tour guide english/business workshop

TOUR GUIDE ENGLISH/BUSINESS WORKSHOP
Objective: Tour guides will achieve basic conversation skills related to their specific context and
demonstrate understanding of basic customer service strategies.
General materials needed: Handouts, DVDs with audio/video resources, poster paper, markers, candy
for prizes, refrigerios if desired.
Overview:
This document contains six 1.5 hour sessions to introduce basic English and customer service
information. Originally this was given in San Carlos, Río San Juan, Nicaragua in August of 2012. The
response was very positive. They were appreciative of the opportunity to learn and practice useful and
relevant vocabulary, grammar, and marketing/customer service strategies. The English charlas were
presented by a TEFL volunteer and the customer service charlas were presented by a Small Business
Development volunteer, but both were present to help out during the other's portion.
We worked with the tour guides before the taller to determine the schedule for the talks and they
decided to have three sessions of 3 hours each to complete the course in three evenings. They could be
organized in any number of different ways. Looking back, we feel that three 3-hour sessions were not
enough time to cover all the materials necessary. If possible, we recommend that you try to design
your taller with more time to practice and take student questions and input.
We also developed digital materials to distribute to the guides so that they can continue to
practice after the taller is over. These mainly consisted in audio recordings of bird, mammal, reptile,
insect, and amphibian field guides so that they can practice the pronunciation on their own time. Also
included was the pronunciation of several of the session printouts included in this taller. You can find
these materials at the following url:
https://docs.google.com/folder/d/0ByarsiFkXDzKc1lMOThBNDBPNnM/edit
We found that the customer service portion was best presented almost entirely in Spanish so that
the information was clearly communicated, though some mixing of English and Spanish during these
charlas was fun and kept them engaged as well. The English portions were largely done in English,
with Spanish used only to clarify and at moments where the time lost due to a lengthy English
explanation was not worth the knowledge gained. You will have to decide on that balance yourself.
Though the taller went well, these should all be considered drafts for your own taller. Please
take what will be useful to you, improve on what we have, and find ways to share your experiences
with others, be they successes or failures. Good luck!
If you have any questions during the year 2012, please contact: [email protected] or
[email protected]. In the first half of the year 2013 please contact
[email protected]. After that, you're on your own... :-)
Session 1: English fundamentals (1.5 hrs)
Main presenter: English Volunteer
Topics: pronunciation practice, common vocabulary, common phrases
Materials: Papelografo of Streetmap(should have about 9 blocks and about 10 different places around
town, some next to each other, some across from each other, and some on their own), printed handout,
cut-out phrases, candy for prizes
Intro/warmup: tongue twister warmup (she sells seashells, Seventy seven benevolent elephants),
present taller objective.
Introduce the alphabet and practice saying the letters. Point to the letters and have the students
pronounce them to practice the more difficult ones. Have a brief spelling competition exercise by
spelling a few words and having the students listen and write down the letters. The first student to
identify the word being spelled wins a candy (examples: hospital, horse, tour, eagle, restaurant).
Presentation of information: Brainstorm most common conversational phrases that they use with
tourists.
Present common phrases sheet.
Review pronunciation as a group, then have them practice in partners.
Cut out phrases and do a cocktail party activity
1. Hand out the cut-up phrases to the students
2. That student must find a partner, ask the question, and receive an answer
3. When both partners have done this, they should exchange papers
4. Each one finds a new partner and practices the new phrase
5. Repeat with 4-6 different partners to practice different phrases
Next, introduce this question and open up the street-map papelografo.
How do I get to ________?
Use a street-map on the board to give an example of direction, walking them through each step of the
process on their handout.
Then have the students give an example together.
Practice activity: Draw a street-map on the board and have one starting position and three different
locations to give directions to. Split into three/four groups and the group must write directions to that
place and read it out loud.
Application/evaluation of concepts: Secret location activity. Give an example of directions to a place
on the map, but don't say the location. Students must identify the place. Then the students form pairs,
choose a secret place, and write directions to arrive at that place. Then they find another pair to
exchange their directions must identify the secret location.
