Ready To Order TB

Ready
rder
.r'i*'
i
t
Il
AnneBaude
Montserrat
lgtesias
Annalfresta
Contents
lntroduction
iv
U n i t1
Hello!
Unit2 Anewjob
Unit3
TheCasablanca
4
Unit
Reservations
1
5
10
15
Review
1
20
Unit5
Uni6
t
Unit7
UnitI
Welcome!
A d ri n k?
Cocktails
Recipes
Review
2
Unit9
Unit10
U n i t1 1
U n i t1 2
2T
26
32
36
4T
Here's
the menu
Thechefrecommends
C o mp l a i nts
T h eb i l l ,p lease
Review
3
Photocopiable
resources
42
46
53
58
63
fntroduction
The Readyto Orderteacher'sbook is an essentialguide
to
the coursebook
and the workbook.
lt provides
the teacher
with unit-by-unit
supportto optimisethe coursebook
and
workbookresources
dialogueand answerthe comprehension

questionsprinted
on the page.
With moreadvancedstudents,you may want to write

the
questions
on the blackboard
and
ask
them
to
listen
and
Each Readyto Orderteacher'sbook unit provides:
then answerthem withoutopeningtheir coursebooks.
o objectives
of the unit
With lessadvancedstudents,you may ask them to
read
r background
information
and context
the dialogueas they listento it. Depending
on
level,
they
o step-by-step
explanation
of the teachingsequence
can then eitherclosetheirbooksand answerthe
o tips and noteson grammatical,
questions
lexical,culturaland
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
way of
. a keyto all the exercises
in the coursebook
buildingstudents'confidence,it effectively
turns
the
o alternative
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
Withdialogues
not printedin the coursebook
unit,
activities
students
may
need
to
read
the
o cross-references
tapescripts
at
the
end of
to other units in the coursebook,
the coursebook
(pages100-103) while listeningin
workbook,
grammarreference
order
section,list of irregular
to do the exercise.
verbsand conversion
tables
r extrareviewexercises
Speaking
Theaim of the speaking
exercises
is to promotereal_life
language
production.
Contextualised
role_plays,
simulations
and presentations
The situationshighlightedin Readyto Orderreflect
are usedto engage
the
studentsin purposefuloral interaction,rangingfrom
students'communicative
needsin their professional
very
lives,
controlledinformation
puttingspecialemphasison listeningand speaking.
gap activitiesto freeproduction.
As
the lastexercise
in eachsection,the oralexerctse
recycles
and 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,
One
givingsupportto lessadvanced
of the keyaspectsthe teachershouldemphasise
is
the
studentsand flexibilityto the teacher.Anytapescripts
not rmportance
of soundingpoliteand enthusiastic,
as
printedwithina unit can be foundon pages100_103
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
Someunitsopenwith readingratherthanlistening
generatapproachis to askstudentsto listento
the
comprehension.
Theselectedtextsareappropriate
for the
Skills
tv
Introduction
students'professional
environment:
restaurant
Vocabulary
advertisements,
menusand recipes.Moreover,
the printed
Thevocabulary
sectionsintroduceand practisemany
dialogues
alsoofferexcellentreadingpracticefor
usefulwordsand expressions
for professionals
in the
students.
cateringindustry,Furtherpracticecan be found in the
workbookexercises
of the corresponding
unit. Readyto
Writng
Order enhancesvocabularyacquisitionth rough:
. classification
Writingskillshavebeenconsidered
a minorneedfor the
exercises
suchas wordwebs,ranking,
cateringprofession.
Althoughinteractionwith guestsis to
etc.
. pronunciation
be donein English,studentswill probablyusetheir
exercises
suchas wordstressand
mothertonguein note-taking.Nevertheless,
for the sake
m i n i m ap
l airs
o speakingactivitiessuchas memorygamesand
of language
acquisition,
writinghas beenincludedfor
consolidation
of the language
usedin oralactivities.
informationgap exercises
Content
The coursebook
unitsare basedaroundthe staffof the
Casablanca
Restaurant,
a smallrestaurant
in the
Hollywood
Hotelin London.The storylinefollowsthe
characters
as they dealwith typicalsituations
at the
restaurant
and as theirfriendships
develop.Eachunit is
split intotwo sectionswhichsharean overalltheme.
However,
eachsectionpresentsfresh languageand
practiceexercises.
All keyvocabulary
usedin the coursebook
is listedin a
glossaryon pages104-1 I 1 of the coursebook.
The
glossary
is organised
intothematiccategories
and
providesspacefor studentsto write a translationfor each
item. lt is designed
to becomea personalised
dictionary
as studentsadd translations
of the termsin their own
language.
Eachcategory
alsocontainsotheressential
words,all of whichare practised
at the backof the
workbook.Any studentworkingthroughboth coursebook
and workbook
will process
and practiseall the 500+
itemsof essential
vocabulary
listedin the coursebook
grossary.
Language
ln Readyto Orderyou will find both functionaland
grammatical
structures.
Thefunctionallanguage
provides
studentswith essentialphrases
for dealingwith guests,
grammaris relevantfor the
and the contextualised
practice.Deductive
students'professional
and inductive
grammarpresentations
are usedto raisestudents'
grammatical
awareness.
Grammaris dealtwith in
language
boxesas well as in language
tips, where
students'attentionis drawnto specificgrammatical
points.Studentsare alwaysdirectedto the relevant,
fuller
explanation
in the grammarreference
sectionon pages
92-99 of the coursebook.
After each languagebox,
studentspractisethe grammarpointpresented
throughbothcontrolledwrittenexercises
and speaking
exercises
gapsand problemsolving.
suchas information
Furtherpracticecan be found in the corresponding
workbookunit.
As a complement
to the grammarreference
section,a list
of relevantirregularverbsis providedat the end of the
coursebook,
whichstudentsare invitedto completewith
translations
of the verbsin their mothertongue.
Pronunciaton
practiceaimsat increasing
The pronunciation
selfconfidence
whendealingwith gueststhrougha wide range
of practicalapproaches.
Intonation,
rhythmand stressare
systemaiically
highlighted
and practised
as essential
for
professional
conveying
the appropriate
attitudeof
formality,politeness,
respectand enthusiasm.
In addition,
the dialoguerecordings
can alwaysbe usedas modelsfor
pronunciationpractice.
Teachingstrategies
Learnerautonomy
Readyto Orderencourages
learnerautonomythrough
repeatedreferences
to dictionaries,the glossary,irregular
verblist and grammarreference
section.Similarly,
studentsare askedto contributeactivelyto their resources
glossary
by providing
translations
in theirown language.
lntroduction
Mxed ability groups
Readyto Ordercatersfor mixedabilitiesin the classroom
for different
by providingdifferenttypesof exercises
provides
alternative
learningabilitiesand styles.lt also
for moreand lessadvanced
to exercises
approaches
students.This appliesto grammarpractice,vocabulary,
work.The workbook
and pronunciation
speakingexercises
materialfor moreadvanced
alsosuppliessupplementary
students.
Student motivaton
Readyto Ordermotivatesstudentsby usinga learner
centredfocus on the learningprocess,providingspacefor
work(pairwork,
as well as collaborative
autonomous
groupwork,peercorrection,etc.). Furthermore,
the
for the use of realiaas a supplementto the
suggestions
to studentsthe
materialdemonstrates
coursebook
beinglearned,thus functioning
of the language
relevancy
as a motivatingfactor.
We are sureyou will find Readyto Ordera usefuland fun
sourceof teachingmaterialand a helpfulguidein your
ctassroom.
Enjoyteachingwith Readyto Ordert
/,
-\o
fti**
r
-/
.--
Baude
Anne-Marie
lglesias
Montserrat
Annalfresta
vl
Hetto!
Section1
Function/ Topic
I n t r o d u c i nygo u r s e l f
Language
A s k i n gf o r a n d g i v i n g
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
Numbers
Section2
I n t r o du c in g c o ll e a g u e s
T h e v e r bb e
C o u n t r i easn d n a t i o n a l i t i e s
Pronunciatiow
n :o r ds t r e s s
Objectivesof the unit

a
a
To enablestudentsto introduce
themselves
and others.
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
Helo!
Meet the boss
Exercise
5
This is an introductory
exercise
for exercise
6. Beginby
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.
Exercise1
Exercise
2
Ask studentsto listento the dialogueand to answerthe
comprehension
questionsby choosing
the correcioption
from the onesprovided.
You may want to write the questionson the

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
listena secondtime without looking at their
coursebooksand answer the questinson the
blackboard.
lnsteadof askingstudentsto write a list of things

they would ask,encouragethem to performa
situationwheretwo peoplemeetfor the first
time and askeachother questionswhich are
considered
polite.Theymay be askedto introduce
two inappropriate
questions
whichthe group
mustdistinguish
from the polite ones.
questions
EGEESomeacceptable
arepresented
in
exercise
6 below.
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.
GElto 2c 3o
q@ 1 Surname 2 Firstname 3 Address

4 Telephone
umber b Age 6 Nationaliry
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
sentences
to theirfunctions.
Exercise 7
Nowaskstudents
to matchthe samelabels
theyusedin
exercise
6 (seewordsin the box)to thequestions.
q@
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 .
job 5 surname
4 present
6 age 7 nationalitv
Exercise4
Exercise B
Ask studentsto go backto the dialogueand identifythe
Introduce
exercises
B to 11 by eliciting
fromstudents
the
responses
to introductions.
objects
usedin a restaurant
or hotelwhere
theyarelikely
to find numbers.
Puttheirideastogether
onthe
1 Pleasedto meetyou. 2 Niceto meeryou.
[l!l
blackboard
andaskthemto compare
themto the objects
in exercise
8. 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.
two
Hello!
t sign 2 roomkey 3 creditcard

[l[!
4 restaurant
booking
form 5 restaurant
bil
Introduci
ng colleagues
Exercise1
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
saying
themafterwards. 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 n
s
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 .
Exercise9
Organisestudentsinto two teamsand readout

ten of the numberson the page.Thegroupthat
writesdown all the numberscorrectly
first isthe
winner.
Exercise10
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 .
Askthemto listencarefully
andto saywhether
or notthe
page
numbers
on the
correspond
to the numbers
they
hear.lf the numbers
don'tcorrespond,
askstudents
to
(coursebook
correct
page100).
them.Seetapescript
GD r y 2oo442BBB467t7r
3 001 262 567381 4 r' 5 0033 33 54038 6 r'
Exercise 11
Tellstudents
thatnowtheyknowhownumbers
aresaidin
English,
theyarereadyto playbingo.Askthemto choose
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 ! '
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
(coursebook
page
tapescript
IOO).Thisgamecanbe
repeated
at anytimewiththeteacher
reading
outthe
tapescript
in a random
order.
Exercise12
You may want to write the table on the

listenwith their booksclosed.They can then all
listen a secondtime without looking at their
coursebooks
and fill in the table on the
blackboard.
IK:IE
Name
S a mR e i l l y
RosaGracia
PeterCole
Jan Nowak
Job
H e a dC h e f
cook
bartender
waiter
Nationality
American
S p a ni s h
British
Polish
Note:Drawstudents'attention to the differencebetween

good eveningand good night (see 'times of day').
Language
Ask studentsto lookat the sentences
in the language
box
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
verbbe. Ask studentsto checktheiranswersin the
grammarreference
on page92 of the coursebook.
Ask studentsto workin pairsand to askeachother

questionsin orderto makea shortCVabouttheir partner.
B ln dialogue:is, 'm, 's, 'm, 'm, 's, is,are, 'm, 'm,
f
Youmaysuggestthat theyfollowthe CVtemplatein
'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
Hetto!
Nole=Drawstudents'attentionto the useof the pronoun

'it' to refer
to non-livingthings(seegrammartip).
Exercise
5
Tellstudents
thattheywill nowlearnhowvarious
countries
andnationalities
arepronounced.
Askthemto
Exercise
2
classify
the names
of thecountries
andnationalities
in
Askstudents
to put the rulestheylearnedin the language the boxaccording
to the headings.
Explain
the conceptof
sfressed
boxaboveintopracticeby completing
and unsfressed
syllables.
Explain
the textwiththe
thatthe large
squaresignalsthe placewherestressfallsin the word.
correctformsof the verbe.
Oncetheyhavefinished,askthemto listento the tape
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
@!ltare
withthe waytheyhearthe
8 i s 9 i s 1 0 i s 1 1i s 1 2 i s
names
of thecountries
andnationalities
pronounced.
Thenaskthemto practise
sayingthe words.
Exercise
3
Tellstudents
thattheywill nowdo thesameas in
exercise
2, but thatthe texttheywill complete
will tell
themabouttwofamouspeople.
$$tis
2is 3is
4are 5are 6Are
I Dutcn,France,
Spain,Greece
[l!l
2 British,lreland,
Russian,
Belgium 3 Japan,Chinese
4 Portugal,
ltaly 5 ltalian 6 portuguese7 American
Exercise
6
Tellstudents
thatnowthattheyarefamiliarwith
introducing
themselves
andbeingintroduced
to
Exercise
4
colleagues,
it shouldbeveryeasyfor themto act out
Introduce
this exercise
by askingonestudentwhatthe
thissituation.
Tellstudents
theywill be provided
with
typicaldrinkanddishis in his/hercountry.
Nowask
cardsanda questionnaire
(photocopiable
resource
students
to havea lookat the foodanddrinkillustrated pages64-65).
Askthemto go aroundthe class
on the page.Askthemto matchthemto the appropriate introducing
themselves
andcompleting
thequestionnaire
countries
as represented
by the flags.
in orderto findoutwhois who.
I P a e l l ias a S p a n i sdhi s h .
2 Hamburgers
area USspeciality.
3 Portis a Portuguese
drink.
4 G u i n n e si ssa n l r i s hd r i n k .
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
I AlisonWright 2 Stavros
[l$
Rastapoulos
3 Smetana
lvanova 4 PetraSchroeder5 KlausLiebig
6 PedroMartnez 7 JooSoares 8 NicoleBarot
9 Francesca
Piazza 10 Jeroenvande Roe
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
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
Pr epositions
of pla c e
T h erestaur ant
T h ewor kplace
Jobs
Pr onunciation:
sentenc setr es s

. To enablestudentsto describethe placewherethey workand all its sectionsand
subsections.
o To enablestudentsto describerestaurantjobs.
f ive
1Q n new job
Firstday at work
Exercise 1
Beforethe listeningexercise,
there'san introductory
vocabulary
exercise
to familiarise
studentswith newwords
theyaregoingto be presented
with in the dialogue.
With more advancedstudentsyou maywant to

do this exercise
the other way round.Askthem to
keeptheir booksclosed,and write the verbsin
their mothertongueon the blackboard.
Thenask
themto providetranslations
in English.
Afterwardslet them opentheir booksand compare
their answerswith the verbsgivenin exercise
1.
Theymay havecomeup with near-synonyms,
e.g.
talk, tell,saf etc.insteadof speak.Youcould
then givethem someexamples
to illustratethe
differences
and/or similarities
in meaning.
Exercise 2
Askstudents
to listento the dialogue
andto answer
the
questions
below.Letthemlistentwice.

coursebooksand answerthe questionson the
blackboard.
flCllD 1 No, he doesn't. 2 No, he isn't. 3 Yes,he has.

