Sử dụng một số hoạt động bổ trợ nhằm nâng cao hiệu quả việc học từ vựng chuyên ngành cho sinh viên năm thứ ba khoa du lịch học trường đại học khoa học xã hội và nhân văn đhqg hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES -o0o - PHẠM THANH VIỆT THE USE OF EXTRA ACTIVITES TO IMPROVE ESP VOCABULARY FOR THIRD – YEAR STUDENTS AT FACULTY OF TOURISM, USSH – VNU (Sử dụng số hoạt động bổ trợ nhằm nâng cao hiệu việc học từ vựng chuyên ngành cho sinh viên năm thứ ba Khoa Du lịch học, Trường Đại học Khoa học Xã hội Nhân văn, ĐHQG Hà Nội) MA MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi, 2009 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES -o0o - PHẠM THANH VIỆT THE USE OF EXTRA ACTIVITES TO IMPROVE ESP VOCABULARY FOR THIRD – YEAR STUDENTS AT FACULTY OF TOURISM, USSH – VNU (Sử dụng số hoạt động bổ trợ nhằm nâng cao hiệu việc học từ vựng chuyên ngành cho sinh viên năm thứ ba Khoa Du lịch học, Trường Đại học Khoa học Xã hội Nhân văn, ĐHQG Hà Nội) MA MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: MA Kim Văn Tất Hanoi, 2009 iv TABLE OF CONTENTS Contents Page number Candidate’s statement…………………………………………………………………… i Acknowledgment………………………………………………………………………… ii Abstract ………………………………………………………………………………… iii Table of contents ……………………………………………………………………… iv INTRODUCTION ……………………………………………………………………… 1 Rationale of the study……………………………………………………… Aims and objectives of the study ………………………………………………… Scope of the study ………………………………………………………… Research questions …………………………………………………………… Method of the study ……………………………………………………………… Design of the study ………………………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………………………………… 1.1 Definition of vocabulary ……………………………………………………… 1.2 The role of vocabulary in language learning and teaching …………………… 1.3 Principle of vocabulary teaching………………………………………………… 1.3.1 Selecting vocabulary to teach …………………………………………… 1.3.2 What needs to be taught about the vocabulary item? …………………… 1.3.2.1 Meaning ………………………………………………………… 1.3.2.2 Usage………………………………………………………………… 1.3.2.3 Form ………………………………………………………………… 1.3.2.4 Grammar …………………………………………………………… 1.4 Vocabulary teaching and learning ……………………………………………… 10 1.4.1 Vocabulary Learning …………………………………………………… 10 1.4.1.1 Explicit vocabulary learning ……………………………………… 10 1.4.1.2 Implicit vocabulary learning ……………………………………… 11 1.4.2 Vocabulary Teaching …………………………………………………… 11 1.4.2.1 Presentation techniques …………………………………………… 11 1.4.2.2 Practice and consolidation activities ……………………………… 12 1.5 Vocabulary in ESP teaching and learning ……………………………………… 13 1.5.1 What is ESP? ……………………………………………………………… 13 v 1.5.2 How is ESP different from ESL/ GE? …………………………………… 14 1.5.3 What is ESP vocabulary? ………………………………………………… 15 1.5.4 Identify the needs of ESP learners for vocabulary ……………………… 16 1.5.5 Important aspects of ESP vocabulary teaching ………………………… 17 1.5.5.1 Word formation …………………………………………………… 17 1.5.5.2 Word relations ……………………………………………………… 18 1.5.5.3 Presentation techniques …………………………………………… 19 1.5.5.4 Practice and consolidation techniques ……………………………… 19 1.5.5.5 Dictionaries and online – dictionaries ……………………………… 20 1.5.6 Features of vocabulary in tourism ………………………………….…… 20 CHAPTER 2: OVERVIEW OF ENGLISH TEACHING AND LEARNING AT FACULTY OF TOURISM … ………………………………………… 2.1 The students …………………………………………………………………… 22 22 2.2 The teachers …………………………………………………………………… 22 2.3 The teaching facilities, syllabus, and course book ……………………………… 23 2.4 Problems of the students of tourism …………………………………………… 24 CHAPTER 3: THE STUDY …………………………………………………………… 26 3.1 Subjects of the study …………………………………………………………… 26 3.2 Instruments and materials used in the study …………………………………… 26 3.2.1 The questionnaires ………………………………………………………… 26 3.2.2 Handouts and additional reading materials ……………………………… 27 3.2.3 Supplementary listening lessons ………………………………………… 27 3.3 Data analysis and findings ……………………………………………………… 28 3.3.1 About the first questionnaire……………………………………………… 28 3.3.2 About the second questionnaire ………………………………………… 28 3.3.2.1 Students’ evaluation of the applied extra