TESTING IN TOURISMPage | 31
Student ID number
U3016077
Student NAME
PHAN CAM TU
Student first name
CAM TU
Unit name
LANGUAGE TESTING AND ASSESSMENT
Unit number
005972
Name of lecturer
Dr. JEREMY F. JONES
Assignment name
Design a test or assessment procedure
Topic
TESTING IN TOURISM
Word count (excluding list of references, and appendix)
2,342
Due date
November 12, 2007
You must keep a photocopy or electronic copy of your
assignment.
Student declaration
I certify that the attached assignment is my own work. Material
drawn from other sources has been acknowledged according to
unit-specific requirements for referencing.
Signature of
student:________________________________________
Date:
____________
TABLE OF CONTENTS
41.Question 1
4Context of the assignment two
52.Question 2
5Types and purposes of the assessment
63.Question 3
6Brief description of the item-types or task-types
94.Question 4
9Brief explanation of the making scheme and values
95.Question 5
9Evaluation of the test in terms of validity and reliability
106.Question 6
10Backwash effect
117.Question 7
11Communicative assessment
13REFERENCES
15APPENDICES
15APPENDIX 1: TEST PROCEDURE
31APPENDIX 2: ANSWER KEY
38APPENDIX 3: MARKS SCALE
39APPENDIX 4: WRITING MARKS SCALE
42APPENDIX 5: PROMOTING OF LEARNING AUTONOMY IN LITTLEWOOD’S
VIEW (1996)
1. Question 1
Context of the assignment two
Hand in hand with heavy industries and light industries,
supporting services especially tourism industry have contributed
more and more for the economic growth of Vietnam. Tourism is the
unpolluted, green and atmosphere-friendly industry and can boost
other supporting and supplementary fields such as hotels,
restaurants, transportation, souvenir shops chains and the like
developed. For these reasons, it has been caught by the eyes of the
Vietnamese government and relevant hands. The training and
financial investments for the development of labor resources
working in this industry have been paid attention and increased
dramatically. The hotel and lodging management department that I
have associated with has just been set up recent years and belongs
to the National University of Tourism in Vietnam. It focuses mainly
on the hotel daily activities from commissionaires,
waiters/waitresses, receptionists and the like to executive hotel
managers. The unit – the threshold of hotel management – that I am
in charge of is a very fundamental but obligatory unit for my
students if they wish to acquire the Bachelor of Hotel Management
certificate. It is always fixed to be held in the very semester two
of the course in order to provide basic notions and general
knowledge related with this industry, and upgrade English level of
students prior to more specific and difficult later units. Levels
of English proficiency of my students are fluctuated from
pre-intermediate to intermediate one; hence, the book “Be My Guest”
has been chosen as the main textbook. In addition, the hardcopies
from specialist journals, newspapers and magazines also are issued
regularly throughout the unit. I always encourage them to read more
and say in advance that the final test will not be limited in what
they have learned or what is drawn from their available textbooks;
its parts will be excerpted from a wide variety of sources with
adapted tasks or items suitable with the Vietnamese context and
their jobs’ requirements, instead. The majority of them finished
their high school and enrolled this course right after that;
therefore, their ages range from 18 to 20. To be a good hotel
manager with capability in solving flexibly any problem provoked in
their real jobs and competence in English communication is their
desired work. Our faculty was established deriving from these
demands and we - with the role of teachers - have done our utmost
to make their dream come true.
2. Question 2
Types and purposes of the assessment
The test I design is an achievement one. It is held at the end
of the unit and limits within 60 minutes. It generally concentrates
on grammar and vocabulary in part one and two and two macro –
skills including reading and writing in part three and four,
respectively (see Appendix 1). The test is for determining whether
the objectives of the unit in terms of upgrading of English
capability in communication and acknowledgement of tourism general
terms met or not (for more specifications of an achievement test,
refer to Brown, 2004, p.47:8).
With respect to purposes of the test, there are two cores.
Firstly, from a perspective of a teacher, the test is a relatively
reliable and precise measure and considered as a feedback of my
students for me. It helps me evaluate the effectiveness of my
teaching methodologies as well as my syllabus and the acquired
capability of students, and define their difficulties, if occurs.
