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INTERMEDIATE TEACHERS BOOK

English for International

Tourism NEW EDITION

B1B1+

KAREN ALEXANDER
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the
world.

www.pearsonelt.com

Pearson Education Limited 2013

The right of Karen Alexander to be


identified as author of this Work has been
asserted by her in accordance with the
Copyright, Designs and Patents Act 1988.

All rights reserved; no part of this


publication may be reproduced, stored in a
retrieval system, or transmitted in any form
or by any means, electronic, mechanical,
photocopying, recording, or otherwise
without the prior written permission of the
Publishers.

Photocopying: The Publisher grants


permission for the photocopying of those
pages marked photocopiable according
to the following conditions. Individual
purchasers may make copies for their own
use or for use by the classes they teach.
Institutional purchasers may make copies
for use by their staff and students, but this
permission does not extend to additional
institutions or branches. Under no
circumstances may any part of this book
be photocopied for resale.

First published 2013

ISBN: 978-1-4479-0354-3

Set in Palatino

The publisher would like to thank the


following for their kind permission to
reproduce their photographs:

Cover images: Front: 4Corners Images:


Franco Cogoli / SIME tc; Corbis: Blaine
Harrington III b; DK Images: Paul Young /
Departure Lounge bc; Getty Images:
Stuart Gregory t
English for International Tourism Intermediate Teachers Book

CONTENTS
Introduction 3

Unit 1 Selling dreams 6

Unit 2 Getting there 15

Unit 3 Accommodation 25

Unit 4 Destinations 35

Unit 5 Things to do 43

Review and consolidation 1 52

Unit 6 Niche tourism 55

Unit 7 Cultural tourism 64

Unit 8 Running a hotel 73

Unit 9 Customer service 82

Unit 10 Business travel 92

Review and consolidation 2 98

Photocopiable resources 101

CONTENTS 2
INTRODUCTION
English for International Tourism is a KEY GRAMMAR
three-level series designed to meet the
In the grammar lessons key aspects of
English language needs of professionals
grammar that are essential for progress at
working in the tourism industry and
this level are presented within an authentic
students of tourism in further education.
tourism context. These lessons include
The course helps students to:
clear explanations and activities designed
build confidence in professional skills to help students understand and use the
such as dealing with enquiries, language effectively. By the end of the
marketing destinations, offering advice, lesson, students will be able to use the
negotiating, writing emails and speaking grammar more confidently. For additional
to groups support there is a comprehensive
Grammar reference section at the back of
develop language awareness through the coursebook.
an integrated grammar and skills
PROFESSIONAL SKILLS
syllabus
The Professional skills lessons provide
acquire the specialized vocabulary students with the opportunity to learn and
needed by tourism professionals practise effective interpersonal and
business skills, which are an essential job
practise language skills in realistic Case requirement in the travel and tourism
studies that reflect issues in the tourist industries. They will learn professional
industry today. skills ranging from dealing with customer
enquiries and meeting clients needs to
preparing a guided tour or a presentation.
Structure of the coursebook
CASE STUDIES
The coursebook contains ten units and
Each unit ends with a Case study linked to
two Review and consolidation sections.
the units tourism theme. The Case studies
Each unit is divided into four lessons. The
are based on realistic tourism issues or
unit menu shows students the key learning
situations and are designed to motivate
objective of the lesson. Each unit has the
and actively engage students in seeking
same structure:
solutions. They use the language and
a vocabulary lesson professional skills which students have
acquired while working through the unit
a grammar lesson and involve them in discussing the issues
and recommending solutions through
a Professional skills lesson active group work.

a Case study or tourism-related game is


Language skills
included at each level. Speaking skills: Each unit provides
students with a range of speaking
KEY VOCABULARY activities. The pairwork tasks are designed
to provide students with further
The vocabulary lessons introduce and opportunities to communicate in realistic
practise many words and expressions and motivating tourism-related contexts.
required in the tourism industry, either The Case studies require students to
through a reading text or a listening. By engage in extended communication about
the end of the lesson students will be topical issues in the tourism industry. At
better able to use the specialist vocabulary each level further speaking practice is
in appropriate tourism contexts. At the end available in a tourism-related game.
of each unit, there is a Key words box that
provides a selection of words and phrases
from the unit and a reference to the Mini-
dictionary on the DVD-ROM.

INTRODUCTION 3
English for International Tourism Pre-Intermediate Teachers Book

Listening skills: Each unit contains These films give students the opportunity
several listening tasks developed around to listen to a variety of native and non-
topics related to the travel industry. A native speakers using English as an
range of British, American and other international language in five authentic
international native and non-native documentary videos. Additionally, the
speakers are featured, helping students DVD-ROM has a comprehensive Mini-
understand how people speak English in dictionary featuring over 300 tourism-
different parts of the world. Audio scripts of related terms along with their definitions,
the recordings are available at the back of pronunciation and example sentences.
the coursebook. The DVD-ROM also contains the MP3 files
of the coursebook audio material.
Reading practice: Reading texts feature
regularly in the units, providing students Although the DVD-ROM is not integral to
with a variety of texts and topics that they the coursebook and is primarily a self-
are likely to encounter in a tourism study component, teachers may find it
context. useful to show the videos in class and set
the optional task at the end of the video
Writing practice: In the writing sections worksheet for homework. This optional
students will write real texts related to the task, if a writing task, will have a model in
tourism workplace such as emails and tour the DVD-ROM key. However, if the
itineraries. At each level there are also optional task is a research task then
writing tasks to help students get a job in student responses will all be different and
tourism. Models of text types are available the teacher may like to ask the students to
in the Writing bank at the back of the share their findings in a follow-up class.
coursebook.
Website materials
Workplace skills
The English for International Tourism
Working with numbers: Throughout the course has a companion website for
course there are sections that help teachers: www.pearsonELT.com/tourism.
students to manipulate numbers in
English, which is a vital skill in the travel Teachers book: the teachers book is
and tourism workplace. divided into two parts:
Research tasks: Each unit contains one teaching notes which follow the same
or more research tasks that encourage order as the coursebook. They include
students to explore tourism-related issues the answers to the exercises and
on the internet or in their local background information about places,
environment. people and professional practices
mentioned in the coursebook.
Private study
photocopiable resources section, which
Workbook: A separate Workbook with a
contains twenty optional extra activities,
CD provides students with extra tasks for
two per unit. The teachers notes make
study at home or in class. There are two
suggestions as to which point in the
versions of the Workbook one with the
lesson an activity might be appropriate.
answer key for private study and one
without an answer key which can be used
Customizable tests: these tests are
by the teacher for extra practice in class.
based on the content of the coursebook
DVD-ROM: The course has a DVD-ROM and provide a measure of a students
designed to be used alongside the progress. The testing section of the
coursebook or as a free-standing video for website provides the teacher with a range
private study. The DVD-ROM is attached of customizable tests:
to the back of the coursebook and
a placement test
provides students with five authentic films
featuring different aspects of tourism.
ten unit tests
Each film has a printable worksheet, a
transcript and a key to the exercises.

INTRODUCTION 4
English for International Tourism Pre-Intermediate Teachers Book

five progress tests (one after every two


units)

an end-of-course test.

There are two versions of each Unit Test


(one A and one B test each unit);
Progress Tests (one A and one B for
every two units) and an end-of-course test
(one A and one B version).

Professional exams
English for International Tourism is
recommended preparation for the LCCI
English for tourism exams
www.lcci.org.uk.

INTRODUCTION 5
1
UNIT MENU
SELLING DREAMS

Grammar: tense review


Vocabulary: money matters, describing locations
Professional skills: marketing
Case study: design a tour

Aims and objectives 1 Where would you take your favourite person
In this lesson students will: on vacation if money was of no importance to
listen to an interview with someone from the you?
Hawaii Tourism Authority 2 It showed that Hawaii was their number one
review and practise different present and past destination.
tenses 3 Order of importance in number of visitors:
focus on common travel and tourism words which 1 USA (west coast)
are both verbs and nouns 2 USA (east coast) 3 Japan
4 Canada 5 Oceania 6 Europe
Speaking 4 a) well-travelled, demanding
b) money, free time
DREAM VACATIONS 5 They learn to match the right island and its
Exercise 1, page 8 unique attractions to the clients interests.
Focus students attention on the photos before
discussing which kind of dream each photo might be
associated with and asking which holiday students Audio script Track 1.1, Exercises 2 and 3,
would choose (and why). page 8
VAH = Vy-Anh Nguyen, TK = Teresa Koh
Suggested answers VAH Id like to ask you some questions about
A luxury B fun C relaxation, luxury tourism in Hawaii if thats OK with you?
D adventure TK Sure. Go ahead.
VAH What kind of destination is Hawaii? Who
Listening goes there?
TK Well, Hawaii was named the top Dream
SELLING THE HAWAIIAN DREAM Destination in a recent study of American
travellers. The Leisure Trend Group, the
Exercise 2, page 8
professional association who did the survey,
Ask students where Hawaii is and find out if anyone
asked over two million rich, active and outdoor-
in the class has ever been there. Pre-teach
oriented people where would you take your
vocabulary, e.g. survey, expenditure, tend, secluded,
favourite person on vacation if money was of no
before explaining that they are going to listen to an
importance to you? And Hawaii was their number
interview with Teresa Koh of the Hawaii Tourism
one destination!
Authority. After listening, students compare answers
VAH So where do most visitors to Hawaii come
in pairs before class feedback.
from?
TK Our biggest market is the United States but
What kind of destination is Hawaii and who we get more people from the west coast than the
goes there? east coast. Japan is in third position and Canada
Where do most visitors to Hawaii come from? is fourth although its interesting that in terms of
What makes people want to come to Hawaii? visitor expenditure, the Canadians spend less
How do you promote Hawaii as a destination? than the Japanese even though, on average, the
Canadians stay over twice as long. After that,
Exercise 3, page 8
theres Oceania and then Europe. The Europeans
Students read the questions before listening to the
tend to stay longer than the visitors from Australia
interview a second time. After listening, allow them
and New Zealand, but we dont get as many of
time to discuss answers with a partner before
them.
checking as a class.

SELLING DREAMS 6
English for International Tourism Intermediate Teachers Book

VAH OK. So what makes people want to come to Grammar


Hawaii? TENSE REVIEW PRESENT AND PAST TENSES
TK Well, as you know, tourism is about selling
dreams. Its all about people doing something FACT FILE
different and taking a break from their ordinary
daily routines. We focus mainly on luxury products A package holiday includes flights, transfers and
accommodation, which are bought together from a
and we have a wide spectrum. Luxury travellers
tour operator. Other services and activities may
can range in age from their late 20s to late 60s
also be included in the package, e.g. meals,
and beyond. Typical profiles would be rich baby
entertainment, use of a rental car. Normally these
boomers, who are typically well-travelled and are sold by travel agents and provide an
demanding about the experience they want, and opportunity to have a cheaper holiday abroad.
younger professionals, who have money but very
little free time. Our visitors want to experience Exercise 4, page 9
something out of the ordinary a luxury B&B in Focus students attention on the Grammar box,
the mountains, play golf on a famous paying special attention to the use of the passive
Championship golf course, experience our form. Allow them time to read through the information
regional cuisine, take a spa treatment while and ask any questions before completing the text.
listening to the sounds of the ocean, things like Encourage students to check their answers in pairs
that. before going through them with the class.
VAH So how do you promote Hawaii as a
destination? 1 began 2 bought 3 was booming
TK Well, we have a specialist programme to teach 4 introduced 5 was created 6 was launched
travel agents about the appeal of Hawaii to this 7 was acquired 8 became 9 has grown
sector. There are luxury resorts all over Hawaii, so 10 launched 11 is/was still packaging
the main task for the travel agent or consultant is 12 are looking
to match the right island to the clients interests.
Are they looking for sunset sailing along the coast,
helicopter rides over dormant volcanoes, surfing Vocabulary
on secluded beaches or first-class scuba-diving? VERBS AND NOUNS
Each module on the programme focuses on an
island and teaches agents about the unique Exercise 5, page 9
attractions it has to offer. Ask students if they can think of any words which are
both a noun and a verb before referring them to the
words in the box. Check meaning before students
EXTRA ACTIVITY complete the sentences, either alone or in pairs.
Round up by eliciting answers.
Students discuss in pairs/small groups, which
experiences and facilities were mentioned
(referring to the audio script to check), e.g. a 1 package 2 market 3 tour 4 boom
luxury B&B in the mountains, a spa treatment. 5 demand 6 launch
Assign each group a different type of dream Homework suggestions
holiday from Exercise 1. Students then decide Students write a paragraph describing what they
which five facilities or experiences they feel would feel are key facilities and experiences for their
be the most important for their holiday and why. dream holiday. This could be written as a formal
article for a brochure or for their own blog.
(150200 words)
Students choose a travel company they know and
write a short article for a tourism magazine/blog
about its history using a mixture of active and
passive tenses in the present and past. (200250
words)

SELLING DREAMS 7
English for International Tourism Intermediate Teachers Book

Exercise 2, page 10
TROPICAL Students work in pairs to think of two additional
PARADISE adjectives to go with each noun. Elicit and expand
ideas, writing them on the board.
Aims and objectives Exercise 3, page 10
Students match the nouns with the adjectives, either
In this lesson students will:
alone or in pairs, before class feedback. Discuss new
focus on descriptive adjectives and nouns
vocabulary, eliciting examples of use.
consider how to add interest to written descriptions
of places
roleplay a conversation where a travel consultant 1 beach 2 mountains 3 volcano 4 village
finds out more about the packages being offered 5 accommodation 6 road
by two tour operators

Vocabulary EXTRA ACTIVITY


Students write either one or two example
DESCRIPTIVE ADJECTIVES AND NOUNS
sentences for each set of adjectives, using a
FACT FILE different adjective with the corresponding noun
each time. Alternatively, this could be set as
Hawaii is a group of islands over 3,200 km to the homework.
west of North America in Polynesia and is the 50th
state of the USA. It has a warm tropical climate, a Exercise 4, page 11
large number of beaches and active volcanoes, Focus students attention on the three adjectives
which has led it to become a popular tourist given and highlight the stress patterns shown,
destination, particularly for weddings and eliciting the number of syllables and the stressed
honeymoons. It is famous for being the birthplace syllable for each word. Students then group the
of the 44th President of the United States, Barack
adjectives according to their stress pattern,
Obama.
comparing answers in pairs before listening to check.
Exercise 1, page 10 Encourage students to repeat the words and drill any
Ask students what the capital of Hawaii is before which are more problematic. It may be useful to elicit
referring them to the map of Hawaii. Discuss the the number of syllables for comfortable and to
facts given before focusing on the text. Highlight the highlight the separate sets of sounds that make up
underlined example of a descriptive adjective and this word (comf/ta/ble), as it is often mispronounced
noun before students look for more examples. Allow (i.e. with four not three syllables), as is vegetable.
time for students to compare answers in pairs before
eliciting them from the class. Check meaning and See audio script.
pronunciation of new vocabulary.
Audio script Track 1.2, Exercise 4, page 11
tropical paradise
snow-capped mountains 1 steep
dramatic cliffs 2 sandy, golden, active, dormant, pretty, quiet,
exotic wildlife spacious, scenic, winding
clear blue waters 3 extinct, remote
unspoiled tranquility 4 deserted, surrounding, majestic
spectacular volcano 5 spectacular, luxurious
off-the-beaten-track destinations 6 comfortable
secluded beaches
isolated villages Exercise 5, page 11
Hawaiian suntan Students put the adjectives in bold in the correct
romantic escapades position in the text, comparing ideas in pairs before
family fun class feedback.
unique islands
1 active 2 deserted 3 steep 4 luxurious
5 quiet 6 surrounding

SELLING DREAMS 8
English for International Tourism Intermediate Teachers Book

EXTRA ACTIVITY EXTRA ACTIVITY


Students work in pairs, taking turns to read out the If your students are thinking of taking the LCCI
final version of the text. Encourage them to focus Level 2 Certificate in Spoken English for Tourism,
on using intonation to promote interest. Check encourage them to describe and discuss (in pairs
pronunciation. or small groups) the different types of
independent, tailor-made and package holidays
Writing available, before considering the pros and cons of
each kind of holiday.
ADDING INTEREST
Exercise 6, page 11
RESEARCH
Focus on the photo of the palm tree and explain to
students that they are going to read about a wedding INTERNATIONAL OPERATORS
package in Koh Samui. Ask them if they know where Go through the task with the class. In a
Koh Samui is, if anybody has been there and if they subsequent lesson you might want to allow time for
think its a good location for a wedding. Students students to discuss their findings in small groups,
then read the extract, making the necessary or as a class, collating any new descriptive
changes, comparing answers in pairs before going adjectives on the board.
through them as a class.

1 exotic 2 white sandy 3 luxury EXTRA ACTIVITY


4 second to none 5 perfect 6 sparkling Refer students to Part 1 of the EFIT Intermediate
7 lush 8 cascading 9 spectacular level DVD material for extra listening and
10 scenic vocabulary activities relating to the Heron and
Wilson Islands.
Although students are encouraged to view the
EXTRA ACTIVITY complete programme on the DVD there is also an
Students write a short extract on a destination of option so that they can watch in smaller segments,
their choice, using 810 descriptive adjectives as is denoted by the worksheet timings.
(5075 words). This could be done in class or for Alternatively, the DVD-related worksheet can be
homework. Texts could be displayed in a undertaken as self-study.
subsequent lesson for students to read. If they
At the end of the worksheet, there is an optional
have photos of the places, ask them to bring them
task, which can be completed in groups in class or
in, too.
set as homework.

Speaking
Model answer for DVD worksheet optional
DREAM PACKAGE TOURS writing task
FACT FILE Wilson Island Resort
Location
Koh Samui, Thailands third-largest island, has Wilson Island Resort is on a small coral reef,
become a popular destination for tourists who located 82 km off the coast of Queensland,
enjoy its tropical weather, white sandy beaches northeast Australia. The island forms part of
and clear waters, as well as the night life and other Australias Great Barrier Reef and is within
attractions now on offer. Capricornia Cays National Park. It is one of only a
Exercise 7, page 11 handful of islands open to the public. A maximum
Divide the class into threes and allot roles A, B and of 12 guests and two staff are allowed on the
C. Allow time for students to read their information. island at any time.
With a weaker class, As could prepare together (as Accommodation
could Bs and Cs) before returning to their original Eco-chic accommodation in luxury two-person
groups. Monitor conversations during the activity, designer tents open to the sea.
making notes of good language use and other points Activities on offer
to mention during feedback. Round up by asking Complimentary reef walks with a wildlife guide, to
which package was chosen in each group, and why. see the green turtles; bird and wildlife spotting;
snorkelling lessons; boat trips to neighbouring
See Pairwork files. Heron Island, 20 minutes away.

SELLING DREAMS 9
English for International Tourism Intermediate Teachers Book

Heron Island is a leading dive resort. Visitors can


also take a ride on Herons semi-sub, a boat with
PROFESSIONAL
a sealed submarine beneath, or simply watch the SKILLS
marine life gliding by from the hotels terrace as
the tide comes in.
MARKETING
Homework suggestions
Students write a short report comparing the Aims and objectives
features of each of the Dream Package tours from
Exercise 7 and explaining which tour was chosen In this lesson students will:
and why. (200250 words) listen to a talk on the four Ps of the marketing mix
Students choose a destination in their country and focus on the professional skill of marketing
write a text on it for a holiday brochure, describing analyze the marketing mix for a holiday package
the place, facilities and activities on offer. so as to give a presentation on it
(200250 words)
Listening
Photocopiable notes 1.1 (page 101) THE MARKETING MIX
Adjectives for describing locations (Crosswords
pages 102103)
FACT FILE
The marketing mix is a tool used to help
companies determine the unique market and
selling point of a product or service. It consists of
four main elements, commonly known as the four
Ps: produce, price, place and promotion.

Exercise 1, page 12
Introduce the lesson by finding out from the class
who has marketing experience. Ask students to
match the adjectives with the meanings, checking
answers (and pronunciation) as a class.

1b 2d 3a 4c

Exercise 2, page 12
Before students listen to a specialist promoter of
tourist products, Kenji Ischikawa, giving a talk on the
four Ps in the marketing mix, pre-teach potentially
new language from the audio script, e.g. sell-by date,
prior, limited, no longer exist. Students then listen to
the talk, noting which Ps are discussed

Product and Place


Exercise 3, page 12
Students listen to the same part of the talk again to
complete the examples. Allow students time to
compare answers in pairs before checking as a
class. Discuss other examples of intangible and
perishable products as a class.

Product:
tangible: the actual food and drink served in a
hotel restaurant
intangible: the work of a waitress or bar staff
serving a customer or the job of housekeeping
perishable: a hotel room or airline seat after
the specified date

SELLING DREAMS 10
English for International Tourism Intermediate Teachers Book

Place: sales promotions: offering discounts,


in the past: sold through travel agents promotional codes and loyalty programmes,
travellers received an envelope full of e.g. airmiles
Price:
documents such as a letter of confirmation,
value for money: perceived benefits must be
flight tickets and hotel vouchers
greater than the costs
now: actual physical location is not so
competition: the price needs to be slightly
important
cheaper or more or less the same as the price
charged by the nearest competitor offering a
Audio script Track 1.3, Exercises 2 and 3,
similar product or service
page 12
Part 1
Audio script Track 1.4, Exercise 4, page 12
So, the marketing mix involves four Ps and the
first of these is P for Product. Now its important to Part 2
remember that Product is, in fact, either a The third P is Promotion. This means more than
product or a service. A product is usually a just advertising, although advertising is important.
tangible product something you can see or Customers need to be told that the product exists,
touch so, in the hotel and catering industry, a and this can be done via direct marketing, for
tangible product would be the actual food and example direct mail, websites, advertisements on
drink served in a hotel restaurant. A service, TV and in the press, telemarketing and point-of-
however, is intangible: it cant be touched. The sale material, such as tour operator brochures. In
work of the waitress or the bar staff serving the addition to this, we also use sales promotions
customer or the housekeeping in a hotel is techniques such as offering discounts,
intangible. Since the travel industry is mostly promotional codes and loyalty programmes, such
about providing services, its products are mostly as offering customers airmiles on a frequent flyer
services and are therefore intangible. programme.
Products can also be perishable, which means Last but not least is Price. The travel industry is
that they have a sell-by date. If a hotel room or incredibly competitive so the actual cost of a
airline seat is not booked prior to the day of package is very important. Most people are
departure, it cant be sold after that day has looking for value for money, which means that the
passed. Travel products are usually perishable: customers perceived benefits must be greater
they only have a limited life and no longer exist than the costs. As there is considerable
after the departure date has passed. competition, the operator or hotelier or restaurant
The second P is Place. This means deciding how owner has to analyze the cost structure of its
the product will be distributed and where people competitors. This means that the price needs to
will buy it. In the past, most products were sold be slightly cheaper or more or less the same as
through travel agents. An envelope full of the price charged by the nearest competitor
documents such as a letter of confirmation, flight offering a similar product or service. Costings will
tickets and hotel vouchers was the only factor in also be subject to currency fluctuations and the
distribution. But these days, the internet has price of a package may change after a brochure
completely changed the idea of place. Many has been printed, leading to surcharges.
customers now book online directly with the
operator or airline, so actual physical location is Exercise 5, page 13
not so important. Quickly elicit the four Ps in the marketing mix.
Students decide which one each question refers to.
Exercise 4, page 12 They compare answers in pairs before class
Students listen to the second part of the talk and feedback. Allow time for students to write the
complete the table. If necessary, play it twice. Allow questions under the headings.
them to discuss answers with a partner before class
feedback. Check vocabulary, e.g. perceived, subject 1 The product:
to, fluctuation. Question 1 What are its unique features?
Question 5 What needs and wants does it
Promotion: satisfy?
direct marketing: direct mail, websites, 2 The place:
advertisements on TV and in the press, Question 2 Is location a key factor?
telemarketing, point-of-sale material (tour Question 3 What are the best channels of
operator brochures) distribution?

SELLING DREAMS 11
English for International Tourism Intermediate Teachers Book

3 The promotion:
Question 6 How can potential customers best be
CASE STUDY
targeted?
Question 8 What is the most suitable type of DESIGN A TOUR
media for advertising the product?
4 The price: CASE STUDY MENU
Question 4 What kind of discounts will there be?
Question 7 How will competing products affect Refer students to the lessons aims and objectives
whatever is charged? before focusing their attention on the map and
photos. Elicit what they show and find out if anyone
has ever been to the Virgin Islands.
EXTRA ACTIVITY
Evermore Tours brochure
Students work in pairs and think of two or three
additional questions to add to each of the four Ps FACT FILE
in the Professional skills box.
The Virgin Islands are divided into the British Virgin
Islands to the east and the US Virgin Islands to the
Speaking west. They are a popular Caribbean holiday
MARKETING MIX ANALYSIS destination offering a tropical paradise with
beautiful secluded beaches and crystal clear
Exercise 6, page 13 waters in which to dive, fish, sail and swim.
Put students into pairs or small groups and ask them
to choose either the Ang Thong or Vanuatu tropical Exercise 1, page 14
paradise package on pages 102 and 104. With a Before students read the extract, refer them to the
stronger class, they could choose a different package photo that goes with it and ask what type of holidays
from the internet. Give them advance notice so they they offer and who their target market might be.
are prepared. Go through the task and set a time Students then read the article, which explains what
limit for preparation, e.g. 30 minutes. Tell them to Evermore tours do.
limit their presentations to ten minutes. When
students are ready, bring the class together for the The company organizes a stress-free wedding in a
presentation. Round up by discussing the key points beautiful location. It can be much cheaper than a
made and the target market that each package wedding at home. See extra activity below.
caters for. Alternatively, set it as homework and have
students present their ideas in the following lesson.
EXTRA ACTIVITY
Homework suggestions
Students write a short report detailing the key Students answer the following questions relating to
points of their analysis of the holiday package they the text in Exercise 1 then discuss in pairs.
chose in Exercise 6, including their 1 Why would a wedding in another country cost
recommendations. (200250 words) less than one at home? Make a list of your
Students work in pairs and choose a target market reasons.
from the list below. They then note down 1012 2 What things might you need to include in a
questions (in relation to the four Ps) that could be wedding package? (i.e. provide and organize in
considered when finding a suitable holiday relation to food, transport, accommodation, legal
package to suit their target market. Groups could requirements, wedding ceremony).
then share their ideas in a subsequent lesson.
Possible answers
Target markets: 1 The wedding and reception venues could be
couples getting married cheaper, so could the food, etc. / Fewer guests
eco-tourists might be able to come to a wedding in another
over sixties country (depending on location) and therefore it
family activities could end up being a smaller wedding, etc
sports enthusiasts 2 An officially recognized registrar, legal
documentation, a venue decorated to your liking, a
honeymoon suite at a hotel, a buffet or formal
Photocopiable notes 1.2 (page 101)
dinner for reception, a limo to and from the
Ps and Questions (Card activity page 104)
airport/hotel, etc.

SELLING DREAMS 12
English for International Tourism Intermediate Teachers Book

Exercise 2, page 14 wedding abroad on average costs about one-third


Pre-teach negotiate and anticipate before students less than one arranged at home. We can
listen to the owners of Evermore Tours finalize the negotiate better rates for hotels and catering, the
contents of their Virgin Islands package, ticking the band or DJ for the reception, the flowers, the
topics discussed. Encourage students to compare photography, hairdressing, and so on. And usually
answers with a partner before checking as a class. there arent as many guests prepared to fly out so
you can keep numbers down and you dont spend
The topics discussed are: transport, FAQs, so much on food and drink. Its much cheaper
pricing, accommodation, cost of weddings abroad. abroad than at home.
They dont discuss the guest list, legal DH Good point. And I think one good way of
requirements and the wedding coordinator. presenting what we do is in the form of a list of
Frequently Asked Questions. So we could
Exercise 3, page 14 mention that under How much will it cost?.
Give students time to read the five statements before AM Yes, and well have to include questions like
they listen a second time to decide if they are true or What are the legal requirements?, How many
false. If necessary, play the recording twice before guests can I bring?, Who does all the organizing
eliciting answers from the class. and Wholl look after us on the big day?.
DH Yes, we need to make a list of questions.
1 F the company will arrange a group booking AM OK, well lets do that after lunch. Have you got
with the airline any other business youd like to discuss?
2 F Well have to do a costing for local DH Just one thing. Im a bit worried about payment
transport to and from the airport. in different currencies. Changes in exchange rates
3 T could have a big impact on the profit we make.
4 F its about one-third less AM Yeah, youre right, well have to get advice on
5 F payment is in different currencies that.

Audio script Track 1.5, Exercises 2 and 3, TASK


page 14 Focus students attention on the initial text before
DH = Diane Hunter, AM = Anthony Moore going through the task. Check students are clear
DH OK, Anthony, lets get down to business. I about the customer profile and requirements and put
suggest we talk about transport first. them into pairs or small groups. Set a time limit for
AM Yeah, well, that depends where theyre the preparation of this activity (e.g. 2030 minutes) or
coming from, so we cant really anticipate that, ask students to finish it for homework. Monitor
can we? Theyll need to tell us in advance, plus throughout the task, helping as needed. Set a time
how many people are going to travel with them, limit, e.g. 510 minutes, for each pairs/groups
and we can then negotiate a price with the airline. presentation and round up by discussing which
DH Sure, and we can stress the fact that we can package(s) sounded the best and why.
negotiate a better price from the airline if we book
POSSIBLE OUTCOME
them as a group. Um, well have to do a costing
for local transport to and from the airport, and any
This costing is based on information in the case
excursions or tours during the stay, but we cant
study together with airfares valid at the time of
do that in advance.
writing. Students can work out the cost of any extra
AM Right, well thats item number seven. Do you
activities on the Virgin Islands from information
want to deal with that now?
available on the internet.
DH Well, its kind of the most important thing. I
Accommodation:
think we need to work on a profit margin of
Clearwater Beach Hotel: $6,650 (the 20% discount
30 percent if were going to be competitive. So
does not need to be passed on to the clients)
anything we buy in from a supplier like hotel
Clearwater Beach Resort: 5 apartments @ $1,490
bed-nights we need to increase by 30 percent.
= $7,450
AM OK, I think the hotel we should go for is the
TOTAL COST: $14,100
Clearwater. Ive spoken to the manager and they
Wedding services:
can give us a 20 percent discount for group
Website: $250
bookings.
Photo shoot: $500
DH Fine. We also need to cost the activities we
Licence fee + ceremony: $275
offer like spa treatment, snorkelling and so on.
Flowers: $350
AM Right. One point we could mention
Bridesmaids bouquets: 4 x $150 = $600
somewhere is that according to a recent survey, a
Wedding cake: $250

SELLING DREAMS 13
English for International Tourism Intermediate Teachers Book

Buffet meal: 22 @ $75 = $1,650


TOTAL COST: $3,875
Airfares:
It is possible to fly direct from JFK to St Thomas (in
the American Virgin Islands)
Outward journey: Flight AA655
Departure 8 June 08.10 Arrival 00.05
Return journey: Flight AA1060
Departure 15 June 13.20 Arrival 17.45
2 adults: $681 (round trip)
TOTAL COST (20 adult guests plus bride and
groom): $7,491 15% discount = $6,367.35
Car rental:
For a couple: $250/week
Total cost:
$14,100 + $3,875 + $6,367.35 + $250 = $24,592.35
+ 30% margin of $7,378 = $31,970.35
If the party intends to travel as a group, then the
extra airfare (+ 30%) should be added to the sum.

Writing a description for a brochure


Exercise 4, page 15
Go through the task with the class and focus their
attention on the model on page 96 of the Writing
bank, discussing key features. Remind them of the
word limit and help as needed. If time is limited,
students could finish their piece of writing for
homework.

UNIT 1: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM
Mini-dictionary for further self-study.
Homework suggestions
Students write a description of a wedding package
of their own creation. It can take place anywhere in
the world but must include information on all
aspects covered in part 1 of the task.
(200250 words)
Students write a sentence for each of the key
words given for the unit (15 sentences in total).
Encourage them to use a variety of structures and
language from the unit.

SELLING DREAMS 14
2
UNIT MENU
GETTING THERE

Grammar: multi-word verbs


Vocabulary: transport and travel
Professional skills: dealing with the public
Case study: improve a service

Aims and objectives EXTRA ACTIVITY


In this lesson students will: Students put the criteria in the order they feel is
work with vocabulary around the topic of transport the most important for them when they go on
listen to a conversation about Chinese railways holiday then discuss their ideas in pairs or small
speak about transport in their country groups, explaining their choices.

Vocabulary Exercise 2, page 16


Ask students if they have had any problems travelling
MEANS OF TRANSPORT when on holiday and elicit a few examples. Students
then read the texts and decide which type of
EXTRA ACTIVITY transport they refer to. Ask them if there are
Students discuss each form of transport (15) and advantages or disadvantages of using the various
match them with the country they are found in types of transport. Go through the example given and
(ae). Then discuss which they have been on or encourage students to compare answers in pairs
which they would most like to go on and why. before you feedback with the class.
1 Tuk-tuk a Japan
2 Camel b Thailand 1
3 Bullet train c Italy air: A, C
4 Junk boat d Egypt rail: E, H
5 Gondola e Vietnam coach: F, G
Answers car hire: B, D
1b 2d 3a 4e 5c
2
Exercise 1, page 16 B The advantages of car hire
Ask students what form of transport they usually use C The advantages of air travel
when they go on holiday and why. Refer students to D The disadvantages of car hire
the list of criteria and ask them to put them in order E The disadvantages of rail travel
for the different travellers. Students compare F The disadvantages of coach travel
answers with a partner before discussing answers as G The advantages of coach travel
a class. If time, aim to reach a class consensus on H The advantages of rail travel
the top three criteria for each type of traveller.

Suggested answers EXTRA ACTIVITY


1 student backpacker price, flexibility, safety, Students discuss in pairs which form of transport
punctuality, comfort, speed, productive use of they would use (and the reasons why) if they:
time during the journey went for a weekend break in their own country
2 frequent business traveller safety, went to on a short trip abroad
punctuality, speed, productive use of time went on a three-week vacation where they
during the journey, comfort, flexibility, price wanted to travel around the country they
3 family with two children safety, price, visited.
punctuality, comfort, flexibility, speed,
productive use of time during the journey

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English for International Tourism Intermediate Teachers Book

Listening Audio script Track 2.1, Exercises 3 and 4,


TRANSPORT IN CHINA page 17
D = Dennis, WZ = WenjingZue
FACT FILE D Hello, Im thinking of spending about six to
The Peoples Republic of China is the second eight weeks in China, so I was wondering if you
largest country in the world and the most populated could tell me something about what kind of
one. It is a fascinating country with diverse transport is best for me to use for travelling round
landscapes and cultures, and one of the oldest the country.
civilizations. In recent years it has undergone huge WZ Yes, but can you tell me where exactly youre
economic reform. Consequently, it is now more planning to go?
competitive on the international market and is D Well, certainly Beijing and probably Xian,
currently experiencing an economic boom. These Guizhou and Fujian and Shenzhen too, if
changes have made the country more open than it possible.
was in the past (when it was also much harder to WZ OK, well if you want to get from one end of the
obtain entrance visas as a visitor) and country to another quickly, then you have to fly.
consequently an increasingly popular tourist There are a lot of regional airports about 150
destination. This is particularly true since the so you have a very big choice. Its cheaper to buy
Beijing Olympics of 2008 and many visitors come your tickets inside China rather than before you
to visit historic attractions, such as the Great Wall go but you can also book tickets online in
of China, the Terracotta Warriors and the
advance. In my experience, elong or ctrip are very
Forbidden City.
reliable.
Exercise 3, page 17 D What about rail travel?
Ask if anyone has been to China and where. Find out WZ Theres a really good network and the trains
how they travelled around the country. Then tell are usually fast, punctual and safe. But you
students they are going to listen to a tourist being should try and reserve a ticket well in advance
given advice on visiting China. Allow time for because the trains are crowded. Do you speak
students to read through the questions before Chinese at all?
listening. Students compare answers in pairs before D Not very much, Im afraid.
class feedback. WZ So its best if you ask the hotel to make the
booking for you because reading a timetable in
Chinese is going to be difficult for you, and trying
1 I was wondering if you could tell me what kind
to find English-speaking staff on the platform is
of transport is best for me to use for travelling
almost impossible, even in big cities.
around the country?
2 Beijing and probably Xian, Guizhou, Fujian
and Shenzhen. Exercise 5, page 17
3 Not very well. / He doesnt speak very much Ask students to read the information before playing
Chinese. the recording. Encourage them to consider what type
of word is missing (i.e. noun, verb, etc.) in each gap
Exercise 4, page 17 and allow time for them to discuss answers with a
Students read through the statements before partner before class feedback. Check vocabulary,
listening a second time. Encourage them to check e.g. berth, compartment.
answers with a partner before going through them
with the class. For false statements elicit the true 1 comfortable 2 expensive 3 hot water
answer. Check vocabulary, e.g. punctual, reserve. 4 lock 5 comfortable 6 laptops 7 three
8 uncomfortable 9 Hard Sleeper 10 two
1 F hes going for six to eight weeks
2 F its cheaper to buy your tickets inside Audio script Track 2.2, Exercise 5, page 17
China rather than before you go.
3 F they are fast, punctual and safe. D = Dennis, WZ = WenjingZue
4 T Online refers to air travel here but D Can you tell me about different classes of
presumably also refers to rail travel too. seats, first class, second class ?
5 F trying to find English-speaking staff on the WZ Well Soft Sleeper class is the most
platform is almost impossible, even in big comfortable and the most expensive it costs
cities. about the same as a plane ticket. There are four
berths in each compartment and theres a table
with a tablecloth, and they usually provide hot
water for making tea. The compartment door has

GETTING THERE 16
English for International Tourism Intermediate Teachers Book

a lock and theres a smartly-dressed attendant to


look after each car. You share with other
EXTRA ACTIVITY
passengers but this is a good way to meet people. Students discuss in small groups how they think
D Yes, thats something I want to do. transport and travel in (and to) their country might
WZ Then theres the Hard Sleeper class for change in the next 30 years.
journeys of more than six hours. Hard sleeper
berths are reasonably comfortable and bedding is
supplied. Newer trains have power sockets for
RESEARCH
laptops and mobiles. I think theyre very TRAVEL LINKS IN INDIA
economical if you travel overnight because you Students look into which transport links would be
save the cost of a night in a hotel. good for visitors to India, reporting back to their
D Yes, it sounds like a good idea. class (or groups) in a subsequent lesson.
WZ The cheapest is the Hard Seat class, which
has three people sitting side by side. Theyre fine
EXTRA ACTIVITY
for short journeys short distance daytime trains
only have Hard class seats. But its an Refer students to Part 2 of the EFIT Intermediate
uncomfortable way to travel for longer journeys. level DVD material for extra listening and
Soft Seat class is more expensive. Its about the vocabulary activities relating to the Great Canyon
same price as Hard Sleeper, but I would Railway.
recommend it for any journey over two hours. Although students are encouraged to view the
D OK, Ill remember that. What about buses? complete programme on the DVD there is also an
WZ Well, there are still places and sights in China option so that they can watch in smaller segments,
that you can only get to by bus. For example, you as is denoted by the worksheet timings.
can only get to many parts of Guizhou and Alternatively, the DVD-related worksheet can be
Guangxi by bus. Theres a railway network in undertaken as self-study.
Fujian but the connections arent very direct, so
At the end of the worksheet, there is an optional
its best to go by bus.
task, which can be completed in groups in class or
D OK, thanks, youve been very helpful.
set as homework, with findings presented in a
WZ Thank you. Have a good trip!
subsequent lesson.
Exercise 6, page 17 Homework suggestions
Students discuss in pairs or small groups what they Students invent a two- to three-week trip around
remember being said about bus travel in China. If their country, which includes five key destinations.
needed, play the second part of the conversation Ask them to find a map of their country and to
again before eliciting ideas from the class. mark the journey on it. Students then consider the
best way to travel from each location to the next.
You can only get to many parts of Guizhou and Remind them to include where someone following
Guangxi by bus. Theres a railway network in this route would fly in and out of their country.
Fujian, but the connections arent very direct so its They only need to consider the locations and the
best to go by bus. form of travel between them. In a subsequent
lesson, students explain their route in small
Speaking groups. (45 minutes)
As an alternative to Exercise 7, rather than present
TRANSPORT IN YOUR COUNTRY their information verbally, students could prepare
their advice in the form of an article for a travel
Exercise 7, page 17
brochure or website. (200250 words)
Students work in pairs to discuss how their countrys
transport systems compare with Chinas, noting
different options available (e.g. classes on trains) and
considering what advice would be useful for anyone
wishing to travel around their country. Highlight the
aspects to include and monitor, helping as needed.
Round up by asking students to explain their ideas to
the class. Alternatively, ask students to prepare a
five-minute presentation on the advice they would
give. This could be set for homework and the
presentations given in a subsequent class.

