Death by tourism

PREFACE

This book is a course for the third year students of English as a foreign language. The objective of the third year student is to be able to understand and use the language simply and effectively. Students need to know that the English language will enable them to communicate their needs, ideas and opinions.

To be able to operate effectively in the real world, students need plenty of opportunity to practice language in situations, which encourage them to communicate their life necessities. Motivation comes from knowing that language activities in the classroom are at all times meaningful, and aimed at real-life communication.

For motivation to be sustained, students need to be continually challenged, both intellectually and linguistically, through texts, activities and tasks. Students easily lose concentration if they are allowed to be passive, or if the texts or activities are too easy. The subject matter and language work must engage students’ minds and challenge them to think.

Understanding spoken language is a major source of difficulty for many students. Listening practice, which provides exposure to the native speaker language, is an important component in any language course. Students need to be given the competence to cope with the material which is a little beyond their productive level and not be discouraged if they do not understand the meaning of every word.

If it is essential to prepare students for the listening tasks this preparation might involve asking the students to predict the content of the passage or raising questions, which might be answered when they listen. Sometimes it is sensible to isolate difficult words and expressions and to check that the students know what they mean before they listen. When the listening task is a conversation or discussion, the students can be asked to perform the same conversation for discussion so that they can compare their performance with native speaker’s.

Learning to speak a language is the most important aim of the language learners. As student talking time in class can be short, every opportunity should be taken to provide speaking practice. Initially the students follow models in pair work exercises, short group-work tasks and role-plays. ‘About you’ type questions also play an important part. These questions give students an opportunity to relate the content of the lesson to their own lives and experience, to the features of life in their own country by inviting them to make comparisons.

Reading texts are an invaluable source of language input and are an essential ingredient of language course. The reading texts serve a number of purposes: they present new language, they consolidate language already learnt, they inform and discover how much of a challenging text they can understand.

Writing is not only an aid to consolidating new language but is a meaningful activity in itself. The process of writing and of organizing one’s thoughts coherently is an important and valuable as the final piece of writing. Writing tasks should first be prepared orally to help students with the organization of their writing.

The Teacher’s Book contains 14 Teaching Units and guide to general teaching procedures. This includes extra suggestion for follow-up activities and the Student’s Book answer keys. The Teacher’s Notes also include the tapescripts of the recorded material. The Unit corresponds to one 80-minute teaching period. Each of these Units is introduced by an English-speaking character whose life and background provide a context for language practice and skills development. To provide variety the Units offer a change of focus, which is indicated in the Unit titles: Listening and Speaking, Reading, Vocabulary and Grammar, Writing.

The focusing element means that a particular aspect of language learning can be concentrated on at different times within an integral programme of work. All teaching material is organized according to the official academic syllabus for the third year students. This book is recommended for work in the TELECOM class, so that each student has an opportunity to practice the language effectively and develop his individual language skills.

LIST OF BOOKS CONSULTED AND CITED

1. Evans, V. Successful Writing. – Express Publisher, 1998.
2. Greenall, S. Reward Upper-Intermediate. – Oxford: Heinemann ELT, 1998.
3. Greenhalg, T. Environment Today. – England: Longman Group Ltd., 1995.
4. Harmer, J., Rossner, R. More Than Words. Vocabulary for Upper-Intermediate to Advanced Students. Book 2. – Longman Group UK Ltd., 1997.
5. Hutchinson, T. Project English 3. – OUP, 1997.
6. Jolly, D. Writing Tasks. – CUP, 1984.
7. Malkoc, A.M. Letter Writing in English. – US Information Agency, Washington, D.C. 1990.
8. O’Neil, R. New Success at First Certificate. – OUP, 1998.
9. Richards, Jack C. New Interchange. – CUP, 1998.
10. Soars, L., Soars, J. New Headway (Upper-Intermediate). – OUP, 1998.

UNIT 1

DEATH BY TOURISM

Functions practiced: stating and justifying opinion, comparing and contrasting.

Vocabulary Area: to chisel, a tramp, to be under threat of smth, a package tour, a cultural site, to industrialize, to wire up, to travel the globe, to go rafting, fume, to eat away at smth, a replica, a theme park, tourist ghetto, to abandon, to broaden.

LISTENING AND SPEAKING

			24%

You will hear a market research consultant speaking to the Tourist Board about the results of a survey. Look at the pie chart, listen to the cassette, and fill in the missing information.

9%

What was the survey about?

What recommendation does the consultant make?

What holiday preferences have you got?

READING

Pre-reading

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