English For International Tourism Intermediate Teacher's Book New Edition - Part1 [PDF]

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INTERMEDIATE TEACHER’S BOOK

English for International

Tourism

B1–B1+

KAREN ALEXANDER

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NEW EDITION

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; no 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. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. First published 2013 ISBN: 978-1-4479-0354-3

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 Images: Stuart Gregory t

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Set in Palatino

English for International Tourism Intermediate Teacher’s Book

CONTENTS Introduction

3

Unit 1

Selling dreams

6

Unit 2

Getting there

15

Unit 3

Accommodation

25

Unit 4

Destinations

35

Unit 5

Things to do

43

Review and consolidation 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

Photocopiable resources

CONTENTS

98 101

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Review and consolidation 2

INTRODUCTION

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

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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:

English for International Tourism Pre-Intermediate Teacher’s Book

Reading practice: Reading texts feature regularly in the units, providing students with a variety of texts and topics that they are likely to encounter in a tourism context. Writing practice: In the writing sections students will write real texts related to the tourism workplace such as emails and tour itineraries. At each level there are also writing tasks to help students get a job in tourism. Models of text types are available in the Writing bank at the back of the coursebook.

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

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

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.

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

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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.

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

INTRODUCTION

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

1

SELLING DREAMS

UNIT MENU Grammar: tense review Vocabulary: money matters, describing locations Professional skills: marketing Case study: design a tour

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

1

2 3

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.

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).

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

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

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.

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Aims and objectives

English for International Tourism Intermediate Teacher’s Book

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

Grammar TENSE REVIEW – PRESENT AND PAST TENSES

FACT FILE A package holiday includes flights, transfers and accommodation, which are bought together from a tour operator. Other services and activities may also be included in the package, e.g. meals, entertainment, use of a rental car. Normally these are sold by travel agents and provide an opportunity to have a cheaper holiday abroad. 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 suggestions • Students write a paragraph describing what they feel are key facilities and experiences for their dream holiday. This could be written as a formal article for a brochure or for their own blog. (150–200 words) • Students choose a travel company they know and write a short article for a tourism magazine/blog about its history using a mixture of active and passive tenses in the present and past. (200–250 words)

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

English for International Tourism Intermediate Teacher’s Book

TROPICAL PARADISE

Exercise 2, page 10 Students work in pairs to think of two additional adjectives to go with each noun. Elicit and expand ideas, writing them on the board.

Aims and objectives

Exercise 3, page 10 Students match the nouns with the adjectives, either alone or in pairs, before class feedback. Discuss new vocabulary, eliciting examples of use.

In this lesson students will: • 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

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.

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

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Audio script Track 1.2, Exercise 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

English for International Tourism Intermediate Teacher’s Book

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.

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.

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Speaking

English for International Tourism Intermediate Teacher’s Book

Heron Island is a leading dive resort. Visitors can also take a ride on Heron’s semi-sub, a boat with a sealed submarine beneath, or simply watch the marine life gliding by from the hotel’s terrace as the tide comes in. Homework suggestions • Students write a short report comparing the features of each of the Dream Package tours from Exercise 7 and explaining which tour was chosen and why. (200–250 words) • Students choose a destination in their country and write a text on it for a holiday brochure, describing the place, facilities and activities on offer. (200–250 words) Photocopiable notes 1.1 (page 101) Adjectives for describing locations (Crosswords pages 102–103)

PROFESSIONAL SKILLS MARKETING Aims and objectives 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

3a

4c

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

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

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‘Product’ and ‘Place’

English for International Tourism Intermediate Teacher’s Book

Audio script Track 1.3, Exercises 2 and 3, page 12 Part 1 So, the marketing mix involves four Ps – and the first of these is P for Product. Now it’s important to remember that ‘Product’ is, in fact, either a product or a service. A product is usually a tangible product – something you can see or touch – so, in the hotel and catering industry, a tangible product would be the actual food and drink served in a hotel restaurant. A service, however, is intangible: it can’t be touched. The work of the waitress or the bar staff serving the customer or the housekeeping in a hotel is intangible. Since the travel industry is mostly about providing services, its products are mostly services and are therefore intangible. Products can also be perishable, which means that they have a sell-by date. If a hotel room or airline seat is not booked prior to the day of departure, it can’t be sold after that day has passed. Travel products are usually perishable: they only have a limited life and no longer exist after the departure date has passed. The second P is ‘Place’. This means deciding how the product will be distributed and where people will buy it. In the past, most products were sold through travel agents. An envelope full of documents such as a letter of confirmation, flight tickets and hotel vouchers was the only factor in distribution. But these days, the internet has completely changed the idea of place. Many customers now book online directly with the operator or airline, so actual physical location is not so important. 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 Audio script Track 1.4, Exercise 4, page 12 Part 2 The third P is ‘Promotion’. This means more than just advertising, although advertising is important. Customers need to be told that the product exists, and this can be done via direct marketing, for example direct mail, websites, advertisements on TV and in the press, telemarketing and 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?

