MANUAL DEL PROTAGONISTA INGLÉS PROFESIONAL PARA … · El manual “Inglés Profesional para Guía...

INSTITUTO NACIONAL TECNOLÓGICO

DIRECCIÓN GENERAL DE FORMACIÓN PROFESIONAL

DEPARTAMENTO DE CURRÍCULUM

MANUAL DEL PROTAGONISTA

INGLÉS PROFESIONAL PARA GUIA DE TURISTAS

MARZO 2016

AREA: Hotelería y

Turismo

CUALIFICACIÓN

PROFESIONAL:

HOT012_3

Actividades de

Guía de Turista

MODULO FORMATIVO: UC110_3: Inglés

profesional para guía de

turistas

HORAS 120 HORAS.

INSTITUTO NACIONAL TECNOLÓGICO

Dirección Ejecutiva

Cra. Loyda Azucena Barreda Rodríguez

Subdirección Ejecutiva

Cro. Walter Sáenz

Dirección General de Formación Profesional

Cra. Daysi Rivas Mercado

Subdirección General de Formación Profesional

Cro. José Virgilio Vásquez

COORDINACION TÉCNICA

Dirección Técnica Docente

Cro. Freddy Garay Portocarrero

Departamento de Currículum

Cra. Mirna Cuesta Loáisiga

Contenido 1. Bienvenida al Protagonista. ........................................................................................................... 1

2. RECOMENDACIONES ...................................................................................................................... 2

3. OBJETIVOS DEL MANUAL. ............................................................................................................ 3

OBJETIVOS ESPECÍFICOS: .................................................................................................................... 3

UNIDAD I: INTERPRETACIÓN Y ASISTENCIA DE GRUPOS. ..................................................... 4

Practice: ........................................................................................................................................................ 5

Learning activities: ...................................................................................................................................... 6

Practice: A .................................................................................................................................................... 8

Practice: B .................................................................................................................................................... 9

Practice: C .................................................................................................................................................... 9

The Simple Present of BE........................................................................................................................ 11

Practice: A .................................................................................................................................................. 11

Practice: B .................................................................................................................................................. 12

Practice: A .................................................................................................................................................. 20

Practice: B .................................................................................................................................................. 20

TIP ............................................................................................................................................................... 23

Practice ....................................................................................................................................................... 23

Practice: A .................................................................................................................................................. 25

Practice: B .................................................................................................................................................. 26

Practice ....................................................................................................................................................... 32

GIVE 5 BACK BLOWS ............................................................................................................................. 38

GIVE 5 ABDOMINAL THRUSTS ............................................................................................................ 38

CONTINUE CARE .................................................................................................................................... 39

Practice: ...................................................................................................................................................... 41

Tips for Emergency Preparedness. ........................................................................................................ 43

Self-evaluation: .......................................................................................................................................... 45

Unidad: II ANIMACIÓN TURÍSTICA DURANTE EL TOUR .......................................................... 46

Practice: ...................................................................................................................................................... 47

Practice: ...................................................................................................................................................... 49

Practice: ...................................................................................................................................................... 51

Learnig activities: A ................................................................................................................................... 56

Practice: A .................................................................................................................................................. 59

Practice: ...................................................................................................................................................... 63

Unidad: III INFORMACIÓN TURÍSTICA Y PATRIMONIAL .......................................................... 74

Learning activities: .................................................................................................................................... 82

Practice: ...................................................................................................................................................... 82

Learning activities ..................................................................................................................................... 83

Itineraries. ............................................................................................................................................. 86

Learnig activities: ....................................................................................................................................... 87

Giving suggestions. ................................................................................................................................... 89

Practice: ...................................................................................................................................................... 89




Self-evaluation: .......................................................................................................................................... 93

Glosario. ................................................................................................................................................ 96

Para saber más .................................................................................................................................... 96

Bibliografía ............................................................................................................................................. 96

1

1. Bienvenida al Protagonista.

El manual “Inglés Profesional para Guía de Turistas” está dirigido a los Protagonistas de

esta formación con la finalidad de facilitar el proceso enseñanza aprendizaje durante su

recorrido formativo.

El propósito principal de este Manual es dotar al Protagonista de los conocimientos

técnicos fundamentales para profundizar y fortalecer las capacidades que va adquiriendo

en el Centro de Formación.

Cada unidad didáctica tiene los siguientes apartados:

Contenidos

Actividades de aprendizaje.

Auto evaluación.

Las actividades para el aprendizaje y los ejercicios de autoevaluación te ayudarán a

consolidar los contenidos estudiados.

En los contenidos se presenta la información general técnica, que necesita conocer el

protagonista para el desarrollo de la Unidad de Competencia.

Confiando en que logres con éxito culminar esta formación, que te convertirá en un

profesional del Servicio de Guiado de Turistas, con un gran énfasis en la, guianza

seguridad y protección al turista para contribuir al desarrollo del turismo en nuestro país.

Te deseamos éxitos y ¡Muchos logros!

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2. RECOMENDACIONES

Para iniciar el trabajo con el manual, debes estar claro que siempre tu dedicación y esfuerzo te permitirán adquirir las capacidades del Módulo Formativo. Al comenzar el estudio de las unidades didácticas debes leer detenidamente las capacidades/objetivos planteados, para que identifiques cuáles son los logros que se proponen.

Analiza toda la información consultada y pregunta siempre a tu instructor cuando necesites aclaraciones.

Amplía tus conocimientos con los links y la bibliografía indicada u otros textos que estén a tu alcance.

Resuelve responsablemente los ejercicios de autoevaluación y verifica tus respuestas con los compañeros e instructor.

Prepara el puesto de trabajo según la operación que vayas a realizar, cumpliendo siempre con las normas de higiene y seguridad laboral.

Durante las prácticas en el campo, se amigable con el Medio Ambiente y no tires residuos fuera de los lugares establecidos.

Recuerda siempre que el cuido y conservación de los equipos y herramientas, garantizan el buen desarrollo de las clases y que en el futuro los nuevos Protagonistas harán uso de ellas.

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3. OBJETIVOS DEL MANUAL.

OBJETIVO GENERAL:

Interpretar mensajes orales en inglés expresados por turistas y profesionales del sector

turístico con el objetivo de satisfacer sus requerimientos e intercambiar información con

otros profesionales de su ámbito.

OBJETIVOS ESPECÍFICOS:

Interpretar detalladamente mensajes orales emitidos en inglés, identificando el significado

implícito, el propósito y el estilo del mensaje en situaciones profesionales.

Solicitar información acerca de los grupos objeto de prestación del servicio y de las

expectativas de sus miembros.

Programar, promocionar y comunicación actividades turísticas.

Organizar y dinamizar grupos en situación de ocio.

Interpretar el patrimonio y bienes de interés cultural y natural.

Acompañar y asistir al turista o grupo.

Ofertar actividades facultativas.

Resolver quejas y reclamaciones.

Asistir como primer interviniente en caso de accidente o situación de emergencia.

Interpretar de forma precisa mensajes orales emitidos en inglés en situaciones

profesionales simuladas bajo condiciones que afectan a la comunicación, tales como:

Comunicación presencial, telefónica y megafonía.

Comunicación formal o informal.

4

UNIDAD I: INTERPRETACIÓN Y ASISTENCIA DE GRUPOS.

Expresiones, Bienvenida, Presentaciones y Preguntas de Emergencia.

Greetings, introductions and emergency questions

GREETINGS

Hello! Hi!

How do you

do! How are

you? How are

you doing?

How is it

going? Nice

to meet you!

Pleased to

meet you!

Great to meet

you! Have you

met…?

RESPONSESHello!

Hi!

How do you do!

Fine, thanks.

Very well,

thank you.

Excellent!

Nice to meet

you too!

Pleased to meet

you too!

Great to meet

you too!

Welcome to …

Good morning

Good afternoon

Good evening

Good night

Good-bye.

See you soon

see you later

have a nice

day! Please

Thank you

You’re welcome

5

Verbo To Be: Uso y Forma

Pronombres, Sujetos y Artículos

Subject Pronouns

Singular Plural

First Person

I

→

We

Second Person

You

→

You

Third Person

He

She

They

It

Practice:

Substitute the underlined word for a Subject Pronoun.

1. Karen is a tour guide.________is a tour guide.

2. Bern and Karl are students._______are students.

3. Daniel and I are students, too.____are students, too.

4. Mr. Harold is a tourist.______a tourist.

5. Lee and Jose are receptionists.____are receptionists.

6. The house is White.___________ white.

7. Nestor, Merle and I are here. _________are here.

8. The children are painting.________are painting.

9. Roberto is a driver._________is a driver.

10. Kameron and you are waiters._______are waiters.

11. Haniel and Lisa are custom officers. _____are custom officers.

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Learning activities:

Usin the subject pronouns and to be verb, write a small text to introduce yurself to a tourist

you are picking up at the airport.

Example:

Hi, I am Nestor.

Are you Mr. Alexander?

I am your tourist guide.

Welkome to Nicaragua.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________

Definite & indefinite articles.

As we noted above, the articles are the, usually referred to as the definite article, and a/an,

theindefinite article. They both constitute part of the noun phrase and usually, provided

there are no other determiners present, occupy the first position in the noun phrase. Here

are six examples of articles being used in conjunction with other word classes:

Examples:

1.-We noticed a smell.

2.-We noticed a strong smell.

3.-We noticed an unusually strong smell.

4.-I bought the present.

5.-I bought the expensive present.

6.-I bought the most expensive present.

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a-an

a concert a rehearsal a game a lecture

a ceremony a play a party a picnic

a movie a talent show a talk an art exhibit

a festival

The word unusually in the third sentence begins with a vowel sound, so the a needs to

change more natural speech flow. We have an option not to use an article in front of either

plural nouns or uncountable nouns; so:

I’d like steak and chips.

He always gives way to anger.

USING INDEFINITE AND DEFINITE ARTICLES: A, AN, THE

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i) Mike has a pen and a pencil.

The pen is blue.

The pencil is yellow.

(j) Mike has some rice and some cheese.

The rice is white.

The cheese is yellow.

The is used with:

• Singular count nouns.

• Plural count nouns.

• Non-count nouns.

In other words, the is used with each of the three

Kinds of nouns.

Notice in the examples: the speaker is using the

for the second mention of a noun. When the

speaker mentions a noun for a second time, both

the speaker and listener are now thinking about

the same thing. First mention : I have a pen.

Second mention: The pen is blue.

k) Ø Apples are good for you. (l) I like to listen

to Ø music.

No article (symbolized by Ø is used to make

generalizations with:

plural count nouns as in (k)

non count nouns as in (l)

Practice: A

Giving information about people. Write a or an before each word.

a.____accountant f.____doctor

b.____teacher g.____engineer

C.____police officer h.____artis

D.____sales assistant i.____actor

e.____manager

9

Practice: B

Write A, or An before the following nouns.

__attraction __hour __uniform

__game __concert __hotel

__school __umbrella __bag

__house __taxi __computer

__bus __river __officer

Practice: C

Complete the sentences with a or an or Ø.

1. She is____nurse.

2. He is____model.

3. They are____opticians.

4. He is____engineer.

5. They____tourists.

6. She is____travel agent.

7. We are____tourist guides.

8. This is____easy exercise.


Using indefinite and definite articles, write sentences.

