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Use oral English to convey a complex exchange of ideasUse oral

English to convey a complexexchange of ideas

D1.LAN.CL10.04

Use oral English to convey a complex exchange of ideas

D1.LAN.CL10.04

Trainee Manual

Project Base

William Angliss Institute of TAFE555 La Trobe StreetMelbourne 3000 VictoriaTelephone: (03) 9606 2111Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne CrosbieChief Writer: Alan HickmanSubject Writer: Quentin DerrickProject Manager/Editor: Alan MaguireDTP/Production: Daniel Chee, Mai Vu, Kaly Quach

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”.

This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2013.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute.

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File name: document.docx

http://creativecommons.org/licenses/by/2.0/deed.en

http://www.asean.org/

Table of Contents

Introduction to trainee manual.............................................................................................1

Unit descriptor......................................................................................................................3

Assessment matrix...............................................................................................................5

Glossary...............................................................................................................................7

Element 1: Discuss problem solving strategies...................................................................9

Element 2: Respond to hypothetical questions..................................................................33

Element 3: Discuss abstract concepts...............................................................................51

Element 4: Express opinions.............................................................................................65

Element 5: Discuss preferred learning styles....................................................................77

Presentation of written work...............................................................................................89

Recommended reading......................................................................................................91

Trainee evaluation sheet....................................................................................................93

Trainee self-assessment checklist.....................................................................................95

© ASEAN 2013Trainee Manual

Use oral English to convey a complex exchange of ideasUse oral English to convey a complex exchange ofideas

Introduction to trainee manual

Introduction to trainee manualTo the Trainee

Congratulations on joining this course. This Trainee Manual is one part of a ‘toolbox’ which is a resource provided to trainees, trainers and assessors to help you become competent in various areas of your work.

The ‘toolbox’ consists of three elements:

A Trainee Manual for you to read and study at home or in class

A Trainer Guide with Power Point slides to help your Trainer explain the content of the training material and provide class activities to help with practice

An Assessment Manual which provides your Assessor with oral and written questions and other assessment tasks to establish whether or not you have achieved competency.

The first thing you may notice is that this training program and the information you find in the Trainee Manual seems different to the textbooks you have used previously. This is because the method of instruction and examination is different. The method used is called Competency based training (CBT) and Competency based assessment (CBA). CBT and CBA is the training and assessment system chosen by ASEAN (Association of South-East Asian Nations) to train people to work in the tourism and hospitality industry throughout all the ASEAN member states.

What is the CBT and CBA system and why has it been adopted by ASEAN?

CBT is a way of training that concentrates on what a worker can do or is required to do at work. The aim is of the training is to enable trainees to perform tasks and duties at a standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes (or recognise the ones the trainee already possesses) to achieve the required competency standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the type of worker that industry is looking for and this therefore increases trainees’ chances of obtaining employment.

CBA involves collecting evidence and making a judgement of the extent to which a worker can perform his/her duties at the required competency standard. Where a trainee can already demonstrate a degree of competency, either due to prior training or work experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to recognise this. Please speak to your trainer about RPL if you think this applies to you.

What is a competency standard?

Competency standards are descriptions of the skills and knowledge required to perform a task or activity at the level of a required standard.

242 competency standards for the tourism and hospitality industries throughout the ASEAN region have been developed to cover all the knowledge, skills and attitudes required to work in the following occupational areas:

Housekeeping

Food Production

Food and Beverage Service


Use oral English to convey a complex exchange of ideasUse oral English to convey a complexexchange of ideas

1

Introduction to trainee manual

Front Office

Travel Agencies

Tour Operations.

All of these competency standards are available for you to look at. In fact you will find a summary of each one at the beginning of each Trainee Manual under the heading ‘Unit Descriptor’. The unit descriptor describes the content of the unit you will be studying in the Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and ‘Performance Criteria”. An element is a description of one aspect of what has to be achieved in the workplace. The ‘Performance Criteria’ below each element details the level of performance that needs to be demonstrated to be declared competent.

There are other components of the competency standard:

Unit Title: statement about what is to be done in the workplace

Unit Number: unique number identifying the particular competency

Nominal hours: number of classroom or practical hours usually needed to complete the competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will take an individual less time to complete a unit of competency because he/she has prior knowledge or work experience in that area.

The final heading you will see before you start reading the Trainee Manual is the ‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at least 2 – 3 different ways, one of which must be practical. This section outlines three ways assessment can be carried out and includes work projects, written questions and oral questions. The matrix is designed to show you which performance criteria will be assessed and how they will be assessed. Your trainer and/or assessor may also use other assessment methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation checklist is a way of recording how you perform at work and a third party statement is a statement by a supervisor or employer about the degree of competence they believe you have achieved. This can be based on observing your workplace performance, inspecting your work or gaining feedback from fellow workers.

Your trainer and/or assessor may use other methods to assess you such as:

Journals

Oral presentations

Role plays

Log books

Group projects

Practical demonstrations.

Remember your trainer is there to help you succeed and become competent. Please feel free to ask him or her for more explanation of what you have just read and of what is expected from you and best wishes for your future studies and future career in tourism and hospitality.

2


Unit descriptor

Unit descriptorUse oral English to convey a complex exchange of ideasUse oral English to conveya complex exchange of ideas

This unit deals with the skills and knowledge required to Use oral English to convey a complex exchange of ideasUse oral English to convey a complex exchange of ideas in a range of settings within the hotel and travel industries workplace context.

Unit Code:

D1.LAN.CL10.04

Nominal Hours:

80 hours

Element 1: Discuss problem solving strategies

Performance Criteria

1.1 Define a complex exchange of ideas

1.2 Identify and agree on desired outcomes

1.3 Identify problems or barriers to achieving desired outcomes

1.4 Identify causes of problems

1.5 Suggest solutions to overcome problems or barriers

1.6 Evaluate and rank solutions against set criteria

Element 2: Respond to hypothetical questions


2.1 Suggest possible course of action in response to unforeseen events

2.2 Agree or disagree with suggestions

2.3 Discuss potential benefits of change

2.4 Predict potential disadvantages of change

2.5 Outline contingency plans

Element 3: Discuss abstract concepts


3.1 Discuss issues related to cross cultural understanding

3.2 Demonstrate understanding of concepts such as beliefs, values and attitudes

3.3 Discuss the impact of culture on guests’ expectations and perceptions



3

Unit descriptor

Element 4: Express opinions


4.1 Express and support opinions

4.2 Agree and disagree

4.3 Discuss alternative opinions

Element 5: Discuss preferred learning styles


5.1 Discuss various preferred learning styles

5.2 Discuss the implications of knowing preferred learning styles for yourself

5.3 Discuss the implications of knowing the preferred learning styles of your co-workers and guests for your business

4


Assessment matrix

Assessment matrixShowing mapping of Performance Criteria against Work Projects, Written Questions and Oral Questions

The Assessment Matrix indicates three of the most common assessment activities your Assessor may use to assess your understanding of the content of this manual and your performance - Work Projects, Written Questions and Oral Questions. It also indicates where you can find the subject content related to these assessment activities in the Trainee Manual (i.e. under which element or performance criteria). As explained in the Introduction, however, the assessors are free to choose which assessment activities are most suitable to best capture evidence of competency as they deem appropriate for individual students.

Work Projects

Written Questions

Oral Questions


1.1 Define a complex exchange of ideas 1.1 1 1

1.2 Identify and agree on desired outcomes 1.2 2, 3 2

1.3 Identify problems or barriers to achieving desired outcomes 1.3 4, 5 3, 4

1.4 Identify causes of problems 1.4 6 5

1.5 Suggest solutions to overcome problems or barriers 1.5 7, 8 6

1.6 Evaluate and rank solutions against set criteria 1.6 9 7


2.1 Suggest possible course of action in response to unforeseen events 2.1 10, 11 8

2.2 Agree or disagree with suggestions 2.2 12 9

2.3 Discuss potential benefits of change 2.3 13, 14 10

2.4 Predict potential disadvantages of change 2.4 15 11

2.5 Outline contingency plans 2.5 16, 17 12, 13



5

Assessment matrix

Work Projects

Written Questions

Oral Questions


3.1 Discuss issues related to cross cultural understanding 3.1 18, 19 14

3.2 Demonstrate understanding of concepts such as beliefs, values and attitudes 3.2 20, 21 15

3.3 Discuss the impact of culture on guests’ expectations and perceptions 3.3 22 16


4.1 Express and support opinions 4.1 23, 24 17

4.2 Demonstrate understanding of concepts such as beliefs, values and attitudes 4.2 25 18

4.3 Discuss alternative opinions 4.3 26, 27, 28 19


5.1 Discuss various preferred learning styles 5.1 29, 30 20

5.2 Discuss the implications of knowing preferred learning styles for yourself 5.2 31, 32 21


5.3 33 22

6


Glossary

GlossaryTerm Explanation

Achieve To carry out successfully

Alternative Different from the usual or conventional

Apologise To express regret

Appropriate Suitable for a particular purpose or use

Barrier Something material that blocks or is intended to block passage

BeliefConviction of the truth of some statement or the reality of some being or phenomenon especially when based on examination of evidence

Comprehensive Covering completely or broadly

Contingency Something liable to happen as an adjunct to or result of something else

Criteria A standard on which a judgment or decision may be based

Desire The conscious impulse toward something that promises enjoyment or satisfaction in its attainment

Evidence Something that furnishes proof

Explanation The act or process of explaining

Foresight An act or the power of seeing before it happens

Gesture A movement usually of the body or limbs that expresses or emphasises an idea, sentiment, or attitude

Identify To determine the identity of

Integral Essential to completeness

Interaction Mutual or reciprocal action or influence



7

Glossary

Term Explanation

Keyword A word that is important to the main idea of a conversation or passage

Outcome Something that follows as a result or consequence

Perception Awareness of the elements of environment through physical sensation

Potential Existing in possibility: capable of development into actuality

Prediction The act of forecasting the future

Problematic Difficult to solve or decide

Requirement Something essential to the existence or occurrence of something else

Situation The way in which something is placed in relation to its surroundings

Solution An action or process of solving a problem

Suggestion Advice

Symptom Subjective evidence of disease or physical disturbance

Unified A unit or a coherent whole

Value Relative worth, utility, or importance

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Element 1:Discuss problem solving strategies1.1 Define a complex exchange of ideasIntroduction

In an international setting, customers often find it difficult to express their ideas and understand the ideas of others. While English has become the common language used in business and tourism, many people around the world are not yet proficient in the language. As an employee in the hospitality and tourism industry, you must not only be able to understand basic instructions and requests in English, you must also be able to participate in complex exchanges of ideas.