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English for International Tourism Intermediate Teachers Book

JOURNEYS Air:
baggage claim, departure lounge, jet lag, runway,
stopover (+ aisle, gate, etc.)
Aims and objectives Sea:
In this lesson students will: ashore, deck, harbour, purser, starboard (+ port,
focus on vocabulary relating to air, sea, road and dock, etc.)
rail
study multi-word verbs
talk about a journey they have made EXTRA ACTIVITY
Ask students to work in pairs to discuss the
Vocabulary number of syllables and the stressed syllable in
each word. This could be done as a race.
ROAD, RAIL, AIR AND SEA

FACT FILE Exercise 2, page 18


Note that travel-related vocabulary is often different Students complete the announcements, deciding
in US and UK English. which form of travel fits with each announcement. Do
US UK not check their answers yet.
traffic circle roundabout
Exercise 3, page 18
filling station petrol station/garage
Play the recording twice. The first time students listen
station wagon estate car
to check their answers. The second time they
highway motorway
practise repeating the announcements after the
announcer.
EXTRA ACTIVITY
Write the words below on the board and ask 1 platform (Rl) 2 carriageway (Rd)
students to identify those which are BrE and those 3 purser (S) 4 dining car (Rl)
which are AmE: 5 departure lounge (A) 6 deck (S)
pavement (BrE) = sidewalk (AmE) 7 roundabout (Rd) 8 baggage claim (A)
station wagon (AmE) = estate car (BrE)
motorway (BrE) = highway (AmE) Audio script Track 2.3, Exercise 3, page 18
truck (AmE) = lorry (BrE)
Discuss the answers as a class and mention that 1 Please mind the gap between the train and the
some AmE words are not used in the UK, and vice platform when leaving the train.
versa. Add that some words have different 2 We expect heavy traffic congestion and long
meanings in BrE and AmE, i.e. pants (in BrE they delays on the northbound carriageway after a
are underpants but in AmE they are trousers), mad coach collided with a lorry at junction 14.
(in BrE it often means crazy but in AmE it means 3 Will all passengers requiring a landing card
angry), etc. please speak to the purser before going ashore.
4 Lunch will be served in the dining car between
Exercise 1, page 18 twelve and two oclock.
Focus students attention on the photo and ask what 5 Will all passengers for flight BA5074 to Cairo
it shows before focusing on the vocabulary box. please make their way to the departure lounge
Students complete the diagram alone or in pairs, where your aircraft is waiting to depart from gate
adding an extra two words to each group. Round up number 56.
by checking answers and asking what the American 6 The captain invites all first-class passengers to
English is for petrol station (gas station), roundabout join him for cocktails on the upper deck.
(traffic circle) and any other words given. Suggest 7 Turn left and drive straight on for 500 metres.
they keep a note of AmE and BrE differences in a At the first roundabout, take the third exit. Drive on
vocabulary notebook and point out that some of the for three kilometres.
texts in the Coursebook use AmE rather than BrE. 8 Passengers arriving from Brussels please
proceed to the baggage claim where your luggage
Road: will arrive shortly.
carriageway, petrol station, roundabout, toll bridge,
traffic lights (+ estate car, motorway, etc.)
Rail:
carriage, dining car, platform, signals, sleeper
(+ station, tracks, etc.)

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English for International Tourism Intermediate Teachers Book

EXTRA ACTIVITY E Oh, very much so. They put me up in a really


good hotel and I got on really well with the people
If your students are thinking of taking the LCCI I met. Ive filled in the site visit checklist you gave
Level 2 Certificate in Spoken English for Tourism, me and its all very positive.
encourage them to describe (in pairs or small
groups) the different methods of transport
available to travellers and tourists, before EXTRA ACTIVITY
discussing the pros and cons of different forms of Students work in pairs and write down the
transport and classes of travel. meaning of all multi-verbs as given in the
conversation using another verb, e.g. turn up =
Grammar arrive.

MULTI-WORD VERBS
Speaking
Exercise 4, page 19
Focus students attention on the Grammar box and Exercise 5, page 19
ask students to read the information. Check they Students work in pairs, taking turns to tell each other
understand where the particle goes with separable about a journey they have made, using as many of
and inseparable multi-word verbs. the multi-word verbs from Exercise 4 as possible. If
time, ask a few students to share their experiences
Students read the text before listening to the with the class. Discuss which verbs they found the
conversation. Allow them to compare answers in most difficult to use and provide further examples.
pairs before class feedback. Alternatively, students
complete the conversation (alone or in pairs) and Homework suggestions
then listen to it to check their ideas. Check students Students write a short blog article about a journey
understand the meaning of the multi-verbs given. they have taken, expanding on ideas from
Exercise 5. Remind them to use some multi-word
verbs from Exercise 4. (200250 words)
1 set off 2 broken down 3 held up
Students write sentences using the multi-word
4 dropped (me) off 5 taken off 6 find out
verbs given (14 in total). Encourage them to use
7 hang about 8 get through 9 get on
other vocabulary from the lesson.
10 pick (me) up 11 turned up 12 put (me) up
13 got on (really well) with 14 filled in
Photocopiable notes 2.1 (page 105)
Transport and travel vocabulary (Pelmanism page
Audio script Track 2.4, Exercise 4, page 19
106)
E = Emma, EB = Emmas Boss
E We set off really early for the airport at about
5.30 in the morning so I would have plenty of
time. But, of course, there were long delays on the
motorway. A lorry had broken down and blocked
an exit, so we were held up for more than an hour.
Anyway, we got there in the end. My husband
dropped me off outside the terminal just after eight
but by that time my flight had already taken off.
EB Oh no! So what happened?
E Well, I went to find out what time the next flight
for Prague was departing. The helpdesk people
were very helpful but I had to hang about for ages
while they tried to get me on another flight. I tried
to phone the Prague office but the line was bad
and I couldnt get through. Anyway, I managed to
get on another flight to Prague a bit later that
morning. Of course, there was no one to pick me
up when I arrived at the airport. But I got a taxi to
the city centre and finally turned up for the first
part of the visit at lunchtime!
EB So, after all those problems, was the trip a
success in your opinion?

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English for International Tourism Intermediate Teachers Book

PROFESSIONAL 1 break 2 customer care


3 physically demanding 4 benefits
SKILLS 5 career opportunities 6 entry-level

DEALING WITH THE Speaking


CUSTOMER SERVICES MANAGER
PUBLIC
FACT FILE
Aims and objectives
A Customer Services Managers role is to ensure
In this lesson students will: that customers are satisfied. Their responsibilities
read and discuss aspects relating to the air travel include managing the customer service team,
industry dealing with customer enquiries as well as
listen to a Customer Services Manager explaining developing customer service policies and
how he dealt with a difficult situation procedures.
roleplay customer service situations
Exercise 3, page 21
Students work in pairs to discuss possible problems
Reading
faced by an airline Customer Services Manager and
WORKING IN THE AIR TRAVEL INDUSTRY how they could be dealt with. Then open the
discussion up to the class.
Exercise 1, page 20
Focus students attention on the photo before asking
what it shows and what they think the people are Students own answers.
saying to each other. Find out who in the class has to
(or has had to) deal with the public and what their job Listening
is. Students then read the article, noting the pros and
cons of working in the airline industry. Allow them A DIFFICULT SITUATION
time to compare answers in pairs before discussing Exercise 4, page 21
ideas as a class. Check vocabulary, e.g. benefits, Tell students they are going to listen to a Customer
standby, adverse. Service Manager describing a difficult situation. Pre-
teach potentially new language, e.g. erupt, lose your
Advantages: temper, ensure, reassure, ash cloud and empathy.
* no previous experience is required After listening, students can discuss their answers in
* internal promotion structure pairs before class feedback. Ask if the situation was
* variety of benefits resolved or not.
* great career opportunities
* opportunity to meet many people The situation was caused by a volcanic eruption in
Disadvantages: Iceland, which created an ash cloud. It made flying
* physically demanding impossible.
* strict rules on physical appearance Yes, he dealt with the situation successfully.
* long periods away from home
* unsocial or long working hours Exercise 5, page 21
Students read the information before listening to the
recording again. Remind them that more than one
EXTRA ACTIVITY answer is possible. Students compare ideas in pairs
Students work in groups, taking turns to say what before going through them as a class.
their job is (or one theyve had) and what they
consider are the main pros and cons of it. 1a 2 b and c 3 b and c 4c

Exercise 2, page 20 Audio script Track 2.5, Exercises 4 and 5,


Check students understand what an internship is and
page 21
ask if they have ever done one. Students then
complete the sentences, checking answers with a E = Erik, I = Interviewer
partner before class feedback. E One of the first things I had to do when Id just
started the job was deal with problems that were
caused by the volcano which erupted in Iceland.
The cloud of ash from the volcano made flying

GETTING THERE 20
English for International Tourism Intermediate Teachers Book

impossible. There were people from all over


5 questions 6 understand 7 reassure
Europe who couldnt get home because there
were no flights for them. We also had people we Speaking
had to contact and tell them they couldnt go on
CUSTOMER SERVICE ROLEPLAY
holiday.
I So what did you do? Exercise 7, page 21
E I divided the staff into three teams. One team Tell students they are going to roleplay customer
organized hotel accommodation for our service situations. Put them into pairs and allot roles
customers. That wasnt easy because there A and B. Allow time for students to prepare. With a
werent enough hotels for everybody and we didnt weaker class, As (and Bs) could prepare in pairs
know how long airports would remain closed. The before returning to their original partners. Monitor
second team contacted all the customers who had during the activity, making notes on how problems
booked flights that week and offered them refunds are dealt with. Round up by asking if the customers
or an alternative holiday. But that wasnt easy were happy with how their problems were dealt with
either as we didnt have much spare capacity. And and discuss how each situation could have been
a third team was responsible for hiring coaches to improved.
transport people to places where there were other
means of transport to get them home. See Pairwork files.
I And do you think the operation was a success?
E Well, of course we lost a lot of money. But on EXTRA ACTIVITY
the positive side, our customers saw that we were
doing our best to meet their needs in difficult Students work in pairs and discuss a different
circumstances. I think that these passengers are situation that a Customer Service Manager might
going to trust us in the future because they know have to deal with (perhaps an idea from Exercise
that if anything goes wrong, well look after them. 3), preparing a short (three-minute) conversation.
I What do you think you learnt from the These could be practised and roleplayed in a
experience? subsequent lesson.
E In terms of professional skills, the most
Homework suggestions
important skill was how to deal with the public in a
Students choose a job sector that they have
very stressful situation. For example, if a customer
experience of. They write a short article for a
is angry and upset, its important to let them tell
careers website, explaining the pros and cons of a
you how they feel. Dont interrupt while they are
career in this sector and using words and phrases
speaking but stay patient and wait until theyve
from Exercise 2. (200250 words)
finished. If you can stay calm, this is going to help
Students choose three to four problems that a
the whole situation, so dont get angry or lose your
Customer Services Manager might face and write
temper. And of course dont ever start to argue
an article for an airline industry magazine offering
with the customer and/or blame your colleagues
advice on how to deal with each situation,
or anyone else about the situation. It doesnt help
expanding on ideas given in Exercise 3.
to make excuses its better to focus on what
(200250 words)
youre going to do to change things. Ive also
learnt that the way you listen is important, too.
You should make sure you stop what you are Photocopiable notes 2.2 (page 105)
doing and look at the person. Ask questions to Dealing with the public (Roleplays pages 107108)
ensure that you understand what the problem is
from their point of view, and show empathy by
telling them that you understand how they feel.
Then, if possible, reassure the customer by
promising that you will do something to improve
the situation.

Exercise 6, page 21
Focus on the tips for how to deal with customers
problems and encourage students to work out the
part of speech missing in each gap. Students
complete the dos and donts (alone or in pairs),
checking their answers with the audio script.

1 interrupt 2 blame 3 excuses 4 look

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English for International Tourism Intermediate Teachers Book

CASE STUDY 1
2
at the departure gate
a passenger became abusive when his wife
was told to check in one of her pieces of
IMPROVE A SERVICE 3
baggage
Suggested answer: put up signs warning
passengers about abuse
CASE STUDY MENU
Refer students to the lessons aims and objectives Audio script Track 2.6, Exercise 2, page 22
before focusing their attention on the photos and
eliciting what they show. 1
CS = Customer Service employee, M = Man
Problems for airline staff CSGood morning, sir. Where are you travelling to
today, please?
FACT FILE M Stockholm.
CSOK, could I see your passport, please? Thank
Students work in pairs and choose a different low- you. Do you have any cabin baggage?
cost airline to research, sharing what they find out M Just my laptop.
with the rest of the class in a subsequent lesson. CSOK thats 26 kilos. Im afraid youre six kilos
Exercise 1, page 22 overweight, sir, so youre liable to excess
Students read the article, comparing answers in pairs baggage charges.
before going through them with the class. Check M Oh How much will that be?
vocabulary, e.g. constant, abusive. CSIts ten euros per additional kilo, so that will be
60 euro. If you take this form here to my colleague
at the information desk, you can pay there.
1 air rage
M What do you mean 60 euro? Thats
2 ticket restrictions, staff shortages, excess
outrageous! Its more than I paid for my ticket. I
baggage charges, long queues at check-in
thought I might be a bit over but I had no idea
and security control, not understanding ticket
youd charge so much. You cant do this to people
restrictions on discounted tickets because the

information is in the small print
CSIm afraid its not my decision, sir. Our policies
3 Because of increasing fuel costs forcing
related to cabin baggage and excess baggage
airlines to add extra fees and restrictions.
charges are printed clearly on your ticket and also
on our website.
Recent incidents M Im sorry, I think youre just taking advantage.
Nobody could possibly expect
Exercise 2, page 22 2
Students listen to four conversations, noting their CS = CS agent, W = Woman
answers. Allow time for students to compare answers CS Any passengers for Milan? Thats any
with a partner before discussing them as a class. passengers for Milan Could you come this way,
Find out from students if they have ever experienced to the front of the queue? This way, please
any of the problems from the recording and how they W Excuse me EXCUSE ME?
were dealt with. CS Yes, madam. Can I help you?
W Could you please tell me where to go for the
Incident 1 Seville flight? Weve been trying to queue in this
1 At check-in. chaos for over an hour now. Our flight leaves at
2 He has excess baggage. 10.30 and were going to miss it if we cant check
3 Students own answer. in.
Incident 2 CS OK Seville, yes, OK, if youd like to
1 At check-in follow me.
2 The passenger has been queuing for an hour. W I dont understand why youve only got four
There are only four desks open and the plane desks open. Look at all these people its ridiculous
is due to depart.
3 Suggested answer: open another desk if the 3
queue is too long. CS = CS agent, M = Man
Incident 3 CS Yes, sir. Can I help you?
1 At the arrivals hall. M Ive just come off the CheapSky flight from
2 GPS has been stolen from bag in the cabin. Prague and collected my luggage, and I want to
3 Students own answer. make a serious complaint. My GPS has been
Incident 4 stolen from my bag.

GETTING THERE 22
English for International Tourism Intermediate Teachers Book

people if there is constant movement along the


CS Im sorry to hear that, sir, but we do advise
aisles.
against putting valuables in your cabin luggage.
Pay toilets are probably not a good idea,
We do clearly state that we cant be held liable for
especially if the number of toilets available is
any loss or damage to property carried in this
reduced by the airline in order to create extra
way.
seats. Pay toilets may alienate passengers
M Are you serious?
and the advantage to the airline in extra
CS Yes, when you booked your ticket, if you had
revenue is minimal.
to read our terms and conditions charter and
The Express Seat option makes sense,
ticked a box, you would have seen this.
especially for business passengers or people
M But nobody reads that small print! I cant
with limited time to get their connecting flight.
believe that CheapSky is trying to get out of their
The families only option is sensible as it
responsibilities like this, I want to see the
would be popular with passengers who wish to
manager.
have a quiet flight. Children over the age of
4
two could pay for an extra seat.
S = Sharon, Si = Siobahn
Charging double for obese passengers is
S Hello, Sharon speaking.
controversial and the rights of other
Si Hi Sharon, its Siobahn here. Listen, Im at
passengers to a comfortable flight must be
departure gate 32 and weve got a problem. Could
balanced against the needs of overweight
you come down?
travellers. Unnecessary litigation should be
S Oh, thats the 10.25 to Oporto, right? I thought
avoided. The airline could install a couple of
youd have taken off by now. Whats the problem?
extra-wide seats on each aircraft but this is an
Si Weve had a major incident with a customer.
extra cost, which it might be reluctant to meet.
She got really angry when Kevin wouldnt let her
MsPathaks letter shows that the member of
take two pieces of cabin baggage onto the plane.
staff should be disciplined for accepting a
We told her she had to go back and check in her
bribe.
handbag or her laptop. Her husband got abusive
Passengers need to be informed that special
and we had to call security.
cases for pets are available and made aware
S Not another one! OK, Im on my way.
of the regulations regarding the transport of
animals. If CheapSky does not have such a
TASK document, it should be written and posted on
their website. When passengers with pets
Go through the task, checking students understand
have a connecting flight, they also need to
what it entails. Put students into small groups (As
check the policy of the other airline.
and Bs) and refer them to the relevant information.
Allow time for each group to prepare, helping as
needed. Monitor the meeting(s), noting good Writing minutes
language use and aspects to bring up during
Exercise 3, page 23
feedback. Round up by eliciting the decisions made
Refer students to page 98 of the Writing bank and go
and discussing how the meetings went.
through the model giving minutes of the meeting
See Pairwork files. before asking students to write up their own from
Exercise 3. Decide if students are going to work as a
group or individually. If individually, this could be set
POSSIBLE OUTCOME as homework.
Passenger rage can have many causes. In
Exercise 2 passengers were angry about EXTRA ACTIVITY
outrageous excess baggage charges, long Students work in small groups and think of three
queues and insufficient number of open desks, ideas they feel would improve peoples experience
theft and restrictions on cabin baggage. So, of flying. They take turns to explain their ideas to
the suggestion that a blanket and carry-on the class. Students then reach a consensus on the
baggage should be charged extra seems best three.
unwise.
More open desks, better staffing and training
in customer care would help reduce the
likelihood of angry passengers.
Standing-only passengers may not complain
on short-haul flights but could annoy other

GETTING THERE 23
English for International Tourism Intermediate Teachers Book

UNIT 2: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.

Homework suggestions
Students write a blog article describing a problem
they have experienced with a flight operator/flight
and how it was deal with. (200250 words)
Students write a sentence for each of the key
words given for the unit (15 sentences in total).
Encourage them to use a variety of language and
structures from the unit.

GETTING THERE 24
3
UNIT MENU
ACCOMMODATION

Grammar: modal verbs


Vocabulary: types of accommodation, facilities and services
Professional skills: dealing with complaints
Case study: investigate customer complaints

Aims and objectives answers with a partner. Check answers as a class. If


your students are thinking of taking the LCCI Level 2
In this lesson students will: Certificate in Spoken English for Tourism, remind
read about Spanish accommodation them that they may be asked to describe the different
focus on vocabulary relating to hotel facilities and types of accommodation available to travellers and
services tourists, their pros and cons, as well as identify the
listen to some travellers talking about what they range of facilities that different types of
look for in a hotel accommodation may offer.
Reading
1 Students own answers.
ACCOMMODATION IN SPAIN 2 The types of accommodation: medieval
castles, luxury hotels, mansions, youth
FACT FILE hostels, paradores, palaces, castles,
Located in southwest Europe, Spain is a popular fortresses, hunting lodges, modern hotels,
holiday destination, particularly with British tourists. luxury beach hotels, farms, villas, self-catering
This is due to its climate and the good value houses, bed & breakfasts (pensiones), family-
holidays available. Each year around 45 million run country cottages (casas rurales), guest
tourists visit Spain with British nationals making houses, camp sites, refuges, apartment hotels
over 12 million visits. Holiday makers tend to either and holiday villages with camping and hostel
be package tourists or independent ones who book accommodation.
flight and accommodation separately on the 3
internet. a paradores
b refuges, youth hostels, bed & breakfasts,
camp sites
EXTRA ACTIVITY c farms, self-catering villas and houses, country
Students discuss the following questions in pairs cottages, guest houses
or as a class: d paradores, villas, luxury hotels; luxury
What type of accommodation do you usually stay accommodation in castles and fortresses
in when you go on holiday? e an apartment hotel
Are there any types of accommodation you
would really like to stay in? (e.g. a tree house) Vocabulary
Why? HOTEL FACILTIES AND SERVICES
Exercise 1, page 24 FACT FILE
Focus students attention on the photo at the top of
UK law dictates that disabled people have
the page before asking what it shows and which
important rights of access to everyday services,
country they think the building is in. Students then such as hotels and that service providers are
consider accommodation in their own country, obliged to make the necessary adjustments.
comparing ideas in pairs before class feedback.
Exercise 3, page 25
Students own answers. Focus students attention on the symbols for different
hotel facilities and services. Students then match
Exercise 2, page 24 them with the services listed. Allow time for students
Ask students if they have visited Spain and if so, to compare answers in pairs before checking them
what type of accommodation they stayed in. as a class.
Students read the text before discussing their

ACCOMMODATION 25
English for International Tourism Intermediate Teachers Book

air conditioning a 2
Speaker 1 mentions smart cards, CCTV cameras,
airport shuttle d
limousine hire, 24-hour room service, exclusive
baby-sitting service f
use of spa and therapy rooms.
currency exchange h
Speaker 2 mentions high-speed internet access, a
direct line telephone m
business centre offering secretarial and
fitness centre l
translation services and business support, a rapid
hairdryer j
laundry service
high-speed Wi-Fi access b
Speaker 3 mentions use of a swimming pool, a
in-room mini-bar o
childrens play area, bunk beds for the children
laundry and ironing c
and individual television sets, PlayStation games
pets admitted g
and consoles available from reception, and a
restaurant p
babysitting service
safe-deposit box i
satellite TV e
Exercise 7, page 25
sauna k
Give students time to read the extracts before they
wheelchair access n
listen a second time. Encourage them to compare
ideas with a partner before going through them.
Exercise 4, page 25
Check vocabulary, e.g. exclusive, a must, bunk beds.
Students choose the ten most important services and
facilities for themselves and put them in order. Allow
time for them to discuss their ideas in pairs or small 1
groups before class feedback. Elicit other services 1 security
which are important but not included. 2 CCTV cameras
3 spa and therapy rooms
2
EXTRA ACTIVITY 4 secretarial and translation
Students use the internet to find if there are major 5 laundry
differences between the hotel services on offer in 3
different regions of the world/continents or 6 childrens play area
countries, e.g. the Middle East v northern Europe. 7 babysitting

Listening Audio script Track 3.1, Exercises 6 and 7,


page 25
CHOOSING A HOTEL
1
Exercise 5, page 25 My job is to make all the travel arrangements for
Focus students attention on the photos of travellers the members of a royal family in the Middle East.
before asking them, in pairs, to list the hotel facilities Sometimes theres at least ten of them and I have
and services they feel each person or sets of people to make sure everything is absolutely perfect. My
would need most and why. Elicit some ideas before biggest worry is always security, so I always
moving on to the listening. choose a hotel that uses smartcards to limit
access to executive suites and has CCTV
Students own answers. cameras installed. The family particularly request
limousine service, 24-hour room service and
Exercise 6, page 25 exclusive use of the spa and therapy rooms.
Students match the different travellers with the 2
photos, comparing answers in pairs before class I travel a great deal on business and usually
feedback. Discuss how close students initial ideas spend no more than two or three nights in a hotel.
were to what the guests said. The travel budget has been cut recently, so I dont
usually stay in exclusive, expensive hotels but I do
1 need some essential facilities. High-speed internet
Speaker 1 Waleed access is a must, and if theres a business centre
Speaker 2 Jin Wei offering secretarial and translation services and
Speaker 3 The Singh family business support, thats a plus. Oh, I also need a
rapid laundry service as I travel fairly light and
dont always have enough clothes with me.
3

ACCOMMODATION 26
English for International Tourism Intermediate Teachers Book

We have two young children and a relatively low


budget so we look for somewhere that caters for
HOTEL GRADING
families. Its important to have a swimming pool, Aims and objectives
but the best hotel for us is one where theres a
childrens play area where the children can go. In this lesson students will:
We stayed in a place recently where the kids had listen to a travel advisor explaining hotel ratings in
bunk beds with individual television sets in them. Spain
We could get the latest PlayStation games and study modal verbs for expressing obligation and
consoles from reception. And if we wanted to go possibility
out in the evening, just the two of us, there was a research unusual places to stay
great babysitting service as well.
Listening
RESEARCH GRADING OF HOTELS IN SPAIN
HOTELS IN YOUR AREA
Students visit a couple of hotels in their local area
FACT FILE
and gather information on the facilities and Other hotel rating schemes include: the AA Auto
services on offer. In a subsequent lesson they Club STAR (which has been running for over 100
present their findings in groups or to the class. years in the UK), AAA Diamond (USA) and
Australian STAR rating scheme (which is one of
Homework suggestions the worlds leading quality certification schemes).
Students write an article for a travel magazine or
website, giving information on what types of Exercise 1, page 26
accommodation are on offer in their own country Introduce the topic of the lesson by briefly discussing
(or another of their choice). Encourage students to how hotels are graded in your students country/ies.
use the text in Exercise 2 as a model. (200250 Students then work in pairs to consider the minimum
words) facilities for a mid-range hotel before the discussion
Students write about their own preferences is opened to the class.
regarding hotel facilities and services, comparing
how these would differ if they were away on Students own answers.
business or for a holiday. (200250 words)
Exercise 2, page 26
Photocopiable notes 3.1 (page 109) Students listen to a travel advisor explaining how
What facility or service do you need? (Matching hotels are rated in Spain, comparing ideas in pairs
game page 110) before class feedback.

In Europe, most hotels use the Hotel Stars Union, a


star rating scheme which is the same for all the
countries that belong to it. The rating scheme
comprises a list of criteria relating to 270 features
and services that a hotel can offer. However, in
Spain stars can only be awarded by the regional
tourist authorities, each one giving official ratings
according to its own list of criteria. Tour companies
also have their own sets of symbols other than
stars to rate hotels.

Exercise 3, page 26
Give students time to read the statements then play
the recording a second time. Encourage students to
discuss answers with a partner before going through
them. If an answer is false, ask students to explain
why.

1 F in Europe, excluding Spain


2 F they must also provide a chair and table,
and either soap or body wash in the bathroom

ACCOMMODATION 27
English for International Tourism Intermediate Teachers Book

3 T J Well, prices vary according to region and


4 F not necessarily as the Spanish regional season. A room will always cost more in high
tourist authorities have their own list of criteria season and city hotels charge more during fiestas,
5 T carnivals or when theres a major conference.
6 F its extra
Exercise 4, page 26
Students complete the sentences, comparing
Audio script Track 3.2, Exercises 2 and 3, answers before class feedback. Discuss differences
page 26 between words as needed. (award (n) = a symbol of
I = Interviewer, J = Janice recognition/merit; award (v) = to give somebody
I First of all, can you tell us something in general something in recognition of merit; grade (n) = a level
about how hotels are graded and what the that tells you how good the quality of something is;
number of stars actually means? grade (v) and rate (v) = classify things according to
J Well, perhaps the first thing I should say is that quality; grading or rating system = a system of
the number of stars in one country doesnt classifying according to quality or merit)
necessarily mean the same as in another. But in
Europe, theres a European Hospitality Quality 1 awarded 2 grading/rating
Scheme called the Hotel Stars Union, and the star 3 grade 4 rates/grades
system is the same for all the countries that
belong to it. Basically, theres a list of criteria Grammar
relating to 270 possible features and services a
hotel can offer. For example, the minimum criteria MODAL VERBS
for a one-star rating include daily room cleaning, a
table and chair in each room (as well as the bed
FACT FILE
Self-catering refers to a holiday where you cook
of course!), and either soap or body wash in the
your own food in your accommodation (BrE).
bathroom. However, for a four-star rating, a hotel
A retreat is a quiet place you stay at in order to
must be able to offer things like a restaurant with relax.
an la carte menu service and a soft chair or sofa A youth hostel is a place where people of all
with a side table in each room. ages, as well as families can stay. They do not just
I OK, thats good to know, but what about Spain? consist of dorms and bunk beds, and many have
Can visitors expect star ratings in Spain to be the family or single/double rooms. They are excellent
same as in the rest of Europe? value for money and provide clean well-run
J Well, actually the short answer to that is no. In accommodation at a low price. They often have
Spain, the stars can only be awarded by the their own bar or restaurant so you do not need to
regional tourist authorities. There are 17 different cook your own food.
regional tourist authorities and each one gives an
official rating according to its own set of criteria. Exercise 5, page 27
I That sounds pretty confusing. Focus students attention on the Grammar box and
J Well, yes it is. And to make it worse, most either go through it as a class or allow students time
people book hotels online or through tour to read it, answering any questions which arise.
company brochures, which often use their own Students then choose the correct modals in the texts,
criteria and sets of symbols, for example suns, comparing answers in pairs before discussing them
crowns, keys, moons or diamond symbols to rate as a class. Check vocabulary, e.g. inland, strict.
hotels.
I So, do the stars mean anything at all? 1 can 2 may 3 have to 4 may 5 should
J Well, the stars reflect the number and range of 6 may 7 should 8 cant 9 may
facilities offered, for example is there a lift? Does 10 dont have to
the hotel have a gymnasium? So thats something
concrete you can rely on. And of course a four-
star hotel will also cost more than a three- or two- EXTRA ACTIVITY
star hotel in the same city: by law, Spanish hotels Students discuss in pairs which of the three types
must display their prices behind reception and in of accommodation they would prefer to stay at and
every room. However, visitors must remember why.
that VAT is extra.
I Right. And are the prices more or less the same
across the regions?

ACCOMMODATION 28
English for International Tourism Intermediate Teachers Book

Exercise 6, page 27
Students complete the enquiries, comparing answers PROFESSIONAL
with a partner before class feedback.
SKILLS
1 have to 2 dont have to 3 may
4 shouldnt 5 should 6 Can DEALING WITH
COMPLAINTS
EXTRA ACTIVITY
Students work in pairs or small groups and make a Aims and objectives
list of ten other questions guests might ask at a In this lesson students will:
hotel. Round up by eliciting ideas from the class. listen to hotel guests making complaints
Decide which are the most useful. focus on how to deal with complaints
roleplay situations where a complaint is made and
dealt with by a hotel receptionist
RESEARCH
UNUSUAL PLACES TO STAY Listening
Students use the internet to find two to three
examples of very unusual places to stay. This is PROBLEMS AND SOLUTIONS
best set for homework. In a subsequent lesson, Exercise 1, page 28
divide the class into three or four groups and ask Ask students if they have to deal with complaints at
students to share ideas in their groups, choosing
work and elicit a few examples of the kinds they have
the most unusual place. Bring the class together,
dealt with. Focus their attention on the photo and
asking a member of each group to describe the
elicit what the woman could be complaining about.
place they chose. The class then votes for the
most unusual place. Check students understand the list of complaints
given before listening to the recording. Allow time for
Homework suggestions them to compare their answers in pairs before you
Students write an article for a hotel and check them as a class.
management magazine or website explaining how
hotels in their country are graded. 1b 2 a (also d) 3c 4e 5d
(150200 words)
Students write a short article for a travel guide
giving information on three of the most unusual EXTRA ACTIVITY
places to stay in their country. (200250 words) Students work in pairs and make a list of things
they have complained about in hotels, sharing
ideas with another pair.

Exercise 2, page 28
Ask students if they can remember how each
situation was dealt with. If they are a strong class,
ask students to work in pairs and complete the
conversations before they listen again to check their
answers. With a weaker class, you could play the
recording first to help them complete the extracts.
Then check their answers after each one. For
feedback, elicit the solutions that are offered and
discuss whether the class think that the solutions
were satisfactory or not, and explain why.

1 speak to 2 speak to 3 can give


4 you like 5 could try 6 want
7 apologize 8 make sure 9 assure
10 happen 11 attention

4 and 5 are dealt with in a polite and satisfactory


manner.

ACCOMMODATION 29
English for International Tourism Intermediate Teachers Book

1, 2 and 3 are unsatisfactory. In 1, the complaints R I dunno. I can give you his mobile phone
were ignored. In 2, the receptionist was rude. In 3, number if you like.
3
the receptionist should be more helpful and
C = Customer, R = Receptionist
empathize more with the customer.
C Hello, weve booked a room in the name of
Robertson, Mr and Mrs Robertson.
Audio script Track 3.3, Exercises 1 and 2, R But the hotels full. Its half past eleven, we
page 28 dont have any more rooms for tonight.
1 C What? We made this booking two weeks ago!
C = Customer, R = Receptionist And I have a credit card confirmation for late
C Hello, can you send someone to look at the air arrival. You cant say you dont have a room!
conditioning in my room its too noisy and it R I dont have any record of that.
doesnt seem to be working properly because the C Maybe, but I do, so what are you going to do
room is hot. And I cant close the window either about it? We just travelled 150 miles to be here.
and there are insects getting into the room. R Um, perhaps I could try and get you into
R Im sorry, sir. Ill speak to maintenance. another of our hotels. Do you want me to do that?
C OK, thank you. CDo you have any other solution?
[Later] R No.
C Hello, I phoned a couple of hours ago to say 4
that the air conditioning is not working. The C = Customer, R = Receptionist
person I spoke to said someone would look at it C Is that reception?
but nothing has happened. R Yes, how can I help you?
R Which room? C My names Anne Robertson. I just checked in
C 238. with you downstairs. You told me the room was
R I will speak to maintenance. ready but the beds havent been made, the room
C And another thing. The Wi-Fi isnt working and is filthy and it smells of cigarettes. I definitely
I need to be connected Ive got work to do. asked for a non-smoking room and its half past
R OK, I will speak to person in charge. three I dont understand why the room hasnt
[Later] been cleaned.
C I want a refund, Im not paying the full rate I R Oh, Im so sorry, Mrs Robertson. I do apologize
complained several times about the air for the inconvenience. Please come down and Ill
conditioning and the internet connection that didnt make sure you get a room thats ready. Ill put you
work and I was just ignored. in a better room with a view over the lake.
2 C OK, thank you very much. Ill come down now.
C = Customer, R = Receptionist Oh my goodness, theres a lizard in the room!
C I dont understand this bill. Its too much. 5
R You got a problem? C = Customer, M = Manager
C When I made the reservation, I was told the C Excuse me, are you the manager?
room rate was seventy-nine dollars and ninety M Yes, madam, what can I do for you?
cents. C Id just like to tell you that I find the attitude of
R Yeah, plus taxes. the people you employ here completely
COK, but whats this youve added another 15 unacceptable. This afternoon when I came back,
dollars. the room hadnt been cleaned. I phoned
R Yeah, thats kind of for the extra person in the housekeeping but I dont think they understand
room. English, they just say yes. Finally, I managed to
C The extra person in the room!! I was never told make them understand what I wanted and
there was a charge for that! someone brought up some clean linen, but the girl
R Thats the rate, man. wouldnt stay to clean the room and I had to make
C Wheres it say that? Theres nothing about that the bed myself. She said it was the job of
on the check-in card and I cant see anything here housekeeping, not hers.
in the reception area about charging for the M Im very sorry madam. Ill have a word with the
number of people in a room. staff. I assure you it wont happen again. Thank
R Yeah, but I cant do anything about it, can I? I you for bringing the matter to my attention.
aint the manager.
C Can I speak to the manager?
R Nope, he aint here.
C When will he be back?

