English for international tourism intermediate tb new edition

UNIT MENU Grammar: tense review Vocabulary: money matters, describing locations Professional skills: marketing Case study: design a tour Aims and objectives In this lesson students

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English for International Tourism

B1–B1+

KAREN ALEXANDER

NEW EDITION

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Pearson Education Limited

The right of Karen Alexander to be

publication may be reproduced, stored in a retrieval system, or transmitted in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers

Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according

to the following conditions Individual purchasers may make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches Under no

circumstances may any part of this book

be photocopied for resale

Cover images: Front: 4Corners Images:

Franco Cogoli / SIME tc; Corbis: Blaine Harrington III b; DK Images: Paul Young / Departure Lounge bc; Getty Images:

Stuart Gregory t

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CONTENTS 2

CONTENTS

Photocopiable resources 101

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INTRODUCTION

English for International Tourism is a

three-level series designed to meet the

English language needs of professionals

working in the tourism industry and

students of tourism in further education

The course helps students to:

• build confidence in professional skills

such as dealing with enquiries,

marketing destinations, offering advice,

negotiating, writing emailsand speaking

to groups

• develop language awareness through

an integrated grammar and skills

syllabus

• acquire the specialized vocabulary

needed by tourism professionals

• practise language skills in realistic Case

studies that reflect issues in the tourist

industry today

Structure of the coursebook

The coursebook contains ten units and

two Review and consolidation sections

Each unit is divided into four lessons The

unit menu shows students the key learning

objective of the lesson Each unit has the

same structure:

• a vocabulary lesson

• a grammar lesson

• a Professional skills lesson

• a Case study or tourism-related game is

included at each level

KEY VOCABULARY

The vocabulary lessons introduce and

practise many words and expressions

required in the tourism industry, either

through a reading text or a listening By

the end of the lesson students will be

better able to use the specialist vocabulary

in appropriate tourism contexts At the end

of each unit, there is a Key words box that

provides a selection of words and phrases

from the unit and a reference to the

Mini-dictionary on the DVD-ROM

KEY GRAMMAR

In the grammar lessons key aspects of grammar that are essential for progress at this level are presented within an authentic tourism context These lessons include clear explanations and activities designed

to help students understand and use the language effectively By the end of the lesson, students will be able to use the grammar more confidently For additional support there is a comprehensive

Grammar reference section at the back of the coursebook

PROFESSIONAL SKILLS The Professional skills lessons provide students with the opportunity to learn and practise effective interpersonal and business skills, which are an essential job requirement in the travel and tourism industries They will learn professional skills ranging from dealing with customer enquiries and meeting clients’ needs to preparing a guided tour or a presentation

CASE STUDIES Each unit ends with a Case study linked to the unit’s tourism theme The Case studies are based on realistic tourism issues or situations and are designed to motivate and actively engage students in seeking solutions They use the language and professional skills which students have acquired while working through the unit and involve them in discussing the issues and recommending solutions through active group work

Language skills

Speaking skills: Each unit provides

students with a range of speaking activities The pairwork tasks are designed

to provide students with further opportunities to communicate in realistic and motivating tourism-related contexts

The Case studies require students to engage in extended communication about topical issues in the tourism industry At each level further speaking practice is available in a tourism-related game

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Listening skills: Each unit contains

several listening tasks developed around

topics related to the travel industry A

range of British, American and other

international native and non-native

speakers are featured, helping students

understand how people speak English in

different parts of the world Audio scripts of

the recordings are available at the back of

the coursebook

Reading practice: Reading texts feature

regularly in the units, providing students

with a variety of texts and topics that they

are likely to encounter in a tourism

context

Writing practice: In the writing sections

students will write real texts related to the

tourism workplace such as emails and tour

itineraries At each level there are also

writing tasks to help students get a job in

tourism Models of text types are available

in the Writing bank at the back of the

coursebook

Workplace skills

Working with numbers: Throughout the

course there are sections that help

students to manipulate numbers in

English, which is a vital skill in the travel

and tourism workplace

Research tasks: Each unit contains one

or more research tasks that encourage

students to explore tourism-related issues

on the internet or in their local

environment

Private study

Workbook: A separate Workbook with a

CD provides students with extra tasks for

study at home or in class There are two

versions of the Workbook – one with the

answer key for private study and one

without an answer key which can be used

by the teacher for extra practice in class

DVD-ROM: The course has a DVD-ROM

designed to be used alongside the

coursebook or as a free-standing video for

private study The DVD-ROM is attached

to the back of the coursebook and

provides students with five authentic films

featuring different aspects of tourism

Each film has a printable worksheet, a

transcript and a key to the exercises

These films give students the opportunity

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

non-The DVD-ROM also containsthe MP3 files

of the coursebook audio material

Although the DVD-ROM is not integral to the coursebook and is primarily a self-study component, teachers may find it useful to show the videos in class and set the optional task at the end of the video worksheet for homework This optional task, if a writing task, will have a model in the DVD-ROM key However, if the optional task is a research task then student responses will all be different and the teacher may like to ask the students to share their findings in a follow-up class

Website materials

The English for International Tourism

course has a companion website for teachers: www.pearsonELT.com/tourism

Teacher’s book: the teacher’s book is

divided into two parts:

• teaching notes which follow the same order as the coursebook They include the answers to the exercises and background information about places, people and professional practices mentioned in the coursebook

• photocopiable resources section, which contains twenty optional extra activities, two per unit The teacher’s notes make suggestions as to which point in the lesson an activity might be appropriate

Customizable tests: these tests are

based on the content of the coursebook and provide a measure of a student’s progress The testing section of the website provides the teacher with a range

of customizable tests:

• a placement test

• ten unit tests

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English for International Tourism Pre-Intermediate Teacher’s Book

• five progress tests (one after every two

units)

• an end-of-course test

There are two versions of each Unit Test

(one ‘A’ and one ‘B’ test each unit);

Progress Tests (one ‘A’ and one ‘B’ for

every two units) and an end-of-course test

(one ‘A’ and one ‘B’ version)

Professional exams

English for International Tourism is

recommended preparation for the LCCI

English for tourism exams

www.lcci.org.uk

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UNIT MENU

Grammar: tense review

Vocabulary: money matters, describing locations

Professional skills: marketing

Case study: design a tour

Aims and objectives

In this lesson students will:

• listen to an interview with someone from the

Hawaii Tourism Authority

• review and practise different present and past

tenses

• focus on common travel and tourism words which

are both verbs and nouns

Speaking

DREAM VACATIONS

Exercise 1, page 8

Focus students’ attention on the photos before

discussing which kind of ‘dream’ each photo might be

associated with and asking which holiday students

would choose (and why)

Ask students where Hawaii is and find out if anyone

in the class has ever been there Pre-teach

vocabulary, e.g survey, expenditure, tend, secluded,

before explaining that they are going to listen to an

interview with Teresa Koh of the Hawaii Tourism

Authority After listening, students compare answers

in pairs before class feedback

• What kind of destination is Hawaii and who

goes there?

• Where do most visitors to Hawaii come from?

• What makes people want to come to Hawaii?

• How do you promote Hawaii as a destination?

Students read the questions before listening to the

interview a second time After listening, allow them

time to discuss answers with a partner before

checking as a class

1 Where would you take your favourite person

on vacation if money was of no importance to you?

2 It showed that Hawaii was their number one

destination

3 Order of importance in number of visitors:

1 USA (west coast)

2 USA (east coast) 3 Japan

4 Canada 5 Oceania 6 Europe

4 a) well-travelled, demanding

b) money, free time

5 They learn to match the right island and its

unique attractions to the clients’ interests

Audio script Track 1.1, Exercises 2 and 3, page 8

VAH = Vy-Anh Nguyen, TK = Teresa Koh VAH I’d like to ask you some questions about

tourism in Hawaii if that’s OK with you?

TK Sure Go ahead

VAH What kind of destination is Hawaii? Who

goes there?

TK Well, Hawaii was named the top ‘Dream

Destination’ in a recent study of American travellers The Leisure Trend Group, the professional association who did the survey, asked over two million rich, active and outdoor-oriented people ‘where would you take your favourite person on vacation if money was of no importance to you?’ And Hawaii was their number one destination!

VAH So where do most visitors to Hawaii come

from?

TK Our biggest market is the United States – but

we get more people from the west coast than the east coast Japan is in third position and Canada

is fourth – although it’s interesting that in terms of visitor expenditure, the Canadians spend less than the Japanese even though, on average, the Canadians stay over twice as long After that, there’s Oceania and then Europe The Europeans tend to stay longer than the visitors from Australia and New Zealand, but we don’t get as many of them

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English for International Tourism Intermediate Teacher’s Book

VAH OK So what makes people want to come to

Hawaii?

TK Well, as you know, tourism is about selling

dreams It’s all about people doing something

different and taking a break from their ordinary

daily routines We focus mainly on luxury products

and we have a wide spectrum Luxury travellers

can range in age from their late 20s to late 60s

and beyond Typical profiles would be rich baby

boomers, who are typically well-travelled and

demanding about the experience they want, and

younger professionals, who have money but very

little free time Our visitors want to experience

something out of the ordinary – a luxury B&B in

the mountains, play golf on a famous

Championship golf course, experience our

regional cuisine, take a spa treatment while

listening to the sounds of the ocean, things like

that

VAH So how do you promote Hawaii as a

destination?

TK Well, we have a specialist programme to teach

travel agents about the appeal of Hawaii to this

sector There are luxury resorts all over Hawaii, so

the main task for the travel agent or consultant is

to match the right island to the clients’ interests

Are they looking for sunset sailing along the coast,

helicopter rides over dormant volcanoes, surfing

on secluded beaches or first-class scuba-diving?

