nts: Instruct the students to read the prompt carefully. As the speaking pace in the video is slow and clear, there won’t be any pauses so students can circle the food vocabs on the sheet provided as they listen.
Teacher role: Play the video after introducing the task, handing out worksheets and answering student’s question.
Instructions to students: No instructions given when the video is playing to avoid distracting the students.
Teacher role: Play the video three times, allow students to have 2 minutes in between to take note or filling the Listening Exercise worksheet. Remind students to minimal distracting noise during this stage
Instructions to students: In between each time the video plays and after showing the video, instruction
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After 3-5 minutes, students can switch roles between waiter/waitress and customer.
Teacher role: Divide students into small groups (2-4), Observing students during the exercise or spent couple minutes to get involve as their member (playing a quick visit customer). Provide a brief outline for the conversation (either as a part of the prompt or written on the board).
Instructions to students: Ask the student of they prefer to hand in the worksheets for part 1 for the teacher to grade or to go through the answers together as a class. Asking overview questions to wrap up (for example: is there any student with interesting order that the restaurant? Who ordering too much food or desert? Who had a healthy choice of their meal, how much would you tip, etc.)
Teacher role: Let the student take charge of this part. If the student prefers going through the answers together, it means that overall, they were engaged with the activity lesson. If they prefer the teacher to grade their works, the teacher can also evaluate student’s listening skill