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Unit 4 Accommodation & Catering

AIMS At the end of this unit you will… be able to talk about different types of accommodation and catering. be able to buy and rent a place to live. be able to make a reservation in a hotel and deal with one as a professional. be able to order a meal at a restaurant and serve one as a professional. be able to elaborate menus. be able to write cooking recipes and operating instructions. be able to persuade others effectively, give instructions and make requests. be able to hide the identity of an agent or build messages in which it is unimportant. know more about agent and instrument prepositions. add or omit elements in the sentence as suitable. be able to write different types of essays. know about the history, geography, and culture of Australia.

WARM UP Describe the photograph on this page: What kind of hotel is it? What makes you think that? What sort of accommodation do you use in your trips and why? Do you use the same type of accommodation wherever you go?

CONTENTS

TOPICS 

ORAL INTERACTION, ORAL MEDIATION 

LISTENING COMPREHENSION, ORAL PRODUCTION 

COMMUNICATIVE 

FUNCTIONS 

VOCABULARY 

GRAMMAR REVIEW READING COMPREHENSI

ON 

WRITING  CULTURE PROJECT

Accommodation. Catering. 

Making reservations. Buying and renting a place to live. Ordering and serving a meal at a restaurant. 

The oral realization of “th” 

Persuading. Giving instructions. Making requests. 

The hotel and restaurant environments. 

Structures to hide agents and passive voice. Agent and instrument prepositions. Ellipsis and dummy elements. 

Classic hotels. Cooking recipes. Operating instructions. 

Essays (descriptive, academic, scientific, professional) 

Australia. Designing menus. 

LISTENING COMPREHENSION 1. Making reservations. Listen to the following conversation between a client and a hotel receptionist (TRACK 34): R.: Good morning, Magnus Hotel, how can I help you? C.: Good morning, I’d like to make a reservation, please. R.: Very well, sir. When for? C.: It’s for October 23rd. A double room with an extra large double bed. R.: Will it be two people then? C.: No, it’s just me, but I need to sleep in a double bed. I’m quite tall and large so I need plenty of room and I want to be comfortable at night. R.: Very well, sir, no problem. There are standard rooms and executive rooms. We also have suites, junior suites and presidential suites. C.: I don’t need a suite. How much does the standard room cost? R.: 500 euros plus VAT. C.: 500 euros? What are the room facilities? R.: I beg your pardon? C.: What does the room have for it to be so expensive? R.: The usual: the bed, first class wooden furniture, exquisite decoration, a full bathroom with the latest technology, a 42-inch cable television, minibar, safe, telephone and Internet access. The bathroom has a shower cabin with sauna and a jacuzzi. C.: Yes, fair enough, the usual. R.: Yes, but as you probably know, the Magnus Hotel is a top five-star hotel. Hence the prices! C.: Sure, OK, fine, but I’ve searched on the Internet and the price for a double room is 330 euros. R.: It’s true that once in a while we launch offers on the Internet, but it’s only for certain times of the year. Besides, if you want a double room for single use with an extra large bed that always implies a considerable increment over the standard room for one person. C.: Anyway, the dates I introduced in the application form were the same ones… I think I’d rather leave it here and make the reservation directly on the web. R.: As you wish, sir. Please don’t hesitate to phone again if you have any problems with your reservation. C.: Thanks very much. R.: Thank you, sir. Goodbye. C.: Goodbye. 2. Answer the following questions from the previous dialogue: a) Why does the prospective client require a king size bed?

b) Does this type of bedroom cost the same as an individual one? c) Does the prospective client like the room price? d) Does he end up making the reservation on the phone? e) Does he decide to try another hotel before making his mind up?

ORAL MEDIATION

3. Pretend that you are with a friend who is about to register in a hotel but she has difficulty communicating with the receptionist. You help her by whispering in her ear what the receptionist says (TRACK 35): R: Good morning, madam. C: Good morning. I have a reservation under my name. My name is Izaskun Bilbao. R: Very well, let’s see. Here it is: a single room with patio view, checking out Sunday 24th. Is that right? C: That’s correct. R: Very well, ma’am. May I have your passport, please? C: I don’t think so. What for? I’m worried it might get lost and I need it for my return journey. YOU: No, he means that… C: Oh, sorry, yes, of course, here you are. R: Thank you, ma’am. And your credit card, please? C: Do you want to know if I bought my car on instalments? YOU: No, … C: Oh, sorry again. My English and my hearing are not very good. Here’s my credit card. R: The bellboy will show you to your room. Peter, please. C: No, I don’t need to be shown the room. I’ll take it anyway. YOU: No, no,… C: Ah, OK, ha, ha,… silly me. […]

COMMUNICATIVE FUNCTIONS 4. Convincing.

