Core Skills
Communication
Study Section 4:
Travel and Tourism
[INTERMEDIATE 1]
Introduction
Lesson 4A: Your town
Lesson 4B: Scotland
Lesson 4C: Travelling abroad
SAQ answers
1
2
10
18
26
INTRODUCTION
INTRODUCTION
Welcome to this study section. You are studying Communication at
Intermediate 1 level.
This package contains three separate lessons. Each of these lessons
is a complete ‘chunk’ of material that is similar to a traditional class
lesson. The difference is that you can work at your own pace through
the lesson. Each lesson will take you approximately an hour to
complete.
The theme of this study section is travel and tourism. The three
lessons are:
 Your town
 Scotland
 Travelling abroad.
This study section contains activities, self-assessed questions and a tutor
assessment.
An activity asks you to do something such as read an article or write a
letter. Most activities have feedback on the next page. The word
feedback just means comments. You should try the activity before
reading the feedback.
Self-Assessed Question (SAQ)
When you see this symbol, you should answer the
questions, and then check your answers with those given at
the end of the study section.
Tutor Assessment (TA)
These are activities or questions that you answer then
submit to your teacher or tutor for marking.
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
LESSON 4A
Welcome to lesson 4A. This lesson is all about your town. As we work
through this lesson, you'll develop these communication skills:
 reading skills – identifying the purpose of a communication
 writing skills – spelling and dealing with words that sound the same.
Reading skills: understanding the purpose
Soon you will be reading an excerpt (or short passage) from a tourist
brochure. You are going to be asked to explain what the purpose of
the written communication is.
Activity 1
What does the word ‘purpose’ mean?
Look it up in a dictionary and write down a definition here.
The word ‘purpose’ means:
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COMMUNICATION: STUDY SECTION 4 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
Activity 1 - Feedback
‘Purpose’ refers to the reason that someone has for doing someth ing.
It means the goal or objective that someone has.
When you're asked to identify the writer's purpose, you're bein g asked
to say why the writer wrote the text.
Writer’s purpose
Text
People wanting to visit the
museum should park in the
Nether Street car park.
The purpose of this text is to
explain where to park when
visiting the museum.
The cost of entry to the museum
is £2. This is far too expensive.
The purpose of this text is to give
an opinion about the cost of
entry to the museum.
When you go into the museum,
you will see many fine exhibits,
such as local pottery and fine art.
The purpose of this text is to
publicise the museum’s exhibits.
The museum is one of only three
in Scotland to include large
displays of fossils and models of
dinosaurs.
The purpose of this text is to give
information about the museum's
displays.
If you are unsure what to do with
your time, I urge you to visit the
museum's coffee shop.
The purpose of this text is to
persuade people that the coffee
shop is worth a visit.
As you can see, the purpose of a written text is usually something like:





to
to
to
to
to
explain
voice an opinion
publicise
give information
persuade.
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
Local newspapers
Local newspapers are usually printed once a week, and they're sold in
small areas only. They often contain the name of a town or city in their
titles. For example:





The
The
The
The
The
Falkirk Herald
Glenrothes Gazette
Troon and Prestwick Times
Alloa Advertiser
Fife Free Press
Activity 2
What is the name of your local newspaper? Check with your
teacher/tutor if you’re not sure.
SAQ 1
Here are some short articles from a variety of local newspapers. Read
each one and answer the questions on the page overleaf.
Article 1
Paisley Pensioners Battle
Council over Dog Ban
Paisley pensioners George and Rose Naylor are
fighting a ruling from the council over plans to make
their flats a dog-free area.
George (86) and Rose (84) have lived in their Baird
Park flat for 39 years and have always kept dogs. 'The
council is cracking down on people with large dogs
which are too big for flats. Our dog is a wee Yorkie,
and we'd rather move than give him up.'
Rose, grandmother of 12 and former winner of the
Paisley Citizen of the Year award, says that they will
let the council take them to court rather than give in.
'We love our dog, and he's good company for us. He
does nobody any harm and he keeps us fit because
we've got to walk him.'
A council spokesman said: 'We have rules and
regulations and we can't make exceptions.'
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© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
SAQ 1 (continued)
Article 2
Hamilton Car Parking 'Too Expensive' say shoppers
The upgraded town centre of Hamilton
continues to attract shoppers from all
over Lanarkshire and beyond.
But
many shoppers feel that the cost of
parking cars is too expensive,
according to a survey carried out by
Hamilton
Area
Retailers'
Trust
(HART).
The survey found that 80 percent of
people surveyed thought that car park
charges were too high. Shopkeepers in
the town agreed. Mr Gerry Blair,
manager of the Trendzwear shop, said:
'The town centre is growing and the
outlook is bright. Don't let high car-park
charges frighten shoppers off.'
Norman Knight, speaking for the
council, confirmed that a review was
underway. 'We are keen to promote
Hamilton and will review the charges
before the end of September this year.'
Article 3
Wheel brings more visitors
Falkirk Wheel is a huge success, and the
number of visitors has exceeded
expectations.
New figures published last week show
that between Easter and the first week of
the school summer holidays, more
visitors came to see the Wheel than for
the same period last year.
The Wheel links the Forth and Clyde
Canal to the Union Canal. Barges sail
into a huge compartment on the wheel,
which then slowly rotates to the lower
level. The boats then sail out.
The Visitor Centre has reported the
number of canal cruises booked has risen
by over 30 percent.
To book your cruise, call Falkirk
112344, or pop into the Visitor Centre.
The Wheel pictured during some
routine maintenance work last week
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
SAQ 1 (continued)
Answer these multiple-choice questions. Once you’ve answered each
question, copy the UNDERLINED word from the correct answer into the
grid on page 8. If you’ve got all the answers correct, you will see a
word spelled out in the shaded column.
1. The purpose of Article 1 was what?
A To inform us about plight of Rose and George Naylor, who
have been told by the council to get rid of their dog
B To explain that dogs are useful to nobody
2.
Where do Rose and George live?
A Paisley
B Falkirk
3.
In Article 2, what is the name of the shop that Mr Blair runs?
A Trendytogs
B Trendzwear
4.
What is the purpose of Article 2?
A To publicise the campaign to reduce car parking charges
B To encourage visitors to shop in Motherwell
5.
What is the second purpose of Article 2?
A To explain that eighty percent of people agree parking
charges are too high
B To explain that Hamilton’s shopkeepers are doing well
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COMMUNICATION: STUDY SECTION 4 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
SAQ 1 (continued)
6.
What is being reviewed by the end of September?
A Car parking charges
B The number of car parking spaces
7.
What is the purpose of Article 3?
A To inform people about how successful the Wheel is
B To give an opinion about why the Wheel has failed to
attract visitors
8.
What is the second purpose of Article 3?
A To encourage people to book a cruise on the canal
B To publicise cruises on the local river
9.
When did the number of visitors rise?
A From Easter to the start of the school summer holidays
B From Easter to the end of the school summer holidays
10. What has risen by 30 percent?
A The number of people going into the Visitor Centre
B The number of canal cruises booked
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
SAQ 1 (continued)
1
2
3
4
5
6
7
8
9
10
The highlighted word is _____________________________________?
Check your answer with that given on page 26.
Score
___ out of 10
Date completed
/
Teacher/tutor comments
/
Signed by student
8
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 4 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 4A: YOUR TOWN
Summary of this lesson
Here is a list of what you’ve learned in this lesson.


You learned about the writer’s purpose.
You learned about local newspapers.
This knife has more than one purpose.
Written communications can have more than one purpose as well.
End of lesson 4A
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
LESSON 4B
In this lesson, we're going to carry on discussing travel and tourism,
this time looking at Scotland. As you work through this lesson, we're
going to look at the following communication skills:


