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W AnneBaude
Montserrat
lgtesias
Annalfresta
Contents
lntroduction iv
U n i t1 Hello! 1
Unit2 Anewjob 5
Unit3 TheCasablanca 10
Unit 4 Reservations 15
Review
1 20

Unit5 Welcome! 2T
Uni6t A d ri n k? 26
Unit7 Cocktails 32
UnitI Recipes 36
Review
2 4T

Unit9 Here's the menu 42

Unit10 Thechefrecommends 46
U n i t1 1 C o mp l a i nts 53
U n i t1 2 T h eb i l l ,p lease 58
Review
3 63

Photocopiable
resources
 fntroduction
The Readyto Orderteacher'sbook is an essentialguide
to dialogueand answerthe comprehension
questionsprinted
the coursebookand the workbook.
lt providesthe teacher on the page.
with unit-by-unit
supportto optimisethe coursebook and
workbookresources With moreadvancedstudents,you may want to write
the
questions on the blackboard and ask them
Each Readyto Orderteacher'sbook unit provides: to listen and
then answerthem withoutopeningtheir coursebooks.
o objectives of the unit With lessadvancedstudents,you may ask them to
r background read
information and context the dialogueas they listento it. Depending
o step-by-step on level,they
explanation of the teachingsequence can then eitherclosetheirbooksand answerthe
o tips and noteson grammatical, lexical,culturaland questions on the brackboard or do the exercise with books
methodological items,includingexplanation of culinary open,readingthe dialogue againin orderto answerthe
termsand concepts questions.Althoughthe lattermay be a necessary
. a keyto all the exercises way of
in the coursebook buildingstudents'confidence,it effectively turns
o alternative the
activitiesfor mixedabilitygroups exercise into readingpractice.In this casethe exercise
. follow-upideasto expandand consolidate
the language shouldbe repeated at a laterdateas a properlistening
learnedin the coursebook task with booksclosed.
. photocopiable materialnecessary for someof the
activities Withdialogues not printedin the coursebook unit,
o cross-references students may need to read the tapescriptsat the end of
to other units in the coursebook,
workbook, the coursebook (pages100-103) while listeningin
grammarreference section,list of irregular order
verbsand conversion to do the exercise.
tables
r extrareviewexercises
Speaking
Theaim of the speaking exercises is to promotereal_life
Skills language production. Contextualised role_plays,
The situationshighlightedin Readyto Orderreflect simulations and presentations are usedto engage the
students'communicative needsin their professional studentsin purposefuloral interaction,rangingfrom
lives, very
puttingspecialemphasison listeningand speaking. controlledinformation gap activitiesto freeproduction. As
the lastexercise in eachsection,the oralexerctse
recyclesand practises the languagepresented in the unit.
Listening The printeddialoguescan often be usedas support
for
Mostof the sectionsin the unitsstartwith a listening the role-play tasks.
comprehension exercise. Usuallya dialogue, this Mostof the exercises are pair-or groupworkrn orderto
introduces the language that will be developed furtheron encourage collaborative workand maximise students,
in the unit. In the majorityof units,the tapescriptis
exposure to oral language productionand reception.
printedin the coursebook, givingsupportto lessadvanced One
of the keyaspectsthe teachershouldemphasise is
studentsand flexibilityto the teacher.Anytapescripts the
not rmportance of soundingpoliteand enthusiastic,
printedwithina unit can be foundon pages100_103 as
of requiredin professional practice.In a professional
the coursebook.
envrronment intonationis everybit as important as
The comprehension exercise can be deartwith differenflv grammatical accuracy.
according to the reverand abirityof the students.Speciflc
t i p s a r eg i v e ni n t h e ' m i x e da b i l i t y b' o x e so n h o wt o a d a p t
Reading
the materialto studentsof varyingability.However, the
generatapproachis to askstudentsto listento Someunitsopenwith readingratherthanlistening
the
comprehension. Theselectedtextsareappropriate for the

tv

-
 Introduction

students'professional environment:restaurant Vocabulary

advertisements, menusand recipes.Moreover, the printed
Thevocabulary sectionsintroduceand practisemany
dialoguesalsoofferexcellentreadingpracticefor
usefulwordsand expressions for professionals
in the
students.
cateringindustry,Furtherpracticecan be found in the
workbookexercises of the correspondingunit. Readyto
Writíng Order enhancesvocabularyacquisitionth rough:
Writingskillshavebeenconsidered a minorneedfor the . classification exercisessuchas wordwebs,ranking,
cateringprofession.Althoughinteractionwith guestsis to etc.
be donein English,studentswill probablyusetheir . pronunciation exercisessuchas wordstressand
mothertonguein note-taking.Nevertheless, for the sake m i n i m ap
l airs
of language acquisition,
writinghas beenincludedfor o speakingactivitiessuchas memorygamesand
consolidationof the languageusedin oralactivities. informationgap exercises
All keyvocabulary usedin the coursebook is listedin a
glossaryon pages104-1 I 1 of the coursebook. The
Content glossary is organised intothematiccategories and
The coursebook unitsare basedaroundthe staffof the providesspacefor studentsto write a translationfor each
Casablanca Restaurant, a smallrestaurantin the item. lt is designed to becomea personalised dictionary
Hollywood Hotelin London.The storylinefollowsthe as studentsadd translations of the termsin their own
characters as they dealwith typicalsituationsat the language. Eachcategory alsocontainsotheressential
restaurant and as theirfriendshipsdevelop.Eachunit is words,all of whichare practised at the backof the
split intotwo sectionswhichsharean overalltheme. workbook.Any studentworkingthroughboth coursebook
However, eachsectionpresentsfresh languageand and workbook will processand practiseall the 500+
practiceexercises. itemsof essential vocabulary listedin the coursebook
grossary.
Language
ln Readyto Orderyou will find both functionaland Pronunciatíon
grammatical structures.Thefunctionallanguage provides The pronunciationpracticeaimsat increasing self-
studentswith essentialphrases for dealingwith guests, confidence whendealingwith gueststhrougha wide range
and the contextualisedgrammaris relevantfor the of practicalapproaches.Intonation,
rhythmand stressare
students'professionalpractice.Deductive and inductive systemaiicallyhighlightedand practised
as essentialfor
grammarpresentations are usedto raisestudents' conveying the appropriateprofessional
attitudeof
grammatical awareness. Grammaris dealtwith in formality,politeness,
respectand enthusiasm. In addition,
language boxesas well as in language tips, where the dialoguerecordingscan alwaysbe usedas modelsfor
students'attentionis drawnto specificgrammatical pronunciationpractice.
points.Studentsare alwaysdirectedto the relevant, fuller
explanationin the grammarreference sectionon pages
92-99 of the coursebook. After each languagebox, Teachingstrategies
studentspractisethe grammarpointpresented
throughbothcontrolledwrittenexercises and speaking Learnerautonomy
exercisessuchas information gapsand problemsolving. Readyto Orderencourages learnerautonomythrough
Furtherpracticecan be found in the corresponding repeatedreferencesto dictionaries,the glossary,irregular
workbookunit. verblist and grammarreference section.Similarly,
As a complement to the grammarreference section,a list studentsare askedto contributeactivelyto their resources
of relevantirregularverbsis providedat the end of the by providingglossary
translationsin theirown language.
coursebook, whichstudentsare invitedto completewith
translationsof the verbsin their mothertongue.
lntroduction

Míxed ability groups

Readyto Ordercatersfor mixedabilitiesin the classroom
by providingdifferenttypesof exercisesfor different
learningabilitiesand styles.lt alsoprovidesalternative
approaches to exercisesfor moreand lessadvanced
students.This appliesto grammarpractice,vocabulary,
speakingexercises and pronunciation work.The workbook
alsosuppliessupplementary materialfor moreadvanced
students.

Student motivatíon
Readyto Ordermotivatesstudentsby usinga learner
centredfocus on the learningprocess,providingspacefor
autonomous as well as collaborativework(pairwork,
groupwork,peercorrection,etc.). Furthermore, the
suggestionsfor the use of realiaas a supplementto the
coursebook materialdemonstrates to studentsthe
relevancyof the language beinglearned,thus functioning
as a motivatingfactor.
We are sureyou will find Readyto Ordera usefuland fun
sourceof teachingmaterialand a helpfulguidein your
ctassroom.
Enjoyteachingwith Readyto Ordert

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Baude
Anne-Marie

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Annalfresta

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 Hetto!
Section1 Section2
Function/ Topic I n t r o d u c i nygo u r s e l f I n t r o du c in g c o ll e a g u e s
Language A s k i n gf o r a n d g i v i n g T h e v e r bb e
p e r s o n ailn f o r m a t i o n
Vocabulary G r e e tni g sa n d i n t r o d u c t i o n s C o u n t r i easn d n a t i o n a l i t i e s
Numbers Pronunciatiow n :o r ds t r e s s

Objectivesof the unit

a To enablestudentsto introduce
themselves
and others.
a To makestudentsawareof the conventions yourselfand othersin a
of introducing
professional
context.

Arriving at a new workplaceis a key moment.A good deal of informationwill be

extractedfrom the new employee at the sametime as he/she extractsinformation
about the future job and the working environment.A good graspof the language
used in this type of exchangeis essentialin order to project a confident,
professionalimage.
The informationthe new employeewill haveto provideis:
. name
. address
. telephonenumber
' age
o nationality
. profession

When introducingsomebodyto another person,some of the sameinformation

should be provided,with the useof the third personsingular.

one
 O Helo!

Meet the boss Exercise

5
This is an introductory
exercise for exercise6. Beginby
Exercise1 elicitingfrom studentswhattheycan ask someone wnen
Beforelisteningto the dialogue,
elicit previousknowledge they meetthem for the first time in theircountry.Ask
studentsmay haveon the subjectthroughthe warm_up them to workin groupsand to makea list of the thingsit
questions. wouldbe considered politeto ask a newacquaintance.

Exercise
2
Ask studentsto listento the dialogueand to answerthe lnsteadof askingstudentsto write a list of things
comprehension questionsby choosing the correcioption they would ask,encouragethem to performa
from the onesprovided. situationwheretwo peoplemeetfor the first
time and askeachother questionswhich are
consideredpolite.Theymay be askedto introduce
two inappropriatequestionswhichthe group
You may want to write the questionson the mustdistinguishfrom the polite ones.
blackboardand ask studentsto read the dialogue
in their coursebooksas they listen to it for the
first time. More advancedstudentsmay be able to
listen with their books closed.They can then all EGEESomeacceptable
questions
arepresented
in
exercise
6 below.
listena secondtime without looking at their
coursebooksand answer the questiònson the
blackboard. Exercise6
Makesurestudents
understand thewordsin the boxby
asking
themto provide
the relevant
information
about
Afterallowingthem sometime to put their ideasin order, themselves.
Thenaskstudents to complete
theCV.
let them listento the dialogueagainto checkwhetherthe
information they obtainedis correct. q@ 1 Surname 2 Firstname 3 Address
4 Telephoneumber b Age 6 Nationaliry
GElto 2c 3o job
7 Present
Note: Draw students' attention to the mostcommon worcts Note= Drawstudents'attentionto the importanceof using
of greetingand parting (seecutture tip). titles to referto peoplein the workptace.Askthemto find
equivalents
to the tiilesin the tip box.
Exercise
3
Ask studentsto readthe dialogueagainand to matchthe Exercise 7
sentencesto theirfunctions. Nowaskstudentsto matchthe samelabels theyusedin
q@
6 (seewordsin the box)to thequestions.
exercise
1 Goodmorning. 2 Helto. 3 I'm the HeadWaiter.
4 M y n a m e ' sJ a n N o w a k . 5 I ' d l i k et o i n t r o d u cveo ut o
6EE 1 address2 firstname 3 telephone
number
M r G r a n t . 6 T h i si s J a n eN e w m a n . 4 present
job 5 surname
6 age 7 nationalitv

Exercise4 Exercise B
Ask studentsto go backto the dialogueand identifythe Introduce exercisesB to 11 by eliciting
fromstudents the
responses to introductions. objects usedin a restaurant or hotelwheretheyarelikely
to find numbers.Puttheirideastogether onthe
[l!l 1 Pleasedto meetyou. 2 Niceto meeryou. blackboard andaskthemto compare themto the objects
in exercise8. Then,askthemto matchthepictures to the
Note: Draw students' attention to the existenceof different
wordsin thebox.Checktheiranswers and,finally,ask
cultural gesturesrelated to meetingsomeonefor the first
themto saythe numbers on eachof theobjects.Thisis a
time (see culture trp).
gooddiagnostic exercise foryouto checkanydifficulties
students mayhavein thisarea.
2 two
 Hello!

[l[! t sign 2 roomkey 3 creditcard Introduci

ng colleagues
4 restaurant
bookingform 5 restaurant
bil
Exercise1
Exercise9 Beforeaskingstudentsto opentheircoursebooks,
introduce the nextsectionby askingthem whatothertype
Askstudents to listento thewaythe numbers on the page of conversations a newemployeemay havewith the rest
arepronounced andto practise sayingthemafterwards. of the staff.Thentell studentsthat theywill now listen
to
Drawstudents' attention to thedifference
between a d i a l o g uw e h e r eS a m R e i l l yH, e a dC h e fo f t h e
thirteenand thirty. C a s a b l a n cian,t r o d u c eas n e wc o o kt o h i s c o l l e a g u ei ns
t h e k i t c h e nA. s kt h e mt o l i s t e na n dt o c o m p l e t teh e t a b l e
b e l o ww i t ht h e a p p r o p r i a tnea m e sj,o b sa n d n a t i o n a l i t i e s .
Organisestudentsinto two teamsand readout
ten of the numberson the page.Thegroupthat
writesdown all the numberscorrectly
first isthe You may want to write the table on the
winner. blackboardand ask studentsto read the dialogue
in their coursebooksas they listen to it for the
first time. More advancedstudentsmay be able to
Exercise10 listenwith their booksclosed.They can then all
T e l sl t u d e n t sh e yw i l l n o wh e a sr i xt e l e p h o nneu m b e r s . listen a secondtime without looking at their
coursebooks and fill in the table on the
Askthemto listencarefully andto saywhether or notthe
blackboard.
numbers on the page correspond to the numbers they
hear.lf the numbers don'tcorrespond, askstudents to
correct them.Seetapescript (coursebook page100).
IK:IE
Name Job Nationality
GD r y 2oo442BBB467t7r
3 001 262 567381 4 r' 5 0033 33 54038 6 r' S a mR e i l l y H e a dC h e f American
RosaGracia cook S p a ni s h
PeterCole bartender British
Exercise 11 Jan Nowak waiter Polish
Tellstudents thatnowtheyknowhownumbers aresaidin
English, theyarereadyto playbingo.Askthemto choose Note:Drawstudents'attention to the differencebetween
s i xo f t h er o o mk e y so n t h ep a g ea n dt o s h o u t ' B l N G O ! ' good eveningand good night (see 'times of day').
w h e nt h e yh a v eh e a r da l lt h e i rn u m b e rosnt h et a p e S
. ee
tapescript (coursebook page IOO).Thisgamecanbe Language
repeated at anytimewiththeteacher reading outthe
Ask studentsto lookat the sentences in the language box
tapescript in a random order.
a n d t h e nt o u n d e r l i nteh e f o r m so f t h e v e r bb e i n t h e
d i a l o g u eT.h e n ,a s kt h e mt o c o m p l e t e t h e r u l e so f t h e
Exercise12 verbbe. Ask studentsto checktheiranswersin the
Ask studentsto workin pairsand to askeachother grammarreference on page92 of the coursebook.
questionsin orderto makea shortCVabouttheir partner.
Youmaysuggestthat theyfollowthe CVtemplatein f B ln dialogue:is, 'm, 's, 'm, 'm, 's, is,are, 'm, 'm,
'm, 'm, is
e x e r c i s6e a n d u s et h e q u e s t i o nisn e x e r c i s7e a s a g u i d e . Are,
. Withthe presentsimpleof the verbbe, we use
a m/ ' m w i t h /
are/'re with re, you and they
Ask studentsto write a famousperson'simaginary rsl 3 with he, sheand ft
CVwithout mentioninghis/hername,then to To makenegaiivesentences we put not/'nt afterthe
readit aloud.The restof the classmustguess verb.
whoseCVit is.
To makequestions we put the verbbeforethe person.

three
 O Hetto!

Nole=Drawstudents'attentionto the useof the pronoun Exercise

'it' to refer 5
to non-livingthings(seegrammartip).
Tellstudentsthattheywill nowlearnhowvarious
countriesandnationalitiesarepronounced. Askthemto
Exercise 2 classify
the names of thecountriesandnationalitiesin
Askstudents to put the rulestheylearnedin the language the boxaccording to the headings.Explainthe conceptof
boxaboveintopracticeby completing the textwiththe sfressedand unsfressedsyllables.
Explainthatthe large
correctformsof the verbóe. squaresignalsthe placewherestressfallsin the word.
Oncetheyhavefinished,askthemto listento the tape
@!ltare 2 a r e n ' t 3 i s 4 i s b l s 6 i s n ' t 7 i s andto checktheiranswers withthe waytheyhearthe
8 i s 9 i s 1 0 i s 1 1i s 1 2 i s names of thecountriesandnationalities
pronounced.
Thenaskthemto practise sayingthe words.
Exercise
3
[l!l I Dutcn,France, Spain,Greece
Tellstudents
thattheywill nowdo thesameas in 2 British,lreland,Russian, Belgium 3 Japan,Chinese
exercise
2, but thatthe texttheywill complete
will tell 4 Portugal, ltaly 5 ltalian 6 portuguese7 American
themabouttwofamouspeople.

$$tis 2is 3is 4are 5are 6Are Exercise

6
Tellstudents thatnowthattheyarefamiliarwith
Exercise 4 introducing themselves andbeingintroduced to
colleagues, it shouldbeveryeasyfor themto act out
Introducethis exercise
by askingonestudentwhatthe thissituation. Tellstudents
theywill be provided
with
typicaldrinkanddishis in his/hercountry.
Nowask cardsanda questionnaire (photocopiableresource
studentsto havea lookat the foodanddrinkillustrated pages64-65).
Askthemto go aroundthe class
on the page.Askthemto matchthemto the appropriate introducing
themselves andcompleting thequestionnaire
countriesas representedby the flags. in orderto findoutwhois who.

[l$ I AlisonWright 2 Stavros Rastapoulos

I P a e l l ias a S p a n i sdhi s h . 3 Smetana lvanova 4 PetraSchroeder5 KlausLiebig
2 Hamburgers area USspeciality. 6 PedroMartínez 7 JoàoSoares 8 NicoleBarot
3 Portis a Portuguese drink. 9 Francesca Piazza 10 Jeroenvande Roe
4 G u i n n e si ssa n l r i s hd r i n k . l l J u l i e t tD
e u p o n t 1 2 M i c h eRl i a l t o
5 Chocolates area Belgianspeciality,
6 Caviare is a Russian speciality.
7 Wineandcheese areFrench specialities.
8 Sushiis a Japanese dish.
9 *Girosis a Greekspeciality.
10 Pastais an ltalianspeciality.
*Notethat in the UK girosis
calledkebabmeat,or when
servedin pitta bread,a kebab.

four
A newjob
D e scri b i ng
a r estaur ant D e s c r i b i nagk i t c h e n
T h ep r e s e nsti m p l e Thereis / Thereare
of pla c e
Pr epositions
T h erestaur ant Jobs
T h ewor kplace Pr onunciation:
sentenc setr es s

Objectivesof the unit

. To enablestudentsto describethe placewherethey workand all its sectionsand
subsections.
o To enablestudentsto describerestaurantjobs.

f ive
1Q n new job

Firstday at work
Exercise 1 Sometimesit's hard for studentsto work out
exactlywhich words are stressed.To help them,
Beforethe listeningexercise,
there'san introductory you can read out the question severaltimes,
vocabularyexerciseto familiarise
studentswith newwords stressínga different word each time.
theyaregoingto be presented with in the dialogue.
e.g. DO you speakSpanish?,
Do YOu speak
Spanish?,etc.
Which one is similarto Rosa's?
With more advancedstudentsyou maywant to
do this exercise the other way round.Askthem to This will probably help them to discoverthe stress
keeptheir booksclosed,and write the verbsin pattern.
their mothertongueon the blackboard. Thenask
themto providetranslations in English.
Afterwardslet them opentheir booksand compare Nowlet them listento ihe first oairof sentences
on the
their answerswith the verbsgivenin exercise 1. tape.Whichwordis stressed here?Askthem whetherthey
Theymay havecomeup with near-synonyms, e.g. think thereis a difference
in meaningbetweenthe two
talk, tell,saf etc.insteadof speak.Youcould versions.Let them givetheir answersin their mother
then givethem someexamples to illustratethe t0ngue.
differences and/or similaritiesin meaning.
ln the first sentenceSpanishis stressed,becauseRosa
a s k si f P e t e rs p e a k sS p a n i s ha, n d n o t F r e n c hl,t a l i a n ,
Germanor any otherlanguage, thus contrasting Spanish
Exercise 2
with otherlanguages. In the secondone sheshowsher
Askstudents
to listento the dialogue
andto answer
the surpriseat PeterspeakingSpanish,contrasting him with
questions
below.Letthemlistentwice. otherpeople.
Oncestudentsunderstand the difference,
let them listen
to the restof the exerciseand underline
the stressed word
You may want to write the questionson the in eachsentence. Youmaywishto givefurthercomments
blackboardand ask studentsto read the dialogue on the differences in meaningbetweenthe otherpairsof
in their coursebooksas they listen to it for the sentences, but only if yourstudentsunderstand the
first time. More advancedstudentsmay be able to exampleverywell.
listenwith their booksclosed.They can then all
Seetapescript(coursebook page100).
listena secondtime without looking at their
coursebooksand answerthe questionson the
fiGrB
blackboard.
1 a )D oy o us p e a kS o a n i s h ?
b) Do vou speakSpanish?
flCllD 1 No, he doesn't. 2 No, he isn't. 3 Yes,he has. 2a) ls Sam here?(asopposedto Peter,Jan or Susan)
4 No, she doesn't. 5 No, therearetwo. b) ls Sam here?(asopposedto elsewhere)
3a) He alwaysarriveslate.(notearly)
Note:Allow lessadvancedstudentsto answerwith 'ves'or b) He alwaysarriveslate.(notjust sometimes)
'no'
only. 4 a ) | d o n ' td r i n kc o f f e e(. i m p l y i ntgh a t s o m e o n h e a ss a i d
I do)
Exercise
3 b ) I d o n ' td r i n kc o f f e e(. b u t I d o d r i n kt e a ,e t c . )
Ask studentsto listento Rosa'sf irst ouestionof the 5a) Thesearethe toilets.(notthe dining-room, etc.)
b) Thesearethe toilets. opposed (as to those)
dialogueagain,but nowfocussing on the stresspattern.
Whichword is stressed? 6a) The dining-room's on the right. (not on the left)
b ) T h ed i n i n g - r o o mo' sn t h e r i g h t .( n o tt h e k i t c h e ne, t c . )
Nowaskthem to practisein pairs.StudentA shouldread
one of the sentences in exercise 3 whilestudentB
identifieswhichsentencehe/ she hears.
 A new iob Q

Exercise5
You may wish to ask more advancedstudentsto A p r a c t i c e x e r c i sw
e h i c hm a yb e d o n ee i t h e ri n d i v i d u a l l y
read other sentencesin the coursebookwhen or in pairs.
they have finishedthe exercise.

With moreadvancedstudents,you may usethe

Exercise
4 lastquestionin exercise5 to let them makea
Introduce this exercise by askingstudentswhetherthey sentenceorallyin the presentsimple.
remember which partof the restaurant Peterworksin,
and which part Rosais goingto workin. Do thev knowthe
namesof otherrestaurant sections? f I G E ! l w o r k s 2 D o e s 3 d o e s n ' t 4 s e r v e s5 l i k e s
Thenlet them havea lookat the wordsin the box.Let 6 deals 7 finish 8 don't g plav l0 do
t h e mw o r ki n s m a l lg r o u p sA. l l o wt h e mt o u s ed i c t i o n a r i e s
to lookup ihe wordstheydon't know.OncetheV'vedone Exercíse 6
the exercise, checktheir answers. Let studentsworkin pairs.Explainthat the first partof
the exerciseis individual,but that they'regoingto work
fKGttD1 toilets 2 cloakroom 3 dining-room
togetherfor the secondpart.Individually, theyshould
4 s m o k i n gs e c t i o n 5 k i t c h e n6 , 7 , I f i s h s e c t i o n ,
makequesiionsin the presentsimple,usingthe prompts
saucesection,meatsection
givenon pages90 (studentA) and 16 (studentB) in ihe
coursebook. Thentheyshouldask eachotherthe
questions they haveprepared and take noteof their
Referstudentsto 'Restaurant sections'in the partner'sanswers.The last step is reportingto the rest of
glossaryat the end of the coursebook the classwhattheir partnerhasanswered. Thiswaythey
(pages108-109), and to the corresponding havepractised the secondpersonsingularform
exercises in the workbook(page6a). (questions), the first personsingularform (answers) and
Encourage studentsto fill in the glossary with the third person singularform (reports). Makesurethev
wordsin their mothertongue. p r o n o u n cteh e f i n a l - s c l e a r l v .

Language With lessadvancedstudents,you may wish to

Askstudents
to havea lookat the language
box.Allow dividethe classinto two big groups,one group
moreadvancedstudentsto workin smallgroups
to answer preparing the student A questions,the other the
thequestions;
otherwisedo it asa whole-class student B questions.Afterwards each student will
exerctse.
have to work together with a student from the
TCND other group.
o T h e r e 'asf i n a l- s i n b ) b u tn o ti n a )
. drink
. In negative sentences, thereis a formof theverb
do + not/ n'f in frontof the mainverb.
. do/ does
. do/ does

Turnto thegrammar reference (coursebook

section
page92) andgothrough theexplanations
together
with
t h es t u d e n t s .

