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Unit 14 Entertaining

Unit 14 Entertaining. Objectives Focus Warming up 14.1 Taking a guest to dinner 14.2 Making invitations 14.3 Describing Food Sum-up. Objectives. When the learners finish learning this unit, they should be able to

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Unit 14 Entertaining

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  1. Unit 14 Entertaining

  2. Objectives • Focus • Warming up • 14.1 Taking a guest to dinner • 14.2 Making invitations • 14.3 Describing Food • 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 • make invitations • accept or decline invitations 返回

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

  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. • 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? (a round of golf) • he is a Beijing opera fun ? (an evening at the theatre) • he used to be a member of a football team? (a visit to a sports event) • his wife is with him on this 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

  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

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

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

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

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

  13. Q1:Do we Chinese often invite guests to our home? • Q2:Do we invite the wife of the guest to dinner? • 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?

  14. C. Reading • 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. • 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 • 2) T • 3) F • 4) T • 5) T • 6) F 返回

  16. 14.2 Making invitations A. Presentation and Listening 1. Before listening, ask students some questions: • Q1: If you want to invite one of your customer to lunch, how will you do? (make a phone call) • 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? (Atlas Restaurant) • 5. When ? (at 12:30 on Thursday)

  19. 6. Is the invitation polite? (No.) On board:I want to… When? • 7. How to improve the dialogue? On board:I want to -----I’d like to discuss…Would you like to…? When? ------- That sounds nice. When exactly?

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

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

  22. B. Language focus • 1. Students study the examples in the box. • 2. Students work in pairs, and practise the conversation by following the flow chart. • 3. Students change roles and practise again.

  23. 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. • 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)

  24. D. Writing 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: • Q1: What had she arranged with him? (She had arranged to meet Mr. Estrada on 10 October at the fair in Miami.) • Q2: What kind of letter is it? (an invitation)

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

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

  29. 14.3 Describing Food A. Vocabulary • 1. Match the words in the box to the pictures. • 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: --a starter? --a main course? --a dessert?

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

  34. Suggested answer: 1) b 2) c 3) d 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. On board: • What are the main materials? (pork, beef, lamb, chicken, vegetable, flour, egg, shrimp, fruit, fish) • What are they? (onion, ginger, garlic, chili, sauce, soyal-sauce, viningar)

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

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

  39. 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. • 2.Re-group the learners: they can explain their menu to someone from a different group. 返回

  40. Sum-up In this unit, we learnt: • 1. the cultural differences in the area of hospitality and invitations. • 2.How to make an invitation. • 3. How to write a declining letter. • 4. How to describe dishes. 返回

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