tegies through monitoring and revisions that are in a process of proceeding.
It is must be taken into account by the managers and by the planners the financial potential of the inhibitors and the problems that may come during this collaboration, and to implement some solutions in order to make it possible to them. A good point must be, rather to accumulate and gain control over resources, the firms should be asked to give the necessary resources, skills, information, knowledge.The sharing of resources could induce the idea of, \"freeloading ” and some stakeholders may depend on others in the collaboration to produce the necessary benefits ,resulting positive things. An organization must be discouraged from being in a collaboration due to a risk of free-loading participants. One above the other, organizations that are not consensual with collaboration may be hesitating to join, out of fear of losing control over the planning and development domain.These organizations might also think that the resources they hold could be better accomplished by adopting more efficient implementations, even if that implementation might produce less than favorable consequence in the past. Besides, municipalities might also accept the risks in collaborating with tourism planning and destination management.They are too much involved in competing with each other for receiving funds ,and for attracting private investments, that's why there is a certain concern about losing control over the decision that may also prevent the local authorities from having a collaboration.
The facilitators, inhibitors and the collaboration in community that are based on the tourism domains, need to be identified through pragmatic research in order to understand the conditions under which collaboration can be used as a way in solving problems. The stages and the implementations of the collaboration process need to be investigated, with a lot of attention to account for finding the right development, appropriate to the structures in order to continue the management of the planning zone.
The branches of interdependencies between the simultaneous use of competitive and collaborative ,and a well planned series of actions for achieving an aim in tourism and in the destination management by organizational stakeholders who must realize a greater examination . Establishing a collaboration in tourism planning domains might only be a great success among certain stakeholders organizations and within certain decision that make specific features ,where the term agreement may take on particular explanations .Keep on doing research through certain studies ,both qualitative and quantitative ,offers some answers to the critical problems ,that make the difference .
Being able to have performance through collaborative planning process ,it is highly recommended doing important research .
Tourism involves certain oscillation between people through time and space ,and even between their home and destinations ,or within destination and space .By some means ,the study of tourist issues has been the subject of comparatively little academic examination .Focusing on understanding the tourist movements ,their needs and the elements that can influence the time ,the space relationships that tourists may have with destinations ,has deep interferences for the management of social ,environmental ,and cultural impacts on tourism ,infrastructure and transport development ,tourism product development, the commercial viability of the tourism industry ,all these represent a must for the benefit of the tourist . A better understanding of tourist progress ,and the spatial type of tourist movements that balance between destinations and within destinations ,can help a lot to transport geographers ,tourism policy-makers , to the tourism industry itself offering a series of facilities to satisfy the needs of tourists and to offer better services .Besides all these ,a global understanding of the elements that affect tourist determination ,like distance ,market access ,time validity ,and socio-demographic characteristics, can help the industry to find out the exact details or facts in choosing the optimum location for tourism attractions.
Ultimately, a growing body of information recognizes that tourist behavior may be influenced by the social and cultural background of tourists .Studying tourist elements in China ,Yan (2004), for example ,found that spatial form of international tourists are influenced ,partly ,by geographic side ,nationality ,cross-cultural differences and cultural background .As well ,tourists from different cultures that are seen as being more outgoing are probably to show clearly more adventure behavior than those travelling from more reserved countries (Pizam and Sussmann 1995).Another important fact is the cultural distance that may also affect behavior ,with tourists from culturally appropriate source markets by seeing in a different way the attractions and the travelling to different places within a destination than those from culturally distance source markets (Lew 1987 ; Flognfeldt 1999 ;McKercher and Chow 2001).
