landing
Business class
takeoff
First class
carry-on
aisle terminal
boarding pass
security
economy class
UNIT 7 T-78
LESSON 1 TALK ABOUT AIR TRAVEL PREFERENCES
• Read the lesson title aloud. Ask, What are preferences?
(things you like more than others) Ask, What are your study preferences? For example, do you prefer to study alone or with a partner? Say, This lesson will focus on air travel preferences.
• Read the social media message aloud. Ask, What is Elena talking about? (seats on an airplane) Draw a simple row of three seats on both sides of an airplane on the board (or project a map of seats from an airplane). Ask, Which is the aisle seat? Point to it and
make sure Ss understand it is the seat closest to the passage between the rows. Which is the window seat?
Point to it when Ss identify it. Which is the middle seat?
Point to it when Ss identify it.
• Take a class poll. Say, Raise your hand if you are an aisle-seat person. Count the votes and write the tally.
Repeat the counting for window-seat people and middle-seat people. See if the class agrees that no one is a middle-seat person.
1 VOCABULARY
• Say, Let’s look at some vocabulary words and phrases that are used to talk about air travel. Have Ss cover the definitions and just look at the words. Pair them up to guess the definitions.
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
EXTENSION Pair Ss to find images that show each of the vocabulary items in 1A. They can conduct online searches and then share images that they find on their phones.
• Have Ss use the words from 1A to complete the sentences. Remind them to use the definitions from the box and to pay attention to the context of the sentence.
• In pairs, give Ss time to talk about the last time they flew. Require them to use words from 1A. Invite
volunteers to share their experiences with the whole class. Require higher-level Ss to use at least seven of the words.
TEACHING TIP Keep in mind that some Ss might not be able to afford plane tickets. An alternative activity might be to talk about other types of transportation with the terms. For example, they can talk about terms that are similar or different when traveling by car, boat, train, or bus.
EXTENSION Give Ss time to search online to find a list of airlines that fly out of the airport nearest the school. Make a list on the board. Ask follow-up questions such as Has anyone flown on [this] airline?
What was the economy class like? Did you have an aisle or window seat? Did the plane take off on time?
2 GRAMMAR
• Write on the board: The first-class section is better than the economy-class section. Then write: Sitting in the first-class section is better than sitting in the economy-class section. Ask, What do these sentences have in common? Elicit the answer that is better than is the same. Underline those words in the two sentences.
• Say, Both sentences are comparing first class to economy class. Now let’s look at how they are different.
Circle The first-class section in the first sentence and Sitting in the first-class section in the second sentence.
Circle the economy-class section in the first sentence and sitting in the economy-class section in the second sentence.
• Ask Ss to look at the grammar chart. Read the explanation aloud. Point out that the first sentence on the board is an example of using a noun phrase and the second sentence is an example of using a gerund phrase. Make sure Ss remember that gerunds look like the -ing form of the verb but they function as nouns.
• Read the sample statements aloud. Ask, Why is the word not in parentheses? (It is optional.)
• Point out that if the comparison begins with a noun phrase, it must also end with a noun phrase. If the comparison begins with a gerund phrase, it must also end with a gerund phrase. They cannot be used interchangeably. Write on the board: The first-class section is better than sitting in the economy-class section. Draw an X through sitting in the economy-class section. Say, This is wrong because the first part of the comparison is a noun phrase and the second part is a gerund phrase.
• Read the questions in the second half of the grammar chart aloud. Ask, What is the difference between the questions and statements? Elicit that the verb and noun or gerund phrase order is switched to ask questions.
EXTENSION Have Ss write a sentence stating an air travel preference using a noun or gerund phrase and write a question to ask a partner. Give Ss time to ask their partner the question they wrote. Partners should answer using noun or gerund phrases. For higher-level Ss, have them write two sentences and two questions using both noun phrases and gerund phrases.
UNIT 7 T-79
3 PRONUNCIATION
• Ask, What does it mean when a sound is reduced?
(shorter, weaker vowel sound) Say, There are certain words that are reduced in English.
• Direct Ss’ attention to the pronunciation note. Play the audio aloud so Ss can hear how the word than sounds when the vowel sound is reduced.
• Read the instructions. Play the audio. Have Ss listen, and then listen again and repeat.
• Read the instructions aloud. Put Ss in pairs to read the sentences in 3B.
• Circulate to listen and offer feedback on pronunciation.
• Then have Ss write their own sentences using the word than. Have Ss read their new sentences aloud for the rest of the class.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Elena and Gina) What is their relationship?
(co-workers) Where are they? (at a desk in the office)
• Ask, What is Elena’s job? (She’s a market research specialist.) What is Gina’s job? (She’s a human resources specialist.)
• Ask, What do you think they are looking at on the phone? What do you think they are talking about?
• Have Ss listen or watch. Ask, Were your predictions correct?
LANGUAGE NOTE The script contains several phrasal verbs. For example: I’ll let you get back to work. Here get back means do something again. Here are some other examples from the script: check in = show your ticket at an airport; get up = get out of bed; get up = stand; get in = sit (in the seats); get out = leave (the row); stretch out = straighten; let out = allow to leave (the row); print out = print.
• Tell Ss to listen or watch again. Let Ss review the questions before playing the audio.
• Have Ss work individually and then compare their answers in pairs. Replay the audio if appropriate.
• To review, have volunteers give their answers.
• Direct Ss’ attention to the Discuss sidebar. Read the questions aloud. In small groups, have Ss share if they think Elena will use the airline app and what experience they have with airline apps.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
Replay the audio if appropriate.
• Review answers as a class.
• In pairs, have Ss practice the conversation. Monitor.
