LEVEL 2 DIPLOMA IN ENGLISH COMMUNICATION SKILLS FOR TOURISM AND HOSPITALITY QUALIFICATION SPECIFICATION

Transcription

1 LEVEL 2 DIPLOMA IN ENGLISH COMMUNICATION SKILLS FOR TOURISM AND HOSPITALITY QUALIFICATION SPECIFICATION MARCH 2017

2 CONTENTS Introduction... Aims of the qualifications... Entry requirements... Qualification structure (rules of combination)... Assessment... Grading criteria... Units of assessment... Essentials of Human Resources and Business Computing in Tourism and Hospitality... Essentials of Marketing and Customer Relationships in Tourism and Hospitality... Tourism and Hospitality Industry... Essentials of Tourism and Hospitality Operations... Appendix A - Specimen assessment methods...

3 INTRODUCTION The purpose of this document is to explain the aims, structure, and content of the Level 2 Diploma in English Communication Skills for Tourism and Hospitality. This document includes the learning outcomes, assessment criteria and indicative content for each unit. In this document, there is guidance relating to learning, teaching and assessment strategies for these qualifications and an explanation of the assessment quality assurance processes. Aims of the qualification The aims are to provide a qualification that: Enables students to learn English Communication contextualised for the hospitality and tourism sector Aids academic progression Enable students to gain credit towards higher education Enables students to develop higher level academic skills that can be applied in a vocational context Entry requirements The entry requirements below are intended for guidance only as applicants may apply with a wide variety of backgrounds and qualifications. CTH accredited centres will assess all applicants to ensure they are able to meet the demands of the course. Applicant profile CTH students and Associate Members Applicants from other regulated awarding organisations Recommended entry requirements CTH or other regulated vocational qualification at a level appropriate for the level of the qualification applied for (i.e. Level 2) and Minimum IELTS 3.5 or other evidence of competence in English at this level Other students Completed full time secondary or high and school education up to age 16 No requirement for work experience in the hospitality and/or tourism industry Minimum IELTS 3.5 or other evidence of competence in English at this level

4 Qualification structure (rules of combination) The qualification is at Level 2 and designed to be 117 credits. The qualification conforms to the relevant level descriptors as developed by Ofqual. One credit represents ten hours of study at any specified level, therefore, this Diploma normally requires programmes of study that have been designed to include a minimum of 450 learning hours. This figure includes but is not limited to formal classes, self-study, revision and assessment. However, students completing this qualification should also be able to demonstrate their ability as independent students. The credit values and unit structures for the qualification are set out in the following table. The qualification structure is below, please note all units are mandatory. Level 2 Diploma in English Communication Skills for Tourism and Hospitality Candidates must achieve: all 9 mandatory units, providing 117 credits I.e. a total of 117 credits Min credit (Mandatory units): 117 Max credit (Mandatory units): 117 Min GLH for qualification: 450 Max GLH for qualification: 450 Mandatory units Unit no. Unit title L CV GLH Assessment Method EWR English for Working in a Restaurant EWHT English for Working in Hotels and Tourism TE Travel English EEICTH English for Effective Interviews and Careers in Tourism and Hospitality ETG English for Tour Guides Assignment 70% And CRETH Customer Relations English for Tourism and Hospitality Presentation 30% EHLTA English for Hotels, Locations and Travel Agents To cover all 9 units EAS English for Accommodation and Staffing EA English for Aviation Total

5 ASSESSMENT Given the broad and highly varied nature of the tourism and hospitality business, assessment of knowledge purely by examination is not generally felt to be an appropriate assessment method. Students need to demonstrate their higher-level skills and qualities specified in the learning outcomes within a heterogeneous vocational context where investigative assignments and presentations are more appropriate. Assessment of students' work will be centre-based and measured against the specified learning outcomes and assessment criteria of each unit. Mark schemes are provided for each unit and grading criteria are provided below to assist assessors in allocating marks. Grading Criteria Individual units can be graded either as fail, pass, merit or distinction. However, the qualification is not subject to grading. The qualification is either achieved or not achieved. In terms of certification, this means that students will receive a transcript of their results showing the grades for each unit successfully completed, plus the Diploma that recognises their level of achievement. Note that the Diploma does not allocate a grade. The following table explains the generic grading criteria that should be used by centres in conjunction with the unit mark sheets to assess all students' work.

