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The series builds learner confidence in the professional skills needed for the tourist industry whilst developing their language awareness. Students practise these skills in realistic Case Studies that reflect topical tourism issues. The DVDROM accompanying the Coursebook includes travel DVDs with accompanying worksheets.
INTERMEDIATE TEACHER’S BOOK English for International Tourism NEW EDITION B1–B1+ 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 Teacher’s Book CONTENTS Introduction Unit Selling dreams Unit Getting there 15 Unit Accommodation 25 Unit Destinations 35 Unit Things to 43 Review and consolidation 52 Unit Niche tourism 55 Unit Cultural tourism 64 Unit Running a hotel 73 Unit Customer service 82 Unit 10 Business travel 92 Review and consolidation Photocopiable resources CONTENTS 98 101 INTRODUCTION English for International Tourism is a three-level series designed to meet the English language needs of professionals working in the tourism industry and students of tourism in further education The course helps students to: • build confidence in professional skills such as dealing with enquiries, marketing destinations, offering advice, negotiating, writing emails and speaking to groups • develop language awareness through an integrated grammar and skills syllabus • acquire the specialized vocabulary needed by tourism professionals • practise language skills in realistic Case studies that reflect issues in the tourist industry today Structure of the coursebook The coursebook contains ten units and two Review and consolidation sections Each unit is divided into four lessons The unit menu shows students the key learning objective of the lesson Each unit has the same structure: • a vocabulary lesson • a grammar lesson • a Professional skills lesson • a Case study or tourism-related game is included at each level KEY VOCABULARY The vocabulary lessons introduce and practise many words and expressions required in the tourism industry, either through a reading text or a listening By the end of the lesson students will be better able to use the specialist vocabulary in appropriate tourism contexts At the end 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 Minidictionary on the DVD-ROM INTRODUCTION KEY GRAMMAR In the grammar lessons key aspects of grammar that are essential for progress at this level are presented within an authentic tourism context These lessons include clear explanations and activities designed to help students understand and use the language effectively By the end of the lesson, students will be able to use the grammar more confidently For additional support there is a comprehensive Grammar reference section at the back of the coursebook PROFESSIONAL SKILLS The Professional skills lessons provide students with the opportunity to learn and practise effective interpersonal and business skills, which are an essential job requirement in the travel and tourism industries They will learn professional skills ranging from dealing with customer enquiries and meeting clients’ needs to preparing a guided tour or a presentation CASE STUDIES Each unit ends with a Case study linked to the unit’s tourism theme The Case studies are based on realistic tourism issues or situations and are designed to motivate and actively engage students in seeking solutions They use the language and professional skills which students have acquired while working through the unit and involve them in discussing the issues and recommending solutions through active group work Language skills Speaking skills: Each unit provides students with a range of speaking activities The pairwork tasks are designed to provide students with further opportunities to communicate in realistic and motivating tourism-related contexts The Case studies require students to engage in extended communication about topical issues in the tourism industry At each level further speaking practice is available in a tourism-related game English for International Tourism Pre-Intermediate Teacher’s Book Listening skills: Each unit contains several listening tasks developed around topics related to the travel industry A range of British, American and other international native and non-native speakers are featured, helping students understand how people speak English in different parts of the world Audio scripts of the recordings are available at the back of the coursebook Reading practice: Reading texts feature regularly in the units, providing students with a variety of texts and topics that they are likely to encounter in a tourism context Writing practice: In the writing sections students will write real texts related to the tourism workplace such as emails and tour itineraries At each level there are also writing tasks to help students get a job in tourism Models of text types are available in the Writing bank at the back of the coursebook Workplace skills Working with numbers: Throughout the course there are sections that help students to manipulate numbers in English, which is a vital skill in the travel and tourism workplace Research tasks: Each unit contains one or more research tasks that encourage students to explore tourism-related issues on the internet or in their local environment Private study Workbook: A separate Workbook with a CD provides students