Learning English Through Listening and Speaking: Ordering at a Restaurant
Overview
Learning a language through speaking focuses on using the language in conversations and interactions to develop proficiency. This hands-on approach is different from passive methods like reading or writing.
Learning a new language through oral communication offers multiple benefits, the first being immediate feedback. When speaking with native speakers or other proficient speakers they can immediately provide corrections and also suggestions for further improvement. This loop that is then created of constant feedback is crucial for developing a deeper understanding of the language and its patterns. (Pachler et al., 2024)
One of the other benefits that comes with the oral aspect of learning a new language is the need to think on your feet and respond quickly, which is unlike written exercises, where you have plenty of time to respond and can use resources to escape the risk of responding poorly. The spontaneity encourages the learner to internalize the grammatical rules and vocabulary more often. (Blaz D., 2018)
Interactive speaking offers a dynamic way to not only receive feedback but also apply it in future scenarios. Adaptability is vital to gain a deeper understanding of the language in real life contexts such as going out to dinner, playing sports and many other scenarios. This also provides the opportunity for the learner to learn specific slang that is used day to day and how it compares to formal language that is taught in class. (Pachler et al., 2024)
All in all, learning a new language through speaking provides the learner with stronger fluency, accuracy and cultural understanding. It allows them to learn the language in a practical setting which when paired with constant feedback expedites the learning process and builds a deep understanding that can be applied to real-world activities.
A common myth is that the only way to really improve your language skills is by talking to native speakers. Sure, interacting with native speakers helps with understanding cultural nuances and hearing the language in its natural form, but it’s not the only path to progress. Practicing with skilled non-native speakers like other learners, or experienced instructors can also be incredibly effective. Structured practice sessions, language exchange programs, and conversation groups offer great opportunities to boost your speaking skills. (Michael, 2016)
Another misconception is that just listening to the language will automatically improve your speaking abilities. While good listening skills are crucial, you need active speaking practice to truly develop fluency, pronunciation, and confidence. Interactive situations that involve both listening and speaking will ensure that the learner develops oral and listening skills that work with each other to improve language learning. Listening alone doesn’t give you the interactive practice needed to use the language in real-time conversations, which is key for mastering speaking skills and vice versa. (Lampariello L., 2023)
Creating a learning resource that focuses on speaking is all about practical application. Emphasizing speaking helps learners engage directly with the language, refine their pronunciation, and boost their conversational fluency—areas that are often neglected in traditional classroom settings. This approach better prepares learners to use the language confidently and effectively in everyday situations.
Learning Design Plan
| Big Ideas | ||
| Listening with intent supports our acquisition and understanding of English. | Acquiring English can help us to interact with the Anglophone world. | Expressing ourselves and engaging in conversation in English involves risk taking and perseverance in an authentic context. |
| Essential Questions | ||
| What words and phrases are commonly used in a restaurant setting? How can we use our knowledge of English vocabulary to answer questions and express our choices in a restaurant setting? How can we speak clearly and confidently when expressing our choices or asking questions in a restaurant setting? | ||
| Learning Outcomes and Proficiency Indicators | ||
| Comprehend common words and phrases involved in ordering from a restaurant (Listening) | Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant (Speaking) | Confidently ask questions and express choices in English (Speaking) |
| Proficiency Indicator: Understands descriptions given and questions asked by restaurant staff | Proficiency Indicator: Can respond to questions when asked by restaurant staff Can select appropriate words and phrases to express choices | Proficiency Indicator: Formulates clear and relevant questions about menu items Use appropriate intonation, volume, and body language |
| Assessment Plan | |
| Assessment | Learning Outcomes |
| Pre-Assessment Learners will fill in a Google Form answering the following questions: What is your name, where are you from, and what languages do you already know? Write how you could respond to each of the following questions you might be asked in a restaurant scenario: How many people are in your party? What would you like to order? Can I get you anything else? Write 2 questions that you might ask a server while ordering from a restaurant. | This assessment will gauge what the learners already know, inform the designer where to begin and adjust the levels of difficulty for the lesson, and be the initial communication from the learner to instructor on their foundations. |
