Student Book English for international tourism

English for International Tourism Pre-Intermediate Teacher’s Book

pairs before eliciting the answers from the class. G Well, let’s see. The furniture is old and shabby,
Check students understand the meaning of overlook. the towels are hard and paper thin, the light switch
is broken and there’s no hot water in the
Conversation 1 bGatHhreolloom, a. re you still there?
Problem: The guest’s request for a late checkout R Yes.
was not recorded when she booked. G Well, what are you going to do about this?
Solution: The receptionist says the guest can stay R You want fresh towels?
until 2 p.m. at no extra charge. G Towels! Are you listening to me?
Conversation 2 R Yes, yes. I’ll send someone from maintenance
Problem: The guest booked a double room but got to check the water and the light switch.
a twin room. As he gets frustrated by the G No, no, I want a double room.
receptionist’s attitude, he also complains that the R There are no double rooms available. We’re
room is shabby, the towels are poor quality, the fully booked this weekend.
light switch is broken and there is no hot water. G Well, why didn’t you say that earlier? Look, I’m
Solution: The receptionist offers the guest fresh coming down to talk to your manager.
towels and offers to call maintenance about the
broken light switch and the hot water. These are EXTRA ACTIVITY
not the solutions the guest wants.
Students listen to the conversations again and
Audio script Track 5.6, Exercise 4, page 122 then discuss in pairs whether or not they think
each guest’s complaint is reasonable. The
1 discussion is then opened to the class. Encourage
G = Guest, R = Receptionist students to explain their opinions and focus on the
G Hello, we’re checking out tomorrow and I just language and intonation used if useful. It might be
wanted to confirm our late checkout. We’re in an idea to refer to audio script 5.6 on page 122.
room 312.
R OK, let me just have a look. Oh, I’m afraid I Suggested answers
don’t have a record of a late checkout for you.
G Well, it mentions the option of a late checkout The guest’s complaint in Conversation 1 seems
on your website and I requested it when I booked reasonable and the receptionist offers a quick and
the room online. But I didn’t get a reply. simple solution that satisfies the guest.
R OK. Guests should really phone the hotel to
ask for a late checkout. In Conversation 2 the complaint is reasonable but
G Well, it’s doesn’t say that on your website. And the receptionist is rude and unhelpful, which
I used the special requests box on the site. frustrates the guest and makes the situation
R I understand. I’m sorry if the website isn’t clear. worse.
Just a moment, let me see what I can do for you. I
can let you have the room until 2 p.m. Professional skills
G How much is that?
R There’s no charge. DEALING WITH COMPLAINTS L.E.A.R.N
G Really? Lovely! Thank you very much for your
help. Exercise 5, page 45
R You’re welcome. Find out if students have had to deal with complaints
2 at work or have ever made one as a hotel guest
R = Receptionist, G = Guest before. Focus their attention on the Professional
R Reception. skills box and ask them to match the expressions to
G Hello, this is Mister Peterson in room 415. I just the tips. Students compare answers in pairs before
checked in. checking them as a class. Discuss the meaning of
R Yes. empathize and how it differs from sympathize. You
G I asked for a room with a double bed but this might wish to ask students to look these words up in
room has twin beds. a dictionary if they are unsure.
R It’s the same rate for a standard room.
G That’s not the point. I’d like a double room not 1b 2a 3c 4e 5d
a twin room – that’s what I booked. And there’s
another thing. I expected a nicer room than this
for my money.
R What’s wrong with the room?

HOTELS 50

English for International Tourism Pre-Intermediate Teacher’s Book

EXTRA ACTIVITY I can understand that it was disappointing for you to
receive a guestroom in need of renovation. It is
Find out if anyone has made a complaint at a the hotel’s policy to offer these rooms on the
hotel. If they haven’t, ask them to invent an internet at 75% discount but I understand that you
occasion where they have. Ask what the problem were not expecting this.
was and what solution was offered. Were they
happy with the outcome? I also apologize for the quality of the breakfast
included in the special offer. I am very sorry for
Writing any inconvenience this caused you and your wife
on your anniversary.
RESPONDING TO COMPLAINTS
As a gesture of goodwill, I would like to offer you a
Exercise 6, page 45 complimentary dinner for two at our hotel. This
Explain that the hotel manager has responded to one offer is available any weekday until the end of the
of the complaints from Exercise 4 by email. Students year. Please phone in advance to reserve a table.
complete the email, checking answers with a partner
before class feedback. Check vocabulary, e.g. Best regards,
renovation, inconvenience, attitude, goodwill,
gesture. Depending on the class, you might wish to RESEARCH
pre-teach this language.
TYPICAL COMPLAINTS IN HOTELS
1 feedback 2 booked 3 sorry 4 apologize
5 unhelpful 6 dealt with 7 refund 8 hesitate Go through the task with the class. In a
subsequent lesson, allow time for students to
Speaking present their findings either in groups or to the
class.
ROLEPLAY
Homework suggestions
Exercise 7, page 45 • Students write a short dialogue between a guest
Put students into pairs and allot roles A and B. Allow
time for students to read through the situations and and a receptionist where a complaint is being
prepare. If students need help developing a made (150–200 words). Remind students to take
complaint, you could suggest that in Situation 1, the notice of the Professional skills tips and useful
guest is offered a room that needs renovating. In expressions from the text. In a subsequent lesson,
Situation 2, the room reservation has not been kept students could practise their conversations in pairs
so when the guest arrives at 4 a.m. there is no room before acting them for the class or in groups.
available. With a weaker class, As and Bs could • Students write an article for a tourism website or
prepare in pairs before returning to their original magazine explaining how hotels in their country
partners. Monitor the roleplays, noting good usually deal with complaints using findings from
language use and other points to mention during their research (150–200 words).
feedback. Round up by discussing how each
situation went, how well they were handled and how Photocopiable notes 5.2 (page 119)
perhaps they could be improved. What would you say/do? (Card activity page 121)

See Pairwork files.

Exercise 8, page 45
Students choose which complaint to write a response
to and write their email using the one in Exercise 6
as a guide. Monitor, helping as needed. With a
weaker class, you could ask students to work in
pairs. If time is limited, emails could be completed for
homework.

Model answer
Dear (name),
Thank you for your email about your recent

experience at our hotel. We welcome feedback
from our guests and this opportunity to put things
rights.

HOTELS 51

English for International Tourism Pre-Intermediate Teacher’s Book

CASE STUDY 1 bigger rooms 2 junior suite 3 families
4 weekend breaks 5 flight arrival 6 off sick
MAKE A GOOD 7 off duty 8 café staff 9 ‘green’ hotel
HOTEL GREAT 10 shower gel

CASE STUDY MENU Audio script Track 5.7, Exercise 2, pages 122–
123
Refer students to the lesson’s aims and objectives
before focusing on the photos and eliciting what they 1
show (the Brandenburg Gate and a street café). Ask Most European guests are happy with the room
students what they know about Berlin and find out if sizes. It’s usually the North Americans and
anyone has ever been there. Australians who expect bigger rooms. We should
offer guests an upgrade to a junior suite on check-
Online guest reviews in if one is available. It’s only another 10 euros
and the room is twice the size. Also, we should
Exercise 1, page 46 email in advance and tell families what to expect if
Ask students if they tend to read online reviews when they want to put a child’s cot in the standard
choosing a hotel to stay and why/why not. Students rooms.
then read the reviews given, noting aspects for 2
improvement. Allow time for students to discuss their Lots of guests arrive for weekend breaks on a
ideas in pairs before the discussion is opened to the Friday evening on low-cost flights from all over
class. Check vocabulary, e.g. attentively, spotless, Europe. We should check the flight arrival times
amateurish. and make sure there are enough staff on
reception when there is a busy period like that.
Suggested answers Otherwise guests get frustrated and impatient.
Ideas to improve customer service: improve the 3
slow restaurant service; employ more staff in the We had a few very busy nights in the restaurant
restaurant; train the staff to be more attentive; last month when some waiting staff were off sick
improve the slow check-in service on Friday and we had two new members of the team. They
evenings. were obviously slower than the others and forgot
Ideas to improve equipment and facilities: put to serve one or two customers. The duty manager
fridges in the guest rooms; put coffee/tea making didn’t phone me to tell me the situation. We
facilities in the guest rooms; make it clear on the should have a list of staff phone numbers to call
website that we are a green hotel and don’t have people who are off duty in cases of emergency
air conditioning; buy bigger bath towels; use better like that. The café staff do a good job but one or
bulbs in the lamps so guests can read at night. two of them don’t speak very good English and
they are a bit shy around the guests for that
EXTRA ACTIVITY reason.
4
Students discuss in pairs or small groups which of The majority of our guests know what to expect
the problems they feel is the most (and least) when they come to the hotel. They love the fact
important and why. Which would they find the that we are a ‘green’ hotel and they understand
most irritating? why we don’t have some equipment in the rooms
and why we use smaller towels. But some guests
Staff opinions are unhappy that they have to come to reception
to ask for shower gel and shampoo. But I don’t
Exercise 2, page 47 think we should change things.
Tell students they are going to listen to staff
discussing problems at the hotel and allow time for Staff suggestions
them to read the notes before playing the recording.
Students then complete the notes, comparing Exercise 3, page 47
answers with a partner before going through them Students read the suggestions and decide what
with the class. Check vocabulary, e.g. cot, be off improvements could be made, discussing their ideas
sick, ‘green’ hotel. in pairs or small groups before class feedback. Write
ideas on the board. If time, try and get the class to
reach a consensus on the top five improvements
which should be made.

HOTELS 52

English for International Tourism Pre-Intermediate Teacher’s Book

Suggested answers Offer bigger towels and toiletries in the
1 bathrooms. More waste- and energy-saving
• complimentary coffee and cakes for guests who options are possible, e.g. electric fans in hot
weather and refillable soap dispensers rather than
arrive early individual bars of soap.
• offer to store bags if guests want to go out before
UNIT 5: KEY WORDS
they have a room Highlight the key words box and elicit definitions for a
• late checkout option on Sundays selection of the words as well as parts of speech.
2 Check on syllable stress, parts of speech and
• offer an organic breakfast with lots of fresh fruit, pronunciation as needed. Suggest students use the
DVD-ROM Mini-dictionary for further self-study.
juices and nice breads
• serve breakfast until 1 p.m. Homework suggestions
• put complimentary fruit on the reception desk • Students write 15 sentences, each one using one
3
• offer our own walking tours of the local of the words given as a key word for the unit.
Encourage students to be adventurous in their use
neighbourhood of English and to use a mix of grammatical
• produce our own guide to Berlin for the hotel structures.
• Students imagine they are the manager of a hotel
website with our staff recommendations for tours that needs some improvements and write an
and restaurants. article detailing what the problems are, what
• ask guests when they arrive if they want any aspects guests (and staff) tend to complain about
recommendations for things to see and do in the and what problems should be resolved and how
city (150–200 words). Encourage them to use
4 language from the lesson.
• lend guests a laptop to use, free of charge
• have guide books in the lobby for guest use
• have live music in the café at the weekends

Task

Exercise 4, page 47
Put students into small groups before going through
the task with the class. Check students understand
what they must do and the information they need to
read. Tell them to decide who is the chairperson and
in control of the meeting and who will present the
action plan to the class at the end. Set a time limit for
the meeting, e.g. 15–20 minutes and also for the
presentation, e.g. 5–10 minutes. Monitor, helping as
needed, and round up by asking students to take
turns to present their plans to the class. Alternatively,
ask students to give their presentations in a
subsequent class and to finish preparing them at
home.

POSSIBLE OUTCOME

Suggested answers:
1 Have more staff on duty in the restaurant in the

evening.
2 Have more staff on duty on reception on Friday

afternoon/evening so that guests arriving for a
weekend break can check in quickly.
3 Have a list of phone numbers of off-duty staff to
call in an emergency.
4 Give guests the option to upgrade to a junior suite
at check-in.
5 Serve breakfast until 1 p.m. at weekend so guests
can get up late.
6 Offer a late check-out option on Sundays.
Since the hotel is proud of its green image, it does
not seem appropriate to install air conditioning.

HOTELS 53

1 REVIEW AND

CONSOLIDATION

These exercises are designed to evaluate students’ Checking and confirming
progress in assimilating the grammar and vocabulary
from units 1–5. They are suitable for either revision Exercise 2, page 48
or testing. Encourage students to complete the expressions
they can before referring them to pages 12–13 of the
For revision purposes, review the language area with coursebook (where these expressions were
the students in open class first, and then allow the covered), to finish the remaining ones.
students to work together in completing the
exercises. Feed back as a class, asking for 1 How 2 spell 3 Could/Can 4 repeat
justification of the answer where appropriate. 5 at 6 dot 7 have/confirm/check 8 details

For testing purposes, set a time limit for students to Tourism jobs and sectors
do one or more of the exercises individually in class.
Alternatively, set the exercises as homework. If you Exercise 3, page 48
choose to use these exercises for testing, it is worth Students match the jobs with the sectors. Refer them
first discussing with the students the best approach to page 16 of the coursebook if they need help.
to each exercise, in particular reading a text to
understand its overall meaning before attempting to Accommodation: concierge, front office manger,
complete the gaps. Take the answers in to correct or housekeeper
provide the students with the answers to correct each Food and Beverage: executive chef, restaurant
other’s. manager, waiter
Transportation: driver, flight attendant, pilot
You may also wish to evaluate students’ progress in Recreation: entertainer, shore excursion manager,
communicative performance. To do this, repeat one tour guide
of the Speaking/Writing exercises from the first five
units. To increase the interest and challenge factors Exercise 4, page 49
in this, change one or two features, e.g. students Encourage students to try and complete as many of
roleplay a different complaint for a hotel receptionist the adjectives as possible before referring them back
to deal with. to pages of the coursebook to check on any words
they are unsure of.
Tourism statistics
1 friendly 2 entertaining 3 organized
Exercise 1, page 48 4 efficient 5 outgoing 6 enthusiastic
Review question forms and refer to the Grammar box
on page 10 of the coursebook and page 112 of the Present simple and present continuous
Grammar reference section. After completing the
questions and matching them to the answers, it might Exercise 5, page 49
be useful to use this exercise to revise how to say Review the rules for the present simple and present
numbers. continuous, and remind students to look for time
expressions to help them decide which tense to use.
1 How many – b Students then complete the text. If useful, refer them
2 How much – d to the Grammar box on page 19 of the coursebook or
3 What – e pages 112–113 of the Grammar reference section.
4 How long – c
5 Where – f 1 deal with 2 suggest 3 book 4 make
6 Who – g 5 provide 6 am/’m exploring
7 How much – a 7 am/’m not sitting 8 am/’m visiting 9 finding
10 am/’m meeting

UNITS 1–5 54

English for International Tourism Pre-Intermediate Teacher’s Book

Tourist information Package tours

Exercise 6, page 49 Exercise 11, page 51
Ask students to complete as much of the crossword Students match the phrases before completing the
as they can before referring to page 24 of the advert. This could be done as a race in pairs, for
coursebook for help. With a weaker class, it might be example. Refer students to pages 36–37 of the
good to have students do this in pairs. coursebook for help if needed.

Across Matching
1 brochure 2 excursion 5 advice 6 leaflet 1e 2c 3a 4f 5d 6b
8 sightseeing 9 attraction Text
Down 1 information pack
1 break 3 opening 4 sights 7 event 2 city sightseeing tour
3 UNESCO World Heritage site
Comparatives and superlatives 4 entry tickets
5 tour guide
Exercise 7, page 50 6 airport transfers
Review the rules for comparative and superlative
forms. Students then complete the text using the Modal verbs
appropriate forms of the adjectives given. If useful,
refer them to the Grammar box on page 27 of the Exercise 12, page 51
coursebook or page 113 of the Grammar reference Review the rules for modal verbs when making
section. requests or offers. If useful, refer students to the
Grammar box on page 41 of the coursebook or page
1 most interesting 2 worst 3 nearest 4 faster 114 of the Grammar reference section. Students then
5 more expensive 6 best 7 cheaper make the receptionist’s offers and requests more
8 coldest 9 higher 10 drier polite.

Dealing with enquiries 1 Could/May/Can I see
2 Shall I order/call
Exercise 8, page 50 3 Could/Can/Would you spell
Review useful phrases for dealing with enquiries (you 4 Could/Can/Would you sign
might want to refer students to the Professional skills 5 How can I
box on page 29 of the coursebook) before students 6 Would you like
complete the telephone conversation.
Hotel facilities and services
1b 2f 3d 4h 5e 6g 7c 8a
Exercise 13, page 51
City tours Review vocabulary relating to hotel facilities and
services before students group those given.
Exercise 9, page 50
Remind students of the kinds of questions tourists 1 Hotel facilities: 24-hour front desk, express check
ask when on a city tour, and if necessary refer them out kiosk, laundry service, swimming pool
to Exercises 5 and 6 on page 37 to review question
and answer forms. 2 Guest room facilities: blanket, fridge, iron, safe
3 Business facilities: meeting rooms, photocopier,
1c 2d 3f 4a 5b 6e
printer/fax, secretarial support
Past simple

Exercise 10, page 51
Review the rules for the past simple and remind
students to consider if verbs are regular or irregular.
Students then complete the text. If useful, refer them
to the Grammar box on page 33 of the coursebook or
pages 113–114 of the Grammar reference section.

