INTERMEDIATE TEACHER’S BOOK English for International Tourism NEW EDITION B1–B1+ KAREN ALEXANDER Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world.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 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 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 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 Review and consolidation 2 98 Photocopiable resources 101 CONTENTS 2 INTRODUCTION English for International Tourism is a KEY GRAMMAR three-level series designed to meet the In the grammar lessons key aspects of English language needs of professionals grammar that are essential for progress at working in the tourism industry and this level are presented within an authentic students of tourism in further education. These lessons include The course helps students to: clear explanations and activities designed • build confidence in professional skills to help students understand and use the such as dealing with enquiries, language effectively.
By the end of the marketing destinations, offering advice, lesson, students will be able to use the negotiating, writing emails and speaking grammar more confidently. For additional to groups support there is a comprehensive Grammar reference section at the back of • develop language awareness through the coursebook. an integrated grammar and skills PROFESSIONAL SKILLS syllabus The Professional skills lessons provide • acquire the specialized vocabulary students with the opportunity to learn and needed by tourism professionals practise effective interpersonal and business skills, which are an essential job • practise language skills in realistic Case requirement in the travel and tourism studies that reflect issues in the tourist industries. They will learn professional industry today.
skills ranging from dealing with customer enquiries and meeting clients’ needs to preparing a guided tour or a presentation. Structure of the coursebook CASE STUDIES The coursebook contains ten units and Each unit ends with a Case study linked to two Review and consolidation sections. the unit’s tourism theme. The Case studies Each unit is divided into four lessons.
The are based on realistic tourism issues or unit menu shows students the key learning situations and are designed to motivate objective of the lesson. Each unit has the and actively engage students in seeking same structure: solutions. They use the language and • a vocabulary lesson professional skills which students have acquired while working through the unit • a grammar lesson and involve them in discussing the issues and recommending solutions through • a Professional skills lesson active group work. • a Case study or tourism-related game is Language skills included at each level.
Speaking skills: Each unit provides students with a range of speaking KEY VOCABULARY activities. The pairwork tasks are designed to provide students with further The vocabulary lessons introduce and opportunities to communicate in realistic practise many words and expressions and motivating tourism-related contexts. required in the tourism industry, either The Case studies require students to through a reading text or a listening. By engage in extended communication about the end of the lesson students will be topical issues in the tourism industry.
At better able to use the specialist vocabulary each level further speaking practice is in appropriate tourism contexts. At the end available in a tourism-related game. 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 Mini- dictionary on the DVD-ROM. INTRODUCTION 3 English for International Tourism Pre-Intermediate Teacher’s Book Listening skills: Each unit contains These films give students the opportunity several listening tasks developed around to listen to a variety of native and non- topics related to the travel industry.
A native speakers using English as an range of British, American and other international language in five authentic international native and non-native documentary videos. Additionally, the speakers are featured, helping students DVD-ROM has a comprehensive Mini- understand how people speak English in dictionary featuring over 300 tourism- different parts of the world. Audio scripts of related terms along with their definitions, the recordings are available at the back of pronunciation and example sentences. The DVD-ROM also contains the MP3 files of the coursebook audio material.
Reading practice: Reading texts feature regularly in the units, providing students Although the DVD-ROM is not integral to with a variety of texts and topics that they the coursebook and is primarily a self- are likely to encounter in a tourism study component, teachers may find it context. useful to show the videos in class and set the optional task at the end of the video Writing practice: In the writing sections worksheet for homework. This optional students will write real texts related to the task, if a writing task, will have a model in tourism workplace such as emails and tour the DVD-ROM key. However, if the itineraries.
At each level there are also optional task is a research task then writing tasks to help students get a job in student responses will all be different and tourism. Models of text types are available the teacher may like to ask the students to in the Writing bank at the back of the share their findings in a follow-up class. Website materials Workplace skills The English for International Tourism Working with numbers: Throughout the course has a companion website for course there are sections that help teachers: www. students to manipulate numbers in English, which is a vital skill in the travel Teacher’s book: the teacher’s book is and tourism workplace.
divided into two parts: Research tasks: Each unit contains one • teaching notes which follow the same or more research tasks that encourage order as the coursebook. They include students to explore tourism-related issues the answers to the exercises and on the internet or in their local background information about places, environment. people and professional practices mentioned in the coursebook. Private study • photocopiable resources section, which Workbook: A separate Workbook with a contains twenty optional extra activities, CD provides students with extra tasks for two per unit.
