Procedure
1 Spend time on exercise 1 (predicting the information needed) as it will make the listening and the
comprehension of the rather technical computer screens easier. You should make sure you elicit the following as this will set the first listening task:
preferred flight time preferred seat class return flight price
preferred airline preferred type of plane time of return flight
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53
2 The first time you play the tape focus attention on exercise 2 question | only. Don’t get the students to look at the printed screens yet as this may confuse them.
3 Focus attention on the computer screens and spend plenty of time familiarizing students with the layout and the information contained before playing the tape for exercise 3. They should be aware of the type of
information that is missing from each space (e.g. a flight number or a time).
4 Pairs should compare answers before reporting back.
Play the tape again if necessary.
5 Ifyou think the students have had enough of computer screens you could omit exercise 4 or set it for
homework. If you do this exercise make certain students give full explanations — e.g. ‘If you press N you'll see a screen with availability for the next destination’.
Answers
&
destination San Francisco
preferred date of travel 3 February (arrival)
preferred flight time leave as late as possible and arrive as early as possible preferred airline not important
preferred seat class doesrft say
preferred type of plane 747
return date 7 February
preferred time of not too late return flight
price £1,114 basic,
£1,132.20 including extras
1 955 2 12.05 3 763 4 16.15 5 954 6 17.35 7 908 8 £1,114 9 £1,132.20
Screen 2 would have been produced by pressing R (RETURN Flight).
Output task Making flight reservations
Procedure
1 Give plenty of time for preparation — especially the travel agents who will need time to get familiar with their screens. The screens are not as complicated as they first look because the price code categories which occupy a lot of the screen are not needed in the activity.
Customers could think carefully about how they should ask the questions. They could also feed in extra requests if they want.
2 Set up the class like a travel agency for the role-play. You could expand the role-play by repeating the full
procedure for booking a holiday from Unit 3.
3 When the first conversation is complete reverse roles and allow more preparation time for Conversation 2.
Then carry out the second role-play. Note: the screens in Conversation 2 are more complicated.
Answers (suggested)
Conversation 1: Flight QF 746 (Qantas) Depart London 12.15 Arrive Sydney 20.45 Conversation 2: Outward ~ BA89
Return ~ AC856 (but it’s a 747).
There are other possibilities as there is no flight that gives the customer everything they want.
SECTION
2£. “e6
When things go wrong
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Warmer
1 Discuss some general questions to introduce the idea of value and insurance:
What are the most valuable things you possess? How much are they worth? Could you replace them?
2 This discussion should lead into the discussion question at the start of the reading activity that follows. ,
Reading Travel insurance
Procedure
1 Continue the discussion from the warmer and go on to discuss holiday insurance.
2 Exercise 2 should be discussed in pairs. Try to get the students to think about the level of compensation for each of the situations, but remember there are not really any right answers.
3 The matching exercise (exercise 3) can also be done in pairs.
4 The short vocabulary focus on phrasal verbs and idiomatic expressions that follows could be expanded into a longer activity looking at phrasal verbs in general
~and pulling together all the phrasal verbs that have appeared in previous units.
Answers
le 2a 3h 4e 5f 61
7k 8d 9b 10j llg 121
Yes — emergency purchases up to £100.
Yes — expenses.
Yes — ‘medical inconvenience benefit’,
Yes — up to £1,200 to reach destination.
No. Yes — ‘medical inconvenience benefit’.
™ OBO of
g Yes, probably ~ ‘cancelled for reasons beyond your Answers
control. : ý ]
h No.
i Probably not — compensation is only paid for delays Alberta
of over 12 hours. Holiday location Ireland
j_ Yes ~ #40,000.
What happened? on motorbike, hit hole in road
f and crashed
Vocabulary focus y What were they doing - heading for deserted beach :
A B at the time?
break down have mechanical failure What did they do after? she went back to a shop and got
call off cancel help
cut short curtail
turn up appear Brian
write off completely destroy (especially a car) Holiday location San Francisco go off make a sudden loud noise
hold up delay What happened? there was an explosion and the
get to reach hotel corridor burst into flames
What were they doing coming out of the elevator
Listening 3 Holiday disasters at the time? (going back to their room)
What did they do after? grabbed fire extinguisher and cleared. path to the stairs Procedure
1 Spend plenty of time on the pre-listening discussion questions (exercises 1 and 2). Not only do they give a lot of speaking practice, they also introduce some of the key vocabulary from the listening.
