高教版ESAP旅游英语教程-电子教案Unit10
Unit 10《旅游英语》配套的课件
Types of Places of Interest 景点类型
• 1. Ancient relics（古代遗迹）: the Ruins of Yin … • 2. Historic architectures: the Great Wall, the Yellow
Crane Tower, the Great Wild Goose • Pagoda … • 3. Museums: the Museum of Emperor
• 2. That will not be fairly complex but you have a long way to go. • 3. That’s not so confused . I have noted. • 4. I will pay special attention to the tunnels. • 5. There will be services provided in English by China Telecom .
• ——master the basic words and expressions about introducing places of interest;
• ——get some cultural knowledge about the places you are visiting;
• ——find ways to improve your writing skills about writing travel routes;
高教版ESAP旅游英语教程-电子教案Unit4
4.1 Vocabulary
B Complete the instructions for using the Learning Resource Centre with words or phrases from box a.
4.1 Vocabulary B Complete the instructions for using the Learning
4.1 Vocabulary C Study the abbreviations in box b and box c.
3 What does each abbreviation mean?
4 Read Career update and Tourism Abbreviations
on the opposite page. Check your ideas. 5 How do you say each of the abbreviations?
/eis/ /'æntɔ: (r)/
/'bætəu/ /'i:tuə/ /'naitə/ /'vistə/
Vocabulary bank
Understanding abbreviations and acronyms
An abbreviation is a shorter version of something. For example, PC /pi:si:/
QA
quality assurance
T&T tourism and travel
TIC/P tourism information centre/point
VAT value added tax
4.1 Vocabulary D Study the acronyms in box d.
高教版ESAP旅游英语教程-电子教案Unit9
But the real question is …
From the point of view of …
In a case like this, ...
In terms of …
In the sense that …
In this sort of situation, …
That’s the reason why …
1 Match each picture with a quote. 2 What is each person’s connection with tourism? What aspects of tourism are they interested in?
D
a politician or government official (planning, regulation)
9.1 Vocabulary
D Read the extract on this page from the Hadford University handout about tourism in developing
countries.
1 Match the italic words in this extract with the definitions on the opposite page.
Vocabulary bank
Recognizing fixed phrases from academic English (2)
Make sure you understand these fixed phrases from general spoken
academic English.
As we shall see, …
高教版ESAP信息通讯技术英语教程-电子教案Unit10
effectively
legislation
n (U)
a law or set of laws passed by a government
penetration procurement
n (U) n (C/U)
the extent to which a product or technology has been accepted by a market
Internet. It takes many different forms, such as the
sale of goods and services bcoetmwmeeunnibcautsiionnesosveesr electronic systems such as (B2B), or from businesses to cothnesuImnteerrsn(eBt 2oCr o).ther computer networks
Vocabulary focus ‘neutral’ and ‘marked’ words fixed phrases from ICT fixed phrases from academic English
10.1 Vocabulary 10.2 Reading 10.3 Extending skills 10.4 Extending skills
electronic commerce goods and services government legislation non-commercial transactions online payment methods
payment collection regulatory framework technical infrastructure virtual storefronts
unit10(新)《新编旅游英语》PPT课件
• Text B Attractions
Notes Magic Kingdom神奇王国：占地43.3公顷（107英亩）， 位于美国佛罗里达州奥兰多附近博伟湖市的华特迪士尼世 界度假区，于1971年10月1日开幕，是世界上第二座迪士 尼主题乐园、华特迪士尼世界的第一座迪士尼主题乐园。 该乐园的整体设计和布局和加州迪士尼乐园类似，同为神 奇王国的主题。 Paramount Canada’s Wonderland “奇妙乐园” ：位于 多伦多北部的旺市。这是安大略最大的主题公园，以六个 主题游乐区为特色。具有特色的是各类惊险游戏：十几部 风格不同的过山车，超级跳楼机，以及很多在环球嘉年华 里出现的游戏项目。
complex
n. （类型相似的）建筑群
arboretum
n.