vocabulary activities…… 29 3.3.2.2 Effectiveness of extra vocabulary activities on the vocabulary memory capacity of the student …………………………………… 29 3.3.2.3 Students’ assessment about the effectiveness of extra vocabulary activities …………………………………………………………… 29 3.3.2.4 Students’ favourite extra vocabulary activity ……………………… 30 3.4 Discussion ……………………………………………………………………… 31 CHAPTER 4: SUGGESTED EXTRA ACTIVITIES TO IMPROVE VOCABULARY OF STUDENTS OF TOURISM ……………………………………… 4.1 Useful notices for extra vocabulary activities ………………………………… 34 4.2 Suggested extra vocabulary activities ………………………………………… 34 34 vi 4.2.1 Vocabulary presentation activities ……………………………………… 34 4.2.2 Vocabulary practicing activities ………………………………………… 37 4.2.3 Vocabulary revising activities …………………………………………… 39 CONCLUSION………………………………………………………………………… 41 Summary of the study …………………………………………………………… 41 Implications ……………………………………………………………………… 42 Limitations and recommendations for further study …………………………… 43 REFERENCE ……………………………………………………………………… 44 APPENDIXES INTRODUCTION Rationale Together with teaching General English (GE), many teachers are now required to teach English to students of different fields such as tourism, medicine, engineering, etc namely English for Special Purposes (ESP) Many universities in Vietnam, including the University of Social Science and Humanity, Hanoi, have paid more attention to ESP and offered ESP courses to English learners, especially to non – major students Despite many similarities to GE, ESP is viewed difficult to teach by language teachers due to unfavourable working conditions, lack of subject knowledge, and, sometimes, the language itself with many terms, expressions, and structures Teaching and learning ESP in general and ESP vocabulary in particular are a matter of concern for many linguistic researchers and teachers Vocabulary plays an important role in deciding language proficiency of every learner J Read (2000: 1) states “vocabulary is the basic building block of language, the unit of meaning from which larger structures such as sentences, paragraphs and whole text are formed” The great importance of vocabulary is also stressed in Harmer‟s statement: “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (Harmer 1991:153) Moreover, according to Wilkin (1972), “without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” The lack of vocabulary not only prevents learners from expressing themselves in speaking and writing but also makes it difficult for them to comprehend a reading passage Thus, learning process is hindered I also agree with Wallace when he points out that “not being able to find the words you need to express yourself is the most frustrating experience in speaking another language” (Wallace 1984:9) Having taught English to students of Tourism for several years, I find out that my students face a great difficulty in learning vocabulary, especially ESP vocabulary partly due to lack of practice and revision whereas the vocabulary activities in the course book proves to be quite few and not various Therefore, I have decided to conduct a study on “The use of extra activities to improve ESP vocabulary for third – year students at Faculty of Tourism, USSH – VNU” with a hope to help my students learn ESP vocabulary better 2 Aims and objectives of the study The study is carried out with the following aims:  Investigate the students‟ attitudes toward learning vocabulary  Investigate the students‟ attitude toward vocabulary activities in the course book  Encourage learners‟ autonomy in learning vocabulary through guidance and instruction  Investigate the effectiveness of extra activities on vocabulary learning of students  Identify which extra activities applied are most preferred by the students The author of this study, by doing such research, hopes to contribute to the improvement of ESP teaching and learning in general and ESP vocabulary teaching in particular at USSH – VNU Scope of the study Obviously, we have a wide range of choice of activities that can help to improve ESP vocabulary of students