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Course Syllabus for Tour Guide

Course Title: English for Tour Guide Instructor: Chann Veasna ; Number of Students: 22 Teaching Time: 11: 00 am- 12: 30 pm ( 45 hours/ 15 weeks /two sessions per week) Teaching days: Wednesday and Thursday Email:; Phone: 092 73 90 75

I. COURSE DESCRIPTION This course seeks to equip students and those who are seeking the training course related to a career as a tour guide with fundamental concepts of being an effective tour guide, in particular how to avoid and deal with unexpected or immediate matters possibly happening while performing the task. The course as a whole provides the learners with the insights into the practices of the four-macro skills, all of which enable the students to hold the post well, particularly to communicate with the clients effectively and fluently. Language functions are also included such as: making requests, explaining things, giving advice, making suggestions, giving directions, complaining and apologizing, all of which would provide the students with the communicative competence. Mainly, speaking skill is incorporated in each unit. The main outcomes of the course are effective communication with the customers and effective guide for tourists in Cambodia. II. COURSE AIMS At the end of the course, the students will be expected to: 1) actively and effectively involve in various learning processes, 2) speak English communicatively and effectively with the clients, and 3) identify various factors that have potential impacts on communicating with and guiding a tourist group.


COURSE OBJECTIVES By the end of the course, the students will be able to: o be familiar with key tourist sites and use the terms related to food, music and dance, ways of addressing people, clothing, festivals, lifestyle, natural history, art or architecture, geography and art; o speak accurately and confidently , listen and read well, and write creatively;

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o use English for explaining, clarifying things, making requests, confirming, giving advice, making suggestions, giving directions, complaining and apologizing; o speak English communicatively and fluently with the tourist; and o use English purposefully and effectively in various situations related to tourist context in Cambodia. IV. Week 1 COURSE OUTLINE Content Introduction Course Expectation and Orientation Distributing Reflection Paper and individual presentation Guidelines 2 A: Facts about Cambodia History Geography & Geology Ecology & Environment National Parks Government & Politics Economy Population and People Education Arts Society & Conduct B. Individual reports to class about Cambodia Facts as learnt in Week 1 Unit 2: Flight Reservations Making requests: Can?/ Could?/ Would?; Have got Dealing with flight reservations Understanding abbreviations and symbols. Days and dates Useful expressions/ words for flight arrangement Role play: Student A acting as a tourist; Student B acting as a travel agent presentation 1 Unit 3: Changes and Cancellations Wh-questions, Present Continuous for Future Arrangements Making alterations to flight bookings Asking for and giving factual information Writing letters explaining cancellation charges First Class: English pp. 12-15 for Tourism Stott, T. & Holt, R. (1991) Cambodia Ray, N. (2003) pp. 11-52 Material/ Textbook Page

First Class: English pp. 16-19 for Tourism Stott, T. & Holt, R. (1991)

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presentation 2 Unit 6: Travel Requirements Degree of obligation: must/ have to, neednt, mustnt Vocabulary: Useful road signs/ expressions/ words Informing customers about travel requirements Role play: Student A acting as a tour guide; Student B as a client Transferring information from a letter to a form presentation 3 Unit 7: Giving Directions Imperatives in instructions; prepositions of place and movement Language study: Useful phrases for giving directions Understanding and giving directions on a map and in an airport building Reading for specific details Talking about services and facilities Role play: Student A giving directions about to Student B presentation 4 Unit 8: Tourist Information Giving advice and making suggestions: should, ought to Offering advice to tourists Listening for specific information Reading and writing promotional material Presentation 5 Reflection Paper 1 due Unit 13: Checking in Degree of probability: sentences with if and when Will A guide to telephone language and behavior Writing letters of confirmation Receiving guests Reading and talking about features of the hotel industry Understanding and writing telexes Promoting your countrys hotel industry presentation 6 Unit 14: Complaints Expressions used when complaining or

First Class: English pp. 28-31 for Tourism Stott, T. & Holt, R. (1991)

First Class: English pp. 32-35 for Tourism Stott, T. & Holt, R. (1991)

First Class: English pp. 36-39 for Tourism Stott, T. & Holt, R. (1991)

First Class: English pp. 55-59 for Tourism Stott, T. & Holt, R. (1991)