Reforms and adaptation, if necessary, and finding out reasonable
solutions for the betterment are so important to me (Heaton, 1988,
p.6:7). Secondly, the test is a good chance for my students to look
back on their learning process. They are studiousness and have
serious and enthusiastic attitudes towards learning or not will be
showed clearly and explicitly in their results they achieve. It
also has a backwash effect in encouraging them to go on learning by
conducting which fields and skills they still have not yet
mastered. Both the teacher and students are put in win-win
situation, for the on-going progress in teaching and learning
process.
3. Question 3
Brief description of the item-types or task-types
I divide this test into major four parts: part one, two, three
and four respectively are for testing of grammar, vocabulary,
reading and writing. Due to the distinguishing features of the
tourism domain generally and the hotel management field
specifically, all the tasks designed to be inclined towards
practical use or communicativeness.
Base on those, regarding the part one – the grammar testing – I
rely heavily on real contexts, dialogues and situations to design
so as to make it sound lifelike and familiar. I am sure that these
sentences will frequently appear in their future jobs. They were
not drawn totally from “Be My Guest” book, I modified, revised
activities and steered towards the grammar test tendency. In this
matching type task (Heaton, 1988, p.58:9), firstly students are
required to choose appropriate words and then rewrite them in the
right tenses. From my point of view, it is quite commensurate with
the present level of my students. Throughout my teaching period, I
came to my own conclusions. Firstly, so far my students taking in
this unit still have not yet discriminated clearly the use between
simple past tense (supplied) and present perfect tense (have/has
supplied); secondly, sometimes they feel confused whilst using
superlative (the best) and comparative (better than); thirdly, they
often add –s/-es/-ed-ing in the wake of modal verbs
(may/should/could). Even, last but not least the learning by heart
of the irregular verbs (go – went – have/has gone) seems to be
their difficulties as well. As a result, this test, I hope, can
help them review, recall and resolve them.
In respect of the part two – the vocabulary test – I also
utilize the paring and matching type task (Heaton, 1988, p.49-50).
The contents of column B are definitions, explanations or synonyms
of words or phrases in the column A. Students just need to match
them by writing a letter (such as a/b/c) in the column B into the
blank column right after the corresponding choice in the column A.
This vocabulary test type is a combination between colloquial words
and popular terms related to tourism. They are used commonly in
real life and in their work but will cause the misunderstanding,
misguess or misuse in the case if students have not yet seen them
before. Moreover, they are the very key words I assure that my
students will see many times in next units. Hence, I selected these
words for this test.
With reference to the part three – the reading test part – I
extracted the reading text from the book “Hotel and Lodging
Management: An introduction” written by Stutts in 2001. It is a
story of Marriott’s successful businesses and emerges his
outstanding morality: attaching successes in business to employees,
not employers and highly appreciating decisive roles of employees.
Furthermore, it opened a new trend in doing business by supplying
the comparative prices in connection with high quality goods and
services; instead, the traditional way is to provide the luxurious
services and charge on premium values. They are the principal
ideologies that I hope my students can absorb (refer to the
question two and five). There are seven questions in this “short –
answer/cursory - reading task type” (Hughes, 2003, p.144 &
Heaton, 1988, p.133:4) part. Students can retrieve information
directly from the reading text to answer shortly in the questions
one and three; however, they need to scan and synthesize data in
the questions four, six and seven. According to the current level
of students, I did not coerce them into reading so fast; the main
point in this part is to conduct them how to scan for gist and pick
up the most needed or the core information, as such.
Concerning the part four – the writing test part – I split it
into three smaller tasks items. Firstly, students are required to
answer two questions in relation to the given reading text (the new
reservation letter). At the first glance, it looks like the reading
comprehension test; nevertheless, in fact it is the first
preparation step for students by practicing in constructing shorter
ones counting on the given intent prior to doing the next longer
writing task. They are encouraged to use synonymous words and
dispose sentences in support of cohesive and coherent devices
(thus/hence/firstly/secondly). Secondly, they must re-arrange
according to the chronology of given un-ordered sentences. This
rearrangement task type (Heaton, 1988, p.129) will help students
presuppose and build up schemata for the tenor of the next writing
text. Thirdly, base on the model of the business letter (the new
reservation letter) and the contents provided (refer to the
question 3a), they write a response letter to confirm and accept
this new reservation. This controlling writing type can help
students gradually get familiar with the conventional, official and
uniform formats in writing business letters such as appreciation
letter, letter of reference, invitation letter and so forth (Sample
Business Letter) that they must learn in this course.