Example:

He is a local tourist guide.

She is a pilot for a local airline.

He is an expert in history.

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________

10

Language Contrast.

In English, we talk about one person’s occupation using the article a or an. She is a

teacher. He is an engineer.

We don’t use an article when we talk about two or more people’s occupations.

They are doctors. They are actors.

Is it the same in your language?

Practice: A

Complete the gaps with a word from the box. Use each word only once.

sister doctor spell email address engineer surname father great best accountant number

a Who is Anna? She’s my_______________.

b My______________ is good.

c What’s your______________, please?

d How do you______________that, please?

e My mother and are from Spain

f My friend is Heidi. She’s from Germany.

g What’s your mobile phone _____?

h My teacher is _________________.

i Her husband is an ____________.

j His wife is a ________________.

k What’s your __________________?

11

The Simple Present of BE

Use the verb BE to give information about the subject of a sentence. The subject of a

sentence can be a noun or a pronoun.

There are three forms of the verb BE in the present tense: AM, IS, ARE.

Practice: A

I am→ I’m I am not→I’m not

You are →You’re you are not→ you’re not/you aren’t

He is→ He’s He is not→ He’s not/He isn’t

She is→ She’s she is not→ she’s not/she isn’t

It is→ It’s It is not→ It’s not / It isn’t

We are→ we’re we are not→ we’re not/we aren’t you

are→ You’re You are not→ You’re not/You aren’t They

Are→ they’re they are not→ they’re not/they’re not

Examples: Oscar is a tour guide.

Nara is a waitress

They are tourists.

Practice: A

Complete the sentences w ith: I’m, ‘m, you’re or‘re.

a) Good morning. ____ Alí Doblado.

b) Welcome to Hotel Casa Luxemburgo. ____in room 25.

c) Good morning. I____Trevor Prhillips.

D) Hanry Reik.

e) Welcome Hotel Escuela. You______in room 54.

f) Welcome to Hotel Inter. ________in room 85.

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Practice: B

Complete the conversations with the words in the box.

Hello‘re too welcome thank meet(x2) you’re thank you I’m ‘m(x2)

a) A __________.

B: Hello._________Gina Jirón.

A: _________to the Crown Hotel, Ms Jirón. _____in room 305.

B: ____ _____

b) A: Good morning, Mr. Henkel. You______in room 518.

B: _____ you.

c) A: I _________ Keyri Morrison.

B: Nice to_______you, Ms Morrison. I_______Franz Lowe.

A: Nice to__________you_________, Ms Lowe.


Work in pairs. Choose three hotel names, three room numbers and three guests for your

hotel. Write their names below.

Hotel Guest Room

Number

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Giving Solutions to complains.

Excuse me!

Pardon me!

Sorry.

I’m your

tour guide

for this

trip.

May I help

you?

I would

like to

know …

How may

I help

you?

Could you

tell me…?

How do I …?

14

Be Going to y Future with WILL

Use will or will not plus the base form to talk about the future. I don’t think it will rain today.

It will not rain tomorrow either.Contract will to ‘ll. Contract will not to won’t.

I’ll be at the party, but Dorothy won’t.

Practice: A

Read the following conversations

A: Where will you take your vacation this year?

B: I’ll go to Dipilto.

A: Really? That sounds great. How will you get there?

B: By Bus. It’s a long trip but I have plenty of time.

A: oh, how long will you stay there?

B: For a week.

A: Wow! Where will you stay?

B: At a little hotel near the city.

A: Sounds wonderful.

A: We will have our tour to Esteli city.

B: What time will we leave the hotel?

A: At seven. We will have breakfast in the hotel first, then we will wait for the bus. And we

will drive to Dipilto. So you will be ready to leave at seven.

B: What will we do there?

A: we will visit the city, see the cathedral and churches, later we will go to some coffee

farms.

Practice: B

Attending request of information about alternative services.

Tour guide – Ladies and gentlemen welcome on board, our today tour is about culture.

15

Tourist – What places we will visit today?

Tour guide – Our first stop will be in the central park.

Tourist – Is there any place to take breakfast?

Tour guide – Yes, there is.

Tourist – After lunch, I would like to visita a shopping mal.

Tour guide – What are you going to buy?

Tourist – Nothing special.

Tour guide – Ok, I will take you to Plaza Inter, there you can go shopping.


Work in pairs and create a conversation with your partner. Act out the conversation for the

rest of the class.

Look at the pictures: Work with a partner, ask and answer questions about the activities

you will do in a tour using affirmative and negative answers. Use your dictionary if

necessary.

16

Drowing up the list of a tour parcitipants.

Practice: A

Tour guide - Mr. Angel, are you taking part in our today tour?

Mr. Angel - Yes, I will.

Mr. Angel – By the way, how long will it take?

Tour guide – It will take five hours.

Mr. Angel – Do I need something special?

Tour guide – Yes, you will need hiking boots and hydrant backpack.

Mr. Angel – Are there any other recomendations?

Tour guide – Yes, take with you a good mosquito repellent.

Mr. Angel – Do I have to get registered?

Tour guide – Yes, you do. Please write down your name here in the list.

Seats distribution.

Practice: B

A: This is your seat Mr, Carlos.

B: Thanks but I ask myself if it is posible to take another seat.

A: All seats are reserved in advance.

B: For tomorrow, is it posible to take a seat next to the window?

A: Of course, I will dot it for you.

17


Making role play, participant”A” play the role of a tourist and participant “B” play de role of

a tourist guide. Make questions and give answer about events, places, dates and

necessities.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________

Seat distribution.

Seat nexto the window Seat near the bathroom

Room’s distribution

Triple room Double room

18

Single room

A: We are traveling together; we want to have a triple room.

B: We are a couple; we want to have a double room.

El verbo "to have" significa haber o tener

Examples: I have a car.

I have a dog.

Conjugación Significado

Conjugación Significado

I have yo tengo

you have Tú tienes

he has El tiene

she has Ella tiene

it has El tiene

ella tiene Ella tiene

ello tiene Ello tiene

we have Nosotros tenemos

you have Vosotros tenéis

they have Ellos tienen

We are a

traveling

together. We

want to have a

triple room

I am traveling

alone. I want to

have single room.

19

Indicar posesión en presente simple:

I have a flat screen T.V. = Yo tengo un T.V. de pantalla plana.

You have a flat screen T.V. = Tú tienes un T.V. de pantalla plana.

He/She has a flat screen T.V. = El/Ella tiene un T.V. de pantalla plana.

We have a flat screen T.V. = Nosotros tenemos un T.V. de pantalla plana.

You have a flat screen T.V. = Ustedes tienen un T.V. de pantalla plana.

They have a flat screen T.V. = Ellos/Ellas tienen un T.V. de pantalla plana.

Dealing with group conflict situations.

I understand your

point of view.

I can´t get along

with him.

You must be tolerant

and respect the

others.

They should at

least show

respect for each

other.

20

Practice: A

Choose the correct answer:

My dog__________a long tail. (Have /has)

The coffee __________milk in it. (Have/has)

They ____________the correct answer. (Have /has)

The flag of Israel________a star on it. (Have /has)

I never____________ a clean room. (Have /has)

The house__________a lot of furniture. (Have /has)

The wáter___________a bad taste. (Have /has)

Practice: B

Fill in the blanks with: have / has

1. -We _____ beautiful flowers in our garden.

2. -Jane _____ five new English books.

3. -I _____ an expensive sport car.

4. -They _____ a big villa not far from the beach.

5. -My sister _____ a lot of dolls in her room.

6. -My father_____ a computer in his office.

7. -Sandra and I _____ five pets.

8. -My mother _____ a pretty orange bag.

9. -Orit _____ some friends in Haifa.

10. -You _____ ten notebooks.

11. -I _____ a desk and two chairs in my bedroom.

12. Robert _____ a tall brother.

13. These boys _____ blue eyes.

14. Dana _____ two pen pals in Australia.

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15. The pupil’s _____ a new computer room.

16. The dog _____ a very big doghouse.

17. Bill Gates _____ a lot of money.

18. He _____ short blond hair.

19. They _____ four tickets to the show.

20. This girl _____ birthday in April.


Individually write it down, what do you have in your school

bag?____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

Modal Verbs

Examples:

1-I must work really hard if I want a promotion in the travel agency.

2-You must return that travel guide Jimmy. It is not yours.

3-That man owns three hotels and two conffee farms. He must be very wealthy.

22

4- If you are not feeling well, you should call a doctor.

5-You look tired Alex. You should rest more instead of taking today tour.

6-You must not smoke in the museum, it is a public place.

7-You should speak louder, deaf people cannot hear.

8-You should not drink and drive for the group.

9-We should not litter the path.

10-Can I use your phone, Laura?

11-What can I do for you, sir?

12-Must we visit the volcano on Sunday?

Should / Could.

Should / Could

You should visit Granada.

You could go on a picnic.

SHOULD and COULD express

advisability.

The meaning ranges in strength

from a suggestion. (“This is a good

idea.”)

You shouldn’t leave your money in the hotel

room.

You couldn’t take the bus.

Negative contraction:

should not = shouldn’t

could not = couldn’t

Should I stay here?

No, you shouldn’t.

Could I ask a question?

Yes, you could.

To form a Yes / No question the modal

Auxiliary is before the subject.

Where should I wait?

You should wait here.

What could I do?

You could make a phone call.

In WH- Questions Should or Could is

after

The WH-word and before the subject.

23

TIP

Never use infinitive after SHOULD or COULD.

Modals SHOULD or COULD do not take a final –s, even when the subject is he, she, or it

Conversation: Read and practice the conversation with a partner.

A: Excuse me, sir. Could you tell me where I can buy some souvenirs?

B: Sure. You should go to Masaya Handicraft Market.

There you could buy different kind of souvenirs.

A: Isn’t there any other nearer place I could go?

B: Of course, you could also go to Roberto Huembes Market. It is near here. You could go

by bus

Or you could take a taxi.

A: Thank you very much.

B: You’re welcome.

Practice:

Match these sentences.

1.__I can’t find my passport.

2.__My wife is feeling very ill.

3.__How do I get to the airport?

4.__Where can I change money on a Sunday?

5.__Are there any good French restaurants?

6.__I’ m only in London for the day.

7.__I’ve lost my ticket.

a. You should contact the airline.

b. You could try La Marseillaise.

c. I suggest you try your hotel.

d. You should contact the police.

e.Then you should visit Masaya City.

F.You could always take a bus. G.You should take her to hospital.

24


Your Turn: Work with a partner. Take turns to be a tourist and a tourist information officer

in a city of Nicaragua. Ask for and make suggestions.

Example:

A: What do you suggest I do on Monday morning?

B: You could visit Estelí.

Choose a different day and time for each suggestion.


Make short dialogs using these prompts. Take turns to give advice and make suggestions.

1. You are not sure where to go on vacation.

2. You want to know a good movie to see.

3. You want to eat some national food.

4. You don’t know what to do next weekend.


Read the following sentences and write your advice. Use the words in parentheses in your

answer.

Example: I’m going to Granada next week. (Should/visit /cathedral.

You should visit the cathedral.

1 think the service in the hotel is terrible. (Should/

Speak/manager).

