Unit 10 (a) Business hotels
I. Teaching Objectives:
i. To enable Ss to talk about hotel facilities for business people
ii. To practise reading and listening for specific information
iii. To enable Ss to ask for / give directions
II. Materials needed:
Cassette-Pass Cambridge BEC Preliminary
Cards- 12 Cards: one set of cards per pair / group to be photocopied from T’s
Guide
III. Teaching Process:
i.Unit overview
·Hotel facilities
Warmer: T elicits typical hotel facilities.
Reading: Ss open their books and look at the facilities described in the hotel
advertisements before matching the hotels with people.
Speaking: Ss ask each other which hotel they would prefer.
·The business traveller
Speaking: Ss decide which five facilities are the most important for the business
traveler.
Listening: Ss listen to a hotel manager and compare their answers with his before
listening again and answering multiple-choice comprehension
questions.
Language focus: Ss read the tape script and identify verbs and adjectives
followed by the infinitive.
Speaking: Ss work in pairs and ask their partner about the best hotel he/she has
stayed in and whether it would be suitable for a business traveler.
·Asking the way
Listening 2: Ss take notes on how to get to the centre of London from a hotel. Ss
listen again and draw routes on a map of London.
Writing: Ss write directions to famous landmarks in London.
Speaking: Ss give each other spoken directions to landmarks in London.
·Self-study
Vocabulary: Matching exercise (hotel adjectives and nouns).
Word fields (parts of a hotel and hotel facilities).
Exam practice: Formal letter writing.
ii.Detailed study of this unit
Step 1. Hotel facilities
Warmer: T asks Ss to list typical hotel facilities. T asks Ss to open their books and
read the information about the three hotels. T asks Ss where the information might
come from. Ss compare their list of facilities with those mentioned in the texts.
Ex.1 Reading
T focuses Ss’ attention on the three descriptions and asks Ss to choose one of the three
hotels for each character. During feedback Ss justify their descriptions by referring to
the facilities offered by each hotel. This would focus Ss on lexical items.
Ex.2 Speaking
Ss find out from each other which of the three hotels they would prefer and why. T
reminds Ss of language for giving reasons. T also points out that in the Speaking Teat
Ss will be asked to justify their opinions.
Useful expressions:
1. accommodation facilities 住宿设施
2. convenient transport 交通方便
3. close to 紧邻
4. comfortable and friendly service 舒适和热情的服务
5. reasonable price 合理的价格
6. up-to-date communication facilities 先进的通讯设施
7. to offer express check-in and check-out 提供快捷的入住登记和结账服务
8. only a short walk from theatres 离几家剧场都只有很短的路程
Step 2 The business traveler
Ex. 1 Listening 1
T draws Ss’ attention to the photographs and asks them what facilities are pictured. Ss
then work in pairs to choose the five most important facilities for business guests from
the list. T elicits answers and reasons for choices. Ss then listen to the cassette and
tick the items that Kevin Smith says are important for the business traveler. Kevin
Smith mentioned eight things which are important. T asks Ss if his list covers the five
things they identified.
Ex. 2 Listening 1
Ss have already heard the cassette. They now read the multiple-choice questions
carefully before listening to the cassette again and marking the correct letter.
Ex. 3 Grammar
Ss work individually. T asks them to read the typescript and underline all the
infinitives. They then identify examples of verbs and adjectives which are followed
by the infinitive.
EX. 4 Speaking
The speaking activity personalizes the subject of hotel facilities as Ss exchange
experiences of hotels. T elicits feedback.
Step 3 Asking the way
Ex. 1 Listening 2
Ss look at the map and read the gapped notes. T plays the cassette and Ss complete the
notes.
Ex. 2 Listening 2
Ss listen to the directions again and mark the two routes o the map.
Ex.3 Writing
Ss read the information about the two guests and look at the map. They then write a
short note giving the guests directions. Ss should refer to the phrases at the bottom of
the page.
Ex. 4 Speaking
Ss work in pairs. They start at HMS Belfast and direct each other around London
using the prompt cards. The dialogues should be complete exchanges beginning with
student A politely asking for directions and saying thank you to conclude the
exchange.
Step 4 Self-study
Help Ss finish Self-study exercise.
Unit 10 (b) Commuting
I. Teaching Objectives:
i. To enable Ss to talk about traffic and transport
ii. To practise reading and listening for specific information
iii. To review the language of prediction
II. Materials needed: Cassette- Pass Cambridge BEC Preliminary
Cards- 8 Cards: one set of cards per pair / group to be
photocopied from T’s Guide
III. Teaching Process:
i.Unit overview
·Reducing traffic
Warmer: T elicits Ss’ way of getting to work, the problem of dividing and ways
of improving the situation.
Listening: Ss listen to six speakers and match them with headlines. Ss then listen
to the speakers again and note whether they agree with each traffic
scheme and their reasons.
Speaking: Ss discuss the transport schemes mentioned in the headlines.
·Transport policy
Reading: Ss read a newspaper article and complete a table about transport
schemes and their effects. Ss then read the article again and answer
multiple-choice comprehension questions.
Language focus: Ss review the use of wil and going to for predictions.
Speaking: Ss make predictions about the future of transport. They then play a
board game about commuting to work.
·Self-study
Vocabulary: Crossword (transport vocabulary)
Sentence completion (Traffic vs transport)
Ss write about transport schemes in their city
Exam practice: Multiple-choice comprehension exercise.
ii.Detailed study of this unit
Step 1. Reducing traffic
Warmer: T writes the word commuter on the board elicits its meaning and leads into a
discussion of Ss’ way of getting to work, the problems of driving to work and ways of
improving the traffic situation.
Ex. 1 Listening 1
Ss read the seven headlines about different transport schemes. T points out to Ss that
there are seven headlines but only six speakers, so one headline will have no number.
T plays the cassette and Ss number the headlines in the order in which they are
commented upon.
Ex. 2 Listening 1
Ss listen again and note down whether the speaker agree or disagree. Ss then take
notes on the speakers’ reasons. T reminds Ss that it is a note-taking exercise and that
grammatically complete sentences are not required.
Ex. 3 Speaking
Ss work in pairs and exchange their opinions on the traffic reduction schemes
mentioned in the headlines on the previous page. Ss could also discuss government
transport policies in their hometown.
Useful expressions:
1. A successful transport scheme should be…
2. develop a new public traffic system
3. to improve flow of rush hour by…
4. Increasing the tax on petrol is to reduce the amount of traffic on roads
5. to reduce traffic jams
6. to reduce costs of accidents and delays
7. Pedestrian zones can help reduce city center pollution
8. Traffic reduction in city centers means better air quality there
9. lead to a more efficient use of public transport
10. quick/ reliable/ affordable/punctuality
Step 2 Transport policy
Ex. 1 Reading
Ss scan the article once more and complete the table by listing the transport schemes
mentioned in the article and their effects. SS quote from the text in support of their
answers.
Ex. 2 Reading
Ss read through all the questions carefully before scanning the text once more for the
answers. As the Ss have already scanned the text twice, T can impose a time limit on
the task to encourage scanning strategies. Ss quote from the text in support of their
answers. T then answers any questions about vocabulary from the text.
Ex. 3 Speaking
Ss work in pairs and discuss the issues listed in the box. T may wish to encourage Ss
to take notes and present their answers to the class for general discussion.
Step3. Self-study
Help Ss finish Self-study exercises.