Hoteleria - XTEC
AF_HOT_01_Dealing with the customer in the Restaurant: Taking reservations
Teacher’s guide Unit 1
1. Introduction
This unit deals with phone reservations at a restaurant.
2. Description
Students will practise bookings by writing, reading, speaking and listening to conversations related to the topic of the unit.
The unit contains a variety of tasks to enable the students to take a restaurant reservation.
3. Objectives
By the end of the unit the student will be able to:
• Take telephone reservations at a restaurant.
4. Key and timing
Taking Reservations
1. Look at the Booking Form below. What information should it contain? (0.20h)
The warm up serves as an introduction to the topic and /or initial assessment of student’s knowledge. This initial activity should also be used to motivate and encourage students and to help them recognize the importance of a foreign language.
Possible Answer.
• Name of guests
• Date
• Time
• Number of people
• Special request
2. Read the dialogue between a waiter and a client and complete the questions below: (0.20h)
Students read a dialogue in order to find the language structures that are used to obtain certain pieces of information.
Answers
A. What does the waiter say to get the following information?
1) Name: What name is it, please?
2) Day: For what day, please?
|TIP: |
|Remind students that in English the days of the week are Monday,Tuesday, etc ... preceded by the preposition ON. |
|The same for dates but different for years and months. |
|Eg. On Monday, on May 3rd, in 2014, in May. |
3) Time: What time?
4) Number of people: For how many people?
|TIP: |
|You may want to revise confusing numbers such as: four/forty, Five/fifty, hundred/thousand. |
5) Smoking: Is that smoking or non-smoking?
6) Spelling: Could you spell that, please?
B. Find phrases Jan uses to:
1) Answer the phone: Good afternoon, Baix Empordà Restaurant. Can I help you?
2) Say ‘OK’ in a formal way: Certainly, Sir.
3) Check the information: So, that’s a table for two at seven-thirty this evening.
3. Listen and watch two dialogues. Complete the booking forms. (0.40h).
Listening comprehension of two dialogues: students listen and complete the reservations on a booking form that the teacher has previously written onto the blackboard. (0.40h).
|[pic] |Savoy Grill: Booking a table |1:03 |
|[pic] |Chateau de neuf: Making a reservation |2:53 |
The script of videos:
Booking a table:
Phone rings
Waiter: Hello Savoy Grill . How can I help you?
Mr Chalmes: Yes, good evening. I’d like to book a table for tomorrow night, if possible.
Waiter: Certainly Sir. What time?
Mr Chalmes: About eight o’clock.
Waiter: I’m afraid we don’t open till night Sir.
Mr Chalmes: Yes, fine. Nine will do.
Waiter: And how many people will be in the party Sir?
Mr Chalmes: There will be four.
Waiter: Four for nine tomorrow. In whose name Sir?
Mr Chalmes: That’s Chalmers.
Waiter: Could you spell that, Sir?
Mr Chalmes: That’s C-H-A-L-M-E-R-S.
Waiter: Jolly good. That’s Chalmers, four for nine, tomorrow.
Mr Chalmes: Yes, that’s right.
Waiter: And may I have a contact number Sir?
Mr Chalmes: Certainly, Sir. It’s 667566237591.
Waiter: Okay, Mr Chalmers. I can confirm your reservation for four people tomorrow night at nine.
Mr Chalmes: Wonderful. I look forward to it. Thank you very much. Goodbye.
Making a reservation
Customer: I'm glad they called.
Friend: Because you like Michelle.
Customer: Well, Yes but I forgot to make a reservation.
Friend: oops.
Customer: Yeah I’ll call and make a reservation now.
The customer dials the telephone number.
Receptionist: Good evening, Chateau de neuf.
Customer: Hello, I'd like to make a reservation please.
Receptionist: Yes, Sir, for what day?
Customer: Friday.
Receptionist: On Friday, yes Sir, how many people in your party?
Customer: Four people, two men and two women.
Receptionist: Very good for you Sir. What time would you like the reservation for?
Customer: We will arrive at 7 p.m.
Receptionist: I'm afraid. I do not have anything available for 7 p.m. Sir.
Customer: Oh, no!
Receptionist: I do have a table available for 7:30 p.m.
Customer: Ah, 7:30, that would be great.
Receptionist: Which you prefer smoking or non-smoking?
Customer: Non smoking, thank you.
Receptionist: Your name, please Sir?
Customer: Falfa, Albert Falfa.
Receptionist: Very good Mister Falfa, you have a reservation for four, 7:30 p.m.this Friday, non-smoking.
Customer: Great! Thank you so much.
Receptionist: My pleasure, Sir.