Each module on the programme focuses on an

island and teaches agents about the unique

attractions it has to offer

EXTRA ACTIVITY

Students discuss in pairs/small groups, which

experiences and facilities were mentioned

(referring to the audio script to check), e.g a

luxury B&B in the mountains, a spa treatment

Assign each group a different type of ‘dream’

holiday from Exercise 1 Students then decide

which five facilities or experiences they feel would

be the most important for their holiday and why

Grammar

TENSE REVIEW – PRESENT AND PAST TENSES

FACT FILE

A package holiday includes flights, transfers and

accommodation, which are bought together from a tour operator Other services and activities may also be included in the package, e.g meals, entertainment, use of a rental car Normally these are sold by travel agents and provide an

opportunity to have a cheaper holiday abroad

Focus students’ attention on the Grammar box, paying special attention to the use of the passive form Allow them time to read through the information and ask any questions before completing the text

Encourage students to check their answers in pairs before going through them with the class

1 began 2 bought 3 was booming

4 introduced 5 was created 6 was launched

7 was acquired 8 became 9 has grown

10 launched 11 is/was still packaging

Round up by eliciting answers

1 package 2 market 3 tour 4 boom

5 demand 6 launch Homework suggestions

• Students write a paragraph describing what they feel are key facilities and experiences for their dream holiday This could be written as a formal article for a brochure or for their own blog

(150–200 words)

• Students choose a travel company they know and write a short article for a tourism magazine/blog about its history using a mixture of active and passive tenses in the present and past (200–250 words)

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SELLING DREAMS 8

TROPICAL

PARADISE

• focus on descriptive adjectives and nouns

• consider how to add interest to written descriptions

of places

• roleplay a conversation where a travel consultant

finds out more about the packages being offered

by two tour operators

Vocabulary

DESCRIPTIVE ADJECTIVES AND NOUNS

FACT FILE

Hawaii is a group of islands over 3,200 km to the

west of North America in Polynesia and is the 50th

state of the USA It has a warm tropical climate, a

large number of beaches and active volcanoes,

which has led it to become a popular tourist

destination, particularly for weddings and

honeymoons It is famous for being the birthplace

of the 44th President of the United States, Barack

Obama

Ask students what the capital of Hawaii is before

referring them to the map of Hawaii Discuss the

facts given before focusing on the text Highlight the

underlined example of a descriptive adjective and

noun before students look for more examples Allow

time for students to compare answers in pairs before

eliciting them from the class Check meaning and

pronunciation of new vocabulary

Students match the nouns with the adjectives, either alone or in pairs, before class feedback Discuss new vocabulary, eliciting examples of use

1 beach 2 mountains 3 volcano 4 village

5 accommodation 6 road

EXTRA ACTIVITY Students write either one or two example sentences for each set of adjectives, using a different adjective with the corresponding noun each time Alternatively, this could be set as homework

Focus students’ attention on the three adjectives given and highlight the stress patterns shown, eliciting the number of syllables and the stressed syllable for each word Students then group the adjectives according to their stress pattern, comparing answers in pairs before listening to check

Encourage students to repeat the words and drill any which are more problematic It may be useful to elicit

the number of syllables for comfortable and to

highlight the separate sets of sounds that make up this word (comf/ta/ble), as it is often mispronounced

(i.e with four not three syllables), as is vegetable

See audio script

Audio script Track 1.2, Exercise 4, page 11

1 steep

2 sandy, golden, active, dormant, pretty, quiet,

spacious, scenic, winding

1 active 2 deserted 3 steep 4 luxurious

5 quiet 6 surrounding

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EXTRA ACTIVITY

Students work in pairs, taking turns to read out the

final version of the text Encourage them to focus

on using intonation to promote interest Check

pronunciation

Writing

ADDING INTEREST

Focus on the photo of the palm tree and explain to

students that they are going to read about a wedding

package in Koh Samui Ask them if they know where

Koh Samui is, if anybody has been there and if they

think it’s a good location for a wedding Students

then read the extract, making the necessary

changes, comparing answers in pairs before going

through them as a class

1 exotic 2 white sandy 3 luxury

4 second to none 5 perfect 6 sparkling

7 lush 8 cascading 9 spectacular

10 scenic

EXTRA ACTIVITY

Students write a short extract on a destination of

their choice, using 8–10 descriptive adjectives

(50–75 words) This could be done in class or for

homework Texts could be displayed in a

subsequent lesson for students to read If they

have photos of the places, ask them to bring them

in, too

Speaking

DREAM PACKAGE TOURS

FACT FILE

Koh Samui, Thailand’s third-largest island, has

become a popular destination for tourists who

enjoy its tropical weather, white sandy beaches

and clear waters, as well as the night life and other

attractions now on offer

Divide the class into threes and allot roles A, B and

C Allow time for students to read their information

With a weaker class, As could prepare together (as

could Bs and Cs) before returning to their original

groups Monitor conversations during the activity,

making notes of good language use and other points

to mention during feedback Round up by asking

which package was chosen in each group, and why

See Pairwork files

EXTRA ACTIVITY

If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, encourage them to describe and discuss (in pairs

or small groups) the different types of independent, tailor-made and package holidays available, before considering the pros and cons of each kind of holiday

RESEARCH INTERNATIONAL OPERATORS

Go through the task with the class In a subsequent lesson you might want to allow time for students to discuss their findings in small groups,

or as a class, collating any new descriptive adjectives on the board

EXTRA ACTIVITY Refer students to Part 1 of the EFIT Intermediate level DVD material for extra listening and

vocabulary activities relating to the Heron and Wilson Islands

Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments,

as is denoted by the worksheet timings

Alternatively, the DVD-related worksheet can be undertaken as self-study

At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework

Model answer for DVD worksheet optional writing task

Wilson Island Resort

Location

Wilson Island Resort is on a small coral reef, located 82 km off the coast of Queensland, northeast Australia The island forms part of Australia’s Great Barrier Reef and is within Capricornia Cays National Park It is one of only a handful of islands open to the public A maximum

of 12 guests and two staff are allowed on the island at any time

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SELLING DREAMS 10

Heron Island is a leading dive resort Visitors can

also take a ride on Heron’s semi-sub, a boat with

a sealed submarine beneath, or simply watch the

marine life gliding by from the hotel’s terrace as

the tide comes in

Homework suggestions

• Students write a short report comparing the

features of each of the Dream Package tours from

Exercise 7 and explaining which tour was chosen

and why (200–250 words)

• Students choose a destination in their country and

write a text on it for a holiday brochure, describing

the place, facilities and activities on offer

(200–250 words)

Photocopiable notes 1.1 (page 101)

Adjectives for describing locations (Crosswords

pages 102–103)

PROFESSIONAL SKILLS

MARKETING

• listen to a talk on ‘the four Ps’ of the marketing mix

• focus on the professional skill of marketing

• analyze the marketing mix for a holiday package

so as to give a presentation on it

Listening

THE MARKETING MIX

FACT FILE

The marketing mix is a tool used to help

companies determine the unique market and selling point of a product or service It consists of

four main elements, commonly known as ‘the four

Ps’: produce, price, place and promotion

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

1 b 2 d 3 a 4 c Exercise 2, page 12

Before students listen to a specialist promoter of tourist products, Kenji Ischikawa, giving a talk on ‘the four Ps’ in the marketing mix, pre-teach potentially

new language from the audio script, e.g sell-by date,

prior, limited, no longer exist Students then listen to

the talk, noting which ‘Ps’ are discussed

‘Product’ and ‘Place’

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

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Place:

• in the past: sold through travel agents –

travellers received an envelope full of

documents such as a letter of confirmation,

flight tickets and hotel vouchers

• now: actual physical location is not so

important

Audio script Track 1.3, Exercises 2 and 3,

page 12

Part 1

So, the marketing mix involves four Ps – and the

first of these is P for Product Now it’s important to

remember that ‘Product’ is, in fact, either a

product or a service A product is usually a

tangible product – something you can see or

touch – so, in the hotel and catering industry, a

tangible product would be the actual food and

drink served in a hotel restaurant A service,

however, is intangible: it can’t be touched The

work of the waitress or the bar staff serving the

customer or the housekeeping in a hotel is

intangible Since the travel industry is mostly

about providing services, its products are mostly

services and are therefore intangible

Products can also be perishable, which means

that they have a sell-by date If a hotel room or

airline seat is not booked prior to the day of

departure, it can’t be sold after that day has

passed Travel products are usually perishable:

they only have a limited life and no longer exist

after the departure date has passed

The second P is ‘Place’ This means deciding how

the product will be distributed and where people

will buy it In the past, most products were sold

through travel agents An envelope full of

documents such as a letter of confirmation, flight

tickets and hotel vouchers was the only factor in

distribution But these days, the internet has

completely changed the idea of place Many

customers now book online directly with the

operator or airline, so actual physical location is

not so important

Students listen to the second part of the talk and

complete the table If necessary, play it twice Allow

them to discuss answers with a partner before class

feedback Check vocabulary, e.g perceived, subject

to, fluctuation

Promotion:

• direct marketing: direct mail, websites,

advertisements on TV and in the press,

telemarketing, point-of-sale material (tour

operator brochures)

• sales promotions: offering discounts, promotional codes and loyalty programmes, e.g airmiles

Audio script Track 1.4, Exercise 4, page 12 Part 2

The third P is ‘Promotion’ This means more than just advertising, although advertising is important

Customers need to be told that the product exists, and this can be done via direct marketing, for example direct mail, websites, advertisements on

TV and in the press, telemarketing and sale material, such as tour operator brochures In addition to this, we also use sales promotions techniques such as offering discounts, promotional codes and loyalty programmes, such

point-of-as offering customers airmiles on a frequent flyer programme

Last but not least is ‘Price’ The travel industry is incredibly competitive so the actual cost of a package is very important Most people are looking for value for money, which means that the customer’s perceived benefits must be greater than the costs As there is considerable competition, the operator or hotelier or restaurant owner has to analyze the cost structure of its competitors This means that the price needs to

be slightly cheaper or more or less the same as the price charged by the nearest competitor offering a similar product or service Costings will also be subject to currency fluctuations and the price of a package may change after a brochure has been printed, leading to surcharges

Quickly elicit ‘the four Ps’ in the marketing mix

Students decide which one each question refers to

They compare answers in pairs before class feedback Allow time for students to write the questions under the headings

1 The product:

Question 1 – What are its unique features?

Question 5 – What needs and wants does it satisfy?

2 The place:

Question 2 – Is location a key factor?

Question 3 – What are the best channels of distribution?

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SELLING DREAMS 12

3 The promotion:

Question 6 – How can potential customers best be

targeted?

Question 8 – What is the most suitable type of

media for advertising the product?

4 The price:

Question 4 – What kind of discounts will there be?

Question 7 – How will competing products affect

whatever is charged?

