Going international english for tourism teachers resource book

Vocabulary The language of tourism Procedure Get the students to work in pairs or groups.. 3 For exercise 2 of the activity students should think of as many people as possible so as to

Teacher's Resource Book

Oxford University Press

KEITH HARDING

Going International

English for Tourism

Teacher's Resource Book

OXFORD UNIVERSITY PRESS

Oxford University Press,

Great Clarendon Street, Oxford OX2 6DP

Oxford New York

Athens Auckland Bangkok Bogoté Buenos Aires

Calcutta Cape Town Chennai Dar es Salaam Delhi

Florence Hong Kong Istanbul Karachi Kuala Lumpur

Madrid Melbourne Mexico City Mumbai Nairobi Paris Sao Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw and associated companies in

Berlin Ibadan

OXFORD and OXFORD ENGLISH

are trade marks of Oxford University Press

ISBN 0 19 457401 6

© Oxford University Press 1998

Third impression 2000

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Under no circumstances may any part of this book be

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Travel by sea and river - cruises and ferries

Travel by road and rail

Tickets, reservations, and insurance

to develop in order to work effectively in this challenging international sector

Language and skills work is introduced through a range of reading and listening tasks taken from authentic sources

These lead to a balanced variety of practical and realistic output tasks which enable students to practise these skills through activities and situations associated with their work, The language syllabus focuses on key grammar and functional language, pronunciation work, and vocabulary development

The course should be followed progressively as the content

of many of the units frequently follows on from the

Language focus There are Language focus sections in each unit These reflect the type of language that students will need to use

in tourism situations There is regular work on differences

an extended reading Whatever it is, the aim is to give

broader practice, often involving the integration of different skills There are also suggestions for project work

in this Teacher’s Resource Book (see Project work below)

Vocabulary lists

At the end of each unit there is a list of the vocabulary introduced in the unit These can be used just for reference, or students can be directed to some simple self- testing revision exercises For example:

1 Find the sentence where each of the words or phrases appeared and make sure you understand the meaning

in context :

2 Produce a similar sentence to indicate the meaning

3 Can you pronounce the word? Where is the main stress?

Pair work / Group work tasks

There are many pair work and group work tasks in the book Some of these involve ‘information gap’ material where partners should not be able to see each other’s information The B tasks and texts for all units are found at the end of the Student’s Book after Unit 12

Tapescripts fapescripts for the listening texts are located at the back of

the Student’s Book, so that students can refer to them

when necessary.

Presentation and organization of material

in the class

DOGIRERG CHEE ETO ENE TOTES ORDA ERED EEE D LESH ELSE

The effective and professional production and presentation

of material is an important aspect of the tourism industry

This aspect should be integrated into the coursework How

exactly you do this will depend on your particular teaching

situation — how often you meet, whether you have a

dedicated classroom, whether you have furniture that can

be moved and walls that can be decorated, and so on This

point is looked at in the Setting the scene section of Unit 1

of this Teacher’s Resource Book (see page 6), but here are

two general points ‘

Display space

Keep the classroom dynamic and developing Use

noticeboards or portable display boards to present

authentic material you bring in or material that students

produce Ensure that the material changes as you move

through the course Appoint a different student to be a

monitor for each unit, responsible for ensuring the displays

are lively and relevant and reflect the interests and work of

the class Make sure there are regular sections for things

like ‘learning tips’, ‘countries of the world; ‘people who

work in tourism’

Class files

Establish an ongoing class file or series of files, in which

past display material, research work, and collected

authentic material are all kept together and organized

appropriately You should also keep an individual class file

for each member of the class (the learner profile activity in

Unit 1 will get this going)

Project work

Project work is an important aspect of the course, helping

students to access the wider world of tourism beyond the

classroom Ideas for projects are included in the Teacher’s

Resource Book, so that you can adapt them and extend

them in whichever way best suits your particular teaching

situation and your students’ interests It is a good idea to

look at the Project work section of each unit before you

begin work on the unit as some of the suggestions require

advance preparation and ongoing attention

Organization of the units in the Teacher's Resource Book

Introductions to the units

Each unit has an introductory section which includes the following:

The unit looks at: — this describes the main themes of the unit

The unit links with: — this indicates specific connéctions with other units

Context materials ~ this gives an idea of the materials which might be useful to bring to the unit and which you may need to prepare and gather in advance Setting the scene — this gives some ideas for getting the classroom and the students ready for the topic of the unit

Section organization

Each of the three sections in a particular unit contains the

following:

Warmer - designed to lead into the activities of the

section and establish a good classroom atmosphere

Procedure — suggestions for how to exploit the material

in each activity and exercise (obviously, you can do it your own way if you prefer!)

Answers — these are given after the Procedure section

for easy location Extra activity ~ these provide extra practice and often include material that can be photocopied

Extension activity ~ these are a particular type of extra activity: one which relates directly to a previous text- type or piece of input (e.g CV writing is introduced in Unit 2, but extension activities in later units give extra practice)

Learner training — these give little tips on how students can assist and develop their own learning

Project work

Each unit contains suggestions for at least one project

relevant to the topic of the unit (see Project work above)

The unit looks at:

profiles and experiences of people training and working

in the tourism industry farnous tourist sights and attractions historical developments in tourism festivals

The unit links with:

~ all the other units in that it provides foundation work on

a number of areas, such as bonding and ‘getting to know you' activities, learner training work (particularly on vocabulary), a general look at the history (and geography) of tourism

~ Unit 2 The organization and structure of tourism ~ the

first two units provide a basic overview of tourism before

a more detailed look at the different sectors of the industry

Context materials

it will be useful for the teacher to prepare the following materials for use during the course of the unit:

- class files for each student

- display boards with posters and other tourism materials

- pictures and postcards of tourist sights and attractions

~ aworld map

Setting the scene

1 Before you even meet the class, ensure your classroom is conducive to a tourism course If you can, design and

decorate it in a way that it is appropriate to the two

areas of tourism and learning English What is possible

will depend on the practicalities of your particular teaching situation ~ how often you meet, whether the same room is always used, whether it is used by other

classes Here are some general hints:

~ display boards: tourism posters are very easy to find (try to get them from English-speaking countries);

you'll also need display space for student materials and presentations, and a section for ‘learning tips’ (In the first unit these will be mainly about learning and

organizing vocabulary.)

~a world map

a project file corner or shelf or cupboard for the various file material you will collect (student work, brochures, etc.)

~a furniture arrangement that allows easy conversion

for pair work, group work, mingling activities, and

role-plays (e.g in a travel agency, on board a plane)

2 Start by getting the class to talk very generally about tourism and their expectations for the course You can

do this by'simply asking the question, “What is tourism?” See what ideas they come up with for a definition of tourism If they can agree on a single, simple definition (e.g ‘travelling for pleasure’) write it up and keep it in the classroom See if they wish to modify or expand on their definition as the course develops They can also compare with definitions in English-English dictionaries Get them to predict the different topic

areas for the course (and then check with the contents

page of the Student’s Book to see if they were right) If the class are meeting each other for the first time, you may prefer to do this scene-setting activity after the warmer for Section 1 described below

SECTION 1 An introduction to tourism

I spent my last holiday in

I spent my best holiday in

My interests are

(Note: for multilingual classes the facts could be related

more to their individual countries.)

Students sit in a circle They write one of these facts on the

top of a piece of paper They pass the paper to the person

on their left and add another sentence about themselves to the paper they now have They then pass that paper on and

continue writing sentences and passing papers until they

have written about seven or eight sentences Each student now has a piece of paper with about eight sentences on it, each written by a different student This sheet of paper forms the basis for a ‘Find someone who .’ activity The students mingle and have to find the person for each of

their sentences by asking questions such as Did you spend

your last holiday in .?

‘This activity not only breaks the ice but sets the context for

the profiles work that forms the basis of the first section

Listening 1 Personal experiences

Procedure

1 Focus attention on the four pictures and captions Ask students to produce similar captions for the person they

.; are sitting next to Get them to predict the answers to the

first exercise (this is obviously guesswork, but checking their own predictions will give them a reason to listen)

2 Play the tape and do thé first exercise Pairs can compare

answers

3 Do the second exercise Much of the information is

already given in the captions, but transferring the

format of the information is nevertheless a useful

exercise Play the tape again for the extra information

4 Make sure students fill in the final column for

themselves as this will be used later in the section

Answers

lAmta 2Paola 3 juan 4 Anita

5 Ulla 6Paola 7 Juan, Ulla 8 Juan, Ulla, Anita

Nationality Spanish Swedish English Italian

travel agent manager attendant

Interests travelling, art

ancient _

Egypt

Countries Europe, Far East Holland, lots

visited Egypt apan} France (Central

& South

America)

Favourite Egypt Far East Rio

place

Plans work in spend year: job in

Egypt in Japan Greece

Extension activity

Bring in some pictures of people ~ random pictures from

magazines will do - and get students to invent similar

profiles and information grids Of course, there will be no

‘right answers’ but the discussion should help them to bond

and get ther talking incidentally about other sectors of the

tourism industry Note that ‘profiling’ of this sort is a useful

skill in marketing and customer relations and will recur

during the course A file of magazine pictures of people will

therefore be a very useful class resource

Speaking Tourist attractions

Procedure

1 If possible, set the scene by bringing in pictures of other

famous places, or photographs from your own albums

(students always appreciate personalization of this

kind) Identify the places together before looking at the

pictures in the book ,

2 Identify and match the ten pictures in the book Report

back, then proceed with the other matching and ranking

activities in exercises 2 and 3 Vary the pairs and groups

as suggested in order to assist class bonding

3 When students are thinking of other tourist attractions for each of the chapters, get them to start with their own country or the country where they are studying

4 Use any other pictures and photographs you have

brought in order to expand the activity and fill out the

chronology of famous sights Use the display areas

Answers

Sphinx Egypt | 1 (c2400sc) Chapter 1

Terracotta Army China | 3 (c2408c) Chapter 2

Emperor Bell Russa | 7 (1735) Chapter 8 Hollywood sign USA 10 (20thc) Chapter 9 or 10 David italy 5 (1501) Chapter 6

(Michelangelo)

(chronologically)

Mona Lisa France | 6 (1505) Chapter 6

Sagrada Familia Spain 9 (1880s) Chapter 8 (or 9?)

Language point You may want to present some simple language for giving opinions (J think ., If you ask me ., In my opinion .) to help with the communication activities You may also consider bringing in the Language focus work on likes and dislikes, which follows this section, a little earlier

Extension activity :

The pictures in the Student’s Book plus any other pictures or postcards you have brought in could be used for a variety of activities signposting future themes in the book For example, you could ask:

Who would be attracted by them? (Units 3 and 11) Who works there? (Unit 2)

How do you travel there from your own country?

(Units 5,6, and 7) Design a tour including some of the sights

Make sure they understand which expressions are strong

and which are mild, as this serves as a simple introduction

to register and appropriacy

Practise by discussing an alternative set of sights and

attractions (if you have managed to collect enough) or carry out a simple class survey using the following grid (which you can photocopy) You will need to check that students can produce the simple question forms like Do you like .2 or What do you think of ?

(Bach student could add two or three of their own.)

Talking about past experiences

This is intended as revision of the uses of the present perfect and simple past, but clearly there is an opportunity for extended grammar work if you wish

Answers

©) Pye been to Amsterdam

(action in period of time up to the present)

She’s spent the last three surnmers in Turkey

(action in period of time up to the present)

Pve visited a lot of different places

(action in a period of time up to the present) Last year , L actually had a holiday in Japan

(completed action in the past)

Last month I spent a lot of time in Mexico City

(completed action in the past)

» Present perfect — just, for eight years”, recently, ever,

already, since 1997, Simple past ~ last year, for eight years*, when I was

younger, (recently), several hours ago, yesterday

*Compate I’ve lived in London for eight years (and I still

do), with I lived in London for eight years (but now I live

in Paris)

Practice

Answers P’ve never travelled abroad before

Have you ever eaten snails? Did you like them? She visited Barcelona last year

He’s been in India since January

I went to the USA first and then I travelled to Mexico

f Ohno! We’ve arrived too late The art gallery has just closed

mags

Pronunciation focus 1

Elision and other ways in which word boundaries are

blurred are important in producing proper sentence rhythm and general fluency

In exercise 1 there is very little difference in pronunciation between the two pairs of sentences

In exercise 2, a new sound is introduced in each of the three sentences to make the word boundaries flow (as the

words themselves produce vowel to vowel combinations which are difficult to utter fluently):

a đji b/wi c ivi

Present a simple four-line dialogue to illustrate the different , uses of the present perfect and simple past (and to indicate related pronunciation features):

A Have you ever visited the pyramids?