writing with a clear purpose
using a suitable tone and pace when speaking.
Writing skills: meeting your purpose
In the last lesson we looked at identifying the writer's purpose. In this
lesson we'll look at ways of expressing your purpose when you write.
Remember that the word 'purpose' refers to the reason that someone
has for doing something. Whenever you write something, you have a
particular purpose in mind.
Meeting your purpose
is the same as fulfilling a goal.
It means that you have succeeded
in what you set out to do.
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
SAQ 2
Here are some situations where you might need to write.
What purpose would you have in each case?
1.
Writing a job application.
2.
Writing a letter of complaint.
3.
Writing a memo to a colleague.
4.
Writing an essay about animal cruelty.
5.
Writing a letter to a newspaper.
After you’ve written your answers, check them with those on page 2 7.
Score
___ out of 5
Date completed
Signed by student
Teacher/tutor comments
/
/
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
Writing skills: words to express purpose
Sometimes writers use words that state what their purpose is. For
example:
I want to tell ye all how
bonny Scotland is! Hoots
mon, it’s fair braw!
Other times, writers use words in different ways to express their
purpose. This website page has the same purpose as our kilted
bagpiper. It’s telling us how attractive Scotland is, and that it’s a nice
place to visit.
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
SAQ 3
Re-read the webpage on the previous page, and answer these
questions.
1.
What is the purpose
of this webpage?
A. To tell people that Scotland’s tourist
trade is poor
B. To persuade people that Scotland has
good weather
C. To persuade people that Scotland is a
good holiday destination
2.
How does the phrase
‘The holiday
destination that’s got
it all’ help you to
identify the purpose?
A. It tells people that Scotland has got all
of the problems under the sun
B. It tells us that Scotland has lots to offer
people who come here on holiday
C. It tells people that Scotland’s weather
is varied – from snow to rain to sun
3.
How do the pictures
help you to identify
the purpose?
A. They show attractive scenes from
Scotland to tempt would-be visitors
B. They show pretty views of Scotland to
show that the weather is good
C. The pictures have no visitors in them
and this proves the tourist trade is poor
4.
How does the phrase
‘History and heritage
are everywhere’
support the writer’s
purpose?
A. The phrase explains that there’s a lot
here despite the bad weather
B. It explains that most of the tourist trade
has closed and it’s now just all history
C. It explains that it’s worth coming to
Scotland to see some of its history and
heritage.
Now check your answers with those on page 27.
Score
___ out of 4
Date completed
Signed by student
Teacher/tutor comments
/
/
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
Talking skills: tone and pace
Tone
When we talk about tone, we’re discussing the way that words are
used to create a feeling or atmosphere in whatever is being said.
There are lots of different ways to express tone. Here are some
examples.
Scotland has every type of
weather you can hope for –
drizzle, rain, heavy rain,
. and snow.
Scotland is really great. It’s
the best place in the world.
It’s a brilliant place.
This tone is quite lighthearted.
The speaker is making a
joke about Scotland’s
weather.
This tone is informal.
The speaker describes
Scotland as ‘really
great’. The last
sentence ‘It’s a brilliant
place’ is also informal.
I stood at the top of the
mountain, and breathed in the
clean air. I felt humble and
alone. I also felt peaceful and
grateful.
I
I looked at the mountain, and
looked down at my belly. The
mountain was bigger, but only
just. I decided I wasn’t fit
enough to do any climbing!
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© Learning and Teaching Scotland 2004
This tone is thoughtful
and serious.
The speaker is
describing her feelings,
and her words are very
sincere.
This tone is quite
comical.
The speaker is making
fun of himself.
LESSON 4B: SCOTLAND
Pace
When we talk about the pace of a talk, we refer to the speed at which
you talk.
There are times when you might talk quickly. Here are some examples:




dialling the emergency services
commentating on a football match
expressing surprise, or delight, or happiness
during a chat with mates about something exciting.
There are times when you might want to talk slowly. Here are some
examples.
 When describing your feelings about something serious.
 When you’re talking to someone who has difficulty understanding
you (such as a deaf person, or someone from another country) .
 When you want to stress a point.
 Over a romantic meal.
Using the correct tone and pace
Here are some general rules that you should consider when you’re
preparing a talk.
 Decide what tone to use. This will depend on the purpose of your
talk.
 Your tone might vary during your talk. Decide where to change it, if
needed.
 Your pace should be suitable for the purpose. For example, if you’re
talking about how happy you felt about something, you might want to
talk slightly faster than if you’re talking about a sad occasion.
 Your pace might change during the talk. Decide where to change it,
if needed.
Preparing a script for a radio advert
You’re going to be asked to write a radio advert soon. The words used
for the advert are called the script.
The script should last for a particular length of time. This is because
radio adverts (and TV adverts, too) cost more, the longer they are. A
typical advert length is 15 or 30 seconds.
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
TA 1
Prepare a short radio advert to promote the Scottish tourist trade.
Your purpose is to convince people to come to Scotland for a holiday.
Your pace should be fast enough so that people don’t get bored, and
not so fast that people find the script hard to follow.
Your advert should last about 30 seconds. This means that you will
have time to say about 100 words. Here’s an example.
Bored by Benidorm? Think Tenerife
is tedious? Or maybe you just don’t
want to travel a long way for a
holiday. If this is the case, then you
need to call Scotland Breakaway on
0100 100 200 now.
Scotland has something for
everyone - breathtaking scenery,
exciting shopping, spectacular
culture and very friendly people.
From history to horse racing, we’ve
got it all. And with some of the finest
food harvested locally, you can be
sure that you’ll eat well.
For a free brochure, and details of
our early booking special offer, call
0100 100 200 now.
After you’ve written your script, give it to your teacher/tutor for
comments. You might be asked to read your script out – ask your
teacher/tutor about this.
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© Learning and Teaching Scotland 2004
LESSON 4B: SCOTLAND
Summary of this lesson
Here is a list of what you’ve learned in this lesson.



You learned how to work out the writer’s purpose
You learned how important the correct tone and pace are when
you’re talking
You learned how to create a radio advert
End of lesson 4B
COMMUNICATION: STUDY SECTION 4 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
LESSON 4C
This lesson is all about travelling abroad. As you work through this
lesson, we're going to look at the following communication skills:
 reading skills: instructions
 writing skills: full stops and commas
 writing skills: describing.
Reading skills: how to read instructions
If instructions are well written, then they are easy to read. However,
sometimes instructions are written so badly that it’s really difficult to
know what you’re expected to do. Here is an example of some badly
written instructions:
Leave the aeroplane when instructed to do so and go into
the main concourse turn right then left and go along the
corridor to the right is a doorway that you can see through
the tunnel is on your left and the bus stops are there
What does that mean?
Activity 3
Add four full stops to the paragraph above so that it makes sense.
This is not an easy activity! Give yourself five minutes to do this – if
you’ve not completed it after this time, read the feedback overleaf.
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LESSON 4C: TRAVELLING ABROAD
Activity 3 - Feedback
Full stop
Full stop
Leave the aeroplane when instructed to do so and go into
the main concourse. Turn right then left and go along the
corridor. To the right is a doorway that you can see through.
The tunnel is on your left and the bus stops are there.
Full stop
Full stop
Now that the words have been punctuated, can you see that they make
much more sense?
Really, this paragraph contains four sentences. Each one makes sense
in its own right:
1.
2.
3.
4.
Leave the aeroplane when instructed to do so and go into the
main concourse.
Turn right then left and go along the corridor.
To the right is a doorway that you can see through.
The tunnel is on your left and the bus stops are there.
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© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
SAQ 4
Read the two sentences below. They contain the same words, but
different punctuation. This means that the sentences have slightly
different meanings. Answer the questions that follow.
1. France is always a popular destination. As it uses the Euro the
currency is easy to understand.
2. France is always a popular destination as it uses the Euro. The
currency is easy to understand.
According to version 1, why is France
a popular destination?
A. We can’t tell
B. Because it’s cheap
C. Because it uses the Euro
According to version 1, why is the
currency easy to understand?
A. Because it’s the Euro
B. We can’t tell
C. Because it’s like real money
According to version 2, why is France
a popular destination?
A. We can’t tell
B. Because it’s cheap
C. Because it uses the Euro
According to version 2, why is the
currency easy to understand?
A. Because it’s the Euro
B. We can’t tell
C. Because it’s like real money
Which version do you think makes
more sense?
A. Version 1
B. Version 2
Punctuation helps you to make your
meaning clear. It helps your reader to
understand what you mean as well.
Compare your answers with those given on page 28.
Score
___ out of 4
Date completed
Teacher/tutor comments
/
/
Signed by student
20
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 4 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
More about instructions
Now you’re going to get a chance to read some more instructions.
Instructions are usually written in a formal, objective tone. They should
be written so that they’re easy to understand. They should also be
written so that the reader is in no doubt about what is meant.
SAQ 5
Read the instructions printed below. These instructions appear in many
places on a ferry. After you’ve read them, answer the questions
overleaf.
Procedure in case of emergency
INSTRUCTIONS
 In case of emergency, a signal will be given. This will be a series of 7 short
blasts on the ship’s whistle, followed by a 15-second pause. This will repeat
indefinitely.
 On hearing the signal all passengers must put on a lifejacket. These are
stored in every cabin, and in every public area of the ship.
 Do not stop to collect belongings (except for prescribed medication), but do
check that all of your party are accounted for. Do not use lifts. People with a
disability must be taken to nearest safe stairwell, where staff will issue
further instructions and give necessary help.
 Make your way to the muster points nearest your area of the ship. Muster
points are shown on all emergency signs. Do not run. Do not panic.
 In the event of a power failure or reduced visibility caused by smoke, for
example, follow the illuminated exit signs to the nearest muster point.
 You may need to crawl on the floor if smoke is present. There are
illuminated strips at the bottom of all walls, and these have arrows on them
indicating the direction to the nearest exit and muster point.
 At the muster points, staff will issue further instructions. You must follow all
instructions given to you. Staff will have first-aid equipment to hand.
 Do not attempt to launch any lifeboats. Do not attempt to leave the ship. Do
not jump overboard.
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© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
SAQ 5 (continued)
1.
What is the purpose of these instructions?
1 mark
2.
What signal is given to indicate an emergency?
1 mark
3.
What is a ‘muster point’? (Clue: the word ‘muster’ means
‘to gather together’.)
1 mark
4.
List five of the things you must do in an emergency.





