PRE-INTERMEDIATE TEACHER’S BOOK
TourismEnglish for International
NEW EDITION
A 2 – B1
KAREN ALEXANDER
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the
world.
www.pearsonelt.com
© Pearson Education Limited 2013
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to the following conditions. Individual
purchasers may make copies for their own
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First published 2013
ISBN: 978-1-4479-0361-1
Set in Palatino
The publisher would like to thank the
following for their kind permission to
reproduce their photographs:
Cover images: Front: 4Corners Images:
Benedetta Rusconi / SIME t; Corbis:
F.Stuart Westmorland b, Jon Hicks bc;
SuperStock: Fancy Collection tc; Back:
DK Images: cl; Fotolia.com: tl; Lonely
Planet Images: Peter Ptschelinzew bl
English for International Tourism Pre-Intermediate Teacher’s Book
CONTENTS
Introduction 3
6
Unit 1 World tourism 17
26
Unit 2 Jobs in tourism 34
44
Unit 3 Visitor centres 54
56
Unit 4 Package tours 67
76
Unit 5 Hotels 85
95
Review and consolidation 1 105
107
Unit 6 Food & beverage
Unit 7 Nature tourism
Unit 8 Air travel
Unit 9 Hotel operations
Unit 10 Marketing
Review and consolidation 2
Photocopiable resources
CONTENTS 2
INTRODUCTION KEY GRAMMAR
English for International Tourism is a In the grammar lessons key aspects of
three-level series designed to meet the grammar that are essential for progress at
English language needs of professionals this level are presented within an authentic
working in the tourism industry and tourism context. These lessons include
students of tourism in further education. clear explanations and activities designed
The course helps students to: to help students understand and use the
language effectively. By the end of the
• build confidence in professional skills lesson students will be able to use the
such as dealing with enquiries, grammar more confidently. For additional
marketing destinations, offering advice, support there is a comprehensive
negotiating, writing emails and speaking Grammar reference section at the back of
to groups the Coursebook.
• develop language awareness through PROFESSIONAL SKILLS
an integrated grammar and skills
syllabus The Professional skills lessons provide
students with the opportunity to learn and
• acquire the specialized vocabulary practise effective interpersonal and
needed by tourism professionals business skills which are an essential job
requirement in the travel and tourism
• practise language skills in realistic Case industries. They will learn professional
studies that reflect issues in the tourist skills ranging from dealing with customer
industry today. enquiries and meeting clients’ needs to
preparing a guided tour or a presentation.
Structure of the Coursebook
CASE STUDIES
The Coursebook contains ten units and
two Review and consolidation sections. Each unit ends with a Case study linked to
Each unit is divided into four lessons. The the unit’s tourism theme. The Case studies
unit menu shows students the key learning are based on realistic tourism issues or
objective of the lesson. Each unit has the situations and are designed to motivate
same structure: and actively engage students in seeking
solutions. They use the language and
• a vocabulary lesson professional skills which students have
acquired while working through the unit
• a grammar lesson and involve them in discussing the issues
and recommending solutions through
• a Professional skills lesson active group work.
• a Case study or tourism-related game is Language skills
included at each level.
Speaking skills: Each unit provides
KEY VOCABULARY students with a range of speaking
activities. The pairwork tasks are designed
The vocabulary lessons introduce and to provide students with further
practise many words and expressions opportunities to communicate in realistic
required in the tourism industry, either and motivating tourism-related contexts.
through a reading text or a listening. By The Case studies require students to
the end of the lesson students will be engage in extended communication about
better able to use the specialist vocabulary topical issues in the tourism industry. At
in appropriate tourism contexts. At the end each level further speaking practice is
of each unit there is a Key Word box that available in a tourism-related game.
provides a selection of words and phrases
from the unit and a reference to the Mini-
dictionary on the DVD-ROM.
INTRODUCTION 3
English for International Tourism Pre-Intermediate Teacher’s Book
Listening skills: Each unit contains These films give students the opportunity
several listening tasks developed around to listen to a variety of native and non-
topics related to the travel industry. A native speakers using English as an
range of British, American and other international language in five authentic
international native and non-native documentary videos. Additionally, the
speakers are featured helping students DVD-ROM has a comprehensive Mini-
understand how people speak English in dictionary featuring over 300 tourism-
different parts of the world. Audio scripts of related terms along with their definitions,
the recordings are available at the back of pronunciation and example sentences.
the Coursebook. The DVD-ROM also contains the MP3 files
of the Coursebook audio material.
Reading practice: Reading texts feature
regularly in the units providing students Although the DVD-ROM is not integral to
with a variety of texts and topics that they the Coursebook and is primarily a self-
are likely to encounter in a tourism study component, teachers may find it
context. useful to show the videos in class and set
the optional task at the end of the video
Writing practice: In the writing sections worksheet for homework. This optional
students will write real texts related to the task, if a writing task, will have a model in
tourism workplace such as emails, tour the DVD-ROM key. However, if the
itineraries. At each level there are also optional task is a research task then
writing tasks to help students get a job in student responses will all be different and
tourism. Models of text types are available the teacher may like to ask the students to
in the Writing Bank at the back of the share their findings in a follow-up class.
Coursebook.
Website materials
Workplace skills
The English for International Tourism
Working with numbers: Throughout the course has a companion website for
course there are sections that help teachers: www.pearsonELT.com/tourism.
students to manipulate numbers in
English, which is a vital skill in the travel Teacher’s book: the teacher’s book is
and tourism workplace. divided into two parts:
Research tasks: Each unit contains one • teaching notes which follow the same
or more research tasks that encourage order as the Coursebook. They include
students to explore tourism-related issues the answers to the exercises,
on the internet or in their local background information about places,
environment. people and professional practices
mentioned in the Coursebook.
Private study
• photocopiable resources section which
Workbook: A separate Workbook with a contains twenty optional extra activities,
CD provides students with extra tasks for two per unit. The teacher’s notes make
study at home or in class. There are two suggestions as to which point in the
versions of the Workbook – one with the lesson an activity might be appropriate.
answer key for private study and one
without an answer key which can be used Customizable tests: these tests are
by the teacher for extra practice in class. based on the content of the Coursebook
and provide a measure of a student’s
DVD-ROM: The course has a DVD-ROM progress. The testing section of the
designed to be used alongside the website provides the teacher with a range
Coursebook or as a free-standing video for of customizable tests:
private study. The DVD-ROM is attached
to the back of the Coursebook and • a placement test
provides students with five authentic films
featuring different aspects of tourism. • ten unit tests
Each film has a printable worksheet, a
transcript and a key to the exercises.
INTRODUCTION 4
English for International Tourism Pre-Intermediate Teacher’s Book
• five progress tests (one after every two
units)
• an end of course test.
There are two versions of each Unit Test
(one ‘A’ and one ‘B’ test each unit);
Progress Tests (one ‘A’ and one ‘B’ for
every two units) and an end of course test
(one ‘A’ and one ‘B’ version).
Professional exams
English for International Tourism is
recommended preparation for the LCCI
English for tourism exams
www.lcci.org.uk.
INTRODUCTION 5
1 WORLD TOURISM
UNIT MENU
Grammar: present simple question forms
Vocabulary: tourism statistics
Professional skills: checking and confirming details
Case study: make the right booking
Aims and objectives Audio script Track 1.1, Exercise 3, page 118
In this lesson students will: 1 one, two, three, four, five, six, seven, eight,
• read some facts about the tourism industry nine, ten, eleven, twelve, thirteen, fourteen,
• review and practise saying numbers and statistics fifteen, sixteen, seventeen, eighteen, nineteen,
• focus words and phrases relating to the tourism twenty
sectors 2 twenty-one, thirty-two, forty-three, fifty-four,
sixty-five, seventy-six, eighty-seven, ninety-
Speaking eight
TOURIST DESTINATIONS 3 a hundred and nine, two hundred and ten,
three hundred and eleven, four hundred and
Exercise 1, page 8 twelve, five hundred and thirteen, six hundred
Refer students to the list of countries and ask which and twenty, seven hundred and thirty, eight
ones they have visited. They then rank them in order hundred and forty, nine hundred and fifty
of the most popular tourist destinations and discuss
their ideas in pairs before class feedback. Find out if 4 a thousand, one thousand five hundred, ten
students are surprised at the answers. thousand, ten thousand seven hundred and
fifty, a hundred thousand, a million, a billion
1 France
2 United States of America (the USA) Exercise 4, page 9
3 China Play the recording before asking students which
4 Spain numbers they heard. Students then work in pairs to
5 Italy practise saying the numbers.
6 United Kingdom (the UK)
1 13 2 14 3 50 4 60 5 17 6 18 7 90
Reading
Audio script Track 1.2, Exercise 4, page 118
THE TOURISM INDUSTRY
1
Exercise 2, page 8 A How many people are in the group?
Check vocabulary, e.g. expect, inbound, represent, B One person cancelled so there are now
recreation. Then ask students to read the tourism thirteen.
industry texts and match the words and phrases to 2
the definitions. Allow time for them to compare A How old is he now?
answers with a partner before going through them B He was fourteen last month.
with the class. 3
A How many states are there in the USA?
1d 2h 3b 4f 5c 6a 7e 8g B I’m not sure. I think it’s fifty.
4
Vocabulary A You’re in room sixty.
B Sorry, which room?
NUMBERS A Room sixty.
5
Exercise 3, page 9 A Can you serve table seventeen, please?
Students listen to the recording and practise saying B Table seventeen, which one is that?
the numbers. Highlight the positioning of the word A By the window.
and in longer numbers and drill any numbers which 6
are more problematic for the class. A Do you have the address of the hotel?
WORLD TOURISM 6
English for International Tourism Pre-Intermediate Teacher’s Book
B Yes, it’s number eighteen Park Street. Audio script Track 1.4, Exercise 6, page 118
7
A How much does a taxi cost to the airport? According to the World Tourism Organization
B About ninety dollars. (WTO), the top region for international tourism is
Europe, with 52 percent, more than half the
Exercise 5, page 9 world’s total tourism market. France is the world’s
Focus students’ attention on the table and check that top destination, with nearly 77 million international
they understand how to say percentages, fractions arrivals last year. The USA was second, with
and decimals before playing the recording. Mention nearly 60 million. China was in third position with
that nought means the same as zero and is used 56 million, and Spain was fourth with 53 million
more in the UK, whereas nil is used in the USA. foreign visitors. Another important statistic is the
Allow time after listening for students to compare money inbound visitors spend in a country. This is
answers in pairs before eliciting them from the class. known as ‘tourism receipts’. International tourism
receipts were 919 billion US dollars last year –
1 1½ 2 0.75 3 50% 4 1/3 5 0.25 6 20% that’s 693 billion euros. The USA has the top
7 0.125 8 1/10 tourism receipts in the world, with 104 billion US
dollars. Spain was in second position and France
Audio script Track 1.3, Exercise 5, page 118 was third. The WTO also collects information on
tourists’ spending habits. Tourists from Germany
1 one hundred and fifty percent, one and a half, are the top spenders on international tourism.
one point five They spent 78 billion euros last year. Things are
changing fast in the tourism industry and the WTO
2 seventy-five percent, three quarters, nought expects China to be the top international
point seven five destination within the next five years. China is
also showing the fastest growth in spending on
3 fifty percent, a half, nought point five international tourism in recent years.
4 thirty-three point three percent, a third, nought
EXTRA ACTIVITY
point three three
5 twenty-five percent, a quarter, nought point two Write the following on the board and ask students
to complete the full form of these useful terms in
five international tourism.
6 twenty percent, a fifth, nought point two
7 twelve and a half percent, an eighth, nought 1 IATA: International Air T A
point one two five 2 UNESCO: United Nations Educational, S
8 ten percent, a tenth, nought point one and C O
EXTRA ACTIVITY 3 LHR: L H Airport
Students work in pairs to write the numbers below 4 NYC: New Y C
and then take turns saying them.
• one number between 100 and 1,000 5 ETA Estimated t of a
• two numbers between 10,000 and 100,000
• three numbers between 100,000 and one 6 ETD: Estimated t of d
million 7 TIC: Tourist I C
• four fractions
• five numbers with a decimal point 8 BB: Bed and B
Listening Answers
TOURISM STATISTICS 1 IATA: International Air Transport Association
Exercise 6, page 9 2 UNESCO: United Nations Educational,
Ask students to discuss the questions in pairs before Scientific and Cultural Organization
eliciting ideas from the class. You might wish to note
these on the board. Play the recording to check 3 LHR: London Heathrow Airport
answers and compare them to what students had
thought. Find out if they are surprised by any of the 4 NYC: New York City
answers and check vocabulary, e.g. habit, spender,
growth. 5 ETA Estimated time of arrival
1 Europe 2 the USA 3 Germany 4 China 6 ETD: Estimated time of departure
7 TIC: Tourist Information Centre
8 BB: Bed and Breakfast
See the Workbook pages 4–5 for more useful
terms in international tourism.
WORLD TOURISM 7
English for International Tourism Pre-Intermediate Teacher’s Book
Vocabulary Homework suggestions
• Students think of six numbers which relate to
TOURISM SECTORS
tourism facts for their own country (or one of their
Exercise 7, page 9 choosing). In a subsequent lesson, students work
Students match the tourism sectors to the words and in pairs and take turns to ask questions to find out
phrases and additional ideas to each group. Students what each number refers to.
could work independently and check answers in • Students write a paragraph describing which
pairs, or carry out the exercise in pairs. During class tourism sector they work in or would like to work
feedback, elicit ideas, writing them on the board as in, and what they enjoy about it (100–150 words).
needed. Alternatively, they write about the sectors which
generate the most jobs and money in their country.
1f 2g 3d 4a 5c 6e 7b
More suggested answers (not in the wordpool):
1 hostel, motel, hotel
2 cycling, trekking
3 art gallery, amusement park
4 business convention, music festival
5 bistro, pizzeria
6 car hire, bus, coach, taxi
7 independent operator, online travel shop
Exercise 8, page 9
Students work in pairs or small groups to discuss
their preference and the most important sectors in
their country before the discussion is opened up to
the class. If the host country is different to the
students’, provide information for students on the
most successful and lucrative tourism sectors in it.
RESEARCH
TOURISM IN YOUR COUNTRY
Go through the task with the class. In a
subsequent lesson, allow time for students to
present their findings either in groups or to the
class.
ADDITIONAL RESEARCH IDEAS
Students can choose to research the following.
Domestic tourism:
• Where do domestic tourists usually go in your
country?
• What are popular leisure activities in your
country?
• What are the high-season months?
Inbound and outbound tourism:
• Which country do inbound tourists usually
come from?
• Which ports and airports receive the most
arrivals?
• Which countries do outbound tourists usually
go to?
WORLD TOURISM 8
English for International Tourism Pre-Intermediate Teacher’s Book
THE UNITED STATES EXTRA ACTIVITY
Aims and objectives Refer students to page 112 of the Grammar
reference and go through the information
In this lesson students will: explaining question forms with present simple.
• study question forms Highlight the use of different verbs and draw
• read an article about tourism in the USA attention to word order. Allow time to discuss the
• prepare a survey on tourism in their country and examples given and any questions students might
have. Provide additional examples as needed.
use it to collect results
Exercise 3, page 10
Speaking Students complete the quiz in pairs, checking their
answers with File 2 on page 102. Round up by
THE GREAT USA QUIZ finding out who got the most answers correct and if
students were surprised by any of the answers.
FACT FILE
See Pairwork files.
• Times Square in New York is a major centre of
the world’s entertainment industry and the heart Reading
of the Broadway theatre district.
INTERNATIONAL TOURISTS IN THE USA
• The geographical wonder, The Grand Canyon,
covers an area 446 km x 29 km and is in the Exercise 4, page 11
state of Arizona. Ask students to think of the main three activities
visitors to the USA enjoy, comparing ideas with a
• Las Vegas is the largest city in the state of partner before briefly eliciting suggestions from the
Nevada, and is known internationally for its class.
impressive casino-hotels and entertainment
facilities. Students’ own answers.
• San Francisco, in the state of California, offers Exercise 5, page 11
an interesting mix of architecture, trams on Students read the report to check their answers.
steep rolling hills and the Golden Gate Bridge. Encourage students to use a dictionary. Find out who
was right and which activities are the most popular.
Exercise 1, page 10 Check vocabulary, e.g. typical, merchandise, retailer.
Ask students to match the photos with the USA place
names. This could be done as a class. Students then shopping
consider what they know about each place, parks – both natural parks and theme parks
comparing ideas in pairs before class feedback. visiting museums, zoos and aquariums
A Times Square B The Grand Canyon Exercise 6, page 11
C Las Vegas D San Francisco Ask students to complete the sentences and allow
them time to compare answers in pairs before going
Grammar through them with the class. Discuss the meaning
and pronunciation of words and phrases as needed.
