TEACHING ENGLISH FOR SPECIFIC PURPOSE

COURSE DESIGN FOR RESTAURANT WORKERS (WAITERS)

Created by:

Ayu Prameswari (1513042039)

Dwi Fitri Arnaz (1413042069)
Resty Rahmawanti (1413042071)
Yudha Aulia Ramadhanti (1513042067)

Group : 10
Class: A

ENGLISH EDUCATION STUDY PROGRAM

ARTS AND LANGUAGE EDUCATION DEPARTMENT
EDUCATION AND TEACHERS’ TRAINING FACULTY
LAMPUNG UNIVERSITY
 DESIGNING ENGLISH COURSE BOOK

(English for Waiter and Waitress in Restaurant)

1. BACKGROUND
Are you a chef, bartender, or waiter and waitress working in a tourist spot?
Maybe you are a students who wants to work part-time in a restaurant
while you go to school abroad. Whatever the role of English for waiters
may be, you will come across many English customers and staff members
in the food and beverage industry. This English Course Book is designed
to help people who are employed, or looking for work in many different
areas of the hospitalityt industry, including in the kitchen, on the floor, or
behind the bar. You will learn helpful English vocabulary and expressions
that will allow your guests to enjoy their dining experience and help you to
communicate with your fellow staff members. Studying and practicing
Food and Beverage English and gaining a better understanding of the
industry may even help you find a job.

There are always some hints, tips and hints you can use to teach English to
restaurant and bar workers (Food and Beverage staff) or in this case we
will focus on waitress in the restaurant.

Waitress are the food and beverage staff who work behind the bar and
serve drinks. It is imperative that you let your students know that waitress
are also “part time psychologists” and everyone’s friend. A waiter needs to
be able to speak with all of his or her customers and make them feel
welcome in the establishment where they work. Being a waiter will require
a much larger vocabulary than being a member of the wait staff since
waiters normally speak more in length and about a wider variety of topics
with the customers. If you are teaching students who will work or
 currentlywork in restaurant, you will need to assign long lists of appropiate
vocabulary.

According to that background, the waiters will give some explanations and
other related things for waiters in the restaurant through this Englidh for
Specific Purpose course book.

2. NEED AND TARGET ANALYSIS

A. Need Analysis
Before conduction this ESP class, we conduct need analysis first. It is
done by doing interview and test. The term needs is not as straight
forward as it might appear, and hence the term is sometimes used to
refer to wants, desires, demands, expectation, motivations, lacks,
contraints, and requirements. It examines what the learners know
already and what they need to know. Hutchinson and Waters (1987)
devide needs into target needs (what the learner needs to do in the
target situation) and learning needs (what the learner needs to do in
order to learn).
 Necessities: The demands of the target tasks
To know the necessities of the students who will take this
course, we will do an interview with them. Beside that, we will
give them questionnaires to know their background knowledge.
 Lacks: Knowing where learner at present
We will prepare a set of questions for interview to know which
level they will be in (intermediate or high intermediate)
 Wants: Knowing what learners really want to learn.
It can be done by asking the learner by interview or
questionnaires.

The information will help to select and prioritize as closely as

possible what students will nedd to do. In this case, based on
 the need analysis, the learners are those who want to be waiters
in restaurant. They will learn some cases related to what they
will do later to serve the guests at the restaurant. The learners
will be those whose level of English ability in the intermediate
or high intermediate level.

B. Target Analysis
After conducting need analysis, we determine the target needs. Waiters
students need the training to be able to work at restaurant as well as
possible. By using communicative approach, we effort to close the lack
of the students in serving thye guest. To be able to serve the guest of a
restaurant well, they would have a good skill in the food and beverage
field. This course focuses on the students’ ability in the food and
beverage practical as the students want. It is designed to make the
students to be able to do interactive dialog in some food and beverage
service term.

3. ENTRY AND EXIT LEVEL

In designing an English course, it is necessary to analyze the level in
which the program will start and the level students may be expected to
reach at the end of the course. To plan this program, is is necessary to
determine the level of students’ skill.

