ITHHBGEL01AEM-Exchange Familiar Information in The Spoken La

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
EXCHANGE FAMILIAR INFORMATION IN
THE SPOKEN LANGUAGE
Unit Code: ITHHBGEL01AEM

Acknowledgements
Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not intended to
replace current resources.
Package for Hospitality Training – Exchange familiar information in the spoken language i
Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Exchange familiar information in the spoken language ii
These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Exchange familiar information in the spoken language iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Exchange familiar information in the spoken language iv
Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues______________________________21
5.1.1 Workplace assessment.....................................................................21
5.1.2 Competent.........................................................................................21
5.1.3 Recognition of current competence...................................................21
5.1.4 Assessors..........................................................................................21
5.2 Underpinning skills and knowledge___________________________21
5.2.1 Assessment of underpinning skills and knowledge...........................21
5.2.2 Examples of assessment tasks.........................................................22
5.3 Suggested assessment for Exchange familiar information in the
spoken language_________________________________________24
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Exchange familiar information in the spoken
language.
This guide deals with the skills and knowledge required to by people working in the Hotel and
Restaurant industry, who deal with English speaking customers, and need to understand
English at a basic operational level.
Linkages to other units

1. This unit is a prerequisite unit for the following English language units.
Listening and Speaking Level 2
2. Hotel and Restaurant Competency Standards
Refer to the matrix to see the linkage between this unit and the Hotel and Restaurant
Competency Standards.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit are not compulsory and
should be used as a guide. Teachers and trainers are encouraged to utilise their own
industry knowledge, experience, local examples and products to adapt the materials or
develop their own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.
Package for Hospitality Training – Exchange familiar information in the spoken language 1
Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotel and Restaurant Association (PHRI)
JL R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations - PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271
Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHBGEL01AES EXCHANGE FAMILIAR INFORMATION IN THE SPOKEN
LANGUAGE
UNIT DESCRIPTOR This unit deals with the skills and knowledge required by
people working in the Hotel and Restaurant industry, who deal
with English speaking customers, and need to understand
English at a basic operational level.
ELEMENTS PERFORMANCE CRITERIA
01 Provide and request 1.1 Manages conversational techniques to check for

information on familiar understanding e.g. asking for clarification, asking for
topics. repetition.
1.2 Uses appropriate question forms to obtain
information.
1.3 Uses appropriate grammatical constructions to
convey meaning clearly.
1.4 Provides personal details e.g. name, date and
country of birth, occupation, and telephone number.
02 Show understanding of 2.1 Opens and closes casual conversations appropriately
the structure of casual e.g. use of common greetings – ‘How are you?’
conversation 2.2 Uses clarification and turn taking techniques.
2.3 Relates familiar events using familiar words and
informal language.
03 Deal with simple 3.1 Understands the general meaning of the complaint by
complaints listening for key words.
3.2 Demonstrates understanding by rephrasing the
complaint.
3.3 Can offer to take appropriate action to resolve the
complaint or can suggest the correct person to
speak to.
RANGE OF VARIABLES
1. Face to face
2. Two speakers
3. Conversation is limited to personal or very familiar information
4. Short exchange
5. Slow, hesitant response is acceptable
6. Body language can be relied on to assist with understanding.
EVIDENCE GUIDE
1. Underpinning Skills and Knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the
following areas is required:
a. basic word order
b. limited knowledge of verb tenses
c. basic question forms
d. formulaic responses
e. ability to capture meaning from key words.
2. Context of Assessment
2.1 This unit may be assessed on or off the job. Assessment should include
practical demonstrations either in the workplace or in a training environment.
This should be supported by a range of methods to assess underpinning
skills and knowledge.
3. Critical Aspects of Assessment
3.1 Communicative usage – message understood even though the instruction
may be grammatically incorrect.
4. Linkages to Other Units
4.1 This unit is a prerequisite unit for the following English language units.
Listening and Speaking Level 2
4.2 Hotel and Restaurant Competency Standards
Refer to the matrix to see the linkage between this unit and the Hotel and
Restaurant Competency Standards.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, Organising and 1 Using Mathematical Ideas and -

