English for international tourism pre intermediate teachers book new edition

English for International Tourism Pre-Intermediate provides a multi-level series for students who need professional communication within the hotel and tourism industries. Explores top tourist destinations using material taken from Dorling Kindersley’s Eyewitness Travel Guides. Brings the world of work into the classroom. Provides effective communication strategies for workplace situations. Develops language awareness through an integrated syllabus.

Trang 1

English for International

Trang 2

Pearson Education Limited

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

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: 978-1-4479-0361-1

Set in Palatino

The publisher would like to thank the

following for their kind permission to

reproduce their photographs:

Cover images: Front: 4Corners Images:

Benedetta Rusconi / SIME t; Corbis:

F.Stuart Westmorland b, Jon Hicks bc;

SuperStock: Fancy Collection tc; Back:

DK Images: cl; Fotolia.com: tl; Lonely

Planet Images: Peter Ptschelinzew bl

Trang 3

English for International Tourism Pre-Intermediate Teacher’s Book

CONTENTS

Photocopiable resources 107

www.frenglish.ru

Trang 4

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 emailsand 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 Word box that

provides a selection of words and phrases

from the unit and a reference to the

Mini-dictionary on the DVD-ROM

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

Trang 5

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, 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

These films give students the opportunity

to listen to a variety of native and native speakers using English as an international language in five authentic documentary videos Additionally, the DVD-ROM has a comprehensive Mini-dictionary featuring over 300 tourism-related terms along with their definitions, pronunciation and example sentences

non-The DVD-ROM also containsthe MP3 files

of the Coursebook audio material

Although the DVD-ROM is not integral to the Coursebook and is primarily a self-study 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,

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

www.frenglish.ru

Trang 6

INTRODUCTION 5

• 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

Trang 7

1 WORLD TOURISM

UNIT MENU

Grammar: present simple question forms

Vocabulary: tourism statistics

Professional skills: checking and confirming details

Case study: make the right booking

Aims and objectives

In this lesson students will:

• read some facts about the tourism industry

• review and practise saying numbers and statistics

• focus words and phrases relating to the tourism

sectors

Speaking

TOURIST DESTINATIONS

Exercise 1, page 8

Refer students to the list of countries and ask which

ones they have visited They then rank them in order

of the most popular tourist destinations and discuss

their ideas in pairs before class feedback Find out if

students are surprised at the answers

Check vocabulary, e.g expect, inbound, represent,

recreation Then ask students to read the tourism

industry texts and match the words and phrases to

the definitions Allow time for them to compare

answers with a partner before going through them

with the class

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

Vocabulary

NUMBERS

Students listen to the recording and practise saying

the numbers Highlight the positioning of the word

and in longer numbers and drill any numbers which

are more problematic for the class

Audio script Track 1.1, Exercise 3, page 118

1 one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,

twenty

2 twenty-one, thirty-two, forty-three, fifty-four,

sixty-five, seventy-six, eighty-seven,

ninety-eight

3 a hundred and nine, two hundred and ten,

three hundred and eleven, four hundred and twelve, five hundred and thirteen, six hundred and twenty, seven hundred and thirty, eight

hundred and forty, nine hundred and fifty

4 a thousand, one thousand five hundred, ten

thousand, ten thousand seven hundred and fifty, a hundred thousand, a million, a billion

Play the recording before asking students which numbers they heard Students then work in pairs to practise saying the numbers

1 13 2 14 3 50 4 60 5 17 6 18 7 90 Audio script Track 1.2, Exercise 4, page 118

1

A How many people are in the group?

B One person cancelled so there are now

thirteen

2

A How old is he now?

B He was fourteen last month

3

A How many states are there in the USA?

B I’m not sure I think it’s fifty

4

A You’re in room sixty

B Sorry, which room?

A Room sixty

5

A Can you serve table seventeen, please?

B Table seventeen, which one is that?

A By the window

6

A Do you have the address of the hotel?

www.frenglish.ru

Trang 8

WORLD TOURISM 7

B Yes, it’s number eighteen Park Street

7

A How much does a taxi cost to the airport?

B About ninety dollars

Focus students’ attention on the table and check that

they understand how to say percentages, fractions

and decimals before playing the recording Mention

that nought means the same as zero and is used

more in the UK, whereas nil is used in the USA

Allow time after listening for students to compare

answers in pairs before eliciting them from the class

1 1½ 2 0.75 3 50% 4 1/3 5 0.25 6 20%

7 0.125 8 1/10

1 one hundred and fifty percent, one and a half,

one point five

2 seventy-five percent, three quarters, nought

point seven five

3 fifty percent, a half, nought point five

4 thirty-three point three percent, a third, nought

point three three

5 twenty-five percent, a quarter, nought point two

five

6 twenty percent, a fifth, nought point two

7 twelve and a half percent, an eighth, nought

point one two five

8 ten percent, a tenth, nought point one

EXTRA ACTIVITY

Students work in pairs to write the numbers below

and then take turns saying them

• one number between 100 and 1,000

• two numbers between 10,000 and 100,000

• three numbers between 100,000 and one

Ask students to discuss the questions in pairs before

eliciting ideas from the class You might wish to note

these on the board Play the recording to check

answers and compare them to what students had

thought Find out if they are surprised by any of the

answers and check vocabulary, e.g habit, spender,

growth

1 Europe 2 the USA 3 Germany 4 China

According to the World Tourism Organization (WTO), the top region for international tourism is Europe, with 52 percent, more than half the world’s total tourism market France is the world’s top destination, with nearly 77 million international arrivals last year The USA was second, with nearly 60 million China was in third position with

56 million, and Spain was fourth with 53 million foreign visitors Another important statistic is the money inbound visitors spend in a country This is known as ‘tourism receipts’ International tourism receipts were 919 billion US dollars last year – that’s 693 billion euros The USA has the top tourism receipts in the world, with 104 billion US dollars Spain was in second position and France was third The WTO also collects information on tourists’ spending habits Tourists from Germany are the top spenders on international tourism

They spent 78 billion euros last year Things are changing fast in the tourism industry and the WTO expects China to be the top international

destination within the next five years China is also showing the fastest growth in spending on

international tourism in recent years

EXTRA ACTIVITY Write the following on the board and ask students

to complete the full form of these useful terms in international tourism

1 IATA: International Air T A

2 UNESCO: United Nations Educational, S

1 IATA: International Air Transport Association

2 UNESCO: United Nations Educational, Scientific and Cultural Organization

3 LHR: London Heathrow Airport

4 NYC: New York City

5 ETA Estimated time of arrival

6 ETD: Estimated time of departure

7 TIC: Tourist Information Centre

8 BB: Bed and Breakfast

See the Workbook pages 4 5 for more useful terms in international tourism

Trang 9

Vocabulary

TOURISM SECTORS

Students match the tourism sectors to the words and

phrases and additional ideas to each group Students

could work independently and check answers in

pairs, or carry out the exercise in pairs During class

feedback, elicit ideas, writing them on the board as

needed

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

More suggested answers (not in the wordpool):

1 hostel, motel, hotel

2 cycling, trekking

3 art gallery, amusement park

4 business convention, music festival

5 bistro, pizzeria

6 car hire, bus, coach, taxi

7 independent operator, online travel shop

Students work in pairs or small groups to discuss

their preference and the most important sectors in

their country before the discussion is opened up to

the class If the host country is different to the

students’, provide information for students on the

most successful and lucrative tourism sectors in it

RESEARCH TOURISM IN YOUR COUNTRY

Go through the task with the class In a

subsequent lesson, allow time for students to

present their findings either in groups or to the

class

ADDITIONAL RESEARCH IDEAS

Students can choose to research the following

• What are the high-season months?

Inbound and outbound tourism:

• Which country do inbound tourists usually

in pairs and take turns to ask questions to find out what each number refers to

• Students write a paragraph describing which tourism sector they work in or would like to work

in, and what they enjoy about it (100–150 words) Alternatively, they write about the sectors which generate the most jobs and money in their country

www.frenglish.ru

Trang 10

WORLD TOURISM 9

THE UNITED STATES

• study question forms

• read an article about tourism in the USA

• prepare a survey on tourism in their country and

use it to collect results

Speaking

THE GREAT USA QUIZ

FACT FILE

• Times Square in New York is a major centre of

the world’s entertainment industry and the heart

of the Broadway theatre district

• The geographical wonder, The Grand Canyon,

covers an area 446 km x 29 km and is in the

state of Arizona

• Las Vegas is the largest city in the state of

Nevada, and is known internationally for its

impressive casino-hotels and entertainment

facilities

• San Francisco, in the state of California, offers

an interesting mix of architecture, trams on

steep rolling hills and the Golden Gate Bridge

Ask students to match the photos with the USA place

names This could be done as a class Students then

consider what they know about each place,

comparing ideas in pairs before class feedback

A Times Square B The Grand Canyon

C Las Vegas D San Francisco

Grammar

PRESENT SIMPLE QUESTION FORMS

Focus students’ attention on the Grammar box Allow

them time to read through the information and ask

any questions before completing the questions in the

quiz Encourage students to check their answers in

pairs before going through them with the class

Check on the intonation of the questions as needed

1 Where 2 How much 3 How long 4 What

5 How many 6 Which 7 How 8 When

Words not used: who, how old, why, how often

EXTRA ACTIVITY Refer students to page 112 of the Grammar reference and go through the information explaining question forms with present simple

Highlight the use of different verbs and draw attention to word order Allow time to discuss the examples given and any questions students might have Provide additional examples as needed

Students complete the quiz in pairs, checking their answers with File 2 on page 102 Round up by finding out who got the most answers correct and if students were surprised by any of the answers

See Pairwork files

Students’ own answers

Students read the report to check their answers

Encourage students to use a dictionary Find out who was right and which activities are the most popular

Check vocabulary, e.g typical, merchandise, retailer

shopping parks – both natural parks and theme parks visiting museums, zoos and aquariums

Ask students to complete the sentences and allow them time to compare answers in pairs before going through them with the class Discuss the meaning and pronunciation of words and phrases as needed

1 merchandise 2 brands 3 destination

4 retailer (also retail store) 5 growth market

6 emerging markets Exercise 7, page 11

Students reorder the questions, checking answers with a partner before class feedback Elicit the questions, checking on intonation and pronunciation

1 How often do you go on holiday?

2 How do you usually travel?

3 Where do you usually go?

4 Where do you usually stay?

5 How long do you go for?

6 Who do you go with?

7 What do you do on holiday?

8 What do you spend most money on?

Trang 11

Ask students to use their questions from Exercise 7

to interview at least five other students You may

wish to set a time for this Students then write a

summary of the results This could be set for

homework

EXTRA ACTIVITY

Refer students to Part 1 of the EFIT

Pre-intermediate level DVD material for extra listening

and vocabulary exercises relating to dream

holidays, specifically focusing on the Maldives and

Egypt

Although students are encouraged to view the

complete programme on the DVD, there is also an

option to watch the film 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

Homework suggestions

• Students write ten questions of their own, using a

mix of question forms You may wish to choose a

topic that students can focus on Students could

work in pairs in a subsequent lesson, taking turns

to ask their partner the questions

• Students write a blog article, using the report in

Exercise 5 as a guide, describing the top three

favourite activities visitors to their own country

enjoy (150–200 words)

Photocopiable notes 1.1 (page 107)

What’s the definition? (Word search page 108)

PROFESSIONAL SKILLS

CHECKING AND CONFIRMING DETAILS

• focus on the professional skill of checking and confirming details

• practise taking booking details on the phone

• write an email to confirm a booking

After listening, encourage students to compare answers with a partner before going through them with the class

1 Friday 3 November (November the third)

W Luigi’s Grill? Can I help you?

