market_leader_3e_-_intermediate_-_teachers_book (852197), страница 7
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shuttle.I Breakfast1 on a daily basisI Membership to the health dub2jIA shuttle service to:I a) the local department store4jNewspapersTransportation to and from the airportl·6parking lotline,carry-on baggage7 downtownsubway8 reservation--�� � �� � 1�----· ········�>» CD1.8... .. . . .. .. ...................... ?...... .
.� ������ �.--·········································Play the recording and get students to check theiranswers. Clear up any remaining problems.Students listen to Sholto Smith, Area Sales Director forHyatt Hotels, talking about how the company meets theneeds of business travellers, how it is adding value forthem and about future developments in business travel.':.b) the offices5 in which the client works:·II �>)) CD1.11,oGet students t o look a t the rubric, then play partthree of the recording two or three times.eElicit answers from the students and explain anydifficulties.
(Point out how Sholto Smith mentionstechnology and environmental policies, givesexamples of the latter and then gives examples of theformer.)Technology: high-speed I nternet, television ondemand, lower cost telephone callsEnvironmental policies: water conservation,low-energy lighting in bedrooms0Work on pronunciation of environmental andconservation and explain any remaining difficulties.Play the recording twice, or more often if necessary,pausing occasionally to give students time to tick theitems in the list which are mentioned.0Get students to give the answers as a quick-firewhole-class activity.Get students to discuss the question in groups. ofthree or four.
Go round and assist where ne cessary.oCall the class to order. Elicit the ideas and getstudents to comment on those of other groups.a �>» CD1.9c:l Resource bank: Listening (page 189)Students can watch the interview with Sholto Smithon the DVD-ROM.20I:'Listening: Hyatt Hotelse�: · · · · · · · · · · · · ·· · · · -- · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · - - · · · · · · · · · · · -- · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · . . . . . . .
. . . . . . .. . . . . . . . . . . . . . :i-Glossarye1,.: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · :!Reading: What business travellers wantStudents compare articles about business travel, oneabout a businessman who travels a lot and one abouttravelling on a budget.0&eGet students to discuss this as a quick-fire wholeclass activity. Things that might be mentionedinclude fares, reputation of service and food, safetyrecord, age of planes, schedules, convenience ofairports used. Teach any vocabulary that students areunfamiliar with.Explain what they will have to do -each reads anarticle then explains information from it to theirpartner in order to complete the table.
Make surethat the Student Bs turn to the correct page.Get students to read their article individually andcomplete the relevant part of the table. Go round theroom and help where necessary.Edmond MoutranJohn CoxChairman of Me mac runs apublishingOgilvy & MatherconsultancyBritishnationality LebaneseDubai, Bahrain,mainly thetraveldestinations UK, Cairo, Jordan, usJeddah, Riyadh,Kuwait, Tunis,Algeria, SouthAfrica, Barcelona,Paris80,000 toamount of air 60% of workingweek100,000travelmiles peryeareconomyfirst class orchoice ofbusiness classclassclasschoice ofMiddle East Airlines United andairline(MEA), followed by Star AllianceGulf Air, Emirates, airlinesBritish Airways, AirFrancenew aircraft andcheap fares,likesequipment; well- frequent-flyertrained, fresh,points to getupgradesenergetic staff;airline lounges(good chairs, plentyof newspapers andTV); extra-specialtreatment at airportjobUNIT 2I dislikes...
...TRAVELi attitude of crew 1 expensivei and staff; problems i fares, taxisi· with ground staff;lack of openness byairlines when thereare problems and· ·· · ,···· ··� · · · · · · · delays·�b�ii;li��, ���:�:��·;��l���r;�·��··�i�:�·������·�d·· · · · · · ·. · ·il···rr��h��·�· · · · · ·· · ·· · ·· ·· · ···',···������· · · · ··· ··· l· lrequirements·1 Internetaccess, good1 la undry�:�...� .
. .B�.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0a.1��.��-��:.........................:Now in their pairs, students exchange informationto complete the table. Also get them to discuss thequestion. Go round and assist where necessary, forexample with vocabulary and pronunciation.Bring the class to order and elicit the views of oneor two pairs.