SEVCN

A A newiob
The workplace
Exercise 1
Introducethe exerciseby askingstudentswheiherthey
rememberwhat Rosa'sjob is. And do they knowthe job
titlesof otherpeopleworkingin a restaurant
or bar?
A l l o wt h e mt o w o r ki n s m a l lg r o u p sw i t h a d i c t i o n a reya c h
to do the exercise. Youmayaskthe groupswho finishthe
exercise f irst to comparetheiranswers
anothergroup,thus allowingslower-paced
f i n i s ht h e e x e r c i steo o .
ffGlB Jobs:headchef, cook,pastrycook,commis
f ish section,pastrysection,vegetable
Sections: section
Appliances: grill, deep-fryer,
freezer, oven,stove,fridge
Foodand drinks:rolls,cocktails, croissants,
desserts
Refer studentsto the 'Appliances'sectionof the
coursebookglossary(page 104)and the
correspondingexercisesin the workbook
(page 52). For Drinks,Food, Jobsand Restaurant
sections,see glossarypages 104-111.
Exercise2
e y e l i c i t i n gf r o m( o r
I n t r o d u cteh e t h e m eo f t h e d i a l o g u b
reminding) studentsthat PeterhasshownRosathe bar
and the dining-rooms of the restaurant.
partof the restaurant is missing?
Ask studentsto listento the dialogueand to saywhether
the statementsbelowaretrue or false.
You may want to copy the statementsonto the
blackboardand ask studentsto read the dialogue
in their coursebooksas they listento it for the
first time. More advancedstudentsmay be able to
listenwith their booksclosed.They can then all
listena secondtime without looking at their
coursebooksand decide whether the statements
are true or false.
they shouldcorrectthe falsesentences.
Afterwards
eight
.--..n4
[l[l t true 2|rue 3 false (for breakfast,not for
dessert) 4 false(Karl,not Louis) 5 false(theovenis
just for her,but she sharesthe stoveswith the other
cooks).
Exercise3
Studentsare nowgoingto studythe namesof jobs.Read
the wordsin the boxtogetherwith them. Do they know
with thoseof whichjobstheyreferto?
studentsto
lFl1B t headwaiter 2 headchef 3 waiter
4 d i n i n g - r o oams s i s t a n t5 , 6 , 7 , 8 s a l a dc o o k ,
meatcook,saucecook,pastrycook
Frenchhas had a very powerful influenceon
English,especiallyin the area of cuisine.That is
why many jobs in the catering sectorare referred
to in French.Maybethat's alsothe casein your
country, in which caseyour students may be more
familiarwith the Frenchthan with the English
names.ln the 'Jobs'sectionof the glossary
(pages107-108),the most important French
alternativesare given,and there is an exercisein
the workbook (page 11)where studentsare asked
to match both alternatives.Here the only forms
dealt with are the Englishones.
Whatimportant
Note:Go throughthe three structuresto describejobs
mentionedrn the languagetip box and make sure
studentsunderstandthem.
For more advancedstudents,you may wtsh to mention
that here the structuresare all followedby noun phrases,
but that it's possibleto use verbconstructionsafter 'in
chargeof' and 'responsiblefor'.
Youcan write thesesentenceson the blackboard:
She'sresponsiblefor preparingthe desserts.
He's responsiblefor servingthe drinks.
Exercise4
Tellstudentsthey aregoingto hearsomepeople
describing a varietyof jobs.Theyhaveto selectwhich job
is meantby eachspeaker. Stopthe tapeaftereach
s e n t e n cteo g i v et h e mt i m e t o t h i n k .S e et a p e s c r i p t
(coursebook page100).
G D t u 2 a 3 c 4 b 5 c
 A newi"U Q

Language ! 1 nexto 2 on 3 under 4 in

f
The sentences usedas a startingpointaretakenfrom the 5 o n t h er i g h o
t f 6 i n t h em i d d l e
o f 7 o nt h e l e f to f
d i a l o g u eL. e ts t u d e n t w
s o r ki n p a i r so r s m a l lg r o u p st o f i l l
in the gaps.-furnto the grammarreference sectionat the
Exercise7
backof the coursebook (page93) and go throughthe
explanation wsi t ht h e m . A s ks t u d e n t so l i s t e nt o t h et a p ea n dt o i d e n t i fw
yhich
sentences stressis,/are.Letthemlistenagainif
NotetAlthough countableand uncountablenounsare necessary, thenchecktheiranswers. Seetapescript
dealt with as a languagepoint in unit 6, you may (coursebook page1OO). Thenaskthemto practise saying
illustrate what an uncountablenoun is by giving an thesentences themselves.
example:
Therets wine on the table.
Thereis sugar in my coffee.
Sometimesit's hard for studentsto work out
exactlywhich words are stressed.Ask them to
rcnF copy the stresspattern of the question using
. We usethereis with srngularor uncountablenouns. soundsinsteadof words, e.g. tatatata ..., or to
. We use therearewith pluralnouns. knock on their tables when there's a stressed
o We makequestionswith ls thereor are there. syllable.
. We make negativesentenceswith thereis not/lSn'tor It may be fun to askthem to 'read' all the
thereare not/ aren't. questionsthis way before usingthe actualwords.
It will certainlyhelp them to discoverthe stress
pattern.
Exercise
5
To introducethe exercise, askstudentswhetherthey
r e m e m b ef r o mt h e d i a l o g u w e h a ta p p l i a n c et sh e r ea r e i n
t h e k i t c h e no f t h e C a s a b l a n c a .
EEE!g,s
A l l o wt h e mt o w o r ki n p a i r sa n d f i l l i n t h e g a p si n t h e
exercisewilh there is/there are.
ExerciseI
Tellstudentstheyaregoingto workin pairs,but that the
ÍIGEE 1 Thereare 2 there is 3 there is 4 Thereare f i r s tp a r ti s i n d i v i d u aS
l . t u d e nA
t s h o u l dt u r n t o p a g e8 6
5 Thereis 6 Thereare in their coursebook, studentB to page88. Allowthem
sometime to lookup the wordsand structures to describe
t h e i rp i c t u r eT. h e ne x p l a i nt h a t t h e ys h o u l dd e s c r i b teh e i r
Exercise 6
p i c t u r ea n d a s kt h e i rp a r t n eqr u e s t i o ntso f i n d o u t t h e
Drawstudents'attentionto the text of exercise 5 again d i f f e r e n c eTs h. e ys h o u l d n 'st h o wt h e i rp i c t u r e tso e a c h
a n d a s kt h e mt o u n d e r l i nteh e p r e p o s i t i o n
t hse ys e ef r o m o t h e rT . h ea i m i s t o p r a c t i s teh e v o c a b u l a rsyt u d i e di n t h i s
t h e b o xi n e x e r c i s6e. C a nt h e yd e d u c et h e i rm e a n i n g unit, as well as thereis/thereare andthe preposrtions of
from the context?Let them workin smallgroupsto do the prace.
p i c t u r em a t c h i n g
exercise.
fiGrD
Deepfat fryeron table in A but on worktop in B.
You may ask studentsto translatethe prepositions O v e nb e l o wg r i l l i n B b u t b e l o wh o b i n A .
into their mother tongue. ls there one English G r i l la n d h o bo p p o s i t w
e a yr o u n d .
prepositionfor each prepositionof placein their No woodensooonin A.
language,or are different prepositionstranslated N o u t e n s i losn t h e w a l li n B .
the same way? ln the latter case,give students
extra examplesto illustratethe dífferences.

nI n e I
 TheCasabtanca
D e a l i n gw i t h e n q u i r i e s
P re se nct ontinuous
Wh-words
S e a ti n ga rr angements
G i v i n gd i r e c t i o n s
G i v i n gd i r e c t i o n s
Pr epositions of movem ent
Verbsof movement
P r o n u n c i a t i oqnu:e s t i o n s

Objectives of the unit

a Toenablestudents
to dealwithenquiriesmadeby guests.
a Toenablestudents
to givedirections
to guests.

l0 ten
 The Casablanca
@

An enquiry
With more advancedstudentsyou may wish to
Exercise1
expforefurther the difference between what and
B e f o r el i s t e n i n tgo t h e d i a l o g u ee,l i c i tp r e v i o uksn o w l e d g e which. To illustratethe difference,you might
studentsmay haveon the subjectthroughthe warm-up write these two sentenceson the board:
question.Answersmayof coursebe givenin their mother What would you tike to drink?
rongu e. Which of these drinks do you prefer?
Expfainthat what refersto more general
Exercise
2 questions,where the answer expectedmay vary a
lot. And which is used when the answer is more
Ask siudentsto listento the dialogueand to answerthe
predictable,if there's a limited choice.
questionsbelow.Let them listentwice.

Exercise4
You may want to write the questionson the
Ask studentsto listento the questions of ihe previous
blackboardand ask studentsto read the dialogue
in their coursebooksas they listen to it for the exercise again,but nowfocussing on the stresspattern.
first time. More advancedstudentsmay be able to Whichwordsarestressed? Theywill probablydiscover
listenwith their booksclosed.They can then all t h a tt h e y y h -
w o r d sa, l o n gw i t ht h e m a i nn o u n sa n d
listena secondtime without looking at their adjectives as well as someverbs,are stressed. Lei them
coursebooksand answerthe questionson the repeatthe sentences rn group,puttingextrastresson the
blackboard. stressedwords.

lkllB 1 Shewanisto organise a weddingbanquer.
2 Thirtypeople. 3 The UnitedStatesof America.
4 At the QueenVictoriaHotel. 5 HanoverStreet.
Nole:Although it is important to introduceboth themesof
the unit at this stage, the aim here is to focus attention
on the generalinformationrequestedby the guest, not on
giving directions.Thepart of the dialogueconcentrating
on giving dtrections will be referred to in the second part
of the unit.
Exercise3
Ask studentsto havea lookat the grammartip. Arethey
acouainted with thesewords?Askthem to readthe
dialogueagainand to identifythe wh-wordsusedin it.
Canthey deducetheir meaningfrom the context?
t h e mw r i t ed o w nt h e t r a n s l a t i oinn t h e i rm o t h e tro n e u ei n
t h e g r a m m atri p b o xa n d d o t h e e x e r c i s e .
G D t n 2 1 3 d 4 e 5 a 6 c
Sometimesit's hard for studentsto work out
exactlywhich words are stressed.You can ask
them then to copy the stresspattern of the
questionusingsoundsinsteadof words,e.g.
tatatata ...
You can give an exampleto illustratethis.
e.g. What do you do7 would sound TA ta ta TA?
It may be fun to askthem to 'read' all the
questionsthis way before using the actual words.
It will certainly help them to discoverthe stress
pattern.
Exercise5
Thenlet I n t r o d u cteh i s e x e r c i sbey a s k i n gt h e s t u d e n t w
s hether
they remember what kind of meal Ms Porterwantedto
organise. Howdo you arrangethe tablesfor a banquetfor
twenty-frve people? Whatarethe differentpossibilities?
Tellthem they aregoingto learnthe namesof the seating
a r r a n g e m e ni tnsE n g l i s hn o w .
Thenlet them havea lookat the wordsin the box.Let
t h e mw o r ki n s m a l lg r o u p sA. l l o wt h e mt o u s ed i c t i o n a r i e s
to lookup the wordsthey don't know.Oncethey'vedone
the exercise, correctit with them beforeproceeding to the
nextsteD.

eleven 11
@ rne Casablanca

Nowaskthem to listento a shortdialoguewhereJan and Language

S u s a nd i s c u s st h e b a n q u eat r r a n g e m e n T t se. l lt h e m
they'regoingto hearsomeof the wordsdescribing seatrng fiGEN
a r r a n g e m e nt thsa t t h e y ' v ej u s t s t u d i e dT. h e ys h o u l dt i c k . I live in Maryland.
these.Seetapescript(coursebook page100).
. l'm stayingat the QueenVrctoriaHotel.
We makenegative sentences by puttingnot/ n't between
the verb be and |he :ilg form of the main verb.
You may ask students not only to tick the words We makequestions by putiingthe subjectbetweenthe
they hear;but alsoto mark the order in which verbóe and the lingform of the mainverb.
they appear in the dialogue.

TGND You may wish to mention the use of the present

continuoustensewith future meaning.
tablesize tableshape seatingarrangement
small ovaI conferencestyle You can write this sentenceon the blackboard:
large square r/ (3) banqueting s t y l e/ ( 6 ) Now l'm staying at the Victoria hotel, but toníght
m e d i u m - s i z erdz ( 1 ) r o u n d/ ( 2 ) h o r s e s h o/ eU - s h a p e/ ( 5 ) I'm flying back to New York.
r e c l a n g u lya'r ( 4 )

F i n a l l ya s kt h e mt o w r i t ed o w nt h e n a m e so f t h e t w o
seatingarrangements theysee in the picture.Youcan
h e l pb y t e l l i n gt h e mt h a t b o t ho f t h e mw e r em e n t i o n eidn Brainstormfor more verbsdescribingactionsand
t h e di a l o g u e . put them on the blackboard.When you've got a
reasonableset, ask studentsto take turns and
f3?l]B U-shapeconference
styleor horseshoe
banqueting mime one of the actionson the blackboard.The
style other studentsshould make a correctsentence
usingthe presentcontinuousto describethe
action mimed.

Refer studentsto the 'seating arrangements'

sectionin the glossaryat the end of the
coursebook(page 109)and the corresponding Exercise 7
exercisesin the workbook (page66). Encourage Arrangeyourclassin groupsof four. In eachgroup,
studentsto fill in the glossarywith words in their studentA shouldturn to page86, studentB to page87,
mother tongue. studentC to page89 and studentD to page90. Tellthem
eachone of them is goingto get a set of factsthat the
o t h e r sd o n ' th a v e P
. u t t i n gi t a l l t o g e t h e tr h, e yw i l l b e a b l e
Exercise
6 to discover wherethe guestsare sittingand whatihey are
Ask studentsto workin pairs.StudentA shouldturn to e a t r n gT. h e ys h o u l da s ke a c ho t h e rq u e s t i o nasn d a n s w e r
page86, studentB to pageBB. t h e m i n E n g l i s ha, s i n t h e e x a m p l e .
E a c hs t u d e n st h o u l dd r a wa p i c t u r eo f t h e s e a t i n g
fIGEE 1 Mr Jones,hamburger 2 MrsJones,salad
a r r a n g e m etnhte yh e a rd e s c r i b e d . 3 M r s E d w a r d sp,a s t a 4 M r C o l l i n ss, t e a k
5 M r T h o r p ef,i s h a n d c h i p s 6 M r S p e n c e rp,a e l l a
lkllî StudentA drawsa banqueting stylearrangement
7 M r sR o b r n s o np ,i z z a 8 M r sC l a r k d
, uck
w i t h t h r e es m a l l ,s q u a r et a b l e sa n d f o u rc h a i r sa t e a c h
t a b l e ;a n d a l a r g er o u n dt a b l ew i t ht w e l v ec h a i r s .
StudentB drawsan arrangement with two rectangular
t a b l e sa n d e i g h tc h a i r sa t e a c ht a b l e ;a n d a n a r r a n g e m e n t
w i t h t h r e es m a l l ,o v a lt a b l e sa n d f o u rc h a i r sa t e a c ht a b l e .

L2 twelve

a-=_q
 The Casablanca
@

Exercise2
Nowtell studentsto lookat the map and to spotthe
The photocopiableversion (page 66) offers an
alternative,more difficult versionof exercise7. Hollywood Hotel.Theyaregoingto listenagainand have
The charactersare not seatedthe sameway and to decidewho is givingthe correctdirections.
students have to discovernot only what they're
eating, but alsowhat they're drinking.You may
use it with more advancedstudents.ln mixed
You may prefer to pausethe tape after each part
ability groups,you may arrangefaster-and
of the directionsis given, so as to allow slower-
slower-pacedstudents in separategroups, and paced studentsto follow more easily.Or you may
give each group the versionwhich is most suitable
opt for a reading insteadof a listening activity.
for them.
fiGlD to photocopiable version:
la) Mr Roberts b) roastbeef c) redwine
2 a ) M r sS m i t h b) paella c ) w h i t ew i n e
SGEE.tan
3a)Mr Smith b) salmon c ) w h i t ew i n e
4a) Mr Carrot b) steak c) red wrne Exercise3
5a) Ms White b) kebab c) red wine The studentsare nowgoingto studyhowto express
6a) Ms Fairfax b) salmon c) water
movement. In this exercise
they learnverbsof movement,
7a) Mrs Bellamy b) spaghetti c) beer
4 prepositions
in exercise of movement.
8a) Mr Darcy b) caviare c) champagne
Ask siudentswhetherthey knowall the verbsin the box.
l f t h e yd o n ' t ,t e l l t h e mt h e ys h o u l dt r y t o d e d u c et h e i r
meaning t h r o u g he l i m r n a t i o nL .e tt h e mw o r ki n p a r r s .
G i v i n gd i r e c t i o n s
IIGEElcross 2pass 3take/turn 4walk
5 go straighton
Exercise 1
Y o um a yw i s ht o i n t r o d u cteh e t h e m eo f t h e d i a l o g u b ey
Exercise4
askingstudentswhetherthey'veeverbeento London.lf so,
do they knowthe namesof famousplacesto go shopping? Ask studentsto havea lookat the picturesillustrating the
lf not,wheredo theygo shopping? Aretherefamous prepositions of movement and drawtheir attentionto the
shoppingcentres,streets,etc. in theirtownor city? preposition wsr i t t e nu n d e r n e a t A h .s kt h e mw h a tt h e
Youmaywantto referbackto the first listeningexercise t r a n s l a t i oonf t h e s ew o r d si s i n t h e i rl a n g u a g eD. o t h i s a s
of the unit. Do they remember what Ms PorteraskedJan? a whole-class exercise to makesureeverybody
M a k es u r et h a t g i v i n gd ì r e c t i o niss m e n t i o n e dA.s k understands the meaning of the prepositions of
s t u d e n t tso l i s t e nt o t h e d i a l o e u a
e n dt o f i l l i n t h e t a b l e movemenÌ.
below. T h e nl e t t h e md o t h e e x e r c i sien o a i r s .

f B 1 out of 2 along 3 towards 4 past 5 into

6 across
You may want to copy the table onto the
blackboardand ask studentsto read the dialogue
in their coursebooksas they listento it for the Exercise
5
first time. More advancedstudentsmay be able to Tellstudenisthat they are nowgoingto concentrate on
listenwith their booksclosed.They can then all t h e p a r to f t h e f i r s td i a l o g u oe f t h e u n i t w h e r eJ a ng a v e
listena secondtime without looking at their
directions to Ms Porter(page20).
coursebooksand fill in the grid on the
blackboard, Tellthem to lookat the map on page24. The starting
p o i n ti s O x f o r dC i r c u sT. h e ys h o u l df o l l o wJ a n ' s
instructions to get to the Casablanca Restaurant and mark
it on the mao with a cross.
flGll 1 Peter 2 Rosa,Peterand Jan 3 Peterand Jan
4 Rosa

thi r teen 13
 @ rne Casablanca

fK:llD Seecoursebook
page23 tor the locationof the Makestudents sit backto backto ensuretheydon'tlook
Casablanca Restaurant. at eachother's
maps.Student A shouldthengive
studentB directionsto the placeslistedon page25.

Nole=Drawstudents'attentionto the useful phrases

for
givingdirectionson the underground
/ subway(see
languagetip box).

Exercise6
Tell studentsthey are goingto listento somesenrences.
Theyshouldmark with arrowswherethe speaker'svoice
goesup, and whereit goesdown,as in the example.Copy
the sentencesonto the blackboardand markthe arrows
clearlywhencorrecting the exercise.

@
.//'\ r'nry*rfrt"' gr""ffs\t . canyou
yz$
me?
yougo
'yaeilon
and
yg
tr \
I'm\. lcan't\ou.

Exercise
7
Askstudentsto workin pairs.Student
A shouldturnto
page89 whilestudentB looksat the mapon page25.
StudentB mustgivestudentA directionsfromthe Tourist
Information
Centerto the placesstudent
A mentions.

14 fourteen
Reservations
T a ki n gr eser vations G i v i n gi n f o r m a t i oanb o u t
a r estaur an t
M a k i n gb o o k i n g s Pr epositions
of tim e
C l o c kt i m e s Days,monthsandse as ons
P r o n u n c i a t i ot hne: a l p h a b e t Breakfast

Objectives of the unit

o Toenablestudents
to taketelephone
reservations.
' Tomakestudentsawareof professional
practiceinvolved
in takingtelephone
reservations.

f ifteen l5
@ Reservations

Takingreservations Exercise4
Ask studentsto listento the two dralogues and to
Exercise 1 c o m p l e t teh e b o o k i n gf o r m sw i t ht h e i n f o r m a t i orne q u i r e d .
B e f o r el i s t e n i n tgo t h e d i a l o g u ee,l i c i tp r e v i o uksn o w l e d g e P l a yt h e t a p es e v e r at li m e s ,a l l o w r nsgo m et i m e f o r
studentsmay haveon the subjectthroughthe warm-up studentsto considerand checktheir answers. See
ou e s t i o n . tapescripts (pages100-101).

f!G!E 1 Saturday 2 ten o'clock 3 two 4 Sunday

Exercise2 5 e i g h to ' c l o c k 6 f o u r
Ask studentsto listento the dialogueand to take noteof
the detailsof the reservation.
Exercise5
Introduce the nextexercise by askingstudentswhatthey
h e a r dt h e w a i t e rd o i n gw h e nh e d i d n ' tk n o wh o wt o s p e l l
You may want to copy the booking form onto the the nameof the guestwho wasmakingthe reservation.
blackboardand ask studentsto read the dialogue Askthem whethertheythink it may happenoftenwhen
in their coursebooksas they listen to it for the
dealingwith foreignguests.Clarifythe association of the
first time. More advancedstudentsmay be able to
v o w e sl o u n d si n t h e w o r d sa t t h e t o p o f e a c hc o l u m nw i t h
listenwith their booksclosed.They can then all
listena secondtime without looking at their the vowelsoundsusedin spellingout eachletterof the
coursebooksand checkthe booking form on the alphabet.lf necessary, add furtherexamples to illustrate
blackboard. the association. Ask studentsto completethe gapswith
the letterswhosepronunciation matchesthat of the vowel
i n t h e h e a d i n gT. h e np l a yt h e t a p es o t h a t t h e yc a n c h e c k
Afterallowingstudentstime to put their ideasin order,let their answers.
t h e m l i s t e nt o t h e d i a l o g u a
e g a i nt o c h e c ki f t h e
information theyobtainedis correct.Ask studentsto
compare t h e d e t a i l st h e yo b t a i n e w
d i t h t h o s eo n t h e Before asking studentsto complete the table,
incorrectbookingform. teach them how the vowels are pronounced in
Englishby showingthem on the blackboard.
ÍIGED Name:Mr Russell Date:7 July Time:7.30
Note: Draw students'attention to the different
r f p e o p l e2:
N u m b eo pronunciationsof the letter z in UK and US
English(zed and zee respectively).
Exercise3
Ask studentsto readthe dialogueand to identifythe
questions associated with the information required.ln the lkllB
nextsection,ask studentsto f ind in the dialogueother they me ten my no you are
m o r eg e n e r ael x p r e s s i o nwsh, i c hw i l l u s u a l l ya p p e a irn A D f i o q r
exchanges with guests. n c l y u
j d M W
fIGEf 1 What nameis it, please? 2 Forwhat day, k e n
please? 3 Whattime? 4 Forhow manypeople? )
5 l s t h a t s m o k i n go r n o n - s m o k i n g ?6 C o u l dy o us p e l l P X
that, please? 7 Goodafternoon, Casablanca Restaurant. I z (UK lz:r,dl)
Can I helpyou? 8 Certainly, sir. 9 So, that'sa tablefor V

two at seven-thiriy this evening. z (US lzil)

Note:Drawstudents'attention to the existenceof four

equivalentbut different linguistic structuresto refer to
the action of 'bookinga table' (seetip box).
Exercise6
Ask studentsto workin pairsand to turn to the glossary
( p a g e s1 0 4 - 1 1 1 ) .E x p l a i n
t h a t e a c hs t u d e n itn t u r n w i l l
chooseat leastfive or (in ihe caseof moreadvanced

16 sixteen
 Reservations
O

students)ten wordsfrom the glossaryand will spellthem The Casablanca

Restaurant
to his/her partner.Eachstudentshouldthenwritedown
the wordshis/ her oartnerdictates. Exercise1
Beforeaskingstudentsto opentheircoursebooks,
Exercíse7 introducethis partof the unit by askingthem whatother
Introduce this exerciseby askingstudentswhatwouldbe typesof conversation a waitermay havewith a gueston
as bad as gettingthe nameof the guestwrong.lf they the phone. lf they don't suggestenquiriesaboutthe
don't mentiongettingthe time of the reservation wrong, establishment, illustratewith an exampleor anecdote
introducethis problemby tellingthe groupaboutan regardinga famousperson,e.g. 'BruceWillisis a strict
imaginary mistakeof this kind that happened to you. vegetarianand he wentto havelunch in a veryfamous
Startby elicitingor teachinghowclocktimesaretold in restaurantin Argentina. Youknowthat meat is the
English.Usethe clockfaceon page28 of the coursebook nationalspeciality there,so he wasveryangrywhen he
to illustrateyourexplanation. Ask studentsto listento the foundthat the onlyvegetarian disheshe couldhavewere
tapeand to identifythe clocktimesthey hear.See saladslWhatdo you think wouldhaveprevented this
(coursebook page disaster?'
Assumedanswer: 'Bruce
tapescript 101). Willisshouldhave
obtainedsomeinformation aboutthat restaurant before
going.'Introduce the advertisement as a sourceof
information aboutrestaurants by elicitingfrom the group
wheretheycan find information aboutrestaurants.

fIGED Possibledflswers:throughthe internet,

advertisementsin magazines,radiocommercials,etc.
GEEto 2a 3b 4a 5c 6a 7b 8a
Exercise2
Exercise
8
Ask studentsto readthe advertisement. Theymaywork in
Ask studentsto workin pairs.Explainthat studentA will pairs.Thenaskstudentsto readthe questionsbelowthe
lookat the clockson page90 and studentB will lookat advertisement and makesurethey understand them. lf
the clockson page28. Eachstudentwill then saythe time allowsand in orderto promotestudyskills,tell them
t i m e t o h i s / h e r p a r t n ear n d h e / s h e ,i n t u r n ,w i l l t a k e to usea dictionaryas well. Next,ask studentsto usethe
noteof the times.Studentsshouldthen checktheir advertisement to answerthe questions. Oncethey have
answers eitherwith their oartners or with the wholeclass. finished,checkthe answers with the wholeclass.

f D Timeson page28:1 8.30 2 7.45 3 1.50 2No. 3No. 4yes. SNo. 6yes.
[l!!tt"to.
4 9.15 5 11.45 7 No. 8 No.
T i m e so n p a g e9 0 : 1 6 . 3 0 2 I O . 2 O 3 3 . 3 0 4 I 2 . O O
5 8.45
Exercise3
lf this is donein a differentsessionfrom the
Exercise9
advertisement, studentsshouldstartby readingthe
Tellstudentsthat nowtheyarefamiliarwith taking advertisement again.Askthem to lookat the tableand
reservations,it shouldbe veryeasyfor them to reproduce elicitthe meaningof the headings. Thenaskthem to
a reservationconversation orally.First,go throughthe completethe tablewith wordsfrom the advertisement.
promptswith studentsand elicit examplesentences for Oncethey havefinished,checkthe answers with the
each prompt. Thendrawstudents'attentionto the wholeclass.
dialogueon page26 as a usefulmodel.Givethem time to
writeout theirown dialogues in pairsor groups,helping ffGnB 1 à la carte 2 tabled'hóte 3 children's
them as necessary. Thenallowthem time to rehearse the 4 breakfast 5 lunch 6 Tuesday 7 morning
conversation. Studentsshouldthen oresenttheir I December 9 winter
dialogues orallyto the class.Finally,the restof the class
can giveeachpairor groupfeedbackon theiraccuracy,
tone,politeness and enthusiasm.

