investigating travel and tourism - pearson education€¦ · outcome 1.1 know the components of...

Unit 1: Investigating travel and tourism

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [1]

Investigating travel and tourism Learning outcomes On completion of this unit learners should:

1.1 know the components of travel and tourism and how they interrelate

1.2 know the roles and responsibilities of travel and tourism organisations within the different sectors

1.3 understand how recent developments have shaped the present-day travel and tourism industry

1.4 understand the trends and factors affecting the development of travel and tourism.

Suggested activities The At-a-glance activity grid shows how the activities in the Assessment and Delivery Resource (ADR) relate to the content of the unit. The activities include introductory and plenary activities and a variety of case studies, research tasks, discussions and presentations using written, verbal and presentation skills. The activities may help learners prepare for assessment and the grid indicates which assessment criteria are relevant for each activity. Copies of activity sheets can be given to learners

How this unit will be assessed This unit is assessed internally. To reach Pass level, the evidence must show that the learner is able to:

P1 describe (giving examples including domestic, inbound and outbound tourism) the components of the travel and tourism industry

P2 describe the ways that components of travel and tourism interrelate P3 describe the roles and responsibilities of travel and tourism organisations from different sectors P4 describe recent developments (from the 1960s onwards) that have shaped the present-day travel and tourism

industry P5 describe the key trends and factors that will affect the development of travel and tourism.

It is usual for this core unit to be studied first as it provides the underpinning knowledge for the other units and gives learners an overview of the whole industry. The unit needs to be given sufficient breadth to ensure learners get an introduction to all aspects of the travel and tourism industry. This core knowledge can then be built upon in further units and explored in greater detail. This unit links to all other units in the qualification as it provides an introduction to the travel and tourism industry.

This unit aims to give a sound overview of the various components of the travel and tourism industry and how the components link together. The roles and responsibilities of travel and tourism organisations within the different sectors of the industry are also examined. The development of the industry is traced, particularly from the 1960s to the present day. Changes in demand, new travel and tourism products and changes in the distribution of products are studied to see how they have affected the industry.

unit overview

BTEC National Travel and Tourism Assessment and Delivery Resource


To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to:

M1 explain how the components of travel and tourism interrelate, giving examples that include domestic, inbound and outbound tourism

M2 compare the roles and responsibilities of travel and tourism organisations from different sectors M3 explain how recent developments have shaped the present-day travel and tourism industry and how key trends

and factors are likely to shape the industry in the future.

To reach Distinction level, the evidence must show that, in addition to the Pass and Merit criteria, the learner is able to:

D1 assess how the roles and responsibilities of travel and tourism organisations from different sectors affect their operations

D2 recommend and justify how the travel and tourism industry could respond to key trends and issues affecting the future development of travel and tourism.

Un

it 1: Investig

ating

travel and

tou

rism

© H

arcourt Education L

td 2007. Copying perm

itted for purchasing institution only. This m

aterial is not copyright free.

[1]

Scheme of work

BTEC National Travel & Tourism Unit 1 Investigating travel and tourism Academic year: ....................................................................... Broad aim: Successful completion of the unit Number of weeks: 20 Teacher(s): ....................................................................... Duration of session: 3 hours SB = Student Book 1 Guided learning hours: 60 ADR = Assessment and Delivery Resource

Week Outcome/topic Tutor preparation Student activity Resources Links to grading criteria

1 Overview of unit and how it is assessed/introduction to tourism and types of tourists

Latest figures on contribution to economy and types of jobs Definitions of types of tourists Overview of learning outcomes for unit and assessment criteria

Discuss definition of tourism and types of tourists ADR Introductory activity: Types of tourist SB Activity: Types of tourist

PowerPoint® slide 1 ADR Activity 1.1, p xx SB, p xx

P1

2 Components of travel and tourism: Introduction

Information on different components

ADR Worksheet: Components ADR Worksheet: Interview

ADR Activity 1.2, p xx ADR Activity 1.3, p xx PowerPoint slide 2

P1, P2, P3, M1, D1

3 Components of travel and tourism: Accommodation and trade associations

Go through accommodation and related trade associations

Listening and discussing, note taking Begin ADR Activity: Trip of a lifetime SB Activity: Hotels in local area