PRESENT SIMPLE QUESTION FORMS
1 merchandise 2 brands 3 destination
Exercise 2, page 10 4 retailer (also retail store) 5 growth market
Focus students’ attention on the Grammar box. Allow 6 emerging markets
them time to read through the information and ask
any questions before completing the questions in the Exercise 7, page 11
quiz. Encourage students to check their answers in Students reorder the questions, checking answers
pairs before going through them with the class. with a partner before class feedback. Elicit the
Check on the intonation of the questions as needed. questions, checking on intonation and pronunciation.
1 Where 2 How much 3 How long 4 What 1 How often do you go on holiday?
5 How many 6 Which 7 How 8 When 2 How do you usually travel?
Words not used: who, how old, why, how often 3 Where do you usually go?
4 Where do you usually stay?
5 How long do you go for?
6 Who do you go with?
7 What do you do on holiday?
8 What do you spend most money on?
WORLD TOURISM 9
English for International Tourism Pre-Intermediate Teacher’s Book
Exercise 8, page 11 PROFESSIONAL
Ask students to use their questions from Exercise 7 SKILLS
to interview at least five other students. You may
wish to set a time for this. Students then write a CHECKING AND
summary of the results. This could be set for CONFIRMING
homework. DETAILS
EXTRA ACTIVITY Aims and objectives
Refer students to Part 1 of the EFIT Pre- In this lesson students will:
intermediate level DVD material for extra listening • focus on the professional skill of checking and
and vocabulary exercises relating to dream
holidays, specifically focusing on the Maldives and confirming details
Egypt. • practise taking booking details on the phone
• write an email to confirm a booking
Although students are encouraged to view the
complete programme on the DVD, there is also an Listening
option to watch the film in smaller segments, as is
denoted by the worksheet timings. TELEPHONE MESSAGES
Alternatively, the DVD-related worksheet can be Exercise 1, page 12
undertaken as self-study. Focus students on the photo. Find out how many
students often receive calls in English and have to
At the end of the worksheet, there is an optional take messages. Tell them they are going to listen to
task, which can be completed in groups in class or some telephone calls to note key dates and times.
set as homework. After listening, encourage students to compare
answers with a partner before going through them
Homework suggestions with the class.
• Students write ten questions of their own, using a
1 Friday 3 November (November the third)
mix of question forms. You may wish to choose a 2 8.30 (eight-thirty)
topic that students can focus on. Students could 3 Thursday
work in pairs in a subsequent lesson, taking turns 4 6.45 (a quarter to seven)
to ask their partner the questions. 5 15th (fifteenth)
• Students write a blog article, using the report in 6 21st (twenty-first)
Exercise 5 as a guide, describing the top three
favourite activities visitors to their own country Audio script Track 1.5, Exercise 1, page 118
enjoy (150–200 words).
1
Photocopiable notes 1.1 (page 107) W = Woman, M = Man
What’s the definition? (Word search page 108) W Luigi’s Grill? Can I help you?
M Hi! I’d like to book a table for six for Friday
night.
W Table for six, this Friday, November the third?
M Uh huh.
W What time?
M Eight-thirty.
W So, that’s a table for six, at eight-thirty this
Friday.
2
Hi! It’s Helen here, your tour guide. I’m phoning
about the times for the coach tour to Malbork
castle. There has been a change. The coach is
leaving Gdańsk on Thursday half an hour later, at
a quarter to seven in the morning, not a quarter
past six. So that’s a quarter to seven this
Saturday. OK? If there’s a problem, please call
me. Bye.
WORLD TOURISM 10
English for International Tourism Pre-Intermediate Teacher’s Book
3 Speaking
G = Gianluca, L = Lena EXPRESSIONS AND SPELLING
G Star Travel International. Gianluca speaking.
L Hi! It’s Lena here from Star Travel in Hamburg. EXTRA ACTIVITY
I’m phoning about a change in one of our hotel
bookings. It’s for Mallorca this July. Write the letters of the alphabet on the board, and
G Do you have the details, Lena? then the phonemic headings. Ask students to copy
L Sure. It’s for two twin rooms with baths at the the headings and place the letters in the correct
Palma Marina Hotel from the 15th to the 21st of category. You could give the first two or three as
July in the name of Ben Hartmann. an example. Check answers and then ask
G So that’s seven nights from the 15th to the 21st students to practise saying the alphabet.
of July?
L That’s right. They’d like an apartment for four, if Answers
possible. /eɪ/: a, h, j, k
G One moment, Lena. I’ll see what I can do. /iː/: b, c, d, e, g, p, t, v
/e/: f, l, m, n, s, x, z
Exercise 2, page 12 /aɪ/: i, y
Discuss the different ways of saying the dates and /əʊ/: o
times in Exercise 1, referring students to File 3 on /uː/: q, u, w
page 102. Go through the examples and highlight the /ɑː/: r
differences between American and British English
norms. Exercise 4, page 12
Tell students they are going to listen to two
See Pairwork files. conversations and ask them to tick the expressions
they hear. Play the recording a second time for
1 Friday the third of November/Friday November students to note the email address. Allow time for
(the) third students to compare answers with a partner before
checking answers as a class.
2 half past eight/eight-thirty p.m.
3 Thursday The expressions occur in the following order.
4 six forty-five a.m. Conversation 1:
5 the fifteenth of July/July (the) fifteenth/fifteenth Can you repeat that, please?
That’s all one word.
July Conversation 2:
6 the twenty-first of July/July (the) twenty- That’s all one word.
Double ‘S’
first/twenty-first July That’s right.
That’s ‘S’ for sugar.
Exercise 3, page 12 So that’s ...?
Students work in pairs to answer the questions The email addresses are:
before eliciting answers from the class. 1 [email protected]
2 [email protected]
Suggested answers
1 We say: the 22nd of September/September the Audio script Track 1.6, Exercise 4, page 118
22nd (but we write 22nd September/September 1
22nd) A Do you have the email address?
2 It’s 12.45./It’s a quarter to one. B Yes, it’s information at Rail Europe dot co dot
3 30 days: September, April, June and November U-K.
31 days: January, March, May, July, August, A Sorry, can you repeat that, please?
October, December; February has 28 or 29 days. B Yes, it’s information at Rail Europe. That’s all
4 Sunday, Saturday, Friday, Thursday, Wednesday, one word, all lower case, R-A-I-L-E-U-R-O-P-E
Tuesday, Monday dot co, dot U-K.
5 I like Thursdays because it’s nearly Friday. July A Dot co, dot U-K. Thanks.
and August are my favourite months because I 2
usually go on holiday then. A I’ve got a gmail address. It’s Annabel Weiss,
that’s all one word and lower case, at gmail dot
com.
WORLD TOURISM 11
English for International Tourism Pre-Intermediate Teacher’s Book
B Do you spell your first name A-double-N-A-B- Exercise 7, page 13
E-L? Allow time for students to read the information before
A That’s right. And the surname is Weiss, with no listening and elicit the meaning of performance.
capital letter. W-E-I-double-S. That’s ‘S’ for sugar. Students listen to part two of the booking and
B So that’s Annabel Weiss, all lower case? complete the reservation information, discussing
A That’s right – at gmail dot com. answers in pairs before going through them as a
class. Check vocabulary, e.g. put through.
Exercise 5, page 12
Students work in pairs, taking turns to spell key 1 The Lion King 2 Wednesday 16th
details using expressions from Exercise 4. Discuss 3 2.30 p.m. 4 34 5 £30.50 6 McKenzie
the meaning of: at, dot, hyphen, lower case and 7 Visa 8 9002 9 5021
capital letter. Also ask Ss what the following 10 [email protected]
abbreviations refer to in the context of email
addresses: com (company), fr (France), it (Italy) and Audio script Track 1.8, Exercise 7, page 118
de (Germany), and elicit their own country’s
abbreviation if different. Part 2
Students’ own answers. R = Reservations, C = Caller
R The first available date is Wednesday the 16th
Listening of October, starting at two-thirty. Tickets are
priced at thirty pounds fifty.
A TELEPHONE BOOKING C Yes, that’s fine.
R OK. Could I have your name for the booking
EXTRA ACTIVITY then, please?
C It’s Vic – V–I–C McKenzie. M-C – that’s with a
Elicit and explain the meaning of the words below small C, K-E-N-Z-I-E.
as needed. Then write the following email R So that’s M-C-K-E-N-Z-I and is that E for
addresses on the board. Ask students to work in Echo?
pairs and practise saying the email addresses C Yes, that’s right.
below using them: R Can I have your credit card details, please?
C Sure. It’s a Visa card. Number 4-5-9-3, 7-6-8-8,
at / dot / hyphen / lower case / underscore / capital 9 double 0-2, 5-0-2-1.
letter R 4-5-9-3, 7-6-8-8. Sorry, did you say double 9-0-
1 [email protected] 2?
2 [email protected] C No, that’s 9 double 0-2, 5-0-2-1.
3 [email protected] R OK. And your email address, please? So that I
4 [email protected] can send you confirmation.
C It’s Victor Mckenzie, at A-C dot U-K.
Exercise 6, page 13 R Vicmckenzie at A-C dot U-K.
Tell students they are going to hear part of a C Actually, it’s Victor, not Vic – V-I-C-T-O-R,
telephone booking and should circle the correct followed by McKenzie, all one word, all lower
options. Check answers as a class. case, at A-C dot U-K.
R OK. Can I just check the booking before I put
1 30 2 a musical 3 October the payment through? That’s thirty-four seats for
the 16th of October at two-thirty at the Lyceum
Audio script Track 1.7, Exercise 6, page 118 Theatre. Is that right?
C Yes.
Part 1 R OK. We’ll send you an email confirming your
R = Reservations, C = Caller booking, Mr McKenzie. Please bring it with you
R London Theatre reservations. when you collect your tickets from the theatre box
C Hello! I’d like to book thirty-four tickets for the office.
musical, The Lion King.
R Sorry, is that forty-four tickets for The Lion
King?
C No, thirty-four – three, four.
R What day please?
C The 16th or the 23rd of October. Wednesday
afternoon would be good.
R One moment please.
WORLD TOURISM 12
English for International Tourism Pre-Intermediate Teacher’s Book
Professional skills Homework suggestions
• Students write down a mix of ten dates, names,
CHECKING AND CONFIRMING DETAILS
addresses and email addresses. In a subsequent
Exercise 8, page 13 lesson, they take turns to dictate their ten pieces of
Refer students to the Professional skills box and ask information to a partner, checking spelling with
them to complete the expressions for checking and each other afterwards.
confirming details. Students then check their answers • Students work in pairs to write a short telephone
in audio scripts 1.7 and 1.8 on page 118. conversation where a customer is making a
booking and the person taking the booking is
1 Is 2 Sorry 3 check 4 right 5 That’s checking their details. Encourage students to use
6 confirming 7 Three 8 not expressions from the Professional skills box on
page 13. In a subsequent lesson, allow time for
Speaking students to practise their conversations before
choosing a few pairs to present theirs to the class.
TAKING DETAILS ON THE TELEPHONE
Photocopiable notes 1.2 (page 107)
Exercise 9, page 13 Can I check ...? (Game page 109)
Put students into pairs and allot roles A and B. Allow
time for students to read their information. Monitor
conversations during the activity, making notes of
good language use and other points to mention
during feedback. Round up by asking how the
roleplays went.
See Pairwork files.
Writing
CONFIRMING A BOOKING
Exercise 10, page 13
Find out how often students email in English and
what types of emails they have written. Explain that
they are going to write an email to confirm the
booking made in Exercise 9 and refer them to the
model on page 99 of the Writing bank. If time is
limited, students could finish their email for
homework.
Writing model
Dear Mr McKenzie,
Thank you for booking with London Theatre
Reservations. Here are your booking details:
Name of show: The Lion King
Date: Wednesday 16 October
Time: 2.30 p.m.
Theatre: Lyceum Theatre, London
Number of tickets: 34
Ticket price: £30.50
Total payment: £1,037.00
Name of payee: Mr. Victor McKenzie
Payment method: Visa
Credit card number: 4593 7688 9002 5021 Email
address: [email protected]
Please remember to bring this confirmation with your
credit card when you collect the tickets from the
theatre box office. Thank you.
Best regards,
London Theatre Reservations
WORLD TOURISM 13
English for International Tourism Pre-Intermediate Teacher’s Book
CASE STUDY M Around the 16th of August. Can you give me
sGomYeesid, ebautacbaonutI pchriececks?– what kind of budget do
MAKE THE RIGHT you have?
BOOKING M About $2,500.
G Well, for example, we have a one-week
CASE STUDY MENU package including return flights to Cusco, which
includes trekking on the Inca trail and Machu
Refer students to the lesson’s aims and objectives Picchu for $1,050 per person.
before focusing their attention on the map and M One week isn’t much time. We want to get a
photos. Ask students what they know about Peru (or feel for the local culture.
South America) and find out if anyone has ever been G Let me see, ten days. There’s our Peru special
there. for 1,200 US dollars.
M So that’s $2,400 for two. That sounds good.
Exercise 1, page 14 Does it include Lake Titicaca? We really want to
Allow time for students to look at the information and go there.
discuss their ideas in pairs before opening the G No, I’m sorry, it doesn’t. But you can combine
discussion to the class. tours.
M OK, great!
Students’ own answers. G And can I check your travel dates, Mark? Did
you say Friday the 16th of August?
Customer profile M 16th of August, yes.
G Returning on the 25th of August?
Exercise 2, page 14 M Yes, that’s fine.
Tell students they are going to listen to a phone call G Great. And can I have your email address
and complete a customer profile. Allow time for them please?
to read the profile before playing the recording. After M It’s Mark, dot, Bradford, at Leeds dot A-C dot -
listening, encourage students to compare answers U-K.
with a partner before going through them with the G A-C dot -U-K. OK; I’ll send you the details for a
class. Check vocabulary, e.g. combine, budget, ten-day package, Mark. I’ll also send you
culture. information about our one-week and two-week
tours, so you can compare tours and prices. All
1 Bradford 2 Peru 3 Machu Picchu right?
4 Lake 5 his sister M Sure. Thanks.
6 Friday 16 August – Friday 25 August
7 1,200 8 ac.uk Choosing a package
Audio script Track 1.9, Exercise 2, page 119 Exercise 3, page 15
Refer students to the holiday package texts and ask
G = Gabi Werner, M = Mark Bradford them, in pairs, to decide which would suit Mark best,
G Hello, CSAM Travel, Gabi speaking. How can I based on his customer profile. Elicit answers from
help you? the class and encourage students to explain their
M Hi, I’m phoning about holidays to Peru. choice of packages. Check vocabulary, e.g. sacred,
G Are you interested in a package with flights and combine, home stay.
accommodation?
M Yes. Package choice: ‘D’ Peru Special
G And do you have an idea of what you’d like to Mark wants to go for ten days, visit Machu Picchu
do? and do an Amazon tour. It doesn’t include Lake
M Well, I’m travelling with my sister. We both like Titicaca but it’s within his budget.
trekking so we would like to do the Inca trail. And Travel dates: Friday 16 August–25 August
visit Machu Picchu. And maybe the Amazon. Total cost: US $2,400 for two
G I see. I’m sure we can help. But first, can I
have your name please? TASK
M It’s Mark, Mark Bradford. That’s B-R-A-D-F-O-
R-D. Exercise 4, page 15
G B-R-A-D-F-O-R-D, thank you. So, when are Explain that Gabi, who works for CSAM Travel in
you planning to travel, Mark? Mexico City, has called Mark again and ask students
to note any changes made to his booking. After
WORLD TOURISM 14
English for International Tourism Pre-Intermediate Teacher’s Book
listening, allow time for students to compare answers (His sister is interested in the mountain train from
in pairs before going through them as a class. Huancayo to Lima, but the travel consultant says
it’s a long trip and you can only go at weekends.)
Mark now has an extra US $1,000 for his travel
budget. He would like to book the jungle tour and Exercise 6, page 15
extend his vacation by five days. Put students into pairs and allot roles A and B. Allow
time for students to read their information and help
Audio script Track 1.10, Exercise 4, page 119 with vocabulary as it arises. With a weaker class, ask
As and Bs to prepare together before returning to
G = Gabi Werner, M = Mark Bradford their original pair. Monitor the conversations, note
M Hi! good language use and other points to mention
G Hello, It’s Gabi here. I’m phoning about your during feedback. Round up by discussing the
booking. roleplays and eliciting the total cost of Mark’s trip.
M Hello Gabi! Did you get my message? I have
another $1,000 for our budget, so we’re now If your students are thinking of taking the LCCI Level
thinking of going for two weeks. 1 Certificate in Spoken English for Tourism, remind
G Two weeks? That’s great, Mark. I can them that in the exam they will be expected to
recommend the Incan Wonders package. It describe different types of travellers and tourists, and
includes five days trekking and a five-day jungle explain their reasons for travelling.
tour.
M Yes, that’s one option. But does it include See Pairwork files.
sand-boarding? I’d love to try that!
G No, it doesn’t but we can customize your POSSIBLE OUTCOME
package. If you go sand-boarding in Huacachina,
it’s only four hours from Lima. At first the best package for Mark is the Peru
M I see it includes the ancient lines in Nazca. Special (option D) because he wants to go for ten
G Yes, you can see the ancient lines in the desert days, go trekking, visit Machu Pichu and the
from a plane. It’s wonderful. Amazon, and it is within his budget of US $2,500.
