Lesson summary "Business course. Making an appointment"
There are many interesting ways to diversify a business English lesson when working with a group: you can hold a business game or a group discussion, come up with interesting situations for working in pairs, arrange a project competition ... It is much more difficult to organize an effective, and at the same time interesting lesson when working one on one . A student can quickly get bored reading complex business articles or mechanically performing lexical exercises. Let's look at some effective ways to make the lesson more interesting.
- Discuss Quote
This is an effective idea for starting a lesson. Choose one or more quotes related to the topic of the lesson. Invite the student to explain it in their own words, agree or disagree, give an example from their own experience that confirms or refutes this statement. A prerequisite for such an exercise will be the use of the active vocabulary of the last lesson or functional language.
selections of quotes on business- thematics. And further .
- Argue with a student
The task is similar to the previous one, only now, instead of a quote, offer the student a debatable statement, for example, “Employees that work from home are more productive”. If the student agrees with the statement, give them 2-3 minutes to prepare their defense. You, in turn, sketch out arguments to defend the opposite point of view. On the resources you can find to discuss.
The task can be complicated by making it a prerequisite to use a certain vocabulary or grammatical topic that was studied in the lesson. Pay attention to the timing - this type of work will require about 8-10 minutes.
- Draw a connection between the task and the specifics of the student's activity
Our students work in different fields and use English in a variety of contexts. When working with a student, it is important for the teacher to know where, when, and under what circumstances he is going to use the language. This information will help you easily create real situations in the lesson. For example, when studying the topic of Elevator Pitch with a student developer in an IT company, suggest the following task:
Make an elevator pitch presenting the latest product you have developed. Try to attract buyer potentials.
But for a student employee of the recruiting department, formulate the same task as follows:
You are at a job fair. Make an elevator pitch about your company. Try to attract potential employees.
- Set up a role play
This type of work can be done regularly. The main rule is to clearly articulate the situation to the student. The student should be clear where the action takes place, who are its participants, and what is the purpose of communication. The situation should be as close as possible to the professional activity of the student. The advantage of this assignment is that it can be given even to low-level students who are just starting to learn business English. For example, when studying the topic People and Companies at the Elementary level, offer the student the following situation:
You are at the conference. It is a coffee break now. Start the conversation with your colleague from another country. Tell about your company and ask your colleague some questions.
- Describe the picture
If there are 5 minutes left at the end of the lesson, and there is no point in starting a new topic, or if the student is “bored”, pictures can be used. Select in advance several photos that depict typical business situations: a business meeting, a meeting, a video conference, a presentation of work results, an interview. Choose the picture that best fits the topic being studied and ask the student to describe it or role-play the situation. Write in the chat a few new words of the lesson for mandatory use. Such an exercise will not only diversify your lesson, but will also contribute to the development of the student's monologue / dialogic speech skills.
Students who want to learn business English usually set themselves up for monotonous lessons. Indeed, in such a seemingly boring topic, there is little that is interesting. But even adults and serious students sometimes need to have fun in order to keep a good mood and motivation for learning.
Therefore, today we propose to consider an interesting English lesson and use it in our classes. And this is not one, but as many as 10 amazing options for having fun learning English.
Competition in business writing.
A simple but very interesting game. Students conduct real business correspondence on small sheets of paper. Pupils try to improve the previous letter, offer new activities and agreements.
It can be a meeting after work, a trip to a cafe to discuss a contract, a meeting with customers, etc. Based on the results, the student who came up with the most conditions and wrote the best letter is determined. He is the winner.
Polite communication.
Quite a difficult game designed for advanced students. It helps to develop the skills of polite communication with colleagues and superiors. First, 6 typical business situations are established. The player then rolls the die and chooses a theme according to the number.
The next step is to make an offer. For example, if you have the subject of an invitation to lunch, you say: “Can you come to lunch with me?”. Other players try to use a more polite and complex address, for example: "Would you like to go to the restaurant after the meeting?" etc. Thus, the players are awarded points. And the winner is the one who makes the most interesting and polite proposals.
Throw a coin and answer the question.
Students are divided into pairs and come up with interesting business questions. For example: “What do you like most about your job?”. The questioner then tosses the coin. Eagle - the partner answers, tails - the author of the question.