ADR Activity 1.4, p xx SB, p xs

P1, P2, P3, M1, D1

4 Components of travel and tourism: Transport and related trade associations/regulatory bodies

Go through all transport and related trade associations/regulatory bodies

Listening and discussing, note taking SB Theory into practice: Ports and ferry operators

SB, p xs Visiting speaker from one sector

P1, P3, D1

5 Components of travel and tourism: Attractions and auxiliary services

Go through attractions and ancillary

Listening and discussing, note taking Finish ADR Activity: Trip of a lifetime and present

ADR Activity 1.4, p xx P1, P3, M1, D1

6 Components of travel and tourism: Travel agents, tour operators and relevant trade bodies

Go through travel agents and tour operators and relevant trade bodies – introduce integration Help with quiz preparation

Listening and discussing, note taking Preparation for ADR Quiz: Integration issues

ADR Activity 1.5 (CD) PowerPoint® slides 3, 4 and 5 Brochures

P1, P2, P3, M1, M2, D1

BT

EC

National T

ravel and Tourism

Assessm

ent and Delivery R

esource [2]

© H

arcourt Education L




Unit 1 Investigating travel and tourism


7 Review of components of travel and tourism

Run quiz Introduce assignment and brief students Run plenary wordsearch

ADR Quiz: Integration issues ADR Plenary activity: Components wordsearch Listen to assignment brief and ask questions

ADR Activity 1.5 (CD) ADR Activity 1.6, p xx Assignment, SB p xx

P1, P2, M1

8 Roles and responsibilities of travel and tourism organisations: Profit and not-for-profit sector

Explain terminology Structure of not-for-profit sector Introduce role of VisitBritain

ADR Introductory activity: Profit or not? ADR Activity: Definition dominoes SB Theory into practice: VisitBritain

ADR Activity 1.7, p xx ADR Activity 1.8 (CD) SB, p xx PowerPoint® slides 6 and 7 Internet

P3, M2, D1

9 Roles and responsibilities of travel and tourism organisations: Profit and not-for-profit sector

Prepare for NATS or NITB worksheet

ADR Case study: NATS ADR Worksheet: NITB ADR Plenary activity: Who does what? Early finishers move to ADR Plenary activity: Key travel and tourism organisations Report on assignment progress

ADR Activity 1.9, p xx ADR Activity 1.10, p xx ADR Activity 1.11, p xx ADR Activity 1.12, p xx

P3, M2, D1

10 Recent developments in travel and tourism: Key developments in products and destinations

Knowledge of key developments – link to assignment – timeline/development task

Listening and discussing, note taking ADR Introductory discussion: New developments in travel and tourism ADR Presentation: Transport development SB Case study: Sherwood Forest

ADR Activity 1.13, p xx ADR Activity 1.14 (CD) SB, p xx

P4, M3

11 Recent developments in travel and tourism: Key developments in transport

Knowledge of key developments in all areas of transport

Listening and discussing, note taking ADR Research activity: Timeline ADR Worksheet: Channel Tunnel

ADR Activity 1.15 (CD) ADR Activity 1.16, p xx Internet

P4, M3

12 Recent developments in travel and tourism: Key developments in technology

Knowledge of key developments in technology

Listening and discussing, note taking SB Theory into practice: Using the internet to package imaginary holiday

SB, p xx P4, M3

13 Recent developments in travel and tourism: Key legislation

Knowledge of relevant legislation Students research acts in pairs and one from each pair presents to others in carousel fashion – add to timeline

Texts, internet, copies of Package Holiday Regulations

P4, M3

Un

it 1: Investig

ating

travel and

tou

rism

© H

arcourt Education L




[3]

Unit 1 Investigating travel and tourism


14 Recent developments in travel and tourism

Check on assignment progress Finish timeline ADR Plenary activity: Evaluating others’ work Report on assignment progress

ADR Activity 1.17 (CD) Card, scissors, etc. to prepare display Assignment, SB p xx

All

15 Trends and factors affecting development of travel and tourism

Introduction – study of travel trade press – knowledge and provision of resources Run discussion on findings, summarise

