English for international tourism pre intermediate teachers book new edition

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PRE-INTERMEDIATE TEACHER’S BOOK

English for International

Tourism
NEW EDITION

A 2 – B1

KAREN ALEXANDER


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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: 978-1-4479-0361-1
Set in Palatino
The publisher would like to thank the
following for their kind permission to
reproduce their photographs:
Cover images: Front: 4Corners Images:
Benedetta Rusconi / SIME t; Corbis:
F.Stuart Westmorland b, Jon Hicks bc;
SuperStock: Fancy Collection tc; Back:
DK Images: cl; Fotolia.com: tl; Lonely
Planet Images: Peter Ptschelinzew bl

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English for International Tourism Pre-Intermediate Teacher’s Book

CONTENTS
Introduction

3

Unit 1

World tourism

6

Unit 2

Jobs in tourism

17

Unit 3

Visitor centres

26

Unit 4

Package tours

34

Unit 5

Hotels

44

Review and consolidation 1

54

Unit 6

Food & beverage

56

Unit 7

Nature tourism

67

Unit 8

Air travel

76

Unit 9

Hotel operations

85

Unit 10

Marketing

95

Review and consolidation 2

105

Photocopiable resources

107

CONTENTS

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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 Word 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, 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,
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

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1

WORLD TOURISM

UNIT MENU
Grammar: present simple question forms
Vocabulary: tourism statistics
Professional skills: checking and confirming details
Case study: make the right booking

Aims and objectives

Audio script Track 1.1, Exercise 3, page 118

In this lesson students will:
• read some facts about the tourism industry
• review and practise saying numbers and statistics
• focus words and phrases relating to the tourism
sectors

Speaking
TOURIST DESTINATIONS
Exercise 1, page 8
Refer students to the list of countries and ask which
ones they have visited. They then rank them in order
of the most popular tourist destinations and discuss
their ideas in pairs before class feedback. Find out if
students are surprised at the answers.
1
2
3
4
5
6

France
United States of America (the USA)
China
Spain
Italy

United Kingdom (the UK)

Exercise 4, page 9
Play the recording before asking students which
numbers they heard. Students then work in pairs to
practise saying the numbers.
1 13

Reading
Exercise 2, page 8
Check vocabulary, e.g. expect, inbound, represent,
recreation. Then ask students to read the tourism
industry texts and match the words and phrases to
the definitions. Allow time for them to compare
answers with a partner before going through them
with the class.
2h

2 14

3 50

4 60

5 17

6 18

7 90

Audio script Track 1.2, Exercise 4, page 118

THE TOURISM INDUSTRY

1d

1 one, two, three, four, five, six, seven, eight,
nine, ten, eleven, twelve, thirteen, fourteen,
fifteen, sixteen, seventeen, eighteen, nineteen,
twenty
2 twenty-one, thirty-two, forty-three, fifty-four,
sixty-five, seventy-six, eighty-seven, ninetyeight
3 a hundred and nine, two hundred and ten,
three hundred and eleven, four hundred and
twelve, five hundred and thirteen, six hundred
and twenty, seven hundred and thirty, eight
hundred and forty, nine hundred and fifty
4 a thousand, one thousand five hundred, ten
thousand, ten thousand seven hundred and
fifty, a hundred thousand, a million, a billion

3b

4f

5c

6a

7e

8g

Vocabulary
NUMBERS
Exercise 3, page 9
Students listen to the recording and practise saying
the numbers. Highlight the positioning of the word
and in longer numbers and drill any numbers which
are more problematic for the class.

WORLD TOURISM

1
A How many people are in the group?
B One person cancelled so there are now
thirteen.
2
A How old is he now?
B He was fourteen last month.
3
A How many states are there in the USA?
B I’m not sure. I think it’s fifty.
4
A You’re in room sixty.
B Sorry, which room?
A Room sixty.
5
A Can you serve table seventeen, please?
B Table seventeen, which one is that?

A By the window.
6
A Do you have the address of the hotel?

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English for International Tourism Pre-Intermediate Teacher’s Book

B Yes, it’s number eighteen Park Street.
7
A How much does a taxi cost to the airport?
B About ninety dollars.
Exercise 5, page 9
Focus students’ attention on the table and check that
they understand how to say percentages, fractions
and decimals before playing the recording. Mention
that nought means the same as zero and is used
more in the UK, whereas nil is used in the USA.
Allow time after listening for students to compare
answers in pairs before eliciting them from the class.
1 1½ 2 0.75 3 50%
7 0.125 8 1/10

4 1/3

5 0.25

6 20%

Audio script Track 1.3, Exercise 5, page 118
1 one hundred and fifty percent, one and a half,
one point five
2 seventy-five percent, three quarters, nought
point seven five
3 fifty percent, a half, nought point five
4 thirty-three point three percent, a third, nought
point three three
5 twenty-five percent, a quarter, nought point two
five
6 twenty percent, a fifth, nought point two
7 twelve and a half percent, an eighth, nought
point one two five
8 ten percent, a tenth, nought point one

EXTRA ACTIVITY
Students work in pairs to write the numbers below
and then take turns saying them.
• one number between 100 and 1,000
• two numbers between 10,000 and 100,000
• three numbers between 100,000 and one
million
• four fractions
• five numbers with a decimal point

Listening
TOURISM STATISTICS
Exercise 6, page 9
Ask students to discuss the questions in pairs before

eliciting ideas from the class. You might wish to note
these on the board. Play the recording to check
answers and compare them to what students had
thought. Find out if they are surprised by any of the
answers and check vocabulary, e.g. habit, spender,
growth.
1 Europe

2 the USA

WORLD TOURISM

3 Germany

4 China

Audio script Track 1.4, Exercise 6, page 118
According to the World Tourism Organization
(WTO), the top region for international tourism is
Europe, with 52 percent, more than half the
world’s total tourism market. France is the world’s
top destination, with nearly 77 million international
arrivals last year. The USA was second, with
nearly 60 million. China was in third position with
56 million, and Spain was fourth with 53 million
foreign visitors. Another important statistic is the
money inbound visitors spend in a country. This is
known as ‘tourism receipts’. International tourism
receipts were 919 billion US dollars last year –
that’s 693 billion euros. The USA has the top

tourism receipts in the world, with 104 billion US
dollars. Spain was in second position and France
was third. The WTO also collects information on
tourists’ spending habits. Tourists from Germany
are the top spenders on international tourism.
They spent 78 billion euros last year. Things are
changing fast in the tourism industry and the WTO
expects China to be the top international
destination within the next five years. China is
also showing the fastest growth in spending on
international tourism in recent years.

