Kevin Garvey Professor Xiang LING 583 4/19/12

Lets Go Out Tonight!

Dining Out in English
(Task-Design Project) Rationale While designing this task-based project I based my student population and available teacher resources on what I observed at the English Language Academy (ELA) downtown at DePaul University. Most students were motivated by academic goals (getting into American Universities) and were between the ages of 20 and 30. Students were comfortable with an online component of the program and were tech-savvy enough to access online resources without additional aid. The course load at ELA is currently split up between reading, writing, grammar, listening and speaking classes. I observed a listening and speaking class. The material came out of the textbook (with some teacher modification) and was mostly formal-register language, straightforward and organized. The online portion consisted of listening exercises with comprehension questions. Since most courses are restricted to the classroom, yet students in an ESL setting need English skills for everything from buying a car to becoming a citizen, the opportunity to design a task-based activity got me interested in seeing what it would be like to organize student field trips that would give them a chance to see more of Chicago, as well as challenge them to use their English in a live, non-classroom setting. Exercises and tasks in the classroom have the benefit of having clear instructions and teacher control, but in a real-life situation, there is no single right answer (although there are many wrong ones) when it comes to using appropriate and accurate English. I want to take students out of a speaking classroom and put them in the real world with guidelines for: what to look for, what to experiment with, and what to get out of the experience. This way, student activity is goal-driven and can be evaluated for a grade. For my purposes, I have assumed that students have been paired with conversation partners (volunteer native speaker students attending DePaul). NS Partners are selected based on sex, age and interests, and go on five field trips with the student over the course of a 15-week semester. Each field trip takes them to a different English-intensive activity (first they interview their conversation partner, then learn public transit, go to an art gallery, see a live performance, and finally, go to a restaurant). Each activity is meant to immerse the student in American (and Chicagoan) culture, and native-speaking conversation partners are encouraged to bring a friend or two of their own on the field trip, for additional practice partners for the ESL student. Hostelling International Chicago (http://www.hichicago.org/) is a downtown organization that hosts international students while they are visiting the US. As a volunteer, I took travelers out to bars, museums and parks in Chicago to give them a taste of the city as well as some English conversation practice. As a teacher organizing these task-based field trips, I would encourage my students and their conversation partners to tag along on the HI outings (joining is free and open), or borrow the ideas of HI and go with a smaller group of familiar faces, always keeping in mind the goals of the assignment. It is my hope that the task-based field trips stimulate student creativity and interest in

their English-language environment. Wherever their language-learning goals lead them, I believe this field trip assignment will benefit them. The structure of the assignment will keep them focused, while the nature of the task will hopefully be recreational and help them associate using English with having fun! Though the field trips take students to different places, the rules remain the same: speak only in English, be exposed to new words and grammatical forms, experiment with these new items, be exposed to new cultural mannerisms and customs, and have a good time! With each field-trip the students are given specific prompts for pre-trip research and vocabulary, specific questions for a self-assessment and then give an in-class oral presentation to share their experience with us two weeks later. Sequencing First, in class, we will go over restaurant-related vocabulary, American restaurant cultural customs and manners. Then, students will receive hand-outs A and B. The teacher will go over the assignment and expectations in detail with these handouts. Then, students will receive hand-outs C and D (see appendix for handouts). C and D cover the guidelines for the self-reflection and assessment write-ups, as well as the oral presentation, and have been handed out before each assignment, as well as posted online. Students are expected to complete the task and be ready to present two weeks after the field trip. Structure of the Task The structure for this assignment is as follows: Students will go out to a restaurant in Chicago with their conversation partner (and possibly others) and eat a full meal using vocabulary, etiquette, listening and speech appropriate to a restaurant setting. I have chosen this task with the idea that my students might enjoy getting to use their English in a recreational setting (as opposed to the classroom, a TOEFL exam or a job). Eating out in a foreign setting can be great fun if the students feel prepared and supported. I want my students to be familiar with their neighborhood restaurants, so the first task is to research what is around them. I have suggested yelp.com as a useful resource. Students are also encouraged to ask the opinion of their conversation partner (though the restaurant should ideally be someplace that neither person has been to before). As stated above, students can also use HIs outings as a resource for ideas or trips. During this assignment, students are free to go to bar/restaurants (if they are of age), but part of the point of the assignment is to have a full interaction with a server, so a bartender will not count (since interactions with bartenders do not tend to last as long or have as many steps). In-class we will be talking about food, menus, restaurants and manners to get them equipped for a real experience. The sample dinner conversation handout (handout B) is my model for students to look over for information on how to answer common questions (e.g. Can I get you anything to drink?), the structure and steps in ordering (drinks, appetizers, main courses, desserts) and etiquette when talking to a server. Then they will go out and have their meal! Hopefully their conversation partner will be there for them and encourage them to take risks with new vocabulary and grammatical structures. After their meal, students will go online and post a self-reflective journal entry (handout C) that the teacher will see. They will also fill out a self-assessment form online (handout D) that

