English for

Tourism Teaching
Methodologies
and Objectives
This resource will • identify the characteristics of teaching
help you to… ESP focused on English for Tourism
Instructions
• Read the information on each slide. Click on the left or right
arrows at the bottom to navigate.

• This slide bar will turn blue as you go ahead reading the
contents.
• Some of the slides have circles. It means they have
interactive activities you must complete.
• Answer the questions. Make sure to click on the
button before going any further.
• The system will show a star bar indicating how many correct /
incorrect answers you got.
• The summary at the end will show you how you did. You can
go back as many times as needed to improve your scores.
 ESP
Methodologies
 ESP means English for Specific
Let’s Purposes
remember a
bit more English for Tourism is an example
about ESP of an ESP course because it
focuses on functional language for
tourism professionals rather than
General English.
ESP Methodologies
Read this text and answer the questions on the next
slide.

In ESP (English for Specific Purposes) teachers tend to produce their own instructional
materials rather than relying on commercially produced ones (Hutchinson & Waters,
1987). This is mainly because they need to adapt the content to their students’
specific needs. This makes General English and ESP courses a bit different.

In this interactive reading, we will present some strategies like input and output that
can be used both in General English and ESP. These strategies will determine how
students understand and construct knowledge.
ESP Methodologies

Based on the reading from the

previous slide, which
statements are true?
a. ESP and General English
courses are the same.
b. ESP teachers usually create
their own material.
c. Input and output
methodologies are only used
in ESP.
d. Input and output refers to
how students process
information.
ESP Methodologies
Read the statements. Guess which statements you
think are TRUE or FALSE about the differences
between ELT and ESP.
Drag and drop to see if you’re correct!

True False

English for Tourism is an example of

Teaching ESP and ELT are the same
ESP.

ESP activities and tasks focused on ESP and ELT are extremely different
specialist area and are easily differentiated.
 Input-based strategies
• Predominantly input based
We will see • Input-to-output based
two
strategies Output-based strategies
• Predominantly output based
• Output-to-input based
Let’s start with
Input-based
strategies
Input-based Strategies
Read about “Predominantly Input” strategies and think of
possible strategies in English for Tourism programme.
● Students are provided with language input
● They are also exposed to language to ensure it is understood
and to promote learning.
● Learning comes about as the students see evidence
(sometimes also termed positive evidence) of how language
works or how language is used in workplace, academic, or
professional target environments.
● Students do not need to be pushed into immediate production
in order to learn.
Input-based Strategies
Mark the keywords that correctly describe
Input-based strategies which could be use in
English for Tourism.

Model language Oral production Positive evidence

Language for target Written production General language

environment use

Listening and Learning occurs by Learn how language

reading producing language works
Input-based Strategies
Guess the correct order of an input-based lesson.
Teacher selects target
1 language, like landmarks, as
the focus of instruction.
Students learn from the
2 preselected language items, in
this case landmarks.
The characteristics of
3 landmarks are then presented
or highlighted by the teacher.
Followed by controlled practice
4 activities in which students produce
descriptions of local landmarks.
Teacher can decide to use
5 various forms of input. Ex: a
video of local landmarks.
The video provides accurate
6 samples of how the language
works and how it is used.
Students become aware of a gap
between current language to
7 describe landmarks and target
language from video.
Teacher then requires the
students to produce (output) the
8 targeted item(s) through a tour
of a local landmark.
Input-based Strategies
Read the following two slides to summarize the
input-based strategies.

1. The teacher selects specific items (target linguistic forms or features) as

the focus of instruction, for example tourism.
2. The focus is on students acquiring explicit knowledge of preselected
language items.
3. The items are presented or highlighted by the teacher.
4. This is followed by some form of practice activity in which the students
produce the items.
Input-based Strategies

5. The input can take various forms such as a language description,

analysis of a genre, or teacher-led discussion of features in a text.
6. The input provides accurate samples of how the language works and
how it is used.
7. The students become aware of a gap between how they currently
understand or use the linguistic form or feature and the equivalent
feature in target language use.
8. The teacher then requires the students to produce (output) the
targeted item(s), generally within the same lesson or the following
lesson.
Let’s continue with
Output-based
strategies
Output-based Strategies
What are Output strategies?

