Warmer
Get the students to write down on a piece of paper one particular holiday they have had (e.g. ‘a week skiing in the
Pyrenees’). Collect the pieces of paper, and then
redistribute them making sure that the students don’t get their original piece of paper. Get the students up and about in order to find the person who had the holiday on the piece of paper they now have. When they find their partners they should interview each other about the holiday (where, when, what they did, how they liked it, etc.).
‘This not only sets the scene for talking about different holiday types, but also recycles some of the language of likes and dislikes and talking about experience from Unit 1.
Speaking and Holiday types vocabulary
Procedure
i. The main aim of the first exercise is speaking practice, but make sure the students write down their lists at least briefly, so that they can be used for the categorizing part of the exercise.
2 In exercise 2, try to get the students to identify the drawings and icons without looking at the list of words.
The main aim of this matching activity is vocabulary identification and development. You may wish to feed in extra vocabulary related to the holiday types, but try not to overload the students at this stage.
3 In exercise 3, use pictures from your magazine pictures file to help with identifying ‘typical tourists’ for each of the holiday types.
Answers
avii bvi cil d iii exii £ viii
giv hi iv jix kxi ix
'Extension qctIVItles
1 Use the information available from the students lists of holidays they have been on (and their type/category) to produce pie charts and other graphs and statistical tables about the class members (revising work done in Unit 2). Display these around the classroom.
nN Connect the holiday types up with specific places. Refer back to the ‘Geography of Tourism’ activity at the end of Unit 1.
Choosing a holiday
Divide the class into groups of four. Nominate A, B,C, and D in each group.
Each group represents a group of friends who are going on holiday together, but who all have different preferences.
Choose four different holiday types, e.g. A = safari in Kenya;
B = city break in New York; C = week in Moscow; D = beach - holiday in Greece. Get all the As, all the Bs, ail the Cs, and all
the Ds together and ask them to discuss the advantages of their destination as opposed to the others.
Then regroup to argue about where they should go. They must continue to argue for the destination they have been given. Do not allow anyone to give in too easily!
Learner training
Make sure that the students learn and store the new vocabulary appropriately, as suggested in Unit 1 — ie. using stress markers, categorization and definition, rather than simple translation.
Reading Four holidays
Procedure
1 Dort’t rush to give students the ‘right answers’ in exercise 1. Let them hypothesize and develop a sense of mystery so that they will want to read the texts in order to test their hypotheses.
Do one or two of the words together as a class first ~ e.g.
farmhouse, cheetah, jeep. Concentrate on ensuring that the students understand the meaning of the words. If you feel there are too many words then leave some of them out, or introduce them gradually. Note that some of the words do not occur in their logical context (e.g.
farmers appears not in the rural tourism text but in the Earthwatch text).
2 Spend some time discussing the types of holiday the four customers might be looking for before referring specifically to the four texts.
3 Use the file of magazine pictures to help construct client profiles.
Answers
ae 1 Earthwatch: cheetah, co-existence, extinction, farmers, project, researchers
2 Eurobus: camp-sites, drop-off point, itinerary, pass, pre-determined circuit
3 Adventure Nepal: bazaar, elephant, jeep, jungle lodge, snow-capped, white-water rafting
4 Rural tourism: beaches, cottage, farmhouse, pony- trekking
These are the most logical answers, although students may be able to justify other solutions,
a = Rural tourism in Spain b = Eurobus
c = Earthwatch d = Adventure Nepal
Extra dctiVity :
Role-play the conversations that the four clients might have with a travel agent to find out details of the four holidays.
Make sure each student has a turn at being the travel agent.
Listening 1 Booking a holiday
Warmer
Bring in today’s or yesterday’s newspaper containing world temperatures. Get students to predict the three warmest and the three coldest places in the world today. Check paper to see who was right.
Procedure
1 Set the scene by asking where the warmest places in or near Europe are in Novernber, What do they know about the six places listed? Focus students on the gist task.
2 Try to play the tape continuously. Play it twice if necessary.
Answers
‘They choose Lanzarote.
The Gambia — long flight Spain — not mentioned Tenerife — no availability La Gomera ~ no direct flight France ~ not mentioned
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Resort: Playa Blanca Hotel: Lanzarote Princess Room: twin, balcony Meal-plan: bed & breakfast
Airport: from Gatwick to Lanzarote Departure on 14 November Dep: 09.35 Arrive 13.30 Return on 21 November Dep: 15.00 Arrive 19.00
Client name: 1 John Hollins, 2 Amanda Hollins Contact phone number: 340 0838
Booking reference: 17583 Language focus 1 Taking a booking
Get the students to model the target sentences, using the
tape as an example. The intensive listening exercise, noting down what is said after each of the model sentences, is designed to focus attention on the precise phonological features (stress, rhythm, and intonation). Refer to the tapescript on page 185 of the Student’s Book for the answers.