For this interesting English lesson, it is best to pick up a list of personal topics and distribute them to students: office romance, bankruptcy, first layoffs, etc. Students are placed in a realistic environment and try to think carefully about their English.
Charades in English.
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One student describes an English word without pronouncing it. You can give synonyms and various variations of this word. For example, "management" can be described as "administration", "direction", etc.
If you want even more interesting English lessons, then you can complicate the game. To do this, the leader is given three more taboo phrases that cannot be pronounced when describing the main word.
Thematic challenge.
Students are given a list of topics, ranging from the very simple to the most difficult. It can be business culture, business correspondence rules, communication with colleagues, etc. The more difficult the topic, the more points are awarded. Students choose appropriate topics and their partners ask relevant topic questions.
Answering machine.
This game requires a voice recorder or phone. Each student writes a message to the answering machine and explains the reason for his absence, contacts, etc. The rest of the students take turns leaving messages about a meeting, a request, or an upcoming meeting.
Points are awarded based on how good and clear the message was from the students. Such interesting English lessons are best done in different rooms: in one, record a message on the answering machine, and in the other, answer them.
Guess the profession.
One student thinks of a profession, and the rest ask him exactly 15 questions that can be answered yes or no. If the students guess correctly, then they get a point. If not, then the ball is credited to the leader.
Interview.
One student thinks of a profession and 3-5 negative qualities that are displayed in his resume (never worked with a PC, no work experience, incomplete education). The task of the interviewer is to find out these negative qualities, make a brief description and decide whether your partner is suitable for the position.
Business negotiations.
Buying coffee and a donut on the way to work, a bite to eat at a small eatery for lunch, and a hearty dinner at a specialty restaurant - this style of eating is inherent in most North American city dwellers. The food industry, which includes food manufacturers as well as attendants at the checkout or in the kitchen, is one of the largest employment centers in the United States and Canada. According to statistics, one in three Americans and one in five Canadians has worked in a local food service at some time.
In every small supermarket there is a place reserved for satiating the stomach of visitors: an old acquaintance of McDonald's, its competitors Burger King and KFC (Kentuky Fried Chicken, known for its chicken meat and the physiognomy of Colonel Harland Sanders), counters offering Arabic, Chinese, Thai, Greek, Italian dishes. In large commercial centers, no one will ever die of hunger - restaurants are densely located on the ground or top floors. Prices for lunch are almost the same - in the range of 7-12 dollars per serving. And portions in North America are not at all the same as in France, for example. In North America, one serving can feed an entire family from, say, Mozambique (sorry for the dark humor, but the portions are really huge by European standards). If you are used to skipping a cup of coffee after dinner, here you will be splashed with half a liter of coffee. Even in branded coffee shops like Starbucks or Tim Horton (in Canada), coffee is poured into paper cups and drunk on the go. The quality of coffee is the opposite of quantity.
Restaurants where starched napkins and waiters' collars rustle are usually visited by company managers and other dignitaries. There portions are French, and the bills are exorbitant. And if you still want to go to a restaurant, but there is no money to pay for the starching of collars and napkins, then there are many good mid-range restaurants where you can eat well and sit with friends. The author of these lines got into such a family restaurant, being in the glorious city of Toronto, in Canada. After fortifying myself with chicken wings and excellent French fries paired with a salad of some greens, I witnessed the following conversation at a nearby table, where an elderly couple was sitting.
Waitress (waitress): - Good evening. Are you ready to order? (one)
He (He): - Yes, I am, thank you (2). I "ll have the daily special (3). What is it today?
waitress: - Fried trout with mashed potatoes (4).
He: - Excellent. I "ll have it. And bring please some water (5). What about you, sweetie (6)?
She (She): - I "d like some coleslaw (7) for starters (8).
waitress: - It's complementary (9).
She: - Really? Then, the fisherman's pie (10). Please, no onion inside. Does it come with any vegetables?
waitress: - It "s garnished (11) with parsley (12) and there"s some spinach (13) inside, too.
She: - That's good.
waitress: - Would you like anything to drink?
She: - I "ll have some iced tea (14). Could I also see the wine list (15)?
waitress: - sure. Coming right up. (...) Here it is.
She: - A cup of Veuve Clicquot (16)...
.......
He: - Dear, are we celebrating anything?
She: - No, why?
