2 Preparing
a trip
As a warmer, get students to think of the names
of famous hotels in their country and in others;
some are chains, Hilton, Holiday Inn, Best
'Western,
etc., while others, such as the Savoy in
London, are well known in their own right.
The aim of this activity is to warm students to
the theme of the unit. While they are discussing
the questions, help out with vocabulary and
ideas. Some useful vocabulary that might crop
up: facilities, luxury, modest, bed ó breakfast,
room-seruice, motel, chain, rates.
When students have finished, get them to report
back, while you correct vocabulary items and
note important ones on a part of the board.
1 Get a student to read aloud the rubric about
Isabelle.Get studentsto ask each other
questions to check they have understood the
situation, e.g.'What is her job? Who does sbe
'V/here
work for? When is her meeting? is it?
\Xlho is Larry? This also consolidates some of
the language work from Unit 1.
Get students to read the True/Falsestatements
and help them with any problems. Play the tape
without stopping. If necessar¡ play the tape
again and check answers.Three sentencesare
true and three are false. Get students to correcr
the false sentences.
a Her budget is $250 a day.
c Rockefeller Center is a businesscentre;
Lincoln Center is the arts centre.
f During the day Central Park is not at all
dangerous.
1 aF bT cF dT eT f F
2 this task concentrates on there is / there are.
Ask students to complete the gaps before
listening again. llhen the noun is plural or
Student'sBook pages24-26
countable we use there are, when it is singular
or uncountable we use there is. \lhen it is a
question form we invert.
Let studentscompare their answersbefore
listening again. Then let them read the language
note and make sentencesand questionsabout
the classroom,the school, the company
premises, etc.: Is there a pool near here? How
many classroomsare there? Is there a language
laboratory? How many banks are there in the
town?
2 a Arethereany b Thereare;thereis
c ls there;Thereare d Thereare
'$lhen
1 Have students do this task in pairs.
they have completedthe task, have one student
come up to the board and note down the class's
answers.Correct any mistakesbefore asking the
class to think of some more facilities hotels may
offer. Get students to invent a symbol for them.
1 l-c-F z-d-C 3-f-D 4-e-E 5-b-A 6-a-B
2 the aim of this task is to find certain specific
information rapidly. Encouragehealthy
competition by setting a 60-secondtime limir
for answeringthe four questions.As an
extension,have the studentswrite more
questionsfor their colleaguesto answer.
2 a 212-752-700Q
b Yes
c Radisson
Empireand Swissotel
NewYork
d TheWaldorfAstoriaandThePlaza(bothrated
'Deluxe')
3 lhe aim of this task is to interpret the
information in the guide in order to locate the
hotels on the map of New York. Explain the
grid system of New York; Avenues go from
north to south and have numbers or names,
Streetsgo from east to west and are numbered
from the south, so 44th Street,is just south of
45th Street.East 44th Streetis on the East Side
17
2.1
Student'sBook pages26-27

'S7est
of the cit¡ 44th Street is the other end of 2 When everyone is using the form properly let
the same street found on the \üest Side. Slhen them write more questionson the other hetels.
studentshave completedthe task they can move Have them work in pairs or small groups.
onto 4.

You can extend this by asking students which 3 To wrap up the lesson, have them say which
hotel is near CentralPark lThe Lincoln Center hotel they would prefer and why. Do not be
or on Eighth Avenue / Lexington Avenue, etc. overly critical of mistakes.Throughout the
book there are opportunities like this where the
EmpireHotel
C3 A Radisson aim is to get the studentstalking and giving
B ThePlazaHotel
opinions without necessarilyattaining the level
C SwissotelNew YorkHotel
of accuracywe would expect in other activities.
l D LoewsNew York Hotel
E TheWaldorf-Astoria
is nearestto the Rockefeller
TheWaldorf-Astoria
Center.

4 At this stage, the students do not know the

prices of the hotels but they know where
Isabelle is working, that she likes swimming,
and that she wants to be near the Lincoln
Center for the ballet.

For copyright reasons,we were not able to

include prices in the guide extract, but you may
want to invent (and dictate to students)room
prices for each of the hotels, some above and
some below her budget of $250. You may also
need to explain the ratings Moderate, Bwsiness,
and Deluxe.

