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ROYAUME DU MAROC

OFPPT

Office de la Formation Professionnelle et de la Promotion du Travail


DIRECTION RECHERCHE ET INGÉNIERIE DE FORMATION

SECTEUR : TOURISME

FILIERE : ASSISTANT DE DIRECTION HEBERGEMENT

NIVEAU : TECHNICIEN SPECIALISE

COMMUNIQUER EN ANGLAIS
MODULE: ADH 14
AU SEIN DE L’HOTEL

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ADH 14
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ADH 14
SECTEUR : TOURISME

FILIERE : ASSISTANT DE DIRECTION HEBERGEMENT

NIVEAU : TECHNICIEN SPECIALISE

COMMUNIQUER EN ANGLAIS AU SEIN


MODULE: ADH 14
DE L’HOTEL

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ADH 14
FICHE DE SYNTHÈSE DU PROGRAMME

Code du programme : ADH Nombre de modules: 20


Durée : 1700 h

Durée
CODE TITRE DU MODULE
(heures)

ADH-01 Se situer au regard du métier et de la démarche formation 30

ADH-02 Explorer le milieu du travail 60

ADH-03 Caractériser le marché hôtelier 40

ADH-04 Identifier et exploiter le produit hôtelier 30

ADH-05 Maîtriser les procédures de réservation/accueil 95

ADH-06 Maîtriser les procédures d’accueil réception 95

ADH-07 Maîtriser les procédures de caisse 95

ADH-08 Maîtriser les procédures d’étages/lingerie 95

ADH-09 Appliquer les techniques de vente 60

ADH-10 Appliquer les techniques d’optimisation d’activité et de rentabilité 40

ADH-11 Appliquer les procédures de management des équipes de travail 110

ADH-12 Faire appliquer les règles de maintenance 70

ADH-13 Communiquer en français au sein de l’hôtel 80

ADH-14 Communiquer en anglais au sein de l’hôtel 70

ADH-15 Effectuer les tâches administratives 80

ADH-16 Exploiter les logiciels de bureau 60

ADH 17 Appliquer les procédures santé/sécurité 30

ADH-18 Utiliser les moyens de recherche d’emploi 60

ADH-19 Utiliser les techniques de gestion 180

ADH-20 S’intégrer au milieu professionnel 320

TOTAL 1700

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ADH 14
DESCRIPTION DE LA COMPETENCE

MODULE N° 14 COMMUNICATION EN ANGLAIS


Code : ADH-14 Durée : 70 h

Objectif opérationnel
COMPORTEMENT ATTENDU

Pour démontrer sa compétence le stagiaire doit Communiquer en anglais dans l’hôtel et à l’extérieur selon les
conditions, les critères et les précisions qui suivent
CONDITIONS D’EVALUATION

- À partir de mises en situation propres au travail d’un ASS/DR/HEB


- À l’aide :
- de documents de travail
- de produits et matériels
- d’outils de communication (progiciel hôtelier, logiciels de bureautique)
- de supports professionnels
CRITERES GENERAUX DE PERFORMANCE

- Utilisation du vocabulaire approprié à la situation


- Clarté de l’élocution, rythme de conversation approprié
- Utilisation du téléphone optimisée
- Niveau de langage approprié aux communications professionnelles

Précisions
Critères particuliers de performance
sur le comportement attendu

Utiliser le vocabulaire couramment Utilisation correcte du vocabulaire spécialisé.


A. employé en hôtellerie Compréhension adéquate des mots.
Vocabulaire adapté à la situation.
Utiliser des expressions et des Utilisation correcte des expressions.
B. formules couramment employées. Pertinence des mots-clés.
Utilisation appropriée des formules d’usage et de politesse.
Utiliser des formules adaptées lors de Clarté de l’élocution.
l’application des procédures de travail Interprétation juste des demandes.
au sein du service
Réponses justes.
C.
Vérification appropriée de la compréhension.
Questions claires et pertinentes.
Phrases adaptées à la situation.
Utiliser le téléphone en appliquant les Clarté de l’élocution.
procédures adaptées Utilisation de vocabulaire et expressions adaptées à tout type de
D. situation de travail dans les étages.
Utilisation appropriée de l’outil téléphonique (se présenter /mettre en
attente /transférer l’appel)
Rédiger des documents internes et Clarté et cohérence de la rédaction.
externes Niveau d’écriture approprié.
E. Utilisation correcte des mots et des abréviations.
Présence de tous les éléments pertinents.
Absence d’erreurs dans les données écrites.
Répondre aux plaintes et réclamations Utilisation de vocabulaire et expressions adaptées
F. des clients Repérer et comprendre les problèmes énoncés par le client
Rassurer et proposer des solutions adaptées

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ADH 14
PARTIE 1
TRONC COMMUN

Table of contents

Contents page

Preface……………………………………………………………………...........……………….…06

Unit one : At the Reception…………………………………………………………...........07

Unit two : Changing a Room in a Hotel…………………………………………........….11

Unit three : Giving Directions……………………………………………………...........…..15

Unit four : Telephoning………………………………………………………........………...18

Unit five : Asking to speak to someone…………………………………………...……..22

Unit six : Leaving a message……………………………………………………...……...24

Unit seven : At the Restaurant……………………………………………………....…..…...28

Unit eight : Room Services………………………………………………………....……......33

Unit nine : sightseeing…………………………………………………………….....……....35

Unit ten : exchanging money………………………………………………………...…....37

Grammar bank……………………………………………………………………….....................39

List of irregular verbs……………………………………………………………………….……..40

Version Rédigé par le Vu par le Formaté par le


1 S Hassani J Corteval K .Moutaouali 01-08-2008

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ADH 14
Preface

This module is meat for Elementary students in the field of tourism. It consists of ten
units based on topics of great interest to everyone involved in interacting with English
speaking tourists, (such as receptionists, waiters, room attendants, barmen etc..). The
course will greatly improve the ability to communicate with tourists in professional and social
situations. Therefore, the emphasis is put on communication. To enhance the idea of
learning by doing, there are more dialogues than other sorts of texts, and teachers are kindly
requested to put the emphasis on practice and production rather than presentation; i.e. ,
learners should spend most of their time in the class acting out and inventing dialogues but
not listening to the teacher explaining the lesson and analyzing the language.

There are both face to face and telephone conversations which give the learner
the opportunity to use the linguistic items used over the phone. For the procedures, you can
find examples of suggested lesson plans for novice teachers, along with ideas that may be
useful for experienced teachers. The module also provides other teaching materials and
activities such as gap- filling exercises, games, etc. Grammar is taught communicatively and
reinforced by structural exercises. In general, the course will produce communicatively
competent learners.

At the end of the module you find a range of interesting materials on vocabulary and
grammar exercise.

Teachers should provide their own audio visual materials according to the level and
interests of their learners.

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ADH 14
Unit I: At the reception:

The teacher introduces the following dialogues by acting them out himself or herself
then chooses one of the best students to swap roles with:

Mr. Dean : Good evening.

Receptionist : Good evening sir. What’s your name, please?

Mr. Dean : My name’s Dean

Receptionist : ah, yes…………..Mr Dean……………Room 15. here’s your key.

Mr. Dean : Thanks you.

Receptionist : would you like a porter?

Mr. Dean : oh, sure. That’s very kind of you

Porter : Can I help you with your luggage, sir

Mr. Dean : Yes, please, these two suitcases.

Porter : Shall I take this bag too?

Mr. Dean : oh, yes please.

Porter : This way, please. The lift is just over there.

Mr. Dean : Thank you, and here’s something for you.

Porter : Here you are, sir. Room 104

 Get students to practise the conversation in open pairs, and then remind them
to continue the conversations in an appropriate way. After the practice the
teacher highlights the different ways to express polite offers and questions.

Would you like a porter?


Shall I take your this bag too?

Task A: Get students to read the dialogue


Task B : Encourage them to stand up and role play the situation, rather than just say
the conversation face to face
Task C: encourage the other students to listen carefully to the students who are
acting and give feedback on pronunciation.

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ADH 14
2- Jobs and nationalities.

The teacher presents hotel jobs, and explains their tasks.

 Jonathan is a barman and he is Canadian.


 Susan is a chambermaid, and she is polish
 Peter is a commissionaire, and he is Spanish
 Mary is a receptionist and she is English
 Chris is a porter and he is Italian.

Students ask questions about the above sentences.

Example: what nationality is Jonathan? What does he do?


Then students practise questions and answers using other jobs and nationalities.

Country nationality
Mexico Mexican
Argentina Argentine or Argentinean
Australia Australian
Austria Austrian
Belgium Belgian
Canada Canadian
China Chinese
Egypt Egyptian
Finland Finn or Finnish
France French or Frenchman or Frenchwoman
Germany German
India Indian
Ireland Irishman or Irishwoman or Irish
Italy Italian
Japan Japanese
Korea, North North Korean
Korea, South South Korean
Kuwait Kuwaiti
Mexico Mexican
Morocco Moroccan
Portugal Portuguese
Qatar Qatari
Romania Romanian
Russia Russian
United Arab Emirates Emirian
United States American

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ADH 14
3- Vocabulary: Countries and Nationalities

a- Complete with a country or a nationality.

1 -Alice is from the United States. She’s American .

2 -Whisky is Scottish. It’s from Scotland .

3- Jun is from China. He’ s .

4 -My friends are Polish . They’re from .

5- Sandra is from Argentina . She’s .

6- Toyota cars are Japanese. They’re from .

7 Spaghetti is from Italy. It’s .

8- We’re French. We’re from .

9- They’re Russia. She’s .