2. I’m not sure if I need any vaccinations to go out of the country. (Could/ask/doctor)_______ 3. I’m taking some valuable things with me on my trip.(should/take out/travel insurance. 4. I will need a lot of money for my holiday.(should/ take/traveler’s check) 5. I need a fairly cheap air ticket.

25

6. I’m not sure if I have to re-confirm this ticket. (Should/ask/travel agent) 7. I don’t understand this contract at all. (Should/ask /the employer

8. I don’t like traveling by train or bus. (Could/ hire/car)

Hop-On Hop-Off tour service.

2 routes, 8 stops, 1 ticket.

Commentary is available in 2 languages

Discover the plentiful attractions of Managua at your own pace.

Don't miss out see all that Managua has to offer!

Practice: A

This is the ultimate in Hop-on Hop-off bus tours. With 2 extensive routes, you can discover

all the treasures of Managua. With one ticket, you can jump on and jump off as many

times as you wish, change route, or just sit and enjoy the view from the state-of -the-art

open-top bus.

This flexible Managua tour allows you to choose between a 1 day and a 2 day ticket so

you can explore Managua at your own pace. Truly the best way to experience the sites

and attractions in Managua!

This tour can easily be taken if arriving in Managua by plane; it will take you around 35

minutes to reach the start point. Alternatively, a taxi should take 25-30 mins and cost no

more than 4 dollars.

Itinerary places.

1. Plaza de la revolución.

2. Plaza la fe.

3. Palacio de las comunicaciones.

4. Cementerio San Pedro.

5. Parque Memorial Loma de Tiscapa.

6. Campo de Marte.

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Practice: B

What happens after I booking.

A booking voucher will be sent to you by email.

Print all pages of the voucher.

Present the voucher at the tour start point or attraction entrance.

Please note

The route of the hop-on, hop-off tour is subject to change.

Practice: C

Voucher information.

You must print and surrender a paper version of your booking voucher for this activity

(showing your voucher on a smartphone is not accepted). No refund can be given for

customers without a printed copy of their voucher.

Buses are equipped with motorised ramps for wheelchair access.

Additional Info.

The confirmation voucher includes the local activity operator's contact details and local

telephone numbers at the destination. They will happily answer any logistical questions

you may have.


Give instructions to your partner.

Explain how to make booking using the internet, all the bocabulary and expressions

needed.

27

YES / NO QUESTIONS and SHORT ANSWERS

YES / NO QUESTIONS and SHORT ANSWERS WITH THE VERB BE

Question Affirmative Answer Negative Answer Are you a tour guide? Yes, I am. No, I’m not.

Is he our guest? Yes, he is No, he’s not. / No, he isn’t.

Is Claire from the U.S.? Yes, she is. No, she’ not. / No, she isn’t.

Are you in this tour? Yes, we are. No, we’re not. / No, we aren’t.

Are they Canadian? Yes, they are. No, they’re not. / No, they aren’t.

Is this the bus? Yes, it is. No, it isn’t. / No, it’s not.

YES / NO QUESTIONS and SHORT ANSWERS WITH THE VERB BE WH-QUESTIONS or

INFORMATION QUESTIONS Question Possible Answer Who’s that? That’s the travel agent.

Where’s he from? He’s from Nicaragua.

What’s your name? My name’s Anna. Where is she? She’s in the hotel.

Why are you here? Because, I have a meeting.

Which one is the bus? The yellow one.

When is the tour? The tour is tomorrow.

How old are you? I’m nineteen.

Managing emergency situations in tourism.

Practice

Anaphylaxis

Bite

Bleeding (bleed)

Burn

Choking (choke)

Fracture

Heart attack

Illness (ill)

Injury (injure)

Poisoning (poison)

Shock

Sprain

Sting

Strain

Stroke

Unconscious

28

Learning activities: A

Give instructions to a group, about the application of bandages and slings.

Example:

Bandages are used to protect a wound and prevent infection, but also to allow healing.

A dressing should be large enough to totally cover the wound, with a safety margin of

about 2.5 cm on all sides beyond the wound.

A sterile dressing may be used to control bleeding from a major wound or to absorb any

discharge from a minor wound.

A bandage is used in combination with a dressing where a wound is present.

A roller bandage is used to secure a dressing in place.

A triangular bandage is used as an arm sling or as a pad to control bleeding. It may also

be used to support or immobilise an injury to a bone or joint or as improvised padding over

a painful injury.

A tubular gauze bandage is used to retain a dressing on a finger or toe.

29

First aid roller bandages

Roller bandages vary greatly depending on how they are to be used.

Learning activities: B

Tell to a partner what roller bandage is used to:

Example:

• A roller bandage is used to hold a dressing in place on a wound.

• A roller bandage maintain pressure over a bulky pad to control bleeding.

• A roller bandage support an injured limb or joint.

• A roller bandage apply pressure to a limb.

Roller bandages are made from lightweight cotton, crepe or elasticised crepe, depending

on the pressure to be achieved. A lightweight cotton bandage is used to hold a dressing in

place, whereas a crepe or elasticised crepe bandage is used for applying support or firm

pressure to a soft tissue injury.

30

Learning activities: C

Give some advices to a partner when applying roller bandages.

A roller bandage needs to be chosen carefully to ensure that it is the correct width for the

body part involved. As a general guide, the following widths are recommended:

• Lower arm, elbow, hand and foot – 75 mm.

• Upper arm, knee and lower leg – 100 mm.

• Large leg or trunk – 150 mm.

It is best to use a bandage with some degree of stretch in the weave. This will make the

bandage easy to use and more likely to stay in place for many hours. However, the correct

application technique is essential to provide comfort and adequate support for the affected

part.

Basic steps to successful use a roller bandage:

Bandage the part in the position of greatest comfort to the patient. Support the part

adequately before starting to apply the bandage.

Hold the tightly rolled bandage with the ‘head’ of the bandage on top and wrap the ‘tail’

around the body part without unrolling more than a few centimetres at a time.

Begin with a locking turn to hold the start of the bandage securely under each following

turn.

Work from the middle of the body or limb in an outwards direction.

Work from the narrowest part below the dressing and work upwards.

Ensure that each turn covers two-thirds of the previous turn.

Cover totally any dressing and padding used.

Finish with a straight turn at the end of the bandage.

Secure the bandage with a safety pin or adhesive tape. Avoid the use of metal clips

because they are less secure and can fall out during activity.

Applying a roller bandage to the lower arm or leg:

Apply a dressing or padding over the affected area.

Start with a diagonal, locking turn below the dressing or padding to secure the dressing.

Continue up the limb, covering two-thirds of each previous turn.

31

Finish with a straight turn to secure the bandage and fasten it with a pin or adhesive tape.

Applying a roller bandage to the elbow or knee:


Start with a full turn over the point of the elbow or knee to secure the bandage.

Make a second turn just below the first, exposing one-third of the initial turn over the point

of the elbow or knee.

Make a third turn just above the first, again exposing one-third of the initial turn over the

point of the elbow or knee.

Continue with one or two more turns alternately working from below to above the affected

joint, until the dressing or padding is fully covered.

Avoid any extra turns that will cause pressure on the inside surface of the joint.

Finish with a full turn above the elbow or knee and secure the bandage with a safety pin or

adhesive tape.

Applying a roller bandage to the hand or foot:


Start with a diagonal, locking turn around the wrist or foot.

Carry the bandage across the back of the hand or foot to the base of the little finger or little

toe and then make a complete turn around the fingers or toes.

Make another turn across the back of the hand or foot from the fingers/toes to the

wrist/ankle.

Repeat these turns working upwards with each turn until the dressing or padding is

covered.

Finish with a circular turn around the wrist ankle and secure the bandage with a safety pin

or adhesive tape.

32

Practice:

Fill in the blanks with the missing words.

Wound middle turn secure out

Bandage adhesive end centimetres

To bandage a__________, hold the tightly rolled _______________with the ‘head’ of the

bandage on top and wrap the ‘tail’ around the body part without unrolling more than a few

______________at a time.

Begin with a locking turn to hold the start of the bandage securely under each following

turn.

Work from the __________of the body or limb in an outwards direction.

Work from the narrowest part below the dressing and work upwards.

Ensure that each________covers two-thirds of the previous turn.

Cover totally any dressing and padding used.

Finish with a straight turn at the ______ of the bandage.

Secure the bandage with a safety pin or ____________tape. Avoid the use of metal clips

because they are less __________ and can fall ______ during activity.


Let to your partner class know, the basic steps to successful use a roller bandage:

Example:

When applying a bandage make sure, the person is comfortable and tell them what you

are doing.

Make sure you work from the side of the injury and do not have to lean across their body.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

33

Cardiopulmonary Resuscitation.

While some patients may be unconscious and simply need protection to avoid further

harm, others will need urgent cardiopulmonary resuscitation (CPR) to maintain life.

Practice:

Fill in the gaps with the correct word from the list below.

stops flowing pumping heart responsive body someone breathing blood CPR damage perform

_______is short for cardiopulmonary resuscitation. It’s a rescue procedure used when a

person is not __________and not ___________ (or not breathing normally). The reasons

vary why ______________stops breathing and the heart ____________beating

effectively. However, when this occurs, another person can ______________ CPR to help

keep oxygen-rich blood ____________to the victim’s body.

CPR keeps blood __________through the ________ when the heart isn’t effectively

pumping blood on its own. That keeps ___________ moving to the _______ and brain.

CPR can help revive the heart and lungs and potentially prevent severe brain ______or

death.

34


Explain to the class, waht a CPR is and what is this procedure to.

Example:

CPR is a rescued procedure to keep blood pumping so that heart and brain cells do not

die due to lack of oxygen.

It is required when the patient. . . ... ...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________

All collapsed patients should be carefully assessed to decide what emergency care is

necessary. The ‘DRSABCD’ of resuscitation is the method used for the assessment:

D Dangers

Check for any danger to you, the patient, orbystanders and make the area safe.

R Response

check for response by asking a simple question and grasp/squeeze the shoulders.

35

S Send for help

Call for an ambulance or send someone else to call.

A Airway

Open the airway by tilting the head back and lifting the chin.

B Breathing

Check normal breathing.

36

C. CPR

Perform chest compressions and breaths.

D Defib

Apply an AED (Automated Electronic Defibrillator) if available.

37

Chest compressions are the most important part of CPR – if for any reason you cannot

give breaths to a patient, you should still perform chest compressions.

Once CPR is started, continue until the ambulance arrives and the paramedics advise you

what to do.

Key points to remember:

Push hard and fast on the chest.

Chest compressions are the most important part of CPR.

Continue CPR until:

The patient recovers.

The ambulance officers take over.

A medical professional advises you to stop.

You are unable to continue, usually due to exhaustion.

Communication with the injured person.

If an unconscious person is face-down, roll face-up, supporting the head, neck and back in

a straight line.

CHECK quickly for breathing for no more than 10 seconds.

If the person responds, obtain consent and CALL o the local emergency number for any

life-threatening conditions.

CHECK the person from head to toe and ask questions to find out what happened.

38

GIVE 5 BACK BLOWS.

Bend the person forward at the waist and give

5 back blows between the shoulder blades with the heel of one hand.

GIVE 5 ABDOMINAL THRUSTS.

Place a fist with the thumb side against the middle of the person’s abdomen, just above

the navel.

