the students the key and we read the words aloud once again with the correct responses. They can finish the exercise by grading their own work/writing the correct responses next to their mistakes. You could also ask them to grade their peer’s work. Since all of these exercises require that the students write the English of the Spanish word, I don’t usually use them for a summative assessment. For these, I give them the English word and they provide the Spanish answer.