树园, 植物园
reservation
n.
保留地，居留地
spectacular
adj. 引人入胜的, 壮观的
considerably adv. 相当地
immaculate
adj.
完美的
• Text B Attractions
Words and Expressions
• Text A
• The Language of Tourism
Notes
In all probability we recognize these speech acts without giving them more than a couple of moments thought, since they seem to be so pervasive and commonplace, all part and parcel of the thousands of messages beamed at us on a daily basis through the mass media and replicated everywhere in conversation. 此句结构较为复杂，特别要注意理解all part and parcel of the thousands of messages beamed at us on a daily basis through the mass media and replicated everywhere in conversation部 分的语法功能（伴随状语）。
高教版中职英语（拓展模块）Uint10《CareerPlanning》（第1课时）word教案
3.How important is the weather in
Read all the words
Step3 Do the exercises about pronunciation
3. favor _________ (形容词)
4. concentrate ____________(名词)
5. resist _________ (名词)
6. adapt ___________ (名词) Step5 Homework
Preview the text
Remember the new words : climate undergo adapt burn resist light region
高教版中职英语(拓展模块)uint 10《career planning》(第1课时)word教案 unit10第一课时 step1 warming up answering the following questions and say something about the local climate. 1.what is the climate like in your city or town? 2.do you care about the changes of the weather? 3.how important is the weather in people's life? step2 new words read all the words step3 do the exercises about pronunciation climate adapt burn region compare agriculture storm block heat humid frozen interrupt step4 word formation 1. agriculture ____________ (形容词) 2. possible _________ (反义词) 3. favor _________ (形容词) 4. concentrate ____________(名词) 5. resist _________ (名词) 6. adapt ___________ (名词) step5 homework preview the text remember the new words : climate undergo adapt burn resist light region compare significant agriculture crop storm interrupt impossible frozen block humid heat confine favorable adjust
旅游英语教程Unit10
旅游英语教程Unit10New Words&E`xpressionsSimultaneous 同时的，同时发生的Consumption 消费Measurable 可测量的Implication 含义，暗示Literature 文献Detrimental 有害的Biased 有偏见的Culinary 烹饪的Beverage 饮料Authenticity 确实性，真实性Wedge 楔子Mosque 清真寺Mitigate 使减轻Unit 10 The Socio-Cultural Impact of T ourism-A New PerspectiveThe following is one segment of the dialog between a journalist and a professor. They are talking about the socio-cultural impact of tourism.Journalist: Tourism is a product that relies totally upon simultaneous production and consumption. In effect, if the tourists do not visit a destination then there are nomeasurable outputs of the industry’s activities. There is a wide range of serviceindustries in the world, but there is often no need for the consumer to visit theplace of production in order to consume the product. Examples of such serviceindustries include banking, finance and insurance services as well as media andcommunications. However, tourism is a personal service and, as such, can only beconsumed by the tourist visiting the destination. The implication of this for thedestination’s population is that it will come into contact with an alien populationduring the production process. Is this contact beneficial or detrimental to the hostpopulation? Today, we’re glad to have Professor Wang with us, sharing his ideasabout the socio-cultural impact of this contact. Professor Wang, what’s your viewabout this?Professor: In my view, this contact can be beneficial or detrimental to the host population depending upon the difference in cultures and the nature of the contact. Much of the literature on the social impact