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Outcomes Pre-Int TB Unit 10
Outcomes Pre-Int TB Unit 10
PLACES TO STAY
BOOKING A ROOM
Student’s Book pages 88–89
Aim
to set the scene and introduce the theme with a Communicative outcomes
photo; to get students talking about places to stay In this two-page spread, students will practise
booking rooms, describing hotel facilities, and
1 Start by telling the class that in this unit they’re apologising.
going to be learning how to describe places they have
stayed in, book somewhere to stay, apologise for bad Vocabulary Places to stay
news, and deal with problems in hotels; students will talk
about imagined situations and past habits. Aim
• Ask students to look at the photo on pages 86–87. Ask: to introduce and practise chunks of language used to
What can you see? Elicit a brief description of the photo, describe places to stay
and introduce any key words students might need.
• Ask students to discuss the questions in groups of four 1 Ask students to discuss the words and complete
or five. Monitor and help with ideas and vocabulary if the exercise in pairs. Start them off by eliciting the
necessary. collocation to complete the first sentence. In feedback,
model the pronunciation of words that are difficult
Culture notes to say.
The photo shows a new resort being built on the Gulf Answers
of Aqaba coast, at the northern tip of the Red Sea. It is a 1 low season 7 real fire
very popular holiday destination, particularly for tourists 2 including breakfast 8 share a room
wanting to dive on the gulf’s coral reef, and diving 3 reduced rate 9 heated pool
contributes a lot to the local economy. Jordan, Israel, 4 babysitting service 10 shower block
Saudi Arabia and Egypt all have shoreline on the Gulf 5 put up the tent 11 basic furniture
of Aqaba. There has been massive development along 6 provided meals 12 free wi-fi
the coastline over the last twenty years or so, and there
is increasing concern about the damage caused to the 2 Elicit one or two examples to get students started,
environment. then ask them to work in pairs to match each sentence
to one of the places.
2 Organise the class into new pairs to discuss the
personalised questions. In feedback, ask different pairs to Answers
briefly tell the class what they discussed. 1 an apartment (you don’t usually rent the other
• Once you have given feedback on content, look at good places for a week)
pieces of language that students used and pieces of 2 a hotel (the only one that costs £50 a night and
language students didn’t quite use correctly during the provides breakfast)
activity. 3 a campsite (the provision of electricity is the clue
here)
Optional extra activity Write on the board: The most 4 a hotel (none of the others usually provide
unusual place I’ve ever stayed. Then tell the class a short babysitting)
story of an unusual place you have stayed at. Ask the 5 a campsite (the only place you would put a tent
class what was unusual about it. Then ask students to up)
share their own stories of unusual places to stay. 6 a hostel (guests sometimes share the kitchen
and prepare their own meals)
7 an apartment (they have a living room)
8 a hostel (because sometimes you have to share
rooms in hostels)
9 apartment (apartments are in a block and often
have a shared pool)
10 a campsite (the only place to have toilet and
shower blocks)
11 an apartment (basic furniture, and it has a
kitchen)
12 a hotel (rooms and reception area)
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Answers
1 e 3 d 5 a 7 g 9 c
2 h 4 f 6 j 8 b 10 i
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7 61 Ask students to work individually to order the Grammar Second conditionals
sentences. If they have problems, put them in pairs to
help each other. Play the recording again. Students listen Aim
and check their answers. Let students compare their to check students’ understanding of how to use
answers in pairs once more. Write up the order of the second conditional forms to say how we would react
sentences on the board in feedback or let students check in difficult situations
their answers in the audio script on page 203.
10 Read through the information in the box as a
Answers class. Then organise the class into pairs to look at the
1 d 2 g 3 b 4 h 5 c 6 a 7 e 8 f sentences and discuss the questions. Monitor and note
how well students understand the rules.
8 Ask students to discuss and justify their choice • In feedback, elicit the students’ answers. Then ask
of adjectives in pairs. You could let students look up them to check their ideas in the Grammar reference on
words they aren’t sure of, or pre-teach the words using page 178.
examples or definitions.
Answers
Possible answers 1 No, she isn’t ill and she isn’t likely to eat a
selfish: She’s only interested in what she wants chocolate with nuts, because it would make her ill
and needs; doesn’t seem at all concerned with the (she’s allergic to them).
thoughts or feelings of others. 2 Yes, he does want to move the people, but he can’t
demanding: She makes lots of demands and gets move them.
angry if the demands can’t be met.