M Hi! I’d like to book a table for six for Friday

a quarter to seven in the morning, not a quarter past six So that’s a quarter to seven this Saturday OK? If there’s a problem, please call

me Bye

www.frenglish.ru

Trang 12

WORLD TOURISM 11

3

G = Gianluca, L = Lena

G Star Travel International Gianluca speaking

L Hi! It’s Lena here from Star Travel in Hamburg

I’m phoning about a change in one of our hotel

bookings It’s for Mallorca this July

G Do you have the details, Lena?

L Sure It’s for two twin rooms with baths at the

Palma Marina Hotel from the 15th to the 21st of

July in the name of Ben Hartmann

G So that’s seven nights from the 15th to the 21st

Discuss the different ways of saying the dates and

times in Exercise 1, referring students to File 3 on

page 102 Go through the examples and highlight the

differences between American and British English

norms

See Pairwork files

1 Friday the third of November/Friday November

(the) third

2 half past eight/eight-thirty p.m

3 Thursday

4 six forty-five a.m

5 the fifteenth of July/July (the) fifteenth/fifteenth

July

6 the first of July/July (the)

twenty-first/twenty-first July

Students work in pairs to answer the questions

before eliciting answers from the class

Suggested answers

1 We say: the 22nd of September/September the

22nd (but we write 22nd September/September

22nd)

2 It’s 12.45./It’s a quarter to one

3 30 days: September, April, June and November

31 days: January, March, May, July, August,

October, December; February has 28 or 29 days

4 Sunday, Saturday, Friday, Thursday, Wednesday,

Tuesday, Monday

5 I like Thursdays because it’s nearly Friday July

and August are my favourite months because I

usually go on holiday then

Speaking

EXPRESSIONS AND SPELLING

EXTRA ACTIVITY Write the letters of the alphabet on the board, and then the phonemic headings Ask students to copy the headings and place the letters in the correct category You could give the first two or three as

an example Check answers and then ask students to practise saying the alphabet

Answers

/eɪ/: a, h, j, k

/iː/: b, c d, e, g, p, , v, t /e/: f, l, m, n, s, x, z /aɪ/: i, y

/əʊ/: o /uː/: q, u, w /ɑː/: r

Tell students they are going to listen to two conversations and ask them to tick the expressions they hear Play the recording a second time for students to note the email address Allow time for students to compare answers with a partner before checking answers as a class

The expressions occur in the following order

Conversation 1:

Can you repeat that, please?

That’s all one word

A Do you have the email address?

B Yes, it’s information at Rail Europe dot co dot

U-K

A Sorry, can you repeat that, please?

B Yes, it’s information at Rail Europe That’s all

one word, all lower case, R-A-I-L-E-U-R-O-P-E dot co, dot U-K

A Dot co, dot U-K Thanks

2

A I’ve got a gmail address It’s Annabel Weiss,

that’s all one word and lower case, at gmail dot com

Trang 13

B Do you spell your first name

A-double-N-A-B-E-L?

A That’s right And the surname is Weiss, with no

capital letter W-E-I-double-S That’s ‘S’ for sugar

B So that’s Annabel Weiss, all lower case?

A That’s right – at gmail dot com

Students work in pairs, taking turns to spell key

details using expressions from Exercise 4 Discuss

the meaning of: at, dot, hyphen, lower case and

capital letter Also ask Ss what the following

abbreviations refer to in the context of email

addresses: com (company), fr (France), it (Italy) and

de (Germany), and elicit their own country’s

Elicit and explain the meaning of the words below

as needed Then write the following email

addresses on the board Ask students to work in

pairs and practise saying the email addresses

below using them:

at / dot / hyphen / lower case / underscore / capital

Tell students they are going to hear part of a

telephone booking and should circle the correct

options Check answers as a class

1 30 2 a musical 3 October

Part 1

R = Reservations, C = Caller

R London Theatre reservations

C Hello! I’d like to book thirty-four tickets for the

musical, The Lion King

R Sorry, is that forty-four tickets for The Lion

King?

C No, thirty-four – three, four

R What day please?

C The 16th or the 23rd of October Wednesday

afternoon would be good

R One moment please

Allow time for students to read the information before

listening and elicit the meaning of performance

Students listen to part two of the booking and complete the reservation information, discussing answers in pairs before going through them as a

class Check vocabulary, e.g put through

1 The Lion King 2 Wednesday 16th

3 2.30 p.m 4 34 5 £30.50 6 McKenzie

7 Visa 8 9002 9 5021

10 victormckenzie@ac.uk Audio script Track 1.8, Exercise 7, page 118 Part 2

R = Reservations, C = Caller

R The first available date is Wednesday the 16th

of October, starting at two-thirty Tickets are priced at thirty pounds fifty

C Yes, that’s fine

R OK Could I have your name for the booking

C Yes, that’s right

R Can I have your credit card details, please?

C Sure It’s a Visa card Number 4-5-9-3, 7-6-8-8,

9 double 0-2, 5-0-2-1

R 4-5-9-3, 7-6-8-8 Sorry, did you say double

9-0-2?

C No, that’s 9 double 0-2, 5-0-2-1

R OK And your email address, please? So that I

can send you confirmation

C It’s Victor Mckenzie, at A-C dot U-K

R Vicmckenzie at A-C dot U-K

C Actually, it’s Victor, not Vic – V-I-C-T-O-R, followed by McKenzie, all one word, all lower case, at A-C dot U-K

R OK Can I just check the booking before I put

the payment through? That’s thirty-four seats for the 16th of October at two-thirty at the Lyceum Theatre Is that right?

C Yes

R OK We’ll send you an email confirming your booking, Mr McKenzie Please bring it with you when you collect your tickets from the theatre box office

www.frenglish.ru

Trang 14

WORLD TOURISM 13

Professional skills

CHECKING AND CONFIRMING DETAILS

Refer students to the Professional skills box and ask

them to complete the expressions for checking and

confirming details Students then check their answers

in audio scripts 1.7 and 1.8 on page 118

1 Is 2 Sorry 3 check 4 right 5 That’s

6 confirming 7 Three 8 not

Speaking

TAKING DETAILS ON THE TELEPHONE

Put students into pairs and allot roles A and B Allow

time for students to read their information Monitor

conversations during the activity, making notes of

good language use and other points to mention

during feedback Round up by asking how the

Find out how often students email in English and

what types of emails they have written Explain that

they are going to write an email to confirm the

booking made in Exercise 9 and refer them to the

model on page 99 of the Writing bank If time is

limited, students could finish their email for

homework

Writing model

Dear Mr McKenzie,

Thank you for booking with London Theatre

Reservations Here are your booking details:

Name of show: The Lion King

Date: Wednesday 16 October

Name of payee: Mr Victor McKenzie

Payment method: Visa

Credit card number: 4593 7688 9002 5021 Email

address: vicmckenzie@ac.uk

Please remember to bring this confirmation with your

credit card when you collect the tickets from the

theatre box office Thank you

• Students work in pairs to write a short telephone conversation where a customer is making a booking and the person taking the booking is checking their details Encourage students to use expressions from the Professional skills box on page 13 In a subsequent lesson, allow time for students to practise their conversations before choosing a few pairs to present theirs to the class Photocopiable notes 1.2 (page 107)

Can I check ? (Game page 109)

Trang 15

CASE STUDY

MAKE THE RIGHT

BOOKING

CASE STUDY MENU

Refer students to the lesson’s aims and objectives

before focusing their attention on the map and

photos Ask students what they know about Peru (or

South America) and find out if anyone has ever been

there

Allow time for students to look at the information and

discuss their ideas in pairs before opening the

discussion to the class

Customer profile

Tell students they are going to listen to a phone call

and complete a customer profile Allow time for them

to read the profile before playing the recording After

listening, encourage students to compare answers

with a partner before going through them with the

class Check vocabulary, e.g combine, budget,

culture

1 Bradford 2 Peru 3 Machu Picchu

4 Lake 5 his sister

6 Friday 16 August – Friday 25 August

7 1,200 8 ac.uk

G = Gabi Werner, M = Mark Bradford

G Hello, CSAM Travel, Gabi speaking How can I

help you?

M Hi, I’m phoning about holidays to Peru

G Are you interested in a package with flights and

accommodation?

M Yes

G And do you have an idea of what you’d like to

do?

M Well, I’m travelling with my sister We both like

trekking so we would like to do the Inca trail And

visit Machu Picchu And maybe the Amazon

G I see I’m sure we can help But first, can I

have your name please?

M It’s Mark, Mark Bradford That’s

B-R-A-D-F-O-R-D

G B-R-A-D-F-O-R-D, thank you So, when are

you planning to travel, Mark?

M Around the 16th of August Can you give me

some idea about prices?

G Yes, but can I check – what kind of budget do

you have?