is biased in that it focuses attention upon thedetrimental impact of tourism on the host population. Similarly, little attention hasbeen paid to the fact that there can also be socio-cultural impact on the touristpopulation, which can again be either positive or negative. In reality, socio-culturalimpact tends to contain a mixture of both positive and negative strands and thisimpact affects both hosts and guests.Journalist: So, can you give us specific examples illustratingthe impact of tourism on the visitor population?Professor: For instance, the growth of UK tourists visiting Spain throughout the 1960s and 1970s resulted in culinary and beverage changes in the UK. Paella and Rioja wine,two Spanish products, benefited from this exchange. Another example is thatvisitors to Australia would often find it hard to resist adopting the beach-basedlifestyle and the barbecue when they return home. There is evidence ofsocio-cultural impact, ranging from the clothes we wear, the food we eat to ourgeneral lifestyle and attitudes, which can all be influenced by places we visit. Journalist: Recognizing the impact of tourism on the visitor population, what do you think of the impact of tourism on the host society?Professor: As I’ve mentioned just now, there can be both positive and negative socio-cultural impact resulting from tourism, depending on the type and intensity of tourism developed as well as the characteristics of the host society.Journalist: Professor Wang, would you please elaborate on both positive and negative socio-cultural impact of tourism based on general acceptance?Professor: OK. Positive socio-cultural impact of tourism may include conservation of cultural heritage, renewal of cultural pride, cross-cultural exchange, etc. As to conservation of cultural heritage, tourism can be a major stimulus for conservation of importantelements of the cultural heritage of an area because their conservation can bejustified, in part or whole, by tourism as tourist attractions. Second, renewal ofcultural pride. A sense of pride by residents in the host culture can be reinforced oreven renewed when they observe tourists appreciating it. This if especially true ofsome traditional cultures that are undergoing change as a result of generaleconomic development and are losing their sense of cultural self-confidence. Forex ample, Esman’s study concludes that tourism has helped the Cajun group ofLouisiana, USA, retains a strong sense of separate identity and ethnic pride byreinforcing the difference between the Cajuns and outsiders, even though some ofthe traditional cultural patterns have been lost. Thirdly, tourism can promotecross-cultural exchange of tourists and residents learning more about one another’scultures, resulting in greater mutual understanding and respect, or at leasttolerances of different value systems and traditions through understanding theircultural basis. Of course, here I only mention a couple of points about the positiveimpact, more are to be discussed if we conduct a comprehensive study on it. Journalist: Then, what about the negative socio-cultural impact of tourism?Professor: Well, I’m coming to that. If not well planned andcontrolled, tourism may generate negative impact or reduce the effectiveness of positive ones. For example, overcommercialization and loss of authenticity of traditional arts and crafts, customs,and ceremonies can result if these are over-modified to suit tourist demands.Besides, the demonstration effect of tourist from