Unit 9 Visits and travel Time 3*90’

 Objectives Objectives  FocusFocus  Warming up Warming up  9.1 Finding out about hotels 9.1 Finding out about hotels  9.2 Talking to a visitor 9.2 Talking to a visitor  9.3 Attending business events 9.3 Attending business events  Sum-up Sum-up  Assignment Assignment

Objectives When the learners finish learning this unit, they should be able to  find out the information about hotel.  greet a visitor.  describe business events Content

Focus  Choosing suitable hotel for business.  Welcoming and making small talks with visitors to a company. Content

Warming up  Q1: A friend of your will come to visit you, which hotel would you choose for him to stay?  Q2: Do you know something about the hotel? Content

9.1 Finding out about hotels A Reading  1. Students look at the texts and list the facilities and the service the hotels offer. Content

Suggested answers:  outdoor pool, tennis and squash courts, fitness centre, gym, discos, bars,karaoke, (all leisure facilities) women-only floor, conference centre, business centre, shopping facilities Content

 2. Students reread the texts again and decide which hotel is most suitable for Jennifer Lee and why. Content

B Listening  1. Listen to Jennifer Lee talking to a colleague about the three hotels and their facilities. Students match the name to the hotel. Content

Suggested answers:  1) Rasa Cinta  2) Century Datang  3) Perdana Puteri Content

 2. Play the recording again. Which hotel does the colleague recommend? Content

Suggested answers:  He recommends the Perdana Puteri because it has a women-only floor. Content

 3. Play the recording for the third time. And students write down the questions that Jenniffer asks about hotel facilities. Content

Suggested answers:  What's it like? Where is it? Is it central?  What's the accommodation like? Is the service good? Content

C Language in focus/speaking  1. Now students look at the examples and practice asking about facilities using the list in the box and that made in A. Content

 2. What kind of things are important? (accommodation, service, facilities, location, food, price) Content

 3. Students practice asking for information about hotel in three. They look at their respective Files (File 26 on page 116 of the Learner's Book, File 27 on page 118 and File 28 on page 120). Encourage them to expand on their comments, e.g. The facilities are excellent. There's a sauna and a sports centre. Content

 4. Students decide which hotel they think is best. Content

D Writing  Students write a fax to one of the hotels in A to book a room for Jennifer lee. Content

Suggested answers: The Perdana Puteri Hotel 133 Jin Ampang Kuala Lumpur May 200- Dear Sir/Madam I would like to book a sing1e room for four nights from 19 to 22 June I look forward to hearing from you. Yours faithfully (Signature) Content

9.2 Talking to a visitor A. Discussion  This activity focuses on the appropriateness of topic choice when talking to visitors. Content

1. Introduce the idea of small talk.  Q1: The first time you meet someone, can you ask them how much they earn; how old they are; if they are married?  Q2: What are the topics when you meet your friends after a long time?  Q3: What are the topics that people talk about when they meet for the first time? Content

 2. Students suggest topics that they think might be safe to discuss, and elicit the following: the journey, the weather, business, the hotel. Are these topics suitable: the visitor's family, politics? Family and politics are not appropriate in most cultures. Journey is trip in American English. Content

 3. Students suggest questions they could ask, e.g. Did you have a good journey? What was the weather like in... ? Is it your first visit to...? Where are you staying? Content

B Listening  1. Learners read the topics, then play the recording. Students listen and tick the appropriate topics. Content

Suggested answers:  The journey Mr. Harris’s trip to Brussels Content

 2. Students read the three questions, then play the recording again. They choose the best answer from each group of three. Content

Suggested answers:  l) b  2) c  3) a Content

C Language focus  Students do the gap-fill individually and compare their answers with a partner. Content

Suggested answers: 1) Did, 2) was, 3) Were, 4) weren't, 5) wasn't, 6) Were, 7) wasn't, 8) was, 9) was, 10) was, 11) Did, 12) didn't have, 13) Did, 14) did Content

D Speaking  This activity provides learners with an opportunity to improvise small talk in a different situation. Content

 1. Give learners a few minutes to decide on a new situation. They can do this by substituting their own information, or by making up information. Content

 2. Make sure that learners understand that they are to start with the basic dialogue as in C, but to make changes to it to fit their new situation. Content

 3. Give learners a few minutes to practice, and listen in to see if there are any problems. Content

 4. To round up, ask learners to act out their conversation. You could introduce a competitive element by having learners vote for the pair whose conversation is the most different. Content

9.3 Attending business events A Vocabulary and presentation  This exercise introduces a number of adjectives which will enable learners not only to ask questions and give basic answers but also to give their personal opinion on different events or situations. Content

 1. Ask students if they have gone to any of the events listed and elicit any adjectives they know to describe them. Write appropriate ones on the board. Content

 2. Students look up any unknown adjectives in their dictionaries and decide which are positive and which are negative and fill them in the box. Content

B Pronunciation In this exercise, students practice listening for contractions and weak forms. Content

 1. Play the recording and students write down the number of words they hear. Check their answers Content

 2. Play the recording again and get them to write down the complete sentences. Content

 3. Students should memorize the sentences. Content

C Language focus  1. Alone or in pairs, students complete the sentences. It was very hard work (number 4) is It was very hard/difficult in American English. There is more than one possibility for each sentence. Content

Suggested answers:  1) disappointing, terrible;  2) useful, interesting, productive;  3) stressful, tiring ;  4) tiring, stressful;  5) useful, interesting, productive;  6) useful, interesting, productive Content

 2. Students practice the conversations in pairs. Content

D Listening  Three people talk about business events they have been to.  1. Students to look at the photographs and find out what they think they are (a training course, a trade fair and a conference). Content

 2. Play the three conversations and students match the events to the three persons and complete the table. Content

Suggested answers:  Sarah: a conference, Isobel: a trade fair, Pedro: a training course  2) Isobel,  3) Sarah,  4) Pedro,  5) Sarah,  6) Isobel,  7) Pedro,  8) Isobel,  9) Pedro Content

Sum-up In this unit, we learnt:  1. How to ask for the information about hotels.  2. How to greet visitors to your company.  3. How to describe business events. Content

Assignment:  1. Write a fax to book hotel room.  2. Role-play to make small talk with visitors Content