4 No, she doesn't. 5 No, therearetwo.
Note:Allow lessadvancedstudentsto answerwith 'ves'or
'no'
only.
Exercise
3
Ask studentsto listento Rosa'sf irst ouestionof the
dialogueagain,but nowfocussing
on the stresspattern.
Whichword is stressed?
Sometimesit's hard for studentsto work out

exactlywhich words are stressed.To help them,
you can read out the question severaltimes,
stressnga different word each time.
e.g. DO you speakSpanish?,
Do YOu speak
Spanish?,etc.
Which one is similarto Rosa's?
This will probably help them to discoverthe stress
pattern.
Nowlet them listento ihe first oairof sentences

on the
tape.Whichwordis stressed
here?Askthem whetherthey
think thereis a difference
in meaningbetweenthe two
versions.
Let them givetheir answersin their mother
t0ngue.
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
with otherlanguages.
In the secondone sheshowsher
surpriseat PeterspeakingSpanish,contrasting
him with
otherpeople.
Oncestudentsunderstand
the difference,
let them listen
to the restof the exercise
and underline
the stressed
word
in eachsentence.
Youmaywishto givefurthercomments
on the differences
in meaningbetweenthe otherpairsof
sentences,
but only if yourstudentsunderstand
the
exampleverywell.
page100).
Seetapescript(coursebook
fiGrB
1 a )D oy o us p e a kS o a n i s h ?
b) Do vou speakSpanish?
2a) ls Sam here?(asopposedto Peter,Jan or Susan)
b) ls Sam here?(asopposedto elsewhere)
3a) He alwaysarriveslate.(notearly)
b) He alwaysarriveslate.(notjust sometimes)
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)
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 . )
5a) Thesearethe toilets.(notthe dining-room,
etc.)
(as
b) Thesearethe toilets. opposed
to those)
(not
6a) The dining-room's
on the right.
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
read other sentencesin the coursebookwhen
they have finishedthe exercise.
Exercise
4
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
or in pairs.
With moreadvancedstudents,you may usethe

lastquestionin exercise
5 to let them makea
sentence
orallyin the presentsimple.
Introduce
this exercise
by askingstudentswhetherthey
remember
which partof the restaurant
Peterworksin,
and which part Rosais goingto workin. Do thev knowthe
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
namesof otherrestaurant
sections?
6
deals 7 finish 8 don't g plav l0 do
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 ihe wordstheydon't know.OncetheV'vedone
Exercse
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
partner'sanswers.The last step is reportingto the rest of
sections'in the
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
person
the third
Encourage
singularform (reports).
studentsto fill in the glossary
Makesurethev
with
p r o n o u n cteh e f i n a l - s c l e a r l v .
wordsin their mothertongue.
Language
Askstudents
to havea lookat the language
box.Allow
moreadvanced
students
to workin smallgroups
to answer
thequestions;
otherwise
do it asa whole-class
exerctse.
TCND
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
With lessadvancedstudents,you may wish to

dividethe classinto two big groups,one group
preparing the student A questions,the other the
student B questions.Afterwards each student will
have to work together with a student from the
other group.
Turnto thegrammar
(coursebook
reference
section
page92) andgothrough
theexplanations
together
with
t h es t u d e n t s .
SEVCN
.--..n4
A newiob
The workplace
Exercise 1
Introducethe exercise
by 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
Youmayaskthe groupswho finishthe
to do the exercise.
with thoseof
exercise
f irst to comparetheiranswers
anothergroup,thus allowingslower-paced
studentsto
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
section
Sections:
grill, deep-fryer,
freezer,
Appliances:
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
Whatimportant
and the dining-rooms
of the restaurant.
partof the restaurant
is missing?
Ask studentsto listento the dialogueand to saywhether
the statements
belowaretrue or false.
You may want to copy the statementsonto the

in their coursebooksas they listento it for the
coursebooksand decide whether the statements
are true or false.
Afterwards
they shouldcorrectthe falsesentences.
t true 2|rue 3 false (for breakfast,not for

[l[l
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
whichjobstheyreferto?
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.
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
eight
2 a
3 c
4 b
5 c
A newi"U Q
Language
The sentences
usedas a startingpointaretakenfrom the
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
(page93) and go throughthe
backof the coursebook
explanation
wsi t ht h e m .
NotetAlthough countableand uncountablenounsare
dealt with as a languagepoint in unit 6, you may
illustrate what an uncountablenoun is by giving an
example:
Therets wine on the table.
Thereis sugar in my coffee.
rcnF
.
.
o
.
We usethereis with srngularor uncountable

nouns.
We use therearewith pluralnouns.
We makequestionswith ls thereor are there.
We make negativesentenceswith thereis not/lSn'tor
thereare not/ aren't.
Exercise
5
! 1 nexto 2 on 3 under 4 in
f
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
Exercise7
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
necessary,
thenchecktheiranswers.
Seetapescript
(coursebook
page1OO).
Thenaskthemto practise
saying
thesentences
themselves.

exactlywhich words are stressed.Ask them to
copy the stresspattern of the question using
soundsinsteadof words, e.g. tatatata ..., or to
knock on their tables when there's a stressed
syllable.
It may be fun to askthem to 'read' all the
questionsthis way before usingthe actualwords.
It will certainlyhelp them to discoverthe stress
pattern.
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
IGEE 1 Thereare 2 there is

5 Thereis 6 Thereare
3 there is
4 Thereare
Exercise 6
Drawstudents'attentionto the text of exercise
5 again
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
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
from the context?Let them workin smallgroupsto do the
p i c t u r em a t c h i n g
exercise.
Tellstudentstheyaregoingto workin pairs,but that the

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
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
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
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
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
unit, as well as thereis/thereare andthe preposrtions
of
prace.
fiGrD
You may ask studentsto translatethe prepositions
into their mother tongue. ls there one English
prepositionfor each prepositionof placein their
language,or are different prepositionstranslated
the same way? ln the latter case,give students
extra examplesto illustratethe dfferences.
Deepfat fryeron table in A but on worktop in B.

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 .
G r i l la n d h o bo p p o s i t w
e a yr o u n d .
No woodensooonin A.
N o u t e n s i losn t h e w a l li n B .
nI n e
TheCasabtanca
D e a l i n gw i t h e n q u i r i e s
G i v i n gd i r e c t i o n s
P re se nct ontinuous
Pr epositions
of movem ent
Wh-words
S e a ti n ga rr angements
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
a
l0
ten
Toenablestudents
to dealwithenquiries
madeby guests.
Toenablestudents
guests.
to givedirections
to
The Casablanca
@
An enquiry
Exercise1
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
question.Answersmayof coursebe givenin their mother
rongu
e.
Exercise
2
Ask siudentsto listento the dialogueand to answerthe
questionsbelow.Let them listentwice.
With more advancedstudentsyou may wish to

expforefurther the difference between what and
which. To illustratethe difference,you might
write these two sentenceson the board:
What would you tike to drink?
Which of these drinks do you prefer?
Expfainthat what refersto more general
questions,where the answer expectedmay vary a
lot. And which is used when the answer is more
predictable,if there's a limited choice.
Exercise4
coursebooksand answerthe questionson the
blackboard.
lkllB 1 Shewanisto organise

a weddingbanquer.
2 Thirtypeople. 3 The UnitedStatesof America.
4 At the QueenVictoriaHotel. 5 Hanover
Street.
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
with thesewords?Askthem to readthe
acouainted
dialogueagainand to identifythe wh-wordsusedin it.
Canthey deducetheir meaningfrom the context?
Thenlet
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
Ask studentsto listento the questions

of ihe previous
exercise
again,but nowfocussing
on the stresspattern.
Whichwordsarestressed?
Theywill probablydiscover
y
y
h
t h a tt h e
w o r d sa, l o n gw i t ht h e m a i nn o u n sa n d
adjectives
as well as someverbs,are stressed.
Lei them
repeatthe sentences
rn group,puttingextrastresson the
stressedwords.

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
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
people?
twenty-frve
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
verbe and the lingform of the mainverb.
they appear in the dialogue.
TGND
tablesize
small
large
m e d i u m - s i z erdz ( 1 )
tableshape
ovaI
square
r/ (3)
r o u n d/ ( 2 )
r e c l a n g u lya'r ( 4 )
seatingarrangement
conferencestyle
banqueting
s t y l e/ ( 6 )
h o r s e s h o/ eU - s h a p e/ ( 5 )
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
t h e di a l o g u e .
f3?l]B U-shapeconference
styleor horseshoe
banqueting
style
Refer studentsto the 'seating arrangements'

sectionin the glossaryat the end of the
coursebook(page 109)and the corresponding
exercises
in the workbook (page66). Encourage
studentsto fill in the glossarywith words in their
mother tongue.
Exercise
6
Ask studentsto workin pairs.StudentA shouldturn to
page86, studentB to pageBB.
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
a r r a n g e m etnhte yh e a rd e s c r i b e d .
lkll StudentA drawsa banqueting
stylearrangement
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
You may wish to mention the use of the present

continuoustensewith future meaning.
You can write this sentenceon the blackboard:
Now l'm staying at the Victoria hotel, but tonght
I'm flying back to New York.
Brainstormfor more verbsdescribingactionsand

put them on the blackboard.When you've got a
reasonableset, ask studentsto take turns and
mime one of the actionson the blackboard.The
other studentsshould make a correctsentence
usingthe presentcontinuousto describethe
action mimed.
Exercise 7
Arrangeyourclassin groupsof four. In eachgroup,
studentA shouldturn to page86, studentB to page87,
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
to discover
wherethe guestsare sittingand whatihey are
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
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 .
fIGEE 1 Mr Jones,hamburger 2 MrsJones,salad
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
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
twelve
a-=_q
The Casablanca
@
Exercise2
The photocopiableversion (page 66) offers an
alternative,more difficult versionof exercise7.
The charactersare not seatedthe sameway and
students have to discovernot only what they're
eating, but alsowhat they're drinking.You may
use it with more advancedstudents.ln mixed
ability groups,you may arrangefaster-and
slower-pacedstudents in separategroups, and
give each group the versionwhich is most suitable
for them.
fiGlD to photocopiable
version:
la) Mr Roberts b) roastbeef
2 a ) M r sS m i t h
b) paella
3a)Mr Smith
b) salmon
4a) Mr Carrot
b) steak
5a) Ms White
b) kebab
6a) Ms Fairfax
b) salmon
7a) Mrs Bellamy b) spaghetti
8a) Mr Darcy
b) caviare
c) redwine
c ) w h i t ew i n e
c ) w h i t ew i n e
c) red wrne
c) red wine
c) water
c) beer
c) champagne
Nowtell studentsto lookat the map and to spotthe

Hollywood
Hotel.Theyaregoingto listenagainand have
to decidewho is givingthe correctdirections.
You may prefer to pausethe tape after each part

of the directionsis given, so as to allow slowerpaced studentsto follow more easily.Or you may
opt for a reading insteadof a listening activity.
SGEE.tan
Exercise3
The studentsare nowgoingto studyhowto express
movement.
In this exercise
they learnverbsof movement,
in exercise
4 prepositions
of movement.
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 .
Exercise 1
IIGEElcross 2pass 3take/turn 4walk

5 go straighton
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,
the
do they knowthe namesof famousplacesto go shopping? Ask studentsto havea lookat the picturesillustrating
prepositions
of movement
and drawtheir attentionto the
lf not,wheredo theygo shopping?
Aretherefamous
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
shoppingcentres,streets,etc. in theirtownor city?
t
r
a
n
s
l
a
t
i
o
o
n
f
t
h
e
s
e
w
o
r
d
s
i
s
i
n
t
h
e i rl a n g u a g eD. o t h i s a s
Youmaywantto referbackto the first listeningexercise
exercise
to makesureeverybody
of the unit. Do they remember
what Ms PorteraskedJan? a whole-class
understands
the
meaning
of the prepositions
of
M a k es u r et h a t g i v i n gd r e c t i o niss m e n t i o n e dA.s k
movemen.
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
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 .
below.
B 1 out of
f
6 across
You may want to copy the table onto the
in their coursebooks
as they listento it for the
coursebooksand fill in the grid on the
blackboard,
flGll 1 Peter 2 Rosa,Peterand Jan 3 Peterand Jan

4 Rosa
2 along 3 towards 4 past 5 into
Exercise
5
Tellstudenisthat they are nowgoingto concentrate
on
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
directions
to Ms Porter(page20).
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.
thi r teen 13
rne Casablanca
fK:llD Seecoursebook
page23 tor the locationof the
Casablanca
Restaurant.
Makestudents
sit backto backto ensuretheydon'tlook
at eachother's
maps.Student
A shouldthengive
studentB directions
to 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?
tr \
I'm\.
yougo
'yaeilon
and
yg
lcan't\ou.
Exercise
7
Askstudents
to workin pairs.Student
A shouldturnto
page89 whilestudentB looksat the mapon page25.
StudentB mustgivestudentA directions
fromthe Tourist
Information
Center
to the places
student
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
P r o n u n c i a t i ot hne: a l p h a b e t
Days,monthsandse as ons
Breakfast

o Toenablestudents
to taketelephone
reservations.
' Tomakestudents
professional
awareof
practiceinvolved
in takingtelephone
reservations.
f ifteen l5
Reservations
Takingreservations
Exercise4
Ask studentsto listento the two dralogues

and to
c o m p l e t teh e b o o k i n g
f 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
studentsto considerand checktheir answers.
See
(pages100-101).
tapescripts
ou e s t i o n .
Exercise 1
Exercise2
Ask studentsto listento the dialogueand to take noteof
the detailsof the reservation.
You may want to copy the booking form onto the

coursebooksand checkthe booking form on the
blackboard.
Afterallowingstudentstime to put their ideasin order,let

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

5 e i g h to ' c l o c k 6 f o u r
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
the nameof the guestwho wasmakingthe reservation.
Askthem whethertheythink it may happenoftenwhen
dealingwith foreignguests.Clarifythe association
of the
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
the vowelsoundsusedin spellingout eachletterof the
alphabet.lf necessary,
add furtherexamples
to illustrate
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
their answers.
Before asking studentsto complete the table,

teach them how the vowels are pronounced in
Englishby showingthem on the blackboard.
IGED Name:Mr Russell Date:7 July Time:7.30

N u m b eo
r f p e o p l e2:
Note: Draw students'attention to the different

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
nextsection,ask studentsto f ind in the dialogueother
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
exchanges
with guests.
fIGEf 1 What nameis it, please? 2 Forwhat day,
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
that, please? 7 Goodafternoon,
Casablanca
Restaurant.
Can I helpyou? 8 Certainly,
sir. 9 So, that'sa tablefor
two at seven-thiriy
this evening.
Note:Drawstudents'attention to the existenceof four
equivalentbut different linguistic structuresto refer to
the action of 'bookinga table' (seetip box).
16
sixteen
lkllB
they
me
n
j
k
c
d
e
l
M
n
)
z (UK lz:r,dl)
ten
f
my
i
no
o
y
you
q
are
r
u
W
z (US lzil)
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
Reservations
O
students)ten wordsfrom the glossary
and will spellthem
to his/her partner.Eachstudentshouldthenwritedown
the wordshis/ her oartnerdictates.
The Casablanca
Restaurant
Exercise1
Beforeaskingstudentsto opentheircoursebooks,
introduce
this partof the unit by askingthem whatother
typesof conversation
a waitermay havewith a gueston
Introduce
this exercise
by askingstudentswhatwouldbe
phone.
getting
guest
the
lf
they
don't
suggestenquiriesaboutthe
as bad as
the nameof the
wrong.lf they
establishment,
illustrate
with an exampleor anecdote
don't mentiongettingthe time of the reservation
wrong,
regarding
a famousperson,e.g. 'BruceWillisis a strict
introducethis problemby tellingthe groupaboutan
vegetarian
and he wentto havelunch in a veryfamous
imaginary
mistakeof this kind that happened
to you.
restaurant
in Argentina.
Youknowthat meat is the
Startby elicitingor teachinghowclocktimesaretold in
there,so he wasveryangrywhen he
English.Usethe clockfaceon page28 of the coursebook nationalspeciality
disheshe couldhavewere
to illustrateyourexplanation.
Ask studentsto listento the foundthat the onlyvegetarian
saladslWhatdo you think wouldhaveprevented
tapeand to identifythe clocktimesthey hear.See
this
'Bruce
(coursebook
page
disaster?'
Assumedanswer:
Willisshouldhave
tapescript
101).
obtainedsomeinformation
aboutthat restaurant
before
going.'Introduce
the advertisement
as a sourceof
information
aboutrestaurants
by elicitingfrom the group
wheretheycan find information
aboutrestaurants.
Exercse7
GEEto 2a 3b 4a 5c 6a 7b 8a
Exercise
8
Ask studentsto workin pairs.Explainthat studentA will
lookat the clockson page90 and studentB will lookat
the clockson page28. Eachstudentwill then saythe
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
noteof the times.Studentsshouldthen checktheir
answers
eitherwith their oartners
or with the wholeclass.
D Timeson page28:1 8.30 2 7.45 3 1.50
f
4 9.15 5 11.45
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
fIGED Possibledflswers:throughthe internet,

advertisements
in magazines,
radiocommercials,
etc.
Exercise2
Ask studentsto readthe advertisement.
Theymaywork in
pairs.Thenaskstudentsto readthe questionsbelowthe
advertisement
and makesurethey understand
them. lf
time allowsand in orderto promotestudyskills,tell them
to usea dictionary
as well. Next,ask studentsto usethe
advertisement
to answerthe questions.
Oncethey have
finished,checkthe answers
with the wholeclass.
2No.
[l!!tt"to.
7 No. 8 No.
3No.
4yes. SNo. 6yes.
Exercise3
lf this is donein a differentsessionfrom the

