Restaurant - Step 3 (Burger Shop)

Activity Notes

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.

Things to Keep In Mind

Activity Instructions

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.

Activity Set-Up Instructions

Printable PDF Document

See PDF Download Options

Prerequisites

The following instructions assume that students have already completed Step 1. Step 2, however, is optional, and students will be able to fully participate in Step 3 of this restaurant role-play activity, even if they haven't experienced Step 2. The following instructions do not assume that students have experienced Step 2.

Activity Presentation 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 21 core vocabulary words, 4 review words, and 5 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 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.

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.

Activity Presentation Phase Instructions

Vocabulary Words Used in Activity
Core Vocabulary Words	bacon, bowl, bun, chili, coffee, cookie, cup, drink, eat, fries, hamburger, ice-cream, ketchup, lettuce, milk, onion, peach, pickle, tea, tomato, water
Combination / Compound	apple-juice, chicken-burger, fish-burger, peach-juice, pickle-juice
Memory Words	a/an, anything-else, are, do, here, I, some, thank-you, the, want, what, you, your, welcome
Supplemental Words	burger, on, to
Review Vocabulary Words	apple, banana, chicken, fish

Sentences and Sentence Patterns

What do you want to eat?

What do you want to drink?

I want _________________.

What do you want on your hamburger/chicken-burger/fish-burger/ice-cream?

Here you are.

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.

Place the flashcards (including 2 combination word cards) for the words hamburger, chicken-burger, and fish-burger on a table or other surface near where you are teaching so that they are within easy reach.
Assemble three burgers using the provided props. Assemble one (beef) hamburger, one chicken-burger, and one fish-burger. Do not add any toppings.
Invite one student to join you to demonstrate the activity.

(If you are teaching a 1-on-1 lesson, then this will simply be your only student.)

Ask them in English "What do you want?" (or "What do you want to eat?") and then continue by asking them if they want a hamburger, chicken-burger, or fish-burger, while pointing at the matching vocabulary flashcards while you say each burger option.

(You may need to repeat the question slowly a few times, but generally the student will eventually either say the word for one of the burger choices or at least point at one of the three vocabulary flashcards, which is also acceptable at this stage of the introducing the activity.)

Once the student indicates in any way whatsoever which burger they want, hand them the burger assembled from the role-play props corresponding to their decision.

The students will now begin to understand that communicating (and preferably verbalizing) a burger choice will result in the teacher handing them one of the burgers.
Repeat the above exercise a few times until the students begin to readily understand how to verbally communication a burger order and coach them to use the sentence structure "I want a _____________."
Lay out the burger toppings options where the students can all see them.
Add an additional level of complexity by introducing a second question to the role-play scenario: "What do you want on your hamburger/chicken-burger/fish-burger?" Coach the students to choose some toppings by saying the vocabulary word for each option as you point at the corresponding props.
Once the students are comfortable playing the role of 'customer,' invite a student to play the role of 'server.' As the teacher, switch to playing the role of 'customer' so that you can still help guide the interaction along.
When at least some of your students are showing familiarity with how to play the roles of 'customer' and 'server' in this restaurant role-play scenario, invite (two) students to play the roles of both 'customer' and 'server" with you as the teacher not playing any role and taking a step back to observe (and offer help if the students seem stuck).
Allow several different students to take turns playing the roles of either 'customer' and 'server' until most of the students seem to have the hang of how to complete the role-play interaction, from start to finish.

Activity Practice Phase Instructions

Production:

Now that your students understand the 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.

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.

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.

Remind your students how to use the phrase "anything-else?" to find out if the 'customer' wants to add anything to their order.
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.
Teach your students how to order several different burgers. For example, 1 chicken-burger and 2 fish-burgers.
Use the included dessert props to add the option to order ice-cream (in a bowl). Teach your students how to ask the question "What do you want on your ice cream?" so that when playing the 'server" role, they can ask what fruit (apple and/or bananas) the student playing the 'customer' role would like with their ice cream.
Teach your students that they can also just order a bun without any meat on it.
You can use this activity as an opportunity to demonstrate and emphasize the difference between the articles a/an and some. If you believe your students are ready to learn this, encourage them to use some with the words chili, ice-cream, lettuce, and tomato. You may demonstrate the difference between asking for "a chili" and "some chili" and other similar combinations.
If you believe that your students are ready for this level of complexity, you can teach them how to use polite language such as thank you and you're welcome.

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.