English for International Tourism Intermediate TB New Edition

INTERMEDIATE INTERMEDIA TE TEACHER’S TEACHER’ S BOOK

English Engl ish for Intern Interna ational

Tourism NEW EDITION

B1–B1+

KAREN ALEXANDER

Pearson Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonelt.com © Pearson Education Limited 2013 The right of Karen Alexander to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; reserved; no part part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. First published 2013 ISBN: 978-1-4479-0354-3 Set in Palatino The publisher would like to thank the following for their kind permission to reproduce their photographs: Cover images: Front: 4Corners Images: Franco Cogoli / SIME tc; Corbis: Blaine Harrington III b; DK Images: Paul Young / Departure Lounge bc; Getty Getty Images: Stuart Gregory t

Pearson Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonelt.com © Pearson Education Limited 2013 The right of Karen Alexander to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; reserved; no part part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. First published 2013 ISBN: 978-1-4479-0354-3 Set in Palatino The publisher would like to thank the following for their kind permission to reproduce their photographs: Cover images: Front: 4Corners Images: Franco Cogoli / SIME tc; Corbis: Blaine Harrington III b; DK Images: Paul Young / Departure Lounge bc; Getty Getty Images: Stuart Gregory t

English for International Tourism Intermediate Teacher’s Book

CONTENTS Introduction

3

Unit 1

Selling dreams

6

Unit 2

Getting there

15

Accommodation Accommodation

25

Unit 4

Destinations

35

Unit 5

Things to do

43

Unit 3

Review Review and consoli dation 1

52

Unit 6

Niche tourism

55

Unit 7

Cultural tourism

64

Unit 8

Running a hotel

73

Unit 9

Customer service

82

Unit 10

Business travel

92

Review Review and conso lidation 2 Photocopiable resources

CONTENTS

98 101

2

INTRODUCTION English for International Tourism is a three-level series designed to meet the English language needs of professionals working in the tourism industry and students of tourism in further education. The course helps students to: • build confidence in professional skills such as dealing with enquiries, marketing destinations, offering advice, negotiating, writing emails and speaking to groups • develop language awareness through an integrated grammar and skills syllabus • acquire the specialized vocabulary needed by tourism professionals • practise language skills in realistic Case studies that reflect issues in the tourist industry today.

Structure of the coursebook The coursebook contains ten units and two Review and consolidation sections. Each unit is divided into four lessons. The unit menu shows students the key learning objective of the lesson. Each unit has the same structure: • a vocabulary lesson • a grammar lesson • a Professional skills lesson • a Case study or tourism-related game is included at each level. KEY VOCABULARY The vocabulary lessons introduce and practise many words and expressions required in the tourism industry, either through a reading text or a listening. By the end of the lesson students will be better able to use the specialist vocabulary in appropriate tourism contexts. At the end of each unit, there is a Key words box that provides a selection of words and phrases from the unit and a reference to the Minidictionary on the DVD-ROM.

INTRODUCTION

KEY GRAMMAR In the grammar lessons key aspects of grammar that are essential for progress at this level are presented within an authentic tourism context. These lessons include clear explanations and activities designed to help students understand and use the language effectively. By the end of the lesson, students will be able to use the grammar more confidently. For additional support there is a comprehensive Grammar reference section at the back of the coursebook. PROFESSIONAL SKILLS The Professional skills lessons provide students with the opportunity to learn and practise effective interpersonal and business skills, which are an essential job requirement in the travel and tourism industries. They will learn professional skills ranging from dealing with customer enquiries and meeting clients’ needs to preparing a guided tour or a presentation. CASE STUDIES Each unit ends with a Case study linked to the unit’s tourism theme. The Case studies are based on realistic tourism issues or situations and are designed to motivate and actively engage students in seeking solutions. They use the language and professional skills which students have acquired while working through the unit and involve them in discussing the issues and recommending solutions through active group work.

Language skill s Speaking skill s: Each unit provides students with a range of speaking activities. The pairwork tasks are designed to provide students with further opportunities to communicate in realistic and motivating tourism-related contexts. The Case studies require students to engage in extended communication about topical issues in the tourism industry. At each level further speaking practice is available in a tourism-related game.

3

English for International Tourism Pre-Intermediate Teacher’s Book

Listening skills: Each unit contains several listening tasks developed around topics related to the travel industry. A range of British, American and other international native and non-native speakers are featured, helping students understand how people speak English in different parts of the world. Audio scripts of the recordings are available at the back of the coursebook. Reading practice: Reading texts feature regularly in the units, providing students with a variety of texts and topics that they are likely to encounter in a tourism context. Writing practice: In the writing sections students will write real texts related to the tourism workplace such as emails and tour itineraries. At each level there are also writing tasks to help students get a job in tourism. Models of text types are available in the Writing bank at the back of the coursebook.

Workplace skills Working with numbers: Throughout the course there are sections that help students to manipulate numbers in English, which is a vital skill in the travel and tourism workplace. Research tasks: Each unit contains one or more research tasks that encourage students to explore tourism-related issues on the internet or in their local environment.

Private stud y Workbook: A separate Workbook with a CD provides students with extra tasks for study at home or in class. There are two versions of the Workbook – one with the answer key for private study and one without an answer key which can be used by the teacher for extra practice in class. DVD-ROM: The course has a DVD-ROM designed to be used alongside the coursebook or as a free-standing video for private study. The DVD-ROM is attached to the back of the coursebook and provides students with five authentic films featuring different aspects of tourism. Each film has a printable worksheet, a transcript and a key to the exercises.

INTRODUCTION

These films give students the opportunity to listen to a variety of native and nonnative speakers using English as an international language in five authentic documentary videos. Additionally, the DVD-ROM has a comprehensive Minidictionary featuring over 300 tourismrelated terms along with their definitions, pronunciation and example sentences. The DVD-ROM also contains the MP3 files of the coursebook audio material. Although the DVD-ROM is not integral to the coursebook and is primarily a selfstudy component, teachers may find it useful to show the videos in class and set the optional task at the end of the video worksheet for homework. This optional task, if a writing task, will have a model in the DVD-ROM key. However, if the optional task is a research task then student responses will all be different and the teacher may like to ask the students to share their findings in a follow-up class.

Websit e materials The English for International Tourism course has a companion website for teachers: www.pearsonELT.com/tourism. Teacher’s book: the teacher’s book is divided into two parts: • teaching notes which follow the same order as the coursebook. They include the answers to the exercises and background information about places, people and professional practices mentioned in the coursebook. • photocopiable resources section, which contains twenty optional extra activities, two per unit. The teacher’s notes make suggestions as to which point in the lesson an activity might be appropriate. Customizable tests: these tests are based on the content of the coursebook and provide a measure of a student’s progress. The testing section of the website provides the teacher with a range of customizable tests: • a placement test • ten unit tests

4

English for International Tourism Pre-Intermediate Teacher’s Book

• five progress tests (one after every two units) • an end-of-course test. There are two versions of each Unit Test (one ‘A’ and one ‘B’ test each unit); Progress Tests (one ‘A’ and one ‘B’ for every two units) and an end-of-course test (one ‘A’ and one ‘B’ version).

Professional exams English for International Tourism is recommended preparation for the LCCI English for tourism exams www.lcci.org.uk.

INTRODUCTION

5

1

SELLING DREAMS

UNIT MENU

Grammar: tense review Vocabulary: money matters, describing locations Professional skills: marketing Case stud y: design a tour

Ai ms and ob ject iv es

1

In this lesson students will:

• listen to an interview with someone from the Hawaii Tourism Authority • review and practise different present and past tenses • focus on common travel and tourism words which are both verbs and nouns

2 3

Speaking

4

DREAM VACATIONS

5

Exercise 1, page 8

Focus students’ attention on the photos before discussing which kind of ‘dream’ each photo might be associated with and asking which holiday students would choose (and why). Suggested answers A luxury B fun C relaxation, luxury D adventure

Listening SELLING THE HAWAIIAN DREAM Exercise 2, page 8

Ask students where Hawaii is and find out if anyone in the class has ever been there. Pre-teach vocabulary, e.g. survey, expenditure, tend, secluded, before explaining that they are going to listen to an interview with Teresa Koh of the Hawaii Tourism Authority. After listening, students compare answers in pairs before class feedback. • • • •

What kind of destination is Hawaii and who goes there? Where do most visitors to Hawaii come from? What makes people want to come to Hawaii? How do you promote Hawaii as a destination?

Exercise 3, page 8

Students read the questions before listening to the interview a second time. After listening, allow them time to discuss answers with a partner before checking as a class.

SELLING DREAMS

Where would you take your favourite person on vacation if money was of no importance to you? It showed that Hawaii was their number one destination. Order of importance in number of visitors: 1 USA (west coast) 2 USA (east coast) 3 Japan 4 Canada 5 Oceania 6 Europe a) well-travelled, demanding b) money, free time They learn to match the right island and its unique attractions to the clients’ interests.

Audi o scr ipt Tr ack 1.1, Exerc is es 2 and 3, page 8 VAH = Vy-Anh Nguyen, TK = Teresa Koh VAH I’d like to ask you some questions about

tourism in Hawaii if that’s OK with you? TK Sure. Go ahead. VAH What kind of destination is Hawaii? Who goes there? TK Well, Hawaii was named the top ‘Dream Destination’ in a recent study of American travellers. The Leisure Trend Group, the professional association who did the survey, asked over two million rich, active and outdoororiented people ‘where would you take your favourite person on vacation if money was of no importance to you?’ And Hawaii was their number one destination! VAH So where do most visitors to Hawaii come from? TK Our biggest market is the United States – but we get more people from the west coast than the east coast. Japan is in third position and Canada is fourth – although it’s interesting that in terms of visitor expenditure, the Canadians spend less than the Japanese even though, on average, the Canadians stay over twice as long. After that, there’s Oceania and then Europe. The Europeans tend to stay longer than the visitors from Australia and New Zealand, but we don’t get as many of them.

6


VAH OK. So what makes people want to come to

Grammar

Hawaii? TK Well, as you know, tourism is about selling dreams. It’s all about people doing something different and taking a break from their ordinary daily routines. We focus mainly on luxury products and we have a wide spectrum. Luxury travellers can range in age from their late 20s to late 60s and beyond. Typical profiles would be rich baby boomers, who are typically well-travelled and demanding about the experience they want, and younger professionals, who have money but very little free time. Our visitors want to experience something out of the ordinary – a luxury B&B in the mountains, play golf on a famous Championship golf course, experience our regional cuisine, take a spa treatment while listening to the sounds of the ocean, things like that. VAH So how do you promote Hawaii as a destination? TK Well, we have a specialist programme to teach travel agents about the appeal of Hawaii to this sector. There are luxury resorts all over Hawaii, so the main task for the travel agent or consultant is to match the right island to the clients’ interests. Are they looking for sunset sailing along the coast, helicopter rides over dormant volcanoes, surfing on secluded beaches or first-class scuba-diving? Each module on the programme focuses on an island and teaches agents about the unique attractions it has to offer.

TENSE REVIEW – PRESENT AND PAST TENSES

EXTRA ACTIVITY

Students discuss in pairs/small groups, which experiences and facilities were mentioned (referring to the audio script to check), e.g. a luxury B&B in the mountains, a spa treatment. Assign each group a different type of ‘dream’ holiday from Exercise 1. Students then decide which five facilities or experiences they feel would be the most important for their holiday and why.

SELLING DREAMS

FACT FILE

A package holiday includes flights, transfers and accommodation, which are bought together from a tour operator. Other services and activities may also be included in the package, e.g. meals, entertainment, use of a rental car. Normally these are sold by travel agents and provide an opportunity to have a cheaper holiday abroad. Exercise 4, page 9

Focus students’ attention on the Grammar box, paying special attention to the use of the passive form. Allow them time to read through the information and ask any questions before completing the text. Encourage students to check their answers in pairs before going through them with the class. 1 began 2 bought 3 was booming 4 introduced 5 was created 6 was launched 7 was acquired 8 became 9 has grown 10 launched 11 is/was still packaging 12 are looking

Vocabulary VERBS AND NOUNS Exercise 5, page 9

Ask students if they can think of any words which are both a noun and a verb before referring them to the words in the box. Check meaning before students complete the sentences, either alone or in pairs. Round up by eliciting answers. 1 package 2 market 5 demand 6 launch

3 tour

4 boom

Homework su ggestions

• Students write a paragraph describing what they feel are key facilities and experiences for their dream holiday. This could be written as a formal article for a brochure or for their own blog. (150–200 words) • Students choose a travel company they know and write a short article for a tourism magazine/blog about its history using a mixture of active and passive tenses in the present and past. (200–250 words)

7


TROPICAL PARADISE

Exercise 2, page 10


Exercise 3, page 10


• focus on descriptive adjectives and nouns • consider how to add interest to written descriptions of places • roleplay a conversation where a travel consultant finds out more about the packages being offered by two tour operators

Students work in pairs to think of two additional adjectives to go with each noun. Elicit and expand ideas, writing them on the board. Students match the nouns with the adjectives, either alone or in pairs, before class feedback. Discuss new vocabulary, eliciting examples of use. 1 beach 2 mountains 3 volcano 5 accommodation 6 road

4 village

EXTRA ACTIVITY

Vocabulary DESCRIPTIVE ADJECTIVES AND NOUNS FACT FILE

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

west of North America in Polynesia and is the 50th state of the USA. It has a warm tropical climate, a large number of beaches and active volcanoes, which has led it to become a popular tourist destination, particularly for weddings and honeymoons. It is famous for being the birthplace of the 44th President of the United States, Barack Obama. Exercise 1, page 10

Ask students what the capital of Hawaii is before referring them to the map of Hawaii. Discuss the facts given before focusing on the text. Highlight the underlined example of a descriptive adjective and noun before students look for more examples. Allow time for students to compare answers in pairs before eliciting them from the class. Check meaning and pronunciation of new vocabulary.

Students write either one or two example sentences for each set of adjectives, using a different adjective with the corresponding noun each time. Alternatively, this could be set as homework. Exercise 4, page 11

Focus students’ attention on the three adjectives given and highlight the stress patterns shown, eliciting the number of syllables and the stressed syllable for each word. Students then group the adjectives according to their stress pattern, comparing answers in pairs before listening to check. Encourage students to repeat the words and drill any which are more problematic. It may be useful to elicit the number of syllables for comfortable and to highlight the separate sets of sounds that make up this word (comf/ta/ble), as it is often mispronounced (i.e. with four not three syllables), as is vegetable . See audio script. Audi o scr ipt Tr ack 1.2, Exerc is e 4, page 11

tropical paradise

snow-capped mountains dramatic cliffs exotic wildlife clear blue waters unspoiled tranquility spectacular volcano off-the-beaten-track destinations secluded beaches isolated villages Hawaiian suntan romantic escapades family fun unique islands

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

spacious, scenic, winding 3 extinct, remote 4 deserted, surrounding, majestic 5 spectacular, luxurious 6 comfortable Exercise 5, page 11

Students put the adjectives in bold in the correct position in the text, comparing ideas in pairs before class feedback. 1 active 2 deserted 3 steep 5 quiet 6 surrounding

SELLING DREAMS

4 luxurious

8


EXTRA ACTIVITY

EXTRA ACTIVITY

Students work in pairs, taking turns to read out the final version of the text. Encourage them to focus on using intonation to promote interest. Check pronunciation.

If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, encourage them to describe and discuss (in pairs or small groups) the different types of independent, tailor-made and package holidays available, before considering the pros and cons of each kind of holiday.

Writing ADDING INTEREST Exercise 6, page 11

Focus on the photo of the palm tree and explain to students that they are going to read about a wedding package in Koh Samui. Ask them if they know where Koh Samui is, if anybody has been there and if they think it’s a good location for a wedding. Students then read the extract, making the necessary changes, comparing answers in pairs before going through them as a class. 1 exotic 2 white sandy 3 luxury 4 second to none 5 perfect 6 sparkling 7 lush 8 cascading 9 spectacular 10 scenic

EXTRA ACTIVITY

Students write a short extract on a destination of their choice, using 8–10 descriptive adjectives (50–75 words). This could be done in class or for homework. Texts could be displayed in a subsequent lesson for students to read. If they have photos of the places, ask them to bring them in, too.

RESEARCH INTERNATIONAL OPERATORS

Go through the task with the class. In a subsequent lesson you might want to allow time for students to discuss their findings in small groups, or as a class, collating any new descriptive adjectives on the board. EXTRA ACTIVITY

Refer students to Part 1 of the EFIT Intermediate level DVD material for extra listening and vocabulary activities relating to the Heron and Wilson Islands. Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments, as is denoted by the worksheet timings. Alternatively, the DVD-related worksheet can be undertaken as self-study. At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework.

Speaking DREAM PACKAGE TOURS FACT FILE

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

become a popular destination for tourists who enjoy its tropical weather, white sandy beaches and clear waters, as well as the night life and other attractions now on offer. Exercise 7, page 11

Divide the class into threes and allot roles A, B and C. Allow time for students to read their information. With a weaker class, As could prepare together (as could Bs and Cs) before returning to their original groups. Monitor conversations during the activity, making notes of good language use and other points to mention during feedback. Round up by asking which package was chosen in each group, and why. See Pairwork files.

SELLING DREAMS

Model answer for DVD worksheet optional writing task

Wilson Island Resort Location

Wilson Island Resort is on a small coral reef, located 82 km off the coast of Queensland, northeast Australia. The island forms part of Australia’s Great Barrier Reef and is within Capricornia Cays National Park. It is one of only a handful of islands open to the public. A maximum of 12 guests and two staff are allowed on the island at any time. Accommodation

Eco-chic accommodation in luxury two-person designer tents open to the sea. Activities on offer

Complimentary reef walks with a wildlife guide, to see the green turtles; bird and wildlife spotting; snorkelling lessons; boat trips to neighbouring Heron Island, 20 minutes away.

9


Heron Island is a leading dive resort. Visitors can also take a ride on Heron’s semi-sub, a boat with a sealed submarine beneath, or simply watch the marine life gliding by from the hotel’s terrace as the tide comes in.

PROFESSIONAL SKILLS MARKETING

Homework sugg estions

• Students write a short report comparing the features of each of the Dream Package tours from Exercise 7 and explaining which tour was chosen and why. (200–250 words) • Students choose a destination in their country and write a text on it for a holiday brochure, describing the place, facilities and activities on offer. (200–250 words) Photocopiable notes 1.1 (page 101) Adjectives for describing locations (Crosswords pages 102–103)

Ai ms and ob jec ti ves In this lesson students will:

• listen to a talk on ‘the four Ps’ of the marketing mix • focus on the professional skill of marketing • analyze the marketing mix for a holiday package so as to give a presentation on it

Listening THE MARKETING MIX FACT FILE

The marketing mix is a tool used to help companies determine the unique market and selling point of a product or service. It consists of four main elements, commonly known as ‘the four Ps’: produce, price, place and promotion. Exercise 1, page 12

Introduce the lesson by finding out from the class who has marketing experience. Ask students to match the adjectives with the meanings, checking answers (and pronunciation) as a class. 1b

2d

3 a

4 c

Exercise 2, page 12

Before students listen to a specialist promoter of tourist products, Kenji Ischikawa, giving a talk on ‘the four Ps’ in the marketing mix, pre-teach potentially new language from the audio script, e.g. sell-by date, prior, limited, no longer exist . Students then listen to the talk, noting which ‘Ps’ are discussed ‘Product’ and ‘Place’ Exercise 3, page 12

Students listen to the same part of the talk again to complete the examples. Allow students time to compare answers in pairs before checking as a class. Discuss other examples of intangible and perishable products as a class. Product: • tangible: the actual food and drink served in a hotel restaurant • intangible: the work of a waitress or bar staff serving a customer or the job of housekeeping • perishable: a hotel room or airline seat after the specified date

SELLING DREAMS

10


Place: • in the past: sold through travel agents – travellers received an envelope full of documents such as a letter of confirmation, flight tickets and hotel vouchers • now: actual physical location is not so important Audio s cr ipt Tr ack 1.3, Exerc is es 2 and 3, page 12 Part 1

So, the marketing mix involves four Ps – and the first of these is P for Product. Now it’s important to remember that ‘Product’ is, in fact, either a product or a service. A product is usually a tangible product – something you can see or touch – so, in the hotel and catering industry, a tangible product would be the actual food and drink served in a hotel restaurant. A service, however, is intangible: it can’t be touched. The work of the waitress or the bar staff serving the customer or the housekeeping in a hotel is intangible. Since the travel industry is mostly about providing services, its products are mostly services and are therefore intangible. Products can also be perishable, which means that they have a sell-by date. If a hotel room or airline seat is not booked prior to the day of departure, it can’t be sold after that day has passed. Travel products are usually perishable: they only have a limited life and no longer exist after the departure date has passed. The second P is ‘Place’. This means deciding ho w the product will be distributed and where people will buy it. In the past, most products were sold through travel agents. An envelope full of documents such as a letter of confirmation, flight tickets and hotel vouchers was the only factor in distribution. But these days, the internet has completely changed the idea of place. Many customers now book online directly with the operator or airline, so actual physical location is not so important. Exercise 4, page 12

Students listen to the second part of the talk and complete the table. If necessary, play it twice. Allow them to discuss answers with a partner before class feedback. Check vocabulary, e.g. perceived, subject to, fluctuation. Promotion: • direct marketing: direct mail, websites, advertisements on TV and in the press, telemarketing, point-of-sale material (tour operator brochures)

SELLING DREAMS

•

sales promotions: offering discounts, promotional codes and loyalty programmes, e.g. airmiles Price: • value for money: perceived benefits must be greater than the costs • competition: the price needs to be slightly cheaper or more or less the same as the price charged by the nearest competitor offering a similar product or service Audi o scr ipt Tr ack 1.4, Exerc is e 4, page 12 Part 2

The third P is ‘Promotion’. This means more than just advertising, although advertising is important. Customers need to be told that the product exists, and this can be done via direct marketing, for example direct mail, websites, advertisements on TV and in the press, telemarketing and point-ofsale material, such as tour operator brochures. In addition to this, we also use sales promotions techniques such as offering discounts, promotional codes and loyalty programmes, such as offering customers airmiles on a frequent flyer programme. Last but not least is ‘Price’. The travel industry is incredibly competitive so the actual cost of a package is very important. Most people are looking for value for money, which means that the customer’s perceived benefits must be greater than the costs. As there is considerable competition, the operator or hotelier or restaurant owner has to analyze the cost structure of its competitors. This means that the price needs to be slightly cheaper or more or less the same as the price charged by the nearest competitor offering a similar product or service. Costings will also be subject to currency fluctuations and the price of a package may change after a brochure has been printed, leading to surcharges. Exercise 5, page 13

Quickly elicit ‘the four Ps’ in the marketing mix. Students decide which one each question refers to. They compare answers in pairs before class feedback. Allow time for students to write the questions under the headings. 1 The product: Question 1 – What are its unique features?

Question 5 – What needs and wants does it satisfy? 2 The place: Question 2 – Is location a key factor? Question 3 – What are the best channels of distribution?

11


3 The promotion:

Question 6 – How can potential customers best be targeted? Question 8 – What is the most suitable type of media for advertising the product? 4 The price: Question 4 – What kind of discounts will there be? Question 7 – How will competing products affect whatever is charged?

EXTRA ACTIVITY

Students work in pairs and think of two or three additional questions to add to each of ‘the four Ps’ in the Professional skills box.

Speaking MARKETING MIX ANALYSIS Exercise 6, page 13

Put students into pairs or small groups and ask them to choose either the Ang Thong or Vanuatu tropical paradise package on pages 102 and 104. With a stronger class, they could choose a different package from the internet. Give them advance notice so they are prepared. Go through the task and set a time limit for preparation, e.g. 30 minutes. Tell them to limit their presentations to ten minutes. When students are ready, bring the class together for the presentation. Round up by discussing the key points made and the target market that each package caters for. Alternatively, set it as homework and have students present their ideas in the following lesson. Homework sugg estions

• Students write a short report detailing the key points of their analysis of the holiday package they chose in Exercise 6, including their recommendations. (200–250 words) • Students work in pairs and choose a target market from the list below. They then note down 10–12 questions (in relation to ‘the four Ps’) that could be considered when finding a suitable holiday package to suit their target market. Groups could then share their ideas in a subsequent lesson. Target markets: • couples getting married • eco-tourists • over sixties • family activities • sports enthusiasts

Photocopiable notes 1.2 (page 101) Ps and Questions (Card activity page 104)

SELLING DREAMS

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

Evermore Tours brochure FACT FILE

The Virgin Islands are divided into the British Virgin Islands to the east and the US Virgin Islands to the west. They are a popular Caribbean holiday destination offering a tropical paradise with beautiful secluded beaches and crystal clear waters in which to dive, fish, sail and swim. Exercise 1, page 14

Before students read the extract, refer them to the photo that goes with it and ask what type of holidays they offer and who their target market might be. Students then read the article, which explains what Evermore tours do. The company organizes a stress-free wedding in a beautiful location. It can be much cheaper than a wedding at home. See extra activity below.

EXTRA ACTIVITY

Students answer the following questions relating to the text in Exercise 1 then discuss in pairs. 1 Why would a wedding in another country cost less than one at home? Make a list of your reasons. 2 What things might you need to include in a wedding package? (i.e. provide and organize in relation to food, transport, accommodation, legal requirements, wedding ceremony). Possible answers 1 The wedding and reception venues could be

cheaper, so could the food, etc. / Fewer guests might be able to come to a wedding in another country (depending on location) and therefore it could end up being a smaller wedding, etc … 2 An officially recognized registrar, legal

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

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Exercise 2, page 14 Pre-teach negotiate and anticipate before students

listen to the owners of Evermore Tours finalize the contents of their Virgin Islands package, ticking the topics discussed. Encourage students to compare answers with a partner before checking as a class. The topics discussed are: transport, FAQs, pricing, accommodation, cost of weddings abroad. They don’t discuss the guest list, legal requirements and the wedding coordinator. Exercise 3, page 14

Give students time to read the five statements before they listen a second time to decide if they are true or false. If necessary, play the recording twice before eliciting answers from the class. 1 F – the company will arrange a group booking

with the airline 2 F – ‘We’ll have to do a costing for local transport to and from the airport.’ 3 T 4 F – it’s about one-third less 5 F – payment is in different currencies Audio s cr ipt Tr ack 1.5, Exerc is es 2 and 3, page 14 DH = Diane Hunter, AM = Anthony Moore DH OK, Anthony, let’s get down to business. I

suggest we talk about transport first. AM Yeah, well, that depends where they’re coming from, so we can’t really anticipate that, can we? They’ll need to tell us in advance, plus how many people are going to travel with them, and we can then negotiate a price with the airline. DH Sure, and we can stress the fact that we can negotiate a better price from the airline if we book them as a group. Um, we’ll have to do a costing for local transport to and from the airport, and any excursions or tours during the stay, but we can’t do that in advance. AM Right, well that’s item number seven. Do you want to deal with that now? DH Well, it’s kind of the most important thing. I think we need to work on a profit margin of 30 percent if we’re going to be competitive. So anything we buy in from a supplier like hotel bed-nights we need to increase by 30 percent. AM OK, I think the hotel we should go for is the Clearwater. I’ve spoken to the manager and they can give us a 20 percent discount for group bookings. DH Fine. We also need to cost the activities we offer like spa treatment, snorkelling and so on. AM Right. One point we could mention somewhere is that according to a recent survey, a

SELLING DREAMS

wedding abroad on average costs about one-third less than one arranged at home. We can negotiate better rates for hotels and catering, the band or DJ for the reception, the flowers, the photography, hairdressing, and so on. And usually there aren’t as many guests prepared to fly out so you can keep numbers down and you don’t spend so much on food and drink. It’s much cheaper abroad than at home. DH Good point. And I think one good way of presenting what we do is in the form of a list of Frequently Asked Questions. So we could mention that under How much will it cost?. AM Yes, and we’ll have to include questions like What are the legal requirements?, How many guests can I bring?, Who does all the organizing and Who’ll look after us on the big day?. DH Yes, we need to make a list of questions. AM OK, well let’s do that after lunch. Have you got

any other business you’d like to discuss? DH Just one thing. I’m a bit worried about payment in different currencies. Changes in exchange rates could have a big impact on the profit we make. AM Yeah, you’re right, we’ll have to get advice on that.

TASK Focus students’ attention on the initial text before going through the task. Check students are clear about the customer profile and requirements and put them into pairs or small groups. Set a time limit for the preparation of this activity (e.g. 20–30 minutes) or ask students to finish it for homework. Monitor throughout the task, helping as needed. Set a time limit, e.g. 5–10 minutes, for each pair’s/group’s presentation and round up by discussing which package(s) sounded the best and why. POSSIBLE OUTCOME This costing is based on information in the case study together with airfares valid at the time of writing. Students can work out the cost of any extra activities on the Virgin Islands from information available on the internet. Ac commodation:

Clearwater Beach Hotel: $6,650 (the 20% discount does not need to be passed on to the clients) Clearwater Beach Resort: 5 apartments @ $1,490 = $7,450 TOTAL COST: $14,100 Wedding services:

Website: $250 Photo shoot: $500 Licence fee + ceremony: $275 Flowers: $350 Bridesmaids’ bouquets: 4 x $150 = $600 Wedding cake: $250

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Buffet meal: 22 @ $75 = $1,650 TOTAL COST: $3,875 Ai rf ares:

It is possible to fly direct from JFK to St Thomas (in the American Virgin Islands) Outward journey: Flight AA655 Departure 8 June 08.10 Arrival 00.05 Return journey: Flight AA1060 Departure 15 June 13.20 Arrival 17.45 2 adults: $681 (round trip) TOTAL COST (20 adult guests plus bride and groom): $7,491 – 15% discount = $6,367.35 Car rental:

For a couple: $250/week Total cost : $14,100 + $3,875 + $6,367.35 + $250 = $24,592.35 + 30% margin of $7,378 = $31,970.35 If the party intends to travel as a group, then the extra airfare (+ 30%) should be added to the sum.

Writing a descripti on for a brochure Exercise 4, page 15

Go through the task with the class and focus their attention on the model on page 96 of the Writing bank, discussing key features. Remind them of the word limit and help as needed. If time is limited, students could finish their piece of writing for homework. UNIT 1: KEY WORDS

Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Mini-dictionary for further self-study. Homework sugg estions

• Students write a description of a wedding package of their own creation. It can take place anywhere in the world but must include information on all aspects covered in part 1 of the task. (200–250 words) • Students write a sentence for each of the key words given for the unit (15 sentences in total). Encourage them to use a variety of structures and language from the unit.

SELLING DREAMS

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2

GETTING THERE

UNIT MENU

Grammar: multi-word verbs Vocabulary: transport and travel Professional skills: dealing with the public Case stud y: improve a service

Ai ms and ob ject iv es In this lesson students will: • work with vocabulary around the topic of transport • listen to a conversation about Chinese railways • speak about transport in their country

Vocabulary MEANS OF TRANSPORT EXTRA ACTIVITY

Students discuss each form of transport (1–5) and match them with the country they are found in (a–e). Then discuss which they have been on or which they would most like to go on and why. 1 Tuk-tuk a Japan 2 Camel b Thailand 3 Bullet train c Italy 4 Junk boat d Egypt 5 Gondola e Vietnam An sw ers 1 b 2 d 3 a 4 e 5 c Exercise 1, page 16 Ask students what form of transport they usually use when they go on holiday and why. Refer students to the list of criteria and ask them to put them in order for the different travellers. Students compare answers with a partner before discussing answers as a class. If time, aim to reach a class consensus on the top three criteria for each type of traveller. Suggested answers 1 student backpacker – price, flexibility, safety, punctuality, comfort, speed, productive use of time during the journey 2 frequent business traveller – safety, punctuality, speed, productive use of time during the journey, comfort, flexibility, price 3 family with two children – safety, price, punctuality, comfort, flexibility, speed, productive use of time during the journey

GETTING THERE

EXTRA ACTIVITY

Students put the criteria in the order they feel is the most important for them when they go on holiday then discuss their ideas in pairs or small groups, explaining their choices. Exercise 2, page 16 Ask students if they have had any problems travelling when on holiday and elicit a few examples. Students then read the texts and decide which type of transport they refer to. Ask them if there are advantages or disadvantages of using the various types of transport. Go through the example given and encourage students to compare answers in pairs before you feedback with the class. 1 air: A, C rail: E, H coach: F, G car hire: B, D 2 B The advantages of car hire C The advantages of air travel D The disadvantages of car hire E The disadvantages of rail travel F The disadvantages of coach travel G The advantages of coach travel H The advantages of rail travel

EXTRA ACTIVITY

Students discuss in pairs which form of transport they would use (and the reasons why) if they: • went for a weekend break in their own country • went to on a short trip abroad • went on a three-week vacation where they wanted to travel around the country they visited.

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Listening TRANSPORT IN CHINA FACT FILE

The People’s Republic of China is the second largest country in the world and the most populated one. It is a fascinating country with diverse landscapes and cultures, and one of the oldest civilizations. In recent years it has undergone huge economic reform. Consequently, it is now more competitive on the international market and is currently experiencing an economic boom. These changes have made the country more open than it was in the past (when it was also much harder to obtain entrance visas as a visitor) and consequently an increasingly popular tourist destination. This is particularly true since the Beijing Olympics of 2008 and many visitors come to visit historic attractions, such as the Great Wall of China, the Terracotta Warriors and the Forbidden City. Exercise 3, page 17 Ask if anyone has been to China and where. Find out how they travelled around the country. Then tell students they are going to listen to a tourist being given advice on visiting China. Allow time for students to read through the questions before listening. Students compare answers in pairs before class feedback. 1

2 3

‘I was wondering if you could tell me what kind of transport is best for me to use for travelling around the country?’ Beijing and probably Xian, Guizhou, Fujian and Shenzhen. Not very well. / He doesn’t speak very much Chinese.

Exercise 4, page 17 Students read through the statements before listening a second time. Encourage them to check answers with a partner before going through them with the class. For false statements elicit the true answer. Check vocabulary, e.g. punctual, reserve. 1 2 3 4 5

F – he’s going for six to eight weeks F – ‘it’s cheaper to buy your tickets inside China rather than before you go.’ F – ‘they are fast, punctual and safe.’ T – ‘Online’ refers to air travel here but presumably also refers to rail travel too. F – ‘trying to find English-speaking staff on the platform is almost impossible, even in big cities.’