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 reservation
conversation
orally.First,go throughthe
completethe tablewith wordsfrom the advertisement.
promptswith studentsand elicit examplesentences
for
Oncethey havefinished,checkthe answers
with the
prompt.
each
Thendrawstudents'attentionto the
wholeclass.
dialogueon page26 as a usefulmodel.Givethem time to
writeout theirown dialogues
in pairsor groups,helping
ffGnB 1 la carte 2 tabled'hte 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.
Exercise9
seventeen 17
Reservations
Nowaskstudents
to havea lookat the wordsin the box.
Makesuretheyunderstand
them.Thenaskthemto
matchthesewordswiththe itemsin the pictures.
Tell
students
that someingredients
maybelongto 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
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),
Exercse
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
IGEBTuesday,
Wednesday,
Friday,
Saturday,
March,
April,May,June,August,
December
Exercise
5
Introduce
this exercise
by 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
Introduce
this exercise
by remindingstudentsof the
information
in the advertisement
they 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).
GDt.
2d 3f 4e sb 6a
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
prepositions
from the boxabove.Oncethey havefinished,
checkthe answers
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
Tellstudents
thattheyhaveto usethe verbssuggested
in
the boxbut thattheymayaddanyverbstheycomeup
with.Exemplify
witha studentif necessary
the exercise
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's
answers
to the restof the class.Elicitfromthe
groupwhether
therewill haveto be anychangein the
verbwhenreporting.
lf no answer
comes,askthemto go
(coursebook
page92)
to the grammar
reference
section
andfind out aboutthe third personsingular-s in the
present
simple.
nineteen 1 9
-'.
Review
Generalnotes
. lf the reviewunit is to be usedas a progress
test,
studentsshouldbe informedof the areasto be tested
in advanceof the lesson.
o Explainhowto approacheachof the activitiesbefore
theystartworkingon them.
o Tellstudentstheywill haveto workindividually
unless
(thiswill happenin the oral
theyaretold otherwise
activity).
Exercise1
Tellstudentsthat they haveto put a telephone
enquiry
betweena guestand a waiterinto the correctorder,that
all the sentences
are correctand that althoughthereis
someflexibilityin the order,it shouldreflectgood
professional
practice.Studentsshouldwritenumbersin
the boxesto indicatethe correctorder.Alternatively,
the
exercisecould be usedfor oral assessment
with students
workingin pairsand then performing
the dialogue.
preposition.
Ask studentsto readthe sentences
carefully
beforedoingthe exercise
and drawtheir attentionto the
fact that someprepositions
can be usedmorethan once.
Blnextto 2from 3to
f
7in Snextto 9on 10on
4in
bln
6at
Exercise
4
Tellstudentsthat this exercise
is designed
to find out
whetherthey remember
the vocabulary
relatedto the
areasdealtwith in units 1-4. Askthem to underlinethe
wordthat doesn'tfit and get them to tell you which
categories
the wordsbelongto, includingthe odd one.
fGEp
zb 3h 4d 5i 6e 7k 8e 9r
GDtr
10j 11a 121 13c 14n
(appliances,
1 U-shaped
seatingarrangements)
(parts
2 supper
of the day,meals)
(appliances,
3 horseshoe
4 banqueting
style(meals,seatingarrangements)
5 small(partsof the restaurant,
6 France(countries,
nationalities)
7 butter(jobs,breakfast)
I spring(breakfast,
seasons)
Exercse2
Exercise5
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?
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 1 are laying 2work, are helping 3 are (you)

f
Exercse6
cooking 4 prepares,
is making 5 welcomes,
is not doing
This is an oralactivityto be donein pairs.Ask studentsto
6 is (the reception
waiter)doing 7 Does(patrick)like,
usethe map in the previous
doesn'tlike 8 Do (you)live,don't like,lives
activityto directeachother
in turn to the destinations
of theirchoice.Tellthem to
mentionthe startingpoint.With lessadvanced
students,
Exercse
3
askthem to writethe instructions
individuallv
before
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

P ro nun ci a tion
: consonants
Tableware
for breakfast,
l u n c ha n dd i n n e r

Toenablestudents
to dealwithguestsfromthe momenttheyarriveat the restaurant
until
presented
theyare
withthe menu.
practiceinvolved
Tofamiliarise
withthe conventions
students
andprofessional
in receiving
guests.
Toenablestudents
to express
futureplans.
twenty-one 2t
@ w"tcome!
Receivingguests
Language
Beforeaskingstudentsto underlinethe modalverbsin

the dialogue,tell them that woutdcan be contractedas
'd.
Beforelistening
to thedialogue,
elicitprevious
knowledge Youcan get studentsto practisethe pronunciationof
studentsmayhaveon the subjectthroughthe warm-up
would.With moreadvancedstudents,you may chooseto
question.
provide
Answers
given
maybe
moreinformation
in theirmothertongue.
aboutthe useand meaningof
the modalverbs.Youmay alsowish to explainto
advanced
studentsthat shallinthe usedealtwith here
Exercise
2
can only be usedwith /and rare.
Ask studentsto readthe actionslistedon page35 and
makesurethey don't haveany problemswith the
CouldI havethe name,please?/Shall
[![l
I takeyour
vocabulary,
particularly
with the word'show'meaning
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
Exercise
3
students,you may ask them to do so without lookingat
the dialoguein theircoursebook.
tell studentsthat modalverbs
Thencheckthe answers Beforedoingthis exercise,
can haveseveralmeanings.Thus,shal/ t, witt t and would
with the wholeclass.Playthe dialogueagainand this
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
somethingpolitely,and can/can,t canalsoexoress
correctspacesof the table.Givethem time to finish
possibility
or impossibility.
writing,then checktheiranswersby askingindividual
Examples
of all theseusescan
be found throughoutthe exercise.
studentsto readthem aloudin turn. Finally,get all the
studentsto say all the phrasestogether,
Exercise
1
@t
1 Greetthe guests
1/
2 Ask if there is a booking /
Goodeveningmadam,srr.
Do you havea reservation?
3 Askfor the name
r'
CouldI havethe name,

please?
4 Checkthe booking
details
r'
Mr andMrsKerrigan
tablefor two.
5 Offerthe guestsa
coffee
6 Offer cloakroomservice ./
7 Offer a choiceof
r'
seats
8 Apologiseand
explainproblem
r'
9 Suggestseats
r/
l 0 S h o wt h e k i t c h e n
to the guests
11 Showthe gueststo
t h e i rt a b l e
l2 Present
the menu
22 twenty-two
r'
t/
Shall I take yourcoats?
Wouldyoupreferto sit
indoors
or outdoors?
I'm verysorry,
sir.I'm
afraidthattableis not
available.
The roundone nearthe
windowis free.
F o l l o wm e , p l e a s el.' l l s h o w
you to yourtable.
Here's
themenu.
2 S h a i l 3 W o u l d4 W a y b C a n
@lCould
6 Would 7 'll 8 Would 9 can't l0 Can
Exercse
4
Before
approaching
thisexercise,
elicitthe partsof the
dining-room
thatyourstudents
already
know.Theyshould
at leastcomeup withtheareasmentioned
in the
dialogue,i.e. indoors,outdoors,
pianoandwindowand
they mayrememberprivatedining-room,(non-)smoking
section,
etc.,whichcameup in unit2. Thenaskstudents
to do theexercise,
allowing
themto usea dictionary
if
necessary.
Makesuretheyunderstand
thatthe words
WelcomelO
indoorsand outdoorsare rathergeneraland includethe
otherareas.Tellthem to ignorethe table labelsat this
stage- theywill needthem lateron in orderto do
exercise
6. Thenaskstudentsto practisesayingthe words.
Divide the classinto teams and ask studentsto

pronounceone of the words from each pair in
turn, as in the exercise.You could set it as a
contest by giving one point for each correct
answerand acting as a referee.The winning team
is the one with the most points.
ffcfl! 1 dancefloor 2 piano 3 smokingsection

4 window 5 indoors 6 outdoors 7 terrace
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
lf you didn't do so in unit 2, you can now refer

studentsto 'Restaurantsections'in the glossaryat
the end of the coursebook(pages108-109),and
to the correspondingexercisesin the workbook
(page 64).
Exercise
5
Tellstudentsthat theyaregoingto listento threeshort
dialogues
and that they haveto lookat the box in
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 e et a p e s c r i p( tc o u r s e b o opka g e1 0 1 ) .
lklD
1 window 2 non-smokrng
section 3 terrace
Exercise
6
Tellstudentsthat theyaregoingto be presented
with
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
seemso whenthey seethem written(a clearexampleis
the pair more/floor).Theywill only hearonewordfrom
eachpair,and shouldtick the wordthat they hear.You
can modelthe first oneyourself
, makingsurestudents
realisethat the onlydifferencebetweenthe two wordsis a
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
yourstudentsneedit. Checkthe answersby asking
studentsto pronounce
the correctwordin turn.
lf your studentshaverealdifficultyin
distinguishing
the consonant
difference
in these
minimalpairs,stopthe tape aftereachword and
repeatthem yourself.Youcanthen askthem to
repeatthe wordsafter you in turn, beforedoing
the exercise.
GEBtu 2b ia
10a 11b 12a
4a 5a 6a ib
Bb 9a
Exercise7
Dividethe classintotwo teamsand set this exercise
as a
game.Youcan modelthe gameby playingit againstthe
wholeclassfirst.Thesearethe rules:
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
questions.)
example
2 Eachsiudentcan onlyaskone questionat a time.
3 Eachquestioncan onlyreferto one characteristic
(size,
s h a p eo r l o c a t i o n ) .
4 Youarethe refereeand haveto keepthe score
(preferably
on the blackboard).
5 This is the scoringsystem:lf team B asksonlythree
questionsbeforetheyworkout whichtableteam A has
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 ,
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
they need,the morepointstheyget.
Score:
3
4
5
6
7
q u e s t i o n-s 1 O p o i n t s
q u e s t i o n s9- p o i n t s
q u e s t i o n-s B p o i n t s
q u e s t i o n-s 7 p o i n t s
q u e s t i o n*s 6 p o i n t s
B q u e s t i o n-s 5 p o i n t s
9 q u e s t i o n s - 4p o i n t s
1 0 q u e s t i o n-s 3 p o i n t s
1 1 q u e s t i o n-s 2 p o i n t s
1 2 q u e s t i o n-s 1 p o i n t
To make the contesteven more challenging,half

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
table the other student haschosen.
twenty-three 23
welcome!
A wedding banquet
Exercse1
this exerciseby remindingstudentsaboutthe
Introduce
Americanwoman(Ms Porter)who enquiredaboutwedding
in the first partof unit 3. Tellthem
banquetarrangements
is goingto organiseMs Porter's
that the Casablanca
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
Whencheckingthe answers,ask studentsto
coursebook.
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
by puttingnof in frontof
sentences
goingto.
o Weformquestions
the subjectandthe verb
by reversing
be.
4
Exercse
this exercise,elicit the wordsstudents
Beforeapproaching
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.
them to
Ask studentsto do the exercise,encouraging
deducethe meaningof the compoundnounstheyare not
familiarwith and allowingthem to usea dictionarytf
Thenask them to practisesayingthe words.
necessary.
'cutlery', which
Note: Remind students that the word
appearedin exercise 1, is a general word that refers to
forks, knives and spoons.
1 fort< 2 knife 3 side plate 4 saltcellar
S!!
5 dessertspoon 6 ashtray 7 glass 8 tablecloth
9 napkin 10 dinnerplate 1t soupspoon
12 soupbowl 13 slipcloth
2
Exercse
G@
1 Olgais goingto go shopping.

2 Paoloand Biancaaregoingto havea romanticdinner.
3 Mariais goingto seea movie.
4 Thomasand Alfonsoaregoingto playfootball.
3
Exercse
to thinkabouttheirplansfor the weekend.
Askstudents
in groups.Fast-paced
Thengetthemto do this exercise
students
canalsotell eachotherabouttheirplansforthe
nextyear,etc.
summer,
theirnextholiday,
24
twenty-four
Exercise
5
this exercise,elicit the wordsstudents
Beforeapproaching
alreadyknowand remindthem aboutcompoundword
formation.Then ask studentsto do the exercise,
them to deducethe meaningof the
encouraging
compoundnounsthey are not familiarwith and allowing
Then ask them to
them to use a dictionaryif necessary.
practisesayingthe words.
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
orovides
the
perfectopportunity
to recycleprepositions
of place.See
page101).
tapescript(coursebook
tkrB
I)
Exercse
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.
Fastoacedstudentscan 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
O r d e r i n gd r 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
M a k i n gr e q u e s t 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
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

To enablestudentsto describedrinks.
To enablestudentsto presentthe drinksmenuto guestsand taketheir orders.
To enablestudentsto understandrequests.
twenty-six
_
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
1 0 .1 1 f r u i t .h e r b a l
Exercise 1
knowledge
elicit previous
to the dialogue,
Beforelrstening
q u e s t i o nA. n s w e rm
s a yb e g i v e ni n t h e i rm o t h e tro n g u e .
Exercise2
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
all of
warm-upexercise)
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
with
usingthe wordsin the boxand checkthe answers
t h e w h o l ec l a s s .
Notes:
I Teain Englishmeansany drink made by pourtng
boiling wateronto the dried leavesor flowersof certain
n l e n|f. <
J '
y I u,
inrlrtdino
lhe fea nlenf
ifc,plf
2 The two main types of UK beers are bitter (made with

more hops than most beersand with a slightly bitter
taste)and lager (a light beer with a lot of bubbles).
Theyare not to be confusedwith stouts- which are
strongand dark (e.9. Guinness),or ales - which are
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
Exercise3
A s ks t u d e n t w
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
them to workin groupsto find moredrinksto be addedto
menu.Makesurethe wordssherrvand
the Casablanca
cockta
i ls are elicited.
can be doneas a contest,with one point
This exercise
awardedfor eachdrink.Theteamwith the mostpoints
WINS.
Referstudentsto the 'Drinks'sectionsin the

glossaryat the end of the coursebook(page 106)
in the
and to the correspondingexercises
workbook (pages56-57).
For further practice of adjectives used to describe

drinks, ask students to tell you which adjective
best describes the following drinks. You can write
the options on the blackboard.
1
2
3
4
chocolate:
champagne:
espresso:
mineral
water:
5 bitter:
6 cola:
(lIEtu
c) dry
a) sparkling b) hot
a) soft
b) sparkling c) draught
c) hot
a) alcoholic b) dry
a) still
a) draught
a) dry
b) dry
b) sweet
b) still
c) sweet
c) hot
c) bottled
2b 3c 4a 5a Gc
You can also use this exerciseas a quick test.
Exercise5
Tellstudentsthat they aregoingto lstento six
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
comeacrossthe word sherry(option5c) before,make
it now.Stopthe tape aftereach
surethey understand
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
d e s c r i p t r ot o
n
( c o u r s e b o op ka g e1 0 1 ) .
For lessadvancedstudents,read the descriptions

yourself after the tape.
Exercise4
Ask studentsto havea lookat the wordsin the boxand
. l l o wt h e mt o u s ed i c t o n a r i et os
t h e d i a g r a mi n p a i r s A
. n c et h e y ' v ed o n et h e
l o o ku p t h e w o r d st h e yd o n ' tk n o w O
exercise,
correctit with them and askthem to spotone
a l c o h o l ih
c o t d r i n k( l r i s hc o f f e e ) .
GEltu2b 3b 4c 5a ob
twenty-seven *7
A drink?
Exercise 6
Language
Ask studentsto havea lookat the setsof wordsin their

ln eachset,the vowelsoundof threeof the
coursebook.
wordsis the same,evenif it doesn'tseemso whenthey
seethem written.Ask them to sootthe wordwith a
differentvowelsoundin eachset.Youcan modelthe
yourselff irst.Thenplaythe tapeas manytimes
exercise
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
the setsof
answers.
Ask the wholeclassto oronounce
wordsand correcttheiranswers
at the sametime.
Beforeapproaching
this language
box,makesurestudents
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
Thengo throughthe boxwith the students,
conceptually.
explaining
the meaningof someand any in termsof
q uantity:
. Thereare someeggsin the fridge= we don't say
exactlyhow many
. Thereis somesugarin the pot = unknownquantity
. Are thereany glasseson the tray?= quantity not
i moortant
. Thereisn'tany ketchup= Za(o
lf your studentshaverealdifficultyin
you
the differentvowelsounds,
distinguishing
maywishto stopthe tape after eachset and
repeatthe wordsyourself.You canthen askthem
to repeatthe wordsafter you.
Youcanaskmoreadvancedstudentsto do this
activitywithout lookingat their coursebook.
2bread 3street4hot 5dry 6could

S!!ttin
7 how 8 lager
Divide the classinto teams and ask studentsto

pronouncethe words in turn, as in the exercise.
You could set this as a contestby giving one point
for each correct answer and acting as a referee.
The team with the most points wins. Alternatively,
you can get studentsto work in pairs and test
each other.
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
sentences
and to checktheir answersin the grammar
(page96).
reference
sectonat the end of the coursebook
(much,manyand a lot oD will be dealt
Otherquantifiers
w i t hi n u n i t 1 2 .
lkflB We use somewith positiveverbs.
We use anywithnegative
verbsand questions.
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
have some cake, please?Would you like some
chocolate?)as well as the use of any in positive
sentencesstarting with if (e.9. lf you have any
doubts, p/easetell me) and when the meaning is
not specific(e.9. You can visit me any day you
like,i.e. it doesn'tmatter which one).You may
alsowish to point out that the samerulesapply
to the words derived from sorne and any
(something, anyone, anywhere, etc.).
Exercise 7
Introduce
this exercise
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
goingto learnsomevocabulary
which
relatedto cocktails,
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
. hen
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
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
Exercise
I
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
or in pairs.
ffGtBlsome 2some 3any 4some 5any
6 some 7 some 8 anv 9 anv 10some
A drink?(l
Orderinga drink
In order to practisequestions,dvide the classinto
two teams and play a memory game.Ask the
teams to closetheir books and to ask each other
in turn about the objectsillustratedon page 42.
You can model it yourself and ask or write on the
blackboard: Are there any plates?Get the
students to answer: No, there aren't any (plates).
You can act as referee and give one point for each
correct answer.The team with more points wins.
Alternatively,you can get the studentsto work in
pairs and test each other.
Exercise
9
you needsomestickersor labels,on
To do this exercise
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
on the
menu.Writethesesentences
Casablanca
you
drink it with
blackboard:ls it alcoholic?Can
breakfast/ lunch/ dinner?ls it a soft/ sparklingdrink? ls it
a populardrink in this country?Brainstormmore Yes/No
questions.
Thenstickone stickeron eachstudent'sback
ms k i n ga n d
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
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
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 .
lf you prefer more controlled exercises,ask

studentsto do this exercisein groups.At the end,
a member of each group shouldreport the names
of the drinks they guessed.Or ask studentsto
work in pairsand give eachstudent a pieceof
paper with the namesof somedrinkswritten on
it. Studentshave to ask each other Yesl/Vo
questionsuntil they guessthe namesof the drinks
that are written on the other student'spaper.
Exercise1
by askingstudentswheiherthey
lntroduce
this exercise
at
remember
the nameof the gueststhat Janwelcomed
) .e m i n d
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
with the wine list
them that theseguestswerepresented
g d r i n kb e f o r et h e i r
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
meal.At this ooint.drawstudents'attentionto the culiure
tip and go throughit together.Beforelisieningto the
and makesurethey
tape,askthem to readthe sentences
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.
Ask studentsto read the dialoguein their