6 GRADING CRITERIA Level Failure criteria Pass criteria Merit criteria Distinction criteria Level 2 Students who fail: To achieve a pass, students must: To achieve a merit grade (60% to 79%) students must: To achieve a distinction grade (80%+) students must: do not meet the requirements of the assessment criteria and learning outcomes of the unit meet the requirements of the assessment criteria and learning outcomes meet the requirements of the assessment criteria and learning outcomes identify the key issues in the area of study interpret information and ideas in a rational way substantiate judgments and support views with examples address problems logically produce work that is well presented, clear and well structured. meet the requirements of the assessment criteria and learning outcomes synthesize information and ideas from different sources apply ideas and conclusions validly in different contexts identify strengths, weaknesses and illogicalities in situations, ideas and theories demonstrate in depth understanding and knowledge of relevant issues in the area of study use relevant and valid research and investigative techniques to solve problems make well argued conclusions or recommendations present work that is neat, clear, wellstructured and coherent.

7 UNITS OF ASSESSMENT

8 Title Unit purpose and aim(s) CTH ref English for working in a restaurant This unit aims to teach students the essential English vocabulary and grammar to enable them to understand the work of a restaurant, how to make restaurant reservations, how to welcome guests, take orders and deal with bills in a restaurant and to understand food and drinks service in a restaurant EWR Level 1 Credit value 13 GLH 50 Learning outcomes When awarded credit for this unit, a learner will: 1. Understand the work of a restaurant Assessment criteria Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Greet and introduce themselves in a restaurant context 1.2. Ask for customers names 1.3. Describe a restaurant, its kitchen and its cuisine 1.4. Write a job application for work in a restaurant Indicative content Discuss staff manners and behaviour at restaurants Language and tone used in greetings and introductions Things to consider when asking and giving personal information Address customers with appropriate titles, learn names of countries and nationalities Practise pronunciation focusing on syllables and word stress Discuss types of restaurant, cuisine and vocabulary used in a restaurant Describe layout of a restaurant and kitchen Use prepositions of place in the context of a restaurant (on, in, next to, under etc.) Discuss skills needed to work in a restaurant Create a CV/résumé using correct layout, structure and language (action verbs) Write a cover letter using correct layout and structure (opening, body, closing) Explore formal language in cover letters

9 2. Know how to make restaurant reservations 2.1. Describe how to deal with customers enquiries 2.2. Explain how to give accurate information about and directions to a restaurant 2.3. Describe how to accept restaurant reservations Discuss customers needs and expectations, types of enquiry and how to deal with them Use Wh question words when dealing with customer enquiries (what, when, who, why, how etc.) Discuss knowledge about the restaurant and its surrounding areas Give directions to a restaurant using imperatives and prepositions (go out of, walk towards, go along etc.) Discuss process of making a reservation Describe seating arrangement in a restaurant Have knowledge of opening/closing times of a restaurant, popular days, months and seasons Use prepositions of time and place to make reservations (in, at, on, to, from etc.) 3. Understand how to welcome guests, take orders and deal with bills in a restaurant 3.1. Explain how to welcome guests 3.2. Explain how to present menus in line with agreed service standards 3.3. Recommend dishes in line with agreed service standards 3.4. Describe desserts to customers 3.5. Explain how to calculate and explain a bill to a customer 3.6. Explain how to deal with complaints Discuss how to receive guests and make arrangements Use polite forms of greetings (past and present forms of modals, past simple) Discuss process of presenting menus and taking orders Use language to express preferences (would like/prefer/rather) Understand reasons for recommending dishes Use language of recommendation (modals and a range of phrases) Describe different varieties of dessert Discuss the importance of presenting desserts Use countable and uncountable nouns in describing desserts Discuss the process of paying a bill Use words and phrases when calculating and explaining the bill Discuss do s and don ts of dealing with customer complaints Language of apologising and polite intonation

10 4. Understand food and drinks service in a restaurant 4.1. Describe a range of drinks 4.2. Explain how to take drinks orders 4.3. Explain the recipes of a range of cocktails 4.4. Explain how to make a range of cocktails 4.5. Explain how to plan menus 4.6. Describe a range of dishes Speak about different kinds of drink Use adjectives to describe beverages and drinks Describe tableware for drinks and wine Describe the process of ordering a drink Use a range of phrases to order drinks Describe different ingredients in recipes of cocktails Practise using verbs for making cocktails (add, shake, mix etc.) Use imperatives to give instructions for recipes of cocktails Describe tools and utensils used to make cocktails Use determiners and pronouns (another, other, more) to speak about cocktails Discuss things to consider when planning a menu (type of restaurant, target customers, pricing) Discuss steps to planning a menu Use cooking verbs to explain how dishes are prepared (steam, mash, bake etc.) Describe dishes using descriptive adjectives and other structures Use quantifiers to describe dishes on a menu (much, many, a lot, some, any etc Practise pronunciation (stress and intonation) Discuss vocabulary used in a restaurant including common French terms