1 were 2 came 3 built 4 had 5 grew
6 fell 7 made 8 became 9 began 10 took

UNITS 1–5 55

6 FOOD & BEVERAGE

UNIT MENU

Grammar: countable and uncountable nouns
Vocabulary: food and drink, food orders, catering
Professional skills: meetings customers’ needs
Case study: rescue a restaurant

Aims and objectives EXTRA ACTIVITY

In this lesson students will: Students work in pairs to find out:
• study vocabulary relating to food and drink • their partner’s favourite type of meat, fish, fruit
• read an article describing a day at work in a
and vegetable
restaurant • any types of food that they never eat and why
• listen to the phrases used when people order food • the main type(s) of food (staple food) in their

Vocabulary country.

FOOD AND DRINK Exercise 2, page 52
Ask students to look at diagram and to label with the
Exercise 1, page 52 words given, checking answers in pairs before class
Focus students’ attention on the photo and elicit what feedback. If necessary, remind students of the word
it shows (fish and seafood dishes) before asking order of knife and fork (not fork and knife).
students to match the food with the categories. Allow
time for students to compare answers in pairs before 1 glass 2 napkin/serviette 3 fork 4 knife
going through them with the class. Check 5 spoon 6 plate
pronunciation and highlight the difference in meaning
between dessert and desert. You may wish to elicit EXTRA ACTIVITY
or add more examples to each group if time allows.
Discuss as a class what items of crockery, e.g.
1 f – mushroom (vegetable) plates and cutlery, e.g. knives, forks you would
2 d – prawn (shellfish or seafood) expect to use when eating in their country or
3 a – lettuce (vegetable) others they know, e.g. bowls and chopsticks in
4 b – egg (sometimes it’s in the protein/meat group Japan.

or with dairy products) Exercise 3, page 53
5 c – dessert (part of a meal) Students read the article and discuss their answers
6 e – garlic (herb) with a partner before the discussion is opened to the
Possible additions to each category: class. Check vocabulary, e.g. anticipate, tip.
1 sardines, sole, monkfish, (sea) bass (also seafood
Danny works in a seafood restaurant as the front
and shellfish: prawn, squid, octopus, crab, lobster, of house manager.
scallops, oysters, mussels, clams, etc.
2 veal, rabbit, bacon, duck, mutton, goat Exercise 4, page 53
3 papaya, strawberries, plums, peaches, pears, Ask students to complete the sentences, either alone
tomatoes or in pairs, before eliciting the answers from the
4 mushrooms, lettuce, celery, sweetcorn, broccoli, class.
spinach, green beans, courgettes/zucchini (AmE),
aubergine/eggplant (AmE). 1 servers 2 covers 3 station 4 specials
5 ice cream, margarine 5 tips 6 set 7 front of house 8 order
6 spaghetti, crackers, cakes, flour

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English for International Tourism Pre-Intermediate Teacher’s Book

Listening C1No, I’ll get this one Claudette. My treat.
C2OK, thanks very much.
IN A SANDWICH BAR C1Together, please.
S So that’s fifteen euros fifty altogether, please.
Exercise 5, page 53 C1Here you are.
Tell students they are going to listen to a S That’s four fifty change. I’ll just get your order
conversation in a sandwich bar and ask them to note ready for you.
what the customers order and how much they pay.
Allow time for students to compare answers in pairs Exercise 6, page 53
before going through them with the class. Allow time for students to read the sentences before
they listen again, discussing answers with a partner
They order a chicken baguette (with salad) and a before class feedback. Students then work in pairs
cheese and tomato sandwich (on brown bread), one practising the sentences themselves.
chicken and mushroom soup, a bottle of sparkling
water, regular decaf coffee, a blueberry muffin and a 1 take away 2 Would you like 3 extra fillings
chocolate brownie. They pay €15.50. 4 to drink 5 Regular 6 some desserts
7 homemade cakes 8 together 9 separately
Audio script Track 6.1, Exercise 5, page 123 10 euros

S = Shop Assistant, C1 = Customer 1, Exercise 7, page 53
C2 = Customer 2 Students work in pairs and discuss the customers’
S Next, please. replies to the phrases. Set a limit, e.g. five minutes
C1Hi, we’d like to order some sandwiches. before referring them to audio script 6.1 on page 123.
S Sure. To eat in or take away?
C1To take away. I’d like a chicken sandwich. 1 C1 To take away. I’d like a chicken sandwich.
C2And cheese and tomato for me, please. 2 C1 OK, I’ll have the baguette./C2 Sliced bread for
S OK. Would you like sliced bread or a baguette?
The baguettes are freshly made. me. Do you have brown bread?
C1OK, I’ll have the baguette. 3 C1 Yes, please. Can I have some salad in the
C2Sliced bread for me. Do you have brown
bread? baguette?
S Yes, we do. So that’s a chicken baguette and a 4 C1 A bottle of sparkling water for me, please./C2
cheese and tomato sandwich on brown bread.
Would you like any extra fillings? I’ll have a coffee. Do you do decaf?
C1Yes, please. Can I have some salad in the 5 C2 Regular will be fine.
baguette? 6 C1 Those do look appetizing. I think I’ll have a
S OK. Would you like some homemade soup
with that? Today’s soup is chicken and blueberry muffin./C2 And me. No, make mine a
mushroom. chocolate brownie.
C2Sounds tasty. Yes, please. 7 C1 Together./C2 Separately.
C1Not for me. Thanks. 8 C1 Here you are.
S And what would you like to drink with that?
C1A bottle of sparkling water for me, please. Speaking
C2I’ll have a coffee. Do you do decaf?
S Yes, we do. Regular or large? TAKING FOOD ORDERS
C2Regular will be fine.
S Would you like some desserts? We have a Exercise 8, page 53
great selection of homemade cakes and muffins. Put students into pairs and refer them to File 18 on
C1Those do look appetizing. I think I’ll have a page 105 in the Pairwork files. Go through the
blueberry muffin. instructions with the class and check they understand
C2And me. No, make mine a chocolate brownie. what to do. Set a time limit for students to prepare,
S Would you like to pay for that together or e.g. five minutes. Students then swap partners and
separately? take turns to show their menus and be the customer.
C1Together. Monitor the roleplays, noting good language use and
C2Separately. areas to discuss during feedback. Round up by
discussing the roleplays and deciding which menu
sounded the best.

See Pairwork files.

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English for International Tourism Pre-Intermediate Teacher’s Book

Homework suggestions BIG EVENTS
• Students write an article for a tourism blog site
Aims and objectives
explaining which are the main foods eaten in their
country or one of their choice (150–200 words). If In this lesson students will:
they like, they could compare two countries’ foods. • read an article on catering for large groups
• Students write a dialogue between two people • study quantifiers
where a food order is being taken (150–200 words • roleplay a situation where they are catering for an
or about five minutes long). They can decide
where the conversation takes place, e.g. in a event
restaurant, and what is on the menu. Remind them
to use language from the lesson. In a subsequent Reading
class, students can practise their conversations in
pairs before acting them out for the class or in CATERING FOR A CROWD
groups.
Exercise 1, page 54
Photocopiable notes 6.1 (page 122) Focus students’ attention on the photos and elicit
What is it? (Card activity page 123) what they show. Check students understand the
meaning of catering before discussing the questions
in pairs/groups. Round up by eliciting ideas and
finding out who has worked or works in catering.

Students’ own answers.

Exercise 2, page 54
Students read the article to check their answers
before discussing if they were correct as a class.
Check vocabulary, e.g. hors d’oeuvres, culinary and
remind students that buffet is not pronounced with a t
at the end.

1 Sandra Kellerman says buffets are better for
parties with thousands of guests because it gives
guests immediate access to the food.

2 She says that it’s better to prepare some food in
advance, but it’s also a good idea to prepare
some food at the event which ensures that they
don’t run out of food but there is not too much
waste.

3 She employs staff with a lot of experience of big
events and she makes sure they have space to
serve three guests at the same time.

Exercise 3, page 54
Students read the article again, selecting the correct
word to complete each sentence. Allow time for them
to compare answers with a partner before checking
them as a class.

1 business event 2 three thousand
3 buffet items 4 men
5 twelve staff on each drinks table

EXTRA ACTIVITY

Students work in pairs to describe a special meal
they remember, what the occasion was and what
food was served.

FOOD & BEVERAGE 58

English for International Tourism Pre-Intermediate Teacher’s Book

Exercise 4, page 55 H We’re not sure yet. We sent out 1,500
Ask students to complete the sentences using words invitations and there are about 300 employees
from the article, discussing answers in pairs before hSerSeo. that’s around 1,800. I know it’s impossible
class feedback. to get an exact number but can you confirm the
guest numbers a week before, say on the 17th?
1 sit-down meal 2 Action stations 3 Cutlery H OK. How much will it cost? Can you give me
4 run out of 5 waste 6 disposable an estimate?
S Well, it depends on what kind of buffet you
Grammar want. Is it breakfast, lunchtime, or dinner? Is it
formal or informal?
COUNTABLE AND UNCOUNTABLE NOUNS H It’s an evening event but the plan is to be very
casual and relaxed.
Exercise 5, page 55 S I see. Would you like some menu options?
Focus students’ attention on the Grammar box. Allow Then you can see the price per head and make
them time to read through the information on your selection.
countable and uncountable nouns, and to ask any H Yes, great! You have my email, don’t you?
questions before deciding which groups the words S Yeah. I’ll send them to you today. What’s the
given belong to. With a weaker class students could location for the event?
do this in pairs instead of comparing answers with a H We’ve hired Marley’s Golf Club.
partner. Round up discussing answers and providing S Good. I know the place. There’s a lot of space
examples of usage as needed. there. I’ll need to visit the club to see how we can
organize the buffet stations. Will they do the
Countable (C): meal, prawn, sandwich, vegetable, drinks?
omelette H Yes, that’s right. Sorry, forgot to mention that.
Uncountable (U): food, fruit, milk, salt S So you don’t need any beverages?
Both (B): chocolate, coffee, potato H No. I mean, yes. We’d like some tea and
coffee. You know, some hot beverages.
EXTRA ACTIVITY S OK. And how much time do we have to
prepare the buffet and clean up after?
Refer students to page 114 of the Grammar H Good question. Listen, I have an idea. Let’s
reference and go through the information visit the golf club together and we can discuss it
explaining countable and uncountable nouns. with the club manager.
Allow time to discuss the examples given and any S Good idea. Let’s see, I’m available on ...
questions students might have. Provide additional
examples as needed. Exercise 7, page 55
Allow time for students to read the sentences before
Exercise 6, page 55 playing the recording again. Students discuss
Students listen to a conversation Sandra has with a answers with a partner before class feedback. It
potential customer and make notes. Allow time for might be useful to elicit what type of noun is being
them to compare answers in pairs before eliciting referred to in each sentence.
ideas.
1 a lot of 2 some 3 some 4 many 5 much
1 25 June 2 1,800 3 casual dinner buffet 6 a lot of 7 any 8 much
4 golf club

Audio script Track 6.2, Exercise 6, page 123

S = Sandra Kellerman, H = Henry Martins
S Hello, Sandra Kellerman speaking.
H Hi, Sandra. It’s Henry Martins from P&K Sports
here.
S Henry! Good to hear from you.
H Listen, we’re organizing a big marketing event
next month, on the 25th of June. We’re expecting
a lot of people, and we need some food – a buffet.
Can you do the catering?
S The 25th. Yeah, sure just give me some
details. How many guests are you expecting?

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Speaking PROFESSIONAL
SKILLS
CATERING FOR AN EVENT
MEETING
Exercise 8, page 55 CUSTOMERS’ NEEDS
Put students into pairs and allot roles A and B. Allow
time for students to prepare. With a weaker class, As Aims and objectives
and Bs could prepare in pairs before returning to
their original partners. Monitor the conversations, In this lesson students will:
note good language use and other points to mention • study vocabulary relating to special diets
during feedback. Round up by asking how the • listen to special requests being made in a
conversations went and discussing any difficulties
that arose. restaurant
• focus on the professional skill of meeting
See Pairwork files.
customers’ needs
RESEARCH
Speaking
CATERING FOR EVENTS
SPECIAL DIETS
Go through the task with the class. In a
subsequent lesson, allow time for students to FACT FILE
present their findings either in groups or to the
class. In both the USA and the UK, the most common
allergies in adults are to fish and shellfish, nuts,
Homework suggestions and certain fruit and vegetables. In children the
• Students write 15 sentences of their own using a most common allergies are to dairy products and
eggs.
variety of quantifiers, if possible on a topic relating
to food or tourism. Encourage them to use Exercise 1, page 56
language covered in the coursebook so far. Refer students to the photos and elicit what they
• Students write their research findings in the form show. Keep the descriptions general at this stage, as
of an article for a catering or food-orientated students will discuss the photos in detail in Exercise
website or magazine (150–200 words). 3. Discuss what students understand by special diets
before they answer the questions in pairs. Round up
by eliciting the answers. If your students are thinking
of taking the LCCI Level 1 Certificate in Spoken
English for Tourism, remind them that they must be
able to describe and explain the range of needs that
different types of travellers and tourists may have for
the exam.

1 c, d, f (Vegetarians do not eat any meat or fish.)
2 b, d, e (Not pasta which sometimes contains egg.

Vegans do not eat anything that is produced from
animals.)
3 a, c, d (It is usually the sauce served with the
pasta that is fattening, not the pasta itself.)
4 a, b, d, e

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EXTRA ACTIVITY Our Florentine steak is seasoned with sea salt
a3nd black pepper, and served with white beans.
Discuss the following questions as a class or in Try our tasty beef Milanese. It’s coated in egg and
small groups: breadcrumbs, and then fried.
1 Can you think of other reasons why people 4
The chicken is marinated in lemon juice, olive oil
have special diets? and garlic for 24 hours, and then barbecued.
2 Do you know anyone who has a special diet or
Exercise 4, page 56
a food allergy? Students match the photos A–D with the descriptions
3 Do you anyone who is a fussy eater (will only in Exercise 3. You could ask students what else they
can see in each photo.
eat a few things)?
Other reasons for special dietary requirements: 1 photo D
Other food allergies, e.g. tomatoes, peanuts, nuts. 2 photo A (photo also shows tomato)
People who have coeliac disease are intolerant to 3 photo B (photo also shows salad of rocket and
wheat and products with gluten. People who have
lactose intolerance are intolerant to dairy products. tomato)
Religion: Muslim/halal, Hindu (strictly vegetarian 4 photo C (photo also shows corn on the cob)
diet, avoiding all forms of meat, fish, and eggs)
Jewish/kosher. Exercise 5, page 56
Health: People may be on a special diet for other Go through the instructions and allow students to
health reasons, e.g. they are diabetic, have high prepare before sharing their ideas with a partner.
cholesterol, high blood pressure or a heart Monitor, helping as needed. With a weaker
condition. monolingual class, students could prepare in pairs
Pregnant women should avoid several items and then swap partners. Round up by eliciting some
including raw meat, raw fish, raw shellfish, raw ideas from around the class. Perhaps add an
eggs and soft cheeses. example of a dish from the host country if it is
Fussy/picky eaters: Some people, especially different to students’ own country.
children, might just eat a few things.
Students’ own answers.
Vocabulary
Listening
DESCRIBING DISHES
SPECIAL REQUESTS
Exercise 2, page 56
Students complete the descriptions, comparing with Exercise 6, page 57
a partner before going through them as a class. Elicit Students discuss their ideas in pairs before answers
examples of food types that each adjective can are elicited. Note them on the board and play the
describe, e.g. spicy – curry. recording to check. Correct and add to them as
needed. Ask if this type of meal is the same in their
1 tender 2 spicy 3 sweet 4 savoury 5 rich country or if they have more (or fewer) courses.

Exercise 3, page 56 USA: appetizer, entrée/main course (side order
Tell students they are going to listen to different comes with main course), dessert
descriptions of food, and give them time to read the UK: starter, main course, dessert
sentences and ask about any vocabulary they are
unsure of before playing the recording. After Audio script Track 6.4, Exercise 5, page 123
listening, students check answers in pairs before
class feedback. A In the USA the first part of a meal, or the first
course, is the appetizer. It’s a small dish of food
1 comes with 2 made with 3 seasoned with before the main meal. You know, perhaps some
4 served with 5 coated in 6 marinated in salad or soup, or a small pasta dish.
B Appetizer? Really? In Britain we usually say
Audio script Track 6.3, Exercise 3, page 123 that’s the starter. What about the main part of the
meal? We call that the main course.
1 A Yeah, in the USA we can say the main course
The seafood salad comes with a creamy, lemon or the entrée. And people sometimes ask for side
dressing made with olive oil, vinegar, yoghurt, orders with the entrée. These come on separate
mayonnaise, mustard and fresh lemons.
2

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plates and are usually extra potatoes or C2That’s exactly what I want. What does it come
vegetables, or a side salad. WwithIt?’s served with white beans.
B Yes, that’s more or less the same in the UK. Is C2Not for me thanks. I’m a meat and potato man.
the sweet course at the end of the meal called the Can I have a side order of fries?
dessert? W Sorry?
A That’s right. We use the same word for that. C2A plate of fries with my steak.
W We don’t usually ... I’ll see what we can do.
Exercise 7, page 57 And for you madam?
Students listen to some orders being taken in a C1I see the tuna steak comes in a tomato sauce.
restaurant and note what is ordered and any special Would it be possible not to put any salt in the
requests. Allow time for them to discuss answers in sauce?
pairs before going through them as a class. W I’m afraid the sauce is already prepared
madam. You could order the tuna without the
Starter/Appetizer: sauce, and I’ll make a note of your request for no
C1 seafood salad: dressing on the side salt with your fish.
C2 chilli prawns: no garlic C1Thank you.
Main course/Entrée:
C1 Florentine steak, no white beans; side order of EXTRA ACTIVITY

chips Students refer to audio script 6.5 on page 123, and
C2 tuna steak, no sauce; no salt on fish underline all the descriptions of dishes given.