4- Grammar exercises

Circle the correct sentence, a or b.

1- a. Hello, What’s your name?


b. Hello, What your name?

2- a. She is Polish?
b. Is she Polish?

3- a. Where he’s from?


b. Where’s he from?

4- a. They isn’t English.


b. They aren’t English.

5- a. Are you from Paris?’ Yes, I’m.


b. ‘Are you from Paris?’ Yes, Iam’.

6- a. She’s Spanish. Her name’s Ana.


b. She’s Spanish. His name’s Ana.

7- a. We’re Italian. Your surname is Tozzi.


b. We’re Italian, Our surname is Tozzi.

8- a. What are these?


b. What are this?

10- a. They’re watchs.


b. They’re watches.

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ADH 14
Booking a room

VOCABULARY

Fill in the gaps with the words in the box,

advance, bunk beds, dormitory, double room, family room, key, reception, single room, twin
room, vacancies

If you book a room for one person, you usually book a __________________.

If you want a room with a double bed, you book a __________________.

If you want a room with two separated beds, you book a ________________ .
For families there are usually special offers if they take a _________________.

In youth hostels rooms are often shared by 10 or more people. This kind of room is called
________ .

To get 10 people into one room, two beds are usually placed on top of each other. They are
called ______.

No matter where you're staying, you usually have to fill in a form at the _______________.

Then the receptionist tells you your room number and gives you the ___________ for your
room.

During high season it's advisable to book a room in _________________ .

If a B&B is fully booked, they usually have a sign in the window saying
«_______________ No ».

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ADH 14
Unit 2 : Changing a room in a hotel

Room attendant : Good morning, sir


Mr Smith : Good morning.
Room attendant : Are you Mr Davis?
Mr Smith : No, I’m not. My name is Smith.
Room attendant : I’m Peter Smith. Mr Davis is in room 8.
Mr Smith : Thank you Mr Smith.

Students act out the first part of the dialogue and learn it by heart.

Room attendant : Good morning Mr Davis.


Mr Davis : Good morning.
Room attendant : I would like you to change the room today. I have a better one for
you.
Room attendant : I want to tidy your room. What time are you going out?
Mr Davis : Oh! It’s all right. You can tidy it any time you want.

The teacher review and introduces verb to be and introduces other verbs.
 What does Mr. Davis want to do?
 Mr. Davis wants to change the room.
 Mr. Davis doesn’t want to stay in his room.

1- Grammar flash

a- Circle the correct sentence, a or b.

1- a. I not smoke.
b. I don’t smoke.

2- a. He drinks a lot of coffee.


b. He drink a lot of coffee.

3- a. My cousin has a flat in Paris.


b. My cousin haves a flat in Paris

4- a. Are you live with your parents?


b. Do you live with your parents?

5- a. Does your sister have children?


b. Do your sister have children?

6- a- Where does your wife work?


b. Where your wife works?

7- a. ‘Do you play the guitar?’ ‘Yes, I do’.


b. ‘Do you play the guitar?’ Yes, I play’.

8- a. I’m an engineer.
b. I’m engineer.

9- a. Bill is Carla’s husband.


b. Bill is husband’s Carla

10- a. This is my parent’s house.


b. This is my parent’s house.

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ADH 14
b- Choose the correct answer

1 I ________ in a bank. (work)


work
works
workes
2 She ________ in Florida. (live)
live
lives
livees
3 It ________ almost every day in Manchester. (rain)
rain
rains
raines
4 We ________ to Spain every summer. (fly)
fly
flys
flies
5 My mother ________ eggs for breakfast every morning. (fry)
fry
frys
fries
6 The bank ________ at four o'clock. (close)
close
closies
closes
7 John ________ very hard in class, but I don't think he'll pass the course. (try)
try
trys
tries
8 Jo is so smart that she ________ every exam without even trying. (pass)
pass
passies
passes
9 My life is so boring -- I just ________ TV every night. (watch)
watch
watchies
watches
10 My best friend ________ to me every week. (write)
write
writies

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ADH 14
writes

C- Fill in all the gaps, with the words in the box.

brush      comb      dry      eat      get dressed      get up      go      have      make     
pick up      put on      rings      wake up      wear   

Every weekday morning I as soon as my alarm . After 10 minutes I

and go to the bathroom. I a shower, my teeth and my hair. After my

shower I myself with a big towel and go back to the bedroom.

In the bedroom I my makeup and , I sometimes trousers and a

blouse or top with sandals or shoes. Next I usually go to the kitchen and [?] myself a

cup of tea, although I sometimes drink coffee instead of tea. For breakfast I often

cornflakes, toast and marmalade and a piece of fruit. After breakfast I [?] my car

keys and to work.

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ADH 14
2- Reading and writing

a- Read the e-mail and correct the mistakes, then cover it and answer the questions
from memory.

Hi Daniel,

My name’s Alessandra. It’s an Italian name, because my grandmother was from Italy,
but I’m Argentinian and I live in Mendoza, a big city in the west of the country. I live with my
parents
and my two brothers. I have 19 years old, and I’m at university. I’m studing computer
science. I’m in my first year and I really like it.

I’m going to tell you about myself. As you can see from the foto, T have long hair –it’s
quite fair- and greens eyes. I wear glasses, but I want to get contact lenses soon.
I think I’m a positive person. I’m quite extrovert and frendly. My mother says I’m very
talkative- I think she mean that I talk too much!

In my free time I love reading and going to the cinema. But I dont have much free
time because I have classes every day, and a lot of work to do even at weekends. I also go
to English classes on friday afternoon.
Please write soon and tell me about you and your life.
Best wishes
Alessandra

Questions:

1- Where’s Alessandra from?


2- Why does she have an Italian name?
3- Where does she live?
4- Who does she she live with?
5- What does she do?
6- What colour are her eyes?
7- Is she shy?
8- When does she go to English classes?

WRITE a similar e-mail about you. Write four paragraphs.


Paragraph 1 : name, nationality, age, family, work/study
Paragraph 2 : physical appearance
Paragraph 3 : personality
Paragraph 4 : hobbies and interests

CHECK the e-mail for mistakes


(grammar , punctuation , and spelling ) .

Do you know these ‘ e-mail verbs?


Open reply
Close send
Save print
Delete.

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ADH 14
Unit 3 : Giving directions

 The teacher presents phrases used and prepositions used in giving directions

Chris : Excuse me.


Receptionist : Yes?
Christ : Is there a post office near here?
Receptionist : Yes, there is one.
Chris : Certainly, Go out of the hotel.
Turn right and keep walking until the traffic light. Gross the road and turn left;
the post office is in front of you.
Receptionist : I repeat. I go out of the hotel. I turn right. I keep walking until the traffic light,
then what?
Chris : Then you cross the road and……you can’t miss it.
Receptionist : Thank you very much.
Chris : Bye, see you.

Grammar and vocabulary


Students fill in the gaps with is or are

There a bed.

There a few pictures.

There two chairs.

There a small table.

there many windows?


No, there only one window.

there a TV?
No, there no TV.

How many pillows there?


There two pillows on the bed.

The teacher reinforces this activity by giving supplementary materials

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ADH 14
2- Asking for information

Chris : How can I get to the airport?


Receptionist : you can go by bus.
Chris : How far is it?
Receptionist : It’s about 20 Km
Chris : How long does it take?
Chris : It takes about half an hour.

 Students act out similar dialogues


 Students ask for and give directions

Follow up

Asking for Directions

Directions I
Excuse me. Is there a hotel near here?
Yes. There's a hotel on the corner.
Thank you.
You're welcome.

Directions II

Excuse me. Is there a supermarket near here?


Yes. There's one near here.
How do I get there?
At the traffic lights, take the first left and go straight on. It's on the right.
Is it far?
Not really.
Thank you.
Don't mention it.

Key Vocabulary: practice


Is there a _______ near here?

on the corner, on the left, on the right

straight on, straight ahead

traffic lights

Is it far?

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ADH 14
Word List
Asking and Giving Directions
How do I get to ...?
What's the best way to ...?
Where is ...?
Go straight on (until you come to ...).
Turn back./Go back.
Turn left/right (into ...-street).
Go along ....
Cross ...
Take the first/second road on the left/right
It's on the left/right.
straight on
opposite
near
next to
between
at the end (of)
on/at the corner
behind
in front of
(just) around the corner
traffic lights
crossroads, junction
signpost

Exercise on Asking and Giving Directions

The teacher draws an outline on the board and asks students to fill in the gaps using
the following words:

continue, end, excuse, get, left (2x), next, opposite, right, second, straight on, thank,
turn, welcome

me, how do I to the cinema?

1. Go .

2. Turn at the corner.

3. Then take the road on your .

4. to the of the road.

5. left there.

6. The cinema is on your , the castle.

7. you very much.

8. You're .
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ADH 14
Unit 4 : Telephoning

This part deals with conversations carried out by telephone. They present and practise
the language used in phone conversations. These conversations are written specially
for students in the filed of tourism and hotel industries; they can be used by
receptionists, travel agents and other staff. Although the presentation stages are
important in the lesson, we advise teachers to focus on student’s performance where
the emphasis is on practice. That is to say, Students are encouraged to use the
language and not listen to it.

The first lesson is given as an example and teachers are encouraged to vary their
teaching methods, as long as the student talking time is far higher than the teacher
talking time.

Making a reservation

 The teacher ellicits and teaches the vocabulary used in making a reservation, then he
or she acts out the dialogue and encourages learners to do so.
 The teacher erases key phrases and makes students recall them.
 Students act the dialogue from hints given by the teacher.
 Students write similar dialogues in pairs and act them out

Receptionist : Sheraton hotel, Can I help you

Steve Newman : Yes, please. I’d like to book a double room for the weekend.

