market_leader_3e_-_intermediate_-_teachers_book (852197), страница 6
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Come back toj these in order to work on them after the student has1...��.��..�.�.���..��.�..=�.���.�.��.�.�. � �� ���� :0 You can also refer to the Case study commentary.· · ·· · · · · . . ...................... ............................... :section of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.Writingo16Set the writing task for homework or get studentsto do it in pairs in class.
Give a rough maximumnumber of words for the e-mail - perhaps 150 words,depending on the level of class.t:] Writing file, Course Book page 127l:] Resource bank: Writing (page 204)�· :�Trave lStartinguoStudents talk about some travel issues and listento people discussing travel problems.Lesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.Vo cab ul ary : British and American EnglishStudents look at the differences in travelterminology between the two varieties of English.Practice FileVocabulary (pages 8-9)Listening: Hyatt HotelsSholto Smith, Area Sales Director for a hotelgroup, talks about developments in the industry.Re sou rce bank: Listening(page 189)Course Book Listening(DVD-ROM).
. .Text bank(pages 118-121)i-Giossary (DVD-ROM).. :...... . . . . . . . . ... . .Lesson 2lPractice FileLanguage review(page 10)M L Grammar and Usage................. ..............................................................�······· ········ .Lesson 3Lesson 4Each case study is about11h to 2 hours.Skills: Telephoning: makingarrangementsStudents listen to phone calls where peoplemake arrangements and then role-playconversations.Resource bank: Speaking(pages 175-176)Case study: BTSStudents suggest solutions to problems that theclient of a business travel agency has had whenusing the services the agency has arranged.Resource bank: Writing(page 205)Practice FileGetting the message right(page 57)Practice FileWriting (page 1 1)Case study commentary(DVD-ROM)For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.17UNIT 2 .... TRAVELB U S I N ESS B R I EF·;�"'.Air travel in Europe has been shaken up by low-cost airlines offering spartan in-flight service andselling tickets direct over the Internet. National flag carriers (government-owned airlines) continueto go bust, partly as a result of the success of the low-cost carriers. Deregulation and liberalisation,driven by the competition laws of the European Union, mean that governments are no longer allowedto bail out their airlines.Low-cost airlines are increasingly attractive to businesses watching their costs. Many businesstravellers are now using them, saying that there is no point in paying more for a flight just to get abadly cooked breakfast.
The established players reply that, especially on long-haul routes, therewill a lways be a place for full-service airlines with ground staff, city-centre ticket offices and soon. However, all this infrastructure means that traditional airlines have very high fixed costs: itcosts almost as much to fly a plane three-quarters empty as full and the main aim is to get as manypassengers on seats as possible, paying as much as possible to maximise the revenues, or yield,from each flight.The relative fragility of individual airlines all over the world has led to the growth of global alliances.Most national European airlines are now members of either Oneworld or Star Alliance, and AirFrance and KLM have opted for a full merger.
On transatlantic routes, British Airways has long beenin alliance with American Airlines. Co-operation means that airlines can feed passengers into eachothers' hubs for onward journeys and costs of marketing and logistics are not d uplicated.In the USA, there have been a number of airline mergers, for example between Delta and Northwest,resulting in bigger airlines with lower cost bases per passenger. However, airlines are among the firstto suffer during economic downturns, and the USA has been accused of unfairly protecting its airlineswith laws on bankruptcy protection that give airlines time to reorganise and restructure when in othercountries they would go out of business.Fuel costs have been another factor in the fragility of airlines' finances.
They can to an extent buy fuelinto the future at prices fixed with suppliers today, but the wild swings in fuel prices of recent yearshave made budget planning very difficult.Another aspect of travel is, of course, the hotel industry. Here, there are similar issues of high fixedcosts that have led to the development of hotel chains able to share them. Each chain is a brand and,wherever you go, you should know exactly what you are going to find when you get there.However, business travellers are beginning to question the sense of travelling at all.
Some arguethat after the first face-to-face meeting between customer and supplier, further discussions can takeplace using purpose-built video-conferencing suites, webcams combined with PCs on the Internetand so on. Costs of video-conferencing are coming down, but it is probably more suitable for internalcompany communication, with colleagues who already know each other well.Travel and your studentsEveryone loves to tell their travel horror stories, so you should have no trouble getting your studentsto relate to the subject.Some senior managers, especially in hi-tech industries, may have personal experience ofvideo-conferencing: it will be interesting to see what they think about it.Read onRigas Dogan is: The Airline Business in the 21st Century, Routledge, 2nd edition, 2006The Economist (www.economist.com) and the Financial Times (www.ft.com) are both excellent for thelatest developments in the airline industry.Janelle Barlow, et al: Smart Videoconferencing: New Habits for Virtual Meetings, Berrett-Koehler, 200218UNIT 2LESSON NOTES-WarmerHTRAVEL·":��:��6 seats (Point out that this is the word used, notchairs or places.)• Write the following questions on the board:What was your best travel experience?What was your worst?7cancellations8 jet• Put students into pairs.