4. Question 4
Brief explanation of the making scheme and values
The making scheme is denoted explicitly on the answer key and
the marks scale table (see the Appendix 2 and the Appendix 3). The
grammar testing part just mentions some basic key grammatical
point, thus 1.5 marks per question are reasonable, I think. As for
vocabulary testing part, it is so important because these words
like the ground not only for the latter units but also for their
future career. For these reasons, I weigh two marks per question.
The two parts above can be marked objectively because the results
are fixed. The last two parts are harder to evaluate due to the
fact that sometimes they rely on testers’ point of view. Thereby, I
just mark students depending on the sufficiency of the details in
relation to questions required in the reading test part. The
writing test part (refer to the question 3b of part 4) is the most
difficult one to assess, so I built up the table of criteria as a
reliable standard to mark more authentically (see the Appendix
4).
5. Question 5
Evaluation of the test in terms of validity and reliability
As regards validity, the criteria I utilize to mark in
accordance with each skill I announce at the beginning of each
part. For example, if I wish to test the grammar skill, I will
design and assess basing on the grammar points only, no more no
less. Mainly, I apply the direct test type in this test. In
addition, although I distracted the texts from the foreign
documents and materials, and adapted them according to Vietnam
context, I still keep them intact. It means that the soul and
meanings of the original text are remained completely. Furthermore,
“the relationship between the test items and the unit objectives is
always apparent” (Heaton, 1988, p.159:61). Namely, in this unit I
want my students mastering in four skills connected with their
major in hotel management, I designed the test with sequence tasks
adhere with daily activities in hotel. The grammar testing part is
a good example. They are the very common instructions and dialogues
that anyone who works in a certain hotel ought to face.
Considering the reliability, prior to the official test date I
always “pilot” my test by myself to ensure that my students have
time enough to finish the test. They do not need to be hasty in
doing the test or have so much spare time to ask friends sitting
near for help (Brown, 2004, p.20:29). I consider and presuppose
carefully anything, from the minor points to the biggest ones, that
can happen to ensure the test will be taken smoothly and on time.
The light in test rooms and other facilities are ensured to be
placed in good condition. The test I designed has no discrimination
to what so-called “good” or “bad” students. Its tasks are so
familiar to them and there is not any cheating on it, but the
students with autonomous attitudes in learning are sure to gain
higher marks.
6. Question 6
Backwash effect
On the one hand, via this test I can assess the learning
autonomy of my students, namely their reading outside the
classroom. Regarding vocabulary test part, these words were not
taught completely in my class, instead “do a research of
commonplace tourism terms, maybe by a group or by yourself and
probably you can see them again in the final test” – I said to them
on the first day of my class. On the anther hand, I am sure it has
backwash effect. In the case, they cannot do it as best as they
can, their self-esteem (see the Appendix 5) and maybe curiosity
will force them to search for the meanings of these words. In
consequence, they will remember them to the end of their life.
Briefly, on the surface, their vocabulary will be enriched but the
most important thing is that their learning autonomy will be
improved. They are aware that they cannot depend much on their
teachers in transmitting all necessary knowledge; they have to find
out by themselves and turn it into their own property, instead. If
they want to gain good marks in exams and accumulate more and more
in-depth knowledge, they have to do these. Roles of teachers
nowadays transferred from supreme administrators or class managers
or usually are compared as “a central big planet of the universe
and students are smaller ones moving around and around it” into the
class facilitators or advisers only. Students now play the most
important role in classrooms and are the main characters in
managing, controlling and allocating their own learning. They are
the crucial backwash effects hiding behind my test.
7. Question 7Communicative assessment
English for tourism especially for the hotel management is one
of the branches of English for Specific Purpose; hence, surely it
aims at communicative approach. It means that all learners before
taking this course are aware that they learn English to communicate
and use in the tourism atmosphere. Thereby, almost the tasks in
this test resting on the real activities to create in an attempt to
help students accustomed to them and then they can use them in
their real jobs. It leads to the interest and inspiration of
students in learning, because they know that they can apply them,
maybe immediately right after class in their part-time jobs. One
more instance confers about writing skill. Writing is a competitive
skill for hotel manager position. It is most likely to say that
there is no hotel manager with bad writing skill can be promoted.