5 marks
5.
List five things you must not do in an emergency.





5 marks
6.
What should you do if there is smoke?
1 mark
7.
What happens at the muster point?
1 mark
After you’ve finished, check your answers with those on page 29.
Score
___ out of 15
Date completed
/
Teacher/tutor comments
/
Signed by student
22
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 4 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
Writing skills: describing
Sometimes you need to describe something when you write. This
means you need to be able give an explanation of something, using
words.
You do this every day already. Have you ever done any of these
things?







Told someone about the party you were at last night.
Discussed the girl/boy you met last week.
Talked about the football match you saw at the weekend.
Moaned about why you hate going to maths (or any other subject )!
Explained how good your new video game is.
Told people about a recent illness.
Talked to someone about a film you saw recently.
I’m sure you have, and I am also sure that when you did, you
described the thing you were talking about. You might also have
described the way you felt about it.
Here are some snippets of conversation. Can you see how the
speaker is using words to describe something?
I love her so much. She’s gorgeous and
kind and caring and she’s so good at
washing the car. I’m going to ask her to
marry me.
I tried my new golf clubs out at the weekend.
They’re cheap ones and I’ve got to say that my
old set was much better. These ones feel flimsy
and fragile. I hate them already.
I hate my feet. They’re too big, covered
in warts and my toes are all twisted.
They’re green and they glow in the dark
at night.
The instructions were useless. There were no words
just pictures, and they looked like they’d been drawn
by a primary 6 school-kid. I struggled for hours and
finally got it after my dad came over to help me with it.
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© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
TA 2
You’re going to be asked to write a short essay (100–150 words).
Choose one of these options.
Option 1
Write about your favourite holiday
destination. Describe it to your readers
and say why it’s your favourite holiday
place.
Option 2
Write about a foreign country that you
would like to visit but have not yet
visited. Describe what appeals to you
about this place, and say why you want
to go there.
Once you’ve finished the essay, give it to your teacher/tutor for
marking.
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© Learning and Teaching Scotland 2004
LESSON 4C: TRAVELLING ABROAD
Summary of this lesson
Here is a list of what you’ve learned in this lesson.



