Travellers and Tourists
Theme 3 Unit 1
Types of Tourism
• Teacher’s Book •
Listening Script 3.1.1
Overview
Lead-in
Coursebook, page 33, Activity 1
Direct
students to the Overview page of the
Coursebook.Ask
them to look at Activity 1 and
match
the seven photographs with the different
types of
holidays in the box.Ask if they can
name
other types of tourism, for example,
educational
tourism, eco-tourism and medical
tourism.
Answers:
a sailing holiday
b camping trip
c history tour
d cruise
e safari holiday
f sightseeing tour
g adventure holiday
Discuss
the different types of holidays briefly.
Which
holidays are dangerous, cheap, relaxing
or
exciting? For example, an adventure holiday
could be
dangerous.A camping trip is cheap, a
cruise
is relaxing and a safari holiday is exciting.
But
students may have their own ideas too.
Elicit
what different types of holiday activities
are
available in Oman/in students’ own regions.
Coursebook, page 33, Activity 2
Students
read the short text and check the
meanings
of the words and phrases, using
dictionaries
if necessary.They can work
individually
or in pairs.All the words will occur
somewhere
within the theme. Tell students to
copy the
words and their meanings into their
vocabulary
or exercise books.
Note:The core words for each theme
should
be given
as a spelling test at the end of the
theme.The
core words for Theme 3 appear in
the
Glossary in the Review and Reference
section
on page 48. Explain to students that
they
should learn these words and that you will
be
checking them at the end of the theme.
However
for future spelling practice you can
also
tell them to learn the words and phrases in
bold
below.
stunning: extremely beautiful and
attractive
thrilling: very exciting
tourism industry: the business of
providing
holidays
for people
unspoilt: not damaged or ruined
luxurious: very expensive and
comfortable
secluded: very private and quiet
cosmopolitan: with people from many
different
parts of the world
tour operator: company that
arranges travel
for
people
traditional: following ideas and methods
that
have
existed for a long time
exotic: unusual and interesting
Coursebook, pages 34 and 35
Workbook, pages 30 and 31
Coursebook, page 34, Activity 1
Direct
students to page 34 of the Coursebook.
Briefly
discuss the four types of tourism listed
under
the picture. Students read the phrases in
the box
to the right of the picture and with a
partner
predict which phrases are connected to
which
types of tourism. Check that students
understand
the meanings of yacht and rafting
.
They
write the numbers 1, 2, 3, 4 in their
exercise
books and write the letters of the
words
and phrases against each number.
Play
Listening 3.1.1 so that students can listen
and
check their answers.
1
We are
experts in wildlife tourism. Our most
popular
holiday destination is Africa, where
people
can go on safari and see elephants and
leopards
in their natural habitats. But we also
offer
holidays in other places, for example,
whale
watching in the Pacific Ocean. People love
seeing
these huge creatures rise up out of the
water.
41
Theme 3 Unit 1
Types of Tourism
• Teacher’s Book •
3 d
4 b
5 c
6 g
(e) adventure tourism has no picture
Discuss
the different types of holidays listed in
the
following background information. Discuss
whether
students are familiar with any of these
types of
holidays.Ask them which holidays they
think
they would like to go on and to give their
reasons.
2
Our
company arranges holidays for people who
are
interested in the history and culture of a
country,
particularly the arts.There are two
types of
holiday – the first is cultural tourism in
cities,
where people can enjoy visiting museums
and
theatres.The other type is cultural tourism
in
country areas where visitors take part in
local
traditions and festivals.
3
We
specialise in holidays for people looking for
thrills
and willing to pay money to be frightened!
We
arrange extreme sports holidays in
countries
with stunning scenery, such as New
Zealand.
One example of an extreme sport is
bungee
jumping. Bungee jumping may look
dangerous
but actually it’s very safe.Another
popular
sport you can do is white water
rafting
up rivers.
4
People
are always delighted by sailing holidays
and the
freedom to move from one place to
another.
