4.1 Ordering and offering drinks pages 34-35
4.2 Ordering in a coffee shop pages 32-33
4.3 Ordering more than one item pages 32-33
4.1 |
Objectives |
Sensitizing learners to the language of the unit in preparation for communicative activities. |
Materials |
Pre-printed conversations cut into strips. | |
Preparation |
Either photocopy and enlarge two complete dialogues relating to offering someone a drink and accepting / refusing politely (page 104) or write out two similar ones and photocopy. Cut the dialogues into component sentences and put into envelopes. You need sets for each group. |
1 Give each group the envelopes containing the conversations cut in strips and ask them to organise the sentences into two conversations. Imposing a time limit or making it into a competition can add interest to this activity.
2 Once the conversations are complete, learners rehearse them, one per pair, and then perform them.
A variation of this activity is to choose sentences and cut them into separate words for the class to rearrange.
4.2
|
Objectives |
Practising the language needed to order drinks and snacks. |
Materials
|
Picture cards. Blank grids. |
|
Preparation |
Photocopy enough grids to allow one each and photocopy the pictures onto card – you need enough for four cards per person. |
1 Revise the vocabulary for food and drinks and also introduce the Japanese for ‘champagne’.
2 Divide the class into groups of four and give them a pack of 16 picture cards and some blank grids.
3 Explain that they will take turns to play the role of waiter/waitress. The one taking this role has a blank grid and starts the conversation with Irasshaimase and Nani ni nasaimasu ka. The others each have four picture cards distributed randomly and their objective is to order the items on those cards (without showing them) using o kudasai. The ‘waiter’ writes their names in the ‘Namae’ column and ticks the appropriate boxes on the grid as they order.
3 This can be done several times with a different ‘waiter’ and re-shuffled cards while you monitor pronunciation and intonation.
4 When the activity is over, groups check that comprehension has taken place by revealing their cards and the grid and using them to reinforce the vocabulary.
These cards are also useful for vocabulary revision. Working in groups, learners have a pack of cards face down on the table and take it in turns to pick a card and say what’s on it. Alternatively they can be used with prices (Unit 7) or likes and dislikes (Unit 10).
4.3
|
Objectives |
Practice of hitotsu, futatsu, etc., introducing an element of unpredictability. |
Materials
|
Pack of picture
cards, as for activity 4.2. Dice. |
1 Ensure everyone understands when to use hitotsu, futatsu, etc., revise one to five and teach muttsu.
2 Divide the class into pairs (or groups of three if necessary) and give each pair a pack of cards face down on the table and a die.
3 In turns, learners pick the top card and throw the die, then order the item shown x the number thrown, e.g. if A throws a 3 and turns over a picture of an ice cream, s/he should order Aisu kuriimu o mittsu kudasai.
4 When you feel everyone is confident, you could extend the activity (still using the cards and dice) by asking them to practise complete dialogues based on ordering a variety of items.
Unit 3 activities | What is Talk Japanese? | Checkpoint 1 activities