different cultural andsocioeconomic backgrounds on residents and especially on young people may takeplace. This effect involves residents observing and imitating the behavioral, dress,and life-style patterns of tourist, without understanding their cultural basis andsometimes not being able to financially afford to adopt the tourists’lifestyle.Because the demonstration effect particularly affects more impressionable youngerpeople, it may drive a wedge and create conflicts between different generations ina community. Misunderstanding and conflicts can also arise between residents andtourists because of differences in language, customs, religious values, andbehavioral patterns. For example, in some societies, foot and finger pointing isconsidered very impolite, while it is accepted in other places; in churches, wearingof shoes is the norm, while in mosques, shoes must be removed cause of suchproblems.Journalist: Since we are quite aware of both the positive and negative impact, do we have generally accepted socioeconomic policies and impact control measures that areconducive to preventing future or mitigating existing negative impact andreinforcing the positive ones?Professor:Well, as emphasized previously, each tourism area situation is unique and an approach that is effective in one area is not necessarily appropriate in another, norare all the techniques necessarily in a particular area. But generally speaking, thereare some measures that can be applied to lesson negative impact and reinforcepositive ones.。
《旅游英语》教学教案
任务知识点
教学实施
备
注
教
学
做
项目内容
学时
项目
内容
学时
项目内容
学时
导游实务
Know-how for Tour Guides
1. Sightseeing tempo
2. Introduction
for different tourists
0.5
把握游览节奏及讲解方法
——Travel in Shanghai
授课天数
3
项目任务
游客意外事故处理、景点讲解
学时数
6
重点难点
1.对游客行李丢失、火灾的处理措施
2.以外滩、南京路为例，运用解释法模拟导游讲解景点情景
任务知识点
教学实施
备
注
教
学
做
项目内容
学时
项目
内容
学时
项目内容
学时
导游实务
Know-how for Tour Guides
问答讲解法
0.5
以佛教名山—九华山为例，掌握旅游景点介绍讲解的问答法
0.5
要求学生扮演成导游，结合课文中用到的问答讲解方法对安徽一景点进行介绍
1
第六单元：
项目六
餐饮服务——江苏导游
Food and Beverages
——Travel in Jiangsu
授课天数
3
项目任务
就餐服务、景点讲解
学时数
6
重点难点
情景对话
Situational
Dialogues
The Terra Cotta Warriors and Horses
《旅游英语》课件ppt-Unit-Ten
Brief Introduction to Yunnan Province
Yunnan province is a beautiful and mysterious place sitting in the southwest of China with a population of over 45 966 00 in 2010 and a total area of 390 000 square kilometers. It is plateau monsoon climate and called “Spring City”. Yunnan Province is the home to the richest variety of ethnic groups in China for there are 52 ethnic minorities in the region. Yunnan is not only a geological museum but the kingdom of plants, animals, flowers and nonferrous metals. All the tourist sites leave a deep impression and will constantly attract domestic and foreign tourists with its long history, splendid culture, desirable scenery and colorful ethnic customs.
----- Three Pagodas of Chongsheng Temple
➢ Originally, the Three Pagodas were a part of Chongsheng Temple which has been the royal temple of the Kingdom of Dali. The Three Pagodas were initially built in the era of Quan Fengyou Emperor of Nanzhao Kingdoms about the same time of the Tang Dynasty . ➢ The main square-shaped pagoda, known as Qianxun Pagoda, stands 69.13 meters in height and is divided into 16 stories with multiple tiers of upturned eaves, reportedly built during 823AD-839AD by King Quan Fengyou of the Nanzhao State. ➢ The other two octagonal-shaped lower pagodas stand to the north and south of Qianxun Pagoda. Each one has 10 tiers with a height of 43 meters. There are three copper-made calabashes with an umbrella shaped bronze bell connected on the top of each pagoda. They were constructed during the period of the Five Dynasty (907-960), slightly later than the main one.