ADR Introductory activity: What’s going on? Study of press, choice of stories for discussion Contribute to discussion, notes on summary

ADR Activity 1.18, p xx Sunday travel press, relevant news stories, eg. extreme climatic conditions, bombs, health scares Trade magazines and internet travel news sites


Key statistics Study statistics and identify trends ADR Case study: UK residents’ visits abroad

Travel trends reports ABTA trends report (www.abta.com) ADR Activity 1.19, p xx

P5, M3


Reasons behind trends, facilitate discussion, explain case study – lifestyle

Participate in discussion ADR Case study: Lifestyle

ADR Activity 1.20, p xx P4, P5, M3


Knowledge of key developments in all areas of transport

ADR Discussion: What is a new destination? ADR Activity 1.21 (CD) P5, M3,


Knowledge of factors affecting development, climate, terrorism, etc., revisit news Check on assignment progress

ADR Plenary discussion Participate in discussion about what can be done to respond to factors Snowball discussion culminating in key recommendations

ADR Activity 1.22, p xx Assignment, SB p xx

P5, M3, D2

20 Wrap up Check on assignment progress Knowledge check – report on assignment progress

Assignment, SB p xx All

© H

arcourt Education L




[1]

Un

it 1: Investig

ating

travel and

tou

rism

At-a-glance activity grid Unit 1 Investigating travel and tourism

Activity Title and description

Scheme of work

ADR page number/CD

Delivery notes Extra resources Links to grading criteria

Links to textbook

Outcome 1.1 Know the components of travel and tourism and how they interrelate

1.1 Introductory activity: Types of tourist

Week 1 ADR, p xx A simple check on knowledge of tourist types – more advanced learners can make up their own examples.

1.2 Worksheet: Components

Week 2 ADR, p xx Learners should identify local examples, as far as possible, for each of the components in the diagram and enter them onto the worksheet. An extension activity is provided relating the components to types of tourists.

PowerPoint® slide 1 also includes the diagram

P1

1.3 Worksheet: Interview

Week 2 ADR, p xx Put learners into pairs. Could be used as an icebreaker at the beginning of the programme. Hold a brief discussion at the end of the activity and come to conclusions about the relative importance of components – lead on to concept of interdependence.

Whiteboard and pens

P1

1.4 Trip of a lifetime Week 3 ADR, p xx May need to run through this activity and discuss with learners so that they are on the right lines. Could provide display materials. You could use this to demonstrate critical path analysis.

Critical path arrows and circles if used, brochures and internet

P2, M1

1.5 Quiz: Integration issues

Weeks 6 and 7

CD Quiz designed to reinforce understanding of integration. Prepare learners by explaining the concepts. You may need to prepare all the questions for weaker learners.

More questions for back up and prizes

P2, M1

1.6 Plenary activity: Components wordsearch

Week 7 ADR, p xx Answers, p xx

A simple fun activity to reinforce components. You can ask learners to design their own also.

P1

Outcome 1.2 Know the roles and responsibilities of travel and tourism organisations within the different sectors

1.7 Introductory activity: Profit or not?

Week 8 ADR, p xx Prepare for the activity by ensuring learners are familiar with the profit and not-for-profit sectors. Check answers and discuss how we know who is in which sector. The extension activity allows more advanced learners to compare aims of companies from each sector.

P3,M2, D1

1.8 Definition dominoes

Week 8 CD You may decide to produce a set of dominoes for your learners using a domino generator – more advanced learners can make their own.

Card and scissors P3

BT

EC

National T

ravel and Tourism

Assessm

ent and Delivery R

esource

[2] ©

Harcourt E

ducation Ltd 2007. C

opying permitted for purchasing institution only. T

his material is not copyright free.

Activity Title and description

Scheme of work

ADR page number/CD


Links to textbook

1.9 Case study: NATS

Week 9 ADR, p xx A case study that looks at the role of NATS. Learners will need support to do further research.

Internet P3

1.10 Worksheet: NITB

Week 9 ADR, p xx A case study that looks at the role of the NITB. Learners should have looked at the role of tourist boards before doing this. An extension activity is provided for learners at Merit or Distinction level.

