6 Unit 1

*
Tip
Using dictionaries
Encourage the use of EnglishEnglish
dictionaries from the start. You could get
students to look up the four words
themselves before doing 1.
Additional activity
(stronger students)
Get pairs of students to role-play some of
the welcome encounters in front of each
other. The observers can comment on
whether the six rules were met.
Background
The arrival of tourists at their destination signifies the
true beginning of their vacation to most people, and the
beginning of a series of encounters with tourism
professionals that will define the quality of the holiday
experience.
Arrivals occur at coach and rail stations, ports, and
airports, although today most arrivals are through
airports. Here the sequence of events is the same
everywhere:
disembark
go through passport control (also known as immigration)
pick up luggage at baggage reclaim
go through Customs.
Customs usually consists of two channels, red and green.
Travellers within the EU can go through a blue channel.
Once through Customs, travellers enter the public area of
the airport terminal, where they can be met by family or
friends. Business travellers are often met by colleagues or
by a driver from a private airport transfer service. Tourists
arriving on a package holiday will usually be met by the
tour operators transfer rep (see Unit 4).
The public area of a port gives travellers access to a range
of services transport services, accommodation agencies,
currency exchange, and so on. In large airports or sea
ports, the transport services are often designed so that the
different modes of terrestrial transport taxi, bus, coach,
metro, train all converge in a coordinated way on the
port. This is a transport hub. Changi airport in Singapore is
an example of this arrangement.
Buses running non-stop from one airport terminal to
another, to the car parks, to nearby hotels, or to the city
centre are known as shuttles, and are often free for
travellers. Taxis and underground trains are other forms
of local transport. Coaches and trains offer transport out
to other regions.
Car hire, which has been important for business travellers
for many years, is now becoming popular as tourists move
towards a more individual approach. Car hire staff must
be courteous and efficient as the arrival of a flight often
means a sudden demand for their services.
All staff working in international points of arrival need to
be trained in communication skills and to be aware of the
cultural differences that exist in such simple things as
greetings. Tourism is often called the Welcome Industry or
Hospitality Industry, but staff with no intercultural skills
can easily give a poor first impression of a country and fail
to appear either welcoming or hospitable.
Take off

Use the photos to generate interest in tourism welcomes and encounters in

general. Then ask students to think of other encounters in tourism,
including ones they have had, and to identify the people involved.
Reading
Welcome the first encounter

After 1, ask students to think about what is important when welcoming

tourists. When they read the text for 2, they can check if they thought of
any of the six rules listed.

There is no single right answer to 2, so accept any, but ask for reasons.

After discussing 3 and 4, students can refer back to their own encounters
listed in Take off and say whether the six rules were met.
1 1 b 2 d 3 a 4 c
3 1 e 2 a 3 f 4 c 5 b 6 d
1 Arrivals
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Arrivals 7
Additional activity
(all levels)
Ask some additional comprehension
questions on the text, particularly relating
to the transport section, for example,
1 How many passengers can the airport
handle each year?
2 How can you get from the airport to the
centre?
3 What two functions does the port of
Singapore have?
*
Tip
Cultural differences
You may want to include cultural
differences as a subtext to many of the
encounters in this book. This can be done by
ensuring that any roles you give also have a
cultural definition and are started with the
appropriate greeting.
Additional activity
(weaker students)
If students have problems with the
listening comprehension, refer them to
the listening scripts at the back of the
book. Get them to read through the
dialogues, either on their own or aloud in
pairs.
Where in the world?

Ask if anyone has been to Singapore. Find out what they know or think
they know about Singapore, and then read the article to check.
1 an island
2 off the southern tip of Malaysia, 135 km north of the equator
3 for short visits, often stopovers, sightseeing, or shopping; from
Indonesia, Japan, Australia, and many other countries
Top margin

Get students to practise making the namaste greeting to each other.

Customer care
Cultural differences in greetings

Ask students if they have experience of greeting people from other

nationalities. What differences are there?

In pairs, get students to demonstrate the ways of greeting in 1.

3 doesnt have any definite answers, but students will probably identify
bowing with Asia, and embracing with the Middle East.
1 1 handshake 3 embrace 5 high five
2 bow 4 kiss 6 backslap
Listening
Greeting and introducing
h
Pause the recording after each greeting to allow time to write down the
answers to 1. Students compare answers before proceeding to 2. Students
compare answers in pairs and then report back to class.
1 1 2 3 4
1 airport yes informal no
2 coach no formal yes
3 restaurant no formal no
4 hotel / conference centre no formal yes
5 reception party yes informal yes
6 cruise ship no formal no
7 airport no formal no
8 hotel reception yes formal no
2 1 great to see you
2 thank you for, My names, this is, be looking after you
3 evening, your satisfaction, Can I
4 May I, Id like to introduce you, This is
5 isnt it, How are you doing? Not bad, met
6 on behalf of, wed like to welcome, re pleased
7 must be, Let me
8 back, to see you again
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*
Tip
Recording vocabulary the PLD
When learning and recording vocabulary,
get students into good habits from the
start. Remind them of the Personal
Learning Dictionary used in Book 1 (SB p.11),
whereby they record the different features
of new words (translation, phonetics,
example sentence, examples from own
experience, etc.) and take personal
responsibility for their vocabulary learning.
8 Unit 1
Top margin

Identify the languages (French, German, Japanese, Italian, Russian,

Hungarian). Ask if students know the word for Welcome in any other
languages.
Language spot
Greeting and introducing

Students can work on 1 and 3 in pairs or small groups. Encourage them to

keep a list of the expressions in their notebooks.
1 Greeting

Hello, and thank you for joining us tonight.

