Student Book English for international tourism

English for International Tourism Pre-Intermediate Teacher’s Book

PROFESSIONAL Audio script Track 10.4, Exercise 3, page 128
SKILLS
C = Carpet dealer, T1 = Tourist 1, T2 = Tourist
NEGOTIATING 2
C Do you want a Turkish carpet? Best prices in
Aims and objectives Istanbul!
T1 What about that one, that rug there?
In this lesson students will: C Ah, this is a quality kilim, a traditional Turkish
• read tips on how to negotiate rug. This is very high quality and handmade.
• listen to a tourist negotiating with a Turkish carpet Look, you can see the special marking on the
back. Can I ask, are you from London?
dealer T1 No, Liverpool, up north.
• focus on the professional skill of negotiating C Ah, Liverpool has a great football team.
T1 It certainly has.
Reading C This kilim is the very best traditional
craftsmanship. I don’t have many left, so I can
NEGOTIATING TACTICS give you a special price.
T1 OK, how much is it?
Exercise 1, page 88 C 250 TRY.
Focus students’ attention on the photo and elicit what T1 250 TRY? Um, that’s about 88 pounds. No,
it shows and which country the people could be in sorry, that’s too much for me.
(tourists negotiating in a street market). Check C You won’t find a kilim of this quality anywhere
students understand what negotiate means, before else in the market for so little.
asking them to tick the negotiating tactics they think T1 What if I give you 150 TRY for it?
are a bad idea. Allow time for students to compare C Tsk, tsk.
answers in pairs before discussing them as a class. T1 I’ve seen one like this in a shop for 150 TRY.
Encourage students to explain their choices. C Tsk. Imitation probably.
T1 I’ll give you 180 TRY for it.
Students’ own answers. C What about these cushions? One kilim and two
cushions for 220 TRY.
Exercise 2, page 88 T1 220 TRY?
Students read the text to find which tactics from T2 Andy!
Exercise 1 are mentioned, discussing ideas with a T1 He wants 220 TRY for the rug and cushions.
partner before going through them as a class. Check T2 But we haven’t got that much cash. Let’s go.
vocabulary, e.g. concessions, authority, punctuality. C No lira, no problem. We take euros or pounds.
Your husband is buying a beautiful kilim for you!
1, 2, 3, 5 and 8 are mentioned. T1 But look at the colours, Christine – it really is a
beautiful piece of work.
EXTRA ACTIVITY C Tell your friends to come to the Grand Bazaar
and I’ll give them a discount, 10 percent. And I
Students share experiences of negotiating in other can give you a special extra discount on the rug
countries and explain the tactics often used in their and cushions – 200 TRY for the lot.
country when buying things, e.g. at a market. T1 OK.
T2 Andy! If you pay him, I won’t have enough cash
Listening to buy a handbag!
C Ah, if you want a bag, go to my cousin, Zeki
NEGOTIATIONS over there. He sells very nice bags, at a good
price too.
Exercise 3, page 88
Tell students they are going to listen to a tourist Exercise 4, page 89
bargaining with a carpet dealer and allow them time Discuss which tactics from Exercise 1 the carpet
to read the three possible outcomes before playing dealer uses and which the tourist uses.
the conversation. After listening, elicit the answer and
check vocabulary, e.g. imitation, rug. The carpet dealer uses negotiating tactic 3, 4 and
8.
Option 2: The man negotiates 200 TRY for a kilim The tourist uses negotiating tactic 6 and 7.
and two cushions.

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English for International Tourism Pre-Intermediate Teacher’s Book

Both of them may also use tactic 5 (studying body expressions before playing the recording again. After
language) but we cannot tell this from what they listening, students check their answers in audio script
say. 10.6 on page 128. Round up by discussing the
negotiating expressions.
Exercise 5, page 89
Tell students they are going to listen to two more 1 for loungers only 2 can give you
negotiations and allow them time to read the 3 you’ll need 4 won’t charge 5 How does
questions before playing the recording. After 6 special deal
listening, students compare answers in pairs before
going through them as a class. Check vocabulary, Audio script Track 10.6, Exercise 6, page 128
e.g. impressed, assessment, uniform.
T = Tourist, A = Attendant
1 holiday rep T Hello, we’d like two loungers and a parasol
2 1,700 TRY, living accommodation, uniform, food please.
A Two loungers and one parasol? But there are
allowance and one free flight home per year four of you.
3 two flights home per year T Yes, but two of us can lie on the beach.
4 two loungers, one parasol A Tsk. Sorry, that’s not possible. This area is for
5 four loungers for the price of three and two loungers only.
T Oh, I see. Maybe tomorrow.
umbrellas for 22 TRY A Wait a minute. Perhaps I can give you a
6 14 TRY (no charge for the second umbrella) special offer, because it’s almost four. Four
loungers for the price of three.
Audio script Track 10.5, Exercise 5, page 128 T Four for the price of three? What about the
parasol?
B = Bodrum resort representative, A The umbrellas are extra. If you want four
V = Vassili loungers, you’ll need two umbrellas. That’s 22
B We are impressed with your CV, Vassili and TRY all together.
you have been successful at the assessment T No, sorry.
centre. So, I’m happy to tell you, you can start A Tell me, where are you staying in Bodrum?
with us on Monday. Report to me at eight o’clock T At the hotel Ephesus.
and I’ll introduce you to the other holiday reps in A Oh yes? I have friends there. Listen, I’ll make
the Bodrum resort. Any questions? you a special deal, because you’re from hotel
V Yes. We haven’t talked about the salary yet. Ephesus. Four loungers for the price of three, and
B Yes. It’s 1,700 TRY per month. Living I won’t charge for the second umbrella. So that’s
accommodation and the uniform is included, plus only fourteen TRY. How does that sound?
a free flight home once a year. T OK, great. 14 TRY.
V Sounds good. But doesn’t the company pay for A Enjoy your stay in Bodrum!
two flights every year?
B It depends. For you it’s one flight. Exercise 7, page 89
V Really? My friend Dmitri said he had two free Students match the two sets of phrases to complete
flights this year. further negotiating expressions, comparing answers
B Ah, yes. It’s different with Dmitri. He’s an with a partner before class feedback.
experienced rep who has worked for us for three
years. He recommended you. If you work well, 1c 2e 3a 4b 5d
and we’re happy with you, we’ll talk about it next
year, OK? Don’t forget, you get a food allowance Speaking
too.
V Oh, of course. Thank you. I’m happy to start on NEGOTIATIONS
Monday, sir.
B Good, good. Now, if you come with me, we’ll Exercise 8, page 89
have some mint tea and I’ll show you where you Elicit a few examples of times when students have
need to go on Monday. had to negotiate, both at work and at home, before
putting them into pairs. Allot roles A and B and allow
Professional skills time for students to read their information and
prepare. With a weaker class, As and Bs could
NEGOTIATING prepare in pairs before returning to their original
partners. Monitor the roleplays, noting good
Exercise 6, page 89 language use and other points to mention during
Focus students’ attention on the Professional skills feedback. Round up by asking how the nego tiations
box and give them time to read through the

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English for International Tourism Pre-Intermediate Teacher’s Book

went and what the outcomes were. Comment on CASE STUDY
language use and discuss the negotiation
expressions most used. PROMOTE A REGION

See Pairwork files. CASE STUDY MENU

Homework suggestions Refer students to the lesson’s aims and objectives
• Students write a blog article giving tips to visitors before focusing on the photos and map, and elicit
what they show (Thai dancers and the Surin
to their country on how best to negotiate (150–200 Elephant Round-up which is mentioned in File 32 on
words). Alternatively, students could write an page 109). Ask students what they know about
article comparing two cultures where the Thailand and find out if anyone has ever been there.
negotiating tactics are very different.
• Students write a negotiation dialogue between two Thailand and the Isan region
people using their own ideas and expressions from
the lessons (3–4 minutes). Remind students to use Exercise 1, page 90
expressions from the lesson. In a subsequent Tell students they are going to listen to part of a
lesson, students practise their conversations in programme about Thailand and the region of Isan.
pairs and roleplay them in groups or for the whole Allow time for them to read the questions before
class. playing the recording. After listening, allow time for
students to compare answers with a partner before
Photocopiable notes 10.2 (page 134) discussing them as a class. Check on language, e.g.
True or false? (Card activity page 137) fascinating, plateau, borders.