Receptionist : Yes; of course, which date?

Steve Newman : From the 9th to the 11th of July, inclusive.

Receptionist : Is it for one or two persons?

Steve Newman : For three people my wife and I and our son who is 2 years.

Receptionist : yes, that’s ok. Can I have your name, please?

Steve Newman : Steve Newman

Receptionist : can you spell it, please

Steve Newman : it’s S–T-E-V-E and my last name is N-E-W-M-A-N

Receptionist : thank you, sir. It’s fixed up then.

Steve Newman : thank you, bye

Receptionist : good bye Mr. Newman. I wish a good stay.

Students complete the following dialogue using their own words

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ADH 14
Booking a hotel room
I´d like to book a room please.
Receptionist: — Good afternoon, San Felice Hotel. May I help you?
You: — ...
Receptionist: — Certainly. When for, madam?
You: — ...
Receptionist: — How long will you be staying?
You: — ...
Receptionist: — What kind of room would you like, madam?
You: — ...
Receptionist: — Certainly, madam. I´ll just check what we have available. . . Yes, we have a
room on the 4th floor with a really splendid view.
You: — ...
Receptionist: — Would you like breakfast?
You: — ...
Receptionist: — It´s eighty four euro per night excluding VAT.
You: — ...
Receptionist: — Who´s the booking for, please, madam?
You: — ...
Receptionist: — Okay, let me make sure I got that: Mr and Mrs Ryefield. Double with bath for
March the 23rd, 24th and 25th. Is that correct?
You: — ...
Receptionist: — Let me give you your confirmation number. It´s: 7576385. I´ll repeat that:
7576385. Thank you for choosing San Felice Hotel and have a nice day.
Goodbye.
You: — ...

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ADH 14
Exercise on Booking a Room

Complete the sentences.

help
 Hotel Beach House, can I you?

 I'm phoning to a room.

 would you like to arrive?


 Tomorrow.

 How many nights are you going to ?


 Two nights.

 What kind of room would you ?


 A double room with a shower.

 Just a moment, I'll check. ... We have a nice room on the second .

 How is it?

 It's $25 per person and , breakfast included.

 That's a good price. I'd like to make a for that room, please.

 Very well. May I have your , please?


 Conners.

 Could you that, please?


 It's C-O-N-N-E-R-S.

 Thank you for your reservation. See you .

On the telephone
 The teacher presents the grammatical structure: present continuous

Tracy : Hello, can I speak to Alex.


Alex : This is Alex, who is speaking?
Tracy : Hi, this is Tracy.
Alex : Hi Tracy. What are you doing?
Tracy : Oh, I'm just watching TV. What are you doing?
Alex : Well, I'm cooking dinner.
Tracy : What are you cooking?
Alex : I'm baking some potatoes, boiling some carrots and grilling a steak.
Tracy : It sounds delicious.
Alex : What are you doing for dinner tonight?
Tracy : Well, I don't have any plans...
Alex : Would you like to come over for dinner?
Tracy : Oh, I'd love to. Thanks.
Alex : Great. Mary and Jack are also coming. They are arriving at seven
Tracy : OK, I'll be there at seven, too.
Alex : OK, see you then. Bye.
Tracy : Bye.

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ADH 14
 Students act out the dialogue

1- grammar and vocabulary

The structure of the present continuous tense is:

Look at these examples:

Subject BE -ING FORM

I am singing

You are singing

He is singing

She is singing

It is singing

We are singing

They are singing

How to make the -ING form


With many verbs, you can simply add -ING to the end of the verb. However, with some
verbs, you need to change the ending a little. Here are the rules:
Verb ending in... How to make the -ING form Examples

swim - swimming
1 vowel + 1 consonant Double the consonant, then add -ING hit - hitting
get - getting

come - coming
1 vowel + 1 consonant + E Remove E, then add -ING lose - losing
live - living

say - saying
[anything else] Add -ING go - going
walk - walking

Unit 5 : Asking to speak to someone

Operator: Hello, Frank and Brothers, How can I help you?

Peter : This is Peter Jackson. Can I have extension 3421?

Operator: Certainly, hold on a minute, I'll put you through...

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ADH 14
Frank : Bob Peterson's office, Frank speaking.

Peter : This is Peter Jackson calling, is Bob in?

Frank : I'm afraid he's out at the moment. Can I take a message?

Peter : Yes, Could you ask him to call me at . I need to talk to him about the Nuovo
line, it's urgent.

Frank : Could you repeat the number please?

Peter : Yes, that’s: 060666139and this is Peter Jackson.

Frank : Thank you Mr Jackson, I'll make sure Bob gets this ASAP.

Peter : Thanks, bye.

Frank : Bye.

Useful phoning phrases

As you can see, the language is rather informal and there are some important
differences to everyday English. Look at the chart below for key language and phrases used in
telephoning in English:

Introducing yourself Asking who is on the telephone


This is Ken. Excuse me, who is this?
Ken speaking Can I ask who is calling, please?
Asking for Someone Connecting Someone
Can I have extension 321? I'll put you through (put through -
(extensions are internal numbers phrasal verb meaning 'connect')
at a company) Can you hold the line? Can you hold
Could I speak to...? (Can I - more on a moment?
informal / May I - more formal)
Is Jack in? (informal idiom meaning:
Is Jack in the office?
How to reply when someone is Taking a Message
not available Could (Can, May) I take
I'm afraid ... is not available at the a message?
moment Could (Can, May) I tell him
The line is busy... (when the who is calling?
extension requested is being used) Would you like to leave a message
Mr Jackson isn't in... Mr Jackson is
out at the moment...

Exercises for Practicing Speaking on the Telephone

The teacher creates real life situations and asks students to:
 Call a store to find out the prices and specifications.
 Ring the hotel receptionist to find out about room rates
 Telephone a travel agency to find out about tickets and hotels

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Exercise on Booking a Room

Telephone conversation
Read the following conversation, complete the sentences with the suitable words.

Hotel Beach House, can I ___________you?


I'm phoning to __________ a room.
__________would you like to arrive?
Tomorrow.
How many nights are you going to ________________?
Two nights.
What kind of room would you ___________________?
A double room with a shower.
Just a moment, I'll check. ... We have a nice room on the second _______________.
How ______________is it?
It's $25 per person and ________________, breakfast included.
That's a good price. I'd like to make a______________ for that room, please.
Very well. May I have your , please?
Conners.
Could you that_____________________, please?
It's C-O-N-N-E-R-S.
Thank you for your reservation. See you _____________________.

Grammar Focus

'Could' is used to make polite requests. We can also use 'can' for these but 'could' is more
polite.

 Could you help me, please?


 Could you lend me some money?
 Could I have a lift?
 Could I bother you for a moment?

If we use 'could' in reply to these requests, it suggests that we do not really want to do it. If
you agree to the request, it is better to say 'can'.

 Of course I can.
 I could help you if it's really necessary but I'm really busy right now.
 I could lend you some money but I'd need it back tomorrow without fail.
 I could give you a lift as far as Birmingham.

Unit 6: Leaving a message

 The teacher elicits, presents and practices phrases used taking and leaving
messages on the phone.
 Students act out the dialogue after answering comprehension questions
 The teacher gives prompts and makes students say their phone numbers

Sally : Hank Kern's hotel, Sally speaking.


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ADH 14
Jack : Hi, this is Jack Mason calling. Could I speak to Harry, please?

Sally : Can you hold on one moment, please. I'll see if he's here.

Jack : Sure.

Sally : Mr. Mason, Harry has gone to the conference room. He should be back soon. Would
you like to leave a message for him?

Jack : Yes, could you ask him to call me at 708 429-1850. I need to talk to him about the
package tour.

Sally : I'm sorry; could you repeat your number please?

Jack : Yes, it's 708 429-1850, and my name is Jack Mason. I'll be here at my office until
6:30 tonight.

Sally : Thank you Mr. Mason. I'll tell Harry to call you as soon as he gets back.

Jack : Thank you, bye.

Sally : Bye.

Questions

1. What is the man's most likely profession?

2. Why can't Harry come to the phone?

3. What does the woman ask the man to repeat?

4. How did Harry go to the diner?

5. When will the woman probably Harry give the message?

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Leaving a Message: outline

Sometimes, there may not be anyone to answer the telephone and you will need to
leave a message. The teacher elicits useful phrases in giving messages and provides an
outline to make students understand that the person who should receive the message has all
the information he/she needs.

1. Introduction - - - - Hello, this is Ken. OR Hello, My name is Ken Beare (more


formal).
2. State the time of day and your reason for calling - - - - - It's ten in the
morning. I'm phoning (calling, ringing) to find out if ... / to see if ... / to let you
know that ... / to tell you that ...
3. Make a request - - - - Could you call (ring, telephone) me back? / Would you
mind ... ? /
4. Leave your telephone number - - - - My number is .... / You can reach me at ....
/ Call me at ...
5. Finish - - - - Thanks a lot, bye. / I'll talk to you later, bye.

Here's an example of message

Telephone: (Ring... Ring... Ring...) Hello, this is Tom. I'm afraid I'm not in at the moment.
Please leave a message after the beep..... (beep)

Ken: Hello Tom, this is Ken. It's about noon and I'm calling to see if you would like to go to
the Mets game on Friday. Could you call me back? You can reach me at 367-8925 until five
this afternoon. I'll talk to you later, bye.