GETTING THERE

Audi o scr ipt Tr ack 2.1, Exerc is es 3 and 4, page 17 D = Dennis, WZ = WenjingZue D Hello, I’m thinking of spending about six to eight weeks in China, so I was wondering if you could tell me something about what kind of transport is best for me to use for travelling round the country. WZ Yes, but can you tell me where exactly you’re planning to go? D Well, certainly Beijing and probably Xian, Guizhou and Fujian and Shenzhen too, if possible. WZ OK, well if you want to get from one end of the country to another quickly, then you have to fly. There are a lot of regional airports – about 150 – so you have a very big choice. It’s cheaper to buy your tickets inside China rather than before you go but you can also book tickets online in advance. In my experience, elong or ctrip are very reliable. D What about rail travel? WZ There’s a really good network and the trains are usually fast, punctual and safe. But you should try and reserve a ticket well in advance because the trains are crowded. Do you speak Chinese at all? D Not very much, I’m afraid. WZ So it’s best if you ask the hotel to make the booking for you because reading a timetable in Chinese is going to be difficult for you, and trying to find English-speaking staff on the platform is almost impossible, even in big cities. Exercise 5, page 17 Ask students to read the information before playing the recording. Encourage them to consider what type of word is missing (i.e. noun, verb, etc.) in each gap and allow time for them to discuss answers with a partner before class feedback. Check vocabulary, e.g. berth, compartment. 1 comfortable 2 expensive 3 hot water 4 lock 5 comfortable 6 laptops 7 three 8 uncomfortable 9 Hard Sleeper 10 two Audi o scr ipt Tr ack 2.2, Exerc is e 5, page 17 D = Dennis, WZ = WenjingZue D Can you tell me about different classes of seats, first class, second class …? WZ Well Soft Sleeper class is the most comfortable and the most expensive – it costs about the same as a plane ticket. There are four berths in each compartment and there’s a table with a tablecloth, and they usually provide hot water for making tea. The compartment door has

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a lock and there’s a smartly-dressed attendant to look after each car. You share with other passengers but this is a good way to meet people. D Yes, that’s something I want to do. WZ Then there’s the Hard Sleeper class for journeys of more than six hours. Hard sleeper berths are reasonably comfortable and bedding is supplied. Newer trains have power sockets for laptops and mobiles. I think they’re very economical if you travel overnight because you save the cost of a night in a hotel. D Yes, it sounds like a good idea. WZ The cheapest is the Hard Seat class, which has three people sitting side by side. They’re fine for short journeys – short distance daytime trains only have Hard class seats. But it’s an uncomfortable way to travel for longer journeys. Soft Seat class is more expensive. It’s about the same price as Hard Sleeper, but I would recommend it for any journey over two hours. D OK, I’ll remember that. What about buses? WZ Well, there are still places and sights in China that you can only get to by bus. For example, you can only get to many parts of Guizhou and Guangxi by bus. There’s a railway network in Fujian but the connections aren’t very direct, so it’s best to go by bus. D OK, thanks, you’ve been very helpful. WZ Thank you. Have a good trip! Exercise 6, page 17 Students discuss in pairs or small groups what they remember being said about bus travel in China. If needed, play the second part of the conversation again before eliciting ideas from the class. You can only get to many parts of Guizhou and Guangxi by bus. There’s a railway network in Fujian, but the connections aren’t very direct so it’s best to go by bus.

Speaking TRANSPORT IN YOUR COUNTRY Exercise 7, page 17 Students work in pairs to discuss how their country’s transport systems compare with China’s, noting different options available (e.g. classes on trains) and considering what advice would be useful for anyone wishing to travel around their country. Highlight the aspects to include and monitor, helping as needed. Round up by asking students to explain their ideas to the class. Alternatively, ask students to prepare a five-minute presentation on the advice they would give. This could be set for homework and the presentations given in a subsequent class.

GETTING THERE

EXTRA ACTIVITY

Students discuss in small groups how they think transport and travel in (and to) their country might change in the next 30 years. RESEARCH TRAVEL LINKS IN INDIA

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

EXTRA ACTIVITY

Refer students to Part 2 of the EFIT Intermediate level DVD material for extra listening and vocabulary activities relating to the Great Canyon Railway. Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments, as is denoted by the worksheet timings. Alternatively, the DVD-related worksheet can be undertaken as self-study. At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework, with findings presented in a subsequent lesson. Homework su ggestions • Students invent a two- to three-week trip around their country, which includes five key destinations. Ask them to find a map of their country and to mark the journey on it. Students then consider the best way to travel from each location to the next. Remind them to include where someone following this route would fly in and out of their country. They only need to consider the locations and the form of travel between them. In a subsequent lesson, students explain their route in small groups. (4–5 minutes) • As an alternative to Exercise 7, rather than present their information verbally, students could prepare their advice in the form of an article for a travel brochure or website. (200–250 words)

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JOURNEYS Ai ms and ob ject iv es In this lesson students will: • focus on vocabulary relating to air, sea, road and rail • study multi-word verbs • talk about a journey they have made

Vocabulary ROAD, RAIL, AIR AND SEA FACT FILE

Note that travel-related vocabulary is often different in US and UK English. US UK traffic circle roundabout filling station petrol station/garage station wagon estate car highway motorway

Air: baggage claim, departure lounge, jet lag, runway, stopover (+ aisle, gate, etc.) Sea: ashore, deck, harbour, purser, starboard (+ port, dock, etc.)

EXTRA ACTIVITY

Ask students to work in pairs to discuss the number of syllables and the stressed syllable in each word. This could be done as a race. Exercise 2, page 18 Students complete the announcements, deciding which form of travel fits with each announcement. Do not check their answers yet. Exercise 3, page 18 Play the recording twice. The first time students listen to check their answers. The second time they practise repeating the announcements after the announcer.

EXTRA ACTIVITY

Write the words below on the board and ask students to identify those which are BrE and those which are AmE: • pavement (BrE) = sidewalk (AmE) • station wagon (AmE) = estate car (BrE) • motorway (BrE) = highway (AmE) • truck (AmE) = lorry (BrE) Discuss the answers as a class and mention that some AmE words are not used in the UK, and vice versa. Add that some words have different meanings in BrE and AmE, i.e. pants (in BrE they are underpants but in AmE they are trousers), mad (in BrE it often means crazy but in AmE it means angry), etc. Exercise 1, page 18 Focus students’ attention on the photo and ask what it shows before focusing on the vocabulary box. Students complete the diagram alone or in pairs, adding an extra two words to each group. Round up by checking answers and asking what the American English is for petrol station (gas station), roundabout (traffic circle) and any other words given. Suggest they keep a note of AmE and BrE differences in a vocabulary notebook and point out that some of the texts in the Coursebook use AmE rather than BrE. Road: carriageway, petrol station, roundabout, toll bridge, traffic lights (+ estate car, motorway, etc.) Rail: carriage, dining car, platform, signals, sleeper (+ station, tracks, etc.)

GETTING THERE

1 platform (Rl) 2 carriageway (Rd) 3 purser (S) 4 dining car (Rl) 5 departure lounge (A) 6 deck (S) 7 roundabout (Rd) 8 baggage claim (A) Audi o scr ipt Tr ack 2.3, Exerc is e 3, page 18 1 Please mind the gap between the train and the platform when leaving the train. 2 We expect heavy traffic congestion and long delays on the northbound carriageway after a coach collided with a lorry at junction 14. 3 Will all passengers requiring a landing card please speak to the purser before going ashore. 4 Lunch will be served in the dining car between twelve and two o’clock. 5 Will all passengers for flight BA5074 to Cairo please make their way to the departure lounge where your aircraft is waiting to depart from gate number 56. 6 The captain invites all first-class passengers to join him for cocktails on the upper deck. 7 Turn left and drive straight on for 500 metres. At the first roundabout, take the third exit. Drive on for three kilometres. 8 Passengers arriving from Brussels please proceed to the baggage claim where your luggage will arrive shortly.

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EXTRA ACTIVITY

If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, encourage them to describe (in pairs or small groups) the different methods of transport available to travellers and tourists, before discussing the pros and cons of different forms of transport and classes of travel.

Grammar MULTI-WORD VERBS Exercise 4, page 19 Focus students’ attention on the Grammar box and ask students to read the information. Check they understand where the particle goes with separable and inseparable multi-word verbs. Students read the text before listening to the conversation. Allow them to compare answers in pairs before class feedback. Alternatively, students complete the conversation (alone or in pairs) and then listen to it to check their ideas. Check students understand the meaning of the multi-verbs given. 1 set off 2 broken down 3 held up 4 dropped (me) off 5 taken off 6 find out 7 hang about 8 get through 9 get on 10 pick (me) up 11 turned up 12 put (me) up 13 got on (really well) with 14 filled in Audio s cr ipt Tr ack 2.4, Exerc is e 4, page 19

E Oh, very much so. They put me up in a really good hotel and I got on really well with the people I met. I’ve filled in the site visit checklist you gave me and it’s all very positive. EXTRA ACTIVITY

Students work in pairs and write down the meaning of all multi-verbs as given in the conversation using another verb, e.g. turn up = arrive.

Speaking Exercise 5, page 19 Students work in pairs, taking turns to tell each other about a journey they have made, using as many of the multi-word verbs from Exercise 4 as possible. If time, ask a few students to share their experiences with the class. Discuss which verbs they found the most difficult to use and provide further examples. Homework su ggestions • Students write a short blog article about a journey they have taken, expanding on ideas from Exercise 5. Remind them to use some multi-word verbs from Exercise 4. (200–250 words) • Students write sentences using the multi-word verbs given (14 in total). Encourage them to use other vocabulary from the lesson. Photocopiable notes 2.1 (page 105) Transport and travel vocabulary (Pelmanism page 106)

E = Emma, EB = Emma’s Bos s E We set off really early for the airport – at about 5.30 in the morning – so I would have plenty of time. But, of course, there were long delays on the motorway. A lorry had broken down and blocked an exit, so we were held up for more than an hour. Anyway, we got there in the end. My husband dropped me off outside the terminal just after eight but by that time my flight had already taken off. EB Oh no! So what happened? E Well, I went to find out what time the next flight for Prague was departing. The helpdesk people were very helpful but I had to hang about for ages while they tried to get me on another flight. I tried to phone the Prague office but the line was bad and I couldn’t get through. Anyway, I managed to get on another flight to Prague a bit later that morning. Of course, there was no one to pick me up when I arrived at the airport. But I got a taxi to the city centre and finally turned up for the first part of the visit at lunchtime! EB So, after all those problems, was the trip a success in your opinion?

GETTING THERE

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PROFESSIONAL SKILLS DEALING WITH THE PUBLIC

1 break 2 customer care 3 physically demanding 4 benefits 5 career opportunities 6 entry-level

Speaking CUSTOMER SERVICES MANAGER FACT FILE

Ai ms and ob ject iv es In this lesson students will: • read and discuss aspects relating to the air travel industry • listen to a Customer Services Manager explaining how he dealt with a difficult situation • roleplay customer service situations

Reading WORKING IN THE AIR TRAVEL INDUSTRY Exercise 1, page 20 Focus students’ attention on the photo before asking what it shows and what they think the people are saying to each other. Find out who in the class has to (or has had to) deal with the public and what their job is. Students then read the article, noting the pros and cons of working in the airline industry. Allow them time to compare answers in pairs before discussing ideas as a class. Check vocabulary, e.g. benefits, standby, adverse. Advantages: * no previous experience is required * internal promotion structure * variety of benefits * great career opportunities * opportunity to meet many people Disadvantages: * physically demanding * strict rules on physical appearance * long periods away from home * unsocial or long working hours

EXTRA ACTIVITY

Students work in groups, taking turns to say what their job is (or one they’ve had) and what they consider are the main pros and cons of it. Exercise 2, page 20 Check students understand what an internship is and ask if they have ever done one. Students then complete the sentences, checking answers with a partner before class feedback.

GETTING THERE

A Customer Services Manager’s role is to ensure that customers are satisfied. Their responsibilities include managing the customer service team, dealing with customer enquiries as well as developing customer service policies and procedures. Exercise 3, page 21 Students work in pairs to discuss possible problems faced by an airline Customer Services Manager and how they could be dealt with. Then open the discussion up to the class. Students’ own answers.

Listening A DIFFICULT SITUATION Exercise 4, page 21 Tell students they are going to listen to a Customer Service Manager describing a difficult situation. Preteach potentially new language, e.g. erupt, lose your temper, ensure, reassure, ash cloud and empathy. After listening, students can discuss their answers in pairs before class feedback. Ask if the situation was resolved or not. The situation was caused by a volcanic eruption in Iceland, which created an ash cloud. It made flying impossible. Yes, he dealt with the situation successfully. Exercise 5, page 21 Students read the information before listening to the recording again. Remind them that more than one answer is possible. Students compare ideas in pairs before going through them as a class. 1a

2 b and c

3 b and c

4 c

Audi o scr ipt Tr ack 2.5, Exerc is es 4 and 5, page 21 E = Erik, I = Intervi ewer E One of the first things I had to do when I’d just started the job was deal with problems that were caused by the volcano which erupted in Iceland. The cloud of ash from the volcano made flying

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impossible. There were people from all over Europe who couldn’t get home because there were no flights for them. We also had people we had to contact and tell them they couldn’t go on holiday. I So what did you do? E I divided the staff into three teams. One team organized hotel accommodation for our customers. That wasn’t easy because there weren’t enough hotels for everybody and we didn’t know how long airports would remain closed. The second team contacted all the customers who had booked flights that week and offered them refunds or an alternative holiday. But that wasn’t easy either as we didn’t have much spare capacity. And a third team was responsible for hiring coaches to transport people to places where there were other means of transport to get them home. I And do you think the operation was a success? E Well, of course we lost a lot of money. But on the positive side, our customers saw that we were doing our best to meet their needs in difficult circumstances. I think that these passengers are going to trust us in the future because they know that if anything goes wrong, we’ll look after them. I What do you think you learnt from the experience? E In terms of professional skills, the most important skill was how to deal with the public in a very stressful situation. For example, if a customer is angry and upset, it’s important to let them tell you how they feel. Don’t interrupt while they are speaking but stay patient and wait until they’ve finished. If you can stay calm, this is going to help the whole situation, so don’t get angry or lose your temper. And of course don’t ever start to argue with the customer and/or blame your colleagues or anyone else about the situation. It doesn’t help to make excuses – it’s better to focus on what you’re going to do to change things. I’ve also learnt that the way you listen is important, too. You should make sure you stop what you are doing and look at the person. Ask questions to ensure that you understand what the problem is from their point of view, and show empathy by telling them that you understand how they feel. Then, if possible, reassure the customer by promising that you will do something to improve the situation.

5 questions

6 understand

7 reassure

Speaking CUSTOMER SERVICE ROLEPLAY Exercise 7, page 21 Tell students they are going to roleplay customer service situations. Put them 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 during the activity, making notes on how problems are dealt with. Round up by asking if the customers were happy with how their problems were dealt with and discuss how each situation could have been improved. See Pairwork files. EXTRA ACTIVITY

Students work in pairs and discuss a different situation that a Customer Service Manager might have to deal with (perhaps an idea from Exercise 3), preparing a short (three-minute) conversation. These could be practised and roleplayed in a subsequent lesson. Homework su ggestions • Students choose a job sector that they have experience of. They write a short article for a careers website, explaining the pros and cons of a career in this sector and using words and phrases from Exercise 2. (200–250 words) • Students choose three to four problems that a Customer Services Manager might face and write an article for an airline industry magazine offering advice on how to deal with each situation, expanding on ideas given in Exercise 3. (200–250 words) Photocopiable notes 2.2 (page 105) Dealing with the public (Roleplays pages 107–108)

Exercise 6, page 21 Focus on the tips for how to deal with customers’ problems and encourage students to work out the part of speech missing in each gap. Students complete the do’s and don’ts (alone or in pairs), checking their answers with the audio script. 1 interrupt

2 blame

GETTING THERE

3 excuses

4 look

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CASE STUDY IMPROVE A SERVICE CASE STUDY MENU Refer students to the lesson’s aims and objectives before focusing their attention on the photos and eliciting what they show.

Problems for airline staff FACT FILE

Students work in pairs and choose a different lowcost airline to research, sharing what they find out with the rest of the class in a subsequent lesson. Exercise 1, page 22 Students read the article, comparing answers in pairs before going through them with the class. Check vocabulary, e.g. constant, abusive. 1 2

3

air rage ticket restrictions, staff shortages, excess baggage charges, long queues at check-in and security control, not understanding ticket restrictions on discounted tickets because the information is in the small print Because of increasing fuel costs forcing airlines to add extra fees and restrictions.

Recent incidents Exercise 2, page 22 Students listen to four conversations, noting their answers. Allow time for students to compare answers with a partner before discussing them as a class. Find out from students if they have ever experienced any of the problems from the recording and how they were dealt with. Incident 1 1 At check-in. 2 He has excess baggage. 3 Students’ own answer. Incident 2 1 At check-in 2 The passenger has been queuing for an hour. There are only four desks open and the plane is due to depart. 3 Suggested answer: open another desk if the queue is too long. Incident 3 1 At the arrivals hall. 2 GPS has been stolen from bag in the cabin. 3 Students’ own answer. Incident 4

GETTING THERE

1 2

3

at the departure gate a passenger became abusive when his wife was told to check in one of her pieces of baggage Suggested answer: put up signs warning passengers about abuse

Audi o scr ipt Tr ack 2.6, Exerc is e 2, page 22 1 CS = Customer Service emplo yee, M = Man CSGood morning, sir. Where are you travelling to today, please? M Stockholm. CSOK, could I see your passport, please? Thank you. Do you have any cabin baggage? M Just my laptop. CSOK … that’s 26 kilos. I’m afraid you’re six kilos overweight, sir, so you’re liable to excess baggage charges. M Oh … How much will that be? CSIt’s ten euros per additional kilo, so that will be 60 euro. If you take this form here to my colleague at the information desk, you can pay there. M What do you mean 60 euro? That’s outrageous! It’s more than I paid for my ticket. I thought I might be a bit over but I had no idea you’d charge so much. You can’t do this to people … CSI’m afraid it’s not my decision, sir. Our policies related to cabin baggage and excess baggage charges are printed clearly on your ticket and also on our website. M I’m sorry, I think you’re just taking advantage. Nobody could possibly expect … 2 CS = CS agent, W = Woman CS Any passengers for Milan? That’s any passengers for Milan … Could you come this way, to the front of the queue? … This way, please … W …Excuse me … EXCUSE ME? CS Yes, madam. Can I help you? W Could you please tell me where to go for the Seville flight? We’ve been trying to queue in this chaos for over an hour now. Our flight leaves at 10.30 and we’re going to miss it if we can’t check in. CS OK … Seville, yes, … OK, if you’d like to follow me. W I don’t understand why you’ve only got four desks open. Look at all these people it’s ridiculous … 3 CS = CS agent, M = Man CS Yes, sir. Can I help you? M I’ve just come off the CheapSky flight from Prague and collected my luggage, and I want to make a serious complaint. My GPS has been stolen from my bag.

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CS I’m sorry to hear that, sir, but we do advise against putting valuables in your cabin luggage. We do clearly state that we can’t be held liable for any loss or damage to property carried in this way. M Are you serious? CS Yes, when you booked your ticket, if you had to read our terms and conditions charter and ticked a box, you would have seen this. M But nobody reads that small print! I can’t believe that CheapSky is trying to get out of their responsibilities like this, I … want to see the manager. 4 S = Sharon, Si = Siobahn S Hello, Sharon speaking. Si Hi Sharon, it’s Siobahn here. Listen, I’m at departure gate 32 and we’ve got a problem. Could you come down? S Oh, that’s the 10.25 to Oporto, right? I thought you’d have taken off by now. What’s the problem? Si We’ve had a major incident with a customer. She got really angry when Kevin wouldn’t let her take two pieces of cabin baggage onto the plane. We told her she had to go back and check in her handbag or her laptop. Her husband got abusive and we had to call security. S Not another one! OK, I’m on my way.

TASK Go through the task, checking students understand what it entails. Put students into small groups (As and Bs) and refer them to the relevant information. Allow time for each group to prepare, helping as needed. Monitor the meeting(s), noting good language use and aspects to bring up during feedback. Round up by eliciting the decisions made and discussing how the meetings went. See Pairwork files. POSSIBLE OUTCOME •

•

•

Passenger rage can have many causes. In Exercise 2 passengers were angry about ‘outrageous’ excess baggage charges, long queues and insufficient number of open desks, theft and restrictions on cabin baggage. So, the suggestion that a blanket and carry-on baggage should be charged extra seems unwise. More open desks, better staffing and training in customer care would help reduce the likelihood of angry passengers. Standing-only passengers may not complain on short-haul flights but could annoy other

GETTING THERE

•

•

•

•

•

•

people if there is constant movement along the aisles. Pay toilets are probably not a good idea, especially if the number of toilets available is reduced by the airline in order to create extra seats. Pay toilets may alienate passengers and the advantage to the airline in extra revenue is minimal. The Express Seat option makes sense, especially for business passengers or people with limited time to get their connecting flight. The ‘families only’ option is sensible as it would be popular with passengers who wish to have a quiet flight. Children over the age of two could pay for an extra seat. Charging double for obese passengers is controversial and the rights of other passengers to a comfortable flight must be balanced against the needs of overweight travellers. Unnecessary litigation should be avoided. The airline could install a couple of extra-wide seats on each aircraft but this is an extra cost, which it might be reluctant to meet. MsPathak’s letter shows that the member of staff should be disciplined for accepting a bribe. Passengers need to be informed that special cases for pets are available and made aware of the regulations regarding the transport of animals. If CheapSky does not have such a document, it should be written and posted on their website. When passengers with pets have a connecting flight, they also need to check the policy of the other airline.

Writing minutes Exercise 3, page 23 Refer students to page 98 of the Writing bank and go through the model giving minutes of the meeting before asking students to write up their own from Exercise 3. Decide if students are going to work as a group or individually. If individually, this could be set as homework. EXTRA ACTIVITY

Students work in small groups and think of three ideas they feel would improve people’s experience of flying. They take turns to explain their ideas to the class. Students then reach a consensus on the best three.

23


UNIT 2: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students write a blog article describing a problem they have experienced with a flight operator/flight and how it was deal with. (200–250 words) • Students write a sentence for each of the key words given for the unit (15 sentences in total). Encourage them to use a variety of language and structures from the unit.

GETTING THERE

24

3

ACCOMMODATION

UNIT MENU

Grammar: modal verbs Vocabulary: types of accommodation, facilities and services Professional skills: dealing with complaints Case study : investigate customer complaints

Ai ms and ob ject iv es In this lesson students will: • read about Spanish accommodation • focus on vocabulary relating to hotel facilities and services • listen to some travellers talking about what they look for in a hotel

Reading ACCOMMODATION IN SPAIN

answers with a partner. Check answers as a class. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that they may be asked to describe the different types of accommodation available to travellers and tourists, their pros and cons, as well as identify the range of facilities that different types of accommodation may offer. 1 2

FACT FILE

Located in southwest Europe, Spain is a popular holiday destination, particularly with British tourists. This is due to its climate and the good value holidays available. Each year around 45 million tourists visit Spain with British nationals making over 12 million visits. Holiday makers tend to either be package tourists or independent ones who book flight and accommodation separately on the internet.

EXTRA ACTIVITY

3 a b c

Students discuss the following questions in pairs or as a class:

d

• What type of accommodation do you usually stay in when you go on holiday?

e

• Are there any types of accommodation you would really like to stay in? (e.g. a tree house) Why? Exercise 1, page 24 Focus students’ attention on the photo at the top of the page before asking what it shows and which country they think the building is in. Students then consider accommodation in their own country, comparing ideas in pairs before class feedback. Students’ own answers. Exercise 2, page 24 Ask students if they have visited Spain and if so, what type of accommodation they stayed in. Students read the text before discussing their

ACCOMMODATION

Students’ own answers. The types of accommodation: medieval castles, luxury hotels, mansions, youth hostels, paradores, palaces, castles, fortresses, hunting lodges, modern hotels, luxury beach hotels, farms, villas, self-catering houses, bed & breakfasts (pensiones), familyrun country cottages (casas rurales), guest houses, camp sites, refuges, apartment hotels and holiday villages with camping and hostel accommodation. paradores refuges, youth hostels, bed & breakfasts, camp sites farms, self-catering villas and houses, country cottages, guest houses paradores, villas, luxury hotels; luxury accommodation in castles and fortresses an apartment hotel

Vocabulary HOTEL FACILTIES AND SERVICES FACT FILE

UK law dictates that disabled people have important rights of access to everyday services, such as hotels and that service providers are obliged to make the necessary adjustments. Exercise 3, page 25 Focus students’ attention on the symbols for different hotel facilities and services. Students then match them with the services listed. Allow time for students to compare answers in pairs before checking them as a class.

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air conditioning – a airport shuttle – d baby-sitting service – f currency exchange – h direct line telephone – m fitness centre – l hairdryer– j high-speed Wi-Fi access – b in-room mini-bar – o laundry and ironing – c pets admitted – g restaurant – p safe-deposit box – i satellite TV – e sauna – k wheelchair access – n Exercise 4, page 25 Students choose the ten most important services and facilities for themselves and put them in order. Allow time for them to discuss their ideas in pairs or small groups before class feedback. Elicit other services which are important but not included. EXTRA ACTIVITY

Students use the internet to find if there are major differences between the hotel services on offer in different regions of the world/continents or countries, e.g. the Middle East v northern Europe.

Listening CHOOSING A HOTEL Exercise 5, page 25 Focus students attention on the photos of travellers before asking them, in pairs, to list the hotel facilities and services they feel each person or sets of people would need most and why. Elicit some ideas before moving on to the listening. Students’ own answers. Exercise 6, page 25 Students match the different travellers with the photos, comparing answers in pairs before class feedback. Discuss how close students’ initial ideas were to what the guests said. 1 Speaker 1 – Waleed Speaker 2 – Jin Wei Speaker 3 – The Singh family

ACCOMMODATION

2 Speaker 1 mentions smart cards, CCTV cameras, limousine hire, 24-hour room service, exclusive use of spa and therapy rooms. Speaker 2 mentions high-speed internet access, a business centre offering secretarial and translation services and business support, a rapid laundry service Speaker 3 mentions use of a swimming pool, a children’s play area, bunk beds for the children and individual television sets, PlayStation games and consoles available from reception, and a babysitting service Exercise 7, page 25 Give students time to read the extracts before they listen a second time. Encourage them to compare ideas with a partner before going through them. Check vocabulary, e.g. exclusive, a must, bunk beds. 1 1 2 3 2 4 5 3 6 7

security CCTV cameras spa and therapy rooms secretarial and translation laundry children’s play area babysitting

Audi o scr ipt Tr ack 3.1, Exerc is es 6 and 7, page 25 1 My job is to make all the travel arrangements for the members of a royal family in the Middle East. Sometimes there’s at least ten of them and I have to make sure everything is absolutely perfect. My biggest worry is always security, so I always choose a hotel that uses smartcards to limit access to executive suites and has CCTV cameras installed. The family particularly request limousine service, 24-hour room service and exclusive use of the spa and therapy rooms. 2 I travel a great deal on business and usually spend no more than two or three nights in a hotel. The travel budget has been cut recently, so I don’t usually stay in exclusive, expensive hotels but I do need some essential facilities. High-speed internet access is a must, and if there’s a business centre offering secretarial and translation services and business support, that’s a plus. Oh, I also need a rapid laundry service as I travel fairly light and don’t always have enough clothes with me. 3

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We have two young children and a relatively low budget so we look for somewhere that caters for families. It’s important to have a swimming pool, but the best hotel for us is one where there’s a children’s play area where the children can go. We stayed in a place recently where the kids had bunk beds with individual television sets in them. We could get the latest PlayStation games and consoles from reception. And if we wanted to go out in the evening, just the two of us, there was a great babysitting service as well. RESEARCH

HOTEL GRADING Ai ms and ob jec ti ves In this lesson students will: • listen to a travel advisor explaining hotel ratings in Spain • study modal verbs for expressing obligation and possibility • research unusual places to stay

Listening GRADING OF HOTELS IN SPAIN

HOTELS IN YOUR AREA

Students visit a couple of hotels in their local area and gather information on the facilities and services on offer. In a subsequent lesson they present their findings in groups or to the class. Homework sugg estions • Students write an article for a travel magazine or website, giving information on what types of accommodation are on offer in their own country (or another of their choice). Encourage students to use the text in Exercise 2 as a model. (200–250 words) • Students write about their own preferences regarding hotel facilities and services, comparing how these would differ if they were away on business or for a holiday. (200–250 words) Photocopiable notes 3.1 (page 109) What facility or service do you need? (Matching game page 110)

FACT FILE

Other hotel rating schemes include: the AA Auto Club STAR (which has been running for over 100 years in the UK), AAA Diamond (USA) and Australian STAR rating scheme (which is one of the world’s leading quality certification schemes). Exercise 1, page 26 Introduce the topic of the lesson by briefly discussing how hotels are graded in your students’ country/ies. Students then work in pairs to consider the minimum facilities for a mid-range hotel before the discussion is opened to the class. Students’ own answers. Exercise 2, page 26 Students listen to a travel advisor explaining how hotels are rated in Spain, comparing ideas in pairs before class feedback. In Europe, most hotels use the Hotel Stars Union, a star rating scheme which is the same for all the countries that belong to it. The rating scheme comprises a list of criteria relating to 270 features and services that a hotel can offer. However, in Spain stars can only be awarded by the regional tourist authorities, each one giving official ratings according to its own list of criteria. Tour companies also have their own sets of symbols other than stars to rate hotels. Exercise 3, page 26 Give students time to read the statements then play the recording a second time. Encourage students to discuss answers with a partner before going through them. If an answer is false, ask students to explain why. 1 2

ACCOMMODATION

F – in Europe, excluding Spain F – they must also provide a chair and table, and either soap or body wash in the bathroom

27


3 4 5 6

T F – not necessarily as the Spanish regional tourist authorities have their own list of criteria T F – it’s extra

Audio s cr ipt Tr ack 3.2, Exerc is es 2 and 3, page 26 I = Interviewer, J = Janice I First of all, can you tell us something in general about how hotels are graded and what the number of stars actually means? J Well, perhaps the first thing I should say is that the number of stars in one country doesn’t necessarily mean the same as in another. But in Europe, there’s a European Hospitality Quality Scheme called the Hotel Stars Union, and the star system is the same for all the countries that belong to it. Basically, there’s a list of criteria relating to 270 possible features and services a hotel can offer. For example, the minimum criteria for a one-star rating include daily room cleaning, a table and chair in each room (as well as the bed of course!), and either soap or body wash in the bathroom. However, for a four-star rating, a hotel must be able to offer things like a restaurant with an à la carte menu service and a soft chair or sofa with a side table in each room. I OK, that’s good to know, but what about Spain? Can visitors expect star ratings in Spain to be the same as in the rest of Europe? J Well, actually the short answer to that is no. In Spain, the stars can only be awarded by the regional tourist authorities. There are 17 different regional tourist authorities and each one gives an official rating according to its own set of criteria. I That sounds pretty confusing. J Well, yes it is. And to make it worse, most people book hotels online or through tour company brochures, which often use their own criteria and sets of symbols, for example suns, crowns, keys, moons or diamond symbols to rate hotels. I So, do the stars mean anything at all? J Well, the stars reflect the number and range of facilities offered, for example is there a lift? Does the hotel have a gymnasium? So that’s something concrete you can rely on. And of course a fourstar hotel will also cost more than a three- or twostar hotel in the same city: by law, Spanish hotels must display their prices behind reception and in every room. However, visitors must remember that VAT is extra. I Right. And are the prices more or less the same across the regions?

ACCOMMODATION

J Well, prices vary according to region and season. A room will always cost more in high season and city hotels charge more during fiestas, carnivals or when there’s a major conference. Exercise 4, page 26 Students complete the sentences, comparing answers before class feedback. Discuss differences between words as needed. (award (n) = a symbol of recognition/merit; award (v) = to give somebody something in recognition of merit; grade (n) = a level that tells you how good the quality of something is; grade (v) and rate (v) = classify things according to quality; grading or rating system = a system of classifying according to quality or merit) 1 awarded 2 grading/rating 3 grade 4 rates/grades

Grammar MODAL VERBS FACT FILE

• Self-catering refers to a holiday where you cook your own food in your accommodation (BrE). • A retreat is a quiet place you stay at in order to relax. • A youth hostel is a place where people of all ages, as well as families can stay. They do not just consist of dorms and bunk beds, and many have family or single/double rooms. They are excellent value for money and provide clean well-run accommodation at a low price. They often have their own bar or restaurant so you do not need to cook your own food. Exercise 5, page 27 Focus students’ attention on the Grammar box and either go through it as a class or allow students time to read it, answering any questions which arise. Students then choose the correct modals in the texts, comparing answers in pairs before discussing them as a class. Check vocabulary, e.g. inland, strict. 1 can 2 may 3 have to 4 may 5 should 6 may 7 should 8 can’t 9 may 10 don’t have to

EXTRA ACTIVITY

Students discuss in pairs which of the three types of accommodation they would prefer to stay at and why.

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Exercise 6, page 27 Students complete the enquiries, comparing answers with a partner before class feedback. 1 have to 2 don’t have to 3 may 4 shouldn’t 5 should 6 Can

PROFESSIONAL SKILLS DEALING WITH COMPLAINTS

EXTRA ACTIVITY

Students work in pairs or small groups and make a list of ten other questions guests might ask at a hotel. Round up by eliciting ideas from the class. Decide which are the most useful.

RESEARCH UNUSUAL PLACES TO STAY

Students use the internet to find two to three examples of very unusual places to stay. This is best set for homework. In a subsequent lesson, divide the class into three or four groups and ask students to share ideas in their groups, choosing the most unusual place. Bring the class together, asking a member of each group to describe the place they chose. The class then votes for the most unusual place. Homework sugg estions • Students write an article for a hotel and management magazine or website explaining how hotels in their country are graded. (150–200 words) • Students write a short article for a travel guide giving information on three of the most unusual places to stay in their country. (200–250 words)

Ai ms and ob jec ti ves In this lesson students will: • listen to hotel guests making complaints • focus on how to deal with complaints • roleplay situations where a complaint is made and dealt with by a hotel receptionist

Listening PROBLEMS AND SOLUTIONS Exercise 1, page 28 Ask students if they have to deal with complaints at work and elicit a few examples of the kinds they have dealt with. Focus their attention on the photo and elicit what the woman could be complaining about. Check students understand the list of complaints given before listening to the recording. Allow time for them to compare their answers in pairs before you check them as a class. 1b

2 a (also d)

3c

4e

5d

EXTRA ACTIVITY

Students work in pairs and make a list of things they have complained about in hotels, sharing ideas with another pair. Exercise 2, page 28 Ask students if they can remember how each situation was dealt with. If they are a strong class, ask students to work in pairs and complete the conversations before they listen again to check their answers. With a weaker class, you could play the recording first to help them complete the extracts. Then check their answers after each one. For feedback, elicit the solutions that are offered and discuss whether the class think that the solutions were satisfactory or not, and explain why. 1 speak to 2 speak to 3 can give 4 you like 5 could try 6 want 7 apologize 8 make sure 9 assure 10 happen 11 attention 4 and 5 are dealt with in a polite and satisfactory manner.

ACCOMMODATION

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1, 2 and 3 are unsatisfactory. In 1, the complaints were ignored. In 2, the receptionist was rude. In 3, the receptionist should be more helpful and empathize more with the customer. Audio s cr ipt Tr ack 3.3, Exerc is es 1 and 2, page 28 1 C = Cust omer, R = Recepti onis t C Hello, can you send someone to look at the air conditioning in my room – it’s too noisy and it doesn’t seem to be working properly because the room is hot. And I can’t close the window either and there are insects getting into the room. R I’m sorry, sir. I’ll speak to maintenance. C OK, thank you. [Later] C Hello, I phoned a couple of hours ago to say that the air conditioning is not working. The person I spoke to said someone would look at it but nothing has happened. R Which room? C 238. R I will speak to maintenance. C And another thing. The Wi-Fi isn’t working and I need to be connected – I’ve got work to do. R OK, I will speak to person in charge. [Later] C I want a refund, I’m not paying the full rate – I complained several times about the air conditioning and the internet connection that didn’t work and I was just ignored. 2 C = Cust omer, R = Recepti onis t C I don’t understand this bill. It’s too much. R You got a problem? C When I made the reservation, I was told the room rate was seventy-nine dollars and ninety cents. R Yeah, plus taxes. COK, but what’s this – you’ve added another 15 dollars. R Yeah, that’s kind of for the extra person in the room. C The extra person in the room!! I was never told there was a charge for that! R That’s the rate, man. C Where’s it say that? There’s nothing about that on the check-in card and I can’t see anything here in the reception area about charging for the number of people in a room. R Yeah, but I can’t do anything about it, can I? I ain’t the manager. C Can I speak to the manager? R Nope, he ain’t here. C When will he be back?

