36

UNIT 2 Tourist Attractions

SSKKIILLLLSS

LLiisstteenniinngg

� Catching the main point in short, clear and simple messages

� Finding specific information in simple recorded texts

RReeaaddiinngg

� Understanding short, simple texts on familiar matters

� Finding specific, predictable information in simple everyday material

such as travel guides, brochures, etc

� Locating specific information in lists and isolating the information

required in travel guides, brochures, etc

WWrriittiinngg

� Writing a series of simple phrases and sentences linked with simple

connectors like “and”, “but” and “because”

SSppeeaakkiinngg

� Describing everyday aspects of his/her environment e.g. people and

places

� Using simple descriptive language to make brief statements about a

place

� Explaining what he/she likes or dislikes about something

� Describing people, places and possessions in simple terms

� Communicating in simple and routine tasks requiring a simple and

direct exchange of information

� Establishing social contact: greetings and farewells; introductions;

giving thanks

� Participating in short conversations in routine contexts on topics of

interest

� Identifying the topic of discussion around her which is conducted

slowly and clearly

� Discussing everyday practical issues in a simple way when

addressed clearly, slowly and directly

� Getting all the information needed from a tourist office, as long as it

is of a straightforward, non specialized nature

� Getting simple information about travel, use public transport: buses,

trains, and taxis, ask and give directions, and buy tickets

� Giving and following simple directions and instructions e.g. explain

how to get somewhere

� Asking for and giving directions referring to a map or plan

FFUUNNCCTTIIOONNSS

Imparting and seeking factual information: identifying, asking, describing

Expressing pleasure, liking, displeasure, dislike Inquiring about pleasure,

liking, displeasure, dislike

Expressing interest or lack of interest

Inquiring about interest or lack of interest

Getting things done (Suasion): Requesting others to do something,

inviting others to do something

TTAASSKK

Preparing a poster to attract tourists to their area

21

22

Places to Visit

Tourist Attractions

UnitUnit

� Do you like travelling?

� Are you interested in meeting different people?

� What sort of places do you like visiting?

� Name some famous places (museums, historicalplaces or natural beauties) in your region.

PPAARRTT AAPPllaacceess ttoo VViissiitt

� Before starting the unit, you can take students' attention to the pictures

and allocate some time for them to study the pictures working in pairs.

Encourage them to identify the context in each picture so that they will

get ideas about the topic of the unit.

� Take students' attention to the questions. Read them out and get the

answers from individual students.

WWAARRMM--UUPP

� After greeting students, you can walk around the room and tell students

about last holiday and the place/s you visited. You can bring photos

showing the places you went to and show them to students while you are

talking. Then you can ask students about places they've visited and a

have a small classroom talk session.

AA.. RReeaaddiinngg

aa.. LLooookk aatt tthhee ppiiccttuurreess aanndd aannsswweerr tthhee qquueessttiioonnss..

� Before students read the text, you can take students' attention to the

pictures so that they can get an idea of the context. Take their attention

to the questions; read them out and encourage students to guess the

answers.

23

One day a man finds a penguin and asks the police

officer: “What shall I do with this penguin?”.

“Take him to the zoo,” answers the police officer.

The man takes the penguin to the zoo that day.

Next day he meets the police officer again.

The police officer asks: “What are you doing with this

penguin?”.

“I’m taking him to the cinema today,” answers the

man.

cc. Read the tourist information and fill in the missing information in the chart below.

d. Work in pairs and discuss.

e. Now write five sentences about your and your partner’s opinions.

f. Work in small groups. Write the names of tourist attractions in your town / region / countryon sepaarate pieces of paper and put them in a box. Call a student from another group. He / Shedraws a piecce of paper and gives information about the place on the paper.

1. I’d like to go __________________________ but _______________________________

2. I think __________________________ and ____________________________________

3. I like __________________________ because _________________________________

4. My friend likes __________________________ because __________________________

5. I’m interested in __________________________ but _____________________________

JOKE

Name Description Opens Closes

Buckingham Palace

a famous landmark in London

wax figures of well-known people

August

6.00 p.m.

any time

1. Where would / wouldn’t you like to go in London? Why?2. Are you interested in going abroad? Why?

22

L O N D O N L O N D O N L O N D O NL O N D O N L O N D O N L O N D O NDo you like animals?Do you like animals?