B Yes, / have { was there in 1992

A Did you like them?

B Yes | did They were very interesting

Give out similar opening sentence prompts, ane to each of the students For example:

eaten snails? worked in a hotel? been abroad? flown in a plane? broken a bone?

Get students to stand up and move around the class, producing similar dialogues

Output task Class survey and profiles

Procedure

1 Spend plenty of time on the preparation of questions

and insist on accuracy

2 Make sure the students are paired up with someone they haven't worked with much before, so that a Jot of the information will be genuinely new This will also help to improve further class bonding

3 The profiles should be presented neatly and displayed around the classroom, and then stored in a class file It would be a good idea to produce a profile for yourself and any other member of staff that the group come into contact with Further profiles could be produced for any relevant people you meet during the course

SECTION 2 Developments in tourism

Warmer

One of the main aims of this section is to look at ways of

learning and storing vocabulary, so get students into

groups to discuss the advantages and disadvantages of the

following vocabulary learning techniques:

organizing vocabulary alphabetically

organizing vocabulary by topic

translating English words into your own language

writing English definitions

writing new words in a separate vocabulary book

writing new words on cards

learning the pronunciation, and how to record it

Vocabulary The language of tourism

Procedure

Get the students to work in pairs or groups Apart from

improving contact and general interaction this will also

encourage students to say the words

In exercise 1 the clues are of two types — definitions and

gap-fills Encourage students to use both of these

techniques when storing vocabulary (i.e write an English

definition and use the word or phrase in an example

sentence) A simple revision exercise would be to produce

definitions for the gap-fill clues and gap-fill sentences for

the definition clues

In exercise 2 the students are introduced to simple tourism

collocations and compounds, another important aspect of

vocabulary development at this level

1 boarding card 2 check-in desk

3 departurelounge 4 guided tour

5 high season 6 in-flight entertainment

7 insurance policy 8 package tour

9 panoramic view 10 passport control

11 room service 12 terminal building

13 travel agent 14 traveller’s cheques

Pronunciation focus 2

At this stage just focus on primary stress Get your students

into the habit of using stress markers

Answers destination ooOo brochure Oo charter Oo festival Ooo

currency Ooo self-catering oOoo

heritage Ooo resort oO excursion 000 itinerary oOoo

sightseeing Ooo visa Oo

museum oOo

Learner training Before moving onto the next activity, review the various

ways of learning and recording vocabulary For example:

think of a definition in English

use in a sentence learn and record in categories

indicate stress pattern,

Snakes & Ladders Game ` Preparation Write down all the new vocabulary items separately on small cards and also add some other basic tourism vocabulary (e.g airport, hotel, guide, passenger) You will also need sets of snakes and ladders boards, dice and counters (if you don’t have these you can still play the game

by simply scoring points)

Procedure Students play in fours {two teams of two), with pairs sitting opposite each other, as in a game of bridge

Players throw the dice and if they land on a snake ora ladder they draw a card from the pile and have to elicit the word on the card from their partner If they succeed they go

up the ladder (or remain on the snake's tail), if they fail they

go down the snake (or remain at the foot of the ladder)

Speaking Key events in the

a means of fluency practice and vocabulary familiarization

You will probably need to pre-teach or explain some vocabulary —~ e.g steam engine, jet engine, stagecoach,

standard of living, disposable income

Answers

aes 2g 3j 4b Si Ốc

(suggested answers)

a Introduced people to other parts of the world

b Made overland travel quicker and easier and also allowed groups of people to travel together

¢ Gave people more freedom to move around independently

d Faster booking and reservations systems, quicker

information

e People had more time and money to spend on things like holidays

Air travel became quicker and cheaper

Made travel between towns quicker

Produced great sights that people wanted to visit

Tourists and travellers didn’t need to carry cash

(therefore safer to travel)

Overland travel became quicker and it also led to the development of a system of hotels and inns at

He organized tours using the railways

It meant that tourists didn’t have to carry large

amounts of cash and they were therefore safer

They offered a fairly cheap (‘affordable’) holiday which included accommodation

Commercial jet planes

a Escape completely from pressures of normal life

b Found travelling enjoyable and wanted to do it

again and again

c Became very successful

d Not worry about all your normal problems the various stages of the journey

k Gave people experience of the wider world, also changed attitudes in the post-war world

1 People had more money to spend on holidays

Extensioh:actiVit a

Debate/Role-play

1 Give pairs of students (or groups, depending on the size

of your class) one of the following historical roles (you

i : : Reading Footprints in the sands can add some of your own if you wish):

of time ~ organizer of the first Olympic Games Procedure ~ Roman emperor responsible for building roads ~ inventor of the steam engine

- person responsible for building railway system in your

country

inventor of the jet engine owner of first charter airline company founder of company responsible for organizing first worldwide package tours

1 Continue the discussion from the previous activity with

the two scene-setting questions

2 Before reading the article get the students to think about ~ the six periods in exercise 2 From their previous - discussion they should be able to make some fairly ~ confident predictions

Pairs or groups discuss the importance of their role and why they should be regarded as the most important influence on the development of tourism You may want

to teach one or two sentences and phrases (e.g Without

me, X would not be possible.)

3 Students read the articles and in pairs collate their 2 answers to exercise 2 Exercise 3 could be done

individually afterwards, or as homework

Answers

Ancient Greeks — Olympic Games 776 BC, first 3

international tourist event

Romans ~ built first roads

Early Christianity — pilgrimages and visits to holy places

17th and 18th centuries ~ nobility went on Grand Output task Pioneers of tourism

‘Tours; trips for health reasons to spa towns (e.g Bath and Cheltenham) and seaside resorts (e.g Brighton); Procedure stagecoaches and coaching inns developed 1 Set the scene by asking the students what they'can

remember about Thomas Cook from the previous article and if they have heard about Lanzarote or the

Skytrain If they haven't heard of these last two get them

to hypothesize about what they might be

19th century ~ steam transport (boats and trains); first organized tours and excursions (Thomas Cook);

growth of hotels and resorts in Europe; introduction of traveller’s cheques and hotel vouchers Birth of mass

the board Refer the students to their group text and the

task They can fill in the information (in note form) together if they wish Monitor closely in order to assist

with any vocabulary problems

Post-World War Two — paid holidays; more disposable income; growth of holiday camps (accommodation and entertainment); package holidays; invention of jet

engine

1 For pleasure, to visit new places, to relax, to visit 3

religious sites, for education, for health

2 Roman roads, stagecoaches, steam (railways), jets

3 A collection of stories told by pilgrims as they travelled along the road to Canterbury, written down by Geoffrey Chaucer

When they have finished put the students in new groups

of three (one from each original group), and get them each to explain about each of the pioneers using their

notes, not the text The other group members should take notes and ask questions as appropriate

4 Class feedback Get each student to write up one piece

of information on the board in the correct column

Answers

Name Thomas Cook

Dates mid-19th century

Job or role organized tours and excursions (in UK,

in tourism: Europe, and the world)

Achievements/

events:

first tour (Leicester to Loughborough) in

1841; first major continental tour in

1855; tours to Egypt from 1869; round the world trips in 1870s

General

contribution: first person to develop mass tourism,

established many of the basic features of mass tourism such as traveller’s cheques,

hotel vouchers, and chartered transport

Any other Thomas Cook company is taking

important reservations for trips to the moon

information:

Name - Freddie Laker

Dates 1922-

Job or role organized charter planes and cheap

in tourism: flight deals

Achievements/

events: across the Channel in 1955; ran British air service carrying passengers and cars

United Airways charter company-1960 to 1965; ran Laker Airways 1966 to 1982

Job or role artist who designed many attractions

in tourism: and inspired tourism development on

Lanzarote in the Canary Islands

Achievements/

events: designed attractions at Jameos del Agua,

Mirador del Rio, and Jardin de Cactus, using local materials and surrealism;

controlled and promoted tourism on Lanzarote (e.g ban on advertising

hoardings)

General

contribution: developed tourism but at same time

preserved beauty and tradition of Lanzarote

As a class, discuss different celebrations in general —

birthdays, Christmas and other religious holidays, 18th birthday, end of school year, weddings/engagements, births

Talk generally about how they are celebrated Are there

special events, food and drink, costumes, etc.?

Listening 2 Imnarja festival

Procedure

1 Find out what the students know (or think they know)

about Malta Here is some information for you:

Maita is an island situated in the Mediterranean just south of Sicily It is a fairly dry rocky island The main industry is tourism (30% of GNP) The Maltese are a Latin people They speak two languages ~ English and Malti

The Island has a long Christian tradition Maltese food is influenced by many countries, Italian cuisine in particular

There is plenty of seafood and good local wine

2 Spend time checking that students understand the listed words as this will help with general comprehension of the listening text Also, make sure they make definite predictions about how the words might relate to the festival

3 Focus the students on the first task only the first time they listen (i.e checking their predictions) Play the tape

a second time for the second task

1 Imnarja 2 Feast of St Peter and St Paul

3 illuminations 4 banners

5 the horse races 6 honey and wine

7 sweets 8 fried rabbit

children are dressed up

Extra activity :

Use the extended sentences that the students produce (e.g

Flowers are displayed at the windows and doors of all the houses.) as the basis for a sentence transformation exercise, with students having to produce an alternative active sentence (e.g People like to display flowers in their windows and doors.)

speeches are made

candles are lit

music is played money is collected

decorations are put up

Structuring a talk Although there is no separate pronunciation point here it

is important to focus on the phonological features of the

utterances — rhythm, stress, and weak forms Model the

example sentences yourself (or play the tape again) and

ensure a lively and interesting intonation and rhythm

which the students can copy

For the practice stage get one or two of the students to give

a talk at the front of the class as if they were standing at the

front of a coach They can use their notes from exercise 3

of the listening

Output task Other festivals

This activity will obviously work best with a multinational class where they will have more diverse cultures and traditions to draw on If not, use the photocopiable notes

on page 76 to give some input (or if you know of any other festivals you can produce your own notes) One approach

to using the notes is to copy them and then stick them on

different walls around the class — students have to go and find out about them and report back to groups Get the students to prepare their talks thoroughly (perhaps for

homework) and then get them to deliver them to each

other in small groups If possible, record the talks for feedback, correction work, and praise

Extensioh dctiVitý, ` : Ask your students to write about one of the festivals as an entry for a guidebook Some real examples will be useful as the register and style are obviously different from the style used by the guide in the commentary on the imnarja festival

Activity The geography of tourism

Procedure

1 A good starting point is to bring in a large world map to focus attention

2 Locate a country with which the whole group are

familiar ~ if you are teaching a monolingual group in

their own country then use this country, if you are teaching a group in the UK or elsewhere then use the host country

3 Brainstorm the different tourist attractions in your

chosen country Try to categorize them in terms of their

appeal (e.g history, weather, entertainment, etc.)

