Professional Foreign Language

Preparation of VET

Students in Customer Service for Quality Tourism

ProTourism

A comprehensive and structured information in the job application phase – from writing an exhaustively and internationally applicable CV in English, through a detailed, weA comprehensive and structured information in the job application phase – from writing an exhaustively and internationally applicable CV in English, through a detailed, well-organized cover letter to practical situations when being interviewed for a job by a future employer. The section will capture both verbal and nonverbal communication, dialogues based on requirements of employers to their future employees in the tourist sector, useful advice for the stage of preparation for job interviews and its implementation. The presented situational didactics through practically oriented dialogues will increase the knowledge of the VET students about the real existence of the requirements and the required qualities on the part of the worker. The module will include different templates, practical-oriented exercises for both individual and group work etc. The dialogues will help not only to extract information about what are the most sought-after qualities and skills of employers, but will also help students to develop the ability to present their own experience and knowledge through which they will confidently and calmly appear at a job interview. ll-organized cover letter to practical situations when being interviewed for a job by a future employer. The section will capture both verbal and nonverbal communication, dialogues based on requirements of employers to their future employees in tourist sector, useful advice for the stage of preparation for job interviews and its implementation. The presented situational didactics through the practically oriented dialogues will increase the knowledge of the VET students about the real existence of the requirements and the required qualities on the part of the worker. The module will include different templates, practical oriented exercises for both individual and group work etc. The dialogues will help not only to extract information about what are the most sought-after qualities and skills of employers but will also help students to develop the ability to present their own experience and knowledge through which they will confidently and calmly appear at a job interview.

In the units presented in this module, students and teachers can familiarize themselves with the working environment of a typical foodservice establishment. With a focus on communication between the staff inside the kitchen, students will learn how to communicate in different situations – with managers, waiters or other staff members and food suppliers; the other big aspect is communication between the staff and customers, which will allow students to practice how to serve customers properly, how to communicate with them and how to answer questions about the presentation and preparation of their dish. All of this will enable students to improve their listening and speaking skills as well as their reading comprehension level. In the units you will also find sections dedicated to problems with coworkers or customers and their possible resolutions. The new vocabulary consists of terminology (specific to recipes and working in the kitchen), useful phrases and some slang expressions. 

This module deals with the staff of a bakery. Some of the topics selected for the different units here are similar to the ones that are covered in the Module 2 (Cooks), such as communication with other coworkers, customers, managers and suppliers. However, there are significant differences as well, given the specifics of the job of the baker and how bakeries are typically operated, which is very different from a restaurant or a fast-food establishment. The problems students will face in this field of work are also covered in some of the units. The new terminology is connected with the job of the baker, namely the most common methods of cooking baked goods and cakes as well as the different positions within a bakery, which is covered in the Additional Materials unit. 

This module presents work situations in a catering company. The dialogues included in the module give examples of the stages of organizing a catering event: communication with the clients, determining the place and time of the event, discussing the menu, payment methods and signing a contract, arranging and delivering the food, and dealing with various unforeseen situations, such as order cancellation, delivery problem, bad weather at a planned outdoor event. The sections include useful phrases, expressions and words that students can practice in the exercises to them and can use in the Self Practice rubric. Each section includes a Dos and Don'ts Tips rubric, in which attention is paid to the behavior of the service staff (something very important when working with customers in the tourism industry).

This module presents different aspects of the jobs of the waiter and bartender, such as keeping track of the food and alcohol inventory, making new orders when necessary, welcoming and serving guests, accepting reservations, etc. The job of the waiter is closely associated with the customers, therefore students will be able to practice dialogues, focused on communication directly with guests, answering their questions and concerns and describing different dishes to them. Students and teachers will also find different templates for inventory checks and how to properly fill them out. There is a unit, discussing the profession of the barista as it is a job with its own specifications and skills, different from those of the bartender.

Efficient customer service and communication in hospitality are key to achieving customer satisfaction. This module deals with everyday situations in the working life of a receptionist and gives concise information about the main processes taking place at the front office and dialogues presenting real-life situations. The units include professional terms and useful phrases students can learn or revise, practice and later use in their own conversations with English-speaking customers in a real work environment. The conversations with different types of hotel guests cover common work situations such as taking reservations, checking in guests, answering customers’ enquiries, dealing with complaints effectively and handling the checking out process. The module aims at developing VET learners’ speaking and communicative skills by providing meaningful speaking practice through role-play activities. There also are self-study tasks that can be used for further practice at home and for preparing oral presentations for the next lesson.

The purpose of this module is to present different situations from the daily life of animators - the things they have to do every day, communication with guests, explaining the rules, conducting the games, awarding, dealing with different problem situations. The approach of the animators is different for the different age groups and this is presented in the individual situations. In the units of the module, situations are presented for a certain age group, and one of the tasks for the students is to change the conditions so that they are suitable for another age group. All units include characteristic expressions and vocabulary to be used in the accompanying exercises and in the Self-Practice section. These role-playing tasks give students the opportunity to strengthen their communication skills, which are most important in the animator's profession. The Dos and Don'ts section gives useful advice on the behavior and demeanor of the animator.

This module includes real-life situations at travel agencies or in the tour guiding sector. These situations are presented through dialogues and monologues, giving examples of excellent customer service and communication, which are essential parts of being a good professional in the tourist industry. The module gives comprehensive information about taking bookings, making itineraries, recommending holiday packages, dealing with enquiries, giving tours and handling complaints, problems and unexpected situations. Specific vocabulary, terms and phrases useful for both tour guides and travel agents are included in the conversations with tourists and guided talks and can be used by students for practice in class and later in real-work situations. More useful phrases and expressions are presented in the Language at Work rubric. The role-play tasks give VET learners the opportunity to develop their speaking, communicative and problem-solving skills. The self-study tasks can be done by students on their own for revising the material and preparing different pieces of oral or written information which can be presented in the next class. 

With this survey, your opinion will contribute to the development, improvement and sharing of the Erasmus+ project entitled "Professional language training of VET students in the field of customer service for quality tourism" (ProTourism) and number 2021-1-BG01-KA220-VET-000024853.