Colin
Holiday location ‘one of the islands’
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2 Depending on the students’ experience try to get them What happened? someone took jacket (with wallet to personalize as much as possible in the discussion and credit card)
sage, nob you may need to feed thom ees ase di What were they doing having a romantic meal at Pending on the group,.you may a onaay at the time? the harbourside
hazards’ chart is a little insensitive — it may be better for
them simply to rate their own countries in terms of each What did they do after? chased the thief, reported it to
of the hazard categories (illness, accidents, theft, and police .
violence).
2 a newspaper reporter ~ Brian a travel agent — Colin a friend ~ Alberta
Alberta and her friend Tony could probably claim under “Medical and other expenses’ and ‘Medical inconvenience benefit.
3 Ifyou want you could do a story-building prediction exercise. Give the students key words from each of the three stories and get them to predict the events in as much detail as possible. The first listening task is then to compare their own story with the version on tape. Key words for story building might be:
Alberta Brian Colin Brian could only claim if any of his personal
motorbike movies honeymoon belongings were damaged in the fire (under ‘Personal 9
gorgeous hotel bar prawns aggage’).
hole in the road elevator jacket Colin could probably claim under ‘Personal baggage’
in agony flames wallet ‘Personal money’, and ‘Medical inconvenience benefit’.
shop fire extinguisher credit card
ambulance evacuated police
hospital hero violently sick Language focus 2
4 For exercise 3 play the tape, stopping after each conversation to allow students to finish filling in the grid. They can compare their answers with a partner at the end of all three conversations. The notes in the grid will be useful for Language focus 2.
5 Exercise 4 is a follow-up task.
Describing events in the past
This section gives the opportunity for extended work on past tenses, building on the work on past time in Unit 1, and you may wish to review the major uses of all the past tenses.
55
Answers
(suggested answers) Alberta
We were getting fed up with the resort.
We'd hired a motorbike.
We were heading for a deserted beach.
We hit a hole in the road and crashed.
I went back to the shop and got help.
The shop owner called an ambulance and Tony went to hospital.
Colin
We were spending our honeymoon on one of the islands.
We'd gone to a harbourside taverna.
We were having a romantic meal.
Someone stole my jacket.
I chased him.
I reported it to the police. J felt ill and was violently sick,
Checking and clarifying information
Get your students to listen carefully to the model sentences on the tape and practise them. In addition to retelling the three stories, you could also get them to make sentences about the different situations they came up with at the beginning of the “Holiday hazards’ activity before Listening 3.
Extra activity
This speaking activity allows further practice of the past continuous and simple past tenses.
1 First you need to establish the situation: the students were all in a hotel last night when a bomb exploded (or, if you prefer, a fire broke out). Each guest was in the middle of an activity, which is written on a piece of paper and given to the students (and kept secret). Suggestions are listed below, but you can think of your own.
2 Each student imagines what they did next (and keeps it to themselves) — encourage them to think of unusual behaviour as this will heip the final part of the activity.
3 Collect the pieces of paper. Get the students to mingle, asking each other ‘What were you doing when the bornb exploded?’ and ‘What did you do next?!
4 When they have collected everyone's answers they get into groups of two or three and compare answers. They must then decide who planted the bomb (or started the fire) by discussing whose story sounds least plausible.
5 The class as a whole then vote on the most likely suspect.
Suggested activities:
reading a newspaper in the lift having a shower
standing on the balcony smoking a cigar having a drink in the bar
trying to smuggle a friend into your room lying in bed reading
having a relaxing bath
standing on the hotel roof looking at the stars waiting for the bill in the hotel restaurant picking up a wallet that someone had dropped
Output task Insurance report forms
Procedure
1 This activity could be set as a simple writing exercise, perhaps for homework,
2 Ifyou want to make it more communicative and involve a speaking element, then you could get students to prepare one or two incidents for insurance claims and then interview each other, with the insurance report form being filled in as a written follow-up exercise.