However, this research only targets on the extra activities that were designed and introduced by the author to the third – year students at Faculty of Tourism, USSH Also, it focuses on exploiting words, expressions and terms of the book English for Students of Tourism, which is now being used as textbook in class for the target students, edited by a group of teachers at the Department of Foreign Languages, USSH – VNU, and some additional reading materials as well as supplementary listening lessons provided by the teacher With such limited scope, the result of this research, of course, may not be applicable to students of all levels or of all classes as well Research questions This study was carried out in order to find the answer to two questions as follows: How extra activities help improve ESP vocabulary of third-year students at Faculty of Tourism, USSH – VNU? Which applied activity is most favoured by the students? Method of the study The study applied quantitative approach which included two questionnaires for the target students (one questionnaire is provided before the application of extra activities, and the other is provided after the students have done all the activities designed and provided by the teacher) The data collected from the two questionnaires is analyzed statistically Moreover, the author‟s own experience in designing specific vocabulary activities and the analysis of the used textbook, additional reading and supplementary listening materials will contribute to the completion of the study Design of the study The study is designed as follows:  Introduction This part provides a general introduction of the research including the rationale, the aims and objectives, the scope, the research questions, the methodology, and the design of the thesis  Chapter 1: Literature review This chapter deals with the theoretical background of the research It concerns with the issues of vocabulary teaching and learning in general as well as ESP teaching and learning in particular  Chapter 2: Overview of English teaching and learning at Faculty of Tourism, USSH – VNU This chapter reveals the fact of the students, teachers, as well as the problems students facing in English learning  Chapter 3: The study The study itself is described in this chapter It provides information about the participants and the questionnaires, the material to be used The later part of this chapter provides the analysis of collected data as well as findings and discussion  Chapter 4: Suggestions for extra activities used to improve ESP vocabulary for students of tourism, USSH – VNU In this chapter, extra activities used in the research are described in detail  Conclusion The conclusion summarizes the issues addressed and presents limitation of the research as well as recommendations for further improvements or research CHAPTER 1: LITERATURE REVIEW Vocabulary learning is central to language acquisition, whether the language is first, second or foreign Although vocabulary has not always been recognized as a priority in language teaching, interests in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic and principled approach to vocabulary by both the teacher and the learner This chapter deals with theoretical background of vocabulary in general and ESP vocabulary in particular 1.1 Definition of vocabulary Nobody can deny that vocabulary, together with grammar, phonology, is an essential component of language Thus, there exit various concepts relating to vocabulary In Longman dictionary of language teaching and applied linguistic, vocabulary is defined as “a set of lexemes, including single words, compound words and idioms” (Richards, 1997:400) Pyles and Algeo (1970) stated “it is true that vocabulary is the focus of language with its sound and meaning, which interlock to allow us to communicate with one another, and it is words that we arrange together to make sentences, conversation and discourse of all kind” Meanwhile, Penny Ur (1996) maintained “a new item of vocabulary may be more than a single word, a compound of two or