Module 8
The art of serving customers
G e t t i ng s t a r te d
1.
Students work on their own. When ready, play the recording once and ask the class if they need to
listen to it one more time. Check the answers with the whole class, listening to the mini-dialogues and
pausing after each one. Make sure they are aware of what the situation is.
Answers:
1. b. (complaint)
2. e. (apologizing)
3. h. (greeting)
4. j. (small children with special needs)
5. d. (recommending)
6. f. (greeting a regular customer)
7. c. (recommending, additional sales)
8. i. (recommending)
9. g. (taking an order)
10. a. (dealing with incidents/illness)
Script
Guest – Excuse me, but I wanted my steak well done.
Waiter/waitress – Oh, you did! It’s rare. I really am sorry.
W – Oh dear! I’m dropping food all over the place!
G – That’s okay! It must be difficult to serve us in such a tight place.
W – Good evening and welcome to our restaurant! Can I help you?
G – Yes. We have a reservation for two. The name is Blake.
W – Shall I bring a highchair for her?
G – Yes, please. That would be lovely.
W – Would you care for some dessert?
G – Yes, please. Could you recommend something?
W – Good evening Mr. Roll! Nice to see you again! How are you?
G – I’m fine, thanks. We’d like a table for three, please.
W – Shall I bring you some red wine? That goes really well with the lamb.
G – Yes, that would be fine. What kind of red wine do you have?
W – Would you like to try our delicious home made cranberry pie made from fresh cranberries or
would you prefer our home-made cheese cake?
G – I think, I’ll have the cranberry pie, please.
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G – I’d like the fresh vegetable salad, please.
W – With French, Italian or tartar dressing?
W – Are you all right, Madam? You look very pale.
G – I feel very dizzy. I need some fresh air.
Element 1
Interpersonal skills
Vo c abu l a r y
1.
Ask students to read the phrases and check their comprehension. Then ask students to match the
phrases to make sentences. Go over the answers with the whole class.
Answers:
1. c
2. a
3. d
4. g
5. e
6. b
7. h
8. f
2.
Draw students’ attention to the pictures. As an introduction, ask students about the pictures. (Who are
they, where are they, what are they doing?) Then ask them to write down what is wrong there. Explain
to students that the manager is talking about the mistakes the waiter is making.
Answers:
1. Do not use ‘Hello’ as a welcome greeting.
3. Never use first names when talking to a customer.
2. Always handle coats or other garments with care.
4. Never hurry a customer.
5. Do not talk across other people or across tables.
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Module 8, Element 2
Element 2
Customer expectations
Vo c abu l a r y
1.
Ask students to look at the pictures. Explain that there are six types of customers. Ask them to identify
the customers at the tables and to write down their names on the lines given below. Go over the answers
with the whole class.
Answers:
1. Tourists
2. Elderly couple
3. A couple with a small child
4. A customer with a disability (in a wheelchair)
5. A regular customer
6. Occasional customer/a business customer
L i s ten i ng
2.
Explain to students that they are going to listen to three dialogues between the waiter and different
types of customers. Ask them to listen, identify the types of customers and write down the types. Play
the recording. Students work individually. Then check their answers as a class.
Script
Dialogue 1
Waiter: Good evening, sir. A table for two?
Guest: Yes, please.
Waiter: I’ll show you to your table. This is a quiet place here, non-smoking and away from the air
conditioning. Is this table all right for you?
Guest: That’s fine, thank you.
Waiter: Can I take your coats?
Guest: Thank you.
Waiter: Here is the menu.
…
Waiter: Are you ready to order?
Guest: Not really. What do you recommend?
…
Dialogue 2
Waiter: Good evening, Mr Dickson.
Guest: Good evening, Tom.
Waiter: How are you today?
Guest: I’m fine, thank you.
Waiter: Your favourite table at the window is actually free.
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Guest: Oh, that’s good, thanks.
Waiter: Can I get you your usual gin and tonic?
Guest: Yes, please. What do you recommend today, Tom?