ACCOMMODATION 30
English for International Tourism Intermediate Teachers Book

Exercise 3, page 29
Students work in pairs to discuss how to improve the EXTRA ACTIVITY
three dialogues with unsatisfactory outcomes. Students work in pairs and choose one of the
Monitor, helping as needed, and (depending on the extracts to develop into a roleplay which they
class size) ask students to roleplay one of their practice and then do in front of another pair.
rewritten dialogues for the class. Make sure each of Round up by asking a few pairs (who have chosen
the dialogues are covered. For feedback, discuss different situations) to roleplay their situation for
best practice and useful language. the class.

Students own answers. Speaking

Professional skills HANDLING PROBLEMS


Exercise 6, page 29
DEALING WITH COMPLAINTS Find out if students feel confident handling problems
Exercise 4, page 29 and why/why not. Put students into pairs and allot
Focus students attention on the Professional skills roles A and B. Allow them time to read the relevant
box. Ask them to work in pairs to match the sentence information. Remind students to use some of the
halves before eliciting ideas. expressions given in Exercise 5. Monitor during the
activity and help as needed. With weaker students,
1c 2d 3f 4e 5h 6b 7a 8g As (and Bs) could prepare in small groups before
returning to their original partners. Set a time limit of
Exercise 5, page 29 5 minutes for this. If time, ask students to swap roles.
Refer students to the useful expressions given and Round up by discussing how well complaints were
ask them to complete them. Play the recording to dealt with and what expressions were used.
check answers, pausing after each one is given.
Discuss the importance of sounding polite and how EXTRA ACTIVITY
this can be achieved (intonation, tone, facial
expressions, etc.) and check students understand Students discuss their experiences of making or
what assertive means. Ask students to practise dealing with complaints, particularly in the context
saying the expressions in pairs. Monitor and help as of hotels.
needed.
Homework suggestions
Students choose one of the complaints below and
1 sorry 2 apologize 3 know 4 afraid then write a short conversation where a hotel
5 seems 6 problem 7 look 8 back 9 do guest complains to the receptionist (three to five
minutes). In a subsequent lesson, students partner
Audio script Track 3.4, Exercise 5, page 29 up with someone who chose a different complaint
and practise both conversations prepared, playing
Apologizing
the receptionist for their own conversation. Round
1 Im sorry about that.
up by discussing different ways to deal with each
2 I do apologize for the inconvenience.
of the complaints.
3 I hear what youre saying and I know how you
Hotel complaints: no Wi-Fi access, sub-standard
feel.
restaurant, inaccurate star rating, bed bugs or
Explaining
noisy room.
4 Im afraid theres been a misunderstanding.
Students write an article for a hotel and
5 What seems to have happened is that
management magazine or website describing
6 At the moment were having a problem with
some of the most common complaints made by
Acting
hotel guests and how to best deal with them.
7 Ill look into it right away.
(200250 words)
8 Ill get back to you when its been sorted out.
9 Ill do everything I possibly can.
Photocopiable notes 3.2 (page 109)
Dealing with a complaint (Card activity page 111)

ACCOMMODATION 31
English for International Tourism Intermediate Teachers Book

See Pairwork files.


CASE STUDY Student A:
Park Market selling food past sell-by date
INVESTIGATE health hazard
Level of service and hygiene gone down
CUSTOMER slow response for medical help and hygiene
issues in swimming pool
COMPLAINTS Student B:
Maintenance of villa poor standard of service
CASE STUDY MENU (dirty room, missing bed linen, shelf in fridge
falling off, DVD player not working)
Refer students to the lessons aims and objectives
Katarina Chalupovas finger injury
before focusing their attention on the picture. Elicit
what it shows and ask what type of holiday is being
illustrated. Management team meeting

Promotional brochure Exercise 4, page 31


Explain that Caxtons management are holding a
Exercise 1, page 30 meeting to discuss the issues. Students listen, noting
Students read the extract, comparing answers in the decisions made. Allow them time to discuss ideas
pairs before checking them as a class. in pairs before opening the discussion to the class.
Check vocabulary, e.g. at fault, infect, and remind
1 Sylvan Parks are located throughout Europe. students about infection and compensation which
2 Self-catering villa accommodation. came up in Exercise 2.
3 They cater mainly for families.
1 Katarina Chalupova: They can claim that there
Customer complaint was negligence on her part. They suggest
writing to the solicitors and playing for time.
Exercise 2, page 30 They may offer some compensation but will
Check students understand vocabulary, e.g. splinter, not admit responsibility.
infection, amputation, compensation, before reading 2 Swimming pool health and safety: They will tell
the letter. Allow students time to discuss answers the swimming pool attendant to make sure that
with a partner before class feedback. children with nappies are not allowed in the
pool area.
1 She caught her finger on a bedside table and 3 Villa maintenance: They should budget for
a splinter went under her thumbnail. repainting over the next six months and select
2 The nurse advised her to take painkillers. The the properties that really need repairs.
bedside table was never removed. Random checks will be made to make sure
3 She now has a serious infection and risks that the rooms are properly cleaned and that
amputation of part of her finger. the bedding is changed every day.
4 She intends to contact her solicitor and seek 4 Park Market supplies: Mrs Hawkins should
compensation. contact the suppliers directly. Sylvan Parks will
decline responsibility for food items past their
sell-by date.
Problems at Caxton
Exercise 3, page 31 Audio script Track 3.5, Exercise 4, page 31
Tell students they are going to read more about
problems at Caxton. Then put them into pairs and A Lets get this meeting started, shall we? The
allot roles A and B. Allow students time to read the first item is about this Mrs whatshername.
relevant information. Students then discuss the B Katarina Chalupova.
problems they read about in their pairs before class A Yeah, well, this is pretty serious. What I want to
feedback. Check vocabulary, e.g. alarmed, captive know, is why didnt anyone notice that this piece
(audience), disgusted, damp, mouldy, stains. of furniture was potentially dangerous?
B Its very difficult to get good cleaning staff.
They dont care, they just come in and out, a lot of
them turn up late
C Some of them cant speak English.
B And they dont care.

ACCOMMODATION 32
English for International Tourism Intermediate Teachers Book

A Why not? TASK


B Why should they, their wages are really low Go through the task with the class before putting
and they have no reason to care really. students into small groups to hold their meeting.
A Well, this is going to cost us. Have you read Allow preparation time if required and ask students to
the letter from the solicitors? choose a chairperson. You may wish to set a time on
D It looks bad but we can also claim that she was the meetings, e.g.10 minutes. Monitor and note
at fault. She admits that she spent a lot of time in points to discuss later. Round up by eliciting
the swimming pool but if her finger was infected, outcomes and discussing proposed actions.
she should have kept the finger protected and
clean and not gone swimming. POSSIBLE OUTCOME
C She says it was the water in the swimming pool
that caused the infection. Katarina Chalupova:
A It cant have done the water has chlorine in it, Either play for time, refuse responsibility, claim
its disinfected. her own negligence but offer limited
B Yes, but other people say that there are kids compensation as a gesture of goodwill (e.g.
who havent been toilet trained in the pool. another stay at Sylvan Parks, which she will
A OK, we need to tell the swimming pool probably refuse) and wait for a response from the
attendant to make sure that kids with nappies are solicitor. Or apologise, offer financial
not allowed in the pool area. compensation and explain the policies and
D So what about her claim for compensation? improvements that will be put into place to ensure
A I suggest we write to the solicitors and play for such an incident does not reoccur.
time wait until we know how serious it is. Maybe Swimming pool health and safety:
offer some compensation but dont admit Provide a separate area for children to swim in
responsibility. Nothing proves that there was really and ban the wearing of nappies in and around the
something wrong with the bedside table. In any swimming pool.
case, she may have a personal accident Villa maintenance:
insurance policy or have signed up for our own Standards and schedules for work relating to
when she booked. cleanliness and general maintenance work need
D Yeah, good point. Lets move onto the to be implemented. Checklists of what to clean
maintenance issue. and maintain (and how often) need to be drawn
B Its true that some of the villas need repainting. up and implemented. Inventories listing villa
I think we should budget for that over the next six contents to be created and verified after each
months and choose the properties that really do guest has checked out, replacing dirty, broken or
need some repairs. unsafe items. Key phone numbers to be left in
A OK. Ill look after that. (newly-created) information pack by phones in
C And Ill have a word with Molly OConnor and each villa.
make sure she tells the staff that in future well be Staffing:
doing checks to make sure that the rooms are Efforts to made to recruit personnel with a good
properly cleaned and that the bedding is changed command of English. This should not be difficult in
every day. Its unacceptable. times of high unemployment.
A Good. Now what about the Park Market? Park Market supplies:
B Well, thats very clear. It clearly states in our More rigorous control systems are needed to
terms and conditions that food and beverages are ensure that products are reduced in price as they
provided by third parties. So any issues near their sell-by date, then are removed from
concerning food in the stores should be directed display by that date.
to the provider. The medical centre:
A Right, so we can say we are not responsible Needs to provide a fast and reliable service.
and Mrs Hawkins should contact the Park Market Protocols relating to response times and support
directly. Is anyone taking minutes for this available at various times of the day and week
meeting? need to be actioned and explained to all
D Ill draw up a list of action points and circulate it concerned. All key information to be provided in
to all of you. the villa information packs.

ACCOMMODATION 33
English for International Tourism Intermediate Teachers Book

Writing a letter of apology


FACT FILE
Useful phrases for letters of apology:
Thank you for bringing this matter to our attention.
We are sorry to hear that
Please accept our apologies for . / We
apologize for
Please be assured that we will
We value your custom highly./ Your satisfaction is
our priority.
Please find enclosed a voucher for

Exercise 5, page 31
Find out if students have ever written a formal letter
of apology and if so, why. Refer to the model letter
given on page 101 of the Writing bank and go
through the structure and phrases used. Students
work alone or in pairs to discuss what points their
own letter will include (alternatively, this could be
done as a class) and how they will organize it. The
letter itself (150200 words) could be written in class
or for homework.

UNIT 3: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.

Homework suggestions
Students write a short report explaining how
customer complaints are dealt with at the company
they work for or how they should ideally be dealt
with, suggesting any relevant recommendations
for future improvement. (200250 words)
Students write a sentence of their own using each
of the key words given for the unit (15 sentences
in total). Encourage them to use a variety of
structures and language from the unit.

ACCOMMODATION 34
4
UNIT MENU
DESTINATIONS

Grammar: articles
Vocabulary: weather, climate, features and attractions
Professional skills: offering advice
Case study: develop a destination

Aims and objectives EXTRA ACTIVITY


In this lesson students will: Students work in pairs or small groups. They talk
read an article about weather conditions and their about a journey they have made which was
effect on the travel industry affected by bad weather and they describe to their
listen to weather forecasts and focus on partner or group what exactly happened.
vocabulary for describing climate
write about climate in their country
Listening
Reading WEATHER FORECASTS
WEATHER AND TRAVEL CHAOS Exercise 4, page 33
Begin by eliciting from students a few words to
Exercise 1, page 32
Introduce the lesson topic by eliciting a few examples describe todays weather. Then ask students to
of types of weather that cause travel problems in complete the table, checking answers as a class.
their country and why. Students then read about how Ask them if they can use any of these words to
weather can impact on the travel industry, discussing describe todays weather.
answers as a class. Check potentially new
vocabulary, e.g. disruption, grounded, criticism. Rain Temperature Wind Visibility
drizzle freezing breeze fog
The bad weather caused disruption at airports, on showers mild gale mist
roads and in rail services. In particular, many flights
Exercise 5, page 33
were delayed or cancelled and travellers had to
Students listen to the weather forecasts. Allow time
camp out at airports.
for them to discuss answers in pairs before class
feedback. If your students are thinking of taking the
Exercise 2, page 32
Allow time for students to reread the article before LCCI Level 2 Certificate in Spoken English for
discussing their ideas in pairs. Round up by opening Tourism, remind them that they will be expected to
the discussion to the class. have a good understanding of vocabulary relating to
weather and climate features for the exam.
Students own answers.
Weather forecast 1
Exercise 3, page 32 1 Spring
Focus students attention on the words in bold in the 2 c
text and ask them to complete the sentences using 3 b and c (in northern areas)
them. Give students time to compare answers in Weather forecast 2
pairs before going through them with the class. 1 Mediterranean countries and Portugal and
northern, eastern and southern Africa
2 a
1 disruption 2 blocked 3 grounded
3 b
4 stranded 5 delays 6 cancelled
Exercise 6, page 33
Students listen a second time, referring to the audio
script to check answers. Elicit them from the class,
checking pronunciation.

1 overcast 2 chilly and cool 3 sunny spells

DESTINATIONS 35
English for International Tourism Intermediate Teachers Book

EXTRA ACTIVITY EXTRA ACTIVITY


Students look up a website which gives the Students find out about the climate of Australia
weather forecast for the country they are in or and write a short description giving information
from. Ask them to read the forecast for the day about it. (3550 words)
which follows their next lesson (if possible) and in
the next lesson, ask them to practise giving their Writing
forecast with a partner.
DESCRIBING CLIMATE
Audio script Track 4.1, Exercises 5 and 6, Exercise 8, page 33
page 33 Ask students to write a description about their own
countrys weather, using the ones given in Exercise 7
1
as models. Alternatively, set this as homework.
Hi, this is Curtis Jackson with the weather forecast
at 6 a.m. for today Monday the third of April until
midnight. Most of the country will start the morning EXTRA ACTIVITY
overcast with some mainly light rain or drizzle,
Ask students to write about a country which has a
although over northern areas some heavier
completely different climate to their own (5060
scattered showers are expected during the
words). In a multi-national class, students could
afternoon.
work in mixed nationality groups (or pairs), taking
During the afternoon, brighter, drier weather
turns to tell each other about the climate in their
should gradually extend eastwards with sunny
country.
intervals and itll be another mild day with
temperatures in the mid-50s, generally a little
higher than yesterdays but a little under the
EXTRA ACTIVITY
seasonal average.
2 Refer students to Part 3 of the EFIT Intermediate
Hello there, its Monday, the last day of the year, level DVD material for extra listening and
and today its likely to be a rather chilly day for vocabulary exercises relating to the Sri Lankan
many. Therell be some scattered showers and a Rainforests. Although students are encouraged to
cool breeze for Sicily and southern Italy, but most view the complete programme on the DVD there is
parts of the Mediterranean will be dry and well also an option so that they can watch in smaller
see sunny spells for the French Riviera, Spain segments, as is denoted by the worksheet timings.
and Portugal once the early morning mist and fog Alternatively, the DVD-related worksheet can be
has cleared. undertaken as self-study. At the end of the
There are a few showers spreading down into worksheet, there is an optional task, which can be
northern parts of Africa, particularly Tunisia and completed in groups in class or set as homework,
Libya. Cairo should be dry with temperatures of with findings presented in a subsequent lesson.
18 or 19 and lots of warm weather and summer
sunshine in Nairobi, Dar es Salaam and Cape Homework suggestions
Town. Students find out how the eruption of Icelands
Eyjafjallajkull volcano in 2010 affected the travel
industry. Alternatively, they could find out more
Vocabulary about another situation relating to weather or
DESCRIBING CLIMATE natural events, which impacted on the travel
industry in another country/region. Remind
Exercise 7, page 33 students to include data in their findings and in a
Ask students how they would describe the climate of subsequent class, put students into small groups
their country (or the host country if different). They to share their findings. Students then either write
then read three descriptions, deciding in pairs which an article for a tourism industry website explaining
country each is referring to. Discuss answers as a what happened and what lessons have been
class, checking vocabulary, e.g. monsoon, learnt in the travel industry (200250 words) OR
temperate, changeable, humid. This might be a good they prepare a group presentation (510 minutes).
opportunity to elicit other weather-related lexis. Students choose a country with a very different
climate to their own and write a short description of
A India B Norway C Korea its climate (5075 words). In a subsequent lesson,
(Australia isnt mentioned.) students read out their description in groups and
the other students must try to guess the country.

DESTINATIONS 36
English for International Tourism Intermediate Teachers Book

A the Easter Island statues (Chile)


WHERE TO GO? B the Giants Causeway (Northern Ireland)
C the ancient city of Petra (Jordan)
Aims and objectives D the Paphos mosaics (Cyprus)
In this lesson students will: E the Taj Mahal (India)
read about popular tourist destinations and when F the Grand Canyon (USA)
to visit different places
study the use of articles EXTRA ACTIVITY
write a review on a destination for a travel webzine
Students work in pairs or small groups and decide
Vocabulary which continent each country is in and which
countries each one shares a border with. This
POPULAR TOURIST DESTINATIONS could be done as a race. It may help to refer them
to the map of the world at the front of the Course
FACT FILE Book when discussing answers.
Easter Island belongs to Chile. It is situated in the
South Pacific Ocean about 2,000 miles from land Exercise 2, page 34
and is famous for its monumental stone statues. Refer students to the information and ask them to
work in pairs to make two changes for each country.
The Giants Causeway, on the north coast of Round up by eliciting ideas and discussing answers.
Northern Ireland, is famous for its hexagonal stone
columns, which are the result of volcanic activity
millions of years ago. The Republic of Ireland uses COUNTRY: Chile
the euro but as Northern Ireland is part of the UK, CURRENCY: peso LANGUAGE: Spanish
its currency is pounds sterling. COUNTRY: Cyprus
CAPITAL CITY: Nicosia CURRENCY: euro
The city of Petra is Jordans most popular tourist LANGUAGE: Greek and/or Turkish
attraction. It was carved into the rock face by Arab COUNTRY: India
people (Nebataeans) a few thousand years ago. CAPITAL CITY: Delhi CURRENCY: rupee
Paphos lies on the southwest coast of Cyprus. Its LANGUAGE: Hindi and English
key landmarks include the harbour, its Byzantine COUNTRY: The Republic of Ireland
castle and the mosaics in the Houses of Dionysus, TOURIST ATTRACTIONS: Viking museums,
Theseus and Aion, which show scenes from Greek castles, hiking LANGUAGE: English and Irish
mythology that are around 1,5001,800 years old. Gaelic
COUNTRY: Jordan
The Taj Mahal is a magnificent white domed
marble mausoleum built over 350 years ago by the TOURIST ATTRACTIONS: desert excursions, the
Mughal emperor Shah Jahan in memory of his ancient city of Petra, archaeological sites
third wife, Mumtaz Mahal. It combines Persian, LANGUAGE: Arabic
Turkish and Indian influences. COUNTRY: USA
CURRENCY: dollar LANGUAGE: English
The Grand Canyon is a 446 km long steep-sided
canyon in the American state of Arizona
The Vikings were Nordic seafaring explorers and EXTRA ACTIVITY
traders from late 8th century to mid-11th century, Students choose one of the places and find out
who had a reputation for being raiders and more about it, preparing a short five-minute talk to
warriors. Originating from Scandinavia, the Vikings
promote interest in their destination. Students then
sailed in long boats to discover lands where they
form mixed groups (in terms of destination) and
could settle or trade.
take turns to talk about the place they chose and
Exercise 1, page 34 say why the others should visit it. Students vote for
Introduce the topic of this lesson as popular tourist the most interesting-sounding destination.
destinations and ask students to work in pairs, telling
their partner which famous tourist attractions they Reading
have been to. Focus students attention on the
photos. Ask students to label the attractions and WHERE TO GO WHEN
name the country they are in. Elicit answers and the Exercise 3, page 35
missing country (Northern Ireland the Giants Ask students when the best time to visit their country
Causeway). Find out which ones students have is and why. Students then read and complete the
visited or would like to visit, and what they know extracts. They can then check their ideas in pairs
about each one. before going through them with the class. Finally, find

DESTINATIONS 37
English for International Tourism Intermediate Teachers Book

out which place students would prefer to visit and


1
why, then check any new vocabulary.
1 the 2 a 3 4 the 5 A 6 the 7 8
9
1 Jackson Hole 2 the United States 3 Dallas 2
4 Jordan 5 Petra 6 Galway 7 Ireland 10 the 11 12 the 13 14 the 15
16 the 17 the 18

EXTRA ACTIVITY
Writing
Students take turns to read out an extract, reading
it to promote interest. Focus on pronunciation and A REVIEW
intonation.
FACT FILE
Exercise 4, page 35 A webzine is a website that is a magazine.
Students complete the vocabulary lists, comparing
answers with a partner before class feedback. Exercise 6, page 35
Find out if students have ever written a review before
and discuss the writing task. Explain that they can
Natural features: mountains, slopes, archipelago,
choose any destination they like and decide if they
islands, rocky coast
work alone or in pairs. Remind them to refer to the
Weather: forecast, clear, sunny, heavy snowfalls,
texts in Exercise 3 as models, and help as needed.
extreme heat, sandstorms, frequent showers, cold,
The reviews could be completed for homework and
windy
either read out in groups or, if possible, put on the
Transport: camel, connecting flight, shuttle buses,
walls for students to read.
donkey, horse-drawn carriage, ferry
Attractions: oyster festival, monuments
EXTRA ACTIVITY
Grammar Students write a short paragraph saying when the
best time to visit their country (or one they know
ARTICLES well) is. Remind students to use the examples in
Exercise 5 as models. (5060 words)
FACT FILE
The Mekong River runs from the Tibetan Plateau, Homework suggestions
through China, Burma, Laos, Thailand, Cambodia Students choose 15 of the vocabulary items from
and Vietnam. Exercise 4 and use each one in a new sentence of
their own.
Luang Prabang is a city in the north of Laos which Students write a review (100150 words) of a
is now a UNESCO World Heritage Site due to its popular destination in their own (or host) country,
previous status as the royal capital and seat of as in Exercise 6, but this time they rewrite it
government.
leaving 15 gaps in their text for a, an, the or .
Remind them to refer to the rules for using articles
and to bring a copy of the completed text to the
EXTRA ACTIVITY
next lesson. When texts have been checked,
Ask students where Turkey is (they could refer to students type up a gapped version of them (using
the map at the beginning of the book) and elicit gaps in place of articles or before nouns) for a
which countries it borders. subsequent lesson. Students then work in pairs,
Then discuss where the Mekong River is and ask swapping texts, completing them and checking
students which countries it passes through. their answers so as to revise articles.
Give information from the Fact file as needed.
Photocopiable notes 4.1 (page 112)
Exercise 5, page 35 The geography game (Card activity page 113)
Focus students attention on the Grammar box and
read through the information given. It may be useful
to find out if students use articles in their own
language and if the rules are similar or not. Suggest
they highlight rules which are different. Students then
complete the texts, checking answers in pairs before
discussing them as a class.

DESTINATIONS 38
English for International Tourism Intermediate Teachers Book

PROFESSIONAL Destination: Costa do Saupe, northeast Brazil


Accommodation: luxurious hotel, spacious
SKILLS bedrooms, huge TV
Activities available: volleyball, windsurfing, tennis,
aqua gym and horse-riding
OFFERING ADVICE How to get there: pick-up service from airport to
resort in an air-conditioned bus
Aims and objectives Best time to go: December through February
In this lesson students will: Weather: good weather, sun shines practically all
listen to a travel agent discussing a holiday year, guaranteed temperatures in between 75 and
proposal with a client 90 degrees.
focus on expressions used to give advice to
customers Audio script Track 4.2, Exercise 2, page 36
roleplay different situations to practise advising
P = Patricia, B = Barbara
customers
P Hi. Is that you, Barbara? This is Pat Walsh. We
Speaking talked a couple of days ago about your upcoming
vacation.
A PERSONAL SERVICE B Oh hi, Pat. Howre you doing?
P Im good. Hey, listen, I found you a great place
Exercise 1, page 36
to go! Its called Costa do Saupe in northeast
Focus students attention on the photo and website
Brazil. Its this private resort with a fantastic beach
information for BettaVacations before giving them
area about one hour north of Salvador. There are
time to read it. Ask students what Patricia does for a
five hotels with incredibly spacious bedrooms, a
living then get students to read about the people
huge TV and I can tell you, its real luxurious.
looking for a suitable holiday. Elicit the AmE for
B Sounds great. What kind of activities are
holiday (vacation) and ask students to decide which
there? Do they organize things for us to do? Hank
type of holiday might suit each pair. Students discuss
and I just dont want the kids to get bored you
ideas in pairs before sharing them with the class.
know what teenagers are like.
Encourage them to explain their choices and if time,
P You dont need to worry about that therell be
ask the class to reach a consensus on the best
plenty for your boys to do, like volleyball and
holiday for each set of people.
windsurfing on the beach which is right next to
your hotel, tennis, aqua gym, horse-riding they
Students own answers. have their own equestrian centre and, you
know, for eating out theres a really wide choice
Listening fifteen restaurants, French, Italian, Japanese and
Brazilian food.
COSTA DE SAUIPE B OK, so how would I get there?
P Well, theres an air-conditioned bus that picks
FACT FILE
you up from the airport in Salvador and drives you
Brazil is the largest country in South America and straight to the resort, which is about 50 miles
the worlds fifth largest country. It has a fast away.
growing economy (in 2012 it was the worlds sixth B That sounds convenient. And when do you
largest) with tourism as a growing industry. In 2012 reckon is the best time to go?
it received over 5 million visitors and is the third P Well, if you go in summer (thats December
most popular Latin American country among through February), they have something thats
tourists after Mexico and Argentina. really special. I know youre interested in nature
and wildlife and they have this turtle preservation
EXTRA ACTIVITY scheme. Once or twice a week, the resort people
Refer students to the map in the front of the book collect the turtle eggs and they save all the turtles
and ask them to find out where Brazil is. Elicit that are born on that day. And this naturalist guy
which countries it borders. comes and gives talks about turtles and their
habitat, and so on, and about other marine life as
Exercise 2, page 36 well. I know someone who went there with her
Students listen to Patricias holiday proposal, making kids and they absolutely loved it.
notes on the given aspects. Allow time for students to B Well, that sells it for me. Judd is mad about
compare notes in pairs before class feedback. marine life. You said December through
Discuss if any ideas were similar to theirs. February? So thats their summer, right?

DESTINATIONS 39
English for International Tourism Intermediate Teachers Book

P Yeah, youre guaranteed good weather. Costa 1 advise


do Saupe is in a tropical region and the sun 2 suggest
shines practically all year round, and youre 3 I could
guaranteed temperatures between about 75 and 4 recommend
90 degrees. 5 If I were you,
B OK, thats plenty hot enough. 6 dont you
P Look, Barbara, why dont you visit their website
to see what it looks like, and then when youve Speaking
done that, I suggest you get back to me and well
take it from there. PROFESSIONAL ADVICE
B OK, Pat, that sounds really good. Ill do that
Exercise 6, page 37
now and call you up maybe tomorrow.
Explain that students are going to practise giving
P OK, great speaking with you.
professional advice. Put them into pairs and allot
roles A and B. Allow them time to prepare. With a
weaker class, As (and Bs) could prepare in small
EXTRA ACTIVITY groups before returning to their original partners.
Ask students, in pairs, to try to make a list of all the Monitor conversations during the activity, making
countries that share a border with Brazil. Give notes on aspects to discuss during feedback. Round
them two minutes or make it a race. Alternatively, up by finding out what advice had been given.
provide them with a map showing only the outlines
of the countries in South America for them to fill in. See Pairwork files.
To extend the activity, go through the answers
(using the map in the front of the book or an atlas Writing
if possible) before asking students to write down
AN ADVICE EMAIL
all the countries capitals.
Exercise 7, page 37
Exercise 3, page 36 Students write an email to summarize their advice,
Ask students to discuss their answers in pairs or using the one given in Exercise 5 as a model.
groups of three or four before eliciting ideas from the Encourage them to make notes and organize their
class. ideas before writing the email. Remind them of the
word limit. The email could be completed for
She knew that Barbara is interested in nature and homework.
wildlife. She says that there is a turtle preservation
Homework suggestions
scheme there.
Students create a conversation (4-5 minutes)
The selling point was that they have someone who
where one gives the other professional advice on
gives talks about marine life, which her son is really
a suitable holiday. Remind students to use
interested in.
language and ideas from the lesson. In a
subsequent lesson, students could work with a
Professional skills partner to practise both their conversations and
then choose their favourite one to roleplay in
OFFERING ADVICE
groups or for the class.
Exercise 4, page 37 Students choose a different grouping from those
Refer students to the language in the Professional presented in Exercise 1 (i.e. a couple of students,
skills box and give students time to match the two middle-aged female friends, etc.) and propose
sentence halves, checking answers in pairs before a suitable holiday for them in their own country or
going through them as a class. one they know well, writing an email to present
their ideas. (200250 words)
1d 2c 3b 4f 5a 6e
Photocopiable notes 4.2 (page 112)
Exercise 5, page 37 Offering professional advice (Card activity pages
Focus on the photo and ask what it shows and where 114115)
the people could be. Students then read the letter,
completing the gaps with language from Exercise 4.
Allow time for students to compare ideas with a
partner before class feedback. Check vocabulary,
e.g. explore, spoil, shore.

DESTINATIONS 40
English for International Tourism Intermediate Teachers Book

CASE STUDY An interview with the Director of Tourism


Exercise 3, page 39
Tell students they are going to listen to an interview
DEVELOP A with Eldorados Director of Tourism. After listening,
DESTINATION students compare answers in pairs before discussing
them as a class.
CASE STUDY MENU
1 The country is now a lot safer than five years
FACT FILE ago. It is now considered entirely safe.
2 Mainly from the USA.
SWOT analysis is used as a means to analyse the 3 It was a great public relations exercise and
Strengths, Weaknesses, Opportunities and Threats reached a massive audience, who have never
of a proposal or business. It originated in the USA thought of Eldorado as a tourism destination. It
in the 1960s/70s. portrayed a positive image of the country.
4 They are planning to increase the amount of
Refer students to the lessons aims and objectives
hotel accommodation and improve tourism in
before focusing their attention on the photos in this
the country.
lesson. Explain that they represent images of a
5 Tax exemption means that the companies
fictitious country in Central America. Ask if anyone
wont have to pay any tax. The government is
has been to Central America and find out what they
offering tax exemptions of almost 100 percent
know about it.
during the first ten years for foreign companies
that set up there. If within the next ten years
EXTRA ACTIVITY they decide to reinvest 35 percent of the initial
Ask students to list as many of the countries in amount, the exemption can be extended.
Central America as they can (plus their capital
cities). Give them three minutes or make it a race. Exercise 4, page 39
Students then listen to the interview a second time,
Alternatively, provide them with a map showing
matching the statistics with the numbers. During
only the outlines of the countries with a star
feedback, go through the eight sets of statistics,
marking the capitals for them to complete.
eliciting the corresponding number. Check all
Answers numbers are said correctly and add a few more
Guatemala (Guatemala City), Belize (Belmopan), examples for further practice if necessary.
El Salvador (San Salvador), Honduras
(Tegucigalpa), Nicaragua (Managua), Costa Rica 1 5 2 60,000 3 US $99 million 4 11.8%
(San Jose) and Panama (Panama City). 5 16% 6 13,000,000 7 7,800 8 38,000
Note that while some may consider Mexico in Central
America it is actually classified as part of North America
Audio script Track 4.3, Exercises 3 and 4,
(along with the USA and Canada).
page 39

Tourism in Eldorado I = Interviewer, JJ = Jon Jackson


I So is Eldorado a safe place for tourists?
Exercise 1, page 38 JJ There was a time when our country was
Students read about Eldorado and complete the text, dangerous but the civil war was over five years
comparing answers in pairs before going through ago and its very different now. In fact, because of
them as a class. Discuss new language, e.g. sacred, our low crime rate, our country is now considered
artefacts, exploit. entirely safe. Last year, over 60,000 visitors came
here from the USA and tourism is growing really
1 landscape 2 tropical 3 rainy season fast. Weve already generated 99 million US
4 temperature 5 archaeological sites dollars in revenue from tourism in the first four
6 temples 7 architecture 8 investment months of this year.
I How many visitors do you expect this year?
Exercise 2, page 38 JJ More than one million, mainly from the USA.
Ask students to discuss the questions with a partner But there are more and more visitors from other
before opening the discussion to the class. parts of the world. Tourism investment is up by
11.8 percent this year and we expect our tourism
Students own answers. receipts to rise by more than 16 percent.

DESTINATIONS 41
English for International Tourism Intermediate Teachers Book

hospitals. Poor hotel service and food, lack of


I The TV reality programme Lost and Found,
security for guests belongings, lack of privacy,
which has a big audience in the United States,
negative attitude towards tourists. Polluted local
was filmed here recently. Has this had any effect
beach.
on tourism?
Opportunities:
JJ It was a really great public relations exercise.
Increase in number of visitors to the country over
The programme will be on for 14 weeks every
previous years, except for last year. The Lost and
Wednesday night during TV prime time and will be
Found TV series is likely to attract more visitors in
watched by 13 million American households.
the short term. The government is ready to help
Thats a massive audience who have probably
inward investment.
never considered our country as a tourism
Threats:
destination. But most important is the positive
Rainy/hurricane season and widespread flooding,
image of the country that the programme portrays.
leading to landslides, bridge collapses and
I What plans do you have to develop tourism in
cancellation of local flights. If Eldorado does not
Eldorado?
boost tourism, the neighboring countries will
JJ Well, we want to increase the amount of hotel
benefit and Eldorado will remain locked in a cycle
accommodation available. At the moment, we
of poverty and political unrest.
have 7,800 hotel rooms, which isnt enough. Our
2
neighbouring countries offer around 38,000. Were
There are definitely investment opportunities
working with two Spanish hotel chains, SunSoul
available and demand too, as the WTO statistics
Hotels and Ambrosi Resorts to improve what we
show. The country has a rich cultural heritage,
have to offer. Our government is offering tax
warm weather most of the year, geographical
exemptions of almost 100 percent during the first
diversity and the country is recovering from
ten years for foreign companies that set up here.
political instability. How to ensure safety might be
If within the next ten years they decide to reinvest
the deciding factor.
35 percent of the initial amount, the exemption
can be extended.
I OK, so thats bound to attract investors. Thank Writing a press release
you very much for talking to me
FACT FILE
TASK A press release is an official statement giving
information to the newspapers, radio, or television.
Go through the task with students. Then put them
into new pairs and allot roles A and B. Ask who has Exercise 5, page 39
done a SWOT analysis before and elicit what it Check students understand what a press release is
involves, before referring students to the information and refer them to the model on page 96 of the
they need to read. Monitor during the activity, helping Writing bank. Students then use the case study
as needed. Round up by asking students if they think information and their own ideas to write their own
Eldorado is a safe investment and asking them to press release on Eldorado (200250 words). This
present their conclusions to the class. could be done alone or in pairs and finished for
homework.
See Pairwork files.
UNIT 4: KEY WORDS
Highlight the key words box and elicit definitions for a
POSSIBLE OUTCOME selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
1 Suggest that students use the DVD-ROM Mini-
Strengths: dictionary for further self-study.
Three distinct areas, each unique in terms of
weather, geography and history. Wide range of Homework suggestions
adventure activities on offer for toursits, could suit Students write a press release to promote their
many different holiday types (i.e. adventure, own country as an international tourist destination.
luxury, history, nature, etc.). Popular destination (200250 words)
despite threats and weaknesses. Students write a sentence for each of the key
Weaknesses: words given for the unit (13 sentences in total).
Widespread crime and violent crime on the Encourage them to use a variety of structures and
increase, including taxi kidnappings. Malaria is language from the unit.
common as well as some outbreaks of other
diseases. Basic infrastructure but few international
hotels, undeveloped transport systems, road and

DESTINATIONS 42
5
UNIT MENU
THINGS TO DO

Grammar: conditional structures with if


Vocabulary: geographical features, describing attractions, activities, works of art
Professional skills: speaking to a group
Case study: plan a coach tour

Aims and objectives 3 Take advantage


4 check out
In this lesson students will: 5 be sure to
read about things to do in Buenos Aires city 6 enjoy a great day out
focus on guidebook phrases 7 a perfect starting point
talk about tourist attractions and activities in their
region Exercise 3, page 40
Students work in small groups to discuss what advice
Reading they would give in each case. Round up by eliciting
THE PARIS OF SOUTH AMERICA answers from the class.

