[Lecto-comprensión]

ACTIVITY #1


Tourism Management
Research, Policies, Practice
Tourism Management  is the leading international journal for all those concerned with the planning and management of travel and tourism.Tourism comprises a multitude of activities which together form one of the world's fastest growing international sectors. The journal takes an interdisciplinary approach and includes planning and policy aspects of international, national and regional tourism as well as specific management studies.The journal's contents reflect its integrative approach - including primary research articles, discussion of current issues, case studies, reports, book reviews and forthcoming meetings. Articles are relevant to both academics and practitioners, and are the results of anonymous reviews by at least two referees chosen by the editor for their specialist knowledge.

From http://www.journals.elsevier.com/tourism-management/


1. Indique qué elementos paratextuales (título, subtìtulo, prefacio, índice etc.) se encuentran en el texto
2. Mencione cinco palabras conceptuales y cinco estructurales
3. ¿Cuál es la referencia de its?
4. Determine de qué se trata el texto.
5. Realice la traducción de todo el texto




ACTIVITY #2



Robinson P (2012) Tourism: The Key Concepts. Oxford: Routledge


1. Observe el texto e indique 
        a. Fuente textual
        b. Elementos paratextuales
2. Mientras lee, subraye palabras conceptuales parecidas al español
3. Localice nombres propios e indique a qué / quién o a quienes se refieren en cada caso
4. Localice palabras escritas con letra especial e indique su función
5. Indique un ejemplos de acronimia (siglas)y mencione a qué se refiere cada una de ellas.
6. Escoja tres palabras funcionales e indique su función gramatical (verbo, adjetivo, adverbio etc)
7. Determine de qué se trata el texto
8. ¿A qué se refieren las palabras this, them y their en la segunda línea del primer párrafo?
9. ¿A qué se refiere  la palabra their en la sexta línea del primer párrafo?
10. Realice la traducción del primer párrafo





ACTIVITY #4

Seychelles tourism provides more learning in hospitality management

A group of individuals from the tourism sector are following a short course on various aspects of hospitality management being led by the general manager of Chateau de Namur in Belgium, Cedric Vandervaeren, and lecturer at the Namur Hotel School.

Those taking part in the training sessions are from Constance Ephelia Resort, Beachcomber Sainte Anne Resort, Kempinski Seychelles, Avani Seychelles Barbarons Resort, the Seychelles Tourism Board, the Tourism Department, and the Seychelles Tourism Academy.

Mr. Vandervaeren was invited by the Seychelles Tourism Academy to conduct these training sessions taking place at the Constance Ephelia Resort, Port Launay.
Attending the official opening ceremony were the Minister for Tourism and Culture, Alain St.Ange; Principal Secretary for Tourism Anne Lafortune; Chairman of the Seychelles Chamber of Commerce & Industries Marco Francis; as well as the Deputy Chief Executive of the Seychelles Tourism Board; Principal of the Seychelles Tourism Academy; and other representatives of the tourism sector.

Those following this course will learn more on food costing, budgeting, and food cost control, as well as sales and marketing, among other topics.
Topics will include an introduction to hospitality management, discovering the annual management plan ̶ from marketing plan to cash flow, and the essential components of hotel management.

Addressing those present, Minister St.Ange said this training session will help these individuals taking part to know more on what is being done in another hotel school.
He added that this will help to strengthen the cooperation between Belgium and Seychelles, adding that they have a good partnership with the Namur province.
Minister St.Ange urged the trainees of this course to always have this willingness to keep on learning.
Mr. Vandervaeren said this course will give those taking part the chance to discover new elements and aim forward in their professional development.
He will also conduct sessions for the second-year students from the Advanced Diploma in Hospitality Management course at the Seychelles Tourism Academy.

Seychelles is a founding member of the International Coalition of Tourism Partners (ICTP).