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Place: • in the past: sold through travel agents – travellers received an envelope full of documents such as a letter of confirmation, flight tickets and hotel vouchers • now: actual physical location is not so important

English for International Tourism Intermediate Teacher’s Book

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 suggestions • 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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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?

English for International Tourism Intermediate Teacher’s Book

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 script Track 1.5, Exercises 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. Accommodation: Clearwater Beach Hotel: $6,650 (the 20% discount does not need to be passed on to the clients) Clearwater Beach Resort: 5 apartments @ $1,490 = $7,450 TOTAL COST: $14,100 Wedding services: Website: $250 Photo shoot: $500 Licence fee + ceremony: $275 Flowers: $350 Bridesmaids’ bouquets: 4 x $150 = $600 Wedding cake: $250

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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.

English for International Tourism Intermediate Teacher’s Book

Buffet meal: 22 @ $75 = $1,650 TOTAL COST: $3,875 Airfares: It is possible to fly direct from JFK to St Thomas (in the American Virgin Islands) Outward journey: Flight AA655 Departure 8 June 08.10 Arrival 00.05 Return journey: Flight AA1060 Departure 15 June 13.20 Arrival 17.45 2 adults: $681 (round trip) TOTAL COST (20 adult guests plus bride and 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 description 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.

Homework suggestions • 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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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.

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GETTING THERE

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

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 Answers 1b 2d 3a 4e 5c 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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Aims and objectives

English for International Tourism Intermediate Teacher’s Book

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

Audio script Track 2.1, Exercises 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 Audio script Track 2.2, Exercise 5, page 17 D = Dennis, WZ = WenjingZue D Can you tell me about different classes of seats, first class, second class …? WZ Well Soft Sleeper class is the most comfortable and the most expensive – it costs about the same as a plane ticket. There are four berths in each compartment and there’s a table with a tablecloth, and they usually provide hot water for making tea. The compartment door has

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Listening

English for International Tourism Intermediate Teacher’s Book

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 suggestions • 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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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!

English for International Tourism Intermediate Teacher’s Book

JOURNEYS Aims and objectives 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

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

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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.

English for International Tourism Intermediate Teacher’s Book

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 script Track 2.4, Exercise 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 suggestions • 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 Boss E We set off really early for the airport – at about 5.30 in the morning – so I would have plenty of time. But, of course, there were long delays on the motorway. A lorry had broken down and blocked an exit, so we were held up for more than an hour. Anyway, we got there in the end. My husband dropped me off outside the terminal just after eight but by that time my flight had already taken off. EB Oh no! So what happened? E Well, I went to find out what time the next flight for Prague was departing. The helpdesk people were very helpful but I had to hang about for ages while they tried to get me on another flight. I tried to phone the Prague office but the line was bad and I couldn’t get through. Anyway, I managed to get on another flight to Prague a bit later that morning. Of course, there was no one to pick me up when I arrived at the airport. But I got a taxi to the city centre and finally turned up for the first part of the visit at lunchtime! EB So, after all those problems, was the trip a success in your opinion?

GETTING THERE

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EXTRA ACTIVITY

English for International Tourism Intermediate Teacher’s Book

DEALING WITH THE PUBLIC Aims and objectives 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

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

Speaking CUSTOMER SERVICES MANAGER

FACT FILE A Customer Services Manager’s role is to ensure that customers are satisfied. Their responsibilities include managing the customer service team, dealing with customer enquiries as well as developing customer service policies and procedures. 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

4c

Audio script Track 2.5, Exercises 4 and 5, page 21 E = Erik, I = Interviewer E One of the first things I had to do when I’d just started the job was deal with problems that were caused by the volcano which erupted in Iceland. The cloud of ash from the volcano made flying

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PROFESSIONAL SKILLS

English for International Tourism Intermediate Teacher’s Book

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 suggestions • 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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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.

English for International Tourism Intermediate Teacher’s Book

CASE STUDY

1 2

IMPROVE A SERVICE

3

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

Audio script Track 2.6, Exercise 2, page 22 1 CS = Customer Service employee, 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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CASE STUDY MENU

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

English for International Tourism Intermediate Teacher’s Book

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

•

•

•

•

•

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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.

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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.

English for International Tourism Intermediate Teacher’s Book

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.

GETTING THERE

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Homework suggestions • 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.