FACT FILE Students own answers.


Buenos Aires city, the second biggest metropolitan
area in South America, was founded by the Vocabulary
Spanish in the 16th century and has a strong
European feel to it. It is a popular tourist GUIDEBOOK PHRASES
destination because it is very cosmopolitan and Exercise 4, page 41
has a unique mix of cultures. Ask students if they usually take a guidebook when
Exercise 1, page 40 they visit places and find out which ones they prefer
Refer students to the photo at the top of the page and why. Then focus their attention on the
before asking where they think it was taken. Find out sentences, asking them to complete them in pairs,
who has been to Buenos Aires city and what they before eliciting ideas from the class.
liked about it. Students read the text, matching the
paragraphs to the activities. They then check 1 Enjoy a great day out
answers with a partner before class feedback. 2 is famous for
3 lined with
A seeing paintings and architecture, watching 4 be sure to
sport 5 a perfect starting point
B eating out, enjoying the caf culture 6 check out
C listening to music, learning to dance
D remembering a famous person Speaking
E shopping for handicrafts, taking boat trips
DESCRIBING ATTRACTIONS
Exercise 5, page 41
EXTRA ACTIVITY Check students understand the words given before
Students discuss in pairs which activities they putting them into pairs. Remind them to consider the
would choose and why. part of speech missing in each sentence, e.g. noun,
verb. Go through the answers and discuss whether a
Exercise 2, page 40 positive or negative impression is given, and how you
Students add in the phrases. They can then compare can tell.
answers in pairs before you go through them with the
class. 1 touristy N
2 worth visiting P
1 is famous for 3 value for money P
2 lined with 4 affordable P

THINGS TO DO 43
English for International Tourism Intermediate Teachers Book

5
6
fun P
overrated N
EXPLORING
7 packed N ARGENTINA
8 lively N
Aims and objectives
Exercise 6, page 41
Focus students attention on the photos before In this lesson students will:
eliciting what attractions they show in Buenos Aires focus on vocabulary relating to geographical
city. Ask students to think of attractions or activities in features
their own region which could be described by the listen to the Argentinian Secretariat of Tourism
words and expressions from Exercise 5, taking turns talking about the countrys attractions
to tell their partner about them. Round up by asking study the use of conditional structures with if
students to share something their partner told them.
Vocabulary
Homework suggestions
Students write an article for a tourism site about GEOGRAPHICAL FEATURES
their own region, explaining the key tourist Exercise 1, page 42
attractions and activities available. Encourage Focus students attention on the map and photos
them to use vocabulary and expressions before eliciting what country they show. Ask students
introduced in the lesson. (200250 words) if they have ever been to Argentina and find out a
Students write an article giving advice and making few things that they know about it. Refer students to
recommendations for visitors to their country or the names and features, asking them to match them
another they know well. (200250 words) in pairs before checking answers as a class.

1e 2a 3h 4g 5c 6f 7d 8b

EXTRA ACTIVITY
Students discuss in groups further examples of
geographical features, this time from their own
countries OR they could say which places given
they have been to and which they would like to
visit and why.

Exercise 2, page 42
Students complete the description, comparing
answers in pairs before class feedback. Ask if
students are surprised by anything they read and
check vocabulary, e.g. immense, fertile, ravine,
boast.

1 landscapes 2 plains 3 peaks


4 rainforests 5 glaciers 6 wilderness

Listening
THINGS TO DO IN ARGENTINA
Exercise 3, page 43
Students listen to the Argentinian Secretariat of
Tourism talking about places to visit, naming the
different regions on the map. Play the recording
twice. The first time, pause after each section to
allow students time to write information down and the
second time play the complete recording. Check
answers as a class.

Pampas: great plains and beaches

THINGS TO DO 44
English for International Tourism Intermediate Teachers Book

del Plata, which offer activities like quad-biking


Mesopotamia: waterfalls, rainforests and rivers
and surfing.
The Central Region: mountains
The northeast region of the country is the
Cuyo: vineyards, mountains
Argentinean Mesopotamia. On the border with
Patagonia: icebergs in the Antarctic
Brazil, there are the magnificent Iguaz Falls.
Exercise 4, page 43 These waterfalls are just as spectacular as
Students match the activities with the icons before Niagara Falls in Canada or Victoria Falls in South
listening to find out which activities are associated Africa, and if youre looking for excitement, you
with each region. Allow time for students to compare should take a boat trip to the edge of the falls. The
answers in pairs before class feedback. rainforests in Iguaz National Park are a
UNESCO World Heritage Site, which visitors can
explore by eco-train. The Mesopotamia region is
A horse-riding Bangling C rafting
also great for weekend breaks angling on the
D climbing E skiing F quad-biking banks of the Rio Paran.
G whale-watching H hang-gliding Id like now to turn to the Central Region and the
I bird-watching J trekking Andes Mountains. In Crdoba you can see great
examples of colonial architecture. If youd like to
Pampas: explore the mountains, you should take a trip on
horse-riding, bird-watching, hang-gliding, going to the train to the clouds El Tren de las Numbes.
the carnival in Gualeguaych, quad-biking, surfing The train departs from Salta and takes you on a
450-kilometre round trip literally into the clouds
Mesopotamia: the last viaduct is over 4,000 metres above sea
take a boat trip to the edge of the Iguaz Falls, level.
explore the Iguaz National Park by eco-train, go Next is Cuyo in the west-central region. Mendoza
angling on the Rio Paran is the regional capital and is an excellent base to
explore the many vineyards in the area. You can
The Central Region: also go climbing and skiing in the Andes from
in Crdoba see the colonial architecture, take a here, for example at the Las Leas ski resort.
450-kilometre round trip on the train to the clouds But perhaps the most exciting region is Patagonia
in the south. Here visitors can enjoy a wide range
Cuyo: of outdoor activities, horse-riding, trekking, rafting
explore the vineyards in the area, go climbing and and wildlife-watching. From the Puerto Piramides,
skiing in the Andes here on the east coast, you can go whale-
watching and the Tierra del Fuego literally the
Patagonia: land of fire is your gateway to the Antarctic,
horse-riding, trekking, rafting, wildlife watching, where you can take a cruise around the icebergs.
whale-watching, take a cruise around the icebergs Well, I think Ill stop there for the moment and if
in the Antarctic you have any questions, please dont hesitate to
ask me.
Audio script Track 5.1, Exercises 3 and 4,
page 43 Exercise 5, page 43
Ive divided my presentation into five main Students work in pairs or small groups to discuss the
sections, which correspond to the main areas of questions before the discussion is opened to the
the country. Argentina has an enormous variety of class. Encourage students to provide reasons for
landscapes and there really is something for their opinions.
everyone. So, unless anyone has any questions,
Ill begin. 1 The Central Region
So, well start off in the great plains of the 2 Pampas or Patagonia
Pampas region. Visitors can stay at the ranches, 3 Pampas
which are now open as hotels or parks, where 4 Cuyo
they can go horse-riding, bird-watching or hang- 5 The Central Region
gliding. If you have customers who enjoy fiestas 6 Pampas or Patagonia
and carnivals, Id really recommend the annual
carnival in the city of Gualeguaych. Everybodys
heard of Rio carnival in Brazil but this one is less
touristy and a truly authentic experience. For
beach lovers, there are many beach resorts on
the eastern coast here, such as Pinamarand Mar

THINGS TO DO 45
English for International Tourism Intermediate Teachers Book

Grammar Students write an article for a travel magazine


(200250 words), highlighting the diversity of their
CONDITIONAL STRUCTURES WITH IF country. Ask them to recommend regions and
Exercise 6, page 43 activities for different groups of visitors, e.g.
Go through the information in the Grammar box with families or more adventurous visitors.
class, remind students about the use and positioning
of the comma and refer them to page 116 of the Photocopiable notes 5.1 (page 116)
Grammar reference for further examples. Students Whats the activity? (Card activity page 117)
then complete the sentences, checking answers in
pairs before class feedback. Elicit answers and the
structures used.

1 like, ll love
2 ll need, go
3 travel, ll feel
4 ll miss, stay
5 re looking, d recommend
6 should visit, re
7 wish, should take
8 wants, should go

EXTRA ACTIVITY
Students write five if sentences for the two rules
given using ideas of their own, comparing ideas
with a partner on completion.

Writing
A GEOGRAPHICAL DESCRIPTION
Exercise 7, page 43
Refer students to the text in Exercise 2 and discuss
what information it contains about Argentina, making
a list perhaps of key points covered, i.e. continent,
size, bordering countries, regions, etc. Students then
write a description for their own country (200250
words). Set a time limit or ask students to complete it
for homework. After writing their description, students
present their ideas to the class. You may wish to set
a time limit for presentations, say three to four
minutes and allow some time for questions from
other students.

Homework suggestions
Students imagine they are on a three-week
adventure holiday in another country and write an
entry to their blog site telling their family and
friends about where they are and what activities
they have done and/or are going to do. Encourage
students to use vocabulary from the lesson and at
least three if sentences. (200250 words)

THINGS TO DO 46
English for International Tourism Intermediate Teachers Book

which coloured threads are woven in a cross


PROFESSIONAL shape to produce a picture or pattern) created in
SKILLS the mid-15th century in Flanders, Belgium.
Exercise 2, page 44
Students complete the descriptions, comparing
SPEAKING TO A answers with a partner before checking them as a
class. Find out if students have actually seen any of
GROUP these works of art.

Aims and objectives 1 The Lady and the Unicorn


In this lesson students will: 2 The Thinker
talk about works of art 3 Mosque of Uqba
focus on vocabulary for describing works of art 4 Achilles vase
listen to a guided tour of an art gallery 5 Pompeii

Speaking Vocabulary
DECRIBING A WORK OF ART TALKING ABOUT WORKS OF ART
Exercise 3, page 44
EXTRA ACTIVITY This matching exercise could be done as a class to
Explain the word genre (a particular type of art enable the pronunciation and meaning of new lexis to
which has certain features that all examples of this be discussed as you go through it.
type share) to students and ask them to discuss in
pairs which genre, time period or artist(s) they like 1d 2e 3f 4a 5b 6c
most and why.
Exercise 4, page 44
Exercise 1, page 44 Students use language from Exercise 3 to complete
Refer students to the photos of works of arts. the sentences. Allow time for them to check their
Students then match the genres with the photos, answers in pairs before eliciting them. Round up by
checking answers in pairs before discussing ideas as asking if any students are artistic and discussing
a class. what materials or equipment they use and if they can
describe the colour they like painting in, etc.
1C 2E 3B 4A 5D
1 portraits 2 marble 3 bold, vibrant
4 carved 5 Impressionism 6 easel
FACT FILE 7 still life 8 Bronze
The Achilles vase is a classical piece of Greek
pottery made about 2,500 years ago. Some of
these vases were produced for ceremonies and Listening
given as prizes. Others were used in burial rites.
GUIDED TOUR OF ART GALLERY
The vase shown in the coursebook is of Achilles
and Ajax who have put down their weapons to play Exercise 5, page 45
the board game morra. Focus students attention on the painting of Ophelia
The Thinker by French artist Auguste Rodin is a and ask if they like it (why/why not). Give them time
bronze and marble sculpture made at the to read the questions before playing the recording.
beginning of the 20th century. It shows a man deep Students compare answers with a partner before
in thought. class feedback.
The Mosque of Uqba is situated in Kairouan,
Tunisia. It was built in the 17th century by Uqba ibn
1 F He disagreed with the way Raphael was
Nafi, an Arab general, and is considered to be one
of the oldest places of worship in the Islamic world. considered to be the master they should all
The frescoes in the ancient Roman city of Pompeii copy.
(situated near Naples, Italy) were originally created 2 F mid 19th century
over two centuries ago but only rediscovered in the 3 T
mid-18th century. They depict daily life in ancient 4 F She accidentally drowns in a stream.
Rome. 5 T
The Lady and the Unicorn is a set of six cross- 6 F Elizabeths father demanded 50 for
stitch tapestries (large pieces of heavy cloth on medical expenses from Millais.

THINGS TO DO 47
English for International Tourism Intermediate Teachers Book

Audio script Track 5.2, Exercise 5, page 45 Professional skills


If we could just stop here, please. Can everybody SPEAKING TO A GROUP
at the back see the painting? Can everybody hear Exercise 6, page 45
me? Yes, good. Well, this painting of Ophelia Focus students attention on the tips for speaking to
by John Everett Millais is one of the most famous a group and ask them to complete them before going
works associated with the Pre-Raphaelite through them with the class. Check they understand
movement in England during the 19th century. what an anecdote (an amusing story) is.
The Pre-Raphaelites disagreed with the way art
was taught and in particular the way the Italian
1 Make sure 2 Speak 3 Research
Renaissance painter Raphael was considered to
4 Rehearse 5 Drink 6 Sound
be the master they should all try to copy. They
7 Dont speak
wanted to go back to a style of painting which was
typical of Early Renaissance Italian and northern
Exercise 7, page 45
European art of the 15th century. They wanted
Elicit the meaning of dimension (the length, height,
more detail in their painting and to use lots of
width, depth or diameter of something). Play the
intense colours. They also used themes taken
recording twice. The first time, pause after each date
from poetry and the theatre, and here we have a
or dimension is given to allow students time to note it
representation of Ophelia in Shakespeares
down. Students compare answers in pairs before
Hamlet. As you may know, Ophelia becomes mad
class feedback. Check on pronunciation.
with grief after Hamlet murders her father and she
accidentally drowns when she falls into a stream.
Millais painted Ophelia in two separate stages: 1 1300 x 900 mm, 1900
he first painted the landscape, sitting outside on 2 circa 1420
the banks of a river for up to eleven hours a day, 3 765 x 940 mm, 1775
six days a week, over a five-month period in 1851. 4 late 14th century
When hed finished the background, he painted 5 around 1500
the figure of Ophelia using a nineteen-year-old 6 980 x 853 mm, 1746
model called Elizabeth Siddell. He particularly
wanted to see the effect of her hair and dress Audio script Track 5.3, Exercise 7, page 45
floating in water, so he asked her to lie in a
1 Oil on canvas painting 1300 x 900 millimetres,
bathtub of water. But when she caught an
presented by the artist in 1900.
extremely bad cold, her father sent Millais a letter
2 Tempera on wood painting from circa 1420.
demanding 50 for medical expenses. The
3 Oil on wood painting 765 x 940 millimetres
flowers floating on the water correspond to
painted by Nathaniel Horne in 1775.
4 Late 14th-century French Gothic panel
FACT FILE painting.
The Pre-Raphaelites were a group of seven 5 This marble statue probably dates from around
English painters and poets who met in the mid- 1500.
19th century. The other members of the group 6 Oil on canvas painting 980 x 853 millimetres
were: William Holman Hunt, Dante Gabriel a portrait of the Betts Family circa 1746.
Rossetti, William Michael Rossetti, James
Collinson, Frederic George Stephens and Thomas Exercise 8, page 45
Woolner. Although their work went out of fashion Students practise saying the dates in pairs. Check
for a while in the 20th century, it has now become pronunciation as a class. Highlight the different ways
popular again. of writing century and discuss if/how dates differ in
their country. You might want to ask what year it is
now in their country.

THINGS TO DO 48
English for International Tourism Intermediate Teachers Book

RESEARCH CASE STUDY


RESEARCHING A PAINTING
Students find out more about a painting of their
choice and prepare audio gallery comments for
PLAN A COACH
visitors. TOUR
If your students are thinking of taking the LCCI
Level 2 Certificate in Spoken English for Tourism,
FACT FILE
remind them that the exam tests their ability to With around 80 million visitors annually, France
process and reformulate information. To this end, has been a top tourist destination for over twenty
for this research task, they should focus on years. Home to 37 UNESCO World Heritage Sites,
conveying information accurately, clearly and its most visited cities of culture include Paris,
logically, and also in a manner appropriate to the Toulouse, Strasbourg, Bordeaux and Lyon.
situation. Tourists to France come to enjoy the diversity on
offer, visiting beaches, castles, ski resorts and the
Writing countryside as well as cities. It is a country known
for its gastronomy, history and fashion, and the
A CATALOGUE DESCRIPTION majority of its visitors are from Europe, principally
Exercise 9, page 45 the UK, Germany and the Netherlands.
Focus students attention on the example texts on
page 97 of the Writing Bank before asking them to
write their own entry for the gallerys catalogue. Help EXTRA ACTIVITY
as needed and if time is limited, ask students to Ask students to name the countries France
complete their entry for homework. borders. Alternatively, get students to research
some general information on France and to write a
Homework suggestions quiz with five questions for a partner as
Students choose an artist they like and make preparation for the lesson.
notes on them, saying when they worked, what
genre or art movement they belonged to, who they
were influenced by, what materials they used and
CASE STUDY MENU
briefly describing a couple of their key paintings or Refer students to the lessons aims and objectives
ones that students particularly like (and why). before focusing their attention on the map. Find out
Students prepare a 45 minute talk and in a which students have visited France and which of the
subsequent lesson, work in groups, taking turns to places of interest marked they went to.
give their talk, imagining they are talking to visitors
to a gallery. A request for a customized tour
Students find out more about art in their own
country and prepare a talk giving more general Exercise 1, page 46
information on the key artists and different works Check students understand what customized means
of art. These could be from the past, the present or (to change something to make it more suitable for a
a mix of the two. In a subsequent lesson, students particular person/set of people) before asking them
form groups and take turns to give their talk (45 to read the message. Students discuss their ideas
minutes). Encourage other students to ask with a partner before sharing them with the class. Try
questions. Alternatively, they write an article for a to reach a class consensus on which three places
museum guide. (200250 words) would be best.

Photocopiable notes 5.2 (page 116) Students own answers.


Places of interest (Card activity page 118)
Destinations in France
Exercise 2, page 46
Put students into pairs and allot roles A and B. Check
students understand the meaning of itinerary before
they read their information. With a weaker class, As
(and Bs) could prepare in small groups before
returning to their original partners. Monitor, helping
as needed and round up by discussing the places
chosen and the reason they were chosen.

THINGS TO DO 49
English for International Tourism Intermediate Teachers Book

See Pairwork files.


AF And then theres the Mont Saint Michel, which
is incredibly popular, a bit crowded in the summer
Entrance fees and prices
with about 2.5 million visitors every year, but Ive
Exercise 3, page 47 negotiated a group ticket for nine-ninety a head.
Students listen to the conversation and complete the Im quoting in dollars obviously. Ive also got a
table, comparing answers in pairs before going good deal from the Popes Palace in Avignon, at
through them as a class. Check vocabulary, e.g. 125 dollars whatever the size of the group and an
pretty (meaning quite), negotiate, quote, thrown in. English-speaking guide thrown in.
BM These prices are firm and definite, are they?
AF Theyre what we pay. Obviously, well be
Destination: giving you an itinerary and a global price that
Chteau de Versailles takes all these charges into account. And we dont
Price per person: $25 have to charge anything for accommodation as all
Destination: the hotels we use belong to the group, so
Mont Saint Michel accommodation is factored into the price.
Price for a group: $9.90 (per person in group) BM Good, that should keep the price down for us.
Destination: What other places would be possible?
Caen Memorial (war museum) AF Well, as theyre interested in gastronomy, I
Price per person: free (= best value) think a tour of vineyards in Burgundy and the
Destination: medieval hospital in Beaune would be worthwhile.
Avignon (Palais des Papes) And Ive been on the phone to a vineyard owner in
Price for a group: $125 (total group) Bordeaux who can do me a tour and gastronomic
Destination: dinner for just 110 dollars a head. But there are
Loire Valley Chteaux other places as well that should interest the group,
Price per person: $65 for example the Normandy beaches and the War
Destination: Museum in Caen, which is actually free, so well
Burgundy vineyard tour, Beaune Htel-Dieu probably suggest that. Anyway, what Ill do is get
Prices not given my team working on a detailed itinerary and give
Destination: you a price per person for the tour.
Bordeaux vineyard tour BMOK, do you think you could do that for today?
Price per person: $110 (= most expensive) AF Well do our best. Ill get back to you as soon
as possible.
Audio script Track 5.4, Exercise 3, Page 47 BM OK, thank you, have a good day.
BM = Bethany Martinez, AF = Alain Fournier AF Yeah, same to you. Bye.
BM Hi, can I speak to Alain Fournier, please?
AF Hello, this is Alain Fournier speaking.
BM Hi, its Bethany Martinez. I sent you an email EXTRA ACTIVITY
yesterday about a group we have who would like Students discuss in pairs which of the destinations
to do a tour of France next fall I was wondering they would prefer to visit and why.
if youve had the chance to give us a costing.
AF Yes, well, Ive been looking into the entrance
TASK
fees and prices of some of the places that the
group could possibly visit and Ive been drawing Exercise 4, page 47
up a table to see how the prices compare. Ask students to read the information and underline
BM OK, sounds good. key points to consider. These could be briefly
AF We havent yet worked out an itinerary there checked as a class before students work in pairs to
are several possible alternatives. I think that most create their itinerary. Monitor and help as needed.
people who come to France want to go to
Versailles and Ive got a price there of 25 dollars Exercise 5, page 47
with an audio commentary so theres no language Students now do a costing per head for the tour. As
problem. I guess they dont speak French. this may require some assistance in terms of working
BM No, probably not. out distances, etc. refer them to the distance chart at
AF I can get a museum pass for the Loire Valley the top of page 46 and do an example with them, e.g.
chateaux for 65 dollars, that includes entrance find out how far Avignon is from Blois (662 km).
fees to ten chateaux but I doubt if theyd want to Round up by asking students to present their ideas to
visit them all. the class. Decide as a class which itinerary sounds
BM No, but that sounds pretty good value. the best and why.

POSSIBLE OUTCOME

THINGS TO DO 50
English for International Tourism Intermediate Teachers Book

As this group is elderly, long coach journeys are Entrance fees:


Accommodation: 60
best avoided. The suggested itinerary takes into
Date: 15 Oct
account their interest in French history and
Destination: Charles de Gaulle
gastronomy. Students may wish to do additional
Approx distance: 27 km
research on current museum entrance fees. For
Coach hire + driver: 500
example, the Caen war museum is not given in
Entrance fees:
the listening, but at the time of writing is 16 per
Accommodation:
person. Two days are spent in the itinerary below
Total costs:
in the Loire Valley as the chateaux of Amboise,
Coach hire + driver: 9 days x 500 = 4,500
Chambord, Chenonceau, etc. are close to each
Accommodation: 60 x 8 x 35 = 16,800
other.
Entrance fees: $875 + $346 + $2,275 = $3,496
If the group wishes to visit the Htel-Dieu in
(approx. 2,741) + 560 = 3,301
Beaune, there will be an extra charge, otherwise a
Total mileage:
tour of the vineyards would do.
1,563, representing approximately ten full tanks of
Note that some prices are quoted in dollars and
fuel @ 235 = 2,350
need to be exchanged in euros.
The package therefore works out at 26,951.
Date: 7 Oct travel to Paris
Before writing to Bethany Martinez, students will
Accommodation: 60
need to decide on their overall profit margin, add
Date: 8 Oct
this to the sum, convert it into dollars and divide
Destination: Versailles
by 35.
Approx distance: 22 km
Coach hire + driver: 500
Entrance fees: $25 x 35 = $875 Explaining costs
Accommodation: 60
Exercise 6, page 47
Date: 9 Oct
If useful, check on openers and closers for the email
Destination: Caen
along with other aspects such as register, before
Approx distance: 234 km
students start writing their emails. Help as needed
Coach hire + driver: 500
and remind students to keep to the word limit. Emails
Entrance fees: 16 x 35 = 560
could be completed for homework.
Accommodation: 60
Date: 10 Oct UNIT 5: KEY WORDS
Destination: Bayeux / Mont St Michel Highlight the key words box and elicit definitions for a
Approx distance: 30 + 92 km selection of the words. Check on parts of speech,
Coach hire + driver: 500 syllable stress and pronunciation as needed.
Entrance fees: $9.90 x 35 = $346 Suggest that students use the DVD-ROM Mini-
Accommodation: 60 dictionary for further self-study.
Date: 11 Oct
Destination: Loire Valley (Blois) Homework suggestions
Approx distance: 331 km Students write an itinerary for the same group and
Coach hire + driver: 500 time period as given in the lesson, but this time
Entrance fees: $65 x 35 = $2,275 based on their own country. Ask them to find out
Accommodation: 60 approximate costs of accommodation, etc. and to
Date: 12 Oct prepare a short presentation (four to five minutes).
Destination: Loire Valley (Chambord, etc) This could be given in front of the class or smaller
Approx distance: 100 km groups in a subsequent lesson.
Coach hire + driver: 500 Students write a sentence for each of the key
Entrance fees: words given for the unit (15 sentences in total).
Accommodation: 60 Encourage them to use a variety of structures and
Date: 13 Oct language from the unit.
Destination: Beaune (tour of vineyards)
Approx distance: 364 km
Coach hire + driver: 500
Entrance fees: Allow extra for Htel-Dieu
Accommodation: 60
Date: 14 Oct
Destination: Paris (free day sightseeing)
Approx distance: 313 km
Coach hire + driver: 500

THINGS TO DO 51
1 REVIEW AND

CONSOLIDATION
These exercises are designed to evaluate students
10 was
progress in assimilating the grammar and vocabulary 11 has grown
from units 15. They are suitable for either revision 12 employs
or testing. 13 operates
14 was named
For revision purposes, review the language area with 15 is getting / has got
the students in open class first, and then allow the 16 is still expanding
students to work together in completing the 17 will continue
exercises. Feed back as a class, asking for 18 will continue
justification of the answer where appropriate.

For testing purposes, set a time limit for students to Descriptions


do one or more of the exercises individually in class.
Exercise 2, page 48
Alternatively, set the exercises as homework. If you
Suggest students do this exercise by completing the
choose to use these exercises for testing, it is worth
gaps that they are sure about first and crossing out
first discussing with the students the best approach
words as they use them. They then try to complete
to each exercise, in particular reading a text to
the remaining gaps.
understand its overall meaning before attempting to
complete the gaps. Take the answers in to correct or
provide the students with the answers to correct each 1 dream 2 strong 3 golden 4 remote
others. 5 majestic 6 spacious 7 inexpensive
8 promotional
You may also wish to evaluate students progress in
communicative performance. To do this, repeat one The marketing mix
of the speaking/writing activities from the first five
units. To increase the interest and challenge factors Exercise 3, page 48
in this, change one or two features, e.g. students Encourage students to match the words they know
roleplay a different complaint for a hotel receptionist before they try to match the remaining ones.
to deal with.
1f 2e 3g 4b 5a 6d 7h 8c
Tense review
Exercise 1, page 48 Articles
Review the forms and uses of the past and present
tenses that students have covered in units 15. Refer Exercise 4, page 49
them back to the Grammar box on page 9 and the Review the rules for the definite and indefinite article.
Grammar reference section on page 113 in the Ask students what things you should consider when
coursebook if they need more help with this. going away somewhere and elicit a few ideas.
Students then read the text, adding any other ideas
mentioned, e.g. time of year, the climate, the length
1 spent
of stay. Then ask students to complete the text. If
2 came
you think it would be useful, refer students to the
3 joined
Grammar box on page 35 and the Grammar
4 had set up
reference section on page 115 in the coursebook.
5 saw
6 was founded
7 were organized
8 advertised
9 organized

UNITS 15 52
English for International Tourism Intermediate Teachers Book

April is a good time to visit Uzbekistan as the Multi-word verbs


weather is pleasant, with an average temperature Exercise 8, page 50
throughout the month of 22C. To make the most of Review multi-word verbs by referring students to
your trip, you will need at least two to three days to Exercise 4 on page19 of the coursebook before they
visit Samarkand, one of the most famous cities complete the exercise.
along the Silk Road.
Samarkand is 275 km from the capital city of
1 set off 2 break down 3 write down
Tashkent, which has an international airport. It is
4 hang around 5 get on 6 get through
not difficult to find a suitable place to stay as there
7 carry on 8 find out
are many privately-owned guesthouses.
Information on public transport in Uzbekistan,
routes, maps and a useful journey planner are Transport vocabulary
available here for download.
Allow about 120 per day for food, local travel and Exercise 9, page 50
accommodation. If useful, refer them to the vocabulary exercise on
For trips into the countryside it is best to hire a taxi page 18 in the coursebook. When checking answers
from a licensed operator. Travellers are advised to to this exercise, ask students what the equivalent
negotiate the fare in advance and not to share taxis words would be in American English (for e.g.
with strangers. roundabout (BrE) = traffic circle (AmE), estate car
(BrE) = station wagon (AmE), petrol station/garage
(BrE) = filling station (AmE)).
A weather forecast
Exercise 5, page 49 Air transport:
You may want to lead in to this activity by briefly air rage, excess baggage, boarding card,
asking students to describe todays weather and if economy seat, departure gate, security control
different, the weather the day before. Students then Road transport:
complete the gaps, crossing through words as they traffic lights, car hire, toll bridge, seat belt, petrol
use them. station, carriageway

1 sunny 2 overcast 3 drizzle 4 scattered Types of accommodation


5 wind 6 intervals 7 mist 8 damp
Exercise 10, page 51
Ask what types of accommodation students usually
Making suggestions stay in on holiday before asking them to complete the
exercise.
Exercise 6, page 49
Review some useful phrases for making suggestions
from the lesson on Offering advice on page 37 of 1 refuge 2 mansion 3 palace
the coursebook. Students then match the phrases 4 youth hostel 5 camp site 6 fortress
given to complete the five suggestions.
Letter of apology
1d 2a 3e 4c 5b
Exercise 11, page 51
Elicit why a hotel manager might write a letter of
Cruise FAQs apology to a customer, e.g. the service was terrible.
Students then work in pairs and think of five different
Exercise 7, page 50
reasons for writing such a letter before class
You could do this as a race. Highlight the example
feedback. Focus students attention on the letter on
given and perhaps ask students to find the
page 51 before asking them to read it themselves,
unnecessary word in the second line too, so they
completing the gaps with the words given. You may
understand what they have to do.
want to elicit what the customer complained about.
1 much 2 for 3 them 4 to 5 do 6 of
1 standard of service 2 under renovation
7 their 8 it 9 were 10 the 11 The
3 apologize 4 short of staff 5 at our expense
12 so
6 problems 7 apologies 8 inconvenience

UNITS 15 53
English for International Tourism Intermediate Teachers Book

Modal verbs
Exercise 12, page 51
Elicit the uses of the modal verbs before doing the
exercise. Refer students to the Grammar box on
page 27 and the Grammar reference section on page
114 in the coursebook if needed.

1 must 2 may 3 will 4 will 5 must 6 will


7 may 8 mustnt 9 dont have to

Works of art
Exercise 13, page 51
Students complete the exercise, referring to the
speaking and vocabulary exercises on page 44 of the
coursebook if needed.

1 tapestry 2 portrait 3 pottery 4 marble


5 oil

Conditional structures with if


Exercise 14, page 51
Review the forms and uses of the conditional
structures which combine if with will, would or should.
Refer to the Grammar box on page 43 and the
Grammar reference section on page 116 in the
coursebook.

1 should 2 wouldnt 3 will 4 shouldnt


5 will 6 wouldnt 7 should 8 would

UNITS 15 54
6
UNIT MENU
NICHE TOURISM

Grammar: verb + infinitive or -ing form


Vocabulary: sectors in niche tourism
Professional skills: dealing with figures
Case study: improve client security

Aims and objectives Niche tourism Mass tourism


In this lesson students will:
discuss the differences between niche tourism and potential high profit cheap package tours
mass tourism margins economies of scale
listen to a talk about opportunities in niche tourism high spenders international hotel
read about a developing niche tourism sector in small businesses chains
South Africa small-scale operations large tourist resorts

Speaking Listening
NICHE TOURISM VS MASS TOURISM NICHE OPPORTUNITIES
Exercise 2, page 52
EXTRA ACTIVITY Tell students they are going to listen to a talk about
Students work in pairs or small groups and answer niche tourism, noting how it differs to mass tourism.
the following questions on South Africa. Allow time for students to discuss ideas with a
1 What is the name of the administrative capital partner before you go through answers with the
city of South Africa? class. Check vocabulary, e.g. clientele, pilgrimage.
2 How many official languages are there in South
Africa: 2, 6 or 11? Mass tourism:
Specializes in cheap package tours, huge tourist
3 Can you name the most famous safari park in
resorts, international hotel chains and attractions
South Africa?
like Disneyland. They create economies of scale
4 Name the first black president of South African. through the sale of standardized leisure packages
5 Which famous person was in prison on Robben to a mass clientele. Mass tourism has low margins
Island? in this competitive market.
Answers Niche tourism:
1 Pretoria although SA is unusual in that it Caters for small groups of people who have a
actually has three capital cities: Cape Town is the shared special interest. Because its small-scale,
legislative capital and Bloemfontein is the judicial small firms can exploit areas of business that the
capital. major tour operators arent able to. It can offer one-
2 11 to-one service and high levels of product
3 Kruger National Park knowledge. It tends to attract high spenders and so
4 Nelson Mandela has the potential for quite high profit margins.
5 Nelson Mandela
Exercise 3, page 52
Exercise 1, page 52 Students listen a second time, completing the
Ask students if they have ever been to South Africa descriptions before checking answers as a class.
and find out what they know about it. If they have Alternatively, students listen to the recording to check
been to South Africa, ask them what they liked most their answers. Round up by asking which type they
about their trip. Then focus students attention on the are or would be most interested in and why.
photos on page 52 before asking what they show
and the type of tourism they represent. Go through 1 religious, sacred 2 music 3 battle
the example characteristic given for niche tourism, 4 medical 5 foreign language
before leaving students to complete the table,
discussing answers with a partner before class
feedback.

NICHE TOURISM 55
English for International Tourism Intermediate Teachers Book

Audio script Track 6.1, Exercises 2 and 3, Vocabulary


page 52 NICHE TOURISM EXPERIENCES
The idea of niche tourism has become more and Exercise 4, page 53
more popular, partly as a reaction to mass Students decide which sector matches each text.
tourism. Were all familiar with mass tourism Then complete the texts.
products such as cheap package tours, huge
tourist resorts, international hotel chains and built
1 battlefield: 1 tunnel 2 soldier 3 military
attractions like Disneyland. They have been very
4 trenches
successful in creating economies of scale through
2 religious: 5 language 6 pilgrimage
the sale of standardized leisure packages to a
7 university 8 holy
mass clientele. Niche tourism takes the opposite
3 health and wellness: 9 spa 10 massages
approach. It says small is beautiful and caters for
11 stress 12 low-calorie
small groups of people perhaps no more than a
dozen who have a shared special interest, for
Exercise 5, page 53
example photography, steam engines, bird-
Students compare answers in pairs, deciding who is
watching or gastronomy. And its precisely
speaking in each case before class feedback.
because niche tourism is, by its very nature,
small-scale, that it offers such a good opportunity
for people who want to set up small independent 1 a guide
businesses. A lot of small firms have been able to 2 a tourist
exploit areas of business that the major tour 3 a marketing and promotions executive
operators arent able to. Only the small business
model can offer one-to-one service and high
levels of product knowledge. If you look at the list EXTRA ACTIVITY
of Independent Tour Operators in Britain, you can Students work in pairs, taking turning to read out
see the range of niche products on offer, for the texts. Remind them to use intonation to create
example religious tourism such as pilgrimages interest and to remember who is speaking in each
and visits to sacred sites, travel to music festivals, case.
visits to battlefields, medical tourism, where
people travel abroad for health reasons, and the Reading
very big niche market in courses aimed at people
who want to learn a foreign language. Another NICHE TOURISM IN SOUTH AFRICA
interesting aspect of niche tourism is that it tends
to attract high spenders, or at least people who FACT FILE
see themselves as different from your ordinary After years of political unrest and racial tension,
tourist. This means that instead of the low margins South Africa now attracts a great number of
in the competitive mass tourism business, niche tourists from around the world. The many safari
tourism has the potential for quite high profit parks, varied landscape, beautiful beaches, warm
margins. weather and opportunities for adventure holidays
are the main attractions. The most important cities
in South Africa are Cape Town, the number one
EXTRA ACTIVITIES tourist destination, Johannesburg, the financial and
1 Students, in pairs or small groups, discuss which commercial heartland of the country, and Durban.
niche tourism types (of those mentioned) exist in Exercise 6, page 53
their own countries. Ask students what kind of niche tourism would be
2 Students discuss which type of tourism they suitable in South Africa before asking them to read
work/have worked in or holidays they have been the text. Allow time for students to discuss ideas with
on. a partner before the discussion is opened to the
class.

The article talks about avi-tourism.


There is a wide diversity of bird species and many
rare species.
Both domestic and international visitors generally
have a preference for nature-based experiences.

NICHE TOURISM 56
English for International Tourism Intermediate Teachers Book

Homework suggestions
Students choose two sectors of niche tourism that NICHE SECTORS
they feel there are opportunities for in their own
country. Students then write a proposal (200250 Aims and objectives
words) explaining their ideas and why they feel In this lesson students will:
these sectors could work. In a subsequent lesson, consider different types of niche tourism
students could share their ideas in groups. write a description of a niche tourism product
Students write two short texts (75100 words study verbs which are followed by the infinitive or
each) describing two different niche tourism -ing form
experiences they have had or would like to have.
Speaking
SECTORS IN NICHE TOURISM

FACT FILE
Genealogy is the study of the history of families.
A slum is a house or an area of a city that is in very
bad condition, where very poor people live.