As you can see, leaving a message is pretty simple. You only need to make sure that you
have stated all the most important information: Your Name, The Time, The Reason for
Calling, Your Telephone Numbe

Tips in phoning
 The teacher elicits some telephone language problems and suggests useful
phrases for students to avoid being panic

— what to say when things start to go wrong.

If you can't hear the caller:

 "Could you speak up a bit, please?"


 "Could you speak a little louder, please?"
 "I'm afraid I didn't quite catch that."

 "I'm afraid I can't hear you very well. Could you say
that again, please?"

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TIP: By adding "a bit", "a little", "quite" or "very well", as we have above, you soften your
request and sound more polite.

If you don't understand the caller:

 "I'm sorry, but I don't understand the word


'muggle'. What does it mean?"
 "I'm afraid I don't understand what you mean.
Could you repeat that?"

 "I'm afraid I don't follow you exactly. Could you


explain that to me again, please

Grammar flash

 The teacher introduces the grammatical structure of present perfect


 The teacher reinforces the structure by giving other exercises

The structure of the present perfect tense is:

subject + auxiliary verb + main verb


have past participle

Here are some examples of the present perfect tense:

  subject auxiliary verb   main verb  

+ I have   seen ET.

+ You have   eaten mine.

- She has not been to Rome.

- We have not played football.

? Have you   finished?  

? Have they   done it?

1- put in have or has


a. Lindsay …………….not been to France
b. ……………………..you finished your homework?
c. They ……………….gone to a rock concert
d. ………………………you been to Japan?
e. We…………………..never eaten Mexican food
f. Andrea has ………………her umbrella
g. …………………………the sun come up?
h. The children …………………..the lost puppy
i. How long have you …………………a vegetarian?

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2- Write sentences in present perfect simple.
1. they / ask / a question -
………………………………………………………………………………
2. he / speak / English -
………………………………………………………………………………….
3. I / be / in my room -
………………………………………………………………………………….
4. we / not / wash / the car -
…………………………………………………………………………….
5. Annie / not / forget / her homework -
…………………………………………………………………

3- Write questions in present perfect simple.


1. they / finish / their homework -
………………………………………………………………………..
2. Sue / kiss / Ben -
………………………………………………………………………………………
3. the waiter / bring / the tea -
…………………………………………………………………………..
4. Marilyn / pay / the bill -
…………………………………………………………………………………
5. you / ever / write / a poem -
……………………………………………………………………………..

4- Ask for the information in the bold part of the sentence.


1. They have talked about art at school. -
………………………………………………………………..
2. Jane has got a letter. -
…………………………………………………………………………………..
3. Oliver has cooked dinner. -
……………………………………………………………………………
4. Caron has read seven pages. -
…………………………………………………………………………
5. You have heard the song 100 times. -
………………………………………………………………

5- Ask for the information in the bold part of the sentence.


1. They have seen him at the library. -
……………………………………………………………….
2. Robby Robber has robbed another bank. -
………………………………………………………….
3. Bill has ordered three desserts. -
…………………………………………………………………….
4. Clara has repeated the sentence five times. -
……………………………………………………………

Parallel Writing
 Students write similar dialogues using their own words and then act them out

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Unit 7: At a Restaurant

 The teacher can use the same techniques suggested in the previous lessons.

Ordering a Meal
Waiter : Hi. How are you doing this afternoon?
Kim : Fine, thank you. Can I see the menu, please?
Waiter : Certainly, here you are.
Kim : Thank you. What's today's special?
Waiter : Grilled tuna and cheese on rye.
Kim : That sounds good. I'll have that.
Waiter : Would you like something to drink?
Kim : Yes, I'd like a coke.
Waiter : (returning with the food) Here you are. Enjoy your
meal
Kim : Thank you.
Waiter : Can I get you anything else?
Kim : No thanks. I'd like the check (bill - UK English) please
Waiter : That comes to $6.75.
Kim : Here you are. Keep the change!
Waiter : Thank you! Have a good day!

Key Vocabulary
Can I see the menu?
here you are
Enjoy your meal!
Would you like ...
Can I get you anything else?
I'd like the check (bill - UK English), please.
That'll be $6.75.
Have a good day!

 Students act out dialogues ordering meals using menus



Starters main course
Mixed salad fried chicken
Mushroom soup T-bone steak
Grilled prawns Grilled Salmon

 The teacher provides authentic menus and makes students write similar ones

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Example:

Waiter : Good afternoon, how can I help you today?


Jennifer : I'd like a table for one, please.

Waiter : Right this way. (walks to table) Here you are.


Jennifer : Thank you. Can I have a menu?

Waiter : (hands a menu) Here you are. My name's Alan and I am your waiter today.
Would you like to hear today's specials?

Jennifer : Certainly.

Waiter : Well, we have a wonderful mushroom soup to start off with. Today's main
course is fish and chips.

Jennifer : Fish and chips? Is the fish fresh?

Waiter : Certainly, madam. Fresh off the docks this morning.


Jennifer : Alright, I'd like the fish and chips.

Waiter : Would you like to have a starter?


Jennifer : hmmm, I'm not sure.

Waiter : Our salads are excellent, madam.


Jennifer : I'd like a green salad.

Waiter : Very good. Would you like something to drink?


Jennifer : Oh, I'd like some mineral water, please.

Waiter : OK. So that's a green salad, fish and chips and mineral water.
Jennifer : Yes, that's right.

Waiter : Thank you and enjoy your lunch.


Jennifer : Thank you.

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Exercise: students fill in the gaps

Fill in the gaps using these verbs

anything – same to you- would you like – please – would you like – bill –here you are –
welcome – Help- I’d like how much –

Waiter : Hello, Can I ………………….you?


Kim : Yes, ………………………to have some lunch.
Waiter : …………………………a starter?
Kim : Yes, I'd like a bowl of chicken soup,……………………...
Waiter : And what …………………………..for a main course?
Kim : I'd like a grilled cheese sandwich.
Waiter : Would you like ……………………..to drink?
Kim : Yes, I'd like a glass of Coke, please.
Waiter ... After Kim has her lunch.: Can I bring you anything else?
Kim : No thank you. Just the………………………..
Waiter : Certainly.
Kim :I don't have my glasses. ………………………….is the lunch?
Waiter : That's $6.75.
Kim :………………………... Thank you very much.
Waiter : You're………………………... Have a good day.
Kim : Thank you, the………………………...
Meal (At the table)

 Students complete the dialogue using their own words


 The teacher provides help when necessary

Waiter : ………………………………………………………………………………?
Customer : I'd like steak, but no carrots, please.
Waiter : ………………………………………………………………………………..?
Customer : Medium, please.
Waiter : ……………………………………………………………………………….?
Customer : Mashed, please.
customer : Excuse me. I wanted the steak well-done.
waiter : ………………………………………………………………………………..
Customer : I wonder if I should make a reservation if I want to eat dinner here later.
Waiter : ………………………………………………………………………………
Customer : What do you recommend?
Waiter : …………………………………………………………………………….
Customer : OK. I'll take that.
Waiter : …………………………………………………………………………….?
Customer : A bottle of Budweiser, please.
Waiter : …………………………………………………………………………….?
Customer : Yes, I'd like another coffee.

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ADH 14
Suggested answers:

 Are you ready to order?


 How would you like your steak?
 Baked, fried or mashed potatoes?
 I'm sorry. I will change that right away
 You don't have to , but you can if you'd like
 What would you like?
 Something to drink?
 Can I serve you anything else?

Grammar flash:
 The teacher introduces the simple past using verbs related ordering meals in a
restaurant.

To make the simple past tense, we use:

 past form only


or
 auxiliary did + base form

  base past past participle  

work worked worked


The past form for all regular
regular verb explode exploded exploded
verbs ends in -ed.
like liked liked

go went gone The past form for irregular


irregular verb see saw seen verbs is variable. You need to
sing sang sung learn it by heart.

The structure for positive sentences in the simple past tense is:

subject + main verb


past

The structure for negative sentences in the simple past tense is:

subject + auxiliary verb + not + main verb


did base

The structure for question sentences in the simple past tense is:

auxiliary verb + subject + main verb


did base

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The auxiliary verb did is not conjugated. It is the same for all persons (I did, you did,
he did etc). And the base form and past form do not change. Look at these examples with
the main verbs go and work:

  subject auxiliary verb   main verb  

I     went to school.
+
You     worked very hard.

She did not go with me.


-
We did not work yesterday.

Did you   go to London?


?
Did they   work at home?

 The teacher asks students about their past experiences in restaurants


Examples:
 when did you first go to a restaurant?
 When did you last go to a restaurant?
 What did you eat?
 Who did you go with?
Were you satisfied with the service?
Writing

 Students write a paragraph about an interesting experience they had in a restaurant.


 Students write the first draft and exchange their papers for peer correction.
 The teacher monitors the students while writing
 Students get back their papers and correct and discuss their mistakes with their peers
 Students write the second draft after correction
 The teacher collects papers for correction and hand them out later to write the last
draft

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Unit 8: Room services

The teacher introduces hotel facilities vocabulary through visual aids and other ways
of presenting vocabulary.

Key vocabulary:
 Indoor swimming pool
 Internet access
 Fitness centre
 Coffee shop
 Beauty salon
 Sauna

Receptionist Guest

Hello, reception. Hello. This is room 419


How can I help you? I have a problem with the air- conditioning.
It’s very hot in my room.
I’m sorry, ma’am .I’ll send
Someone up to look at it right now. Thank you .
…………………………………………………………..
Room service. Can I help you? Hello. This is room 419. Can I have a tuna
Sandwich, please?
Whole wheat or white bead ? Whole wheat, please.
With or without mayo? Without.
With fries or salad?. Salad, please.
Anything to drink? Yes, a Diet Coke.
With ice and lemon? Jute ice.
It’ll be there in five minutes, ma’am . Thank you.