It is recognized the fact that tourism movement involves two components :a transit component and a destination component ,which may or may not be incorporated into the destination element .The idea of tourists is calculated by a number of factors ,including the moving effect of distance , on demand ,the number of implying opportunities available, tourists' total time budget and how they choose to spend that time ,trip turn ,and the social cultural structure of the tourist .So far ,in spite oțțțf the fact that the spatial movement of tourists affects insurance ,tourism development ,and transport planning ,this subject has received comparing to little attention in the tourism literature .Because of some of the lack of interest ,practical methodological and using challenges ,try to explain the study of tourism components that also seems to have fallen out of favor over the past 15 ,20 years .Being the emergence of GIS and other more sophisticated transport modeling software packages ,can help refer directly to the methodological problems .A reintegrated interest in this topic by geographers ,maybe ,can help refer to the latter problem .A very important role in the evolution of tourism has played the discipline of geography as a field of study .It can be used in learning as a real material .The intention of all these , was to understand the spatial interaction of tourists with a destination and the movement of tourists between destinations .That movement has played an important role in developing the idea of searching the phenomenon of tourism .Geography of tourism seems to have become in a certain way less interesting over the last 20 years as other objects and that becomes an important subject to debate .That ‘s why it has been discovered that tourism may offer a lot of possibilities .A recognition of spatial relationships in forms may offer the foundation of tourism on any study ,in spite of discipline .There are many exciting research opportunities that stand up right to construct positive ideas on the existing information that is based on or to revise other tourism concepts from a temporal and spatial expectation .
The object that is still seen as the number one studied language in schools is English .So the students´ interest in this language is huge and I may say that there is no school where English language is not taught ,this thing make the teacher motivate to find ways ,situations and real materials in his approach .The object that is a part of school curriculum is English .My primary aim is to achieve the point that English is not only a subject matter, but it is also an aid ,a support and a way to meet learners´ needs in two specific disciplines ,the one is in Hotel Industry and the other is in Tourist Management .This is the what I am in my work .
Another important goal in this work is to explain the term of ESP , ”English for specific purposes “ such as a part of “English language teaching” and to introduce and to apply combined activities to support reading, vocabulary, speaking, language study and writing .
I try to represent two main structures in this work : the theoretical part and the practical one .
The theoretical part contains the theoretical background the ´ESP´ divisions ,having as support ,I mean as definition , several theories , and the characteristic features are connected by ESP discipline like organizing of ESP course ,selecting the right material ,types of activities ,the role of the teacher ,dialogues ,motivation ,evaluation ,all these are a whole ,an unit and it can`t be one without the other.
The latter part ,the practical section ,presents concrete material that is taken from real life activities that could be applied in all kind of situations and one of these situations may be the one that implies Tourist Management and Hotel Industry in order to learn and to practice individual learners´ skills .That is the reason why the most activities are specialized in the area of tourism and hotel trade ,because these areas could give to the teacher real material that can help the learner into his route
“English for specific purposes is a term that refers to teaching or studying English for a particular career like law, medicine ,economics ,engineering , or for business in general .“(International Teacher Training Organization , 2005 ).There are all kind of reasons why English should be learned ,but another specific reason for which English is learned and a good interpretation is given by Pauline C. Robinson (1989) who emits an interesting ESP definition saying that ESP is as a type of ELT (English Language Teaching) and he also dare to express himself by doing the following affirmation : “Goal-oriented language learning“ (Robinson ,Pauline C. ,ed.Hywel Coleman ,1989 ,p 398)and that means the student ,according to his opinion ,he is going to attend what he proposes to do as long as he has this thing in mind .
My thought is that it is nearly correspond to learners´ interest in varied particular discipline ,the origin of ESP and its developments that give them the chance to make better their knowledge ,a good example could be subjects as Economics, Law English, English for Hotel Industry or English for Tourism Management etc. ,and I try to present and to emphasize the importance of this idea in this work .The students must have a focus ,they learn English for different purposes and it is very important to discover their needs and their aims and try to take from this whole what they consider important for them ,a reason why they should study English and to represent that thing by studying subject matter ,to improve and develop specific knowledge and skills through English and in this way to accomplish their dreams ,their hopes and their needs and this is the reason why English language is not seen as the main goal in the process of learning ,but rather a way for their own earning .“Students study ESP not because they are interested in the English language so much but because they have to perform a task in English and they have to accomplish it properly .Their wish and their command of the English language must be in the way that they can reach a satisfactory level in their specialist subject studies .“(Robinson ,Pauline C ., ed. Hywel Coleman ,1989 ,p 396).