Exercise 1, page 54
Focus students attention on the photos and ask what
they show. Ask students to match the photos to the
different types of niche tourism. Elicit answers from
the class and check students understand what is
meant by genealogy and slum.

A genealogy B space C slum D wildlife


E extreme F culinary

EXTRA ACTIVITY
Students work in small groups and discuss which
type of holiday they would be most interested in
and which the least, and why.

Vocabulary
DESCRIBING SECTORS IN NICHE TOURISM

FACT FILE
Borneo, the worlds third largest island, is situated
north of Java and divided among three countries:
Malaysia, Indonesia and Brunei.
The Dharavi slum in Mumbai is home to over
600,000 people. Located in a prime property area
for the financial district of the city, some of its
buildings are now being knocked down and
replaced by high-rise flats, built for middle-class
commuters.

Exercise 2, page 54
Explain to students they are going to read and match
descriptions with the types of niche tourism from
Exercise 1. Encourage them to underline key words
that helped them. Students compare answers with a
partner before you go through them with the class.
Check vocabulary, e.g. ancestral, canopy, extensive,
undertake.

NICHE TOURISM 57
English for International Tourism Intermediate Teachers Book

Exercise 5, page 55
1 Space 2 Wildlife 3 Culinary 4 Genealogy
Ask students to write a description for a promotional
5 Slum 6 Extreme
website for a niche tourism product of their choice.
Refer them to the models in Exercise 2 and remind
them of the word limit. Monitor and help as needed.
EXTRA ACTIVITIES This could be set as homework.
Students choose five to eight new words from the
text and write their own sentences using them. RESEARCH
They can then compare their sentences with a
partner.
NICHE TOURISM OPPORTUNITIES IN
YOUR AREA
If your students are thinking of taking the LCCI
Level 2 Certificate in Spoken English for Tourism, Students evaluate the potential for niche tourism in
encourage them to discuss and describe (in pairs their local area and share some of their ideas with
or small groups) the different types of travellers the class. They could then vote for the best
and tourists and their reasons for travelling, suggestion.
particularly focusing on niche tourism.

EXTRA ACTIVITY
Writing
Refer students to Part 4 of the EFIT Intermediate
DESCRIBING A NICHE TOURISM PRODUCT level DVD material for extra listening and
vocabulary activities relating to Antarctica.
Exercise 3, page 55
Refer students to the Grammar box and allow time Although students are encouraged to view the
for them to read the information. They then underline complete programme on the DVD there is also an
examples in the text. Ask them to compare answers option so that they can watch in smaller segments,
with a partner before going through them with the as is denoted by the worksheet timings.
class. Alternatively, the DVD-related worksheet can be
undertaken as self-study.
Verb + infinitive with to: At the end of the worksheet, there is an optional
Text 1: afford to pay task, which can be completed in groups in class or
Text 3: Learn to cook set as homework.
Text 4: plan to travel
Text 5: promises to show, undertake to support
Verb + -ing form: Model answer for DVD worksheet optional
Text 1: involves training writing task
Text 2: mean hiking and travelling Antarctica Cruise
Text 3: like experimenting, enjoy eating Have you ever wanted to go to Antarctica? Well,
Text 4: recommend taking now you can! This unique seven-day cruise of
Text 6: enjoy diving, avoid taking Antarctica takes you to the northwestern part of
the region. Transportation is by a small ship that is
Exercise 4, page 55 approved by the International Association of
Students complete the sentences with the correct Antarctic Tour Operators.
form of each verb given. Allow them to discuss On this tour you will see the beautiful landscape of
answers with a partner before you go through them Antarctica, including its impressive icebergs and
with the class. glaciers. Enjoy spotting penguins, seals and other
wildlife from a dinghy. We will also go on a whale
1 enrol 2 going 3 paying 4 to increase watching trip and take a ride through the snow
5 to reduce 6 enrolling 7 sleeping with Antarctic huskies.
Accommodation included: basic but comfortable
ships cabins. We also provide tour guides who
EXTRA ACTIVITY are wildlife experts.
Cost: from US $5,000 for sharing a two-person
Students write ten sentences of their own using
cabin. (Flights not included.)
five verbs given in the Grammar box which are
Bring suitable clothes for extreme weather
followed by -ing and five which are followed by the
conditions. We also strongly recommend a quality
infinitive.
camera and anti-sea-sickness pills for this
unforgettable voyage.

NICHE TOURISM 58
English for International Tourism Intermediate Teachers Book

Homework suggestions
Students write a blog entry, explaining which type PROFESSIONAL
of niche tourism most attracts them and why.
(100150 words)
SKILLS
Students write an article for a national travel and
tourism website presenting two or three niche
tourism products that they feel could work in
DEALING WITH
different areas of their country. Students explain
what each product would entail and how they
FIGURES
would benefit the areas where they were available. Aims and objectives
(200250 words)
In this lesson students will:
read an article about medical tourism
Photocopiable notes 6.1 (page 119)
practise giving statistical information
Whats the sector? (Card activity page 120)
listen to a doctors talk on medical tourism in Asia

Reading
MEDICAL TOURISM
Exercise 1, page 56
Students discuss the questions in pairs before you
discuss them as a class. Do not give answers at this
stage as students will shortly read a text on medical
tourism, which will give the answers.

Exercise 2, page 56
Students read the report. Then go through their
answers and check vocabulary, e.g. orthodox,
holistic, eternal. Ask students which niche they prefer
and why. Find out if they have ever been on such a
holiday themselves.

Medical tourism involves surgery or other medical


treatments.
Wellness tourism concerns physical fitness and
psychological and spiritual well-being.

EXTRA ACTIVITY
Students work in pairs or threes and discuss which
type of medical or wellness tourism they would be
most interested in and why. Alternatively, they
discuss which are the most popular in their
country/ies.

Exercise 3, page 56
Students reread the report, comparing answers with
a partner before class feedback. Elicit the number of
syllables and syllable stress for the contents of the
word-building table to help.

1 The reasons include rising health costs, a


distrust of orthodox medicine and a desire for
alternative, more holistic therapies. As a result
of media pressure, people are also more
willing to spend money on physical beauty.
2 a Spiritual retreat b Essential medical
tourism c Voluntary medical tourism

NICHE TOURISM 59
English for International Tourism Intermediate Teachers Book

3 rising, growing Value of the global market for about US


4 psychological, spiritual medical tourism $100bn
5 1 therapy 2 surgical 3 relaxation 4 fitness
5 preventative Cost of a heart bypass operation one-tenth
in Thailand compared to the USA
Speaking
Over 55s as a percentage of total 40%
DEALING WITH FIGURES AND STATISTICS wellness tourists

Professional skills Size of medical tourism market in 1.6 million


Asia
DEALING WITH FIGURES
Find out if students find it easy dealing with figures Percentage of the American 8.5%
and statistics in English. Then go through the market Singapore would like to
examples given, checking pronunciation. have

Exercise 4, page 57
Students work in pairs and practise saying the Audio script Track 6.3, Exercises 5 and 6,
figures before listening to the recording. page 57
I = Interviewer, DrC = Dr Chaya
Audio script Track 6.2, Exercise 4, page 57
I So Dr Chaya, the global market for health
1 Two hundred and fifty-two US dollars. tourism is worth about 100 billion US dollars and
2 Three point five million euros. its growing all the time. Do we know anything
3 Seventy-two thousand, five hundred and twenty- about the reasons for this?
five yen. DrC Well its fairly obvious that one of the main
4 A quarter. reasons for medical tourism is cost. For example,
5 Two-thirds. here in Thailand, heart bypass surgery costs one-
6 Twelve point five percent. tenth of what you would have to pay in the USA.
7 One and a half million. Another major motivation is time there are huge
8 Six point two five billion. waiting lists in Canada or the UK for most
operations and procedures, so if you want
treatment quickly, you have to travel. But I think
EXTRA ACTIVITY the main factor in the growth of this form of
Students write a mix of ten different figures, taking tourism in the Western World lies with the ageing
turns to dictate them to a partner before checking population. The number of people in the 65 to 75
answers. age range has increased dramatically in the last
ten to fifteen years, and they are the section of the
population who need medical treatment the most.
Listening Theyre also the people looking for spiritual
MEDICAL TOURISM STATISTICS wellness. Around 40 percent of the people
attracted by this kind of tourism are over the age
Exercise 5, page 57 of 55.
Tell students they are now going to listen to a Thai I And how big is the market for medical tourism
doctor talking about medical tourism in Asia. here in Asia? How many medical tourists are
Students note reasons for growth. They compare there?
their answers with a partner before you discuss them DrC The estimated market size is around 1.6
as with the class. million, with the major providers being Thailand,
Singapore, Malaysia, the Philippines and South
The cost, the time and the ageing population in Korea. Thailand alone hosts medical visitors from
the Western World over 190 countries. Singapore is aiming for a 4.8
billion dollar share of the American market thats
Exercise 6, page 57 about 8.5 percent of that particular market.
Allow students time to look at the table before Another attractive feature of this market is that
listening a second time. Go through answers as a medical tourists spend about two-and-a-half times
class, checking pronunciation. Ask if they are more than the average traveller so theyre an
surprised at any of the information and if so, why. excellent source of revenue. The Royal Thai
government has drawn up a five-year plan to
double this revenue.

NICHE TOURISM 60
English for International Tourism Intermediate Teachers Book

I And do you get domestic CASE STUDY


RESEARCH
MEDICAL TOURISM STATISTICS
IMPROVE CLIENT
Students research what medical treatments and
SECURITY
services are available in a country of their choice
as well as collect some relevant statistics. Ask CASE STUDY MENU
them to prepare a short presentation of around five
minutes. FACT FILE
Robben Island is situated eleven kilometres from
Homework suggestions Cape Town, in the middle of Table Bay, within
Students write a blog article for a travel site sight of the city. It was on this island that Nelson
describing a medical tourism holiday they have Mandela was held prisoner for eighteen years.
recently been on and how it was. Would they Before being a prison for political activities during
recommend the experience? (200250 words) the Apartheid era, the island was a leper colony.
Students write a formal report on one type of The island is now a museum and conversation
medical or wellness tourism available or one area and was declared a World Heritage Site in
which might have the opportunity to develop in 1999. Nowadays it is a popular tourist attraction.
their country. Encourage them to use language
from the lesson and include some statistics. Refer Refer students to the lessons aims and objectives
them to the model for report writing on page 101 at before focusing their attention on the map and
the back of the book. (200250 words) photos. Ask what they show. Find out if anyone has
visited South Africa or Robben Island and what they
remember about them. Ask where the tourists are in
Photocopiable notes 6.2 (page 119) the right-hand photo (a township).
Information exchange (Card activity page 121)
EXTRA ACTIVITY
Students work in pairs or small groups to answer
the questions below. This could be done as a race.
1 From what South African city can you see
Robben Island?
2 Why is Robben Island famous?
3 When did the island become a World Heritage
Site: in 1995, 1999 or 2001?
4 Who goes to Robben Island these days?
Answers
See fact file above.

The township experience


FACT FILE
A township is the term used to refer to a slum in
South Africa.
A shanty town is a very poor area in or near a town
where people live in small houses made from thin
sheets of wood, tin, etc.

Exercise 1, page 58
Explain who the woman in the photo on the right is
and find out if students know what a township or
shanty town are before they read the texts. Ask
students to compare answers with a partner before
going through them. Check vocabulary, e.g.
unconscious, etc.

NICHE TOURISM 61
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1 It offers visitors the opportunity to get to know DS OK, but its a great pity because Im sure you
the real South Africa. would have really enjoyed the experience.
BJ Maybe, but can I give you the booking
2 To experience the real South Africa and try
reference number?
the local food.
3 It is a local barbecue hotspot. The couple
probably went there to try the local food, e.g. a Safety measures
smiley.
Exercise 3, page 59
4 Students own answers.
Explain to students that they are going to listen to a
conversation between Dikeledi Sisulu and Thabo
A customer phone call Mbilatshwa, a community worker, on safety and
security in Steenland. Tell them to make notes of the
Exercise 2, page 59
measures mentioned. After listening, students
Students listen to the recording and then read the
compare ideas with a partner before checking them
follow-up email. Allow time for students to discuss
as a class.
answers in pairs before class feedback. Check the
meaning of vocabulary, e.g. to assure someone, put
off, incident, in accordance with. 1 expensive items: not to carry expensive
cameras or wear expensive jewellery
2 money: not to carry large sums and keep any
1 She says this is the first incident for a very
money in a money belt
long time. There has never been a problem in
3 going out: not to go out alone after dark
ten years of running the operation.
2 Students own answers.
Audio script Track 6.5, Exercise 3, page 59
3 Students own answers.
DS = Dikeledi Sisulu, TM = Thabo Mbilatshwa
Audio script Track 6.4, Exercise 2, page 59 DS I need your help, Thabo, I had a cancellation
for the Township Experience this morning and its
BJ = Bronwyn Jones, R = Receptionist,
not the first. The attack on that British couple is
DS = Dikeledi Sisulu
damaging our reputation as a tourist destination. If
BJ Good morning, can I talk to Dikeledi Sisulu,
things carry on this way, Im going to lose my
please?
business. What can we do to make Steenland
R Yes, whos speaking, please?
safer for visitors?
BJ My name is Bronwyn Jones. Its about a
TM Well, I think we should start by focusing on the
booking I made.
kind of measures we already take, I mean those
R Hold on, Ill put you through.
tourists ignored the advice the people in their
BJ Thank you.
hotel gave them. But if theyd been your clients,

you wouldnt have let them go anyway, right? You
DS Good morning, Mrs Jones, what can I do for
already tell your customers not to go out alone or
you?
after dark. Maybe you could post a whole section
BJ Oh, hello. I recently made a booking for the
on safety and security on your website? Then all
Township Experience and Ive just been reading
visitors will know both what to expect and all the
about all the attacks in the townships and I really
things that they should do to make sure that
dont feel safe now about the whole thing, and so
nothing happens.
Ive decided not to go. Could you please cancel
DS Such as?
the booking for me?
TM OK, well the main thing is not to carry
DS Um, you must be thinking about the
expensive cameras and wear expensive jewellery
honeymoon couple in the car that was hijacked,
thats asking for trouble. Or carry large sums of
they werent actually attacked, and
money. And if they do carry money, keep it in a
BJ Yes, Ive read all about it and it was absolutely
money belt. And no one should ever, ever walk
horrible, and its put me off the whole trip.
the streets after dark.
DS Well, I understand how you feel and we are all
DS Yes, all thats very sensible but we dont have
very shocked about it, but I can assure you that
tours after dark! And all our tours are with
this is the first incident like this for a very, very
experienced guides who know which areas to
long time. Weve been doing these tours for over
avoid.
ten years and weve never had a problem.
TM You could certainly say something like all the
BJ Sorry, but I find that difficult to believe.
guides are well known and respected in the
Everyone knows that Steenland is dangerous. All
community and our vehicles are recognized in the
Im saying is that I want to cancel the booking.
townships. Everyone knows that it isnt good to
harm tourists because it harms our economy. And

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that they, the tourists, should always stay with


Donts
their guide. And if they do get into a dangerous visit townships alone
situation, NEVER oppose any criminal, just give carry valuable items with you
them what they want immediately or they might kill go out after dark
you. oppose a criminal
DS I dont want to make people panic or Ill never
get any bookings! UNIT 6: KEY WORDS
TM Another thing you could do is stress how Highlight the key words box and elicit definitions for a
important community action is for us here in the selection of the words. Check on parts of speech,
townships. Tell them that if they ever find syllable stress and pronunciation as needed.
themselves in an emergency situation, then all Suggest that students use the DVD-ROM Mini-
they have to do is call our community safewatch dictionary for further self-study.
call centre at eblockwatch and well send out one Homework suggestions
of their members to help them. Students write a list of do and dont
DS Now telling them about eblockwatch IS a good safety/advice tips for visitors to their own country
idea. But they have to register for that, dont they? (at least ten tips). This could be discussed in
TM Yes, but its easy they just have to go to the groups.
website at www.eblockwatch.co.za. Students write a sentence of their own for each of
DS OK, well, Ill start drafting a paragraph to the key words given for the unit (13 in total).
reassure potential visitors and some Dos and Encourage them to use a variety of structures and
Donts. Ill send them to you so you can add language from the unit.
anything you think Ive left out.

TASK
Put students into pairs and go through the writing
tasks, checking students understand what they need
to do and before asking them to brainstorm ways to
improve security. Monitor during the activity,
providing help as needed. Once students have
discussed what to include in their safety tips and
email, they could be left to complete the writing at
home.

POSSIBLE OUTCOME

Positive aspects to include on the Township


Experience website:
safe place to visit if precautions are taken
chance to meet local people and be welcomed
into their homes and community
hand-made craft items make ideal souvenirs
whilst providing income for locals
opportunity to sample local cuisine and
beverages
local taxis offer tours around other townships
trip to Robben Island led by former freedom
fighters
all trips can be tailored to your needs and
interests
Useful safety and security tips to include:
Dos
pay attention to advice given by hotel staff
about places to avoid
stay with the local guide
use a money belt for small change
register on eblockwatch
ring the community safewatch call centre in
the event of trouble

NICHE TOURISM 63
7
UNIT MENU
CULTURAL TOURISM

Grammar: the passive


Vocabulary: culture, linking words
Professional skills: taking part in meetings
Case study: present a proposal

Aims and objectives EXTRA ACTIVITY


In this lesson students will: Students discuss in pairs or in groups of three
discuss what culture means to them which kind of cultural tourist they think they are
read about cultural tourism and why.
study the use of linking words

Speaking Vocabulary

WHAT IS CULTURAL TOURISM? LINKING WORDS


Exercise 4, page 61
FACT FILE Give students an example of a linking word or phrase
heritage: the traditional beliefs, values, customs, before eliciting other examples and asking when they
etc. of a family, country, or society. are used. Students then match those given with their
functions, comparing answers in pairs before
Exercise 1, page 60 checking them as a class.
Explain that this lesson focuses on cultural tourism.
Ask students to work in pairs, discussing the
1c 2b 3d 4a 5c 6b
definitions. Feedback by opening the discussion to
the class and reaching a consensus over which
Exercise 5, page 61
definition fits best and why.
Students complete the sentences using linking words
from Exercise 4. Allow time for them to check
Students own answers. answers with a partner before going through them as
a class. Draw students attention to the use of
Reading commas after all linkers apart from although and
point out word combinations, e.g. be attracted by, be
CULTURAL TOURISTS on strike and caused by.
Exercise 2, page 60
Students complete the extract, then compare 1 Although
answers with a partner. During feedback, check 2 On the whole
vocabulary, e.g. motive, prestigious, authenticity, 3 As a result, Consequently
uniformity. 4 However
5 Furthermore
1E 2B 3A 4F 5C 6 Although

Exercise 3, page 61
Students reread the extract, listing the five types of EXTRA ACTIVITY
cultural tourist. Discuss answers and check they Students work in pairs or in small groups and
understand the meaning of purposeful, chance discuss the statements in Exercise 5. They should
discovery, casual and incidental. tell each other which ones they agree with and
which they disagree with, and give reasons for
the purposeful tourist their opinions. When they have finished, you could
the sightseeing cultural tourist open this up into a whole class discussion.
the chance discovery cultural tourist
the casual cultural tourist
the incidental cultural tourist

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Students write a short report describing some of


the opportunities for developing cultural tourism in
RESEARCH their own country. Refer them to the model given
CULTURAL TOURISM OPPORTUNITIES on page 101 and ask them to use information
gained from their research task. (200250 words)
Students look into possible opportunities for
cultural tourism in their own city/region and prepare
a short presentation (four to five minutes) for the Photocopiable notes 7.1 (page 122)
class. Cultural tourism vocabulary (Crossword page 123)

EXTRA ACTIVITY
Refer students to Part 5 of the EFIT Intermediate
level DVD material for extra listening and
vocabulary activities relating to Petra.
Although students are encouraged to view the
complete programme on the DVD there is also an
option so that they can watch in smaller segments,
as is denoted by the worksheet timings.
Alternatively, the DVD-related worksheet can be
undertaken as self-study.
At the end of the worksheet, there is an optional
task, which can be completed in groups in class or
set as homework.

Model answer for DVD worksheet optional


writing task
Visitor recommendations for Petra
Petra is a UNESCO world heritage site. In order
for you to enjoy this ancient wonder, we
recommend the following guidelines:
It is best to walk through the gorge, Al Siq. It
is 1 km long and the weather is hot during the
day, but cool in the evenings in the summer.
For visitors with mobility problems, you can
take a horse-drawn carriage through Al Siq.
Wear comfortable clothes and walking shoes.
Take some water and light snacks.
There are horses, donkeys or camels for hire
at the site, but avoid these if possible. The
animals hooves damage the paths.
The red sandstone at Petra is soft and
crumbling. Please do not touch the walls, or
any artefacts, such as pottery.
Do not remove any artefacts or stones from
the site.
Please take your litter, e.g. paper and plastic
bottles, home with you.
Thank you for your co-operation and
understanding.

Homework suggestions
Students write two sentences of their own (12
sentences in total) using each of the linking words
or phrases from Exercise 4, as well as new
vocabulary from the lesson where possible.

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EXHIBITIONS Audio script Track 7.1, Exercises 2 and 3,


Page 62
Aims and objectives I = Interviewer, SL = Simon Lau
In this lesson students will: I So what are you working on at the moment,
listen to a museum exhibitions manager talking Simon?
about his work SL Im organizing an exhibition for schoolchildren
study when to use the passive form about ancient Egypt. Its especially designed for
describe artefacts kids, so it has to be interactive and fun. But it also
has to be educational, so we must make sure
Listening theres enough information for teachers who come
with groups of school children to do project work
PLANNING AN EXHIBITION with them.
Exercise 1, page 62 I So, what does an exhibitions manager actually
Find out if students have any experience of do? Whats your plan of action for this exhibition?
organizing exhibitions before putting them into pairs SL Well, generally, I would say it takes about a
to discuss what an exhibitions managers role might year to organize an exhibition from start to finish.
involve. Elicit ideas, writing them on the board. The first thing I do is spend about a month
deciding all the requirements and of course the
Exercise 2, page 62 budget how much money we can spend. Then, I
Students listen to a museum exhibitions manager draw up an action plan with a timescale. The
talking about his job. After listening, allow time for action plan takes me about six weeks to do
students compare answers with a partner before because its a map of the whole project and its
going through them with the class. Check really important.
vocabulary, e.g. interactive, ongoing, etc. I And then?
SL Well, we have to order the exhibits from other
The exhibition is about Ancient Egypt and its museums and they have to be delivered. That will
designed for children. He mentions: take six months. When they arrive, they are kept
action plan, audio guide, budget, exhibits, in the packaging for a few days to adjust to the
interactive display, labels, resource pack, museums climate. While all the exhibits are being
packaging, website delivered, the exhibitions website has to be
designed. This is an ongoing process and usually
Exercise 3, page 62 takes at least nine months to complete. I start
Give students time to look at the diagram and the sending information and photos of the exhibits to
information below that they will need to complete it the web designer as they come in and the site will
before they listen a second time. Encourage students be constantly updated. Next, we start work on the
to discuss their answers in pairs before class software for the interactive display, which is
feedback. produced by a specialized software company.
That usually takes about three months. When the
If your students are thinking of taking the LCCI Level interactive software is ready, well design the
2 Certificate in Spoken English for Tourism, remind sequence for the exhibition (thats the order in
them that in the exam they will be expected to which the exhibits will be visited) and over the
discuss different job titles and the responsibilities of next two months the labels for the exhibits will be
people working in the hospitality, travel and tourism printed and a script for an audio guide will be
industries, for example, an exhibitions manager. written and recorded, preferably by someone
famous. During these two months, one of my
1 a) requirements and budget discussed team will also produce a resource pack for
2 h) action plan drawn up teachers and get it printed. Finally, Ill write the
3 d) exhibits ordered and delivered publicity material for the exhibition and press
4 f) website designed releases will be sent out to the local and national
5 i) interactive software produced newspapers, and to travel publications and
6 e) exhibit labels printed websites.
7 g) audio guide recorded I And then the grand opening ceremony!
8 c) resource pack printed SL Yes, we usually have a preview party and
9 b) publicity material sent out invite the important local people and the press. Its
10 j) exhibition opened a good way of promoting a new exhibition.

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5 a criminal act
6 sent to prison
Grammar Portuguese coins and a jeton:
7 a medieval ship
THE PASSIVE 8 the bank of a river
Exercise 4, page 63 9 studied by archaeologists
Go through the Grammar box information with the 10 the 15th century
class, checking on usage and the construction of 11 in the UK
passive tenses. Refer students to page 117 of the 12 merchants
Grammar reference if needed before they complete
the text. Students compare answers in pairs before
class feedback. Discuss what tenses are used and EXTRA ACTIVITY
why. Students work in small groups and discuss their
favourite exhibit or artefact. Then they decide
1 was discovered which three historical objects (either in their own
2 was being rebuilt country or worldwide) are the most important and
3 was probably written OR had probably been why.
written
4 were carved Homework suggestions
5 were used Students find out about an artefact from their own
6 was kept country (or one that interests them) and write a
7 were translated short description for a museum brochure,
8 had been lost explaining the history of it. Remind students to use
9 were found the passive form where possible. (150200 words)
10 were finally deciphered Students write about an exhibition they would like
to organize and what it would show. Alternatively,
they write about one they have seen or are keen to
Speaking
go to. Encourage students to describe the main
DESCRIBING ARTEFACTS theme of the exhibition and why it interests them.
(150200 words)
FACT FILE
An artefact is an object such as a tool, weapon,
etc. that was made in the past and is historically
important.
Suffragette is the term given to members of a
protest movement in the late 19th/early 20th
century in the UK who wanted equal rights for
women and the right to vote.

Exercise 5, page 63
Discuss what an artefact and a suffragette are before
putting students into pairs, allotting roles A and B.
Allow time for students to read the information. With
a weaker class, As (and Bs) could prepare their
questions in pairs before returning to their original
partners. If required, discuss with the class the first
question A and B need to ask to help them get
started. Remind students to check answers at the
end and round up by eliciting the questions asked
and discussing what students found interesting.

See Pairwork files.

Student A:
1 1903
2 the slogan Votes for Women
3 many, many people
4 the right to vote

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PROFESSIONAL The UK has the largest cultural economy in the


world in relation to GDP.
SKILLS The UK is one of the most effective economies in
terms of return on investment

EFFECTIVE 2
It is a false economy and it is doing huge
MEETINGS damage to the tourism sector.
3
Aims and objectives They have higher incomes and spend more.

In this lesson students will:


read an article about cultural tourism in Britain
Listening
listen to a tour operator talk about British festivals FESTIVALS IN BRITAIN
roleplay a meeting to select the best festival
FACT FILE
Reading
Edinburgh is the 2nd most popular UK tourist
CULTURAL TOURISM IN BRITAIN destination, attracting over a million overseas
visitors annually. As well as its Old Town and New
FACT FILE Town being a UNESCO World Heritage Site, the
city is famous for the many cultural festivals held
The London Eye (located on the South Bank along
each year, e.g. the Edinburgh Festival and the
the River Thames in London) is Europes tallest
Edinburgh Military Tattoo.
Ferris wheel. Originally built to celebrate the
Millennium, it is now a popular tourist attraction, Belfast is one of the most visited cities in the UK
attracting over 3.5 million people a year. and is experiencing a boom in tourism at the
moment with over 9 million visitors each year. A
Exercise 1, page 64 major attraction is the Titanic Belfast, which
Focus students attention on the photo before asking focuses on Belfasts maritime history.
what it shows (people in one of the pods of the
Cardiff is the 10th largest city in the UK and the
London Eye). Students then work in pairs to discuss
most visited tourist destination in Wales. It is home
what they know about the top three visited cultural
to many tourist attractions, e.g. the Wales
sites in England before considering other sites of
Millennium Centre, the Senedd (the National
interest in the UK. Round up by eliciting what Assembly) and Cardiff Bay Barrage.
students know and adding to it. Find out which British
cultural sites students have visited and what their Exercise 3, page 65
impressions were. Refer students to the map in the coursebook or a
larger map on the board and elicit where each British
Students own answers. capital is. Find out if students have been to any of
these places and ask what they know about them.

EXTRA ACTIVITY 1 Edinburgh (the capital of Scotland)


Divide the class into three groups and allot one of 2 Belfast (the capital of Northern Ireland)
the top three English cultural sites to each one. 3 Cardiff (the capital of Wales)
Students then look for more information about their
site, e.g. when it was built, who built is, where it is Exercise 4, page 65
exactly, why it is so popular. They then prepare a Explain the scenario and ask students to complete
group presentation of five to ten minutes, which the table as they listen. It may be useful to play the
they give to the class. recording twice before students compare answers.
For class feedback, elicit answers and check
Exercise 2, page 64 vocabulary, e.g. venue, go back to, potential,
Students read the article. Allow time for them to overseas.
compare answers with a partner before going
through them as a class. The Eisteddfod
First week of August
1 160,000
There is a growing public appetite for culture The biggest festival of competitive music and
Visitor numbers have risen poetry in Europe, different atmosphere from
other festivals, great fun

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Its held entirely in Welsh K Some of the major performances are. But the
Edinburgh festival alternative performances, in what is called the
Three weeks in August fringe part of the festival, are cheaper and,
350,000 anyway, theres a lot of street theatre and thats
The largest arts festival in the world, offers a free.
P OK, do you have anything more to add at this
variety of shows, good potential to attract
point?
overseas visitors, cheaper fringe
K No, I dont think so.
performances, free street theatre
P Well, I looked at the Belfast Festival in
Major performances are very expensive
Northern Ireland. Its another arts festival with
Belfast festival
comedy, music, art, dance and theatre, and it
14th29th October
takes place between 14th and 29th of October. Its
50,000
been going for nearly 50 years but it hasnt yet got
Good potential, good selection of bars,
the same international reputation. Even so there
museums and art galleries
are at least 50,000 visitors. So, it has potential.
Can be dangerous because of the political
M But isnt it dangerous to go to Northern
situation
Ireland? What about the political situation there?
P Its much safer than it was and the political
Audio script Track 7.2, Exercise 4, page 65 situation has improved a lot. Belfast is a really
P = Paul, M = Martina, K = Kristina interesting city to visit. It has a great selection of
P Its five past ten by my watch. Lets make a bars and museums and art galleries
start, shall we? As you know, the aim of this K Im sorry, Paul, I have to go now. Is there any
meeting is to discuss the festivals youve other business?
researched. So, er, Martina, would you like to P Er, no, I think weve covered everything. So, to
make a start? sum up, of the three
M OK, well the Eisteddfod is an extremely old
festival, in fact it dates back to the 12th century Exercise 5, page 65
but the modern version has been going since Students complete the expressions, checking
1858. Its held in the first week of August in Wales answers in pairs before class feedback. You may
and the venue changes every year, but every four wish to drill the phrases to check on intonation and
years it goes back to Cardiff, which is the capital. chunking (the grouping of words to aid pronunciation
Um, its actually the biggest festival of competitive through linking).
music and poetry in Europe. Theres a different
atmosphere from other festivals and its great fun. 1 start, begin, agenda
There are about 160,000 visitors and 6,000 2 aim, talk, reach
competitors, so its pretty huge. Theres only one 3 think, comment, add
major disadvantage, which is that its held entirely 4 move, agenda
in Welsh!!! 5 agree, decided, agreement
P So its a bit of a waste of time if you dont 6 business, covered, sum
speak Welsh, then?
M Not necessarily, they give out headsets that Speaking
give an English translation of everything and
anyway to appreciate the music, it doesnt really CHOOSING A FESTIVAL
matter what language its in.
Exercise 6, page 65
P Er, Kristina, what do you think about it?
Find out if students have been to a festival and which
K Er, I dont think it really makes a difference. I
one(s). Put them into groups of three and allot roles
like music in whatever language. Anyway, Id like
A, B and C. Point out that one person has to act as
to talk about the Edinburgh Festival. This is the
chairperson, as in the listening. Allow time for
largest arts festival in the world. Its held for three
students to read their information and prepare for the
weeks in August and there are at least 40,000
meeting referring back to the useful expressions for
performances and offers just about everything:
meetings given in the Professional skills box. Monitor
opera, theatre, dance, folk music, the visual arts
during the activity, providing help as needed. Round
Er It attracts about 350,000 visitors a year
up by asking each chairperson to explain which
and whats really interesting is that only 14
festival their group chose and why.
percent of those came from overseas. So theres
potential for us. See Pairwork files.
P Ive heard that its very expensive.

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EXTRA ACTIVITY CASE STUDY


Students discuss in pairs or small groups the
stages or aspects they think would be involved
when organizing a festival. PRESENT A
Homework suggestions
PROPOSAL
Students find out about three popular cultural sites
in their country or from a country of their own CASE STUDY MENU
choice, preparing a short presentation (four to five Refer students to the lessons aims and objectives.
minutes). In a subsequent lesson, students form
groups with students who have focused on The Blue Ribbon Award
different countries and give their presentations.
Students write an article for a cultural website Exercise 1, page 66
about a festival in their country (200250 words). Students read the extract and discuss the questions
in pairs. Elicit ideas from the class and check
students understand vocabulary, e.g. nominate,
Photocopiable notes 7.2 (page 122)
regenerate, enhance, etc.
What do you say to ? (Card activity page 124)

1 To celebrate the worlds cultural richness and


diversity; to bring people from different
countries into contact with each other's
culture; to promote mutual understanding.
2 Students own answers.

Positive impacts
Exercise 2, page 66
Students now listen to part of a meeting where last
years award is discussed. They then compare
answers in pairs before going through them as a
class.

1 7,000 2 10,000 3 40,000


4 more than one million 5 66% 6 70%
7 47%

Audio script Track 7.3, Exercise 2, page 66


Part 1
J = Jeremy, K = Kathleen
J OK, lets move on to the final point on the
agenda the impacts of last years City of Culture
Award. Kathleen you have some statistics I
believe?
K Yes, Jeremy and theyre pretty impressive.
Over the year there were 7,000 events involving
over 10,000 different artists. Obviously, the music
festivals were very popular especially the
Sounds of the Suburbs which was absolutely
incredible. I really didnt realize how many really
good bands there are in this city. And over 40,000
people went to the football stadium to listen to the
Fatal Microbes concert on the opening night.
J Do you have any idea about visitor numbers?

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Exercise 4, page 67
K Yeah, more than one million people visited the
Focus students attention on the two photos before
citys museums and galleries throughout the year.
asking what they are called.
That was an increase of 66 percent. And
according to market research, 70 percent of
people in the city visited a museum or gallery last 1 The Princess 2 Superlambananas
year. The national average is just 47 percent.

Exercise 3, page 66
EXTRA ACTIVITY
Students listen to the second part of the meeting, Students work in pairs to talk about the key
making notes on what is said about visitor numbers attractions at a festival they know of.
and hotel occupancy. Allow time for them to compare
ideas with a partner before class feedback. TASK

The region attracted slightly more visitor numbers FACT FILE


for the four years before the award. Two years ago,
A UNESCO World Heritage site: a place (forest,
for the first time more people visited the city, with
mountain, lake, desert, monument, building,
an increase of 4% compared to just 2.5% for the complex or city) which is considered to be of
region. Last year there was a 22.9% increase for interest and worthy of preservation by the
the city and 16.2% for the region. international community.
More than one million bed-nights were sold, an
increase of 26%. Throughout the year demand met UNESCO: United Nations Educational, Scientific
the supply, with occupancy averaging 86% at and Cultural Organization
weekends and 74% overall.
Put students into three groups, A, B and C, before
going through the task. Make sure students
Audio script Track 7.4, Exercise 3, page 66 understand which place they are reading about and
what they have to do. Check key vocabulary and
Part 2
refer students to the model in the Writing bank on
J = Jeremy, K = Kevin
page 100.Monitor and help during preparation, and
J OK, Kevin, can you explain this graph?
encourage students to ask questions after each
K Sure. If you look at the figures for the four
groups proposal has been presented. Round up by
years before the award, there wasnt a huge
asking the class to choose the winning proposal.
difference between the city thats in blue and
the region in red in terms of numbers of
See Pairwork files.
visitors but the region attracted slightly more. That
changed two years ago when, for the first time,
POSSIBLE OUTCOME
more people visited the city. That was an increase
of 4 percent compared to just 2.5 percent for the
The choice of city will be a matter of individual
region. Last year the numbers really took off with
choice and the perceived interest in the key
a 22.9 percent increase for the city and 16.2
events, cultural features and benefits to the
percent for the region and the economic benefits
community of winning the award.
followed. The Chamber of Commerce says that
Some parts of Manchester are poor and are in
for hotels more than one million bed-nights were
need of regeneration, and although the award
sold, that was an increase of 26 percent.
is only of interest to the inhabitants of England,
Throughout the year demand met the supply, with
it could enhance the citys chances of
occupancy averaging 86 percent at weekends and
becoming a global tourist destination.
74 percent overall.
However, at present it is not likely to bring
J Thats great. What were the most popular
people from different countries into contact
attractions according to the satisfaction
with each others culture and promote mutual
questionnaire?
understanding.
K People loved the giant mechanical spider
The choice of DonastiaSan Sebastian has
they called it the Princess even if it did cause
important cross-border political, cultural and
traffic jams. And the Superlambananas the half-
economic repercussions.
lamb, half-banana sculptures proved to be really
The choice of Vaasa also involves two
popular. There were over 100 of them at different
countries and their populations and the spin-off
points in the city and theyre still there. Theyve
benefits of research into renewable sources of
really made the city more visually attractive and
energy have a global potential.
interesting.