《旅游英语》教学教案
《旅游英语》教学教案教学目标：1、知识目标：使学生掌握基础的旅游英语词汇和表达方式，了解如何在旅行中与外国人进行有效的沟通。
2、能力目标：培养学生运用旅游英语进行实际交流的能力，提高他们的口语表达和听力理解能力。
3、情感目标：激发学生对旅游英语的兴趣，培养他们的跨文化意识和国际视野。
教学内容：1、旅游英语的基本词汇和短语2、旅行中的日常交流用语3、旅游景点的介绍和描述4、跨文化交际技巧教学重点与难点：重点：使学生掌握旅游英语的基本词汇和短语，学会在旅行中与外国人进行日常交流。
难点：如何准确、流利地使用旅游英语进行交流，以及跨文化交际技巧的应用。
教具和多媒体资源：1、投影仪和PPT2、旅游英语视频材料3、旅游英语词汇卡片4、模拟场景道具教学方法：1、激活学生的前知：回顾已学的英语词汇和短语，与旅游英语相关的内容进行对比和。
2、教学策略：通过讲解、示范、小组讨论和角色扮演等方式，使学生掌握旅游英语的表达方式。
3、学生活动：组织学生进行模拟旅行对话，提高他们的口语表达和听力理解能力。
教学过程：1、导入（5分钟）：通过提问的方式，了解学生对旅游英语的兴趣和前期知识储备。
2、讲授新课（30分钟）：讲解旅游英语的基本词汇和短语，展示并让学生模仿实用的旅行对话。
3、巩固练习（15分钟）：学生分组进行角色扮演，模拟旅行中的各种场景进行对话。
教师进行巡视，给予必要的指导和反馈。
4、归纳小结（10分钟）：总结本节课学习的重点内容，回顾旅行英语的关键表达方式，鼓励学生进行口头总结。
评价与反馈：1、设计评价策略：组织学生进行小组角色扮演活动，观察他们的实际交流能力和口语表达水平。
结合学生的自我评价和互相评价，对学生的学习效果进行综合评估。
2、为学生提供反馈：在角色扮演活动结束后，对学生的表现给予及时的反馈，指出他们在旅游英语表达中的优点和不足之处。
引导学生反思自己的学习过程和方法，以便进一步提高学习效果。
作业布置：1、复习本节课所学的旅游英语词汇和短语。
Unit 10 电子教案
Unit10If you go to the p arty ,you’ll have a great time教学目标：1知识目标：(1).Key vocabulary：agent;; travel around the world; work hard; get an ducation; make money,etc.(2) Target language:A:I think I’m going to the party.B:If you do, You will be happy.(3). 能用if 引导的条件状语从句作出假设，用will 谈论结果。
2 能力目标:(1).To train students’ability of listening and speaking.(2).To train students’ ability of communication.3.情感目标：本课时围绕生活中的一些假设来展开话题，贴近学生生活，符合他们热爱幻想的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
教学策略和方法：通过pair work和competition，鼓励学生进行if引导的条件状语从句的训练。
教学重点、难点：（1）重点句型：—I think I’m going to go to the party.—If you do, you’ll have a great time.（2）正确使用if 引导的条件状语从句课前准备：制作多媒体课件，准备录音机.Teaching Procedures（教学步骤）Step 1 Warming up and Leading in1.Enjoy an English song : “If you arehappy”2.Ask some questions.Good morning, class. Are you happy today? Yes, me too. Every day when I come into the classroom, I'm always very happy. If I'm happy, I'll smile, sometimes I'll eat something or talk with my friends.Class, what will happen if you are happy? (Encourage them to stand up and say their sentences.)If you are happy, what will you do? If I am happy, I will smile.If you become sad, what will you do? If I become sad, I will cry. Step2 RevisionGet the students to make some sentences by using some pictures.T:What will happen tomorrow?S:We will have a trip if it is sunny tomorrow. Purposes forthe designs在轻松的英语歌曲中进入课堂，让学生进入愉快的身心准备状态，同时为引出新课作好铺垫。
Unit 10《旅游英语》配套的课件
Dialogue 2
• b. Listen to the dialogue and answer these questions.
• • • • • • • • 1. What’s the name of the travel agency? China Travel Service. 2. What’s the man’s name? Jonathan Bridget. 3. What are the solutions if he doesn’t want to cancel the trip? He may suspend it or transfer it to a friend. 4. What is a copy of the ID card is needed? To accomplish the relevant affairs with regard to insurance, accommodation and air tickets. • 5. When is it OK for the man to go to the travel agency on Wednesday? • It is OK from 9 a.m. to 5 p.m..
Dialogue 2
• c. Listen to the dialogue again and supply the missing words.
• 1. I got registered in one of your escorted tour to Tibet last week • 2. I regret to tell you that if you cancel your registration , you will suffer a penalty . • 3. I am sorry that we can do nothing as it is stipulated in the travel contract . • 4. A fee of 20 yuan will be charged for the change of subscriber . • 5. What time is suitable for us to carry out those procedures ?
