EXAMPLE OF SYLLABUS AND COURSE DESIGN: ENGLISH FOR WAITER/WAITRESS OF THE RESTAURANT

ENGLISH FOR WAITER/WAITRESS OF RESTAURANT

By: Endang Puji Lestari

Need Analysis

Based on data collected from several restaurants, there are many waiters and waitress of the restaurant cannot speak English well. Whereas the restaurants are visited by many tourists. The question is how if the waiter  and waitress cannot speak English well while they have to serve the visitors coming from other countries. Thus, in this case we find what the waiters and waitress needs, lacks and wants.

1. Necessities:

The waiters and waitress must be able to speak English as their profession

2. Lacks:

-       The waiters and waitress could not service the visitor with English.

-       Sometimes the visitors do not want to have breakfast, lunch, and dinner in the restaurant due to the first lacks factor

3. Wants:

-          They want to be serviced by using English

-          They want the restaurant is always crowded by the visitors

Target Situation Analysis (TSA)

     This course designed to prepare waiter/waitress of the restaurant to be fluently in English speaking skill, and to make waitress capable in English language communication.

Present Situation Analysis (PSA)

     Firstly, at the beginning of the course, we will carry out the placement test. This written test is to see what level the learners should be in or whether the participants (learners) pass the test and could join to the course. This test to ensure that the learners have  enough basic competence in English so that the course is not going to difficult for the learners. Or we are not teaching them from the basic English anymore.

	SMALL ENGLAND ENGLISH COURSE Ds. Tamanrejo Dk. Maguan Rt. 003 Rw. 001 Kec. Tunjungan Kab. Blora Jawa Tengah
	Formulir RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
No. Dokumen 5.2.3-01		No Revisi 0	Tanggal Terbit 1 Juli 2016