If students try to argue in favour of the other three,
ask them to explain why and see if you agree with Students complete Exercise 1 in the Grammar
their justifications, e.g. she could be seen as lazy reference on page 178.
because she gets people to do everything for her,
rather than doing it herself. Then again, do lazy Answers to Exercise 1, Grammar reference
people get up at 4 a.m. to go to the gym? 1 1 c 2 e 3 a 4 f 5 d 6 b
2 1 The company has problems because the staff
9 Organise the class into new groups of four or five don’t speak good English.
to discuss the questions. Give students two or three 2 I don’t like camping here because the weather
minutes to prepare ideas first, and monitor briefly to isn’t very good.
help. 3 It’s a nice hotel but the rooms aren’t very
• In feedback, ask different groups to tell the class what child-friendly.
they discussed. Once you have given feedback on content, 4 They don’t have a branch in Brighton.
look at good pieces of language that students used and 5 I don’t have a lot of money so I don’t stay in
pieces of language students didn’t quite use correctly expensive hotels.
during the activity. 6 It didn’t happen to me, it happened to
someone else.
Optional extra activity Ask students to decide whether
these demands made by hotel guests are real or not
(they are all real, actually): Background language notes for teachers:
1 one glass of water on the hour every hour,
second conditional
throughout the night
2 15 cucumbers a day • Note the form:
3 toilet to be filled with mineral water If + past form, would + infinitive
4 bath of honey would + infinitive, if + past form
5 sound of goats’ bells to aid sleep • Note that in formal English we often use were instead
6 only the right legs of a chicken of was when expressing hypothesis, e.g. If I were you,
7 a dead mouse I’d … In modern usage, however, native speakers often
8 bath of chocolate milk don’t bother with this distinction, and If I was / wasn’t …
9 16 pillows (for a single guest) is accepted.
10 crocodile soup for breakfast • Note the meaning: If clause (= if this unlikely or
impossible situation happens) + result clause (this is the
Background language notes for teachers unlikely or impossible result).
We often say one second or one minute when we want 11 Elicit the first verb from the class to get them
someone to wait for us to do something. It is often used started, then ask students to work individually to
just to mean a very short period of time. complete the sentences. Organise the class into pairs
That's it for now. Oh, wait. Just one second … to compare their answers before going through the
I'll send someone up with the flowers in a minute. answers as a class. Write the answers up on the board.
I'm nearly ready. Give me two seconds.
I just need to make a phone call. I won't be a minute.
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Possible answers
1 Take his word for it and apologise for the mistake.
2 Call reception to complain. / Put ear plugs in.
3 Check the tent is put up properly. / Tighten the
tent pegs. / Pack up some essentials and go and
find a hotel.
4 Point out politely that they are supposed to wash
up their things. / Ignore them but feel angry!
5 Go outside and sit in the shade.
6 Hand it in to reception in case they come back for
it. / Keep it, it must be a very generous tip because
you did such a good job of cleaning!
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Answers Pronunciation
1 b and f
2 a and e Aim
3 c to check students’ understanding of how some words
4 d have the same form as both verbs and nouns
Sounds and vocabulary review 11 Organise the class into teams of four to six. Give
students five minutes to prepare collocations, e.g. make
Aim a booking, cancel my booking, have no record of your
to practise the sounds /ʌ/, /ɒ/, /ʊ/ and /uː/; to revise booking. When students are ready, ask them to compare
collocations and discuss with other groups.
• In feedback at the end, build up a list of some of the
9 63 Play the recording. Students listen and repeat best collocations on the board.
the words, paying attention to the pronunciation of /ʌ/,
/ɒ/, /ʊ/ and /uː/. Optional extra activity Play noughts and crosses. Draw
a noughts and crosses table on the board. Write a key
63 noun from this lesson in each of the noughts and crosses
/rʌʃ/, /hɒl/, /lʊk/, /puːl/, /mʌn/, /pɒ/, /bʊk/, /luːz/, squares. Divide the class into two teams. Team X must
/dʌb/, /hɒs/, /kʊd/, /ruːm/ win a square by giving a correct collocation with the
word in the square. Wipe out the word and write in an X.