《旅游英语》教学教案
《旅游英语》教学教案一、教学目标1. 让学生掌握旅游英语的基本词汇和表达方式。
2. 提高学生在旅游场合的听说读写能力。
3. 培养学生用英语进行旅游交流的能力。
二、教学内容1. 旅游英语基本词汇：景点、交通工具、餐饮、住宿、购物等。
2. 旅游英语常用表达：询问信息、介绍景点、预订酒店、点餐等。
3. 旅游英语对话练习：模拟旅游场景，进行角色扮演。
三、教学方法1. 任务型教学法：通过完成各种旅游相关任务，让学生学会应用所学知识。
2. 情景教学法：模拟旅游实景，让学生在实际语境中学习旅游英语。
3. 交际法：鼓励学生进行旅游话题的讨论，提高口语表达能力。
四、教学步骤1. 引入：引导学生谈论旅游话题，激发学习兴趣。
2. 讲解：讲解旅游英语基本词汇和常用表达。
3. 实践：进行旅游场景的角色扮演，练习对话。
4. 任务：布置旅游相关的写作或口语作业，巩固所学知识。
五、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 作业完成情况：评估学生完成的旅游英语写作或口语任务。
3. 期末考试：测试学生旅游英语的综合运用能力。
六、教学资源1. 教材：《旅游英语》教材或相关旅游英语学习资料。
2. 多媒体课件：旅游景点图片、视频、音频等。
3. 角色扮演道具：地图、飞机票、酒店卡片等。
4. 在线资源：旅游英语学习网站、旅游资讯网站等。
七、教学环境1. 教室布局：座位排列便于学生互动交流。
2. 教学设备：投影仪、音响、计算机等。
3. 氛围营造：轻松愉快的旅游主题氛围，如播放旅游相关音乐。
八、教学策略1. 差异化教学：针对不同水平的学生，提供相应难度的旅游英语学习材料。
2. 激励机制：设置旅游主题的奖励，鼓励学生积极参与。
3. 合作学习：组织学生进行小组讨论，共同完成旅游英语任务。
九、教学计划1. 课时安排：每课时45分钟，共15课时。
2. 课程进度：按照教学大纲和教材安排课程内容。
3. 作业布置：每节课后布置相关旅游英语作业，巩固所学知识。
《ESAP旅游英语教程》PPT教学课件-Unit2
2.1 Vocabulary 2.2 Reading
2.3 Extending 2.4 Extending
skills
skills
Vocabulary bank
Using your English–English dictionary
This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword.
These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find a word which comes just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.
Vocabulary bank
Using your English–English dictionary
Learning to pronounce words The symbols after the headword show you how to pronounce the word. Learn these symbols (the key is usually at the front or the back of the dictionary). The little line in the symbols shows you how to stress the word. Example:
高教版ESAP旅游英语教程-电子教案Unit4
Vocabulary bank
Understanding abbreviations and acronyms
Unit 4 Careers in Tourism and Hospitality
Skills focus
Reading • identifying topic development within
a paragraph • using the Internet effectively • evaluating Internet search results
We pronounce the vowel letters in abbreviations in this way:
We normally pronounce the vowel letters in acronyms in this way:
A
/ei/
E
/i:/
I
/ai/
O
/əu/
U
/ju:/
/eis/ /'æntɔ: (r)/
/'bætəu/ /'i:tuə/ /'naitə/ /'vistə/
Vocabulary bank
Understanding abbreviations and acronyms
An abbreviation is a shorter version of something. For example, PC /pi:si:/
旅游英语Unit 10
2) Add Your Opinions
Your commentary should also include opinions, which actually make people think. Your opinions can be expressed in some witty remarks or thought provoking questions. Visitors can get easy access to the objective information about the site, but it is your opinions that add value to their tour by promoting their understanding and enhancing their interest in the site.
Section B Broaden Your Horizon
Tongariro National Park, New Zealand Tongariro became the first site in New Zealand to be included on the World Heritage List under the revised criteria describing cultural landscapes in 1993. The region is of cultural and religious significance for the Maori people. The Maori believed that the mountains in this region were sacred and had god-like ancestors. The heart of the region is around the three active volcanoes: Tongariro, Ngauruhoe and Ruaoehu. Apart from its volcanoes, the park also features a diverse range of eco-systems and
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Neutral rise, increase fall, decrease big, large good small
Marked rocket, soar (v)
See Vocabulary bank.
