MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE

IVAN FRANKO NATIONAL UNIVERSITY OF LVIV

ENGLISH DEPARTMENT

TEACHING TRAVEL-REATED VOCABULARY

THROUGH GAMES

COURSE PAPER
PRESENTED BY
_________________
a fourth year student
of the English department

SUPERVISED BY
_________________
an associate professor
of the English department

Lviv 2018
Theme: Teaching travel-related vocabulary through games
CONTENTS
Introduction
Chapter 1. Theoretical aspects of vocabulary teaching
1.1. The importance of teaching vocabulary
1.2. Methods and techniques of teaching vocabulary in the classroom
1.3. Difficulties in teaching and learning vocabulary
Chapter 2. Games as a tool for teaching English vocabulary
2.1. The difference between play, game and simulation
2.2. Types of games according to different criterion
2.3. Games with travel-related vocabulary
Conclusion
References

Chapter 1. Theoretical aspects of teaching vocabulary

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 1.1. The importance of teaching vocabulary

“If language structures make up the skeleton of language, then it is

vocabulary that provides the vital organs and the flesh.” (Harmer 1993: 153)

In general terms, vocabulary as such can be perceived from various

perspectives since, as Finch (2000: 102) notes, it can be seen as an all words of a
given language or an internal knowledge possessed by speakers of that language. It is
also possible to state “Vocabulary is the glue that holds stories, ideas, and content
together and … vocabulary facilitates comprehension” (Rupley, et al. 1998: 99). The
main idea of the definitions presented above is considering vocabulary as a separated
unit of instruction in second language acquisition. At the end of the 1980s, Lexical
Approach represented by Lewis and Wollis (1998, as cited in Rupley, et al.: 99-102),
proved the essential role of vocabulary in SLA.

“Vocabulary can be defined, roughly, as the words we teach in the foreign

language. However, a new item of vocabulary may be more than just a single word:
for example, post office, and mother-in-law, which are made up of two or three words
but express a single idea. A useful convention is to cover all such cases by talking
about vocabulary „items “rather than „words“. (Ur, 2003, p 60)

For many years, vocabulary has been undervalued in the field of second
language teaching and learning, but the last decades have seen a change of attitude
towards vocabulary. Laufer (1997, p. 147) says: “vocabulary is no longer a victim of
discrimination in second language learning research, or in language teaching. After
decades of neglect, lexis is now recognized as central to any language acquisition
process, native or non-native. What many language teachers might have intuitively
known for a long time, that a solid vocabulary is necessary in every stage of language
learning, is now being openly stated by some language researchers”.

As we all know, vocabulary is the basis for forming our four main skills:

 Reading;
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  Listening;
 Speaking;
 Writing.

People can have many aptitudes, but without a large and precise English
vocabulary to express them, they cannot take full advantage of these abilities. Thus,
vocabulary is one of the aspects of the language to be taught in school. New items
have to be introduced in such a way as to capture the students’ attention and place the
words in their memories, make them capable of storing, keeping and retrieving words
when needed. Students need to be aware of techniques for memorizing large amounts
of new vocabulary in order to progress in their language learning. Vocabulary
learning can often be seen as a laborious process of memorizing lists of unrelated
terms. Memorizing may be good and useful as a temporary technique for tests, but
not for learning a foreign language. However, there are many others much more
successful and interesting ways to learn and teach vocabulary in the classroom. If
vocabulary is taught in an uninteresting way such as by drilling, simple repetition and
learning lists, then the words are likely to be forgotten. Teachers need to teach
vocabulary so that the words are learned in a memorable way, in order for them to
stick in the long-term memory of the student.

Building vocabulary is a powerful way to enhance life and career. Learning

how to build a better vocabulary can be a pleasurable and profitable investment of
both time and effort. Acquiring a large vocabulary can benefit student in school, at
work, and socially. It will enable him to understand others' ideas better and to have
the satisfaction of getting his thoughts and ideas across more effectively. The fact is
that many of the words we know were probably learned simply by coming across
them often enough in our reading, in conversation, and even while watching
television. But increasing the pace of the learning requires a consistent, dedicated
approach. If student learned only one new word a day for the next three years, he
would have over a thousand new words in his vocabulary. However, if he decided to
learn ten new words a day, in one year he would have added over three thousand to
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what he already know, and probably have established a lifetime habit of learning and
self-improvement.