EXTRA ACTIVITY

Students work in pairs and think of two or three

additional questions to add to each of ‘the four Ps’

in the Professional skills box

Speaking

MARKETING MIX ANALYSIS

Put students into pairs or small groups and ask them

to choose either the Ang Thong or Vanuatu tropical

paradise package on pages 102 and 104 With a

stronger class, they could choose a different package

from the internet Give them advance notice so they

are prepared Go through the task and set a time

limit for preparation, e.g 30 minutes Tell them to

limit their presentations to ten minutes When

students are ready, bring the class together for the

presentation Round up by discussing the key points

made and the target market that each package

caters for Alternatively, set it as homework and have

students present their ideas in the following lesson

• Students write a short report detailing the key

points of their analysis of the holiday package they

chose in Exercise 6, including their

recommendations (200–250 words)

• Students work in pairs and choose a target market

from the list below They then note down 10–12

questions (in relation to ‘the four Ps’) that could be

considered when finding a suitable holiday

package to suit their target market Groups could

then share their ideas in a subsequent lesson

Ps and Questions (Card activity page 104)

CASE STUDY DESIGN A TOUR

CASE STUDY MENU

Refer students to the lesson’s aims and objectives before focusing their attention on the map and photos Elicit what they show and find out if anyone has ever been to the Virgin Islands

Evermore Tours brochure

FACT FILE

The Virgin Islands are divided into the British Virgin

Islands to the east and the US Virgin Islands to the west They are a popular Caribbean holiday destination offering a tropical paradise with beautiful secluded beaches and crystal clear waters in which to dive, fish, sail and swim

Before students read the extract, refer them to the photo that goes with it and ask what type of holidays they offer and who their target market might be

Students then read the article, which explains what Evermore tours do

The company organizes a stress-free wedding in a beautiful location It can be much cheaper than a wedding at home See extra activity below

EXTRA ACTIVITY Students answer the following questions relating to the text in Exercise 1 then discuss in pairs

1 Why would a wedding in another country cost

less than one at home? Make a list of your reasons

2 What things might you need to include in a

wedding package? (i.e provide and organize in relation to food, transport, accommodation, legal requirements, wedding ceremony)

Possible answers

1 The wedding and reception venues could be

cheaper, so could the food, etc / Fewer guests might be able to come to a wedding in another country (depending on location) and therefore it could end up being a smaller wedding, etc …

2 An officially recognized registrar, legal

documentation, a venue decorated to your liking, a honeymoon suite at a hotel, a buffet or formal dinner for reception, a limo to and from the airport/hotel, etc

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Pre-teach negotiate and anticipate before students

listen to the owners of Evermore Tours finalize the

contents of their Virgin Islands package, ticking the

topics discussed Encourage students to compare

answers with a partner before checking as a class

The topics discussed are: transport, FAQs,

pricing, accommodation, cost of weddings abroad

They don’t discuss the guest list, legal

requirements and the wedding coordinator

Give students time to read the five statements before

they listen a second time to decide if they are true or

false If necessary, play the recording twice before

eliciting answers from the class

1 F – the company will arrange a group booking

with the airline

2 F – ‘We’ll have to do a costing for local

transport to and from the airport.’

3 T

4 F – it’s about one-third less

5 F – payment is in different currencies

page 14

DH = Diane Hunter, AM = Anthony Moore

DH OK, Anthony, let’s get down to business I

suggest we talk about transport first

AM Yeah, well, that depends where they’re

coming from, so we can’t really anticipate that,

can we? They’ll need to tell us in advance, plus

how many people are going to travel with them,

and we can then negotiate a price with the airline

DH Sure, and we can stress the fact that we can

negotiate a better price from the airline if we book

them as a group Um, we’ll have to do a costing

for local transport to and from the airport, and any

excursions or tours during the stay, but we can’t

do that in advance

AM Right, well that’s item number seven Do you

want to deal with that now?

DH Well, it’s kind of the most important thing I

think we need to work on a profit margin of

30 percent if we’re going to be competitive So

anything we buy in from a supplier like hotel

bed-nights we need to increase by 30 percent

AM OK, I think the hotel we should go for is the

Clearwater I’ve spoken to the manager and they

can give us a 20 percent discount for group

bookings

DH Fine We also need to cost the activities we

offer like spa treatment, snorkelling and so on

AM Right One point we could mention

somewhere is that according to a recent survey, a

wedding abroad on average costs about one-third less than one arranged at home We can

negotiate better rates for hotels and catering, the band or DJ for the reception, the flowers, the photography, hairdressing, and so on And usually there aren’t as many guests prepared to fly out so you can keep numbers down and you don’t spend

so much on food and drink It’s much cheaper abroad than at home

DH Good point And I think one good way of

presenting what we do is in the form of a list of Frequently Asked Questions So we could

mention that under How much will it cost?

AM Yes, and we’ll have to include questions like

What are the legal requirements?, How many guests can I bring?, Who does all the organizing

and Who’ll look after us on the big day?

DH Yes, we need to make a list of questions

AM OK, well let’s do that after lunch Have you got

any other business you’d like to discuss?

DH Just one thing I’m a bit worried about payment

in different currencies Changes in exchange rates could have a big impact on the profit we make

AM Yeah, you’re right, we’ll have to get advice on

that

TASK

Focus students’ attention on the initial text before going through the task Check students are clear about the customer profile and requirements and put them into pairs or small groups Set a time limit for the preparation of this activity (e.g 20–30 minutes) or ask students to finish it for homework Monitor throughout the task, helping as needed Set a time limit, e.g 5–10 minutes, for each pair’s/group’s presentation and round up by discussing which package(s) sounded the best and why

POSSIBLE OUTCOME This costing is based on information in the case study together with airfares valid at the time of writing Students can work out the cost of any extra activities on the Virgin Islands from information available on the internet

Accommodation:

Clearwater Beach Hotel: $6,650 (the 20% discount does not need to be passed on to the clients) Clearwater Beach Resort: 5 apartments @ $1,490

= $7,450 TOTAL COST: $14,100

Wedding services:

Website: $250 Photo shoot: $500 Licence fee + ceremony: $275 Flowers: $350

Bridesmaids’ bouquets: 4 x $150 = $600 Wedding cake: $250

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SELLING DREAMS 14

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

TOTAL COST: $3,875

Airfares:

It is possible to fly direct from JFK to St Thomas (in

the American Virgin Islands)

Outward journey: Flight AA655

Departure 8 June 08.10 Arrival 00.05

Return journey: Flight AA1060

Departure 15 June 13.20 Arrival 17.45

2 adults: $681 (round trip)

TOTAL COST (20 adult guests plus bride and

If the party intends to travel as a group, then the

extra airfare (+ 30%) should be added to the sum

Writing a description for a brochure

Go through the task with the class and focus their

attention on the model on page 96 of the Writing

bank, discussing key features Remind them of the

word limit and help as needed If time is limited,

students could finish their piece of writing for

homework

UNIT 1: KEY WORDS

Highlight the key words box and elicit definitions for a

selection of the words Check on parts of speech,

syllable stress and pronunciation as needed

Suggest that students use the DVD-ROM

Mini-dictionary for further self-study

• Students write a description of a wedding package

of their own creation It can take place anywhere in

the world but must include information on all

aspects covered in part 1 of the task

(200–250 words)

• Students write a sentence for each of the key

words given for the unit (15 sentences in total)

Encourage them to use a variety of structures and

language from the unit

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2 GETTING THERE

UNIT MENU

Grammar: multi-word verbs

Vocabulary: transport and travel

Professional skills: dealing with the public

Case study: improve a service

• work with vocabulary around the topic of transport

• listen to a conversation about Chinese railways

• speak about transport in their country

Vocabulary

MEANS OF TRANSPORT

EXTRA ACTIVITY

Students discuss each form of transport (1–5) and

match them with the country they are found in

(a–e) Then discuss which they have been on or

which they would most like to go on and why

1 Tuk-tuk a Japan

2 Camel b Thailand

3 Bullet train c Italy

4 Junk boat d Egypt

5 Gondola e Vietnam

Answers

1 b 2 d 3 a 4 e 5 c

Ask students what form of transport they usually use

when they go on holiday and why Refer students to

the list of criteria and ask them to put them in order

for the different travellers Students compare

answers with a partner before discussing answers as

a class If time, aim to reach a class consensus on

the top three criteria for each type of traveller

Suggested answers

1 student backpacker – price, flexibility, safety,

punctuality, comfort, speed, productive use of

time during the journey

2 frequent business traveller – safety,

punctuality, speed, productive use of time

during the journey, comfort, flexibility, price

3 family with two children – safety, price,

punctuality, comfort, flexibility, speed,

productive use of time during the journey

EXTRA ACTIVITY Students put the criteria in the order they feel is the most important for them when they go on holiday then discuss their ideas in pairs or small groups, explaining their choices

Ask students if they have had any problems travelling when on holiday and elicit a few examples Students then read the texts and decide which type of

transport they refer to Ask them if there are advantages or disadvantages of using the various types of transport Go through the example given and encourage students to compare answers in pairs before you feedback with the class

1 air: A, C

rail: E, H coach: F, G car hire: B, D

2

B The advantages of car hire

C The advantages of air travel

D The disadvantages of car hire

E The disadvantages of rail travel

F The disadvantages of coach travel

G The advantages of coach travel

H The advantages of rail travel

EXTRA ACTIVITY Students discuss in pairs which form of transport they would use (and the reasons why) if they:

• went for a weekend break in their own country

• went to on a short trip abroad

• went on a three-week vacation where they wanted to travel around the country they visited

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GETTING THERE 16

Listening

TRANSPORT IN CHINA

FACT FILE

The People’s Republic of China is the second

largest country in the world and the most populated

one It is a fascinating country with diverse

landscapes and cultures, and one of the oldest

civilizations In recent years it has undergone huge

economic reform Consequently, it is now more

competitive on the international market and is

currently experiencing an economic boom These

changes have made the country more open than it

was in the past (when it was also much harder to

obtain entrance visas as a visitor) and

consequently an increasingly popular tourist

destination This is particularly true since the

Beijing Olympics of 2008 and many visitors come

to visit historic attractions, such as the Great Wall

of China, the Terracotta Warriors and the

Forbidden City

Ask if anyone has been to China and where Find out

how they travelled around the country Then tell

students they are going to listen to a tourist being

given advice on visiting China Allow time for

students to read through the questions before

listening Students compare answers in pairs before

class feedback

1 ‘I was wondering if you could tell me what kind

of transport is best for me to use for travelling

around the country?’

2 Beijing and probably Xian, Guizhou, Fujian

and Shenzhen

3 Not very well / He doesn’t speak very much

Chinese

Students read through the statements before

listening a second time Encourage them to check

answers with a partner before going through them

with the class For false statements elicit the true

answer Check vocabulary, e.g punctual, reserve

1 F – he’s going for six to eight weeks

2 F – ‘it’s cheaper to buy your tickets inside

China rather than before you go.’

3 F – ‘they are fast, punctual and safe.’

4 T – ‘Online’ refers to air travel here but

presumably also refers to rail travel too

5 F – ‘trying to find English-speaking staff on the

platform is almost impossible, even in big

cities.’

D = Dennis, WZ = WenjingZue

D Hello, I’m thinking of spending about six to

eight weeks in China, so I was wondering if you could tell me something about what kind of transport is best for me to use for travelling round the country

WZ Yes, but can you tell me where exactly you’re

planning to go?

D Well, certainly Beijing and probably Xian,

Guizhou and Fujian and Shenzhen too, if possible

WZ OK, well if you want to get from one end of the

country to another quickly, then you have to fly

There are a lot of regional airports – about 150 –

so you have a very big choice It’s cheaper to buy your tickets inside China rather than before you

go but you can also book tickets online in advance In my experience, elong or ctrip are very reliable

D What about rail travel?

WZ There’s a really good network and the trains

are usually fast, punctual and safe But you should try and reserve a ticket well in advance because the trains are crowded Do you speak Chinese at all?

D Not very much, I’m afraid

WZ So it’s best if you ask the hotel to make the

booking for you because reading a timetable in Chinese is going to be difficult for you, and trying

to find English-speaking staff on the platform is almost impossible, even in big cities

e.g berth, compartment

1 comfortable 2 expensive 3 hot water

4 lock 5 comfortable 6 laptops 7 three

8 uncomfortable 9 Hard Sleeper 10 two Audio script Track 2.2, Exercise 5, page 17

D = Dennis, WZ = WenjingZue

D Can you tell me about different classes of

seats, first class, second class …?

