Warmer
Before students see the statements in the Student’s Book, give them the following openings which they complete in groups and then pass round:
“‘T would never go on holiday to a country where ...”
‘The best way to travel is...”
“Travelling makes you ...’
‘If you live in a tourist resort, you ...’
‘In fifty years’ time ...’
This will lead into the first activity of the unit.
Speaking Statements about travel and tourism
Procedure
1 Get the students to discuss the statements in pairs or small groups and then regroup to compare their opinions.
2 Alternatively, write each of the statements on the top of separate pieces of paper. Pairs discuss one of the statements, write down their opinion and any other points on the piece of paper, and then pass it round to the next pair. Continue doing this until the frst group gets their piece of paper back.
3 Keep the discussion of exercise 2 fairly simple at this stage as it will be developed in more detail in the Output task. The discussion is a way of leading into the reading on space hotels.
Reading Space hotel
Procedure
1 Leading on from the previous activity, discuss the implications of space travel for tourism. Talk about the issues raised in exercise 1 in some detail. Again, it’s probably best to do this in small groups.
2 Refer students to the text and focus on the task of finding the answers to the questions they have just discussed,
3 Get students to read the text again to fill in the gaps in the advertisement.
4 Exercise 3 provides further opportunity for discussion and personalization.
Answers
= 1 2012 100
£10,000 lottery scheme viewing deck
the international space station spacewalk
artificial
Wimberley Allison Tong & Goo 10 out-of-this-world
11 creature comforts
WON AU A WH 0I5HnO10153U2U/dO|9A9QG
ead Bd
71
Extension activity
Plan a promotional campaign for the NASA space hotel.
Who would you target? Where would you advertise? What type of advertisements would you produce? Refer back to the work done in Unit 11 on promotion and marketing.
Language focus
Future predictions
You may want to refer students back to Language focus 2 on future arrangements in Unit 6, in order to have a broad look at the use of the future in English.
In the examples given, going to is used mainly when the prediction is based on definite present evidence (e.g. Look at those clouds — it’s going to rain.); the future continuous (will be working) when looking at the future from a point of time in the future (e.g. This time next week I will be lying on the beach.); will is used for predicting what we think will happen (e.g. Chelsea will win the cup.). The will form is used in the text because the predictions are general and speculative, rather than based on present evidence.
Personal opinions about the future
The main point to get across when talking about the future is that no one tense form is used — what is important is the function. In spoken forms in particular there are many possible constructions indicating a range of functions and registers. In the examples given, pay particular attention to the pronunciation — the rhythm, stress, and weak forms.
The sentences that are more certain are:
It’s bound to be a very expensive holiday. (Note that bound to often has a pessimistic connotation.) It definitely won't happen in my lifetime.
in the practice exercise, monitor the group discussions very closely and ensure that some of the target expressions are used correctly. There will be freer practice in the Output task that follows.
Output task Predicting future trends in tourism
Procedure
1 Follow the procedure as outlined in the Student’s Book, changing the group members between exercise 1 and exercise 2.
2 Exercise 3 could be set for homework.
SECTION 2 The advantages and disadvantages of tourism
Warmer
Present the-students with this situation:
Imagine the house or flat where you live has suddenly become a major tourist attraction for some reason, with thousands of people wanting to visit it everyday.
What changes will you have to make to the house/flat?
What facilities will you have to provide?
How will your daily life change?
What will be the advantages and disadvantages for you?
Discuss the situation in pairs or small groups. If you don’t want to use the students’ houses and flats you could use the schoo! where they are studying.
Speaking The effects of tourism
Procedure
1 There are a number of items of vocabulary in this section which you may want to pre-teach before beginning — e.g. erosion, pollution, the environment,
greed, arts and crafts, natural resources.
2 Focus attention on the six notices. Ask the students where they would be found, then get groups to discuss the impact of each of the developments, including advantages and disadvantages. See if they can think of real examples from their own experience and local area.