Exerting influence on people is a very important skill, both in the personal and in the professional worlds. In the professional world it may enable you to convince your bosses to give you a project, to persuade potential consumers to buy your produce, to encourage a given company to join you to launch an idea together, etc. The image you have to give out is crucial: friendly, assertive, trustworthy, confident, reliable, knowledgeable, smart, and polite - yet close. Conversely, you must never appear too distant, bossy or patronizing. Let us see a few expressions that will help you influence on others: If you know what’s good for you, and I’m sure you do because you’re a really intelligent/smart

audience/person, you’ll agree with me that… It’s in your own benefit… If I were you, I would certainly… Don’t forget one thing: … You deserve nothing but the best; hence, … You should take into account that… I think what you really need… Come on, do yourself a favour… You won’t regret it.

5. Imagine a situation where you’re trying to persuade a potential foreign customer to rent a flat. Elaborate a few persuasive arguments about a particular one that you consider suitable for him/ her. You might do this activity with a partner who could play the role of the customer, asking you questions and making reasonable negative observations.

ORAL INTERACTION 6. Fill in the missing line of this dialogue with your own sentences. Say the missing part while you listen to it. Then compare your version with the transcription given and the full version you can listen to (TRACKS 36 and 37): R: Reception, Jonathan speaking. How can I help you? C: ___________________________ R: Don’t worry, ma’am. I’ll send a maintenance person to see what’s wrong and sort the problem out. C: ___________________________ R: I’m really sorry, ma’am. What we can do is bring you dry new towels and a dressing gown and we can let you use the bathroom of a nearby bedroom on the same floor you are. C: ___________________________ R: Let’s see… the closest vacant room is 241, which is right on the right hand corner from where your room is. C: ___________________________ R: While you finish your shower, the maintenance people will have a look at your bathroom and try to fix it. C: ___________________________ R: Oh, most likely, yes. C: ___________________________ R: As you like, ma’am, but I think it’d be easier for you and less hassle. C: ___________________________ [10 minutes later] C: ___________________________ R: Well, actually the plumbers have just arrived at the reception desk after solving the problem with your shower. Don’t worry, I’m sending you the bellboy to open your room for you. C: ___________________________

7. Read the previous dialogue aloud with your partner. Then change roles, simulating the situation and trying not to read the text in the book. 8. Read and interpret the following dialogue between two friends, one of which has just visited an apartment and is giving her negative impressions to her friend (TRACK 38): Andy: Have you seen the apartment? Kim: Yes, and I’m not going to buy it. A: Why? Was it ugly? How was it? K: It wasn’t really terrible, but it was old, too small and quite expensive. A: How many square meters did it have? K: Only 50. They told me it had two bedrooms, two bathrooms, a large living-room, a kitchen and a veranda with a superb view of the city skyline. A: And…? K: And it had a small living room. The kitchen was actually part of the living room. It was old and dirty, with chipped brown cupboards and old electrical appliances. The living room had beige carpet and you could see the stains on the floor and patches where the carpet was missing as if it had been chewed on by a dog. There was flowered wall paper and old fashioned furniture. A: I see. K: The bedrooms were dark and small. I couldn’t even walk straight in, I had to enter sideways. And if I opened the window, I could shake hands with the next door neighbour. A: Were the bedrooms facing the patio? K: Yes, as were the bathrooms. Well, what they called bathrooms, but there wasn’t a bathtub. Only one bathroom with a toilet and a sink, and another one with a rusty mouldy shower. A: How terrible! But then, the price… K: The price was outrageously high. The real estate agent asked me for 300,000 euros. A: It’s expensive, but not that much if you take into account the prices in Madrid. K: Yes, I know, but I can’t help comparing the capital of Spain, to my hometown, the capital of Washington State. A: What do you mean? K: I mean that I could buy a large house there for the price I have to pay here for an apartment which only has 50 square meters. For example, the house I lived in when I was a child, was a lot bigger. It had three storeys, a front and back yard, and a two-car garage. Inside there were four large bedrooms, three full bathrooms… A: What do you mean by “full”? Were there many people inside? K: No, ha, ha, ha… All three had a bathtub and a shower, apart from the toilet and the sink. You know, we don’t use bidets. Well, anyway, there was a large kitchen with a dining room attached, a large living room with a fireplace and a deck overlooking a lake. Then, the basement was the recreation room. A: Recreation room? K: Yes, we had a TV, a pool table, and video games. A: Wow! You guys must have been rich. K: Not really, we were middle class. That’s typical in that area of the States. A: You know what? Do you know where I could find information about living and looking for a job there? It must be paradise! 9. Answer the following questions on the text above: a) What kind of flat is Kim looking for? b) What didn’t she like about the flat she visited? c) Do you think Andy sympathizes with her? d) In which ways is Washington described to be better than Madrid?

