Ordering a Meal in an American Restaurant - Essay Example

Goal ment: The goal of the module is that the will all be able to order a meal (4 items) in an American restaurant using a standard menu without using a translation dictionary or an electronic translator.. Terminal Objective: Using a standard restaurant menu and a visual dictionary, students will order four items: main dish, soup or salad, beverage and dessert, stating appropriate preferences for each item, such as how it should be cooked or what should accompany it (sugar, cream, dressing, crackers). Analysis Of The Goals: Upon entering the restaurant, the students will already be familiar with the basic vocabulary for ordering and the process for ordering. They will know how to use a visual dictionary. Students will be able to recognize food categories and order four courses. The students will understand the context of the ordering process and will know how to fill in the foods they want with visual aids on the menu or with the aid of a visual dictionary. Some study and the memorization of the conversation patterns in the context of the restaurant will be done during the lesson, but the students can use their notes. They will be able to employ two means of ordering: by using the standard name of the food as found in their resources or remembered or by simply describing the food to the server. Using the menu, they will order the main course, soup or salad accompaniment, a beverage and dessert. Skills and Sub-skills: 1. Using a visual dictionary and other visual aids (such as pictures on a menu) to identify foods 2. Listening to the waitress's questions and responding appropriately 3. Using basic vocabulary to describe food or cooking method for which they do not know the names 4. Identifying food groups and the appropriate foods chosen for each source of the meal. (3 courses plus beverage) 5. Using the conversation pattern of ordering food in a restaurant Speaking patterns students will recognize: 1. Can I take your order, please 2. How would you like it cooked 3. Would you like soup or salad 4. What would you like to drink 5. Would you care to order dessert 6. What flavor 7. Thank you. Patterns the students will use: They will be able to make simple choices. 1. I would like a hamburger steak. (chicken sandwich, spaghetti, pot roast etc.) 2. Please make that rare. (medium, well done) 3. I would like salad, please. (soup) 4. Please bring me coffee. (tea, milk, soda) 5. For dessert I'll have ice cream. (pie, cake) 6. Vanilla please. (chocolate, strawberry) (apple, cherry, banana cream) (chocolate, angelfood) Place the Revised Chart Here Assessment The assessment of the success of each student will be based solely upon the success level of the communication between the waitress and the student. A grading criteria chart will be used to indicate: 1. Was the student able to identify the different courses of the meal 2. Did the student understand the waitress's questions and respond appropriately each time 3. Was the student able to use the visual dictionary successfully 4. Did the student exhibit a basic understanding of the different cooking methods and the terms used in ordering food in a restaurant from the supplied visual aids 5. Did the student pronounce the words well enough to be understood 6. Did the student actually order the foods desired Performance Objectives 1. The students will be able to verbally order soup or salad from the restaurant menu in English in an interactive simulation. The students will be able to specify salad dressing and crackers. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 2. The students will be able to verbally order the main course from the restaurant menu in English in an interactive simulation. The students will be able to specify how it is to be cooked. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 3. The students will be able to verbally order a beverage from the restaurant menu in English in an interactive simulation. The students will be able to specify any necessary added items, such as sugar or cream, lemon or ice. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 4. The students will be able to verbally order dessert from the restaurant menu in English in an inter active simulation. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. Sample assessments: 1. The students spoke clearly and pronounced the worshould do ds well enough to be understood. The students selected from available soups or salad. The student was able to specify salad dressing, and ask for crackers with the soup or refuse them. 2. The student was able to pronounce the main course well enough to be understood, and specify how it was to be cooked. 3. The student was able to select among the beverages, pronounce the words well enough to be understood, and specify extras, such as sugar, cream, lemon or ice. 4. The student was able to choose among the deserts and pronounced the name well enough to be understood. Restaurant Ordering Assessment Student: ____________________ Course: __________ Section: _____ Score: __________ % Task Fulfilment Assessment of Speaking 5 The students selected from available soups or salad. The student was able to specify salad dressing, and ask for crackers with the soup or refuse them. The student ordered the main course and was able to specify how it was to be cooked. The student was able to select among the beverages and specify extras, such as sugar, cream, lemon or ice. The student was able to choose among the deserts. The student pronounced all the words well enough to be easily understood, and understood what he or she heard from the waiter or waitress without asking for repetition. 