EXTRA ACTIVITY
Write the following on the board and ask students
to complete the full form of these useful terms in
international tourism.
1 IATA: International Air T
A
2 UNESCO: United Nations Educational, S
and C
O
3 LHR: L
H
Airport
4 NYC: New Y
C
5 ETA Estimated t
of a
6 ETD: Estimated t
of d

7 TIC: Tourist I
C
8 BB: Bed and B
Answers
1 IATA: International Air Transport Association
2 UNESCO: United Nations Educational,
Scientific and Cultural Organization
3 LHR: London Heathrow Airport
4 NYC: New York City
5 ETA Estimated time of arrival
6 ETD: Estimated time of departure
7 TIC: Tourist Information Centre
8 BB: Bed and Breakfast
See the Workbook pages 4–5 for more useful
terms in international tourism.

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English for International Tourism Pre-Intermediate Teacher’s Book

Vocabulary
TOURISM SECTORS
Exercise 7, page 9
Students match the tourism sectors to the words and
phrases and additional ideas to each group. Students
could work independently and check answers in
pairs, or carry out the exercise in pairs. During class
feedback, elicit ideas, writing them on the board as

needed.

Homework suggestions
• Students think of six numbers which relate to
tourism facts for their own country (or one of their
choosing). In a subsequent lesson, students work
in pairs and take turns to ask questions to find out
what each number refers to.
• Students write a paragraph describing which
tourism sector they work in or would like to work
in, and what they enjoy about it (100–150 words).
Alternatively, they write about the sectors which
generate the most jobs and money in their country.

1f 2g 3d 4a 5c 6e 7b
More suggested answers (not in the wordpool):
1 hostel, motel, hotel
2 cycling, trekking
3 art gallery, amusement park
4 business convention, music festival
5 bistro, pizzeria
6 car hire, bus, coach, taxi
7 independent operator, online travel shop
Exercise 8, page 9
Students work in pairs or small groups to discuss
their preference and the most important sectors in
their country before the discussion is opened up to
the class. If the host country is different to the
students’, provide information for students on the
most successful and lucrative tourism sectors in it.

RESEARCH
TOURISM IN YOUR COUNTRY
Go through the task with the class. In a
subsequent lesson, allow time for students to
present their findings either in groups or to the
class.

ADDITIONAL RESEARCH IDEAS
Students can choose to research the following.
Domestic tourism:
• Where do domestic tourists usually go in your
country?
• What are popular leisure activities in your
country?
• What are the high-season months?
Inbound and outbound tourism:
• Which country do inbound tourists usually
come from?
• Which ports and airports receive the most
arrivals?
• Which countries do outbound tourists usually
go to?

WORLD TOURISM

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THE UNITED STATES

EXTRA ACTIVITY
Refer students to page 112 of the Grammar
reference and go through the information
explaining question forms with present simple.
Highlight the use of different verbs and draw
attention to word order. Allow time to discuss the
examples given and any questions students might
have. Provide additional examples as needed.

Aims and objectives
In this lesson students will:
• study question forms
• read an article about tourism in the USA
• prepare a survey on tourism in their country and
use it to collect results

Speaking
THE GREAT USA QUIZ

FACT FILE
•

Times Square in New York is a major centre of
the world’s entertainment industry and the heart
of the Broadway theatre district.

•

The geographical wonder, The Grand Canyon,
covers an area 446 km x 29 km and is in the
state of Arizona.

•

Las Vegas is the largest city in the state of
Nevada, and is known internationally for its
impressive casino-hotels and entertainment
facilities.

•

San Francisco, in the state of California, offers
an interesting mix of architecture, trams on
steep rolling hills and the Golden Gate Bridge.

Exercise 1, page 10
Ask students to match the photos with the USA place
names. This could be done as a class. Students then
consider what they know about each place,
comparing ideas in pairs before class feedback.
A Times Square B The Grand Canyon
C Las Vegas D San Francisco

Grammar
PRESENT SIMPLE QUESTION FORMS
Exercise 2, page 10

Focus students’ attention on the Grammar box. Allow
them time to read through the information and ask
any questions before completing the questions in the
quiz. Encourage students to check their answers in
pairs before going through them with the class.
Check on the intonation of the questions as needed.
1 Where 2 How much 3 How long 4 What
5 How many 6 Which 7 How 8 When
Words not used: who, how old, why, how often

WORLD TOURISM

Exercise 3, page 10
Students complete the quiz in pairs, checking their
answers with File 2 on page 102. Round up by
finding out who got the most answers correct and if
students were surprised by any of the answers.
See Pairwork files.

Reading
INTERNATIONAL TOURISTS IN THE USA
Exercise 4, page 11
Ask students to think of the main three activities
visitors to the USA enjoy, comparing ideas with a
partner before briefly eliciting suggestions from the
class.
Students’ own answers.
Exercise 5, page 11
Students read the report to check their answers.
Encourage students to use a dictionary. Find out who

was right and which activities are the most popular.
Check vocabulary, e.g. typical, merchandise, retailer.
shopping
parks – both natural parks and theme parks
visiting museums, zoos and aquariums
Exercise 6, page 11
Ask students to complete the sentences and allow
them time to compare answers in pairs before going
through them with the class. Discuss the meaning
and pronunciation of words and phrases as needed.
1 merchandise 2 brands
4 retailer (also retail store)
6 emerging markets

3 destination
5 growth market

Exercise 7, page 11
Students reorder the questions, checking answers
with a partner before class feedback. Elicit the
questions, checking on intonation and pronunciation.
1
2
3
4
5
6
7
8

How often do you go on holiday?
How do you usually travel?
Where do you usually go?
Where do you usually stay?
How long do you go for?
Who do you go with?
What do you do on holiday?
What do you spend most money on?

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Exercise 8, page 11
Ask students to use their questions from Exercise 7
to interview at least five other students. You may
wish to set a time for this. Students then write a
summary of the results. This could be set for
homework.

EXTRA ACTIVITY
Refer students to Part 1 of the EFIT Preintermediate level DVD material for extra listening
and vocabulary exercises relating to dream
holidays, specifically focusing on the Maldives and
Egypt.
Although students are encouraged to view the
complete programme on the DVD, there is also an
option to watch the film 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.
Homework suggestions
• Students write ten questions of their own, using a
mix of question forms. You may wish to choose a
topic that students can focus on. Students could
work in pairs in a subsequent lesson, taking turns
to ask their partner the questions.
• Students write a blog article, using the report in
Exercise 5 as a guide, describing the top three
favourite activities visitors to their own country
enjoy (150–200 words).
Photocopiable notes 1.1 (page 107)
What’s the definition? (Word search page 108)

PROFESSIONAL
SKILLS
CHECKING AND
CONFIRMING
DETAILS
Aims and objectives
In this lesson students will:
• focus on the professional skill of checking and
confirming details
• practise taking booking details on the phone
• write an email to confirm a booking

Listening
TELEPHONE MESSAGES
Exercise 1, page 12
Focus students on the photo. Find out how many
students often receive calls in English and have to
take messages. Tell them they are going to listen to
some telephone calls to note key dates and times.
After listening, encourage students to compare
answers with a partner before going through them
with the class.
1
2
3
4
5
6

Friday 3 November (November the third)
8.30 (eight-thirty)
Thursday
6.45 (a quarter to seven)
15th (fifteenth)
21st (twenty-first)
Audio script Track 1.5, Exercise 1, page 118
1
W = Woman, M = Man
W Luigi’s Grill? Can I help you?
M Hi! I’d like to book a table for six for Friday
night.

