Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Download
Standard view
Full view
of .
Look up keyword or section
Like this
2Activity
0 of .
Results for:
No results containing your search query
P. 1
Book for hotel industry - Highly Recommended New Edition Teacher's Book

Book for hotel industry - Highly Recommended New Edition Teacher's Book

Ratings: (0)|Views: 233|Likes:
Published by Nga
Useful your your working
Useful your your working

More info:

Published by: Nga on Aug 03, 2012
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

05/13/2014

pdf

text

original

 
OXFORD
TrishStott
&
RodRevell
~.NewEdition
TEACHER'SBOOK
Highly
Recommended
Englishforthehotelandcateringindustry
 
Introduction
Aims
ofthe
course
HighlyRecommended
isdesignedtoimprovethejob-relatedEnglishofpeoplewhoaretrainingfor,orwhohavealreadystarted,careersinthehotelandcateringindustry.Thefunctionalaspectsofthecoursedescribetheworkroutinesofreceptionists,porters,roomattendants,waiters,waitresses,andbarandkitchenstaff.ThecoursecoversavarietyofsituationswhereemployeeshavetouseEnglishwithbothcustomersandothermembersofstaff.Thecourseisintendedforstudentsstartingatthepost-elementaryleveloflanguagebutthematerialcanbeeasilyadaptedforclassesofmixed-ability,Seebelowforsuggestionsonhowtodothis.
Structure
ofthe
course
ThecourseconsistsofaStudent'sBook,Teacher'sBook,Workbook,andlisteningmaterial.TheStudent'sBookconsistsoftwenty-eightunitswhichtakethestudentthroughanumberofhotelandrestaurantsituationsandfunctions,beginningwithphoneenquiriesandreservationsthroughtopaymentsandqueries.Thefinaltwounitsdealwithaspectsofjobapplicationsandinterviews.Inadditiontothefunctionalfocus,eachunitidentifiesavocabularyareaandparticularlanguagepointsforstudy.FunctionsandstructuresaresummarizedintheContentschartintheStudent'sBook,alsoreproducedhereonpages4-5.Thefunctionallanguageoftheunitissummarizedundertheunittitle.Somestudentsmayalreadybefamiliarwiththesephrases.Theteachercanreturntothemattheendoftheunittocheckthatobjectiveshavebeenachieved.Theyarealsousefulforaquickrecyclingoflanguagefrompreviouslycompletedunits.RevisionsuggestionsaregivenatthebeginningofeachunitoftheTeacher'sBook.Atleast5-10minutes'revisionisrecommendedforeach90-minutelesson.Givingyourstudentsadequaterevisiontimeisalsoparticularlyimportantifthelevelofyourclassismixed-ability.Theratioofstrongtoweakstudentswilldetermineexactlywhereyouchoosetopitchthematerial.Havingamixed-abilityclassmeanstherewillalsobeproblemssuchasclassroommanagementandlackofmotivation.Herearesomesuggestionsforresolvingtheseproblemswithweakerstudents:
2
Introduction
encourageweakerandstrongerstudentstoworktogetherallowweakerstudentsmore'rehearsaltime'beforespeakingactivitiesallowweakerstudentstousetheirfirstlanguagemoreoftenbuildinmorewritingstagesbeforespeakingactivitiesallocate'lowpressure'rolestoweakerstudents.Forexample,
secretary
(tocollectideas)or
scribe
(towriteresultsofadiscussionontheboard).Herearesomesuggestionsforstrongerstudents:givestrongerstudentsashortertimelimittocompleteexercisesandactivitiesinsistoneffectivepronunciationandintonationfromstrongerstudentsduringspeakingactivitieschallengestrongerstudentswithextravocabularyordifferentpartsofspeechhaveextraexercisesreadyforfastfinishersgivestrongerstudentsextendeddictionaryskillsworkallocate'highpressure'rolestostrongerstudents.Forexample,
organizer
(inanactivity)or
chairperson
(inadiscussion).Eachunitisdividedintothefollowingsections:
Starter
Thisisintendedasawarm-uptoeachunit.Theactivityusuallyrelatestothephotographorpictureatthebeginningofeachunitandgivesweakerstudentsachancetoparticipatebycontributinginformationintheirfirstlanguage,whichcanthenbetaughtinEnglishifappropriate.Thissectionisanopportunityfortheteachertogetstudents'attentionandenthusiasmbypersonalizingthematerial,andencouragingthemtocontributefromtheirownknowledgeandexperience.
Listening
Thisisadialogueorseriesofdialoguesonthethemeindicatedbythetitleoftheunit.SomeoftheListeningsectionscontainspecialistvocabularyandsoarequitedemanding.Itisimportant,therefore,topreparestudentswellbeforetheylisten.Pre-teachunfamiliarvocabularyandpractisethepronunciationofitemsthatstudentswillhavetorecognizeinordertocompletethetasks.Theywilloftenneedtolistentotherecordingmorethanonceinordertocompleteatask.Answerstothetasksaregivenintheteachingnotesattherelevant
 