Our company has a large variety of
yachts
of all sizes. If you are an expert sailor, you
can sail
your yacht yourself, but we also have
experienced
crews who can sail it for you.We
specialise
in luxury yacht hire, where you can
enjoy
every comfort on a yacht of five star
standard.
Answers:
1 d, g
2 c, f
3 a, h
4 b, e
Coursebook, page 34, Activity 2
With a
partner or in groups, students discuss
the
types of holidays listed in the box, and the
kind of
activities you can do on each type of
holiday.Then
they match the types of holidays to
the
pictures.There is one type of holiday which
has no
picture.
Answers:
1 f
2 a
Background Information
Cooking Holidays
These
holidays are for people who want to
learn to
cook, or to improve their cooking
skills.They
take place in attractive locations,
such as
castles in France or villas in Italy.
Literary Tourism
This is
where readers go on tours to places
either
described in a particular book or
related
to a famous author such as Dickens or
Shakespeare
in the UK.
Ice Tourism
Tourists
stay in hotels made of ice which are
built
north of the Arctic Circle every year and
which
melt every spring.They visit local people
such as
the Eskimos/Inuit in Canada, and go on
trips to
look for wildlife such as polar bears.
Space Tourism
This is
for very rich people who pay to be
taken up
into space with very little training.
Tours
are offered by the Russian Space Agency
and
include a seven day trip to the
International
Space Station on a Russian Soyuz
Spacecraft.
Adventure Tourism
This
covers different types of activities such as
desert
and animal safaris, hiking and ballooning.
It is a
more general term than extreme sports
tourism
which covers sports with a degree of
42
Theme 3 Unit 1
Types of Tourism
• Teacher’s Book •
traditions
ways of
thinking
the economy
awareness of
other
cultures
Benefits of
foreign tourism
people
can learn
from
each other
gives
people a
broader
outlook
provides
jobs; brings
in
money; generates
money
helps to
promote
greater
understanding
between
people
from
different
cultures
Disadvantages
of foreign
tourism
traditional
values
of local
people may
change
could
lead to
inappropriate
changes
in outlook
local
people cannot
enjoy or
afford
facilities;
prices rise;
environment
is
damaged;
people are
forced
to move to
tourist
resorts to
find
work
Coursebook, page 35, Activity 4
Students
match the seven phrases to the right
advertisements.
Before they do this, ask them
to
identify the key word(s) in each phrase.The
key
words will direct them to the answers
more
quickly.
Answers:
1 b
2 c
3 d
4 c
5 b
6 a
7 e
Coursebook, page 35, Time to Talk
Direct
students to the ‘Time to Talk’ box. Get
them to
discuss the two questions in their
groups.Tell
them to focus their discussion on
the
areas in the box at the bottom.To help
them,
here are some suggestions for ideas
about
each area, though students may also
come up
with their own.
As a
writing task, ask students to create a
paragraph
based on their discussion.
Coursebook, page 35, Activity 3
Before
students do this activity, it is important
to
direct their attention to the Top Tip under
the
advertisements.
Students
read the five advertisements and
decide
which type of holiday is being advertised.
This can
be done orally or students can write
their
answers in their exercise books.They
should
refer to the types of holidays and
tourism
mentioned in the Overview section on
page 33
of their Coursebooks, as well as in
Activities
1 and 2 on page 34.
Encourage
students to note down any new
vocabulary
in their exercise books together
with the
meanings, for example, masterpiece
in
Advert C
and ingredients in Advert E.
Answers:
a extreme sports tourism/adventure
tourism
b ice tourism
c painting holidays
d adventure tourism/safari holidays
e cooking holidays
Top Tip, Coursebook, page 35
The Top
Tip focuses on the importance of
identifying
key words and phrases when doing a
matching
activity.
risk –
for example, white water rafting.
Painting Holidays
These
holidays are for people who are
interested
in learning to paint, or who already
have
experience of painting.They take place in
attractive
locations with a variety of scenery
where the
light is good for painting.