Answers
Savoy Grill: BOOKING FORM
NAME OF GUEST: Mr Chalmers, DATE: Tomorrow night, TIME: 21 h, NUMBER OF PEOPLE: 4, CONTACT NUMBER: 667566237591.
Chateau de neuf: BOOKING FORM
NAME OF GUEST: Mr Albert Falfa, DATE: Friday, TIME: 19.30h, NUMBER OF PEOPLE: 4, SPECIAL REQUEST: Non-smoking.
4. Language structures: (0.40h)
Practice times, dates and the alphabet.
A. Telling the time.
|TIP: |
|12: a.m and 12: p.m are confusing even for native speakers.That’s why there are the substitute words midnight and |
|midday or noon. |
|Miltary time is not used in spoken English. Just say “two p.m” and not ”forteen hours”. |
Listen to the time the teacher says and tick (() the correct times:
Answers
1. a) 00.00 () 12.00 c) 2.00
2. () 15.30 b) 15.45 c) 14.30
3. a) 7.40 () 22.45 c) 20.35
4. () 8.50 b) 9.10 c) 10.30
5. a) 12.00 b) 20.00 () 14.00
6. () 23.30 b) 10.30 c) 11.30
7. a) 3.15 () 3.45 c) 4.15
8. () 5.45 b) 17.15 c) 5.15
Teacher says:
1) We open at twelve o’clock midday. Or at noon.
2) A table for two at half past three, please.
3) Last orders are at a quarter to eleven:
4) I get to work at about ten to nine a.m.
5) We open at two, after lunch.
6) We close at half eleven in the evening.
7) There’s a table free at a quarter to four.
8) I got home at five forty-five in the morning!
|TIP: |
|Practice this change of preposition with the students: |
|IN: In the morning, in the afternoon, in the evening. |
|At: At night, at noon, at midday, at midnight. |
4. B. Dates
Complete the sentences using the correct dates.
Example: (5/8) The restaurant is closed on 5th August.
1) (23/5) We’d like to book a table for two on 23 rd May.
2) (7/11) The new restaurant opens on 5th November.
3) (24/12) Does the restaurant open on 24th December?
4) (18/3) So, that’s a table for six on 18th March.
5) (2/6) The wedding’s on 2nd June.
|TIP: |
|We use In with months and seasons. |
|Special prices for Christmas banquets in December. |
|Closed in winter. |
4. C. The alphabet
| |The alphabet |
5. Language in use
Click the link below to listen to a man making a reservation. Answer the related questions:
Answer online: selfcorrection
| |Listening comprehension: Dinner Reservation |
6. Role Play: Taking a reservation (1h)
Students will have time to write out their own dialogues in pairs or groups. Help students if necessary. After that, allow time to prepare the oral conversation. Then, they will change the roles.
A. Listen and read the conversations.Take notes of the language structures and vocabulary you don’t know. You will use them in task 6.B.
| |Useful Practice conversations |
| |Useful Phrases I |
| |Useful Phrases II |
B. Role Play. Work in pairs. Follow the guidelines below to write a dialogue between a client and a guest. Practise your dialogue with a classmate. When you finish, change roles. Use the sentences you learned in the previous task.
Answers will vary
5. Evaluation
The evaluation of the unit is based on the results of the oral conversation according to the key below.
| |
|1 = Needs improvement |
|2 = Ok |
|3 = Good |
|4 = Excellent |
|Taking Reservation |
|GROUP: |DATE: |
| | | | | | |
|STUDENTS' |Fluent |Easy to understand |Appropriate use of Verbal |Appropriate use of Non-verbal |Total score |
|NAMES |(4 Points) |(4 Points) |Communication skills |Communication skills |(15Points) |
| | | |(4 Points) |(3 Points) | |
| | | | | | |
| | | | | | |
| | | | | | |
6. Glossary
Here you can find some terms related to taking reservations in a Restaurant. You can see each word with its translation into Catalan in the box.
|English |Catalan |
|Book |Reservar |
|Close |Tancar |
|Good afternoon |Bona tarda |
|Good evening |Bon vespre |
|Good morning |Bon dia |
|Midday / Noon |Migdia |
|Midnight |Mitja nit |
|Name |Nom |
|Open |Obrir |
|Reservation |Reserva |
|Reserve |Reservar |
|Spell |Deletrejar |
7. Resources
• Teacher’s material.
• Glossary.
• Internet websites.
AF_HOT_01_Dealing with the customer in the Restaurant: Receiving the guests
Teacher’s guide Unit 2
Teacher’s guide Unit 1
1. Introduction
This unit deals with how to receive the customers at a restaurant.