Class                                                          :		PRIVATE CLASS
Lesson                                                          :		ENGLISH FOR WAITRESS
Aim                                                           :		This course designed to prepare waiter/waitress of the restaurant to be fluently in English speaking skill, and to make waiter/waitress capable in english language communication
Lesson Description                                                          :		This course is intended to help students to improve their masteries and skills of  speaking abilities in English for waiters and waitress of the restaurant. It is expected that students will be able to develop their abilities on English waitress service emphasizes on students competency for serving the visitors. The meeting of this course is twice a week. And it needs three month to finish this course.
Meeting	Learning Goal	The Competence	Students Asignment	Indicator	Time Allocation	Strategy of Learning	The Material
1	2	3	4	5	6	7	9
1	Understanding the restaurant and the equipments	-   An overview of  restaurant -   The equipments in the restaurant	Individually the students: 1.  Understand the materials 2. Memorize the materials In group, students: 1.     Discuss the materials	The students are able to: 1.    Understand the definition of restaurant 2.    Identify what is in restaurant 3.    Mention things in restaurant 4.    Memorize the equipments in restaurant	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Language Functions and Skills Vocabulary
2	Identifying many kinds of food and dessert	-   Identify many kinds of food and dessert	Individually the students: 1.  Understand the materials 2. Memorize the materials In group, students: 1.     Discuss the materials	The students are able to: 1.    Identify many kinds of food and desert 2.    Identify many kinds of drink 3.    Offer the food and drinks to the customers	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary v  Grammar
3	Evaluation				2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Materials of the first and the second meeting
4	Examination (Oral and Written)				2 x 60’
5	Understanding many kinds of payment	-   An overview of payment	Individually the students: 1.  Understand the materials 2. Memorize the materials In group, students: 1.     Discuss the materials	The students are able to: 1.     Tell the visitors about the payment in the restaurant 2.     Tell the visitors about the prices of food 3.     Tell the visitors about the prices of drinks	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary Grammar
6	Understanding and using Greeting Expressions	-    An overview of greeting expressions	Individually the students: 1.  Understand the materials 2. Memorize the materials In group, students: 1.     Practice to use greeting expression in pairs	The students are able to: 1.    Understand and mention the greeting expressions 2.    Use greeting expressions correctly 3.    Make dialogue for greeting the visitors 4.    Practice greeting dialogue using role play technique 5.    Express and act the dialogue in front of the class.	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary
7	Evaluation				2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Materials of the first and the second meeting
8	Examination (Oral and Written)				2 x 60’
9	Understanding and using Offering Expressions	An overview of offering expressions	In groups the students: 1. practice to do a conversation   2. disscuss about the materials Individually the students: 1. understand materials 2. memorize	The students are able to: 1.    Understand and mention the offering expressions 2.    Use offering expressions correctly 3.    Offer some helps correctly 4.     Identify sentences for offering to do something	2 x 60’		Vocabulary
10	Understanding and using Offering Expressions	An overview of offering expressions	In groups the students: 3. practice to do a conversation   4. disscuss about the materials Individually the students: 3. understand materials 4. memorize	The students are able to: 1.    Make dialogue for offering to do something. 2.    Practice offering to do something dialogue using role play technique 3.     Express and act the dialogue in front of the class.	2 x 60’		Vocabulary
11	Evaluation				2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Materials of the first and the second meeting
12	Examination (Oral and Written)				2 x 60’
13	Understanding and using the expression of giving thank	An overview of giving thank expressions	In groups the students: 1. practice to do a conversation   2. disscuss about the materials Individually the students: 1. understand the mateials 2. memorize the materials	The students are able to: 1.    understand and mention the expressions of giving thanks 2.    Use expressions of giving thanks  expressions correctly 3.    Identify sentences for giving thanks expressions 4.    Make dialogue for giving thanks expressions 5.    Practice giving thanks dialogue using role play technique 6.    Express and act the dialogue in front of the class.	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary
14	Understanding and using the expression of apology	An overview of giving apology	In groups the students: 1.      practice to do a conversation   2.      disscuss about the materials 3.      Individually the students: 4.      understand the mateials 5.      memorize the materials	The students are able to: 1.    Understand and mention the expressions of apology 2.     Use expressions of apology correctly 3.    Identify sentences for giving apology 4.    Make dialogue for giving apology 5.    Practice giving apology dialogue using role play technique 6.    Express and act the dialogue in front of the class.	2 x 60	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary
15	Evaluation				2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling
16	Examination (Oral and Written)				2 x 60’
17	Understand how to tell time	An overview of telling time	In groups the students: 1. practice to do a conversation   2. disscuss about the materials Individually the students: 1. understand the mateials 2. memorize the materials	The students are able to: 1.     understand how to tell time correctly 2.     tell time to the visitors correctly	2 x 60	-   Sharing -   Teaching -   Group discussion -   Drilling	Vocabulary
18	Understanding  the calculation	An overview of calculation	Individually the students: 1.     understand the mateials 2.     practice the materials	1.      the students are able to calculate the calculation	2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	Language Functions and Skills
19	Evaluation				2 x 60’	-   Sharing -   Teaching -   Group discussion -   Drilling	All of materials
20	Understanding receiving customers and taking orders	Receiving customers and taking orders		1.      Receiving and placing customers 2.     Asking about customer’s wishes 3.     Polite responses to customer’s requests 4.     Taking orders for starters and main courses 5.     Making recommendations Describing wines	2 x 60’		Language Functions and Skills
21	Understanding receiving customers and taking orders	Receiving customers and taking orders		1.      Would when asking about wishes: Would you like an aperitif? 2.     Can and would when recommending : I can recommend the salmon. I would suggest the St. Emilion 3.     Countable and uncountable : a roll, some rolls, some water 4.     Comparisons : Wine A is lighter than Wine B. Wine B is more full-bodied not as light as Wine A	2 x 60’		Grammar
22	Examination (Oral and Written)				2 x 60’
23	Evaluation				2 x 60’		All of materials
24	Practice Examination (In Restaurant)	Students are devided into some groups. Each group consists of at least three students	The students do the examinations in the restaurant with the partners		2 x 60’

			Blora, 1st July, 2016 Teacher Endang Puji Lestari, Sp.d.
	Director Edi Purwanto, ST.