will be graded on the basis of effort and insight (this grade is only 5%; the important thing is that students keep an ongoing journal during the course to reflect on their field-trip experiences). These assignments will double as useful outlining tools for their in-class oral presentation. Since students will be doing five field trips and presentations during this course, the rubric for the oral presentation will be handed out in the beginning of the term and posted online as well. Students are encouraged to go above and beyond the requirements of the rubric, but will not be downgraded if they do not. Teacher Goals During this field trip assignment, I hope students learn about their neighborhood restaurants. Chicago boasts many, many great restaurants (not all of them are expensive!), and I want my students to enjoy not just the English-language American lifestyle, but specifically the Chicagoan lifestyle available to them here. Having lived abroad, I know how tempting it is to stick to what you know in a foreign country. I did most of my learning outside of my comfort zone. Although it is cruel to force my students out of the house, it is my belief that they will be better for it. Also, I hope that many of them are already going out on their own! I also want them to learn to use English recreationally. To complement the grammar, reading, writing, speaking and listening courses they will be taking, I want the university students I am imagining to have a chance to get off-campus and into a new environment where using English can be scary, exciting and fun. I want them to make mistakes and learn from them, and see that mistakes do not always inhibit communication. The initial role of technology in this assignment is to help students find and research a restaurant they would like to eat at. Then, they will post a self-reflective journal entry and complete a detailed self-assessment questionnaire that will serve as the basis or outline for their in-class oral presentation. Ideally they will make a connection between using the internet in English for recreational/cultural activities as well as for schoolwork. Student presentations will be posted online after given in class. In a live environment like a restaurant, with no text and no teacher, I hope that students will engage in authentic language with their conversation partner as well as with the server, hostess, and whoever else they might meet. English used on university campuses and classrooms differs from English used by everyday people. During this field trip, they will go into the world of culinary, restaurant-related language and hopefully come out alive! Project Outline: Part One: Research The teacher will give the students the related four handouts. Students will start by researching restaurants online. They should answer these questions: 1) How much does a meal cost? 2) Do I need a reservation? 3) What kind of food do they serve? 4) Do I want to go at a busy time (Friday night) or a slow time (Tuesday night)? Part Two: Dining Out After selecting a restaurant and making arrangements, students should go with their conversation partner (and others, if they want) to the restaurant and enjoy their meal! Part Three: Reflection and Self-Assessment

Afterwards, students must make a log or journal to reflect on their experience. Students are free to use this log as an outline for the following in-class presentation. Additionally, they must fill out the self-assessment form to measure how well they used English, especially when ordering. A paper handout of the self-assessment will be given out, but the final assessment will be done online. Any vocabulary or grammar structures that were unfamiliar should be recorded and looked up later, or the student should ask their conversation partner to help them. Part Four: Giving an Oral Presentation Using their online journal and self-assessment form, students should outline an oral presentation to be given in class. The outline should cover: 1. Where they went: a. What kind of restaurant was it? b. How expensive/cheap was it? c. What time did you go? Was it busy? d. What kind of food was served? 2. What they ordered: a. Appetizers? Side dishes? Drinks? 3. The experience: a. Was the waiter/waitress nice? Mean? Attentive? Absent? b. Was the food good? Was the food bad? (remember to use adjectives besides delicious or bad here) c. Did you tip? How much or how little? Why? d. Was there any music or show during dinner? e. How would you describe the atmosphere or vibe? 4. What they learned: a. What is it like to eat out in America? b. Would you go back to that restaurant? Why or why not? c. Would you order the same dish if you went there again? Student presentations will be graded as follows: 1. Vocabulary 15% a. appropriate usage b. use of new items c. variety in transitions (and then...; after that...) 2. Grammar 20% a. appropriate tense b. making an effort to use harder tenses c. self-correction 3. Pronunciation 15% a. self-correction b. enunciation c. using new vocabulary and trying it out 4. Content 25% a. clear narrative with beginning, middle and end b. covers all four points c. effective use of transitions 5. Style 25% a. clear, loud voice b. enthusiasm and energy 4