1 Bangkok and beaches
2 northeast
3 unspoiled by mass tourism; amazing value

Audio script Track 10.7, Exercise 1, page 129

Bangkok and beaches. That’s what most people
think when you mention Thailand. Most Asian
visitors to Thailand stay in Bangkok. Whilst most
Western tourists visit Bangkok but also Thailand’s
beautiful beaches in the south and resorts like
Phuket, Krabi and Pattaya. However, the
northeast of Thailand, known as Isan, has a
fascinating, unique culture. Isan is situated on the
Khorat plateau, and the Mekong River borders
this part of Thailand with Laos. It is a region
unspoiled by mass tourism and is ideal for
travellers looking for an authentic travel
experience. Check out the amazing prices:
Nakorn Phanom has a three star hotel that
overlooks the Mekong with a room rate of 850
baht; that’s only €21 or $28! If you travel in the
northeast, you will discover the warm and friendly
Isan people, and their diverse culture and historic
heritage. Isan also has breathtaking landscapes,
Thai boxing and Isan food, famous all over
Thailand for its sticky rice and chillies. And sweet
mangoes served with coconut cream! Thank you.
Wow, that’s hot! Could I try the mango now,
please?

Exercise 2, page 90
Students complete the text and compare answers in
pairs before listening to the extract again to check

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English for International Tourism Pre-Intermediate Teacher’s Book

their answers. Alternatively, refer students to audio TASK
script 10.7 on page 128.
Exercise 4, page 91
1 fascinating 2 unspoiled 3 authentic Put students into groups and go through the task with
4 warm 5 diverse 6 breathtaking 7 Thai the class. Check that students understand what to do
8 famous 9 sticky and answer any questions. Set a time limit for their
meetings, e.g. 20–25 minutes. Monitor and help as
Tourism in Isan needed.

Exercise 3, page 91 POSSIBLE OUTCOME
Tell students they are going to find out more
information about Isan and put students into pairs, 1 Any three of these tourism values: value for
allotting roles A and B. Allow time for students to money, natural beauty, Khmer history and culture,
read through their information and prepare their good food, river life, friendly people, or warm
questions. With a weaker class, you could discuss weather all-year round
these as a class, writing them on the board for
support. Remind students to take turns to ask each 2 Market segments: any, depending on the
other questions and round up by eliciting their students’ region and preferences
answers, adding useful language on the board as
needed. Check vocabulary, e.g. ethnically, province, Exercise 5, page 91
ruins. Students work in their groups and choose whether to
create a TV or radio commercial of 1–2 minutes to
See Pairwork files. promote Isan in their own country. Go through the
instructions with them and discuss what they need to
Suggested questions do. Monitor, helping students throughout the activity
1 When are good times to visit Isan and Thailand? and depending on time, ask students to complete
2 Are Thailand and Isan good value for money? their commercial for homework.
3 How is Isan different (from other regions in
POSSIBLE OUTCOME
Thailand)?
4 What are the main sights and attractions in Isan? TV commercial
5 What kind of accommodation is there? Targets adventurous young people on a low
6 What are Isan people like? budget
Suggested answers Slogan: Isan, you know you can!
1 In the cool season from November to February is Speakers: tourists of different nationalities; VO =
voiceover; SFX = sound effects
the best time to visit; or in the rainy season SFX: Traditional Thai music
because accommodation is cheaper and there Scene 1: young women in traditional colourful
are fewer tourists. Thai clothes smiling and serving delicious Thai
2 Yes, and Isan has the best value hotels. dishes
3 It is the least visited region of Thailand and it has Tourist 1: The people, the food, the beaches, the
a rich cultural heritage influenced by the Lao and colours, the music ... I just love Thailand!
Khmer cultures. The town of Surin is famous for SFX: romantic music
its silk and elephants. Scene 2: close-up of a couple on a boat on the
4 Student A: national parks for trekking, the Than Mekong River
Thip Falls (waterfalls), and the Candle Festival in Tourist 2: We met in Isan and it was love at first
the town of Ubon. sight. (laughing)
Student B: river rafting, Khmer temple (ruins) near SFX: waves fade to hip-hop music
Phimai and Buri ram; Surin is famous for its silk Scene 3: Tourist outside a nightclub in Bangkok
and Elephant Round-up, and the temple of Tourist 3: Thailand just has soul, man.
Phnom Rung. SFX: sound of elephants
5 Modern hotels in Khon Kaen and bamboo huts by Scene 4: group of tourists sitting on elephants, as
the river in Ubon Province. if trekking
6 Hospitable and friendly. Tourist 4: (shouting) ‘Come to Isan, you’ll love it!’
(laughter)
SFX: sound of elephants
VO: Isan, you know you can!
Tourism values: natural beauty, nightlife and
adventure activities
Radio Commercial

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English for International Tourism Pre-Intermediate Teacher’s Book

Targets international business travellers going to Homework suggestions
Thailand and Isan • Students write an article for a tourism magazine or
Slogan: Wherever you go, whatever you do, Isan
is waiting for you! website, promoting a particular region of their
Speakers: male and female voiceovers (VO); one country (150–200 words). Remind them to use the
with a US and the other with a British accent. SFX texts in Exercise 3 as examples and to include
= sound effects information on the six points given in the exercise.
SFX: sound of passengers on board a plane Encourage them to use language from the unit. In
VO male: Welcome to Thailand! a subsequent lesson, students work in pairs and
SFX: sound of Thai chefs cooking in a busy swap articles. They read each other’s articles and
restaurant think of five questions to ask each other.
VO female: Experience and taste Isan. • Students write sentences of their own using the
SFX: monsoon rain, then sound of busy streets key words from the unit (17 in total). Encourage
and offices them to use the language and structures covered
VO male: Doing business in Thailand? Invest in in the coursebook.
Isan. You won’t regret it.
SFX: sound of airplane soaring and lively Thai folk
music
VO female: Wherever you go, whatever you do,
Isan is waiting for you!
Tourism values: good transport, good food; also
good for business investment

EXTRA ACTIVITY

Students take turns to explain their ideas for their
commercial to the class or in groups (with different
members of each group explaining different
points). Round up by asking the class to decide
which commercial sounds the most interesting.

EXTRA ACTIVITY

Refer students to Part 5 of the EFIT Pre-
Intermediate level DVD material for extra listening
and vocabulary exercises relating to movie tourism
in New Zealand, if not used in Unit 7 (at the end of
the case study).