Internet P3, M2, D1

1.11 Plenary activity: Who does what?

Week 9 ADR, p xx An activity that reinforces knowledge of the role of organisations. P3

1.12 Plenary activity: Key travel and tourism organisations

Week 9 ADR, p xx A worksheet to ensure understanding of the role of different organisations. Check responses and discuss findings and compare the roles. Advanced learners can discuss impact on operations.

Internet P3, M2, D1

Outcome 1.3 Understand how recent developments have shaped present-day travel and tourism

1.13 Introductory discussion: New developments in travel and tourism

Week 10 ADR, p xx Ensure learners are warned of the discussion and given time to prepare. Conduct the discussion using snowball groups so that all contribute. Summarise findings.

Newspapers, trade press, travel news websites, whiteboard and pens

P4

1.14 Presentation: Transport development

Week 10 CD Learners will need direction for their research and guidelines on how to give an oral presentation.

Internet, text books, travel trade press

P4, M3

1.15 Research activity: Timeline

Week 11 CD This activity might generate display material. More able learners should produce detailed explanatory notes for their timeline.

Texts and internet P5, M3

1.16 Worksheet: Channel Tunnel

Week 11 ADR, p xx Learners are given figures on traffic through the Tunnel to analyse. You will need to ensure they are aware of the differences between the services offered through the tunnel

Internet, information on ferry services and air services to Europe

P4, P5, M3, D2

1.17 Plenary activity: Evaluating others’ work

Week 14 CD This introduces the concept of peer assessment. Explain why this is done and how they can take responsibility for assessment.

Examples of evaluation forms

© H

arcourt Education L




[3]

Un

it 1: Investig

ating

travel and

tou

rism

Activity Title and

description Scheme of work

ADR page number/CD


Links to textbook

Outcome 1.4 Understand the trends and factors affecting the development of travel and tourism

1.18 Introductory activity: What’s going on?

Week 15 ADR, p xx The aim of this activity is to get learners used to reading the trade press and being aware of current events and their impact on the industry. This is good practice and will be invaluable for further units. Encourage learners to report on their findings on a regular basis.

P5, M3,

1.19 Case study: UK residents’ visits abroad

Week 16 ADR, p xx Guide learners and discuss what trends are before they begin the activity. More able learners can seek out further statistics to analyse from the VisitBritain website (www.visitbritain.com) or from www.statistics.gov.uk.

Further statistics and internet

P5, M3, D2

1.20 Case study: Lifestyle

Week 17 ADR, p xx Learners should be able to do this individually and come up with a list of lifestyle changes on the last 30 years. Their findings can be used for discussion.

P5, M3

1.21 Discussion: What is a new destination?

Week 18 CD Start the discussion in pairs and move into fours, etc., until it becomes a whole group discussion; summarise key points. More able learners can go on to compare two destinations.

Whiteboard, pens and brochures

P5, M3, D2

1.22 Plenary discussion

Week 19 CD Bring together points researched and findings from the tasks in this section to conduct a discussion and summarise findings.

Whiteboard and pens

P5, M3, D2



Unit 1 Lesson plan Aims • To give an overview of the unit and how it is assessed; to provide and introduction to

tourism and types of tourists

SB = Student Book 1 ADR = Assessment and Delivery Resource

This structure may be spread over a number of lessons as required.

Learning outcomes • be able to define tourism • understand why tourism is important • know the different types of tourists • understand learning outcomes for unit and assessment criteria.

Timing Content Teacher activity Student activity Resources Individualised activity

20 mins Introduction Introduce unit, learning outcomes and how the unit is assessed Icebreaker if first session

Copies of unit specification

Write in notes for individuals’ needs as appropriate

20 mins What is tourism? Define, facilitate discussion

Make up own definitions in pairs and discuss with whole group

PowerPoint® slide 1

30 mins Contribution to the economy

Give latest figures on numbers employed, types of jobs, money spent

Listen and take notes

20 mins Types of tourists Define types of tourists, question and discuss

Discuss and come up with own examples from local environment

30 mins Types of tourists Explain worksheet Complete worksheets

ADR Introductory activity 1.1, p xx SB Theory into practice: Types of tourist, p xx

More able students correct each others’ work and make up their own questions

15 mins Break

30 mins Types of tourists Check responses and ask questions – Which types are most important locally and why? Which types spend more money, etc.