| Surveys (Self-Assessment) Learners reflect on their learning by evaluating their own skills and progress at the beginning and end of the course. On a scale of 1-5 (1= not confident at all, 5=very confident), how confident are you in your ability to order from a restaurant in English? Has your answer to question 1 changed from the beginning of the learning activity? Why or why not? What was your biggest area of growth over the course of this activity? What skills would you still like to work on? | Comprehend common words and phrases involved in ordering from a restaurant Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English |
| Wordcloud (Formative) Anonymously submitting words and phrases they heard from the YouTube videos into a word cloud survey, then the class gets to view the results and the instructor | Comprehend common words and phrases involved in ordering from a restaurant |
| Listening Quizzes (Formative) Learners watch videos and answer questions to practice identifying key words and phrases. | Comprehend common words and phrases involved in ordering from a restaurant |
| Group Video (Formative) In Groups of 4, Learners create a video that shows the process of ordering from entering the restaurant to getting the bill. Learners will receive feedback on their video from the instructor that they can use to practice for their summative assessment | Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English |
| One-on-one Learning Conference (Summative) Learners have one-on-one conversations with the instructor where they model a conversation between a server and a customer. | Comprehend common words and phrases involved in ordering from a restaurant Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English |
| Learning Activities | |
| Topic | Learners Activity |
| Pre-Assessment + Introduction to lesson | Learners Reviews Learning Outcomes : Learners Reviews description of learning outcomes and is introduced to the topic of ordering food in restaurant settings. Learners Survey and Introduction: Learners will fill in a Google Form answering Pre-assessment and self-assessment related questions. |
| Listening to examples | Comprehension: Learners will read and listen to common phrases (questions and potential answers) on YouTube videos shown by the instructor – https://www.youtube.com/watch?v=Ik7B4iYFRTU – https://www.youtube.com/watch?v=sIWm5Fi8Z7Q Interactive Videos: Learners will watch 3 different short videos showing people ordering from restaurants. As they watch, the learners will be prompted to complete selected response questions in which they identify phrases used in the video |
| Speaking: putting phrases together | Partner Practice After watching the videos, learners will be given a cheat sheet to refer to with phrases they can use in sequence to recreate the restaurant ordering setting. The learners will be split into pair groups and practice phrases of both the customer and waiter of the restaurant and alternate. |
| Listening and Speaking: Review | Review: Common Phrases Learners will come back to the group zoom call and the instructor will have a listening quiz, where learners will hear a recording and answer the prompt out loud. |
| Group Task: Ordering at a restaurant and waiting tables | Video Assignment In Groups of 4, learners create a video that shows the process of ordering from entering the restaurant to getting the bill. |
| Individual Task: Restaurant Role play with Instructor | Interview Learners will have a one-on-one meeting with the instructor online where they are prompted with random questions from restaurant settings that they have learned throughout the lesson. This will exercise both their listening and speaking skills and be assessed by the instructor based on their proficiency. |
| Post-lesson reflection | Learners will fill in a Google Form answering questions relating to their confidence and new findings based on the lesson. |
Resources
| Resources | ||
| Resource Title | Type of Resource | Link |
| Course WordPress Site | Online Tool | https://wordpress.com/ |
| Zoom | Online classroom resource | https://zoom.us/ |
| Mentimeter | Survey, assessment | https://www.mentimeter.com/ |
| At the Restaurant | Youtube Video | https://www.youtube.com/watch?v=sIWm5Fi8Z7Q |
| Ordering a Restaurant | Youtube Video | https://www.youtube.com/watch?v=Ik7B4iYFRTU |
| In the Community | Online Textbook | https://collection.bccampus.ca/textbooks/in-the-community-an-intermediate-integrated-skills-textbook-norquest-college-160/ |
| Communication Beginnings | Online Textbook | https://collection.bccampus.ca/textbooks/communication-beginnings-an-introductory-listening-and-speaking-text-for-english-language-learners-portland-state-university-library-81/ |
Roles and Responsibilities
| Role/Responsibility | Assigned to |
| Writing Topic Overview | Menoa Brennan |
| Developing Learning Outcomes | Jaswant Jaswant, Karlie Castle |
| Creating Learning Activities | Karlie Castle, Kana Noguchi |
| Creating Assessment Plan | Jaswant Jaswant, Hana Omori, Kana Noguchi |
| Finding Resources | Karlie Castle, Kana Noguchi |
| Revising, editing | Hana Omori, Kana Noguchi, Karlie Castle |
References (Using APA 7th Ed.)
Blaz, D. (2018). The world language teacher’s guide to active learning : strategies and activities for increasing student engagement (Second edition.). Routledge.
Pachler, N., & Redondo, A. (Eds.). (2024). A practical guide to teaching foreign languages in the secondary school (Third edition.). Routledge.
Lampariello, L. (2023, July 20). Is it possible to learn a language through listening and reading alone? – Luca Lampariello. Luca Lampariello. https://www.lucalampariello.com/learn-a-language-through-input/
Michael. (Dec 18, 2016). Why it is crucially important to talk with native speakers. (n.d.). Italki.
https://www.italki.com/en/article/911/why-it-is-crucially-important-to-talk-with-native-speakers
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