Get them to discuss the twoquestions and make brief notes about their partner'sanswers. Go round the room and help wherenecessary, for example with vocabulary.• Then get individual students to tell the class abouttheir partner's experience, rather than their own.9 checks (not controls)B �))) CD1.7•• Note key travel vocabulary in a 'permanent' list tokeep to the end of the lesson on one side of theboard.Overview• Tell students they will be looking at language andissues (teach this word) related to travel.• Go through the overview section at the beginning ofthe unit, pointing out the sections that students willbe looking at.Play each section two or three times, dependingon level.
Get students to note down problems theyhear that are in Exercise B. (Point out that it's notwords from Exercise B that they should listen for, butproblems. For example, they hear the word seatsfrom Traveller 1 , but not in the context of overbookingof seats, which is mentioned by Traveller 3.)Traveller 1not enough legroompoor-quality food and drink·QuotationTraveller 2long queues at check-inno baggage trolleys availableflight delays and cancellations• Get students to look at the quotation and get them totalk briefly about lost or delayed baggage problemsthat they might have had.
(Point out that baggage andluggage are the same thing, but be sure to correctstudents who talk about baggages and luggages; thecorrect form is items of baggage or luggage.); Traveller 3lost or delayed luggage; overbooking of seats ('they overbook seats')jet lagStarting up•Students look a t some o f the vocabulary related t o theirritations of air travel and use it in context.�Put students into different pairs. Go round the roomand help where necessary.• With the whole class, get members of each pair totalk about their experiences.• Put students into pairs. Get students to ask theirpartners questions 1 to 3.Vocabulary: British and AmericanEnglish• With the whole class, do a round-up of somestudents' answers to the questions.Students look at the d ifferences in travel terminologybetween the two main varieties of English.• For question 3, you could ask students to vote on thedifferent points in relation to one particular type oftravel, for example a transatlantic flight. Work on thecorrect stress of COMfort and reliaBILity.rI'TI(/)(/)0zz0-iI'TI(/)10 cabin•Put students into pairs.
(At this point, you couldchange the make-up of the pairs again.) Go round theroom and help where necessary.• With the whole class, get students to call out theanswers. Practise pronunciation where necessary.(Schedule is pronounced 'skedule' i n AmericanEnglish, and 'shedule' in British English, but stickto the former, as students are being given it as theAmerican English equivalent of timetable.)• Do as a quick-fire whole-class activity.1 room2 luggage3 queues4 food5 trolleys....................... ...........
............. ....................................19UNIT 2TRAVEL... ...1 m 2 k 3 n 4f 5j 7c Bb 9e �\ 10 d 11 o 12 a 13 h 14 i 15 gI! The British English expressions are underlined below:! 1 subwaya) line2 city centreb) lift3 carry-on baggage c) public toiletrl· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · . .· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·�611!d)4 one way5 returnrITIt/)C/)0zze)6 freeway�g)7 rest room8 elevator1ITIC/)f)1 10\ 11!11 13j 14h)i)9 coach classtimetablecar park2 queuecheckreservationj)k)l)1 .
.�-� -���-�-��--���-�..oj2j3!....en)...... .�� �� ��� � � ���.. . . . . . . . . . . . . . . . .. . . . .. . .·····------- . . . . .......................... .... .Put students into pairs. Go round the room and helpwhere necessary.41 �.m)scheduleeconomy classsinglefirst floorbillbookinground tripdowntownmotorwayundergroundhand luggage. .1., hotels r/Good links withundergroundnetworks r/Close to theairport r/! TotallyGood restaurantClose to client'soffice r/Internet r/Business centre r/Translationservices r/Free transportto hotelLocation ofI Technology r/I! Swimmingnon-smoking!poolB �>» CD1.100Explain the idea of 'adding value' (in the context ofhotels, getting extra services and facilities in additionto the room).0Play the recording twice and get students tocomplete the notes.eElicit answers from the students and explain anydifficulties, e.g.
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