English r International Tourism Elinor RidlerEn glish or International TourismPearson Education Limited Edinburgh Gate Harlow Essex CM20 23E England and Associated Companies throughout the world. www.longman.com © Pearson Education Limited 2003 The right of Elinor Ridler to be identified as author of this Work has been asserted by her in accordance with the ‘Copyright, Designs and Patents Act 1988, All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published 2003 ISBN 0 582 479908 Set in 10/12pt Times New Roman Printed in Spain by Graficas Estella ‘Acknowledgements The author would like to thank Amanda Bailey, Iwonrta Dubicka, Philip Lamble, Margaret O'Keefe, Ian Wood and all the staff at Pearson involved in the production of this book for all their help and encouragement. The front cover photographs are all © DK with the exception of the middle image which is © Quadrant Picture Library/The Flight Collection. The back cover photographs are all © DK. Images taken from DK Eyewitness Travel Guides published by Dorling Kindersley Limited: ‘Travel Guide Amsterdam - page 83; Travel Guide Barcelona - page 81 and 82 Designed by Jennifer Coles Illustrated by Bill DonohoeContents Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 14 Unit 12 Unit 13 Unit 14 Unit 15 Introduction. Allin a day's work Fly-drive holidays Table for two City tours Water cities Consolidation 1 Cruise ships Service and safety East meets West Window seat or aisle? Business or pleasure? Consolidation 2 The great outdoors Winter holidays Land of smiles Enjoy your stay Winds of change Consolidation 3 Photocopiable resources 10 4 18 23 29 34 38 42 46 50 52 56 6 67 nm 7 79Introduction Aims of the course English for International Tourism Pre-intermediate is designed for people who need to improve their English because they are training to work or are already working, in hotel or tourism industries. The course is intended for students who already have a basic knowledge of English. It is suitable for students studying in either a monolingual or a multilingual classroom situation. ‘The syllabus is multilayered. Based on topic areas and. professional skills relevant to the students, it also incorporates a related comprehensive grammar and vocabulary syllabus and systematic work on speaking, listening, reading and writing. It takes an integrated approach to pronunciation and includes revision. Structure of the course The course consists of a students’ book, teacher's book, ‘workbook and class cassette / CD. The students” book contains fifteen units. Each unit deals with an area of the hotel and tourism industry and related professional skills ‘such as dealing with complaints, talking on the telephone, recommending sights and taking orders in a restaurant. In addition, cach unit has a grammar and a lexical focus. After every five units there is a consolidation unit which ccan be used either for assessment of student progress or for revision. A summary of the unit contents can be found on pages 4-5 of the students’ book. The notes in the teacher's book are designed to help teachers use the material inthe students’ book most effectively and adapt it in terms of procedure, length or difficulty to suit their own classes. It includes explanations of terminology and references specific to the hotel and tourism industries for teachers not familiar with the subject. There is also a bank of photocopiable material on pages 79-94 of the teacher's book which ean be used to extend or adapt a lesson, or for revision later. Skills ‘The four skills - reading, writing, listening and speaking ~ are practised and developed in each unit of the coursebook. The teaching material comes from a wide range of sources related to the hotel and tourism industry, including the Dorling Kindersley Eyewitness Travel Guides (see page 5), travel- and tourism-related websites, travel brochures, journals and so on. The varied tasks in each unit are suited to the needs of hotel and tourism students, providing many opportunities for students to use their existing knowledge of the English language and the new input in a wide range of contexts relevant to their eld. ‘The range of text types throughout the students’ book reflects the industry and provides the students with practice in various real-life situations, from writing letters of apology and CVs to dealing with customers on the telephone, taking orders in a restaurant and giving presentations Listening: There are listening tasks in each unit, The listening extracts, which are on both cassette and CD, are again relevant to the industry, including dialogues between hotel staff and guests, and between travel agents and customers, The tapescripts for each extract ate provided at the end of the coursebook on pages 132-143 and can be used to give extra support for less advanced listeners. They can also be used for self study, to check language and students can even listen and read the tapescript simultaneously. Speaking: There isa strong focus on this skill throughout the course, as the ability to communicate well in the hotel and tourism industry is essential. There isa variety of speaking activities in the students’ book, with extra suggestions for further speaking practice provided in the teacher’s book. Students practise the language through realistic tasks and there is help with the appropriate language and level of professional formality that are necessary in diferent situations. The speaking tasks range from basic telephone dialogues to more complex problem-solving activities and formal presentations. The productive skis are further practised in the professional practice tasks (see page 5). Reading: In both the students’ book and the teacher's ‘book, guidance is given on how to approach a text to improve students’ reading skills. The tasks vary from one unit to the next, Further reading practice, which can be sel for homework, is provided in the workbook. Writing: In addition to accuracy and range of language used, students learn the importance of effective communication of message, style and organisation in formal and informal written documents. They are also given the opportunity to consolidate what they are Tearning by means of an ongoing course project, the travel ‘Buide project (see page 5).Language The language presented in the course is introduced and practised in context in both the students’ book and the ‘workbook. The language introduced in each unit is highlighted in the language focus boxes which appear throughout the students’ book. The course provides a graded grammar syllabus combining language that is necessary for students at pre-intermediate level and language which occurs frequently in the hotel and tourism industry. Vocabulary New vocabulary, which is topic-based and directly related to the hotel and tourism industry, is generally introduced through the source materials. Students are given the ‘opportunity to practise the words in a variety of tasks in both the students’ book and the workbook. There are also tips in the students’ book and teacher's book which help students to organise and learn the new vocabulary. Professional practice The course has a strong focus on students’ developing professional skill. Each unit of the students’ book has at least one professional task, the language and structure of which are provided in the professional practice boxes. The tasks are either spoken, such as selling a conference venue or persuading a client to buy a package tour, or written, such as writing a hotel description or a covering letter for, acy. Pronunciation There is a strong focus on pronunciation throughout the course, especially on intonation and stress patterns. It is easy for non-native speakers of English to sound unintentionally rude or aggressive as a result of inappropriate pronunciation. Over the course, students are made aware of the pronunciation features which help them to sound polite and enthusiastic. There are pronunciation tips and practice in the students’ book, ‘workbook and teacher's book Consolidation units ‘These extra units are designed to offer a diagnostic tool for the students’ language development. They focus on the grammar and vocabulary from the previous four units, reviewing them in slightly different contexts. The exercises can be used selectively throughout the course or set as a test at the end of every five units. Weblinks Reference is made thoughout the teacher’s book to useful weblinks. They can be used to find information in a variety of ways, depending on the school facilities and INTRODUCTION students’ access to the internet, eg. students can look up information in class or at home, or teachers ean research sites and then print out information for use in class. The weblinks are particularly useful for finding more information about the topics and places in each unit and for researching information to include in the travel guide projects Google and Ask Jeeves are two search engines which provide an endless source of information. If you want to find information about any subject, just go to these search, engines and ask for the information you require. They will, then refer you to relevant websites. Give these weblinks to your students at the beginning of the course as they will help them when they need to research a topic during the course hitpsfiwww.google.com http:wwwask.com Dorling Kindersley Eyewitness Travel Guides The Dorling Kindersley Eyewitness Travel Guides are a seties of illustrated travel guides which give extensive information about different destinations around the world, They provide detailed information on the history, culture and customs, sites, things to do, places to stay, places to eat and travel tips for the relevant city / country. Many of the reading texts in the students’ book are taken from these guides, thus providing authentic texts for class use. The guides themselves also serve as a useful reference for teachers if they need more information about the destinations in the units. These guides are the basis for the travel guide project. Travel guide project As an integral part of the course, students are encouraged to write a travel guide for their own city or area. This guide is added to throughout the course and is based on the Dorling Kindersley Eyewitness Travel Guide features that are integrated into several units, The project can be done individually, in pairs or in small groups. It gives students the opportunity to consolidate language and vocabulary input in a personalised context. The teacher's book indicates when students should produce something for the project, what information they should include and. how they might present the information.