He : - You "ve just ordered a cup of 150-dollar-per-bottle (17) champagne.
She: No! I should have had my glasses on (18) ...
Now let's move on to the new vocabulary:
(1) order, v - place an order, order. This verb has a wide range of uses, one of which is in a restaurant in relation to ordering food.
(2) North Americans (especially Canadians!), I think, are the most grateful and sorry people in the world. Thank you and Sorry are used for any slightest reason: someone passed too close, for such a violation of private space you will definitely be apologized; you gave way to someone quite by accident, you will be thanked for it.
(3) daily special - dish of the day.
(4) fried trout with mashed potatoes - fried trout with mashed potatoes.
(5) in almost all restaurants in the US and Canada where I have been, a glass of cold water is served free of charge as soon as you sit down at a table. If you do not want to drink anything but water, the waiter will not grumble under his breath and will calmly bring you water at the first sign.
(6) sweetie, n - dear (appeal to a woman / girl).
(7) coleslaw, n - cabbage and carrot salad with sour cream or mayonnaise.
(8) for starters - to start; as an aperitif.
(9) complementary, adj - additional, included in the kit; (here) free. e.g. Wi-Fi is complementary at this hotel.
(10) fisherman's pie - a fishing pie, by analogy with shepperd's pie - a shepherd's pie. In both cases, we are talking about a potato casserole with various additives in the form of spices, vegetables, etc.
(11) garnish, v - garnish. e.g. The steak is garnished with vegetables.
(12) parsley, n - parsley.
(13) spinach, n - spinach.
(14) iced tea, n - iced tea.
(15) wine list - wine list.
(16) Veuve Clicquot is a famous French champagne.
(17) Note the interesting structure of the 150-dollar-per-bottle champagne. This way of expressing in writing or in speech is very common in English. e.g. devil-may-care attitude - disregard; This you-never-remember-his-name guy - this guy whose name will never be remembered.
(18) Again, an interesting expression with the modal verb should and the infinitive in the form of the perfect. Such a speech construction suggests that the desired action should have happened, but did not happen due to the fault of the speaker. Wed I had to put on glasses (= didn't put on glasses).
Lesson objectives:
1. Develop the skill of dialogue speech on the topic "Acquaintance. In a restaurant."
2. To acquaint with the linguocultural commentary on the topic "Food. Restaurants. Snack bars".
3. Teach the basics of business communication.
DURING THE CLASSES
1. Organizing moment. Greetings.
good day. Nice to meet you. Nice to meet you. I am glad to see you. I am glad to see you too.
2. Speech and phonetic exercises.
Do you know Mary?
- Mary who?
- Mary McDonald?
- Of course I do.
- Do you know her little brother?
Yes, of course I do. I know her brother and her mother and her father too.
- Do you know her older sister?
Yes, of course I do. I know her older sister Betty and her younger sister Sue.
- Do you know her aunt Aster?
Yes, of course I do. I know her aunt and uncles and her cousins too.
- Do you know her husband Bobby?
Yes, of course I do. I know her husband and her brother and her father too.
Giving and receiving supplements:
You are speaking English very well.
- Oh, not really.
- Yes, you do.
- No, I don't.
- No, I don't. That's not true.
- Thank you. You are very kind.
- No, I mean it. I really mean it.
- You really do speak English very well.
- It's terrible.
- Don't be silly.
- I "m afraid my English is not very good.
- Don't be silly. It's wonderful.
3. Explanation of the topic of the lesson and acquaintance with the linguistic commentary on the topic.
teacher:
When you want to invite a guest or colleague to go to the restaurant, say: Would you like to go to the restaurant this evening?
When you accept an invitation you say: Thanks, I "d love you to.
If the invitation is more formal, you can make your reply more formal by saying: Thank you very much, I "d be delighted.
Exercise 1: accepting invitation. Look at the invitation below. First decide if they are formal or informal and then practice accepting then.
How about a drink at the hotel this evening?
- Would you like to join me at the football match on Saturday?
- I "d like to invite you to meet the managing director at head office.
- Would you like to invite you to make a speech at the dinner on Monday?
- Would you like to visit the National Teacher?
- The Sales Director would like to invite you to supper at the country club on Sunday.
Exercise 2: Declining invitations.
