Key subject:

Full name: Nguyen Huu Huy

Course date: 19 -24 July 2021

Table of contents

I. KEY POINTS FOR TEACHING DIFFERENT LEVELS

1. Learning outcomes and requirement

2. Learning styles

3. Acquisition of Tourism English vocabulary

4. Tourism English needs analysis

5. World travel history

6. Tourism professions

7. Cross cultural Tourism

8. Culture shock

9. Stages of culture shock

10. How to approach culture shock

11. Socio cultural impact on tourism

12. Lesson planning

13. Teaching Idioms and slang for tourism

14. Teaching Oxymoron’s

15. Use of realia in the classroom

16. Travel Insurance resources

17. Tourism Industry Factors

18. Travel and restaurant vocabulary

19. Understanding International currencies

20. Appropriate activities teaching tourism

II. LESSON PLANS

III. RELEVANT ACTIVITIES

I. KEY POINTS FOR TEACHING DIFFERENT LEVELS
1. Learning outcomes and requirement
In today's modern economy, English is an important skill in many industries.
Especially English in the field of tourism, because this is one of the fastest growing
industries in recent years,(before the Covid -19 pandemic).
English is the most widely used and spoken language in international tourism in the
twenty-first century. The quick development of the tourism and hospitality industry
can straightly influence the English language.
English is not only the "key" to communicate with customers but it also plays an
important role in the delivery of quality services. Fluency in English will help to
understand the needs of the customers thoroughly and provide them with the best
services
For Employees who work in the tourism and hospitality industry is entirely and highly
aware of its importance and they need to have a good command of English in their
workplace. It is an important and dynamic area of specialization Language
proficiency is very important and essential in all professional fields specifically in the
tourism and hospitality industry due to its specific nature and concepts.
Being skillful in foreign language skills is necessary for people working in the tourism
sector. The reason is that it is the means for having communication with foreign
tourists and understanding cultural differences. In fact, for those who are seeking
employment in the tourism, hospitality and service industry, it is essential to stay
highly motivated in order to be accurately fluent in a high level of professional service
language. This can help to increase the job opportunities in the international industry
with high salary.
English for tourism is also known as one of the attractive subjects since many of the
people will be a tourist at least once in their lifetime. Moreover, learning English for
tourism purposes is crucial for those who are working in guest-host relation section
such as hotels, travel agencies, restaurants, information centers and tourist
attractions.
In industrial sectors, English has recently become a core subject, and hospitality
training programs help the employees achieve English proficiency to fulfill the job
responsibilities