4 Write up the five category headings as column titles and

put the listed attractions in the appropriate column You could also add some additional places that fit the different categories very easily (e.g Hawaii, Rome, St

Moritz)

5 Now divide the class into groups of four or five and give

each group one of the colour-coded sections of the map

in the Student’s Book

6 In groups the students brainstorm the tourist attractions

in their places and categorize them If you have a set of holiday brochures or other picture source this may help

to prompt the students

7 Students regroup to share their findings

The information and data thus gathered can be used in a

variety of ways — e.g for analysis of what type of attraction draws tourists to specific parts of the world, for the basis for further research — but at this stage of the course it is particularly important that students use the material to produce a visually attractive class display, either on a wall

or noticeboard or in the form of a book This sort of production and presentation is an important theme in the project work throughout the course (as indeed it is in the tourism industry itself) The extent and quality of this presentation material will obviously depend on the

resources at your disposable

For this activity the end product could simply be an annotated world map, using pins and strings to link pictures and texts (describing the tourist attractions

brainstormed above) with their location on the map

Project work

The main aim of the project work in this unit should be to consolidate and extend the work on profiles at the start of the unit and on the geography of tourism at the end, as this will give valuable reference and resource material for the rest of the course In general, begin the work of

collecting and presenting resource materials

Files should be established on the following:

‡ profiles of class members

famous tourist sights and attractions (with key facts)

The organization and

structure of tourism

The unit looks at:

- the reasons why people travel and passenger surveys

- the organization of the tourism industry and statistical

information

- jobs in tourism and writing a CV

The unit links with:

~ Unit 1 The history and development of tourism ~ in that

it provides similar foundation work for the topics of the

other units

~ Unit 3 Travel agents - the first sector of the tourism

industry to be looked at in detail (and travel agents have

the key role of distributing the tourism ‘product’)

~ Unit 5 Air travel ~ where applying for jobs is looked at in

more detail (in the context of the job of flight attendant)

Context materials

- any graphs, charts, or diagrams connected with

tourism

= display boards for presenting statistical information

- pictures and photocards of jobs in tourism (if

available)

Setting the scene

1 Write on the board: ‘Accommodation, ‘Transport, ‘Sights

and facilities’ (.e three of the most important sectors of

the tourism industry)

2 In pairs or groups get the students to brainstorm

different types for each category For example, for

accommodation: hotel, motel, BeB, campsite, etc

3 Divide the class into three groups, one for each of the

chosen sectors, Each group carries out a mini-survey on

the rest of the class, finding out who has experience of

the different features in their sector (For example, for

accommodation: who has experience of staying in a

hotel, camping, etc.)

4 The groups should then present visually the data they

have gathered They should do this in any way they

choose — don’t give any guidance, but just see what they

come up with

This activity should set the scene for looking at the

structure of the tourism industry as well as presenting

statistical information

SECTION 1

Warmer The scene-setting activity should already have warmed up the class, so keep this warmer fairly quick

Ask the class (in groups) to think about the last three trips

out of their home town they took Ask them to think about why they made each of those trips and from this lead on to the general question: Why do people travel?

Speaking Reasons for travelling

question make sure they pick up on the differences

between overseas and domestic visitors, and get them to

suggest reasons for these differences Don’t let the

students ‘dry up’ too soon One way to stop this

happening is to make the activity competitive with rival teams producing sentences giving new information from

the charts — the first team to fail to produce a sentence loses

3 For exercise 2 of the activity students should think of as many people as possible so as to make the database

more meaningful If they have problems thinking of family and friends then you could use a series of

magazine pictures and get students to imagine the

reasons for travelling Wherever the data comes from the final pie chart should be clear and attractive ~ and they should be displayed in the classroom or class file

Listening 1 A passenger survey at an

airport

Procedure

1 Ask the students if they have ever been stopped and

asked questions by someone conducting a survey Ask

them what questions someone conducting a passenger survey in an airport might ask and why You should be able to elicit some of the headings in the chart

2 Play the tape and get students to do the first exercise

Compare answers in pairs before reporting back Play the tape a second time if necessary

3 For the second listening task you will need to pause the tape at intervals to allow students to write down the

question forms they hear — indeed the exercise could be

done as a formal dictation (of the question forms only)

or as a prediction exercise (students hear the first few

words of the question and must then complete the sentence) Refer students to the tapescript to check

answers if you want

4 When grouping the different question forms encourage

the students to group them in any way they want ~ as

long as they can justify it to the rest of the class

Answers

Passenger 1

Destination: Corfu

Purpose of visit: - holiday

Length of stay: two weeks (fortnight)

Size of party: ‘three (two adults aiid one child) Mode of transport train: :

to airport:

Occupation: part-time shopworker; chef ina hotel Age: 29 (child = 6)

Passenger 2 Destination: Melbourne (Australia)

Purpose of visit: job (teaching English)

Length of stay: one year

Size of party: one

Mode of transport coach

It is important to draw attention to the different

grammatical behaviour of the indirect questions, namely:

1 The lack‘éf inversion in the content part of the question

(and hence-the position of the verb)

2 The use of if (or whether) in indirect yes/no questions

But at the same time do not forget to ensure accurate

pronunciation: the rhythm and intonation of the sentences, the weak forms in Could you tell me

One way to draw attention to the different grammatical behaviour is to write up two pairs of sentences on the board:

a How did you get to the airport?

Can you tell me how you got to the airport?

b Are you travelling alone?

Could you tell me if you're travelling alone?

Also get the students to suggest why we sometimes use

indirect questions (¢.g more polite, more ‘delicate’, for

variety, etc.)

Pronunciation focus 1

Practice

Answers (alternatives to Could you tell me are acceptable)

a Could you tell me the time?

b Could you tell me when the next flight to Amsterdam is?

¢ Could you tell me if this is your suitcase?

d Could you tell me when the flight from Istanbul

arrives?

e Could you tell me how many times a year you fly?

f Could you tell me if you have got any seats on the ten o'clock flight?

g Could you tell me if there is a phone near here?

h Could you tell me why there are no trains on Sundays?

Output task Class passenger survey

Procedure

1 Students will need to use their imagination in order

to take on one of the pictures as their character and fill it out with detail as necessary

2 Do the survey in two phases In the first phase half of the class should be the surveyors and will need to

concentrate on using correct question forms In the

second phase the roles should be reversed

3 For further practice of making pie charts (or other

visual representations) the data collected could be used,

.EXtrd qctivity

If the class is studying in an English-speaking country then

the logical practice of this activity is to conduct the survey

‘for real’ by visiting the nearest transport location (bus

terminal, train station, or even airport) and asking the same

questions, Even if they are studying in their own country it

may still be possible to conduct a survey of sorts - for

example, asking people if they speak English first of all, or

there may be a particular location where English-speaking

tourists can be found

The information gained from any authentic survey like this

should certainly be presented and analysed in as

professional a way as possible,

Statistical information about travel and tourism

¬

SECTION 2

Warmer

Give each pair (or group) of students one of these items

and ask them how they would present it visually:

— average temperature in a holiday resort for each

month of the year

~ number of people taking flights per year since 1950

~ different age groups staying in a hotel -

~ number of rooms occupied in a hotel in different

months of year

~ number of rooms occupied in a hotel on different

nights of the week

— number of holidays booked by a travel agent since

1985

~ different destinations chosen by customers at a travel

agent last year

~ how the different jobs are organized in a large hotel

Hopefully, they will come up with the types of graph

examined in the next activity You may wish to omit the

last one as it is a different type of diagram (more of an

“organogram'), but it does put the role of graphs and charts

in a wider context of visual representation

Reading Displaying statistical

information

Procedure

1 In addition to the three graphs and charts presented,

collect as many other graphs/charts/diagrams as

possible You could get the students to collect them for a `

homework assignment as well

Although graphs may not be regarded as texts in the

traditional sense of the term, their interpretation still

involves reading skills In the tourism industry students

will be presented with a high proportion of such texts

Get students to examine the graphs/charts thoroughly

2 Identify the three graphs together as a class Also discuss what is the most important fact shown in each of them, and the other discussion points in exercise 1, as a class

3 Exercises 2 and 3 should be discussed in pairs Report back to confirm answers

4 For further practice (both of reading the graphs and of question forms) get the students to make their own questions to ask other members of the class

to the line graph or to compare discrete items (e.g

comparing, say, population of different countries)

1 115.0 billion dollars

2 The 1970s (125.1 million) ~ although the 1980s

might be higher (119 million to 1989)

Growth of cheaper packages and flights, greater

disposable income, more resorts, etc ~ refer the

students back to Unit 1 for ideas

2 Britain is a small country, well-served on the longer

distances by road and rail networks

3 Students’ own answers

Language focus 2

Describing graphs and statistics

Use the exercise to look generally at the language used to describe graphs and statistics, in particular verbs of increase/decrease, adverbs to describe degrees of

increase/decrease, proportions, and percentages

Answers

a gradual increase; from to

went up gradually; rose dramatically

the vast majority of

a small percentage of the most popular

a fairly sharp fall levels off

more than double

Give out a graph or chart to each student, who should keep

it secret In pairs, students describe a graph or a chart to their partner who has to draw and reproduce the graph or chart from the description, asking for clarification as necessary

Even if you have not got any extra graphs or charts you can still use this idea Simply get the students to draw an imaginary graph or chart (they could use one of the ideas from the.warmer at the start of the unit) This is then used as the basis of the information gap describe-and-draw activity

Output task A statistical report

Procedure

1 To set the scene, see how many London tourist

attractions the students can name and get them to predict the order of popularity Similarly, get them to predict what things tourists spend most of their money

on

2 For the first exercise get the students to discuss the

question in groups Although some answers are

suggested below, there are really no definite right answers as to the best way to present this information

graphically and you should encourage your students, to

be as inventive as possible

3 For the report writing stage (exercise 2) you may need

to input more language to describe quantity and proportion Make sure that students identify the most important features of the graphs before they start writing [f written work is a priority for the course, then this is the chance to do some extended work on the style and conventions of report-writing You could also work

on memo-writing, as the activity could be contextualized to be part of a briefing memo between

departments of a marketing company or tourist board

4 Make sure that the final graphs are neat and then display some of them around the class

Answers

(suggestions only)

1 The top ten attractions in London are probably best

presented in the form of a block graph (perhaps rotated 90 degrees from the conventional format shown in Section 2 Reading)

2 Tourist spending breakdown is probably best presented as a pie chart Students will have to calculate percentages or fractions in order to draw this Try to encourage them to do this in English as

it will give valuable practice in using large numbers

and calculations

3 Trends in tourism: visitors to London There are a number of possibilities here, although a series of line graphs will probably be the most effective

manager, travel agent, guide, waiter, pilot, coach driver,

airport cleaner, flight attendant

2 Pin or fix one piece of paper to the back of each student

so that they can’t see it

3 Get the students up and about and asking yes/no

questions in order to find out who they are (e.g Do I work in an airport? Do I wear a uniform? Do I work

1 For question 1 of the first exercise get the students to

brainstorm as many sectors as possible — get them to imagine one or two holidays and trips and then to list

every single product and service involved

2 For questions 2, 3, and 4 you could help the group by first considering a more ‘conventional’ industry (such as car manufacturing) and getting the students to suggest similarities to and differences from tourism Encourage them to see the industry in terms of producers and consumers, of products and services, and to think about the industrial ‘chain’ of producer-retailer-consumer

3 Students should work on their own for exercise 2 They, can compare answers at the end or you can go through

it together as a class

4 Exercise 3 should be done in groups

Answers

a travel insurance and finance services

b private education and training establishments

i regional tourist organizations

j visa and passport offices

Vocabulary Jobs in tourism

Procedure

1 Students are going to be handling a lot of vocabulary in

this section, so it is a good idea to start with a reminder

about vocabulary learning techniques (from Unit 1) ~

particularly categorizing and ordering, which will

happen automatically if you follow the stages in the

Student’s Book relating the vocabulary to the diagram

in Section 3, Reading on page 23

2 Do the first exercise in pairs Check the pronunciation

of each item, including stress patterns

3 Exercise 2 should be done in groups with each group

passing on their lists to other groups for them to note

and add to :

4 For exercise 3 you will need to be ready to supply the

answers You could write these randomly on the board if

you want to give the students a bit more assistance An

alternative approach is suggested in the Learner

training section below

Learner training

This is an opportunity to reinforce and extend the

vocabulary learning techniques looked at in Unit 1 Here

are two suggestions:

1 Using cards as vocabulary learning/revising aids Write

the word on one side of a card and its definition,

example sentence, word class, or any other particular

feature on the reverse Build up a card index box which

students can dip into whenever they want or which you

can use for revision tests when you have a spare ten

minutes to fll

2 Start to train the class in the use of English—English

dictionaries If possible have a class set available in the

room Point out that English~English dictionaries can

be used for many learning functions, not just meanings,

but pronunciation, example sentences, grammatical

behaviour, spelling, ete An alternative approach to

exercise 3 is to give students the names of the jobs

rather than the definitions and get them to look up the

words in the English-English dictionaries and produce

their own definitions which can then be matched with

the ones in the Student’s Book

Answers

ý baggage handler ~ air transport

curator - ancient monuments (or museums)

warden — theme parks (and game parks)

guard ~ rail transport

marketing consultant ~ marketing support services

(or resort publicity offices)

purser — sea transport

air traffic controller ~ air transport

entertainments officer — sea transport

g flight attendant h_ baggage handler

i porter j marketing consultant

k customs officer 1 entertainments officer

m warden n tour manager

o chambermaid p guard

Alphabetical categories

Divide the class into teams of three or four students Get them to think of as many jobs in tourism, or related to tourism, as possible

