Scribd Logo
Upload

Welcome to Scribd!

  • Oxford English For Careers Tourism 2 Teacher Resou

    Uploaded by

    Ксения Павлюк
    478 views190 pages

    Original Title

    Edoc.site Oxford English for Careers Tourism 2 Teacher Resou

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    478 views190 pages

    Oxford English For Careers Tourism 2 Teacher Resou

    Uploaded by

    Ксения Павлюк

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 190
    Teacher’s Resource Book OXFORD UNIVERSITY PRESS OXFORD [Grea Cater Set Osfird ox ae sf University Fess isa depesunent oft Univer of Otord Iafunhutsune Univer sebjecie af evellence i rerch,schelaip, snlecicaton ty pubsing waive a Oxford Nein ore ucidend Cape Town Dar esSaons Honstons Karachi sua amp vera Nelboirne Mecca Nae Neve Del Shunghai hig Tocoae Weenetcerin| Argent Austr Broil Chile Caseh Roptic France Greece Gatcemaly Hengary tay jpan rotend Forugal irgneoe Sowit Keres Satter Thailand Turley Ulrich ‘osgonpand axvon tts ae roger ide maths of Oxford Unversty ress iache UK ond cesta aher counties 2 Ovone Unser ras 2007 Thetnorlrighsef the ahr Ra been arene Dicebate right Ostrd Uniesity ow mar) First published 2007 ‘ins rsa No pa as paetion ye epee radins eevalajatr ortroneite nar feroehy any Neate, without the pin perish iwi of Oecd Univers Press Ihe soc exeepion a phoncepsng crit ant ender te conitione see inthe ragrank headed Photocopying] oes epneisy ported ew ner ferns pte ia he apprepriceepregrapmestgns organs Enqutrs concerning epeodcton autie the scope the aor should ‘bese roe ELT Ris Daten! Oxon! Haven Hess the adeessabome You rat nt circle eis book in any eee ning a over sn you must tape Usb samieconbtin ama cq Paotceopying ‘hefublisher rum persion forthe phetacnyinzof these pases mat’ otcesabiescconingto the abowingerelins Uadvidus purcheses soy mele cos lr meson wea Torusely clases tht ter fech Schoo! pucehaersnay male copies for usetarsntand sts Bat his peerson dees na estado s8uibons iengd or braaenee ‘Under eo cxeumszanes may any ptr be ek be hatecop il for este ny wets reed win hs pateaon ae ns pale dorzan ad {heleadeese 76 proved oy Oso Unies frst fr infermaton only ‘oxfne Uauesty ress clans ny easponsity arene eontene rau 978 9 enassnoes Primetin Ching This bok pelted an aspartam certifi ene wo managed suns “Tie us appt emg ef fr tape spats phetieplsen trate rnkrst- Naty sae ps Mendon Undergoun Sraenes seetal Fagus reseutn oes Heat xe ene). Pasion espe nse 76 (bade Corinconer tte ‘ie pass bungee nyo Kuipers 87 neenefanerEggereue, o(noniiesatuie yep ety Images 9p 7 opanakopislizon Dame? StoeKfod) 81 (Cgc Musca hibaoRennerh Camedia Geographic OU pps si) 75 8 Caesren Rome) 1 Uy Nata 234 Boley ving) 89 (2), 3, Paton can pp 3 Union cai es Seyi Hateing Petre Livay) 975(moaekasteve oe) 76 (sexo ee) Panchos p90 cee oD Visions Supers BI {Rie carmalfues Na) 87 Gouri inwhewihsiesge foes) Martins: Kane OXFORD [Grea Cater Set Osfird ox ae sf University Fess isa depesunent oft Univer of Otord Iafunhutsune Univer sebjecie af evellence i rerch,schelaip, snlecicaton ty pubsing waive a Oxford Nein ore ucidend Cape Town Dar esSaons Honstons Karachi sua amp vera Nelboirne Mecca Nae Neve Del Shunghai hig Tocoae Weenetcerin| Argent Austr Broil Chile Caseh Roptic France Greece Gatcemaly Hengary tay jpan rotend Forugal irgneoe Sowit Keres Satter Thailand Turley Ulrich ‘osgonpand axvon tts ae roger ide maths of Oxford Unversty ress iache UK ond cesta aher counties 2 Ovone Unser ras 2007 Thetnorlrighsef the ahr Ra been arene Dicebate right Ostrd Uniesity ow mar) First published 2007 ‘ins rsa No pa as paetion ye epee radins eevalajatr ortroneite nar feroehy any Neate, without the pin perish iwi of Oecd Univers Press Ihe soc exeepion a phoncepsng crit ant ender te conitione see inthe ragrank headed Photocopying] oes epneisy ported ew ner ferns pte ia he apprepriceepregrapmestgns organs Enqutrs concerning epeodcton autie the scope the aor should ‘bese roe ELT Ris Daten! Oxon! Haven Hess the adeessabome You rat nt circle eis book in any eee ning a over sn you must tape Usb samieconbtin ama cq Paotceopying ‘hefublisher rum persion forthe phetacnyinzof these pases mat’ otcesabiescconingto the abowingerelins Uadvidus purcheses soy mele cos lr meson wea Torusely clases tht ter fech Schoo! pucehaersnay male copies for usetarsntand sts Bat his peerson dees na estado s8uibons iengd or braaenee ‘Under eo cxeumszanes may any ptr be ek be hatecop il for este ny wets reed win hs pateaon ae ns pale dorzan ad {heleadeese 76 proved oy Oso Unies frst fr infermaton only ‘oxfne Uauesty ress clans ny easponsity arene eontene rau 978 9 enassnoes Primetin Ching This bok pelted an aspartam certifi ene wo managed suns “Tie us appt emg ef fr tape spats phetieplsen trate rnkrst- Naty sae ps Mendon Undergoun Sraenes seetal Fagus reseutn oes Heat xe ene). Pasion espe nse 76 (bade Corinconer tte ‘ie pass bungee nyo Kuipers 87 neenefanerEggereue, o(noniiesatuie yep ety Images 9p 7 opanakopislizon Dame? StoeKfod) 81 (Cgc Musca hibaoRennerh Camedia Geographic OU pps si) 75 8 Caesren Rome) 1 Uy Nata 234 Boley ving) 89 (2), 3, Paton can pp 3 Union cai es Seyi Hateing Petre Livay) 975(moaekasteve oe) 76 (sexo ee) Panchos p90 cee oD Visions Supers BI {Rie carmalfues Na) 87 Gouri inwhewihsiesge foes) Martins: Kane Introduction p+ Background, teaching notes, tips, and additional activities 1 Arrivals ps 7 Attractions andevents p36 2 Aplace to stay pan 8 Ontour pan 3 Tourist information services p16 9 Hotel entertainment p45 4 Holiday rep p21 10 Specialized tourism ps1 5 Eating out p26 11 Business travel ps6 6 Ruraltourism p3t 42 Checking out per Grammar tests and communication activities Instructions for communication activities pss 1 Arrivals psa 7 Attractions and events ps0 2 Aplaceto stay p70 8 Ontour paz 3 Tourist information services p72 ‘9 Hotel entertainment p24 4 Holiday rep p74 10 Specialized tourism p86 5 Eating out p76 11 Business travel pss 6 Ruraltourism p73 12 Checking out p90 Grammar tests key poz 4 Introduction ee Tourism is divided into three levels Level 1 Provision) deals with the areas of tourism relatedito the creation, promotion and selling of typical tourism products such as lights and package holidays Level 2 (Encounters) presents students with the English needed to handle face-to-face contact with tourists whoareon holiday Level 3 {Management} covers the language needed for discussion of tourism issues at basic managerial level, Take off Thisisdesigned as awarm-upactivity tothe unit It often Introduces key vocabulary or concepts and should be used to get students to focus on the topic Ago,try bringing in your avin picturas (eg. in Unit 7, pphotas of you ata famous attraction or event) Students enjoy this typeof teacher personalization.and you can encourage them todothe same It’s my job / Where in the world? These occur alternate units and provide