Extra activity: Flyswatter game with new vocabulary
Session 2: Creating, Recognizing, and Responding to Common
Questions and Phrases (1.5 hrs)
Main presenter: Business Volunteer
Topics: Common questions and phrases, small slips cut out for matching
Intro/warmup: Read example conversation in English. Create an inner and outer circle, have the inner
circle be the guide and the outer circle be the client.
Presentation of information: Deliver small slips of paper with all common phrases and questions. They
should match the English phrases with the Spanish translation.
Practice activity: Working in partners, Handout exercise (worksheet) and have them practice the
common responses to questions.
Application/evaluation of concepts: Present practice activity in front of the class.
Session 3: Describing things during tours (1.5 hrs)
Main presenter: English Volunteer
Topics: Describing physical locations, characteristics, and flora/fauna
Materials: Prepared secret location activity, cut-out catchphrase cards
Intro/warmup: Review direction through a secret location activity, completed in groups.
Presentation of information: Begin introducing prepositions of place (next to, in front of, diagonal
from, behind, across from) to describe locations of places on the map. Then complete an activity that
requires them to identify buildings based on their location relative to one another, in partners.
Introduce grammar of commands.
Introduce common verbs used in giving tours and create actions to accompany each verb: Look, wait,
stop, go, listen, sit down, stand up, be careful.
Play Simon Says.
Brainstorm list of most common animals
Introduce descriptive phrases and descriptions with be and have.
Useful descriptive phrases:
This/that these/those
there is/there are
here/there
Descriptions with be and have
It is/They are: big, small, tall, short, long, color, recent, old, historic, famous, deep, shallow, dangerous,
safe, common, uncommon, rare
It has/They have: leaves, flowers, branches, fruit, fur, tail, feathers, beak, legs, bricks, canons, fangs.
Highlight grammar point: In English we use the adjective before the noun
practice combining nouns/adjectives using two lists and writing phrases on the board. Do an example
and then have the students form other combinations. (First with 'be:' This is a poisonous snake. It is a
deep river. That is a famous building. Those are rare birds. Then with 'have:' A bird has feathers. That
tree has flowers. That snake has fangs.)
Practice activity: Play a version of catchphrase where there are cards with places in Rio San Juan and
animals, and the student must describe it without using the forbidden words to his/her team for them to
correctly guess it before the time is up.
Students sit in a circle and every other student is on a different team (2 teams total) so that no
team members from the same team are sitting next to one another.
Each student has 30 seconds to describe the place or animal on their card.
They cannot say any Spanish or prohibited words.
A member of the opposite team will watch the competitor.
If a team member guesses correctly before 30 seconds are up, they win a point.
The team with the most points wins.
Application/evaluation of concepts: Students form partners and write 3-5 sentences about a place in Rio
San Juan and 3-5 sentences about an animal.
Session 4: Attracting clients (1.5 hrs)
Main presenter: Business Volunteer
Topics: Sales pitch, Customer service, Marketing
Intro/warmup: Sociodrama: Three different scenes acted out between the volunteers or between a
student and the volunteer- good customer service with a nice client, bad customer service with a nice
client, good customer service with a rude client.
Presentation of information: Deliver handout. Examine sociodrama. Talk about the importance of
customer service, different forms to obtain more clients, the importance of brochures and business
cards, and how to deliver a good sales pitch.
Practice activity: Develop a sales pitch with the format of the appendix.
Application/evaluation of concepts: Share/practice sales pitch in front of the class.
Session 5: Post-tour customer-service strategies (1.5 hrs)
Main presenter: Business Volunteer
Topics: Evaluation, Marketing
Intro/warmup: Ask intriguing question about surveys: What are surveys? How can you use surveys?
Presentation of information: Discuss the relevance and importance of surveys. Explain how surveys
can improve their business.
Practice activity: Brainstorm list of questions in partners
Application/evaluation of concepts: Share the list of questions, evaluate them, and decide what
questions are most appropriate
At the end, distribute handout 'example sales pitches' and review with them. They can use as a
reference guide.
Record the questions they decide upon and create a final survey for them to use and hand it out at the
final conference in English and Spanish. The survey that was created by group is attached in the
appendix.