Starting with jobs beginning with the letter A, each group in turn should say one of the jobs they have thought of They get two points for a job directly related to tourism (e.g air traffic controller) - but they must be able to say what the job involves, They get one point for a job not specifically related to tourism but for which they can make a connection to tourism (e.g accountant - he/she looks at and checks the accounts and finances of hotels, etc.) lÝ a group can’t think of a job beginning with that letter, pass on

to the next group When nobody can think of any jobs starting with that letter, move on to the next letter in the alphabet

Listening 2 identifying jobs and

situations

Procedure

1 This listening leads on from the previous two activities

so does not need any special setting up However, you

could ask your students to do the activity on page 77 as

a warmer to help focus on the language The first part

could be done as a mingling activity with students

giving different halves as one of the dialogues and then having to find their partner and continue the

engines, decks, rail link You may also want to draw

attention to the attitude of the passenger in conversation

4 (angry and complaining), but don’t go into too much detail at this stage as the language of complaining and dealing with complaints is looked at in more detail in later units

5 For the second part make sure the distinction between personal qualities and qualifications is made clear You can spend as much time as you want on this stage If

Ge |

‘There are no clear cut answers here, so try to keep the

discussion as open as possibile

Extra language focus You could do some extra work on structures used for

describing job qualities, such as:

You have to be able to

You have to be good at

You have to know how to

Practise by making sentences using the structures to

describe any of the jobs in this section This can then lead into the extra activity described below

‘What's my line?’

Play this traditional game in groups {or teams) Individual students are each given a job title The other group members have to find out the job by asking yes/no questions The first team to complete all the jobs is the winner You can make the activity more fun by getting the student to mime an action from the job at the beginning

If you want to give more practice with dialogues in tourism situations then the activity on page 77 can help and lead to some general work on different language functions, You can photocopy this section if you want

Output task Producing a CV

Procedure

1 Set the scene by asking the class what you should send

when applying for a job Elicit covering letter and CV If you want you can get the students to predict your own

CV using the suggested headings!

2 Do the matching exercise for Leonel Jorge Garcia in pairs

3 Exercises 2, 3, and 4 should be done as group activities

in order to maximize communication and discussion

4 Asa follow up for homework get the students to write

their own genuine CV and present it as neatly as

possible Add them to the class files/student profiles

Note: an example of a CV is printed on page 78 and can be

photocopied If you feel students need more help earlier with this subject it could be introduced as an example at the beginning Alternatively, it could be used simply for reference — the person in question could well have applied for the Empire State job

Another idea‘is to copy the CV, one for every two or three students and then cut up the different sections separated from their headings and get the students to match and order the CV

Answers name —Í personal statement ~ €

personal details ~ h, g,a

education — Leonel’s CV does not list his early

education professional qualifications — c

work experience ~ d

languages — b interests and hobbies — f referees — j

Activity Tourism in The Gambia,

Sierra Leone, and Belize

Procedure

1 Write the names of the three countries on the board and elicit as much information about them as you can Encourage the students to give information even if they are not sure about it Do not confirm or reject any of the information that you are given — the reading comprehension passages are designed to do this You can also use this part of the activity to pre-teach any

important vocabulary from the texts

Students can refer back to the diagram in the Reading

activity on page 23 of the Student’s Book in order to

think about the facilities probably found in developing countries and the facilities needed

2 Spend time discussing the main points of the

introduction as this will put the articles in context Note that the theme of tourism in the developing world is explored in more detail in Unit 12

3 Exercise 3 is an information exchange, so ensure that

each group only reads one of the texts If one of the groups is stronger than the others give them the Belize text as this is slightly longer and more difficult When the groups have compieted the grid for their text, divide them up into groups of three with one student from

each group and get them to exchange information about

their respective countries

Answers

Note: Encourage the students to note any additional

information they think is important In the cases

where no information is given you could encourage

your students to speculate as to possible answers

Sierra Leone

Geography Location west coast of Africa, south of Guinea

and north of Liberia ‘

Size about the same size as Ireland,

population = 4 million

Climate no information Tourism

Where from France, North America, and the

United Kingdom

Belize

Geography

Location on the east coast of Central America

Size about the same size as Wales,

population = approx 2 million Climate sub-tropical,

average temperature = 20°C

Tourism

When started no information

Number of visitors 200,000 last year

Facilities offered eight hotels, (telephone system, more

hotels, roads and service stations planned)

Where from no information

Facilities offered hotels, beaches,

' (cruise ship anchorage, diving)

Facilities needed better roads, more petrol, better

postal service

Facilities needed’ no information

Problems brought no information

by tourism

Problems brought

by tourism shore erosion, pollution; damage to

coral reef, over-fishing

Location west coast of Africa, surrounded by

Senegal Size 320km long by 50km wide,

population = 800,000 Climate no information

Advantages from tourism: employs 7,000 people, brought in

$17.4 million in foreign exchange in

1989

Project work

Get the students to think about the organization and

structure of tourism in their region or country If it is practical, look back at the diagram of sectors of the tourism industry and write to some of the organizations noted there The students should make a display for the classroom and present a report to the rest of the class — if possible supported with statistical information

You may find it useful to begin the research and collection

of material earlier by referring the students more directly

to their region or country in some of the earlier sections of

the unit Also, as it is a project, work can continue on it as

students progress through other units of the book

Make sure that the material is presented clearly and

professionally It could either be in the form of a display or

a portfolio (or both)

The unit looks at:

~ general travel agent activities

- different types of holiday and their suitability for different people

- booking holidays

~ the business traveller

~ visa requirements

The unit links with:

— Unit 4 Tour operation - comparing the role of travel

agents and tour operators

- Unit 8 Tickets, reservations, and insurance - a more detailed look at travel agency activities and procedures

~ Unit 11 Promotion and marketing in tourism ~ the travel agent's role in selling the tourism product

Context materials

lt Will be useful for the teacher (and students) to bring in and collect the following materials as reference will be made to them during the course of the unit:

= world map

= variety of holiday brochures

- hotel guidebooks

~ file of magazine pictures (of people)

Setting the scene

There are two possible ways of setting the scene for the

unit:

1 Get the students to think of travel agents in the local area How are they different? What services are they

providing? As preparation, you could ask your students

to go into the different travel agents and investigate

2 Is there anyone in the group who either is or wants to be

a travel agent? Get the students to ask him or her about

why they want to be a travel agent, what they expect the

job to involve, etc

In both cases be sure to focus on the main travel agent

functions looked at in this unit, namely selling holidays and advising customers on different types of holidays

SECTION 1 What kind of holiday?

Warmer Get the students to write down on a piece of paper one

particular holiday they have had (e.g ‘a week skiing in the

Pyrenees’) Collect the pieces of paper, and then redistribute them making sure that the students don’t get their original piece of paper Get the students up and about

in order to find the person who had the holiday on the piece of paper they now have When they find their partners they should interview each other about the holiday (where, when, what they did, how they liked it,

etc.)

‘This not only sets the scene for talking about different holiday types, but also recycles some of the language of likes and dislikes and talking about experience from Unit 1

Speaking and Holiday types vocabulary

Procedure

i The main aim of the first exercise is speaking practice, but make sure the students write down their lists at least briefly, so that they can be used for the categorizing part

of the exercise

2 In exercise 2, try to get the students to identify the

drawings and icons without looking at the list of words

The main aim of this matching activity is vocabulary

identification and development You may wish to feed in extra vocabulary related to the holiday types, but try not

to overload the students at this stage

3 In exercise 3, use pictures from your magazine pictures file to help with identifying ‘typical tourists’ for each of the holiday types

nN Connect the holiday types up with specific places Refer back to the ‘Geography of Tourism’ activity at the end of Unit 1

B = city break in New York; C = week in Moscow; D = beach

- holiday in Greece Get all the As, all the Bs, ail the Cs, and all

the Ds together and ask them to discuss the advantages of

their destination as opposed to the others

Then regroup to argue about where they should go They

must continue to argue for the destination they have been

given Do not allow anyone to give in too easily!

Learner training

Make sure that the students learn and store the new

vocabulary appropriately, as suggested in Unit 1 — ie using

stress markers, categorization and definition, rather than

simple translation

Reading Four holidays

Procedure

1 Dort’t rush to give students the ‘right answers’ in exercise

1 Let them hypothesize and develop a sense of mystery

so that they will want to read the texts in order to test

their hypotheses

Do one or two of the words together as a class first ~ e.g

farmhouse, cheetah, jeep Concentrate on ensuring that

the students understand the meaning of the words If

you feel there are too many words then leave some of

them out, or introduce them gradually Note that some

of the words do not occur in their logical context (e.g

farmers appears not in the rural tourism text but in the

Earthwatch text)

2 Spend some time discussing the types of holiday the

four customers might be looking for before referring

specifically to the four texts

3 Use the file of magazine pictures to help construct client

profiles

Answers

ae 1 Earthwatch: cheetah, co-existence, extinction,

farmers, project, researchers

2 Eurobus: camp-sites, drop-off point, itinerary, pass,

pre-determined circuit

3 Adventure Nepal: bazaar, elephant, jeep, jungle lodge,

snow-capped, white-water rafting

4 Rural tourism: beaches, cottage, farmhouse, pony-

trekking

These are the most logical answers, although students

may be able to justify other solutions,

a = Rural tourism in Spain

b = Eurobus

c = Earthwatch

d = Adventure Nepal

Extra dctiVity :

Role-play the conversations that the four clients might have

with a travel agent to find out details of the four holidays

Make sure each student has a turn at being the travel agent

Listening 1 Booking a holiday

Warmer

Bring in today’s or yesterday’s newspaper containing world

temperatures Get students to predict the three warmest

and the three coldest places in the world today Check paper to see who was right

Procedure

1 Set the scene by asking where the warmest places in or near Europe are in Novernber, What do they know about the six places listed? Focus students on the gist task

2 Try to play the tape continuously Play it twice if necessary

Answers

‘They choose Lanzarote

The Gambia — long flight

Spain — not mentioned

Tenerife — no availability

La Gomera ~ no direct flight

France ~ not mentioned

Resort: Playa Blanca

Hotel: Lanzarote Princess

Room: twin, balcony

Meal-plan: bed & breakfast Airport: from Gatwick to Lanzarote

Departure on 14 November Dep: 09.35 Arrive 13.30

Return on 21 November

Dep: 15.00 Arrive 19.00

Client name: 1 John Hollins, 2 Amanda Hollins

Contact phone number: 340 0838

Booking reference: 17583

Language focus 1

Taking a booking

Get the students to model the target sentences, using the

tape as an example The intensive listening exercise, noting down what is said after each of the model sentences, is

designed to focus attention on the precise phonological features (stress, rhythm, and intonation) Refer to the tapescript on page 185 of the Student’s Book for the

answers

Making suggestions and giving information (spoken) Again, modelling based on the tape is important here

Exercise 2 should be done in pairs An alternative approach

is to write each of the six sentences on a separate piece of

paper and distribute them to members of the class who

then go around seeking suggestions and information from

the others

21

Pronunciation focus 1

The underlined syllables are all weak forms (schwa) Point

out that the weak form is an essential part of the rhythm of

an English sentence, making it meaningful and natural (and — especially relevant in tourism situations ~ often making it polite)

The main stresses are:

help Canaries

Gambia

details

Language point

Checking information The tapescript also contains a number of examples of checking information, often using tag questions, and you may want to do some work on this

Examples:

It’s a long flight, isn’t it?

I'm sorry, did you say you wanted a balcony?

We're not committed then, are we?

Note that the intonation on a tag question used for checking information usually falls

Numbers, times, etc

The text contains a number of references to number | expressions, and you may want to note how these are

expressed (numbers are looked at in more detail in Unit 8)

or three to the customers (depending on the size of your

class there will be some duplication)

Get the travel agents to define the holidays in more detail By this stage of the unit the students should have enough information to do this ~ but a lot will depend

on their imagination and initiative — encouraged by you!