M About $2,500

G Well, for example, we have a one-week

package including return flights to Cusco, which includes trekking on the Inca trail and Machu Picchu for $1,050 per person

M One week isn’t much time We want to get a

feel for the local culture

G Let me see, ten days There’s our Peru special

for 1,200 US dollars

M So that’s $2,400 for two That sounds good

Does it include Lake Titicaca? We really want to

go there

G No, I’m sorry, it doesn’t But you can combine

tours

M OK, great!

G And can I check your travel dates, Mark? Did

you say Friday the 16th of August?

M 16th of August, yes

G Returning on the 25th of August?

M Yes, that’s fine

G Great And can I have your email address

please?

M It’s Mark, dot, Bradford, at Leeds dot AC dot

-U-K

G A-C dot -U-K OK; I’ll send you the details for a

ten-day package, Mark I’ll also send you information about our one-week and two-week tours, so you can compare tours and prices All right?

choice of packages Check vocabulary, e.g sacred, combine, home stay

Package choice: ‘D’ Peru Special Mark wants to go for ten days, visit Machu Picchu and do an Amazon tour It doesn’t include Lake Titicaca but it’s within his budget

Travel dates: Friday 16 August–25 August Total cost: US $2,400 for two

Trang 16

WORLD TOURISM 15

listening, allow time for students to compare answers

in pairs before going through them as a class

Mark now has an extra US $1,000 for his travel

budget He would like to book the jungle tour and

extend his vacation by five days

G = Gabi Werner, M = Mark Bradford

M Hi!

G Hello, It’s Gabi here I’m phoning about your

booking

M Hello Gabi! Did you get my message? I have

another $1,000 for our budget, so we’re now

thinking of going for two weeks

G Two weeks? That’s great, Mark I can

recommend the Incan Wonders package It

includes five days trekking and a five-day jungle

tour

M Yes, that’s one option But does it include

sand-boarding? I’d love to try that!

G No, it doesn’t but we can customize your

package If you go sand-boarding in Huacachina,

it’s only four hours from Lima

M I see it includes the ancient lines in Nazca

G Yes, you can see the ancient lines in the desert

from a plane It’s wonderful

M But my sister is interested in the mountain train

ride that goes from Huancayo to Lima I hear it’s

G First, can I check – are you now planning to

travel the last two weeks in August?

M Yes, that’s correct But remember, we’re very

interested in meeting local people and getting to

know the culture

G OK, Let me check the details of a two-week

vacation and I’ll phone you back

M Thanks, Gabi

Focus students’ attention on the optional tours and

allow them time to read through them before they

listen to the conversation again After listening,

students discuss in pairs which optional tour he

should choose Round up eliciting ideas and asking

students to explain their choice of tour

Suggested answer

Mark can now go for two weeks, so the best

package is Incan Wonders Mark also wants

to go sand-boarding and he has enough money to

book this optional sand-boarding tour

(His sister is interested in the mountain train from Huancayo to Lima, but the travel consultant says it’s a long trip and you can only go at weekends.)

Put students into pairs and allot roles A and B Allow time for students to read their information and help with vocabulary as it arises With a weaker class, ask

As and Bs to prepare together before returning to their original pair Monitor the conversations, note good language use and other points to mention during feedback Round up by discussing the roleplays and eliciting the total cost of Mark’s trip

If your students are thinking of taking the LCCI Level

1 Certificate in Spoken English for Tourism, remind them that in the exam they will be expected to describe different types of travellers and tourists, and explain their reasons for travelling

See Pairwork files

POSSIBLE OUTCOME

At first the best package for Mark is the Peru Special (option D) because he wants to go for ten days, go trekking, visit Machu Pichu and the Amazon, and it is within his budget of US $2,500

Mark also wants to visit Lake Titicaca but it isn’t included in this tour He then has an extra US

$1,000, which means they can go for two weeks

The total cost of the booking should be within Mark’s budget of US $3,500 for two

Main points to consider:

• New travel dates are 16–30 August

• Flights, transfers, guides, accommodation (but not in Huacachina) and breakfast and dinner are included in the package

• The Peru Special has a more challenging trek,

so it’s a better package for them

There are two possible final package options

Both cost the same but the second option is better for Marks’ needs:

• A, Incan Wonders (15 days) at US $1,700 pp, and sand-boarding at US $40 pp Total cost:

US $3,480

• D, the Peru Special (ten days) at US $1,200

pp, combined with option C Andean Adventures (four days) at US $500 pp including home stay accommodation at Lake Titicaca, plus sand-boarding at US $40 pp

Total cost: US $3,480

Trang 17

Confirming a booking

EXTRA ACTIVITY

Find out if students have written emails in English

before and then refer them to tips for writing

emails on page 99 of the Writing bank Go through

the tips before focusing students’ attention on the

email confirming a booking (at the bottom of page

99) Go through the email discussing how it is

organized and useful language

Explain to students they are now going to write an

email to confirm Mark’s booking, namely to confirm

travel dates, the names of the vacation package(s),

any optional tour(s) and costs Tell students to begin

their message with Thank you for booking with

CSAM Travel I’m writing to confirm the details of

your booking Help students get started with their

emails and if time is limited, ask them to finish their

emails for homework With a weaker class, students

could work in pairs They can invent any extra

information they wish

Writing model

Dear Mark,

Thank you for booking with CSAM Travel I’m

writing to confirm the details of your booking for

Peru Your travel dates are 16–30 August Your

booking for two people includes a three-star hotel

in Lima, home stay accommodation in Lake

Titicaca and a jungle tour in the Amazon Please

see the attached details

Here is your flight information with Aeromexico:

Depart MEX (Mexico City) 2.55 p.m

Arrive LMA 8.45 p.m (duration 5 h 50 m)

Please also find attached details of your airport

transfers, internal flights and tour information

The total cost of your booking is US $

(about $4,500) including VAT, the Inca trail hiking

tour and the four-day jungle tour in the Amazon

We accept payment by credit card or bank

transfer Feel free to contact me if you have any

more questions

Best wishes,

(Your name)

UNIT 1: KEY WORDS

Highlight the key words box and elicit definitions for a selection of the words as well as parts of speech

Check on syllable stress, parts of speech and pronunciation as needed Suggest students use the DVD-ROM Mini-dictionary for further self-study

• Students choose one of the four packages from Exercise 3 and write a paragraph explaining why they would choose that package (100–150 words)

• Students choose ten of the key words given at the end of the lesson and write a sentence of their own using each one

www.frenglish.ru

Trang 18

2 JOBS IN TOURISM

UNIT MENU

Grammar: present simple and continuous

Vocabulary: working conditions and salaries, qualities and skills, hotel jobs

Professional skills: covering letters

Case study: choose the right person for the job

• read about working conditions in the tourism

industry

• listen to tourism professionals talking about their

jobs

• discuss the qualities and skills they need for

their career in tourism

Reading

WORKING CONDITIONS IN TOURISM

Find out who works or would like to work in tourism

before focusing students’ attention on the article

Help students with vocabulary as needed but tell

them all words in bold will be covered in the next

exercise Encourage students to compare ideas

with a partner before eliciting them from the class

Check vocabulary, e.g varied, flexibility, salary

Advantages:

• interesting and varied work

• people-focused

• opportunity to meet and help people from all

over the world

• every day is different

• flexibility of hours

• on-the-job training

• opportunities for fast promotion

• possibility of long-term career

• (with a university degree) you move more

quickly into a management position

• working shifts and weekends

• low-paid at the start

Students match the words in bold to their opposites

With a weaker class, suggest they do this in pairs

before eliciting the answers as a class If your

students are thinking of taking the LCCI Level 1

Certificate in Spoken English for Tourism, remind

them that they must be familiar with specialized language, e.g language relating to working conditions in tourism and job adverts, as covered in this lesson

1 part-time 2 temporary 3 low-paid

4 long-term 5 seasonal 6 shifts Exercise 3, page 16

Go through the jobs in the box, checking students can pronounce each one Students then match the jobs to the sector, adding an extra two jobs to each sector Allow time for students to discuss ideas in pairs before checking answers as a class Elicit a definition for each job, if time

1 Food and beverage: restaurant manager, waiter

2 Accommodation: concierge, hotel receptionist

3 Transportation: flight attendant, pilot

4 Recreation and entertainment: entertainer,

outdoor adventure guide

EXTRA ACTIVITY Students choose six of the jobs in Exercise 3 and write a sentence or sentences to describe them, using the expressions below to help them

Students compare answers in pairs before class feedback

entertains / is responsible for / looks after / manages / works in / works at / works for e.g A concierge works in a hotel He/she looks after guests and answers their questions

Trang 19

1 travel agent: organized and communicative

2 flight attendant: customer-focused and efficient

3 tour guide: energetic, enthusiastic and

entertaining

1

Well, first of all, you need to have excellent

customer service skills because you spend all day

talking to customers Being organized is essential

and you also need to be very communicative You

can’t be afraid to speak to people, if it’s a tour

operator, a hotel, an airline or if it’s a customer in

the shop You have to speak to everyone on every

level You also need good sales skills to sell

holiday and travel products to customers And, of

course, good IT skills are essential to find

information and make bookings online

2

You have to be customer-focused and efficient

And you have to stay calm and be patient when

passengers are worried or angry about

something Being a good communicator who can

interact well with people from different cultures is

essential You have to be a good team worker,

too Basic first aid and medical skills are

important

3

I think when people pay for a tour they are really

paying for the personality I call it ‘the three E’s’:

somebody who’s energetic, enthusiastic and

entertaining You have to have a passion for

people and you need to be energetic because

your job is about helping people to have fun On a

practical level, good organizational skills and

languages help I love it – every day is different

EXTRA ACTIVITY

Refer students to audio script 2.1 on page 119 and

ask them to underline all the useful adjectives to

describe personal qualities Students make a list of

the words in the scripts that can go with skills

Discuss answers in pairs before class feedback

Students complete the job descriptions using the

words given This could be done alone or in pairs Go

over answers with the class

1 customer service 2 sales 3 IT

4 communicator 5 team 6 first aid 7 passion

8 fun 9 organizational

Tell students they are going to hear further

information about each job and ask them to make

notes Allow time for students to discuss ideas before

opening the discussion to the class Encourage them

to explain their choice re: the best job Check

vocabulary, e.g discount, tip

1 Travel agent

• salary: low (over $30,000)

• working conditions: long hours (40 hour weeks);

good benefits

2 Flight attendant

• salary: good (over $38,000) – can increase by

$3,000–$8,000 a year by doing extra flights

• working conditions: flexible working hours;

of the agency I work in a large travel agency in San Francisco and my annual salary is over

$30,000 now, for a 40-hour week working Monday

to Friday The salary is low but I also get travel benefits, such as discounts on holidays and free trips with airlines and cruise companies if I sell a package to a group

2

The working hours are very flexible I often work weekends and holidays and I’m away from home for days I usually fly 70 hours a month and work another 40 hours on the ground My salary is about $3,200 a month – that’s over $38,000 a year And I can increase my pay by $3,000 to

$8,000 a year by doing extra flights And my family and I get big discounts on flights

3

When I started working as a tour guide, I earned

$8 per hour Now I have a contract and I make

$23,000 annually The pay is low but I travel to exotic locations for free The working hours can

be long on a tour – sometimes I work 14–15 a day A big advantage is that all my meals, accommodation and transport are free And my customers usually give tips The last tour I

worked, I made $250 in tips in just five days!