Cover your fist with your other hand.

Give 5 quick, upward abdominal thrusts.

39

CONTINUE CARE.

Continue sets of 5 back blows and 5 abdominal thrusts until the:

Object is forced out.

Person can cough forcefully or breathe.

Person becomes unconscious

UNCONSCIOUS CHOKING

1.-Give rescue breaths.

Retilt the head and give another rescue breath.

2.-Give 30 chest compressions.

TIP:

Person must be on firm, flat surface.

Remove CPR breathing barrier when giving chest compressions.

Practice:

Complete the sentences with the correct Word.

1. A broken bone is a________________________________.

2. When someone gets hurt, they have an______________.

3. If someone drinks or eats something that could kill them, it is

a________________________________________.

4. A bee can______________________________________you.

5. When the body doesn't get enough oxygen, it goes

into_________________________________________________.

6. An injury to a ligament (connects bone to bone) is called

a____________________________________________.

7. A severe whole-body allergic reaction is_________.

8. An injury to a muscle or tendon (connects muscle to bone) is

a__________________________________________.

40

9. When brain cells die because they aren't receiving oxygen, it is

a______________________________________.

10. If you touch something hot, you might get a______.

Learnig activities:

After readig the the material, identify and list up the unknown bocabulary.

Example:

Pumping

Harm

41

Lifting technique of an enjured person.

Check for injuries. If they are badly injured, such as with a broken bone, they need to stay

where they are.

Make them as comfortable as possible and call an ambulance.

Keep them warm while you wait for the ambulance.

Ask if he or she have pain.

Make sure that the person can move all extremities.

Do not try to get the person up straight away.

Calm the person and yourself.

Get them to take deep slow breaths.

If they are not badly injured and feel, they could get up; get two sturdy chairs and place

one near the person’s head and one near their feet.

As helper, you should only guide lightly, helping the person to roll onto their side.

Help the person to kneel.

If they have sore knees, place a towel underneath as cushioning.

Practice:

Fill in the blanks with the correct words.

Paralyzed Injury damage aid helmet circumstances Spine airway positioned head back body injured neck Twisting

42

Do not move someone if you think she or he, has a spinal_________. Moving her or him,

could increase the __________ and even cause her or him to be___________. If you are

unsure if the person has a spinal injury, then you should proceed as if she or he does.

If the person’s head or body moves, it may increase the damage to the __________. You

can prevent this by Putting towels or pillows on both sides of the person’s_________to

prevent it from rolling or slipping.

Providing first______, like CPR, without moving the head. This means that you should not

tilt the person’s head back to open the________. Instead, use the jaw-thrust method.

Not taking the person’s helmet off if she or he was wearing one. For example if he had a

bike or motorcycle __________on, leave it so you don’t move the spine.

This should only be done if the person is in immediate danger, for example if she or he, is

vomiting or choking on blood. Under these______________, you may have to roll the

person onto her side. It is important to do this with at least one other person so that you

can prevent the person’s ________ from twisting.

One person should be ____________ at the head and the other at the __________

person’s side. The two of you must coordinate so that the spine remains aligned while the

person is rolled. ___________ can cause additional damage to the spine.

While rolling, wait for the lead person's cue. Roll by grabbing the opposite shoulder and

hip, rolling the patient toward you. While the person is in this position, check her ________

and ________quickly for obvious injuries.


Work in pair and give instructions how to Carry an Injured Person During First Aid.

Example:

Do not move an injured person unless they are in a life-threatening situation.

Moving an injured person can worsen the injury. If the person has a spinal injury it

can cause them to be permanently paralyzed.

If you do need to move the person out of life threatening danger, it is important to

do it correctly to reduce the risk to the injured person and to yourself.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

43

Tips for Emergency Preparedness.

1. Assume that a disaster can happen. Don't assume that it won't. Survival is 90 percent

psychology, so being mentally and emotionally unprepared lowers your survival odds.

2. Try not to panic. You will be scared during a survival scenario, but the act of preparing

before an emergency will help you deal more effectively. Spread facts, not fear. Share

survival training based upon sound human psychology and physiology from reputable

sources.

3. Know your limits. Unless your tourist group is a group of Special Forces soldiers, they

will have specific needs during a disaster. Lack of physical fitness, forgotten medications,

mobility challenges, and a host of other variables demand that you custom-create a

survival plan for your group.

4. Know how to do more with less. The simple act of tent camping in the outdoors with a

group of Friends will teach you more in a weekend about what is required to live simply

and be happy than reading survival books in the comfort of your living room.

5. Keep it simple. Fancy preparedness plans and survival gear fail under the pressures of

a real-life scenario. The less moving parts the better.

6. Prepare for whatever disaster is likely to affect your area. Not every place on the planet

has the same needs.

7. Along with your home-based supplies, create a "bug-out" kit(s) for your group,

containing mobile emergency supplies should you be forced to evacuate.

8. Act: Physically prepare and act upon your preparedness plan. Talk is cheap. Practice,

practice, and practice your preparedness plan; and don't be afraid to modify it as your

needs change.

9. When your preparation work is done, rotate certain survival-kit items such as food and

medications as they expire, but live your life. Preparedness training that breeds fear and

paranoia is counterproductive and the enemy of true, long-term self-reliance.

Practice:

Fill in the blanks with the correct Word.

Disaster mentally scared emergency plan outdoors Psychology fear Unless preparedness disaster living

44

Assume that a __________can happen. Don't assume that it won't. Survival is 90

percent____________, so being __________and emotionally unprepared lowers your

survival odds.

Try not to panic. You will be __________during a survival scenario, but the act of

preparing before an _____________ will help you deal more effectively. Spread facts,

not________. Share survival training based upon sound human psychology and

physiology from reputable sources.

Know your limits. ____________ your tourist group is a group of Special Forces soldiers,

they will have specific needs during a__________. Lack of physical fitness, forgotten

medications, mobility challenges, and a host of other variables demand that you custom-

create a survival _________ for your group.

Know how to do more with less. The simple act of tent camping in the __________ with a

group of Friends will teach you more in a weekend about what is required to live simply

and be happy than reading survival books in the comfort of your __________ room.

Keep it simple. Fancy __________ plans and survival gear fail under the pressures of a

real-life scenario. The less moving parts the better.


Working in pair give some tips for Emergency Preparedness to your partner.

Example:

Imagine that there is an emergency, like a fire in your hotel room, and you need to leave

quickly. What are the best escape routes from your hotel? Find at least two ways out of

each room. Now, write it down — you’ve got the beginning of a

plan.____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

45

Self-evaluation:

When you meet a grup of tourist, how do you perform the tour introduction?

Step 1:

________________________________________________________________________

________________________________________________________________________

___________________________

Step 2:

________________________________________________________________________

________________________________________________________________________

___________________________

Step 3:

________________________________________________________________________

________________________________________________________________________

___________________________

How do you perform under presure, when giving information to the tourist about

personalities, events or places?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________________

How do you act when giving informations about seats distribution before starting

the tour?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________

What do you do when dealing with a group conflict situation?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

46

How do you manage the risk when a contingency have occurred during a excursion.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________________

Unidad: II ANIMACIÓN TURÍSTICA DURANTE EL TOUR

Tips for Organizing Your Paperwork

Start simple: Come up with a filing system that's relatively easy to use. You don't want

your filing system to be more stressful than the stress it's supposed to alleviate.

Be colorful: Files of different colors, or tabs and labels of different colors can not only turn

your filing system into a work of art but also make it easier to find different subjects and

interests.

Don't scrimp when you buy a filing cabinet: Try to find a cabinet that won't make your

room look like an claim-adjusters office. Many of the traditional office cabinets are big and,

frankly, pretty unattractive.

Keep important papers where you know they're safe: Keep your documents in a safe

place, but make sure that you can easily get hold of them when you need them. Keep

track of the following

47

Practice:

List up all the new vocabulary you have found.


Act out a drama or role-play, giving advices to your partner about handling and

organizing documents in the office.

Example.

A: Good morning.

B: Good morning.

A: What about you?

B: Here working with this pile of ducuments.

A: _____________________________________________________.

B: _____________________________________________________.

How to Organize Tour Packages.

Package tours are excursions or holidays, which “package” a variety of services together

to make a single “combined” trip. Commonly they combine such things as transport,

accommodation and meals. They may also include the provision of a tour guide and/or

leader. Tours can be long or short in duration and distance. They may be a one-day or

overnight package, or they could be a period of a month or more.

48

0..

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………00000

0000Tour Packages typically include:

All transfers between airports/harbours/stations and hotels.

Twin share tourist and first-class accommodation with private facilities, as specified.

Cruises, car rental and insurances.

Entrance fees to attractions.

Package tours can be further broken down into specific tour types. Tours available range

from Special-interest tours, Adventure tours, City or Regional tours, Group tours and Fully

Escorted tours.

Example:

Adventure tours are designed to allow the consumer to participate in their area of interest

for the length of the tour and more experience based. They generally are physical and

require a certain level of fitness, however, can sometimes be modified to meet your needs

depending on the other travelers. Sometimes this tour type include diving, rock or

mountain climbing, horse riding, or cycling.

City/regional tours normally last for one full day or less. They follow a fixed itinerary and

will visit areas of interest in a specific place, whether that is historic, religious or cultural,

refreshments or meals are often included.

Group tours also follow a fixed and pre-arranged itinerary. They often only take place

depending on the number of travelers i.e. they require a certain number of travelers in

order to go ahead or it becomes a financial cost rather than profitable. It is also worth

noting there are a maximum number of travelers on group tours too, as determined by the

mode of transport – a 56-seater coach can accommodate no more passengers and

therefore the number limit is defined. Group tours are generally always escorted or a tour

guide service is provided.

Fully escorted tours are often a good idea for solo travelers and especially women

travelling alone. This type of tour offers a sense of security or overcomes language and

cultural barriers. Also, these types of tours are often somewhat educational, the escort

providing local, historical and cultural knowledge or insight gives the consumer are more

worth while experience and understanding of the country (place) visited.

49

Practice:

A group of turist is going to have a one-day excursion they want a package that includes

all services.

From the given words chose the right one for every column.

Bus Water Kayak Snacks Farm Ecologde Meals Plane Ferry Camping-house Escort-service

Transport Acomodation Miscelaneos

Learning activietes:

Raed the e-mails and give answer to the clients.

Hi there, I am interested in traveling to Nicaragua, what do I need to do? This the first time

I am going to visit a foreing country, Could you give me some infos and advices please?

Korina.

Example:

Hi Korina, on first let me thakns to you for taking time to write to

us______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________

Hi, people in Troter-Tours. This Easter I am planning to travel to Nicaragua once again.

Are there new places waiting for me? Please let me know. Louis Manner.

50

Example:

HI Luis, it is nice to know

that_____________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Prepositions

They are short words that usually stand in front of nouns (sometimes also in front of

gerund verbs).

There are hardly any rules as to when to use which preposition. The only way to learn

prepositions is reading a lot in English and learning useful phrases off by heart.

PREPOSITIONS

IN (a) Please be on time in the future.

(b) I usually watch TV in the evening.

c) I was born in October.

(d) I was born in 1985.

(e) I was born in the twentieth century.