This post requires the writing of a bundle kind of business letters
and the confirming reservation letter is just the most basic one.
Practicing them in classrooms and in test time helps them open the
gateway to be more successful in the future. Above of all, I
designed most of the tasks in this test basing heavily on highly
practical use of English.
REFERENCES
Brown, H.D (2004). Language Assessment: Principles and Classroom
Practices. United States of America: Pearson Education, Inc.
Brown, H.D (2004). Language Assessment: Principles and Classroom
Practices. United States of America: Pearson Education, Inc.
CCFD. Retrieved October 02, 2007 from
http://translate.google.com/translate?hl=en&sl=fr&u=http://www.ccfd.asso.fr/&sa=X&oi=translate&resnum=1&ct=result&prev=/search%3Fq%3Dccfd%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26hs%3DJHt
Danuwong, C. (2006). The Role of Metacognitive Strategies in
Promoting Learning as a Foreign Language Independently. Edith Cowan
University. Retrieved September 07, 2007 from
http://portal.ecu.edu.au/adt-public/adt-ECU2007.0001/02Whole_DanuwongC.pdf
Glossary of Terms. Retrieved October 01, 2007 from
http://www.nscb.gov.ph/glossary/tourism.asp
Glossary of Tourism Terms. Retrieved October 01, 2007 from
http://app.stb.com.sg/asp/tou/tou08.asp#T
Glossary of Tourism Terms. Retrieved October 01, 2007 from
http://www.tourism.govt.nz/quicklinks/ql-glossary.html
Glossary. Retrieved October 01, 2007
fromhttp://www.tiac-aitc.ca/english/glossary.asp
Heaton, J.B. (1988). Writing English Language Tests. United
States of America: Longman Inc.
How to write a Cover Letter. . Retrieved October 02, 2007
from
http://www.trincoll.edu/depts/career/guides/cover_ltr.shtml
O’Hara, F. (2002). Be My Guest: English for the Hotel Industry.
Dubai: Cambridge University Press
Sample Business Letter. Retrieved October 08, 2007 from
http://www.writinghelp-central.com/sample-letters-business.html
Sofitel Plaza Saigon. Retrieved October 02, 2007 from
http://www.sofitel.com/sofitel/fichehotel/gb/sof/2077/fiche_seminaires.shtml
Stutts, A. T. (2001). Hotel and Lodging Management: An
Introduction. United States of America: John Wiley & Sons,
Inc.
Wagen, L.V.D. (1997). Communication in Tourism &
Hospitality. Australia: Hospitality Press Pty Ltd.
Wikipedia: Flambe. Retrieved October 01, 2007 from
http://en.wikipedia.org/wiki/Flamb%C3%A9
APPENDICESAPPENDIX 1: TEST PROCEDURE
National University of Tourism
Department of Hotel and Lodging Management
THE FINAL TEST OF
“THRESHOLD OF HOTEL MANAGEMENT” UNIT
FOCUS ON TWO MACRO - SKILLS (READING AND WRITING) AND
VOCABULARY AND GRAMMAR
TIME ALLOWANCE: 60 minutes
Full name of student:
Date of birth:
ID Number:
Date of testing:
MARKS TABLE
Part
Total questions
TotalRight answers
Total Marks
Remark
1
Grammar
14
2
Vocabulary
15
3
Reading
7
4
Writing
3
Including
2
11
self-writing
Sum
PART 1: GRAMMAR
Complete the following sentences using these words
May we (use)
you can (use)
can (arrange)
(Have) you (get)
(Have)…
(get)
(have)
(be)…
not
can (work out)
the (late)
(go for)
(be) behind
Can…(use)
Can…
(arrange)
(have)
1. …(1)… the hotel …(1)… simultaneous interpreting and
secretarial services? Yes, sir, it …(2)…
2. …(3)… we …(3)… the fitness center now? Yes, madam, …(4)... It
opens until 7:30 pm.
3. Excuse me, sir, …(5).... anything? Yes, I think I …(6)…
4. …(7).... you …(7)… computer services? Yes, we …(8)…
everything.
5. …(9)…. the beauty salon now? I …(10)… afraid …(10)… madam, it
is closed.
6. You …(11)… in our health and fitness club, with all …(12)...
exercise equipment.
7. In the previous hotel, I …(13)… a sauna and a swim in the
heated indoor pool.