…
Dialogue 3
Waiter: Good afternoon. Can I help you?
Guest: Yes. Do you have a table for three?
Waiter: Would you like to sit inside or outside?
Guest: Outside would be fine. It’s a lovely day.
Waiter: And the view is beautiful from our terrace.
Guest: Oh, that’s great, thank you. This little town is really nice.
Waiter: Yes, it is. What can I get you?
Guest: What do you recommend?
…
Answers:
Dialogue 1: elderly customers
Dialogue 2: regular customer
Dialogue 3: tourists
Sp e a k i ng
3.
Divide the class into pairs and ask them to tell each other how they recognized the different types of
guests. Play the recording again, pausing if necessary and let the students take notes as they listen.
Move round to monitor language. Go over the answers with the whole class.
Answers:
Dialogue 1: The waiter is offering a quiet place, away from the air conditioning. He is helping with
coats.
Dialogue 2: The waiter is greeting the customer by name, chatting with him. He remembers the
customer’s preferences (table, drink)
Dialogue 3: The waiter is trying to make a good impression talking about the town.
4.
Divide the class into pairs for this activity. Discuss what food you can recommend for different types
of customers. Ask students to continue the three dialogues from the previous exercise. Allow students
time to think about what to say and perhaps make some notes. Circulate and encourage students to ask
you for any particular vocabulary. If it is possible, ask them not to stay in the same pairs while doing the
three different dialogues. Students change pairs and role-play another conversation.
Sample answers:
Dialogue 1: for elderly customers
Waiter: Shall I recommend something light? For a starter I suggest basil and tomato soup. Then
the mushroom risotto to follow.
Dialogue 2: for the regular customer
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Module 8, Element 3
Waiter: I suggest you have the Caesar salad as a starter. It is really delicious. And then the salmon
steak with creamed lentils, just as you like it with a touch of pepper?
Dialogue 3: tourists
Waiter: May I suggest our local specialities? And the house white wine is very good.
Vo c abu l a r y
5.
Ask students to read the sentences 1-8 given. If necessary, explain any words they do not understand.
Ask the class to complete the statements individually, and then let them compare their answers in
pairs. Check the answers around the class.
Answers:
1. knives
2. high chair; pillow
3. children’s
4. pity; patronising
5. exit
6. interrupt
7. formally
8. house specials
Element 3
Salesmanship
Sp e a k i ng a nd w r it i ng
1.
Read the expressions in the box together and discuss how to finish each one. Then students do the
exercise on their own. Check answers together.
Sample answers:
1. Could I offer you our coated mushroom cups?
2. Why don’t you have chicken breast with peas?
3. Let me offer you the Budapest pork escallops, it’s very good.
4. Sure, may I suggest your daughter have our ‘Mini Spaghetti Bolognaise’.
5. What would you say to a dry, full bodied wine like Egri Bikavér?
2.
Students work in pairs. Everybody thinks of at least three sentences which might occur in a restaurant.
They tell each other. They take the role of a waiter in the situation. Each pair shares their sentences
with the class.
Wr it i ng
3.
Ask students to think about what kind of drinks go well with what kind of dishes. They work in pairs
and collect ideas. Then do this exercise together discussing what they think. The correct answers are
in parentheses.
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Answers:
1.  If wine is to be consumed during the meal, it is better to recommend a wine-based aperitif as
grain based aperitifs tend to dull the palate.
2.  Sweet aperitifs stimulate the appetite more. (dry)
3.  A good accompaniment for a starter is red wine. (dry white)
4.  Whenever a national dish is ordered, suggest a national wine to accompany it.
5.  You should recommend very cold white wines with fish and shellfish dishes. (chilled)
6.  Beef, lamb and game dishes go well with light red wines. (white)
7.  Sweet wine goes well with dessert.
8.  Suggest a port if a cheese board is ordered.
L i s ten i ng
4.
The aim of this exercise for students is to recognise meals which are on the menu. They cross out the
ones that are NOT on the menu as they listen closely to the recording. Play the recording twice and give
them time to compare answers with a partner. Then check with the whole class.