point.ThefinalactivityofeachoftheseListeningsectionsisforstudentstopractisethedialoguesinpairs,usingtheListeningscriptsatthebackoftheirbooks.
Languagestudy
Expressionstolearnbeginsthissection,andisalistofusefulexpressionsfromthefirstListening.Asaresult,youmaywishtoaskstudentstocoverthisboxwhiletheyaredoingtheprecedinglisteningexercises.MostunfamiliarvocabularywillbefoundintheWordlistatthebackoftheStudent'sBookinFrench,German,Italian,Spanish,andJapanese.Theexpressionsarealsolabelledtoindicatewhethertheyareusuallyspokenbycustomersorstaff,orinUnits27and28,theapplicantorinterviewer.Newwordstouseisanalphabeticallistofthenewwordsintheunit.ThesewordsarealltranslatedintheWordlist.Youwillalsowanttodrawstudents'attentiontotheUsefulvocabularyonpage110,whichfeaturesfoodgroups,ordinalnumbers,andatelephonealphabet.ThesectionconcludeswithStructurestopractise,whichintroducesandpractisespointsofgrammarorasignificantlanguageareaalreadymetintheListeningsection.ThereareusefulsupplementarynotesandexercisesintheLanguagereviewsectionatthebackoftheStudent'sBook.Thesecanbedoneaswrittenworkinclass,orgivenashomeworkbutanswersshouldbereadaloudbystudentsaroundtheclass.Theteachershouldcheckbothpronunciationandintonation.Inaddition,thereisalistofIrregularverbsonpageIIIoftheStudent'sBook.
ThesecondListening
Thisexpandsthethemeoftheunitandprovidesfurtherlisteningpractice.Formoreguidance,seethenotestoListeningabove.
Activity
Thisconsistsofimprovisations,role-plays,andinformationgapactivitiesbasedonthevocabularyandstructurescontainedintheunit.Inthecaseofimprovisationsandrole-plays,StudentA'sinformationisusuallyintheunit;StudentB'sinformationisusuallyatthebackoftheStudent'sBook.Theactivitiesaredesignedtoprovidefluencypractice.Therefore,studentsshouldnotwritethedialoguesbeforehand.Mostactivitiescanbesetupinasimilarway:Askstudentstoformpairsorgroupsandtellthemtolookattherelevantinformation.Whereappropriate,makesuretheydonotlookateachother'sinformation.Modelimportantandusefulphrasesandaskstudentstorepeatthemchorallyandindividually.Checkpronunciationandintonation.WhilestudentsaredoingtheActivity,goaroundtheclass,checkingandgivinghelpwherenecessary.Makeanoteofanymistakes,particularlyinlanguagealreadylearnt,andwritetheseontheboardafterwardsforstudentstocorrect.Finally,youcouldaskpairsorgroupsofstudentstoperforminfrontoftheclass.
Morewordstouse
Theselistsofwordscompleteorextendwordgroupsalreadylearntintheunit.Theystimulateandencouragestudentstoexpandtheirvocabularyinrelatedtopicareas.Exceptforwordgroupslikenumbers,daysoftheweek,andmonths,thesewordsalsoappearintheWordlist.TheHelpyourselfsection(pages
92-6)
shouldbeusedasrevisionandpersonalizationattheendofthecourse.ThereisnoAnswerkeyforthissection,butstudentsshouldbeencouragedtoreviseusefullanguagefortheirownparticularsituations.
Introduction3

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->