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

2
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

3
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.

4
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.

5
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.

6
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)

7
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).

9
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.

10
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
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

12
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
Self-Talk)
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
Self-Talk)
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
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
)

15
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
Self-Talk)
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
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

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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?

23
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

25
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

26
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.

27
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.

28
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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