ENGLISH FOR TOURISM II

DESCRIPTION OF THE COURSE

Objective

At the end of the course, you will be able to communicate in English in everyday situations at a basic level. You
will be able to use the four skills (listening, speaking, writing and reading) to undertake meaningful real tasks.
Another objective of the course is to make you feel confident using English in different daily situations, and to
acquire practical tools and criteria to assess your learning process.

Methodology

Our methodological approach will offer students the opportunity to make their learning process much more
meaningful by means of tasks that will be developed in class and socialized at the end of every term. The task-
based learning methodology differs from other communicative approaches since it focuses essentially on
meaning rather than on linguistic features (Willis, 2012). By means of tasks, students are involved in the
production of oral or written outcomes, in many cases mediated by ITC, and reflect on the use of grammatical
rules only at the end of the production activity.

Tasks are understood as classroom activities that challenge students to comprehend, manipulate, produce or
interact in the target language whose intention is to convey meaning rather than using forms (Nunan, 2004).

This learning approach has been recognized and accepted worldwide in a great variety of contexts proving to
increase students’ intrinsic and extrinsic motivation to learn English as a second language. It has been found
that the implementation of tasks along with the communicative teaching approach has led students to acquire
the language in a more meaningful way thanks to the nature of the tasks and the contexts in which they are
developed. As well, task-based learning has empowered teachers to design more dynamic and communicative
lessons that help students develop their real learning needs (Rodríguez, Ramírez & Camargo, 2019).

Self-assessment

An important component of this methodology is the evaluation approach, which is based on both formative and
summative assessment. Mainly, students should be trained on their ability to self and peer-assess.

This kind of assessment implies that students monitor their learning experience. Thus, their values,
ideas, goals and skills are relevant, making them feel in charge of their process (Yan & Brown, 2017).
By including this evaluation method gradually, along the semester, students can receive and create
more comprehensible and meaningful feedback. ” This gradual development proves to be worth the
effort since self-oriented learners feel motivated, engaged and empowered in their learning process -
key foundations of self-regulated and lifelong learning.” (Rodríguez, Ramírez y Camargo, 2019)

Information and Communication Technologies

Nowadays, using ICT in an undeniable necessity because of all the benefits it offers to both teachers and
students to communicate and learn in high education. Abarca (2015) affirms that to make it possible, it is vital
that these tools are step by step integrated by teachers once they are prepared to use technology effectively
and to guide students to use and learn through it.

ICT displays a wide range of possibilities to explore information and knowledge which turns out to be highly
pertinent since it allows teachers and learners to consider new ways to use technology in class, access authentic
information and explore social networks with learning purposes. Several articles have broadly studied the
impact of ICT when teaching English as a foreign language and most of them agree that technology fosters
students’ motivation to learn, innovative learning opportunities full of dynamism and creativity (Rodríguez,
Ramírez y Camargo, 2019).

Tasks

As part of the work you will do for this class, you will have to create three tasks (one task per term) and some
mini-tasks that will be part of the step-by-step process you will start working on from the first term. These
activities are aimed at enhancing your linguistic, communicative and technological skills.

TASK FIRST TERM

FIRST TERM: A RESTAURANT I LIKE

Description You will make a video review of a restaurant describing the place, the food, prices, what you
are doing and your opinion about it. Later, all students will share the videos in CANVAS to
give comment to each other.

Topics Topic 1: What we do and what we are Topic 2: For better and for worse
doing

Language Review of simple present and simple Comparative adjectives, as+ adjectives+ as,
content present vs. present continuous superlative adjectives
 Mini-tasks Choose a restaurant or restaurants you like Based on the video you did and the topics you
and film a one-minute video meeting the have studies, write the script for your video.
following criteria: Make sure to meet the following criteria:

• The video should last 2 minutes • Include descriptions of the place,

• You should talk and interact with people, food and prices
people. • Compare food and prices
You need to film people and specific
Give your opinion about the restaurant. You
features of the restaurant because you will
can refer to positive and negative aspects
use the voice in off technique later

Suggested cellphone camera https://www.wikihow.com/Write-a-Food-

links
www.youtube.com
https://www.youtube.com/watch?v=IpYc7
KrghOI (2-minute restaurant review)
Review (steps to write a review)
https://www.thedailymeal.com/how-review-
restaurant (How to do a restaurant review)

TASK SECOND TERM

SECOND TERM: THE MOST IMPORTANT PERSON IN MY LIFE

Description You will choose a person you admire to ask them different questions to know more about
their life. Then, you will write a short magazine article (3 paragraphs), step by step, and will
upload it in wix.com. There, you will complement it with pictures that show more about
that person and your relationship. Later, you will post it in CANVAS to provide questions
and comments among the members of the class.