Use the Customer enquiry form for the Lanzarote booking in Listening 1 to indicate the type of information needed

Customers should decide what their particular preferences are and what they are looking for in the holidays they have been given

2 Reverse roles and repeat the activity with the other holiday types from the second group

Put a picture of a person (anyone of working age will do)

on the board and make two columns, one headed ‘Pleasure’ the other headed ‘Business’ Put a list of prompts down the side:

where to?

means of transport?

accommodation?

activities in the day?

activities in the evening?

other information

Either brainstorm suggestions as a class or get students to

do it in groups and then compare Draw any conclusions about the differences between business travel and travelling for pleasure that may be especially relevant to travel agents This should set the scene for the Vocabulary and listening section which follows

Vocabulary The needs of the business and listening 2 traveller

Procedure

1 Refer the students to their own experience, either of

their own business travels if they are a mature group, or

of family and people they know if they are a pre-work group Be prepared to explain and pre-teach some of the

vocabulary (e.g, upgrade, reclining, air miles incentive

scheme) Encourage as much discussion about the order

of importance as possible, not because you want to reach a ‘right answer’ but in order to increase familiarity with the terms and vocabulary being discussed

2 Get students to think about and explain the vocabulary

To help, you could write up the following sentences, which are modified versions of the sentences in which the expressions appear in the tape

a We offer for the business traveller, so they don’t have to worry about the travel

b We keep detailed records of „ 50 we know what they want and like when they have travelled in

f The ordinary tourist must pay before they travel

Usually they have eight weeks before

departure

Answers

1 The main difference is that for the ordinary tourist

the travel arrangements and the accommodation is

all part of the fun of the experience For the

business traveller they are just a means to an end

2 First, speed and efficiency (e.g reservations at short

notice)

Flights: a choice of flight times, speedy transfers

(express check-in and check-out), upgrades (quite

important)

Hotels: location, comfort

Extra activity

In order to link the listening with the reading activity which

follows, get students to produce simple advertisements

(possibly with slogans) promoting their imaginary corporate

travel business The advertisements should be like the ones

that would appear in the back of a business or trade

magazine and should list the particular services they offer

for the business traveller Display the advertisements around

the class and get the students to vote on the best one

Reading and

speaking Holiday inn Priority Club

Procedure

1 If necessary, play the last part of the interview with

Mark again — the part where he talks about Priority

Clubs Students should come up with things like:

discounts, express reservations, express check-in and

check-out, free gifts and special offers, air miles

2 For the first exercise, focus students’ attention on the

introduction and buileted points Students who read

faster can continue through the rest of the text, although

there is very little extra information to be gained there

Exercises 2 and 3 involve more detailed reading of the

text When the students have finished they could role-

play the question and answer dialogue, using indirect

question forms (recycled from Unit 2) -— e.g Could you

tell me how I get points?

3 Exercises 4 and 5 revise questioning and form-filling

and build on areas covered in the first two units

(personal profiles and surveys) Make the role-play as

authentic as possible by appropriate furniture

¢ No, Holiday Inn Garden Court hotels in South

Africa, Zambia, and Zimbabwe are excluded, as are

specific fair periods

d $10 per year

e Complete the enclosed application form You

receive your full membership pack after your second night in a Holiday Inn

f Yes, you can

g No, but you can switch at any time

h Just fill in this form

Extension actiVIty 5 :

if you want to do further work on statistical information (following on from Unit 2), then collect in all the forms, photocopy them, and get groups to produce a range of statistics - e.g.a pie chart on room preferences, a block graph on the ages of business travellers, their interests, and

detailed imaginary business traveller characters ~ the file of

magazine pictures may help once again here The more detail and time that goes into the first two stages, the more effective the third (and professionally most useful) stage will be

Note: the Astron Suite-Hotel is a very different type of

hotel, so make sure the students read the description

carefully

Bring in some hotel guides from other areas — perhaps the local area where the class is studying - and decide how : suitable these hotels are for each of the business travellers @ the students have invented

SECTION 3 Visas

Warmer

To set the scene bring in your own passport (and any old

or expired ones you may have) Get students to bring in

theirs (if they have one) and try to borrow other passports

as well Pass the passports round and get the students in

pairs and groups to examine them for various items:

~ type of personal information included

~ introductory ‘blurb : 23

~ stamps (e.g entry/exit stamps) c You will need a definite return date and a ticket

~ visas which doesn’t terminate in Canada Your total stay

~ is the photo a good likeness? etc should also be less than 90 days

This should then lead into the discussion at the start of the d Asa Turkish national you will need to apply for a

next activity visa Applications by post take three weeks, so if you

want-to travel in two weeks’ time you should visit

the embassy immediately and try to arrange your

Listening 3 US visa requirements visa in person — but don’t buy your ticket yet, as

there is a strong chance you will not be able to get Procedure an appointment for several weeks :

1 If you are teaching a monolingual group in their own e Ifyou are definitely planning to stay for more than country, find out some background information first on: 90 days you need a visa However, even with a visa, which countries they need to have visas to visit, and you are not allowed to accept paid employment which nationalities need to have visas to visit the whilst in the US

country where you are studying The relevant government office or even a local travel agent should be ey able to provide this information fairly easily If the

group are interested and motivated, you could take the Once you have established the correct information you can

discussion into a general debate on immigration policy role-play the situations (and invent other profiles) Refer

In any case, make certain you cover the basic area of back to Language focus 1 on question forms in Unit 2 why certain countries don’t want visitors to stay too

to pre-teach some of the vocabulary that comes up in P lary P To give students more practice at listening to recorded te

Màu a 51856 productive work, onward ticket, information phonelines, find the numbers of some English

resident, expired/unexpired, embassy, eriginte, language phonelines (e.g local tourist information) or some application/apply for international numbers such as the London Tourist Board (if

2 Before playing the recorded message give the students you're teaching outside the UK - although this could be

plenty of time to read through the true/false statements, expensive) Record one or two for class use and set simple

and make sure they understand all the vocabulary If information tasks

you think the task is going to be a bit difficult, then

divide the class in two and give each group alternate Learner training questions to focus on Stress that they are listening for

that information only, not trying to understand every word of the message The general principle with all listening activities is to focus on the task not the text

Encourage students to use every opportunity to listen to

English outside the class This is becoming easier and easier

even in non-English speaking countries, with the increased availability of satellite and cable TV (as well as radio

3 Try to do exercise 3 by playing the tape again As in stations such as the BBC World Service}

exercise 2, it may help to give each pair of students just one of the characters to focus on After they have listened, refer the students to the tapescript to check

To help develop listening ability it is important to

emphasize two things:

1 Make it a habit Have a regular weekly (or even daily)

Answers slot for watching/listening to an English programme (it

l False 2True 3 False 4 False 5 True could be the news but it doesn’t have to be} ,

6True 7 True 8False 9True 10 True 2 Have a task Always listen for a reason A simple task for

a You won't need a visa if you have a return ticket to a news programme, for example, is to note down the Japan (in other words not terminating in Canada) names of any places or people that are mentioned ~ or

Check you are flying with an airline that any other factual information ~ and then try to participates in the visa-free scheme Check the reconstruct the story

expiry date on your passport

b To travel without a visa you'll need to stay less than

90 days and have a return or onward ticket (and

also travel with a carrier that is in the scheme) Obligation and permission Otherwise you'll need to apply for a visa Also

remember that you won't be able to work in the US and the fact that you don’t have much money might make the immigration officers suspicious

Language focus 2

You may want to do some more extended work on the

structure and function of modal verbs at this point ~ e.g

must/mustn’t, should/shouldn’t

One of the main areas of focus in this section is the

contrast between spoken and written register, which is

often a grey area and further confused here by the fact that

recorded messages are often in written register

Nevertheless, it is an important language area, especially

for tourism situations Make sure you pay attention to the

pronunciation of the spoken forms ~ e.g the weak sounds

in you've got to, you don’t have to

The two practice exercises are designed to reinforce the

difference between spoken and written register and

style For exercise 2 it may help to bring in an extract

from an English language guidebook giving

information on laws and customs

asking the caller to wait (b)

offering to take a message (e)

recorded message

recorded message

asking to speak to someone (a)

asking for repetition or clarification (f)

Ask the students if they can think of other ways of

performing the various phone functions Get them to

keep an ongoing list in their notes

An alternative approach to exercises 3 and 4 is to write

each of the sentences on a piece of paper (add extras if

you have more than 12 students), and get the students

to find their partner by going round and uttering their

sentence When they've found their partner they

should continue the conversation for as long as

This section looks at linking in spoken language ~

contraction, elision, and assimilation Get students to

repeat the sentences paying particular attention to the

earlier in the unit For example, the business traveller

should also think about times of flights, check-in arrangements, etc The more of their own ideas that the students introduce to the role, the more motivated they will be during the role-play and the more effective it will

be If you ensure that the core roles and aims are not lost,

then there will still be enough ‘conflict’ to sustain the role- play There should also be a competitive edge in that students have to try to get better deals than other students playing the same roles

During the role-plays monitor and make notes (particularly on the correct use of the target language) and feedback on it at the end

Extd activity ¡

Students can get more authentic practice by telephoning various English-speaking tourist information services This could be linked in with gathering materials for topics covered in later units - e.g phoning UK or US-based tour operators for information on tours they offer (Unit 4);

phoning UK or US airports for publicity information (Unit 5)

Activity My hols

Procedure

Set the scene by discussing any holiday programmes that exist in the students’ own countries Show the picture of Judith Chalmers What type of holidays would she want to

go on? You could also introduce the vocabulary from exercise 2 and get the students to predict which destinations they might be linked with This will help generate interest in the article as well as pre-teach some of the vocabulary

The follow-up activity (exercises 4 and 5) can be brief (ie

just get students to write a plan of a programme) or it can

be a very lengthy activity with role-played interviews, visual

presentations, factual information and so on, ideally all recorded on video if you have access to these facilities

Answers car hire - Cape Town and Portugal concrete mixer ~ Corsica

crab sandwiches ~ Cornwall (Looe)

dancing ~ Loulé (Portugal)

golf course ~ Algarve good view ~ Algarve high hedges ~ Cornwall pool ~ Cape Town and the Algarve

restaurants ~ Cape Town

lovely lawns ~ Cape Town (Bishopscourt) market — Loulé (Portugal)

1 Driving holidays with the family in the UK

2 It gives her ideas and she often gets upgrades

3 Because they were renting a house and they had had a bad experience renting a house in Corsica

4 She doesn’t like the regimentation, she prefers to have freedom

5 Dislikes: being recognized (when she’s working),

packing and unpacking Likes: meeting people,

flying

6 She gets up early and does some gardening

7 She has a dance at a wine bar in the local square,

and then has supper on the terrace

b verb plus gerund combinations

I remember the hedges being high

ft enjoy meeting them

f enjoy flying

I like walking along the sand

2 Get the students to write similar articles talking about their own holidays Obviously they will not have had the same length and range of experience as Judith Chalmers,

so the article will be naturally much shorter, but get them

to follow a similar structure ~ childhood holidays; last holiday; best holiday; regular holidays; likes and dislikes;

favourite activities The exercise could be set for homework (after class preparation ~ brainstorming and organizing ideas) or could be a more communicative class exercise - if, in pairs, one student interviews a partner, and then they write an article together

Project work

Design a travel agency

A travel agency offers many different services Get the

students to imagine they are setting up a large travel agency

for an international company in their city or town They have to design the layout of the travel agency Suggest they include these features, together with points worth

considering:

welcome point/reception

customer service desks (the main feature ~ should be

functional but relaxing) desks for flight-only bookings rack displays for brochures (attractive) corporate-travel section (business-like environment)

telephone sales and service (out of view?) bureau de change (security)

waiting area (comfortable)

window displays (entice the customer) Plan the brochure rack displays, emphasizing the importance of having the right brochures at the right time Get students to think about :

What type of holidays and destinations are people in your city/town interested in?