coursebooksas they listen to it for the first time.
More advancedstudents may be able to listen
with their booksclosed.They can then all listena
secondtime and completethe exercisewithout
looking at their coursebooks.
G$tu
2c 3b 4b Ea oa
Exercise2
askstudentsto readthe
Beforedoingthis exercise,
sentences
on page44. Thenaskihem to do the exercise
i n d i v i d u a lw
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
with the wholeclass.Pointout that
correctthe exercise
all of thesesentences
are requestsand that they needto
requestsin orderto fulfil guests'needs.
understand
Sentences
6 and B showhowa requestmay be made
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 is not a goodmodelto
whileit must be understood,
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
remindthem that restaurant
staff mustconveythe image'
words(whichare
of the restaurant
throughappropriate
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 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 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
practise
polite
intonationusingthesesentences.
to
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

questionsbelow. Then ask studentsto look at the
sentencesin exercise2 and to answer your
questionsby choosingthe correct option.
1 What is the purpose of these sentences:
a) to offer somethng
b) to suggestsomething
c) to ask for something
2 Are these sentences
a) polite?
b) impolite?
c) colloquial?
3 Which words are often repeated n these
sentences?
a) p/ease, can and could
b) wine, could and haye
c) p/ease, c/oseand can
GElt.
2a 3a
Finally,write the following sentences

on the
blackboardand askthe studentsto fill in the gaps
usingthe correctanswersto the questionsabve.
Requestsare used (1) -.--.
They should
always be (2)
The words usedto make
requestsare usually(3) _:
the words
(4) --and (5)
are at the
beginningof the sentences,
and the word
(6) .is usuallyat the end.
(l[l
1 to ask for something 2 polite
please,
3
can and could 4 can 5 could 6 please
Exercise3
Ask studentsto put the wordsin the correctorderto
createrequestsin pairsor groups.Thenproceedto whole_
classcorrection,
by askingstudentsto sayeachsentence
politely.
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?
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 ?
4 Couldwe havea tablein the corner,please?
5 Can t havesomebread,peter?
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 ?
3 r;
-'
th irty
Ask studentsto think of one requesteach and

then to practisesayingthem in turn. They should
try to askfor feasiblethings and addresstheir
requeststo somebodyspecific_ another student
or maybe you. lf they are correctlyphrasedand
politely intoned,the requestsshould be satisfied.
Exampfe:Mark, could you stand up, please?
Exercise
4
Introduce
this exercise
by elicitingthe wordsrelatedto
tableware
for drinksthat wereencountered
in the second
partof unit 5 (g/ass,cup).Thenwritethe following
definitionson the blackboard
and ask studentsto tell you
whichonescorrespond
to the wordsmug, glassandcup:
1 A_
has no handte.lt can havea stem or not.
2 A_
is smaller than a mug. tt hasa handle.
It usuallyhas a saucer.
3 Ais largeand hasa handle. lt doesn,t
usuallyhavea saucer.
rclrBlgtass
2cup 3mug
Thenaskstudentsto workin pairsand to matchthe

wordsin the boxto the pictures.At this stage,theyshould
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
exerctse,
correctit and practisethe pronunciation
with
them.
flFlr I tea (cup) 2 wine(glass) 3 hot chocolate
(mug)
4 coffee(cup) 5 beer(glass) 6 champagne
(glass)
7 cocktail(glass)
Referstudentsto the ,Tableware,section in the

glossaryat the end of the coursebook
( p a g e s1 0 9 - 1 1 0 ) .
Exercise
5
lntroduceIhe schwasound/e/.Thenaskstudentswhether
theythink the wordsa and of in the modelsenrences
are
stressed.
Readthem aloudas manytimesas they need
untrlthey realisethat thesewordsare not stressed.
Next,
stopthe tapeaftereachsentence
and askthe wholeclass
to repeatwhatthev hear.
A drink? ()
lf your studentshave real difficultyin

distinguishingthe schwasound,stop the tape
after each sentenceand repeat it yourself.Then
ask them to repeat the words after you.
exactlywhich soundsare unstressed.Ask them to
copy the stresspattern of the question using
soundsinsteadof words,e.g. tatatata ..., or ask
them to knock on their tableswhen there,sa
stressedsyllable.
You can give an exampleto illustratethis.
e.g. Could I have a glassof wine, please?
ta ta TA ta ta ta TA
ta
'read,
It may be fun to askthem to
all the
questionsthis way before using the actual words.
It will certainlyhelp them to discoverthe stress
pattern.
Beforeaskingstudents
to makeup their own
dialogues,
adviselessadvancedstudentsto analyse
the dialogueon page43 and to useit asa model.
Ask studentsto createtheir own drinks menus,to

presentthem to you for feedback,and then to act
out similarconversations
to the ones in exercise7.
Alternatively,you could perform the role of a
guestwho visitstheir establishments
and orders
drinksfrom their menus.
Exercise
8
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
theywill haveto answer(photocopiable
resource,
Exercise 6
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
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
the exercise
too.
and 5 vocabulary
questions.
As the studentsare now
halfway
through
the
book,
this
exerciselendsitselfto a
1 ice bucket 2 wine basket 3 coaster
[l[l
revision
of
the
contents
previous
of
the
units.you can
4 cork 5 whitecloth 6 wine label 7 corxscrew
present
this
exercise
as a test or a game,deciding
8 decanter
whetheror not to allowstudentsto usethe coursebook
as
a reference.
Thisexercise
can alsobe usedin conjunction
Exercise7
(coursebook
with the glossary
pages104-111) and the
Dividestudentsinto smallgroupsor, if you prefer,ask
(pages4-27) for revisionpurposes.
workbook
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
lkllD Diamonds:
them to turn to page40 and to havea lookat the drinks
1 Shall I takeyourcoat?
2 uncountable 3 Whereareyou from? 4 the bartender
menuof the Casablanca.
Theymust imaginetheyareat
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 ,
the Casablanca
and createshortexchanges
betweenthe
please? 7 oval 8 future 9 a corkscrew 10 Whatdo
guestswho ask aboutand orderdrinks,and the waiter
y
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
I havethe name,please? 13 horseshoe
usethe structures
they'velearntn this unit. Offer
Hearts:
1 is 2 eggs,bacon,grilledtomatoes,
feedbackon the writtendialogues,
give
then
sausages,
students
mushrooms,
time to rehearse.
toasi,jam, fruit juice,tea or coffee(cereal
Finally,askfor volunteers
to act out
optional) 3 still 4 DoesPaullike spaghetti? 5 get to
their dialogues
for the restof the class.
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
Makingccktai l s
l mp er atives
Linkingwor ds
C o cktailr ecipes
Cocktailpr epar at i on
Pr onunciationr
r hythm

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

Exercise 1
knowledge
elicit previous
Beforelisteningto the dialogue,
q uestions.
Exercise2
belowthe dialogue.
d
i
a
l
o
g ua
e n dt o d e c i d e
t
o
l
i
s
t
e
n
t
o
t
h
e
T h e na s kt h e m
aretrue or false.Afterallowing
whetherthe sentences
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
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
theyobtainedis correct.Finally,askthem to correctthe
f^t^^
tdt5u
^^^+^^^^^
5utLUilLc).
Ask more advancedstudentsto fill in the recipes

without looking at the dialogue.Allow them to
work in pairs.
t rum 2 juice 3 m n t 4 j u i c e 5 g r a p e f r u i t
[l[!
6 sodawater
Exercise5
by askingstudentsto identify
Introduce
this exercise
arespecified.Ask
wherein the recipesthe measures
guess
in the recipes
whatthe abbreviations
them to
mean.Thenaskthem to matchtheseand other
a b b r e v i a t i otnost h e f u l l f o r m s .
GElto
You may want to write the sentenceson the

listen a secondtime without looking at their
coursebooksand say whether the sentenceson
the blackboardare true or false.
3
Exercise
Tellstudentsthat theywill now learnthe namesof some
Askthem to havea lookat the words
cocktailingredients.
to checkthe
in the box.Allowstudentsto usedictionaries
meaningof any wordstheydon't know.Thenaskthem to
words.Finally,
matchthe picturesto the corresponding
practise
words.
saying
the
to
askthem
juice 4 mini leaves
t ice 2 salt 3 pineapple
[l[!
j
u
i
c
e
7 l i m ez e s t 8 s u g a r
5 grenadine6 grapefruit
Exercise4
Ask studentsto completethe recipesof the Mojitoand
from
with the namesof the ingredients
the San Francisco
d
i
a
l
o
g
u
e
.
ihe
3f
4h
5g
Ga 7d
8c
Exercise6
in eachpairand to
Ask studentsto comparethe measures
choosewhich is the largermeasureof the two. 0nce they
s ith
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
tableon page91 of the coursebook.
the conversion
GEltu
2false 3true 4true 5true 6true
[l[!ltrue
T h e M o j i t oi s a C u b a nc o c k t a i l .
2e
2a 3a 4b 5b ob 7a 8b
Ask studentsto find a cocktailthat usesat least

three of the ingredientspresenteither in the
They will haveto
Mojito or in the San Francisco.
quantitiesand
ingredients,
specify
the
list the
following
Write
the
then compare cocktails.
sweet,
bitter,
adjectiveson the blackboard:
etc.
Ask
students
to use
strong, light, salty, spicy,
produced
in
taste
them to describethe differences
by the combinationsof ingredients.
Language
by elicitingfrom studentswhich
Introduce
the exercise
form of the verbis usedin cocktailrecipes.lf necessary,
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
students'mothertongue.Then,askthem to lookat the
boxand to answerthe
in the language
examplesentences
q u e s t i o nbse l o wF
therule
. i n a l l ya, s kt h e mt o c o m p l e t e
Ask them to checktheir
the useof imperatives.
regarding
sectionon page96.
answersin the grammarreference
thirty-three 33
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.
r Sentence(a) givesinstructions.
. Sentences
(a) and (c) describea process.
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 .
lmperatives
do not havea subjectbeforethe verband are
usedto give instructions.
Exercise7
Tellstudentstheywill now practisethe imperative
by
puttingthe wordsin orderto produceinstructions.
Once
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.
You may want to write the sentencesand the

suggestedendingson the blackboardand ask
studentsto read the dialoguein their coursebooks
as they listento it for the first time. More
advancedstudentsmay be able to listen with
their booksclosed.They can then all listena
secondtime without looking at their coursebooks
and choosethe appropriateendingsfor each
sentenceon the blackboard.
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
Exercise 1
Tellstudentsthey will now listento a dialoguewheretwo
guestsaskfor cocktailsat the Casablanca
bar.Ask them
to readthe sentences
at the bottomof the page.Then,
askthem to listento the dialogueand to identifyfwo
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
You may ask studentsto bring in ingredientsor

anythingthey may need to llustratethe meaning
of a verb. More advancedstudents may be asked
to look for other verbs in further cocktail recipes
(in books,or on the internet if available).They
can then demonstratetheir meaningto the rest
of the group.
cocktailsj)
Exercise4
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
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
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 .
Nole: Drawstudents' attenttonto the grammartip and ask
them to write the equivalentsof the wordsin the box tn
their language.Point out that thenand next can be used
i nf orc ha nopehltr
ffGllB first, then, next,finally
Exercise5
Nowask studentsto usethe wordsin the grammartip to
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
0 ar r s .
if they don't haveaccessto realones.Theteamthat

prepares
the bestcocktailand explainsit correctlyto the
c l a s sw r n s .
ExerciseB
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
the meaningof a sentence.
Ask studentsto readthe pairs
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
betterto them.Then,playthe tapeand askstudentsto
revisetheirchoiceswith reference
to the taoe.See
page101).
tapescript(coursebook
You may provide studentswith tape recordersto

recordtheir initial pronunciationof the pairsof
Thiswill allow you to focuson each
sentences.
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 jumbledsentences
of the
Mojito,Margarita
and San Francisco
in order.
f3?!E
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
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
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 ,
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 ,
glass.
strainto servein a salt-rimmed
F i n a l l yg, a r n i s hw i t h l i m ez e s t .
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
g r e n a d i nien t oa c o c k t a isl h a k ear n d
s h a k ew i t h i c e .T h e ns t r a i ni n t oa
glass.Don'tadd the soda
sugar-rimmed
u n t i lt h e e n d .
Exercise 7
Tellstudentsthat a cocktailcontestis goingto take place
in the class.Theywill haveto makethe bestcocktailwith
Theycan varythe amountsof
a set numberof ingredients.
e a c hi n g r e d i e nG
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
(if possible)
exercise
and let them usereal ingredients
and act out the preparation
in class.Providethem with
cardswith picturesof the ingredients
and servingglasses
Ask studentsto think of pairs of sentenceswhere

a wrongly placedpausealtersthe meaning.
Encouragethem to make up funny sentences.
You
could give an exampleto illustratewhat they
shoufd do: l'm afraid lthere are na tables
available.
Exercise9
Tellstudentsthat nowthat they are familiarwith the
language
involvedin servinga cocktail,it shouldbe very
easyfor them to usethe list of the drfferentactions
involvedrn sucha conversation
to createtheir own
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
conversation.
Givethem feedbackon whatthey have
writtenbeforeallowingthem time to rehearse.
Then,they
shouldact out their conversation
Before asking studentsto act out the dialogue,

you may adviselessadvancedstudentsto have
another look at the dialogueon page 49 for
examplesof sentencescorrespondingto each of
the actionsin the chart.
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
D e scri b i nfo
g o dand r estaur ants
Verbsof preparation
e :de n d i n g s
P r o n u n c i a t i o- n

o Toenablestudents
to descrbe
whatdishescontainandhowtheyareprepared.
o Tofamiliarise
students
withthe conventions
involved
in recipes.
36
thirty-six
|---
l-
Recipes
Changingthe menu
Exercise 1
Ask studentsto havea lookat the wordsin the box.Allow
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
with
the wordsthey don't know.Thendo corrections
rnem.
flcll! 1 mussels 2 lobster 3 scallops 4 prawns
5 oysters
Exercise
2
askstudentswhether
Beforelisteningto the dialogLre,
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 ?
do they have?Tellstudentsto
Whatsortof relationship
betweenRosaand Sam about
listento the conversation
belowintothe correct
the menuand to out the sentences
and make
order.Givethem time to readthe sentences
with the vocabulary.
surethey don't haveany problems
with the whole
Let them listentwrce.Checkthe answers
^t^^^
L I d55.
You may want to copy the sentencesonto the

listenwith their books closed.They can then all
coursebooksand put the sentenceson the
blackboardin order.
6 E E E t u2 e 3 a 4 c 5 f 6 d
ffGlD 1 a seafooddish 2 They'recheapand the guests

haveexoensive
tastes. 3 mussels 4 Rosa
5 beforethey put them on the menu 6 Shesaysshe can
preparethem in the restaurant
in the afternoon.
1 lobster 2 prawns,musselsand
Extraquestions:
scaIlops
Language
Makesurestudentsknowhowto countthe syllables
of a
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
alsomakesureyourstudentsunderstand
the concepts
'comparative'
a n d ' s up e r l a t i v e ' .
(a) and (d) in
Tellstudentsto havea lookat sentences
the box.ls cheapa shortor longadjective?
Makethem
adjectiveand then ask
awarethat cheapis a one-syllable
rules.
them to completethe corresponding
(c) and (e)
Next,tell studentsto havea lookat sentences
Make
in the box.ls expensive
a shortor longadjective?
them awarethat expensive
hasmorethan one syllableand
rules.
then askthem to completethe corresponding
Finally,wriiethe wordtastyon the blackboard,
and then
write tastierand tastiest How manysyllablesdoesthis
wordhave?What'sthe last letter?Ask studentsto
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
them awarethat in the caseof two-syllable
adjectives
endingin -y, this letterchangesinto -i.
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
referencesectionon page96-97 of the coursebook.
Afterwards,
drawtheir atteniionto the irregular
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).
fscnD
Exercise3
Ask studentsto go throughthe dialogueagainand to
a n s w etrh e q u e s t i o nisn p a r r s .
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 slowerpaced studentsto finish the exercisetoo.
shortadiectives
a d i e c t i v eesn d i n s- y
longadjectives
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
-er + than
the + -est
- i e r+ t h a n
t h e+ - i e s t
more+ adjective the + most+ adjective
Note: Youmight wish to pornt out that if a short adjective

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
lntroducethis exerciseby askingstudentsWhat'sthe

