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Unit 7 THE BUSINESS OF FUN

Unit 7 THE BUSINESS OF FUN. Skills focus Listening understanding speaker emphasis Speaking asking for clarification responding to queries and requests for clarification. Vocabulary focus compound nouns fixed phrases from business and tourism fixed phrases from academic English

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Unit 7 THE BUSINESS OF FUN

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  1. Unit 7 THE BUSINESS OF FUN

  2. Skills focus Listening • understanding speaker emphasis Speaking • asking for clarification • responding to queries and requests for clarification Vocabulary focus • compound nouns • fixed phrases from business and tourism • fixed phrases from academic English • common lecture language

  3. 7.1 Vocabulary A Study the words in box a. 1 Match nouns in column 1 with nouns in column 2 to make compound nouns. 2 Which word in each phrase has the strongest stress? 'advertising campaign 'business plan capital in'vestment 'cash flow 'life cycle 'service industry 'theme park T'V exposure

  4. 7.1 Vocabulary B Study the phrases in box b. 1 Complete each phrase with one word. 2 Is each phrase followed by: • a noun (including gerund)? • subject + verb? • an infinitive? 3 What is each phrase used for?

  5. 7.1 Vocabulary B Study the phrases in box b. in/by noun indicate a diagram or table add information noun/gerund as add information to noun/gerund give the purpose for doing something to infinitive give the result of doing something subject + verb that

  6. 7.1 Vocabulary B Study the phrases in box b. of noun/gerund mention something give the special name for something as noun noun of refer to the end of something of noun refer to the use of something

  7. Vocabulary bank Recognizing fixed phrases from tourism and hospitality (1) There are many fixed phrases in the field of tourism and hospitality. Examples: an outdoor entertainment location an amusement park with a distinct theme an industry that provides a service rather than a product being seen on television rooms and apartments for tourists in a hotel the building of shops at tourist locations

  8. Vocabulary bank Recognizing fixed phrases from academic English (1) There are also a large number of fixed phrases which are commonly used in academic and technical English in general. Examples: a reminder of previous information one of the basic points underlying the topic one a reference to an illustration OR a logical conclusion from previous information a reference to a diagram or table a result of something

  9. Vocabulary bank Recognizing fixed phrases from academic English (1) There are also a large number of fixed phrases which are commonly used in academic and technical English in general. Examples: X = reminder of last point, Y = new point a reference to a particular topic or, more often, sub-topic an action or idea which must be considered alongside another action or idea a piece of research, a theory, an idea key information which helps to explain (or limit in some way) previous information

  10. Vocabulary bank Recognizing fixed phrases from academic English (1) There are also a large number of fixed phrases which are commonly used in academic and technical English in general. Examples: the basic information underlying an explanation X = objective, Y = necessary actions/conditions related to something medical previously mentioned the same information put in a different way

  11. Vocabulary bank Recognizing fixed phrases from academic English (1) There are also a large number of fixed phrases which are commonly used in academic and technical English in general. Examples: a result from previous information an example an explanation of X Make sure you know what kind of information comes next.

  12. C Look at pictures A–F on the opposite page showing the process of setting up the Goldorama Theme Park. 7.1 Vocabulary 1 Put them in the correct order. 1 B 2 D 3 E 4 A 5 F 6 C

  13. C Look at pictures A–F on the opposite page showing the process of setting up the Goldorama Theme Park. 7.1 Vocabulary 2 Describe what is happening at each stage. A Construction phase. B Research phase. C Opening (day). D Securing finance/Financing. E Design phase. F Marketing (campaign).

  14. D Study extracts A–F on the right from the Goldorama business plan. 7.1 Vocabulary 1 Complete each sentence with a phrase from box b. Use each phrase once only. 2 Which extracts are probably from the finance section of the plan? As well A _______ as completing technical specifications, investment companies will also want to know what events and shows the park intends to organize, and how the park plans to attract visitors. In addition B __________ to offering exciting rides, a theme park must also offer visitors shops and shows to complete their experience. In order C __________ to satisfy the visitors, events in a theme park will, most importantly, have to entertain – education can be part of the experience but only ____________ that visitors don’t get bored. in such a way

  15. D Study extracts A–F on the right from the Goldorama business plan. 7.1 Vocabulary 1 Complete each sentence with a phrase from box b. Use each phrase once only. 2 Which extracts are probably from the finance section of the plan? As shown D _________ in table 2 below, financing a theme park requires high capital investment. In the case E __________ of Goldorama Theme Park, the advertising campaign will begin six months before the park opens. known F Simulator rides are also _______ as virtual reality events; more and more parks offer these.

  16. E Look at the Gantt chart on the opposite page. What does it show? 7.1 Vocabulary It is a highly important tool in project management. It shows how different stages in a process might overlap.