visual input and text They are all based on authentic interviews and. sources and are destaned to be of interest tothe students as they stand with only minimal tasks (nTt'smy job, students will ead about a variety of young peoplein Aifferent tourism enwionments and gain insightinto the shillsrequired Generat focus questions for‘ my job’ and'Whereinthe ‘world? are: What do you think his/herjobinvolves? Would ‘you lke todia it? Where do you think this i? What do.you knowabout 0? Huw also be very useful to havea world map avallasie:n theclasstoor in ardes to locate the various places referred to in Where in the world? and other features, Customer care This isa very important partofthe tourism industry. All the Customer care sections have an illustration designed tomake the point inaninteresting oramusing way This is good starting point forthe teacher, and {also helps if yourcan add other examples especially authentic ones from your avr experience, Imevel2,there fsa greater emphasis on cultural difference and cultural ayrareness, hich is crucialin Internationa! tourism encounters Find out Thisencourages students to takean active role in the leaning process, both in terms oftheir inglish language workand the subject of tourism itself Activities cam be setas projects or homework assignments, butit is worth spending time in class preparing students for the task Help can also be given by brainstorming some standard places andsites where they can gather information eg the national tourist office the regional tourist offiee.a particular hotelehain In your country etc Encourage students to shaze thelr ‘Also makesure students keowr how todo internet searches using search enginesstichas www google com of ureew altavista cont If students get stuck, worwtourist= offices org ukand wweworld-tourism orgare also extremely useful tourism specific ites Top margin This part of the page contains facts statistics quotes and quizquestions These are optional extras and can be used toacd variety and interest to yourlessons,or provide additional material for strong students whoare fast floishers Sometimes they have an associated question, and ways of explottation include asking whether your students are surprised by the facts and statistcs,or whether they agree. disagree orcan identify withthe quotes There ate also definitions for difficult wordsor phuases which are important to understand. text which appears on thesame page (the words or phases in the text are highlighted m bold | Vocabulary Students mest a large amount of vocabulary during the course Its important to encourage good learning sills. from the star, for example: organizing vocabulary intocalegories rather thar: simple alphabetical ists © understanding thecontext of vocabulary and whether itis key word needed for production or for comprehension checking and learning the pronunciation ofa woud or phrase Remind students tocontinue with their Personal Learning Dictionary (P1D).established in Unit of Level Language spot ‘Ths focuses on the grammar and language functions that are generated by the topicofthe unit and concentrates on theirpractical application lfyourstudents need revision aftercompleting the tanguaye spot direct themto the Gramma ference, ‘which provides a handy check. ‘There ialsoone photecopiable Grammartest foreach unit this Teachers Resource Book Listening, Reading, Speaking, Writing These activities give realistieand communieative practice oflanguage skills needed. tounsm Inthe listening activities students are exposed to industry situations, including dialogues presentations, and interviews They alsoheara variety of English accents, both native speaker and non-native speaker Inthe reading sections, studentsmect avariety of industry-based texts These coverbasic tourism concepts that they may be familiar with alrezdy fear othar tourism subjects they arestudying tithe speaking sections try tocnsure use of English uring speaking activities, particularly those nvolaing somediscussion Encourage this by teaching or tevising any functional anguage students may need Thereis also ‘one phatccopiable Communication activity farcach unit inthis Teacher's Resource Book Writing practice facuses.on the typeof texts that students will need to produce inthe industry see Wetting bank) Italsoallows for consolidation of the topic Pronunciation This practises aspects of pronunclation which are of maximum importance for inteliigioility Youcan repeat the Pronunciation recordings as often as you lie until you and your students feel confident they have mastered a particular sound o1 feature Checklist ‘his allows students to check thelr own progress Youmay ‘want to get students to grade or assess haw wellthey can perform each of the'Canda statements,e g ‘easily with digficulty’or not atall’ Key words These are the main tems of tourism vacabulary introduced in the wt 4 definition ofeach ofthese words appears in the Glossary Students may wantte transfer Introduction § some of the words totheir PLD (see Vocabulary) You ‘should eertatnly check students’ pronunciation, including ‘thestress, of words likely to be used orally Next stop Thisintroduces the topic ofthe following unit Students an discuss the questions in paitsor sll groupe to ‘exchange information on their experiences Mostly, tke questions will put the students in the position of tourists and usersoftourism procucts.rather than tourism Providers Writing bank Thisis inthe middle ofthe book and gives more in-depth. skills practice in basic writing fer tourism Itcan beused Hyoughout the course, elther in clase. ot as self-study or homework. here are recommendations for when to use the different exercises in the teaching nates in this Teachers Resource Book There is also.an Answer key in the Student's Bool to encourage students to check thelr ‘work, but its important for the teacher to check extended \wnitten answers with referenceto the models provided. ls gection contains one as more parts ofthe information, ‘gap activities from the main units [see Speaking) Grammar reference Thiscan be used together with the Language spa handy check or revision [tshows the form ofa particular grammar point briefly explains ts use, and provides examplesentencesas wellas indicating ikely student Listening scripts This isa complete transcript ofall the recordings Direct students to it for checking answers after they have completed istening task,or allow weaker students to read Itas they listen toa particular recording, pe:hapsfor afinaltime Glossary this ts.an alphabetical et ofall the Key words Each wore isfolowedby the pronunciation in phonetiescipt.the partofspeech.andadefirition in English ‘hesection begins witha phonetiecharl, withan example word from tourismto lustrateeach of the sounds. 