WZ Well Soft Sleeper class is the most

comfortable and the most expensive – it costs about the same as a plane ticket There are four berths in each compartment and there’s a table with a tablecloth, and they usually provide hot water for making tea The compartment door has

Trang 18

a lock and there’s a smartly-dressed attendant to

look after each car You share with other

passengers but this is a good way to meet people

D Yes, that’s something I want to do

WZ Then there’s the Hard Sleeper class for

journeys of more than six hours Hard sleeper

berths are reasonably comfortable and bedding is

supplied Newer trains have power sockets for

laptops and mobiles I think they’re very

economical if you travel overnight because you

save the cost of a night in a hotel

D Yes, it sounds like a good idea

WZ The cheapest is the Hard Seat class, which

has three people sitting side by side They’re fine

for short journeys – short distance daytime trains

only have Hard class seats But it’s an

uncomfortable way to travel for longer journeys

Soft Seat class is more expensive It’s about the

same price as Hard Sleeper, but I would

recommend it for any journey over two hours

D OK, I’ll remember that What about buses?

WZ Well, there are still places and sights in China

that you can only get to by bus For example, you

can only get to many parts of Guizhou and

Guangxi by bus There’s a railway network in

Fujian but the connections aren’t very direct, so

it’s best to go by bus

D OK, thanks, you’ve been very helpful

WZ Thank you Have a good trip!

Students discuss in pairs or small groups what they

remember being said about bus travel in China If

needed, play the second part of the conversation

again before eliciting ideas from the class

You can only get to many parts of Guizhou and

Guangxi by bus There’s a railway network in

Fujian, but the connections aren’t very direct so it’s

best to go by bus

Speaking

TRANSPORT IN YOUR COUNTRY

Students work in pairs to discuss how their country’s

transport systems compare with China’s, noting

different options available (e.g classes on trains) and

considering what advice would be useful for anyone

wishing to travel around their country Highlight the

aspects to include and monitor, helping as needed

Round up by asking students to explain their ideas to

the class Alternatively, ask students to prepare a

five-minute presentation on the advice they would

give This could be set for homework and the

presentations given in a subsequent class

EXTRA ACTIVITY Students discuss in small groups how they think transport and travel in (and to) their country might change in the next 30 years

RESEARCH TRAVEL LINKS IN INDIA Students look into which transport links would be good for visitors to India, reporting back to their class (or groups) in a subsequent lesson

vocabulary activities relating to the Great Canyon Railway

Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments,

as is denoted by the worksheet timings

Alternatively, the DVD-related worksheet can be undertaken as self-study

At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework, with findings presented in a subsequent lesson

Remind them to include where someone following this route would fly in and out of their country

They only need to consider the locations and the form of travel between them In a subsequent lesson, students explain their route in small groups (4–5 minutes)

• As an alternative to Exercise 7, rather than present their information verbally, students could prepare their advice in the form of an article for a travel brochure or website (200–250 words)

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GETTING THERE 18

JOURNEYS

• focus on vocabulary relating to air, sea, road and

rail

• study multi-word verbs

• talk about a journey they have made

Vocabulary

ROAD, RAIL, AIR AND SEA

FACT FILE Note that travel-related vocabulary is often different

in US and UK English

US UK

traffic circle roundabout

filling station petrol station/garage

station wagon estate car

highway motorway

EXTRA ACTIVITY

Write the words below on the board and ask

students to identify those which are BrE and those

which are AmE:

• pavement (BrE) = sidewalk (AmE)

• station wagon (AmE) = estate car (BrE)

• motorway (BrE) = highway (AmE)

• truck (AmE) = lorry (BrE)

Discuss the answers as a class and mention that

some AmE words are not used in the UK, and vice

versa Add that some words have different

meanings in BrE and AmE, i.e pants (in BrE they

are underpants but in AmE they are trousers), mad

(in BrE it often means crazy but in AmE it means

angry), etc

Focus students’ attention on the photo and ask what

it shows before focusing on the vocabulary box

Students complete the diagram alone or in pairs,

adding an extra two words to each group Round up

by checking answers and asking what the American

English is for petrol station (gas station), roundabout

(traffic circle) and any other words given Suggest

they keep a note of AmE and BrE differences in a

vocabulary notebook and point out that some of the

texts in the Coursebook use AmE rather than BrE

Road:

carriageway, petrol station, roundabout, toll bridge,

traffic lights (+ estate car, motorway, etc.)

Rail:

carriage, dining car, platform, signals, sleeper

(+ station, tracks, etc.)

Students complete the announcements, deciding which form of travel fits with each announcement Do not check their answers yet

Play the recording twice The first time students listen

to check their answers The second time they practise repeating the announcements after the announcer

1 platform (Rl) 2 carriageway (Rd)

3 purser (S) 4 dining car (Rl)

5 departure lounge (A) 6 deck (S)

7 roundabout (Rd) 8 baggage claim (A) Audio script Track 2.3, Exercise 3, page 18

1 Please mind the gap between the train and the

platform when leaving the train

2 We expect heavy traffic congestion and long

delays on the northbound carriageway after a coach collided with a lorry at junction 14

3 Will all passengers requiring a landing card

please speak to the purser before going ashore

4 Lunch will be served in the dining car between

twelve and two o’clock

5 Will all passengers for flight BA5074 to Cairo

please make their way to the departure lounge where your aircraft is waiting to depart from gate number 56

6 The captain invites all first-class passengers to

join him for cocktails on the upper deck

7 Turn left and drive straight on for 500 metres

At the first roundabout, take the third exit Drive on for three kilometres

8 Passengers arriving from Brussels please

proceed to the baggage claim where your luggage

will arrive shortly

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EXTRA ACTIVITY

If your students are thinking of taking the LCCI

Level 2 Certificate in Spoken English for Tourism,

encourage them to describe (in pairs or small

groups) the different methods of transport

available to travellers and tourists, before

discussing the pros and cons of different forms of

transport and classes of travel

Grammar

MULTI-WORD VERBS

Focus students’ attention on the Grammar box and

ask students to read the information Check they

understand where the particle goes with separable

and inseparable multi-word verbs

Students read the text before listening to the

conversation Allow them to compare answers in

pairs before class feedback Alternatively, students

complete the conversation (alone or in pairs) and

then listen to it to check their ideas Check students

understand the meaning of the multi-verbs given

1 set off 2 broken down 3 held up

4 dropped (me) off 5 taken off 6 find out

7 hang about 8 get through 9 get on

10 pick (me) up 11 turned up 12 put (me) up

13 got on (really well) with 14 filled in

E = Emma, EB = Emma’s Boss

E We set off really early for the airport – at about

5.30 in the morning – so I would have plenty of

time But, of course, there were long delays on the

motorway A lorry had broken down and blocked

an exit, so we were held up for more than an hour

Anyway, we got there in the end My husband

dropped me off outside the terminal just after eight

but by that time my flight had already taken off

EB Oh no! So what happened?

E Well, I went to find out what time the next flight

for Prague was departing The helpdesk people

were very helpful but I had to hang about for ages

while they tried to get me on another flight I tried

to phone the Prague office but the line was bad

and I couldn’t get through Anyway, I managed to

get on another flight to Prague a bit later that

morning Of course, there was no one to pick me

up when I arrived at the airport But I got a taxi to

the city centre and finally turned up for the first

part of the visit at lunchtime!

EB So, after all those problems, was the trip a

success in your opinion?

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

good hotel and I got on really well with the people

I met I’ve filled in the site visit checklist you gave

me and it’s all very positive

EXTRA ACTIVITY Students work in pairs and write down the meaning of all multi-verbs as given in the

conversation using another verb, e.g turn up =

• Students write a short blog article about a journey they have taken, expanding on ideas from Exercise 5 Remind them to use some multi-word verbs from Exercise 4 (200–250 words)

• Students write sentences using the multi-word verbs given (14 in total) Encourage them to use other vocabulary from the lesson

Photocopiable notes 2.1 (page 105) Transport and travel vocabulary (Pelmanism page 106)

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• read and discuss aspects relating to the air travel

industry

• listen to a Customer Services Manager explaining

how he dealt with a difficult situation

• roleplay customer service situations

Reading

WORKING IN THE AIR TRAVEL INDUSTRY

Focus students’ attention on the photo before asking

what it shows and what they think the people are

saying to each other Find out who in the class has to

(or has had to) deal with the public and what their job

is Students then read the article, noting the pros and

cons of working in the airline industry Allow them

time to compare answers in pairs before discussing

ideas as a class Check vocabulary, e.g benefits,

standby, adverse

Advantages:

* no previous experience is required

* internal promotion structure

* variety of benefits

* great career opportunities

* opportunity to meet many people

Disadvantages:

* physically demanding

* strict rules on physical appearance

* long periods away from home

* unsocial or long working hours

EXTRA ACTIVITY

Students work in groups, taking turns to say what

their job is (or one they’ve had) and what they

consider are the main pros and cons of it

Check students understand what an internship is and

ask if they have ever done one Students then

complete the sentences, checking answers with a

partner before class feedback

1 break 2 customer care

3 physically demanding 4 benefits

5 career opportunities 6 entry-level

Speaking

CUSTOMER SERVICES MANAGER

FACT FILE

A Customer Services Manager’s role is to ensure

that customers are satisfied Their responsibilities include managing the customer service team, dealing with customer enquiries as well as developing customer service policies and procedures

Students work in pairs to discuss possible problems faced by an airline Customer Services Manager and how they could be dealt with Then open the

discussion up to the class

Students’ own answers

teach potentially new language, e.g erupt, lose your

temper, ensure, reassure, ash cloud and empathy

After listening, students can discuss their answers in pairs before class feedback Ask if the situation was resolved or not

The situation was caused by a volcanic eruption in Iceland, which created an ash cloud It made flying impossible

Yes, he dealt with the situation successfully

Students read the information before listening to the recording again Remind them that more than one answer is possible Students compare ideas in pairs before going through them as a class

1 a 2 b and c 3 b and c 4 c

E = Erik, I = Interviewer

E One of the first things I had to do when I’d just

started the job was deal with problems that were caused by the volcano which erupted in Iceland

The cloud of ash from the volcano made flying

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impossible There were people from all over

Europe who couldn’t get home because there

were no flights for them We also had people we

had to contact and tell them they couldn’t go on

holiday

I So what did you do?

E I divided the staff into three teams One team

organized hotel accommodation for our

customers That wasn’t easy because there

weren’t enough hotels for everybody and we didn’t

know how long airports would remain closed The

second team contacted all the customers who had

booked flights that week and offered them refunds

or an alternative holiday But that wasn’t easy

either as we didn’t have much spare capacity And

a third team was responsible for hiring coaches to

transport people to places where there were other

means of transport to get them home

I And do you think the operation was a success?

E Well, of course we lost a lot of money But on

the positive side, our customers saw that we were

doing our best to meet their needs in difficult

circumstances I think that these passengers are

going to trust us in the future because they know

that if anything goes wrong, we’ll look after them

I What do you think you learnt from the

experience?