2. Learning Styles
Learning styles for the tourism is different from other English program. Learning
styles integrate people’s affective, cognitive, and psychological traits. Learning styles
are mainly related to processes, learners’ perception, organization, and present
information developed during the past decades. It showed that people have preferred
sensory routes for learning based on learner type. Learning styles for tourism can be
classified as the four models: Visual/seeing, Aural/listening, Read/Write,
Kinesthetic/experiencing.
Recently studied students majoring in English for tourism in some countries such as
China, Vietnam or Singapore as well as England or some European countries have
indicated that learners are more attracted to practical activities rather than theory and
reflection. As a result, teachers are required to instruct and educate the learners
through different teaching styles to increase their learning preference in certain
programs.
Beside four main learning styles ,selecting good materials involved in tourism could
assist the teachers in organizing the course or what is more it can function
as an introduction to the new learning techniques. It will support teachers and
learners in the process of teaching and learning. To make it clear, choosing materials
determines the running of the course and underlines content of the lesson.
Furthermore, materials are also a kind of teacher reflection. They can truly mirror
what you feel and suppose about the learning process. In fact, good materials are
expected to be based on activities and various interesting texts providing a wide
range of skills. Teachers are required to specify which aspects of Tourism English
should be focused on. However, one piece of material can serve for expanding
more than one skill, e.g. Vocabulary, reading, writing, speaking, etc. “Teaching
materials are tools that can be figuratively cut up into component pieces and
then rearranged to suit the needs, abilities, and interests of the students in the
course”(Graves, 1999, p. 27). Hutchinson and Waters (1992) state that it is the
teachers’ responsibility to be aware of the fact whether the selected materials
are suitable not only for a specific discipline and answers are given course goals but
also for learners and teachers themselves. Materials have to function as a link
between already learned, existing knowledge and new information.
Consequently, selecting a proper and appropriate material regarding the main
criteria is a crucial part in organizing each Tourism English course. It might
happen that learners’ expectations and needs would not meet due to the
wrong choice of material. Hutchinson and Waters (1992) believe that materials
provide a stimulus to learning. Not only the good materials teach, but they also
encourage learners to learn.
3. Acquisition of Tourism English vocabulary
4. Tourism English needs analysis
Being skillful in foreign language skills is necessary for everyone who working in the
tourism and hospitality sector. The reason is that it is the means for having
communication with foreign tourists and understanding cultural differences.
In fact, for those who are seeking employment in the tourism? Hospitality and
service industry, it is essential to stay highly motivated in order to be accurately fluent
in a high level of professional service language. In fact, they are required to become
proficient in English for Tourism .Moreover; It is believed that English for tourism is
viewed as an area of business English and incorporate business English and English
for academic purposes by bridging workplace communication and classroom use.
This can help to increase the job opportunities in the international industry.
English for tourism is known as one of the attractive subjects as many of the people
will be a tourist at least once in their lifetime. Moreover, learning English for tourism
purposes is crucial for those who are working in guest-host relation section such as
hotels, travel agencies, restaurants, information centers and tourist attractions.
In industrial sectors, English has recently become a core subject, and hospitality
training programs help the employees achieve English proficiency to fulfill the job
responsibilities.
English for tourism when compared with English for different purposes, they all have
the same properties such as function, structure and tense. The difference is that
tourist English is a structured language and follows certain rules of grammar. The
vocabulary used in touristic English is very specific and conveys the message
through a common system of symbols and codes. For example, the language used to
register hotels, provide information about hotel facilities, meal times, directions,