ACCOMMODATION

R I dunno. I can give you his mobile phone number if you like. 3 C = Cust omer, R = Receptionis t C Hello, we’ve booked a room in the name of Robertson, Mr and Mrs Robertson. R But the hotel’s full. It’s half past eleven, we don’t have any more rooms for tonight. C What? We made this booking two weeks ago! And I have a credit card confirmation for late arrival. You can’t say you don’t have a room! R …I don’t have any record of that. C Maybe, but I do, so what are you going to do about it? We just travelled 150 miles to be here. R Um, perhaps I could try and get you into another of our hotels. Do you want me to do that? CDo you have any other solution? R No. 4 C = Cust omer, R = Receptionis t C Is that reception? R Yes, how can I help you? C My name’s Anne Robertson. I just checked in with you downstairs. You told me the room was ready but the beds haven’t been made, the room is filthy and it smells of cigarettes. I definitely asked for a non-smoking room and it’s half past three – I don’t understand why the room hasn’t been cleaned. R Oh, I’m so sorry, Mrs Robertson. I do apologize for the inconvenience. Please come down and I’ll make sure you get a room that’s ready. I’ll put you in a better room with a view over the lake. C OK, thank you very much. I’ll come down now. …Oh my goodness, there’s a lizard in the room! 5 C = Customer, M = Manager C Excuse me, are you the manager? M Yes, madam, what can I do for you? C I’d just like to tell you that I find the attitude of the people you employ here completely unacceptable. This afternoon when I came back, the room hadn’t been cleaned. I phoned housekeeping but I don’t think they understand English, they just say yes. Finally, I managed to make them understand what I wanted and someone brought up some clean linen, but the girl wouldn’t stay to clean the room and I had to make the bed myself. She said it was the job of housekeeping, not hers. M I’m very sorry madam. I’ll have a word with the staff. I assure you it won’t happen again. Thank you for bringing the matter to my attention.

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Exercise 3, page 29 Students work in pairs to discuss how to improve the three dialogues with unsatisfactory outcomes. Monitor, helping as needed, and (depending on the class size) ask students to roleplay one of their rewritten dialogues for the class. Make sure each of the dialogues are covered. For feedback, discuss best practice and useful language. Students’ own answers.

HANDLING PROBLEMS

DEALING WITH COMPLAINTS Exercise 4, page 29 Focus students’ attention on the Professional skills box. Ask them to work in pairs to match the sentence halves before eliciting ideas. 2 d

3 f

4e

5 h

6 b

7a

8 g

Exercise 5, page 29 Refer students to the useful expressions given and ask them to complete them. Play the recording to check answers, pausing after each one is given. Discuss the importance of sounding polite and how this can be achieved (intonation, tone, facial expressions, etc.) and check students understand what assertive means. Ask students to practise saying the expressions in pairs. Monitor and help as needed. 1 sorry 2 apologize 5 seems 6 problem

Students work in pairs and choose one of the extracts to develop into a roleplay which they practice and then do in front of another pair. Round up by asking a few pairs (who have chosen different situations) to roleplay their situation for the class.

Speaking

Professional skill s

1 c

EXTRA ACTIVITY

3 know 4 afraid 7 look 8 back 9 do

Audio s cr ipt Tr ack 3.4, Exerc is e 5, page 29 Apologizi ng 1 I’m sorry about that. 2 I do apologize for the inconvenience. 3 I hear what you’re saying and I know how you feel. Explaining 4 I’m afraid there’s been a misunderstanding. 5 What seems to have happened is that … 6 At the moment we’re having a problem with … Ac ti ng 7 I’ll look into it right away. 8 I’ll get back to you when it’s been sorted out. 9 I’ll do everything I possibly can.

Exercise 6, page 29 Find out if students feel confident handling problems and why/why not. Put students into pairs and allot roles A and B. Allow them time to read the relevant information. Remind students to use some of the expressions given in Exercise 5. Monitor during the activity and help as needed. With weaker students, As (and Bs) could prepare in small groups before returning to their original partners. Set a time limit of 5 minutes for this. If time, ask students to swap roles. Round up by discussing how well complaints were dealt with and what expressions were used. EXTRA ACTIVITY

Students discuss their experiences of making or dealing with complaints, particularly in the context of hotels. Homework su ggestions • Students choose one of the complaints below and then write a short conversation where a hotel guest complains to the receptionist (three to five minutes). In a subsequent lesson, students partner up with someone who chose a different complaint and practise both conversations prepared, playing the receptionist for their own conversation. Round up by discussing different ways to deal with each of the complaints. Hotel complaints: no Wi-Fi access, sub-standard restaurant, inaccurate star rating, bed bugs or noisy room. • Students write an article for a hotel and management magazine or website describing some of the most common complaints made by hotel guests and how to best deal with them. (200–250 words) Photocopiable notes 3.2 (page 109) Dealing with a complaint (Card activity page 111)

ACCOMMODATION

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CASE STUDY INVESTIGATE CUSTOMER COMPLAINTS CASE STUDY MENU Refer students to the lesson’s aims and objectives before focusing their attention on the picture. Elicit what it shows and ask what type of holiday is being illustrated.

Promotional brochure Exercise 1, page 30 Students read the extract, comparing answers in pairs before checking them as a class. 1 2 3

Sylvan Parks are located throughout Europe. Self-catering villa accommodation. They cater mainly for families.

See Pairwork files. Student A: • Park Market – selling food past sell-by date – health hazard • Level of service and hygiene gone down – slow response for medical help and hygiene issues in swimming pool Student B: • Maintenance of villa – poor standard of service (dirty room, missing bed linen, shelf in fridge falling off, DVD player not working) • Katarina Chalupova’s finger injury

Management team m eetin g Exercise 4, page 31 Explain that Caxton’s management are holding a meeting to discuss the issues. Students listen, noting the decisions made. Allow them time to discuss ideas in pairs before opening the discussion to the class. Check vocabulary, e.g. at fault, infect, and remind students about infection and compensation which came up in Exercise 2. 1

Customer complaint Exercise 2, page 30 Check students understand vocabulary, e.g. splinter, infection, amputation, compensation, before reading the letter. Allow students time to discuss answers with a partner before class feedback. 1 2 3 4

She caught her finger on a bedside table and a splinter went under her thumbnail. The nurse advised her to take painkillers. The bedside table was never removed. She now has a serious infection and risks amputation of part of her finger. She intends to contact her solicitor and seek compensation.

Problems at Caxton Exercise 3, page 31 Tell students they are going to read more about problems at Caxton. Then put them into pairs and allot roles A and B. Allow students time to read the relevant information. Students then discuss the problems they read about in their pairs before class feedback. Check vocabulary, e.g. alarmed, captive (audience), disgusted, damp, mouldy, stains .

ACCOMMODATION

2

3

4

Katarina Chalupova: They can claim that there was negligence on her part. They suggest writing to the solicitors and playing for time. They may offer some compensation but will not admit responsibility. Swimming pool health and safety: They will tell the swimming pool attendant to make sure that children with nappies are not allowed in the pool area. Villa maintenance: They should budget for repainting over the next six months and select the properties that really need repairs. Random checks will be made to make sure that the rooms are properly cleaned and that the bedding is changed every day. Park Market supplies: Mrs Hawkins should contact the suppliers directly. Sylvan Parks will decline responsibility for food items past their sell-by date.

Audi o scr ipt Tr ack 3.5, Exerc is e 4, page 31 A Let’s get this meeting started, shall we? The first item is about this Mrs whatshername. B Katarina Chalupova. A Yeah, well, this is pretty serious. What I want to know, is why didn’t anyone notice that this piece of furniture was potentially dangerous? B It’s very difficult to get good cleaning staff. They don’t care, they just come in and out, a lot of them turn up late … C Some of them can’t speak English. B And they don’t care.

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A Why not? B Why should they, their wages are really low and they have no reason to care really. A Well, this is going to cost us. Have you read the letter from the solicitors? D It looks bad but we can also claim that she was at fault. She admits that she spent a lot of time in the swimming pool – but if her finger was infected, she should have kept the finger protected and clean and not gone swimming. C She says it was the water in the swimming pool that caused the infection. A It can’t have done – the water has chlorine in it, it’s disinfected. B Yes, but other people say that there are kids who haven’t been toilet trained in the pool. A OK, we need to tell the swimming pool attendant to make sure that kids with nappies are not allowed in the pool area. D So what about her claim for compensation? A I suggest we write to the solicitors and play for time – wait until we know how serious it is. Maybe offer some compensation but don’t admit responsibility. Nothing proves that there was really something wrong with the bedside table. In any case, she may have a personal accident insurance policy or have signed up for our own when she booked. D Yeah, good point. Let’s move onto the maintenance issue. B It’s true that some of the villas need repainting. I think we should budget for that over the next six months and choose the properties that really do need some repairs. A OK. I’ll look after that. C And I’ll have a word with Molly O’Connor and make sure she tells the staff that in future we’ll be doing checks to make sure that the rooms are properly cleaned and that the bedding is changed every day. It’s unacceptable. A Good. Now what about the Park Market? B Well, that’s very clear. It clearly states in our terms and conditions that food and beverages are provided by third parties. So any issues concerning food in the stores should be directed to the provider. A Right, so we can say we are not responsible and Mrs Hawkins should contact the Park Market directly. Is anyone taking minutes for this meeting? D I’ll draw up a list of action points and circulate it to all of you.

ACCOMMODATION

TASK Go through the task with the class before putting students into small groups to hold their meeting. Allow preparation time if required and ask students to choose a chairperson. You may wish to set a time on the meetings, e.g.10 minutes. Monitor and note points to discuss later. Round up by eliciting outcomes and discussing proposed actions. POSSIBLE OUTCOME Katarina Chalupova: Either play for time, refuse responsibility, claim her own negligence but offer limited compensation as a gesture of ‘goodwill’ (e.g. another stay at Sylvan Parks, which she will probably refuse) and wait for a response from the solicitor. Or apologise, offer financial compensation and explain the policies and improvements that will be put into place to ensure such an incident does not reoccur. Swimming pool health and safety: Provide a separate area for children to swim in and ban the wearing of nappies in and around the swimming pool. Villa maintenance: Standards and schedules for work relating to cleanliness and general maintenance work need to be implemented. Checklists of what to clean and maintain (and how often) need to be drawn up and implemented. Inventories listing villa contents to be created and verified after each guest has checked out, replacing dirty, broken or unsafe items. Key phone numbers to be left in (newly-created) information pack by phones in each villa. Staffing: Efforts to made to recruit personnel with a good command of English. This should not be difficult in times of high unemployment. Park Market supplies: More rigorous control systems are needed to ensure that products are reduced in price as they near their sell-by date, then are removed from display by that date. The medical centre: Needs to provide a fast and reliable service. Protocols relating to response times and support available at various times of the day and week need to be actioned and explained to all concerned. All key information to be provided in the villa information packs.

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Writing a letter of apology FACT FILE

Useful phrases for letters of apology: •Thank you for bringing this matter to our attention. •We are sorry to hear that … •Please accept our apologies for …. / We apologize for … •Please be assured that we will … •We value your custom highly./ Your satisfaction is our priority. •Please find enclosed a voucher for … Exercise 5, page 31 Find out if students have ever written a formal letter of apology and if so, why. Refer to the model letter given on page 101 of the Writing bank and go through the structure and phrases used. Students work alone or in pairs to discuss what points their own letter will include (alternatively, this could be done as a class) and how they will organize it. The letter itself (150–200 words) could be written in class or for homework. UNIT 3: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students write a short report explaining how customer complaints are dealt with at the company they work for or how they should ideally be dealt with, suggesting any relevant recommendations for future improvement. (200–250 words) • Students write a sentence of their own using each of the key words given for the unit (15 sentences in total). Encourage them to use a variety of structures and language from the unit.

ACCOMMODATION

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4

DESTINATIONS

UNIT MENU

Grammar: articles Vocabulary: weather, climate, features and attractions Professional skills: offering advice Case stud y: develop a destination

Ai ms and ob ject iv es In this lesson students will:

• read an article about weather conditions and their effect on the travel industry • listen to weather forecasts and focus on vocabulary for describing climate • write about climate in their country

EXTRA ACTIVITY

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

Listening

Reading

WEATHER FORECASTS

WEATHER AND TRAVEL CHAOS

Exercise 4, page 33

Exercise 1, page 32

Introduce the lesson topic by eliciting a few examples of types of weather that cause travel problems in their country and why. Students then read about how weather can impact on the travel industry, discussing answers as a class. Check potentially new vocabulary, e.g. disruption, grounded, criticism. The bad weather caused disruption at airports, on roads and in rail services. In particular, many flights were delayed or cancelled and travellers had to camp out at airports. Exercise 2, page 32

Allow time for students to reread the article before discussing their ideas in pairs. Round up by opening the discussion to the class. Students’ own answers. Exercise 3, page 32

Focus students’ attention on the words in bold in the text and ask them to complete the sentences using them. Give students time to compare answers in pairs before going through them with the class. 1 disruption 2 blocked 3 grounded 4 stranded 5 delays 6 cancelled

Begin by eliciting from students a few words to describe today’s weather. Then ask students to complete the table, checking answers as a class. Ask them if they can use any of these words to describe today’s weather. Rain

Temperature

Wind

Visibi lit y

drizzle showers

freezing mild

breeze gale

fog mist

Exercise 5, page 33

Students listen to the weather forecasts. Allow time for them to discuss answers in pairs before class feedback. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that they will be expected to have a good understanding of vocabulary relating to weather and climate features for the exam. Weather f orecast 1 1 Spring 2 c 3 b and c (in northern areas) Weather f orecast 2 1 Mediterranean countries and Portugal and 2 3

northern, eastern and southern Africa a b

Exercise 6, page 33

Students listen a second time, referring to the audio script to check answers. Elicit them from the class, checking pronunciation. 1 overcast

DESTINATIONS

2 chilly and cool

3 sunny spells

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EXTRA ACTIVITY

Students look up a website which gives the weather forecast for the country they are in or from. Ask them to read the forecast for the day which follows their next lesson (if possible) and in the next lesson, ask them to practise giving their forecast with a partner.

EXTRA ACTIVITY

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

Writing DESCRIBING CLIMATE

Audio s cr ipt Tr ack 4.1, Exerc is es 5 and 6, page 33 1

Hi, this is Curtis Jackson with the weather forecast at 6 a.m. for today Monday the third of April until midnight. Most of the country will start the morning overcast with some mainly light rain or drizzle, although over northern areas some heavier scattered showers are expected during the afternoon. During the afternoon, brighter, drier weather should gradually extend eastwards with sunny intervals and it’ll be another mild day with temperatures in the mid-50s, generally a little higher than yesterday’s but a little under the seasonal average. 2

Hello there, it’s Monday, the last day of the year, and today it’s likely to be a rather chilly day for many. There’ll be some scattered showers and a cool breeze for Sicily and southern Italy, but most parts of the Mediterranean will be dry and we’ll see sunny spells for the French Riviera, Spain and Portugal once the early morning mist and fog has cleared. There are a few showers spreading down into northern parts of Africa, particularly Tunisia and Libya. Cairo should be dry with temperatures of 18 or 19 and lots of warm weather and summer sunshine in Nairobi, Dar es Salaam and Cape Town.

Vocabulary DESCRIBING CLIMATE Exercise 7, page 33

Ask students how they would describe the climate of their country (or the host country if different). They then read three descriptions, deciding in pairs which country each is referring to. Discuss answers as a class, checking vocabulary, e.g. monsoon, temperate, changeable, humid . This might be a good opportunity to elicit other weather-related lexis. A India

B Norway

C Korea

(Australia isn’t mentioned.)

DESTINATIONS

Exercise 8, page 33

Ask students to write a description about their own country’s weather, using the ones given in Exercise 7 as models. Alternatively, set this as homework. EXTRA ACTIVITY

Ask students to write about a country which has a completely different climate to their own (50–60 words). In a multi-national class, students could work in mixed nationality groups (or pairs), taking turns to tell each other about the climate in their country.

EXTRA ACTIVITY

Refer students to Part 3 of the EFIT Intermediate level DVD material for extra listening and vocabulary exercises relating to the Sri Lankan Rainforests. Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments, as is denoted by the worksheet timings. Alternatively, the DVD-related worksheet can be undertaken as self-study. At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework, with findings presented in a subsequent lesson. Homework su ggestions

• Students find out how the eruption of Iceland’s Eyjafjallajökull volcano in 2010 affected the travel industry. Alternatively, they could find out more about another situation relating to weather or natural events, which impacted on the travel industry in another country/region. Remind students to include data in their findings and in a subsequent class, put students into small groups to share their findings. Students then either write an article for a tourism industry website explaining what happened and what lessons have been learnt in the travel industry (200–250 words) OR they prepare a group presentation (5–10 minutes). • Students choose a country with a very different climate to their own and write a short description of its climate (50–75 words). In a subsequent lesson, students read out their description in groups and the other students must try to guess the country.

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WHERE TO GO? Ai ms and ob ject iv es In this lesson students will:

• read about popular tourist destinations and when to visit different places • study the use of articles • write a review on a destination for a travel webzine

Vocabulary POPULAR TOURIST DESTINATIONS FACT FILE

A B C D E F

the Easter Island statues (Chile) the Giant’s Causeway (Northern Ireland) the ancient city of Petra (Jordan) the Paphos mosaics (Cyprus) the Taj Mahal (India) the Grand Canyon (USA) EXTRA ACTIVITY

Students work in pairs or small groups and decide which continent each country is in and which countries each one shares a border with. This could be done as a race. It may help to refer them to the map of the world at the front of the Course Book when discussing answers.

• Easter Island belongs to Chile. It is situated in the South Pacific Ocean about 2,000 miles from land and is famous for its monumental stone statues.

Exercise 2, page 34

• The Giant’s Causeway, on the north coast of Northern Ireland, is famous for its hexagonal stone columns, which are the result of volcanic activity millions of years ago. The Republic of Ireland uses the euro but as Northern Ireland is part of the UK, its currency is pounds sterling.

COUNTRY: Chil e

• The city of Petra is Jordan’s most popular tourist attraction. It was carved into the rock face by Arab people (Nebataeans) a few thousand years ago. • Paphos lies on the southwest coast of Cyprus. Its key landmarks include the harbour, its Byzantine castle and the mosaics in the Houses of Dionysus, Theseus and Aion, which show scenes from Greek mythology that are around 1,500–1,800 years old. • The Taj Mahal is a magnificent white domed marble mausoleum built over 350 years ago by the Mughal emperor Shah Jahan in memory of his third wife, Mumtaz Mahal. It combines Persian, Turkish and Indian influences. • The Grand Canyon is a 446 km long steep-sided canyon in the American state of Arizona • The Vikings were Nordic seafaring explorers and traders from late 8th century to mid-11th century, who had a reputation for being raiders and warriors. Originating from Scandinavia, the Vikings sailed in long boats to discover lands where they could settle or trade. Exercise 1, page 34

Introduce the topic of this lesson as popular tourist destinations and ask students to work in pairs, telling their partner which famous tourist attractions they have been to. Focus students’ attention on the photos. Ask students to label the attractions and name the country they are in. Elicit answers and the missing country (Northern Ireland – the Giant’s Causeway). Find out which ones students have visited or would like to visit, and what they know about each one.

DESTINATIONS

Refer students to the information and ask them to work in pairs to make two changes for each country. Round up by eliciting ideas and discussing answers.

CURRENCY: peso

LANGUAGE: Spanish

COUNTRY: Cyprus CAPITAL CITY: Nicosia

CURRENCY: euro LANGUAGE: Greek and/or Turkish COUNTRY: Indi a CAPITAL CITY: Delhi

CURRENCY: rupee LANGUAGE: Hindi and English COUNTRY: The Republic of Ireland

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

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

CURRENCY: dollar

LANGUAGE: English

EXTRA ACTIVITY

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

Reading WHERE TO GO WHEN Exercise 3, page 35

Ask students when the best time to visit their country is and why. Students then read and complete the extracts. They can then check their ideas in pairs before going through them with the class. Finally, find

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out which place students would prefer to visit and why, then check any new vocabulary. 1 Jackson Hole 2 the United States 3 Dallas 4 Jordan 5 Petra 6 Galway 7 Ireland

EXTRA ACTIVITY

Students take turns to read out an extract, reading it to promote interest. Focus on pronunciation and intonation. Exercise 4, page 35

Students complete the vocabulary lists, comparing answers with a partner before class feedback. Natural features: mountains , slopes, archipelago, islands, rocky coast Weather: forecast, clear, sunny, heavy snowfalls, extreme heat, sandstorms, frequent showers, cold, windy Transport: camel, connecting flight, shuttle buses, donkey, horse-drawn carriage, ferry Attractions: oyster festival, monuments

1 1 the 2 a 3 Ø 4 the 5 A 6 the 7 Ø 8 Ø 9 Ø 2 10 the 11 Ø 12 the 13 Ø 14 the 15 Ø 16 the 17 the 18 Ø

Writing A REVIEW FACT FILE

• A webzine is a website that is a magazine. Exercise 6, page 35

Find out if students have ever written a review before and discuss the writing task. Explain that they can choose any destination they like and decide if they work alone or in pairs. Remind them to refer to the texts in Exercise 3 as models, and help as needed. The reviews could be completed for homework and either read out in groups or, if possible, put on the walls for students to read. EXTRA ACTIVITY

Grammar ARTICLES FACT FILE

• The Mekong River runs from the Tibetan Plateau, through China, Burma, Laos, Thailand, Cambodia and Vietnam. •Luang Prabang is a city in the north of Laos which is now a UNESCO World Heritage Site due to its previous status as the royal capital and seat of government. EXTRA ACTIVITY

Ask students where Turkey is (they could refer to the map at the beginning of the book) and elicit which countries it borders. Then discuss where the Mekong River is and ask students which countries it passes through. Give information from the Fact file as needed. Exercise 5, page 35

Focus students’ attention on the Grammar box and read through the information given. It may be useful to find out if students use articles in their own language and if the rules are similar or not. Suggest they highlight rules which are different. Students then complete the texts, checking answers in pairs before discussing them as a class.

DESTINATIONS

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

• Students choose 15 of the vocabulary items from Exercise 4 and use each one in a new sentence of their own. • Students write a review (100–150 words) of a popular destination in their own (or host) country, as in Exercise 6, but this time they rewrite it leaving 15 gaps in their text for a, an, the or Ø. Remind them to refer to the rules for using articles and to bring a copy of the completed text to the next lesson. When texts have been checked, students type up a gapped version of them (using gaps in place of articles or Ø before nouns) for a subsequent lesson. Students then work in pairs, swapping texts, completing them and checking their answers so as to revise articles. Photocopiable notes 4.1 (page 112) The geography game (Card activity page 113)

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PROFESSIONAL SKILLS OFFERING ADVICE Ai ms and ob ject iv es In this lesson students will:

• listen to a travel agent discussing a holiday proposal with a client • focus on expressions used to give advice to customers • roleplay different situations to practise advising customers

Speaking A PERSONAL SERVICE Exercise 1, page 36

Focus students’ attention on the photo and website information for BettaVacations before giving them time to read it. Ask students what Patricia does for a living then get students to read about the people looking for a suitable holiday. Elicit the AmE for holiday (vacation) and ask students to decide which type of holiday might suit each pair. Students discuss ideas in pairs before sharing them with the class. Encourage them to explain their choices and if time, ask the class to reach a consensus on the best holiday for each set of people. Students’ own answers.

Listening COSTA DE SAUIPE FACT FILE

Brazil is the largest country in South America and the worlds’ fifth largest country. It has a fast growing economy (in 2012 it was the world’s sixth largest) with tourism as a growing industry. In 2012 it received over 5 million visitors and is the third most popular Latin American country among tourists after Mexico and Argentina. EXTRA ACTIVITY

Refer students to the map in the front of the book and ask them to find out where Brazil is. Elicit which countries it borders. Exercise 2, page 36

Students listen to Patricia’s holiday proposal, making notes on the given aspects. Allow time for students to compare notes in pairs before class feedback. Discuss if any ideas were similar to theirs.

DESTINATIONS

Destination: Costa do Sauípe, northeast Brazil Accommodation: luxurious hotel, spacious bedrooms, huge TV Activities available: volleyball, windsurfing, tennis, aqua gym and horse-riding How to get there: pick-up service from airport to resort in an air-conditioned bus Best time to go: December through February Weather: good weather, sun shines practically all year, guaranteed temperatures in between 75 and 90 degrees. Audi o scr ipt Tr ack 4.2, Exerc is e 2, page 36 P = Patri cia, B = B arbara P Hi. Is that you, Barbara? This is Pat Walsh. We

talked a couple of days ago about your upcoming vacation. B Oh hi, Pat. How’re you doing? P I’m good. Hey, listen, I found you a great place to go! It’s called Costa do Sauípe in northeast Brazil. It’s this private resort with a fantastic beach area about one hour north of Salvador. There are five hotels with incredibly spacious bedrooms, a huge TV and I can tell you, it’s real luxurious. B Sounds great. What kind of activities are there? Do they organize things for us to do? Hank and I just don’t want the kids to get bored – you know what teenagers are like. P You don’t need to worry about that – there’ll be plenty for your boys to do, like volleyball and windsurfing on the beach which is right next to your hotel, tennis, aqua gym, horse-riding – they have their own equestrian centre – and, you know, for eating out there’s a really wide choice – fifteen restaurants, French, Italian, Japanese and Brazilian food. B OK, so how would I get there? P Well, there’s an air-conditioned bus that picks you up from the airport in Salvador and drives you straight to the resort, which is about 50 miles away. B That sounds convenient. And when do you reckon is the best time to go? P Well, if you go in summer (that’s December through February), they have something that’s really special. I know you’re interested in nature and wildlife and they have this turtle preservation scheme. Once or twice a week, the resort people collect the turtle eggs and they save all the turtles that are born on that day. And this naturalist guy comes and gives talks about turtles and their habitat, and so on, and about other marine life as well. I know someone who went there with her kids and they absolutely loved it. B Well, that sells it for me. Judd is mad about marine life. You said December through February? So that’s their summer, right?

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P Yeah, you’re guaranteed good weather. Costa

do Sauípe is in a tropical region and the sun shines practically all year round, and you’re guaranteed temperatures between about 75 and 90 degrees. B OK, that’s plenty hot enough. P Look, Barbara, why don’t you visit their website to see what it looks like, and then when you’ve done that, I suggest you get back to me and we’ll take it from there. B OK, Pat, that sounds really good. I’ll do that now and call you up maybe tomorrow. P OK, great speaking with you.

EXTRA ACTIVITY

Ask students, in pairs, to try to make a list of all the countries that share a border with Brazil. Give them two minutes or make it a race. Alternatively, provide them with a map showing only the outlines of the countries in South America for them to fill in. To extend the activity, go through the answers (using the map in the front of the book or an atlas if possible) before asking students to write down all the countries’ capitals.

1 2 3 4 5 6

advise suggest I could recommend If I were you, don’t you

Speaking PROFESSIONAL ADVICE Exercise 6, page 37

Explain that students are going to practise giving professional advice. Put them into pairs and allot roles A and B. Allow them time to prepare. With a weaker class, As (and Bs) could prepare in small groups before returning to their original partners. Monitor conversations during the activity, making notes on aspects to discuss during feedback. Round up by finding out what advice had been given. See Pairwork files.

Writing AN ADVICE EMAIL Exercise 7, page 37

Exercise 3, page 36

Ask students to discuss their answers in pairs or groups of three or four before eliciting ideas from the class. She knew that Barbara is interested in nature and wildlife. She says that there is a turtle preservation scheme there. The selling point was that they have someone who gives talks about marine life, which her son is really interested in.

Professional skill s OFFERING ADVICE Exercise 4, page 37

Refer students to the language in the Professional skills box and give students time to match the sentence halves, checking answers in pairs before going through them as a class. 1 d

2 c

3 b

4 f

5 a

Homework su ggestions

• Students create a conversation (4-5 minutes) where one gives the other professional advice on a suitable holiday. Remind students to use language and ideas from the lesson. In a subsequent lesson, students could work with a partner to practise both their conversations and then choose their favourite one to roleplay in groups or for the class. • Students choose a different grouping from those presented in Exercise 1 (i.e. a couple of students, two middle-aged female friends, etc.) and propose a suitable holiday for them in their own country or one they know well, writing an email to present their ideas. (200–250 words)

6 e

Exercise 5, page 37

Focus on the photo and ask what it shows and where the people could be. Students then read the letter, completing the gaps with language from Exercise 4. Allow time for students to compare ideas with a partner before class feedback. Check vocabulary, e.g. explore, spoil, shore .

DESTINATIONS

Students write an email to summarize their advice, using the one given in Exercise 5 as a model. Encourage them to make notes and organize their ideas before writing the email. Remind them of the word limit. The email could be completed for homework.

Photocopiable notes 4.2 (page 112) Offering professional advice (Card activity pages 114–115)

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CASE STUDY

An i nt erv iew wi t h t he Di rec t or of Tou ri sm Exercise 3, page 39

DEVELOP A DESTINATION CASE STUDY MENU

Tell students they are going to listen to an interview with Eldorado’s Director of Tourism. After listening, students compare answers in pairs before discussing them as a class. 1

FACT FILE

SWOT analysis is used as a means to analyse the Strengths, Weaknesses, Opportunities and Threats of a proposal or business. It originated in the USA in the 1960s/70s.

Refer students to the lesson’s aims and objectives before focusing their attention on the photos in this lesson. Explain that they represent images of a fictitious country in Central America. Ask if anyone has been to Central America and find out what they know about it. EXTRA ACTIVITY

Ask students to list as many of the countries in Central America as they can (plus their capital cities). Give them three minutes or make it a race. Alternatively, provide them with a map showing only the outlines of the countries with a star marking the capitals for them to complete. An sw ers

Guatemala (Guatemala (Guatemala City), Belize (Belmopan), El Salvador (San Salvador), Honduras (Tegucigalpa), (Tegucigalpa), Nicaragua (Managua), Costa Rica (San Jose) and Panama (Panama City).

2 3

4

5

The country is now a lot safer than five years ago. It is now considered entirely safe. Mainly from the USA. It was a great public relations exercise and reached a massive audience, who have never thought of Eldorado as a tourism destination. It portrayed a positive image of the country. They are planning to increase the amount of hotel accommodation and improve tourism in the country. Tax exemption means that the companies won’t have to pay any tax. The government is offering tax exemptions of almost 100 percent during the first ten years for foreign companies that set up there. If within the next ten years they decide to reinvest 35 percent of the initial amount, the exemption can be extended.

Exercise 4, page 39

Students then listen to the interview a second time, matching the statistics with the numbers. During feedback, go through the eight sets of statistics, eliciting the corresponding number. Check all numbers are said correctly and add a few more examples for further practice if necessary. 1 5 2 60,000 3 US $99 million 4 11.8% 5 16% 6 13,000,000 7 7,800 8 38,000

• Note that while some may consider Mexico in Central America it is actually classified as part of North America (along with the USA and Canada).

Tourism in Eldorado Exercise 1, page 38

Students read about Eldorado and complete the text, comparing answers in pairs before going through them as a class. Discuss new language, e.g. sacred, artefacts, exploit. 1 landscape 2 tropical 3 rainy season 4 temperature 5 archaeological sites 6 temples 7 architecture 8 investment Exercise 2, page 38

Ask students to discuss the questions with a partner before opening the discussion to the class. Students’ own answers.

DESTINATIONS

Au di o s cr ipt ip t Tr ack 4.3, Exerc is es 3 and 4, page 39 I = Interviewer, JJ = Jon Jackson I So is Eldorado a safe place for tourists? JJ There was a time when our country was

dangerous but the civil war was over five years ago and it’s very different now. In fact, because of our low crime rate, our country is now considered entirely safe. Last year, over 60,000 visitors came here from the USA and tourism is growing really fast. We’ve already generated 99 million US dollars in revenue from tourism in the first four months of this year. I How many visitors do you expect this year? JJ More than one million, mainly from the t he USA. But there are more and more visitors from other parts of the world. Tourism investment is up by 11.8 percent this year and we expect our tourism receipts to rise by more than 16 percent.

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I The TV reality programme Lost and Found,

which has a big audience in the United States, was filmed here recently. Has this had any effect on tourism? JJ It was a really great public relations exercise. The programme will be on for 14 weeks every Wednesday night during TV prime time and will be watched by 13 million American households. That’s a massive audience who have probably never considered our country as a tourism destination. But most important is the positive image of the country that the programme portrays. I What plans do you have to develop tourism in Eldorado? JJ Well, we want to increase the amount of hotel accommodation available. At the moment, we have 7,800 hotel rooms, which isn’t enough. Our neighbouring countries offer around 38,000. We’re working with two Spanish hotel chains, SunSoul Hotels and Ambrosi Resorts to improve what we have to offer. Our government is offering tax exemptions of almost 100 percent during the first ten years for foreign companies that set up here. If within the next ten years they decide to reinvest 35 percent of the initial amount, the exemption can be extended. I OK, so that’s bound to attract investors. Thank you very much for talking to me

TASK Go through the task with students. Then put them into new pairs and allot roles A and B. Ask who has done a SWOT analysis before and elicit what it involves, before referring students to the information they need to read. Monitor during the activity, helping as needed. Round up by asking students if they think Eldorado is a safe investment and asking them to present their conclusions to the class. See Pairwork files.

hospitals. Poor hotel service and food, lack of security for guests’ belongings, lack of privacy, negative attitude towards tourists. Polluted local beach. Opportunities: Increase in number of visitors to the country over previous years, except for last year. The Lost and Found TV series is likely to attract more visitors in the short term. The government is ready to help inward investment. Threats: Rainy/hurricane season and widespread flooding, leading to landslides, bridge collapses and cancellation of local flights. If Eldorado does not boost tourism, the neighboring countries will benefit and Eldorado will remain locked in a cycle of poverty and political unrest. 2

There are definitely investment opportunities available and demand too, as the WTO statistics show. The country has a rich cultural heritage, warm weather most of the year, geographical diversity and the country is recovering from political instability. How to ensure safety might be the deciding factor.

Writi ng a press r elease elease FACT FILE

A press release is an official statement giving information to the newspapers, radio, or television. Exercise 5, page 39

Check students understand what a press release is and refer them to the model on page 96 of the Writing bank. Students then use the case study information and their own ideas to write their own press release on Eldorado (200–250 words). This could be done alone or in pairs and finished for homework. UNIT 4: KEY WORDS

POSSIBLE OUTCOME 1

Strengths: Three distinct areas, each unique in terms of weather, geography and history. Wide range of adventure activities on offer for toursits, could suit many different holiday types (i.e. adventure, luxury, history, nature, etc.). Popular destination despite threats and weaknesses. Weaknesses: Widespread crime and violent crime on the increase, including taxi kidnappings. Malaria is common as well as some outbreaks of other diseases. Basic infrastructure but few international hotels, undeveloped transport systems, road and

DESTINATIONS

Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework Homework su ggestions

• Students write a press release to promote their own country as an international tourist destination. (200–250 words) • Students write a sentence for each of the key words given for the unit (13 sentences in total). Encourage them to use a variety of structures and language from the unit.