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When writing their proposal, students should


make sure that all three points in the guidelines
are covered.

UNIT 7: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.
Homework suggestions
Students imagine they are representing the
tourism board of a city in their own country, which
they wish to nominate for the Blue Ribbon Award,
and write a short proposal summary. (200250
words)
Students write a sentence for each of the key
words for the unit (15 sentences in total).
Encourage them to use a variety of structures and
language from the unit.

CULTURAL TOURISM 72
8
UNIT MENU
RUNNING A HOTEL

Grammar: have/get something done


Vocabulary: -ed/-ing adjectives
Professional skills: making presentations
Game: transform the team

Aims and objectives EXTRA ACTIVITY


In this lesson students will: Students work in pairs or in small groups. They
read about what running a hotel involves discuss experiences of the best hotel they have
focus on adjectives with -ing and -ed endings stayed in and explain why they think it was so
listen to a hotel manager talk about his job good.
If your students are thinking of taking the LCCI
Reading Level 2 Certificate in Spoken English for Tourism,
HAVE YOU GOT WHAT IT TAKES TO RUN A explain that being able to describe character and
HOTEL? disposition (i.e. the skills and qualities required by
hotel management) is one of the linguistic
Exercise 1, page 68 competencies listed on the syllabus and ask them
Find out if students have any experience of running a (in pairs) to discuss a further 58 adjectives that
hotel or if they would want to and why. Students then relate to qualities and skills.
skim the article to find the words in the box for
qualities and skills. During feedback, elicit where the
qualities and skills were mentioned in the article and Vocabulary
check meaning.
ADJECTIVES ENDING IN -ING AND -ED
Exercise 2, page 68 Exercise 3, page 69
Students read the article, comparing answers with a Go through the Vocabulary box with the class.
partner before going through them as a class. Check Students then refer to the text from Exercise 2 and
vocabulary, e.g. aesthetic, exasperating. Ask any find examples of -ed and-ing adjectives to describe
student who expressed an interesting in running a feelings. They discuss in pairs which ones can take
hotel if they would still want to and why. both forms. Elicit ideas from the class.

1 They have to be like Superman because there Adjectives in the article:


are so many things to do. quick-thinking, outgoing, motivated, motivating,
2 Because the manager is always on stage, tiring, irritating, demanding, exasperating, tired,
smiling and keeping the guests happy. exhausted, fascinating, rewarding, boring
3 You have to work hard for 24 hours a day, Adjectives that can be both:
seven days a week. motivated/motivating
4 They provide food, warmth, comfort and tiring/tired
friendship. irritating/irritated
exasperated/exasperating
exhausting/exhausted
fascinating/fascinated
rewarding/rewarded
boring/bored

Exercise 4, page 69
Students complete the sentences. They then check
answers with a partner before you go through the
answers with the class.

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reception area I like to say hello to the guests


1 motivated 2 irritating 3 rewarded
as they come down.
4 exhausting 5 irritated 6 rewarding
I What happens after breakfast?
J We have the daily staff briefing at nine. This is
Listening an essential part of the day, where the staff report
on the night before and we discuss problems. For
A DAY IN THE LIFE OF A HOTEL MANAGER
example, last night one guests room service
Exercise 5, page 69 didnt arrive for an hour and a half, so we need to
Find out if students have any experience of being a find out why. And this morning we ran out of bread
hotel manager and elicit some of the tasks a hotel rolls in the restaurant. This meeting is also when I
manager is responsible for. Explain that they are brief the team for the day ahead and we discuss
going to hear a hotel manager talk about his job and any future events we have planned. We look at
they should put the activities in the order they are whos staying at the hotel any VIP guests,
mentioned. Students compare ideas in pairs before celebrities, or politicians or whatever, and which
you go through them as a class. Check vocabulary, rooms are not in use. We also talk about
e.g. (staff)retention, initiative. occupancy rates and targets. Weve actually got a
potential overbooking problem at the end of this
1 Review the Night Managers reports week, so we had to discuss alternative
2 Check emails accommodation arrangements for the extra
3 Check the breakfast arrangements guests.
4 Say hello to the guests I How long does that last?
5 Attend the daily staff briefing J About an hour. Then I have a strategy and
6 Attend a strategy and planning meeting planning meeting. At the moment were planning a
7 Have lunch with staff members major refurbishment of all the guestrooms and
8 Do administrative work suites at a cost of 9.5 million dollars. We discuss
everything down to the last detail: the colour
Exercise 6, page 69 schemes, the choice of furniture, the position of
Allow students time to read through the information the power points, the perfume of the shower gel. It
before they listen a second time. Alternatively, with a all has to be right.
stronger class, students could complete the I That sounds like a big job! Do you have any time
information and then listen to check answers. for lunch or is it just a quick sandwich?
J No, at lunchtime I always eat in the staff
Problems this morning: restaurant, and I try to sit with a different person
1 room service each day and talk to them about any concerns
2 bread rolls they have. A hotel stands or falls on the quality of
3 overbooking its customer service, so finding good staff and
keeping them staff motivation and retention is
Ongoing projects: a big concern in our industry. Im absolutely
1 refurbishment passionate about this. As I always say: Unhappy
2 conference employees lead to unhappy guests.
3 late-charge I It sounds like a good principle. What happens
after lunch?
J After lunch, there are more meetings, for
Audio script Track 8.1, Exercises 5 and 6, example once a week theres a big marketing and
page 69 promotions meeting. Our latest promotions
I = Interviewer, J = Jim initiative is were sending the sales team over to
I So, Jim, could you talk us through a typical days Australia and New Zealand to get more
work for you? conference business. On other days I might be
J Well, you have to get up early when you work talking to the finance team or accounts weve
in the hospitality industry and my day starts just had problems with check-out times recently so
before 6.00 a.m. The first thing I do is review the were reviewing our late-charge policy. And when
night managers reports and check what the meetings are over, I have to finish all the
happened during the night. Then I spend some admin work that I havent been able to do during
time reading email messages and catching up. I the day.
try to visit the restaurant between seven and eight I So what time do you finish?
to check that the breakfast arrangements are in J I hope to be able to get away by 6 or 7 p.m. It
order, and then I usually spend some time in the depends.

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RESEARCH HOTEL INSPECTION


HOTEL STAFF ROUTINES
Students find out about the daily routine of a
Aims and objectives
member of hotel staff, sharing their findings with In this lesson students will:
the class. You may want to spend time discussing discuss how hotel standards are evaluated
possible interview questions in class by way of listen to a hotel inspector talk about what she
preparation and decide on how many questions looks for when evaluating a hotel
would be ideal for the interviews. study the use of have/get something done
Homework suggestions
Students write 1215 of their own sentences using
Speaking
-ed or -ing adjectives (including some from this INSPECTION CRITERIA
lesson). Where possible, the focus of the
sentences should be work-related. Exercise 1, page 70
Students write 1215 questions, which can be Introduce the topic of hotel inspections and ask
chosen from those discussed in class, in students to discuss in pairs how each aspect given
preparation for their research task. might be evaluated by an inspector. Elicit ideas,
noting them on the board.

Photocopiable notes 8.1 (page 125) Listening


-ed or -ing? (Card activity page 126)
THE HOTEL INSPECTOR

FACT FILE
A mystery guest audit involves a visit to a hotel by
a mystery guest with the aim of assessing the
quality of the hotel and the services on offer based
on quality standards.

Exercise 2, page 70
Elicit what a mystery guest audit is or what a mystery
guest does before students listen to a hotel inspector
talking about what she looks for when evaluating
services. It might be a good idea to play the
recording twice. Ask students which of their ideas are
mentioned and elicit any extra ones, adding them to
the list. Check vocabulary, e.g. upselling and cutlery.

The hotel inspector mentions the following:


1 Reservations: She checks how quickly the call
is answered, whether or not the clerk
announces his or her own name and the name
of the hotel, whether the clerk can answer her
questions.
2 Reception area: She checks the general
appearance of the reception area whether it
is clean, tidy and welcoming. She expects
someone to help carry her baggage and show
her to her room.
3 Rooms: The room and en-suite facilities must
be clean and tidy with everything in its place.
The fridge should be properly stocked.
4 Room service: She times how long it takes for
her order to arrive. Questions about the menu
should be answered properly and the order
confirmed. The staff should attempt some
upselling.

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5 Restaurant: She evaluates the quality of the EXTRA ACTIVITY


service, the cleanliness of the cutlery and
dishes, the quality of the food and the time it In pairs, students think of other jobs where
takes to be served between courses. She upselling (a technique where a customer is
expects to be greeted and asked if she enjoyed encouraged to buy more products or services) is
her meal. expected. Round up by eliciting ideas. Find out if
6 Staff: She checks whether the staff are friendly students have to do any upselling in their jobs and
and polite and use her name. what kinds of things they have say or try and sell.

Exercise 3, page 70 Speaking


Students listen to the recording again and match
hotel services with the hotel inspectors criteria. Allow AN INSPECTOR CALLS
time for them to compare answers in pairs before Exercise 4, page 70
going through the answers with the class. Tell students they are now going to roleplay being
hotel inspectors. Put them into pairs and allot roles A
1d 2c 3e 4f 5a 6b and B. Allow time for students to prepare. With a
weaker class, As (and Bs) could prepare in pairs
Audio script Track 8.2, Exercises 2 and 3, before returning to their original partners. Monitor
page 70 conversations, providing help as needed. Round up
by asking students to report back on their decisions.
Well, when I inspect one of our hotels, its
obviously as a mystery guest the staff dont See Pairwork files.
know who I am. If they knew who I was, they
wouldnt necessarily behave in the same way. The Listening
inspection starts when I ring to make my
HOTEL STATISTICS
reservation. I evaluate how quickly the
reservations clerk answers the phone, if they give Exercise 5, page 71
their own name and the name of the hotel, and if Ask who has visited the USA and what they thought
they can answer my questions about the hotel and of their accommodation. Students listen to part of a
its services correctly. On arriving, I check the report and fill in the missing statistics. Allow students
general appearance of the hotel reception area. It to compare answers in pairs before eliciting them.
should be clean and tidy and look welcoming
and I also expect that somebody should offer to 1 91% 2 35% 3 16% 4 19% 5 22%
help me with my baggage and show me into my 6 76% 7 58% 8 68% 9 21% 10 12
room.
Obviously, the room and en-suite facilities should
Audio script Track 8.3, Exercise 5, page 71
be clean and tidy with everything in its place, and
the fridge should be properly stocked. I always One significant area of improvement was in
ring room service and order something and then wireless internet access. Ninety-one percent of
time how long it takes to arrive. The person taking the hotels inspected had wireless internet
the order should be able to answer any questions connection compared with only 35 percent from
I have about the menu and confirm the order. just four years earlier. In addition to this, the
Preferably, they should try to do some upselling, number of hotels that charge for in-room internet
that is encourage me to order something else or use is decreasing. Sixteen percent of hotels
something more expensive. inspected currently charge for this service, down
I have both an evening meal and breakfast in the from 19 percent last year and 22 percent in the
restaurant and I evaluate the quality of the service previous year. Thirty-five percent of the hotels
there: whether the cutlery and dishes are clean inspected offer iPod docking stations in-room. Of
and, of course, the quality of the food and the time these, 76 percent were five-star hotels and 58
it takes for me to be served between courses. I percent were four-star hotels.
expect to be greeted properly when I arrive. And It is also encouraging to note that hotel managers
when I leave, the staff are supposed to ask if I are becoming more environmentally responsible.
have enjoyed my meal. Sixty-eight percent of hotels now use energy-
During my stay, I have to check whether the staff efficient lighting. Twenty-one percent of the hotels
are friendly and polite and use my name. This is inspected are planning to adopt Leadership in
important as our policy is to treat people as Energy & Environmental Design (LEED)
individuals and obviously using a name is part and standards in the next 12 months; 20 percent have
parcel of providing a personal service. already done so in the past quarter.

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Grammar
PROFESSIONAL
HAVE/GET SOMETHING DONE
Exercise 6, page 71
SKILLS
Go through the information in the Grammar box,
using extra examples as needed before students PRESENTATIONS
complete the minutes of the meeting. Allow time for
them to compare answers before class feedback. Aims and objectives
In this lesson students will:
1 get/have 2 repainted 3 get 4 install
read the DOs and DONTs of giving presentations
5 get 6 put up 7 get/have 8 replaced
listen to a hotel manager giving a presentation on
9 get 10 look at 11 get 12 rewire
the Kaizen principles in hotel management
do an activity where they discuss how to improve a
Homework suggestions
Students write a report for their boss detailing the run-down hotel and present their ideas
decisions they reached in Exercise 4 (200250
Reading
words). Remind them to incorporate grammar and
vocabulary from the lesson where possible. MAKING PRESENTATIONS
Students write 1215 sentences using the
construction have/get something done and their Exercise 1, page 72
own ideas. Encourage them to be adventurous in Focus students attention on the photo before
their use of language. eliciting what it shows. Ask how the presentation is
going and how they can tell. Students then list
common mistakes made when giving a presentation
and discuss their ideas in pairs before the discussion
is opened to the class.

EXTRA ACTIVITY
Students work in pairs and talk about how often
they have to give presentations, who to, which
language(s) they use, etc. They also find out what
each other enjoys or finds difficult about giving
presentations, and why.

Exercise 2, page 72
Refer students to the Professional skills box and ask
students to complete the advice, comparing answers
in pairs before class feedback. Discuss the DOs and
DONTs given and find out which students feel are
the most useful and why. Ask students if they have
any other advice.

1c 2e 3f 4i 5a 6h 7d 8g
9 j 10 b

Listening
KAIZEN
Exercise 3, page 73
Ask students if they have heard of Kaizen before and
what they know about it. Explain to students that they
are now going to listen to a Japanese hotel manager
talking about Kaizen. After listening, allow students
time to discuss their answers with a partner before
class feedback.

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English for International Tourism Intermediate Teachers Book

based on making changes anywhere where


1 Principles in hotel management which involve
improvements are possible. Theres no one best
all employees, from upper management down
way of doing something, there is always a better
to chambermaids and cleaners, who, on a
way.
regular basis, make suggestions for
If Kaizen is to work, you have to create the right
improvements to the running of their hotel.
atmosphere and adopt the right practices. This
2 Kaizen means continuous improvement.
means encouraging staff to work in teams, so that
3 Toyota Motor Company
they feel involved in and motivated by all aspects
Exercise 4, page 73 of running the hotel, and not just their own little
Students read the information on the slides before area. Secondly, it means sharing information and
listening to the presentation again. Remind them of empowering staff to make decisions so
the word limit. Elicit answers from the class. suggestions can be implemented immediately. Its
also a good idea to provide incentives, so if an
employees suggestion leads to greater efficiency
1 upper management
then that employee should be rewarded.
2 chambermaids and cleaners
3 all the time
4 anywhere Exercise 5, page 73
Students discuss the questions in pairs before class
5 a better way
feedback. Round up by asking if they think Kaizen
6 in teams
would work in their company and why/why not.
7 make decisions
8 a reward
Speaking
Audio script Track 8.4, Exercises 3 and 4, MAKING HOTEL IMPROVEMENTS
page 73 Exercise 6, page 73
Good morning everybody and welcome to this Go through the task and set a time limit (say 15
presentation on Kaizen principles in hotel minutes) for students to list some ideas, before
management. My name is Yusuke Takahashi and putting them into groups of three. Before students
Im responsible for the housekeeping staff at the start their meetings, it might be a good idea to revise
Empire hotel in Hiroshima. the useful phrases given in Unit 7, page 65 for taking
So you are probably wondering what this part in meetings. Depending on time, the preparation
Japanese word Kaizen means? Well, the term is might best be done as homework.
made up of two words: Kai which means
continuous and Zen which means for the better, RESEARCH
so Kaizen is usually translated as continuous CUSTOMER LOYALTY PROGRAMMES
improvement.
This Kaizen principle of continuous improvement Students look into a range of customer loyalty
programmes offered by large international hotel
has actually existed for quite a long time. It first
chains and compare them. In a subsequent lesson,
appeared at the Toyota Motor Company in Japan
they give a short presentation of their findings. You
just after the end of the Second World War, and
could set a time limit (five to ten minutes) and limit
was developed as a fundamental part of their the number of slides (five to eight) for each one.
production philosophy. Although the Japanese Encourage students to ask questions after each
have long recognized the importance of Kaizen in presentation and if time, discuss which loyalty
manufacturing, I dont think it has yet been applied programme students think is the best and why.
to the running of a hotel. But the principles are
important and can be applied to any service Homework suggestions
industry and not just production. Students write an article on Kaizen for a business
So, who does Kaizen concern? The answer is magazine (200205 words), explaining what it
everybody. Kaizen is a system that involves every involves and how it works, as well as any
employee from upper management down to advantages and disadvantages of its use.
chambermaids and cleaners. The idea is to Students write a short report summarizing the
encourage all the personnel to come up with small main differences and similarities between the
suggestions for improvement on a regular basis. customer loyalty programmes they researched for
This is not an activity that takes place once a the final activity. (200250 words)
year, or once a month or even once a week. It
takes place all the time. Photocopiable notes 8.2 (page 125)
Suggestions are not limited to a specific area such True or false? (Card activity page 127)
as marketing or dealing with complaints. Kaizen is

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CASE STUDY Problems: shes the only permanent receptionist


and has too much responsibility, temporary staff
lack training and motivation
TRANSFORM THE Suggestions: give staff proper training, invest in
better software
TEAM
Audio script Track 8.5, Exercise 2, page 74
CASE STUDY MENU
1
Refer students to the lessons aims and objectives LM = Louis, Moulin, C = consultant
before focusing their attention on the photo. Ask who LM My names Louis Moulin, Im the restaurant
it shows and where they work. manager. Everything here was fine before
Monsieur Huchet arrived. Ive always run my
Human resource problems department as I wanted to but now Im told I have
too many staff which is definitely not true.
Exercise 1, page 74 During peak periods theres never enough people.
Ask students if they have ever worked in a hotel and How am I supposed to run a busy restaurant with
what it was like or what they think it would be like if only one waiter?
they have not. Ask them to imagine they are a hotel C I understand there have been problems in the
manager and ask what kind of problems they might kitchens recently.
have running a hotel. Tell students they are going to LM Oh that. Yeah, last week was a very busy time
read some of the human resource problems facing because of New Year and the two temporary
hotels in Paris and allow time for them to compare kitchen assistants we had employed for the
ideas in pairs before class feedback. Check holiday period didnt turn up. We couldnt find
vocabulary, e.g. province and incompetent and ask anyone to replace them at short notice and it was
them if the manager talked about any of the a disaster! In my opinion, we should employ more
problems they discussed. full-time staff and not rely so much on casual and
temporary labour.
They face high turnover of staff and a skills 2
shortage. Many staff leave within six months C = consultant, FD = Fatoumata Dembele
because of low salaries, anti-social working hours, C So you are Fatoumata Dembele, is that
they feel undervalued and have limited career right?
prospects. As a result staff arent motivated and are FD Yes, Fatou, people call me.
often incompetent. C OK, and what do you do here?
FDI Chambermaid. Change sheets, clean room.
Interview with staff C Do you enjoy your work here?
FD I like here but job very hard, always lifting,
Exercise 2, page 74 bending, many, many backache.
Go through the situation and ask students to note C Yes, I suppose thats one of the intrinsic
what each member of staff says when interviewed. hazards of your occupation.
Remind students that they will listen to four different FD No understand.
interviews and if necessary, play the recording twice. C I said thats one of the bad things about your
Students then compare their answers with a partner job.
before sharing them with the class. If time, discuss FD Yes, very bad, and pay. Very small money. We
which problems should be resolved first and why. want pay rise, minimum wage at least.
3
Louis Moulin C = consultant, MG = Munir Gadouche
Problems: lack of staff, unreliable temporary staff C So, Munir, youre the maintenance engineer, is
Suggestions: employ more full-time staff that right?
Fatoumata Dembele MG Yes.
Problems: physically demanding work resulting C Id like to ask you a question. When Monsieur
in backache, low pay Huchet came here, he introduced a number of
Suggestions: pay rise, at least the minimum wage changes into the running of the hotel. What did
Munir Gadouche you think of them?
Problems: hes unhappy with the job rotation MG The same as everyone else! We didnt like it
scheme not doing work he was trained to do at all. He wanted everyone to move around and
Suggestions: go back to the previous system do everyone elses job called it flexibility. The
Mercedes Rodes accounts staff were taught how to make beds, the
reservations staff went to the kitchen, the waiters

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and waitresses were on reception and I was sent hotel is well managed or not. They should try to
to the kitchen to make salads and wash dishes. I agree on which recommendations are the best and
did a three-year apprenticeship as a carpenter why.
and now Im washing dishes! All this job rotation is
a load of rubbish, if it doesnt stop, Im leaving and POSSIBLE OUTCOME
my wife too, cos she works here as well. We
should go back to what it was like before; Although Alexandre Huchet appears satisfied with
everyone knew where they were and what to do. the changes he has implemented, they caused staff
4 dissatisfaction and had a negative impact on
C = consultant, MR = Mercedes Rodes working methods.
C Your names Mercedes Rodes, is that right? Changes that need to be made:
MR Yes, Im Spanish. I work as a receptionist. Recruitment of more waiters for the busy
C Right, OK. So do you get on with the other restaurant
members of staff, Mercedes? Is there a good Employment of permanent staff, e.g. kitchen
working atmosphere? assistants, receptionists
MR Well, Im the only permanent receptionist. Payment of the minimum wage (it is illegal to
There are six part-time employees who are pay less in France)
usually temps from an agency or student trainees Less emphasis on flexible working and the
on work experience. Most of them just dont have Kaizen approach
the knowledge and experience to cope with any Better pay and conditions to attract competent
kind of problem or crisis. Since they are hardly staff and reduce turnover
paid anything, and dont get any training or Proper training for both full-time and part-time
benefits, they arent always very motivated. staff
Nobody tells them how the system works so they More up-to-date reservations software
cant cope with the computers. I feel like Im Extra points:
responsible for everything and everyone, and its The monitoring of staff time and productivity is
too much. unlikely to create an atmosphere of mutual
C OK, well thats very interesting. So do you think trust and increase motivation. The competitive
that the hotel needs to invest more in training for element in the use of software to measure
reception tasks? performance and choose who to give more
MR And in better software! But training would be a money to or to promote is unlikely to produce
start. effective team work and defeats the purpose of
the Kaizen approach.
The abolition of overtime in a low-paid industry
Exchanging information will also decrease motivation as potential
Exercise 3, page 75 earning power is thereby reduced.
Put students into pairs and allot roles A and B. Allow The decision to reduce discounts could also be
them time to read their information and to prepare for harmful if tour operators stop using the hotel.
the activity. With a weaker class, As (and Bs) could Guests may or may not be satisfied with frozen
prepare in pairs before returning to their original packaged meals. This is a trend in French
partners. Monitor during the activity, providing help restaurants but will not satisfy the guest who
as needed. Round up by discussing what students expects a gourmet meal.
found out on the various aspects.
Writing a report
See Pairwork files.
Exercise 4, page 75
TASK Go through the model report on page 101 of the
Writing bank before asking students to make notes
Refer students back to page 72 and to the list of DOs and write their own report. With a weaker class,
and DONTs on giving presentations. Then put students could work in the same pairs as the task.
students into pairs. Allow them time to discuss what Depending on time, reports could be completed for
changes might be needed to improve the homework.
management of the hotel and remind them to limit
the number of slides to ten when they do their
preparation for their presentation. Depending on
time, they could prepare their presentations for
homework. Students could then give their
presentations in a subsequent lesson. Feedback by
discussing with a class whether they think that the

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UNIT 8: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.
Homework suggestions
Students write about staff motivation and staff
retention at a company they know. Encourage
them to explain the positive features of human
resource management and to make suggestions
on further improvements. (150200 words)
Students write a sentence for each of the key
words given for the unit (15 sentences in total).
Encourage them to use a variety of structures and
language from the unit.

RUNNING A HOTEL 81
9
UNIT MENU
CUSTOMER SERVICE

Grammar: question forms


Vocabulary: customer service terms, personal qualities, multi-word verbs
Professional skills: handling telephone conversations
Case study: improve customer service

Aims and objectives 4 with an airline bad experience that turned


In this lesson students will: into a good experience
listen to people discussing customer service Exercise 4, page 76
focus on vocabulary relating to personal qualities Make sure students read the statements before
discuss different situations and how customer listening again and noting down who uses which
services could deal with each one phrases. Go through the answers with the class.

Speaking
Problems:
CUSTOMER EXPECTATIONS 3 (They) had no idea what they were doing.
2 There was no record of the reservation.
Exercise 1, page 76 3 There didnt seem to be any network at all.
Focus students attention on the photos before 4 There was a mechanical problem.
eliciting what they show. Ask students to discuss the 2 All the tables were taken.
saying in pairs before opening the discussion to the
class. Encourage students to justify their opinions. Customer service:
Exercise 2, page 76 4 gesture of good will
Students work in pairs or small groups, exchanging 1 complimentary box of chocolates
experiences about customer services. Round up by 4 It shows they care.
eliciting some examples, perhaps beginning with one 1 on the house
of your own. Ask students if they think people tend to 4 frequent-flyer mileage credit
share good or bad experiences more, and why that
is. Briefly discuss the value of good customer service Audio script Track 9.1, Exercises 3 and 4,
to any company. page 76
1
EXTRA ACTIVITY Ive got an example of good service in a
Students discuss cultural differences in attitudes restaurant. It was my brothers first wedding
towards customer service. In pairs, they decide on anniversary and so he organized a little party in a
the top three countries where they have had restaurant near where he lived. When he and his
excellent customer service. wife arrived, the manager presented them with a
bouquet of flowers and a complimentary box of
chocolates on the house.
Listening 2
CUSTOMER SERVICE EXPERIENCES Thats great, but my most recent experience in a
restaurant is a bad one. Id booked a table in a
Exercise 3, page 76 restaurant for a group of friends to celebrate us
Tell students they are going to listen to four speakers passing our exams at the end of the university
recount their experiences of customer service. term but when we got there, they told us there
Students makes note as they listen and discuss was no record of the reservation and all the tables
ideas with a partner before class feedback. Check were taken. OK, that can happen and I was
vocabulary, e.g. shrug and good will. disappointed but not particularly angry or anything
there are plenty of other restaurants. Anyway, I
1 in a restaurant good experience asked to see the manager because he was the
2 in a restaurant bad experience one whod taken the booking and normally youd
3 in a hotel bad experience expect a manager to immediately say How can I
help you? or something like that. But this

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manager he just took one look at me and said Im Vocabulary


far too busy to talk to you. Incredible! I asked him
how can you manage a restaurant and not be PERSONAL QUALITIES
available when theres a problem or a complaint. Exercise 6, page 77
He just shrugged his shoulders and walked away. Students complete the text, checking answers in
Ive never met anyone so unfriendly, impolite and pairs before going through them as a class. Ask
incompetent. students if they would add any other points.
3
Yes, I hate it when people are incompetent and
1 welcoming 2 loyal 3 appropriate
cant do their jobs. I stayed in a hotel recently and
4 reliable 5 competent
the brochure said there was Wi-Fi access in every
room, and when I tried to connect to the internet, I Exercise 7, page 77
couldnt. There didnt seem to be any network at Look at the first adjective and ask the class which
all. When I told reception about the problem, they prefix goes with it. Students then add in the
just sent me some facilities person who obviously remaining ones, working alone or in pairs, before
had no idea what they were doing and couldnt class feedback. Check pronunciation as needed,
help. I found out later that in fact the hotels focusing on number of syllables and syllable stress
central network router had caught fire, or at least if useful.
thats what another guest told me. Im not going
back there again.
4 1 inappropriate 2 dishonest 3 impolite
I can tell you about a bad experience with an 4 incompetent 5 disloyal 6 unreliable
airline which actually turned into a positive one. 7 inefficient 8 impatient 9 disrespectful
Last year, I was in the USA and flying from 10 unfriendly 11 impersonal
Denver to Chicago. I was really tired after a long 12 unwelcoming
trip and I just wanted to get on the plane and go to
Exercise 8, page 77
sleep, but on my way to the airport I received a
Students complete the sentences, comparing
text message that the flight was 30 minutes late.
answers with a partner before checking them as a
By the time Id checked in and gone through
class.
security, the delay had already reached an hour. I
went to the departure lounge to wait and every 15
minutes, my phone would buzz with another alert 1 inappropriate 2 incompetent
telling me the flight was delayed even longer. It 3 disrespectful/impolite 4 honest
turned out there was a mechanical problem with 5 impersonal 6 unreliable
the plane in Chicago. So instead of taking off from 7 competent/efficient/friendly 8 unwelcoming
Denver at three, we ended up leaving at eight. But
the good part is that, a week later, I received an Speaking
email apology from the airline together with a
5,000-mile frequent-flyer mileage credit. Its the SHOWING YOU CARE
kind of gesture of goodwill that keeps me flying Exercise 9, page 77
with this airline. It shows they care and makes me Students work in pairs to discuss the situations and
feel as if my custom is important to them decide what they would do in each. Round up by
asking students to share their ideas with the class. If
Exercise 5, page 76 time, encourage the class to reach a consensus on
Ask students to work in pairs and discuss how the the best gesture of good will for each situation.
two negative experiences could have been better
handled. Round up by asking students to share ideas RESEARCH
and if time, ask the class to choose the best
GOOD AND BAD CUSTOMER SERVICE
suggestion for each situation.
Students look into customer service using the
internet, researching examples of positive and
negative experiences. In a subsequent class, they
present their findings to the class, or in groups.

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Homework suggestions
Students write 1215 sentences of their own, CUSTOMER
using a mix of positive and negative personal
quality adjectives as covered in Exercise 7.
FEEDBACK
Encourage them to use a variety of structures.
Students write an article for a hotel and tourism Aims and objectives
magazine or internet site, explaining why gestures In this lesson students will:
of good will are so important to businesses. listen to someone giving tips on how to obtain
Encourage students to give an example of a customer feedback
situation (i.e. from Exercise 9) and explain how it study different question forms
could be dealt with positively and how this roleplay a conversation in which a customer
approach would benefit a business in the long- service employee is asking a hotel guest for
term. (200250 words) feedback

Photocopiable notes 9.1 (page 128) Speaking


Personal qualities (Card activity page 129) EVALUATING FEEDBACK

EXTRA ACTIVITY
Students work in pairs to discuss these questions.
How often do you give feedback in hotels,
restaurants, etc.? And do you tend to give positive
or negative feedback?
Do you think guests are more likely to give
positive feedback in the hotel they stayed in or on
the internet? Why?
What do you think about internet reviews? Do you
consider them to accurate or vindictive?
Should social networking sites be used to name
and shame companies and bad service? Why/Why
not?

Exercise 1, page 78
Start the lesson by asking students how people tend
to give feedback these days, before students work in
pairs to discuss the comments. Feedback by eliciting
their answers to the questions.

Listening
GETTING CUSTOMER FEEDBACK
Exercise 2, page 78
Students listen to tips for obtaining customer
feedback. After listening, students compare answers
with a partner before going through them as a class.

All the techniques are mentioned apart from


competitions.

Exercise 3, page 78
Tell students they are going to listen to the tips again
but get them to read the techniques first. After
listening, encourage students to check answers in
pairs before going through them.

1 you are treated mystery guest audit


2 people really want direct questions
3 unsolicited phone calls phone survey

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4 to it later feedback area on website 6


Your front-line staff are the most knowledgeable,
5 of the organization focus group
as well as the least expensive, of your sources of
customer feedback. Front-line staff should be
Audio script Track 9.2, Exercises 2 and 3, encouraged to build strong relationships with
page 78 customers so that the customers feel free to share
1 how they really feel about the service. Managers
One of the most obvious but underused ways to should then ask front-line staff to pass on
find out what your customers experience was like important information on how to improve customer
when they use your service is to be a mystery care. However, dont forget that it is important to
customer yourself, and see things through your use the information you obtain in this way and act
customers eyes. Act as one of a group of upon it. If you dont, staff will quickly feel
customers with special needs, such as a person in demotivated and stop giving you feedback.
a wheelchair or someone whose first language is
not English and see how you are treated. It can be Exercise 4, page 78
an interesting experience. Students choose the best technique for each
2 business, discussing ideas with a partner before the
There can be a great difference between what we discussion is opened to the class. Encourage
think people want and what people really want, for students to explain their choices.
example when hotel customers are asked what
they want for their breakfast, and then the waiting EXTRA ACTIVITY
and catering staff are asked what they think the
customer wants, the answers are very often Students discuss in pairs, how their own company
different. The easiest way to find out whether or (or one they know well) gains customer feedback
not a customer was satisfied with the service and whether it is the best way to do so or not, and
provided is to ask them directly. Thats what a why.
waiter does when he asks: Did you enjoy your
meal?. Grammar
3
Getting customers to fill in a questionnaire is one ASKING QUESTIONS
of the most well-established feedback techniques. Exercise 5, page 79
This can be by post, email or telephone. Hire Focus students attention on the Grammar box and
phone survey experts to call your customers but go through the question forms. If useful, also refer
make sure they are polite and unaggressive them to page 117 of the Grammar section at the
because many people react negatively to back of the book. Students then reorder the words,
unsolicited phone calls. You could also design comparing ideas in pairs before class feedback. If
attractive postcards with a few questions for your needed, students practise the questions, focusing on
customers to answer. Keep these short and easy intonation.
to complete. The information should be stored in a
database and statistics produced to give 1 Would you mind filling in this form for me? (OR
quantitative information on how well youre filling this form in)
performing. 2 Could you tell me what your credit card
4 number is?
Create a feedback area on your website, where 3 Do you mind if I check all the details again?
customers can answer questions when its 4 So you would like me to book a taxi for
convenient for them. If the questionnaire is long, tomorrow morning at 8?
remember to allow people to save their data and 5 I was wondering if you would mind changing
come back to it later. your room tomorrow night.
5 6 Could you tell me what time you want me to
Focus groups small groups of customers who give you an early morning call?
give intensive feedback about specific topics are
one of the best ways I know to find out how we Exercise 6, page 79
are performing. Form a focus group with some of Depending on the class, you may wish to discuss the
your regular customers. You can obtain good first question together before students rewrite the
qualitative data and, at the same time, make remaining ones. Then go through and elicit answers
customers feel part of the organization. I also from the class.
think its important to always give customers who
participate in a focus group some kind of reward.

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1 Can you tell me what kind of room your


director would prefer?
PROFESSIONAL
2 Do you know how many nights he will be SKILLS
staying?
3 So hell need to be picked up from the airport?
4 Could you tell me what time he will be HANDLING
arriving?
5 I was wondering if he will have all his meals in TELEPHONE CALLS
the hotel.
6 Have you any idea when he will be checking Aims and objectives
out? In this lesson students will:
focus on useful phrases for telephone
Speaking conversations
read about telephone etiquette
A FEEDBACK QUESTIONNAIRE study multi-word verbs
Exercise 7, page 79
Put students into pairs and refer them to the Vocabulary
questionnaire in File 20, page 110. Remind them to
USEFUL TELEPHONE PHRASES
take turns to be the hotel guest and the customer
service employee. Monitor throughout the interviews,
checking on polite question forms and intonation. OPTIONAL LEAD-IN ACTIVITY
Round up by eliciting responses and by giving Students work in pairs and discuss how often they
feedback on the use of question forms. make calls in English, finding out who they usually
need to talk to, the type of things they discuss and
See Pairwork files.
what they find difficult and why.
Homework suggestions
Students write a short questionnaire (1215 Exercise 1, page 80
questions) on a topic of their choice, using a mix of Introduce the focus of the lesson and if your students
question types as covered in the lesson. In a are thinking of taking the LCCI Level 2 Certificate in
subsequent lesson, students work in pairs, Spoken English for Tourism, remind them that the
interviewing each other and then sharing effective handling of telephone calls would, in the
something they found out with the class to round exam, demonstrate an understanding of how
up. communicative skills such as conveying information
Students write an article for a hotel and tourism clearly and listening carefully contribute to the
site, explaining the importance of customer successful operation of a tourism business or
feedback, the best ways of obtaining it and how to organization. Elicit the American English for mobile
deal with both positive and negative feedback. phone or mobile (cell phone) before asking students
(200250 words) to complete the conversations and allow time for
them to compare answers with a partner.

Exercise 2, page 80
Students listen to the conversations, checking their
answers. Discuss any questions and if time, ask
students to practise the conversations in pairs.
Check intonation sounds polite.

