ITHHSGEL01AEM-Use Oral Language To Negotiate

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
USE ORAL LANGUAGE
TO NEGOTIATE COMPLEX EXCHANGES IN
A RANGE OF CONTEXTS IN
THE HOTEL AND RESTAURANT
Unit Code: ITHHSGEL01AEM

Acknowledgements
Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not intended to
replace current resources.
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of i
contexts in the hotel and restaurant
Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of ii
These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of iv
Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues________________________________
5.1.1 Workplace assessment.....................................................................22
5.1.2 Competent.........................................................................................22
5.1.3 Recognition of current competence...................................................22
5.1.4 Assessors..........................................................................................22
5.2 Underpinning skills and knowledge___________________________22
5.2.1 Assessment of underpinning skills and knowledge...........................22
5.2.2 Examples of assessment tasks.........................................................24
5.3 Suggested assessment for Use oral language to negotiate complex
exchange in a range of contexts in the hotel and restaurant________26
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Use oral language to negotiate complex exchange in
a range of contexts in the hotel and restaurant.
This guide deals with the skills and knowledge required by people working in the Hotel and
Restaurant industry who deal with English speaking guests, to use English in complex
speaking contexts in the workplace.
Linkages to other units:

1. This unit should be assessed together with
a. Listening and Speaking – Level 3
 Deliver short oral presentations
 Deal with Complaints
b. Hotel and Restaurant Competency Standards
Refer to the matrix to see the linkage between this standard and the Hotel and
Restaurant Competency Standards.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
JL R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations - PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271
Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

ITHHSGEL01AES USE ORAL LANGUAGE TO NEGOTIATE COMPLEX EXCHANGE
IN A RANGE OF CONTEXTS IN THE HOTEL & RESTAURANT
UNIT DESCRIPTOR This unit deals with the skills, knowledge and attitude required by
people working in the Hotel and Restaurant industry who deal with
English speaking guests, to use English in complex speaking
contexts in the workplace.
ELEMENTS PERFORMANCE CRITERIA
01 Understand purpose 1.1 Uses opening and closing strategies – clearly

of exchange identifying purpose of the exchange.
1.2 Uses clarification and feedback techniques to ensure
understanding.
1.3 Uses appropriate vocabulary.
1.4 Demonstrates understanding by rephrasing request.
1.5 Listens for key words to ensure understanding.
02 Provide appropriate 2.1 Achieves purpose of exchange by providing
information information on the topic required.
2.2 Uses reasonably complex grammatical constructions
2.3 Explain circumstances if appropriate – e.g. if nature of
exchange is a complaint.
2.4 Proposes solutions if required.
2.5 Uses appropriate levels of formality/informality
depending on the context of the exchange.
03 Request information 3.1 Makes appropriate requests.
3.2 Forms grammatically correct questions.
RANGE OF VARIABLES
1. Face to face or on the telephone.
2. With recourse to repetition.
3. Exchange can involve a conflict of interest.
4. Vocabulary appropriates to topic.
Package for Hospitality Training - Use oral language to negotiate complex exchange in a range of 3
EVIDENCE GUIDE
1. Underpinning Skills and Knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the following
areas is required:
a. appropriate use of language to suit specific audience and purpose
b. correct usage of a wide variety of words and grammatical structures to
achieve meaning
c. suitable advice on topics related to hotel and restaurant such as –
food/wine selection, reservations
d. usage of interaction strategies such as providing verbal and non-verbal
feedback in order to show interest
e. knowledge of oral communication techniques important in telephone
communication
f. definition of an issue, explanations and analysis of an issue and generation
of possible solutions.
2. Context of Assessment
2.1 This unit may be assessed on or off-the-job. Assessment should include practical
demonstrations either in the workplace or in a training environment. This should
be supported by a range of methods to assess underpinning skills and
knowledge.
3. Critical Aspects of Assessment
3.1 Ability to use and respond to spoken English in a range of contexts in hotel and
restaurant.
4. Linkages to other units
4.1 This unit should be assessed together with:
a. Listening and Speaking – Level 3
 Deliver short oral presentations
 Deal with Complaints
b. Hotel and Restaurant Competency Standards
Refer to the matrix to see the linkage between this standard and the Hotel
and Restaurant Competency Standards.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, Organising and 3 Using Mathematical Ideas and -