11 Title Unit purpose and aim(s) CTH ref English for working in hotels and tourism This unit aims to teach students the essential English vocabulary and grammar to enable to them to understand the work of a hotel, how to give guided tours in cities and outdoors and the work of tour operators and special interest tours EWHT Level 1 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand the work of a hotel Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Describe the facilities a hotel 1.2. Describe how to reply to an enquiry about a hotel 1.3. Describe the range of jobs in a hotel 1.4. Explain how to check in a guest 1.5. Describe how to deal with a complaint and solve an overbooking problem 1.6. Describe how to write a letter of apology to a customer 1.7. Give accurate and correct health and safety advice Discuss different types and classifications of hotel Describe various facilities available at hotels Use adverbs of frequency (always, usually, never etc.) to speak about hotel experiences Discuss different types of response to possible queries at hotels Use key phrases to write standard s in response to hotel enquiries Understand the roles and positions of people who work in hotels Discuss duties and responsibilities of hotel staff Use future forms (shall/will/going to) to explain availability of rooms and facilities Check understanding, repeat information, answer questions during check-in Practise pronunciation (asking for and checking tones) Discuss how to handle customer complaints and overbooking with useful phrases Use modal verbs (can/could/may/might/will) in dealing with customer complaints Develop listening skills (look interested, inquire, summarise, test understanding etc.) Use correct pronunciation (sentence stress and intonation) when addressing complaints Key points to consider when writing a letter of apology (tone, taking responsibility, offering compensation)

12 Do s and Don ts of writing a letter of apology Use discourse markers in writing (linking words and phrases) Understand health and safety policies, law and signage used in hotels Use modals (should/ought to/must) to give health and safety advice to hotel guests Describe common medical conditions and first-aid equipment 2. Understand how to give guided tours in cities and outdoors 2.1. Explain how to give a guided tour 2.2. Describe the features of a building and recommend places to visit 2.3. Describe how to sell tours 2.4. Explain how to exchange information on excursions 2.5. Describe how to change a booking and write an of confirmation 2.6. Describe the weather Speak about different types of tour guide and choice of guided tours Discuss steps to giving a guided tour Use discourse markers in speaking (so, well, as etc.) in delivering a talk during a guided tour Describe interior and exterior features of building and surrounding areas Speak about the history and significance of buildings using past simple tense Practise pronunciation of regular past simple verb endings (-ed) Discuss a range of marketing strategies to sell tours Explore language in speaking to attract customers (descriptive adjectives, superlatives, polite questions) Use short punchy phrases and advertising slogans in writing to create flyers Describe different types of excursion Discuss things to consider when going on excursions Discuss different ways of confirming and checking information about excursions Change a booking using present tenses (present simple/present continuous) Things to consider when writing a confirmation Explore useful expressions in writing to confirm changes in bookings Describe different kinds of weather using a range of vocabulary (nouns and adjectives) Give advice to tourists about local weather conditions using language of recommendation

13 3. Understand the work of tour operators and special interest tours 3.1. Describe how to persuade a client to buy a package tour 3.2. Describe how to deal with complaints 3.3. Describe how to write a letter of apology to a customer 3.4. Explain how to exchange information on hobbies 3.5. Describe how to sell al holiday 3.6. Explain how to organise a special interest tour Describe a tour operator and package tour Discuss advantages and disadvantages of package holidays Discuss things to consider when persuading a client to buy a package tour Use language of persuasion (that-clauses) in convincing a client Discuss different stages of dealing with a customer complaint Manage interaction during a conversation (interrupt, change topic, resume or continue) Discuss how to deal with written complaints (identify objective and tone of letter) Structure and organise a letter of apology using key phrases Describe various hobbies and interests Speak about personal experiences related to hobbies using present perfect tense Discuss different ways of selling a holiday Discuss things to consider when selling a holiday Use conditional structures to give advice on specific details of holidays Describe a special interest tour and things to consider when organising the tour Use language of agreement and disagreement when giving a tour

14 Title Unit purpose and aim(s) Travel English This unit aims to provide students with an understanding of English relating to travel and destinations and how to provide information on directions and traditions CTH ref TE Level 1 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand English relating to travel and destinations Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Describe how to plan a holiday 1.2. Explain how to deal with an enquiry about a holiday by telephone and in writing 1.3. Describe the features of a destination 1.4. Explain how to reach a destination by chosen travel method Describe different kinds of holiday Steps to planning a holiday (setting a budget, reading and researching, packing, making reservations etc.) Discuss differences between written and telephone enquiries Make polite telephone requests using modal verbs (can, could, may) Speak about future plans and arrangements using present continuous tense Make written requests in s/letters for information about holidays Language, layout and structure used in formal s/letters Use indirect questions when being polite and diplomatic Describe various features of a destination (accommodation, transport and dining facilities, tourist attractions etc.) Explain a range of destinations using descriptive adjectives Steps to preparing and giving a presentation on a travel destination Useful phrases for delivering a presentation Practise clarity and interaction in presentations; intonation, sentence stress, pausing, pacing Discuss reasons for travel; pros and cons of different means of travel Compare different ways of travel using comparatives and superlatives Practise using expressions and phrasal verbs to explain directions to a destination Understand connected speech (linking in phrasal verbs)