()_ Allina day's work Tae Professional skills: completing hotel registration forms present simple and adverbs of frequency hotel jobs, work duties, countries and nationalities ‘Website: http:/travel.dk.com Unit notes Before you start working on the unit ask your students what they know about the hospitality industry and whether they are interested in working in it. It is useful for ‘you to get some ideas from them before you start. In this ‘way you can see how much they know and what their interests are. Exercise 1, page 6 [Ask students to look at the pictures and give them a few minutes to think about the advantages and disadvantages of working in a hotel before comparing their answers with their partners and then with the rest of the class. Students will now be well prepared to do the next exercise. Exercise 2, page 6 Tell students to scan the text and not to worry about detail at this stage. Tell students to read the text in order to find the advantages and disadvantages of working in a hotel and then to compare them with their own ideas from exercise 1. Ask them whether they think the advantages outweigh the disadvantages, Exercise 3, page ‘Now students need to read in more detail and may need help with some vocabulary. When they have found the answers, ask students to self-check in pairs first. NB Students often make mistakes with responsible as the construction may be different in their own language. Responsible is neither a noun nor a job title in English. Exercise 4, page 7 Before doing this exercise, look back at the answer to question 1 in exercise 3 and ask students to discuss in Pairs what each job or area of work involves. In this way students have to think for themselves and it gives them a ‘chance to share their knowledge about the different jobs. ‘Ask them to do the vocabulary exercise in pairs so that they can discuss the jobs and help each other with, unknown vocabulary. Workbook homework: exercises 1 and 2, pages 4-5.Exercise 5, page 7 Let students say each word and decide whether or not they can hear the /h/ sound. Then say each word yourself before checking answers as a class. Extra Activity ‘Tell students to hold their hands in front of theit ‘mouths and to pronounce the words in the box. Try to elicit from them what they can feel when they say the words with the /h/ sound and what is different when they say hours. Answer: when they pronounce the Mhf they can feel their breath on their hands while when they say hours they can feel nothing. Exercise 6, page 7 Give students a few minutes to write down their ideas before talking to their partners. Ask them to find out ‘whether thei ideas are the same and then to agree on the two best things. Exercise 7, page 8 Before playing the CD / cassette, tell students to look at the photographs of Darina and the Caribbean and to ‘comment briefly on them, predicting what het job may involve and what it would be like to work in the Caribbean. It is useful for students to have some ideas in mind before they listen. As they will not be able to guess what SOs and COs are, tell them to focus only on this information, Play the CD / cassette twice if necessary and stop after each extract ‘when they hear it for the second time. See tapescript (students’ book page 132) Exercise 8, page 8 Before playing the recording again, ask students to predict ‘what the job involves and to tick what they think is appropriate. They may also tick what they remember from the previous hearing. 1 ALLINA DAY'S WORK Exercise 9, page 8 Students can also try to predict the answers to this exercise, It would also be interesting to see what ideas students have about the industry and then to see whether they coincide with Darina’s answers (they may be surprised). See tapescript(students’ book page 132). ‘Once you have checked the answers, ask students to ‘comment on Darina’s working hours. Are they good hours? Would you like to have a timetable like this? Workbook homework: exercise 4, page 6. Language focus: Adverbs of frequency Let students work out the rules themselves by looking at, the examples. If they have any difficulties, put one ‘example of each on the board and look at them together. Ask students where the adverb isin relation to the verb be and the other verb. ‘See grammar reference section (students’ book page 125). Exercise 10, page 8 Tell students that they are going to interview each other to find out how often their partner does various things. As they speak, they should take notes. Brainstorm the kind of things they can tell each other about: how often they go to the cinema, read, do sport, go abroad, etc. ‘They need to find enough information to be able to write ‘one sentence for each adverb. Depending on time, you could set the written part for homework, Workbook homework: exercise 3, page 6. Exercise 11, page 9 Students generally find listening and taking notes difficult even if they only have to write a few words. For this reason, they need to develop good habits. They should always read the questions very carefully before they listen, for example, so they know what kind of information to listen out for. As this is the first listening exercise like this in the book, read through the questions as a class and ask students what kind of word or words they will need to use in order to complete the information. ‘See tapescript (students’ book page 132).1 ALLIN A DAY'S WORK a number (write as a figure or a word) 2a verb in the infinitive 3. reason 4a verb in the third person ‘They should also decide which ones will eed more than one word. a = es Play the CD / cassette twice before asking them to compare their answers, If necessary play it a third time, stopping after each question to check the answer. Isix, eight 2 train 3can contact 4checks Language focus: Present simp! Although students should be familiar with this language point by now, itis a useful reminder to focus on the use of the auxiliary, the often-forgotten third person s and the irregular verbs (have-has | do-does | finish-finishes). See grammar reference section (students’ book page 125). Exercise 12, page 9 This exercise is to practise and check the present simple in the form of an interview. Ido you do 2 go 3don’t usually stay 4is 5 do you do 6 visit 7 has 8 g0 9 plays 10 Do you stay _ “Ui don't stay 12 start 13 like 14 watch 15 don't do Workbook homework: exercises 5-7, pages 67. IF) Photocopiable extra, see page 79 This is a whole-class mingling activity in which students have to find someone who has the same job as them. Half the cards show the job title while the other half show the duties that each job involves. If you have more students, than cards, make extra copies of some of the jobs and, their corresponding duties. Give each student either a job card or a duty card. Make sure that each student has a card that corresponds to another student's card. Give them time to think about what is written on their card, which they must not show to anyone else. Tell students that they have to find another student who does the same job as them by asking yes/ no questions, for example if a student has a card which says housekeeper they should ask questions corresponding to this job, eg. Do you clean rooms? Do you change bedding and towels? Ifa student has a duties card, they should find someone with the corresponding job card. Are you a housekeeper? ‘They should go around the class asking questions until they find their partner. Extra Activity ‘The cards can also be used for a Pelmanism matching, game. Divide the class into small groups. Give each group a copy of the jobs cards and duties cards, preferably stuck on thick card. Place all the cards with the writing face down. Students take it in turns to tum over first a duty card, then a job card to find the pairs. Before they pick up a job card, they have to say the name of the job. If they do not know the name, they cannot pick up the job card. If the cards do not ‘match, turn them face down again after showing them to the other members of the group. If they find a matching