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 Ask your students to describe what they see. This will give you an opportunity to assess their acquired vocabulary and also to introduce the topic

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 Ask your students to describe what they see. This will give you an opportunity to assess their acquired vocabulary and also to introduce the topic

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Vocabulary Discussion and Assignment of Roles

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Vocabulary Discussion and Assignment of Roles

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First and foremost, that means giving them the adequate vocabulary that they’ll need:

Basic food vocabulary

Specific restaurant vocabulary

Phrases and expressions that your students will need to navigate restaurants and order food

Based on these resources, come up with a manageable list of terms for your class. Consider your students’ skill levels and, of course, terms they may already be familiar with when coming up with your list.
https://www.learnamericanenglishonline.com/images/Vocabulary%20Images/Food%20photos/Food.html

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On the second day of the week, you and your students will create the décor and menus you’ll be needing on day 3.

The key to making sure that this day is a success is ensuring that you have all the materials your students will need. Some examples include:

Dropcloths or sheets to serve as tablecloths

Paper and cardstock for creating menus

An array of pencils, pens, markers and even magazines for collages

Authentic materials like trays, glasses, plates and cutlery

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Day 3: Establishment of Situation and Role Play

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Day 3: Establishment of Situation and Role Play

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Teacher Prep

Prepare several pieces of paper with strange restaurant situations written on them. Prepare at least two per group. Here are a few ideas:

The electricity has gone out

The chef has run out of salt

There’s a spider in the soup

These will come in handy!
Time to play!

Each group can begin by setting up a corner of the room for their role play. Depending on how many groups you have, one or several groups won’t start out by playing, but rather by observing.

While the groups that are playing are preparing, gather the groups that are starting as observers in a corner of the room. Explain to them that you’ve prepared a series of situations for the other groups to deal with, and either give each student a piece of paper or allow them to choose one.

Start the game as quickly as possible, so that everyone has time to play. Allow groups to play for 3-5 minutes before encouraging an observer to throw a wrench in the works with a strange situation. The groups have to react to the situation in their role play—without dropping character!

As the teacher, be sure that you’re monitoring students for correct vocabulary usage. There’s no need to over-correct during role play, but be sure to take notes on frequent or glaring mistakes you can address later.

Give each group about 15-20 minutes of play.

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split students into pairs, groups of two or groups of three. Each group will have one waiter and one, two or three diners. Be sure to take into account your shyer students when creating the groups.
Once you have assembled the groups, give your students a homework assignment: Have them begin to write about the last dining experience they can remember, or give them a creative writing assignment about either the best or worst restaurant experience they can imagine. The goal of the assignment is to get them thinking, so there’s no need to be too structured in the form of the assignment.