Casablanca
like?fhen ask them to havea lookat the
h e ma l l .
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
Tellthem they'regoingto needthesewordsto describe
in the pictures.Dvide
and comparethe threerestaurants
2
French
wine
1
Prawns
are
tastier
than
oysters.
flGEl
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 l l b e i n c h a r g e
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 n ka b o u t h e i r
i s m o s tp o p u l aw
seafood descriptions.
than lemonade. 4 Lobsteris the mostexpensive
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
to
that restaurant
Bolognese.the othertwo so that eachgroupproduces
carbonara
is creamerthanspaghetti
6 Spaghetti
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 .
Theyhaveto decidewhich restaurant
they
comparisons.
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
. h e nt h e ya r e
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
Exercise
5
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
. l l o wt h e mt o
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
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 et os d o t h e e x e r c i s e .
from
Askthem to pick two morewordsfor eachcategory
(page
104-11 1)
the glossary
at the end of the coursebook
Refer studentsto the 'Describingrestaurants'
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
sectionat the end of the coursebook(page 105)
first to compare
askthe groupswho f inishthe exercise
in the
and to the correspondingexercises
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
workbook (page 55).
too.
studentsto finishthe exercise
slower-oaced
askstudentsto
Beforeapproaching
this exercise,
a sn d s u p e r l a t i v e
t hse yc a n
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
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
o r a c t i c e x e r c i sen p a i r s .
prawns 5 parsley
IGEB 1 pork 2 trout 3, 4 mussels,
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
1 5 d a r r yp r o d u c t s
'Dairy
Refer studentsto the 'Cerealproducts',
'Fish',
'Fruit',
'Herbs
productsand eggs',
and
spices','Meat and poultry', 'Seafood'and
'Vegetables'sectionsin the glossaryat the end of
the coursebook(pages104-111),and to the
correspondingexercisesin the workbook
(pages 52-69).
Divide the classinto two teams.When you saythe

name of a category,one representativefrom each
team in turn must write down an ingredient
belongingto that categoryon the blackboard.
The first student who finisheswriting a correct
ingredientgets one point for hisi her team. The
team with more pointswins.
38
thirty-eight
Ask studentsto suggestsuitable musicfor the

restaurantof their choice.They could also bring in
picturesof restaurantsfrom magazinesand
describethem.
A seafood recipe
Exercise 1
Introduce
this exercse
for the Casablanca's
remember
the dish Rosasuggested
(scallops
menu
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
ingredients
and the
they do, elicit boththe necessary
procedure
in the students'mothertongue.Thenask
studentsto completethe recipefrom Rosa'scookerybook,
workingin smallgroups.Beforetheystart,askthem to
havea lookat the wordsin the boxand makesurethey
s look
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
up the wordsthey don't know.Youmayaskthe groups
first to comDare
with
who finishthe exercise
their answers
thoseof anothergroup,thus allowingslower-paced
necipes@
too. Onceall the students
studenisto f inishthe exercise
correctit with them.
havedonethe exercise,
Notes:
1 Explain that a salamandergrill is a small overheadgrill
used to frntshor gratinate foods.
2 Youmay wish to elicit the use of imperativeforms in
recipes- either to preparea cocktatlor a dtsh - thus
recyclingwhat they learnedin unit 7.
lklB 1 sauce 2 pepper 3 scallop 4 potato
5 cooked 6 Parmesan 7 salamander I parslev
f l
lpour 2grate 3sprinkle4mash 5pick
6 slice 7 marinate 8 butter
Exercise3
with studentsand makesure
Go throughthe ingredients
problems.
Let them work
theydon't haveanyvocabulary
pairs.
correctit with
in
0nce they'vedonethe exercise,
rnem.
2 e
G D t t
3 9
4 a
s d
6 c
7 h
B b
Exercise4
You may wish to ask more advancedstudentsto
and hand eachgroup the
closetheir coursebooks
photocopiableversionof this exercise(page69).
Ask them to put the recipeinstructionsin the
correctorder as well as filling in the gapswith the
given words. They also have to write down the
namesof the missingingredients.Allow them to
use dictionariesto look up the words they don't
know. You may askthe groupswho finish the
exercisefirst to comparetheir answerswith those
of another group, thus allowing slower-paced
studentsto finish the exercisetoo. Once all
students have done the exercise,correct it with
them.
Beforeapproaching
this exercise,
drawstudents'atiention
formedfrom the previous
exercise:
You
to this sentence
can melt butter.ice. chocolafe.Then ask them to lookat
thesesentencesfrom the recipe(page55): Sprinklewith
melted butter/ Decoratethe edgeswith mashedpotatoes.
Writeon the blackboard:
you[';--lFrtt.f , yougetFJt.d-]Frtt.f
when
------r----------r------r- -----r---you|iu.r.lFt.t.;-l, yougetFr.hJlF;tril;l
when
-1--T-
-T--]--
@@
f j - t i l " 1@
ffGflD Seecoursebook
page55 for completedrecipe.
salt and
500m1hoi bchamel,
Missingingredients:
pepper
Exercise2
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
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
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
previous
Let them workin pairs.Oncethey've
exercise).
correctit with them and get them to
donethe exercise,
practisesayingthe words.
Refer studentsto the 'Verbsof preparation'

sectionin the glossaryat the end of the
coursebook(page 111)and to the corresponding
exercisesin the workbook (page 69).
I action I
ffi
fiGll 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
6 melted/ sliced 7 grated/ picked
Exercise5
Beforeapproaching
this exercise,
tell studentsthat in
p
r
o
n
u
n
c
i
a
t
i
o
English
onf e n d i n g si s v e r y
thecorrect
i m p o r t a na
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 .
sentencesMashpotatoes,please! and Mashedpotatoes,
please!convey
two differentmessages.
In the first one
you'reaskingsomebody
to carryout the actionof mashing
potatoes,
whereasn the secondyou'reaskingsomebody
which havealreadybeenmashed.
to giveyou potatoes
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
- you can eitherplaythe tapeor repeatit
examples
yourselfas manytmesas 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 endingo mashedsoundshl, the endingof grilled
t hi r t y - ni n e
3S
Recipes
soundsldl andthe endingof meltedsoundsAdl.The f irst

two areverysimilar- at this stage,studentsshouldn'tbe
to noticethe differencebetweenf inal/d/ and
expected
aimsat makingthe
the exercise
finalltl. Therefore,
studenisawareof the differencebetweenthe
pronunciation
of thosesoundsand the finalldl sound.
Tellstudentsthat nowthey haveto classifythe wordsin
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
, 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
t h e f i n a ls o u n d a
Givethem plentyof time to do the
for the students).
. 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
with them.
as yourstudentsneedand checkthe answers
pronounce
the wordsafter
Finally,askthe wholeclassto
(coursebook
page101).
they hearthem. Seetapescript
You might wish to explainthese phoneticrulesto

more advancedstudents:
. Words ending -ed are pronouncedldl after
vowels and after all the voiced consonants
except /d/.
. Words ending -ed are pronounced/t/ after all
the unvoicedconsonantsexcept/t/.
. Words ending -ed are pronouncedlfil after ltJ or
/dt.
ldl or ltl
gratinated
cooked
poureo
picked
sliced
fried
or^tFrl
marinated
Makesureyou provrdestudentswith plentyof time to

preparethis exercise.
Dividethe classinto largegroups
students
for eachgroup.First,encourage
with a dictionary
notesrelatingto eachbulletpointin
to makepreparatory
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
as f irst, next, then and f inally.Then ask them to write
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
recordthetr
then if possible,
them time to rehearse,
performance
Askthe wholeclassfor
on videoor cassette.
of eachgroup's
feedbackon the professionalism
performance.
Finally,the classcan votefor the bestdish.
ffGtlD Modelanswer:
Goodmorning.My nameis KatrienDe Vreese.I'm the
youngest
in Ghent,
chef at the BelfortRestaurant
Belgium.
I'm goingto preparea traditionaldish from my countryfor
yo palingin 't groen,which is Dutchfor eel in green
sauce.The eel we needfor this dish is not seaeel but
two and ten
rivereel. Rivereelsareyoungeels(between
yearsold).Theyarefreshwater
f ish.Whenthey are adults,
theygo to the sea.Theyarethen calledseaeels.
and a
To preparethis dish, I'm goingto usea casserole
as well as a woodenspoonand a knife.
saucepan,
T h e i n g r e d e n It 'sm g o i n gt o n e e da r e :
. 1 kg rivereel
. 100 g butter
. 25O g chard
lklB
ltdl
Exercise6
masneo
covere0
s p r i nk l e d
buttered
calt
2 eggyolks
j u i c eo f 1 l e m o n
lf your studentshave real difficultyin

distinguishingthesesounds,you can stop the tape
after each word and repeat them yourself.You
can then askthem to repeatthe words after you.
You can ask more advancedstudentsto classify
the words in three groupsaccordingto the final
sound: ldl, lil or l1.
g@ /rd/:grated,marinated
sprinkled,buttered
ldl: poured,sliced,fried,covered,
Itl: picked,mashed,cooked
4*
forty
26fi o cninanh
. ]lwhitewine
a
thyme,bay leaf,parsley,
sageand tarragon
an.l
nonnor
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
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
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
Let it stewfor a few minutes.Thenpourthe
casserole.
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 ,
pepper,thyme,bay leaf,parsley,
sageand tarragon.Let it
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
and set it aside.Nowthickenthe saucewith
the casserole
the two eggyolks,usingthe woodenspoonto stir it. Add
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
the dish is readyfor serving.
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
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 !
Review
Generalnotes
r lf the reviewunit is to be usedas a progress
test,
studentsshouldbe informedof the areasto be tested
in advanceof the lesson.
. Explainhowto approacheachof the activitiesbefore
. 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
activity).
Exercise1
3Strain 4season 5fry

[l[!lcut
1 0b o i l 1 1f i l l
Beef Stroganoff:I, 5, 6, 2, 10, B, 4
G i nD a i q u i r Ii :I , 9 , 3 , 7
gshake
Exercise4
Tellstudentsthat this exerciseis designed
to find out
the vocabulary
relatedto the
headingsin the table.Askthem to makesurethey know
whatthesereferto. Then,askthe studentsto havea
carefullookat the wordsin the boxand to classifvthem
in thetable.
Tellstudentsthat in this exercise

theywill be askedto
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
D Wine:cork,label,decanter
f
usingthe appropriateform of the structuregoing to +
Restaurant
sections:dancef loor,non-smoking
section,
verb.Ask studentsto readthe sentences
carefullvbefore
terrace
g
a
p
s
.
f i l l i n gi n t h e
Tableware:
slipcloth,tablecloth,napkin
juice, lemonade,
Soft
drinks:
mineralwater
IGED 1 are goingto have/ are goingto go 2 Are (you)
preparation:
Verbs
of
garnish,
add,
stir
goingto order 3 is goingto work/ aregoingto help
Measures:
centilitre,tablespoon,
teaspoon
4 is not goingto open 5 is (Chris)goingto do
Teaand coffee:saucer,sugarbowl,coffeepot
6 is goingto cook/ am goingto prepare 7 are (you)
goingto make 8 aregoingto be / are not goingto finish Food:ruil, dairy products,poultry
Exercise2
Exercise5
Informstudentsthat in this exercise

theywill haveto
workon a shortdialoguebetweentwo membersof
restaurant
staff.Theyaretalkingaboutthe bestwayto
organise
a weddingbanquet.Ask them to readit in full
beforechoosingthe appropriateform (somelany,
comparatives
and superlatives)
to fill in the gaps.
This is a simulationexercise
for whichstudentswill need
time to prepare.First,go throughthe rubricand make
surestudentshavea firm understanding
of the situation
and contextas well as the instructions.
Thensortthe
classintogroupsand askgroup1 to preparetheir
requirements
and questions
to askthe bar owners.Groups
prepare
2-4 should
their partyoffersand howthey are
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
designpostersto illustratetheir ideas.With more
advanced
students,you mayevenaskstudentsto do a
presentation
short
of their ideasin frontof the class.
SEEEtany 2some 3most 4hotter 5more

6 larger 7 some 8 best g some 10 anv
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
'
themenu
Here's
Section1
Function/ ToPic
P r e s e n t t nmge n u s
T a k t 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 )
T a k i n go r d e r s
S t a r t e rasn dm a i nc o u r s e s
Dishes
D e s c r i b r ndgi s h e s
: r e n c hw o r d s
P r o nu n c i a t i o n F

.ToenabIestudentstopresentthemenu,describedishesandtakeorders
in taking
involved
practice
andprofesslonal
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"" ., " i",-ouction to th" gastronomic
aswell
of the dishes
anddescriptions
i, "*pr"rr"din the names
---^-r..,L^^
l-.2
when+the
moment
the
of
theimportance
::'.#fi:';:r;il;;;;"" -i""11""r.Given
anvquestions
poriterv
o g," guest,staffmustbe readyto answer
;J;, ;ifi;#i
-l
^-.,li-]^
of anydish'
:Hilil:*:il
- l:t-1..
,^c+inr
or preparation
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
ExerciseI
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
questions.
Answersmay be providedin the students'
mothertongue.
Exercise2
Askstudentsto havea lookat the wordsin the box.Allow
them to usea dictionary
to checktheir meaningbefore
workingon the exercise.
Next,askstudentsto fill the
gapsin the menuwith the wordsin the box.
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 .
lK:llD 1 Siarters 2 Cold 3 Hot 4 Main courses
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
8 S i d ed i s h e s
Providestudentswith different types of menus

from their own country or askthem to bring them
in. Then askthem to analyseand comparethe
menuswith the one in the coursebook.They
could work in groupsand producesmallcards
with the characteristics
they have spotted (type of
guest aimed at, image they want to convey,etc.).
Then,the menuscan be hung on the classroom
walls and the rest of the classcan contributeto
the notes.
Exercise3
Ask studentsto havea lookat the wordsin the box.Allow
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
workingon the exercise.
Then,askthe studentsto match
the wordsin the boxto the picturesof ingredients.
Finally,askthem to practisesayingthe words.
1 veal 2 avocadopear 3 goat 4 cuilet
[l[!
5 lamb 6 potato 7 lobster I rosemary g sole
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
l4 beef
country.Ask them to workin groupsand to makea list.

Put theirsuggestions
on the blackboard.
Thenask
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.
G D t u
2 f
3 c
4 d
5 h
6 e
7 a
B e
lf you didn't do so in unit 4, refer studentsto the

'Meals
and menus'sectionin the glossaryat the
end of the coursebook(page 108)and to the
correspondingexercises
in the workbook
(page 61).This meansanticipatingvocabularyon
namesof dessertsin unit 10.
You may ask advancedstudentsto think of

definitionsof the dishesthey suggestedwould
appear in a menu in their country.They could
then be askedto preparean exercise(similarto
the one in the coursebook)with the new dishes
and definitionsfor the rest of the classto work on.
Exercise5
Introduce
this exercise
by askingstudentsto identifythe
differentwordsplacedbeforeor afterthe nounsin the
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
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
wordsin this exercise.
Ask them whethertheycan seeany
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
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.
2a 3a 4b bb 6b 7c Bb 9c
GEltu
10a 11b 12b 13b 14c 15b tOb 17b
18c 19c 2Oc
Ask studentsto identify which of the words come

from verbsof preparation.Then askthem to look
at page 56 of their coursebooksand produce -ed
forms of the verbsof preparation.Finally,ask
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
Here'sthe menu
Are you readyto order?
6
Exercise
the wordsin orderto obtain

to rearrange
Askstudents
Exercise1
namesofdishescontainingthetypeofwordstheyhave
theywill now
by tellingstudents
this exercise
lntroduce
4 and5'
on in activities
worked
at the
guests
two
of
listento Jantakingthe orders
andto
dialogue
the
to listento
Askstudents
Casablanca.
g@ 1 Dutchpeasoup 2 Spanishporkstew
After
order'
guests
4 roastduckwith
takenoteof the dishesanddrinksthe
iieo codwith lemonsauce
caviare
themsometimeto puttheirideasin order'let
allowing
,uut.dmushrooms5 freshRussian
the
againto checkwhether
themliitento the dialogue
6 Scottishlambwithjacketpotatoes
theyobtainedis correct'
information
Language
of the -ed
students
by reminding
this exerctse
lntroduce
4' Thenaskthem
suffixin someof the wordsin exercise
boxandto answer
in the language
to readthe dialogue
to the rules
attention
below.Drawstudents'
the questions
the useof the pastsimple'andaskthemto
i"guiOing
section(page97) to learn
reference
lookat the grammar
theywill
moreaboutlhisverbtense'In the nextunit'
Pastforms'
learnthe irregular
is present
a
a
the final -dt lovedis pastsimpleandlove

simple
did
no
whattheyhave
thattheywill nowpractise
Tellstudents
in
Ask
aboutthe pastsimpletense' themto fill
learned
in
formof the verb
the gapswiththe appropriate
brackets.
of
pronunciation
andpractise
Then,checktheiranswers
page56)'
-edendings(seecoursebook
g@ 1 started 2 introduced 3 didn'tintroduce
/
welcomed
-n*x"O 5 Did(Jan)show 6 filled 7
like/prepared
didn'tpresent 8 Did(Rosa)
thatstudentB will
to workin pairs'Explain
Askstudents
studentA will
workwiththe list of verbson page62 and
boxwith
another
turnto page89, wherehe/shewill find
partner
will ask his/her
verbs.Eachstudent
different
listto findoutwhat
his/her
in
usingtheverbs
questions
swaproles'
then
he/shedid lastweek.Theyshould
of the classwhat
rest
to reportto the
askstudents
Finally,
did lastweer'
theirPartners
44
fortY-four
Fiona
vichyssoise
Maincourse
Polishpotato
pancakes
NorthSeaeel
Sidedish
Drinks
Waldorfsalad
houseros
Starter
7
Exercise
8
Exercise
Alison
Casablanca
couscous
Waldorfsalad
houseros
2
Exercise
andto identifythe
to readthe dialogue
Askstudents
by Jan'
withthe actionsperformed
pt'rrur..associated
fKltlB I Areyoureadyto order? 2 Of course/ Certainly'

3 Andwhaiwouldyoulikeas a maincourse?
*u*ot.
for you,madam' 5 Andforyou'madam?.
4 Socouscous
madam' 7 Wouldyoulikea side
choice,
6 Excellent
youliketo drink?
dishto gowithit? 8 Andwhatwould
9 ThankYou'
3
Exercise
andto
to havea lookat the sentences
Askstudents
thatthis is
identifythe wrongwordin eachone'Tellthem
Askthemto correctthe
notgrammar'
a testof vocabulary,
if
to eiercise2 for correctalternatives
referring
sentences,
necessary.
Here'sthe menu @
GEB
1 Are you readyto order?
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 ?
3 And for yeu, madam?
4 E x c e l l e ncth o i c es, i r .
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 ?
4 The couscousis madeof the NorthAfricancereal

servedwith vegetables
and lamb.
5 The Polishpotatopancakes
are madeof fried potatoes,
eggsand flourservedwith sourcream.
6 lt is madeof fried bacon,freshlettuce,tomatoand
cucumberservedwith meltedsoat'scheese.
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
(usingthe termson
characteristics
of the restaurant
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,
You mayshowstudentsa videoclip (from a
let them listento the wordsagainto checkwhethertheir
comedysketchshow,for example)with a funny
choicewascorrect.Then,askthem to practisesayingthe
situationhappeningin an order-takingsituation
wordsin the iwo differentways.Seetapescript
at a restaurant.
Thestudentscanthen be
(coursebook
page101).
GDtr
zE 3E 4F sE 6E iF
sF
encouraged
to introducea funny episodeinto
their own simulationand to work on the sceneas
a theatrepiece.Theymayevenperformfor other
classes
if they dare!
Exercise
5
Introduce
this exercise
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
exercise
5 to producedescriptions
of the disheslisted.
answers:
fIGEtsSuggested
1 lt's madeof boiledscallopsservedwith mornaysauce.
The mornaysauceis madeof bchamel,
butter,cream,
salt and pepper.
2 Our greenlasagneis madeof bakedpastalayersand
vegetables
servedwith a deliciousthree-cheese
sauce.
paella
3 The
is madeof friedseafood,
vegetables,
meat
and rice,servedwith salad.
forty-five
45
Thechefrecommends
Section1
Function/ Topic
Language
Vocabulary
Section2
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
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 )
Desserts
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
Utensils
Ver bsof pr epar ati on

a
a
a
containand howtheyare prepared.