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5

THINGS TO DO

UNIT MENU

Grammar: conditional structures with if Vocabulary: geographical features, describing attractions, activities, works of art Professional skills: speaking to a group Case Case stud y: plan a coach tour

Ai ms and ob j ect iv es In this lesson students will:

• read about things to do in Buenos Aires city • focus on guidebook phrases • talk about tourist attractions and activities in their region

Reading THE PARIS OF SOUTH AMERICA FACT FILE

Buenos Aires city , the second biggest metropolitan

area in South America, was founded by the Spanish in the 16th century and has a strong European feel to it. It is a popular tourist destination because it is very cosmopolitan and has a unique mix of cultures. Exercise 1, page 40

Refer students to the photo at the top of the page before asking where they think it was taken. Find out who has been to Buenos Aires city and what they liked about it. Students read the text, matching the paragraphs to the activities. They then check answers with a partner before class feedback. A – seeing paintings and architecture, watching

sport B – eating out, enjoying the café culture C – listening to music, learning to dance D – remembering a famous person E – shopping for handicrafts, taking boat trips

EXTRA ACTIVITY

Students discuss in pairs which activities they would choose and why. Exercise 2, page 40

Students add in the phrases. They can then compare answers in pairs before you go through them with the class. 1 2

is famous for lined with

THINGS TO DO

3 4 5 6 7

Take advantage check out be sure to enjoy a great day out a perfect starting point

Exercise 3, page 40

Students work in small groups to discuss what advice they would give in each case. Round up by eliciting answers from the class. Students’ own answers.

Vocabulary GUIDEBOOK PHRASES Exercise 4, page 41

Ask students if they usually take a guidebook when they visit places and find out which ones they prefer and why. Then focus their attention on the sentences, asking them to complete them in pairs, before eliciting ideas from the class. 1 2 3 4 5 6

Enjoy a great day out is famous for lined with be sure to a perfect starting point check out

Speaking DESCRIBING ATTRACTIONS Exercise 5, page 41

Check students understand the words given before putting them into pairs. Remind them to consider the part of speech missing in each sentence, e.g. noun, verb. Go through the answers and discuss whether a positive or negative impression is given, and how you can tell. 1 2 3 4

touristy – N worth visiting – P value for money – P affordable – P

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5 6 7 8

fun – P overrated – N packed – N lively – N

Exercise 6, page 41

Focus students’ attention on the photos before eliciting what attractions they show in Buenos Aires city. Ask students to think of attractions or activities in their own region which could be described by the words and expressions from Exercise 5, taking turns to tell their partner about them. Round up by asking students to share something their partner told them. Homework sugg estions

• Students write an article for a tourism site about their own region, explaining the key tourist attractions and activities available. Encourage them to use vocabulary and expressions introduced in the lesson. (200–250 words) • Students write an article giving advice and making recommendations for visitors to their country or another they know well. (200–250 words)

EXPLORING ARGENTINA Ai ms and ob jec ti ves In this lesson students will:

• focus on vocabulary relating to geographical features • listen to the Argentinian Secretariat of Tourism talking about the country’s attractions • study the use of conditional structures with if

Vocabulary GEOGRAPHICAL FEATURES Exercise 1, page 42

Focus students’ attention on the map and photos before eliciting what country they show. Ask students if they have ever been to Argentina and find out a few things that they know about it. Refer students to the names and features, asking them to match them in pairs before checking answers as a class. 1 e

2 a

3 h

4 g

5 c

6 f

7 d

8 b

EXTRA ACTIVITY

Students discuss in groups further examples of geographical features, this time from their own countries OR they could say which places given they have been to and which they would like to visit and why. Exercise 2, page 42

Students complete the description, comparing answers in pairs before class feedback. Ask if students are surprised by anything they read and check vocabulary, e.g. immense, fertile, ravine, boast. 1 landscapes 2 plains 3 peaks 4 rainforests 5 glaciers 6 wilderness

Listening THINGS TO DO IN ARGENTINA Exercise 3, page 43

Students listen to the Argentinian Secretariat of Tourism talking about places to visit, naming the different regions on the map. Play the recording twice. The first time, pause after each section to allow students time to write information down and the second time play the complete recording. Check answers as a class. Pampas: great plains and beaches

THINGS TO DO

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Mesopotamia: waterfalls, rainforests and rivers The Central Region: mountains Cuyo: vineyards, mountains Patagonia: icebergs in the Antarctic Exercise 4, page 43

Students match the activities with the icons before listening to find out which activities are associated with each region. Allow time for students to compare answers in pairs before class feedback. A horse-riding B angling C rafting D climbing E skiing F quad-biking G whale-watching H hang-gliding I bird-watching J trekking

Pampas: horse-riding, bird-watching, hang-gliding, going to the carnival in Gualeguaychú, quad-biking, surfing Mesopotamia: take a boat trip to the edge of the Iguazú Falls, explore the Iguazú National Park by eco-train, go angling on the Rio Paraná The Central Region: in Córdoba see the colonial architecture, take a 450-kilometre round trip on the train to the clouds Cuyo: explore the vineyards in the area, go climbing and skiing in the Andes Patagonia: horse-riding, trekking, rafting, wildlife watching, whale-watching, take a cruise around the icebergs in the Antarctic Audio s cr ipt Tr ack 5.1, Exerc is es 3 and 4, page 43

I’ve divided my presentation into five main sections, which correspond to the main areas of the country. Argentina has an enormous variety of landscapes and there really is something for everyone. So, unless anyone has any questions, I’ll begin. So, we’ll start off in the great plains of the Pampas region. Visitors can stay at the ranches, which are now open as hotels or parks, where they can go horse-riding, bird-watching or hanggliding. If you have customers who enjoy fiestas and carnivals, I’d really recommend the annual carnival in the city of Gualeguaychú. Everybody’s heard of Rio carnival in Brazil but this one is less touristy and a truly authentic experience. For beach lovers, there are many beach resorts on the eastern coast here, such as Pinamarand Mar

THINGS TO DO

del Plata, which offer activities like quad-biking and surfing. The northeast region of the country is the Argentinean Mesopotamia . On the border with Brazil, there are the magnificent Iguazú Falls. These waterfalls are just as spectacular as Niagara Falls in Canada or Victoria Falls in South Africa, and if you’re looking for excitement, you should take a boat trip to the edge of the falls. The rainforests in Iguazú National Park are a UNESCO World Heritage Site, which visitors can explore by eco-train. The Mesopotamia region is also great for weekend breaks angling on the banks of the Rio Paraná. I’d like now to turn to the Central Region and the Andes Mountains. In Córdoba you can see great examples of colonial architecture. If you’d like to explore the mountains, you should take a trip on the train to the clouds – El Tren de las Numbes . The train departs from Salta and takes you on a 450-kilometre round trip literally into the clouds – the last viaduct is over 4,000 metres above sea level. Next is Cuyo in the west-central region. Mendoza is the regional capital and is an excellent base to explore the many vineyards in the area. You can also go climbing and skiing in the Andes from here, for example at the Las Leñas ski resort. But perhaps the most exciting region is Patagonia in the south. Here visitors can enjoy a wide range of outdoor activities, horse-riding, trekking, rafting and wildlife-watching. From the Puerto Piramides, here on the east coast, you can go whalewatching and the Tierra del Fuego – literally the land of fire – is your gateway to the Antarctic, where you can take a cruise around the icebergs. Well, I think I’ll stop there for the moment and if you have any questions, please don’t hesitate to ask me. Exercise 5, page 43

Students work in pairs or small groups to discuss the questions before the discussion is opened to the class. Encourage students to provide reasons for their opinions. 1 2 3 4 5 6

The Central Region Pampas or Patagonia Pampas Cuyo The Central Region Pampas or Patagonia

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Grammar CONDITIONAL STRUCTURES WITH IF Exercise 6, page 43

Go through the information in the Grammar box with class, remind students about the use and positioning of the comma and refer them to page 116 of the Grammar reference for further examples. Students then complete the sentences, checking answers in pairs before class feedback. Elicit answers and the structures used. 1 2 3 4 5 6 7 8

• Students write an article for a travel magazine (200–250 words), highlighting the diversity of their country. Ask them to recommend regions and activities for different groups of visitors, e.g. families or more adventurous visitors. Photocopiable notes 5.1 (page 116) What’s the activity? (Card activity page 117)

like, ’ll love ’ll need, go travel, ’ll feel ’ll miss, stay ’re looking, ’d recommend should visit, ‘re wish, should take wants, should go

EXTRA ACTIVITY

Students write five if sentences for the two rules given using ideas of their own, comparing ideas with a partner on completion.

Writing A GEOGRAPHICAL DESCRIPTION Exercise 7, page 43

Refer students to the text in Exercise 2 and discuss what information it contains about Argentina, making a list perhaps of key points covered, i.e. continent, size, bordering countries, regions, etc. Students then write a description for their own country (200–250 words). Set a time limit or ask students to complete it for homework. After writing their description, students present their ideas to the class. You may wish to set a time limit for presentations, say three to four minutes and allow some time for questions from other students. Homework sugg estions

• Students imagine they are on a three-week adventure holiday in another country and write an entry to their blog site telling their family and friends about where they are and what activities they have done and/or are going to do. Encourage students to use vocabulary from the lesson and at least three if sentences. (200–250 words)

THINGS TO DO

46


PROFESSIONAL SKILLS

which coloured threads are woven in a cross shape to produce a picture or pattern) created in the mid-15th century in Flanders, Belgium. Exercise 2, page 44

SPEAKING TO A GROUP Ai ms and ob ject iv es In this lesson students will:

• talk about works of art • focus on vocabulary for describing works of art • listen to a guided tour of an art gallery

Students complete the descriptions, comparing answers with a partner before checking them as a class. Find out if students have actually seen any of these works of art. 1 2 3 4 5

The Lady and the Unicorn The Thinker

Mosque of Uqba Achilles vase Pompeii

Speaking

Vocabulary

DECRIBING A WORK OF ART

TALKING ABOUT WORKS OF ART Exercise 3, page 44

EXTRA ACTIVITY

Explain the word genre (a particular type of art which has certain features that all examples of this type share) to students and ask them to discuss in pairs which genre, time period or artist(s) they like most and why.

This matching exercise could be done as a class to enable the pronunciation and meaning of new lexis to be discussed as you go through it. 1 d

2e

3 f

4 a

5 b

6 c

Exercise 4, page 44 Exercise 1, page 44

Refer students to the photos of works of arts. Students then match the genres with the photos, checking answers in pairs before discussing ideas as a class. 1 C

2E

3 B

4 A

5D

FACT FILE

The Achilles vase is a classical piece of Greek pottery made about 2,500 years ago. Some of these vases were produced for ceremonies and given as prizes. Others were used in burial rites. The vase shown in the coursebook is of Achilles and Ajax who have put down their weapons to play the board game morra. The Thinker by French artist Auguste Rodin is a bronze and marble sculpture made at the beginning of the 20th century. It shows a man deep in thought. The Mosque of Uqba is situated in Kairouan, Tunisia. It was built in the 17th century by Uqba ibn Nafi, an Arab general, and is considered to be one of the oldest places of worship in the Islamic world. The frescoes in the ancient Roman city of Pompeii (situated near Naples, Italy) were originally created over two centuries ago but only rediscovered in the mid-18th century. They depict daily life in ancient Rome. The Lady and the Unicorn is a set of six crossstitch tapestries (large pieces of heavy cloth on

THINGS TO DO

Students use language from Exercise 3 to complete the sentences. Allow time for them to check their answers in pairs before eliciting them. Round up by asking if any students are artistic and discussing what materials or equipment they use and if they can describe the colour they like painting in, etc. 1 portraits 2 marble 3 bold, vibrant 4 carved 5 Impressionism 6 easel 7 still life 8 Bronze

Listening GUIDED TOUR OF ART GALLERY Exercise 5, page 45

Focus students’ attention on the painting of Ophelia and ask if they like it (why/why not). Give them time to read the questions before playing the recording. Students compare answers with a partner before class feedback. 1

2 3 4 5 6

F – He disagreed with the way Raphael was considered to be the master they should all copy. F – mid 19th century T F – She accidentally drowns in a stream. T F – Elizabeth’s father demanded £50 for medical expenses from Millais.

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Audio s cr ipt Tr ack 5.2, Exerc is e 5, page 45

If we could just stop here, please. Can everybody at the back see the painting? Can everybody hear me? Yes, … good. Well, this painting of Ophelia by John Everett Millais is one of the most famous works associated with the Pre-Raphaelite movement in England during the 19th century. The Pre-Raphaelites disagreed with the way art was taught and in particular the way the Italian Renaissance painter Raphael was considered to be the master they should all try to copy. They wanted to go back to a style of painting which was typical of Early Renaissance Italian and northern European art of the 15th century. They wanted more detail in their painting and to use lots of intense colours. They also used themes taken from poetry and the theatre, and here we have a representation of Ophelia in Shakespeare’s Hamlet . As you may know, Ophelia becomes mad with grief after Hamlet murders her father and she accidentally drowns when she falls into a stream. Millais painted Ophelia in two separate stages: he first painted the landscape, sitting outside on the banks of a river for up to eleven hours a day, six days a week, over a five-month period in 1851. When he’d finished the background, he painted the figure of Ophelia using a nineteen-year-old model called Elizabeth Siddell. He particularly wanted to see the effect of her hair and dress floating in water, so he asked her to lie in a bathtub of water. But when she caught an extremely bad cold, her father sent Millais a letter demanding £50 for medical expenses. The flowers floating on the water correspond to … FACT FILE

The Pre-Raphaelites were a group of seven English painters and poets who met in the mid19th century. The other members of the group were: William Holman Hunt, Dante Gabriel Rossetti, William Michael Rossetti, James Collinson, Frederic George Stephens and Thomas Woolner. Although their work went out of fashion for a while in the 20th century, it has now become popular again.

THINGS TO DO

Professional skill s SPEAKING TO A GROUP Exercise 6, page 45

Focus students’ attention on the tips for speaking to a group and ask them to complete them before going through them with the class. Check they understand what an anecdote (an amusing story) is. 1 Make sure 2 Speak 3 Research 4 Rehearse 5 Drink 6 Sound 7 Don’t speak Exercise 7, page 45

Elicit the meaning of dimension (the length, height, width, depth or diameter of something). Play the recording twice. The first time, pause after each date or dimension is given to allow students time to note it down. Students compare answers in pairs before class feedback. Check on pronunciation. 1 2 3 4 5 6

1300 x 900 mm, 1900 circa 1420 765 x 940 mm, 1775 late 14th century around 1500 980 x 853 mm, 1746

Audi o scr ipt Tr ack 5.3, Exerc is e 7, page 45 1 Oil on canvas painting 1300 x 900 millimetres,

presented by the artist in 1900. 2 Tempera on wood painting from circa 1420. 3 Oil on wood painting 765 x 940 millimetres – painted by Nathaniel Horne in 1775. 4 Late 14th-century French Gothic panel painting. 5 This marble statue probably dates from around 1500. 6 Oil on canvas painting 980 x 853 millimetres – a portrait of the Betts Family circa 1746. Exercise 8, page 45

Students practise saying the dates in pairs. Check pronunciation as a class. Highlight the different ways of writing century and discuss if/how dates differ in their country. You might want to ask what year it is now in their country.

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RESEARCH

CASE STUDY

RESEARCHING A PAINTING

Students find out more about a painting of their choice and prepare audio gallery comments for visitors. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that the exam tests their ability to process and reformulate information. To this end, for this research task, they should focus on conveying information accurately, clearly and logically, and also in a manner appropriate to the situation.

Writing A CATALOGUE DESCRIPTION Exercise 9, page 45

Focus students’ attention on the example texts on page 97 of the Writing Bank before asking them to write their own entry for the gallery’s catalogue. Help as needed and if time is limited, ask students to complete their entry for homework. Homework sugg estions

• Students choose an artist they like and make notes on them, saying when they worked, what genre or art movement they belonged to, who they were influenced by, what materials they used and briefly describing a couple of their key paintings or ones that students particularly like (and why). Students prepare a 4–5 minute talk and in a subsequent lesson, work in groups, taking turns to give their talk, imagining they are talking to visitors to a gallery. • Students find out more about art in their own country and prepare a talk giving more general information on the key artists and different works of art. These could be from the past, the present or a mix of the two. In a subsequent lesson, students form groups and take turns to give their talk (4–5 minutes). Encourage other students to ask questions. Alternatively, they write an article for a museum guide. (200–250 words) Photocopiable notes 5.2 (page 116) Places of interest (Card activity page 118)

PLAN A COACH TOUR FACT FILE

With around 80 million visitors annually, France has been a top tourist destination for over twenty years. Home to 37 UNESCO World Heritage Sites, its most visited cities of culture include Paris, Toulouse, Strasbourg, Bordeaux and Lyon. Tourists to France come to enjoy the diversity on offer, visiting beaches, castles, ski resorts and the countryside as well as cities. It is a country known for its gastronomy, history and fashion, and the majority of its visitors are from Europe, principally the UK, Germany and the Netherlands. EXTRA ACTIVITY

Ask students to name the countries France borders. Alternatively, get students to research some general information on France and to write a quiz with five questions for a partner as preparation for the lesson.

CASE STUDY MENU Refer students to the lesson’s aims and objectives before focusing their attention on the map. Find out which students have visited France and which of the places of interest marked they went to.

A r equ est fo r a cu st om ized t ou r Exercise 1, page 46

Check students understand what customized means (to change something to make it more suitable for a particular person/set of people) before asking them to read the message. Students discuss their ideas with a partner before sharing them with the class. Try to reach a class consensus on which three places would be best. Students’ own answers.

Destinations in France Exercise 2, page 46

Put students into pairs and allot roles A and B. Check students understand the meaning of itinerary before they read their information. With a weaker class, As (and Bs) could prepare in small groups before returning to their original partners. Monitor, helping as needed and round up by discussing the places chosen and the reason they were chosen.

THINGS TO DO

49


See Pairwork files.

Entrance fees and pr ices Exercise 3, page 47

Students listen to the conversation and complete the table, comparing answers in pairs before going through them as a class. Check vocabulary, e.g. pretty (meaning ‘quite’), negotiate, quote, thrown in . Destination: Château de Versailles Price per person: $25 Destination: Mont Saint Michel Price for a group: $9.90 (per person in group) Destination: Caen Memorial (war museum) Price per person: free (= best value) Destination: Avignon (Palais des Papes) Price for a group: $125 (total group) Destination: Loire Valley Châteaux Price per person: $65 Destination: Burgundy vineyard tour, Beaune Hôtel-Dieu Prices not given Destination: Bordeaux vineyard tour Price per person: $110 (= most expensive) Audio s cr ipt Tr ack 5.4, Exerc is e 3, Page 47 BM = Bethany Martinez, AF = Alain Fourni er BM Hi, can I speak to Alain Fournier, please? AF Hello, this is Alain Fournier speaking. BM Hi, it’s Bethany Martinez. I sent you an email

yesterday about a group we have who would like to do a tour of France next fall – I was wondering if you’ve had the chance to give us a costing. AF Yes, well, I’ve been looking into the entrance fees and prices of some of the places that the group could possibly visit and I’ve been drawing up a table to see how the prices compare. BM OK, sounds good. AF We haven’t yet worked out an itinerary – there are several possible alternatives. I think that most people who come to France want to go to Versailles and I’ve got a price there of 25 dollars with an audio commentary so there’s no language problem. I guess they don’t speak French. BM No, probably not. AF I can get a museum pass for the Loire Valley chateaux for 65 dollars, that includes entrance fees to ten chateaux but I doubt if they’d want to visit them all. BM No, but that sounds pretty good value.

AF And then there’s the Mont Saint Michel, which

is incredibly popular, a bit crowded in the summer with about 2.5 million visitors every year, but I’ve negotiated a group ticket for nine-ninety a head. I’m quoting in dollars obviously. I’ve also got a good deal from the Popes’ Palace in Avignon, at 125 dollars whatever the size of the group and an English-speaking guide thrown in. BM These prices are firm and definite, are they? AF They’re what we pay. Obviously, we’ll be giving you an itinerary and a global price that takes all these charges into account. And we don’t have to charge anything for accommodation as all the hotels we use belong to the group, so accommodation is factored into the price. BM Good, that should keep the price down for us. What other places would be possible? AF Well, as they’re interested in gastronomy, I think a tour of vineyards in Burgundy and the medieval hospital in Beaune would be worthwhile. And I’ve been on the phone to a vineyard owner in Bordeaux who can do me a tour and gastronomic dinner for just 110 dollars a head. But there are other places as well that should interest the group, for example the Normandy beaches and the War Museum in Caen, which is actually free, so we’ll probably suggest that. Anyway, what I’ll do is get my team working on a detailed itinerary and give you a price per person for the tour. BM OK, do you think you could do that for today? AF We’ll do our best. I’ll get back to you as soon as possible. BM OK, thank you, have a good day. AF Yeah, same to you. Bye.

EXTRA ACTIVITY

Students discuss in pairs which of the destinations they would prefer to visit and why.

TASK Exercise 4, page 47

Ask students to read the information and underline key points to consider. These could be briefly checked as a class before students work in pairs to create their itinerary. Monitor and help as needed. Exercise 5, page 47

Students now do a costing per head for the tour. As this may require some assistance in terms of working out distances, etc. refer them to the distance chart at the top of page 46 and do an example with them, e.g. find out how far Avignon is from Blois (662 km). Round up by asking students to present their ideas to the class. Decide as a class which itinerary sounds the best and why. POSSIBLE OUTCOME

THINGS TO DO

50


As this group is elderly, long coach journeys are best avoided. The suggested itinerary takes into account their interest in French history and gastronomy. Students may wish to do additional research on current museum entrance fees. For example, the Caen war museum is not given in the listening, but at the time of writing is €16 per person. Two days are spent in the itinerary below in the Loire Valley as the chateaux of Amboise, Chambord, Chenonceau, etc. are close to each other. If the group wishes to visit the Hôtel-Dieu in Beaune, there will be an extra charge, otherwise a tour of the vineyards would do. Note that some prices are quoted in dollars and need to be exchanged in euros. Date: 7 Oct – travel to Paris Accommodation: €60 Date: 8 Oct Destination: Versailles Approx distance: 22 km Coach hire + driver: €500 Entrance fees: $25 x 35 = $875 Accommodation: €60 Date: 9 Oct Destination: Caen Approx distance: 234 km Coach hire + driver: €500 Entrance fees: €16 x 35 = €560 Accommodation: €60 Date: 10 Oct Destination: Bayeux / Mont St Michel Approx distance: 30 + 92 km Coach hire + driver: €500 Entrance fees: $9.90 x 35 = $346 Accommodation: €60 Date: 11 Oct Destination: Loire Valley (Blois) Approx distance: 331 km Coach hire + driver: €500 Entrance fees: $65 x 35 = $2,275 Accommodation: €60 Date: 12 Oct Destination: Loire Valley (Chambord, etc) Approx distance: 100 km Coach hire + driver: €500 Entrance fees: – Accommodation: €60 Date: 13 Oct Destination: Beaune (tour of vineyards) Approx distance: 364 km Coach hire + driver: €500 Entrance fees: Allow extra for Hôtel-Dieu Accommodation: €60 Date: 14 Oct Destination: Paris (free day sightseeing) Approx distance: 313 km Coach hire + driver: €500

THINGS TO DO

Entrance fees: – Accommodation: €60 Date: 15 Oct Destination: Charles de Gaulle Approx distance: 27 km Coach hire + driver: €500 Entrance fees: – Accommodation: – Total costs: Coach hire + driver: 9 days x €500 = €4,500 Accommodation: €60 x 8 x 35 = €16,800 Entrance fees: $875 + $346 + $2,275 = $3,496 (approx. €2,741) + €560 = €3,301 Total mileage: 1,563, representing approximately ten full tanks of fuel @ €235 = €2,350 The package therefore works out at €26,951. Before writing to Bethany Martinez, students will need to decide on their overall profit margin, add this to the sum, convert it into dollars and divide by 35.

Explaining cost s Exercise 6, page 47

If useful, check on openers and closers for the email along with other aspects such as register, before students start writing their emails. Help as needed and remind students to keep to the word limit. Emails could be completed for homework. UNIT 5: KEY WORDS

Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework su ggestions

• Students write an itinerary for the same group and time period as given in the lesson, but this time based on their own country. Ask them to find out approximate costs of accommodation, etc. and to prepare a short presentation (four to five minutes). This could be given in front of the class or smaller groups in a subsequent lesson. • Students write a sentence for each of the key words given for the unit (15 sentences in total). Encourage them to use a variety of structures and language from the unit.

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1

REVIEW AND

CONSOLIDATION These exercises are designed to evaluate students’ progress in assimilating the grammar and vocabulary from units 1–5. They are suitable for either revision or testing. For revision purposes, review the language area with the students in open class first, and then allow the students to work together in completing the exercises. Feed back as a class, asking for justification of the answer where appropriate. For testing purposes, set a time limit for students to do one or more of the exercises individually in class. Alternatively, set the exercises as homework. If you choose to use these exercises for testing, it is worth first discussing with the students the best approach to each exercise, in particular reading a text to understand its overall meaning before attempting to complete the gaps. Take the answers in to correct or provide the students with the answers to correct each other’s. You may also wish to evaluate students’ progress in communicative performance. To do this, repeat one of the speaking/writing activities from the first five units. To increase the interest and challenge factors in this, change one or two features, e.g. students roleplay a different complaint for a hotel receptionist to deal with.

Tense r eview Exercise 1, page 48 Review the forms and uses of the past and present tenses that students have covered in units 1–5. Refer them back to the Grammar box on page 9 and the Grammar reference section on page 113 in the coursebook if they need more help with this. 1 2 3 4 5 6 7 8 9

spent came joined had set up saw was founded were organized advertised organized

UNITS 1–5

10 was 11 has grown 12 employs 13 operates 14 was named 15 is getting / has got 16 is still expanding 17 will continue 18 will continue

Descriptions Exercise 2, page 48 Suggest students do this exercise by completing the gaps that they are sure about first and crossing out words as they use them. They then try to complete the remaining gaps. 1 dream 2 strong 3 golden 4 remote 5 majestic 6 spacious 7 inexpensive 8 promotional

The marketing mix Exercise 3, page 48 Encourage students to match the words they know before they try to match the remaining ones. 1 f

2 e

3 g

4 b

5 a

6 d

7 h

8 c

Ar ti cl es Exercise 4, page 49 Review the rules for the definite and indefinite article. Ask students what things you should consider when going away somewhere and elicit a few ideas. Students then read the text, adding any other ideas mentioned, e.g. time of year, the climate, the length of stay. Then ask students to complete the text. If you think it would be useful, refer students to the Grammar box on page 35 and the Grammar reference section on page 115 in the coursebook.

52

English for International Tourism Intermediate Teacher’s Book April is a good time to visit Uzbekistan as the weather is pleasant, with an average temperature throughout the month of 22°C. To make the most of your trip, you will need at least two to three days to visit Samarkand, one of the most famous cities along the Silk Road. Samarkand is 275 km from the capital city of Tashkent, which has an international airport. It is not difficult to find a suitable place to stay as there are many privately-owned guesthouses. Information on public transport in Uzbekistan, routes, maps and a useful journey planner are available here for download. Allow about £120 per day for food, local travel and accommodation. For trips into the countryside it is best to hire a taxi from a licensed operator. Travellers are advised to negotiate the fare in advance and not to share taxis with strangers.

A w eath er f or ecast Exercise 5, page 49 You may want to lead in to this activity by briefly asking students to describe today’s weather and if different, the weather the day before. Students then complete the gaps, crossing through words as they use them. 1 sunny 2 overcast 3 drizzle 4 scattered 5 wind 6 intervals 7 mist 8 damp

Making suggestions Exercise 6, page 49 Review some useful phrases for making suggestions from the lesson on ‘Offering advice’ on page 37 of the coursebook. Students then match the phrases given to complete the five suggestions.

Multi-word verbs Exercise 8, page 50 Review multi-word verbs by referring students to Exercise 4 on page19 of the coursebook before they complete the exercise. 1 set off 2 break down 3 write down 4 hang around 5 get on 6 get through 7 carry on 8 find out

Transport vocabulary Exercise 9, page 50 If useful, refer them to the vocabulary exercise on page 18 in the coursebook. When checking answers to this exercise, ask students what the equivalent words would be in American English (for e.g. roundabout (BrE) = traffic circle (AmE), estate car (BrE) = station wagon (AmE), petrol station/garage (BrE) = filling station (AmE)). Air transport: air rage, excess baggage, boarding card, economy seat, departure gate, security control Road transport: traffic lights, car hire, toll bridge, seat belt, petrol station, carriageway

Types of accommodation Exercise 10, page 51 Ask what types of accommodation students usually stay in on holiday before asking them to complete the exercise. 1 refuge 2 mansion 3 palace 4 youth hostel 5 camp site 6 fortress

Letter of apology 1 d 2 a 3 e 4 c 5 b

Cruise FAQs Exercise 7, page 50 You could do this as a race. Highlight the example given and perhaps ask students to find the unnecessary word in the second line too, so they understand what they have to do. 1 much 2 for 3 them 4 to 5 do 6 of 7 their 8 it 9 were 10 the 11 The 12 so

UNITS 1–5

Exercise 11, page 51 Elicit why a hotel manager might write a letter of apology to a customer, e.g. the service was terrible. Students then work in pairs and think of five different reasons for writing such a letter before class feedback. Focus students’ attention on the letter on page 51 before asking them to read it themselves, completing the gaps with the words given. You may want to elicit what the customer complained about. 1 standard of service 2 under renovation 3 apologize 4 short of staff 5 at our expense 6 problems 7 apologies 8 inconvenience

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Modal verbs Exercise 12, page 51 Elicit the uses of the modal verbs before doing the exercise. Refer students to the Grammar box on page 27 and the Grammar reference section on page 114 in the coursebook if needed. 1 must 2 may 3 will 4 will 5 must 7 may 8 mustn’t 9 don’t have to

6 will

Works of art Exercise 13, page 51 Students complete the exercise, referring to the speaking and vocabulary exercises on page 44 of the coursebook if needed. 1 tapestry 5 oil

2 portrait

3 pottery

Conditional structures with

4 marble

if

Exercise 14, page 51 Review the forms and uses of the conditional structures which combine if with will, would or should. Refer to the Grammar box on page 43 and the Grammar reference section on page 116 in the coursebook. 1 should 2 wouldn’t 3 will 5 will 6 wouldn’t 7 should

UNITS 1–5

4 shouldn’t 8 would

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6

NICHE TOURISM

UNIT MENU

Grammar: verb + infinitive or - ing form Vocabulary: sectors in niche tourism Professional skills: dealing with figures Case stud y: improve client security


Niche tourism

Mass tourism

• discuss the differences between niche tourism and mass tourism • listen to a talk about opportunities in niche tourism • read about a developing niche tourism sector in South Africa

• potential high profit

• cheap package tours •economies of scale • international hotel chains • large tourist resorts

Speaking

Listening

NICHE TOURISM VS MASS TOURISM

NICHE OPPORTUNITIES


margins

• high spenders • small businesses • small-scale operations

Exercise 2, page 52 EXTRA ACTIVITY

Students work in pairs or small groups and answer the following questions on South Africa. 1 What is the name of the administrative capital city of South Africa? 2 How many official languages are there in South Africa: 2, 6 or 11? 3 Can you name the most famous safari park in

South Africa? 4 Name the first black president of South African. 5 Which famous person was in prison on Robben Island? An sw ers 1 Pretoria – although SA is unusual in that it

actually has three capital cities: Cape Town is the legislative capital and Bloemfontein is the judicial capital. 2 11 3 Kruger National Park 4 Nelson Mandela 5 Nelson Mandela

Tell students they are going to listen to a talk about niche tourism, noting how it differs to mass tourism. Allow time for students to discuss ideas with a partner before you go through answers with the class. Check vocabulary, e.g. clientele, pilgrimage . Mass tourism: Specializes in cheap package tours, huge tourist resorts, international hotel chains and attractions like Disneyland. They create economies of scale through the sale of standardized leisure packages to a mass clientele. Mass tourism has low margins in this competitive market. Niche tourism: Caters for small groups of people who have a shared special interest. Because it’s small-scale, small firms can exploit areas of business that the major tour operators aren’t able to. It can offer oneto-one service and high levels of product knowledge. It tends to attract high spenders and so has the potential for quite high profit margins. Exercise 3, page 52

Exercise 1, page 52

Ask students if they have ever been to South Africa and find out what they know about it. If they have been to South Africa, ask them what they liked most about their trip. Then focus students’ attention on the photos on page 52 before asking what they show and the type of tourism they represent. Go through the example characteristic given for niche tourism, before leaving students to complete the table, discussing answers with a partner before class feedback.

NICHE TOURISM

Students listen a second time, completing the descriptions before checking answers as a class. Alternatively, students listen to the recording to check their answers. Round up by asking which type they are or would be most interested in and why. 1 religious, sacred 2 music 3 battle 4 medical 5 foreign language

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Audio s cr ipt Tr ack 6.1, Exerc is es 2 and 3, page 52

The idea of niche tourism has become more and more popular, partly as a reaction to mass tourism. We’re all familiar with mass tourism products such as cheap package tours, huge tourist resorts, international hotel chains and built attractions like Disneyland. They have been very successful in creating economies of scale through the sale of standardized leisure packages to a mass clientele. Niche tourism takes the opposite approach. It says ‘small is beautiful’ and caters for small groups of people – perhaps no more than a dozen – who have a shared special interest, for example photography, steam engines, birdwatching or gastronomy. And it’s precisely because niche tourism is, by its very nature, small-scale, that it offers such a good opportunity for people who want to set up small independent businesses. A lot of small firms have been able to exploit areas of business that the major tour operators aren’t able to. Only the small business model can offer one-to-one service and high levels of product knowledge. If you look at the list of Independent Tour Operators in Britain, you can see the range of niche products on offer, for example religious tourism such as pilgrimages and visits to sacred sites, travel to music festivals, visits to battlefields, medical tourism, where people travel abroad for health reasons, and the very big niche market in courses aimed at people who want to learn a foreign language. Another interesting aspect of niche tourism is that it tends to attract high spenders, or at least people who see themselves as different from your ordinary tourist. This means that instead of the low margins in the competitive mass tourism business, niche tourism has the potential for quite high profit margins.

EXTRA ACTIVITIES

1 Students, in pairs or small groups, discuss which

niche tourism types (of those mentioned) exist in their own countries. 2 Students discuss which type of tourism they work/have worked in or holidays they have been on.

Vocabulary NICHE TOURISM EXPERIENCES Exercise 4, page 53

Students decide which sector matches each text. Then complete the texts. battlefield: 1 tunnel 2 soldier 3 military 4 trenches 2 religious: 5 language 6 pilgrimage 7 university 8 holy 3 health and wellness: 9 spa 10 massages 11 stress 12 low-calorie 1

Exercise 5, page 53

Students compare answers in pairs, deciding who is speaking in each case before class feedback. 1 2 3

a guide a tourist a marketing and promotions executive

EXTRA ACTIVITY

Students work in pairs, taking turning to read out the texts. Remind them to use intonation to create interest and to remember who is speaking in each case.

Reading NICHE TOURISM IN SOUTH AFRICA FACT FILE

After years of political unrest and racial tension, South Africa now attracts a great number of tourists from around the world. The many safari parks, varied landscape, beautiful beaches, warm weather and opportunities for adventure holidays are the main attractions. The most important cities in South Africa are Cape Town, the number one tourist destination, Johannesburg, the financial and commercial heartland of the country, and Durban. Exercise 6, page 53

Ask students what kind of niche tourism would be suitable in South Africa before asking them to read the text. Allow time for students to discuss ideas with a partner before the discussion is opened to the class. The article talks about avi-tourism. There is a wide diversity of bird species and many rare species. Both domestic and international visitors generally have a preference for nature-based experiences.

