english course for waitrons (goals, objectives, and contents)

UNIVERSIDAD DE LOS LAGOS

Humanities and Arts Department English Teaching and Translation Programme

Students: Moisés A. Bittner Manuel A. Molina

Lecturer: Prof. Alicia Guarda Course: Course Design

Date: 25th June, 2007

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Table of Contents

Page

1. Introduction 3 - 4

2. Target Group 4

3. Identification of Learners’ Needs 4

4. Course Goals & Objectives

4.1 Goal 1 5

4.2 Goal 2 5

4.2.1 Skills 6

4.3 Goal 3 7

5. Teaching Approaches

5.1 Competency-Based Approach 8

5.2 Whole Language Approach 9

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

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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, Café Central, Café Urbano, Dino’s, 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 course—that will help them in their service

performance—using imagery, authentic current materials, and multimedia

technology, so as to favour the development their speaking skill.

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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 people’s answers, we identified that they show linguistic,

cultural, and socio-affective needs.

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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 one’s mistakes.

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

To interact with other workmates.

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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)

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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.

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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).

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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.

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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)

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6.2 Weekly Plan

Month 1

UNIT 1

(2 weeks)

Hello everybody!

TOPIC Hello and goodbye

OBJECTIVES To develop the oral production

SKILLS Reading and writing; Listening and speaking

FUNCTIONS Greeting people

STRATEGIES Metacognitive (Monitoring, Evaluating); Cognitive (Elaboration of Prior Knowledge, Auditory Representation); Social/Affective (Questioning for clarification, Cooperation,

Self-Talk)

GRAMMAR Verb to be (am/is/are)

Possessive adjectives (my/your/his/her)

VOCABULARY Alphabet, spelling; Numbers 1 to 29; Countries and nationalities; Everyday objects; Plural nouns

ASSESSMENT Role plays (dialogues), written exercises (handouts)

MATERIALS Flash-cards, posters, tapes, videos, realia

Month 1

UNIT 2 (2 weeks)

Meeting people

TOPIC In a café


SKILLS Reading and listening

FUNCTIONS Talking about oneself and others

STRATEGIES Metacognitive (Monitoring, Evaluating); Cognitive

(Elaboration of Prior Knowledge, Auditory Representation); Social/Affective (Questioning for clarification, Cooperation, Self-Talk)

GRAMMAR Verb to be (Questions and negatives; Negatives and short answers)

Possessive ‘s, Have you got...? some/any

VOCABULARY The family; Opposite adjectives; Food and drink



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Month 1

UNIT 3

(2 weeks)

The world of work

TOPIC What do you do?

OBJECTIVES To develop their oral production

SKILLS Reading; Listening & Speaking

FUNCTIONS Describing people’s jobs


Self-Talk)

GRAMMAR Present Simple (Part 1)

Questions and negatives

VOCABULARY Personal Pronouns (He, she, it); Verbs (help, make, serve); Jobs (doctor, footballer, petrol attendant)



Month 1

UNIT 4 (2 weeks)

Take it easy!

TOPIC Social expressions


SKILLS Speaking; Reading & Listening

FUNCTIONS Talking about daily routines



GRAMMAR Present Simple (Part2); like/love/hate + (verb)-ing

VOCABULARY Personal Pronouns (I, you, we, they); Verbs (get up, relax,

eat out, start); Leisure activities (dancing, etc); The time (It’s + time).



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Month 2

UNIT 5

(2 weeks)

Where do you live?

TOPIC Directions (1)


SKILLS Speaking; Listenig; Reading

FUNCTIONS Giving directions


Self-Talk)

GRAMMAR There is/are

How many...? Prepositions of place Some and any

This, that, these, those Adverbs of frequency (always, usually; once, twice, every)

VOCABULARY Rooms; Household goods; School items, Parts of a house,

Places



Month 2

UNIT 6 (2 weeks)

Can you speak English?

TOPIC On the phone


SKILLS Speaking; Reading

FUNCTIONS Making enquiries



GRAMMAR Can/can’t Was/were Could

VOCABULARY Countries and languages; Verbs (swim, sing, drive, etc)



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Month 2

UNIT 7

(2 weeks)

Then and now, from present to past

TOPIC Special occasions



FUNCTIONS Talking about special occasions


Self-Talk)

GRAMMAR Past Simple (Part 1): Regular/Irregular verbs

Time expressions (yesterday morning, last night, etc)

VOCABULARY Verbs (earn, marry, die); Adjectives (great, awful, etc)



Month 2

UNIT 8 (2 weeks)

The past: How long ago?

TOPIC What’s the date?