pair, they keep both cards until the end of the game. The winner is the person with the most cards at the end. Exercise 13, page 10 Now students talk about themselves. In order to complete the sentences, students need to work together and find out information about each other regarding the topics in the box. While they are speaking they should take notes so that they have the information ready when they write their sentences, When they have enough information, they can ‘rite their sentences and then report back to the class. NB Students often have problems with what to do with the verb after none of us. In fact native speakers often disagree about this point too. In general, the verb can be either singular or plural. The singular is more formal while the plural is more informal. Exercise 14, page 10 Introduce students to the individual sounds first. Say them yourself and ask them to repeat after you. Exaggerate the sounds to emphasise the difference between them. Then say each word in the box to help students put them in the appropriate groups. When they have finished grouping the words, ask students to repeat each word after you.Extra Activity ‘Ask students to work out the rules for themselves and then to add another verb to each group. NB Not all the possibilities are here (see below for extra rules and examples). Rules: isl after verbs ending in /U ‘Aad after verbs ending in favs, fai/ and Wi ial after verbs ending in ff and if Extra rules and examples: 4s) after /p! and Iki, eg. stops, picks dial after ks! and Isl, eg. fixes, kisses ‘al after all other endings, eg. needs, sees, sings Exercise 15, page 10 This exercise serves as preparation for the writing activity. ‘im exercise 16, providing students with a model to ‘work from. Ask students to look at the webpage and to comment on it. Where would you find it? Who is it for? What other Sxformation would be on the site? Students then read the ‘webpage and answer the questions. As they answer the ‘questions remind them to underline where they find the answers in the text. Exercise 16, page 10 Before students start the exercise, elicit the questions they ‘seed to ask in order to complete the information, What is surname? What does he do? What's his job? What are ‘Ris duties? What does he like about his job? Direct students to the pairwork files at the back of the ‘Book and remind them not to look at their partner’s ‘information. Once they have all the information, they ‘write the texts with the help of the description about ‘Vanessa. The texts should be in the first person as in the ‘britishainways.com Unit notes Introduce the theme of air travel by asking students whether they have ever flown. In groups students share their experiences of air travel. Give them some prompts if necessary: Where did you go? Did you enjoy the light? Were you nervous? For those who have never travelled by plane, ask them whether they would like to fly, Where would you like to go? What do you think it would be like? Exercise 1, page 58 In pairs, students decide the names of the different jobs and what the people are doing. Can you think of other Jobs that people do at airports? Discuss which jobs they ‘would / would not like to do. ‘nvagent; checking passengers 3 Seaton pg pos Exercise 2, page 58 ‘Ask students who have travelled by plane about the check-in procedure. What happened and what questions were you asked? How long did it take? What luggage did ‘you have? What did you take onto the plane with you? Students look at the pictures on page 58, identify what they represent and then match the pictures with the procedures outlined on the webpage on page 59. 1f2h3d4bSg6cTeBa 42 Pronunciation: change of stress . oom check-in (n); to check in (v) Exercise 3, page 58 Students look at the statements in pairs and, before reading the webpage again, decide whether they are true or false, giving reasons for their choice. Encourage students to underline the relevant information in the text. 1T 2F (every piece of luggage must be labelled) 3T 4F (only unidentified objects) $T 6F (donot ‘carry replica weapons) 7 F (itis recommended, but is not an obligation) 8T Air travel changed in many ways after the terrorist attack on the World Trade Center on 11 September 2001. The check-in procedure became longer and stricter on long-haul flights and the number of items, of cabin luggage considered as a security risk increased. Now you cannot take sharp objects of any kind, including nail scissors, penknives, plastic toy ‘weapons etc. Workbook homework: exercises 1 and 2, pages 36-37. Exercise 4, page 59 Tell students to cover up the definitions and to look at the ‘words in the left-hand column associated with check-in, In pairs, students explain the meaning of each word before matching with the definitions. They may use dictionaries if necessary. Check the answers with the whole class. In order to learn the vocabulary, students then work in pairs with only one of them looking at the words and the definitions. Student A gives either the word or the definition and B supplies the missing definition or word, Alternatively this exercise can be set for homework and checked in pairwork as described above, Tell students they will need this vocabulary in exercise 6. 1b 2d 3h 4f 5a 6c7e 8g Workbook homework: exercise 3, page 37.Exercise 5, page 59 ‘More advanced students can prepare the dialogue directly 3B A/B pairs. With less advanced students, divide the ‘ess into an A and a B group. Group A students turn to Page 117 and prepare their questions together while group B students prepare some questions that they can ask the check-in attendant, Students then divide into A /B pairs and practise the dialogues with their questions already prepared. Language focus: Modal verbs of obligation Look at the ‘degrees of obligation line’ together. Students sometimes have difficulty in interpreting gramniar lines, so make sure that they understand what it represents. The ‘explanation for each modal verb below the line will help them to understand what it means if they cannot work it ‘out from the diagram. ‘See grammar reference section (students’ book page 129). Extra Activity To make sure that students read the grammar explanation carefully, give them the following questions: * Which modal verb(s) do you use when something is not necessary? (don't have to) + Which do you use for strong obligation? (must / ‘mustn't / have to) Which do you use as advice or recommendation? (should / shouldn't) You may wish to give them a list of modal verbs to choose from. Students answer the questions and make their own notes. Highlight that don’t have to does not mean the opposite of have 10. Pronunciation of mustn't masont/ Exercise 6, page 60 In pairs, students look at the symbols and interpret what they represent, using either English or their own language. Check their interpretations to make sure that they all have the right idea. Either ask students to match the symbols with the regulations given or ask them to write their own regulations for each symbol before looking at the examples below, This alternative exercise gives students the opportunity to decide which modal verb is appropriate in each case and to think about how to express the regulations in their own words. They can then compare their examples with the ones in the students’ book. ‘9 WINDOW SEAT OR AISLE? Workbook homework: exercises 4 and 6, page 38. Exercise 7, page 61 Tall students that they are going to do a pairwork exercise between a flight attendant and a passenger on a plane, The flight attendant will answer the passenger's questions using appropriate modal verbs of obligation. Put students into pairs. A is a flight attendant, B is a passenger. Student A looks at the information on page 61 and B looks at the questions on page 18. Give them time to look at their respective information and to ask any questions if necessary. Remind students that they should both be polite, The passengers should begin with Excuse ‘me, please..., and use please and thank you where necessary. Flight attendants should address the passengers as Sir or Madam. Students ask and answer the questions. Go around the class and monitor the pairs. Check the answers as a class. If you think it necessary, students can write up the questions and answers afler the speaking exercise or for homework, ‘crew: all the people working on a plane, ship, ete cabin crew: people taking care of the passengers on a plane Exercise 8, page 61 Before answering the questions, students look at the information screen and comment on the information that is there, Ask them the following questions. What do the letters represent? (Abbreviations of airports and airlines) Why is the information written in this way? (To save space.) ‘Students look at the information and answer the questions. boarding: passengers can go onto the plane delayed: the flight is late cancelled: the flight is not going Tell students that they are going to hear various airport announcements. Ask them what information they expect to hear. Students listen and complete the missing information. The information isin order but there are some extra announcements.9 WINDOW SEAT OR AISLE? See tapescript (students’ book page 138). Workbook homework: exercise 5, page 38. Exercise 9, page 61 [Ask students what information they like to know before they go to a new