Understanding First

A clear understanding is key when interacting with customers. If you fail to comprehend the customer, it will be almost impossible to satisfy their needs. Asking for clarification or repetition will limit mistakes made due to lack of understanding. This chapter will assist you in politely and effectively asking for clarification of instructions or requests using modal verbs to request repetition or more information.

Asking for repetition

It is essential that you ask for repetition if you don’t understand something. Failing to do so could result in poor work performance and unnecessary delays.

Here are some ways to ask a person to repeat themselves:

Can you repeat that, please?

Would you mind saying that again?

Sorry, I didn’t catch that

Sorry, I missed that

Can you go over that again, please?



9


Asking for clarification

You must also make sure you fully understand the instructions or requests that you hear. First, repeat the instructions or request back to the person. If you are still not completely sure what to do, ask for clarification.

Here are some ways to ask for clarification:

You would like me to …?

Can I make sure I understood that correctly?

So, I should …?

What would you like me to do?

What should I do when I finish that?

Question Activity

Arrange yourself in a circle with all the other trainees. The teacher will start the game by giving the person to his or her right some instructions. That person can only respond with a question asking the teacher to repeat him/herself or clarify the instructions. Then, that person gives instructions to the trainee on his/her right, who responds with another question. The goal of the game is to go around the circle only responding with questions.

Keywords

Keywords are the words that are most important to a conversation. They can indicate the purpose of the interaction and the customer’s reasoning behind their ideas. Keywords are an essential part of any language. A clear understanding of keywords can help you successfully participate in a conversation.

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Dialogue

Look at two dialogues below and circle the keywords.

Dialogue 1

Guest: Can I hire a taxi for tomorrow morning, please?

Receptionist: Of course. What time would you like to go?

Guest: I need to leave the hotel by 7am.

Receptionist: No problem. Your taxi will be waiting for you at 7am tomorrow morning.

Guest: Thank you. Oh, one more thing. Can the taxi bring us back to the hotel in the afternoon? We want to do some shopping in the market and return around 1pm.

Receptionist: That should be no problem. I will make sure the driver understands that he needs to wait for you. I will also arrange a price for the trip so you know how much to pay.

Guest: That’s great. Thank you so much.

Receptionist: You’re welcome, sir. Can I help you with anything else?

Guest: No, thank you. Have a good day.

Dialogue 2

Tour Guide: Good morning. Welcome to Acme Hotel.

Guest: Hello. I’d like to book a tour to the city tomorrow, please.

Tour Guide: Certainly. For how many people?

Guest: There will be six of us. We want to see the old quarter in the morning and have lunch somewhere along the river. Is that possible?

Tour Guide: Sure. Do you have any special requests?

Guest: Yes, two of our guests are vegan, so we need to go to restaurants that have food for them.

Receptionist: That should be no problem. Let me check the availability of the restaurants tomorrow. I will ring you shortly.



11


Listening Activity

Listen to the dialogues provided by your Trainer and write down three key ideas from the discussion.

1. Checking In

a) ______________________________________________________________

b) ______________________________________________________________

c) ______________________________________________________________

2. At the Restaurant

a) ______________________________________________________________

b) ______________________________________________________________

c) ______________________________________________________________

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http://www.youtube.com/watch?v=qJbw5txb8GA&feature=related

http://www.youtube.com/watch?v=wyqfYJX23lg&feature=related


1.2 Identify and agree on desired outcomesIntroduction

In order to find a solution to a problem, you must work with your customers to identify and agree on desired outcomes of the situation. Sometimes this requires a detailed conversation to fully understand the needs of the client and present solutions that are suitable for both parties. During this process, it is important for you to remain calm and provide clear, reasonable solutions that will satisfy your client’s needs.

Clear communication

Clear communication is paramount when interacting with guests, but it is especially important when dealing with problems. Use the tips below to deal with problematic situations.

Here are the steps you should follow:

Remain calm

Provide an explanation for the problem

Express your ideas clearly

Ask the customer if the outcome is suitable

Think of alternative solutions

Confirm that an agreeable outcome has been found.

Giving polite explanations

Use the short form of be, do, and can to offer explanations.

Examples:

· She’s not working today

· The pool isn’t open now

· We don’t have any rooms available

· I can’t reserve you a table.



13


Activity

Rewrite the following sentences using short forms.

Example: I am sorry, but we are not open in May.

Short form: I’m sorry, but we’re not open in May.

1. The hotel is fully booked tonight.

Short form: ______________________________________________________.

2. The swimming pool is closed.

Short form: ______________________________________________________.

3. The manager is not available at the moment.

Short form: ______________________________________________________.

4. We do not have steak on the menu tonight.

Short form: ______________________________________________________.

5. I am not certain that the driver can come before 6am.

Short form: ______________________________________________________.

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Listing Activity

A customer wants to extend his stay for two nights, but your hotel is fully booked for the second night. List four possible outcomes that could satisfy the customer’s needs.

Outcome 1: ___________________________________________________________

Outcome 2: ___________________________________________________________

Outcome 3: ___________________________________________________________

Outcome 4: ___________________________________________________________

Useful language

Questions are an important part of the communication process. Customers want to feel as if their opinion matters and others genuinely care about what they have to say.

Questioning and listening to customers is also the best way to find out what outcomes will satisfy their demands.

Examples of questions

How does that sound?

Would that be OK with you?

Is that satisfactory, Sir/Madam?

Would that work for you?

Would that suit your needs?



15



Introduction

Professional interactions rarely go as planned. Problems will surely arise when dealing with your customers. In order to deal with them effectively you must anticipate what barriers might prevent you from satisfying the needs of your customers, and figure out how to overcome these obstacles.

Foresight

Foresight is the ability to predict or plan for the future. In business, foresight is used to analyse present circumstances in order to predict future problems and courses of action that will allow you to arrive at a desired outcome.

Foresight Activity

List two possible problems that could arise from the following situations.

1. A customer wants to book a single room for three nights.

Problem 1:_______________________________________________________

Problem 2:_______________________________________________________

2. A guest requests adjoining rooms.

Problem 1:_______________________________________________________

Problem 2:_______________________________________________________

3. A guest wants to extend his stay in the same room.

Problem 1:_______________________________________________________

Problem 2:_______________________________________________________

4. An employee in your department delivers room service to guests.

Problem 1:_______________________________________________________

Problem 2:_______________________________________________________

5. A group of children want to use the swimming pool after dark.

Problem 1:_______________________________________________________

Problem 2:_______________________________________________________

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Useful language

When predicting possible problems or barriers we use the Future Simple verb tense. The Future Simple has two different forms in English: will and going to. Sometimes they can be used interchangeably, but other times they express two very different meanings. Below are some rules that will help you understand which form to use.

When you talk about future facts or things you believe to be true, use 'will'.

The pool will be closed at 10pm

It will be very busy tonight

I'm sure you’ll be very comfortable in this room.

If you are not certain about the future, use 'will' with expressions such as 'probably', 'I think', 'I hope'.

I hope you'll enjoy this drink

She'll probably return around 9pm

I don’t think the restaurants in town will be crowded today.

If you are making a future prediction based on evidence in the present situation, use 'going to'.

There isn’t a cloud in the sky. It's going to be a beautiful day

Look at the queue. The bar is going to be busy tonight

Be careful! You're going to lose your key.

At the moment of making a decision, use 'will'. Once you have made the decision, talk about it using 'going to'.

I'll call my manager to let her know. Can you please give me your room number? I’m going to check right now

I'll have the towels delivered immediately. I’m going to send up some free ice cream, too.



17


Speaking Activity

In pairs, practice the dialogues below. Student A uses the prompts below, and Student B uses the prompts on the next page.

Student A:

Ask your partner this question:

What are you going to do this evening?

Then ask the questions below.

When are you going to go?

Who is going to go with you?

What are you going to (do, buy, see)?

Where are you going to go?

How are you going to get there?

Read the following situation. This is your plan for tomorrow. Your partner is going to ask you some questions about your plans. Give short answers to all of your partner’s questions.

You are going to take a tour tomorrow around 9am. The whole family is going to go with you. You are going to see ruins and do some shopping for souvenirs. The tour includes the ancient city and the shopping district. You are planning to take a tour bus.

Student B:

Ask your partner this question:

What are you going to do tomorrow?

Then ask the questions below.

When are you going to go?

Who is going to go with you?

What are you going to (do, buy, see)?

Where are you going to go?

How are you going to get there?

Read the following situation. This is your plan for this evening. Your partner is going to ask you some questions about your plans. Give short answers to all of your partner’s questions.

You are going to eat at a restaurant in town. You are planning to leave around 7pm. Your friends Bob and Sue Smith are going to go with you. You are going to a seafood restaurant. You want to hire a car for the night.

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1.4 Identify causes of problemsIntroduction

With health, it's easy to comprehend the difference between treating symptoms and curing an illness or a broken bone. When you are in pain because your arm is broken, you want to have your symptoms treated – now! However, taking medicine will not fix your arm, and complete healing is needed before the symptoms can disappear.

But when you have a problem at work, how do you deal with problems? Do you immediately start treating the symptoms? Or do you take some time to think about whether there's actually a deeper problem that should be fixed first? If you only address the symptoms the problem will surely come up again.

When you have a problem in a professional environment, it's important to examine the possible causes of the problem before you start to think about a solution. This will allow you to solve the problem completely the first time, rather than just dealing with the negative effects of it and having the problem continue.

Listening Activity

List five problems that you have recently encountered at work.

1.___________________________________________________________________

2.___________________________________________________________________

3.___________________________________________________________________

4.___________________________________________________________________

Cause and Effect

Cause and effect refers to the concept of causality, in which an action or event will produce a certain response to the action in the form of another event. Analysing the cause of a problem will help to produce more desired effects in the future. It is important to realise that sometimes one cause may have several effects, or several causes may lead to one effect. There is not always a one-to-one relationship in cause and effect.