Source: Seychelles Ministry of Tourism and Culture

1. Realice una lectura global del texto e indique
        a. Su tipología textual
        b. Idea principal
2. Mencione qué elementos paratextuales se encuentran en este texto
3. Elija tres palabras similares al español 
4. Elija tres palabras claves y explique cómo se relacionan con el texto
5. Escoja dos ejemplos de formación de palabras por composición (palabras compuestas)
6. Explique la referencia de las palabras subrayadas en el texto
a. THOSE
b. THIS
7. ¿Qué función cumple el conector AS WELL AS?
8. ¿En qué párrafo se encuentra la idea principal del texto?
9. Realice la traducción de los dos primeros párrafos del texto 


ACTIVITY #5

China: Officials promote long weekends to boost tourism
By News from Elsewhere......as found by BBC Monitoring

13 August 2015

A longer weekend could ease overcrowding on the transport network and at tourist attractions, officials say


China's government wants workers to be given longer weekends during the summer in order to boost the tourism industry, it's reported.

The State Council is urging employers to give their staff Friday afternoons off so that they can travel more easily, the Xinhua news agency reports. Allowing people more flexibility would also "greatly ease the pressure on the transportation, tourism, commercial and catering sectors," says Wu Wenxue, deputy head of China's National Tourism Administration. Many attractions are overrun with tourists during public holidays because people either don't have, or don't take, annual leave at other times.
Chinese workers are entitled to paid holiday, but the amount varies according to how long they have been employed. Those who have worked for less than 10 years receive just five days, plus public holidays. That rises to 15 days for people with 20 years of work under their belts, but in practice many employees feel they can't take any time off for fear of being seen as lazy.

The idea of longer weekends has been met with skepticism on China's Sina Weibo social networking site. "I work in the private sector - the boss won't give me any time off!" says one user, while another accuses the authorities of being "divorced from reality". But one person indulges in a little wishful thinking. "Public service workers have to do overtime - a whole month of rest would be good!"


http://www.bbc.com/news/blogs-news-from-elsewhere-33904962

1. A partir del título, foto, epígrafe y del paratexto en general prediga cuál es el tópico del texto.

2. Teniendo en cuenta cómo está organizado, ¿qué tipo de texto le sugiere dicha organización?

3. Realice una lectura global y redacte cuál sería, a su entender, el tema del texto. ¿Coincide con sus inferencias previas a la lectura?

Complete la siguiente oración: 
El texto se trata de ___________________________________________________________

4. Lea el texto detenidamente y señale cuales son las palabras claves que incluiría en un glosario relacionado al área turismo.

5. ¿A qué se refieren las palabras subrayadas en el texto?
        a. THEY (line 1) ____________________________________________________
        b. THOSE ____________________________________________________
        c. THEY (line 10) ____________________________________________________
        d. ANOTHER ____________________________________________________

6. ¿Qué función cumple el conector “because” en el primer párrafo?

7. Infiera el significado de las siguientes palabras valiéndose del contexto y provea un término en español en cada caso.
        a. URGING ________________________________
        b. EASE _________________________________
        c. PAID HOLIDAY _________________________________

8. Realice la traducción del último párrafo del texto



ACTIVITY #6



Robinson P (2012) Tourism: The Key Concepts. Oxford: Routledge


1. Indique los elementos paratextuales presentes en el texto

2. Realice una lectura global del texto e indique
a. Su tipología textual
b. Idea principal

3. Identifique distintas indicaciones tipográficas presentes en el texto

4. Identifique un ejemplo de acronimia (sigla) y explique su significado

5. Indique qué términos incluiría en un glosario sobre turismo

6. Indique cuáles son las oraciones principales en los párrafos 1 y 2.

7. Elija dos conectores y explique su función

8. Cuál es el significado de “assist” (párrafo 3, línea 7) teniendo en cuenta el contexto en que esta palabra se encuentra?

9. Realice la traducción de los dos primeros párrafo.