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GRAAD
ALL ABROAD
track 'n trace
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ALL ABROAD
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track 'n trace 5/6
Peter Koeck Els De Clercq
Via www.diddit.be heb je toegang tot het onlineleerplatform bij Track ‘n’ Trace 5/6 – Tracking All abroad. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden.
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Tracking: All abroad
LET OP: ACTIVEER DEZE LICENTIE PAS VANAF 1 SEPTEMBER; DE LICENTIEPERIODE START VANAF ACTIVATIE EN IS 2 JAAR GELDIG.
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Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken. In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be. Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.diddit.be. © Uitgeverij VAN IN, Wommelgem, 2023 De uitgever heeft ernaar gestreefd de relevante auteursrechten te regelen volgens de wettelijke bepalingen. Wie desondanks meent zekere rechten te kunnen doen gelden, wordt verzocht zich tot de uitgever te wenden. Eerste druk 2023 ISBN 978-94-647-0099-2 D/2023/0078/122 Art. 603778/01 NUR 110
Vormgeving en opmaak: Vrijdag Grafis Vormgeving cover: Wendy De Haes Zetwerk: Banananas
CONTENTS 1 GOING GLOBAL! 5 Check In 6 Main Track 7 Step 1: researching information 7 Step 2: writing an information leaflet 14 Step 3: dealing with complaints 18
Check Out: presenting a group trip programme
2 FAIR TRAVELS!
24 24 24 26 26 27 28 28
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Summary Vocabulary – Types of travel Strategy – HOW TO read a text - HOW TO react to a complaint Useful expressions - HOW TO react to a complaint
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Check In
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Main Track Step 1: requesting information Step 2: analysing travel brochures Step 3: engaging with customers
33 33 37 41 49 49 49 50
Check Out: running a stall at a travel fair
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Summary Strategy – HOW TO engage with a customer at a travel fair - HOW TO write a request
Contents
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UNIT 1: GOING GLOBAL! check in Step 1: researching information
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main track
Step 2: writing an information leaflet
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Step 3: dealing with complaints
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summary
check out: presenting a group trip programme
CHECK IN Destination unknown 1
Take a look at the screenshots and talk to your neighbour. a Where do you think these teens are from? Why do you think this?
SPOKEN INTERACTION
b What do you think is going on?
1
3
2
Watch the extract of the YouTube video.
IN
2
watching
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a Based on the clip, where do the boys live and what age are they?
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b Write down, in as much detail as possible, what you think the boys are reacting to.
3
Now watch the full clip and answer the questions.
watching
a How correct was your answer?
b Which country are they going to?
c Are they adults or minors? Why do you think so?
d Which country would you like to go to as a surprise after you graduate? Discuss what types of activities you think would be fun for students in their last year of school. Think about more than what you yourself would like to do.
SPOKEN INTERACTION
5
Watch the introduction to the series and write down at least five of the activities you see the boys doing.
watching
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On a scale from 1-10 how much fun does that trip seem to you? Discuss.
SPOKEN INTERACTION
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UNIT 1:
GOING GLOBAL!
MAIN TRACK Step 1
And the award goes to… Researching information
1 / Top 10 group trips Take a look at these types of trips. Which ones have you been on?
A
E
C solo travel
SPOKEN INTERACTION
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1
romantic trip
group travel
B
D
travel with parents
school trip
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a Arrange the types of travel in the order which you enjoy the most. If you haven’t done a certain type of travel yet, put it where you think it would be on the scale.
b Discuss with your classmates.
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c Then ask your neighbour if they have ever been on a group trip (not school-related) and how the experience was for them? Or if they haven’t, would they like to?
READING
Read the first part of the article below and answer the questions. a Highlight the title.
b Highlight the best answer. - Based on the title the article will give examples of all types of group travel companies. - Based on the title the article will give examples of certain types of group travel companies. - Based on the title the article will give examples of one type of group travel company.
c What message does the author give in the first sentence of the paragraph?
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d Based on the last sentence of the paragraph, do you think you can trust the information in this article?
UNIT 1:
GOING GLOBAL!
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ADVENTURE TRAVEL
The 10 Best Group Travel Tour Companies CAROLINE MORSE TEEL
1 For those truly epic, once-in-a-lifetime destinations, you want to leave your itinerary to the
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experts. Whether your dream is to see the Big Five on an African Safari, trek tall mountains, explore European cities, or something even wilder, a group tour is the easiest way to do it. However, picking the wrong group tour companies is the quickest way to ruin your trip. Make 5 sure you choose a tour company that aligns with your goals and travel styles. Do you want a small group tour or do you like making friends in a big group? Does the price line up with what you like (luxury vs. budget)? Is the itinerary going to all the places you want to see? We’ve done the research and found the very best group travel tour companies for this year for every type of traveler. to align: (in this case) to fit or to be similar to
Source: Smarter Travel
Read the rest of the introduction and answer the questions.
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a What is an advantage of going on a group tour?
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b What is important when picking a tour company?
c Why is that so?
d Highlight the parts of the text where you got the information for your answers in this and the previous exercise.
e How would you categorise the remaining information in the text?
Look up Caroline Morse Teel, the author. Does the information you find add up to the trustworthiness of the article?
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g The article is categorised in the section Adventure Travel. Why should you keep that in mind?
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UNIT 1:
GOING GLOBAL!