W Table for six, this Friday, November the third?
M Uh huh.
W What time?
M Eight-thirty.
W So, that’s a table for six, at eight-thirty this
Friday.
2
Hi! It’s Helen here, your tour guide. I’m phoning
about the times for the coach tour to Malbork
castle. There has been a change. The coach is
leaving Gdańsk on Thursday half an hour later, at
a quarter to seven in the morning, not a quarter
past six. So that’s a quarter to seven this
Saturday. OK? If there’s a problem, please call
me. Bye.

WORLD TOURISM

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3
G = Gianluca, L = Lena
G Star Travel International. Gianluca speaking.
L Hi! It’s Lena here from Star Travel in Hamburg.
I’m phoning about a change in one of our hotel
bookings. It’s for Mallorca this July.

G Do you have the details, Lena?
L Sure. It’s for two twin rooms with baths at the
Palma Marina Hotel from the 15th to the 21st of
July in the name of Ben Hartmann.
G So that’s seven nights from the 15th to the 21st
of July?
L That’s right. They’d like an apartment for four, if
possible.
G One moment, Lena. I’ll see what I can do.
Exercise 2, page 12
Discuss the different ways of saying the dates and
times in Exercise 1, referring students to File 3 on
page 102. Go through the examples and highlight the
differences between American and British English
norms.
See Pairwork files.
1 Friday the third of November/Friday November
(the) third
2 half past eight/eight-thirty p.m.
3 Thursday
4 six forty-five a.m.
5 the fifteenth of July/July (the) fifteenth/fifteenth
July
6 the twenty-first of July/July (the) twentyfirst/twenty-first July
Exercise 3, page 12
Students work in pairs to answer the questions
before eliciting answers from the class.
Suggested answers
1 We say: the 22nd of September/September the
22nd (but we write 22nd September/September

22nd)
2 It’s 12.45./It’s a quarter to one.
3 30 days: September, April, June and November
31 days: January, March, May, July, August,
October, December; February has 28 or 29 days.
4 Sunday, Saturday, Friday, Thursday, Wednesday,
Tuesday, Monday
5 I like Thursdays because it’s nearly Friday. July
and August are my favourite months because I
usually go on holiday then.

WORLD TOURISM

Speaking
EXPRESSIONS AND SPELLING

EXTRA ACTIVITY
Write the letters of the alphabet on the board, and
then the phonemic headings. Ask students to copy
the headings and place the letters in the correct
category. You could give the first two or three as
an example. Check answers and then ask
students to practise saying the alphabet.
Answers
/eɪ/: a, h, j, k
/iː/: b, c, d, e, g, p, t, v
/e/: f, l, m, n, s, x, z
/aɪ/: i, y
/əʊ/: o
/uː/: q, u, w

/ɑː/: r
Exercise 4, page 12
Tell students they are going to listen to two
conversations and ask them to tick the expressions
they hear. Play the recording a second time for
students to note the email address. Allow time for
students to compare answers with a partner before
checking answers as a class.
The expressions occur in the following order.
Conversation 1:
Can you repeat that, please?
That’s all one word.
Conversation 2:
That’s all one word.
Double ‘S’
That’s right.
That’s ‘S’ for sugar.
So that’s ...?
The email addresses are:
1
2
Audio script Track 1.6, Exercise 4, page 118
1
A Do you have the email address?
B Yes, it’s information at Rail Europe dot co dot
U-K.
A Sorry, can you repeat that, please?
B Yes, it’s information at Rail Europe. That’s all
one word, all lower case, R-A-I-L-E-U-R-O-P-E
dot co, dot U-K.

A Dot co, dot U-K. Thanks.
2
A I’ve got a gmail address. It’s Annabel Weiss,
that’s all one word and lower case, at gmail dot
com.

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B Do you spell your first name A-double-N-A-BE-L?
A That’s right. And the surname is Weiss, with no
capital letter. W-E-I-double-S. That’s ‘S’ for sugar.
B So that’s Annabel Weiss, all lower case?
A That’s right – at gmail dot com.
Exercise 5, page 12
Students work in pairs, taking turns to spell key
details using expressions from Exercise 4. Discuss
the meaning of: at, dot, hyphen, lower case and
capital letter. Also ask Ss what the following
abbreviations refer to in the context of email
addresses: com (company), fr (France), it (Italy) and
de (Germany), and elicit their own country’s
abbreviation if different.
Students’ own answers.

Listening
A TELEPHONE BOOKING

EXTRA ACTIVITY
Elicit and explain the meaning of the words below
as needed. Then write the following email
addresses on the board. Ask students to work in
pairs and practise saying the email addresses
below using them:
at / dot / hyphen / lower case / underscore / capital
letter
1
2
3
4
Exercise 6, page 13
Tell students they are going to hear part of a
telephone booking and should circle the correct
options. Check answers as a class.
1 30

2 a musical

3 October

Audio script Track 1.7, Exercise 6, page 118
Part 1
R = Reservations, C = Caller
R London Theatre reservations.
C Hello! I’d like to book thirty-four tickets for the
musical, The Lion King.
R Sorry, is that forty-four tickets for The Lion

King?
C No, thirty-four – three, four.
R What day please?
C The 16th or the 23rd of October. Wednesday
afternoon would be good.
R One moment please.

WORLD TOURISM

Exercise 7, page 13
Allow time for students to read the information before
listening and elicit the meaning of performance.
Students listen to part two of the booking and
complete the reservation information, discussing
answers in pairs before going through them as a
class. Check vocabulary, e.g. put through.
1 The Lion King 2 Wednesday 16th
3 2.30 p.m. 4 34 5 £30.50 6 McKenzie
7 Visa 8 9002 9 5021
10
Audio script Track 1.8, Exercise 7, page 118
Part 2
R = Reservations, C = Caller
R The first available date is Wednesday the 16th
of October, starting at two-thirty. Tickets are
priced at thirty pounds fifty.
C Yes, that’s fine.
R OK. Could I have your name for the booking
then, please?
C It’s Vic – V–I–C McKenzie. M-C – that’s with a

small C, K-E-N-Z-I-E.
R So that’s M-C-K-E-N-Z-I and is that E for
Echo?
C Yes, that’s right.
R Can I have your credit card details, please?
C Sure. It’s a Visa card. Number 4-5-9-3, 7-6-8-8,
9 double 0-2, 5-0-2-1.
R 4-5-9-3, 7-6-8-8. Sorry, did you say double 9-02?
C No, that’s 9 double 0-2, 5-0-2-1.
R OK. And your email address, please? So that I
can send you confirmation.
C It’s Victor Mckenzie, at A-C dot U-K.
R Vicmckenzie at A-C dot U-K.
C Actually, it’s Victor, not Vic – V-I-C-T-O-R,
followed by McKenzie, all one word, all lower
case, at A-C dot U-K.
R OK. Can I just check the booking before I put
the payment through? That’s thirty-four seats for
the 16th of October at two-thirty at the Lyceum
Theatre. Is that right?
C Yes.
R OK. We’ll send you an email confirming your
booking, Mr McKenzie. Please bring it with you
when you collect your tickets from the theatre box
office.