Analysing Information Techniques
Communicating Ideas and 3 Solving Problems 3

Information
Planning and Organising Activities 3 Using Technology 2
Working with Others and in Teams 3
Package for Hospitality Training - Use oral language to negotiate complex exchange in a range of 4
Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
0.1 Understand purpose of exchange Face to face or on the
telephone.
1.1 Uses opening and closing strategies With recourse to repetition. Understand purpose of R HO 1
– clearly identifying purpose of the Exchange can involve a exchange L
exchange. conflict of interest.
Vocabulary appropriates to
topic.
1.2 Uses clarification and feedback Reading comprehension Q HO 2
techniques to ensure understanding. Dis
1.3 Uses appropriate vocabulary. Registration card HO 3
1.4 Demonstrates understanding by
rephrasing request.
1.5 Listens for key words to ensure Oral reproduction WG HO 4
understanding.
0.2 Provide appropriate information Giving information R HO 5

WE
2.1 Achieves purpose of exchange by Providing information WG HO 6a-b

providing information on the topic
required.
2.2 Uses reasonably complex The 8 questions on B OHT 1
grammatical constructions registration Dis
2.3 Explain circumstances if appropriate
– e.g. if nature of exchange is a
complaint.
2.4 Proposes solutions if required.
Package for Hospitality Training – Use oral language to negotiate complex exchanges in a range of contexts in the hotel and restaurant 5
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
2.5 Uses appropriate levels of
formality/informality depending on
the context of the exchange.
0.3 Request information Requesting information Ex OHT 2

3.1 Makes appropriate requests. Exercise WE HO 7
HO 8
3.2 Forms grammatically correct
questions.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Handout – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V
Listening - L Reading - R Written Exercise - WE
4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Understand purpose of exchange REVIEW
Good morning, every one. How are you this morning? Last week we studied about …….. and this morning
we are going practice receiving clients.
DICTATION
Note for the teacher:
1. Prepare the dialogue strips
2. Explain to the learners about the dictation game
3. Put the strips on the table in front of the class
4. Explain the rules of the game, such as:
 ask the learners to work in pairs
 one student as the writers and the other as the reader
 no body is allowed to touch the strips
 the readers are not allowed to write and the writers are not allowed to read
 ask the learners to dictate the strips
 ask the learners to arrange the strips into a good dialogue
 check the student’s work by matching the work with the dialogue on Handout 1 [Conversation
1].
 the learners who submit the first and get correct answers will be the winner of the dictation game
 discuss the dialogue with the learners.
READING COMPREHENSION
1. Show the Handout 1 [Conversation 1] for 5 minutes.
2. Ask the learners 5 questions on Handout 2 [Reading comprehension].
3. Switch off the Handout 2.
4. Discuss the questions with the learners.
student to have?
ORAL REPRODUCTION EXERCISE
Teacher to show and explain Handout 3 [Sample of registration card].

1. Ask the learners to work in pairs and make a new dialogue with the following situation shown in
Handout 4 [Role-play for oral reproduction].
2. Check the learners work if they are the same as the model in handout 1.
3. Ask the learners to practice their new dialogue with their own partner.
4. Check their performances such as:
 fluency
 vocabulary variation
 structures
 pronunciation
 gestures.
Provide appropriate information Note for the teacher:

1. Ask the learners to work in a group of three.
2. Ask each group to practice the dialogue on Handout 5 [Giving information on a hotel].
3. Ask each group to present the dialogue in front of the class.
 fluency
 structures
 pronunciation
 gestures.

1. Ask the learners to work in pairs then read and practice the dialogue in Handout 6a-b [Providing
information].
 fluency
student to have?
 structures
 pronunciation
 gestures.
3. Ask the learners whether their understand each word in the dialogue.
4. Ask them to do the exercise on the end of the dialogue and check it together with the learners.

1. Ask the learners to make 8 questions about guest registration in a hotel (walk in guests & guests with
reservations).
2. Discuss the questions with the learners.
Teacher to show OHT 1 [The eight (8) questions on registration].
Request information Teacher to give Handout 7 [Requesting information] which also contain language study about how we
can ask information politely using: “would, could and can”.
Makes appropriate requests. Teacher to show and explain OHT 2 [Conversation 2].
Forms grammatically correct questions. STRUCTURE TO PRACTICE ON POSSESSIVE ADJECTIVE

