Routes through the material. >■ Short of time: shorten the discussion in Exercise 1; give some exercises for homework, e.g

>■ Short of time: shorten the discussion in Exercise 1; give some exercises for homework, e.g. Exercises 2 and 7.

»■ Plenty of time: do the Options.

>• 2 classes for this lesson: break after Exercise 5.

■ Check students' answers by asking them to read out the words in each column so you can also check pronunciation.

Answers

Aeroplanes/Airports: check-in, customs, flight, gate, passport control; Trains/Stations: platform, ticket collector; Both: information desk, passenger, seat, ticket, trolley

О Exercise 3

■ Give students time to read through the information and see what needs to be filled in.

■ Students listen to the recording once and see how much information they can fill in. If necessary, play the recording again before checking answers.

Answers
Flight	Destination	Gate
AF 2146	Ottawa
BA 1462	Budapest
LO 1473	London
IB 3418	Barcelona
ТА 1598	Istanbul
OA 1967	Zurich

Tapescript See page 145.

■ When students have checked their answers, they can work in pairs, taking turns to read out each line, e.g. Flight AF 2146 to Ottawa departs from Gate 12.

О Exercise 4

■ Read through the Strategies with the class. Ask them to think of other situations and the sort of language they would expect to hear, e.g. at a bus station, in a restaurant, in a classroom, in a hospital.

■ Students then listen to the dialogues and use the Strategies to match the information (a-f) with them. Check answers with the whole class.

Answers

a 2 b3 cl d 3 el f2

■ Play the recording again. Students listen and match the speakers with the moods. When checking answers, ask students to give reasons for their answers.

Before you start

Exercise 1

■ Students look at the photo. Elicit answers to question 1 from the class. If appropriate, use the photo to introduce some of the Key Words for Exerdse 2.

■ In groups of three or four, students answer the remaining questions.

■ The groups report back to the class, e.g. Two of us have been abroad. [Maria] went to England and [Teresa] went to Spain.

Exercise 2

^ KEY WORDS: Travel

baggage (luggage), boarding card, carriage, check-in, customs, flight, gate, information desk, passenger, passport control, platform, seat, ticket, ticket collector, trolley_____________________________

■ Students work in pairs, checking the meaning of the Key Words in the Mini-dictionary and putting them into the correct column in the table.

Answers

a Woman 2 b Man 2 с Woman 3 d Man 3 e Man 1 f Woman 1

Tapescript 1

Woman: Hello. I'd like a ticket to Newcastle, please.

Man: Single or return, madam?

Woman: Single please.

Man: Smoking or non-smoking?

Woman: Non-smoking, please.

Man: That'll be twenty-three pounds, please.

Woman: And what time does it get to Newcastle?

Man: Er, at 1.45. But you have to change at York.

Woman: Oh do I?

Man: Thafs right madam. Get off at York and get on the 12.45 from London to Newcastle. But you'd better be quick. It goes off in three minutes.

Woman: Oh really? What platform does it go from? Man: Number 6, over there. Woman: Thanks very much.

г

Woman: Good morning, sir. Man: Can I check in here?

Woman: Yes you can. How much luggage have you got, sir? Man: I've just got one case to check in and a laptop for hand baggage. Thafs OK, isn't it?

Woman: Of course. Did you pack your case yourself sir? Man: Yes, I did.

Woman: And could I see your passport, please? Great, thafs

fine.

Man: The plane's going to take off late, isn't it?

Woman: Yes sir, but ifs only fifteen minutes late. Here is your

boarding card. Go through passport control now. It goes from

gate number twenty-one.

Man: OK. Thank you.

Woman: Not at all, sir.

Man: Excuse me? Are you sure this is your seat? Woman: Yes, of course I am. Completely. Number thirty-five. Man: But... er, I think my wife has got that number. Woman: Are you sure? Man: Yes, I am. Ifs here.

Woman: Well, you should ask the flight attendant about it before the plane takes off!

«/ Option

■ Students will work with dialogues 1 and 2 in Exercise 5, so you may like to do more work with dialogue 3 here. Play the recording of dialogue 3 and ask: How do we know the woman is rude? Discuss her words (e.g. of course, completely), her intonation and the sound of her voice, and the lack of polite expressions.

■ Write on the board:

Man: Excuse me, are you sure this is your seat? Woman:...

Man: But... er, I think my wife has got that number. Woman:...

Tell students that the woman is polite in this situation. Elicit what a polite person could say. Useful expressions are: I think so/I'll check my boarding card/Sorry/Let's ask the flight attendant. Pairs of students can then practise the polite version of the conversation.

ч, Exercise 5

■ Give students time to read through the dialogues and guess the missing words.

■ Then play the recording for students to complete the dialogues and check their guesses.

Answers

I a ticket to 2 return 3 Smoking 4 twenty-three 5 1.45 6 12.45 7 three 8 platform 9 six 10 one case

II passport 12 fifteen 13 passport control

ч / Exercise 6

■ Give students time to read through the three sentences and the meanings. Read each sentence aloud for students to repeat after you.

■ Ask individual students to say one of the sentences (1-3). The rest of the class listen and say if it is sentence 1, 2 or 3.

■ Give students time to read through the three situations and the meanings. Then play the recording for students to choose the correct meaning.

■ Check students' answers by playing the recording again, pausing after each sentence.

Answers

lc 2b 3b

Tapescript

1 Eric wants to go to Rome by train.

2 I'd like a single ticket for a morning train in a non-smoking compartment.

3 A man told me to go to gate number twa at three o'clock.

Vocabulary: Multi-part Verbs (3) Exercise 7

■ Advise students to read through all the definitions (1-8) before they start matching them with the verbs in the Function File.

Answers

1 goes off 2 get on 3 get off 4 take off 5 go from 6 go through 7 get to 8 check in

Option

■ In pairs, students choose three or four of the multi­part verbs and write sentences containing them. Monitor and check that students use the verbs appropriately.

■ The pairs can read aloud some of their sentences to the class.

Speaking

Exercise 8

■ Explain that students are going to prepare and act out two roleplays, one at a station and the other at an airport. Divide the class into A/B pairs. Student A turns to page 129. Student В turns to page 130.

■ Give students time to read their role cards, check that they understand the vocabulary and look at the expressions in the Function File again.

■ Students may find it helpful to work through one roleplay as a whole class. They can then work in pairs, doing both roleplays. Monitor the activity but do not interrupt students' fluency. Go over any general language problems with the class afterwards.

■ Some pairs can do their roleplay for the class.

Exercise 9

■ Students work individually, making notes about the flight they were on, what they have lost and the contents of their luggage,

■ Demonstrate the activity with one of the students. Take the part of the lost luggage assistant yourself and ask detailed questions about the flight and the lost item.

■ Students work in pairs, taking turns to act out the situation at the lost luggage counter. Monitor but do not interrupt students' fluency.

■ Some pairs can do their dialogue for the class.

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■ Read the quote to the class and ask why you travel 'slower' if you travel with other people.

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■ Ask students if they prefer to do the following things alone or with someone else: going on holiday, shopping for clothes, visiting a museum, going to the cinema, listening to music, cooking, doing homework, watching a video.

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12 Communication Workshops

Objectives

■ To listen to dialogues and understand the tourists' problems.

■ To practise using polite intonation in questions.

■ To use strategies to prepare for roleplays.

■ To act out tourist roleplays.

■ To read and order sections of a report.

■ To use linking words and write a report about tourism.

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