READING
STRATEGY
HOW TO read a text
4
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Instead of starting with scanning the text for information it might be useful to begin by reading the introduction thoroughly. The introduction should have the most important information in the topic sentence, which is generally the first and / or the last sentence. This does not mean that there won’t be useful information elsewhere, but the introduction is a good starting point. This strategy may help you decide if it is worthwhile for you to read the whole article, know what to expect, and summarise the information. See p. 26
READING
Look at the first two paragraphs of the body of the article. a Find the similarities and complete the table.
Best Overall Group Travel: Exodus Travels Number of paragraphs Paragraph 1
Best Budget Group Travel: G Adventures
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Paragraph 2 Paragraph 3
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b With a partner, summarise the first part so that anyone will know the most important information about Exodus Travels. Make sure to include the type of group trip, the target group and the budget.
c Summarise the information on G Adventures independently in the same way.
You will get another part of the article. Read the extract and complete your part of the table using keywords. Type of trip
Target group
READING
Budget
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For the Love of Travel
EF Go Ahead Tours
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Intrepid Travel
UNIT 1:
GOING GLOBAL!
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Type of trip
Target group
Budget
MT Sobek Travel Kensington Tours Chimu Adventures
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DuVine Cycling
Abercrombie & Kent
Talk to other students in class and make sure you are able to complete the rest of the table.
7
Now that you know all the information in the article, think back to a previous question. Do you think that this article is for anyone interested in group travel or is it more oriented towards adventurous people?
SPOKEN INTERACTION
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2 / And the award goes to… 1
Pair up and try to list as many travel types as you can. Your teacher will give you some post-its. Write one travel type per post-it and stick it on your desk. Try to fill your desk as quickly as possible.
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Match the travel types.
a Which ones did you and your partner write down and which do you recognise in the pictures?
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© Shutterstock / Eczatasoy
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SPOKEN INTERACTION
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b What do you think slow travel or long-term travel refers to?
c Which description fits ‘dark tourism’ best?
Travelling at night. Travelling to places that are dark, e.g. caves. Travelling to places associated with death.
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d ‘Holocaust tourism’ is an example of dark tourism or heritage tourism. What would the latter refer to?
e Take a look at the Summary where you will find a description of different types of travel. If you find other travel types, add them to the Summary. Go to Instagram and research heritage tourism by using the hashtags #heritagetourism or #worldheritage.
READING
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a List at least ten heritage sites that you find.
b Read the infographics from Statista and answer the questions. 1 Which organisation decides on world heritage sites?
2 Which region has the most heritage sites?
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3 Did you find any heritage sites in the APAC region? If so, which ones?
UNIT 1:
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4 In 2021 Italy listed 58 world heritage sites. Have any been added since then? List them here
5 Which source did you use to find that information?
6 Is heritage tourism exclusive to UNESCO world heritage sites?
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7 Did you mostly find Instagram posts about Italian heritage sites? Why would this be so?
Source: Statista twelve
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UNIT 1:
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READING
Go to the website your teacher gives you and read the introductory information about the ‘Jewels of Italy 2023’ trip. a What is the theme of the tour?
b How long is the trip?
c What is the most important characteristic of this tour?
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d What is the overall evaluation of this trip by reviewers?
READING
Read the reviews you will get and answer the questions.
a Sum up at least two of the good and three of the bad points of this tour. Positives
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Negatives
b Are these reviews from 1 or several trips?
c What does this say about the reviews?
Present a 7-day Italy tour that focuses on cultural heritage sights. At the end, the class will decide which trip deserves to be added to Caroline Morsel Teel’s list of Best Group Trips as the Best Italian Heritage group trip.
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READING
b Action: present your trip to your class in no longer than 2 minutes. You should include general information about the trip and focus on the reviews.
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a Preparation: find an organisation that offers 7-day trips in Italy that focus on cultural heritage sights, like the one you read about in the previous exercises. Read the reviews and make a list of the positives and negatives.
UNIT 1:
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c Reflection: fill in the checklist. Checklist: presenting a travel tour
Yes
I think so
No
1 Content and structure • I researched a 7-day heritage tour in Italy. • I listed some good review points. • I listed some bad review points. • I spoke no longer than 2 minutes.
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2 Language • I used correct vocabulary. • I used correct grammar. • I paid attention to my pronunciation. Feedback
Off the beaten track
Step 2
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Writing an information leaflet
What would you consider to be trips that are off the beaten track?
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1
2
SPOKEN INTERACTION
Which of these destinations don’t fit the typical definition of ‘off the beaten track’?
1
Great Barrier Reef
3 Amazon forest
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Franz Josef Glacier
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4 Komodo Island
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Glacier National Park
Maldives
7 Machu Picchu
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Mount Kilimanjaro
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9 Taj Mahal
a Why would you not consider these off the beaten track?
b What do all ten destinations have in common? fourteen
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GOING GLOBAL!
North Pole
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watching
Watch the introduction to the CBS Mornings segment. a What is this video about?
b What did Forbes call the top trend in travel?
c Which other word for this type of travel do you know?
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Watch the full video and answer the questions. a Which locations has Sharadh visited?
b Why did they come to Iceland?
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c Which other destinations do they mention?
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d Is this tourism helping or not?
e What is the most damaging form of transportation?
What does Iceland do here?
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g At the end, the presenters give a possible solution. What is it?
h Should the countries with these types of environmentally endangered places still support tourism?
READING
Your teacher will give you a brochure for a trip to the Maldives. a What information do they give on the title page?