1. Ask the learners to arrange the jumbled words and fill in the blank Handout 8 [Jumbled sentences
and gap filling exercise]. Example: Job – I – enjoy ……I enjoy my job.
2. Check their answer about:
 word order
 the missing possessive adjectives
 the spelling of the word
 give a score at 20 points for each correct number
 discuss their work.
Well, time is up. Are they any questions before we stop? If there are no questions that’s all for today. See
you again next week. Thank you for your participation and goodbye.
4.3 Support materials
(Overhead transparencies/
Handouts)
HO 1
Conversation 1
Guest : Can you help me with this form, please ? My English isn’t
very good.
Clerk : Yes, of course sir……. Let’s see… yes…. The first thing
is your family name….
What’s your family name, please?
Guest : Ah, my family name. Yes, BENMELOUKA.
Clerk : Benmelouka how do you spell that?
Guest : B – E – N – M – E – L – O – U – K – A
Clerk : Thank you…… and your other names? Your first name?
Guest : It is, Er…… Mohammad Hussein.
Clerk : Mohammad….. Hussein….. thank you…. And er … your
nationality ….er
What country do you come from?
Guest : I come from MAROCCO.
Clerk : Marocco ….. right….. and your address?
Guest : My address is 10, Liberation street, Rabat .
Clerk : 10, Liberation street , Rabat . And do you know your
passport number?
Perhaps I could look at your passport. Thanks…. Ah,
here it is ……one, four, zero, zero, seven, eight,….. and
it was issued in Rabat….. and… I am just looking for
Place of birth. Ah, here we are CASABLANCA . That is
beautiful city.
Guest : You know Casablanca?
Clerk : I was on holiday there once…. Now, sir, your
destination?
Guest : Sorry? My destin…….
Clerk : What’s your next destination? Where are you going
after this?
Guest : Ah, yes, My destination. I’m going to Paris after this.
Clerk : Paris ….. thank you….. That’s fine sir. If you could just
sign this at the bottom here …. Thank you ….. your room
number is 252. Here is your key, and the bell Boy will
take your suitcases.
HO 2
Reading comprehension
Answer the question based on the conversation

given before.
1. What is the guest’s last name?
2. What country does he come from?
3. What is his passport number?
4. Where is his passport issued?
5. What is his next destination?
HO 3
Sample of registration card
1. Family name : MANDELA
2. Other name : WHITNEY
3. Address : 7 Oak Street NEW YORK
4. Length of stay : 16 – 25 July 2000
5. Nationality : AFRICAN
6. Passport number: 270099876
7. Place of issue : NEW YORK
8. Next destination : SINGAPORE
9. Room number : 2098
HO 4
Role – play for oral reproduction
Student A
You are a receptionist in Jakarta Hilton Hotel, the

arriving guest (student B) can not read or write
English but can speak a little.
Ask the guest questions to complete the registration

card for him.
Student B
You are a guest in Jakarta Hilton Hotel, You cannot

read nor write English but you can understand
spoken English if it is slow and clear with simple
words. Try to understand the receptionist’s
questions, and give suitable answers.
HO 5
Giving information on a hotel
Mr Wilson will attend an International seminar in Jakarta. Few days before his
departure, Mr Wilson call one of the hotel in Jakarta to get some information
he needs.
Conversation
Reception : Good Morning. Panitera International Hotel. May I
help you?
Mr Wilson : Good Morning. This is Gerard Wilson and I’m calling
from Los Angeles. Could you please give me some
information on Panitera International Hotel?
Reception : Yes, of course. The Hotel is a four star hotel and its
located in the middle of the city. It’s about an hour
from the airport.
Mr Wilson : What about rooms and restaurant?
Reception : All the rooms are very quiet and air-conditioned, of
course. The hotel also has two restaurants on the
ground floor which serve both International and
Indonesian food.
Mr Wilson : What about evening entertainment?
Reception : For evening entertainment, we always perform
Indonesian traditional dances in the lobby until 11
pm. We also have two bars which open 24 hours.
Mr Wilson : How much is your room rate?
Reception : For a single room is US$ 120.00 and for a double
room is US$ 135.00.
Mr Wilson : It’s quite reasonable, I think. Well, this is just a final
question. Do you have a swimming-pool?
Reception : Yes, of course we do. It’s exactly at the back of the
hotel.
Mr Wilson : All right then. Thank you very much for your
information. I hope I can stay with you when I come
to Jakarta later.
HO 6a
Providing information
Mr Kardiman is in the Accommodation Jakarta. While you are