(f) The weather is hot in (the) summer.

in + the past, the present, the future

in + the morning, the afternoon, the

evening.

a month

in + a year

a century a season

ON (g) I was born on October 31, 1985.

(h) I went to a movie on Thursday.

(i) I have class on Thursday morning(s).

on + a date

on + a weekday

on + a weekday morning(s),

afternoon(s), evening(s)

AT (j) We sleep at night. I was asleep at

midnight.

(k) I feel sleep at 9:30 (nine-thirty)

(l) He’s busy at present. Please call

again.

at + noon, night, midnight at +

“clock time”

at + present, the moment, the

present time

51

Practice:

My best friend lives ______ Boretz Road.

a. in

b. on

c. at

2. I'll be ready to leave ____ about twenty minutes.

a. in

b. on

c. at

3. Since he met his new girlfriend, Juan never seems to be ______ home.

a. on

b. in

c. at

4. The child responded to his mother's demands ______ throwing a tantrum.

a. with

b. by

c. from

5. I think she spent the entire afternoon ______ the phone.

a. on

b. in

c. at

52

6. I will wait ______ 6:30, but then I'm going home.

a. from

b. at

c. until

7. The police caught the thief _____ the corner of Cascade and Plum Streets.

a. in

b. at

c. from

8. My fingers were injured so my sister had to write the note _____ me.

a. for

b. with

c. to

9. I am not interested _____ buying a new car now.

a. to

b. for

c. in

10. What are the main ingredients ______ this casserole?

a. about

b. to

c. of

11. My best friend, John, is named ______ his great-grandfather.

a. after

b. to

c. about

53

12. Grandpa stayed up ______ two in the morning.

a. since

b. for

c. until

13. My parents have been married ______ forty-nine years.

a. since

b. for

c. until

14. He usually travels to Philadelphia _______ train.

a. by

b. at

c. with

15. You frequently see this kind of violence ____ television.

a. with

b. in

c. on

16. I told Mom we'd be home ______ an hour or so.

a. to

b. in

c. at

54

17. I was visiting my best friend _____ the hospital.

a. of

b. at

c. in

18. The professor _______ South Africa amazed the American students with her stories.

a. from

b. of

c. in

19. I'll see you ____ home when I get there.

a. in

b. by

c. at

20. It's been snowing ________ Christmas morning.

a. since

b. for

c. until

55

Preposition Usage Example

on days of the week on Monday

In months / seasons

time of day

year

After a certain period of time (when?)

in August / in winter

in the morning

in 2006

in an hour

at for night

for weekend

a certain point of time (when?)

at night

at the weekend

at half past nine

since from a certain point of time (past till now) since 1980

for over a certain period of time (past till

now)

for 2 years

ago a certain time in the past 2 years ago

before earlier than a certain point of time before 2004

to telling the time ten to six (5:50)

past telling the time ten past six (6:10)

to / till / until marking the beginning and end of a

period of time

from Monday to/till Friday

till / until in the sense of how long something is

going to last

He is on holiday until Friday.

by in the sense of at the latest

up to a certain time

I will be back by 6 o’clock.

By 11 o'clock, I had read five

pages.

56

Learnig activities: A

Work in pairs and make dialogues using the prepositions.

Example:

A: Hi Dean, do you know at what time the tour starts?

B: Yes, it begins at 8.30.

A: Do you know when the museum opens?

B: Yes, it opens only in summer every evening.

A: Do you know when the festival in Managua is?

B: Yes, it is on Friday.

A: Do you know at what time this restaurant closes?

B: Yes, it coses at midnight.

A:________________________We usually leave the city _____12.30.

A: ____________________he leaves for New York.

B: ____, ________________________Friday.

A: __________________________the plane takes off.

B: ____, __________________________14.50.

A: _________________________________he returns?

B: ____, ___________________________March 24.

A: _____________________________?

B: We usually go on holiday_____the summer.

A: _______________________ he went to Italy?

B: ____, ____________________________February.

57

Learnig activities: B

Conversation: Read and practice the conversation.

A: Excuse me. What are the events for this weekend?

B: Well, on Saturday, there is an art exhibit in the city gallery in the morning. In the

afternoon, there is a talk and in the evening, there is a good rock concert. On Sunday,

there is a play.

Your Turn: Work with a partner and create your own conversation asking about an event

and the place. Use

Prepositions for times of the day and dates.

Telling the time in English.

Useful expressions to ask about time:

Excuse me, can you tell me the time, please? • What time is it?

• What’s the time?

• Can you tell me the time?

• Do you know the time?

What time is (the excursion)?

• When is (the tour)?

• What time are we leaving?

• What time are we arriving?

• Can you tell when (the concert) is?

• Can you tell me what time (the concert) is?

• Do you know when is the bus leaving?

It's half past...

It's quarter past...

It's ten to...

It's ten to...

It's quarter to...

It’s seven o'clock.

It’s at ten

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In English, we use "past" to say times after the hour until half past, or 30 minutes past the hour.

We use "to" to say times before the hour from 31 minutes until the full hour.

In English we use o'clock only at the full hour. Example: It's eight o'clock

We can also just say the numbers in

groups of two. Example: It's seven

twenty-five When speaking about the different times of the day we often use: in the morning, in the afternoon, in the evening

Be careful! In English we use at night NOT in the night

Telling Time: Say each time

It's... It's... 3.00 three o'clock three

3.03 three minutes past three three oh three

3.05 five past three three oh five

3.09 nine minutes past three three oh nine

3.10 ten past three three ten

3.15 a quarter past three three fifteen

3.20 twenty past three three twenty

3.21 twenty-one minutes past three three twenty-one

3.25 twenty-five past three three twenty-five

3.30 half past three three thirty

3.35 twenty-five to four three thirty-five

3.40 twenty to four three forty

3.45 a quarter to four three forty-five

3.50 ten to four three fifty

3.55 five to four three fifty-five

3.57 three minutes to four three fifty-seven

3.58 nearly four c'clock three fifty-eight

4.00 four o'clock four

59

Practice: A

A: Excuse me. Can you tell me the time, please? B: Yes, of course. It’s seven o’clock. A: Thank you. B: No problem. Practice: B A: What time is it? B: It’s half past three. A: Thanks. B: You’re welcome. A: Excuse me, what time do you serve lunch? B: We serve lunch from 11:30 to 2:45. A: Thank you very much. B: You’re welcome. Practice: C A: When is the tour to Leon? B: It’s on Friday. A: What time does the bus leave? B: At 7:00. Practice: D A: When is the tour to Leon? B: It’s on Friday. A: What time does the bus leave? B: At 7:00.

Learning activities: Work with a partner, ask about time for the different events or services, and give answers.

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Example:

A: Do you know at what time the party begins?

B: It is goint to begin at eleven fifty-nine.

1. It is going to begin at eleven fifty-nine. 2. It is goint to begin at one- oh- six. 3. It is going to begin half past twelve. 4. It is going to begin a quarter to three. 5. It is going to begin twenty past five. 6. It is going to begin three before ten. 7. It is going to begin at six o’clock. 8. It is going to begin eighteen after four. 9. It is going to begin a quarter past ten. 10. It is going to begin twenty before one. 11. It is going to begin two oh – nine. 12. It is going to begin eight thirty-eight. Drawing a basic tour itinerary including budget and rendered payment services.

Rooms booking process.

Book a hotel room for a large family or at the last minute, there are online tools you can

use to compare rates and shop around before booking the right room for you, your family

or your group. If you have never booked a hotel room before, you can do so easily and

quickly by following several simple steps.

Determine your budget. Before you look

for a hotel and make a reservation, you

want to ensure the hotel will meet your

budget and your needs. You should first

determine your budget, or

how much you can spend, when booking

a hotel room.

61

Think about your required

accommodations during your stay. Do

you require enough room for a family of

four, or do you just need enough room for

a small group? Consider how big you

would like the hotel room to be, including

how many beds you require and how

many bathrooms.

If you are traveling with your family, you

may need two queen beds and one large

bathroom.

If you are traveling solo, you may just need one queen bed and one decently sized

bathroom.

Identify your ideal location or area. Sometimes, location can trump budget or required

accommodations, especially if you are look for a location that is convenient.

Are you looking for a hotel that is close to

a work event or conference? Are you

looking for a hotel that is close to a

specific tourist attraction? You may

decide to stay in a location that is central

or downtown, which will allow you to

access different parts of the city easily.

Or, you may decide to choose a more

secluded location so you have some

privacy and can drive or walk to and from

the main areas of town.

Search for hotels online. The quickest way to look for hotels is online through a hotel

search engine. These search engines will allow you to specify your planned days of travel,

how many nights you require, your ideal location, and your required amenities, if any.

You can also specify how much you are

willing to spend on the hotel.

62

Once you enter this information into the

search engine, you will be presented with

several hotel options. You can order the

options from lowest to highest in terms of

price, or use the map option to look at

hotels

That are closer to a certain area or

location.

Keep in mind online search engines for hotels do not always show any extra surcharges or

fees for the room. Make sure you note any small print next to the stated price for the room

before you consider it.

Compare hotels using discounted search tools.

You can also use discounted search tools to

compare several hotel options at once. All you

need to do is specify your travel dates and your

price points. These online sites will then search

multiple databases for you and present several

hotel options that best match your needs and

that are discounted or offer cheaper rates.

Call the hotel to get a better rate and ask

questions such as:

Is there a restaurant or bar on site? Is breakfast

included in the nightly rate?

Do you offer non-smoking rooms?

Is the hotel near public transportation? Do you offer transportation like rental bikes?

How far is the hotel from a specific location or area, such as the beach, the convention

center, the city center?

Which side of the hotel has a better view or less noise?

Is the area around the hotel safe?

Are there facilities available for the disabled?

What is the hotel’s cancellation policy?

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Practice:

Work in pairs and make dialogs.

Customer:'Good morning. We'd like to check out, please.'

Receptionist:'Certainly. Could I have your room number, please?'

Customer:'510.'

Receptionist:'If I could have the card key, I'll get you your bill.'

1 minute later

Receptionist:'Here's your itemised bill. It includes the cost of the room and a list of all the

products and services that you have used during your stay in the hotel. '

Customer:'It looks fine.'

Receptionist:'So that's C$ 350.

How would you like to pay, cash or card?'

Customer:'By credit card. Here it is.'

Receptionist: Thank you.'

Receptionist:'If you could just sign your name at the bottom of this piece of paper.'

Customer:'Ok.'

Receptionist:'Thank you. Here's your credit card and your receipt that shows that you have

paid the bill.'

Customer:'Thank you. Could you call us a taxi for the airport, please?'

Receptionist:'To leave now?'

Customer:'Yes, please.'

2 minutes later

Receptionist:'It'll be here within 5 minutes, outside the entrance. I hope you enjoyed your

stay and have a good journey.'

Customer:'Thank you.'

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Put the right Word in the right place.

Receptionist: How__________help you madam?

Customer: ________ recommend any good restaurants. We'd like to eat Indian food

tonight.

Receptionist: There is___couple of excellent Indian restaurants in the centre of____city

near the cathedaral. The Palace and the Belly.

Customer: Can you show us _______ they are on ___ map?

Receptionist: If you look at______map, there____the Palace here and the Belly here.

Customer: Is it safe to walk around there_____night? Are there problems____the city

centre with thieves?