Grammar flash: WH questions.


 The teacher elicits the questions students know and introduces new ones
 The teacher highlights the questions which might be asked by guests concerning
room services
 The teacher highlights the questions which are not supposed to be asked by the hotel
employee

Practice:
Which of the following personal questions would you at ask someone you know very well?
B) ask someone you do not know very well? C) never ask

 Where do you live?


 How old are you?
 Did you have a holiday last year?
 Are you married?
 Are you single?
 Have you get a family?
 Are you in good health?
 What do you do at the weekend?
 Where do you go on holiday?
 How much is you rent?
 How much do you earn?
 What do you like doing in you Freetown,
 Have you ever been to USA,
 Were you happy in you childhood?
 Do you love your partner?
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ADH 14
Follow up
 The teacher makes students ask each other all sort of questions to
practise the structure.
 The teacher chooses one student and makes the others ask him/her
questions
 The teacher provides other exercises (wh -questions)

Pronunciation: consonant sounds

b Beauty salon, beverages


d Double room, dining room
g go, ago
h hit, heating, house keeing
j you, pure,
r rate, ring, room, receptionsit
m Main course, mattress
n Night,
s Salad, salmon, Sauna, suite
t Twin beds, table
v van, river, vodka, vaccuum
p Porter, pool, post office
w wine, waiter
z zero, roses, zip code
ʒ leisure,
dʒ page, jail, luggage, orange
ʃ shame, ocean, mushroom, reservation
tʃ much, chicken,
θ thin, maths
ð this, other

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Unit 9: sightseeing

(G= Guest, R= Receptionist)

G : What is there to see and do in Beijing?


R : You can go shopping in the Wangfujing Dajie. There are lots of department stores.
G : What about the sights?
R : Well, you can go on a day trip to the Mao Zedong Memorial.
G : How do I get there?
R : You can take a train from the main station. You can also climb the Jingshan Hill.
G : And where is that?
R : Outside the North Gate.
G : I see, And what about the zoo, and the famous pandas?
R : Yes, the zoo is wonderful, It’s near the Great Wall.
G : How do get there?
R : you can take bus from the the main station
G : What about the evening? I Know there are good restaurants and we want to try
the wonderful Beijing duck but what else can we do in the do in the evening?
R : Well, there’s the opera or the ballet.
G : Where can I get tickets?
R : You can buy tickets in the department stores in the Wangfujing Dajie

 The teacher elicits tourist resorts from students


 Students give more information about these places
 Students perform the dialogue talking about Moroccan tourist resorts

Grammar flash: the modal verb: can and could, may and might

 The teacher presents the grammatical structure: modal verbs: can, could, may
and might, and provides more exercises to reinforce the structure

Can

"Can" is one of the most commonly used modal verbs in English. It can be used to express
ability or opportunity, to request or offer permission, and to show possibility or impossibility.

Examples:

 I can ride a horse. ABILITY


 We can stay with my brother when we are in Paris. OPPORTUNITY
 She cannot stay out after 10 PM. PERMISSION
 Can you hand me the stapler? REQUEST
 Any child can grow up to be president. POSSIBILITY

Could

‘Could" is used to express possibility or past ability as well as to make suggestions and
requests. "

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ADH 14
Examples:

 Extreme rain could cause the river to flood the city. POSSIBILITY
 Nancy could ski like a pro by the age of 11. PAST ABILITY
 You could see a movie or go out to dinner. SUGGESTION
 Could I use your computer to email my boss? REQUEST

May

"May" is most commonly used to express possibility.

Examples:

 Cheryl may be at home, or perhaps at work. POSSIBILITY


 Johnny, you may leave the table when you have finished your dinner. GIVE
PERMISSION
 May I use your bathroom? REQUEST PERMISSION

Might

Might" is most commonly used to express possibility. English speakers can also use "might"
to make suggestions or requests,

Examples:

 Your purse might be in the living room. POSSIBILITY


 If I didn't have to work, I might go with you. CONDITIONAL
 You might visit the botanical gardens during your visit. SUGGESTION
 Might I borrow your pen? REQUEST

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Unit10: exchanging money

After teaching the dialogue, the teacher introduces vocabulary about currencies

(C=Customer, B= Bank teller)

C : Good morning, I’d like to buy some dollars, please. What’s the rate of exchange
today?
B : What currency have you got?
C : UK pound
B : Well, today the cash buying rate is 2 dollars for one pound
C : And for travellers’ cheques?
B : It’s the same
C : And what about commission?
B : Uhm, commission is 1.5%.
C : Oh, uhm, I’d like to change 500 pounds, please.
B : That’s about one $1000

Practice
The teacher gives students foreign currencies and let them convert into local currency

Reading writing
The teacher deals with the letter as a reading material providing the necessary reading
tasks.

A cover letter

Waitress
The applicant’s full name
The applicant’s address
The date.

Hotel /restaurant
Address

Dear Mrs Saulat,


I am writing to apply for the position as waitress in your restaurant, which I have heard about
from Jacques Fourchon who is currently in your employment as a bar-man.

I have experience in waiteressing as I worked for two summers at Café de la perle bleu,
which is a very good and well-known restaurant in Marrakech of about the same standard as
yours. During my time there I learnt all of the duties expected of a waitress, including silver-
service waiterssing, wine and cheese serving and how to mix drinks.

Moreover, I developed a real sense of team spirit, I learned what giving good service to
customers means and I know how to deal with eventual problems.

I am currently studying English in a language center, I have a good level of spoken English
but I would like to have the opportunity of perfecting it in your hotel. I hope to receive a
positive reply to my application and look forward to hearing from you soon.

Yours sincerely

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ADH 14
 The teacher draws the students’ attention to the lay out of a cover letter.
 The teacher asks students to write a cover letter using the method of process
writing
Pronunciation

(length mark) This should appear like a


colon (:).  Some versions of Internet
ː
Explorer have a bug which makes it not
appear correctly.
æ bat, apple
ɑː farm, calm
e set, less
ə above, porter
ɜː fern, work
ɪ tip, pity
iː see, been
ɒ rot, wash
ɔː bail, board
ʊ soot, full
uː root, fool
ʌ come, rum, blood
aɪ lie, fry
aʊ now, plough
eɪ fate, say, waiter
əʊ ago, also, note
ɛə there, rare, fair
ɪə here, interior, fear
ɔɪ toy, voice

ʊə allure, pure

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ADH 14
Grammar Bank

Tense Example Explanation


Simple I play football every
Here you want to say that it happens regularly.
Present week.
Present Here you want to say that it is happening at the
I'm playing football now.
Progressive moment.
I played football
Simple Past You did it yesterday, it happened in the past.
yesterday.
Present I have just played You have just finished it. So it has a connection to
Perfect football. the present. Maybe your clothes are dirty.

Negations of the sentences

Tense Example
I do not play football every week.
Simple Present
I don't play football every week.
I am not playing football now.
Present Progressive
I'm not playing football now.
I did not play football yesterday.
Simple Past
I didn't play football yesterday.

I have not played football.


Present Perfect
I haven't played football.
I've not played football.

Questions
Tense Example
Simple Present Do you play football?
Present Progressive Are you playing football?
Simple Past Did you play football?
Present Perfect Have you played football?

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ADH 14
List of irregular verbs

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ADH 14
Base Form Simple Past Tense Past Participle
awake awoke awoken
be was, were been
bear bore born
beat beat beat
become became become
begin began begun
bend bent bent
beset beset beset
bet bet bet
bid bid/bade bid/bidden
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burned/burnt burned/burnt
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
dive dived/dove dived
do did done
draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit fit
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ADH 14flee fled fled
fling flung flung
fly flew flown
PARTIE 2 
CONTENUS SPECIFIQUES

Table of content

Contents page

Preface ………………………………………………………………...............…………..............45

Intensive reading 1: Administrative Assistant. Job description…………......…..............46

Intensive reading 2: Secretary Career Overview …………………………….......................50

Phoning ………………………………………………………………………...............................52

Writing e-mails ………………………………………………………….............……..................62

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Preface

This module is meant for future administrative assistants who have an intermediate or
upper-intermediate level of English.
It is a content based course which gives knowledge and tips of the work of
administrative assistants.
The module contains reading texts, dialogues and vocabulary development about the
job of administrative assistant such as English language skills needed to perform in a variety
of work situations, dealing with visitors and difficult clients, managing aspects of written
communication including emails, making arrangements by telephone and socialising, etc…..

There are mainly communicative activities in the course during which, learners will be
practising their English in speaking, writing and reading without paying attention to the form
of the language.

The lessons suggested in this module are mainly reading texts and dialogues that the
teacher should exploit to raise discussions about all aspect of the job.

Benefits of doing this course

Improve the students English in the following ways:

 communicate more confidently

 speak more accurately and fluently


 participate more successfully in meetings
 improve your written English including emails
 expand your professional vocabulary
 socialise and network with greater confidence
 work successfully in a cross-cultural environment

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Intensive reading 1: Administrative Assistant. Job description

 The teacher deals with the following text as an intensive reading material
by providing in-class tasks.
 The teacher raises a discussion about the administrative assistant tasks
 Students brainstorm ideas about the topic

 The teacher highlights the most important ideas on the board

 The teacher should tackle the following issues and discuss them with
the students:

 communication skills needed in work situations


 telephoning, hosting visits and socialising
 written communication and email
 intercultural communication and working in a cross-cultural environment
 vocabulary building and activation

Handling a wide range of telephone calls, for example:

 transferring calls

 taking and giving messages


 dealing with engaged lines, colleagues unavailable etc
 giving and receiving information

Dealing with guests, for example:

 greeting guests, showing people round and giving practical information

 identifying and establishing needs of guests politely and efficiently


 engaging in appropriate and necessary small-talk
 Dealing with difficult clients

Dealing with aspects of written communication, for example:

 confirming a visit or appointment

 requesting certain documents or information


 drafting documents or correspondence

Glossary of Job Descriptions

Executive Assistant – Performs administrative duties for executive management.