The fact that “learners know specifically why they are learning a language“ (Hutchinson and Waters ,1992 ,p 6) represents a very big convenience on both sides of this procedure .It is very important that the students know exactly what they want so that the teacher should know what to do and where he starts from .
The target of the group of ESP learners is going to reach to the same goal in the field of studying English ,so learners´ motivation ,in a certain way ,offers to the teacher the opportunity to meet learners´ requirements and expectations much easier than before .The teacher has the great function to fit himself to the student 's necessity .Both the learner and the way of learning (“acquiring language”)is considered to be the main agent in this important process of accomplishing the aim .Hutchinson and Waters (1992) underline the idea that ESP must be an open door and not a product in itself ,this idea underlines that language learning is not a language used in highlighted and that is all ,it can be a great opportunity .I t is important to enjoy each moment and .The two writers draw attention to a “learning-centered approach” “in which all decisions even the content and the method are based on the learner´s reason for learning .“ (Hutchinson and Waters ,1992 ,p 19) .So ,this is the central idea that they based on their work ,considering this theory the most important in the students` way to learning .
Another two writers who express different points of view ,in conjunction with this matter ,are Tony Dudley-Evans and Maggie Jo St John (1998) who made a division of different characteristic features of ESP in two main groups as follow : “absolute” and “variable´ s attributes”.
Concerning these characteristics that Dudley-Evans and St. John indicate ,I try to point out the following outline :
• ESP has the most important aim and that is to improve and to accomplish the specific needs of the learner;
• ESP makes use of the efficient methodology and activities of the discipline in order to serve it , and this moment is a very important one in all this procedure ;
• ESP has an important aim and this is centered on the language as follow : grammar ,lexis ,register ,skills ,discourse and genres that are specific to the aim and to serve these activities to the student and to make everything easier ;
There are all kind of fluctuating aspects that are seen in the several regards as follow:
• ESP is usually used for advanced intermediate students;
• ESP may be available in several teaching conditions ,a different methodology from that ;we make use of English ,it depends on situation ;
• ESP is supposable to be used for grown-up learners , either in different institutions or in a professional work situation ;
• ESP may be connected to or projected for distinguished disciplines that fit to the student necessities in order to complete the goal .The teacher is the one who flushes on student `s needs .
There are a lot of courses that acquire some indispensable information of the language system, but it can also be as well used even with the beginners .The teacher is the one who chooses the situation that fits perfectly on students ` needs .It depends on the required situation (Dudley-Evans ,1998) .
The two writers that do not give the right importance to any real limits of students´ domain are Hutchinson and Waters (1992) .The age and the level are important elements that accentuate learners ´ individual needs ,concerning the situation and specialized knowledge of using English for specific purposes : economics ,business ,tourism ,hotel industry ,communication etc. Although there are several aims and different purposes , learning English has the same purpose for the student .
“Though the content of learning may vary there is no reason to suppose that the processes of learning should be any different for the ESP learner than for the General English learner .“ (Hutchinson and Waters ,1992 ,p 18).They obviously underline the efficient idea that ,through the given information , ESP methodology “could just as well have been used in the learning of any kind of English.“ (Hutchinson and Waters ,1992 ,p 18).
What means “General English” material and “ESP” , there are some criteria that must be accomplished as well . Language teacher has a great role , he or she is responsible for selecting the appropriate text that fits to the necessity of student and contributes to students´ effectiveness ,so that means he or she should pay attention to suitable criteria to sustain his or her choice ,to put student into an advantageous situation .
Wallace (1992, 9.1) suggests as main criteria as follow:
Sequence is the one that underline the idea that if there is some relation to previous topics ,activities ,text ,and last but not least ,the sense of a lesson is an essential step to student .
Acceptability ,the teacher should accept different cultural customs or taboos ,because each student is different , has different behavior ,culture ,teacher must take into account all these things in his or her way to teaching ;they have different ways of perceptions ,so it is important to accept that .