Receptionist: It is perfectly safe, but don't go____the park. Some people have been

mugged there.

Customer: How can we get to the centre______here? Can we walk or_____there a bus?

Receptionist: You can walk, but itis________40 minutes. Or you can________the number

52 bus from the bus stop ______________of the hotel

And that will take you to the centre. Get____at the bus stop at the railway station.

Customer: Is it a frequent service? Do buses regularly go to the city centre______here?

Receptionist: Yes, it runs every 15 minutes _______midnight. The next bus should arrive

outside the hotel at 7.22.

With? Of about down where is at

Can I into from about from off is in

take Can you a until in front this the

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Customer: Thank you so much.

Receptionist: Is there anything else I can help you ______?

Customer: Yes, there is. We need to buy a bottle ____water. Is there a corner shop near?

Or a supermarket where we can buy one?

Receptionist: There is a corner shop, which sells bottles of water just______the road.

When you leave the hotel, go right and it is ______150 metres down the road.

Customer: Thank you very much.

Receptionist: My pleasure.

Check in and Chek out process.

After a guest arrives at the hotel, the front desk agent should complete the guest

registration process. This is to make sure that the guest registration is completed as per

the hotel standard and also to collect important guest information’s.

Guest is also asked to sign on the printed registration card as a statutory requirement and

also to verify that the details provided on the registration card is accurate.

Procedures in place

for guest check-in

and check-out are

fundamental tools

for creating and

maintaining a

positive guest

experience. Check-

in procedures may

dictate, “All hotel

employees will

consistently smile

and sustain eye contact with guests, explain room amenities and offer refreshments if

there will be a wait for an available room.” Upon completion of the check-in process,

operating procedures may direct clerks at the front desk to immediately arrange for guest

services personnel to assist with baggage and escort guests to their rooms. Guest check-

out procedures might require that luggage assistance be made available from guests’

rooms to the front desk, that all details of hotel charges be fully explained and that guests

not have to wait longer than a specified period to complete check-out.

66

Practice:

Training Summary questions:

1. Why it is required to complete guest registration process upon guest check in?

2. What all details to be collected on registration card?

3. What all details to be collected from the passport?

4. Should the front desk agent sign on the regard?

5. What all details to be updated back on the guest profile?

6. What all details to be reconfirmed on registration card?

Learnig actitivities:

Work in pairs and role-play the situation.

Enquire the Last name / First name of the guest.

Ask for the reservation record and print registration card (if the same is not pre printed)

Present the Registration Card to guest for verifying / reconfirming preprinted details Like:

First Name, Last Name.

Arrival Date. Time.

Departure Date, Expected time of departure.

Room Rate.

Room Number.

Room Type.

Method of payment.

Billing instructions.

Meal Plan

Request for ID Proof for local guest and Passport and Visa details for foreigners.

Following details to be completed:

67

Salutation.

Designation.

Company Name.

Address Home / Business

City, Country

Postal Code

Telephone / Fax / Mobile numbers.

Email address.

Contact Number / Person in case of emergency.

Purpose of Visit.

Passport details:

Passport Number.

Nationality and country of residence.

Date of Birth / Anniversary Date.

Passport Issue date and Expiry Date

Place of Issue of Passport.

Visa Details:

Visa Number

Visa issue date and Expiry date.

Visa Place of issue.

Type of Visa.

Proposed duration of Stay in the country.

Arrived from.

Proceeding to.

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Explain to the guest regarding late checkout policy if any.

Request the guest to sign on the Registration Card.

Scan / Photocopy of Passport and Visa copy and attach to the registration card.

Front office assistant to also cross sign the registration card on the provided field.

Update the guest details collected on regard to the Profile of the guest.

File Registration card.

Tourist welcoming protocol.

Ladies and gentlemen, the driver has turned on the Fasten Seat Belt sign. If you haven’t

already done so, please stow your carry-on luggage underneath the seat in front of you or

in an overhead bin. Please take your seat and fasten your seat belt.

If you are seated next to an emergency exit, please read carefully the special instructions

card located by your seat. If you do not wish to perform the functions described in the

event of an emergency, please ask to the tourist guide to reseat you.

We remind you that this is a non-smoking bus. Smoking is prohibited on the entire vehicle,

including the lavatories.

If you have any questions about our today trip, please don’t hesitate to ask one of our crew

members.

Practice:

Work in pairs make dialogues.

Example:

Ladies and gentlemen, this is/my name is X and I’m your your tour guide for today. On

behalf of (Captain Z and) the entire crew, welcome aboard? Tour name? Non-stop service

from? To? (Then continuing on to???).

Our trip time will be of? Hours and? Minutes. We will be traveling through?. Feet/meters?

/kilometers per hour.

69


Giving information to the group at the end of a tour.

Example:

Please check around your seat for any personal belongings you may have brought on

board with you and please use caution when opening the overhead bins, as heavy articles

may have shifted around during the trip.

If you require special assistance, please remain in your seat until all other passengers

have got off. One of our crew members will then be pleased to assist you.

On behalf of? Tour operator and the entire crew, I’d like to thank you for joining us on this

trip and we are looking forward to seeing you on board again in the near future. Have a

nice day/evening/night/stay!”

Outdoor Activities Instructor

Outdoor Activities Instructors lead and supervise groups and individuals in the outdoors,

ensuring their safety and teaching skills and techniques relevant to the particular activity

being undertaken. They may work with novices or more experienced clients, and with

young people or adults, including groups with special needs.

70

Responsibilities

Leading/instructing individuals or groups on a particular activity (e.g. hillwalking, mountain

biking, caving).

Briefing participants about safety and logistics.

Designing outdoor activity programmes and products for different groups.

Designing learning resources for groups.

Delivering training sessions or lessons in the outdoors and/or in a classroom environment.

Driving groups and equipment to the activity site (often involving a minibus and trailer).

Carrying out and updating risk assessments.

Recording accidents/incidents and writing incident reports.

Cleaning, maintaining and preparing equipment (e.g. climbing ropes, canoes).

Assisting with catering and housekeeping duties.

Liaising with other outdoor users and organisations regarding local environ-mental

conditions and site-specific issues (e.g. safety issues caused by rockfall).

Practice:

List up all the new vocabulary.

Example:

outdoor

71


Scavenger hunts.

Working in-group, make role

Play.In a scavenger hunt, par-ticipants look for a se-ries of items on a list, usually provided

by the instructor.Scavenger hunts are great for an outdoors activitie when all the

Integrants are studying English. But they can be used in a country where English isn’t the

main language spoken. Here’s how to organize a scavenger hunt. Divide the group into

teams.

Give each team the list of things they must “hunt” for.

Tell the members group to go and find the things on the list.

Every time they see something, they put a tick next to the word. Set a time limit.

Have students report back what they have found, in English.

Here are some sample lists of things that the group could look for. Adapt to suit the

environment you are in.

Different kinds of buildings: find a building of more than 5 storeys (and one of less than

three), a place of worship, a square, a monument, a shelter, a lawyer’s office, a doctor’s

office, a library, a bookshop…

Colours: find a green door, a red car, a white bird…

In a shopping centre: find English words on different labels or brands. Write the English

word down and the item it was on (in English)

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Unknown words: bring a bilingual dictionary and find names for things in English that you

didn’t know before – record the new word with the translation into your own language.

People: find a young couple, a mother and child, a tourist, a police officer, a bus driver etc.

Write a short description of each person (tall, short, clothes…)

Variation:

If your students have digital cameras or camera phones, they could bring these to the

scavenger hunt. They can use these to take photos and provide proof of their findings.

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Self-evaluation:

Using the time description, needed prepositions, nouns and pronouns, describe the

activities for one day adventure tour, providing informatión about: the places to

visit, local events, what is included, outdoor activieties to perform, extra activities,

existing regulations and others special considerations.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______

Using all the grammar rules learned, describe step by step a Check in and Chek out

process.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________________

74

Unidad: III INFORMACIÓN TURÍSTICA Y PATRIMONIAL

Phrasal Verbs

A phrasal verb is a combination of a verb and preposition, a verb and an adverb, or a verb

with both an adverb and a preposition.

A phrasal verb has a meaning, which is different from the original verb. That's what makes

them fun, but confusing. You may need to try to guess the meaning from the context, or,

failing that, look it up in a dictionary.

The adverb or preposition that follows the verb are sometimes called a particle. The

particle changes the meaning of the phrasal verb in idiomatic ways.

They are also known as ‘compound verbs’, ‘verb-adverb combinations’, ‘verb-particle

constructions", “two-part words/verbs’ and ‘three-part words/verbs’ (depending on the

number of words).

Examples

To get together.

To put off.

To get out.

To get over

Switch off.

Switch on.

75

Practice:

Put the correct form of the phrasal verb into the blank. Use the words from the box only

once.

fall for - figure out - give in - go along with - look for - pay for - pull through - put on - run into - show up - take off - talk down

1.-I looked for my keys everywhere but I couldn’t where I put them.

2.- you at the party but I couldn’t see you.

3. - Although he tried to eat less he some weight during the holidays.

4.-I Karen and her new boyfriend when I went shopping.

5.-Over a hundred people for the news conference

6.-Our plane an hour late because of the fog.

7.-My son drove me crazy about buying a new bike, so finally I .

8.-Erich is very sick at the moment but I am sure he’ll.

9.-She shouldn’t him like that. You’re not his boss.

10.-I understand you opinion but I have to Linda on this question.

11.-John told me that he didn’t steal but I didn’t his lies.

12.-Can I the drinks with a credit card?

76


Complete the sentences with the missing words.

Please, turn the light ___ before leaving.

Out off over

The alarm went ___ at 6, but I didn´t hear it.

Away off out

I cooked, so why don´t you wash ___ the dishes?

Over off up

Fortunately, the firefighters were able to put _____ the fire.

Out off away

The police _______(investigate) the robbery of a famous painting.

Are finding in-are looking into-are finding out

Are looking on

Possessives adjectives.

I me

You you

He him

She her

It it

We us

They them

77

Practice: A

Where is (I) ______book?

Here is (we) ______teacher.

She goes to school with (she) ______brother.

(They)______father works in a car factory.

(You)_______laptop is very expensive.

(He)______favorite hobby is tennis.

(I)______husband and I want to go to Paris.

We want to see (it) ______historical monuments.

Leila likes (she) ______ dog!

(It)_______name is Bobby.

Possessives pronouns.

I me my

You you your

He him his

She her her

It it its

We us our

They them their

Demonstrative Pronouns

A demonstrative pronoun is a pronoun that is used to point to something specific within a

sentence. These pronouns can indicate items in space or time, and they can be either

singular or plural.

When used to represent a thing or things, demonstrative pronouns can be either near or

far in distance or time:

Near in time or distance: this, these

Far in time or distance: that, those

78

Practice: B

Choose the best answer to complete each sentence.

1.-____________was such an interesting experience.

That-These-Those-Such

2.-Are _______your shoes?

That-Them-Those-This

3.-You’ll have to get your own pen. ________is mine.

That-Those-Such-This

4.-There is no end to ___________.

Such-Those-This-None

5.-Because of their bad behavior, ____________ of the

6.-Children were given allowances.

None-That-Those-Them

Those-Neither-Such-This


Having fun work in pairs and make dialogues.

Example:

1.-This was my mother’s ring.