8. A box of tissues …(14)… the taps in the washbasin.
Source: O’Hara, 2002, p.21-27
Answer Sheet
1
(E.g.: Could we use)
8
2
9
3
10
4
11
5
12
6
13
7
14
PART 2: VOCABULARY
Column A
Letter
youchoose
Column B
1
Brekkie
(E.g.: a)
a
A chicken
2
Chook
b
A cooking procedure in which alcoholis added to a hot pan to
create a burst of fame.
3
Ecotourism
c
A New Zealander
4
Flambe
d
A saleable travel product offering an inclusive price with
several travel elements that would otherwisebe purchased
separately.
5
Holiday travel
e
A segment of sustainable tourism that offers experiences enables
visitors to discover natural areas. It fosters respect towards the
environment.
6
Inbound
Tourism
f
Air-travel of 8 or more hours duration
7
Kiwi
g
Australia
8
Long-haul travel
h
Breakfast
9
Occupancy rate
i
Entity qualified to sell tours, cruises, transportation, hotel
accommodations, meals, transfers,…to visitors in a certain area, at
a certain moment and within certain conditions.
10
Outbound Tourism
j
The individual who sells travel services, issues tickets and
provides other travel services to the travel services or/& to
the traveler at the retail level.
11
Oz
k
The number of airline seats or the units of hotel room space
sold.
12
Package tour
l
The official cost posted by a hotel, attraction or rental car,
but not used by tour operators.
13
Rack rate
m
Tourism of non-resident visitors within theeconomic territory of
the country of reference.
14
Travel agency
n
Tourism of resident visitors outside the economic territory of
the country of reference.
15
Travel agent
o
Travel of 1-365 days duration, for the purpose of a holiday, a
honeymoon, skiing or as an incentive for good work.
Source: Wagen, 1997, p.137:8; Wikipedia: Flambe; Glossary of
Tourism Terms; Glossary of Tourism Terms; Glossary and Glossary of
Terms
PART 3: READING
J.WILLARD MARRIOTT
J.Willard Marriott’s (1900-1985) first successful businesses
were the Hot Shoppes and an A&W Root Beer shop, which he opened
in 1927. These prosperous ventures stemmed from Marriott’s notion
of providing inexpensive, quality food and services. With the onset
of the Great Depression of the 1930s, Marriott saw how a low-cost
restaurant could be successful even as luxury restaurants
failed.
Marriott expanded his business opportunities by entering the
airline and hotel industry. In 1957, J. W. Marriott opened his
first hotel, the Twin Bridges Marriott in Washington, D. C.
Subsequently, Marriott hotels were launched in Dallas, Texas;
Philadelphia, Pennsylvania; and Atlanta, Georgia. As a result, by
1964, the Marriott Company earned $84 million in revenue and
employed 9,600 people. In the late 1960s, Marriott acquired the Big
Boy restaurant chain and the Roy Rogers fast-food restaurant
chain.
Marriott’s business ventures were not limited to the hotel and
restaurant industry. A decade later, in 1976, J. W. Marriott
entered the entertainment industry with the creation of the
Marriott Great America Theme Parks, purveyors of wholesome family
entertainment. The Marriott standard of quality and service also
sailed the high seas with the company’s acquisition of three luxury
Sun Line cruise ships that sailed to the Caribbean and the Aegean
and Mediterranean areas.
In the mid-1980s, the Marriott Company earned $4.5 billion in
revenue and had 200,000 employees. In 1989, the company opened its
500th hotel in Warsaw, Poland. The tremendous success of the
Marriott Company stemmed from Marriott’s strong belief in
community. He believed that, if you take care of your employees,
they will take care of your guests.
Marriott International operates a brand portfolio of hotel
brands, including Marriott, Ritz-Carlton, Courtyard, Residence Inn,
Fairfield, Towne Place Suites, Executive Residences, New World,
Ramada International, and Renaissance. Worldwide, Marriott
International presently operates more than 324,000 rooms. Marriott
also develops and operates vacation club resorts and senior living
communities, and provides food distribution services to a multitude
of clients.
Source: Baird, C. (1996). Hospitality Industry Hall of Honor
Archives: J. Willard Marriott. Conrad N. Hilton College, University
of Houston, Houston, Texas quoted by Stutts, 2001, p.63
Answer all the questions below
1. What and when were the first successful businesses of J. W.
Marriott?