Although students are encouraged to view the
complete programme on the DVD, there is also an
option for them to watch in smaller segments, as is
denoted by the worksheet timings.

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

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

UNIT 10: 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 students use the
DVD-ROM Mini-dictionary for further self-study.

MARKETING 104

2 REVIEW AND

CONSOLIDATION

These exercises are designed to evaluate students’ 1 a lot of 2 many 3 some 4 much 5 some
progress in assimilating the grammar and vocabulary 6 an / a 7 – / – 8 Anything 9 some 10 a
from units 6–10. They are suitable for either revision
or testing. Future forms

For revision purposes, review the language area with Exercise 3, page 92
the students in open class first, and then allow the Review future forms if needed. Refer to the Grammar
students to work together in completing the box on page 60 of the coursebook or page 115 of the
exercises. Feed back as a class, asking for Grammar reference section. Page 117 of the
justification of the answer where appropriate. Grammar reference explains non-action (stative)
verbs if these require revision. Remind students that
For testing purposes, set a time limit for students to they should choose the incorrect alternative, and
do one or more of the exercises individually in class. encourage them to explain why it is incorrect.
Alternatively, set the exercises as homework. If you
choose to use these exercises for testing, it is worth 1 c – The present continuous isn’t possible here
first discussing with the students the best approach because love is a non-action (stative) verb.
to each exercise, in particular reading a text to
understand its overall meaning before attempting to 2 b – The bus tour is going to leave tomorrow at
complete the gaps. Take the answers in to correct or 8.30 a.m.
provide the students with the answers to correct each
other’s. 3 b – They aren’t going to go glacier trekking this
week.
You may also wish to evaluate students’ progress in
communicative performance. To do this, repeat one 4 a – Will we take the flight-seeing tour on day 2?
of the Speaking/Writing exercises from units 6–10. 5 c – The present continuous isn’t possible here
To increase the interest and challenge factors in this,
change one or two features, e.g. students roleplay a because be is a non-action (stative) verb.
waiter describing different menu items to a customer
with a different set of requirements. Presentations

Describing dishes Exercise 4, page 93
Revise how to structure presentations if needed by
Exercise 1, page 92 referring to the Professional skills box on page 65 of
Refer students to the exercises on describing dishes the coursebook.
on page 56 of the coursebook to revise language if
useful. 1 I’d like to show you a video of this amazing tour.
[V]
1 cuisine 2 meal 3 appetizers 4 olives
5 slices 6 served 7 sauce 8 cooked in 2 Hello I’m Tamsin and I’m going to tell you about
9 made 10 dishes 11 seafood 12 eaten Auckland in New Zealand. [S]

Quantifiers 3 Right, I’ll be happy to take any questions now.
[E]4
Exercise 2, page 92
Review the different quantifiers covered. Refer 4 Have you ever heard of Queenstown? It’s our
students to the Grammar box on countable and adventure capital. [S]
uncountable nouns on page 55 of the coursebook or
to page 114 of the Grammar reference. 5 So, if you love outdoor activities, Auckland is for
you! [E]

6 As you can see, the geographical diversity of our
country is enormous. [V]

UNITS 6–10 105

English for International Tourism Pre-Intermediate Teacher’s Book

Obligation 1 help 2 bill 3 laundry 4 records 5 check
6 mistake 7 sorry 8 balance 9 paying
Exercise 5, page 93 10 enjoyed 11 assistance 12 staying
Suggest students go through the text, writing in the
answers they know before rereading it to work out Tourism marketing
the more difficult ones. For revision of modals of
obligation, refer students to the Grammar box on Exercise 9, page 94
page 71 of the coursebook and to pages 115–116 of If review of this language is required, refer students
the Grammar reference. to pages 84–85 of the coursebook before they
complete the exercise.
1 should 2 should 3 are allowed 4 is allowed
5 has 6 don’t have to 7 must 8 must 1 promotion 2 distribution 3 segments
9 should 10 must 11 shouldn’t 12 must 4 products 5 marketing 6 attract 7 research
8 Sponsorship 9 advertising/advertisements
Air travel 10 promoted

Exercise 6, page 93 Making recommendations
Suggest students fill in the answers they know,
crossing off the clues used. If useful, review travel- Exercise 10, page 95
related vocabulary in Unit 8 or have students work in Elicit how the first conditional is formed and what
pairs to complete the crossword. contracted forms are. If revision is required, refer
students to the Grammar box on page 87 of the
Across coursebook or page 116 of the Grammar reference
4 arrivals 6 gate 8 flight 9 calm 10 delay section.
Down
1 departures 2 take-off 3 land 5 security 1 visit 2 ’ll (will) see 3 go 4 won’t see
7 baggage 5 goes 6 should always bargain 7 visits
8 won’t see 9 ’ll (will) love 10 ’s (is)
Present perfect 11 ’re (are) 12 ’ll (will) love

Exercise 7, page 94 Hotel refurbishment
Elicit how to form the present perfect before doing
the exercise. Refer students to the Grammar box on Exercise 11, page 95
page 77 of the coursebook or page 116 of the Refer students to the vocabulary in Exercise 4 on
Grammar reference section if further review is page 77 and Exercise 4 on page 78 of the
needed. After checking the answers, students could coursebook.
work in pairs to roleplay the conversation, taking
turns to be the reporter. 1 Refurbishment: decorate, refresh, remodelling,
renovation, upgrade
1 have you added
2 ’ve (have) extended 2 Furniture: armchair, bedside table, closet, desk,
3 have you installed drawers
4 Have there been
5 ‘s(has) redesigned 3 Fittings: anti-theft clothes hangers, bath-side LCD
6 ’ve (have) replaced screen, electronic blinds, lighting, shower screen
7 made
8 Have you renovated Negotiating
9 restored
10 ’s (has) bought Exercise 12, page 95
11 ’s (has) also put Review the language of negotiating in the
12 Have you finished Professional skills box on page 89 of the coursebook
as required.
Hotel checkout
1c 2f 3d 4b 5a 6e
Exercise 8, page 94
Students complete the conversation, referring to the
Professional skills box on page 81 if necessary. After
checking the answers, students could work in pairs to
roleplay the conversation, taking turns to be the
reporter.

UNITS 6–10 106

English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable notes 1.1 Photocopiable notes 1.2

Aim: To revise language relating to tourism. Aim: To practise giving dates, times, emails, phone
numbers, etc.
Time: 15–20 minutes
Time: 15–20 minutes
Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have Grouping: Ideally groups of 3–4, although pairwork
an odd number of students, you could form a pair and 1:1s with the teacher are possible. If you have
with one student. an odd number of students, you could form a pair
with one student.
Preparation: Copy and cut up a set of the
crossword and clues for each pair. Preparation: Each group will need a copy of the
board game, counters and a dice.
Procedure:
• Put students into pairs and give each pair a copy Procedure:
• Put students into groups of three or four and give
of the completed crossword and the clues. If you
have an odd number of students, you may wish each group a copy of the board game, counters
to form a pair with one of them. and a dice.

