Could we have ___, please?
Order a Meal Together
Order a shared meal politely, ask about ingredients, express preferences, and reach an agreement that works for everyone.
Your goal
By the end of this lesson, you can ask about options and complete a shared order.
Why this roleplay matters
Use English to reach a practical outcome with another person. Learn a complete exchange, practise both roles and then change the details so the final conversation is not a memorised script.
TF09 · Food, Cooking & Eating OutProgress Focus
Progress focus: CMLISTFP
Use the final independent attempt to apply the 0–2 scoring guide consistently.
30-minute lesson route
- Confirm the observable outcome and connect it to one realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Use an original café menu to order a shared meal for three fictional friends with different preferences and one ingredient restriction.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Understand the situation and roles
Identify who each person is, what each person needs and what successful communication must achieve.
- polite order
- ingredient check
- preference
- shared decision
Engduo Audio • British English
Transcript — open after listening
Could we have the vegetable noodles, please? Does the sauce contain peanuts?
Engduo Audio • American English
Transcript — open after listening
I’d like the soup, but I don’t eat mushrooms. Could we change the mushrooms to corn?
Teacher Help · Stage 1
Clarify the two roles and the shared outcome. Model the situation briefly, but do not perform the learner’s role for them.
2. Build the useful exchange
Choose the opening, request, response, clarification and closing phrases needed for one complete conversation.
Does this contain ___?
I’d like ___, but I don’t eat ___.
How about sharing ___?
That works for me.
Could we change ___ to ___?
Teacher Help · Stage 2
Select four to six useful chunks that form a complete exchange. Demonstrate how the turns connect; avoid reading the whole phrase bank aloud.
3. Rehearse one complete exchange
Practise the conversation once with visible support, then swap roles and change one detail.
- Build complete orders from menu cards.
- Ask ingredient questions before choosing.
- Practise accepting and changing one suggestion politely.
Teacher Help · Stage 3
Run one supported exchange, then swap roles. Change one concrete detail so the learner must listen and adapt.
4. Complete the roleplay with a new detail
Use the role information to solve the situation. Listen and react instead of reading every line.
Use an original café menu to order a shared meal for three fictional friends with different preferences and one ingredient restriction.
Teacher Help · Stage 4
Give each role the information it needs. Let the conversation continue until the practical outcome is reached; correct only when communication stops.
5. Final practice: Roleplay independently
Complete a new round with keywords only, receive one focused correction and repeat the weakest turn.
Complete a customer-and-server roleplay with two questions, one change, one shared choice, and a final order check.
Retry: Repeat once with clearer meaning, stronger evidence, more accurate listening, or less support.
Teacher Help · Stage 5
Remove the model and use keywords or role notes only. Give one communication correction and one language correction, then rerun the weakest turn.
Exit check
Complete this without reading a model: Make a polite order and confirm one ingredient or change.
Success looks like: The final order is polite, complete, and suitable for all three fictional customers.
Evidence: speaking · Repeat the weakest part once after one meaning-focused and one language-focused correction at most.
CM · Communication Management
2: Organises ideas, turns, clarification and response coherently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
LIST · Listening Comprehension
2: Understands and uses the required spoken evidence accurately.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
FP · Functional Performance
2: Completes the real communication outcome independently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
Use these scores after the independent attempt. Give one specific success note and choose one next practice focus.
Teacher Help · Stage 6
Score the stated Progress Focus from the independent round. Point to one successful interaction move and one next practice focus.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
ใช้สถานการณ์สมมติและพูดเรื่อง ingredient restriction อย่างระมัดระวัง ไม่วินิจฉัยหรือรับรองความปลอดภัยทางการแพทย์
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome and connect it to one realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Use an original café menu to order a shared meal for three fictional friends with different preferences and one ingredient restriction.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
60-minute extension
- Handle an unavailable dish and keep the total under a fictional budget.
- Change the role, information, listener, or constraint so the learner transfers the skill rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Use a six-item menu with icons and two fixed customer cards.
Make it harder
Handle an unavailable dish and keep the total under a fictional budget.
Likely difficulty
The learner may point at items, omit please, or forget to confirm a requested change.
Correction priority
Prioritise complete requests, ingredient questions, and final confirmation.
Thai support rule
Keep the Thai panel closed unless examples, visuals, replay, reformulation, and simpler English do not allow progress. Explain only the key distinction, then return to English.
Progress record
Use the 0–2 guide after the independent attempt and identify one recurring need for the next lesson.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt with fewer visible prompts.
- Council of Europe — CEFR Companion Volume — Supports B1–B2 communication through connected speech, descriptions, evidence-based opinions, goal-oriented co-operation, written interaction, workplace communication, and action-oriented outcomes.
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