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Professional skills
CHECKING AND CONFIRMING DETAILS
Exercise 8, page 13
Refer students to the Professional skills box and ask
them to complete the expressions for checking and
confirming details. Students then check their answers
in audio scripts 1.7 and 1.8 on page 118.
1 Is 2 Sorry 3 check 4 right
6 confirming 7 Three 8 not

5 That’s

Speaking
TAKING DETAILS ON THE TELEPHONE
Exercise 9, page 13
Put students into pairs and allot roles A and B. Allow
time for students to read their information. Monitor
conversations during the activity, making notes of
good language use and other points to mention
during feedback. Round up by asking how the
roleplays went.

Homework suggestions
• Students write down a mix of ten dates, names,
addresses and email addresses. In a subsequent
lesson, they take turns to dictate their ten pieces of
information to a partner, checking spelling with
each other afterwards.

• Students work in pairs to write a short telephone
conversation where a customer is making a
booking and the person taking the booking is
checking their details. Encourage students to use
expressions from the Professional skills box on
page 13. In a subsequent lesson, allow time for
students to practise their conversations before
choosing a few pairs to present theirs to the class.
Photocopiable notes 1.2 (page 107)
Can I check ...? (Game page 109)

See Pairwork files.

Writing
CONFIRMING A BOOKING
Exercise 10, page 13
Find out how often students email in English and
what types of emails they have written. Explain that
they are going to write an email to confirm the
booking made in Exercise 9 and refer them to the
model on page 99 of the Writing bank. If time is
limited, students could finish their email for
homework.
Writing model
Dear Mr McKenzie,
Thank you for booking with London Theatre
Reservations. Here are your booking details:
Name of show: The Lion King
Date: Wednesday 16 October
Time: 2.30 p.m.

Theatre: Lyceum Theatre, London
Number of tickets: 34
Ticket price: £30.50
Total payment: £1,037.00
Name of payee: Mr. Victor McKenzie
Payment method: Visa
Credit card number: 4593 7688 9002 5021 Email
address:
Please remember to bring this confirmation with your
credit card when you collect the tickets from the
theatre box office. Thank you.
Best regards,
London Theatre Reservations

WORLD TOURISM

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CASE STUDY
MAKE THE RIGHT
BOOKING
CASE STUDY MENU
Refer students to the lesson’s aims and objectives
before focusing their attention on the map and
photos. Ask students what they know about Peru (or
South America) and find out if anyone has ever been

there.
Exercise 1, page 14
Allow time for students to look at the information and
discuss their ideas in pairs before opening the
discussion to the class.
Students’ own answers.

Customer profile
Exercise 2, page 14
Tell students they are going to listen to a phone call
and complete a customer profile. Allow time for them
to read the profile before playing the recording. After
listening, encourage students to compare answers
with a partner before going through them with the
class. Check vocabulary, e.g. combine, budget,
culture.
1 Bradford 2 Peru 3 Machu Picchu
4 Lake 5 his sister
6 Friday 16 August – Friday 25 August
7 1,200 8 ac.uk
Audio script Track 1.9, Exercise 2, page 119
G = Gabi Werner, M = Mark Bradford
G Hello, CSAM Travel, Gabi speaking. How can I
help you?
M Hi, I’m phoning about holidays to Peru.
G Are you interested in a package with flights and
accommodation?
M Yes.
G And do you have an idea of what you’d like to
do?

M Well, I’m travelling with my sister. We both like
trekking so we would like to do the Inca trail. And
visit Machu Picchu. And maybe the Amazon.
G I see. I’m sure we can help. But first, can I
have your name please?
M It’s Mark, Mark Bradford. That’s B-R-A-D-F-OR-D.
G B-R-A-D-F-O-R-D, thank you. So, when are
you planning to travel, Mark?

WORLD TOURISM

M Around the 16th of August. Can you give me
some idea about prices?
G Yes, but can I check – what kind of budget do
you have?
M About $2,500.
G Well, for example, we have a one-week
package including return flights to Cusco, which
includes trekking on the Inca trail and Machu
Picchu for $1,050 per person.
M One week isn’t much time. We want to get a
feel for the local culture.
G Let me see, ten days. There’s our Peru special
for 1,200 US dollars.
M So that’s $2,400 for two. That sounds good.
Does it include Lake Titicaca? We really want to
go there.
G No, I’m sorry, it doesn’t. But you can combine
tours.
M OK, great!

G And can I check your travel dates, Mark? Did
you say Friday the 16th of August?
M 16th of August, yes.
G Returning on the 25th of August?
M Yes, that’s fine.
G Great. And can I have your email address
please?
M It’s Mark, dot, Bradford, at Leeds dot A-C dot U-K.
G A-C dot -U-K. OK; I’ll send you the details for a
ten-day package, Mark. I’ll also send you
information about our one-week and two-week
tours, so you can compare tours and prices. All
right?
M Sure. Thanks.

Choosing a package
Exercise 3, page 15
Refer students to the holiday package texts and ask
them, in pairs, to decide which would suit Mark best,
based on his customer profile. Elicit answers from
the class and encourage students to explain their
choice of packages. Check vocabulary, e.g. sacred,
combine, home stay.
Package choice: ‘D’ Peru Special
Mark wants to go for ten days, visit Machu Picchu
and do an Amazon tour. It doesn’t include Lake
Titicaca but it’s within his budget.
Travel dates: Friday 16 August–25 August
Total cost: US $2,400 for two

TASK
Exercise 4, page 15
Explain that Gabi, who works for CSAM Travel in
Mexico City, has called Mark again and ask students
to note any changes made to his booking. After

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listening, allow time for students to compare answers
in pairs before going through them as a class.
Mark now has an extra US $1,000 for his travel
budget. He would like to book the jungle tour and
extend his vacation by five days.
Audio script Track 1.10, Exercise 4, page 119
G = Gabi Werner, M = Mark Bradford
M Hi!
G Hello, It’s Gabi here. I’m phoning about your
booking.
M Hello Gabi! Did you get my message? I have
another $1,000 for our budget, so we’re now
thinking of going for two weeks.
G Two weeks? That’s great, Mark. I can
recommend the Incan Wonders package. It
includes five days trekking and a five-day jungle
tour.
M Yes, that’s one option. But does it include

sand-boarding? I’d love to try that!
G No, it doesn’t but we can customize your
package. If you go sand-boarding in Huacachina,
it’s only four hours from Lima.
M I see it includes the ancient lines in Nazca.
G Yes, you can see the ancient lines in the desert
from a plane. It’s wonderful.
M But my sister is interested in the mountain train
ride that goes from Huancayo to Lima. I hear it’s
amazing.
G Yes, it is but it’s a long trip. And you can only
go at weekends.
M Oh, well we can’t decide. What do you
recommend, Gabi?
G First, can I check – are you now planning to
travel the last two weeks in August?
M Yes, that’s correct. But remember, we’re very
interested in meeting local people and getting to
know the culture.
G OK, Let me check the details of a two-week
vacation and I’ll phone you back.
M Thanks, Gabi.
Exercise 5, page 15
Focus students’ attention on the optional tours and
allow them time to read through them before they
listen to the conversation again. After listening,
students discuss in pairs which optional tour he
should choose. Round up eliciting ideas and asking
students to explain their choice of tour.