ORAL PRODUCTION

10. /s/ and its variants. Listen to the difference between the words that contain letters –s-, -ss- and –sh-. The former two are more similar to Spanish /s/, while the latter does not exist in Spanish. It is like the universal sound people make when they ask somebody to be quiet (TRACK 39): [FOTOS BOCAS] she sea ship sip shade soap shop seat cashmere task cash postman mash boss shoe Susan bush castles The general rule is that 's' is pronounced /z/ (voiced, with vibrating vocal cords – you should feel your throat vibrating if you put your hand on it) when it comes between two vowel sounds, unless it is doubled. House = /s/ because the ‘s’ is the final sound in the word Housing = /z/ because the ‘s’ is surrounded by /au/ and /I/ However, there are just as many exceptions as there are rules. Here are some of them (examples are in blue; exceptions in red). At the start of a word, s- is read [s] (as in Spanish): sick, song, see, smile, sky, start [s] sugar [sh] Double s, ss, is usually read [s]: passage, glass, assume [s] pressure, assure [sh] dessert [z] Between two vowels, -s- is read [z] (the voiced counterpart of [s]): busy, presume, poison, housing, desert, these case, analysis, asymmetrical Before a voiceless consonant, not at the start of the word, -s- is read voiceless, [s]: obstacle, ask, aspirin Before a voiced consonant, not at the start of the word, -s- is read voiced: husband, Osmond, Oswald In the suffix -(e)s, indicative of the plural of a noun, the possessive case of a noun, or the 3rd person singular past tense of a verb, the -s is read voiceless, [s], when it comes after a voiceless consonant:

cats, tracks, boots, walks ...and voiced, [z], when it comes after a voiced consonant or a vowel: dogs, cars, skies, keys, days

VOCABULARY 11. At the hotel. Examine the following photographs and circle the name of the objects that appear in them from the respective boxes below: a)

liquour_cabinet soft_drinks refreshments spirits beverages off‐licence_beverages peanuts crisps nuts glass cup bowl mug bill bottle_opener beermat coaster straw  b)

wardrobe   cupboard    hanger   peg      safe      code    drawer    knob dressing_room changing_room  chest_of_drawers purse    chest  purse  c)

canopy    lamp    curtains   mirror  bedside‐table  cushion mini‐bar  wall_light carpet pillow wallpaper plaster bin alarm clock phone sheets bedding  d)

bathroom restroom toilet toilet_seat toilet_roll_holder toilet_paper toilet_brush basin jacuzzi sauna shower bath bathtub  glass_shelf shower_tray mixer_tap shower_panel bathroom_screen plug magnifying_mirror shaving_mirror fitted_hair_dryer bath_handle shower_curtain  12. Examine the following photographs and circle the name of the objects that do not appear in them from the respective boxes below: a)

carpet sofa bedside_table night_stand coffee_table ashtray magazine_rack reading_lamp balcony terrace portable_computer net_curtain lace_curtain thick_curtain  b)

lift elevator reception_desk receptionist shop_window display_cabinet glass_cabinet receptionist standard_lamp table_lamp floor_lamp grandfather_clock grandmother_clock clock hourglass sundial customers clients officials chandelier glass door c)

restaurant bistro cafeteria coffee shop bar snack kettle cutlery crockery plate dish free_buffet stool tray napkin tablecloth jug starter second_course dessert d)

bedroom suite hairdressers dry_cleaning massage spa room_service gymnasium swimming_pool entertainment escape_route nursery church casino games_room Which other objects can you identify in the photographs?