19


Useful Language

When discussing cause and effect relationships, we often use adverbs. An adverb can be a single word such as slowly, here or tomorrow, or a phrase such as the day before yesterday or to catch the lift. Adverbs can also be clauses, containing a subject and a full verb.

Look at these sentences:

I saw the man yesterday

I saw the man on Friday

I saw the man before I left work.

In these examples, yesterday is a one-word adverb, on Friday is an adverb phrase, and before I left work is an adverb clause. Each of them answers the same question, but the adverb clause has a subject and a verb. It is introduced by before, so it is a dependent clause. This means that it cannot stand alone, it needs an independent clause. An adverb clause, then, is a dependent clause that does the same job as an adverb or an adverb phrase.

Grammar Activity

Review the sentences below and select the appropriate adverb clause.

1. Because he was tired, he worked slowly, ____________________.

a. this will cause him to fall behindb. this is a fact which will cause him to fall behindc. a fact which will cause him to be fall behindd. a fact which will cause him to fall behind

2. ____________ the client’s order, he will not receive a tip.

a. Now that he forgetsb. That he has forgottenc. Now, he has forgotd. Now that he has forgotten

3. Since July 4th is a holiday, ___________________ fully booked.

a. so we will beb. we will bec. as a result, we will bed. thus, we will be

20



4. Mr. Smith checked out early ______________ unsatisfied with the hotel conditions.

a. and he wasb. because he wasc. which he wasd. because he be

5. _______________, he will not return to our restaurant.

a. Had Mr. Brown had a very bad mealb. Now Mr. Brown had a very bad mealc. Now that Mr. Brown has had a very bad meald. Mr. Brown had a very bad meal

6. The porter will not come to work today ______________ a bit ill.

a. he isb. because hec. because he isd. which is he is

Responsibility

When dealing with upset customers, it is important that you take the appropriate steps to rectify the situation. Whether or not you are the cause of the problem, the first step should always be to apologise to the customer that is affected.

Ways to say ‘I’m sorry’

There are many ways to apologise in English. However, you must determine the appropriate level of formality before you can express it properly.

Examples:

Sorry

I’m sorry

I’m very sorry

I’m terribly sorry

I’m afraid that

I apologise

I regret to inform you that.



21


Activity

Analyse the following situations and give appropriate apologies.

Example: Can I extend my stay for one more night?

Response: I’m sorry, but we’re fully booked tomorrow.

1. The steak was completely overcooked.

Response:________________________________________________________

2. I wasn’t able to contact room service last night.

Response:________________________________________________________

3. The swimming pool is not open now.

Response:________________________________________________________

4. The shuttle bus was too full to pick me up from the airport.

Response:________________________________________________________

5. There was a lot of noise on our floor last night.

Response:________________________________________________________

Speaking Activity

Work with a partner to find the causes to the problems you listed on the first page of this chapter. Offer your partner an apology for the problem using an adverb clause.

22




Introduction

After you have identified a problem, considered desirable outcomes and investigated the cause of the problem, it is appropriate to suggest solutions to overcome the problem. Giving suggestions and ideas for solutions can be made in various manners. However, you should remember that the purpose is to propose solutions and not to give commands. The best strategy is to give your clients options rather than telling them what must be done or to state facts.

Useful Language

To politely offer suggestions, we often use the modal verbs can, could, should and would. As you will study in Element 4, modal verbs are helper verbs that give more information about the function of the main verb that follows it. Modal verbs have a great variety of meaning, but they can all be related to a scale ranging from possibility to necessity. In this unit, you will practise using the modal verbs can, could, should and would to give suggestions.

Grammar Activity

Select the correct sentences to offer suggestions.

1. Choose the correct sentence.

A. You must hire a taxi.

B. You should hire a taxi.


A. I will go to the city tonight.

B. I would go to the city tonight.


A. You could book a single room tonight and change to a double room tomorrow.

B. You might book a single room tonight and change to a double room tomorrow.


A. You can take the table outside if you wish.

B. You must take the table outside if you wish.



23



A. You should order directly from room service next time.

B. You need to order directly from room service next time.


A. You must leave your number with me, and I will tell your friend to call you back.

B. You could leave your number with me, and I will tell your friend to call you back.


A. You should see the exhibit at the museum.

B. You have to see the exhibit at the museum.


A. I would not go to the market now.

B. Don’t go to the market now.


A. You can leave your bags here if you like.

B. You must leave your bags here if you like.


A. Come back in one hour to talk to my manager.

B. Could you come back in one hour to talk to my manager?

Activity

Write down two suggestions for each problem below.

1. My taxi never arrived.

Suggestion 1: ______________________________________________________

Suggestion 2: ______________________________________________________

2. The people next door were very noisy last night.

Suggestion 1: ______________________________________________________

Suggestion 2: ______________________________________________________

3. We don’t like this table at the restaurant.

Suggestion 1: ______________________________________________________

Suggestion 2: ______________________________________________________

24



Pronunciation Practice

Final consonants can be very difficult in English, especially the final “S” sound. Go over the rules of pronunciation below and place the words into the correct column.

- /s/ after voiceless sounds { p, f , th, t , k , h } except for [s, sh, ch] which are voiceless but they belong to another category called 'hissing sounds'

. /iz/ after the hissing sounds [s , z, sh, ch, d]

- /z/ after all sounds except the above.

/S/ /IZ/ /Z/

gets crashes ends

eyes sandwiches nose paints miss

across yes pushes sports is

marries kiss irons elects shaves

talks decides clothes misses please

prices plays looks Alex’s knows



25



Introduction

Evaluating your solutions is an integral part of conducting good business. It is not enough to find solutions to problems and then forget about the consequences. Establishing set criteria to measure the success of your solutions is fundamental in a professional workplace. As hospitality employees, you are the agents of change within your organisation, so you must communicate and spread effective problem-solving techniques throughout all the levels of your organisation.

Establishing Criterion

Criterion should define a minimal set of requirements that must be met in order for a solution to be considered acceptable. They should be used as guidelines for good business practices and must be met in order to say that a solution is complete, correct and worth implementing. Obviously, the criterion will be different at every establishment, but they should have similar constructs. First, make sure that your rating scales are consistent. Word your criteria and set the scores so that the high end of the scale is always the rating that would tend to make you select that option: most impact on customers, greatest importance, least difficulty, greatest likelihood of success.

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Example of Criterion

Problem Criteria

1 Customer Frustration

5

Ease to Solve4

Speed to Solve3

Effect on Other Systems

2

Customers wait for hostess

High - Nothing else for

customer to do

3 x 5 = 15

Medium - Involves host and bus boys

2 x 4 = 8

High - Adequate empty tables

3 x 3 = 9

High - Gets customer off to

a bad start

3 x 2 = 6

Customers wait for waiter

Medium - Customers can

eat bread

2 x 5 = 10

Medium - Involves host and waiters

2 x 4 = 8

Low - Waiters involved in

many activities

1 x 3 = 3

Medium - Customers feel

ignored

2 x 2 = 4

Customers wait for food

Medium - Customers can enjoy setting

2 x 5 = 10

Low - Involves kitchen and

waiters

1 x 4 = 4

Low - Kitchen is design/space

limited

1 x 3 = 3

Medium - Waiters have

more work

2 x 2 = 4

Customers wait for check

Low - Customers can relax and talk

1 x 5 = 5

Medium - involves

waters/host

2 x 4 = 8

Low - Computerised

system

1 x 3 = 3

Medium - Other customers see

2 x 2 = 4

Speaking Activity

The chart above shows criterion established in a restaurant to decide which aspect of the problem of long wait times to address first. As a class, discuss the matrix and decide which part of the problem is the most crucial.



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Group Activity

In small groups, create a set of criterion to evaluate solutions related to checking in.

Problem Criteria


5

Ease to Solve4

Speed to Solve3


2

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

Speaking Activity

As a class, compare your sets of criteria and choose the most useful.

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Group Activity

In small groups, create a set of criterion to evaluate solutions related to room service.

Problem Criteria


5

Ease to Solve4

Speed to Solve3


2

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

Speaking Activity

As a class, compare your sets of criteria and choose the most useful.



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Work ProjectsIt is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the agreed date.

1.1 Make a list of complex discussions that you have over one day at work. Make note of the strategies you use to clarify meaning when you don’t completely understand. Turn in the list to your Trainer.

1.2. Develop three hypothetical scenarios in which you have to find solutions to a problem. Write down at least two possible solutions to each problem and turn it in to your Trainer.

1.3. Make a list of five barriers you expect to face during your next working day. Check off all that you encounter.

1.4. Find two causes and two effects to situations that you encounter at work. Report them to your Trainer.

1.5 Give your Trainer three suggestions on how to improve your course.

1.6 Create a set of criteria that you think would be useful to your co-workers. Give it to your Trainer.

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SummaryDiscuss problem solving strategies

When solving problems at work:

Get a clear understanding of the context

Find desired outcomes

Identify barriers to achieving desired outcomes

Find the causes of the problem

Suggest solutions

Evaluate solutions systematically.



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Element 2:Respond to hypothetical questions2.1 Suggest possible course of action in response

to unforeseen eventsIntroduction

Working in hospitality, unforeseen events will occur. Storms will occur, guests will cancel reservations, and electrical problems will arise. There is no possible way to predict everything that will happen at your workplace. However, it is important that you and your colleagues are prepared to deal with these events. Guests from around the world travel to your hotel or resort to enjoy themselves and relax, and your ultimate job is to help them achieve these goals. While unforeseen events can make your job more difficult, you must try to deal with the situation quickly and effectively so that your guests’ enjoyment remains uninterrupted.

Listing Activity

Making a comprehensive list of hypothetical events and responses is a good start to dealing with these problems. Brainstorm five possible events that could occur at your workplace and list them below.

Event 1: _____________________________________________________________

Event 2: _____________________________________________________________

Event 3: _____________________________________________________________

Event 4: _____________________________________________________________

Event 5: _____________________________________________________________



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Useful Language

In order to deal with unforeseen situations quickly and efficiently, use the Imperative to work with staff. The Imperative expresses commands or requests in a direct way. These commands or requests urge the receiver to act a certain way. They can also signal prohibition, permission, or any other kind of exhortation. Review the examples below on how to use this form.

Examples:

We can use the imperative to give a direct order.

