English Course For Waitrons

UNIVERSIDAD DE LOS LAGOS
Humanities and Arts Department

English Teaching and Translation Programme
Students:
Moiss A. Bittner
Manuel A. Molina
Instructor:
Prof. Alicia Guarda
Course:
Course Design
Date:
25th June 2007
Table of Contents
Page
1. Introduction
3-4
2. Target Group
3. Identification of Learners Needs
4. Course Goals & Objectives

4.1 Goal 1
4.2 Goal 2
4.2.1 Skills
4.3 Goal 3
6
7
5. Teaching Approaches
5.1 Competency-Based Approach
5.2 Whole Language Approach
6. Content & Organisation

6.1 Number of hours / classes / weeks
10
6.2 Weekly Plan
11 - 17
7. Budget
18
8. Resources
18
9. Bibliography
19
10. Appendixes
20 - 30
1. INTRODUCTION
The aim of the following project is to offer an English course for waitrons
so they can improve one of the essential skills of the interactive aspect of the
English language, the speaking skill, which tends to be the least developed in
Chile according to what we have measured.
The idea of designing this course originated in the fall term of year 2007,
when our classmates and us were assigned different target groups (nurses,
police officers, waitrons, travel agents, etc) all of them supposed to make use
of the English language in their workplaces. Our target group was Waitrons
(waiters and waitresses). We chose 6 different restaurants and tea shops
(Boccato, Caf Central, Caf Urbano, Dinos, Kaffe Stube, and Rhenani) to apply
a survey/questionnaire with 3 objectives: 1) To identify if waiters/waitresses
think
it
is
important
for
them
to
learn
English.
2)
To
measure
waiters/waitresses background knowledge of English, and 3) To identify the

most important uses of language (lexicological aspects) waiters/waitresses need
to learn in English.
With the results we concluded the following: waitrons in Osorno were in
fact having problems in the use of the speaking skill to communicate with
foreign customers. The results of the surveys reflected that this was mainly due
to the lack of time they have to go on a language training.
In order to develop waitrons speaking skill we shall rely on the
following short, but intensive coursethat will help them in their service
performanceusing imagery, authentic current materials, and multimedia
technology, so as to favour the development their speaking skill.
3
Now, it is important to make clear that when offer this course we not
only focus on the linguistic aspects of English, but also on the sociocultural and
social-affective aspects of learning a language.
2. TARGET GROUP
A waitron (waiter or waitress) is one who works at a restaurant or a bar
waiting at customers supplying them with food and drink as requested.
Waitrons' duties include preparing tables for a meal, taking customers'
orders, serving drinks and food, and cleaning up before, after and during
servings in a restaurant.
3. LEARNERS NEEDS
Waitrons from different restaurants and tea shops in Osorno when
consulted through a survey questionnaire on their use of EFL, declared their

lack of proficiency in communicating with foreign customers.
They stated the importance of the English language to interact with
foreign patrons to make themselves understood and vice versa, so as to

improve their service.
Analysing these peoples answers, we identified that they show linguistic,
cultural, and socio-affective needs.
4. COURSE GOALS
Goal 1: To develop sociolinguistic and sociocultural skills related to serving

customers at restaurants.
Objectives:
To make use of the right register (formal/informal speech) while dealing

with people.
To understand cultural differences in social interaction (Proximity:

values, norms, and customs).
To make use of appropriate spoken and written formulaic phrases for

certain situations.
Goal 2: To develop a positive and confident attitude towards oneself as a

learner, the target language and culture, and foster cooperative learning among
waitstaff.
Objectives:
To develop a positive and confident attitude towards oneself as a

learner.
To take risks and to learn from ones mistakes.
To develop a positive attitude towards the target language and culture.
To interact with other workmates.
SKILLS
Stress Tolerance Learning a language requires accepting criticism and
dealing calmly and effectively with high stress situations. (Competency-Based
Approach)
Cooperation Learning a language requires being pleasant with others and
displaying a good-natured, cooperative attitude. (Whole Language Approach)
Concern for Others Learning a language requires being sensitive,
understanding and helpful to others' needs and feelings. (Whole Language
Approach)
Social Orientation Learning a language requires working with others rather
than alone, and being personally connected with others for developing
language interaction. (Whole Language Approach)
Initiative Learning a language requires a willingness to take risks. (Whole
Language Approach)
Goal 3: To interact confidently and successfully, at a survival level, with native

