Activity Instructions

Printing

Print the PDF document provided below onto cardstock and then follow the cutting and gluing instructions to assemble the role-play props for this activity. 300g cardstock is recommended, but any weight 200g or above will be sufficient.

It is highly recommended that you print multiple copies of the provided PDF document so that you will have several copies of each animal. You will want to have enough materials for all of your students to have a sufficient set of materials to practice this role-play activity in pairs.

 

Activity Set-Up Instructions

Preparation

Follow the instructions on the printable pages to cut out and glue the role-play props. All of the included pet characters are double-sided for added realism and durability. Although it should be self-explanatory, just to avoid any confusion, the instructions on each page will show you which pieces to glue back-to-back.

 

Activity Set-Up Instructions

 

Printable PDF Document Preview
Restaurant - Step One - Preview Restaurant - Step One - Preview
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Presentation

Use flashcards to ensure that your students know the vocabulary words used in this activity. Refer to the list provided below. It may also be helpful to briefly pre-teach the sentences and sentence patterns listed below.

Students will only need to know 8 core vocabulary words to participate fully in this activity.

The memory words listed below are provided for reference. However, students DO NOT need to be directly taught any of these 14 memory words. They can simply be utilized in the sentences used to communicate in the activity and students can be trusted to gradually internalize the words' meaning from context, as the same words will continue to be used in other speaking activities as they progress through this curriculum program.

 

Activity Presentation Phase Instructions

 

Vocabulary Words Used in Activity
Core Vocabulary Words animal, bird, cat, dog, fish, monkey, mouse, rabbit
Combination / Compound none
Memory Words a/an, are, do, have, here, I, not, sorry, thank-you, want, what, you, welcome
Supplemental Words none
Review Vocabulary Words none

 

Sentences and Sentence Patterns
What animal do you want?
I want a _________________.
Here you are.
Thank you.
You're welcome.

 

Practice

Even if you do not speak a language that the students can understand (or are prohibited from doing so by policy where you work), you can communicate to students that the activity you would like to enjoy with them is a role-play activity by following the following simple steps.

  1. Start by demonstrating the role-play sequence with one student while the other watch and observe the interaction. Begin by playing the role of the ‘seller’ while having a student (or co-teacher/participating parent) play the role of ‘buyer.'
  2. Ask the student (playing the role of buyer) the question “What animal do you want?” and coach the student to respond to the question with the sentence pattern “I want a ___________.” When they verbalize a sentence, hand them the corresponding animal from the provided and assembled materials.
  3. Once the students have a basic understanding of the interaction, have a student play the role of ‘seller’ while you play the role of ‘buyer’ to allow them to practice (and demonstrate responding to your verbal request for a specific animal.

  4. When your students understand the activity well enough to do so, have two students at a time play the roles of ‘buyer’ and ‘seller’ while you observe (and/or provide hints/coaching as necessary).

 

Activity Practice Phase Instructions

 

Production:

Now that your students understand the simple role-play activity, divide them into partner-pairs and invite them to take turns playing the roles of 'customer' and 'server.' As the teacher, if there is an uneven number of students, you can be one of the students' partner-pair. 

However, it's best at this point if you are free to circulate around the classroom to observe and monitor your students' progress. Be sure to keep a sufficient distance from your students to allow them a sense of independence and don't be too quick to jump in and correct minor errors.

The best approach at this point in the students' learning is that they build their confidence and become very comfortable with constructing useful sentences and immediately correcting every small mistake will be counter-productive.

 

Activity Production Phase Instructions

 

Expanded Learning:

Once your students are growing increasingly comfortable with the role-play activity described above, you can add additional interest, complexity, and challenge to the activity with the following expansions.

You may need to return to a presentation phase of teaching to introduce any of the suggestions below.

  1. Encourage your students to use the phrase "Here you are" when handing an order to a 'customer.' This would also be a good time to add the phrase 'Thank you" to the activity.

  2. Teach your students how to use the pattern "I'm sorry. We don't have ___________." Then demonstrate how to make requests for other animals not listed in the vocabulary words for this activity, such as alligator or bear.
  3. Add number modifiers to the activity. Demonstrate to your students how to make a request for 2, 3 or more hamburgers/chicken-burgers/fish-burgers. At this point, it will be helpful to also teach your students the phrase, "I'm sorry we don't have ___ hamburgers/chicken-burgers/fish-burgers" in case the number requested by the student playing the 'customer' role exceeds the available props.

  4. Teach your students how to order several different burgers. For example, 1 chicken-burger and 2 fish-burgers.

 

Activity Expanded Learning Options

 

 

Important Note

The above instructions are provided as suggestions for best practices. However, the teacher should always be the ultimate decision-maker about how to teach a particular student / group of students.

While the instructions above are a very good starting point for a teacher using the provided role-play materials for the first time, once familiar with the materials and their potential uses, teachers are encouraged to modify their approach based on the needs, learning styles, and personal interests of their students.