three words and multi-words idioms” The above quotations about vocabulary have given us at least a partial answer to the question of what vocabulary is in terms of vocabulary teaching and learning Vocabulary deals not only with simple words which may express a single idea, but also with complex, compound words and multi – words idioms which can only be understood in a given sentence or context 1.2 The role of vocabulary in language learning and teaching “When most of us think about language, we think first about words” (Pyles and Algeo, 1970) The quotation has proved the essential role of vocabulary in language Obviously, for most language learners it is important to acquire the components of a language before developing its skills People, in communication, can understand each other even if they make grammatical mistakes However, not knowing the exact word that you need makes it frustrating for both you and the interlocutor That is why Flower and Berman (1989) came to a conclusion that “good English means having a big vocabulary” Yet, knowing a lot of words makes no certainty that you will be successful in communication but put a restraint on your effective communication in the target language After accumulating an amount of words, learners will be able to communicate at a certain level from the very first stage Then, the skills of language, such as speaking, etc can be developed In conclusion, vocabulary plays a fundamental role in a language It serves as a foundation on which all language skills are built Thus, teachers often feel obliged to instruct learners how to learn vocabulary probably 1.3 Principle of vocabulary teaching 1.3.1 Selecting vocabulary to teach For teachers the first thing comes to mind is determining what words to teach The words to be taught, which are useful to students, depend on the particular teaching situation When preparing a word list for the students to learn the teachers have to take into consideration the following criteria:  Frequency;  Coverage;  Language needs;  Ease of learning or learning burden;  Regularity;  Familiarity with the corresponding word in the students‟ mother tongue According to Harmer (1991), however, there are two general principles of vocabulary selection:  The principle of frequency – words that are frequently used should be taught first,  And the principle of coverage – words that comprise more things and have not just one specific meaning are useful to be taught as first According to R.Gairns and S.Redman (1999), vocabulary to be taught comes from following main sources:  The course book which includes both written and spoken texts 43 Secondly, it is not a good idea to learn ESP vocabulary individually Group works and pair works can help a lot as students of different level can help each other so nobody is left behind It also increases the opportunity of word usage for communication among members Thirdly, activity concerning semantic mapping should be applied, especially when revising vocabulary as it help to memorise words in a systematic way The above mentioned recommendations are just my personal opinions after carrying out the study Hopefully, they may be helpful to my colleagues and applicable to other English classes of Tourism Limitations and recommendations for further study The study proves to be successful in a certain extent; however, there exist several limitations that need overcoming Firstly, the study was carried out in two small classes including 60 students This may be a limited scale to come to a general conclusion of how to teach ESP vocabulary effectively to third-year students of Tourism Secondly, authentic reading and listening materials are not always available for the researcher as I spent hours trying to find appropriate material in both terms of themes and level for the students Due to the fact that course books on tourism are quite rare, it is difficult for both teachers and students to find extra reading and listening materials Finally, the limitation comes from the author himself due to a lack of experience in carrying