Adequacy ,it is an important detail , the teacher should take into account that the students must be at the appropriate language, age level ,if there is a difference between students ,the learning would be very difficult both for student and the teacher .It will be complicated and at some point ,useless .
Motivation is another step where the content should be presented in an interesting and motivating way in order that the teacher shall attract the students' attention and work. It increases the students ' effectiveness ,interest and pleasure of working and doing everything to seem easily .
Diversity should lead to a range of classroom activities, be the engine for teaching specific language structure and vocabulary and support reading strategies and in this way the students should not have time to be bored during classes .The teacher attract the students ' attention .
Choosing good material that fit to students ‘necessity is an aim and it should be based on various interesting texts and activities providing a wide range of skills for all the students , for each student ‘ level .Teachers apply each aspect of ESP learning and it will be focused on the student ‘ s need but one piece of material can serve for developing more than one skill , for example reading ,listening ,speaking ,writing , etc. “Teaching materials are tools that can be figuratively cut up into component pieces and then rearranged to suit the needs ,abilities, and interests of the students in the course.“ (Grave s ,1999 , p 27) .
Teachers should be aware of the fact that ,if the material is suitable not only for a particular discipline and the answers that are given by students ,represent the right feedback not only to the teachers but also to learners themselves .Materials should also function as a link between what is already learnt (“existing knowledge”) and new information. (Hutchinson and Waters, 1992) .This represents the starting point for the teacher .
Another important step in this process is to delimitate where “General English “and ESP course starts and ends. It is the same with the role of the teacher in this course. The aim and the role of ESP teacher is not only to meet and to solve the learners´ specific needs in the field of particular discipline but also to provide satisfying and effective learning background (Designing course, setting objectives and aims, selecting material ,text ,exercise ,etc.) as it was already pointed out above .
Tourism is one of the fastest-growing industries in the entire world and it is very demanding domain and even subject .Travel agents and hotel owners should be able to meet the needs of modern travelers .The hospitality industry consists of several category of fields within the service industry that includes restaurants ,lodging ,event planning , theme parks , transportation ,cruise lines ,and additional fields within the tourism industry. The hospitality industry represents a big budget in the industry that mostly depends on the availability of leisure time and the income that each person owns. A unit ,as it is hospitality ,is represented by restaurant ,hotel ,or even an amusement park it depends on multiple things such as facility maintenance ,direct operations (servers , housekeepers ,porters ,kitchen workers ,bartenders ,etc.), management ,marketing ,human resources , etc .These are great opportunities for students and a reason for learning English in order to apply for one of these jobs .
Creating a positive learning atmosphere is a reason for motivating .
Motivation is an important and a necessary part from students´ work that it may affect their progress or failure .It is a kind of inner engine that encourages us to do our best to achieve a satisfactory goal in our activity or to give up. Harmer describes motivation as “some kind of internal drive that encourages somebody to pursue a course of action“ (Harmer , 1991 ,p 14). The role of motivation during each activity is inevitable and a very important step in accomplishing our goals. Students should and must be motivated as much as possible to enjoy the activities and to achieve their goal .
“Motivation makes teaching and learning immeasurably easier and more pleasant, as well as more productive .“ (Ur , 1996 ,p 274). That can be expressed in so many ways and this must be the engine that the teacher has to have in mind.
Creating a positive learning atmosphere in the classroom and having motivational points ,all these represent a primary step in achieving setting objectives and goals .Accomplishing these targets ,it makes teaching and learning more pleasant for both sides of the process ,for the teacher and for the learner, and it supports the students in their work and helps him or her in accomplishing the goal.
The way of presenting the content through English is an important motivating step for ESP students .Lack of motivation may lead to lack of students ‘ interests in studying English that is why a teacher should be careful about the choice of ESP materials , texts , exercises and activities in the lesson and about organizing the course in general because it is an important point in this process .It is that point that makes an activity good or bad .
“Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies .“So , the teacher has the job to give to students the best opportunities of learning English and the domains where he can apply for.(Fiorito ,2007).