Do you enjoy art works?Do you enjoy art works?

Are you interested in history?Are you interested in history?

��

��

��

YYou are in the right place.ou are in the right place.

A ( ) A ( ) B U C K I N G H A M P A L A C EB U C K I N G H A M P A L A C E

It’s the home of British kings and queens. It has got 600

rooms, a cinema and a swimming pool. You can see

many kinds of flowers and trees in the garden. Tourists

can visit the palace during August and September when

the royal family is not at home.

C ( ) C ( ) BB I G B E NI G B E N

This clock tower is a very famous landmark in London.

In fact, Big Ben is not the name of the clock tower but

the big bell inside the tower. You can see it any time

you wish.

B ( ) B ( ) L O N D O N Z O OL O N D O N Z O O

You can see a variety of animals; elephants giraffes,

crocodiles,monkeys, snakes, ....

It’s open from 9.00 a.m. until 6.00 p.m. every day.

“DON’T FEED THE ANIMALS, PLEASE.”

Bukingham Saray›’n›nfotosu

D ( ) D ( ) M A D A M T U S S A U DM A D A M T U S S A U D

In this museum there are wax figures of well-known

people from all over the world such as John F. Kennedy,

Abraham Lincolm . . . and Mustafa Kemal Atatürk.

It’s open from 9.00 a.m. until 6.00 p.m. every day

except Sunday.

11

22

33

44

ReadingA.a. Look at the pictures and answer the questions.

b. Read the paragraphs and match them with the correct pictures.

1. Where are they from?2. What do you know about these places?

bb.. RReeaadd tthhee ppaarraaggrraapphhss aanndd mmaattcchh tthheemm wwiitthh tthhee ccoorrrreecctt ppiiccttuurreess.. � In this reading activity, students will practise understanding short,

simple texts on familiar matters.� You can have them answer the questions on the brochure.� Students are asked to read the brochure and find the pictures relating

to the places. � Students can work individually.

AANNSSWWEERRSS::1. B 2. C 3. D 4. A

cc.. RReeaadd tthhee ttoouurriisstt iinnffoorrmmaattiioonn aanndd ffiillll iinn tthhee mmiissssiinngg iinnffoorrmmaattiioonn iinn tthhee cchhaarrttbbeellooww.. � In this activity, students will practise locating specific information in lists

and isolating the information required in travel guides, brochures, etc.� Students are asked to read the tourist information again and fill in the

chart referring to the information in the brochure. � Students can work individually and then check their work in pairs.

AANNSSWWEERRSS::Answers are provided on the micropage.

dd.. WWoorrkk iinn ppaaiirrss aanndd ddiissccuussss.. � With the help of this activity, students will have a chance to personalize

what they've read and practise participating in short conversations inroutine contexts on topics of interest

� They are asked to work in pairs and discuss about the questions. Askthem to provide reasons for their choices.

ee.. NNooww wwrriittee ffiivvee sseenntteenncceess aabboouutt yyoouurr aanndd yyoouurr ppaarrttnneerr''ss ooppiinniioonnss.. � In this activity, students will have a chance to practise writing a series

of simple phrases and sentences linked with simple connectors like“and”, “but” and “because”.

� Students are going to write sentences referring back to the discussionthey've made in the previous section.

� You can have students read their sentences out.

ff.. WWoorrkk iinn ssmmaallll ggrroouuppss.. WWrriittee tthhee nnaammeess ooff tthhee ttoouurriisstt aattttrraaccttiioonnss iinn yyoouurrttoowwnn//rreeggiioonn//ccoouunnttrryy oonn sseeppaarraattee ppiieecceess ooff ppaappeerr aanndd ppuutt tthheemm iinn aa bbooxx..CCaallll aa ssttuuddeenntt ffrroomm aannootthheerr ggrroouupp.. HHee//SShhee ddrraawwss aa ppiieeccee ooff ppaappeerr aannddggiivveess iinnffoorrmmaattiioonn aabboouutt tthhee ppllaaccee oonn tthhee ppaappeerr.. � In this activity, students will practise communicating in simple and routine

tasks requiring a simple and direct exchange of information and usingsimple descriptive language to make brief statements about a place.