out research Thus, shortcomings are unavoidable For further study, I suggest a larger scale research with the participation of many more students as well as the application of more other vocabulary activities If done in that way, the study will surely produce more persuasive findings 44 Reference Allen, V.F (1983), Techniques in Teaching Vocabulary, Oxford University Press Atchison, J (1987), Words in the Mind - An introduction to the Mental Lexicon, Basil Blackwell, Oxford and New York Baddeley, A (1990), Human memory - Theory and practice, Lawrence Erlbaum Associate Hove Chamberlain, A (1980), The impact of audio-visual aids in the language classroom Guideline for audio-visual aids, 4, 1-22 Coady, J & Huckin, T (2000), Second Language Vocabulary Acquisition, Cambridge University Press Coady, J & Huckin, T (ed) (1997), “L2 Vocabulary Acquisition through Extensive Reading”, Second Language Vocabulary Acquisition: A rational for Pedagogy, pp 225 – 237, Cambridge University Press Doff, A (1988), Teaching English: A training course for teacher, Cambridge University Press Dudley – Evans, T & St John M.J (1997), Developments in English for Special Purposes, Cambridge: Cambridge University Press Ellis, G & Sinclair B (1989), “Learning to Learn English, A course in Learner Training” Teacher’s Book, Cambridge: Cambridge University Press 10 Ewer, J.R (1976), “Teacher training for Science and Technology: The specialized training of teacher and programme organizers”, Teaching English for Science and Technology, Singapore University Press 11 Folse, K.S (2004), “Myths about Teaching and Learning Second Language Vocabulary: What recent research says”, TESL Reporter 37, (2004), pp 1- 13 12 Gairns, R & Redman, S (1999), Working with Words: A guide to teaching and learning vocabulary, Cambridge University Press 13 Gass, S M & Selinker, L (2001), Second Language Acquisition: An introduction course, London: Lawrence Erlbaum Associates, Inc 14 Hamer, J (2002), How to teach English, Longman 15 Harmer, J (1991), The Practice of English Language Teaching, Cambridge: Longman 16 Hunt & Beglar, D (2001), Current research and practice in Teaching Vocabulary, Cambridge University Press 45 17 Hutchison, T & Waters, A (1987), English for Specific Purposes, Cambridge University Press 18 John, R (2000), Assessing Vocabulary, Cambridge University Press 19 Jordan, R.R (1997), English for Academic Purposes: A guide and resource book for teachers, Cambridge University Press 20 Littlewood (1981), Language Teaching at work, Oxford University Press 21 Mackey, W.F (1971) Language Teaching Analysis, London: Longman 22 Nation, P (1994), New ways in teaching vocabulary, Bloomington: Pantagraph Printing 23 Nunan, D (1992), Research Methods in Language Learning, Cambridge: Cambridge University Press 24 Oxford, R (1990), “Language Learning Strategies” What every teacher should know, Boston: Heinle & Heinle Publishers 25 River, W.N (1983), Teaching Foreign Language Skills, The University of Chicago Press, Chicago 26 Sokmen, A (2001), “Current trends in teaching second language vocabulary”, Vocabulary: Description and Pedagogy, pp.237 – 257 27 Strevens, P (1988), “ESP after twenty year: a pre – appraisal”, ESP: State of the art, SEAMEO Regional Language Center 28 Taylor, L (1990), Teaching and Learning Vocabulary, New York: Prentice Hall 29 Ur, P (1996), A course in Language teaching – Practice and Theory, Cambridge University Press 30 Widdowson, H.G (1982), Learning purpose and language use, Oxford University Press 31 Wright, (1987), Principles of Teaching, Cambridge University Press Tài liệu tham khảo tiếng Việt 32 Lâm Quang Đông, (2008), “Đào tạo ngoại ngữ trường Đại học Khoa học Xã hội Nhân văn” Tạp chí Đại học Quốc gia Hà Nội, số 211 33 Dương Thị Nụ, (2004), “Một vài suy nghĩ việc dạy ngoại ngữ chuyên ngành” Kỷ yếu hội nghị Trường Đại học Ngoại ngữ - ĐHQG Hà Nội I Appendix Contents of the course book English for Students of Tourism Unit Lesson Unit Section 1: Flight reservation Reservation Section 2: Rail reservation and Inquiries Section 