seventeen 17
@ Reservations
Exercise
4
Ask studentsto go overthe list of daysand monthsand to
pronouncethe wordsas a group.Next,ask them to listen
and to tick the daysand monthsthey hearin the
sentenceson the tape. Playthe tape severaltimes
allowingthem time to reflectand checktherranswers.
Seetapescript(coursebook page101),
ÍIGEBTuesday,Wednesday,Friday,
Saturday,
March,
April,May,June,August,
December
Exercise
5
Introducethis exerciseby askingonestudentwhat
he/she had for breakfast that morning.Also,elicitthe
typesof breakfastthey know.lf they don't come up with
the names,ask them whetherthey knowwhat a
continentalbreakfastis, and how it differsfrom a UK
breakfast.
Note: Youmay also deal with the differencesand
similarities between the UK and the IJS breakfast,as well
as the US-born term 'brunch' (coming from 'breakfast' +
'lunch').
Examplesof componentsin each follow:
UK breakfast: €!fls, bacon, grilled tomatoes,
mushrooms,toast, jam, fruit juice, tea/coffee (cereals
optional)
Continental breakfast: bread (toast, pastries, croissants
and the like) and beverage(coffee/tea, juice, milk)
US breakfast: eSgs,bacon, toast or pastries,
coffee/tea, juice; sometimes hash browns,pancakes
or cereal
18 eighteen
Nowaskstudents to havea lookat the wordsin the box.
Makesuretheyunderstand them.Thenaskthemto
matchthesewordswiththe itemsin the pictures. Tell
studentsthat someingredientsmaybelongto bothtypes
of breakfasts.
K!! 1 cereal 2toast 3 grapefruit4mushrooms
5 tomato 6 bacon 7 sausages8 tea g fruit juice
10 milk 11 pastries 12 rolls 13 eggs 14 croissant
15jam 16 coffee 17 coldmeat
Exercíse
6
Ask studentsto workin pairsand explainthat theyshould
tell eachotherwhat they normallyhavefor breakfast.lf
you wantthem to spendmoretime on this exercise, ask
them alsoto saywhatthey haveat the weekends. Finally,
finish the exerciseby askingthem what werethe most
frequentingredients their partnerhad for breakfast.In the
caseof the weekendbreakfastexpansion,ask them what,
if any,wasthe differencebetweenthe weekdavand
weekendbreakfasts.
Language
Introduce this exercise by remindingstudentsof the
information in the advertisementthey havealready
studied.Askthem whethertheythink thereis any they
still haven'tworkedon. Askthem howtheywouldsay ,We
openfrom ,.. to ...' in English.Ask studentsto readthe
sentences in the uppersectionof the language boxand
drawtheir attentionto the differentprepositions.Ask
studentsto matchthesesentenceswith the corresponding
rulesbelow,lllustratethe exercise with the example.Ask
studentsto checktheiranswers with the explanations
in
the grammarreferencesection(page94).
2d 3f 4e sb 6a
GDt.
Exercise
7
lntroducethe exercise by askingthe grouphow many
membersof the Casablanca staff they know.Tell them
that theywill now learnthingsaboutSam,the HeadChef.
Ask them first to readthe text and makesurethey
understandwhat it describes.Theymay usea dictionary.
Thenaskthem to fill in the gapswith the correct
prepositionsfrom the boxabove.Oncethey havefinished,
checkthe answers with the wholeclass.
 Reservations
@

GEEtat 2in 3at 4from 5to 6from 7to

8 i n 9 O n 1 0i n 1 1l n 1 2 l n

Exercise
8
Tellstudentsthattheyhaveto usethe verbssuggested in
the boxbut thattheymayaddanyverbstheycomeup
with.Exemplify the exercise witha studentif necessary
andputsamplequestions on the blackboard for
reference.Makesuretheyusepresent simplequestions
andanswers. Askstudents to workin pairsandto find out
whattheirpartners do daily,whenon holiday, etc.When
theyhavefinished, askeachstudent to present his/her
partner'sanswers to the restof the class.Elicitfromthe
groupwhether therewill haveto be anychangein the
verbwhenreporting. lf no answercomes,askthemto go
to the grammar reference section(coursebook page92)
andfind out aboutthe third personsingular-s in the
present simple.

nineteen 1 9
 -'.
{

Review
Generalnotes preposition.Ask studentsto readthe sentences
carefully
beforedoingthe exerciseand drawtheir attentionto the
. lf the reviewunit is to be usedas a progress test, fact that someprepositionscan be usedmorethan once.
studentsshouldbe informedof the areasto be tested
in advanceof the lesson. f Blnextto 2from 3to 4in bln 6at
o Explainhowto approacheachof the activitiesbefore
7in Snextto 9on 10on
theystartworkingon them.
o Tellstudentstheywill haveto workindividually unless
theyaretold otherwise (thiswill happenin the oral Exercise
4
activity). Tellstudentsthat this exerciseis designed to find out
whetherthey remember the vocabulary relatedto the
areasdealtwith in units 1-4. Askthem to underlinethe
Exercise1
wordthat doesn'tfit and get them to tell you which
Tellstudentsthat they haveto put a telephone enquiry categories
the wordsbelongto, includingthe odd one.
betweena guestand a waiterinto the correctorder,that
all the sentencesare correctand that althoughthereis fGEp
someflexibilityin the order,it shouldreflectgood 1 U-shaped(appliances, seatingarrangements)
professionalpractice.Studentsshouldwritenumbersin 2 supper (partsof the day,meals)
the boxesto indicatethe correctorder.Alternatively,the 3 horseshoe (appliances,seatingarrangements)
exercisecould be usedfor oral assessment with students 4 banqueting style(meals,seatingarrangements)
workingin pairsand then performing the dialogue. 5 small(partsof the restaurant,seatingarrangements)
6 France(countries, nationalities)
GDtr zb 3h 4d 5i 6e 7k 8e 9r 7 butter(jobs,breakfast)
10j 11a 121 13c 14n I spring(breakfast,seasons)

Exercíse2
Tellstudentsthat in this exercise theywill be askedto
practisethe presentsimpleand the presentcontinuous by
filling in the gapsin the sentences. Theymust usethe
appropriateform of the verb in bracketsafterworkingout
the correcttensefrom the context.Ask studentsto read
the sentences carefullybeforefillingthe gaps.Givethem
a clue:Doesthe sentence referto permanent states/
repeatedactionsor to eventsthat are goingon at the
moment?
Exercise5
Tellstudentsthat this exercise
focuseson giving
directions.Askthem to readeachinstruction while having
a lookat the map.Theymusttake into accountthe
startingpointwhenconsidering left and rightand write
downthe final destination.Theycouldmarkthe itinerarv
onthemap.
lkllB 2 MermaidInn 3 town hall
5 old grammarschool 6 postoffice 7 market

f f 1 are laying 2work, are helping 3 are (you)

cooking 4 prepares, is making 5 welcomes,
Exercíse6
is not doing
6 is (the reception waiter)doing 7 Does(patrick)like, This is an oralactivityto be donein pairs.Ask studentsto
doesn'tlike 8 Do (you)live,don't like,lives usethe map in the previous activityto directeachother
in turn to the destinationsof theirchoice.Tellthem to
mentionthe startingpoint.With lessadvanced students,
Exercíse 3
askthem to writethe instructions individuallvbefore
Tellstudentsthat the aim of this exerciseis to test them performing the taskorally.
on their knowledge of the prepositions
of time and place
by filling in the gapsin the sentences
usingthe correct

20 twenty
Welcome!
guests
R e ce iving Makingar r angem ents
Goingfo + verb
P a rtso f the dining- r oom Tableware for breakfast,
P ro nun ci a tion
: consonants l u n c ha n dd i n n e r

Objectives of the unit

Toenablestudentsto dealwithguestsfromthe momenttheyarriveat the restaurantuntil
theyare presented
withthe menu.
Tofamiliarise
studentswiththe conventionsandprofessional
practiceinvolvedin receiving
guests.
Toenablestudentsto expressfutureplans.

twenty-one 2t
@ w"tcome!

Receivingguests Language
Beforeaskingstudentsto underlinethe modalverbsin
Exercise
1 the dialogue,tell them that woutdcan be contractedas
Beforelistening to thedialogue, 'd.
elicitpreviousknowledge Youcan get studentsto practisethe pronunciationof
studentsmayhaveon the subjectthroughthe warm-up would.With moreadvancedstudents,you may chooseto
question. Answers maybe given in theirmothertongue. provide moreinformation aboutthe useand meaningof
the modalverbs.Youmay alsowish to explainto
Exercise 2 advanced studentsthat shallinthe usedealtwith here
can only be usedwith /and rare.
Ask studentsto readthe actionslistedon page35 and
makesurethey don't haveany problemswith the [![l CouldI havethe name,please?/Shall I takeyour
vocabulary, with the word'show'meaning
particularly coats?/CanI leavemy hat,too?/Wouldyou preferto sit
'accompany'
in the sentence'showthe gueststo their indoorsor outdoors? / | think we'd preferindoors/l'll show
table'.lf time allows,encourage them to usea dictionary. you to yourtable.
Thenaskstudentsto listento the dialogueand to tick the
actionscarriedout by Jan. Depending on the levelof your
students,you may ask them to do so without lookingat
Exercise 3
the dialoguein theircoursebook. Thencheckthe answers Beforedoingthis exercise, tell studentsthat modalverbs
with the wholeclass.Playthe dialogueagainand this can haveseveralmeanings.Thus,shal/ t, witt t and would
time askstudentsto go throughthe printeddialoguewhile you can be used in offers, may I can be used to ask for
they listenand write downthe phrasesusedby Jan in the permission,can and could can be used to ask for
correctspacesof the table.Givethem time to finish somethingpolitely,and can/can,t canalsoexoress
writing,then checktheiranswersby askingindividual possibility
or impossibility. Examples of all theseusescan
studentsto readthem aloudin turn. Finally,get all the be found throughoutthe exercise.
studentsto say all the phrasestogether,

@t
1 Greetthe guests 1/ Goodeveningmadam,srr.
2 Ask if there is a booking / Do you havea reservation?
3 Askfor the name r' CouldI havethe name,
please?
4 Checkthe booking r' -
Mr andMrsKerrigan
details tablefor two.
5 Offerthe guestsa
coffee
6 Offer cloakroomservice ./ Shall I take yourcoats?
7 Offer a choiceof r' Wouldyoupreferto sit
seats indoorsor outdoors?
8 Apologiseand r' I'm verysorry,
sir.I'm @lCould 2 S h a i l 3 W o u l d4 W a y b C a n
explainproblem afraidthattableis not 6 Would 7 'll 8 Would 9 can't l0 Can
available.
9 Suggestseats r/ The roundone nearthe
windowis free.
Exercíse
4
l 0 S h o wt h e k i t c h e n Before approaching thisexercise,elicitthe partsof the
to the guests dining-room thatyourstudents already know.Theyshould
11 Showthe gueststo r' F o l l o wm e , p l e a s el.' l l s h o w at leastcomeup withtheareasmentioned in the
t h e i rt a b l e you to yourtable. dialogue,i.e. indoors,outdoors,
pianoandwindowand
l2 Present
the menu t/ Here's
themenu. they mayrememberprivatedining-room,(non-)smoking
section,etc.,whichcameup in unit2. Thenaskstudents
to do theexercise,allowingthemto usea dictionary if
necessary.Makesuretheyunderstand thatthe words

22 twenty-two
 WelcomelO

indoorsand outdoorsare rathergeneraland includethe

otherareas.Tellthem to ignorethe table labelsat this
stage- theywill needthem lateron in orderto do Divide the classinto teams and ask studentsto
exercise6. Thenaskstudentsto practisesayingthe words. pronounceone of the words from each pair in
turn, as in the exercise.You could set it as a
ffcfl! 1 dancefloor 2 piano 3 smokingsection contest by giving one point for each correct
4 window 5 indoors 6 outdoors 7 terrace answerand acting as a referee.The winning team
8 n o n - s m o k i nsge c t i o n 9 c o r n e r 1 0 b a r is the one with the most points.

Exercise7
lf you didn't do so in unit 2, you can now refer
studentsto 'Restaurantsections'in the glossaryat Dividethe classintotwo teamsand set this exercise
as a
the end of the coursebook(pages108-109),and game.Youcan modelthe gameby playingit againstthe
to the correspondingexercisesin the workbook wholeclassfirst.Thesearethe rules:
(page 64).
1 All the membersof team B haveto ask a Yes/No
q u e s t i o ni n t u r n u n t i lt h e yd i s c o v et rh e c o r r e ctta b l eb y
e l i m i n a t i ntgh e i n c o r r e cotp t i o n s(.S e ec o u r s e b o of ok r
Exercise
5 example questions.)
Tellstudentsthat theyaregoingto listento threeshort 2 Eachsiudentcan onlyaskone questionat a time.
dialogues and that they haveto lookat the box in 3 Eachquestioncan onlyreferto one characteristic
(size,
e x e r c r s4e a n d t i c k t h e a r e a sm e n t i o n e d . s h a p eo r l o c a t i o n ) .
S e et a p e s c r i p( tc o u r s e b o opka g e1 0 1 ) . 4 Youarethe refereeand haveto keepthe score
(preferably
on the blackboard).
lklD 1 window 2 non-smokrng
section 3 terrace
5 This is the scoringsystem:lf team B asksonlythree
questionsbeforetheyworkout whichtableteam A has
Exercise
6 c h o s e nt,h e yg e t 1 0 p o i n t s i;f t h e yn e e d4 q u e s t i o n s ,
Tellstudentsthat theyaregoingto be presented with t h e yg e t 9 p o i n t sa, n d s o o n . T h u s ,t h e f e w e rq u e s t i o n s
p a i r so f w o r d sw h i c hs o u n dv e r ys i m i l a re, v e ni f i t d o e s n ' t they need,the morepointstheyget.
seemso whenthey seethem written(a clearexampleis
the pair more/floor).Theywill only hearonewordfrom Score:
eachpair,and shouldtick the wordthat they hear.You 3 q u e s t i o n-s 1 O p o i n t s B q u e s t i o n-s 5 p o i n t s
can modelthe first oneyourself , makingsurestudents 4 q u e s t i o n s9- p o i n t s 9 q u e s t i o n s - 4p o i n t s
realisethat the onlydifferencebetweenthe two wordsis a 5 q u e s t i o n-s B p o i n t s 1 0 q u e s t i o n-s 3 p o i n t s
c o n s o n a nsto u n d T . h e np l a yt h e t a p ea s m a n yt i m e sa s 6 q u e s t i o n-s 7 p o i n t s 1 1 q u e s t i o n-s 2 p o i n t s
yourstudentsneedit. Checkthe answersby asking 7 q u e s t i o n*s 6 p o i n t s 1 2 q u e s t i o n-s 1 p o i n t
studentsto pronounce the correctwordin turn.

To make the contesteven more challenging,half

lf your studentshaverealdifficultyin
distinguishingthe consonantdifference in these
minimalpairs,stopthe tape aftereachword and
repeatthem yourself.Youcanthen askthem to
repeatthe wordsafter you in turn, beforedoing
the exercise.
GEBtu 2b ia 4a 5a 6a ib
10a 11b 12a
a point can be deductedfor grammatically
incorrectquestionsor answers.
On the other hand, if you find the scoringsystem
too complicated,play the game without giving or
deductingpoints.Or if you don't want to
approachthis exerciseas a game at all, you can
ask studentsto work in pairs and to take turns to
ask eachother questionsin order to guesswhich
Bb 9a table the other student haschosen.

twenty-three 23
@ welcome!

A wedding banquet
Exercíse1
Introduce this exerciseby remindingstudentsaboutthe
Americanwoman(Ms Porter)who enquiredaboutwedding
banquetarrangements in the first partof unit 3. Tellthem
that the Casablanca is goingto organiseMs Porter's
weddingbanquetand that Susan,the HeadWaiter,has
left a notewith instructionsfor Jan. Ask studentsto go
throughit and makesuretheydon't haveanyvocabulary
problems.Then, beforethey listento the tape, ask them
to readthe sentencesat the top of page37 and make
surethey understandeverything.Let them listento the
tape at leasttwicewhilethey lookat the dialoguein their
coursebook. Whencheckingthe answers,ask studentsto
tell you what'swrongwith falsesentences.
ffGm I false (U-shape) 2lrue 3 true
4 false(Bohemian) 5 false(the Bohemiancrystalgoes
with the Limogesplates)
Language
IKJD
o Thesentences referto the future.
. going to
o Negative sentence:l'm notgoingto usethe Venetian
ones.
o Questions: Whattableclothareyougoingto use?What
glassesareyougoingto use?Whichonesareyougoing
to usethen?
. Weformnegative sentences by puttingnof in frontof
goingto.
o Weformquestions by reversingthe subjectandthe verb
be.
4
Exercíse
Beforeapproaching this exercise,elicit the wordsstudents
alreadyknow.Theyshouldat leastcome up with the ones
they encounteredin exercise!, i.e. tablecloth,dinner/
side / dessert/ soup plate, soup spoon and g/ass. Then
draw students'attentionto the words dinner plate, side
plate, eIc. and explainthat the sameword can be
combinedwith otherwordsto producecompoundwords.
Ask studentsto do the exercise,encouraging them to
deducethe meaningof the compoundnounstheyare not
familiarwith and allowingthem to usea dictionarytf
necessary. Thenask them to practisesayingthe words.
'cutlery', which
Note: Remind students that the word
appearedin exercise 1, is a general word that refers to
forks, knives and spoons.
S!! 1 fort< 2 knife 3 side plate 4 saltcellar
5 dessertspoon 6 ashtray 7 glass 8 tablecloth
9 napkin 10 dinnerplate 1t soupspoon
12 soupbowl 13 slipcloth

2
Exercíse

G@
1 Olgais goingto go shopping. Exercise
5
2 Paoloand Biancaaregoingto havea romanticdinner. Beforeapproaching this exercise,elicit the wordsstudents
3 Mariais goingto seea movie. alreadyknowand remindthem aboutcompoundword
4 Thomasand Alfonsoaregoingto playfootball. formation.Then ask studentsto do the exercise,
encouraging them to deducethe meaningof the
3
Exercíse compoundnounsthey are not familiarwith and allowing
them to use a dictionaryif necessary.Then ask them to
to thinkabouttheirplansfor the weekend.
Askstudents practisesayingthe words.
in groups.Fast-paced
Thengetthemto do this exercise
canalsotell eachotherabouttheirplansforthe
students
summer,theirnextholiday,nextyear,etc.

24 twenty-four
 Welcomet(8

g@E 1 sugarpot 2 coffeepot 3 t e a p o t 4 m i l kj u g

5 teaspoon6 cup 7 saucer 8 dessertspoon
9 cerealbowl 10trav
Ask studentsto work in groups to produce a list
of compound nouns from words they already
know (for example,water glass,wine glass,fish
knife, breakfast fray, etc.). This can be set as a
contest,giving one point for each correct
compoundword.
Divide the classinto two teams.
Ask a member of team A to leavethe classroom.
One memberof team B laysthe table for lunch or
preparesa breakfasttray, while the membersof
team A memorisethe position of the objects.
After one minute, team B clearsthe table or tray.
The member of team A comes back in. The other
membersof team A have to describethe position
of the objectsso that he/she can lay the table or
tray in the sameway as fast as possible.Then the
teams exchangeroles.The fastest team wins.

Exercise 6
Tellstudentsthat theyaregoingto heara description of
how itemsare laid out on a breakfast tray.Askthem
which itemsthey expectto hear(the itemswere
introducedin the previous vocabulary exercises).Thenask
them to drawthe itemson a traywhilethey listento the
tape. Let studentslistento it as manytimesas they need
to. Finally,asksiudentsto comparetheir drawingsin
pairsbeforeaskingsomebody to drawhis/ hertrayon the
blackboard in orderto checkit. Thisexercise orovidesthe
perfectopportunity to recycleprepositions of place.See
tapescript(coursebook page101).

tkrîB

I)
Exercíse
7
Ask studentsto workin pairssittingback-to-back with
their partners.Eachstudentshoulddrawa breakfast tray
with all the itemsfrom exercise 6 on it, withoutletting
their partnersee.Thentheyshouldtaketurnsto describe
their drawingsto their partners, who haveto try and
reproduce the drawingsas accurately as possible.
Fast-
oacedstudentscan be askedto drawand describea table
l a i df o r d i n n e ri f t h e yf i n i s he a r l y .

twenty-f
ive 25
 A drink?
D e s c r i b i ndgr i n k s
C o u n t a b laen d u n c o u n t a bnl eo u n s
D e s c r i b i ndgr i n k s
Behind t h eb a r
P r o n u n c i a t i ovno:w e r s
O r d e r i n gd r i n k s
M a k i n gr e q u e s t s
Tablewarfor e dr ink s
P r o n u n c i a t i ot hne: s c h w as o u n d

Objectivesof the unit

To enablestudentsto describedrinks.
To enablestudentsto presentthe drinksmenuto guestsand taketheir orders.
To enablestudentsto understandrequests.

twenty-six
f - _
A drink? ()

Thedrinksmenu fiGln 1, 2 lrishcoffee,espresso 3, 4 draught,bottled

5 , 6 s w e e td, r y 7 a p p l e 8 , 9 s t i l l ,s p a r k l i n g
Exercise 1 1 0 .1 1 f r u i t .h e r b a l
Beforelrstening to the dialogue, elicit previous knowledge
studentsmay haveon the subjectthroughthe warm-up
s a yb e g i v e ni n t h e i rm o t h e tro n g u e .
q u e s t i o nA. n s w e rm Referstudentsto the 'Drinks'sectionsin the
glossaryat the end of the coursebook(page 106)
and to the correspondingexercisesin the
Exercise2
workbook (pages56-57).
A s ks t u d e n t w s h e t h etrh e yk n o wa l l t h e d r i n k si n t h e b o x
(someof them will probablyhaveappeared in the previous
warm-upexercise) and makesurethey understand all of
t h e m .T h e na s kt h e mt o r e a dt h e C a s a b l a n cdar i n k sm e n u
. i n a l l ya, s kt h e mt o f i l l i n t h e g a p s
a n d c l a r i f ya n yd o u b t s F For further practice of adjectives used to describe
usingthe wordsin the boxand checkthe answers with drinks, ask students to tell you which adjective
t h e w h o l ec l a s s . best describes the following drinks. You can write
the options on the blackboard.
Notes: 1 chocolate: a) sparkling b) hot c) dry
I Teain Englishmeansany drink made by pourtng 2 champagne: a) soft b) sparkling c) draught
boiling wateronto the dried leavesor flowersof certain 3 espresso: a) alcoholic b) dry c) hot
n l e n|f. <
y I u, J '
inrlrtdino lhe fea nlenf ifc,plf 4 mineral
2 The two main types of UK beers are bitter (made with water: a) still b) dry c) sweet
more hops than most beersand with a slightly bitter 5 bitter: a) draught b) sweet c) hot
6 cola: a) dry b) still c) bottled
taste)and lager (a light beer with a lot of bubbles).
Theyare not to be confusedwith stouts- which are (lIEtu 2b 3c 4a 5a Gc
strongand dark (e.9. Guinness),or ales - which are
You can also use this exerciseas a quick test.
made without hops.

fKlllF 1 Soft drinks 2 Hot drinks 3 coffees 4 Teas

5 B e e r s 6 W i n e s 7 S p i r i i s 8 L o n gd r i n k s Exercise5
Tellstudentsthat they aregoingto lìstento six
Exercise3 d e s c r i p t i o nosf d r i n k sa n d t h a t t h e yh a v et o i d e n t i f yt h e
n a m e so f t h e d r i n k si n t h e i rc o u r s e b o o kl sf t. h e yh a v e n ' t
s h i c hf r u i tj u i c e st h e yk n o wa n dt h e ng e t
A s ks t u d e n t w comeacrossthe word sherry(option5c) before,make
them to workin groupsto find moredrinksto be addedto surethey understand it now.Stopthe tape aftereach
the Casablanca menu.Makesurethe wordssherrvand d e s c r i p t r ot o
n g i v e t h e mt i m e t o t h i n k .S e et a p e s c r i p t
cockta i ls are elicited. ( c o u r s e b o op ka g e1 0 1 ) .
This exercise can be doneas a contest,with one point
awardedfor eachdrink.Theteamwith the mostpoints
WINS.
For lessadvancedstudents,read the descriptions
yourself after the tape.
Exercise4
Ask studentsto havea lookat the wordsin the boxand
t h e d i a g r a mi n p a i r s A . l l o wt h e mt o u s ed i c t ì o n a r i et os úGEltu2b 3b 4c 5a ob
l o o ku p t h e w o r d st h e yd o n ' tk n o w O . n c et h e y ' v ed o n et h e
exercise, correctit with them and askthem to spotone
c o t d r i n k( l r i s hc o f f e e ) .
a l c o h o l ih

twenty-seven *7
@ A drink?

Exercise 6 Language
Ask studentsto havea lookat the setsof wordsin their Beforeapproaching this language box,makesurestudents
coursebook. ln eachset,the vowelsoundof threeof the u n d e r s t a ncdo u n t a b laen d u n c o u n t a b n
l eo u n s
wordsis the same,evenif it doesn'tseemso whenthey conceptually. Thengo throughthe boxwith the students,
seethem written.Ask them to sootthe wordwith a explaining the meaningof someand any in termsof
differentvowelsoundin eachset.Youcan modelthe q uantity:
exercise yourselff irst.Thenplaythe tapeas manytimes . Thereare someeggsin the fridge= we don't say
a s t h e s t u d e n t sn e e di t t o a l l o wt h e mt o c h e c kt h e i r exactlyhow many
answers. Ask the wholeclassto oronounce the setsof . Thereis somesugarin the pot = unknownquantity
wordsand correcttheiranswers at the sametime. . Are thereany glasseson the tray?= quantity not
i moortant
. Thereisn'tany ketchup= Za(o
lf your studentshaverealdifficultyin A s kt h e mt o u n d e r l i nteh e c o r r e cot o t i o n si n t h e
distinguishing you
the differentvowelsounds, sentences and to checktheir answersin the grammar
maywishto stopthe tape after eachset and reference sectìonat the end of the coursebook (page96).
repeatthe wordsyourself.You canthen askthem (much,manyand a lot oD will be dealt
Otherquantifiers
to repeatthe wordsafter you.
w i t hi n u n i t 1 2 .
Youcanaskmoreadvancedstudentsto do this
activitywithout lookingat their coursebook. lkflB We use somewith positiveverbs.
We use anywithnegativeverbsand questions.