6 Uniti Background The arivalof tourists at their destination signifies the ‘truebeginning oftheir vacation to most people, and the beginningofa series ofencounters with tourism professionals that will define the quality of heholiday ‘experience Arrivals ozcurat coach and railstations,ports,and airports elthough today most arrivaisare through airports Here the sequence of events is thesame everywhere » disembark gothrough passport control (also known as immigration) « pick uploggageat haggage tetaimn ge through customs Customs usually consists of two channels.red and green Travellers within the EU can go througha blue channel Once through customs travellers enter the public area of the airport terminal, where they cart be metby Family oF friends Business travellers areoften met by colleagues or by adevver froma privateairport transter service Tourists arriving ona package holiday will usually be met by the tour operator's transfer rep (see Unit 4) ‘the publicarea ofa port gives travellers access toa range of services ~ transport services, accommodation agencies Take off currency exchange. and soon Inlarge airports or sea ports, the transport services 2te often designed so that the different modes of terrestrial transport ~ tad, bus, coach, metro, train all converge ina coardinated way on the port This isa transport hub Changi Airportin Singapore isan example of this arrangement ‘Buses running non-stop from one airport terminal to another, tothe car parks tonezzby hotels,or to the city. centre are known as shuttles, and are often free for luavellers Taxis and! und=rground trains are other forms of local transport Coaches and tralns offer transport out toother regions Carhire which has been important for business travellers for many years is now becoming popular 2s tourists move towards a more individual approzch Carhire statf must be courteous and efficient as thearrival of a lightoften means asudden demand for theus services Allstaff working tn international points of arrival need to betrained in communication skills andiobe avrare of the ccaltural differences that exist in such simple thingsas greetings Tourismis often called the Welcome Industry or Hospitality Industry, but staff with no intercultural szils can easily givea poor first impression of acountry and fail tozppeareither welcoming or hospitable © Use the photos to generate interestin tourism welcomes and encountersn zgeneral Then ask students to think of other encounters in tourism. Including ones they have had, and to identify the people involved, Reading Encouragethe use of Englsh-Eogish Wekcarie-the: dlctionaiesfromthestart Youcouléget—@ After 1.ask students to think about what s important when welcoruing students te lookup the Fourveards tourists When they tead the text for, they can check if they thought of eriscees bef dela any ofthe sierules listed additionat activity (strongerstuient) Get paitsofstudentsiorele ply someof @ After discussing Band & students can refe: back totheironmn encounters thewelzomecneourtersinHontofeach listed. in Fakeoffandsay whether the sixrules weve et other The bserverscan comment on ‘rater thesbe rues weromet on Vib 2d 3a.4¢ ‘st encounter © theretsno single tght answer to? soaccept any, but ask for reasons perivals 7 ‘Additional activity faltievets) Ack some additional comprehension auestions on th text particulary relating tothe transpestsection for example, 1 How manypassergeiscarthe airport fandleeachyear? 2 Hawesnyouget am the airportto the centre) 3 What ta functions does the port of singapore nave? % Tip Cultural differences You may wort ie include cultural aernees a3 subtext tomar ofthe enccuntersin hisbooe Thiscanbe done by sncunng hat ay role you give lea havea ‘uitualderinkionand te ted wath the aeptopriate gesting 5S Additional activity (wear students) {isludertshaveprblers withthe listening comprehension refrthemato shellstening serpin ako the beck Gat them tread throughthe dslorues theron heiroumoraloed in ics Where in the world? © Askifanyone has been to Singapore Find out what they know -orthinle they know ~ about Singapore, and then read the article tocheck ow 1 anisiand 2 off the Southern tip of Malaysia, 13 km ngrth of the equitor 3. for shortyisits,often stopovers sightsecing, orshoppingrfrom Indonesia,Japan,Austrelia, and mary other countries Top margin © Getstudentsto practise making the'namaste’ greeting ta ezch other Customer care Cultural differences in greetings (© Ask students f they have experience of greeting people from other nationalities What differences are there? © inpairs, get students tademonstratethe ways of greeting in © Bdocen't haveany definite answers, but students will probably identify owing with Asia,and embracing with the Middle East On 11 handshake 2 bow 3 embrace 4 kes 5 high tive’ 6 backslag Listening Greeting and introducing © @ Pause therecording after each greeting toallow time towrite down the ansvrers to Students compare answers before proceeding to Students compare answersin pairs and then rerarthack toclass On at ree 4 1 airport yes. informal. no. 2 coach no formal. yes 3 restaurant rio’ formal no 4 hotel/conference centre no. formal. yes 5 reception party informal.” yes 6 cruiseship formal no 7 apart formal = + no 8 hotel reception formal no 1 greatioseayou 2 thank you for My name's, thisis,be looking after you! 3 eveniig,your satisfaction, Can! 4 May ldlike to introduce you,Thisis 5 6 7 Inn'tit, How areyou doing? Not bed, met on behalf of wed iketo welcome, tr pleased rmugt be Let me 8 Unit Top margin © tdenttly the languages (French. German,Japanese,talian, Russian, Hungarian) Ask if students know the word for Welcame inany other languages, Language spot Greeting and introducing © students an workon Fand3tn paits or smal groups Encourage them to keep alistofthe expressions intheirnotebocks On T Greeting © Hello,and thankyou for joining us tonight © Goodavening, Mr Ellman, Welcoming © On dehalfof Paradise Cruises, we'd lie to welcome you all on board © Welcome back Dr Allegrett Introducing youreelf © Maylintroduce myself? My names: Introducing someone alse © Ilike to introduce you to... © Haveyoumet? Checking someane's identity © It's Johann, isnt it? Makingan offes © Letme take your bag for you. Balbics di Speaking Welcoming visitors © tn 1.getstudents tothink about their frst sentence to introduce the topic and other questions they could ask to keep the topic going © For 2 try tose! upthe oom to resermblea tourism fair.eg a space for singling and stalls for people to browse Mingle with the students and smakenates on ary remedial language work «Tip Vocabulary Recording vocabulary the'PLD anire When ear ningand cording vocabuay [rhiudertsttsgoadhabietram the @ Set thesceneby talking about the edvantages of hiring diferent vehicles Sot Remind them orthe Personal 2g sportscaisorcemper vans, and ther suitability for different types of leorring icionscyuredingook (S657, holiday and tourist groups ‘whereby thay record the diferent faturas Sanaa o Wah ned Geoditier ghost, © Elicit some ofthe vocabulary by asking what would be suitable in a very hot Se ce campreonicon climate (a!r-can),or for an easier drive automatic / manuai) experience etc Jand takepersonal © Students can workin patrs on Land 2and then report back responsiblltyfer tha vocaOUr/IE217I°8 —g ipish theactivity by asking which car they would hire and why arrivals 9 * Tip Same name, different pronunciation Inmultiingual groups it canbe interesting and amusing talisten tointernational product manufacturer names pronounced by people frandlferent mother tongue backgrounds Tip Recording students Inet encortr sues he ths recrdte tun modes woteon conection adimprorenett ‘Additional activity (stronger students) Get students tolook up other onlinecar hirecompanies and te complete the online booking forrn feut don tend) ‘They canuse thisinformetion to role play similar dialogues On 11 4drsale 5 third-partylfabtity tank 2 auto 8 windscreen 10 deposit 3. upgrade 7 toofreck 4 collsiondamagewaner’ @ surcharge 21 manuat 2 dropolf. 