The good selecting of exercises ,texts and materials ,teacher´s way of presenting the content with regard to context and students´ level and evaluation are considered to be the most motivating and efficient factors in the process of ESP approach learning. “Successful language learning and teaching lies not in the analysis of the nature of language but in understanding the structure and process of the mind .“ (Hutchinson and Waters ,1992 ,p 39).
The feedback is very important for both parts .The course evaluation ,the same as learner evaluation , helps teacher to assess the characteristic features of applying the course and to indentify the problems that may appear during the process of learning .
“In course evaluation we need to involve all those who share the learning process in making the ESP course as satisfying to the parties as possible .“ (Hutchinson and Waters ,1992 ,p 156).
There is not the best time for doing evaluation, it depends on course running itself and on individual situation . It is very important to be aware of giving feedback and to fit after the student ‘need .To turn a bad situations into a good one .
There are many types of tests ,questionnaires ,multiple choises exercises ,tasks ,texts ,reading texts ,listening ; the evaluation can be done in form of talk(discussions ,debates ,dialogues ,monologues ,interviews).The test is perhaps the best way for learner to be evaluated .It is the teacher ‘ role to find the content of course that meets learner´s expectation and whether the learner is able to dispose with the new information the best way for the learner to achieve his goal .
“This assessment takes on a greater importance in ESP,because ESP is concerned with the ability to perform particular communicative tasks.“(Hutchinson and Waters, 1992, p 144).
The role of vocabulary within the lexical Approach
2.1.Simple compound words
Vocabulary ,like grammar ,is a good way to deepen the knowledge .The student understands what he hears and reads in school and communicates successfully with other people .That `s why it is very important for student to quickly build up a large store of words in order to communicate and have satisfactions ,in this way ,the teacher motivates the student .A strong relationship between having an extensive vocabulary and achieving school success was demonstrated by research studies and this leads to achieving the goals .
Vocabulary is very important for English language .It is a procedure in teaching because if we do not know sufficient vocabulary ,students cannot understand others or be able to express their own ideas and we do not have the base for grammmar .Wilkins (1972) wrote that “. . . while without grammar very little can be conveyed ,without vocabulary nothing can be conveyed”(pp. 111–112) .This definition expresses very well my point of view ; I think that ,even without grammar , with some useful words ,idioms ,and expressions ,the students are able to communicate and they can often manage to understand each others .Lewis (1993) expresses his point of view :“lexis is the core or heart of language” (p. 89).It is very important that students must be able to acquire more productive vocabulary knowledge and to develop their own personal vocabulary learning strategies .Without a base given by vocabulary ,the process of learning is very difficult .
I will say that instinctively ,students often recognize the importance of vocabulary in their process of learning language .As Schmitt (2010) observed ,“learners carry around dictionaries and not grammar books” (p. 4) .It is thought that teaching vocabulary helps students in their way of understaning and communicating with others in English .Many writers comment on this subject and one of these wasn Voltaire who said , “Language is very difficult to put into words .” I believe English language makes students communicate and achieve their purposes ,if only they have a real base .
I think that ,in the way of achieving their goal ,teachers should teach vocabulary to build students ' knowledge and he or she can start with words like : idioms , expressions and phrases, and in this way to help them learn different components that assist them in intensifying their English vocabulary knowledge and use .
Sure as a gun ,English vocabulary is complex , its aspects related to form ,meaning ,and use ,as well as their meaning connected to the roots of individual words (Nation & Meara ,2010) .For sure ,it is not about all kind of words , teaching vocabulary requires lexical phrases and knowledge of English vocabulary and how to make the process of learning and teaching work and how to explore its advantages .
Having a strong opinion about the traditional marketing communications ,especially advertising ,the research related theories in the general field of marketing that prevails different concepts of communication that can be marked as “mass communicative” .
So ,the nature of communication is rather than otherwise ,mass communicative in these interactive relationship ,or network contexts .The paper highlights the introducing a theoretical framework on the role of communication in tourism relationships and networks .
There are two parts :the theoretical and the practical one .In the practical part ,it is presented several activities in support of authentic texts that comes in the aid of the student and of the teacher .