speakers of English.
Objectives:
Greet guests.
Escort customers to their tables.
Seat guests.
Present menus to patrons and answer questions about menu items,

making recommendations upon request.
Assist with the order.
Inform customers of daily specials.
Explain how various menu items are prepared, describing ingredients,

cooking methods, etc.
Take orders from patrons for food or beverages, writing their orders on
order slips or memorising them.
Deliver the order to kitchen.
Serve the guests.
Check with customers to ensure that they are enjoying their meals and
take action to correct any problems.
Stock service areas with supplies such as coffee, food, tableware, and
linens.
Prepare bills that itemise and total meal costs and sales taxes.
Present the bill (payment process).
Collect payments from customers.
Assist leaving guests.
5. TEACHING APPROACHES
Competency-Based Approach:
A Competence-based approach specifies what the learners will be able to
do with the English language they have learnt.

*Competencies should be identified from the real-world tasks the
students will do beyond the classroom. In other words, the real-world tasks
should be analysed into components or units of functional competencies. Then
as competencies are unobservable, competencies should be specified in terms
of performance or behaviour. Once observable performance or behaviour is
identified, assessment is easily done. In other words, it is measurable.
(Mubarak, 2001).
There are at least two things for teachers of English to consider - what to
teach (syllabus) and how to teach (methodology).

A curriculum with competence-based objectives goes through 4 major
steps: planning, implementing, observing, and reflecting.
*After planning and while we are implementing the competence-based

curriculum, we are observing the implementation. The purpose of this
observation is to find out if any problems leading to the weaknesses the
teachers encounter in the learning and teaching situation. To gather
information about this, direct observation and in-dept interview can be done.
The information about the weaknesses obtained will be the valuable input for
the future improvement and will be reflected in the new planning. (Mubarak,
2001).
Whole Language Approach:

Approach that emerged in the latter part of the 20th century as a revolt
against the skills-based approach. The basic principles underlying this new
approach are the following:
(1)
The whole is more than the sum of its part.
(2)
Language learning is a social process.
(3)
Learning is student-centred and process-oriented.
(4)
Language learning involves relating new information to prior knowledge.
(5)
Oral and written language are acquired simultaneously and have

reciprocal effect on each other.
(6)
Students errors are signal of progress in language learning.
There are many advantages that can be attributed to this approach:

- It respects students prior knowledge, which can in turn encourage and faster
comprehension.
- It subsides behaviour problems.
- It boosts students self-esteem.
- It develops students creativity and critical thinking
Skills-Based Approach Behavioural Psychology and Structural Linguistics.

Whole Language Approach Cognitive Psychology and Sociolinguistics.
6. CONTENT & ORGANISATION

6.1 Number of hours / classes / weeks
Number of hours: 3 hours a week

- Total Course Time: 48 (chronological) hours
Number of classes: 2 classes a week
Number of weeks: 16 weeks (4 months)
10
6.2 Weekly Plan

Month 1
UNIT 1
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Hello everybody!
Hello and goodbye
To develop the oral production
Reading and writing; Listening and speaking
Greeting people
Metacognitive
(Monitoring,
Evaluating);
Cognitive
(Elaboration of Prior Knowledge, Auditory Representation);
Social/Affective (Questioning for clarification, Cooperation,
Self-Talk)
Verb to be (am/is/are)
Possessive adjectives (my/your/his/her)
Alphabet, spelling; Numbers 1 to 29; Countries and
nationalities; Everyday objects; Plural nouns
Role plays (dialogues), written exercises (handouts)
Flash-cards, posters, tapes, videos, realia
Month 1
UNIT 2
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Meeting people
In a caf
Reading and listening
Talking about oneself and others
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Verb to be (Questions and negatives; Negatives and short
answers)
Possessive s, Have you got...? some/any
The family; Opposite adjectives; Food and drink
11
Month 1
UNIT 3
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
The world of work

What do you do?
To develop their oral production
Reading; Listening & Speaking
Describing peoples jobs
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Present Simple (Part 1)
Questions and negatives
Personal Pronouns (He, she, it); Verbs (help, make, serve);
Jobs (doctor, footballer, petrol attendant)
Month 1
UNIT 4
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Take it easy!
Social expressions
Speaking; Reading & Listening
Talking about daily routines
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Present Simple (Part2); like/love/hate + (verb)-ing
Personal Pronouns (I, you, we, they); Verbs (get up, relax,
eat out, start); Leisure activities (dancing, etc); The time
(Its + time).
12
Month 2
UNIT 5
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Where do you live?

