LEARNING GUIDE

rd
3 Week
th
5 Session
“At the Restaurant”

AREA:
Beginner English VII

EXPECTED PERFORMANCE OF UNIT:

Use basic English language functions to communicate
assertively and empathically and identify their values
and motivations, in contexts situated through very
frequent everyday expressions related to immediate
personal needs , work and leisure time.

THEMATIC CONTENT:
Practical English, At a restaurant

TEACHER:
Sonia Bonifacio Pérez
 I.INTRODUCTION

a. Utility
Dear students, this learning guide will help you to ask and answer questions about situations where
you must express wishes about the present, past and future.

b. Previous Knowledge
In order to understand the topic to be developed, you need to know the following vocabulary.

c. Capacity:
Ask and answer questions about situations where you must express wishes about the present, past
and future.

d. Content scheme:

e. Learning sequence

1. Development of previous activities

2. Information processing
3. Development of application activities
4. Evaluation
 II.CONTENT DEVELOPMENT

2.2. AT A RESTAURANT:
VOCABULARY: a menu
a. Complete the menu.

Main courses Desserts

b. What do the highlighted words mean? How do you pronounce
them?
Starters
Soup: sopa

 Roast: asar

 Fresh: Fresco

 Steak: Filete

 Home-made: Hecho en casa

 sauce: Salsa

c. Cover the menu. Try to remember what’s on the menu.

Starters

Main courses

Desserts
Starters

Main courses

Desserts
2.3. ORDERING A MEAL:
a. Allie and Mark are having dinner. Cover the dialogue and listen. What do
they order? (7.17)

evenin
g

Smoking
w
ay
read
y

drink
 2.4. SOCIAL ENGLISH:
Continue…….AT Donatella’s restaurant (7.19)

 Mark: How was the pasta?  Mark: The same for me, please.
 Allie: It was delicious.  Allie: Sorry, Mark.
 Mark: Listen, Allie. There’s something I want to  Mark: Do you want to come to California next
ask you. month? There’s a big conference. I’m going to be
 Allie: Yes? What? there. Why don’t you come? What do you think?

 Waiter: Would you like a dessert?
 Allie: Yes, please. What is there?
 Waiter: Tiramisu, ice cream, or fruit salad.
 Allie: Fruit salad, please.
 Waiter: two espressos. Anything else? A little
brandy? A grappa?
 Mark: No, thank you. What do you say, Allie?
 Allie: I’m not sure, Mark. I need some time to
think about it, OK?

 Waiter: And you, sir?  Mark: All right. But please tell me before I go.

 Mark: Nothing for me, thanks. Allie?  Allie: OK.

 Allie: Yes, Go on, Mark.  Mark: Could we have the check, please?

 Mark: Well, tomorrow’s my last day. And I think  Waiter: Sorry? The check?
we… I mean, I really liked meeting you and…
 Allie: The bill, Mark. We’re in Britain, remember?
 Waiter: Here you are. Fruit salad. Would you like
 Mark: Sorry. Could we have the bill, please?
any coffee?
 Waiter: Yes, sir.
 Allie: yes, an espresso, please.

a. Listen, read and answer the questions.

1. What do they order for dessert / coffee?
Fruit salad and two espressos.
2. What does Mark ask Allie?
Do you want to come to California next month?
3. What does she answer?
No, I’m not sure.

4. What does Mark ask the waiter at the end?

Could we have the check, please?
b. What do you think?
1. Why does Mark want Allie to go to the conference?
Because, it´s important to him.
2. Is Allie going to say yes?
I think, she´´s going to say “YES”

c. Who says the USEFUL PHRASES, Mark or Allie? Listen again and
check. How do you say them in your language?

USEFUL PHRASES
 It was delicious.
Me parece muy rico.
 What is there?
¿que menus tiene?
 Nothing for me, thanks.
No voy a pedir nada
 The same for me, please.
Me trae los mismo.
 I’m not sure.
Dejeme pensarlo
 Could we have the bill, please?
2.5. WRITING INSTRUCTIONS:
Write instructions to make your favourite sandwich.
1. Invent a name for it.
2. Say what ingredients you need (some bread, cheese, etc.).
3. Write the instructions.

1. Name (some examples)

My

2. Ingredients

3. Instructions
1. First cut two thin pieces of brown bread.
2. Then put some cream cheese on one of the pieces.
3. Put some pieces of smoked salmon on the cream cheese.
4. Cut the lemon in half.
5. Put a little lemon juice and black pepper on the salmon.
6. Now put the other piece of bread on top.
7. Finally – eat the sandwich! It´s delicious!
 III.PRACTICE ACTIVITY

I. Writing :
After reading this module, do the following activities and then upload it to the
Write instructions to make your favourite sandwich.
virtual classroom. Read carefully and answer:
1. Invent a name for it.
 Tuna sandwich
 Chicken sandwich
 Tomato sandwich
 Bacon sandwich
2. Say what ingredients you need (some bread, chicken, etc.).

3. Write the instructions.

 V.EVALUATION

Las actividades serán evaluadas con la siguiente rúbrica de evaluación.

FICHA DE EVALUACIÓN

I. DATOS PERSONALES:
1.1. Especialidad: Ciclo: Fecha: ……/……/……
1.2. Apellidos y nombres:

Evidencia Fundamenta Relaciona sus Selecciona Demuestra

originalidad claramente su ideas con el elementos puntualidad y
APELLIDOS Y en su trabajo trabajo contexto. relacionados con responsabilidad
NOTA
(0-4 p) (0-4 p) (0-4 p) el tema en el trabajo
NOMBRES (0-4 p) (0-4 p)

--------------------------------------------
Prof. SONIA BONIFACIO PÉREZ
DOCENTE DE AREA

III.BIBLIOGRAPHIC REFERENCES

 Ministerio Educación (2009) “Diseño Curricular Nacional de Educación Básica

Regular”. Lima. DINEIP- DINESST

 Murphy, M. (2007). Essential Grammar in Use. England: Cambridge University Press.

 Oxenden, C., Lathan, C., & Selignon, P. (1997). New English File elementary
student’s book. England: Oxford University Press.

 Oxenden, C., Lathan, C., & Selignon, P. (1997). English File elementary workbook.
England: Oxford University Press.

 Oxenden, C., Lathan, C., & Selignon, P. (1997). New English File elementary
teachers’ book. England: Oxford University Press.

June 2021