Extension actiVity
Refer back to the feedback questionnaire and complaints from Unit 4 (Tour operation). Transfer some of the situations onto the insurance report forms {and role-play or write appropriate letters if you wish).
Activity Tourist budgets
Procedure
1 Set the scene by asking what things a typical tourist spends their money on during a typical week in a foreign city.
2 Refer to the Sydney Budget Guide and, as directed in
exercise 1, convert the dollar amounts into sums that are
meaningful to the students (hopefully revising some of the calculation language work).
3 In exercise 2, questions 2, 3, and 4 should be worked on in groups. Revise some of the itinerary work from previous units by getting the groups to write out their different weekend plans.
4 The budget guide for their own country (question 4) should be written out and presented neatly for the class file and class display.
Project work
Here are two suggestions for projects to set the students.
Both require research and presentational skills.
1 Prepare a brochure entry for an imaginary hotel in your city - or a resort you know weil. Include a detailed price chart and full information on any special offers or supplements,
2 Prepare a price guide (for English-speaking tourists) on flights from the city/country where you are studying to a particular area (e.g. the US — but you could give
different students different destinations). The most important information is prices, but include other information as well (e.g. which airlines). Students will need to research by looking in magazines and newspapers, contacting travel agents, and so on.
Tourist information
The unit looks at:
— the attractions and facilities available for tourists and travellers in cities and resorts and the language used in presenting this information
- communicative situations and role-plays to practise presenting information and dealing with enquiries - authentic listening and reading material on Bangkok,
Sydney, Disneyland® Paris, and Stratford-upon-Avon.
The unit links with:
- Unit 10 Guiding — these two units together look at the topic of tourist information and ways of presenting this information
~ Unit 11 Promotion and marketing in tourism — in Unit 9 information is presented in a fairly factual way, whereas Unit 11 looks at ways of promoting this information.
Context materials
“= any tourist information sheets and leaflets, including maps and plans
~: guide-books for tourists
~ magazine pictures of people.
Setting the scene
1 Put four large notices wp in each corner of the room:
What's on; Accommodation, Sights, Culture and industry.
2 Divide the class into four groups, one group by each of the four notices. Get each of the four groups to list items for the notice they are next to for the place where the class is studying. For Accommodation get them to list types or categories of accommodation rather than actual places to stay (although they can of course do this as well). They leave the list next to the notice.
3 Get the groups to rotate so that they are now next to a different notice. They should write a description of each of the items of the list and add any other items they can think of.
4 Rotate twice more and add more information on each occasion.
5 Reorganize into different groups of four, with one person from each original group. Discuss ways in which the information on the four topics could be presented —
e.g. guide-books, local tourist information centre,
advertisements and promotion, etc. Be careful not to go into the area of promotion too deeply, as it is will be covered more thoroughly in Unit 11.
SECTION 1 Tourist attractions and
Warmer
This is really part of the vocabulary exercise that follows.
1 Write down the names of about eight attractions and facilities on separate pieces of paper, e.g. cathedral, museum, castle, zoo, bank, nightclub, cinema, car park.
Produce enough sets so that the class can divide into groups of about four or five.
2 Place the pieces of paper face down in the middle of each group. Each member of the group in turn takes a piece of paper and has to elicit it from the rest of the
1 Following on from the warmer game, get the groups to list as many other attractions and facilities as they can think of. Use picture flash-cards if you have them. Get the students to think about the area where they live or where they are studying. Make sure they include facilities for tourists as well as attractions.
group (e.g. ‘It’s a place where they keep old valuable 9 artefacts. They often have special exhibitions’). The
team that gets most correct answers is the winner. m
c z
Vocabulary Tourist attractions =
Procedure 3. 3
& z
=.
Encourage speed by making it competitive (‘Who's got the most?’), Correct and model pronunciation as you go along. Be careful to ensure appropriate lexical stress.
2 When reporting back, make sure the groups can say exactly what each attraction offers and that they can give a good definition.
3 In exercise 3 you may want to focus a little more on American English and British English — e.g. city centre (UK) and restroom (US).
