Universidad de Jaén

Unit 1: Arrivals

• Language spot: Greeting and introducing
• Vocabulary: Car hire. Arriving and moving on.
• Reading: Welcome - the first encounter. Cape Town arrival information.
• Writing: Arrival information
• Listening: Greeting and introducing. Car hire dialogue.
• Speaking: Welcoming visitors. Car hire at an airport.

Unit 2: A place to stay

• Language spot: Where things are
• Vocabulary: New arrivals
• Reading: Client perceptions of hotels. Hotel services
• Writing: Hotel information
• Listening: Registration procedures. The staff structure of hotels.
• Speaking. Registering new arrivals. Tell me where

Unit 3: Tourist information services

• Language spot: Giving directions and prepositions of movement. Recommending and promoting.
• Vocabulary: Information types.
• Reading: Tourist Information Centres. Liverpool.
• Writing: Recommendations.
• Listening: Tourist information. How do I get to?
• Speaking: Giving information.

Unit 4: Holiday rep

• Language spot: Advice and obligation
• Vocabulary: Holiday health
• Reading: Resort representative
• Writing: Local  tips
• Listening: A rep for all seasons. Welcome
• Speaking: A day in the life of. A welcoming talk.

Unit 5: Eating out

• Language spot: Describing food. Relative clauses - who, which, and that
• Vocabulary: Food: ingredients and preparation
• Reading: Food tourism. The traveller´s guide to Turkish food.
• Writing:  The food of my region.
• Listening: Our national dish. Describing dishes. How to deal with complaints.
• Speaking: Taking an order -  I´m very sorry.

Unit 6: Rural tourism

• Language spot: Making predictions.
• Vocabulary: Resources for rural tourism.
• Reading: Ask someone who has been there. Welcome!
• Writing: Welcome - Bienvenue - Willkommen
• Listening: Local people and rural tourism. Checking in at a campsite. Forecasting the weather.
• Speaking: Receiving campers. Giving information about the weather.

Unit 7: Attractions and events

• Language spot: The passive
• Vocabulary: Types of visitor attractions. Architectural features. People and facilities at attractions.
• Reading: Trends in visitor attractions. Two top Paris attractions.
• Writing: Three festivals
• Listening: Describing a festival.
• Speaking: Bringing attractions to life.

Unit 8: On tour

• Language spot: Explaining arrangements. Language of calming and dealing with a crisis.
• Vocabulary: Standards of performance.
• Reading: Three tours.
• Writing: Preparing notes for commentaries.
• Listening: From tour guide to tour manager. Practicalities on tour. Problems on tour.
• Speaking: Checking the schedule. Coach tour role-play. What would you say?

Unit 9: Hotel entertainment

• Language spot: Indefinite pronouns. Helping kids to make things.
• Vocabulary: Something for everyone. The perfect worker.
• Reading: What´s on today. Working with kids.
• Writing: Email application.
• Listening: Making a water ball. Getting the job.
• Speaking: Preparing a daily programme. Getting kids to make things.

Unit 10: Specialized tourism

• Language spot: Responding to special requests. Identifying and checking special needs.
• Vocabulary: Describing disability.
• Reading: What is niche tourism?
• Writing: Report on specialized tourism.
• Listening: Special requests. Disability access.
• Speaking: Four specialized tours. Preparing and running a specialized tour.

Unit 11: Business travel

• Language spot: Describing dimensions, capacity, and facilities.
• Vocabulary: Business travel terms. Conference equipment and facilities.
• Reading: Culture guide. Business travel and the tourism industry.
• Writing: A conference enquiry.
• Listening: The needs of the business traveller.
• Speaking: Comparing conferences centres.

Unit 12: Checking out

• Language spot: Responding to problems.
• Vocabulary: Front office duties.
• Reading: Check-out procedures. Unsolicited feedback.
• Writing: R eporting to problems.
• Listening: Life in the front office. Common problems. Can I have my bill?
• Speaking: Solving problems. Checking guests out.

The theoretical lessons will focus on the study of the texts of each unit. Grammatical exercises, vocabulary and writing tasks will also be done.

The practical sessions will help students to improve their oral and listening skills. Students are encouraged to be active by means of group or pair activities.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

Attendance and participation in the different sessions are extremely important in order to get the aims of the subject.

The written examination will assess the grammatical knowledge, vocabulary, reading comprehension and written skill.

Speaking skill will be assessed by means of an individual oral presentation, which must be done by students. It will be related with one of the different topics studied throughout the course . Besides, written activities and/or projects must be submitted before the deadline.

The correspondence between assessment procedures, competences and learning outcomes is the following:

S1: E6, E13, E15, E29, G4, G6, G11, G12, G20 - R18, R19, R20, R25, R26,R28, R29, R30, R31

S2: E13, E15, G4, G6, - R18, R19, R20, R28

S3: E15, G11, G4, G6, G12, G20 - R18, R25, R28, R29, R30, R31