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b What parts does the brochure consist of?
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c Read the first day of the itinerary. What information is given?
UNIT 1:
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d Is it similar to the other days? Is there additional information?
e What information do you feel is missing?
Pair up. Visit World Wanderista’s blog about hidden gems in Belgium and scan through the information about the sights in Wallonia.
READING
IN
6
a Which of the sights in Wallonia would be feasible for a 3-day, 2-night organised trip? Pick at least 3.
b Look online for a hotel that would be central to the locations you selected.
c What mode of transport would you use with a group of about 10 tourists?
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d Apart from being off the beaten path, what theme could your trip have?
e What name would you give your tour?
Use the information from exercise 6 to complete the template you will get for the information leaflet on your trip.
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Read the article about promoting hidden gems and answer the questions.
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a Which popular destination do they use in the article to compare lesser-known destinations to?
b Why should they promote local tourist attractions?
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c What do they call the lesser-known destinations or attractions?
d Explain ‘experiential tourism’.
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READING
‘Let’s promote our hidden gems’ - Datuk Seri Nancy Shukri By NAZMI SUHAIMI
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1 KUCHING: Tourism operators are urged to
uncover and promote the hidden gems in their vicinity.
Tourism, Arts and Culture Minister Datuk Seri 5 Nancy Shukri, who made the call, said Sarawak and Malaysia had a lot to offer to tourists.
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‘Malaysia has what Bali has. Sarawak has what Bali has. It is up to the locals to promote local tourist attractions and develop them.’ ‘We want to propel the local economy. So, if you have hidden gems, which are 10 potential tourist destinations, now is the time we uncover and promote them
to the rest of Malaysia,’ she said during an interview on ‘Abas Orang Kamek’ programme last Tuesday night.
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Nancy said currently, under the recovery movement control order (RMCO), domestic tourism is being promoted.
15 ‘So, we need to find new tourism products and we have a lot of them. This is the
time to show what we have in Sarawak — our products and places,’ she said. The Batang Sadong MP said that one way of promoting local tourist destinations is to use backstories and highlight their significance to the locals. She added that her ministry is also looking to promote homestays, eateries and
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20 museums to tourists.
‘We need to appreciate what we have in our own state. Experiential tourism is a refreshing experience,’ she said.
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Source: New Sarawak Tribune
UNIT 1:
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9
Your class is going to start a tourism agency for South Korea with the purpose of promoting hidden gems, places people can visit when they want to go off the beaten track after a stay in more well-known places, like the capital, Seoul. a Preparation: watch the video your teacher assigns you. In the video they mention interesting sights in a lesser-known city in South Korea. Take notes about those places and what you think you can see there based off the images. Then research the destination for more activities and sights, accommodation, typical foods, good restaurants, etc.
watching
b Action: make an information leaflet for a 2- or 3-night stay at your destination. Include all the necessary parts and information, using what you have learned in previous exercises.
WRITING
c Reflection: check your work by filling in the checklist. Yes
I think so
No
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Checklist: writing an information leaflet
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1 Content and structure • I watched the hidden gem video. • I included the information from the video in my programme. • I researched and added more information, e.g. about accommodation. • I included all the necessary parts: title page, trip overview, detailed itinerary. • I used appropriate pictures. • I made an attractive leaflet.
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2 Language • I used correct vocabulary. • I used correct grammar. • I used correct spelling, punctuation and capitalisation. Feedback
5-star review
Dealing with complaints
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Step 3
1
We have already read some reviews in the previous Step. Discuss the following questions. a What type of review have you ever written?
b How much did you write? c Was it overall positive or negative? d Are you mild or harsh in your opinions? e Have you ever been reviewed? How does that make you feel?
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UNIT 1:
GOING GLOBAL!
SPOKEN INTERACTION
2
Look at the reviews given by real tourists, collected by companies, such as Thomas Cook and the Telegraph. a Which of these do you think is the funniest? Why?
READING SPOKEN INTERACTION
b Which of these do you think is the most absurd? Why?
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c If a customer gave you one of these reviews, how would you react?
READING
Read the excerpt from the text and answer the questions. a Explain in one sentence what you could expect to read in the full article.
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b Do these 8 reasons also apply to tourism, or specifically to a tour organisation?
c In your opinion, which three reasons are most important for a tour organisation?
d What do they mean when they say complaints can be a blessing in disguise?
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e Explain in your own words: word of mouth.
If you don’t get any feedback through complaints, what should you do?
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8 Reasons Why Customer Complaints are Important for Your Business Table of Contents
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Introduction What are Customer Complaints? Benefits of Customer Complaints in Your Business 1. Better Customer Understanding 2. Improving Customer Support 3. Enhanced Customer Communication 4. Improved Customer Loyalty 5. Recognizing Mistakes 6. Increased Word of Mouth 7. Product / Service Upgrade 8. Positive Brand Image Final Thoughts
Introduction
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Customer complaints may portray a negative reflection of the brand, but they are loaded with useful customer insights and information that can be used positively. Whenever customers submit negative feedback about your products or services, make sure to use the information and rectify the particular issues as soon as possible. It will not only help in serving excellent customer service but also help in maintaining a positive brand image in the market. However, the negative comments can sometimes be a blessing in disguise if they are to be used appropriately. Think that your brand is getting free customer insights and invaluable information without investing in conducting any customer feedback survey from your end.
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Source: Trupp Global
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UNIT 1:
GOING GLOBAL!