 

LESSON PLAN

1.      LESSON’S  IDENTITY

Course                         : Small England English Course

Subject                                    : English

Class                            : Private Class

Skill focus                   : Speaking

Material                       : Offering Expressions

Time Allocation           : 2 x 60 minutes

2.      STANDARD COMPETENCE

Expressing the meaning in the form of transaction and interpersonal dialogue orally, which is simple and short to interact with the environment.

3.      BASIC COMPETENCE

Expressing and understanding the meaning in the form of simple transaction and interpersonal dialogue orally, which is accurate, fluent, and suitably to interact with the environment that involves greetings, introductions, and offering something.

4.      INDICATORS

5.         The students are able to understand and mention the offering expressions

6.         The students are able to use offering expressions correctly

7.         The students are able to offer some helps correctly

8.         The  Students are able to identify sentences for offering to do something

9.         The Students are able to make dialogue for offering to do something.

10.     The Students are able to practice offering to do something dialogue using role play technique

11.     The Students are able to express and act the dialogue in front of the class.

5.      LEARNING GOALS

At the end of the study, students are able to use offering expressions correctly.

6.      METHOD

There are two methods used in this lesson:

First is rote memory, this is one of the methods can help the learners to use their capabilities of brain in memorizing.

Second is role play, in principle role play is learning to create roles that will exist in work proficiency letter on.

7.      TECHNIQUES

Some techniques used in this lesson are:

a.         Conversational practice

b.         Role play

c.         Rote memory

d.        Drilling

e.         Reading aloud

f.          Questions and answers

g.         Language game

h.         Micro teaching

8.      MEDIUM OF LEARNING

a.       Whiteboard

b.      Boardmarker

c.       Worksheet

d.      Computer/Laptop

e.       LCD projector

9.      LEARNING MATERIAL

a.    Definition of Restaurant

A restaurant (/ˈrɛstərənt/ or /ˈrɛstərɒnt/; French: [ʀɛs.to.ʁɑ̃]) is a business which prepares and serves food and drinks to customers in exchange for money. Meals are generally served and eaten on the premises, but many restaurants also offer take-out and food delivery services, and some only offer take-out and delivery. Restaurants vary greatly in appearance and offerings, including a wide variety of cuisines and service models ranging from inexpensive fast food restaurants and cafeterias to mid-priced family restaurants, to high-priced luxury establishments. In Western countries, most mid- to high-range restaurants serve alcoholic beverages such as beer, wine and light beer. Some restaurants serve all the major meals, such as breakfast, lunch, and dinner (e.g., major fast food chains, diners, hotel restaurants, and airport restaurants). Other restaurants may only serve a single meal (e.g., a pancake house may only serve breakfast) or they may serve two meals (e.g., lunch and dinner) or even a kids' meal.

Restaurants may be classified or distinguished in many different ways. The primary factors are usually the food itself (e.g. vegetarian, seafood, steak); the cuisine (e.g. Italian, Chinese, Japanese, Indian, French, Mexican, Thai) and/or the style of offering (e.g. tapas bar, a sushi train, a tastet restaurant, a buffet restaurant or a yum cha restaurant). Beyond this, restaurants may differentiate themselves on factors including speed (see fast food), formality, location, cost, service, or novelty themes (such as automated restaurants).

Restaurants range from inexpensive and informal lunching or dining places catering to people working nearby, with modest food served in simple settings at low prices, to expensive establishments serving refined food and fine wines in a formal setting. In the former case, customers usually wear casual clothing. In the latter case, depending on culture and local traditions, customers might wear semi-casual, semi-formal or formal wear. Typically, at mid- to high-priced restaurants, customers sit at tables, their orders are taken by a waiter, who brings the food when it is ready. After eating, the customers then pay the bill. In some restaurants, such as workplace cafeterias, there are no waiters; the customers use trays, on which they place cold items that they select from a refrigerated container and hot items which they request from cooks, and then they pay a cashier before they sit down. Another restaurant approach which uses few waiters is the buffet restaurant. Customers serve food onto their own plates and then pay at the end of the meal. Buffet restaurants typically still have waiters to serve drinks and alcoholic beverages. Fast food restaurants are also considered a restaurant.