M But my sister is interested in the mountain train Mark also wants to visit Lake Titicaca but it isn’t
ride that goes from Huancayo to Lima. I hear it’s included in this tour. He then has an extra US
amazing. $1,000, which means they can go for two weeks.
G Yes, it is but it’s a long trip. And you can only The total cost of the booking should be within
go at weekends. Mark’s budget of US $3,500 for two.
M Oh, well we can’t decide. What do you Main points to consider:
recommend, Gabi? • New travel dates are 16–30 August.
G First, can I check – are you now planning to • Flights, transfers, guides, accommodation (but
travel the last two weeks in August?
M Yes, that’s correct. But remember, we’re very not in Huacachina) and breakfast and dinner
interested in meeting local people and getting to are included in the package.
know the culture. • The Peru Special has a more challenging trek,
G OK, Let me check the details of a two-week so it’s a better package for them.
vacation and I’ll phone you back. There are two possible final package options.
M Thanks, Gabi. Both cost the same but the second option is better
for Marks’ needs:
Exercise 5, page 15 • A, Incan Wonders (15 days) at US $1,700 pp,
Focus students’ attention on the optional tours and and sand-boarding at US $40 pp. Total cost:
allow them time to read through them before they US $3,480.
listen to the conversation again. After listening, • D, the Peru Special (ten days) at US $1,200
students discuss in pairs which optional tour he pp, combined with option C Andean
should choose. Round up eliciting ideas and asking Adventures (four days) at US $500 pp
students to explain their choice of tour. including home stay accommodation at Lake
Titicaca, plus sand-boarding at US $40 pp.
Suggested answer Total cost: US $3,480.
Mark can now go for two weeks, so the best
package is Incan Wonders. Mark also wants
to go sand-boarding and he has enough money to
book this optional sand-boarding tour.
WORLD TOURISM 15
English for International Tourism Pre-Intermediate Teacher’s Book
Confirming a booking UNIT 1: KEY WORDS
Highlight the key words box and elicit definitions for a
EXTRA ACTIVITY selection of the words as well as parts of speech.
Check on syllable stress, parts of speech and
Find out if students have written emails in English pronunciation as needed. Suggest students use the
before and then refer them to tips for writing DVD-ROM Mini-dictionary for further self-study.
emails on page 99 of the Writing bank. Go through
the tips before focusing students’ attention on the Homework suggestions
email confirming a booking (at the bottom of page • Students choose one of the four packages from
99). Go through the email discussing how it is
organized and useful language. Exercise 3 and write a paragraph explaining why
they would choose that package (100–150 words).
Exercise 7, page 15 • Students choose ten of the key words given at the
Explain to students they are now going to write an end of the lesson and write a sentence of their
email to confirm Mark’s booking, namely to confirm own using each one.
travel dates, the names of the vacation package(s),
any optional tour(s) and costs. Tell students to begin
their message with Thank you for booking with
CSAM Travel. I’m writing to confirm the details of
your booking ... Help students get started with their
emails and if time is limited, ask them to finish their
emails for homework. With a weaker class, students
could work in pairs. They can invent any extra
information they wish.
Writing model
Dear Mark,
Thank you for booking with CSAM Travel. I’m
writing to confirm the details of your booking for
Peru. Your travel dates are 16–30 August. Your
booking for two people includes a three-star hotel
in Lima, home stay accommodation in Lake
Titicaca and a jungle tour in the Amazon. Please
see the attached details.
Here is your flight information with Aeromexico:
Depart MEX (Mexico City) 2.55 p.m.
Arrive LMA 8.45 p.m. (duration 5 h 50 m)
Please also find attached details of your airport
transfers, internal flights and tour information.
The total cost of your booking is US $
(about $4,500) including VAT, the Inca trail hiking
tour and the four-day jungle tour in the Amazon.
We accept payment by credit card or bank
transfer. Feel free to contact me if you have any
more questions.
Best wishes,
(Your name)
WORLD TOURISM 16
2 JOBS IN TOURISM
UNIT MENU
Grammar: present simple and continuous
Vocabulary: working conditions and salaries, qualities and skills, hotel jobs
Professional skills: covering letters
Case study: choose the right person for the job
Aims and objectives them that they must be familiar with specialized
language, e.g. language relating to working
In this lesson students will: conditions in tourism and job adverts, as covered in
• read about working conditions in the tourism this lesson.
industry 1 part-time 2 temporary 3 low-paid
• listen to tourism professionals talking about their 4 long-term 5 seasonal 6 shifts
jobs Exercise 3, page 16
• discuss the qualities and skills they need for Go through the jobs in the box, checking students
can pronounce each one. Students then match the
their career in tourism jobs to the sector, adding an extra two jobs to each
sector. Allow time for students to discuss ideas in
Reading pairs before checking answers as a class. Elicit a
definition for each job, if time.
WORKING CONDITIONS IN TOURISM
1 Food and beverage: restaurant manager, waiter
Exercise 1, page 16 2 Accommodation: concierge, hotel receptionist
Find out who works or would like to work in tourism 3 Transportation: flight attendant, pilot
before focusing students’ attention on the article. 4 Recreation and entertainment: entertainer,
Help students with vocabulary as needed but tell
them all words in bold will be covered in the next outdoor adventure guide
exercise. Encourage students to compare ideas
with a partner before eliciting them from the class. EXTRA ACTIVITY
Check vocabulary, e.g. varied, flexibility, salary.
Students choose six of the jobs in Exercise 3 and
Advantages: write a sentence or sentences to describe them,
• interesting and varied work using the expressions below to help them.
• people-focused Students compare answers in pairs before class
• opportunity to meet and help people from all feedback.
entertains / is responsible for / looks after /
over the world manages / works in / works at / works for
• every day is different e.g. A concierge works in a hotel. He/she looks
• flexibility of hours after guests and answers their questions.
• on-the-job training
• opportunities for fast promotion Listening
• possibility of long-term career
• (with a university degree) you move more PERSONAL QUALITIES AND SKILLS
quickly into a management position Exercise 4, page 17
Disadvantages: Focus students’ attention on the three photos and tell
• seasonal work them they are going to listen to each person talking
• short-term contracts about their job. If useful, go through the qualities
• hours are sometimes long and hard checking meaning and pronunciation. Students
• temporary option match the qualities and skills to each person’s job,
• working shifts and weekends discussing ideas with a partner before class
• low-paid at the start feedback.
Exercise 2, page 16
Students match the words in bold to their opposites.
With a weaker class, suggest they do this in pairs
before eliciting the answers as a class. If your
students are thinking of taking the LCCI Level 1
Certificate in Spoken English for Tourism, remind
JOBS IN TOURISM 17
English for International Tourism Pre-Intermediate Teacher’s Book
1 travel agent: organized and communicative to explain their choice re: the best job. Check
2 flight attendant: customer-focused and efficient vocabulary, e.g. discount, tip.
3 tour guide: energetic, enthusiastic and
1 Travel agent
entertaining • salary: low (over $30,000)
• working conditions: long hours (40 hour weeks);
Audio script Track 2.1, Exercise 4, page 119
good benefits
1 2 Flight attendant
Well, first of all, you need to have excellent • salary: good (over $38,000) – can increase by
customer service skills because you spend all day
talking to customers. Being organized is essential $3,000–$8,000 a year by doing extra flights
and you also need to be very communicative. You • working conditions: flexible working hours;
can’t be afraid to speak to people, if it’s a tour
operator, a hotel, an airline or if it’s a customer in discounts on flights
the shop. You have to speak to everyone on every 3 Tour guide
level. You also need good sales skills to sell • salary: low ($23,000) but good tips from
holiday and travel products to customers. And, of
course, good IT skills are essential to find customers
information and make bookings online. • working conditions: long working hours (14–15
2
You have to be customer-focused and efficient. hours/day); travel to exotic locations for free;
And you have to stay calm and be patient when meals, accommodation, transport are free; good
passengers are worried or angry about tips
something. Being a good communicator who can
interact well with people from different cultures is Audio script Track 2.2, Exercise 5, page 119
essential. You have to be a good team worker,
too. Basic first aid and medical skills are 1
important. In the USA, travel agents on full-time contracts
3 can earn between $24,000 and $38,000 a year
I think when people pay for a tour they are really before tax. The salary depends on your
paying for the personality. I call it ‘the three E’s’: experiences, sales skills and the size and location
somebody who’s energetic, enthusiastic and of the agency. I work in a large travel agency in
entertaining. You have to have a passion for San Francisco and my annual salary is over
people and you need to be energetic because $30,000 now, for a 40-hour week working Monday
your job is about helping people to have fun. On a to Friday. The salary is low but I also get travel
practical level, good organizational skills and benefits, such as discounts on holidays and free
languages help. I love it – every day is different. trips with airlines and cruise companies if I sell a
package to a group.
EXTRA ACTIVITY 2
The working hours are very flexible. I often work
Refer students to audio script 2.1 on page 119 and weekends and holidays and I’m away from home
ask them to underline all the useful adjectives to for days. I usually fly 70 hours a month and work
describe personal qualities. Students make a list of another 40 hours on the ground. My salary is
the words in the scripts that can go with skills. about $3,200 a month – that’s over $38,000 a
Discuss answers in pairs before class feedback. year. And I can increase my pay by $3,000 to
$8,000 a year by doing extra flights. And my
Exercise 5, page 17 family and I get big discounts on flights.
Students complete the job descriptions using the 3
words given. This could be done alone or in pairs. Go When I started working as a tour guide, I earned
over answers with the class. $8 per hour. Now I have a contract and I make
$23,000 annually. The pay is low but I travel to
1 customer service 2 sales 3 IT exotic locations for free. The working hours can
4 communicator 5 team 6 first aid 7 passion be long on a tour – sometimes I work 14–15 a
8 fun 9 organizational day. A big advantage is that all my meals,
accommodation and transport are free. And my
Exercise 6, page 17 customers usually give tips. The last tour I
Tell students they are going to hear further worked, I made $250 in tips in just five days!
information about each job and ask them to make
notes. Allow time for students to discuss ideas before EXTRA ACTIVITY
opening the discussion to the class. Encourage them
Students discuss in pairs which hotel jobs they
have done or which they think would be interesting
and why.
JOBS IN TOURISM 18
English for International Tourism Pre-Intermediate Teacher’s Book
Speaking A DAY IN THE LIFE
THE SKILLS FOR THE JOB Aims and objectives
Exercise 7, page 17 In this lesson students will:
Students discuss the questions in pairs. Round up by • read an article on the day of the life of a hotel
eliciting ideas.
manager
Students’ own answers. • study the present simple and continuous
• do an activity where they ask questions to find out
RESEARCH
JOB ADVERTS each others’ job
Go through the task with the class. In a Reading
subsequent lesson, allow time for students to
present their findings either in groups or to the YOU NEVER STOP LEARNING
class.
Exercise 1, page 18
Homework suggestions Find out if students agree with the reading title before
• Students choose five hotel jobs from Exercise 1 asking them to complete the description. Encourage
students to compare answers in pairs before going
(including additional ones given) and choose three through them with the class. Elicit other hotel jobs
personal qualities or skills to go with each job. In a and their descriptions, writing them on the board as
subsequent lesson, students discuss their ideas in needed. This could be a good opportunity to build
pairs or groups before class feedback. vocabulary and check on pronunciation.
• Students choose three hotel jobs (from the
additional ones given in Exercise 1) and write a job 1 food and beverage manager
description for each one, using those from 2 front office manager
Exercise 5 as models (30–50 words per job 3 hotel receptionist
description). 4 executive chef
5 executive housekeeper
Suggested answers for other hotel jobs
general manager, housekeeper, bellhop/bell boy,
porter, concierge, maintenance engineer, gardener,
pool attendant, accountant, work in marketing or
sales, waiter/waitress, restaurant manager, prep
cook, sous chef, chef, etc.
Exercise 2, page 18
Students read the article to find out what Nathan
Wilson’s job is. Elicit the answer from the class and
ask for clues to the answer from the text. Check
vocabulary, e.g. deal with, recruit, negotiate.
Front office manager
Exercise 3, page 18
Ask students to read the text again and complete
Nathan’s profile. Allow time for them to compare
answers in pairs before going through them with the
class.
1 twelve front office staff 2 shifts 3 guests
4 corporate clients 5 hospitality 6 prep cook
7 sous chef 8 executive chef
9 cooking and travel
10 to become a General Manager of one of the
Bouvier Hotels and work abroad
JOBS IN TOURISM 19
English for International Tourism Pre-Intermediate Teacher’s Book
Grammar 4 The building (maintenance) manager looks after
the building. At the moment he’s/she’s supervising
PRESENT SIMPLE AND CONTINUOUS some repair work.
Exercise 4, page 19 5 The waiter waits at tables. At the moment he’s
Focus students’ attention on the Grammar box. Allow taking a lunch order.
them time to read through the information and ask
any questions before reading the text. Round up by 6 The bell boy helps guests with luggage. At the
asking what Nathan is currently working on. moment he’s carrying a heavy bag.
He is helping to develop a new online promotion. Speaking
EXTRA ACTIVITY 20 QUESTIONS GAME
Refer students to pages 112–113 of the Grammar Exercise 7, page 19
reference and go through the information Put students into pairs and allot roles A and B. If
explaining the present simple and continuous. useful, provide an example to demonstrate the
Highlight the different forms (positive, negative and activity. Monitor students during the activity, noting
question) and draw attention to the use of adverbs good questions and points to focus on during
of frequency with the present simple and stative feedback. Round up by finding out who managed to
verbs with the present continuous. Allow time to guess their partner’s job and what it was.
discuss the examples given and any questions
students might have. Provide additional examples Homework suggestions
as needed. • Students choose five hotel jobs (from the
EXTRA ACTIVITY additional ones discussed in Exercise 1) and write
ten sentences using the present simple and
Students decide which of the following verbs are present continuous, using those in Exercise 6 as
stative: examples.
like, give, want, catch, deal, prefer, wake, fall, • Students write a short blog article explaining what
taste, hit, imagine, cost, suppose, believe, let, they do in their job and what they are doing at the
think, belong, understand, spill, tell. moment. In case they do not have a job, they
Answers could write about someone else they know (100–
like, want, prefer, imagine, cost, suppose, believe, 150 words).
think, understand.
Photocopiable notes 2.1 (page 111)
Exercise 5, page 19 What’s my job? (Card activity page 112)
Students complete the sentences using the correct
present tense. Allow students time to compare
answers in pairs before going through them with the
class.
1 ’m training 2 ’m helping them 3 ’s 4 ’m
5 showing 6 works 7 ’re finding 8 use
9 ’m planning 10 don’t 11 take 12 ’m
13 knows
Exercise 6, page 19
Refer students to the example and ask them, either
alone or in pairs, to make sentences using the
prompts given. Elicit ideas, writing them on the board
and discussing any problems with tense usage.
Suggested answers
2 The receptionist works on the front desk. At the
moment, he’s/she’s checking in a group of 25.
3 The executive housekeeper supervises cleaning
staff. At the moment he’s/she’s inspecting all the
bathrooms.
JOBS IN TOURISM 20
English for International Tourism Pre-Intermediate Teacher’s Book
PROFESSIONAL Audio script Track 2.3, Exercise 3, page 119
SKILLS
1
COVERING LETTERS We’re asking for a recognized qualification in
hospitality for this position and, as the
Aims and objectives advertisement says, you need at least two years’
relevant experience. It gets really busy in the high
In this lesson students will: season, so we need a person who is well-
• read job advertisements organized and can stay calm in a crisis.
• listen to a human resources manager discussing Obviously, you need excellent customer service
and people management skills to deal with both
the experience, skills and qualities needed for customers and staff. Since we have a lot of
different jobs international customers in the restaurant, we need
• focus on the professional skill of writing a covering someone who can speak good English and at
letter least one other European language.
2
Reading You don’t have to have any particular
qualifications to apply for this position but if you
JOB ADVERTISEMENTS have experience supervising kids and enjoy
working with children, then this will be an
FACT FILE advantage. As it says in the advert, we need
people with language skills who can work well in a
The Republic of Macedonia is located in the region team. But above all, it’s a job about helping
known as the Balkans in Southeast Europe. It was people to have fun, so the really important thing is
part of the former Yugoslavia and is land-locked, to be energetic and enthusiastic. Basic first aid
sharing borders with Kosovo, Serbia, Bulgaria, and medical skills would be extremely useful.
Greece, and Albania. Its capital is Skopje.
Exercise 4, page 20
Exercise 1, page 20 Students listen again, making notes about the
Focus students’ attention on the photo and logo, and experience, skills and qualities each job requires.
ask if anyone has ever visited Macedonia and what Allow time for students to compare answers with a
they know about it, e.g. which countries it borders. partner before eliciting them from the class.
