Unit 14 EntertainingUnit 14 Entertaining

ObjectivesObjectives FocusFocus Warming upWarming up 14.1 Taking a guest to dinner14.1 Taking a guest to dinner 14.2 Making invitations14.2 Making invitations 14.3 Describing Food14.3 Describing Food Sum-upSum-up

ObjectivesObjectives

When the learners finish learning this unit, When the learners finish learning this unit, they should be able to they should be able to

be aware of cultural differences in the arbe aware of cultural differences in the area of hospitality and invitations ea of hospitality and invitations

make invitations make invitations accept or decline invitations accept or decline invitations

FocusFocus

Make and accept or decline Make and accept or decline invitations on phone invitations on phone

Write an invitation letter Write an invitation letter

Warming upWarming up

Mike Chan, the Managing Director of youMike Chan, the Managing Director of your company’s largest client, is flying to r company’s largest client, is flying to Wuhan tomorrow. He will stay here this Wuhan tomorrow. He will stay here this weekend. You are asked to arrange the eweekend. You are asked to arrange the entertainment. ntertainment.

How will you entertain him? (a meal at aHow will you entertain him? (a meal at an expensive restaurant, a sightseeing ton expensive restaurant, a sightseeing tour of the city) .ur of the city) .

How will you entertain him if you know he How will you entertain him if you know he is a good golf player? is a good golf player?

(a round of golf) (a round of golf)

he is a Beijing opera fun ?he is a Beijing opera fun ? (an evening at the theatre)(an evening at the theatre)

he used to be a member of a football he used to be a member of a football team? team?

(a visit to a sports event) (a visit to a sports event)

his wife is with him on this trip ?his wife is with him on this trip ? (a shopping trip) .(a shopping trip) .

On board: have lunch or dinner, play spoOn board: have lunch or dinner, play sports, visit the city, watch a match, go to thrts, visit the city, watch a match, go to the theatre, go to the bar, go shopping, go e theatre, go to the bar, go shopping, go to Karaoketo Karaoke

There are many ways of entertaining There are many ways of entertaining your guests. Which is the best choice? your guests. Which is the best choice? (It depends on who your guest is, how (It depends on who your guest is, how old he is, what hobby he has, which old he is, what hobby he has, which country he is from, etc.) Among the country he is from, etc.) Among the social events listed above, which is the social events listed above, which is the most commonly-used? (having lunch or most commonly-used? (having lunch or dinner with a business associatedinner with a business associate

14.1 Taking a guest to 14.1 Taking a guest to dinnerdinner

A. SpeakingA. Speaking

1. Read the advertisement on Page 66. 1. Read the advertisement on Page 66.

Q1: Where are the people?Q1: Where are the people?

Q2: What relationship is between Q2: What relationship is between them? them?

Suggested answer:Suggested answer:

Phto 1: Two colleagues have been invitPhto 1: Two colleagues have been invited to someone’s home.ed to someone’s home.

Phto 2: Colleagues are at buffet.Phto 2: Colleagues are at buffet.

Phto 3: Business partners are in thPhto 3: Business partners are in the cafeteria or restaurante cafeteria or restaurant

B. DiscussionB. Discussion

1. Read the four extracts about social 1. Read the four extracts about social customs in different countries. customs in different countries.

2. Discuss on what the social customs was 2. Discuss on what the social customs was like in China?like in China?

Q1:Do we Chinese often invite guests to Q1:Do we Chinese often invite guests to our home? our home?

Q2:Do we invite the wife of the guest to Q2:Do we invite the wife of the guest to dinner? dinner?

Q3:Will it be impolite if we discuss Q3:Will it be impolite if we discuss business at lunch? business at lunch?

Q4:Does businesswomen have to deal with Q4:Does businesswomen have to deal with the prejudices when entertaining male the prejudices when entertaining male business partners?business partners?

C. ReadingC. Reading 1. Students look at the statements 1. Students look at the statements

and mark whether they think they are and mark whether they think they are true or false. true or false.

2. Have a class discussion—learners 2. Have a class discussion—learners give short reasons for their opinions.give short reasons for their opinions.