S!!ttin 2bread 3street4hot 5dry 6could

7 how 8 lager You may wish to tell more advancedstudents
about the exceptionaluse of some in questions
when you offer or ask for something (e.9. Could I
Divide the classinto teams and ask studentsto have some cake, please?Would you like some
pronouncethe words in turn, as in the exercise. chocolate?)as well as the use of any in positive
You could set this as a contestby giving one point sentencesstarting with if (e.9. lf you have any
for each correct answer and acting as a referee. doubts, p/easetell me) and when the meaning is
The team with the most points wins. Alternatively, not specific(e.9. You can visit me any day you
you can get studentsto work in pairs and test like,i.e. it doesn'tmatter which one).You may
each other. alsowish to point out that the samerulesapply
to the words derived from sorne and any
(something, anyone, anywhere, etc.).

Exercise 7
Introduce this exercise by askingstudentswhatthey Exercise
I
w o u l de x p e ctto f i n d b e h i n da b a r .T h e nt e l l t h e mt h e y ' r e
A p r a c t i c e x e r c i sw
e h i c hm a yb e d o n ee i t h e ri n d i v i d u a l l y
goingto learnsomevocabulary relatedto cocktails, which
or in pairs.
is the tooic of the nextunit. Askthem to havea lookat
t h e w o r d si n t h e b o xi n d i v i d u a l lAy l.l o wt h e mt o u s e ffGtBlsome 2some 3any 4some 5any
d i c t i o n a r i et os l o o ku p t h e w o r d st h e yd o n ' tk n o w T
. hen
6 some 7 some 8 anv 9 anv 10some
a s kt h e mt o m a r ke a c hn o u na s c o u n t a b l (eC )o r
u n c o u n t a b l(eU ) .O n c et h e y ' v ed o n et h e e x e r c i s ec ,o r r e c t
i t w i t ht h e m .

rcne 1 cocktailshakers(C) 2 tomatojuice (U)

3 g l a s s e(sC ) 4 i c e ( U ) 5 s a l t( U ) 6 b o t t l e s( C )
7 sugar(U) 8 eggs(C)

X& twenty-eight
 A drink?(l

Orderinga drink
In order to practisequestions,dívide the classinto Exercise1
two teams and play a memory game.Ask the
teams to closetheir books and to ask each other lntroduce this exercise by askingstudentswheiherthey
in turn about the objectsillustratedon page 42. remember the nameof the gueststhat Janwelcomed at
You can model it yourself and ask or write on the t h e b e g i n n i nogf u n i t 5 ( M r a n d M r s K e r r i g a n R ) .e m i n d
blackboard: Are there any plates?Get the them that theseguestswerepresented with the wine list
students to answer: No, there aren't any (plates). a n dt e l l t h e mw e ' l l h e a rt h e mo r d e r i n a g d r i n kb e f o r et h e i r
You can act as referee and give one point for each meal.At this ooint.drawstudents'attentionto the culiure
correct answer.The team with more points wins. tip and go throughit together.Beforelisieningto the
Alternatively,you can get the studentsto work in
tape,askthem to readthe sentences and makesurethey
pairs and test each other.
u n d e r s t a nedv e r y t h i n T
gh . e n ,t e l l t h e mt o l i s t e nt o t h e
dialogueand to choosethe correctanswers.Let them
listentwice.
Exercise
9
To do this exercise you needsomestickersor labels,on
w h i c hy o uc a nw r i t et h e n a m e so f t h e d r i n k sf r o mt h e
Ask studentsto read the dialoguein their
Casablanca menu.Writethesesentences on the
coursebooksas they listen to it for the first time.
blackboard:ls it alcoholic?Can you drink it with More advancedstudents may be able to listen
breakfast/ lunch/ dinner?ls it a soft/ sparklingdrink? ls it with their booksclosed.They can then all listena
a populardrink in this country?Brainstormmore Yes/No secondtime and completethe exercisewithout
questions. Thenstickone stickeron eachstudent'sback looking at their coursebooks.
a n d a s kt h e mt o w a l ka r o u n dt h e c l a s s r o o a ms k i n ga n d
a n s w e r i nqgu e s t i o nusn t i lt h e yg u e s st h e n a m eo f t h e
d r i n ko n t h e i ro w n b a c k .T e l lt h e mt h e yc a n o n l ya s ka n d 2c 3b 4b Ea oa
G$tu
answerone questionwith eachstudent.Whenthey have
f i n i s h e dg, e t t h e s t u d e n t tso t e l l y o ut h e n a m e so f t h e i r
d n n k sa n dt o l o o ka t t h e i rs t i c k e r tso c h e c kt h e ya r er i g h t . Exercise2
Beforedoingthis exercise, askstudentsto readthe
sentences on page44. Thenaskihem to do the exercise
l yh i l ey o u p l a yt h e t a p eo n c em o r e .T h e n
i n d i v i d u a lw
lf you prefer more controlled exercises,ask
correctthe exercise with the wholeclass.Pointout that
studentsto do this exercisein groups.At the end,
a member of each group shouldreport the names all of thesesentences are requestsand that they needto
of the drinks they guessed.Or ask studentsto understand requestsin orderto fulfil guests'needs.
work in pairsand give eachstudent a pieceof Sentences 6 and B showhowa requestmay be made
paper with the namesof somedrinkswritten on w i t h o ua t s k i n ga q u e s t i o nT. h e l a s to n e i s n o t p o l i i e ,a n d
it. Studentshave to ask each other Yesl/Vo whileit must be understood, it is not a goodmodelto
questionsuntil they guessthe namesof the drinks f o l l o wD. r a ws t u d e n t sa' t t e n t i o tno t h e c u l t u r et i p a n d
that are written on the other student'spaper. remindthem that restaurant staff mustconveythe image'
of the restaurant throughappropriate words(whichare
h i g h l yc o n v e n t i o n a l i saendd)a t t i t u d e( w h ì c hm u s tb e p o l i t e
a n d h e l p f u al t a l ì t i m e s ) T
. o e n c o u r a gt eh i s ,a s ks t u d e n t s
to practise polite intonationusingthesesentences.

Point out to more advancedstudentsthe use of

some in sentence5 (seelanguage note above,
page 42).

fKllB 3, 4, s,7

twenty-n
ine ?91
= --'. -' - ! ! t [ ! ! ! ! ! ! l tI

@ ndrink?

Eitherread out or write on the blackboardthe Ask studentsto think of one requesteach and
questionsbelow. Then ask studentsto look at the then to practisesayingthem in turn. They should
sentencesin exercise2 and to answer your try to askfor feasiblethings and addresstheir
questionsby choosingthe correct option. requeststo somebodyspecific_ another student
1 What is the purpose of these sentences: or maybe you. lf they are correctlyphrasedand
a) to offer somethíng politely intoned,the requestsshould be satisfied.
b) to suggestsomething Exampfe:Mark, could you stand up, please?
c) to ask for something
2 Are these sentences
a) polite? Exercise
4
b) impolite?
Introduce this exercise by elicitingthe wordsrelatedto
c) colloquial?
tableware for drinksthat wereencountered in the second
3 Which words are often repeated ín these partof unit 5 (g/ass,cup).Thenwritethe following
sentences?
definitionson the blackboard and ask studentsto tell you
a) p/ease, can and could
whichonescorrespond to the wordsmug, glassandcup:
b) wine, could and haye
c) p/ease, c/oseand can 1 A_ has no handte.lt can havea stem or not.
2 A_ is smaller than a mug. tt hasa handle.
GElt. 2a 3a
It usuallyhas a saucer.
Finally,write the following sentences
on the
blackboardand askthe studentsto fill in the gaps 3 A- is largeand hasa handle. lt doesn,t
usingthe correctanswersto the questionsabóve. usuallyhavea saucer.

Requestsare used (1) -.--. They should rclrBlgtass 2cup 3mug

always be (2) The words usedto make
requestsare usually(3) _: the words Thenaskstudentsto workin pairsand to matchthe
(4) --- and (5) are at the wordsin the boxto the pictures.At this stage,theyshould
beginningof the sentences, and the word b e f a m i l i aw
r i t ha l l t h e w o r d sO
. n c et h e y ' v ed o n et h e
(6) .- is usuallyat the end.
exerctse, correctit and practisethe pronunciation with
(l[l 1 to ask for something 2 polite them.
3 please,can and could 4 can 5 could 6 please
flFlrî I tea (cup) 2 wine(glass) 3 hot chocolate
(mug)
4 coffee(cup) 5 beer(glass) 6 champagne (glass)
Exercise3 7 cocktail(glass)

Ask studentsto put the wordsin the correctorderto

createrequestsin pairsor groups.Thenproceedto whole_
classcorrection,
by askingstudentsto sayeachsentence Referstudentsto the ,Tableware,section in the
politely. glossaryat the end of the coursebook
( p a g e s1 0 9 - 1 1 0 ) .
fran
1 C o u l dy o u b r i n gm e t h e m e n u ,p l e a s e ?
2 CanI havemy coat,please? Exercise
5
3 C o u l dy o ut e l l m e y o u rn a m e ,p l e a s e ?
lntroduceIhe schwasound/e/.Thenaskstudentswhether
4 Couldwe havea tablein the corner,please?
theythink the wordsa and of in the modelsenrences are
5 Can t havesomebread,peter?
stressed.Readthem aloudas manytimesas they need
6 C o u l dy o us h o wu s t o o u r t a b l e ,p l e a s e ?
untrlthey realisethat thesewordsare not stressed.
Next,
stopthe tapeaftereachsentence and askthe wholeclass
to repeatwhatthev hear.

3 r; th irty
 A drink? ()

lf your studentshave real difficultyin Beforeaskingstudents to makeup their own

distinguishingthe schwasound,stop the tape dialogues,adviselessadvancedstudentsto analyse
after each sentenceand repeat it yourself.Then the dialogueon page43 and to useit asa model.
ask them to repeat the words after you.
Sometimesit's hard for studentsto work out
exactlywhich soundsare unstressed.Ask them to
copy the stresspattern of the question using
soundsinsteadof words,e.g. tatatata ..., or ask Ask studentsto createtheir own drinks menus,to
them to knock on their tableswhen there,sa presentthem to you for feedback,and then to act
stressedsyllable. out similarconversations to the ones in exercise7.
You can give an exampleto illustratethis. Alternatively,you could perform the role of a
guestwho visitstheir establishments and orders
e.g. Could I have a glassof wine, please?
drinksfrom their menus.
ta ta TA ta ta ta TA ta
It may be fun to askthem to 'read,
all the
questionsthis way before using the actual words.
Exercise
8
It will certainlyhelp them to discoverthe stress
pattern. Y o uw i l l n e e dt o b r i n gp l a y i n gc a r d s( d i a m o n dasn d
h e a r t st)o t h e c l a s st o p l a yt h i sg a m e .D i v i d et h e c l a s s
into two teams.Giveeachteama copyof the questions
Exercise 6 theywill haveto answer(photocopiable resource,
page67). Eachquestioncorresponds to a card.Each
Tellstudentsthey aregoingto learnsomewordsrelatedto
g r o u ps h o u l dp i c k u p a c a r dw i t h o u tl o o k i n ga t i t f i r s ta n d
w i n e .T h e ne l i c i tt h e m e a n i n g
o f a n yw o r d si n t h e b o xt h a t a n s w etrh e c o r r e s p o n d i qn ug e s t i o n .
l f t h e a n s w e trs
they alreadyknowand askthem to matchthe wordsto
correct,the team keepsthe card.lf it isn't,the otherteam
t h e p i c t u r e sA. l l o wt h e mt o w o r ki n p a i r sw i t h a d i c t i o n a r y
hasthe chanceto answer.At the end,the teamscount
to do the exercise. Youmayaskstudentswhofinishthe t h e v a l u e so f t h e c a r d s( t h eJ a c k ,t h e K i n ga n d t h e e u e e n
exercise f irstto comparetheir answers with thoseof areworth12 points).Theteamwith morepointswins.
anotherpair,thus allowingslower-paced studentsto f inish
the exercise N o t i c et h a t e a c hs e t o f c a r d sh a s5 f u n c t i o n a l , 3g r a m m a r
too.
and 5 vocabulary questions. As the studentsare now
[l[l 1 ice bucket 2 wine basket 3 coaster halfway through the book, this exerciselendsitselfto a
4 cork 5 whitecloth 6 wine label 7 corxscrew revision of the contents of the previous units.you can
8 decanter present this exercise as a test or a game,deciding
whetheror not to allowstudentsto usethe coursebook as
a reference. Thisexercise can alsobe usedin conjunction
Exercise7 with the glossary (coursebook pages104-111) and the
Dividestudentsinto smallgroupsor, if you prefer,ask workbook (pages4-27) for revisionpurposes.
t h e mt o w o r ki n p a i r st o d o t h i s s i m u l a t i oenx e r c i s eT.e l l
them to turn to page40 and to havea lookat the drinks lkllD Diamonds: 1 Shall I takeyourcoat?
menuof the Casablanca. Theymust imaginetheyareat 2 uncountable 3 Whereareyou from? 4 the bartender
the Casablanca and createshortexchanges betweenthe 5 i s n ' ta n y 6 C o u l dI h a v es o m ei c e i n m y w h i s k y ,
guestswho ask aboutand orderdrinks,and the waiter please? 7 oval 8 future 9 a corkscrew 10 Whatdo
who describes the drinksand takesthe order.Theyshould o ud o ? 1 1 W h y 1 2 W h a tn a m ei s i t , p l e a s eo?r C o u l d
y
usethe structures they'velearntín this unit. Offer I havethe name,please? 13 horseshoe
feedbackon the writtendialogues, then give students Hearts: 1 is 2 eggs,bacon,grilledtomatoes, sausages,
time to rehearse. Finally,askfor volunteers to act out mushrooms, toasi,jam, fruit juice,tea or coffee(cereal
their dialogues for the restof the class. optional) 3 still 4 DoesPaullike spaghetti? 5 get to
6 Goodnight 7 a teacupor mug 8 For how many
p e o p l e ? 9 p o l i t e 1 0 t h e H e a dW a i t e r 1 l J u n e 1 2 i n
13 Goodafternoon, Casablanca Restaurant. Can I helpvou?

th irty-one 31
Cocktaits
C o cktailr ecipes MakingcÒcktai l s
l mp er atives Linkingwor ds
C o cktailr ecipes Cocktailpr epar at i on
Pr onunciationr
r hythm

Objectives of the unit

a Toenablestudents
to describe andhowtheyareprepared.
cocktails
a Tomakestudents andprofessional
awareof the conventions practiceinvolved
in serving
cocktails.
 Cocktails

After a long day

Ask more advancedstudentsto fill in the recipes
Exercise 1 without looking at the dialogue.Allow them to
elicit previous
Beforelisteningto the dialogue, knowledge work in pairs.
studentsmay haveon the subjectthroughthe warm-up
q uestions.
[l[! t rum 2 juice 3 m ì n t 4 j u i c e 5 g r a p e f r u i t
Exercise2 6 sodawater
Ask studentsto readthe sentences belowthe dialogue.
T h e na s kt h e m t o l i s t e nt o t h e d i a l o g ua
e n dt o d e c i d e Exercise5
whetherthe sentences aretrue or false.Afterallowing Introduce this exercise by askingstudentsto identify
t h e m s o m et i m e t o p u t t h e i ri d e a si n o r d e r l,e t t h e m l i s t e n wherein the recipesthe measures arespecified.Ask
t o t h e d i a l o g u ae g a i nt o c h e c kw h e t h etrh e i n f o r m a t i o n them to guess whatthe abbreviations in the recipes
theyobtainedis correct.Finally,askthem to correctthe mean.Thenaskthem to matchtheseand other
f^t^^ ^^^+^^^^^
tdt5u 5utìLUilLc). a b b r e v i a t i otnost h e f u l l f o r m s .

GElto 2e 3f 4h 5g Ga 7d 8c
You may want to write the sentenceson the
blackboardand ask studentsto read the dialogue Exercise6
in their coursebooksas they listen to it for the in eachpairand to
Ask studentsto comparethe measures
first time. More advancedstudentsmay be able to
choosewhich is the largermeasureof the two. 0nce they
listenwith their booksclosed.They can then all
listen a secondtime without looking at their h a v ef i n i s h e dt,e l l s t u d e n t tso c h e c kt h e i ra n s w e rw
s ith
coursebooksand say whether the sentenceson the conversion tableon page91 of the coursebook.
the blackboardare true or false.
GEltu 2a 3a 4b 5b ob 7a 8b

[l[!ltrue 2false 3true 4true 5true 6true

T h e M o j i t oi s a C u b a nc o c k t a i l . Ask studentsto find a cocktailthat usesat least
three of the ingredientspresenteither in the
Mojito or in the San Francisco. They will haveto
3
Exercise quantitiesand
list the ingredients, specify the
Tellstudentsthat theywill now learnthe namesof some then compare cocktails. Write the following
Askthem to havea lookat the words
cocktailingredients. adjectiveson the blackboard: sweet, bitter,
in the box.Allowstudentsto usedictionariesto checkthe strong, light, salty, spicy, etc. Ask students to use
meaningof any wordstheydon't know.Thenaskthem to them to describethe differences in taste produced
matchthe picturesto the corresponding words.Finally, by the combinationsof ingredients.
askthem to practisesaying the words.

[l[! t ice 2 salt 3 pineapple juice 4 mini leaves Language

j
5 grenadine6 grapefruit u i c e 7 l i m ez e s t 8 s u g a r
Introduce the exercise by elicitingfrom studentswhich
form of the verbis usedin cocktailrecipes.lf necessary,
Exercise4 y o u m a yb r i n ga n e x a m p l o e f a c o c k t a irl e c i p ei n t h e
Ask studentsto completethe recipesof the Mojitoand students'mothertongue.Then,askthem to lookat the
the San Francisco from
with the namesof the ingredients examplesentences in the language boxand to answerthe
q u e s t i o nbse l o wF
. i n a l l ya, s kt h e mt o c o m p l e t e therule
ihe d i a l o g u e .
regarding the useof imperatives. Ask them to checktheir
answersin the grammarreference sectionon page96.

thirty-three 33
 O cocktaits

frcnD
o S e n t e n c e(sa )a n d ( c ) a r ep o s i t i v eS. e n t e n c(eb ) i s
negative. You may want to write the sentencesand the
r Sentence(a) givesinstructions. suggestedendingson the blackboardand ask
. Sentences (a) and (c) describea process. studentsto read the dialoguein their coursebooks
r S e n t e n c e(sa )a n d ( b ) u s ea n i m p e r a t i v e . as they listento it for the first time. More
advancedstudentsmay be able to listen with
lmperatives do not havea subjectbeforethe verband are their booksclosed.They can then all listena
usedto give instructions. secondtime without looking at their coursebooks
and choosethe appropriateendingsfor each
Exercise7 sentenceon the blackboard.

Tellstudentstheywill now practisethe imperative by

puttingthe wordsin orderto produceinstructions.
t h e yh a v ef i n i s h e dc, h e c kt h e i ra n s w e rasn d a s kt h e mt o
suggesta personwho wouldnormallygivethese
instructions. Finally,askstudentsto practisesayingthe
senlences.
ficl1B
1 T a k et h e w i n el i s tt o t h e t a b l e .( h e a dw a i t e r )
2 Don'ttake my bagto the cloakroom. (guest)
3 Servesomemorebreadto tabletwo. (headwaiter)
4 D o n ' ts h o wt h e g u e s t st o t a b l en u m b e e r i g h t .( h e a d
waiter)
5 P r e p a r ae c o c k t a iflo r M r S m i t h .( h e a dw a i t e r )
6 D o n ' tp u t t h e m i l k i n t h e f r i d g e (. h e a dc h e f )
Ask studentsto think of a personwho usually
givesthem instructionsin the context of the
school.Ask them to think of three typical
instructionsthat personnormallygives.They
shouldtell the rest of the class,and the classmust
guesswho the person is.
Once f f c n D l n c o r r e c t o p t i o n s : l2ca 3a 4b 5c
Exercise
2
Tellstudenisthat theywill now learnsomeof the verbs
u s e di n E n g l i s h t o d e s c r i b ceo c k t a im
l a k i n gA. rrange
s t u d e n t si n p a i r so r i n s m a l lg r o u p sT. e l lt h e mt h e yw i l l
receivetwo setsof cards:one with the verbsin English
a n dt h e o t h e rw i t h t h e v e r b si n t h e i rl a n g u a g ey .o u w i l l
find the cardsas a photocopiable resource on page68.
Youwill haveto completethe secondset of cardswith the
t r a n s l a t i oonf t h e E n g l i s h
t e r m si n t h e s t u d e n t sm' o t h e r
tongue.Put the cardsface downon the table.Each
studentshouldchooseone cardfrom eachset. lf they are
t h e s a m e ,h e / s h ec a n k e e pt h e p a i r .l f n o t ,h e / s h em u s t
turn them overagainand let the nextstudenttrv.
Exercise3
Tellstudentsthat theywill now practisethe verbsof
preparation that they havejust learned.Ask eachstudent
to thrnkof a verbfrom exercise 2 andto performthe
actionin frontof the class.The classmustguesstne
verb.

Making cocktails
You may ask studentsto bring in ingredientsor
Exercise 1 anythingthey may need to íllustratethe meaning
Tellstudentsthey will now listento a dialoguewheretwo of a verb. More advancedstudents may be asked
guestsaskfor cocktailsat the Casablanca to look for other verbs in further cocktail recipes
bar.Ask them
(in books,or on the internet if available).They
to readthe sentences at the bottomof the page.Then,
can then demonstratetheir meaningto the rest
askthem to listento the dialogueand to identifyfwo
of the group.
possibleoptionsto completeeachsentence. Theyshould
then crossout the one incorrectoption.Afterallowing
t h e ms o m et i m e t o p u t t h e i ri d e a si n o r d e r l,e t t h e m l i s t e n
t o t h e d i a l o g ua
e g a i nt o c h e c kw h e t h etrh e i n f o r m a t i o n
theyobtainedis correct.

34 th irty-fou
r
 cocktailsj)

Exercise4 if they don't haveaccessto realones.Theteamthat

prepares the bestcocktailand explainsit correctlyto the
T e l ls t u d e n t tsh a t w h a tt h e yw i l l l e a r ni n t h i s e x e r c i sw
ei l l
c l a s sw r n s .
enablethem to writeperfectrecipesfor the cocktailsthey
will createwhentheyarefamous.Askthem to lookat the
i n s t r u c t i o nf o
s r m a k i n ga B l o o d yM a r ya n dt o u n d e r l i n e ExerciseB
t h e w o r d st h e yt h i n k h e l pp u t t h e i n s t r u c t i o ni ns o r d e r . Tellstudentsthat it is veryimportantto pausein the
a p p r o p r i a tpel a c ew h e ns p e a k i n gs,i n c ep a u s i n g
affects
Nole: Drawstudents' attenttonto the grammartip and ask
the meaningof a sentence. Ask studentsto readthe pairs
them to write the equivalentsof the wordsin the box tn
o f s e n t e n c eosu t l o u da n d t o d e c i d ew h i c ho n es o u n d s
their language.Point out that thenand next can be used
betterto them.Then,playthe tapeand askstudentsto
i nf orc ha nopehltr
revisetheirchoiceswith reference to the taoe.See
ffGllB first, then, next,finally tapescript(coursebook page101).

Exercise5
You may provide studentswith tape recordersto
Nowask studentsto usethe wordsin the grammartip to recordtheir initial pronunciationof the pairsof
f i l l t h e g a p si n t h e G i n F i z z r e c i p e
A.l l o wt h e mt o w o r ki n sentences.Thiswill allow you to focuson each
0 ar r s . student'sparticular diff iculties.

I I G E D1 F i r s t 2 T h e n / N e x t 3 N e x t / T h e n 4 F i n a l l y
GEEtu 2b 3b 4a 5b 6a
Exercise 6
Nowaskstudentsto put the jumbledsentencesof the
Mojito,Margarita
and San Francisco
in order.
Ask studentsto think of pairs of sentenceswhere
f3?!E a wrongly placedpausealtersthe meaning.
Encouragethem to make up funny sentences. You
Mojito F r r s tm , i xt h e m i n t l e a v e w s i t ha d a s h
could give an exampleto illustratewhat they
o f l i m ej u i c ea n dt h e s u g a rT. h e na d d t h e shoufd do: l'm afraid lthere are na tables
i c e ,t h e r u m a n d a s p l a s ho f s o d a .F i n a l l y , available.
g a r n i s hw i t h a f r e s hm i n t s p r i g .
Margarita F i r s t ,m i xt h e t e q u i l at,h e C o i n t r e aaun d
t h e l i m ej u i c e .S h a k ew i t h i c e .N e x t ,
Exercise9
strainto servein a salt-rimmed glass.
F i n a l l yg, a r n i s hw i t h l i m ez e s t . Tellstudentsthat nowthat they are familiarwith the
S a nF r a n c i s c oF i r s t ,p o u ra l l t h e j u i c e sa n dt h e language involvedin servinga cocktail,it shouldbe very
g r e n a d i nien t oa c o c k t a isl h a k ear n d easyfor them to usethe list of the drfferentactions
s h a k ew i t h i c e .T h e ns t r a i ni n t oa involvedrn sucha conversation to createtheir own
sugar-rimmed glass.Don'tadd the soda d i a l o g u eA. l l o wi h e m t o w o r ki n p a i r sa n d t o w r i t eo u t t h e
u n t i lt h e e n d . conversation. Givethem feedbackon whatthey have
writtenbeforeallowingthem time to rehearse. Then,they
shouldact out their conversation for the restof the class.
Exercise 7
Tellstudentsthat a cocktailcontestis goingto take place
in the class.Theywill haveto makethe bestcocktailwith
Before asking studentsto act out the dialogue,
a set numberof ingredients. Theycan varythe amountsof
you may adviselessadvancedstudentsto have
t . i v et h e me n o u g ht i m e t o p r e p a r teh i s
e a c hi n g r e d i e nG another look at the dialogueon page 49 for
exercise and let them usereal ingredients (if possible) examplesof sentencescorrespondingto each of
and act out the preparation in class.Providethem with the actionsin the chart.
cardswith picturesof the ingredients and servingglasses

th irty-five 35
 Recipes
P l a n n i nm
genus Descr ibing
dishes
C o mp a ra ti vand
es super latives Verbsas adjec.tives'
l n g red
ients Verbsof preparation
D e scri b i nfog o dand r estaur ants P r o n u n c i a t i o- n
e :de n d i n g s

Objectives of the unit

o Toenablestudentsto descríbewhatdishescontainandhowtheyareprepared.
o Tofamiliarise
studentswiththe conventions
involved
in recipes.