Session 6: Review and application of concepts (1.5 hrs)
Main presenter: English Volunteer
Topics: past tense reg/irreg pronunciation
Materials: regular past tense verbs(cut out), masking tape, irregular verb printouts
Intro/warmup: Matching adjectives and nouns activity: Ask the guides to brainstorm a list of common
adjectives in one column (big, small, sexy, interesting, blue, etc) and then an equal number of nouns in
a column to the right (car, house, cat, man, woman, teacher, etc). The students will form various
combinations of adjectives/nouns to practice the order of the words and vocabulary (eg. A big car, a
sexy man, etc) – in partners they should write five example phrases using different combinations and if
they are strange, ask them to justify them.
Presentation of information: Using past tense to give historical information.
Past tense of be: was/were
Past tense of have: had
Past tense of regular verbs: add -ed
Pronunciation rules (three different pronunciations of the regular past ending -ed)
/t/
/d/
/id/
Pronounced the 'ed' like /t/ when
the verb ends in a voiceless
sound(no vibration of the Adam's
apple) like “s, sh, ch, k, x, p”
Pronounced the 'ed' like /d/ when
the verb ends in a voiced
sound(vibration of the Adam's
apple) like “m, n, l, v, b, g”
Pronounced the 'ed' like /id/
when the verb ends in /t/ or /d/
sound. This adds an entire
syllable to the word.
Like = liked (/t/)
Listen = listened (/d/)
Wait = waited (/id/)
Wash = washed (/t/)
Kill = killed (/d/)
Want = wanted (/id/)
Kiss = kissed (/t/)
Love = loved (/d/)
Invite = invited (/id/)
To practice the pronunciation of past-tense regular verbs, print out and cut up the list of some example
verbs included in the appendix and hand them out to the students. Draw three category headings on the
board, one for each pronunciation and have the students use masking tape to categorize their verb in the
pronunciation category where it belongs. Review and pronounce all the verbs as a class and have them
correct any errors together.
Give the list of irregular past tense verbs
Practice activity: Convert present-tense sentences into past tense. First, written. Then, do a circle
activity and one student says a sentence in present tense and chooses a different student, who converts
to past. That student then says a present tense sentence and chooses another student.
Application/evaluation of concepts: If you have time, give an example past tense paragraph about a
historical event and have them write some example sentences using past tense in a way that is
applicable to their tours.
APPENDIX
Session 1 handout
English letter pronunciation
A = ei
H = eich
O=o
U = iu
B = bi
I = ai
P = pi
V = vi
C = si
J = yei
Q = kiu
W = dobliu
D = di
K = kei
R = ar
X = ecs
E=i
L = el
S = es
Y = uai
F = ef
M = em
T = ti
Z = zi
G = yi
N = en
Conversation phrases:
Do you speak English?
How are you today?
Where are you from?
Where else have you been in Nicaragua?
What has your favorite part been?
Where are you staying here in San Carlos?
Can I help you find anything?
How do I get to ________?
Yes, I do/Only a little.
I'm good. I'm fine. I'm well. I'm okay. Not so good.
I'm from _________.
I've been to __________.
My favorite part has been _______________.
I am staying at ___________.
Yes, I'm looking for _____________.
How to give directions:
Step 1: Beginning
Go this way (point in the direction)
Go north/south/east/west
Step 2: Distance
...for ____ blocks
...for about ____ meters
Step 3: Subsequent directions
Then turn left and go...
Then turn right and go...
Follow that street until...
Step 4: Identifying landmarks
At the corner turn...
You will see a church. Turn...
After the pharmacy, turn...
Step 5: Describing the location
...until you see a blue house.
Then look right/left.
It will be on your right/left.
It is across from the _______.
It is next to the ________.
It is to the right/left of the ______.
Paso 1: Al principio
Va en esta dirección (señala en la dirección)
Va al norte/sur/este/oeste
Paso 2: La distancia
...por ____ cuadras
...por aproximadamente _____ metros
Paso 3: Los siguientes direcciones
Después dobla a la izquierda y va...
Después dobla a la derecha y va...
Siga esa calle hasta la...
Paso 4: Identificando puntos de referencia
A la esquina dobla a la...
Verás una iglesia. Dobla a la...