Bird-watching Tourism
These
tours are for bird-lovers, and involve
visiting
countries which offer a variety of
interesting
birdlife such as Oman.The tours
vary
according to the seasons when
different
birds might be found.
43
Theme 3 Unit 1
Types of Tourism
• Teacher’s Book •
unknown
area in order to find out more about
it. For
example, Marco Polo
visitor: someone who comes to visit a place
or
person
tourist: someone who visits a place on
holiday
or for pleasure
With
regard to Question 2, it is true that
tourists
are always travellers – i.e.
someone
who makes a journey. However,
travellers
are not always tourists.Travellers may
visit
places not just for pleasure, but to explore
or to do
business.
Workbook, page 30, Activity 2
This
activity further focuses on some possible
differences
between travellers and tourists.
Note: Tell students they should read all the
sentences
before attempting to decide whether
each one
best describes a traveller or a tourist.
They
should write the letters of the sentences
in the
boxes above the appropriate column.
Answers:
Paragraph 1 (Travellers)
a, f, g,
h, j
Paragraph 2 (Tourists)
b, c, d,
e, i
Workbook, page 31, Activity 3
Students
read the postcard and decide if it was
written
by a tourist or a traveller.They can do
this
individually or in pairs.
Answer:
The
writer of the postcard is a tourist because
she is
not the type of person who wants to be
adventurous
or independent. She is staying in a
hotel.
She doesn’t like the local food – she
wants
food to be similar to food back home.
Suggested structure of the paragraph:
Here are
some guidelines for students to follow
when
writing their paragraphs:
1.They
should begin their paragraph with an
introductory
sentence, for example:
Foreign
tourism brings both benefits and
disadvantages
to local populations.There
are
several benefits and disadvantages to
local
populations from foreign tourism.
2.They
should then give two or three of the
most
important benefits, for example:
The main
(most important) benefit is . . .
One
important advantage (benefit) is . . .
Another
benefit (advantage) is . . . .
3.They
should then give two or three of the
most
important disadvantages, for example:
However,
the main disadvantage is . . . .
One
disadvantage is . . . .
Another
disadvantage is . . . .
4.
Finally, they should end their paragraphs with
a
concluding sentence, for example:
The
advantages of foreign tourism are
greater
than the disadvantages, because
foreign
tourism helps to promote
international
understanding
Workbook, page 30, Activity 1
This
focuses students’ attention on the different
reasons
why people travel to other countries. In
groups,
students discuss the four types of
people
and try and identify the differences
between
them.
Here are
some ideas for answers to Question
1,
although students’ definitions may vary.
traveller: someone on a journey
explorer: someone who travels through an
44
Theme 3 Unit 1
Types of Tourism
• Teacher’s Book •
Example of a model paragraph
I would
like to go on an adventure
tourism
holiday because it is different
from the
typical kind of tourism. It
involves
exploring natural places and
travelling
to remote areas. It also involves
a
variety of enjoyable and exciting
activities
such as mountaineering, bungee
jumping,
rafting and rock climbing. It can
be
challenging but I enjoy taking risks. I
know
this type of tourism is usually
costly
because it needs some expensive
equipment,
but I don’t mind paying for
the
chance to have a thrilling adventure,
free
from my normal daily routine.
Workbook, page 31, Activity 4
Students
read the two paragraphs and answer
the
questions as a quick comprehension check.
A
suitable title for the text could be ‘The British
on
Holiday.’
Answers:
1 By the beginning of the 1900s
2 a places to stay
b organised holidays that include
travel and a
hotel
c place you are travelling to
d able to be paid for
3 Because air travel is becoming
cheaper
Workbook, page 31, Activity 5
In this
writing activity, students are asked to
write a
paragraph. It is strongly recommended
that, if
time allows, teachers get students to
write
the first drafts of their paragraphs in class.
If
possible, a first draft should be written in class
whenever
students are asked to produce a piece
of
written work during the Grade 11 course. In
this
way, teachers can best guide and help
students.