How is this different at different times of the year? Plan a calendar of monthly brochure displays The display should include a regular section on special-interest holidays

If your classroom is suitable, you could try to put some of the design ideas into reality and create a travel agency within the classroom As suggested in the Extra activity at the end of Section 3, get the students to practise their telephone language by gathering brochures and materials

to stock the ‘travel agency’ with

Tour operation

The unit looks at:

— the role of the tour operator, especially in comparison

with that of the travel agent

~ types of written communication: letter, fax, memo, e-mail,

message

- negotiation technique

- responding to complaints

- tour operator customer surveys

The unit links with:

~ Unit 3 Travel agents - continuing the foundation work on

the two basic sectors of tourism, responsible for

packaging and selling tourism

~ Units 5,6, and 7 The travel and transport units (travel by

air, sea, road, and rail) - these units all contain more

detailed work on tour operators’ itineraries

— Unit 11 Promotion and marketing in tourism — a vital

area of the tour operator’s work

Context materials

It will be ‘useful for the class to have access to the

following materials during the'course of the unit:

~ brochures ~ any brochures produced by tour -

operators in English will be tuseful (and can also be

used again in Unit 11)

— examples of letters, faxes, e-mails, memos

~ aworld map (for the final activity)

Setting the scene

1 Give each student a brochure (or part of a brochure)

and get them to read it quickly to find out what type of

holidays and destinations are being sold and any other

relevant information This could be done for homework

if you have enough brochures to go round Alternatively,

it could be done in groups in the class

2 Get each student (or group) to present their findings to

the rest of the class Encourage the rest of the class to

ask questions

3 Get students to brainstorm the number of different

people involved in each of the holidays ~ in other words

the people that the tour operator will have to employ or

work with or negotiate with

SECTION

Vocabulary

1 In order to consider the differences between travel

The role of the tour operator

906603096 66 8959 06060606066 0 0 0060090090 09900 99600 8ea.08

Warmer

1 Give each student a card with one of the activities listed below Each one is performed by a particular person

working in tourism There are four groups with two

‘wild cards’ (which can be duplicated if necessary) which could belong to more than one group Each student must keep their activity secret

give advice on resorts to go to

issue tickets and vouchers sell package holidays (travel agent)

give people their room keys

take reservations for dinner arrange for porter (hotel receptionist) design a brochure/holiday package

research new markets

negotiate with airline companies (tour operator)

serve meals and drinks demonstrate safety instructions sell duty-free goods uonRisdo

(flight attendant) answer the telephone

operate a computer (wild)

Students have to find people who have the same job as they do by mingling and asking questions like What do you do?

When the students have all found a group, they should try to think of any other functions and activities which they perform (especially the travel agents and tour operators)

Alternatively, the bits of paper can be copied and cut up with each group of students getting a set and then having to group them in whatever way seems suitable

Travel agents and tour

operators

Procedure

agents and tour operators, refer students back to the

work on thé structure of the tourism industry which

was covered in Unit 2 You can make the comparison

with the car industry again if it helps ~ Gordon Wright

in the listening that follows uses this comparison Try to brainstorm as many different activities and functions as possible before looking at the matching exercise The warmer will have helped to start the students off

Get the students in pairs to match the definitions with

the functions If available, encourage the use of

English—English dictionaries

27

3 After checking the answers to the matching activity, get

the students to think about which function is performed

by travel agents and which by tour operators Don’t confirm their answers as the listening task that follows will do this

15 j rooming list 16 m itineraries

Listening 1 Travel agents and tour

operators

Procedure

1 The vocabulary exercise before should have prepared the students for the listening exercise so you can go straight into it Focus attention on the students’ answers to the

functions list (a to t) and play the tape twice if

necessary

2 The follow-up exercise on explaining the roles to each other should provide an opportunity for recycling language work on question forms and talking about jobs

(from Unit 2)

3 Exercise 3 does not produce clear-cut answers and the

main purpose of the exercise is to discuss the different tasks and practise using the vocabulary The answers given below for this exercise are suggested answers only

Answers

Travel agents-acdfgkmnrt Tour operators-behijlopqs

(e.g someone making a hotel reservation — phone or

fax)

2 Make sure that students read the introduction about

Going Greek and understand what type of tour operator

it is Ask a few simple comprehension questions

3 See what ideas they come up with for the five situations and then get the students to quickly skim the five texts

to check if they were right Don’t give them too long to

do this, as the aim of this stage of the activity is to improve skim-reading skills

4 Exerciset'3 and 4 give an opportunity for more intensive reading of the texts Answers should be discussed in

pairs or groups Exercise 4 gives an opportunity for

dictionary work — finding the location of abbreviations can sometimes be more complicated than people first think

Answers aphone message b memo c e-mail dletter e fax message

letter = a and f fax=dande phone message = b andi e-mail = h and j

a,$.a.p = as soon as possible Internet = computer network of information and communication

testimonial = formal written statement describing someone’s character, ability to work, etc

PS = postscript ~ a short addition to a letter Dept = department

attn = attention (for the attention of .)

database = large collection of information stored ina ~

computer system

PR = public relations

Extension activity :

In order to practise/revise the CV writing introduced in Unit

2, the students could write the CV for Colin Brandon applying for the resort representative job Some information

is given in the covering letter but students will need to invent other information The main practice should be in the design and layout of the CV This could be done for

homework

Output task Tour operator's replies

Procedure

1 Even though this is a writing activity it should be done

in pairs in order to encourage communication and support However, if time is limited it could, of course,

be set for homework

2 Make sure the correct format is used for each text-type ~ students merely have to imitate the layout of the original

in the Student’s Book Get them to compare each other’s

final product Some possible models can be found on

page 79 and photocopied for comparison if you wish

Extra activity : :

For further practice get the students (still in pairs) to

produce further texts, each requiring a reply Here are some

suggestions:

Tour operator's fax to printers asking when brochures

will be ready

Letter to travel agent enquiring about travel insurance

Internal memo to travel agency staff about their own

holiday plans

Phone message from customer to travel agent

wondering when tickets will be ready

E-mail enquiry from company asking about business

class flights to Tokyo

Pairs should prepare one of the texts and then pass it'to

another pair for a reply

SECTION2 Negotiations

eeaeouuae

Warmer

1 Photocopy (or copy onto the board) this list of advice

on how to behave in a business meeting ~ some of the

advice might be good, some might be bad Add some of

your own if you want

Never turn up late

Men should wear a suit and tie, women a skirt or suit

Start with some friendly social chat — about their

family or their journey

Always start with the most important point you want

to make

Make certain everyone has a glass of water

Dot make the room too warm

Sit at a round table, not face to face

If you have people from different countries, make

sure everyone speaks in English

2 Get pairs or groups to discuss the advice and say

whether they think it is good or bad ~ or rank it in

terms of importance

3 Pairs compare with other pairs »

Reading Negotiation techniques

Procedure

1 The warmer should have helped to get students thinking

about the style and format of business meetings Make

sure they understand what a negotiation is — two (or

more) sides with different aims coming to a common

acceptable solution An example may help — e.g Going

Greek negotiating with Olympic Coaches about the cost

of coaches for their transfers and the level of their

discount

The pre-reading exercise 2 should be done in pairs

Exercise 3 can be done in groups of four as an

information transfer exercise (or ‘jigsaw’ reading), as described in the Student's Book Alternatively, it could

be done as a straightforward reading with all students reading the whole article and then comparing answers

English-English dictionaries could be used to help with the idiomatic expressions in exercise 4

Exercise 5 can be done in pairs; exercise 6 with the

a game-plan = a strategy for how you want the

meeting to go and how you will respond to developments

hard man, soft man = a tactic when two people on the

same side take a different approach, with one being tough and even aggressive (‘hard man’) and the other being gentle and friendly (‘soft mar)

Language and behaviour, point 4

Language and behaviour, point 1

Follow up, point 2

Achieving your objectives, point 6 Achieving your objectives, point 6

Language and behaviour, point 5

Preliminary negotiations

Procedure

1 Make sure the students understand who the two people

are and who they represent Pictures and simple

diagrams on the board can help with this You could

also get them to predict why they might be talking to

each other

When setting the scene for the listening it is a good idea

to introduce and check understanding of some of the

technical vocabulary that occurs: seat rates, release dates,

cancellation charges, time slots, on-board extras, flight schedules (as opposed to scheduled flights!)

Spend time on exercise 1, as it sets a fairly simple gist task for the listening Get students to think about the

language they might hear at each phase

Play the tape a second time (and a third time if necessary) for exercise 3 Get students to compare their answers before reporting back

29

Answers

fcedagb

1 Subject: charter arrangements for next season

Date: Friday 5 April

Time: 10.30

Venue: offices of the airline company

People present: Carla Manson, Peter Nicholson, Jo Greenyer (and secretary to take minutes)

6 Main objectives:

~ review reports on last season

~ get better seat rate for higher volume of business

~ more favourable time slots

~ better in-flight service

7 Preparation required:

~ get reports on last year together

~ take draft brochure

Language focus 1

Arranging a meeting Rather than give students the expressions for the different functions in this Language focus section it may be a good idea to refer them to the tapescript and get them to ‘hunt for them

Possible ways of continuing the three sentences are:

Are you free/available this Thursday?

Are you able to come to a meeting on Thursday?

What are you doing this Thursday?

What are your plans for this Thursday?

Shall we meet this Thursday?

Shall we try to fix a time now?

The diary page activity is quite a fun mingling activity

Make sure students use the target language, both for suggesting a meeting and for responding (positively or

negatively)

identifying and proposing areas of discussion

Practice Answers

1 I propose we vote on it

2 1 want to put forward the following suggestion

3 Td like to suggest that we offer a larger discount

Responding to points

It is important that students learn and use these functions in a genuine context So, as suggested in the

Student’s Book, encourage them to think about the

proposal that might have preceded each one They could even write and act out mini-dialogues using the target expressions

Practice Answers

1 Yes, I see your point

2 Pm not sure I totally agree with you

3 Yes, I accept that

4 I’m not sure about that

5 Yes, but I’d prefer more commission

6 Td go along with that

Responding positively = 1, 3, 6

Expressing reservation = 2, 4, 5

Pronunciation focus 1

Answers

1 Not too bad We've had a pretty good year

2 Td rather know in advance what'll be coming up

3 We'd have preferred some better departure times

4 Tm sure you'll agree we can make the flight itself a bit more of a selling point

Give plenty of time for the preparation of roles

Your main priority in this exercise should be the accurate

use of the target language (a freer activity follows in the output task) So keep notes during the role-plays so that you can do any necessary correction and repair work

Output task Negotiations with a hotel

Procedure

1 Spend a lot of time on the preparation stage with the three groups thinking in detail about their role and the tactics they will employ The secretaries (group C) are

an important group as they will be responsible for keeping the role-play going, so make sure you spend time with them during the preparation stage

2 For the first phase of the role-play (arranging the meeting and setting the agenda) get the As and Bs to sit back to back and simulate a telephone conversation You can revise some of the telephone language from Unit 3

at this point During this phase group C students should listen in and keep notes in order to confirm the meeting time and list the agenda items

3 For the second phase of the role-play (the actual negotiations) make the situation as realistic as possible, with appropriately arranged furniture and suitable greetings and social exchanges at the beginning Once the role-plays get going monitor closely but try not to

interrupt ~ if you need to communicate pass notes to

the secretaries

4 For the follow up refer back to the reading text to see if they followed the advice there, and if the meetings could have been more successful for either side

"5 ‘The letters and reports in exercise 4 could be done for

homework.

SECTION 3 _ Handling complaints

What was it about? Was it resolved successfully?

Has anyone ever complained to you about anything?

How did you respond? How did you feel?

If the students cat think of any incidents, prompt them

with various contexts — shops, restaurants, school, family,

friends At this stage stay away from specific tourism

situations as these will be looked at in the next activity

Listening 3 Three complaints

Procedure

1 Brainstorm different areas of potential complaint,

related to the different jobs as indicated in the Student’s

Book Students should be able to think of these quite

easily but might need some'help with vocabulary Get

them to think of the best solutions to each complaint

2 For exercise 2, pause the tape after each conversation to

give the opportunity to note and compare answers They

will only be able to answer d after they have heard all

three conversations

3 Play the tape again for exercise 3 and pause and replay

the particular sentences if necessary Get students to

repeat the sentences for pronunciation (particularly

intonation) practice You could also get them to listen

for the response to the complaint, as the main focus for

students is not how to complain but how to handle

complaints (see Language focus 2 that follows)

4 For further practice, look at the photocopiable activity

on page 80

Answers

© Conversation 1

a hotel guest complaining to tour rep

b noise and building work

c try to move the guests to a quieter part of the hotel

d guest is quite angry

e hotel booking (and brochure?)