Take the chairs inside

Warn the guests immediately

Give me the details.

We can use the imperative to give instructions.

Open the door

Take two tables to the ballroom

Cut the fabric first.

Forming the Imperative:

To form the imperative, use the infinitive of the verb without "to"

Come here!

Sit down!

To form a negative imperative, put "do not" or "don't" before the verb:

Don't go!

Do not walk on the grass.

You can also use "let's" before the verb if you are including yourself in the imperative. The negative of "let's" is "let's not".

Let's stop now

Let's hurry

Let's not put the food here

Let's not tell her about it.

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Activity

Rewrite the following sentences using the Imperative.

Example: Please get the camera for me.

Imperative: Get the camera for me.

1. Will you come with me to the kitchen?

Imperative: _____________________________________________________________.

2. Would you please put the tarp over the tables outside?

Imperative: _____________________________________________________________.

3. Could you please tell that man to move his car?

Imperative: _____________________________________________________________.

4. Would you please pass me the key to room 401?

Imperative: _____________________________________________________________.

5. Do you mind not opening that window?

Imperative: _____________________________________________________________.

Speaking Activity

Sit in a circle with your classmates. Practice giving an Imperative command or instruction to someone in the circle and watch them act it out. Have fun with it!

Partner Activity

Sit with a partner and read your five hypothetical events from the first page of this unit. Your partner should respond with the first command or instruction that he/she thinks of. When you are finished, swap roles.

Language Tip

Be careful when using the Imperative because it can seem rude. Unless faced with an emergency, never use this type of speech with a guest. The Imperative’s appropriateness depends on such factors as social relationships, as well as the speaker’s basic communicative intention.



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2.2 Agree or disagree with suggestionsIntroduction

Appropriately agreeing or disagreeing with suggestions is important in a professional setting. Offering suggestions can be very intimidating for some people, especially in certain cultures where open discussion is not encouraged. However, suggestions play an essential role in successful business practices. Whether speaking with a colleague or a guest, you don’t want to seem rude when replying to a suggestion.

Ways to Agree

There are many ways to express agreement in English. Pay attention to the formality of the situation in order to determine which structure is appropriate. In more formal circumstances, use modal verbs.

Examples:

That’s a fantastic idea

Of course

That sounds great

Yes, I agree with that

That would be acceptable for me.

Ways to Disagree

Although sometimes challenging, it is often necessary to disagree with colleagues or guests in a workplace. The ability to state preferences and give opinions is an essential skill for employees in any profession. After expressing your disagreement, you must support your statements in a logical, professional manner. A disagreement without reason it is like a carriage without a horse.

Examples:

That’s a good idea, but I’m not sure it would work in this circumstance

We could try that, but maybe we should ...

I have to disagree. I think that...

Thank you for your suggestion. I think...

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Activity

Using language learned in Element 1.5, write down six suggestions that you have heard from guests at your work.

Suggestion 1: ___________________________________________________________

Suggestion 2: ___________________________________________________________

Suggestion 3: ___________________________________________________________

Suggestion 4: ___________________________________________________________

Suggestion 5: ___________________________________________________________

Suggestion 6: ___________________________________________________________

Speaking Activity

Work with a partner to give and respond to the suggestions above. You should agree with the first three and disagree with the last three.

Tone

Your tone of speech is very important when responding to suggestions. You may use all the correct language, but if you use an incorrect tone, you may give your audience the wrong impression. In English, tone can be used to express a wide variety of emotions. Make sure you express the emotion you mean to.

Banananum

As a class, play this game to practice using appropriate tones. One student should go the front of the room. The Trainer will instruct that student to convey one of the emotions listed below. They may do so by using only one word, “Banananum”. The student must try to make the other students guess which emotion he/she is feeling by using this one word, which means absolutely nothing!

1. Happy

2. Sad

3. Frightened

4. Sleepy

5. In a hurry

6. Smitten

7. Angry

8. Confused

9. Nervous



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10. Excited.

2.3 Discuss potential benefits of changeIntroduction

Imagine falling asleep at your work 20 years ago and waking up today. Would things look the same? Would your organisation be doing business the same way they did when you fell asleep? The answer is almost certainly no. Changes in the workplace are inevitable. Business practices always have room for improvement, and social and technological developments continually change the way we work. To remain successful as a business you must regularly alter your way of operating, your services and your interactions with your customers. For many people, change can be uncomfortable. Therefore, when evaluating changes in the workplace, one must first consider the potential benefits the changes will bring.

Managing Change

As a manager or part of a hospitality and tourism staff, it is your job to create a positive working environment and help your colleagues deal with changes. Below are a few tips for accomplishing this goal.

Tips for helping co-workers cope with changes:

Get people excited about the future

Present a clear plan for them to follow

Make them feel connected to the business

Show them how the changes will contribute to their long-term development

Tell them that things will be different without speaking negatively about the past

Don’t use threats or promises

Give people plenty of time to adjust to the changes

Provide opportunities for them to voice their opinions/questions.

Discussion Activity

As a class, answer and discuss the following questions.

1. What changes have recently occurred at your workplace?

2. How have those changes impacted the working environment?

3. How would you adapt to those changes to make them more effective?

4. What changes do you think should be implemented in the near future?

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5. What changes are essential to the long-term success of your organisation?



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Useful Language

When talking about potential benefits or the future effects of changes, English-speakers often use the Future Perfect verb tense. The future perfect is used to describe an event that is expected or planned to happen before another event in the future. We use this tense to express possible effects of changes by a certain time.

How to form the Future Perfect

Subject + Will + Have + Past Participle

Examples of the Future Perfect:

da Subject Will Have Past Participle da

+ I will have finished by 10pm.

+ You will have been promoted by then.

- She will not have changed jobs by next year.

- We will not have Left.

? Will they have failed in five years?

? Will it have improved by tomorrow?

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Activity

Rewrite the following sentences using the Future Perfect.

Example: (We/go/India/five years)

We will have gone to India in five years.

1. (I/be/promoted/next year)

____________________________________________________________________

2. (She/save/money)

____________________________________________________________________

3. (It/improve/customer service)

____________________________________________________________________

4. (The new procedures/make/big difference/next year)

____________________________________________________________________

5. (The restaurant/become/famous/a few years)

____________________________________________________________________



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Activity

Predict future changes to the following departments of your workplace.

1. Reception

____________________________________________________________________

2. Restaurant

____________________________________________________________________

3. Room Service

____________________________________________________________________

4. Human Resources

____________________________________________________________________

5. Spa

____________________________________________________________________

Speaking Activity

Discuss the changes above with your classmates and find out who agrees with them.

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2.4 Predict potential disadvantages of changeIntroduction

While many changes in the workplace can bring about very positive effects, others can bring about very negative consequences. As a member of a service industry team, you should consider the potential disadvantages of a change before putting it into action. If the possible benefits outweigh the potential disadvantages, the change could make sense. However, if the possible consequences could do serious damage to your future business, the change might not be a good idea.

Predicting the Future

Companies spend millions of dollars every year trying to improve their bottom line by making drastic changes to existing business practices. But when companies try to predict the future, they often fail. Change is extremely difficult to implement, especially if it affects employees negatively.

Speaking Activity

In small groups, talk about the possible disadvantages that could arise from the following changes.

1. The General Manager at Acme Resort wants to change the menu at the restaurant. After serving Northern Italian food for the past 20 years, he wants the restaurant to close and re-open as a sushi cafe.

2. Guster Hotel has been having problems with their room service. For the past year, customers have been complaining about the quality of the food and service, and the hotel has been losing money in this department. Rather than conducting additional training, the management is considering shutting down the room service for good.

3. The staff at Brick Villas have been part of an extensive English-training program for the past two years. Now that customer reviews have significantly improved and the staff are adequately trained, the HR department has decided to stop the English program.

4. White Inn has seen significant growth in the past three years, and guests have recently complained about the lack of parking around the building. Management has decided to build a three-story parking structure under the building.



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Speaking Activity

As a class, answer and discuss the following questions.

1 How do you feel about change?

2 What changes have you recently seen in your workplace?

3 What were some of the disadvantages of these changes?

4 Did the staff and management think about the consequences of these changes before they were implemented?

Were things better before?

Word Stress

Correct word stress is an essential part of good English pronunciation. Incorrect word stress can make the word very difficult to hear and understand. Even if you can be understood, stressing the wrong syllable in a word can make the listener feel annoyed or amused, and could hinder good communication from taking place.

Examples:

jungle about relaxing expedition cancellation

Say the following words aloud and group them into the stress patterns above.

forest romantic safari

again situation costly

photographer Britain adventure

Japan unbeatable appeal

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Stress Maze Activity

Find words with the same stress pattern. Start with the word “passenger” and continue until the end.



45


2.5 Outline contingency plansIntroduction

Storms, floods, fires – these are some of the things we often associate with contingency planning. But what if your food supplier suddenly goes out of business? What if your electricity goes out for the day? Situations like this can cause chaos if you haven't prepared for them adequately. Contingency planning is a key part of this preparation. It is not just about natural disasters. It is also about preparing for events such as the loss of information, employees, clients, and vendors.

Contingency planning is often ignored. Daily routines are demanding, and the probability of a significant business disruption is small, so it can be hard to make time to think about a good plan. However, those companies that are proactive in the short-term help ensure a more effective recovery from unforeseen events.

The planning process also helps you attain significant insight into the risks your organisation faces. Contingency planning requires an investment of time and resources, but if you fail to do it the costs could be great.

Speaking Activity

As a class, discuss the following questions.

1 Does your workplace have extensive contingency plans?

2 What are the benefits of having contingency plans?

3 Do you think it is worth the time and energy to make the plans?

4 What are the risks of not having contingency plans?

5 Which contingency plans need to be improved in your department?

Useful Language

When speaking about contingency plans, it is often appropriate to use Conditional Sentences. Conditional sentences discuss possible implications or hypothetical situations and their consequences. There are several types of conditional sentences in English, but for these purposes the first and second conditionals are most useful.

First Conditional

The first conditional includes a particular condition or situation in the future, and the result of this condition. There is a real possibility that this condition will happen. For example, it is morning. You are at home. You need to go to school in the afternoon, but there are some clouds in the sky. It starts to rain. What will you do?

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If Condition Result

present simple will + main verb

If it rains I will bring an umbrella.