Audio script Track 6.5, Exercise 6, page 123 Professional skills

W = Waiter, C1 = Customer 1, MEETING CUSTOMERS’ NEEDS
C2 = Customer 2
W Are you ready to order? Exercise 8, page 57
C1Well, yes, nearly. We just have a few questions Play the recording again before asking students if the
about the menu. What kind of sauce does the waiter did a good job or not, and why.
seafood salad come with?
W I believe the dressing is made with olive oil, Suggested answer
vinegar, yoghurt, mayonnaise, mustard and fresh Yes. The waiter listened to their requests, and
lemon. although he was initially resistant, where possible
C1Sounds delicious. Could I have the dressing on agreed to them. He also apologized and explained
the side? when it wasn’t possible to meet their needs. He knew
W On the side? the menu well and was able to answer the
C1Yes, on a separate plate. customers’ questions about ingredients and cooking
W Well, it’s usual to serve the dressing with the methods. He also helped the customers to make
salad. choices about their meal.
C1I understand. It’s just that I’m a diabetic and I
have to watch my cholesterol and fat levels. Exercise 9, page 57
W Of course, madam. I’ll make a note for the Focus students’ attention on the Professional skills
chef. And for you, sir? box and ask students to match the tips with the
C2I’ll have the chilli prawns. Oh, hold on, is there expressions. Allow time for them to compare
garlic in that? answers in pairs before checking them as a class.
W Yes, the prawns are fried with lemon, chilli and
garlic. 1 e 2 b 3 a, c 4 d
C2No garlic for me, thanks.
W And for the main course? Speaking
C2What’s beef Milanese?
W It’s beef coated in egg and breadcrumbs, and TODAY’S SPECIALS
then fried.
C2Have you got any meat that isn’t covered in Exercise 10, page 57
sauce or breadcrumbs? Put students into pairs and allot roles A and B. Allow
W I suggest you try the Bistecca Alla Fiorentina or time for students to prepare. With a weaker class, As
Florentine steak. It’s a popular dish in Tuscany, and Bs could prepare in pairs before returning to
cooked in the most simple way possible, with a their original partners. Monitor the roleplays, noting
little olive oil and seasoned with sea salt and lots good language use and other points to mention
of black pepper, then grilled to a medium rare during feedback.
perfection.

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Students’ own questions. CASE STUDY

Exercise 11, page 57 RESCUE A
Remind students to swap roles and round up by RESTAURANT
discussing how the roleplays went and any difficulties
that arose. CASE STUDY MENU

Students’ roleplays. Refer students to the lesson’s aims and objectives
before focusing on the photos and map, eliciting what
EXTRA ACTIVITY they show. Ask students what they know about
Australia and find out if anyone has ever been there.
Before asking students to write their own three-
course menu in pairs, refer them to page 100 of Restaurants in Sydney
the Writing bank and go through the tips given for
writing a menu. Exercise 1, page 58
Ask students what the largest city in Australia is and
Homework suggestions where it is on the map before asking them to find
• Students write an article for a food website or Sydney. Students then read the information and
discuss their ideas on pairs before the discussion is
magazine describing traditional dishes in their opened to the class. Check vocabulary, e.g.
country or a dish that is eaten on a particular day cosmopolitan, immigrants, fusion, ethnic.
(150–200 words). Remind them to use language
from the lesson. Suggested answers
• Students write about a type of special diet that is The most popular types of restaurants are modern
popular or exists in their country and describe it, Australian (36%), Chinese (15%), seafood
explaining what people on this diet can and cannot restaurants (9%) and Italian (9%).
eat, and why (150–200 words). Sydney has a cosmopolitan population and
immigrants have brought their cuisine with them to
Photocopiable notes 6.2 (page 122) the city, e.g. Chinese and Italian. Also, fusion
What would you suggest/do? (Card activity page cuisine (combining ethnic and Australian dishes)
124) is popular.

EXTRA ACTIVITY

Students discuss in pairs or small groups the
different types of restaurants in their countries and
which are the most popular.

Exercise 2, page 58
Focus students’ attention on the text and allow them
time to compare answers with a partner before
eliciting from the class.

Suggested answer
The restaurant is a type of steak house. It’s
possibly less popular now because people prefer
ethnic food, they want to eat less meat, or the
restaurant might look old-fashioned.

Sales data

Exercise 3, page 58
Put students into pairs and allot roles A and B. Allow
time for students to read their information and
prepare questions to ask their partner before starting
the activity. With a weaker class, As and Bs could

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English for International Tourism Pre-Intermediate Teacher’s Book

prepare in pairs before returning to their original An expert view
partners. Alternatively, discuss what questions to ask
as a class. Monitor the activity, noting good language FACT FILE
use and other points to mention during feedback.
After students have finished, ask them to check their SWOT analysis is a decision-making tool used to
answers with their partner. Round up by eliciting determine whether a product or service has a
some of the questions asked and discussing any market and is something to be invested in or not. It
language issues that arose. analyses the strengths (S) and weaknesses (W) of
the organization and links them to the opportunities
See Pairwork files. (O) and threats (T) which are external to it, e.g. in
the market.
Student A: 6 $3
1 $9.50 2 60 3 $28.50 4 $6 5 100 Exercise 6, page 59
6 $20.50 Tell students they are going to listen to a
Student B: conversation between a consultant and restaurant
1 $29 2 $8.50 3 25 4 50 5 $21.50 owner. Before listening discuss what a SWOT
analysis is and why it is used by business. Highlight
Exercise 4, page 58 the four main aspects of the analysis. Allow students
Students refer to the sales data from Exercise 3 and time to read the notes and pre-teach fluctuating. After
in pairs, discuss what to keep or change from the listening, students compare answers in pairs before
menu. Round up by eliciting ideas and if time, try and class feedback. Check vocabulary, e.g. concept,
get the class to reach a consensus on which would décor, portion.
be the best three items to keep and why.
1 menu 2 meat 3 décor 4 set menu
Suggested answer 5 portion sizes 6 desserts 7 food prices
The top selling items are the fillet steaks, T-bone 8 dining out
steaks and the beef burgers so they would be best to
keep, especially since the burgers are very cheap to Audio script Track 6.6, Exercise 6, page 124
produce. The lamb ribs are expensive and don’t sell
well so that would be one item to drop. The veggie C = Consultant, R = Restaurant Owner
burgers sell the least well so it might be an idea to C Well, now let’s look at why the sales are low
drop that product as well. However as this is the only this year. I think the first problem is the menu.
vegetarian item on the menu they should consider R What’s wrong with the menu? It’s always been
replacing it rather than simply removing it, as a group popular in the past.
with vegetarian members might go elsewhere. C Yes, I know. But I’d cut some of the meat
dishes.
Dining trends R But meat is the central concept of our
restaurant.
EXTRA ACTIVITY C Yes, I’m not saying don’t have any meat dishes
but people’s tastes are changing.
Students discuss in pairs how often they usually R I see.
eat out, who they usually go with, the types of C Another point is the décor and lighting. It’s
places they usually go to and the kinds of food quite old-fashioned and dark. You know, it’s
they like to eat. usually the woman who decides where to eat
these days and a fresher, brighter look would
Exercise 5, page 59 attract more customers.
Allow time for students to read the article before R A new décor you say. Sounds expensive.
discussing as a class how changes in dining trends C It doesn’t have to be. I’ve seen some lovely
could affect Katrina’s. bistro restaurants with second-hand tables and
chairs. Now let’s look at some other opportunities
Suggested answer you have to attract more customers. I see you
Australians are looking for healthier food options and don’t have a set menu at lunchtime. I also think
less meat. It means a steak house like Katrina’s that your portions are big and customers often
could lose more business if it doesn’t change its leave food on the plate. You could reduce the
menu. Consumers also like ethnic foods, so Katrina portion sizes and waste, to reduce costs.
could incorporate some fusion dishes combining their R Yes, I suppose that would help to sell more
dishes with Chinese, Mediterranean and Latin desserts.
American cuisine. C You should also consider special diets and
introduce more healthy options. I mean, just one
vegetarian dish on the menu isn’t enough.

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R But it doesn’t sell very well. POSSIBLE OUTCOME
C True. But that’s probably because a veggie
burger isn’t very appetizing and this is a meat 1 Menu items:
restaurant. If you have more seafood and Based on the sales and cost data, the four items
vegetables dishes, you can change the concept a to keep on the menu are: the Australian fillet
little and attract a new type of customer. Have steak, the T-bone steak, the grilled chicken breast
maybe one or two things on the menu indicated and Katrina’s beef burger. All these items sell well
as vegetarian or suitable for diabetics, or low- and the ratio between cost and menu price is
calorie. People love that. good.
R OK. I’ll have to think about it. 2 Set lunch:
C So, what are the threats to your business? See page 100 of the Writing bank for a model set
R A big one is the fluctuating food prices. Meat is menu for a three-course lunch.
getting very expensive, especially lamb. 3 Décor and lighting:
C Yes, that’s true. Another good reason to have The restaurant needs a brighter, more modern
fewer meat options. And there is also a changing look and feel. Painting the walls white would be a
attitude to food and eating out. People expect good low-cost option and having brighter light
something more ethnic these days. I think a few bulbs or more lighting would be another. A new
Mediterranean or Asian dishes on your menu sign outside is also an idea.
would be really popular. Try some fusion cooking. 4 Name and concept:
R Yes, maybe. I like Thai grilled beef salad It’s good to keep the name, Katrina, so that
myself. regular customers know it’s the same place but
with a new look. The new concept for the food is
TASK more fusion/ethnic dishes to attract more diners
but at the same time keeping some of the old
Exercise 7, page 59 favourites on the menu.
Put students into small groups before going through
the task with the class. Check students understand Writing a menu
what they must do and the information they need to
read. Set a time limit for the preparation, e.g. 15–20 Exercise 8, page 59
minutes and monitor, helping as needed. Round up Decide if students are going to work alone, in pairs or
by asking students to take turns to present their in the same groups as Exercise 7. Students then
decisions to the class. Alternatively, ask students to create a new lunch menu. Monitor, helping as
prepare a short presentation of their ideas for a needed. If time is limited, students could complete
subsequent class. their menus for homework. In a subsequent class,
students could put their menus on the wall so others
can read them. After a set time, e.g. 10 minutes
round up by asking the class which menu they like
best and why.

Model answer
Starters/Appetizers:
• French onion soup: delicious homemade soup

made with beef and onions, served with Swiss
cheese and breadcrumbs
• Seafood special: fresh white fish, prawns and
mussels cooked in olive oil and onions
• Tasty baked camembert, coated in breadcrumbs
and served with salad
Main courses:
• Thai grilled beef salad: tender pieces of beef
grilled to perfection and served with salad
• Katrina’s barbecue chicken, marinated in lemon
juice, olive oil and garlic for 24 hours and then
barbecued
• Beef burger: Katrina’s classic beef burger, served
with chips or salad
Desserts:
• Creamy chocolate mousse
• Fresh fruit salad

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• Traditional summer pudding made with
blackberries, raspberries and strawberries, and
served with cream

UNIT 6: 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.

Homework suggestions
• Students write 15 sentences of their own using

each of the keys words given for the unit.
• Students create a lunch or dinner menu for a

restaurant they are going to open (150–200
words). Their restaurant is going to sell traditional
food from their country. Remind students to use
language from the lesson and to add short
descriptions of the dishes. (150–200 words) In a
subsequent lesson, students work in groups and
talk about their menus.

FOOD & BEVERAGE 66

7 NATURE TOURISM

UNIT MENU

Grammar: future forms
Vocabulary: tour itineraries, geographical features
Professional skills: structuring a presentation
Case study: be competitive

Aims and objectives walk in the forest to a lake river

In this lesson students will: Audio script Track 7.1, Exercise 2, page 124
• listen to a tour director in Costa Rica talking to a
T = Tour Director, T1 = Tourist 1
group about their itinerary Part One
• study future forms T OK, folks listen up. Here’s some information
• work in pairs to plan a short itinerary in their about our itinerary. We’re leaving San José at 6
a.m. tomorrow.
country T1 Six o’clock!
T Yeah, it’s bright and early. We’re flying south to
Listening Quepos and we’re staying in a small jungle lodge
near there for three nights. We’re going to spend
A TOUR ITINERARY tomorrow at Parque Nacional Manuel Antonio on
the Pacific coast. There is lots of wildlife to see
FACT FILE there. Remember you’ll want to wear a bathing
suit and bring a towel – the park’s magnificent
Costa Rica means ‘Rich Coast’. It is in Central beaches are perfect for swimming and
America and has borders with Nicaragua to the sunbathing. And a word of warning – don’t feed
north, Panama to the south, the Pacific Ocean to the monkeys.
the west and south, and the Caribbean Sea to the On day three you have a choice of two tours from
east. Boca Damas: a horseback ride with a local nature
guide to Tocori Waterfall, or kayaking along the
Many tourists visit the extensive national parks and coast. This tour includes a snorkelling break.
wildlife reserves. Viewing animals and birds in the On day four we’re heading north to the Rainmaker
wild is the primary attraction for most visitors to Conservation Project. Again there are two options:
Costa Rica. a gentle forest walk to a river where you can
swim, or the nature trail complete with suspension
Exercise 1, page 60 bridges between the treetops – a perfect place to
Focus students’ attention on the photo and elicit what spot the wildlife and learn about the rainforest
it shows (people walking across a high-level walkway from the local guide.
through a forest). Students then discuss the
questions in pairs. Round up by discussing the Grammar
answers and asking if anyone has ever been there.
FUTURE FORMS
Exercise 2, page 60
Tell students they are going to listen to a tour director Exercise 3, page 60
in Costa Rica and allow them time to read the notes Focus students’ attention on the Grammar box. Allow
before playing the recording. After listening students them time to read the information and ask any
read the notes again to find the errors, then compare questions before underlining four future forms in
answers in pairs before class feedback. audio script 7.1 on page 124. Elicit examples as a
class. Note that the example sentences in the
Day two: Quepos Grammar box come from audio scripts 7.1 and 7.2.
Accommodation: small hotel jungle lodge
Remember: We’ll provide towels. Bring a towel • We’re flying south to Quepos
Day three: Quepos • we’re staying in a small jungle lodge
trekking horseback riding with a nature guide to • you’ll want to wear a bathing suit
Tocori Waterfall.
kayaking along the coastline, scuba diving
snorkelling
Day four: Quepos

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• we’re heading north to the Rainmaker Exercise 5, page 61
Conservation Project. Students read the messages before completing the
announcement with the appropriate future forms.
EXTRA ACTIVITY With a weaker class, students could do this in pairs
rather than just compare answers. Round up by
Refer students to page 115 of the Grammar eliciting the answers. Add any alternatives that are
reference and go through the information possible and ensure that explanations for tense
explaining future forms. Highlight the different usage are given for each answer, if needed.
forms (present continuous, going to + verb, will
and present simple) and draw attention to the use 1 leaving/going to leave
of contracted forms. Allow time to discuss the 2 meeting/going to meet
examples given and any questions students might 3 (only) spending/going to spend
have. Provide additional examples as needed. 4 enjoy
5 staying/going to stay
Exercise 4, page 61 6 transferring to/going to transfer to
Before students listen to the next part of the 7 having/going to have
conversation, allow them time to read the itinerary. 8 join
After listening, students compare answers with a
partner before class feedback. Check vocabulary, Speaking
e.g. aerial, gondolas, reptiles.
PLANNING AN ITINERARY
1 treetops 2 Pacific coast 3 boat safari
4 (very) close 5 wildlife 6 surfing Exercise 6, page 61
Put students into pairs and go through the
Audio script Track 7.2, Exercise 4, page 124 instructions with the class. Students could prepare a
mini-presentation using a map of their country as a
Part Two visual aid. Encourage them to make the itinerary as
T = Tour Director, T2 = Tourist 2, exciting and interesting as possible, e.g. through
T3 = Tourist 3 using an interesting choice of vocabulary. If students
T On day five we’re going to drive a short are from different countries, suggest they work alone.
distance along Highway 34 to Jacó for a three- Set a time limit for preparation, e.g. 15–20 minutes
night stay in a nature lodge near there. From there and monitor, helping as needed.
we’re taking the Pacific Rainforest aerial tram.
That’s a ride through the treetops on open-air Students’ own answers.
gondolas. You’ll get some fabulous views of the
Pacific coast from there. Exercise 7, page 61
We’re going further up Highway 34 the next day to Students present their itineraries to the class or in
Tárcoles where we’re taking a boat safari from the groups. Encourage them to use their voices and
village up the river Tárcoles to see the crocodiles. visuals to create interest and round up by asking
Keep your hands inside the boat because these students to choose their favourite
reptiles can get very close. presentation/itinerary. If your students are thinking of
T2 Are there many of them? taking the LCCI Level 1 Certificate in Spoken English
T Oh, yes. I’m sure you’ll see a lot of crocodiles. for Tourism, remind them that they must be familiar
People have counted more than two hundred in a with tasks specific to travel agencies for the exam
kilometre and a half. and be able to: extract information from given
T3 Wow! materials, provide essential travel information,
T On day seven we’re going to visit Parque summarize and give information on places of interest
Nacional Carara with some of the most varied and discuss reservations, amendments and
forests and wildlife in Costa Rica. On day eight, cancellations.
you have the morning free to explore Jacó, take a
surfing lesson, go shopping for souvenirs, or Students’ own answers.
simply relax. In the afternoon,
we’re flying back to San José from Jacó airport for RESEARCH
the last two nights of this tour. I’m sure you’ll have
lots of fun. Any questions so far about the POPULAR OUTDOOR ACTIVITIES
itinerary?
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.