3: Hotel reservation Unit Section 1: Telephone inquiries Telephone inquiries & advance Section 2: Reception reservation Section 3: Reception (cont) Additional reading: Defining the term „Hotel‟ Unit Section 1: Cancellation & Booking alteration Changes and Cancellation Section 2: Cancellation & Booking alteration (cont) Section 3: Changes of plan Unit Section 1: Comparing hotel facilities Hotel Facilities Section 2: Hotel facilities Section 3: American hotel classifications (1) Additional reading: American hotel classification (2) Unit Section 1: Restaurant classification Hotel & Restaurant service Section 2: Types of food service Section 3: Meal and Menu Unit Section 1: Hotel check – in Check in – Check out Section 2: Check – in procedures Section 3: Check – out procedures Additional reading: Room rate Unit Section 1: Time Tables Time tables – Itineraries Section 2: Itinerary Section 3: Itinerary (cont) Unit Section 1: Equipment hire Car, equipment & facilities hire Section 2: Facilities hire Section 3: Methods of payment Additional reading: Today‟s hotel thief is prosperous II Unit Section 1: Dental problems and the travelers Tourists & common problems Section 2: Problems with crime & with road hazards Section 3: Problems with laws in different places Unit 10 Section 1: Making a complaint Complaints Section 2: Dealing with complaints Section 3: Dealing with complaint (cont) Additional reading: How can I get to the post office Unit 11 Section 1: Showing around Giving directions Section 2: Tracing the route Section 3: Tourist Information Centers (TICs) Unit 12 Section 1: Knowing before you go (1) Travel Requirements Section 2: Knowing before you go (2) Section 3: Knowing before you go (3) Additional reading: Travelling cheaply Unit 13 Section 1: Festivals Cultural activities & Customs Section 2: Vietnam‟s Tet Section 3: Customs Unit 14 Section 1: Arrival and Departure Tour Operation – Planning Section 2: Tour Operation (1) Section 3: Tour Operation (2) Additional reading: Traditional holidays Unit 15 Section 1: Pagodas and Temples Local Tour Section 2: Beautiful lakes Section 3: Isolated islands Unit 16 Section 1: Itinerary for tour in Bangkok and Malaysia Foreign tour Section 2: Tour in Alaska and Kashmir Section 3: Yosemite National Park Additional reading: Vietnam – An overview III Appendix Questionnaire PHIẾU ĐIỀU TRA VỀ TÌNH HÌNH HỌC TỪ VỰNG TIẾNG ANH CHUYÊN NGÀNH Đây phần nghiên cứu nhằm tìm số hoạt động nâng cao hiệu học từ vựng tiếng Anh chuyên ngành cho sinh viên năm thứ ba khoa Du lịch học, trường Đại học Khoa học Xã hội Nhân văn, Đại học Quốc gia Hà Nội Các em điền vào câu hỏi khảo sát thơng tin xác trung thực việc học từ vựng thân Trước trả lời câu hỏi khảo sát, em cho biết số thông tin cá nhân cách khoanh trịn thơng tin với thân trả lời câu hỏi sau đây: Giới tính: Nam / Nữ Tuổi: Hiện bạn sinh viên Khoa:…………………………… Năm thứ:………………………… Bạn học tiếng Anh chuyên ngành bao lâu: a tháng b tháng c năm Điểm tổng kết môn tiếng Anh kỳ II năm học 2007 – 2008 bạn bao nhiêu: ………………… Dưới câu hỏi khảo sát việc học từ vựng Khơng có câu trả lời hay sai, mà có câu trả lời cho biết xác em học từ vựng tiếng Anh chuyên ngành Hãy khoanh tròn vào câu trả lời với cá nhân em Cảm ơn giúp đỡ em! Theo bạn vai trò từ vựng việc học tiếng Anh chuyên ngành là: a Rất quan trọng c Không quan trọng b Tương đối quan trọng d Hồn tồn khơng quan trọng Mục đích học từ vựng chuyên ngành quan trọng bạn? a Làm kiểm tra c Đọc hiểu tài liệu b Giao tiếp lớp d Phục vụ cho công việc sau Trên lớp bạn muốn học từ vựng chuyên ngành từ nguồn đây: a Sách giáo khoa c Các tập từ vựng giáo viên thiết kế b Tài liệu đọc thêm d Nguồn khác: …………………………… IV Bạn có thường xuyên giành thời gian học từ vựng chuyên ngành học lớp khơng? a Ln ln c Rất b Thỉnh thoảng d Hồn tồn khơng 10 Bạn thường chọn cách học từ số cách đây? (Có thể khoanh trịn nhiều phương án trả lời) a Viết từaners c have direct personal contact with the guests d deals with reservation enquiries e is concerned with guest‟s comfort and security f supervise front -of –house operations g