10 64 Give students a moment to look at the words Team O must win a different square by giving you a
in the box. Read the words out so that students can note correct collocation with the word in the square. If either
their pronunciation. Play the recording one sentence at team gives an incorrect collocation, put the other team’s
a time. Students listen and note words or parts of words symbol (X or O) in the square. The winning team is the
they hear, then work in a group to try to reconstruct first to get three Xs or three Os in a row.
the sentence. Allow time after each sentence for them
to do this. Then play the recording again. Students
listen and complete the sentences. You could play the
recording again or play and pause after each sentence,
but students should be able to write complete sentences
after two or three listenings.
64
1 Could I make a booking for Friday?
2 We don’t want to lose our deposit.
3 I never used to like group holidays, but now I do.
4 Could I have a look at your book?
5 How much money did you spend?
6 I spent the whole week by the pool.
7 I’d like to book a double room.
8 I lost my toothbrush somewhere in the hostel.
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VIDEO 5: THE FUTURE OF A VILLAGE Abdelhadi: The life of a fisherman now is hard.
Sometimes you work for one day, then you don’t work
Student’s Book page 94 for two days. Then you work for one week, then no
work for 15 days.
1 Lead in to the topic by asking students to look at Narrator: The fishing industry here is trying to survive.
the photo and say what they can see. Organise the class But now there’s new hope. Recently, this town has a
into pairs or small groups to discuss the questions. In a new breadwinner – tourism.
brief feedback session, elicit students’ ideas and write Last year, thousands of tourists visited Essaouira
up interesting ideas or pieces of language on the board. and this tourism has brought hope and money to
Encourage students to justify their opinions and argue the town. Essaouira’s first tourist boom was in the
their cases. 1960s. Rock stars and people from many different
cultures visited the village. Now, the small town
Culture notes is trying to bring in tourists again. They want a
different way to make money. The plan is working
Essaouira is a historical city on Morocco’s western coast, well. Since 1996, tourism in Essaouira has increased
facing the Atlantic. It has a fortress, ancient walls and a by more than 300%.
famous medina. Jimi Hendrix and Cat Stevens stayed in It’s not difficult to see why people like the historic
the town in the 1960s, and Orson Welles filmed Othello village. Essaouira’s medina, or historic town centre,
there. was built in the 1700s and was recently put on
UNESCO’s world heritage list.
2 19 Give students time to read through the task Essaouira now has a very good chance to develop
first. As students watch the video, they should take notes tourism and help its economy. But they must also
on the topics. Let them compare their notes in pairs try not to sell out the local people, culture and the
before discussing as a class. environment.
The people who are developing tourism say that
Answers conservation is important to them. However, for the
Essaouira: in Morocco; a fishing town; historic town people of Essaouira, there are still questions about
centre on UNESCO’s world heritage list water, land use and pollution. Perhaps fishing may
Its economy: traditionally dependent on fishing, but now be part of Essaouira’s past. Maybe the town has
tourism increasingly important a chance to make a new life for itself.
How it’s changing: fishing is not such a good job Will the people of Essaouira choose well? No one
anymore – fewer fish and more competition from knows. But the future of this village may depend on
big boats; tourism more important the decisions they make today.
3 19 Organise the class into pairs to complete the 4 This exercise offers students the chance to relate the
summary. Play the video again for students to check and topic of the video to their own experiences, ideas and
complete answers. opinions.
• Give students time to prepare their ideas, then put
Answers them in groups to discuss the questions.
1 fish • Monitor and listen to each group. Help with
2 to the south pronunciation and ideas if necessary.
3 compete • When most students have finished, stop the class
4 tourism and give some feedback, either by rephrasing some of
5 1960s the things students tried to say for the whole class, or
6 UNESCO by asking students to correct or fill in gaps in sentences
7 300% increase you’ve written on the board, based on what you heard
8 pollution students saying.
9 big fishing boats
10 the historic town centre Understanding fast speech
5 20 Tell students to work on their own for a few
19 minutes to practise saying the extract. Then play the
Narrator: In Essaouira, Morocco, the fisherman are video extract. Students listen and read the extract again.
preparing for another year out on the water. All around
the port you can hear the sounds of boat-building and 6 Encourage students to practise saying the extract
smell fresh paint in the air. Everything seems great in several times.
Essaouira. But in reality things are not very good.
In Essaouira, fishing is no longer such a good job. The
number of fish has gone down. Some of the fishing
work has moved to the south. The small boats which
leave from this port can’t compete with the big
fishing boats. Those boats, or trawlers, can simply
catch more fish.
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