Contribute to discussion

15 mins Questions Assignment briefing

Check learning so far by questioning – introduce unit assignment

Respond to questions

Copies of unit assignment

Review of session

What went well? What could be better? Were individual needs met?



1.1 Introductory activity: Types of tourist Student book 1 pp xx–xx

In the table below, list what type of tourist is shown in each of the examples.

Example Type of tourist

Janine is taking a holiday in the UK. She lives in France.

Salim is going on holiday to Brighton. He lives in Loughborough.

Maria and Ken are going to Spain for a weekend break. They live in Glasgow.

Marguerite is a doctor. She has to attend a conference in Tenerife.

Peter goes to visit his sister in Ireland every Christmas.

Miguel is visiting the UK to attend a language course for two weeks.

Make up some examples of your own and ask a colleague to explain what type of tourist they show.



1.2 Worksheet: Components Student book 1 pp xx–xx

p Figure 1.1 Components of the travel and tourism industry

Find local examples, where possible, of organisations within each of these component areas.

Taking it further Give examples of a type of tourist that each of your example organisations caters for. For example, a local country park is a natural attraction that might cater for school groups. Compare results with your group.



1.3 Worksheet: Interview Student book 1 pp xx–xx

What experience do you have of the travel and tourism industry? Interview a colleague about a holiday or trip they have been on (the most recent they can think of) and make notes on all the aspects of the trip using the following table.

Question Response Industry component

Where did you (or someone else) book the trip?

What did the trip or holiday include?

What documents did you need for travel?

How did you travel?

Where did you stay?

What facilities did you use while you were away?

What sources of information did you use prior to the trip?

What sources of information did you use whilst away?

Complete the second column with your interviewee’s answers and then try to complete the third column with the relevant component of the industry. For example, travelling by plane as a response leads to the transport (air) component of the industry. Keep all your information for a group discussion. Discuss how many of the components are needed for a holiday. Are any more important than others?



1.4 Trip of a lifetime Student book 1 pp xx–xx

Design a diagram or poster to illustrate the links between the different components of the travel and tourism industry. Include text, pictures, diagrams and cuttings showing different types of organisations and how they are linked. Make some explanatory notes that could be displayed alongside or on the poster. Your poster or diagram should relate to the following scenario.

Panday Rafir is going on the trip of a lifetime to Australia. Her dad has given her a £2000 to spend. She has made a list of all the things she needs to do to plan her trip. Of course, she may use travel agents or other organisations to do some of the things on her list.

Your poster or diagram should indicate the various components of the industry that Panday will use and how they link together. For example, if a travel agent contacts an airline reservation system to book Panday’s ticket to Australia, the travel agent is linked to the airline as they book a ticket using the airline’s reservation system and get paid a commission for the airline for making the booking. Remember to add explanatory notes to make the different links clear.

Here is Panday’s list. Tick each item as it is dealt with. Present your poster to your group.

p Figure 1.2 Panday’s ‘To Do’ list



1.6 Plenary activity: Components wordsearch Student book 1 pp xx–xx

Find the following words in the search table:

Airline, cruise ship, vertical integration, travel agent, Thomas Cook, tour operator, serviced, ferry company, aviation, Channel Tunnel, low-cost airline, Network Rail, attractions, lastminute.com, ABTA.

E N I L R I A T S O C W O L C V M O P R G

E R A A G H K L M J N B A W I P A H R T I

P L D S E R V I C E D M O L C S U X C S D

A X H T R A V E L A G E N T R I G Y B F O

S P C M A F O P Q P L I A R K R O W T E N

V F G I P J I L T X V U Z L G L Q T F R P

M Q J N E M B R E N C A K B D J E N W R B

T B L U S U G P M S Y S V Q P F M Z K Y Q

U L N T K L A T T R A C T I O N S P R C S

A S V E R T I C A L I N T E G R A T I O N

V W R . P S R W R N E H M P S B D H V M T

I N G C X Q L M Z U J A U F T M E O K P H

A D Y O B O I R C V I X H A W L N M N A P

T U J M K R N O G N E S V T D T G A F N B

I Z O U D W E M D E P Z E G W E L S T Y I

O R C E P F X Y B P W F Y S O I R C X H F

N C T L E N N U T L E N N A H C Q O W J V

W T O U R O P E R A T O R Z T I D O Y A H

F N H E I M L H K Q L S P V M R P K R X N

Q B S A T P R O G H V N I E D F J N I K E

Answers to the wordsearch can be found on page xx.