The RadissonEmpire is probably the best

choice for her. You may need to refer them back
to the Tapescriptfor 2.1 @ (page 178) for them
to choose the correct hotel.

1 this task focuseson the language point

there is / there are in terms of written form. Let
studentsdo the task alone and then reDort back.

1 b No.thereisn't.
c lstherea .../ Yes,thereis.
d lstherean .../ No,thereisn't
e arethere?
... restaurants
f ls therea fax?

As an introduction, establishthat Isabellehas
chosen the Radisson Empire. What must she do
now: write, phone, fax? \X/hich is easier?
1 Get students to match the questions to the
answers. N7hen they report back, get them to
read aloud the answersin open pairs. Remind
them of the importance of good intonation and
of trying to sound polite.
If necessarydo some extra noting down of
telephonenumbers and the spellingof names.
1 1b 2d 3e 4a 5c
2 Let students read the booking form before
listening to the conversation between Isabelle
and the receptionist. Play the tape through and
get students to report back. If necessar¡ play
through a second time. Note correct answers on
board.
I lsabelle single;8 March;11 March;g165
Du$sart;
3 Let students look at text and attempt the
gap-fill before listening. Play tape through to
check their answers. Have students act out the
dialogue in open pairs paying particular
attention to sounding polite.
3 a C a nl ; l ' d l i k e
b CouldI have;Couldyou spellthat
c Couldyou sendus; Canyou giverne
f thls task helps students ro recognize some of
the possibleresponsesto polite requests. They
can completethe rask individually or in pairs,
before going over the answers and the
subsequentLanguageNote with you. Get
students to act out each little scenario using all
possibleanswers.Discussthe relationshipsof
2.2
Student'sBook pages28-31
the speakerswithin each situation e.g.
employee/employer,colleague/colleague,etc.
I I a,d 2 a,b 3 a,b 4 a.b,d 5 c,d (lmpolite
2d, 5a)
This task should be done in pairs first. Each
pair acts out one of the situations in front of the
others. If there is limited time, it can be done
for homework.
This task is intended to highlight the
importance of polite language, not only in
English but in other languagesas well. Some
studentswill have many examples,others fewer.
Use the cartoon at the bottom of the page to
show the variety of languagepossible.
NO SMOK/NG (written)
Smoking is prohibited.
Stop smoking.
Pleasestop smoking.
Cc¡uld you stop smoking?
Do you mind stopping smoking?
I'd appreciate it if you stopped smoking.
Get the students into pairs and explain that they
are going to do the same as Isabelledid in O.
When they have completedthe dialogue,
students should write it down for consolidation.
1 this is a written consolidation task. If doing
it in class,you can get studentsto check each
others'work for mistakes.This is a simple
model fax that can be made more difficult by
blanking out more words if you feel the group
will find it too easy.
ll booking 2 nights 3 SMarch 4 1 1 M a r c h
5 rate 6 $ 1 6 5 T s i n g l e 8 bath
9 arrive 10 nine
2 this taskworks well as a homework
consolidation.
f9
2.3
Student'sBook pages32-35

I
2.3 Flyingout 1 a fiveo'clock
fifty-five
b five to twelve/eleven
c a quarterpastthree/three fifteen
This task is aimed at discussingtimes in order
threefifteen;
to practisetelling the time in English. Do the
twenty-fivepastthree;threetwenty-five; fifteen
first one with the whole class. Model the twenty-five;
question, What time do you get wp?, the answer, fifteen-thirty;
I get up at 6, and the third person Íorm, She threethirty-five;
gets up at 6.ln the reporting back, point out quarterto four; fifteen forty-five;
five to four; threeforty-five;fifteenforty-five
the differencebetweena.m. and p.m., and the
fact that in English the 24-hour version is
usually reserved for travelling, timetables, etc.
Draw on the board a map featuring Britain and
the USA. Draw an arrow from London to New
2 and 3 These activities might be quite short,
York with four question marks. Elicit How
depending on the nationality mix.
much does it cost?How many flights per day
are tbere? How long does it take? What time
1 For this reading task you may wish to set a does it leaue / arriue?
time-limit of one minute for the students to scan Practisethe questionsand then divide the class
the text and answer the two questions.They into pairs for the role-play.If stronger students
can then read a secondtime more slowly to finish earl¡ get them to creatc another dialogue
understandall the information. Ask with different data.
comprehensionquestionsto check their
understanding before they move on to 2.
In each of the dialogues/monologuesstudents
1 a From9to3b Atg have to pick up one or two pieces of
information. Check answersas a group and
play againif necessary.
2 thls should be done in pairs and then gone
over as a class.You can then ask studentsto In the last item, they will need to deducethe
read the Language Note before moving to the original flight time from the woman's final
next task. If you prefer, you might want to remark ('That's two hours late.'l
include a times dictation at this point, including
fLI6HT. INFORMATIONGAf,E
NME DESTINATION
some tricky past, to, before, and after times.
13.50 Athens 8A651 Boarding 17
2 b Whenaremuseums closed? 12.30 NewYork AA215 Boarding 51
c Whattime do postofficesopen? 14.05 Stockholm 5AS444 Boarding 14
d Whendo banksstayopenlate? 14.10 Madrid 18414 Boarding 40
e Whattime do postofficesclose? 14.30 Tokyo JL519 Delayed
f Whendo busesandsubwavs run? 13.00 Paris Af 661 Delayed 16
u n t i l1 5 . 0 0