15 2. Understand how to provide information on directions and traditions 2.1. Describe the features of a famous sight 2.2. Give travel information for someone who is driving 2.3. Give travel information for someone who is travelling by underground 2.4. Describe how to book a hire car 2.5. Exchange historical facts 2.6. Describe a festival or cultural celebration that meets the specification Describe features of a famous sight (holds value and interest, attracts tourists/locals, boosts economy) Use active and passive verb forms in describing famous sights around the world Information and advice on travelling by car Understand driving rules with modal verbs (must/mustn t, can t, don t have to/need to) Use imperatives to ask for and give driving directions Information on travelling by underground Explain train routes and schedules using prepositions (from, to, on etc.) Information on car hire and steps to hiring a car Use car hire and transportation vocabulary at car rentals Practise pronunciation of alphabets, dates, times and prices (word stress and connected speech) Advice on how to exchange historical facts Use relative clauses to add details and give more information about historical facts Speak about festivals held on different dates and days around the world Use language of recommendation to make suggestions about festivals/cultural celebrations

16 Title Unit purpose and aim(s) TH ref Level 1 Credit value 13 GLH 50 Learning outcomes English for effective interviews and careers in tourism and hospitality This unit aims to teach students the essential English vocabulary and grammar to enable to them to understand recruitment and job hunting in the tourism and hospitality industry, trends in hotels and tourism and what makes for an effective job interview in tourism and hospitality EWR Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand the work of a restaurant 2. Know how to make restaurant reservations Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Greet and introduce themselves in a restaurant context 1.2. Ask for customer s names 1.3. Describe a restaurant, its kitchen and cuisine 1.4. Write a job application for work in a restaurant 2.1. Describe how to deal with customer s enquiries 2.2 explain how to give accurate information about and directions to a restaurant 2.3 Describe how to accept restaurant reservations Greetings and introductions Numbers Countries and nationalities Asking for and giving personal information Describing a restaurant Describing a kitchen Writing a resume and cover letter The verb be Word and sentence stress Vocabulary: the restaurant, the workplace, jobs/ Dealing with enquiries Giving directions Taking reservations Giving information wh words Seating arrangement Verbs of movement Clock times, days, months and seasons Questions The alphabet

17 3. Understand how to welcome guests, take orders and deal with bills in a restaurant 3.1. Explain how to welcome guests 3.2. Explain how to present menus in line with agreed service standards 3.3. Recommend dishes in line with agreed service standards 3.4. describe desserts to customers 3.5 Explain how to calculate and explain a bill to a customer 3.6 Explain how to deal with complaints Describe desserts Past simple tense (regular and irregular verbs) Vocabulary: starters, main courses, dishes, desserts, utensils, verbs of preparation French words Sounding enthusiastic Asking for the bill Explaining the bill Dealing with a complaint Much/many/ a lot of Figures Countable and uncountable nouns Vocabulary: methods of payment, currencies, saying goodbye, complaining about food Polite intonation

18 Title Unit purpose and aim(s) CTH ref English for working in hotels and tourism This unit aims to teach students the essential English vocabulary and grammar to enable to understand tour operations, how to promote a destination and responsible tourism and transport within tourism EWTH Level 1 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: Assessment of this learning outcome will require a learner to demonstrate that they can: 1. Understand tour operations 1.1. Describe a range of different holidays 1.2. Describe how to respond to queries about different types of holiday 1.3. Explain how to plan a package tour 1.4. Explain how to negotiate an agreement on a tour 1.5. Describe how to confirm agreements made about a tour 1.6. Explain how to write a report summarising the tour and agreements made Giving holiday information Talking about holiday experiences Writing and responding to letters of enquiry Compound nouns Vocabulary: types of holiday, prices, compound adjectives with numbers Word stress Writing reports Planning a package tour Negotiating an agreement Writing a letter of confirmation The passive voice Negotiations Contracted forms of modals and auxiliaries 2. Understand how to promote a destination and responsible tourism 2.1. Identify strengths and weaknesses of a country 2.2. Describe ways of promoting an area 2.3. Explain how to write promotional materials that describe the area accurately 2.4. Explain the factors to be taken into account in describing an itinerary 2.5. Explain the factors to be taken into account in reporting on a familiarisation trip 2.6. Explain how to write a press release Identifying a country s strengths and weaknesses Describing ways of promoting are area Writing promotional materials Describing an itinerary Reporting on a familiarisation trip (presentation) Referring to the future Vocabulary: advertising and publicity, countable and uncountable nouns, brochure language Pausing and rhythm Writing press releases Reporting verbs Vocabulary: meetings verb an noun, collocations, eco-tourism Word boundaries