READING COMPREHENSION 13. Enjoy reading the following text on the most emblematic five-star hotel in the world (TRACK 40):

Overview

Hotel Ritz Madrid is located in the very heart of Madrid, opposite the Prado and Thyssen Bornemisza museums and just a short stroll from the picturesque Retiro Park and Botanical Gardens. Madrid's most emblematic hotel has 137 individually decorated rooms and 30 suites, each furnished in true belle époque style incorporating linen sheets and exclusive hand woven rugs that make the Hotel Ritz Madrid experience so unique.

Dining In The highly acclaimed Goya restaurant offers a wide selection of typical Spanish and Mediterranean specialties amidst a relaxed and elegant atmosphere. In spring and summer the famous Ritz Terrace and Garden open to reveal their splendour to the cream of Madrid's society. Here one can lunch, dinner or alternatively take a cocktail "al fresco" before embarking on a discovery of one of Europe's most exciting capitals.

Recreation and Health In-house fitness center with sauna, massage service, and solarium. Golf, tennis, riding, and other sport activities nearby.

Features Elegant public areas. Banquet and reception rooms for 20 to 450 people. Hair salon. Private car airport transfers included in suite rates. Garage facilities. Business center.

(adapted from http://www.lhw.com/property.aspx?id=125&tcscode=L52) 14. Answer the following questions about the text: a) What type of hotel is the Ritz Madrid? b) What does its clientele seek when they stay at this hotel? c) What type of restoration does it offer? d) Is it possible to celebrate parties there? 15. Read the following text on how to make a soufflé:

This recipe is from my sister-in-law and it is a great dish to serve for a Sunday brunch. Put it together the night before, refrigerate and pop in the oven about an hour and a half before serving. Delicious!

RECIPE INGREDIENTS Butter, softened

10 slices white bread

12 ounces SHARP cheddar cheese, shredded

12 ounces mozzarella cheese, shredded

8 eggs, lightly beaten

3-1/2 cups half & half

1/4 teaspoon paprika

1 teaspon minced onion

1/2 teaspoon curry powder

1/8 teaspoon red pepper (ground)

1 teaspoon Worcestershire sauce

1 teaspoon dry mustard

DIRECTIONS Butter sides and bottom of a 13 x 9 inch baking dish or 2 (9-inch) square or round baking dishes.

Remove crusts from bread, butter each slice, and cut in cubes. Place half of the buttered cubes in baking dish (or, if using two dishes, use a 1/4 of the bread) and sprinkle with half the cheddar and mozzarella cheeses (or if using two dishes, use a 1/4 of the cheese). Then add the remaining bread in another layer and top with the remaining cheeses. Combine eggs, half & half, paprika, onion, curry powder, red pepper, Worcestershire sauce and mustard. Pour over bread and cheese mixture.

Cover and refrigerate overnight.

Bake at 325 degrees for 1 hour, or until knife inserted in the center comes out clean and top is lightly browned.

It makes 8 to 10 servings. (adapted from: http://www.cooking.com/Recipes-and-More/recipes/Never-Fail-Egg-Cheese-Souffle-Casserole-recipe-10001657.aspx) 16. The directions section in the text type above has many points in common with other types of instructions (of any mechanism or equipment). If ,for example, you were to leave a note with a set of instructions for a colleague explaining what s/he has to do to use a specific piece of computer equipment, that is the sort of text you would write (Switch the computer on; Open the installation program: Download all the files; etc.). Undertake one of the following two activities: Write a cooking recipe for a traditional dish from your area. Write a set of instructions for a kitchen appliance or some other type of gadget.

COMMUNICATIVE FUNCTIONS 17. Giving instructions and orders and making requests. This is part of the daily routine at work. You may give instructions to somebody so that they can operate their computing equipment, deal with a particularly awkward or delicate situation / client, or perform their daily duties. The typical construction used for instructions is the imperative: Do this, do that. There are a couple of things to bear in mind: In order for the instruction to be polite, you need to say please – always. You may say it at the beginning or at the end of your request, but the former is more polite (the examples below are divided according to their level of courtesy): Please, kindly give me an explanation for what’s happened. Would you be so kind as to…? Kindly sit down and keep your arms to yourself. Can you, please, do the following for me: …? Don’t interrupt the speaker, please.