ENTRY LEVEL
This ESP curriculm is directed to participants whose level of language
proficiency is intermediate and above. The focus of the course book is the
acquiring and improvement of their listening, speaking, reading, and
writing language abilities. It is expected that the participants who will be
accepted in this program will already be able to do the following in terms
of general English:

General English
 Listening: Their ability in understanding spoken American
English is good but misunderstanding occurs when new words
are introduced in conversation or lecturing. A change in stress
and intonation poses a challenge to the listener but grasps the
main idea or the gist of the spoken utterance by the context.
Likewise, spoken contractions, linking, deletion, and
assimilation in rapid speech also represent a challenge;
however, when spoken at normal speed, almost all of a
conversation or lecture can be understood.

 Speaking: Oral utterances are faulty but meaning is conveyed.

Mastery of American English pronunciation is not native-like
because their native language gets in the way. Stress in
sentences is sometimes faulty due to the stressed-time nature of
the English language. Intonation to distinguyish a verb from a
noun needs practice.

The aspects of speaking include:

 Accurancy: The learners pronunce some words in a
wrong way as well as many ‘basic’ grammatical and
lexical errors. They have not mastered any of the
language skill.
 Fluency: The learners speak with many long and
unnatural pauses. They speak with lack of expression
and many unnatural pauses. They used to do many
unnecessary repetitions.
 Comprehensibility: They cannot fully understand
anything of what is said. They are unable to make any
thing clear. They tend to give responses and repetitions.
 Reading: The learners’ ability in understanding written
American English is good but the range of vocabulary
words is limited. Medium-sized texts are easily dealt
 with but long texts pose a problem. The main ideas of
most passages are usually easily found even thsough
scanning for specific information is still not perfect.

EXIT LEVEL

Exit level means the condition of learners that is supposed to have after the
course finished. After following this course, the learners are expected to
improve their listening and speaking ability from the beginner level to the
intermediate level. It means that the learners are supposed to be able to
speak and to understand English fluently based on a new context. They are
on part with an educated native speaker, so they are completely at ease in
his use of English on all topics discussed related to their major.

General English

 Listening: The learners understand the spoken American English with

stress, intonation, contractions, linking and deletion. They also know the
strategies, to get the right meaning out of utterances which are used
regularly; such strategies include grasping the meaning of key words and
expressions, use context, schemata, non-linguistic clues, ctc.
 Speaking: the learners’ pronunciation sounds better like American English
even though not too native-like. Oral utterances flow more easily as stress
in words and sentences are appropriately placed whereas, for speaking
skill, they will be able to improve the speaking aspects, those are:
a. Accuracy: the learners pronounce the words with few interference of
their first language. They make only few mistakes related to grammar
and lexical.
b. Fluency: their speaking flows easily with full of expression. They
speak with very slightly unnatural pauses.
c. Comprehensibility: they can easily understand what is said without
interrupting or clarifying it.
 Reading : Understanding of written American English is very good and
mastery of vocabulary had increased. Scanning for specific information
and key vocabulary words is very good. Logical relationships are easily
identified.

4. ENGLISH FOR OCCUPATIONAL PURPOSES (EOP)

English for occupation al Purposes is a branch of ESP (English for

Specific Purpose) and covers situations in which students are studying
English for work related reasons. In this case, English course is designed
for waiter and waitress students. It has some purposes and limitations
which will be explained in the following discussion.

The Purpose

The content of English for waiter and waitress purposes syllabus has been
selected to consider the situation of someone who will be waiter and
waitress in the places which have so many foreigners or they will work
abroad. The syllabus of ESP curriculum is based on the teaching of the
English language and specific language for waiter and waitress to help the
students in improving their listening, speaking, reading abilities. The major
goal of this design is that students will be able to communicate the
language of waiter and waitress, not only spoken, but also listening. The
specific aims as follows.