Students then complete the job adverts using the
correct expression. Encourage them to use a Suggested answers
dictionary to check new language. Allow time for Restaurant manager:
students to compare answers in pairs before going • Experience: at least two years’ relevant
through them with the class.
experience
1 positions 2 curriculum vitae (CV)/resumé • Skills: excellent customer service and people
3 flexible 4 Team 5 training 6 skills
7 management 8 experience management skills; someone who can speak
good English and another European language
Exercise 2, page 20 • Qualities: someone who is well-organized and can
Students work in pairs to discuss which job they stay calm in a crisis
would prefer and why before their ideas are shared Children’s recreation supervisor:
with the class. • Experience: experience of supervising kids an
advantage
Students’ own answers. • Skills: someone with language skills who can
work well in a team; first aid and medical skills are
Listening very useful
• Qualities: someone who is energetic and
SKILLS AND QUALITIES enthusiastic
Exercise 3, page 20 Reading
Tell students they are going to listen to the Human
Resources Manager at Fun Parks talking about the COVERING LETTERS
jobs advertised. After listening elicit which job she
mentions first. Check vocabulary, e.g. crisis, relevant, Exercise 5, page 21
supervise. Briefly find out what types of letters students have
written in English and if they have ever applied for a
She talks about the Restaurant Manager job first. job in English. Elicit what information a covering letter
might include and refer them to pages 96–97 of the
JOBS IN TOURISM 21
English for International Tourism Pre-Intermediate Teacher’s Book
Writing bank to check. Spend time going through the FACT FILE
example and advice given for both covering letters
and CVs, highlighting the useful expressions given at A good way to remember which formal letter
the bottom of page 97. After this ask students to read openings and endings go together is to think of the
the letter on page 21, before asking what job is being ‘one S only’ principal.
applied for.
If you begin a letter Dear Sir/Madam, you end it
Miroslav is applying for the position of Children’s Yours faithfully.
Recreation Supervisor.
Likewise, if you begin Dear Mrs Jones, you end
EXTRA ACTIVITY Yours sincerely.
Students discuss the CV guidelines given on page Exercise 7, page 21
97 of the Writing bank and explain what Tell students they are now going to write a covering
information is normally given on a CV in their own letter for the other job advertised. Remind them to
country, and how it might be organized. For use the models in Exercise 5 and in the Writing bank
homework, students could prepare a two-page on page 96 to help them. Encourage students to
version of their CV. make notes before writing and help as needed. With
a weaker class, students could work in pairs. If time
Professional skills is limited letters could be completed for homework.
WRITING A COVERING LETTER Writing model
Dear Sir/Madam,
Exercise 6, page 21 I am writing to apply for the post of Restaurant
Refer students to the Professional skills box and ask Manager as advertised on the website Europe –
them to complete the letter using the expressions. T&T Jobs on 15 October. I am very interested in
Allow time for them to compare answers in pairs working for Fun Parks because I think it is an
before discussing them as a class. You might want to exciting, dynamic organization and I would like to
ask different students to read out parts of the letter to be part of your team.
check on pronunciation. I have a diploma in Hospitality Management from
the University of Madrid. In addition, I have two
Dear Ms Isabela Monti, years’ experience in working in Food and
1I am writing to apply for the position of Beverages Management. My past responsibilities
Children’s Recreation Supervisor 2as advertised include organizing bar and restaurant staff in a
on your website on 15 October. I am very busy holiday resort on the Costa Dorada. Please
interested in working for Fun Parks because I see my attached CV for more details and
enjoyed the Pirate Park very much when I visited references.
it recently with a group of children. As you can see from my CV, communication and
At the moment I am studying for a diploma in organizational skills are my main strengths and I
Tourism management at the University of always enjoy learning new skills. I consider myself
Macedonia. I am in my first year, although 3I have hard-working, enthusiastic and I am good at
two years’ experience in working for an after- staying calm under pressure. I speak fluent
school club. 4My responsibilities include Spanish and English, and some Italian and
organizing activities and excursions for young French.
children. Please 5find attached a copy of my I am available to start work immediately. Please
CV. do not hesitate to contact me if you would like
My supervisor says I am sociable, hard-working more information. I look forward to hearing from
and creative. 6In addition, I am enthusiastic and I you regarding a possible interview.
work well in a team. 7As you can see from my Yours faithfully,
CV, I speak English and many Eastern European (name)
languages fluently.
If you are interested in my application, 8please do Speaking
not hesitate to contact me regarding a possible
interview. 9I look forward to hearing from you. INTERVIEW QUESTIONS
10Yours sincerely,
Mirsolav Wasilew Exercise 8, page 21
Find out when students last had an interview. Explain
they are now going to listen to some interview
questions and ask them to note them down. After
listening, allow time for students to compare answers
in pairs and to discuss further questions, before
JOBS IN TOURISM 22
English for International Tourism Pre-Intermediate Teacher’s Book
going through ideas as a class. Write additional • Students write about their experience, skills and
questions on the board. See audio script 2.4 for qualities and what they consider their key
questions. strengths and weaknesses are. Ask them to also
say what job they have (or would like to have) and
Suggested answers what they (would) enjoy about it (150–200 words).
• Why do you want to leave your present job?
• Are you prepared to work weekends/long Photocopiable notes 2.2 (page 110)
Let’s talk about your job (Card activity page 112)
hours?
• Where did you study/train?
• What qualifications do you have?
• Do you have any relevant experience?
• Can you give me an example of when you
worked well in a team?
• What did you enjoy the most/least about your
last job?
• Can you describe yourself using three positive
adjectives?
Audio script Track 2.4, Exercise 8, page 120
1 Why do you want to work for us?
2 What do you know about our company?
3 Are you good at working in a team?
4 What are your strengths and weaknesses?
5 Do you have any management experience?
6 Why do you want to leave your present job?
7 Are you prepared to work long hours?
8 What would you like to do in five years’ time?
9 Why should we hire you?
10 When can you start?
EXTRA ACTIVITY
Students consider what, apart from the words
spoken, is important in an interview situation,
before sharing ideas as a class. During feedback,
elicit and discuss any cultural differences
regarding dress or body language.
Suggested answers
eye contact, facial expressions, posture, gestures,
clothing, etc.
Exercise 9, page 21
Students work in pairs, taking turns to read each
other’s covering letters, noting questions to ask, and
then interview each other for the job. Focus on how
to begin the interviews before they start the activity.
Homework suggestions
• Ask students to find an advert for a job they are
interested in (alternatively provide them with one)
and to write a covering letter for it (150–200
words). Remind them to use words and phrases
from the lesson.
JOBS IN TOURISM 23
English for International Tourism Pre-Intermediate Teacher’s Book
CASE STUDY Exercise 3, page 23
Students now listen to a third candidate and
CHOOSE THE RIGHT complete her profile, checking answers with a partner
PERSON FOR THE before going through them with the class. Check on
JOB the meaning and pronunciation of potentially new
vocabulary, e.g. creative and supervise.
CASE STUDY MENU
1 energetic and enthusiastic, creative, calm and
Refer students to the lesson’s aims and objectives patient
before focusing their attention on the photos and
eliciting what they show. 2 degree in tourism
3 three years on cruise ships, organizes and
Assistant Cruise Director
supervises various activities for children and
Exercise 1, page 22 teens, helps with adult activities, e.g. hosting
Ask students to work in pairs and to read the advert, karaoke
listing the experience and personal qualities needed
for the job. Round up by discussing answers as a Audio script Track 2.5, Exercise 3, page 120
class. Check vocabulary, e.g. motivated,
(dis)embarkation, interact. I started working on cruise ships three years ago
when I finished my degree in tourism. I only
Experience: Experience working with large groups planned to do a six-month contract to get some
of people and public speaking skills. Minimum two work experience but I had so much fun I decided
years’ experience in public relations, to stay. One thing that really surprised me was the
entertainment, recreation or guest services. variety of jobs available on-board and how many
Personal qualities: Motivated; strong opportunities there are. I love being part of the
organizational skills; ability to interact with people entertainment staff. You have to work very long
of all ages. hours – sometimes twelve or fifteen hours a day
but I’m a very energetic and enthusiastic person
Candidate profiles and I love working with people of all ages. In my
present job, I work mainly with children and
Exercise 2, page 23 teenagers. I organize and supervise various
Focus students’ attention on the candidate profiles activities for them. You have to be very creative
and explain that these people have both applied for and very calm and patient in this job. I also help
the job advertised. Allow time for students to read the with the entertainment and activities for adults.
information before discussing as a class whether And last night, I hosted the karaoke. Now I’d like a
they are strong candidates or not, and why. job with more responsibility and career prospects.
1 Shore Excursion Manager Exercise 4, page 23
2 outgoing, hard-working and flexible Students decide in pairs or small groups the most
3 customer service skills training at hotel suitable of the three candidates for the job.
4 worked on the front desk at a hotel, receptionist Encourage them to note their reasons and round up
by finding out which candidates were chosen and
on a cruise ship for two years, current job in why. Depending on the answers given, you may wish
Entertainment Department: promoting and selling to get the class to reach a consensus over which
excursions, giving presentations, supervising the candidate to choose.
shore excursion staff and accounts
5 singer, musician and DJ (seven years) Students’ own answers.
6 extrovert, friendly, enjoys entertaining people
7 no formal training after the age of 15, speaks TASK
English, Italian, Spanish and is studying French.
8 worked in a gift shop, sixteen years’ experience Exercise 5, page 23
as an entertainer, helps the cruise director to Refer students to the interview questions and allow
organize the entertainment program and hosts students time to read them before listening. Students
activities. Good language skills. compare answers in pairs before going through the
questions and answers as a class. If useful, refer to
the audio script.
1 want this job 2 languages 3 speak 4 like
5 dislike 6 guest entertainment 7 offer you
JOBS IN TOURISM 24
English for International Tourism Pre-Intermediate Teacher’s Book
Audio script Track 2.6, Exercise 5, page 120 POSSIBLE OUTCOME
I = Interviewer, A = Angelica Davies Angelica Davies is a strong candidate for the job.
I Tell me Angelica, why do you want this job? She has an outgoing personality and customer
A Because it’s a great opportunity to use the service skills as a receptionist in a hotel and on
skills and experience I already have and to learn board cruise ships. She also has public speaking
more. skills and manages staff as a shore excursion
I What languages do you speak? manager. Her weak points are that she doesn’t
A Well, just English. But I would like to learn speak any languages apart from English and she
another European language. I think it’s useful, you doesn’t have any experience as an entertainer, which
know, for the job. could be important as a host.
I What do you like about working on a cruise ship? Bruno Rossi is also a strong candidate because of
And what do you dislike? his extrovert personality, musical skills and
A What I like is you can have a lot of fun working experience in entertainment. He speaks several
as cruise staff. I don’t like living in a small cabin languages so can communicate with lots of guests.
but it’s not a big problem. He also has relevant work experience hosting events
I What ideas do you have for guest and helping the cruise director to organize events.
entertainment? The main disadvantage is that he doesn’t have any
A Well, I think we should get local entertainers to experience supervising other staff and probably
come on-board at each port. You know, musicians needs some training.
and dancers who can do a special show, or invite Julie Quinn has less cruise ship experience than the
a chef to do a presentation about local food and other two candidates and works mainly with children,
dishes. So passengers can learn more about the but she has a tourism degree and the right
places they are visiting. personality to make a great assistant cruise director
I Yes, I see. Some nice ideas. OK, so why should in another year or two.
we offer you this job?
A That’s a good question. I think I would be a EXTRA ACTIVITY
great assistant cruise director. I’m outgoing, I’m a
people-person, I have excellent communication Students work in pairs and take turns to say a job,
and customer service skills, which are essential while the other names three personal qualities
for the job. I’m good at talking to guests and needed for it. Round up by asking them about the
promoting excursions and I’ll be good at key personal qualities needed for their job or the
promoting the on-board entertainment as well. I’m one they would like to get.
not an entertainer myself. I can’t sing or dance but
I’m supervising staff in my present job, and I think UNIT 2: KEY WORDS
that’s more important in this role. But most of all, I Highlight the key words box and elicit example
enjoy making a cruise holiday fun for guests. sentences for a selection of the words. Check on
syllable stress, parts of speech and pronunciation of
Exercise 6, page 23 the key words as needed. Suggest students use the
Put students into pairs and allot roles A and B. Allow DVD-ROM Mini-dictionary for further self-study.
time for students to read their information and help
with vocabulary as it arises. With a weaker class, ask Homework suggestions
As and Bs to prepare together before returning to • Students write a candidate profile for themselves,
their original pair. Monitor the interviews, note good
language use and other points to mention during using the modals presented in the lesson as
feedback. Find out what additional questions were examples (100–150 words).
asked by the interviewees, noting them on the board • Students write sentences of their own using each
if useful. of the key words given at the end of the lesson.
Encourage them to use other language covered in
See Pairwork files. the unit (15 sentences).
Exercise 7, page 23
Put students into small groups to discuss each
candidate and decide which should get the job.
Round up by finding out which candidate was chosen
by each group and why. Discuss how the interviews
went and how they could be improved.
JOBS IN TOURISM 25
3 VISITOR CENTRES
UNIT MENU
Grammar: comparative and superlative forms
Vocabulary: visitor information centres (VICs), adjectives
Professional skills: dealing with enquiries
Case study: improve a service
Aims and objectives private travel agents. If you need information on
China, the China National Tourism Administration
In this lesson students will: has branches in most countries in the world. They
• study vocabulary relating to VICs are also called China National Tourist Offices. Off
• read an article on the changing role of VICs the mainland, Hong Kong and Macau have their
• discuss main attractions in their local area own professional tourism agencies. At the Hong
Kong Tourism Board where I work, and at The
Listening Macau Government Tourism Office, we offer free
information, maps and advice. And you’ll find
VISITOR INFORMATION AROUND THE WORLD there are Visitor Information Centres in the
airports, both in Macau and Hong Kong. Macau
Exercise 1, page 24 has its own Business Tourism Centre, too.
Introduce Visitor Information Centres as the focus
of the lesson and play the recording, before eliciting Exercise 2, page 24
the countries the speakers are from. Check Allow time for students to read the information before
vocabulary, e.g. backpacker, parade, branch. listening again and encourage them to compare
answers in pairs before going through them with the
Speaker 1 is from Spain. class. Discuss the similarities with their own
Speaker 2 is from China. country/ies (and the host country if different).
Audio script Track 3.1, Exercise 1, page 120 1 There are tourist offices in all beach resorts major
towns and resorts in Spain.
1
Spain has a highly developed tourist industry that 2 They give advice on places to stay, eating out,
offers a wide variety of services to all travellers for and things to see and do e.g. sports events
all ages and budgets – backpackers on low festivals (in Tenerife, Valencia, Seville and
budgets, experienced travellers on cultural visits Granada).
to heritage sites, as well as family holidaymakers
in beach resorts. There are ‘oficinas de turismo’, 3 The speaker thinks the Tourist Offices
or tourist offices, in all major towns and resorts. locals/local people usually give the best
And we give information on accommodation, information.
restaurants and of course places to visit and
things to do. We also give out town plans, details 4 There are lots of not many Visitor Information
about leisure activities and festivals like the Centres on the Chinese mainland.
carnival here in Tenerife, las Fallas in Valencia, or
the Easter parades in Seville or Granada. Larger 5 Some Chinese VICs travel companies say they
cites around the world usually have a Spanish are ‘official’ organizations (but they are not).
National Tourist Office and you can also visit the
official website at www.spain.info. I think Spanish 6 Huan thinks the Hong Kong and Macau tourism
people are naturally open and welcoming to boards don’t provide helpful advice.
visitors, so the best information comes from the
locals themselves. Vocabulary
2
On the Chinese mainland, there are still not many VICS
official Tourist Information Offices. My advice to
visitors to China is that they should be careful of Exercise 3, page 24
travel companies who say they are ‘official’ Students match the words and definitions, checking
organizations. This is because they are often only answers with a partner before class feedback. If your
students are thinking of taking the LCCI Level 1
Certificate in Spoken English for Tourism, remind
them they must be able to describe a variety of ways
in which people travel, e.g. by bus.
VISITOR CENTRES 26
English for International Tourism Pre-Intermediate Teacher’s Book
1e 2d 3a 4f 5c 6b 1 VICs 2 Tourist 3 promote 4 advice
5 technology 6 sights 7 events
Exercise 4, page 24 8 face-to-face 9 enquiries 10 ambassadors
Refer students to the list of information and services,
and ask them to add another three items to the list. Speaking
Allow time for them to discuss their idea in pairs
before opening the discussion to the class. Build up a LOCAL INFORMATION
list of extra ideas on the board, adding extras as
useful. Exercise 7, page 25
Students work in pairs to discuss their own region
Suggested answers before sharing their ideas with the class. Compile a
• museums, art galleries, cultural heritage and list of aspects which might be surprising on the board
and use this as an opportunity to promote greater
historic sites, entertainment centres, (theatres and understanding of regional differences.
cinemas), cathedrals and places of religious
worship Suggested answers
• fire service, doctor/health clinic, dentist, opening times, national holidays, driving on the other
embassies and consulates, garage mechanics side of the road, the local language, cost of public
• banks and money exchange, embassies and transport, eating times, entertainment, types of food,
consulates, walking and bus tours, day trips, e.g. fashion, people in the street, etc.
boat and bus trips, local markets, festivals and
sports events EXTRA ACTIVITY
Additional services might be: booking
accommodation at local hotels and B&Bs; If students are in a different country to their own,
currency exchange; maps and guide information ask them to work in pairs to think of five popular
for walking or driving tours in the area. attractions in the local area and to discuss what
they have found surprising about the region.