Stop what you’re doing at once. Do sit down, will you? Don’t you ever dare do that again. 18. Question & answer matching. Match the following request sequences, paying attention to both their content and form:

a) Do you mind if I smoke? b) Is it all right if I leave early? c) Is it okay if Sammy comes with us? d) Is it okay if I borrow these keys? e) Is it ok if I drink my tea here? f) Would you mind if I asked you something? g) May I use your pencil? h) Would you like some company? i) Would it be all right if I parked here? j) Is it okay if I turned the lights off?

1 - Yes, take them. 2 - Fine by me, just ask your father as well. 3 - Sure, make yourself comfortable. 4 - I’m actually busy with it right now. 5 - I’m afraid it won’t be possible today. We are short of staff. 6- No. This is a tow-away zone. 7 - No, go ahead! 8 – No problem, our pleasure. 9 – No, what? 10 - Not just yet; please leave it on.

WRITING 19. Essays. There are many types of essays. Descriptive essays are normally used to describe people, places, objects and situations. Their goal is generally literary or knowledge dissemination. Depending on the situation, you may need to describe a fact or an object. Claiming lost property in an airport or describing a thief to the police, for example, are very typical situations where descriptive texts are used. Academic, scientific and professional essays are prototypical descriptive essays whose purpose is to disseminate knowledge. One important feature of these type of texts is the relative relevance of the author in contrast with what is being described or explained. The result of this is the extensive use of the passive voice. However, in Spanish there are other devices, which are more frequently used, to avoid mentioning the subject or the author in an event: using 3rd person plural or the “impersonal pronoun”. Apart from the passive voice there are the Spanish se forms. This is why it is important to avoid translating English passives for Spanish passives since they are not completely equivalent one-to-one structures. It is important to organize the information well. Think of the mental image of your reader. Your duty is to make reading your text easy for him. See the following example of the description of a person (TRACK 41): We’ve known each other since our first year in kindergarten. She has always been my best friend, and our friendship has remained intact throughout the years. We lived in the same neighbourhood, our parents were friends, our brothers were friends and our first

dates were friends. How could we not be friends? I’ve always trusted her because she has backed me up in bad situations, like when I was bullied at school and she defended me in front of the bad guys, or when I lost my dog and she helped me to look for it until we found it five days later and 200 km away, or when my wife and I got a divorced and she took me on a cruise to the Caribbean to cheer me up. She has always given me good advice, as she is very reflexive and looks at things from a distance to see the problems and analyse them and try to find the best solutions. She is not only bright, but very witty and intelligent. She studied Law and Economics, and joined the Bar just a year after finishing her studies. She can sometimes be a bit stubborn, but she is always willing to compromise. Although she seems very serious, she’s very talented and creative. She can write exquisite poems, paint beautiful water colours, and dance classical ballet. Physically, you could say that she is an attractive woman. She is still quite pretty. She is tall, slim, classy, always dresses very well. Her face is oval with pronounced cheekbones and full lips, which makes her look very exotic. Her green eyes used to be very pretty, but she’s now wearing thick round glasses and has got laughter lines. If I were her, I’d wear contact lenses and let my hair grow longer, since she has a hair cut that, in my opinion, does not suit her at all. She is only 45 but it makes her look ten years older. Anyway, what I do not understand is why she never got married. After having gone out with Jean Paul for ten years, she got tired of him and they broke up, which left him depressed. Since then, she has never gone out with anyone else. 20. Now read the following essay (adapted from: http://www.essay-911.com/samples/culturalidentityineducation.htm). It consists of several sections. The first one is the Contents or Index section, which contains the headings of the rest of the sections of the essay. Sometimes there is an Abstract (summary) instead of or as well as the Contents. An abstract is a section at the beginning which sequentially describes the main contents of the essay in a sequential way. Then there is typically an Introduction, one or more sections and subsections and finally, the Conclusion and the Bibliography, which contains the articles, books, web sites, etc. referred to in the essay.