Students in this program will:

a. Improve their ability to understand what people say and produce oral
English from different restaurant-related situations.
b. Develop and understanding of what restaurant culture means.

The Limitation
 The syllabus has three focuses:

 A focus on listening; the learners will deal with foreign guests, so they
have to listen to their guests’ order, complain then examine and explain the
respond by using English.
 A focus on spoken language; the learners will respond what the guests’ say
in any condition.
 A focus on vocabulary in reading skills; there are so many different terms
for being waiter and waitress. If the learners fail to understand the meaning
of the vocabulary, there will be some errors and miscommunication. Thus,
the learners have to memorize and understand some certain words in this
study.

We actually focus on all of skills. However, we do not put writing skills

here because the learners do not learn writing specifically. They just learn
how to write order of the guests.

5. SYLLABUS FOR TEAXHING-LEARNING PROCESS

The course of this English teaching program, based on the need and
situational analysis, will basically implement one of the syllabuses, which
is a collection of imaginary situation where the language is used.

Steps:

1. We make a list of communications situations that may face.

2. We make a list of topics, grammatical forms (vocabulary) and sequence
them
3. We group the topics, forms and structures and fit them with situation in a
communication

The teaching unit below are language materials that have been developed
based on situational syllabus.
The benefit of situational syllabus is that students learn how to use the
target language in an authentic communication. The advantage of this
syllabus is that when unpredictable situations happen in communication
language learners are not accustomed to communicate in the language
spontaneously. This syllabus is good for language learners who are
preparing to go to a country where the language is being learned. This
situational teaching has the goal of teaching specific language content that
occurs in situation.

This is an example of situational (topical) syllabus for waiter and waitress.

Class PRIVATE
: CLASS
Lesson ENGLISH
: FOR WAITRESS
Aim : course designed to prepare waiter/waitress of the restaurant to be fluently in English sp
This
english language communication
Lesson Description : course is intended to help students to improve their masteries and skills of speakin
This
restaurant. It is expected that students will be able to develop their abilities on English wai
serving the visitors.
The meeting of this course is twice a week. And it needs three month to finish this course.

M
ee
Learning Goal The Competence Students Asignment Indicator
ti
ng
1 2 3 4 5
1 Understanding the Individually the students: The students are able to:
restaurant and the 1. Understand the materials 1. Understand the definition of re
equipments 2. Memorize the materials 2. Identify what is in restaurant
3. Mention things in restaurant
In group, students:
1. Discuss the materials
4. Memorize the equipments in r
- An overview of
restaurant
- The equipments in the
restaurant

2 Identifying many Individually the students: The students are able to:
kinds of food and 1. Understand the materials 1. Identify many kinds of food an
dessert 2. Memorize the materials 2. Identify many kinds of drink
- Identify many kinds of
food and dessert 3. Offer the food and drinks to th
In group, students: customers
1. Discuss the materials

3 Evaluation

4 Examination
(Oral and Written)
5 Understanding many - An overview of Individually the students: The students are able to:
kinds of payment payment1. Understand the materials 1. Tell the visitors about the paym
2. Memorize the materials the restaurant
2. Tell the visitors about the pric
In group, students: food
1. Discuss the materials 3. Tell the visitors about the pric
drinks
6 Understanding and - An overview of Individually the students: The students are able to:
using Greeting greeting 1.
expressions
Understand the materials
Expressions 2. Memorize the materials 1. Understand and mention the g
expressions
In group, students: 2. Use greeting expressions corre
1. Practice to use greeting 3. Make dialogue for greeting the
expression in pairs 4. Practice greeting dialogue usin
play technique
5. Express and act the dialogue in
the class.

7 Evaluation

8 Examination
(Oral and Written)
9 Understanding and An overview of In groups the students: The students are able to:
using Offering offering expressions 1. practice to do a conversation 1. Understand and mention the o
Expressions 2. disscuss about the materials expressions
2. Use offering expressions corre
Individually the students: 3. Offer some helps correctly
1. understand materials
2. memorize
4. Identify sentences for offering
something
10 Understanding and An overview of In groups the students: The students are able to:
using Offering offering expressions 3. practice to do a conversation 1. Make dialogue for offering to
Expressions 4. disscuss about the materials something.
2. Practice offering to do someth
Individually the students: dialogue using role play techni
3. understand materials 3. Express and act the dialogue in
4. memorize the class.

