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 and other component. 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.

You'll also need to glue together some multi-layered components. These will have several upward facing layers (all labeled with an identifying letter). Layer A is always the top layer and will be glued on top of Layer B and so on.

The orange areas on each layer should always be cut out and removed and the pink areas should always be fully covered in a thin layer of glue.

For some components, the layers will be marked with numbers. These numbers should always be in direction above/below each other when the different layers are glued together. Sometimes, these numbers are on a yellow colored tab that will need to be removed/cut-off after the layers are glued together.

Be sure to allow the glue to dry before using the assembled role-play props for one of your classes.

 

 

Activity Set-Up Instructions

 

Printable PDF Document
Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview Restaurant - Step One - Preview
See PDF Download Options

 

Prerequisites

The following instructions assume that the students have already participated in Petshop - Step 1.

Activity Practice Phase Instructions

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 19 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 16 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, ball, banana, bed, blue, bird, cage, cat, dog, fish, food, monkey, mouse, octopus, rabbit, red, tank, turtle, white, 
Combination / Compound none
Memory Words a/an, are, do, good, have, here, I, not, pet, sorry, thank-you, want, what, you, welcome
Supplemental Words none
Review Vocabulary Words none

 

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

 

Practice

  1. Demonstrate how to use colors as adjectives to differentiate between similar animals. Show your students how one octopus is blue and another octopus is red. Then show them how one fish is blue and white and another fish is blue, red, and white.

  2. Demonstrate to your students how different animal names can be placed in front of the word food to differentiate different types of food.
  3. Participate as the customer in several rounds of Pet Shop Role-Play to demonstrate how to use the techniques described above to communicate a more specific request. Coach the students playing the salesperson role as necessary on how to properly respond to your requests by providing the right animals/products to you.

 

Activity Practice Phase Instructions

 

Production:

Now that your students understand how to communicate more complex requests that they were using in Step 1 of this activity, divide them into partner-pairs and invite them to take turns playing the roles of 'customer' and 'salesperson.' 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 "What? ___________s are not good pets! 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 fish/dogs/etc. At this point, it will be helpful for your students to also know the phrase, "I'm sorry we don't have ___ ___________s." 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 types of animals. For example, 1 dog and 2 cats.

 

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.