The travelling public has long been catered for with ship's messes and railway restaurant cars which are, in effect, travelling restaurants. Many railways, the world over, also cater for the needs of travellers by providing railway refreshment rooms, a form of restaurant, at railway stations. In the 2000s, a number of travelling restaurants, specifically designed for tourists, have been created. These can be found on trams, boats, buses, etc.

A restaurant's proprietor is called a restaurateur /ˌrɛstərəˈtɜːr/; like 'restaurant', this derives from the French verb restaurer, meaning "to restore". Professional cooks are called chefs, with there being various finer distinctions (e.g. sous-chef, chef de partie). Most restaurants (other than fast food restaurants and cafeterias) will have various waiting staff to serve food, beverages and alcoholic drinks, including busboys who remove used dishes and cutlery. In finer restaurants, this may include a host or hostess, a maître d'hôtel to welcome customers and to seat them, and a sommelier or wine waiter to help patrons select wines.

History (Greece and Rome)

In Ancient Greece and Ancient Rome, thermopolia (singular thermopolium) were small restaurant-bars that offered food and drinks to customers. A typical thermopolium had little L-shaped counters in which large storage vessels were sunk, which would contain either hot or cold food. Their popularity was linked to the lack of kitchens in many dwellings and the ease with which people could purchase prepared foods. Furthermore, eating out was considered a very important aspect of socializing.

In Pompeii, 158 thermopolia with a service counter have been identified across the whole town area. They were concentrated along the main axis of the town and the public spaces where they were frequented by the locals.

China. In China, food catering establishments which may be described as restaurants were known since the 11th century in Kaifeng, China's capital during the first half of the Song dynasty (960–1279). Probably growing out of the tea houses and taverns that catered to travellers, Kaifeng's restaurants blossomed into an industry catering to locals as well as people from other regions of China. There is a direct correlation between the growth of the restaurant businesses and institutions of theatrical stage drama, gambling and prostitution which served the burgeoning merchant middle class during the Song dynasty. Restaurants catered to different styles of cuisine, price brackets, and religious requirements. Even within a single restaurant much choice was available, and people ordered the entree they wanted from written menus.^[9] An account from 1275 writes of Hangzhou, the capital city for the last half of the dynasty:

"The people of Hangzhou are very difficult to please. Hundreds of orders are given on all sides: this person wants something hot, another something cold, a third something tepid, a fourth something chilled; one wants cooked food, another raw, another chooses roast, another grill.

The restaurants in Hangzhou also catered to many northern Chinese who had fled south from Kaifeng during the Jurchen invasion of the 1120s, while it is also known that many restaurants were run by families formerly from Kaifeng.

The birth of the modern restaurant - Paris in the 18th century

The modern idea of a restaurant – as well as the term itself – appeared in Paris in the 18th century. For centuries Paris had taverns which served food at large common tables, but they were notoriously crowded, noisy, not very clean, and served food of dubious quality. In about 1765 a new kind of eating establishment, called a "Bouillon", was opened on rue des Poulies, near the Louvre, by a man named Boulanger. It had separate tables, a menu, and specialized in soups made with a base of meat and eggs, which were said to be restaurants or, in English "restoratives". Other similar bouillons soon opened around Paris.^[14] Thanks to Boulanger and his imitators, these soups moved from the category of remedy into the category of health food and ultimately into the category of ordinary food. Their existence was predicated on health, not gustatory, requirements.

The first luxury restaurant in Paris, called the Taverne Anglaise, was opened at the beginning of 1786, shortly before the French Revolution, by Antoine Beauvilliers, the former chef of the Count of Provence, at the Palais-Royal. It had mahogany tables, linen tablecloths, chandeliers, well-dressed and trained waiters, a long wine list and an extensive menu of elaborately prepared and presented dishes. In June 1786 the Provost of Paris issued a decree giving the new kind of eating establishment official status, authorizing restaurateurs to receive clients and to offer them meals until eleven in the evening in winter and midnight in summer. A rival restaurant was started in 1791 by Méot, the former chef of the Duke of Orleans, which offered a wine list with twenty-two choices of red wine and twenty-seven of white wine. By the end of the century there were other luxury restaurants at the Grand-Palais: Huré, the Couvert espagnol; Février; the Grotte flamande; Véry, Masse and the cafe des Chartres (still open, now the Grand Vefour).