Generally, knowing a word involves knowing its form and its meaning at the
basic level. In deeper aspects, it means the abilities to know its (Harmer, 1993):

1. Meaning, i.e. relate the word to an appropriate object or context

2. Usage, i.e. knowledge of its collocations, metaphors and idioms, as well
as style and register (the appropriate level of formality), to be aware of any
connotations and associations the word might have
3. Word formation, i.e. ability to spell and pronounce the word correctly, to
know any derivations (acceptable prefixes and suffixes),
4. Grammar, i.e. to use it in the appropriate grammatical form.

1.2. Methods and techniques of teaching vocabulary in the classroom

Different methods for teaching vocabulary:

· Explicit instruction (definitions including pre-teaching and analysis of

root words)
· Implicit instruction (exposure to words during reading)
· Multimedia methods (pictures, hypertext)

Program methods based on investigating of different scientists (Direct, Audio-

lingual, Grammar-translation, etc.)

The direct method of teaching foreign languages uses only the target
language. Characteristic features:

 teaching vocabulary through pantomiming, real-life objects and other

visual materials;

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  Teaching grammar by using an inductive approach (i.e. having learners
find out rules through the presentation of adequate linguistic forms in the target
language);
 centrality of spoken language (including a native-like pronunciation);
 Focus on question-answer patterns;

The direct method is based on the following principles:

 All the instructions are conducted entirely in the target language.

 Only frequently used vocabulary and sentences are taught.

 New teaching points are introduced orally.

 Concrete vocabulary is taught through showing objects and pictures;

abstract vocabulary is taught by association of ideas.

 Both speech and listening comprehensions are taught.

 Correct pronunciation and grammar are emphasized.

 Students speak at least 80% of the time during the lesson.

 Students are taught from the outset to ask questions as well as answer
them.

The aim of this method is to make students think in the target language to
develop a good communication skill. [30, 18]

Audio-lingual method is said to result in swift acquisition of speaking and

listening skills. It drills students in the use of grammatical sentence patterns.

Some of the basic principles of this method:

 Speaking and listening skills preceded reading and writing skills.

 The development of language skills is a matter of habit formulation.
 Students practice particular patterns of language through structured
dialogue and drill until response is automatic.

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  Structured patterns in language are taught using repetitive drills.
 The emphasis is on having students produce faultless statements.
 This method of language learning supports kinesthetic learning styles.
 The printed word must be kept away from the second language learner as
long as possible.

Techniques of teaching vocabulary in the classroom

Learners acquire vocabulary in various ways. Students are exposed to a lot of

new vocabulary during lessons: by the teacher, by texts or other materials they work
with. A lot of this vocabulary is automatically absorbed. (Harmer 1993: 159)

Beside this, there are “pre-planned lesson stages in which learners are taught
pre-selected vocabulary items” (Thornbury 2004: 75). Various techniques and
activities are aimed directly at learning vocabulary, which is usually put into sets of
somehow related words, often by topic or meaning.

As McCarty (1992) suggests, before presenting new language, pre-teaching

activities might be beneficial “to activate existing knowledge to make the encounter
with new words more meaningful.”(McCarthy 1992: 108) Pre-teaching activities
often arouse students’ attention and desire to explore a particular topic or subject in
details.

Both McCarthy (1992: 110) and Thornbury (2004: 76) suggest two general
possibilities of arranging vocabulary presentation. The teacher provides the learners
with the meaning of the words and then progresses to introduction of their forms or
vice versa – the form is introduced first, followed up with illustration of the meaning.