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EXTRA ACTIVITY KENYA

Refer students to Part 4 of the EFIT Pre- Aims and objectives
Intermediate level DVD material for extra listening
and vocabulary activities relating to sea kayaking In this lesson students will:
in the Hebrides. • read a text about tourism in Kenya
• listen to geographical features being described
Although students are encouraged to view the • discuss natural wonders of Africa
complete programme on the DVD there is also an
option for them to watch it in smaller segments, as Reading
is denoted by the worksheet timings.
WHY VISIT KENYA?
Alternatively, the DVD-related worksheet can be
undertaken as self-study. Exercise 1, page 62
Focus students’ attention on the photos and elicit
At the end of the worksheet, there is an optional what they show: The Great Rift Valley, Mount Kenya
task, which can be completed in groups in class or (marked as Kirinyaga on the map), the capital city
set as homework. Nairobi and wildebeest at Lake Victoria. Find out
what students know about Kenya and ask if anyone
Homework suggestions has ever been there. Students then read the text,
• Students write 15 sentences of their own using labelling the places on the map. Encourage them to
look up any new words and round up by eliciting the
different future forms. Encourage them to try focus answers. If possible have a projected map and ask
on topics relating to tourism and to use language students to come and point out the locations. Check
covered in the coursebook so far. vocabulary, e.g. diversity, savannah, plains. Note: a
• Students write their itinerary from Exercise 6 for a plateau is a high area of flat land and Mount Kenya is
tourism brochure or website focusing on tours in another name for Kirinyaga.
their country (150–200 words). Alternatively, they
write a new one for a different location of their Exercise 2, page 62
choice. Students complete the definitions, comparing
answers with a partner before going through them
with the class.

1 savannah 2 game reserves 3 plains
4 coral reefs 5 shore(s) 6 coastline

EXTRA ACTIVITY

Students work in pairs or small groups. Each
draws an outline of their country and marks any of
the features covered in Exercise 2 on their map.
They then take turns to describe what there is in
their country and where.

Speaking

DESCRIBING GEOGRAPHICAL FEATURES

Exercise 3, page 63
Tell students they are going to listen to two
descriptions of natural wonders of Africa and ask
them to complete the notes. Allow time for students
to discuss answers with a partner before eliciting
them from the class. Ask which place students would
prefer to visit and why.

1 Victoria Falls:
Height: 108 m
Width: 1.7 km
2 Fish River Canyon:
Length: 160 km

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Width: (up to) 27 km 6 How high is Mount Kenya?
Depth: (almost) 550 m (in places) 7 How many animals migrate in the Serengeti?
8 How many bird species are found in the
Audio script Track 7.3, Exercise 2, page 124
Serengeti?
1 9 How long is Aldabra Atoll?
Victoria Falls or Mosi-oa-Tunya is the largest 10 How wide is Aldabra Atoll?
waterfall in the world. It is located in southern Answers in A/B texts.
Africa on the Zambezi River between the
countries of Zambia and Zimbabwe. The falls are Exercise 6, page 63
108 m high and 1.7 km wide. Students work in small groups of the same nationality
2 to carry out the tasks. If students are from different
The Fish River Canyon is located in the south of countries, suggest they work alone. Suggest a word
Namibia. It is the second largest canyon in the limit of 150–200 words and monitor students, helping
world and the largest in Africa. The canyon is 160 as needed. If time is limited, students could complete
km long, up to 27 km wide and almost 550 m their descriptions at home and present their ideas in
deep in places. a subsequent lesson for students to vote on the best
one.
Exercise 4, page 63
Refer students to audio script 7.3 on page 124 and Students’ own answers.
ask them to find the adjectives relating to the
dimensions in Exercise 3. This could be done as a EXTRA ACTIVITY
class.
For extra practice, students could write a short
height – high description of their countries and the differences
width – wide between the geographical regions, including the
length – long key attractions for a) nature lovers and b)
depth – deep adventure tourists.

EXTRA ACTIVITY Homework suggestions
• Students write a blog article describing a visit to a
Encourage students to draw a word family table for
this group of words, including a column each for natural wonder of their choice saying: what it is,
nouns, verbs and adjectives. where it is, what they did there, a description of it
and why it is a great place to visit (150–200
Exercise 5, page 63 words).
Put students into pairs and allot roles A and B. Allow • Students use their ideas from Exercise 6 to write
time for students to read their information and an article for a travel brochure focused on holidays
prepare the questions to ask. With a weaker class, to their own country, or another of their choice
As and Bs could prepare in pairs before returning to (150–200 words). Remind them to select five key
their original partners. You may also wish to check natural wonders and to add descriptions and
on the questions to be asked before they continue dimensions.
with the information exchange. Monitor the activity,
noting good language use and other points to Photocopiable notes 7.1 (page 125)
mention during feedback. After students have Word puzzles (Card activity page 126)
finished, ask them to check their answers with their
partner. Round up by asking which place they would
most like to visit, and discuss any language issues.

See Pairwork files.

Suggested answers
Student A:
1 How many countries does the Sahara Desert

cover?
2 How high are the sand dunes?
3 How long is the Red Sea Reef?
4 How many species of fish are there?
5 How high is Mount Kilimanjaro?
Student B:

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PROFESSIONAL 8 cycling
SKILLS 9 bird-watching
10 entertainment
STRUCTURING A
PRESENTATION Audio script Track 7.4, Exercise 3, page 124
Part One
Aims and objectives
Good morning, everyone! I’m Janusz Karpowicz
In this lesson students will: from the North-East Poland Tourism Association
• read an article about Masuria in Poland and I’d like to talk to you about Poland’s best kept
• listen to someone presenting their resort at a secret. So to start with, I’d like to ask you all a
question. Have you ever heard of the land of a
tourism fair thousand lakes? Where do you think it is?
• focus on the professional skill of structuring a Poland? That’s right. In Polish we call it the
Mazury and we think it’s the most beautiful
presentation lakeland area in Europe. Today I want to tell you
about a very special nature resort. It’s the
Reading stunningly beautiful Masuria Paradise in northeast
Poland. So why is the Masuria Paradise resort
PRESENTING MASURIA unique? One of the reasons is our guest
accommodation, which is not like anything else in
Exercise 1, page 64 the region. Our visitors stay in traditional wooden
Focus students’ attention on the photos and elicit lodges built around a small lake with spectacular
what they show (pleasure boats on a lake). Find out views across the water and surrounding forests.
what students know about Poland and if anyone has We offer an amazing range of water sports
ever been there. Open the discussion to include the including canoeing, sailing and swimming – the
first question and add in examples for the host lake has a swimming area that’s also safe for
country if different, writing place names on the board. children. There are also outdoor activities such as
cycling, bird-watching, tours of the local nature
Students’ own answers. reserves, or mushroom-picking in the forest. Out
of high season we also organize conferences and
Exercise 2, page 64 receive specialist groups, for example, bird-
Students read the text and complete the sentences. watching enthusiasts, or companies on training
Encourage them to use their dictionaries if needed. courses. We specialize in team-building activities
Allow time for them to compare answers in pairs including sailing courses, archery competitions
before going through them as a class. Discuss any and horse-riding. As well as daytime activities, we
new vocabulary. also offer our guests a programme of evening
entertainment including concerts in our popular
1 glaciers 2 mountains 3 area 4 nature underground café. We have regular barbecues
5 marina 6 water and guests take part in singing by the campfire
under the stars. When you visit, I’m sure you will
Listening agree our nature resort is an undiscovered
paradise in Poland. Thank you for your attention.
PRESENTING A NATURE RESORT Right, I’ll be happy to take any questions now.

Exercise 3, page 64 Exercise 4, page 65
Tell students they are going to listen to a talk about a Students listen to Janusz providing more information
Polish nature reserve and allow them time to read on Masuria Paradise and complete the notes,
the notes before playing the recording. After checking answers in pairs before class feedback.
listening, students compare answers in pairs before
checking them with the class. Check on language, Suggested answers
e.g. stunningly, archery, paradise. 1 10 km from the nearest village
2 There are phones in the main building but you
1 ‘the land of a thousand lakes’/Mazury/Masuria (in
northeastern Poland) can’t use a mobile phone/cellphone in the forest.
3 It’s unspoiled countryside; they offer local
2 traditional wooden lodges
3 views food/produce; there are no motorboats on the
4 sailing lake.
5 swimming 4 the European Association for Nature Tourism
6 safe
7 children

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Audio script Track 7.5, Exercise 4, page 125 4 Yes. They would enjoy canoeing and swimming –
there’s an area of the lake that’s safe for
J = Janusz Karpowicz, T1 = Tourist 1, swimming; and cycling, walking in the forest, etc.
T2 = Tourist 2, T3 = Tourist 3
J OK, so does anyone have any questions. Yes? Exercise 6, page 65
T1 How far are you from the nearest town? Students reorder the words, alone or in pairs, before
J We’re about 10 km from the nearest village. referring to audio script 7.4 on page 124 to check
But we can arrange minibus transfers from other their answers.
towns.
T2 Can guests use their mobile phones in the a I’m Janusz Karpowicz from the northeast Poland
area? Tourism Association.
J Guests can’t use their mobile phones in the
forest. But we have phones in the main building. b We think it’s the most beautiful lakeland area in
We usually find people come to Masuria Paradise Europe.
to get away from work and the city.
T3 You say Masuria Paradise is a nature resort. In c Right, I’ll be happy to take any questions now.
what ways? d So why is the Masuria Paradise resort unique?
J Well, basically, we offer simple accommodation
in unspoiled countryside. We also have food that One of the reasons is ...
is locally sourced, erm, local food, whenever e It’s the stunningly beautiful Masuria Paradise in
possible, on our menu. And we are respectful of
the environment. And you won’t find motorboats northeast Poland.
on the lake compared to some of the bigger lakes f Have you ever heard of the land of a thousand
in the region. We are pleased to have
accreditation from the European Association for lakes?
Nature Tourism and we make an effort to keep to
its standards. Professional skills
T1 You say you’re organizing an open day for
tourism professionals. When is it? STRUCTURING A PRESENTATION
J Oh yes, good question. It’s the first weekend of
next month. If you leave me your email EXTRA ACTIVITY
addresses, I’ll send you the details. Well, if there
are no more questions, please feel free to take a Discuss as a class if (and how often) students
copy of our brochure and my card. have to give presentations and if they have had to
give one in English or are likely to in the future.
Exercise 5, page 65
Students consider their answers and then discuss Exercise 7, page 65
them in pairs before the discussion is opened up to Focus students ’ attention on the Professional skills
the class. Write reasons for recommending each age box and ask them to match the phrases with the tips.
group on the board. Round up by asking students if Students compare answers in pairs before checking
they would like to visit the resort or not. them as a class.

Suggested answers 1a 2f 3d 4b 5e 6c
1 Yes. They can enjoy all the outdoor activities, e.g.
Speaking
canoeing, sailing, swimming and cycling, and they
will probably like the barbecue and singing by the PRESENTING OUTDOOR ACTIVITIES
campfire at night.
2 Yes. Some senior citizens may not be able to do Exercise 8, page 65
all the outdoor activities if they need wheelchair Put students into pairs and explain the activity. With
access but they should enjoy gentle activities, e.g. a weaker class it might be useful to provide a few
cycling, walking, mushroom-picking and the example sentences using a different country to their
musical entertainment. But the resort might not be own, possibly writing them on the board.
suitable for very large coach tours as it’s a small Alternatively, students could prepare their sentences,
lake and 10 km from the nearest village. alone or in pairs, before trying to sell their location to
3 Yes. They can take part in corporate events, a new partner. Monitor, helping as needed and round
especially the team-building activities, e.g. sailing up by eliciting some of the sentences given and
courses, archery competitions, horse-riding as discussing the locations ‘sold’.
well as singing by the campfire at night and
musical entertainment. Students’ own answers.

Exercise 9, page 65
Students work in pairs to prepare their presentation
and questions to ask others. Remind them to share
the presentation between them and set a time limit of
5–10 minutes for each presentation. Highlight the
points to focus on and allow students 20–25 minutes

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to prepare. If necessary, help by eliciting useful CASE STUDY
expressions for presentations from the class, noting
ideas on the board. If time is limited, students could BE COMPETITIVE
prepare at home and give their presentation in a
subsequent lesson. After the presentations, round up CASE STUDY MENU
by deciding which was the best one and why.
Refer students to the lesson’s aims and objectives
Suggested answers before focusing on the photos and map, and elicit
• Hello everyone, I’m ... and today I’m going to talk what they show (bungee jumping, sky diving and
diving). Ask students what they know about New
about ... Zealand and find out if anyone has ever been there.
• Did you know that ...?
• One of the best ways to experience ... is to ... Wero Nature Tours v. Manu Adventures
• As you can see from these photos, we have some
Exercise 1, page 66
spectacular scenery in ... Elicit the meaning of challenge before asking
• Do you enjoy ...ing? If you love ..., come to ... students to read the advertisements and discuss the
• Finally, I’d like to tell you about ... questions in pairs. Elicit answers from the class and
• Please feel free to take a brochure/card at the find out which activities are the most popular and
why.
end of the presentation.
• Thank you for your attention. 1 Wero Nature Tours offer outdoor activities like
• (Do you have) Any questions?/I’ll be happy to mountain biking, tramping/trekking and white-
water rafting.
take any questions now.
2 Manu specialize in extreme adventure sports and
Homework suggestions aerial sports, e.g. bungee jumping, tandem
• Students write an article about a region of their skydiving, hot air ballooning and flightseeing.

country and what it is known for, using the text in 3 Students’ own answers.
Exercise 2 as a model (150–200 words). In a
subsequent lesson, students work in pairs and Exercise 2, page 67
read each other’s article, then ask their partner Check students understand the meaning of high-
three questions to find out more information. adrenalin experiences and ask students if they have
• Students write an article ‘selling’ a city or region of any experience of such activities themselves.
their choice for a tourism website or magazine Students then read the information and discuss the
(150–200 words). Encourage them to use questions in pairs. Round up by eliciting ideas. Ask
language from the lesson and if they wish, to use students which package they would like to try most.
ideas from Exercises 8 and 9.
Suggested answers
Photocopiable notes 7.2 (page 125) 1 Wero perhaps offer the best value for money
Giving presentations (Matching activity page 127)
because they offer the cheapest activities, e.g.
mountain biking, $25–$50; tramping, $25–$50.
The Extreme Manu Experience is the most
expensive at $995.
2
a Tramping and perhaps mountain biking with Wero
Nature Tours. Possibly Manu Adventure’s Snow
Bird & Phoenix (flightseeing) Tour.
b Total Kiwi Adrenalin and The Extreme Manu
Experience are probably good options for
corporate groups. Also the Snow Bird & Phoenix
(flightseeing) Tour for older members in the
group. Wero’s Nevis white-water rafting and the
Kawarau River Tour are also suitable for
corporate groups and aren’t as expensive as
Manu’s tours.
c Individuals interested in high-adrenalin
experiences would like Total Kiwi Adrenalin and
The Extreme Manu Experience.

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Customer feedback C The equipment was fine for the activities. But
why don’t you offer more extreme water sports
EXTRA ACTIVITY lPikeTjheat tb’soaatignogoadniddesak.uWrfinhga?t about SNUBA®
diving?
Students discuss in pairs how often they give or C SNUBA® diving?
receive feedback before the discussion is opened P It’s like scuba diving but the divers breathe
to the class. through a long tube which is connected to a scuba
oxygen tank. There is no heavy diving equipment
Exercise 3, page 67 and you are never far from the boat with the
Explain that Wero have lost sales recently and ask oxygen.
students to complete the table as they listen to some C Sounds interesting. Do you need to be very
feedback they received. sporty to do it?
P Not especially. It’s great for beginners and
1 older people. Was there anything else you’d like
Instructors: friendly, helpful to tell us?
Equipment: – C Just that we’d like to try jet boating, skurfing
Suggestions: more adventurous activities, e.g. and SNUBA® diving next time. And I think you
bungee jumping, flightseeing should have discounts for large groups.
2 P Discounts for groups. I see. Well, thanks very
Instructors: – much for your feedback.
Equipment: fine 3
Suggestions: more extreme sports, e.g. jet C = Customer, P = Professional
boating, skurfing and SNUBA® diving; discounts C Some of the equipment was old and not safe.
for large groups And, although our instructor was really friendly
3 and a great person, he wasn’t very enthusiastic. I
Instructors: friendly but not very enthusiastic think you need some younger, more energetic
Equipment: old, not safe staff.
Suggestions: price list should include additional P Oh, OK. Anything else?
insurance; would like exciting activities, e.g. C Yes, you should offer more exciting, activities
glacier trekking, flightseeing, jet-boating like glacier trekking, flightseeing, or jet boating.
P I see.
Audio script Track 7.6, Exercise 3, page 125 C And your price list doesn’t include the
additional insurance for some of the activities, like
1 for white-water rafting. It’s not good to find out
C = Customer, P = Professional about things at the last minute. You should clearly
C We like the people at Wero. Your staff are mark extra charges in your prices.
really helpful and friendly but we’d like to do P That’s been very helpful. Thanks.
something more adventurous this year. So we’re
thinking of booking with Manu Adventures. They TASK
can offer us bungee jumping, flightseeing and hot-
air ballooning. I mean, we can go tramping and Exercise 4, page 67
mountain biking any time. Wero’s activities are a Go through the task with the class before putting
bit too easy and a bit boring, to be honest. students into pairs. Check students understand what
P OK, thank you. Could you tell me, is your group they must do and the information they need to read.
interested in water sports like jet boating and Set a time limit for the preparation, e.g. 20–25
skurfing? minutes and remind them to share the presentation
C Skurfing? That’s a mix of water skiing and between them. Monitor, helping as needed. If time is
surfing, isn’t it? limited, students could prepare at home and give
P Yes, it’s very popular on rivers. their presentation in a subsequent lesson. Students
C It sounds fun. But we don’t want anything too then take turns to present their packages to the
expensive. We need to be realistic about costs. class. Round up by discussing which package
P Yes, I see Manu Adventures charge high sounds the best.
prices for their packages.
C Yes. But they include a lot of different activities.
2
C = Customer, P = Professional

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POSSIBLE OUTCOME UNIT 7: KEY WORDS
Highlight the key words box and elicit definitions for a
Three new packages for Wero Nature Tours; see selection of the words as well as parts of speech.
also the Manu Adventures packages on pages Check on syllable stress, parts of speech and
66–67 of the coursebook and the Writing bank on pronunciation as needed. Suggest students use the
page 101: DVD-ROM Mini-dictionary for further self-study.
Wero Fast Water Fun: This is a 1-day adventure
tour with water sports: white-water rafting, Homework suggestions
skurfing, and jet boating on Shotover river with our • Students write sentences of their own using the
expert, friendly tour guides. It’s great fun for
families, friends, and companies. $255* key words from the unit (15 in total). Encourage
(transfers, lunch, guides and insurance included) them to use language and structures covered in
Wero Air Adventures: This is a gentle 2-day the unit.
experience for nature lovers. On Day 1 we go • Students create their own tour company and write
tramping in Fiordland National Park and we take about three tour packages they offer in their own
you on our fantastic flightseeing tour. On Day 2 country. Encourage students to use language
we go SNUBA ® diving and dolphin watching. For introduced in the lesson and the tours given as
people of all levels of fitness. $595* (transfers, 1 models (150–200 words). In a subsequent lesson,
night’s accommodation, meals, guides, and students could present their packages in groups or
insurance included) have their articles on display for others to read.
The Ultimate Wero Challenge: This is a
challenging, 3-day package that includes extreme
sports in the water, air and on ice. On Day 1 we
take you glacier trekking and on our fantastic
flightseeing tour in Fiordland. On Day 2 you
choose between tramping and water-rafting, or
bungee jumping and tandem skydiving. Day 3
includes SNUBA ® diving and jet boating. This tour
is ideal for fit people and team-building events.
$1,390* (transfers, 2 nights’ accommodation,
meals, guides, and insurance incl.)
*Group discounts are available. Tours can be
combined.