Students
review the different types of holidays
presented
in Activities 2 and 3 on pages 34 and
35 of
their Coursebooks, and choose one type
of
holiday to write a paragraph about.
Note: If they prefer, students can
choose to
write
about a type of holiday not presented in
the
Coursebook.
The
following is a suggested procedure for
helping
students to write their paragraphs.
Teachers
may also come up with their own
ideas.
Step One
Give
students time to think about and discuss
the
reasons why they have chosen this
particular
type of holiday.
Step Two
Elicit
students’ ideas orally and encourage them
to
express them in complete sentences.
Step
Three
Build up
a model paragraph as follows.You can
exploit
this in different ways – either by preparing
it in
advance on an OHT, or by writing some
or all
of it on the board.
The
first sentence of the paragraph states what
kind of
holiday you prefer to go on and why.
Use a
structure such as:
• I
would like to go on a (type of holiday)
because
. . .
• I
prefer going on a (type of holiday)
because
. . .
The rest
of the paragraph gives more details
about
this type of holiday. Some things you
could
mention are:
• activities
you can do /fun you can have
on this
type of holiday
• things
you can see
• skills
you can learn
• places
you can explore
•
exciting challenges you can experience
• the
cost
45
Theme 3 Unit 2
Getting There
• Teacher’s Book •
Coursebook, pages 36 and 37
Workbook, pages 32 and 33
Lead-in
Discuss
with students what they are
planning
to do after class, that evening, that
weekend,
next week, in the summer, next year.
The
students note down their answers and tell
each
other their plans, in pairs or small groups.
Discuss
popular holiday destinations in Oman
for
visitors from other Gulf countries. Discuss
the
reasons why tourists might visit Salalah in
July and
August, and the different ways to get
there.
Coursebook, page 36, Activity 1
Outline
the situation.A group of people who
live in
Dubai are planning to take a short holiday
break in
Salalah.They are considering whether
to
travel to Salalah by bus or by plane.They
have
brochures from two travel companies with
information
about the bus trip and the flight.
Students
skim the jumbled paragraphs and
decide
which paragraphs belong to which form
of
transport.Tell them first to think of possible
key
words associated with each form of
transport.They
can then look for these
keywords
in each paragraph.This will help them
skim
more quickly.
Suggested
keywords are bus, drive, flight, airport.
Get
students to identify other words or phrases
in the
text that give clues about whether a
journey
is by bus or by plane, for example:
Bus: bus station, drive, border, border control
post, border formalities
Plane: Terminal 1, Speedy Flight, airport formalities
Answers:
Paragraphs
relating to the bus:
b, c, e,
g
Step
Four
Ideally,
give students time to write their draft
paragraphs
in class. Circulate around the
classroom
offering guidance and support.They
should
write a second (final) draft at home,
attach
it to their first draft and put everything
into
their portfolios.
46 • Teacher’s Book •
Theme 3 Unit 2
Getting There
I'm
hoping to arrive in Salalah at about 6.30
p.m. I'm
staying at the Dhofar Heights Resort.
The
number is – hang on a minute – it's here
–
228793444. Got that? I’ll repeat it.
228793444.
I'll call you when I get there so
you know
I’ve arrived safely.Thanks a lot. Bye!
Paragraphs
relating to the plane:
a, d, f,
h
Ask
students to read the paragraphs for a
second
time and put them in the correct order.
This
requires a more detailed reading. Students
note
down the letters of the correctly-ordered
paragraphs
in their exercise books.
Answers:
Order of
paragraphs describing the bus journey:
c, e, g,
b
Order of
paragraphs describing the plane
journey:
f, h, a,
d
Coursebook, page 36, Activity 2
Students
listen to a car driver leaving a message
on his
friend’s answerphone about his plans to
drive
from Dubai to Salalah. Before they listen,
get them
to look at the pictures carefully, and
make
sure they understand the task – i.e. to find
the
picture of the thing the car driver is NOT
planning
to do. Play Listening 3.2.1.
