Interacting+2


 * Lluís Miquel Bennàssar Rosselló**

Ordering a meal
 * Activity:**

Second level of English for Adults at CFA
 * Level: **

Using a menu students have drawn up in a previous writing activity students will roleplay a dialogue of this kind: In pairs and taking turns, one student will play a waiter and the other one a customer. When they finish they swap roles and repeat the conversation. That way the student who has played the waiter, will be the customer the second time the conversation is roleplayed. Students change partners and repeat the conversation following the same pattern as before, i.e., each student plays the role of waiter and customer. In the meanwhile I record scraps of the students’ conversations either because they are particularly good or because students make mistakes When students finish I play the fragments from these conversations and focus on the mistakes or good things. After correcting the mistakes students roleplay their conversations trying not to repeat the mistakes. As a final task students will roleplay two conversations in a bar or a restaurant. They have to order breakfast, lunch or dinner. The point of roleplaying two conversations is because students have to roleplay both the waiter and the customer. Conversations will be recorded and uploaded on the Moodle site.
 * Short description: **
 * Waitress: || — || Good morning. Are you ready to order? ||
 * You: || — || ... ||
 * Waitress: || — || Would you like anything to drink? ||
 * You: || — || ... ||
 * Waitress: || — || Anything else? ||
 * You: || — || ... ||
 * Waitress: || — || Sure. Coming right up. ||
 * Waitress: || — || Sure. Coming right up. ||


 * Objectives: **
 * Ordering what we would like to have using would and can
 * Using the modal verbs would and can to make offers and requests
 * Using basic vocabulary referred to food and drink
 * Telling and understanding prices

Following the example of Nuria's activity, pairs will give 25% off the marks to their partners' conversation. The conversation will be assessed according to these criteria: - The student uses the modals would and can to make offers and requests - The student know how to tell and understand prices - The student knows and uses basic vocabulary referred to food and drink. - The student asks and answers questions about food and drink s/he would like to have - The student is original and tries to leave the well-trodden path (I understand this is the most subjective rubric).
 * Assessment: **

=Add your comments:=
 * Link:**


 * Núria**

Kudos, Luis Miguel! This is an easy to implement activity that integrates specific vocabulary and grammar effectively.

I was wondering how you integrate it to the final mark. Do you have a mark for oral activities? Do you consider pronunciation and fluency, as well?


 * Maria Ascension**

I like the activity. I think it goes further than the traditional role play activity from the moment you record it and Ss cn watch their production and reflect on the mistakes. The only problem is the recording, but I'll try to do it next course. My Ss like role playing, but it is important to be they who see and judge their performance. Cheers!


 * Nuria**

I assumed Lluis Miquel was using the word "record" as a synonym of "take notes".


 * Cristina**

I like your activity! It also helps students to improve in terms of digital skills if you let them to record the others. Today, with mobiles phones you don't need to have any video-camera to record in a class.


 * Marisa**

I use role play in my lessons, because for my young students it is so funny and a good way to learn in "real situations". The most they like is "Shopping" I record the students' converstions and then we listen.


 * Núria**

We do 3 role plays per term in all my classes. They get 25 gold stars just for doing them and then the speaking mark is the mean of the three quality marks. I need to improve the rubric I use to assess them, though. I need to improve what I ask them students to do so that they can get better.