To enablestudentsto describewhatdesserts
guests.
to
dishes
to
recommend
To enablestudents
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
rThe chef recommends@
Desserts
Exercise 1
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
questions.
Answersmay be givenin their mothertongue.
ffCflB lf you like chocolate

you shouldtry it.
I wouldsuggestour raspberry
sorbetor the remonmousse.
I c a n a l s or e c o m m e ntdh e t i r a m i s u .
Exercise
3
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
throughthe sentences
with studentsand makesurethey
Ask studentswhetherthey like desserts.
Do theyalways
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
and oncethey'vedonethe
goingto listento a youngcoupleorderinga dessertat the the gapsrn the sentences
exercise,
correct
it
with
them.
Casablanca.
Beforelisteningto the tape,get them to read
questions
the comprehension
and makesurethey
fIGE 1 feel like/should 2 recommend 3 would
understand
everything.
Ask studentsto listento the
4 shouldtry 5 wouldsuggest/try
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
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
You may want to copy the table onto the

coursebooksand completethe table on the
blackboard.
[l[!r.Jan
6 Thomas
2Thomas 3Mary 4Mary 5Jan
Language
in the box.Tellthem
that the combination
of wordsin the box is veryusefulfor
recommending
dishes(e.g. lf you feel like cheese,I can
recommendthe cheesesauce).Pointout that the
resultingstructures
can be moreor lesselaborate,
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
and the wordsin bracketsare optional(example
of a
simplestructure:I suggestthe onionsoup).Encourage
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
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
them.Thenaskstudentsto lookfor the sentenceusedby
(Whatdo
the guestsin the dialogueto askfor suggestions
you recommend?).
Ask more advancedstudentsto do the exercise

without looking at the languagebox.
Exercise4
Introduce
the exercise
by talkingaboutthe importance
of
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
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
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
enthusiasm)
the first sentence
of the exercise.
Do they
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
point
know,
out that both intonationand sentencestress
arethe keyelements- they havealreadyworkedon these
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
downEor U nextto eachsentencedepending
on whether
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
can readthe sentences
in their coursebook
whilethey
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 .
the tapeagainand askstudentsto underlinethe words
whicharestressedin the enthusiastic
sentences.
After
checkingthe answers,
askstudentsto workin pairs.Get
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
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
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
thosesentences
aloudfor the wholeclass,who haveto
decidewhetheror not the objeciiveof sounding
enthusiastic
hasbeenachieved.
Allowplentyof time for
studentsto practisesayingthe sentences.
forty-seven 47
rtte chef recommends
Ask them to havea lookat the words

namesof desserts.
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 )
be familiar
least
at
should
they
know
don't
they
words
2 lf you feel like a sweetdessertyou shouldtry the
came up
which
cake,
and
mousse
with the wordssorbet,
c h o c o l a tcea k e .( U )
came
which
2, andthe wordsmilk and frulf,
in exercise
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
3 l w o u l dr e c o m m e nt h
i t d e l i c i o u sm, a d a m (. E )
picturesin pairs,readeachwordaloudand get the
the seafoodpaella- it's our
4 Todaythe chef recommends
by
studentsto repeatit afteryou.Correctthe exerctse
s o e c i a l i t v( E
. )
you
the answers.
askingthe wholeclassto tell
with
5 lf you like cheese,you shouldtry the greenlasagne
sauce.(U)
the three-cheese
Note:For dessertswhich haveno translationin the
lt's perfectwith
6 May I suggesithis white Bourgogne?
students'mother tongue,you may have to provide full
f i s h .( U )
with the help of a monolingualdictionaryif
descriptions,
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 crmecaramel 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
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
cake.
chocolate
with 1 2 m o u s s e 1 3 p a n c a k /e c r p e 1 4 s o r b e t
5 lf you like cheese,you should!ry the greenlasagne
1 5 f r u i ts a l a d
sauce
the three-cheese
lt's perfectwith
6 May I suggestthis white Bourgogne?
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
Exercise 7
then to copy the stresspattern of the sentence
using soundsinsteadof words or even make them
contestby
with a prelimtnary
this exercise
Introduce
knock on their tables when there's a stressed
a
. h e yh a v et o p r o d u c e
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
word, as they have done in previousunits. You
t
h
i
s
w
i
l
l
n
e
e
d
t
h
e
y
i
n
E
n
g
l
i
s
h
f
l
a
v
o
u
r
s
c
r
e
a
m
o
f
i
c
e
list
'read' all the sentences
this
can also askthem to
Let eachteam usea
to do the exercise.
vocabulary
way before usingthe actualwords. lt will certainly
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 .
help them to discoverthe stresspattern.
from eachteamto writetheir
Thenask a representative
O
n
c et h e y ' v ef i n i s h e dy, o uc a n
b
l
a
c
k
b
o
a
r
d
.
o
n
t
h
e
list
w
h
o l ec l a s s g, i v i n go n e p o i n tf o r
c h e c kt h e l i s t sw i t ht h e
Exercise5
eachcorrectword.Theteamwith the mostpointswins' lf
pairs'
Ask
in
practice
orally
done
be
to
exercise
This is a
the words chocolate,strawberry,nougat,pistachto,lemon,
box.Eachstudentshould vanillaand coffeehaven'tcome up, introducethem
studentsto lookat the language
uslng yourself
restaurants,
recommending
think of threesentences
. Next,tell studentsthat they will hearsome
box.Thenaskthem to
in the language
the structures
Theyhaveto
guestsaskingfor dessertsuggestions.
partners'
their
to
restauranis
the
recommend
a dessertto each
imaginethey'rewaitersand recommend
the correctoptronfrom the onesglven'
guestby choosing
Beforelisteningto the tape,askthem to readthe options
Exercise6
Let them
everything.
by askingstudentswhichdessert
Introducethis exercise
togetherwith them'
listentwiceand correctthe answers
may be givenin their mother
they like best(answers
waysthe guests
the
different
to
attention
Drawstudents'
tongue).Thentell them they'regoingio learnsome
t
o
t
e
l
l y o uw h i c ho t h e r
t
h
e
m
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@
wouldbe suitablefor eachof the guestswithout
desserts
See
exercise.
box in the previous
lookingat the vocabulary
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 ) .
For lessadvancedstudents,insteadof the contest

you may wish to introduce this activity by
brainstormingnamesof ice creamflavoursin the
students'mother tongue and writing down their
translationsin Englishon the blackboard.Then
you can get them to do the exercise,stopping the
tape after each sentenceand repeating it
yourself.After correctingthe exercise,you can let
the studentslook at the vocabularybox in the
previousactivity and ask them to tell you which
other dessertswould be suitable for each of the
guests.
GDta 2b 3a 4b
5o 6a
lf you didn't do it in unit 8, refer studentsto the

'Fruit' sectionat the end of the coursebook
(pages106*107),and to the correspondingword
group exercisesin the workbook (page 58).
ExerciseI
A dessertrecipe
Exercise1
Introduce
this exercise
the nameof the pastrycookat the Casablanca
remember
( 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
betweenLouisand Jan
ihem to listento the conversation
Beforelisteningto the tape,
and to answerthe questtons.
and makesurethey
askthem to readthe questions
Let them listentwice.Checkthe
everything.
understand
with the wholeclass.Makestudentsawareof the
answers
fact that this time it is Janwho showssomeromantic
Rosanow hasthreesuitors,
interestin Rosa.Therefore,
sincePeterand Samshowedthe samekind of interestin
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
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!
Note:/n the dralogueLoutssays he wll provideJan with a
simple recipe usingAmericanmeasuringcups. Makesure
studentsunderstandhe's referringto a measuringsystem
(seeunit 7 or the conversiontableson page 91 of the
coursebooH.

first time. More advancedstudents may be able to
and answerthe questionson the
coursebooks
blackboard.
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
fromthis and
whichrecyclesusefullanguage
exercise
previous
units.Tellthem to havea lookat the prompts.
Onestudentis a guestand the othera waiter.Theymust
they'velearntin this
makea dialogueusrngthe structures
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
and offerfeedbackbeforeallowingthem to rehearse
t ..tan 2 Louis 3tiramisu 4seven
[l[l
rest
of
the
class.
(
for
the
act out their dialogues
5 one Rosa)
Exercise2
Before asking studentsto make up their own
dialogues,you may adviselessadvancedstudents
to analysethe dialogueat the beginningof this
unit (page 66) and to use it as a model.
Ask studentsto readthe dialogueand to completethe

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
Youmayask
and verbsof preparation.
ingredients
f irstto comparetheir
studentswho f inishthe exercise
with thoseof anotherpair,thus allowingsloweranswers
pacedstudentsio finishthe exercise
too. Thencheckthe
answers
forty-nine
49
The chef recommends
You can ask more advancedstudentsto do the

exercisewithout looking at the dialoguein their
coursebooks.
ffGnB 1 whippingcream 2 sponge-cake3 amaretto

coffee 6 sugar
cheese 5 espresso
4 mascarpone
p
o
w
d
e
r
w
hip 10cover
9
8
c
o
m
b
i
n
e
7 cocoa
11 refrigerate
Exercise3
. l l o ws o m et i m e
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
Thenaskthem to
for them to preparetheir descriptions.
m
a
k
e
t
i
r
a
m
i
s
u
.
h
o
w
t
o
o
t
h
e
r
e
a
c
h
tell
You can let lessadvancedstudents look at the

diagram in the previousexercisewhile preparing
their descriptions.
on the blackboard:lt wasdelicious/lt wasn't

sentences
(wasnot) delicious/Wasit delicious?Then explainthat
'f
the contractedform of werenot is weren (you may like
to writeit on the blackboard).
Note:Makesure studentsrealisethat the past form of the
third personsingulardoesn'tchange.The only exception
is. of course.the verbbe.
Ask studentsto complete the list of irregular

verbsat the end of the coursebook(page 99).
They must look up the meaningof the verbsin
the dictionaryand write down their translationin
their own language.Thisexercisecan be done
individuallyas homework. lf set as a classactivity,
allow sometime to do this exercisein small
groupsand ask eachgroup to translatea number
of verbs.Then checkthe answerswith the whole
:
class.
Exercise4
whrchmay be doneeither
This is a practiceexercise
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
Language
a r o m a n t i cd i n n e rf o r R o s a
s t u d e n t tsh a t J a nw a sp l a n n i n g
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
Louisto providehim wiih
he
asked
1
and
that
in
exercise
unit 9 dealtwith the pastsimpleformsof regularverbs.
s
t
u
d
e
n
t tsh i n kt h e d l n n e rw a sa
D
o
t
h
e
r
e
c
i
o
e
.
a dessert
to elicitwhatthey
This is the perfectopportunity
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
aboutit: Whatare regularverbs?Howdo we
remember
Tellstudentsthat they haveto
tells Louiswhat happened.
and questionsin the past
sentences
form negative
irregular
verbsto fill the gaps- they
and
regular
use
both
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
verbsat the backof the
can usethe list of irregular
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
grammar
sectionas
reference
and the
coursebook
don't take -ed in the past.Tellthem that the onlywayof
(pages97-99). Let them usea dictionary
to do
references
knowingwhethera verbis regularor irregularis by
who
ask
the
students
You
may
necessary.
if
the
exercise
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
learning
wtth
f irstto comparetheir answers
in the language finishihe exercise
studentsto havea lookat the sentences
of otherstudents,thus allowingslower-paced
boxand pointout that theyaretakenfrom the dialoguein those
too. Oncethey'vedonethe
to f inishthe exercise
students
exercise1. Thewordsin boldare irregularpastforms.
Finally,
ask students Was
them.
it
with
correct
exercise,
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
C a ns t u d e n t g
similar ever
Has
something
the dinner successful?
f .h e ne x p l a i nt h a t i f t h e y
t h e yc a n ' t ,t e l l t h e my o u r s e l T
happenedto you?
verbs,they need
wantto learnthe pastformsof irregular
(page99)
to studythe list at the backof the coursebook
to
become
practice
in
order
exercises
and do lotsof
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
without looking at the list of irregularverbsor
the formationof irregularpastforms.Next,go throughthe
the grammar referencesection.You could alsoask
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
them to perform the dialoguewhen they have
(aboutthe formationof negatives
also
and questions)
f inished.
g
i
v
e
. r n a l l y , e x a m p l etso
a p p l i e st o r e g u l avr e r b s F
illustratethe fourthrule (aboutthe formationof negatives
with the verbbe).Youcan writethese
and questions
ss
fifty
The chef recommends

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

rr"r'lrvs rurrr| or
a verb
as a
""iln"l?.ll:iTi*,"inri^iti""'#,.n'i"""J,"0
and ask them to
mal
r*nt"nce with the past
r
h
;,k-.;;;i,,,,
rorm of rhrr rra,,. ^,.__?
" word
:l^"1-ii
i : rfr"T,:li::
eb";;;i
;;;;;ff;[fJ:":fr: ii;nfith:,,f:J'
;i,+:1
l?:T,,::
llrI^T:
trr:Y:i;
;,;;";i'ilff "T -"
i:::if,::
:r,'"
in
ii
r"r",i,Lli'T,:?
;*,i,T:
::s:l:' ve,bJ
aboutit foronei;il;;tl;':#:
write it in the correct

spaces
on the blackboarduntiitrre'w-oi
is
compteted.Whenever
,"v.oolJ "iu*ur.that
is
not n the word, draw prt
a
The
studentsshouldtrv to.guessof tfre frangman.
beinshansedanulosiris the word before
;tlernativety
you canaskindividua.t .il;;;".
s{udent"s
to
blackboard
and to think.ofone of oit,u
ihe wordsin
the box.Therestof i
it "" ih; ;;;f,oarocive

::rJ:Hl"_,p:"y:it"
ea_ch
correc, r" ;r;;;:
f_"^
with':
the :*::
mostpointswins.
H; l:: ;
Alternative,n
ptaybingowith your
I?y,coutd
studentsso that
rhey can-i;;; ;il past
formsof
.."0s
rvou
wlr-'
iffitil:'r"::tjJ"1l;"Jo""
resource
pase7o)"norollt?::?l?b]"
:!"""ry
shortlinesto indicate
the numbJr-iT"tt"rr.
rn"n
askyourstudents
to guess
the tettersof the ,ori in the worbi t"ttingyo
trr;. ffi;;J""r they
choosea correctletteC
negatives
and question,-_ you
u",, decide)
;;;;":1",:i:="
with both
reorrrr
rnrr i".^^..,--ont
on
otn"'.
ult";;;il:
rorm an
rin"i,,;J?":r:?"ilil!lf,,il'#,'"e
"?
i'ff;,n',nr.yff:
lnltri
teams
which haveto thinf of;;;-r';;","rn.
coursebook
(eachinfiniti";;;;;il
you
,^^^
I UJd
ith
be written on
smallpieceof paper).
erk ,t"OHIs to studythe a
olltoc3gi"d;;;;;;e 70andto
ll,if^o-"_:'a
cnooseten squares.They
should-tiren
verbsin theset,
Jan
to
ey
00
couldact as a referee,giving
one point for each
correctteter. Theteam
wit,;;J;ints
winr.
circlethe
,o'.utJ
soins
;:1.
ifi:fii":;:l,,lTJi#ff:,,
from,thebag oe.g.yoe)
anj iai everytime
they hearan infinitivu
toi *.f, tley havethe
pastform circtedon
their car;; ;d; haveto
cross
it out. rhe first student
wh;;;;r;Jout al ten
verbson his/her
_oLA_aE_
BFIHKPSYTM
j',?i';:i pI:
:i :.'-':
9I' u("tt",u"r''.'j,13
tr
game severaltimes.
Referstudentsto thr
,.,yt"nsils,
sectionin the
ofosqa^,at
5++r.^
^__,
slossary
the""J:1lli;il;::?,,J"*",
,0,,
and to the correspongig
woro grouf
Exercise
5
lntroducethis exerci
going
to,earn
some
;:jlJil ijJ:.j$i::?,iJ#r;:.
have
the workbook (page