Después de la farmacia, dobla a la...
Paso 5: Describiendo la ubicación
...hasta ver una casa azul.
Después ve a su derecha/izquierda.
Estará a mano derecha/izquierda
Está al cruzar de la________.
Está al lado de la ________.
Está al lado derecho/izquierdo de la ______.
Session 1 Cocktail Party Slips
Do you speak English?
Yes, I do/Only a little.
How are you today?
I'm good. I'm fine. I'm well. I'm okay. Not so good.
Where are you from?
I'm from _________.
Where else have you been in Nicaragua?
I've been to __________.
What has your favorite part been?
My favorite part has been _______________.
Where are you staying here in San Carlos?
I am staying at ___________.
Can I help you find anything?
Yes, I'm looking for _____________.
Session 2: Common Questions and Phrases
From the guides/ de los guías:
Would you like to receive a guided tour
today?
¿Le gustaría recibir un tour guiado hoy?
What can I help you with today?
¿Con qué le puedo ayudar hoy?
What are your expectations of the tour?
¿Cuáles son sus expectativas del tour?
What would you like to see today?
¿Qué le gustaría ver hoy?
We should meet at the dock
Debemos reunirnos al muelle
What are you interested in? What do you
like?
¿Qué le interesa? ¿Qué le gusta?
I would like to help you with that.
Me gustaría ayudarle con eso
How does that sound?
¿Qué le parece?
From the clients/De los clientes:
How much does it cost?
¿Cuánto vale?
What does it include?
¿Qué incluye?
How long is it?
¿Cuánto tiempo dura?
Do we get food/lunch?
¿Comemos/almorzamos durante el viaje?
What is the best place to see? What do you
recommend?
¿Cuál es el mejor lugar para ver? ¿Qué
recomienda?
What do I need to bring?
¿Qué necesito llevar?
How to form Questions/Cómo formar preguntas
Verbos regulares(con el auxiliar do/does)
El verbo be y los modales(can, would, etc.)
Con I, you, we, they, usamos el auxiliar do para
formar la pregunta. Ejemplos:
-Do you want to visit El Castillo?
-Do they like San Carlos?
-Do we want to go to Solentiname?
Con be y los modales, no usamos el auxiliar para
formar la pregunta. Sólo ponemos el verbo antes
del pronombre. Ejemplos:
-Can you help us? -Would you like a tour?
-Are you interested in a tour?
Con he, she, it, usamos el auxiliar does para
formar la pregunta. Ejemplos:
-Does she want to visit El Castillo?
-Does he like San Carlos?
-Does it bite? (refiriéndose a un perro)
Con el verbo have, tienen dos opciones. Pueden
usar el auxiliar do/does o cambiar el orden. En
Inglaterra cambian el orden y en los Estados
suelen usar el auxiliar. Ejemplos:
-Do you have any plans? o -Have you any plans?
Session 2 To Cut out:
Would you like to receive a
guided tour today?
¿Le gustaría recibir un tour
guiado hoy?
What can I help you with
today?
¿Con qué le puedo ayudar hoy?
What are your expectations of
the tour?
¿Cuáles son sus expectativas del
tour?
What would you like to see
today?
¿Qué le gustaría ver hoy?
We should meet at the dock
Debemos reunirnos al muelle
What are you interested in?
What do you like?
¿Qué le interesa? ¿Qué le gusta?
I would like to help you with
that.
Me gustaría ayudarle con eso
How does that sound?
¿Qué le parece?
How much does it cost?
¿Cuánto vale?
What does it include?
¿Qué incluye?
How long is it?
¿Cuánto tiempo dura?
Do we get food/lunch?
¿Comemos/almorzamos durante
el viaje?
What is the best place to see?
What do you recommend?
¿Cuál es el mejor lugar para ver?
¿Qué recomienda?
What do I need to bring?
¿Qué necesito llevar?
Session 2: Example of a conversation/
Ejemplo de una conversación
English:
G:Hello
C: Hi, how are you?
G: Good you?
C: Good.
G:How can I help you today?
C: I would like to get a tour of Rio San Juan, but I do not know what I want to see.
G: Great, I would love to help you with that. What do you like? History? Animals? A relaxing place?