You learned how to read instructions.
You learned how important full stops are.
You learned how to describe things in writing.
End of lesson 4C
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© Learning and Teaching Scotland 2004
SAQ ANSWERS
SAQ ANSWERS
SAQ 1 Answers
1
Y
L
A
R
O
R
N
A
I
S
L
E
Y
T
R
E
N
D
Z
W
E
U
B
L
I
C
I
S
E
P
E
R
C
E
A
R
G
E
S
P
E
O
P
L
P
E
O
P
L
E
E
S
3
P
A
P
2
4
N
5
6
C
H
7
8
9
E
A
10
S
T
E
R
C R
U
I
S
The word in the highlighted column is NEWSPAPERS – a subject
you've been studying a lot recently!
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© Learning and Teaching Scotland 2004
E
T
SAQ ANSWERS
SAQ 2 Answers
Give yourself one mark for each answer that you gave that is similar to
these. It doesn't have to be exactly the same answer to gain the mark.
1.
To get the job.
To convince an employer that you are the right person.
To earn more money by changing jobs.
2.
To express your point of view.
To state how annoyed you feel.
To explain about a problem you'd had.
To ask for an apology.
To ask for a refund.
3.
To ask him or her to do something.
To tell him or her about something that has happened.
To tell him or her about a telephone message.
4.
To express your views about animal cruelty.
To inform others about what some animals have to put up with.
To pass an assessment.
5.
To voice your opinion about something.
To express your feelings about something.
To complain about something that's happening in your
community.
SAQ 3 Answers
1.
2.
3.
4.
C
B
A
C
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SAQ ANSWERS
SAQ 4 Answers
1.
A. We can’t tell. The full stop ends the sentence about France.
The phrase 'as it uses the Euro' is attached to the second
sentence, which is about the currency.
2.
A. Because it is the Euro. The phrase 'as it uses the Euro' is
attached to the second sentence and it gives more information to
that bit of it.
France is always a popular destination. As it uses the Euro the
currency is easy to understand.
Because the full stop goes here, the phrase 'as it uses the Euro'
gives us more information about the currency. It tells us less
about France.
3.
C. Because it uses the Euro. The phrase 'as it uses the Euro' is
attached to the first sentence and gives us more information
about France.
4.
B. We can't tell. The second sentence is very short and the
phrase 'as it uses the Euro' is attached to the sentence about
France.
France is always a popular destination as it uses the Euro. Th e
currency is easy to understand.
Because the full stop goes here, the phrase 'as it uses the Euro'
gives us more information about why France is popular. It
doesn't tell us anything about why the currency is easy to
understand.
5.
I think that version 2 makes more sense. I don’t think France is
popular because it uses the Euro, but I do think that the currency
is easy to understand because it’s the Euro.
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SAQ ANSWERS
SAQ 5 Answers
1.
To inform or tell or instruct passengers what to do in the event of
an emergency.
2.
A series of 7 short blasts on the ship’s whistle, followed by a 15 second pause, repeated indefinitely.
3.
A muster point is the place where people must gather together in
the event of an evacuation or an emergency.
4.
[You should give yourself one mark for each one of the following,
up to a maximum of 5 marks.]








5.
Put on a lifejacket.
Collect prescribed medicine.
Check that everyone is accounted for .
Take people with a disability to the stair well.
Go to the muster point.
Follow illuminated signs if required.
Crawl along the floor if needed.
Follow all instructions given by staff.
[You should give yourself one mark for each one of the following,
up to a maximum of 5 marks.]







Do
Do
Do
Do
Do
Do
Do
not
not
not
not
not
not
not
collect belongings.
use lifts.
run.
panic.
attempt to launch lifeboats.
jump overboard.
attempt to leave the ship.
6.
Crawl on the floor if necessary and follow the arrows on the
illuminated strips.
7.
Staff members give out further instructions.
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© Learning and Teaching Scotland 2004