SKILLS Reading, Listening; Speaking

FUNCTIONS Telling and retelling facts

STRATEGIES Metacognitive (Monitoring, Evaluating); Cognitive (Elaboration of Prior Knowledge, Auditory Representation);

Social/Affective (Questioning for clarification, Cooperation, Self-Talk)

GRAMMAR Past Simple (Part 2): Negatives and ago Was born (in/on/at) Pronunciation (phonetics)

VOCABULARY Verbs (study, stay in); Dates (1st to 31st)



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Month 3

UNIT 9

(2 weeks)

Food you like

TOPIC Polite requests


SKILLS Listening and Speaking; Reading

FUNCTIONS Talking about likes and dislikes


Self-Talk)

GRAMMAR Countable and uncountable nouns

Do you like...? / Would you like...? a and some How much? How many?

VOCABULARY Food and beverages, shops and shopping



Month 3

UNIT 10

(2 weeks)

Bigger and better!

TOPIC Directions (2)



FUNCTIONS Giving directions


Self-Talk)

GRAMMAR Comparative and superlatives

VOCABULARY City and country adjectives (dirty, noisy, exciting, safe); City and country nouns (wood, theatre)



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Month 3

UNIT 11

(2 weeks)

Looking good!

TOPIC In a clothes shop


SKILLS Listening and Speaking

FUNCTIONS Describing people


Self-Talk)

GRAMMAR Present continuous

Possessive pronouns (mine, yours, hers, etc)

VOCABULARY Clothes (trousers, trainers, t-shirt); Describing people; Colours



Month 3

UNIT 12 (2 weeks)

Life’s and adventure

TOPIC Making suggestions


SKILLS Reading and Speaking

FUNCTIONS Predicting information



GRAMMAR Future plans: (be) going to...

VOCABULARY Verbs (travel, visit); The weather (It’s... sunny, cloudy,

rainy); Predictions (Maybe / I think so / I hope so)



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Month 4

UNIT 13

(2 weeks)

How terribly clever!

TOPIC Describing feelings


SKILLS Speaking and Listening; Reading

FUNCTIONS Expressing ideas


Self-Talk)

GRAMMAR Question forms (Why? Which?)

Adverbs abd adjectives

VOCABULARY Feelings (bored, worried, etc)



Month 4

UNIT 14 (2 weeks)

Have you ever?

TOPIC At the airport


SKILLS Speaking; Reading; Listening

FUNCTIONS Talking about recent facts

STRATEGIES Metacognitive (Monitoring, Evaluating); Cognitive (Elaboration of Prior Knowledge, Auditory Representation);

Social/Affective (Questioning for clarification, Cooperation, Self-Talk)

GRAMMAR Present Perfect: ever and never; yet and just Present Perfect and Past Simple

VOCABULARY Past participles (cooked, eaten, made)



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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

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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 Student’s Book 1. 2000. Oxford University Press. London.

- Mubarak, Abdul Kadir. 2001. Competence-Based Approach (CBA). University

Tadulako, . / Available on:

- New Headway Student’s 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

http://online.onetcenter.org/link/custom/35-3031.00

http://online.onetcenter.org/link/summary/35-3031.00

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10. APPENDIXES

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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.- What’s the language they use the most?


Spanish English German Other (please specify):

____________________

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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 días!

b) ¡Provecho!

c) ¡Buenas noches!

12.- Keep the change!

a) ¡Gracias por la cena!

b) ¡Quédese con el vuelto!

c) ¡Venga para acá!

13.- How much is it?

a) ¿Cuánto falta para

servir?

b) ¿Es mucha la comida?

c) ¿Cuánto cuesta eso?

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14.- I’ll have the seafood

and an ice-cream.

a) Quiero pescado y crema.

b) Quiero mariscos y un

helado.

c) Quiero comida rápida y

postre.

15.- Where’s the

Gents/Ladies?

a) ¿Llega mucha

gente/señoras aquí?

b) ¿Dónde están los

garzones/garzonas?

c) ¿Dónde está el baño de

caballeros/damas?

16.- Can I have another

glass of wine?

a) ¿Qué tipo de vinos

tiene?

b) ¿Me puede traer otra

copa de vino?

c) ¿Cuál es el mejor trago?

17.- The bill, please!

a) ¡Mozo, venga!

b) ¡El menú, por favor!

c) ¡La cuenta, por favor!

18.- Here you are!

a) ¡Aquí estás!

b) ¡Aquí tiene!

c) ¡Así eres!

19.- Classify the following dishes writing their numbers in the appropriate column.

(Each column represents a different food category.)

1. Lettuce salad

2. Spaghetti

3. Ice-cream

4. Tea

5. Fish and chips

6. Roast beef

7. Tuna and egg salad

8. Water

9. Coke

10. Strawberries and cream

11. Onion soup

12. Apple pie

13. Wine

14. Fried chicken

15. Juice

Starters (Entradas)

Main courses (Platos de fondo)

Desserts (Postres)

Drinks (Bebidas)

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Role-play Prompt Cards: Restaurant Menus A

Breads

Croissants . . £1.25

Bagels . . . . £1.25

Donuts . . . . . 75p

Cakes

Blueberry

Cheesecake. . £2.50

Chocolate

Cheesecake. . £2.50

Drink

Coffee . . . . £1.25

Café Au Lait. £1.75

Espresso . . . £1.75

Food B.L.T . . . . . . £3.50

Crispy bacon with

lettuce and tomato.