EXTRA ACTIVITY

You may wish to 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. The DVD-related
Part 5 worksheet is also given as an extra exercise
after the case study for Unit 10, so you can choose
where best to use it.

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

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

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

NATURE TOURISM 75

8 AIR TRAVEL

UNIT MENU

Grammar: modal verbs
Vocabulary: airport facilities, giving directions
Professional skills: dealing with difficult passengers
Game: The Airport Game

Aims and objectives incredible of all, Heathrow has only two runways
for almost half a million flights a year, making it
In this lesson students will: the busiest international air space in the world.
• listen to facts and figures about Heathrow Airport
• focus on airport facilities EXTRA ACTIVITY
• practise asking for and giving directions
Write the information below (on saying big
FACT FILE numbers) on the board for students to complete in
pairs.
Heathrow was the first airport in London and was 1,300 = one thousand three hundred or 1
originally called London airport. Now there are five 69,000,000 = 2
airports in London: Heathrow to the west, Gatwick 500,000 = five hundred thousand or 3
to the south, Stansted to the northeast, Southend Use almost, nearly and over to round up or round
to the southeast and Luton to the northwest (Luton, down big numbers to make them simpler to say,
Southend and Stansted are counted as London e.g.
airports though they are all well outside greater 1,231 flights a day = 4
London). Heathrow has five terminals (T5 opened 69.7 m passengers every year = 5
in 2008), with controversial plans for a third 449,220 flights a year = 6
runway. Use a comma (,) to separate thousands and
millions, e.g. 1,000,000.
Vocabulary Use a full stop (.) to indicate decimals, e.g. 43.7.
Answers
BIG NUMBERS/AIRPORT FACILITIES 1 thirteen hundred
2 sixty-nine million
Exercise 1, page 68 3 half a million
Focus students’ attention on the photo and elicit what 4 over twelve hundred
it shows. Tell students they are going to listen to 5 nearly seventy million
some Heathrow Airport facts and figures for 2010 6 almost half a million
and allow them time to read the text before playing
the recording. After listening students compare Exercise 2, page 68
answers in pairs before going through them as a Put students into pairs and allot roles A and B. Allow
class. time for students to read their information and
prepare questions. With a weaker class, As and Bs
1 thirteen hundred/1,200 could prepare in pairs before returning to their
2 one hundred and /ninety thousand/190,000 original partners. Monitor during the activity, noting
3 sixty-nine million/69,000,000 good language use and when students have finished,
4 two/2 ask them to check their answers with their partner.
5 half a million/500,000 Round up by eliciting the missing information as a
Heathrow is unusual in that it only has two runways class, checking on the pronunciation of the large
numbers given.
for all these flights every year.
See Pairwork files.
Audio script Track 8.1, Exercise 1, page 125

Heathrow is one of the world’s busiest airports.
There are over thirteen hundred flights a day,
carrying on average 190,000 passengers.
Heathrow deals with nearly 69 million arriving and
departing passengers every year. And most

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English for Pre–International Tourism Intermediate Teacher’s Book

Suggested answers 1 fare (bus or taxi driver taking passenger to the
1 How many airlines operate at Heathrow? airport)
2 How many destinations does Heathrow serve?
3 How many passengers arrive and depart per day? 2 boarding pass (official at check-in desk and
5 Which is the busiest terminal? passport control)
6 How many international passengers are there?
7 How many people work at Heathrow? 3 baggage (official at check-in desk)
4 remove (official at security control)
Exercise 3, page 68 5 tray (official at security control)
Refer students to the illustrations and ask them to 6 sharp (official at security control)
match them to the facilities, either alone or in pairs.
Check answers with the class and elicit other airport Exercise 6, page 69
facilities, listing them on the board. Add in suggested Tell students they are going to listen to three
answers or alternatives as useful and point out that in conversations and ask them to note where they take
British English an underground station (known as the place as well as the problem in each one. After
tube in London) is the same as a metro station in listening, allow time for students to discuss answers
American English. in pairs before eliciting them from the class. Check
vocabulary, e.g. supplement, carry-on, sharp.
1 Gates 2 Baggage reclaim
3 Luggage trolleys 4 Currency Exchange Conversation 1:
5 Customs 6 Passport control 7 Toilets In a taxi at Terminal 4. There is a
8 Check-in desks misunderstanding about the cost of the taxi fare.
Other facilities: Conversation 2:
underground/metro station, flight connections At the check-in area. The passenger wants to take
(transfers) departure lounge/seating area/VIP lounge, two carry-on bags but is only allowed one.
car hire (rental) counters, hotel reservations, Conversation 3:
baggage wrap service, cash machine (ATM), At the security check point. The passenger is
business centre, baby changing/care facilities, tourist carrying a laptop in his baggage and has to
information desk. remove it. The passenger has a metal plate in his
knee which sets off the metal detector.
Exercise 4, page 68
Find out if students are more used to American or Audio script Track 8.2, Exercise 6, page 125
British English. Students match the American English
words to the British English ones, comparing 1
answers with a partner before class feedback. A Terminal 4 departures. €35.50 please.
Discuss with students which words are generally B How much?
used in their own country’s airports (AmE or BrE). A €35.50, sir.
Point out some more differences between AmE and B But the meter says €31.00.
BrE, e.g. (security) bin and driver’s license (AmE); A There is a supplement of €4.50 on the fare to
(security) tray and driving licence (BrE). and from the airport.
B Oh, I see. Can I have a receipt, please?
1 ATM – cash machine A Certainly.
2 car rental – car hire 2
3 carry-on bags – hand baggage A Can I have your passport and boarding pass,
4 cart – trolley please?
5 check-in counter – check-in desk B Yes, here you are.
6 elevator – lift A Do you have any baggage to check in?
7 parking lot – car park B Yes, please. This suitcase. Can I take two
8 restroom – toilet carry-on bags?
A I’m afraid passengers are only allowed one
Listening piece of hand baggage plus a laptop or handbag.
B OK. So I’ll check the big bag and take this one
WHERE ARE THEY? with me on board.
A Do you have any liquids or sharp objects in
Exercise 5, page 69 your hand baggage?
Students complete the sentences using the words in B Erm ... Oh, yes, I do.
the box before discussing in pairs who would use A Well, you have plenty of time before your flight
them and where. Round up by eliciting answers and if you want to repack your cases.
discussing ideas. B Repack? What here on the terminal floor?
A Yes, you can go just over there.
B OK, I’ll do that. Where did you say?

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English for Pre–International Tourism Intermediate Teacher’s Book

A Just over there on your right. Exercise 7, page 69
3 Tell students they are going to listen to four
A Please remove your coats and jackets, belts, passengers being given directions and allow time for
watches, jewellery, mobile phones, keys and them to read the sentences before playing the
metal items, and put all items in a tray for X-ray. recording. After listening, students compare answers
Excuse me sir, are you carrying a laptop in that with a partner before going through them with the
bag? class. Write the key directions on the board and
B Umm, yes. expand to include opposites or other useful words
A Can you take it out of the bag and put it in a and phrases. Point out that Cheers is an informal
tray to go through the X-ray machine? way of saying Thank you in Britain.
B Sure.
A OK, sir. Can you walk through the metal 1 straight on 2 turn left 3 on the right
detector? 4 go across 5 past 6 between 7 go through
B It’s my knee. It happens every time I go 8 follow the signs 9 on the left 10 outside
through security. I had an operation and there’s a
metal plate in my knee, you see. 1
A OK, could you step over here, please? A Excuse me, where’s the nearest restroom?
B Restroom? Ah, yes, the toilets. Go right here.
EXTRA ACTIVITY Then go straight on past the check-in desks.
When you get to the end, turn left. They are on
Students correct the following phrases from audio the right just after the lifts. I mean elevators.
script 8.2: A So, that’s past the check-in counters, and turn
1 There is a supplement of €4.50 on the bus to left and they’re on the right?
B That’s right.
and from the airport. A Thank you.
2 Passengers are allowed one piece of hand 2
A Is this the Tourist Information Office?
baggage, not a laptop or handbag. B No, this is the Airport Information Desk. If you
3 Can you take it out of the bag and put it in a want Tourist Information, you should go across
the terminal, past the café and the airline offices
case to go through the X-ray machine? and then turn right. It’s on the left between the car
Answers rental offices and the hotel reservation desk.
1 There is a supplement of €4.50 on the bus fare A So it’s at the other end of the building, between
the car hire offices and hotel reservations.
to and from the airport. B Yes.
2 Passengers are allowed one piece of hand 3
A How do I get to the departure gates? I’m in a
baggage, not plus a laptop or handbag. hurry.
3 Can you take it out of the bag and put it in a B You need to go right here, past the check-in
desks. Then take the escalators or the lift to the
case tray to go through the X-ray machine? first floor to go through security. Then follow the
signs for your gate number.
EXTRA ACTIVITY A Cheers.
4
Students discuss in pairs any problems they had A Excuse me, which way to the airport bus?
at an airport or when flying. What happened and B Go through the exit door on the left and turn
how was it resolved? right. You’ll see the bus stop just outside the
terminal building.
Speaking A Thanks a lot.

GIVING DIRECTIONS Exercise 8, page 69
Put students into pairs and allot roles A and B. Focus
EXTRA ACTIVITY their attention on the map and elicit some of the
facilities it shows. Students now take turns to ask and
Students answer the questions in pairs. give directions. Monitor the conversations, noting
• Are you good at giving directions? good language use and other points to mention
• Is it easy to give directions in English? during feedback. Round up by eliciting how to get to
• What problems do you have when asking for the different destinations and checking as a class if
the directions work. With a weaker class, it would be
directions in English?

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useful to write the instructions given on the board, FLIGHT SAFETY
noting possible alternatives.
Aims and objectives
Students’ own answers.
In this lesson students will:
Homework suggestions • read notes on a conference
• Students find out about an airport in their country • study modal verbs for obligation, prohibition,

(or another of their choice) and write an article permission, advice and lack of obligation
about it (150–200 words). Remind them to include • discuss rules and regulations for different
facts and figures, and to include information on the
facilities. situations
• Students write an airport dialogue where there is a
problem (150–200 words). Remind students to use Listening
language from the lesson. In a subsequent lesson,
they can practise their conversations and then AIR TRAFFIC CONTROL
roleplay for the class or in groups. The rest of the
class then decide where the conversation takes Exercise 1, page 70
place, who is involved and what the problem is. Focus students’ attention on the photo and elicit what
it shows. Ask students to discuss in pairs what an air
traffic controller does during the different stages of a
flight, before eliciting ideas from the class. Note
answers on the board.

Students’ own answers.

Exercise 2, page 70
Tell students they are now going to listen to an air
traffic controller being interviewed and ask them to
check their answers, noting any differences. Round
up by discussing what is done when and revising the
previous answers given. If useful, refer students to
audio script 8.4 on page 125 and ask them to
underline the key information.

1
• The controllers at the airport help the pilot.
• They coordinate take-off and landing times.
• They make sure that the aircraft have enough

room to manoeuvre.
• They make sure that there is a safe distance

between the aircraft.
2
• En-route or area controllers guide the pilots and

direct air traffic flow between airports.
• They use radar and computer systems to follow

the exact position of each aircraft.
3
• The controllers at the airport help the pilot, the

same as during take-off.

Audio script Track 8.4, Exercise 2, page 125

I = Interviewer, A = Air Traffic Controller
I Which airport do you work at, Santiago?
A Actually, I don’t work at an airport. I work at an
Area Control Centre.
I I see, so, you don’t work in an airport control
tower and you don’t see the planes?
A That’s right. You see, air traffic control is
divided into a number of different jobs. The job of
the controllers who work at airports is to help the

AIR TRAVEL 79

English for Pre–International Tourism Intermediate Teacher’s Book

pilots during take-off, as they fly the planes out of EXTRA ACTIVITY
the airport and during landing, when they arrive.
At peak times, there is a lot of traffic at big Refer students to pages 115–116 of the Grammar
international airports, and airport terminal reference and go through the information
controllers are responsible for directing all this. explaining the modal verbs for obligation,
They coordinate all the different take-off and prohibition, permission, advice and no obligation.
landing times, make sure that the aircraft have Highlight the differences in usage between the
enough room to manoeuvre and that there is a various modals presented and draw attention to
safe distance between them. The en route, or word order. Allow time to discuss the examples
area controllers, like me, help to guide the pilots given and any questions students might have.
and direct air traffic flow between airports. We use Provide additional examples as needed.
radar and computer systems to follow the exact
position of each aircraft in flight. Speaking

Reading RULES AND REGULATIONS

THE ICAO Exercise 6, page 71
Students work in pairs to think of rules and
Exercise 3, page 70 regulations for two of the given situations. Help by
Check students understand what the acronym ICAO writing the following words and phrases on the board
stands for before they read the notes. Allow time for to give students some ideas:
them to discuss their answer with a partner before
eliciting it from the class. Check vocabulary, e.g. • leave the path/your vehicle/rubbish
contribute, fatal. • remember to bring water/a first aid kit
• smoke
b a language test for pilots and air traffic control • speak to the driver
• stay calm/seated/close to the guide/on the path
Exercise 4, page 71 • take photos
Students complete the sentences, comparing • use electronic devices/mobile phones/the toilets
answers in pairs before class feedback. Discuss the • wear sunglasses/a seatbelt
meaning of the words in bold as required.
Remind students to include a piece of advice for
1 standards 2 plain English 3 phraseology each situation and monitor, helping as needed. It
4 requirements 5 proficient might be useful to set a time limit for each situation,
e.g. ten minutes.
EXTRA ACTIVITY
Exercise 7, page 71
Students discuss in pairs how many syllables Each student reads out one set of rules and
there are and which syllable is stressed in the regulations to the class, after which students guess
following words: the situation. Discuss possible additions using
specific modals if they are not covered for a situation.
• standards Oo
Students’ own answers.
• phraseology Ooooo
RESEARCH
• requirements oOo
ATCs IN YOUR COUNTRY
• proficient oOo
Go through the task with the class. In a
Grammar subsequent lesson, allow time for students to
present their findings either in groups or to the
MODAL VERBS class. Discuss the main differences between
different countries.
Exercise 5, page 71
Focus students’ attention on the Grammar box. Allow Homework suggestions
them time to read the information and ask any • Students write a set of ten rules and regulations
questions before completing the regulations. This
could be done alone or in pairs. Round up by eliciting for each of the two situations they did not use in
the answers from the class. Exercise 6 (20 rules and regulations in total).
Remind them to use a range of modals and
1 should 2 must 3 allowed to 4 mustn’t include a piece of advice for each situation.
5 allowed to 6 mustn’t

AIR TRAVEL 80

English for Pre–International Tourism Intermediate Teacher’s Book

• Students write an article about air traffic controllers PROFESSIONAL
in their country, using information gained from their SKILLS
research (150–200 words).
DEALING WITH
Photocopiable notes 8.1 (page 128) DIFFICULT
Number exchange (Card activity page 129) PASSENGERS

Aims and objectives

In this lesson students will:
• listen to situations where there is a problem with

an angry or upset passenger
• focus on the professional skill of dealing with

difficult passengers
• write an email responding to a complaint about

service

Listening

TYPICAL SITUATIONS

Exercise 1, page 72
Focus students’ attention on the photo and elicit what
it shows (an air steward demonstrating safety
procedures). Find out if any students work or have
worked at an airport and if they ever had to deal with
difficult passengers. Ask students to answer the
questions and then discuss their ideas in pairs before
opening the discussion to the class. Build up two lists
on the board: personal qualities and situations where
passengers may become difficult. Add further
examples if useful.

