Restaurant - Step 2 (Burger Shop)

You'll Need To Plan Your Own Lessons

The following instructions are not a lesson plan. They are instructions for suggested best practices for introducing students to a fast-food themed role-play scenario that utilizes the provided printable props.

However, depending on the student/students' speed of learning, the steps provided below could be spread over several lessons or take place as only one portion of the lesson during a specific class period.

The needs and opportunities of individual students and groups of students are too varied for it to be wise for curriculum developers to provide teachers with lesson plans. It is recommended that teachers use the following information to plan their own lessons and make adjustments as necessary based on students' responses and progress.

There Should Be Repeated Iterations of this Activity

The provided materials are suitable for repeated use in many lessons. They can be expected to remain engaging to students even if used more than once.

During classroom testing of these materials, students were still eager to use them to role-play restaurant scenarios even two years after they were originally introduced into the classroom.

Since languages are skills and skills are best acquired and developed through repetition of specific aspect of the skill until a sufficient level of mastery is achieved, these materials will help students achieve the most if they are used in most lessons during the progress through the current unit, with the teacher gradually adding new levels of complexity.

This Activity IS the Assessment

Students' ability to successfully complete the activity described below is the best form of assessment for the current Unit Section. Once students have a decent level of comfort with this activity, you can consider that a clear indication that it is time to move on to the next Unit Section, which will include another step of this activity that expands it with additional vocabulary words and materials.

Teachers Are Encouraged to Use These Materials Creativity

The provided printable materials were primarily designed for the activity described below, but they can also be used effectively as teaching props for a variety of purposes, such as teaching grammar points.

If they wish to, teachers are more than welcome to use these materials to design their own role-play scenarios. Teaching is most effective when it is adjusted to meet the needs of students as identified by the teacher, with input from the students and their parents.

Suitable for Both Group and 1-on-1 Lessons

While the instructions below are written with a group lesson in mind, they can be easily adapted for use in a 1-on-1 lesson.

Preparation

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 page 1 of the provided PDF document so that you will have at least three buns. You may also want to have multiple bowls assembled by the time you add ordering ice-cream to the activity.

It is also strongly recommended that you have enough materials for all of your students to have a sufficient set of materials to practice this role-play activity in pairs, which may require preparing multiple copies of all of the materials.

Prerequisites

The following instructions assume that students have already participated in Step 1 of this role-play activity.

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, 4 review words, and 2 combination words to participate fully in this activity.

(Total: 14 words)

The memory words listed below are provided for reference. However, students DO NOT need to be directly taught any of these 17 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.

The supplementary word burger is included in the vocabulary lists for this activity just in case students need to be reminded about how burger and the words chicken and fish work together in combination to create new concepts (as demonstrated by the available compound / combination flashcards).

The supplementary words on and to should not be pre-taught to students. At this point in their learning, the best way to teach these words to students is by allowing them to hear them used in context within the sentences used for verbal communication in this activity.