2. Description
Students will practise receiving guests at a restaurant by writing, reading, speaking and listening to conversations related to the topic of the unit.
The unit contains a variety of tasks to enable the students to take a reservation.
3. Objectives
• To receive a customer at a restaurant, which involves:
- Greeting the guest.
- Checking the booking.
- Offering cloakroom service.
- Offering a choice of seats.
- Showing guests to their table.
- Presenting the menu.
4. Key and timing
Receiving guests at a Restaurant
1. What is the protocol to receive a client in a restaurant? (0.15h)
Possible answers:
• Greet the guests
• Ask if there is a booking
• Ask for the name/last name or surname
• Check the booking details
• Offer cloakroom service
• Offer a choice of seats
• Apologise and explain a problem
• Suggest seats
• Show the guests to their table
• Present the menu
2. You are going to watch a video about greeting and seating guests in a restaurant.
Decide if the following sentences are true or false. If they are false, explain why. (0.25h).
|[pic] |Greeting and seating guests |3:12 |
The script of video:
Greeting and seating guests
Voice off:
When meeting and greeting a guest always try to make good eye contact and remember to smile. First impressions are very important. To be presentable, you must maintain a high level of personal hygiene. Make sure your hair is washed and tied back if it's long and don't use overpowering perfume or aftershave. Please remove any nail varnish and keep jewelry to a minimum . Don't wear visible face or body piercings other than simple ear studs and wedding rings. Look smart. Wear polished shoes and make sure that your uniform is clean and ironed.
When welcoming a party greet them with a friendly smile and identify the host. Ask whether they have a reservation. Check the booking and confirm the details with the host. Ask if you may take the customers umbrellas, their coats and bags to the cloakroom. If appropriate, do it yourself or ask a colleague, making sure you get the customers a cloakroom ticket.
Lead the guests at a comfortable pace to the table if it's ready. Invite customers to sit down pulling out chairs for ladies first. It's customary to always sit the host last.
Present the menus and ask who would like to see the wine list, offer an apperitve and ask if the guests would like some still or sparkling.
Mention any special recommendations as well as informing the customer of availability. If you aren’t sure it's always better to check with another member of staff than just to bluff. (farolear).
When they're settled, unfold the napkins and gently place onto each customer's lap. Try to do this without touching the customer.
When ready, bring the selected drinks to the table and serve appropriately.
Breadrolls should be served according to the style of your establishment. A general rule is that you should place the butter on the table before serving bread and offer alternatives if necessary. Serve the bread to the left so you don't have to lean over the customer and be sure to know what types of bread you're serving. You should be aware of whether the bread contains potential alergens like nuts or gluten in case a customer asks. Finally ask if if everyone is ready to order.
Answers
|Statement |True/False |Why |
|Maintain a high level of personal hygiene /haidjin/ |T | |
|Your hair should not be tied back if it is long |F |Waitress has to tie up her hair |
|Clients like overpowering fragrances like aftershave or |F |Clients don’t like them |
|perfume | | |
|You can wear face and body piercings |F |They aren’t allowed |
|Your uniform must be clean |T | |
|Check if the client has a booking |T | |
|Lead the guest to the table |T | |
|Invite the customers to sit down asking gentlemen to sit |F |Ladies first |
|first | | |
|Present the menus and take the order |T | |
|Serve the bread from the right |F |From the left |
2.A. Compare your answers in 1 and the video content? Do they differ much?
This way students have a small speaking task after watching the video and they retain vocabulary and ideas much better.
3. Read the dialogue below. Look at the table and complete the blanks in A) with the actions in B).(0.20h)
A dialogue with statements which are associated with the information required. The student has to complete the blanks in the dialogue with the actions on the right. Then they put the actions in order.
Answers (next page)
|Dialogue |Actions |
|...............2......................... |Ask for the name. |
|Jan: Good evening Madam. Good evening Sir. |Greet the guests. |
|..............4.......................... |Offer a choice of seats. |
|Do you have a reservation? |Ask if there is a booking. |
|Mr Kerrigan: Yes, we do. |Check the booking details. |
|..............1......................... |Suggest seats. |
|Jan: Could I have the name, please? |Present the menu. |
|Mr Kerrigan: Mr and Mrs Kerrigan. |Offer cloakroom service. |
|..............5......................... |Apologise and explain problem. |
|Jan: One moment, yes, Mr and Mrs Kerrigan a table for two. |Show the guest to their table. |
|..............8.......................... | |
|Shall I take your coats? | |
|Mr Kerrigan: Yes, please. Can I leave my hat, too? | |
|..............3.......................... | |
|Jan: Certainly. Would you prefer to sit indoors or outdoors? | |
|Mrs Kerrigan: I think we’d prefer indoors. What about the small | |
|table near the piano? | |
|..............9......................... | |
|Jan: I’m very sorry Madam. I’m afraid that the table is not | |
|available. | |
|..............6.......................... | |
|But the round one near the window is free. | |
|Mr Kerrigan: Perfect. That’s fine. | |
|..............10....................... | |
|Jan: Follow me, please. I’ll show you to your table. | |
|Mr Kerrigan: Thank you. | |
|...............7......................... | |
|Jan: Here is the menu. | |
Actions:
1. Greet the guests: Good evening Madam, Sir.
2. Ask if there is a booking: Do you have a reservation?
3. Ask for the name: Could I have the name, please?
4. Check the booking details: Mr and Mrs Kerrigan-table for two.
5. Offer cloakroom service: Shall I take your coats?
6. Offer a choice of seats: Would you prefer to sit indoors or outdoors?
|TIP: |
|Note that the noun indoors and outdoors are plural/the adjectives do not have –s : an indoor swimming pool. |
7. Apologise and explain problem: I’m very sorry Madam. I’m afraid that the table is not available.
8. Suggest seats: The round one near the window is free.
9. Show the guest to their table: Follow me, please. I’ll show you to your table.
10. Present the menu. Here’s is the menu.
4. Language structures (0.15h)
Practice modals
Before doing this exercise, tell the students that modal verbs can have several meanings.
Could/Shall/Would/May/Can/Will/Should
|TO KNOW MORE ABOUT MODAL VERBS I |
|[pic]Tutorial and exercises |
Choose the correct option to complete these useful restaurant phrases.
Answers
a) Could/Shall I have your name, please?
b) Would/Shall I take your coats?
c) Would/May you prefer to sit indoors or outdoors?
d) May/Will I suggest the terrace?
e) Shall/Can we order, please?
f) Would/Shall you like to take a seat?
g) I’ll/May show you to your table.
h) Would/Will you like to see the wine list?
i) I’m afraid you won’t/can’t smoke here.
j) Can/May you follow me, please?
5. Useful language
|Greetings customers |Good morning/afternoon/evening/ Sir/Madam. |
| |Welcome to our restaurant. |
| |Can I help you? How may I help you? |
| |Do you have a reservation this evening? |
| |May I ask you if you have a reservation? |
| |I’m sorry to say that the restaurant is full. |
|Taking clients to the table |Come with me. |
| |This way, please. |
| |Here you are. |
| |Will this table all right? |
6. Role play: Welcoming clients to a restaurant (0.45h)
The students are going to practise how to receive a customer. They will have time to write out their own dialogues in pairs or groups. Help students as necessary. After that, allow time to prepare the oral conversation. Then they will exchange roles.
A. Listen and read the conversations
Answer online: self correction
| |Useful Practice conversations |
B. Work in pairs. Student A is the waiter/waitress and student B is the customer. Use some of the phrases above or others of your choice. Remember to be always polite and friendly.
Answers will vary
5. Evaluation
The evaluation of the unit is based on the results of the oral conversation according to the key below.
| |
|1 = Needs improvement |
|2 = Ok |
|3 = Good |
|4 = Excellent |
|Taking Reservation |
|GROUP: |DATE: |
| | | | | | |
|STUDENTS' NAMES |Fluent |Easy to understand |Appropriate use of Verbal |Appropriate use of Non-verbal|Total score |
| |(4 Points) |(4 Points) |Communication skills |Communication skills |(15Points) |
| | | |(4 Points) |(3 Points) | |
| | | | | | |
| | | | | | |
| | | | | | |
6. Glossary
Here you can find some terms related to receiving the customers in a Restaurant. You can see each word with its translation into Catalan in the box.
|English |Catalan |
|Coat |Abric |
|Corner |Costat |
|Indoors |A dintre |
|Madam |Senyora |
|Menu |Carta |
|Non smoking section |Zona de no fumadors |
|Outdoors |Fora |
|Piano |Piano |
|Prefer |Preferir |
|Round |Rodó/na |
|Set menu |Menú |
|Sir |Senyor |
|Small |Petit/a |
|Table |Taula |
|Table d’hôte |Menú, però no s’utilitza massa |
|Take |Agafar |
|Terrace |Terrassa |
|Today special |Menú |
|Window |Finestra |
7. Resources
• Teacher’s material.
• Glossary.
• Internet websites.
AF_HOT_01_Dealing with the customer in the Restaurant: Taking order
Teacher’s guide Unit 3
Teacher’s guide Unit 1
1. Introduction
This unit deals with the skill students need to to take orders.