1.7 Introductory activity: Profit or not? Student book 1 pp xx–xx

Match up the organisations with the different sectors. Fill in the table below, listing whether the organisations shown are in the profit or not-for-profit sector.

Organisation Profit or not-for-profit

Brighton Tourist Information Centre

National Trust

Department for Culture, Media and Sport

First Choice

Co-op Travel

Tourism Concern

East of England Development Agency

Holiday Inn

Ryanair

Air France

English Heritage

British Airports Authority

Federation of Tour Operators

Travel Weekly

The National Portrait Gallery

Alton Towers

The Museum of the Moving Image

Royal Yacht Britannia

Civil Aviation Authority

Youth Hostel Association

Taking it further Choose five of the organisations from the list – some from each sector. Research their aims on the internet and compare the aims. Are the stated aims very different between the sectors? Present your findings to your group, either orally or visually, and compare.



1.9 Case study: National Air Traffic Services (NATS) Student book 1 pp xx–xx

The following extract has been taken from the NATS website www.nats.co.uk:

National Air Traffic Services (NATS) provides air traffic control services at 15 of the UK’s biggest airports, and ‘en route’ air traffic services for aircraft flying through UK airspace. This year we will handle more than 2 million flights carrying over 220 million passengers.

We compete for our business at the airports and have won all 15 of our contracts by being extremely good at what we do and the service we can offer. In 2005, we won our first overseas contract, for RAF Gibraltar.

We operate under licence from the Civil Aviation Authority. NATS currently provides ‘en route’ air traffic control services from four centres:

• London Area Control Centre at Swanwick, Hampshire • London Terminal Control Centre at West Drayton, Middlesex • Scottish Area Control Centre and Oceanic Area Control Centre at Prestwick, Ayrshire • Manchester Area Control Centre located at Manchester Airport.

NATS’ long-term strategy is to rationalise its operations to two centres – the Swanwick Centre in Hampshire and a new Prestwick Centre currently under construction alongside our existing centre in Ayrshire and due to open in 2009.

NATS operates at all seven BAA airports including Heathrow, the world’s busiest for international traffic and Gatwick which is the world’s busiest single-runway airport. It also handles traffic at other key regional gateways such as Manchester, Birmingham and Glasgow and at developing airports such as London City, Luton, Southampton and Farnborough.

Source: http://www.nats.co.uk

1 Find out the ownership of NATS and make notes.

2 Summarise the main role of NATS.

3 Find out if NATS offers any other services. If so, note what they are.

Taking it further NATS wins its contracts against other service providers. Who are they? Who else provides air traffic control services in the UK. Find out and see what their performance record is like.



1.10 Worksheet: Northern Ireland Tourist Board (NITB) Student book 1 pp xx–xx

Answer the following questions about the role and responsibilities of the NITB. The website www.nitb.com will help you.

What legislation constituted the NITB?

To which body is it responsible?

Summarise the role of the NITB.

Give two examples of recent research activities carried out by the NITB.

Find out the latest tourist earnings in Northern Ireland.

Are there any job opportunities at the tourist board? If so, what are they?

Taking it further Compare the role and responsibilities of NITB with NATS. You could do this as a table. Analyse how the roles and responsibilities affect the operations of NITB and NATS.