Script
Chef: Hello Jack. We need to discuss today’s menu.
Waiter: Right. Are there any changes?
Chef: Well, we’ve had some unexpected problems, which I’m not very happy about, so we should
come up with a solution.
Waiter: Oh, again! I’m getting used to it now. Tell me, what are these problems?
Chef: Once again the vegetables haven’t arrived in time. We have some left, but we’ll need more
broccoli and garlic. And the tomatoes are not fresh, so I’m afraid we can’t serve broccoli soup
today.
Waiter: So what can you prepare instead?
Chef: There’re a lot of potatoes, so I’ll make a special potato soup with sour cream. If anyone wants
to have broccoli soup, you should recommend potato instead.
Waiter: I see. No problem. And what about the salads?
Chef: Oh, yes. Let’s forget the Greek salad today, and the tuna is off because the fridge isn’t working
properly. We must call the repairman again.
Waiter: Well!! Life is not boring here. Anyway, where’s Cliff? I haven’t seen him today. Is he ill? He
looked terrible yesterday.
Chef: Yes, he couldn’t come to work. He has an appointment at the doctor’s this afternoon, so we’re
short-staffed.
Waiter: That’s bad. Oh, I forgot to mention that the chicken suppliers phoned and said that they
were on their way. There was an accident on the road and it was closed for some time.
Chef: Oh, no!!! I don’t believe it! If it goes on this way, we’ll have to close the restaurant for a day.
Waiter: Hmmmm.
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Module 8, Element 3
Answers:
The following are not on the menu today:
Broccoli soup, instead there is potato soup with sour cream
Greek salad
Tuna, black olive and red onion salad
Chicken dishes until the supplies arrive
5.
Students listen to the dialogue again and concentrate on the problems they hear. First check their
answers in pairs then together in class. In less advanced classes they might need to listen to it again.
Answers:
4 problems:
Vegetables haven’t arrived yet, no fresh tomatoes
The fridge doesn’t work
They’re short-staffed (Cliff is ill)
Chicken suppliers are still on their way to the restaurant
6.
Students listen to the dialogues and concentrate on the mistakes the waiter makes. After the first
listening, students check their answers in pairs. Students listen to it again. Check the answers with the
whole class.
Script
Dialogue 1
Waiter: Right, so you’ll have baked cod and Asian salmon.
Guest: Exactly, what wine would you recommend with the fish?
Water: We have an excellent Cabernet sauvignon that would compliment it nicely.
Dialogue 2
Guest: What are today’s specials?
Waiter: Hmmm. Let me think. Oh, supreme of chicken, tastes very good. It’s stuffed with spinach
and goat’s cheese.
Guest: Sounds good.
Waiter: Oh, sorry that was yesterday’s special. Today’s is poached salmon.
Guest: Ohh.
Dialogue 3
Guest: I think, I’ll have pork stew with dumplings and pickled cucumber please.
Waiter: Good choice, sir. That’s one of our most delicious dishes. As you have chosen a typical
Hungarian food, I’d recommend a typical Italian red with it.
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Answers:
Mistakes:
1. Dry, white wine goes well with fish dishes and Cabernet sauvignon is red.
2. The waiter doesn’t know what today’s special is.
3. Whenever a national dish is offered, suggest a national wine to accompany it. The waiter recommends
Italian wine instead of Hungarian.
Vo c abu l a r y a nd s pe a k i ng
7.
Put students into pairs and give them a few minutes to brainstorm adjectives we use to describe dishes.
Get feedback and write their ideas on the board. Then get them to do the exercise and check the new
words together.
Answers:
G3
C5
R
I
R
I
H7
L 10
E
P8
I
A
I
L
G
R
Q
E
H
Y
C
U
I
T
U
G
É
J9
N
E
I
D
F6
T
R
Y
A
P
E
M
S
N
E
H
T
T
N
E
L
T4
U
C
C
U
S1
succulent
sautéed
grilled
tempting
crispy
1. juicy
2.
