1. Unit 14 Entertaining

2. Objectives Objectives Objectives Focus Focus Focus Warming up Warming up Warming up Warming up 14.1 Taking a guest to dinner 14.1 Taking a guest to dinner 14.1 Taking a guest to dinner 14.1 Taking a guest to dinner 14.2 Making invitations 14.2 Making invitations 14.2 Making invitations 14.2 Making invitations 14.3 Describing Food 14.3 Describing Food 14.3 Describing Food 14.3 Describing Food Sum-up Sum-up Sum-up

3. Objectives When the learners finish learning this unit, they should be able to be aware of cultural differences in the area of hospitality and invitations be aware of cultural differences in the area of hospitality and invitations make invitations make invitations accept or decline invitations accept or decline invitations

4. Focus Make and accept or decline invitations on phone Make and accept or decline invitations on phone Write an invitation letter Write an invitation letter

5. Warming up Mike Chan, the Managing Director of your company ’ s largest client, is flying to Wuhan tomorrow. He will stay here this weekend. You are asked to arrange the entertainment. Mike Chan, the Managing Director of your company ’ s largest client, is flying to Wuhan tomorrow. He will stay here this weekend. You are asked to arrange the entertainment. How will you entertain him? (a meal at an expensive restaurant, a sightseeing tour of the city). How will you entertain him? (a meal at an expensive restaurant, a sightseeing tour of the city).

6. How will you entertain him if you know he is a good golf player? How will you entertain him if you know he 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 team? he used to be a member of a football 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).

7. On board: have lunch or dinner, play sports, visit the city, watch a match, go to the theatre, go to the bar, go shopping, go to Karaoke On board: have lunch or dinner, play sports, visit the city, watch a match, go to the theatre, go to the bar, go shopping, go to Karaoke

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

9. 14.1 Taking a guest to dinner A. Speaking 1. Read the advertisement on Page 66.

10. Q1: Where are the people? Q1: Where are the people? Q2: What relationship is between them? Q2: What relationship is between them?

11. Suggested answer: Suggested answer: Phto 1: Two colleagues have been invited to someone ’ s home. Phto 1: Two colleagues have been invited to someone ’ s home. Phto 2: Colleagues are at buffet. Phto 2: Colleagues are at buffet. Phto 3: Business partners are in the cafeteria or restaurant Phto 3: Business partners are in the cafeteria or restaurant

12. B. Discussion B. Discussion 1. Read the four extracts about social customs in different countries. 1. Read the four extracts about social customs in different countries. 2. Discuss on what the social customs was like in China? 2. Discuss on what the social customs was like in China?

13. Q1:Do we Chinese often invite guests to our home? Q1:Do we Chinese often invite guests to our home? Q2:Do we invite the wife of the guest to dinner? Q2:Do we invite the wife of the guest to dinner? Q3:Will it be impolite if we discuss business at lunch? Q3:Will it be impolite if we discuss business at lunch? Q4:Does businesswomen have to deal with the prejudices when entertaining male business partners? Q4:Does businesswomen have to deal with the prejudices when entertaining male business partners?

14. C. Reading C. Reading 1. Students look at the statements and mark whether they think they are true or false. 1. Students look at the statements and mark whether they think they are true or false. 2. Have a class discussion — learners give short reasons for their opinions. 2. Have a class discussion — learners give short reasons for their opinions. 3. Students read the text and compare their answers with the information in the article. (mark where in the text they found their answers. ) 3. Students read the text and compare their answers with the information in the article. (mark where in the text they found their answers. )

15. Suggested answer: 1) T 1) T 2) T 2) T 3) F 3) F 4) T 4) T 5) T 5) T 6) F 6) F

16. 14.2 Making invitations A. 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 customer to lunch, how will you do? Q1: If you want to invite one of your 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?

17. 2. Elicit the situation: Graciela Perez wants to invite Victor Bonillo to lunch. Learners will hear two versions of the telephone call. Which one is more polite and friendly? 3. Play the 1st version.

18. 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)

19. 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 discuss … Would you like to … ? On board:I want to -----I ’ d like to discuss … Would you like to … ? When? ------- That sounds nice. When exactly? When? ------- That sounds nice. When exactly?

20. 8. Play the 2nd version. 8. Play the 2nd version. 9. Which version is more polite? 9. Which version is more polite?

21. 10. What make this version more polite? 10. What make this version more polite? (not only the language but also the intonation) (not only the language but also the intonation) 11. Listen again. Learners make notes of any expressions that made this version more polite. 11. Listen again. Learners make notes of any expressions that made this version more polite. 12. Learners individually speak out. Tutor writes on board. 12. Learners individually speak out. Tutor writes on board. On board: That ’ s very kind of you, but I ’ m afraid … On board: That ’ s very kind of you, but I ’ m afraid …

22. B. Language focus B. 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 conversation by following the flow chart. 2. Students work in pairs, and practise the conversation by following the flow chart. 3. Students change roles and practise again. 3. Students change roles and practise again.