request and provide tourist information, and other communication activities can take
place in any hotel environment.
Through the fact that there are many scholars who clearly show that English for
tourism is not too technical and too specialized. In fact, Tourism textbooks are
significantly similar to any general English textbook. For instance, grammar in these
books is used as a means of structure. However, all the examples are used within
the tourism, medicine, or business context make a distinction from a usual textbook.
In fact, English for Tourism is important for its learners since it helps be equipped
with the specific domains of language skills and knowledge. Consequently, learning
the specific skills in English will helps apply them properly and appropriately in the
specific professions, workplace, and discipline? Because of this, a particular
language need of the specified context has a critical role as a requirement to apply a
successful language.
5. World travel history
The earliest form of travel can be traced to the Babylonian and Egyptian empires.
The Babylonians were founders of business travel .Egyptians held much religious
festival that attracted the devout. The Egyptians also travelled to visit Sphinx and
Pyramids of Giza. These places are actually one of the most visited attractions in the
world today. The Greek tourists also travelled to visit the temples like that and
travelled to watch the Olympics Games which is something like we do today too.
During the classical time period, travel continued to develop because of development
of early road network built by Romans (all roads lead to Rome). During this time
period travel and tourism were mostly undertaken by wealthy people who were
seeking fun and relax. In this time period, the idea of seaside resorts was popular for
Romans and they also developed idea of spa holiday. It was quite similar like what
we have on tour nowadays.
In the Middle Ages people seldom travelled apart from going on pilgrimages. During
this period people travelled on foot or horseback (budget travel). Under the reign of
Elizabeth I, rich young men were encouraged to Euro. It was the traditional trip
Europe undertaken by mainly upper-class. What was known as the Grand Tour? This
tour would last between 1 and 3 years and the gold of doing to broaden the
individual’s education.( Nowadays we can call as education or culture tourists)
As a part of their education they would go on a long journey during which they were
visiting famous European cities. Such as London, Paris, Rome or Venice, and were
learning about their art, history and architecture.
Later on, those grand tours became more structured, and they were following
precisely the same route. Often, young students would be accompanied by an
educational tutor. And just to make the things easier for them, they were allowed to
have their servants with them, too.
Between 1750 and 1900 there was an increase in travel and tourism in Europe
because of the industrial revolution .By 1815 roads improved with tarmac and railway
was born in 1840s, people started to travel for fun.
Mid-19th century definitely marks a real beginning of modern tourism. It’s the time
when the middle class started to grow. And they have found a way to travel easily
around Europe.
After the Second World War, with the rise of air travel, people started to travel more
and more. We can be anywhere in the world in less than two days.. And now with the
internet and all the cool apps we have on our smartphones, it’s easier than ever to
move and navigate our way in a new country.
In the near future we will have a new tourism industry. It’s space tourism .Space
tourism is another niche segment of the aviation industry that seeks to give tourists
the ability to become astronauts and experience space travel for recreational, leisure,
or business purposes. Since space tourism is extremely expensive, it is a case of a
very small segment of consumers that are able and willing to purchase a space
experience.But with the continuous development of science and AI, we can believe
that the space tourism industries will not too far to everyone and the opportunity to
explore space is becoming very closer.
6. Tourism professions
Before the pandemic, in recent years, Vietnam's tourism is on a strong development
momentum, the number of international tourists as well as domestic tourists is
increasing. Vietnam's tourism is increasingly expanding and known in the world,
many domestic destinations are voted as the favorite addresses of international
tourists. According to statistics of the Vietnam National Administration of Tourism, in
2019 there were 18 million international visitors. Along with that, the image of
national tourism is increasingly enhanced.

