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At the end of this module, learners should be able to welcome guests in a variety of tourism contexts. | Welcoming and introducing Registering new arrivals | Airport arrivals\u003Cbr>border control, baggage reclaim, arrivals hall…\u003Cbr>Hotel reception desk\u003Cbr>early check-in, identification, key card… | Making an offer with Can I/we + infinitive Zero conditional + imperative |\n\nModule 2: Accommodation  \n\n| Module objective | Useful language | Vocabulary | Language spot |\n| --- | --- | --- | --- |\n| At the end of this module, learners should be able to describe the services provided in different types of accommodation. | Explaining hotel facilities and services Explaining services and activities at an eco-resort | People and places in a hotel\u003Cbr>executive lounge, lobby, concierge…\u003Cbr>Campsite facilities\u003Cbr>pitch, electric hook-up, mini market…\u003Cbr>At an eco-resort\u003Cbr>cabin, all-inclusive, nature trail… | There is/are + quantifiers Prepositions of place |\n\nModule 3: Transport  \n\n| Module objective | Useful language | Vocabulary | Language spot |\n| --- | --- | --- | --- |\n| At the end of this module, learners should be able to help customers compare transport options and understand timetable information. | Giving timetable and ticket | Taking the train | Present simple with time |\n|  | information | to board, platform, first | and frequency expressions |\n|  | Helping customers hire a car | class…\u003Cbr>Travel around the city | Comparative and superlative adjectives |\n|  |  | terminate, day pass, travelcard… |  |\n\n© Oxford University Press Go-Vocational: Tourism 1 1  \n Tourism 1  \nScope and Sequence  \nModule 4: Eating and drinking  \n\n| Module objective | Useful language | Vocabulary | Language spot |\n| --- | --- | --- | --- |\n| At the end of this module, learners should be able to advise on food and drink choices, describe dishes, and help customers order food. | Recommending restaurants to guests Helping guests order a meal\u003Cbr>Discussing dietary requirements | Describing regional food\u003Cbr>local speciality, traditional recipe, typical (of)…\u003Cbr>Dietary requirements\u003Cbr>allergic to, dairy-free, vegetarian… | Present simple passive Defining relative clauses |\n\nModule 5: Sightseeing  \n\n| Module objective | Useful language | Vocabulary | Language spot |\n| --- | --- | --- | --- |\n| At the end of this module, learners should be able to recommend and give guests directions to local tourist attractions. | Giving directions to local tourist attractions Recommending tourist attractions | Tourist attractions\u003Cbr>landmark, cultural heritage site, monument…\u003Cbr>Describing tourist attractions\u003Cbr>ancient, fascinating, historic…\u003Cbr>Local events\u003Cbr>celebration (of), exhibition, performance… | Prepositions of movement Modal verbs for advice and recommendation |\n\nModule 6: Excursions  \n\n| Module objective | Useful language | Vocabulary | Language spot |\n| --- | --- | --- | --- |\n| At the end of this module, learners should be able to | Describing arrangements / | Tours and excursions | The future continuous and |\n|  | the itinerary | guided tour, self-guided, | will/won’t for talking about |\n| describe tour itineraries and respond to questions about excursions. | Responding to questions about an excursion | itinerary…\u003Cbr>Describing a historic site\u003Cbr>authentic, breathtaking, memorable… | future activities Past simple passive |\n|  |  | Preparing for an excursion\u003Cbr>dress code, local customs, refreshments… |  |\n\n© Oxford University Press Go-Vocational: Tourism 1 2","cbCait1mQoHCHVro","https://ap.wps.com/l/cbCait1mQoHCHVro","pdf",45244,"English","# Module 1: Welcome\n# Module 2: Accommodation\n# Module 3: Transport\n# Module 4: Eating and drinking\n# Module 5: Sightseeing\n# Module 6: Excursions","[{\"question\":\"What can learners do at the end of Module 1: Welcome?\",\"answer\":\"Learners can welcome guests in a variety of tourism contexts, including introducing and registering new arrivals.\"},{\"question\":\"What communication skills are targeted in Module 2: Accommodation?\",\"answer\":\"Learners can describe services provided in different types of accommodation and explain facilities, services, and activities.\"},{\"question\":\"How does the document cover Excursions from a language-learning perspective?\",\"answer\":\"It focuses on describing tour itineraries and responding to questions about excursions, including language for planning arrangements and future activities.\"}]","Tourism 1 - Scope and Sequence - Module 1-6 | PDF",1790855139]