EXTRA ACTIVITY Students discuss in pairs which hotel jobs they have done or which they think would be interesting and why

www.frenglish.ru

Trang 20

class

• Students choose five hotel jobs from Exercise 1

(including additional ones given) and choose three

personal qualities or skills to go with each job In a

subsequent lesson, students discuss their ideas in

pairs or groups before class feedback

• Students choose three hotel jobs (from the

additional ones given in Exercise 1) and write a job

description for each one, using those from

Exercise 5 as models (30–50 words per job

description)

A DAY IN THE LIFE

• read an article on the day of the life of a hotel manager

• study the present simple and continuous

• do an activity where they ask questions to find out each others’ job

1 food and beverage manager

2 front office manager

3 hotel receptionist

4 executive chef

5 executive housekeeper

Suggested answers for other hotel jobs

general manager, housekeeper, bellhop/bell boy, porter, concierge, maintenance engineer, gardener, pool attendant, accountant, work in marketing or sales, waiter/waitress, restaurant manager, prep cook, sous chef, chef, etc

Students read the article to find out what Nathan Wilson’s job is Elicit the answer from the class and ask for clues to the answer from the text Check

vocabulary, e.g deal with, recruit, negotiate

Front office manager

Ask students to read the text again and complete Nathan’s profile Allow time for them to compare answers in pairs before going through them with the class

1 twelve front office staff 2 shifts 3 guests

4 corporate clients 5 hospitality 6 prep cook

7 sous chef 8 executive chef

9 cooking and travel

10 to become a General Manager of one of the

Bouvier Hotels and work abroad

Trang 21

Grammar

PRESENT SIMPLE AND CONTINUOUS

Focus students’ attention on the Grammar box Allow

them time to read through the information and ask

any questions before reading the text Round up by

asking what Nathan is currently working on

He is helping to develop a new online promotion

EXTRA ACTIVITY

Refer students to pages 112–113 of the Grammar

reference and go through the information

explaining the present simple and continuous

Highlight the different forms (positive, negative and

question) and draw attention to the use of adverbs

of frequency with the present simple and stative

verbs with the present continuous Allow time to

discuss the examples given and any questions

students might have Provide additional examples

as needed

EXTRA ACTIVITY

Students decide which of the following verbs are

stative:

like, give, want, catch, deal, prefer, wake, fall,

taste, hit, imagine, cost, suppose, believe, let,

think, belong, understand, spill, tell

Answers

like, want, prefer, imagine, cost, suppose, believe,

think, understand

Students complete the sentences using the correct

present tense Allow students time to compare

answers in pairs before going through them with the

class

1 ’m training 2 ’m helping them 3 ’s 4 ’m

5 showing 6 works 7 ’re finding 8 use

9 ’m planning 10 don’t 11 take 12 ’m

13 knows

Refer students to the example and ask them, either

alone or in pairs, to make sentences using the

prompts given Elicit ideas, writing them on the board

and discussing any problems with tense usage

2 The receptionist works on the front desk At the

moment, he’s/she’s checking in a group of 25

3 The executive housekeeper supervises cleaning

staff At the moment he’s/she’s inspecting all the

bathrooms

4 The building (maintenance) manager looks after

the building At the moment he’s/she’s supervising some repair work

5 The waiter waits at tables At the moment he’s taking a lunch order

6 The bell boy helps guests with luggage At the

moment he’s carrying a heavy bag

• Students choose five hotel jobs (from the additional ones discussed in Exercise 1) and write ten sentences using the present simple and present continuous, using those in Exercise 6 as examples

• Students write a short blog article explaining what they do in their job and what they are doing at the moment In case they do not have a job, they could write about someone else they know (100–

150 words)

Photocopiable notes 2.1 (page 111) What’s my job? (Card activity page 112)

www.frenglish.ru

Trang 22

JOBS IN TOURISM 21

PROFESSIONAL

SKILLS

COVERING LETTERS

• read job advertisements

• listen to a human resources manager discussing

the experience, skills and qualities needed for

known as the Balkans in Southeast Europe It was

part of the former Yugoslavia and is land-locked,

sharing borders with Kosovo, Serbia, Bulgaria,

Greece, and Albania Its capital is Skopje

Focus students’ attention on the photo and logo, and

ask if anyone has ever visited Macedonia and what

they know about it, e.g which countries it borders

Students then complete the job adverts using the

correct expression Encourage them to use a

dictionary to check new language Allow time for

students to compare answers in pairs before going

through them with the class

1 positions 2 curriculum vitae (CV)/resumé

3 flexible 4 Team 5 training 6 skills

7 management 8 experience

Students work in pairs to discuss which job they

would prefer and why before their ideas are shared

with the class

Listening

SKILLS AND QUALITIES

Tell students they are going to listen to the Human

Resources Manager at Fun Parks talking about the

jobs advertised After listening elicit which job she

mentions first Check vocabulary, e.g crisis, relevant,

supervise

She talks about the Restaurant Manager job first

1

We’re asking for a recognized qualification in hospitality for this position and, as the advertisement says, you need at least two years’

relevant experience It gets really busy in the high season, so we need a person who is well-

organized and can stay calm in a crisis

Obviously, you need excellent customer service and people management skills to deal with both customers and staff Since we have a lot of international customers in the restaurant, we need someone who can speak good English and at least one other European language

2

You don’t have to have any particular qualifications to apply for this position but if you have experience supervising kids and enjoy working with children, then this will be an advantage As it says in the advert, we need people with language skills who can work well in a team But above all, it’s a job about helping people to have fun, so the really important thing is

to be energetic and enthusiastic Basic first aid and medical skills would be extremely useful

• Qualities: someone who is well-organized and can stay calm in a crisis

Children’s recreation supervisor:

• Experience: experience of supervising kids an advantage

• Skills: someone with language skills who can work well in a team; first aid and medical skills are very useful

• Qualities: someone who is energetic and enthusiastic

Trang 23

Writing bank to check Spend time going through the

example and advice given for both covering letters

and CVs, highlighting the useful expressions given at

the bottom of page 97 After this ask students to read

the letter on page 21, before asking what job is being

applied for

Miroslav is applying for the position of Children’s

Recreation Supervisor

EXTRA ACTIVITY

Students discuss the CV guidelines given on page

97 of the Writing bank and explain what

information is normally given on a CV in their own

country, and how it might be organized For

homework, students could prepare a two-page

version of their CV

Professional skills

WRITING A COVERING LETTER

Refer students to the Professional skills box and ask

them to complete the letter using the expressions

Allow time for them to compare answers in pairs

before discussing them as a class You might want to

ask different students to read out parts of the letter to

check on pronunciation

Dear Ms Isabela Monti,

1

I am writing to apply for the position of

Children’s Recreation Supervisor 2as advertised

on your website on 15 October I am very

interested in working for Fun Parks because I

enjoyed the Pirate Park very much when I visited

it recently with a group of children

At the moment I am studying for a diploma in

Tourism management at the University of

Macedonia I am in my first year, although 3I have

two years’ experience in working for an

after-school club 4My responsibilities include

organizing activities and excursions for young

children Please 5find attached a copy of my

CV

My supervisor says I am sociable, hard-working

and creative 6In addition, I am enthusiastic and I

work well in a team 7As you can see from my

CV, I speak English and many Eastern European

languages fluently

If you are interested in my application, 8please do

not hesitate to contact me regarding a possible

interview 9I look forward to hearing from you

‘one S only’ principal

If you begin a letter Dear Sir/Madam, you end it Yours faithfully

Likewise, if you begin Dear Mrs Jones, you end Yours sincerely

Tell students they are now going to write a covering letter for the other job advertised Remind them to use the models in Exercise 5 and in the Writing bank

on page 96 to help them Encourage students to make notes before writing and help as needed With

a weaker class, students could work in pairs If time

is limited letters could be completed for homework

Writing model

Dear Sir/Madam,

I am writing to apply for the post of Restaurant

Manager as advertised on the website Europe – T&T Jobs on 15 October I am very interested in working for Fun Parks because I think it is an

exciting, dynamic organization and I would like to

be part of your team

I have a diploma in Hospitality Management from the University of Madrid In addition, I have two years’ experience in working in Food and Beverages Management My past responsibilities include organizing bar and restaurant staff in a busy holiday resort on the Costa Dorada Please see my attached CV for more details and

references

As you can see from my CV, communication and organizational skills are my main strengths and I always enjoy learning new skills I consider myself hard-working, enthusiastic and I am good at staying calm under pressure I speak fluent Spanish and English, and some Italian and French

I am available to start work immediately Please

do not hesitate to contact me if you would like more information I look forward to hearing from you regarding a possible interview

in pairs and to discuss further questions, before

www.frenglish.ru

Trang 24

JOBS IN TOURISM 23

going through ideas as a class Write additional

questions on the board See audio script 2.4 for

questions

• Why do you want to leave your present job?

• Are you prepared to work weekends/long

hours?

• Where did you study/train?

• What qualifications do you have?

• Do you have any relevant experience?

• Can you give me an example of when you

worked well in a team?

• What did you enjoy the most/least about your

last job?

• Can you describe yourself using three positive

adjectives?