Analysing Information Techniques
Communicating Ideas and 1 Solving Problems 1
Information
Planning and Organising Activities - Using Technology 1
Working with Others and in Teams 1
Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the material below, trainers, trainees and assessors ensure compliance with full details contained in
the competency standard.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
01. Provide and request information Face to face
on familiar topics.
1.1 Manages conversational techniques Two speakers Checking for Dis OHT 1
to check for understanding e.g. understanding Q HO 1
asking for clarification, asking for
repetition.
1.2 Uses appropriate question forms to Forms of questions See OHT 1

obtain information.
1.3 Uses appropriate grammatical Convey meaning See OHT 1
constructions to convey meaning
clearly.
1.4 Provides personal details e.g. Short exchange Provision of details See OHT 1
name, date and country of birth,
occupation, and telephone number.
02. Show understanding of the

structure of casual conversation
2.1 Opens and closes casual Conversation is limited to Opening and closing Dis OHT 2
conversations appropriately e.g. personal or very familiar casual conversation
use of common greetings – ‘How information
are you?’
2.2 Uses clarification and turn taking Asking for clarifications Dis OHT 3a-b &
techniques. Q HO 2a-b
2.3 Relates familiar events using
familiar words and informal
language.
Element and Performance Range of Variables Additional Content Training Topics Activity Visual
Criteria
03. Deal with simple complaints Slow, hesitant response is
acceptable
3.1 Understands the general meaning Body language can be Listening for keywords GW/B HO 3
of the complaint by listening for key relied on to assist with Q
words. understanding.
3.2 Demonstrates understanding by Rephrasing complaints Dis HO 4
rephrasing the complaint. Q
3.3 Can offer to take appropriate action Resolving complaints Dis HO 5

to resolve the complaint or can Q
suggest the correct person to RP
speak to.
Legend:
Group work – GW Questioning – Q Presentation – Pre
Guest Speaker – GS Discussion – Dis Demonstration - Dem
Case Study – CS Brainstorm – B Practical Application - PA
Hand out – HO Research – R Role play – RP
Video – V Project – Pro Simulation – S
Overhead Transparency – OHT Excursion – Ex
4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee?
attitude do I want the trainee to
have?
Provide and request information on familiar As an introduction; ask a student of his/her experiences in the area. The questions could be as follow:
topics.  have you ever spent the night in a hotel?
 what sort of things will you find in a hotel room?
Teacher to write down on the board all the things that the student’s said.
Teacher to show and discuss OHT 1 [Provide and request information].
This example can also used to explain:
 checking for understanding
 forms of questions
 convey meaning
Teacher to ask two students to play the dialogue in front of the class.
Explain to the students that the dialogue is one of the sample of how to ask and answer questions
properly.
Checking for understanding Teacher to give student Handout 1 [Check for understanding].
It’s contain an exercise for the student. The students will be given sentences and they have to arrange
them into two different dialogues in the correct order.
Ask the student to do the exercise on a piece of paper. Give them 10 minutes to do it. After they finish,
collect the paper.
Teacher to discuss the answer with the students.
Forms of questions Teacher refers to OHT 1 [Provide and request information].

Teacher to explain the language study, how to ask for information politely using: “Could, Would and
Can…”
Examples:
 Could you tell me your name and address, please?
 Would you spell your name, please?
 Can you tell me your company’s name, please?
Teacher to ask to students to do exercise in Handout 2. Give them 15 minutes. After the students finish,
discuss the answer together.
have?
Opening and closing casual conversation Teacher to show OHT 2 [Opening and closing casual conversation].
Teacher to explain how to open and close casual conversations appropriately e.g. use of common
greetings – “How are you?”
Asking for clarifications Teacher to show OHT 3a & HO 2 [Asking for clarification].
Teacher to ask the students to read the dialogue carefully and then ask two students to play it in front of
the class.
Teacher to give and explain new expressions to learn, such as:
 We seem to have a bad line.
 Can you speak up, please?
 Could you spell that?
 Did you say …?
 Could you repeat that?
 Excuse me, ….?
The dialogue shown is between the caller and reservations.

It shows how to clarify unclear information about a reservation by phone.
Teacher to give OHT 3b and Handout 2b [Asking for clarification].
Ask the students to do complete the telephone conversation by putting the words in brackets in the right
order.
Give the students 20 minutes to do exercise, then check them together.
Dealing with simple complaints Teacher to show and give Handout 4 [Listening for keywords].
There are some pictures of guests who is complaining about the conditions of their rooms.
Ask the students to see the pictures carefully and fill in the key words in the blanks.
Rephrasing complaints Teacher to give and explain Handout 5 [Rephrasing complaints].