Writing Activity

Write three more examples of first conditional sentences.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

Second Conditional

The second conditional is very similar to the first conditional. It includes a particular condition in the future, and the result of this condition. However, there is not a strong possibility that this condition will happen. For example, maybe you will buy a lottery ticket in the future. So you can think about winning in the future, like a dream. It's not very real, but it is still possible.

If Condition Result

past simple would + main verb

If I won the lottery I would buy a house.



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Writing Activity

Write three more examples of second conditional sentences.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Speaking Activity

Discuss how conditional sentences apply to contingency plans. Sitting in a circle, give your neighbour a possible situation for which he must tell you the result. Continue like this in the circle until everyone has had the chance to speak. Remember to differentiate between first and second conditional sentences.

Group Activity

In small groups, write down one existing contingency plan for the departments below.

1. Room Service

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Housekeeping

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Food and Beverage

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Work ProjectsIt is a requirement of this Unit you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the agreed date.

2.1 Come to the next lesson with a list of possible events that could happen at your workplace. In class, read your events and allow your classmates to suggest possible courses of action.

2.2. Keep a journal of situations in which you have to agree or disagree with customers. Make sure to note the language that you use. Give this into your Trainer.

2.3. Make a list of changes that you would like to see implemented at your workplace. Discuss these changes with your classmates.

2.4. Use the Internet to find one example of a professional change that had serious negative consequences. Be prepared to discuss the situation with your Trainer.

2.5 Develop a new contingency plan for your department and give it to your Trainer.



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SummaryRespond to hypothetical questions

When responding to hypothetical questions:

Give suggestions on how to deal with unforeseen events

Appropriately agree or disagree with suggestions

Discuss the potential benefits of change

Evaluate the potential disadvantages of change

Develop contingency plans.

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51


Element 3:Discuss abstract concepts3.1 Discuss issues related to cross cultural

understandingIntroduction

The tourism industry is exactly what it sounds like – tourists from around the world coming to your country to soak up the culture, the food, and the sights. However, these people come from all around the world, and each country is different from the next. Simple gestures like a bow, beckoning with your hands and even pointing a finger have such varied meanings in other cultures, from acceptable to incredibly insulting! In the booming tourism industry, where customer satisfaction is key, accepting and understanding the cultural differences between yourself and your guests is important.

First Impressions

A first impression is an opinion, perception and judgement made from one person to the other when they initially meet. Every day you make hundreds of first impressions. First impressions are especially important because once they are made; they are very difficult to change. This goes not only for people but for countries too. Working in the tourist industry, it should be understood that the first impression you are giving to your customers is not just of you personally, but represents your establishment, your staff, and even your country. You should give a strong and satisfactory first impression right from the greeting.

Greetings

There are a number of acceptable greetings that you should give meeting guests. Handshake, strong and firm and always initiated by you as a welcome to your establishment is acceptable for most Western tourists. Eye contact is especially important during the duration of the handshake. Handshakes are also acceptable for women guests and a light and playful handshake works with children. Of course, always smile.

The bow is also an essential greeting, especially for visitors from Northern Asian countries like Japan and Korea. The bow should be taken standing straight, and lowering your body from the waist deeply. Arms can be kept by your side, or folded in front of you. However, do not maintain eye contact during this bow, but resume it again once you are upright. Often, your guests will bow with you to show their thanks and respect.

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The Namaste is essential greeting in parts of South East Asia, including Thailand and India. It is a simple gesture, placing the palms of your hands together and bending your elbows up to about chest level. It is a greeting of peace and welcome. It should always be accompanied by eye contact and a smile.

Group Activity

Divide the class into four groups. One group are an Indian family with children. The other is a Western group of businessmen in town for a conference. The third group are a Japanese couple on their honeymoon. The fourth group are hotel staff. Practice giving appropriate greetings bearing in mind the genders, nationalities and purpose of visit for each group of tourists. Then, change groups.

Speaking Activity

Some acceptable behaviours in your country are not always acceptable in others, and sometimes, without knowing it, it is easy to offend a guest who mistakes your behaviours for something negative. Some examples of this are touching the back of the head, pointing with your feet, burping during a meal, not burping during a meal, giving the “peace” sign or the “thumbs up” sign.

In small groups, discuss other cultural mistakes and your experiences with them.

Writing Activity

1 What is “culture”?

____________________________________________________________________

2 What is “ethnicity”?

____________________________________________________________________

3 Explain how every person has a culture and an ethnic background.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4 Give examples of your own individual cultures.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________



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5 How do you feel when somebody does something disrespectful in your culture?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6 Do you have a culture that you identify with other than your own? Explain.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

7 If the world adopted one culture, the world would be more unified. We would speak the same language, have the same mannerisms and behave the same way. There would be less differences and confusion. Do you agree with this statement? Explain.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

English Accents

In an international setting like a hotel or resort, the majority of people will speak at least a limited amount of English. However, they could possibly come from a variety of different countries. Although every individual will have his or her own style and accent speaking English, some generalisations can be made about the English from specific countries.

USA

Americans have a tendency to use nouns as verbs. Examples of are interview, advocate, vacuum, lobby, pressure, rear-end, transition, feature, profile, spearhead, skyrocket, and showcase. Many people consider the American accent very smooth, like butter. They often blend words together instead of pronouncing each individual letter. Americans also tend to pronounce /t/ as /d/. Examples of this are water, matter, waiter, cater. People from the north or mid-west of the USA can sound very nasal.

Britain

The form of English most commonly associated with the term “British English” is derived from a mixture of the Midland and Southern dialects which are spoken in London and is frequently used as a model for teaching English to foreign learners. It may also be referred to as "the Queen's (or King's) English". In informal British English, it is common for the sound /t/, except at the beginning of words, to be replaced by a glottal stop. In addition, most British people can to some degree temporarily "swing" their accent towards a more neutral form of English at will, to reduce difficulty where very different accents are involved, or when speaking to foreigners.

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55


Australia

Australian English is non-rhotic, which means that the /r/ sound does not appear at the end of a syllable or immediately before a consonant. However, a linking /r/ can occur when a word that has a final /r/ in the spelling comes before another word that starts with a vowel. An intrusive /r/ may similarly be inserted before a vowel in words that do not have /r/ in the spelling in certain environments, namely after the long vowel /o:/ and after word final /ə/.

Listening Activity

Listen to three different people speaking and try to identify their nationality.

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

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Introduction

Beliefs, values and attitudes are an essential part of our lives and thinking. These things help us make important life decisions, and affect the way we do our job, have relationships, and see the world. They can unite us within a community such as a church or even something as common as a study group, or the classroom you are in right now. They can also divide us – different belief systems between governments and people often stir up war and bloodshed. They are powerful things to study and to understand. However, belief, values and attitudes are not the same thing, although they serve to shape each other.

BELIEF < VALUE < ATTITUDEBelief

A belief is something a person holds to be either true or false.

Beliefs can be spiritual, moral, social, political, economical or intellectual.

Values

A value is a belief with a moral charge to it. If a belief is based on truth, then values are made with the idea that goodness and evil are inherent in the value.

They are guiding principles of people’s lives.

Examples of values include happiness, peace, freedom, equal rights, order and wisdom.

Attitude

Attitude is the tendency to behave a certain way under certain circumstances.

An attitude is not the way you behave, but what motivated you to behave a particular way.



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Matching activity

Read the list below. Organise the situations into which mindset (belief, values or attitudes) you feel they belong. Discuss.

Beliefs Values Attitudes

a. You want to vote for a particular political party.

b. You see your co-worker stealing, and you report it.

c. You think members of a certain religion are mistaken.

d. Your daughter does not want to go to college, but you insist.

e. Your brother always drinks too much, but you don’t mind.

f. You hate your job, so you always slack off.

g You are pro-life in the abortion debate.

h. You think true love is better than wealth.

i. When you are angry, you always hit something. You can’t help it.

j. You are vegetarian.

k. You want to lose weight, but you never make it to the gym because you hate exercise.

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Questions activity

1. What are your core beliefs? (Include ideas such as spiritual and moral beliefs).

____________________________________________________________________

____________________________________________________________________

2. What values are essential to your life?

____________________________________________________________________

____________________________________________________________________

3. Most values are inherited from our parents, passed on to us when we were children. Are there some values you still retain? Are there some you have left behind? Why?

____________________________________________________________________

____________________________________________________________________

4. There are good values, but also bad values. What are some bad values, and what kinds of trouble do they lead to?

____________________________________________________________________

____________________________________________________________________

5. If someone had different values to you, would you marry them? Why/why not?

____________________________________________________________________

____________________________________________________________________

6. What is an example of a bad attitude?

____________________________________________________________________

____________________________________________________________________

7. Have you ever found your attitude affected the way you undertook a task? How?

____________________________________________________________________

____________________________________________________________________

8. What is the strongest mindset in your opinion – belief, values or attitude? Discuss.

____________________________________________________________________

____________________________________________________________________

9. If we lived in a valueless society, what would happen to the world?

____________________________________________________________________

____________________________________________________________________



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Introduction

Travel is becoming more and more accessible – not so long ago only the wealthy could afford to travel or middle-class families who had saved for years could only manage a short holiday. Now, with airline prices falling drastically, along with monthly specials and deals, travel has become more popular and available to the masses. Due to the internet, hotels battle with online rates and discount deals, saving the consumer up to 50% off the cost of a hotel room. These days, it’s normal to find that a buffet breakfast is included with no extra charge for guests. And with the rise of home stays and website communities, people are expecting more of their resorts and hotels, while others prefer to stay in other’s vacant holiday homes and self-cater, for a fraction of the cost. There is money to be made in the ever-rising hospitality business, and the battle for business is raising the expectations of consumers.

Group work activity

Divide the class into groups. In your group, discuss the expectations of the people in the scenarios below and their expectations. Design a holiday for each with their budget in mind, including airfares and accommodation. You may need to conduct some research before finishing.

1 Frida and Robert are from Denmark. Robert is an accounting executive and Frida is a freelance artist. They have no children and live a comfortable lifestyle. Robert doesn’t care where he goes on vacation, but Frida wants to be on the beach. They have one week for vacation and their budget is US$3000.

2 The Smiths are a family from Canada. They have four children. The Smiths want to see culture and tradition and eat a lot of different local food. They also want to ensure that their children are happy and entertained too. The Smiths have ten days for their vacation and a budget of US$3000.

