HIGH SEASON Ney ase eco meraTel Tourist Industry TEACHER'S BOOK Keith Harding & Paul Henderson OXFORD UNIVERSITY PRESSHigh Season English for the Hotel and Tourist Industry Teacher’s Book Keith Harding & Paul Henderson Oxford University PressOxfeed Univerity Press ‘Geea: Clarendon Steet, Oxford OX2 6DP Onfeed New York Athens Auckland Bangkok Hogots Buenos Aes Cleats Cape Tews Chetnat Dar es Salam Delhi Horenee Hong Kong. Itanbul Karachi Kaa Lampur Madid Malbeutre. Mesio Ciy ‘Mamabat Naitobi Pais Sio Paulo Singapere Taipsi Tokyo Torosto Warsaw and asocined companies in Berl. fered and Orford Engl ae wade ras of (Oxherd Univeniy Pes ISBN 0 19491307 6 {© Oxford Univenicy Pres 199 Fst published 1994 Bh impression 2009 ‘No ananthorized photocopying Al righ resered No par of ils publication may be reproduced or in a etal sytem, or eazemtel in any form of by ay Ineans, electronic, mechanical, photocopying. recording o obec ‘ithout the poor writen persion af Onfed Uriveniny Pre “This book i sldsutjoct othe condition that it sall no, by way of| tude or otherwise be let eed, hited out or otherwise citulted srithous the pubes pele censen in any form ef binding ot coer (he han that in which ee publehed and withowe a simile andi including hi condition being imposed onthe subsequent purchaser. Haran by: ‘Michael Hil page 34 Typeset in Adobe G:tamonl and Menowype Gil Sans ince in Hong Kong,Contents page Introduction iv Unie 1 l Unit 2 5 Unie 3 10 Unie 4 14 Unies 18 Unie 6 23 Unic7 27 Unic8 32 Unic9 36 Unie 10 40 Unie 11 44 Unie 12 49Introduction About the book High Seasons designed for people who need to improve their English because they are training to work or arealready working in the hotel industry or associated tourism industries. It assumes that students already have at least a good basic knowledge of English, and employs a topic/function-based approach to enable students to extend and improve this knowledge within the context of their vocation, High Season's designed to fit different teaching simations and different teaching styles. Ie uses a communicative approach, It can be used with multilingual and monolingual groups, and on short intensive courses as well as with longer, less intensive classes run once or twice a week. It can be used with adults who have some experience of hotel work and with students who have no experience. The notes in this Teacher's Book are designed to help teachers adapt and mould the material in che Student’ Book tosuit cheir own classes. Skills work All units contain a variey of listening, speaking, reading, and writing activities developed around authentic reading and listening texts from a wide range of sources. In more difficult passages, care has been taken to grade the tasks rather than incerfere with authentic language. ‘The range of wext-types reflects the variety of materials o which those working in the hotel industry are exposed: from formal leccers and faxes to computerized billsand rooming lists. The equally varied tasks help to make the source material accessible to the students and allow them to develop the sub-skills detailed in the reaching notes. iv Extra activities are often suggested, allowing teachers toakter the balance of skills to suit the requirements of theie particular students. Recognizing and using appropriate styles and register are especially importantin the context of hotel work. This course provides ample opportunity to practise these skill. Word study A considerable amount of new vocabulary is introduced through che source maverials. Each unit contains a Word study section to focus on one area or more in detail.” The Vooubulary section at the end of cach unit contains a glossary of the key words and expressions encountered in the unit. These providea useful learning and teaching 2id, bur can also be used as the basis for regular testing activitis, Language study High Season has a copic/function-based syllabus, It does not provide a strictly graded grammar syllabus. ‘The aim of the Language study sections isto give practice in language that occurs frequently in the context of horel work. Iris assumed that students will aleeady have met most of the language targeted.* Ifthe teacher decides in certain cases that amore detailed study of presented language is required, then the Language study sections can be supplemented with a good grammar practice book, such as J. Eascwood!'s Oxford Practice Grammar. * The secompanying Workbook provides extended pra of the items studied in these sectionsProject work Teachers are strongly advised to involve their students in the course work ia an active and productive way; so that they can apply what has been learnt immediately and effectively. The Project worksuggestions listed at the end of each unit in the ‘Teachers Book are designed wo help emphasize practical areas of language development and us gathering and processing information, prese: and displaying material and ideas, and using promotion techniques. The success of this part of the course will depend on the motivation and enthusiasm of the students (and teacher). A number of ongoing projects are suggested in the firsc unit, for example, assembling a series of hotel guest profiles for use and reference as the course progresses If these projects are carried out from the sare, they will enrich the ater unies. ‘The exact nature of the projects will depend on the teaching situation ~ most obviously, whether teaching takes placein an English-speaking country or not. Teachers are invited to select, adapt, and develop the suggestions as they feel appropriate.Unit 1 1 Listening [p. 10) Exploit the piceures to elicit some general vocabulary and to get the students ralking about their own likes and dislikes concerning hotels. To prepare for the listening task, they could also look at the six isemsin question 1 and decide which are the most important for them. After they have listened once, the students should be given time to read through the descriptions of the pcople in question 2 before they listen again, > 1 Answers Guest 1 large rooms, good facilites, near the town centre Guest 2 friendly staff, ood facilities Guest 3. small hotels, friendly scafF Guest 4 friendly staf, efficient service > 2 Answers a3 cl b2 44 Extra activity ~ Bring in a numberof pictures of people taken from magazines and ask che students toconstruct a‘profile’ or identity for each of them (name, nationality, job, reasons for travelling and using hotels, character, ete.) — In pairs or groups, students choose a guest profileand decide on his or het likely priorities when staying ata hotel. Keep the pictures and profiles in a cass file ‘or mounted on a notice board for reference at any appropriate point during the course. 2 Language study [p. 11] Giving opinions Note: When asked co think of other ways of giving opinions, students will probably come up with /n my opinion... Thisisine, but can be overused by students ~i¢also has a slightly formal register Encourage use of the four exponents in the Student's Book. The exercise can be done in pairs, with pairs chen reporting cither to the whole class or to another pai. Expressing likes and dislikes There is some room for disagreement here, but generally the order should be: Hove — ing Tenjoy —— ing Tike — Were both fond of — ing I don't mind — ing ’m nor too keen on ——ing I dislike (it when .. 8/9 I hace ——ing/ hate (people who...) 10 Ican't stand — ing Poine out the use of the gerund. Introduce the question What do you think of ..? Students then conduct a class survey by getting up and asking each other about one of the subjects given. Extra activity Scudents look at the guest profiles and imagine their likes and dislikes in the same areas.3 Word study {p. 12) “The main aim of this activity is o get students co think abour the meanings and usage of the words (all of which occur in the texts later in the unit), ‘There are a number of possible groupings (and sub- groupings). Ask students to justify the grouping they have chosen. Here is one suggestion: Facilities in and around a hotelor other accommodation type coffeeshop stables parking fireplace lounge rail golf-couse suite Accommodation types campsite tent cabin Adjectives to describe hotels and their features elegant sturdy simple comfortable splendid attractive rustic elaborate luxurious Words concerning booking and finance rate price reservation fee 4 Reading |p. 12] Show the picture of Yosemite and explain that itis a National Park in an area of outstanding beauty in California. Ask the students what types of accommodation they would expect to find there. Students read the text co extract the specific information needed to complete the grid. Alternatively, divide the class into two groups, A and B, with A reading about the Ahwahnec Hotel and the Yosemite Lodge, and B reading about the Wawona Hotel and camping. The students then form A-B pairs to exchange information and complece the grid. ‘Note: accommodations (US) = accommodation (Brit) > Answers Abwahnee Hotel Facilities Indian Bar room for drinks and splendid Dining Room (reservations required year round) Other ‘most luxurious hotel in Yosemice information rustic Furniture clegane rooms Yosemite Lodge Size 600 roomsand cabins Room pes single/double (no bach) Price $43 cabin (no bath) $40 single/double (bath) $75 cabin (bath) $52 Other near Yosemite Falls information popular ~ reservations should be made farin advance attractive but simple rooms Wawona Hotel Size 104 rooms Room npes single/double(no bath) Price $55 single/double (bat) $74 Facilities. swimming-pool, tennis court, nine-hole golf-course, stables Camping Size 300 campsites all year, 2,000 in summer Room pes Type Acampsites Price $7-$12 Type B campsites $4 Facilities Type A sites: well-defined roads, parking, drinking water, lush toilets, fireplace, table/benches, tent space ‘Type B sites: basic sanitary facilities only, some fireplaces and tables Ovher permits required (with limis) information sives scavteted over 20 campgrounds5 Listening [p. 14] 1 The aim of this listening activity isto extract specific information > Answers Dialogue 1 (Ms Wallace) Date of proposed vise around 20th July for two or three days Number ofpeople «wo Accommodation hotel, not 100 luxurious but requirements with private bathroom Address 14 Station Road, London N6 Dialogue 2 (Mr Curtis) Date of proposed visit lace July, early August Number ofpeople — four Accommodation camping requirements Address Flat 2, 36 Wood Lane, Bristol 2. The three expressions not used in the dialogues are a,c, and €, Of the expressions which are used, get the students co identify which ones are used by the caller and which are used by the Travel Bureau, then repeat and practise them as. necessary ~ they will be needed in 6 Speaking. 6 Speaking [p. 14) Make sure the students have time to fill in che table before they begin the conversation. For further practice, students could take on the identity of one of the hotel guests profiled at the start of the unit. 7 Reading |p. 14] Start by asking the students to predict some possible answers by looking ac the picture. ‘The aim of this reading activity is to develop students’ ability to extract specific information from a text, Exercise 2 aims to get students thinking about the appeal and target of different reets, > 1 Suggested answers a size and location right next co the beach afew minutes’ walk from the resort centre bus ride from Heraklion spacious large b comfertand atmosphere lively brightly furnished comfortable rooms informal traditional Cretan style friendly ¢ emiertainment for family and children childccn’s pool organized games and events mini-club/Big T Club playroom playground TV oom games room d entertainment and local facilities sports (basketball, volleyball, cennis, squash, aerobics, water sports, table tennis, darts, pool) Jocal shopping facilities bars and tavernas bus service to Heraklion shows and cabaret, nightclub weekly Cretan evening (live music and folk dancing) disco barbecues Students will have their own opinion, which they should justify. The aim is to focus on the style and content of the texts. Ask them to point ou some of the descriptive adjectives used (marvellous, superb, etc.). You could help students by asking who the descriptions appeal to — what cype of guest would be attracted to the hotel, and which particular features would appeal towhich guest type? Refer to your guest profiles Extra activity Ifyou arc in an English-speaking country, or if you have access to holiday brochures written in English, you can do asimilar, more extensive scanning exercise and consideration of seyle using hotels selected from the brochures. Students could report their preferences ro each other and perhaps display them on the class notice board.8 Word study [p. 16] > 1 Answers 41. Writing [p.19] Tell the students they are going to writea brochure entry for one of the hotels in /0 Activity. Then ask room view staff entertainment them to look through the Yosemie and Arina Sands ¥ texts and underline words and expressions that they spacious x right use, for example gorgeous Yo¢ 5 ‘ i a OB 3 shinny wing dane of. ori) conformable, ¥” An idea! choice for... (Arina Sands) sea YY ¢ When they have written a short brochure entry, they friendly ¥ can either read their partner's description and guess. lively v v the horel, or read out their wn in small groups and get the other seudents ro guess. > 2 Answers a2 d4 Project work bS5 6 The amount of work you want the students to cl £3 do outside the class will obviously depend on yourpreferences and your teaching situation 9 Activity [p. 17] However, we recommend that you include some work involving information gathering, reporting, and presentation. Ifthe class is always in the same room, students’ project work ean be displayed. ‘The suggestions below are mainly foundation activities which can serve asa basis and reference point for work in lacet units. | 1 Build up a file of guest profiles as suggested | atthe beginning of this unit. Include | name, age, nationality, occupation, preferences, and biography. Display them ona notice board or keep themin afile. 