Unit 1 Travel Broadens the Mind

 Objectives Objectives  Focus Focus  Warm-up (background) Warm-up (background) Warm-up (background)  19.1 Saying what you’ve done 19.1 Saying what you’ve done 19.1 Saying what you’ve done  19.2 Visiting a factory 19.2 Visiting a factory 19.2 Visiting a factory  19.3 The company report 19.3 The company report 19.3 The company report  Sum-up Sum-up  Assignment Assignment

Objectives When the learners finish learning this unit, they should be able to When the learners finish learning this unit, they should be able to  explain leisure and entertainment possibilities to a visitor.  know how to make offers  know how to thank people 返回

Focus  Make offers for leisure activities 返回

Warm-up (background)  More and more companies entertain guests with leisure activities, e.g. sightseeing, private boxes at tennis tournaments, games of golf, etc. 返回

19.1 Finding out about a city A. Reading 1. Guessing: to predict vocabulary items they would expect to occur in the text. 1. Guessing: to predict vocabulary items they would expect to occur in the text. 2. Check learners understand all the headings and then get them to read the article and match the headings to the paragraphs. 2. Check learners understand all the headings and then get them to read the article and match the headings to the paragraphs.

Suggested answer: 1)culture, 2)2) sightseeing, 3)3) restaurants, 4)4) weather, 5)5) transport, 6)6) day trips

3. Get the learners to look at the language box and do a couple of examples together. Write more sentences, e.g. 3. Get the learners to look at the language box and do a couple of examples together. Write more sentences, e.g.  If you are interested in old mining towns, you should go to Ballarat;  If you are interested in markets, you should visit the Queen Victoria Market.

B. Listening 1. Ask learners to look at the place names in their books. 2. Play the recording and get learners to tick the places mentioned. 3. Play the recording again and get learners to note a detail for each thing mentioned.

Suggested answer:  Sightseeing: East Melbourne  Restaurants: Shakahari, Samos Taverna  Shopping: Daimaru  Transport: tram, walk

C. Discussion 1. With the information from the reading and listening, learners can now work together to produce a plan of what they would like to see and do on their free weekend in Melbourne. 2. When they have finished, ask a few pairs of learners to tell some others about what they have chosen to do and why they would like to do these things.

D. Speaking Learners make suggestions for a visitor to their region. Learners make suggestions for a visitor to their region. 1. Group the students in three or four and ask them to draw up lists of information that would be of interest to a visitor to their home town. 2. Compare their lists and talk to each other about their reasons why they have chosen such place for the visitors in their home town 返回

19.2 Making offers: organizing a visitor ’ s stay in Bath A. Presentation and listening  Collocation exercise: ways of making, accepting and declining offers

1. Explain the situation to the class. Make sure they understand that they are organizing a visitor’s free time and arrangements. 2. Ask learners to think about ways in which they could help a visitor to their company. Match the verbs to the nouns. 3. Play the recording for the first time for them to check the collocations. 4. Read the message. 5. Play the recording again and ask learners to complete the notes.

Suggested answers: (first listening)  Call a taxi / the airport / hotel  Book a hotel / table / seat  Find out about a tour  Reserve a table / seat  Meet you at the airport / totel  Pick you up at the airport / hotel

Suggested answers: (second listening)  Arriving Friday morning at 10  Travelling to Bath by bus from Heathrow  Reserve table for Friday evening  Leave message about time to pick up at hotel  Send Veronica tourist information

B. Language focus 1. Learners write offers for the situations Shall I … / Would you like me to … / ---- Shall I … / Would you like me to … / Do you want me to … Do you want me to … 2. Divide the class into pairs. One learner makes offers, the other accepts or declines them, in the latter case giving a reason for the refusal. 3. Learners change partners and roles.

Suggested answers: Shall I/Would you like me to / Do you want me to 1) …get you a taxi? 2) reserve a table? 3) …book you a seat? 4) …find out about tickets?...book a seat? 5) … call a taxi? … drop you off? 6) …call the station? … find out about train times?

C. Reading and writing 1. Start off with simple scanning questions on the information leaflet, e.g.  ---- Where can you go for a meal?  ---- What kind of food does the restaurant serve?  ---- How often do the sightseeing tours depart?  ---- How much is a ticket for the sightseeing tour?  ---- Where can you go swimming?  ---- Is there anywhere to play tennis?  ---- Where can you see a play?  ---- What can you do if you are interested in antiques?

2. Elicit a few offers from learners, e.g.  ---- Would you like me to reserve a table at …?  ---- Shall I book you a seat on the tour?

3. In pairs, learners decide what they think Veronica would like to do. 4. Learners write a short letter to Veronica making suggestions and offering their help

Suggested answers: Dear Veronica Here is some tourist information about Bath. The bus tour is very good. You can see a lot of the city, and you can get on and off as you like. I can recommend The Vaults restaurant. We often entertain clients there. Do you want me to reserve a table for you? Finally, I’m sure you would enjoy Much Ado About Nothing. It’s very funny, and the Royal Shakespeare Company is excellent. Would you like me to find out about tickets? I look forward to seeing you next week. Yours,

D. Speaking: free practice of the language presented in this unit 1. Explain the activity. Use real information in their situation. 2. Point out ways of introducing an offer: are you interested in …? etc. 3. Divide the class into hosts and visitors and do the activity. 4. Change roles and partners if time permit. 返回

19.3 Thanking A. Discussion 1. Introduce the activity by eliciting from learners what guests do to show appreciation in different countries. 2. Learners read through the article and compare what is the same and different with what they know. 2. Learners read through the article and compare what is the same and different with what they know.

B. Language focus Thank people and take leave in different cultures. 1. In pairs, learners match the phrases to a suitable reply. They can check their answer from the recording. 2. Establish the different contexts, e.g. after a meal, a sporting activity, and to whom the remarks are made (business partners, colleagues, etc.) 3. Learners practice the exchange in pairs.

C. Reading 1. Learners read the two letters. One is to a new business partner and another is to a friend. 2. Explain some of the language points and usage of certain expressions in such case.

D. Writing: In accordance with reading 1. Get the learners to read the notes. They may need some assistance in the initial stages of this exercise. 2. Decide which note is for a new business partner and which one is for a business friend. Once aware of the difference in register, they can concentrate on one type of letter. 3. Remind learners of the sequence: opening, body of letter and conclusion. 返回

Sum-up Finished studying of how to enjoy a business trip except for business, making proper offers in different situations, accept and decline the offers in a polite way, and at last dealing with the right ways how to show thankfulness to the hosts. Finished studying of how to enjoy a business trip except for business, making proper offers in different situations, accept and decline the offers in a polite way, and at last dealing with the right ways how to show thankfulness to the hosts. 返回

Assignment Write a bread-and-butter note to your friend whom you visited last month. Write a bread-and-butter note to your friend whom you visited last month. 返回