(His sister is interested in the mountain train from
Huancayo to Lima, but the travel consultant says
it’s a long trip and you can only go at weekends.)
Exercise 6, page 15
Put students into pairs and allot roles A and B. Allow
time for students to read their information and help
with vocabulary as it arises. With a weaker class, ask
As and Bs to prepare together before returning to
their original pair. Monitor the conversations, note
good language use and other points to mention
during feedback. Round up by discussing the
roleplays and eliciting the total cost of Mark’s trip.
If your students are thinking of taking the LCCI Level
1 Certificate in Spoken English for Tourism, remind
them that in the exam they will be expected to
describe different types of travellers and tourists, and
explain their reasons for travelling.
See Pairwork files.
POSSIBLE OUTCOME
At first the best package for Mark is the Peru
Special (option D) because he wants to go for ten
days, go trekking, visit Machu Pichu and the
Amazon, and it is within his budget of US $2,500.
Mark also wants to visit Lake Titicaca but it isn’t
included in this tour. He then has an extra US
$1,000, which means they can go for two weeks.
The total cost of the booking should be within
Mark’s budget of US $3,500 for two.
Main points to consider:
• New travel dates are 16–30 August.

• Flights, transfers, guides, accommodation (but
not in Huacachina) and breakfast and dinner
are included in the package.
• The Peru Special has a more challenging trek,
so it’s a better package for them.
There are two possible final package options.
Both cost the same but the second option is better
for Marks’ needs:
• A, Incan Wonders (15 days) at US $1,700 pp,
and sand-boarding at US $40 pp. Total cost:
US $3,480.
• D, the Peru Special (ten days) at US $1,200
pp, combined with option C Andean
Adventures (four days) at US $500 pp
including home stay accommodation at Lake
Titicaca, plus sand-boarding at US $40 pp.
Total cost: US $3,480.

Suggested answer
Mark can now go for two weeks, so the best
package is Incan Wonders. Mark also wants
to go sand-boarding and he has enough money to
book this optional sand-boarding tour.

WORLD TOURISM

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Confirming a booking
EXTRA ACTIVITY
Find out if students have written emails in English
before and then refer them to tips for writing
emails on page 99 of the Writing bank. Go through
the tips before focusing students’ attention on the
email confirming a booking (at the bottom of page
99). Go through the email discussing how it is
organized and useful language.
Exercise 7, page 15
Explain to students they are now going to write an
email to confirm Mark’s booking, namely to confirm
travel dates, the names of the vacation package(s),
any optional tour(s) and costs. Tell students to begin
their message with Thank you for booking with
CSAM Travel. I’m writing to confirm the details of
your booking ... Help students get started with their
emails and if time is limited, ask them to finish their
emails for homework. With a weaker class, students
could work in pairs. They can invent any extra
information they wish.

UNIT 1: KEY WORDS
Highlight the key words box and elicit definitions for a
selection of the words as well as parts of speech.
Check on syllable stress, parts of speech and
pronunciation as needed. Suggest students use the
DVD-ROM Mini-dictionary for further self-study.

Homework suggestions
• Students choose one of the four packages from
Exercise 3 and write a paragraph explaining why
they would choose that package (100–150 words).
• Students choose ten of the key words given at the
end of the lesson and write a sentence of their
own using each one.

Writing model
Dear Mark,
Thank you for booking with CSAM Travel. I’m
writing to confirm the details of your booking for
Peru. Your travel dates are 16–30 August. Your
booking for two people includes a three-star hotel
in Lima, home stay accommodation in Lake
Titicaca and a jungle tour in the Amazon. Please
see the attached details.
Here is your flight information with Aeromexico:
Depart MEX (Mexico City) 2.55 p.m.
Arrive LMA 8.45 p.m. (duration 5 h 50 m)
Please also find attached details of your airport
transfers, internal flights and tour information.
The total cost of your booking is US $
(about $4,500) including VAT, the Inca trail hiking
tour and the four-day jungle tour in the Amazon.
We accept payment by credit card or bank
transfer. Feel free to contact me if you have any
more questions.
Best wishes,
(Your name)

WORLD TOURISM

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2

JOBS IN TOURISM

UNIT MENU
Grammar: present simple and continuous
Vocabulary: working conditions and salaries, qualities and skills, hotel jobs
Professional skills: covering letters
Case study: choose the right person for the job

Aims and objectives
In this lesson students will:
• read about working conditions in the tourism
industry
• listen to tourism professionals talking about their
jobs
• discuss the qualities and skills they need for
their career in tourism

Reading
WORKING CONDITIONS IN TOURISM
Exercise 1, page 16

Find out who works or would like to work in tourism
before focusing students’ attention on the article.
Help students with vocabulary as needed but tell
them all words in bold will be covered in the next
exercise. Encourage students to compare ideas
with a partner before eliciting them from the class.
Check vocabulary, e.g. varied, flexibility, salary.
Advantages:
• interesting and varied work
• people-focused
• opportunity to meet and help people from all
over the world
• every day is different
• flexibility of hours
• on-the-job training
• opportunities for fast promotion
• possibility of long-term career
• (with a university degree) you move more
quickly into a management position
Disadvantages:
• seasonal work
• short-term contracts
• hours are sometimes long and hard
• temporary option
• working shifts and weekends
• low-paid at the start
Exercise 2, page 16
Students match the words in bold to their opposites.
With a weaker class, suggest they do this in pairs
before eliciting the answers as a class. If your

students are thinking of taking the LCCI Level 1
Certificate in Spoken English for Tourism, remind

JOBS IN TOURISM

them that they must be familiar with specialized
language, e.g. language relating to working
conditions in tourism and job adverts, as covered in
this lesson.
1 part-time 2 temporary 3 low-paid
4 long-term 5 seasonal 6 shifts
Exercise 3, page 16
Go through the jobs in the box, checking students
can pronounce each one. Students then match the
jobs to the sector, adding an extra two jobs to each
sector. Allow time for students to discuss ideas in
pairs before checking answers as a class. Elicit a
definition for each job, if time.
1
2
3
4

Food and beverage: restaurant manager, waiter
Accommodation: concierge, hotel receptionist
Transportation: flight attendant, pilot
Recreation and entertainment: entertainer,
outdoor adventure guide

EXTRA ACTIVITY

Students choose six of the jobs in Exercise 3 and
write a sentence or sentences to describe them,
using the expressions below to help them.
Students compare answers in pairs before class
feedback.
entertains / is responsible for / looks after /
manages / works in / works at / works for
e.g. A concierge works in a hotel. He/she looks
after guests and answers their questions.