● Students’ communication in the target language is the starting

point.
● Two sub-strategies can be identified:
○ using the language (producing output) is sufficient for
learning
○ learning only occurs after students’ production or output is
followed by some form of input (discussion or highlighting of
language)
Output-based Strategies

Classify the Output strategies in

English for Tourism under the correct category?

Production or output followed by Using the language (producing

some form of input output) is sufficient for learning

Students present three local landmarks Students make a presentation about one
and then get peer feedback to local landmark to demonstrate their use
successfully learn. of the language.

Students write a brochure about a Students create a blog about a local

museum and then the teacher offers museum and this shows what they’ve
corrections to promote learning. learned and know about this location.
Output-based Strategies
Complete the paragraph about predominantly
output based strategies with the correct words.
In an English for Tourism lesson where a teacher is using
predominantly (1)_______
output strategies, students are placed in situations
that require them to perform (2)_______
production tasks like presentations,
tours or written brochures based on local tourism locations at the
lesson
beginning of a (3)_______ or activity.
In this strategy producing (4)_______
language helps students (5)_______identify

situations where their language is sufficient for the (6)_______performance or

production task and where it is not.

Word bank
Output-based Strategies
Complete the paragraph about output-to-input
based strategies with the correct words
In an English for Tourism lesson using an output-to-(1)_______ input

strategy, students’ presentations, tours or brochures is followed by

(2)_______.
feedback Students perform a (3)_______ task and feedback is provided
to show a more native-like (4)_______,
performance
like showing students a video of
a tour guide. The aim is that the students notice how their own output
differs from the more native-like (5)_______, model in this case the video. The
feedback stage may be followed by a further (6)_______ optional stages in
which students (7)_______
re-perform the task.
Students present three local landmarks and thenWord
get peer
bank feedback to successfully learn.
Let’s wrap up
Input and Output strategies

Put the descriptors in the correct category.

Input strategies Output strategies

Students see model Students produce

language first. language first.

Students learn target language Students use language first and

first and then produce language. then get feedback from teacher.

Students learn from models and

Students learn from mistakes and
don’t produce language.
understand their learning gap.
ESP Objectives
in English for
Tourism
Courses
Output-based Strategies
Types of Objectives

● Students’ communication in the target language is the starting

point.
● Two sub-strategies can be identified:
○ using the language (producing output) is sufficient for
learning
○ learning only occurs after students’ production or output is
followed by some form of input (discussion or highlighting of
language)
ESP Objectives
Take a guess! Drag the examples under the correct
category. correct objective to match the paragraph.
To reveal To develop target
To teach underlying To develop strategic To foster critical subject-specific performance
knowledge. competence. awareness. language use. competencies.
Students should learn Students should be aware
Students should learn Students should learn
background knowledge of and use common
language, background Students should learn how to make a reservation
about making a practices and interaction
knowledge, and strategic specific language for a customer at a
reservation at a restaurant patterns to properly
competences to address necessary to help a restaurant by
and the necessary communicate and help a
to a customer properly as customer as a host or understanding the
language to help a customer make a
he makes a reservation at hostess at a restaurant. necessary competencies.
customer make a reservation at a
a restaurant.
reservation. restaurant.

Students should Students should Students should learn

Students should be aware
recognise key phrases recognise background Students should learn the how to offer a local city
of effective interaction
and interaction patterns knowledge, as well as specific language tour by understanding the
patterns and common
as vital background target language and necessary to to offer a tasks he or she needs to
strategies to offer a city
knowledge to offer a city strategic competencies to local city tour. perform.
tour.
tour effectively. offer a city tour effectively.
ESP Objectives
Read this paragraph and fill in the blanks.
This interactive exercise examined a range of (1)________ objectives
in ESP teaching
and specifically English for Tourism. ESP (2)________ courses are often based on
different (3)___________
combinations of objectives, with some courses giving more
(4)_________
emphasis to some objectives than others. This is the same in English for
Tourism. As English for Tourism teachers, understanding ESP will help your
(5)_______
outlook on courses with an emphasis on tourism, as well as how you set
strategies
up your own objectives and teaching (6) _______.
Word bank