Cultural Identity in Education

Contents 1. Introduction 2. Cultural identity in the modern world 3. Cultural identity in educational system 4. The role of cultural identity in educational process 5. Conclusion 6. Bibliography

Introduction Nowadays, the problem of cultural identity should not be underestimated. In fact, in the modern globalized world there is a strong trend to losing national identity in the result of the amalgamation of culture, or, to put it more precisely, in the result of the growing impact of western culture on other culture of the world. At the same time, individuals naturally cannot live without identity. This is why willingly or not they develop certain cultural identity under the impact of a variety of internal and external factors that actually shape their personality. In fact, individuals’ identity is inseparable from their personality [1]. Consequently, human relations are, to a significant extent, predetermined by their cultural identity that effects dramatically their

communication. As a result, it is always necessary to take into consideration the peculiarities of cultural identity of each individual, especially in education because modern education, being an extremely complicated process, is based on the idea that each individual is unique and his/her needs should be met in the process of education.

Cultural identity in the modern world Before discussing cultural identity in the context of education, it is primarily necessary to briefly dwell upon the concept of cultural identity in the modern world. In fact, the modern concept of cultural identity is based on two key elements, notably modern identity implies being alike other people within a group and common categorizing of outward phenomena, such as race or clothes people wear [2]. However, in recent year such an attitude to identity is considered to be simplistic and specialists insist that it should be expanded. Obviously, such a definition of identity implies that cultural identity is basically formed in the process of the development of individual, i.e. it is acquired in the result of social relationships of an individual with other people. In stark contrast, to this position, there is an ultimately opposite view on cultural identity as the product of human nature.

[…] Conclusion Thus, taking into account all above mentioned, it is possible to conclude that nowadays the cultural identity is extremely important and affects the educational process dramatically. It is necessary to underline that in the current situation cultural identity cannot remain fixed, especially in the sphere of education but, instead, should be constantly modified in order to make students conscious of their own cultural identity and that it is not always an objective concept. Moreover, one of the major tasks of progressive educators is to treat students equally and objectively, taking into consideration their cultural identity. What is more, teachers possess certain authority in education process, consequently, they should use it properly in order to avoid revengeful or scornful attitude to students. At the same time, in relation to lower class students, teachers could change the cultural identity of such students for better and improve their self-esteem.

Bibliography 1. Bauman, Z. Modernity and Ambivalence. Ithaka, New York: Cornell University Press, 1991. 2. Chriss, J. “Looking Back on Goffman: The Excavation Continues.” Human Studies, no. 16, 1993.

20. Do one of the following three activities: Summarize the text in section 15 of unit 3. Describe a person of your own choice Write an academic/ professional essay about a topic related to your current studies or occupation.

GRAMMAR REVIEW 22. Hiding the agent. There are several ways to hide the identity of the agent: Using the 3rd person plural personal pronoun They always say that children these days are less

cultured than ever, but it can’t be true. Using a general noun like “people”, “experts”, etc. People think we are manipulated by the big

stores at Christmas. Using the passive voice.

We use the passive voice when the subject of the sentence is not important, not known, you want to hide its

identity for whatever reason, or there is a more prominent part: The results of the elections were broadcast by 8 p.m. For example, it is also used in polite situations, not to blame someone:

A dish has been broken. In many shop windows we can read: "English spoken". We do not know who speaks English, but if we only speak English, there will be someone there capable of communicating with us. Conditional:

The waiter would serve the liqueurs (active form) The liqueurs would be served by the waiter (passive form) With modals:

The waiter may serve the first course (active form) The first course may be served by the waiter (passive form) Auxiliary + perfect infinitive:

The waiter should have served the aperitifs (active form) The aperitifs should have been served by the waiter (passive form) If the passive corresponding to the active past continuous is needed, normally the non- continuous past form is used:

The waiter has been serving olives and nuts all day (active form) Olives and nuts have been served all day (passive form)

Usually the passive is constructed with the corresponding form of be + past participle, but we can also use get in a more familiar register:

John got carried away by the crazy music.

Only transitive verbs can be used for passive constructions, but not all of them can be converted into passive. Those are: become / contain / fit / hold / lack / resemble / suit:

*The computer is contained in the box. Some intransitive verbs can also sometimes be used in a transitive way and form a passive structure:

The cargo will be flown tomorrow (fly). More buses will be run on the day of the general strike (run). This sculpture must be stood on the stand (stand). The dog has to be walked daily (walk).