with extra tasks for study at home or in class There are two versions of the Workbook – one with the answer key for private study and one without an answer key which can be used by the teacher for extra practice in class DVD-ROM: The course has a DVD-ROM designed to be used alongside the coursebook or as a free-standing video for private study The DVD-ROM is attached to the back of the coursebook and provides students with five authentic films featuring different aspects of tourism Each film has a printable worksheet, a transcript and a key to the exercises INTRODUCTION These films give students the opportunity to listen to a variety of native and nonnative speakers using English as an international language in five authentic documentary videos Additionally, the DVD-ROM has a comprehensive Minidictionary featuring over 300 tourismrelated terms along with their definitions, pronunciation and example sentences The DVD-ROM also contains the MP3 files of the coursebook audio material Although the DVD-ROM is not integral to the coursebook and is primarily a selfstudy component, teachers may find it useful to show the videos in class and set the optional task at the end of the video worksheet for homework This optional task, if a writing task, will have a model in the DVD-ROM key However, if the optional task is a research task then student responses will all be different and the teacher may like to ask the students to share their findings in a follow-up class Website materials The English for International Tourism course has a companion website for teachers: www.pearsonELT.com/tourism Teacher’s book: the teacher’s book is divided into two parts: • teaching notes which follow the same order as the coursebook They include the answers to the exercises and background information about places, people and professional practices mentioned in the coursebook • photocopiable resources section, which contains twenty optional extra activities, two per unit The teacher’s notes make suggestions as to which point in the lesson an activity might be appropriate Customizable tests: these tests are based on the content of the coursebook and provide a measure of a student’s progress The testing section of the website provides the teacher with a range of customizable tests: • a placement test • ten unit tests English for International Tourism Pre-Intermediate Teacher’s 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 SELLING DREAMS UNIT MENU Grammar: tense review Vocabulary: money matters, describing locations Professional skills: marketing Case study: design a tour Aims and objectives In this lesson students will: • listen to an interview with someone from the Hawaii Tourism Authority • review and practise different present and past tenses • focus on common travel and tourism words which are both verbs and nouns Where would you take your favourite person on vacation if money was of no importance to you? It showed that Hawaii was their number one destination Order of importance in number of visitors: USA (west coast) USA (east coast) Japan Canada Oceania Europe a) well-travelled, demanding b) money, free time They learn to match the right island and its unique attractions to the clients’ interests Speaking DREAM VACATIONS Exercise 1, page Focus students’ attention on the photos before discussing which kind of ‘dream’ each photo might be associated with and asking which holiday students would choose (and why) Audio script Track 1.1, Exercises and 3, page Suggested answers A luxury B fun C relaxation, luxury D adventure Listening SELLING THE HAWAIIAN DREAM Exercise 2, page Ask students where Hawaii is and find out if anyone in the class has ever been there Pre-teach vocabulary, e.g survey, expenditure, tend, secluded, before explaining that they are going to listen to an interview with Teresa Koh of the Hawaii Tourism Authority After listening, students compare answers in pairs before class feedback • • • • What kind of destination is Hawaii and who goes there? Where most visitors to Hawaii come from? What makes people want to come to Hawaii? How you promote Hawaii as a destination? Exercise 3, page Students read the questions before listening to the interview a second time After listening, allow them time to discuss answers with a partner before checking as a class SELLING DREAMS VAH = Vy-Anh Nguyen, TK = Teresa Koh VAH I’d like to ask you some questions about tourism in Hawaii if that’s OK with you? TK Sure Go ahead VAH What kind of destination is Hawaii? Who goes there? TK Well, Hawaii was named the top ‘Dream Destination’ in a recent study of American travellers The Leisure Trend Group, the professional association who did the survey, asked over two million rich, active and outdoororiented people ‘where would you take your favourite person on vacation if money was of no importance to you?’ And Hawaii was their number one destination! VAH So where most visitors to Hawaii come from? TK Our biggest market is the United States – but we get more people from the west coast than the east coast Japan is in third position and Canada is fourth – although it’s interesting that in terms of visitor expenditure, the Canadians spend less than the Japanese even though, on average, the Canadians stay over twice as long After that, there’s Oceania and then Europe The Europeans tend to stay longer than the visitors from Australia and New Zealand, but we don’t get as many of them English for International Tourism Intermediate Teacher’s Book VAH OK So what makes people want to come to Hawaii? TK Well, as you know, tourism is about selling dreams It’s all about people doing something different and taking a break from their ordinary daily routines We focus mainly on luxury products and we have a wide spectrum Luxury travellers can range in age from their late 20s to late 60s and beyond Typical profiles would be rich baby boomers, who are typically well-travelled and demanding about the experience they want, and younger professionals, who have money but very little free time Our visitors want to experience something out of the ordinary – a luxury B&B in the mountains, play golf on a famous Championship golf course, experience our regional cuisine, take a spa treatment while listening to the sounds of the ocean, things like that VAH So how you promote Hawaii as a destination? TK Well, we have a specialist programme to teach travel agents about the appeal of Hawaii to this sector There are luxury resorts all over Hawaii, so the main task for the travel agent or consultant is to match the right island to the clients’ interests Are they looking for sunset sailing along the coast, helicopter rides over dormant volcanoes, surfing on secluded beaches or first-class scuba-diving? Each module on the programme focuses on an island and teaches agents about the unique attractions it has to offer EXTRA ACTIVITY Students discuss in pairs/small groups, which experiences and facilities were mentioned (referring to the audio script to check), e.g a luxury B&B in the mountains, a spa treatment Assign each group a different type of ‘dream’ holiday from Exercise Students then decide which five facilities or experiences they feel would be the most important for their holiday and why SELLING DREAMS Grammar TENSE REVIEW – PRESENT AND PAST TENSES FACT FILE A package holiday includes flights, transfers and accommodation, which are bought together from a tour operator Other services and activities may also be included in the package, e.g meals, entertainment, use of a rental car Normally these are sold by travel agents and provide an opportunity to have a cheaper holiday abroad Exercise 4, page Focus students’ attention on the Grammar box, paying special attention to the use of the passive form Allow them time to read through the information and ask any questions before completing the text Encourage students to check their answers in pairs before going through them with the class began bought was booming introduced was created was launched was acquired became has grown 10 launched 11 is/was still packaging 12 are looking Vocabulary VERBS AND NOUNS Exercise 5, page 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 complete the sentences, either alone or in pairs Round up by eliciting answers package market demand launch tour boom Homework suggestions • Students write a paragraph describing what they feel are key facilities and experiences for their dream holiday This could be written as a formal article for a brochure or for their own blog (150–200 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 (200–250 words) English for International Tourism Intermediate Teacher’s Book TROPICAL PARADISE Exercise 2, page 10 Students work in pairs to think of two additional 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 alone or in pairs, before class feedback Discuss new vocabulary, eliciting examples of use In this lesson students will: • focus on descriptive adjectives and nouns • consider how to add interest to written descriptions of places • roleplay a conversation where a travel consultant finds out more about the packages being offered by two tour operators beach mountains volcano accommodation road village EXTRA ACTIVITY Vocabulary DESCRIPTIVE ADJECTIVES AND NOUNS FACT FILE Hawaii is a group of islands over 3,200 km to the west of North America in Polynesia and is the 50th state of the USA It has a warm tropical climate, a large number of beaches and active volcanoes, which has led it to become a popular tourist destination, particularly for weddings and honeymoons It is famous for being the birthplace of the 44th President of the United States, Barack Obama Exercise 1, page 10 Ask students what the capital of Hawaii is before referring them to the map of Hawaii Discuss the facts given before focusing on the text Highlight the underlined example of a descriptive adjective and noun before students look for more examples Allow time for students to compare answers in pairs before eliciting them from the class Check meaning and pronunciation of new vocabulary Students write either one or two example sentences for each set of adjectives, using a different adjective with the corresponding noun each time Alternatively, this could be set as homework Exercise 4, page 11 Focus students’ attention on the three adjectives given and highlight the stress patterns shown, eliciting the number of syllables and the stressed syllable for each word Students then group the adjectives according to their stress pattern, comparing answers in pairs before listening to check Encourage students to repeat the words and drill any which are more problematic It may be useful to elicit the number of syllables for comfortable