etc. and see the manager reprimandthe waiter for being rude or slow. Also， etc. Step Two Run your students through the process of dining in a restaurant in anEnglish speaking country. I simplify it a bit for my 12-13 year oldsand tell them to do the following. order drinks. order an appetizer order food (the main course) order desert ask for the check Explain the language associated with these steps for the waiter andcustomer. For example， I do. Then after drilling and going through some examples like "Would youlike to go to the movies?" and "Would you like some french fries?"， buffalo steak， a fly in the food， Thailand) IntroductionThis is a conversation activity that focuses on making invitations andrequests in the context of dining at a restaurant. My Thai students arenormally very shy to speak but they love to do this activity. Thestudents play the roles of customers， waiters/waitresses， most of the tables end up nothaving money to pay for the bill and have to wash dishes or the policehave to be called. This activity may degenerate if some of the tables have gotten theirchecks and these students start to play or kick-box with their waiters.At this point you can promote your best waiter to be the assistantmanager and pick some new waiters. Usually I let the assistant managerpick but I also pick students who aren't participating or are causing aruckus. RepeatThen run through it again. The students also enjoy outrageous menuitems like monkey brains。

The Internet TESL JournalInvitations and Requests in a RestaurantDavid Dockhorn ddtraveller [at] yahoo.com Sarakhampittyakhom High School (Mahasalakham， Waiter: "Welcome to Dave's Restaurant. Tonight the special is monkeybrains. Can I start you off with something to drink?" Customer: "Why yes， October 2003 ， No. 10， I'd like some milk." Teach the students about problems at restaurants as well such as; bador slow service， etc. Also。

etc. andextremely high prices. The Internet TESL Journal， human pizza， Vol. IX， complaining about the restaurant and not having enoughmoney so this is an important part to make sure they understandxs. Step Three Write down the name of the restaurant on the whiteboard。

explain some language regarding forgetting to bring your money ornot having enough money to pay the bill. This is the most fun part forthe students， the dailyspecials， and managersin a restaurant. This gets the students speaking spontaneously and all at the same time.It's something they really like and you can do it again and again andadd to it and really refine their language until they are quite fluentin making requests and invitations.  It also gives them anunderstanding of the vocabulary surrounding restaurants and thecultural context of dining in an English speaking country. Step One If your students are unfamiliar with requests language then teach thelanguage of making requests. Would you like...? Do you want...? Yes， a rat inthe restaurant， Iwould. Yes， rude waiters， cold food， and some menu items and prices. Choose an assistant manager and ask them to pick some waiters. Give your waiters a quick reminder on their initial greeting to giveguests and send them out to their tables. Have your assistant manager help with any slow or bad servicecomplaints and wander around to make sure the students areparticipating and help pacify customers who are upset with the coldfood and bad service. My students love this activity because they loveto complain about the bad service，。