• Students then work out which definition matches • Students take it turns to throw the dice and move
each word given in the crossword, writing their around the board, saying dates, times, phone
answer beside the clue. numbers, etc. as requested. The winner is the
first player to arrive at the ‘Finish’ square.
• Check answers as a class.
• While students are doing this activity, monitor
1 beverage 2 lift 3 vacation 4 attraction and make a note of any mistakes. Spend some
5 accommodation 6 cab 7 recreation 8 bill time at the end of the game correcting their
9 reservation 10 relatives 11 trip mistakes.
12 conference 13 merchandise
14 destination Homework or extension option:
Students think of 10 numbers, dates, times, emails,
Homework or extension option: etc. which are important to them. In a subsequent
Students write a short article of about 150–200 lesson they work in pairs and take turns to dictate
words describing tourism in their own country using the 10 pieces of information. After checking their
as many of the words from the crossword as they partner has written down the information correctly,
can. they then ask each other Yes/No questions to find
out why each item is important (e.g. Is this your
birthday? Is this your phone number?).

PHOTOCOPIABLE © 2013 Pearson 107

English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable activity 1.1

WORD SEARCH: WHAT’S THE DEFINITION?

1 The formal word for a drink.
2 The British English word the American English word for elevator.
3 The American English for the British English word holiday.
4 Something that people like to see or do because it is interesting and enjoyable.
5 A place that you can live or stay in.
6 The American English for the British English word taxi.
7 The things you do for pleasure when you’re not working.
8 The British English for the American English word check.
9 An arrangement to have a seat on a plane, table in a restaurant, etc. ready for you.
10 Members of your family.
11 A journey to a place and back again, especially when you only stay in the place for a short time.

12 A large formal meeting in which people discuss important things.
13 The formal word for goods that are being sold.
14 The place where you’re travelling to.

D

R CAB E

E I SM

L L I FT E

BEVERAGE L IR

T RVNC

TR I P E A A H

V CCTA

RESERVA T I ON

E TOD

A C COMMOD A T I ON I

TO S

A T TRACT I ON E

O

CONF ERENCE

PHOTOCOPIABLE © 2013 Pearson 108

English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable activity 1.2

GAME: CAN I CHECK ...?

START 1 2 GO FORWARD
How do you say 3 SPACES
 Say what the time 
Friday 10 is now in two
7 February? ways.
How do you say
03 3650 9966? 6 MISS 4
How do you say A TURN
8 Say 9.20 p.m. in
What’s your 21/04/2012 in  two different
favourite day of American ways.
the week? Why? English?
10 11
HAVE ANOTHER GO BACK How do you say How do you say
TURN 2 SPACES Thursday May 9?
 Ian-
 [email protected]? 12
16 How do you say
Say 4.30 a.m. in 14 13
How do you spell Spell the word 06/18/2012 in
two different your surname? listen using the British English?
ways.
17 phonemic 19
23 What’s your alphabet. Say the days of
How do you say favourite month?
0195 666771? And why? MISS the week
A TURN backwards.
GO BACK 3 22
SPACES Say 1.15 p.m. in 

two different 21 20
ways. How do you say
Say today’s date
25 in two different Mario-
Say the months [email protected]?
ways.
backwards. FINISH
26

Spell the word
tourism using the

phonemic
alphabet.

PHOTOCOPIABLE © 2013 Pearson 109

English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable notes 2.1 Photocopiable notes 2.2

Aim: To revise vocabulary relating to jobs in Aim: To practise talking about work experience and
tourism. personal qualities.

Time: 10–15 minutes Time: 15–20 minutes

Grouping: Ideally pairs, although other groupings Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have and 1:1s with the teacher are possible. If you have
an odd number of students, you could form a pair an odd number of students, you could form a pair
with one student. with one student.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards
each pair. (shuffled) for each pair.

Procedure: Procedure:
• Explain to students that they are going to revise • Put students into pairs, give each pair a set of

vocabulary relating to different jobs in the tourism cards and ask them to place them face down in a
industry. Put Students into pairs, give each pair a pile in front of them. If your students do not have
set of cards and ask them to place them face any work experience, explain that this activity will
down in a pile in front of them. help them think about what they would say in a
job interview where they do not have experience,
• Students take turns to read out their description etc.
of a job and their partner guesses what it is (the
answer is given at the bottom of each card). • Students take turns to pick a card and ask their
Each time a student gives the correct answer, partner a question.
they keep the card. At the end, the winner is the
student with the most cards. • Round up by asking students to tell the class
something they have found about their partner.
Homework or extension option:
Students write five of the jobs from the activity and Homework or extension option:
for each one, describe which personal qualities they Students write a short article about their partner
feel are important for the job and why. using information given in the activity (100–150
words).

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English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable activity 2.1

CARD ACTIVITY: WHAT’S MY JOB?

I work in a hotel and I’ve worked in a few My role is to look
help guests by telling different restaurants after passengers and

them about good now. My main it’s true that every
restaurants and responsibility to flight is different.
places to visit, etc. serve people food. [flight attendant]

[concierge] [waiter]

I’ve visited a lot of I used to work in the I’ve worked in this
interesting places for kitchen. Now I write hotel for ten years.
Although I’m now in
work and I really menus, instruct charge, I started at
enjoy showing them cooks and employ
reception.
to tourists. kitchen staff [hotel manager]
[tour guide] [executive chef]

My job is to plan, I make reservations, My job is to inspect
organize and direct check people into the rooms and manage
the operations of a hotel and make sure
restaurant, cafeteria, staff who are
guests are responsible for
etc. comfortable.
[food & beverage [receptionist] cleaning
accommodation.
manager] I work in an office
helping people to [executive
I work for an airline housekeeper]
and am responsible arrange their
holidays. My job is to carry
for flying the [travel guests’ bags and
airplanes. You will cases to their rooms.
agent/consultant]
find me in the [porter]
cockpit. I feel lucky – I get
[pilot] paid for taking I’ve worked in resorts
people rafting, and on cruise ships.
I love driving large My job is to sing and
vehicles and telling climbing, you name generally entertain.
passengers about it. Any sport that’s
places of interest on [entertainer]
exciting!
our trip. [outdoor adventure
[coach driver]
guide]

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Photocopiable activity 2.2

CARD ACTIVITY: LET’S TALK ABOUT YOUR JOB

Do you have Do you work well Tell me about your
experience of under pressure? strengths.
working with

children?

Which three What qualifications How many hours a
adjectives best do you have? week do you usually
describe you?
work?

Are you good at What would you like Can you tell me why
planning and to change about your you left your last job?

organizing things? current job?

What job would you Do you currently What do you enjoy
like to have in the work? Tell me about most about your
present job?
future? your job?

Can you give me an Are you good at Have you any
example of when you dealing with experience
problems and
worked well in a complaints? managing staff?
team?

What languages can Where would you like Where did you
you speak? to work in the future? study/train?