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watching
How should you react? Watch the video a first time and answer the questions. a What is the context of this video?
b Does the job applicant answer formally or informally?
c Is his answer complete or is anything missing?
5
watching
Watch the video again and use the information to complete the sentences below.
You should
.
You should remember you
the company so you should
2
.
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always
Stay calm. Ask
3
to the customer and acknowledge the problem.
.
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, if necessary. Thank them.
Quickly updated on the progress.
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Follow up: from happening again.
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4
. If it takes time, keep the customer
. Let them know you will prevent it
End Great! Your customer is happy again!
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1
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Start Your customer complains …
UNIT 1:
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6
React to a complaint. a Preparation: pair up and read through the useful expressions first.
SPOKEN INTERACTION
b Action: check the situation you get from the teacher and put the expressions into practice. Then switch.
USEFUL EXPRESSIONS
HOW TO react to a complaint While you are listening: - I understand … - Yes, I see …
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When asking probing questions: - Could you tell me a little more about why / how / what happened …? - Could you clarify what you mean when you say …? - Can you tell me exactly what happened …?
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When apologising: - I’m really sorry to hear that. I understand how difficult / frustrating / disappointing that would be. - I sincerely apologise. We / I / The company would like to repair the damage (or resolve the situation). - I apologise for the inconvenience / the problem. - I’m terribly sorry. We will work to resolve the problem immediately.
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Taking action: - Let me talk with my manager to see what we can offer you to amend the situation. - We’ll issue a refund immediately to resolve the issue. - Let me check. I will get back to you as soon as I know what happened. - Let me review this situation so I can identify the best solution. I will get back to you as soon as possible. - Let me discuss this with my manager / supervisor / team and get back to you later today with a solution.
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Following up: - I just wanted to follow-up with you regarding [the problem] – Has it been resolved? - Did everything work out ok with [the solution to the problem]? I just want to make sure you are satisfied. - Is there anything else we can help you with? Do you have any other concerns? - Please be sure to let us know how we can help you if any other issues occur. See p. 28
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c Reflection: check your task. Checklist: reacting to a complaint
Yes
I think so
No
1 Content and structure • I listened to the complaint. • I apologised and / or thanked the customer. • I offered a solution. • I followed up.
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Feedback
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2 Language • I used the useful expressions correctly. • I used correct vocabulary. • I used correct grammar. • I used correct spelling, punctuation and capitalisation.
UNIT 1:
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TYPES OF TRAVEL
bike tour / travel
budget travel
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adventure travel
holocaust tourism
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faith / religious / spiritual tourism
ecotourism, responsible / sustainable travel
heritage tourism
© Shutterstock / Studio MDF
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educational travel
© Shutterstock / Eczatasoy
doom tourism
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dark tourism
long-term / slow travel
luxury travel
© Shutterstock / Mo Wu
VOCABULARY
SUMMARY
private group tours
volunteer travel / voluntourism
youth trip
Translation
My notes
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TRAVEL TYPES
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Word
railway or rail tourism
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polar travel
UNIT 1:
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STRATEGY
HOW TO read a text 1
Before reading The basics Look at the picture(s). Read the title(s) first.
Who is the text meant for?
Why did he / she write it?
Ask yourself What do you need to do with the text? Why do you have to read it?
IN
Who wrote this?
What type of questions will you get?
2 While reading
N
Start with the introduction Look for the topic sentence. The topic sentence is usually the first or last sentence in the paragraph and it gives the most important information for the paragraph.
VA
Decide whether this article is useful for you based on the information from the introduction. If it is useful, continue with global reading or reading for details.
Global reading
Try to answer the WH-questions: who / what / where / how / why / when?
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Look for context clues.
Look for numbers if a year, an amount or a date is asked for.
After reading Check your understanding If possible, reread difficult passages.
Have you understood the main points? twenty-six
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Have you completed the task?
What would you do differently next time? UNIT 1:
3
GOING GLOBAL!
Reading for details Look for keywords, synonyms or related words. Use a highlighter or a pencil to flag up the information you need.
HOW TO react to a complaint Start Your customer complains …
Step
1
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You should follow the company’s guidelines on how to deal with a complaint. You should remember you represent the company so you should always act professionally.
Step
2
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Stay calm. Listen to the customer and acknowledge the problem. Ask probing questions.
Step
3
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Apologise, if necessary. Thank them.
Step
4
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Quickly resolve the complaint. If it takes time, keep the customer updated on the progress.
Step
5
Follow up: check if they are happy. Let them know you will prevent it from happening again.
Great! Your customer is happy again!
UNIT 1:
GOING GLOBAL!
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End
27
- I understand … - Yes, I see …
When you are listening
When asking probing questions
- Let me talk with my manager to see what we can offer you to amend the situation. - We’ll issue a refund immediately to resolve the issue. - Let me check. I will get back to you as soon as I know what happened. - Let me review this situation so I can identify the best solution. I will get back to you as soon as possible. - Let me discuss this with my manager / supervisor / team and get back to you later today with a solution.
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Taking action
- I’m really sorry to hear that. I understand how difficult / frustrating / disappointing that would be. - I sincerely apologise. We / I / The company would like to repair the damage (or resolve the situation). - I apologise for the inconvenience / the problem. - I’m terribly sorry. We will work to resolve the problem immediately.
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When apologising
- Could you tell me a little more about why / how / what happened …? - Could you clarify what you mean when you say …? - Can you tell me exactly what happened …?