listening to his conversation with Fru Nielsen, look at the hotel list
below.
Nielsen: God Morgen.
Kardiman: Excuse me, do you speak English?
Nielsen: Yes I do. How can I help you?
Kardiman: I need a double room with bath for two rights.
Nielsen: I see. What sort of hotel would you like?
Kardiman: Well, could you tell me what kind of accommodation is
available?
Nielsen: Well, of course, there are different classes of hotel.
Prices start at US $100 a night for a one star hotel
and go up to US $ 650 for a better one.
Kardiman: What is there for about 30 a night?
Nielsen: That’s about Rp. 300.000,- Here’s selection of hotels
at around that price.
Kardiman: Ah, thank you very much.
Nielsen: Where would you like to be? The hotels in the centre
are more convenient than the hotels in the suburbs,
but then the city centre hotels are more expensive and
noisier.
Kardiman: We’d like to be in the city centre. Which of these is a
good place?
Nielsen: Well, the Titan, the Union, and the regent are all very
central.
Kardiman: Could you explain the prices at the Regent?
Nielsen: Yes. There is a minimum price for off-season stay and
this maximum price for high season, June to August.
HO 6b
Providing information (cont’d)
Kardiman: What’s the Regent like?

Nielsen: It’s a medium-sized hotel and, as far as I know,
it’s very comfortable.
Kardiman: Can I book a room in the Regent from here?
Nielsen: Certainly, that’s no problem. So that’s for today
the 17th August, and tomorrow?
Kardiman: Yes.
Nielsen: What name is it, please?
Kardiman: Kardiman.
Nielsen: Could you spell that?
Kardiman: H-A-R-V-E-Y.
Nielsen: Thank you, Mr Kardiman. Just wait a moment
while I confirm your booking with the hotel.
1. What kind of room does Mr Kardiman want?

2. In what ways are suburban hotels better?
3. Must Mr Kardiman pay the maximum price for a hotel
room?
4. How big is the hotel Regent?
5. For what dates does Mr Kardiman need a room?
OHT 1
The eight (8) questions on registration
Types of questions that usually come up on
registration:
1. Do you have a reservation?
2. What type of room would you like?
3. How long would you like to stay with us?
4. May I have your name, please?
5. Could you give me your home address?
6. What is your passport number?
7. What is your next destination?
8. How would you settle your bill?
HO 7
Request information
Language study
Notice how we can ask for information politely.
Examples:
You don’t know the name and address of a customer (tell).
 could you tell me your name and address, please?
You don’t know the spelling of a customer’s name (spell).
 would you spell your name, please?
You aren’t sure of the name of accompany (give).
 can you give me the name of your company, please?
Using could, would and can, ask questions in a similar

way
1. You don’t know the telephone number of a customer
(tell).
2. You aren’t sure of the surname of a caller (repeat)
3. You are unsure of the number of people in a group
(tell).
4. You don’t know the arrival time of a customer (give).
5. You don’t know the spelling of a steer name (spell).
6. You are unsure of a quest’s date of departure
(confirm).
OHT 2
Conversation 2
R : Good afternoon Sir, Welcome to Jakarta

Hilton Hotel. May I help you?
G : Er …. The name is Sasmito. I have a
Reservation
R : Right. Just a moment, please. Yes ….. here
we are …… Mr. Sasmito, single room.
G : Yes, a single room, with Sea view
R : Alright now, We’ve put you in room 403,
which is on the fourth floor, overlooking the
sea and the rate is Rp. 4.500.000,- a night
including ABF.
G : Well, that sounds fine.
R : Good, and before you go up, if I could just
ask you to fill in the registration card.
G : OK. I’ll do that, by the way, I’ve got some
heavy luggage in the car. Can you get some
one to help me with it?
R : Certainly, Sir. I’ll call a bell boy to take it up
for you.
HO 8
Jumbled sentences and gap filling

exercise
Re – arrange the sentences below and fill in the

gap.
Example: Enjoy I job ..... = I enjoy my job.
1. wants He some with help ____________
luggage.
2. put want to They ____________ the car park.
car in
3. We to have in ____________ room. prefer
breakfast
4. to She wants _______________ coat leave here.
5. I’d like to leave for ______________ friend a
message
Key answer
Jumbled sentences and gap filling

exercise
Example: Enjoy I job ..... = I enjoy my job.