� Students are going to work in small groups. They are going to prepareslips/cards with the names of some tourist attractions written on them.After they prepare the cards, they are going to put the cards in abox/bag.

� Then they will invite a student from another group to draw a card andtry to give information to his/her group friends about the tourist attractionon the card. The rest of the group members will try to guess the placethat's described.

37

Places to Visit

Big Ben

London Zoo

Madam Tussaud

Home of British kings and queens

a variety of animals

September

6.00 p.m.9.00 a.m.

9.00 a.m.

38

UNIT 2 Tourist Attractions

BB.. RReeaaddiinngg aanndd SSppeeaakkiinngg aa.. LLooookk aatt tthhee ppiiccttuurree aanndd aannsswweerr tthhee qquueessttiioonnss.. � Before students read the dialogue, you can take students' attention to the

picture so that they can get an idea of the context. Take their attention tothe questions; read them out and encourage students to guess theanswers.

bb.. RReeaadd tthhee ccoonnvveerrssaattiioonn aanndd cciirrccllee tthhee ccoorrrreecctt qquueessttiioonn wwoorrdd..� This is a while-reading activity.� Students will be able to impart and seek factual information through this

activity.� In this activity students are asked to circle the correct question words. � They can work individually.

cc.. WWoorrkk iinn ppaaiirrss.. AAsskk aanndd aannsswweerr qquueessttiioonnss aabboouutt tthhee ddiiaalloogguuee.. � In this post reading activity, students will have a chance to practise imparting

and seeking factual information: identifying, asking, describing.� Students are going to refer back to the dialogue and ask questions with

the given question words and answer them working in pairs.

AANNSSWWEERRSS::Answers are provided on the micropage.

CC.. LLiisstteenniinnggaa.. LLooookk aatt tthhee ppiiccttuurreess aanndd aannsswweerr tthhee qquueessttiioonnss..� Before students listen to the tape, you can take students' attention to

the pictures so that they can get an idea of the context. Take theirattention to the questions; read them out and encourage students toguess the answers.

bb.. LLiisstteenn ttoo tthhee CCDD oonnccee aanndd ttiicckk ((�)) tthhee bbeesstt ttiittllee..� Students are going to listen to the CD and find the picture in which the

conversation is taking place. TTAAPPEESSCCRRIIPPTT 55::PPaasssseennggeerr:: WWhhaatt ttiimmee iiss tthhee nneexxtt ttrraaiinn ttoo LLeeeeddss??CClleerrkk:: AAtt hhaallff ppaasstt ssiixx..PPaasssseennggeerr:: HHooww mmuucchh iiss aa oonnee--wwaayy ttiicckkeett??CClleerrkk:: IItt''ss ffiivvee ppoouunnddss aanndd ttwweennttyy--ffiivvee..PPaasssseennggeerr:: OOKK.. AA ttiicckkeett ttoo LLeeeeddss,, pplleeaassee..

25

– places to go / visit– where to stay– how to travel

1. The man wants to get a ticket to ____________________ .a. Manchester b. Leeds c. Birmingham

2. A ticket is ____________________ .a. £ 5.25 b. £ 6.50 c. £ 7.15

3. The train is at ____________________ .a. 6.00 b. 6.30 c. 6.45

4. It takes off at platform ____________________ .a. 8 b. 9 c. 10

1. Where does the man want to go?2. Does he buy a two - way ticket or a one - way ticket?

ListeningCC.a. Look at the pictures and answer the questions.

d. Now listen again and circle the best choice.

c. Listen again and answer the questions.

Good afternoon.I’m . . .Good afternoon.

1. Who are the people?2. Where are they?3. Who is going on a long trip?

e. Work in pairs. Imagine you are an officer at a tourist information office and your friend isa touurist from a foreign country. He / She asks for and you provide information.

b. Listen to the CD once and tick (�) the best title.