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USEFUL EXPRESSIONS
HOW TO react to a complaint
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Following up
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- I just wanted to follow-up with you regarding [the problem] – Has it been resolved? - Did everything work out ok with [the solution to the problem]? I just want to make sure you are satisfied. - Is there anything else we can help you with? Do you have any other concerns? - Please be sure to let us know how we can help you if any other issues occur.
CHECK OUT: PRESENTING A GROUP TRIP PROGRAMME Orientation You are working at a large hotel, and you are receiving a group of travellers. They have just arrived and will be staying for 5 nights. You have to inform them about the full itinerary of their trip.
Preparation
1
Write down the information you get from your teacher. Location Target group Group size
2
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Your group of travellers might be a specific target audience. Your teacher will give you the necessary information that you should take into account when preparing the itinerary. This also includes the location.
READING
Research information about your location and set up a 5-day program.
Action 3
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Start with the official tourism organisation for the country of your destination and, if it exists, the destination itself. Use English language websites only and list the most relevant sources.
WRITING
Make an information leaflet or brochure about the activities for your group of tourists.
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Include the schedule, meeting times, regulations, (emergency) contacts, transport, accommodation, activities, suggestions for spending free time, fixed and / or optional meals, included and additional costs.
Give an informational presentation on the itinerary. The presentation should be no longer than 10 minutes. Make sure you can answer questions and deal with complaints.
speaking
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Reflection 5
Reflect on your task by filling in the checklist. Checklist: making an information leaflet
Yes
I think so
No
1 Preparation • I researched information about my destination. • I used relevant English sources.
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2 Content • I took into account my target group. • I prepared a 5-day programme, including activities, meals and a timetable. • I made an information leaflet or brochure. • I gave all the required information: the schedule, meeting times and places, regulations, (emergency) contacts, transport, accommodation address, activities, suggestions for spending free time, fixed and / or optional meals, included and additional costs.
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Feedback
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3 Language • I used correct vocabulary. • I used correct grammar. • I checked my spelling, capitalisation, and punctuation.
Checklist: giving an informative presentation
1 Preparation • I spoke for no more than 10 minutes. • I used cue cards or a digital presentation adequately.
2 Content • I mentioned the most relevant information from the leaflet. • I replied to questions and complaints adequately.
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3 Language • I started and ended the presentation appropriately. • I used correct vocabulary. • I used correct grammar. • I minded my pronunciation. Feedback
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UNIT 1:
GOING GLOBAL!
Yes
I think so
No
/ oliverdelahay e © Shutterstock
UNIT 2: FAIR TRAVELS! check in Step 1: requesting information
IN
main track
Step 2: analysing travel brochures
VA
N
Step 3: engaging with customers
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summary
check out: running a stall at a travel fair
CHECK IN Allegra! 1
Your teacher will give you a green and a red card. They will then ask the class a question. Raise the green card if your answer is yes and the red card if your answer is no.
SPOKEN INTERACTION
a How many of your classmates gave the same answer as you? b What answer did the classmate next to you give? Discuss. Watch the first half of the video by a Swiss tourism agency and answer the questions. a What message is being delivered?
b Who is delivering this message?
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c Who is receiving this message?
watching
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2
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d How are people reacting?
e Why are they reacting this way?
3
Before watching the rest of the video, use your red and green card again to answer your teacher’s follow-up question.
SPOKEN INTERACTION
a How did your classmates answer?
b Are you surprised by their answers? Discuss.
After watching the full video, do you think it is real or fake? Discuss.
©
4
a In what type of location did this publicity stunt take place?
b In what other locations could they have done this?
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UNIT 2:
FAIR TRAVELS!
SPOKEN INTERACTION
watching
MAIN TRACK Step 1 1
Gimme the goodies! Requesting information
WRITING
Brain dump! a Take a piece of paper and write down everything you know about how companies advertise. You should write down anything that comes to mind without pausing too much.
IN
b When you feel like you are done, take two minutes to add at least two more things to the page.
c Circle all the things you thought of that are (a) physical things and (b) could be sent to you digitally or via mail. 2
Think back to the last time you went to a travel agency or a travel fair. List which forms of publicity or advertising you saw at the agency or different stalls. Make sure to put them in the right column. Use the information from exercise 1 to help you out. Visual
Other
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Written
3
READING
Look at the screenshot before watching part of a YouTube video and answering the questions. a What will the video be about?
©
b Where was it held?
c When was it held?
Watch the video about the Natas travel fair and add anything you didn’t think of to the table in exercise 2.
watching
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UNIT 2:
FAIR TRAVELS!
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5
In your school’s tourism department or tourism classroom, you might have a library or display specifically for English materials. To add to it, you are going to ask a travel organisation or agency to send your school some materials. a What will your main message be? a question
a request
semiformal
informal
a demand
formal
c What will help you get what you want? a personalised message
6
IN
b Which register should you use?
a standard message
Read these tips.
a mass or bulk message
a Ask your neighbour whether they have any questions you can help with.
b If neither of you have an answer or you both still have a question, ask your teacher. Keep it short and simple (KISS).
2
Be upfront about what you want.
3
Explain why you are requesting this.
VA
N
1
Offer a way for them to reject your request.
5
Spell out when and if you need a response. If it is urgent, say so.
6
Write to the correct person.
7
Provide a clear call for action. If necessary, give a timeline.
8
Introduce yourself and create a connection with the recipient.
