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.