Making suggestions and giving information (spoken) Again, modelling based on the tape is important here.
Exercise 2 should be done in pairs. An alternative approach is to write each of the six sentences on a separate piece of paper and distribute them to members of the class who then go around seeking suggestions and information from the others.
21
Pronunciation focus 1
The underlined syllables are all weak forms (schwa). Point out that the weak form is an essential part of the rhythm of an English sentence, making it meaningful and natural (and — especially relevant in tourism situations ~ often making it polite).
The main stresses are:
help Canaries Gambia
details Language point Checking information
The tapescript also contains a number of examples of checking information, often using tag questions, and you may want to do some work on this.
Examples:
It’s a long flight, isn’t it?
I'm sorry, did you say you wanted a balcony?
We're not committed then, are we?
Note that the intonation on a tag question used for checking information usually falls.
Numbers, times, etc.
The text contains a number of references to number | expressions, and you may want to note how these are expressed (numbers are looked at in more detail in Unit 8).
Examples:
Dates: 14 November
Times: 09.35, 13.30 Phone numbers: 340 0838
Output task Travel agent role-play
Procedure
1 Divide the twelve holiday types listed in the Speaking and vocabulary activity at the start of this section into two groups. From the first group give two or three of the types randomly to each of the travel agents and two or three to the customers (depending on the size of your class there will be some duplication).
Get the travel agents to define the holidays in more detail. By this stage of the unit the students should have enough information to do this ~ but a lot will depend on their imagination and initiative — encouraged by you!
Use the Customer enquiry form for the Lanzarote booking in Listening 1 to indicate the type of information needed.
Customers should decide what their particular preferences are and what they are looking for in the holidays they have been given.
2 Reverse roles and repeat the activity with the other holiday types from the second group.
nea a
Get the students to complete a Customer enquiry form for each of the holidays they sold (or had a 24-hold).
SECTION 2 The business traveller
Ha...
Warmer
Put a picture of a person (anyone of working age will do) on the board and make two columns, one headed ‘Pleasure’
the other headed ‘Business’. Put a list of prompts down the side:
where to?
means of transport?
accommodation?
activities in the day?
activities in the evening?
other information.
Either brainstorm suggestions as a class or get students to do it in groups and then compare. Draw any conclusions about the differences between business travel and travelling for pleasure that may be especially relevant to travel agents.
This should set the scene for the Vocabulary and listening section which follows.
Vocabulary The needs of the business and listening 2. traveller
Procedure
1 Refer the students to their own experience, either of their own business travels if they are a mature group, or of family and people they know if they are a pre-work group. Be prepared to explain and pre-teach some of the vocabulary (e.g, upgrade, reclining, air miles incentive scheme). Encourage as much discussion about the order of importance as possible, not because you want to reach a ‘right answer’ but in order to increase familiarity with the terms and vocabulary being discussed.
2 Get students to think about and explain the vocabulary.
To help, you could write up the following sentences, which are modified versions of the sentences in which the expressions appear in the tape.
a We offer for the business traveller, so they don’t have to worry about the travel.
b We keep detailed records of „ 50 we know what they want and like when they have travelled in the past.
cA business traveller often needs to travel more or less immediately and therefore they need a reservation d A hotel has to be of a good standard with things like
in all rooms.
e With we set up an account and the client has longer to pay.
f The ordinary tourist must pay before they travel.
Usually they have eight weeks before departure.
Answers
1 The main difference is that for the ordinary tourist the travel arrangements and the accommodation is all part of the fun of the experience. For the business traveller they are just a means to an end.
2 First, speed and efficiency (e.g. reservations at short notice)
Flights: a choice of flight times, speedy transfers (express check-in and check-out), upgrades (quite important)
Hotels: location, comfort Extra activity
In order to link the listening with the reading activity which follows, get students to produce simple advertisements (possibly with slogans) promoting their imaginary corporate travel business. The advertisements should be like the ones that would appear in the back of a business or trade magazine and should list the particular services they offer for the business traveller. Display the advertisements around the class and get the students to vote on the best one.
Reading and
speaking Holiday inn Priority Club.
Procedure
1 If necessary, play the last part of the interview with Mark again — the part where he talks about Priority Clubs. Students should come up with things like:
discounts, express reservations, express check-in and check-out, free gifts and special offers, air miles.