Good evening, Mr Ellman.

Welcoming

On behalf of Paradise Cruises, wed like to welcome you all on board.

Welcome back, Dr Allegretti.

Introducing yourself

May I introduce myself? My name is . . .

Introducing someone else

Id like to introduce you to . . .

Have you met . . . ?

Checking someones identity

Its Johann, isnt it?

Making an offer

Let me take your bag for you.

2 a 7 b 1 c 5 d 3
Speaking
Welcoming visitors

In 1, get students to think about their first sentence to introduce the topic
and other questions they could ask to keep the topic going.

For 2, try to set up the room to resemble a tourism fair, e.g. a space for
mingling and stalls for people to browse. Mingle with the students and
make notes on any remedial language work.
Vocabulary
Car hire

Set the scene by talking about the advantages of hiring different vehicles,
e.g. sports cars or camper vans, and their suitability for different types of
holiday and tourist groups.

Elicit some of the vocabulary by asking what would be suitable in a very hot
climate (air-con), or for an easier drive (automatic / manual).

Students can work in pairs on 1 and 2and then report back.

Finish the activity by asking which car they would hire and why.
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Arrivals 9
*
Tip
Same name, different pronunciation
In multilingual groups, it can be interesting
and amusing to listen to international
product / manufacturer names pronounced
by people from different mother tongue
backgrounds.
1 1 4 dr / a/c 5 third-party liability 9 tank
2 auto 6 windscreen 10 deposit
3 upgrade 7 roof-rack
4 collision damage waiver 8 surcharge
2 1 manual 2 drop off 3 full 4 minimum
Top margin

Students discuss the statement. This could lead to a wider discussion of

environmental issues.
Listening
Car hire dialogue
h
Play the recording without pausing for 1. Before playing it a second time,
get students to predict the questions in 2. Then listen to check their
answers.

In 3, focus on accurate controlled practice of the dialogue.

1 Drop-off location: Cape Town Airport
To: 21 August
No of days: 10
Age of driver: 26
Car selected: 4 dr economy manual a/c
collision damage waiver, third-party liability, baby seat 13 years
2 See Listening script, Students Book, p. 128
Pronunciation

Get students to do 1, and then go on to do matching exercise 2.

h
In 3, students should focus on differences in stress and individual
sounds. Repeat if necessary and then discuss any differences.
2 1 d 2 f 3 a 4 g 5 e 6 c 7 h 8 b
Speaking
Car hire at an airport

As far as possible, set up the class to look like a car hire office. Encourage
students to do the role-play without reference to the dialogue chart. Make
sure the car hire agents use appropriate greetings and demonstrate basic
customer care techniques.
Top margin

Ask students what they think the picture shows (a visa stamp in a
passport). Bring in your own passport and show the class any stamps you
have. Ask them what they have in their passports (if they have one).
*
Tip
Recording students
In controlled encounter situations like this,
record the students in order to work on
correction and improvement.
Additional activity
(stronger students)
Get students to look up other online car
hire companies and to complete the
online booking form (but dont send it!).
They can use this information to role-play
similar dialogues.
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*
Tip
International experts
For the duration of the course, you can get
each student to choose a country that will
be their special subject. Whenever a
research task or a Find out activity occurs,
they can be the expert and refer to this
country for examples and information.
*
Tip
Writing bank
Refer students to the example
Information leaflet in the Writing bank
(p.54).
10 Unit 1
Vocabulary
Arriving and moving on

Discuss 1 and 2in open class. Get students to give examples from their
country of each place. Work in pairs for 3 and 4, then report back.
1 1 airport 5 land border
2 railway station, coach station 6 airport, seaport
3 airport 7 seaport
4 airport, seaport, land border 8 airport, seaport, railway station
3 1 a, j 5 c, d, j 9 a, d, h, j
2 i 6 f 10 j
3 c 7 e, j 11 g
4 e, j 8 b, j
4 1 connecting 4 service 7 service
2 transit 5 rush hour 8 desk
3 shuttle 6 taxi 9 car rental
Reading
Cape Town arrival information

Work through 14in pairs. Make sure 4is done accurately as it will give
useful language and phrases for the writing that follows.
2 1 half an hour
2 shuttle buses, taxis, hire cars
3 taxi rank outside the terminals
4 R100
5 centre of town (central complex: railway station, shopping mall)
6 Tourist Information Office, corner of Burg and Castle Streets
3 See reading text
Find out

Give guidance as to where information can be found websites, tourist

information offices, and visiting the places (if nearby).
Writing
Arrival information

This can be done as a class exercise in groups or as homework. Make sure

that students do not simply copy existing information, but give their own
input and style.
Checklist, Key words, Next stop

See suggestions on p.5. Remind students about transferring vocabulary into

their Personal Learning Dictionaries.
Additional activity
(all levels)
Get students to gather arrival information
(in English) for a variety of international
destinations for example, from websites,
guidebooks, or tourist offices. The
authentic texts can be used to supplement
the language work and the hunting
exercise for Cape Town.
Gathering authentic materials like this
can be done for other topics and situations
throughout the course.
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