Directions (1)
Speaking; Listenig; Reading
Giving directions
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
There is/are
How many...?
Prepositions of place
Some and any
This, that, these, those
Adverbs of frequency (always, usually; once, twice, every)
Rooms; Household goods; School items, Parts of a house,
Places
Month 2
UNIT 6
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Can you speak English?

On the phone
Speaking; Reading
Making enquiries
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Can/cant
Was/were
Could
Countries and languages; Verbs (swim, sing, drive, etc)
13
Month 2
UNIT 7
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Then and now, from present to past

Special occasions
Speaking; Reading
Talking about special occasions
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Past Simple (Part 1): Regular/Irregular verbs
Time expressions (yesterday morning, last night, etc)
Verbs (earn, marry, die); Adjectives (great, awful, etc)
Month 2
UNIT 8
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
The past: How long ago?

Whats the date?
Reading, Listening; Speaking
Telling and retelling facts
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Past Simple (Part 2): Negatives and ago
Was born (in/on/at)
Pronunciation (phonetics)
Verbs (study, stay in); Dates (1st to 31st)
14
Month 3
UNIT 9
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Food you like

Polite requests
Listening and Speaking; Reading
Talking about likes and dislikes
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Countable and uncountable nouns
Do you like...? / Would you like...?
a and some
How much? How many?
Food and beverages, shops and shopping
Month 3
UNIT 10
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Bigger and better!

Directions (2)
Speaking; Reading
Giving directions
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Comparative and superlatives
City and country adjectives (dirty, noisy, exciting, safe); City
and country nouns (wood, theatre)
15
Month 3
UNIT 11
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Looking good!
In a clothes shop
Listening and Speaking
Describing people
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Present continuous
Possessive pronouns (mine, yours, hers, etc)
Clothes (trousers, trainers, t-shirt); Describing people;
Colours
Month 3
UNIT 12
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Lifes and adventure

Making suggestions
Reading and Speaking
Predicting information
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Future plans: (be) going to...
Verbs (travel, visit); The weather (Its... sunny, cloudy,
rainy); Predictions (Maybe / I think so / I hope so)
16
Month 4
UNIT 13
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
How terribly clever!

Describing feelings
Speaking and Listening; Reading
Expressing ideas
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Question forms (Why? Which?)
Adverbs abd adjectives
Feelings (bored, worried, etc)
Month 4
UNIT 14
(2 weeks)
TOPIC
OBJECTIVES
SKILLS
FUNCTIONS
STRATEGIES
GRAMMAR
VOCABULARY
ASSESSMENT
MATERIALS
Have you ever?

At the airport
Speaking; Reading; Listening
Talking about recent facts
Metacognitive
(Monitoring,
Evaluating);
Cognitive
Self-Talk)
Present Perfect: ever and never; yet and just
Present Perfect and Past Simple
Past participles (cooked, eaten, made)
17
7. BUDGET
Materials included:
Handouts, tapes, cds, diploma
Registration fee:
$12,000
Total Course fee:
$120,000 (4 months)
8. RESOURCES
Electronic material:
- Softwares
- Websites
- Videos
- Tapes
Printed material:
- Handouts
- Flash-cards
- Posters
18
9. BIBLIOGRAPHY
- El-Koumy, Abdel Salam A. 2000. Effects of Skills-Based Versus Whole
Language Approach on the Comprehension of EFL Students with Low & High
Listening Ability Levels. Suez Canal University, Egypt. ED 449 670.
- El-Koumy, Abdel Salam A. 2002. Teaching and Learning English as a Foreign
Language: A Comprehensive Approach. Suez Canal University, Egypt.