United States. In the United States, it was not until the late 18th century that establishments that provided meals without also providing lodging began to appear in major metropolitan areas in the form of coffee and oyster houses. The actual term "restaurant" did not enter into the common parlance until the following century. Prior to being referred to as "restaurants" these eating establishments assumed regional names such as "eating house" in New York City, "restorator" in Boston, or "victualing house" in other areas. Restaurants were typically located in populous urban areas during the 19th century and grew both in number and sophistication in the mid-century due to a more affluent middle class and to suburbanization. The highest concentration of these restaurants were in the West, followed by industrial cities on the Eastern Seaboard, with the lowest number of restaurants per person located in the southern states.

10.  LEARNING ACTIVITIES

Pre Activities	Teacher	Students
	-       The teacher asks the chief to lead the praying -       The teacher greets the students -       The teacher checks the attendance list -       The teacher gives stimulating questions related to the material	-       The chief lead, and all of the students pray -       The students answer the teacher’s greeting -       The students pay attention to the teacher -       The students answer the teacher’s question based on their understanding
Main Activity	-       The teacher explains the materials about restaurant and things in restaurant -       The teacher gives examples of each material -       The teacher asks students to listen the explanation and response the teacher’s speaking -       The teacher asks the students to do activity based on the teacher’s explanation several times -       The teacher asks the students to practice what they have learnt in group -       The teacher asks some students to come forward for giving example about the material -       The teacher checks the students’ understanding one by one -       The teacher give them activity to response what he say -       The teacher gives a small game to the students -       The teacher gives opportunity to students for asking question.	-       The students pay attention to the teacher’s explanation -       The students pay attention to the teacher’s explanation -       The students response the teacher’s speaking -       The students do activity based on teacher’s command -       The students practice in group -       Some students come forward and give examples -       The students answer the theacher’s questions one by one -       The students ask questions to the teacher about the material that they don’t understand yet.
Post Activity	-        The teacher evaluates the students’ speaking ability. -        The teacher summarize and conclude the material. -        The teacher gives suggestion or motivation to students for study hard and memorizes the material. -        The teacher conveys the activity in the next meeting. -        The teacher closes the class.	-       The students write down the result of teacher’s summarize result -        Students study hard and memorizes the material. -

11.  ASSESSMENT

Form                : Writting & Speaking

Technique        :

1.    Students are able to understand the definition and the history of restaurant

2.    Students write down the materials in their own words

12.  ASPECTS TO BE ASSESSED

Generic structure and language features of the materials

13.  SOURCES

1.    Laila Keane. International Restaurant English. English Language Teaching. Prentice Hall (UK). Ltd. 1990

2.    English for Professional Waitress. Susanto Leo. PT. Gramedia Pustaka Utama. Jakarta, 2000.

3.    Appelbaum, Robert, Dishing It Out: In Search of the Restaurant Experience. (London: Reaktion, 2011).

4.    Fleury, Hélène (2007), "L'Inde en miniature à Paris. Le décor des restaurants", Diasporas indiennes dans la ville. Hommes et migrations (Number 1268-1269, 2007): 168–73.

5.    Haley, Andrew P. Turning the Tables: Restaurants and the Rise of the American Middle Class, 1880–1920. (University of North Carolina Press; 2011) 384 pp

6.    Kiefer, Nicholas M. (August 2002). "Economics and the Origin of the Restaurant" (PDF). Cornell Hotel and Restaurant Administration Quarterly. 43: 5–7. doi:10.1177/0010880402434006.

7.    Lundberg, Donald E., The Hotel and Restaurant Business, Boston : Cahners Books, 1974. ISBN 0-8436-2044-7

8.    Whitaker, Jan (2002), Tea at the Blue Lantern Inn: A Social History of the Tea Room Craze in America. St. Martin's Press.