Usually we have a direct object in the active structure which becomes the subject of the passive one, but sometimes there are two objects in the active voice: the direct and the indirect object:

Mary told me the news. I was told the news (by Mary). See a few more common examples and notice how they are likely to be preferred to their respective active counterparts in most situations:

You will be shown the right way (Somebody will show you the right way). She was told to be reasonable (Somebody told her to be reasonable). We were offered a cup of tea (They offered us a cup of tea).

He should be promised nothing (They should promise him nothing). Note in the example above that the main preposition to indicate agenthood is by. Authorship may be indicated by a double possessive:

She really likes that play of Shakespeare’s. To denote the means or the instrument prepositions with or in are used:

The garden was covered with snow. The letter is written in ink. He was killed with a stone (Notice the difference in the responsibility of the action: He was killed by a stone).

23. Fill in the blanks with the right passive forms of the verb in brackets. a) The parcel (send) tomorrow. b) The composition must (finish) by tomorrow morning. c) Yesterday my bed (make) by my husband. d) The car has (fix) this morning. e) We (consider) for the job but rejected it in the end. f) They should (explain) what to do so that they don’t make mistakes. g) The bride and the bridegroom (ask) to wait at the altar when they arrive. h) My boss (send) all the dossiers of her employees an hour ago. i) Our new model (ship) over next Wednesday. j) I hate (told) what to do by everybody all the time! 24. Transform each of these sentences into a passive one: a) The president ran the hotel very cleverly. b) Peter sells these premises today. c) Anna may have left her purse deliberately. d) The students have finished their assignments. e) My friend will prepare a brunch at midday. f) My boss offered me a pay raise. g) The personnel of this hotel can speak Basque. h) They must give a speech during the ceremony. i) We must consider all the details before making the decision. j) The authors wrote this sentence in haste. 25. Adding and omitting elements. It is rather common in the English language to leave long and complex elements towards the end of the sentence. Compare the following examples. Which of the three sounds least natural?: To talk to Steven when he is in a good mood is very easy. It is very easy to talk to Steven when he is in a good mood. Steven is very easy to talk to when he is in a good mood.

As you can see, in the second sentence the information about Steven is put towards the end of the sentence, so the subject position is filled with “it”. Consider a few more similar examples: It is raining cats and dogs outside. It was late so we packed up and left. It is true that prices have been raised too fast lately.

Elements can be omitted to avoid repetitions: The third and fourth candidates walked in for the interview. The tallest men and women were selected for the match. I drank tea and she coffee.

Subjects can only be omitted when the clause forms part of a coordinated sentence: She inhaled the smoke and started to cough profusely. They disagreed with the decision and left the meeting. *We established the norms because had been appointed to do it.

26. Correct the following sentences if necessary: a) To hide away from me won’t solve anything. b) It is a man waiting outside for you, shall I call him in? c) They were three days a week that we had to have the treatment. d) It was after midnight that I left the office. e) I’ve had enough with this place – I’m leaving for good! f) They shook hands and left. g) The doctor told us the diagnosis so gave us the treatment. h) Although the student had studied hard, failed. i) The secretary is not here because he went for a coffee or is making photocopies. j) She wrote a new novel and he too.

CULTURE

27. Read this factual information about Australia. Pay attention to the highlighted words and expressions. Australia is the sixth largest country in the World. Surprisingly enough, there are only 20 million inhabitants, who live in the largest cities such as Canberra, the capital, Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia has been populated for over forty two thousand years by the Australian aborigines. After the sporadic visits of northern fishermen, and European explorers and dealers which started in the 17th Century, the eastern half of the continent was claimed by England in 1770. In 1788 this part of the world was established as a penal colony – an uncomfortable situation which made it gain the nickname of “the world’s rubbish bin”, due to the appalling sociocultural profile of its early European inhabitants (mainly delinquents and criminals) in New South Wales. During the 19th Century five other British colonies were established after the arrival of settlers, the demographic increase, and the exploration of new areas. On March 25th 1954, all six colonies federated and formed the Australian Commonwealth. From this moment it has had a liberal democratic political system and it has remained a monarchy within the British Commonwealth.

In the conventional organization of continents, Australia belongs to Oceania, which also groups the Pacific islands. However, English speakers typically refer to the “Australian continent”, in spite of the fact that Australia does not constitute a continent from a geological point of view. New Zealand and its neighbouring islands do not form a continent together with Australia either, as they do not belong to the Sahul platform, but this association is motivated by historical and political proximity. In geology, a “continent” is a well defined concept and, for example, from a geological viewpoint, India is a separate continent from Asia.