3 Claudia and Mary are recently graduated high-school students. They have part-time jobs working at McDonalds before university begins. Claudia and Mary want to shop and party, and meet lots of other backpackers. They are interested in snorkelling and scuba diving. Their budget is US$2000 each and they will be travelling for 2 weeks.

4 Beom and Sujin are a retired Korean couple. They want a short vacation where they can see natural sights, but they don’t want to stray too far from the Korean culture – Joe loves kimchi and much prefers Korean food. They want to go someplace exotic to take lots of photographs for their grandchildren. They have four days and US$1500 to spend.

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Discussion Activity

Look at the questions in your groups and discuss your responses.

1 International standards have become the norm in the hotel industry these days. Across the world, a certain standard of things like luxury, service and convenience has been established. How can hotels that are not up to this standard rise up to the level of their competitors?

2 Has the rise of the Internet become more profitable or more detrimental to the hotel industry? Should hotel rooms sell for half the price due to internet specials?

3 What are some standard international expectations that customers have for the hotels they choose to stay in?

4 Discuss the role of advertising and good reviews in a profitable hotel.

Reviews

Reviews are an important part of customer satisfaction. Many hotels and restaurants have a “review card”, in which consumers can instantly record their thoughts on the service, food, staff and atmosphere. But more often, when travellers return home, they record their reviews online on popular forums. These websites are often the very first thing potential consumers look for before choosing your hotel. The reviews recorded there give a fair and broad view of whether your hotel is suitable to their needs. A bad review, or leaving the customer with an unfavourable impression of your establishment, can be detrimental.



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Writing activity

Think about a hotel you may have stayed at in the past. If you can’t recall one, write a review about your own hotel. What would you say about it? Using the review below as a guide, construct a review focussing especially on the positives and negatives of your experience. Share your review with your classmates and discuss. If many students decide to review your own hotel, create a list of improvements you can make together.

Example Review

Acme Resort, Palawan, Philippines“Acme Resort was exactly what its name meant: beachfront, gorgeous location, with wonderful facilities. My boyfriend is an exercise fanatic and loved the gym! I don’t like too much salt water, but the ocean front pool was great for reading and relaxing, as well as swimming. A free intercontinental breakfast was included, but the food was horrible! The coffee was watery and weak and the bread always stale. Once, I found a bug in my fruit salad! Dead flies were always in the juice, and although I complained, the staff didn’t understand the problem. I wouldn’t go back there, and only because of the food!” - Jenny, from Australia

Your Review:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________



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Work ProjectsIt is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the agreed date.

3.1 Research a country that is very different to your own. Make a list of gestures and behaviours that are welcome and acceptable in that country, and some that are not. Compare it to your country. Why do you think these differences exist?

3.2. Create a flow chart of your own personal belief system. What core beliefs have influenced the values in your life? What are the most important values? How have those values affected your behaviours and attitudes?

3.3. Imagine a perfect hotel. Write a review about the hotel praising all the wonderful things about it. Then, imagine a horrible hotel. Write an opposite review outlining all the unacceptable things within the establishment. Do any of the reviews sound familiar? Have you ever been in places like that? Then, go online and research your own hotel. What are customers saying about you?

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SummaryDiscuss abstract concepts

When understanding culture within the hospitality industry, it is important to:

Know how to accurately greet guests and leave a good first impression

Realise how some gestures and behaviours are unacceptable and confusing to foreign travellers

Understand that everyone is different, and this is due to the beliefs, values and attitudes of people as individuals, and also as a culture

Understand and respect cultural differences no matter how alien they are

Be aware of the rising expectations of travellers worldwide and aim to accommodate them

Know the importance of a good review.



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Element 4:Express opinions4.1 Express and support opinionsIntroduction

We as humans have the ability to think for ourselves. As a result, we are highly aware of the things we do and do not like, things we support and things we cannot, and things that don’t matter to us at all. All of these are called opinions, as they are unique and personal to the individual. Having an opinion is one thing, but entirely another to be able to express and support opinions strongly and correctly within the English language.

Personal Point of View

A personal point of view is your very own opinion. For example, you may like your coffee black, while the rest of your family prefers coffee with milk. That is your own singular view. Perhaps you believe that the next leader of your country should be a woman, that chocolate makes you fat, or that swimming less than 30 minutes after a meal and is not good for your health. Whatever your opinion may be, it is a statement that expresses your personal thinking.



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Words and Phrases to Express a Personal Point of View

In my experience…

As far as I'm concerned…

Speaking for myself…

In my opinion…

Personally, I think…

I'd say that…

I'd suggest that…

I'd like to point out that…

I believe that…

What I mean is…

Discussion Activity

As a class discuss and give truthful answers to the following questions.

1 Do you think women and men are equal?

2 Do you think you are paying too much for education?

3 Do you like spicy food?

4 What is your favourite time of day?

5 Are you a morning person or a night owl?

6 Who was the most important figure in your childhood, your mother or your father?

7 Are you a “dog person” or a “cat person”?

General Point of View

Stating a general point of view is to express an opinion generally thought by a group of people to which you do or don’t belong. For example, you may wish to comment that most vegetarians you know will occasionally eat fish. You may speak about the general public’s feeling about your culture or what your teachers or education system said about a certain subject.

Words and Phrases to Express a General Point of View

It is thought that...

Some people say that...

It is considered...

It is generally accepted that...

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Group Activity

In pairs, ask and answer the following questions, with the phrases from the box above.

1. Should university education be free?

2. Is it fair that some people will not get full medical treatment if they don’t have health insurance?

3. Is our country ready for a female leader?

4. Are things these days getting too expensive?

5. Should men and women be paid the same for the same job?

Dialogues

Read aloud the following dialogues. Circle examples of personal points of view and general points of view.

Dialogue 1

Waiter: Good evening Madam. Can I take your order?

Guest: Oh, it all looks so delicious. I can’t decide. What do you recommend?

Waiter: Well, most people say that the spaghetti carbonara is exceptional.

Guest: As far as I’m concerned, I’ve never liked cream sauce.

Waiter: Some people say that our spaghetti ragu is a great alternative.

Guest: Thanks, but I’ve never really liked Italian food. But tell me, what do you eat here?

Waiter: Me? Well, speaking for myself, I always order the minestrone soup.

Dialogue 2

Receptionist: Good morning, Sir. Can I order a taxi for you?

Guest: Personally, I don’t like taxis. I get car sick. I’d rather walk.

Waiter: Where are you going this morning, Sir?

Guest: To the beach. I’d say that the beach would be perfect on a day like this.

Waiter: I’m sorry Sir, but it is considered jellyfish season now, and the water is not safe.

Guest: You’ve got to be kidding me!

Waiter: Not at all, Sir. There’s a pool down the street, and it’s thought to be the best in town for swimming.



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4.2 Agree and disagreeIntroduction

Language is one of the most valuable assets to practice and understand. In everyday life, and certainly within the tourism industry, agreeing and disagreeing is common transaction of ideas. Especially in the professional realm, pleasing your guests by understanding their request and expectations via agreement or disagreement is essential.

Agreeing with an opinion

Whether it is as simple as agreeing about the weather or more complicated like a political ideal, agreeing with someone is a positive action certain to bring people on your side, and make conversation more accessible.

We use the below phrases to agree with someone else’s point of view. Read aloud and memorise the following expressions.

Useful phrases for agreeing with an opinion

Of course.

You're absolutely right.

Yes, I agree.

I think so too.

That's a good point.

Exactly.

I don't think so either.

So do I.

I'd go along with that.

That's true.

Neither do I.

I agree with you entirely.

That's just what I was thinking.

I couldn't agree more.

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Disagreeing with an opinion

Although it is sometimes off-putting, it is necessary to disagree with others on some occasions. Expressing disagreement isn’t always easy, as it tends to alienate people from each other. However, well-worded, soft spoken disagreements, especially in the professional realm, garner respect from listeners. Always remember to disagree with a smile!

The phrases below depict correct ways to phrase statements of disagreement. Read aloud and then memorise.

Useful phrases for disagreeing with an opinion

That's different.

I don't agree with you.

However…

That's not entirely true.

On the contrary…

I'm sorry to disagree with you, but…

Yes, but don't you think…

That's not the same thing at all.

I'm afraid I have to disagree.

I'm not so sure about that.

I must take issue with you on that.

It's unjustifiable to say that...



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Dialogues

Read the following dialogues and practice aloud with a partner. Underline phrases of agreement and disagreement.

Dialogue 1

Waiter: Good evening, Sir. May I help you?

Guest: Well, I’ve been waving at you for about ten minutes now and you haven’t been paying attention!

Waiter: I’m afraid I have to disagree, Sir. Table 12 had an accident and I had to clean up.

Guest: Well, I’m very upset. I read a lot of good reviews about this restaurant online, but none of them seem to be true! The vegetables in my salad are not fresh. Look at this! The lettuce is wilted.

Waiter: That’s true. May I get you a new one?

Guest: More wilted lettuce? No thank you.

Waiter: You’re absolutely right, Sir. However, how about any dish on the menu free of charge?

Dialogue 2

Receptionist: Good morning, Miss. Ready to check out?

Guest: Of course.

Receptionist: Did you enjoy your stay?

Guest: I certainly did. I especially loved Hong. She helped me with laundry, directions and recommendations. She’s the best hotel staff I’ve met in a long time!

Waiter: You’re absolutely right! Hong is one of our most prized employees. Customers always praise her.

Guest: And I loved the fusion food. So original!

Waiter: I have to agree with you there. Even I like to bring my family to the restaurant on days off.

Guest: But I didn’t enjoy the pool area. It was too noisy.

Waiter: Sorry about that, but I’m afraid I have to disagree. Our hotel caters to many families, and the noise is just children having fun!

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Writing Activity

Agree or disagree with the following statements.

1 Global warming is a myth.

2 Chocolate is better than candy.

3 Children should be seen and not heard.

4 You should adopt the ways of the locals when travelling.

5 When losing weight, exercise is more important than diet.

6 Arranged marriages are better than others.

7 Children should live with their parents until marriage.

8 It is the husband’s duty to provide for the wife.

9 Having a fair complexion is better than a tanned complexion.



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4.3 Discuss alternative opinionsIntroduction

Opinions do not always consist of agreeing or disagreeing with a statement or an idea. Often, alternative opinions include giving advice, making commands, asking and granting opinions and expressing obligations. In the tourism industry, giving advice and making recommendations are one of the most important services you can perform. Therefore, it is necessary to learn how to do this correctly and precisely.