place. Where do you find this information? Is it necessary to know a lot about a place before you get there? Briefly ask what advice or information would be useful for someone visiting their town / country, What do visitors definitely need 10 know before they come? IF necessary brainstorm some categories for students to discuss, eg. safety, things to bring, clothes to wear, places to avoid, ete Give students enough time to discuss the advice and information that they think is necessary, following the points given. When writing their leaflets, they should use a variety of modal verbs of obligation, Compare the leaflets, including the information and the presentation, How can they be improved? Extra Activity 1 Extend the exercise by asking students to find information on the internet or from the local tourist board which they can adapt for their leaflet. Does the tourist office have a special advice | information leaflet? Students bring the informa they find to class and share it with their group before preparing their leaflet 2. This writing exercise can be added to their travel guide projects. Exercise 10, page 62 Before listening to David Torra, ask students about the training of cabin crew. What do you think they have to learn? Do you think the training is easy? What skills and ‘personal qualities do cabin crew need to have? Ask students to look at the different parts of the training process and to discuss in pairs how difficult they think each part is and what it might involve. They then listen and tick when each part happens. ‘See tapescript (students’ book page 138). simulation: an activity or situation that produces conditions which are not real but have the appearance of being real, used especially to test something Exercise 11, page 62 Before listening again, students read the questions carefully, answering some of them if they can remember the information from the previous listening. When the answers have been checked, students comment on the training course in pairs: Does the training prepare cabin ‘crew for every event? Do you think that you would be ready ‘for the real job after the course? What do you think is the ‘most difficult part of the training | job? ‘mock (adj): pretend probation period: a length of time, during which someone who has just started a job is tested to see ‘whether they are suitable for what they are doing: My contract has a three-month probation period. Extra Activity If you think that the comprehension questions are too ficult, ask true / false questions: 1 David talks about life jackets and fire ‘extinguishers om 2A ‘mockab’ isa simulated plane where the training takes place o 3 Regular plane travellers are invited to act ‘as passengers ®) 4. David talks about practising emergencies. (T) 5 The trainers seream and run engines to simulate an emergency. ©) 6 David refers to the birth of a baby and burns as examples of medical emergencies. o 7 Inthe final week the trainees learn how to ‘cook and serve meals. m 8 The probation period is three months.Exercise 12, page 63 Check that students know the meaning of duty-free and ask them for examples of goods that can be bought duty- free. Ask where you can buy duty-free goods: at an airport, port, on a plane, on a ferry. Students listen and complete the answers Itis a good idea if students read the tapescri pages 138-139 of the students’ book in pairs as this will help them with the pairwork in exercise 13. cuddly toy: a soft toy for children to cuddle (hold in their arms), eg, a teddy bear, monkey, cat, et. Workbook homework: exercises 7 and 8, page 39. Different ways of saying prices in dollars: Fifty dollars and twenty-five cents. Fifty dollars twenty-five. Fifiy twenty-five Pounds and Euros can be expressed in the same way. Exercise 13, page 63 Before doing the speaking exercise, students look at the pictures of the various goods in the duty-free brochure, Check that they know how to say each item. Refer students to the tapescript on pages 138-139 of the students’ book and ask them to underline any useful expressions in the dialogue which they can use in their own dialogues. Remind them of the importance of politeness and that they should use Would you like... ? rather than Do you want ...? Student A turns to page 118 and looks at the instructions, Students practise the dialogue in pairs and then change roles. brochure Morava, -foa! (UK), /brou fur! (US): a thin book giving information or advertising something, eg. holidays, furniture, books, etc. Extra Activity If necessary, less advanced students can follow the tapescript on pages 138-139 of the students’ book, adapting it where appropriate. Alternatively, they ean do the dialogue once with the tapescript and once without, 9 WINDOW SEAT OR AISLE? Ask students whether they would like to be flight attendants, bearing in mind what they have learned in this, unit. Talk about the advantages and disadvantages of the job. Is it a good job? 'P) Photocopiable extra, see page 86 In this exercise, students practise making appropriate comments in response to various situations that are described on the cards in the photocopiable section of | this book. Divide the class into small groups and give each group a copy of the situations on page 86, cut up into separate cards, Students read the situations one by one and decide together what they would / should say in reply to each one. Alternatively, students take it in turns to read a situation card to themselves. They then give a suitable reply and the other people in the group have to guess what the situation is. The person who guesses the situation keeps the card. Count up the number of cards each person has at the end to see who is the winner. ‘Choose one card to demonstrate before the students do the exercise in their groups.(10) Business or pleasure? UNIT OBJECTIVES Professional practice: writing faxes and emails ‘Language focus: ‘Vocabulary: can, could, might hotel facilities, conference | Websites: http://travel.dk.com | wwexplore-krakowcom Kizhtons Unit notes Introduce the unit by asking students to think of reasons why people travel. Do you know anyone who travels regularly? What is their reason for travelling? Exercise 1, page 64 Students look at the pictures, describe the travellers in. ‘each picture and state their reasons for travelling. Exercise 2, page 64 ‘Students continue working in pairs and discuss the needs of each type of traveller in the pictures. Compare answers asa class Exercise 3, page 64 Students discuss the questions in pairs, giving reasons for their answers. Answers may vary, Extend the exercise by asking the following questions: Do they know anyone who travels for business reasons? Do they enjoy it? Would they. like a job that involved a lot of travel? In pairs, students talk about the advantages and disavantages of business travelling. scheduled flight: a plane service that flies at the same time every day, every week. These flights can be expensive but are very reliable in general. charter flight: a low-cost journey on a plane on which all the places have been paid for in advance by travel companies for their customers, These flights are often __subject to delaysExercise 4, page 64 ‘Students look at the symbols and interpret what they represent, explaining them in their own words. Make sure that they know the meaning of facilities (ie. the services ‘that are provided for a particular purpose at a hotel, Ieisure centre, etc.). They may need the help of a dictionary for some of the facilities. Workbook homework: exercise 3, page 41 Exercise 5, page 65 The text from the webpage is detailed description of the facilities at the Forum Hotel ‘When students read the text for the first time, ask them to read for gist and to answer the following questions: Why is this hotel suitable for business travellers? Is it suitable for other types of traveilers too? This will help them to get a general idea before they start reading in more detail Students read the text again and choose the appropriate titles for each paragraph, Extra Activity ‘As an alternative reading exercise, ask students to read the text without reading the titles and to decide the contents of each paragraph. They choose their ‘own titles and then compare them with the ‘ones given, Exercise 6, page 65 ‘Students find the italicised words in the text and explain in pairs what each word / expression means. If they do not know the meaning of some words, encourage them to ‘guess the meaning from the context. Students complete the sentences. 