3.
4.
5.
P
A
T
U
1.
2.
3.
4.
5.
S2
difficult to resist
a rich meal
a pleasantly sharp flavour
dry and fresh
6.
7.
8.
9.
10.
fresh
hearty
piquant
juicy
light
succulent
tempting
hearty
piquant
crispy
Vo c abu l a r y
8.
Put students in pairs and ask them to do the exercise discussing their answers with the partner.
When ready, check with the whole class. As an extension to this exercise, you can ask them to collect
(adjective+noun) phrases with these adjectives, for example: sparkling wine, steamed vegetables, plain
soup, rich dessert.
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Module 8, Element 3
Answers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
chilled
roasted
stuffed
stiff
rolled
homemade
creamy
fresh
breaded
sparkling
delicate
savoury
crispy
B
F
F
D
F
B
B
B
F
D
B
F
F
14. soaked
15. diced
16. plain
17. sun-dried
18. pleasant
19. steamed
20. draught
21. neat
22. rich
23. marinated
24. dry
25. light
26. smooth
27. fruity
F
F
B
F
B
F
D
D
F
F
D
B
D
B
Wr it i ng
9.
Get students to do this exercise after they have read the relevant part in the Reader. Play the recording
twice and give them enough time to think about the rules. Go over the answers with the whole class.
Script
Our special for today is baked salmon served in green curry with sweet potato purée,
Or
steamed fillet of halibut in a gingered beef broth topped with a salad of root vegetables.
Answers:
1.
2.
3.
4.
They should offer alternative choices.
The suggested dishes should differ in taste, preparation method, garnishes and cost.
They should offer dishes and drinks in an appetizing way.
They should offer a combination of light and heavy dishes. The lighter dish should be the first
one.
5. They should offer a common dish and a specialty item as an alternative.
Sp e a k i ng
10.
Ask students what expressions they know for suggesting or recommending something. Write their
ideas on the board. Try to elicit phrases like: I would suggest…, As for a soup…, What I would suggest
is…, What I would highly recommend is…, Our special for today is…, etc. They can check their answers
with a partner first and then check with the whole class.
Answers:
1. For an appetizer, I would recommend a salad of smoked bacon and goat’s cheese set in a bed of
mixed greens with a pleasant tomato oil dressing.
2. I could suggest a smooth creamy soup with a hint of orange and soya served with crispy basil
croutons.
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3. What I would suggest is a homemade chicken and vegetable soup served with a crusty light roll.
4. For an entrée, I would highly recommend our crispy roasted lamb with savoury stir-fried courgette
and baby carrots.
5. I would recommend a roasted pork fillet filled with a spicy garlic stuffing in a creamy fresh herb
sauce.
6. You should try our delicious Cajun chicken served with spinach and sun-dried tomatoes in a rich
cream sauce.
7. I can recommend our speciality which is stir-fried home grown vegetables with piquant sweet
chilli noodles.
8. I would recommend a light and pleasant parmesan risotto with sautéed wild mushrooms.
9. For a dessert, I would suggest a chocolate topped with creamy toffee and chocolate sauce.
10. I would recommend our fresh strawberry and vanilla slices topped with a light and piquant lemon
icing.
L i s ten i ng a nd s pe a k i ng
11.
Students listen to the recording and fill in the missing words. Play the recording for a second time, if
needed and check with the whole class.
Script
Dialogue 1
W: May I offer you something to drink, madam?
G: Yes, please. Which of these wines goes well with chicken?
W: I think that a glass of Kenwood Sauvignon Blanc would be a pleasure to drink. This is a light,
dry white wine with a spicy aroma and an ideal accompaniment to poultry dishes.
Dialogue 2
W: Have you decided yet?
G: Uhm, yes…we’d like a bottle of Rioja Crianza.
W: Certainly, sir. This is an excellent choice. This is a full-bodied dry red wine with a rich aromatic
bouquet enhanced by tannins.
Dialogue 3
G: We’d like to taste a Chablis. Is it a red wine?