2 Whar hotel accommod: accommodation for visicors is available in the area where you are studying/your home cown? Make alist and put the various Obviously, there are no ‘right’ answers to this activity Extra activity ~ Choose one of the guest profiles and, without | telling the rest of the class who itis, indicate their likely preferences and requirements in terms of the six headings. ~The students have to guess which guest you are teferring to. ~ Then he students take itin turns to do the same, in small groups. mand other 10 Activity [p. 18) | This activity isa standard ‘information gap' exercise, | _ places into categories with descriptions (For in which students can only complete the task by example fora guidebook) getting information fiom each other. Ic is therefore ti Conduct gaineeneetichonl pieteienea very important that the students do not see each other’ pictures. Write the names of the hotels (in a random order) on the board, so that the pronunciation and spelling of non-English words does not becomea distraction from the main purpose of the exercise. aff people in your school, town, family, ete Try to question as many different types of people as possible. 4 Startcollecting hotel brochures (in English). Write directly o hotels in English-speaking counties, or w holiday companies/:ravel agencies.Unit 2 1 Word study [p. 20] Before looking ac the symbols, ask students to identify the facilities in the pictures, and ask them what other facilities they might expect to find in a hotel, For the exercise itself, students should look firscat the symbols only and try to work out what they represent without looking at the list. Different guidebooks use different symbols, but students should be able to deduce all of the symbols; listed here. If there are any which are not clear, ask the students to suggest better ones. Answers 23 tennis 14 telephone in bedrooms 7 parking 1 conferences 5. central heating 15 TVin bedrooms 29 foreign language spoken 12 facilities for disabled 27 morning coffee/snacks 33 bar 34 mini-bar in bedrooms 16 swimming-pool 24 fishing 18 special Christmas arrangements 31. reereation/games room 10 laundry/valer service 20 four-poster bed 3. building of historic interest 8 children weleomed 30 solarium 11 night porcer 19 dogsallowed 21 golf-course (9 holes) 22 golf-course (18 holes) 26 air-conditioning For further practice, students could ~ choose five facilities they would expect to find in different types of hotel (e.g. acity centre hotel, a country house hotel, five-star luxury hotel, an airport horel, a youth hostel, etc.) — select che five facilities which they personally consider to be the most important. ~ select the five facilities which would mostappeal to each of the guest profiles (see Unit 1). 2 Listening {p. 22} The listening introduces the Simple Past and Present Perfect, and making comparisons, and aims to develop students’ ability co listen for specific information. ‘Ask the students to cead through the lise of facilities before they listen. Play the tape twice. Answers games room tennis courts golF-course solarium swimming-pool firness centre S business apartments business centre conference rooms Stronger students can beasked to listen for and note down all the changes there have been. These are: — large extension built (pool, firness centre, etc.) ~ take-over: more money put in ~ rooms more comfortable — increased occupancy rates family rooms converted into business aparements NANASSS and business centre restaurant expanded and new chef (Marcel Fauzet)3 Language study [p. 22] Describing past time ‘The explanation given in the Student’s Book is a simplified one, and does not cover all uses of the Present Perfect or Past Simple, The essential difference berween them is thac the Present Perfectis, used to connect the past and the present, and the Past Simple cefers to the past only. For further ‘explanation, ifnecessary, refer to a good grammar book such as Oxford Practice Grammarby John Eastwood. Note: Use of contracted form in Present Perfect (hes = he has; we' we have). Position of adverb (J've only been there fora year). ‘Weak form of been = bin. Answers ‘When did they arrive” “Tivo weeks ago.” b In January, we employed three new members of sal. € Thaven't seen Samantha since February: The guests were tired after their long journey. Last year, prices went up by five per cent. £ Our current chefhas worked here for over ayear. g We decided to buy itas soon as we saw it. h Asyou can sce, we've finished building the extension. Making comparisons Comparave Supertaive Oneslbenijecine chap Xiecheapr Xiethe than cheapest big bigger thebiggese Twosylable adjectives endingin ey eae theca Onherrwe-qylable pleasant more pleesot. shemont adjecthies e e pleut Adjectives ofthreeor comfortable more the most. ‘more sylabes @nnfonable —comfrable Note: ~ Irregulars: good better the best bad — worse the worst far further the furthest = Xisnotas big as ¥ smaller than Y — Use of adverbial modifiers: much far! slightly la bit bigger > Possible answers ~ The Albani is more expensive than the Moderno, but the Concordia is the most expensive. ~ The Moderna is the cheapest. — The Moderno is smaller than the Concordia, bucit is larger than the Albani. ~ The Albani is more comfortable than the Moderno, ~ The Moderno is the least comfortable. ~ The Albani has better facilities chan the Moderne, bur the Concordia has the best facilites. ~ The Concordia is further from the city centre than the Albani Extra activity For further practice, students make comparisons using any hotel dese: brochures which they have collected (see Uni 1 Project work) eee 4. Reading [p. 24] Make sure students focus on the raskand do not worry too much about difficult vocabulary. Students are reading to find specific information and recognize the vocabulary of facilities presented earlier. » 1 Answers ~bed —trouser-press ~ desk iron and ironing board = satellite TV ~air-and-temperature -ndio control system mini-bar ~besin ~tea- and coffee- -—shower making facilities —bath ~two armchairs =foom service remore-controlled lighting > 2 Answers a light, spacious, charming b (exceptionally) comfortable ¢ large, business-like 4 (extremely) restful © beautifully designed > Suggested answers alternative adjectives a clegant, large, attractive b soit, inviting € spacious, extensive 4 telaxing, comfortable © elegant, well-firced, atceactiveExtra activity For further practice of in-room services, show students a picture of a hotel room from a brochure or magazine for ten seconds. They then have to write down as many of the items as they can remember. 5 Listening [p. 25] Check the vocabulary of the itemsin the pictures, including chandelier, ceiling, split-level, wardrobe, full-length mirror. 1 Answers Dialogue 1 e Dialogue 2 a Dialogue3 é 2 Answers “The first ewo receptionists are interested and persuasive; the third is bored. Focuson the use of intonation to show how the receptionist in dialogue 3 sounds bored. You may also want to point out some of the other textual fearures (supposes what else can I say; ob, well). 6 Speaking [p.26] ‘Make sure students prepare thoroughly but only in note form, as writing complete sentences will lead to thestudents reading aloud and thus automatically sounding unnatural and bored. If possible, record Cone or two of the dialogues for analysis Extra activity ~ Divide the class into rwo groups: receptionists and potential guests. Each receptionist has one room, either taken from a brochure or designed by themselves. ~ Guests move round the room finding out about the different rooms. ~ Atthe end, they vote for the room and/or receptionist which they found most interesting and persuasive 7 Word study |p. 26 Answers (brackets refer to possibilities) 1 0,6, @,i1 20.0.0) 3 bdj 4ah 5 (f),k Note: Have the students included guests with special needs in their guest profiles? If not, now is the time to add one or nwo. 8 Reading [p.27) ‘The aim of this activity is reading for detailed comprehension. 1 Note: Exact metric equivalents for feet and Point out that foots frequently used informally instead of fer 2 Encourage students to think of situations where tall people might have problems. You could start by getting them co think generally and not just about hotels air wavel and other forms of transport isa good starting point. What about the building where you are studying? Ifnecessary give some prompts of areas where there might be difficulties in hotels — beds, hotel bathrooms, hotel restaurants, > Answers beds coo small shower heads too low (adjusting rail not long enough) easy chairs (armchairs) t90 low small tables in restaurants (not enough leg-100m)> 3 Answers a “those of above average h ‘theextra-tall ‘the taller person’ ‘thelong-legged” not ust tall people, but more than half of the ‘male population (a standard 6'3" bed is too small for more than 50% of men because a bed should be at least 6” longer then the person sleepingin it). 7’ beds, longer adjusting rails for shower heads, taller easy chairs in atleast 5% of hotel rooms (ifnot supplied as standard in all rooms). The taller person would pay more for such a room. Queens Moat Houses’ Caledonian Hotel in Edinburgh installs 6'6" beds as standard Corby Trousce Presses are now 2" longer. 9 Activity [p. 28] > 1 Answers a Johnstounbum House Hotel b King James Thistle Hotel ¢ The Johnstounbum House Hotel and the Linden Hotel both have the same number of bedrooms (owenry), bur the Johnstounbura House Hotel has lerger grounds. d Linden Horel and Buntoms Thai restaurant (Thai cuisine). King James Thistle Hotel F conferences; banquets; ceneral heat rooms; radio in bedrooms; phone in bedrooms; TY in bedrooms; morning ccoffee/snacks; foreign language spoken; bar. (Note: ‘advance booking recommended! and ‘travel agent's commission’ are not really facilivies.) 2 Answers co questionsa and b should be the subject of extended discussion, perhaps in pairs or groups first. g: fmily Extra activity Divide the class into three groups: A, B, and C. Allocate a different hotel ro each of the groups. ~ The groups should make notesabout the good points oftheir hotel and look for negative points in the other wo hotels ~ When they have made thorough notes, redivide into groups of three (one A, oneB, one C in cach group). Set upa role play where the three students want 0 goto Edinburgh for along weekend, but can't decide which hotel to go to. Each seadent should argue for the hotel they considered in their first group. 10 Activity (p. 29] ‘This activity can be done either asa simple group activity (groups of three oF four work well), or a8 2 ‘pyramid’ discussion: individuals decide on an order of priority, chen compare with a partner and agree an order together, then the pair combine with another pair and agree ona fresh order, and so on, Eventually the class comes together to produce an order which everyone agrees on. A similarapproach can be taken to the exercise on the allocation of the budget. 