Students often associate vocabulary with translation of new words and then
learning them by heart but vocabulary is more than this. Most of the new words in
English can be learnt interactive or through some techniques called by Harmer
“Discovery Techniques”. Although these techniques are highly used, they are rather
ineffective sometimes. However, other techniques/practices can be used in the
classroom to teach vocabulary.
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 a) Realia refers to bringing objects into the classroom or simply using the
things existing in the classroom in teaching vocabulary. In other words students are
shown a pen if teacher wants to teach them the word “pen”.
b) Pictures of things that cannot be brought into the classroom as a board
drawing, wall pictures, charts, flashcards, magazine pictures or other visual
representation. For example, if teachers want to teach students types of bird they can
use flashcards.
c) Mime refers to actions that are better explained by gesture. Concepts
like “sleeping” or “listening” are easy to be presented in this way.
d) Contrast shows that some words can be thought in relation with their
opposite meaning. For example, the word good has the opposite bad, light - dark,
long - short, high - low.
e) Enumeration is used when referring to general or specific words. For
example, the general term “fruit” has a sense relation with its specific terms such as:
apple, pear, cherry, etc. so the teacher enumerates specific terms to reach the general
one.
f) Explanation is the sixth technique used to explain the meaning of
vocabulary words and can be very difficult especially for beginners, but can be used
with intermediate students. It is important to include any facts of the word, which are
relevant.
g) Translation is the last and the mostly used. Although it seems to be a
quick and easy way to present the meaning of words, it is problematic. Not all words
can be translated and furthermore students are not encouraged to interact with the
new words.

All the above techniques used single or in combination are useful ways of
introducing new words in learning English. Pronunciation is as important as the
structural material. Words should be introduced making sure that students know how
to pronounce them. In this way, they can use the new words in speech and it will help
them remember the new words.

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 Discovery techniques display from simple matching tasks to complex
understandings of connotation and context. Discovery techniques used with
vocabulary materials allow students to activate their previous knowledge, to share
with others what they know and interact with words. Learners will select the words
they want to learn. The words they have acquired seem to move between active and
passive status. Involvement with words is likely to help students to learn and
remember them. If teachers provide the right kind of exposure to words for the
students and opportunities for them to practice these words then there is a good
chance that students will learn and remember some or all of them.

There are two types of vocabulary: active vocabulary and passive

vocabulary. The former refers to vocabulary that students have been taught or learnt
– and which they are expected to be able to use – whilst the latter refers to words,
which the students will recognize when they meet them but which they will probably
not be able to produce.

At beginner and elementary levels, it certainly seems a good idea to provide

sets of vocabulary, which students can learn. Most of these early words will be
constantly practiced and so can, presumably, be considered as ‘active’. Nevertheless,
at intermediate levels and above the situation is rather more complicated. We can
assume that students have a store of words but it would be difficult to say which are
active and which are passive. A word that has been ‘active’ through constant use may
slip back into the passive store if it is not used. A word that students have in their
passive store may suddenly become active if the situation or the context provokes its
use. In other words, the status of a vocabulary item does not seem to be a permanent
state of affairs.

Experiments on vocabulary seem to suggest that students remember best

when they have actually done something with the words they are learning. Somehow,
it seems that teachers should get students to interact with words, get them to do things
with words so that they become acquainted with them. Especially at intermediate
levels and above, discovery techniques – where students have to work out rules and
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meanings for themselves rather than being given everything by the teacher – are
appropriate alternatives to standard presentation techniques. This is certainly true of
vocabulary learning where students will often be asked to ‘discover for themselves’
what a word means and how and why it is being used.

1.3. Difficulties in teaching and learning vocabulary

The first steps in successful teaching vocabulary are to identify the difficulties
that faced by the students. Thornbury (2004: 27) proposes some factors that make
some words more difficult as follows:

a) Pronunciation
Research shows that words that are difficult to pronounce are more difficult to
learn.
b) Spelling
Sounds-spelling mismatches are likely to be the cause of errors, either of
pronunciation or of spelling, and can contribute to a word’s difficulty. While most
English spelling is law-abiding, there are also some glaring irregularities. Words that
contain silent letters are particularly problematic: foreign, listen, headache, climbing,
bored, cupboard, muscle, etc.
c) Length and complexity
Long words seem to be no more difficult to learn than short ones. However,
as a rule of thumb, high frequency words tend to be short in English, and therefore
the learner is likely to meet them more often, a factor favoring their “learnability”.
d) Grammar
Also problematic is the grammar associated with the word, especially if this
differs from that of its L1 equivalent. Remembering whether a verb like enjoy, love,
or hope is followed by an infinitive (to swim) or an –ing form (swimming) can add to
its difficulty.