Have Ss swap roles and practice again.
EXTENSION Have Ss mark where they think sounds might be reduced in the conversation. Print copies of the script or let Ss practice with the small excerpt printed in 4C.
5 TRY IT YOURSELF
• Tell Ss to imagine they are going on a trip that requires air travel. Ask, What do we have to do before we get on a plane? Elicit as many steps as possible: making reservations, choosing seats, checking in, going through security, walking through the terminals, etc.
• Have Ss describe their own preferences about any steps necessary when traveling by air. Encourage them to use the words in the box but to also add more of their own. Write a sample on the board: I find checking in online easier than checking in at the airport.
• Give Ss time to work individually.
• Monitor. Provide help with vocabulary as necessary.
• Solicit two volunteers to read the sample conversation provided in the textbook.
• Give Ss time to talk with a partner. For lower-level Ss, let them write their conversations first and then read them. Encourage higher-level Ss to try to answer without having to write the conversations first.
• Ask Ss to report on their travel preferences to the whole class. Write the preferences on the board and keep a tally next to each one.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using air travel terms
✓ making comparisons with gerund and noun phrases
✓ reducing pronunciation as needed
EXIT TICKET Ask, What preferences do you have about food? Write an example on the board: I like eating Mexican food more than I like eating American food because Mexican food is spicier than American food. Give Ss a few minutes to write down their ideas.
Then ask them to take turns reporting their ideas to a partner or small group. As Ss discuss, listen and take notes on areas for review and extra practice.
3 PRONUNCIATION
07-02 Read and listen to the pronunciation note.
07-03 Listen. Notice how than is reduced.
Then listen again and repeat.
1. Terminal 5 is less crowded than other terminals.
2. The food on this flight was a lot better than the food on my last flight.
3. Overnight flights are often cheaper than daytime flights.
PAIRS Practice the sentences in 3B. Create your own sentences using than.
4 CONVERSATION
07-04 Listen or watch. What do Elena and Gina talk about?
07-05 Listen or watch again. Answer the questions.
1. What is Elena doing when Gina greets her?
2. What kind of seat did Elena get on the plane?
3. What does Elena need to do before she forgets?
4. Why doesn’t Elena like to use the airline app?
07-06 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Gina: You like sitting next to the window? I prefer an seat myself.
Elena: Really?
Gina: Yeah. It’s sitting next to the window. It’s so much easier to get up and move around.
Elena: True. But don’t you hate having to get up for people when they want to get in or out? That always bothers me.
5 TRY IT YOURSELF
THINK What are your air travel preferences? Think about things like making reservations, checking in, and seating. Use the adjectives in the box and your own ideas.
faster / slower more convenient / inconvenient more comfortable / uncomfortable safer / more dangerous more relaxing / stressful easier / more difficult
PAIRS Compare your preferences. Use the conversation in 4C as an example.
A: I find checking my bags more convenient than walking around the terminal with them.
B: Really? I prefer taking my bags on the plane with me.
REPORT Tell the class about your travel preferences. What are the most common air travel preferences? Do most people have the same preferences?
Reduced pronunciation of than
The comparative conjunction than is unstressed, and the vowel is reduced to /ə/: /ðən/.
Than is very short and blends with the words around it. The comparative words more and less are both stressed.
Do you think Elena will use an airline app the next time she flies? Would you use one?
79 UNIT 7 I CAN TALK ABOUT AIR TRAVEL PREFERENCES.
Answers may vary. Possible answer: Gina and Elena talk about Elena’s upcoming trip to Toronto and their flight preferences.
She is checking in on her phone for her flight to Toronto.
Elena got a window seat.
Elena needs to print her boarding pass.
Elena doesn’t like to use the airline app because she feels safer having the piece of paper in her hand.
aisle more convenient
than
1 VOCABULARY
Train and car travel terms
07-07 Listen. Then listen and repeat.
Train travel terms
the tracks: two metal lines along which trains travel
a delay: a situation in which someone or something is made to wait on time: at the right time, and not early or late
a car: one of the connected parts of a train that people sit in on board: on a train, ship, or plane
Car travel terms
a road trip: a long journey you take in a car, usually with friends
a breakdown: when a car stops working during a trip and must be fi xed a roof rack: a frame attached to the top of a car that allows you to store things a trunk: the part at the back of a car where you can put bags and other large things the brakes: the equipment that makes a car slow down or stop
07-08 Listen. Which travel term is the speaker describing? Write a word or phrase from 1A.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PAIRS What are the differences between train travel and a road trip?
2 GRAMMAR Past habits with would / used to: Review and expand
We can use would and used to to talk about habits that don’t happen anymore.
Subject Would / used to Base form of the verb When I was a child, I would / used to
travel by train.
As a child, you didn’t use to Notes
• When we talk about the past, wouldoften has the same meaning as used to. However, would can only be used for past habits, while used to can be used for past habits, states, and situations. The simple past can also be used for past states and situations:
Sam used to be a pilot. / Sam was a pilot. NOT: Sam would be a pilot.
• When we talk about past habits, it is clearer to start by using used to rather than would so the listener is sure we’re talking about the past.
• Use use to instead of used to for questions and negative statements with did:
Did…use to…? or I didn’t use to…
• We often use would instead of used to or the simple past when talking about happy memories.
• Use the simple past to talk about past events that happened only once.
>>FOR PRACTICE, GO TO PAGE 144
LESSON
80 UNIT 7
2
ELENA RUBIO
@ElenaR
What’s the safest form of transportation? Surprise! It’s the airplane, followed by the bus, subway, train, ferry, car, and motorcycle.