3 Full 4 minimum’ Top margin © Studentsdiscuss the statement This could lead toawider discussion of environmental issues Listening Car hire dialogue © @ hlay the recording without passing for Before playing ita second time gel students topredict thequestions in2 Then tstan ta check thete anserets © inB focusen accurate controlled practiceofthe dialogue. on ‘L Drop-off location: Cape Town Airport To:21 August Noofdays:10 ‘age of river.26 Car selected:4 dreconomy manual afe ¥ collision damnege waiver. thiedeparty Wability baby seat +3 years, 2. Seelistening script, Student's Book, p. 129 Pronunciation © Getstudents todo7,and then goon to domatching exercise © G) 8, students should focus on differences in stress and individual sounds Repent ifrecessary and tien discuss any differences On Zid 2f 3a 4g 5¢ 6¢ 7h Bb Speaking Carhire at an airport © Asfaras possible, set up the cass to look ikeacar ire office Encourage studants todo the roleplay without reference tothe dialogue chert Make sure the carhite agents use appropriate greetings and demonstrate basic custarner care techniques Top margin © askstudents what they think the plctureshows [a visastampina ppasiport) Bringin your own passport and show the class any stamps you have Ask them what they have in their passports (if they have one) 10 unit eT Vocabulary Arriving and moving on © Discuss Tand in open lass Getstudents to give examples from their country ofeach place Workin pats for Sand 4, then report back on 11 airport 5 lend border 2 allwaystation saachstation 6 airport seaport 3 apart 1 seaport 4 airport seaportand border 8 aitportaceport, allway station Riad Feds 9 ad.hij 2i of 70 j Be Tel ng aaj by 41 connecting 4 service 1 senke 2Atransit Srushhouc: 8 desk 2 shuttle © text 9. carrentai Additional activity Reading (ali tevets) Cape Town antival information Get students to gather rival information . sad iedoneaccuratey asitwillgwwe fauuglchliorsvaretyorintematienat © Worethrough 1-4in palrs Make sured ts do ely ast will g destinetions-forexample omwenees, _Usefullanguage and phrases for the writing that follows. uidebooks ortourietoficee The suthentic texts can be used tostpplernent om the language work and the hunting 2.1 halfenhour eeraie for Cape loun 2 shisttle buses, taxis, hice cars Gatheringauthenticmatertalstite this 3 taxirankoutside the terminals canbe done for other topics and situations 4 R100 ‘throughout the course 5 centre of town (central complex railway station, shopping mall) 6 Tourist nfoimation Office comer of Burg and Castle Streets 3 seareading text Tip Find out International experts a forthe duration othe course yosca each tudes tachoosea cout th bethelspeca subject Whenevesa Give guidances to where information can be found ~websites tow information offices, and visiting the places (fnearby) resent oskora Bndout activ occ ith they canbe the expert end refer toths Writing countiyforenmples andinferrtion Arrivalinformation 3 # Thiscanbedone asaclass exercise ingroupsoras homework Makesure ie Tp: tharstudents donot simply copy existing information, but give thelr own, ‘ong bande inputandstyie Refer students tothe ample Information leaflet inthe Witing bark: (est) Checklist, Key words, Next stop © See suggestions on p § Remind students about transferring vocabulary into thei Personal Leaming Dictionaries unit2 14 Background OF the many different types of accommodation in xourlem, the commonestis the hotal However, what the ‘word hotel means to indwidual c:ente varies a lotasthe results ofthe survey f client perceptions show at the beginning ofthis unit Allhotels.big orsmall,have astaffsruicture tn mediurn to laigehotels,thestaff are organiaad nto departments. simple structure might have only three departments ood and beverages (restaurants, bats,titchens| housekeeping and maintenance front office anki acministeation Ina bfggerhotel the restaurant and the hichen 21e separate departments Thesame woul happen with maintenance and housekesping, and aisowith ‘administration and frentofice The department in closest contact with alates guests is the front office, whictisoften called the reception itis regponstelo for taking reservations, registering rusts ‘when they artvejceckir), and preparing the bllfor guests whoare leaving and charging them (check-out) Hotel receptiorists are inconstantcontact with the public and need very good customer skills The checkin and check-out procedures inall good hotels ‘willbe wnttien dovrn in the hote] manual Eront office staff must fllowthese proceduresexactly Computer programmes like Fidelio g ude the receptionist through registration whena new guestanrves The procedure for guests witha reservations different feom that fora wall- in.a person who arrives without room booking. The checlsin procedure involves Filling ina registration cavdand getting the guestto sign t Part ofthe card is kept in reception and part ofits given to the guest ith the room key Today many hotels use electronic key cards Computers allow hotels tacreateafile called aguest Instory This contains information about the guest's previous stays and about any preferences-=smoking ot non-smoking, upper orlower floors, and soon. The anger the hotel, the greater the number of services affered The services directory isa docurvent that ells the guest hour to obtain different services Usually aserv directory left in each room Large hotels willalsc havea concierge who has a desk inthe note obey near the reception the concierge’ jab sto help guests find the {aclities and attzctions that they want both inskle and outside the hots Take off Ex adcitional activity (eter student) ‘When discosing what guests look otin hia uses voeabclry whch mthothesineptonseeapacto ‘hep aplaceteraiue a plce nats comfortable apace to wert thiscouldbe derensemebhingereiae tmahotet On Vib ve Reading © Before lonking atthe pictures, ask students hat they think guests look for Do Win small groups and then report back Doany of the options match the ideas they thought aboul? 