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 e) Meaning
When two words overlap in meaning, learners are likely to confuse them.
Make and do are a case in point: you make breakfast and make an appointment, but
you do the housework and do a questionnaire.
f) Range, connotation and idiomatic meaning.

Words that can be used in a wide range of contexts will generally be

perceived as easier than their synonyms with a narrower range. Thus, put is a very
wide ranging verb, compared to impose, place, position, etc. Likewise, thin is a safer
bet than skinny, slim, slender. Uncertainty as to the connotations of some words may
cause problems too. On the other hand, eccentric does not have negative connotations
in English, but its nearest equivalent in other languages may be deviant. Finally,
words or expression that are idiomatic (like make up your mind, keep an eye on....)
will generally be more difficult than words whose meaning is transparent (decide,
watch).

Gower, Philips and Walter (1995: 143) explain what makes a vocabulary item
easy or difficult. It can depend on a number of factors:

a. Similarity to first language

The difficulty of a vocabulary item is often depends on how similar the items
is in the form and meaning to the students‟ first language. Words, which are similar
in the first language and English, may be misleading rather than helpful.

b. Similarity to English words already known

Once students have some English, then a word, which is related to an English
word they are already familiar with, is easier one that is not. For example, if students
have already met the word friendly they should be able to guess the meaning of
unfriendly.

c. Connotation

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 Another difficult aspect that learners have to get grips with is the connotation
of the word. For example, does the word have positive or negative connotation to a
native speaker? Either skinny or slim could be used to describe someone who is thin
– but these words are very different in their connotation and by choosing one rather
than the other, the speaker conveys a particular attitude.

d. Spelling and pronunciation

The spelling of many English words can cause problems for students who
speak languages with very regular spelling system. Particular spelling patterns can
also cause confusion where the pronunciation is concerned. For example, it is easy to
understand why many students confuse the meaning, spelling and pronunciation of
these words: through, though, thought, tough, thorough.

e. Multi-word items

A lexical item may consist of more than one word, as in a compound noun
such as tennis shoes or sports car, or a phrasal verb such as to put someone up.
Phrasal verb are notoriously difficult for learners of English because they are made
up of simple words (often prepositions or adverbs).

f. Collocation

How a lexical item collocate (or „goes with‟ other items) can also cause
difficulty. For example, people are injured or wounded but things are damaged, and
we can say a strong wind and strong coffee – but it is a light wind not a weak wind
and weak coffee not light coffee.

g. Appropriate use

When to use vocabulary appropriately is also problematical. Some words and

expressions are restricted to use in particular context (for example, we can use
pushing to mean almost in He is pushing fifty. However, pushing is only used in this
way with older people). In addition, it is important that students know whether the

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word or phrase has a marked style – informal or formal.

Chapter 2. Games as a tool for teaching English vocabulary

2.1. The difference between play, game and simulation

In many cases, the words play, game and simulation are used interchangeably
since they serve the same general purpose focused on implementing fun in the
classroom and exposing learners to a given form of second language input. However,
taking a closer look at each of these forms of interaction it is possible to pinpoint
subtle differences between them.

Play can be described as the activity that is performed for pleasure and
enjoyment. Young learners show a natural need for play that makes it a highly useful
and effective form of interaction in the foreign language classroom. Play refers, then,
not so much to the language content or the actual physical materials, tools, or aids
that children handle but rather the atmosphere and the specific setting in which they
interact. With such a view on play, it is possible to identify its basic characteristics:

 A voluntary character – play is naturally appealing for children, which causes

that there is no need to encourage learners to take part in it. If, then, the teacher
needs to encourage learners to take part in play it may not have all the
necessary features.
 Isolated and limited – play is based on some rules concerning time, space,
organization and actions that the learners need to conform to. First, learners
need to be aware that all the actions they undertake during play are a part of
this play rather than an authentic interaction.