36 thirty-six
|---
l-

Recipes

Changingthe menu ffGlD 1 a seafooddish 2 They'recheapand the guests

haveexoensive tastes. 3 mussels 4 Rosa
Exercise 1 5 beforethey put them on the menu 6 Shesaysshe can
Ask studentsto havea lookat the wordsin the box.Allow preparethem in the restaurantin the afternoon.
t h e mt o w o r ki n p a i r sa n d t o u s ed i c t i o n a r i et os l o o ku p Extraquestions:1 lobster 2 prawns,musselsand
the wordsthey don't know.Thendo corrections with scaIlops
rnem.
Language
flcll! 1 mussels 2 lobster 3 scallops 4 prawns
Makesurestudentsknowhowto countthe syllables of a
5 oysters
w o r di n E n g l i s hl.f t h e yd o n ' t ,d e a lw i t h t h i s i s s u eb e f o r e
approaching comparatives and superlatives. Youshould
Exercise
2 alsomakesureyourstudentsunderstand the concepts
'comparative'
Beforelisteningto the dialogLre, askstudentswhether a n d ' s up e r l a t i v e ' .
t h e yr e m e m b eRr o s aa n d S a m .W h a ta r et h e i rj o b s ? Tellstudentsto havea lookat sentences (a) and (d) in
Whatsortof relationship do they have?Tellstudentsto the box.ls cheapa shortor longadjective? Makethem
listento the conversation betweenRosaand Sam about awarethat cheapis a one-syllable adjectiveand then ask
the menuand to out the sentences belowintothe correct them to completethe corresponding rules.
order.Givethem time to readthe sentences and make Next,tell studentsto havea lookat sentences (c) and (e)
surethey don't haveany problems with the vocabulary. in the box.ls expensive a shortor longadjective? Make
Let them listentwrce.Checkthe answers with the whole them awarethat expensive hasmorethan one syllableand
^t^^^
L I d55.
then askthem to completethe corresponding rules.
Finally,wriiethe wordtastyon the blackboard, and then
write tastierand tastiest How manysyllablesdoesthis
You may want to copy the sentencesonto the wordhave?What'sthe last letter?Ask studentsto
blackboardand ask studentsto read the dialogue c o m p l e t teh e c o r r e s p o n d i rnugl e si n t h e b o xa n d m a k e
in their coursebooksas they listen to it for the them awarethat in the caseof two-syllable adjectives
first time. More advancedstudentsmay be able to endingin -y, this letterchangesinto -i.
listenwith their books closed.They can then all
T h es t u d e n i cs a n c h e c kt h e r u l e si n t h e g r a m m a r
listena secondtime without looking at their
referencesectionon page96-97 of the coursebook.
coursebooksand put the sentenceson the
Afterwards, drawtheir atteniionto the irregular
blackboardin order.
comparatives and superlatives in the box.Go throughthe
g r a m m atri p a s w e l la n d a s kt h e mt o t e l l y o uw h i c hw o r d
usuallygoesbeforethe superlative form (fhe).
6 E E E t u2 e 3 a 4 c 5 f 6 d
fscnD
Exercise3 c o m p a r a t i vf o
e r m s u p e r l a t i vf e
orm
shortadiectives -er + than the + -est
Ask studentsto go throughthe dialogueagainand to
a d i e c t i v eesn d i n s- y - i e r+ t h a n t h e+ - i e s t
a n s w etrh e q u e s t i o nisn p a r r s .
longadjectives more+ adjective the + most+ adjective

Note: Youmight wish to pornt out that if a short adjective

You may ask studentswho finish the exercisefirst
to have a look at the box in exercise1 and answer
these two extra questions: Which of these
ingredients is not mentioned in the dialogue?
Which of these ingredients does Rosasuggest?
You can also ask them to comparetheir answers
with those of another pair, thus allowing slower-
paced studentsto finish the exercisetoo.
f inishes-e (like large),we don't add another-e to make
the comparativeand superlative forms (example:Iarger/
largest). On the other hand, in the case of short adjectives
ending in a single vowel + a single consonant (like hot),
we make the comparativeand superlative forms by
doubling the final consonantand adding -er/-est
(example:hltter/hottest). Studentscould also be informed
of the existenceof less/ least.

th irty-seven 37
() Recipes

Exercise
4 Exercise6
Beforeapproaching this exercise, askstudentsto lntroducethis exerciseby askingstudentsWhat'sthe
a sn d s u p e r l a t i v e
u n d e r l i n ae l l t h e c o m p a r a t i v e t hse yc a n Casablanca like?fhen ask them to havea lookat the
f i n d r n t h e d i a l o g u oe n p a g e5 2 . T h e na s kt h e mt o d o t h i s w o r d si n t h e b o xa n d m a k es u r et h e yu n d e r s t a nt d h e ma l l .
o r a c t i c e x e r c i sìen p a i r s . Tellthem they'regoingto needthesewordsto describe
and comparethe threerestaurants in the pictures.Dìvide
flGEl 1 Prawns are tastier than oysters. 2 French wine t h e c l a s si n t ot h r e eg r o u p sE. a c hg r o u pw ì l l b e i n c h a r g e
i s m o s tp o p u l aw r i n ei n t h e U K . 3 M i l k i s b e t t e rf o r y o u o f d e s c r i b i nag r e s t a u r a nLt .e tt h e mt h ì n ka b o u t h e i r
than lemonade. 4 Lobsteris the mostexpensive seafood descriptions. Everystudentin eachgrouphasto comeup
o n t h e m e n u . 5 C h a m p a g ni set h e b e s td r i n ki n t h e w o r l d . with at leastone sentencecomparing that restaurant to
6 Spaghetti carbonara is creamerthanspaghetti Bolognese.the othertwo so that eachgroupproduces a list of
7 P a s t ai s m o r et r a d i t i o n ai nl l t a l yt h a n i n S p a i n . comparisons. Theyhaveto decidewhich restaurant they
w o u l dl i k et o g o t o a n d g i v er e a s o nfso r t h e i rc h o i c e u, s i n g
Exercise 5 t h e i rl i s to f c o m p a r i s o nf osr t h a t p u r p o s eW
. h e nt h e ya r e
ready,eachgroupgivestheir opinionin turn. Youcan set
Ask studentsto havea lookat the wordsin the boxand u o a c l a s sd i s c u s s i ot no d e c i d ew h i c hr e s t a u r a nmt o s to f
e l i c i tt h e m e a n i n go f t h e o n e st h e yk n o w A . l l o wt h e mt o
t h e s t u d e n t sl i k eb e s t .
w o r ki n s m a l lg r o u p sw i t h d i c t i o n a r ì et os d o t h e e x e r c i s e .
Askthem to pick two morewordsfor eachcategory from
the glossary at the end of the coursebook (page 104-11 1)
w h e nt h e yh a v ef i n i s h e dc o m p l e t i ntgh e d i a g r a mY. o um a y Refer studentsto the 'Describingrestaurants'
askthe groupswho f inishthe exercise first to compare sectionat the end of the coursebook(page 105)
t h e i ra n s w e rw s i t ht h o s eo f a n o t h egr r o u p t, h u sa l l o w i n g and to the correspondingexercises in the
workbook (page 55).
slower-oaced studentsto finishthe exercise too.

ÍIGEB 1 pork 2 trout 3, 4 mussels, prawns 5 parsley

6 s e a s o n i n g7 , 8 o n i o n ,p o t a t o I l e m o n 1 0 f r u i t
11 f l o u r 1 2 c e r e apl r o d u c t s 1 3 p o u l t r y 1 4 d u c k Ask studentsto suggestsuitable musicfor the
1 5 d a r r yp r o d u c t s restaurantof their choice.They could also bring in
picturesof restaurantsfrom magazinesand
describethem.

'Dairy
Refer studentsto the 'Cerealproducts',
productsand eggs', 'Fish',
'Fruit','Herbsand A seafood recipe
spices','Meat and poultry', 'Seafood'and
'Vegetables'sectionsin the glossaryat the end of
Exercise 1
the coursebook(pages104-111),and to the
correspondingexercisesin the workbook Introduce this exercìse by askingstudentswhetherthey
(pages 52-69). remember the dish Rosasuggested for the Casablanca's
menu (scallops in mornaysauce).Havethe studentsever
t r i e ds c a l l o p sD? o t h e yk n o wh o wt o p r e p a r teh i s d i s h ?l f
they do, elicit boththe necessary ingredients and the
procedure in the students'mothertongue.Thenask
Divide the classinto two teams.When you saythe
studentsto completethe recipefrom Rosa'scookerybook,
name of a category,one representativefrom each
workingin smallgroups.Beforetheystart,askthem to
team in turn must write down an ingredient
belongingto that categoryon the blackboard. havea lookat the wordsin the boxand makesurethey
The first student who finisheswriting a correct u n d e r s t a nt d h e m .A l l o wt h e mt o u s ed i c t i o n a r i et o
s look
ingredientgets one point for hisi her team. The up the wordsthey don't know.Youmayaskthe groups
team with more pointswins. who finishthe exercise first to comDare their answers with
thoseof anothergroup,thus allowingslower-paced

38 thirty-eight
 necipes@

too. Onceall the students

studenisto f inishthe exercise f l lpour 2grate 3sprinkle4mash 5pick
havedonethe exercise, correctit with them.
6 slice 7 marinate 8 butter
Notes:
1 Explain that a salamandergrill is a small overheadgrill Exercise3
used to frntshor gratinate foods. Go throughthe ingredients
with studentsand makesure
2 Youmay wish to elicit the use of imperativeforms in theydon't haveanyvocabularyproblems.Let them work
recipes- either to preparea cocktatlor a dtsh - thus in pairs.
0nce they'vedonethe exercise,
correctit with
recyclingwhat they learnedin unit 7. rnem.
lklB 1 sauce 2 pepper 3 scallop 4 potato 2 e 3 9 4 a s d 6 c 7 h B b
G D t t
5 cooked 6 Parmesan 7 salamander I parslev

Exercise4
Beforeapproaching drawstudents'atiention
this exercise,
You may wish to ask more advancedstudentsto
to this sentenceformedfrom the previous exercise:You
closetheir coursebooks and hand eachgroup the
photocopiableversionof this exercise(page69). can melt butter.ice. chocolafe.Then ask them to lookat
Ask them to put the recipeinstructionsin the thesesentencesfrom the recipe(page55): Sprinklewith
correctorder as well as filling in the gapswith the melted butter/ Decoratethe edgeswith mashedpotatoes.
given words. They also have to write down the Writeon the blackboard:
namesof the missingingredients.Allow them to
use dictionariesto look up the words they don't you[';--lFrtt.f , yougetFJt.d-]Frtt.f
when
know. You may askthe groupswho finish the --r- -----r---- ------r-----
------r-----
exercisefirst to comparetheir answerswith those
of another group, thus allowing slower-paced
when -1--T-
you|iu.r.lFt.t.;-l, yougetFr.hJlF;tril;l
-T--]--
studentsto finish the exercisetoo. Once all
students have done the exercise,correct it with
them. @@ f j - t i l " 1@
ffGflD Seecoursebook

pepper
page55 for completedrecipe.
500m1hoi béchamel,
Missingingredients: salt and I action I ffi
fiGllî 1 cooked 2 gratinated 3 grilled/ mashed /
m e l t e d 4 s l i c e d/ g r a t e d/ p i c k e d 5 g r i l l e d/ b a k e d/ f r i e d
Exercise2 6 melted/ sliced 7 grated/ picked
Ask studentswhetherthey knowall the verbsin the box.
l f t h e yd o n ' t ,a l l o wt h e mt o u s ed i c t i o n a r i easl,t h o u g h Exercise5
t h e ys h o u l dt r y t o d e d u c et h e m e a n i n gtsh r o u g h Beforeapproaching this exercise, tell studentsthat in
e l i m i n a t i o(nm o s to f t h e v e r b sh a v ea p p e a r eidn t h e English p r o n u n c i a t i o
onf e n d i n g si s v e r y
thecorrect
previous exercise). Let them workin pairs.Oncethey've
t ,s i t i n v o l v eas d i f f e r e n cien m e a n i n ge, . g .t h e .
i m p o r t a na
donethe exercise, correctit with them and get them to
sentencesMashpotatoes,please! and Mashedpotatoes,
practisesayingthe words.
please!convey two differentmessages. In the first one
you'reaskingsomebody to carryout the actionof mashing
potatoes, whereasìn the secondyou'reaskingsomebody
Refer studentsto the 'Verbsof preparation' to giveyou potatoes which havealreadybeenmashed.
sectionin the glossaryat the end of the A s ks t u d e n t tso l i s t e nt o t h e p r o n u n c i a t i oonf t h e
coursebook(page 111)and to the corresponding examples - you can eitherplaythe tapeor repeatit
exercisesin the workbook (page 69). yourselfas manytìmesas necessary. Askthem to identify
i h e f i n a ls o u n d so f t h e a d j e c t i v ei sn b o l d .P o i n to u t t h a t
the endingoî mashedsoundshl, the endingof grilled

t hi r t y - ni n e 3S
@ Recipes

soundsldl andthe endingof meltedsoundsAdl.The f irst Exercise6

two areverysimilar- at this stage,studentsshouldn'tbe Makesureyou provrdestudentswith plentyof time to
expected to noticethe differencebetweenf inal/d/ and preparethis exercise. Dividethe classinto largegroups
finalltl. Therefore, the exercise aimsat makingthe with a dictionary for eachgroup.First,encourage students
studenisawareof the differencebetweenthe to makepreparatory notesrelatingto eachbulletpointin
pronunciation of thosesoundsand the finalldl sound. k .e m i n dt h e mt o u s el i n k i n gw o r d ss u c h
t h e c o u r s e b o oR
Tellstudentsthat nowthey haveto classifythe wordsin as f irst, next, then and f inally.Then ask them to write
t h e b o x( w i t hw h i c ht h e ya r ea l r e a d fya m i l i a ra) c c o r d i ntgo t h e i rs c r i p ta n dt o c h e c ki t c a r e f u l l yw, i t h y o u rh e l p .G i v e
t h e f i n a ls o u n d a, s r n t h e e x a m p l e(sy o uc a n m o d e tl h e m them time to rehearse, then if possible, recordthetr
for the students). Givethem plentyof time to do the performance on videoor cassette. Askthe wholeclassfor
. h e np l a yt h e t a p ea g a i na s m a n yi i m e s
e x e r c i s ien p a i r s T feedbackon the professionalism of eachgroup's
as yourstudentsneedand checkthe answers with them. performance. Finally,the classcan votefor the bestdish.
Finally,askthe wholeclassto pronounce the wordsafter
they hearthem. Seetapescript (coursebook page101). ffGtlD Modelanswer:

Goodmorning.My nameis KatrienDe Vreese.I'm the

youngest in Ghent,
chef at the BelfortRestaurant
You might wish to explainthese phoneticrulesto Belgium.
more advancedstudents:
I'm goingto preparea traditionaldish from my countryfor
. Words ending -ed are pronouncedldl after
yoù palingin 't groen,which is Dutchfor eel in green
vowels and after all the voiced consonants
sauce.The eel we needfor this dish is not seaeel but
except /d/.
rivereel. Rivereelsareyoungeels(between two and ten
. Words ending -ed are pronounced/t/ after all
yearsold).Theyarefreshwater f ish.Whenthey are adults,
the unvoicedconsonantsexcept/t/.
theygo to the sea.Theyarethen calledseaeels.
. Words ending -ed are pronouncedlfil after ltJ or
To preparethis dish, I'm goingto usea casserole
and a
/dt.
saucepan,as well as a woodenspoonand a knife.
T h e i n g r e d ì e n It 'sm g o i n gt o n e e da r e :
. 1 kg rivereel
lklB
. 100 g butter
ltdl ldl or ltl
. 25O g chard
gratinated cooked masneo o 26fi o cninanh
or^tFrl poureo covere0 . ]lwhitewine
marinated picked s p r i nk l e d a thyme,bay leaf,parsley,
sageand tarragon
sliced buttered a calt an.l nonnor

fried a 2 eggyolks
a j u i c eo f 1 l e m o n
F i r s t c, u t t h e e e l si n t op i e c e so f a b o u t1 0 c m . M e l tt h e
lf your studentshave real difficultyin b u t i e ri n t h e c a s s e r o laen d f r y t h e e e l .C h o pt h e c h a r d
distinguishingthesesounds,you can stop the tape a n dt h e s o i n a c ha n d a d dt h e mt o t h e f i s h i n t h e
after each word and repeat them yourself.You casserole. Let it stewfor a few minutes.Thenpourthe
can then askthem to repeatthe words after you. w i n eo v e rt h e f i s h a n dt h e v e g e t a b l easn, d a d dt h e s a l t ,
You can ask more advancedstudentsto classify pepper,thyme,bay leaf,parsley, sageand tarragon.Let it
the words in three groupsaccordingto the final s i m m e rf o r a b o u t3 0 m i n u t e sT. h e nt a k et h e e e l o u t o f
sound: ldl, lil or lÀ1. the casserole and set it aside.Nowthickenthe saucewith
the two eggyolks,usingthe woodenspoonto stir it. Add
g@ /rd/:grated,marinated t h e l e m o nj u i c e .F i n a l l yp o u rt h e s a u c eo v e rt h e e e l a n d
ldl: poured,sliced,fried,covered,
sprinkled,buttered the dish is readyfor serving.
Itl: picked,mashed,cooked I t ' sa n e a s yd i s ht o p r e p a r ea,n d i t ' s r e a l l yd e l i c i o u sS. e r v e
ì t f o r a s p e c i adl i n n e rw i t h a d r yw h i t ew i n ea n d y o u r
d i n n e rw i l l b e a r e a ls u c c e s s !

4* forty
 Review
Generalnotes [l[!lcut 3Strain 4season 5fry gshake
r lf the reviewunit is to be usedas a progress test, 1 0b o i l 1 1f i l l
studentsshouldbe informedof the areasto be tested Beef Stroganoff:I, 5, 6, 2, 10, B, 4
in advanceof the lesson. G i nD a i q u i r Ii :I , 9 , 3 , 7
. Explainhowto approacheachof the activitiesbefore
theystartworkingon them. Exercise4
. T e l ls t u d e n t tsh e yw i l l h a v et o w o r ki n d i v i d u a l u
l yn l e s s
Tellstudentsthat this exerciseis designedto find out
theyaretold otherwise (thiswill happenin the oral
whetherthey remember the vocabulary relatedto the
activity).
headingsin the table.Askthem to makesurethey know
whatthesereferto. Then,askthe studentsto havea
Exercise1 carefullookat the wordsin the boxand to classifvthem
Tellstudentsthat in this exercise theywill be askedto in thetable.
d i s c u s si n t e n t i o nbsy f i l l i n gi n t h e g a p si n t h e s e n t e n c e s
usingthe appropriateform of the structuregoing to + f D Wine:cork,label,decanter
verb.Ask studentsto readthe sentences Restaurant sections:dancef loor,non-smoking
section,
carefullvbefore
f i l l i n gi n t h e g a p s . terrace
Tableware: slipcloth,tablecloth,napkin
ÍIGED 1 are goingto have/ are goingto go 2 Are (you) Soft drinks: juice, lemonade, mineralwater
goingto order 3 is goingto work/ aregoingto help Verbs of preparation: add, garnish,stir
4 is not goingto open 5 is (Chris)goingto do Measures: centilitre,tablespoon, teaspoon
6 is goingto cook/ am goingto prepare 7 are (you) Teaand coffee:saucer,sugarbowl,coffeepot
goingto make 8 aregoingto be / are not goingto finish Food:îruil, dairy products,poultry

Exercise2 Exercise5
Informstudentsthat in this exercise theywill haveto This is a simulationexercise for whichstudentswill need
workon a shortdialoguebetweentwo membersof time to prepare.First,go throughthe rubricand make
restaurantstaff.Theyaretalkingaboutthe bestwayto surestudentshavea firm understanding of the situation
organisea weddingbanquet.Ask them to readit in full and contextas well as the instructions. Thensortthe
beforechoosingthe appropriateform (somelany, classintogroupsand askgroup1 to preparetheir
comparatives and superlatives)
to fill in the gaps. requirements and questions to askthe bar owners.Groups
2-4 should prepare their partyoffersand howthey are
SEEEtany 2some 3most 4hotter 5more g o i n gt o ' s e l l ' t h e i rb a r s Y
. o uc o u l da l s oa s ks t u d e n t tso
6 larger 7 some 8 best g some 10 anv designpostersto illustratetheir ideas.With more
advanced students,you mayevenaskstudentsto do a
short presentation of their ideasin frontof the class.
Exercise3
Ask studentsto fill in the gapsusingthe verbsof
preparation in the box.Thentell them to identifywhichof
t h e s e n t e n c ebse l o n gt o t h e G i n D a i q u i rai n dw h i c ht o t h e
BeefStroganoff recipebeforeaskingthem to put the
instructions in the correctorder.Givethem a clue:ask
them to payattentionto the wordsusedto markthe
sequence of recipeinstructions.

forty-one 47
 1 ' -

themenu
Here's
Section1
T a k t n go r d e r s
Function/ ToPic P r e s e n t t nmge n u s
T a k i n go r d e r s
P a s ts i m p l e( r e g u l avr e r b s )
D e s c r i b r ndgi s h e s
S t a r t e rasn dm a i nc o u r s e s
Dishes : r e n c hw o r d s
P r o nu n c i a t i o n F

Objectivesof the unit

.ToenabIestudentstopresentthemenu,describedishesandtakeorders
practice
andprofesslonal in taking
involved
awareof theconventions
. Tomakestudents
or0ers.
to talkaboutpastevents'
. Toenablestudents

- -ortant documentfor a restaurantbecauseit

Likethe wine list,the menuis a verytmp , -,:!..^r +L^
rangeand qualityof the
i." ,r".i""ì ., "À i",-ouction to th" gastronomic aswell
i, "*pr"rr"din the namesanddescriptionsof the dishes
:Hilil:*:il moment when+the
---^-r..,L^^ l-.2
theimportanceof the
::'.#fi:';:r;il;;;;"" -i""11""ìr.Given poriterv anvquestions
- l:t-1.. ,^c+inr

;J;, ;ifi;#i ìo g," guest,staffmustbe readyto answer

or preparation of anydish'
-l ^-.,li-]^

the guestmayhaver."g"riingthe ingredients

menu until orders are taken' staff must
During the time from the presentationof the
be ready to:
.answerquestionsregardingtheingredientsorpreparationofadish
. make polite recommendationsto the guest

Thisisthemomentwhenpreferencesandwishesareexpressed,andstaffmust
,"*irtytheneedsoftheguestaspolitelyandefficientlyaspossible'

&.2 forty-two
 Here'sthe menu @

The menu country.Ask them to workin groupsand to makea list.

Put theirsuggestions on the blackboard. Thenask
ExerciseI s t u d e n t tso m a t c ht h e d i s h e st o t h e d e fi n i t i o n sA. l l o w
them to usea dictionary.
B e f o r er e a d i n g
t h e m e n u ,e l i c i tp r e v i o uksn o w l e d g e
studentsmay haveon the subjectthroughthe warm-up
G D t u 2 f 3 c 4 d 5 h 6 e 7 a B e
questions. Answersmay be providedin the students'
mothertongue.

lf you didn't do so in unit 4, refer studentsto the

Exercise2 'Meals
and menus'sectionin the glossaryat the
Askstudentsto havea lookat the wordsin the box.Allow end of the coursebook(page 108)and to the
them to usea dictionary to checktheir meaningbefore correspondingexercises in the workbook
workingon the exercise. Next,askstudentsto fill the (page 61).This meansanticipatingvocabularyon
gapsin the menuwith the wordsin the box. namesof dessertsin unit 10.
Then,askstudentsto workin groupsto suggest
d i f f e r e n c easn d s i m i l a r i t i ebse t w e e tnh e m e n ui n t h e
c o u r s e b o oakn d m e n u si n t h e i rc o u n t r y .
You may ask advancedstudentsto think of
lK:llD 1 Siarters 2 Cold 3 Hot 4 Main courses definitionsof the dishesthey suggestedwould
5 M e a td i s h e s 6 F i s hd i s h e s 7 V e g e t a r i adni s h e s appear in a menu in their country.They could
8 S i d ed i s h e s then be askedto preparean exercise(similarto
the one in the coursebook)with the new dishes
and definitionsfor the rest of the classto work on.

Providestudentswith different types of menus

from their own country or askthem to bring them
in. Then askthem to analyseand comparethe Exercise5
menuswith the one in the coursebook.They Introduce this exercise by askingstudentsto identifythe
could work in groupsand producesmallcards differentwordsplacedbeforeor afterthe nounsin the
with the characteristicsthey have spotted (type of d i s hd e f i n i t i o nisn e x e r c i s4e. T e l lt h e mt h e ya r e
guest aimed at, image they want to convey,etc.).
a d j e c t i v easn dl o r q u a l iife r s .T h e na s kt h e mt o l o o ka t t h e
Then,the menuscan be hung on the classroom
wordsin this exercise. Ask them whethertheycan seeany
walls and the rest of the classcan contributeto
s i m i l a r i ttyo t h e w o r d si n t h e d e fi n i t i o n sT. h e na s kt h e m
the notes.
to classifythe wordsin this exercise according to the
c a t e g o r i essp e c i f i e dF. i n a l l yc,h e c kt h e i ra n s w e ras n d a s k
them to practisesayingthe words.
Exercise3
Ask studentsto havea lookat the wordsin the box.Allow GEltu 2a 3a 4b bb 6b 7c Bb 9c
t h e mt o u s ea d i c t i o n a rtyo c h e c kt h e i rm e a n i n gb e f o r e 10a 11b 12b 13b 14c 15b tOb 17b
workingon the exercise. Then,askthe studentsto match 18c 19c 2Oc
the wordsin the boxto the picturesof ingredients.
Finally,askthem to practisesayingthe words.
Ask studentsto identify which of the words come
[l[! 1 veal 2 avocadopear 3 goat 4 cuilet
from verbsof preparation.Then askthem to look
5 lamb 6 potato 7 lobster I rosemary g sole
at page 56 of their coursebooksand produce -ed
1 0 g o o s e 1 1 b r o c c o l i 1 2 e e l 1 3 s i r l o i ns t e a k forms of the verbsof preparation.Finally,ask
l4 beef them to think of suitabledishesto which these
new adjectivescould be applied.
Exercise
4
l n t r o d u c teh e e x e r c i sbey a s k i n gs t u d e n t w
s h a tt y p i c a l
d i s h e st h e yw o u l de x p e c t o f i n d o n a m e n ui n t h e i r

forty-three 43
O Here'sthe menu

6
Exercise Are you readyto order?
Askstudents the wordsin orderto obtain
to rearrange Exercise1
namesofdishescontainingthetypeofwordstheyhave by tellingstudents theywill now
4 and5' lntroduce this exercise
workedon in activities of two guestsat the
listento Jantakingthe orders
to listento the dialogue andto
g@ 1 Dutchpeasoup 2 Spanishporkstew Casablanca. Askstudents
After
guests order'
úiìieo codwith lemonsauce
4 roastduckwith takenoteof the dishesanddrinksthe
,uuté.dmushrooms5 freshRussian caviare allowing themsometimeto puttheirideasin order'let
againto checkwhether the
6 Scottishlambwithjacketpotatoes themliitento the dialogue
informationtheyobtainedis correct'

Language
this exerctseby remindingstudentsof the -ed
lntroduce
suffixin someof the wordsin exercise 4' Thenaskthem
to readthe dialogue in the languageboxandto answer
below.Drawstudents' to the rules
attention
the questions
i"guiOing the useof the pastsimple'andaskthemto
lookat the grammar reference section(page97) to learn
theywill
moreaboutlhisverbtense'In the nextunit'
Pastforms'
learnthe irregular

the final -dt lovedis pastsimpleandlove

is present @ Fiona
Alison
simple
Starter Polishpotato vichyssoise
a did
a no pancakes
Maincourse NorthSeaeel Casablanca
couscous
7
Exercise Waldorfsalad Waldorfsalad
Sidedish
thattheywill nowpractise
Tellstudents whattheyhave houserosé houserosé
in Drinks
learnedaboutthe pastsimpletense' themto fill
Ask
formof the verbin
the gapswiththe appropriate 2
Exercise
brackets.
of
pronunciation Askstudents andto identifythe
to readthe dialogue
Then,checktheiranswers andpractise
by Jan'
withthe actionsperformed
pt'rrur..associated
-edendings(seecoursebook page56)'

g@ 1 started 2 introduced 3 didn'tintroduce fKltlB I Areyoureadyto order? 2 Of course/ Certainly'

welcomed/ 3 Andwhaiwouldyoulikeas a maincourse?
ì-n*x"O 5 Did(Jan)show 6 filled 7 *u*ot.
4 Socouscous for you,madam' 5 Andforyou'madam?.
didn'tpresent 8 Did(Rosa)
like/prepared
6 Excellentchoice, madam' 7 Wouldyoulikea side
youliketo drink?
dishto gowithit? 8 Andwhatwould
8
Exercise 9 ThankYou'
Askstudents to workin pairs'Explain thatstudentB will
studentA will
workwiththe list of verbson page62 and 3
Exercise
another boxwith
turnto page89, wherehe/shewill find andto
will ask his/her partner Askstudents to havea lookat the sentences
differentverbs.Eachstudent thatthis is
questions usingtheverbs in his/her listto findoutwhat identifythe wrongwordin eachone'Tellthem
then swaproles' a testof vocabulary,notgrammar' Askthemto correctthe
he/shedid lastweek.Theyshould to eiercise2 for correctalternativesif
askstudents to reportto the rest of the classwhat sentences, referring
Finally,
did lastweer'
theirPartners necessary.