Suggested answers
Personal qualities: empathetic; diplomatic; confident

in dealing with difficult people.
Passengers get angry about delayed or cancelled
flights, lost, delayed or damaged luggage, etc.

Exercise 2, page 72
Tell students they are going to listen to four
conversations between airline staff and passengers
and allow them time to read the questions before
playing the recording. After listening, students
compare answers in pairs before checking them with
the class. Check on language e.g. turbulence,
ridiculous, outrageous.

Conversation 1:
1 in the air
2 there is a noisy group of passengers
3 noisy
Conversation 2:
1 in the air
2 a passenger is very worried about turbulence
3 nervous
Conversation 3:

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1 on the ground, at the boarding gate PF WI’mhasto?rry, that suitcase is too big to take on
2 the passenger is angry because he has to check board as hand baggage.
P But I always take this bag on the plane.
in his hand baggage and pay a fee of €45 F I’m afraid we have a full flight today and we
3 possibly angry and rude, possibly demanding have to be strict about the allowance.
4 Students’ own answers. The situation where the P Don’t be ridiculous.
F I’m sorry but we’ll have to check your bag in
passenger gets angry and doesn’t want to here at the boarding gate.
cooperate with the airline staff is probably the P Well, I’m not at all happy about this.
most stressful and difficult for the staff member to F That will be €45, please.
deal with. P What? No way! I don’t believe this! You’re
going to charge me?
Audio script Track 8.5, Exercise 2, pages 125– F Yes, there is a charge.
126 P But my ticket only me cost €60. This is totally
unacceptable. You people, you overcharge, you
1 lie, you ...
F = Flight attendant, P1 = Passenger 1, F Look, the airline’s regulations are very clear – if
P2 = Passenger 2 you don't pay to check in your baggage online,
F Hello guys, is everything all right? Are you you have to pay a fee of €30 at check-in. And at
enjoying the flight? the boarding gate it increases to €45. Right?
P1Yeah, sure. We’re having a great time. P This is outrageous! I’m going to complain about
F That’s good. Listen, could you keep the noise this.
down a bit? F Yes sir. Please stop shouting at me – it doesn’t
P2Why? Who’s complaining? help. You can send any comments and
F It’s just that you are a big group and you are complaints via our web page. Thank you.
making a lot of noise. We can hear you all over P I want to speak to your supervisor right now.
the plane. It might disturb the other passengers.
P1OK. Guys, guys keep it down a bit. Can I use Exercise 3, page 72
the toilet? Allow time for students to read the sentences before
F I am afraid the fasten seat belt sign is on now. listening a second time. Refer them to audio script
You see, we are descending into Madrid soon. 8.5 on pages 125–126 to check their answers.
P1Oh dear, it’s just that I’m a bit desperate.
F It won’t be long before we land. 1 could you 2 afraid 3 won’t be
P1Right well then, I’ll just have to wait. 4 Don’t worry 5 rest assured 6 Excuse me
F Thank you. Enjoy yourselves in Madrid. 7 sorry but 8 charge
2
F = Flight attendant, A = Announcement, Exercise 4, page 72
P = Passenger Play the recording once more and ask students to
P Oh, what’s that? What’s that? What’s discuss their answers with a partner before class
happening? Why’s the plane shaking like that? feedback.
What’s that noise?
A Ladies and gentlemen, the pilot has switched Suggested answers
on the ‘fasten seatbelt’ sign. Please return to your Conversation 1:
seats and fasten your seat belts until the sign is By being friendly and polite the flight attendant
switched off. was able to get the group to cooperate.
P Excuse me ... Excuse me, what’s happening? Conversation 2:
F We’re just passing through an area of This flight attendant was more formal but her tone
turbulence. Don’t worry, it’s perfectly normal. of voice was calm and professional and she was
A Cabin crew, please take your seats. able to reassure the nervous passenger.
P Oh, no! Oh no, we’re all going to die! Conversation 3:
F Please rest assured everything is fine. The The ground staff member was initially very calm
turbulence will be over in a few minutes. In the and polite but got more aggressive in response to
meantime, just remain seated with your seatbelt the passenger’s anger, so the negative emotions
fastened. We’ll continue the food and drink escalated.
service when the fasten seat belt sign is switched
off.
3
F = Flight attendant, P = Passenger
F Please have your passport and boarding
passes ready for ... Excuse me, sir. I’m afraid that
suitcase is too big to take on board.

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Professional skills Writing

DEALING WITH DIFFICULT PASSENGERS RESPONDING TO COMPLAINTS

Exercise 5, page 73 EXTRA ACTIVITY
Focus students’ attention on the Professional skills
box and ask them to take turns saying the Refer students to page 99 of the Writing bank and
expressions. Students then refer to audio script 8.5 go through the email which responds to a
on pages 125–126 to find further examples to add to complaint, highlighting the key parts and useful
those given, before discussing them as a class. language.
Highlight the importance of intonation in sounding
sincere. Exercise 8, page 73
Students complete the complaint email using the
Empathize: words from the box. Allow time for students to
Don’t worry, it’s perfectly normal. compare answers in pairs before checking them with
Apologize: the class. Check vocabulary, e.g. regret, restore.
I’m afraid that suitcase is too big to take on board Discuss useful expressions used in the complaint
as hand baggage. email and ask students to underline them for future
I’m sorry but we’ll have to check your bag in here reference.
at the boarding gate.
Explain the situation: 1 behalf 2 for 3 understand 4 sorry
It’s just that you are a big group and you’re 5 inconvenience 6 confidence
making a lot of noise.
You see, we’re descending into Madrid soon. Homework suggestions
We’re just passing through an area of turbulence. • Students write a dialogue between a member of
Please rest assured everything is fine.
Excuse me, sir. I’m afraid that suitcase is too big airline staff and a difficult passenger (150–200
to take on board. words). Remind them to use language from the
Find a solution: lesson. In a subsequent lesson, students could
You can send any comments and complaints via practise their conversations in pairs before
our web page. roleplaying them for the class or group.
• Students write an article for a career website or
EXTRA ACTIVITY magazine describing some of the passenger
situations that airline staff sometimes have to deal
Students refer to audio script 8.5 on pages 125– with, and how best to deal with difficult passengers
126, roleplaying the conversations in pairs and (150–200 words). Remind students to use modals
swapping roles. Focus on intonation to sound from the previous lesson Flight Safety where
sincere. useful.

Speaking Photocopiable notes 8.2 (page 128)
What would you say/do? (Card activity page 130)
ROLEPLAY

Exercise 6, page 73
Put students into pairs and allot roles A and B. Allow
time for students to prepare. With a weaker class, As
and Bs could prepare in pairs before returning to
their original partners. Monitor the roleplays, noting
good language use and other points to mention
during feedback.

See Pairwork files.

Exercise 7, page 73
Students discuss how the roleplays went and which
one was the hardest to deal with. Round up by
opening the discussion to the class and focusing on
good language and areas to improve on.

Students’ own answers.

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THE AIRPORT GAME UNIT 8: KEY WORDS
Highlight the key words box and elicit example
EXTRA ACTIVITY sentences for a selection of the words. Check on
syllable stress, parts of speech and pronunciation of
Copy the following definitions and answers onto the key words as needed. Suggest students use the
the board. Students match the definitions (1–6) to DVD-ROM Mini-dictionary for further self-study.
the words (a–f).
Homework suggestions
1 Money given to someone to cover a mistake or • Students write 15 sentences of their own using the
problem and make a situation better.
key words given for the unit. Encourage them to
2 Used to describe someone who is quite old. incorporate some vocabulary from the lesson and
to use a variety of structures, including those
3 To change the direction of something. covered in this unit.
• Students write a blog article about the Airport
4 Talking to people in a way that does not offend. Game for their own internet site, explaining their
experiences of playing it and what they learnt from
5 To become quiet after being angry or upset. it (150–200 words).

6 To hit someone or something with your foot.

a diplomatic b compensation

c elderly d calm down

e kick f divert

Answers

1b 2c 3f 4a 5d 6e

Find out how often students take flights or meet
people at airports and roughly how many airports
they have been to in the last year. Tell them they are
going to play the Airport Game and put them into
pairs. Check each pair has a coin with heads and
tails, and go through the rules. Point out that some
squares, e.g. 9, 15, 21 tell them to go back to a
previous square. Monitor pairs throughout the game,
noting good language and aspects to discuss during
feedback. When everyone has finished, find out who
won in each group and discuss any questions or
issues that arose.

FACT FILE

Passengers can take electrical items, e.g. laptops
and hairdryers in their hand baggage. They can
also take pushchairs and wheelchairs. They can
take certain liquids, e.g. toiletries into the cabin in
limited quantities – containers must hold no more
than 100 ml. They can’t take (long) scissors,
knives, work tools, chemicals, fireworks, guns and
certain sports equipment.

EXTRA ACTIVITY

If your students are thinking of taking the Level 1
Certificate in Spoken English for Tourism,
encourage them to discuss (in pairs or small
groups) the advantages and disadvantages of
travelling by plane. Remind them that being able to
explain the pros and cons of different types of
travel is something they will be expected to be
able to do.

AIR TRAVEL 84

9 HOTEL OPERATIONS

UNIT MENU

Grammar: present perfect
Vocabulary: housekeeping supplies, refurbishment, checking a hotel bill
Professional skills: checking out
Case study: choose a contractor

Aims and objectives Vocabulary

In this lesson students will: HOUSEKEEPING SUPPLIES
• read part of an interview with an executive
Exercise 4, page 77
housekeeper for a luxury hotel in Malaysia Elicit the meaning of supplies before referring
• study vocabulary relating to housekeeping students to the lists of words. Ask students to match
the words to the categories, either alone or in pairs,
supplies and encourage them to use a dictionary. Check
• listen to a conversation about hotel housekeeping answers as a class, checking meaning and
pronunciation as useful.
Reading
1b 2d 3e 4f 5c 6a
HOUSEKEEPING
EXTRA ACTIVITY
Exercise 1, page 76
Focus students’ attention on the photo and elicit what Students discuss what sort of bed linen is
it shows (sun loungers with towels ready for guests’ commonly used in hotels and what they tend to
use). Find out if anyone has worked in a hotel and use at home.
elicit the meaning of the word housekeeping before
asking students to decide what jobs an executive Grammar
housekeeper (EHK) does. Allow time for students to
compare answers in pairs but do not check answers PRESENT PERFECT
at this stage.
Exercise 5, page 77
Students’ own answers. Focus students’ attention on the Grammar box. Allow
them time to read the information and ask any
Exercise 2, page 76 questions before referring to the questions in
Students read the extracts, checking their answers to Exercise 3. Elicit from the class which questions are
Exercise 1. Round up by asking if they would want to in the present perfect.
be an EHK and why/why not. Check vocabulary, e.g.
be promoted, break down, occupancy. Questions c, d and e.

An EHK is directly responsible for 2, 4 and 5. EXTRA ACTIVITY
An EHK is also responsible for supervising the
cleaning of rooms, the laundry, the ironing of Refer students to page 116 of the Grammar
uniforms, linen, etc. and the general maintenance of reference and go through the information
a hotel, and he/she may sometimes help staff with explaining the present perfect. Highlight the
these tasks. different forms (positive, negative and question)
and draw attention to the use of the time
Exercise 3, page 76 expressions for and since. Allow time to discuss
Students read the extracts again, matching the the examples given and any questions students
questions to the paragraphs. Allow time for students might have. Provide additional examples as
to discuss answers with a partner before eliciting needed.
ideas from the class.
Exercise 6, page 77
1b 2a 3e 4d 5c Students complete the sentences using the present
perfect. Remind them to use contractions where

HOTEL OPERATIONS 85

English for International Tourism Pre-Intermediate Teacher’s Book

possible and allow time for them to compare answers M The hangers? I thought they were anti-theft
in pairs before going through them as a class. RoneYse,so,ntehseythaeregubeust twsecasnti’ltl nsteeeadl.to count them.
The number of things that disappear from our
1 has taken 2 She’s 3 trained 4 Has rooms! Oh, look the guests have left you a tip. I’ve
5 ironed 6 We’ve never cleaned 7 hasn’t done already explained our tipping system, haven’t I
8 Have 9 made Matilda?
M No, I don’t think so.
Listening R Well, we always share the tips at the end of a
shift.
HOUSEKEEPING INSPECTION M We share the tips?
R That’s right, between all the housekeepers. I’ll
Exercise 7, page 77 take this for now, all right? And I’ll go and see if
Ask students what an inspection is and explain they Maureen has finished her rooms yet.
are going to listen to an executive housekeeper M That was $20.
checking on the work of a new member of staff. R And remember, we’ve got a group checking in
Before listening, ask students to think of three at 2 p.m. So, hurry, hurry! We haven’t got all day!
questions he might ask her. Elicit ideas and note M Yes, Mr Kavanagh.
them on the board. After listening, discuss the
questions asked, checking students’ previous ideas. Exercise 8, page 77
Check on language e.g. tips, toiletries. Allow students time to read the sentences before
they listen again. Students compare answers with a
Have you done all the rooms on the third floor partner before going through them with the class.
yet? Elicit the sound of the -ed ending / ɪd/ in the past
Could you go over those again, please? participles trained, ironed, cleaned.
And have you checked the number of towels,
linen and clothes hangers? 1 third 2 seven 3 floor 4 clothes hangers
Other possible questions: 5 twenty
Have you worked as a housekeeper before?
Have you cleaned the rooms/bathrooms/floors Speaking
yet?
Have you made the beds yet? THE NEW HOUSEKEEPER
Have you changed the bath towels and bed linen?
Have you checked the bathroom items? Exercise 9, page 77
Elicit how to form a question in the present perfect
Audio script Track 9.1, Exercise 7, page 126 and possible short answers, e.g. Yes, I have/No, I
haven’t. Put students into pairs and allot roles A and
R = Ray, M = Matilda B. Allow time for students to read the information and
R Hello, Matilda, isn’t it? How are you today? prepare their questions. With a weaker class, As and
M Fine, Mr Kavanagh. Bs could prepare in pairs before returning to their
R Oh, call me Ray. Have you done all the rooms original partners. Monitor the roleplays, noting good
on the third floor yet? language use and other points to mention during
M No, I haven’t. I’ve just finished room 303. feedback. Round up by eliciting the questions asked,
R 303! That means you haven’t done the other writing them on the board if useful, and discussing
seven rooms yet! how the roleplays went. Focus on pronunciation as
M No, Mr Kavanagh. I mean, Ray. required.
R Never mind. I know it’s your first week. I’ll ask
Maureen to help, OK? See Pairwork files.
M Thanks.
R Let me check this room first. Let’s see. Look, Suggested answers
you’ve missed a bit here on the mirror. And the Student A:
toiletries go on the right, just so. Have you ...?
M Sorry. ... aired the pillows (yet)?
R Not to worry. Practice makes perfect! Oh dear, ... counted the blankets in the wardrobes?
I’m afraid the floor is not up to standard. See, you ... had a coffee break (yet)?
haven’t done the corners very well. Could you go ... mopped all the floors (yet)?
over those again, please? ... put out clean towels (yet)?
M Sure. ... removed any carpet stains?
R And have you checked the number of towels, ... taken the dirty linen to the laundry?
linen and clothes hangers? Student B:

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English for International Tourism Pre-Intermediate Teacher’s Book

Have you ...? REFURBISHMENT
... aired all the rooms (yet)?
... changed the sheets (yet)? Aims and objectives
... cleaned the bathrooms (yet)?
... counted all the chairs on the balconies? In this lesson students will:
... done the rooms on the sixth floor? • listen to an expert in hotel refurbishment
... replaced the toiletries in the bathroom?
... taken out the rubbish (yet)? explaining why hotels often need refurbishing
• study vocabulary relating to refurbishment,
Homework suggestions
• Students write 15 sentences of their own using the furniture and fittings
• read about the Savoy Hotel’s recent refurbishment
present perfect. Remind them to use a mix of
positive and negative statements as well as FACT FILE
questions, and encourage them to use language
covered in the lesson. The Savoy Hotel is situated on the Thames
• Students write a dialogue between an EHK and a Embankment, built in the nineteenth century to
member of housekeeping staff, using the present reclaim marshland on either side of the river. As a
perfect where possible (150–200 words). In a result, the river is narrower and deeper than in
subsequent lesson, students can practise their medieval times. The hotel takes its name from the
conversations in pairs before roleplaying them to medieval Savoy Palace, which was destroyed by
the class or in groups. fire in 1381.

Listening

TRENDS IN HOTEL REFURBISHMENT

Exercise 1, page 78
Refer students to the photo, eliciting what it shows
(the exterior of the Savoy Hotel in London), and ask
them to discuss in pairs why hotels may need to be
refurbished on a regular basis. Elicit ideas before
playing the first of the interviews and asking students
to check their ideas. Round up by eliciting the points
made. Check vocabulary, e.g. install, remodel,
innovation.

If your students are thinking of taking the LCCI Level
1 Certificate in Spoken English for Tourism, remind
them that they must be familiar with the specialized
language of the tourism industry, e.g. language
relating to hotel refurbishment, furniture and fittings.

1 Hotels need to stay competitive.
2 Hotels want to increase room rates or the number

of guest rooms.
3 Customers’ expectations, e.g. (younger)

customers demand stylish design and/or better
services.