2 For the first exercise, focus students’ attention on the introduction and buileted points. Students who read faster can continue through the rest of the text, although there is very little extra information to be gained there.
Exercises 2 and 3 involve more detailed reading of the text. When the students have finished they could role- play the question and answer dialogue, using indirect question forms (recycled from Unit 2) -— e.g. Could you tell me how I get points?
3 Exercises 4 and 5 revise questioning and form-filling and build on areas covered in the first two units (personal profiles and surveys). Make the role-play as authentic as possible by appropriate furniture arrangement.
Answers
express reservation corporate discount rate express check-in/out free newspaper
a You get points every time you stay in a Holiday Inn,
b You can spend your points on in-house movies, store vouchers, room upgrades, weekend stays, and activity awards.
¢ No, Holiday Inn Garden Court hotels in South Africa, Zambia, and Zimbabwe are excluded, as are
specific fair periods.
d $10 per year.
e Complete the enclosed application form. You receive your full membership pack after your second night in a Holiday Inn.
f Yes, you can.
g No, but you can switch at any time.
h Just fill in this form.
Extension actiVIty. 5 :
if you want to do further work on statistical information (following on from Unit 2), then collect in all the forms, photocopy them, and get groups to produce a range of statistics - e.g.a pie chart on room preferences, a block graph on the ages of business travellers, their interests, and
so on. sjuabejeaeit Ga
Output task Comparing facilities at three hotels
Procedure
Follow the three stages as laid out in the Student’s Book carefully. In particular, make sure the students invent detailed imaginary business traveller characters ~ the file of magazine pictures may help once again here. The more detail and time that goes into the first two stages, the more effective the third (and professionally most useful) stage will be.
Note: the Astron Suite-Hotel is a very different type of
hotel, so make sure the students read the description
carefully.
Pease : .
Bring in some hotel guides from other areas — perhaps the
local area where the class is studying - and decide how : suitable these hotels are for each of the business travellers @ the students have invented.
SECTION 3 Visas
Warmer
To set the scene bring in your own passport (and any old or expired ones you may have). Get students to bring in theirs (if they have one) and try to borrow other passports as well. Pass the passports round and get the students in pairs and groups to examine them for various items:
~ type of personal information included
~ introductory ‘blurb : 23
~ stamps (e.g. entry/exit stamps) c You will need a definite return date and a ticket
~ visas which doesn’t terminate in Canada. Your total stay
~ is the photo a good likeness? etc. should also be less than 90 days.
This should then lead into the discussion at the start of the d Asa Turkish national you will need to apply for a
next activity. visa. Applications by post take three weeks, so if you
want-to travel in two weeks’ time you should visit the embassy immediately and try to arrange your
Listening 3 US visa requirements visa in person — but don’t buy your ticket yet, as there is a strong chance you will not be able to get
Procedure an appointment for several weeks. :
1 If you are teaching a monolingual group in their own e Ifyou are definitely planning to stay for more than country, find out some background information first on: 90 days you need a visa. However, even with a visa, which countries they need to have visas to visit, and you are not allowed to accept paid employment which nationalities need to have visas to visit the whilst in the US.
country where you are studying. The relevant
government office or even a local travel agent should be ey able to provide this information fairly easily. If the
group are interested and motivated, you could take the Once you have established the correct information you can discussion into a general debate on immigration policy. role-play the situations (and invent other profiles). Refer In any case, make certain you cover the basic area of back to Language focus 1 on question forms in Unit 2.
why certain countries don’t want visitors to stay too
to pre-teach some of the vocabulary that comes up in . . te
P lary P To give students more practice at listening to recorded
Màu a 51856 productive work, onward ticket, information phonelines, find the numbers of some English resident, expired/unexpired, embassy, eriginte, language phonelines (e.g. local tourist information) or some application/apply for. international numbers such as the London Tourist Board (if 2 Before playing the recorded message give the students you're teaching outside the UK - although this could be
plenty of time to read through the true/false statements, expensive). Record one or two for class use and set simple
and make sure they understand all the vocabulary. If information tasks.
you think the task is going to be a bit difficult, then
divide the class in two and give each group alternate Learner training questions to focus on. Stress that they are listening for
that information only, not trying to understand every word of the message. The general principle with all listening activities is to focus on the task not the text.
Encourage students to use every opportunity to listen to English outside the class. This is becoming easier and easier even in non-English speaking countries, with the increased availability of satellite and cable TV (as well as radio 3. Try to do exercise 3 by playing the tape again. As in stations such as the BBC World Service}.
exercise 2, it may help to give each pair of students just one of the characters to focus on. After they have listened, refer the students to the tapescript to check.