3. Students read the text and 3. Students read the text and compare their answers with the compare their answers with the information in the article. (mark information in the article. (mark where in the text they found their where in the text they found their answers. )answers. )

Suggested answer:Suggested answer:

1) T 1) T

2) T 2) T

3) F 3) F

4) T 4) T

5) T 5) T

6) F6) F

14.2 Making invitations14.2 Making invitations A. Presentation and ListeningA. Presentation and Listening 1. Before listening, ask students 1. Before listening, ask students some questions: some questions:

Q1: If you want to invite one of your Q1: If you want to invite one of your customer to lunch, how will you do? customer to lunch, how will you do?

(make a phone call) (make a phone call)

Q2: What will you say on the phone?Q2: What will you say on the phone?

2. Elicit the situation: Graciela Perez 2. Elicit the situation: Graciela Perez wants to invite Victor Bonillo to wants to invite Victor Bonillo to lunch. Learners will hear two lunch. Learners will hear two versions of the telephone call. Which versions of the telephone call. Which one is more polite and friendly?one is more polite and friendly?

3. Play the 1st version.3. Play the 1st version.

4. Where do they arrange to meet? 4. Where do they arrange to meet?

(Atlas Restaurant)(Atlas Restaurant)

5. When ? 5. When ?

(at 12:30 on Thursday)(at 12:30 on Thursday)

6. Is the invitation polite? 6. Is the invitation polite? (No.)(No.) On board:I want to…On board:I want to… When?When?

7. How to improve the dialogue? 7. How to improve the dialogue? On board:I want to -----I’d like to discusOn board:I want to -----I’d like to discus

s…Would you like to…?s…Would you like to…? When? ------- That sounds nice. When exaWhen? ------- That sounds nice. When exa

ctly?ctly?

8. Play the 2nd version.8. Play the 2nd version.

9. Which version is more polite?9. Which version is more polite?

10. What make this version more polite? 10. What make this version more polite?

(not only the language but also the (not only the language but also the intonation)intonation)

11. Listen again. Learners make notes of 11. Listen again. Learners make notes of any expressions that made this version any expressions that made this version more polite.more polite.

12. Learners individually speak out. Tutor 12. Learners individually speak out. Tutor writes on board. writes on board.

On board: That’s very kind of you, but I’m On board: That’s very kind of you, but I’m afraid…afraid…

B. Language focusB. Language focus

1. Students study the examples in the box.1. Students study the examples in the box.

2. Students work in pairs, and practise the co2. Students work in pairs, and practise the conversation by following the flow chart.nversation by following the flow chart.

3. Students change roles and practise again. 3. Students change roles and practise again.

C. SpeakingC. Speaking

1. Divide the class into two groups. In pairs 1. Divide the class into two groups. In pairs (A+A, B+B), learners look at the diaries and (A+A, B+B), learners look at the diaries and fill in the appointments. Make sure they fill in the appointments. Make sure they don’t have more than one appointment per don’t have more than one appointment per day.day.

2. Re-group the pairs (A+B) and get them to 2. Re-group the pairs (A+B) and get them to arrange a meeting. Each learner will arrange a meeting. Each learner will arrange a meeting with at least 2 persons.arrange a meeting with at least 2 persons.

3. Students demonstration. (2 pairs)3. Students demonstration. (2 pairs)

D. WritingD. Writing

This activity consolidates the function and ruleThis activity consolidates the function and rules of poleteness. Learners practise writing a les of poleteness. Learners practise writing a letter thanking someone for an invitation but dtter thanking someone for an invitation but declining it. eclining it.

1. Read the letter and answer the 1. Read the letter and answer the questions:questions:

Q1: What had she arranged with him? Q1: What had she arranged with him?

(She had arranged to meet Mr. Estrada on (She had arranged to meet Mr. Estrada on 10 October at the fair in Miami.)10 October at the fair in Miami.)

Q2: What kind of letter is it? Q2: What kind of letter is it?

(an invitation)(an invitation)

Q3: Why doesn’t the writer make a phone Q3: Why doesn’t the writer make a phone call?call?

(It’s for the company’s reception at Omni (It’s for the company’s reception at Omni Hotel. It’s very formal)Hotel. It’s very formal)

Q4: What information should be included Q4: What information should be included in an invitation? in an invitation?

