Lesson 2 – Table Manners

Objective – The students will understand western table manners; have tools for creating dinner conversation, and practice negotiating and ordering a meal with friends.
Small group activities

1. Vocabulary ( 5 – 10 minutes)
Name the different utensils on the picture without looking at the answer.

2. Table Manners (20 – 30 minutes)

Work in pairs. Ask each pair to come up 6 things westerns should know about when eating in China. Teachers should also prepare to share 6 things Chinese people should know about when eating in your own country. Then share with each other.
Ideas for teachers to share with the students:

Talk about how to have a conversation at the dinner table – some questions to ask or to avoid – age of adults, cost of various objects, salary.

3. Setting the Table (20 – 30 minutes)

Table Setting.doc

Students will be given a handout as following. Have them read the following procedures of setting a table, then set the table according to the procedures. Finally, tell a partner the procedures.

Everything goes in the order that it would be used.

Start by placing the dinner plate at the center of that guest’s place setting. Place the salad plate on top (this could also be a charger underneath the dinner plate, either way). Next place the napkin to the left of the plate (the napkin could also be placed on top of the plates) with the dinner fork closest to the plate, then the salad or appetizer fork on the outside. On the right, the knife goes closest to the plate and the spoon on the outside. Water and wine glasses go above the knife with the wine glass closest to the guests right hand (just think, you want them to drink more wine so you put the glass in a more easily accessible place).

© 2007 Beth A.H. Bullington

The bread and butter plate and butter knife go either above the forks or to the left of the forks. As for dessert cutlery, the easiest way to remember is that the pieces would slide down into the correct position for usage by the correct hand. Meaning, the bottom of the dessert fork is on the left and the bottom of the dessert spoon is on the right.

4. Table Conversation & Common phases (5 – 10 minutes)
Please pass, the _____.
Would you like
I am allergic to _____.
Thank you very much.
This is delicious.
5. Pizza ordering (20 - 30 minutes)

Explain that often pizza is a meal that is eaten as a group. Divide the students into groups of 5 or 6.

Each person in the group has $5 so as a group they will need to talk and decide what the group wants to order. You might have to explain some of the things on the menu. When a group has figured out their order, have them call their order in and play the role of the pizza shop owner – you can talk fast, put them on hold.

Supplies Needed
1. Pizza menu
2. Student handout
© 2007 Beth A.H. Bullington

Menu's

Breakfast Menu Ideas.doc

Lunch Menu.doc

Lesson 1 - Getting Aquainted

Lesson 1 – Getting Acquainted

Objective – The students will begin to get to know their teachers, the other students in their groups and feel comfortable in their small group.

Small group lesson

Idioms
1. cheer up – stop being sad, to make cheerful
2. in the same boat – in the same trouble
3. to make friends – to become friendly with others

Small group activity (30 – 40 minutes)

1. In groups of four, pair up the students. Have the students introduce themselves to their partners. Guide them in how to introduce themselves. What is appropriate in this setting – name, university, degree/major, hometown, etc. Modeling this by introducing yourself.

Then, have the students introduce their partners to the group.

“I would like you to meet my friend, name. We are in the same English class. She/He studies at…”

2.. Learn about your small group – Each group will get a roll of toilet paper. The teacher will begin by tearing off a few sheets and then pass it around the circle having each student tear off some. At this time the students do not know what will be done with the sheets. When each student has some toilet paper, the teacher will explain that each student is to share something about themselves for each piece of paper that they have. These are not to be obvious statements such as “I am a boy.” So if you have four pieces of paper you have to tell four things about yourself. The teacher will demonstrate this for the students. This activity can also be done with small candy pieces instead of toilet paper. It is always fun when the a student takes lots of pieces not knowing what is going to happen. You might have to encourage them to take more than 1 sheet. You might have to help prompt the students with things they can say.

3. Divide the group into groups of 3 or 4. Each group needs to talk about 3 things that they have in common. You might need to help them think of some things. Maybe they are all wearing sneakers. Give the groups some time to talk and then have them share with the whole group.

Guided Questions: What music/food/weather do you most enjoy?
Where would you most like to visit/travel?

Pronunciation practice/idiom/vocabulary practice (5-10 minutes)

Before telling them the phrases under each header ask them what they might say to greet someone. In some of these you will need to explain appropriateness in time and person.

Simple Greetings
Hi
Hello
Good Morning
Morning
Good Afternoon
Explain that Good night is not a greeting

General greetings
How are you?
How’s it going?

Expressing surprise at meeting someone
What a surprise to meet you here!
Imagine meeting you here! (cliché)
Fancy meeting you here. (cliché)
What are you doing in this part of town?

After you have greeted someone
We seem to keep running into each other.
Haven’t we met before?
We have to stop meeting like this. (cliché)
I’m sorry; I’ve forgotten your name.

Closing
There is no homework given in this class. Ask the students to practice some of the phrases that were reviewed.

Meet the group

Photos of group removed:
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