English for international tourism intermediate teachers book new edition

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.
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
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
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 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 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 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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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 study: design a tour

Aims and objectives
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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English for International Tourism Intermediate Teacher’s Book

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.

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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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.

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

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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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.

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.

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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

‘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

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English for International Tourism Intermediate Teacher’s Book

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 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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English for International Tourism Intermediate Teacher’s Book

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 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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English for International Tourism Intermediate Teacher’s Book

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 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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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.

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 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

14


2

GETTING THERE

UNIT MENU
Grammar: multi-word verbs
Vocabulary: transport and travel
Professional skills: dealing with the public

Case study: improve a service

Aims and objectives
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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English for International Tourism Intermediate Teacher’s Book

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

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

16


English for International Tourism Intermediate Teacher’s Book

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 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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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
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)
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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English for International Tourism Intermediate Teacher’s Book

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 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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English for International Tourism Intermediate Teacher’s Book

PROFESSIONAL
SKILLS
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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English for International Tourism Intermediate Teacher’s Book

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 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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English for International Tourism Intermediate Teacher’s Book

CASE STUDY

1
2

IMPROVE A SERVICE

3

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

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

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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English for International Tourism Intermediate Teacher’s Book

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.

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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.
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.

GETTING THERE

24