The students ` level may be different .Some of them are preintermediate and some of them are intermediate level that is why the authentic texts must be different and they come in students ` support and the teacher role is to motivate them .
The topic of tourism and hotel gastronomy could also
enlarge students interest for discussions and activities connected with these topics .The results can be satisfying .
Compound words are made up of two or more separated words .You can combine nouns (a flatmate), adjectives (lovesick) or verbs (jump-start) to make compound words .
There are situations when they become one word .
In other situations they become two words.
e.g. money belt
And sometimes they become hyphenaded .
e.g. / Check- in staff
I wiil give some exemple list of some possible travel compounds :
Air ticket/ Airport/ Air sickness/ Air pocket/ Air pressure/ Air miles/ air traffic
Airport tax/ Airport bus/ Departure airport
Safety announcements/ Loudspeaker announcements
Baggage cart/ Baggage claim
A conveyor belt/ a seat belt/ a money belt
Your boarding pass/ boarding time/ boarding gate
business class/ business traveller/ business trips
Bus conductor/ Bus driver/ Bus fare/ Bus ticket/ Bus station/ Bus terminal/ A bus stop
A black cab/ A radio cab
Cancellation policy/ Cancellation charge/ late cancellation (charge)
Late cancellation charge/ fuel charge
Bus conductor/ train conductor
buffet car/ hire car/ car licence/ car park
Credit card/ ID card/ Boarding card/ Student card/ Travel card
Suitcase/ Briefcase/ Attaché case/ Passport case
Late cancellation charge/ Landing charge(s)/ excess baggage charge
Check-in time/ Check-in desk/ Check-in luggage/ Check-in counter/ Check-in clerk/ Check- in staff
Business class/ Coach class/ Economy class/ First class/ Second class
Coach driver/ Coach ticket/ Coach class/ coach station
A delayed flight/ delayed departure
Departure time/ Departure gate/ Departure lounge/ Departure airport
Staff discount/ Student discount
Duty free shop/ Duty free goods/ Duty free limit/ Duty free magazine/ Duty free catalogue/ duty free trolley
Emergency landing/ Emergency procedure/ Emergency lights/ Emergency services/ Emergency lights/ Emergency chute/ Emergency exits
Final call/ final destination
Flight time/ Flight details/ Domestic flight/ International flight/ Flight cancellation/ delayed flight/ flight DL1618
Fuel charge/ (full) fuel tank
Departure gate/ Gate number/ gate 23
Guide book/ Tourist guide/ Guided tour
International flight/ International terminal
Jet plane/ Jet stream/ Jet lag
Landing lights/ Landing gear/ Emergency landing
Late departure/ Late arrival/ Late cancellation (charge)
Leg room/ Leg rest
Emergency lights/ Reading light/ Landing lights/ (emergency) exit lights
Weight limit/ Duty free limit
A life jacket/ A life boat
Carry-on luggage/ Hand luggage/ Check-in luggage/ luggage tag
Duty free magazine/ Airline magazine/ Complementary magazine/ Travel magazine
A vegetarian meal/ An in-flight meal/ A children's meal
Metal objects/ Metal detector
Passport number/ Gate number/ Credit card number/ Platform number
Metal objects/ Dangerous objects/ Sharp objects
Ticket office/ Lost property office
On board/ On time/ On schedule
Travel pass/ Boarding pass/ passport
Passport number/ Passport control/ Passport case/ Passport photo
Passport photo/ ID photo
Air pocket/ Seat pocket / Pocket knife
Emergency procedure/ Immigration procedure/ Customs procedure
Head rest/ Leg rest
day return/ return ticket
Telephone reservation/ On-line reservation
Sea sickness/ Sea port Seat pocket/ Seat belt/ First class seat/ Sleeper seat/ Reclining seats/ reserved seat Security guard
Sea sickness/ Air sickness
Shuttle bus/ air shuttle
Staff discount/ airport staff/ check-in staff/ security staff
Student visa/ Student card/ Student discount
Taxi meter/ Taxi driver/ taxi rank/ radio taxi
Ferry terminal/ Bus terminal
Ticket office/ Return ticket/ Single ticket/ Air ticket/ Rail ticket/ Train ticket/ Season ticket/ Student ticket/ Monthly ticket/ Ticket clerk/ Off peak ticket
Flight time/ Time difference/ Take off time/ Check-in time/ Boarding time/ Departure time/ Arrival time/ on time
Tour guide/ Guided tour/ Tour bus Air traffic/ traffic jam
Train fare/ Train driver/ Train station/ Train conductor