c. audience eye-contact d. posture e. not reading off the notes Appendix HAND-OUT A Mr. Garvey Spoken English April 19, 2012

Lets Go Out Tonight! (pt. 1)

Dining Out in English
This is your third field trip assignment. This time, I want you to explore the culinary1 choices in Chicago! With your conversation partner, I want you to find a restaurant that you would like to eat at. Then, do some online research and answer these questions: 1) How much does a meal cost? 2) Do I need a reservation? 3) What kind of food do they serve? 4) Do I want to go at a busy time (Friday night) or a slow time (Monday night)? Type the answers up and keep them for your oral presentation about the meal. Then, after you have found a restaurant that you like, go out and grab a meal! Rules for this assignment: 1) The restaurant must serve food (not just alcohol or junk food!) 2) It must be a sit-down restaurant 3) You must order at least one food item from the menu 4) Students may go in groups, but no more than four. Also, they may not go with a student who shares their L1. 5) Students may not go to a restaurant they have already been to Reminders: 1. It doesnt have to be expensive! There are plenty of places to go in Chicago that will not cost a lot of money. Yelp.com is a good resource for finding out about restaurants in your area. 2. Use new vocabulary! This is a chance for you to get out there and try something new. There will be food, drinks and cultural elements (manners, posture, tipping) that require new vocabulary. The more you learn, the better time you will have! 3. Use your conversation partner! Your partner is with you as your friend but also a guide and helper. If there is something that you do not understand or that is not entirely clear to you, ask them for help! 4. Have fun! Chicago has some of the best restaurants in the country, and plenty of them
1culinary:

(adj.) Of or for cooking: "culinary skills".

are affordable, fun places that serve delicious food! It can be scary to get out there and try new things, but that is why I want you to do it! 5. Try something new! Why not? A Word on Tipping In America, it is customary to pay a little extra money (a tip) to your waiter or waitress after the meal is done and the bill is paid. This is called tipping. Some of you may have had experience with tipping before. Some of you might think it is very strange, or even inappropriate. Tipping is very common in America, and it is considered very rude to not do it. Typically, tips range from 10% (low) to 20% (high) of the final bill. So, if your bill is $25, a 10% tip will be $2.50, and a 20% tip will be $5.00. It is common to leave a 15% tip as well. People tend to tip more if the service is good and less if the service is bad. If the service is very, very bad, some people will leave no tip at all. Talk with your conversation partner and see what they think about tipping. People have different opinions about what good and bad service is, and this could be an interesting cultural experience for you. If your service is good or average, I would recommend leaving a 10-15% tip. American waiters and waitresses typically make very little money from their hourly wage2, and rely on tips to make up for it.

wage (noun) : A fixed regular payment, typically paid on a daily or weekly basis, made by an employer to an employee

HAND-OUT B Below is a sample dinner conversation. Read it over. Remember that you should always be polite and kind with your waiter or waitress. Do not be afraid to ask them questions about the menu. Dinner Conversation Sample Waiter: Hello, how are you two doing today? Diner 1: Were just fine, how are you? Waiter: Im doing very well, thank you for asking! Can I get you folks anything to drink? Diner 1: Uhm, Im not sure. Do you know what youd like? Diner 2: I was interested in a beer. Can you tell me about your selection3? Waiter: Sure! Tonight we have the Northern Michigan Porter, the New York IPA, the California Pilsner, the Old Indiana Stout and the Illinois Pale Ale on tap4. And the rest of our beer selection is the same as usual5. Diner 2: What is your favorite beer on tap? Waiter: Well, I really like the California Pilsner, its got a light taste that goes well with the spring weather. Diner 1: Yeah, that looks good! Diner 2: I think well have two of those. Waiter: Excellent! Ill be right back with those. Usually drinks are ordered first and diners are given a minute or two more to decide on what they would like to eat. A waiter should come back in 3-5 minutes. It is OK to skip drinks. Waiter: Ok, here are your drinks. So, have you decided what you would like this evening? If you have not decided, its OK to say: Diner 1: Actually, I think were going to need a couple more minutes to decide! If you HAVE decided, you can say: Diner 1: Well, I was looking at the soup of the day. Waiter: Oh, the soup of the day is very good! Its a tomato-garlic mix with shredded parmesan and basil on top. Diner 2: Wow, that sounds delicious Diner 1: Yes it does! Waiter: Okay, can I get one of those for you?