11 Evaluation

12 Examination
(Oral and Written)
13 Understanding and An overview of giving In groups the students: The students are able to:
using the expression thank expressions 1. practice to do a conversation 1. understand and mention the
of giving thank 2. disscuss about the materials expressions of giving thanks
Individually the students:
 1. understand the mateials 2. Use expressions of giving than
2. memorize the materials expressions correctly
3. Identify sentences for giving th
expressions
4. Make dialogue for giving than
expressions
5. Practice giving thanks dialogu
role play technique
6. Express and act the dialogue in
the class.
14 Understanding and An overview of giving In groups the students: The students are able to:
using the expression apology 1. practice to do a conversation 1. Understand and mention the
of apology 2. disscuss about the materials expressions of apology
3. Individually the students: 2. Use expressions of apology
4. understand the mateials correctly
5. memorize the materials 3. Identify sentences for giving a
4. Make dialogue for giving apol
5. Practice giving apology dialog
role play technique
6. Express and act the dialogue in
the class.
15 Evaluation

16 Examination
(Oral and Written)
17 Understand how to An overview of telling In groups the students: The students are able to:
tell time time 1. practice to do a conversation 1. understand how to tell time co
2. disscuss about the materials 2. tell time to the visitors correctl
Individually the students:
1. understand the mateials
2. memorize the materials
18 Understanding the An overview of Individually the students: 1. the students are able to calcula
calculation calculation 1. understand the mateials calculation
2. practice the materials

19 Evaluation

20 Understanding Receiving customers 1. Receiving and placing custom

receiving customers and taking orders 2. Asking about customer’s wish
and taking orders 3. Polite responses to customer’s
4. Taking orders for starters and
courses
5. Making recommendations
Describing wines
21 Understanding Receiving customers 1. Would when asking about wis
receiving customers and taking orders Would you like an aperitif?
and taking orders 2. Can and would when recomme
 I can recommend the salmon. I
suggest the St. Emilion
3. Countable and uncountable : a
some rolls, some water
4. Comparisons : Wine A is light
Wine B. Wine B is more full-b
not as light as Wine A
22 Examination
(Oral and Written)
23 Evaluation

24 Practice Examination Students are devided The students do the

(In Restaurant) into some groups. Each examinations in the restaurant
group consists of at with the partners
least three students
6. THE ACTIVITIES IN THE COURSE

Task 1

Pre-activity

 Students are given a video consists of a conversation between waitress

and the customers in the restaurant.

 Peter : Hello, I'd like a table for lunch please.

Host : Certainly, right this way.
Peter : Thank you. I'm really hungry! (sits down)
Host : Enjoy your meal!
Waitperson : Hello, My name is Kim. How can I help you?
Pete r : Yes, I would like to have some lunch.
Waitperson : Great. Would you like a starter?
Peter : Yes, I'd like a salad.
Waitperson : What else would you like?
Peter : I'd like some spaghetti. Is it good?
Waitperson : Yes, it's very good. Would you like something to drink?
Peter : Yes, I'd like a glass of root beer, please.
Waitperson : Certainly. Is there anything else I can do for you?
Peter : Yes, I can't read this menu. How much is the spaghetti?
Waitperson : It's $5.50, and the salad is $3.25.
Peter : Thank you.
  After watching the video, the teacher asks the students about some
question related to the topic.
1. Where does the conversaion take place?
2. Who are the persons in the conversation?
3. What are they talking about?
4. How many food does the customer order? What are they?
5. Is the customer happy with the restaurant’s service?

 After answering the question, the students are guided to gues what the
picture belongs to : maincourse, appetizer, and dessert.