2. Due to the Great Depression, which strategy he followed?
3. Where and when did he open his first hotel?
4. In his business expansion process, there were two major
acquisitions. What are they?
5. Which is the most pivotal belief of Marriott contributing to
his tremendous business successes?
6. As compared to revenue and employees by 1964 and in the
mid-1980s, did they increase or reduce? And how much/many?
7. Totally, which fields and industries have his businesses
operated and aimed to?
PART 4: WRITING
Sample letter of reservation changes
CCFD
4, Jean Lantier Street
75001 Paris
France
Tel.: 01 44 82 80 00
Fax: 0101 44 82 81 43
Website: www.ccfd.asso.fr/
September 18, 2007
Mr. Ahmed Hozaien
Hotel Manager
Sofitel Plaza Saigon
17 Le Duan Boulevard - District 1
Ho Chi Minh City
Vietnam
Dear Mr. Hozaien,
I have a reservation for three days of a conference, namely the
1st, 2nd and 3rd October 2007 for the Aquamarine room. Due to the
change in arrival schedule to Vietnam of our delegation and an
increased number of participants, I would like to change the dates
to the 8th, 9th and 10th October 2007 for a Ruby room. I look
forward to your reply as soon as possible.
Thank you so much.
Yours sincerely,
(Signature)
Jacques Matthys
Jacques Matthys
Secretary of CCFD
Source: O’Hara, 2002, p.13; Sofitel Plaza Saigon, CCFD and How
to write a Cover Letter
Write complete answers in the questions one and two below by
using your own words.
· Instruction: you can convert sentences, use synonymous words,
and coherent and cohesive devices.
1. There were two important changes in reservation in the letter
above. What are they?
2. What were the reasons why they occurred?
3. Now suppose you were Mr. Hozaien, you have responsibility to
write a reply to accept and confirm the new reservation of Mr.
Matthys. Firstly, you have to put these phrases into the correct
order and secondly basing on the basic information provided, write
a complete confirmation letter.
3a)
Arrival: 8th October 2007
Confirmation: SPS 2077 RBR 8210 OCT
Dear…,
Departure: 10th October 2007
Kind regards,
Room type: Ruby conference room
Thank you for your letter of
to welcoming you on the 8th October
We are pleased to confirm
We look forward
your new reservation as follows:
3b)
END OF THE TEST
APPENDIX 2: ANSWER KEY
PART 1: GRAMMAR
1
Has…got
8
can arrange
2
has
9
May we use
3
Can we use
10
am…not
4
you can
11
Can work out
5
Have you
12
the latest
6
have
13
went for
7
Can …arrange
14
is behind
PART 2: VOCABULARY
1
Brekkie
h
Breakfast
2
Chook
a
A chicken
3
Ecotourism
e
A segment of sustainable tourism that offers experiences enables
visitors to discover natural areas. It fosters respect towards the
environment
4
Flambe
b
A cooking procedure in which alcohol is added to a hot pan to
create a burst of fame
5
Holiday travel
o
Travel of 1-365 days duration, for the purpose of a holiday, a
honeymoon, skiing or as an incentive for good work
6
Inbound Tourism
m
Tourism of non-resident visitors within the economic territory
of the country of reference
7
Kiwi
c
A New Zealander
8
Long-haul travel
f
Air-travel of 8 or more hours duration
9
Occupancy rate
k
The number of airline seats or the units of hotel room space
sold
10
Outbound Tourism
n
Tourism of resident visitors outside the economic territory of
the country of reference
11
Oz
g
Australia
12
Package tour
d
A saleable travel product offering an inclusive price with
several travel elements that would otherwise be purchased
separately
13
Rack rate
l
The official cost posted by a hotel, attraction or rental car,
but not used by tour operators
14
Travel agency
i
Entity qualified to sell tours, cruises, transportation, hotel
accommodations, meals, transfers,…to visitors in a certain area, at
a certain moment and within certain conditions
15
Travel agent
j
The individual who sells travel services, issues tickets and
provides other travel services to the travel services or/& to
the traveler at the retail level
PART 3: READING
1. His first successful businesses were the Hot Shoppes and an
A&W Root Beer shop in 1927.
1. He followed the low-cost restaurant format/strategy with
inexpensive, quality food and services.