1 Why do you want to work for us?

2 What do you know about our company?

3 Are you good at working in a team?

4 What are your strengths and weaknesses?

5 Do you have any management experience?

6 Why do you want to leave your present job?

7 Are you prepared to work long hours?

8 What would you like to do in five years’ time?

9 Why should we hire you?

10 When can you start?

EXTRA ACTIVITY

Students consider what, apart from the words

spoken, is important in an interview situation,

before sharing ideas as a class During feedback,

elicit and discuss any cultural differences

regarding dress or body language

eye contact, facial expressions, posture, gestures,

clothing, etc

Students work in pairs, taking turns to read each

other’s covering letters, noting questions to ask, and

then interview each other for the job Focus on how

to begin the interviews before they start the activity

• Ask students to find an advert for a job they are

interested in (alternatively provide them with one)

and to write a covering letter for it (150–200

words) Remind them to use words and phrases

from the lesson

• Students write about their experience, skills and qualities and what they consider their key strengths and weaknesses are Ask them to also say what job they have (or would like to have) and what they (would) enjoy about it (150–200 words)

Photocopiable notes 2.2 (page 110) Let’s talk about your job (Card activity page 112)

Trang 25

CASE STUDY

CHOOSE THE RIGHT

PERSON FOR THE

JOB

CASE STUDY MENU

before focusing their attention on the photos and

eliciting what they show

Assistant Cruise Director

Ask students to work in pairs and to read the advert,

listing the experience and personal qualities needed

for the job Round up by discussing answers as a

class Check vocabulary, e.g motivated,

(dis)embarkation, interact

Experience: Experience working with large groups

of people and public speaking skills Minimum two

years’ experience in public relations,

entertainment, recreation or guest services

Personal qualities: Motivated; strong

organizational skills; ability to interact with people

of all ages

Candidate profiles

Focus students’ attention on the candidate profiles

and explain that these people have both applied for

the job advertised Allow time for students to read the

information before discussing as a class whether

they are strong candidates or not, and why

1 Shore Excursion Manager

2 outgoing, hard-working and flexible

3 customer service skills training at hotel

4 worked on the front desk at a hotel, receptionist

on a cruise ship for two years, current job in

Entertainment Department: promoting and selling

excursions, giving presentations, supervising the

shore excursion staff and accounts

5 singer, musician and DJ (seven years)

6 extrovert, friendly, enjoys entertaining people

7 no formal training after the age of 15, speaks

English, Italian, Spanish and is studying French

8 worked in a gift shop, sixteen years’ experience

as an entertainer, helps the cruise director to

organize the entertainment program and hosts

activities Good language skills

Students now listen to a third candidate and complete her profile, checking answers with a partner before going through them with the class Check on the meaning and pronunciation of potentially new

vocabulary, e.g creative and supervise

1 energetic and enthusiastic, creative, calm and

patient

2 degree in tourism

3 three years on cruise ships, organizes and

supervises various activities for children and teens, helps with adult activities, e.g hosting karaoke

I started working on cruise ships three years ago when I finished my degree in tourism I only planned to do a six-month contract to get some work experience but I had so much fun I decided

to stay One thing that really surprised me was the variety of jobs available on-board and how many opportunities there are I love being part of the entertainment staff You have to work very long hours – sometimes twelve or fifteen hours a day but I’m a very energetic and enthusiastic person and I love working with people of all ages In my present job, I work mainly with children and teenagers I organize and supervise various activities for them You have to be very creative and very calm and patient in this job I also help with the entertainment and activities for adults

And last night, I hosted the karaoke Now I’d like a job with more responsibility and career prospects

Students decide in pairs or small groups the most suitable of the three candidates for the job

Encourage them to note their reasons and round up

by finding out which candidates were chosen and why Depending on the answers given, you may wish

to get the class to reach a consensus over which candidate to choose

TASK

Refer students to the interview questions and allow students time to read them before listening Students compare answers in pairs before going through the questions and answers as a class If useful, refer to the audio script

1 want this job 2 languages 3 speak 4 like

5 dislike 6 guest entertainment 7 offer you

www.frenglish.ru

Trang 26

JOBS IN TOURISM 25

I = Interviewer, A = Angelica Davies

I Tell me Angelica, why do you want this job?

A Because it’s a great opportunity to use the

skills and experience I already have and to learn

more

I What languages do you speak?

A Well, just English But I would like to learn

another European language I think it’s useful, you

know, for the job

I What do you like about working on a cruise ship?

And what do you dislike?

A What I like is you can have a lot of fun working

as cruise staff I don’t like living in a small cabin

but it’s not a big problem

I What ideas do you have for guest

entertainment?

A Well, I think we should get local entertainers to

come on-board at each port You know, musicians

and dancers who can do a special show, or invite

a chef to do a presentation about local food and

dishes So passengers can learn more about the

places they are visiting

I Yes, I see Some nice ideas OK, so why should

we offer you this job?

A That’s a good question I think I would be a

great assistant cruise director I’m outgoing, I’m a

people-person, I have excellent communication

and customer service skills, which are essential

for the job I’m good at talking to guests and

promoting excursions and I’ll be good at

promoting the on-board entertainment as well I’m

not an entertainer myself I can’t sing or dance but

I’m supervising staff in my present job, and I think

that’s more important in this role But most of all, I

enjoy making a cruise holiday fun for guests

Put students into pairs and allot roles A and B Allow

time for students to read their information and help

with vocabulary as it arises With a weaker class, ask

As and Bs to prepare together before returning to

their original pair Monitor the interviews, note good

language use and other points to mention during

feedback Find out what additional questions were

asked by the interviewees, noting them on the board

if useful

See Pairwork files

Put students into small groups to discuss each

candidate and decide which should get the job

Round up by finding out which candidate was chosen

by each group and why Discuss how the interviews

went and how they could be improved

POSSIBLE OUTCOME Angelica Davies is a strong candidate for the job

She has an outgoing personality and customer service skills as a receptionist in a hotel and on board cruise ships She also has public speaking skills and manages staff as a shore excursion manager Her weak points are that she doesn’t speak any languages apart from English and she doesn’t have any experience as an entertainer, which could be important as a host

Bruno Rossi is also a strong candidate because of his extrovert personality, musical skills and experience in entertainment He speaks several languages so can communicate with lots of guests

He also has relevant work experience hosting events and helping the cruise director to organize events

The main disadvantage is that he doesn’t have any experience supervising other staff and probably needs some training

Julie Quinn has less cruise ship experience than the other two candidates and works mainly with children, but she has a tourism degree and the right

personality to make a great assistant cruise director

in another year or two

EXTRA ACTIVITY Students work in pairs and take turns to say a job, while the other names three personal qualities needed for it Round up by asking them about the key personal qualities needed for their job or the one they would like to get

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

• Students write a candidate profile for themselves, using the modals presented in the lesson as examples (100–150 words)

• Students write sentences of their own using each

of the key words given at the end of the lesson

Encourage them to use other language covered in the unit (15 sentences)

Trang 27

3 VISITOR CENTRES

UNIT MENU

Grammar: comparative and superlative forms

Vocabulary: visitor information centres (VICs), adjectives

Professional skills: dealing with enquiries

Case study: improve a service

• study vocabulary relating to VICs

• read an article on the changing role of VICs

• discuss main attractions in their local area

Listening

VISITOR INFORMATION AROUND THE WORLD

Introduce Visitor Information Centres as the focus

of the lesson and play the recording, before eliciting

the countries the speakers are from Check

vocabulary, e.g backpacker, parade, branch

Speaker 1 is from Spain

Speaker 2 is from China

1

Spain has a highly developed tourist industry that

offers a wide variety of services to all travellers for

all ages and budgets – backpackers on low

budgets, experienced travellers on cultural visits

to heritage sites, as well as family holidaymakers

in beach resorts There are ‘oficinas de turismo’,

or tourist offices, in all major towns and resorts

And we give information on accommodation,

restaurants and of course places to visit and

things to do We also give out town plans, details

about leisure activities and festivals like the

carnival here in Tenerife, las Fallas in Valencia, or

the Easter parades in Seville or Granada Larger

cites around the world usually have a Spanish

National Tourist Office and you can also visit the

official website at www.spain.info I think Spanish

people are naturally open and welcoming to

visitors, so the best information comes from the

locals themselves

2

On the Chinese mainland, there are still not many

official Tourist Information Offices My advice to

visitors to China is that they should be careful of

travel companies who say they are ‘official’

organizations This is because they are often only

private travel agents If you need information on China, the China National Tourism Administration has branches in most countries in the world They are also called China National Tourist Offices Off the mainland, Hong Kong and Macau have their own professional tourism agencies At the Hong Kong Tourism Board where I work, and at The Macau Government Tourism Office, we offer free information, maps and advice And you’ll find there are Visitor Information Centres in the airports, both in Macau and Hong Kong Macau has its own Business Tourism Centre, too

Allow time for students to read the information before listening again and encourage them to compare answers in pairs before going through them with the class Discuss the similarities with their own

country/ies (and the host country if different)

1 There are tourist offices in all beach resorts major towns and resorts in Spain

2 They give advice on places to stay, eating out,

and things to see and do e.g sports events

festivals (in Tenerife, Valencia, Seville and

Granada)

3 The speaker thinks the Tourist Offices locals/local people usually give the best

information

4 There are lots of not many Visitor Information

Centres on the Chinese mainland

5 Some Chinese VICs travel companies say they

are ‘official’ organizations (but they are not)