Conversation 2

a passenger to airline rep

b flight overbooked therefore has to wait for later

a hotel manager to tour operator

cơ hotel is not featured prominently enough in tour operator’s brochure

redesign on next brochure print run

not very angry brochure design

In fact, to be honest, it’s a disgrace

Are you supposed to be in charge here?

4 Vm sorry to trouble you but there seems to be a

if you cut up the dialogues for each group so that the

sentences are on separate pieces of paper.)

2 Get the students to put the dialogues in the correct order, stressing that there are two separate dialogues, and giving them the following clues:

a One passenger is more polite than the other

b One passenger is.a man, the other is a woman, but both are called Dr Higgins!

¢ One passenger has only lost one suitcase, the other has lost two

3 When the groups have successfully reordered the dialogues get them to read them aloud in pairs a few times, Concentrate on the correct intonation and the right mood Get the students to try to act out the conversations without looking at the words and then to substitute a description of their own luggage and a different flight number

1 Set the scene by brainstorming possible causes for

complaint on a package holiday, using the suggested

headings as prompts

2 Before reading the content of the letters, draw attention

to the layout of the two letters Ask some simple comprehension questions, such as: Who is the letter on

page 55 from? Who is the letter to? How do they close the

leHer?

31

4 Follow up with a ‘hunting exercise’, getting the students

to reread the letters and look for specific expressions introducing the complaints and responding to them

The response to complaints will be developed further in the Language focus exercise

Answers

travel arrangements: flight overbooked, impolite staff,

no explanation, no representative of tour company

flight: crowded, little leg-room, no in-flight movie, disgusting food, unfriendly (and clumsy) flight attendant

arrival: no representative of company, 50-minute journey (advertised as 20)

return: coach late, check-in late (separated on plane),

luggage mislaid

travel arrangements and flight: plane had to be substituted because of technical problems arrival: representatives were there (misunderstanding?}, more people and more drop-offs

on coach because of delayed flight

return: local difficulties

~ will suggest there is a company representative at the next planning meeting `

~ enclosed a voucher for 20% off next Sunsearch

holiday

a-3 b-5 c- 1 d-2 e-4

Language focus 2

Responding to complaints {spoken}

Responding to complaints orally not only involves understanding and producing appropriate language, it also

involves dealing with behavioural features — gesture, body

language, tone and attitude, volume, etc It may therefore

be helpful to do a little drama-based warmer at this stage

Here is a suggestion:

1 Divide the class into two groups Group A should think

of something that makes them really angry They should get themselves into an angry mood by thinking about

whatever it is and by using appropriate gestures (stamping feet, banging fists, even screaming) Group B

should think of ways of calming people down — not just language, but gesture and touch

2 Students from each group, pair up and act out an

anger/calming encounter

3 Repeat the activity, this time with group B students

being angry and group A calming, Alternatively, group B

students could be complaining about something the

group A students have done

As the main aim of this warmer is to create the mood and

behaviour of an angry complaining situation you do not

need to worry too much about language In fact, if you are

working with a monolingual group the whole activity could be done in their own language

Answers

The most polite ways of introducing a complaint are

probably:

I'm sorry to trouble you, but there seems to be a problem

I was wondering if you could help me ~ there appears to

be a little difficulty

The most angry are probably:

Are you supposed to be in charge here?

I demand to see the person in charge immediately Make sure the students understand the stages of the response (initial reaction — clarification ~ details — explanation — proposed plan) as well as practising the

example expressions

Responding to complaints (written)

Discuss how a written response to a complaint is different

from a spoken response (you don’t have to deal directly

with the mood of the complainer, time to consider response and action, need for more formal language)

Focus on the four phases of the response as well as the

language involved

Exercises 2 and 3 can be done in pairs or small groups

If you want the class to get more practice at letter writing,

you could set a homework exercise to write the other full

letters from which the other extracts are taken (one pair of

letters per person)

Pronunciation focus 2

Practise the utterances with exaggerated intonation

For Practice exercise 2, make sure the students follow the five stages of the suggested response Get complainers to change their mood (polite or angry}

If possible, record one or two of the exchanges for feedback

and analysis Use this as an opportunity for training —

again, not just in terms of language, but also in terms of how to handle and manage a potentially difficult situation

Output task Feedback questionnaires

Procedure

1 Before looking at the questionnaire in the book, get the class to think about the areas they would ask about in a

feedback questionnaire for a large tour operator running

mainly inclusive package tours

2 Read the questionnaire to see if there were any areas they did not cover in their own design Check

vocabulary as necessary

3 In exercise 2 you can use not only the complaints from

the Listening (only one of which is really relevant to the

customer feedback form) but any other complaints that

have come up in the course of the Language focus work

~and from the reading

4 Make sure the students fill in the questionnaire

completely (for exercise 3) If you want to give more

practice at asking questions then this could be done

with a partner, but change partners for the role-play

activity in exercise 4,

5 For exercise 5 mix up the questionnaires so that groups

are not looking at their own questionnaires

6 The writing exercises, 6 and 7, could be set for

Section 5 (‘Overall’): D Accommodation

Conversations 2 and 3 are not relevant as they do not

concern customer complaints on package tours

Letter of complaint (L Haus)

Section 2 (‘Flights’): A, B, C, D, E and F

Section 3 (‘In-resort service’): A, B and C

Section 4 (‘Your accommodation’): H

Section 5 (‘Overall’): A, E, G, H and I

Extension activity :

To give extra practice on some of the work from earlier

units (surveys, questions, and statistics) get the students to

interview as many people as possible about their last

holiday using the customer feedback form in the Student’s

Book (If they have access to a large number of English-

speaking people this could be a very extensive activity; if

they do not have access to English-speaking people then

use the file of magazine people pictures with students

imagining their particular complaints) Use the data thus

obtained to produce an appropriate statistical report

Activity Planning a series of tours

Procedure

i Brainstorm different types of transport and associated

journeys Think of some unusual ones — e.g barge,

rickshaw, snowmobile, hovercraft, 4WD vehicle,

helicopter, etc Use any pictures of your own that you

have One of the main aims of this activity is to lay the

basis for the transport themes ofthe next three units

2 For exercise 2, refer to the world map Give different

groups different starting and finishing points and

different basic routes (e.g one round the poles, one

round the equator)

3 The simulation activity itself (exercises 3 and 4) brings

together many of the themes of this unit and the previous unit If the students are motivated enough it should run without too much input or guidance from the teacher Make sure that the basic decisions that the

groups make are realistic and not over-ambitious They

do not have to spend a lot of time on ‘packaging and

promotional language ~ this area will be covered in a later unit in much more detail

In the detailed planning stage (exercise 4) you will need

to give out extra information and new items These are designed to force the groups to rethink and replan and you can choose how many items you give and whether you give them to all groups or just particular ones — it is

a good way to keep ‘early-finishers’ in the activity Below

are some suggestions for items but you can add your

own depending on the particular needs of the groups:

— cost of air fuel soars — is there an alternative to flying?

~ economic exchange rate drops badly for your main country

— your coach company goes bankrupt

~ food-poisoning scare in your main resort area

~ the tour of a rival company specializing in holidays

for young people is featured on a major TV

programme

~ civil war breaks out in your main country

4 Give the groups time and materials to present their tours, either on display boards or in files

Project work

1 Gather information and materials on specific tour

operators, especially tour operators based in English- speaking countries operating in your country Material

could include brochures, itineraries, company profiles

The students should practise their letter writing by

communicating directly with the tour operators to ask

for profile material (or faxing or e-mailing) It may also

be possible to invite a representative from one of the tour operators to come to talk to the group

2 Get the students to take the tour operator they invented

in the Activity section and produce material related to

the unit (and also laying the basis for further additional material to be added in later units) This material could be:

~ basic company profile/description (e.g for front of

brochure)

~ description of tours offered (i.e the work produced

in the activity on page 58)

— internal training advice sheets on (a) how to negotiate, (b) how to handle complaints

~ detailed itineraries (when Units 5, 6, and 7 are completed)

- promotional work (when Unit 11 is completed)

As with other project material, ensure that all the work is

carefully presented and preserved in files or displays

33

The unit looks at:

‡ airport announcements and procedures checking in and ground services the job of flight attendant customs regulations

The unit links with:

— Unit 6 Travel by sea and river and Unit 7 Travel by road and rail ~ together these three units explore the theme

of travel and transport

Context materials

It will be useful for the class to have access to the following materials during the course of the unit:

~ any ‘realia’ related to flights and flying (e.g

boarding passes, flight schedules)

~: world map

- ‘materials for preparing and presenting airport plans:

Setting the scene

1 Write up the flight codes of a number of familiar airlines — e.g BA, AZ, IB — and get the students to say what they stand for and which country they belong to

2 Get students to brainstorm other flight codes They could do this as a quiz in teams

3 On page 81 isa list of world airline codes which you can photocopy You can make it an ‘information gap’

exercise if you want, by blanking out different bits of information

4 If you like this sort of activity you could repeat the

exercise with airport codes (e.g LHR, LAX) and locate

them on the world map

Note: You can also use this activity to practise the pronunciation of alphabet letters

SECTION 1 Announcements and

procedures - /

Speaking Experiences of flying

This is really a warmer for the whole unit and so there is

no need for a separate warmer to this section Follow the

procedure as outlined in the Student’s Book, dividing the class into groups of people who have flown and people

who have not

Listening 1 Airport announcements

Procedure

1 Get students to brainstorm the different ways in which

information is passed on to passengers at airports (notices, monitor screens, announcements) and to predict the types of announcement which are heard

2 Play the tape straight through for the first and second

exercises Resist the temptation to pause the tape after each announcement

3 For exercise 3 play the last three announcements one by one You will need to play these announcements a few

times, or alternatively you could read them out aloud

yourself, Treat this activity as a ‘dictogloss’ rather than a conventional dictation ~ in other words, do not break

up the announcements into short phrases, but read the whole announcement at natural pace, and allow the

students to pool their ideas between playings

4 Exercise 4 is a natural production extension of the listening in which students will have to actively use some of the standard expressions used in airport announcements A more amusing, if somewhat anarchic, version of this is to get one half of the class to

write announcements which they all read out at the

same time (whilst the class is standing up and mingling), the other half of the class have to note down

as many of the announcements as possible in a given

time, Answers

Airport procedure

Procedure

1 Set the scene by asking the question: What makes an

airport good for passengers? You can start by brainstorming the facilities found in an airport, starting

with essentials (check-in desks, passport control, toilets, etc.), then important services (restaurant, shops, etc.), then non-essential services (children’s room,

observation area, showers, etc.), and finish with any

‘fantasy’ items that the class can think of Note: this

discussion will lay the basis for one of the suggested

projects in this unit (see Project work)

2 Get the students to give as much detail as possible when

describing what happens at each stage ~ i.e not just You

check in, but: You give your ticket and passport to the

check-in attendant, they tear out part of the ticket, ask you

whether you want smoking or non-smoking, weigh your

luggage and send it down the conveyor belt, give you your

luggage tickets and boarding card , etc This will help

with the reading exercise

3 Students can do the gap-fill in exercise 2 in groups or

individually as you prefer If you want to make it more

difficult (and if you have spent a long time eliciting

vocabulary before) then get the students to cover the

lists of missing words

Answers

#3 1 economy 2 terminal building

3 trolleys 4 check-in desks

5 boarding card 6 conveyor belt

7 excess baggage 8 hand luggage

9 passport control 10 immigration officer

11 security check 12 departure lounge

13 duty-free i4 announcement

15 departures board 16 boarding

17 departure gate 18 ground steward

19 flight attendant 20 immigration control

21 conveyor belt 22 baggage

23 customs 24 green channel

25 import duty 26 escalators

3000 1 0010 : : :