You must be very polite when you decline an invitation, whether formal or informal. As a rule you should: thank the person; decline the invitations; give a reason.
Example: Thank you, but I "m afraid I can" t; I have prior engagement.
Practice declining these invitations politely; your reason is given in brackets.
a) Would you like to come to the opera toning? (You are not feeling well)
b) I "d like to invite you to meet boss on Saturday morning. (You are flying home on Friday night)
c) Can you join us for a barbecue tomorrow evening? (You are meeting your aren't).
d) We would like to invite you to a reception at the Trade Fair on Friday. (You have a previous appointment)
e) Would you like to visit the coast next week? (You are busy ever evening).
exercise3: Listen to the cassette. You will hear your host inviting you to do several things.
You will also hear a second voice telling you to accept or decline the invitations. Answer the invitations accordingly.
| Tapescript | |
| Host | Well, I think we've done enough work for today. Would you like to go the theater tonight? |
| You | (decline; you have a prior engagement) |
| Host | I see, fine, well how about the ballet tomorrow evening? |
| You | (accept) |
| Host | Good, you have to leave the arrangements to me. Now, we would also like to invite you a dinner party at the Hotel Intercontinental on Sunday. |
| You | (decline; you have to leave to Saturday morning) |
| Host | Oh, that's a pity, well never mind. We would also like to invite you to a reception at the conference center of Friday night. Can you come to that? |
| You | (accept) |
T eacher: Now, I "d like to tell you where you can eat in the Great Britain and America.
What can we eat:
teacher: Now you are at the restaurant. Let's revise Table Manners.
1. Do not put your elbows an the table while you are eating.
2. Never talk with your mouth full.
3. When you are drinking with a straw, do not make a loud noise when you reach the end of your drink.
4. Only talk about nice things at the dinner table.
5. Finally, don't forget to say "Thank you".
| Napkin Manners 1. Open your napkin and put it on your lap. |
Fork & Knife Manners. 1. Put food into your mouth with your fork and not with your knife; never lick your knife. |
Datafile: The menu
Here is a menu in English, showing the different courses in a typical meal and the names of some typical dishes.
| STARTERS | |||
| farmhouse pate | Chef's soup of the day | ||
| Prawn cocktail | French onion soup | ||
| Avocado vinaigrette | Corn on the cob | ||
| smoked salmon | Egg mayonnaise | ||
| MAIN DISHES | |||
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Datafile: The wine list
In many restaurants, after looking at the menu, you ask for the wine list. The wine list may also show the other drinks served in the restaurant. Here is a wine list showing the types of drinks generally available.
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Exercise 4: Ordering food
When you want to order something in a restaurant, you say:
I "d like … If you order a combination of dishes, say:
I "d like_____with______and_______to follow. Look at the menu again and practice ordering different combinations of dishes.
Recommended food
If you suggest a particular dish to you guest or colleague, say:
I can recommend the … and perhaps add a reason. Example I can recommend the blue cheese. It "s a local specialty. Now practice recommending food by matching the items with the reasons. Begin your sentence: I can recommend …
fresh raspberries |
house wine turkey |
|
but be careful, it's very hot |
it's produced in the local vineyards |
it"s just like your mother used to make |
they are in season at the moment |
it's the chef's specialty |
it goes very well with fish |
4.Home task.
Write in the missing words from the list at the bottom of the page.
| You | Let me ____________for this. |
| Colleague | No, I'll pay for it. |
| You | No, no I ___________. |
| Colleague | Well, thanks very much. |
| You | Waiter! Could I have the __________ please? |
| waiter | Certainly sir, here you are. |
| You | thank you. Is _____________ included? |
| waiter | Yes sir, there is a 10% ________ ________ on the bill. |
| You | I see. |
| waiter | How would you like to pay sir: in_________, by __________ or with a _________ __________? |
| You | Do you take __________________? |
| waiter | Certainly sir. That will do nicely! |
| You | I wonder if I should leave a ____________? |
| Colleague | Maybe just a small one. |
American Express |
Ministry of Education and Science of the Republic of Tatarstan
GBPOU "Spassky College of Industrial Technologies"
Reviewed for Approved
meeting of the PCC, Deputy Director for Maintenance
Protocol No. dated
___________ V.L. Zakharova _____________ N.A. Rachkova
METHODOLOGICAL DEVELOPMENT
Lesson on the discipline "Foreign language (English)"
on the topic:
« Ordering dishes (ordering dishes) »
Compiled by:
English teacher
S.V. Yadgarova
Bulgarian 2015 .
