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Харківська національна академія міського господарства


до вивчення текстового матеріалу з англійської мови

(для студентів 1-2 курсів спеціальності 6.050200

“Менеджмент у готельному господарстві та туризмі”)

Частина 1

Харків – ХНАМГ – 2004

Практичні завдання до вивчення текстового матеріалу з англійської мови для студентів 1-2 курсів, спеціальності 6.050200 «Менеджмент у готельному господарстві та туризмі». Частина I. Укладачі: Маматова О.В., Маматова Н.В. – Харків: ХНАМГ, 2004 – 70 c.

Укладачі: Маматова Оксана Вікторівна

Маматова Ніна Василівна

Рецензент: Іл’єнко О.Л.

Рекомендовано кафедрою іноземних мов,

протокол № 6 від 3 лютого 2004 року.


These tasks are to change the attitudes of both teachers and students to classroom activities. The teacher who is worried that students will be missing something important will find included in the activities which develop intensive and extensive reading skills, writing in a variety of styles, and oral tasks involving varying degrees of subtlety. The teacher who brings these tasks into the study is not depriving the students of language practice, but is, instead, providing a richer context for such practice.

When teachers use texts for reading they are often too concerned with what was written at the expense of how. Reading in any language is an affective as well as a cognitive process. The teacher’s role is not that of corrector or judge, but rather that of enabler. The teacher assists with language, errors, but should not replace the student’s perceptions with his or her own.

Each unit contains the following:

  • reading

  • exercises in modern English Grammar

  • a series of assignments that mirror real-life activities

  • the text followed by a number of questions about it.

All the students can be directed to the wordlist.


Part I

Unit 1

The Hospitality, Travel, and Tourism Industry


1. Read the article below. Then, in pairs, try to think of the most appropriate title.

The pattern for the development of the travel industry towards the year 2015 has been set. Quality, not quantity is the message. What this really means is giving people what they want, but asking them to pay for it.

Today’s holidaymakers are very much more aware of their rights. They are no longer prepared to put up with substandard service, even when prices are low. In any case, recent research has shown that price is no longer the main priority when deciding on a holiday. Most people would rather pay that bit extra for the holiday they really want than take a second-rate package deal.

Self-catering arrangements are much in demand because they allow people the opportunity to be more selective about what they spend their time and money doing. Long-haul destinations and specialist holidays are also becoming increasingly popular.

For the retailer there is bad news and good. Falling volumes mean fewer customers. But those who do come through the door are likely to be prepared to spend more money on a better holiday.

This trend will mean that agents move away from being mere order-takers towards being proper travel consultants. As clients become more demanding – and more prepared to pay for quality – it will pay agents to spend a little more time getting it right.

2. Give some examples of long- haul destinations and specialist holidays.

3. Do you agree with the suggestion that agents at the moment are ‘mere order-takers’?


The year 2015 is not far away. How do you think the travel industry will change between now and then? First discuss your ideas with your partner, then with the rest of the class.

Tenses make students tense! There are so many rules in English. Some units are devoted to Grammar and you will find relief.

^ Revision Exercises in Modern English Grammar.

Present Tenses

The Present Simple is used

a to express what happens habitually or regularly:

  • I go to Italy every summer.

b to describe facts that are always or usually true:

  • ^ That road leads to Oxford.

c to describe natural and scientific laws.

d with verbs that do not normally take continuous form, such as dislike, appear,

belong, understand.

e in the if clause of the First Conditional.

f with if and when for parallel facts and conditions:

  • When you turn the key, the engine starts.

g for explanations and instructions.

h to describe the sequence of events in a film, play or book.

i for headlines in a newspaper.

Match the different uses of the Present Simple with the categories in the study box above.

  1. A girl wins national contest.

  2. First you turn the dial, then you press the ignition switch…

  3. The hero meets a girl in a cafй, falls in love with her and…

  4. We usually take part in the general knowledge quiz on Fridays.

  5. It appears that there was some mistake in the information we received.

  6. The Earth revolves around the Sun.

  7. Traffic flows much better outside rush hours.

  8. If he saves up, he’ll soon be able to afford a mountain bike.

  9. The great monastery library now belongs to the state.

  10. When you hear the police siren, you slow down and pull in, to allow emergency vehicles to pass.

The Present Continuous is used

a to refer to what is happening now. Key words: at the moment, at present, now, currently, today, this week.

b to describe a repeated action, sometimes with annoyance:

  • She’s always criticizing other people!

c to talk about a temporary habit:

  • He’s smoking a lot these days.

d to give a running commentary on an event:

  • Look, the door’s opening…

A Correct the sentences if necessary. Tick any which are already correct.