41 Writing [p. 30] ‘The main aim of this activigy is to bring together the language work of this unit and Unit I —in particular to practise describing hotelsand hovel facilities, and making comparisons. Students are also introduced incidentally to some of the conventions of letter writing, In this case, che letter is informal, but you may wish to point our certain features: position of sender’ address, salutation conventions, and closing remarks. (Formal letter layout is considered in more detail in the next unit.) Write the start of the letter on the board: Dear... Thanks for your letter. So you're going to Edinburgh. There are two hotels| ean recommend. The firscis ..9 Project work 1 Plan the layoucof the reception and ground floor area ofa large city centre hotel. What facilities will you include? 2 Plan pwo types of room, one more luxurious chan the other. Draw detailed plans of the rooms and their contents, and ‘writea description of each for inclusion in the horel brochure. Think about what will appeal to your potential guests (use the guest profiles from Unit | to help). 3. Build up profiles ofhotels in che same way thac you did with guestsin Unit 1. Bring in photos of hotels taken from brochures or magazines, and decide on location, size. expense, typical guests, teUnit 3 1 Listening [p. 31] Ger students to predict the answers to the listening before they hear it. The staff crc is highly simplified and does not reflect the relative seniority of the departments or of staff across departments. Be aware that students may come up with names of positions which are acceptable but different from the ones here. ‘The listening is quite straightforward and the job positions are mentioned on the tape in the same orderas they appear on che completed tree (ato g) Answers a General Manager b House Manager ¢ Resident Manager 4. Frone Office Manager © Head Receptionist f Head Housekeeper g Housekeeper Extra activity Divide the students into pairs, A and B, Student A looks ar the staff tree while studene B does not. A asks B questions about the tree ‘Write prompys on the board, such as: gives orders to; isrsponsible for: isanswerable to; reports to; has the assistance of exc all oF which ‘occur in the tapescript. Example A: Who is responsible for the porters? B: The Housckecper. 2 Language study [p. 32] Obligation Explain th snot a simple questi of opposites, bur thar there are three different functions: obligation to do something, no obligation ro do som ing, and obligation not co do something. The difference between have to and mustis not looked at here, nor the difference between mustn't and should Pronunciation note: mustnt hasa silent ¢:/masnt/ 1 Answers a mustn't d must b don'thaveto —€ haveto ¢ should f shouldn't 2 Answers 116 412 214 5.17 318 618 3, You may find that students cannot write about the points of law mentioned in exercise 2. Tell them to write about the things they do know about. Prompts may be necessary: goto the cinema; ridea moped small motorbike); gta job, ew. 3 Word study [p. 33] Asan example, writeon the board All members of staff rast be opilet tothe guests, Tll the group that opiletis an anagram of an adjective of personality. If they rearrange the letters, they will ind the correct word, polite. 1 Answers a sincere F flexible b punctual g enthusiastic ¢ reliable h ambitious courteous i efficient € practical confident 2 Answers a sincerity £ flexibility b punctuality —g enthusiasm ¢ reliabilicy h ambition d courtesy i efficiency € practicality j_ confidence| Extra activity In pairs, scudents decide which qualities are most important for some of che jobs looked at inthe staff tree (J Listening). 4 Reading [p. 34] The reading rext is quite long and the focusis on reading for gist and for specific information. The comprehension task is followed by more decailed vocabulary work. Check the following vocabulary: challenge, inheritance, well noun). toutrained. > 1 Answers There is no ‘right’ answer o this question, Students should justify the tile they have chosen with reference to the text. Get the class 0 vote on the one they like best. > 2 Answers a 15 monthsago b Well, on the whole: ‘They have not looked back since’ and ‘Le Petit Bijou looks set for a rosy future’, buc they do have’a low occupancy ratein the winter’ © Some of the (regular) guests complained, Answers Disadvantages heavy workload, resistance co change, slower earnover of stock, low occupancy ratein the winter, few permanent staff Advantages aregular clientele, easy to plan ahead, a personal touch ean be provided Possible answers b_ This means a service which meets the individual needs and aastes of the customers. ¢ This means that some items take longer to use d_ This means chat Jacques worked at the hotel before Gérard and Sylvie owned it This means you have alot of work ro do. £ This means that the percentage of rooms being used is low. & This means that the staffdo nor work ar the hotel for very long before they leave. This means the period when the hotel is busiest (high season). nN i This means discussing the price of something you are buying or selling to try to malke it favourable wo you. Follow-up activity students may be surprised co find that : does the maintenance work at Le Petit Bijou, For a follow-up discussion, ask the class which jobs, ifany, should be done by men/ women. This also providesa useful lead- in to thespeaking activity. 5 Speaking [p. 35] “This kind of activity can be very difficult for a group of young adults who have not travelled very much, because they have so much to choose from. You ‘may, in such cases, prefer co get them 10 select from a limited number of alternatives, For a monolingual group studying ac home, for example, you may restrict them (0 theirlocal area. Allow them a little time to think about the questions individually before they form groups and try 10 come to an agreement. Appoint one person to make notes and repore back co the rest of the cass. 6 Listening [p. 37] Explain thae concferge is another name for the Head Hall Porterand is an important position in large hotels. The information on the tape is very dense, and you may need to play’ several times. Before they listen, ask che students ro suggest what might be included under the ivems in exercise 1. Whea you play the tape aguin for exercise 2, stop the tape after each paragraph to give the students time to make > 1 Answers personality required J working hours duties ‘ uniform> 2 Answers personality required courteous, profesional, friendly, ready to smile duties contact companies outside the hotel, ¢g. make bookings, help with travel arrangements, now what local services are available, be aware of groups arriving and leaving, deliver mail, maintain asupply of stamps, record requests > 3 Answers 1 € provide for guests’ needs 2 € contact external companies 3 g make bookings for tours, etc. 4b display a courteous manner 5d maintain a supply of stamps 6 h keep a log book 7 a fulfil a guests requests 8 F maximize guest satisfaction Note: Other combinations may be possible, for example, maintain a courteous manner, keep a supply of stamps. 7 Reading [p.37] Before you ask them to fillin the gaps, ask the students to ceed the job advertisement and then the leccer to tell you if the applicant seems suitably qualified. Then ask them to fill in the gaps. Icis sometimes a good idea to get students to cover up the words given and to ty to suggest their own words first. Then they can uncover the words given and try again, Answers 1 apply 8 Co-ordinator 2 advertised 9 chain 3 incerested 10. had 4 get 11 delegates 5 experience 12 House 6 suitable 13. command 7 past 14 available 8 Writing [p. 38] The leccer of application in 7 Readingcan be used as a model, although as the advertisement is much more detailed, extra information should be added, e.g. knowledge of computerized systems, personality of the applicant (see 3 Ward stud)), etc ‘When students are writing their letter, make certain they use the conventions of formal leter layour as modelled in the letter in 7 Reading, ie. 2 position of sender's address (ifno letterhead) b position of date (it is also possible to write the date under the receiver's address) © position of receiver's name and address 4 salutation (Dear...) and closing remark (Yours ...) © patagraphing, and lack of indentation (in typescript) F avoidance of contracted forms 9 Activity (p. 33] Elicit from the class the important criteria for assessing a suitable candidate for the position of concierge in a busy hotel: age, education, etc. Then. get them to say what che ideal age, ete is In pairs, the students should then look at the candidates one ata time and say whether their details meer the requirements. Then each pair should join another pair and together they should try to come to an agreement. Extra activities 1 Inpairs, students write a profile for the idcal candidate ina similae style co the three candidates listed in the Student's Book, and then passit round to other pairs, 2. Divide che lass into interviewersand candidates for the concierge job. The candidates should prepare by inventing personal information, qualifications, experience, ete. The interviewers should prepare by deciding what questions they are going ro ask. Each interviewer then interviews several candidates and decides which one is best suited for the job. |10 Activity {p. 40] (Check that students underscand what housekeeping and maintenance mean. In paits, students predict their answers to the questions. They must make notes of theirideas. When they exchange information, they then tell each other what they missed. Answers Housekeeping a qualities needed should besmart, intelligent, hard-working, intcrested in looking after guests and making their stay enjoyable b dues changing beds, towels, etc; ensuring everything is clean and tidy; keeping public areas clean, tidy, and plessang; arranging flowers, displays of materials, publications; ensuring stocks are up- to-date; vacuuming, polishing, tidying other areas; checking everything isin place. © experience and training no previous experience needed; training on the job Maintenance a qualities needed for gardening: love of horticulture and working out of doors generally: b duties looking after lighting and heating; plumbing, carpentry, gardening; looking after golf-courses; driving courtesy cars and staff buses; supervising cloakcooms; controlling car and coach parks; keeping amenities clean ingness to work shifis © experience and training sno experience needed; training on the job 13 Project work 1 Contacta local hotel near where you are studying and ask about the different jobs there. Draw a staff tree similar to the one in I Listening. 2 Write job descriptions and imaginary advertisements for some of the other jobs ‘mentioned in this unit. Think about the profile ofthe ideal candidate. Ifthe class were ahorel, who would do which job?1 Word study [p.42] Ifyour students have expetience of working in hotels (or perhaps even if they don’), ask them ro list all the documents that are used, or which they think might be useful. They should think abour whara horel nceds to know and organize. Let them suggest names for these documents even if they are only translating from their own language. Answers Ig Se 2e 6b 3f 74d 4a Allseven records could exist in a computer system in some form, although itis unlikely thar che Hotel Register would be presented in computer form. They may also have differen tiles (e.g. ‘file’ or document’ rather than ‘board!’ or‘chart), although itis common. for computer language to use the same terminology: Manual systems are unlikely have documents for Guest History or Guest Index. 