NICHE TOURISM

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• Students choose two sectors of niche tourism that they feel there are opportunities for in their own country. Students then write a proposal (200–250 words) explaining their ideas and why they feel these sectors could work. In a subsequent lesson, students could share their ideas in groups. • Students write two short texts (75–100 words each) describing two different niche tourism experiences they have had or would like to have.

NICHE SECTORS Ai ms and ob jec ti ves In this lesson students will:

• consider different types of niche tourism • write a description of a niche tourism product • study verbs which are followed by the infinitive or -ing form

Speaking SECTORS IN NICHE TOURISM FACT FILE

Genealogy is the study of the history of families.

A slum is a house or an area of a city that is in very bad condition, where very poor people live. Exercise 1, page 54

Focus students’ attention on the photos and ask what they show. Ask students to match the photos to the different types of niche tourism. Elicit answers from the class and check students understand what is meant by genealogy and slum. A genealogy B space E extreme F culinary

C slum

D wildlife

EXTRA ACTIVITY

Students work in small groups and discuss which type of holiday they would be most interested in and which the least, and why.

Vocabulary DESCRIBING SECTORS IN NICHE TOURISM FACT FILE

Borneo , the world’s third largest island, is situated

north of Java and divided among three countries: Malaysia, Indonesia and Brunei. The Dharavi slum in Mumbai is home to over 600,000 people. Located in a prime property area for the financial district of the city, some of its buildings are now being knocked down and replaced by high-rise flats, built for middle-class commuters. Exercise 2, page 54

Explain to students they are going to read and match descriptions with the types of niche tourism from Exercise 1. Encourage them to underline key words that helped them. Students compare answers with a partner before you go through them with the class. Check vocabulary, e.g. ancestral, canopy, extensive, undertake .

NICHE TOURISM

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1 Space 2 Wildlife 5 Slum 6 Extreme

3 Culinary

4 Genealogy

EXTRA ACTIVITIES

Students choose five to eight new words from the text and write their own sentences using them. They can then compare their sentences with a partner. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, encourage them to discuss and describe (in pairs or small groups) the different types of travellers and tourists and their reasons for travelling, particularly focusing on niche tourism.

Exercise 5, page 55

Ask students to write a description for a promotional website for a niche tourism product of their choice. Refer them to the models in Exercise 2 and remind them of the word limit. Monitor and help as needed. This could be set as homework. RESEARCH NICHE TOURISM OPPORTUNITIES IN YOUR AREA

Students evaluate the potential for niche tourism in their local area and share some of their ideas with the class. They could then vote for the best suggestion. EXTRA ACTIVITY

Writing DESCRIBING A NICHE TOURISM PRODUCT Exercise 3, page 55

Refer students to Part 4 of the EFIT Intermediate level DVD material for extra listening and vocabulary activities relating to Antarctica.

Refer students to the Grammar box and allow time for them to read the information. They then underline examples in the text. Ask them to compare answers with a partner before going through them with the class.

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.

Verb + infinitive with to: Text 1: afford to pay Text 3: Learn to cook Text 4: plan to travel Text 5: promises to show, undertake to support Verb + -ing form: Text 1: involves training Text 2: mean hiking … and travelling Text 3: like experimenting, enjoy eating Text 4: recommend taking Text 6: enjoy diving, avoid taking

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

Exercise 4, page 55

Students complete the sentences with the correct form of each verb given. Allow them to discuss answers with a partner before you go through them with the class. 1 enrol 2 going 3 paying 4 to increase 5 to reduce 6 enrolling 7 sleeping

EXTRA ACTIVITY

Students write ten sentences of their own using five verbs given in the Grammar box which are followed by -ing and five which are followed by the infinitive.

NICHE TOURISM

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

Model answer for DVD worksheet optional writing task

Antarctica Cruise Have you ever wanted to go to Antarctica? Well, now you can! This unique seven-day cruise of Antarctica takes you to the northwestern part of the region. Transportation is by a small ship that is approved by the International Association of Antarctic Tour Operators. On this tour you will see the beautiful landscape of Antarctica, including its impressive icebergs and glaciers. Enjoy spotting penguins, seals and other wildlife from a dinghy. We will also go on a whale watching trip and take a ride through the snow with Antarctic huskies. Accommodation included: basic but comfortable ship’s cabins. We also provide tour guides who are wildlife experts. Cost: from US $5,000 for sharing a two-person cabin. (Flights not included.) Bring suitable clothes for extreme weather conditions. We also strongly recommend a quality camera and anti-sea-sickness pills for this unforgettable voyage.

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• Students write a blog entry, explaining which type of niche tourism most attracts them and why. (100–150 words) • Students write an article for a national travel and tourism website presenting two or three niche tourism products that they feel could work in different areas of their country. Students explain what each product would entail and how they would benefit the areas where they were available. (200–250 words)

PROFESSIONAL SKILLS DEALING WITH FIGURES Ai ms and ob jec ti ves In this lesson students will:

Photocopiable notes 6.1 (page 119) What’s the sector? (Card activity page 120)

• read an article about medical tourism • practise giving statistical information • listen to a doctor’s talk on medical tourism in Asia

Reading MEDICAL TOURISM Exercise 1, page 56

Students discuss the questions in pairs before you discuss them as a class. Do not give answers at this stage as students will shortly read a text on medical tourism, which will give the answers. Exercise 2, page 56

Students read the report. Then go through their answers and check vocabulary, e.g. orthodox, holistic, eternal. Ask students which niche they prefer and why. Find out if they have ever been on such a holiday themselves. Medical tourism involves surgery or other medical treatments. Wellness tourism concerns physical fitness and psychological and spiritual well-being.

EXTRA ACTIVITY

Students work in pairs or threes and discuss which type of medical or wellness tourism they would be most interested in and why. Alternatively, they discuss which are the most popular in their country/ies. Exercise 3, page 56

Students reread the report, comparing answers with a partner before class feedback. Elicit the number of syllables and syllable stress for the contents of the word-building table to help. The reasons include rising health costs, a distrust of orthodox medicine and a desire for alternative, more holistic therapies. As a result of media pressure, people are also more willing to spend money on physical beauty. 2 a Spiritual retreat b Essential medical tourism c Voluntary medical tourism 1

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3 4 5

rising, growing psychological, spiritual 1 therapy 2 surgical 3 relaxation 5 preventative

Value of the global market for medical tourism

about US $100bn

Cost of a heart bypass operation in Thailand compared to the USA

one-tenth

Over 55s as a percentage of total wellness tourists

40%

Size of medical tourism market in Asia

1.6 million

Percentage of the American market Singapore would like to have

8.5%

4 fitness

Speaking DEALING WITH FIGURES AND STATISTICS

Professional skill s DEALING WITH FIGURES Find out if students find it easy dealing with figures and statistics in English. Then go through the examples given, checking pronunciation. Exercise 4, page 57

Students work in pairs and practise saying the figures before listening to the recording. Audi o scr ipt Tr ack 6.2, Exerc is e 4, page 57 1 Two hundred and fifty-two US dollars. 2 Three point five million euros. 3 Seventy-two thousand, five hundred and twenty-

five yen. 4 A quarter. 5 Two-thirds. 6 Twelve point five percent. 7 One and a half million. 8 Six point two five billion.

EXTRA ACTIVITY

Students write a mix of ten different figures, taking turns to dictate them to a partner before checking answers.

Listening MEDICAL TOURISM STATISTICS Exercise 5, page 57

Tell students they are now going to listen to a Thai doctor talking about medical tourism in Asia. Students note reasons for growth. They compare their answers with a partner before you discuss them as with the class. The cost, the time and the ageing population in the Western World Exercise 6, page 57

Allow students time to look at the table before listening a second time. Go through answers as a class, checking pronunciation. Ask if they are surprised at any of the information and if so, why.

NICHE TOURISM

Audi o scr ipt Tr ack 6.3, Exerc is es 5 and 6, page 57 I = Interviewer, DrC = Dr Chaya I So Dr Chaya, the global market for health

tourism is worth about 100 billion US dollars and it’s growing all the time. Do we know anything about the reasons for this? DrC Well it’s fairly obvious that one of the main reasons for medical tourism is cost. For example, here in Thailand, heart bypass surgery costs onetenth of what you would have to pay in the USA. Another major motivation is time – there are huge waiting lists in Canada or the UK for most operations and procedures, so if you want treatment quickly, you have to travel. But I think the main factor in the growth of this form of tourism in the Western World lies with the ageing population. The number of people in the 65 to 75 age range has increased dramatically in the last ten to fifteen years, and they are the section of the population who need medical treatment the most. They’re also the people looking for spiritual wellness. Around 40 percent of the people attracted by this kind of tourism are over the age of 55. I And how big is the market for medical tourism here in Asia? How many medical tourists are there? DrC The estimated market size is around 1.6 million, with the major providers being Thailand, Singapore, Malaysia, the Philippines and South Korea. Thailand alone hosts medical visitors from over 190 countries. Singapore is aiming for a 4.8 billion dollar share of the American market – that’s about 8.5 percent of that particular market. Another attractive feature of this market is that medical tourists spend about two-and-a-half times more than the average traveller so they’re an excellent source of revenue. The Royal Thai government has drawn up a five-year plan to double this revenue.

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I And do you get domestic … RESEARCH MEDICAL TOURISM STATISTICS

Students research what medical treatments and services are available in a country of their choice as well as collect some relevant statistics. Ask them to prepare a short presentation of around five minutes. Homework sugg estions

• Students write a blog article for a travel site describing a ‘medical tourism’ holiday they have recently been on and how it was. Would they recommend the experience? (200–250 words) • Students write a formal report on one type of ‘medical’ or ‘wellness’ tourism available or one which might have the opportunity to develop in their country. Encourage them to use language from the lesson and include some statistics. Refer them to the model for report writing on page 101 at the back of the book. (200–250 words) Photocopiable notes 6.2 (page 119) Information exchange (Card activity page 121)

CASE STUDY IMPROVE CLIENT SECURITY CASE STUDY MENU FACT FILE

Robben Island is situated eleven kilometres from

Cape Town, in the middle of Table Bay, within sight of the city. It was on this island that Nelson Mandela was held prisoner for eighteen years. Before being a prison for political activities during the Apartheid era, the island was a leper colony. The island is now a museum and conversation area and was declared a World Heritage Site in 1999. Nowadays it is a popular tourist attraction. Refer students to the lesson’s aims and objectives before focusing their attention on the map and photos. Ask what they show. Find out if anyone has visited South Africa or Robben Island and what they remember about them. Ask where the tourists are in the right-hand photo (a township). EXTRA ACTIVITY

Students work in pairs or small groups to answer the questions below. This could be done as a race. 1 From what South African city can you see Robben Island? 2 Why is Robben Island famous? 3 When did the island become a World Heritage Site: in 1995, 1999 or 2001? 4 Who goes to Robben Island these days? Answ ers

See fact file above.

The township experience FACT FILE

A township is the term used to refer to a slum in South Africa. A shanty town is a very poor area in or near a town where people live in small houses made from thin sheets of wood, tin, etc. Exercise 1, page 58

Explain who the woman in the photo on the right is and find out if students know what a township or shanty town are before they read the texts. Ask students to compare answers with a partner before going through them. Check vocabulary, e.g. unconscious, etc.

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It offers visitors the opportunity to get to know the ‘real’ South Africa. 2 To experience the ‘real South Africa’ and try the local food. 3 It is a local barbecue hotspot. The couple probably went there to try the local food, e.g. a ‘smiley’. 4 Students’ own answers. 1

A cu st om er p ho ne c all Exercise 2, page 59

Students listen to the recording and then read the follow-up email. Allow time for students to discuss answers in pairs before class feedback. Check the meaning of vocabulary, e.g. to assure someone, put off, incident, in accordance with . She says this is the first incident for a very long time. There has never been a problem in ten years of running the operation. 2 Students’ own answers. 3 Students’ own answers. 1

Audio s cr ipt Tr ack 6.4, Exerc is e 2, page 59 BJ = Bronw yn Jones, R = Receptionist, DS = Dikeledi Sisul u BJ Good morning, can I talk to Dikeledi Sisulu,

please? R Yes, who’s speaking, please? BJ My name is Bronwyn Jones. It’s about a booking I made. R Hold on, I’ll put you through. BJ Thank you. … DS Good morning, Mrs Jones, what can I do for

you? BJ Oh, hello. I recently made a booking for the Township Experience and I’ve just been reading about all the attacks in the townships and I really don’t feel safe now about the whole thing, and so I’ve decided not to go. Could you please cancel the booking for me? DS Um, you must be thinking about the honeymoon couple in the car that was hijacked, they weren’t actually attacked, and … BJ Yes, I’ve read all about it and it was absolutely horrible, and it’s put me off the whole trip. DS Well, I understand how you feel and we are all very shocked about it, but I can assure you that this is the first incident like this for a very, very long time. We’ve been doing these tours for over ten years and we’ve never had a problem. BJ Sorry, but I find that difficult to believe. Everyone knows that Steenland is dangerous. All I’m saying is that I want to cancel the booking.

NICHE TOURISM

DS OK, but it’s a great pity because I’m sure you

would have really enjoyed the experience. BJ Maybe, but can I give you the booking reference number? …

Safety measures Exercise 3, page 59

Explain to students that they are going to listen to a conversation between Dikeledi Sisulu and Thabo Mbilatshwa, a community worker, on safety and security in Steenland. Tell them to make notes of the measures mentioned. After listening, students compare ideas with a partner before checking them as a class. expensive items: not to carry expensive cameras or wear expensive jewellery 2 money: not to carry large sums and keep any money in a money belt 3 going out: not to go out alone after dark 1

Audi o scr ipt Tr ack 6.5, Exerc is e 3, page 59 DS = Dikeledi Sis ulu, TM = Thabo Mbil atshwa DS I need your help, Thabo, I had a cancellation

for the Township Experience this morning and it’s not the first. The attack on that British couple is damaging our reputation as a tourist destination. If things carry on this way, I’m going to lose my business. What can we do to make Steenland safer for visitors? TM Well, I think we should start by focusing on the kind of measures we already take, I mean those tourists ignored the advice the people in their hotel gave them. But if they’d been your clients, you wouldn’t have let them go anyway, right? You already tell your customers not to go out alone or after dark. Maybe you could post a whole section on safety and security on your website? Then all visitors will know both what to expect and all the things that they should do to make sure that nothing happens. DS Such as? TM OK, well the main thing is not to carry expensive cameras and wear expensive jewellery – that’s asking for trouble. Or carry large sums of money. And if they do carry money, keep it in a money belt. And no one should ever, ever walk the streets after dark. DS Yes, all that’s very sensible but we don’t have tours after dark! And all our tours are with experienced guides who know which areas to avoid. TM You could certainly say something like all the guides are well known and respected in the community and our vehicles are recognized in the townships. Everyone knows that it isn’t good to harm tourists because it harms our economy. And

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that they, the tourists, should always stay with their guide. And if they do get into a dangerous situation, NEVER oppose any criminal, just give them what they want immediately or they might kill you. DS I don’t want to make people panic or I’ll never get any bookings! TM Another thing you could do is stress how important community action is for us here in the townships. Tell them that if they ever find themselves in an emergency situation, then all they have to do is call our community safewatch call centre at eblockwatch and we’ll send out one of their members to help them. DS Now telling them about eblockwatch IS a good idea. But they have to register for that, don’t they? TM Yes, but it’s easy – they just have to go to the website at www.eblockwatch.co.za. DS OK, well, I’ll start drafting a paragraph to reassure potential visitors and some Dos and Don’ts. I’ll send them to you so you can add anything you think I’ve left out.

Don’ts • visit townships alone • carry valuable items with you • go out after dark • oppose a criminal UNIT 6: KEY WORDS

Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework su ggestions

• Students write a list of ‘do’ and ‘don’t’ safety/advice tips for visitors to their own country (at least ten tips). This could be discussed in groups. • Students write a sentence of their own for each of the key words given for the unit (13 in total). Encourage them to use a variety of structures and language from the unit.

TASK Put students into pairs and go through the writing tasks, checking students understand what they need to do and before asking them to brainstorm ways to improve security. Monitor during the activity, providing help as needed. Once students have discussed what to include in their safety tips and email, they could be left to complete the writing at home. POSSIBLE OUTCOME Positive aspects to include on the Township Experience website: • safe place to visit if precautions are taken • chance to meet local people and be welcomed into their homes and community • hand-made craft items make ideal souvenirs whilst providing income for locals • opportunity to sample local cuisine and beverages • local taxis offer tours around other townships • trip to Robben Island led by former freedom fighters • all trips can be tailored to your needs and interests Useful safety and security tips to include: Dos • pay attention to advice given by hotel staff about places to avoid • stay with the local guide • use a money belt for small change • register on eblockwatch • ring the community safewatch call centre in the event of trouble

NICHE TOURISM

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7

CULTURAL TOURISM

UNIT MENU

Grammar: the passive Vocabulary: culture, linking words Professional skills: taking part in meetings Case stud y: present a proposal

Ai ms and ob ject iv es In this lesson students will: • discuss what ‘culture’ means to them • read about cultural tourism • study the use of linking words

WHAT IS CULTURAL TOURISM? FACT FILE

heritage: the traditional beliefs, values, customs, etc. of a family, country, or society. Exercise 1, page 60 Explain that this lesson focuses on cultural tourism. Ask students to work in pairs, discussing the definitions. Feedback by opening the discussion to the class and reaching a consensus over which definition fits best and why. Students’ own answers.

Reading CULTURAL TOURISTS Exercise 2, page 60 Students complete the extract, then compare answers with a partner. During feedback, check vocabulary, e.g. motive, prestigious, authenticity, uniformity. 2 B

3 A

4F

5 C

Exercise 3, page 61 Students reread the extract, listing the five types of cultural tourist. Discuss answers and check they understand the meaning of purposeful, chance discovery, casual and incidental. • • • • •

the the the the the

Students discuss in pairs or in groups of three which kind of cultural tourist they think they are and why.

Vocabulary

Speaking

1E

EXTRA ACTIVITY

purposeful tourist sightseeing cultural tourist chance discovery cultural tourist casual cultural tourist incidental cultural tourist

CULTURAL TOURISM

LINKING WORDS Exercise 4, page 61 Give students an example of a linking word or phrase before eliciting other examples and asking when they are used. Students then match those given with their functions, comparing answers in pairs before checking them as a class. 1c

2 b

3 d

4 a

5 c

6 b

Exercise 5, page 61 Students complete the sentences using linking words from Exercise 4. Allow time for them to check answers with a partner before going through them as a class. Draw students’ attention to the use of commas after all linkers apart from ‘although’ and point out word combinations, e.g. be attracted by, be on strike and caused by. 1 2 3 4 5 6

Although On the whole As a result, Consequently However Furthermore Although

EXTRA ACTIVITY

Students work in pairs or in small groups and discuss the statements in Exercise 5. They should tell each other which ones they agree with and which they disagree with, and give reasons for their opinions. When they have finished, you could open this up into a whole class discussion.

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RESEARCH CULTURAL TOURISM OPPORTUNITIES

Students look into possible opportunities for cultural tourism in their own city/region and prepare a short presentation (four to five minutes) for the class.

• Students write a short report describing some of the opportunities for developing cultural tourism in their own country. Refer them to the model given on page 101 and ask them to use information gained from their research task. (200–250 words) Photocopiable notes 7.1 (page 122) Cultural tourism vocabulary (Crossword page 123)

EXTRA ACTIVITY

Refer students to Part 5 of the EFIT Intermediate level DVD material for extra listening and vocabulary activities relating to Petra. Although students are encouraged to view the complete programme on the DVD there is also an option so that they can watch in smaller segments, as is denoted by the worksheet timings. Alternatively, the DVD-related worksheet can be undertaken as self-study. At the end of the worksheet, there is an optional task, which can be completed in groups in class or set as homework.

Model answer for DVD worksheet optional writing task Visitor recommendations for Petra Petra is a UNESCO world heritage site. In order for you to enjoy this ancient wonder, we recommend the following guidelines: • It is best to walk through the gorge, ‘Al Siq’. It is 1 km long and the weather is hot during the day, but cool in the evenings in the summer. For visitors with mobility problems, you can take a horse-drawn carriage through Al Siq. • Wear comfortable clothes and walking shoes. Take some water and light snacks. • There are horses, donkeys or camels for hire at the site, but avoid these if possible. The animals’ hooves damage the paths. • The red sandstone at Petra is soft and crumbling. Please do not touch the walls, or any artefacts, such as pottery. • Do not remove any artefacts or stones from the site. • Please take your litter, e.g. paper and plastic bottles, home with you. Thank you for your co-operation and understanding. Homework sugg estions • Students write two sentences of their own (12 sentences in total) using each of the linking words or phrases from Exercise 4, as well as new vocabulary from the lesson where possible.

CULTURAL TOURISM

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EXHIBITIONS Ai ms and ob ject iv es In this lesson students will: • listen to a museum exhibitions manager talking about his work • study when to use the passive form • describe artefacts

Listening PLANNING AN EXHIBITION Exercise 1, page 62 Find out if students have any experience of organizing exhibitions before putting them into pairs to discuss what an exhibitions manager’s role might involve. Elicit ideas, writing them on the board. Exercise 2, page 62 Students listen to a museum exhibitions manager talking about his job. After listening, allow time for students compare answers with a partner before going through them with the class. Check vocabulary, e.g. interactive, ongoing, etc. The exhibition is about Ancient Egypt and it’s designed for children. He mentions: action plan, audio guide, budget, exhibits, interactive display, labels, resource pack, packaging, website Exercise 3, page 62 Give students time to look at the diagram and the information below that they will need to complete it before they listen a second time. Encourage students to discuss their answers in pairs before class feedback. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that in the exam they will be expected to discuss different job titles and the responsibilities of people working in the hospitality, travel and tourism industries, for example, an exhibitions manager. 1 a) requirements and budget discussed 2 h) action plan drawn up 3 d) exhibits ordered and delivered 4 f) website designed 5 i) interactive software produced 6 e) exhibit labels printed 7 g) audio guide recorded 8 c) resource pack printed 9 b) publicity material sent out 10 j) exhibition opened

CULTURAL TOURISM

Audi o scr ipt Tr ack 7.1, Exerc is es 2 and 3, Page 62 I = Interviewer, SL = Simon Lau I So what are you working on at the moment, Simon? SL I’m organizing an exhibition for schoolchildren about ancient Egypt. It’s especially designed for kids, so it has to be interactive and fun. But it also has to be educational, so we must make sure there’s enough information for teachers who come with groups of school children to do project work with them. I So, what does an exhibitions manager actually do? What’s your plan of action for this exhibition? SL Well, generally, I would say it takes about a year to organize an exhibition from start to finish. The first thing I do is spend about a month deciding all the requirements and of course the budget – how much money we can spend. Then, I draw up an action plan with a timescale. The action plan takes me about six weeks to do because it’s a map of the whole project and it’s really important. I And then? SL Well, we have to order the exhibits from other museums and they have to be delivered. That will take six months. When they arrive, they are kept in the packaging for a few days to adjust to the museum’s climate. While all the exhibits are being delivered, the exhibition’s website has to be designed. This is an ongoing process and usually takes at least nine months to complete. I start sending information and photos of the exhibits to the web designer as they come in and the site will be constantly updated. Next, we start work on the software for the interactive display, which is produced by a specialized software company. That usually takes about three months. When the interactive software is ready, we’ll design the sequence for the exhibition (that’s the order in which the exhibits will be visited) and over the next two months the labels for the exhibits will be printed and a script for an audio guide will be written and recorded, preferably by someone famous. During these two months, one of my team will also produce a resource pack for teachers and get it printed. Finally, I’ll write the publicity material for the exhibition and press releases will be sent out to the local and national newspapers, and to travel publications and websites. I And then the grand opening ceremony! SL Yes, we usually have a preview party and invite the important local people and the press. It’s a good way of promoting a new exhibition.

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Grammar THE PASSIVE Exercise 4, page 63 Go through the Grammar box information with the class, checking on usage and the construction of passive tenses. Refer students to page 117 of the Grammar reference if needed before they complete the text. Students compare answers in pairs before class feedback. Discuss what tenses are used and why. 1 was discovered 2 was being rebuilt 3 was probably written OR had probably been written 4 were carved 5 were used 6 was kept 7 were translated 8 had been lost 9 were found 10 were finally deciphered

Speaking DESCRIBING ARTEFACTS

5 a criminal act 6 sent to prison Portuguese coins and a jeton: 7 a medieval ship 8 the bank of a river 9 studied by archaeologists 10 the 15th century 11 in the UK 12 merchants

EXTRA ACTIVITY

Students work in small groups and discuss their favourite exhibit or artefact. Then they decide which three historical objects (either in their own country or worldwide) are the most important and why. Homework su ggestions • Students find out about an artefact from their own country (or one that interests them) and write a short description for a museum brochure, explaining the history of it. Remind students to use the passive form where possible. (150–200 words) • Students write about an exhibition they would like to organize and what it would show. Alternatively, they write about one they have seen or are keen to go to. Encourage students to describe the main theme of the exhibition and why it interests them. (150–200 words)

FACT FILE

An artefact is an object such as a tool, weapon, etc. that was made in the past and is historically important. Suffragette is the term given to members of a protest movement in the late 19th/early 20th century in the UK who wanted equal rights for women and the right to vote. Exercise 5, page 63 Discuss what an artefact and a suffragette are before putting students into pairs, allotting roles A and B. Allow time for students to read the information. With a weaker class, As (and Bs) could prepare their questions in pairs before returning to their original partners. If required, discuss with the class the first question A and B need to ask to help them get started. Remind students to check answers at the end and round up by eliciting the questions asked and discussing what students found interesting. See Pairwork files. Student A: 1 1903 2 the slogan Votes for Women 3 many, many people 4 the right to vote

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PROFESSIONAL SKILLS EFFECTIVE MEETINGS Ai ms and ob ject iv es In this lesson students will: • read an article about cultural tourism in Britain • listen to a tour operator talk about British festivals • roleplay a meeting to select the best festival

• The UK has the largest cultural economy in the world in relation to GDP. • The UK is one of the most effective economies in terms of return on investment 2 It is a ‘false economy’ and it is doing huge damage to the tourism sector. 3 They have higher incomes and spend more.

Listening FESTIVALS IN BRITAIN FACT FILE

Reading CULTURAL TOURISM IN BRITAIN FACT FILE

The London Eye (located on the South Bank along the River Thames in London) is Europe’s tallest Ferris wheel. Originally built to celebrate the Millennium, it is now a popular tourist attraction, attracting over 3.5 million people a year. Exercise 1, page 64 Focus students’ attention on the photo before asking what it shows (people in one of the pods of the London Eye). Students then work in pairs to discuss what they know about the top three visited cultural sites in England before considering other sites of interest in the UK. Round up by eliciting what students know and adding to it. Find out which British cultural sites students have visited and what their impressions were. Students’ own answers.

EXTRA ACTIVITY

Divide the class into three groups and allot one of the top three English cultural sites to each one. Students then look for more information about their site, e.g. when it was built, who built is, where it is exactly, why it is so popular. They then prepare a group presentation of five to ten minutes, which they give to the class. Exercise 2, page 64 Students read the article. Allow time for them to compare answers with a partner before going through them as a class. 1 • There is a growing public appetite for culture • Visitor numbers have risen

CULTURAL TOURISM

Edinburgh is the 2nd most popular UK tourist destination, attracting over a million overseas visitors annually. As well as its Old Town and New Town being a UNESCO World Heritage Site, the city is famous for the many cultural festivals held each year, e.g. the Edinburgh Festival and the Edinburgh Military Tattoo. Belfast is one of the most visited cities in the UK and is experiencing a boom in tourism at the moment with over 9 million visitors each year. A major attraction is the Titanic Belfast, which focuses on Belfast’s maritime history. Cardiff is the 10th largest city in the UK and the most visited tourist destination in Wales. It is home to many tourist attractions, e.g. the Wales Millennium Centre, the Senedd (the National Assembly) and Cardiff Bay Barrage. Exercise 3, page 65 Refer students to the map in the coursebook or a larger map on the board and elicit where each British capital is. Find out if students have been to any of these places and ask what they know about them. 1 2 3

Edinburgh (the capital of Scotland) Belfast (the capital of Northern Ireland) Cardiff (the capital of Wales)

Exercise 4, page 65 Explain the scenario and ask students to complete the table as they listen. It may be useful to play the recording twice before students compare answers. For class feedback, elicit answers and check vocabulary, e.g. venue, go back to, potential, overseas. The Eisteddfod • First week of August • 160,000 • The biggest festival of competitive music and poetry in Europe, different atmosphere from other festivals, great fun

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• It’s held entirely in Welsh Edinburgh festival • Three weeks in August • 350,000 • The largest arts festival in the world, offers a variety of shows, good potential to attract overseas visitors, cheaper fringe performances, free street theatre • Major performances are very expensive Belfast festival • 14th–29th October • 50,000 • Good potential, good selection of bars, museums and art galleries • Can be dangerous because of the political situation Audio s cr ipt Tr ack 7.2, Exerc is e 4, page 65 P = Paul, M = Martina, K = Kri sti na P It’s five past ten by my watch. Let’s make a start, shall we? As you know, the aim of this meeting is to discuss the festivals you’ve researched. So, er, Martina, would you like to make a start? M OK, well the Eisteddfod is an extremely old festival, in fact it dates back to the 12th century but the modern version has been going since 1858. It’s held in the first week of August in Wales and the venue changes every year, but every four years it goes back to Cardiff, which is the capital. Um, it’s actually the biggest festival of competitive music and poetry in Europe. There’s a different atmosphere from other festivals and it’s great fun. There are about 160,000 visitors and 6,000 competitors, so it’s pretty huge. There’s only one major disadvantage, which is that it’s held entirely in Welsh!!! P So it’s a bit of a waste of time if you don’t speak Welsh, then? M Not necessarily, they give out headsets that give an English translation of everything and anyway to appreciate the music, it doesn’t really matter what language it’s in. P Er, Kristina, what do you think about it? K Er, I don’t think it really makes a difference. I like music in whatever language. Anyway, I’d like to talk about the Edinburgh Festival. This is the largest arts festival in the world. It’s held for three weeks in August and there are at least 40,000 performances and offers just about everything: opera, theatre, dance, folk music, the visual arts … Er … It attracts about 350,000 visitors a year and – what’s really interesting – is that only 14 percent of those came from overseas. So there’s potential for us. P I’ve heard that it’s very expensive.

CULTURAL TOURISM

K Some of the major performances are. But the alternative performances, in what is called the ‘fringe’ part of the festival, are cheaper and, anyway, there’s a lot of street theatre and that’s free. P OK, do you have anything more to add at this point? K No, I don’t think so. P Well, I looked at the Belfast Festival in Northern Ireland. It’s another arts festival with comedy, music, art, dance and theatre, and it takes place between 14th and 29th of October. It’s been going for nearly 50 years but it hasn’t yet got the same international reputation. Even so there are at least 50,000 visitors. So, it has potential. M But isn’t it dangerous to go to Northern Ireland? What about the political situation there? P It’s much safer than it was and the political situation has improved a lot. Belfast is a really interesting city to visit. It has a great selection of bars and museums and art galleries … K I’m sorry, Paul, I have to go now. Is there any other business? P Er, no, I think we’ve covered everything. So, to sum up, of the three … Exercise 5, page 65 Students complete the expressions, checking answers in pairs before class feedback. You may wish to drill the phrases to check on intonation and chunking (the grouping of words to aid pronunciation through linking). 1 2 3 4 5 6

start, begin, agenda aim, talk, reach think, comment, add move, agenda agree, decided, agreement business, covered, sum

Speaking CHOOSING A FESTIVAL Exercise 6, page 65 Find out if students have been to a festival and which one(s). Put them into groups of three and allot roles A, B and C. Point out that one person has to act as chairperson, as in the listening. Allow time for students to read their information and prepare for the meeting – referring back to the useful expressions for meetings given in the Professional skills box. Monitor during the activity, providing help as needed. Round up by asking each chairperson to explain which festival their group chose and why. See Pairwork files.

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EXTRA ACTIVITY

Students discuss in pairs or small groups the stages or aspects they think would be involved when organizing a festival. Homework sugg estions • Students find out about three popular cultural sites in their country or from a country of their own choice, preparing a short presentation (four to five minutes). In a subsequent lesson, students form groups with students who have focused on different countries and give their presentations. • Students write an article for a cultural website about a festival in their country (200–250 words). Photocopiable notes 7.2 (page 122) What do you say to …? (Card activity page 124)

CASE STUDY PRESENT A PROPOSAL CASE STUDY MENU Refer students to the lesson’s aims and objectives.

The Blue Ribbon Aw ard Exercise 1, page 66 Students read the extract and discuss the questions in pairs. Elicit ideas from the class and check students understand vocabulary, e.g. nominate, regenerate, enhance, etc. 1

2

To celebrate the world’s cultural richness and diversity; to bring people from different countries into contact with each other's culture; to promote mutual understanding. Students’ own answers.

Positive impacts Exercise 2, page 66 Students now listen to part of a meeting where last year’s award is discussed. They then compare answers in pairs before going through them as a class. 1 7,000 2 10,000 3 40,000 4 more than one million 5 66% 7 47%

6 70%

Audi o scr ipt Tr ack 7.3, Exerc is e 2, page 66 Part 1 J = Jeremy, K = Kath leen J OK, let’s move on to the final point on the agenda – the impacts of last year’s City of Culture Award. Kathleen you have some statistics I believe? K Yes, Jeremy … and they’re pretty impressive. Over the year there were 7,000 events involving over 10,000 different artists. Obviously, the music festivals were very popular – especially the Sounds of the Suburbs which was absolutely incredible. I really didn’t realize how many really good bands there are in this city. And over 40,000 people went to the football stadium to listen to the Fatal Microbes concert on the opening night. J Do you have any idea about visitor numbers?

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K Yeah, more than one million people visited the city’s museums and galleries throughout the year. That was an increase of 66 percent. And according to market research, 70 percent of people in the city visited a museum or gallery last year. The national average is just 47 percent. Exercise 3, page 66 Students listen to the second part of the meeting, making notes on what is said about visitor numbers and hotel occupancy. Allow time for them to compare ideas with a partner before class feedback. The region attracted slightly more visitor numbers for the four years before the award. Two years ago, for the first time more people visited the city, with an increase of 4% compared to just 2.5% for the region. Last year there was a 22.9% increase for the city and 16.2% for the region. More than one million bed-nights were sold, – an increase of 26%. Throughout the year demand met the supply, with occupancy averaging 86% at weekends and 74% overall. Audio s cr ipt Tr ack 7.4, Exerc is e 3, page 66 Part 2 J = Jeremy, K = Kevin J OK, Kevin, can you explain this graph? K Sure. If you look at the figures for the four years before the award, there wasn’t a huge difference between the city – that’s in blue – and the region – in red – in terms of numbers of visitors but the region attracted slightly more. That changed two years ago when, for the first time, more people visited the city. That was an increase of 4 percent compared to just 2.5 percent for the region. Last year the numbers really took off with a 22.9 percent increase for the city and 16.2 percent for the region – and the economic benefits followed. The Chamber of Commerce says that for hotels more than one million bed-nights were sold, that was an increase of 26 percent. Throughout the year demand met the supply, with occupancy averaging 86 percent at weekends and 74 percent overall. J That’s great. What were the most popular attractions according to the satisfaction questionnaire? K People loved the giant mechanical spider – they called it the Princess – even if it did cause traffic jams. And the Superlambananas – the halflamb, half-banana sculptures proved to be really popular. There were over 100 of them at different points in the city and they’re still there. They’ve really made the city more visually attractive and interesting.