allocate accommodation h provides for guests‟ need and special requests i contacts companies for external information and services j welcomes and registers the guests Keys: Receptionist: c, j Advance reservation clerk: d, g Concierge: c, h, i Front office manager: a, f e House keeper: b Front office manager House keeper VIII Activity – Icon/sign matching Icons:  Meanings Vietnamese equivalents a Air conditioning f Trang thiết bị phục vụ hội thảo b Laundry service g Dịch vụ phục vụ phòng 24 c Indoor swimming pool h Được trang bị máy điều hoà d 24-hour room service i Bể bơi nhà e Conference facilities j Dịch vụ giặt Keys: 1: e – f 2: a – h 3: c – i 4: d – g 5: b – j  ……………………………………………………………………………………………………………… Icons:  Meanings Vietnamese equivalents a Sauna f Xe buýt đưa đón khách sân bay b Airport shuttle g Phòng tắm c Solarium h Quầy rượu d Money exchage i Phòng tắm nắng e Bar or lounge j Quầy đổi tiền Keys: 1: c – i 2: d – j 3: e – h 4: b – f 5: a – g IX Activity - Pre – reading vocabulary work Words Brochure Phonetic transcription /'brou∫ə/ Part of speech Noun /kwi':zi:n/ Noun Cuisine Reservation Synonym Antonym leaflet - gastronomy - booking cancellation /'spei∫əs/ Sự giữ trước, sự đă ̣t chỗ trước Adjective rộng rãi roomy cramped /'hɔspitəbl/ Adjective mến khách, hiế u khách welcoming inhospitable /,rezə'vei∫n/ Spacious Hospitable Vietnamese equivalent sách mỏng, nhỏ thông tin hoă ̣c quảng cáo về cái gì cách nấu nướng Noun Activity - Collocational multiple choice Complete the following sentences by circling a, b, c, or d The gueridon waiter has to _ procedures such as filleting, carving and cooking dishes at the table a b make c carry out d apply Thank you for your request _ a reservation at King‟s Hotel a on b for c with d of Please retain this letter and present it to the receptionist _ registration a upon b forward d with d at Reservations are only until p.m unless otherwise notified a allocated b informed c held d preserved Once the registration process has been completed, the guest is _ to a room a welcomed b assigned c presented d departed One of the most important tasks undertaken by the reception department is the _ the newly arrived guest a paying for b booking with c checking out of d checking in of Please make a reservation _ one double room in the name of Mr and Mrs Clinton a of b in c for d with Staff of front offices usually has direct personal or telephone _ with the guests a respond b contact c responsibility d contract The receptionist deals with reservation inquiries, bookings and _ of accommodation a preservation b allocation c information d collocation 10 The reservation clerk normally completes a reservation _ and enters the information in a reservation diary a cheque b ticket c sheet Keys: 1- c, – b, – a, – d, – b, – d, – c, – b, – b, 10 – d d form X Activity - Word formation Supply the correct form of the word in bracket The design of the _ form was shown to the guest (register) Method of payment should be _ at the time of checking in (clarity) As the guest‟s needs for accommodation become more sophisticated, there is an increase in the _ of room rates (vary) Prior to the guest‟s _ the receptionist needs to be aware of the room status (arrive) VIPs, CIPs, and SPATTs are guests who need to be (allocate) I‟ll send you a reservation card by post your booking, Mr Browns (confirm) Could you arrange for a bottle of champagne to be placed in their room on _ (arrive) It is easy to see why people get confused about the difference between hotels, motels, inns, and other establishments (lodge) We would also like to know about _ charge if we can change the dates of our holiday (amend) 10 _ here please find a full table of discount rate for your consultation (enclose) Keys: registration clarified variation arrival pre-allocated confirming arrival lodging amending 10 enclosed Activity – Gap filling Fill each of the following gaps with one of the words in the list given below When you have finished, check with your partners then listen to the tape for the final check suites poolside bar selling