2.-That looks like the car I used to drive.

3.-These are nice shoes, but they look uncomfortable.

4.-Those look like riper than the apples on my tree.

5.-Such was her command over the English language.

6.-None of these answers are correct.

7.-Neither of the horses can be ridden.

79

Giving information about local history.

Nicaragua derives its name from that of the Amerindian chief Nicarao who once ruled the

region. The first European contact came with Columbus in 1502. At that time, the northern

part of the country was inhabited by the Sumo Amerindians, the eastern region by the

Miskitos, and the region around Lakes Nicaragua and Managua by agricultural tribes.

The first Spanish settlements in Nicaragua were founded by the conquistador Gil González

de Ávila in 1522. The cities of Granada and León were founded in 1524 by Francisco

Hernández de Córdoba. During the next 300 years—most of the colonial period—

Nicaragua was ruled as part of the captaincy-general of Guatemala. The independence of

the five provinces of Central America, including Nicaragua, was proclaimed on 15

September 1821. After a brief period under the Mexican empire of Augustín de Iturbide

(1822–23), Nicaragua joined the United Provinces of Central America. Nicaragua declared

its independence from the United Provinces on 30 April 1838, and a new constitution was

adopted.

Nicaragua did not immediately consolidate as a nation. The Spanish had never entirely

subdued Nicaragua, and the Mosquito Coast at the time of independence was an

Amerindian and British enclave, especially around the Bluefields area. Britain occupied the

Mosquito Coast during the 1820s and 1830s, and maintained a significant presence

thereafter. Beyond that, Nicaragua was torn apart by a bitter struggle between liberals,

based in León, and conservatives, based in Granada.

Yet another factor impeding Nicaragua's development was constant foreign intervention

focusing on the trade route through the country. Commodore Cornelius Vanderbilt

competed with the British for control of the transisthmian traffic, a rivalry settled by the

Clayton-Bulwer Treaty of 1850. In 1853, liberals led by Máximo Jérez and Francisco

Castellón revolted and invited the US military adventurer William Walker to help their

rebellion. Walker invaded Nicaragua in 1855, capturing Granada and suppressing Jérez,

and had himself elected president in 1856. He lasted only one year, and was captured and

executed in Honduras in 1860. Conservatives seized control in 1863 and ruled until 1893.

The 30-year conservative reign brought increases in coffee and banana production.

Liberals successfully revolted in 1893, making José Santos Zelaya dictator for 16 years. In

this time, he incorporated most of the Mosquito territory into Nicaragua, developed

railroads and lake transportation, enlarged the coffee plantations, and stirred up revolts

among his Central American neighbors. In 1901, by the Hay-Pauncefote Treaty, Great

Britain gave the United States the undisputed right to build a Central American canal.

80

After Zelaya was deposed in a conservative revolt in 1909, US influence on, Nicaragua

grew steadily until 1933, often at the behest of Conservative requests for help.

The United States placed an American agent in the customhouse in 1911, and US banks

extended considerable credit to the bankrupt treasury. US marines and warships arrived in

1912 to support President Adolfo Díaz. US forces remained active in Nicaraguan politics

and administered the country directly or through handpicked rulers until August 1925.

During this period, the Bryan-Chamorro Treaty of 1914 allowed the United States to build a

canal across Nicaragua. After the marines withdrew, the liberals revolted against the US-

backed conservative government of Diego Manuel

Chamorro and established a government on the Mosquito

Coast. The marines returned in 1926 to reimpose Díaz

and supervised the electoral victor of the liberal José

María Moncada, with whom the conservatives had made

peace, in 1928. However, the guerrilla hero General

Augusto César Sandino had begun organizing resistance

to the marine occupation force in 1927, and fought the US

troops to a standstill. With the inauguration of US

president Franklin D. Roosevelt's "good neighbor" policy

in 1933, the marines were pulled out for the last time. But

the marines left a legacy, having built the Nicaraguan National Guard, headed by

Anastasio ("Tacho") Somoza García.

In 1934, the liberal Juan B. Sacasa was elected to office. In the same year, however,

officers of the National Guard shot Sandino, leaving them unchallenged in Nicaragua, and

paving the way for Somoza's overthrow of Sacasa three years later. The Somoza family

would rule Nicaragua directly or indirectly for the next 42 years. Somoza made

constitutional changes as necessary to prolong his term until he retired in 1947. He

returned in 1950, and was assassinated in 1956. Tacho's son, Luis Somoza Debayle, had

been president of congress, and immediately became president under the constitution.

The next year, he was elected by a rather suspicious 89% of the vote. Though a law was

passed in 1962 that prohibited relatives within four generations from immediately

succeeding Luis Somoza as president, his younger brother Anastasio Somoza Debayle

would become president in 1967 (after the brief presidencies of René Schick Gutiérrez and

Lorenzo Guerrero of the National Liberation Party). Though Anastasio's term in office was

due to end in May 1972, he had worked out an agreement by March 1971 that allowed him

to stand for reelection in 1974, ruling in the interim with a three-man coalition government.

Anastasio and his triumvirate drew up a new constitution, signed by the triumvirate and the

cabinet on 3 April 1971. Then, after declaring nine opposition parties illegal, Somoza easily

won.

81

While Somoza consolidated his hold on Nicaragua, the Sandinista National Liberation

Front (Frente Sandinista de Liberación Nacional—FSLN) began to agitate against his rule.

At first, the group was small and confined to the foothill and mountain regions of

Nicaragua. But domestic opposition to Somoza mounted, driven by the family's

monopolistic and corrupt economic practices. One powerful example of the corruption was

the disappearance of half the US relief aid extended to Nicaragua after a devastating 1972

earthquake. Most of the rebuilding of Managua was done by Somoza-controlled firms on

Somoza's land. Throughout the 1970s, Somoza's opposition grew and US support began

to dissipate.

Practice:

Complete the missing information with the words in the cage below.

(one-third)- highest at- the Caribbean- extending from

volcanoes rising- into Lake Nicaragua- Caribbean coast

waterways are- mountain ranges- the Caribbean- Mosquitia

The Caribbean coast, kno Mosquitia known as the Mosquito (or Miskito) Coast

or__________, consists of low, flat, wet, tropical forest, extending into pine savannas 80–

160 km (50–100 mi) inland. The coastal lowland rises to a plateau covering about

__________of the total area. This plateau is broken by

______________________extending east-ward from the main cordillera to within 64–80

km (40–50 mi) of the_____________. The mountainous central area forms a triangular

wedge pointed southeast, rising at its _____________2,000 m (6,600 ft).

The plains and lake region, in a long, narrow structural depression running northwest to

southeast along the isthmus, contains a belt of ______________to 1,500 m (5,000 ft) and

__________________the Gulf of Fonseca to Lake Nicaragua. In this region is located

Lake Managua, at 41 m (136 ft) above sea level, which drains through the Tipitapa

Channel______________, at 32 m (106 ft) above sea level, which, in turn, drains through

the San Juan River eastward into______________. Lake Nicaragua is about 160 km (100

mi) long and 65 km (40 mi) wide at the widest point, while Lake Managua is 52 km (33 mi)

long by 25 km (16 mi) wide.

The principal______________the Coco (or Segovia) River, navigable up to 240 km (150

mi) inland from the eastern Mosquito Coast, and the San Juan, navigable to within a few

miles of____________, where a series of rapids halts transportation.

82


With your classmates, make a drama to simulate a situation in which you are giving

information to a group about local history.

Example:

Nicaragua is located at the heart of central america, the national flag consists of a white

horizontal stripe between two stripes of cobalt blue, with the national coat of arms centered

in the white

band.___________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________

Giving information about Nicaragua´s cultural heritage.

Practice:

Read the lecture about León to your classmates.

Ruins of León Viejo.

The Ruins of León Viejo are located near the town of Puerto Momotombo opposite the

volcano of the same name, at the western end of Lake Managua, itself located 68 km from

the capital of Managua. The archaeological site includes all vestiges unearthed to date

and the surrounding area.

The Ruins of León Viejo are an exceptional testimony of the first European settlements in

the New World. Founded in 1524 by Francisco Hernández de Córdoba, during its short

history, the city has undergone a series of natural disasters. Partially destroyed by the

Momotombo volcano that irrupted in 1578, the earthquake of 1610 struck the final blow by

destroying what remained standing. The decision was taken to move the city and to rebuild

it six leagues away. The gradual burial of the city due to natural disasters has preserved

the vestiges unaltered and in the same environment, without having undergone any

change.

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The ruins extend over 31.87 ha. To date, 17 colonial structures have been discovered,

among which stand out for their social importance: the Cathedral of Santa María de la

Gracia, the La Merced church and convent, the Casa de la Fundición (The Foundry) as

well as other buildings for housing and civil and military installations. These structures all

have a relatively simple shape and are built of tapial.

As León Viejo did not develop, the ruins are a remarkable testimony to the economic and

social structures of the Spanish Empire in the 16th century. The site preserves the original

layout of the first cities founded by the Spaniards in the New World before the Laws of the

Indies. It also testifies to experiments carried out on materials to find those that would be

used in future colonial buildings erected in the Americas.

León Cathedral

Built between 1747 and the early 19th century to the design of Guatemalan architect Diego

José de Porres Esquivel, the monument expresses the transition from Baroque to

Neoclassical architecture and its style can be considered to be eclectic. The Cathedral is

characterized by the sobriety of its interior decoration and the abundance of natural light.

The vault of the Sanctuary, however, presents rich ornamentation. The Cathedral houses

important works of art including a wooden Flemish altarpiece, and paintings of the 14

stations of the Way of the Cross-by Nicaraguan artist Antonio Sarria (late 19th and early

20th centuries).


Fill the gaps with the missing words given below.

by - move to - built on – Subtiava - architecture

Momotombo volcano - of León - Colonial architecture After - inhabitants - placed on the - upon to

Away - to an - of the – from – two - became the – population of - the 1979 – 1747 – largest - displays

The first city __________in Nicaragua was established in 1524___Francisco Hernandez

de Cordoba about 20 miles east of the present site. __________the 1610 eruption of the

Momotombo volcano, located only a couple miles,______ caused extensive damage,

the________of this old León decided to____ __ another location to prevent the loss of life

and property again___ ___ eruption. That earthquake and subsequent eruptions from the

________ _______ destroyed every single building. The "New León" was____ ___ a

different site and incorporates massive __________that represents the religious art___

______ 17th century. This new site had been a Native American town named__________.

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The ruins of the abandoned city were excavated in 1960 and ________ ___ ___ UNESCO

World Heritage list in the year 2000.

León has fine examples of Spanish_________ ________, including the grand Cathedral of

the Assumption, built ______1706 to 1740, with ____towers added in 1746 and 1779.

When Nicaragua withdrew from the United Provinces of Central America in 1839,

León______ ________capital of the new nation of Nicaragua. For some years, the capital

shifted back and forth between León and Granada, Nicaragua, with Liberal regimes

preferring León and Conservative ones Granada, until as a compromise Managua was

agreed ______ ______ be the permanent capital in 1858.

In 1950, the city of León had a _________ ___ 31,000 people. The building of El museo

de tradiciones y leyendas was once the infamous XXI jail before ___ ________revolution.

There are also several political murals around the city.