Everywhere is beautiful.
C: I like birds and history.
G: You would enjoy El Castillo then! It is gorgeous and the ride is full of rare animals. We could leave at 9 and
return by 4. It costs 60 dollars per person. How does that sound?
C: It sounds really good!
G: Ok, let’s meet at the dock at 9am.
Español:
G: Hola
C: Hola, ¿Cómo está?
G: Bien, ¿Y usted?
C: Bien.
G:¿Cómo puedo ayudarle hoy?
C: Me gustaría recibir un tour de Rio San Juan, pero no se que quiero ver.
G: Bueno, yo amaría ayudarle con eso. ¿Qué le gusta? ¿Historia? ¿Animales? ¿Un lugar tranquillo? Todos los
lugares son bonitos.
C: A mi me gusta aves y historia.
G: Disfrutaría El Castillo entonces. Es tan bonito y el viaje está lleno de animales raros. Podríamos salir a las 9
y regresaríamos por a las 4 de la tarde. Lo vale 60 dólares por cada persona. ¿Cómo le parece?
C: Me parece muy bien.
G: Bien. Debemos reunirnos al muelle a las 9 de la mañana.
After the tour/Al final:
I hope you enjoyed the tour today!
¡Ojalá que le gustó el tour de hoy!
Again, here is my card. (Explain the card).
Otra vez, aquí está mi tarjeta. (explicar la información)
I would appreciate it if you let friends and family know of my tours!
¡Lo agradecería mucho si pudiera informarles a su familia y amigos de mi tour!
Session 2: Responding to the clients questions/
Respondiendo a las preguntas de los clientes
1) How much does it cost?
• The tour costs sixty dollars.
2) What does it include?
• The tour includes _________________________________.
3.) How long is it?
• The tour is 4 hours.
4.) Do we get food? Does it include food?
• No, you do not get food.
5.) What do you recommend? What is the best place to see?
• I recommend the cayman tour. You can see crocodiles.
• What types of things are you interested in?
6) What do we need to bring?
• You need to bring sunscreen, sunglasses, money, a camera, and a hat.
7) What type of tours do you offer?
• I offer tours to Solentiname, El Castillo, fishing tours and cayman tours.
Session 3: Common Vocabulary and Adj/Noun order
Adjectives
Nouns
Common Animals
Big: grande
Leaf/leaves: hoja/s
Crocodile: cocodrilo
Spider: araña
Small: pequeño
Flowers: flores
Caiman: caiman
Scorpion: alacrán
Tall: alto
Branches: ramas
Turtle: tortuga
Ants: hormigas
Short: bajo, corto
Fruit: frutas
Fish: pez
Cockroach: cucaracha
Long: largo
Bark: corteza
Iguana: iguana, garrobo Gecko: escorpión
Old: viejo
Fur: pelo de animál
Monkey: mono
Lizard: lagartija
Recent: reciente
Scales: escamas
Parrot: lora
Otter: nutria
Historic: histórico
Tail: cola
Snake: culebra
Fox: zorro
Famous: famoso
Feathers: plumas
Cat: gato
Cow: vaca
Deep: hondo, profundo
Beak: pico
Dog: perro
Cattle: ganadería
Shallow: poco profundo Legs: piernas, patas
Dove: paloma
Horse: caballo
Common: común
Peacock: pavo real
Sloth: perezoso
Uncommon: no común Cannons: cañones
Crane: grulla
Mosquito: zancudo
Rare: no común
Jaws: mandíbulas
Heron: garza
Gnat: sayol
Dangerous: peligroso
Fangs: colmillos, diente Squirrel: ardilla
Fly: mosca
Safe: seguro
Claws: garras
Pelican: pelícano
Bee: abeja
Aggressive: agresivo
Castle: castillo
Parakeet: chocoyo
Wasp: avispa
Poisonous: venenoso
Wall: muro/pared
Bricks: ladrillos
Howler monkey: Mono congo
Spider monkey: Mono araña
Recuerden:
El adjetivo viene antes del sustantivo:
O, en oraciones con el verbo 'to be' es normal:
The blue feathers
The poisonous snake
The aggressive monkey
The deep part of the river
The shallow water
The historic fort
The famous castle
The feathers are blue.