The teacher’s notes make study at home or in class. There are two suggestions as to which point in the versions of the Workbook – one with the lesson an activity might be appropriate. answer key for private study and one without an answer key which can be used Customizable tests: these tests are by the teacher for extra practice in class. based on the content of the coursebook DVD-ROM: The course has a DVD-ROM and provide a measure of a student’s designed to be used alongside the progress.
The testing section of the coursebook or as a free-standing video for website provides the teacher with a range private study. The DVD-ROM is attached of customizable tests: to the back of the coursebook and • a placement test provides students with five authentic films featuring different aspects of tourism. • ten unit tests Each film has a printable worksheet, a transcript and a key to the exercises. INTRODUCTION 4 English for International Tourism Pre-Intermediate Teacher’s Book • five progress tests (one after every two units) • an end-of-course test.
There are two versions of each Unit Test (one ‘A’ and one ‘B’ test each unit); Progress Tests (one ‘A’ and one ‘B’ for every two units) and an end-of-course test (one ‘A’ and one ‘B’ version). Professional exams English for International Tourism is recommended preparation for the LCCI English for tourism exams www. INTRODUCTION 5 1 UNIT MENU SELLING DREAMS Grammar: tense review Vocabulary: money matters, describing locations Professional skills: marketing Case study: design a tour Aims and objectives 1 Where would you take your favourite person In this lesson students will: on vacation if money was of no importance to • listen to an interview with someone from the you? Hawaii Tourism Authority 2 It showed that Hawaii was their number one • review and practise different present and past destination. tenses 3 Order of importance in number of visitors: • focus on common travel and tourism words which 1 USA (west coast) are both verbs and nouns 2 USA (east coast) 3 Japan 4 Canada 5 Oceania 6 Europe Speaking 4 a) well-travelled, demanding b) money, free time DREAM VACATIONS 5 They learn to match the right island and its Exercise 1, page 8 unique attractions to the clients’ interests.
Focus students’ attention on the photos before discussing which kind of ‘dream’ each photo might be associated with and asking which holiday students Audio script Track 1.1, Exercises 2 and 3, would choose (and why). page 8 VAH = Vy-Anh Nguyen, TK = Teresa Koh Suggested answers VAH I’d like to ask you some questions about A luxury B fun C relaxation, luxury tourism in Hawaii if that’s OK with you? D adventure TK Sure. VAH What kind of destination is Hawaii? Who Listening goes there? TK Well, Hawaii was named the top ‘Dream SELLING THE HAWAIIAN DREAM Destination’ in a recent study of American travellers. The Leisure Trend Group, the Exercise 2, page 8 professional association who did the survey, Ask students where Hawaii is and find out if anyone asked over two million rich, active and outdoor- in the class has ever been there.
Pre-teach oriented people ‘where would you take your vocabulary, e. survey, expenditure, tend, secluded, favourite person on vacation if money was of no before explaining that they are going to listen to an importance to you?’ And Hawaii was their number interview with Teresa Koh of the Hawaii Tourism one destination! Authority. After listening, students compare answers VAH So where do most visitors to Hawaii come in pairs before class feedback. from? TK Our biggest market is the United States – but • What kind of destination is Hawaii and who we get more people from the west coast than the goes there? east coast.
Japan is in third position and Canada • Where do most visitors to Hawaii come from? is fourth – although it’s interesting that in terms of • What makes people want to come to Hawaii? visitor expenditure, the Canadians spend less • How do you promote Hawaii as a destination? than the Japanese even though, on average, the Canadians stay over twice as long. After that, Exercise 3, page 8 there’s Oceania and then Europe. The Europeans Students read the questions before listening to the tend to stay longer than the visitors from Australia interview a second time. After listening, allow them and New Zealand, but we don’t get as many of time to discuss answers with a partner before them.
checking as a class. SELLING DREAMS 6 English for International Tourism Intermediate Teacher’s Book VAH OK.