4 The students selected from available soups or salad. The student was not able to specify salad dressing, and ask for crackers with the soup or refuse them. The student ordered the main course and was able to specify how it was to be cooked. The student was able to select among the beverages and specify extras, such as sugar, cream, but did not understand lemon or ice. The student was able to choose among the deserts. The student pronounced all the words well enough to be easily understood, and understood what he or she heard from the waiter, but had to ask for repetition. 3 The students selected from available soups or salad. The student was not able to specify salad dressing, and ask for crackers with the soup or refuse them. The student ordered the main course and was able to specify how it was to be cooked. The student was able to select among the beverages but could not specify extras, such as sugar, cream, lemon or ice. The student was able to choose among the deserts. The student pronounced all the words with difficulty but could still be understood, and had trouble understanding what he or she heard from the waiter, and had to ask for repetition.. 2 The student was not able to order all of the required items from the menu, but managed three of the four, and some of the extras. Student was not able to specify how the main course would be cooked. The student pronounced all of the words with great difficulty, and had to repeat to be understood. The student did not understand all of what he or she heard from the waiter even though it was repeated. 1 The student was not able to order all of the required items from the menu, but only one or two. Student was not able to specify how the main course would be cooked, nor could he or she order the extras, such as dressing, sugar, cream, lemon or ice. The student pronounced all of the words very poorly. It was almost impossible to understand him or her. The student did not understand much of what the waiter said even though it was repeated several times. Instructional Sequence Learning Sequences: Students will first navigate through all of the illustrations, for each category, play the sound bites which accompany each illustration, and then do some exercises which help the student learn until the student feels confident to do a self test. One of the exercises will include voice input to control what illustration shows on the screen. The illustrations will be shown on the edge of the screen with their names, and the student needs only to be able to say the name to make the illustration move to the center. The self test will not be offered if the student misses more than three questions. A self test consists of matching the words which had been displayed with the illustration with the illustration it matches. If the student misses a question it will be repeated in a different manner. If the student misses the question a second method will be used. The first example will be simply matching a set of words with one illustration. The second try the method will show several words with several illustrations, including the correct one. The third try method will show only one word with several illustrations, including the correct one. If the student is still unable to select the correct match this question will be put in the "more study needed" category, for review after the rest of the self test is done. The student may switch among categories at will. However, as long as the student is getting more than three questions wrong in any category he or she will not be passed to final assessment. A limited number of choices for it each of the four items the student must learn to order will be presented, to limit the learning time. However, enough choices will be offered to present some challenge. The items offered will be standard menu items from most middle-class American restaurants. In each module is student will appropriate extras, such as salad dressings, crackers, drink accompaniments and how beef should be cooked. There will be accompanying illustrations which explain the various words. Once the student passes the first section, showing an ability to make correct selections, the student will progress to the oral portion, where the same selections will be available with the same sound bites, and the student will be required to say his or her answers. If the voice recognition system is able to select the correct answer from what the student says that question will be considered correctly answered. The student will be able to practice this before taking the assessment. One final module will consist of a practice simulation before proceeding to the final assessment. Once parts one and two are actually passed, the student can proceed to the final assessment. This will consist of a simulation with sound bites and voice input. The student will be passed questions as if a waiter or waitress were taking his or her order. The student may click a repeat button, but this will lower the score. Pre-Instructional Sequence: Introduction to the learning environment: The students will be introduced to the equipment, and given guided practice on using the controls. Once the interface is mastered, the student will be introduced to the visual aids. Each student will be assisted with navigation among the various illustrations until they feel comfortable with using them. This will be accomplished by the use of an interactive tutorial. The students mastery of the navigational controls will be briefly tested before the lesson commences. It is necessary that each student learn to operate the program interface controls before proceeding to the lesson. Therefore, it is a pass or fail: the student either knows all the controls or does not. Any controls which the student has not learned will be repeated until the student masters them. Information or Examples For Each Objective 1. Objective one will consist of ordering either soup or salad. Two soups will be offered or a choice of salad. Three dressings will be offered for choice. The student will be asked if he or she wants crackers or not if soup is ordered. 