1 How may I help you?


2 Could you tell me whos speaking, please?
3 Im calling about
4 Martin speaking.
5 Who shall I say is calling?
6 you through
7 look into it
8 Would you like to leave a message?
9 pass on your message
10 gets back

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Audio script Track 9.3, Exercise 2, page 80 5 Smile 6 Adapt 7 Take notes
1
TA = Travel agent, C = Customer EXTRA ACTIVITY
TA Hello, Aphrodite Travel, Constantin speaking. Students discuss in pairs what protocols they
How may I help you? follow when answering the phone at work.
C Id like to speak to Mrs Castellanos, please.
TA Could you tell me whos speaking, please?
C My names Robert Taylor. Im calling about a Speaking
booking I made recently. TELEPHONE NUMBERS
TA Fine. Can you give me the reference number,
please? FACT FILE
2
CS = Customer Service operator, In telephone numbers 0 is usually pronounced as
C = Customer oh in the UK and zero in the USA.
CS Hello, Customer Enquiries. Martin speaking. In the UK, when giving a repeated number in a
How can I help you? phone number, it is normal to say double plus the
C Id like to speak to the Chief Operations number, e.g. 66 would be double six. In the USA,
Officer, please. Maria Tardelli. however, you would say the number twice, e.g. six
CS Yes. Who shall I say is calling? six.
C Its Lars Vandenbosch from Belltours.
CS Im putting you through. Exercise 4, page 81
C Thank you. Tell students they are now going to practise writing
3 down phone numbers and explain that they will hear
C = Customer, R = Receptionist a mixture of American speakers (1, 4 and 5) and
C Good morning. My name is David Saada. Im British speakers (2, 3 and 6). Before playing the
calling from a landline at the airport. I checked out recording, point out the different ways of saying the
this morning and I think I left my cell phone in number 0 and how double numbers are said.
room 218. I was wondering if anyone has found it. Afterwards, allow time for students to compare
R Oh right, well, Ill look into it straightaway and answers with a partner before checking them as a
see if the room has been cleaned. class.
C Thank you. Ill call back in ten minutes.
4 1 07735 497 820
R = Receptionist, C = Customer 2 0207 987 4647
R Im sorry, shes in a meeting at the moment. 3 3211 8880
Would you like to leave a message? 4 00 8 095 987 8871
C Yes, please. Can you tell her that Mrs Castell 5 00 34 660 524 633
phoned about the meeting in Zurich at the end of 6 0800 810 901
the week. I need to change the time of the
appointment. Audio script Track 9.4, Exercise 4, page 81
R OK. Ill pass on your message and make sure
she gets back to you as soon as the meetings 1
finished. Does she have your number? You can always catch me on my cell phone
C Yes, but I can give it to you just in case. Its 00 07735 497 820.
33 1 60 63 61 40. 2
R OK, Ive got that. The office number is 0207 thats the code for
central London 987 4647.
3
Reading His direct line is 3211 8880.
TELEPHONE ETIQUETTE 4
Ill give you the number where Im staying in
Exercise 3, page 81 Moscow thats 00 to dial abroad, 8 for Russia
Check students understand what is meant by and 095 for Moscow I think you leave out the
etiquette (good manners) before focusing their zero if youre dialling from overseas and then
attention on the Professional skills box. Students 987 8871.
complete the tips and compare answers in pairs. 5
Round up by discussing answers. I can give you Belinda Leons cell phone number
shes the rep in Valencia its 00 34 660 524
1 Answer 2 Turn away 3 ask 4 interrupt 633.

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6 Speaking
I couldnt find their number on the website, the A HOTEL BOOKING
only thing theyve got is one of those 0800
numbers 0800 810 901. Exercise 7, page 81
Tell students they are going to roleplay making a
Exercise 5, page 81 hotel booking. Put them into pairs and allot roles A
Students discuss how to pronounce the numbers and B. Allow preparation time and help as needed.
before class feedback. Find out what the country With a weaker class, As (and Bs) could prepare in
dialling code is for their country/ies. pairs before returning to their original partners.
Monitor the conversations during the activity, making
notes on intonation, good language use and aspects
EXTRA ACTIVITY to revise. Round up by discussing how the calls
Find out if students know the dialling codes for the went.
following countries (you may want to add to the list
others which the students will find useful): See Pairwork files.
1 France Homework suggestions
2 The USA Students create a short customer service
3 The UK orientated telephone call between two people,
4 Italy using phrases covered in the lesson and their own
5 Germany ideas (three to five minutes). These could be
If students do not know the answer, tell them and practised and roleplayed in a subsequent lesson.
ask them to write it down. Students write ten sentences of their own using
Answers the multi-word verbs given in Exercise 6.
1 33 2 1 3 44 4 39 5 49 Encourage students to use structures previously
covered as well as other language from the unit.
Vocabulary
MULTI-WORD VERBS Photocopiable notes 9.2 (page 128)
What do you say? (Pelmanism page 130)
Exercise 6, page 81
Focus students attention on the multi-word verbs
before asking them to complete the expressions
(alone or in pairs) so they have the same meaning.
Go through the answers with the class.

1 put you through 2 Hold on 3 get back


4 pass on 5 cut off 6 hang up 7 run out
8 get through 9 look into 10 sort out

EXTRA ACTIVITY
Explain that in natural speech words link together
and they connect differently depending on the
sounds at the end and beginning of each word.
For example: a consonant sound at the end of a
word links directly with a vowel at the beginning of
the next word, e.g. hold on /hldn/ rather than
pronouncing this as two separation words: hold on.
/hld/ /n/
Ask students to underline all the links in the multi-
word expressions and go through these with the
class before they practise saying the sentences.
Monitor and help as needed.

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round up by eliciting ideas from the class. Check


CASE STUDY students understand what is meant by third parties.

See Pairwork files.


IMPROVE
CUSTOMER SERVICE Strengths:
Interesting for children; good service courteous
CASE STUDY MENU staff
Weaknesses:
Refer students to the lessons aims and objectives Difficult for disabled and elderly visitors: no ramp for
before focusing their attention on the photos that go wheelchairs; no lift inside the house; no toilet for the
with the text on page 82. Elicit what they show and disabled; unfinished work on the car park resulting
where they might be. in long walk on uneven surface from parking area
which is more than the stated 750 m.
The history of Lilburne Manor Other weaknesses: disappointing food; no
lifejackets; interactive screens switched off; film
FACT FILE unavailable
A stately home (BrE) is a large house in the
countryside in the UK which has historical interest,
especially one open to the public. EXTRA ACTIVITY
For further information on stately homes in the
UK, refer students to the following websites: As a class, discuss how the companies students
National Trust: www.nationaltrust.org.uk work for (or ones they know) deal with complaints.
English Heritage: www.english-heritage.org.uk
Treasure Houses: www.treasurehouses.co.uk Customer phone call
The Landmark Trust: www.landmarktrust.org.uk
Historic Scotland: www.historic-scotland.gov.uk Exercise 3, page 83
National Trust for Scotland: www.hts.org.uk Introduce Jack Carter, a Customer Service Manager
at the manor, before students listen to the telephone
Exercise 1, page 82
call and complete the comment card. Check answers
Explain that the place in the picture is Lilburne
with the class.
Manor, a fictitious stately home in England. Check
students understand what a stately home is before
reading the text. Allow time for students to compare 1 26 June
answers in pairs before going through them with the 2 d_feichtinger@t-online.de
class. Ask students if this is a place they would want 3 Dietmar Feichtinger
to visit. Comments:
Items from the Kings room had been removed and
photos in the brochure are therefore misleading.
1 F They belong to the Historic Houses Trust.
When he bought the tickets he was not informed of
2 T
the changes to the room.
3 T
4 F Work on the car park is currently in
progress. Audio script Track 9.5, Exercise 3, page 83
5 F Consumption of food brought from outside
J = Jack, DF = Dietmar Feichtinger
is not permitted.
J Jack Carter, Lilburne Manor, how can I help
6 T
you?
DF Hello, ah yes, Id like to make a complaint
Customer comment cards about a recent visit I made to Lilburne Manor last
Saturday.
FACT FILE J Oh dear, Im sorry to hear that. Could you tell
Third party: A person or a company that is not me what exactly you found unsatisfactory?
directly involved in an agreement but may be DF Well, the last time I visited I was particularly
linked through a shared business or involvement. impressed by the Kings room with the beautiful
furniture and the paintings by Holbein and
Exercise 2, page 83 everything, and so I took a friend last weekend
Put students into pairs and allot roles A and B. who wanted to see them for himself and when we
Students now read some visitors comments and with got there, we discovered everything had been
their partner, make a list of the Manors strengths removed!
and weaknesses. Monitor, helping as needed and

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J Oh yes, Im terribly sorry about that! In fact, EXTRA ACTIVITY


most of the contents of this room have been lent
to a museum for a special exhibition, so Students discuss in pairs how the other complaints
unfortunately could be dealt with, sharing ideas as a class.
DF Well, its disgraceful to change the exhibits like
that your brochure still has the photos of the TASK
room as it should be and we werent informed
when we bought the tickets. Go through the task with the class, then put students
J Yes, I fully understand your disappointment into pairs and allot roles A and B. Set a time limit for
and I do apologize for the inconvenience. Um, I them to discuss their ideas and for them to make
was wondering did you fill in a comment card? notes (e.g. ten minutes). Then join the pairs together
DF No, there were none left at reception. to make groups of four. Refer students back to the
J Oh dear. Well, Ill do one now for you. Would useful meeting phrases from Unit 7, page 65 and
you mind giving me your name and address? provide help as needed. It may be helpful to set a
DF OK, its Dietmar Feichtinger. time limit for the meeting so that students can then
J Right, er, could you spell that for me? present their plans to the class. Alternatively, the
DF D-I-E-T-M-A-R thats the first name and the action plans could be presented in the next lesson.
surname, Feichtinger, F-E-I-C-H-T-I-N-G-E-R.
See Pairwork files.
J And where do you live, Mr Feichtinger?
DF Its GrnerWeg 6, Friedberg in Germany.
J And the postcode? POSSIBLE OUTCOME
DF Its 61169.
J OK, Ive got that. And do you have an email Improving customer service:
address where we can contact you? Installation of a lift to the first floor for disabled
DF Yes, its lower case d_feichtinger@t-online.de. visitors. The Disability Discrimination Act in the
Thatsd underscore feichtinger at t hyphen online UK requires that all buildings must be
dot d e. accessible by everyone, whatever their
J OK, MrFeichtinger, thank you for taking the handicap.
time and once again please accept our apologies Installation of a toilet for disabled visitors.
and if you come back in September, youll find Improved quality of food in the gourmet
everything back to normal. Ill send you two restaurant.
complimentary tickets for your next visit. Interactive screens and electrical equipment to
DF Oh, thank you very much. be functional at all times.
J And what did you say was the date of your Rapid completion of work on the car park and
visit? footpath.
DF 26 June, last Saturday. Adequate supply of lifejackets for those
J Right, thank you again for your call, Ill pass on wishing to hire a boat.
your comments and we hope to see you soon. Up-to-date brochure pictures if a rooms
DF Yes, goodbye. furniture and furnishings have been changed.
J Goodbye. Adequate supply of comments cards at
reception.
Exercise 4, page 83 Some of the above could be implemented
Students discuss the questions as a class. Then ask immediately at little or no cost. The building works
them how well they think Mr Carter managed the (car park, lift, toilet) should take no more than
conversation. three months.
Installing the lift would require planning
Writing a response to a customer permission as Lilburne Manor is a listed building
and could take time. Expect to pay about 15,000.
Exercise 5, page 83 The cost of finishing work to the car park depends
Refer students to the model on page 101 of the on its surface but would probably be not less than
Writing bank and the points given before asking them 20,000. Allow 2,000 for the toilet.
to decide which two complaints to respond to. With a
weaker class, it may help if students discuss ideas in
pairs before writing their own letters. If time is limited,
students could complete their replies for homework.
Set a word limit of 200250 words.

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UNIT 9: KEY WORDS


Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.

Homework suggestions
Students write a short report summarizing their
groups action plan, as drawn up in the Task
activity. (200250 words)
Students write a sentence for each of the key
words given for the unit (13 sentences in total).
Encourage them to use a variety of structures and
language from the unit.

CUSTOMER SERVICE 91
10
UNIT MENU
BUSINESS TRAVEL

Grammar: past perfect


Vocabulary: idioms and metaphors
Professional skills: socializing and making small talk
Case study: The Trade Fair Game

Aims and objectives Vocabulary


In this lesson students will: IDIOMS AND METAPHORS
read an article about changes in business travel
focus on some popular idioms and metaphors FACT FILE
discuss how they would prefer to be rewarded by idiom: a group of words that has a special meaning
their employer that is different from the ordinary meaning of each
separate word, e.g. under the weather = ill.
Reading
metaphor: a way of describing something by
CHANGES IN BUSINESS TRAVEL referring to it as something different and
suggesting that it has similar qualities to that thing.
OPTIONAL LEAD-IN ACTIVITY Exercise 2, page 85
Students discuss in pairs how business travellers Briefly discuss the difference between an idiom and a
differ from ordinary ones in terms of what they metaphor. Students replace the expressions in italics
expect from air companies. with idioms from the article. Allow them to discuss
answers in pairs before class feedback.
Exercise 1, page 84
Focus students attention on the heading of the 1 cut to the bone
article before asking what it could be about. Students 2 on the horizon
then read the article and compare answers with a 3 foot the bill
partner before going through them with the class. 4 on a shoestring
Check vocabulary, e.g. confined, restrictive, rebound, 5 put the brakes on
refurbished, etc. 6 going through the roof

1 The front row is where first class and business Speaking


travellers who pay a premium price sit.
2 Decrease: Cuts in travel budgets; restrictive BUSINESS TRAVELLERS AND INCENTIVES
company policies that banned business-class
Exercise 3, page 85
travel and replaced sales conferences with
Ask students if they think there are a lot of
virtual meetings via conference calls.
differences between business travellers and ordinary
Increase: the economy has picked up and
ones. They then discuss the differences, in relation to
companies are no longer chasing costs.
the factors given in the box, in pairs. Round up by
3 They are providing new business-class seats,
eliciting and discussing ideas with the class.
refurbishing business lounges and improving
on-board service If your students are thinking of taking the LCCI Level
4 Business travellers are still cautious, high 2 Certificate in Spoken English for Tourism, remind
unemployment, rising energy prices, them that they should be able to identify and explain
heightened security measures, uncertain the range of needs and expectations that leisure and
earnings and the weak dollar. business travellers may have.

Exercise 4, page 85
Find out if any companies students have worked for
have or had a reward system for performance.
Students then work in pairs to discuss how they
would like to be rewarded and why. Elicit ideas from
the class.

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EXTRA ACTIVITY TRAVELLING AND


Students work in small groups to discuss different
reward systems they have experience of through TEAM-BUILDING
the companies they have worked for.
Aims and objectives
In this lesson students will:
FACT FILE listen to a couple of business travel stories
incentive: something that encourages you to work study the use of the past perfect tense
harder, start a new activity, etc. read about team-building events

Exercise 5, page 85 Listening


Check students understand what an incentive is
before they read the text. Allow time for them to BUSINESS TRAVEL STORIES
compare answers with a partner before going Exercise 1, page 86
through them with the class. Tell students they are going to listen to two business
travel stories and give them time to read the
1 It is often spent on bills and shopping for questions before listening. Encourage students to
groceries. compare answers with a partner before going
2 The workforce can bond together and it through them with the class. Check vocabulary, e.g.
improves motivation and productivity. bonding, snore, etc.

Homework suggestions Speaker 1:


Students write a paragraph explaining how they 1 Shed forgotten to pack them.
would want to be rewarded for good work and 2 Shed only slept for about 15 minutes.
why, expanding on their ideas from Exercise 4. 3 It was the only one left as a result of a
(150200 words) cancellation.
Tell students they have been asked to come up Speaker 2:
with an incentive scheme to motivate and reward 1 13 years.
employees for good performance at the company 2 His colleagues told him that the theme of the
they work for. It is a medium-sized company and awards banquet was Country and Western
the managing director is keen for rewards not to and everyone had to dress up accordingly.
be money-orientated. Students write a short 3 One of the practical jokers had previously
proposal to put forward their ideas. These could be ordered a black tuxedo and tie for him.
read out to the class in a subsequent lesson.
(200250 words)
Audio script Track 10.1, Exercise 1, page 86

Photocopiable notes 10.1 (page 131) Speaker 1


Idioms (Matching activity page 132) It was early in my career and we were going to a
weekend training seminar and you had to share
rooms with a complete stranger you know,
senior managers think this is a good bonding thing
and I shared a room with someone who snored
like an elephant Normally I wear earplugs at
night but this time I had forgotten to pack them. I
remember going into the bathroom and crying
because I was so tired, and in the morning I was
like crazy because Id only slept for about 15
minutes. At breakfast, I bumped into someone
and spilt coffee all over the place. My blouse was
ruined and I just wanted to leave there and then,
so I went up to my boss and said I want another
room or Im going home. Well, all the other rooms
had been taken and the only place left was the
presidential suite because the person who had
booked it had cancelled the reservation at the last
minute. So the next night, at least, I was able to
sleep in comfort and silence.

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Speaker 2 Reading
S2 = Speaker 2, S1 = Speaker 1 TEAM-BUILDING EVENTS
S2 Well, last year I left the hotel in San Francisco,
where Id worked for 13 years, and came to the Exercise 3, page 87
corporate office in Memphis to become brand Focus students attention on the photo and ask what
manager. Id been at the corporate office for is happening in it. Students then discuss the
maybe three months and there was an annual questions in pairs. Round up by asking students to
conference where all the general managers get share their ideas.
together. I was talking to all my new colleagues
about the conference I had never spoken at one EXTRA ACTIVITY
before. Id attended them but Id never had to
make a speech and I was quite nervous about it. Students work in groups and discuss their own
So they thought theyd play a practical joke on experiences of team-building activities, explaining
me. They said that at the awards banquet the which were more successful and why. Perhaps
theme is Country and Western therell be a discuss if there are any differences between what
Country and Western band and everyones going management consider good activities versus their
to dress up. When, actually, the truth of the matter staff.
was that it was a black tie event. Luckily, Id
packed a pair of jeans in my suitcase but I went Exercise 4, page 87
out and bought myself a cowboy hat, some Students read the text, checking answers with a
cowboy boots and a fringe jacket to complete the partner before class feedback. Check vocabulary,
costume. And I remember coming down, I was e.g. innovative, expertise, testimonials.
alone in the elevator and it opened up to the foyer
in front of the ballroom and there was a sea of 1b 2c 3d 4a 5f 6e
black cocktail dresses and tuxedos and I just
froze. People were looking at me and I just kept Exercise 5, page 87
pushing the button, pushing the button of the Students discuss their ideas in pairs before the
elevator until, at last, the doors closed and I went discussion is opened to the class. Note ideas on the
back up. board, adding to them if necessary.
S1 So you missed the banquet?
S2 Well, no, luckily one of the colleagues whod RESEARCH
been responsible for the practical joke had TEAM-BUILDING PROVIDERS
ordered me a black tuxedo my size and a tie, and
so I was able to go back down and join in the Students research different event providers in their
region, using the internet to discover more about
festivities.
the various packages on offer and sharing their
ideas with the class.
Grammar
Homework suggestions
PAST PERFECT Students write a blog article about an experience
Exercise 2, page 86 they have had while travelling, using at least 5
Focus students attention on the Grammar box examples of the past perfect. (200250 words)
before going through the information. If further Students write a short report describing some of
explanation is required, refer students to page 113 of the different team-building and corporate event
the Grammar reference. Students then complete the packages available in their region and saying
story, checking answers with a partner before class which might work best for the company they work
feedback. for (or one they know well), and why. (200250
words)
1 flew 2 had asked 3 had packed 4 left
5 landed 6 had put 7 spent 8 was 9 had got
10 created

BUSINESS TRAVEL 94
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PROFESSIONAL Listening
STRIKING UP A CONVERSATION
SKILLS Exercise 5, page 89
Students listen to the conversations and complete
SOCIALIZING them. They then compare answers with a partner
before you go through them with the class. If useful,
Aims and objectives play the recording twice. Alternatively, pause it after
each conversation to allow students time to write
In this lesson students will: down answers.
focus on vocabulary for making small talk
listen to different conversations where people
1 I dont think weve met before.
make small talk
2 How do you do?
do an activity to practise striking up conversations
3 let me introduce myself.
in different situations
4 We havent been introduced.
Speaking 5 You must be
6 Can I introduce you to
TOPICS OF CONVERSATION

FACT FILE Audio script Track 10.2, Exercise 5, page 89

In the UK, weather is a common topic for small talk 1


as it changes so much. Sport and TV are also PB = Peter Baxter, MC = Mrs Chen
popular topics. Ones to generally avoid, particularly PB Excuse me, Mrs Chen?
with complete strangers, include: politics, religion, MC Yeah.
age, earnings and weight. PB I dont think weve met before. Im Peter Baxter
from the Los Angeles office.
Exercise 1, page 88 MC Ah yes, Peter Baxter. How do you do?
Explain to students that this lesson focuses on 2
socializing and refer them to the list of conversation Hello, let me introduce myself. Im Werner Krg
topics given. Discussing in groups or as a class, from Graz in Austria. Where do you come from?
which ones students could talk about with whom. 3
LL = Lucas Lee, TM = Tim Mason
Exercise 2, page 88 LL Excuse me, are you Tim Mason by any
Widen the discussion by finding out which topics chance?
students would never discuss and why, e.g. due to TM Yes, thats right.
differences in culture, status, age and gender LL We havent been introduced. My names Lucas
between the people concerned. Lee. I work for AsiaTravel in Singapore.
4
Vocabulary HMH = Hwang Mi Hee, PM = Phillipe Moreau
MAKING SMALL TALK HMH You must be Phillipe Moreau.
PM Thats right.
Exercise 3, page 88 HMH Can I introduce you to Brent McIntosh, our
Ask what small talk is and find out if students find it Marketing Director in Sydney?
easy or hard in English and why. Refer students to
the Professional skills box and ask them to complete
the tips with the words given, comparing answers in EXTRA ACTIVITY
pairs before going through them as a class. Ask
students which tip they find the most useful. Refer students to the audio script on page 128 and
ask them to practise the conversations in pairs. Go
round the class, checking on intonation.
1a 2c 3d 4c 5d 6b 7d 8c
Exercise 6, page 89
Exercise 4, page 88
Students work alone or in pairs to come up with other As students need to complete the gaps and make
example sentences. Elicit ideas from the class, notes on what the other person says, it might be best
writing them on the board if useful. to do this exercise in two parts. In the first part,
students complete the gaps. Then ask them to
compare their answers in pairs before checking them
as a class. In the second part, students listen again
and make notes on the other speakers replies.

BUSINESS TRAVEL 95
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Encourage them to check answers with a partner and expressions from the lessons. Remind
before eliciting ideas from them. students that their conversation should include an
1 hasnt it? introduction, expressions to keep the conversation
2 wasnt it? going and ones to move it on. In a subsequent
3 dont you think? lesson, students practise their conversations in
4 excuse me for a moment pairs and roleplay them in groups or for the whole
5 Id better be going. class.
6 Im afraid I have to go.
Photocopiable notes 10.2 (page 131)
Audio script Track 10.3, Exercise 6, page 89 How would you start a conversation? (Game
page 133)
1
A Its been a long day, hasnt it?
B Yeah. Ill be glad when its over.
2
C So, that was an interesting talk, wasnt it?
D Yes, looks like we have a few challenges
ahead.
3
E Its a splendid programme, dont you think?
F Yes, and Im looking forward to the talk on
cost-cutting.
4
G Just excuse me for a moment, theres
something I have to attend to.
H OK, Ill wait here till you get back.
5
I Well, its getting late. Id better get going.
J OK, it was good to see you again. Take care.
6
K Look Richard, Im afraid I have to go. I have a
busy day tomorrow.
L No problem. See you tomorrow, first thing.

Speaking
COFFEE BREAK
Exercise 7, page 89
Go through the scenario with the class, checking
they understand what is involved. Allow students
time to prepare before they get up and mingle.
Remind them when it is time to move on to a new
person. Monitor and note good language use and
areas where further help is needed. Round up by
discussing any difficulties students had, e.g. topics
they found hard to talk about and ways to improve
the conversations.

Homework suggestions
Students write an article for a business internet
site discussing popular topics for small talk in their
country and factors to take into consideration
when striking up a conversation with different
groups of people. Suggest students expand on
ideas and use the people given in Exercise 1 and
Exercise 2. (200250 words)
Students write a short conversation between two
people (four to five minutes) using their own ideas

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THE TRADE FAIR


GAME
Find out if students go to trade fairs and if they do,
how often and which ones they have been to, etc.
Tell them they are going to play the Trade Fair Game
and put them into groups of four. Check each group
has a coin with heads and tails, explain which side is
heads and which tails, and then go through the rules.
Monitor groups throughout the game, making notes
on good language and aspects to discuss during
feedback. When everyone has finished, find out who
won in each group and discuss any questions or
issues that arose.
UNIT 10: KEY WORDS
Highlight the key words box and elicit definitions for a
selection of the words. Check on parts of speech,
syllable stress and pronunciation as needed.
Suggest that students use the DVD-ROM Mini-
dictionary for further self-study.
Homework suggestions
Students write a blog article about the Trade Fair
Game for their own internet site, explaining how
they found it and what they learnt from the
experience (200250 words).
Students write a sentence for each of the key
words for the unit (13 sentences in total).
Encourage them to use a variety of structures and
language from the unit.

BUSINESS TRAVEL 97
2 REVIEW AND

CONSOLIDATION
These exercises are designed to evaluate students
1 four hundred and ninety-two thousand dollars
progress in assimilating the grammar and vocabulary
2 six point two five million euros
from units 610. They are suitable for either revision
3 seventy-two thousand five hundred and
or testing.
twenty-five yen
For revision purposes, review the language area with 4 four fifths
the students in open class first, and then allow the 5 thirteen point two five billion rand
students to work together in completing the 6 eighteen to twenty-five
exercises. Feed back as a class, asking for 7 three point seven five percent
justification of the answer where appropriate. 8 three hundred and fifty thousand pounds

For testing purposes, set a time limit for students to Synonyms


do one or more of the exercises individually in class.
Alternatively, set the exercises as homework. If you Exercise 3, page 92
choose to use these exercises for testing, it is worth Suggest students do this exercise by matching the
first discussing with the students the best approach words they are sure about first, crossing out words
to each exercise, in particular reading a text to as they use them. They then try and match the
understand its overall meaning before attempting to remaining ones.
complete the gaps. Take the answers in to correct or
provide the students with the answers to correct each 1d 2f 3a 4e 5b 6c
others.

You may also wish to evaluate students progress in Culture quiz


communicative performance. To do this, repeat one
Exercise 4, page 93
of the speaking/writing activities from the last five
Review the structure of the past simple passive with
units. To increase the interest and challenge factors
the students before they complete the sentences.
in this, change one or two features, e.g. students
You could set this as a race, discussing alternative
roleplay a hotel guest giving a customer services
options for question one. Then ask them to complete
employee feedback on a different hotel.
the other sentences.
Niche tourism
1 was composed and sung by John Lennon
Exercise 1, page 92 2 was written by William Shakespeare
Suggest students complete the gaps they are sure 3 was written by JRR Tolkien
about first, circling the correct option for each gap. 4 was built during The Ming Dynasty
They then complete the remaining gaps. 5 was composed/written/sung by Michael
Jackson
1b 2c 3d 4a 5c 6d 7b 8a 6 was composed by Giuseppe Verdi
7 were built for the pharaohs
8 was painted by Leonardo da Vinci
Dealing with numbers and statistics
Exercise 2, page 92 Commonly confused words
Review how to deal with numbers and statistics on
page 57 of the coursebook before students complete Exercise 5, page 93
the exercise. This could be done as a race. Suggest students do this exercise by completing the
gaps they are sure about first, crossing out words as
they use them. Then ask them to try to complete the
remaining gaps.

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1 rise 2 economic 3 damage Asking questions


4 economies 5 economical 6 damages Exercise 10, page 94
7 economics 8 raise 9 efficient Review the different question forms covered. Refer
10 effective students to the Grammar box on page 79 of the
coursebook and the Grammar reference section on
Adjectives with -ed and with -ing page 117. Students then find and correct the
mistakes in the questions given.
Exercise 6, page 93
Refer students to the vocabulary exercise on page
1 Can I ask how old are you you are?
69 of the coursebook. Elicit which ending is used to
2 Its too early, is not it isnt it?
describe feelings and which to describe the reason
3 Does he wants want the executive suite?
for the feelings before students complete the
4 Do you mind if Im asking I ask you to move?
exercise.
5 Would you mind to share sharing a room?
6 What exactly does seems to be the problem?
1 tired 2 satisfying 3 satisfied 7 Could you tell me where do you live?
4 confusing 5 tiring 6 surprising 8 I am wondering wonder if you would agree to
7 confused 8 surprised replace Fyodor?

have/get something done Personal qualities


Exercise 7, page 94 Exercise 11, page 95
Review the form and use of have/get something Refer students to the vocabulary exercise on page
done. Refer to the Grammar box on page 71 of the 77 of the coursebook if they need to review the
coursebook and the Grammar reference section on prefixes covered. Students then complete the
page 117. exercise.

1 have/get your meal delivered 1 dishonest 2 Inefficient 3 inappropriate


2 have/get them cleaned 4 impolite 5 incompetent
3 have/get your clothes washed and ironed 6 impersonal, unwelcoming
4 have/get your hair cut 7 unreliable, incapable 8 impatient
5 have/get a drink brought
6 have/get your documents translated
A travel story
Multi-word verbs Exercise 12, page 95
Review the forms and uses of the past simple and
Exercise 8, page 94 past perfect. Refer to the Grammar box on page 86
Review multi-word verbs by referring students to of the coursebook and the Grammar reference
Exercise 6 on page 81 of the coursebook before they section on page 113. After students have read the
complete the exercise. story ask: Where did it take place? Why was the
flight delayed? Who did the author meet? What did
1 get through 2 catch up 3 run out they do while they were waiting? What did the author
4 see to 5 sort out 6 pass on forget? Students then complete the exercise. This
could be done as a race.
Linking words
1 was 2 lived 3 felt 4 had been
Exercise 9, page 94 5 ran into 6 was 7 told 8 had arrived
Review some words and phrases used to link ideas. 9 had taken off 10 looked like
Encourage students to complete the gaps they are 11 had closed 12 had 13 had taken
more certain about first, crossing through words as 14 abandoned 15 looked 16 decided
they use them. 17 had missed 18 lasted 19 heard
20 had cleared 21 remembered 22 had left
1 However 2 As a result 3 On the whole 23 had put 24 went 25 made 26 talked
4 Furthermore 5 Although 27 had ever spent

UNITS 610 99
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The Princess Miranda Conference Centre


Exercise 13, page 95
Suggest students read the text, underlining and
correcting any incorrectly spelt words. Remind them
there are ten spelling mistakes.

Located in downtown Rio and closed close to the


business distract district, this brand-new
accomodation accommodation comprises a total of
74 suits suites and 114 bedrooms. The conference
centre is within waking walking distance of the
Tiradentes Palace and the National Library. Nearby
points of intrest interest include teh the famous
Carioca Aqueduct and the Santa Teresa quarter
with its cafs and restaurants.
Each room has a fully stoked stocked fridge and a
direct-dial telephone with voicemale voicemail.
Bathroom features include baths and/or showers,
bidets and hairdryers.
The international airport is just 25 minutes away by
car or shuttel shuttle bus.

Idioms and metaphors


Exercise 14, page 95
If useful, refer students to the vocabulary exercise on
page 85 of the coursebook and when checking
answers to this exercise, elicit an alternative
expression for each idiom. These are given in
Exercise 2 on page 85 of the coursebook.

1 horizon 2 shoestring 3 bill 4 bone


5 roof

UNITS 610 100


English for International Tourism Intermediate Teachers Book

Photocopiable notes 1.1 Photocopiable notes 1.2


Aims: To revise adjectives used to describe Aims: To revise different elements relating to the
locations. four Ps of the marketing mix.

Time: 2025 minutes Time: 1015 minutes

Grouping: Ideally pairs, although other Grouping: Ideally pairs, although 1:1s with the
groupings and 1:1s with the teacher are possible. teacher are possible.

Preparation: Copy and cut up a set of Preparation: Copy and cut up a set of cards for
crosswords for each pair. each pair and shuffle them.

Procedure: Procedure:
Divide students into two groups, A and B. Give Explain to students they are going to revise
a copy of Student A crossword to students in the four Ps that make up the marketing mix.
group A and a copy of Student B crossword to First, ask students to name the four Ps
students in group B. (Product, Place, Promotion, Price) and if
Do 1 down as an example with the class. necessary, revise some vocabulary from
Put students into Student A/B pairs. Explain pages 1213 in the coursebook before they
that they are not allowed to look at each start, e.g. feature, factor, channel, distribution,
others crossword. target.
Students take it in turns to describe the words Put students into pairs and give each pair a
that appear on their half of the crossword to set of cards. Ask students to spread the cards
their partner, using suitable definitions. Their out face down in front of them.
partner has to guess the words, and write Students take turns to read out the question
them in their crossword. on their card and their partner guesses which
of the four Ps of the marketing mix it relates
to: the Product, the Place, the Price or the
Answers
Promotion. (The answer is given at the bottom
Across:
of each card.) Students keep the card if they
2 luxurious 7 pretty 8 unique
answer correctly. Otherwise, the cards are left
10 spacious 12 dormant
at the side.
15 extinct 16 tropical 17 golden
At the end of the activity, students count the
Down:
cards they have. The winner is the student
1 quiet 3 unspoilt 4 steep
with the most cards.
5 spectacular 6 remote 9 exotic
11 secluded 13 deserted
14 winding Homework or extension option:
Think of a product and service then choose ten
of the questions from the activity to answer in
Homework or extension option: relation to the product or service chosen.
Students write a short article of about 150200 Students write down the questions and their
words describing a location they know for a answers to them. These could be discussed in
tourist blog or magazine, using as many of the pairs or small groups in a subsequent lesson.
adjectives from the crossword as possible.

PHOTOCOPIABLE 2013 Pearson 101


English for International Tourism Intermediate Teachers Book

Photocopiable activity 1.1


CROSSWORD: ADJECTIVES FOR DESCRIBING LOCATION
Student A

2 3
L U X U R I O U S
4
S
5 6
S R
7
P R E T T Y

8 9 10 11
U N I Q U E S P A C I O U S

12
D O R M A N T

13 14

15
E X T I N C T

16
T R O P I C A L

17
G O L D E N

PHOTOCOPIABLE 2013 Pearson 102


English for International Tourism Intermediate Teachers Book

Photocopiable activity 1.1


CROSSWORD: ADJECTIVES FOR DESCRIBING LOCATION
Student B

1
Q
2 3
U U
4
I N S
5 6
E S T S R
7
T P E P E
O E E M
8 9 10 11
I E S P C O S
L X A T T E
12
T O N A E C
T D C L
13 14
D W I Y U U
15
E I C L D
S N A E
E D R D
16
R I
T N
17
E G
D

PHOTOCOPIABLE 2013 Pearson 103


English for International Tourism Intermediate Teachers Book

Photocopiable activity 1.2


CARD ACTIVITY: PS AND QUESTIONS

Who is the service or What factors influence Where can potential


goods aimed at, e.g. how much the product customers find out
older people, families, costs? more about the
etc? product?
[The product] [The price] [The place]

What kind of brand What needs and What sort of discounts


image should be wants does it satisfy? will be offered?
created?
[The promotion] [The product] [The price]

How will competing What type of media is Should the goods or


products affect the most suitable for service include extra
whatever is charged? advertising the features, e.g.
product? insurance?
[The price] [The promotion] [The product]

What are the unique Will potential customer How can potential
features of the goods feel they are getting customers be best
or service? good value for targeted?
money?
[The product] [The price] [The promotion]

What will be the Will the costing policy What are the best
advertising budget for for local and national channels of
the product? sales be different? distribution?
[The promotion] [The price] [The place]

What amount of
money will the market Is location a key How much demand is
accept for the factor? there for your product?
product?
[The place] [The promotion]
[The price]

PHOTOCOPIABLE 2013 Pearson 104


English for International Tourism Intermediate Teachers Book

Photocopiable notes 2.1 Photocopiable notes 2.2


Aims: To revise vocabulary relating to transport Aims: To practise dealing with the public in
and travel. different situations.

Time: 1015 minutes Time: 1520 minutes

Grouping: Ideally pairs, although other Grouping: Ideally pairs, although 1:1s with the
groupings and 1:1s with the teacher are possible. teacher are possible.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of roleplay
each pair. cards for each pair.

Procedure: Procedure:
Explain to students they are going to revise Refer students to the language from the
vocabulary relating to travel and transport. Put Professional skills lesson by way of a lead-in.
students into pairs and give each pair a set of Also revise some language and tips used for
cards. Ask students to spread the cards out dealing with customers problems, e.g. Ask
face down in front of them. questions to clarify any facts or obtain missing
Tell students they have to take turns to turn information.
over one white card and one grey card. The Put students into pairs and give each one a
aim is to pick up a word (white card) and the different role card (A or B). Explain that there
correct definition (grey card) for it. If the word are two situations and that students take turns
and definition cards do not match, they put the to be the passenger or the customer service
cards back face down where they were. If a manager. Explain that the passenger begins
student turns over two cards that match up, each conversation.
they keep the cards and have another go. Allow students a couple of minutes to read the
When students have matched up all the cards, information before they begin their roleplays.
elicit answers from the class. Students then Make sure students move onto the second
check with their partner the number of pairs of situation after about five minutes.
cards that they have. The winner is the one Discuss with a class how well the situations
with the most pairs. were dealt with and add in additional
language.
Alternative suggestion:
Put students into pairs and give each pair a Homework or extension option:
set of cards. Ask students to spread the cards Students make notes on how each situation
out face up in front of them. could have been improved, discussing ideas in
Tell students to match the correct definition small groups in a subsequent class.
cards (grey) with the word cards (white).
When they have finished, elicit answers from
the class. They then check with their partner
which one has the most pairs.

Homework or extension option:


Students write 1215 sentences, each one
incorporating a vocabulary item from the activity.

PHOTOCOPIABLE 2013 Pearson 105


English for International Tourism Intermediate Teachers Book

Photocopiable activity 2.1


PELMANISM: TRAVEL AND TRANSPORT VOCABULARY

The feeling of being very tired


Jet lag after a long plane journey to a
place.