Listening 1 Enquiries at a tourist information centre
Procedure
1 Set the scene by asking the class what they know about Sydney. Can they name any famous places?
2 As this activity is fairly complex, take it stage by stage.
For the first part of the listening you may want to pause the tape after each of the ten sections in order to give time for the students to write their answers in the grid.
3 In exercise 2 there may be some room for debate, but most are obvious and can be confirmed by part 2 of the tape.
Discuss what each of the attractions might consist of first.
4 The instructions for exercise 3 need to be read carefully.
It’s probably a good idea to do the first segment together in class to make sure students know where to write their
answer. 57
5 The mini-role-plays suggested in exercise 5 should be kept short and used as an opportunity for fairly controlled practice and correction work. Get the students to read part 2 of the tapescript in order to hunt for recommendation models to use in the role-plays.
Answers
Column 1
1 panoramic view of the city 2 Andy Warhol paintings 3 battleships and historic ships 4
5
somewhere to relax, swim and sunbathe
somewhere educational, interesting museum (sea- life, etc.)
6 boat trip to see the sights 7 ethnic part (e.g. food)
8 excitement ~ rides and rollercoasters 9 somewhere green.and with fresh air 0 indoor shopping mall
Column 3 ~ TIC reply
Sydney Tower (or Harbour Bridge — but not the Observatory)
Museum of Contemporary Art National Maritime Museum Bondi Beach
Aquarium Sydney Harbour Chinatown Luna Park
Botanical Gardens or Chinese Garden
Queen Victoria Building (a difficult one ~ there’s no real clue in the name!)
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Reading Information on Bangkok
Procedure
1 Use the pictures in the Student’s Book, and any other pictures of Thailand you may have, to generate interest.
Put the ‘think about’ headings on the board and get students to brainstorm. Make sure you get a lot of points — and not just things that the class know, but things that they are not sure about as well, because this provides the task for the reading text. If the class are having trouble thinking of things refer them back to the list of attractions and facilities they made at the start of
the unit. Also add these: temples, palaces, museums,
theatres, busy traffic, skyscrapers, department stores, markets, canals, jazz clubs, red-light district, parks. These are important as they help pre-teach items from the text.
Alternatively, you could give the sub-headings from the article (‘Temples’, “The Grand Palace and other sights), etc.) and get students to predict what words will appear.
2 Make sure students read the text quickly just to look for the information they have discussed in the first exercise.
‘They can compare notes in pairs.
3 Students should work on their own for the reading and note-taking in exercise 3. Monitor them closely to make
sure they are not just copying out chunks of text, but also that they can understand the notes they are taking.
One way to check this is to see if they can reproduce the main points of the text by looking at their notes only (and this is indeed the basis of the role-play that follows).
4 The role-play in exercise 4 should concentrate on information-giving rather than advice-giving. The forms used for advice-giving in the text are in written register and are not really suitable for spoken communication.
In any case, the language of advice is going to be explored and practised in the Language focus that follows.
Language focus 1
Advice and suggestions (written register)
Get students to search through the Bangkok text, or similar information sheets you may have, to find examples of giving advice and suggestions in a written context.
Practice exercise ] gives students the opportunity to produce a parallel text. In practice exercise 2, make sure you make the distinction between written and spoken register clear. As suggested, refer back to the tapescript of the listening exercise about Sydney (part two) and also Language focus 1 in Unit 3. It might be good idea to write , the examples from the Sydney tapescript on the board.
Output task Writing a tourist information leaflet
Procedure
Follow the procedure as indicated in the Student’s Book.
This could be a much wider-ranging project if you encourage students to do research in advance (collect pictures, maps, information, etc.). See Project work on page 61.
SECTION 2 Sydney - where to stay and what to see
HEOEROTEGSL GAAS SERS ONE TERS HORE DHOSHHEEIHAS
Warmer
1 Get students to think about all the different types of accommodation — from camp-sites to luxury hotels.
They could think about the range of accommodation available in their own town or city, or the place where they are studying. Get them to put the accommodation into different categories, suitable for a guide-book.
2 Give out a selection of pictures of people (from magazines) to groups of three or four students. Get them to decide which type of accommodation the people would stay in. Share opinions with other groups.