Modal Verbs

Modal verbs are concerned with our relationship with someone else. We may, for example, ask for permission to do something, grant permission, give or receive advice; make or respond to requests and offers. We can express levels of politeness both by the forms we choose and the way we say things.

Type of Statement Modal Verb

Advice Should Ought to Had better

Ability Can (present) Could (past) Be able to (other tenses)

Permission Can Be allowed to

Possibility Could, may, might (positive) Can’t (negative) Must (to be sure of)

Prohibition Must not

Necessity Need

Obligation Have to Must Don’t have to (no obligation)

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Dialogues

Read the following dialogue and practice aloud with a partner. Underline all modal verbs, and identify what kind they are.

Dialogue 1

Guest: I need a car ASAP.

Receptionist: Is it an emergency? You seem quite upset.

Guest: I’m afraid it’s my daughter. She’s very sick and I’d like to get her to hospital.

Receptionist: I’m afraid it’s peak hour and there are traffic jams all over the city.

Guest: Can I use your phone, please?

Receptionist: You must not, I’m afraid. Hotel policy says it is for employees only.

Guest: But I need to call a doctor!

Receptionist: I think we had better get the hotel nurse to have a look at your daughter.

Guest: Could we? That’s wonderful.

Receptionist: Then we should call a doctor. He will make a house call.

Guest: Yes, we must!



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Group Activity

Look at the scenarios below. Give practical advice and solutions for each situation. Use the vocabulary in the box to help you. Then share your solutions with the class.

Useful phrases for giving advice You should…

You could…

You had better…

You ought to…

If I were you, then I would…

I think you should….

Why don’t you…?

1 Donna and her family are vegans – people that can’t eat anything containing animal products. The menu in your restaurant seems to have animal products in every dish. What should Donna and her family do for dinner?

2 Troy and Sandra are staying at your hotel and have had an argument. Troy left the hotel in anger and has been missing for several hours. What should Sandra do?

3 The Smith family really love fish and marine life, but their children are too restless to go fishing, and scuba diving is too expensive. What should the family do today?

4 Angelina has a stomach ache and is too sick to go to the doctor. How can you help her?

5 Park and Hyunha really enjoy drinking whiskey and smoking. But there’s no smoking allowed in the hotel bar. What should they do?

Writing Activity

Think about a situation in your past that you regret. If you can’t think of any, think about a similar situation that happened to a friend or family member. Write a letter to yourself, or to a friend, detailing what would happen if you could go into the past and change the situation. Use the “possibility” modal verbs to construct your letter grammatically.

Group Activity

Form a circle, and set up a comfortable classroom environment similar to a support group, or some friends gathering to casually hangout. Think about some problems you are having at the moment. Present your problem to the group and have the group advise you on them using modal verbs. Don’t be shy! This way you can practice your English, and get great advice too!

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4.1 Think about some common general opinions. They can be about health, food, daily routine, diet, education. Then, record your personal opinion on these general opinions. Do five or six. Then count how many you personally agree with or disagree with. Do you generally agree with the masses? Or are you more of an independent thinker?

4.2. Find a newspaper or a magazine, something that is filled with headlines stating opinions. Cut them out and paste them to a sheet of paper. Copy the paper so that you have two. Then, give one paper to your partner to complete – either agreeing or disagreeing with the statements. You yourself should complete it also. When you are finished, compare. How similar are your views?

4.3. With your partner, write a dialogue similar to those in this manual. One person is the Principal of an established school. One is a new student. In the conversation, have the student ask many questions of what is prohibited and possible, and what subjects they should focus on this year. Use the correct form of the modal verbs.



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SummaryExpress opinions

When expressing opinions, it is important to:

Understand the difference between a personal point of view and a general point of view

Use the correct grammar to state all points of view

Know the correct terms used to agree or disagree with an opinion

Practice disagreeing modestly but with strength

Realise the difference between giving advice, granting permission, making suggestions, prohibiting and making possibilities as all alternative forms of giving opinions

Knowing the correct modal verb forms for each.

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Element 5:Discuss preferred learning styles5.1 Discuss various preferred learning stylesIntroduction

It is widely recognised worldwide that each person prefers different learning styles and techniques. Learning styles are simply the common ways that people learn. Everyone has a mix of learning styles; it is virtually impossible that a person can learn just one way. Some people usually find that they have a dominant style of learning, with less use of the other styles. Others may find that they use different styles in different circumstances. There is no right or correct formula to this. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Look at the chart below. The types of learning are Visual, Logical, Verbal, Aural and Physical. What do you think they mean?

Reflect on your past as a student, or even currently. Which learning style is your predominant style? Which are your less dominant? Are there any styles that do not work for you at all?

Think about social and solitary learning. Do you learn better in a classroom environment, where lots of classmates and your trainer are actively participating and asking and responding to questions? Or are you better alone, at home or in a library, with your manual?



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Types of Learning Styles

Learning Style Common Name Attributes

VISUAL Spatial You prefer using pictures, images and spatial understanding

AURAL Auditory-musical You prefer using sound and music

VERBAL Linguistic You prefer using words, both in speech and writing

PHYSICAL Kinesthetic You prefer using your body, hands and a sense of touch

LOGICAL Mathematical You prefer using logic, reasoning and systems

SOCIAL Interpersonal You prefer learning in groups or with other people

SOLITARY Intrapersonal You prefer to work alone or use self-study

Visual Style (Spatial)

A Spatial learner is someone who learns most from the use of pictures. This is a student who might read a textbook, but not particularly understand until he/she sees a PowerPoint presentation of the subject. It can also be someone who is given a lot of numbers and percentages to deal with – but won’t really grasp it until he/she sees the information translated into a chart or draft.

Aural Style (Audio-Musical)

An Audio-Musical learner is someone who learns through sound. For example, this kind of person can read material in a textbook, but the words don’t really “sink in”. However, if they hear the CD accompaniment to the material, understanding comes faster and quicker. An Audio-Musical learner can also lose interest in reading a novel, but if the novel is presented into audio format, will continue on to the end.

Verbal Style (Linguistic)

A Linguistic learner is someone who uses words, not music, pictures or any other material to support what the point they are making. Similarly, reading plain text is the easiest way toward understanding. Have you ever been angry with a person or a situation and found it difficult to express your anger in the heat of the moment? Linguistic people can usually go home and write a complaint letter that brings their point much stronger than in the heat of the moment. If you have had this experience, then you are a Linguistic learner.

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Physical Style (Kinesthetic)

People that are Kinesthetic learners are those who prefer a hands-on approach. These are the kinds of people who can’t cook from a recipe – they must watch someone else cooking the dish, and the information is sealed then in their brain. It’s the same with biology students – if you give them a diagram labelling the inner parts of an animal’s body, they won’t understand as well. But once you have the animal on the table and begin to dissect it, then understanding begins.

Logical Style (Mathematical)

Mathematical learners are those who use logic to reach understanding. Logic is “reasoning conducted or assessed according to strict principles of validity” or, using simple reasoning to solve problems. A logical learner takes information and puts them into mathematical equations. They are the people that always solve a detective story before anyone else.

Social Style (Interpersonal)

People that learn interpersonally are not necessarily extroverts (outgoing people) or introverts (quieter, more thoughtful individuals), but people that thrive from a group environment. This is usually because, in group mentality more opinions are voiced, more questions arise and more theoretical answers are given, all due to the attention given a particular subject. The learner then achieves knowledge through the deliberations and opinions of others, as the subject receives more attention.

Solitary Style (Intrapersonal)

Intrapersonal learners are those that thrive alone. Alone, there are fewer distractions, and an individual can focus on what is before them. These learners find that they can concentrate better and channel all of their attention on knowledge. They don’t find much use in discussing a subject from different angles, like the interpersonal learner, but in the solid facts that are presented to them, without influence, when alone.

Writing Activity

Reflect on a moment in your past: was there a really hard exam you had to study for? A subject that you felt you couldn’t comprehend, or that you weren’t very good at? Write 2-3 short sentences on how you remember learning it and the effect it had on you as a student.



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Introduction

Now that we have studied the different styles of learning, it’s time to focus on you. What style stands out in your mind? Is there one dominant learning style? Are there sub-learning styles that you find helpful?

When you begin to understand your preferred learning styles, then you can maximise on your potential as a student. You can then tailor the material to exactly how you need to learn. You will soon find that, not only your memorisation of the material, but your application of the material to everyday life will begin to grow.

Learning Style Study Methods

VisualWhen given a text, try to find pictures, both physically and mentally, that will help you recall and give meaning to your lesson. Photographs and charts work well.

Aural

Many textbooks and learning materials these days have an audio aid, so always utilise it. Try reading a passage along with the audio track, then put your material down and listen to the audio alone. Which method allows you to retain more information?

VerbalNote-making is very important to these learners. Reading a written text is sometimes enough, but putting words to paper magnifies the knowledge. Brainstorm, make lists and create flash cards.

Physical

Use touch, action, movement and hands-on work in your learning activities. For visualisation, focus on the sensations you would expect in each scenario. Use physical objects as much as possible. Physically touch objects as you learn about what they do. Flashcards can help you memorise information because you can touch and move them around.

Logical

Aim to understand the reasons behind your content and skills. Don't just memorise. Understanding more detail behind your compulsory content helps you memorise and learn the material that you need to know. Explore the links between various systems, and note them down.

Social

Try to participate in study groups as much as possible. Create groups with like-minded learners and quiz each other. Always say your thoughts aloud and play learning games like role playing and mill drills. Ask questions and receive other’s opinions to expand your knowledge.

Solitary

Creating a personal interest in your topic is essential. If not, then you are likely to lose interest, as there is no one else around to motivate you. Set goals about what you want to achieve, as only you can be your own coach. Keep logs, journals and track records of your progress and don’t forget to congratulate yourself on a job well done!

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Writing Activity

Think about what learning styles you are, both dominant and less dominant. Look at each situation and write what study method you think is best.