1 lhls task consolidatesthe previous two

tasks, and by the time they have completed the
table in 2 studentsshould be fairly used to the
various ways of expressingthe time in English.
Students will be ready for a lighter activity by
this stage of the unit. Time Bingo is easy to set
up and run. Divide the classinto groups of four
and follow the instructions in the Student's
Book.

20

The unit revolves around a businesstrip made
by an American to Britain. Get studenrs to
think of things they would take on a business
trip and put ideas up on the board. !7hen they
have exhaustedtheir ideas let them look at the
list in the book. In pairs, let them choosethe
five items they would take and the five they
would leave behind. Have each pair report back
after five minutes and seewhich items get the
most votes.
Let studentsread the rubric and check they
have understood the situation. Make it clear
that the dialogues take place in different places
during the journey from Heathrow to Oxford
i.e. at PassportControl, at Customs, in a bank,
and in a taxi. Play the tape through once and
check the answers. If you feel it is necessaryyou
can teach the names of the jobs of the people
involved: customs officer, immigration officer,
bank-clerk, and taxi driuer.
If necessar¡ listen again to get the detailed
information. Get the students to practise the
dialogues in pairs paying particular attention to
the questionshow much / how many?
Put two columns up on the board, one marked
U (uncountable)and one marked C (countable).
PLlt money, luggage, in the first column and
bag, night in the second. Ask students for other
words for each column. Explain the rule as it is
set out in the Language Note. Then get students
to add more words.
I I immigration 2 customs
3 bank 4 taxi
2 a threeniohts b one
c f 100 d f4.50 + 50ptíp * total {5
1 If the words in f have not already been
covered, have students put them in the
appropriate column. Point out that people is the
3 Awayon bus¡ness
Student'sBook pages36-38
plural form even if there is no final s. Ask for
other plurals in English which have no final s:
children, men, women.
f C: people,days,rooms U: paper,sugar.rneat
2 Get studentsto do this exerciscin pairs.
'When
checking answers, point out that How
mctnysugarsi (i.e. lumps or spoonfuls)or How
mucb swgar?are both p<-rssibleanswers for
Number 3.
2 2 How manyrooms?
3 Howmuchsugar/ manysugars?
4 How muchmeat?
5 How manydays?
6 How muchpaper?
3 \t¡hen checking the answers, have students
a c t o u t e a c hq u e s t i o n / a n s w ei rn o p e n p a i r s .
3 b6 c4 d1 e2 f 5
Get students to look at the registration forn
and anticipatethe questionsRobert Dillon will
be asked.No mention is made of his addressin
the dialogue.The other sevenboxes can be
filled in. Play the tape once and find out how
studentsdid. If necessary,play again
immediately to check their answers.
Once the answershave been checked,go back
through the registration form checking the
languageused to ask the questions.
Haue you got a reseruation?
Cowld I baue your name?
(Could I haue) your nationality?
Who do yow work for?
How many nights dre you staying?
Hou would you like to ¡tay?
'Would
you like a morning call?
These questions will be f'.rrther practised in the
role play which follows.
21
3.1t3.2
Student'sBook pages38-41
D NationalityAmerican CompanyKPMG
Numberof nights 3 Room number 243
Morningcall 7.30a.m. Payment Visa
Get studentsin pairs. One should turn to File F,
page 157. Remind them that the dialogue
should begin with a greeting and end with
directionsto the room. During the pairwork
monitor for mistakesand report back
afterwards. Get one or two pairs to act out
their dialogue.
This exercisecontinues the hotel theme and can
be done in small groups or pairs. V/hen they
have finished, check the answers and get one or
two of the dialogues acted out. Tie the whole
section together by doing a vocabulary brain-
storming on the board under the headings
below. Slrite the key words and invite
associatedwords as in the example.
F I b,e,d,a,c
2 b,d,a,e,c
3 c,a,e,d,b
4 c,b,a,e,d
5 c,a,h,d,9.e,f,b
3,2 Goingout
The unit continues with Robert arranging to go
out with an old friend.
1 Get students to read the dialogue and try to
fill in the gaps.
You should be more concernedabout
communicativeability than accuracyat this
stage so do not correct excessively.When they
have finished, play the tape.
2 When checking the answers, pay particular
attention to the polite request forms, Can you?,
Could yow?, Can I?, Could 11, etc.
Get students to change the names and numbers
etc. and write new dialogues.Have them act
them out. If they can substitute amusing names
it adds to the interest, e.g. Margaret Thatcher
wanting to speak to Silvio Berlusconi.
A CouldI speakto;
CanI take;
CouldI haveyournumber;
he callme back;
Thankyoufor yourhelp.
Get the students to look at the cartoon and
describeit. What type of person is he? \ühat
type of languagedoes he use?In this exercise
the words in italics are the polite version, which
studentshave to continue. For each question
they need to substitute a more polite form. For
more impact you can get two different pairs to
act out the two versions.
This exercisehelps students to practise a basic
telephonedialogue. One student plays John
Langford, and the other Dr Heath. Rernind
students to be polite. When they have finished it
orally report back and then get the group to
write a perfect version on the board. Each pair
 3.2t3.3
Student'sBook pages42-44