2. Description
Students will practise taking orders by writing, reading, speaking and listening to conversations related to the topic of the unit.
The unit contains a variety of tasks to enable the students to take an order.
3. Objectives
• To take food and drink orders.
• To make polite recommendations to the guests.
4. Key and timing
Taking an order at a Restaurant
1. If you eat à la carte, what sections are included on the menu? How is it organised? (0.20h)
Answer
|MENÚ |
|STARTERS OR APPETIZERS |
|COLD |
|HOT |
| |
|MAIN COURSES |
|MEAT DISHES |
|FISH DISHES |
|VEGETERIAN DISHES |
| |
|SIDE DISHES |
|DESSERTS |
|[pic] |
2. You are going to watch a video about taking an order in a restaurant.
Decide if the following sentences are true or false. If they are false, explain why (0.20h).
|[pic] |Taking an order |2:35 |
The script of video
Voice off
Before you start to take the order make sure your pen is working and that your order book has enough spare pages or that the electronic ordering system is ready. As you approach the table ensure you've noted the table number, the number of covers and the time at which the order is being taken.
When you arrive at the table say “excuse me” and ask if you may take their order. If they ask for more time give them a few extra minutes but don't leave them waiting too long. Make sure you know the position numbers before you take the order. Each establishment will have a different system but there should be something in place, which will allow waiters to identify who has ordered what dishes. You must be prepared to answer questions about the menu. You may have to accommodate the specific dietary or allergy requirements. This means you must know the ingredients. Always double check and never guess if you're uncertain of which ingredients are likely to cause a particular allergic reaction.
Then when taking the order write clearly so that others can read it and that it transcribes onto the carbon copy if you have one. If you use an electronic ordering system you should have been thoroughly trained in how to use it. Remember to ask for preferences on specific dishes. Some people like their steak medium rare for example.Of course you be expected to know what each this comes with.
But you can also suggest extras using positive and descriptive language. It's important that when taking the order you never use abbreviations. Don’t say “veg” when talking to the customer abourt ”vetegables” for example.
Finally you may repeat the order and remove the menus and using a service tray or plate, remove unnecessary cutlery. Have the appropriate new cultlery ready. Remember that you should also thank the customer.
Answers
|Statement |True/False |Why |
|When you go to take an order you have to note the table |T | |
|number | | |
|When you arrive at the table you don’t need to say |F |When you arrive at the table you have |
|excuse me | |to say excuse me |
|You have to ask about dietary or allergy requirements |T | |
|You should not suggest extras |F |Regarding the vegetable dishes you can |
| | |you can suggest extras using a positive|
| | |and descriptive language |
|You don’t need to repeat the order to confirm that it is|F |Finally you may repeat the order |
|correct | | |
|You have to remove necessary cutlery after taking the |F |You have to remove unnecessary cutlery |
|order | |after taking the order |
3. Read the dialogue and complete the table below. (0.10h)
Answers
| |Mr Kerrigan |Mrs Kerrigan |
|Starter |Polish potato pancakes |Vichyssoise |
|Main course |North Sea eel |Casablanca couscous |
|Side dish |Waldorf Salad |Waldorf Salad |
|Drinks |House rosé |House rosé |
If there is a group of advanced level you could introduce an exercise asking students what they would do if a guest asked to clarify the ingredients and preparation of a certain dish.
Suggested answers:
Polish potato pancakes: They are made with fried potatoes, eggs and flour served with sour cream.
Vichyssoise: It’s made with warm leek and potato. Or it is a warm leek and potato soup.
North Sea eel: It’s a long fish that looks like a snake. It is common in the North Sea.
Casablanca couscous: It’s made of the North African cereal seved with vegetables and lamb.
Waldorf Salad: It’s made with chopped apples, fresh lettuce, sliced celery, toasted walnuts served with melted mayonnaise.
4. Read the text above again and find useful restaurant phrases to do the following tasks. When you finish, arrange the tasks in the correct order. See the example in h). (0.10h)
Answers
|Confirm the guest’s choice |So couscous for you Sir. |4 |
|Ask if a side dish is required |Would like a side dish to go with it? |7 |
|Say Ok in a formal way |Of course Madam. |2 |
|Praise the guest’s choice |Excellent choice Madam. |6 |
|End the order |Thank you. |9 |
|Ask for the next guest’s choice |And for you, Madam. |5 |
|Ask for the guest’s choice of main course |And what would you like as a main course? |3 |
|Make sure the guests are ready to order |Are you ready to order? |1 |
|Ask for the guest’s choice of drinks |And what would you like to drink? |8 |
5. Language structures (0.30h)
MODAL VERBS II
|Can, could, may, might, must, will, would, shall are modal verbs |
Uses of Modal Verbs:
• We use can to talk about:
Ability: I went to cooking school and now I can make a perfect soufflé.
