TOPIC FOCUSTraining opportunities

Warmer (books closed): Teacher asks students to give

examples of activities that require no training, some training, a

lot of training. (Many activities, example gardening, could fit more

than one category.)

EXERCISE Students work in groups to discuss thestatement. They should try to think of ideas andexamples for both sides of the argument.

Optional: ask students if they think people of theirparents’ generations would answer differently.

EXERCISE Students interview each other in theirgroups, using the three questions. Encourage them toexpand their answers and to use follow-up questions.

Optional: Students feedback to each other on how theyexpanded their answers and their use of follow-upquestions.

EXERCISE Teacher tells students to read the articleas quickly as they can in order to match eachparagraph with a heading.

Alternative: Teacher allocates 1 paragraph to eachpair of students, and they match it to its title. Thengroups form, and tell each other about theirparagraphs.

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UNIT 1

TAPESCRIPT

1 I’m currently working towards the Certificate in Front Office

and Housekeeping Operations at HITDC.The course covers

bed-making, public area cleaning, hotel facilities, computer

systems, management and procedures. I find the role-plays we

do in the Front Office area really useful.We normally video

the role-plays to help us learn about body language, posture

and attitude.The sound of your voice is also very important.

One of the things we learn is that you must always be

cheerful and smile at the guests when you’re working in the

Hospitality Industry.

2 The training programme I’m doing is called Tour Guide and

Service Culture.We learn about presentation skills in general

and how to be a good Tour Guide.We also find out a lot of

details about the popular sightseeing areas in Hong Kong so

that we can explain them to the tourists.At the moment

we’re looking at the Hong Kong Island Tour and how to

present information clearly and correctly so that our visitors

don’t get lost. I like the way we go out and visit the areas we

have to talk about. Later this week, for example, we’re going

to the Peak,Aberdeen fishing village and Stanley Market.We

present the tours ourselves, so it gives us real life experience.

We also get feedback on our performance so that we can do

it better next time.

3 I’m on the Food Preparation (Western) Course, which covers

hot and cold kitchen procedures, cooking methods, food

hygiene, pastry and dessert preparation and so on. At the

moment we’re focusing on hot kitchen procedures and are

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KEY 1 F ‘About three thousand …’, 2 T, 3 F ‘Trainees haveto take …’, 4 T, 5 T.

Suggested answers:1 Course title: Certificate in Front Office and

Housekeeping OperationsCourse content: bed-making, public areacleaning, hotel facilities, computer systems,management and proceduresUseful features: role-plays

2 Course title: Tour Guide and Service CultureCourse content: presentation skills, how to be agood Tour GuideUseful features: visiting tourist areas, feedbackon performance

3 Course title: Food Preparation (Western)Course content: hot and cold kitchen procedures,cooking methods, food hygiene, pastry anddessert preparationUseful features: preparing and cooking food forcustomers in the training restaurant, positiveatmosphere

4 Course title: Food and Beverage ServiceCourse content: table-setting, service skills, menuknowledge, wine knowledge, cocktail makingUseful features: serving customers face-to-face,patient instructors

EXERCISE Students briefly consider the fivestatements without looking at the article, to check howcertain they are. The students re-read the article, anddiscuss their answers in pairs. Teacher checks answersand any vocabulary issues (eg ‘each year’ in Q1 =‘annually’ in Paragraph 1).

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Ask students what specific courses they think HITDCprovides.

EXERCISE Teacher ensures students understandwhat they need to do while listening. (Note the taskreads from left to right.) Play recording of first speaker.Teacher checks answers with class. Play recording ofother three speakers. Students check answers in pairs.Play recording again if necessary. Teacher checksanswers with class.

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KEY 1 Centre objectives, 2 Course trainers, 3 Englishlessons, 4 Types of training programme, 5 Current andfuture developments.

learning how to prepare main courses and soups.We often

prepare and cook the food for the customers in the training

restaurant. I think this experience will be very useful in the

future when I have to do this for real in my job. Everyone’s

very helpful and encourages you to do your best, I mean the

instructors and the other students. So I think I now feel more

confident about my work.