19 3. Understand transport within tourism 3.1. Explain how to map an itinerary 3.2. Describe the factors to be taken into account when making recommendations about transport to a tourist board Mapping an itinerary Making recommendations to a tourist board Two-part verbs Vocabulary: transport Word boundaries

20 Title Unit purpose and aim(s) CTH ref Customer relations English for tourism and hospitality This unit aims to teach students the essential English vocabulary and grammar to enable them to understand the requirements of customer relations in tourism and hospitality, how to deal with customer complaints in tourism and hospitality and the importance of effective customer service to a business in tourism and hospitality CRETH Level 2 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand the requirements of customer relations in tourism and hospitality 2. Understand how to deal with customer complaints in tourism and hospitality 3. Understand the importance of effective customer service to a business in tourism and hospitality Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Describe the meaning of customer care 1.2. Describe the features of customer service standards in the tourism and hospitality industry 1.3. Explain how a customer s experiences affect their view 2.1. Describe the procedures for dealing with customer complaints 2.2. Explain how to write a letter of apology to a dissatisfied customer 2.3. Explain how to deal with a claim for compensation 2.4. Explain how to confirm agreements made with customers 3.1. Describe how a customer s experiences affect their perception of the organisation 3.2. Describe the importance of honouring agreements made with customers 3.3. Explain the link between positive customer relations and the value to a business Customer care Customer charters and service standards Behaviours displayed by dissatisfied customers Effects of a customer s experiences on their perceptions Dealing with complaints Writing letters of apology Writing letters confirming agreements Infinitive or gerund Prefixes, adjectives describing personality Contrastive stress Loyalty schemes Customers perceptions Bad news travels fast and far Keeping promises with customers The bottom line: the value of customer service

21 Title Unit purpose and aim(s) CTH ref Level 2 Credit value 13 GLH 50 Learning outcomes English for hotels, locations and travel agents This unit aims to teach students the essential English vocabulary and grammar to enable them to understand how to communicate in hotels, how to communicate about locations in the tourism and hospitality industry and understand communication in travel agencies EHLTA Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand how to communicate in hotels 2. Understand how to communicate about locations in the tourism and hospitality industry 3. Understand communication in travel agencies Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Explain how to respond to letters of enquiry 1.2. Describe how to negotiate bookings for conferences and groups 1.3. Explain the factors to be taken into account in writing letters of confirmation 1.4. Describe how to write a memo 1.5. Describe a hotel s facilities 2.1. Describe a range of locations in the tourism and hospitality industry 2.2. Describe how to give information digitally 2.3. Describe the factors to be taken into account in writing a report relating to tourism or hospitality 2.4. Explain the factors to be taken into account in choosing a hotel site 2.5. Describe the factors to be taken into account in writing promotional material 3.1. Explain how to take bookings 3.2. Explain how to write and record an answerphone message 3.3. Describe how to write letters of confirmation using the accepted conventions Replying to letters of enquiry Negotiating bookings for conferences and groups Writing letters of confirmation Writing memos Describing hotel facilities Types of adjectives, order of adjectives Vocabulary: hotel facilities, collocations Stress in compound adjectives Writing s giving information Taking part in a meeting to decide on the viability of a new venture Writing a report Choosing a site for a hotel Writing a promotional material Conjunctions Vocabulary: hotels, trade fairs, tour operators, formal and informal language Pronunciation of the letter i Writing a tourist information leaflet Writing and recording an answerphone message Giving tourist advice and suggestions on tourist attractions Conditionals

22 3.4. Describe the factors to be taken into account in writing a tourist leaflet 3.5. Explain how to give tourist advice and suggestions on tourist attractions that meet their specification 3.6. Describe a range of museum exhibits and monuments 3.7. Explain how to give a tour guide Describing museum exhibits and monuments Guided tours Vocabulary: sports, museum exhibits and monuments Pausing, stress and pitch Taking bookings and filling in booking forms Writing letters of confirmation Writing a set of instructions and payment procedures Asking questions, tag questions Vocabulary: payment procedures, travel language e.g. scheduled, chartered The alphabet, intonation in questions, intonation in tag, questions