Construction of the colossal Metropolitan Cathedral began in ______ and lasted over 100

years. It is the ________ cathedral in Central America and _________ outstanding works

of art in its interior.

Giving information about some exciting tourist places in Nicaragua.

Ometepe Island

Ometepe, an island composed of two volcanoes, emerges from the the Cocibolca, the

great Lake of Nicaragua. Joined by a thin, flat isthmus the two volcanoes shape the island

like an hour glass.

Over the northern half of Ometepe looms the Concepción, a majestic and perfectly cone-

shaped active volcanoe, while the southern half is dominated by the extinct volcano

Maderas which is swathed in a cloud forest and has a mist-shrouded lagoon in its crater.

Past Indian inhabitants regarded it as their promised land and a sacred island. Chorotega,

Nahuatl and Mayans left a multitude of pre-Columbian artefacts spread all over the island.

Due to the many petroglyphs and stone idols carved into basalt boulders Ometepe is

considered one of the great rock art areas of the world.

Cerro Negro Sand boarding

Cerro Negro is located near the city of Leon and is reached within a 50-minute drive.

The 726-meter high volcano is still active! Don't worry though, it hasn't erupted since 1999

and they monitor its activity regularly.

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Our 4-wheel drive car will pick you up at your accommodation or a central pick up point

and will take you to the volcano.

Alberto Gutierrez the Hermit Estelí

Alberto is something of a local character and has been carving figures and images into the

rocks around his house for nearly 30 years. While he’s no hidden secret (I wish I could say

I was the first to visit with this amazing man), since he is hard to get to, not many people

actually endeavor to visit him.


Make an excursión simulation to these places.

Begin like that. . . . . .Ladies and gentlemen welcome to our today tour. . . . . My name is. .

. . . . . . . .

I will be your tourist. . . . . . . . . . . . . . . . .

Our today tour is about. . . . . . . . . . . . . . . .

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Itineraries.

A tourist route that includes visits to various historical sites, places of cultural interest, or

natural attractions—an itinerary undertaken for cultural, educational, health, or sports

purposes. Tour itineraries may be worked out by tourist guides, travel agencies and

organizations or by the tourists themselves.

In terms of their directional orientation, the various types of itineraries include linear,

circular, and radial ones. Itineraries are also distinguished in terms of mode of travel—for

example, walking, cycling, automotive means, or water transport; in terms of time of tour

operation—year-round, seasonal, or one-time itineraries; and in terms of the different

arrangements that may be involved for group and individual itineraries.

Practice:

List up all the new bocabulary.

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Example

:

Learnig activities:

Try to formulate a tour, wiht it´s activities.

Using single word prepositions, multi-word prepositions definite and indefinite articles,

formulate one and a half day tour to Juigalpa, specifying time and place of departure,

places to visit, means of transportation, extra activities, places to eat and sleep and special

recomendations.

DAY ONE

06:00 __________________________________________________

07:00 __________________________________________________

08:00 __________________________________________________

09:00 __________________________________________________

10:00 __________________________________________________

11:00 __________________________________________________

12:00 __________________________________________________

13:00 __________________________________________________

14:00 __________________________________________________

15:00 __________________________________________________

16:00 __________________________________________________

17:00 __________________________________________________

18:00 __________________________________________________

Undertake Seasonal

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19:00 __________________________________________________

20:00 __________________________________________________

21:00 __________________________________________________

: __________________________________________________

: __________________________________________________

DAY TWO

06:00 __________________________________________________

07:00 __________________________________________________

08:00 __________________________________________________

09:00 __________________________________________________

10:00 __________________________________________________

11:00 __________________________________________________

12:00 __________________________________________________

13:00 __________________________________________________

14:00 __________________________________________________

15:00 __________________________________________________

16:00 __________________________________________________

17:00 __________________________________________________

18:00 __________________________________________________

19:00 __________________________________________________

20:00 __________________________________________________

21:00 __________________________________________________

: __________________________________________________

: __________________________________________________

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Giving suggestions.

Using “to be verb” and modal verbs, make some suggestions, considerations about some

members of the group of tourist, and let them know the rules to be follow diuring a

cultural tour.

Practice:

If you want to get a better feeling for how the city is laid out, you______walk downtown

and explore the waterfront.

Hiking the trail to the peak______be dangerous if you are not well prepared for dramatic

weather changes.

You______research the route a little more before you attempt the ascent.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________


Harold's flight from Amsterdam to Managua took more than 12 hours.

He _______be exhausted after such a long flight. He_______ prefer to stay in tonight and

get some rest.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________________

Nicaraguan regulations concerning to the natural and cultural heritage.

Noting that the cultural heritage and the natural heritage are increasingly threatened with

destruction not only by the traditional causes of decay, but also by changing social and

economic conditions which aggravate the situation with even more formidable phenomena

of damage or destruction,

Considering that deterioration or disappearance of any item of the cultural or natural

heritage constitutes a harmful impoverishment of the heritage of all the nations of the

world.

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Considering that protection of this heritage at the national level often remains incomplete

because of the scale of the resources which it requires and of the insufficient economic,

scientific, and technological resources of the country where the property to be protected is

situated.

Considering that the existing international conventions, recommendations and resolutions

concerning cultural and natural property demonstrate the importance, for all the peoples of

the world, of safeguarding this unique and irreplaceable property, to whatever people it

may belong.

Considering that parts of the cultural or natural heritage are of outstanding interest and

therefore need to be preserved as part of the world heritage of mankind as a whole.

Considering that, in view of the magnitude and gravity of the new dangers threatening

them, it is incumbent on the community as a whole to participate in the protection of the

cultural and natural heritage of outstanding universal value, by the granting of collective

assistance which, although not taking the place of action by the State concerned, will

serve as an efficient complement.

Considering that it is essential for this purpose to adopt new provisions in the form of a

convention establishing an effective system of collective protection of the cultural and

natural heritage of outstanding universal value, organized on a permanent basis and in

accordance with modern scientific methods.

For all that reasons, Nicaragua have decided, to adopt international conventions about.


Explain to your partners the importance of respecting the regulations concerning to

the natural and cultural heritage.

Example:

Our natural and cultural heritage is the most important resource. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing and answering e-mails

How many of your emails are asking

somebody to do something? And do you

spend too much time thinking about

exactly what to write and how to structure

your email? Then read on and learn how

to save time while writing clear emails.

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So many of the emails we write are for a handful of simple reasons, and by relying on a

model you can avoid wasting time thinking how to start, what to write and how to structure

your email. A classic example of a common email is writing to somebody because we

want them to do something for us. In this situation, the RAP model is great.

RAP stands for:

Reference – Introduce why you are writing.

Action – Tell them what you need them to do.

Polite close – Thank them and say goodbye.

Here’s a simple example

Dear Mr. Breuer,

I am writing to you about our meeting on Thursday. (Reference). Please could you send

me the latest version of the agenda before the end of the day? (Action)

Thanks in advance for your help. (Polite Close)

Best regards

Scott

And if you want to ask somebody to do something, explaining the reason why always

makes the email even more effective.

Dear Mr. Breuer

I am writing to you about our meeting on Thursday. (Reference). Please could you send

me the latest version of the agenda before the end of the day? This will help us to make

sure everything is prepared in advance(Action)

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Thanks in advance for your help. (Polite Close)

Best regards

Scott

10 helpful phrases to get you started with your first RAP email

Reference

With reference to…

Referring to…

I am writing to…

I am writing in response to…

In response to your inquiry…

Polite Close

Thank you for your assistance.

Thank you in advance for your help.

I look forward to hearing from you soon.

Please let me know if you have any questions.

Please feel free to contact me if you need any further information.


Write e-mails to give answer to these questions that a tourist have sended.

Do I have to pay up front?

What forms of payment do you accept?

Why are deposits non-refundable?

What if I need to change or cancel my booking?

Should I purchase a travel protection plan, and how much does it cost?

Can I bring my children?

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How many people will I be traveling with?

How are seats assigned on my flights? Can I request specific seats ahead of time?

Will I earn frequent flyer miles?

Can I use frequent flyer miles to upgrade to business class?

How much baggage can I take?

What should I pack?

Can I take my cell phone?

I've not traveled much. Can you give me any advice on the destination and traveling

abroad?

Self-evaluation:

Complete the sentences with de right verbs.

Jane and I want to____________up smoking.

Could you____________me up at 6 o'clock?

We must____________up or we will miss the bus.

Can you____________me up at the station?

In many countries, the pupils have to___________up when the teacher enters the

classroom.

I usually have to____________up at half past six.

I must___________up my room today.

Complete the sentences with the right verbs.

Please__________on your coat, it's cold outside.

Do you mind if I___________on the telly? I want to watch the news.

Excuse me. Where can I__________on the shirt?

Can I__________on reading now?

If you don't__________on the train now, it will leave without you.

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Complete the sentences with the second part of Phrasal Verbs.

I love this song! Do you mind if I turn_____the volume?

Turn______the telly and go to bed.

Turn_____the oven, I want to bake a pizza.

Turn the page____. The information you are looking for is on the other side.

Turn____. Is that Bob over there?

Please turn____the music, I am speaking on the phone.

Replace the personal pronouns by possessive adjectives

Where is (I) ____book?

Here is (we) ____teacher.

She goes to school with (she) ____brother.

(They)____father works in a car factory.

(You)____laptop is very expensive.

(He)____favorite hobby is tennis.

(I)____husband and I want to go to Paris.

We want to see (it) ____historical monuments.

Leila likes (she) ____dog!

(It)____name is Bobby.

Choose the best answer to complete each sentence.

____________ was such an interesting experience.

That-These-Those-Such

Are ___________ your shoes?

That-Them-Those-This

You’ll have to get your own pen. ______________ is mine.

That-Those-Such-This

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There is no end to ___________.

Such-Those-This-None

Because of their bad behavior, ____________ of the children were given allowances.

None-That-Those-Them

____________ of them had seen it before.

Those-Neither-Such-This

Is ____________ yours?

This-Those-These-Such

Everyone ate early. When we arrived, ____________ was left.-That-Such-None-Neither

Please give me one of ____________.

That-Those-This-Such

____________ are nice-looking.

This-That-These-Such

Markus Phillips have sended an e-mail last week, he is coming to visit Nicaragua in July.

He have never been out of UK. Using possesive adjectives, possesive and demonstrative

pronouns, Give him informations of what could you show him about local history ad give

him suggestion for his trip to Nicaragua.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

__________________________________________________________________

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Glosario.

Itinerary: A detailed plan for a journey, especially a list of places to visit.

Extra Activities: Additional services not included in the original package.

All-inclusive: Touristic packages that are sold for one price and includes charges and fees

that are often added separately.

First-aid kit: A box containing equipment needed to give immediate medical help in an

emergency.

Para saber más

www.englishclub.com

www.fluentu.com

www.unesco.org

Bibliografía

Understanding and using English gramar

Betty Shrampfer Azar

Essential English Grammar

Raymond Murphy

English Grammar and composition

Wren and Martin

Interpretación ambiental

Sam H Ham

Recepción y Atención al Cliente

Socorro López García

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La Gestión del Marketing en el Turismo Rural

Lucía Mediano

Gestión Economic-Administrativa en Agencias de Viajes

Pascual Laza Muñoz-Leticia Hernándis Bernal

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