While Activity

1. Task 1

(focus on vocabularies about the equipmet)

Please write the name of each food below

1.
2. Task 2
Complete the sentence below by choosing the right word!
Waiter : Good morning
Customer : A (table/ chair/ window) for two persons please
Waiter : (I don’t know/ certainly/ Bye). Just here, sir.
Customer : could we sit by the window?
Waiter : I’m sorry the window tables are all
(eaten/read/researved)
Waiter : are you ready to (order/drink/ jam) sir ?
Customer : yes, I’ll (bring/take/have) chouder soup for starters and
my wife Would like green salad
Waiter : one (tomatto soup/ chowder soup/ apple) and one
(proun/cocktail/ green salad/ orange). What would you
like for main course?
Costemer : I’ll have grilled salmon and my wife would
(taste/look/like) seafood spaghetti.
Waiter : I’m afraid grilled salmon is not available.
Customer : oh dear. What do you want to (eat/recommend/say)
Waiter : the steak pie is very (good/bad/ nothing)
Customer : ok I’II have that

3. Task 3
Focus on speaking for greeting and offering food to the customer
Please work in pair consist of two and practice the dialog together!
Student A : Waiter
Student B : Customer

Waiter : Hello, Can I help you?

Kim : Yes, I'd like to have some lunch.
Waiter : Would you like a starter?
Kim : Yes, I'd like a bowl of chicken soup, please.
Waiter : And what would you like for your main course?
Kim : I'd like a grilled cheese sandwich.
 Waiter : Would you like anything to drink?
Kim : Yes, I'd like a glass of Coke, please.
Waiter... After Kim has her lunch.: Can I bring you anything else?
Kim : No thank you. Just the bill.
Waiter : Certainly.

Post Activity

The students are asked to make their own dialog based on the menu given
by the teacher. Then they have to practice the dialog in front of the class.

Joe's Restaurant

Starters

Chicken Soup $2.50

Salad $3.25

Sandwiches - Main Course

Ham and cheese $3.50

Tuna $3.00

Vegetarian $4.00

Grilled Cheese $2.50

Piece of Pizza $2.50

Cheeseburger $4.50

Hamburger deluxe $5.00

Spaghetti $5.50

Drinks

Coffee $1.25
 Tea $1.25

Soft Drinks - Coke, Sprite, Root Beer, etc. $1.75

Scoring rubric

Aspect Explanation Score

Fluency  Fluent and no mistake in the ways in saying the  16- 20

sentences  11 – 15
 If there are 5 pausing time maximum  6 – 10
 If there are more than 5 pausing time  1–5
 If there are some stop occur while saying the
sentences

Pronunciation  Easy to be understood and having accent like  16- 20

Received Pronunciation
 Easy to be understood although like certain accent  11 – 15
 There are some mistakes in pronouncing the words  6 – 10
so that the listener must really concentrate
 Cannot be understood because too much mistakes  1–5
in pronouncing the words

Accuracy  If there is no mistake  16- 20

 If there are 5 sentences mistakes maximum  11 – 15
 If there are more than 5 sentences mistakes  6 – 10
 If the sentence doesn’t make sense  1–5

Content &  If the expressions match with the sentences  1–5

Expression  If the expressions do not really match with the  16- 20
sentences  11 – 15
 If the expression doesn’t match with the sentences  6 – 10
 If there is no expression

8. CONCLUSION
Waiter and waitresses are some of the most popular jobs in the country, especially
for students, part-time workers, and entry-level applicants. This is likely due to
flexible hours and low requirements for entry to the position. These position
require stamina, physical dexterity, and a pleasant disposition. Waiters and
waitresses are responsible for taking orders from custemers, as well handling
complains and consulting with the kitchen regarding allergens and other potential
hazards. Waiters students need English as a means of communication for dealing
with their job in the future and for fullfilling their needs in English if they want to
learn abroad. The English language course uses functional syllabus and the
evaluation uses in this course are learner assessment and course evaluation.