Reading
RESEARCH
THE ROLE OF VICS YOUR LOCAL AREA
Exercise 5, page 25 Go through the task with the class. In a
Focus students’ attention on the photo and elicit what subsequent lesson, allow time for students to
it shows before asking students to read the article. present their findings either in groups or to the
Allow time for students to compare answers with a class.
partner before eliciting ideas from the class. Check
on potentially new vocabulary, e.g. diversify, Homework suggestions
interactive, promote. • Students write an article for a travel magazine or
1 The Tourist Board in Scotland have found that website, giving information on the information
50% of visitors to VICs are Scottish and not services available in their own country (100–150
‘tourists’. So all kinds of travellers use visitor words).
centres including hotel guests, residents and day- • Students write a blog article about their own
trippers. region’s attractions and what visitors find
surprising, using ideas discussed in Exercise 7
2 Some hoteliers think VICs are unnecessary (100–150 words).
because visitors can get information from hotel
reception, a taxi driver, or shop assistant. They
can also get online information using a laptop or
mobile device in hotels with Wi-Fi connections.
It costs a lot of public money to run these centres.
3 VICs are still useful because they promote
tourism to all kinds of tourist. They encourage
visitors to see local sights and attractions, and go
to festivals or sports events.
Many visitors prefer face-to-face contact with staff
in a VIC.
Exercise 6, page 25
Students read the article again, completing the
sentences. With a weaker class, students could work
in pairs to do this. Round up by eliciting the answers.
Check on pronunciation as needed.
VISITOR CENTRES 27
English for International Tourism Pre-Intermediate Teacher’s Book
BHUTAN my country. Finally, I don’t think Bhutanese food is
very varied.
Aims and objectives
Grammar
In this lesson students will:
• read an article about Bhutan COMPARATIVE AND SUPERLATIVE FORMS
• study the comparative and superlative forms
• discuss the best and worst aspects of their own Exercise 4, page 27
Focus students’ attention on the Grammar box. Allow
country them time to read through the information and ask
any questions before underlining examples of
Reading superlative forms in the article. This could be done as
a class.
BHUTAN – THE HAPPIEST COUNTRY IN THE
WORLD • Bhutan may not be one of the richest countries in
the world, it is officially one of the happiest.
FACT FILE
• one of the world’s youngest heads of states
The Kingdom of Bhutan is a landlocked country • one of the most spectacular but also one of the
situated at the end of the Himalayan mountain
range sharing borders with India and China. It has scariest airports
an area of around 38,500 km².
EXTRA ACTIVITY
Exercise 1, page 26
Focus students’ attention on the map and photos Refer students to page 113 of the Grammar
before asking students to discuss in pairs what they reference and go through the information
know about Bhutan. During class feedback, elicit explaining the comparative and superlative forms.
ideas and find out if anyone has visited Bhutan. Add Highlight the different forms (short, long and
in useful vocabulary from the suggested answers. irregular) and draw attention to the other cases
mentioned, as well as spelling. Allow time to
Suggested answers discuss the examples given and any questions
• I think Bhutan is an students might have. Provide additional examples
as needed.
isolated/remote/quiet/unique/unusual country.
• Its landscape is spectacular/beautiful/amazing. Exercise 5, page 27
• Its culture is mystical/religious/old- Tell students they are going to read about modern
Bhutan and ask them to complete the texts using the
fashioned/unique/not very modern. words given. Allow time for them to compare
• Bhutanese people look answers with a partner before going through them.
Check vocabulary, e.g. influences, unique, preserve.
friendly/quiet/happy/traditional/old-fashioned/don’t
look very modern. 1 modern 2 friendlier 3 important 4 bigger
• Their clothes are traditional/old- 5 traditional 6 longer 7 happiest 8 best
fashioned/distinct/unique/unusual/aren’t very
modern. Exercise 6, page 27
Students complete the sentences using the
Exercise 2, page 26 comparative or superlative form of the adjectives as
Refer students to the article’s title and elicit a few needed. Encourage students to compare answers
ideas as to why it might be the happiest place on in pairs before eliciting ideas from the class. Check
earth. Students then read the article and match the on spelling and revise the rules of form as needed.
sentences halves, comparing answers in pairs before
checking them as a class. Check on potentially new 1 more modern 2 most spectacular
vocabulary, e.g. isolated, navigate, prevent. 3 happier than 4 good as 5 spicier than
6 noisier than 7 shorter/than 8 the tiniest
1c 2d 3a 4b
Exercise 7, page 27
Exercise 3, page 26 Ask students to think about differences between
Ask students if they would be interested in living and their own country and Bhutan, and to write six
working in Bhutan, and why/why not. sentences using the comparative. Monitor and help
as needed. After students have compared ideas
Suggested answer with a partner, elicit some ideas from the class,
I would like to visit Bhutan because it looks beautiful writing them on the board.
and very peaceful, but I wouldn’t like to live and work
there. I prefer living in bigger cities with more shops,
facilities, nightlife, etc. Bhutan is land-locked, it
doesn’t have a sea, and I enjoy going to the beach in
VISITOR CENTRES 28
English for International Tourism Pre-Intermediate Teacher’s Book
Suggested answers RESEARCH
• My country is bigger than Bhutan.
• The city where I live is noisier than Thimphu. COMPARING COUNTRIES
• The landscape in Bhutan is more beautiful than
Go through the task with the class. In a
in my region. subsequent lesson, allow time for students to
• Bhutan is in the Himalayas so it’s higher than my present their findings either in groups or to the
class.
country – my country is flatter.
• The architecture is older and more interesting Homework suggestions
• Students write ten sentences comparing their own
than where I live.
• The clothes are more modern here – they aren’t country with their host country or another country
of their choice.
as traditional as Bhutanese clothes. • Students write a short article for a travel guide,
• I think the Bhutanese look more relaxed than the giving information on the best and worst aspects of
their country (100–150 words). They should use
people here. ideas from Exercise 8 and also the comparative
• I’m sure the nightlife in my city is better than in and superlatives forms where possible.
Thimphu. Photocopiable notes 3.1 (page 113)
• Tourists have to pay a higher tax in Bhutan than Comparatives and superlatives (Matching activity
page 114)
in my country.
• The tourism industry here is more developed
than in Bhutan.
EXTRA ACTIVITY
Students work in small groups and discuss whose
country or region is: the hottest, the biggest, the
wettest, the most mountainous, the most
populated, etc. See if they can think of ten
superlatives relating to their group members’
countries/regions.
Speaking
THE BEST AND THE WORST
Exercise 8, page 27
Focus students’ attention on the topics given in the
box and check that they understand what they refer
to. Students then work in pairs and compile a list of
the best and worst aspects of their country. It may
be useful to set a time, e.g. five minutes for this
before students join another pair and compare
ideas. Round up by eliciting answers from each
group. Note ideas on the board for error correction
if needed.
Students’ own answers. They should use the
words in the box.
EXTRA ACTIVITY
Students think of a country, noting five things they
know about using words and phrases from the
box. They then work in pairs and take turns to read
out their ideas. Their partner has to guess the
country. If they guess incorrectly, they can ask five
further questions before their final guess.
VISITOR CENTRES 29
English for International Tourism Pre-Intermediate Teacher’s Book
PROFESSIONAL city?’ and ‘What are the local attractions?’ Visitors
SKILLS can get a free map here and information about all
the city’s attractions. You can also buy the
DEALING WITH Edinburgh Pass here, which is a sightseeing pass
ENQUIRIES that includes discounts on more than 30
attractions, as well as bus tours and city buses.
Aims and objectives The pass also includes special offers for
restaurants, cafés, shops and tours. It’s not only
In this lesson students will: tourists visiting the city who come to us. A lot of
• learn about the typical enquiries Edinburgh’s VIC local people also contact us for information about
the holidays and breaks in the rest of Scotland
deals with and the UK.
• focus on the professional skill of dealing with
Reading
enquiries
• study vocabulary dealing with numbers in EDINBURGH BUS TOURS
enquiries Exercise 3, page 28
Students read the article and decide if the statements
Listening are true or false, discussing answers with a partner
before class feedback. Check vocabulary, e.g.
TYPICAL ENQUIRIES inspiring, commentary, hop-on.
FACT FILE 1T
2 F – eight languages
Edinburgh is the capital of Scotland, and is famous 3 F – It’s a 24-hour service.
for its historic and cultural attractions, stunning 4 T – The Horrible History channel
architecture, arts festivals, e.g. the Edinburgh
International Festival and cultural events, e.g. the Listening
Edinburgh Military Tattoo.
TELEPHONE ENQUIRIES
Exercise 1, page 28
Focus students’ attention on the photo and ask what Exercise 4, page 29
it shows and what country it is in. Find out who has Explain to students they are going to listen to a
been to Edinburgh and elicit what students know phone enquiry and give them time to read the
about the Scottish city. adverts before listening. Allow time for students to
compare answers in pairs before checking them as a
Students’ own answers. These could include The class.
Edinburgh Fringe Festival in summer and Edinburgh
Castle, which is the second most visited tourist sight 1 15 minutes 2 all day 3 60 minutes 4 £15
in the UK after the Tower of London. 5 90 6 noon 7 £9 8 half price/£4.50
Exercise 2, page 28 Audio script Track 3.3, Exercise 4, page 120
Tell students they are going to listen to the manager
of Edinburgh’s VisitScotland Information Centre and A = VIC Assistant, C = Caller
give them time to read the information. After listening A Visit Scotland Information Centre. Paula
allow time for students to compare answers in pairs speaking. How can I help you?
before going through them with the class. C Hello! Is that the Edinburgh tourist office?
A Yes, that’s right. Can I help you?
1 thousands 2 month 3 maps 4 discounts C Yes, we’d like some information about tours.
A Sorry, do you mean the guided tours or the bus
Audio script Track 3.2, Exercise 2, page 120 tours?
C I don’t know. Can you tell me about both?
About five million people visit the Edinburgh A Certainly. There are four bus tours. They are
region annually, and we get thousands of hop-on hop-off services.
enquiries each month. We are here to help with C I see. Which is the best tour?
information on city attractions, local events and A Well, the most popular one is the City
short breaks in other destinations in Scotland. You Sightseeing Tour. It leaves from Waverley Bridge,
can also buy gifts and souvenirs here. And we can outside Waverley train station every 15 minutes.
book a hotel or B&B for you. The most common You can get off the bus at any of the stops along
questions we get are: ‘Can I have a map of the
VISITOR CENTRES 30
English for International Tourism Pre-Intermediate Teacher’s Book
the way, visit the sights and then get back on EXTRA ACTIVITY
another tour bus.
C When does the service operate? Ask students to work in pairs and either give each
A It’s a 24-hour service so the ticket is valid on all student a brochure or information on a tour
the tour buses all day. (preferably from the local area) or ask them to
C How long is the tour? make up their own information on a tour in their
A If you stay on the bus, it’s approximately 60 region. Students then take turns to ask each other
minutes. questions to find out the following about their
C Sounds like a good idea. How much does it partner’s tour: price, discounts available, start
cost? time, length of tour, key attractions seen, etc.
A Adult tickets cost £15, senior citizen and
student tickets cost £13 and for children under Speaking
sixteen tickets are £6.
C And the guided tours? DEALING WITH ENQUIRIES
A There are several guided walking tours. A
popular one is the tour of the old town. It starts Exercise 7, page 29
here from the Tourist Information Centre on Put students into pairs and allot roles A and B. Allow
Princes Street and lasts about 90 minutes. Tours time for students to prepare. With a weaker class, As
start at 10 a.m., noon, 2.30 p.m. and 4.30 p.m. and Bs could prepare in pairs before returning to
every day in summer. The cost is £9 for adults. It’s their original partners. Monitor the conversations,
half price for children under eight and senior note good language use and other points to mention
citizens. during feedback.
C I think we’ll go on the bus tour this afternoon.
A Right. You can buy the tickets from the driver See Pairwork files.
on the bus, or the ticket seller on Waverley
Bridge. Homework suggestions
C Great! Many thanks for your help. • Students write a short article for a blog site or
A You’re welcome. Would you like anything else?
C No thanks. tourism website about a city in their country (or
A Thank you for calling the centre. Goodbye. one they know well) and the tours available there
(100–150 words). Remind them to use the text in
Professional skills Exercise 2 as a model and to mention key
attractions.
DEALING WITH ENQUIRIES • Students write a short dialogue between two
people where an enquiry is being dealt with (150–
Exercise 5, page 29 200 words). Remind students to use expressions
Focus students’ attention on the expressions in the introduced in the Professional skills box and in a
Professional skills box and highlight the different subsequent class ask them to practise their
functions. Students then listen to the enquiry again, conversations in pairs before selecting a few to be
completing the expressions and checking their roleplayed to the class.
answers with audio script 3.3 on page 120.
Photocopiable notes 3.2 (page 113)
1 How can 2 do you mean 3 Certainly What do you say/do? (Card activity page 115)
4 welcome 5 for calling
Vocabulary
NUMBERS IN ENQUIRIES
Exercise 6, page 29
Students match the questions and answers,
comparing ideas with a partner. Go through the
answers with the class before students practise
saying them in their pairs. Elicit the pronunciation of
all the numbers, checking they are said correctly.
1c 2d 3a 4b 5e
VISITOR CENTRES 31
English for International Tourism Pre-Intermediate Teacher’s Book
CASE STUDY bc caessnitsretacnltesamn ialenddawnedllwdaescofrriaetneddly
Centre 2:
IMPROVE A a did not respond to two emails; assistant told
SERVICE
the caller to consult the website or go to the
CASE STUDY MENU office; no standard way to answer the phone
b assistants ignored the visitor at first and then
Refer students to the lesson’s aims and objectives offered leaflets
before focusing on the photos and eliciting what c paper and boxes on the floor and the paint on
they show (a mountain range/the Canadian the walls was old and dirty
Rockies, a coniferous forest, a river and a train).
Audio script Track 3.4, Exercise 2, pages 120–
Mystery shopper 121
Exercise 1, page 30 As part of the study, I telephoned, sent an email
Check students understand what a mystery enquiry and made a personal visit to the visitor
shopper and consumer are before reading the text. centres. My email asked for a list of places to stay
Allow time for students to discuss their answers in in the area. The first centre replied with the
pairs before opening the discussion up to the class. information within 48 hours but the second centre
Add in and discuss suggested answers not brought didn’t answer me. I sent the email again but still
up by students. did not get a reply. In the next test, I phoned to
ask about things to see and do in the area. I
Suggested answers waited more than five rings for both centres to
1 Students might want to talk about the ethics of answer the phone. There was no standard
practice for answering the telephone in the
this method. They might have experience of centres. In one, the assistant gave the name of
mystery shoppers in their organizations they the centre and her name at the start of the call.
want to talk about. This assistant was friendly, polite and
2 Other ways to investigate quality: user ‘exit’ knowledgeable. The assistant in the other centre
surveys, staff surveys, customer feedback was less professional and told me to consult the
forms, manager’s walkabout, record of website or visit the office in person for information.
complaints and follow-up action, keeping emails The second centre also put me on hold for five
from customers about the service, hiring minutes without explanation, and I abandoned the
consultants to evaluate the service, e.g. the call. In the third test, I visited the centres in
website. person. The staff welcome in the first centre was
excellent – the assistant smiled, made eye contact
EXTRA ACTIVITY and was well informed. The assistants in the other
centre ignored me when I went in. When I asked
Students discuss in pairs/small groups if they for information, they gave me leaflets. The first
would like to be a mystery shopper, deciding centre was clean, well decorated and organized.
which shops or places they would want to be a But there was a lot of paper and boxes on the
mystery shopper in and why/why not. floor in the second one I visited, and the paint on
the walls was old and dirty.
Albertville Visitors Bureau
Customer feedback
Exercise 2, page 30
Explain what Albertville Visitors Bureau does and Exercise 3, page 30
tell students they are going to listen to some Students read the customer feedback and answer
mystery shopper feedback. Ask students to make the questions, comparing ideas in pairs before class
notes on the three aspects given and allow them feedback. Check vocabulary, e.g. ramp, adapted,
time to discuss answers with a partner before special needs, frustrating.
eliciting ideas from the class. Check vocabulary,
e.g. knowledgeable, abandoned, well-decorated. 1
• poor access to the centres for people in
Centre 1:
a sent the information within 48 hours; assistant wheelchairs
• no signs outside with the opening hours and the
answered the phone well and was friendly and
knowledgeable centres don’t open at lunch-time and on Sundays
2
VISITOR CENTRES 32
English for International Tourism Pre-Intermediate Teacher’s Book
• The bureau could build ramps and widen the POSSIBLE OUTCOME
doorways to improve access.