6 Huan thinks the Hong Kong and Macau tourism boards don’t provide helpful advice

in which people travel, e.g by bus

www.frenglish.ru

Trang 28

VISITOR CENTRES 27

1 e 2 d 3 a 4 f 5 c 6 b

Refer students to the list of information and services,

and ask them to add another three items to the list

Allow time for them to discuss their idea in pairs

before opening the discussion to the class Build up a

list of extra ideas on the board, adding extras as

useful

• museums, art galleries, cultural heritage and

historic sites, entertainment centres, (theatres and

cinemas), cathedrals and places of religious

worship

• fire service, doctor/health clinic, dentist,

embassies and consulates, garage mechanics

• banks and money exchange, embassies and

consulates, walking and bus tours, day trips, e.g

boat and bus trips, local markets, festivals and

sports events

Additional services might be: booking

accommodation at local hotels and B&Bs;

currency exchange; maps and guide information

for walking or driving tours in the area

Reading

THE ROLE OF VICS

Focus students’ attention on the photo and elicit what

it shows before asking students to read the article

Allow time for students to compare answers with a

partner before eliciting ideas from the class Check

on potentially new vocabulary, e.g diversify,

interactive, promote

1 The Tourist Board in Scotland have found that

50% of visitors to VICs are Scottish and not

‘tourists’ So all kinds of travellers use visitor

centres including hotel guests, residents and

day-trippers

2 Some hoteliers think VICs are unnecessary

because visitors can get information from hotel

reception, a taxi driver, or shop assistant They

can also get online information using a laptop or

mobile device in hotels with Wi-Fi connections

It costs a lot of public money to run these centres

3 VICs are still useful because they promote

tourism to all kinds of tourist They encourage

visitors to see local sights and attractions, and go

to festivals or sports events

Many visitors prefer face-to-face contact with staff

in a VIC

Students read the article again, completing the

sentences With a weaker class, students could work

in pairs to do this Round up by eliciting the answers

Check on pronunciation as needed

1 VICs 2 Tourist 3 promote 4 advice

5 technology 6 sights 7 events

8 face-to-face 9 enquiries 10 ambassadors

opening times, national holidays, driving on the other side of the road, the local language, cost of public transport, eating times, entertainment, types of food, fashion, people in the street, etc

EXTRA ACTIVITY

If students are in a different country to their own, ask them to work in pairs to think of five popular attractions in the local area and to discuss what they have found surprising about the region

RESEARCH YOUR LOCAL AREA

Go through the task with the class In a subsequent lesson, allow time for students to present their findings either in groups or to the

class

• Students write an article for a travel magazine or website, giving information on the information services available in their own country (100–150 words)

• Students write a blog article about their own region’s attractions and what visitors find surprising, using ideas discussed in Exercise 7 (100–150 words)

Trang 29

BHUTAN

• read an article about Bhutan

• study the comparative and superlative forms

• discuss the best and worst aspects of their own

situated at the end of the Himalayan mountain

range sharing borders with India and China It has

an area of around 38,500 km²

Focus students’ attention on the map and photos

before asking students to discuss in pairs what they

know about Bhutan During class feedback, elicit

ideas and find out if anyone has visited Bhutan Add

in useful vocabulary from the suggested answers

• I think Bhutan is an

isolated/remote/quiet/unique/unusual country

• Its landscape is spectacular/beautiful/amazing

• Its culture is

mystical/religious/old-fashioned/unique/not very modern

• Bhutanese people look

friendly/quiet/happy/traditional/old-fashioned/don’t

look very modern

• Their clothes are

traditional/old-fashioned/distinct/unique/unusual/aren’t very

modern

Refer students to the article’s title and elicit a few

ideas as to why it might be the happiest place on

earth Students then read the article and match the

sentences halves, comparing answers in pairs before

checking them as a class Check on potentially new

vocabulary, e.g isolated, navigate, prevent

1 c 2 d 3 a 4 b

Ask students if they would be interested in living and

working in Bhutan, and why/why not

I would like to visit Bhutan because it looks beautiful

and very peaceful, but I wouldn’t like to live and work

there I prefer living in bigger cities with more shops,

facilities, nightlife, etc Bhutan is land-locked, it

doesn’t have a sea, and I enjoy going to the beach in

my country Finally, I don’t think Bhutanese food is very varied

a class

• Bhutan may not be one of the richest countries in the world, it is officially one of the happiest

• one of the world’s youngest heads of states

• one of the most spectacular but also one of the scariest airports

EXTRA ACTIVITY Refer students to page 113 of the Grammar reference and go through the information explaining the comparative and superlative forms

Highlight the different forms (short, long and irregular) and draw attention to the other cases mentioned, as well as spelling Allow time to discuss the examples given and any questions students might have Provide additional examples

as needed

Tell students they are going to read about modern Bhutan and ask them to complete the texts using the words given Allow time for them to compare

Check vocabulary, e.g influences, unique, preserve

1 modern 2 friendlier 3 important 4 bigger

5 traditional 6 longer 7 happiest 8 best Exercise 6, page 27

Students complete the sentences using the comparative or superlative form of the adjectives as needed Encourage students to compare answers

in pairs before eliciting ideas from the class Check

on spelling and revise the rules of form as needed

1 more modern 2 most spectacular

3 happier than 4 good as 5 spicier than

6 noisier than 7 shorter/than 8 the tiniest Exercise 7, page 27

Ask students to think about differences between their own country and Bhutan, and to write six sentences using the comparative Monitor and help

as needed After students have compared ideas with a partner, elicit some ideas from the class, writing them on the board

www.frenglish.ru

Trang 30

VISITOR CENTRES 29

• My country is bigger than Bhutan

• The city where I live is noisier than Thimphu

• The landscape in Bhutan is more beautiful than

in my region

• Bhutan is in the Himalayas so it’s higher than my

country – my country is flatter

• The architecture is older and more interesting

than where I live

• The clothes are more modern here – they aren’t

as traditional as Bhutanese clothes

• I think the Bhutanese look more relaxed than the

Students work in small groups and discuss whose

country or region is: the hottest, the biggest, the

wettest, the most mountainous, the most

populated, etc See if they can think of ten

superlatives relating to their group members’

countries/regions

Speaking

THE BEST AND THE WORST

Focus students’ attention on the topics given in the

box and check that they understand what they refer

to Students then work in pairs and compile a list of

the best and worst aspects of their country It may

be useful to set a time, e.g five minutes for this

before students join another pair and compare

ideas Round up by eliciting answers from each

group Note ideas on the board for error correction

if needed

Students’ own answers They should use the

words in the box

EXTRA ACTIVITY

Students think of a country, noting five things they

know about using words and phrases from the

box They then work in pairs and take turns to read

out their ideas Their partner has to guess the

country If they guess incorrectly, they can ask five

further questions before their final guess

RESEARCH COMPARING COUNTRIES

Go through the task with the class In a subsequent lesson, allow time for students to present their findings either in groups or to the class

Photocopiable notes 3.1 (page 113) Comparatives and superlatives (Matching activity page 114)

Trang 31

PROFESSIONAL

SKILLS

DEALING WITH

ENQUIRIES

• learn about the typical enquiries Edinburgh’s VIC

Edinburgh is the capital of Scotland, and is famous

for its historic and cultural attractions, stunning

architecture, arts festivals, e.g the Edinburgh

International Festival and cultural events, e.g the

Edinburgh Military Tattoo

Focus students’ attention on the photo and ask what

it shows and what country it is in Find out who has

been to Edinburgh and elicit what students know

about the Scottish city

Students’ own answers These could include The

Edinburgh Fringe Festival in summer and Edinburgh

Castle, which is the second most visited tourist sight

in the UK after the Tower of London

Tell students they are going to listen to the manager

of Edinburgh’s VisitScotland Information Centre and

give them time to read the information After listening

allow time for students to compare answers in pairs

before going through them with the class

1 thousands 2 month 3 maps 4 discounts

About five million people visit the Edinburgh

region annually, and we get thousands of

enquiries each month We are here to help with

information on city attractions, local events and

short breaks in other destinations in Scotland You

can also buy gifts and souvenirs here And we can

book a hotel or B&B for you The most common

questions we get are: ‘Can I have a map of the

city?’ and ‘What are the local attractions?’ Visitors can get a free map here and information about all the city’s attractions You can also buy the Edinburgh Pass here, which is a sightseeing pass that includes discounts on more than 30

attractions, as well as bus tours and city buses

The pass also includes special offers for restaurants, cafés, shops and tours It’s not only tourists visiting the city who come to us A lot of local people also contact us for information about the holidays and breaks in the rest of Scotland and the UK

inspiring, commentary, hop-on

1 T

2 F – eight languages

3 F – It’s a 24-hour service

4 T – The Horrible History channel

1 15 minutes 2 all day 3 60 minutes 4 £15

5 90 6 noon 7 £9 8 half price/£4.50 Audio script Track 3.3, Exercise 4, page 120

A = VIC Assistant, C = Caller

A Visit Scotland Information Centre Paula

speaking How can I help you?

C Hello! Is that the Edinburgh tourist office?

A Yes, that’s right Can I help you?

C Yes, we’d like some information about tours

A Sorry, do you mean the guided tours or the bus

tours?

C I don’t know Can you tell me about both?

A Certainly There are four bus tours They are

hop-on hop-off services

C I see Which is the best tour?

A Well, the most popular one is the City

Sightseeing Tour It leaves from Waverley Bridge, outside Waverley train station every 15 minutes

You can get off the bus at any of the stops along

www.frenglish.ru

Trang 32

VISITOR CENTRES 31

the way, visit the sights and then get back on

another tour bus

C When does the service operate?

A It’s a 24-hour service so the ticket is valid on all

the tour buses all day

C How long is the tour?

A If you stay on the bus, it’s approximately 60

minutes

C Sounds like a good idea How much does it

cost?

A Adult tickets cost £15, senior citizen and

student tickets cost £13 and for children under

sixteen tickets are £6

C And the guided tours?

A There are several guided walking tours A

popular one is the tour of the old town It starts

here from the Tourist Information Centre on

Princes Street and lasts about 90 minutes Tours

start at 10 a.m., noon, 2.30 p.m and 4.30 p.m

every day in summer The cost is £9 for adults It’s

half price for children under eight and senior

citizens

C I think we’ll go on the bus tour this afternoon

A Right You can buy the tickets from the driver

on the bus, or the ticket seller on Waverley

Bridge

C Great! Many thanks for your help

A You’re welcome Would you like anything else?

