GREAT ENGLISH

FOR DINNER
PATRICIA PAMELA HIPOLITO GÁMEZ
DEBANIE MARISOL MARTÍNEZ JIMÉNEZ
LUIS ANTONIO MORALES BASÁÑEZ
MARÍA FERNANDA TREVIÑO LLANAS
Parameting and teaching situation

-Level A2
-9 weeks
-Tuesday and thursday
-13.30-15.00pm
-University
-Face to face
-Teachers must have C1 level
Needs Analysis
-Some different Vocabulary

Restaurants

Development
 Purpose and
standard
Students learn to develop their
communicative ability and
vocabulary in a culinary context, in
this case in a barista restaurant.
 Context of the course
Level A2 course. Intersted in learning technical and
specific English? We got you!

Duration of the course: Nine weeks, with a total of 27

hours. Classes on Tuesdays and Thursdays from 13:30 P.M.
to 15:00 P.M.

Face-to-face course.
Goals of the course
Students know appropriate customer
treatment.

Emphasis on food and drinks vocabulary.

Students are able to handle tasks on hand-

held devices.
 What planning was
involved?
Selection and order of topics.

"The first interactions with clients".

Questionnaire to get different

points of views.
How is the course organized?

MAIN TOPICS OF
THE COURSE

How to apologize and provide options

Words into the kitchen
Formal greetings
Formulating basic questions
Teaching methods
Cooperative learning

Ecletic Teaching

Inquiry based learning

Group work is key

to enhance oral skills
Role of materials and other resources

POWERPOINT ONLINE
GAMES
YOUTUBE
WORKSHEETS

CARDS FOR
KITCHEN
VOCABULARY
 Difficulties in developing the course
(and how to solve them)
One of the difficulties that might come
across many times (once the course is
implemented) is the risk of embarrassed
students who may not be quick
thinkers, because they are asked to
speak up and participate several times
(which, in the worst cases, could lead
to a higher level of anxiety). There may
also be risks of possible conflicts
between group members, which requires
more attention from the teacher.
Tho solve these kind of
problems we must help the
student to speak, but not by
feeling obligated, but tell them
that they are in a safe space,
creating trust with you as
teacher and the other students.
We should never force our
students to speak, but what we
have to do is encourage them to
speak.
 Role of assessment in the
course
This course as other courses has its own assessment, this is to evaluate the things that
students had been learning trought the course. Each of the activities, as participation,
attendance and test has its own percentage.

PRESENTATION IN TEAMS 20%

SHORT TEST 15%
PARTICIPATION 10%
ATTENDANCE 15%
WORKSHEET ACTIVITIES 15%
ORAL EXAM 25%
Course design
THIS COURSE IS DESIGNED FOR THE STUDENTS TO ACHIEVE THE
MAIN PURPOSE: TO HAVE A FLUENT CONVERSATION EITHER WITH
THE COSTUMERS OR THE STAFF ON THEIR RESTAURANTS.

AUDIOS FROM YOUTUBE OR ANOTHER APP

POWERPOINT PRESENTATIONS CONTAINING
PHRASES USED BY RESTAURANT STAFF
ONLINE GAMES THAT HELP THE STUDENT
REMEMBER PHRASES OR QUESTIONS
BOOKS