2 Listening [p. 43) Students have to listen for a considerable amount of information, Play the tape at least twice (get them to compare answers with other students between Jistenings). Pause the tape herween the two callers to give the students time to write. You may need to complete some of the char for the students in advance. > Answers Galler aller 2 Nameofgues(s) David Lewis Mr Suater and. Me Johansson Arrival dae 2istApeil ach Apait No.of nights three fone Room ype double ‘90 doubles (Executive) Company/Individual individual company Stayed before 0 no Method of payment creditcard Visi account Croliceard ne. 433517136094 nocapplicable Addcess 14 S:John's Road, Rita King, London NW6 | Imperial Plastics, (Ol Dock Road, London £5 Reserationne ——PSI4G2 ps43307 Speial requests rwom on firs oor — 3 Language study |p. 44] Pronunciation of letters An akernative co the activity suggested in the Student's Book is to write the first group of letcers fa,h, j, k) on the board and ask the students whar they have in common, Let chem be as imaginative as possible. If they carit find anything in common then give them the next group and so on. > Answers ie AHIK favl o i:/ RcoRGPTY Aud Qu (wo) fe) FLMNSXZ Jail au 1y Poine our the American English pronunciation of 14Short answers In English, a question answered with a simple Yeror Nowill often sound rude, so, in hotel sicuations, where politeness is requited, short answers are a vital feature of dialogue. The grammatical behaviour of shore answers is fairly straightforward: repetition of the auxiliary (or the appropriate form of the verb be), Note the lacie of contractions in the affimat Yes, will, nor Yes, Us bur No, Iwont, Answers a No, I dont. e No,I won't, b Yes, itis. fF Yes, itis. c Yes,Iwould. Yes, theyhave. d No, there isn’t. h Yes, we do. Tag questions ‘Tag questions are an extremely common way of checking and confirming information in English. “Their form is as follows: statement + negative tag: negative statement + positive tag “The verb in the tag question is the auxiliary from the statement, or the verb be. With Present or Past ‘Simple statements, the verb used in the tag question is the appropriate form of do, Intonation isimportant in tag questions. A tag guestion used for checking and confirming, formation has afalling tune. With arising cune, the speaker is less sure and is asking a genuine question, fag questions are less common in American Answers a isthere? © istic b didnt you? £ arentyou? € have you? g cant we? d could we? h arethey? 15 4 Reading [p. 45] The aim of this reading is to practise understanding the gist of complex pieces of text, regardless of lexical difficulty. The ‘Lodgistix’ text is fairly complex and so scudents need to be prepared carefully for it, Remind the students of the uses of computers in reservations and front office systems, as discussed ae the beginning of the unit. Then focus theiracention on the task. They have ro match summary sentences with paragraphs from the text. Tell them thatitis not necessary to understand every word to do the task. 1 Answers 1b 5 6 7 ROD bam amo 2 Answers a network b windowing features (more commonly: windows) ¢ screen d format fe data F merge files g access h code i batch print run 5 Speaking [p. 48] Focus attention on the flow-chartand check that students understand the general concept, When students are writing down what the hotel employee says at each stage, you should ensure that they use accurate sentences. Suggested answers Possibility 1 ~ company booking 1. Reservations. This is Peter speaking. 2. Could Ihave your name, please? 3 When would you like to stay? 4 Isthisa company booking oran individual booking? ‘Whatis the company name? ‘You have a special rave arranged with us, don't you? Has the guest sayed with us before? Would you like one of our Executive rooms? How is the account tobe settled? Can you give mea (contact) name and telephone number? Sven awLL Your reservation number is PS1462 12 Td be grateful if you could confirm in writing. 13. We look forward to seeing you. Thank you. Possibility 2— individual booking 1. Reservations. Thisis Pecer speaking, 2 Could I have your name, please? 3. When would you like to stay? 4 Isthis a company booking or an individual booking? 7 Have you stayed with us before? 8 Would you like one of our Executive rooms? 10 Can you give me your address and a telephone number where we can contact you? 11 Your reservation number is PS1462. 12 Could you confiem your reservation in writing, please? 13, We look forward to seeing you. Thank you. Let the students read through che complete dialogue the frst time, but, when che students are acting out the conversation, encourage fluency rather than accuracy. Ifclassroom space allows, you may wish to have the students sitting back-to-back so that they cannot see each other (in order to simulate telephone communication). 6 Reading |p. 49] Faxes are now the mostimportant medium of communication for hotel reservations, and you should point out the styleand conventions used in fax messages. The most important features are: — the headings — Date, From, To, Attention (sometimes abbreviated to ‘Attn’ or FAQ’), and No. of pages: — the syle~ same style as formal leuters, but shortened (e.g. Look forward to receiving rather than We look forward to receiving...) However, you should also note that the conventions are not as strict as in formal letcer writing. Answers Name ofgust(s) rand Mrs Charles Davies Number ofuests “Two Room(s) required Double with private bath Dates 18th~21st April (three nights) Special requirements champagne and flowers in room 7 Writing [p. 49) Check thar students use correct headings and correct style. Ifyou want to do more practice on fax writing, get them to write their own and then pass 10 another student for a reply. 8 Listening (p. 50) 1. There is no reason to expect students to predict the order exactly as it appears on the tape, because other orders are perfectly possible. The purpose of this cask isto familiarize che students with some of the expressions they will hear. 2 Answers a3 9 bo g8 clo h2 di i7 es j4 9 Speaking ip.51] Before the students act out the conversations, focus ‘on some of the questions which appeared in the listening. Model and drill them as necessary. 10 Activity ip. 51] This activity is very simple but very effective, and usually generates 2 considerable amount of discussion, During the first stage, monitor the groups closely to ensure that they do nor produce points and preferences which are too outlandish. 41 Activity ip.51] Give students plenty of time to prepare in their groups. All students should make notes to which they can refer during the role play. 16Vv Follow-up activity “The activity lends itself to written follow-up. ‘The computer company representatives confirm their proposal, adapted to suit che particular requirements of the hotel manager they spoke to, in the form of a leecer (or fax). ‘The hotel managers either write a report 0 their directors on the feasibility of the proposed computer system, or writea letter to the computer company either accepting or rejecting the proposal. Project work 1 Prepare a raining document designed to be given co new employees ata horel and explaining the different ways reservations are received and processed. Refer to phone, fax and levter reservations. Try to prescat the information in a diagram or flow-chare format. Give guidance on telephone technique, etc. 2 Plana piece of research about the reservations and check-in procedures used byhorels. You could, for example, write a detailed questionnaire to be sent t0 a umber of hotels (in an English-speaking area), together with a covering letier explaining who you ar.Unit 5 1 Word study [p. 53] Before you look atthe exercise, ask seudents if they know of any differences between American and British English, > 1 Answers 1 € rest-room: 2 a drug-store = chemist band-aid = plaster 3 £ gas= petrol freeway = motorway 4b fall aucumn 5 ¢ purse= handbag elevators lift subway = underground 6 g cookies = biscuits candy = sweees 7 d faucet= cap > 2 Answers a traveler's check = travellers cheque b downtown = city centre ¢ vacation d potato chips = crisps € closer = wardrobe £ garbage/trash = rubbish g diaper = nappy Gee the studentsin pairs to make similar pairs of sentences for these words as in exercise 1 2 Reading (p. 54] The main aim of this activity is to focus attention on vocabulary in context. Students should look at both menus quickly, and say which of the owo they prefer, and why, > Answers 1 seasoned 9 creamy 17 liqueur 2 garnish 10 wrapped 3 coated 11 fresh 4 roasted 12 sauce 5 spicy 13 served 6 home-made 14 selection 7 choice 15 bread 8 sweet 16 cheese _—— Extra activities 1 ‘Odd one our? Give students some or all of the following groups of five words (all connected with hotel food service). In pairs or groups they should decide which word in each group is the ‘odd one out’, In each group the word in italics isthe obvious choice for ‘odd one | our, although, ifstudents can justify a differenc word, you can accept alternatives 2 sparkling, red, rosé, liqueur, white (the others are types of wine ) b grilled, fvied, poached, scrambled, (the others are ways of cooking eges) € roast, baked, fried, rated, sauté (the others are ways of cooking potatoes) 4 medium, cooked, well done, medium rare, rare (the others are ways of cooking steak) € fish-knife, Fork, soup spoon, spatula, napkin (che others are items of cutlery) f starter, dessert, aperitif hors d’ocuvres, ain course (the others are courses) Menu writing Ger students to write out their own menu, describing what the different dishes are and how they are prepared and served. They could choose the cuisine of their own d country. 183 Listening [p.56] The main aim of the lisceningis to recycle some of the vocabulary of food, and co introduce the Janguage of intentions and spontaneous decisions and making requests Answers Man ‘Woman Dialogue 1 Saner - Main course pork medallions pork medalli Desert giveau - Dialogue 2 Saner dices de Grison and mixed salad Main course salmon mousse veal Desert ——souffléglact au parfait Grand Marnier Dialogue 3 Starter melonand prawn chicken liver pacé cocktail ‘Main course beef Madras fish, sauré potatoes and peas Desert = = 4 Language study [p. 56] Intentions and spontaneous decisions Note: The use of willas opposed to lis grammatically possible, but extremely unlikely in this context, rr) > Answers a Tildo b are yougoing to buy? € She'sgoing to look 4 Tllshow you € wee going to sign £ Wellhave g Illa Making requests ‘You may want o introduce additional expressions for making requests, such as: Would you mind giving me analarm cal, please? I wonder ifyou could get mea doctor, pleave Note the pronunciation of could you: /kodjo/. Stress the importance of using the word please at the end of every request. Scudents will also need to know the responses to requests. Play the tape again from 3 Listening, and gec the students to note the waiter responses: Acceptinga request: Very well, sir. Certainly Yes, ofcoure Fine. Rejecting a request: Tin sorry, but. > Possible answers a Can you give me your number, please? 'b Could you repeat your surname, please? ¢ Could you possibly spell the name of the town, please? 4 Can you tell me if there are any vegetariansin your group, please? € Could you possibly confirm your time of arrival, please? f Could you tell me how many people there are in the group, please? ‘Obviously students can use a variety of ways of starting each sentence.= Extra activity Write downa series of two-line dialogues, with one sentence per piece of paper, ¢. A ~Can you bringusa bottle of water, please? ~Could you tell me what time you are going cooartive, please? — Could you possibly confirm that in writing, please? —Can you tell me the name of a hotel near the station, please? ~Can I book a double room, please? ~ Could you possibly order mea taxi, please? B = Certainly, Would you like still or sparkling? ~ Yes, of course, About half past ten tomorrow morning. Yes, certainly. I'send a letter today. ~ Yes, of course. The Regentis right opposite ic ~ Certainly. Just che one night? ~ Yes, of couirse. Where to? Give one line at random to each student, Students then ger up and have 10 find the other half of their dialogue by repeating sheir sentence. 5 Speaking [p.57] 1 Suggested answers Good evening, sir/madam. Is ica table for ewo? Would you care foran aperitif? Here’ the menu, Are you ready to order yer? Pethaps I could recommend the veal? What would you like 10 start with? Would you like any wine? Is everything all right? Would you like any dessere? Would you like coffee? 2. Model and drill some of the key expressions before the students begin the role play. Keep the role play quite simple, ensuring appropriate and accurate use of key expressions and vocabulary. ‘There will bea more complex version ofa restaurant role play in Unie 7, once the students have looked at the language of complaining and dealing with complains. 