67).
v,
r ' - v Y &ercises
in
a lookat the wordsin

the box.lio*'rnurnto
use
dictionaries
Exercise
to look,O.l.huwordsthey
6
O"on,,
_
nno*
they
shouidat leastbe familrar
Introduce
w,tfrtf,eworOsbowl and
this exercir
se by tellingstudents
mould,whichcameI
that they're
gorngto learnsome
rn exercise1, and the
wordsspoon
andknife, *tri.t.' .ur,p
'o tn unit 5' once they've
matchedthe words,;t
oesserts.
Askthemtc
wo
rdarouduno-gu; JT,?jliJ?i. ;,':i,yffj
li,','
byasking
firJ:Til::exercise
tr,u*r,orurass
toteltyou
rearreo
, i._,,,,;11':
fi',:il.ri;:fix,,,"J.
Ar
row
them
t";; ;;i:i.iliffilnH:r;;1ff
:;,
-
theyshoutd
te ramiriar
wiinmostot them
,1:1,,11"*
trom this and previoul
s unlts'0nce they've
matchedthe
wordsto the pictures
ge
t the.t,o.nt,'to
l. ;:,i n,i::ffi:.J"H:1
;:,:,:11
f ifty-one g i
rn" chef recommends
Then
by askingthe wholeclassto tell youthe answers'
ask:Whichof the utensilsfrom the previousexercise'do
you needto mix things?Getthe studentsto matchverbs
At this stagedrawstudents'
to.utensils.
of preparation
derive
to the factthat somenamesof utensils
attention
a goodlearningstrbtegyis to
from'theverbs.Therefore,
thenlup in
withoutlook"ing
try to deducetheirmeaning
afterwards'
theirdeductions
checking
the dictionary,
Whichof theseutensilsderivefroma verbof preparation?
comeup with moreexamples?
Canstudents
Note:Youmay wishto draw students'attentionto another
aspectof wordformation,namelythe generationof lexical
famities.Explainthat somewordsare formedon the basis
of otherwordswhosemeaningis moregeneral.Examples
which
of this are the wordsfryingpanand saucepan,
derived
words
all
the
pan.
are
Otherexamples
derivefrom
(e.g.
peanuls,hazelnuts,walnuts,..').
from the word nuts
moreeffectivelyif it is
Studentscan learnvocabulary
And knowingsomerulesrelating
presentedin categories.
to wordformationcan help them to deducethe meaning
of unknownwords.
strain 2peel 3bake 4grate 5mix
@l
6 cut 7 whip 8 skim 9 stir 10 serve
Verbsand utensils:
mix bowl,woodenspoon
peel potatopeeler,chef'sknife
chef'sknife,scissors
cut
strain colander
tin
bake mould,baking
whip wirewhisk
grate grater
serve ladle
skim skimmer
woodenspoon,bowl
stir
fromverbs:potatopeeler(frompeel),bakingtin
Utensils
(frombake),grater(fromgrate),skimmer(fromskim),
whisk(fromwhisk).
Exercise7
Askstudentsto workin groupsto preparedessertrecipes
as well
andutensils,
ingredients
the necessary
mentioning
themwith plenty
Makesureyouprovide
as the procedure.
Theycanhavea lookat
this exercise.
of timeto prepare
1
of howto makea tiramisuin exercise
the explanation
anduseit as a model.Theymayalsoneeda dictionary
for eachgroup.Getthemto readtheirrecipesin turnto
areover,
the restof the students.Oncethe presentations
askstudentsto votefor the bestone.
52
fifty-two
Comptaints
SectionI
Function
/ Topic
Language
Vocabulary
Section2
M a k i n gc o m p l a i n t s
Dealing
withcomplaints
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
Complaints
P r o n u n c i a t i oU
nK
: vs.US Enelish

a
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 .
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 s 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
success
in the cateringindustry.This unit providesthe languagethat studentsneed
to do so.
f ifty-three 53
corplaints
Makinga complaint
4
Exercise
Exercise1
all thewordsin
understand
Makesurethatstudents
4. Thenaskthemto matchthe wordsto the
exercise
pictures,
andto crossout anythat don'tmatch.
relevant
elicitprevious
to the dialogues,
Beforelistening
the
subjectthroughthe
have
on
may
students
knowledge
given
in theirmother Notes:
question,
maybe
Answers
warm-up
1 Explainthe two differentmeaningsof hot (oppositeof
rongue.
coldand synonymof spicy).
2 lf studentssuggestthat a cakecan be salty,tell them
2
Exercise
you can havesaltypies but not cakes.
tell studentsthat they
Beforelisteningto the dialogues,
and askthem to
aregoingto hearfive guestscomplaining
guess
the guestsare
pictures.
what
they
Can
look at the
about?Thenplaythe tapeand askstudents
complaining
to the pictureswithout
to matchthe shortconversations
lookingat the tapescript(whichyou can find at the end of
the coursebook
IpaBe102] in orderto checktheir
answers).
spicy,dry,cold,hot
fKltB Couscous:
Cake:cold,hot,hard,stale
Wine:corked,sweet
underdone
Steak:tough,rare,overcooked,
Note:Gothroughthe languagetip togetherwith the

and
students.Youmay wishto point out that underdone
overcooked'
and
meanthe sameas undercooked
overdone
on the
sentences
down
these
also
write
You
can
GEEI" 2b 3c 4d 5a
blackboardin orderto illustratethe languagetip: Thesoup
is too cold. Thesoupis not warn enough.
3
Exercise
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.
Tellthem that they
reasonwhy eachguestcomplains.
don't needto write full sentencesand that they maywrite
the reasonsin their mothertongue.Playthe tapeagainif
stoppingafter eachdialogueso that the
necessary,
studentshaveenoughtime to write downtheir answers
and withoutallowingthem to lookat the tapescript
(page102). Correctwith the wholeclass.
Exercise
5
Ask studentswhetherthey understandall the wordsin the
table- theyshouldbe familiarwith all of them at this
stage- and sort out any vocabularyproblems.Thentell
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
studentsto finish the exercisetoo.
allowingslower-paced
Oncethey'vedonethe exercise,correctit with them.
@
toospicy notwarmenough undercookedstale
1/
./
cutlets
- gotsole 2 souptoosalty
ffGln 1 ordered
scallops
3 corkedwine 4 steaktoo rare 5 doesn'tlike
marmalade
54
f ifty{our
r'
t/
sote
1/
r'
chicken
t/
t/
rolls
r'
paella
r'
r'
Complaintr
@
Language
Gothroughthe sentences
in italicstogetherwith the
studentsand makesurethey understand
whatthey mean.
Elicitfrom them that 'veis the contraction
of have.Then
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 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
answers- tne past participle is left out (e.g. Haveyou
finished?Yes,I have). Studentswill be requrred to
produce a short answer tn exercise6.
lf studentsenjoyedplayingbingo in unit 10, play

it again with them so that they can learn the past
participle forms of irregular verbs (you will find
the cardsas a photocopiableresouiceon
page 70).
Exercise
6
This is a practiceexercise
whichmay be doneeither
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
studentsto tell you whichmemberof staff helpsthe
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
nameof the commisat the Casablanca?

(Karf_ they met
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 n
t 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
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 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 .
EEl 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 folowing board
on
the blackboard:
?
Tell studentsthat + meansa positivesentence,_

meansa negativesentenceand ? meansa
question.Dividethe classinto two teams.Team
A
usescirclesas countersand team B, crosses.Team
A starts.They chooseone of the symbolsand have
to produce a sentenceusing the present perfect
in
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
symbolswithout a circlearound it and make a
sentence.lf it's correct,you crossthe symbol out.
Then it's team As turn again and the g"r"
continuesthis way until one of the temsgets
three symbolsin a line.Alternatively,insteadof
symbolsyou can write infinitiveforms.
f ifty-five
SS
t
@
Complaints
Exercise7
Tellstudentsthat theyaregoingto workin pairs,but that
t t o t u r nt o
l .s ks t u d e n B
t h e f r s tp a r ti s i n d i v i d u aA
pageB7 in the coursebook
and explainthat eachstudent
hasdifferentlistsof tasksand differentpictures,Ask
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
t will
t h a t s t u d e nA
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
d
o
n
e
b
y
K
a
r
l
h
a
s
w
h
c
h
o
f
t
h
e
t
a
s
k
s
f
i
n
d
o
u
t
h a v et o
a s k 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
t m u s ta n s w etrh e
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
. h e nt h e yh a v e
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
q
u
e
s
t
i
o
n
s
a
n
d
s
t u d e nA
t answers
f i n i s h e ds, t u d e n B
t asks
q
u
e
stions.
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
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
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 d u a l
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
c a r r i e do u t .
lf it's hard for studentsto build questionsusing

the present perfect, you may opt to divide the
classinto two big groups,one group preparing
the student A questions,the other the student B
questions.Afterwards, they should work with a
studentfrom the other group. You can write the
following model questionon the blackboard:
Has Karl emptied the rubbish?
D e a l i n gw i t h c o m p l a i n t s
Exercise1
Beforelisteningto the tape,askstudentsto readthe
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
betweenJan and a
them to listento the conversation
guestand to answerthe questions.
Let them istentwice.
with the wholeclass.Thenask: Does
Checkthe answers
the guest sound angryat the beginning?Doeshe sound
angryat the end? Why?What wouldyou havedone?

as 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 coursebooks
and answerthe questionson the blackboard.
it's
sauce. 2 He apologises.3 Because
IGEF 1 Cheese
and offersto pay
suit. 4 Sheapologises
a veryexpensive
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
waterand offersthe guesta coffee. 5 The restaurant.
Exercise2
A s ks t u d e n t tso l 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
Let them havea lookat the
completethe sentences.
d
i
a
l
o
s
r
i
o
e
n
o
a
s
e
7
5
g
l
a
s
s
e
s
s i t ht h e
T
h
e
nc h e c kt h e a n s w e rw
a
n
d
b
a
k
e
d
w
r
n
e
f
r
i
d
g
e
c
,
l
e
a
n
e
d
t
h
e
f r u i to u t o f t h e
p
u
t
w h o l ec l a s s .
t m p t i e dt h e r u b b i s ho r
. e hasn'e
t h e r o l l sf o r d i n n e r H
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 mptied
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
You can ask more advancedstudentsto do the
put out freshf lowersor clearedawaythe
the ashtrays,
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
sentencesfrom them (e.g. Enpty rubbish"+ He hasn't
emptiedthe rubbish).
IGEP 1 apologise 2 try to clean 3 speakto

's
4 as soonas possible 5 the problem 6 my apologies
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
Youmayaskstudentswho f inish
boxto the sentences.
with thoseof
first to comparetheiranswers
the exercise
studentsto
allowing
slower-paced
otherstudents,thus
too. Oncethev'vedonethe exercse,
f inishthe exercise
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 ,
playthe tape againstoppingaftereachsentence
and ask
the wholeclassto pronounce
the sentences
afterthev
h e a rt h e m .
GEBtd
2a,b,i 3e,g 4c,f,h,j
IIGEDlbusy 2draughty3btunt 4dirty 5stow

6 broken 7 cracked 8 missing g noisy l0 rude
Exercise
4
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
orderby writingnumbersin the boxes.Youmayaskthe
studentswho finishthe exercise
first to comparetheir
answers
with thoseof otherstudents,thus allowing
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
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
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 .
GDte
to lookup the wordsthey don't know.Youmayask

studentswho finishthe exercise
first to comparetheir
answers
with thoseof anotherpair,thus allowingslowerpacedstudentsto finish it too. Oncethey'vedonethe
exercise,
2b
3e
4f
5a
6d
Nole:Makesure that studentsunderstandthe difference

between the wordsbrokenand cracked. ln sentence
number 7 the wordbrokenwouldalso be correct.
However,in sentencenumber 6 crackedis not possible.
Referstudentsto the 'Complaints'sectionin the

glossaryat the end of the coursebook(page .104)
and to the correspondingword group exercises
in
the workbook (page 53).
7c
Exercise
5
Introduce
the exerciseby tellingstudentsthat as
professionals
they will needto be ableto understand
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
presentthem with two differentEnglishpronunciations:
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
of them are equallyvalidand correct.Next,askthem to
havea lookat the wordsin the box.Theyaregoingto
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
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
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 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
the tape aftereachwordso that theycan repeatthe
words.Then,askthem to lookat the sentences
in their
coursebook
and sortout anyvocabulary
problems.
Ask
them to listenand writedown UK or IJSdepending
on
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
pronunciations.
(l[!rus 2us3uK 4us suK 6uK
Exercise7
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
exercise.
This oralexerciseis the bestwayto practisethe
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
in real-lifeprofessional
situations.
Tellthem ro navea
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
onewordfrom eachof them.Onestudentis a guestand
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
they haveto throwit twice.The first throwindicatesthe
adjectivethe guesthasto useto complainand the second
the wordthe waiterhasto useto apologise.
Alternatively,
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
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
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
spun indicatesthe wordto be used.Let them preparethe
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
dialogues
Beforeaskingstudentsto make up their own

to analysethe dialogueson page 75 and 76 of the
coursebookand to usethem as models.
7US 8UK
Exercise6
Ask studentsto usethe wordsin the boxto completethe

sentenceA
s .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
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
Currencies
Function/ Topic
S a y i n gg o o d b y e
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

a
a
To enablestudentsto presentand explainthe bill to guests.

usedwhensayinggoodbyeto
and conventions
To makestudentsawareof the language
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:
.
.
.
.
guestsusewhen askingfor the bill

understandthe expressions
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
to know the conventionsrelatedto

It is equallycrucialfor cateringprofessionals
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

Exercise1
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
Pay
from studentsas possible.
namesof currencies
specialattentionto the onesmostfrequentlyusedby
in the students'country.Aretheir namesthe same
vistors
in Englishas in the studenis'mothertongue?lf not,write
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 .
You may prefer studentsto look up the English

words in the dictionary,working in smallgroups,
before checkingthe answerswith the whole class.
2
Exercise
Askstudentsto havea lookat the five pictures.Whatare
a l lt h e s ep e o p l ed o i n g ?
and to
Nowaskstudentsto listento threedialogues
pictures.Make
matchthem to the threecorresponding
that therearetwo pictureswhich
surethey understand
Seetapescript
don'tmatchanyof the dialogues.
(coursebook
pages102-103).
@E t a 2d 3e
Exercise
3
again.They
Askstudentsto listento the threedialogues
are
true
or false.
whether
the
statements
f
ind
out
must
GDta)
F b )F
2 a )F b ) F 3 a ) T b ) T
After correctingthe exercise,it is useful to refer

studentsto the tapescriptsat the end of the book
(pages102-103).Go through the tapescriptswith
them to make surethey understandeverything.
You can invite them to read them out loud,
imitatingthe intonationthey heard on the tape.
You may ask more advancedstudentsto work in

pairsand to write a dialoguesimilarto the ones
they studied,for one of the remaining picturesin
exercise2. They should use the tapescriptsof the
others as models.You may of coursewish to do
this exerciselater on, at the end of the first
sectionof the unit, or as homework.
Note: Ihe tipping habits in bars and restaurantsvarya lot

from country to country.Tellstudentsthat in the UK
service(usually10%) is often included in the bill, but
tipping is optional. ln the US and Canadathere are more
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
the service.
Exercise4
Introduce
this exercise
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 .
Thenlet them havea lookat the wordsin ihe box.Tell
them to matchthe wordsto the pictures.Let them work
allowthem to use
in smallgroups.lf necessary,
dictionaries
to lookup the wordsthey don't know.Once
they'vedonethe exercise,
cheques 3 creditcard
fIGEB 1 coins 2 traveller's
4 banknotes
Referstudentsto the 'Methods of payment'

sectionat the end of the coursebook(page 108)
and to the correspondingword group exercisesin
the workbook (page 63).
Exercise
5
e h i c hm a yb e d o n ee i t h e r
T h i si s a p r a c t i c e x e r c i sw
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
i n d i v i d u a l ol yr i n
if necessary.
as a reference
GEB t ov 2in 3 by 4by 5 in BIn/by
f ifty-n ine
ss
ne bill,please
Exercise
6
Ask studentsto havea lookat the pictures.What
countriesdo they represent?
Do this as a whole-class
exercise.Nowtell them that the wordsin the boxarethe
currencies
usedin thesecountries.Let them workin oairs
and matchthe picturesrepresenting
the countries
to their
currencres.
f^K:llD1 USA- US dottar 2 UK - poundsterting
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
- Euro
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
8 Mexico Deso
fiGnn
o)
o
(l,
GI
o
1 money
2 dollars
o
o
o
o
GI
b0
o)
o
6)
(\,
of
many
much
4 waiters
orrostc
tof
r/
3 work
5
o)
.=
many
t/
rl
l o t of
Language
lf they like the exercise,you may ask them to
preparea similarone, usingother countriesand
currencies,
for their fellow students.Allow them
to work in smallgroupsand draw pictures
representingcountries,together with the
currenciesused in thesecountriesas a matching
exercise.Givethem a maximumtime limit (e.g. 15
or 20 minutes).Oncethey havefinished,they
should swap their exercisewith another group.
Let them do the exercisesand afterwards correct
each other.
Exercise 7
The first partof this exerciseis an introduction
to the
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
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 .
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
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
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
aboutthe otherpairsof sentences.
For lessadvancedstudents,you may opt to write