Responsibilities may include screening calls, making travel and meeting arrangements,
preparing reports and financial data, training and supervising other support staff, and
customer relations. Requires strong computer and internet research skills. Also calls for
flexibility, excellent interpersonal skills, project coordination experience, and the ability to
work well with all levels of internal management and staff, as well as outside clients and
vendors.  

Senior Executive Assistant – Duties include those described for the executive assistant but
require stronger work experience within each function. Supports the most senior executive,
particularly in large corporations. May supervise other administrative staff. Possesses
advanced computer skills along with the ability to train others on system usage. A premium
paid for specific industry or market experience.
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Job Description
Professional Secretary/Executive Assistant/Administrative Assistant

Priorities

 Relieve management of administrative detail, all projects


 Coordinate work flow
 Update and chase delegated tasks to ensure progress to deadlines
 Take initiative in manager’s absence
 Keep projects on schedule
 Maintain procedures manual to ensure consistent performance of routines

Communication

 Compose correspondence/reports for own or manager’s signature


 Arrange essential mail in priority action order for boss
 Check deadlines on incoming requests and put preliminary work in play
 Process replies on own initiative or from bosses’ dictation or notes
 Research, draft or abstract reports

Phone

 Handle all inquiries.


 Arrange "callbacks" to protect boss’s time
 Provide back-up materials for callbacks
 Route calls elsewhere as needed
 Schedule phone calls

Appointments/Meetings

 Maintain calendar; ascertain which events require boss’s presence


 Fix commitments to maximize boss’s time efficiency
 When boss chairs meetings:

-Prepare agenda in advance

-Arrange meeting facilities

-Act as recording secretary; prepare action minutes

Confidentiality

 Perform to earn boss’s full confidence


 Assure discreet handling of all business

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Visitors

 Screen to control interruptions


 Provide back-up data as needed
 Arrange amenities as needed
 Schedule guests appointments

Travel

 Arrange travel through internal or outside agents


 Arrange travel cash in advance
 Prepare itinerary, trip file and supplies
 Prepare expense report tools for hotel round trips
 Complete expense reports after trip

Source: International Association of Administrative Professionals (IAAP

Job description

A secretary or administrator provides clerical and administrative support, either as a


team or individually. They are often also responsible for specific projects, as well as co-
ordinating and implementing office procedures. In some cases, they will oversee junior staff.

Secretarial/administrative work has changed significantly over the years, and the role
varies greatly depending on sector, the size of the employer and levels of responsibility. Most
work involves communication and word processing skills, and within specialist fields such as
law, many secretaries/administrators are required to have relevant, high-level qualifications.

The role also overlaps with that of personal assistant.

» Typical work activities

Most secretaries/administrators will undertake typical work tasks: general word processing,
dealing with telephone and email enquiries, creating and maintaining filing systems, keeping
diaries and taking appointments for staff.

Depending on the sector, the role could also include any of the following:

 using a variety of software packages to produce correspondence and documents,


and maintain presentations, spreadsheets and databases;
 devising and maintaining office systems;
 booking rooms;
 using content management systems to maintain and update websites and internal
databases;
 arranging meetings, taking minutes and keeping notes;
 invoicing;
 looking after budgets;
 liaising with members of staff in other departments or external contacts;
 ordering and maintaining stationery and equipment supplies;
 using shorthand and audio tapes or copytyping to produce letters;
 Organising and storing paperwork, documents and computer-based information.

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Other duties may include:

 recruiting and training junior staff, and delegating work as required;


 manipulating complex statistical data;
 travelling with the team or manager to take notes at meetings, take dictation and
provide general assistance with presentations;
 arranging travel and accommodation;
 arranging both in-house and external events.

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Intensive reading 2: Secretary Career Overview

The position of the office professional has greatly developed as technology continues
to be relied upon in most offices throughout the country. A wide range of duties that were
once given to managerial and professional staff are now delegated to secretaries and
administrative assistants due to office automation and organizational restructuring.
Currently several secretaries and administrative assistants train and inform new staff,
perform Internet research, and use and troubleshoot the latest technology in offices. In spite
of these recent changes, their usual and fundamental responsibilities have stayed constant—
conducting and organizing an office’s administrative duties and events, as well as receiving
and handling information for distribution to staff and clients

Secretaries’ and administrative assistants’ responsibilities include various


administrative and clerical duties needed to run a company efficiently and smoothly. Some
duties include: serving as an office information manager, arranging and scheduling meetings
or appointments, organizing and preserving paper and computer files, managing projects,
handling travel arrangements, performing research, and distributing information through the
use of telephones, mail, and e-mail

Many machines—facsimile machines, photocopiers, and telephone systems—are


used by secretaries and administrative assistants to aid them in these tasks. Additionally,
secretaries and administrative assistants work on personal computers to develop
spreadsheets; write correspondence; supervise databases; and produce presentations,
reports, and documents as they use desktop publishing software and computer graphics. All
of these tasks were previously performed by managers and professionals. Concurrently,
these other office workers have taken the responsibility for several tasks traditionally left to
secretaries and administrative assistants, such as typing and answering phones. Secretaries
and administrative assistants have the time to help out members of the executive staff, now
that they aren't usually required to dictate and type. In numerous companies, secretaries and
administrative assistants work cooperatively with each other in order to work be flexible and
helpful to one another.

Different levels of experience and job titles will carry different responsibilities. For
example, Executive secretaries and administrative assistants maintain a small amount of
clerical tasks as opposed to other positions. Their tasks include basic organizing of
conference calls and scheduling of meetings as well as more complex responsibilities such
as performing research, planning statistical reports, teaching employees, and directing other
clerical staff. A few secretaries and administrative assistants—such as legal and medical
secretaries—must have substantial knowledge of technical terminology and procedures in
order to carry out highly specialized work. Under the direction of an attorney or paralegal, for
instance, legal secretaries organize correspondence and official documents such as
summonses, complaints, motions, responses, and subpoenas. Additionally, they may assess
legal journals and aid with legal research, such as confirming quotes and credentials in legal
briefs. Medical secretaries record dictation, get correspondence ready, and aid physicians or
medical scientists with reports, lectures, articles, and seminar proceedings. Medical
secretaries may also keep track of basic medical histories, set up patients to be hospitalized,
and order materials. The majority of medical secretaries must have good knowledge
regarding insurance regulations, billing practices, and hospital or laboratory measures. Other
technical secretaries helping engineers or scientists might organize correspondence, keep
up the technical library, and search and edit resources used for scientific papers.

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Secretary Training and Job Qualifications

Entry-level positions may only require high school graduates with adequate office
skills to fill them. Nevertheless, there is an increase of employers who also require
knowledge of computer programs dealing with spreadsheets, word processing, and database
management. Secretaries and assistants are expected to be highly capable of typing, and
especially proficient in spelling, punctuation, and other English skills. Those looking to hire
secretaries notice their good costumer service and interpersonal skills because secretaries
and administrative assistants must have tact as they interact with the public. For advanced
positions, additional qualities are needed including good judgment, managerial or organizing
abilities, inventiveness, and the capability to work independently.

Continuing education and training remain essential to secretaries as office automation


persists to develop. Secretaries and administrative assistants who are adaptable and flexible
are necessary for changing offices. These positions might be required to enroll in courses or
online programs so they may keep up with the ever-evolving office technologies, such as
programs that store information, scanners, the Web, or novel up-to-date software packages.
They could additionally aid in the maintenance and acquiring of new equipment.

Secretaries and administrative assistants learn office skills through a variety of


ways. One may receive training through a high school vocational promoting fundamental
office skills and typing or, more specifically, through business schools, vocational-technical
institutes, and community colleges who offer 1- and 2-year programs in office administration.
Formal training in office and computer skills may also be obtained by temp agencies.
Nevertheless, several needed skills are usually taught on the job or through computer
support or vendors. For individuals preparing to become medical or legal secretaries or
administrative technology specialists, focused training programs are available. As business
progresses worldwide, bachelor’s degrees and professional certifications are becoming more
and more critical.

Organizations such as the International Association of Administrative Professionals;


NALS, Inc.; and Legal Secretaries International, Inc. offer analysis and certification for
aptitude in entry-level office skills. Secretaries and administrative assistants can earn
numerous varying designations as they gain experience. After a certain amount of
experience and/or education requirements are achieved and an examination is passed,
secretaries and administrative assistants can reach prominent designations which include
the Certified Professional Secretary (CPS) or the Certified Administrative Professional (CAP)
designations. Likewise, those who want to be certified as a legal support and have 1 year of
experience in the legal field or have finished an accepted training course can attain the
Accredited Legal Secretary (ALS) designation through an evaluation process administered
by NALS. NALS also offers two additional designations. One is an examination given in order
to grant the Professional Legal Secretary (PLS) designation and is thought of as a superior
certification for legal support professionals. The other is a paralegal examination and
designation testing expertise as a paralegal. Legal Secretaries International awards the
Certified Legal Secretary Specialist (CLSS) designation in sections such as intellectual
property, criminal law, civil litigation, probate, and business law, to individuals with at least
five years of experience in legality and who pass an exam. Some exceptions may be made
for certain requirements.