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  Involving an element of uncertainty – play needs to be based on open tasks
which do not have one possible solution. This makes learners curious and
creative which, in turn, makes play more appealing for the learners.
 Unproductive – a cognitive or educational element may but does not need to be
involved in play. It can be based on fun and entertainment alone but, whenever
possible, an educational element is included as well.
 Based on especially designed rules – each time play is used it is based on a
specific context with learners playing specific roles, the classroom being some
other place, at some other time etc.
 Fictitious – play can include imagined elements, situations, individuals and the
like (Jeffcoate 1992: 192-193).

Play generates facilitating conditions for children to develop social relations

and social skills. Play also makes it possible for the teacher to create the conditions
for interaction that learners would not have much change to face in real life
situations. At the same time, the learners realize that play is only fun which means
that they are not inhibited to use the language even though they might lack adequate
skills.

As far as simulation is concerned, Ments (1993: 4) asserts that it is closely

related with real life situations. It is to help children familiarize with a number of
authentic situations, which they can face one day outside the classroom setting. As a
result, simulation does not involve imagined rules, concepts or characters.
Furthermore, they might not be an element of competition in simulation. Even though
simulations are based on real-life situations, they still involve the element of fun
creating a relaxed atmosphere so that they are also appealing and interesting for
learners. In some cases, it might be difficult to draw a clear-cut boundary between a
simulation and a game as they share some range of characteristics.

Games are more elaborated with a greater range of rules and principles. As a
result, games often require greater degree of preparation, intensive observation and
control of the teacher.
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 Byrne (1986: 100) defines games as a form of play governed by certain rules or
conventions. Moreover, Toth (1995: 5) provides a more expansive definition
explaining game as follows: A game is an activity with rules, a goal and an element
of fun. There are two kinds of games: Competitive games, in which players or teams
race to be the first to reach the goal, and co-operative games, in which players or
teams work together towards a common goal. The emphasis in the games is on
successful communication rather than on correctness of language (Toth 1995: 5).

In addition to the definition a greater insight into the nature of games can be
provided by looking at an array of basic features they have.

Games reflect the following characteristics:

1. Games are based on rules.

2. Games have variable, quantifiable outcomes.

3. The outcomes of games might have a positive or a negative value.

4. Games provide a degree of challenge which means that learners need to

make effort in order to achieve a given objective.

5. Students taking part in a game attach a significant importance to it outcomes

– they know that a player will be the winner and happy if a positive outcome
happens, and loser and unhappy if a negative outcome happens.

6. Negotiable consequences: the same game can be played with or without real-
life consequences. As can be seen, even though games are already based on rules and
principles they can often be modified in order to adjust a game to learners’
characteristics, needs or skills so that it can serve its purpose as effectively as
possible. A yet better understanding of games can be gained by discussing the
functions that games serve. This constitutes the focus of the following section.

It was pointed out that games include an element of fun, but, at the same time,
they are rule-based and they have a more elaborated character. As a result, it means
that games are not implemented by teachers just for the sake of playing a game itself
15
but there are some specific functions which games can serve for the classroom setting
as well as for teacher and learners:

 Organization of work and classroom interaction - during a game learners

are active and focused on the content of the lesson. As a result, the
teacher can skillfully manage classroom dynamics by selecting and
implementing particular types of games at a particular moment.
 Motivational function - games are naturally interesting and engaging for
young learners. This means that learners are often willing to take part in
a given activity based on a game so their level of motivation is high.
 Didactic function - the element of fun and entertainment in games is
only a background context provided so that learners can develop their
vocabulary, the knowledge of grammar or a habit of using a particular
pattern in a conversation.
 Cognitive function - it is closely related with the didactic function but
this time, the focus is placed not on teaching in particular but on the
effect of teaching, which is learners’ cognitive development.
 Educational function - it means that apart from developing their L2 skills
by playing a game learners can also develop their knowledge of the
world and observe as well as acquire various patterns of behavior so they
can generally become more educated.