Essential improvements (Low cost)
• The bureau could improve signs (signage) and Staff training: the centre managers to offer all staff
extend opening hours. training to improve the customer service in the
centres. Training to include:
Website evaluation • standard practice for answering the telephone
• responding within 48 hours to all email
Exercise 4, page 31
Elicit the meaning of evaluation before the situation. enquiries
Ask students to read the report and decide which • welcoming and helping visitors to the centre.
options are the best ones. Allow them time to discuss Desirable improvements (Low cost)
their ideas in pairs before the discussion is opened to Website: add printable PDF versions of maps and
the class. Check vocabulary, e.g. decline, indication, information to the website.
forums and add in any suggested ideas not brought Essential improvements (High cost)
up. Physical adaptations: it is essential for a public
service to adapt all the centres for wheelchair and
Suggested answers disabled access. This includes wider doors, ramps
• A new online service for people who want to book and disabled toilets.
accommodation is a good idea. Online video tours Formal email
are also a good service but could be expensive to
produce. It is, however, possible that some people Exercise 6, page 31
might find it hard to make bookings and find Refer students to the emails on page 99 of the
information online if they don’t know how to use a Writing Bank and go through the points given above
computer. the examples. Then discuss as a class what opening
• PDFs of maps and information reduce the cost of and closing would be the most appropriate for their
providing maps and leaflets as people can print email. Recommend a word limit of 150–200 words.
them at home. With a weaker class, it might help if students prepare
• Interactive forums are also a good way to get their email in pairs. Make sure students start writing
feedback from users but there will be a cost in class and if time is limited ask them to complete
involved in maintaining and monitoring the forum their emails for homework.
as well as responding to the comments.
• Closing a centre and introducing digital kiosks UNIT 3: KEY WORDS
means visitors lose the ‘human’ contact with the Highlight the key words box and elicit definitions for a
centres, and some staff could lose their jobs. It is selection of the words as well as parts of speech.
also possible that some people might find it hard Check on syllable stress, parts of speech and
to operate the digital kiosks, or that people don’t pronunciation as needed. Suggest students use the
get information and help when the kiosks are not DVD-ROM Mini-dictionary for further self-study.
working.
Homework suggestions
TASK • Students write a short report summarizing the
Exercise 5, page 31 decisions their management team made for the
Decide whether to put students into pairs or groups task in Exercise 5 and which are the priorities
before going through the task with the class. Check and why (150–200 words).
that students understand what they must do and the • Students write a sentence for each of the key
information they need to read. You might wish to set words given for the unit (15 sentences), using a
a limit of preparation time, e.g. 15 minutes. Pre-teach variety of structures and language from the unit
compile and priorities, and elicit the meaning of where possible.
essential and desirable. Monitor and help as needed
throughout the task. Ask students to decide who is
going to present their decisions to the class from
each pair/group. Round up by discussing the top
priorities and the best ideas presented.
See Pairwork files.
VISITOR CENTRES 33
4 PACKAGE TOURS
UNIT MENU and why, and any which they found surprising.
Check vocabulary, e.g. sanitary, plague, survive.
Grammar: past simple
Vocabulary: cultural heritage, packages Students’ own answers.
Professional skills: city tours
Case study: design a package Grammar
Aims and objectives PAST SIMPLE
In this lesson students will: Exercise 3, page 33
• study vocabulary relating to cultural heritage Focus students’ attention on the Grammar box. Allow
• read some historical facts about London them time to read the information and ask any
• revise and practise using the past simple questions before underlining the verbs in the past
simple tense in Exercise 2. Encourage students to
Vocabulary compare answers with a partner before checking
them as a class.
CULTURAL HERITAGE
There are 11 verbs in the past simple tense in the
Exercise 1, page 32 text in Exercise 2.
Focus students’ attention on the photos and map, 1 had, developed
and elicit what they show. Find out which attractions 2 was built (past passive form), lasted
students have visited and what they remember 3 weren’t, died
about them. Students then work alone or in pairs 4 started, burnt, didn’t survive
and decide the odd word out in each group. Check 5 lived, was
answers as a class, eliciting why they are the odd
ones out and discussing new vocabulary, providing EXTRA ACTIVITY
examples as needed.
Refer students to pages 113–114 of the Grammar
1 square – the others are (government) buildings reference and go through the information
2 big wheel – the others are buildings; or perhaps explaining the past simple. Highlight the different
forms (positive, negative and question) and draw
concert hall because it isn’t an attraction attention to the use of the past simple passive.
3 theatre – the others were built for kings and Allow time to discuss the examples given and any
questions students might have. Provide additional
queens, or nobility. A country house in the UK is examples as needed.
a large house in the countryside; especially one
of historical interest – it is not a simple house in Exercise 4, page 33
the country Refer students to the photo of King Henry VIII and
4 bridge – the others are architectural features or ask students who it shows and what they know about
parts of a historic building him. Students then complete the article using the
5 Baroque – is a style of art and architecture from past simple of the verbs given. Allow time for
the late 16th and early 17th centuries; the others students to compare answers in pairs before eliciting
are (building) materials ideas as a class. Check vocabulary, e.g. maze,
6 the sixties – is a period of time but the others are exhibits.
all architectural or art styles
1 wasn’t/was not 2 was 3 gave 4 rebuilt
Reading 5 was invented 6 opened 7 read 8 broke
9 was 10 put
THINGS YOU DIDN’T KNOW ABOUT LONDON
Exercise 2, page 32
Ask students how well they know London and elicit
a few historical facts that they remember. Students
then read the facts given and in pairs, try and
remember as many of them as they can. Round up
by discussing which were the easiest to remember
PACKAGE TOURS 34
English for International Tourism Pre-Intermediate Teacher’s Book
EXTRA ACTIVITY Audio script Track 4.1, Exercise 5, page 121
Tell students that there are three different ending 1 The Great Fire of London was in 1666.
sounds for when pronouncing regular verbs in the 2 The plague, also known as the Black Death,
past simple:
killed thousands of people in London in 1348.
/t/ – e.g. watched 3 The seventeen hundreds is another way of
/d/ – e.g. studied
/ɪd/ – e.g. waited saying the eighteenth century.
4 Many of London’s buildings are Victorian, from
Students work in pairs to decide which ending the
following verbs have: arrived, booked, brushed, the nineteenth century.
cleaned, helped, inspected, looked, needed, 5 Elizabeth II became Queen in 1952.
organized, recruited, served, talked, trained, 6 London was called ‘swinging London’ in the
wanted, worked.
sixties.
Answers /d/ /ɪd/ 7 The Millennium Dome and the London Eye
/t/
both opened in the year 2000.
worked arrived wanted 8 The Olympic Games were held in London in
helped cleaned needed 1948 and 2012.
looked organized recruited EXTRA ACTIVITY
brushed served inspected Students write down ten dates each and then in
pairs, take turns to dictate their dates to their
talked trained partner who writes them down. Students check
each others’ answers at the end.
booked
Exercise 6, page 33
Vocabulary Ask students to write down three important dates in
their own country’s history before presenting their
EXTRA ACTIVITY ideas to the class. Alternatively, students could work
in multi-cultural groups to share information if
Tell students to close their coursebooks and then applicable.
in pairs to answer the following questions to see
how much they remember from Exercise 2. Elicit Students’ own answers.
answers as a class, checking on the pronunciation
of the dates given. Speaking
1 When was the first stone bridge over the River A TWO-HOUR TOUR
Thames built? (1209)
Exercise 7, page 33
2 In which year of the plague did a lot of people Find out if students can remember the last tour they
die in London? (1349) went on before asking them to talk about it in pairs.
As an alternative, students could use one they do
3 When was the Great Fire of London? (1666) remember or someone has been on. Round up by
asking a few students to explain the tour their
Exercise 5, page 33 partner talked about.
Refer students to the information about saying years
and allow time for students to read the information Students’ own answers.
and ask any questions before playing the recording.
After listening, students compare answers with a Exercise 8, page 33
partner. Round up by eliciting the years, checking on Put students into pairs and refer them to File 13 on
correct pronunciation. With a stronger class ask them page 104 of the Pairwork files. Check vocabulary,
if they can recall what happened in each year. e.g. gastronomic, refreshments. With a weaker
class you might wish to go through the activity with
1 1666 2 1348 3 1700s/the eighteenth century the class to check they know what to do. Monitor
4 the nineteenth century 5 1952 throughout the activity, helping as needed. Next,
6 the sixties/60s 7 (the year) 2000 ask students to form groups of four or six and then
8 1948, 2012 present their tour to their group. Remind them to be
persuasive and try to sell their tour, and remind
those listening to ask questions to find more
information. After all pairs have presented their
ideas, each group chooses the best idea. Round up
PACKAGE TOURS 35
English for International Tourism Pre-Intermediate Teacher’s Book
by getting each group to explain the winning tour CANCÚN
idea to the class. If time, decide as a class which
one is the ultimate winner. Aims and objectives
See Pairwork files. In this lesson students will:
• read about resort development in Cancún
RESEARCH • study vocabulary relating to packages
• listen to people talking about their package tour to
LANDMARK BUILDINGS
Cancún
Go through the task with the class. In a
subsequent lesson, allow time for students to Reading
present their findings either in groups or to the
class. RESORT DEVELOPMENT IN CANCÚN
Homework suggestions Exercise 1, page 34
• Students find out six interesting facts about a city Focus students’ attention on the map and find out
of their choice and write them up in the same what they know about Mexico and if anyone has ever
way as those presented in Exercise 2 (100–150 been there. Refer them to the photos and ask what
words). In a subsequent lesson, students could features might attract visitors to Cancún and if this is
read each others facts. Alternatively, students a place they would like to visit, and why.
mingle and tell each other one fact about their
city. At the end, students try and recall as many Suggested answer
of the different facts that they heard as possible. Cancún is attractive to tourists because it has sandy
This could be turned into a competition. beaches, sunshine, warm temperatures and warm
• Students write a short blog or article for a waters with tropical fish and other attractions. It’s a
tourism website, describing some of the key good place to practise water sports, e.g. snorkelling.
attractions of a city they know and a little about It is also a well-developed resort with an airport, good
its history (150–200 words). Remind students to hotels and other services.
use the text in Exercise 4 as a model and to use
the past simple where possible. In a subsequent Exercise 2, page 34
lesson, students read out their description in Students read the article and after answering the
groups and decide which place they would most questions, compare ideas with a partner before class
like to visit and why, sharing their decision with feedback. Check vocabulary, e.g. dominated,
the class. purpose-built, install, infrastructure.
Photocopiable notes 4.1 (page 116) 1 Before 1970, Cancún was a small fishing village
The past simple (Matching activity page 117) of about 100 inhabitants.
2 Cancún is now Mexico’s leading tourist resort.
Exercise 3, page 34
Students reread the text noting what each number
refers to. Allow time for them to compare answers
with a partner before checking them as a class.
a one of the five best places for new, purpose-built
resorts
b 30-year plan to develop Cancún
c the number inhabitants in Cancún before 1970
d the number of new jobs
e the number of hotel rooms in service in 1975
f the number of hotels in 2008
g the number of flights per day handled by Cancún
airport
h the approximate population of Cancún today
Exercise 4, page 34
Ask students to work in pairs or small groups and
think of other basic infrastructure to add to the list.
Round up by eliciting ideas from the class. Add
suggested ones that are not mentioned.
PACKAGE TOURS 36
English for International Tourism Pre-Intermediate Teacher’s Book
Suggested answers 1 all-inclusive 2 full-board 3 tailored
roads, street lighting, hospital or medical centre, 4 crowded 5 babysitting 6 entertainment
banks and ATMs, post office, refuse collection, train 7 sign up 8 pay extra
station, transport, e.g. bus/ferry service, taxis, car
hire/rental, police station, restaurants, cafés, Listening
souvenir shops, museums, parks and children’s play
areas, Wi-Fi and internet access, other sports and PACKAGE TOURS TO CANCÚN
leisure activities, e.g. canoeing, boat trips, tennis
courts, other attractions and entertainment, e.g. zoo, Exercise 8, page 35
cinemas. Explain to students they are going to listen to two
people talking about their trip to Cancún. After
Vocabulary listening, allow time for students to discuss their
answers with a partner before checking them with
PACKAGES the class. Check vocabulary, e.g. shade,
complimentary.
Exercise 5, page 35
Students work in pairs to discuss how to group the a Speaker 2 (Jason Alvarez)
language items before the discussion is opened to b Speaker 1 (Valerie Shroder)
the class. You could ask students to suggest which c Speaker 2 (Jason Alvarez)
items are sometimes but not always included in the d Speaker 1 (Valerie Shroder)
price of the tour.
Audio script Track 4.2, Exercise 8, page 121
Suggested answers
Usually included: V = Valerie Schroder, J = Jason Alvarez
flights, airport transfers, meals, activities for kids, 1
information pack V The vacation package was all-inclusive. It was
Sometimes included: great for a family resort. We had free children’s
sightseeing tours, free drinks, evening entertainment, free drinks at the pool and a
entertainment babysitter if we wanted to go out in the evening.
Optional extras: But we were a little disappointed with the beach.
car/boat hire, hire of sports equipment, beach The information pack said it was a private beach
umbrellas, babysitters, gratuity just for hotel guests but it was full of people and
we had to pay extra to lie in the shade under a
Exercise 6, page 35 beach umbrella with sunbeds. It was also very hot
Write the word collocation on the board and ask if in Cancún. Temperatures reached 104 degrees
students know what one is (namely: words which go Fahrenheit – that’s 40˚C, and there weren’t many
together and form common expressions, e.g. palm trees on the beach! We would love to go
adjectives and nouns). Refer students to the list of again – but not in peak season.
adjectives on the left and ask them in pairs to decide 2
which one cannot be used with the given noun. J We stayed in Isla de Mujeres in Cancún, for
Round up by discussing the answers. our honeymoon. It is a fantastic island with
beautiful, white, sandy beaches and there were
1 harbour 2 fish 3 growth 4 clear lots of young couples like us. But it was very
5 sandy 6 coast crowded, although it was quieter in the evening
when all the day-trippers from Cancún left. We
EXTRA ACTIVITY paid for half-board, not full-board – it was a
tailored package. That way we could go on day
Students work in pairs and tell each other about trips and have lunch somewhere else. The
three places in their country using some of the package didn’t include any sightseeing tours. We
collocations from Exercise 6. Encourage students signed up for one to Xel-Ha, which is a kind of
to ask questions to find out more. nature reserve with lagoons and caves. I guess it’s
OK for a family day out but we thought it was
Exercise 7, page 35 overpriced and too commercial for us. The best
Students choose the best word or expression for thing about the holiday was the snorkelling and
each sentence, comparing answers in pairs before seeing all the tropical fish. That was amazing,
going through them as a class. Depending on the although we had to pay extra. Oh, and we could
class, it may be useful to pre-teach or check on get the ferry to the mainland for free. It was a
language, e.g. tailored, overcharge. Alternatively, complimentary service for hotel guests staying on
use this as an opportunity for students to use an the island.
English-to-English dictionary.
PACKAGE TOURS 37
English for International Tourism Pre-Intermediate Teacher’s Book
EXTRA ACTIVITY EXTRA ACTIVITY
Students talk in pairs about popular honeymoon Refer students to Part 2 of the EFIT Pre-
destinations for people from their country and the Intermediate level DVD material for extra listening
place where they went or they might choose to go and vocabulary exercises relating to cycling in
for their honeymoon. Paris.
Exercise 9, page 35 Although students are encouraged to view the
Students listen again. Elicit answers from the class. complete programme on the DVD there is also an
option so that they can watch in smaller segments,
1 Valerie’s package tour was all-inclusive and as is denoted by the worksheet timings.
included: free children’s entertainment, free drinks
at the pool and a babysitter in the evening Alternatively, the DVD-related worksheet can be
undertaken as self-study.
2 Jason’s package tour included: half-board; ferry to
the mainland At the end of the worksheet, there is an optional
task, which can be completed in groups in class or
Exercise 10, page 35 set as homework.
Ask students to work in pairs and to discuss the
questions given. It might be a good idea to set a time Model answer for DVD worksheet optional
limit, e.g. ten minutes. Round up by eliciting ideas writing task
from around the class and building up a list of pros Transport in Paris
and cons.