Advances in office technology will certainly persist, resulting in further modifications in


the roles of secretaries and administrative assistants. Nevertheless, several secretarial and
administrative tasks are personalized and interactive; for that reason, they cannot be
automated. Communications skills and class are required for tasks such as preparing
conferences, working with clients, and coaching staff. Secretaries and administrative
assistants will keep playing an essential role in the majority of organizations because
technical inventions cannot replace these personal skills

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Phoning

Teaching telephone English can be frustrating as students really need to practice


their skills as often as possible in order to improve their comprehension skills. Once they
have learned the basic phrases used in telephoning, the main difficulty lies in communicating
without visual contact. This part suggests a few ways to get students to practice their
telephoning skills.

Aim :
 Developing the language skills of the front-line contact

 Improving Telephoning Skills

 developing communication skills needed in work situations


 telephoning, hosting visits and socialising

Activity: Role playing using office telephone lines

Outline:

 Review phrases used in telephoning. Review Telephone English: Dialogue and


Appropriate Vocabulary
 Ask each student to write out notes for a telephone conversation that they would
typically have with a native speaker. Example: booking a room- check- in next
week-Payment Method: Company Account - Address: guest’s Address -
Telephone/Fax: Student's Telephone/Fax, etc.
 Ask students to choose another student who should respond to the call for which
he/she has written notes.
 This next step is the most important, and if possible goes a long way to improving
students' skills.
 Stress the fact that students need to understand and take note of everything
crucial. If they do not understand they need to ask the caller to repeat, tell him or
her to speak more slowly - anything that is needed to understand.
 Ask students to go to a different office, make sure to get the extension for the
office. Ask students to take notes on the call.
 Take a variety of roles and act them out on the phone. Really put your students
through the paces. You can be angry, impatient, in a hurry, etc.
 Once you have repeated this exercise, get students to call each other in their own
offices to repeat the exercise. Remember it is crucial to actually use the phone, as
the difficulty lies in understanding English over the phone. Finally, if you don't have
the opportunity of using different telephone lines put students' chairs back to back
and practice speaking on the phone, students will only hear the other person's
voice which will approximate a telephone situation.

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Phoning: Customer Service
Phone Problems and How to Correct Them
 
Objective:
 Students will understand the problems associated with customer service over the
phone and how to correct them.

CUSTOMER SERVICE OVER THE PHONE


 

Optional Follow-up Activity:

Students should create a script illustrating good customer service over the phone. 
Students can be creative in coming up with the details of the scenario, but the customer
service representative should use appropriate telephone manners and avoid encountered
problems

Customer Service by Phone Problems

There are a couple of primary problems people face when they try to deliver good customer
service over the phone. 

Telephoning

The telephone is an important tool for personal, school, and business use because of
the rapid communication it permits. Therefore, there is need to reinforce personal speaking
and listening abilities regarding telephone use.

Before Telephoning

Students could brainstorm ideas about basic telephone etiquette and generate a list such as
the following:

 answer the telephone as quickly as possible


 identify yourself immediately when receiving or placing a call
 keep the call brief and the talk relevant
 show respect for the listener's time and give full attention to the conversation
 offer to take a message if the call is for another person and record the message in
writing
 treat every caller politely and professionally
 be helpful and co-operative
 prepare for receiving and placing calls by planning what you might say and
anticipating what you might hear (e.g., list dates, write down important questions,
keep standard message pads as well as important reference material near the
telephone)
 follow up telephone conversations with notes or letters, when appropriate.

While Telephoning

 Students must have authentic reasons for telephoning when they are practising their
previously established phoning skills.
 Students make sure that they are hearing the interlocutor correctly.

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After Telephoning

As soon as possible after telephoning, students should complete a self-assessment form


based upon criteria established prior to their placing the call. A sample checklist follows.

Sample Telephone Self-assessment Checklist

Student's Name:

Date:

Person Spoken To:

Reason for Call:

1. Was I polite and professional?


2. Did I identify myself immediately?
3. Was I prepared with notes and a note pad?
4. Did I attend to the listener?
5. Did I show respect for my listener?
6. Did I keep the call brief and on topic?
7. Did I double check my facts?
8. Did I follow up on the conversation with a note or letter?

Telephone English - The Phrases

There are a number of phrases and idioms that are only used when telephoning. Let's
first take a look at an example dialogue: Here are the most common:

 Operator: Hello, Frank and Brothers, How can I help you?


 Peter: This is Peter Jackson. Can I have extension 3421?
 Operator: Certainly, hold on a minute, I'll put you through...
 Frank: Bob Peterson's office, Frank speaking.
 Peter: This is Peter Jackson calling, is Bob in?
 Frank: I'm afraid he's out at the moment. Can I take a message?
 Peter: Yes, Could you ask him to call me at. I need to talk to him about the Nuovo
line, it's urgent.
 Frank: Could you repeat the number please?
 Peter: Yes, that's , and this is Peter Jackson.
 Frank: Thank you Mr Jackson, I'll make sure Bob gets this asap.
 Peter: Thanks, bye.
 Frank: Bye.

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This another example of a dialogue and the teacher can provide other dialogues for
practise

Secretary : Hello, Xiangtan Normal University, how can I help you? 


Caller : This is Paul Sparks. Can I speak to Mr Xiang? 
Secretary : Certainly, hold on a minute, I'll put you through... 
Mr Xiang's office: Mr Xiang's office, how can I help? 
Caller : This is Paul Sparks calling, is Mr Xiang in?
Mr Xiang's office: I'm afraid he's out at the moment. Can I take a message? 
Caller : Yes, Could you ask him to call me. I need to talk to him, it's urgent. 
Mr Xiang's office: Does Mr Xiang have your number? 
Caller : Yes.
Mr Xiang's office: Thank you Mr Sparks, I'll make sure Mr Xiang gets this asap. 
Caller : Thanks, bye. 
Mr Xiang's office: Bye.

As you can see, the language is rather informal and there are some important
differences to everyday English. Look at the chart below for key language and phrases used in
telephone English:

Introducing yourself Asking who is on the telephone


This is Ken. Excuse me, who is this?
Ken speaking Can I ask who is calling, please?
Asking for Someone Connecting Someone
Can I have extension 321? I'll put you through (put through -
(extensions are internal numbers at a phrasal verb meaning 'connect')
company) Can you hold the line? Can you
Could I speak to...? (Can I - more hold on a moment?
informal / May I - more formal)
Is Jack in? (informal idiom meaning: Is
Jack in the office?
How to reply when someone is not Taking a Message
available Could (Can, May) I take a
I'm afraid ... is not available at the message?
moment Could (Can, May) I tell him who is
The line is busy... (when the extension calling?
requested is being used) Would you like to leave a
Mr Jackson isn't in... Mr Jackson is out message?
at the moment...

Exercises for Practicing Speaking on the Telephone 

Real life situations - Businesses are always interested in telling you about their products.
Find a product you are interested in and research it over the telephone. You can ... 
 call a store to find out the prices and specifications. 
 ring the company representative to find out details on how the product works. 
 telephone a consumer agency to find out if the product has any defects. 
 call customer service to find out about replacement parts, etc.

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Telephoning exercises

1. Polite enquiries

When making a business phone call it is important to make it clear why you are calling. To do
this it is often useful to use one of the following polite expressions:

 Can/Could you tell me...


 I’d like to know
 The reason I’m calling is to ask you...

Here are some simple direct questions. First study the examples given and then re-write the
sentences 1-12 in a politer form using the expressions above according to the following
examples:

 Did you get the goods? Could you tell me if/whether you got the goods?
 When did you get them? I’d like to know when you got them.
 Why haven’t we got the goods? The reason I’m calling is to ask you why we
haven’t got the goods.

1. Did your agent call? 2. Did you get my message?


3. Will Mr Brown be able to come? 4. Has Mr Brown sent us a copy?
5. Are you still selling these goods? 6. What did our agent say?
7. Why did you send the goods back? 8. When does the plane leave?
9. What colour would you like? 10. How many orders are you placing?
11. When does the first plane to Birmingham land? 12. Why were there so many problems with the
last consignment?

2. Telephoning

Complete the following dialogue, which is based on the list „Expressions often used...“:

Operator: Good morning, Hi Tech Ltd. Can I help you?


Caller: Good morning. Would you ______1 Mr Scott in Personnel, please?
Operator: One moment, sir. I’m sorry, the line’s _____2. Will you _____3?
Caller: Yes, _____4.

Operator: You’re _____5.


Caller: Thank you.
Personnel: Hello, Personnel.
Caller: Good morning. My name’s David Blood. Could I speak to Mr Scott, please?
Scott: _____6.
Caller: Hello, Mr Scott. The _____7 I’m calling is to ask you whether you have received
my letter.
Scott: Just one moment, Mr Blood. I’ll just get the _____8. Ah yes, _____9. It arrived with
this morning’s post. Now I see you’d like to come to our regional conference on
Thursday.
Caller: Yes, that’s right. Can I bring my secretary?
Scott: Yes, please do so _____ 10.

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3. Mini telephone dialogues

Act out the following dialogues with your neighbour. Use the expressions you have learnt in
class.

1. Walter Warmbier from Knauser Kompressoren rings the Lawrence insurance company in
Threadneedle Street to ask Mr Briant the question: „Have you received our cheque?“ The
answer is „Yes.“ They finish the conversation politely and ring off.

2. Henry Mulrooney from Transworld Software Ltd rings Priscilla Thorpe at Compuscreen Ltd
to ask the question: „Will the 2,000 monitors come by the end of the month?“ The answer is
„Yes“. They finish the conversation politely and ring off.