4 The training programme I’m on is called Food and Beverage

Service.There are lots of things to learn about – like table

setting, service skills, menu knowledge, wine knowledge and

cocktail making.At the moment they’re teaching us how to

serve our customers. I like the way we do restaurant duty

and serve the customers face-to-face ourselves. I hope to

work as a waiter when I finish the training programme – so I

think this is giving me excellent experience.The instructors

are very patient and explain how to do things very clearly,

which I also think is very good.

EXERCISE Teacher asks students to consider the‘Useful features’ in Exercise 5, and say which is mostuseful. There is of course no ‘right’ answer – ask whynot.

EXERCISE Teacher asks groups of students to thinkof other useful features of training, based on their ownexperience and knowledge (direct or indirect). Eachgroup then draws up its own ‘top 5’ list. The groupsexplain their ideas to other groups. If possible, a whole-class ‘top 5’ or ‘top 10’ can be complied.

Optional: Students write a paragraph describing thefive most useful features of training, giving reasons.

Optional: a) Students write an e-mail to their bossasking him/her to send them on a training course theyare interested in. b) Student pairs (one boss, oneemployee) have interviews in which the boss asks theemployee about a training course he/she has requestedto be sent on.

In both a and b, the e-mail/discussion should cover:course title, content, length, cost, location, benefit tocurrent job, etc.

CONSOLIDATION: The exercises may be done ashomework (or in class), and the answers checked thenext class. The answers are in the Student’s Book.

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6Essential vocabulary

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activityaimbasiscareercentrecertificateclasscoursedevelopmentexperiencefacilitiesfeaturefeedback

goalgraduatehospitality

industryhotel industryinstructioninstructorknowledgeneedobjectivepassportprogrammeproject

skillstandardsubjecttermtietopictraineetrainertrainingtutorworkforce

Nouns

Verbs

Verbs + nouns

Adjectives

to equip (with)to graduate (from)to instructto interact (with)to know

to provide (with)to range (from)to teachto train

to achieve a goalto attend a courseto build confidenceto get feedback

to meet a needto place emphasis (on)to serve customers

cheerfulcompulsoryday-releaseessentialextensive flexibleforthcomingfull-time

highly-skilledin-serviceintensiveinterpersonal optionalpart-timepracticalpre-service

professionalresponsiverewardingsocialup-to-datewell-trained

CONSOLIDATION KEYEx 1 training opportunity/programme/centre/facilities/

environmentEx 2 2 f 3 e 4 a 5 c 6 dEx 3 2 from 3 with 4 on 5 from 6 with

7 on 8 withEx 4 2 d 3 f 4 e 5 a 6 cEx 5 social/interpersonal

skills intensive/part-time/full-time coursewell-trained/highly-skilled workforcepre-service/in-service/part-time/full-time student

Ex 6 Verb Noun Personinstruct instruction instructortrain training trainer/traineeknow knowledgedevelop development developer2 management 3 trainees 4 instructors5 knowledge

LANGUAGE FOCUSPresent simple and continuous

Warmer (books closed): Teacher asks various students ‘What

do you do?’ (‘I study English/I work at…’) and ‘What are you

doing?’ (‘I’m sitting here…’). Don’t comment on or correct

errors; just set the scene for the unit.

EXERCISE Student pairs discuss the question aboutmeanings. Teacher checks the answer: ‘we learn’ is ageneral or ongoing statement, a comment on a wholetraining course, ‘we are learning’ states what ishappening now, in a particular session. Teacher asksstudents to study the Form box, and answers anyquestions they have (but points out that there arefurther developmental exercises to follow in the unit).

Optional: For consolidation, substitute the name ofyour college/company for ‘the centre’ in each sentence,and make any factual changes necessary.

EXERCISE Student pairs match the sentence halves.Teacher checks answers.

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UNIT 1

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KEY 1 b, 2 e, 3 a, 4 f, 5 c, 6 h, 7 g, 8 d.