2-4 can be discussed in open dass se aa se 3 Client perceptions of hotels © Focus attention on the introduction and piechart sothat students are avrare of the gistof the text before they read it © Work through Tand2in paiss Bcanbe done asa freer dees activity On 11 toFindout cent opinion ‘perception da 12 Unit? Eladattional activity (avonger students) fawn prohcing achat ge sens toprodxea fillrport usingthe example cnthepor wctlngindhewrtingtank (p52) “Tip Project activities Group pois te tise god fr tear buldngand geting the dass bath of wich eteydementsof noing ints = Tip Filmingstudents Torthis and manyof the otherencounters inthe took tise good idea tom taents z5theycan sec and analy thew performance apart om helping with training making fins provides ance reeardot the couseforthepatinants fonal activity (atlievets) Get students tothinkaboutthe front office rreception af the bullaing where they arestudying(or another public bulldng that they knour which ie nota hotel) Discuss these questions 1 Isitwelcaring? 2 Does it full ts function? 43 How would tbe changadifthe Duilding was anol? Find out © Students discuss how io do the research inclassfirst © Theycould reeard some basic profile information about the people they nterview (age. gender. occupation, international traveller, et] This could then be used for move sophisticated data analysis in2and 3, Customer care Welcoming guests © Askstudents what is wrong inthe cartoon and elicit ome basic rules © Lookatthe eightrulesand gets important dents to say which ones arethe most © forthe role play.set up a series of reception desks Encourage students to practise and improve their customer care sills Top margin © Askstudentsifthey veever used a key card orswipe card togainentry toa room orather facility Discuss if they are better than traditional Keys and why Vocabulary New arrivals © Students can do Yand2n patts and check answers in whee class Remember tocheck and cortect pronunciation ofthe key vocabulary, On Vid Gis. Te ge HE 2k 4a 6h oRl Wg Rb 2.1 identification 3 proferences 5 swipe 7 registration card 2 history 6 voucher 8 keycard Top margin © Askstudents or their opinion af the front officein the picture. sit welcoming? Would they change anything? listening Registration procedures © Ger students to predictsome ofthe language that mugittoccur © Lstensteaight through for and agein for 2 Paste the recordingat necessary for reach) on Tic 2a 3b 37 Howhelp 4 paying: credit 7 this.hey 2 see,identficction 5 have,moment,swipe Busing garage 6 justsign Aplacetostay 13 * Tip Back-chaini Thisis aver useful wayorfacusing okey words and the htm andstras within & sentence. Sluients may ee se menial embarrassment but persevere Additional activity iateves) Rec theatogues(audio or video) Far asso marethepronanciation ofthe recemionist especialy sess arkoy vers fancy ofse phases and welermng tne of vei) Fx edeo view iniasanilpeer assess for romuncia‘ion snd neleoming monner [Additional activity {euenger stasent) Get studenistodraw aplanof alarge Fotellizethe nein Language spotand ‘writes separate desertion ofthe hotels facities Studantewapa blankotel plan anddescistion with aparner who has tocomplete the plan by reeding the description Attheendstudantscan compare the dravm plan with the oniginal Pronunciation this activity continues work from Teurism’1on sentence stress. Incorrect sentence stcess can badly affect the speaker’ intelligibility @ tot ackstudence why help te key wordin the parse Practise the phuasebyback-chainingas showin the stodent's Book Repeat th the bth! phrases Speaking Registering new arrivals ‘provides faicly controlled practice sentence stress ssure students useappropriate For? give scudents time toread through thels roles Eneourage freer practice in3 Top margin Ask studer f they agree with the quote by Georgty Kulyl Language spot Where things are Use the plan to dol Make sure that studentsdon't just polntat the places, bul say ele answersand use prepositions Thisstage-and 2a well-1sa {good opportunity for you te cizgnase the level of input you wili need to give before the practice stage at3 Duringall three exercises youcan writeup the prepositions f place and other key phrases onthe board Refer to Grarntnar reference fora final recap on 2-1 itsinthe lower basement 2 Yes t'sin the lower basement, next to the lft 3 Yes they're next to the gym. 4 Yes ison the first floor, 5 Yes t'san the top fleor,next to the bar Speaking Tellme where You can brainstorm the five important places in open class before breaking inte pairsfor'and 2 Before’, youmnight want to describe the place where you live ~for demonstration {further practice and because students are often interested inthetr teacher’'real'life 14 Unit eS Top margin Askstudents what they think ofthe tariff system in the Ostfriesland Hotel © pskstudentsirthey can think of any other unusual waysa tanff system might be organized,e ‘green tatiffs hosed on how wmuch anergy and ‘water you consume,ora tariff where the guest pays what they think the rooms roth Reading Hotel services @ For encourage studentstoread the text very quickly © More tine will eneaded for2-4,all of which can bedane in pats Ow 1 21v 2e FF aT SF OF 3 atrécepticn, ineach roorryat the hotel. inthe car park.enyour remote control inthe Geom the ground / ist floor, inthe bathcm the wall, near thedoor inthe slot in the top of the box. %* Tip Whiting ‘Chaeking wiltzon work Hotel information ‘Checing wereisan Important part ofthe Cintingprocess Encourage dulentsta © Studentsbrainstorm the different areas in and then workon thelr own, Ineiudea seltcheckingstage in aryviking for 2 Younay wanttodo the rst one (eating and drinking)as an exeraple they do Alzgencourage herntocheckeach in elass ‘other's york (asin wing hee) (© Getstudents to check their taxts together, and then produce the collective Services Directory You might want toreferthem tothe information leaflet in the Writing bank (p59) Listening ‘The staff structure of hotels ‘© Before looking at the list of jobs, get sturlents to brainstorm allthe jobsina hotel ifthey don’t know the word, get them touse sentenceslike: The _perseawhocooks the meals /cleans the rooms ete © Students then looleat the ist in Tand see how many of the jabs they thought © @ Dob Bin gaits reporting backatter each exercise Aplacetostay 15 i On 1.1 concierge font office manager, porter, receptionist 2 chambermaid, housekeeper 3 kitchen assistant, head chef headiwaiter 2.1 fiontoffice manager 4 hesdhouseKeeper 7 esd chef 2 receptionists 5 housekeepers @ itehenassistants: 3 concierge 6 head waiter 3-1 restaurant bar cafeteria,andkitchen 27 3 itsounds more ike 2 trained professionalthana servant 4 carries bags to guests'rooms, uns information services, gets tickets, ‘takes messages, acts as extra receptionist ‘Additional activity it’s my job (strongerstadent) Getstudentsto prepare nsimilae avestionnalseandintervicr hotel staff ‘workingiin hotelain theircity /town © Read the interview with Grzegorz to see if he agreesand to answer the {English-speaking i eVgIes shouldvriteup thetic in Enalshin ‘osamestyie ae the © Gotstudante to recll what Slvio's job as concierge involves Which partsof ido they think would be most enjoyable? Checklist, Key words, Next stop © See suggestions on p 5. Remind students about transferring vocabulary into thelr Personal Learning Dictionaries 16 Unit} a S| Background Gnarrivalina destination, tourists need local information Togetthis, most visitors make use of tourist Information centres (SIGs) These can beas simple asa kigeleset up ina village square mn the high season and. staffed by oeal peopl oras complexas acity-centre office openall year andemployingtwenty full-time staff rote Inmostcountries, TICs are funded by public money from thelaca} council, the regional government,cr thenational ourism autfority in his way the snformation they givets free for the visitor ‘Whatever theie size, 1ICs will be located in places tourists heed: to go through ~alrports, stations, ova squares, and major tourist attractions {he information on offer is usually limited to services and activities m the wnmediste sreaand covers tourist attzactions and events including guided tours local transport accommodation mmsome countries the TIC provides accommodation listings with information about the aecomtmodation thearea andalsoatiers an accommodation booking service There may be acharge forthis In other countries the TIC anly provides the accommmedation information. The situation is similar with tickets for events Take off Tourist information can be distributed through a number ofchannels Oneof the most obvious ts through paper ‘based documents such as leaflets (normally a single sheet of paper) ancl braciires (normally several pages) Often the first thing visitors see on entering a TiCis the display racks that encourage visitors to browse through the information atthelr own pace Iheother common channelis face to face, which obviously requires good interpersonal and foreign languageskills rom the tourist information officer and a certain amount of knowledge of customer psychology More recently, technology has opened upnew channels of comtunication for tourist information Telephones have given rise to recerdee! information, hich in effect means the TIC is open 24 hoursa day In major tourist areas there mayalsobea call centre, where staff answer questions by phone, and even a helpline to deal with emergencies. ‘Computers ate another advance in making tourist information mare widely available Touii-screen computerscan be situated strategically around tourist, areas at ittleeast and can becontrelled and updated easily from the main TIC The Internet is the most recent development in tourist information, and most TICs now have dedicoted websites © Use the picturas to help etudents brainstorm Ideas for Tand 2 © For3, putstudentsin small groups and givethem three minutes towrite downas mary How Where When, and What questions as they can 3 Additional activity Vocabulary feiltves) ion Sianspiaccranenen _ Mormationtyps Scubularythetmngatappeorinthe & ForTand2.dooneexamplein clas first, then get students to workin pairs crebrite headings Far ecample for Places tostay: hota! bed and breast ste ccampaite (iv willhelp torevise previocely learnt vecabulary and ‘anticipate vorabulary andtaxdsyeito come Youenldconsteuetthetesulisor —@ ‘the bratnetarming asa-word web orsmall groups before reporting back foranswas, © There's room fer debate and discussion in2 (e.g maps and FAQs— Frequently Asked Questions ~couldbe 11¢ or website) Fricourage discussion a tis wil help fariliar:ze ctudents with the words Get students to put some ofthe words in Bintocomplete sentences On TVicg 2ad Je 2 Possibleanswers 4hosi ob Tf 18 Unit esses ere Additional activity feuttevety) GGetstudents take onone ofthe character types ceseribed inustorer EE Additional activity (srangerstdens) Getetndents townie record! ‘normation ines for someeothe pecesof information Youcandraer attention to Secontcasting eg ster Additional activity (asober students) yout theauthentirapof Southwold s going tobe co dieu ex yourstudents then practie she various Frepositional phaseson iheboardwitha Simplified non hentctown plan Speaking Giving information © Enst dents havea full set of information inland 2. © Ford students can refer te the listening seripts tfnecessary, but try't0 ‘encourage freer practice by theend © Vary the pairingsas you feel appropriate stening How do get to © Tocusattention on the mapanddo1 in order to revise and practise prepositionsof place 9) incontrastto the previous listening exertse this actinty pracuses detailed stenting sil so make sue for 2that students dra the routes accurately Pause therecoring Hf ncessary © Gatstudents tocompar lass swers to each exercise before reporting back ta 9 It may be agacd idea to getstudents to read the passages through toeach other azthe end in order to practise someof the directions language Ow 11 TheTICisnext tathechurch 2 Thedisabled toilets are opposite North Parade Gardens 3 Thed:sabled rollets ae between the pler andthe car 9s 4 The Town Hall ison Market Place 5 TheSailors'Reading Room isat the end oféast street, 6 Thaschoo!'s near the Church of St Edmund 2 2 Ufenoat museum » pier Ba 1 youcome out 5 youllgopast 2 godown 6 you'lcometo 3 untilyou come to 7 Heodup 4 right-hand fork 8 past > 1 cat through 1 walk towards 2 overthere & ahead of 3 ai theendot 9 tumtett 4 you!tgo past 10 walkatong $ youllsee 1 shoulda fake you 6 miss Top margii © Askstuclents where you can find these icons Ow 1 ona footpath 2 ata pedestrian crossing 3 ata baby changing facility Tourist information services: 19 *Tip Linking Agood technique tobe 3: the ersof esenphrase proncuncng the fl onsonantaey tare neti congonane afthenet wor 1 ken-walkon 2 dup acup 2 ta lefat~ tuna ste Language spot Giving directions and prepositions of movement © The almheteisto providea rangeotlanguage for giving dections All five exercises can bedane in pals fist © Before 2 revise prepositions suchas down up, along, through, and towards and ask students to thinkof words that coliocate with tham There are many possible combinations and ne answersare given beiovr the idea is thats tudents will practise using the phrasesand their combinations © inreporting back, make sure you reject any wrong combinations (eg walk ‘on through the beach)~ there are surprisingly few. © 3maybe quite challenging sospend timein whole class going through Ford, students con startby revising the two passages in thelistening Ow Tiaa6 Top margin © Get students to use search engines to reseaach other theme park statistics Pronunciation © An important factorin fluency in spoken