CULTURAL TOURISM

Exercise 4, page 67 Focus students’ attention on the two photos before asking what they are called. 1 The Princess

2 Superlambananas

EXTRA ACTIVITY

Students work in pairs to talk about the key attractions at a festival they know of.

TASK FACT FILE

A UNESCO World Heritage site: a place (forest, mountain, lake, desert, monument, building, complex or city) which is considered to be of interest and worthy of preservation by the international community. UNESCO: United Nations Educational, Scientific and Cultural Organization Put students into three groups, A, B and C, before going through the task. Make sure students understand which place they are reading about and what they have to do. Check key vocabulary and refer students to the model in the Writing bank on page 100.Monitor and help during preparation, and encourage students to ask questions after each group’s proposal has been presented. Round up by asking the class to choose the winning proposal. See Pairwork files. POSSIBLE OUTCOME The choice of city will be a matter of individual choice and the perceived interest in the key events, cultural features and benefits to the community of winning the award. • Some parts of Manchester are poor and are in need of regeneration, and although the award is only of interest to the inhabitants of England, it could enhance the city’s chances of becoming a global tourist destination. However, at present it is not likely to bring people from different countries into contact with each other’s culture and promote mutual understanding. • The choice of Donastia–San Sebastian has important cross-border political, cultural and economic repercussions. • The choice of Vaasa also involves two countries and their populations and the spin-off benefits of research into renewable sources of energy have a global potential.

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When writing their proposal, students should make sure that all three points in the guidelines are covered. UNIT 7: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students imagine they are representing the tourism board of a city in their own country, which they wish to nominate for the Blue Ribbon Award, and write a short proposal summary. (200–250 words) • Students write a sentence for each of the key words for the unit (15 sentences in total). Encourage them to use a variety of structures and language from the unit.

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8

RUNNING A HOTEL

UNIT MENU

Grammar: have/get something done Vocabulary: -ed/-ing adjectives Professional skills: making presentations Game: transform the team


EXTRA ACTIVITY

In this lesson students will: • read about what running a hotel involves • focus on adjectives with -ing and -ed endings • listen to a hotel manager talk about his job

Students work in pairs or in small groups. They discuss experiences of the best hotel they have stayed in and explain why they think it was so good.

Reading

If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, explain that being able to describe character and disposition (i.e. the skills and qualities required by hotel management) is one of the linguistic competencies listed on the syllabus and ask them (in pairs) to discuss a further 5–8 adjectives that relate to qualities and skills.

HAVE YOU GOT WHAT IT TAKES TO RUN A HOTEL? Exercise 1, page 68 Find out if students have any experience of running a hotel or if they would want to and why. Students then skim the article to find the words in the box for qualities and skills. During feedback, elicit where the qualities and skills were mentioned in the article and check meaning. Exercise 2, page 68 Students read the article, comparing answers with a partner before going through them as a class. Check vocabulary, e.g. aesthetic, exasperating. Ask any student who expressed an interesting in running a hotel if they would still want to and why. 1 2 3 4

They have to be like Superman because there are so many things to do. Because the manager is always on stage, smiling and keeping the guests happy. You have to work hard for 24 hours a day, seven days a week. They provide food, warmth, comfort and friendship.

Vocabulary ADJECTIVES ENDING IN -ING AND -ED Exercise 3, page 69 Go through the Vocabulary box with the class. Students then refer to the text from Exercise 2 and find examples of -ed and-ing adjectives to describe feelings. They discuss in pairs which ones can take both forms. Elicit ideas from the class. Adjectives in the article: quick-thinking, outgoing, motivated, motivating, tiring, irritating, demanding, exasperating, tired, exhausted, fascinating, rewarding, boring Adjectives that can be both: motivated/motivating tiring/tired irritating/irritated exasperated/exasperating exhausting/exhausted fascinating/fascinated rewarding/rewarded boring/bored Exercise 4, page 69 Students complete the sentences. They then check answers with a partner before you go through the answers with the class.

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1 motivated 2 irritating 3 rewarded 4 exhausting 5 irritated 6 rewarding

Listening A DAY IN THE LIFE OF A HOTEL MANAGER Exercise 5, page 69 Find out if students have any experience of being a hotel manager and elicit some of the tasks a hotel manager is responsible for. Explain that they are going to hear a hotel manager talk about his job and they should put the activities in the order they are mentioned. Students compare ideas in pairs before you go through them as a class. Check vocabulary, e.g. (staff)retention, initiative. 1 2 3 4 5 6 7 8

Review the Night Manager’s reports Check emails Check the breakfast arrangements Say hello to the guests Attend the daily staff briefing Attend a strategy and planning meeting Have lunch with staff members Do administrative work

Exercise 6, page 69 Allow students time to read through the information before they listen a second time. Alternatively, with a stronger class, students could complete the information and then listen to check answers. Problems this morning: 1 room service 2 bread rolls 3 overbooking Ongoing projects: 1 refurbishment 2 conference 3 late-charge Audio s cr ipt Tr ack 8.1, Exerc is es 5 and 6, page 69 I = Intervi ewer, J = Jim I So, Jim, could you talk us through a typical day’s work for you? J Well, you have to get up early when you work in the hospitality industry and my day starts just before 6.00 a.m. The first thing I do is review the night manager’s reports and check what happened during the night. Then I spend some time reading email messages and catching up. I try to visit the restaurant between seven and eight to check that the breakfast arrangements are in order, and then I usually spend some time in the

RUNNING A HOTEL

reception area … I like to say hello to the guests as they come down. I What happens after breakfast? J We have the daily staff briefing at nine. This is an essential part of the day, where the staff report on the night before and we discuss problems. For example, last night one guest’s room service didn’t arrive for an hour and a half, so we need to find out why. And this morning we ran out of bread rolls in the restaurant. This meeting is also when I brief the team for the day ahead and we discuss any future events we have planned. We look at who’s staying at the hotel – any VIP guests, celebrities, or politicians or whatever, and which rooms are not in use. We also talk about occupancy rates and targets. We’ve actually got a potential overbooking problem at the end of this week, so we had to discuss alternative accommodation arrangements for the extra guests. I How long does that last? J About an hour. Then I have a strategy and planning meeting. At the moment we’re planning a major refurbishment of all the guestrooms and suites at a cost of 9.5 million dollars. We discuss everything down to the last detail: the colour schemes, the choice of furniture, the position of the power points, the perfume of the shower gel. It all has to be right. I That sounds like a big job! Do you have any time for lunch or is it just a quick sandwich? J No, at lunchtime I always eat in the staff restaurant, and I try to sit with a different person each day and talk to them about any concerns they have. A hotel stands or falls on the quality of its customer service, so finding good staff and keeping them – staff motivation and retention – is a big concern in our industry. I’m absolutely passionate about this. As I always say: ‘Unhappy employees lead to unhappy guests’. I It sounds like a good principle. What happens after lunch? J After lunch, there are more meetings, for example once a week there’s a big marketing and promotions meeting. Our latest promotions initiative is we’re sending the sales team over to Australia and New Zealand to get more conference business. On other days I might be talking to the finance team or accounts – we’ve had problems with check-out times recently so we’re reviewing our late-charge policy. And when the meetings are over, I have to finish all the admin work that I haven’t been able to do during the day. I So what time do you finish? J I hope to be able to get away by 6 or 7 p.m. It depends.

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RESEARCH

HOTEL INSPECTION

HOTEL STAFF ROUTINES

Students find out about the daily routine of a member of hotel staff, sharing their findings with the class. You may want to spend time discussing possible interview questions in class by way of preparation and decide on how many questions would be ideal for the interviews. Homework sugg estions • Students write 12–15 of their own sentences using -ed or -ing adjectives (including some from this lesson). Where possible, the focus of the sentences should be work-related. • Students write 12–15 questions, which can be chosen from those discussed in class, in preparation for their research task. Photocopiable notes 8.1 (page 125) -ed or -ing? (Card activity page 126)

Ai ms and ob jec ti ves In this lesson students will: • discuss how hotel standards are evaluated • listen to a hotel inspector talk about what she looks for when evaluating a hotel • study the use of have/get something done

Speaking INSPECTION CRITERIA Exercise 1, page 70 Introduce the topic of hotel inspections and ask students to discuss in pairs how each aspect given might be evaluated by an inspector. Elicit ideas, noting them on the board.

Listening THE HOTEL INSPECTOR FACT FILE

A mystery guest audit involves a visit to a hotel by a mystery guest with the aim of assessing the quality of the hotel and the services on offer based on quality standards. Exercise 2, page 70 Elicit what a mystery guest audit is or what a mystery guest does before students listen to a hotel inspector talking about what she looks for when evaluating services. It might be a good idea to play the recording twice. Ask students which of their ideas are mentioned and elicit any extra ones, adding them to the list. Check vocabulary, e.g. upselling and cutlery. The hotel inspector mentions the following: 1 Reservations: She checks how quickly the call is answered, whether or not the clerk announces his or her own name and the name of the hotel, whether the clerk can answer her questions. 2 Reception area: She checks the general appearance of the reception area – whether it is clean, tidy and welcoming. She expects someone to help carry her baggage and show her to her room. 3 Rooms: The room and en-suite facilities must be clean and tidy with everything in its place. The fridge should be properly stocked. 4 Room service: She times how long it takes for her order to arrive. Questions about the menu should be answered properly and the order confirmed. The staff should attempt some upselling.

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5

6

Restaurant: She evaluates the quality of the service, the cleanliness of the cutlery and dishes, the quality of the food and the time it takes to be served between courses. She expects to be greeted and asked if she enjoyed her meal. Staff: She checks whether the staff are friendly and polite and use her name.

Exercise 3, page 70 Students listen to the recording again and match hotel services with the hotel inspector’s criteria. Allow time for them to compare answers in pairs before going through the answers with the class. 1 d

2 c

3 e

4 f

5 a

6 b

Audio s cr ipt Tr ack 8.2, Exerc is es 2 and 3, page 70 Well, when I inspect one of our hotels, it’s obviously as a mystery guest – the staff don’t know who I am. If they knew who I was, they wouldn’t necessarily behave in the same way. The inspection starts when I ring to make my reservation. I evaluate how quickly the reservations clerk answers the phone, if they give their own name and the name of the hotel, and if they can answer my questions about the hotel and its services correctly. On arriving, I check the general appearance of the hotel reception area. It should be clean and tidy and look welcoming – and I also expect that somebody should offer to help me with my baggage and show me into my room. Obviously, the room and en-suite facilities should be clean and tidy with everything in its place, and the fridge should be properly stocked. I always ring room service and order something and then time how long it takes to arrive. The person taking the order should be able to answer any questions I have about the menu and confirm the order. Preferably, they should try to do some upselling, that is encourage me to order something else or something more expensive. I have both an evening meal and breakfast in the restaurant and I evaluate the quality of the service there: whether the cutlery and dishes are clean and, of course, the quality of the food and the time it takes for me to be served between courses. I expect to be greeted properly when I arrive. And when I leave, the staff are supposed to ask if I have enjoyed my meal. During my stay, I have to check whether the staff are friendly and polite and use my name. This is important as our policy is to treat people as individuals and obviously using a name is part and parcel of providing a personal service.

RUNNING A HOTEL

EXTRA ACTIVITY

In pairs, students think of other jobs where upselling (a technique where a customer is encouraged to buy more products or services) is expected. Round up by eliciting ideas. Find out if students have to do any upselling in their jobs and what kinds of things they have say or try and sell.

Speaking AN INSPECTOR CALLS Exercise 4, page 70 Tell students they are now going to roleplay being hotel inspectors. Put them 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 conversations, providing help as needed. Round up by asking students to report back on their decisions. See Pairwork files.

Listening HOTEL STATISTICS Exercise 5, page 71 Ask who has visited the USA and what they thought of their accommodation. Students listen to part of a report and fill in the missing statistics. Allow students to compare answers in pairs before eliciting them. 1 91% 6 76%

2 35% 3 16% 4 19% 5 22% 7 58% 8 68% 9 21% 10 12

Audi o scr ipt Tr ack 8.3, Exerc is e 5, page 71 One significant area of improvement was in wireless internet access. Ninety-one percent of the hotels inspected had wireless internet connection compared with only 35 percent from just four years earlier. In addition to this, the number of hotels that charge for in-room internet use is decreasing. Sixteen percent of hotels inspected currently charge for this service, down from 19 percent last year and 22 percent in the previous year. Thirty-five percent of the hotels inspected offer iPod docking stations in-room. Of these, 76 percent were five-star hotels and 58 percent were four-star hotels. It is also encouraging to note that hotel managers are becoming more environmentally responsible. Sixty-eight percent of hotels now use energyefficient lighting. Twenty-one percent of the hotels inspected are planning to adopt Leadership in Energy & Environmental Design (LEED) standards in the next 12 months; 20 percent have already done so in the past quarter.

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Grammar HAVE/GET SOMETHING DONE Exercise 6, page 71 Go through the information in the Grammar box, using extra examples as needed before students complete the minutes of the meeting. Allow time for them to compare answers before class feedback. 1 get/have 2 repainted 3 get 4 install 5 get 6 put up 7 get/have 8 replaced 9 get 10 look at 11 get 12 rewire Homework sugg estions • Students write a report for their boss detailing the decisions they reached in Exercise 4 (200–250 words). Remind them to incorporate grammar and vocabulary from the lesson where possible. • Students write 12–15 sentences using the construction have/get something done and their own ideas. Encourage them to be adventurous in their use of language.

PROFESSIONAL SKILLS PRESENTATIONS Ai ms and ob jec ti ves In this lesson students will: • read the DOs and DON’Ts of giving presentations • listen to a hotel manager giving a presentation on the Kaizen principles in hotel management • do an activity where they discuss how to improve a run-down hotel and present their ideas

Reading MAKING PRESENTATIONS Exercise 1, page 72 Focus students’ attention on the photo before eliciting what it shows. Ask how the presentation is going and how they can tell. Students then list common mistakes made when giving a presentation and discuss their ideas in pairs before the discussion is opened to the class. EXTRA ACTIVITY

Students work in pairs and talk about how often they have to give presentations, who to, which language(s) they use, etc. They also find out what each other enjoys or finds difficult about giving presentations, and why. Exercise 2, page 72 Refer students to the Professional skills box and ask students to complete the advice, comparing answers in pairs before class feedback. Discuss the DOs and DON’Ts given and find out which students feel are the most useful and why. Ask students if they have any other advice. 1 c 2 e 3 f 9 j 10 b

4i

5 a

6h

7 d

8 g

Listening KAIZEN Exercise 3, page 73 Ask students if they have heard of Kaizen before and what they know about it. Explain to students that they are now going to listen to a Japanese hotel manager talking about Kaizen. After listening, allow students time to discuss their answers with a partner before class feedback.

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1

2 3

Principles in hotel management which involve all employees, from upper management down to chambermaids and cleaners, who, on a regular basis, make suggestions for improvements to the running of their hotel. Kaizen means ‘continuous improvement’. Toyota Motor Company

Exercise 4, page 73 Students read the information on the slides before listening to the presentation again. Remind them of the word limit. Elicit answers from the class. 1 2 3 4 5 6 7 8

upper management chambermaids and cleaners all the time anywhere a better way in teams make decisions a reward

Audio s cr ipt Tr ack 8.4, Exerc is es 3 and 4, page 73 Good morning everybody and welcome to this presentation on Kaizen principles in hotel management. My name is Yusuke Takahashi and I’m responsible for the housekeeping staff at the Empire hotel in Hiroshima. So you are probably wondering what this Japanese word Kaizen means? Well, the term is made up of two words: Kai which means ‘continuous’ and Zen which means ‘for the better’, so Kaizen is usually translated as ‘continuous improvement’. This Kaizen principle of continuous improvement has actually existed for quite a long time. It first appeared at the Toyota Motor Company in Japan just after the end of the Second World War, and was developed as a fundamental part of their production philosophy. Although the Japanese have long recognized the importance of Kaizen in manufacturing, I don’t think it has yet been applied to the running of a hotel. But the principles are important and can be applied to any service industry and not just production. So, who does Kaizen concern? The answer is everybody. Kaizen is a system that involves every employee – from upper management down to chambermaids and cleaners. The idea is to encourage all the personnel to come up with small suggestions for improvement on a regular basis. This is not an activity that takes place once a year, or once a month or even once a week. It takes place all the time. Suggestions are not limited to a specific area such as marketing or dealing with complaints. Kaizen is

RUNNING A HOTEL

based on making changes anywhere where improvements are possible. There’s no one best way of doing something, there is always a better way. If Kaizen is to work, you have to create the right atmosphere and adopt the right practices. This means encouraging staff to work in teams, so that they feel involved in and motivated by all aspects of running the hotel, and not just their own little area. Secondly, it means sharing information and empowering staff to make decisions so suggestions can be implemented immediately. It’s also a good idea to provide incentives, so if an employee’s suggestion leads to greater efficiency then that employee should be rewarded. Exercise 5, page 73 Students discuss the questions in pairs before class feedback. Round up by asking if they think Kaizen would work in their company and why/why not.

Speaking MAKING HOTEL IMPROVEMENTS Exercise 6, page 73 Go through the task and set a time limit (say 15 minutes) for students to list some ideas, before putting them into groups of three. Before students start their meetings, it might be a good idea to revise the useful phrases given in Unit 7, page 65 for taking part in meetings. Depending on time, the preparation might best be done as homework. RESEARCH CUSTOMER LOYALTY PROGRAMMES

Students look into a range of customer loyalty programmes offered by large international hotel chains and compare them. In a subsequent lesson, they give a short presentation of their findings. You could set a time limit (five to ten minutes) and limit the number of slides (five to eight) for each one. Encourage students to ask questions after each presentation and if time, discuss which loyalty programme students think is the best and why. Homework su ggestions • Students write an article on Kaizen for a business magazine (200–205 words), explaining what it involves and how it works, as well as any advantages and disadvantages of its use. • Students write a short report summarizing the main differences and similarities between the customer loyalty programmes they researched for the final activity. (200–250 words) Photocopiable notes 8.2 (page 125) True or false? (Card activity page 127)

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CASE STUDY TRANSFORM THE TEAM

Problems: she’s the only permanent receptionist and has too much responsibility, temporary staff lack training and motivation Suggestions: give staff proper training, invest in better software Audi o scr ipt Tr ack 8.5, Exerc is e 2, page 74

CASE STUDY MENU Refer students to the lesson’s aims and objectives before focusing their attention on the photo. Ask who it shows and where they work.

Human resource problems Exercise 1, page 74 Ask students if they have ever worked in a hotel and what it was like or what they think it would be like if they have not. Ask them to imagine they are a hotel manager and ask what kind of problems they might have running a hotel. Tell students they are going to read some of the human resource problems facing hotels in Paris and allow time for them to compare ideas in pairs before class feedback. Check vocabulary, e.g. province and incompetent and ask them if the manager talked about any of the problems they discussed. They face high turnover of staff and a skills shortage. Many staff leave within six months because of low salaries, anti-social working hours, they feel undervalued and have limited career prospects. As a result staff aren’t motivated and are often incompetent.

Interview wit h staff Exercise 2, page 74 Go through the situation and ask students to note what each member of staff says when interviewed. Remind students that they will listen to four different interviews and if necessary, play the recording twice. Students then compare their answers with a partner before sharing them with the class. If time, discuss which problems should be resolved first and why. Louis Moulin Problems: lack of staff, unreliable temporary staff Suggestions: employ more full-time staff Fatoumata Dembele Problems: physically demanding work resulting in backache, low pay Suggestions: pay rise, at least the minimum wage Munir Gadouche Problems: he’s unhappy with the job rotation scheme – not doing work he was trained to do Suggestions: go back to the previous system Mercedes Rodes

RUNNING A HOTEL

1 LM = Louis, Moulin, C = consult ant LM My name’s Louis Moulin, I’m the restaurant manager. Everything here was fine before Monsieur Huchet arrived. I’ve always run my department as I wanted to but now I’m told I have too many staff – which is definitely not true. During peak periods there’s never enough people. How am I supposed to run a busy restaurant with only one waiter? C I understand there have been problems in the kitchens recently. LM Oh that. Yeah, last week was a very busy time because of New Year and the two temporary kitchen assistants we had employed for the holiday period didn’t turn up. We couldn’t find anyone to replace them at short notice and it was a disaster! In my opinion, we should employ more full-time staff and not rely so much on casual and temporary labour. 2 C = cons ult ant, FD = Fatoumata Dembele C So you are … Fatoumata Dembele, is that right? FDYes, Fatou, people call me. C OK, and what do you do here? FDI Chambermaid. Change sheets, clean room. C Do you enjoy your work here? FDI like here but job very hard, always lifting, bending, many, many backache. C Yes, I suppose that’s one of the intrinsic hazards of your occupation. FDNo understand. C I said that’s one of the bad things about your job. FDYes, very bad, and pay. Very small money. We want pay rise, minimum wage at least. 3 C = consul tant, MG = Munir Gadouche C So, Munir, you’re the maintenance engineer, is that right? MGYes. C I’d like to ask you a question. When Monsieur Huchet came here, he introduced a number of changes into the running of the hotel. What did you think of them? MGThe same as everyone else! We didn’t like it at all. He wanted everyone to move around and do everyone else’s job – called it flexibility. The accounts staff were taught how to make beds, the reservations staff went to the kitchen, the waiters

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and waitresses were on reception and I was sent to the kitchen to make salads and wash dishes. I did a three-year apprenticeship as a carpenter and now I’m washing dishes! All this job rotation is a load of rubbish, if it doesn’t stop, I’m leaving and my wife too, ’cos she works here as well. We should go back to what it was like before; everyone knew where they were and what to do. 4 C = consul tant, MR = Mercedes Rodes C Your name’s Mercedes Rodes, is that right? MR Yes, I’m Spanish. I work as a receptionist. C Right, OK. So do you get on with the other members of staff, Mercedes? Is there a good working atmosphere? MR Well, I’m the only permanent receptionist. There are six part-time employees who are usually temps from an agency or student trainees on work experience. Most of them just don’t have the knowledge and experience to cope with any kind of problem or crisis. Since they are hardly paid anything, and don’t get any training or benefits, they aren’t always very motivated. Nobody tells them how the system works so they can’t cope with the computers. I feel like I’m responsible for everything and everyone, and it’s too much. C OK, well that’s very interesting. So do you think that the hotel needs to invest more in training for reception tasks? MR And in better software! But training would be a start.

Exchanging info rmation Exercise 3, page 75 Put students into pairs and allot roles A and B. Allow them time to read their information and to prepare for the activity. With a weaker class, As (and Bs) could prepare in pairs before returning to their original partners. Monitor during the activity, providing help as needed. Round up by discussing what students found out on the various aspects. See Pairwork files.

TASK Refer students back to page 72 and to the list of DOs and DON’Ts on giving presentations. Then put students into pairs. Allow them time to discuss what changes might be needed to improve the management of the hotel and remind them to limit the number of slides to ten when they do their preparation for their presentation. Depending on time, they could prepare their presentations for homework. Students could then give their presentations in a subsequent lesson. Feedback by discussing with a class whether they think that the

RUNNING A HOTEL

hotel is well managed or not. They should try to agree on which recommendations are the best and why. POSSIBLE OUTCOME Although Alexandre Huchet appears satisfied with the changes he has implemented, they caused staff dissatisfaction and had a negative impact on working methods. Changes that need to be made: • Recruitment of more waiters for the busy restaurant • Employment of permanent staff, e.g. kitchen assistants, receptionists • Payment of the minimum wage (it is illegal to pay less in France) • Less emphasis on flexible working and the Kaizen approach • Better pay and conditions to attract competent staff and reduce turnover • Proper training for both full-time and part-time staff • More up-to-date reservations software Extra points: • The monitoring of staff time and productivity is unlikely to create an atmosphere of mutual trust and increase motivation. The competitive element in the use of software to measure performance and choose who to give more money to or to promote is unlikely to produce effective team work and defeats the purpose of the Kaizen approach. • The abolition of overtime in a low-paid industry will also decrease motivation as potential earning power is thereby reduced. • The decision to reduce discounts could also be harmful if tour operators stop using the hotel. • Guests may or may not be satisfied with frozen packaged meals. This is a trend in French restaurants but will not satisfy the guest who expects a gourmet meal.

Writing a report Exercise 4, page 75 Go through the model report on page 101 of the Writing bank before asking students to make notes and write their own report. With a weaker class, students could work in the same pairs as the task. Depending on time, reports could be completed for homework.

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UNIT 8: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students write about staff motivation and staff retention at a company they know. Encourage them to explain the positive features of human resource management and to make suggestions on further improvements. (150–200 words) • Students write a sentence for each of the key words given for the unit (15 sentences in total). Encourage them to use a variety of structures and language from the unit.

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9

CUSTOMER SERVICE

UNIT MENU

Grammar: question forms Vocabulary: customer service terms, personal qualities, multi-word verbs Professional skills: handling telephone conversations Case stud y: improve customer service

Ai ms and ob ject iv es In this lesson students will: • listen to people discussing customer service • focus on vocabulary relating to personal qualities • discuss different situations and how customer services could deal with each one

Speaking CUSTOMER EXPECTATIONS Exercise 1, page 76 Focus students’ attention on the photos before eliciting what they show. Ask students to discuss the saying in pairs before opening the discussion to the class. Encourage students to justify their opinions. Exercise 2, page 76 Students work in pairs or small groups, exchanging experiences about customer services. Round up by eliciting some examples, perhaps beginning with one of your own. Ask students if they think people tend to share good or bad experiences more, and why that is. Briefly discuss the value of good customer service to any company. EXTRA ACTIVITY

Students discuss cultural differences in attitudes towards customer service. In pairs, they decide on the top three countries where they have had excellent customer service.

Listening CUSTOMER SERVICE EXPERIENCES Exercise 3, page 76 Tell students they are going to listen to four speakers recount their experiences of customer service. Students makes note as they listen and discuss ideas with a partner before class feedback. Check vocabulary, e.g. shrug and good will. 1 2 3

in a restaurant – good experience in a restaurant – bad experience in a hotel – bad experience

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4

with an airline – bad experience that turned into a good experience

Exercise 4, page 76 Make sure students read the statements before listening again and noting down who uses which phrases. Go through the answers with the class. Problems: 3 – (They) had no idea what they were doing. 2 – There was no record of the reservation. 3 – There didn’t seem to be any network at all. 4 – There was a mechanical problem. 2 – All the tables were taken. Customer service: 4 – gesture of good will 1 – complimentary box of chocolates 4 – It shows they care. 1 – on the house 4 – frequent-flyer mileage credit Audi o scr ipt Tr ack 9.1, Exerc is es 3 and 4, page 76 1 I’ve got an example of good service in a restaurant. It was my brother’s first wedding anniversary and so he organized a little party in a restaurant near where he lived. When he and his wife arrived, the manager presented them with a bouquet of flowers and a complimentary box of chocolates on the house. 2 That’s great, but my most recent experience in a restaurant is a bad one. I’d booked a table in a restaurant for a group of friends to celebrate us passing our exams at the end of the university term but when we got there, they told us there was no record of the reservation and all the tables were taken. OK, that can happen … and I was disappointed but not particularly angry or anything – there are plenty of other restaurants. Anyway, I asked to see the manager because he was the one who’d taken the booking and normally you’d expect a manager to immediately say ‘How can I help you?’ or something like that. But this

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manager he just took one look at me and said ‘I’m far too busy to talk to you’. Incredible! I asked him how can you manage a restaurant and not be available when there’s a problem or a complaint. He just shrugged his shoulders and walked away. I’ve never met anyone so unfriendly, impolite and incompetent. 3 Yes, I hate it when people are incompetent and can’t do their jobs. I stayed in a hotel recently and the brochure said there was Wi-Fi access in every room, and when I tried to connect to the internet, I couldn’t. There didn’t seem to be any network at all. When I told reception about the problem, they just sent me some facilities person who obviously had no idea what they were doing and couldn’t help. I found out later that in fact the hotel’s central network router had caught fire, or at least that’s what another guest told me. I’m not going back there again. 4 I can tell you about a bad experience with an airline which actually turned into a positive one. Last year, I was in the USA and flying from Denver to Chicago. I was really tired after a long trip and I just wanted to get on the plane and go to sleep, but on my way to the airport I received a text message that the flight was 30 minutes late. By the time I’d checked in and gone through security, the delay had already reached an hour. I went to the departure lounge to wait and every 15 minutes, my phone would buzz with another alert telling me the flight was delayed even longer. It turned out there was a mechanical problem with the plane in Chicago. So instead of taking off from Denver at three, we ended up leaving at eight. But the good part is that, a week later, I received an email apology from the airline together with a 5,000-mile frequent-flyer mileage credit. It’s the kind of gesture of goodwill that keeps me flying with this airline. It shows they care and makes me feel as if my custom is important to them Exercise 5, page 76 Ask students to work in pairs and discuss how the two negative experiences could have been better handled. Round up by asking students to share ideas and if time, ask the class to choose the best suggestion for each situation.

Vocabulary PERSONAL QUALITIES Exercise 6, page 77 Students complete the text, checking answers in pairs before going through them as a class. Ask students if they would add any other points. 1 welcoming 2 loyal 3 appropriate 4 reliable 5 competent Exercise 7, page 77 Look at the first adjective and ask the class which prefix goes with it. Students then add in the remaining ones, working alone or in pairs, before class feedback. Check pronunciation as needed, focusing on number of syllables and syllable stress if useful. 1 inappropriate 2 dishonest 3 impolite 4 incompetent 5 disloyal 6 unreliable 7 inefficient 8 im patient 9 disrespectful 10 unfriendly 11 impersonal 12 unwelcoming Exercise 8, page 77 Students complete the sentences, comparing answers with a partner before checking them as a class. 1 inappropriate 2 incompetent 3 disrespectful/impolite 4 honest 5 impersonal 6 unreliable 7 competent/efficient/friendly 8 unwelcoming

Speaking SHOWING YOU CARE Exercise 9, page 77 Students work in pairs to discuss the situations and decide what they would do in each. Round up by asking students to share their ideas with the class. If time, encourage the class to reach a consensus on the best gesture of good will for each situation. RESEARCH GOOD AND BAD CUSTOMER SERVICE

Students look into customer service using the internet, researching examples of positive and negative experiences. In a subsequent class, they present their findings to the class, or in groups.

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Homework sugg estions • Students write 12–15 sentences of their own, using a mix of positive and negative personal quality adjectives as covered in Exercise 7. Encourage them to use a variety of structures. • Students write an article for a hotel and tourism magazine or internet site, explaining why gestures of good will are so important to businesses. Encourage students to give an example of a situation (i.e. from Exercise 9) and explain how it could be dealt with positively and how this approach would benefit a business in the longterm. (200–250 words) Photocopiable notes 9.1 (page 128) Personal qualities (Card activity page 129)

CUSTOMER FEEDBACK Ai ms and ob jec ti ves In this lesson students will: • listen to someone giving tips on how to obtain customer feedback • study different question forms • roleplay a conversation in which a customer service employee is asking a hotel guest for feedback

Speaking EVALUATING FEEDBACK EXTRA ACTIVITY

Students work in pairs to discuss these questions. • How often do you give feedback in hotels, restaurants, etc.? And do you tend to give positive or negative feedback? • Do you think guests are more likely to give positive feedback in the hotel they stayed in or on the internet? Why? • What do you think about internet reviews? Do you consider them to accurate or vindictive? • Should social networking sites be used to name and shame companies and bad service? Why/Why not? Exercise 1, page 78 Start the lesson by asking students how people tend to give feedback these days, before students work in pairs to discuss the comments. Feedback by eliciting their answers to the questions.

Listening GETTING CUSTOMER FEEDBACK Exercise 2, page 78 Students listen to tips for obtaining customer feedback. After listening, students compare answers with a partner before going through them as a class. All the techniques are mentioned apart from competitions. Exercise 3, page 78 Tell students they are going to listen to the tips again but get them to read the techniques first. After listening, encourage students to check answers in pairs before going through them. 1 2 3

CUSTOMER SERVICE

you are treated – mystery guest audit people really want – direct questions unsolicited phone calls – phone survey

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4 5

to it later – feedback area on website of the organization – focus group

Audio s cr ipt Tr ack 9.2, Exerc is es 2 and 3, page 78 1 One of the most obvious but underused ways to find out what your customers’ experience was like when they use your service is to be a mystery customer yourself, and see things through your customers’ eyes. Act as one of a group of customers with special needs, such as a person in a wheelchair or someone whose first language is not English and see how you are treated. It can be an interesting experience. 2 There can be a great difference between what we think people want and what people really want, for example when hotel customers are asked what they want for their breakfast, and then the waiting and catering staff are asked what they think the customer wants, the answers are very often different. The easiest way to find out whether or not a customer was satisfied with the service provided is to ask them directly. That’s what a waiter does when he asks: Did you enjoy your meal?. 3 Getting customers to fill in a questionnaire is one of the most well-established feedback techniques. This can be by post, email or telephone. Hire phone survey experts to call your customers but make sure they are polite and unaggressive because many people react negatively to unsolicited phone calls. You could also design attractive postcards with a few questions for your customers to answer. Keep these short and easy to complete. The information should be stored in a database and statistics produced to give quantitative information on how well you’re performing. 4 Create a feedback area on your website, where customers can answer questions when it’s convenient for them. If the questionnaire is long, remember to allow people to save their data and come back to it later. 5 Focus groups – small groups of customers who give intensive feedback about specific topics are one of the best ways I know to find out how we are performing. Form a focus group with some of your regular customers. You can obtain good qualitative data and, at the same time, make customers feel part of the organization. I also think it’s important to always give customers who participate in a focus group some kind of reward.

CUSTOMER SERVICE

6 Your front-line staff are the most knowledgeable, as well as the least expensive, of your sources of customer feedback. Front-line staff should be encouraged to build strong relationships with customers so that the customers feel free to share how they really feel about the service. Managers should then ask front-line staff to pass on important information on how to improve customer care. However, don’t forget that it is important to use the information you obtain in this way and act upon it. If you don’t, staff will quickly feel demotivated and stop giving you feedback. Exercise 4, page 78 Students choose the best technique for each business, discussing ideas with a partner before the discussion is opened to the class. Encourage students to explain their choices. EXTRA ACTIVITY

Students discuss in pairs, how their own company (or one they know well) gains customer feedback and whether it is the best way to do so or not, and why.

Grammar ASKING QUESTIONS Exercise 5, page 79 Focus students’ attention on the Grammar box and go through the question forms. If useful, also refer them to page 117 of the Grammar section at the back of the book. Students then reorder the words, comparing ideas in pairs before class feedback. If needed, students practise the questions, focusing on intonation. 1 2 3 4 5 6

Would you mind filling in this form for me? (OR filling this form in) Could you tell me what your credit card number is? Do you mind if I check all the details again? So you would like me to book a taxi for tomorrow morning at 8? I was wondering if you would mind changing your room tomorrow night. Could you tell me what time you want me to give you an early morning call?

Exercise 6, page 79 Depending on the class, you may wish to discuss the first question together before students rewrite the remaining ones. Then go through and elicit answers from the class.

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1 2 3 4 5 6

Can you tell me what kind of room your director would prefer? Do you know how many nights he will be staying? So he’ll need to be picked up from the airport? Could you tell me what time he will be arriving? I was wondering if he will have all his meals in the hotel. Have you any idea when he will be checking out?