KEY1 About 1000 students take courses at the centre each

year.2 Do the tutors all have experience of working in the

hospitality services?3 HITDC is constantly changing.4 We don’t sit in a classroom all day.5 The need for a highly-skilled workforce is becoming

more evident.6 Mary studies food preparation.7 I am currently working towards a Certificate in

Housekeeping.8 The centre doesn’t just offer programmes for pre-service

students.9 Sue and I are studying in the same class.

10 When does the new term begin?

EXERCISE The exercise focuses on form. Studentpairs correct the mistakes. Teacher checks theanswers.

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EXERCISE Student pairs discuss their ideas. Teacherchecks answers.

Optional: If the class all share the same mother-tongue, teacher may find it helpful to explaincomparisons/contrasts between English and themother-tongue.

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EXERCISE Teacher asks students to match eachsentence 1–6 to a–f in Exercise 4. There may be somediscussion about overlap (see Note above). Thesedistinctions are not fixed absolutes, and are of coursedependent on context. As students become moreadvanced, they will learn further refinements to thesebasic patterns.

KEY 1 b, 2 f, 3 d, 4 c, 5 a, 6 e.

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KEY Present continuous: a, d, f; Present simple: b, c, e.(Note: ‘facts’ means states of affairs which are true at alltimes – one of the most common examples is ‘water boils at100°C’, rather than just observations which aren’t false.Another important distinction which may need to be made:‘future arrangements’ means arrangements in which thespeaker is somehow involved in the arranging – example‘I’m meeting Dave tomorrow morning’ – and which are notusually routine. If the future event is fixed or set by anexternal agent or is part of a routine, it is like a fact, and isdescribed in the present simple – example ‘I start work at 9 am’, ‘Your train leaves at 7.08’. It is sometimes referredto as ‘the timetable future’.)

Teacher asks students to find and underline anotherexample for each case in the tapescript.

Alternative: Teacher allocates one speaker’s script toeach of four groups, and then groups tell each other theexamples they have found. Teacher checks answers.

Suggested answers:a (speaker 3): ‘At the moment we’re focusing on hot

kitchen procedures …’b (Speaker 2): ‘We present the tours ourselves …’c (Speaker 4): ‘The instructors are very patient …’d (Speaker 4): ‘ … this is giving me excellent

experience …’e (Speaker 1): ‘The course covers bed-making …’f (Speaker 2): ‘Later this week, for example, we’re

going to the Peak …’

EXERCISE Teacher asks students to try to formulaterules for word order with adverbs of frequency.Teacher writes suggestions on board, anddiscusses/amends where necessary.

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Suggested answers:Adverbs of indefinite frequency usually go before

the verb they relate to.Adverbs of indefinite frequency (eg ‘often’) go after

the verb ‘be’. Where the verb includes an auxiliary,the adverb goes between the auxiliary and themain verb.

Adverbs of specific frequency (or time) (eg‘yesterday’) and phrases (eg ‘once a week’, ‘at themoment’) go at the end of the sentence.

Optional: Teacher prepares some sentences includingerrors that the students typically make. Students applythe rules to correct the sentences. (If the class sharethe same mother-tongue, some of these sentences couldbe examples based on literal translations from themother-tongue.)

EXERCISE Teacher asks students to complete thetable. Teacher checks answers.

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CONSOLIDATION The exercises may be done ashomework (or in class), and the answers checked thenext class. The answers are in the Student’s Book.

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KEY Present simple every day, usually, once a week, never,at least twice a month, most Saturdays, about once a year.Present continuous now, the day after tomorrow, this week,currently, at the moment, next Tuesday

KEY 1 ’m doing 2 like, 3 teaches, 4 need, 5 have, 6 ’relearning, 7 enjoy, 8 welcome, 9 is, 10 think, 11 ’s giving.

Student pairs tell each other about themselves,practising the different adverbs.

Teacher asks students to study the Active and stativeverbs box.

EXERCISE Student pairs discuss the correct verbform in each case. Teacher asks them to identify theuse in each case (see Exercise 4). Teacher checksanswers.

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It would be a good idea at this point to summarise theunit so far, perhaps by teacher asking studentsquestions.

EXERCISE Students prepare for the speakingactivity by writing the questions they will ask. Teacherencourages students to interview each other, preferablywithout looking at the written questions. When theinterviews are finished, students tell the rest of theclass about each other.