AT THE TRAIN STATION

MY FIRST SHIP JOURNEY ON THE PLANE

CClleerrkk:: TThhee ttrraaiinn lleeaavveess ffrroomm aatt ppllaattffoorrmm eeiigghhtt.. HHaavvee aa nniiccee ttrriipp..PPaasssseennggeerr:: TThhaannkk yyoouu..

cc.. LLiisstteenn aaggaaiinn aanndd aannsswweerr tthhee qquueessttiioonnss.. � In this exercise, students will practise catching the main points in short,

clear and simple messages. � Before listening students are asked to go over the questions.� You may ask students to read out their answers.AANNSSWWEERRSS::1. He wants to go to Leeds.2. He wants one-way ticket.

dd.. NNooww lliisstteenn aaggaaiinn aanndd cciirrccllee tthhee bbeesstt cchhooiiccee.. � With the help of this activity, students will be able to practise finding

specific information in simple recorded texts. � Students are asked to listen to the CD again and circle the best choice. � You can play the recording twice, asking them to check their answers

in the second listening.

AANNSSWWEERRSS::1. b 2. a 3. b 4. a

TTAAPPEESSCCRRIIPPTT 66::TTaappeessccrriipptt iiss pprroovviiddeedd iinn ppaarrtt bb..ee.. WWoorrkk iinn ppaaiirrss.. IImmaaggiinnee yyoouu''rree aann ooffffiicceerr aatt aa ttoouurriisstt iinnffoorrmmaattiioonn ooffffiiccee aannddyyoouurr ffrriieenndd iiss aa ttoouurriisstt ffrroomm aa ffoorreeiiggnn ccoouunnttrryy.. HHee//SShhee aasskkss ffoorr aanndd yyoouu pprroovviiddeeiinnffoorrmmaattiioonn..� This activity will enable students to practise getting all the information

needed from a tourist office, as long as it is of a straightforward, nonspecialized nature; getting simple information about travel, use publictransport: buses, trains, and taxis, ask and give directions, and buy tickets;communicating in simple and routine tasks requiring a simple and directexchange of information and establishing social contact: greetings andfarewells; introductions; giving thanks.

� Students are going to work in pairs. One of them will be a tourist andthe other is an officer at a tourist information office. They are going toprepare a short dialogue asking and answering about places to visit,where to stay and how to travel.

� After allocating enough time for students to practise, you can have someof the pairs act out in front of the class.

24

Mrs Kaya : Good morning. Clerk : Good morning. How / Where can I help you, Mrs . . . ?Mrs Kaya : Aysun Kaya. We are on holiday here.Clerk : Welcome to London. When / Where do you come from?Mrs Kaya : Turkey. We are looking for a good and reasonable hotel.Clerk : Let me see! Yes. The Paradise Hotel is really good. It’s close to the city center.Mr Kaya : How much / many is it?Clerk : £ 48 per person including breakfast.Mr Kaya : I’m afraid it’s too expensive for us.Clerk : Why / How about the Rosemary Hotel. It’s a nice small hotel by the river. It’s £ 27 per person.Mr Kaya : I think it’s OK. Could you book us a double room with an extra bed, please?Clerk : Certainly.Mrs Kaya : How / When can we get there?Clerk : You can take the bus at the bus stop opposite our office.Mrs Kaya : But we have got too much luggage. Could you call us a taxi, please?Clerk : Yes, of course.Mrs Kaya : Thank you.Clerk : You’re welcome. Have a nice holiday.Mr Kaya : Goodbye.

Use: WhereWhatHow muchWho

Where is Mrs Kaya from? She’s from Turkey.

What are they looking for? . . .

Reading and SpeakingB.a. Look at the picture and answer the questions.

c. Work in pairs. Ask and answer questions about the dialogue.

1. Who are these people?2. Where are they?

b. Read the conversation and circle the correct question words.

39

Places to Visit

26

a. Walk along the street. b. Turn left. c. Go over the bridge. d. Go through the park.

e. Cross the street. f. Turn right. g. Go under the bridge. h. Walk past the cinema.

1. __________________ 2. __________________ 3. __________________ 4. __________________

5. __________________ 6. __________________ 7. __________________ 8. __________________

C I N E M AC I N E M AP A R KP A R K

__ a. Then, turn left into Constitution Hill.

__ b. Hyde Park is straight ahead.

__ c. Turn into Buckingham Palace Road.

__ a. Next turn right into the second street.__ b. Then turn left into York Road.__ c. Go over the Westminster Bridge.__ d. National Theater is on your right.__ e. Walk along Victoria Street.