First Class: English pp. 60-63 for Tourism

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apologizing Tense revision Dealing complaints Building dialogues Guidance on replying to letters of complaint presentation 7 Unit 15: Conference facilities Enough/ too with nouns and adjectives Describing conference requirements and facilities Promoting your town/ region as conference centre Organizing a conference presentation 8 Unit 16&17: Local and Foreign tours Present and past passive Present simple for programs and schedules Describing tour processes Discussion about the effects of tourism in your country Preparing and giving a talk Explaining tour diaries Reading about special interest holidays Preparing and writing tour diaries presentation 9 Unit 18: Itineraries Present perfect for talking about experiences; present perfect contrasted with past simple Dealing with enquiries about itineraries Planning and writing personal itineraries Controlled dialogue building presentation 10 Unit 19: Car and equipment hire Present perfect with for and since Arranging car and equipment hire Describing sports facilities and advertising clients on choosing a resort Presentation 11 Reflection Paper 2 due Review for Examination Evaluation Examination ASSESSMENT CRITERIA Attendance and Class Participation 20%

Stott, T. & Holt, R. (1991)

First Class: English pp. 64-67 for Tourism Stott, T. & Holt, R. (1991)


First Class: English pp. 68-75 for Tourism Stott, T. & Holt, R. (1991)


First Class: English pp. 76-79 for Tourism Stott, T. & Holt, R. (1991)


First Class: English pp. 80-83 for Tourism Stott, T. & Holt, R. (1991)

14 15 V.

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Reflection Paper Examination Oral Presentation

20% 20% 40%

VI. TEACHING AND LEARNING INTERACTION Each lesson is taught interactively by asking students to work in pairs and in groups. The teacher always does eliciting before he precedes the lecture. The students have equal opportunities to talk, to share ideas, and to make suggestions about the teaching and learning processes. During the group discussion or pair work, the teacher monitors around the classroom to make sure things are on the right track; it is also a good chance for the teacher to assess the students performance, as well as for the shy or weak students to ask questions. Furthermore, to make the students learn, the teacher prioritizes the involvement of the students in each activity and STT (Student Talking Time); consequently, all students are encouraged to talk and take part in learning activities. Importantly, all learners will be given a speaking topic beforehand in order that they are ready for the discussion date. In essence, the instructor gives a lot of practices or work (homework, speaking time, discussion, assignment, etc.) to students to make them learn. VII. IMPORTANT POLICY Students are expected to show consistent efforts in learning and to actively involve in various discussion and presentation sessions. All assignments and their due dates are clearly indicated in the course outline above, so late submission will not be accepted. All work submitted for this class must be your own. Copying or representing the work of anyone else (in print, from the internet, from another student, etc.) as your own is plagiarism and cheating. This is unacceptable in this class so no doubt you will get zero for it. Those who are absent more than three days (nine hours) will automatically FAIL the course. VIII. GRADING The grading scales applied to the unit/subject teaching assessment is shown below: Percentage Points 86 100 80 85 Grade A B+ GPA 4.00 3.50 Text Excellent Very Good

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70 79 65 69 60 64 Below 60 IX. REFERENCE

B C+ C F

3.00 2.50 2.00 0.00

Good Fair Satisfactory Fail

Holt, R. & Scott, T. (1991). First class: English for tourism. Hong Kong: Oxford University Press Ray, N. (2003). Cambodia. Singapore: Craft Print International Ltd.

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ASSIGNMENTS AND EVALUATION METHODS A. Individual Presentation Guideline For working as a guide in the tourism sector you must be able to give presentation about the area/ country where you live to people who know little or nothing about it. Task: Suppose that you are going to lead a group of tourists to one tourism site in Cambodia, how would you talk to them and tell them about it? Points recommended: 1. Identify the tourist attraction 2. Describe its characteristics in details 3. State the reasons why you choose it 4. Describe its history (if have) 5. Accommodation/ food 6. Location 7. What to do/ to see 8. The lifestyle and living conditions of the local people Note: Each presenter must provide the instructor with a handout which summarizes the points in the presentation. This could be a copy of the Power Point presentation, a written summary, or an outline of the chosen topic, which covers the main points. B. Reflection Paper Guideline Throughout the course, the students are required to write two reflection papers (350 to 400 words) regarding to the units they have learnt. Reflection paper 1 covers from A to Unit 7, whereas reflection paper 2 covers Unit 8, 13 until Unit 19. Writing Tips: as a starting point, you might want to think about having a dialogue with the reading in which you ask the following questions. o What are the key points the author in making? o What are the assumptions and values of the author? o How does this set of readings connect with others? o How does it relate to my own experiences and beliefs? o How might I use this information in my practice? o Who might be advantaged and who might be disadvantaged?

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