- English File Students Book 1. 2000. Oxford University Press. London.
- Mubarak, Abdul Kadir. 2001. Competence-Based Approach (CBA). University
Tadulako, . / Available on:
- New Headway Students Book Parts A & B. 2004. Oxford University Press,
London.
- Lexington Interactive Ltd. 2005. A Role in the Show Waistaff Manual /
Available on: http://online.onetcenter.org/link/custom/35-3031.00
- Occupational Information Network. 2004. Summary Report for Waiters and
Waitresses / Available on: http://online.onetcenter.org/link/summary/35-3031.00
19
10. APPENDIXES
20
SURVEY QUESTIONNAIRE
Survey questionnaire of the views of waiters/waitresses in Osorno on the use of

EFL.
I. - BACKGROUND
1. - How many months have you been working here?
(Please tick ( / ) the appropriate box.)
0-4
5-8
9-12
more than 12
2.- How many hours a week do you work?

0-10
11-20
21-30
31-40
3.- Have you had the chance to go on a language training or any other kind?
(Please circle the appropriate answer)
YES / NO
a) If your answer to (3) was YES, what did you learn from it? How do you use it every
day?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b) If you answer to (3) was NO, what would you like to train yourself on?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
II. - CONTEXT
4.- How often do foreigners come to eat here?
Very often
Sometimes
Hardly ever
Never
5.- Whats the language they use the most?

Spanish
English
German
Other (please specify):

____________________
21
6.- Have you faced any communicative problems with them?

YES / NO
a) If your answer to (6) was YES, how did you cope with it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In questions 7-9 tick ( / ) the column with the heading that best summarises your
reaction to each statement.
QUESTION
Strongly
agree
Agree
Not
sure
Disagree
Strongly
disagree
7.- To speak another language

maximises my possibilities to
assist foreign customers.
8.- If waiters/waitresses are
taught specialised language in
English, this will have a very
beneficial effect on their later
performance at work.
9.- I should like to find out how
best to learn English and apply
this knowledge in everyday
situations.
10.- Consider the value of these components of a successful waiter/waitress. Rank
them in order of personal importance from 1 to 7. (1= most important).
good memory
speak another language
personal appearance
agility
good service
cleanliness
Other:
III. - VOCABULARY
In questions 11-18 circle the correct meaning for each phrase.
11.- Good evening!
a) Buenos das!
b) Provecho!
c) Buenas noches!
12.- Keep the change!

a) Gracias por la cena!
b) Qudese con el vuelto!
c) Venga para ac!
13.- How much is it?

a) Cunto falta para
servir?
b) Es mucha la comida?
c) Cunto cuesta eso?
22
14.- Ill have the seafood

and an ice-cream.
a) Quiero pescado y crema.
b) Quiero mariscos y un
helado.
c) Quiero comida rpida y
postre.
15.Wheres
the
Gents/Ladies?
a)
Llega
mucha
gente/seoras aqu?
b) Dnde estn los
garzones/garzonas?
c) Dnde est el bao de
caballeros/damas?
17.- The bill, please!

a) Mozo, venga!
b) El men, por favor!
c) La cuenta, por favor!
16.- Can I have another

glass of wine?
a) Qu tipo de vinos
tiene?
b) Me puede traer otra
copa de vino?
c) Cul es el mejor trago?
18.- Here you are!

a) Aqu ests!
b) Aqu tiene!
c) As eres!
19.- Classify the following dishes writing their numbers in the appropriate column.
(Each column represents a different food category.)
1.
2.
3.
4.
5.
6.
7.
8.
Lettuce salad
Spaghetti
Ice-cream
Tea
Fish and chips
Roast beef
Tuna and egg salad
Water
9. Coke
10. Strawberries and cream
11. Onion soup
12. Apple pie
13. Wine
14. Fried chicken
15. Juice
Starters
Main courses
Desserts
Drinks
(Entradas)
(Platos de fondo)
(Postres)
(Bebidas)
23
Role-play Prompt Cards: Restaurant Menus A
Breads
Croissants . . 1.25
Drink
Coffee . . . . 1.25
Bagels . . . . 1.25
Caf Au Lait. 1.75
Donuts . . . . . 75p
Espresso . . . 1.75
cheese.
Chocolate
Cheesecake. . 2.50
Milk . . . . 1.25
Juice . . . . 1.50
Vegetarian . . . 2.75
Fresh cucumber,
avocado, and tomatoes.
Soups and Drinks
Food
Drink
Red Wine
Glass . . . . 3.50
Bottle . . . 17.00
Sweet and Sour

Pork . . . . 4.50
Wonton Soup
. . . . . . . . 3.00
Meatball Spaghetti
. . . . . . . 8.50
Garlic Ribs
. . . . . . . 4.50
Jasmine Tea
. . . . . . . . Free
Seafood Spaghetti
. . . . . . . 9.50
Chicken Fried Rice

. . . . . . . 4.00
Zing Toe Beer

. . . . . . . . 2.00
Lasagna
. . . . . . . 8.50
Spicy Shrimp
. . . . . . . 5.00
Drink
Coffee . . . 1.00
Ham & Cheese . .