E In terms of professional skills, the most

important skill was how to deal with the public in a

very stressful situation For example, if a customer

is angry and upset, it’s important to let them tell

you how they feel Don’t interrupt while they are

speaking but stay patient and wait until they’ve

finished If you can stay calm, this is going to help

the whole situation, so don’t get angry or lose your

temper And of course don’t ever start to argue

with the customer and/or blame your colleagues

or anyone else about the situation It doesn’t help

to make excuses – it’s better to focus on what

you’re going to do to change things I’ve also

learnt that the way you listen is important, too

You should make sure you stop what you are

doing and look at the person Ask questions to

ensure that you understand what the problem is

from their point of view, and show empathy by

telling them that you understand how they feel

Then, if possible, reassure the customer by

promising that you will do something to improve

the situation

Focus on the tips for how to deal with customers’

problems and encourage students to work out the

part of speech missing in each gap Students

complete the do’s and don’ts (alone or in pairs),

checking their answers with the audio script

1 interrupt 2 blame 3 excuses 4 look

5 questions 6 understand 7 reassure

See Pairwork files

EXTRA ACTIVITY Students work in pairs and discuss a different situation that a Customer Service Manager might have to deal with (perhaps an idea from Exercise 3), preparing a short (three-minute) conversation

These could be practised and roleplayed in a subsequent lesson

• Students choose a job sector that they have experience of They write a short article for a careers website, explaining the pros and cons of a career in this sector and using words and phrases from Exercise 2 (200–250 words)

• Students choose three to four problems that a Customer Services Manager might face and write

an article for an airline industry magazine offering advice on how to deal with each situation,

expanding on ideas given in Exercise 3

(200–250 words) Photocopiable notes 2.2 (page 105) Dealing with the public (Roleplays pages 107–108)

Trang 23

GETTING THERE 22

CASE STUDY

IMPROVE A SERVICE

CASE STUDY MENU

Refer students to the lesson’s aims and objectives

before focusing their attention on the photos and

eliciting what they show

Problems for airline staff

FACT FILE Students work in pairs and choose a different low-

cost airline to research, sharing what they find out

with the rest of the class in a subsequent lesson

Students read the article, comparing answers in pairs

before going through them with the class Check

vocabulary, e.g constant, abusive

1 air rage

2 ticket restrictions, staff shortages, excess

baggage charges, long queues at check-in

and security control, not understanding ticket

restrictions on discounted tickets because the

information is in the small print

3 Because of increasing fuel costs forcing

airlines to add extra fees and restrictions

Recent incidents

Students listen to four conversations, noting their

answers Allow time for students to compare answers

with a partner before discussing them as a class

Find out from students if they have ever experienced

any of the problems from the recording and how they

were dealt with

Incident 1

1 At check-in

2 He has excess baggage

3 Students’ own answer

Incident 2

1 At check-in

2 The passenger has been queuing for an hour

There are only four desks open and the plane

is due to depart

3 Suggested answer: open another desk if the

queue is too long

Incident 3

1 At the arrivals hall

2 GPS has been stolen from bag in the cabin

3 Students’ own answer

Incident 4

1 at the departure gate

2 a passenger became abusive when his wife

was told to check in one of her pieces of baggage

3 Suggested answer: put up signs warning

passengers about abuse

1

CS = Customer Service employee, M = Man

CS Good morning, sir Where are you travelling to

today, please?

M Stockholm

CS OK, could I see your passport, please? Thank

you Do you have any cabin baggage?

M Just my laptop

CS OK … that’s 26 kilos I’m afraid you’re six kilos

overweight, sir, so you’re liable to excess baggage charges

M Oh … How much will that be?

CS It’s ten euros per additional kilo, so that will be

60 euro If you take this form here to my colleague

at the information desk, you can pay there

M What do you mean 60 euro? That’s

outrageous! It’s more than I paid for my ticket I thought I might be a bit over but I had no idea you’d charge so much You can’t do this to people

…

CS I’m afraid it’s not my decision, sir Our policies

related to cabin baggage and excess baggage charges are printed clearly on your ticket and also

on our website

M I’m sorry, I think you’re just taking advantage

Nobody could possibly expect …

2

CS = CS agent, W = Woman

CS Any passengers for Milan? That’s any

passengers for Milan … Could you come this way,

to the front of the queue? … This way, please …

W …Excuse me … EXCUSE ME?

CS Yes, madam Can I help you?

W Could you please tell me where to go for the

Seville flight? We’ve been trying to queue in this chaos for over an hour now Our flight leaves at 10.30 and we’re going to miss it if we can’t check

in

CS OK … Seville, yes, … OK, if you’d like to

follow me

W I don’t understand why you’ve only got four

desks open Look at all these people it’s ridiculous

…

3

CS = CS agent, M = Man

CS Yes, sir Can I help you?

M I’ve just come off the CheapSky flight from

Prague and collected my luggage, and I want to make a serious complaint My GPS has been stolen from my bag

Trang 24

CS I’m sorry to hear that, sir, but we do advise

against putting valuables in your cabin luggage

We do clearly state that we can’t be held liable for

any loss or damage to property carried in this

way

M Are you serious?

CS Yes, when you booked your ticket, if you had

to read our terms and conditions charter and

ticked a box, you would have seen this

M But nobody reads that small print! I can’t

believe that CheapSky is trying to get out of their

responsibilities like this, I … want to see the

manager

4

S = Sharon, Si = Siobahn

S Hello, Sharon speaking

Si Hi Sharon, it’s Siobahn here Listen, I’m at

departure gate 32 and we’ve got a problem Could

you come down?

S Oh, that’s the 10.25 to Oporto, right? I thought

you’d have taken off by now What’s the problem?

Si We’ve had a major incident with a customer

She got really angry when Kevin wouldn’t let her

take two pieces of cabin baggage onto the plane

We told her she had to go back and check in her

handbag or her laptop Her husband got abusive

and we had to call security

S Not another one! OK, I’m on my way

TASK

Go through the task, checking students understand

what it entails Put students into small groups (As

and Bs) and refer them to the relevant information

Allow time for each group to prepare, helping as

needed Monitor the meeting(s), noting good

language use and aspects to bring up during

feedback Round up by eliciting the decisions made

and discussing how the meetings went

See Pairwork files

POSSIBLE OUTCOME

• Passenger rage can have many causes In

Exercise 2 passengers were angry about

‘outrageous’ excess baggage charges, long

queues and insufficient number of open desks,

theft and restrictions on cabin baggage So,

the suggestion that a blanket and carry-on

baggage should be charged extra seems

unwise

• More open desks, better staffing and training

in customer care would help reduce the

likelihood of angry passengers

• Standing-only passengers may not complain

on short-haul flights but could annoy other

people if there is constant movement along the aisles

• Pay toilets are probably not a good idea, especially if the number of toilets available is reduced by the airline in order to create extra seats Pay toilets may alienate passengers and the advantage to the airline in extra revenue is minimal

• The Express Seat option makes sense, especially for business passengers or people with limited time to get their connecting flight

• The ‘families only’ option is sensible as it would be popular with passengers who wish to have a quiet flight Children over the age of two could pay for an extra seat

• Charging double for obese passengers is controversial and the rights of other passengers to a comfortable flight must be balanced against the needs of overweight travellers Unnecessary litigation should be avoided The airline could install a couple of extra-wide seats on each aircraft but this is an extra cost, which it might be reluctant to meet

• MsPathak’s letter shows that the member of staff should be disciplined for accepting a bribe

• Passengers need to be informed that special cases for pets are available and made aware

of the regulations regarding the transport of animals If CheapSky does not have such a document, it should be written and posted on their website When passengers with pets have a connecting flight, they also need to check the policy of the other airline

Writing minutes

Refer students to page 98 of the Writing bank and go through the model giving minutes of the meeting before asking students to write up their own from Exercise 3 Decide if students are going to work as a group or individually If individually, this could be set

as homework

EXTRA ACTIVITY Students work in small groups and think of three ideas they feel would improve people’s experience

of flying They take turns to explain their ideas to the class Students then reach a consensus on the best three

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GETTING THERE 24

• Students write a blog article describing a problem

they have experienced with a flight operator/flight

and how it was deal with (200–250 words)

• Students write a sentence for each of the key

words given for the unit (15 sentences in total)

Encourage them to use a variety of language and

structures from the unit

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3 ACCOMMODATION

UNIT MENU

Grammar: modal verbs

Vocabulary: types of accommodation, facilities and services

Professional skills: dealing with complaints

Case study: investigate customer complaints

• read about Spanish accommodation

• focus on vocabulary relating to hotel facilities and

services

• listen to some travellers talking about what they

look for in a hotel

Reading

ACCOMMODATION IN SPAIN

FACT FILE Located in southwest Europe, Spain is a popular

holiday destination, particularly with British tourists

This is due to its climate and the good value

holidays available Each year around 45 million

tourists visit Spain with British nationals making

over 12 million visits Holiday makers tend to either

be package tourists or independent ones who book

flight and accommodation separately on the

internet

EXTRA ACTIVITY

Students discuss the following questions in pairs

or as a class:

• What type of accommodation do you usually stay

in when you go on holiday?

• Are there any types of accommodation you

would really like to stay in? (e.g a tree house)

Why?

Focus students’ attention on the photo at the top of

the page before asking what it shows and which

country they think the building is in Students then

consider accommodation in their own country,

comparing ideas in pairs before class feedback

Ask students if they have visited Spain and if so,

what type of accommodation they stayed in

Students read the text before discussing their

answers with a partner Check answers as a class If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that they may be asked to describe the different types of accommodation available to travellers and tourists, their pros and cons, as well as identify the range of facilities that different types of

accommodation may offer

1 Students’ own answers

2 The types of accommodation: medieval

castles, luxury hotels, mansions, youth

hostels, paradores, palaces, castles,

fortresses, hunting lodges, modern hotels, luxury beach hotels, farms, villas, self-catering

houses, bed & breakfasts (pensiones), run country cottages (casas rurales), guest

family-houses, camp sites, refuges, apartment hotels and holiday villages with camping and hostel accommodation

3

a paradores

b refuges, youth hostels, bed & breakfasts,

camp sites

c farms, self-catering villas and houses, country

cottages, guest houses

d paradores, villas, luxury hotels; luxury

accommodation in castles and fortresses

Focus students’ attention on the symbols for different hotel facilities and services Students then match them with the services listed Allow time for students

to compare answers in pairs before checking them

as a class

Trang 27

Students choose the ten most important services and

facilities for themselves and put them in order Allow

time for them to discuss their ideas in pairs or small

groups before class feedback Elicit other services

which are important but not included

EXTRA ACTIVITY

Students use the internet to find if there are major

differences between the hotel services on offer in

different regions of the world/continents or

countries, e.g the Middle East v northern Europe

Listening

CHOOSING A HOTEL

Focus students attention on the photos of travellers

before asking them, in pairs, to list the hotel facilities

and services they feel each person or sets of people

would need most and why Elicit some ideas before

moving on to the listening

Students match the different travellers with the

photos, comparing answers in pairs before class

feedback Discuss how close students’ initial ideas

were to what the guests said

1

Speaker 1 – Waleed

Speaker 2 – Jin Wei

Speaker 3 – The Singh family

2

Speaker 1 mentions smart cards, CCTV cameras, limousine hire, 24-hour room service, exclusive use of spa and therapy rooms