2. He opened his first hotel - the Twin Bridges Marriott - in
Washington, D. C in 1957.
3. The first acquisition is with the Big Boy restaurant chain
and the Roy Rogers fast-food restaurant chain in the late 1960s.
The second is with three luxury Sun Line cruise ships that sailed
to the Caribbean and the Aegean and Mediterranean areas
4. His strong belief is that: “if you take care of your
employees, they will take care of your guests”.
5. They increased. With respect to its revenue and employees,
there are increases of 4,414m and 190,400 people, respectively.
6. There are restaurant, airline, hotel, entertainment, a broad
portfolio of hotel brands, vacation club resorts, senior living
communities, and food distribution services.
PART 4: WRITING
1. Firstly, there was the change in holding conference dates
from the 1st, 2nd and 3rd October 2007 to the 8th, 9th and 10th
October 2007. Secondly, the room type changed from the Aquamarine
room to a Ruby room.
2. They occurred/happened because the arrival schedule of this
French delegation/group and the number of participants/attenders
changed.
3a.
5
Arrival: 8th October 2007
8
Confirmation: SPS 2077 RBR 8210 OCT
1
Dear…,
6
Departure: 10th October 2007
11
Kind regards,
7
Room type: Ruby conference room
2
Thank you for your letter of…
10
to welcoming you on the 8th October
3
We are pleased to confirm
9
We look forward
4
your new reservation as follows:
3b. SAMPLE REPLY LETTER
Sofitel Plaza Saigon
17 Le Duan Boulevard - District 1
Ho Chi Minh City
Vietnam
September 20, 2007
Mr. Jacques Matthys
Secretary of CCFD
4, Jean Lantier Street
75001 Paris
France
Dear Mr. Matthys,
Further to your letter on September 18, 2007, we would like to
thank you and we are pleased to confirm your new reservation as
follows:
· Arrival: 8th October 2007
· Departure: 10th October 2007
· Room type: Ruby conference room
· Confirmation: SPS 2077 RBR 8210 OCT
Thank you for your choice of our hotel as a place holding such
an important conference. We look forward to welcoming you on 8th
October.
Kind regards,
(Signature)
Ahmed Hozaien
Ahmed Hozaien
Hotel Manager
APPENDIX 3: MARKS SCALE
Part
Total questions
Marks/Q
Total Marks
1
Grammar
14
1.5
21
2
Vocabulary
15
2
30
3
Reading
7
2.5
17.5
4
Writing
3
31.5
Including
2
1
2
11
1
11
self-writing
18.5
Sum
100
APPENDIX 4: WRITING MARKS SCALE
Marks gain
Levels
Criteria
15.5-18.5
Excellent
Obey all criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer)
No grammatical forms errors
(lexical/morphosyntatic/cohesive)
Mostly precise spelling and abundant vocabulary
Absolutely clear in expressing ideas
12.5-15.5
Very good
Obey most criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer)
Few grammatical forms errors
(lexical/morphosyntatic/cohesive)
Precise spelling and abundant vocabulary
Clear in expressing ideas
9.5-12.5
Good
Obey some criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer))
A few grammatical forms errors
(lexical/morphosyntatic/cohesive)
Random un-precise spelling and vocabulary
Still clear in expressing ideas
6.5-9.5
Pass
Obey few criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer))
Some grammatical forms errors
(lexical/morphosyntatic/cohesive)
Random un-precise spelling and vocabulary
Relatively clear in expressing ideas
3.5-6.5
Weak
Violate most criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer))
Many grammatical forms errors
(lexical/morphosyntatic/cohesive)
Wrong spelling and vocabulary
Obscure in expressing ideas
Below 3.5
Very poor
Violate all criteria of the format of biz letter
(addressee/addresser/greeting words/ contents order/
salutation words/signature & position of the signer))
So many grammatical forms errors
(lexical/morphosyntatic/cohesive)
Many wrong spelling and vocabulary
Very obscure in expressing ideas
APPENDIX 5: PROMOTING OF LEARNING AUTONOMY IN LITTLEWOOD’S VIEW
(1996)
Source: Cited by Danuwong, 2006, p.7
Skills
Learning autonomy
Students’ motivation
Willingness to take responsibility for their own learning
Confidence/Self-esteem
Knowledge
Environment
University’s disciplines
November 12, 2007
PHAN CAM TU