Possibility: I can bake the rolls while I prepare the muffins.
• We use could:
As the past of can: When I was young I could work faster than I can now.
To make polite request: Could you bring me some more bread, please?
• We use will to talk about decision taken at the moment of speaking:
I think I’ll take the roast beef.
• We use would to ask questions politely: Would you like some more tea, Madam?
• We use may to:
Ask permission: May I smoke here?
Express likelihood: I may try the Salmon with dill sauce, it sound very nice.
• We use shall to make polite offers:
Shall I close the window for you, Sir?
Shall I take the order now?
Note! Modal verbs never add –s to the he/she/it form of the present simple.
Remember
|Subject |Modal |Infinitive |Complements |
|She |can |take |the order |
|Subject |Modal + not |Infinitive |Complements |
|You |can’t |smoke |here |
|Modal |Subject |Infinitive |Complements |
|Can |I |see |the menu? |
6. Read the situations below and make appropriate offers or requests using a modal verb if possible:
Suggested answers
a) You want to see the menu. Could I have (a look at) the menu? Could you bring the menu?
b) You would like to change your table. May we change our table?/may we move to another table?
c) Your steak is rare and you like it well done. Could I have this steak well done?
d) There is no salt on the table and you need some. Can we have some salt, please?
e) You want tot have some herbal tea. I would like some herbal tea, please.
Accept reasonable answers
7. Language in use (0.30h)
Click the link below to listen and learn vocabulary of food and drink. Take notes of the language structures and vocabulary you don’t know. You will use them in task 8.B.
The student has a great variety of food and drink vocabulary in these exercises. Depending on the level of the group I would suggest that you distribute different tasks to different students.
Answers online: self-correction
| |Food and drink vocabulary |
8. Role play : Making orders (1h)
Listen and read the conversations of taking an order in I, II and III below.
Take notes of the language structures and vocabulary you don’t know. You will use them in task 8.B
A. Practice the Conversations of taking an order I, II and III.
| |Useful practice conversations I |
| |Useful practice conversations II |
| |Useful practice conversations III |
B. Work with a partner. Create a menu with five first courses and five main courses.
a. Create a set menu board with five starters or appetizers, five main courses and desserts
Take turns to practice making orders.
b. A) is the waiter/waitress and B) is the client. Take turns to practice making orders.
Answers will vary
|Starters |Main courses |Desserts |
|Avocado and prawn tart |Fillet steak |Tiramisu |
| | | |
| | | |
| | | |
5. Evaluation
The evaluation of the unit is based on the results of the oral conversation according to the key below.
| |
|1 = Needs improvement |
|2 = Ok |
|3 = Good |
|4 = Excellent |
|Taking Reservation |
|GROUP: |DATE: |
| | | | | | |
|STUDENTS' NAMES |Fluent |Easy to understand |Appropriate use of Verbal |Appropriate use of Non-verbal|Total score |
| |(4 Points) |(4 Points) |Communication skills |Communication skills |(15Points) |
| | | |(4 Points) |(3 Points) | |
| | | | | | |
| | | | | | |
| | | | | | |
6. Resources
• Teacher’s material.
• Glossary.
• Internet websites.
7. Glossary
Here you can find some terms related to taking orders in a Restaurant. You can see each word with its translation into Catalan in the box.
|English |Catalan |
|Allergies |Al·lergies |
|Aperitif |Aperitiu |
|Apple |Poma |
|Asparagus |Espàrrecs |
|Aubergine |Alberginia |
|Beef |Vedella |
|Boiled |Bullit |
|Broccoli |Brocoli |
|Cake |Pastís |
|Carrots |Pastanagues |
|Cherries |Cireres |
|Chicken |Pollastre |
|Coated |Cobert |
|Cold |Fred |
|Courgette |Carbassó |
|Cutlery |Coberteria |
|Fish dishes |Plats de peix |
|Fork |Forquilla |
|Fried |Fregit |
|Fruit salad |Macedonia |
|Grape |Raïm |
|Grated |Gratinat |
|Grilled |A la parrilla |
|Hot |Calent |
|House wine |Vi de la casa |
|Ice cream |Gelat |
|Knife |Ganivet |
|Lamb |Xai |
|Main courses |Plats principals |
|Marinated |Marinat |
|Mashed |Xafat |
|Meat dishes |Plats de Carn |
|Mouse |Mouse |
|Mussels |Musclos |
|Olive oil |Oli d’oliva |
|Orange |Taronja |
|Pasta |Pasta |
|Peach |Préssec |
|Pear |Pera |
|Pepper pot |Pebrer |
|Pizza |Pizza |
|Pork |Porc |
|Potatoe |Patata |
|Prawns |Gambes |
|Red |Negre (vi) |
|Roasted |Rostit |
|Rosé |Rosat (vi) |
|Salmon |Salmó |
|Salt cellar |Saler |
|Sautéed |Saltejat |
|Serve |Servir |
|Side dishes |Plats d’acompanyament |
|Speciality |Specialitat |
|Spoon |Cullera |
|Starters |Entrants |
|Strawberries |Maduixes |
|Vegeterian dishes |Plats vegeterian |
|White |Blanc (vi) |
|AF_HOT_01_Dealing with the customer in the Restaurant: Dealing with complaints |
|Teacher’s guide Unit 4 |
guide Unit 1
1. Introduction
This unit deals with solving problems efficiently in order to ensure guests’ satisfaction at a restaurant.