2. Objective two will consist of ordering the main course. Six possible choices will be offered: hamburger steak, steak, roast beef, pork chops, chicken or turkey. Each one will list specific vegetables that come with it. The student will not need to choose among these. However, for the beef selections, the student will be asked to specify how the dishes to be cooked: rare, medium rare, medium, medium well or well done. 3. Objective three will consist of ordering a beverage. The possible choices will include: coffee, hot tea, hot chocolate, soda pop, milk or iced tea. The student will be asked to select whether cream, sugar, lemon or ice should be provided. 4. Objective four will consist of ordering a desert. The desserts offered will include vanilla ice cream, lemon cake, Apple pie or chocolate pudding. The flavors are deliberately limited to keep this learning module shorter. The student will need to be able to pronounce the full name of the desert, but each flavor will be associated with the type of desert which is presented. Practice and Feedback for Each Objective 1. Objective one: once the student has successfully navigated through the choices which will be required for objective one, the student can then do the practice exercises. The first time the practice exercises are offered, they will be in a set sequence: practice selecting by word, practice matching word to picture, practice selecting by voice input. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 2. Objective two: once the student has successfully navigated through the main course choices which will be required for objective two, the student can then do the practice exercises. The first time the practice exercises are offered, they will be in a set sequence: practice selecting by word, practice matching word to picture, practice selecting by voice input. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 3. Objective three: once the student has successfully navigated through the main course choices which will be required for objective three, the student can then do the practice exercises. The first time the practice exercises are offered, they will be in a set sequence: practice selecting by word, practice matching word to picture, practice selecting by voice input. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. 4. Objective for: once the student has successfully navigated through the main course choices which will be required for objective for, the student can then do the practice exercises. The first time the practice exercises are offered, they will be in a set sequence: practice selecting by word, practice matching word to picture, practice selecting by voice input. Pictures of the choices with accompanying identifying words will be available, just as if they were reading a menu. Once each of the four objectives has been practiced sufficiently that the student can successfully select them all not missing more than three in any one practice session, the student may then progress to the assessment section. This simulation will assess whether or not they have achieved the four objectives. Feedback: all feedback within the program will be positive. Each time a student does not succeed at a task during practice, alternative possibilities will be offered. If the student does not succeed after three tries, but he or she will be told that this is going to require more practice, and then allowed to go on to other things. Anything which has been set aside as requiring more practice will be integrated back in to the sequence later. This will be true of all practice sessions but not of the final assessment. Teaching Strategy The strategy for this module is varied repetition. During the first familiarize Haitian portion, the student will merely be looking and listening to the soundbites with absolutely no pressure. During a practice session for each of the objectives, ordering for items, the type of practice will be varied within each session. The student will not be allowed to make the wrong selection more than three times, before the program will automatically move to the next item, setting aside the unsuccessful item for reintegration later. The student may navigate among all the different sections at real once the first sequence is completed in each one. However, the student will not be allowed to progress to the assessment until each practice assessment has been successfully completed with three or fewer items missed. At least one practice session will be offered that mixes all the different items. This is a final simulation practice before the student takes the assessment. This one must be passed with three or fewer mistakes before the student will be allowed to take the assessment. Clear illustrations will avoid confusing items. Soundbites will be available for playing, so that the student can learn to pronounce the words. If the voice recognition system cannot understand what the student says the student will be offered help with illustrations on how to say the word. Once student has succeeded in making the correct selection during practice for any one item 3 times without a mess, that item will be removed from practice until the last practice simulation. There is no point wasting time practicing what has already been learned. Positive feedback will be given each time the student successfully answers or makes a selection. Extra feedback will be offered when the student does this three successive times for each item. Very positive feedback will be given each time the student makes the correct selection with the first try. This type of practice promotes success. Success raises self-esteem. The student approaching the final assessment with raised self-esteem builds on success has more likelihood of doing well on the assessment. Read More