Author:
Mimi Fahnstrom, Amber Hoye, Camille Daw, Brenna McNeil, Alesandra DiMatteo
Subject:
Language Education (ESL)
Material Type:
Activity/Lab
Level:
Middle School, High School, College / Upper Division
Tags:
  • Contexto Del Mundo Real
  • Dinero
  • Food
  • Handling Money
  • Pagando
  • Paying
  • Real-world Context Comida
  • Restaurant Ordering
  • Restaurante
    License:
    Creative Commons Attribution
    Language:
    English

    ESL - The Restaurant - Novice High

    ESL - The Restaurant - Novice High

    Overview

    In this activity, the lab assistant will work as the server and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meal.

    Pathways Project / Lesson Information

    Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

    The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

    How to use the WLRC Repository’s Activities:

    1. Use the Activity as is:

    Before you begin:

    • Most activities are 30 minutes in duration, unless otherwise specified.
    • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

    If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

    2. Remix for Your Language Classroom:

    When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

    Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

    • Google Slideshows:
      • To begin, go to File -> Copy to create an editable version of the slideshow.
      • Once finished with your changes, please complete the following steps to share:
      • Click on Share
      • Who Has Access
      • Ensure link sharing is on and allow external access.
    • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

    3. Adapt for Another Language:

    • See the linked English Version at the top of the activity (English Version may not be available for all activities)

    The Restaurant

    Description: In this activity, the lab assistant will work as the server and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meal.

    Proficiency Level: Novice High

    Keywords: 

    Food, Restaurant ordering, handling money, paying, real-world context

    Comida, restaurante, dinero, pagando, contexto del mundo real

    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 English on a variety of topics.”

    “Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of English speaking cultures.”

    “Standard 3.1 Students reinforce and further their knowledge of other disciplines through English.”

     

    Idaho Content Standards for World Languages: 

    COMM 1: Interact with others in the target language and gain meaning from interactions in target language.

    COMM 2: Discover meaning from what is heard, read or viewed on a variety of topics in the target language.

    CLTR 1: Investigate, explain and reflect on the relationship between the practices and perspectives of the cultures studied in the target language.

    CONN 1.1: Compare and contrast information acquired from other content areas.

     

    NCSSFL-ACTFL Can-Do Statements: 

    • I can understand the differences in services and dishes between restaurants in the United States and Spain 

    • Puedo entender las diferencias 

    • 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

    Materials Needed: 

    Google Presentation

    United States Foods Collage

    Warm Up

    Warm-up

    1. For the warm-up, there will be approximately 8 slides that will review key vocabulary and phrases for going to a restaurant. You will ask the students a question or set up a specific scenario on the slides, but DO NOT give them the answers. For each question or scenario, they will have to come up with useful phrases as responses to the given situation. 

    • How many are you? 

    • What would you like to drink?

    • What would you like as an appetizer? 

    • What would you like for your entree?  

    • What would you like for dessert?

    • Does anyone have any allergies? Is anyone vegetarian?

    • Can you give me a recommendation? 

    • Can we have the check please? 

     

    In the United States, servers depend on tips from customers because their salary is much lower than typical jobs. Tipping 15%-20% of the bill is customary.

     

    Main Activity

    Main Activity

    Today you all will have the opportunity to eat at a restaurant and I am going to be your waiter/waitress. I will turn my microphone off to let you all talk and figure out what you want to order. There will be a list on each slide (depending on what dish you are on like appetizers, entrees, desserts, etc) that you can all order from. You all are going to do the whole process that we finished describing in the warm-up, including ordering food and asking for the bill. The menu that I am going to give you is based on an authentic menu from ______. Many restaurants offer a special menu where you can choose two or three plates, a drink, and many times a dessert. 

    • Today, you have the opportunity to dine at the WLRC Restaurant! I will be your server. I am going to turn off my microphone so you all can talk and decide what you want to order. You will practice the process of ordering food in a restaurant, which includes asking for the check. I will give you a menu with American foods.

    The process: 

    • b. You are going to give the welcome to the students and then ask the following: 

      • 1. “What would you like to drink?” 

      • 2. “We have coffee, juice, beer, wine...” 

      • 3. “What would you like as an appetizer to share?” 

    • d. What would you like for dinner? 

      • 1. “What would you like for dinner? ”

    • e. What do you want for dessert? 

      • 1. “What would you like for dessert? ”

    • g. After you bring the food wait for a few seconds and then ask the following: 

      • 1. “How was the food?" 

      • 2. "Do you like the ...?" 

    The students have to ask for the bill but you shouldn't help them. If too much time passes you can teach the students how to ask for the check and how to sign for the check. (Air draw your signature) 

    • j. Ask every student how they want to pay. Also, you can ask if they have a coupon or a gift card. 

      • 1. How would you like to pay?

        • Together, separately 

      • 2. Do you have a coupon or a gift card?

    Wrap Up

    Wrap-up

    Questions if time permits: 

    • 1. What phrases or words did you learn in this activity? 

    • 2. What foods would you order in a restaurant?

    End of lab: Can-do statement check in..."Where are we?"

    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