(If students have problems with the active and stativedistinction – which varies in accessibility, depending onmother-tongue and other languages previously learnt –it is probably better to move on in the unit for the timebeing, and to introduce supplementary explanation andpractice in the next class.)

EXERCISE Writing the article will reinforce thelanguage points practised so far. Teacher shouldencourage students to include as much of the unit’svocabulary as possible.

Teacher asks students to call out words and phrasesthey have encountered in the unit as a whole (refer toEssential vocabulary list).

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9actionarrangementbook-keepingcheck-incheck-outcomputer conferencecuisinedutyemotionfactfood

guesthousekeepinghygienelobbymain coursemobile (phone)native speakernewsletteropinionovertimeownershippreparation

procedurerole-playroutinesensesimulationsituationspare timestatesystemterm

Nouns

Verbs

to be involved (in)to developto lastto offerto welcome

Verbs + nouns

to attend a sessionto take a course

Essential vocabulary

CONSOLIDATION KEYEx 1 2 Jason isn’t having a day off work today.

3 How often does Sue go to the cinema?4 I am currently taking a course in marketing.5 We do not want to work overtime every week.6 Do you usually take the bus to work?7 We regularly learn about cooking methods.8 They sometimes teach us management skills.9 Work at the centre usually starts at 8 am.

10 I often need to come to the centre at weekends.Ex 2 2 learn 3 ’re focusing 4 are learning

5 often prepare 6 cook 7 thinkEx 3 2 arrives 3 works 4 are not going

5 do not have 6 Do we have to7 Are you staying 8 do you do9 Is John coming 10 studies

Ex 5 Hi SarahThanks for your e-mail. I’m now back in London,where I’m working for a sales company for just afew weeks. The company seems to be quite small. I think there are about 20 people – and I know mostof them already! And you? What are you doing at the moment? Do you want to come and visit me? I don’t have atelephone at home but you can phone me on mymobile (0887 838383). Just call me if you want tovisit me.Bye for now.Marja

(Note: Adverbs of time can also go at the front of asentence, but, if students are struggling with therules already, this fact could be saved for later.)

Teacher discusses the two questions with class.

TAPESCRIPT

1 GermanySiemens is one of Germany’s most successful companies –

and has been for years. It’s changed a lot since its early days.

It’s managed to grow and diversify but has kept its reputation

for quality, which, in my opinion, is the main reason for its

success. It’s always been well-known, of course, for its high-

quality household appliances, like fridges. But for a number of

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Adjectives

administrativecourteousevident

foreignpermanenttemporary

Time phrases

currentlynowat the momentthis week

most Saturdaysconstantlyusuallyfrequentlyoftenoccasionallynever

once a weektwice a weekevery day

next Tuesdaythe day after tomorrow

TOPIC FOCUSSuccessful companies

Warmer (books closed): Teacher asks students to name ten

of the country’s most successful companies.

EXERCISE Students work in groups to think offactors that contribute to a company’s success. Teachermay wish to suggest a couple of examples to promptstudents at this stage, for instance: strong companyculture, good leadership, quality product, niche market.Teacher leads brief class discussion to pool ideas.

EXERCISE Teacher asks students to look at the listof countries and name any companies they know of foreach country. Teacher makes sure students know whatto do while listening. Play the first speaker. Checkanswers. Play the rest of the recording. Students checkanswers in pairs. Repeat recording if necessary.Teacher checks answers.

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UNIT 2

Suggested answers: 1 Name: Siemens

Activity: making household appliances,telecommunicationsReasons for success: diversifying, reputation forquality

2 Name: Coca-ColaActivity: making bottles and cans of CokeReasons for success: global availability, marketing

3 Name: UOLActivity: internet service providerReasons for success: constantly expanding

4 Name: RyanairActivity: scheduled airlineReasons for success: Satisfies popularrequirement

5 Name: CanonActivity: making optical products, office machinesReasons for success: applying ‘kyosei’ philosophy

6 Name: News CorporationActivity: mediaReasons for success: willingness to innovate