2.2. Types of games according to different criterion

There is a number of ways in which games can be put into particular types or
categories; that means that much depends on the criterion followed. As a result, there
are games focused on fun and entertainment, interaction, developing learners’
knowledge of the world or focused on some particular element of language. Another
possible criterion could be the way games are organized, so, there are games that
engage entire group of learners interacting in the classroom or subdividing them into
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smaller groups. Moreover, all learners can be engaged at the same time or they can
have their roles to play at different stages of the lesson. In addition, learners can be
active all the time or some of them can drop out after some time waiting for others to
finish the game. Each type of game serves a specific function for both teachers and
learners. At the same time, the types can also be mixed within one single game as it
can be whole-class teaching game focused on interaction and the use of specific
vocabulary items (Hong 2002: 3). As can be seen, classification of games constitutes
a relatively flexible area of study which makes it necessary to focus on some specific
criteria in order to pinpoint and discuss the detailed features and functions they serve.
The typologies discussed in the subsections below are based on the function and
structure of games, language skills that learners develop and proficiency level of
students.

Considering the function of games reflected in the purpose for which a game is used,
games focused on linguistic accuracy or general communicative goal. The first one
guarantees success when a learner uses correct forms during a task that can be based
on a drill or translation whereas the latter aims at developing students’
communicative skills and, at the same time, skillful transmission of information
during a conversation.

Shifting the focus on the structure of games, we can distinguish various types
depending on the tools and various physical materials used in order to play it. Such a
classification made by Lewis and Bedson (1999: 17), who distinguished the
following:

 Board games - all kinds of games that require moving pawns or markers along
a board. Games of this kind can be highly beneficial in terms of language
learning because they can involve a range of tasks for learners to do e.g. ask
everybody two questions, count to twenty etc.
 Card games – games based on assembling cards, disclosing, exchanging,
sorting, and counting them. The cards can have a gist or usefulness in a game,
or clearly serve as symbols for actions or objects. As a result, learners can
17
 develop associations between the names of the activities in English, the
pictures and the subsequent movement - dice games. Games of this sort are
very flexible. It is important to note that the dice need not only to have
numbers on the faces. Dice games can have colors, numbers or letters of the
alphabet. It is very easy to attract the attention of young learners with dice
games because they contain the element of unpredictability and luck (Ellington
1998: 4).
 Drawing games - show a relatively specific feature since they traverse a gap
between the fundamental functions of the brain. On the one hand, drawing stirs
inventiveness and susceptibility towards the world but on the other hand,
children need to be able to understand directives and describe their art. Games
based on drawing might be useful when working with sheepish children who
are reluctant to talk. Despite the fact that children may not be ready to describe
their picture thoroughly by themselves they will definitely reply to questions
with yes or no answers. Furthermore, drawing games can also be used to
include a degree of competitiveness as well as enable children to memorize
new vocabulary items better (Lewis - Bedson 1999: 17).
 Guessing games - such games may be used to practice the use of particular
linguistic forms such as: ‘do you, are you, is it, etc. Moreover, they also
display the element of competitiveness, which motivates learner’s creativity in
this learning and teaching atmosphere (Lewis - Bedson 1999: 17).
 Role-play games - they trigger a child’s imagination and constitute tests of real
communication and simulation. Many young learners benefit greatly from role-
play games in terms of their linguistic competence as well as their personality
development. Therefore, with the use of these games learners are able to get to
know some everyday issues and mechanisms as well as the imagined ones.
This, again, reflects positively on learners’ motivation (Ellington 1998: 5).
 Movement games - during these games students are physically active, that
enables them to learn through the application of their natural predispositions
and inclinations. Movement games make children very excited and interested.
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 Moreover, because of the dynamic character these games show, learners need
to be constantly monitored when playing such games (Lewis - Bedson 1999:
18).