Speaker 2 mentions high-speed internet access, a business centre offering secretarial and

translation services and business support, a rapid laundry service

Speaker 3 mentions use of a swimming pool, a children’s play area, bunk beds for the children and individual television sets, PlayStation games and consoles available from reception, and a babysitting service

Give students time to read the extracts before they listen a second time Encourage them to compare ideas with a partner before going through them

Check vocabulary, e.g exclusive, a must, bunk beds

Sometimes there’s at least ten of them and I have

to make sure everything is absolutely perfect My biggest worry is always security, so I always choose a hotel that uses smartcards to limit access to executive suites and has CCTV cameras installed The family particularly request limousine service, 24-hour room service and exclusive use of the spa and therapy rooms

3

Trang 28

We have two young children and a relatively low

budget so we look for somewhere that caters for

families It’s important to have a swimming pool,

but the best hotel for us is one where there’s a

children’s play area where the children can go

We stayed in a place recently where the kids had

bunk beds with individual television sets in them

We could get the latest PlayStation games and

consoles from reception And if we wanted to go

out in the evening, just the two of us, there was a

great babysitting service as well

RESEARCH HOTELS IN YOUR AREA

Students visit a couple of hotels in their local area

and gather information on the facilities and

services on offer In a subsequent lesson they

present their findings in groups or to the class

• Students write an article for a travel magazine or

website, giving information on what types of

accommodation are on offer in their own country

(or another of their choice) Encourage students to

use the text in Exercise 2 as a model (200–250

words)

• Students write about their own preferences

regarding hotel facilities and services, comparing

how these would differ if they were away on

business or for a holiday (200–250 words)

What facility or service do you need? (Matching

game page 110)

HOTEL GRADING

• listen to a travel advisor explaining hotel ratings in Spain

• study modal verbs for expressing obligation and possibility

• research unusual places to stay

Listening

GRADING OF HOTELS IN SPAIN

FACT FILE Other hotel rating schemes include: the AA Auto Club STAR (which has been running for over 100 years in the UK), AAA Diamond (USA) and Australian STAR rating scheme (which is one of the world’s leading quality certification schemes)

is opened to the class

Students listen to a travel advisor explaining how hotels are rated in Spain, comparing ideas in pairs before class feedback

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

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

1 F – in Europe, excluding Spain

2 F – they must also provide a chair and table,

and either soap or body wash in the bathroom

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ACCOMMODATION 28

3 T

4 F – not necessarily as the Spanish regional

tourist authorities have their own list of criteria

I First of all, can you tell us something in general

about how hotels are graded and what the

number of stars actually means?

J Well, perhaps the first thing I should say is that

the number of stars in one country doesn’t

necessarily mean the same as in another But in

Europe, there’s a European Hospitality Quality

Scheme called the Hotel Stars Union, and the star

system is the same for all the countries that

belong to it Basically, there’s a list of criteria

relating to 270 possible features and services a

hotel can offer For example, the minimum criteria

for a one-star rating include daily room cleaning, a

table and chair in each room (as well as the bed

of course!), and either soap or body wash in the

bathroom However, for a four-star rating, a hotel

must be able to offer things like a restaurant with

an à la carte menu service and a soft chair or sofa

with a side table in each room

I OK, that’s good to know, but what about Spain?

Can visitors expect star ratings in Spain to be the

same as in the rest of Europe?

J Well, actually the short answer to that is no In

Spain, the stars can only be awarded by the

regional tourist authorities There are 17 different

regional tourist authorities and each one gives an

official rating according to its own set of criteria

I That sounds pretty confusing

J Well, yes it is And to make it worse, most

people book hotels online or through tour

company brochures, which often use their own

criteria and sets of symbols, for example suns,

crowns, keys, moons or diamond symbols to rate

hotels

I So, do the stars mean anything at all?

J Well, the stars reflect the number and range of

facilities offered, for example is there a lift? Does

the hotel have a gymnasium? So that’s something

concrete you can rely on And of course a

four-star hotel will also cost more than a three- or

two-star hotel in the same city: by law, Spanish hotels

must display their prices behind reception and in

every room However, visitors must remember

that VAT is extra

I Right And are the prices more or less the same

across the regions?

J Well, prices vary according to region and

season A room will always cost more in high season and city hotels charge more during fiestas, carnivals or when there’s a major conference

that tells you how good the quality of something is;

grade (v) and rate (v) = classify things according to

quality; grading or rating system = a system of classifying according to quality or merit)

• Self-catering refers to a holiday where you cook

your own food in your accommodation (BrE)

• A retreat is a quiet place you stay at in order to

relax

• A youth hostel is a place where people of all

ages, as well as families can stay They do not just consist of dorms and bunk beds, and many have family or single/double rooms They are excellent value for money and provide clean well-run accommodation at a low price They often have their own bar or restaurant so you do not need to cook your own food

Focus students’ attention on the Grammar box and either go through it as a class or allow students time

to read it, answering any questions which arise

Students then choose the correct modals in the texts, comparing answers in pairs before discussing them

as a class Check vocabulary, e.g inland, strict

1 can 2 may 3 have to 4 may 5 should

6 may 7 should 8 can’t 9 may

10 don’t have to

EXTRA ACTIVITY Students discuss in pairs which of the three types

of accommodation they would prefer to stay at and why

Trang 30

Students complete the enquiries, comparing answers

with a partner before class feedback

1 have to 2 don’t have to 3 may

4 shouldn’t 5 should 6 Can

EXTRA ACTIVITY

Students work in pairs or small groups and make a

list of ten other questions guests might ask at a

hotel Round up by eliciting ideas from the class

Decide which are the most useful

RESEARCH UNUSUAL PLACES TO STAY

Students use the internet to find two to three

examples of very unusual places to stay This is

best set for homework In a subsequent lesson,

divide the class into three or four groups and ask

students to share ideas in their groups, choosing

the most unusual place Bring the class together,

asking a member of each group to describe the

place they chose The class then votes for the

most unusual place

• Students write an article for a hotel and

management magazine or website explaining how

hotels in their country are graded

(150–200 words)

• Students write a short article for a travel guide

giving information on three of the most unusual

places to stay in their country (200–250 words)

PROFESSIONAL SKILLS

DEALING WITH COMPLAINTS

• listen to hotel guests making complaints

• focus on how to deal with complaints

• roleplay situations where a complaint is made and dealt with by a hotel receptionist

Check students understand the list of complaints given before listening to the recording Allow time for them to compare their answers in pairs before you check them as a class

1 b 2 a (also d) 3 c 4 e 5 d

EXTRA ACTIVITY Students work in pairs and make a list of things they have complained about in hotels, sharing ideas with another pair

Ask students if they can remember how each situation was dealt with If they are a strong class, ask students to work in pairs and complete the conversations before they listen again to check their answers With a weaker class, you could play the recording first to help them complete the extracts

Then check their answers after each one For feedback, elicit the solutions that are offered and discuss whether the class think that the solutions were satisfactory or not, and explain why

1 speak to 2 speak to 3 can give

4 you like 5 could try 6 want

7 apologize 8 make sure 9 assure

10 happen 11 attention

4 and 5 are dealt with in a polite and satisfactory manner

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ACCOMMODATION 30

1, 2 and 3 are unsatisfactory In 1, the complaints

were ignored In 2, the receptionist was rude In 3,

the receptionist should be more helpful and

empathize more with the customer

page 28

1

C = Customer, R = Receptionist

C Hello, can you send someone to look at the air

conditioning in my room – it’s too noisy and it

doesn’t seem to be working properly because the

room is hot And I can’t close the window either

and there are insects getting into the room

R I’m sorry, sir I’ll speak to maintenance

C OK, thank you

[Later]

C Hello, I phoned a couple of hours ago to say

that the air conditioning is not working The

person I spoke to said someone would look at it

but nothing has happened

R Which room?

C 238

R I will speak to maintenance

C And another thing The Wi-Fi isn’t working and

I need to be connected – I’ve got work to do

R OK, I will speak to person in charge

[Later]

C I want a refund, I’m not paying the full rate – I

complained several times about the air

conditioning and the internet connection that didn’t

work and I was just ignored

2

C I don’t understand this bill It’s too much

R You got a problem?

C When I made the reservation, I was told the

room rate was seventy-nine dollars and ninety

cents

R Yeah, plus taxes

COK, but what’s this – you’ve added another 15

dollars

R Yeah, that’s kind of for the extra person in the

room

C The extra person in the room!! I was never told

there was a charge for that!

R That’s the rate, man

C Where’s it say that? There’s nothing about that

on the check-in card and I can’t see anything here

in the reception area about charging for the

number of people in a room

R Yeah, but I can’t do anything about it, can I? I

ain’t the manager

C Can I speak to the manager?

R Nope, he ain’t here

C When will he be back?

R I dunno I can give you his mobile phone

number if you like

3

C Hello, we’ve booked a room in the name of

Robertson, Mr and Mrs Robertson

R But the hotel’s full It’s half past eleven, we

don’t have any more rooms for tonight

C What? We made this booking two weeks ago!

And I have a credit card confirmation for late arrival You can’t say you don’t have a room!

R …I don’t have any record of that

C Maybe, but I do, so what are you going to do

about it? We just travelled 150 miles to be here

R Um, perhaps I could try and get you into

another of our hotels Do you want me to do that?

CDo you have any other solution?

R No

4

C Is that reception?

R Yes, how can I help you?

C My name’s Anne Robertson I just checked in

with you downstairs You told me the room was ready but the beds haven’t been made, the room

is filthy and it smells of cigarettes I definitely asked for a non-smoking room and it’s half past three – I don’t understand why the room hasn’t been cleaned

R Oh, I’m so sorry, Mrs Robertson I do apologize

for the inconvenience Please come down and I’ll make sure you get a room that’s ready I’ll put you

in a better room with a view over the lake

C OK, thank you very much I’ll come down now

…Oh my goodness, there’s a lizard in the room!

5

C = Customer, M = Manager

C Excuse me, are you the manager?

M Yes, madam, what can I do for you?