1.11 Plenary activity: Who does what? Student book 1 pp xx–xx

Put the following words in the correct places in the paragraph below:

Avis Association of British Travel Agents (ABTA) Eurotunnel Travel agents Tour operators English Heritage Civil Aviation Authority (CAA) Department of Culture, Media and Sport (DCMS) Network Rail Websites Call centre Europcar Association of Independent Tour Operators (AITO) Train operating companies Tourist boards

………...…… is the government department responsible for travel and tourism. It funds

…………………………, an organisation that looks after historic properties. It also is

responsible for regional .…….…….…………………… The ……………….. regulates

air transport in the UK and is responsible to the government. Private organisations in

travel and tourism include …………………………., who put together package holidays

which may be sold through …………………, …………………… or through a

……………….……… ………….…………… looks after transport through the Channel

Tunnel, whereas ………………………… and …………….………………………………

look after rail services. ……………… and ………….… are examples of car hire

companies also in the private sector. …………… is an organisation that looks after the

interests of travel agents, whereas the ………… specialises in representing tour operators.



1.12 Plenary activity: Key travel and tourism organisations

Student book 1 pp xx–xx

Complete the following table with information about the role and responsibilities of key travel and tourism organisations.

Organisation Website address Role and responsibility

Examples of members

AITO

FTO

ABTA

English Heritage

Passenger Shipping Association

The National Trust



1.13 Introductory discussion: New developments in travel and tourism

Student book 1 pp xx–xx

Prepare to participate in a discussion about some new developments in travel and tourism by reading current travel sections in the travel-trade magazines. Look for examples of the use of new technology in transport, and the introduction of new destinations and the targeting of new markets by tour operators. Discuss your research findings with your group and consider how such changes will impact on the industry.

p Figure 1.3 TGV high-speed train



1.16 Worksheet: Channel Tunnel Student book 1 pp xx–xx

Study the following information.

Eurotunnel Shuttle Services Eurostar Rail Freight (SNCF/EWS)

Year

Trucks Estimated tonnes of road freight carried (in millions)1

Cars Coaches Estimated passenger

number (in

millions)2

Passengers Tonnes of rail freight

(in millions)

2006 1,296,269 16.9 2,021,543 67,201 7.8 7,858,337 1.6

2005 1,308,786 17 2,047,166 77,267 8.2 7,454,497 1.6

2004 1,281,207 16.6 2,101,323 63,467 7.8 7,276,675 1.9

2003 1,284,875 16.7 2,278,999 71,942 8.5 6,314,795 1.7

2002 1,231,100 16 2,335,625 71,911 8.7 6,602,817 1.5

2001 1,197,771 15.6 2,529,757 75,402 9.3 6,947,135 2.4

2000 1,133,146 14.7 2,784,493 79,460 10.1 7,130,417 2.9

1 Estimated figure calculated on an average of 13 tonnes of goods carried per truck. 2 Estimated figure calculated on an average of 2.52 passengers per car and of 38.75 passengers per coach.

(Source: http://www.eurotunnel.co.uk)

p Table 1.1 Channel Tunnel traffic volumes over five years

1 Explain the difference between Eurostar, Eurotunnel Shuttle Services and Rail Freight.

2 Identify trends in the passenger numbers carried and explain possible reasons for increases and decreases.

3 Make recommendations to Eurotunnel Shuttle Services on how to maintain the numbers of passengers carries in response to competition from other carriers.



1.18 Introductory activity: What’s going on? Student book 1 pp xx–xx

In order to find out about current factors affecting the travel and tourism industry, you need to find out about current events. If you already read a newspaper and watch the news you are probably quite well informed. If not, you need to start now! In particular, you should look at the following every week:

n Travel Trade Gazette and Travel Weekly

n general news

n travel section of newspaper, for example The Independent or The Sunday Times

n Travelmole.com.

Keep notes or newspaper cuttings in a file for discussion in class or for future reference. Your tutor or teacher will tell you how long you should do this for. Give thought to how you will organise your cuttings. You might have sections for the different components of the industry which include takeovers, share issues, new personnel, etc. and you could have sections illustrating what is happening in terms of:

n natural disasters

n health warnings

n terrorism

n environmental issues

n new products and services.

You should expect to report on your research regularly.