2. Description
Students will practise dealing with complaints by writing, reading, speaking and listening to conversations related to the topic of the unit.
The unit contains a variety of tasks to enable the students to acknowlege a problem, to offer some kind of solution or to respond to the guest’s requirements.
3. Objectives
To understand complaints and deal them tactfully. These are the steps usually involved:
• Ask what the problem is.
• Apologise.
• Explain the reason for the problem.
• Offer a solution or compensation.
• Refer the guest to the member of staff in charge.
4. Key and timing
Dealing with Complaints
1. What do guests complain about in restaurants? (0.10h)
Possible answers:
- The food is cold, dry, hot, spicy, salty.
- The meat is tough, overcooked, underdone, rare.
- The cake is cold, hard, stale.
- The win is corked, sweet.
2. Read the following adjectives related to complaints. (0.15h)
1. A. Put them under the appropiate category. (You can use the same adjective for more than one column). Use the dictionary if necessary.
Tell the students to read the following adjectives related to complaints and put them under the appropiate category. (You can use the same adjective for more than one column). Use the dictionary if necessary. Vocabulary related to complaints.
|Service |Food |Restaurant/ Venue |
|Slow |Very spicy |Dirty |
|Clumsy |Too cold |Too Cold |
|Impolite |Underdone |Dirty |
|Annoying |Stale |Tiny |
|Smelly |Uneatable |Uncomfortable |
|Cheeky |Not warm enough |Noisy |
|Unfriendly |Overcooked |Expensive |
| |Two sweet |Small Table |
| |Dry |Not Warm Engough |
| |Smelly |Draughty |
| |Salty |Smelly |
| |Hard | |
2. B. Compare the adjectives in task 2 with the adjectives you used in task 1. Do they differ much?
2. Read the dialogue and answer the questions. (0.10h)
Answers
1. What does Jan spill on the guest? Cheese sauce.
2. What does Jan do first? He apologises.
3. Why does Mr Kerrigan want to see the manager? Because it’s a very expensive suit
|TIP: |
|The “i” of suit does not sound. See difference between: suit and sweet (dolç). |
4. What does Pilar do? She apologies and offers to pay for the suit to be cleaned. Then she offers to clean it with water and offers the guests a coffee.
5. Who pays for the coffee? The restaurant.
4. Match the complaints with the appropriate apology. (0.15h)
Answers
|Complaints |Apologies |Solution |
|It is too hot in the restaurant. |Accept my apologies. I’m afraid we are too busy|d |
| |today. | |
|My meat is raw. |Sorry Sir, I’ll bring a clean one immediately. |h |
|The waiter isn’t very friendly. |I am very sorry. He is probably a bit stressed |c |
| |today. | |
|The TV is too loud and we cannot talk. |We’ll open the window right now. |j |
|We ordered our food an hour ago. |I am afraid there was a mistake. I’ll bring |a |
| |another one with less salt | |
|There is lipstick on my glass. |I’ll ask the manager to come. |b |
|Our fish is too salty and this is bad for |Accept my apologies. It was my fault. |e |
|our heart! | | |
|We ordered sparkling water, not still |I’ll ask the chef to cook it a bit more. |i |
|water. | | |
|I told you I wanted boiled potatoes instead|I am very sorry. I’ll bring another bottle |g |
|of salad. |right now. | |
|There is a fly in my soup. |Sorry Madam, we’ll turn the volume down. |f |
5. You are going to watch a video about managing complaints in a restaurant.
Decide if the following sentences are true or false. If they are false, explain why.(0.20h).
|[pic] |Managing complaints |1:32 |
The script of video:
Managing complaints
Customer 1: Excuse me, I have been waiting for an hour for my food and now that I get it, it's completely cold.