W: No, sir. It’s a lively, but elegant dry white wine with a pleasant aroma combined with a touch of
gentle spice.
G: It sounds great, it’s worth a try.
Answers:
Dialogue 1
W: May I offer you something to drink, madam?
G: Yes, please. Which of these wines goes well with chicken?
W: I think that a glass of Kenwood Sauvignon Blanc would be a pleasure to drink. This is a light,
dry white wine with a spicy aroma and an ideal accompaniment to poultry dishes.
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Module 8, Element 3
Dialogue 2
W: Have you decided yet?
G: Uhm, yes…we’d like a bottle of Rioja Crianza.
W: Certainly, sir. This is an excellent choice. This is a full-bodied dry red wine with a rich aromatic
bouquet enhanced by tannins.
Dialogue 3
G: We’d like to taste a Chablis. Is it a red wine?
W: No, sir. It’s a lively but elegant dry white wine with a pleasant aroma combined with a touch
of gentle spice.
G: It sounds great, it’s worth a try.
Put students into pairs. Give students (A and B) a card with four different wine names and their
characteristics (see Photocopiable material section). Let them study their cards for a few minutes then
ask them to think about a possible description of the wines. Then focus on the dialogues they have just
listened to and ask them to role-play similar dialogues. While students are working, monitor and give
some help if necessary. As a round-up exercise, ask a few pairs to act out their dialogues in front of the
class. (You can find some sample sentences below the cards.)
Sample sentences:
Student A
Semillon:
This is a lively and light dry white wine with a discreet fragrance.
Pinot Grigio:
This wine comes from North-Eastern Italy. It’s a crisp, fresh, medium-bodied white wine, ideal with
oriental foods and fish dishes.
Kadarka:
This semi-dry red wine is light red in colour and has a soft fragrance. It’s delicate, light and rich in
tannins.
Medoc Cru Bourgeois:
This is a red wine with fruity fragrance, silky tannins on the palate and full of fruity flavours.
Student B
Chianti Classico Riserva:
This outstanding deep ruby-red red wine is rich in tannins yet balanced, soft and stylish with a fine,
lingering finish.
Piesporter Michelsburg:
This excellent Mosel wine is a crispy but juicy white wine with a touch of sweetness.
Pinot noir:
This delicious ruby-red, full-bodied red wine has a nice bouquet and a good flavour enhanced by
tannins.
Chateau Mas Neuf:
It’s a smooth, delicate red wine with hints of chocolate, liquorice and spice.
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P r oje c t
12.
This task is quite complex. Make sure your instructions are clear. Monitor and collect mistakes. Discuss
them when students are ready, and also ask different pairs to share their answers with the class.
Re ad i ng
13.
Ask students to do the exercise quickly and carry on a class discussion about why they think it is
important to offer additional items.
Answers:
1. ___To ensure that everything for serving the main course is set.
2.  To ask the customers if they would like a digestive after dinner.
3.  To offer fresh vegetables or side dishes if they are not included in the menu.
4.  To offer cocktails when you present the menu.
5. ___To put rolls and water on the table.
6.  To offer the dessert menu when the customer finishes the main course.
7. ___To present the wine to the host.
8.  To offer an appetizer when the customer would like to start with a soup.
9. ___To serve the coffee after the dessert.
10.  To recommend a cheese selection after the main course.
Element 4
Customer incidents
Vo c abu l a r y a nd s pe a k i ng
1.
Put students in pairs and ask them to tell each other what is happening in each picture. Check the
answers with the whole class.
Answers:
Picture 1 – Returned food
Picture 2 – Spills
Picture 3 – Complaints
Picture 4 – Accidents/illnesses
Re ad i ng
2.
This exercise is based on the corresponding part in the Reader. Give students time to fill in the missing
words and have them to check their answers with a partner first. When ready, ask them to open their
Reader and check again. If need be, go over the answers with the whole class at the end. Make sure
students know all the words to be filled in.