Speaking A FEEDBACK QUESTIONNAIRE Exercise 7, page 79 Put students into pairs and refer them to the questionnaire in File 20, page 110. Remind them to take turns to be the hotel guest and the customer service employee. Monitor throughout the interviews, checking on polite question forms and intonation. Round up by eliciting responses and by giving feedback on the use of question forms. See Pairwork files. Homework sugg estions • Students write a short questionnaire (12–15 questions) on a topic of their choice, using a mix of question types as covered in the lesson. In a subsequent lesson, students work in pairs, interviewing each other and then sharing something they found out with the class to round up. • Students write an article for a hotel and tourism site, explaining the importance of customer feedback, the best ways of obtaining it and how to deal with both positive and negative feedback. (200–250 words)

PROFESSIONAL SKILLS HANDLING TELEPHONE CALLS Ai ms and ob jec ti ves In this lesson students will: • focus on useful phrases for telephone conversations • read about telephone etiquette • study multi-word verbs

Vocabulary USEFUL TELEPHONE PHRASES OPTIONAL LEAD-IN ACTIVITY

Students work in pairs and discuss how often they make calls in English, finding out who they usually need to talk to, the type of things they discuss and what they find difficult and why. Exercise 1, page 80 Introduce the focus of the lesson and if your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that the effective handling of telephone calls would, in the exam, demonstrate an understanding of how communicative skills such as conveying information clearly and listening carefully contribute to the successful operation of a tourism business or organization. Elicit the American English for mobile phone or mobile (cell phone) before asking students to complete the conversations and allow time for them to compare answers with a partner. Exercise 2, page 80 Students listen to the conversations, checking their answers. Discuss any questions and if time, ask students to practise the conversations in pairs. Check intonation sounds polite. 1 How may I help you? 2 Could you tell me who’s speaking, please? 3 I’m calling about 4 Martin speaking. 5 Who shall I say is calling? 6 you through 7 look into it 8 Would you like to leave a message? 9 pass on your message 10 gets back

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Audio s cr ipt Tr ack 9.3, Exerc is e 2, page 80 1 TA = Travel agent, C = Customer TA Hello, Aphrodite Travel, Constantin speaking. How may I help you? C I’d like to speak to Mrs Castellanos, please. TA Could you tell me who’s speaking, please? C My name’s Robert Taylor. I’m calling about a booking I made recently. TA Fine. Can you give me the reference number, please? 2 CS = Cust omer Service operator , C = Customer CS Hello, Customer Enquiries. Martin speaking. How can I help you? C I’d like to speak to the Chief Operations Officer, please. Maria Tardelli. CS Yes. Who shall I say is calling? C It’s Lars Vandenbosch from Belltours. CS I’m putting you through. C Thank you. 3 C = Cust omer, R = Recepti onis t C Good morning. My name is David Saada. I’m calling from a landline at the airport. I checked out this morning and I think I left my cell phone in room 218. I was wondering if anyone has found it. R Oh right, well, I’ll look into it straightaway and see if the room has been cleaned. C Thank you. I’ll call back in ten minutes. 4 R = Receptioni st, C = Customer R I’m sorry, she’s in a meeting at the moment. Would you like to leave a message? C Yes, please. Can you tell her that Mrs Castell phoned about the meeting in Zurich at the end of the week. I need to change the time of the appointment. R OK. I’ll pass on your message and make sure she gets back to you as soon as the meeting’s finished. Does she have your number? C Yes, but I can give it to you just in case. It’s 00 33 1 60 63 61 40. R OK, I’ve got that.

Reading TELEPHONE ETIQUETTE Exercise 3, page 81 Check students understand what is meant by etiquette (good manners) before focusing their attention on the Professional skills box. Students complete the tips and compare answers in pairs. Round up by discussing answers. 1 Answer

2 Turn away

CUSTOMER SERVICE

3 ask

4 interrupt

5 Smile

6 Adapt

7 Take notes

EXTRA ACTIVITY

Students discuss in pairs what protocols they follow when answering the phone at work.

Speaking TELEPHONE NUMBERS FACT FILE

In telephone numbers 0 is usually pronounced as ‘oh’ in the UK and ‘zero’ in the USA. In the UK, when giving a repeated number in a phone number, it is normal to say double plus the number, e.g. 66 would be double six. In the USA, however, you would say the number twice, e.g. six six. Exercise 4, page 81 Tell students they are now going to practise writing down phone numbers and explain that they will hear a mixture of American speakers (1, 4 and 5) and British speakers (2, 3 and 6). Before playing the recording, point out the different ways of saying the number 0 and how double numbers are said. Afterwards, allow time for students to compare answers with a partner before checking them as a class. 1 2 3 4 5 6

07735 497 820 0207 987 4647 3211 8880 00 8 095 987 8871 00 34 660 524 633 0800 810 901

Audi o scr ipt Tr ack 9.4, Exerc is e 4, page 81 1 You can always catch me on my cell phone – 07735 497 820. 2 The office number is 0207 – that’s the code for central London – 987 4647. 3 His direct line is 3211 8880. 4 I’ll give you the number where I’m staying in Moscow – that’s 00 to dial abroad, 8 for Russia and 095 for Moscow – I think you leave out the zero if you’re dialling from overseas – and then 987 8871. 5 I can give you Belinda Leon’s cell phone number – she’s the rep in Valencia – it’s 00 34 660 524 633.

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6 I couldn’t find their number on the website, the only thing they’ve got is one of those 0800 numbers – 0800 810 901. Exercise 5, page 81 Students discuss how to pronounce the numbers before class feedback. Find out what the country dialling code is for their country/ies. EXTRA ACTIVITY

Find out if students know the dialling codes for the following countries (you may want to add to the list others which the students will find useful): 1 France 2 The USA 3 The UK 4 Italy 5 Germany If students do not know the answer, tell them and ask them to write it down. An sw ers 1 33 2 1 3 44 4 39 5 49

Speaking A HOTEL BOOKING Exercise 7, page 81 Tell students they are going to roleplay making a hotel booking. Put them into pairs and allot roles A and B. Allow preparation time and help as needed. With a weaker class, As (and Bs) could prepare in pairs before returning to their original partners. Monitor the conversations during the activity, making notes on intonation, good language use and aspects to revise. Round up by discussing how the calls went. See Pairwork files. Homework su ggestions • Students create a short ‘customer service’ orientated telephone call between two people, using phrases covered in the lesson and their own ideas (three to five minutes). These could be practised and roleplayed in a subsequent lesson. • Students write ten sentences of their own using the multi-word verbs given in Exercise 6. Encourage students to use structures previously covered as well as other language from the unit.

Vocabulary MULTI-WORD VERBS

Photocopiable notes 9.2 (page 128) What do you say? (Pelmanism page 130)

Exercise 6, page 81 Focus students’ attention on the multi-word verbs before asking them to complete the expressions (alone or in pairs) so they have the same meaning. Go through the answers with the class. 1 put you through 2 Hold on 3 get back 4 pass on 5 cut off 6 hang up 7 run out 8 get through 9 look into 10 sort out

EXTRA ACTIVITY

Explain that in natural speech words link together and they connect differently depending on the sounds at the end and beginning of each word. For example: a consonant sound at the end of a word links directly with a vowel at the beginning of the next word, e.g. hold on /həʊldən/ rather than pronouncing this as two separation words: hold on. /həʊld/ /ɒn/ Ask students to underline all the links in the multiword expressions and go through these with the class before they practise saying the sentences. Monitor and help as needed.

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CASE STUDY

round up by eliciting ideas from the class. Check students understand what is meant by third parties.

IMPROVE CUSTOMER SERVICE

See Pairwork files.

CASE STUDY MENU Refer students to the lesson’s aims and objectives before focusing their attention on the photos that go with the text on page 82. Elicit what they show and where they might be.

The history of Lil burne Manor FACT FILE

•A stately home (BrE) is a large house in the countryside in the UK which has historical interest, especially one open to the public. • For further information on stately homes in the UK, refer students to the following websites: National Trust: www.nationaltrust.org.uk English Heritage: www.english-heritage.org.uk Treasure Houses: www.treasurehouses.co.uk The Landmark Trust: www.landmarktrust.org.uk Historic Scotland: www.historic-scotland.gov.uk National Trust for Scotland: www.hts.org.uk Exercise 1, page 82 Explain that the place in the picture is Lilburne Manor, a fictitious stately home in England. Check students understand what a stately home is before reading the text. Allow time for students to compare answers in pairs before going through them with the class. Ask students if this is a place they would want to visit. 1 2 3 4 5 6

F – They belong to the Historic Houses Trust. T T F – Work on the car park is currently in progress. F – Consumption of food brought from outside is not permitted. T

Customer comment cards FACT FILE

Third party: A person or a company that is not directly involved in an agreement but may be linked through a shared business or involvement. Exercise 2, page 83 Put students into pairs and allot roles A and B. Students now read some visitors’ comments and with their partner, make a list of the Manor’s strengths and weaknesses. Monitor, helping as needed and

CUSTOMER SERVICE

Strengths: Interesting for children; good service – courteous staff Weaknesses: Difficult for disabled and elderly visitors: no ramp for wheelchairs; no lift inside the house; no toilet for the disabled; unfinished work on the car park resulting in long walk on uneven surface from parking area which is more than the stated 750 m. Other weaknesses: disappointing food; no lifejackets; interactive screens switched off; film unavailable

EXTRA ACTIVITY

As a class, discuss how the companies students work for (or ones they know) deal with complaints.

Customer phone call Exercise 3, page 83 Introduce Jack Carter, a Customer Service Manager at the manor, before students listen to the telephone call and complete the comment card. Check answers with the class. 1 26 June 2 [email protected] 3 Dietmar Feichtinger Comments: Items from the King’s room had been removed and photos in the brochure are therefore misleading. When he bought the tickets he was not informed of the changes to the room. Audi o scr ipt Tr ack 9.5, Exerc is e 3, page 83 J = Jack, DF = Dietmar Feich ting er J Jack Carter, Lilburne Manor, how can I help you? DFHello, ah yes, I’d like to make a complaint about a recent visit I made to Lilburne Manor last Saturday. J Oh dear, I’m sorry to hear that. Could you tell me what exactly you found unsatisfactory? DFWell, the last time I visited I was particularly impressed by the King’s room with the beautiful furniture and the paintings by Holbein and everything, and so I took a friend last weekend who wanted to see them for himself and when we got there, we discovered everything had been removed!

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J Oh yes, I’m terribly sorry about that! In fact, most of the contents of this room have been lent to a museum for a special exhibition, so unfortunately … DFWell, it’s disgraceful to change the exhibits like that – your brochure still has the photos of the room as it should be and we weren’t informed when we bought the tickets. J Yes, I fully understand your disappointment and I do apologize for the inconvenience. Um, I was wondering – did you fill in a comment card? DFNo, there were none left at reception. J Oh dear. Well, I’ll do one now for you. Would you mind giving me your name and address? DFOK, it’s Dietmar Feichtinger. J Right, er, could you spell that for me? DFD-I-E-T-M-A-R that’s the first name and the surname, Feichtinger, F-E-I-C-H-T-I-N-G-E-R. J And where do you live, Mr Feichtinger? DFIt’s GrünerWeg 6, Friedberg in Germany. J And the postcode? DFIt’s 61169. J OK, I’ve got that. And do you have an email address where we can contact you? DFYes, it’s lower case d [email protected]. That’sd underscore feichtinger at t hyphen online dot d e. J OK, MrFeichtinger, thank you for taking the time and once again please accept our apologies … and if you come back in September, you’ll find everything back to normal. I’ll send you two complimentary tickets for your next visit. DFOh, thank you very much. J And what did you say was the date of your visit? DF26 June, last Saturday. J Right, thank you again for your call, I’ll pass on your comments and we hope to see you soon. DFYes, goodbye. J Goodbye.

_

Exercise 4, page 83 Students discuss the questions as a class. Then ask them how well they think Mr Carter managed the conversation.

Writing a response to a cust omer Exercise 5, page 83 Refer students to the model on page 101 of the Writing bank and the points given before asking them to decide which two complaints to respond to. With a weaker class, it may help if students discuss ideas in pairs before writing their own letters. If time is limited, students could complete their replies for homework. Set a word limit of 200–250 words.

CUSTOMER SERVICE

EXTRA ACTIVITY

Students discuss in pairs how the other complaints could be dealt with, sharing ideas as a class.

TASK Go through the task with the class, then put students into pairs and allot roles A and B. Set a time limit for them to discuss their ideas and for them to make notes (e.g. ten minutes). Then join the pairs together to make groups of four. Refer students back to the useful meeting phrases from Unit 7, page 65 and provide help as needed. It may be helpful to set a time limit for the meeting so that students can then present their plans to the class. Alternatively, the action plans could be presented in the next lesson. See Pairwork files. POSSIBLE OUTCOME Improving customer service: • Installation of a lift to the first floor for disabled visitors. The Disability Discrimination Act in the UK requires that all buildings must be accessible by everyone, whatever their handicap. • Installation of a toilet for disabled visitors. • Improved quality of food in the gourmet restaurant. • Interactive screens and electrical equipment to be functional at all times. • Rapid completion of work on the car park and footpath. • Adequate supply of lifejackets for those wishing to hire a boat. • Up-to-date brochure pictures if a room’s furniture and furnishings have been changed. • Adequate supply of comments cards at reception. Some of the above could be implemented immediately at little or no cost. The building works (car park, lift, toilet) should take no more than three months. Installing the lift would require planning permission as Lilburne Manor is a listed building and could take time. Expect to pay about £15,000. The cost of finishing work to the car park depends on its surface but would probably be not less than £20,000. Allow £2,000 for the toilet.

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UNIT 9: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students write a short report summarizing their group’s action plan, as drawn up in the Task activity. (200–250 words) • Students write a sentence for each of the key words given for the unit (13 sentences in total). Encourage them to use a variety of structures and language from the unit.

CUSTOMER SERVICE

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10

BUSINESS TRAVEL

UNIT MENU

Grammar: past perfect Vocabulary: idioms and metaphors Professional skills: socializing and making small talk Case stud y: The Trade Fair Game

Ai ms and ob ject iv es In this lesson students will: • read an article about changes in business travel • focus on some popular idioms and metaphors • discuss how they would prefer to be rewarded by their employer

Reading CHANGES IN BUSINESS TRAVEL OPTIONAL LEAD-IN ACTIVITY

Students discuss in pairs how business travellers differ from ordinary ones in terms of what they expect from air companies. Exercise 1, page 84 Focus students’ attention on the heading of the article before asking what it could be about. Students then read the article and compare answers with a partner before going through them with the class. Check vocabulary, e.g. confined, restrictive, rebound, refurbished, etc. 1 2

3

4

The front row is where first class and business travellers who pay a premium price sit. Decrease: Cuts in travel budgets; restrictive company policies that banned business-class travel and replaced sales conferences with virtual meetings via conference calls. Increase: the economy has picked up and companies are no longer chasing costs. They are providing new business-class seats, refurbishing business lounges and improving on-board service Business travellers are still cautious, high unemployment, rising energy prices, heightened security measures, uncertain earnings and the weak dollar.

Vocabulary IDIOMS AND METAPHORS FACT FILE

idiom: a group of words that has a special meaning that is different from the ordinary meaning of each separate word, e.g. under the weather = ill. metaphor: a way of describing something by referring to it as something different and suggesting that it has similar qualities to that thing. Exercise 2, page 85 Briefly discuss the difference between an idiom and a metaphor. Students replace the expressions in italics with idioms from the article. Allow them to discuss answers in pairs before class feedback. 1 2 3 4 5 6

cut to the bone on the horizon foot the bill on a shoestring put the brakes on going through the roof

Speaking BUSINESS TRAVELLERS AND INCENTIVES Exercise 3, page 85 Ask students if they think there are a lot of differences between business travellers and ordinary ones. They then discuss the differences, in relation to the factors given in the box, in pairs. Round up by eliciting and discussing ideas with the class. If your students are thinking of taking the LCCI Level 2 Certificate in Spoken English for Tourism, remind them that they should be able to identify and explain the range of needs and expectations that leisure and business travellers may have. Exercise 4, page 85 Find out if any companies students have worked for have or had a reward system for performance. Students then work in pairs to discuss how they would like to be rewarded and why. Elicit ideas from the class.

BUSINESS TRAVEL

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EXTRA ACTIVITY

Students work in small groups to discuss different reward systems they have experience of through the companies they have worked for.

FACT FILE

incentive: something that encourages you to work harder, start a new activity, etc. Exercise 5, page 85 Check students understand what an incentive is before they read the text. Allow time for them to compare answers with a partner before going through them with the class. 1 2

It is often spent on bills and shopping for groceries. The workforce can bond together and it improves motivation and productivity.

Homework sugg estions • Students write a paragraph explaining how they would want to be rewarded for good work and why, expanding on their ideas from Exercise 4. (150–200 words) • Tell students they have been asked to come up with an incentive scheme to motivate and reward employees for good performance at the company they work for. It is a medium-sized company and the managing director is keen for rewards not to be money-orientated. Students write a short proposal to put forward their ideas. These could be read out to the class in a subsequent lesson. (200–250 words) Photocopiable notes 10.1 (page 131) Idioms (Matching activity page 132)

BUSINESS TRAVEL

TRAVELLING AND TEAM-BUILDING Ai ms and ob jec ti ves In this lesson students will: • listen to a couple of business travel stories • study the use of the past perfect tense • read about team-building events

Listening BUSINESS TRAVEL STORIES Exercise 1, page 86 Tell students they are going to listen to two business travel stories and give them time to read the questions before listening. Encourage students to compare answers with a partner before going through them with the class. Check vocabulary, e.g. bonding, snore, etc. Speaker 1: 1 She’d forgotten to pack them. 2 She’d only slept for about 15 minutes. 3 It was the only one left as a result of a cancellation. Speaker 2: 1 13 years. 2 His colleagues told him that the theme of the awards banquet was Country and Western and everyone had to dress up accordingly. 3 One of the practical jokers had previously ordered a black tuxedo and tie for him. Audi o scr ipt Tr ack 10.1, Exerc is e 1, page 86 Speaker 1 It was early in my career and we were going to a weekend training seminar and you had to share rooms with a complete stranger – you know, senior managers think this is a good bonding thing – and I shared a room with someone who snored like an elephant … Normally I wear earplugs at night but this time I had forgotten to pack them. I remember going into the bathroom and crying because I was so tired, and in the morning I was like crazy because I’d only slept for about 15 minutes. At breakfast, I bumped into someone and spilt coffee all over the place. My blouse was ruined and I just wanted to leave there and then, so I went up to my boss and said ‘I want another room or I’m going home’. Well, all the other rooms had been taken and the only place left was the presidential suite because the person who had booked it had cancelled the reservation at the last minute. So the next night, at least, I was able to sleep in comfort … and silence.

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Speaker 2 S2 = Speaker 2, S1 = Speaker 1 S2Well, last year I left the hotel in San Francisco, where I’d worked for 13 years, and came to the corporate office in Memphis to become brand manager. I’d been at the corporate office for maybe three months and there was an annual conference where all the general managers get together. I was talking to all my new colleagues about the conference – I had never spoken at one before. I’d attended them but I’d never had to make a speech and I was quite nervous about it. So they thought they’d play a practical joke on me. They said that at the awards banquet the theme is Country and Western – there’ll be a Country and Western band and everyone’s going to dress up. When, actually, the truth of the matter was that it was a black tie event. Luckily, I’d packed a pair of jeans in my suitcase but I went out and bought myself a cowboy hat, some cowboy boots and a fringe jacket to complete the costume. And I remember coming down, I was alone in the elevator and it opened up to the foyer in front of the ballroom … and there was a sea of black cocktail dresses and tuxedos … and I just froze. People were looking at me and I just kept pushing the button, pushing the button of the elevator until, at last, the doors closed and I went back up. S1So you missed the banquet? S2Well, no, luckily one of the colleagues who’d been responsible for the practical joke had ordered me a black tuxedo my size and a tie, and so I was able to go back down and join in the festivities.

Grammar PAST PERFECT Exercise 2, page 86 Focus students’ attention on the Grammar box before going through the information. If further explanation is required, refer students to page 113 of the Grammar reference. Students then complete the story, checking answers with a partner before class feedback. 1 flew 2 had asked 5 landed 6 had put 10 created

BUSINESS TRAVEL

Reading TEAM-BUILDING EVENTS Exercise 3, page 87 Focus students’ attention on the photo and ask what is happening in it. Students then discuss the questions in pairs. Round up by asking students to share their ideas. EXTRA ACTIVITY

Students work in groups and discuss their own experiences of team-building activities, explaining which were more successful and why. Perhaps discuss if there are any differences between what management consider good activities versus their staff. Exercise 4, page 87 Students read the text, checking answers with a partner before class feedback. Check vocabulary, e.g. innovative, expertise, testimonials. 1b

2c

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Exercise 5, page 87 Students discuss their ideas in pairs before the discussion is opened to the class. Note ideas on the board, adding to them if necessary. RESEARCH TEAM-BUILDING PROVIDERS

Students research different event providers in their region, using the internet to discover more about the various packages on offer and sharing their ideas with the class. Homework su ggestions • Students write a blog article about an experience they have had while travelling, using at least 5 examples of the past perfect. (200–250 words) • Students write a short report describing some of the different team-building and corporate event packages available in their region and saying which might work best for the company they work for (or one they know well), and why. (200–250 words)

3 had packed 4 left 7 spent 8 was 9 had got

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Listening

PROFESSIONAL SKILLS

STRIKING UP A CONVERSATION

SOCIALIZING Ai ms and ob ject iv es In this lesson students will: • focus on vocabulary for making small talk • listen to different conversations where people make small talk • do an activity to practise striking up conversations in different situations

Speaking

Exercise 5, page 89 Students listen to the conversations and complete them. They then compare answers with a partner before you go through them with the class. If useful, play the recording twice. Alternatively, pause it after each conversation to allow students time to write down answers. 1 2 3 4 5 6

I don’t think we’ve met before. How do you do? let me introduce myself. We haven’t been introduced. You must be Can I introduce you to

TOPICS OF CONVERSATION Audi o scr ipt Tr ack 10.2, Exerc is e 5, page 89

FACT FILE

In the UK, weather is a common topic for small talk as it changes so much. Sport and TV are also popular topics. Ones to generally avoid, particularly with complete strangers, include: politics, religion, age, earnings and weight. Exercise 1, page 88 Explain to students that this lesson focuses on socializing and refer them to the list of conversation topics given. Discussing in groups or as a class, which ones students could talk about with whom. Exercise 2, page 88 Widen the discussion by finding out which topics students would never discuss and why, e.g. due to differences in culture, status, age and gender between the people concerned.

Vocabulary MAKING SMALL TALK Exercise 3, page 88 Ask what small talk is and find out if students find it easy or hard in English and why. Refer students to the Professional skills box and ask them to complete the tips with the words given, comparing answers in pairs before going through them as a class. Ask students which tip they find the most useful. 1 a

2c

3 d

4 c

5 d

6b

7 d

8c

Exercise 4, page 88 Students work alone or in pairs to come up with other example sentences. Elicit ideas from the class, writing them on the board if useful.

BUSINESS TRAVEL

1 PB = Peter Baxter, MC = Mrs Chen PB Excuse me, Mrs Chen? MC Yeah. PB I don’t think we’ve met before. I’m Peter Baxter from the Los Angeles office. MC Ah yes, Peter Baxter. How do you do? 2 Hello, let me introduce myself. I’m Werner Krüg from Graz in Austria. Where do you come from? 3 LL = L ucas Lee, TM = Tim Mason LL Excuse me, are you Tim Mason by any chance? TM Yes, that’s right. LL We haven’t been introduced. My name’s Lucas Lee. I work for AsiaTravel in Singapore. 4 HMH = Hwang Mi Hee, PM = Phillipe Moreau HMH You must be Phillipe Moreau. PMThat’s right. HMH Can I introduce you to Brent McIntosh, our Marketing Director in Sydney?

EXTRA ACTIVITY

Refer students to the audio script on page 128 and ask them to practise the conversations in pairs. Go round the class, checking on intonation. Exercise 6, page 89 As students need to complete the gaps and make notes on what the other person says, it might be best to do this exercise in two parts. In the first part, students complete the gaps. Then ask them to compare their answers in pairs before checking them as a class. In the second part, students listen again and make notes on the other speakers’ replies.

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Encourage them to check answers with a partner before eliciting ideas from them. 1 2 3 4 5 6

hasn’t it? wasn’t it? don’t you think? excuse me for a moment I’d better be going. I’m afraid I have to go.

Audio s cr ipt Tr ack 10.3, Exerc is e 6, page 89

and expressions from the lessons. Remind students that their conversation should include an introduction, expressions to keep the conversation going and ones to move it on. In a subsequent lesson, students practise their conversations in pairs and roleplay them in groups or for the whole class. Photocopiable notes 10.2 (page 131) How would you start a conversation? (Game page 133)

1 A It’s been a long day, hasn’t it? B Yeah. I’ll be glad when it’s over. 2 C So, that was an interesting talk, wasn’t it? D Yes, looks like we have a few challenges ahead. 3 E It’s a splendid programme, don’t you think? F Yes, and I’m looking forward to the talk on cost-cutting. 4 G Just excuse me for a moment, there’s something I have to attend to. H OK, I’ll wait here till you get back. 5 I Well, it’s getting late. I’d better get going. J OK, it was good to see you again. Take care. 6 K Look Richard, I’m afraid I have to go. I have a busy day tomorrow. L No problem. See you tomorrow, first thing.

Speaking COFFEE BREAK Exercise 7, page 89 Go through the scenario with the class, checking they understand what is involved. Allow students time to prepare before they get up and mingle. Remind them when it is time to move on to a new person. Monitor and note good language use and areas where further help is needed. Round up by discussing any difficulties students had, e.g. topics they found hard to talk about and ways to improve the conversations. Homework sug gestions • Students write an article for a business internet site discussing popular topics for small talk in their country and factors to take into consideration when striking up a conversation with different groups of people. Suggest students expand on ideas and use the people given in Exercise 1 and Exercise 2. (200–250 words) • Students write a short conversation between two people (four to five minutes) using their own ideas

BUSINESS TRAVEL

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THE TRADE FAIR GAME Find out if students go to trade fairs and if they do, how often and which ones they have been to, etc. Tell them they are going to play the Trade Fair Game and put them into groups of four. Check each group has a coin with heads and tails, explain which side is heads and which tails, and then go through the rules. Monitor groups throughout the game, making notes on 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. UNIT 10: KEY WORDS Highlight the key words box and elicit definitions for a selection of the words. Check on parts of speech, syllable stress and pronunciation as needed. Suggest that students use the DVD-ROM Minidictionary for further self-study. Homework sugg estions • Students write a blog article about the Trade Fair Game for their own internet site, explaining how they found it and what they learnt from the experience (200–250 words). • Students write a sentence for each of the key words for the unit (13 sentences in total). Encourage them to use a variety of structures and language from the unit.

BUSINESS TRAVEL

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2

REVIEW AND

CONSOLIDATION These exercises are designed to evaluate students’ progress in assimilating the grammar and vocabulary from units 6–10. They are suitable for either revision or testing. For revision purposes, review the language area with the students in open class first, and then allow the students to work together in completing the exercises. Feed back as a class, asking for justification of the answer where appropriate.

1 four hundred and ninety-two thousand dollars 2 six point two five million euros 3 seventy-two thousand five hundred and twenty-five yen 4 four fifths 5 thirteen point two five billion rand 6 eighteen to twenty-five 7 three point seven five percent 8 three hundred and fifty thousand pounds

For testing purposes, set a time limit for students to do one or more of the exercises individually in class. Alternatively, set the exercises as homework. If you choose to use these exercises for testing, it is worth first discussing with the students the best approach to each exercise, in particular reading a text to understand its overall meaning before attempting to complete the gaps. Take the answers in to correct or provide the students with the answers to correct each other’s.

Synonyms

You may also wish to evaluate students’ progress in communicative performance. To do this, repeat one of the speaking/writing activities from the last five units. To increase the interest and challenge factors in this, change one or two features, e.g. students roleplay a hotel guest giving a customer services employee feedback on a different hotel.

Culture quiz

Niche tourism Exercise 1, page 92 Suggest students complete the gaps they are sure about first, circling the correct option for each gap. They then complete the remaining gaps. 1 b

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Dealing with numbers and statistics Exercise 2, page 92 Review how to deal with numbers and statistics on page 57 of the coursebook before students complete the exercise. This could be done as a race.

UNITS 6–10

Exercise 3, page 92 Suggest students do this exercise by matching the words they are sure about first, crossing out words as they use them. They then try and match the remaining ones. 1 d

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Exercise 4, page 93 Review the structure of the past simple passive with the students before they complete the sentences. You could set this as a race, discussing alternative options for question one. Then ask them to complete the other sentences. 1 was composed and sung by John Lennon 2 was written by William Shakespeare 3 was written by JRR Tolkien 4 was built during The Ming Dynasty 5 was composed/written/sung by Michael Jackson 6 was composed by Giuseppe Verdi 7 were built for the pharaohs 8 was painted by Leonardo da Vinci

Commonly confused words Exercise 5, page 93 Suggest students do this exercise by completing the gaps they are sure about first, crossing out words as they use them. Then ask them to try to complete the remaining gaps.

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1 rise 2 economic 3 damage 4 economies 5 economical 6 damages 7 economics 8 raise 9 efficient 10 effective

Ad jec ti ves wi th -ed and with -ing Exercise 6, page 93 Refer students to the vocabulary exercise on page 69 of the coursebook. Elicit which ending is used to describe feelings and which to describe the reason for the feelings before students complete the exercise. 1 tired 2 satisfying 3 satisfied 4 confusing 5 tiring 6 surprising 7 confused 8 surprised

As ki ng qu est io ns Exercise 10, page 94 Review the different question forms covered. Refer students to the Grammar box on page 79 of the coursebook and the Grammar reference section on page 117. Students then find and correct the mistakes in the questions given. 1 Can I ask how old are you you are? 2 It’s too early, is not it isn’t it? 3 Does he wants want the executive suite? 4 Do you mind if I’m asking I ask you to move? 5 Would you mind to share sharing a room? 6 What exactly does seems to be the problem? 7 Could you tell me where do you live? 8 I am wondering wonder if you would agree to replace Fyodor?

have/get something done

Personal qualities

Exercise 7, page 94 Review the form and use of have/get something done. Refer to the Grammar box on page 71 of the coursebook and the Grammar reference section on page 117.

Exercise 11, page 95 Refer students to the vocabulary exercise on page 77 of the coursebook if they need to review the prefixes covered. Students then complete the exercise.

1 2 3 4 5 6

have/get have/get have/get have/get have/get have/get

your meal delivered them cleaned your clothes washed and ironed your hair cut a drink brought your documents translated

Multi-word verbs Exercise 8, page 94 Review multi-word verbs by referring students to Exercise 6 on page 81 of the coursebook before they complete the exercise. 1 get through 2 catch up 3 run out 4 see to 5 sort out 6 pass on

1 dishonest 2 Inefficient 3 inappropriate 4 impolite 5 incompetent 6 impersonal, unwelcoming 7 unreliable, incapable 8 impatient

A t ravel st or y Exercise 12, page 95 Review the forms and uses of the past simple and past perfect. Refer to the Grammar box on page 86 of the coursebook and the Grammar reference section on page 113. After students have read the story ask: Where did it take place? Why was the flight delayed? Who did the author meet? What did they do while they were waiting? What did the author forget? Students then complete the exercise. This could be done as a race.

Linking words Exercise 9, page 94 Review some words and phrases used to link ideas. Encourage students to complete the gaps they are more certain about first, crossing through words as they use them. 1 However 2 As a result 3 On the whole 4 Furthermore 5 Although

UNITS 6–10

1 was 2 lived 3 felt 4 had been 5 ran into 6 was 7 told 8 had arrived 9 had taken off 10 looked like 11 had closed 12 had 13 had taken 14 abandoned 15 looked 16 decided 17 had missed 18 lasted 19 heard 20 had cleared 21 remembered 22 had left 23 had put 24 went 25 made 26 talked 27 had ever spent

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The Princess Miranda Conference Centre Exercise 13, page 95 Suggest students read the text, underlining and correcting any incorrectly spelt words. Remind them there are ten spelling mistakes. Located in downtown Rio and closed close to the business distract district, this brand-new accomodation accommodation comprises a total of 74 suits suites and 114 bedrooms. The conference centre is within waking walking distance of the Tiradentes Palace and the National Library. Nearby points of intrest interest include teh the famous Carioca Aqueduct and the Santa Teresa quarter with its cafés and restaurants. Each room has a fully stoked stocked fridge and a direct-dial telephone with voicemale voicemail. Bathroom features include baths and/or showers, bidets and hairdryers. The international airport is just 25 minutes away by car or shuttel shuttle bus.

Idioms and metaphors Exercise 14, page 95 If useful, refer students to the vocabulary exercise on page 85 of the coursebook and when checking answers to this exercise, elicit an alternative expression for each idiom. These are given in Exercise 2 on page 85 of the coursebook. 1 horizon 5 roof

UNITS 6–10

2 shoestring

3 bill

4 bone

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Photoco piable not es 1.1


Ai ms : To revise adjectives used to describe locations.

Ai ms: To revise different elements relating to the four Ps of the marketing mix.

Time: 20–25 minutes


Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.

Grouping: Ideally pairs, although 1:1s with the teacher are possible.

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

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

Procedure: • Divide students into two groups, A and B. Give a copy of Student A crossword to students in group A and a copy of Student B crossword to students in group B. • Do 1 down as an example with the class. • Put students into Student A/B pairs. Explain that they are not allowed to look at each other’s crossword. • Students take it in turns to describe the words that appear on their half of the crossword to their partner, using suitable definitions. Their partner has to guess the words, and write them in their crossword.

Procedure: • Explain to students they are going to revise the four ‘Ps’ that make up the marketing mix. First, ask students to name the four ‘Ps’ (Product, Place, Promotion, Price) and if necessary, revise some vocabulary from pages 12–13 in the coursebook before they start, e.g. feature, factor , channel, distribution, target . • Put students into pairs and give each pair a set of cards. Ask students to spread the cards out face down in front of them. • Students take turns to read out the question on their card and their partner guesses which of the four ‘Ps’ of the marketing mix it relates to: the Product, the Place, the Price or the Promotion. (The answer is given at the bottom of each card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards.

Answ ers Across: 2 luxurious 7 pretty 8 unique 10 spacious 12 dormant 15 extinct 16 tropical 17 golden Down: 1 quiet 3 unspoilt 4 steep 5 spectacular 6 remote 9 exotic 11 secluded 13 deserted 14 winding

Homework or extension opti on: Students write a short article of about 150–200 words describing a location they know for a tourist blog or magazine, using as many of the adjectives from the crossword as possible.

Homework or extension option: Think of a product and service then choose ten of the questions from the activity to answer in relation to the product or service chosen. Students write down the questions and their answers to them. These could be discussed in pairs or small groups in a subsequent lesson.

PHOTOCOPIABLE © 2013 Pearson

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Photocopiable activity 1.1 CROSSWORD: ADJECTIVES FOR DESCRIBING LOCATION Student A

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Photocopiable activity 1.2 CARD ACTIVITY: PS AND QUESTIONS

Who is the service or goods aimed at, e.g. older people, families, etc? [The product]

What factors influence how much the product costs? [The price]

Where can potential customers find out more about the product? [The place]

What kind of brand image should be created? [The promotion]

What needs and wants does it satisfy? [The product]

What sort of discounts will be offered? [The price]

How will competing products affect whatever is charged?

What type of media is the most suitable for advertising the product? [The promotion]

Should the goods or service include extra features, e.g. insurance? [The product]

How can potential customers be best targeted?

[The product]

Will potential customer feel they are getting good value for money? [The price]

What will be the advertising budget for the product?

Will the costing policy for local and national sales be different?

What are the best channels of distribution?

[The promotion]

[The price]

[The place]

What amount of money will the market accept for the product? [The price]

Is location a key factor? [The place]

How much demand is there for your product? [The promotion]

[The price]

What are the unique features of the goods or service?