Technological map of the construction of the lesson…………………
Outline of the lesson……………………………………………….
Literature……………………………………………………………..
Applications…………………………………………………………….
3
7
11
12
Routing
Item
№ group specialty
Management
101101 "Hotel service"
Lesson topic
№ lesson on the topic
"Ordering dishes (ordering dishes)"
FULL NAME. teacher
Name of educational institution
Yadgarova Svetlana Vladimirona
GBPO "Spassky College of Industrial Technologies"
Bolgar
Relevance of the use of ICT tools
The use of IT will make it possible to activate the individual and personal motives of students in the process of assimilation of educational information
Creation of conditions for the effective implementation of the method of projects
Formation of abilities and skills of information retrieval activity of students
Lesson Objectives
1. Cognitive aspect
master new and repeat familiar lexical units on the topic "Food"; master the use of lexical structures I would like, I prefer in connected speech;
learn to conduct an etiquette dialogue when placing an order in a cafe or restaurant; repeat and summarize the rules for the use of English nouns (countable - uncountable).
2. Developmental aspect:
develop skills and abilities in various types of speech activity;
Develop the ability to recognize international vocabulary in English and compare it with analogues in the native language;
3. Educational aspect:
cultivate a culture of etiquette while eating and ordering dishes.
Lesson type
improvement and systematization of knowledge, skills and abilities.
Type of lesson
Combined
Forms of learning and cognition
frontal, individual, explanatory and illustrative, partially exploratory, logical.
Teaching methods
Conversation, story, computer presentation, cinquain, role-playing game
Principles
Scientific, accessible, systematic, the connection between theory and practice.
Interdisciplinary connections:
Everyday communication, Psychology. Hotel industry, Service activity, Organization of service in hotels, Organization of tourism.
Planned educational outcomes
Item Skills
Conduct a dialogue on the topic, observing the norms of speech etiquette.
Build coherent statements in oral and written speech, including active vocabulary in them.
Answer the questions with full answers, express your opinion.
Personal:
Self-determination (formation of learning motivation; formation of communicative competence in communication and cooperation with peers).
Regulatory:
the ability to learn and the ability to organize their activities (planning, control, evaluation); the ability to accept, maintain the goals of educational activities; the ability to interact with peers in educational activities;the ability to evaluate the significance and meaning of educational activities for oneself, the expenditure of time and effort, the contribution of personal efforts, to understand the reasons for its success / failure.
Cognitive:
General training:
readiness to accept and solve educational and cognitive tasks; development of a cognitive initiative (participate in educational cooperation; the ability to highlight essential information from questions); the ability to adequately, consciously and arbitrarily build a speech statement in oral speech, an action with sign-symbolic means.
Communicative:
the ability to ask and answer questions; the ability to take the initiative in organizing joint action, as well as to provide mutual assistance in the course of the task.
Required hardware and software, literature
Software: MS PowerPoint
Technical means : teacher's PC; Multimedia projector; screen;
Technological map of the lesson
Sources:
1. Goncharova T.A. English language for hotel business. - Educational and publishing center "Academy", 2009.
2. Queen N.E. English. Service and tourism. Rostov-on-Don "Phoenix"
3. Vorob'eva S.A., Kiseleva A.V. Business English for Hospitality.
Internet sources
http://speak4fun.ru/
Organizational structure of the lesson
Lesson stages
Time
(min)
Educational and developmental components, tasks and exercises
Teacher activity
Student activities
Forms of organizing interaction in the lesson
Universal learning activities (UUD)
Forms of control
1. Motivation for learning activities
Preparing students for the lesson
Greeting students; ask them questions about the date, day of the week, absentees from the lesson, announce the topic and purpose of the lesson. Checks the readiness of students for the lesson.
Write the topic of the lesson in a notebook
Frontal
Personal: understand the meaning of knowledge on a topic for a person
Regulatory: accept the learning task
Notebook entries
2.Updating knowledge
Questions, new and previously learned vocabulary and expressions
The teacher asks students questions that will help them determine the topic of the lesson.
3.What is your favorite dish?