1.19 Case study: UK residents’ visits abroad Student book 1 pp xx–xx

Year Visits abroad by UK residents

1985 21,608,000

1990 31,150,000

1995 41,346,000

2000 56,838,000

2005 66,442,000

(Source: International Passenger Survey/http://www.statistics.gov.uk)

p Table 1.2 UK residents’ visits abroad

Study the statistics shown in the table above. Write some notes commenting on:

n the changes year to year

n overall trend

n impact of the trend on organisations in the UK travel and tourism industry.

p Figure 1.4 Tourists on a diving holiday



1.20 Case study: Lifestyle Student book 1 pp xx–xx

It’s 1970 and Frank Bratby is planning his annual family holiday. His wife, Margaret, and two daughters will accompany him on their usual two-week summer break. They go in June when their northern town has its annual ‘Wakes’ period, when all the factories, shops and schools close and most people go away. Blackpool is a favourite destination but the Bratby family has been there several times, so Frank and Margaret decide to be adventurous and go to the south of England. They have done this long journey several times as Margaret has a sister who lives in Portsmouth. They used to travel by coach but they have had a small car for the last two years and will drive to their holiday. This year, they decide to go to Bournemouth and in January, book two rooms in a guest house that has been recommended by a friend. They will share the bathroom with all the other guests. They will have bed, breakfast and evening meal, which is served at 6 pm sharp. During the day they will not have access to the guest house so they decide to book a beach hut and they will spend all their days at the beach. In the evenings they will go for walks along the prom and go to a couple of shows. The journey takes some route planning and they know the drive will take about eight hours. They will stop on the way to eat the sandwiches they have prepared for the journey. In April, Margaret and the girls will plan their shopping to buy summer clothes for the holiday. They expect much better weather in the south.

It’s 2006 and the King family are planning their holiday. It is the end of June and they want to book somewhere warm and sunny for the first week of the school holidays at the end of July. They have already had a skiing holiday at February half-term and Martha and Simon, the parents, have had two city breaks with friends. Their daughters, Marie and Sarah, have been on a school trip to the French battlefields. Marie and Sarah want to go to Egypt as they have been studying the history of Egypt and they saw a television programme about Nile cruises. Martha has been looking on the internet to find good deals to anywhere sunny. She wants to fly from their local airport if possible as there is an easy train link from where they live. She said she might book directly with Thomson online as it is slightly cheaper. Simon told her not to buy insurance with the holiday as he was going to buy an annual policy that would cover all their trips. He also suggested that Martha look at websites and check prices of air tickets to Florida. They have been there twice and loved Disney! Martha said she wasn’t sure about going to the USA at the moment as security checks were taking so long. Simon replied that the sooner those passports with fingerprints were introduced the better!

Compare the two families’ holiday plans, outlining the similarities and differences. Explain why these changes have come about over the intervening 30 years. What else do you think will change in the next five years? Keep all your notes to contribute to a group discussion.



1.6 Answers: Components wordsearch

The following words appear in the wordsearch:

Airline, cruise ship, vertical integration, travel agent, Thomas Cook, tour operator, serviced, ferry company, aviation, Channel Tunnel, low-cost airline, Network Rail, attractions, lastminute.com, ABTA.

E N I L R I A T S O C W O L C V M O P R G

E R A A G H K L M J N B A W I P A H R T I

P L D S E R V I C E D M O L C S U X C S D

A X H T R A V E L A G E N T R I G Y B F O

S P C M A F O P Q P L I A R K R O W T E N

V F G I P J I L T X V U Z L G L Q T F R P

M Q J N E M B R E N C A K B D J E N W R B

T B L U S U G P M S Y S V Q P F M Z K Y Q

U L N T K L A T T R A C T I O N S P R C S

A S V E R T I C A L I N T E G R A T I O N

V W R . P S R W R N E H M P S B D H V M T

I N G C X Q L M Z U J A U F T M E O K P H

A D Y O B O I R C V I X H A W L N M N A P

T U J M K R N O G N E S V T D T G A F N B

I Z O U D W E M D E P Z E G W E L S T Y I

O R C E P F X Y B P W F Y S O I R C X H F

N C T L E N N U T L E N N A H C Q O W J V

W T O U R O P E R A T O R Z T I D O Y A H

F N H E I M L H K Q L S P V M R P K R X N

Q B S A T P R O G H V N I E D F J N I K E

investigating travel and tourism - pearson education€¦ · outcome 1.1 know the components of...

Documents