Focus students’ attention on the expressions in the

Professional skills box and highlight the different

functions Students then listen to the enquiry again,

completing the expressions and checking their

answers with audio script 3.3 on page 120

1 How can 2 do you mean 3 Certainly

4 welcome 5 for calling

Vocabulary

NUMBERS IN ENQUIRIES

Students match the questions and answers,

comparing ideas with a partner Go through the

answers with the class before students practise

saying them in their pairs Elicit the pronunciation of

all the numbers, checking they are said correctly

1 c 2 d 3 a 4 b 5 e

EXTRA ACTIVITY Ask students to work in pairs and either give each student a brochure or information on a tour (preferably from the local area) or ask them to make up their own information on a tour in their region Students then take turns to ask each other questions to find out the following about their

partner’s tour: price, discounts available, start time, length of tour, key attractions seen, etc

See Pairwork files

• Students write a short article for a blog site or tourism website about a city in their country (or one they know well) and the tours available there (100–150 words) Remind them to use the text in Exercise 2 as a model and to mention key attractions

• Students write a short dialogue between two people where an enquiry is being dealt with (150–

200 words) Remind students to use expressions introduced in the Professional skills box and in a subsequent class ask them to practise their conversations in pairs before selecting a few to be roleplayed to the class

Photocopiable notes 3.2 (page 113) What do you say/do? (Card activity page 115)

Trang 33

CASE STUDY

IMPROVE A

SERVICE

CASE STUDY MENU

before focusing on the photos and eliciting what

they show (a mountain range/the Canadian

Rockies, a coniferous forest, a river and a train)

Mystery shopper

Check students understand what a mystery

shopper and consumer are before reading the text

Allow time for students to discuss their answers in

pairs before opening the discussion up to the class

Add in and discuss suggested answers not brought

up by students

1 Students might want to talk about the ethics of

this method They might have experience of

mystery shoppers in their organizations they

want to talk about

2 Other ways to investigate quality: user ‘exit’

surveys, staff surveys, customer feedback

forms, manager’s walkabout, record of

complaints and follow-up action, keeping emails

from customers about the service, hiring

consultants to evaluate the service, e.g the

website

EXTRA ACTIVITY

Students discuss in pairs/small groups if they

would like to be a mystery shopper, deciding

which shops or places they would want to be a

mystery shopper in and why/why not

Albertville Visitors Bureau

Explain what Albertville Visitors Bureau does and

tell students they are going to listen to some

mystery shopper feedback Ask students to make

notes on the three aspects given and allow them

time to discuss answers with a partner before

eliciting ideas from the class Check vocabulary,

e.g knowledgeable, abandoned, well-decorated

Centre 1:

a sent the information within 48 hours; assistant

answered the phone well and was friendly and

knowledgeable

b assistant smiled and was friendly

c centre clean and well decorated

Centre 2:

a did not respond to two emails; assistant told

the caller to consult the website or go to the office; no standard way to answer the phone

b assistants ignored the visitor at first and then

offered leaflets

c paper and boxes on the floor and the paint on

the walls was old and dirty

Audio script Track 3.4, Exercise 2, pages 120–

121

As part of the study, I telephoned, sent an email enquiry and made a personal visit to the visitor centres My email asked for a list of places to stay

in the area The first centre replied with the information within 48 hours but the second centre didn’t answer me I sent the email again but still did not get a reply In the next test, I phoned to ask about things to see and do in the area I waited more than five rings for both centres to answer the phone There was no standard practice for answering the telephone in the centres In one, the assistant gave the name of the centre and her name at the start of the call

This assistant was friendly, polite and knowledgeable The assistant in the other centre was less professional and told me to consult the website or visit the office in person for information The second centre also put me on hold for five minutes without explanation, and I abandoned the call In the third test, I visited the centres in person The staff welcome in the first centre was excellent – the assistant smiled, made eye contact and was well informed The assistants in the other centre ignored me when I went in When I asked for information, they gave me leaflets The first centre was clean, well decorated and organized

But there was a lot of paper and boxes on the floor in the second one I visited, and the paint on the walls was old and dirty

Trang 34

VISITOR CENTRES 33

• The bureau could build ramps and widen the

doorways to improve access

• The bureau could improve signs (signage) and

extend opening hours

Website evaluation

Elicit the meaning of evaluation before the situation

Ask students to read the report and decide which

options are the best ones Allow them time to discuss

their ideas in pairs before the discussion is opened to

the class Check vocabulary, e.g decline, indication,

forums and add in any suggested ideas not brought

up

• A new online service for people who want to book

accommodation is a good idea Online video tours

are also a good service but could be expensive to

produce It is, however, possible that some people

might find it hard to make bookings and find

information online if they don’t know how to use a

computer

• PDFs of maps and information reduce the cost of

providing maps and leaflets as people can print

them at home

• Interactive forums are also a good way to get

feedback from users but there will be a cost

involved in maintaining and monitoring the forum

as well as responding to the comments

• Closing a centre and introducing digital kiosks

means visitors lose the ‘human’ contact with the

centres, and some staff could lose their jobs It is

also possible that some people might find it hard

to operate the digital kiosks, or that people don’t

get information and help when the kiosks are not

working

TASK

Decide whether to put students into pairs or groups

before going through the task with the class Check

that students understand what they must do and the

information they need to read You might wish to set

a limit of preparation time, e.g 15 minutes Pre-teach

compile and priorities, and elicit the meaning of

essential and desirable Monitor and help as needed

throughout the task Ask students to decide who is

going to present their decisions to the class from

each pair/group Round up by discussing the top

priorities and the best ideas presented

See Pairwork files

POSSIBLE OUTCOME

Essential improvements (Low cost)

Staff training: the centre managers to offer all staff training to improve the customer service in the centres Training to include:

• standard practice for answering the telephone

• responding within 48 hours to all email enquiries

• welcoming and helping visitors to the centre

Desirable improvements (Low cost)

Website: add printable PDF versions of maps and information to the website

Essential improvements (High cost)

Physical adaptations: it is essential for a public service to adapt all the centres for wheelchair and disabled access This includes wider doors, ramps and disabled toilets

Formal email

Refer students to the emails on page 99 of the Writing Bank and go through the points given above the examples Then discuss as a class what opening and closing would be the most appropriate for their email Recommend a word limit of 150–200 words

With a weaker class, it might help if students prepare their email in pairs Make sure students start writing

in class and if time is limited ask them to complete their emails for homework

Highlight the key words box and elicit definitions for a selection of the words as well as parts of speech

Check on syllable stress, parts of speech and pronunciation as needed Suggest students use the DVD-ROM Mini-dictionary for further self-study

• Students write a short report summarizing the decisions their management team made for the task in Exercise 5 and which are the priorities and why (150–200 words)

• Students write a sentence for each of the key words given for the unit (15 sentences), using a variety of structures and language from the unit where possible

Trang 35

4 PACKAGE TOURS

UNIT MENU

Grammar: past simple

Vocabulary: cultural heritage, packages

Professional skills: city tours

Case study: design a package

• study vocabulary relating to cultural heritage

• read some historical facts about London

• revise and practise using the past simple

Vocabulary

CULTURAL HERITAGE

Focus students’ attention on the photos and map,

and elicit what they show Find out which attractions

students have visited and what they remember

about them Students then work alone or in pairs

and decide the odd word out in each group Check

answers as a class, eliciting why they are the odd

ones out and discussing new vocabulary, providing

examples as needed

1 square – the others are (government) buildings

2 big wheel – the others are buildings; or perhaps

concert hall because it isn’t an attraction

3 theatre – the others were built for kings and

queens, or nobility A country house in the UK is

a large house in the countryside; especially one

of historical interest – it is not a simple house in

the country

4 bridge – the others are architectural features or

parts of a historic building

5 Baroque – is a style of art and architecture from

the late 16th and early 17th centuries; the others

are (building) materials

6 the sixties – is a period of time but the others are

all architectural or art styles

Reading

THINGS YOU DIDN’T KNOW ABOUT LONDON

Ask students how well they know London and elicit

a few historical facts that they remember Students

then read the facts given and in pairs, try and

remember as many of them as they can Round up

by discussing which were the easiest to remember

and why, and any which they found surprising

Check vocabulary, e.g sanitary, plague, survive

There are 11 verbs in the past simple tense in the text in Exercise 2

explaining the past simple Highlight the different forms (positive, negative and question) and draw attention to the use of the past simple passive

Allow time to discuss the examples given and any questions students might have Provide additional

examples as needed

Refer students to the photo of King Henry VIII and ask students who it shows and what they know about him Students then complete the article using the past simple of the verbs given Allow time for students to compare answers in pairs before eliciting

ideas as a class Check vocabulary, e.g maze, exhibits

1 wasn’t/was not 2 was 3 gave 4 rebuilt

5 was invented 6 opened 7 read 8 broke

9 was 10 put

www.frenglish.ru

Trang 36

PACKAGE TOURS 35

EXTRA ACTIVITY

Tell students that there are three different ending

sounds for when pronouncing regular verbs in the

past simple:

/t/ – e.g watched

/d/ – e.g studied

/ɪd/ – e.g waited

Students work in pairs to decide which ending the

following verbs have: arrived, booked, brushed,

cleaned, helped, inspected, looked, needed,

organized, recruited, served, talked, trained,

wanted, worked

Answers

worked arrived wanted

helped cleaned needed

looked organized recruited

brushed served inspected

talked trained

booked

Vocabulary

EXTRA ACTIVITY

Tell students to close their coursebooks and then

in pairs to answer the following questions to see

how much they remember from Exercise 2 Elicit

answers as a class, checking on the pronunciation

of the dates given

1 When was the first stone bridge over the River

Refer students to the information about saying years

and allow time for students to read the information

and ask any questions before playing the recording

After listening, students compare answers with a

partner Round up by eliciting the years, checking on

correct pronunciation With a stronger class ask them

if they can recall what happened in each year

1 1666 2 1348 3 1700s/the eighteenth century

4 the nineteenth century 5 1952

6 the sixties/60s 7 (the year) 2000

8 1948, 2012

1 The Great Fire of London was in 1666

2 The plague, also known as the Black Death,

killed thousands of people in London in 1348

3 The seventeen hundreds is another way of

saying the eighteenth century

4 Many of London’s buildings are Victorian, from

the nineteenth century

5 Elizabeth II became Queen in 1952

6 London was called ‘swinging London’ in the

sixties

7 The Millennium Dome and the London Eye

both opened in the year 2000

8 The Olympic Games were held in London in

1948 and 2012

EXTRA ACTIVITY Students write down ten dates each and then in pairs, take turns to dictate their dates to their partner who writes them down Students check each others’ answers at the end

Ask students to write down three important dates in their own country’s history before presenting their ideas to the class Alternatively, students could work

in multi-cultural groups to share information if applicable

Put students into pairs and refer them to File 13 on page 104 of the Pairwork files Check vocabulary,

e.g gastronomic, refreshments With a weaker

class you might wish to go through the activity with the class to check they know what to do Monitor throughout the activity, helping as needed Next, ask students to form groups of four or six and then present their tour to their group Remind them to be persuasive and try to sell their tour, and remind those listening to ask questions to find more information After all pairs have presented their ideas, each group chooses the best idea Round up