Audio script Track 9.2, Exercise 1, page 126

I = Interviewer, D = Davis Langdon
I Today I’m talking to Davis Langdon, expert in
hotel refurbishment. Mr Langdon, why is
refurbishment important?
D Hotels need to refurbish regularly to maintain
customer loyalty, or room rates, and stay
competitive. There are basically two types of
refurbishment, depending on the work done:
refreshment and complete remodelling.
I How often do hotels usually refresh rooms? And
why?

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D Hoteliers typically refresh every five to seven EXTRA ACTIVITY
years. Perhaps they need to add new fittings, or
make changes to rooms to make sure the hotel Students discuss in pairs how many syllables
stays competitive. This can mean replacing there are and which syllable is stressed for the
furniture like beds, chairs and bedside tables, words given as answers to Exercise 3.
fittings in bathrooms like taps or shower screens,
or installing new lighting. But it can simply be addition oOo
changing door sizes, making doors bigger to
accommodate larger trolleys. building & builder Oo
I I see, and what about more major work for a
hotel? design oO
D Well, when a hotel wants to upgrade or
increase room rates, or the number of guests, it designer oOo
will change complete guest floors.
I You mean, replace bathrooms, or extend the extension oOo
hotel and build new guest rooms?
D That’s right. Hoteliers sometimes want to add innovation ooOo
air conditioning, or introduce modern facilities, for
example, IT services and in-room entertainment, innovator Oooo
like flat screen TVs.
I And what about customer expectations? What upgrade Oo
changes have we seen?
D Well, we’ve seen a lot of innovations in the Exercise 4, page 78
business and luxury sectors. Boutique hotels have Remind students to consider the types of word, e.g.
set new standards in interior decoration, noun needed for each gap. With a weaker group, this
especially for younger guests. Customers today could be done as a class before students complete
are attracted to stylish design or services, such as the sentences. Allow time for students to compare
pools and spas and conference facilities for answers in pairs before going through them with the
corporate guests. class.

Exercise 2, page 78 1 refurbish 2 innovation 3 furniture
Tell students they are going to listen to the 4 upgrading 5 extending 6 refurbishment
refurbishment expert again. Allow them to read the 7 fittings
notes before playing the recording. After listening,
students compare answers with a partner before EXTRA ACTIVITY
checking them as a class.
What are the verbs for these nouns beginning with
1 refreshment 2 remodelling 3 five 4 seven re-? Ask students to use a good dictionary to help
5 fittings 6 competitive 7 upgrade them find out. In feedback, point out the shift in
8 guest floors 9 design 10 services stress in restoration – restore.

Vocabulary 1 refreshment 2 refurbishment

REFURBISHMENT, FURNITURE AND FITTINGS 3 remodelling 4 reopening

Exercise 3, page 78 5 replacement 6 restoration
Briefly discuss the difference between furniture and
fittings, eliciting a few examples as useful. Answers
Alternatively, use this as an opportunity to revise
related vocabulary if beneficial. Refer students to the 1 refresh 2 refurbish
words given and discuss the nouns as a class.
3 remodel 4 reopen
addition (thing)
building (thing), builder (person) 5 replace 6 restore
design (thing), designer (person)
extension (thing) Exercise 5, page 79
innovation (thing), innovator (person) Ask students why the Savoy Hotel is famous.
upgrade (thing) Students then read the first paragraph of the text to
check. Elicit the answer from the class.

The Savoy is famous because it underwent one of
the most ambitious restorations in British history.

Exercise 6, page 79
Focus students’ attention on the questions and ask
them to read the whole text before answering the
questions with the words given. Allow time for
students to discuss answers with a partner before
class feedback. Check vocabulary, e.g. impresario,
ascending, structural.

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1 open (1889) RESEARCH
2 restored (original features including the hotel
REFURBISHMENT
foyer)
3 renovate (nearly three years) Go through the task with the class. In a
4 added (38 suites and guestrooms) subsequent lesson, allow time for students to
5 implemented (environmental technologies, e.g. a present their findings either in groups or to the
class.
system that reuses the heat from kitchen
appliances to preheat domestic hot water) Homework suggestions
6 worked (more than 1,000) • Students write an article for a hotel industry
7 experience (Yes, he did. He refers to challenges
but he doesn’t say what they were.) magazine explaining the importance of
8 stayed (celebrities, e.g. Charlie Chaplin, Maria refurbishment (150–200 words). Remind them to
Callas, Marlene Dietrich and Frank Sinatra) explain why it is important and how it benefits the
business of the hotel.
Speaking • Students write an article for a hotel and tourism
website or magazine about a hotel that has been
RENOVATION: GLAMOUR AND ELEGANCE restored or refurbished (150–200 words). Remind
students to use the findings of their research and
Exercise 7, page 79 to include language covered so far.
Find out if students recognize either of the famous
hotels in the photos and know where they are. Put Photocopiable notes 9.1 (page 131)
students into pairs and allot roles A and B. Allow time What’s it called? (Card activity page 132)
for students to read their information and prepare
their questions. With a weaker class, As and Bs
could prepare in pairs before returning to their
original partners. Monitor the information exchanges,
noting good language use and other points to
mention during feedback. Remind students to check
their answers with their partner. Round up by eliciting
some of the questions asked and finding out which
hotel students would prefer to visit and why.

See Pairwork files.

The Pera Palace Hotel in Istanbul and The Peace
Hotel in Shanghai are world famous luxury hotels;
they are glamorous and elegantly designed in Art
Deco style, and are similar to the Savoy in London.
Suggested answers
Student A:
1 When did the Peace hotel first open?
2 Where did the owner/Vidal Sassoon live?
3, 4 What kind of modern fittings are there now?
5 What new additions are there?
6 How long did the restoration take?
7, 8 Which famous guests have stayed at the

Peace hotel?
9 How many restaurants are there?
Student B:
1 When did the Pera Palace hotel first open?
2 What is the style and design of the hotel?
3 What do modern fittings include?
4 How long did the restoration take?
5 How much did it cost?
6, 7 Which celebrity guests have stayed at the

Pera Palace?
8 What did Agatha Christie write in room 411?
9 What can you do/board at Sirkeci station?

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PROFESSIONAL Audio script Track 9.3, Exercise 3, pages 126–
SKILLS 127

CHECKING OUT R = Receptionist, S = Susan Meyer,
P = Pieter Meyer
Aims and objectives R Good morning, Mrs Meyer. How may I help
you?
In this lesson students will: S I’d like to check out please. I asked for the bill
• listen to a situation where guests check out of a yesterday evening but I have a couple of
questions.
hotel and query charges made R Yes, of course.
• focus on the professional skill of checking guests S Could you tell me what this charge is here for
€80.50?
out R That’s the cost of a third person in your room,
• roleplay hotel checkout situations for your daughter.
S But I thought you charged a different rate for
Reading children under 12?
R That’s right. It’s minus 30%, so we’ve only
EXPRESS CHECKOUT charged €281.75.
S And what are the €30 for? It says cafeteria but
Exercise 1, page 80 we only had a couple of coffees and some ice
Focus students’ attention on the photo at the top of creams one day. It should be ten euros, not 30.
the page and ask what is happening in it (family R Let me check our records for the cafeteria. Ah,
checking out of hotel). Refer students to the different I have receipts for ice creams and drinks from the
stages of checking out and ask them to decide which 30th, the 21st, and the 2nd.
stages apply to the guest or receptionist. Allow time S Oh. Pieter, do you know anything about this?
for students to compare their answers in pairs before Did you have ice creams and drinks without me
checking them as the class. on two days?
P Um, yes, I think we did a couple of times.
1G 2R 3R 4G S OK, sorry about that. But we definitely didn’t
have any orange juice in the restaurant on the
Listening thirty first. I remember we ordered some fresh
juice and then changed our minds.
CHECKING GUESTS OUT R I’ll just check. Yes, there seems to have been a
mistake there. I do apologize about that, Mrs
Exercise 2, page 80 Meyer.
Go through the situation with the class before asking S That’s OK.
students, either alone or in pairs, to compare the bill R Do you have any other questions?
and receipts, and work out the number of items S The seven percent is VAT, isn’t it?
queried. Discuss answers as a class. R Yes, and VAT is already included in the price.
The total amount is now €10.50. And the total
The guests query three items (the child room rate, amount should now be €1,182.25.
items in the restaurant and items in the cafeteria). S And I paid 20% when I booked.
R Exactly. So the balance due is now €964.90. I’ll
Exercise 3, page 81 print a new folio for you.
Tell students they are going to listen to the family S Thanks.
checking on their bill, and ask them to correct the
highlighted items. After listening, elicit the answers EXTRA ACTIVITY
from the class. Check on the pronunciation of the
amounts given. Discuss as a class what the different currencies
are before students practise saying the prices in
1 €80.50 – this is OK (does not change) pairs.
2 €10.50 changed to €0.00
3 €30.00 – this is OK (does not change) 1 $64,750 (dollars)
4 €1,192.75 changed to €1,182.25
5 €975.40 changed to €964.90 2 £5,375,000 (pounds)

3 €699.99 (euros)

4 ¥10,110 (yen)

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Exercise 4, page 81 importance of intonation in sounding sincere. If
Students match the sentences halves to form useful, ask them to work in pairs to practise saying
complete sentences before listening to the the expressions, or drill as needed.
conversation again to check their answers.
1 may I 2 name, please? 3 How was
1f 2d 3a 4c 5b 6e 4 do apologize 5 I’ll print 6 assistance (help)
7 for staying
Exercise 5, page 81
Students listen to the rest of the checkout and EXTRA ACTIVITY
answer the questions, comparing answers in pairs
before class feedback. Students discuss any problems they have
experienced when checking out of a hotel,
Mrs Meyer says their stay was great, they loved explaining what happened and how the situation
the food and the new chef is excellent. was dealt with.

Audio script Track 9.4, Exercise 5, page 127 Speaking

R = Receptionist, S = Susan Meyer CHECKING OUT
R OK, so you’d like to check out now. Will you be
paying with the same credit card? Exercise 8, page 81
S Yes. Tell students they are going to roleplay two hotel
R Could you enter your pin number here? How checkout situations and put them into pairs, allotting
was your stay with us? roles A and B. Explain the instructions and check
S Great. And we loved the food – the new chef is they understand the meaning of query. Allow time for
excellent! students to read their information and prepare. With
R I’m glad to hear it. Here’s your receipt. a weaker class, As and Bs could prepare in pairs
S Thank you. Has our taxi arrived yet? before returning to their original partners. Monitor the
R No, not yet. It’ll be about five minutes. Do you roleplays, noting good language use and other points
need assistance with your luggage? to mention during feedback. Round up by discussing
S No, thanks. We’re fine. the roleplays and any issues which arose.
R Thank you for staying with us, Mrs Meyer. We
hope to see you again soon. Have a good See Pairwork files.
journey!
AllBye/Adiós! Homework suggestions
• Students write a dialogue between a hotel guest
Exercise 6, page 81
Refer students to the sentences and play the and receptionist where a bill is being queried
recording a second time. Allow time for students to (150–200 words). Remind students to use
discuss their answers with a partner before checking language from the lesson. In a subsequent lesson,
them as a class. After Exercise 6 refer students to students practise their conversations in pairs
audio 9.4 on page 127 and ask them to practise the before roleplaying them to the class or in groups.
conversation, taking turns at each role. Monitor to • Students write a checkout dialogue at a hotel
check pronunciation and intonation. using useful language from the lesson (150–200
words). In a subsequent lesson, students practise
1 Will you be paying their conversations in pairs before roleplaying
2 Could you enter them to the class or in groups.
3 How was your stay with us?
4 Here’s your receipt. Photocopiable notes 9.2 (page 131)
5 assistance How would you ...? (Pelmanism page 133)
6 staying with us.

Professional skills

CHECKING OUT

Exercise 7, page 81
Focus students’ attention on the Professional skills
box and ask them to complete the expressions,
either alone or in pairs, before eliciting the complete
sentences from the class. Remind students of the

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CASE STUDY decide what questions he needs to ask them. Round
up by eliciting ideas from the class and writing them
CHOOSE A on the board.
CONTRACTOR
Suggested answers
CASE STUDY MENU • Have you cleaned hotels after refurbishment

Refer students to the lesson aims and objectives before?/What kind of experience do you have in
before focusing on the map and photos and eliciting cleaning hotels?
what they show (sun loungers looking over a terrace; • What type of cleaning products and equipment do
aerial view of a New England town). Ask what they you use?/Do you use any chemical agents?
know about this area of the USA and find out if • How much will it cost?/Can you give me a
anyone has ever been there. quotation?
• How long will it/the clean-up take?
Refurbishment clean-up • When can you come/visit?

Exercise 1, page 82 Exercise 4, page 83
Ask students to read the text and answer the Students listen to both phone calls to the contractors
questions. Elicit ideas from the class. Check and complete the table, making notes as needed.
vocabulary, e.g. contractor, outsourced, go over Allow time for them to compare answers with a
budget. partner before checking them as a class.

The hotel has recently refurbished its luxury Clean & Sheen Cleaning on Wheels
rooms and now needs a major clean-up. The hotel
manager is looking for a specialist cleaning 1 have cleaned many have done jobs like
contractor but the hotel owners want an agency
that is fast and cheap – they have already spent large hotels for this before. Tracy’s
$600,000 on refurbishment. The Devonshire
reopens at the end of March. reopening brother Evan is the

Exercise 2, page 82 front desk clerk.
Students read two different cleaning contractors
adverts and answer the questions, comparing ideas 2 products that don’t use well-known
with a partner before class feedback. Check
vocabulary, e.g. custom, registered, professional. harm the brands, not too

Suggested answers environment, e.g. much bleach
1 Clean & Sheen sound more professional because
window cleaning
they have been in business since 1984. They are
a registered firm and refer to the quality standard: with purified water
ISO 9001. They also mention specific cleaning
methods and services in the advert, e.g. pressure and modern
washing, carpet care.
2 Clean & Sheen could be more expensive because methods, e.g.
it’s a bigger company that offers services ‘across
the New England states’. pressure washing
3 Cleaning on Wheels don’t mention specialized
products or equipment in their advert. 3 approximately $12.00 per hour;
4 Cleaning on Wheels could be faster because they $15.00 per hour $384.00 for an eight-
guarantee effective and fast cleaners. hour shift with four
cleaners
Interviewing the contractors
4 one week three days
Exercise 3, page 83
Explain that the new hotel manager Emilio is going to 5 9 a.m. tomorrow 4 p.m. today
call both contractors before referring students to his
notes. Ask students, either alone or in pairs, to Audio script Track 9.5, Exercise 4, page 127

C1 = Contractor 1, E = Emilio
C1Clean and Sheen. How can I help you?
E Hi, We’re interested in contracting you for a big
post-refurbishment cleaning job. Would you be
able to give us a quotation?
C1Yes, we’re experienced in post-refurbishment
cleaning. I need to ask some questions first. How
big is the hotel?
E We have 52 suites and 24 apartments.
C1Have they all been refurbished?
E No, just the 52 suites.
C1And what about the public areas?
E There’s the restaurant, bar, pool and new spa,
and the hotel lobby of course.

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C1Spa and lobby, I see. E I see. Well, we’ve allocated three days before
E Can I ask what type of products do you use? rCe2oTpherneinegd.ays? No problem. Evan tells me this is
Do you use any chemical agents? for next week, right?
C1No, we make sure that all our products are E Yes, as soon as possible.
environmentally friendly, for example, for window C2Listen, why don’t I come by at 4 p.m. and
cleaning we use purified water. And we always check out the surfaces and windows.
use the latest equipment and modern methods E Today? Yes, that’s fine. See you at four then.
like pressure washing.
E Sounds good. Can you give me a quotation? Exercise 5, page 83
C1Well, our standard rate is about $15 per hour. Explain that Emilio has interviewed both contactors
E And how long will the clean-up take? and tell students they are now going to roleplay the
C1Ah, that depends on the number of floors, if interviews, taking turns to be Emilio. Put students
there are many stairs, and the size of the areas. into pairs and allot roles A and B. Allow time for
How much time have you allocated for cleaning? students to read their information and prepare their
E About three days. interview questions before starting the activity. With a
C1I see. We usually recommend one week for a weaker class, As and Bs could prepare in pairs
big clean up operation. And when is this for? before returning to their original partners.
E It’s for next week. Alternatively, discuss what questions to ask as a
C1Would you like us to send someone over class. Monitor the activity, noting good language use
tomorrow morning for a consultation? and other points to mention during feedback.
E Great.
C1What about 9 a.m.? See Pairwork files.
E Nine in the morning? Yes, that’s fine.
TASK
Audio script Track 9.6, Unit 9, Exercise 4, page
127 Exercise 6, page 83
Students decide which contractor they would choose
C2 = Contractor 2, E = Emilio and why, comparing their decision in pairs. Bring the
C2Cleaning on Wheels. class together to discuss students’ choices and find
E Hi, it’s Emilio Méndez here calling from the out which contractor was the most popular. Round up
Devonshire Hotel. I’d like to ask you a few by discussing how the interviews went and any
questions about the clean-up job we exchanged language issues that arose.
emails about.
C2Yes, of course. POSSIBLE OUTCOME
E First, have Cleaning on Wheels ever done a
job like this before? You’re a small company. Clean & Sheen seem more professional because
C2Yes, of course, lots of times. We’re the best in they use the latest products and equipment.
New Hampshire! Didn’t my brother Evan tell you? However, they charge $15 per hour and they
E Evan, our new front desk clerk? Yes, he recommend one week for a clean-up, so they would
recommended you. But I have a few more be more expensive than Cleaning On Wheels. Clean
questions for you, Ms. ...? & Sheen don’t give an exact cost but they say a
C2Tracy, Just call me Tracy. consultant will come tomorrow morning. The hotel
E So, Tracy, what type of cleaning products do has a budget of US $2,500 so it could pay for four
you use? Do you use chemical agents? cleaners to work for five days doing eight-hour
C2Well, we use all the well known brands of working days, which would cost approx. US $2,400.
course. But we try not to use too much bleach or But the hotel manager, Emilio, wants the job done in
anything too strong. 3–4 days.
E And how much will it cost for a clean up? Can Cleaning On Wheels are recommended by Evan the
you give me a quotation? front desk clerk (receptionist) but this kind of
C2Well, we charge by the hour and the rate is $12 personal recommendation isn’t necessarily a good
an hour. But if it’s a big job, I’m sure we can come one, particularly because Evan is a new member of
to an agreement. staff. Cleaning On Wheels would possibly be faster
E That sounds reasonable. And how long do you because Tracy says they could organize two eight-
think you would take? hour shifts per day. They are cheaper, at $12.00 per
C2It depends, Emilio. If you have four cleaners hour, so the hotel could save some money if it
working eight hours a day, that’ll cost you 384 for chooses this contractor. If two teams of four cleaners
an eight-hour day. But I could organize two teams do eight-hour shifts for three days, the total cost will
with two shifts a day – that’ll be faster. be $2,304.