and to highlight the separate sets of sounds that make up this word (comf/ta/ble), as it is often mispronounced (i.e with four not three syllables), as is vegetable See audio script Audio script Track 1.2, Exercise 4, page 11 tropical paradise snow-capped mountains dramatic cliffs exotic wildlife clear blue waters unspoiled tranquility spectacular volcano off-the-beaten-track destinations secluded beaches isolated villages Hawaiian suntan romantic escapades family fun unique islands steep sandy, golden, active, dormant, pretty, quiet, spacious, scenic, winding extinct, remote deserted, surrounding, majestic spectacular, luxurious comfortable Exercise 5, page 11 Students put the adjectives in bold in the correct position in the text, comparing ideas in pairs before class feedback active deserted steep quiet surrounding SELLING DREAMS luxurious English for International Tourism Intermediate Teacher’s Book EXTRA ACTIVITY EXTRA ACTIVITY Students work in pairs, taking turns to read out the final version of the text Encourage them to focus on using intonation to promote interest Check pronunciation If your students are thinking of taking the LCCI Level Certificate in Spoken English for Tourism, encourage them to describe and discuss (in pairs or small groups) the different types of independent, tailor-made and package holidays available, before considering the pros and cons of each kind of holiday Writing ADDING INTEREST Exercise 6, page 11 Focus on the photo of the palm tree and explain to students that they are going to read about a wedding package in Koh Samui Ask them if they know where Koh Samui is, if anybody has been there and if they think it’s a good location for a wedding Students then read the extract, making the necessary changes, comparing answers in pairs before going through them as a class exotic white sandy luxury second to none perfect sparkling lush cascading spectacular 10 scenic EXTRA ACTIVITY Students write a short extract on a destination of their choice, using 8–10 descriptive adjectives (50–75 words) This could be done in class or for homework Texts could be displayed in a subsequent lesson for students to read If they have photos of the places, ask them to bring them in, too RESEARCH INTERNATIONAL OPERATORS Go through the task with the class In a subsequent lesson you might want to allow time for students to discuss their findings in small groups, or as a class, collating any new descriptive adjectives on the board EXTRA ACTIVITY Refer students to Part of the EFIT Intermediate level DVD material for extra listening and vocabulary activities relating to the Heron and Wilson Islands 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 Speaking DREAM PACKAGE TOURS FACT FILE Koh Samui, Thailand’s third-largest island, has become a popular destination for tourists who enjoy its tropical weather, white sandy beaches and clear waters, as well as the night life and other attractions now on offer Exercise 7, page 11 Divide the class into threes and allot roles A, B and C Allow time for students to read their information With a weaker class, As could prepare together (as could Bs and Cs) before returning to their original groups Monitor conversations during the activity, making notes of good language use and other points to mention during feedback Round up by asking which package was chosen in each group, and why See Pairwork files SELLING DREAMS Model answer for DVD worksheet optional writing task Wilson Island Resort Location Wilson Island Resort is on a small coral reef, located 82 km off the coast of Queensland, northeast Australia The island forms part of Australia’s Great Barrier Reef and is within Capricornia Cays National Park It is one of only a handful of islands open to the public A maximum of 12 guests and two staff are allowed on the island at any time Accommodation Eco-chic accommodation in luxury two-person designer tents open to the sea Activities on offer Complimentary reef walks with a wildlife guide, to see the green turtles; bird and wildlife spotting; snorkelling lessons; boat trips to neighbouring Heron Island, 20 minutes away English for International Tourism Intermediate Teacher’s Book Photocopiable notes 6.1 Photocopiable notes 6.2 Aims: To revise different sectors in niche tourism Aims: To revise dealing with figures and statistics Time: 10–15 minutes Time: 15–20 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 set of cards Ask them to place the cards face down in a pile in front of them Depending on the class, you might wish to elicit a few examples of niche tourism to jog their memory • Students take turns to read out their description of a type of niche tourism and their partner then guesses what it is (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 side • At the end of the activity, students count the cards they have The winner is the student with the most cards Procedure: • Put students into pairs and give one a Student A card and the other a Student B card Explain that they each have information on a country but will need to ask each other questions to obtain the missing figures or statistics • Allow students time to read the information on their cards before starting • It might be useful to elicit the first question for both Student A and B cards For example: A: How many miles square is Mexico? B: How many kilometres