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Photocopiable notes 3.1 Photocopiable notes 3.2

Aim: To revise the comparative and superlative Aim: To practise dealing with enquiries.
forms of vocabulary relating to destinations.
Time: 15–20 minutes
Time: 15–20 minutes
Grouping: Ideally pairs, although other groupings
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. If you have
and 1:1s with the teacher are possible. If you have an odd number of students, you could form a pair
an odd number of students, you could form a pair with one student.
with one student.
Preparation: Copy and cut up a set of cards
Preparation: Copy and cut up a set of cards for (shuffled) for each pair.
each pair (shuffled).
Procedure:
Procedure: • Put students into pairs and give each pair a set
• Divide students into pairs and give each pair a
of cards and ask them to place them face down
set of cards and ask them to spread them out in a pile in front of them.
face down in front of them. Students take turns to
turn over three cards. The aim is to pick up a • Explain that each card gives a situation between
complete set of base adjective, comparative and a tourist and a tourist assistant at a tourist
superlative, for e.g. tall, taller, the tallest. If a information centre. Students take turns to pick a
student wins a set of cards they have another card and read out the situation given. Their
turn. At the end, the winner is the one with the partner responds accordingly.
most sets.
• Monitor, noting good language and problem
Homework or extension option: areas to discuss with the class during feedback.
Students write a description of a destination they
know (125–150 words) for a tourism blog site, Homework or extension option:
including at least 10–15 base adjectives, Students choose one of the situations and expand
comparatives and superlatives from this activity. on it to make a short dialogue of not more than 10
lines. These could be practised and roleplayed in
pairs in a subsequent lesson.

Students choose two of the enquiries from the
activity and extend the conversation to make a
short dialogue (1–2 minutes each). These could be
practised in pairs in a subsequent lesson.

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Photocopiable activity 3.1

MATCHING ACTIVITY: COMPARATIVES AND SUPERLATIVES

young younger the youngest

new newer the newest

spicy spicier the spiciest

modern more modern the most modern

friendly friendlier/more the friendliest/the
friendly most friendly

experienced more experienced the most
experienced

good better the best

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Photocopiable activity 3.2

CARD ACTIVITY: WHAT DO YOU SAY/DO?

A tourist asks you for a map Someone calls wanting to
of the local area. What do book a hotel for two nights.

you say/do? What do you say/do?

Someone asks you what the A tourist asks where they can
local attractions are. What do stay in the area. What do you

you say/do? say/do?

A tourist asks if you do A tourist calls about a hotel
guided tours of the town. booking but the line is bad.
You want to check on their
What do you say/do? dates. What do you say?

Someone asks you where the Someone calls and they want
best places to eat are. What to leave a message for one of
your colleagues. What do you
do you say/do?
say/do?

A tourist asks where the At the end of a phone call
toilets are. What do you you want to check if the
person needs any more help.
say/do?
What do you say?

You are asked where the Someone calls to ask for
shops are. What do you tourist information. What do

say/do? you say to show you are
listening?

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Photocopiable notes 4.1 Photocopiable notes 4.2

Aim: To practise using the past simple. Aim: To practise answering questions on a tour.

Time: 10–15 minutes Time: 10–15 minutes

Grouping: Ideally pairs, although other groupings Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have and 1:1s with the teacher are possible. If you have
an odd number of students, you could form a pair an odd number of students, you could form a pair
with one student. with one student.

Preparation: Copy and cut up a set of cards Preparation: Copy and cut up a set of cards for
(shuffled)for each pair. each pair (shuffled).

Procedure: Procedure:
• Explain to students that they are going to • Put students into pairs and give each pair a set

practise the past simple and put them into pairs. of cards and ask them to spread them out face
Give each pair a set of cards and ask them to up in front of them.
spread them out face up in front of them.
• Tell them to match the correct tour guide
• Tell them to match the correct response cards response cards (grey) to the tourist question
(grey) to the statement or question cards (white). cards (white). With a stronger class you might
ask them to then order the questions and
• Round up by eliciting the answers. responses to make a conversation.

Alternative suggestion (pelmanism): • Round up by eliciting the answers.
Students spread cards out face down in front of
them and take turns to turn over two cards. The aim Alternative suggestion (pelmanism):
is to pick up a statement or question and the correct Students spread cards out face down in front of
response to it. If a student wins a pair of cards, they them and take turns to turn over two cards. The aim
have another turn. At the end, the winner is the one is to pick up a question and the correct response to
with the most pairs. it. If a student wins a pair of cards they have
another turn. At the end, the winner is the one with
Homework or extension option: the most pairs.
Students write 8–10 statements or questions and
an appropriate response to each one. They should Homework or extension option:
use a selection of verbs in the past simple, as well Students choose a country or place and write a
as a mix of positive, negative and question forms. short article for a tourist magazine (125–150 words)
presenting their tour on the place chosen. They
should give information on the type of tour, places
of interest, what they offer and prices.

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Photocopiable activity 4.1

MATCHING ACTIVITY: THE PAST SIMPLE

Where did they go on I think they went to Cyprus
holiday? again.

When did his plane take off? At about 10 o’clock this
morning.

Did you enjoy the tour of the Oh yes, it was really
old city? interesting.

Did you speak to the No, he was in a meeting.
manager?

We stayed at a lovely hotel in Oh really, what was it called?
Cadiz.

Did you visit the Houses of No, but we did go to Trafalgar
Parliament? Square.

We didn’t get home until late Why not? Was your flight
last night. delayed?

Did you reserve a table? Yes, I did. I booked it for 7
p.m.

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Photocopiable activity 4.2

MATCHING ACTIVITY: ANSWERING QUESTIONS ON A TOUR

Excuse me, so where are we We’re going to Tikal, one of
going again? the largest ancient Mayan
cities in Central America.

Right, and that’s in the east No, it’s actually in the north of
of Guatemala? Guatemala in a part of the
country called the Petén.
So, is it very far from It’s about 300 km away but
Guatemala City? don’t worry, we’ll by flying
there, so it won’t be a long
Can you get there by bus? journey.
Yes, of course you can but
the bus takes over 8 hours.
That’s why we fly instead.

And when did you say Tikal Well, the building of the
was built? temple-pyramids first began

700-400 BC.

Oh, I thought you said 1979 That’s when UNESCO
before. What happened in declared it a World Heritage

1979 then? Site.

Really? How many people That’s a good question. At its
lived there? biggest, it may have had a
population as large as
Is it OK if I take photos there? 100,000.
Why? Is it the tallest temple
Sure, of you course you can.
at the park? I recommend climbing

Temple IV if you want the
best photos.

Yes, it is 230 feet high and
well, if you’re looking for a
good view it’s the best temple

to climb.

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Photocopiable notes 5.1 Photocopiable notes 5.2

Aim: To revise vocabulary describing hotel Aim: To practise dealing with guest complaints.
facilities.
Time: 15–20 minutes
Time: 15–20 minutes
Grouping: Ideally pairs, although other groupings
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. If you have
and 1:1s with the teacher are possible. If you have an odd number of students, you could form a pair
an odd number of students, you could form a pair with one student.
with one student.
Preparation: Copy and cut up a set of cards for
Preparation: Copy and cut up a set of cards for each pair.
each pair.
Procedure:
Procedure: • Put students into pairs and give each pair a set
• Put students into pairs and give each pair a set
of cards and ask them to spread them out face
of cards and ask them to place them face down up in front of them.
in a pile in front of them.
• Tell students to take turns to pick up a white
• Students take turns to pick a card and read out question card and then look among the grey
the four items given. Their partner then says cards for a suitable response.
which is the odd one out and why (the answer is
given at the bottom of each card). • Round up by eliciting the answers.

Homework or extension option: Alternative suggestion (pelmanism):
Students decide which five hotel services or Students spread cards out face down in front of
facilities are the most important to them when they them and take turns to turn over two cards. The aim
stay in a hotel for business and also for holidays, is to pick up a (white) complaint card and its
explaining why. They could discuss their ideas in corresponding (grey) response card. If a student
pairs or small groups in a subsequent class and wins a pair of cards they have another turn. At the
perhaps agree as a class which three are the most end, the winner is the one with the most pairs.
important for business and holidays.
Homework or extension option:
Students choose one of the situations from the
activity and extend the conversation to make a
short dialogue (2–3 minutes). These could be
practised in pairs in a subsequent lesson.