The early writings about the discovery of this new land by European explorers date back to the beginnings of the 17th Century. It seems highly probable that it took place in the 16th Century, because the northern coast of Australia appears represented in the Spanish and Portuguese cartography of the time, and some sketches in French cartography. However, what is certain is that in 1601, Portuguese Godinho de Heredia reached the point known today as Van Diemen cape. Luis Váez de Torres, a Portuguese sailor at the service of the Spanish crown, most probably caught sight of the northern Australia coast as he navigated through the strait that holds his name, between New Guinea and the Peninsula of Cape York between the 1st and the 9th October 1606.

In 1770 the Endeavour expedition lead by James Cook navigated and charted the east coast, disembarked for the first time in the continent in Botany Bay on April 29th. Cook then sailed northwards and, before leaving, he disembarked in Possession Island, in the Strait of Torres on August 22nd 1770. There he formally claimed the eastern Australian coast and called it New South Wales. Since his discovery resulted in the first European settlement, he is often considered the discoverer of Australia, although the true discovery had taken place more than a hundred and sixty years before.

Alter his return to England, the reports that had been written during the expedition caused great interest about the continent since it was considered that it could be a solution to the problem of the overpopulated British prisons, which was worsened by the loss of the American colonies. Therefore, on May 13th 1787 eleven ships left from Portsmouth commanded by Ar. Phillip towards Botany Bay with about one thousand five hundred people on board, including sailors and officials, apart from 772 cows. The fleet arrived at Botany Bay but, since the place was inhospitable, they went to Port Jackson, the current location of Sydney. The captain became the first colony governor and the day of the disembarkation, January 26th 1788, the first national day.

The Northern Territory was funded in 1863 as part of the Southern Australia colony. Victoria and Southern Australia had been funded as “free”, that is to say, that they were never penal colonies, although they had previously received some prisoners from Tasmania, but never from the United Kingdom. Western Australia was also funded free, but later on it accepted the transportation of convicts due to the lack of labour hand it was suffering. New Zealand belonged to New South Wales until 1849, when it became a colony of its own. The transportation of convicts was not progressively abolished in the whole Australia until 1840-64.

28. Answer the following questions about the text: a) Is Australia densely populated? b) Is Australia an independent country from the United Kingdom? c) Does it form a continent of its own? d) When was Australia discovered and by whom? e) Is it true that Australia was for a long time a British penal colony?

TASKS AND PROJECTS 29. You are a group of investors who are going to set up a restaurant. Elaborate two of the following

types of menus: - An ordinary daily menu - A luxurious menu for an important celebration - A vegetarian menu - A kiddies’ menu

MY PORTFOLIO 30. Write down the best two web sites you know of and you typically work with to help you with the

following:

- Acquisition of new vocabulary ……… ……… - Looking up unknown words ……… ……… - Grammar practice ……… ……… - Pronunciation

……… ……… - Audio skills ……… ……… - Reading ……… ……… - Writing ……… ………

SELF-ASSESSMENT 31. What difficulties have you found in this unit? ....................... 32. Check your own learning after the study of this unit: I'm now capable of …(√) Not

very well

A little

Well Very well

talking about different types of accommodation and catering.

buying and renting a place to live. making a reservation in a hotel and dealing

with one as a professional.

ordering a meal at a restaurant and serving one as a professional.

designing different types of menus. writing cooking recipes and operating

instructions.

persuading others effectively, giving instructions and making requests.

building passive sentences. adding or omitting functional elements in the

sentence as suitable.

writing different types of essays. appreciating and talking about the history,

geography, and culture of Australia.

TO KNOW MORE E http://www.lhw.com/OfferPage.aspx?id=183&ext=Search&utm_source=google&utm_medium=cpc&utm_campaign=Brand&utm_term=Google_Sitelinks_GreatEuropeSale&gclid=CPbGouGmgaMCFeFc4wodgSLreA The Leading Hotels of the World http://www.bed-and-breakfast-london.co.uk/

Bed and breakfasts in London Passive voice: http://www.ego4u.com/en/cram-up/grammar/passive http://www.englisch-hilfen.de/en/exercises_list/passiv.htm http://www.accommodationforstudents.com/ Accommodation for students in the UK http://es.wikipedia.org/wiki/Australia Australia