《旅遊英語綜合教程》（第二版）將在進一步深入行業實踐、調研的基礎上，著眼提高學生專業操作能力和就業能力，在教材體例上采取情境模塊、案例啟發、任務驅動、項目引領、精講解重實訓的編寫方式，使教材建設在“教學做一體化”方面有所突破，切實提高教、學、做的效果，體現高職教育的職業性、開放性和實踐性。重點修訂第二部分(Part II)，刪除原有的寫作練習（Practical Writing），增加案例分析練習（Case Study）和集體討論練習（Group Discussion），增加遊輪旅遊的介紹。

李曉紅，教授。浙江旅遊職業學院外語繫教研室主任。1990年南京大學外文繫英語專業畢業, 獲文學學士學位，後在東南大學外語繫任教三年。1995年獲中國新聞學院國際新聞專業的第二學位, 2007年獲浙江大學英語語言文化方向碩士學位，浙江省高級筆譯資格證書獲得者，浙江省“新世紀151人纔工程”第三層次培養人員。

It’s no secret that today’s workplace is rapidly becoming vast, as the traveling environment expands to include various geographic locations and span numerous cultures. What can be difficult, however, is understanding how to communicate effectively with individuals who speak another language, or who rely on different means to reach a common goal.
Tourism is the most superficial way of an intercultural encounter and one of the biggest industrial sectors in the world. From time to time, people may spend two weeks in Turkey, Dubai, or on Bali. When going abroad people need to be aware of different behavioral rules and patterns. Both tourists and employees need to face their upcoming intercultural communication challenges. People with different cultural backgrounds not only speak different languages, they think and act differently.
Intercultural Communication—The New Norm
The Internet and modern technology have opened up new places that allow us to promote our traveling businesses to new geographic locations and cultures. And given that it can now be as easy to work with people remotely as it is to work face-to-face, intercultural communication is increasingly the new norm.
For those of us who are native English-speakers, it is fortunate that English seems to be the language that people use if they want to reach the widest possible audience. However, even for native English speakers, intercultural communication can be an issue: Just witness the mutual incomprehension that can sometimes arise between people from different English-speaking countries.
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