Vocabulary bank Recognizing ‘marked’ words
Many common words in English are ‘neutral’, i.e., they do not imply any view on the part of the writer or speaker. However, there are often apparent synonyms which are ‘marked’. They show attitude, or stance. Examples: Occupancy rates rose by 10% last year. (neutral) Occupancy rates soared by 10% last year.(marked) Soared is marked because it implies that this is a particularly big or fast increase.
Unit 10 MANAGING PEOPLE AND MONEY
Skills focus Reading •recognizing the writer’s stance and level of confidence or tentativeness •inferring implicit ideas Writing •writing situation–problem– solution–evaluation essays •using direct quotations •Compiling a bibliography/ reference list
Vocabulary bank
Recognizing fixed phrases from
tourism and hospitality studies (3)
Make sure you understand these key phrases from finance. top-down management style process-oriented management style strategic decision tactical decision operational decision business strategy business interests long-term
10.1 Vocabulary C Look at the pictures on the opposite page.
3 Indicate where they would be on the organization chart.
financial controller
food and bev manager maintenance manager
executive chef
executive front office housekeeper supervisor
10.1 Vocabulary D Study the words in box b.
1 Check the meanings, parts of speech and stress patterns. 2 Put the words into the correct box in the table below, as in the example.
focused on processes, regulations, structures
the systems (organizational structures, rules, etc.) a company works by
performance-driven top-down
business interests employee involvement human resources long-term
10.1 Vocabulary
B Read the Hadford University handout.
1 Use your dictionary or another source to check the meanings of the highlighted phrases.
process-oriented operating systems
Vocabulary bank Recognizing ‘marked’ words
Extend your vocabulary by learning marked words and their exact effect. Examples:
10.1 Vocabulary
10.3 Extending skills
10.2 Reading
10.4 Extending skills
10.1 Vocabulary A Study the words in box a.
1 Use your dictionary to find out the meanings. 2 What part of speech is each word?
10.1 Vocabulary A Study the words in box a.
1 Use your dictionary to find out the meanings. 2 What part of speech is each word?
Word perform
Part of speech v (I, T)
process-oriented operating systems performance-driven top-down business interests employee involvement human resources
long-term
Oo Oooo Oooo Oo oOo Oo oO Oo Oo oOo oOo Oo oOo (BrE) Oo Ooo (AmE) Oo
Vocabulary focus •‘neutral’ and ‘marked’ words •job titles (management/supervisory) •fixed phrases from business management •fixed phrases from academic English
1 Use your dictionary or another source to check the meanings of the highlighted phrases. 2 Which are the stressed syllables in each phrase?
See Vocabulary bank.
These people all work in/for a hotel. 1 front office supervisor 2 food and beverages manager 3 executive chef 4 financial controller 5 executive housekeeper 6 maintenance manager
focused on people delivering results decisions are taken by a management team and handed down to the workers the interests of a company the degree to which employees are involved in decision making
10.1 Vocabulary C Look at the pictures on the opposite page.
1 Who are the people in each picture? What kind of organization do they work for? 2 Describe which role in the organization these people fulfil.
productivity n (U)
Meaning/synonym
1. do something (well) 2. work or function 3. entertain people (e.g., in a play)
efficiency in terms of how quickly goods are produced or services are provided
v (T) v (T) v (T), n (C)
operational adj
give someone more control
improve (v) put into effect (n) tool relating to the day-to-day management of a business or other organization
the employees of a company focused on results over a longer period of time
10.1 Vocabulary B Read the Hadford University handout.
2 Which are the stressed syllables in each phrase?
Word
Part of speech Meaning/synonym
adopt
v (T)
start using, take up
commitment n (C)