C I’d just like to tell you that I find the attitude of

the people you employ here completely unacceptable This afternoon when I came back, the room hadn’t been cleaned I phoned

housekeeping but I don’t think they understand

English, they just say yes Finally, I managed to

make them understand what I wanted and someone brought up some clean linen, but the girl wouldn’t stay to clean the room and I had to make the bed myself She said it was the job of

housekeeping, not hers

M I’m very sorry madam I’ll have a word with the

staff I assure you it won’t happen again Thank you for bringing the matter to my attention

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Students work in pairs to discuss how to improve the

three dialogues with unsatisfactory outcomes

Monitor, helping as needed, and (depending on the

class size) ask students to roleplay one of their

rewritten dialogues for the class Make sure each of

the dialogues are covered For feedback, discuss

best practice and useful language

Professional skills

DEALING WITH COMPLAINTS

Focus students’ attention on the Professional skills

box Ask them to work in pairs to match the sentence

halves before eliciting ideas

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

Refer students to the useful expressions given and

ask them to complete them Play the recording to

check answers, pausing after each one is given

Discuss the importance of sounding polite and how

this can be achieved (intonation, tone, facial

expressions, etc.) and check students understand

what assertive means Ask students to practise

saying the expressions in pairs Monitor and help as

needed

1 sorry 2 apologize 3 know 4 afraid

5 seems 6 problem 7 look 8 back 9 do

Apologizing

1 I’m sorry about that

2 I do apologize for the inconvenience

3 I hear what you’re saying and I know how you

feel

Explaining

4 I’m afraid there’s been a misunderstanding

5 What seems to have happened is that …

6 At the moment we’re having a problem with …

Acting

7 I’ll look into it right away

8 I’ll get back to you when it’s been sorted out

9 I’ll do everything I possibly can

EXTRA ACTIVITY Students work in pairs and choose one of the extracts to develop into a roleplay which they practice and then do in front of another pair

Round up by asking a few pairs (who have chosen different situations) to roleplay their situation for the class

As (and Bs) could prepare in small groups before returning to their original partners Set a time limit of

5 minutes for this If time, ask students to swap roles

Round up by discussing how well complaints were dealt with and what expressions were used

EXTRA ACTIVITY Students discuss their experiences of making or dealing with complaints, particularly in the context

of hotels

• Students choose one of the complaints below and then write a short conversation where a hotel guest complains to the receptionist (three to five minutes) In a subsequent lesson, students partner

up with someone who chose a different complaint and practise both conversations prepared, playing the receptionist for their own conversation Round

up by discussing different ways to deal with each

of the complaints

Hotel complaints: no Wi-Fi access, sub-standard restaurant, inaccurate star rating, bed bugs or noisy room

• Students write an article for a hotel and management magazine or website describing some of the most common complaints made by hotel guests and how to best deal with them

(200–250 words) Photocopiable notes 3.2 (page 109) Dealing with a complaint (Card activity page 111)

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CASE STUDY MENU

Refer students to the lesson’s aims and objectives

before focusing their attention on the picture Elicit

what it shows and ask what type of holiday is being

illustrated

Promotional brochure

Students read the extract, comparing answers in

pairs before checking them as a class

1 Sylvan Parks are located throughout Europe

2 Self-catering villa accommodation

3 They cater mainly for families

Customer complaint

Check students understand vocabulary, e.g splinter,

infection, amputation, compensation, before reading

the letter Allow students time to discuss answers

with a partner before class feedback

1 She caught her finger on a bedside table and

a splinter went under her thumbnail

2 The nurse advised her to take painkillers The

bedside table was never removed

3 She now has a serious infection and risks

amputation of part of her finger

4 She intends to contact her solicitor and seek

compensation

Problems at Caxton

Tell students they are going to read more about

problems at Caxton Then put them into pairs and

allot roles A and B Allow students time to read the

relevant information Students then discuss the

problems they read about in their pairs before class

feedback Check vocabulary, e.g alarmed, captive

(audience), disgusted, damp, mouldy, stains

See Pairwork files

Student B:

• Maintenance of villa – poor standard of service (dirty room, missing bed linen, shelf in fridge falling off, DVD player not working)

• Katarina Chalupova’s finger injury

Management team meeting

Explain that Caxton’s management are holding a meeting to discuss the issues Students listen, noting the decisions made Allow them time to discuss ideas

in pairs before opening the discussion to the class

Check vocabulary, e.g at fault, infect, and remind students about infection and compensation which

came up in Exercise 2

1 Katarina Chalupova: They can claim that there

was negligence on her part They suggest writing to the solicitors and playing for time

They may offer some compensation but will not admit responsibility

2 Swimming pool health and safety: They will tell

the swimming pool attendant to make sure that children with nappies are not allowed in the pool area

3 Villa maintenance: They should budget for

repainting over the next six months and select the properties that really need repairs

Random checks will be made to make sure that the rooms are properly cleaned and that the bedding is changed every day

4 Park Market supplies: Mrs Hawkins should

contact the suppliers directly Sylvan Parks will decline responsibility for food items past their sell-by date

A Let’s get this meeting started, shall we? The

first item is about this Mrs whatshername

B Katarina Chalupova

A Yeah, well, this is pretty serious What I want to

know, is why didn’t anyone notice that this piece

of furniture was potentially dangerous?

B It’s very difficult to get good cleaning staff

They don’t care, they just come in and out, a lot of them turn up late …

C Some of them can’t speak English

B And they don’t care

Trang 34

A Why not?

B Why should they, their wages are really low

and they have no reason to care really

A Well, this is going to cost us Have you read

the letter from the solicitors?

D It looks bad but we can also claim that she was

at fault She admits that she spent a lot of time in

the swimming pool – but if her finger was infected,

she should have kept the finger protected and

clean and not gone swimming

C She says it was the water in the swimming pool

that caused the infection

A It can’t have done – the water has chlorine in it,

it’s disinfected

B Yes, but other people say that there are kids

who haven’t been toilet trained in the pool

A OK, we need to tell the swimming pool

attendant to make sure that kids with nappies are

not allowed in the pool area

D So what about her claim for compensation?

A I suggest we write to the solicitors and play for

time – wait until we know how serious it is Maybe

offer some compensation but don’t admit

responsibility Nothing proves that there was really

something wrong with the bedside table In any

case, she may have a personal accident

insurance policy or have signed up for our own

when she booked

D Yeah, good point Let’s move onto the

maintenance issue

B It’s true that some of the villas need repainting

I think we should budget for that over the next six

months and choose the properties that really do

need some repairs

A OK I’ll look after that

C And I’ll have a word with Molly O’Connor and

make sure she tells the staff that in future we’ll be

doing checks to make sure that the rooms are

properly cleaned and that the bedding is changed

every day It’s unacceptable

A Good Now what about the Park Market?

B Well, that’s very clear It clearly states in our

terms and conditions that food and beverages are

provided by third parties So any issues

concerning food in the stores should be directed

to the provider

A Right, so we can say we are not responsible

and Mrs Hawkins should contact the Park Market

directly Is anyone taking minutes for this

POSSIBLE OUTCOME Katarina Chalupova:

Either play for time, refuse responsibility, claim her own negligence but offer limited

compensation as a gesture of ‘goodwill’ (e.g

another stay at Sylvan Parks, which she will probably refuse) and wait for a response from the solicitor Or apologise, offer financial

compensation and explain the policies and improvements that will be put into place to ensure such an incident does not reoccur

Swimming pool health and safety:

Provide a separate area for children to swim in and ban the wearing of nappies in and around the swimming pool

Staffing:

Efforts to made to recruit personnel with a good command of English This should not be difficult in times of high unemployment

Park Market supplies:

More rigorous control systems are needed to ensure that products are reduced in price as they near their sell-by date, then are removed from display by that date

The medical centre:

Needs to provide a fast and reliable service

Protocols relating to response times and support available at various times of the day and week need to be actioned and explained to all concerned All key information to be provided in the villa information packs

Trang 35

ACCOMMODATION 34

Writing a letter of apology

FACT FILE Useful phrases for letters of apology:

• Thank you for bringing this matter to our attention

• We are sorry to hear that …

• Please accept our apologies for … / We

apologize for …

• Please be assured that we will …

• We value your custom highly./ Your satisfaction is

our priority

• Please find enclosed a voucher for …

Find out if students have ever written a formal letter

of apology and if so, why Refer to the model letter

given on page 101 of the Writing bank and go

through the structure and phrases used Students

work alone or in pairs to discuss what points their

own letter will include (alternatively, this could be

done as a class) and how they will organize it The

letter itself (150–200 words) could be written in class

or for homework

• Students write a short report explaining how

customer complaints are dealt with at the company

they work for or how they should ideally be dealt

with, suggesting any relevant recommendations

for future improvement (200–250 words)

• Students write a sentence of their own using each

of the key words given for the unit (15 sentences

in total) Encourage them to use a variety of

structures and language from the unit

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4 DESTINATIONS

UNIT MENU

Grammar: articles

Vocabulary: weather, climate, features and attractions

Professional skills: offering advice

Case study: develop a destination

• read an article about weather conditions and their

effect on the travel industry

• listen to weather forecasts and focus on

vocabulary for describing climate

• write about climate in their country

Reading

WEATHER AND TRAVEL CHAOS

Introduce the lesson topic by eliciting a few examples

of types of weather that cause travel problems in

their country and why Students then read about how

weather can impact on the travel industry, discussing

answers as a class Check potentially new

vocabulary, e.g disruption, grounded, criticism

The bad weather caused disruption at airports, on

roads and in rail services In particular, many flights

were delayed or cancelled and travellers had to

camp out at airports

Allow time for students to reread the article before

discussing their ideas in pairs Round up by opening

the discussion to the class

Focus students’ attention on the words in bold in the

text and ask them to complete the sentences using

them Give students time to compare answers in

pairs before going through them with the class

1 disruption 2 blocked 3 grounded

4 stranded 5 delays 6 cancelled

EXTRA ACTIVITY Students work in pairs or small groups They talk about a journey they have made which was affected by bad weather and they describe to their partner or group what exactly happened

Listening

WEATHER FORECASTS Exercise 4, page 33

Begin by eliciting from students a few words to describe today’s weather Then ask students to complete the table, checking answers as a class

Ask them if they can use any of these words to describe today’s weather

Rain Temperature Wind Visibility

drizzle freezing breeze fog showers mild gale mist

Students listen to the weather forecasts Allow time for them to discuss answers in pairs before class feedback If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that they will be expected to have a good understanding of vocabulary relating to weather and climate features for the exam

1 Mediterranean countries and Portugal and

northern, eastern and southern Africa

2 a

3 b Exercise 6, page 33

Students listen a second time, referring to the audio script to check answers Elicit them from the class, checking pronunciation

1 overcast 2 chilly and cool 3 sunny spells

Trang 37

DESTINATIONS 36

EXTRA ACTIVITY

Students look up a website which gives the

weather forecast for the country they are in or

from Ask them to read the forecast for the day

which follows their next lesson (if possible) and in

the next lesson, ask them to practise giving their

forecast with a partner

page 33

1

Hi, this is Curtis Jackson with the weather forecast

at 6 a.m for today Monday the third of April until

midnight Most of the country will start the morning

overcast with some mainly light rain or drizzle,

although over northern areas some heavier

scattered showers are expected during the

afternoon

During the afternoon, brighter, drier weather

should gradually extend eastwards with sunny

intervals and it’ll be another mild day with

temperatures in the mid-50s, generally a little

higher than yesterday’s but a little under the

seasonal average

2

Hello there, it’s Monday, the last day of the year,

and today it’s likely to be a rather chilly day for

many There’ll be some scattered showers and a

cool breeze for Sicily and southern Italy, but most

parts of the Mediterranean will be dry and we’ll

see sunny spells for the French Riviera, Spain

and Portugal once the early morning mist and fog

has cleared

There are a few showers spreading down into

northern parts of Africa, particularly Tunisia and

Libya Cairo should be dry with temperatures of

18 or 19 and lots of warm weather and summer

sunshine in Nairobi, Dar es Salaam and Cape

Town

Vocabulary

DESCRIBING CLIMATE

Ask students how they would describe the climate of

their country (or the host country if different) They

then read three descriptions, deciding in pairs which

country each is referring to Discuss answers as a

class, checking vocabulary, e.g monsoon,

temperate, changeable, humid This might be a good

opportunity to elicit other weather-related lexis

A India B Norway C Korea

(Australia isn’t mentioned.)