[The promotion]

104




Ai ms : To revise vocabulary relating to transport and travel.

Ai ms: To practise dealing with the public in different situations.




Grouping: Ideally pairs, although 1:1s with the teacher are possible.

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

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

Procedure: • Explain to students they are going to revise vocabulary relating to travel and transport. Put students into pairs and give each pair a set of cards. Ask students to spread the cards out face down in front of them. • Tell students they have to take turns to turn over one white card and one grey card. The aim is to pick up a word (white card) and the correct definition (grey card) for it. If the word and definition cards do not match, they put the cards back face down where they were. If a student turns over two cards that match up, they keep the cards and have another go. • When students have matched up all the cards, elicit answers from the class. Students then check with their partner the number of pairs of cards that they have. The winner is the one with the most pairs.

Procedure: • Refer students to the language from the Professional skills lesson by way of a lead-in. Also revise some language and tips used for dealing with customer’s problems, e.g. Ask

Al ter native suggestio n: • Put students into pairs and give each pair a set of cards. Ask students to spread the cards out face up in front of them. • Tell students to match the correct definition cards (grey) with the word cards (white). • When they have finished, elicit answers from the class. They then check with their partner which one has the most pairs.

questions to clarify any facts or obtain missing information.

• Put students into pairs and give each one a different role card (A or B). Explain that there are two situations and that students take turns to be the passenger or the customer service manager. Explain that the passenger begins each conversation. • Allow students a couple of minutes to read the information before they begin their roleplays. Make sure students move onto the second situation after about five minutes. • Discuss with a class how well the situations were dealt with and add in additional language. Homework or extension option: Students make notes on how each situation could have been improved, discussing ideas in small groups in a subsequent class.

Homework or extension opti on: Students write 12–15 sentences, each one incorporating a vocabulary item from the activity.


105


Photocopiable activity 2.1 PELMANISM: TRAVEL AND TRANSPORT VOCABULARY

Jet lag

The feeling of being very tired after a long plane journey to a place.

Stopover

A short stay somewhere between parts of a long plane journey.

Runway

A long specially prepared hard surface like a road on which aircraft land and take off.

Toll bridge

A bridge that you have to pay to drive across.

Carriageway

One of the two sides of a motorway or main road, for vehicles travelling in the same direction.

Boarding pass

An official card that you have to show before you get onto a plane.

Excess baggage

Bags or cases that weigh more than the legal limit you can take on a plane for which you must pay more for.

Congestion

The overcrowding of roads through heavy traffic, leading to traffic jams.


106


Photocopiable activity 2.2 ROLEPLAY: DEALING WITH THE PUBLIC

Student A Situation 1: You are flying to Berlin for an important business trip. You have been awake since 4.30 a.m. and are rather tired. You have just heard that your flight is delayed but no further details have been supplied. You are not very impressed. Speak to the Customer Services Manager to find out: • the cause of the delay • how long the delay is expected to be • if there an alternative flight that you could be transferred to (to get you to your destination by 8.30 a.m.)

Student B Situation 1: You are a Customer Services Manager at a city airport. The 6.30 a.m. f light to Berlin has just been delayed due to mechanical issues but you do not know how long for. Both the 7.30 a.m. and 8.30 a.m. flights are fully booked and you are unable to transfer passengers to flights with other airlines. At the moment, you can only advise passengers to keep an eye on the departures board. Remember to: • • • •

actively listen and be patient look at the customer when they are talking and ask questions to clarify the situation show empathy by telling them you understand how they feel reassure them by promising something that you will do


107


Photocopiable activity 2.2 ROLEPLAY: DEALING WITH THE PUBLIC

Student A Situation 2: You are a Customer Services Manager at a busy train station. Unfortunately, no buffet cart is available to replace the closed buffet carriage on the train in question but there are two stops of 20 minutes on the journey (at Beckinham and Padisburgh) where passengers can get food from the station buffet. You’re not sure what hot food they serve but could phone to find out. Remember to: • actively listen and be patient • look at the customer when they are talking • apologize for the situation and reassure them by promising something that you will do

Student B Situation 2: You are going on an eight-hour train journey but have just heard that due to illness the buffet carriage will be closed. Speak to the Customer Services Manager to find out: • if any refreshments will be available on the journey • if there is a sufficiently long stop where you could get off the train to obtain food at a station • what hot food might be available at other stations


108




Ai ms : To revise vocabulary relating to hotel facilities and services.

Ai ms: To practise dealing with a complaint.

Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair. Procedure: • Explain to students they are going to revise vocabulary relating to different hotel facilities and services. Put students into pairs and give each pair a set of cards. Ask them to place the cards face down in a pile in front of them. • Students take turns to pick up a card and read out their description of something that is needed for their partner to guess what it is. (The answer is given at the bottom of each card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards. Homework or extension opti on: Students write 12 sentences, using different services or facilities given in this activity.

Time: 25–30 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair. Procedure: • Lead in by referring students to the advice on how to deal with complaints in the Professional skills box and the useful phrases in Ex 5. • Put students into pairs and give one student a copy of the hotel guest role card and the other a copy of the hotel manager one. Allow students a couple of minutes to read the information and check the useful expressions. Help with vocabulary as needed. • If possible, organize the tables and chairs so that each pair can sit either side of a desk, resembling the hotel manager’s office. Students do the roleplay in pairs. • Students report to the class on how they felt the complaints were dealt with and whether they were satisfied with the outcome. Find out who was best compensated. Homework or extension option: Students write about a situation where they have complained or dealt with a complaint, explaining how the situation was handled and what/if improvements could have been made to how it was managed. (150–200 words)


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Photocopiable activity 3.1 MATCHING GAME: WHAT FACILITY OR SERVICE DO YOU NEED?

You want a quick way to connect your laptop to the internet but without using wires or cables. What do you need?

You’re visiting a hot country but can’t sleep unless the hotel room is cool. What do you need?

[high-speed Wi-Fi access]

[air conditioning]

You would like to enjoy a cold drink in the comfort of your own hotel room, without leaving it. What do you need?

You need to be able to have your dirty clothes washed and pressed. What do you need?

[in-room fridge]

[laundry and ironing]

You have long hair and prefer not to leave it wet when you go out. What do you need?

You’re looking for a place to sit down and enjoy your meals while staying at the hotel. What do you need?

[hairdryer]

[restaurant]

You are unable to walk unassisted and need to a ramp and wide door to enter the hotel. What do you need?

You would like someone at the hotel to take care of your children for a short time while you are busy. What do you need?

[wheelchair access]

[baby-sitting service]

You would like to store some valuables in your hotel bedroom so you can access them easily. What do you need?

You want to change some dollars into euros and pounds. What do you need?

[safe-deposit box]

You like to relax by sitting in a room that is heated to a very high temperature by hot air. What do you need?

[currency exchange]

It is important for you to exercise when you are away from home, particularly in a gym. What do you need?

[sauna]


[fitness centre]

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Photocopiable activity 3.2 CARD ACTIVITY: DEALING WITH A COMPLAINT

Student A You and your husband/wife decide to go on a week’s holiday to celebrate your wedding anniversary and are staying at the Orchard Hotel. You arrived there late last night after a l ong journey made in bad weather. On arrival you were given the keys to your room but found that it did not have a view of the sea. Instead the room looks onto the car park. When you called reception, they said that you did not ask for a sea view in your booking and all rooms with that were taken. However, your confirmation letter says that you booked a room with a sea view. Feeling tired, you asked to change rooms the following day when you were told there would be one free. During the night you are woken up a number of times and realize that your room is beside the lift. This is something you made a point of checking on when booking your room as you are a light sleeper. The following morning, when you ask to change rooms you are told that no rooms with sea views are available and you cannot move rooms. The receptionist is very rude and you are not all impressed by the situation or her attitude. You demand to speak to the hotel manager. Useful expressions: Can I speak to the manager? I’m not very happy with … When I made the booking, I asked for … Can you tell me what you are going to do about this?

Student B You are the manager of the Orchard Hotel. • If guests arrive after 9 p.m. and have not informed the hotel, the hotel reserves the right to allocate their room to others guests as needed. • The member of staff who usually works at the reception in the morning is off sick today and you have had to ask another member of hotel staff to help out. • If a guest is unhappy with their room, it is the responsibility of the hotel manager to find a suitable alternative. • In the case where a guest is unsatisfied with the hotel, particularly with the service received, it is customary for them to be offered some sort of compensation as a gesture of goodwill. Useful expressions: What can I do for you? Let’s talk in my office. I’m very sorry about that/I do apologize for the inconvenience. I’ll look into it right away./I’ll do everything I possibly can.


111




Ai ms : To revise and expand on geographical knowledge of the world.

Ai ms: To provide further practice in offering professional advice.



Grouping: Ideally pairs or small groups, although 1:1s with the teacher are possible.


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


Procedure: • Put students into pairs or small groups and give each one a set of cards. Ask them to place the cards face down in a pile in front of them. • Students take turns to pick up a card and ask each other a question. If they get the answer correct, they keep the card. Otherwise, the cards are left at the side. The student with the most correct answers wins the game. Tell students to guess if they are not sure. • Remind students to check answers they are unsure of with you. • Round up by finding out who won and discuss any questions they found difficult.

Procedure: • Revise the language for offering advice from the Professional skills box, If I were you, I would …, Why don’t you …? , etc. • Put students into pairs and give each student a different role card (A or B). Explain that there are two situations and that they should take turns to be the client and tour operator. Tell them that the client begins each conversation. • Allow students a couple of minutes to read the information and ask you any questions if they are unsure about anything, before they begin their roleplays. • Go round monitoring as students do the activity, making sure students move onto the second situation after about five minutes. • Discuss with the class what the outcomes of each situation were and elicit any additional useful language.

1 Greek and/or Turkish 2 US dollar 3 Arabic 4 Washington DC 5 Santiago 6 Petra 7 Easter Island 8 The Giant’s Causeway 9 The White House 10 The Taj Mahal 11 Paphos 12 Disney World 13 archipelago 14 euro 15 desert 16 palace 17 volcano 18 harbour 19 canyon 20 English and Irish Gaelic 21 geyser

Homework or extension option: Students make notes on how each situation could have been improved, discussing ideas in small groups in a subsequent class.

Homework or extension opti on: Students write another ten questions to ask their partner(s) in a subsequent lesson. Alternatively, if there are questions they did not know the answers to, students could find out for homework.


112


Photocopiable activity 4.1 CARD ACTIVITY: THE GEOGRAPHY GAME

1 The languages spoken in Cyprus?

2 The currency of the USA?

3 The language of Jordan?

4

5

6

The capital of the USA?

The capital of Chile?

The ancient city in Jordan?

7

8

9

The Chilean island with famous stone statues?

The name of the geological attraction in Northern Ireland?

The name of the American President’s home?

10 The famous white marble monument in India?

11 The place in Cyprus famous for its mosaics?

12 The famous theme park in the USA?

13 A word which means a group of small islands?

14 The currency of the Republic of Ireland?

15 A large area of very hot dry land where there is a lot of sand?

16 A large house where a king of queen lives?

17 A mountain that sometimes sends out fire and hot rocks?

18 An area of water next to land where ships can safely stay?

19

20

21

Another word for a deep valley with steep sides of rock?

The two languages spoken in the Republic of Ireland?

A natural spring that sends hot water and steam into the air?


113


Photocopiable activity 4.2 CARD ACTIVITY: OFFERING PROFESSIONAL ADVICE

Student A – Client role card Situation 1: You are organizing your honeymoon for next year and are looking to finalize arrangements in a short period of time. Ideally you would like the following: • a two-week break in the Caribbean • a honeymoon suite • a hotel with a pool and spa facilities • a hotel with a top restaurant and evening activities • the opportunity to go snorkelling and visit other islands • use of a hired vehicle

Student A – Tour operator role card Situation 2: There are two local venues that you can recommend. The City Vaults: This is three-star accommodation with 35 rooms in the city centre, close to the

station. It: • can cater for large parties and has an in-house DJ for events • can meet any other catering needs, i.e. cake • has both small and large rooms inside, which would be perfect for the lunch and evening • does not, however, have a large outside area which is covered Brunston Hall: This is a beautiful four-star hotel located 40 minutes from the city.

It offers: • four-star accommodation (20 rooms) • catering for large parties and special occasions • a restaurant and a large private function room inside as well as a large undercover area outside • music, which can be organized to suit the occasion • help with organizing transport Useful expressions: I recommend … / If I were you …; Maybe I could …; Why …


114


Photocopiable activity 4.2 CARD ACTIVITY: OFFERING PROFESSIONAL ADVICE

Student B – Client role card Situation 2: You are planning a family reunion for your father’s 60th birthday and looking for a venue in the local area. Ideally you would like: • it to be close to the train station • an indoor venue suitable for a formal sit-down meal for 15–20 people around midday • a covered outdoors area for the evening, where a buffet can be provided (including appropriate food for children) and music for 45–50 people, as well as a space for people to dance and one where they can sit down to talk • a large birthday cake • help hiring a small swing band for the evening You’re also looking for somewhere with ten rooms available for the night.

Student B – Tour operator role card Situation 1: You would recommend Antigua. There are two places on the island that would be perfect. The Galleon Hotel

This offers: • luxurious honeymoon suites

• reef boat trips

• a large pool

• a health and beauty salon

• a gourmet restaurant

• nightly in-house entertainment

Bay Beach Villas

This offers: • private villas looking out over the sea

• a top class restaurant

• spa facilities in the main complex

• tours to neighbouring islands

• a peaceful and relaxing atmosphere

• a small fleet of vehicles which guests can hire

Useful expressions: I recommend … / If I were you …; Maybe I could …; Why …


115




Ai ms : To focus on popular leisure activities.

Ai ms: To practise promoting interest when describing places, while giving dates and dimensions.

Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair. Procedure: • Pre-teach or revise key vocabulary from the cards, such as: rod, bait, hook, stable, etc. Alternatively, ask students to work in pairs and to consider what equipment they might need when doing the activities given in Ex 4 on page 43 of the coursebook. • Put students into pairs and give each pair a set of cards. Ask them to place the cards face down in a pile in front of them. • Students take turns to read out their description of an activity and their partner guesses what it is. (The answer is given at the bottom of the card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards. • During feedback, go through any other vocabulary queries that the students may have. Homework or extension opti on: Students write a short description (50–75 words) of three different activities they enjoy. These could be read out in groups in a subsequent class, with other students guessing the activity.

Time: 20–25 minutes Grouping: Ideally groups of three, although pairwork and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each group. Procedure: • Put students into groups of three and give each student a different card (A, B or C). Allow them time to read their notes and answer any questions they may have. Revise how to say different dates if useful. • Students take turns to give an overview of their place to the rest of their group, in such a way as to promote interest. • Round up by finding out which place students would prefer to visit and why. Homework or extension option: Students do further research about the place on their card on the internet and write a short blog article for a tourist/cultural site, promoting the place and explaining why people should visit it. (100–150 words) Alternatively, you may wish to expand the word limit and encourage students to research additional information to add to their article.


116


Photocopiable activity 5.1 CARD ACTIVITY: WHAT’S THE ACTIVITY?

During the summer I often go for a day out by the river. I like going alone and sitting with my rods in the water with the lines tight. I use different baits on my hooks depending on what I want to catch. Then, after weighing the catch, I always carefully return it to the water.

For me, it’s one of the most relaxing sports there is. When we go away anywhere, we always find out where the best trails and the local stables are. We also always take appropriate clothing and gear with us, and we always wear a hat in case we have a fall.

[Activity: angling]

[Activity: horse-riding]

I’d tried canoeing and loved it so thought this was something I’d like try too. Paddling down the fast flowing Colorado River was an unforgettable experience and the speed of the water took my breath away.

After a short practice we followed our guide as he took us on an adventure through the dessert. The four-wheeled bikes were surprisingly stable and really fast, and riding up and down the dunes was a lot of fun.

[Activity:(white water) rafting]

[Activity: quad biking]

OK, so it can be dangerous but well, it’s a great way to keep fit, get strong and be with nature. Of course you have to have the right gear and know what you’re doing but getting to the top of a rock face is always a thrill.

We always have binoculars with us and a reference guide in case we see a new species in flight. Last year we went to Borneo and were amazed at how many local species there were. They were so colourful in comparison to those we see at home.

[Activity:(rock) climbing]

[Activity: bird-watching]

Watching these huge sea creatures in their natural surroundings was unforgettable but the best moment was definitely when a humpback swimming in sight of our boat jumped into the air. What a photo that was!

The first time I tried it I went tandem, connected to an instructor. The view of the fields and villages below as we silently and slowly flew above was spectacular. It amazed me that without an engine, we could fly like a bird.

[Activity: whale watching]

[Activity: hang-gliding]

We love our winter sports and spent most of our holiday in Austria going up mountains in chair lifts and then speeding down the slopes to the bottom. I fell over once but luckily my poles stopped me going too far.

We had it all organized and left early for our four-day adventure in the Andes. With our rucksacks strapped to our backs and wearing sturdy walking boots, we started off on the trail under the sun and blue skies, map and water at hand.

[Activity: skiing]

[Activity: trekking]


117


Photocopiable activity 5.2 CARD ACTIVITY: PLACES OF INTEREST

A Vienna and its musical heritage Vienna

Capital of Austria / in the heart of Central Europe on the River Danube

Its musical heritage

• music capital of Europe from late C18th–mid C19th • home to many famous classical composers, including Wolfgang Amadeus Mozart and Ludwig van Beethoven • famous for the waltz – popular in C19th • Johann Strauss II (1825–1899) one of most famous composers of waltzes. He wrote nearly 400 of them.

B St Petersburg and the State Hermitage St Petersburg

Russian city (called Leningrad 1924–1991) in northwest on Neva River

The State Hermitage Museum

• one of largest/oldest museums in world • founded by Catherine the Great 1764 / opened to public 1852 • museum consists of ten buildings (seven are C18th and C19th Russian monuments) • of vast collections 3 million items usually on display

C Great Mosque of Djenné (Mali) Mali

West African Republic / 24th largest country in world

Great Mosque of Djenné

• largest mud brick building in world (UNESCO World Heritage Site since 1988) • first mosque built here C13th / current mosque 1907 • built on platform 75 m (245 ft) square • maintained by local community / yearly festival held for this purpose (with food and music)


118




Ai ms : To revise different sectors in niche tourism.

Ai ms: To revise dealing with figures and statistics.







Procedure: • Put students into pairs and give each pair a set of cards. Ask them to place the cards face down in a pile in front of them. Depending on the class, you might wish to elicit a few examples of niche tourism to jog their memory. • Students take turns to read out their description of a type of niche tourism and their partner then guesses what it is. (The answer is given at the bottom of the card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards.

Procedure: • Put students into pairs and give one a Student A card and the other a Student B card. Explain that they each have information on a country but will need to ask each other questions to obtain the missing figures or statistics. • Allow students time to read the information on their cards before starting. • It might be useful to elicit the first question for both Student A and B cards. For example: A: How many miles square is Mexico? B: How many kilometres square is Iceland? • Student A asks their questions first and after both students have taken their turn, they check their answers (marked in bold) with each other.

• To round up you may want to ask who is giving each description, i.e. a tourist, guide or marketing and promotions executive.

Homework or extension option: Students write a short article introducing their own country (or one of their choice) using at least five to ten items of data. (150–200 words)

Homework or extension opti on: Students write a short description (50–75 words) of a sector of niche tourism not covered in the activity (e.g. military, wildlife, space, spiritual or extreme), using language from the unit. These could be read out in groups in a subsequent lesson, with other students guessing the sector.


119


Photocopiable activity 6.1 CARD ACTIVITY: WHAT’S THE SECTOR?

I’ve worn glasses since I was a child and never thought about laser treatment before because it’s so expensive. Then a friend recommended going to Venezuela. She said I could get my eyes done at a really competitive price by a top quality surgeon and combine it with a fantastic holiday on the Caribbean islands of Los Roques afterwards. [Medical tourism]

Do you enjoy experimenting with new ingredients and learning how to create fantastic dishes with them? We offer an amazing range of destinations throughout the world and in each one our chefs will show you where they buy the best local ingredients before creating delicious dishes for you to then enjoy. [Culinary tourism]

Going on the Hajj pilgrimage was an experience of a lifetime. I went with my wife, children and father. As it was my father’s second journey to the scared site, he helped us to prepare. When I saw the sacred Ka’bah for the first time, I could hardly believe where I was. I will never forget how it felt to worship with so many fellow Muslims.

If you’re worried about those extra pounds, why not take a break and visit us at the Riverside Retreat? Choose from our fantastic range of health and fitness activities and come and learn about diet, exercise and weight loss through our programme of seminars. Then let our specialists help you relax with a choice of special spa treatments.

[Religious tourism]

[Lifestyle tourism]

It may not sound like the ideal holiday if you prefer beaches and high quality accommodation. But our special slum tour will show you the real Mumbai. You’ll learn why Dharavi is the life and soul of Mumbai and get to visit the potteries and community centre as well as meet residents and learn about how they live. Your visit will also help support them too.

After mum told us we had family connections in Ireland, my sister and I were really intrigued to find out more. When we started to look into our family history, we came across a company that organizes trips to Ireland for people wanting to discover more about their family heritage. We’ve just booked our trip and are really excited. Ancestors here we come!

[Slum tourism]

[Genealogy tourism]


120


Photocopiable activity 6.2 CARD ACTIVITY: INFORMATION EXCHANGE

Student A

Student B

Part 1: Mexico facts and stats

Part 1: Mexico facts and stats

Mexico covers an area of over 2 million km square (1 miles square), of which 2 % is water. It has a population estimated at 3 in 2011 and is made up of three main ethnic groups: Mestizo 70%, white 15%, indigenous 4 % (other 5.2%). Mexico’s currency is the peso. In June 2012 the exchange rate was around 5 pesos to the US dollar.

Mexico covers an area of over 2 million km square (760,000 miles square) of which 2.5% is water. It has a population estimated at over 112 milli on in 2011 and is made up of three main ethnic groups: Mestizo 70%, white 15%, indigenous 9.8% (other 5.2%). Mexico’s currency is the peso. In June 2012 the exchange rate was around 13.75 pesos to the US dollar.

Tourism is one of Mexico’s main economic activities. Revenue from tourism was

Tourism is one of Mexico’s main economic activities. Revenue from tourism was

6

in 2010. 7 of tourists are from the USA with an average spending of 8 $ per person. Beach centres are especially popular with tourists (visited by about 9 % of them each year) and some areas, i.e. Acapulco and Cancun increasingly focus on child-friendly tourism. One tourism company, ‘Grupo Zor’ is said to be investing 10 each year to develop child-centred complexes with dolphin aquariums, etc.

US $11.87bn in 2010. 67% of tourists are from the USA with an average spending of $330–350 per person. Beach centres are especially popular with tourists (visited by about 40–50% of them each year) and some areas, i.e. Acapulco and Cancun increasingly focus on child-friendly tourism. One tourism company, ‘Grupo Zor’ is said to be investing $3m each year to develop child-centred complexes with dolphin aquariums, etc.

Part 2: Iceland facts and stats

Part 2: Iceland facts and stats

Iceland covers an area about 103,001 km square (39,770 sq miles) of which 2.7% is water. Of its population of nearly 320,000 in January 2012, 94% is Icelandic and 6% is a mix of other nationalities. Iceland’s currency is the króna. In March 2011, you could get 126 krónas to the US dollar.

Iceland covers an area about 1 km 2 square (39,770 sq miles) of which % is water. Of its population of 3 in January 2012, 4 % is Icelandic and 5 % is a mix of other nationalities. Iceland’s currency is the króna. In March 2011, you could get 6 krónas to the US dollar.

This exchange rate made Iceland a much cheaper and therefore more attractive destination for tourists. The tourism sector has since grown as a result (growth in tourism 1996–2001 was at 3–5%, fell in 2002 as a consequence of the global recession but is now picking up again). Eco-tourism is particularly popular in a country boasting 900 volcanoes (55 active), as is whale-watching, such that Iceland attracts about 263,000 tourists a year.

This exchange rate made Iceland a much cheaper and therefore more attractive destination for tourists. The tourism sector has since grown as a result (growth in tourism 1996–2001 was at 7 %, fell in 2002 as a consequence of the global recession but is now picking up again). Eco-tourism is particularly popular in a country boasting 8 volcanoes (9 active), as is whale-watching, such that Iceland attracts 10 tourists a year.


121




Ai ms : To revise vocabulary relating to cultural tourism.

Ai ms: To revise useful expressions for meetings.

Time: 15–20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a crossword for each pair. Procedure: • Students work in pairs to complete the crossword. • When they have finished, they could check their answers with another pair before you go through the answers with the class. Answ ers Ac ross : 3 dynamic 6 hieroglyph 7 authentic 9 impact 10 excavate 11 custom 12 exhibit Down: 1 script 2 nomination 4 prestigious 5 heritage 8 artefact

Homework or extension opti on: Students write a short proposal suggesting a great way to promote cultural tourism for one place or event in their country, using as many items of vocabulary from the crossword as possible. (150–200 words)

Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair and shuffle them. Procedure: • Put students into pairs and give each pair a set of cards. • Ask students to separate the grey function cards from the white phrases cards. Students then spread out the white phrases cards face up in front of them and have the grey ones in a pile face down. • Students take turns to pick up a grey function card and find the phrases in front of them that match the function. Note: Corresponding phrases to functions are given in order on the worksheet (i.e. after each grey card, are the two to three phrases on white cards).

Homework or extension option: Students write a short meeting scenario between three to four people (three to five minutes), using at least one phrase from each set of functions. These could be practised and roleplayed in a subsequent lesson.


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Photocopiable activity 7.1 CROSSWORD: CULTURAL TOURISM VOCABULARY 1

2

3

4

5

6

7

8

9

10

11

12

Ac ross ro ss 3 Someone who is is full of energy and ideas. 6 A picture of symbol used to represent a word or part of a word, especially in the ancient Egyptian writing system. 7 If something is , it is done or made in the traditional or original way. 9 The effect or influence that an event, situation, etc. has on someone or something. 10 To dig deeply into the ground over a large area, usually to find something. 11 A is something that is done by people in a particular society because it is traditional. 12 To put something, for example a painting, into a public place so people can go to see it. Down 1 A is the set of letters that are used in writing a language. 2 The act of officially suggesting someone someone or something for a position, duty, or prize. 4 If something is , it is something that makes you respected or admired. 5 The traditional beliefs, values, customs, etc. of a family, country, or society. 8 An is an object such as a tool, weapon, etc. that was made in the past and is historically important.


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Photocopiable activity 7.2 CARD ACTIVITY: WHAT DO YOU SAY TO ...?

Open a meeting

Let’s make a start, shall we?

Shall we begin?

The first item on the agenda is …

State the purpose of a meeting

We’re here to talk about …

We need to reach a decision on …

The aim of this meeting is to discuss …

Ask someone to speak

Would anyone like to comment? comment?

(Name), what do you think?

(Name), do you have anything to add?

Introduce another topic

Can we move on to …?

The next item on the agenda is …

Check everyone agrees

Do we all agree?

Is that decided then?

Do I take it we are all in agreement?

Conclude the meeting

So to sum up …

I think we’ve covered everything.

Is there any other business?


124


Photoco piable not es 8.1 8.1

Photoco piable not es 8.2 8.2

Ai ms : To revise -ed and -ing ending adjectives.

Ai ms: ms : To revise the DOs and DON’Ts of making presentations.

Time: 10–15 Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair. Procedure: • Put students into pairs and give each pair a set of cards. Ask them to place the cards face down in a pile in front of them. • Students take turns to pick a card and read out the sentence given with the two possible answers. Their partner then chooses the correct word to complete the sentence. (The answer is given at the bottom of the card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards. Homework Homework or extension extension opti on: Students write ten of their own sentences in the same form as those on the cards. They should provide four possible answers and leave a blank where the -ed or -ing ending adjective would go. Encourage them to use adjectives that are not covered in the unit. In a subsequent lesson, students could work in pairs and complete each other’s set of sentences.

Time: 10–15 Time: 10–15 minutes Grouping: Ideally Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair. Procedure: • Explain to students that they are going to revise the DOs and DON’Ts of making presentations. Elicit an example from the class. • Put students into pairs and give each pair a set of cards. Ask them to place the cards face down in a pile in front of them. • Students take turns to pick a card and read out the information (relating to how to make presentations).Their partner then decides if the information is true or false. If it is false, the student without the card should give a reason why. (The answer is given at the bottom of the card.) Students keep the card if they answer correctly. Otherwise, the cards are left at the side. • At the end of the activity, students count the cards they have. The winner is the student with the most cards. Homework Homework or extension option: Students create a bullet-pointed checklist (maximum 12 points) that they can use as a reference guide for future presentations. In a subsequent lesson, students could discuss in groups which ten ideas they feel are the most useful and then put them in a logical order.


125


Photocopiable activity 8.1 CARD ACTIVITY: -ED OR -ING?

Jonathan felt completely exhausted / exhausting after spending a week trekking through the jungle. [exhausted]

To begin with, Tina found talking in front of a large group of people terrified / terrifying , but she soon got used to it. [terrifying]

Although working as an entertainer on a cruise ship can be very demanded / demanding, it’s also really enjoyable.

For me, the most rewarded / rewarding part of my job is when

[demanding]

[rewarding]

Our tour guide was very welcoming and he was interested / interesting in talking to everyone in our group. [interested]

As a hotel manager, it’s my responsibility to make sure every guest has a relaxed / relaxing stay at our hotel. [relaxing]

7

8 To maintain high standards, it’s necessary to keep your staff motivated / motivating and their moral high. [motivated]

It was disappointed / disappointing to find out that the swimming pool wouldn’t be completed in time for the holidays. [disappointing] 9 Receiving positive feedback from guests is something that I find incredibly satisfied / satisfying . [satisfying]

guests have had a fantastic and relaxing holiday.

10 Our chef has created a very excited / exciting summer menu, which uses the best of locallysourced ingredients. [exciting]

11

12

Everyone was excited / exciting when a well-known food critic booked a table at the restaurant for the following week. [excited]

It was really annoyed / annoying when the fire alarm went off in the middle of the night and everyone had to get up. [annoying]


126


Photocopiable activity 8.2 CARD ACTIVITY: TRUE OR FALSE?

Always begin by greeting the audience and telling them who you are. [True]

You should speak clearly and really slowly to make sure that everyone hears and understands you. [False] [talk at a natural speed]

Good presenters write out their speech before their presentation and read from a prepared script. [False] [they use short prompts]

Explain at the start of the presentation when people can ask questions and encourage them to do so.

Keep to the time given. It’s always better to finish early than run late as this allows more time for questions. [True]

Make sure your slides are full of useful information and include lots of diagrams and statistics. [False]

[True]

[keep them clear and simple]

It’s a good idea to rehearse your talk before the day. That way you’ll feel much more confident. [True]

Wear clothes that you feel the most comfortable in. Remember it’s what you say that counts most. [False] [your appearance has an impact your credibility]

Brighten your slides by using different colours, fonts and illustrations. [False] [your slides need to be easy to read]

Ideally, allow about two minutes for each slide you use. Keep things simple and also check your spelling. [True]


127




Ai ms : To revise adjectives relating to positive and negative personal qualities.

Ai ms: To revise functions and useful telephone language.





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


Procedure: • Explain to students that they are going to revise adjectives relating to positive and negative personal qualities. Put them into pairs and give each pair a set of cards. Ask them to spread the cards out (face up) in front of them. • Students decide, like dominoes, which prefix (in bold on grey squares) fits with each adjective. The idea is to link correctly each prefix to an adjective and form a circle of linked words. • If time, students could then look up other adjectives (and their prefixes) to add to the list. Alternatively, this could be set as homework. • Note: Cards are given in order from left to right on the worksheet, with the last card linking up to the first.

Procedure: • Explain to students that they are going to revise telephone language. Put them into pairs and give each pair a set of cards. Ask them to spread the cards out (face down) in front of them. • Students take turns to turn over two cards. The aim is to match functions (white cards) with the correct telephone phrases (grey cards).If the function and phrase cards do not match, they put the cards back face down where they were. If a student turns over two cards that match up, they keep the cards and have another go. • When students have matched up all the cards, elicit answers from the class. Students then check with their partner the number of pairs of cards that they have. The winner is the one with the most pairs.

Homework or extension opti on: Students write an article for their blog about a celebrity or a customer they have recently dealt with, using as many of the adjectives from the exercise as possible. (100–150 words)

Homework or extension option: Students write a short conversation between two people (two to three minutes), using at least one phrase from each grey card. These could be practised and roleplayed in a subsequent lesson.


128


Photocopiable activity 9.1 CARD ACTIVITY: PERSONAL QUALITIES

respectful

im

personal

Dis

loyal

in

appropriate

un

reliable

un

friendly

dis

honest

in

efficient

im

polite

im

patient

un

welcoming

in

competent

dis


129


Photocopiable activity 9.2 PELMANISM: WHAT DO YOU SAY?

When you want to ask for a particular person or number

I’d like to speak to ( name), please. Is that (name)? / Is this ( number )?

When you want to explain why you’re calling

I’m calling/phoning about … I’m calling to …

When you are being helpful

How can/may I help you? Who shall I say is calling?

When you want to apologize

I’m sorry. He/ She’s in a meeting at the moment.

When you offer to take a message

Would you like to leave a message? Can/Could I take a message and have him/her call you back?

When you confirm a message or information given

I’ll pass on your message and make sure he/she gets back to you.

When you want someone to repeat or spell something they have said

Sorry, could you say that again, please?


130


Photoco piable notes 10.1

Photoco piable notes 10.2

Ai ms : To revise idioms from the lesson.

Ai m: To practise making small talk.




Grouping: Ideally groups of three to four, although pairwork and 1:1s with the teacher are possible.

Preparation: Copy and cut up a set of cards for each pair. Procedure: • Explain to students that they are going to revise idioms from pages 84 and 85. Put students into pairs and give each pair a set of cards. Ask them to spread the cards out face up in front of them. • Students match the correct definition cards (grey) with the idiom cards (white). Alternatively, students take turns to read out a definition and their partner guesses the idiom it relates to. • When they have finished, they could check their answers with another pair before you check the answers with the class. Homework or extension opti on: Students write six sentences, each one incorporating an idiom from the activity. Alternatively, students work in pairs and write a short conversation between two people (two minutes) incorporating as many of the idioms as possible. These could be practised and roleplayed in a subsequent lesson.

Preparation: Each group will need a copy of the board game, counters and a dice. Procedure: • Put students into groups of three or four and give each group a copy of the board game, counters and a dice. • Students take turns to throw the dice. When they land on a square, they must make small talk for the given situation for 30 seconds with the player to their right. The other students keep track of the time. The winner is the first player to arrive at the finish square. Highlight other squares which tell them to go forward, backwards, etc. • While students are doing this activity, monitor them, making a note of aspects to discuss during feedback. Spend some time at the end of the game on error correction. Homework or extension option Students choose three of the situations from the game and write ‘small talk’ mini-dialogues (maximum eight lines per dialogue) for each one. These could be practised in a subsequent lesson and a selection of them roleplayed.


131


Photoco piable activi ty 10.1 MATCHING ACTIVITY: IDIOMS

to foot the bill

To pay for something, especially something expensive, you do not want to pay for.

to cut something to the bone

To reduce a service or spending to the lowest amount possible.

on a shoestring

To do something without spending much money.

on the horizon

To seem likely to happen in the future.

to go through the roof

When a price, cost, etc. increases to a very high level.

to put the brakes on something

To stop something that is happening.


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English for International Tourism Intermediate TB New Edition

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