9
Write an ending that is formal but also doesn’t feel forced or impersonal.
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4
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UNIT 2:
FAIR TRAVELS!
SPOKEN INTERACTION
READING
7
Take a look at the email. Add the number of the tip from exercise 6 to the section of the email it corresponds to. Some tips may be used more than once.
READING
Ludo@vanin.be lourichards@travelcompany.com (
Dear Mrs. Richards, (
)
)
IN
Thank you for your hard work (
)
I want to thank you for providing me with the necessary information to plan our trip. My team and I look forward to meeting you at the company get-together to start our collaboration. I would like to express my gratitude to you and your team for all your hard work. ( ) Please extend my warmest regards to your team. We are looking forward to finally being able to meet you soon. ( )
Ludo
Go to the Summary (p. 50) and look at the strategy for writing a request. Use the strategy to indicate what is wrong with the email below.
READING
©
VA
8
)
N
Yours sincerely, (
Dear,
I would like to get some stuff about London. You can send it to my address. Yours faithfully,
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Tom Agent Travel With Tom.com
UNIT 2:
FAIR TRAVELS!
35
a To make this into an appropriate request, Tom should: – – – – – –
9
IN
b Do you think Tom will get what he wants if he leaves the email as is?
Your teacher will give you a digital version of the email. Work with a partner to edit the email written INTERACTION based on the strategy. Before handing it in, check the checklist. Checklist: writing a request
Yes
I think so
No
1 Preparation • I read the email and indicated what needed to be edited. (exercise 8)
N
2 Content • I used a good structure with a salutation, introduction, main message, ending, and my details. • I included a request. • I included a way to refuse my request. • I included a call for action.
VA
3 Language • I started and ended the email appropriately. • I used correct vocabulary. • I used correct grammar. • I checked my spelling, capitalisation, and punctuation. Feedback
©
10 Write an email requesting information about a tourist destination using your teacher’s prompts. a Preparation: read the prompts your teacher gives you. Fill them out here. - I was assigned the destination:
- I was assigned this type of travel: - I was assigned this deadline: - I was assigned this company: - I will be requesting these materials:
b Action: type out a draft of your email. Have a classmate read your email and give you feedback using the checklist below. Make the necessary edits. Check your own work. thirty-six
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UNIT 2:
FAIR TRAVELS!
written INTERACTION
c Reflection: check your email by filling in the checklist below. Checklist: writing a request
My classmate
Me
1 Preparation • I filled in my prompts. • I found the correct email address at the assigned company to send my request to.
IN
2 Content • I used a proper structure with a subject, salutation, introduction, main message, ending, and my details. • I included a request for specific materials. • I included a way to refuse my request. • I included a call for action. 3 Language • I started and ended the email appropriately. • I used correct vocabulary. • I used correct grammar. • I checked my spelling, capitalisation, and punctuation.
Does it tick the boxes?
Analysing tourist brochures
VA
Step 2
N
Feedback
Look at the photos. Discuss with a partner.
SPOKEN INTERACTION
a Which one do you like best? Why?
b Which one makes you want to visit San Francisco? Why?
3
2
4
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1
©
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UNIT 2:
FAIR TRAVELS!
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Visit San Francisco today! It's a really fun place, and there is a lot to see. You can walk on the Golden Gate Bridge and even see Chinatown! You're sure to enjoy your visit. Book your vacation today!
Source: Marq
Book a vacation to the most picturesque city in America! San Francisco has so much to offer. Enjoy the refreshing bay breeze as you bike across the famous Golden Gate Bridge, and experience the charm of a bustling downtown section full of world-class restaurants. Or, if you prefer a quiet getaway, take a stroll to the Palace of Fine Arts to admire its striking Greek architecture and serene waterways. And that’s just getting started. Contact us today to arrange your stay.
B
IN
A
3
READING
Read the texts about San Francisco. Which one makes you want to go? Explain why.
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2
The two texts in exercise 2 come from an article on the Marq website about how to make a good travel brochure.
READING
VA
a Scan through the article. What should you pay attention to when you are making a travel brochure? 1 2 3 4
b Which of the texts above is the most descriptive?
©
c Do you know any tools, apps or websites that have templates for brochures?
4
Read the dos and don’ts for making a brochure. Do any of these tips not apply to a travel brochure?
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READING
Don’t
Do
✔ Do write in short sentences.
✘ Don’t create a complicated design.
The format of a brochure doesn’t allow you to be verbose.
In most cases, a simple design is more efficient and easier to perceive. Include only graphical and textual information that directly refers to what you are selling.
✔ Do use bulleted lists when possible.
✔ Do try to make your brochure
✘ Don’t write in passive voice. Active voice sounds more vivid, which attracts customers.
✔ Do leave some space, free from any text or graphics in your brochure. This is called “white space” and according to numerous research studies, it helps readers separate important points in the brochure by giving their eyes momentary breaks.
IN
as helpful as possible.
✘ Don’t combine colours just because
you like them. They can be bright and rich but totally inappropriate together. One of the best options is to use colours that are complimentary or even the same as on your company’s logo.
✘ Don’t try to cram all the information
you can onto a single sheet of paper.
N
✔ Do only use quality paper. In most cases, glossy thick paper works best, although there can be exceptions.
✘ Don’t make your brochure too thick. It won’t make it look more solid— instead, it will chase customers away. Also, the brochure must be easy to carry, so don’t use heavy stock.
✔ Do keep it relatively simple.