Excuse me, how can I get to Hyde Park?Excuse me, can you tell me the way to National Theater?

ListeningD.a. Look at the map. Where is it from?

c. Match the sentences and the pictures.

b. Listen to the CD and put the sentences in the correct order.

DD.. LLiisstteenniinnggaa.. LLooookk aatt tthhee mmaapp.. WWhheerree iiss iitt ffrroomm??� Before students listen to the tape, you can take students' attention to

the map and ask them to guess where it is from.

AANNSSWWEERRSS::It’s from London.

bb.. LLiisstteenn ttoo tthhee CCDD aanndd ppuutt tthhee sseenntteenncceess iinn tthhee ccoorrrreecctt oorrddeerr.. � In this activity, students will practise catching the main point in short,

clear and simple messages.� Students can also be asked the questions before listening.� You can play twice if you like.

AANNSSWWEERRSS::AA 1. c 2. a 3. bBB 1.e 2. a 3. c 4. b 5. d

TTAAPPEESSCCRRIIPPTT 77::AATTuurrnn iinnttoo BBuucckkiinngghhaamm PPaallaaccee RRooaadd..TThheenn,, ttuurrnn lleefftt iinnttoo CCoonnssttiittuuttiioonn HHiillll..HHyyddee PPaarrkk iiss ssttrraaiigghhtt aahheeaadd.. BBWWaallkk aalloonngg VViiccttoorriiaa SSttrreeeett..NNeexxtt,, ttuurrnn rriigghhtt iinnttoo tthhee sseeccoonndd ssttrreeeett..GGoo oovveerr tthhee WWeessttmmiinnsstteerr BBrriiddggee..TThheenn,, ttuurrnn lleefftt iinnttoo YYoorrkk RRooaadd..TThhee NNaattiioonnaall TThheeaatteerr iiss oonn yyoouurr rriigghhtt..

cc.. MMaattcchh tthhee sseenntteenncceess aanndd tthhee ppiiccttuurreess.. � This activity attempts to provide practice on how to give directions. � Students are provided with the directions and they are asked to match

them with the correct pictures. � Students can work individually and then check their work in pairs.

AANNSSWWEERRSS::1. e 5. h2. a 6. f3. g 7. d4. b 8. c

dd.. LLooookk aatt tthhee mmaapp.. LLiisstteenn ttoo yyoouurr tteeaacchheerr aanndd ffoollllooww tthhee ddiirreeccttiioonnss.. � This activity will enable students to follow simple directions and instructions

about how to get somewhere and ask for directions referring to a map orplan.

� You can choose a place from the map and read out the instruction togo there.

� If you like, to enhance the classroom atmosphere, you can draw a similarmap on the board and ask students to follow your instructions.

EE.. SSppeeaakkiinnggWWoorrkk iinn ppaaiirrss.. DDrraaww aa mmaapp ooff yyoouurr aarreeaa.. AAsskk ffoorr aanndd ggiivvee ddiirreeccttiioonnss iinn ttuurrnnss..� This activity attempts to provide practice on using simple descriptive

language to make brief statements about a place; giving and followingsimple directions and instructions e.g. explain how to get somewhereand asking for and giving directions referring to a map or plan.

� Students are asked to work in pairs and draw a simple map of their area.Then they are going to ask for and give directions working on the map.

27

Where are you?

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

a. From school to your house

b. From school to a stationer’s

c. From school to a market

Excuse me, . . .?

Walk along . . .

d. Look at the map. Listen to your teacher and follow the directions.

SpeakingE.

Excuse me, . . .?

JOKE

Well, . . . err . . .Excuse me, where can I get a lottery, officer?

Work in pairs. Draw a map of your area. Ask for and give directions in turns.

40

UNIT 2 Tourist Attractions

29

1. In Picture 1, ________________________________________________________ and in Picture 4,

________________________________________________________________________________

2. In Picture 1 _________________________________________________________ but in Picture 3

________________________________________________________________________________

3. I would like to go to_______________________________________________________ because

________________________________________________________________________________

4. I wouldn’t like to go to ____________________________________________________ because

________________________________________________________________________________

Speaking and ReadingG.a. Look and talk about the pictures. Use the ideas below.