the missingwords on the blackboard,telling
studentshow often they are meant to use each of
them. Point out to them that they are the same
conceptsused in exercise7.
f@p
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
tn positivesentences.
. We use manywilhcountablenounsin negative
s e n t e n c easn d q u e s t i o n s .
o We usemuch wilh uncountable
nounsin Igative
sentences
and ouestions.
askstudentswhetherthey
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
l eo u n sa r e .
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
grammarreference
sectionon page96 of the coursebook
Turnto the grammarreference
section(coursebook
and go throughihe theoryagainbeforestartingthe
page
go
99) and throughthe explanations
togetherwith
exercIse.
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 quantfiers. 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.
r .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
t o f i l l i n t h e q u a n t i f i eT
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 n anv
context.
Correctthe exercises
beforeproceedrng
with the theory.
tlu
sixty
The bill,please@
2 Similar to the use of much,manyand a lot of is the use
of @) few and (a) little, meaning the opposite:
Few is used with countablenouns, in the same way
many is used.
Little is used with uncountablenouns,in the same way
nuch is used.
Both are also used in affirmativesentences.
Addng a to Iittle and few sfressesthe positive meantng.
He's got little professionalexperience.(negative)
He's got a little professionalexperience.(positive)
Exercise3
askthe students
To introduce
the subjectof this exercise,
operaiions
which mathematical
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
in pairs.Allowthem to usethe tapescriptand a
exercise
d ictionary.
lkll
pl u s
a d do n
ExerciseB
furtherpracticeon much,many
Thisexerciseprovides
workin pairsor individually.
lot
of.
Let
siudents
anda
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
6 many/ a lot of
raKeaway m u l t i p i ebdy
minus
trmes
dividedby
e qu ar s
MAKCS
Language
To practisethese language points, invite students

to read all the priceson the bill in exercise2 out
loud.
Explaining
the bill
Exercise4
Exercise1
where
Tellstudentsthey aregoingto heara conversation
t h r e eg u e s t sa s kf o r t h e b l l .T h e ys h o u l ds a yw h e t h etrh e
aretrue or false.Seetapescript(coursebook
statements
page103).
GEIrF 2F 3F 4F sr
Then,
Ask studentsto workin pairsto do the exercise.
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
Siop after
operations
on the tapeto checktheir answers.
Ask a studentto repeatit and write it on
eachoperation.
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).
lklB
2
Exercise
againand to
Askstudentsto listento the conversation
the
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
g
i
v
e
i
s
m
e
n
t
i
o
n
e
d
a
,
n
d
i
t
e
m
o
n
t
h
e
b
i
l
l
t a p ea f t e re a c h
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
Don'texoectthem to readthe numbersand
afterwards.
yet.
c u r r e n ccyo r r e c t liyn E n g l i s h
ffcfttsle6O 23
32
4,12.50 5L92
6 ,72r.6r
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.
1 1 0 8+ 2 . 5 = 1 1 0 . 5
2 1 , 6 0 0- 2 O 4= 1 , 3 9 6
3 447 x2 = 894
4550+63=613
569+3=23
6757-89=668
75x19=95
89,999+1=10,000
9 2 ) + I o 7= r o s )
1 0 7 . 3 5- I . 2 7 = 6 . I 4
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
to the classor bring
Ask studentsto bringnewspapers
ratesin the
them yourself.Let them find the exchange
currencytables.Allowthem to workin groups.
Exercise 6
askstudentswhatelsethe staff
have
to do, afterdealingwith
in a bar or restaurant
paymentof the bill. Howdo theysaygoodbye?
Askthem
betweenSusan,the HeadWaiter,
to reada conversation
The parts
and two guestswho are leavingthe restaurant.
jumbled.
Theyshouldput
of the conversation
havebeen
them in the correctorder.
and
askthem to listento the conversation
Afterwards,
(coursebook
page103).
checktheiranswers.
Seetapescript
lklB
d, a, c, b
Exercise7
Firstgo throughthe phrasesin the boxwith your
Then,
everything.
students.Makesurethey understand
phrase
in the
askthem to matcheachtip to the correct
conversation.
W h e nc h e c k i n g
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
go backto the tape.
sentences.
lf necessary,
To finish, there is a game to review the content of

the whole book. Divide the classinto two or four
teams.You need one photocopy of the questions
for each student, one counter for each team, one
die, and a copy of the board. (Seephotocopiable
resourceson pages71-73.) Allow them to take
note of the answerswhile playing.
Eachgroup in turn throws the die and moves
their counter accordingly.A member of another
group then asksthe nxt question on the sheet
(on pages72-73).lf the team givesa wrong
answer;they have to go back to the box they
came from. lf the answer is correct,they may stay
or, if the box containsa ladder,climb the ladder.
Then the next team throws the die and answersa
question.When landingon a snake,a correct
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
get to the box at the end of the board.
answers:
fIG[n Suggested
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 ,
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
5 VAT(ValueAddedTax) 6 onion,potato,tomato,
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
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 .
y o ua g a i n . 6 G o o d b y e .
21 Youshouldtry the chocolatemousse.22 bakingtin,
woodenspoon,bowl 23 salad 24 rosemary
ExerciseI
25 soup,salad,pt 26 paella,roasibeef, grilledsole
Ask studentsto work in oairs.Allowthem time to write
ice cream,fruit 28 | haven'tgot much/
27 brownies,
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.
, a r l i ca n d h e r b s .
s a u c ew i t h m i n c e dm e a t ,o n i o n g
31 Waseverything
to yoursatisfaction?32 Do you have
a reservation?33 l'll showyou to yourtable.
34 What'sthe address? 35 by creditcard,in cash,by
Before asking studentsto make up their own
cheque 36 siill 37 pepper,clove,nutmeg 38 plate,
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 ,
to analysethe dialoguesin the tapescriptsat the
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
end of the coursebook(page 103)and usethem
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
or U-shape,banqueting
style
bread? 47 horseshoe
48 | didn't reserve
a tablefor f ive. 49 draughty
50 We lookforwardto seeingyou again.
S?
sixty-two
,:
.:;
I,
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
dishes
of the lesson.
anddrinksfor lunchor dinner.
Givethema clue:
o Explainhowto approach
ask
them
firstto identifythe sentences
eachof the activities
before
saidby the waiter
andthosesaidby the guest.Thenaskthemto workin
r Tellstudents
theywill haveto workindividually
the dialogue
orally.you mayrecord
unless pairsandreproduce
theiroralperformance
so as to makeit easierto assess
activity).
theirdegreeof accuracy
lateron.
Exercise
1
GEEro 2c
t 0 f 1 1b
3k 4h
5e 6i
7a 8g ej
Askstudents
to readthe shortdialogue
carefully
before
fillingthe gapswiththe correctformof the pastsimple.
Exercise
5
Givethema clue:tell themtheywillfind bothregular
and
Tellstudents
irregular
theywill haveto imagine
verbsandthattheywill haveto payattention
thesituation
to
described
in
theformtheyneedin the caseof irregular
the
rubric
and
choose
theoptiontheythink
verbs.
wouldbe mostsuitablefor themto sayin eachof the
situations.
Youmayaskthemto describe
8GEl 1 asked 2 Didyoudo 3 was 4 made
the situations
5 put 6 went 7 brought g finished 9 cleaned
wherethe inappropriate
options
wouldbesuitable.
1 0d i d n ' tc l e a n
GEEto 2c 3a 4b
Exercise
2
Informstudents
thatthespeakers
in thisshortdialogue
arethe sameas in exercise
i. Askthemto readit
attentively
beforeusingthe appropriate
formof the
presentperfectto fill in the gaps.
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
prepared 5 haveyougrated 6 haven'tgrated
4
Exercise
3
Tellstudents
thatthe aim of this activityis to testthem
on theirknowledge
of howto usethe quantifiers
much,
manyanda lot of. Givethema clue:askthemto thinkof
whether
the nounfollowing
thequantifier
is countable
or
uncountable.
Makesuretheyremember
whatcountable
anduncountable
nounsare.
8GBlalotof 2alotof 3much 4mucn
5alotof 6alotof
Exercise
6
Tellstudents
theywill nowhaveto complete
a crossword
usingthecluesgiven.Askthemto readthe descriptions
of the itemscarefully
andto takenoticeof the numberof
lettersin eachword,whichis givenin brackets.
@
Across:I ice cream 5 carpaccio g short-staffed
10 tough Downt1 crpe 2 saucepan 4 corked
6 cash 7 graler 9 soup
Exercise
7
Tellstudents
theywill nowworkin pairsandproduce
two
dialogues
orally:onefor situation
I or 2 andanother
one
for situation3 or 4. Organise
the students
yourself,
placingmoreand lessadvanced
students
together.
Make
surethe studentwhoactsas a waiterin theirfirst
dialogue
actsas a guestin the secondandviceversa.Ask
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
Questonnaire
Findthe followingpeople:
Name
1 A Britishwaiter
2 A bartenderwho livesin Athens
manager
3 A Polishrestaurant
receptionist
4 A 19-year-old
restaurant
manager
5 A German
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
@ PearsonEducation2001
Photocooiable
64
sixty-four
Photocopiableresources
Role Cards
MrsAlisonWright
Livesin London
Tel.number:
79460003
Age:29
Nationality:
British
Job:Waiter
Mr Jeroenvande Roe
Livesin Amsterdam
T e l .n u m b e r : 3 96I 5 9 2
Age:38
Nationality:
Dutch
Job:Cook
Mr JooSoares
Livesin Lisbon
Tel.number:984
34 54
Age:18
National
ity: Portuguese
Job:Receptionist
Ms Francesca
Piazza
Livesin Rome
T e l .n u m b e r : 6 2177 8 9
Age:25
Nationality:
ltalian
Job:Bartender
MsJulietteDupont
Livesin Paris
Tel.number:
987 65 31
Age:33
Nationality:
French
Job:Cook
Mr Stavros
Rastapoulos
Livesin Athens
Tel.number:
409 12 67
Age:40
Nationality:
Greek
Job:Bartender
MrsNicoleBarot
Livesin Brussels
Tel.number,:
564 65 22
Age:27
Nationality:
Belgian
Job:Cook
Ms Smetanalvanova
Livesin Warsaw
Tel.numbert672 39 04
Age: 59
Nationality:
Polish
Job: Restaurant
manager
M r K l a u sL i e b i g
Livesin Berlin
T e l .n u m b e r : 8 9473 2 I
Age:52
Nationality:
German
manager
Job:Restaurant
M r M i c h e lR i a l t o
Livesin Bern
T e l .n u m b e r8: 1 0 3 2 6 5
Age: 16
Nationality:
Swiss
Job:Student
Mr PedroMartnez
Livesin Madrid
Tel.number:
656 B0 07
Age:22
Nationality:
Spanish
Job:Waiter
MissPetraSchroeder
Livesin Vienna
Tel.number:
562 78 90
Age:19
Nationality:
Austrian
Job:Receptionist
Photocopiable
sixty-five
65
Workin groupsof four.

Yourteacherwill giveyoua
cardwith someinformation.
and
Askeachotherquestions
find out:
together
a) the nameof eachguest
b) whathe/sheis eating
c) whathe/sheis drinking
in the
Fill in this information
gapsopposite.
1a)
b)
c)
2a)
b)
c)
5a)
n\
4a)
b)
c)
6a)
b)
c)
7a)
b)
c)
8a)
3a)
b)
b)
c)
b)
A:
Student
StudentB:
. MrsSmithis nothavinglunchwithMr Smith.

o Mr Carrotis sittingat the largetable.
o MrsBellamy
a mandrinking
is sittingbetween
anda womandrinkingwater.
champagne
o Theperson
wateris eatingsalmon.
drinking
o MrsSmithdoesn'teat meat.
.
o
.
.
StudentG:
D:
Student
. Mr Smith and Mrs Smithsit backto back.

o The persondrinkingchampagne
is eatingcaviare.
. The peopleat the smalltableare havingpaella
and roast beef.
. Thewomanat the smalltable is drinkingwhite
wine.
o Twopeopleat the rectangular

tableandone
redwine.
person
at thesmalltablearedrinking
. Mr Carrotis eatinga steak.
o Thewomansittingon the rightof Ms Fairfaxis
andbeer.
havingspaghetii
drinkwhitewinewith
Mr andMrsSmithalways
theirmeals.
MsWhiteis sittingnextto the manhavingsteak.
o MsWhiteandherneighbour
redwine.
aredrinking
Mr Darcyand Ms Fairfaxare not drinkingwine.

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.
2001
Education
@ Pearson
Photocopiable
66
sixty-six
Diamonds
Hearts
1 What do you sayto the guest?You

wantto take his coat.
1 What is the 3rd personsingularof the

verb be?
2 ls flourcountableor uncountable?
2 Namefive ingredients
of a UK
breakfast.
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,
rectangula
o r r o u n di s . . . .
B Goingfo is used for present/past/
futureactions.
9 What do you needto uncorka bottle?
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.
job is?
1O Howdo you askwhata person's
9 Requestsare usuallypolite/ impolite/

colloquialquestions.
11 Why/ What/ Whichdo you like learning

English?
10 Who is in chargeof the dining-room

area?
12 What do you sayto the guest?You

want her namefor the reservation.
11 Whatis the sixthmonthof the year?
13 Whichseatingarrangement,
containing
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?
12 Whatis the preposition

usedwith
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?
Photocopiable
sixty-seven 67
ADD
SERVE
FILL
MIX
STIR
GARNISH
SHAKE
SEASON
STRAIN
PUT
POUR
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
75e600ml mornay
sauce
20 cooked
50 g grated
cheese
fresh
lnstructions
----'
----------------------Preparethe mornay
add 50 g of butter,100 ml
: take 500 ml hot bchamel,
edgeswith mashed
. Sprinklewith meltedbutter.
Slicethe
scallops.Poura littleof the mornay
undera
grill. Servewith fresh
sauceintothe bottomof the shells.Placethe slicedscallopson top
creamandsaltand_
anddecorate
the
. Butterthe_
shells
Photocopiable
sixty-nine 69
Photocopiable
seventy
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
1 Whatdoesa guestsayto askfor the bill?
pound?
of the measure
2 What'sthe abbreviation
fourmakesthree.
this sentence:Twelve
3 Complete
4 Whatdo youuseto shakea cocktailbeforeservingit?
in the bill?
5 What's
the nameof a taxincluded
6 Namefivevegetables.
verbto formits pastsimple?
7 Whatdo youaddto a regular
B Whatdo yousaywhena guestasksfor adviceaboutthe wine?
9 What'sthe pastsimpleformo be?
drinks.
10 Namefivenon-alcoholic
11 Whichverbformdo youusewiththe wordyef?
formof cheap?
12 What'sthe comparative
13 Namea thingyoucangrate.
14 Namethree.dairyproducts.
15 Namea thingyoucanmelt.
16 Whatdoesfbspstandfor?
form o'fexpensive?
17 What'sthe superlative
18 What'sthe adjectiveformedfromslice?
19 What'sthe oppositeof welldone?
20 Whatdo yousaywhenyouapologise?
dessert?'
21 Whatdo yousaywhena guests?!s:'l feel likehavinga chocolate
you
22 Namethreeutensils needto makea cake.
23 Givean example
of a sidedish.
steak
24 Findthe oddoneout: cutlet/rosemary/sirloin
25 Namethreestarters.
26 Namethreemaindishes.
27 Namethreedesserts.
28 Correctthis sentence:I haven'tgot manymoney.
29 What'sthe past'formo roastl
30 Describe
Bolognese
sauce.
guestsaresatisfied
whenleaving
the restaurant?
31 Whatdo yousayto checkwhether
guestshavereserved
a table?
32 Whatdo yousayto checkwhether
gueststo the table?
33 Whatdo yousaywhenyouwantto accompany
lives?
34 Whatdo yousaywhenyouwantto knowwheresomebody
prepositions.
withtheircorresponding
of payment
35 Namethreemethods
36 What'sthe oppositeof sparkling!

37 Namethreespices.
38 Namefivethingsyouputon a tablewhensettingit.
Photocopiable
72
seventy-two
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'sresponsible
for preparingthe breadand desserts?
45 what arethe prepositions
of time usedto markthe beginningand the end of
something?
46 Makea questionof the followingsentence:The guestshave
askedfor
morebread.
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?
Photocopiable
@ PearsonEducation2OO1
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
and grammaticalstructuresdevelopessentialcommunicationsl<ills
,/ Functionallanguage
pronunciationsyllabusbuildsconfidenceand professionalism
"/ Comprehensive
,/ Tip boxesgive extra help with learningskillsand culturalawareness
,/ Glossaryand grammarreferencesectionprovideextra suPPort
work
,z Workbool<includesfurther essentialvocabularyand language
photocopiable
guidance,
extra activities,
,/ Teacher'sBook providesstep-by-step
resourcesand tips for mixed abilitySrouPs
0582429s52
Students'Book
Workbook (with key) 0582429s60
0582529964
ClassCassette
0582429579
Teacher'sBook

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Ready

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