  17. 7.1 Vocabulary F Read the text under the chart. Match the phrases in box c with the highlighted phrases. for handle different the evolution of The start of several using Simultaneously use various a number of a variety of at the same time bear in mind based on deal with from the point of view of the beginning of the development of

  18. G Look at pictures 1–3 on the opposite page. Complete the Goldorama memo using phrases from Exercise B and box c. 7.1 Vocabulary My recommendation is that the design __________ picture 1 should go into production. My opinion is________ personal preference but also on _________ _ other points. Firstly, __________ maximize our visitor numbers we need to ____________the younger market. The ____________ this market is important for the success of this theme park. __________ this design, the speed and challenge of the ride are very attractive for younger people. ___________ this, the construction process is not complex. (as) shown in based on a number of in order to development of bear in mind In the case of In addition to

  19. 7.2 Listening A You are going to hear this lecture. Write three questions you would like answered.

  20. 7.2 Listening B Listen to Part 1 of the lecture. 1 What is the lecturer going to talk about? Write Y (yes), N (no) or NG (not given). attracting and entertaining people________ the history of theme parks________ stages of development ________ making people aware of the park______ current/future trends________ theme parks and the environment ____ Y N Y Y Y NG

  21. 7.2 Listening B Listen to Part 1 of the lecture. 2 How does the lecturer define a theme park? The lecturer defines a theme park as follows: ● needs to appeal to families ● often has a themed environment ● almost always offers some form of free entertainment, such as musicians and performers ● provides a high standard of service ● offers enough activities to make the average visitor stay for five to seven hours

  22. 7.2 Listening C Listen to Part 2 of the lecture. 1 Make notes in an appropriate form.

  23. 7.2 Listening C Listen to Part 2 of the lecture. 1 Make notes in an appropriate form. economic feasibility construction financing idea design buying rides/ equipment installing rides/ equipment organizing show facilities expanding operating opening

  24. 7.2 Listening C Listen to Part 2 of the lecture. 2 What is another word for corporate? Business/related to business. 3 Were your questions in Exercise A answered?

  25. 7.2 Listening D Match each phrase in the first column of the table on the right with the type of information that can follow. • Fixed phrase • What do I mean by …? • As you can see, … • Looking at it another way, • In financial terms, … • Say … • The point is … • In this way, … • Followed by … • a different way to think about the topic • an imaginary example • a key statement or idea • a concluding comment giving a result of something • a comment about something visual • an explanation of a word or phrase • a general idea put into a financial context

  26. 7.2 Listening E Listen to Part 3 of the lecture. 1 Makes notes on the information that comes after the phrases in Exercise D. explanation of ‘important phase’ the Goldorama advertising brochure creating an experience = keeping people happy added value can be calculated financially

  27. 7.2 Listening E Listen to Part 3 of the lecture. 1 Makes notes on the information that comes after the phrases in Exercise D. an example of how you can neglect an aspect of running the business (which will make people feel unhappy) to a large extent the way in which the park is run makes or breaks it (i.e., is responsible for its success or failure) the benefits of all people and departments working together

  28. 7.2 Listening E Listen to Part 3 of the lecture. 2 Were your questions in Exercise A answered?

  29. 7.2 Listening F Listen for sentences 1–4 in Part 4 of the lecture. Which sentence (a or b) follows in each case? Why? See Skills bank.

  30. Skills bank ‘Given’ and ‘new’ information in sentences In English, we can put important information at the beginning or at the end of a sentence. There are two types of important information. 1 Information which the listener or reader already knows from general knowledge or from previous information in the text. This can be called ‘given’ information. It normally goes at the beginning of the sentence. 2 Information which is new in this text. This can be called ‘new’ information. It normally goes at the end of a sentence.

  31. Skills bank ‘Given’ and ‘new’ information in sentences Example In Lesson 2, the lecturer is talking about the amusement park market, so the amusement park market in general = given information. is mature. a few big players will own most of the parks around the world.

  32. Skills bank Giving sentences a special focus We sometimes change the normal word order to emphasize a particular point, e.g., a person, an object, a time. Examples: It was Walt Disney who invented … Focusing on person It was the modern theme park which Walt Disney invented … Focusing on object Focusing on time It was in the early 1950s that Walt Disney invented …

  33. 7.2 Listening F Listen for sentences 1–4 in Part 4 of the lecture. Which sentence (a or b) follows in each case? Why? … a few big players will own most of the parks around the world. a In such a market, …

  34. 7.2 Listening F Listen for sentences 1–4 in Part 4 of the lecture. Which sentence (a or b) follows in each case? Why? … are better facilities, faster rides, the highest rollercoaster and the latest technology. a Examples of this …