Cola . . . . 1.00
3.25
Fresh ham with cheddar
cheese, onions and
pickles.
Cakes
Blueberry
Cheesecake. . 2.50
Food
Food
B.L.T . . . . . . 3.50
Crispy bacon with
lettuce and tomato.
With or without
White Wine
Glass. . . . 3.00
Bottle . . . 15.00
Fettuccine Alfredo
. . . . . . . 7.50
www.bogglesworldesl.com
24
Role-play Prompt Cards: Restaurant Menus B
Food
Drink
Food
Drink
Tuna Roll
. . . . . . . . 2.00
Salmon Roll
. . . . . . . . 2.00
California Roll
. . . . . . . . 3.00
Mixed Sushi
. . . . . . . . 6.00
Miso Soup
. . . . . . . . 1.00
Tea. . . . . . Free
Grilled Steak
. . . . . . . . 12.50
Coffee . . . 1.00
Cola. . . . . 1.00
Beer . . . . 1.25
BBQ Ribs
. . . . . . . . 11.50 Juice. . . . 1.50
Steak Teriyaki
. . . . . . . . 12.50
Cola . . . . 1.00
Fajitas
. . . . . . . . 11.50
Extra Ginger and

Wasabi . . . . 50p
Food
Drink
Food
Drink
Hawaiian Pizza
(s)10.00 (l)15.00
Coffee . . . 1.00
Lousy Burger
. . . . . . . . 18.00
Coffee . . . 1.00
Pepperoni Pizza
(s)10.00 (l)15.00
Supreme Pizza
(s)12.00 (l)17.00
Kimchi Pizza
(s) 9.00 (l) 14.00
Milk . . . . 1.25
Beer . . . . 1.25
Juice . . . . 1.50
Cold Grilled Steak

. . . . . . . . 45.00 Juice . . . 1.50
Cola . . .. . 1.00
Soggy Spaghetti
Cola . . . . 1.00
. . . . . . . . 35.00
Stale Nachos
. . . . . . . . 20.00
25
Role-play Prompts:
Specials of the Day and Customer Complaints
Specials of the day:
Special: Pumpkin pie and whip cream.
Price: 2.00
Special: Spring rolls
Special: Smoked salmon and cream cheese on a

bagel.
Price: 4.50
Special: Four cheese ravioli.
Price: 7.50
Special: Eel rolls

Price: 2.50
Special: Mexican pizza made with chili peppers,

avocado, and hot pepperoni.
Price: (s) 11.00 (l)16.00
Special: Roast chicken with potatoes.
Price: 12.50
Special: Hot chicken wings.

Price: 12 wings for 5.00
When you are eating, complain

that your food is cold.

that the restaurant is too hot.

that the food is too salty.

that the restaurant is too cold.

that the food is burnt.

that the restaurant is too noisy.
that the restaurant is too smoky.

that the food is not cooked.
26
Sample Conversation:
Ordering Food at a Restaurant
Waiter: Welcome to Anticos. Here are
your menus. Todays special is grilled
salmon. Ill be back to take your order in a
minute.
Restaurant Role-play
Waiter Sheet
Name
Food
Drink
You are a waiter in a restaurant. When

people sit down at your table, give them
some menus and take their orders:
Complaints
Comments
(1) Welcome.
(2) Give Menus.
(3) Tell the guests the
special of the day.
. . .
(4) Give them some time

to look at the menu.
Waiter: Are you ready to order?

Customer 1: Id like the seafood spaghetti.
Waiter: And you?
Customer 2: Ill have a hamburger and
chips.
Waiter: Would you like anything to drink?
Customer 1: Ill have a coke, please.
Waiter: And for you?
Customer 2: Just water, please.
Waiter: OK. So thats one seafood
spaghetti, one hamburger and chips, one
coke, and one water. Ill take your menus.
(5) Take their orders.