Tourism is a huge industry where the opportunities are practically endless. Whether
people live in a big city or close to a national landmark or historic site, they’re sure to
find a well-paying, invigorating job that is both interesting and challenging.
Tourism itself covers the transportation, accommodation, entertainment and
recreational activities of travellers. From the moment a traveller books a flight or a
cruise to the last show the traveller takes in before returning home, the tourism
industry handles all bookings for flights, hotels, cruises, entertainment features and
any fun activities and is there when a traveller has questions or needs assistance.
So do people really understand what the tourism industry does and how the job
opportunities of the industry are today? To answer the above question, let's learn
about the tourism professions.
Some of the most common are tourism professions:
Tourism consultant
Tour leader/guide
Agency manager
Tourism marketing staff
Regional tourism manager
International retail travel consultant
Airport airline operations manager
Visitor information officer
Hotel concierge
7. Cross cultural Tourism
Before delving deeper into what Cross Cultural Tourism means, we need to
understand what culture is? Culture is a broad concept with many different
interpretations, it relates to all aspects of human's material and spiritual life. At
present, in daily life, culture is understood as literature and art such as poetry, fine
arts, theater, cinema, etc.
Cross Cultural is the involvement of two or more different cultures and their ideas,
customs and practices across many countries. In other words, Cross Cultural means
the recognition of differences between countries, regions and ethnicities in manners
and methods and the desire to connect them.
One of the most important aspects of successful international tourism development is
to understand the cultural differences between international tourists and a host
society. These differences are particularly related to cultural values and the needs
and perceptions of international tourists and hosts. Hosts can regard tourism
products and services as being satisfying for domestic tourists within a cultural
context of a host society. However, international tourists might not regard the same
products and services as adequate and satisfying.
It is not suggested here that the total tourism product should be adjusted to match
the international tourists’ expectations. Many international tourists travel overseas to
experience culture of a host destination and learn about the cultural differences in
traditions, food or dance. Many travellers are motivated by the cultural uniqueness of
the foreign tourism product
Cross-cultural differences are not only limited to language, food or dance, customs,
but are also experienced in a variety of human interactions between international
tourists and local hosts, including their non-verbal behaviors, religious beliefs, time
orientation, attitude to privacy, their manners, customs, forms of address, body
language or gestures. These cultural elements are potential grounds for cultural
misunderstanding and conflict between international tourists and locals. They can
induce fear often accompanied by stress and generate tourist dissatisfaction with a
tourism product. These experiences and feelings are culturally conditioned,
subjective and dependent upon time and space. The people who work in tourism
must study them to be able to learn about others and one’s own, recognize the
differences, understand how cultural factors influence the others’ behavior, and
implement strategies that would successfully target the particular cultural group.
8. Culture shock
Culture shock is an experience a person may have when one moves to a cultural
environment which is different from one's own; it is also the personal disorientation a
person may feel when experiencing an unfamiliar way of life due to immigration or a
visit to a new country, a move between social environments, or simply transition to
another type of life. One of the most common causes of culture shock involves
individuals in a foreign environment. Culture shock can be described as consisting of
at least one of four distinct phases: honeymoon, negotiation, adjustment, and
adaptation.
For the travellers who travel to a new place or country, they could face some
common problems include: information overload, language barrier, generation gap,
technology gap, skill interdependence, formulation dependency, homesickness
(cultural), boredom (job dependency), response ability (cultural skill set).There is no
true way to entirely prevent culture shock, as individuals in any society are personally
affected by cultural contrasts differently .which all might take a toll on them ! But
they’ll slowly get used to it and start enjoying the flavors and sights as and when
they’ll unfold before them. People do not need not rush and force to adapt anything –
rather, go slow, absorb all that happens around, and learn how to live happily outside
the comfort zone.
9. Stages of culture shock
Many researchers have written about culture shock and it is widely recognized that
there are four different stages to the process – honeymoon, negotiation, adjustment
and adaptation.
1. Honeymoon Stage
The Honeymoon Stage is the first stage of culture shock, and it can often last for
several weeks or even months. This is the euphoric phase when you’re fascinated by
all the exciting and different aspects of your new life – from the sights and smells to
the pace of life and cultural habits. During this phase, you’re quick to identify
similarities between the new culture and your own, and you find the locals hospitable
and friendly. You may even find things that would be a nuisance back home, such as
a traffic jam, amusing and charming in your new location. However, unfortunately, the
honeymoon period must always come to an end.
2. Negotiation Stage
Next is the negotiation stage which is characterized by frustration and anxiety. This
usually hits around the three-month mark, although it can be earlier for some
individuals. As the excitement gradually disappears you are continually faced with
difficulties or uncomfortable situations that may offend or make you feel
disconnected. The simplest of things may set you off. Maybe you can’t remember the
way back to your new home because the street signs are confusing, or you can’t
fathom how and what to order in a restaurant. At this point, you also start to miss
your friends and family back home and idealize the life you had there. This is often
when physical symptoms can appear and you may experience minor health ailments
as a result of the transition. You may not find the locals so friendly anymore and you
express feelings of confusion, discontent, sadness, and even anger.
3. Adjustment Stage
Thankfully this phase will come to an end as you begin to move into the adjustment
phase, usually at around six to twelve months. This is the stage where life gradually
starts to get better and routine sets in.You begin to get your bearings and become
more familiar with the local way of life, food and customs. By this point you may have
made a few friends or learnt some of the languages, helping you to adjust and better
understand the local culture. You may still experience some difficulties at this stage,
but you’re now able to handle them in a more rational and measured way.
4. Adaptation Stage
Finally, you reach the adaptation stage; sometimes known as the bicultural stage.
You now feel comfortable in your new country and better integrated – you have
successfully adapted to your new way of life. You no longer feel isolated and lonely
and are used to your new daily activities and friends. While you may never get back
to the heightened euphoria you felt during the honeymoon stage, you’ve now gained
a strong sense of belonging and finally feel at home in your new environment.
10. How to approach culture shock
Travelling to a different country is surely exciting. It can bring lots of new experiences
and insights about the world that can add more value to our life. However, to enjoy
such experiences, we need to step out of our comfort zone and be ready to explore
and embrace the lifestyle and culture of different countries.
To avoid having culture shocks, we need to understand some approaches that can
help us to deal with culture shock while travelling abroad:

Before the Trip

Accept that there are going to be differences. One of the most basic and the most
important method to deal with culture shock is to acknowledge and accept that
people around the world live starkly different lives and have a history, culture,
tradition and belief that are different from the ones you grew up with.
For instance, people in the US are offended if you don’t tip the waiter while eating
out, whereas in South American countries like Argentina, being on time for a party is
considered rude, while leaving a plate completely empty after a meal is impolite in
Vietnam.
Study the Culture Beforehand
Doing our research about the lifestyle patterns of the people of country where we’re
travelling is crucial to prepare ourselves for tackling with the cultural differences.
Look for blogs, articles and videos about the place and note down the important
points you need to remember before landing there.
For instance, in East-Asian countries like Japan and South Korea, bowing your head
a little while greeting others is considered an act of respect. Also, try to talk to
someone who had already been there before and try to learn from their experiences.
Learn the Basics of the Local Language
It’s important to learn about the basics of the local languages spoken in the country
we would be traveling to. While it calls for some amount of time and efforts on our
part, it will surely make our trip that much smoother.
Go beyond the isolated words like hello, thank you or goodbyes and make sure to
learn to speak few basic phrases in order to ensure that we can communicate with
the local people if required.
During the Trip
Embrace the Differences
So by the time our flight has taken off, we would have already read dozens of blogs
about the tradition and popular culture in the country you’re travelling and have learnt
from the experiences of people who have already been there.
While all these preparations will help, we need to be alert and humble when your
flight lands at the destination. Remember that now you’re on a foreign land. Be
opening minded and ready to embrace the differences. Reading about them and
experiencing them can be a different ball-game altogether.
Get Involved with the Local Community
The one fact on which every travel expert will agree is that we should effectively
communicate with the local people and get involved with them in order to know about
their cultural differences and deal with it. A small pep-talk with the hotel manager or
the shop owners is a good way to start a conversation and engage with them. Not
only it will empower us to make new friends in a foreign country, but also it will help
us to gain new experiences that you’ll cherish for the lifetime.
 Keep Learning
Even after we’ve reached our destination, don’t refrain ourselves from learning more
about the country and its traditions. Keep reading the blogs, interacting with the
people and observing the cultural patterns to gain more insights about the foreign
traditions. These experiences will not only help us to deal with the culture shocks but
will also enable us to enhance our knowledge.
Apart from the above approaches, staying vigilant and unprejudiced will help us
immensely for tackling the culture shock and make your trip much more enjoyable. If
we’re ready to embrace new experiences and go with an open mind, there’s hardly
anything that can scandalize us.
11. Socio cultural impact on tourism

REFERENCES:
∙ Australian International Tesol Manual book
∙ https://www.englishclub.com
∙ https://www.eflmagazine.com
∙ https://www.fluentu.com/blog

II. LESSON PLANS

LESSON PLAN 1 (45 minutes)

Topic: Past tense/ Time indicators Level: Pre- Age: 11-14
intermediate

1. Teaching methodology: Communicative, Task-based, Grammar

translation 2. Materials: Board, handouts
3. Lesson objective:
- Get used to making simple sentences using past tense
- Be able to use time indicators when describing action in the past
- Be able to tell when past tense should be used instead of present tense

Content Description
Warm-up Crack the puzzle
(10 minutes) - Students work in pairs or small groups to crack a puzzle about
irregular verbs used in past tense. To better deal with a mixed
class, teachers can strategically group students based on their
ability. For example, let better students work with those who are
not as good.
- The first group to find all verbs in past simple will get a
prize. - Teacher then gives correct answer.
- The aim of this activity is to create a comfortable learning
atmosphere and at the same time, help students revise some
irregular verbs they previously studied.

Teaching - Teacher lists signal words describing time of action in the past
such as: yesterday, last, ago, etc. and then explains how to use
(10 minutes)
them in a sentence.
- Teacher should give examples with each word to make sure
students throroughly understand this grammar point.
- Students then work in pairs (preferably the same pairs as in
warm-up activity) to practice giving simple sentences using these
signal words.
- Teacher should walk around the class to monitor students’
progress.
Task 1 Interview: When did you last
(15 minutes) - Teacher gives each student a handout (see picture below) and
lets them fill in the first column in 3 to 5 minutes.
- After that students are encouraged to freely move around the
classroom to find as many students having the same answers as
theirs. The name of those students should be written in the
second column.
- Students have to make a conversation along the way to practice
asking and answering questions (with the use of past tense’s
signal words as a requirement) in past tense, which helps them
get used to this grammar point. Teacher should monitor as well
and even join the students in their conversartion.