1 Paris Métro
Suggested answers
Advantages of a tailored package: The customer For longer journeys, the Métro is the best option.
plans together with an agent or tour company and It’s the quickest way to get around the city. You can
it’s a good option for travellers who know exactly save money by buying a carnet of ten tickets at the
what they want. The package is personalized and ticket office in any Métro station or from the
there is more possibility of the traveller enjoying machines.
the vacation. 2 Sightseeing buses
Disadvantages of a tailored package: They
involve a lot of work for travel professionals and If you can’t walk or cycle around Paris, a bus tour is
can be more expensive for the customer than all- a great option. L'OpenTour and Les Cars Rouges
inclusive packages. offer regular hop-on, hop-off sightseeing buses to
Advantages of an all-inclusive package: the travel all the top museums and attractions, with
agent or tour company makes the travel decisions commentary in many languages.
for the customer and it’s easier and less stressful 3 Montmartre Funicular
for the traveller to organize. It is often good value
for money. The uphill walk to visit the Sacré Coeur can be
Disadvantages of an all-inclusive package: if it impossible for some visitors. The Montmartre
isn’t exactly what the traveller wanted, they can’t Funicular is one alternative. You can use a
make changes to the booking when they are in standard Métro ticket to ride the funicular.
the destination. It can be a bit impersonal and is
not a good option for more adventurous travellers. Homework suggestions
• Students write an article for a tourism website or
magazine about a location in their own country (or
one they know well), which has developed as a
tourism destination (150–200 words). Remind
students to use the text in Exercise 2 as a model
and encourage them to use language focused on
in the lesson.
• Students choose ten of the words not circled in
Exercise 7 and write their own sentences for each
one. Encourage them to use a variety of language
structures.
PACKAGE TOURS 38
English for International Tourism Pre-Intermediate Teacher’s Book
PROFESSIONAL Audio script Track 4.3, Exercise 3, page 121
SKILLS
G = Guide, T1 = Tourist 1, T2 = Tourist 2
CITY TOURS G Here we are! As you can see, the former
bullring was made into a shopping centre not very
Aims and objectives long ago. Plaza Arenas is now known as Arenas.
We can visit the rooftop terrace at the end of the
In this lesson students will: tour if we have time.
• find out about tours to Barcelona T1 Excuse me, who redesigned the bullring?
• focus on the professional skill of planning a city G That’s a good question. The British architect,
tour Richard Rogers renovated it.
• roleplay a discussion to propose a World Heritage T1 So, the old bullring is now a shopping mall?
site G That’s right. Instead of bullfighting, you can go
shopping, have some tapas, or watch a movie.
Listening T1 Oh, great!
G The bullfights in Arenas stopped over 20 years
BARCELONA CITY TOURS ago. But if you’re looking for some action, I
recommend tomorrow’s tour when we’ll visit
Exercise 1, page 36 Barcelona’s home football ground, Camp Nou.
Focus students’ attention on the photos and ask T2 Do you mean the football stadium?
what they show and where they were taken. Find G That’s right. Would you like to follow me now
out what students know about Barcelona and if into the art gallery showing Romanesque art?
anyone has ever visited it. Discuss possible tour T1 What did he say?
attractions. T2 Sorry, did you say Roman Art?
G No, not Roman, Romanesque. It’s the art style
Suggested answer from the early Middle Ages. Right, let’s go and
A tour of Barcelona would probably include the old see their collection of Romanesque Art. Can I
town in the Gothic Quarter, buildings designed by have your art tickets please? Thanks, thank you.
Gaudí, e.g. Casa Milà and the park, Parc Güell. T2 Oh, I don’t have a ticket. He didn’t give me a
Visitors often enjoy having tapas in one of its many ticket, Gerhard.
cafés or a meal in the port. T1 Yes, he did. Check your purse.
Exercise 2, page 36 Exercise 4, page 36
Discuss with students what a UNESCO World Students listen to the tour again to complete the
Heritage site is and elicit a few examples before sentences, comparing answers in pairs before class
students read the article and match the tours to the feedback.
items. Allow time for them to compare answers in
pairs before checking as a class. Find out which 1 can see 2 known as 3 good question
tour(s) are the most popular and why. Check 4 follow me 5 let’s go 6 Can I have
vocabulary, e.g. informative, tapas, check out.
Exercise 5, page 37
a Tour 3: Montjuic tour Explain to students they are going to listen to another
b Tour 1: Gothic history tour tour and after listening, allow time for them to check
c Tour 2: Gaudí tour answers with a partner before eliciting them from the
d Tour 1: Gothic history tour class. Check vocabulary, e.g. flash, appreciate,
e Tour 2: Gaudí tour inspiration.
f Tour 3: Montjuic tour
1 Tour 1: Gothic history tour
Exercise 3, page 36 2 They ask if they can take photos; where the
Ask students to read the questions before playing
the Barcelona tour recording. Students check restroom is.
answers with a partner before going through them 3 In the 14th century./In 1383.
as a class. Check vocabulary, e.g. former, terrace.
Audio script Track 4.4, Exercise 5, page 121
1 Tour 3: Montjuic tour
2 bullring, shopping centre, football G = Guide, T1 = Tourist 1, T2 = Tourist 2
T1 Is it OK if I take a few photos?
ground/stadium, art museum S Sure, go ahead but no flash please.
3 The woman can’t find her art ticket. T2 When did you say it was built?
S Ah, that’s an interesting question. The basilica
was completed in 1383. It only took 55 years to
PACKAGE TOURS 39
English for International Tourism Pre-Intermediate Teacher’s Book
build, which was incredibly fast for Medieval about the host country regarding the skills, as
times. It is the only example of a basilica built applicable. If your students are thinking of taking the
completely in the Catalan Gothic style. As I said LCCI Level 1 Certificate in Spoken English for
earlier, the Santa Maria del Mar is my favourite Tourism, remind them that for the exam they must be
religious building in Barcelona. As you can see, able to explain the variety of ways in which people
it’s very light, so you can really appreciate those travel.
beautiful stained glass windows. The windows
aren’t as old as the building and date from the Students’ own answers.
fifteenth to eighteenth centuries. And did you
know it was the inspiration for a best-selling novel Speaking
by the Spanish writer, Idelfonso Falcones?
T2 Really? PROPOSING A WORLD HERITAGE SITE
S That’s right.
T1 Excuse me, where is the restroom? Exercise 9, page 37
S I am afraid there aren’t any toilets here. But Decide if students work in pairs or groups of four
you can go to a café nearby. before allotting roles A and B. Pre-teach the word
T1 Thanks, I really need to go. anecdote before allowing time for students to
T2 Ssh, Gerhard! You don’t need to tell all of prepare. With a weaker class, As and Bs could
Barcelona! prepare in pairs before returning to their original
S Here. Mind the step as you go. And now for the partners/groups. Monitor the roleplays, noting good
next question in our competition: When was this language use and other points to mention during
building completed? Was it the 12th, the 13th, or feedback. Remind students to swap roles and round
the 14th century? up by asking each pair/group to explain their decision
to the class. If time, try and reach a class consensus
Exercise 6, page 37 over which building should become an UNESCO
Allow students time to read the sentences before World Heritage site and why.
playing the recording again. After listening, students
compare answers in pairs before class feedback. See Pairwork files.
Elicit the complete sentences to check on
pronunciation and intonation. Use choral EXTRA ACTIVITY
repetition/drill if useful.
Students choose a UNESCO World Heritage site
1 Is it OK if I 2 go ahead 3 55 (if possible one in their own country) and work in
4 incredibly fast 5 15th to 18th 6 Excuse me pairs/groups to talk about it. Encourage students
7 restroom 8 Mind to ask questions to find out more information.
Professional skills Homework suggestions
• Students write an article for a tourism blog or
PLANNING CITY TOURS
website about tours in a city that they know.
Exercise 7, page 37 Remind them to use the text in Exercise 2 as an
Focus students’ attention on the expressions given example and encourage them to incorporate
and ask students to complete the advice on planning language from the lesson (150–200 words). In a
tours using them. This could be done in pairs or subsequent lesson, students could work in
alone. Elicit the answers and discuss the advice groups and read each other’s articles, before
given as a class. Check vocabulary, e.g. beforehand, deciding which they prefer and why.
mobility, participants.and highlight the difference • Students write an article explaining why they
between package tour (AmE) and package holiday think the historic building they chose in Exercise
(BrE). 9 should become a UNESCO World Heritage
site (150–200 words).
1 major cities 2 3–9 days 3 special needs
4 Friday evening 5 short tour 6 all meals Photocopiable notes 4.2 (page 116)
7 short visits and all-day 8 extra charge Answering questions on a tour (Matching activity
9 specialist knowledge 10 printed information page 118)
Exercise 8, page 37
Students work in pairs and discuss which skills would
work best for people from their own country and
which would be different before you open the
discussion to the class. Include relevant comments
PACKAGE TOURS 40
English for International Tourism Pre-Intermediate Teacher’s Book
CASE STUDY children or families, or people with mobility
problems.
DESIGN A PACKAGE
Feedback from customers and
CASE STUDY MENU employees
Refer students to the lesson’s aims and objectives Exercise 2, page 39
before focusing on the photos and map, and eliciting Tell students they are going to listen to some
what they show (namely: a scene from a musical customers and employees talk about the package
performance, Austrian lake and mountains). tours. After listening allow time for students to
compare answers with a partner before going
EXTRA ACTIVITY through them with the class. Check vocabulary, e.g.
criticism, composer, transparent. With a weaker class
Students work in pairs to note down as many it might be useful to then refer students to the audio
European countries as they can (and their capital script, asking them to underline the
cities) in three minutes. Tell them it is a recommendations.
competition and when eliciting answers, award
one point per country or city for each answer that Criticisms: package tours are too expensive; the
has not been written down by another pair. The walking tour is too much for older people; some of
pair with the most points wins. the guides are not music experts; one of the guides
left the visitors to smoke; the company should be
Europa Cultural Tours more transparent about extra costs
Recommendations: 6, 7 and 10 are mentioned by
Exercise 1, page 38 Speaker 2; 3 is mentioned by Speaker 3
Ask students what they know about Austria and find
out if anyone has ever been there. Check students Audio script Track 4.5, Exercise 2, page 121
understand the meaning of classical and target
market before reading the article and allow time for 1
them to discuss their ideas with a partner before you I really loved Austria, and our tour guides were
open the discussion to the class. Note ideas on the friendly and helpful as they walked with us on the
board and add in suggested answers as useful. tour. We also got some useful tips about what to
Check vocabulary, e.g. all-inclusive, cruise. see and do in Salzburg. But our guide didn’t seem
to know that much about music. And I think there
Suggested answers was too much walking for some of the older ones
1 Organization: The length of the tours seems fine – some of the people in our group were very tired.
I have to say, the package tour was rather
and a variety of activities are included in the tours, expensive, especially with all the extra charges for
although perhaps there is too much walking on some tickets and excursions. It wasn’t all-inclusive
the walking tour for older people. There are a lot as it said in the advert.
of concerts, e.g. 12 in six days on the Danube 2
Festival tour, so maybe visitors would like some I’m new to the job as a tour guide, so I need to
more free time on that tour. There is no mention find out some more about Austrian composers
of tour guides so we don’t know if they are music before my next group. It would be a good idea to
specialists or not. get some more training from the tour guide
2 Products: Both tours are classical/cultural tours, manager. My main criticism is that the company
e.g. with music lectures, so perhaps ECT could needs to be more transparent about prices. Many
offer more popular or commercial package tours. customers complained to me about the extra
The tours might be boring for younger people. costs for some of the tickets and excursions – I
3 Price: Prices are very high, especially for The had to say sorry but it wasn’t my responsibility.
Danube Festival cruise option if you are single. And I’m sure we could offer packages that are
The Salzburg summer festival at €3,980 pp also more attractive for younger people.
seems expensive for five days. Perhaps ECT 3
could offer a three-star hotel instead of luxury Yes, the scenery was beautiful. But it wasn’t
accommodation for this tour. organized so well. I mean, a six-day tour is too
4 Target market: It is a niche market. The tours are short for some of the older participants – they
directed at people with an interest in classical need more time to rest. And then the guide often
music who are couples, singles and senior disappeared to smoke! Once, the guide left us in
citizens (under 75s only). There is no mention of Salzburg for an hour to spend money in local
shops. I hate shopping! And we were really
PACKAGE TOURS 41
English for International Tourism Pre-Intermediate Teacher’s Book
surprised when she told us after an evening TASK
concert that we had to take a taxi back to our
hotel! That was another 18 euros we didn’t plan to EXTRA ACTIVITY
spend. The information we received said transfers
were included but it was only airport transfers, so Refer students to the tour programme/itinerary on
we were disappointed with the tour. It was page 101 of the Writing bank and discuss the
overpriced and I won’t be booking with Europa layout and tips given.
Cultural Tours again!
Exercise 4, page 39
The competition Go through the task with the class, checking they
understand what to do, before putting students into
Exercise 3, page 39 pairs or small groups. It might be a good idea to set a
Put students into pairs and allot roles A and B. time limit for preparation, e.g. 15 minutes. Suggest
Allow time for students to read their information. that students prepare to give a presentation of
Monitor, helping as needed and round up by between 5–10 minutes and decide who will be
eliciting the answers from the class. Ask students presenting what in each pair/group. Monitor and help
which tour they would prefer and why. Check as needed. Alternatively, students complete their
vocabulary, e.g. charming, convent, picturesque. presentations for homework and give them in a
subsequent lesson.
See Pairwork files.
POSSIBLE OUTCOME
1 The Sound of Music Bus Tour (most expensive
option is €1,150 for five nights) The Sound of Austria: a five-day musical package
tour in Austria
2 Austria’s Best Tours – The Sound of Music Bus
Tour 1 Accommodation: three-star accommodation in
Salzburg
3 RockHeavyFest is better value because the most
expensive option is €850 for two people for five 2 Transport from Vienna to Salzburg and transfers
days, and it has more price options, which in Salzburg
makes it easier to tailor to individual needs.
3 Concerts: one opera and two classical concerts,
4 People interested in classical music and culture; OR two classical concerts and a musical dinner
couples, singles and senior citizens (under 75). with songs from The Sound of Music.
5 The Sound of Music Bus Tour caters for singles, 4 Optional excursions:
couples and families, while RockHeavyFest • half-day river cruise with lunch; cost: €55 pp
caters for people on a budget who like rock
music. Melody Tours may be successful (adults), €25 pp (children)
because their holidays are less expensive than • one-day tour of the film locations from The Sound
ECT, they include more price options and cater
to a wider range of people. of Music; cost: €40 pp (adults), children half price
• half-day walking tour around Salzburg; cost: €18
EXTRA ACTIVITY
pp
Students work in pairs and think of a music or arts 5 Two tour guides: one with a background in
tour/festival held in their own country. Ask them to
consider the following questions when telling their classical music; another who is an expert on The
partner about it. Sound of Music
6 Optional social activities: the musical dinner, river
• When and where does it take place? cruise with lunch and the walking tour
• Is it popular and what type of people does it 7 Optional post-tour: three-day tour of Vienna
including its opera house and elegant cafés; cost:
mainly attract? €720 pp (includes two nights in three-star
• Have they been or would they like to go to it accommodation, half-board, one concert, tour
guide and transfers).
and why? 8 Cost of The Sound of Austria tour: €1,280 pp
(adults); children half-price (includes four nights’
accommodation, breakfast and dinner, three
concert tickets (adults and children aged over
ten), tour guides and transfers).
PACKAGE TOURS 42
English for International Tourism Pre-Intermediate Teacher’s Book
Exercise 5, page 39
Students present their tour to the class, or if more
practical, in groups. Round up discussing which tours
might be the most appropriate for different target
groups, e.g. young people, families. Find out which
tours students like the sound of most themselves and
why.
Students’ own presentations.
UNIT 4: KEY WORDS
Highlight the key words box and elicit example
sentences for a selection of the words. Check on
syllable stress, parts of speech and pronunciation of
the key words as needed. Suggest that students use
the DVD-ROM Mini-dictionary for further self-study.
Homework suggestions
• Students write 17 sentences, each one using one
of the items of vocabulary present as key words
from the unit. Remind them to use a mix of
structures.
• Students write a text promoting the tour they
created in Exercise 4 (150–200 words). Remind
them to focus on the points covered and to use the
texts from Exercise 3 as examples. In a
subsequent lesson, students could swap and read
each other’s texts.
PACKAGE TOURS 43
5 HOTELS
UNIT MENU
Grammar: modal verbs
Vocabulary: hotel services and facilities, hotel trends, hotel charges
Professional skills: dealing with complaints
Case study: make a good hotel great
Aims and objectives Listening
In this lesson students will: CHECK-IN PROCEDURES
• listen to check-in procedures at a Moscow hotel
• study the use of modal verbs for making requests Exercise 2, page 40
Tell students they are going to listen to a receptionist
and offers checking in a guest and ask them to note what he
• roleplay checking in guests says. Allow time for students to read through the
stages before listening and check their answers with
Reading a partner before class feedback.
HOTELS IN MOSCOW 1 Good morning! Welcome to the Petrovskaya
Hotel. How can I help you?
FACT FILE
2 May I have your passport, please?
Moscow, the capital of Russia, is located in the 3 Thank you, Mr Perry. You have a reservation for a
west of the country and is the most populated city
in Europe. It is home to a number of UNESCO double room for three nights, is that correct?
World Heritage sites, including the Kremlin, an 4 Could I have your credit card, please?
impressive and iconic fortress. 5 Here is your key card. You are on the second
Exercise 1, page 40 floor and the room number is here.