✘ Don’t forget to add
VA
Using too many fonts and bold lettering, tilt, and colour will make your brochure look unprofessional.
Source: academichelp.net
contact information at the end of the brochure.
to cram: to put close together, to stuff verbose: wordy, explained with too many words
Did you know?
©
Active and passive voice The active voice is used when the subject of the verb performs the action. We use the active voice when that subject is important to the context. In the passive voice the action’s target is used as the subject, often to emphasise it.
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e.g. Active voice: The dog chases the ball. Passive voice: The ball is chased (by the dog).
UNIT 2:
FAIR TRAVELS!
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5
What does a travel brochure ideally look like or contain? Based on the dos and don’ts from exercise 4 we have filled in the table below.
READING
a Check the article about making travel brochures on the website your teacher gives you and complete the table with information you can find. Design
Content
Language
Other
– simple
– not too much
– short sentences
– quality paper
– active voice
– easy to carry
– white space – bullet points
– contact information
company colour
VA
N
palette
IN
– simple /
information
b Based on the information from the website, which 4 tips on choosing images do they give? –
– – –
6
READING
Does the travel brochure about San Francisco tick the boxes?
©
a The design is / has: simple white space
bullet points simple colour palette
good imagery company logo
locations and maps fun facts suggestions and recommendations
historic sites information about the climate etc.
friendly tone of voice descriptive language
informative language correct language
b The content includes: not too much information contact information testimonials
c As for the language used, there is: short sentences active voice forty
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7
speaking
Explain to your class why the brochure you read is well-made. a Preparation: your teacher will give you a brochure or you can find your own brochure. Read it and evaluate it using the information from this step. b Action: explain your brochure. Speak for about 2 minutes. You should conclude your presentation with your opinion about whether the brochure is well-made or not. c Reflection: check your speaking task by filling in the checklist. Checklist: presenting an analysis of a travel brochure
Yes
I think so
No
IN
1 Preparation • I read a travel brochure. • I analysed the brochure. 2 Content • I talked about the design of the brochure. • I talked about the content in the brochure. • I talked about the language used in the brochure. • I concluded with my opinion about the quality of the brochure.
VA
Feedback
N
3 Language • I started and ended the presentation appropriately. • I used correct vocabulary. • I used correct grammar. • I minded my pronunciation.
Step 3
Engaging with customers
Pair up! Watch the video about a travel fair in Albania and answer the questions.
watching
a Where is the travel fair held?
©
1
Time to put your game face on!
b What activities at the travel fair do they show?
c What travel fair(s) have you been to?
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d Were there similar activities you could take part in?
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FAIR TRAVELS!
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2
Watch the video again and answer these questions individually.
watching
a How are people who are working dressed?
b How do the people who are working there behave?
In the next video, we will learn more about how to approach visitors at exhibitions, for example at a travel fair. In the video they distinguish three types of visitors. What could they mean by the following? a A bronze level visitor?
b A silver level visitor?
IN
3
Watch part of the video without sound. Which good practices does the speaker demonstrate that you can use when engaging with visitors?
VA
4
N
c A gold level visitor?
5
Read part of the infographic ‘The power of smiling’. a What is special about the American smile?
©
b Why is smiling important when receiving customers?
c Will visitors remember what you say better if you smile at them?
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UNIT 2:
FAIR TRAVELS!
watching
READING
IN N VA Source: Visualistan
watching
Watch the video again, with sound, and answer the questions. a Write down what they mean by bronze, silver or gold level visitors. 1 A bronze level:
©
6
2 A silver level:
3 A gold level:
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b Why is this important if you are engaging with the visitor?
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7
READING
The speaker continues with things you should not do when you are manning a booth. Look at the poster and decide which of the 4 don’ts you think are the worst and which are least important to take into account. Definitely don’t
.
It’s best if you don’t
.
Maybe don’t
.
It might still be OK if you
.
No chatting in enclosed staff groups.
Never use a laptop while other staff are with visitors.
?
N
?
IN
Remember ...
Body language is important.
VA
Don’t ask closed questions.
8
watching
Watch the video a final time and answer the questions. a Are these statements true or false? Correct the false statements. Statement
1 The staff should be ready to introduce themselves.
©
2 The staff should do most of the talking.
3 The staff should offer every visitor a brochure.
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True
False
Statement
True
False
4 When you know the visitor better, you can pass them on to a team member who can help them better.
5 Staff should ask closed questions.
b Give two examples of closed questions.
c Give two examples of open questions.
IN
6 Staff should watch their body language.
9
N
d What is another term for open questions?
Look at the strategy in the Summary (p. 49). The strategy mentions appropriate body language and gives some suggestions.
READING
VA
a What do you consider appropriate body language for a conversation with a customer?
b Read the half of the infographic about body language your teacher gives you.
c Write down the five tips from your half and discuss them with your partner. d Write down the remaining five tips given by your partner.
©
1 2 3 4
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6 7 8 9
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10 e Which of these tips is not necessarily useful for a travel fair?
f
Which of the tips is repeated a couple of times?
©
VA
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g What do they mean by mirroring?
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Source: Hubspot
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10 Practice engaging a visitor at a travel fair.
VA
a Preparation: form a group with two other classmates. Divide up the roles for this exercise. Who will be the staff member of a travel organisation? Who will be a visitor? Who will prepare the exercise and give the other students feedback? Repeat the exercise three times by switching roles. • Student A will write some prompts down for student B. • Student B will use the prompts as a visitor at the travel fair to talk to a staff member. • Student C, as a staff member, will engage with student B. • Student A will give feedback to student C.