  1. I’m always forgetting to pay the driver.

  2. It sounds a marvellous idea.

  3. She’s studying hard for her exams at the moment.

  4. Are you understanding what the lecturer said?

  5. I’m thinking that they made a mistake.

  6. I’m seeing my friend Jean tonight.

  7. The police aren’t knowing why he came here.

  8. He’s constantly leaving his papers all over the place.

  9. She jogs around the park three times a week.

  10. He commutes to Paris every day this week.

B Decide whether to use the Present Simple or the Present Continuous in these sentences.

  1. You (look) very worried. What you (think) about?

  2. Listen, he (climb) the stairs! What he (do) now? He (ring) the bell!

  3. Thank goodness Barbara (take) more exercise these days! She (seem) much fitter, you (not think)?

  4. When water (boil), it (give off) steam.

  5. Alex never (break) a promise or (let down) a friend.

  6. The house (stand) on its own, on a hill that (overlook) the park.

  7. I (know) her husband (look for) a new job at the moment, but I (not suppose) he will find one quickly.

  8. When you (heat) the pan, the fat (begin) to sizzle.

  9. The Foreign Ministers of several EU. countries currently (meet) in Luxembourg, where they (attempt) to negotiate a solution.

  10. He always (spill) coffee on his shirt! It (make) me furious!

  11. At weekends she frequently (drive) up to her mother’s in Liverpool, and (spend) an evening with her sister on the way back.

  12. I’m a bit worried about Greg. He (work) too hard in his present job. He really (need) a holiday.

The Present Perfect is used to refer to

a actions in a period of time which is not yet finished.

Key words: already, yet, so far, up to now, for, since, ever, before.

b actions in the recent past where the time is not known or not important.

Key words: just, recently, lately.

c actions in the recent past with an effect on the present.

d habitual actions which started in the past and are still going on.

e states which began in the past and are continuing.

f with verbs that do not normally take the continuous form.

DO NOT use the Present Perfect, with an adverb of finished time, such as yesterday, last week, in 1924.

^ The Present Perfect Continuous is used to stress that

a a present perfect action is continuing.

b the action is very recent.

c the action has a result in the present.

It is not used with clearly defined, completed or quantified activities:

  • I’ve written ten letters so far this morning.

Compare: I’ve been writing letters all morning.

Correct the sentences if necessary. Tick any which are already correct.

  1. I am studying English here since August.

  2. I’ve interviewed five applicants and it’s still only 11.30!

  3. We have met several fascinating people at the conference last week.

  4. Have you ever read any of Hemingway’s novels?

  5. I’ve been owning this answerphone for three years.

  6. They haven’t been selling all the tickets for the Cup Final yet.

  7. My friends are married for a long time now.

  8. I haven’t been feeling at all well lately.

  9. A light plane has been crashing in the French Alps.

  10. I’ve already been speaking to the delegates three times.

Holiday Types

A In the centre below is a list of different types of holiday. Match each holiday type with the correct set of words in the boxes. See the example.









B Choose two types of holiday and word sets. Write down what you might say to
a customer about the holiday using all the words in each set. See the example.

We have some very good skiing holidays on offer in the Alps – it is very high so you’re guaranteed to have snow on the slopes, and we can also offer very good rates for additional medical insurance.

Past Tenses

The Past Simple is used

a for completed past actions at a known time. The time can be stated or understood:

  • He bought his car last month.

  • She worked there as a teacher.

b with when, enquiring about past time:

  • When did you last see her?

c for habitual past actions and states:

  • She always wanted to be loved.

d for a definite period of past time:

  • They spent five years in York.

The Past Continuous is used for

a continuous past actions sometimes interrupted by the Past Simple:

  • He was just getting into bed when the phone rang.

or setting the scene for a story:

  • The Sun was shining and the birds were singing as he walked down the lane.

b simultaneous past actions:

  • She was ironing while he was bathing the baby.

c repeated past actions:

  • I was always trying to save my pocket-money.

d past intentions, often not carried out:

  • She was planning to ring her friend, but she forgot.

The Past Perfect is used for

a a past action that happened before a Past Simple action:

  • She had worked in Bonn before she moved to Stuttgart.

b an action that happened before a stated time:

  • He had completed the work by tea-time.

But if two past actions are close in time or closely connected, we often avoid the use of the Past Perfect:

  • When he arrived, he checked in immediately.

The Past Perfect Continuous is used to stress that a Past Perfect action was continuous or repeated. Remember that many verbs do not have a continuous form.

Complete the sentences with the correct past tense of the verb in brackets.