1. Where are the people? 2. What is it like there?3. What is the weather like? 4. What do you like / dislike about it?

1 2

3 4

b. Now describe your environment.

c. Look at the pictures and complete the sentences.

the children are at the seaside

the people are in the town centre.

28

3 4

Susan: I can’t solve this problem.______________________________ ?

Bob: Sure.

Mum: We haven’t got any bread at home.______________________________ ?

Jack: OK, Mum.

Mrs Correl: These bags are heavy. I can’t carry them.____________________________ ?

Peter: Yes, of course.

Mrs Miller: I want a new coat for the next winter.____________________________ ?

Mr Miller: I’m afraid I can’t.

Woman : It’s too hot. Would you open the window,

please?

Boy : Yes, of course.

Woman : Thank you.

Peter : Hello. It’s Peter.Mrs Taylor : Could I speak to Anne, please?Peter : I’m afraid you can’t. She’s out now.Mrs Taylor : Could you take a message, please?Peter : Certainly.

WritingF.a. Study the dialogues.

b. Work in pairs. Look at the pictures and complete the dialogues. Then, act one out in front of the class.

1 2

FF.. WWrriittiinnggaa.. SSttuuddyy tthhee ddiiaalloogguueess..� Before students read the dialogues, you can take their attention to the

pictures and encourage them to identify the context by asking questions. � Ask students to read the dialogues and check their predictions about

the context.

bb.. WWoorrkk iinn ppaaiirrss.. LLooookk aatt tthhee ppiiccttuurreess aanndd ccoommpplleettee tthhee ddiiaalloogguueess.. TThheenn,, aaccttoonnee oouutt iinn ffrroonntt ooff tthhee ccllaassss.. � This activity attempts to provide practice on getting things done:

Requesting others to do something, inviting others to do something.� Students are going to work in pairs. They are going to complete the

dialogues looking at the pictures and making use contextual clues. � After allocating enough time for students to complete the dialogues

and practise, ask them to choose one of the dialogues and act it out infront of the class.

AANNSSWWEERRSS:: Suggested answers are provided on the micropage

GG.. SSppeeaakkiinngg aanndd RReeaaddiinnggaa.. LLooookk aanndd ttaallkk aabboouutt tthhee ppiiccttuurreess.. UUssee tthhee iiddeeaass bbeellooww.. � This activity will give students a chance to practise using simple

descriptive language to make brief statements about a place, explainingwhat he/she likes or dislikes about something and describing people,places and possessions in simple terms.

� Students are asked to talk about the pictures by answering the givenquestions. Students can work in pairs or in small groups. Or you canconduct this as a whole class activity.

bb.. NNooww ddeessccrriibbee yyoouurr eennvviirroonnmmeenntt.. � This activity attempts to provide practice on describing everyday

aspects of his/her environment e.g. people and places; using simpledescriptive language to make brief statements about a place andexplaining what he/she likes or dislikes about something.

� Students are going to make a similar speech describing their environment,what they like or dislike about it and so on.

� Students can work in pairs or small groups.

cc.. LLooookk aatt tthhee ppiiccttuurreess aanndd ccoommpplleettee tthhee sseenntteenncceess.. � In this activity, students will have a chance to write a series of simple

phrases and sentences linked with simple connectors like “and”, “but”and “because”.

� Students are going to look at the pictures again and complete thesentences referring to the pictures and using their ideas about the places.

dd.. RReeaadd tthhee ddiiaalloogguuee aanndd aannsswweerr tthheessee qquueessttiioonnss..� In this activity students will be able to express pleasure, liking, displeasure,

dislike as well as inquiring about pleasure, liking, displeasure, dislike� This activity also help students to expressing interest or lack of interest

in addition to inquiring about interest or lack of interest � Students are asked to read the dialogue and answer the questions

according to the dialogue.� Allocate students enough time to answer the questions.

Can you help me

Can you help me

Can you go out and buy some

Can you buy me a new coat

41

Places to Visit

30

TASKTASK

Prepare a poster about landmarks, attractions and beauties of your area. Try toattract as many tourists as possible.

d. Read the dialogue and answer these questions.

e. Work in pairs. Replace the dialogue with the following and act it out in front of the class.