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Photocopiable activity 5.1

CARD ACTIVITY: ODD ONE OUT

pillow double sheet shower

valet single cot soap

sheet twin kids’ club hand lotion

blanket queen-sized play area shampoo

[valet – the [twin – the [sheet – the [shower – the
others are types others are types others are others are
of bed clothes] family facilities] toiletries]
of bed]

walk-in shower outdoor laptop photocopier

in-room safe heated flat-screen TV ironing board

car parking play area business centre voicemail

hairdryer indoor mobile phone work desk

[car parking – [play area – the [business centre [ironing board –
the others are others are types – the others are the others are

guestroom of swimming technological business
facilities] pools] items] facilities]

in-room safe microphone laundry service free

flat-screen TV flip chart dry cleaning valet

safe deposit box in-room safe iron luxury

fridge computer concierge secure

[flat-screen TV– [in-room safe – [concierge – the [luxury – the
you put things the rest are others all relate others are types
audio-visual to the cleaning
inside the equipment] of parking
others] of clothes] facilities]
concierge
twin fitness centre safe deposit box
hotel manager
family spa treatment check-out kiosk
car parking
king check-out kiosk duvet
waiter
standard swimming pool fitness centre
[car parking –
[king – the the others are [check-out kiosk [duvet – the
others are types – the others others are hotel
people who
of rooms] work in a hotel] relate to health services &
& fitness] facilities]

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Photocopiable activity 5.2

CARD ACTIVITY: WHAT WOULD YOU SAY/DO?

You work at the front desk. A guest I’m very sorry. I’m sure that the last thing
who’s just flown in from America you needed was a hotel room without
hot water after your long trip. I’ll get
complains that there is no hot water in someone to sort it out straightaway.
his bathroom. What do you say/do?

You are a waiter. A guest complains that I’m very sorry about that. I’ll ask the chef
their food is cold. What do you say? to heat it up straightaway.

You work at the hotel reception. A guest I’ll just check that for you. Oh yes, I do
is checking out. He doesn’t agree with apologize, we made a mistake.

the bill. What do you say/do?

You work at the hotel reception. A guest I’m sorry. I’ll send someone from
is complaining because the TV in their maintenance to check on your TV
room isn’t working. What do you say/do?
straightaway.

You are the head waiter. A guest I’m sorry to hear about that. Can I offer
complains to you about the slow service you a free drink?
they had at dinner. What do you say/do?

You work at the hotel reception. A guest I’m sorry but there is no record of this
complains that they don’t have the sea request and all of our rooms with a sea
view are taken. We could offer a larger
view but you have no record of their room with a view of the gardens though.
request. What do you say/do?

You work at the hotel reception. A guest I’m sorry. I’ll ask the housekeeper to
phones to complain that they don’t have send you up some fresh towels
straightaway.
fresh towels. What do you say/do?

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Photocopiable notes 6.1 Photocopiable notes 6.2

Aim: To revise food and drink vocabulary. Aim: To practise meeting customers’ needs.

Time: 10–15 minutes Time: 20–25 minutes

Grouping: Ideally pairs, although other groupings Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have and 1:1s with the teacher are possible. If you have
an odd number of students, you could form a pair an odd number of students, you could form a pair
with one student. with one student.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards for
each pair. each pair.

Procedure: Procedure:
• Put students into pairs and give each pair a set • Put students into pairs and give each pair a set

of cards and ask them to place them face down of cards and ask them to place them face down
in a pile in front of them. in a pile in front of them.

• Students take turns to pick a card and read out • Tell students that each card gives a situation in a
the description given. Their partner then says restaurant and that they should imagine they are
what item is being described (the answer is given a waiter/waitress when responding.
at the bottom of each card). If they give the
correct answer, they keep the card. If they don’t, • Students take turns to pick a card and read out
the student giving the description keeps it. the situation given. Their partner responds
accordingly. Monitor, noting good language and
• The winner is the student with the most cards. problem areas to discuss with the class during
feedback.
Homework or extension option:
Students choose another 10 vocabulary items Homework or extension option:
relating to food, writing a description of their own for Students choose one of the situations and expand
each one. In a subsequent lesson, students could on it to make a short dialogue of not more than 10
work in pairs describing and naming the items. lines. These could be practised and roleplayed in
pairs in a subsequent lesson.

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Photocopiable activity 6.1

CARD ACTIVITY: WHAT IS IT?

A solid white A large silver A long thin A small pink
or yellow food fish with pink orange shellfish that
you can eat.
made from flesh. vegetable that
milk. [salmon] grows [prawn]

[cheese] underground.
[carrot]

A sweet A hard round A solid white A brown or
tropical fruit red or green or yellow food silver fish that
with red or fruit that is lives in rivers.
green skin white inside. made from
and yellow milk. [trout]
[apple]
flesh. [cheese]
[mango]

A dark sweet Similar to a A liquid used Eggs mixed
brown food small onion for cooking, together and
made from but with a made from cooked in a
strong taste
cocoa. and smell. plants or pan.
[chocolate] animal fat. [omelette]
[garlic]
[oil]

A large A small red A round white Italian food
tropical fruit fruit that vegetable with made from
with pointed grows on a thin brown eggs, flour
leaves and and water. It
sweet yellow plants hear skin and is cooked in
the ground. strong smell.
flesh. [strawberry] water.
[pineapple] [onion] [pasta]
Small white or
A soft round brown grains A common A sea animal
red fruit eaten food made by with a shell
that are and ten legs
in salads or cooked in baking a that walks
cooked like a mixture of sideways.
water. flour and
vegetable. [rice] [crab]
[tomato] water.
[bread]

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Photocopiable activity 6.2

CARD ACTIVITY: WHAT WOULD YOU SUGGEST/DO?

A customer tells A customer tells A customer wants
you they don’t eat you they are to book a table for
fish or red meat. his vegan wife’s
vegetarian and ask birthday. He asks
They would like which starters and
you to suggest a main course they what dishes are
available.
main course. could eat.

A group of A customer says A customer tells
customers have they are allergic to you she has a
nearly finished shellfish allergy.
wheat and asks What starters
their coffee. what type of bread would you suggest

you serve. You to her?
don’t know.

A customer tells A customer asks A customer has
you they have a you to suggest a ordered steak but
nut allergy and main course for
them. They then doesn’t want to
asks what have chips with it.
desserts they ask for a
description of the
could eat.
dish.

A customer says A customer says A customer asks
they like spicy food they are allergic to what the

and asks what seafood but not ingredients of the
dishes you could fish. They want to seafood salad are.
order a fish dish.
recommend.

A customer asks A customer says A customer on a
what the dressing they don’t eat diet asks what you
on their salad is mushrooms, suggest for a main
made of. You’re course. They don’t
onions, tomatoes
not sure. or garlic. What want to eat
anything fatty.
main meal do you
suggest?