44 fortY-four
 Here'sthe menu @

4 The couscousis madeof the NorthAfricancereal

ÍGEB
servedwith vegetables and lamb.
1 Are you readyto order?
5 The Polishpotatopancakes are madeof fried potatoes,
2 W h a tw o u l dy o u l i k ea s a m a i nc o u r s e ?
eggsand flourservedwith sourcream.
3 And for yeu, madam?
6 lt is madeof fried bacon,freshlettuce,tomatoand
4 E x c e l l e ncth o i c es, i r .
cucumberservedwith meltedsoat'scheese.
5 Wouldyou like a sidedish to go with ihe steak?
6 W h a tw o u l dy o u l i k et o d r i n k ?
Exercise7
Exercise4 Tellstudentsthat nowthey knowhowto namedishesand
howto describethem to the guestswhentakingorders,
Introducethis exerciseby askingstudentsif they realise
t h e yw i l l b e a b l et o d e s i g na m e n uf o r t h e i ri m a g i n e d
that thereare manywordsof Frenchoriginusedin the
restaurant. Tellthem to workin groupsto planthe
cateringbusiness. Do they knowanyof them?Which
characteristics of the restaurant (usingthe termson
F r e n c hw o r d sc a n t h e yf i n d i n t h e m e n ua t t h e b e g i n n i n g
page 54 to help them) before choosing the dishesand the
o f t h i s u n i t ( p a g e6 0 ) ?
d e s i g no f t h e m e n u .A l l o ws t u d e n t sp l e n t yo f t i m e t o t h i n k
Then,askthem to havea lookat the wordsin the boxand
a b o u ta n d a c t u a l l yp r o d u c e
t h e m e n u s 0. n c e a l l t h e
to try to pronounce them.Youcan makethis fun by groupshavefinished,askthem to workwith the other
pronouncing someof the wordscorrectlyand othersvery groupsin order-taking simulations. lf possibleusereal
badlyto showthe difference. Next,askihem to listento
tableware to makethe scenesreal.
the wordspronounced by eithera Frenchpersonor an
Englishperson.Askthem to identifywho sayseachword.
Afterallowingthem sometime to put their ideasin order,
let them listento the wordsagainto checkwhethertheir You mayshowstudentsa videoclip (from a
choicewascorrect.Then,askthem to practisesayingthe comedysketchshow,for example)with a funny
wordsin the iwo differentways.Seetapescript situationhappeningin an order-takingsituation
(coursebook page101). at a restaurant. Thestudentscanthen be
encouraged to introducea funny episodeinto
their own simulationand to work on the sceneas
GDtr zE 3E 4F sE 6E iF sF
a theatrepiece.Theymayevenperformfor other
classesif they dare!
Exercise
5
Introduce this exercise by askingstudentswhatthey
woulddo if a guestaskedthem to clarifythe ingredients
and preparation of a certaindish.Tellstudentsto lookat
thesentence i n t h e t a b l ed e s c r i b i ncga r p a c c iaon dt o
w o r ki n p a i r st o d o t h e s a m ew i t h a d i s ho f t h e i rc h o i c e
from the dialogueon page63.

Exercise 6
Ask studentsto work in oairsand to usethe table in
exercise5 to producedescriptions of the disheslisted.

fIGEtsSuggested
answers:
1 lt's madeof boiledscallopsservedwith mornaysauce.
The mornaysauceis madeof béchamel, butter,cream,
salt and pepper.
2 Our greenlasagneis madeof bakedpastalayersand
vegetables servedwith a deliciousthree-cheese
sauce.
3 The paellais madeof friedseafood, vegetables,
meat
and rice,servedwith salad.

forty-five 45
 Thechefrecommends
Section1 Section2
Function/ Topic R e c o m m e n d i nd gi s h e s D e s c r i b i ndge s s e r t s
Language M a k i n gs u g g e s t i o n s P a s ts r m p l e( i r r e g u l avre r b s )
Vocabulary Desserts Utensils
P r o n u n c i a t i so on u: n d i negn t h u s i a s t i c Ver bsof pr epar ati on

Objectivesof the unit

a To enablestudentsto describewhatdesserts containand howtheyare prepared.
a To enablestudentsto recommend dishesto guests.
a To enablesiudentsto talk aboutpastevents.

After presentingthe menu, staff must be ready to recommenddishespolitely when

asked.They must be able not only to recommenda given dish,but alsoto enquire
about the guest'spreferencesand to make suggestionsaccordingly.
Recommendations should be formulatedwith enthusiasticintonation and can be
accompaniedby helpful descriptionsregardingthe ingredientsor preparationof a
dish.Therefore,staff must be familiarwith the languageinvolvedin recipes.
This unit dealswith dessertrecipesspecificallyand coversthe vocabularyinvolved:
. namesof desserts
. namesof ingredients
. verbsto describepreparation procedures

4.6 forty-six
r-
The chef recommends@

Desserts ffCflB lf you like chocolate you shouldtry it.

I wouldsuggestour raspberry sorbetor the remonmousse.
Exercise 1 I c a n a l s or e c o m m e ntdh e t i r a m i s u .
B e f o r el i s t e n i n tgo t h e d i a l o g u ee,l i c i tp r e v i o uksn o w l e d g e
studentsmay haveon the subjectthroughthe warm-up Exercise
3
questions. Answersmay be givenin their mothertongue.
Askstudentsto havea lookat the boxand tell them these
wordscameup in the language boxabove,so they can
Exercise 2 turn to it againif they needhelpto do the exercise.Go
Ask studentswhetherthey like desserts. Do theyalways throughthe sentences with studentsand makesurethey
ordera dessertwhen havinga meal?Tellthem that they're d o n ' th a v ea n yv o c a b u l a rpyr o b l e m sT.h e na s kt h e mt o f i l l
goingto listento a youngcoupleorderinga dessertat the the gapsrn the sentences and oncethey'vedonethe
Casablanca. Beforelisteningto the tape,get them to read exercise, correctit with them.
the comprehension questions and makesurethey
understand everything. Ask studentsto listento the fIGEÈ 1 feel like/should 2 recommend 3 would
d i a l o g ua
e n dt o t i c k t h e c o r r e cot p t i o n si n t h e t a b l e .L e t 4 shouldtry 5 wouldsuggest/try
them listentwice,then correctthe answers with the whole
classF. i n a l l yg, e t t h e s t u d e n t tso a n s w etrh i s q u e s t i o n :
DoesMaryordera dessert?Brainstormpossiblereasons Ask more advancedstudentsto do the exercise
without looking at the languagebox.

You may want to copy the table onto the Exercise4

blackboardand ask studentsto read the dialogue Introduce the exercise by talkingaboutthe importance of
in their coursebooksas they listen to it for the s o u n d i ne g n t h u s i a s tw i ch e nr e c o m m e n d i ndgi s h e st o
first time. More advancedstudentsmay be able to g u e s t ss, i n c eu n e n t h u s i a s ti inct o n a t i ow n o r k sa g a i n stth e
listenwith their booksclosed.They can then all
meaning o f t h e r e c o m m e n d a t i oTnh.e np l a yo r s a y( w i t h
listena secondtime without looking at their
enthusiasm) the first sentence of the exercise. Do they
coursebooksand completethe table on the
blackboard. t h i n k i t s o u n d se n t h u s i a s toi cr n o t ?M a k es u r et h e y
understand that it does.What'sthe aim of this sentence?
Whatcontributes to its enthusiasm? lf yourstudentsdon't
know, point out that both intonationand sentencestress
[l[!r.Jan 2Thomas 3Mary 4Mary 5Jan
arethe keyelements- they havealreadyworkedon these
6 Thomas
t w o f e a t u r e isn p r e v i o uusn i t s( p a g e s1 5 , 1 9 , 2 I , 2 5 ,
etc.).Playthe tapeonceand askyourstudentsto write
Language downEor U nextto eachsentencedepending on whether
Ask studentsto readthe sentences in the box.Tellthem t h e yt h i n kt h e ys o u n de n t h u s i a s toi cr u n e n t h u s i a s tT i ch. e y
that the combination of wordsin the box is veryusefulfor can readthe sentences in their coursebook whilethey
recommending dishes(e.g. lf you feel like cheese,I can l i s t e nC. h e c kt h e a n s w e rw s i t ht h e w h o l ec l a s s T . h e n ,p l a y .
recommendthe cheesesauce).Pointout that the the tapeagainand askstudentsto underlinethe words
resultingstructures can be moreor lesselaborate, whicharestressedin the enthusiastic sentences. After
d e p e n d i nogn t h e c h o s e nw o r d st:h e f i r s tt h r e ec o l u m n s checkingthe answers, askstudentsto workin pairs.Get
and the wordsin bracketsare optional(example of a t h e mt o t h i n ko f w a y so f m a k i n gt h e u n e n t h u s i a s t i c
simplestructure:I suggestthe onionsoup).Encourage s e n t e n c esso u n de n t h u s i a s tai cn d t o p u t t h e m i n t o
s t u d e n t tso c o m eu p w i t h m o r ec o m b i n a t i o nCs a . nt h e y p r a c t i c eF. i n a l l ya, s k i n d i v i d u aslt u d e n t si n t u r n t o s a y
f i n d a n yo f t h e m i n t h e d i a l o g u eA?s kt h e mt o u n d e r l i n e thosesentences aloudfor the wholeclass,who haveto
them.Thenaskstudentsto lookfor the sentenceusedby decidewhetheror not the objeciiveof sounding
the guestsin the dialogueto askfor suggestions (Whatdo enthusiastic hasbeenachieved. Allowplentyof time for
you recommend?). studentsto practisesayingthe sentences.

forty-seven 47
@ rtte chef recommends

namesof desserts. Ask them to havea lookat the words

fTGfE to lookup the
in the box.Allowthem to usedictionaries
1 T o d a y 'ssp e c i ails t h e f a b u l o u sp i z z aN a p o l i(' E ) words they don't know - they should at least be familiar
2 lf you feel like a sweetdessertyou shouldtry the with the wordssorbet, mousse and cake, which came up
c h o c o l a tcea k e .( U ) in exercise 2, andthe wordsmilk and frulf, which came
3 l w o u l dr e c o m m e nt h d e o n i o ns o u p .I ' m s u r ey o u ' l fl i n d up in unit B. Oncethey'vematchedthe wordsto the
i t d e l i c i o u sm, a d a m (. E ) picturesin pairs,readeachwordaloudand get the
4 Todaythe chef recommends the seafoodpaella- it's our by
studentsto repeatit afteryou.Correctthe exerctse
s o e c i a l i t v( E
. ) askingthe wholeclassto tell you the answers.
5 lf you like cheese,you shouldtry the greenlasagne with
the three-cheese sauce.(U) Note:For dessertswhich haveno translationin the
6 May I suggesithis white Bourgogne? lt's perfectwith students'mother tongue,you may have to provide full
f i s h .( U ) descriptions, with the help of a monolingualdictionaryif
U n e n t h u s i a s tsiec n t e n c ecsa n b e t u r n e di n t oe n t h u s i a s t i c necessary.
o n e sb y c h a n g i n tgh e i rn e u t r ailn t o n a t i oann d s t r e s s i n g
ffcnD 1 crèmecaramel 2 yoghurt 3 cake
the positivewords,e.g.
4 c o o k i e /s b i s c u i t s 5 b r o w n i e 6 a p p l ep i e 7 c h e e s e
2 lf you feel like a sweetdessertyou shouldtry the
cake. 8 t r i f l e 9 m i l ks h a k e 1 0 i c ec r e a m 1 1 j e l l y
chocolate
5 lf you like cheese,you should!ry the greenlasagne with 1 2 m o u s s e 1 3 p a n c a k /e c r è p e 1 4 s o r b e t
sauce 1 5 f r u i ts a l a d
the three-cheese
6 May I suggestthis white Bourgogne? lt's perfectwith
fish.
lf you didn't do so in units 4 or 9, refer your
'Mealsand menus'sectionin the
studentsto the
glossaryat the end of the coursebook(page 108),
lf your studentshave real difficulty in identifying
and to the correspondingword group exercisesin
which words are stressed,you can stop the tape workbook (page 61)'
the
after each sentenceand repeat it yourself'You
can then ask them to repeat the sentenceafter
you in turns. Rememberthat you can askthem
then to copy the stresspattern of the sentence Exercise 7
using soundsinsteadof words or even make them Introduce this exercise with a prelimtnary contestby
knock on their tables when there's a stressed d i v i d i n gt h e c l a s si n t h r e et e a m s T . h e yh a v et o p r o d u c e a
word, as they have done in previousunits. You f l a v o u r i
s n E n g l i s -
h t h e y w i l l n e e dt h i s
'read' all the sentences this list o f i c e c r e a m
can also askthem to Let eachteam usea
vocabulary to do the exercise.
way before usingthe actualwords. lt will certainly
help them to discoverthe stresspattern. d i c t i o n a rayn d g i v et h e mf i v em i n u t e st o d o t h e i rl i s t s .
Thenask a representative from eachteamto writetheir
list o n t h e b l a c k b o a r O
d .n c et h e y ' v ef i n i s h e dy, o uc a n
c h e c kt h e l i s t sw i t ht h e w h o l ec l a s s g, i v i n go n e p o i n tf o r
Exercise5
eachcorrectword.Theteamwith the mostpointswins' lf
practice exercise to be done orally in pairs' Ask
This is a the words chocolate,strawberry,nougat,pistachto,lemon,
studentsto lookat the language box.Eachstudentshould vanillaand coffeehaven'tcome up, introducethem
think of threesentences recommending restaurants, uslng yourself . Next,tell studentsthat they will hearsome
the structures in the language box.Thenaskthem to guestsaskingfor dessertsuggestions. Theyhaveto
recommend the restauranis to their partners' a dessertto each
imaginethey'rewaitersand recommend
guestby choosing the correctoptronfrom the onesglven'
Exercise6 Beforelisteningto the tape,askthem to readthe options
and makesurethey understand everything. Let them
Introducethis exercise by askingstudentswhichdessert
listentwiceand correctthe answers togetherwith them'
they like best(answers may be givenin their mother
Drawstudents' attention to the different waysthe guests
tongue).Thentell them they'regoingio learnsome t h e m t o t e l l y o uw h i c ho t h e r
a s k e df o r a d v i c eF. i n a l l ya, s k

48 forty-eight
r
The chef recommends@

desserts wouldbe suitablefor eachof the guestswithout A dessertrecipe

lookingat the vocabulary box in the previous See
exercise.
t a p e s c r i p( tc o u r s e b o op ka g e s1 0 1 - 1 0 2 ) . Exercise1
Introduce this exercise by askingstudentswhetherthey
remember the nameof the pastrycookat the Casablanca
For lessadvancedstudents,insteadof the contest -
( L o u i s ) t h e ym e t h i m i n t h e s e c o n dp a r to f u n i t 2 . f e l l
you may wish to introduce this activity by ihem to listento the conversation betweenLouisand Jan
brainstormingnamesof ice creamflavoursin the and to answerthe questtons. Beforelisteningto the tape,
students'mother tongue and writing down their askthem to readthe questions and makesurethey
translationsin Englishon the blackboard.Then everything. Let them listentwice.Checkthe
understand
you can get them to do the exercise,stopping the
answers with the wholeclass.Makestudentsawareof the
tape after each sentenceand repeating it
yourself.After correctingthe exercise,you can let fact that this time it is Janwho showssomeromantic
the studentslook at the vocabularybox in the interestin Rosa.Therefore, Rosanow hasthreesuitors,
previousactivity and ask them to tell you which sincePeterand Samshowedthe samekind of interestin
other dessertswould be suitable for each of the p r e v i o uusn i t s .D o t h e s t u d e n t tsh i n k R o s aw i l l c h o o s ea n y
guests. o f t h e m ?W h o ?W h y ?T h e yw i l l f i n d o u t i n u n i t 1 2 , b u t
keepthe secret!

5o 6a Note:/n the dralogueLoutssays he wìll provideJan with a

úGDta 2b 3a 4b
simple recipe usingAmericanmeasuringcups. Makesure
studentsunderstandhe's referringto a measuringsystem
(seeunit 7 or the conversiontableson page 91 of the
lf you didn't do it in unit 8, refer studentsto the coursebooH.
'Fruit' sectionat the end of the coursebook
(pages106*107),and to the correspondingword
group exercisesin the workbook (page 58).
You may want to write the questionson the
blackboardand ask studentsto read the dialogue
in their coursebooksas they listen to it for the
ExerciseI
first time. More advancedstudents may be able to
A s ks t u d e n t tso w o r ki n p a i r st o d o t h i s s i m u l a t i o n listenwith their booksclosed.They can then all
exercise whichrecyclesusefullanguage fromthis and listena secondtime without looking at their
previous units.Tellthem to havea lookat the prompts. coursebooks and answerthe questionson the
Onestudentis a guestand the othera waiter.Theymust blackboard.
makea dialogueusrngthe structures they'velearntin this
u n i t .G i v es t u d e n t sp l e n t yo f t i m e t o w r i i et h e i rd i a l o g u e s ,
and offerfeedbackbeforeallowingthem to rehearse and [l[l t ..tan 2 Louis 3tiramisu 4seven
act out their dialogues for the rest of the class. 5 one Rosa)
(

Exercise2
Before asking studentsto make up their own Ask studentsto readthe dialogueand to completethe
dialogues,you may adviselessadvancedstudents
d i a g r a mi n p a i r sb y f i l l i n gt h e g a p sw i t h t h e m i s s i n g
to analysethe dialogueat the beginningof this
ingredients and verbsof preparation. Youmayask
unit (page 66) and to use it as a model.
studentswho f inishthe exercise f irstto comparetheir
answers with thoseof anotherpair,thus allowingslower-
pacedstudentsio finishthe exercise too. Thencheckthe
answers with the wholeclass.

forty-nine 49
@ The chef recommends

sentences on the blackboard:lt wasdelicious/lt wasn't

(wasnot) delicious/Wasit delicious?Then explainthat
'f
You can ask more advancedstudentsto do the the contractedform of werenot is weren (you may like
exercisewithout looking at the dialoguein their to writeit on the blackboard).
coursebooks.
Note:Makesure studentsrealisethat the past form of the
third personsingulardoesn'tchange.The only exception
ffGnB 1 whippingcream 2 sponge-cake3 amaretto is. of course.the verbbe.
4 mascarpone cheese 5 espresso coffee 6 sugar
7 cocoa p o w d e r 8 c o m b i n e 9 w hip 10cover
11 refrigerate Ask studentsto complete the list of irregular
verbsat the end of the coursebook(page 99).
Exercise3 They must look up the meaningof the verbsin
the dictionaryand write down their translationin
A s ks t u d e n t tso d o t h i s e x e r c i sien p a i r s A
. l l o ws o m et i m e
their own language.Thisexercisecan be done
for them to preparetheir descriptions. Thenaskthem to individuallyas homework. lf set as a classactivity,
tell e a c ho t h e rh o w t o m a k et i r a m i s u . allow sometime to do this exercisein small
groupsand ask eachgroup to translatea number
of verbs.Then checkthe answerswith the whole
class. :
You can let lessadvancedstudents look at the
diagram in the previousexercisewhile preparing
their descriptions.
Exercise4
This is a practiceexercise whrchmay be doneeither
Language i n d i v i d u a l ol yr i n p a i r s .I n t r o d u c iet b y r e m i n d i n tgh e
I n t r o d u cteh i s g r a m m apr o i n tb y r e m i n d i n sgt u d e n t tsh a t s t u d e n t tsh a t J a nw a sp l a n n i n g a r o m a n t i cd i n n e rf o r R o s a
in exercise 1 and that he asked Louisto providehim wiih
unit 9 dealtwith the pastsimpleformsof regularverbs.
to elicitwhatthey a dessert r e c i o e D
. o t h e s t u d e n t tsh i n kt h e d l n n e rw a sa
This is the perfectopportunity
remember aboutit: Whatare regularverbs?Howdo we s u c c e s sT?h e y ' lfl i n d o u t b y d o i n gt h i s e x e r c i s ew,h e r eJ a n
and questionsin the past tells Louiswhat happened. Tellstudentsthat they haveto
form negative sentences
use both regular and irregular verbsto fill the gaps- they
s i m p l e ?T h e ne x p l a i nt h a t t h i s u n i t d e a l sw i t ht h e p a s t
can usethe list of irregular verbsat the backof the
s i m p l ef o r m so f i r r e g u l avre r b s i,. e .t h o s ev e r b sw h i c h
coursebook and the grammar reference sectionas
don't take -ed in the past.Tellthem that the onlywayof
references (pages97-99). Let them usea dictionary to do
knowingwhethera verbis regularor irregularis by
the exercise if necessary. You may ask the students who
learning i t , a s t h e r ea r e n o r u l e si n t h i s r e s p e c tA. s k
f irstto comparetheir answers wtth
studentsto havea lookat the sentences in the language finishihe exercise
of otherstudents,thus allowingslower-paced
boxand pointout that theyaretakenfrom the dialoguein those
students to f inishthe exercise too. Oncethey'vedonethe
exercise1. Thewordsin boldare irregularpastforms.
exercise, correct it with them. Finally, ask students Was
C a ns t u d e n t g s u e s sw h i c ha r et h e i ri n fi n i t i v ef o r m s ?l f
f .h e ne x p l a i nt h a t i f t h e y the dinner successful? Has something similar ever
t h e yc a n ' t ,t e l l t h e my o u r s e l T
wantto learnthe pastformsof irregular verbs,they need happenedto you?
to studythe list at the backof the coursebook (page99)
and do lotsof practice exercises in order to become
a c q u a i n t ew d i t ht h e m ,a s a g a i nt h e r ea r e n o r u l e sa s f o r Ask more advancedstudentsto do the exercise
the formationof irregularpastforms.Next,go throughthe without looking at the list of irregularverbsor
r u l e si n t h e l a n g u a gbeo x .P o i n to u t t h a t t h e s e c o n dr u l e the grammar referencesection.You could alsoask
(aboutthe formationof negatives and questions) also them to perform the dialoguewhen they have
a p p l i e st o r e g u l avr e r b s F g i v e
. r n a l l y , e x a m p l etso f inished.
illustratethe fourthrule (aboutthe formationof negatives
and questions with the verbbe).Youcan writethese

ss fifty
 The chef recommends
sn't
:hat
ffT t did(the dinner)so was 3 Did (you)have
4 had 5 brought 6 ftHn 1
like was _2 wirewhisk
l0 rang l l were 12
/ was 8 put g chose
was 1 3 d i d n ' tt r y 1 4
maoe
sì*mer ;';;;;.,."1,Jf?,',
isi,:,i;,,.
1 5s a i d 1 6 w a s 1 7 9 b a k i n gt i n l 0 c o l a
was
cf the rz.u,.lpun
;-,;:i;:1..,:l':Ti;;J""'
ttion

3l:t:-,*:1":: i"*: teaTsfor a contest.