23 Title Unit purpose and aim(s) CTH ref English for accommodation and staffing This unit aims to teach students the essential English vocabulary and grammar to enable them to understand accommodation in the tourism and hospitality industry, hotel staffing and internal organisation and reservation, check in and check out procedures EAS Level 2 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand accommodation in the tourism and hospitality industry 2. Understand hotel staffing and internal organisation 3. Understand reservation, check in and check out procedures Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Describe the features of different types of accommodation 1.2 Explain the factors to be taken into account when suggesting accommodation 1.3 Describe how to handle enquiries on hotel facilities and services 2.1. Explain the staffing structure of a hotel 2.2. Describe the components of a job description and person specification 2.3. Describe the interface between different departments within a hotel 3.1. Explain how to meet and greet guests 3.2. Describe the procedure for welcoming guests on arrival 3.3. Explain how to handle a reservation enquiry 3.4. Explain how to complete a registration form and handle a range of enquiries on check in 3.5. Describe how to present a bill and handle payment at check-out Making recommendations on accommodation Writing promotional materials Handling enquiries on hotel facilities and services Active listening, asking appropriate questions, paraphrasing, offering assistance and advice Vocabulary: hotel facilities and services Sound and spelling Various departments and positions in a hotel Designing job descriptions Vocabulary: hotel organisational structure, departments and positions Welcome back Customer handling techniques: greetings, offer assistance, taking messages (face to face, telephone and ) Handing a reservation enquiry Welcoming guests on arrival Completing registration forms Handling other enquiries at check in Appropriate greetings, welcoming Vocabulary: hotel product knowledge, front office operations, housekeeping

24 Intonation Presenting the bill Handling payment at check out Say goodbye and invite back Formal and informal Vocabulary: financial terms, guest departure/farewell Word boundaries

25 Title Unit purpose and aim(s) CTH ref English for aviation This unit aims to teach students the essential English vocabulary and grammar to enable them to understand the structure of and roles within the aviation industry, customer service within the aviation industry and security within the aviation industry EFA Level 2 Credit value 13 GLH 50 Learning outcomes Assessment criteria Indicative content When awarded credit for this unit, a learner will: 1. Understand the structure of and roles within the aviation industry 2. Understand customer service within the aviation industry 3. Understand security within the aviation industry Assessment of this learning outcome will require a learner to demonstrate that they can: 1.1. Describe the role of regulatory organisations within the aviation industry 1.2. Describe the roles of a range of job functions 1.3. Explain the difference between airside and landside operations 1.4. Explain the interface between different departments in an airport 2.1. Describe the customer skills needed by ticketing and check in staff 2.2. Explain how to solve problems relating to check in and baggage drops 3.1. Describe the security checks at each stage of a passenger journey 3.2. Describe the reasons for security checks 3.3. Describe the checks carried out on baggage 3.4. Explain what to do in the event of a security alert Roles of CAA, EASA, ICAO Roles of staff: ticketing, reception, check in, baggage handlers, ground and air crew, security, air traffic controllers, ramp operators Roles and interface between security, customs and immigration staff Factors affecting airside and landside operations Vocabulary: roles of organisations and job functions Ticketing procedures Check in procedures Bag drop procedures Customer service standards Typical problems and how to resolve them Vocabulary: ticketing, check in baggage drop, problem solving Identity checks Checks for contraband Anti-terrorism Procedures for baggage checks Security alerts: what constitutes an alert and how to respond

26 APPENDIX A SPECIMEN ASSESSMENT MATERIALS 1. Mock examination 2. Sample assignment

27 English communication for tourism and hospitality Unit title Assessment methodology Assignment 70% Presentation 30%

28 Unit title English communication for tourism and hospitality Credit value 78 Level 2 CTH ref. Student name Assessment ref Centre Instructions for marking assignments and presentations This qualification must be assessed by an assignment and a presentation. The assignment will account for 70% of the marks and the presentation will account for 20% of the marks. The assignment covers the whole qualification. Assignment instructions Students must base their assignments on their own working practice in their place of work or in an organisation that is known to them. They must show their knowledge and understanding of the units of assessment and any recommended reading. Assignments must: include evidence that shows that the student meets all the Learning Outcomes and Assessment Criteria of the unit; include a brief introduction to the assignment; include an analysis and evaluation of the topic they discuss and facts should be used to support conclusions and recommendations; make clear connections between theory and practice; provide a demonstration of the practical application of theory in the workplace; cite references in accordance with the Harvard System; be presented in report format; be within 10% of the required word count; may include additional information (e.g. working notes and calculations) which should be added as supplementary appendices to the report. One electronic and one paper copy of the final assignment report should be submitted. This should include a front cover page with the student's and tutor's declaration.

29 Presentation instructions Students need to produce a presentation based on their assignment. Presentations must: include evidence that shows that the student meets all the Learning Outcomes andassessment Criteria of the unit; Utilise Power Point Slides. A minimum of 8 slides should be produced and these should be printed out and presented to CTH. be at least of 15 minutes duration (a maximum allowance of 20 minutes) 10 minutes be allocated for questions. Include a minimum of 5 questions which are asked of student and at least 1 question for every assessor involved in the assessment be an individual student s own work and be attributable to a named individual make clear connections between theory and practice provide a demonstration of the practical application of theory in the workplace; there should be at least one A4 page handout and / or supporting information to be given to the audience. This should be presented to CTH along with copies of Power Point slides. The role of Assessors to interview and stop the presentation if it is longer than 20 minutes. One electronic and hard copy of the Power Point slides should be submitted. This should include the student s and tutor s declaration. Handouts and any supporting information given out during presentation must be submitted to CTH as part of the assessment.