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Photocopiable notes 7.1 Photocopiable notes 7.2

Aim: To practise describing vocabulary for outdoor Aim: To revise tips and expressions for giving
activities and geographical features in order to presentations.
complete word puzzles and find the mystery
vocabulary items. Time: 15–20 minutes

Time: 20–25 minutes Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have
Grouping: Ideally pairs, although other groupings an odd number of students, you could form a pair
and 1:1s with the teacher are possible. If you have with one student.
an odd number of students, you could form a pair
with one student. Preparation: Copy and cut up a set of cards
(shuffled) for each pair.
Preparation: Copy and cut up a set of cards for
each pair. Procedure:
• Put students into pairs and give one student the
Procedure:
• Divide the class into two groups. Give a copy of set of white cards and the other the grey ones.
This way each student only sees the questions or
the A puzzles to one group and the B puzzles to the answers. Explain that the student with the
the other group. In the A/B groups, students grey set may wish to spread their cards out face
check the meanings of the vocabulary that they up in front of them so they can see them more
are given in their half of the puzzle. Make sure easily.
that they know the meanings of each word before
putting them into pairs. • The student with the white set starts by reading
out a question and the student with the grey set
• Put students into pairs consisting of one student finds the answer. They continue doing this until
from group A and one from group B. Tell them to all the cards have been matched.
sit face-to-face and that they cannot look at each
other’s answers. Student A describes each word • Round up by eliciting the answers.
in their puzzle. When Student B guesses the
word, they write it in their empty puzzle. If they Alternative suggestion (pelmanism):
do not know how to spell a word, they can ask for Students spread cards out face down in front of
the spelling. When Student B has guessed all the them and take turns to turn over two cards. The aim
words and found the mystery word (going down is to pick up a tip and its corresponding example
vertically in the grey column), they change roles card. If a student wins a pair of cards they have
and Student B describes their words to Student another turn. At the end, the winner is the one with
A. the most pairs.

• At the end Students A and B compare answers Homework or extension option:
to make sure that the words all are spelled Students write a further example of their own, for
correctly. each of the tips, based on a country or location of
their own choice. This could be extended into a
Homework or extension option: mini-presentation in a subsequent lesson.
Students write a sentence using each of the 10
words from their puzzle (including the mystery
word).

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Photocopiable activity 7.1

CARD ACTIVITY: WORD PUZZLES
Student A

Student B

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Photocopiable activity 7.2

MATCHING ACTIVITY: GIVING PRESENTATIONS

Introduce yourself and say what Good morning, everyone! I’m
you are going to talk about. Ana Stolar. Today, I’d like to talk

about Europe’s most peaceful
holiday destination.

Start your presentation with a Have you ever heard of ‘the
question or an interesting fact or country of a thousand islands’?

figure.

Explain why your product or And you won’t find such an
service is different from your interesting choice of islands to
visit as here – not compared to
competitor’s.
Give extra information about other places in Europe.
your travel/tourism services. Each island is unique and has its

own story. The island of Dugi
Otok is now a natural reserve

and is said to ...

Use superlative forms, e.g. the ... the most beautiful place to
best. visit on the Adriatic Coast.

Use interesting adjectives to Let me tell you about the
sound enthusiastic, e.g. great, amazing choice of outdoor
activities we can offer you in
amazing, spectacular…
Croatia.

Give people an opportunity to Right, I’ll be happy to take any
ask questions. questions now.

Refer listeners to other Please feel free to take a copy of
information, e.g. brochures or our brochure and my card.

websites.

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Photocopiable notes 8.1 Photocopiable notes 8.2

Aim: To practise saying and writing down big Aim: To practise dealing with difficult passengers.
numbers.
Time: 20–25 minutes
Time: 15–20 minutes
Grouping: Ideally pairs, although other groupings
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. If you have
and 1:1s with the teacher are possible. If you have an odd number of students, you could form a pair
an odd number of students, you could form a pair with one student.
with one student.
Preparation: Copy and cut up a set of cards for
Preparation: Copy and cut up a set of cards for each pair.
each pair.
Procedure:
Procedure: • Put Students into pairs and give each pair a set
• Put students into pairs and give one a Student A
of cards and ask them to place them face down
card and the other a Student B card. Explain that in a pile in front of them.
they each have information on an airport but will
need to ask each other questions to obtain the • Tell students that each card describes a situation
missing figures. Remind students that they can where they have to deal with a difficult
use almost, nearly and over to make big passenger. Explain that they should imagine they
numbers simpler to say. work as airport or airline personnel when
responding.
• Allow students time to read the information on
their cards before starting the activity. Student A • Students take turns to pick a card and read out
ask their questions first and after both students the situation given. Their partner responds
have taken their turn, they check their answers accordingly. Monitor, noting good language and
(marked in bold) with each other. problem areas to discuss with the class during
feedback.
Homework or extension option:
Students write a paragraph giving information about Homework or extension option:
an airport in their own country, including some Students choose one of the situations and expand
useful figures (100-125 words). on it to make a short dialogue of not more than 10
lines. These could be practised and roleplayed in
pairs in a subsequent lesson.

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Photocopiable activity 8.1

CARD ACTIVITY: NUMBER EXCHANGE

Student A

Part 1:

The São Paulo-Guarulhos International Airport is in the Brazilian city of
São Paulo. São Paulo actually has three airports, moving some 1

passengers in 2011, but the São Paulo-Guarulhos International is the main
one. In 2011, there were 2
handled 3 flights to and from this airport and it

passengers. Although it currently has three terminals,

a new one is being built. In its first stage, terminal 4 is expected to
increase passenger numbers by 4
handle 5 a year and then be able to

with the second stage.

Part 2:

The Princess Juliana International Airport is a small Caribbean airport
serving the Dutch part of the island of Sint Maarten. It has a new fully air-
conditioned terminal (290,000 sq ft), 46 check-in desks and 11 boarding
gates. In 2009, it handled 1.625,964 passengers and 84.521 flights. The
L’Espérance Airport, which is on the French side of Sint Maarten (also
known as Saint Martin) is much smaller and only serves light aircraft and
helicopters. It has a short runway (just 1,200 metres long) compared to
Princess Juliana’s (2,180 metres long).

Student B

Part 1:

The São Paulo-Guarulhos International Airport is in the Brazilian city of
São Paulo. São Paulo actually has three airports, moving some
43,483,480 passengers in 2011, but the São Paulo-Guarulhos
International is the main one. In 2011, there were 270,600 flights to and
from this airport and it handled 30,003,428 passengers. Although it
currently has three terminals, a new one is being built. In its first stage,
terminal 4 is expected to increase passenger numbers by 5.5 million a
year and then be able to handle 8 million with the second stage.

Part 2:

The Princess Juliana International Airport is a small Caribbean airport

serving the Dutch part of the island of Sint Maarten. It has a new fully air-
conditioned terminal (1
sq ft), 46 check-in desks and 11 boarding
gates. In 2009, it handled 2 passengers and 3
flights.

The L’Espérance Airport, which is on the French side of Sint Maarten (also

known as Saint Martin) is much smaller and only serves light aircraft and
helicopters. This airport has a short runway (just 4
compared to Princess Juliana’s (5 metres long)

metres long).

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Photocopiable activity 8.2

CARD ACTIVITY: WHAT WOULD YOU SAY/DO?

A passenger wants There is a lot of There is some
to take his case as turbulence and turbulence on the
hand luggage but some passengers
although it would fit are getting very flight. Some
passengers are
in the overhead worried. worried and a baby
luggage space, it’s has started to cry.

too heavy.