Work on travel-related vocabulary andpronunciation points that have caused difficulty butdon't pre-empt the next exercise.Do as a quick-fire whole-class activity. Point out thegrammatical and other clues that help to find theright answers. You could try getting students to coverthe right-hand column and get them to suggest whatmight follow on from the expressions on the leftbefore they do the exercise.i tf 2g 3e 4a 5 b 6c 7dWork on stress and pronunciation of difficult wordse.g. awarded (not rewarded) and lounge. (Getstudents to distinguish the latter from lunch!)Q. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .. . . . . . . . . . . . . . . . .eAgain, do as a quick-fire whole-class activity, gettingstudents to suggest answers.1 peak travel5 boarding pass6 check in2 frequent-flyer points3 upgrade7 lounge4 ground stafff::) Text bank {pages 1 18-121)o21UNIT 2...
...TRAVELLanguage review: Talking about the futureStudents work on tenses used to talk about the futureand how they differ in their uses.o.....mGenen0z·QzTalk students through the commentary and examplesin the panel.Do the exercise as a whole-class activity and answerany questions. Remind students of the reason foreach answer whilst working through the exercise.1 're going to4 'II2 'IImen3&5 'II're going toGet individual pairs to read the exchanges for thewhole class.With the whole class, ask for the answers. Again,work on the reason for each answer.1 are staying2 departs3 does the conference begin4 are you doing5 does this train get6 am travelling0Put students into pairs. Go round the room and helpwhere necessary.
Encourage creativity, as long as thegrammar rules are followed.With the whole class, get suggestions for possibleanswers and discuss why they are possible, referringback to the information in the panel.o0Sample answers123The flight's delayed, so I'm going to wait in thelounge.OK, I've decided. I'm going to book the next flightto New York.Let's check the timetable. The flight leaves atIt's OK, I don't need a lift.
I'm taking a taxi to theairport.Friday afternoon? I'll just check my diary.I'm not doing anything special.There are two flights to Hong Kong on Friday.I'll catch the later one.It's all arranged, we're meeting at five in reception.Next week, we're flying to Munich for theconference.18:30.4567822Skills: Telephoning: makingarrangementsStudents listen to phone calls where people make andthen have to change arrangements. Students then usethese calls as models for role-play conversations.II �>» CD1.12, 1.13e0oDescribe the situation and bring students' attentionto the information they are listening for.Play the first recording two or three times, explainany difficulties and ask for the answers.Then do the same for the second recording.1 a) To arrange a meeting for the following weekb) The meeting is arranged for Wednesday at 2 p.m.2 a) To advise Cristina of a delay and rearrange themeetingb) A message is left for Cristina to call her back.�.
, ,,��� �>» CD1.12Play the first call again and get students to completethe extract.1 I'd like to make an appointment2 day would suit you3 How about Wednesday4 you make it5 me check the diary6 What aboutRecap the complete expressions that contain themissing words above with the whole class, workingon natural intonation.Get students to read the complete conversation inpairs. Go round the room and help where necessary.Get one or two pairs to read the conversation for thewhole class.oeoeB �>)) CD1.13Follow the above procedure again.4 preferably1 Will you hold2 but something's5 Could she callme backcome up6 020 785 5 38143 I'd like to meet her0With the whole class, explain the two situations.Put students into pairs. Tell students they can refer tothe key expressions in the Useful language box.Go round the room and help where necessary.Work with the whole class on common problems.Get two or three pairs to role-play the situation againfor the whole class.&:] Resource bank: Speaking (page 1 77)0eeo""''U N IT 2Business Travel ServicesStudents suggest solutions to problems that the clientof a business travel agency has had when using theservices the agency has arranged.Background•TRAVEL• With the whole class, check again on the languagefor changing arrangements.
Praise good points andwork on things that need i mprovement.Stage 3•Put students into fours - BTS's account manager andthe three travel consultants. Allocate each problemto one member of each group of four. Explain thathe/she has to read it and will then have to explain itto other members of the group.
The group will thendiscuss the problem in order to try to resolve it.•Go round the room. Monitor and help wherenecessary, checking they are doing the task correctly.Get students to focus on the case study by askingthem about the services that a business travelagency typically provides to companies (flights,hotels, car rental, conference bookings, etc., perhapswith discounted prices).• Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side... ..• After the first problem, bring the class to order.Explain anything that still presents problems.• Then get students to explain and discuss the otherthree problems in the same way.••partners andservice providersPricesAdditional discounts (i.e.
inrelation to the usual discounts)Issues•Explain vocabulary where necessary, e.g. householdname. Point out that product can also mean servicein contexts like this.Stage 1•Ensure students understand the situation. Explainaccount manager, someone in a company who takescare of particular clients.• Put students into pairs. Allocate roles and getstudents to turn to the page with their role.••Go round the room and help where necessary,monitoring the way they are using the language formaking arrangements by phone that they met in theSkills section.Bring the class to order.
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