Listening
PERSONAL QUALITIES AND SKILLS
Exercise 4, page 17
Focus students’ attention on the three photos and tell
them they are going to listen to each person talking
about their job. If useful, go through the qualities
checking meaning and pronunciation. Students
match the qualities and skills to each person’s job,
discussing ideas with a partner before class
feedback.

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1 travel agent: organized and communicative
2 flight attendant: customer-focused and efficient
3 tour guide: energetic, enthusiastic and

entertaining
Audio script Track 2.1, Exercise 4, page 119
1
Well, first of all, you need to have excellent
customer service skills because you spend all day
talking to customers. Being organized is essential
and you also need to be very communicative. You
can’t be afraid to speak to people, if it’s a tour
operator, a hotel, an airline or if it’s a customer in
the shop. You have to speak to everyone on every
level. You also need good sales skills to sell
holiday and travel products to customers. And, of
course, good IT skills are essential to find
information and make bookings online.
2
You have to be customer-focused and efficient.
And you have to stay calm and be patient when
passengers are worried or angry about
something. Being a good communicator who can
interact well with people from different cultures is
essential. You have to be a good team worker,
too. Basic first aid and medical skills are
important.
3
I think when people pay for a tour they are really
paying for the personality. I call it ‘the three E’s’:
somebody who’s energetic, enthusiastic and
entertaining. You have to have a passion for
people and you need to be energetic because
your job is about helping people to have fun. On a

practical level, good organizational skills and
languages help. I love it – every day is different.

EXTRA ACTIVITY
Refer students to audio script 2.1 on page 119 and
ask them to underline all the useful adjectives to
describe personal qualities. Students make a list of
the words in the scripts that can go with skills.
Discuss answers in pairs before class feedback.
Exercise 5, page 17
Students complete the job descriptions using the
words given. This could be done alone or in pairs. Go
over answers with the class.
1 customer service 2 sales 3 IT
4 communicator 5 team 6 first aid
8 fun 9 organizational

7 passion

Exercise 6, page 17
Tell students they are going to hear further
information about each job and ask them to make
notes. Allow time for students to discuss ideas before
opening the discussion to the class. Encourage them

JOBS IN TOURISM

to explain their choice re: the best job. Check
vocabulary, e.g. discount, tip.
1 Travel agent

• salary: low (over $30,000)
• working conditions: long hours (40 hour weeks);
good benefits
2 Flight attendant
• salary: good (over $38,000) – can increase by
$3,000–$8,000 a year by doing extra flights
• working conditions: flexible working hours;
discounts on flights
3 Tour guide
• salary: low ($23,000) but good tips from
customers
• working conditions: long working hours (14–15
hours/day); travel to exotic locations for free;
meals, accommodation, transport are free; good
tips
Audio script Track 2.2, Exercise 5, page 119
1
In the USA, travel agents on full-time contracts
can earn between $24,000 and $38,000 a year
before tax. The salary depends on your
experiences, sales skills and the size and location
of the agency. I work in a large travel agency in
San Francisco and my annual salary is over
$30,000 now, for a 40-hour week working Monday
to Friday. The salary is low but I also get travel
benefits, such as discounts on holidays and free
trips with airlines and cruise companies if I sell a
package to a group.
2
The working hours are very flexible. I often work

weekends and holidays and I’m away from home
for days. I usually fly 70 hours a month and work
another 40 hours on the ground. My salary is
about $3,200 a month – that’s over $38,000 a
year. And I can increase my pay by $3,000 to
$8,000 a year by doing extra flights. And my
family and I get big discounts on flights.
3
When I started working as a tour guide, I earned
$8 per hour. Now I have a contract and I make
$23,000 annually. The pay is low but I travel to
exotic locations for free. The working hours can
be long on a tour – sometimes I work 14–15 a
day. A big advantage is that all my meals,
accommodation and transport are free. And my
customers usually give tips. The last tour I
worked, I made $250 in tips in just five days!

EXTRA ACTIVITY
Students discuss in pairs which hotel jobs they
have done or which they think would be interesting
and why.

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A DAY IN THE LIFE

Speaking
THE SKILLS FOR THE JOB
Exercise 7, page 17
Students discuss the questions in pairs. Round up by
eliciting ideas.
Students’ own answers.

RESEARCH
JOB ADVERTS
Go through the task with the class. In a
subsequent lesson, allow time for students to
present their findings either in groups or to the
class.
Homework suggestions
• Students choose five hotel jobs from Exercise 1
(including additional ones given) and choose three
personal qualities or skills to go with each job. In a
subsequent lesson, students discuss their ideas in
pairs or groups before class feedback.
• Students choose three hotel jobs (from the
additional ones given in Exercise 1) and write a job
description for each one, using those from
Exercise 5 as models (30–50 words per job
description).

Aims and objectives
In this lesson students will:
• read an article on the day of the life of a hotel
manager

• study the present simple and continuous
• do an activity where they ask questions to find out
each others’ job

Reading
YOU NEVER STOP LEARNING
Exercise 1, page 18
Find out if students agree with the reading title before
asking them to complete the description. Encourage
students to compare answers in pairs before going
through them with the class. Elicit other hotel jobs
and their descriptions, writing them on the board as
needed. This could be a good opportunity to build
vocabulary and check on pronunciation.
1 food and beverage manager
2 front office manager
3 hotel receptionist
4 executive chef
5 executive housekeeper
Suggested answers for other hotel jobs
general manager, housekeeper, bellhop/bell boy,
porter, concierge, maintenance engineer, gardener,
pool attendant, accountant, work in marketing or
sales, waiter/waitress, restaurant manager, prep
cook, sous chef, chef, etc.
Exercise 2, page 18
Students read the article to find out what Nathan
Wilson’s job is. Elicit the answer from the class and
ask for clues to the answer from the text. Check
vocabulary, e.g. deal with, recruit, negotiate.

Front office manager
Exercise 3, page 18
Ask students to read the text again and complete
Nathan’s profile. Allow time for them to compare
answers in pairs before going through them with the
class.
1 twelve front office staff 2 shifts 3 guests
4 corporate clients 5 hospitality 6 prep cook
7 sous chef 8 executive chef
9 cooking and travel
10 to become a General Manager of one of the
Bouvier Hotels and work abroad

JOBS IN TOURISM

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Grammar
PRESENT SIMPLE AND CONTINUOUS
Exercise 4, page 19
Focus students’ attention on the Grammar box. Allow
them time to read through the information and ask
any questions before reading the text. Round up by
asking what Nathan is currently working on.
He is helping to develop a new online promotion.