10 BUSINESS OR PLEASURE? Workbook homework: exercises 1 and 2, pages 40-41 Exercise 7, page 66 In pairs, students describe the places in the pictures, saying which places look interesting and what they could do in each one. Students tell their partners which three places they would most like to visit. Ask students these extra questions to find out what they think of Cracow in general: Does Cracow look like a good place to go on holiday? What kind of people would enjoy going there? Exercise 8, page 66 Tell students that they are going to hear a conversation between a hotel receptionist and a guest. The guest would like to go sightseeing in Cracow and asks the receptionist for information about the city. ‘When they listen for the first time, students look at the pictures in exercise 7 and tick the places that the receptionist recommends. ‘See tapescript (students’ book page 139). Exercise 9, page 66 Students read the questions carefully before listening, again and predict some of the answers if possible Prediction is a useful skill when doing listening tasks: even if students do not predict the right answer, they have given some thought to it and have an idea about what kind of answer might be given. Sometimes answers can be predicted by using one’s common sense. Help students with this technique, Look at question 1 and, brainstorm reasons why Laura might have little free time for sightseeing, eg, She is there for a very short time. She is very busy doing other things, ete. Students listen and answer the questions. ar10 BUSINESS OR PLEASURE? Exercise 10, page 66 Students look at the tapeseript on page 139. Tell them that there are seven expressions in the text. Students underline the expressions and once checked, write them ‘out in their notes so that they have a good reference Whenever they need to use them. Focus their attention on when to use -ing or the infinitive and which expressions are followed by a noun, + How about visting tae Wawel Case? + ccoft's worth a visit. + You must-see the dragon's cave: zs + Youshould gertheteeatly. + Why don't you go to Pod Baranami? Language focus: Modal verbs: can, could and might Look at the explanations and examples, focussing on form and function. Students add these expressions to their list of suggestions and recommendations. They will need to refer to them in exercise 12. See grammar reference section, page 129. Workbook homework: exercises 4 and 5, page 42, Exercise 11, page 67 ‘Students look at the pictures of Wawel Hill and read the descriptions. They then describe the pictures in pairs. Ask students whether they like castles and whether they would like to visit this one, Why / why not? Students check the names of the items in the pictures in their di Pronunciation of objects in pictures: castle fka:sall cloak Iklauk! tomb k statue Pstsetfud dragon tdraegon! Ask students whether they are interested in history. When you go on holiday do you like to visit historic places? Or do ‘you find them boring? Are you interested in the history of where you live? Do you know much about it? Students read the events, dates and periods carefully before listening to the CD / cassette. Focus their attention on the way dates and periods are expressed and the prepositions that are used with them, Students listen to the tour on the CD / cassette and match the events with the dates, de 2e3d 4b Sa se ‘The gtoup i standing In font of the aaiue of Tadeusz Kosciuszko. Extra Activity ‘The Public Holidays box shows all the public holidays in Poland. You can use this box for discussion of public holidays and to review the expression of dates. ‘Students discuss the public holidays in Poland and compare them with public holidays in their country. Which country has more holidays? Which ones are the same? Which are different? Do you have any that they do not have in Poland? Remind students that dates are written in one way and said in another. Blcit how dates can be said in English: The frst of June June the frst ‘Sune first (US) Workbook homework: exercise 6, page 43. Exercise 12, page 67 Before setting up the pairs, elicit expressions for making suggestions and recommendations from exercise 10. Put the expressions on the board so that students can refer to them if necessary. Tell them that they are going to do a role-play between a hotel receptionist and a guest who wants some advice about what do in Cracow at night. The pairs practise the dialogue and student B decides which recommendations to follow. Ask B students whether they like the recommendations. Ask the class whether they think Cracow has good nightlife. Find out what students like to do at night when they are on holiday. Can you recommend anywhere with good nightlife? Does your town have good nightlife for tourists? Extra Activity If necessary, less advanced students can refer back to the tapescript on page 139 when practising the dialogue. Your town by night Students write suggestions and recommendations for going out at night in their town / country, using a variety of expressions. They can also include information about dress code, age restrictions and ‘warnings if there are any places that tourists should avoid at night.Exercise 13, page 68 Students look at the floor plans of the conference rooms and compare them in pairs. They decide which plan is more suitable for business conferences and give reasons, for their choice, Students then scan the fax to find out which floor plan is described. Tell students not to focus on other details yet. ‘bangueting room: a room for a formal dinner, usually large 3 boardroom: a room where directors of a company have meetings Exercise 14, page 69 Elicit what equipment is necessary for conferences. Look ‘at the pictures and describe the function of each piece of ‘equipment in pairs. Students then Took back at the fax and match the pictures with the equipment mentioned in the fax. Read the following paragraph which mentions the support services, ie. extra services. In pairs, students answer the two questions, explaining why the services are essential or not. Professional practice: Faxes and emails This exercise focuses on the language and style of faxes and emails, which can be written in the same way. Ask students about the advantages of these forms of correspondence compared to letters. (They arrive much ‘more quickly and they’te not likely to get lost on the way.) Tell students that they can be formal or informal depending on the relationship between writer and reader. In this case itis a formal fax. They need to be well organised and easy to read and the language and layout used are very specific. Students complete the phrases, using the fax on page 68 for reference. Elicit when to use Yours sincerely (after Dear Mr | Mrs! Ms ...) ot Yours ‘faithfully (alter Dear Sir J Madam). Refer students to the writing bank (students’ book pages 111-112). 10 BUSINESS OR PLEASURE? Exercise 15, page 69 Look at exercise 15 as a class. In pairs / small groups, students make a floor plan (or use one of the plans in exercise 13) and decide which technical equipment and support services they want to offer (they can include all ‘those mentioned before or choose the most essential) Students write their own faxes in groups or pairs, using the information given and the facilities they have chosen, ‘They should organise their fax in the appropriate format, using the model on page 68 for reference. Pairs / groups can then write their faxes on suitable writing paper. Extra Activity Less advanced students can use one of the floor plans in exercise 13 and adapt the fax from Katarzyna Zarek as appropriate Workbook homework: exercises 7 and 8, page 43 IP) Photocopiable extra, page 87 This role-play involves cients looking for a venue fora business conference and two hotel representatives promoting their conference rooms as possible conference ‘venues. The activity practises conference vocabulary and provides speaking practice. Divide the class into groups of four, consisting of two hotel reps and two business managers. Give each student a role card from page 87. The reps read what conference facilities their hotels can offer and the managers read ‘about their company and what facilites they require for their conferences. ‘Tell students that the reps have to promote their hotel as well as they can, with the aim being for the managers to choose their hotel as the conference venue rather than the other hotel. The managers choose the venue which they think will be more suitable, taking into account the facilities on offer and the way the rep dealt with them, Within the groups of four, each manager speaks to each rep before deciding which venue they prefer. The ‘managers tell the reps what kind of venue they are looking for and what facilities they need, The reps tell the ‘managers what they can offer, including any optional extras, At the end of the activity compare choices as a class. The ‘managers explain the reasons why they chose one venue as opposed to the other.Consolidation 2 Unit notes ‘The first two pages (exercises 1-6) revise and check the ‘main grammar and vocabulary from units 6-10. The second spread (exercises 7-12) practises the skills from these units and students practise translating from English into their mother tongue. Exercises 1-3 can be set for homework, used as a test in class or done in pairs in clas. Exercise 1, page 70 Before looking at the exercise, elicit advice phrases and a sentence with each one to check that students know how to use them, Look at the advice phrases in exercise 1 and elicit a sentence with any phrases that were not elicited before. Students complete the exercise with the phrases. ‘They should use each phrase once. Refer students to the language focus on page 48 and page 128 of the grammar reference. Exercise 2, page 70 Elicit the different uses of the past simple and present perfect. Ask students a few comprehension questions so that they read the whole text first. 1 Where are Yukio and his friends travelling? 