Give Play
hangmanwith the students
""iln"l?.ll:iTi*,"inri^iti""'#,.n'ìi"""J,"0
and ask them to
rr"r'lrvs rurrr| or
a verb
r h
as a
;,k-.;;;i,,,,
;;;;;ff;[îfJ:":fr: ii;nfith:,,f:J'
mal r*nt"nce with the past
rorm of rhrr rra,,. ^,._î_? eb";;;i ;i,+:1
:l^"1î-ii
i î: rfr"T,:li:: " word
l?:T,,::
llrI^îT:
i:::if,::
negatives
;,;;"é;i'ilff "T -"
trr:Y:i;
:r,'"
and question,-_ you
u",, decide)
;;;;":1",:i:="
shortlinesto indicate
askyourstudents
ii :!"""ry
the numbJr-àiT"tt"rr.rn"n
to guess
with both the tettersof the ,ori in the worùbi t"ttingyo
::s:l:' ve,bJ
reorrràr
rnrr i".^^..,--ont
in
;*,îi,T: r"r",iì,Lli'TÀ,:?
aboutit foroneîi;il;;tl;':#: choosea correctletteC
trr;. ffi;;J""r they
write it in the correct
it "" ih; ;;;ìf,oarocive spaces on the blackboarduntiitrre'w-oi
::rJ:Hl"_,p:"y:it"
ea_ch
correc, r" ;r;;;: compteted.Whenever is
f_"^
withîî':
the :*::
mostpointswins. H; l:: ; Ú,"v.ÀoolJ à"iu*ur.that
not ín the word, draw pàrt is
a
Alternative,n studentsshouldtrv to.guessof tfre frangman. The
I?y,coutd
studentsso that
ptaybingowith your beinshansedanulosiris the word before
rhey can-i;;; ;il past
formsof you canaskindividua.t .il;;;". ;tlernativety
iffitil:'r"::tjJ"1l;"Joì"ó"
s{udent"s
.."0s
rvou
wlr-' blackboard to
and to think.ofone of óoìit,u
resource on the box.Therestof i ihe wordsin
pase7o)"norollt?::?l?b]"
rorm an
àrin"i,,ó;J?":r:?"ilil!lf,,il'#,'"e otn"'.
teams
ult";;;il: "?ìi'ff;,n',nr.yff: lnltri
coursebook
(eachinfiniti";;;;;il which haveto thinf of;;;-rà';;","rn.
be written on you
couldact as a referee,giving
smallpieceof paper).
,^^^ erk ,t"OHIs to studythe a correctteter. Theteam one point for each
I UJd
olltoc3gi"d;;;;;;e 70andto wití,;;J;ints
ith ll,if^o-"_:'a
cnooseten squares.They
winr.
should-tiren circlethe
verbsin theset,
Jan ,o'.utJ
soins ;:1.
ifi:fii":ì;:lî,,lTJi#ff:,,
from,thebag oîe.g.yoîe) _oLA_aE_
to anj iÀai everytime
ey they hearan infinitivu BFIHKPSYTM
toi *Àì.f, tley havethe
pastform circtedon
their car;; ;d; haveto
it out. rhe first student cross
wh;;;;r;Jout al ten
verbson his/her
9I' u("tt",u"r''.'j,13 j',?i';:i píI:
00

game severaltimes.
:i :.'-': tr
Referstudentsto thr
,.,yt"nsils,
sectionin the
Exercise slossary
ofosqa^,at the""J:1lli;il;::?,,J"*",
5++r.^^__,
5 and to the correspongig
woro grouf
,0,,
lntroducethis exerci the workbook (page r ' - v Y &ercises
v, in
67).
goingto,earn
some
;:jlJil ijJ:.jÍ$i:ì:?,iJ#r;:.
have a lookat the wordsin
the box.Àlio*'rnurnto
I dictionariesto look,O.l.huwordsthey
shouidat leastbe familrar O"on,,
nno* _
use
they
Exercise 6
w,tfrtf,eworOsbowl and Introduce this exercir
se by tellingstudents
mould,whichcameI gorngto learnsome that they're
rn exercise1, and the
andknife, *tri.t.' .ur,p
matchedthe words,;t
wordsspoon
'o tn unit 5' once they've rearreo
, i._,,,,ì;11':
fi',:ìil.ri;:fix,,,"J.
oesserts.
wo
rdarouduno-guì; JT,?jliJ?i. ;,':i,yffj Ar
row
Askthemtc
themt";; ;;i:Éi.iliffilnH:r;;1ff
byasking
li,',' :;,
firJ:Til::exercise tr,u*r,oruìrass
toteltyou - theyshoutdte ramiriar
,1:1,,11"*
trom this and previoul wiinmostot them
s unlts'0nce they've
wordsto the pictures matchedthe
ge
t the.t,o.nt,'to
l. ;:,Ìi n,i::ffi:.J"H:1
Í;:,:,:11
f ifty-one g i
@ rn" chef recommends

by askingthe wholeclassto tell youthe answers' Then

ask:Whichof the utensilsfrom the previousexercise'do
you needto mix things?Getthe studentsto matchverbs
of preparationto.utensils.At this stagedrawstudents'
attentionto the factthat somenamesof utensils derive
from'theverbs.Therefore, a goodlearningstrbtegyis to
try to deducetheirmeaning thenlup in
withoutlook"ing
the dictionary,checkingtheirdeductions afterwards'
Whichof theseutensilsderivefroma verbof preparation?
Canstudents comeup with moreexamples?

Note:Youmay wishto draw students'attentionto another

aspectof wordformation,namelythe generationof lexical
famities.Explainthat somewordsare formedon the basis
of otherwordswhosemeaningis moregeneral.Examples
of this are the wordsfryingpanand saucepan, which
derivefrom pan. Otherexamples are all the wordsderived
from the word nuts (e.g.peanuls,hazelnuts,walnuts,..').
Studentscan learnvocabulary moreeffectivelyif it is
presentedin categories. And knowingsomerulesrelating
to wordformationcan help them to deducethe meaning
of unknownwords.

@l strain 2peel 3bake 4grate 5mix

6 cut 7 whip 8 skim 9 stir 10 serve
Verbsand utensils:
mix bowl,woodenspoon
peel potatopeeler,chef'sknife
cut chef'sknife,scissors
strain colander
bake mould,baking tin
whip wirewhisk
grate grater
serve ladle
skim skimmer
stir woodenspoon,bowl
Utensilsfromverbs:potatopeeler(frompeel),bakingtin
(frombake),grater(fromgrate),skimmer(fromskim),
whisk(fromwhisk).

Exercise7
Askstudentsto workin groupsto preparedessertrecipes
mentioning the necessary ingredients as well
andutensils,
as the procedure. Makesureyouprovide themwith plenty
of timeto prepare Theycanhavea lookat
this exercise.
the explanation 1
of howto makea tiramisuin exercise
anduseit as a model.Theymayalsoneeda dictionary
for eachgroup.Getthemto readtheirrecipesin turnto
the restof the students.Oncethe presentations
areover,
askstudentsto votefor the bestone.

52 fifty-two
 Comptaints
SectionI Section2
Function
/ Topic M a k i n gc o m p l a i n t s Dealing
withcomplaints
Language per fect
P re sent D e a l i n gw i t h c o m p l a i n t s
Vocabulary Complaints P r o n u n c i a t i oU
nK: vs.US Enelish

Objectivesof the unit

a To enablestudentsto u n d e r s t a nadn d d e a lw i t h c o m p l a i n t s .
a To enablestudentsto talk aboutrecentevenrs.

From the moment a guest arrivesat a restaurantuntil he / she leavesa number of

things can go wrong: problemsmay ariseconcerningthe food, the service,the
facilities,etc. Guests,of course,have every right to complain - the customer is always
right! - and it is the professional'sduty to apologiseand to try to solvethe problem
as quickly as possiblein order to ensurethe guest'ssatisfactionand to encourage
their loyalty.
Therefore, it Ís vital for staff to understandcomplaintsand deal with them tactfully.
They must be able to:
. askwhat the problem is
. apologise
. explainthe reasonfor the problem
. offer a solutionor compensation
. refer the guest to the member of staff in charge

The secretof turning upset guestsinto satisfiedones is one of the keysfor business
successin the cateringindustry.This unit providesthe languagethat studentsneed
to do so.

f ifty-three 53
@ corplaints

Makinga complaint 4
Exercise
Makesurethatstudentsunderstandall thewordsin
Exercise1 4. Thenaskthemto matchthe wordsto the
exercise
elicitprevious pictures,
relevant andto crossout anythat don'tmatch.
to the dialogues,
Beforelistening
knowledge studentsmay haveon the subjectthroughthe
warm-up question,Answers maybe given in theirmother Notes:
1 Explainthe two differentmeaningsof hot (oppositeof
rongue.
coldand synonymof spicy).
2 lf studentssuggestthat a cakecan be salty,tell them
Exercise 2 you can havesaltypies but not cakes.
Beforelisteningto the dialogues,tell studentsthat they
aregoingto hearfive guestscomplaining and askthem to fKltB Couscous:spicy,dry,cold,hot
look at the pictures.
Can they guess what the guestsare Cake:cold,hot,hard,stale
complaining about?Thenplaythe tapeand askstudents Wine:corked,sweet
to matchthe shortconversations to the pictureswithout Steak:tough,rare,overcooked,underdone
lookingat the tapescript(whichyou can find at the end of
Note:Gothroughthe languagetip togetherwith the
the coursebook IpaBe102] in orderto checktheir
students.Youmay wishto point out that underdone and
answers).
overdone meanthe sameas undercooked and overcooked'
You can also writedown these sentenceson the
GEEI" 2b 3c 4d 5a
blackboardin orderto illustratethe languagetip: Thesoup
is too cold. Thesoupis not warn enough.
Exercise 3
Youmight wishto explainthat whenthe wordenough
Tellstudenisthat theyaregoingto listento the dialogues accompanies a noLtn,it's usedbeforethe noun,e.g. There
againand that this time they haveto write downthe isn'tenoughsoup.
reasonwhy eachguestcomplains. Tellthem that they
don't needto write full sentencesand that they maywrite
the reasonsin their mothertongue.Playthe tapeagainif
Exercise
5
necessary,stoppingafter eachdialogueso that the Ask studentswhetherthey understandall the wordsin the
studentshaveenoughtime to write downtheir answers table- theyshouldbe familiarwith all of them at this
and withoutallowingthem to lookat the tapescript stage- and sort out any vocabularyproblems.Thentell
(page102). Correctwith the wholeclass. them to matchthe complaintsto the typesof food by
tickingthe correctboxes.Makesurethey realisethat one
type of foodcan matchmorethan one complaintand vice
versa.You may ask studentswho finish the exercisefirst
to comoaretheir answersto thoseof otherstudents,thus
allowingslower-paced studentsto finish the exercisetoo.
Oncethey'vedonethe exercise,correctit with them.

@
toospicy notwarmenough undercookedstale
cutlets ./ 1/

- gotsole 2 souptoosalty
paella r' r' t/
ffGln 1 ordered
scallops
sote 1/ r'
3 corkedwine 4 steaktoo rare 5 doesn'tlike
chicken t/ t/
marmalade
rolls r' r'

54 f ifty{our
-

Complaintr
@

Language nameof the commisat the Casablanca? (Karf_ they met

Gothroughthe sentences in italicstogetherwith the
studentsand makesurethey understand
whatthey mean.
Elicitfrom them that 'veis the contraction
askstudentsto focuson the wordorderedandtell them
that this is the third form of the verb(or pastparticiple).
Thethird form of regularverbsis always_edatthe end.
Fora list of irregular verbsturn to page99 of the
coursebook. Nextturn to the language boxagainand ask
them to reformulatethe sentenceWe,vealreadyordered
u s i n gh e i n s t e a do f w e . l î s t u d e n t d
s o n , tc o m eu p w l t h i t
by themselves, makethem awareof the fact that the word
nayeneedsto be changedto has,as the subjectis in the
third personsingular.Finally,go throughthe rutes
together with the students.Makestudentsawareof the
inversion of the subjectin questions.
Notes:
I Whenlookingat the list of irregularverbsat the end
of
the book, draw students,attention to the different
categoriesof trregular verbs in order to help the
studentsto systematisethem:
. the infinitive, past simple and pastparticiple
forms
are the same (cost, cost, cost)
o the infrnitiveand the past participle
forms are the
same (come,cane, come)
o the past simple and the past participle
forms are the
same (huy, bought,bought)
o the infinitive, past simple and pastparticiple
forms
are different (go, went,gone)
2 Youmay also wish to point out that when ustng the
short form of the present perfect _ for example in short
h i m i n u n i t 2 . ) A n d w h a t ' st h e n a m eo f t h e H e a dC h e f ?
( S a m . )E x p l a i nt h a t K a r lh a da l i s to f t a s k st o d o . G e tt h e
of have.Then studentsto go throughit and helpthem if they have
any
vocabulary doubts- theyshouldknowall the wordsbv
n o w .T h e nt e l l t h e mt h a t S a ma n d K a r la r et a l k i n ga b ó u t
the thingsKarl hasand hasn'tdone.Ask studentsto
completethe sentences usingthe presentperfect.To find
out whichverbsthey need,theyshouldhavea tookat
the
list of tasks.Youmayaskstudentswho finishthe exercise
first to comparetheir answers with thoseof other
students,thus allowingslower_paced studentsto finish
the exercise too. 0nce they'vedonethe exercise, correctit
w i t ht h e m .
úEEl t haveyou boited 2 havegrated
3 Haveyou peeled 4 haven'tpeeled 5 havechopped
6 havesliced 7 Haveyou marinated g haven,t
t h a v e n 'dt i c e d 1 0 h a v eg r v e n
Note: Youmay need to warn studentsthat in gap
numberB they shouldgive a short answer,which sounds
more natural.
For more practiceon the present perfect, play
noughts and crosses.Draw the foílowing board
on
the blackboard:
+ ?
? T

answers- tne past participle is left out (e.g. Haveyou

finished?Yes,I have). Studentswill be requrred to
7 Ì
produce a short answer tn exercise6.

Tell studentsthat + meansa positivesentence,_

meansa negativesentenceand ? meansa
lf studentsenjoyedplayingbingo in unit 10, play question.Dividethe classinto two teams.Team
A
it again with them so that they can learn the past usescirclesas countersand team B, crosses.Team
participle forms of irregular verbs (you will find A starts.They chooseone of the symbolsand have
the cardsas a photocopiableresouiceon to produce a sentenceusing the present perfect
in
page 70). 30 seconds.lf it,s correct,you draw a circlearound
the symbol and if it,s wrong, you don,t. Now it,s
team B'sturn. They must chooseone of the
Exercise
6 symbolswithout a circlearound it and make a
sentence.lf it's correct,you crossthe symbol out.
This is a practiceexercise whichmay be doneeither Then it's team As turn again and the g"r"
i n d i v i d u a l ol yr i n p a i r s .I n t r o d u cteh e e x e r c i sbey a s k i n g continuesthis way until one of the teàmsgets
studentsto tell you whichmemberof staff helpsthe three symbolsin a line.Alternatively,insteadof
c o o k si n t h e k i t c h e n( t h ec o m m i s )D . ot h e yr e m e m b et h re symbolsyou can write infinitiveforms.

f ifty-five SS
t
@ Complaints

Exercise7 D e a l i n gw i t h c o m p l a i n t s
Tellstudentsthat theyaregoingto workin pairs,but that
t h e f ì r s tp a r ti s i n d i v i d u aA l .s ks t u d e n B t t o t u r nt o Exercise1
pageB7 in the coursebook and explainthat eachstudent Beforelisteningto the tape,askstudentsto readthe
hasdifferentlistsof tasksand differentpictures,Ask q u e s t i o nasn d m a k es u r et h e yu n d e r s t a nedv e r y t h i n T
g .e l l
t h e mt o g o t h r o u g ht h e l i s t sa n d m a k es u r et h e yd o n ' t them to listento the conversation betweenJan and a
h a v ea n yv o c a b u l a rpyr o b l e m sE. x p l a i n t h a t s t u d e nAt will guestand to answerthe questions. Let them ìistentwice.
h a v et o f i n d o u t w h ì c h o f t h e t a s k sK a r lh a sd o n eb y Checkthe answers with the wholeclass.Thenask: Does
a s k ì n gq u e s t i o nuss i n gt h e p r e s e npt e r f e c-t y o uc a n the guest sound angryat the beginning?Doeshe sound
m o d e tl h e e x e r c i syeo u r s e.l fS t u d e n B t m u s ta n s w etrh e angryat the end? Why?What wouldyou havedone?
q u e s t i o nbsy l o o k i n ga t h i s/ h e r p i c t u r eW . h e nt h e yh a v e
f i n i s h e ds, t u d e n B t asks q u e s t i o nasn d s t u d e nAt answers
t h e m .A l l o wt h e m s o m et i m e t o p r e p a r teh e q u e stions.
You may want to write the questionson the
T h e ys h o u l d n 'st h o wt h e i rp i c t u r e tso e a c ho t h e r a, n dt h e y
blackboardand ask studentsto read the dialogue
s h o u l d n 'wt r i t e .F i n a l l yc,o r r e c bt y a s k i n gi n d i v ì d u a l
as they listento it for the first time. More
s t u d e n t tso t e l l y o uw h i c ht a s k sh a v ea n d h a v e n 'bt e e n advancedstudentsmay be able to listenwith
c a r r i e do u t . their booksclosed.They can then all listena
secondtime without looking at their coursebooks
and answerthe questionson the blackboard.
lf it's hard for studentsto build questionsusing
the present perfect, you may opt to divide the
classinto two big groups,one group preparing ÍIGEF 1 Cheese sauce. 2 He apologises.3 Because it's
the student A questions,the other the student B a veryexpensive suit. 4 Sheapologises and offersto pay
questions.Afterwards, they should work with a f o r t h e s u i ti o b e c l e a n e dT. h e ns h eo f f e r st o c l e a ni t w i t h
studentfrom the other group. You can write the waterand offersthe guesta coffee. 5 The restaurant.
following model questionon the blackboard:
Has Karl emptied the rubbish?
Exercise2
A s ks t u d e n t tso l ì s t e nt o t h e d i a l o g u ae g a i na n d t o
ffGltP StudentA: Karl hascleanedthe oven,takenthe completethe sentences. Let them havea lookat the
f r u i to u t o f t h e f r i d g e c
, l e a n e d
t h e w r n e g l a s s eas n d b a k e d d i a l o s r ioen o a s e7 5 T h e nc h e c kt h e a n s w e rw s i t ht h e
t h e r o l l sf o r d i n n e r H. e hasn'e t m p t i e dt h e r u b b i s ho r p u t w h o l ec l a s s .
rne pansaway.
StudenB t : K a r lh a so p e n e dt h e w i n d o w sc,h a n g e tdh e
t a b l e c l o t hasn d p u t o u t c l e a ng l a s s e sH. e h a s n ' e t mptied
You can ask more advancedstudentsto do the
the ashtrays, put out freshf lowersor clearedawaythe exercisewithout looking at the dialogue in their
dirty plates. coursebook.

Note: Ihe tasksare listed tn the form of notes. Makesure

the students understandthey have to make complete
ÍIGEP 1 apologise 2 try to clean 3 speakto
sentencesfrom them (e.g. Enpty rubbish"+ He hasn't 's
4 as soonas possible 5 the problem 6 my apologies
emptiedthe rubbish).
7 t o b e c l e a n e d I t o c l e a n 9 o f f e ry o u 1 0 t h e h o u s e

Exercise3
A s ks t u d e n t tso w o r ki n p a i r sa n dt o m a t c hi h e t i p s i n t h e
boxto the sentences. Youmayaskstudentswho f inish
the exercise first to comparetheiranswers with thoseof
otherstudents,thus allowing slower-paced studentsto
f inishthe exercise too. Oncethev'vedonethe exercìse,

f ifty-six
 Complaintr@

p l a yt h e t a p ea n d c h e c kt h e a n s w e rw
s i t h t h e m .F i n a l l y , to lookup the wordsthey don't know.Youmayask
playthe tape againstoppingaftereachsentence and ask studentswho finishthe exercise first to comparetheir
the wholeclassto pronounce the sentences afterthev answers with thoseof anotherpair,thus allowingslower-
h e a rt h e m . pacedstudentsto finish it too. Oncethey'vedonethe
exercise,
correctit with them.
GEBtd 2a,b,i 3e,g 4c,f,h,j
IIGEDlbusy 2draughty3btunt 4dirty 5stow
Exercise
4 6 broken 7 cracked 8 missing g noisy l0 rude

A s ks t u d e n t tso w o r ki n p a i r sa n d t o p u t t h e d i a l o g u ien Nole:Makesure that studentsunderstandthe difference

orderby writingnumbersin the boxes.Youmayaskthe between the wordsbrokenand cracked. ln sentence
studentswho finishthe exercise first to comparetheir number 7 the wordbrokenwouldalso be correct.
answers with thoseof otherstudents,thus allowing However,in sentencenumber 6 crackedis not possible.
slower-paced studentsto finishthe exercise too. Once
they'vedonethe exercise, playthe tapeand checkthe
answers with them. Finally,get somestudentsto readthe
d i a l o g u easl o u di n t u r n .A l t e r n a t i v eyl yo,uc a n a s ka l l t h e Referstudentsto the 'Complaints'sectionin the
s t u d e n ttso r e a dt h e d i a l o g u eisn p a i r sw h i l ey o uw a l k glossaryat the end of the coursebook(page .104)
a r o u n dt h e c l a s s r o o m o n i t o r i ntgh e m . and to the correspondingword group exercises in
the workbook (page 53).
úGDte 2b 3e 4f 5a 6d 7c

Exercise7
Exercise
5
A s ks i u d e n t tso w o r ki n p a i r st o d o t h i s s i m u l a i i o n
Introduce the exerciseby tellingstudentsthat as
exercise. This oralexerciseis the bestwayto practisethe
professionals they will needto be ableto understand
l a n g u a gteh e yh a v el e a r n ti n t h i s u n i t i n o r d e rt o a p o l o g i s e
d i f f e r e nat c c e n t sa n d p r o n u n c i a t i o nTsh.i se x e r c i sw
eill in real-lifeprofessional situations. Tellthem ro navea
presentthem with two differentEnglishpronunciations:
l o o ka t t h e d i s c s T. h e ym u s tm a k ea d i a l o g u e including
U K a n d U S E n g l i s hM . a k es u r es t u d e n t rse a l i s e
thatboth onewordfrom eachof them.Onestudentis a guestand
of them are equallyvalidand correct.Next,askthem to
t h e o t h e ri s a w a i t e rG . i v et h e ma d i e a n d e x p l a i nt h a t
havea lookat the wordsin the box.Theyaregoingto
they haveto throwit twice.The first throwindicatesthe
h e a rt h e mt w i c e ,f i r s tw i t h U K p r o n u n c i a t i oann dt h e n
adjectivethe guesthasto useto complainand the second
w i t h U S p r o n u n c i a t i oPn l.a yt h e t a p ea s m a n yt i m e sa s
the wordthe waiterhasto useto apologise. Alternatively,
y o u rs t u d e n t sn e e di t u n t i lt h e yc a n h e a rt h e d i f f e r e n c e .
y o uo r t h e yc a n p r e p a r se p i n n i n gt o p sb y c o p y i n gt h e
Y o uc a n g e t t h e mt o i m i t a t et h e p r o n u n c i a t i o nsst o, p p i n g
d i s c so n t oc a r d ,c u t t i n gt h e mo u t a n d p u s h i n ga p e n c i l
the tape aftereachwordso that theycan repeatthe
t h r o u g ht h e c e n t r eT. h ee d g et h a t t h e d i s c l a n d so n w h e n
words.Then,askthem to lookat the sentences in their spun indicatesthe wordto be used.Let them preparethe
coursebook and sortout anyvocabulary problems. Ask d i a l o g u e sF.i n a l l ya, s kf o r v o l u n t e e rt so a c t o u t t h e i r
them to listenand writedown UK or IJSdepending on dialogues for the restof the class.
w h e t h etrh e yh e a rU K o r U S E n g l i s hp. l a yt h e t a p ea s
manytimesas necessary and checkthe answers with the
w h o l ec l a s s Y . o uc a nt h e na s k i n d i v i d u aslt u d e n t tso r e a d
t h e s e n t e n c easl o u di n t u r n t r y i n gt o i m i t a t eb o t h Beforeaskingstudentsto make up their own
pronunciations. dialogues,you may adviselessadvancedstudents
to analysethe dialogueson page 75 and 76 of the
(l[!rus 2us3uK 4us suK 6uK coursebookand to usethem as models.
7US 8UK

Exercise6
Ask studentsto usethe wordsin the boxto completethe
sentenceAs .l l o wt h e mt o w o r ki n p a i r sw i t h a d i c t i o n a r y

f ifty-seven 57
 Thebi[[,ptease
Section I Section2

Function/ Topic A s k i n gf o r t h e b i l l E x p l a i n i nt h
ge bill

Language Much, many, a lot of Figures

Vocabulary M e t h o d so f p a y m e n t S a y i n gg o o d b y e
Currencies P r o n u n c i a t i oono: l i t ei n t o n a t i o n

Objectivesof the unit

a To enablestudentsto presentand explainthe bill to guests.
a To makestudentsawareof the language and conventions usedwhensayinggoodbyeto
guests.

Presentingthe bill is the moment that marksthe end of the guest'stime in the
to know how to presentthe bill politely.
restaurant.lt's important for professionals
The different stepsthey'll haveto go through are:
. understandthe expressions guestsusewhen askingfor the bill
. ask what method of payment the guest is going to use
. know the proceduresconnectedwith the different forms of payment
. explainthe bill if requested,usingthe namesof mathematicaloperationswhere
necessary
It is equallycrucialfor cateringprofessionals to know the conventionsrelatedto
sayinggoodbye.lf the guest is satisfiedwith the meal,a friendly and warm goodbye
may confirm their decisionto return. lt's the last, but certainly not least important
impressionof the restaurantthey'll carry with them. ln order to say goodbye the
staff need to:
. checkwhether the guestsare satisfied
. offer the establishment'scard
r get the guests'coats and any other belongingsthey may have left in the
cloakroomand help them to put them on
. saythey hope to seethem again
. say goodbye

*,8 f ifty-eight

==--ffi
F

The bill,please@

Askingfor the bill

You may ask more advancedstudentsto work in
Exercise1 pairsand to write a dialoguesimilarto the ones
T h i sw h o l e - c l a s sp e a k i negx e r c i saei m st o e l i c i ta s m a n y they studied,for one of the remaining picturesin
namesof currencies from studentsas possible. Pay exercise2. They should use the tapescriptsof the
specialattentionto the onesmostfrequentlyusedby others as models.You may of coursewish to do
visìtors in the students'country.Aretheir namesthe same this exerciselater on, at the end of the first
in Englishas in the studenis'mothertongue?lf not,write sectionof the unit, or as homework.
t h e i rn a m e si n E n g l i s ho n t h e b l a c k b o a r d .

Note: Ihe tipping habits in bars and restaurantsvarya lot

from country to country.Tellstudentsthat in the UK
You may prefer studentsto look up the English
service(usually10%) is often included in the bill, but
words in the dictionary,working in smallgroups,
tipping is optional. ln the US and Canadathere are more
before checkingthe answerswith the whole class.
rigid rules about tipping. Leavinga tip of 15 to 20% of
the total amount of the bill is normal,and failing to do so
is understoodin those countries as being dissatisfted with
2
Exercise the service.
Askstudentsto havea lookat the five pictures.Whatare
a l lt h e s ep e o p l ed o i n g ?
Exercise4
Nowaskstudentsto listento threedialogues and to
pictures.Make Introduce this exercise by askingstudentswhetherthey
matchthem to the threecorresponding
r e m e m b ehr o wt h e g u e s t si n t h e d i a l o g u epsa i dt h e i rb i l l s .
surethey understandthat therearetwo pictureswhich
don'tmatchanyof the dialogues. Seetapescript Thenlet them havea lookat the wordsin ihe box.Tell
(coursebookpages102-103). them to matchthe wordsto the pictures.Let them work
in smallgroups.lf necessary,
allowthem to use
@E t a 2d 3e to lookup the wordsthey don't know.Once
dictionaries
they'vedonethe exercise,correctit with them.
Exercise
3 cheques 3 creditcard
fIGEB 1 coins 2 traveller's
Askstudentsto listento the threedialogues again.They 4 banknotes
mustf ind out whetherthe statementsare true or false.

GDta) F b )F 2 a )F b ) F 3 a ) T b ) T
Referstudentsto the 'Methods of payment'
sectionat the end of the coursebook(page 108)
and to the correspondingword group exercisesin
After correctingthe exercise,it is useful to refer the workbook (page 63).
studentsto the tapescriptsat the end of the book
(pages102-103).Go through the tapescriptswith
them to make surethey understandeverything. Exercise
5
You can invite them to read them out loud,
imitatingthe intonationthey heard on the tape. T h i si s a p r a c t i c e x e r c i sw e h i c hm a yb e d o n ee i t h e r
i n d i v i d u a l ol yr i n p a i r s .
L e t s t u d e n t su s et h e t a p e s c r i p t s
as a reference if necessary.