EXTRA ACTIVITY
Refer students to pages 112–113 of the Grammar
reference and go through the information
explaining the present simple and continuous.
Highlight the different forms (positive, negative and
question) and draw attention to the use of adverbs
of frequency with the present simple and stative
verbs with the present continuous. Allow time to
discuss the examples given and any questions
students might have. Provide additional examples
as needed.

EXTRA ACTIVITY
Students decide which of the following verbs are
stative:
like, give, want, catch, deal, prefer, wake, fall,
taste, hit, imagine, cost, suppose, believe, let,
think, belong, understand, spill, tell.
Answers
like, want, prefer, imagine, cost, suppose, believe,
think, understand.

4 The building (maintenance) manager looks after
the building. At the moment he’s/she’s supervising
some repair work.
5 The waiter waits at tables. At the moment he’s
taking a lunch order.
6 The bell boy helps guests with luggage. At the
moment he’s carrying a heavy bag.

Speaking
20 QUESTIONS GAME
Exercise 7, page 19
Put students into pairs and allot roles A and B. If
useful, provide an example to demonstrate the
activity. Monitor students during the activity, noting
good questions and points to focus on during
feedback. Round up by finding out who managed to
guess their partner’s job and what it was.
Homework suggestions
• Students choose five hotel jobs (from the
additional ones discussed in Exercise 1) and write
ten sentences using the present simple and
present continuous, using those in Exercise 6 as
examples.
• Students write a short blog article explaining what
they do in their job and what they are doing at the
moment. In case they do not have a job, they
could write about someone else they know (100–
150 words).
Photocopiable notes 2.1 (page 111)
What’s my job? (Card activity page 112)

Exercise 5, page 19
Students complete the sentences using the correct
present tense. Allow students time to compare
answers in pairs before going through them with the
class.
1 ’m training 2 ’m helping them 3 ’s 4 ’m
5 showing 6 works 7 ’re finding 8 use

9 ’m planning 10 don’t 11 take 12 ’m
13 knows
Exercise 6, page 19
Refer students to the example and ask them, either
alone or in pairs, to make sentences using the
prompts given. Elicit ideas, writing them on the board
and discussing any problems with tense usage.
Suggested answers
2 The receptionist works on the front desk. At the
moment, he’s/she’s checking in a group of 25.
3 The executive housekeeper supervises cleaning
staff. At the moment he’s/she’s inspecting all the
bathrooms.

JOBS IN TOURISM

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PROFESSIONAL
SKILLS
COVERING LETTERS
Aims and objectives
In this lesson students will:
• read job advertisements
• listen to a human resources manager discussing
the experience, skills and qualities needed for

different jobs
• focus on the professional skill of writing a covering
letter

Reading
JOB ADVERTISEMENTS

FACT FILE
The Republic of Macedonia is located in the region
known as the Balkans in Southeast Europe. It was
part of the former Yugoslavia and is land-locked,
sharing borders with Kosovo, Serbia, Bulgaria,
Greece, and Albania. Its capital is Skopje.
Exercise 1, page 20
Focus students’ attention on the photo and logo, and
ask if anyone has ever visited Macedonia and what
they know about it, e.g. which countries it borders.
Students then complete the job adverts using the
correct expression. Encourage them to use a
dictionary to check new language. Allow time for
students to compare answers in pairs before going
through them with the class.
1 positions 2 curriculum vitae (CV)/resumé
3 flexible 4 Team 5 training 6 skills
7 management 8 experience
Exercise 2, page 20
Students work in pairs to discuss which job they
would prefer and why before their ideas are shared
with the class.
Students’ own answers.

Listening
SKILLS AND QUALITIES
Exercise 3, page 20
Tell students they are going to listen to the Human
Resources Manager at Fun Parks talking about the
jobs advertised. After listening elicit which job she
mentions first. Check vocabulary, e.g. crisis, relevant,
supervise.
She talks about the Restaurant Manager job first.

JOBS IN TOURISM

Audio script Track 2.3, Exercise 3, page 119
1
We’re asking for a recognized qualification in
hospitality for this position and, as the
advertisement says, you need at least two years’
relevant experience. It gets really busy in the high
season, so we need a person who is wellorganized and can stay calm in a crisis.
Obviously, you need excellent customer service
and people management skills to deal with both
customers and staff. Since we have a lot of
international customers in the restaurant, we need
someone who can speak good English and at
least one other European language.
2
You don’t have to have any particular
qualifications to apply for this position but if you
have experience supervising kids and enjoy

working with children, then this will be an
advantage. As it says in the advert, we need
people with language skills who can work well in a
team. But above all, it’s a job about helping
people to have fun, so the really important thing is
to be energetic and enthusiastic. Basic first aid
and medical skills would be extremely useful.
Exercise 4, page 20
Students listen again, making notes about the
experience, skills and qualities each job requires.
Allow time for students to compare answers with a
partner before eliciting them from the class.
Suggested answers
Restaurant manager:
• Experience: at least two years’ relevant
experience
• Skills: excellent customer service and people
management skills; someone who can speak
good English and another European language
• Qualities: someone who is well-organized and can
stay calm in a crisis
Children’s recreation supervisor:
• Experience: experience of supervising kids an
advantage
• Skills: someone with language skills who can
work well in a team; first aid and medical skills are
very useful
• Qualities: someone who is energetic and
enthusiastic

Reading
COVERING LETTERS
Exercise 5, page 21
Briefly find out what types of letters students have
written in English and if they have ever applied for a
job in English. Elicit what information a covering letter
might include and refer them to pages 96–97 of the

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Writing bank to check. Spend time going through the
example and advice given for both covering letters
and CVs, highlighting the useful expressions given at
the bottom of page 97. After this ask students to read
the letter on page 21, before asking what job is being
applied for.
Miroslav is applying for the position of Children’s
Recreation Supervisor.

EXTRA ACTIVITY
Students discuss the CV guidelines given on page
97 of the Writing bank and explain what
information is normally given on a CV in their own
country, and how it might be organized. For
homework, students could prepare a two-page
version of their CV.

Professional skills
WRITING A COVERING LETTER
Exercise 6, page 21
Refer students to the Professional skills box and ask
them to complete the letter using the expressions.
Allow time for them to compare answers in pairs
before discussing them as a class. You might want to
ask different students to read out parts of the letter to
check on pronunciation.
Dear Ms Isabela Monti,
1
I am writing to apply for the position of
Children’s Recreation Supervisor 2as advertised
on your website on 15 October. I am very
interested in working for Fun Parks because I
enjoyed the Pirate Park very much when I visited
it recently with a group of children.
At the moment I am studying for a diploma in
Tourism management at the University of
Macedonia. I am in my first year, although 3I have
two years’ experience in working for an afterschool club. 4My responsibilities include
organizing activities and excursions for young
children. Please 5find attached a copy of my
CV.
My supervisor says I am sociable, hard-working
and creative. 6In addition, I am enthusiastic and I
work well in a team. 7As you can see from my
CV, I speak English and many Eastern European
languages fluently.