6 Reading [p.58] A variety of authentic texts are used in this se Inexercise 1, students will meet annumber of standard formulaic expressions used in hotel notices, and in exercises 2 and 3 they will be seeing an extract from a fairly typical in-room information pack. n > 1 Suggested answers a on arestaurant table b on or above a door; next t0 a staitcase © on anotice fixed to the inside of a guest room door d atthe reception desk: on the tll ofa hotel shop; ona bill ¢ inthe hocel car park f onakey rag g on adoor handle notice hh on acard in the guest room i above/on the fire alarm jon thein-room telephone k on atrouser press, or other piece of equipment 1 onadoor handle notice (reverse of g) > 2 Answers 1 pleased 7 available 2 vacate 8 attractions 3 advisable 9 programmes 4 served 10 loan 5 advance 11 hired 6 returned 12. arrangements > 3. Suggested answers a Iron b Taxis € Baby-listening service Writing paper/stationery ce Newspapers F Safery deposie/valuables 207 Listening (p. 60] In this exercise students need to listen for derailed formation and write notes. The dialogues are fairly short so seudents have to concentrate hard ‘Warm the students up by asking them what type of things hotel guests phone reception about (avoid complaints at this tage, as this is covered in Unit 7) Play the tape twice, or more if necessary. Also, pause the rape berween each dialogue co allow students to write the notes. ‘Answers Message 1 From Mrs Rogers Room 718 MosagelRequest lost Rolex watch (in sauna changing room or poo! area?) Contact sauna and pool attendant’ office Message 2 From Mr Price Room 226 Message/Request wantslave supper brought to room (10.30 p.m.) Contact restaurant Message 3 From Mr Higgins Room 308 MevsagelRequest wants some aspirin sent up to room Contact room service 8 Writing [p. 60] Suegested answers Mis Kurz in Room 110 would like an early alarm call at 6 am. tomorrow and a taxi to take her «0 the airpore. Jane Peters in Room 196 wants to check ou a day carly and would like her bill prepared. This means that an additional room is now available if needed. 4. There is a message for Oreo Post (please check his room number) fiom his friend Jusgen. Jurgen is, arriving at the airportat 9 a.m. comorrow and asks if Mr Post can meet him. 21 Mrs Kempfin Room 204 would like to leave the following message for her hushand at receptior She will meet him in the restaurant at 8 p.m, Extra activity Hotel receptionist game Tell che cass that you are a guestata horel, and they ate all che receptionist. You have lost your voice, so can only mime your request. They. ‘must guess your request exactly. Choose onc of the request cards below, and mime i, When the students have guessed, divide them into teams of four or five. Within each team, the students now take icin turns to bea guest, The other members are the receptionist. Give ‘each guest a request card, The team to get through all the requests first is the winner. Requests = Its very cold in our room. Could you possibly give usan extra blanket? ~ I'velocked myselfour of my room. Would you mind opening the door for me? ~ Tvedropped my wedding ring down che plughole in the bath, Do you think you Could send someone to get it our? ~ Could you possibly send up two bottles of champagne to room 309? ~ Tvegota terrible hangover. Could you possibly give me some aspirin? — Doyou think you could wake me up at 6.30 tomorrow morning? — Tmwaiting for a visitor. He’ tall and thin Could you possibly ring my room when he ar 2 = Ican'tturn the hot water off in my room. Can you come quickly, please? ~ Could you give me a stamp? Iwant to send alerter to China — Could youbook me two tickers for the opera tomorrow, please? — Ican’t open the window in my room. Could you help me, please? — My room is 00 noisy. Can you give meone overlooking the park instead, please? ‘Students could write their own requests if you prefer (to be given to the other team),9 Activity [p. 61] Exact job titles differ from hotel to hotel, bucthe ceims used here are all fairly standard. The activity provides the opportunity to revise and recycle some of the work of Unit 3, ‘Answers 1h (preparing) 2 k (storing & issuing) 31 (celling) 4 € (receiving) 5 j (preparing) 11 F (preparing) 6 g (selling) 12 i (selling) 10 Activity [p. 62) Divide the class into small groups and encourage them to compete to be the fist eam to solve the logic puzzle. Howdrink 1 3 Jett coffe scrambled eggs wa butter Pierre orange. hor chocolate croissants burter fruit yoghurt Susanna orange none fied cggs—sausge mushrooms Heen —gapeinit tea fried eggs sausage mushrooms Project work 1 Choose one of your hotel profiles from Unit2. 2. Makea list ofthe situations in which hotel (if you did nor construct hotel profiles then, employees might have contact with guests, do one now.) Include the language Function that isused, eg, a Design a restaurant for the hotel. Think eiving information, making suggestions, etc., about and also note down for each one guidelines meanaily you would give o a trainee horel employee. table shape and layour These prompts may help: ~ décor and colour scheme and furnishings — employee typeof cuisine ~ where! ienterainmiear, ~ what does the guest wantineed? b Design a menu for breakfast, lunch and ~ language function dinner. — guidelines for employee As2 follow-up, use the information to prepare astaff document on how to deal with horel guests, 22Unit 6 1 Reading [p.64] Students should identify the situations in the photographs and say exactly what is going on. Together, brainstorm other situations in hotels where financial wansactions take place. > 1 Possible answers newspapers bar sales dinner room service laundry charges photocopying, fax and other business services >» 2 Answers three 504 two nights £116.00, including dinner, bed and breakfast wine, bar sales, newspapers wine and drinks in the lounge bar and Rose Room, a £3.50 supplement to dinner (probably when icexceeded the set menu), and newspapers g. Visa card (‘PD Visa = paid by Visa) mean ere Extra activity Gee students to construct bills for the guest profiles from Unic 1. Other students guess who they belong to, 2 Listening (p. 66) In the first rask, students are asked to listen for gist, and in the second task, they listen for language. > 1 Answers Dialogue 1= Dialogue 2= Dialogue 3-4 23 > 2 Answers How would you like to pay? Tould you just sign here, please? How much do you charge? Would you just like to checkic through? Can you tell me what this itemis for? Do you accept Visa? Can you tell me what the exchange nate is? Cash or traveller cheques? Is commisioncharged on that? se nen oe Extra activity Students could re-enact the three dialogues in pairs, using the question prompts above. 3. Language study [p. 661 Using numbers Asa warmer, ask students to empty their pockets and count up how much money they have. You could gee them to do simple calculations, such as adding up the amoune that they have in a pair ora group. They could also look in their wallecs for other financial’ items such as receipts. Ask them to read ‘ourany amounts, and diagnose errors. Also ask them how much they think certain irems would cost, eg. Rolls-Royce, a two-bedroom apartmentin the centre of New York, a jet plane. To introduce them to the exact pronunciation of amounts and calculations, tel che students to close their books, and then doa simple two-phase dictation. Fist, read out the phrases in the book. Students write down the numbers and calculation signs. Then read out the phrases again and get them to write our every word as you said ir, as in the Student's Book. Afterwards, they compare their answers with the book.> 1 Answers 1d Se 2b 6g 3a 7£ 4h Be > 2 Answers 24665 © $33.90 b Si5 £ $900 © £70 g £69 d £2,520 h $7,617 The Passive Theslightly formal usage of the Passive means that it occurs frequently in horel situations and hotel information. The use of the Passiveallows us to shift the emphasis to the thing being done rather than the person doing ir: hence its use in service-related situations, such as in hotels Form: e (in same tense as main verb in active statement) + past participle The exercises in the book involve transformation of active and passive forms, but note that itis noc just a simple matter of transforming: sometimes transformation is not appropriate or possible (eg. We are looking forward wo our holidays or Twas born in Liverpolcannot be wansformed). > Answers a Aservice charge is added to your bill. b The sheets haven't been changed since last week. ¢ The wrong newspapers were delivered to rom 703. My passport has been stolen! € As [turned round, the wine was being poured. £ Guests are expected to check out before cwelve noon. Ger the students to identify the tense in each sentence, 4 Word study [p. 68] > 1 Answers 1 aren wan Bom » 2 Answers a Allexcepereceiptand bill (Brit,) are methods of payment. Note: bill (L/S) = note (Brit), asin ten- dollar bil ble Many possibilities. > 3 Answers a credit card b traveller's cheque, credit card, cheque, Eurocheque € traveller's cheque, credit card, cheque, Eurocheque cheque, Eurocheque © credic card F cash (notes) g travellers cheque h none, under normal circumstances > 4 Answers 1 inadvance 4 deposit 2 sewleabill 5 sales outlet 3 check out 6 voucher 5 Speaking [p.70] ‘As with other role plays in the book, ensure students have sufficient time vo prepare their oles, not jusc in terms of the language they need but also the way in which they should behave. There will be more work ‘on complaints in the nexc unit, so you do not need to go into too much detail on this aspect of the language. Ifpossible, record one or two of the dialogues to analyse the language used and how effective the participants were, 246 Reading (p.71] Before they read the memo, ask the students 10 predict what might be meant by and included under the following headings in a document describing hotel ing policy: IB policy — Basic rates ndard discounts — Specially-negotiated rates — Free Sale Agents ~ Allocation Holders There is no need to confirm or rect their suggestions, as they will find the answers in the text asthey read > 1 Answers a Sales and Marketing Department (presumably under the guidance of the Manager or Directors) b Weekend: Friday/Saturday or Saturday/Sunday ¢ Eitheras part ofa cour, through a tour operator, or as acorporate (company) client d The Agenedoes not have ro check with the hotel and therefore the cost of processing individual bookings is removed. ¢ Free Sale Agents sell from availabilty charts, whereas Allocation Holders havea certain number of rooms to sell (at weekends these are on 248-hour release). Allocation Holders are paid directly and take commission. Answers a £408 (3 x £160 less 15% discount) b £345 Bx £115) € £920 (10 x £115 less 20% discount) 7 Listening [p. 72) Answers Standard room = £85 nor £80 ‘Weekend discount = 10% nor 15% Weekly rate = seven nights forthe price of six, not five Availability charts sent every week, not every two weeks Rooms held on 72-hour release, nor 48-hour release 25 > 2 Answers a £459 (3 x £170 less 10% discound) b £345 (3x £115) € £920 (10x £115 less 20%) 8 Writing [p.72) ‘This exercise gives students further practice in writing formal letters. Remind students of the layout of formal letters. The particular focus of this exercise is on paragraphing and the organization of ideas in a leecer. The model will help the students, bur they will need to change the content of the paragraphs considerably. Draw attention to some of the key words and formulaic expressions in the leter, such as hank you for your leer of .. regarding ...3 Furthermore... would be grateful ifyou could ... I look forward to hearing from you 9 Activity ip.73) You will need to bring in a copy of a recent paper for thisactiviey. Make sure it has currency conversion rates. (Note: IF you are usinga newspaper from any of the countries mentioned, you will have to tell students to leave that row free.) Ifcurrency exchange rates are Unavailable for any of these currencies, replace it with one which you have got rates for. I'there is more than one rate given in the paper, make sure the students use the same rate. Give an example for columns 3 and 4, to give the students an idea of how buying and selling rates should differ. Get che groups to think carefully about their rates and to display chem prominently. Remember that the rates should all be slightly in favour of the hotel, although the degree to which students do this s their decision. ‘When che students have set rates, divide them into pairs A and B. All the As in the class work in bureaux de change. All he Bs are tourists, witha certain amount of one currency (if they choose their own currency, they will be able o decide whether they are buying or selling). The Bs must circulate around the exchange offices, trying to get the best rate for their money. When they have finished, As and Bs swap roles.Encourage a competitive element in order to make the activity moze enjoyable Model and drill the expressions given before the students begin the role play. 10 Activity [p.74] Encourage students to talk about their personal ‘experiences and opinions of tipping. The reading activity is fairly straightforward. ‘Australia USA, 15% chambermaid sfowdollrs vealter/vaitess 15% 10% ff not included) doorman - - parking alee 8 poner S0e-S1 abag —_SOpabag taxidrve 15% 10% sour guide - * lavatory atendant —somechange——- Iaieeser 13% 108% caher (heater shes, teaurysalons) = % Project work 1 Plan the pricing strategy of an imaginary hotel in your home town. What are your basic rates going to be? What inclusive packages (e.g. weekend races; dinner, bed and breakfast rates) will you offer? Also. | plana series of special offers, bargain breaks, and speciality holidays (eg. golf weekends). Who will they appeal to? 2. Prepare a promotional leaflet giving information on prices and special offers (as above), and including your policy on group discounts. ei 10-12% oF $3 0r 54 nothing Stabig small change (not expected) nothing expected nothingUnit 7 1 Speaking [p.77] 1. Divide the class into groups of three or four to discuss each situation in turn, Appoint one member of each group to make notes for the report back. 2 In thesame groups, students should think of other examples of complaints, and pass them on to another group to sce how they would handle them. 2 Reading [p.78] Thearticle There's fly in my software’ isan authentic text taken from The Times, Iris a serious article written in a fairly informal style. You may vane to ask some questions first for elass or group discussion. Here are some suggestions: a Have you ever complained ina hotel or restaurant? b_ Whacthings do people complain about? Which of the following are most and leas likely to makea customer complain? = they've had a bad day at work. = they're in a bad mood = they're drunk ~ they dont like their companion(s) ~ they wane to impress their companion(s) ~ they want to geta free meal Which of the following is more likely to complain: ~ayoung or anold person? —adrunk ora sober person? a tourist or someone who lives locally? a person in smart clothes ora person in shabby clothes? ‘person on their own or a person in a group? —a person ina mixed scx group or a person in a single sex group? After discussing some of these questions, students should be able 1o answer the pre-reading question ia the Student’ Book more effectively. 