Waitress 1: I am sorry but that's not my fault. We have a new cook who is still not so familiar with everything and we have unexpectedly many guests so things can take a while.
Customer 1: Well, so please take the food with you and bring me warm one.
Customer 2: Excuse me.
Waitress 2: Yes please.
Customer 2: I've been waiting for an hour for my food and now it's completely cold.
Waitress 2: I'm very sorry we have unexpectedly many guests and that's why there are some delays in the kitchen. May I take your food with me and bring you another fresh one. That will be ok for you.
Customer 2: Yes, please.
Waitress 2: There you are. Here is your fresh food. Sorry again I apologize. Maybe offer you some coffee and dessert on the house.
Customer 2: Yes please.
Waitress 2: Thanks a lot and have a nice meal Sir.
Answers:
|Statement |True/False |WHY |
|The first customer complains he has been waiting for an |T | |
|hour for his food and now it is cold | | |
|The first waitress recognises her fault |F |She doesn’t apologise |
|The first waitress offers to change the food immediately |F |The customer is who asks to |
| | |have it changed |
|The second customer complains he has been waiting for a |F |He has been waiting for an hour|
|quarter of an hour for his food and now it is cold as in | | |
|sentence 1 | | |
|The second waitress apologises saying they had many |T | |
|unexpected guests | | |
|The second waitress doesn’t say anything about changing |F |She says she might take his |
|the client’s cold food | |food away and bring him a fresh|
| | |dish |
|The second waitress is a good professional worker |T | |
6. Language structures
|HIGHLIGHTS |
|You apologize to somebody for + ing/noun |
|You complain to somebody about something. A complaint (noun) finishes in “t”. The verb to complain finishes in “n” |
7. Role Play: Dealing with complaints.
The students are going to create a menu with five first courses and five main courses. After that, they will practice making orders. Then they will exchange their roles. (0.50h)
A. Making complaints: practice conversations I and II below. Take notes of the language structures and vocabulary you don’t know. You will use them in task 7.B
Answer online
| |Useful practice conversations I |
| |Useful practice conversations II |
B. Role Play: Dealing with complaints
Work in pairs. Decide who is A and who is B.
• Student A : complain about the first set of situations
• Students B: give a logical apology and convince student A.
• Switch roles
First round: Situations for student A. Student B apologizes.
|It is the third time that the waiter brings the wrong dish. You are a bit angry. |
|You went to a quiet restaurant in search of a peaceful lunch. The table next to yours is full of loud singing people. |
|You told the waiter that you wanted a table in a non-smoking area but everyone is smoking around you. |
Second round: Situations for Student B. Student A apologizes
|The bill is too high and you think there must be a mistake. |
|You called the restaurant two days ago to book a table for an important lunch. When you arrive you find out your |
|reservation has disappeared upon arrival. |
|You only have a credit card on you. The waiter has just informed you that they do not accept credit cards. |
Answes will vary
5. Evaluation
The evaluation of the unit is based on the results of the oral conversation according to the key below.
| |
|1 = Needs improvement |
|2 = Ok |
|3 = Good |
|4 = Excellent |
|Taking Reservation |
|GROUP: |DATE: |
| | | | | | |
|STUDENTS' NAMES |Fluent |Easy to understand |Appropriate use of Verbal |Appropriate use of Non-verbal|Total score |
| |(4 Points) |(4 Points) |Communication skills |Communication skills |(15Points) |
| | | |(4 Points) |(3 Points) | |
| | | | | | |
| | | | | | |
| | | | | | |
6. Glossary
Here you can find some terms related to dealing with complaints in a Restaurant. You can see each word with its translation into Catalan in the box.
|English |Catalan |
|Apologise |Disculpar |
|Blunt |Desafilat (ganivet) |
|Broken |Trencat |
|Clean |Net |
|Corked |Picat (vi) |
|Dirty |Brut |
|Draughty |Corrent d’aire |
|Hard |Dur |
|Medium |Al punt |
|Noisy |Sorollós |
|On the house |De la casa |
|Overcooked |Massa fet |
|Rare |Poc fet |
|Salty |Salat |
|Shrot-staffed |Curt de personal |
|Spicy |Amb molta espècies |
|Stale |No és fresc |
|Strange |Estrany |
|Sweet |Dolç |
|Taste |Gust |
|Tough |Dur |
|Underdone |Poc fet |
|Well done |Ben fet |
7. Resources
• Teacher’s material.
• Glossary.
• Internet websites.
[pic]
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