EXTRA ACTIVITY Students find out about the climate of Australia and write a short description giving information about it (35–50 words)

vocabulary exercises relating to the Sri Lankan Rainforests Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments, as is denoted by the worksheet timings

Alternatively, the DVD-related worksheet can be undertaken as self-study At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework, with findings presented in a subsequent lesson

• Students find out how the eruption of Iceland’s

Eyjafjallajökull volcano in 2010 affected the travel

industry Alternatively, they could find out more about another situation relating to weather or natural events, which impacted on the travel industry in another country/region Remind students to include data in their findings and in a subsequent class, put students into small groups

to share their findings Students then either write

an article for a tourism industry website explaining what happened and what lessons have been learnt in the travel industry (200–250 words) OR they prepare a group presentation (5–10 minutes)

• Students choose a country with a very different climate to their own and write a short description of its climate (50–75 words) In a subsequent lesson, students read out their description in groups and the other students must try to guess the country

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WHERE TO GO?

• read about popular tourist destinations and when

to visit different places

• study the use of articles

• write a review on a destination for a travel webzine

Vocabulary

POPULAR TOURIST DESTINATIONS

FACT FILE

• Easter Island belongs to Chile It is situated in the

South Pacific Ocean about 2,000 miles from land

and is famous for its monumental stone statues

• The Giant’s Causeway, on the north coast of

Northern Ireland, is famous for its hexagonal stone

columns, which are the result of volcanic activity

millions of years ago The Republic of Ireland uses

the euro but as Northern Ireland is part of the UK,

its currency is pounds sterling

• The city of Petra is Jordan’s most popular tourist

attraction It was carved into the rock face by Arab

people (Nebataeans) a few thousand years ago

• Paphos lies on the southwest coast of Cyprus Its

key landmarks include the harbour, its Byzantine

castle and the mosaics in the Houses of Dionysus,

Theseus and Aion, which show scenes from Greek

mythology that are around 1,500–1,800 years old

• The Taj Mahal is a magnificent white domed

marble mausoleum built over 350 years ago by the

Mughal emperor Shah Jahan in memory of his

third wife, Mumtaz Mahal It combines Persian,

Turkish and Indian influences

• The Grand Canyon is a 446 km long steep-sided

canyon in the American state of Arizona

• The Vikings were Nordic seafaring explorers and

traders from late 8th century to mid-11th century,

who had a reputation for being raiders and

warriors Originating from Scandinavia, the Vikings

sailed in long boats to discover lands where they

could settle or trade

Introduce the topic of this lesson as popular tourist

destinations and ask students to work in pairs, telling

their partner which famous tourist attractions they

have been to Focus students’ attention on the

photos Ask students to label the attractions and

name the country they are in Elicit answers and the

missing country (Northern Ireland – the Giant’s

Causeway) Find out which ones students have

visited or would like to visit, and what they know

about each one

A the Easter Island statues (Chile)

B the Giant’s Causeway (Northern Ireland)

C the ancient city of Petra (Jordan)

D the Paphos mosaics (Cyprus)

E the Taj Mahal (India)

F the Grand Canyon (USA)

EXTRA ACTIVITY Students work in pairs or small groups and decide which continent each country is in and which countries each one shares a border with This could be done as a race It may help to refer them

to the map of the world at the front of the Course Book when discussing answers

CAPITAL CITY: Nicosia CURRENCY: euro

LANGUAGE: Greek and/or Turkish

COUNTRY: India

CAPITAL CITY: Delhi CURRENCY: rupee

LANGUAGE: Hindi and English

COUNTRY: The Republic of Ireland

TOURIST ATTRACTIONS: Viking museums, castles, hiking LANGUAGE: English and Irish Gaelic

COUNTRY: Jordan

TOURIST ATTRACTIONS: desert excursions, the ancient city of Petra, archaeological sites LANGUAGE: Arabic

COUNTRY: USA

CURRENCY: dollar LANGUAGE: English

EXTRA ACTIVITY Students choose one of the places and find out more about it, preparing a short five-minute talk to promote interest in their destination Students then form mixed groups (in terms of destination) and take turns to talk about the place they chose and say why the others should visit it Students vote for the most interesting-sounding destination

Reading

WHERE TO GO WHEN Exercise 3, page 35

Ask students when the best time to visit their country

is and why Students then read and complete the extracts They can then check their ideas in pairs before going through them with the class Finally, find

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DESTINATIONS 38

out which place students would prefer to visit and

why, then check any new vocabulary

1 Jackson Hole 2 the United States 3 Dallas

4 Jordan 5 Petra 6 Galway 7 Ireland

EXTRA ACTIVITY

Students take turns to read out an extract, reading

it to promote interest Focus on pronunciation and

intonation

Students complete the vocabulary lists, comparing

answers with a partner before class feedback

Natural features: mountains, slopes, archipelago,

islands, rocky coast

Weather: forecast, clear, sunny, heavy snowfalls,

extreme heat, sandstorms, frequent showers, cold,

windy

Transport: camel, connecting flight, shuttle buses,

donkey, horse-drawn carriage, ferry

Attractions: oyster festival, monuments

Grammar

ARTICLES

FACT FILE

• The Mekong River runs from the Tibetan Plateau,

through China, Burma, Laos, Thailand, Cambodia

and Vietnam

•Luang Prabang is a city in the north of Laos which

is now a UNESCO World Heritage Site due to its

previous status as the royal capital and seat of

government

EXTRA ACTIVITY

Ask students where Turkey is (they could refer to

the map at the beginning of the book) and elicit

which countries it borders

Then discuss where the Mekong River is and ask

students which countries it passes through

Give information from the Fact file as needed

Focus students’ attention on the Grammar box and

read through the information given It may be useful

to find out if students use articles in their own

language and if the rules are similar or not Suggest

they highlight rules which are different Students then

complete the texts, checking answers in pairs before

discussing them as a class

The reviews could be completed for homework and either read out in groups or, if possible, put on the walls for students to read

EXTRA ACTIVITY Students write a short paragraph saying when the best time to visit their country (or one they know well) is Remind students to use the examples in Exercise 5 as models (50–60 words)

• Students choose 15 of the vocabulary items from Exercise 4 and use each one in a new sentence of their own

• Students write a review (100–150 words) of a popular destination in their own (or host) country,

as in Exercise 6, but this time they rewrite it

leaving 15 gaps in their text for a, an, the or Ø

Remind them to refer to the rules for using articles and to bring a copy of the completed text to the next lesson When texts have been checked, students type up a gapped version of them (using

gaps in place of articles or Ø before nouns) for a

subsequent lesson Students then work in pairs, swapping texts, completing them and checking their answers so as to revise articles

Photocopiable notes 4.1 (page 112) The geography game (Card activity page 113)

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PROFESSIONAL

SKILLS

OFFERING ADVICE

• listen to a travel agent discussing a holiday

proposal with a client

• focus on expressions used to give advice to

Focus students’ attention on the photo and website

information for BettaVacations before giving them

time to read it Ask students what Patricia does for a

living then get students to read about the people

looking for a suitable holiday Elicit the AmE for

holiday (vacation) and ask students to decide which

type of holiday might suit each pair Students discuss

ideas in pairs before sharing them with the class

Encourage them to explain their choices and if time,

ask the class to reach a consensus on the best

holiday for each set of people

Listening

COSTA DE SAUIPE

FACT FILE

Brazil is the largest country in South America and

the worlds’ fifth largest country It has a fast

growing economy (in 2012 it was the world’s sixth

largest) with tourism as a growing industry In 2012

it received over 5 million visitors and is the third

most popular Latin American country among

tourists after Mexico and Argentina

EXTRA ACTIVITY

Refer students to the map in the front of the book

and ask them to find out where Brazil is Elicit

which countries it borders

Students listen to Patricia’s holiday proposal, making

notes on the given aspects Allow time for students to

compare notes in pairs before class feedback

Discuss if any ideas were similar to theirs

Destination: Costa do Sauípe, northeast Brazil

Accommodation: luxurious hotel, spacious bedrooms, huge TV

Activities available: volleyball, windsurfing, tennis, aqua gym and horse-riding

How to get there: pick-up service from airport to resort in an air-conditioned bus

Best time to go: December through February Weather: good weather, sun shines practically all year, guaranteed temperatures in between 75 and

90 degrees

P = Patricia, B = Barbara

P Hi Is that you, Barbara? This is Pat Walsh We

talked a couple of days ago about your upcoming vacation

B Oh hi, Pat How’re you doing?

P I’m good Hey, listen, I found you a great place

to go! It’s called Costa do Sauípe in northeast Brazil It’s this private resort with a fantastic beach area about one hour north of Salvador There are five hotels with incredibly spacious bedrooms, a huge TV and I can tell you, it’s real luxurious

B Sounds great What kind of activities are

there? Do they organize things for us to do? Hank and I just don’t want the kids to get bored – you know what teenagers are like

P You don’t need to worry about that – there’ll be

plenty for your boys to do, like volleyball and windsurfing on the beach which is right next to your hotel, tennis, aqua gym, horse-riding – they have their own equestrian centre – and, you know, for eating out there’s a really wide choice – fifteen restaurants, French, Italian, Japanese and Brazilian food

B OK, so how would I get there?

P Well, there’s an air-conditioned bus that picks

you up from the airport in Salvador and drives you straight to the resort, which is about 50 miles away

B That sounds convenient And when do you

reckon is the best time to go?

P Well, if you go in summer (that’s December

through February), they have something that’s really special I know you’re interested in nature and wildlife and they have this turtle preservation scheme Once or twice a week, the resort people collect the turtle eggs and they save all the turtles that are born on that day And this naturalist guy comes and gives talks about turtles and their habitat, and so on, and about other marine life as well I know someone who went there with her kids and they absolutely loved it

B Well, that sells it for me Judd is mad about

marine life You said December through February? So that’s their summer, right?

Tiêu đề	English for International Tourism Intermediate TB New Edition
Tác giả	Karen Alexander
Trường học	Pearson Education Limited
Chuyên ngành	Tourism / English Language
Thể loại	Teacher’s book
Năm xuất bản	2013
Thành phố	Harlow

Định dạng
Số trang	134
Dung lượng	4,09 MB