1 Possible answers — by inventing situations (simulations) which trainee waieers have to respond to (and then indicating correct response) ~ by assembling a typical customer profile and suggesting ways of dealing wich him/her ~ by carrying outa role play or interactive dialogue with the computer Check the following vocabulary: program, software, cusiomer profile simulation, o cope with, 2. Encourage students to read quickly (seta time limit). Get students to answer questions on their own and then compare answers in pairs, They do not need 10 write full sentences short answers are acceptable. Answers a Catering lecturer at Granville College in Yorkshire. (para. 1) b- Hotel and catering trainees. (para. 2) ¢ They had to wait for a long time in the hotel lobby while the receptionist was making a personal telephone call (para. 3); and the waiter ignored them during the meal, so they had co get theirown drinks from the bac. (para. 4) d_ He wassympathetic but said it was difficult co train staff vo care for customers. (para. 4) © When the customer ~ is already determined to make a fuss, perhaps in the hope of gertinga free meal (para. 6); = has had a bad experience before entering the restaurant (para. 7); ~ isbored. (para. 8)£ How am I dressed~ shabby, average, oF immaculate? Is my accent local or non-local? Do speak perfect English or might I bea tourist? Am [alone or with a group? Is ita mixed sex group? Whatis my age brackes? How much alcohol do I scem to have drunk? (para. 9) g Attitudeand alcohol are the strongest factors. (para. 11) h The trainee must recognize ‘the warning signs’, in other words, see when there isa danger of someone complaining, and calm the situation, (para. 13) i Itcant convey the tone of voice, body posture and facial expression of the customer. (para. 15) 3 Listening [p.79] > Answers 1 a 100m istoo small (sheasked fora large one) roomis filthy/diry bath has got dirty marks dust everywhere sheets havent been changed b She wants the room cleaned immediately or to move room. «¢ The guest demands co ee the manager. 2 The guest iscalmerand seems happy to let the zeceptionist sort things out. > 3. Suggested answer Overall, herlanguage and manner are more polite. Specifically: ~ she addresses Mrs Jenkins by name = she apologizes (lin terribly sorry Ireally amt mostsorn) — she symmpathives (Jt must be move upsetting foryon) ~ ‘she offersimmediace action (Il send someone up immediately...) = she offersa complimentary drinkas compensation. 4 Language study [p.80] Present Perfect Passive Seudents have already met the Present Perfect Active in Unit 2 and the Passive in Unit 6, These exercises, focus on the Present Perfect Passive and introduce some important housekeeping and maintenance lexis. Remind students of the form and use of the Passive (see Unit 6). 1 Answers The carpet hasn't been vacuumed. “The floor hasn't been swept. ‘The bin hasn't been emptied. The shelves haven't been dusted. “The wash-basin hasnt been cleaned. 2 Suggested answers The grass hasn't been cut. ‘The chimney hasnt been mended. ‘The windows haven't been repaired. The sign hasnit been fixed “The walls havent been replascered. “The garden hasrit been weeded. Thedoors haven't been painted. The roofhasrit been tiled. This exercise could be done as a memory game with the students having one minute 0 look at the picture and then writing as many sentencesas possible, — Extra activity | — Divide the class into two groups. — One group leaves the room while the other group makes changes (e.g. moves tables, puts chairs on desks, eurns pictures round, moves coats, ete) = When the other group retuins, they have to say what changes have been made, Example The table has been moved. 28Should have (done) Explain that the structure should have is used for blaming someone for a past action or inaction, which has resulted in a negative present situation. Also check correct pronunciation of the weak form in have: lav 1 Answers ‘They should have vacuumed the carpet. They should have swepe che floor. They should have emptied the bin, ‘They should have dusted the shelves. ‘They should have cleaned the wash-basin, 2 Possible answers b Youshould have told us. ¢ You should have carried it for her. 4 You should have gor up earliez./You shouldnt have stayed in bed so long. ¢€ Ishould have brought my umbrella. £ Weshouldn'thave gone there. g I should have lef eatlier. hi You should have locked the doors. Responding to complaints Encourage students to usea wide voice rangeto sound polite, e.g. Iin terribly sorry Suggested answers Encourage scudents to use different adverbs with Jr -- sorry, such as terribly, realy, avefily, very, extremely. a I'll change is immediately. b T'llsend some up. c I'll see what I can do. I'll send someone up to fix it/T'll get someone to havea lookatit I'll get chem changed. ll bring you someimmediately. Til ger someone co havea look at ie/T'll send someone up to fi it. 5 Word study (p. 82] This sa difficule arca of language, because there are often differences of usage and collocation, The general rule is that absolute intensifiers are used with absolute or extreme adjectives. For example, we do not say very flthybecause filehy already means very dirty’, If we wane co intensify an extreme adjective weneed an adver like absolutely. 2» Note: Quieis likely to cause problems because it can mean cither ‘absolutely’ or ‘moderately’, depending on the adjective iis used with. In the context of complaints and apologies, itis more likely to be used with extreme adjectives to mean ‘absolutely’. However, quite sorry, quite disappointed and quite annojedare also correct: in these cases, aquiteis used co mean ‘moderately’. Indeed, this is the more common of the two usages. Answers 1 oe & extremely J 4 absolutely y vo wy yo eerily 7 4o¢ quite v yo See the comments above for an explanation of the rule, 2 a absolutely/quite sure b extremely/very/terribly disappointed ¢ absolutely/quite unacceptable d absolutely/quite filthy ¢ extremdy/very/terribly sorry F extremdy/very/terribly annoyed 6 Speaking (p. 82) Divide the class inco ewo groups: receptionists and ‘guests, Make sure they spend time preparing their roles in these owo groups. In particular, they should work on the ‘mood! aspect, and the language devices tused to achieve this mood (the Language study and Word study sections will be very important here). Acer tiey have fully prepared their roles, the students should pair up, one from each group, and act out the conversation, The students should then report back to their original groups (receptionists and guests) on how the conversation went, and how successful they were cor werent (and why). 7 Reading [p.83] Before the students read the ettets, focus attention on the drawing and the advertisement. What problems could a guest havein such a hotel’ Elicit ideas such as: a long way from transpordficilities, cold cand draughrty in the winter, etc,1 Answers a swimming-pool pool-side bar restaurant people who want to rdax and get away from it all, probably on a shorr break (because i's near London) > 2 Answers Letter 1 a Hector Bradley b noisy building work (7 a.m.) swimming-pool was closed ¢ service and scaff were excellent d an explanation ¢ polite f there are one or two maxcers which we Feel weshould bring to your attention. «+s we had hoped for ... swe were surprised to find «isi rally necessary to Toour astonishment we found .. .- Lwould be grateful if you could give me some explanation, Lewer 2 a PB Pryke b unfriendly staff noisy and uncomfortable restaurant not romantic as promised no variety of food in the restaurant no buses/transport to town no an explanation and compensation angry, threatening, Tam forced to write to you to express my disgust with .. .. the promises you made ... were nor true, Surely you could have... Tama fairly reasonable man, ... but... this was too much for me... If... [shall be forced co take the matter further. ‘Note: Students may identify other expressions —be open about accepring these 8 Writing |p. 85) Students prepare the letter in pairs. They will not only have to decide about the language to use, but also about what compensation they are prepared ro offer, ifany. For students who need more guidance, give our the model leteer below as an example and get them to writea similar letter to the other complainer. But, by chis sage ofthe course, students should be beginning to compose their own letters more freely. Suggested answer ‘The country Village Hote? Wear Buckinghan ‘rol. 0780 36143 Mr Hector Bradley 14 Palnere Gree Luendom HW den November 199. ‘thank you for your letter regarding your recent etay in our hotel. 1 am very sorry that you were not happy, as we try to ‘ensure that all our gusste have comfortable and enjoyable stay. In your letter you mentioned the noise of the building work. I an very sorry about Tan gure you are avare, we and as a result we aro currently building a new Recreation Centre. We restrict this work to quieter Cimes of the year, but even 60, work should certainly act have started before ‘eight o’cleck ia the morniag. Secondly, you mentioned the avimning-pool being ‘closed. This was unfortunately ave £0 energency repairs to the pump systen. ‘As compensation for the inconvenience you have euffered, we would Like to offer you a return visit to our hotel for aay weekend before 1st April for 50% of our advertined rate. ‘once again, 1 do hope you will accept our apologies and we look forward to welcoming ‘you again to the Country Village Hotel. ‘youre sinc: ely atewart Hacbonald 309 Listening ip. 86) The listening textis a natural piece of story- building, Iris more or less a monologue with only a few interjections from the other speaker. 