Trang 37

by getting each group to explain the winning tour

idea to the class If time, decide as a class which

one is the ultimate winner

See Pairwork files

RESEARCH LANDMARK BUILDINGS

class

• Students find out six interesting facts about a city

of their choice and write them up in the same

way as those presented in Exercise 2 (100–150

words) In a subsequent lesson, students could

read each others facts Alternatively, students

mingle and tell each other one fact about their

city At the end, students try and recall as many

of the different facts that they heard as possible

This could be turned into a competition

• Students write a short blog or article for a

tourism website, describing some of the key

attractions of a city they know and a little about

its history (150–200 words) Remind students to

use the text in Exercise 4 as a model and to use

the past simple where possible In a subsequent

lesson, students read out their description in

groups and decide which place they would most

like to visit and why, sharing their decision with

the class

Photocopiable notes 4.1 (page 116)

The past simple (Matching activity page 117)

CANCÚN

• read about resort development in Cancún

• study vocabulary relating to packages

• listen to people talking about their package tour to Cancún

a place they would like to visit, and why

Cancún is attractive to tourists because it has sandy beaches, sunshine, warm temperatures and warm waters with tropical fish and other attractions It’s a good place to practise water sports, e.g snorkelling

It is also a well-developed resort with an airport, good hotels and other services

a one of the five best places for new, purpose-built

resorts

b 30-year plan to develop Cancún

c the number inhabitants in Cancún before 1970

d the number of new jobs

e the number of hotel rooms in service in 1975

f the number of hotels in 2008

g the number of flights per day handled by Cancún

Trang 38

PACKAGE TOURS 37

roads, street lighting, hospital or medical centre,

banks and ATMs, post office, refuse collection, train

station, transport, e.g bus/ferry service, taxis, car

hire/rental, police station, restaurants, cafés,

souvenir shops, museums, parks and children’s play

areas, Wi-Fi and internet access, other sports and

leisure activities, e.g canoeing, boat trips, tennis

courts, other attractions and entertainment, e.g zoo,

cinemas

Vocabulary

PACKAGES

Students work in pairs to discuss how to group the

language items before the discussion is opened to

the class You could ask students to suggest which

items are sometimes but not always included in the

price of the tour

car/boat hire, hire of sports equipment, beach

umbrellas, babysitters, gratuity

Write the word collocation on the board and ask if

students know what one is (namely: words which go

together and form common expressions, e.g

adjectives and nouns) Refer students to the list of

adjectives on the left and ask them in pairs to decide

which one cannot be used with the given noun

Round up by discussing the answers

1 harbour 2 fish 3 growth 4 clear

5 sandy 6 coast

EXTRA ACTIVITY

Students work in pairs and tell each other about

three places in their country using some of the

collocations from Exercise 6 Encourage students

to ask questions to find out more

Students choose the best word or expression for

each sentence, comparing answers in pairs before

going through them as a class Depending on the

class, it may be useful to pre-teach or check on

language, e.g tailored, overcharge Alternatively,

use this as an opportunity for students to use an

English-to-English dictionary

1 all-inclusive 2 full-board 3 tailored

4 crowded 5 babysitting 6 entertainment

7 sign up 8 pay extra

the class Check vocabulary, e.g shade, complimentary

a Speaker 2 (Jason Alvarez)

b Speaker 1 (Valerie Shroder)

c Speaker 2 (Jason Alvarez)

d Speaker 1 (Valerie Shroder) Audio script Track 4.2, Exercise 8, page 121

V = Valerie Schroder, J = Jason Alvarez

1

V The vacation package was all-inclusive It was

great for a family resort We had free children’s entertainment, free drinks at the pool and a babysitter if we wanted to go out in the evening

But we were a little disappointed with the beach

The information pack said it was a private beach just for hotel guests but it was full of people and

we had to pay extra to lie in the shade under a beach umbrella with sunbeds It was also very hot

in Cancún Temperatures reached 104 degrees Fahrenheit – that’s 40˚C, and there weren’t many palm trees on the beach! We would love to go again – but not in peak season

2

J We stayed in Isla de Mujeres in Cancún, for

our honeymoon It is a fantastic island with beautiful, white, sandy beaches and there were lots of young couples like us But it was very crowded, although it was quieter in the evening when all the day-trippers from Cancún left We paid for half-board, not full-board – it was a tailored package That way we could go on day trips and have lunch somewhere else The package didn’t include any sightseeing tours We signed up for one to Xel-Ha, which is a kind of nature reserve with lagoons and caves I guess it’s

OK for a family day out but we thought it was overpriced and too commercial for us The best thing about the holiday was the snorkelling and seeing all the tropical fish That was amazing, although we had to pay extra Oh, and we could get the ferry to the mainland for free It was a complimentary service for hotel guests staying on the island

Trang 39

EXTRA ACTIVITY

Students talk in pairs about popular honeymoon

destinations for people from their country and the

place where they went or they might choose to go

for their honeymoon

Students listen again Elicit answers from the class

1 Valerie’s package tour was all-inclusive and

included: free children’s entertainment, free drinks

at the pool and a babysitter in the evening

2 Jason’s package tour included: half-board; ferry to

the mainland

Ask students to work in pairs and to discuss the

questions given It might be a good idea to set a time

limit, e.g ten minutes Round up by eliciting ideas

from around the class and building up a list of pros

and cons

Advantages of a tailored package: The customer

plans together with an agent or tour company and

it’s a good option for travellers who know exactly

what they want The package is personalized and

there is more possibility of the traveller enjoying

the vacation

Disadvantages of a tailored package: They

involve a lot of work for travel professionals and

can be more expensive for the customer than

all-inclusive packages

Advantages of an all-inclusive package: the travel

agent or tour company makes the travel decisions

for the customer and it’s easier and less stressful

for the traveller to organize It is often good value

for money

Disadvantages of an all-inclusive package: if it

isn’t exactly what the traveller wanted, they can’t

make changes to the booking when they are in

the destination It can be a bit impersonal and is

not a good option for more adventurous travellers

EXTRA ACTIVITY Refer students to Part 2 of the EFIT Pre-Intermediate level DVD material for extra listening and vocabulary exercises relating to cycling in Paris

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

Transport in Paris

1 Paris Métro For longer journeys, the Métro is the best option

It’s the quickest way to get around the city You can

save money by buying a carnet of ten tickets at the

ticket office in any Métro station or from the machines

2 Sightseeing buses

If you can’t walk or cycle around Paris, a bus tour is

a great option L'OpenTour and Les Cars Rouges

offer regular hop-on, hop-off sightseeing buses to all the top museums and attractions, with

commentary in many languages

3 Montmartre Funicular The uphill walk to visit the Sacré Coeur can be impossible for some visitors The Montmartre Funicular is one alternative You can use a standard Métro ticket to ride the funicular

• Students write an article for a tourism website or magazine about a location in their own country (or one they know well), which has developed as a tourism destination (150–200 words) Remind students to use the text in Exercise 2 as a model and encourage them to use language focused on

in the lesson

• Students choose ten of the words not circled in Exercise 7 and write their own sentences for each one Encourage them to use a variety of language structures

www.frenglish.ru

Trang 40

PACKAGE TOURS 39

PROFESSIONAL

SKILLS

CITY TOURS

• find out about tours to Barcelona

• focus on the professional skill of planning a city

Focus students’ attention on the photos and ask

what they show and where they were taken Find

out what students know about Barcelona and if

anyone has ever visited it Discuss possible tour

attractions

A tour of Barcelona would probably include the old

town in the Gothic Quarter, buildings designed by

Gaudí, e.g Casa Milà and the park, Parc Güell

Visitors often enjoy having tapas in one of its many

cafés or a meal in the port

Discuss with students what a UNESCO World

Heritage site is and elicit a few examples before

students read the article and match the tours to the

items Allow time for them to compare answers in

pairs before checking as a class Find out which

tour(s) are the most popular and why Check

vocabulary, e.g informative, tapas, check out

a Tour 3: Montjuic tour

b Tour 1: Gothic history tour

c Tour 2: Gaudí tour

d Tour 1: Gothic history tour

e Tour 2: Gaudí tour

f Tour 3: Montjuic tour

Ask students to read the questions before playing

the Barcelona tour recording Students check

as a class Check vocabulary, e.g former, terrace

1 Tour 3: Montjuic tour

2 bullring, shopping centre, football

ground/stadium, art museum

3 The woman can’t find her art ticket

G = Guide, T1 = Tourist 1, T2 = Tourist 2

G Here we are! As you can see, the former

bullring was made into a shopping centre not very long ago Plaza Arenas is now known as Arenas

We can visit the rooftop terrace at the end of the tour if we have time

T1 Excuse me, who redesigned the bullring?

G That’s a good question The British architect,

Richard Rogers renovated it.

T1 So, the old bullring is now a shopping mall?

G That’s right Instead of bullfighting, you can go

shopping, have some tapas, or watch a movie

T1 Oh, great!

G The bullfights in Arenas stopped over 20 years

ago But if you’re looking for some action, I recommend tomorrow’s tour when we’ll visit

Barcelona’s home football ground, Camp Nou

T2 Do you mean the football stadium?

G That’s right Would you like to follow me now

into the art gallery showing Romanesque art?

T1 What did he say?

T2 Sorry, did you say Roman Art?

G No, not Roman, Romanesque It’s the art style

from the early Middle Ages Right, let’s go and see their collection of Romanesque Art Can I have your art tickets please? Thanks, thank you

T2 Oh, I don’t have a ticket He didn’t give me a

1 can see 2 known as 3 good question

4 follow me 5 let’s go 6 Can I have Exercise 5, page 37

Explain to students they are going to listen to another tour and after listening, allow time for them to check answers with a partner before eliciting them from the

class Check vocabulary, e.g flash, appreciate, inspiration

1 Tour 1: Gothic history tour

2 They ask if they can take photos; where the

restroom is

3 In the 14th century./In 1383

G = Guide, T1 = Tourist 1, T2 = Tourist 2 T1 Is it OK if I take a few photos?

S Sure, go ahead but no flash please

T2 When did you say it was built?

S Ah, that’s an interesting question The basilica

was completed in 1383 It only took 55 years to

Định dạng
Số trang	138
Dung lượng	4,53 MB