English isthe ability to pronounce ‘words insmall meaningful groups rather than as individual words Linking is an essential feature of words in groups This exercise concentratesan consenant-v wel inking= when ove word in a group ends in 2 consonant, and the next word begins witha vowrel © @ Letstudentslistentothephrases nT Draw theirattention tothe way the phrase ie said vnthout pauses © Give students time tocomplete therule in 2, and then discuss any sienilat linking in their mothertongue (© ForB getstudents toidentify consonant-vowel linking Discuss the answers, and then practise the linking On 2 consonant. vowel Reading Liverpool © Before locking atthe pictures or text, write Liverpaol on the boatd, and ask students what comes to mind Write any eas on the board ‘© Focusattention on the pictutes and add further ideas to thelist Discuss Vin ‘openclasé Students workin patts on 2 andl (© Weaker students can be asked to read just one or twoof theextvacts on Dthab Fab Reh ae: Saat 20 vats | a *Tip Language spot | Spotenandwrten reste Recommending and promoting Ensue that students urderatond there oftenaditerence batweenthewaywe © Tand 2are hunting! exercises You can set atime limit and makethe activity, ‘aed he wayne speak about ‘more competitive ifyou went something Thisispeshapsparticularly ‘important ntauriamandwilbeatheme in @ 3can bedene in pairs or for homework manyoltheencountecandsitvations © and § focuson the contrast between written and spoken register ‘throughout the course itis ls important to pcint autthat therisalet of overlap Ow aa ale 11 candyoueanfind reminders. (2) ‘where you can find bars, restaurants, ardelub venues...(3] ‘at Albert Dock you can find mary trendy designerstores (4) 2 If you're locking fora good night out. then why nat vsit the waterfront Albert Dock camplex.. (3) Whether you're after luxurious fourposter bed ina modern International hatel or bunk Bed in acity centre hostel ..,our Accoramadation Backing Servicecan make a booking for you (5) you want-to get out and about ard active, you cul starkat Pleasureland...(6) (whetharis used when giving two options) 3. amustfer all thell-seekers... (6)—usedas2 noun, followed by for 2 Gerund /noun=13 Bare infinitive =2.4 31 Whether 3. worth 5 if 7 visit / leave 2 Find 4 rust 6 why B without 4 Possible answers Vacgh 2 bel 3 4t El Additional activity Where in the world? Cet caos © The Copenhagen TIC has very modern approach Get students ta contrast Se Pe aaemecoaattnsiat vith a more daditionat old-fashioned TIC(eg ifthereis onein your city /region) renew used very commonly on an © Students ean discuss the theme questions in scvall groups Encourage them to inerrationalievelpartieuiaty by wisttthe website ‘younger people. Coafis uced todencte that somethings approved of often becauseit fashionableand tendy Writing Uneootis the opposite Diseuss what thingsaeccolanduncos) «Recommendations foryoarstudents wth egstd totcuriem —g fectitlesandshete hres in general El Additional activity Gtieveb) Ifyowhavezppointed Intemational 5 (se Tiponp 10).then ger them to research the different typesoftourst ——@ For variety you could give different groups different tourlst types to target, {nformation for thetrchosen country g students business people families, ete Strongerstuents cou vite ether slit article t the Copenhagen text or robe eo idaho cae Buinntcwtrctaspsa Checklist, Key words, Next stop Students can brainstorm ideas in class, and complete the detatled writing task for homework © The emphasis hereison recommendations, not just information Exampies ot authentic information texts from Find out can be used but should notbe copied Refer students to the information leaflet in the Whiting bank [p 58) © See suggestions on pS Retnind studentsabout transferring vocabulary into their Personal Learning Dictionaries unit4 21 Background Package holidays mean that ange numbers of holidaymakers annve at the same time atthe same exer, ‘racellingona heliday cele by thezame tour operator. Because ofthis, the better tour operators employ fulltime staiftolive and workat their resorts dusing the holiday season these employees are overseas or holiday reps "Rep! isznabbreviation for reprosentstine’ -Altliday rep can expect to cary out arangeof duties that generally includes administration and office duties dealing with accidents and emergencies currency exchange giving welcome meetings uding excursions hhaalth and safety checks resolving customets’quesies and problems « selling excursions. car hire. phonecarcs,andother company products transferring holidaymakers to and from the airport vsiling accommadation to ensure guests are satisfied The health andi safety checks involve inspecting accommadetion, surimuning pools, and play areas to see that they comply with safety regulations Transfers luwolve meeting holidaymaters.t the alrport, taking them by coach to their hotels,and ensuring that they have the accommodation they booked *Tip Take off Getting students te personalize . ‘Most of the obs and stuationsin this back arenes which the students coud fing ‘hemcolvesin souse avary oppartunityts petstudents to personalized imagine {themseivesintheprtuies and the dislegues that occur Haw weule they fel? owwouls they cezct? Listening Use the pictures to generate general interest in the role of the he and the variety of tasks and situations © Theexercises encourage students to express thelr feelings and opinions The welcome meeting is usually held the morningaftera new group of holidaymakers has arrived. Here the reps tell thegroupabouta numberof points, including ‘their accommodation and the services and facilities it provides ‘the tour operator's noticeboard in the hotels ‘information about theresort, the country, local customs and tipping putided excursions, car hire, and other products the tour operatorsells In large resorts.2 tour operator will oftendesignate specific duties to different reps. In this way,a company. might advertise for children’s reps to work specifically with groups of children aged toandover ‘transfer tepsto travel vith holidaymakers toand from ‘the alrportand the accommodation dub repsto take men and women aetween I8end 35 out tolocal clubsand discos ski reps whaarcholidey tepsat vrinter ski resorts Ajob asa repis oneotthe posts newly-qualified tourism studentscan taleeup Reps need good customer servlee skills and an outgoing nature The wages are not very poo, but reps have very few expenses, and they get goad commissionon the company products they sell excursions, car hie, andsoon, yep © Askstudentsto say what adjectives they would use todescribe the jobs — g jun. busy, relaxing, exciting, boring. demanding Axep for all seasons © Use Tio pre-teach sore of the vocabulary that comes up inthe listening seript This unl help urith 2 © @ For2, pause the recording after each person to allow students to think abouttheic answer © in3,spend plenty of