EN4HOSTS - Suceava: Getting to know my city!


Suceava city has a lot to offer visitors living abroad. Today's tourist is much better informed, more refined, demanding and selective, often having an international tourist experience. He expects high-quality services, equipment and attractions, comparing services with previous consumption requirements.

Success in the tourism industry is determined by a permanent connection to industry novelties.

In this webquest we will learn about:

  • Tourist attractions offered by Suceava
  • Leisure opportunities for tourists in Suceava
  • How to design a tourist product taking into account the interests of tourists, age, budget, etc.

Your task for this webquest is to search for key tourist attractions in Suceava that you feel are appropriate using language and knowledge used in prior classes (i.e., giving directions, vocabulary related to tourism, prior experiences, etc.). You want to persuade a family to take a vacation trip you have prepared and one that is most suitable for them based on their background, interests, budget etc. Your task is to develop a 4 day vacation plan for a family visiting Suceava city.

Your proposal should be of some actual benefit to those interested in traveling to Suceava, Romania.




1.You will work together to learn about the main tourist attractions that Suceava offers by using the links. Determine the different tourist attractions that you feel best represent Suceava city.




https://www.tripadvisor.com › ... › Suceava County › Suceava




2. Divide up in groups and each group will then prepare a 4 days vacantion plan for a family by investigating different tourist attractions in Suceava. Also, visit travel agencies websites to get current prices, find ways to present your vacation plans to tourists, and determine the best way to "sell" your information (i.e., brochures, posters, online platforms, etc.). For example, online platforms might include wikis, blogs, or a dedicated website.



3. Present your travel itinerary plan to the class.


4. Using the knowledge that you have gained in process one, it is now your job as a group to write at least a one page double spaced reflection about your experience.  

What did you find most interesting about this activity?

What were some challenges? 





Level 1

Level 2

Level 3

Level 4

Focus of presentation (written & oral)

Purpose unclear or not stated, does not speak to intended audience

Some indication of purpose, does not adequately address intended audience (includes inappropriate content)

Adequately states purpose, fits most needs of audience

Full fills purpose with only minor omissions, directed towards appropriate audience.

Flow of oral presentation

Disorganized, lacking professionalism, hard to follow (not user-friendly).

Information presented lacks some professionalism in quality & organization, address some of the relevant content areas, able to follow (not intuitive)

Information in logical sequence, most relevant content areas are addressed, able to follow with only minor distractions

Logically organized, interesting sequence, addresses all relevant content area and easy to follow with no distractions

Language use (written & oral)

Poor control of language, with frequent grammatical and spelling problems. Unfocused narrative with no connection to purpose. Reader is unengaged from the story/journey.

Occasional major or frequent minor English errors. Simplistic story with limited connection to purpose. Brings reader into limited aspects of the story/journey.

Effective control of language. Full development of story with connection to purpose. Brings reader into most aspects of the story/journey.

Outstanding control of language. Engaging and full development of story with strong connection to purpose. Brings reader fully into each aspect of the story/journey.

Level of understanding*

Is able to articulate understandings falling under one facet.

Is able to articulate understandings under two-to-three facets but typically requiring only lower level critical thinking skills.

Is able to articulate understandings under four-to-six facets but typically requiring only lower level critical thinking skills.

Is able to articulate understandings under four-to-six facets but excercises a higher order of thinking.

Reflective skill set

Little or no response to the experience of any activity.

Few connections made between activities, but well described thoughts and reactions.

Compelling thoughts and ideas directly related to each activity, with some "leaps" made between the activities.

Detailed, in depth, original ideas synthesized from the experience of all activities. Thoughts expressed articulately and enthusiastically.

Creativity & originality of product

Shows format and display in a minimally creative manner

Shows some elements of format and display creative manner

Shows several elements of format and display in a unique and creative manner

Shows many elements of format and display in a unique and creative manner. Entire work/performance exhibits an individual personality.


If the student gets:

The grade should be:

No more than 10% of scores lower than a 3, with at least 40% 4s


No more than 30% of scores lower than a 3, with at least 10% 4s


No more than 10% of scores lower than a 2, with at least 20% 3s


No more than 30% of scores lower than a 2, with at least 10% 3s


Anything lower than this







In order to be considered a destination, a place must have adequate tourist potential and at the same time fulfill other requirements related to infrastructure, goods and complementary services, which can increase its attractiveness, differentiating destinations and determining the target markets to which the attention of tourism companies should be directed.

Advertising is a key element in presenting and marketing a tourist destination. In terms of advertising, an image is formed in the minds of potential consumers about the tourist product. It sometimes happens that this image differs from the real one, which often leads to a failure of tourism activity.

Like a form of advertising, but something deeper, the image of a destination can be influenced by myths and events happening within borders.



This webquest was created by a team of teachers, within the co-funded Erasmus plus KA2  partnership “English for hospitality” (EN4HOSTS), project number: 2017-1-RO01-KA201-037159, KA2 - Cooperation for Innovation and the Exchange of Good Practices ,KA201 - Strategic Partnerships for school education


The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.