SPOKEN INTERACTION
PROMPTS for student B, the visitor at the travel fair I am interested in this type of travel:
I think (-) is very important when I travel: I want to travel
alone / with friends / with my kids
I have a (-) budget
limited / comfortable / large
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©
I absolutely hate
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b Action: practice the strategy for engaging with customers at a travel fair by executing all three roles. Each dialogue should last about two minutes. Pay attention to your body language. c Reflection: student A will give you feedback here if you had the role of student C. Afterwards, also check the checklist yourself after you’ve played the role of staff member. Checklist: engaging with a customer at a travel fair
My classmate
Me
1 Preparation • I read and studied the strategy on how to engage with a customer.
IN
2 Content • I welcomed the customer. • I asked the customer’s name and used it throughout the conversation. • I asked whether the customer would like a refreshment. • I asked open questions to figure out what the customer needs or wants. • I asked how I could follow up with the customer. • I ended the conversation appropriately. • I used appropriate body language.
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© Shutterstock / View Apart
©
VA
Feedback
N
3 Language • I used correct vocabulary. • I used correct grammar. • I paid attention to my pronunciation.
SUMMARY
Body language
Welcoming the customer
IN
Use appropriate body language, such as: • eye contact • appropriate smile • natural gestures • straight back
STRATEGY
HOW TO engage with a customer at a travel fair
1
Engage in a warm and inviting manner, show interest. Smile and make eye contact. If appropriate, shake their hand. Welcome, my name is (…), and yours?
If you have something prepared, offer them a refreshment. Would you like a drink? Would you like a snack?
N
Make sure to avoid questions like: Can I help you? What can I help you with? What can I do for you?
2 Asking questions
VA
Use the customer’s name.
Ask specific, open-ended questions, using wh-question words, or start with a suggestion. Remember: you need to find out what the visitor needs and what you can sell them. • What are you looking for at this event? • Are you here as a traveller, or as a travel agent? • Maybe this (product, trip…) would be interesting for you. • What type of trip are you interested in? • We offer great group trips to a number of destinations.
Following up
3
©
Before the fair, decide with your team which way is appropriate to follow up with a potential customer. • If you would like to sign up to receive more information, you can leave your e-mail address here. • Please take our brochure with you. You can find our contact details inside. • Would it be OK if I follow up with you via e-mail or with a phone call?
Ending the conversation
Thank you for joining us. We look forward to working with you in the near future.
UNIT 2:
FAIR TRAVELS!
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49
HOW TO write a request Before writing
1
Why & what? Why are you writing? Think about what you need and when you need it.
IN
Be prepared Do you have a professional email address?
Find the specific address for the person you need. Sending your request to a general email address makes it more likely to be denied.
2 While writing
KISS
Since you have a request, be quite formal.
Keep it short and simple.
Don’t use abbreviations or emoticons.
Be direct about what you are asking.
VA
N
Be polite
Subject Write a short and simple subject in the subject line.
email@adres.com
Request for promotional materials
Dear Mr / Ms / Mrs / Mx Roberts, (if you know their name and preferred title) Dear Sir or Madam, (if you don’t know their name)
Salutation
Introduction Who are you? What is the reason for writing?
After researching companies that offer luxury cruises, I am writing to you for a project.
Main message Write out your request and call for action. Be as specific as possible. Also add a way for the recipient to deny your request.
©
Ending
Full name In a professional setting, you can also add your role / job, department, company, contact details.
In May, we will host a travel fair at our company, and we would be interested in displaying information about your cruise catalogue. Would it be possible to send us some promotional materials? In order for us to properly plan our activities, it would be great if we could receive the materials by April 20th. Please do not hesitate to let us know if you are not interested or able to collaborate with us. I would love to hear from you. / Thank you in advance. Kind regards, / Best regards, / (Yours) sincerely (if you started with Dear + name,) Yours faithfully, (if you started with Dear Sir or Madam,) John Peters Manager The Company
After writing Edit
Avoid mistakes. Re-read your email and re-write parts if necessary. Hit the 'send' button. fifty
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UNIT 2:
FAIR TRAVELS!
Mind the structure
3
CHECK OUT: RUNNING A STALL AT A TRAVEL FAIR Orientation Your class is going to set up a travel fair. You are going to install a proper booth and receive guests.
Preparation Your teacher will give you a destination.
READING written INTERACTION
Collect information and promotional materials from a tourism organisation to use in your booth. If there is a theme for the fair, take that into account. The destination you are assigned is
IN
1
.
The theme of your fair is
.
The tourism organisations you are going to contact are
.
Action Install your travel booth and work with your classmates to ensure that the travel fair is cohesive.
3
Welcome guests at your booth and engage with them. Inform them about your travel destination.
VA
Reflection
N
2
Reflect on your task by filling in the checklist. Checklist: running a travel fair booth
Yes
I think so
No
1 Content • I sent out a request for materials. • I picked out good travel brochures and materials to display. • I engaged appropriately with visitors. • I used proper body language.
2 Language • I used engaging language with the guests. • I wrote a proper email (request). • I used correct vocabulary. • I used correct grammar. • I checked my spelling, capitalisation, and punctuation. • I paid attention to my pronunciation.
©
4
SPOKEN INTERACTION
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Feedback
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VA
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