1 It’s science project time. Your teacher is discussing composting – a way to take all of your plant food scraps to make food for your garden. She writes directions on the board for how it is done.

2 You are taking a music lesson but there are no instruments. Instead, the teacher gives you all a piece of music and teaches you how to read it.

3 Your teacher talks about a law that has recently passed in your country. Some of your classmates oppose it and some do not. Your task is to go home and write about the future outcomes of this law.

4 Your mother calls you and asks you to make a certain dish. You know the ingredients because you eat it often, but you have no idea how to make it.

5 You are interested in scuba diving. You are given a scuba diving manual full of information and diagrams.

6 You have to memorise an important mathematical equation before tomorrow.

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Group Activity

Get into pairs. With your partner, use this manual as the material you would need to hypothetically study. Test yourselves on what kind of learners you are and devise study methods.

VISUAL: Look at the pictures with your partner. Can you remember the accompanying text? What was the element about? What did you learn? Create new diagrams using the information. Did it work for you?

AURAL: Have your partner read a passage to you. Did you retain more information than simply reading it? Read it aloud to yourself. Is it more constructive if it is someone else’s voice?

VERBAL: Work with your partner and make notes on the key parts of the manual. Go over the notes together, or perhaps brainstorm what you remember. Speak aloud, using new vocabulary you have learned. Is the material clear in your mind?

PHYSICAL: Study with your partner using physical actions. Create flash cards or use your hands to mime out the actions described in the text. Do these series of movements help you learn and understand the material better?

LOGICAL: With your partner, analyse the meaning behind the information you are studying. Ask questions such as “why?”, “how”, “where” and “when” and try to create systematic formulas from the information. Are you becoming clearer now or more confused?

SOCIAL: Join with all the other groups in the room and discuss an element in the manual. Make a note of the new information you are learning through other’s opinions and findings.

SOLITARY: Say goodbye to your partner and find yourself a desk away from others. Look through the manual and find a section that interests you. Make lists of all the things you want to achieve in the next few minutes. Self-study and then return to your goals. Did the session alone work for you?



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Introduction

When working in the tourism business, communication is the key. But sometimes it is difficult to communicate. Although few of us realise it, the way we learn and allow others to learn by passing on information, is governed by the chemical makeup of our brains. Everyone is an individual, and no two people’s process is alike. In the hospitality industry, where guests’ expectations are growing, and intercultural communication is sometimes difficult to achieve, realising and utilising your customer’s learning styles is an essential part of business.

Speaking Activity

Read the scenarios and try to identify each person’s dominant learning style. Share with the class. How many did you get right?

1 Sheila is studying algebra, a certain form of mathematics using letters and numbers, and is having trouble. Sometimes she creates little songs in her head where first letters correlate with the patterns she is trying to memorise.

2 Bob didn’t know how to change a bike tyre no matter how many times his father explained it to him. So he asked his Dad to draw a diagram.

3 Chan is studying to be a chef and reads and experiments with recipes all day. They never turn our right! Sometimes she watches the chefs at her work prepare meals and that helps a lot.

4 Tyler is a good student but his parents moved away. They couldn’t find a suitable school so Tyler is being home-schooled. Since then, his grades have really dropped.

5 Stephanie is a geologist but she can never identify rock formations by their descriptions. She finds it more helpful to take photographs.

6 Jessica didn’t understand the novel her teacher assigned her in English class. She rented the audio-cassette and felt much better.

7 Mark’s classmates are noisy in class and his classroom is too small. He can’t seem to concentrate at university.

8 Sujin can’t understand the notes her professor gives her after class. She finds it much easier to make her own.

9 Tom is an apprentice mechanic but he can’t remember how to mend certain things until he thinks about what each piece of machinery is for, and how they work together.

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Learning Styles for Guests

Often, as a professional working in the tourism industry, your foreign guests ask you questions all day long. Sometimes they understand your responses, sometimes not. But most of the time, it’s not because you don’t communicate in the same language, or can’t understand each other’s actions. There are ways and means to communicate with people without using language.

Guest’s Learning Style Communication Methods

Visual

If a guest asks for directions, a menu, or any other information, always refer them to photographs around the hotel or those already made up. These can be maps, pictures of foods, or places they should visit. Always give them brochures when asking for certain services, and have menus with photographs of each meal attached.

Aural

Speak clearly. If you hand someone some information to read, read it to them, or along with them. They will feel more welcome and comfortable. Indicate with your hands the parts you are reading, so they don’t feel childish.

Verbal

When handling guests who are verbal learners, strive to have a large vocabulary. Words and descriptions are important to these guests, so practice your adjectives. Also refer them to guide books and reviews to aid in decision-making.

Physical

Guests who learn kinesthetically profit enormously from hands-on activities. These people generally prefer more active and physical activities and locations, so the outdoors is better for them. When it comes to communication, give them tours. Show them around the hotel. Show them to the pool and restaurant. If they ask for directions, take them outside and point out the way.

Logical

Maps and visual aids are great to give directions here, as these learners need logic and connection to help them understand. Try to expand on the “why” element, when you respond to their questions, as it helps link information in their minds.

SocialThese learners love to be around people. So talk, engage in conversations, and lead these guests to places around your hotel and local area where there are likely to be big crowds.

Solitary

These guests may be alone or travel in small groups, and thrive off individual time with you. If they alone ask a question, let your eye contact remain on them alone, like they are the only person in the room. That way, the information you are providing will be brought straight to their attention, without distractions.



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Learning Styles for Co-workers

It can be difficult to understand guests’ learning styles, as you have such little time with them, and the clientele is always changing. However, it is much easier, over time, to understand the learning styles of your co-workers. This is particularly useful for managers during meetings and conferences with their staff. Also, it helps build team work and working together to everyone’s benefit.

Group Activity

Sit with some classmates you wouldn’t normally. Share your personal learning styles with them. Do you have any in common? What ways do you think you could learn material together?

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5.1 Using your personal learning style, create a method in which to capture all the learning styles. This could take the form of notes, some flash cards, a little song, a picture or a series of motions.

5.2. Use your imagination. What would life be like if you possessed the opposite learning style to what you already have? Write short sentences about your thoughts.

5.3. Find somebody outside of your class, preferably someone you don’t know very well. Have a conversation with them and try to detect their learning styles. Try some of the skills you learned earlier while talking to them, such as using motions, pictures, or showing them something rather than telling. What works for them?



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SummaryDiscuss preferred learning styles

When discussing and using preferred learning styles, it is important to:

Completely understand the range of learning styles and their attributes

Realise that everyone is an individual, and will not learn the same way was you

Know your own distinct learning style, both dominant and sub-dominant, and apply the methods to your individual learning

Use the knowledge of learning styles to strengthen relationships with your guests and co-workers.

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Presentation of written work

Presentation of written work1. IntroductionIt is important for students to present carefully prepared written work. Written presentation in industry must be professional in appearance and accurate in content. If students develop good writing skills whilst studying, they are able to easily transfer those skills to the workplace.

2. StyleStudents should write in a style that is simple and concise. Short sentences and paragraphs are easier to read and understand. It helps to write a plan and at least one draft of the written work so that the final product will be well organised. The points presented will then follow a logical sequence and be relevant. Students should frequently refer to the question asked, to keep ‘on track’. Teachers recognise and are critical of work that does not answer the question, or is ‘padded’ with irrelevant material. In summary, remember to:

Plan ahead

Be clear and concise

Answer the question

Proofread the final draft.

3. Presenting Written WorkTypes of written work

Students may be asked to write:

Short and long reports

Essays

Records of interviews

Questionnaires

Business letters

Resumes.

Format

All written work should be presented on A4 paper, single-sided with a left-hand margin. If work is word-processed, one-and-a-half or double spacing should be used. Handwritten work must be legible and should also be well spaced to allow for ease of reading. New paragraphs should not be indented but should be separated by a space. Pages must be numbered. If headings are also to be numbered, students should use a logical and sequential system of numbering.

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Presentation of written work

Cover Sheet

All written work should be submitted with a cover sheet stapled to the front that contains:

The student’s name and student number

The name of the class/unit

The due date of the work

The title of the work

The teacher’s name

A signed declaration that the work does not involve plagiarism.

Keeping a Copy

Students must keep a copy of the written work in case it is lost. This rarely happens but it can be disastrous if a copy has not been kept.

Inclusive language

This means language that includes every section of the population. For instance, if a student were to write ‘A nurse is responsible for the patients in her care at all times’ it would be implying that all nurses are female and would be excluding male nurses.

Examples of appropriate language are shown on the right:

Mankind Humankind

Barman/maid Bar attendant

Host/hostess Host

Waiter/waitress Waiter or waiting staff



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Recommended reading

Recommended readingParkinson, D., 2002; Really Learn 100 Phrasal Verbs, OUP, UK

Swan. M. & Walter. C., 2009, Oxford English Grammar Course – Basic, OUP, UK

Underhill, A., 2005, Sound Foundations: Learning and Teaching pronunciation, Macmillan, UK

Websites and online learning

Clearinghouse of ESL Lesson Plans and Resource - www.csun.edu/~hcedu013/eslplans.html

Dave’s ESL café - www.eslcafe.com/

Delta’s ESL Links - www.delta-systems.com/links.cfm

English as a Second Language - www.rong-chang.com/

English Club.com - www.englishclub.com/index.htm

Grammar Safari - www.iei.uiuc.edu/web.pages/grammarsafari.html

Mark’s ESL World - www.marksesl.com/main_page.html

Online Writing Lab - www.owl.english.purdue.edu/handouts/esl/

One stop English - www.onestopenglish.com

Multiple Intelligences/Learning styles - http://www.infed.org/thinkers/gardner.htm

Learning Styles - http://www.learningguide.org/learningstyles.htm.

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http://www.learningguide.org/learningstyles.htm

http://www.infed.org/thinkers/gardner.htm

http://www.onestopenglish.com/

http://www.owl.english.purdue.edu/handouts/esl/

http://www.marksesl.com/main_page.html

http://www.iei.uiuc.edu/web.pages/grammarsafari.html

http://www.englishclub.com/index.htm

http://www.rong-chang.com/

http://www.delta-systems.com/links.cfm

http://www.eslcafe.com/

http://www.csun.edu/~hcedu013/eslplans.html

use oral english to convey a complex exchange of ideas web viewan element is a description of one...

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