1. – water sports

– swimming, diving and

windsurfing

– 3 hours by bus

– youth hostel (£ 10 for each)

– meet at the bus station / at 8.00

2. – camping

– hiking, collecting berries and

cooking

– 2 hours by fast train

– tents

– meet at school / at 8.30

3. – travelling to a big city

– shopping, visiting museums

and landmarks

– 1 hour by plane

– hotel (£ 25 each)

– meet at the airport / at 2 p.m.

Jack : Let’s do something different this weekend.

Mark : What?

Jack : Are you interested in winter sports?

Mark : Well, not very much.

Jack : But I am. I like skiing, skateboarding,

ice hockey and ice skating.

Mark : Oh, do you?

Jack : Yes. How about going to Lincoln Kick Ski Center?

Mark : Is it too far?

Jack : No. It takes only two and a half hours by train.

Mark : You know hotels are very expensive.

Where are we going to stay?

Jack : Don’t worry. There is a small pension there.

It’s quite reasonable, £ 15 for each.

Mark : But I can’t ski.

Jack : It’s very easy. I can teach you.

Mark : OK. What time shall we meet?

Jack : Is 7.30 OK for you?

Mark : Sure. Let’s meet at the station, then.

1. Which place are they talking about?2. Who is interested in winter sports?

AANNSSWWEERRSS:: 1. They are talking about Lincoln Kick Ski Center.2. Jack.

ee.. WWoorrkk iinn ppaaiirrss.. RReeppllaaccee tthhee ddiiaalloogguuee wwiitthh tthhee ffoolllloowwiinngg aanndd aacctt iitt oouutt iinnffrroonntt ooff tthhee ccllaassss..� In this activity, students will practise participating in short conversations in

routine contexts on topics of interest.� Students are going to work in pairs and replace the dialogue in part d

with the prompts in part e.� After allocating enough time for students to practise, ask them act out

in front of the class.

TASKPPrreeppaarree aa ppoosstteerr aabboouutt llaannddmmaarrkkss,, aattttrraaccttiioonnss aanndd bbeeaauuttiieess iinn yyoouurr aarreeaa..TTrryy ttoo aattttrraacctt aass mmaannyy ttoouurriissttss aass ppoossssiibbllee.. � Students are asked to prepare a poster introducing the tourist

attractions in their area. � You can assign this as homework and ask students to bring their

posters to the classroom and present them in front of the class.

TEACHER’S NOTES:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

TEACHER’S NOTES:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

42

UNIT 2 Tourist Attractions

12

22Places to Visit

Tourist AttractionsUnitUnit

1. Match the landmarks and the countries.

2. Unscramble the words and find the names of the vehicles.

3 . i t a n r 6 . e r y r f

2 . a n r e o p a e l 5 . c b i c e y l

1 . u b s 4 . x t a i

a. Italy d. Germany

b. Egypt e. the U.S.A.

c. Turkey f. England

1. ____ 6. ____

2. ____ 3. ____ 4. ____ 5. ____

13

3. Draw pictures for the following instructions.

4. Cross the odd word out.

1. in on next to along

2. cafeteria hotel restaurant fast food shop

3. Paris London Bremen Ankara

4. Africa England France Egypt

5. aeroplane car bicycle bus

6. sea lake swimming pool zoo

7. post office train station airport bus stop

8. tourism guide traveller guest patient

1. Go over the bridge. 2. Turn left in the second street.

3. Walk along the street. 4. Cross the street at traffic lights.

5. The bookstore is next to the cinema. 6. Walk through the park.

WWOORRKKBBOOOOKK

11.. MMaattcchh tthhee llaannddmmaarrkkss aanndd tthhee ccoouunnttrriieess.. � This exercise provides additional practice on country names and the

most famous landmarks in those countries.

� Students are going to match the country names with the landmarks in

the pictures.

AANNSSWWEERRSS::1. e 3. b 5. a2. c 4. d 6. f

22.. UUnnssccrraammbbllee tthhee wwoorrddss aanndd ffiinndd tthhee nnaammeess ooff tthhee vveehhiicclleess.. � This exercise provides additional practice on vocabulary related to

means of transport.

� Students are going to unscramble the letters and find the means of

transportation illustrated in the pictures.