time discussing the meaninge/the duties and 22 Units Additional activity (etwamger stents) Discuss wheter any ofthe erent ep Jobs and datieaare vest dona by men ot warren, Digasston lz this canbe ery feel os ella raising an important ‘questionabout gender roles intourisme Try toenoure heclecussion s atc n English 8 additional activity (trongerstiren's} Forcachot vii and interests get fcientsto thine sboatorherjobs i toustam where hey are required This evtsecomeuf hejabvaltendylockedst {ep mpetelsinUnt2}andalsoanticipate seme he jsto ar On 2-1 famiyrep, 2 clubrep 3 transferfep 4 campsite courier 3) abde.n 2bdseh Speaking Aday inthe life of © Thislezds on from Listening with stadents playing the rolesof Katerina and ‘Anne Marie Make sure students read thelr job descriptions and ist of responsibilities thoroughly Help with pronunciation as they prepare Top margi © dentify the items Askef there are anyother reps eg children’s rep) sential terns for particular Reading Resort representative © Students read the first section (Tae work) and then diseussanawers to Tin pais before checking ansvrers in class, © Do2imasimilar way ©. 3shoull be done in small groups te maximize discussion, The list from the ‘original article sgiven below. but you can acceptany reasonable suggestions © Toprompt students youcan give them key words from the liste g smatt Joreign languages paperwork and get them to produce @ camaplete phrase On 14 metvhotidaymakers on arrival at aeport, ole a welcome meeting 2 make announcements, deal with enauiries,keep information boar up-to-date 2 arrange, beok,and accompany excursions complete paparivark 4 giveadvice,colve prablems, eal wth emergencies 21 notallyear_ 2 notthesameeveryday 3 Thisisthe original text: ‘Asa esortrapresentativeyou should © beself-contident, with 2 pleasant, cheerful. and outgoing nature © have asmartappearance {© have good verbal and written communication ils and clear speech © have theabilty to speak one or more foreign languoges ifworking overseas © havea patient diplamaticapproach @ have good arganizational skills and the ability to work wet ander pressure withoutsupervision © have pienty of energy andstamina €@ have T skills for completing paperwork and reports © havesales skils for promoting excursions © be Fexibleand wiling to work ong ireeguiar hours Holiday rep 23 EXAdditional activity (ea ber trent) Ge suden's oread thiough thelistening script first Eachstudent can be asked to find anecpression used fr one af the nine pots and then ceportto the athers *Tip Helpingeschathertoneer ‘Whenstudentr are stening to ecouings of prenunciston let themcersuitwith zen oterin pr argrepe ona tepenthe feeardingas often as necessen) *Tip Talking from notes “hshl wl feature othe tines tiraughout the couse ard you shout ain tusentsina numberof eae to understand that notes st not ho sentences but instead expres they poms ae prompts » fa use notes in English whenever posible rpvittothet own nota to zappor eat speaking espeialyn predicloble stuationssven ea eleome ale to cold bemtetmespeating ram noes, ‘nd toerecard inorder improve Listening Welcome to paradise! One of the aims of Tis to farniliarize students with the vocabulary they are going to hear, so allow time or this and encourage students to pronounce the phrases Play the cecording right through tocheck answversto2 Seeifstudents can remember the answers toBbefore playing the recording again Attheend.diseuss with theclass what the main purpose ofa welcome meetings on 2ic 2h 3g 4b Se 6d TH Bi Da 3 1 aresort manager 2 transferteps and resort reps 5 before noidingtha melcome meeting 4 minutes,because they'etired 5 tocaracommission 6 pple get toknow you Pronunciation There is atendency for students from some mother tongue backgrounds te ‘rap finalconsonants When the final ensonant indteatesthe plural form ofa noun, this can affect intelligibility G9 Inuse the frst three wouds in the table to demanstratetheditferent pronunciations ofthe finals Get students to listen to the other words and then check theanswers students do2in pairs Then checktheanswers on 1 1538 24, 1213,9 2wi3sa e780 fal Speaking A welcoming talk {nl spend time going through the notes ensuringstudents understand everything Studentscan westedown whatthey vould say but theyshould not simply read these complete sentencesin a ind encourage students to give praise an positive criticism in the Five categories It’s my job Focus on the five headings using the glosses inthe top margin, and predict what Ameli might say about each Askestudents if they think Ameli enjoys her job 24 Unita Additional activity (eilterts) Refer students totheexamplescr pute notices inthe Wetting bank (ps5) Get ther lo prepate itterenctypes ofrtiees sgivingadvice and stating obtigation) on Some ofthe example situations in Language spot eg swiraming personal seeunity Additional activity faitevels) 1 Brainstorm all vocabulary aed lnguageot health with whole cass Purclaes m groupe ofthieeor four One person if thedoctr. One peeson isthe ep Oneor wo people are etdayerah Ie nolidaymake(s)ecielsdona nealth probes ana tells) the rep. The doctor nce alloredtolisten 4 the reptelisthe dectorthe problem Additional activity ‘attteves) (Construct 3eumila‘llvays and never chartet for the students as learners You fan skews towards aveasthat concern yourpartcularclass—eg disciplinary probleme learning strategy or intitive Language spot Advice and obligation © Students cen predict sore of the advice forholidaymakers fast. This will allow you ta see what language or advice and obligation they already © Gothefirst question af each exercise in open clase and then students work in pairs reporting back at theend of each exercise on 11 should. 4 mustn't 7 avoid 2 Avoid’ 5 should 3 Don't 6 haveto/ should 2: Advice = should, avoid Obligation = dort haveto, mustn't 31 Youshould 8 Don't 2 Don't 7 You mustn't 3 Younave to 8 Youshoukd 4 Neushould /haveto | 9 Avoid 5 Don't Vocabulary Holiday health © Vand Zcanbe done in pairser open ciass Focus on pronunciation ofthe problems especially the mere difficult ones (bruzed,dfarrhoed, toothache) © Zand canbedonein small groups or patrs or Bicthjlo 2abdgka 3 hjo 4 eum Customer care Have you got the right attitude? Use thecartoon toctieit ideas of mappropriate behavioury reps © Writealuaysend never on the board, and, without fooking at the istin the book, get students tothinkof one ortwo foreach column, © Work through thelistin the book either in palrs oropen class on ‘Awiays=1,2,4,8,9,70,12 Never 3,5,6,7,10 Holidayrep 25, pee aa eee Additional activity (erronger students) ‘fyouhave appointed intereational ‘experts (cee Tip on p10) getthem to researc the etiquett=of tipping in thee chosen countzy andadd te thetablein Realng ifthe geographical ranges ‘great enough they may be ableto drave somecondlusionsaboat how diferent ‘work! reglonsand continents ond

    You might also like