Answer the teacher's question.
Frontal
Communicative: apply the rules of everyday communication.
Cognitive: they reproduce from memory the information necessary to solve the educational problem.
3. Learning new material
1. Glossary design
2. Exercise - distribute familiar words into thematic columns.
3. Exercise - making sentences
4. Exercise - explain to the interlocutor your favorite dish without naming it
5. Make up a dialogue
Task execution control
Perform exercises
role-playing game,
frontal, cinquain
Cognitive:
General educational - search for information necessary to complete tasks.
Notebook entries
5. The result of the lesson. Reflection
Summarizing conversation
Summing up the lesson, handing out a feedback sheet
Gives grades for the lesson
They evaluate their own emotional state in the lesson and the work of classmates
Frontal
Personal: evaluate their own learning activities
Regulatory: predict the results of the level of assimilation of the studied material
Grades for work in the lesson
6. Homework
Write an essay about your favorite food
Gives homework
Write down homework
Individual
Plan - abstract
Time
Teacher actions
Student actions
3 min
1. Motivation to educational activities
Good morning my students. I'm glad to see you. Sit down please. Get ready for the lesson.
students, what day is today?
What's the date today?
What is the weather like?
Who is absent ?
(marks absent in the report)
Welcome the teacher.
Answer questions
7 min
2.Updating knowledge
The teacher introduces students to the topic of the lesson, communicates the goals and objectives of the lesson.
T eacher: before you right down date and topic of our lesson, you must answer the following questions.
Warm up - group work ( slide 4)
How many times a day do you have a meal?
What do you usually have for breakfast/lunch?
What is your favorite dish?
Students write down the topic and answer questions
2 0 min
3. Study of new material
Please open your exercise books and put down the date, class work and the topic.
now students,look through the new words in Glossary I thenwrite them in your exercises' books
Next task: match the words, which you know, into columns - drinks, fruit, vegetable, meat and fish. You have 5 minutes for it
( task completion check )
Good job, and now you have to make sentences from these words.
1.eat/in the morning/porridge/I
2.She/milk/with/coffee/drink/does not
3.hamburgers/they/with/like/cheese
4.We/eat/for breakfast/do not/pizza/salad/fish/or
5.For supper/would/I/orange/like/juice
6.are/tea/drinking/they/and/cake/a/nice/eating/
chocolate
7.Does not/Lizzy/mineral/drink/water
Excellent. Students, now, think about our favorite dishes and choose only 1. You must explain your partner you’re the most favorite dish. (10 minutes). You can use sinquan or riddles.
Write down new words and expressions in dictionaries.
Students complete the table by entering only those words that they already know.
Perform an English building exercise. offers.
Students explain their favorite dish to each other
10 minutes
Role-play “Ordering dishes”
T: well, and your last task – make a dialogue in group
It is brilliant.
Hostess: Hello! Do you have a reservation?
Guest: Hello. My name is Astakhov. I have booked a table for 3 people.
H: Follow me please, I will show you the table. have a good evening!
G: Thank you!
Waiter: Hello! Here are your menus.
G: (after 10 minutes) Excuse me, we are ready to order.
W: What would you like to order?
G: Could you tell me please, does this salad contain seafood? I have an allergy.
W: No, it doesn't.
G: OK. Could I have this salad please? Also we would like to order two portions of tomato soup and vegetable soup.
W: Do you want anything else?
G: Not now, a little bit later, thank you.
3 min
4. Outcome lesson . Reflection
What did you know today?
(Summarizing the lesson, the teacher distributes a feedback sheet. Puts grades for the lesson .)
2 min
6. homemade the task
Your home task:write the essay “My favorite dish”
Write down homework.
Literature
1. Goncharova T.A. English language for hotel business. - Educational and publishing center "Academy", 2009.
2. Queen N.E. English. Service and tourism. Rostov-on-Don "Phoenix"
3. Vorobieva S.A., Kiseleva A.V. Business English for Hospitality.2nd edition. - M.: Philomatis, 2006.
Internet sources
http://speak4fun.ru/
Appendix 1
Feedback sheet
Topic studied
The form of the lesson
group
by yourself
Feedback sheet
Topic studied
The form of the lesson
group
by yourself
Feedback sheet
Topic studied
The form of the lesson
group