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Module 8, Element 4
Answers:
A – Spills
1. Apologize to the customer and allow them to rub over the spill with a damp cloth.
2. The establishment may offer to have the customer’s garment cleaned.
3. If the spill had gone on the table cloth, the staff should clean up as much as possible with a
cloth.
4. A clean serviette should be placed over the spilled area and all items put back on the table.
5. If the table cloth needs to be removed, the staff should quickly try to move the party to another
table.
B – Returned food
1. Quickly remove the food.
2. Offer the customer a menu and ask if they would like another portion of the same dish or
choose something else from the menu.
3. A returned food check should be completed.
4. A new cover should be laid.
C – Illnesses and accidents
1. The customer should be asked if they need any medical assistance.
2. Offer to take the customer to a separate room from the dining room.
3. If the illness appears to be serious, a doctor should be called immediately.
4. All accidents or illnesses must be recorded in detail in a log book.
D – Complaints
1. You should apologize to the customer and do not make excuses, even if the mistake is not
yours.
2. Show agreement with the customer so that they can see you are looking at the situation from
their point of view.
3. Never lose your temper, argue, take the complaint personally or blame someone else.
4. All complaints should be used as feedback to improve service.
Sp e a k i ng
3.
Put students in pairs and they act out the dialogues, taking turns. Do not let them use their mother
tongue; ONLY English, please. You might want to ask a few pairs to act out their dialogues in front of
the class.
Ga me
4.
It is a word game; all vocabulary appears in the module. Students can check the answers with a partner
and if there are still some words missing, check those with the whole class.
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Answers:
1
I
M
P
R
E
S
S
I
A
R
T
L
E
E
G
S
2
3
H
A
N
D
4
R
5
6
O
N
S
U
L
A
R
K
I
L
L
S
A
I
N
T
R
E
N
C
O
M
P
L
S
T
I
M
U
L
A
T
E
C
C
A
S
I
O
N
A
L
S
A
L
E
S
A
L
L
C
H
I
L
D
T
O
U
R
I
S
T
S
7
8
O
9
10
S
M
11
S
P r oje c t
5.
First, ask students what kind of incidents they have learned about. Ask them to watch out for any
incident at their workplace for a week. Try to encourage them to take notes of
• What happened?
• Who were involved?
• How did the staff deal with the situation?
• How did they think the guest(s) felt about the outcome?
Also, ask them about their own experience, if relevant. You can use the same set of questions above. You
can make copies of the Incident sheet for them (see Photocopiable material section).
After a week, ask them about what they saw and encourage them to summarize the incidents in English
using their notes.
As for the last part of the practice, give them enough time to think about and write up three situations
(real or imaginary) for pairs to act out. You can give it as a homework assignment. Depending on the
class, not all the situations might be really good or some students might think of the same or similar
incident. You can collect the situations first and select the ones that are really presentable and original.
Make sure each pair has at least one situation to act out.
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Module 8, Element 3
Photocopiable material
L i s ten i ng a nd s pe a k i ng
11.
Student A
Semillon:
white wine, light, lively, dry, discreet fragrance
Pinot Grigio:
white wine, fresh, crisp, medium-bodied, produced in North-East Italy, with oriental foods and fish
dishes
Kadarka:
red wine, light red in colour, soft fragrance, light, semi-dry, delicate, rich in tannins
Medoc Cru Bourgeois:
red wine, fruity fragrance, silky tannins, fruity flavours
Student B
Chianti Classico Riserva:
red wine, deep ruby-red, rich in tannins, balanced, soft, with lingering finish
Piesporter Michelsburg:
white, mossel wine, sweet a bit, crisp, juicy
Pinot noir:
ruby-red, full-bodied, rich in tannins, nice bouquet, good aroma
Chateau Mas Neuf:
red wine, smooth, with hints of chocolate, liquorice and spice
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Module 8, Element 4
P r oje c t
5.
Incident sheet
Workplace
What happened?
Who were
involved?
Own
experience
Situation for my classmate
178
How did the staff
deal with the
situation?
How did they think
the guest(s) felt
about the outcome?