should write up their version for one part of the

dialogue. Correct on the board and then get
to,,rm .
students to write up a fair copy in their books.
This exercisepractises some of the time
expressionsfrom Unit 2. Student B will need
1 thls exercisefocuses on the language of
time to prepare his/her questions, whereas
suggestingand accepting.Studentsshould check
Student A will need time to pre-read the various
they understandthe questionsand then listen
sources of information he/she has at his/her
once to the tape.
disposal. \ü/hile students are doing the pair
I a tonight work, monitor and note down examplesof
b Sunset Boulevard good languageand some errors. Highlight these
c 7.45 in your feedback after the exercise.
d at a restaurantnearthe theatre

For this exercise,you can look at the Language

2 When you have checked the answers look at Note first if you feel the level of the class
the languageused. warrants it. If not, do the exerciseand then
consolidateby looking at the LanguageNote.
Shall tue meet one euening? Before doing the exercise,pre-teach
\Yhat shall we do? roundabout, bridge, jwnction, crossroads.Do
\Ilould you like to go to the theatre? the first three as a class focusing on important
I'd loue to. exponents as in the Language Note. Go as far
That sounds great. as, take the first on the right ... etc. Slhen the
'Wbere
can we meet? classare producing good questionsand answers
Let's meet at ... h a v et h e m d o t h e r e s t i n p a i r s .

As giving directions from the station involves

Look back at the Language Note and study
other forms.
2 a Shallwe
b WouldyouIiketo go
c Let's
1 thls exerciseallows students to invite other
students to do things. Encourage them to be
i n t e r e s t i n gi n t h e i r s u g g e s t i o n s .
2 Get students to work in pairs and to agree to
or turn down their partner's suggestions.
This final exerciseof the section encourages
students to talk about entertaining guests. !7ho
'Where
pays? do they go? Is it always our or
could you invite guestshome?
crossingthe roundabout, you may want to
teach Take the first/second/third erir. (As it's a
British roundabout, the directions shor-rldbe
clockwise!)
You can extend this activity by getting students
to add other featuresof their own to the map
and then have them give directions to other
people, either in pairs, or to the whole class. \{
B Possible
answers
1 Go around/overácross the roundaboutinto the
HighStreet.Takethe firstright.Thechurchis
on yourright.
2 Turnrightat the roundabout. Go overthe
crossroadsat ChurchRoad.Thebankis on your
right,pastthe policestation.
3 Turnrightat the roundabout. Go overthe
crossroadsat ChurchRoad.Thepolicestationis
on the rightstraightafterthe crossroads.