30 ASSESSMENT TASKS Assessment tasks for Assignment 70% and Presentation 30%.

31 Assessment tasks Assignment (Total to 70%) English communication for tourism and hospitality Students are required to select an organisation in the tourism and hospitality industry and prepare a report of around 2,000 words discussing the use of English communication for tourism and hospitality with particular reference to the following areas: English for effective interviews and careers in tourism and hospitality English for tour guides Customer relations English for tourism and hospitality English for hotels, locations and travel agents English for accommodation and staffing English for aviation. Outline Students are required to conduct relevant and adequate primary and secondary research on the chosen organisation(s). The student should therefore be able to visit the selected organisation(s). Students should include a brief introduction to the organisation(s) they have selected in terms of the size, customers, services, products and future plans. Students comprehension and use of English will be assessed in context of the hospitality and tourism industry. The following areas should be evaluated in detail supported by examples quoted from the selected organisation(s). English for effective interviews and careers in tourism and hospitality describing recruitment and job hunting describing trends what makes for an effective job interview. English for tour guides describing tour guides how to promote a destination and responsible tourism transport within tourism. Customer relations English for tourism and hospitality describing the requirements of customer relations how to deal with customer complaints the importance of effective customer service to a business. English for hotels, locations and travel agents how to communicate in hotels how to communicate about tourism and hospitality locations communication in travel agencies. English for accommodation and staffing describing accommodation explaining hotel staffing and internal organisation reservations, check in and check out procedures.

32 English for aviation explaining the structure of and roles within the aviation industry customer service within the aviation industry security within the aviation industry. Students should demonstrate the application of theory and knowledge to their chosen organisation(s) and ensure they have addressed the assessment criteria outlined in the following tables. The analysis should be concluded with detailed and well-justified recommendations; relevant examples can also be used. The secondary research undertaken should be appended to this assignment.

33 Task instructions Assignment Task 1- English for working in a restaurant - 30% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Greet and introduce themselves, ask for customers names, describe a kitchen and its cuisine and write a job application 2 Describe how to deal with customers enquiries, explain how to give information and directions and how to accept restaurant reservations 3 Explain how to welcome guests, present menus, recommend dishes, describe desserts, how to calculate and explain bills and how to deal with complaints 4 Describe a range of drinks, how to take drinks orders, explain cocktail recipes, how to plan menus and a range of dishes The word count is 500 words LO1, 1.1, 1.2, 1.3 LO2, 2.1, 2.2, 2.3 LO3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 LO4, 4.1, 4.2, 4.3, 4.4, Task instructions Assignment Task 2- English for working in hotels and tourism - 30% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe a hotel s facilities, how to reply to an enquiry, the range of jobs in a hotel, the check-in process, how to deal with complaints and overbookings, how to write a letter of apology and give health and safety advice 2 Describe how to give a guided tour, the features of a building and places to visit, how to exchange information on excursions, how to change a booking and write confirmation s and describe the weather 3 Describe how to persuade a client to buy a package tour, how to deal with complaints, how to write a letter of apology, how to discuss hobbies, how to sell a holiday and how to organize a special interest tour LO1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 LO2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 LO3, 3.1, 3.2, 3.3, 3.4, 3.5,

34 The word count is 500 words

35 Task instructions Assignment Task 3- Travel English - 20% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe how to plan a holiday, how to deal with holiday enquiries (by telephone and in writing), the features of a destination and how to reach a destination LO1, 1.1, 1.2, 1.3, Describe the features of a famous sight, give travel information for someone travelling by car and by underground, how to book a hire car, exchange historical facts and describe a festival or cultural celebration LO2, 2.1, 2.2, 2.3, 2.4, 2.5, The word count is 500 words

36 Task instructions Assignment Task 4 - English for interviews and careers in tourism and hospitality - 15% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe the role of private and public employment agencies, career structures and the skills and experience needed for a range of jobs LO1, 1.1, 1.2, Describe trends in tourism and hotels from notes taken, the geographical features of an area and contrast the features of two different locations or hotels 3 Construct a CV, explain how to prepare for and present oneself at a job interview and effective job interview techniques The word count is 350 words LO2, 2.1, 2.2, 2.3, 2.4 LO3, 3.1, 3.2, 3.3, Task instructions Assignment Task 5 - English for tour guides - 15% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe a range of holidays, how to respond to holidayrelated queries, how to plan a package tour, how to negotiate an agreement on a tour, how to confirm tour agreements and how to report tours and agreements made 2 Describe the strengths and weaknesses of a country, ways of promoting an area, how to write promotional materials, the factors to take into account in itinerary descriptions and familiarisation trip reports and how to write press releases LO1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 LO2, 2.1, 2.2, 2.3, 2.4, 2.5, Explain how to map an itinerary and the factors to take into account when making transport-related recommendations to a tourist board LO3, 3.1, The word count is 300 words