3 Exercise 2 should be done in pairs with class feedback.
4 In exercise 3, try to get a whole-class discussion going and make sure everyone thinks carefully about each point rather than jumping to a simple conclusion. You could turn this into a full-scale debate if the class are interested, with groups preparing different arguments.
This topic area is the theme of rest of the unit.
Answers
advantages disadvantages
environmental = begjk
economic ah d
social 1 m
cultural ef i
other: : ~ +
Reading The impact of tourism in the developing world
Procedure
1 Start by looking at and discussing the cartoon.
2 You could divide the class into two to read the two texts, so that the students only read one text each and then compare the points made in pairs.
3 The texts contain some fairly complex vocabulary, and it is really up to you how much of it you want your students to learn. Whatever you decide, make sure that the main task of the reading — to identify the impact of tourism on the developing world — is not lost.
4 Answers are somewhat subjective, so when reporting back allow discussion and disagreement among the students.
5 Exercise 3 should be discussed in groups. Get each group to produce ideas for a promotional campaign (question 1) and an action plan (question 2).
Listening 1 The independent traveller
Procedure
1 Set the scene by asking what is meant by ‘an
independent traveller’. What type of places are they „ likely to visit? Where would they stay? What would they carry? Try not to be too stereotypical — not all
independent travellers are hippies!
2 The pre-listening exercises'(1 and 2) are also important for setting the scene. It may help to draw two pictures of people on the board, one labelled ‘Good tourist’, the other labelled ‘Bad tourist’. This will also help with the Output task that follows.
3 Play the tape twice, allowing students to confer in between.
4 The listening provides the opportunity to revise the language of advice looked at in earlier units. Get students to listen for advice forms as an extra listening task — or they can look through the tapescript after they have completed exercise 4.
5 Exercise 4 can be based on the answers to the first task as well as a further listening.
Answers
local language — learn a bit before you go
photographs ~ be sensitive ~ cultural rules are often very different
fast food chains — avoid them, use local produce instead
hotel chains ~ avoid them, stay in local accommodation
hiring a car ~ don’t hire a car, use public transport instead
souvenirs ~ make certain they really are local
endangered species ~ don’t buy anything made from :
endangered species ee |
complaining — complain if you see anti-social or anti- i environmental behaviour
(suggestions)
Can you give me some background information on the country?
How can I learn a bit of the language?
What local produce is there?
Can you give me an accommodation list of local ị
homes? ị ị
Can you tell me about the public transport system?
What local arts and crafts are there?
Can I see any local crafts in operation?
Output task How to be a good tourist
Procedure
1 Give the groups plenty of time to brainstorm pieces of advice for each of the five categories. If you want the class to share all their ideas, then you could write each of the categories on the top of a separate sheet of paper and give one to each group. They write down their thoughts, then pass it on to the next group who add their ideas, and so on.
wislinoj Ul sluauidojeneq
2 Remind students of the language of written advice (Unit 9) before they write their articles. The original version of the article can be found on page 96 for your information. There is no reason why the students’
versions should be anything like it, but it may be interesting to compare them.
Exta actiViU h '
Get the students to write a survey or quiz: ‘How good a tourist are you?! This could be in the style of a series of multiple-choice situational questions. For example:
You are lying on a deserted beach. You have just finished
a can of fizzy drink, There are no litter bins. What do you ng do? a Put the can ina bag and take it home.
b Take the can home but write to the beach authority and suggest they install some Jitter bins.
¢ Throw the can down and maybe bury it.
d_ | wouldn't be drinking a can of fizzy drink in the first place!
Use ideas from the texts in this section for other situations.
Make sure students think of the possible choices and also any scoring system they want to have. Get them to try out the quiz on their friends and families.
73
SECTION 3 Tourism and the environment
Warmer
As section 3 is really a continuation of section 2, there may be no need for a warmer. If you have used the extra activity suggested above (survey questionnaire on “How good a tourist are you?’), then getting groups to carry out their questionnaires on other members of the class would be a good idea.