square is Iceland? • Student A asks their questions first and after both students have taken their turn, they check their answers (marked in bold) with each other • To round up you may want to ask who is giving each description, i.e a tourist, guide or marketing and promotions executive Homework or extension option: Students write a short article introducing their own country (or one of their choice) using at least five to ten items of data (150–200 words) Homework or extension option: Students write a short description (50–75 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 PHOTOCOPIABLE © 2013 Pearson 119 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 6.1 CARD ACTIVITY: WHAT’S THE SECTOR? I’ve worn glasses since I was a child and never thought about laser treatment before because it’s so expensive Then a friend recommended going to Venezuela She said I could get my eyes done at a really competitive price by a top quality surgeon and combine it with a fantastic holiday on the Caribbean islands of Los Roques afterwards Do you enjoy experimenting with new ingredients and learning how to create fantastic dishes with them? We offer an amazing range of destinations throughout the world and in each one our chefs will show you where they buy the best local ingredients before creating delicious dishes for you to then enjoy [Medical tourism] [Culinary tourism] Going on the Hajj pilgrimage was an experience of a lifetime I went with my wife, children and father As it was my father’s second journey to the scared site, he helped us to prepare When I saw the sacred Ka’bah for the first time, I could hardly believe where I was I will never forget how it felt to worship with so many fellow Muslims If you’re worried about those extra pounds, why not take a break and visit us at the Riverside Retreat? Choose from our fantastic range of health and fitness activities and come and learn about diet, exercise and weight loss through our programme of seminars Then let our specialists help you relax with a choice of special spa treatments [Religious tourism] [Lifestyle tourism] It may not sound like the ideal holiday if you prefer beaches and high quality accommodation But our special slum tour will show you the real Mumbai You’ll learn why Dharavi is the life and soul of Mumbai and get to visit the potteries and community centre as well as meet residents and learn about how they live Your visit will also help support them too After mum told us we had family connections in Ireland, my sister and I were really intrigued to find out more When we started to look into our family history, we came across a company that organizes trips to Ireland for people wanting to discover more about their family heritage We’ve just booked our trip and are really excited Ancestors here we come! [Slum tourism] [Genealogy tourism] PHOTOCOPIABLE © 2013 Pearson 120 English for International Tourism Intermediate Teacher’s Book 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 million km square (1 miles square), of which % is water It has a population estimated at in 2011 and is made up of three main ethnic groups: Mestizo 70%, white 15%, indigenous % (other 5.2%) Mexico’s currency is the peso In June 2012 the exchange rate was around pesos to the US dollar Mexico covers an area of over million km square (760,000 miles square) of which 2.5% is water It has a population estimated at over 112 million in 2011 and is made up of three main ethnic groups: Mestizo 70%, white 15%, indigenous 9.8% (other 5.2%) Mexico’s currency is the peso In June 2012 the exchange rate was around 13.75 pesos to the US dollar Tourism is one of Mexico’s main economic activities Revenue from tourism was Tourism is one of Mexico’s main economic activities Revenue from tourism was in 2010 of tourists are from the USA with an average spending of $ per person Beach centres are especially popular with tourists (visited by about % of them each year) and some areas, i.e Acapulco and Cancun increasingly focus on child-friendly tourism One tourism company, ‘Grupo Zor’ is said to be investing 10 each year to develop child-centred complexes with dolphin aquariums, etc US $11.87bn in 2010 67% of tourists are from the USA with an average spending of $330–350 per person Beach centres are especially popular with tourists (visited by about 40–50% of them each year) and some areas, i.e Acapulco and Cancun increasingly focus on child-friendly tourism One tourism company, ‘Grupo Zor’ is said to be investing $3m each year to develop child-centred complexes with dolphin aquariums, etc Part 2: Iceland facts and stats Part 2: Iceland facts and stats Iceland covers an area about 103,001 km square (39,770 sq miles) of which 2.7% is water Of its population of nearly 320,000 in January 2012, 94% is Icelandic and 6% is a mix of other nationalities Iceland’s currency is the króna In March 2011, you could get 126 krónas to the US dollar Iceland covers an area about km square (39,770 sq miles) of which % is water Of its population of in January 2012, % is Icelandic and % is a mix of other nationalities Iceland’s currency is the króna In March 2011, you could get krónas to the US dollar This exchange rate made Iceland a much cheaper and therefore more attractive destination for tourists The tourism sector has since grown as a result (growth in tourism 1996–2001 