1. Give the students the following words and phrases and ask them to constructa story about a disastrous stay using the words and phrases in the same order in which they are written below. = magazine advertisement ~ shouted ~ wrong key — norowels ~ drunk waiter = screaming noise — threatened ~ murder ~ blazing row — room 107, They can then compare their different stories, and als listen to compare with the ‘real’ version, >» 2 Answers They had to wait a long time at reception when they checked in “The man at reception was rude, They were given the wrong room. There were no towels in their room, ‘The service was appalling at dinner. ‘The waiter dropped the soup. The food was tasteless and overcooked. ‘There was a horrible screaming noise all night, and they hardly slept ‘The owner tried to charge them fora second ‘The owner tried to charge them for newspapers they hadn't had. > 3 Answers aF ocT eF gT iF bro odF fT bhT jF 10 Activity (p. 86) If possible, preparation for this role play should be donein separate rooms, but if thisis not possible ake sure that the two groups cannot hear each other (eg, play some music as a‘bartier), Make sure that both the waiters and the customers make notes in the appropriate columns and, if possible, practise what they are going to say. The “customers should be made aware of the need t0 work asa team and noract angrily or drunkenly 100 early on. 31 Iso imporcanc thac the different stages of the role play are followed in order and thatitis not too rushed. Afier the role play, spend time discussing the experience and what it shows about how to deal with guests who complain, Also, go over any important language errors which you noted during the role play. 11 Activity [p.87] Although the results recorded on the sample questionnaire are fictional, the questionnaire is genuine. ted answers 1 a No. Most hotels would expect much higher percentages in the lefc-hand column, Sch figures as these, although not disastrous, would cervainly warrant further investigation by the management. b lobby, reception and front desk restaurantservice at breakfast 2. There areno ‘right’ answers to these questions, but you may need to feed in possible approaches, suchas: ~ speak to individuals directly ~ have group mectings of staff ~ re-training ~ written warnings to individuals or even dismissals ~ produce policy procedure guidelines Project work | 1 White asurvey tofind out about people’s | ‘experiences in hotels and other tourism. | situations, such as ar eavel, cravel agencies, and guided tours. Make sure that the survey will find out about negative experiences as well as positive ones. 2 Carry out the survey on as wide a rangeof | ~ people as possible. Whatare the main ‘causes of complaint? Analyse and organize your results inthe form of a written report (or oral presentation).Unit 8 1 Reading [p. 89] ‘Asa general introduction to the unit, ask students to list any off-site services which hotels provide and arrange for guests. Then they focus on the three hotels indicated. They have already read abour the Arina Sands Hotel in Unit 1. Suggested answers (brackets refer to possibilities) Sheraton Towers: a, ¢¢) is Arina Sands: by d, (¢) (Dis, hm, (0), p Greenacres Country Hote! fg; hy i, k,0 Extraactivity Students write excursions and excra events for the hosels that they profiled in Unit 2. Use the examples in the reading as models. 2. Listening (p. 90] Students have to listen for particular pieces of information relating to the excursion booking form. Exercise 1 familiares the students with che form before they listen to the tape > 1 Answers a Dr=drachmas Pax = passengers b Cultural Crete: 12750DR + 4800DR_ entrances = 17550DR Who pays the ferryman? 14500DR + 1200DR =15700DR ‘Total = 33250DR_ ¢ No, drachmas only > 2 Answers a Monday Saturday b Wes Sunday < 6400 g Friday 5700 fh cruise Answers a Knossos: ancient Minoan city, one of the most famous archaeological sitesin the world, remains ofthe old palace and city, over 3,000 years old. bb Raki and Syreaki evening: Cretan dancing and drinking. Drive to mountain village, open air entertainment, dancing and alight meal with local drink raki (very strong). Meal and drink included in price. Coach leaves at 6 p.m. and returns around midnight, ¢ Samaria adventure: leave hotel at 6 am., drive 10 top of Samaria Gorge, one of the most ‘beautiful natural sights in Europe, walk 17 kilometers along the gorge to the beach and harbour, ferry takes you along the coast to where coach picks you up. Need to be fr and like advencure. Bring water and good strong shoes Extra activity Writing In pairs, the students could price the excursions for one of the hotels in 1 Reading and wrice out a similar excursion booking form for that hotel. Compare the completed form with another pair, 323 Language study (p.91] First Conditional Note: ~ The Present tense is used in thecondition clause (students may be tempted to use will), — The form ofthe result clause varies according to the function ofthe sentence (eg, will Future, modal orimperative). ~ The orderof the clauses can be reversed, but note that a comma is often necessary to separate the clauses when the condition clause comes fits. 1 Answers a Ifyou go 10 Santorini, youll see a volcanic ‘sland. b If we go on the Santorini cruise, will we return by midaighe ¢ You can have adonkey ride if you go to Santorini. 4 Ifyou sunbathe, don’t forget your 2 Possible answers a IF you go to Knossos you'll see one of the most famousarchaeological sights. IF you come on the tour, you can sce the old palace and city, b Ifyou like Cretan dancing, come on this trip. Ifyou come on this trip you'll be back by midnight. Don't drink too much raki ifyou want to stay sober. € Ifyou like walking, you'll love this rip, fou come on this trip. Ifyou come on this trip, wear strong shoes. Giving advice Note: /f were jouisa Second Conditional. The Past Subjunctive were is not often used in modern English, but if / were you is a common formulaic phrase, used for giving advice 1 Possible answers How about going to Koso? You should take some sun-crcam with you. It might be an idea to take warm clothes You'd better ea doctor. Have you tried lying on your side? ‘There ate obviously many other possibilities. 33 > 2 Possible answers a If were you, Id go to the police station b Why done you take some aspicin? € Why don't you look in your jacket? d If were you I'd go to Mario’, ¢ Why dont you goon aguided tour? F You could always buy some raki. g Why don't you have the Chablis? hh If were you I'd go to Spain, ps Extra activity — Divide the class inco groups and give each groupa different hotel or other tourism- relared situation (e.g. checking in ata horel, on the beach, arriving at an airport) ~ They write down a variety of problems, using the sentencesin exercise 2 as models. — They then read chem ourto the rest of the class, who have to appropriate advice. 4 Speaking [p. 92) Students look at the picture of Charleston and quickly read the text. What type of holiday would people have there? What attractions are there likely to be? Wharis the United States in general like as a holiday destination? Students will be learning more about Charleston later in the unit. Make sure the students prepare their roles well before they act our the conversation. You may like to group all the As and all the Bs cogether separately in order to do this, The representatives of the Tourist Office will have to imagine and improvise some of the information, 5 Word study {p.93] 1 Answers Event Place a phy theatre b concert concert hall € football match stadium d disco disco e exhil gallery or museum £ musical theatre g film cinema Note: Be open about accepting alternatives, in particular for ¢ (this could be any large sporting orathletic event, or indeed a large scale concert).Extra activity | Get the class 10 say which events the guests profiled in Unie 1 would belikely to go to. > 2 Answers a pick-up g reining b drop-off hi cancellation ¢ entertaining i wilers entrance j commentary € included kk available air-conditioning 6 Reading (p. 94] Hiring a car may be anarea with which your studentsare not very familiar, so do not spend 100 Jong on question 1. ‘The aim of question 2 is to get students co identify the gist of pieces of text even though they contain complex and unfamiliar vocabulary. Make sure the students understand the task. Tell them they do not nced to understand every word. > 2 Answers Whar’ included 8 Drive away with ease c Delivery free to your door e If you book with Hertz ... a Availability guaranteed £ d b Excellent value for money The highest standards of service > 3. Answers 2 F (Your carwill usually be no more than 7 months old...) b F Cyourcar will be delivered to your hotel ¢ T(... thoroughly cleaned, both insideand ou’) dT (Hertz will give you an area toad map’) € F (prices ... are inclusive of... alllocal axes) F T (Should you experience any difficulty with the car, a replacement vehicle, if necessary, will be delivered to you as quickly as possible’) g T (unlimited mileage’) h F (Expenditure on oil and maintenance repairs .. will be refunded on production of receipts) 7 Speaking |p.951 Again, this may be difficule for students with no experience of hiring a car, and careful preparation will be necessary, with reference to the Hertz text. During the preparation, ger students co formulate theexact questions they will aske(both car hire representatives and hotel guests). 8 Listening |p. 96] Focus students’ attention on the map. They should identify the places they talked about during, 4 Speaking. Then, before they listen, give them time to read through thelist of attractions. al eT bF FE oF sT dF hE 349 Activity [p.97) ‘This sa scraightforward information gap activicy It is importanc that the two groups do not see each others’ text, so get chem to mask it as necessary. Go round the class as the students write their questions, checking that they are accurate. The questions given below are suggestions; they are not the only possibility, Answers A a Whatis the castle surrounded by? (Beautifully landscaped gardens.) b_ What is the castle used for today? (Top-level conferences.) ¢ When was Thomas Beckett murdered? (1170.) Who murdered him? (The knights of Henty IL.) © What cimeis che first drop-off (Around 6,15 pm) F How much does itcostfor adults? (£38.50.) a Why did the castle become known as Lady's Castle? (Because of the number of queens who lived there.) b Whar does the museum at Leeds Castle contain? (Dog collars.) When was the cathedral founded asa monastery? (597,) 4 What may we sce from che ramparts of Dover Castle? (The coast of France.) ¢ What time does the coach leave from the Blakemore Harel? (8.05 am.) £ How much does itcost for children? (£34.50.) 10 Activity [p.97] Ikis agood idea for students to collect material and do the preparation stages for this activity for homework Refer the students to the rapescript of & Listening and ask them to identify some of the key expressions and structures used by the guide which could be used on other guided tours (eg, My name isX and 1 welcome you...; Our tour today will ake ...; As you can see ...; Now as we pass ..; Ifyou look to your Lefi...s Wellbe meeting... etc.) 39 Also, introduce extra vocabulary as necessary: students might need the names of other places of interest, and adjectives to describe them (such as ‘marvellous, magnificens impressive, splendid, et.) ‘Try co record the speaking stage. This will not only allow you an opportunity to address errors and. improve tyle, bucic will also add autheaticity 0 the activity ~ many guided tours are done with the aid of amicrophone. youre scudying in an arca of ineerest (historical ‘or otherwise), then you could take this activity one stage further and get the students to go out ona walking cour wich different students taking a differen section of the route on which to guide the others. 44 Writing [p.98) ‘Scudents look carefully at the extract from the Charleston leaflet before they write their own, ‘When the students write their own leaflet, they can er follow the exact style of che model, of be more adventurous. Make sure students are aware of the differences in styleand register between the written leaflet of this activity and the spoken tour of the previous activity. Project work 1 Choose an area that you know well (such as yourhome town, of the town where you are studying). Imagine you are planning a series of tourist services to offer guests staying at your hotel. Collect as much informations you can on local fac events, festivals, tours, etc. 2 Prepare a package of information for the hocel Welcome Informacion pack to be left in each room. It should include the leaflet you wrotein 1 Writing, butshould also contain information on these ateas: ~ local facilities and nightlife ~ the local area in general ~ car tours (suggest some routes) hotel excursion programme (forone week) ~ car hire facilities ~ travel agency services availableUnit 9 1 Listening [p. 100] ‘The listening is based on an interview with a top London hotel. Before che students listen, ask them to consider questions Laand b in pairs. > 1 Possible answers a Theclass might be expected to say some of the following — business guests who visit regulaely, use conference facilities, entertain guestson the premises, use the business facilities, spend a lor of money, ete. b Make check-in quick, provide complimentary goods, ete. » 2 Answers Very Important Peron ‘Typical Job: company salesperson Before Arrival: roomallocaced in advance On Arrival: simple check-in procedure, duty manager made aware of his/her arrival Company Important Person ‘Typical Job: important person in an important company Before Arrival: room allocated in advance, room double- checked, additional extras included On Arrival: duty manager tries 0 meet him or her if possible Very Very Important Person Typical Job: very important person in an important company, e.g a managing director Before Arrival room treble-checked, full range of extras flowers, wine, chocolates On Arrival: no check-in at reception, duty manager meets and accompanies him/her 2 Word study [p. 101] “The comparison forms used here are much more sophisticated than che simple comparative structures studied in Unit 2, but you may wish to remind students of those forms first. “The linking phrases used here ean come at the beginning or the end of sentence. However, Hite + noun phrase usually comes at the beginning. Answers a justas b Unlike © Whereas d Like Unlike F Justas g Whereas h Like i Unlike j whereas 363 Language study [p. 1021 Present Perfect Continuous vs Present Perfect Simple Here, the grammar has been simplified. For a fuller treatment, please see J. Eastwood, Oxford Practice Grammar, pp. 28-9. Answers a. I'vebeen saving for two years. I've saved £1,000. b Since lunch-time, Mary has been reading the newspaper. She’ read half of it, © T'veonly played a few games of squash because Ive only been playing it fora while, d_ Tvebeen drinking coffee all day. 