(purpose, event, time, place)(purpose, event, time, place)

2. How to write a declining letter? 2. How to write a declining letter?

Q1: What information should be included Q1: What information should be included in a declining letter? in a declining letter?

(thanking for the invitation, declining (thanking for the invitation, declining invitation, reason, closing remarks)invitation, reason, closing remarks)

Q2: What might be the reasons why Ms Q2: What might be the reasons why Ms Perez cannot accept the invitation? Perez cannot accept the invitation?

(already have a previous engagement)(already have a previous engagement)

Suggested answer: Suggested answer: Dear Mr. EstradaThank you for you letter of 12 Dear Mr. EstradaThank you for you letter of 12

August. I am afraid that I will not be able to aAugust. I am afraid that I will not be able to attend the reception on 11 October as I alreadttend the reception on 11 October as I already have a previous engagement.I look forward y have a previous engagement.I look forward to seeing you in Miami.Yours sincerelyG. Pereto seeing you in Miami.Yours sincerelyG. Perezz

14.3 Describing Food14.3 Describing Food

A. VocabularyA. Vocabulary

1. Match the words in the box to the 1. Match the words in the box to the pictures. pictures.

2. Check the answer2. Check the answer

Suggested answer: Suggested answer:

1) soup 6) pasta1) soup 6) pasta

2) mushrooms 7) strawberries2) mushrooms 7) strawberries

3) chicken 8) beans3) chicken 8) beans

4) melon 9) fish4) melon 9) fish

5) Beef 10) bananas5) Beef 10) bananas

Suggested answer:Suggested answer:

11) aubergine11) aubergine

12) lamb12) lamb

13) ice cream 13) ice cream

14) avocado 14) avocado

15) Prawns15) Prawns

16) rice16) rice

3. When do you normally eat these 3. When do you normally eat these foods? foods?

As part of:As part of:

--a starter?--a starter?

--a main course? --a main course?

--a dessert?--a dessert?

B. ListeningB. Listening

1. Play the recording. Learners match the 1. Play the recording. Learners match the dishes to the descriptionsdishes to the descriptions

2. Check the answer2. Check the answer

Suggested answer:Suggested answer:

1) b1) b

2) c2) c

3) d3) d

4) a4) a

C Language focusC Language focus

1. Learners study the expressions and work 1. Learners study the expressions and work out a description of a dishout a description of a dish

2. Tutor write on board the information which s2. Tutor write on board the information which should be provided to describe a dish.hould be provided to describe a dish.

On board: On board: What are the main materials? What are the main materials? (pork, beef, lamb, chicken, vegetable, flour, eg(pork, beef, lamb, chicken, vegetable, flour, eg

g, shrimp, fruit, fish)g, shrimp, fruit, fish) What are they?What are they? (onion, ginger, garlic, chili, sauce, soyal-sauce, v(onion, ginger, garlic, chili, sauce, soyal-sauce, v

iningar)iningar)

How is it cooked? How is it cooked? (fry, stir-fry, deep-fry, steam, stew)(fry, stir-fry, deep-fry, steam, stew)

How does it taste? How does it taste? (hot, sour and sweet, delicious, tender)(hot, sour and sweet, delicious, tender)

3. Learners write down the desciption of 3. Learners write down the desciption of one dish.one dish.

4. Learners read their description in gro4. Learners read their description in group and the members of the group guess up and the members of the group guess what dish it is.what dish it is.

5. Presentation in class. 5. Presentation in class. (3 learners)(3 learners)

D. D. SpeakingSpeaking

1.Group work: each group plans a menu 1.Group work: each group plans a menu using dishes that a foreigner would not kusing dishes that a foreigner would not know and practise how to explain each dinow and practise how to explain each dish.sh.

2.Re-group the learners: they can explai2.Re-group the learners: they can explain their menu to someone from a differenn their menu to someone from a different group.t group.

Sum-up Sum-up

In this unit, we learnt:In this unit, we learnt:

1. the cultural differences in the area of 1. the cultural differences in the area of hospitality and invitations.hospitality and invitations.

2.How to make an invitation.2.How to make an invitation.

3. How to write a declining letter.3. How to write a declining letter.

4. How to describe dishes. 4. How to describe dishes.