You find out that a A passenger is A passenger asks
passenger was feeling anxious for a coffee but you
smoking in the because they are cannot serve them
afraid of flying. The as the plane is now
plane’s toilet. This is plane will take off in descending and you
a serious danger a few minutes. can no longer serve
and fined by law.
food or drinks.

A passenger tells A couple of male A passenger’s case
you that his luggage passengers on the is 15 kilos over the
hasn’t come off the flight have become baggage allowance
rather loud and are
flight and all the at the check-in
other passengers annoying other desk. Excess
have got theirs. passengers. baggage costs €10

a kilo.

A passenger who A passenger A passenger has a
arrived late is continues to speak broken leg and asks
getting angry
on their mobile for a wing seat so
because he cannot phone after you ask they can have more
find a space to put
all passengers to leg room.
his bag in the turn off their
overhead lockers. phones.

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Photocopiable notes 9.1 Photocopiable notes 9.2

Aim: To revise vocabulary relating to hotels and Aim: To revise useful expressions for checking
refurbishments. guests out.

Time: 10–15 minutes Time: 10–15 minutes

Grouping: Ideally pairs, although other groupings Grouping: Ideally pairs, although other groupings
and 1:1s with the teacher are possible. If you have and 1:1s with the teacher are possible. If you have
an odd number of students, you could form a pair an odd number of students, you could form a pair
with one student. with one student.

Preparation: Copy and cut up a set of cards for Preparation: Copy and cut up a set of cards
each pair. (shuffled) for each pair.

Procedure: Procedure:
• Put students into pairs and give each pair a set • Divide students into pairs and give each pair a

of cards and ask them to place them face down set of cards and ask them to spread them out
in a pile in front of them. face down in front of them. Students take turns to
turn over three cards. The aim is to pick up a
• Students take turns to pick a card and read out function card (grey) and the two corresponding
the description given. Their partner then says useful phrases card (white). If a student wins a
what item is being described (the answer is given set of cards they have another turn. At the end,
at the bottom of each card). If they give the the winner is the one with the most sets.
correct answer, they keep the card. If they don’t,
the student giving the description keeps it. • Elicit answers and then ask students to put the
functions in the order they could expect them to
• The winner is the student with the most cards. occur.

Homework or extension option: Homework or extension option:
Students choose 10 vocabulary items from the Students write a short checking out dialogue
activity and write a sentence using each one. (maximum 10 lines) between a guest and a hotel
desk services agent using phrases from the activity.
These could be practised and role-played in a
subsequent lesson.

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Photocopiable activity 9.1

CARD ACTIVITY: WHAT’S IT CALLED?

A stick with a A material for A cover for a A set of clothes
soft end you covering the pillow (the soft that staff wear
that you use whole floor. It is object you put so that they all
(with water) for often made of your head on look the same
cleaning floors. when they are
wool. when you
[mop] [carpet] sleep). at work.
[uniform]
[pillow case]

A liquid or An object made A new person Clothes, sheets
powder that of special glass or object that etc. that need
you use for which you look you can use to be washed,
instead of the or that have
washing into to see one you used
clothes, dishes, yourself. just been
[mirror] before. washed.
etc. [replacement] [laundry]
[detergent]

The process of A thick warm A machine that A large
redecorating or cover that you cleans the cupboard for
refurnishing a put on top of carpet by your clothes. In
building, e.g. a you when you
sucking up dirt. American
hotel. are in bed. [vacuum] English it is
[refurbishment] [duvet] called a closet.
[wardrobe]

Metal, plastic, A set of rooms A part that you The sheets and
or wooden in an expensive add to a pillowcases for
building to
objects that you hotel. a bed.
put clothing on [suite] make it bigger. [bed linen]
to hang it up. [extension]

[hangers]

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Photocopiable activity 9.2

PELMANISM: HOW WOULD YOU ...?

Greet a guest Good morning, (name). How
may I help you?

May I have your name, Enquire about their stay
please?

How was your stay with us? I’m glad to hear it.

Deal with the final payment Will you be paying with the
same credit card to settle the

account?

Could you enter your PIN Address any complaints
here?

I do apologize about that, Sorry, I’ll print a new folio for
(name). you.

Offer assistance Do you need help with your
luggage?

Would you like me to book a Thank the guest
taxi for you?

Thank you for staying with We hope to see you again
us, (name). when you next visit (name).

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Photocopiable notes 10.1 Photocopiable notes 10.2

Aim: To revise vocabulary relating to marketing Aim: To revise negotiating tips.
and promotions.
Time: 10–15 minutes
Time: 20–25 minutes
Grouping: Ideally pairs, although other groupings
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. If you have
and 1:1s with the teacher are possible. If you have an odd number of students, you could form a pair
an odd number of students, you could form a pair with one student.
with one student.
Preparation: Copy and cut up a set of cards for
Preparation: Copy and cut up a set of crosswords each pair.
for each pair.
Procedure:
Procedure: • Put students into pairs and give each pair a set
• Divide students into two groups, A and B. Give a
of cards and ask them to place them face down
copy of Student A crossword to students in group in a pile in front of them.
A, and a copy of Student B crossword to those
students in group B. • Students take turns to pick a card and read out
the information relating to making presentations.
• Students work together in their separate groups Their partner then decides if it is true or false. If
to check they know the meaning of the other their answer is correct they keep the card.
words in their half of the crossword. (All the Explain that the answer is given at the bottom of
vocabulary is taken from Unit 10, Spread 2). each card.

• Put students in pairs so that one Student A and Homework or extension option:
one Student B are working together. They are Students create a bullet-pointed check list
not allowed to look at each other’s crossword. (maximum 10 points) they can use as a reference
guide for future negotiations. In a subsequent
• Students take it in turns to describe the words lesson, students could discuss in groups which 5
that appear on their half of the crossword to their ideas are the most useful and then put them in a
partner, using suitable definitions. The partner logical order.
has to guess the words, and write them in their
crossword.

• Students continue until they both have a
completed version of the crossword.

Homework or extension option:
Students write a paragraph (100–125 words) about
a company you know and how they promote
themselves or their products using some of the
vocabulary from the crossword.

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Photocopiable activity 10.1

CROSSWORD: MARKETING AND PROMOTIONS

Student A

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English for International Tourism Pre-Intermediate Teacher’s Book

Photocopiable activity 10.1

CROSSWORD: MARKETING AND PROMOTIONS

Student B

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Photocopiable activity 10.2

CARD ACTIVITY: TRUE OR FALSE?

Always be polite and respectful Listen carefully during
to those you are negotiating negotiations and focus on your
with, especially people in
authority. responses. Don’t waste time
[True] making notes.
[False]

Decide what concessions you Try to be the first person to
will make during the make an offer, or a concession,

negotiation, not before it. e.g. a discount.
[False] [False]

Preparation is important. Find As body language is very
out as much as you can about different in every culture, pay
no attention to it. It is what is
your partner, their company
and culture. said that is important.
[True] [False]

Business lunches are for Be aware of differences in
making friendships with cultural attitudes towards
business partners, not for
punctuality, time and
discussing business. interruptions in meetings.
[False]
[True]

If a negotiation is unlikely to The best negotiations offer a
provide you with a positive ‘win-lose’ solution for you and
outcome, it may be better to
your organization.
politely walk away. [False]
[True]

If you get angry or emotional, If you want to be more
this shows how serious you are successful in your negotiations,
about the negotiations and is a be patient, friendly and flexible.

good thing. [True]
[False]

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