've drunk eight cups. € Have you only read the first chapter? You've been reading that book for ages. F Alberchas not been working there for long, but he'salready been promoted twice. g I'vebeen sitting at my typewriter since eight o'clock this moming, but I've only managed to write four letters h Belinda has been playing cennis since she was five, and it shows ~ she’ won every competition she's entered in the lst two years. 4 Reading [p. 102) ‘This isan authentic text taken from the ‘Copthorne Tara Hotel Business Apartments brochure. 1 Puc the students in pairs or small groups to make their list, You may need to give them some hints about what special facilities business travellers expect. They should think about the arrangement of rooms, equipment, atmosphere and comfort required for long business meetings, 37 > 2 Answers The facilities listed in the text are: fully-equipped office/meeting room separate cloakroom/toilet facilities bedroom interconnecting wich the office/meeting rooms private bathroom ae telephone in bedroom fax/copier phones PC and printer VHS player telerexe TV screen white marker board flip-chart supply of stationery fridge tea- and coffee-making facilities full room service 5 Listening [p. 103] Focus attention on the picture of Margaret Sesnan. Tell scudents that she travels lorin her job. Then they match the words and definitions. 1 Answers 1d 2a 3¢ 4b Give the class time to read through the questions and check with you if they have any problems. Play the tape twice. Let them check notes in pairs berween lisenings. 2 Answers a Marketing Director: conferences, visits to agents and other contacts, b sometimesasa ‘package’ (through a travel agent), or her secretary organizes the flight and hotel ¢ fix, phone, (business centre) d good location (easy to get metro or taxi); oom, near the lift on 2 lower floor ¢ the giving and receiving of business cards is more elaborates you are often asked to take your shoes off and put on slippers; they drink ‘green tea; the Japanese are generally more hospitable (and punctual) than Europeans ts to exhibitions and3. Thestudents may come up with all kinds of suggestions. A recent survey of British businesswomen showed the following facilities and features were particularly appreciaced: Facilites — fulllengsh mirrors — hair-drice socket in bathrooms ~ fullrange of wileries — special table in restaurant for single businesswomen to meet at Security features — chain on door — spyhole in door = security guards 6 Speaking [p. 104] Ina monolingual class, this activity will work either as pair work oras aclass discussion. Ifthe differences berween the cultural habits in your country and chose in the USA are not so great, you may find this activity works better if you choose a country other than the USA. For a multilingual class, pair students of the same or similar nationalities or have 2 class discussion. This activity will work equally well after the reading on Japanese vistors. Suggested answers 1. This will depend on the customsin the students) count 2. From speaking to guests, reading guidebooks for visitors from your country to the USA, from the cinema, television, American staf, questionnaires, ec 3. Students may come up with suggestions such as: mubkilingual staf notices, forms, et. simplified procedures; the use of symbols (efor No ; maps and phrase books available in rooms; informacion in different languages about customs and habits; 1 Weleome vic cof languages. 7 Reading [p. 104) 1. The class would not be expected to know the answers to these questions. The point is to their curiosity and allow them to speculate. 2 Answers a Four or shiisconsidered unlucky, as the verb shinu means 10 di b Toiletries, hair-drier, constant hor water, bath and shower attachment, drain in bathroom floor or a notice in Japanese and at least one other language, explaining how to use the shower and bath. ¢ Twin beds. 3. The following features are mentioned in the text: a plenty of salf on duty (abundane sajf) b notices and signs in Japanese (/apanese print) 4 aJapanese-speaking staff member (at least one Japanese national) e€ politeness (a high level ofservice) £ ahigh level of security g Japanese newspapers he Japanese food (iso soup) 8 Writing |p. 106] Students could prepare the Welcome Lecter in pairs. You may choose to simplify the task and ask your class ro write just one or two paragraphs that could be included in a Welcome Letteron the social customs nd habits in their country that foreign business visitors should be aware of You might suggest some of the following features for inclusion: — dress code — ways of greeting ~ hours of business = opening hours ~ tips on the weather — unusual customs 9 Activity [p. 106] The business apartment here is the same as the one in 4 Reading, Most of the lexisis dealt with there, butyou may ced to go over some of it again. To ensure co-operation and discussion, ask them to work together on just one book at a time, in pencil so they can change things as they go along. 3810 Activity [p. 1071 ‘Ask the students what they understand to be the differences between luxury, 4-star, 3-star, and 2-star accommodation, in terms of stafing, facilities, atmosphere, luxury, etc. This varies from country to country, so it isnot possible to give a precise definition. Reed through the instructions carefully with the students, and draw the following grid on the board. UK Sw Ger ir The task is easier to complete ifthe students decide firsc which country cannorbe A, B, etc., and mark this on the grid, Fast finishers can be asked to help slower ones. Answers France C Switzerland B Germany D UK Project work 1 Write a questionnaire about facilities at hotels. Imagine the questionnaire is to be used by alarge multinational company which wants to know about the facilt available for visiting business travellers in a number of major financial centres. Be sure to include questions about business centres, business apartments, special features for | ‘overseas visitors and for businesswomen. 2 Send the questionnaire, together with a covering letter, 10a number of large hotels, in the area where you are studying, 3. Compilea shore guide to hovel business facilites in the area for English-speaking business travellers, based on the questionnaire. 39Unit 10 ‘You may wish to expand the scope of this unit and look at other special facilities for large groups, meetings, and functions provided by hotels, for ‘example, weddings and holiday events. 1 Reading [p. 109) Begin with a general discussion on conference facilities and requirements, Ask half che class to looke avic from the hotels poincof view —whac would your hotel provide? Ihe other half ofthe class look from the point of view of a conference co- ordinaror—what would you want? Keep the discussion fairly general at this stage. Before they read the text, get the students to list what a hotel would need to know from a company about « proposed conference, eg dates, size, accommodation required, etc. Answers 1 a October 199__ (probably a Friday and Saturday) b approximately 50 ¢ information on faci events 2 The answer to this questions fairly open, but spend some time discussing i, as it sets the scene fora lor of the work lateriin the unit, , current rates, social 2. Word study [p. 110] 1. Start by revising some of the vocabulary of equipment found ina business apartment (from Unit 9), such as overhead projector (OHP), screen, flip-chart, ete. Then get students to identify the pictures. ‘Answers le 3d 56 2e 4a > 2 Suggested answers theatre-style: speech, product launch, press conference, signing ceremony schoolroom-style: lecture horseshoe: seminar, workshop boardroom-style: board meeting, seminar banqueting-style: wedding meal, formal dinner b c d € 3 Listening [p. 111) Before the students listen to the tape, get them to focus on the Waterloo room. Ask: What size is the Waterloo reom?to elicit ways of giving measurements, (Answer: [ei fater metres by ten point ight five metres/Its four metres wide and ten point ight five metreslong) Ask: What equipment has it got (Answer: Its gota TV anda video recorder.) Make sure the students underseand the cask, then play the ape. Answers > 1 Name: Albemarle Size: 105x142 m Equipment: 1 PA system 2 video recorder 3 slide projectorand screen 2 Name: Apiley Size: 61x 7.7m Equipment: 1 flip-chart 2 ‘video Aldford 5.6x11.8m Equipment: | OHP 2 whiteboard 404 Language study [p. 112] Describing use ‘The structures presented here are straightforward, and the activity provides a convenient way of | revising the vocabulary of conference equipment Extra activity Divide the class into groups and give each group the name ofa simple everyday object {e.g a brick) for which they must think of unusual uses (eg, holding up.a bookcase, a paperweight). They then tell the other group ‘what their object can be used for (not what it normally isused for), and the other group guesses che object. Talking about contents 1 Answers b What does the room contain? ¢ What is the room equipped with? d_Howis the room set out? or What style is the room set out in? ¢ Hows the room arranged? or What event is the room arranged for? Describing size and dimension 1 Answers b What shape is i? ¢ What isits seating capacity? d How many people can itrake? 5 Speaking [p.113] The format of the room plans wll be familiar to the students from the listening on the Albemarle suite. Make sure they de not look aceach other's plans until the end, when they can look to confirm their answers. 6 Reading [p. 113] Ask the students what they know about Monaco. What types of group would be attracted by a conferencein Monaco? What facilities and special events mighca conference hotel in Monaco offer? 41 1. Divide the class into ewo groups in order to carry out the jigsaw reading, The seudents should read their section only. Possible answers A a agreeable architecture, view overlooking rose garden, on the sea front b cheerful and efficient (anticipate your every need, second to none) ‘© a non-smoking floor, Brasserie, evening music in the lobby bar, gift and newspaper shop, shurile bus service, many others d cable television, electronic minibar, individual air-conditioning ¢ air-conditioned conference room with natural light, baize table coverings, fip-chart, mineral water provided, note padsand pens, hospitality desk with direct dial telephone on request, two coffee breaks, three-course lunch with drinks included, conference co-ordinator ‘on hand. B a helicopter transfer from Nice Airport, ‘welcome cocktail, giftsin rooms (bottle of wine, champagne, basket of fruit, local souvenirs) b four-wheel drive off-road safut, sports centre (45 minutes by coach) for tennis, able tennis, volleyball, petanque, mountain biking, four- wheel drive off-road dri » triathlon events; also climbing and water sport (sailing, windsurfing, parascending) € helicopter trips, coach trips to village of Eze, port of Villefranche, Saint Jean Cap Ferracand the Rothschild Foundation, Beaulieu and the Villa Kerylos wine and cheese party, themed musical dinner parties, floor shows, Monaco treasure hunt 2. Todo this activity, students will need t0 bein pairs (one A and onc B). There are no ‘right’ answers here: the Abela has advantages and disadvantages forall the groups mentioned, and studencs will have to select appropriately from the attractions and facilities listed in their texts.