Task 2 Present or Past?

(10 minutes) - Each student is given a handout in which there are incomplete
sentences (see picture below)
- Students work in pair to determine whether each sentence
should be used in present tense or past tense, then conjugate
the verb in the bracket to complete the sentences.
- Students are allowed to discuss with each other and teacher
should monitor their work.
Homework Students should complete the handout on their own if they have
not finished in class.

LESSON PLAN 2 (60 minutes)

Topic: Preposition of place Level: Intermediate Age: 11-14

1. Teaching methodology: Communicative, Task-based, TPR

2. Materials: Boards, Pictures
3. Lesson objective:
- Identify different prepositions of place and know their function
- Be able to describe the position of objects in a room etc.

Content Description

Warm-up Ascending – Descending

(7-10 minutes) - Divide the class randomly into 2 teams.
- Teacher will read a line and give students 15-30 seconds
(depending on the class size) to line up in some particular order.
- Some of the lines teachers can read aloud:
∙ Line up in alphabetical order based on the first name ∙ Line
up in order of birthdays (from Jan 1 to Dec 31) ∙ Line up in
order of weight, from lowest to highest or vice versa ∙ Line up
in order of height, from shortest to tallest or vice versa ∙ Line
up in order of thumb/hair/leg length
- The team lining up faster and in accurate order will be given 1
point. After the game the team with higher point wins and
receives a prize from teacher (or the losing team will be
punished)
- The purpose of this activity is for students to have fun and better
prepare mentally for the lesson.

Teaching - Teacher lists some common prepositions of place and explain

their function using drawing technique. Explaining this grammar
(8-10 minutes)
point by drawing objects and their relative position is considered
to be highly effective in helping students understand (see picture
below)
 - Teacher then gives examples for each preposition or asks
students to do it.

Task 1 Where is …?
(15-20 - Students work in pairs or small cross-ability groups.
minutes) - Teacher gives students some pictures (see below) and ask them
to ask each other questions such as:
∙ Where is the ball?
∙ Where is the cat?
∙ What is next to the flower vase?
∙ What is on the wall?
∙ What is between the flower vase and the book?
- When students ask and answer these questions they are
practicing using preposition of place. Teacher should walk
around the class and monitor their work, making sure all students
are involved and mistakes are identified and corrected.
Task 2 Drawing picture
(15-20 - Teacher divides the class into 2 teams. The first team
minutes) Demonstrators (DE) will be shown a simple landscape drawing
and have to demonstrate orally to the second team Drawers (DR)
so they can redraw that landscape picture.

- The picture redrawn should be as close to the original version as

possible. The DR must not look at the original picture during the
game.
- Teacher involves all students by giving each and everyone of
them an opportunity to demonstrate or to understand the
demonstration. If a student cannot properly demonstrate or draw
pass the opportunity on to other students. For example:
∙ Student 1 from DE starts the game by saying There is a
house in the center of the picture
∙ Student 2 from DR starts drawing
∙ Student 3 from DE continues with There are 3 clouds above
the house if student 2 draws correctly
∙ Student 4 from DR draws the clouds and so on.

- Teacher corrects students’ uses of articles, prepositions and

quantifiers along the way if they make mistakes.
- If time allows let students work on 2-3 pictures.

Homework Students are given pictures to describe the room by listing its
objects and their position to practice and familiarize themselves
with this grammar point.
III. RELEVANT ACTIVITIES
1. Crack the puzzle.
2. Interview: When did you last
3. Ascending - Descending
4. Drawing picture
5. Images interpretation & Presentation.
Activity 1-4 have been thoroughly described in the lesson plans above.
Activity 5 has been explained in key point 11. Here are some possible images that
can be used in the activity.