was at 3–5%, fell in 2002 as a consequence of the global recession but is now picking up again) Eco-tourism is particularly popular in a country boasting 900 volcanoes (55 active), as is whale-watching, such that Iceland attracts about 263,000 tourists a year This exchange rate made Iceland a much cheaper and therefore more attractive destination for tourists The tourism sector has since grown as a result (growth in tourism 1996–2001 was at %, fell in 2002 as a consequence of the global recession but is now picking up again) Eco-tourism is particularly popular in a country boasting volcanoes (9 active), as is whale-watching, such that Iceland attracts 10 tourists a year PHOTOCOPIABLE © 2013 Pearson 121 English for International Tourism Intermediate Teacher’s Book Photocopiable notes 7.1 Photocopiable notes 7.2 Aims: To revise vocabulary relating to cultural tourism Aims: To revise useful expressions for meetings Time: 15–20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible Preparation: Copy and cut up a crossword for each pair Procedure: • Students work in pairs to complete the crossword • When they have finished, they could check their answers with another pair before you go through the answers with the class Answers Across: dynamic hieroglyph authentic impact 10 excavate 11 custom 12 exhibit Down: script nomination prestigious heritage artefact Homework or extension option: Students write a short proposal suggesting a great way to promote cultural tourism for one place or event in their country, using as many items of vocabulary from the crossword as possible (150–200 words) Time: 10–15 minutes 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 and shuffle them Procedure: • Put students into pairs and give each pair a set of cards • Ask students to separate the grey function cards from the white phrases cards Students then spread out the white phrases cards face up in front of them and have the grey ones in a pile face down • Students take turns to pick up a grey function card and find the phrases in front of them that match the function Note: Corresponding phrases to functions are given in order on the worksheet (i.e after each grey card, are the two to three phrases on white cards) Homework or extension option: Students write a short meeting scenario between three to four people (three to five minutes), using at least one phrase from each set of functions These could be practised and roleplayed in a subsequent lesson PHOTOCOPIABLE © 2013 Pearson 122 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 7.1 CROSSWORD: CULTURAL TOURISM VOCABULARY 10 11 12 Across is full of energy and ideas Someone who is A picture of symbol used to represent a word or part of a word, especially in the ancient Egyptian writing system , it is done or made in the traditional or original way If something is 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 is something that is done by people in a particular society because it is traditional 11 A 12 To put something, for example a painting, into a public place so people can go to see it Down is the set of letters that are used in writing a language A The act of officially suggesting someone or something for a position, duty, or prize , it is something that makes you respected or admired If something is The traditional beliefs, values, customs, etc of a family, country, or society is an object such as a tool, weapon, etc that was made in the past and is historically important An PHOTOCOPIABLE © 2013 Pearson 123 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 7.2 CARD ACTIVITY: WHAT DO YOU SAY TO ? Open a meeting Let’s make a start, shall we? Shall we begin? The first item on the agenda is … State the purpose of a meeting We’re 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 you think? (Name), 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 we’ve covered everything Is there any other business? PHOTOCOPIABLE © 2013 Pearson 124 English for International Tourism Intermediate Teacher’s Book Photocopiable notes 8.1 Photocopiable notes 8.2 Aims: To revise -ed and -ing ending adjectives Aims: To revise the DOs and DON’Ts of making presentations Time: 10–15 minutes 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 Procedure: • Put students into pairs and give each pair a set of cards Ask them to place the cards face down in a pile in front of them • Students take turns to pick a card and read out the sentence given with the two possible answers Their partner then chooses the correct word to complete the sentence (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 side • At the end of the activity, students count the cards they have The winner is the student with the most cards Homework or extension option: Students write ten of their own sentences in the same form as those on the cards They should provide four possible answers and leave a blank 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, students could work in pairs and complete each other’s set of sentences Time: 10–15 minutes 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 Procedure: • Explain to students that they are going to revise the DOs and DON’Ts of making presentations Elicit an example from the class • Put students into pairs and give each pair a set of cards Ask them to place the cards face down in a pile in front of them • Students