2.3. Games with travel-related vocabulary

 Travel words speaking game

Students should use as many of the words as possible while roleplay
conversations while travelling, taking turns being the member of staff. Phrases
that are not above are also fine as long as they are using them in the right way.
Other forms of the word such as plurals and adverbs are also okay. If they
cannot think of any more phrases to use in one situation, they can try to end
that conversation in a natural way and then try again with the remaining words
in another situation.

address aisle alcohol ask

Bag Belt bill blanket
book carry check close
coat complimentary computer card
declare detector dial dollar
drink English finish flight
form Gate heavy Help
ice identification inspect jacket
laundry Long luggage map
miss money monorail open
out passport past pillow
pleasure Pool proper purpose
raise Recommend Reserve restaurant

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see Serve sharp smell
toiletries Translate wake water
where Window work write

 Choose the definition

1. Choose the level that is applicable to your students and print the vocabulary
list with definitions. It’s up to you if you want to print out a copy of the
vocabulary list for each student or just print out one copy as your reference
while playing and writing it all on the board as you go or afterward (to save
trees).
2. Write all the words (but NOT the definitions) in a vertical column on the
board.
3. Divide students into two teams and have them come up with fun team
names.
4. Use rock-paper-scissors (or something similar) to decide which team goes
first.
5. Pick one student from the first team and read out a randomly chosen
definition. If the students are learning new words, you can choose to let their
teammates offer their opinions. If this is a review, the chosen student alone is
responsible for the answer.
6. If the student guesses the word that corresponds to the definition, cross out
the word and give that team $100 (by writing it on the board). If the student
does not guess correctly, someone from the second team can “steal” the answer
for $50. If that student does not guess correctly, the first team can try again for
$50, and so on until someone guesses the correct answer.
7. It is now the second team’s turn. Read out a second definition and give a
student from the second team a chance to guess for $100 (and the first team a
chance to steal if the guess is incorrect).
8. Repeat until all but the last word (for an odd number of words, as in the low-
intermediate list above) or last two words (for an even number of words, as in
20
 the high-intermediate list above) remain on the board. In both cases, do not
read out the definition(s) for the last word/two words (because it is too easy to
guess at this point). Instead, the student from the team whose turn it is must tell
you the definition of the word. If he or she cannot, the other team gets to
“steal” and try to come up with the correct definition, and so on until someone
gets it right or you tell him or her the answer.

 Students do the roleplay 1below, using the vocabulary on the right hand if they
need to and you tell them that they can. Roleplay the whole of a short meeting,
from meeting each other to saying goodbye.
They should do the same for some of the other meetings below, either choosing
ones they want to practice or choosing numbers at random.
Topic of the meeting Possibly useful vocabulary
You want to cut staff commuting city center, shuttle bus
times.

You have to pay for staff commuting
fees and so want to cut the cost.
Staff complain about how much time
they spend on business trips
You want to cut the cost of staff
business trips.
You are the management of a hotel.
You want to increase the income per
guest.
car sharing, season ticket
airport meeting room, teleconferencing,
video conferencing, direct flight
twin room , economy class, budget
airline, online booking, night bus
wifi, minibar, late checkout, charge for
changes, pool, credit card, refund

 Travel telephone dice game

Pupils work in twos or threes. They act out roleplays from below, roleplaying
the whole conversation each time from the opening greeting to saying goodbye
at the end. They can choose the roleplays by:

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 · Rolling a dice and doing the roleplay which comes up with those
numbers
· Choosing random numbers without looking below and doing the
roleplay which comes up with those numbers
· Choosing any they like
You should say them if they have free choice or must stick to one of those
three.

First roll of the dice – who you are Second roll of the dice – what you need
communicating with
to do
1. Hotel Asking for information
2. Restaurant Booking/ Making a reservation
3. Travel agent/ Airline Changing something
4. Bus station or train station Checking information
5. Car rental Making a complaint
6. Taxi/ Taxi firm Requesting

The same, but this time they need to pretend, that they are emailing. They can
do this by passing pieces of paper backwards and forwards, or just by saying,
what they would write in each email. Continue until the end of the email
exchange, then they choose another situation above and do the same.
The same, but this time they are rolling the dice to decide if they will
communicate by email or telephone. Without the dice, roleplay some more
realistic Travel English situations for you, for example:
 With a company which arranges tours, tour guides or interpreters
 With an attraction which they could visit during a trip, e.g. a museum, national
park or zoo
 Arranging a visa or checking the visa requirements
 With a medical practitioner
 With a bar

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This time they can choose to communicate by how they really would
communicate (by phone, text/ SMS, email, face to face, Skype, etc). They can
do the same with non-travel situations if they cannot think of any (more)
realistic travel situations

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