3. Sabine Schorr from Conrad GmbH in Essen calls Binary Instruments in Dallas, Texas.to
talk to Clarence Goldwater. She asks the question: „When did you despatch the 10,000
pocket calculators?“ The answer is „Yesterday“. They finish the conversation politely and ring
off.

4. Dictating recorded messages

Which of the following facts are important when leaving a recorded message? Select the
facts and then put them in order of importance.

The time the date who the message your telephone your address
is for and/or fax number

your Christian your age your company your wife your surname
name

Re-arrange the facts in the right order to start off a recorded message.

1. Your phone number is 0771 777660. It’s 9.30 in the evening on (today’s date). You (your
own name) want to contact Helen Wood in the Sales Department of an English company.
You work for the Handelsbank in Donaueschingen.

2. Tim Dullis in the Despatch Department of an American company wants to give you some
information. You are Conrad Hannover from Vogue Fashions in Castrop-Rauxel. Your fax
number is 02305 44987. It’s 10 p.m. Central European Time on Thursday August 23rd.

3. You work for Centroplan GmbH in Alpen. Their phone number is 02802 7786. The fax
number is 02802 7000. You wish to contact Harriet Cash in the Export Department of a New
Zealand company. It’s 4 ò clock in the afternoon, Central European Time, on Friday January
29th. You are Elvira Rademacher.

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Tips for Getting People to Slow Down!!

One of the biggest problems is speed. Native speakers, especially business people,
tend to speak very quickly on the telephone. Here are some practical tips to get native
speakers of English to slow down!

 Immediately ask the person to speak slowly.


 When taking note of a name or important information, repeat each piece of
information as the person speaks.

This is an especially effective tool. By repeating each important piece of


information or each number or letter as the spell or give you a telephone number
you automatically slow the speaker down.

 Do not say you have understood if you have not. Ask the person to repeat
until you have understood.

Remember that the other person needs to make himself/ herself understood and it
is in his/her interest to make sure that you have understood. If you ask a person to
explain more than twice they will usually slow down.

 If the person does not slow down begin speaking your own language!

A sentence or two of another language spoken quickly will remind the person that
they are fortunate because THEY do not need to speak a different language to
communicate. Used carefully, this exercise in humbling the other speaker can be
very effective. Just be sure to use it with colleagues and not with a boss :-)

Role Playing Suggestions

Here are some role plays for you to use in practicing your telephone English.

Requesting Travel Information

Student A:

Choose a city in your country. You are going to travel to this city for a business meeting over
the next weekend. Telephone a travel agency and reserve the following:

 Round-trip flight
 Hotel room for two nights
 Restaurant recommendation
 Prices and departure times

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Student B:

You work in a travel agency. Listen to student A and offer him/her the following solutions:

 Round-trip flight: Air JW $450 Coach, $790 First Class


 Hotel room for two nights: Hotel City $120 a night in the downtown area, Hotel
Relax $110 a night near the airport
 Restaurant Recommendation: Chez Marceau - downtown - average price $70 a
person

Product Information

Student A:

You need to purchase six new computers for your office. Call JA's Computer World and ask
for the following information:

 Current special offers on computers


 Computer configuration (RAM, Hard Drive, CPU)
 Guaranty
 Possibility of discount for an order of six computers

Student B:

You work in at JA's Computer World answer student A's questions using the following
information:

 Two special offers: Multimedia Monster - with latest Pentium CPU, 256 RAM, 40
GB Hard Drive, Monitor included - $2,500 AND Office Taskmaster - cheaper CPU,
64 RAM, 10 GB Hard Drive, Monitor not included - $1,200
 1 Year guaranty on all computers
 Discount of 5% for orders of more than five computers

Leaving a Message

Student A:

You want to speak to Ms Braun about your account with her company, W&W. If Ms Braun
isn't in the office, leave the following information:

 Your name
 Telephone number: 347-8910 (or use your own)
 Calling about changing conditions of your contract with W&W
 You can be reached until 5 o'clock at the above number. If Ms Braun calls after 5
o'clock, she should call 458-2416

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Student B:

You are a receptionist at W&W. Student A would like to speak to Ms Braun, but she is out of
the office. Take a message and make sure you get the following information:

 Name and telephone number - ask student A to spell the surname


 Message student A would like to leave for Ms Braun
 How late Ms Braun can call student A at the given telephone number

Student A: 

You need to purchase six new computers for your office. Call JA's Computer World and ask
for the following information: 
Current special offers on computers 
Computer configuration (RAM, Hard Drive, CPU) 
Guarantee
Possibility of discount for an order of six computers 

Student B: 

You work in at JA's Computer World answer student A's questions using the following
information: 
Two special offers: Multimedia Monster - with latest Pentium CPU, 256 RAM, 40 GB Hard
Drive, Monitor included - $2,500 AND Office Taskmaster - cheaper CPU, 64 RAM, 10 GB
Hard Drive, Monitor not included - $1,200 
1 Year guaranty on all computers 
Discount of 5% for orders of more than five computers 

Leaving a Message 
Student A: 

You want to speak to Ms Braun about your account with her company, W&W. If Ms Braun
isn't in the office, leave the following information: 
Your name 
Telephone number: 347-8910 (or use your own) 
Calling about changing conditions of your contract with W&W 
You can be reached until 5 o'clock at the above number. If Ms Braun calls after 5 o'clock, she
should call 458-2416 

Student B: 

You are a receptionist at W&W. Student A would like to speak to Ms Braun, but she is out of
the office. Take a message and make sure you get the following information: 
Name and telephone number - ask student A to spell the surname 
Message student A would like to leave for Ms Braun 

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ADH 14
How late Ms Braun can call student A at the given telephone number 
Selling Your Product 

Student A: 

You are a salesperson for Red Inc. You are telephoning a client who you think might be
interested in buying your new line of office supplies. Discuss the following information with
your client: 
New line of office supplies including: copy-paper, pens, stationary, mouse-pads and white
boards 
You know the customer hasn't ordered any new products during this past year 
Special discount of 15% for orders placed before next Monday 
Any order placed before Monday will not only receive the discount, but also have its
company logo printed on the products at no extra charge 

Student B: 

You work in an office and receive a telephone call from your local office supplier. As a matter
fact, you need some new office supplies so you are definitely interested in what the
salesperson has to offer. Talk about the following: 
New pens, stationary and white boards 
Do they have any special offers 
You would like to place an order for 200 packages of copy paper immediately

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ADH 14
Writing Emails

Objectives:  Students will be able to address, send, retrieve and read email.  Students will
get to know their classmates better.

Material:  Computers connected to the Internet (preferably one per student) loaded with Web
browsing software.

Students are asked to use their own e-mails

 Walk students through addressing, writing and sending an email to each other. 
Students should feel free to write whatever they want, but they must include their
email address in the email. 

 Students reply to the emails.

Forms

Student Form Teacher Form


Login Name___________________ Name_________________
Email Address__________________ Login Name____________
Password______________________ Email Adress___________

 The teacher asks students to write a confirmation reservation via e-mail


 The teacher gives the following e-mail after correction

Subject: Crosstalk/Ed Tech Partners Event - Tue Sept 7

From : John Moore

To : smith_075@yahoo.fr

Date : Thu, 02 May 2008 15:52:39 -0400

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ADH 14
Dear Mr. Smith,
     Thank you for choosing to stay with us at the Sample Hotel. We are pleased to confirm your
reservation as follows:

Confirmation Number:  123456


Guest Name: Mr. Ned Smith
Arrival Date: 10/15/04
Departure Date: 10/18/04
Number of Guests: 2
Accommodations: Deluxe King Suite
Rate per Night: $575.00
Check-in Time: 4:00pm
Check-out Time: 11:00am
     Should you require an early check-in, please make your request as soon as possible.
Rates are quoted in U.S. funds and subject to applicable state and local taxes. If you find it
necessary to cancel this reservation, the Sample Hotel requires notification by 4:00 P.M. the
day before your arrival to avoid a charge for one night's room rate.
     Whatever we can do to make your visit extra special, call us at 800.888.8888. Or by
clicking Contact Concierge here, you will be taken to our pre-arrival checklist form where
we'll assist you with advance reservations for airport transfers, dining, golf tee-times and spa
treatments.

We look forward to the pleasure of having you as our guest at the Sample Hotel.

Sincerely,
John Moore
Reservations Department

PS. During your stay, we will be hosting a wine pairing dinner exquisitely prepared by
Executive Chef John Hill. The wines from the award winning Plumpjack vineyards will be
featured. Seating is limited so please make reservations now by either completing the
attached concierge request form or calling 800.888.8888.

 The teacher either provides his /her own writing material or reviews the writing
file found in the common core module.

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ADH 14
EQUIPE DE PRODUCTION

La DRIF remercie les personnes qui ont contribué à l’élaboration et à la validation du


présent document :

Supervision
SLAOUI SAID Directeur de la DRIF

Coordination

ESSABKI Noureddine Chef de Division Coordination des CDC


CORTEVAL Jacques Chef de Projet MEDA 2 IF Tourisme
SAMLALI Soumaya Chef du projet Tourisme
MOHSINE Assia Chef de projet MEDA 2

Conception et rédaction

HASSANI Said
Expert Local

Mise en page

MOUTAOUALI Khadija Secrétaire d’édition

Les utilisateurs de ce document sont invités à


communiquer à la DRIF toutes les remarques et
suggestions afin de les prendre en
considération à des fins d’enrichissement et
d’amélioration.

M. SLAOUI
DRIF

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ADH 14