With or without

cheese.

Ham & Cheese . .

£3.25

Fresh ham with cheddar

cheese, onions and

pickles.

Vegetarian . . . £2.75

Fresh cucumber,

avocado, and tomatoes.

Drink

Coffee . . . £1.00

Milk . . . . £1.25

Juice . . . . £1.50

Cola . . . . £1.00

Food

Sweet and Sour

Pork . . . . £4.50

Garlic Ribs

. . . . . . . £4.50

Chicken Fried Rice

. . . . . . . £4.00

Spicy Shrimp

. . . . . . . £5.00

Soups and Drinks

Wonton Soup

. . . . . . . . £3.00

Jasmine Tea

. . . . . . . . Free

Zing Toe Beer

. . . . . . . . £2.00

Food

Meatball Spaghetti

. . . . . . . £8.50

Seafood Spaghetti

. . . . . . . £9.50

Lasagna

. . . . . . . £8.50

Fettuccine Alfredo

. . . . . . . £7.50

Drink

Red Wine

Glass . . . . £3.50

Bottle . . . £17.00

White Wine

Glass. . . . £3.00

Bottle . . . £15.00

www.bogglesworldesl.com

http://www.bogglesworldesl.com/

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Role-play Prompt Cards: Restaurant Menus B

Food

Tuna Roll

. . . . . . . . £2.00

Salmon Roll

. . . . . . . . £2.00

California Roll

. . . . . . . . £3.00

Mixed Sushi

. . . . . . . . £6.00

Miso Soup

. . . . . . . . £1.00

Extra Ginger and

Wasabi . . . . 50p

Drink

Tea. . . . . . Free

Cola. . . . . £1.00

Food

Grilled Steak

. . . . . . . . £12.50

BBQ Ribs

. . . . . . . . £11.50

Steak Teriyaki

. . . . . . . . £12.50

Fajitas

. . . . . . . . £11.50

Drink

Coffee . . . £1.00

Beer . . . . £1.25

Juice. . . . £1.50

Cola . . . . £1.00

Food

Hawaiian Pizza

(s)£10.00 (l)£15.00

Pepperoni Pizza

(s)£10.00 (l)£15.00

Supreme Pizza

(s)£12.00 (l)£17.00

Kimchi Pizza

(s) £9.00 (l) £14.00

Drink

Coffee . . . £1.00

Milk . . . . £1.25

Juice . . . . £1.50

Cola . . .. . £1.00

Food

Lousy Burger

. . . . . . . . £18.00

Cold Grilled Steak

. . . . . . . . £45.00

Soggy Spaghetti

. . . . . . . . £35.00

Stale Nachos

. . . . . . . . £20.00

Drink

Coffee . . . £1.00

Beer . . . . £1.25

Juice . . . £1.50

Cola . . . . £1.00



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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 food is not cooked.


that the restaurant is too smoky.



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Sample Conversation:

Ordering Food at a Restaurant

Restaurant Role-play Waiter Sheet

You are a waiter in a restaurant. When

people sit down at your table, give them

some menus and take their orders:

Waiter: Welcome to Antico’s. Here are

your menus. Today’s special is grilled

salmon. I’ll be back to take your order in a

minute. . . .

Waiter: Are you ready to order?

Customer 1: I’d like the seafood spaghetti. Waiter: And you?

Customer 2: I’ll have a hamburger and

chips.

Waiter: Would you like anything to drink?

Customer 1: I’ll have a coke, please.

Waiter: And for you?

Customer 2: Just water, please.

Waiter: OK. So that’s one seafood

spaghetti, one hamburger and chips, one

coke, and one water. I’ll 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.

Name Food Drink 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.

(5) Take their orders.

(6) Confirm their orders.

(7) Ask how the meal

was and if they want

dessert.



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Sample Conversation:

Ordering Food at a Restaurant

Restaurant Role-play Customer Sheet

You are customer in a restaurant. You

must go from restaurant to restaurant

with a partner and order some food in

each restaurant:

Waiter: Welcome to Antico’s. Here are

your menus. Today’s special is grilled

salmon. I’ll be back to take your order in a

minute.

. . .

Waiter: Are you ready to order?

Customer 1: I’d like the seafood spaghetti.

Waiter: And you?

Customer 2: I’ll have a hamburger and

chips.

Waiter: Would you like anything to drink?

Customer 1: I’ll have a coke, please.

Waiter: And for you?

Customer 2: Just water, please.

Waiter: OK. So that’s one seafood

spaghetti, one hamburger and chips, one

coke, and one water. I’ll 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

Name

Food

Ordered

Drink

Ordered

Daily

Special

Service

Quality

(1) Sit down.

(2) Listen to the

special.

(3) Look at the

menus.

(4) Order food

(5) Eat

(6) Don’t order

dessert.

(7) Ask for the bill.

(8) Go to a new

restaurant.

Write your complaint here:



english course for waitrons (goals, objectives, and contents)

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