Listening Script 3.2.1
Answer:
The
speaker doesn’t mention Picture 3 –– he is
not
planning to make a stop in the desert.
Coursebook, page 37, Activity 3
Students
listen to Listening 3.2.1 again and
decide
if the statements are True, False or if
there is
no information given.Ask them to write
down the
letters a – i in their exercise books
and
write T, F or NG beside each one.
Before
playing the recording again, give students
time to
read all the statements.
Answers:
a T
b NG. We don’t know what size of car
he has.
c F. He is going to set out in the
early morning.
d T
e F. He’s already got his visa for
Oman.
f F. He is planning to visit a pottery
shop in
Bahla.
g T
h F. The number is 228973444.
i NG. We don’t know if he has a friend
in
Salalah
or not.
Coursebook, page 37, Grammar Recall
Discuss
students’ attention to the Grammar
Recall
box.This focuses on three different ways
of
expressing the future. Read through the
example
sentences on the left and ask students
to match
each sentence with the description of
its
usage on the right. Refer students to the
Grammar
Reference section on page 75 of their
Workbooks
for further guidance.
Hey,
Clive, it's me, Steve. I've got a few days
holiday
so I've decided to head off to Salalah.
It’s too
late to get a flight now so I'm going to
drive
down. I thought I'd better let you know
where
I'm going in case I get lost on the way!
I’m
planning to set off from Dubai at about
5.30
tomorrow morning to avoid all the
traffic.
I'm driving to Al Ain to cross the
border
there. I've already got my visa for
Oman, so
I won't have to wait at the border.
Then I’m
going to drive through Ibri and
Nizwa.
I’ll stop for coffee in Ibri then I'm
thinking
about taking a short detour to Bahla
to visit
a pottery shop there.After that I’ll
drive on
to Nizwa and meet my friend Paul
for
lunch in a café near the fort. After that
I’m
going to drive all the way down to Salalah.
I’m only
planning to stop for petrol or if I see
anything
I want to take photographs of.
1 e
2 a
3 d
4 a
5 c
6 b
• Teacher’s Book • 47
Thank
you for choosing the 3-day
Nizwa-Wahiba-Sur
tour. Here is some
information
about the tour programme.
We will
leave Muscat at 8.30 on Thursday
morning
and drive to Nizwa Souk. In the
Theme 3 Unit 2
Getting There
Answers:
Coursebook, page 37, Activity 4
Before
focusing on the sentences in Activity 4,
students
read the sentences in Activity 3 again
and find
three different ways of expressing the
future.Then
they look at sentences a – g in
Activity
4 and choose the most suitable forms
of the
verbs.
Answers concerning sentences in
Activity 3:
Expressing the future using ‘will’
Sentences
d, e, f and g
Expressing the future using ‘going to’
Sentence
c
Expressing the future using the present continuous
Sentence
i
Note
about answers for sentences in Activity 4:
Although
sometimes the alternative choice of
verb is
not grammatically
wrong, the best
answer
is the one which sounds more natural.
For
example, in sentence a, the phrase ‘we will
go to Dubai’
is not wrong, but it doesn’t sound
as
natural as ‘we’re going to go.’
Answers concerning sentences in
Activity 4:
a ’re going to go
b will happen
c ’m visiting
d ’ll work
e going to have
f won’t replace
g ‘s meeting
Workbook, page 32, Activity 1
This
activity provides further practice with
expressing
the future.Ask students if they have
ever
been on a tour, either in Oman or in a
foreign
country. If yes, did they enjoy it? If no,
would
they like to go on a tour?Why/why not?
Students
look at the map and read the tour
programme
then write answers to Questions a
– f on the writing lines beside the
questions.
Answers:
a The tour will start in Muscat.
b They will see Nizwa Fort.
c They will stay at a hotel in Nizwa.
d They will arrive at theWahiba Sands
on
Friday
afternoon.
e They will visit Sur on the third
day.
f They will return to Muscat on
Saturday
afternoon.