To help develop listening ability it is important to emphasize two things:
1 Make it a habit. Have a regular weekly (or even daily)
Answers slot for watching/listening to an English programme (it
l False 2True 3 False 4 False 5 True could be the news but it doesn’t have to be}. ,
6True 7 True 8False 9True 10 True 2 Have a task. Always listen for a reason. A simple task for a You won't need a visa if you have a return ticket to a news programme, for example, is to note down the
Japan (in other words not terminating in Canada). names of any places or people that are mentioned ~ or Check you are flying with an airline that any other factual information ~ and then try to participates in the visa-free scheme. Check the reconstruct the story.
expiry date on your passport.
b To travel without a visa you'll need to stay less than 90 days and have a return or onward ticket (and
also travel with a carrier that is in the scheme). Obligation and permission Otherwise you'll need to apply for a visa. Also
remember that you won't be able to work in the US and the fact that you don’t have much money might make the immigration officers suspicious.
Language focus 2
You may want to do some more extended work on the structure and function of modal verbs at this point ~ e.g.
must/mustn’t, should/shouldn’t.
One of the main areas of focus in this section is the contrast between spoken and written register, which is often a grey area and further confused here by the fact that recorded messages are often in written register.
Nevertheless, it is an important language area, especially for tourism situations. Make sure you pay attention to the pronunciation of the spoken forms ~ e.g. the weak sounds in you've got to, you don’t have to.
Answers
a permission b obligation c lack of permission d lack of obligation e lack of permission
f permission — lack of obligation
The two practice exercises are designed to reinforce the difference between spoken and written register and style. For exercise 2 it may help to bring in an extract from an English language guidebook giving
information on laws and customs.
Telephone language Answers
&
indicated in brackets) identifying themselves (g)
speaking to the switchboard operator (c) recorded message
asking the caller to wait (b) offering to take a message (e) recorded message
recorded message
asking to speak to someone (a) asking for repetition or clarification (f) promising action (d)
“er de he AA of
Ask the students if they can think of other ways of performing the various phone functions. Get them to keep an ongoing list in their notes.
An alternative approach to exercises 3 and 4 is to write each of the sentences on a piece of paper (add extras if you have more than 12 students), and get the students to find their partner by going round and uttering their sentence. When they've found their partner they should continue the conversation for as long as possible.
3|] a b € d e f g
4] b e £ 8 € a d
Pronunciation focus 2
This section looks at linking in spoken language ~ contraction, elision, and assimilation. Get students to repeat the sentences paying particular attention to the highlighted parts.
Output task Telephone conversations
Procedure
Give both sets of partners plenty of time to prepare their roles. Let the students put extra information around the basic role given in the book — this should not be too difficult since all three situations relate directly to activities earlier in the unit. For example, the business traveller should also think about times of flights, check-in arrangements, etc. The more of their own ideas that the students introduce to the role, the more motivated they will be during the role-play and the more effective it will be. If you ensure that the core roles and aims are not lost, then there will still be enough ‘conflict’ to sustain the role- play. There should also be a competitive edge in that students have to try to get better deals than other students playing the same roles.
During the role-plays monitor and make notes
(particularly on the correct use of the target language) and feedback on it at the end.
Extd activity ¡
Students can get more authentic practice by telephoning various English-speaking tourist information services. This could be linked in with gathering materials for topics covered in later units - e.g. phoning UK or US-based tour operators for information on tours they offer (Unit 4);
phoning UK or US airports for publicity information (Unit 5).
Activity My hols
Procedure
Set the scene by discussing any holiday programmes that exist in the students’ own countries. Show the picture of Judith Chalmers. What type of holidays would she want to go on? You could also introduce the vocabulary from exercise 2 and get the students to predict which destinations they might be linked with. This will help generate interest in the article as well as pre-teach some of the vocabulary.
The follow-up activity (exercises 4 and 5) can be brief (ie.
just get students to write a plan of a programme) or it can be a very lengthy activity with role-played interviews, visual presentations, factual information and so on, ideally all recorded on video if you have access to these facilities.
Answers
car hire - Cape Town and Portugal concrete mixer ~ Corsica
crab sandwiches ~ Cornwall (Looe) dancing ~ Loulé (Portugal) golf course ~ Algarve good view ~ Algarve high hedges ~ Cornwall
pool ~ Cape Town and the Algarve restaurants ~ Cape Town
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