AANNSSWWEERRSS::1. bus2. aeroplane3. train4. taxi5. bicycle6. ferry

33.. DDrraaww ppiiccttuurreess ffoorr tthhee ffoolllloowwiinngg iinnssttrruuccttiioonnss.. � This exercise provides additional practice on giving directions.

Students are provided with the instructions. They are going to draw

simple images illustrating the instructions.

44.. CCrroossss tthhee oodddd wwoorrdd oouutt.. � This exercise provides additional practice on vocabulary related to

tourism and transportation.

� Students are going to find the word that does not belong to the group

in each line and cross it out.

AANNSSWWEERRSS::1. along2. hotel3. Bremen4. Africa5. aeroplane6. zoo7. post office8. patient

43

Places to Visit

14

5. Fill in the registration card and complete the dialogue.

Receptionist: Good afternoon, Palm Hotel. Can I help you?

Guest: I’d like to book _______ for ______ person (s).

Receptionist: Yes. Can you give me the following information?

Guest: ________________________ .Receptionist: What’s your first and surname?Guest: ________________________ .Receptionist: What nationality are you?Guest: ________________________ .Receptionist: And your ID number?Guest: ________________________ .Receptionist: What’s your home address?Guest: ________________________ .Receptionist: When will you arrive?Guest: ________________________ .Receptionist: How long will you stay?Guest: ________________________ .Receptionist: Your room number is 307.

Have a nice stay.Guest: ________________________ .

SurnameSurname ::

First nameFirst name ::

NationalityNationality ::

ID NumberID Number ::

Home addressHome address ::

P A L M H O T E LP A L M H O T E L

R E G I S T R A T I O N C A R DR E G I S T R A T I O N C A R D

Room NumberRoom Number Number of PeopleNumber of People Date of ArrivalDate of Arrival Number of nightsNumber of nights

Departure dateDeparture date307307

15

6. Work in pairs. Write short dialogues for the following situations.

1. You are at the post office and want to buy a stamp.

A. Could I have a stamp, please?

B. Certainly.

2. You need some help with your project and you ask your Dad.

3. You want to book a morning flight with the American Airlines.

4. It’s cold in the class and you want your friend to close the window.

5. You are in an art gallery and want to take photographs.

6. You want to borrow your friend’s dictionary.

7. Mark the best choice.

1. You meet your teacher in the evening. You say . . .

a. Good morning. b. Good afternoon. c. Good evening.

2. You want to know someone’s name. You ask . . .

a. What’s your name?

b. What’s your mother’s name?

c. Is your name Bob?

3. A friend gives you a nice present. You say . . .

a. I’ve got lots of presents today.

b. Thank you very much.

c. I don’t need it.

4. You want to ask a man in the street for directions. You start . . .

a. I’m sorry, b. Hi! c. Excuse me,

5. You want to introduce your sister to a friend. You say

a. This is my sister. b. I have got a sister. c. This is your sister.

6. You want to know your friend’s interests. You ask . . .

a. Why don’t we go to the cinema?

b. What are you interested in?

c. You like history, don’t you?

WWOORRKKBBOOOOKK

55.. FFiillll iinn tthhee rreeggiissttrraattiioonn ccaarrdd aanndd ccoommpplleettee tthhee ddiiaalloogguuee.. � This exercise provides additional practice on language related to

registration at a hotel and booking a holiday on the phone.

� Students can work in pairs and fill in the registration form. Encourage

them to imagine that they are going to go on a holiday and ask them

to write the details on the registration form.

� After students finish filling in the form, ask them to complete dialogue

by providing answers for the questions.

� You can have some pairs act out the dialogue in front of the class.

AANNSSWWEERRSS::Answers may vary.

66.. WWoorrkk iinn ppaaiirrss.. WWrriittee aa sshhoorrtt ddiiaalloogguuee ffoorr tthhee ffoolllloowwiinngg ssiittuuaattiioonnss.. � This exercise provides additional practice on requesting.

� Students are going to work in pairs and write short dialogues for the

given situations.

� After allocating enough time for students to complete the task and

practise, you can have some of the pairs act out in front of the class.

77.. MMaarrkk tthhee bbeesstt cchhooiiccee..

� Students are going to find the best option to be said in the given situations.

� Students can work individually or in pairs.

AANNSSWWEERRSS::1. c2. a3. b4. c5. a6. b