If time
allows, get students to make up other
questions
to ask a partner about the tour.
Workbook, page 32, Activity 2
This
activity can either be done in class or given
as
homework. Students write a description of
the
tour. In order to do this, they have to
combine
the information about the tour
programme
given in Activity 2 with the
information
about the tour in the
Communication
Activity on page 61 of the
Workbook.
Before
writing, students should study the
pictures
and information in theWorkbook
Communication
Activity carefully.The pictures
show the
places included on the tour.The verbs
under
each picture give details about what the
tourists
will do in each place.
A model
answer is given below. Students’ tour
descriptions
may vary. However, they should
include
examples of the future with will
when
describing
the tour programme.They should
also say
what people can see or do in each
place
visited.
Tours of Oman
Listening Script 3.2.2
Presenter:
Listen to these two people
preparing
for a holiday.
Student
A: We need to buy the plane
tickets.
Student
B: I’m going into town on
Wednesday.
I’ll get them then.
We need
to change some
money.
Student
A: I’m going to the bank on
Thursday.
I’ll change it then.
48 • Teacher’s Book •
Theme 3 Unit 2
Getting There
souk you
can see and buy local pottery. In
the
afternoon, we will visit Nizwa Fort,
which
was built in 1660.You can go inside
the fort
and learn about it.
On
Friday morning we will see the Souk at
Sinaw.You
can meet local craftsmen there
and buy
old silver and jewellery.On Friday
afternoon,
we will visit theWahiba Sands.
You can
walk or ride a camel there.
On
Saturday morning, we will go to Sur and
see a
boatyard. On Friday afternoon we will
return
to Muscat.We will stop and swim at
a beach
on the coast road.
Workbook, page 33, Activity 3
Students
think about their summer holidays and
fill in
the information about their plans.They ask
a
partner the same questions and fill in his/her
answers
in the other column.Then they ask
other
students in the class the same questions,
and note
down the information in their exercise
books.
Finally, they can report back orally to the
class
about their findings.
Go round
the class and write up students’
findings
on the board.Where is the most
popular
holiday destination for your class?
Workbook, page 33, Activity 4
Students
write up the information about their
partner’s
holiday, using the sentences about
Tariq’s
summer holiday as an example.Tell them
to write
a heading on the writing line, e.g.
Khalid’s summer holiday.
Note: If you prefer, depending on your
students’
level, you can ask them to write a
paragraph
rather than sentences. It is also
possible
to combine two pieces of information
in one
sentence, for example: ‘She is going to
stay in
a hotel for a week’ instead of ‘She is
going to
stay in a hotel. She is going to stay for a
week.’
It is
also possible to use the future tense
formed
either with ‘going to’ or the present
continuous.
But the future tense formed with
‘will’
is not so suitable for this activity. It is more
natural
to express future plans and intentions
using
‘going to’ or the present continuous.
Coursebook, page 37, Activate Your
English
Discuss
with students the kind of things that
people
need to do before going on holiday.
Direct
them to the ‘Activate Your English’ box
and play
Listening 3.2.2 as an example dialogue.
Practise
the sentences, paying attention to the
intonation.
In
pairs, students draw up a list of things to do
before
going on holiday.Then they practise
making
sentences using future verbs to talk
about
who is going to do the things on their list.
Workbook, page 33, Activity 5
The
Grammar Practice activities on page 66 of
theWorkbook
provide extra practice with the
grammar
focused on in this unit.They should be
given as
homework. Refer students to the
Grammar
Reference section on Activities page
75 of
theirWorkbooks for guidance.
Answers to Grammar Practice
Activities:
1 a I’m going to China next month.
b Khalid is going to Qatar for a
conference.
Listening Script 3.3.1
A. ‘Where only the best is good
enough’.
For a superb and completely relaxing
holiday
experience, enjoy a stay at the
wonderful
five star accommodation
offered
by the Poshasus Hotel. Our
luxurious rooms all have a view of
the
sea, and
our restaurants and swimming pool
are first-class.
Post a Comment