23

-- -.-ji=4*r*#=.
3.3t3.4
Student'sBook pages44-47

Church Roadis
Turnrightat the roundabout.
the firstroadon the left.
Turnrightat the roundabout. Go to the endof
the road.TheChemistis on the right,át the The point of this exerciseis to get the class
j u n c t i ow
n i t ht h e4 2 1 . t a l k i n g a b o u t f o o d . T h i s i s e a s i e ri n c e r t a i n
countries than in others. Discussthe type of
the roundaboutinto the
Go around/over/across
HighStreet.TheTownHallis on the left, eating outlets availablein the country where
the Language
opposite Schoolandbeforethe you are teaching and elsewhere.Ask them
cro55rnq. where they normally have lunch and where they
would eat before or after the cinema. etc.

This exercisetests the students' ability to

understand and follow directions. Play the tape
once and seewhere the students arrive. Then,
play it again listening to the particular language
used, go down, wben you get to, go as far as,
go dcross, take the first street, etc.
You may need to point out the location of
Leicester Square underground station (shown by
the red London Underground symbol @. ), if
studentsare unable to find it themselves.
Comprehensiondependson studentsbeing able
to follow the whole sequence,so you should
expect to have to play the tape severaltimes.
1 Have students look at the menu before
listening to the tape. Check they understand
most of the food, and reviseprices.Put the
three names, Sall¡ Robert, and Charles on the
board. Play tape once and get a student to fill in
the orders for the three people. Listen again and
check the orders. What expressionsdoes the
waitress use? As an extra activity focus on the
languageof introductions at the start of the
dialogue.
Sally:cottagepieand a glassof whitewine
Robert:lasagneand a glassof redwine
Charles:chilliand a glassof redwine

C CaféFish(number2)
/2 Put students in threes. In this exercisethey
can be as creativeas possible.Those of a lower
Studentsuse the same map as in O. level can concentrate on ordering their food'
with one of them playing the waiter. At a higher
Each student has a chanceto give and receive
level, they can extend the dialogue to include
directions.For the purposesof the exercise,
asking the waiter for clarification, complaining,
both studentsare outside Charing Cross
paying, etc. Have students act out their
Station. During the pair work, monitor and give
dialoguesin front of the others.
help where necessary.
For an extra activity, get them to take orders
For further practice get students to direct each
and to make up bills in English and at a fast
other to different parts of the building where
speed.Counting in a foreign languageis never
the class is taking, place, adding extra
easy.
vocabulary where necessary;take the lift,
go upstairs, go down the corridar, etc.
1 This exercisecould be done for homework
or as a further activity before @. It revisesand
This is an authentic task that studentsneed to
extendsthe languagepoint from 3.1.
know how to do. For a variation, get them to
draw maps and then give extra help in a
simulated phone-call.

24
 3.4
Student's Book pages 47-49

1 C:glass,glassof water,serviette,
spoon,mushroom,
bottleof wine,cupof coffee
U:butter,water,bread,sugar,fruit,sah pepper,
wine,soup

2 thls exerciseextendsand practisesthe polite

requestsfrom Unit 2.

3 this exerciseaimsto extendthe students'

vocabularyin order to make complaintsin
restaurants.Eachword can be usedonly once.

3 a cold,hst b dirty,,elean
e broksn d stale;sonlE
e strong;cup t rátre

1 ,qsk the class what they would say in the

various situations and put their suggestionsup
on the board. Correct any mistakes then get
them to listen and compare. !7hat differences
are there in their answers?I7ere they too polite,
inappropriate, or acceptable but different from
the ones given?

D a CanI havethe bill,please?

b Thisison me.
c Do you takeAmericanExpress?
d CouldI havea receipt,please?

The unit ends with this game, which ries all the
restaurant language together. Play in threes or
sixes if the class is large enough. When students
land on a square, they must say the appropriate
thing. Play again if a lot of the squareswere not
covered. Collate all possible answers at the end
of the class.If the classare not very
imaginative, prepare thirty different cards, one
for each space,with an appropriate response.If
a student does not know what to say, he/shecan
turn over one of the prompt cards and use it
then or later.

25