Using the ideas they discussed at the start of this section

(What makes an airport good for passengers?), get students in

groups to design an actual terminal building for the next

fifty years They should think about facilities and their

location and also other features such as transport links The

groups should produce a plan of their designs for class

display

Language focus 1

Explaining procedure ~ sequence linkers

If you wanted to make: this more of a reading exercise you

could list the different stages on the board in jumbled

order (e.g briefing for take off, parking the plane, loading the

computers, .) and then get the students to predict the

correct order They can then come up with some ways of

linking the stages before being referred to the text

Answers

3 Note: Some of the substituted expressions require

changes in the grammatical form of the sentences ~

these are indicated below in brackets

It all starts with To begin with (there is)

First of all we have The first stage is Beforehand

Previously

Prior to this Before this Next we have Next (there is)

Immediately afterwards

Earlier

The next stage is/After this

As soon as that’s over While all this is going on At the same time as this

Simultaneously The final stage is Finally (We)

The last stage is that

Make sure that the expressions are used correctly in the

practice activities Be prepared to provide or pre-teach any

necessary vocabulary for the everyday activities in exercise

2 (e.g the parts of a car and related verbs if you choose the

driving a car activity)

Output task Cabin crew procedure

groups for the different exercises

3 For exercise 5 you can either get the students to produce their own version or refer them to the tapescript in the Student’s Book This is an example of where reading aloud is an authentic activity as flight attendants do

have to read safety announcements Get students to

listen to the tape again following the text and noting stressed words If you want, you could record the students’ announcements for analysis and correction work

Answers

f9 g7 h13 ilo j6

a serve tea and coffee

b_ welcome passengers on board

c collect empty glasses/drinks or meal trays

d assist with stowing cabin luggage

e serve drinks

£ assist passengers leaving plane 35

g offer duty-free goods for sale

h give safety announcement

Draw this grid on the board and get students to complete

it, either in groups or as a whole class:

Transport Where you “Getting on’ What you have

get it ] verb to do to get on

piane airport board buy a ticket

check in 1-2 hours before

train

cruise ship

taxi coach hire car

Learner training - Recording vocabulary in grids like this is a good idea as it helps to store and organize the words Encourage students

to copy the grid into their notes They can also expand the

grid with other categories (e.g who works on the transport and at the place where you get it)

Reading Boarding passes and

check-in screens

Procedure

1 Ifyou have managed to find any air travel ‘realia’ of your own, such as old boarding passes, luggage labels, baggage claim receipts, even your passport, then circulate them now and get students to work out or describe what they are, what they’re for, and who would have them in an airport or on a plane

2 Refer students to the boarding pass and seat plan in the book and get them to transfer the information as indicated Note that for exercise 2 not all the words are needed Some of the words occur in the Listening that follows so it is useful to go over them in any case Pay particular attention to the pronunciation of aisle (/ai/

like I’ll or isle)

Passenger: Harding/S Smoking/Non-smoking: Non-smoking

Special request: - Seat number: 28F

1 28F - 2 aisle

3 window 4 luggage tags

5 leg-room 6 emergency exit

7 behind

Listening 2 At the check-in desk

Procedure

1 Set the scene by getting the class to imagine the sort of

problems that can occur at check-in If they (or you) have any personal experiences all the better

2 Play the dialogues one by one and give the students time

to record their answers on the grid When they have heard all three dialogues once, get them to compare

answers in pairs

3 Play the dialogues again, stopping after each one to check answers together This is probably the best time to discuss possible answers to exercise 3, either in pairs or

Paris checked baggage, one bag included

too heavy as hand luggage Mood and polite and passive (e.g Oh dear, Thank you

attitude very much indeed.)

extract 2

destination problem solution

Orlando’) party can’t sit four seats found close to

together each other (3 aisle seats

behind each other, and

one middle seat next to

one of the aisle seats) Moodand angry and a little aggressive (e.g

attitude What! Oh no! That isn’t good enough!)

extract 2

not given’ wants to take checked in as

guitar (in case) on’ special item just before

as hand luggage’: boarding

Mood and’ vague and nervous (¢.g: Really?, I didn’t really

~* attitude think, Hmm, I don’t know + )

:Extd đctiVity ỹ

Work on intonation and mood-identification is included

here in an incidental way (exercise 3) and you may decide to

focus on this more extensively — reading the mood of a

person is a very important skill in a variety of tourism

situations A simple drama game may help here — for

example, the Adverb Game, in which a pair of students are

sent out of the room while the rest of the class choose an

adverb (such as happily, enthusiastically, angrily, irritably)

When the pair return they ask questions or initiate

conversations to which the rest of the class respond in the

manner of the chosen adverb; the pair have to work out

what the adverb is

You could use this as a warmer for the listening If you do,

make sure you include the adverbs for the moods of the

people in the listening text

Output task Checking in

Procedure

1 There are no set rules concerning what should be said at

check-in and what order it should be said in Different

airlines have different procedures, and different

individuals will follow different formats The answer to

exercise 1 given below is a suggestion and there could be

some alternatives The main aim is to set the scene for

the dialogue work that follows ˆ

2 Allow as many different question types as possible when

students are predicting the words that would be used

Thịs is a good opportunity to revise the work on direct

and indirect question forms from Unit 2

3 The main aim in exercise 2 is to practise the language of

checking in and become familiar with interpreting seat

plans Therefore there are no obvious answers — in both

cases compromises will have to be made Allow

passengers to adopt different moods (polite, angry, etc.)

if you want

4 Exercise 3 provides freer practice However, make sure

that the check-in clerk continues to ask the basic

questions looked at in exercise 1

Answers

(suggested)

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

See

The photocopiable activities on pages 82 to 85 look at the

topic of Meet and greet’ services and airport transfer

arrangements They also give considerable practice on letter

writing Neither area need be regarded as central to the

topic of air travel and therefore they are not included in the

Student’s Book, However, if you want to study them you can

photocopy the activities that follow

‘Meet and greet’ is a fairly informal term for a service

whereby passengers are met (usually on an individual basis)

and escorted (usually by car) to their onward destination

Answers (suggested)

1 Ms Josephine Thomas, Principal of St John’s College

2 Michael Everest, Executive Director of Heathrow

Airport Licensed Taxis Ltd

3 They have missed their drivers or had to wait a long time

4 Their service is open every day and as they have

over 3,000 taxis, a car will be ready immediately the passenger arrives

5 The desk is staffed 16 hours every day so it is not

available all day and night It is available at all the

terminals

6 Nothing They present a voucher

7 They can offer competitive prices Passengers will also travel in the famous London taxi

8 Inthe company magazine, ‘HALT Monthly’

9 A taxi which is in contact with its base by radio

(and so can be called quickly to pick up a client)

Below is a suggested model response You could give

the underlined parts as prompts (but let the students

work out the layout for themselves) You will find a photocopiable version on page 84

SECTION 3 Flight attendants

Warmer

Focus attention on the cartoon of the bad flight attendant

on page 69 of the Student’s Book Identify and discuss as

many examples of bad practice as possible (e.g She

shouldn't be smoking, She’s spilling drinks, etc.)

Listening 3 Could you be a flight

attendant?

Procedure

i Get students to fill in the chart with their own predictions before they listen to the tape This will give you a chance to check that the different terms are understood (e.g build) and also to pre-teach any of the lexis from the text which you consider necessary

2 You will probably need to play the tape at least twice

Give the students the opportunity to compare answers

in pairs between the two plays

37

Answers

Health: pretty good

Vision: fairly good eyesight, not necessarily ‘twenty-

twenty’ (Le: perfect) General knowledge of geography, comipleted secondary knowledge/: school, college education preferred

Languages: no extra languages requited on some English-

speaking airlines, other countries require at least

oné foreign language, usually English

Clothes at: - fashionable and smart interview: ; Personality: friendly and confident, calm and poised (able to

take pressure)

Other: ability to swim, good memozy, prepared to

spend long periods away from homie

Complete a similar chart for:

a apilot b an air-traffic controller

Reading Psychology questionnaire

for potential flight

attendants

Procedure

1 Explain any vocabulary you think is necessary in the ten questions (e.g overtime, value, goals)

2 For exercise 2, make sure the students know they are

only matching the options, not answering the questions

3 There are no right answers to exercise 3 Encourage as

much discussion as possible about the various issues

raised ~ don’t try to come to a conclusive answer too soon, if at all

4 For exercise 4 the questionnaire should be completed individually and then answers compared, rather than done as a role-play Role-plays will follow in the Speaking section

Answers 1d 2j 3b 4h 5ỉ 6e 78 8a 9f lộc

Speaking Flight attendant job

interview

Procedure

1 The details of how you arrange this will depend on your

teaching situation — the class size, the furniture

arrangement, etc But try to simulate an authentic

situation by moving the furniture, having candidates waiting outside, and so on during the actual role-play

You may also want to have more interviewers than

candidates (especially if you decide to choose panels of

three), so that candidates are not waiting too long, If you want to vary the role-plays and get away from the

theme of flight attendants, then you could have different groups interviewing for different jobs (e.g pilot, air

traffic-controller, customs official),

2 Make sure you give the students sufficient time to prepare their roles The language used at this stage is still very valuable practice and the longer they prepare the more effective the role-play will be

3 Each panel should interview at least three candidates, so

keep the role-play flowing quickly

4 If you have the opportunity, record (on audio or video) the role-plays for subsequent feedback If this is not

possible, then make sure you take detailed notes ~ not

just of grammatical and other language errors, but also

of techniques used

Output task Cabin crew role-play

Procedure

1 If possible, preparation for this role-play should be done

in separate rooms, but if this is not possible make sure that the two groups cannot hear each other (e.g play

some music as a ‘barrier’)

2 Make sure that both the ‘flight attendants’ and the

‘passengers’ make notes in the appropriate column and,

if possible, practise what they are going to say The

‘passengers’ should be made aware of the need to work

as a team and not act angrily or drunkenly too early on

3 It is also important that the different stages of the role-

play are followed in order and that it is not too rushed

Make notes for feedback as you monitor

4 Spend time on the post-role-play discussion as this will

help to bring together many of the themes of the unit

Activity Customs regulations

Procedure

1 You could make this topic more extensive by asking the

students to think about and research customs

regulations for their own country/countries before they

do the activity Alternatively, you could follow up with a

small research project investigating the customs

regulations in their own and other countries (see 4

below)

2 Start the activity in the Student’s Book by eliciting any

personal experiences the students have had at customs,

how they feel when they go through, etc Talk generally

about the type of items which customs officers are

looking for, and ask what things people try to smuggle

and how they conceal them Even if the class have not

travelled by air much they should have some knowledge

through films and books

3 For exercise 3, you could lead into a simple role-play

between customs officials and-passengers, perhaps _

giving each of the passengers an illicit item

4 If you and the class are interested in this topic you could

extend exercise 4 to produce and present an

‘Information for travellers to ° leaflet

Answers

©) The answers to the first two columns of the activity are

not clear cut ~ even a handgun is permissible in some

countries if it has a licence The aim of the activity is to

a family pet (a cat) R

a souvenir painting (worth £400)

a CB radio : R: Gif not approved for

or you're not sure you should go through the red

2 Tm afraid you have to declare them and pay import

duty Please go to the red channel

3 The baggage you checked in will be-automatically

transferred to your onward flight You only need to declare goods in your hand luggage

4 Do you have the receipt? If it didn’t cost more than

£136 you don’t need to declare it and you can go through the green channel

5 No, I'm afraid people under the age of 17 are not

entitled to the tobacco allowance — you'll have to pay duty 5

discussion: students decide on their own who should get the places, they then get into pairs and agree a selection, then into fours and so on - this way the students have their speaking confidence reinforced at each stage

The activity could also be done as a role-play or‘balloon’

debate with students taking on the roles of the different

passengers You could also use it to do some more work on

complaining and responding to complaints

Project work

There are a number of possibilities for project work in this

unit

1 You could get the class to prepare a visual display on

different international airports, by gathering material

from their own countries’ airports or airports near to

where they are studying They may have to write away to airports in English-speaking countries for some of this material, but this will be good practice for formal letter

writing,

2 Research into customs and immigration regulations in

different countries is another possibility and again will

involve writing away for information

3 The main project for this unit should be to design and carry out a survey on airport satisfaction to find out

what people look for in an airport This could be done

through a series of statements which people are asked either to grade (1 to 5 for not important to very

important) or rank in general order of importance,

For example:

A well-stocked Duty Free shop

Good public transport to and from the city centre

Pleasant decoration and atmosphere 39