2 Where are they stopping on the way home? 3. Who does Yukio know in Paris? Students then complete the exercise with the correct forms of the verbs in brackets. Refer students to the language focus on pages 26 (past simple) and 43 (present perfect) and to pages 126-127 of the grammar reference. Exercise 3, page 71 Before students work in pairs, elicit the full questions. If some students have not been to a foreign country, they can talk about different places they have been to in their ‘own country. 50 Exercise 4, page 71 Students label the countries in pairs and think of one or two attractions for each country. Compare answers as a class. Ask students which of these countries they would ‘most like to visit and why. Exercise 5, page 71 Students plan their trips individually, recording the details on the form. They can do this for homework or in class. As they plan their itinerary, they should think carefully about the order in which they visit the countries and why they want to spend longer in one country than another, so that they can explain their reasons when they discuss their trips with other students. Exercise 6, page 71 Students work in groups of six to talk about their plans ‘The purpose of this exercise is for students to find out where other students will be on certain days in order to see whether they will be able to meet up together. As this isa speaking exercise, make sure that students do not just read other students’ itineraries, but ask each other questions, eg. Where will you be on Sunday 18 May? Will anyone be in Paris on Tuesday 20 May? Exercise 7, page 72 Students look at the different jobs and, in pairs, discuss ‘what each person’s job involves. They should then sean the advertisements and match them with the jobs, underlining where they find their answers. Ask students ‘whether the advertisements make the jobs sound attractive. Why?Exercise 8, page 72 Students discuss the jobs in pairs to find out which one(s) they would most like to do and why. They can also discuss which one(s) they would least like to do, They can then discuss their preferences as a class to see which jobs are most / least popular. Exercise 9, page 73 In this exercise, students adapt their CVs and write covering letters in application for the jobs advertised in exercise 7. It is best to set this exercise for homework; tell students to refer to the professional practice boxes and writing bank for help. Refer them to the professional practice boxes on pages 44 (CVs) and 45 (covering letters) and to pages 108 (CVs) and 109 (covering letters) of the writing bank, Exercise 10, page 73 Before students translate the questions, ask them whether these questions are standard for interviews in their country. Ave the same structures used? If not, how are they different? Are the questions usually so formal or are they ‘more direct? Refer students to the professional practice box and read the tips as a class. Discuss why these points are important. Students translate the questions in pairs, making sure that the translations sound natural and are not translated word for word. Compare translations as a class and discuss the differences between them. Which translations are the most suitable and why? Are there any set phrases in their language which they can substitute for the English Phrases? Professional practice: Translation Make sure that students understand the meaning of register. (Ibis the words, style and language used by speakers and writers depending on the situation they find themselves; it may be formal, semi-formal, etc.) Its very important to use the appropriate register in both spoken and written language, otherwise you may sound offensive, ‘The appropriate register for any given situation may vary from one language to another. Also point out that the English language uses a lot of, polite structures (eg. modal verbs such as can, could, tc.) so when they make their translations they should decide whether the same politeness is appropriate in their language. | CONSOLIDATION 2 ise 11, page 73 In this exercise, students prepare interviews for the jobs applied for in exercise 9. Students exchange their CVs and applications with their partners. Give them plenty of time to prepare the interviews, following the instructions on page 73. This preparation can be done in class of at home, Refer them to exercise 17 on page 4 for help with the questions. Extra Activity If you think students will find it difficult to prepare ‘the interviews individually, they can do it in small groups. Each group exchanges the job applications and CVs prepared in exercise 9 with a different group. ‘They then prepare the interviews for the students in the other group following the instructions given in exercise 10, before dividing into pairs for exercise 11 Exercise 12, page 73 Before students start the interviews, refer them to page 116, which gives tips for applicants, and give them time to read through the points. Students practise interviews in pairs before performing them in front of the class. tis a good idea to record the interviews on cassette or video so that the recordings can be used to give feedback on language and appropriacy of manner. 5111, Nan ea NL) Professional practice: selling tours, confirming bookings, writing faxes present tenses as future ‘geographical features, excursions Language foct Vocabulai Fact File Dorling Kindersley Eyewitness Travel Guide New Zealand Websites: http:/travel.dk.com www:travel-library.com/pacificinew_zealand (This site has a lot of information about adventure holidays in ‘New Zealand, including interesting ‘travelogues’ in which people describe ther trips there.) www.nzholidays.co.nz (This site also has information about adventure holidays) Introduce the unit by asking students whether they know anything about New Zealand. Tell them that a lot of tourists go to New Zealand because of its greatly varied landscape and the large number of outdoor activities available, Ask them whether they can remember any of the adventure activities from unit 7. Ask them whether they can think of any more adventure sports related to mountains, rivers and the sky. Exercise 1, page 74 Students look at the pictures of New Zealand and describe them in pairs. Would you like to visit this country? What attracts you? What do you think you could do there? In pairs, students talk about the various activities that they think people can do there on holiday. They then discuss what activities are associated with each ‘geographical feature. These words can be difficult to pronounce, so help students with the pronunciation (see below). 52. The great outdoors Suggested answers: + mountains: rock climbing, hiking, camping, abseiling, mountain biking + rivers; canoeing, rafting, kayaking, fishing + beaches: surfing, windsurfing, scuba diving, snorkelling, waterskiing, swimming + Takes: fishing, sailing, power boating, windsurfing, ‘waterskiing, jet skiing, swimming + deserts: hiking, hot-air ballooning, 4x4 tours, ‘eamping, camel treks + rainforests: wildlife spotting, hiking + glaciers: skiing, snowboarding, snowmobiling Pronunciation: ‘mountain Jmavnténfmaontn/ river frwahor! lake fark! beach foxt{/ desert tezatt-ort! rainforest fremfor'st/ slacier fglusiolgletfor/ ‘Ask students whether any of these geographical features ‘occur anywhere in their country ~ and if so, where? Exercise 2, page 74 Read the true / false statements. Can students answer any questions before reading the text? Students read the text ‘on page 75 and answer the questions. Make sure that they underline the text where they find the answer and correct any false statements. 1 F Git is east of Australia) 2 F (the population is smaller) 3T 4 F (Wellington is the capital) 5T 6T 77 8F (there are thirteen) Travel guide project Putting your country on the map Based on the map and description of New Zealand, students draw or find a map of their own country and write a description of its location and geographical features.Exercise 3, page 75 Tell students that they are going to hear a conversation between a tourist information officer and a tourist in New Zealand, Before they listen, ask them whether there is ‘anything that they would like to know about New Zealand, What would you ask the information officer if you were the tourist? Students listen and answer the questions, See tapescript (students’ book page 139). 2 There e sheep that = 3 Tours to the fjords and glaciers. Extra Activity To simplify the listening exercise, give students a choice of answers, Listen and choose the correct answer. 