23. C. Speaking C. Speaking 1. Divide the class into two groups. In pairs (A+A, B+B), learners look at the diaries and fill in the appointments. Make sure they don ’ t have more than one appointment per day. 1. Divide the class into two groups. In pairs (A+A, B+B), learners look at the diaries and fill in the appointments. Make sure they don ’ t have more than one appointment per day. 2. Re-group the pairs (A+B) and get them to arrange a meeting. Each learner will arrange a meeting with at least 2 persons. 2. Re-group the pairs (A+B) and get them to arrange a meeting. Each learner will arrange a meeting with at least 2 persons. 3. Students demonstration. (2 pairs) 3. Students demonstration. (2 pairs)

24. D. Writing D. Writing This activity consolidates the function and rules of poleteness. Learners practise writing a letter thanking someone for an invitation but declining it. This activity consolidates the function and rules of poleteness. Learners practise writing a letter thanking someone for an invitation but declining it.

25. 1. Read the letter and answer the questions: 1. Read the letter and answer the questions: Q1: What had she arranged with him? Q1: What had she arranged with him? (She had arranged to meet Mr. Estrada on 10 October at the fair in Miami.) (She had arranged to meet Mr. Estrada on 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)

26. Q3: Why doesn ’ t the writer make a phone call? Q3: Why doesn ’ t the writer make a phone call? (It ’ s for the company ’ s reception at Omni Hotel. It ’ s very formal) (It ’ s for the company ’ s reception at Omni Hotel. It ’ s very formal) Q4: What information should be included in an invitation? Q4: What information should be included in an invitation? (purpose, event, time, place) (purpose, event, time, place)

27. 2. How to write a declining letter? Q1: What information should be included in a declining letter? Q1: What information should be included in a declining letter? (thanking for the invitation, declining invitation, reason, closing remarks) (thanking for the invitation, declining invitation, reason, closing remarks) Q2: What might be the reasons why Ms Perez cannot accept the invitation? Q2: What might be the reasons why Ms Perez cannot accept the invitation? (already have a previous engagement) (already have a previous engagement)

28. Suggested answer: Dear Mr. EstradaThank you for you letter of 12 August. I am afraid that I will not be able to attend the reception on 11 October as I already have a previous engagement.I look forward to seeing you in Miami.Yours sincerelyG. Perez Dear Mr. EstradaThank you for you letter of 12 August. I am afraid that I will not be able to attend the reception on 11 October as I already have a previous engagement.I look forward to seeing you in Miami.Yours sincerelyG. Perez

29. 14.3 Describing Food A. Vocabulary 1. Match the words in the box to the pictures. 1. Match the words in the box to the pictures. 2. Check the answer 2. Check the answer

30. Suggested answer: 1) soup 6) pasta 2) mushrooms 7) strawberries 3) chicken 8) beans 4) melon 9) fish 5) Beef 10) bananas

31. Suggested answer: 11) aubergine 12) lamb 13) ice cream 14) avocado 15) Prawns 16) rice

32. 3. When do you normally eat these foods? As part of: As part of: --a starter? --a starter? --a main course? --a main course? --a dessert? --a dessert?

33. B. Listening B. Listening 1. Play the recording. Learners match the dishes to the descriptions 1. Play the recording. Learners match the dishes to the descriptions 2. Check the answer 2. Check the answer

34. Suggested answer: 1) b 1) b 2) c 2) c 3) d 3) d 4) a 4) a

35. C Language focus 1. Learners study the expressions and work out a description of a dish

36. 2. Tutor write on board the information which should be provided to describe a dish. 2. Tutor write on board the information which should 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, egg, shrimp, fruit, fish) (pork, beef, lamb, chicken, vegetable, flour, egg, shrimp, fruit, fish) What are they? What are they? (onion, ginger, garlic, chili, sauce, soyal-sauce, viningar) (onion, ginger, garlic, chili, sauce, soyal-sauce, viningar)

37. How is it cooked? How is it cooked? (fry, stir-fry, deep-fry, steam, stew) How does it taste? How does it taste? (hot, sour and sweet, delicious, tender)

38. 3. Learners write down the desciption of one dish. 3. Learners write down the desciption of one dish. 4. Learners read their description in group and the members of the group guess what dish it is. 4. Learners read their description in group and the members of the group guess what dish it is. 5. Presentation in class. 5. Presentation in class. (3 learners) (3 learners)

39. D. Speaking D. Speaking 1.Group work: each group plans a menu using dishes that a foreigner would not know and practise how to explain each dish. 1.Group work: each group plans a menu using dishes that a foreigner would not know and practise how to explain each dish. 2.Re-group the learners: they can explain their menu to someone from a different group. 2.Re-group the learners: they can explain their menu to someone from a different group.

40. Sum-up In this unit, we learnt: In this unit, we learnt: 1. the cultural differences in the area of hospitality and invitations. 1. the cultural differences in the area of 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.