The snake is poisonous.
The monkey is aggressive.
This part of the river is deep.
The water is shallow.
The fort is historic.
The castle is famous.
El Castillo
Prohibited words:
Castle
Castillo
La Fortaleza
Prohibited words:
Fortaleza
Fort
Mancarrón
Prohibited words:
Mancarrón
Solentiname
Howler Monkey
Prohibited words:
Howler
Monkey
Parrot
Prohibited words:
Parrot
Parakeet
Prohibited words:
Parakeet
Indio Viejo Reserve
Prohibited words:
Reserve
Indio Viejo
Mango Tree
Prohibited words:
Mango
Concepción Volcano
Prohibited words:
Concepción
Sábalo
Prohibited words:
Sábalo
Spider Monkey
Prohibited words:
Spider
San Juan de Nicaragua
Prohibited words:
San Juan de Nicaragua
Session 4: Argumento de Venta/Sales pitch:
80% de las ventas exitosas son un resultado directo de una buena impresión. Usted quiere ser
conciso, directo y agradable con la presentación al cliente. Recuerde que no todos los clientes
potenciales comprarán o utilizarán sus servicios y eso está bien. Necesita seguir con su rutina y
eventualmente obtendrá clientes. Quiere desarrollar una presentación y rutina para vender a los clientes
potenciales. Debe entregar folletos y su tarjeta de negocio. Después de realizar su argumento de venta,
debe practicar, practicar, practicar. Usted puede modificarlo cuando sea necesario.
Sugerencias/suggestions:
•
•
•
•
•
•
Buena impresión/ good impression
Eschuchar a las necesidades de los clientes/ listen to the needs of the clients
No ser demasiado agresivo/Don’t be too aggressive
Hablar menos de un minuto/talk less than a minute
Actitud y energía positiva/ positive attitude and energy
Utilizar fotos y folletos / utilize photos and brochures
Formato del Argumento:
• Gancho/Hook
o Una pregunta/a question
o Dato interesante/ interesting fact
• Vender la experienca/Sell the experience
o Hablar sobre experiences en el pasado/talk about past experiences
o Describir attraciones que ellos podrían visitar/describe attractions that they could visit
• Contestar preguntas/Answer questions
• Cerrar la venta
o Arreglar planes
o Entregar tarjeta de negocio
Tips to attract clients from the street/sugerencias para atraer clients de la calle
•
•
•
•
•
•
Don’t be too aggressive/ No ser demasiado agresivo
Appropriate attire/ atuendo apropiado
Give your sales pitch/ Dar su argumento de venta
Give out a business card/ Pasar una tarjeta de negocio
Discuss your experience as a guide/ Discutir su experiencia como un guía
Sell the experience/ Vender la experiencia
o Logostics of the trip/ logísticas del viaje
o Opportunities/oportunidades
o Good price/buen precio
Lista de expectativas de los clientes/List of clients expectations
•
•
•
•
•
•
Mantener el horario/Maintain the schedule
Puntualidad/Punctuality
Consistencia/Consistance
Dar los clientes 100% de la atención/ give the clients 100% of the attention
Seguir sus prometes/follow-up your promises
Turísticos quieren opciones/Tourists want options
Siempre quiere superar las expectativas de los clientes.
Session 4: Example Sales Pitches
1st: Always greet the client first.
Greetings:
Hi!
Hi, how are you today?
Hello, my name is _________.
Can I help you find anything today?
2nd: Then you can ask if they are interested in your service
A. Can I interest you in a guided tour?
¿Le puedo interesar en un tour guiado?
B. I work for a local tour guide group. Do you have a moment for me to explain what we offer?
Yo trabajo por un grupo de guías turísticos local. ¿Tiene un momento para que le
explique lo que ofrecemos?
C. Are you guys interested in a guided tour? We offer authentic experiences to a number of
places in Río San Juan.
¿Están interesados en un tour guiado? Ofrecemos experiencias auténticas a varios
lugares aquí en Río San Juan.