1 Fox Glacier / Mount Tasman / Doubtful Sound Mount Ruapebu / Tongariro National Park 2 There are a lot more men than women. J There are ‘more sheep than people. / More people live in the ‘country than in the city 3 Tours to: the fjords and gla and waterfalls fers / voleanoes J lakes Exercise 4, page 75 Tell students that they are going to work in pairs. Student B works in the local tourist office, A is a tourist. Student Bis going to sell a tour to student A and needs to do the {job wel if the tourist isto buy their tour. Refer students to the professional practice box before they start their preparation. The phrases will help group B to sell their tour, Put students into A groups and B groups before they ‘work in pairs so that they can prepare their information and questions together. Look on pages 119 and 123 for instructions. Group B students prepare the information together. If they are not sure of some facts or locations, they can invent them. Group A students prepare their questions. If necessary, they can refer to the tapescript ‘between the tourist and the tourist officer on page 139 of the students’ book to help them with the type of questions they could ask. ‘Students work in A / B pairs and practise their dialogues, including an appropriate beginning and ending, e.g. B: Good morning. Can I help you? A: Yes, please, I would like .. When they have completed the dialogues, ask group A whether they were given useful information and whether they were treated well by the tourist officer, Would you buy the tour? 11 THE GREAT OUTDOORS Exercise 5, page 76 ‘Tell students that they are going to hear someone making some changes to their tour booking. Look at the information on the booking form. This is the original booking that Mr Gould made with the travel company. Before listening to the CD / cassette, students predict what changes he may want to make, eg. number of people, number of rooms, ete. This prediction will help students focus on the relevant information when listening to the dialogue. Students then listen and make the changes, Students ean underline the changes the first time they listen and write the details during the second listening. See tapescript (students’ book pages 139-140). ax: passengers Exercise 6, page 76 ‘Students read the questions before listening again. AV iey ve Slayiig an extra day in Queenstc 2 2 Flying to Auckland and then home to Scotland, 3 {tis generally very punctual. Extra Activity ‘Simplify the listening exercise by asking true / false questions: 1 They're staying an extra day in Christchurch. (F) 2 They're flying to Auckland before flying home. (T) 3 Ik isnot always reliable. ) Language focus: Present tenses as future Read the explanations and examples, highlighting the different uses according to whether we are referring to timetables and schedules or to future plans and personal ‘arrangements. See grammar reference section (students’ book page 129). Exercise 7, page 77 Students complete the sentences alone or in pairs. Tell them to take care with the third person singular in the present simple and with the question form in both tenses. {Saris 2 're taking 3 does the Edinburgh train leave 4 re going on 5 does the hotel close 6 starts, doesn't finish 7 are you coming 8 is she doing11 THE GREAT OUTDOORS Exercise 8, page 77 Students look at Mr Gould’s postcard and describe the picture briefly. Before they complete the text on the back of the postcard, set some comprehension questions so that students read through the whole text first. When does their holiday finish? How long is heir flight? Is their flight direct from New Zealand to Scotland? Who willbe atthe ‘airport to meet them? Students complete the postcard with the appropriate tenses, Workbook homework: exercise 6, pages 46-47. Extra Activity Bring in some postcards, or pictures from magazines, of a variety of holiday locations. Students write postcards to each other from the places in their pictures. They should include the following information: Where are they? How long are they staying? When are they leaving? What are their plans ‘for the remaining days? Details of their flight home. Exercise 9, page 77 Students work in groups to find out about each other's plans. They should write their own plans before asking about each other's, They can invent information if they ‘want to make it more interesting. Before they ask each other, elicit the question What are you doing today?. Students should reply in the present continuous and give complete answers. When they have information about the ‘other students in their group, students report each other's plans to another group. In the new group, students decide whose plans and arrangements are the most interesting. Extra Activity Check that students know when a preposition is necessary and which one to use with each time expression. + today / tomorrow + at the weekend (UK) / om the weekend (US) this weekend for your next holiday ‘on Tuesday in May in the afternoon Exercise 10, page 78 Students look at the pictures and describe what is happening in each one. Ask them which of these activities they would like to do. Have you done any of them? How would you feel in each situation? Can you be done in your ‘country? Are they dangerous? Why do people do these kinds of activities? Students then match the pictures with the types of excursions. Workbook homework: exercises 4 and 5, pages 45-46. Exercise 11, page 78 Pat students into A./ B pairs to complete the information about the activities. Tell student A to turn to page 124. Students look at the information given and at the gaps. Elicit the questions that they need to ask each other in order to complete the missing information, e.g. How long does ... last? How much does ... cost? What are the departure times for ...? Which activity lasts for two hours and costs 8125? Students check the information by comparing charts. Discuss the information briefly, eg. Which activity would ‘you like to do? Is it expensive? Is enough time given for the activites? Exercise 12, page 78 Students work in groups of four using the information on the page. Each group decides which activities they think are most enjoyable for a group of young people and what combination of activities would make an exciting and ed itinerary. They then plan their itineraries and present them to the rest of their class Workbook homework: exercises I and 2, pages 44-45. Professional practice: Confirming and checking Read the information in the professional practice box as a class, emphasising the four points. Ask students why each point is important. Why is it so important to check certain information? (Suggested answer: it is easy to make mistakes with numbers and spelling, especially over the phone.) Exercise 13, page 79 Briefly review the letters of the alphabet, especially the letters that are easily confused by your students. Tell students that they ate going to hear five short dialogues in which numbers and names are being checked.Students listen and complete the missing information. Repeat as necessary. Students compare answers before checking as a class. Check students’ spelling as they read out their answers. See tapescript (students’ book page 140). 14, page 79 Students match the questions and answers individually and check with the CD / cassette. They then take it in turns to ask and answer the questions. Encourage students to give the answers ata reasonable speed: not too fast for the listener to write down and not so slow as to sound inefficient. Extra Activity Put students into A /'B pairs. Either students dictate their own information to their partner, or student A sits with his / her back to the board, student B facing the board. Student A needs a pen and paper. Write a combination of numbers and letters on the board (see below). Student B dictates what you have written and student A writes it down, Check answers. Change over so that A can now see the board and dictates to student B. If your students like a bit of competition, ‘make it into a race and see which pair finishes firs. ‘NB The answers must be correct, so both speed and accuracy are necessary. Student B dictates: 1656 879 302 G-AMLEY julia [email protected] XV80560311 3ist January 1965 Student A dictates: 722.950 0495 PLER-CE [email protected] Y37990521 12th May 1975 Exercise 15, page 79 Tell students that they are going to prepare a dialogue between a travel agent and a customer who wants to change his / her booking. It is a good idea to refer back to the tapescript on pages 139-140 of the students’ book to remind students of useful expressions that they can use in. 11 THE GREAT OUTDOORS their dialogues. Student A (travel agent) turns to page 119 and student B (customer) turns to page 123. Give students time to read their instructions and to plan what they want to say before they start. Blicit some expressions that they can use in their dialogues, e.g. Travel agent: How can I help you? Do you have your confirmation form with you, sir | madam? Just let me check. Tl just confirm those changes. Tl send you a fax to confirm those changes: That's now confirmed. I'll make that change for you Customer: I need 10 make some changes to my booking We'd prefer 10 And another thing Make sure that student A knows that he / she needs to ‘make the necessary changes to the booking form. Extra Activity The travel agents can prepare their questions together while the customers prepare what they want to say before you set up the A'/ B pairs. Exercise 16, page 79 Students practise writing a fax / email to confirm the changes made to the booking in exercise 15. Student A and student B write the fax together in class or individually for homework. To help them write their faxes / emails, refer students to pages 111 and 112 of the bank. If you set this for homework, ask students to send it to the schoof's email address if possible. Workbook homework: exercise 7, page 47. Extra Activity ‘Ask students whether they would recommend New Zealand as a holiday destination, Who would you recommend to g0 there and which places | activities would you recommend?D ele ean ty Professional practice: selling optional extras, giving directions, replying to emails siving instructions, the passive ski equipment, entertainment Language focus: Vocabulary: Fact File = hitp:/ftravel.dk.com www.skinet.com Unit notes Introduce the theme of winter