(6) Confirm their orders.
(7) Ask how the meal
was and if they want
dessert.
. . .
Waiter: Here is your food. Enjoy your

meal.
. . .
Waiter: How was everything?

Customers 2: Delicious, thanks.
Waiter: Would you like anything for dessert?
Customer 1: No, just the bill please.
27
Sample Conversation:
Ordering Food at a Restaurant
Waiter: Welcome to Anticos. Here are
your menus. Todays special is grilled
salmon. Ill be back to take your order in a
minute.
. . .
Waiter: Are you ready to order?
Customer 1: Id like the seafood spaghetti.
Waiter: And you?
Customer 2: Ill have a hamburger and
chips.
Waiter: Would you like anything to drink?
Customer 1: Ill have a coke, please.
Waiter: And for you?
Customer 2: Just water, please.
Waiter: OK. So thats one seafood
spaghetti, one hamburger and chips, one
coke, and one water. Ill take your menus.
. . .
Waiter: Here is your food. Enjoy your meal.
. . .
Waiter: How was everything?
Customers 2: Delicious, thanks.
Waiter: Would you like anything for
dessert?
Customer 1: No, just the bill please.
Restaurant Role-play
Customer Sheet
Restaurant
Name
Food
Ordered
Drink
Ordered
You are customer in a restaurant. You

must go from restaurant to restaurant
with a partner and order some food in
each restaurant:
Daily
Special
Service
Quality
(1) Sit down.

(2) Listen to the
special.
(3) Look at the
menus.
(4) Order food
(5) Eat
(6) Dont order
dessert.
(7) Ask for the bill.
(8) Go to a new
restaurant.
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English Course For Waitrons

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English Course For Waitrons

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UNIVERSIDAD DE LOS LAGOS

Humanities and Arts Department

Prof. Alicia Guarda

25th June 2007

3. Identification of Learners Needs

4. Course Goals & Objectives

5.2 Whole Language Approach

6. Content & Organisation

6.2 Weekly Plan

waiters/waitresses background knowledge of English, and 3) To identify the

A waitron (waiter or waitress) is one who works at a restaurant or a bar

waiting at customers supplying them with food and drink as requested.

Waitrons' duties include preparing tables for a meal, taking customers'

Waitrons from different restaurants and tea shops in Osorno when

consulted through a survey questionnaire on their use of EFL, declared their

They stated the importance of the English language to interact with

foreign patrons to make themselves understood and vice versa, so as to

cultural, and socio-affective needs.

Goal 1: To develop sociolinguistic and sociocultural skills related to serving

To make use of the right register (formal/informal speech) while dealing

To understand cultural differences in social interaction (Proximity:

To make use of appropriate spoken and written formulaic phrases for

Goal 2: To develop a positive and confident attitude towards oneself as a

To develop a positive and confident attitude towards oneself as a

To take risks and to learn from ones mistakes.

To develop a positive attitude towards the target language and culture.

To interact with other workmates.

Goal 3: To interact confidently and successfully, at a survival level, with native

Escort customers to their tables.

Present menus to patrons and answer questions about menu items,

Assist with the order.

Inform customers of daily specials.

Explain how various menu items are prepared, describing ingredients,

Deliver the order to kitchen.

Serve the guests.

Present the bill (payment process).

Collect payments from customers.

Assist leaving guests.

do with the English language they have learnt.

teach (syllabus) and how to teach (methodology).

*After planning and while we are implementing the competence-based

Whole Language Approach:

The whole is more than the sum of its part.

Language learning is a social process.

Learning is student-centred and process-oriented.

Language learning involves relating new information to prior knowledge.

Oral and written language are acquired simultaneously and have

Students errors are signal of progress in language learning.

There are many advantages that can be attributed to this approach:

Skills-Based Approach Behavioural Psychology and Structural Linguistics.

6. CONTENT & ORGANISATION

Number of hours: 3 hours a week

Number of classes: 2 classes a week

Number of weeks: 16 weeks (4 months)

6.2 Weekly Plan

The world of work

Where do you live?

Can you speak English?

Then and now, from present to past

The past: How long ago?

Food you like

Bigger and better!

Lifes and adventure