  1. Helena (receive) hospital treatment for a year before the doctors finally (tell) her their diagnosis.

  2. The party chairman only (make) a statement after there (be) a lot of speculation in the press.

  3. Julia (try) several computer dating agencies by the time she (meet) and (fall in love) with George.

  4. Sharon eventually (find) the job she (want) last year, although she (graduate) the year before.

  5. The official I (ask) to speak to (not be) there. Apparently he (go) abroad on business.

Around the World in 222 Days

Read the text and complete the exercises that follow.

The history of modern tourism began on 5 July 1841, when a train carrying 500 factory workers travelled from Leicester to Loughborough, twelve miles away, to attend a meeting about the dangers of alcohol.

This modest excursion was organized by Thomas Cook, a young man with neither money nor formal education. His motive was not profit, but social reform. Cook believed that the social problems of Britain were caused by widespread alcoholism. Travel, he believed, would broaden the mind and distract people from drinking.

The success of Cook’s first excursion led to others, and the success of the business was phenomenal. In 1851, Cook launched his own monthly newsletter, Cook’s ^ Exhibition Herald and Excursion Advertiser, the world’s first travel magazine; by 1872, the newsletter was selling 100,000 copies a month and its founder was treated as a hero of the modern industrial age.

When Thomas Cook reached the age of sixty-three, there was still one challenge ahead of him: to travel round the globe. The idea of travelling ‘to Egypt via China’ seemed impossible to most Victorians. Cook knew otherwise. In 1869 two things happened that would make an overland journey possible: the opening of the Suez Canal and the completion of a railroad network that linked the continent of America from coast to coast.

He set off from Liverpool on the steamship Oceanic, bound for New York. Throughout his travels, his traditional views affected most of what he saw, including the American railroad system. Although impressed by its open carriages, sleeping cars, on-board toilets and efficient baggage handling, he was shocked that men and women were not required to sleep in separate carriages.

Japan delighted him. It was a land of ‘great beauty and rich fertility’, where the hotels served ‘the best roast beef we have tasted since we left England’. Cook and his party toured the city of Yokohama in a caravan of rickshaws. ‘We created quite a sensation’, he wrote.

Cook’s love of Japan was equalled only by his hatred of China. Shanghai, the next port of call, offered ‘narrow and filthy streets’ which were full of ‘pestering and festering beggars’. After twenty-four hours there, Cook had seen enough.

He travelled to Singapore and as he set off across the Bay of Bengal, Cook was full of confidence, feeling that he understood ‘this business of pleasure’. But nothing he had seen in Shanghai could have prepared him for the culture shock of India.

‘At the holy city of Benares we were conducted through centres of filth and obscenity’, he wrote. From the deck of a boat on the Ganges he saw the people washing dead bodies, before burning them on funeral piles beside the river. He found these scenes ‘revolting in the extreme’.

By the time Cook left Bombay for Egypt, he was showing signs of tiredness. On 15 February 1873, while crossing the Red Sea, he wrote to ^ The Times that he would not travel round the world again. ‘After thirty-two years of travelling, with the view of making travelling easy, cheap, and safe for others, I ought to rest.’ In Cairo, he fell seriously ill for the first time.

Cook arrived home in England after 222 days abroad. Although he never attempted another world tour, he continued to escort parties of tourists to continental Europe throughout the 1870s, and did not cease his seasonal visits to Egypt until the late 1880s. He died in July 1892 at the age of eighty-three.

A Are the following statements true (T) or false (F)?

  1. Cook organized his first tour in order to make some money.

  2. He launched the world’s first travel magazine in 1872.

  3. The Suez Canal was opened in 1869.

  4. He thought some aspects of the American railroad system were excellent.

  5. He preferred China to Japan.

  6. He was shocked by what he saw in India.

  7. He fell ill towards the end of his round-the-world tour.

  8. He handed the business over to his son when he was sixty-five.

B Itinerary

The following place names are mixed up. Reorder the letters to find the words and write the place names in the order that Cook visited them. The first one has been done for you.

Bya fo Baglne



7. ___________




8. ___________



3. ___________

9. ___________


Nwe Ykro

4. ___________




5. ___________


Rde Sae

6. ___________


Passives are used whenever an action is more important than the agent – for example, in reporting the news or scientific experiments:

  • A woman has been arrested for the abduction of baby Emily Smith.

The object of the active verb becomes the subject of the passive sentence, and the verb be is used in the correct tense with the Past Participle of the relevant verb.

^ By + the agent is used only if it contributes important information:

  • Coastal buildings have been damaged by gales.

Intransitive verbs, e.g. arrive, cannot become passive, because they have no object. Certain other verbs, e.g. let, fit, lack, resemble, suit, cannot normally become passive.

After modal verbs, passive infinitives are used:

  • He ought to be arrested.

  • You might have been killed.
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