holidays by asking students whether they have ever been skiing. If so, did you enjoy it? Would you recommend it? What advice would you give to ‘first-time skiers? If not, would you like to try it? Why I why not? Do you think it would be easy? Exercise 1, page 80 Ask students to look at the picture in pairs and to describe what the people are doing. If necessary, explain the difference between downhill and cross-country skiing. Brainstorm other winter sports such as skating, snowmobiling, tobogganing, curling, ice hockey, snowboarding, etc., and ask students which of these activities they would prefer to do. Exercise 2, page 80 Students match the pictures with the words and describe each item. Ask them what the purpose of each item is, I chairlift 2 helmet J goggles 4 gloves S bindings 6 skis 7 ski pass 8 snowboard 9 cable car 10 poles 11 boots 12 ski jacket 13 drag life Workbook homework: exercise 4, page 49. Exercise 3, page 80 Before playing the CD / cassette, look at the ski resort Jobs in the vocabulary box. Ask students what they think each job involves. Teil them that they are going to hear five short conversations at a ski resort. They have to listen and decide who is speaking in each extract. Students listen and match the speakers with the jobs. Ask them Winter holidays what clues helped them choose their answers. They then ‘comment on which of these jobs they would like to do. See tapescript (coursebook page 140), 1 ski hire shop assistant 2.chairlift attendant 3 ski instructor 4 resort representative (rep) 5 cafeteria stall Exercise 4, page 80 Students read the questions carefully before listening again. In pairs, they try to answer some of the questions either by predicting the answers or by remembering any information from the previous listening. They then listen again and answer the questions. 1 boots, skis, poles, bindings 2 lower the safety bar 3 turn left 4 in the hotel lounge $ sandwiches and drinks Workbook homework: exercises 1 and 2, pages 48-49, Language focus: Giving instructions Before referring to the language focus, ask students to Jook at the tapescript on page 140 of the students’ book. Tell them that speakers 1, 2 and 3 are all giving instructions to skiers. Elicit speaker 1s instruction, ie. Go over there, Then elicit the instructions that the other two speakers give. Ask students to underline these instructions ‘Write down examples on the board and elicit which verb form is used when giving instructions (the imperative). Refer students to the language focus to check their answer. See grammar reference section (students’ book page 130), Workbook homework: exercise 7, page 51 Exercise 5, page 81 Tell students that the imperative is also used for giving directions. Students look at the directions in the box and ‘match them to the pictures showing different directions. 1 go straight on 2 go downstairs 3 go right 4 g0 upstairs 5 go left Exercise 6, page 81 Look at the floor plan of the ski lodge at the bottom of the page and check that students know the names of the different places shown. Tell students that they are going topractise asking for and ‘can ask for directions p Excuse me, could you tell me the way to Could you tell me how to get t0...? Where is the ..., please? Put students into A//B pairs. Check left and right before they start; many people confuse the two. Student A turns to page 120 and asks for directions to each place. They then change roles. Check directions as a class. lounge: a comfortable public room in a hotel with armchairs and sofas. There is often a TV there locker room: a room in a hotel, sports building, school, ete. where people change their clothes and. leave them in small lockable cupboards (lockers) 3 rep: abbreviation for representative Exercise 7, page 82 Ask students about sport in their country in general: Which sports are the most popular? Is there a national sport? Are you interested in sport? Elicit special sporting events around the world, eg. the ‘Olympic Games, Football World Cup, Wimbledon Championships, ete. Have any events like these taken place in your country? If so, students discuss in pairs what preparations are / were made. If not, they discuss in pairs, ‘what preparations need to be made for such events. Exercise 8, page 82 ‘Tell students that they are going to read an article ubout the 2002 Winter Olympics in Salt Lake City. First ask students whether they watched the event on TY, Before they read the webpage, point out that it was written before the Salt Lake games started Read the three titles and elicit what information they would expect to read in an article with these titles. Tell students to skim-read the text. They only need to know the general contents to find the most suitable title Students should give reasons for their choice of title, If they do not agree with each other, discuss as a class which title is most suitable and why. 12 WINTER HOLIDAYS NB The article comes from a US website so some of the ‘vocabulary is US English. Tell students that they need to be aware that although the same language is spoken in these countries, there are some differences between US and UK English. See the vocabulary box on page 82 of the coursebook, condominium (US): a building containing several apartments / one of the apartments in this building. ‘Usually abbreviated to condo. sponsor: a person or company that helps finance the organisation of an event in exchange for the right to advertise at the event Todging: a place to stay Exercise 9, page 82 Students read the text again to answer the true / false questions, underlining where they find their answers in the text. Are you surprised by any of the information in the article? Choose one passive sentence from the text and write it on the board. Ask students which structure is used. How is it constructed? When is it used? Check the language focus box for answers and refer to the grammar reference section on page 130 of the coursebook. Workbook homework: exercises 5 and 6, page 50. Exercise 10, page 83 Before completing the text with the passive, ask ‘comprehension questions so that students read through the whole text first: 1 What is SHMS? (Swiss Hotel Management School) 2. Whereis it? (Montreux) 3 How many languages are spoken in Switzerland? (Three) 4 Is hotel management training new to Switzerland? (No, it has ‘a long and reputable history for management training’),12 WINTER HOLIDAYS ‘Ask them whether they would like to go to this school Why I why not? Elicit construction of the passive in the present and past. Write on the board, Present: is / are + past participle Past: was / were + past participle Students complete the text individually or in pairs. Exercise 11, page 83 ‘Write the two phonetic symbols on the board. Ask whether students know which sounds they represent. If they do, elicit a word with each sound; if not, write the below /0 / and think below / @/. Play the CD / cassette. Students listen and repeat to make sure they can hear and produce both sounds. They then listen and decide which sound is in each of the words in the box. Check and then sten and repeat each sound, Extra Activity Explain to students that both sounds are produced with the same mouth shape but /9/ is voiced, whereas /6! is not. Students should be able to feel the vibration in their throats with the voiced /&/ sound. Write this sentence on the board: This is the thirty-fifth weather change this month. Students underline all the th sounds and practise saying the sentence, To make it more fun, see who can say it the fastest without making any mistakes. Workbook homework: exercise 8, page 51. Exercise 12, page 83 ‘Students work in groups of four to plan their Olympic Games. They should make their plans and give reasons for their choices of location, transport, ete. Dicuss ideas as a class and decide together which ideas are the most suitable, Extra Activity When a country decides to bid to host the Olympic Games, various cities usually compete to become the country’s official bid. Put students into groups and ive each group a city in their country. Each group then has to draw up a plan for hosting the Olympic Games in that city, then present it to the class, ‘Students should review the professional practice advice on page 56 of the students’ book to help them with their presentations. The best presentation is adopted as the country’s official bid for the next Olympics. Depending on the country, students choose to bid for either the summer or winter Olympics. Exercise 13, page 84 In pairs, students discuss the possible entertainment and Activities on a skiing holiday. Think about day- and night- time activities for different age groups (children, teenagers, adults), Students share their ideas with the rest of the class and decide which ideas would be most. popular for holidaymakers. Exercise 14, page 84 Students look at the entertainment vocabulary first before reading the definitions. Let them give their own definitions for words that they already know. It is good for students to practise using their own words to explain what something means before they see a dictionary definition, Then ask them to match the words with the definitions and check their answers, Pronunciation exhibition lekstbxfon the his silent quiz Nhwrel live Naw! band ‘live’ is an adjective here and is Pronounced differently from the verb to live ivi