  35. 7.2 Listening F Listen for sentences 1–4 in Part 4 of the lecture. Which sentence (a or b) follows in each case? Why? … the important thing is to realize that it’s the older people who are bringing their grandchildren along. a In developing your theme park, … … in developing your theme park is that it’s the older people who are bringing their grandchildren along. b What’s important to realize…

  36. 7.2 Listening F Listen for sentences 1–4 in Part 4 of the lecture. Which sentence (a or b) follows in each case? Why? … this is different from 30 years ago. a Now a park must be designed for television; … from, say 30 years ago, is that now they must be designed for television … bWhat’s different,

  37. 7.2 Listening G This lecturer is not very well organized. What problems are there in the lecture? • Possible answer: • The lecturer is running out of time. • The lecturer has not had time to talk about theme parks and the environment, but neither was this mentioned on the opening slide.

  38. A Listen to some stressed syllables. Identify the word below in each case. Number each word. Example: You hear: 1 tin /tin/ You write: benefit financial population calculate ingredient resource continuous manufacturing sequence entertainment maximize simultaneously 7.3 Extending skills 5 12 4 9 3 2 1 10 7 11 8 6

  39. B Listen to the final part of the lecture from Lesson 2. ∵ e.g. Symbols and abbreviations for notes 7.3 Extending skills = → ∴ & + numbers or bullet points /

  40. B Listen to the final part of the lecture from Lesson 2. 1 Complete the notes on the right by adding a symbol or abbreviation in each space. Future of theme parks big theme parks ______ demand for other services ( ______ hotels, restaurants, shops) _______ visitors need these facilities best e.g. _____ Disney World (whole park 28,000 acres, Magic Kingdom 100 acres!) Surrounding facilities, _______ - golf course - hotel/other accom. - retail centre - cinemas - concert halls - restaurants - shops Summary 1 must have clear vision _____ know what you want (which theme _____ rides _____ shows _____ markets to focus on) 2 each step requires careful planning (economic analysis, management) theme parks ______ v. complex businesses ** make guests feel special ________entertain them → e.g. ∵ 7.3 Extending skills = e.g. = / / / = &

  41. B Listen to the final part of the lecture from Lesson 2. 2 What research task(s) are you asked to do? To research the criteria for business location. 7.3 Extending skills

  42. C Study the phrases from the lecture in the green box. For which of the following purposes did the lecturer use each phrase? • to introduce a new topic • to emphasize a major point • to add points • to finish a list • to give an example • to restate 7.3 Extending skills

  43. C Study the phrases from the lecture in the green box. For which of the following purposes did the lecturer use each phrase? Now, an important concept is … 7.3 Extending skills You’ve probably heard of … Actually, … In fact, … The point is that ... The fact of the matter is, … Not to mention the fact that … Plus there’s the fact that … also, and, too

  44. C Study the phrases from the lecture in the green box. For which of the following purposes did the lecturer use each phrase? and so on et cetera 7.3 Extending skills For example, … e.g., … Let’s look at an example of this. For instance, … Let’s take … What I mean is ... That is to say, … By that I mean … To put it another way, … Let me put it another way. In other words, …

  45. D Rewrite these sentences to give a special focus. Begin with the words in brackets. 1 Walt Disney came up with the idea of starting a theme park. (It) It was Walt Disney who came up with the idea of starting a theme park. 2 In 1853, the first amusement park was opened. (It) It was in 1853 that the first amusement park was opened. 3 The location of the park is very important for the whole business operation. (What) What is very important for the whole business operation is the location of the park. 7.3 Extending skills

  46. D Rewrite these sentences to give a special focus. Begin with the words in brackets. 4 Planning is complex because planning decisions are based on a wide variety of different factors. (The reason) The reason (why) planning is complex is that planning decisions are based on a wide variety of different factors. 5 A good design plan shows what the park will look like when it is finished. (The advantage) The advantage of a good design plan is that it shows what the park will look like when it is finished. 7.3 Extending skills

  47. E Choose one section of the lecture. Refer to your notes and give a spoken summary. Use the fixed phrases and ways of giving special focus that you have looked at. 7.3 Extending skills F Work with a partner. 1 Make a Gantt chart for an activity, project or process. 2 Present your chart to another pair. Practise using fixed phrases and ways of giving special focus. See skills bank.

  48. Skills bank Introducing new information We can use special structures to introduce a new topic. Examples: • Amusement parks are my subject today. • What I am going to talk about todayis amusement parks. • Planning is very important. • What is very important is planning. • Bad management causes these problems. • The reason for these problems is bad management. • Poor marketing leads to commercial failure. • The result of poor marketing is commercial failure.

  49. Skills bank Clarifying points When we are speaking, we often have to clarify points. There are many expressions which we can use. Examples: • Let me put it another way. • What I’m trying to say is … • Look at it this way, … • The point/thing is …

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