1. He wants some help with his luggage.
2. They want to put their car in their car park.
3. We prefer to have breakfast in our room.
4. She wants to leave her coat here.
5. I’d like to leave a message for my friend.
Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress towards
satisfying the performance criteria set out in the competency standard. At the appropriate point,
judgement is made as to whether competence has been achieved. Assessment identifies the
achievements of the trainee rather than relating the performance of the trainee to other trainees.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The answer to this
question will tell you what we mean by the word “competent”. To be competent in a work related skill
implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to reflect the
real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides the recognition of current competencies

regardless of where they have been acquired. Assessment recognises that individuals can achieve
competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against competency

standards in order to determine whether they have achieved the required competence for a job role or
for recognition for a formal qualification. The assessment of recognition of current competence is
undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to assess
this unit, then you may choose from the methods offered in this guide, or develop your own to conduct
assessment. Assessors must look at the evidence guides in the competency standards before
arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Package for Hospitality training – Use oral language to negotiate complex exchange in a range of 22
Evidence should include a demonstrated ability to correctly explain and apply principles and practices
in the hospitality industry.
You must now assess your trainee’s or students’ underpinning skills and knowledge. This section
must be completed before you go on to the next section. Underpinning skills and knowledge for
competency standard are:
a. appropriate use of language to suit specific audience and purpose
b. correct usage of a wide variety of words and grammatical structures to achieve meaning
c. suitable advice on topics related to hotel and restaurant such as – food/wine selection,
reservations
d. usage of interaction strategies such as providing verbal and nonverbal feedback in order to show
interest
e. knowledge of oral communication techniques important in telephone communication
f. definition of an issue, explanations and analysis of an issue and generation of possible solutions.
Should your trainees or students not have the underpinning skills and knowledge required, you must
ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
Package for Hospitality training – Use oral language to negotiate complex exchange in a range of 23
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and knowledge. The table below can be used to record the result of each
student and what further training is needed.
Tasks the language user can perform at this level
Speaking Listening Reading Writing

 takes part in business  understands business  reads complex texts  writes complex business
negotiations presentations  uses research skills correspondence
 manages meetings  understands complex confidently  writes complex business
 explains complex procedures to negotiations  reads contracts. reports
guests  understands business meetings  writes event proposals.
 establish business contracts  understands a range of casual
 delivers complex oral conversations with native
presentations speakers.
 speaks at seminars.
Jobs in the industry, which the person can perform if he/she has to deal with English speaking customers:
 training supervisor  concierge
 human resource staff  high ranking administration staff.
Always remember that in both speaking and writing the most important aspect to consider is the communicative competence of your students. Mistakes in
grammar and structure are not important in your assessment of the students particularly in Levels 1 and 2. refer to the Range of variables to assist you in your
task and check the Underpinning skills and knowledge.
The assessment tasks contain sample answers, which may also assist you but please remember that these are only samples – the students may produce
other answers, which are also acceptable. Check your standard to help you in assessing their answer.
Task 1
Oral assessment
1. Distribute the role play cards to the learners

2. Ask the learners to find their partners
3. Give them 5 minutes to read and rehearsal their role
4. Ask the learners to perform their role
 fluency
 structures
 pronunciation
 gestures
Role-play cards for assessment task 1:

1. You are a receptionist at Nirwana Hotel. You have a customer checking in
at the reception desk. Please handle your customer professionally
2. You are Mr. Brackle, and you are a customer at Nirwana Hotel. You are
going to stay there for 6 nights. You reserved a deluxe room facing
3. the garden. Answer the receptionist ‘s questions suitably.
4. You are a receptionist at Nirwana Hotel. You have a customer checking in
at the reception desk. Please handle your customer professionally
5. You are Mr. Brackle, and you are a customer at Nirwana Hotel. You are
going to stay there for 6 nights. You reserved a deluxe room facing the
garden. Answer the receptionist ‘s questions suitably.
6. You are a receptionist at Senggigi Beach Hotel. You have a customer
named Mr. Johnson & Family checking in at the reception desk. Please
handle your customer professionally.
7. You are Mr. Johnson, and you are a customer at Senggigi Beach Hotel.
You are going to stay there with your family for 16 nights. You reserved
a Suite room facing the Sea. Answer the receptionist ‘s questions
suitably.
Task 2
Questions and answers
1. Ask each learner for 4 questions about guest registration in a hotel

2. Check their questions if they are relevant to HO – 1
3. Check also the fluency of speaking, the use of vocabulary variation, word
orders, pronunciation, and gestures.
5.3 Suggested assessment Use oral language to negotiate complex exchange in a range of
The following pages list some of the methods that can be used to assess this competency. The proposed assessments have been designed to address each
element, performance criteria and underpinning skills and knowledge for the competency.
Results of a successful assessment should indicate sufficient and relevant knowledge and understanding to be able to infer competence. Therefore the
trainee is assessed as either competent / competence to be achieved. Examples of assessment results sheets are included in Appendix 1 and 2.
For the intermediate level – ITHHSGEL01AEM – Use oral language to negotiate complex exchanges in a range of contexts
ITHHSGEL02AEM – Deliver short oral presentations
ITHHSGEL03AEM – Deal with complaints
ITHHSGEL04AEM – Read information texts
ITHHSGEL05AEM – Write business letter
Please refer to the table below – this will assist you in assessing your student.
ASLPR LEVEL 3 Book 3
TOEIC ASLPR Speaking Listening Reading Writing