Travel documents/ Travel agents/ Travel sickness/ Air travel/ Travel insurance/ Off peak travel/ A travel card business
traveller/ first class traveller/ traveller's cheques/ regular traveller Day trip/ Round trip/ Business trip refreshments
trolley/ luggage trolley/ duty free trolley
Tourist visa/ Business visa/ Working visa/ Student visa
Weight limit/ Over weight
Working visa/ Working holiday
Extension- cards face up, take two and make discussion question
There are different ways of teaching phrasal verbs, but it is our job to find the most suitable one that fits perfectly. All the phrasal verbs are linked together by a common thread. Some examples of thematic sets would include:
• relationships (ask out, break up, settle down, get along…)
• travel (go away ,set off, take off ,touch down…)
work (clock in, slack off, take on, wind up)
There is an exemple at the bottom of the page for intermediate students . The theme is “secrecy” and “holding and giving information”. We may include a speaking activity for students to introduce the learnt phrasal verbs in order to fix better the knowledge .
We will start by giving an aim .
Aim :We shall present the phrasal verbs .They are all connected to the theme of offering and receiving information .So ,there is a recognition based on activity and followed by a speaking activity so that we will introduce the phrasal verbs into use .
Teaching approach: In this paper,I tried to link the phrasal verbs thematically ,so this helps provide a situation from which their meaning can be more easily accepted. But, I think that it is not enough to only present a set of new phrasal verbs, even if they are organised into several categories that can help.As a teacher ,we should give the opportunity to learners to use them and the best way to do so,is to use them in different contexts.There are two interesting ways of putting the new words into use:the best way ist o put students to personalize them.
Another way is to think of something interesting about yourself or even about themselves that you could share with the class. Ask them to come closer to you and tell them that you are going to tell them a little secret.Behave yourself as you are going to share with them something explosing. We have to become in different situation good actors. Then, tell them that a very important movie star or a singer etc. is going to come in our town incognito.We don't have to tell all the information ay once, we only have to make everything very suspicious.If it is suitable ,we encourage them to ask us more and more questions.(When? How?Why?Who? etc.) Ask your students to put questions if any of them have a little bit of interesting information and uncourage them to share it.We have to respond to one or two students if they want to share something with the class.
Explain that in today's class they are going to learn several ways to talk about giving ,keeping and holding information that they can use in different situation.Put the students into pairs and distribute the questionnaire.Make the student understand that they are not required to share any secrets with each other if they don't want to!Pay attention while students do the questionnaire, but don't interrupt them.
• to stop a car and let a person get out
• to take something (or someone) to a place and leave it there
• arrive and register at a hotel or airport
• to leave a hotel after paying your bill
• to give someone a ride in a car; to take someone or something (sometimes in a car)
• leave a place
• to rise from the ground.(of a plane)
• arrive or enter somewhere (bus, train, plane, boat,tram,underground,etc.):
• to go away on holiday
• enter a car, train,tram,underground,etc.
• go faster (in a car)
• to visit and tour a place,a town,a castle,etc.
• To start moving or doing something faster
• Come back
• go to the station or airport to say goodbye to a person
• be excited about your future plans
• respect or obey. (the law,a person, a decision, a rule)
• explain, give a reason for doing your acts
• make sense, seem reasonable,emphaise
• not recommend a person or a situation
• take into consideration a situation or a person, include in a calculation
• make a formal request for something
(job, permission, loan etc.)
• move backwards, with fear or dislike
• withdraw, to accept defeat in an argument
...(download the rest of the essay above)