If you are interested in my application, 8please do
not hesitate to contact me regarding a possible
interview. 9I look forward to hearing from you.
10
Yours sincerely,
Mirsolav Wasilew

JOBS IN TOURISM

FACT FILE
A good way to remember which formal letter
openings and endings go together is to think of the
‘one S only’ principal.
If you begin a letter Dear Sir/Madam, you end it
Yours faithfully.
Likewise, if you begin Dear Mrs Jones, you end
Yours sincerely.
Exercise 7, page 21
Tell students they are now going to write a covering
letter for the other job advertised. Remind them to
use the models in Exercise 5 and in the Writing bank
on page 96 to help them. Encourage students to
make notes before writing and help as needed. With
a weaker class, students could work in pairs. If time
is limited letters could be completed for homework.
Writing model
Dear Sir/Madam,
I am writing to apply for the post of Restaurant
Manager as advertised on the website Europe –
T&T Jobs on 15 October. I am very interested in

working for Fun Parks because I think it is an
exciting, dynamic organization and I would like to
be part of your team.
I have a diploma in Hospitality Management from
the University of Madrid. In addition, I have two
years’ experience in working in Food and
Beverages Management. My past responsibilities
include organizing bar and restaurant staff in a
busy holiday resort on the Costa Dorada. Please
see my attached CV for more details and
references.
As you can see from my CV, communication and
organizational skills are my main strengths and I
always enjoy learning new skills. I consider myself
hard-working, enthusiastic and I am good at
staying calm under pressure. I speak fluent
Spanish and English, and some Italian and
French.
I am available to start work immediately. Please
do not hesitate to contact me if you would like
more information. I look forward to hearing from
you regarding a possible interview.
Yours faithfully,
(name)

Speaking
INTERVIEW QUESTIONS
Exercise 8, page 21
Find out when students last had an interview. Explain
they are now going to listen to some interview

questions and ask them to note them down. After
listening, allow time for students to compare answers
in pairs and to discuss further questions, before

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going through ideas as a class. Write additional
questions on the board. See audio script 2.4 for
questions.
Suggested answers
• Why do you want to leave your present job?
• Are you prepared to work weekends/long
hours?
• Where did you study/train?
• What qualifications do you have?
• Do you have any relevant experience?
• Can you give me an example of when you
worked well in a team?
• What did you enjoy the most/least about your
last job?
• Can you describe yourself using three positive
adjectives?

• Students write about their experience, skills and
qualities and what they consider their key
strengths and weaknesses are. Ask them to also

say what job they have (or would like to have) and
what they (would) enjoy about it (150–200 words).
Photocopiable notes 2.2 (page 110)
Let’s talk about your job (Card activity page 112)

Audio script Track 2.4, Exercise 8, page 120
1 Why do you want to work for us?
2 What do you know about our company?
3 Are you good at working in a team?
4 What are your strengths and weaknesses?
5 Do you have any management experience?
6 Why do you want to leave your present job?
7 Are you prepared to work long hours?
8 What would you like to do in five years’ time?
9 Why should we hire you?
10 When can you start?

EXTRA ACTIVITY
Students consider what, apart from the words
spoken, is important in an interview situation,
before sharing ideas as a class. During feedback,
elicit and discuss any cultural differences
regarding dress or body language.
Suggested answers
eye contact, facial expressions, posture, gestures,
clothing, etc.
Exercise 9, page 21
Students work in pairs, taking turns to read each
other’s covering letters, noting questions to ask, and
then interview each other for the job. Focus on how

to begin the interviews before they start the activity.
Homework suggestions
• Ask students to find an advert for a job they are
interested in (alternatively provide them with one)
and to write a covering letter for it (150–200
words). Remind them to use words and phrases
from the lesson.

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CASE STUDY
CHOOSE THE RIGHT
PERSON FOR THE
JOB
CASE STUDY MENU
Refer students to the lesson’s aims and objectives
before focusing their attention on the photos and
eliciting what they show.

Exercise 3, page 23
Students now listen to a third candidate and
complete her profile, checking answers with a partner
before going through them with the class. Check on
the meaning and pronunciation of potentially new

vocabulary, e.g. creative and supervise.
1 energetic and enthusiastic, creative, calm and
patient
2 degree in tourism
3 three years on cruise ships, organizes and
supervises various activities for children and
teens, helps with adult activities, e.g. hosting
karaoke

Assistant Cruise Director

Audio script Track 2.5, Exercise 3, page 120

Exercise 1, page 22
Ask students to work in pairs and to read the advert,
listing the experience and personal qualities needed
for the job. Round up by discussing answers as a
class. Check vocabulary, e.g. motivated,
(dis)embarkation, interact.

I started working on cruise ships three years ago
when I finished my degree in tourism. I only
planned to do a six-month contract to get some
work experience but I had so much fun I decided
to stay. One thing that really surprised me was the
variety of jobs available on-board and how many
opportunities there are. I love being part of the
entertainment staff. You have to work very long
hours – sometimes twelve or fifteen hours a day
but I’m a very energetic and enthusiastic person

and I love working with people of all ages. In my
present job, I work mainly with children and
teenagers. I organize and supervise various
activities for them. You have to be very creative
and very calm and patient in this job. I also help
with the entertainment and activities for adults.
And last night, I hosted the karaoke. Now I’d like a
job with more responsibility and career prospects.

Experience: Experience working with large groups
of people and public speaking skills. Minimum two
years’ experience in public relations,
entertainment, recreation or guest services.
Personal qualities: Motivated; strong
organizational skills; ability to interact with people
of all ages.

Candidate profiles
Exercise 2, page 23
Focus students’ attention on the candidate profiles
and explain that these people have both applied for
the job advertised. Allow time for students to read the
information before discussing as a class whether
they are strong candidates or not, and why.
1
2
3
4

5

6
7
8

Shore Excursion Manager
outgoing, hard-working and flexible
customer service skills training at hotel
worked on the front desk at a hotel, receptionist
on a cruise ship for two years, current job in
Entertainment Department: promoting and selling
excursions, giving presentations, supervising the
shore excursion staff and accounts
singer, musician and DJ (seven years)
extrovert, friendly, enjoys entertaining people
no formal training after the age of 15, speaks
English, Italian, Spanish and is studying French.
worked in a gift shop, sixteen years’ experience
as an entertainer, helps the cruise director to
organize the entertainment program and hosts
activities. Good language skills.

JOBS IN TOURISM

Exercise 4, page 23
Students decide in pairs or small groups the most
suitable of the three candidates for the job.
Encourage them to note their reasons and round up
by finding out which candidates were chosen and
why. Depending on the answers given, you may wish
to get the class to reach a consensus over which

candidate to choose.
Students’ own answers.

TASK
Exercise 5, page 23
Refer students to the interview questions and allow
students time to read them before listening. Students
compare answers in pairs before going through the
questions and answers as a class. If useful, refer to
the audio script.
1 want this job 2 languages 3 speak 4 like
5 dislike 6 guest entertainment 7 offer you

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