Tell the students that it may not be your job to help guests personally with their needs, but you can
organise things that should have been done for them.
Ask the students to do the exercise on rephrasing complaints by using the words “…should have/has
been...”
have?
Resolving complaints Teacher to give and explain Handout 6 [Resolving complaints].
Explain to the students that after saying something that should have been done, you need to tell the
guest that you will deal with the problem.
Example:
Our room hasn’t been cleaned.
It should have been cleaned. I’ll contact housekeeping straight away.
Teacher to give the students new words to use:

Awful Bowl Bulb/light bulb
Carpet Check in Maid
Noise Obviously Replace
Running Sheet Sleep
Soap Sugar Toilet paper
Touch Towel Unmade
Waste-paper Basket
Teacher to show picture shown on the note for the teacher.

Ask the students to focus on the picture then ask them to work in pairs and indicate what is wrong with the
room, and what should have been done.
Teacher to give role play to students. Put then into pairs and tell them to have conversations between a
guest and receptionist.
Student A: You hare the receptionist at a hotel. A guest rings you with a complaint. Apologise and
say what will you do. Try to use “should have”
Student B: You are a guest at a hotel. You arrive in your hotel room and find that there are no towels
in the bathroom. Ring reception and complain.
4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1
Provide and request information
Reception: Good morning, Sahid Jaya Hotel. Can I help

you?
Caller: I’d like to book a double room for two nights.
Reception: Could I have your name please?
Caller: My name is Pambudi.
Reception: Can you spell your name, please?
Caller: P-A-M-B-U-D-I
Reception: Well, Mr. Pambudi. Can you tell me your

address and your telephone number?
Caller: Certainly. I live in Jl. Gajah Mada no. 24, Jakarta

Pusat and my telephone number is 861 2233.
Reception: When would you like the room?
Caller: Next week from Tuesday until Thursday.
Reception: Let me clarify first, Mr. Pambudi. You want a

double room for two nights starting Tuesday next
week until Thursday. Your address is Jl. Gajah
Mada no. 24, Jakarta Pusat and your phone
number is 861 2233, is that right?
Caller: Yes. I will arrive on Tuesday afternoon around 3

o’clock. Thank you.
Reception: That’s fine Mr. Pambudi. Goodbye.
This example also use to explain:

Checking for understanding
Forms of questions
Convey meaning
HO 1
Checking for understanding
Here are two telephone conversations, one to Sari Bundo

Restaurant and one to the Hotel Kemang Raya. Arrange them in
the correct order below. The first part of each conversation is
given.
Mr. Kurniawan.
What name is it, please, madam?
That’s fine, sir, a double room for three nights. Goodbye.
Mrs. Rahmayanti.
That’s fine, madam. A table for four this evening. Goodbye.
Yes, I’d like to book a double room from Tuesday to Friday.
Good afternoon, Hotel Kemang Raya. Can I help you?
Yes, I’d like to reserve a table for four this evening.
Good morning. Sari Bundo Restaurant. Can I help you?
Could I have your name, please, sir?
SARI BUNDO RESTAURANT
A: Good morning, Sari Bundo Restaurant. Can I help you?

B:
A:
B:
A:
HOTEL KEMANG RAYA
A: Good afternoon, Hotel Kemang Raya. Can I help you?

B:
A:
B:
A:
OHT 2
Opening and closing casual

conversations
Dialogue 1
Hotel staff: Good morning, Mr. Bambang.
Guest: Good morning.
Hotel staff: You looking very relaxed today. Did you
have a good sleep last night?
Guest: Yes, actually I did. Thank you.
Hotel staff: I hope you will enjoy this lovely day.
Guest: I’m sure I will. Thank you.
Dialogue 2
Hotel staff: Good evening, Madam. How do you like
your meal?
Guest: I really like it, specially the dessert. It was
really delicious.
Hotel staff: I’m glad you enjoyed it.
OHT 3a & HO 2a
Asking for clarification

Expression to learn:
 We seem to have a bad line.
 Can you speak up?
 Could you spell that?
 I’m sorry, I didn’t catch that.
 Did you say…….?
 Could you repeat that?
 Excuse me, ……….?
Read this dialogue carefully:

Reservations: Good morning, Park Hotel. Can I help you? (zzzzzzz
crackle zzzzz) Hallo…we seem to have a very bad
line. Can you speak up a little?
Caller: My name is Gunawan. I’d like to …..
Reservations: That’s better. Could you spell your name, please?
Caller: G-U-N-A-W-A-*****
Reservations: I’m sorry I didn’t catch the last letter.
Caller: N
Reservations: Did you just say “N” for Norway?
Caller: That’s right. I’d like to make a reservation. For two
nights from July 10th.
Reservations: From July 10th. Is it just for you?
Caller: No, it’s for me and my ***. We’d like two double
rooms.
Reservations: Excuse me, I didn’t catch that. This line’s really bad.
Caller: There are four of us. We’d like two double rooms.
Reservations: Two double rooms for three nights from July 10th. Is
that right?
Caller: Yes. What’s the address of the hotel?
Reservations: It’s Jalan Wijaya 1 number 27, South Jakarta. Can I
have your telephone number?
Caller: I’m calling from Bandung. The area is 022 and then
667 3720.
Reservations: 23?
Caller: No, 20.
Reservations: 022 667 3720. Thank you, Mr. Gunawan. We’ll hold
the rooms until 6 pm….
OHT 3b & HO 2b
Asking for clarification (cont’d)

Complete the telephone conversation. Put the words in
brackets in the right order.
Example:
Hotel: Grand Hotel, Good morning. Can I help you?
(Hotel morning good Grand. I can help you)
Iskandar: Good morning, I’d like to reserve a room

1
Hotel:
(up speak sorry you I’m could)
Iskandar: OK. I hope you can hear me now. Is that OK?

2
Hotel:
(you just I hear can. seem we bad to a have line)
Iskandar: Now. I’d like to reserve a double room for two nights.
3
Hotel:
(I’m I that sorry catch didn’t)
Iskandar: I said double room for two nights.

4
Hotel:
(arrive when like you would to)
Iskandar: On August 30th.

5
Hotel:
(did you say August 13th?
Iskandar: No, the thirtieth, three zero. And the name is Iskandar.
6
Hotel:
(you that please could spell)
Iskandar: Yes, it’s I-S-K-A-N-D-A-R. It’s for three nights.

7
Hotel:
(sorry you repeat i’m that could)
Iskandar: For three nights, one two three. OK?

8
Hotel:
(Iskandar that’s Mr fine. hold we’ll until room the 8 pm)
HO 3
Listening for key words
Fill in the gaps in the complaints.
1. My room hasn’t been ……….since the last guest. The carpet

is ………., and the bathroom ……… and the bedroom
………. touched.
2. Our room isn’t ready for us. ……. ……… no towels,……….,

or toilet paper in the ………….
3. Can you do something about the……….in my room? It’s only

running …………. And the ……………in my bedside
lamp……..work.
4. The ………..in 302 next door to me is…………. I ……sleep.
HO 4
Rephrasing complaints
It may not be your job to help guests personally with

their needs, but you can organise things that
should have been done for them.
Look at these sentences:

My room hasn’t been cleaned.
The maids should have cleaned it.
Or
It should have been cleaned.
Now answer other complaints in the same way.

1. The sheets haven’t been changed.
2. The TV hasn’t been fixed.
3. The shower hasn’t been repaired.
4. My shoes haven’t been cleaned.
5. My wine hasn’t been opened.
6. My luggage hasn’t been brought in.
HO 5
Resolving complaints
After saying that something should have been done, you

need to tell the guest that you will deal with the problem.
Example:
Our room hasn’t been cleaned.
It should have been cleaned. I’ll contact housekeeping
straightaway.
Now answer these complaints in the same way:

1. The waste-paper basket hasn’t been emptied.
2. The carpet is dirty.
3. The soap and towels haven’t been replaced.
4. My laundry hasn’t been returned.
5. The shower isn’t working.
New words to use
awful obviously sugar

bowl replace toilet paper
bulb/light bulb running touch
carpet see to towel
check in sheet unmade
maid sleep waste-paper
noise soap basket
Note for the teacher
1. Focus on the picture and ask the student to work in pairs

and to tell you what is wrong with the room, and what
should have been done, e.g.: the carpet’s dirty. The maid
should have cleaned it.
2. Role-play:
Put student into pairs and tell them to have conversations
between a guest and the receptionist.
Student A: You are the receptionist at a hotel. A guest
rings you with a complaint. Apologize and
say what you will do. Try to use “should
have”.
Student B: You are a guest at a hotel. You arrive in
your hotel room and find that there are no
towels in the bathroom. Ring reception and
complain.
Answers key
For HO 1 page 10
SARI BUNDO RESTAURANT