A short stay somewhere between


Stopover parts of a long plane journey.

A long specially prepared hard


Runway surface like a road on which
aircraft land and take off.

A bridge that you have to pay to


Toll bridge drive across.

One of the two sides of a


motorway or main road, for
Carriageway vehicles travelling in the same
direction.

An official card that you have to


Boarding pass show before you get onto a plane.

Bags or cases that weigh more


than the legal limit you can take
Excess baggage on a plane for which you must
pay more for.

The overcrowding of roads


Congestion through heavy traffic, leading to
traffic jams.

PHOTOCOPIABLE 2013 Pearson 106


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Photocopiable activity 2.2


ROLEPLAY: DEALING WITH THE PUBLIC

Student A
Situation 1: You are flying to Berlin for an important business trip. You have been awake
since 4.30 a.m. and are rather tired. You have just heard that your flight is delayed but no
further details have been supplied. You are not very impressed. Speak to the Customer
Services Manager to find out:
the cause of the delay
how long the delay is expected to be
if there an alternative flight that you could be transferred to (to get you to your destination
by 8.30 a.m.)

Student B
Situation 1: You are a Customer Services Manager at a city airport. The 6.30 a.m. flight to
Berlin has just been delayed due to mechanical issues but you do not know how long for.
Both the 7.30 a.m. and 8.30 a.m. flights are fully booked and you are unable to transfer
passengers to flights with other airlines. At the moment, you can only advise passengers to
keep an eye on the departures board.
Remember to:
actively listen and be patient
look at the customer when they are talking and ask questions to clarify the situation
show empathy by telling them you understand how they feel
reassure them by promising something that you will do

PHOTOCOPIABLE 2013 Pearson 107


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Photocopiable activity 2.2


ROLEPLAY: DEALING WITH THE PUBLIC

Student A
Situation 2: You are a Customer Services Manager at a busy train station. Unfortunately, no
buffet cart is available to replace the closed buffet carriage on the train in question but there
are two stops of 20 minutes on the journey (at Beckinham and Padisburgh) where
passengers can get food from the station buffet. Youre not sure what hot food they serve but
could phone to find out.
Remember to:
actively listen and be patient
look at the customer when they are talking
apologize for the situation and reassure them by promising something that you will do

Student B
Situation 2: You are going on an eight-hour train journey but have just heard that due to
illness the buffet carriage will be closed. Speak to the Customer Services Manager to find
out:
if any refreshments will be available on the journey
if there is a sufficiently long stop where you could get off the train to obtain food at a station
what hot food might be available at other stations

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Aims: To revise vocabulary relating to hotel Aims: To practise dealing with a complaint.
facilities and services.
Time: 2530 minutes
Time: 1015 minutes
Grouping: Ideally pairs, although other
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.
groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for
Preparation: Copy and cut up a set of cards for each pair.
each pair.
Procedure:
Procedure: Lead in by referring students to the advice on
Explain to students they are going to revise how to deal with complaints in the
vocabulary relating to different hotel facilities Professional skills box and the useful phrases
and services. Put students into pairs and give in Ex 5.
each pair a set of cards. Ask them to place the Put students into pairs and give one student a
cards face down in a pile in front of them. copy of the hotel guest role card and the other
Students take turns to pick up a card and read a copy of the hotel manager one. Allow
out their description of something that is students a couple of minutes to read the
needed for their partner to guess what it is. information and check the useful expressions.
(The answer is given at the bottom of each Help with vocabulary as needed.
card.) Students keep the card if they answer If possible, organize the tables and chairs so
correctly. Otherwise, the cards are left at the that each pair can sit either side of a desk,
side. resembling the hotel managers office.
At the end of the activity, students count the Students do the roleplay in pairs.
cards they have. The winner is the student Students report to the class on how they felt
with the most cards. the complaints were dealt with and whether
they were satisfied with the outcome. Find out
who was best compensated.
Homework or extension option:
Students write 12 sentences, using different
services or facilities given in this activity. Homework or extension option:
Students write about a situation where they have
complained or dealt with a complaint, explaining
how the situation was handled and what/if
improvements could have been made to how it
was managed. (150200 words)

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Photocopiable activity 3.1


MATCHING GAME: WHAT FACILITY OR SERVICE DO YOU NEED?

You want a quick way to connect your Youre visiting a hot country but cant
laptop to the internet but without using sleep unless the hotel room is cool.
wires or cables. What do you need? What do you need?
[high-speed Wi-Fi access] [air conditioning]

You would like to enjoy a cold drink in You need to be able to have your dirty
the comfort of your own hotel room, clothes washed and pressed. What do
without leaving it. What do you need? you need?
[in-room fridge] [laundry and ironing]

You have long hair and prefer not to Youre looking for a place to sit down
leave it wet when you go out. What do and enjoy your meals while staying at
you need? the hotel. What do you need?
[hairdryer] [restaurant]

You would like someone at the hotel to


You are unable to walk unassisted and take care of your children for a short
need to a ramp and wide door to enter time while you are busy. What do you
the hotel. What do you need? need?
[wheelchair access] [baby-sitting service]

You would like to store some valuables You want to change some dollars into
in your hotel bedroom so you can euros and pounds. What do you need?
access them easily. What do you need?
[currency exchange]
[safe-deposit box]

You like to relax by sitting in a room It is important for you to exercise when
that is heated to a very high you are away from home, particularly in
temperature by hot air. What do you a gym. What do you need?
need?
[fitness centre]
[sauna]

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Photocopiable activity 3.2


CARD ACTIVITY: DEALING WITH A COMPLAINT

Student A
You and your husband/wife decide to go on a weeks holiday to celebrate your wedding
anniversary and are staying at the Orchard Hotel. You arrived there late last night after a long
journey made in bad weather. On arrival you were given the keys to your room but found that
it did not have a view of the sea. Instead the room looks onto the car park. When you called
reception, they said that you did not ask for a sea view in your booking and all rooms with
that were taken. However, your confirmation letter says that you booked a room with a sea
view. Feeling tired, you asked to change rooms the following day when you were told there
would be one free. During the night you are woken up a number of times and realize that
your room is beside the lift. This is something you made a point of checking on when booking
your room as you are a light sleeper. The following morning, when you ask to change rooms
you are told that no rooms with sea views are available and you cannot move rooms. The
receptionist is very rude and you are not all impressed by the situation or her attitude. You
demand to speak to the hotel manager.

Useful expressions:
Can I speak to the manager?
Im not very happy with
When I made the booking, I asked for
Can you tell me what you are going to do about this?

Student B
You are the manager of the Orchard Hotel.
If guests arrive after 9 p.m. and have not informed the hotel, the hotel reserves the right to
allocate their room to others guests as needed.
The member of staff who usually works at the reception in the morning is off sick today and
you have had to ask another member of hotel staff to help out.
If a guest is unhappy with their room, it is the responsibility of the hotel manager to find a
suitable alternative.
In the case where a guest is unsatisfied with the hotel, particularly with the service
received, it is customary for them to be offered some sort of compensation as a gesture of
goodwill.

Useful expressions:
What can I do for you?
Lets talk in my office.
Im very sorry about that/I do apologize for the inconvenience.
Ill look into it right away./Ill do everything I possibly can.

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Aims: To revise and expand on geographical Aims: To provide further practice in offering
knowledge of the world. professional advice.

Time: 2025 minutes Time: 2025 minutes

Grouping: Ideally pairs or small groups, Grouping: Ideally pairs, although other
although 1:1s with the teacher are possible. groupings and 1:1s with the teacher are possible.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards for
each pair/small group. each pair.

Procedure: Procedure:
Put students into pairs or small groups and Revise the language for offering advice from
give each one a set of cards. Ask them to the Professional skills box, If I were you, I
place the cards face down in a pile in front of would , Why dont you ?, etc.
them. Put students into pairs and give each student
Students take turns to pick up a card and ask a different role card (A or B). Explain that there
each other a question. If they get the answer are two situations and that they should take
correct, they keep the card. Otherwise, the turns to be the client and tour operator. Tell
cards are left at the side. The student with the them that the client begins each conversation.
most correct answers wins the game. Tell Allow students a couple of minutes to read the
students to guess if they are not sure. information and ask you any questions if they
Remind students to check answers they are are unsure about anything, before they begin
unsure of with you. their roleplays.
Round up by finding out who won and discuss Go round monitoring as students do the
any questions they found difficult. activity, making sure students move onto the
second situation after about five minutes.
Discuss with the class what the outcomes of
1 Greek and/or Turkish
each situation were and elicit any additional
2 US dollar 3 Arabic
useful language.
4 Washington DC 5 Santiago 6 Petra
7 Easter Island 8 The Giants Causeway
9 The White House 10 The Taj Mahal Homework or extension option:
11 Paphos 12 Disney World 13 archipelago Students make notes on how each situation
14 euro 15 desert 16 palace 17 volcano could have been improved, discussing ideas in
18 harbour 19 canyon 20 English and Irish small groups in a subsequent class.
Gaelic
21 geyser

Homework or extension option:


Students write another ten questions to ask their
partner(s) in a subsequent lesson. Alternatively,
if there are questions they did not know the
answers to, students could find out for
homework.

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Photocopiable activity 4.1


CARD ACTIVITY: THE GEOGRAPHY GAME

1 2 3
The languages The currency of the The language of
spoken in Cyprus? USA? Jordan?

4 5 6
The capital of the The capital of The ancient city in
USA? Chile? Jordan?

7 8 9
The Chilean island The name of the The name of the
with famous stone geological attraction American
statues? in Northern Ireland? Presidents home?

10 11 12
The famous white The place in Cyprus The famous theme
marble monument famous for its park in the USA?
in India? mosaics?

13 15
14
A word which A large area of very
means a group of The currency of the hot dry land where
small islands? Republic of Ireland? there is a lot of
sand?

16 17 18
A large house A mountain that An area of water
where a king of sometimes sends next to land where
queen lives? out fire and hot ships can safely
rocks? stay?

19 20 21
Another word for a The two languages A natural spring that
deep valley with spoken in the sends hot water and
steep sides of rock? Republic of Ireland? steam into the air?

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Photocopiable activity 4.2


CARD ACTIVITY: OFFERING PROFESSIONAL ADVICE

Student A Client role card


Situation 1: You are organizing your honeymoon for next year and are looking to finalize
arrangements in a short period of time.
Ideally you would like the following:
a two-week break in the Caribbean
a honeymoon suite
a hotel with a pool and spa facilities
a hotel with a top restaurant and evening activities
the opportunity to go snorkelling and visit other islands
use of a hired vehicle

Student A Tour operator role card


Situation 2: There are two local venues that you can recommend.
The City Vaults: This is three-star accommodation with 35 rooms in the city centre, close to the
station. It:
can cater for large parties and has an in-house DJ for events
can meet any other catering needs, i.e. cake
has both small and large rooms inside, which would be perfect for the lunch and evening
does not, however, have a large outside area which is covered
Brunston Hall: This is a beautiful four-star hotel located 40 minutes from the city.
It offers:
four-star accommodation (20 rooms)
catering for large parties and special occasions
a restaurant and a large private function room inside as well as a large undercover area
outside
music, which can be organized to suit the occasion
help with organizing transport
Useful expressions:
I recommend / If I were you ; Maybe I could ; Why

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CARD ACTIVITY: OFFERING PROFESSIONAL ADVICE

Student B Client role card


Situation 2: You are planning a family reunion for your fathers 60th birthday and looking for a venue
in the local area.
Ideally you would like:
it to be close to the train station
an indoor venue suitable for a formal sit-down meal for 1520 people around midday
a covered outdoors area for the evening, where a buffet can be provided (including appropriate food
for children) and music for 4550 people, as well as a space for people to dance and one where they
can sit down to talk
a large birthday cake
help hiring a small swing band for the evening
Youre also looking for somewhere with ten rooms available for the night.

Student B Tour operator role card


Situation 1: You would recommend Antigua. There are two places on the island that would be perfect.
The Galleon Hotel
This offers:
luxurious honeymoon suites reef boat trips
a large pool a health and beauty salon
a gourmet restaurant nightly in-house entertainment
Bay Beach Villas
This offers:
private villas looking out over the sea a top class restaurant
spa facilities in the main complex tours to neighbouring islands
a peaceful and relaxing atmosphere a small fleet of vehicles which guests can hire
Useful expressions:
I recommend / If I were you ; Maybe I could ; Why

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Aims: To focus on popular leisure activities. Aims: To practise promoting interest when
describing places, while giving dates and
Time: 1015 minutes dimensions.
Grouping: Ideally pairs, although other Time: 2025 minutes
groupings and 1:1s with the teacher are possible.
Grouping: Ideally groups of three, although
Preparation: Copy and cut up a set of cards for pairwork and 1:1s with the teacher are possible.
each pair.
Preparation: Copy and cut up a set of cards for
Procedure: each group.
Pre-teach or revise key vocabulary from the
cards, such as: rod, bait, hook, stable, etc. Procedure:
Alternatively, ask students to work in pairs and Put students into groups of three and give
to consider what equipment they might need each student a different card (A, B or C). Allow
when doing the activities given in Ex 4 on them time to read their notes and answer any
page 43 of the coursebook. questions they may have. Revise how to say
Put students into pairs and give each pair a different dates if useful.
set of cards. Ask them to place the cards face Students take turns to give an overview of
down in a pile in front of them. their place to the rest of their group, in such a
Students take turns to read out their way as to promote interest.
description of an activity and their partner Round up by finding out which place students
guesses what it is. (The answer is given at the would prefer to visit and why.
bottom of the card.) Students keep the card if
they answer correctly. Otherwise, the cards
are left at the side. Homework or extension option:
At the end of the activity, students count the Students do further research about the place on
cards they have. The winner is the student their card on the internet and write a short blog
with the most cards. article for a tourist/cultural site, promoting the
During feedback, go through any other place and explaining why people should visit it.
vocabulary queries that the students may (100150 words)
have. Alternatively, you may wish to expand the word
limit and encourage students to research
Homework or extension option: additional information to add to their article.
Students write a short description (5075 words)
of three different activities they enjoy. These
could be read out in groups in a subsequent
class, with other students guessing the activity.

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Photocopiable activity 5.1


CARD ACTIVITY: WHATS THE ACTIVITY?

During the summer I often go for a day For me, its one of the most relaxing
out by the river. I like going alone and sports there is. When we go away
sitting with my rods in the water with the anywhere, we always find out where the
lines tight. I use different baits on my best trails and the local stables are. We
hooks depending on what I want to also always take appropriate clothing
catch. Then, after weighing the catch, I and gear with us, and we always wear a
always carefully return it to the water. hat in case we have a fall.
[Activity: angling] [Activity: horse-riding]

Id tried canoeing and loved it so thought After a short practice we followed our
this was something Id like try too. guide as he took us on an adventure
Paddling down the fast flowing Colorado through the dessert. The four-wheeled
River was an unforgettable experience bikes were surprisingly stable and really
and the speed of the water took my fast, and riding up and down the dunes
breath away. was a lot of fun.
[Activity:(white water) rafting] [Activity: quad biking]

OK, so it can be dangerous but well, its We always have binoculars with us and
a great way to keep fit, get strong and be a reference guide in case we see a new
with nature. Of course you have to have species in flight. Last year we went to
the right gear and know what youre Borneo and were amazed at how many
doing but getting to the top of a rock face local species there were. They were so
is always a thrill. colourful in comparison to those we see
at home.
[Activity:(rock) climbing]
[Activity: bird-watching]

Watching these huge sea creatures in The first time I tried it I went tandem,
their natural surroundings was connected to an instructor. The view of
unforgettable but the best moment was the fields and villages below as we
definitely when a humpback swimming in silently and slowly flew above was
sight of our boat jumped into the air. spectacular. It amazed me that without
What a photo that was! an engine, we could fly like a bird.
[Activity: whale watching] [Activity: hang-gliding]

We love our winter sports and spent We had it all organized and left early for
most of our holiday in Austria going up our four-day adventure in the Andes.
mountains in chair lifts and then With our rucksacks strapped to our
speeding down the slopes to the bottom. backs and wearing sturdy walking boots,
I fell over once but luckily my poles we started off on the trail under the sun
stopped me going too far. and blue skies, map and water at hand.
[Activity: skiing] [Activity: trekking]

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Photocopiable activity 5.2


CARD ACTIVITY: PLACES OF INTEREST

A Vienna and its musical heritage

Vienna Capital of Austria / in the heart of Central Europe on


the River Danube

Its musical heritage music capital of Europe from late C18thmid C19th
home to many famous classical composers,
including
Wolfgang Amadeus Mozart and Ludwig van
Beethoven
famous for the waltz popular in C19th
Johann Strauss II (18251899) one of most famous
composers of waltzes. He wrote nearly 400 of them.

B St Petersburg and the State Hermitage

St Petersburg Russian city (called Leningrad 19241991) in north-


west on Neva River

The State Hermitage one of largest/oldest museums in world


Museum
founded by Catherine the Great 1764 / opened to
public 1852
museum consists of ten buildings (seven are C18th
and C19th Russian monuments)
of vast collections 3 million items usually on display

C Great Mosque of Djenn (Mali)

Mali West African Republic / 24th largest country in world

Great Mosque of largest mud brick building in world (UNESCO World


Djenn Heritage Site since 1988)
first mosque built here C13th / current mosque 1907
built on platform 75 m (245 ft) square
maintained by local community / yearly festival held
for this purpose (with food and music)

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Aims: To revise different sectors in niche Aims: To revise dealing with figures and
tourism. statistics.

Time: 1015 minutes Time: 1520 minutes

Grouping: Ideally pairs, although other Grouping: Ideally pairs, although other
groupings and 1:1s with the teacher are possible. groupings and 1:1s with the teacher are possible.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards for
each pair. each pair.

Procedure: Procedure:
Put students into pairs and give each pair a Put students into pairs and give one a Student
set of cards. Ask them to place the cards face A card and the other a Student B card. Explain
down in a pile in front of them. Depending on that they each have information on a country
the class, you might wish to elicit a few but will need to ask each other questions to
examples of niche tourism to jog their obtain the missing figures or statistics.
memory. Allow students time to read the information on
Students take turns to read out their their cards before starting.
description of a type of niche tourism and their It might be useful to elicit the first question for
partner then guesses what it is. (The answer is both Student A and B cards. For example:
given at the bottom of the card.) Students A: How many miles square is Mexico?
keep the card if they answer correctly. B: How many kilometres square is Iceland?
Otherwise, the cards are left at the side. Student A asks their questions first and after
At the end of the activity, students count the both students have taken their turn, they
cards they have. The winner is the student check their answers (marked in bold) with
with the most cards. each other.

To round up you may want to ask who is


giving each description, i.e. a tourist, guide or Homework or extension option:
marketing and promotions executive. Students write a short article introducing their
own country (or one of their choice) using at least
five to ten items of data. (150200 words)
Homework or extension option:
Students write a short description (5075 words)
of a sector of niche tourism not covered in the
activity (e.g. military, wildlife, space, spiritual or
extreme), using language from the unit. These
could be read out in groups in a subsequent
lesson, with other students guessing the sector.

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Photocopiable activity 6.1


CARD ACTIVITY: WHATS THE SECTOR?

Ive worn glasses since I was a Do you enjoy experimenting with


child and never thought about new ingredients and learning how
laser treatment before because its to create fantastic dishes with
so expensive. Then a friend them? We offer an amazing range
recommended going to of destinations throughout the
Venezuela. She said I could get world and in each one our chefs
my eyes done at a really will show you where they buy the
competitive price by a top quality best local ingredients before
surgeon and combine it with a creating delicious dishes for you to
fantastic holiday on the Caribbean then enjoy.
islands of Los Roques afterwards.
[Culinary tourism]
[Medical tourism]

Going on the Hajj pilgrimage was If youre worried about those extra
an experience of a lifetime. I went pounds, why not take a break and
with my wife, children and father. visit us at the Riverside Retreat?
As it was my fathers second Choose from our fantastic range
journey to the scared site, he of health and fitness activities and
helped us to prepare. When I saw come and learn about diet,
the sacred Kabah for the first exercise and weight loss through
time, I could hardly believe where our programme of seminars. Then
I was. I will never forget how it felt let our specialists help you relax
to worship with so many fellow with a choice of special spa
Muslims. treatments.
[Religious tourism] [Lifestyle tourism]

It may not sound like the ideal After mum told us we had family
holiday if you prefer beaches and connections in Ireland, my sister
high quality accommodation. But and I were really intrigued to find
our special slum tour will show out more. When we started to look
you the real Mumbai. Youll learn into our family history, we came
why Dharavi is the life and soul of across a company that organizes
Mumbai and get to visit the trips to Ireland for people wanting
potteries and community centre as to discover more about their family
well as meet residents and learn heritage. Weve just booked our
about how they live. Your visit will trip and are really excited.
also help support them too. Ancestors here we come!
[Slum tourism] [Genealogy tourism]

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Photocopiable activity 6.2


CARD ACTIVITY: INFORMATION EXCHANGE

Student A Student B
Part 1: Mexico facts and stats Part 1: Mexico facts and stats
Mexico covers an area of over 2 million km Mexico covers an area of over 2 million km
square (1 miles square), of which 2 square (760,000 miles square) of which
% is water. It has a population 2.5% is water. It has a population estimated
estimated at 3 in 2011 and is made at over 112 million in 2011 and is made up
up of three main ethnic groups: Mestizo of three main ethnic groups: Mestizo 70%,
70%, white 15%, indigenous 4 % white 15%, indigenous 9.8% (other 5.2%).
(other 5.2%). Mexicos currency is the peso. Mexicos currency is the peso. In June 2012
In June 2012 the exchange rate was the exchange rate was around 13.75 pesos
around 5 pesos to the US dollar. to the US dollar.
Tourism is one of Mexicos main economic Tourism is one of Mexicos main economic
activities. Revenue from tourism was activities. Revenue from tourism was
6
in 2010. 7 of tourists are US $11.87bn in 2010. 67% of tourists are
from the USA with an average spending of from the USA with an average spending of
8
$ per person. Beach centres are $330350 per person. Beach centres are
especially popular with tourists (visited by especially popular with tourists (visited by
about 9 % of them each year) and about 4050% of them each year) and
some areas, i.e. Acapulco and Cancun some areas, i.e. Acapulco and Cancun
increasingly focus on child-friendly tourism. increasingly focus on child-friendly tourism.
One tourism company, Grupo Zor is said One tourism company, Grupo Zor is said
to be investing 10 each year to to be investing $3m each year to develop
develop child-centred complexes with child-centred complexes with dolphin
dolphin aquariums, etc. aquariums, etc.
Part 2: Iceland facts and stats Part 2: Iceland facts and stats
Iceland covers an area about 103,001 km Iceland covers an area about 1 km
square (39,770 sq miles) of which 2.7% is square (39,770 sq miles) of which 2
water. Of its population of nearly 320,000 % is water. Of its population of 3 in
in January 2012, 94% is Icelandic and 6% January 2012, 4 % is Icelandic and 5
is a mix of other nationalities. Icelands % is a mix of other nationalities.
currency is the krna. In March 2011, you Icelands currency is the krna. In March
could get 126 krnas to the US dollar. 2011, you could get 6 krnas to the
US dollar.
This exchange rate made Iceland a much
cheaper and therefore more attractive This exchange rate made Iceland a much
destination for tourists. The tourism sector cheaper and therefore more attractive
has since grown as a result (growth in destination for tourists. The tourism sector
tourism 19962001 was at 35%, fell in has since grown as a result (growth in
2002 as a consequence of the global tourism 19962001 was at 7 %, fell in
recession but is now picking up again). 2002 as a consequence of the global
Eco-tourism is particularly popular in a recession but is now picking up again).
country boasting 900 volcanoes (55 active), Eco-tourism is particularly popular in a
as is whale-watching, such that Iceland country boasting 8 volcanoes (9
attracts about 263,000 tourists a year. active), as is whale-watching, such
that Iceland attracts 10 tourists a
year.

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Photocopiable notes 7.1 Photocopiable notes 7.2


Aims: To revise vocabulary relating to cultural Aims: To revise useful expressions for meetings.
tourism.
Time: 1015 minutes
Time: 1520 minutes
Grouping: Ideally pairs, although other
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.
groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for
Preparation: Copy and cut up a crossword for each pair and shuffle them.
each pair.
Procedure:
Procedure: Put students into pairs and give each pair a
Students work in pairs to complete the set of cards.
crossword. Ask students to separate the grey function
When they have finished, they could check cards from the white phrases cards. Students
their answers with another pair before you go then spread out the white phrases cards face
through the answers with the class. up in front of them and have the grey ones in a
pile face down.
Answers
Students take turns to pick up a grey function
Across:
card and find the phrases in front of them that
3 dynamic 6 hieroglyph 7 authentic
match the function.
9 impact 10 excavate 11 custom
Note: Corresponding phrases to functions are
12 exhibit
given in order on the worksheet (i.e. after each
Down:
grey card, are the two to three phrases on white
1 script 2 nomination 4 prestigious
cards).
5 heritage 8 artefact

Homework or extension option: Homework or extension option:


Students write a short proposal suggesting a Students write a short meeting scenario between
great way to promote cultural tourism for one three to four people (three to five minutes), using
place or event in their country, using as many at least one phrase from each set of functions.
items of vocabulary from the crossword as These could be practised and roleplayed in a
possible. (150200 words) subsequent lesson.

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Photocopiable activity 7.1


CROSSWORD: CULTURAL TOURISM VOCABULARY
1

2 3

10

11

12

Across
3 Someone who is is full of energy and ideas.
6 A picture of symbol used to represent a word or part of a word, especially in the ancient Egyptian writing
system.
7 If something is , it is done or made in the traditional or original way.
9 The effect or influence that an event, situation, etc. has on someone or something.
10 To dig deeply into the ground over a large area, usually to find something.
11 A is something that is done by people in a particular society because it is traditional.
12 To put something, for example a painting, into a public place so people can go to see it.

Down
1 A is the set of letters that are used in writing a language.
2 The act of officially suggesting someone or something for a position, duty, or prize.
4 If something is , it is something that makes you respected or admired.
5 The traditional beliefs, values, customs, etc. of a family, country, or society.
8 An is an object such as a tool, weapon, etc. that was made in the past and is historically important.

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Photocopiable activity 7.2


CARD ACTIVITY: WHAT DO YOU SAY TO ...?

Open a meeting Lets make a start, shall we?

Shall we begin? The first item on the agenda is

State the purpose of a meeting Were here to talk about

We need to reach a decision on The aim of this meeting is to


discuss

Ask someone to speak Would anyone like to comment?

(Name), what do you think? (Name), do you have anything to


add?

Introduce another topic Can we move on to ?

The next item on the agenda is

Check everyone agrees Do we all agree?

Is that decided then? Do I take it we are all in


agreement?

Conclude the meeting So to sum up

I think weve covered everything. Is there any other business?

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Photocopiable notes 8.1 Photocopiable notes 8.2


Aims: To revise -ed and -ing ending adjectives. Aims: To revise the DOs and DONTs of making
presentations.
Time: 1015 minutes
Time: 1015 minutes
Grouping: Ideally pairs, although other
groupings and 1:1s with the teacher are possible. Grouping: Ideally pairs, although other
groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for
each pair. Preparation: Copy and cut up a set of cards for
each pair.
Procedure:
Put students into pairs and give each pair a Procedure:
set of cards. Ask them to place the cards face Explain to students that they are going to
down in a pile in front of them. revise the DOs and DONTs of making
Students take turns to pick a card and read presentations. Elicit an example from the
out the sentence given with the two possible class.
answers. Their partner then chooses the Put students into pairs and give each pair a
correct word to complete the sentence. (The set of cards. Ask them to place the cards face
answer is given at the bottom of the card.) down in a pile in front of them.
Students keep the card if they answer Students take turns to pick a card and read
correctly. Otherwise, the cards are left at the out the information (relating to how to make
side. presentations).Their partner then decides if
At the end of the activity, students count the the information is true or false. If it is false, the
cards they have. The winner is the student student without the card should give a reason
with the most cards. why. (The answer is given at the bottom of the
card.) Students keep the card if they answer
correctly. Otherwise, the cards are left at the
Homework or extension option: side.
Students write ten of their own sentences in the At the end of the activity, students count the
same form as those on the cards. They should cards they have. The winner is the student
provide four possible answers and leave a blank with the most cards.
where the -ed or -ing ending adjective would go.
Encourage them to use adjectives that are not
covered in the unit. In a subsequent lesson, Homework or extension option:
students could work in pairs and complete each Students create a bullet-pointed checklist
others set of sentences. (maximum 12 points) that they can use as a
reference guide for future presentations. In a
subsequent lesson, students could discuss in
groups which ten ideas they feel are the most
useful and then put them in a logical order.

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Photocopiable activity 8.1


CARD ACTIVITY: -ED OR -ING?

1 2
Jonathan felt completely To begin with, Tina found talking in
exhausted / exhausting after front of a large group of people
spending a week trekking through terrified / terrifying, but she soon
the jungle. got used to it.
[exhausted] [terrifying]

3 4
Although working as an entertainer For me, the most rewarded /
on a cruise ship can be very rewarding part of my job is when
demanded / demanding, its also guests have had a fantastic and
really enjoyable. relaxing holiday.
[demanding] [rewarding]

5 6
Our tour guide was very As a hotel manager, its my
welcoming and he was interested / responsibility to make sure every
interesting in talking to everyone in guest has a relaxed / relaxing stay
our group. at our hotel.
[interested] [relaxing]

7 8
It was disappointed / disappointing To maintain high standards, its
to find out that the swimming pool necessary to keep your staff
wouldnt be completed in time for motivated / motivating and their
the holidays. moral high.
[disappointing] [motivated]

9 10
Receiving positive feedback from Our chef has created a very
guests is something that I find excited / exciting summer menu,
incredibly satisfied / satisfying. which uses the best of locally-
sourced ingredients.
[satisfying]
[exciting]

11 12
Everyone was excited / exciting It was really annoyed / annoying
when a well-known food critic when the fire alarm went off in the
booked a table at the restaurant for middle of the night and everyone
the following week. had to get up.
[excited] [annoying]

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Photocopiable activity 8.2


CARD ACTIVITY: TRUE OR FALSE?

You should speak clearly and


Always begin by greeting the really slowly to make sure that
audience and telling them who everyone hears and understands
you are. you.
[True] [False]
[talk at a natural speed]

Good presenters write out their Explain at the start of the


speech before their presentation presentation when people can ask
and read from a prepared script. questions and encourage them to
[False] do so.
[they use short prompts] [True]

Keep to the time given. Its always Make sure your slides are full of
better to finish early than run late useful information and include lots
as this allows more time for of diagrams and statistics.
questions. [False]
[True] [keep them clear and simple]

Wear clothes that you feel the


most comfortable in. Remember
Its a good idea to rehearse your its what you say that counts
talk before the day. That way most.
youll feel much more confident.
[False]
[True]
[your appearance has an impact
your credibility]

Brighten your slides by using


different colours, fonts and Ideally, allow about two minutes
illustrations. for each slide you use. Keep
things simple and also check your
[False] spelling.
[your slides need to be easy to [True]
read]

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Photocopiable notes 9.1 Photocopiable notes 9.2


Aims: To revise adjectives relating to positive Aims: To revise functions and useful telephone
and negative personal qualities. language.

Time: 1015 minutes Time: 1015 minutes

Grouping: Ideally pairs, although other Grouping: Ideally pairs, although other
groupings and 1:1s with the teacher are possible. groupings and 1:1s with the teacher are possible.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards for
each pair and shuffle them. each pair.

Procedure: Procedure:
Explain to students that they are going to Explain to students that they are going to
revise adjectives relating to positive and revise telephone language. Put them into pairs
negative personal qualities. Put them into and give each pair a set of cards. Ask them to
pairs and give each pair a set of cards. Ask spread the cards out (face down) in front of
them to spread the cards out (face up) in front them.
of them. Students take turns to turn over two cards.
Students decide, like dominoes, which prefix The aim is to match functions (white cards)
(in bold on grey squares) fits with each with the correct telephone phrases (grey
adjective. The idea is to link correctly each cards).If the function and phrase cards do not
prefix to an adjective and form a circle of match, they put the cards back face down
linked words. where they were. If a student turns over two
If time, students could then look up other cards that match up, they keep the cards and
adjectives (and their prefixes) to add to the list. have another go.
Alternatively, this could be set as homework. When students have matched up all the cards,
Note: Cards are given in order from left to right elicit answers from the class. Students then
on the worksheet, with the last card linking up check with their partner the number of pairs of
to the first. cards that they have. The winner is the one
with the most pairs.

Homework or extension option:


Students write an article for their blog about a Homework or extension option:
celebrity or a customer they have recently dealt Students write a short conversation between two
with, using as many of the adjectives from the people (two to three minutes), using at least one
exercise as possible. (100150 words) phrase from each grey card. These could be
practised and roleplayed in a subsequent lesson.

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Photocopiable activity 9.1


CARD ACTIVITY: PERSONAL QUALITIES

respectful im personal Dis

loyal in appropriate un

reliable un friendly dis

honest in efficient im

polite im patient un

welcoming in competent dis

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Photocopiable activity 9.2


PELMANISM: WHAT DO YOU SAY?

When you want to ask for a particular Id like to speak to (name), please.
person or number Is that (name)? / Is this (number)?

When you want to explain why youre Im calling/phoning about


calling Im calling to

How can/may I help you?


When you are being helpful
Who shall I say is calling?

When you want to apologize Im sorry. He/ Shes in a meeting at


the moment.

Would you like to leave a message?


When you offer to take a message Can/Could I take a message and
have him/her call you back?

When you confirm a message or Ill pass on your message and make
information given sure he/she gets back to you.

When you want someone to repeat Sorry, could you say that again,
or spell something they have said please?

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Photocopiable notes 10.1 Photocopiable notes 10.2


Aims: To revise idioms from the lesson. Aim: To practise making small talk.

Time: 1015 minutes Time: 2025 minutes

Grouping: Ideally pairs, although other Grouping: Ideally groups of three to four,
groupings and 1:1s with the teacher are possible. although pairwork and 1:1s with the teacher are
possible.
Preparation: Copy and cut up a set of cards for
each pair. Preparation: Each group will need a copy of the
board game, counters and a dice.
Procedure:
Explain to students that they are going to Procedure:
revise idioms from pages 84 and 85. Put Put students into groups of three or four and
students into pairs and give each pair a set of give each group a copy of the board game,
cards. Ask them to spread the cards out face counters and a dice.
up in front of them. Students take turns to throw the dice. When
Students match the correct definition cards they land on a square, they must make small
(grey) with the idiom cards (white). talk for the given situation for 30 seconds with
Alternatively, students take turns to read out a the player to their right. The other students
definition and their partner guesses the idiom keep track of the time. The winner is the first
it relates to. player to arrive at the finish square. Highlight
When they have finished, they could check other squares which tell them to go forward,
their answers with another pair before you backwards, etc.
check the answers with the class. While students are doing this activity, monitor
them, making a note of aspects to discuss
during feedback. Spend some time at the end
Homework or extension option: of the game on error correction.
Students write six sentences, each one
incorporating an idiom from the activity.
Alternatively, students work in pairs and write a Homework or extension option
short conversation between two people (two Students choose three of the situations from the
minutes) incorporating as many of the idioms as game and write small talk mini-dialogues
possible. These could be practised and (maximum eight lines per dialogue) for each one.
roleplayed in a subsequent lesson. These could be practised in a subsequent lesson
and a selection of them roleplayed.

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Photocopiable activity 10.1


MATCHING ACTIVITY: IDIOMS

To pay for something, especially


to foot the bill something expensive, you do not
want to pay for.

to cut something to the bone To reduce a service or spending to


the lowest amount possible.

on a shoestring To do something without spending


much money.

on the horizon To seem likely to happen in the


future.

to go through the roof When a price, cost, etc. increases


to a very high level.

to put the brakes on something To stop something that is


happening.

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Photocopiable activity 10.2


GAME: HOW WOULD YOU START A CONVERSATION?

1 2 GO
START Youre waiting for a Youre queuing for FORWARD
bus after work. One lunch at work. You
other person is 2 SPACES
realize the person
waiting. Its a very beside you is new.
cold day.

7 6 4
HAVE ANOTHER
Youre waiting for Youre on a Its a sunny day and
the hotel pool to business flight. The GO youre drinking
open at 9 a.m. person beside you is coffee on the
Another person is reading a travel terrace. Another
waiting nearby. magazine. guest smiles at you.

8 10 11
MISS
Youve started You are in the lift Youre on a hotel
working at a new A TURN with a colleague you managers course.
hotel. You see a havent seen since Another person is
parent you know they went on waiting when you
from your sons holiday. enter the classroom.
school

14 13 12
GO BACK
Youre in a hotel A colleague from Youre at a tourism
3 SPACES reception waiting for another office expo and meet
your tour guide. comes into your another holiday rep
Another guide joins branch for the first that you used to
you. time. work with.

16 17 19
You meet for the Youre waiting for a THROW AGAIN Youre a tour guide
first time a colleague flight to come in. A and you see a
youve been in tour guide from a passenger on your
contact with through different company is tour enter the
email. too. departure lounge.

22 21 20
You go to a talk on You see a new client Youre sharing a taxi
FINISH the future of tourism. arrive and go to with a colleague
At the break you greet them. You who will be working
bump into the first know theyre new to on the same project
speaker. the area. as you.

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