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ЗмістPart I Unit 1
Revision Exercises in Modern English Grammar.
That road leads to Oxford.
The Present Perfect Continuous
b an action that happened before a stated time
Exhibition Herald and Excursion Advertiser
By + the agent
Passive -ing forms are possible
Subject + Passive + to + Infinitive
A and a word from column B
Tourism and Travel
Likes and Dislikes
Simple Past and Present Perfect
Text 2 Marketing & Promoting Hospitality & Tourism
Unit 2Booking Procedure
This extract also comes from the travel agency training manual and completes the description of the booking procedure. Fill in t
Payment of Balance
Read the dialogues given below and complete the details on the invoice, the transaction slip, and the hotel bill.
Client: Fine. Can I pay by cheque? Travel agent
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
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”)
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:
All the students can be directed to the wordlist.
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.
The Present Simple is used
a to express what happens habitually or regularly:
b to describe facts that are always or usually true:
c to describe natural and scientific laws.
d with verbs that do not normally take continuous form, such as dislike, appear,
e in the if clause of the First Conditional.
f with if and when for parallel facts and conditions:
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.
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:
c to talk about a temporary habit:
d to give a running commentary on an event:
A Correct the sentences if necessary. Tick any which are already correct.
B Decide whether to use the Present Simple or the Present Continuous in these sentences.
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.
^ 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:
Compare: I’ve been writing letters all morning.
Correct the sentences if necessary. Tick any which are already correct.
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.
The Past Simple is used
a for completed past actions at a known time. The time can be stated or understood:
b with when, enquiring about past time:
c for habitual past actions and states:
d for a definite period of past time:
The Past Continuous is used for
a continuous past actions sometimes interrupted by the Past Simple:
or setting the scene for a story:
b simultaneous past actions:
c repeated past actions:
d past intentions, often not carried out:
The Past Perfect is used for
a a past action that happened before a Past Simple action:
But if two past actions are close in time or closely connected, we often avoid the use of the Past Perfect:
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.
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 ^ , 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 ^ 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)?
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.
Passives are used whenever an action is more important than the agent – for example, in reporting the news or scientific experiments:
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.
^ + the agent is used only if it contributes important information:
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:
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