Focus students’ attention on the photo and elicit what 6 Do you need any help with your luggage?
it shows. Find out what students know about Moscow 7 Enjoy your stay at the Petrovskaya Hotel, Mr
and if anyone has ever been there. Students then
read the extract on accommodation in Moscow, Perry.
comparing answers in pairs before going through
them with the class. Check vocabulary, e.g. Audio script Track 5.1, Exercise 2, page 121
expansion, categories, equivalent.
R = Receptionist, P = Mr Perry
1 incorrect (The text mentions expansion but says R Good morning! Welcome to the Petrovskaya
there are not enough hotels to meet demand, Hotel. How can I help you?
which is likely to be high in a capital city.) P Good morning! I have a reservation for three
nights in the name of Perry.
2 incorrect (The text says luxury hotels offer a R OK. May I have your passport, please?
similar service to the best hotels in the West.) P Here you are.
R Thank you, Mr Perry. Yes, you have a
3 incorrect (Many of the cheaper hotels are located reservation for a double room for three nights. Is
far from the centre.) that correct?
P Yes, that’s right.
4 correct (Hotels are often booked up months in R Could I have your credit card, please?
advance, especially during the summer season. P OK.
Also, visitors can get cheaper rates if they book R Thank you. Here is your key card. You are on
with a travel agent or online.) the second floor and the room number is here.
P Thanks.
EXTRA ACTIVITY R Do you need any help with your luggage?
P No, thanks. I’ll be fine. I’ll take the lift.
Students discuss in pairs or small groups the types R Enjoy your stay at the Petrovskaya Hotel, Mr
of accommodation available in their country and Perry.
the average cost, where known.
HOTELS 44
English for International Tourism Pre-Intermediate Teacher’s Book
EXTRA ACTIVITY DG I have no idea but it sounds expensive to
mR eS. Worrey’l?l pass on that one.
Students discuss check-in procedures and the RG That’s a ‘No’ to breakfast.
questions that may be asked in other countries. R OK. Could I have your credit card, please?
During feedback explain that in many countries, DG Sure.
e.g. India, it’s usual to ask guests other questions R Thank you. Can you sign here, please? Here’s
at check-in, e.g. their nationality, port of entry (and your credit card. And here are your key cards and
the name and address of two contacts in India). the room number is here. Your room is on the fifth
Other typical questions are: What date did you floor.
arrive in (India)? What city are you arriving from? DG Thank you.
What city are you departing to? How many days R Please remember to carry your key cards with
are you staying in (India)? you at all times. The security guard will ask to see
them when you enter the hotel. Do you need any
Exercise 3, page 41 help with your luggage? Shall I call the porter?
Discuss why the room number is not given as a DG No, thank you. We only have these two
class, before referring students to the audio script suitcases.
and asking them to roleplay the conversation in pairs. RG Donnie, are you crazy, with your bad
Monitor, checking pronunciation and intonation, and back? Yes, please, we’d like a porter.
ask students to swap roles after their first go. R Certainly. My name is Nikolai, if there is
anything we can do for you, please contact us at
The receptionist doesn’t say the room number for reception. Enjoy your stay at the Petrovskaya
security reasons. It’s common practice in many Hotel, Mr and Mrs Golubkov.
hotels not to say the room number e.g. so other DG Thank you. How do we get to our room?
people can’t charge food and drink to that room. R The lift is just over there, and the porter will
show you to your room.
Exercise 4, page 41
Students listen to a couple checking in and note their Grammar
details. Allow time for them to compare answers with
a partner before eliciting them from the class. MODAL VERBS
1 double room with balcony Exercise 5, page 41
2 two Focus students’ attention on the Grammar box. Allow
3 No them time to read the information and ask any
The receptionist tries to sell the guests breakfast questions before deciding on the requests and offers
but the man refuses, saying it sounds expensive. for each situation given. This could be done alone or
in pairs. Round up by eliciting ideas and discussing
Audio script Track 5.2, Exercise 4, pages 121– alternatives. Compile a list of requests and offers on
122 the board for students to write down. If time, it would
be useful to briefly discuss appropriate positive and
R = Receptionist, DG = Donald Golubkov, negative responses, e.g. Yes, certainly, Yes, of
RG = Rachel Golubkov course, and in the case of questions 3 and 5,
R Good morning! Welcome to the Petrovskaya perhaps No, that’s not necessary thank you.
Hotel. How can I help you?
DG Hi there! I’m Donald Golubkov and this is Suggested answers
my wife, Rachel. We have a reservation. 1 Could I have your flight details, please?
R May I have your passports for a moment, 2 Can/May/Could I have your credit card, please?
please?
DG Sure thing. Rachel, where did I put my Can/could you sign here?
passport? 3 Shall I order you a taxi? Shall I order a taxi for
RG Donnie, honey, I have them in my
handbag, remember? Here you go. you?
R Thank you Mr and Mrs Golubkov. Here are 4 Shall I charge the drinks to your room?
your passports. Your reservation is a double room
with balcony for two nights. Your room rate Can/May/Could I have your room number,
doesn’t include breakfast. Would you like please?
breakfast in the morning? 5 Shall I reserve a table for you?
DG How much is it? 6 Can/May/Could I have your key card, please?
R Four hundred rubles per person. Can I have your room number?
RG What’s that in dollars, Donnie?
HOTELS 45
English for International Tourism Pre-Intermediate Teacher’s Book
EXTRA ACTIVITY ROOM WITH A VIEW
Refer students to page 114 of the Grammar Aims and objectives
reference and go through the information
explaining modal verbs for offers and requests. In this lesson students will:
Highlight the differences in usage between the • study vocabulary relating to hotel services and
various modals presented and draw attention to
word order. Allow time to discuss the examples facilities
given and any questions students might have. • listen to someone talking about the facilities and
Provide additional examples as needed.
services they expect in a hotel
Speaking • read an article on trends in the hotel industry
CHECKING IN GUESTS Vocabulary
Exercise 6, page 41 HOTEL SERVICES AND FACILITIES
Put students into pairs and allot roles A and B. Allow
time for students to prepare. With a weaker class, As Exercise 1, page 42
and Bs could prepare what they might say in pairs Focus students’ attention on the illustration and elicit
before returning to their original partners. Monitor the what the symbols represent. Students then decide
check-in situations, note good language use and which of the words relate to hotels and which relate
other points to mention during feedback. Round up to guest rooms. Allow time for students to compare
by asking how the roleplays went and if guests were answers in pairs before discussing answers as a
happy with the service. class. Elicit further examples of services and
facilities, noting them on the board.
See Pairwork files.
Hotel services and facilities: indoor swimming
Homework suggestions pool, 24-hour front desk, laundry service, express
• Students write ten requests and offers of their own checkout kiosk, fitness centre
Guest room facilities: in-room safe, iron, walk-in
using the modal verbs focused on in the lesson. shower, cot/crib, hairdryer
Depending on the class, you could ask them to
think of requests and offers which they could make Exercise 2, page 42
to their classmates and in a subsequent lesson, Students match the words with the illustrations. This
have students mingle, making and responding to could be done in pairs or as a class. Check on the
each other’s requests and offers. pronunciation of the et ending for blanket and duvet.
• Students choose from the situations in Exercise 5 Highlight the silent t in duvet and perhaps elicit other
and write a short dialogue between two people words which follow the same pattern, e.g. buffet,
where requests/offers are made. Remind them to ballet. Round up asking what bed linen hotels tend to
use language from the lesson and to try and use in their country, e.g. sheets and blanket or duvet.
include at least three requests or offers (150–200 If your students are thinking of taking the LCCI Level
words). In a subsequent lesson, students practise 1 Certificate in Spoken English for Tourism, remind
their conversations in pairs before taking turns to them that they must be able to demonstrate an
roleplay them in small groups. understanding of the range of accommodation types
available to travellers, e.g. hotels, hostels, campsites
and describe the facilities that the different types of
accommodation offer.
1 shower gel 2 soap 3 shampoo
4 hand lotion 5 pillow 6 blanket
7 duvet 8 sheet
EXTRA ACTIVITY
Students discuss in groups or as a class how the
services and facilities (including the bed linen)
differ in their own or host country to others. Ask
them to think of aspects which are perhaps
unique, e.g. kettles and tea/coffee in UK hotels,
long round pillows in French hotels.
HOTELS 46
English for International Tourism Pre-Intermediate Teacher’s Book
Listening Audio script Track 5.4, Exercise 4, page 122
GUEST EXPECTATIONS My needs are very different when I’m on holiday
with the children. I’m divorced with a six-year-old
Exercise 3, page 42 daughter and a four-year-old son. If it’s just the
Tell students they are going to listen to someone three of us on holiday together, I always like to go
talking about what their hotel needs when travelling somewhere with a lot of attractions and facilities
on business. Allow students time to read the facilities for the children, like a theme park or beach. I look
listed, and after listening encourage them to compare for a hotel with a good-sized triple room and
answers with a partner before class feedback. Check family facilities. The children are happy if there’s a
vocabulary, e.g. chain, specifically, life saver. nice big outdoor swimming pool – preferably more
than one. And a kids’ club. It also gives me a
She mentions all the facilities except computer chance to relax or read for a few hours during the
and secretarial support. Other services and day. I like to check before I book that the meal-
facilities she mentions: 24-hour access to times in the hotel are child-friendly and that the
business centre; 24-hour room service; a movie menu includes enough options for them. Oh, and
channel a good laundry service is important, too, if we’re
staying for more than a few days. If my mother
Audio script Track 5.3, Exercise 3, page 122 comes on holiday with us, we sometimes use the
babysitting service and I take her out for dinner
When I’m travelling on business, I don’t usually one night.
spend much time in my hotel room. Even so, I
want to have a comfortable place to sleep, EXTRA ACTIVITY
shower, and work. I need a fast Wi-Fi connection
in my room and enough power outlets so I can Students discuss the following in pairs or threes.
charge my cell phones and laptop easily. Some
chains now offer rooms with work desks, which is • How often do you stay in hotels?
great. A voicemail service also makes my life
easier, and the option to reserve a meeting room • What services and facilities do you need when
if I need to. Before I book a hotel for a business on business compared to when on holiday?
trip, I call them directly and ask if the hotel has
any guest rooms specifically designed for Reading
business travellers. I expect the hotel to have a
business centre which has equipment like a TRENDS IN THE HOTEL INDUSTRY
printer and a colour photocopier – and it’s an
enormous help if this has 24-hour access. I also Exercise 5, page 42
want there to be someone available to provide Refer students to the article and discuss the meaning
technical support if there are any problems. 24- of trends and demographics before students
hour room service is a life saver when I’ve spent complete it using the paragraph headings. Allow time
the whole day in meetings. The other essential is for students to compare answers with a partner
a good movie channel, so I can put my feet up before eliciting them. Check vocabulary, e.g.
and relax at the end of the day. emerging, elements.
Exercise 4, page 42 1 Changing demographics
Students now listen to Kelly talking about her hotel 2 My stay, my preferences
needs when on holiday. Allow time for students to 3 Guestroom technology
compare answers in pairs before checking them as a 4 No extra costs
class. Ask students what the main differences are
between her business and holiday needs when Exercise 6, page 43
staying in a hotel. Students complete the sentences using the words in
bold, discussing answers in pairs before class
1 F – She goes on holiday with her two children, feedback.
and sometimes with her mother and the children.
1 book 2 charge 3 choose 4 overpriced
2 T (She books a good-sized triple room.) 5 order 6 affordable
3 T (especially an outdoor pool and a kids’ club)
4 F – She uses the babysitting service if her mother Exercise 7, page 43
Tell students they are going to listen to three
goes on holiday with them. conversations and should note what the topic of each
is and any numbers or figures they hear. If useful,
play the recording a second time before asking
students to check answers with a partner. Round up
HOTELS 47
English for International Tourism Pre-Intermediate Teacher’s Book
by going through them as a class. See if students Speaking
remember what each number refers to.
THE RIGHT HOTEL
Conversation 1 is about room rates in the summer
season. Exercise 8, page 43
Students work in pairs to read the guest profiles and
$95 – single room decide what type of hotel and facilities would best
$115 – double room suit each guest. Round up by bringing the class
$140 – triple room together to share their ideas. If there is time, try and
$170 – family room (maximum four people) reach a class consensus on the five facilities to be
Conversation 2 is about service charges. offered to each guest.
€20 per person – shuttle from the airport
€5 – bottle of water Suggested answers
€6 per person – tourist tax 1 Mr and Mrs Jacobs
Conversation 3 is about international phone • fitness centre with sauna and spa
numbers. • swimming pool
0006 – the number for Malaysia • health and beauty treatments
3 – the city code for Kuala Lumpur • golf course
• special weight-loss diet options
Audio script Track 5.5, Exercise 7, page 122 2 Crooks Pharmaceuticals
• conference facilities and lots of meeting rooms
1 • secretarial and/or technical support
A What does it say on the website? • banqueting service
B It seems affordable. A single is US $95 in the • evening entertainment/socializing
summer season. A double is US $115, a triple is • hi-tech guestrooms with work desks
US $140 and a family room, for a maximum of
four, costs US $170. We can save money if we EXTRA ACTIVITY
share a room with my parents.
A Are you joking? Students discuss what facilities and services the
2 following people might want:
A I thought the shuttle from the airport to the • a couple of friends taking a break from their
hotel was a complimentary service but they
charged us 20 euros per person. studies
B Really? I thought it was always free. • a family with two young children
A Then, there was a bottle of water on the desk • an elderly couple
in the room. That cost us five euros when we • a middle-aged woman with a dog
checked out. And we also had to pay a six-euro • someone attending a conference at the hotel
tourist tax each, which we didn’t know about. • someone presenting at a conference at the
B No way!
A Oh yes. Fortunately, I studied the hotel’s list of hotel
telephone charges and used my mobile instead.
3 RESEARCH
A I need to call Malaysia. What do I dial? HOTELS IN YOUR AREA
B From Europe you dial 0-0 and the country
code, 0-6 and then the area or city code followed Go through the task with the class. In a
by the number you want. subsequent lesson, allow time for students to
A Hold on! I have to write this down. 0-0 and the present their findings either in groups or to the
country code, 0-6. The city code. I don’t know class. If there is time, ask the class to decide which
that. What’s the city code for Kuala Lumpur? hotel would be the best for each guest and why.
B Kuala Lumpur is three. So you dial 0-0, 0-6-3
and then the number.
A Got that. Great, thanks.
EXTRA ACTIVITY
Ask students to note down as many countries and
their international phone codes as they can in a
minute. Round up by eliciting answers on the
board and seeing who has the most.
HOTELS 48
English for International Tourism Pre-Intermediate Teacher’s Book
EXTRA ACTIVITY PROFESSIONAL
SKILLS
Refer students to Part 3 of the EFIT Pre-
Intermediate level DVD material for extra listening DEALING WITH
and vocabulary exercises relating to Kilworth COMPLAINTS
House.
Aims and objectives
Although students are encouraged to view the
complete programme on the DVD, there is also an In this lesson students will:
option so that they can watch in smaller segments, • study vocabulary relating to customer complaints
as is denoted by the worksheet timings. • focus on the professional skill of dealing with guest
Alternatively, the DVD-related worksheet can be complaints
undertaken as self-study. • write an email responding to a guest’s complaint
At the end of the worksheet there is an optional Vocabulary
task, which can be completed in groups in class or
set as homework. WHY GUESTS COMPLAIN
For a model answer for the DVD worksheet Exercise 1, page 44
optional writing task, see the brochure in Exercise Focus students’ attention on the photo and elicit what
2. it shows. Students decide which statements they
agree with and discuss their ideas in pairs before the
Homework suggestions discussion is opened up to the class.
• Students write an article for a travel website or
Students’ own answers. Discussions could include
magazine describing different types of hotels in opinions about consumer trends and cultural
their own country and explaining what services differences in attitudes to complaints and
and facilities you can expect to find in each (150– complaining.
200 words).
• Students write an article for a tourism website Exercise 2, page 44
comparing the facilities and services available in Refer to the title of the article and briefly elicit some
hotels in two different countries that they know or ideas of what types of things it might mention; you
have found out about. Perhaps aspects, e.g. the might want to write these on the board. Check
bed linen or beds are also different (150–200 students understand the meaning of shabby before
words). In a subsequent lesson, ask students to they read and complete the text. Allow time for them
discuss these differences in groups. Round up by to compare answers with a partner before going
eliciting key differences. through them as a class.
Photocopiable notes 5.1 (page 119) 1 disappointing 2 shabby 3 broken
Odd one out (Card activity page 120) 4 missing 5 dirty 6 noisy 7 uncomfortable
8 unhelpful
Exercise 3, page 44
Students decide which noun in each list cannot be
used with the adjective given before comparing
answers in pairs. Alternatively, do this exercise as a
class.
1 blanket 2 bill 3 weather 4 pool
Listening
PUTTING THINGS RIGHT
Exercise 4, page 44
Tell students they are going to listen to different
conversations involving unhappy guests and ask
them to note what the problem and solution is each
time. Allow time for students to discuss their ideas in
HOTELS 49
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Student Book English for international tourism
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