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Exercise 7, page 83 Homework suggestions
Tell students they are now going write an email to • Students write up a set of 12–15 interview
their chosen contractor. Go through the instructions
with the class, checking they understand what to do. questions to ask the contractors, using ideas from
Refer them to page 99 of the Writing bank and go Exercise 5. In a subsequent lesson, students could
through the model. With a weaker class, students work in pairs taking turns to ask and answer their
could work in pairs. If time is limited, ask them to questions (using their own ideas).
finish their letters for homework. • Students write sentences (15 in total) of their own
using the key words presented in the unit.
Writing model Encourage them to use a variety of structures.
Dear Clean & Sheen,
Thank you for your consultation this morning and for
sending references and testimonials for your
company. We have decided to contract your services
for our clean-up operation next week at the
Devonshire Sands Hotel.
As agreed, the cleaning work will take three days,
with two teams of four cleaners doing eight-hour
shifts. Please send your employees to the hotel for
Monday 25 March at 8 a.m.
We also agreed on the following details:
• Use of the pressure washing method for the

hotel windows.
• The presidential suite has antique furniture, so

please do not use chemical agents for cleaning
this suite.
• Please take special care of the new stainless
steel surfaces in the restaurant and bar.
• Clean & Sheen cleaners will take ten-minute
breaks after every two hours.
The total cost of the operation will be $2,400 plus
$100 for cleaning materials. I will supervise the
cleaning myself and inspect the work on Wednesday
27 March at 5 p.m.
Please do not hesitate to contact me if you have any
questions. We look forward to meeting your cleaning
staff next Monday.
Regards,
Emilio Méndez
Hotel Manager
Devonshire Hotel

UNIT 9: KEY WORDS
Highlight the key words box and elicit definitions for a
selection of the words as well as parts of speech.
Check on syllable stress, parts of speech and
pronunciation as needed. Suggest students use the
DVD-ROM Mini-dictionary for further self-study.

HOTEL OPERATIONS 94

1 0 MARKETING

UNIT MENU

Grammar: first conditional
Vocabulary: marketing and promotions, tourism trends, negotiating tactics
Professional skills: negotiating
Case study: promote a region

Aims and objectives Vocabulary

In this lesson students will: MARKETING AND PROMOTIONS
• read an article about destination marketing
• study vocabulary relating to marketing and Exercise 3, page 85
Students complete the table using words from the
promotions text, comparing answers in pairs before class
• listen to tourism marketing professionals in Korea feedback. If your students are thinking of taking the
Level 1 Certificate in Spoken English for Tourism,
talking about their jobs remind them that they must be familiar with the
specialised language of the tourism industry, e.g. the
Reading language of marketing and promotion.

DESTINATION MARKETING Noun (person) Verb

Exercise 1, page 84 1 promoter promote
Find out who has worked or works in marketing or
would like to. Elicit what a marketing slogan is and 2 communicator communicate
give an example of one, e.g. Korea: be inspired. Ask
students, in pairs, to discuss their country or city’s 3 marketeer market
marketing slogan and what idea or image is being
promoted, and ask them to brainstorm ideas for a 4 researcher research
new slogan. Round up by eliciting and discussing
ideas as a class. If time, reach a class consensus on 5 advertiser advertise
the most exciting new slogan.
6 campaigner campaign
Students’ own answers.
7 sponsor sponsor
Exercise 2, page 84
Refer students to the text and ask them to answer 8 distributor distribute
the questions. Allow time for them to compare ideas
with a partner before going through them as a class. EXTRA ACTIVITY
Check vocabulary, e.g. potential, segment, gender.
Students discuss in pairs how many syllables
1 there are and which syllable is stressed for the
a Countries have a Government Tourism words given as answers to Exercise 3.

Administration (GTA), or National Tourist Board, Answers
which promotes the country in offices abroad.
b Convention and Visitors Bureaus (CVBs) – or 1 promotion oOo/promoter oOo/promote oOo
Tourist Information Centres – are responsible for
attracting national visitors. 2 communication oOooo/communicator
2 Customers are divided into groups based on age, oOooo/communicate oOoo
gender (male/female), lifestyle and economic
status. 3 market (noun and verb) Oo/marketing
3 The main elements are: product, price, promotion Ooo/marketer Ooo
and place.
4 By using people, e.g. travel agents or through 4 research (noun) Oo/researcher oOo/research
social media and the internet. (verb) oO

5 advertisement oOoo/advertising
Oooo/advertiser Oooo/advertise Ooo

6 campaign oO/campaigner oOo

7 sponsorship Ooo/sponsor (noun and verb) Oo

8 distribution ooOo/distributor oOoo/distribute
oOo

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Listening I work in the marketing department for a four-star
hotel in Seoul. Visitors love Seoul because it is a
PROMOTING TOURISM PRODUCTS mix of the old and new: there are temples,
palaces and pagodas but also modern
FACT FILE skyscrapers and neon lights. We have a lot of
business guests because South Korea is a centre
The Republic of South Korea neighbours China, of finance and many international corporations
Japan and North Korea. Its capital city is Seoul and have their headquarters here. What do I do in my
it has a population of around 50 million people. department? I discuss ideas for promotions with
the marketing team, for example, electronic
Exercise 4, page 85 postcards of the hotel, online promotions, like
Ask students to discuss in small groups what might discounts for business travellers. I also have to
attract tourists to South Korea before opening the work with a team of designers, website designers
discussion to the class. Find out what students know and translators to produce our marketing material
about the country and if anyone has ever been there. in Chinese, English and other languages. The
desk clerks mention my name when guests check
Suggested answers in. But visitors usually want to go directly up to
South Korea is in Asia, situated in the southern half their room when they arrive, so it’s best to talk to
of the Korean Peninsula. It is bordered by North them during their stay. This means I sometimes sit
Korea, by the Yellow Sea in the West and the East in the hotel lobby and tell guests about our special
Sea (Sea of Japan). deals, promotions like four nights for the price of
South Korea has many Chinese visitors (both tourists three for advanced bookings, you know, to
and business travellers), and Seoul, its capital city, is encourage return guests. That’s what you call
also popular with business travellers from all over the 3‘upselling’.
world. I work for an international marketing agency.
We’re currently working with the Tourist Board of
Exercise 5, page 85 South Korea. We’re creating a new, exciting
Tell students they are going to listen to three tourism campaign promoting South Korea to tourists and
marketing professionals in Korea talking about their foreign investors. The slogan of the last campaign
jobs, and ask them to note who each of them works was ‘Korea: be inspired’. How do we create a
for and what activities they do. After listening, allow marketing campaign? Well, we have
time for students to compare answers with a partner brainstorming meetings, and we choose the best
before eliciting ideas from the class. Check ideas, then we work on the marketing plan and
vocabulary, e.g. flyers, handicrafts, pottery. turn our ideas into reality. We will write a script for
the TV commercial, and organize interactive
1 works for a local tourist office screens in shopping malls or perhaps outdoor
2 works for the marketing department in a four-star advertising on the subway. Before, we usually
placed print advertisements in business
hotel in Seoul; discusses ideas for online newspapers and magazines. But nowadays we
promotions; produces marketing material and can create more interest with online videos and
talks to hotel guests to encourage them to return social media, like Facebook and tweets.
(upselling)
3 works for an international marketing agency and Exercise 6, page 85
the Tourist Board of South Korea; is devising a Allow students time to read the sentences before
marketing campaign with a new slogan promoting playing the recording again. Students discuss ideas
South Korea in pairs before going through the answers as a class.

Audio script Track 10.1, Exercise 6, page 127 1 Speaker 2 2 Speaker 1 3 Speaker 3
4 Speaker 2 5 Speaker 3 6 Speaker 1
1
I work for the local tourist office. At the moment Speaking
I’m giving out flyers for a Korean folk village. The
village has 260 traditional houses of the Joseon PROMOTING SOUTH KOREA
Dynasty. Visitors can see how Koreans ate,
dressed and lived in the past. You can see Exercise 7, page 85
handicrafts like pottery, baskets and bamboo Refer students to the list of places and companies
products. It’s a good way to get to know our and ask students, in pairs or groups, to brainstorm
culture and customs. There’s music, dance, how to promote them. Round up by eliciting ideas for
acrobats, a traditional wedding and a tea each place/company, noting them on the board. If
ceremony. Only costs 15,000 won. Take the bus
in front of Suweon Station. Here, take a leaflet.
2

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time, reach a class consensus on the best promotion TRENDS
idea for each one.
Aims and objectives
Suggested answers
1 A local restaurant could offer a tasting, a ‘two-for- In this lesson students will:
• read an article about tourism marketing trends
(the price of)-one’ offer at lunchtime, or early in • study the first conditional
the week, e.g. Mondays and Tuesdays, or for • work in pairs to continue conditional chains
advanced bookings. It could also offer music on
certain evenings of the week, an ‘eat-all-you-want’ Reading
menu at a fixed price, or a set menu at a fixed
price. PREDICTIONS
2 A city hall could/might promote a city by putting
posters in subways/stations in another city, as Exercise 1, page 86
well as on public transport and digital screens in Refer students to the lesson heading and elicit the
shopping centres. It could launch a marketing meaning of trends (the ways that a situation is
campaign including TV and radio ads and online changing or developing, e.g. in terms of popularity).
videos, or have a stand at a tourism trade fair or Check that students understand the media forms
convention. presented in the box and ask them to consider which
3 A hotel chain could have pop-up ads or online ones they think will be important for marketing in the
advertising on travel and tourism websites, e.g. tourism industry, and the pros and cons of each.
airlines and hotel booking websites. It might have Students then discuss their ideas in pairs, before the
print advertisements, e.g. in the business press discussion opens up to the class.
and trade magazines aimed at business
travellers. It could also target guests via mobile Students’ own answers.
marketing and apps.
4 A low-cost airline could have online promotions Exercise 2, page 86
and special offers on its website, or via emails to Students read the article and match the headings to
passengers who have flown with them before, e.g. the paragraphs. Allow time for students to compare
discounts for advanced bookings. answers in pairs before checking them as a class.
Elicit clues that helped students to decide the correct
RESEARCH heading, and check vocabulary, e.g. emerging
markets, executives, spirituality.
MARKETING IN SOUTH KOREA
1b 2a 3e 4f 5c
Go through the task with the class. In a
subsequent lesson, allow time for students to Exercise 3, page 86
present their findings either in groups or to the Students work in pairs to discuss the two alternative
class. definitions of each word in bold and check that the
meaning they choose is correct in context.
Homework suggestions
• Students write an article for a Korean tourism site, 1b 2b 3b 4a 5a 6a

explaining why it is a great place for a holiday and Exercise 4, page 87
what it has to attract tourists (150–200 words). Students discuss the question in pairs or small
Encourage students to include information gained groups before the discussion is opened up to the
from their research activity. class.
• Students write an article for a tourism and
marketing magazine, describing how their country Students’ own answers.
and its key attractions are promoted and the types
of tourists/tourism it targets in its marketing (150– Grammar
200 words). Encourage students to include
information on a recent campaign or FIRST CONDITIONAL
advertisement, and if applicable, its slogan.
Exercise 5, page 87
Ask students to work in pairs and discuss the
predictions that travel experts make about future
travel trends, before eliciting ideas on the different
aspects and writing them on the board.

Students’ own answers.

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Exercise 6, page 87 many ways, and travel agents are here to help
Tell students they are going to listen to the experts’ you. I think it’s a sort of travel therapy.
predictions and ask them to make notes. After 5
listening, elicit ideas and compare their ideas from The key word in travel these days is experiential
the previous exercise. Check vocabulary, e.g. hidden marketing. Travel is all about the experience –
extras, baby boomers, supplements. something that’s authentic and not everyday.
Travellers are becoming more interested in very
1 If hotels charge for Wi-Fi and other hidden extras, specific things, like food, art, family history, or
they’ll lose guests – especially business guests. bird-watching. If consumers have more specific
interests, tourism organizations won’t be able to
2 Airlines will probably continue to impose extra sell general packages. Packages will become
charges, e.g. baggage fees, charges for using more tailored and customized.
toilets. 6
Nowadays there are so many ways to get travel
3 If travel for singles becomes more popular, information, and everything is going digital. My
companies will stop charging single supplements. colleagues think we should do more online video
but I don’t agree. Most people don’t click on travel
4 Travel professionals will come back into fashion videos when they look at websites at work. Either
because there is too much information available they don’t want their boss to know they’re using
online and travel agents are there to help you. the internet, or they can’t watch videos in the
office.
5 General packages will give way to more specific,
tailored packages. Exercise 7, page 87
Focus students’ attention on the Grammar box. Allow
6 Online information videos will become less them time to read the information and ask any
popular because people can’t access them at questions before completing the first conditional
work, so information is going digital. sentences. Check answers by playing the recording
again. You find it useful to pause it after each answer
Audio script Track 10.2, Exercise 6, pages has been given. Alternatively, run through the
127–128 answers at the end.

1 1 charge 2 ’ll lose 3 charge 4 will probably
The Wi-Fi situation in hotels drives me crazy and 5 do 6 becomes 7 will stop 8 will go back
when they charge for hidden extras, such as using 9 is 10 have 11 won’t be able
the gym or other resort facilities. If luxury hotels
continue to charge ten dollars for Wi-Fi, they’ll EXTRA ACTIVITY
lose guests, especially business guests.
Travellers want value for their money and most Refer students to page 116 of the Grammar
mid-priced hotels don’t charge for Wi-Fi. reference and go through the information
2 explaining the first (and zero) conditional. Highlight
In the next ten years the airline industry is the different forms (positive, negative and
probably going to make 35% of their sales from question) and draw attention to short answers.
extra charges. I don’t think they’re going to give Allow time to discuss the examples given and any
up charges like baggage fees. But I hate it when questions students might have. Provide additional
airlines promote one price to customers, then examples as needed.
charge a different, higher price when you book
your flight. And if low-cost carriers charge for Speaking
using the restroom or toilet on flights, other
airlines will probably do the same. CONDITIONAL CHAINS
3
I think if solo travel becomes more popular, Exercise 8, page 87
cruises and hotels will stop charging single See if students can guess what a conditional chain is
supplements. There’s a huge market for baby before playing the recording. After listening, ask
boomers, especially older women who are on their them, in pairs, to think of at least four more
own but want to get out and do things. River sentences to continue the chain. Play the recording
cruising in Germany and Austria is going to be a again so students can write down the first set of
big thing in the future. It’s a very safe way for sentences. Round up by eliciting the original
single women to travel. sentences and asking students to share some of
4 their ideas to continue the chain. It might be useful to
60% of our magazine readers used a travel agent
last year, which surprised me. People will go back
to using travel agents if there is too much
information online. Travel is getting harder in

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English for International Tourism Pre-Intermediate Teacher’s Book

write some of these on the board, underlining the key Photocopiable notes 10.1 (page 134)
structures of the first conditional. Marketing and promotions (Crosswords pages
135–136)
Answers are in audio script 10.3 on page 128.
Possible additional sentences:
If people fly less, they will find other ways to travel.
If they find other ways to travel, airlines will be forced

to lower their prices,
If airlines lower their prices, more people will travel

by air.
If more people travel by air, airports will reopen.

Audio script Track 10.3, Exercise 8, page 128

1 If there is a natural disaster, the airports will
close.

2 If the airports close, airlines will cancel flights.
3 If airlines cancel flights, passengers won’t be

able to travel.
4 If passengers aren’t able to travel, they will

complain.
5 If passengers complain, the airlines will pay

passengers compensation.
6 If airlines pay passengers compensation, they

will lose money.
7 If airlines lose money, they will increase their

prices.
8 If they increase their prices, people will

probably fly less.

Exercise 9, page 87
Students work in pairs to begin conditional chains for
each of the three ideas given; taking turns to add
extra sentences. Round up by eliciting some chain
sentences from the class and asking which chain
was the easiest to keep going and why.

Suggested answers
1 ... he/she will complain about it on a social

network and the hotel or destination will get bad
press.
2 ... they won’t attract visitors. If tourist boards don’t
attract enough visitors, the country will lose
money.
3 ... luxury hotels will lose guests and they’ll have to
lower their prices.

Homework suggestions
• Students write a blog article on the new

technologies they use to make travel decisions,
comparing them with another family member or
friend (150–200 words). Encourage students to
use language from the lesson and ideas from
Exercise 4.
• Students write up three sets of conditional chains
(each one of 8–10 sentences) using either their
ideas from Exercise 9 or their own chains.

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