A: Good morning, Sari Bundo Restaurant. Can I help you?
B: Yes, I’d like to reserve a table for four this evening.
A: What name is it, please, madam?
B: Mrs. Rahmayanti.
A: That’s fine, madam. A table for four this evening. Goodbye.
HOTEL KEMANG RAYA

A: Good afternoon, Hotel Kemang Raya. Can I help you?
B: Yes, I’d like to book a double room from Tuesday to Friday.
A: Could I have your name, please, sir?
B: Mr. Kurniawan.
A: That’s fine, sir, a double room for three nights. Goodbye.
For HO 2b page 13
Answers
1. I’m sorry, could you speak up?
2. I just can’t hear you. We seem to have a bad line.
3. I’m sorry, I didn’t catch that.
4. When would you like to arrive?
5. Did you say august 13th?
6. Could you spell that, please?
7. I’m sorry, could you repeat that?
8. That’s fine, Mr. Iskandar. We’ll hold the room until 8 pm.
For HO 3 page 14
Answers
1. obviously …….cleaned……….dirty…….unmade…….hasn’t
been
2. there are……..soap….bathroom
3. shower……..cold water…..light bulb………doesn’t
4. noise…….awful…..can’t
For HO 4 page 15
Answers
1. The maid should have been changed them.
They should have been changed.
2. Someone should have fixed it.
It should have been fixed.
3. Someone should have repaired it.
It should have been repaired.
4. Someone should have cleaned them.
They should have been cleaned.
5. The waiter should have opened it.
It should have been opened.
6. The porter should have brought it in.
It should have been brought in.
For HO 5 page 16
Answers:
1. I’m terribly sorry. It should have been emptied. I’ll contact
housekeeping straightaway.
2. I’m so sorry, madam. It should have been cleaned. I’ll contact
3. I’m very sorry, sir. They should have been replaced. I’ll
contact housekeeping straightaway.
4. I do apologise, madam. It should have been returned. I’ll
contact laundry straightaway.
5. I’m so sorry, sir. It should have been repaired. I’ll contact
Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides the recognition of current competencies

regardless of where they have been acquired. Assessment recognises that individuals can
achieve competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.
You must now assess your trainee’s or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. basic word order
b. limited knowledge of verb tenses
c. basic question forms
d. formulaic responses
e. ability to capture meaning from key words.
Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.
Tasks the language user can perform at this level
Speaking Listening Reading Writing
 provides basic information to  understands a range of  reads a sentence of simple  takes down a simple message in
guests instructions which are relevant instructions note form
 gives simple directions to guests to the context in which he/she is  reads a simple message from a  fills out forms
 explains complex procedures to working guest.  writes basic sentences and
guests  can respond to very basic simple paragraphs to fill out an
 undertakes basic conversations telephone calls accident report form
 promotes goods at a basic level to  understands very basic  writes a series of instructions in
guests. sentences English.
 understands basic
conversational English.
Jobs in the industry which the person can perform if he/she has to deal with English speaking customers:
 operational staff  maintenance ground staff
 drivers  room attendants.
 public area attendant
Always remember that in both speaking and writing the most important aspect to consider is the communicative competence of your students. Mistakes in
grammar and structure are not important in your assessment of the students particularly in Levels 1 and 2. Refer to the Range of variables to assist you in
your task and check the Underpinning skills and knowledge.
The assessment tasks contain sample answers, which may also assist you but please remember that these are only samples – the students may produce
other answers which are also acceptable. Check your standard to help you in assessing their answer.
5.3 Suggested assessment for unit Exchange familiar information in the spoken language
The following pages list some of the methods that can be used to assess this competency. The proposed assessments have been designed to address each
element, performance criteria and underpinning skills and knowledge for the competency.
Results of a successful assessment should indicate sufficient and relevant knowledge and understanding to be able to infer competence. Therefore the
trainee is assessed as either competent / competence to be achieved. Examples of assessment results sheets are included in Appendix 1 and 2.
For the intermediate level – ITHHBGEL01AEM – Exchange familiar information in the spoken language
ITHHBGEL02AEM – Read basic directions and follow diagrams
Please refer to the table below – this will assist you in assessing your student
ASLPR LEVEL 1 + Book 1
TOEIC ASLPR Speaking Listening Reading Writing