TOEIC 3 Can speak well enough to Can generally Can get essential Can write well enough to
Limited Working Cans handle most substantiate own and discuss follow information from substantiate own and
Proficiency 680 - 820 vocational other’s opinions though not in conversations general news stories discuss others opinions but
requirements easily great depth. Makes mistakes between native and semi technical can’t pursue argument in
occasionally but these don’t speakers. Can use texts in familiar fields. great depth. Can organise
usually cause confusion. Can the telephone for Can read standard writing logically. Can adjust
adjust conversation to suit most purposes. neat handwriting writing to suit audience and
the formality of the situation. Can understand purpose in familiar
Can usually come up with the most TV and radio situation
appropriate vocabulary and news stories
structure
Package for Hospitality Training – Use oral language to negotiate complex exchange in a range of contexts in the hotel and restaurant 26
Appendices
Appendix 1
Competency assessment result

Unit code: ITTHSGEL01AEA
Title: Use oral language to negotiate complex exchanges

in a range of contexts in the hotel and restaurant
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 

Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision
Date:
Package for Hospitality Training - Use oral language to negotiate complex exchanges in Appendix 1 - Page 1
a range of contexts in the hotel and restaurant
Appendix 2
Group trainee or student assessment record

Title: Use oral language to negotiate complex exchanges

in a range of contexts in the hotel and restaurant
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Package for Hospitality Training – Use oral language to negotiate complex exchanges in Appendix 2 - Page 1
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 Conversation 1
2 Reading comprehension
3 Sample of registration card
4 Role-play for oral reproduction
5 Giving information on a hotel
6 a-b Providing information
1 The eight (8) questions on

registration
7 Request information
2 Conversation 2
8 Jumbled sentences and gap filling

exercise
Appendix 4
Trainee or student evaluation sheet

Title: Use oral language to negotiate complex
exchanges in a range of contexts in the hotel and
restaurant
Agree Don’t Disagree Doesn’t
The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITTHSGEL01AEM
Unit title: Use oral language to negotiate complex exchanges in

Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

ITHHSGEL01AEM-Use Oral Language To Negotiate

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHSGEL01AEM

Indonesian Hotels and Restaurant Association

Access and equity

Competency Based Training

Critical aspects of assessment

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Linkages to other units:

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

01 Understand purpose 1.1 Uses opening and closing strategies – clearly

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, Organising and 3 Using Mathematical Ideas and -

Communicating Ideas and 3 Solving Problems 3

Planning and Organising Activities 3 Using Technology 2

Working with Others and in Teams 3

0.2 Provide appropriate information Giving information R HO 5

2.1 Achieves purpose of exchange by Providing information WG HO 6a-b

0.3 Request information Requesting information Ex OHT 2

Note for the teacher:

Provide appropriate information Note for the teacher:

Note for the teacher:

Note for the teacher:

Forms grammatically correct questions. STRUCTURE TO PRACTICE ON POSSESSIVE ADJECTIVE

Answer the question based on the conversation

1. What is the guest’s last name?

2. What country does he come from?

3. What is his passport number?

4. Where is his passport issued?

5. What is his next destination?

Sample of registration card

1. Family name : MANDELA

2. Other name : WHITNEY

3. Address : 7 Oak Street NEW YORK

4. Length of stay : 16 – 25 July 2000

6. Passport number: 270099876

7. Place of issue : NEW YORK

8. Next destination : SINGAPORE

9. Room number : 2098

Role – play for oral reproduction

You are a receptionist in Jakarta Hilton Hotel, the

Ask the guest questions to complete the registration

You are a guest in Jakarta Hilton Hotel, You cannot

Giving information on a hotel

Mr Kardiman is in the Accommodation Jakarta. While you are

Providing information (cont’d)

Kardiman: What’s the Regent like?

1. What kind of room does Mr Kardiman want?

The eight (8) questions on registration

Types of questions that usually come up on

1. Do you have a reservation?

2. What type of room would you like?

3. How long would you like to stay with us?

4. May I have your name, please?