D. Have you been to __________ yet?
¿Ha visitado _________ ya? (mencione un lugar donde les puede llevar)
E. Can I help you figure out what you'd like to do here, or do you have plans already?
¿Le puedo ayudar a decidir qué hacer aquí, o ya tienen planes?
F. Do you have plans for today, or can I offer you a tour of some of San Carlos' best features?
¿Ya tiene planes para hoy, o le puedo ofrecer un tour de los mejores lugares en San
Carlos?(muchos turistas vienen pero no tienen planes específicos todavía)
G. Have you heard about ____________? We offer tours to get to know many different places
around San Carlos.
¿Ha escuchado de _________? Nosotros ofrecemos tours para conocer muchos lugares
diferentes en San Carlos. (mencione un lugar donde les puede llevar)
H. Did you know that there are ____ different species of birds living along the Río San Juan?
¿Sabías que hay _____ diferentes especias de ave aquí en el Río San Juan?
3rd: Then you can describe your services
A. Describe the experience that the client will have.
-You will get to see the beautiful historic fort and along the way, many birds and
animals. (Podrá ver la fortaleza histórica además de aves y animales)
-You will have an unforgettable memory of the true nature and culture of our region.
(Tendrá una experiencia inolvidable de la naturaleza y cultura verdadera de nuestra
región.)
-You will have the opportunity to see plenty of wildlife and a guide will give
information about the area and the flora and fauna. (Tendrá la oportunidad de ver
muchos animales y un guía le dará información sobre el área y la flora y fauna.)
B. Describe the places they will go and animals they may see.
C. Say how long the tour is and how much it costs per person (or for the whole group)
Session 5: Post-tour customer-service strategies
Encuesta del Tour/ Survey of the Tour
¿Cómo fue su experiencia total hoy? /How was your overall experience today?
1
2
3
4
5
Comentarios/comments:
¿Cómo fue el servicio al cliente?/ How was the customer service?
1
2
3
4
5
Comentarios/comments:
¿Fue el precio del tour?/How reasonable was the price of the tour?
1
2
3
4
5
Comentarios/comments:
¿Cumplí todas sus expectativas hoy?/Did we meet all of your expectations today?
Sí/Yes
No
Comentarios/comments:
¿Le gustaría usar mis servicios en el futuro? / Would you like to use my services again in
the future?
Sí/Yes
No
Comentarios/comments:
¿Recomendaría usted este tour a sus amigos o familares?/ Would you recommend this tour to
your friends or family?
Sí/Yes
No
Comentarios/comments:
Sugerencias para mejorar mis servicios en en futuro/Suggestions to improve my services in the
future:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Session 6: Regular Past Tense Verbs to Categorize
LOVE
WASH
WATCH
STUDY
ATTEND
NEED
END
KISS
LIST
SLIP
CALL
ARRIVE
WALK
LOOK
FOUND
LISTEN
Session 6: Irregular Verbs in Past and Past Participle
Past
Present
Past
participle
arise
arose
arisen
be
was / were been
become
became
become
begin
began
begun
bite
bit
bitten
blow
blew
blown
break
broke
broken
bring
brought
brought
build
built
built
buy
bought
bought
catch
caught
caught
choose
chose
chosen
come
came
come
cost
cost
cost
cut
cut
cut
do
did
done
draw
drew
drawn
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feel
felt
felt
fight
fought
fought
find
found
found
fly
flew
flown
forget
forgot
forgotten
get
got
gotten
give
gave
given
go
went
gone
have
had
had
hear
heard
heard
hit
hit
hit
Past
Present
Past
participle
know
knew
known
leave
left
left
lend
lent
lent
let
let
let
lose
lost
lost
make
made
made
meet
met
met
pay
paid
paid
quit
quit
quit
ride
rode
ridden
run
ran
run
say
said
said
see
saw
seen
sell
sold
sold
send
sent
sent
show
showed
shown
sing
sang
sung
sit
sat
sat
sleep
slept
slept
speak
spoke
spoken
spend
spent
spent
spread
spread
spread
stand
stood
stood
steal
stole
stolen
swim
swam
swum
take
took
taken
teach
taught
taught
tell
told
told
think
thought
thought
understand understood understood
wear
wore
worn
win
won
won
write
wrote
written