TOEIC 1+ Can speak well enough to Can understand Can get essential Can write well enough to
Elementary Can satisfy very take part in simple face- simple face-to-face information in simple conduct simple social
Proficiency, plus limited vocational to-face conversations. conversations on texts on familiar topics correspondence. Can
250-405 needs Can use language simple topics. Can where the meaning is convey simple opinions
complex enough to follow some complex spelled out (notice about about familiar matters.
express simple opinions sentences with if or familiar events, simple Makes a lot of mistakes
about familiar matters. because clause. Can personal notes). Can particularly when trying to
Makes many mistakes understand the main read neat hand writing in express complex things,
and often searches for ideas in a TV story a familiar style. Can but generally gets idea
vocabulary and very little of a understand some across
simple radio story complex sentences with
if or because
Appendices
Appendix 1
Competency assessment result

Unit code: ITHHBGEL01AEA Title: Exchange familiar in the
spoken language
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision
Date:
Package for Hospitality Training – Exchange familiar information in the spoken language Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

spoken language
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 Provide and request information
1 Checking for understanding
2 Opening & closing casual

conversation
3a-b 2a-b Asking for clarification
3 Listening for key words
4 Rephrasing complaints
5 Resolving complaints
Appendix 4
Trainee or student evaluation sheet

spoken language
The following statements are about the competency Agree Don’t Disagree Doesn’t
you have just completed. Please tick the appropriate know apply
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to
me.    
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it
worked well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHBGEL01AEM
Unit title: Exchange familiar in the spoken language
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

ITHHBGEL01AEM-Exchange Familiar Information in The Spoken La

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHBGEL01AEM

Indonesian Hotels and Restaurant Association

Access and equity

Competency Based Training

Critical aspects of assessment

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Linkages to other units

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

01 Provide and request 1.1 Manages conversational techniques to check for

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, Organising and 1 Using Mathematical Ideas and -

1.2 Uses appropriate question forms to Forms of questions See OHT 1

02. Show understanding of the

3.3 Can offer to take appropriate action Resolving complaints Dis HO 5

Forms of questions Teacher refers to OHT 1 [Provide and request information].

The dialogue shown is between the caller and reservations.

Rephrasing complaints Teacher to give and explain Handout 5 [Rephrasing complaints].

Teacher to give the students new words to use:

Teacher to show picture shown on the note for the teacher.

Provide and request information

Reception: Good morning, Sahid Jaya Hotel. Can I help

Caller: I’d like to book a double room for two nights.

Reception: Could I have your name please?

Caller: My name is Pambudi.

Reception: Can you spell your name, please?

Reception: Well, Mr. Pambudi. Can you tell me your

Caller: Certainly. I live in Jl. Gajah Mada no. 24, Jakarta

Reception: When would you like the room?

Caller: Next week from Tuesday until Thursday.

Reception: Let me clarify first, Mr. Pambudi. You want a

Caller: Yes. I will arrive on Tuesday afternoon around 3

Reception: That’s fine Mr. Pambudi. Goodbye.

This example also use to explain:

Checking for understanding

Here are two telephone conversations, one to Sari Bundo

SARI BUNDO RESTAURANT

A: Good morning, Sari Bundo Restaurant. Can I help you?

HOTEL KEMANG RAYA

A: Good afternoon, Hotel Kemang Raya. Can I help you?

Opening and closing casual

Asking for clarification

Read this dialogue carefully:

Asking for clarification (cont’d)

Iskandar: Good morning, I’d like to reserve a room

Iskandar: OK. I hope you can hear me now. Is that OK?

Iskandar: I said double room for two nights.

Iskandar: On August 30th.

Iskandar: Yes, it’s I-S-K-A-N-D-A-R. It’s for three nights.

Iskandar: For three nights, one two three. OK?

Listening for key words

Fill in the gaps in the complaints.