point water-sports jacuzzi en suite Lotus rep: So you‟ve got a swimming pool and a restaurant Any other facilities? General Manager: Not yet But we‟re going to try to negotiate a deal with the (1) club so that our guests can use their facilities And we‟re also going to build a (2) during the winter Lotus rep: Good idea Now, let me see…You‟ve got 120 rooms altogether, is that right? General Manager: Yes At the moment there are 120 rooms plus two (3) , each with its own (4) _ and private bar Our twins and doubles are divided into two categories There are some with balcony and beach view, and there are a number of rooms with garden view Lotus rep: What about family rooms? XI General Manager: We have eleven family rooms At the end of this season we‟re going to start building an extension with thirty deluxe doubles Lotus rep: Mmm I see Are all the current rooms (5) _? General Manger: Yes They‟re all got private bathrooms with bath and shower Lotus rep: Good Are any of the rooms interconnecting? General Manager: Yes There are a number of interconnecting doubles on each floor Twenty altogether Lotus rep: Right Well perhaps we should go in and take a look at those rooms now I think it‟s going to rain! General Manager: Yes, I think you‟re right Not a very good (6) _! Keys: water sports poolside bar suites jacuzzi en suite selling point Activity – Putting words in categories Put the following words in the correct group: swimming pool CIP valet service Keys: sauna double suite uniformed service night porter service walk – out walk - in solarium twin Services Facilities ……………… ……………… ……………… ……………… ……………… ……………… … ………….…… …… Hotel Guests Rooms ……………… ……………… ……………… ……………… ……………… ……………… ……………… ……………… Services Guests Facilities Rooms valet service walk – in swimming pool twin uniformed service CIP sauna suite night porter service walk - out solarium double XII Activity – Keeping vocabulary box  jacuzzi /dʒə'ku:zi/ (n) Recreational /,rekri'ei∫ənl/ (adj) bồn tắm mát xa tia nước liên quan đến hoạt động giải trí cuisine /kwi':zi:n/ (n) inclusive /in'klu:siv/ (adj) cách nấu nướng, phương pháp chế biến ăn bao gồm hospitable /,hɔspi'təbl/ (adj) facility /fə'siliti/ (n) hiếu khách sở vật chất, tiện nghi occupancy /'ɒkjʊpənsi/ (n) confirm /,kɔnfə'm/ (v) cư ngụ, lưu trú phòng khách sạn xác nhận, chứng thực overcharge /'ouvət∫ɑ:dʒ/ (v) allocate /,ælə'keit/ (v) tính gía cao thực tế, tính giá đắt định rõ vị trí, phân phối Examples: Making sentences with a given word „occupancy‟, „cuisine‟, „allocate‟, and „confirm‟ a The occupancy level of our hotel this summer is 80% b Many foreign tourists are interested in Vietnamese cuisine c Some special guests need to be pre-allocated while others don‟t d They sent us a letter to confirm their reservation Making up a story with the words learnt Last year we went to Halong Bay for our summer holiday It was a wonderful holiday and we enjoyed it so much The hotel in which we stayed was not so big but it had very good facilities including jacuzzi, sauna, cocktail bar, and a restaurant on the ground floor It was near the beach so from the window in our room we could have a good view of the bay Moreover, the room rate was reasonable and breakfast was inclusive The staff here was helpful and hospitable They gave us some advice on recreational activities and local cuisine They also told us how to avoid being overcharged when going shopping We hope this summer we can come back to the hotel for another holiday ... số hoạt động bổ trợ nhằm nâng cao hiệu việc học từ vựng chuyên ngành cho sinh viên năm thứ ba Khoa Du lịch học, Trường Đại học Khoa học Xã hội Nhân văn, ĐHQG Hà Nội) MA MINOR THESIS Field: English... ngữ trường Đại học Khoa học Xã hội Nhân văn? ?? Tạp chí Đại học Quốc gia Hà Nội, số 211 33 Dương Thị Nụ, (2004), ? ?Một vài suy nghĩ việc dạy ngoại ngữ chuyên ngành? ?? Kỷ yếu hội nghị Trường Đại học. .. POSTGRADUATE STUDIES -o0o - PHẠM THANH VIỆT THE USE OF EXTRA ACTIVITES TO IMPROVE ESP VOCABULARY FOR THIRD – YEAR STUDENTS AT FACULTY OF TOURISM, USSH – VNU (Sử dụng số hoạt động bổ trợ nhằm nâng