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selection (noun): A number of carefully chosen things. on tap (adj): (of liquids) available by turning a tap; "ale on tap"; "hot and cold running water on tap". 5 usual (adj): normal, everyday, habitually done

Diner 1: Yes please! And I would also like to try your BLT6. Waiter: Okay. And for you? Diner 2: I would like to try the broccoli cream soup and the steak please. Waiter: Okay, very good! I can take those menus for you. Diner 1: Thank you. Diner 2: Thank you. After the meal is finished. Waiter: Will there be anything else for you tonight? If you would like dessert, you should order it now. If not, you can say: Diner 1: No thank you, I think were all set7. That was delicious! Diner 2: Yes, it was very good! Waiter: Okay, I will bring your bill!

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BLT (noun): bacon, lettuce and tomato sandwich all set (phrasal verb): ready to go

HAND-OUT C Mr. Garvey Spoken English April 19, 2012

Lets Go Out Tonight! (pt. 2)

Dining Out in English
Presentation Practice Sheet #1 Using your journal and self-assessment form, outline an oral presentation to do in class. Use the following questions to help give you ideas. The outline should cover these 4 points: 1. Where you went: a. What kind of restaurant was it? b. How expensive/cheap was it? c. What time did you go? Was it busy? d. What kind of food was served? 2. What you ordered: a. Appetizers? Side dishes? Drinks? 3. The experience: a. Was the waiter/waitress nice? Mean? Attentive? Absent? b. Was the food good? Was the food bad? (remember to use adjectives besides delicious or bad here) c. Did you tip? How much or how little? Why? d. Was there any music or show during dinner? e. How would you describe the atmosphere or vibe? 4. What you learned: a. What is it like to eat out in America? b. Would you go back to that restaurant? Why or why not? c. Would you order the same dish if you went there again? Student presentations will be graded as follows: 1. Vocabulary 15% a. appropriate usage b. use of new items c. variety in transitions (and then...; after that...) 2. Grammar 20% a. appropriate tense b. making an effort to use harder tenses c. self-correction 3. Pronunciation 15% a. self-correction b. enunciation c. using new vocabulary and trying it out 4. Content 25% a. clear narrative with beginning, middle and end b. covers all four points c. effective use of transitions 5. Style 25% a. clear, loud voice b. enthusiasm and energy

c. audience eye-contact Presentation Rubric This is the rubric the teacher will use to grade your presentation. Look it over and practice! Presenter: ___________________ Restaurant: __________________ Vocabulary 15% a. appropriate usage b. making an effort to use new words c variety in transitions (and then...; after that... Grammar 20% a. appropriate tense b. making an effort to use harder forms c. self-correction Pronunciation 15% a. self-correction b. enunciation c. making an effort to pronounce new words Content 25% a. clear narrative with beginning, middle and end b. covers all four points (see hand-out) c. effective use of transitions Body Language 25% a. clear, loud voice b. enthusiasm and energy c. audience eye-contact HAND-OUT D Mr. Garvey Spoken English April 19, 2012 Excellent (4-5 points) Average (2-4 Poor points) (0-1 points)

Lets Go Out Tonight! (pt. 2)

Dining Out in English
Presentation Practice Sheet #2 Student Self-Assessment Worksheet (1) Did you speak only in English?

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(2) Did you use new vocabulary? (list new words) (3) Did you use new grammatical structures? (list new structures) (4) What was the restaurant like? (5) How was the food? (6) How was the service? (6) Could you understand the server? (7) Did you give appropriate responses to the servers questions? (8) What did you think of the restaurant overall? Please add any additional comments below: ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________

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