37 Task instructions Assignment Task 6 - Customer relations English for tourism and hospitality - 25% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe the meaning of customer care, the features of customer service standards and the impact of a customer s experiences 2 Describe customer complaints handling procedures, how to write a letter of apology, how to deal with a compensation claim and how to confirm agreements made with customers 3 Describe how a customer s experiences affects their perception of an organisation, the importance of honouring agreements with customers and the link between positive customer relations and the value to a business The word count is 350 words LO1, 1.1, 1.2, 1.3 LO2, 2.1, 2.2, 2.3, 2.4 LO3, 3.1, 3.2, 3.3,

38 Level 2 Diploma in English Communication for Tourism and Hospitality Qualification Handbook Task instructions Assignment Task 7 - English for hotels, locations and travel agents - 15% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe how to respond to letters of enquiry to a hotel, how to negotiate conferences and group bookings, the factors to take into account when writing letters of confirmation, how write a memo and describe a hotel s facilities 2 Describe a range of tourist locations, how to give information digitally, the factors to take into account when writing reports, when choosing a hotel site and when writing promotional material 3 Describe how to take travel agency bookings, how to write and record answerphone messages, how to write letters of confirmation, the factors to take into account when writing tourist leaflets, how to give advice and information on tourist attractions, describe museum exhibits and monuments and how to give a tour guide The word count is 350 words LO1, 1.1, 1.2, 1.3, 1.4, 1.5 LO2, 2.1, 2.2, 2.3, 2.4, 2.5 LO3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, Copyright CTH July P a g e

39 Level 2 Diploma in English Communication for Tourism and Hospitality Qualification Handbook Task instructions Assignment Task 8 - English for accommodation and staffing - 15% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe the features of different types of accommodation, the factors to take into account when suggesting accommodation and how to handle hotel facilities enquiries 2 Describe a hotel staffing structure, the components of a job description and person specification and the interface between different hotel departments 3 Describe how to meet, greet and welcome guests, how to handle reservation enquiries, complete registration forms, handle check in enquiries and how to present a bill and handle payment on check out The word count is 300 words LO1, 1.1, 1.2, 1.3 LO2, 2.1, 2.2, 2.3 LO3, 3.1, 3.2, 3.3, 3.4, Copyright CTH 2016 v P a g e

40 Level 2 Diploma in English Communication for Tourism and Hospitality Qualification Handbook Task instructions Assignment Task 9 English for aviation - 15% Students must show that they meet the Learning Outcomes (LOs) and Assessment Criteria (AC) of the unit of assessment. Therefore, consideration will be given to whether students achieved the following: Assessment criteria LO/AC ref Marks 1 Describe the role of regulatory organisations, the roles of a range of job functions, the difference between airside and landside operations and the interface between departments in an airport LO1, 1.1, 1.2, 1.3, Describe the customer skills needed by ticketing and check in staff and how to solve check in and baggage drop problems LO2, 2.1, Describe the passenger security checks at each stage of the journey, the reasons for them, the checks carried out on baggage and what to do in the event of a security alert The word count is 350 words LO3, 3.1, 3.2, 3.3, Copyright CTH 2016 v P a g e

41 Level 2 Diploma in English Communication for Tourism and Hospitality Qualification Handbook Assessment tasks Presentation (Total to 30%) English Communication for tourism and hospitality Based on the assignment unit of this qualification students are required to produce a 10 minutes presentation (maximum of 15 minutes) covering the following areas: English for working in a restaurant English for working in hotels and tourism Travel English. Outline The following areas should be covered in the presentation supported by examples quoted from the selected organisation(s). English for working in a restaurant describing the work of a restaurant making restaurant reservations how to welcome guests, take orders and deal with bills describing food and drinks service in a restaurant. English for working in hotels and tourism describing the work of a hotel how to give guided tours in cities and outdoors describing the work of tour operators and special interest tours. Travel English using English relating to travel and destinations how to provide information on directions and traditions. Students should demonstrate the application of theory and knowledge to their chosen organisation(s) and ensure they have addressed the assessment criteria outlined in the following tables. The analysis should be concluded with detailed and well-justified recommendations; relevant examples can also be used. Copyright CTH 2016 v P a g e