GEB t ov 2in 3 by 4by 5 in BIn/by

f ifty-n ine ss
I -

@ ne bill,please

Exercise
6 fiGnn
Ask studentsto havea lookat the pictures.What
o)
countriesdo they represent?Do this as a whole-class
o (l,
exercise.Nowtell them that the wordsin the boxarethe GI
o o)
.= o
o

currenciesusedin thesecountries.Let them workin oairs o

o @
GI
b0
o
6) (\,
o o o o)
and matchthe picturesrepresenting the countries
to their o

currencres. 1 money tof of

2 dollars r/ many
f^K:llD1 USA- US dottar 2 UK - poundsterting
3 work much
3 A u s t r a l i-a A u s t r a l i adno l l a r 4 U S S R- r o u b l e 4 waiters many
5 J a p a n* y e n 6 B r a z i-l c r u z e i r o 7 F r a n c e - Euro
5 orrostc t/ rl l o t of
8 Mexico Deso-

Language
A g a i n a, l l o ws t u d e n t tso w o r ki n p a i r st o f i l l i n t h e g a p si n
lf they like the exercise,you may ask them to
preparea similarone, usingother countriesand t h e l a n g u a gbeo x .T e l lt h e mt h e f i r s tr u l ei s a b o u t h e f i r s t
currencies, for their fellow students.Allow them p a i ro f s e n t e n c ei sn t h e b o x ,t h e s e c o n da n d t h e t h i r d
to work in smallgroupsand draw pictures aboutthe otherpairsof sentences.
representingcountries,together with the
currenciesused in thesecountriesas a matching
exercise.Givethem a maximumtime limit (e.g. 15
For lessadvancedstudents,you may opt to write
or 20 minutes).Oncethey havefinished,they
the missingwords on the blackboard,telling
should swap their exercisewith another group.
studentshow often they are meant to use each of
Let them do the exercisesand afterwards correct
them. Point out to them that they are the same
each other.
conceptsused in exercise7.

Exercise 7
f@p
The first partof this exerciseis an introduction to the o W e u s ea l o t o f w i t h u n c o u n t a b a
l en d c o u n t a b l ne o u n s
l a n g u a gpeo i n to f q u a n t i fe r s ,c l o s e l yl i n k e dt o t h e tn positivesentences.
c o n c e p t os f c o u n t a b l ae n d u n c o u n t a b lneo u n s . . We use manywilhcountablenounsin negative
To introducethe exercise, askstudentswhetherthey s e n t e n c easn d q u e s t i o n s .
r e m e m b ewr h a tc o u n t a b l ae n d u n c o u n t a b n o We usemuch wilh uncountable
l eo u n sa r e . nounsin Iì€gative
T h e ys t u d i e dt h e m i n u n i t 6 . l f n e c e s s a rtyu,r nt o t h e sentences and ouestions.
grammarreference sectionon page96 of the coursebook
and go throughihe theoryagainbeforestartingthe Turnto the grammarreference section(coursebook
exercIse. page go
99) and throughthe explanations togetherwith
thestudents.
Now,askthem to lookat the wordsin the first columnof
t h e b o x ,a n d t e l l t h e mt o p u t a t i c k i n c o l u m n s2 o r 3 ,
Notes:
a c c o r d i ntgo w h e t h etrh e n o u n sa r ec o u n t a b loer
1 The theory suggestsclear, simple rules for the use of
u n c o u n t a b lA e .l l o wt h e mt o w o r ki n p a i r s .
the quantìfiers. However,in modern English a lot of
W h e nf i n i s h e dt,h e ys h o u l dr e a dt h e s e n t e n c ebse l o wa n d often replacesmuchand manyin negativesand
f i l l i n t h e o t h e rc o l u m n so f t h e t a b l e .I n c o l u m n s3 , 4 a n d questtons,e.g.
5 theyare askedto tick whetherthe sentenceis positive, Therearen't a lot of guests today.
negative or a question.In the lastcolumntheyare asked Thereisn't a lot of moneyleft.
t o f i l l i n t h e q u a n t i f i eTr .e l lt h e mt h a t t h e p o s s r b i l i t i a
e rse ls there a llt of butter in the fridge?
much,manyor a lot of. The f irst one has beendoneas an It is howeverimpossibleto use much with countable
e x amp r e . nounsand manywith uncountablenouns ìn anv
Correctthe exercises beforeproceedrng with the theory. context.

tlu sixty
 The bill,please@

2 Similar to the use of much,manyand a lot of is the use Exercise3

of @) few and (a) little, meaning the opposite: askthe students
To introduce the subjectof this exercise,
Few is used with countablenouns, in the same way which mathematical operaiions
whetherthey remember
many is used.
w e r em e n t i o n e idn t h e d i a l o g u eT.h e na s kt h e mt o d o t h e
Little is used with uncountablenouns,in the same way
exercise in pairs.Allowthem to usethe tapescriptand a
nuch is used.
d ictionary.
Both are also used in affirmativesentences.
Addìng a to Iittle and few sfressesthe positive meantng. lkllî
He's got little professionalexperience.(negative)
He's got a little professionalexperience.(positive)
pl u s raKeaway m u l t i p ì i ebdy dividedby e qu ar s
a d do n minus trmes MAKCS
ExerciseB
Thisexerciseprovides furtherpracticeon much,many
anda lot of. Let workin pairsor individually.
siudents Language

GEB t manyla lot of 2 much/ a lot of

3 m a n y / al o t o f 4 m u c h / m a n y 5 a l o t o f/ m u c h To practisethese language points, invite students
6 many/ a lot of to read all the priceson the bill in exercise2 out
loud.

the bill
Explaining
Exercise4
Exercise1
Ask studentsto workin pairsto do the exercise. Then,
Tellstudentsthey aregoingto heara conversation where t e l l t h e mt h e ya r eg o i n gt o l i s t e nt o t h e m a t h e m a t i c a l
t h r e eg u e s t sa s kf o r t h e b ì l l .T h e ys h o u l ds a yw h e t h etrh e operations on the tapeto checktheir answers. Siop after
statements aretrue or false.Seetapescript(coursebook eachoperation. Ask a studentto repeatit and write it on
page103). t h e b l a c k b o a rwdh i l eh e / s h e i s r e a d i n gi t . S e et a p e s c r i p t
(coursebook page103).
GEIrF 2F 3F 4F sr
lklB
2
Exercise 1 1 0 8+ 2 . 5 = 1 1 0 . 5
2 1 , 6 0 0- 2 O 4= 1 , 3 9 6
Askstudentsto listento the conversation againand to
3 447 x2 = 894
c o m p l e t teh e b i l l .A l l o wt h e m p l e n t yo f t i m e ,p a u s i n g the
4550+63=613
t a p ea f t e re a c hi t e m o n t h e b i l l i s m e n t i o n e d
a ,n d g i v e
569+3=23
t h e m m o r et i m e t o c a l c u l a t teh e m i s s i n gi n f o r m a t i o n
6757-89=668
afterwards. Don'texoectthem to readthe numbersand
75x19=95
c u r r e n ccyo r r e c t liyn E n g l i s hyet.
89,999+1=10,000
ffcfttsle6O 23 32 4î,12.50 5L92 9 2 ) + I o 7= r o s )
6 î,72r.6r 1 0 7 . 3 5- I . 2 7 = 6 . I 4

After correctingthe exercise,it is useful to refer
studentsto the tapescriptat the end of the book
(page 103).Go through the tapescriptwith them
to make sure they understandeverything.You can
invite them to read it out loud, imitatingthe
intonation they heard on the tape.
lf you think it may be difficult for your studentsto
calculatethe results,you may allow them to use a
calculator,or if there are none available,write the
following seriesof numberson the blackboard
and tell them the answersare among these
n u m b e r s6: . 1 4| 5 5| 1 , 4 1 9| 9 5 / 1 0 9 . 5| 8 9 4| 6 1 3|
110.5| 23/ 10,000/368| 668| 6.40| 1,490/100,000/
19.5| 108.5| 5.384| 1 | 0 | 100.1| 1,396

sixty-one & I

-.-_-_
T
@ m" bitt,ptease

Exercise
5
Ask studentsto bringnewspapers to the classor bring
To finish, there is a game to review the content of
them yourself.Let them find the exchange ratesin the the whole book. Divide the classinto two or four
currencytables.Allowthem to workin groups. teams.You need one photocopy of the questions
for each student, one counter for each team, one
Exercise 6 die, and a copy of the board. (Seephotocopiable
resourceson pages71-73.) Allow them to take
To introducethe exercise,askstudentswhatelsethe staff note of the answerswhile playing.
have
in a bar or restaurant to do, afterdealingwith
paymentof the bill. Howdo theysaygoodbye? Eachgroup in turn throws the die and moves
Askthem
their counter accordingly.A member of another
to reada conversation betweenSusan,the HeadWaiter,
group then asksthe néxt question on the sheet
and two guestswho are leavingthe restaurant. The parts (on pages72-73).lf the team givesa wrong
of the conversationhavebeen jumbled. Theyshouldput answer;they have to go back to the box they
them in the correctorder. came from. lf the answer is correct,they may stay
and
askthem to listento the conversation
Afterwards, or, if the box containsa ladder,climb the ladder.
Seetapescript
checktheiranswers. (coursebook
page103). Then the next team throws the die and answersa
question.When landingon a snake,a correct
lklîB d, a, c, b answer meansthe team may stay where they are,
while an incorrectanswer meansthey have to go
down the snake.The winner is the first team to
Exercise7 get to the box at the end of the board.
Firstgo throughthe phrasesin the boxwith your
students.Makesurethey understand everything. Then,
askthem to matcheachtip to the correct phrase in the fIG[n Suggested answers:
conversation. 1 C o u l dy o u b r i n gu s t h e b i l l , p l e a s e/?C a n I h a v et h e b i l l ,
W h e nc h e c k i n g p l e a s e ? 2 l b 3 d i v i d e db y 4 c o c k t a isl h a k e r
t h e i ra n s w e r sp,r a c t i s teh e i n t o n a t i o n ,
p r o n u n c i a t i oann d p o l i t e n e sbsy m a k i n gt h e m r e p e atth e 5 VAT(ValueAddedTax) 6 onion,potato,tomato,
sentences. lf necessary, go backto the tape. broccoli,beetroot 7 -ed I I recommend the house
w i n e . 9 w a s/ w e r e 1 0 l e m o n a d ec,o c o a m , i n e r aw
l ater,
fif-flD 1 Waseverythingto yoursatisfaction? 2 Do you camomiletea, coffee,etc. 11 presentperfect
haveour card?... Here'sone. 3 CouldI get yourcoats? 1 2 c h e a p e r 1 3 c h e e s e 1 4 m i l k ,c h e e s eb, u t t e r
4 Let me helpyou, madam. 5 We lookforwardto seeing 1 5 b u t t e r l 6 t a b l e s p o o n 1 7 t h e m o s te x p e n s i v e
y o ua g a i n . 6 G o o d b y e . 1 8 s l i c e d 1 9 u n d e r d o n eu/n d e r c o o k e d2 0 I ' m s o r r y .
21 Youshouldtry the chocolatemousse.22 bakingtin,
woodenspoon,bowl 23 salad 24 rosemary
ExerciseI
25 soup,salad,pàté 26 paella,roasibeef, grilledsole
Ask studentsto work in oairs.Allowthem time to write 27 brownies, ice cream,fruit 28 | haven'tgot much/
a n d p r a c t i s teh e i rd i a l o g u eT. h e nl e t t h e m r e a do r a c t i t any money. 29 roasted 30 lt consistsof tomato
out. s a u c ew i t h m i n c e dm e a t ,o n i o n g , a r l i ca n d h e r b s .
31 Waseverything to yoursatisfaction?32 Do you have
a reservation?33 l'll showyou to yourtable.
Before asking studentsto make up their own 34 What'sthe address? 35 by creditcard,in cash,by
dialogues,you may adviselessadvancedstudents cheque 36 siill 37 pepper,clove,nutmeg 38 plate,
to analysethe dialoguesin the tapescriptsat the g l a s s k, n i f e ,f o r k ,s p o o n 3 9 M a r g a r i t a t e: q u i l a ,
end of the coursebook(page 103)and usethem C o i n t r e a ul i,m ej u i c e ,s a l t ,l i m ez e s t 4 0 t i m e ,s u g a ro, i l
as a model. 4 1 l ' l l s e ei f I c a n f i n d a n o t h etra b l ef o r y o u ,s i r / m a d a m .
42 Friday 43 dining-room assistant 4 pastrycook
45 from ... to ... 46 Haveihe guestsaskedfor more
bread? 47 horseshoe or U-shape,banqueting style
48 | didn't reserve a tablefor f ive. 49 draughty
50 We lookforwardto seeingyou again.

S? sixty-two
 ,:È
Iù,
i.:f
.:;

Review
Generalnotes Exercise
4
. lf the reviewunit is to be usedas a progress Tellstudents thatthis is an ordering
test, activityandthatthey
students shouldbe informed of the areasto be tested will haveto forma dialogue wherea guestordersvarious
in advance of the lesson. dishesanddrinksfor lunchor dinner. Givethema clue:
o Explainhowto approach eachof the activities askthem firstto identifythe sentences
before saidby the waiter
theystartworkingon them. andthosesaidby the guest.Thenaskthemto workin
r Tellstudents theywill haveto workindividually unless pairsandreproduce the dialogueorally.you mayrecord
theyaretold otherwise (thiswill happenin the oral theiroralperformance so as to makeit easierto assess
activity). theirdegreeof accuracy lateron.

Exercise
1 GEEro 2c 3k 4h 5e 6i 7a 8g ej
t 0 f 1 1b
Askstudents to readthe shortdialogue
carefully
before
fillingthe gapswiththe correctformof the pastsimple.
Givethema clue:tell themtheywillfind bothregular Exercise 5
and
irregular verbsandthattheywill haveto payattention Tellstudentstheywill haveto imagine
thesituation
to
theformtheyneedin the caseof irregular verbs. describedin the rubricandchoosetheoptiontheythink
wouldbe mostsuitablefor themto sayin eachof the
8GEl 1 asked 2 Didyoudo 3 was 4 made situations.
Youmayaskthemto describe the situations
5 put 6 went 7 brought g finished 9 cleaned wherethe inappropriateoptionswouldbesuitable.
1 0d i d n ' tc l e a n
GEEto 2c 3a 4b
Exercise
2
Informstudents thatthespeakers
Exercise
6
in thisshortdialogue
arethe sameas in exercise i. Askthemto readit Tellstudents theywill nowhaveto complete a crossword
attentively
beforeusingthe appropriate formof the usingthecluesgiven.Askthemto readthe descriptions
presentperfectto fill in the gaps. of the itemscarefully
andto takenoticeof the numberof
lettersin eachword,whichis givenin brackets.
@ 1 ' v ec l e a n e d 2 , v ew a s h e d 3 ' v e h e l p e d
've
4 prepared 5 haveyougrated 6 haven'tgrated @
Across:I ice cream 5 carpaccio g short-staffed
10 tough Downt1 crèpe 2 saucepan 4 corked
Exercise
3 6 cash 7 graler 9 soup
Tellstudents thatthe aim of this activityis to testthem
on theirknowledge of howto usethe quantifiers Exercise
7
much,
manyanda lot of. Givethema clue:askthemto thinkof Tellstudents theywill nowworkin pairsandproduce two
whether the nounfollowing thequantifier is countableor dialoguesorally:onefor situationI or 2 andanother one
uncountable. Makesuretheyremember whatcountable for situation3 or 4. Organise
the students yourself,
anduncountable nounsare. placingmoreand lessadvanced studentstogether.
Make
surethe studentwhoactsas a waiterin theirfirst
8GBlalotof 2alotof 3much 4mucn dialogue actsas a guestin the secondandviceversa.Ask
5alotof 6alotof themto be creative andnotjust copyfromthose
suggested in the coursebook.lf studentsrequiremore
timeandsupportaskthemto writethe dialogue firstand
givethemanynecessary feedback beforetheyact out
theirdialogue.

sixty-three 53
 resources
Photocopiable
Questíonnaire
Findthe followingpeople:

Name

1 A Britishwaiter

2 A bartenderwho livesin Athens

manager
3 A Polishrestaurant

receptionist
4 A 19-year-old

restaurant
5 A German manager

6 A waiterwhosephonenumberis 656 B0 07

Portuguese
7 An 1B-year-old

B A cookwholivesin Brussels

9 An ltalianbartender

10 A Dutchcook

cook
11 A 33-year-old

12 A Swissstudent

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Role Cards

MrsAlisonWright Mr Jeroenvande Roe

Livesin London Livesin Amsterdam
Tel.number:79460003 T e l .n u m b e r : 3 96I 5 9 2
Age:29 Age:38
Nationality:
British Nationality: Dutch
Job:Waiter Job:Cook

Mr JoàoSoares Ms Francesca Piazza

Livesin Lisbon Livesin Rome
Tel.number:984 34 54 T e l .n u m b e r : 6 2177 8 9
Age:18 Age:25
Nationality: Portuguese Nationality: ltalian
Job:Receptionist Job:Bartender

MsJulietteDupont Mr StavrosRastapoulos
Livesin Paris Livesin Athens
Tel.number:987 65 31 Tel.number: 409 12 67
Age:33 Age:40
Nationality:
French Nationality:
Greek
Job:Cook Job:Bartender

MrsNicoleBarot Ms Smetanalvanova
Livesin Brussels Livesin Warsaw
Tel.number,:564 65 22 Tel.numbert672 39 04
Age:27 Age: 59
Nationality:
Belgian Nationality:
Polish
Job:Cook Job: Restaurant
manager

M r K l a u sL i e b i g M r M i c h e lR i a l t o
Livesin Berlin Livesin Bern
T e l .n u m b e r : 8 9473 2 I T e l .n u m b e r8: 1 0 3 2 6 5
Age:52 Age: 16
Nationality: German Nationality: Swiss
Job:Restaurant manager Job:Student

Mr PedroMartínez MissPetraSchroeder
Livesin Madrid Livesin Vienna
Tel.number:656 B0 07 Tel.number: 562 78 90
Age:22 Age:19
Nationality:
Spanish Nationality:
Austrian
Job:Waiter Job:Receptionist

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Workin groupsof four. 1a)

Yourteacherwill giveyoua b)
cardwith someinformation. c)
Askeachotherquestions and
togetherfind out:
a) the nameof eachguest
b) whathe/sheis eating
c) whathe/sheis drinking 2a)
b)
in the
Fill in this information c)
gapsopposite. 5a)
3a) 4a)
b) b) b)
n\ c) c)

6a) 7a) 8a)

b) b) b)
c) c)

A:
Student
. MrsSmithis nothavinglunchwithMr Smith.
o Mr Carrotis sittingat the largetable.
o MrsBellamy is sittingbetween a mandrinking
champagne anda womandrinkingwater.
o Theperson drinking wateris eatingsalmon.
o MrsSmithdoesn'teat meat.
StudentB:
. Mr Darcyand Ms Fairfaxare not drinkingwine.
o Mr Smith is havinglunchwith five colleagues.
. Mr Robertsis not sittingat the largetable.
. Mr Carrotis betweena womaneatinga kebaband
a man eatingsalmon.
o The threepeopledrinkingwine at the rectangular
tablecannotseethe peopleat the smalltable.

StudentG: D:
Student
. Mr Smith and Mrs Smithsit backto back. o Twopeopleat the rectangulartableandone
o The persondrinkingchampagne is eatingcaviare. personat thesmalltablearedrinking redwine.
. The peopleat the smalltableare havingpaella . Mr Carrotis eatinga steak.
and roast beef. o Thewomansittingon the rightof Ms Fairfaxis
. Thewomanat the smalltable is drinkingwhite havingspaghetii andbeer.
wine. Mr andMrsSmithalways drinkwhitewinewith
o MsWhiteandherneighbour redwine.
aredrinking theirmeals.
MsWhiteis sittingnextto the manhavingsteak.

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Education
66 sixty-six

Diamonds
1 What do you sayto the guest?You
wantto take his coat.
2 ls flourcountableor uncountable?
3 How do you ask for a person's
nationality?
4 Who is in chargeof the bar area?
5 Thereisn't/ aren'tsome/ any ketchup
in the fridge.
6 Howdo you askthe waiterfor ice in
yourwhisky?
7 A tablewhich is not square,
rectangulao r r o u n di s . . . .
B Goingfo is used for present/past/
futureactions.
9 What do you needto uncorka bottle?
1O Howdo you askwhata person's
job is?
11 Why/ What/ Whichdo you like learning
English?
12 What do you sayto the guest?You
want her namefor the reservation.
13 Whichseatingarrangement,
t h e n a m eo f a n a n i m a l i, s t h e s a m ea s
a U-shaoe?
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Photocopiableresources
Hearts
1 What is the 3rd personsingularof the
verb be?
2 Namefive ingredients
of a UK
breakfast.
3 What is the oppositeof sparkling!
4 Makea questionof the following
sentence:Paul likes spaghetti.
5 How can I go off / get to / walk away
your restaurant?
6 Whatdo you saywhenyou go to sleep?
7 Whatobjectdo you drinktea from?
B What do you sayto the guest?You
wantto knowthe numberof guestsfor
the reservation.
9 Requestsare usuallypolite/ impolite/
colloquialquestions.
10 Who is in chargeof the dining-room
area?
11 Whatis the sixthmonthof the year?
12 Whatis the preposition
usedwith
containing seasons?
13 Youare a waiter.What do you say
w h e ny o u p i c k u p t h e p h o n ei n t h e
Casablanca Restaurant?
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Photocopiableresources

ADD

SERVE

FILL

MIX

STIR

GARNISH

SHAKE

SEASON

STRAIN

PUT

POUR
 Photocopiableresources

Complete the recipeinstructions

fromRosa's cookery
bookwiththe wordsin the boxand
put the instructions
in the correctorder.Somewordsmaybe usedmorethanonce.

Parmesanbutter cooked pepper scallop potato

salamanderscallops potatoes parsley sauce

Scallops
in Mornay
Sauce
lngredients
1 kg mashed
75e-
600ml mornay
sauce
20 cooked
50 g grated cheese
fresh

lnstructions
Í-----------------------
----'
Preparethe mornay : take 500 ml hot béchamel,
add 50 g of butter,100 ml

edgeswith mashed . Sprinklewith meltedbutter.

Slicethe scallops.Poura littleof the mornay

undera grill. Servewith fresh

sauceintothe bottomof the shells.Placethe slicedscallopson top

creamandsaltand_ . Butterthe_ shells

anddecorate
the

Photocopiable
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sixty-nine 69
Photocopiableresources

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seventy
 Photocopiableresources

P h o t o c o p i a bOl eP e a r s o n
E d u c a t i o2
n0 0 1
q.Arronfrr-nno 71
 Photocopiableresources

1 Whatdoesa guestsayto askfor the bill?

2 What'sthe abbreviation of the measure pound?
3 Complete this sentence:Twelve fourmakesthree.
4 Whatdo youuseto shakea cocktailbeforeservingit?
5 What'sthe nameof a taxincluded in the bill?
6 Namefivevegetables.
7 Whatdo youaddto a regular verbto formits pastsimple?
B Whatdo yousaywhena guestasksfor adviceaboutthe wine?
9 What'sthe pastsimpleformoî be?
10 Namefivenon-alcoholic drinks.
11 Whichverbformdo youusewiththe wordyef?
12 What'sthe comparative formof cheap?
13 Namea thingyoucangrate.
14 Namethree.dairyproducts.
15 Namea thingyoucanmelt.
16 Whatdoesfbspstandfor?
17 What'sthe superlative form o'fexpensive?
18 What'sthe adjectiveformedfromslice?
19 What'sthe oppositeof welldone?
20 Whatdo yousaywhenyouapologise?
21 Whatdo yousaywhena guests?!s:'l feel likehavinga chocolate dessert?'
you
22 Namethreeutensils needto makea cake.
23 Givean example of a sidedish.
j 24 Findthe oddoneout: cutlet/rosemary/sirloin steak
25 Namethreestarters.
26 Namethreemaindishes.
27 Namethreedesserts.
28 Correctthis sentence:I haven'tgot manymoney.
I 29 What'sthe past'formoî roastl
30 Describe Bolognese sauce.
31 Whatdo yousayto checkwhether guestsaresatisfied whenleaving the restaurant?
32 Whatdo yousayto checkwhether guestshavereserved a table?
33 Whatdo yousaywhenyouwantto accompany gueststo the table?
34 Whatdo yousaywhenyouwantto knowwheresomebody lives?
35 Namethreemethods of payment withtheircorresponding prepositions.
36 What'sthe oppositeof sparkling!
37 Namethreespices.
38 Namefivethingsyouputon a tablewhensettingit.

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 Photocopiableresource

39 Nameone cocktairand saywhat ingredients

you needto makeit,
40 Namethreeuncountable nouns.
41 what do you saywhena guestcomprainsthat a tabreis in
a draughtyprace?
42 What'sthe fifth day of the week?
43 Who'sin chargeof clearingthe tables?
44 Who'sresponsiblefor preparingthe breadand desserts?
45 what arethe prepositions
of time usedto markthe beginningand the end of
something?
46 Makea questionof the followingsentence:The guestshave
askedformorebread.
47 Nametwo seatingarrangements.
48 Makethe followingsentencenegative:I reserveda tabte for
five.
49 Whichof theseadjectivescannotbe usedfor beer?draught/bottted/tinned/canned/
draughty
50 what do you sayto expressyourwish to welcomeguestsagain
in the future?

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seventy-three73
Ready
Order
Ready to Order is for studentstrainingto becomeor working as chefs,bartendersor
trainingthey need to be operationalin the fast-moving
waitingstaff.lt providesthe language
food and beverageindustry.Aimedat elementarylevel,Ready to Order also catersfor
the needsof mixed abilitygroups.

and skillswork in context

Ready to Order presentsand practisesthe relevantlanguage
by focusingon typicalsituationsin a hotel restaurant.

Features
,z Simplereal-lifedialoguesand texts present key language
,/ Systematicintroduction,practiceand recyclingof core topic vocabulary
,/ Functionallanguage and grammaticalstructuresdevelopessentialcommunicationsl<ills
"/ Comprehensive pronunciationsyllabusbuildsconfidenceand professionalism
,/ Tip boxesgive extra help with learningskillsand culturalawareness
,/ Glossaryand grammarreferencesectionprovideextra suPPort
,z Workbool<includesfurther essentialvocabularyand language work
,/ Teacher'sBook providesstep-by-step guidance, photocopiable
extra activities,
resourcesand tips for mixed abilitySrouPs

Students'Book 0582429s52
Workbook (with key) 0582429s60
ClassCassette 0582529964
Teacher'sBook 0582429579