take turns to pick a card and read out the information (relating to how to make presentations).Their partner then decides if the information is true or false If it is false, the student without the card should give a reason 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 side • At the end of the activity, students count the cards they have The winner is the student with the most cards Homework or extension option: Students create a bullet-pointed checklist (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 PHOTOCOPIABLE © 2013 Pearson 125 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 8.1 CARD ACTIVITY: -ED OR -ING? Jonathan felt completely exhausted / exhausting after spending a week trekking through the jungle To begin with, Tina found talking in front of a large group of people terrified / terrifying, but she soon got used to it [exhausted] [terrifying] Although working as an entertainer on a cruise ship can be very demanded / demanding, it’s also really enjoyable For me, the most rewarded / rewarding part of my job is when guests have had a fantastic and relaxing holiday [demanding] [rewarding] Our tour guide was very welcoming and he was interested / interesting in talking to everyone in our group As a hotel manager, it’s my responsibility to make sure every guest has a relaxed / relaxing stay at our hotel [interested] [relaxing] It was disappointed / disappointing to find out that the swimming pool wouldn’t be completed in time for the holidays To maintain high standards, it’s necessary to keep your staff motivated / motivating and their moral high [disappointing] [motivated] 10 Receiving positive feedback from guests is something that I find incredibly satisfied / satisfying Our chef has created a very excited / exciting summer menu, which uses the best of locallysourced ingredients [satisfying] [exciting] 11 12 Everyone was excited / exciting when a well-known food critic booked a table at the restaurant for the following week It was really annoyed / annoying when the fire alarm went off in the middle of the night and everyone had to get up [excited] [annoying] PHOTOCOPIABLE © 2013 Pearson 126 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 8.2 CARD ACTIVITY: TRUE OR FALSE? Always begin by greeting the audience and telling them who you are You should speak clearly and really slowly to make sure that everyone hears and understands you [True] [False] [talk at a natural speed] Good presenters write out their speech before their presentation and read from a prepared script [False] Explain at the start of the presentation when people can ask questions and encourage them to so [they use short prompts] [True] Keep to the time given It’s always better to finish early than run late as this allows more time for questions Make sure your slides are full of useful information and include lots of diagrams and statistics [True] [keep them clear and simple] It’s a good idea to rehearse your talk before the day That way you’ll feel much more confident [True] Brighten your slides by using different colours, fonts and illustrations [False] [False] Wear clothes that you feel the most comfortable in Remember it’s what you say that counts most [False] [your appearance has an impact your credibility] Ideally, allow about two minutes for each slide you use Keep things simple and also check your spelling [your slides need to be easy to read] PHOTOCOPIABLE © 2013 Pearson [True] 127 English for International Tourism Intermediate Teacher’s Book Photocopiable notes 9.1 Photocopiable notes 9.2 Aims: To revise adjectives relating to positive and negative personal qualities Aims: To revise functions and useful telephone language Time: 10–15 minutes Time: 10–15 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 and shuffle them Preparation: Copy and cut up a set of cards for each pair Procedure: • Explain to students that they are going to revise adjectives relating to positive and negative personal qualities Put them into pairs and give each pair a set of cards Ask them to spread the cards out (face up) in front of them • Students decide, like dominoes, which prefix (in bold on grey squares) fits with each adjective The idea is to link correctly each prefix to an adjective and form a circle of linked words • If time, students could then look up other adjectives (and their prefixes) to add to the list Alternatively, this could be set as homework • Note: Cards are given in order from left to right on the worksheet, with the last card linking up to the first Procedure: • Explain to students that they are going to revise telephone language Put them into pairs and give each pair a set of cards Ask them to spread the cards out (face down) in front of them • Students take turns to turn over two cards The aim is to match functions (white cards) with the correct telephone phrases (grey cards).If the function and phrase cards not match, they put the cards back face down where they were If a student turns over two cards that match up, they keep the cards and have another go • When students have matched up all the cards, elicit answers from the class Students then check with their partner the number of pairs of 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 celebrity or a customer they have recently dealt with, using as many of the adjectives from the exercise as possible (100–150 words) Homework or extension option: Students write a short conversation between two people (two to three minutes), using at least one phrase from each grey card These could be practised and roleplayed in a subsequent lesson PHOTOCOPIABLE © 2013 Pearson 128 English for International Tourism Intermediate Teacher’s Book 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 PHOTOCOPIABLE © 2013 Pearson 129 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 9.2 PELMANISM: WHAT DO YOU SAY? When you want to ask for a particular person or number I’d like to speak to (name), please When you want to explain why you’re calling I’m calling/phoning about … When you are being helpful When you want to apologize Is that (name)? / Is this (number)? I’m calling to … How can/may I help you? Who shall I say is calling? I’m sorry He/ She’s 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 information given I’ll pass on your message and make sure he/she gets back to you When you want someone to repeat or spell something they have said Sorry, could you say that again, please? PHOTOCOPIABLE © 2013 Pearson 130 English for International Tourism Intermediate Teacher’s Book Photocopiable notes 10.1 Photocopiable notes 10.2 Aims: To revise idioms from the lesson Aim: To practise making small talk Time: 10–15 minutes Time: 20–25 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible Grouping: Ideally groups of three to four, although pairwork and 1:1s with the teacher are possible Preparation: Copy and cut up a set of cards for each pair Procedure: • Explain to students that they are going to revise idioms from pages 84 and 85 Put students into pairs and give each pair a set of cards Ask them to spread the cards out face up in front of them • Students match the correct definition cards (grey) with the idiom cards (white) Alternatively, students take turns to read out a definition and their partner guesses the idiom it relates to • When they have finished, they could check their answers with another pair before you check the answers with the class Homework or extension option: Students write six sentences, each one incorporating an idiom from the activity Alternatively, students work in pairs and write a short conversation between two people (two minutes) incorporating as many of the idioms as possible These could be practised and roleplayed in a subsequent lesson Preparation: Each group will need a copy of the board game, counters and a dice Procedure: • Put students into groups of three or four and give each group a copy of the board game, counters and a dice • Students take turns to throw the dice When they land on a square, they must make small talk for the given situation for 30 seconds with the player to their right The other students keep track of the time The winner is the first player to arrive at the finish square Highlight other squares which tell them to go forward, backwards, etc • While students are doing this activity, monitor them, making a note of aspects to discuss during feedback Spend some time at the end of the game on error correction Homework or extension option Students choose three of the situations from the game and write ‘small talk’ mini-dialogues (maximum eight lines per dialogue) for each one These could be practised in a subsequent lesson and a selection of them roleplayed PHOTOCOPIABLE © 2013 Pearson 131 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 10.1 MATCHING ACTIVITY: IDIOMS to foot the bill To pay for something, especially something expensive, you 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 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 PHOTOCOPIABLE © 2013 Pearson 132 English for International Tourism Intermediate Teacher’s Book Photocopiable activity 10.2 GAME: HOW WOULD YOU START A CONVERSATION? START You’re waiting for the hotel pool to open at a.m Another person is waiting nearby GO You’re waiting for a bus after work One other person is waiting It’s a very cold day You’re queuing for lunch at work You realize the person beside you is new FORWARD You’re on a business flight The person beside you is reading a travel magazine You’ve started working at a new hotel You see a parent you know from your son’s school GO BACK SPACES SPACES HAVE ANOTHER GO It’s a sunny day and you’re drinking coffee on the terrace Another guest smiles at you 10 11 You are in the lift with a colleague you haven’t seen since they went on holiday You’re on a hotel manager’s course Another person is waiting when you enter the classroom 14 13 12 You’re in a hotel reception waiting for your tour guide Another guide joins you A colleague from another office comes into your branch for the first time You’re at a tourism expo and meet another holiday rep that you used to work with MISS A TURN 16 17 You meet for the first time a colleague you’ve been in contact with through email You’re waiting for a flight to come in A tour guide from a different company is too THROW AGAIN You’re a tour guide and you see a passenger on your tour enter the departure lounge 22 21 20 You go to a talk on the future of tourism At the break you bump into the first speaker You see a new client arrive and go to greet them You know they’re new to the area You’re sharing a taxi with a colleague who will be working on the same project as you FINISH 19 PHOTOCOPIABLE © 2013 Pearson 133