Topics Topic 4: Lives Topic 5: My best vacation

Topic 6: A terrible day in my life

Language Past tense (yes/no question and Wh Past tense (interrogative sentences) and past
content questions in past tense) continuous

Mini-tasks You need to write a paragraph
saying who you admire, why and
narrating the most significant life
events and achievements of that
person. Your paragraph needs:
You need to write your second paragraph describing
somet places that person visited or a memorable
experience you had when you traveled together.
Also, you need to write your third paragraph
narrating a remarkable experience that person had,
or you had with them, as well as what you learned
 • A topic sentence, supporting
sentences and concluding
sentence
• connectors and time phrases
studied
• 7 – 12 lines
from that (it might be a hard situation you
overcame, a time when you were sick or a mishap…)
The paragraphs should meet the same criteria
explained before.
Important: these are two min-tasks. Teachers can
decide which one they want to evaluate

Suggested https://www.youtube.com/watch?v= https://www.youtube.com/watch?v=3ZibaJWPoWc

links JQRoAiVyR0k&t=26s (how to write a (tips to write an article)
paragraph)
www.wix.com
https://www.youtube.com/watch?v=
hQ1OwYu4GsY&t=135s (six ways to https://studenterra.com/blog/essay/what_is_an_ess
start a sentence) ay_map

https://www.youtube.com/watch?v=
LdCOswMeXFQ (punctuation
explained)

TASK THIRD TERM

THIRD TERM: A VISIT TO A THERAPIST/FORTUNETELLER

Description You will do a live role play of a visit to a therapist or fortune teller. You will need to
perform a session where you talk about your past, current life and future. The role plays
will be recorded and seen to self and group assess the work done. The length of the video
should be between 2 and 5 minutes, depending on the number of students (2 or 3)

Topics Topic 8: What will /might happen in 2025 Topic 9: My intentions and plans

Language “Will” for making promises and Will vs. Might

content spontaneous decisions
Going to and present continuous for plans
Will vs. Might and arrangements

Modal verbs for making suggestions: Could,

should
 Mini-tasks Write the script of your role play making
sure you meet the following criteria:
• There should be balanced
participation
• It should last between 2 and 5
minutes
• You should use props
Complement your intervention using going
to, present continuous and modal verbs for
making suggestions. Rehearse your role in
class by filming yourself and evaluating your
weaknesses and strengths. Pay attention to:
• Voice projection/diction
• Pronunciation and intonation
• Naturality and confidence (you cannot
read your script)

Suggested https://www.youtube.com/watch?v=pKIVq Cellphone

links yZdVyQ

Cellphone camera

www.wordreference.com

Portfolio

According to the Common European Framework of Reference for Languages (CEFR), students should be fully
engaged in every stage of their learning process. This implies that they can plan, monitor and evaluate it and
gradually become autonomous learners. To facilitate this process, the Council of Europe created, along with
its Principles and Guidelines, The European Language Portfolio (ELP) as a way to promote reflection, self-
assessment and autonomy (Little, 2009) through this well scaffolded structure:

1. Language Passport: initial part of the portfolio, where students evaluate their previous experiences
learning the language and their skills.
2. Language Biography: in this part, learners record the strategies they are using, the assessment of
these strategies, the objectives they set, the monitoring of their process and any other reflections that
shape their self-assessment development.
3. Dossier: this part includes all the samples of the work students do and show their improvement. The
array of options is large: recordings, pictures, writings, videos, memes, etc.)

Over the course of each term, students will work in their e-portfolio and will gradually develop self-assessment
skills. This will be reflected in its four parts that have their origin in the typical structure proposed by ELP. HOW
TO CREATE MY PORTFOLIO (INSTRUCTIONS).pdf
Attendance

Attendance to every class is advisable because you need constant practice in speaking; and your teacher needs
to give you feedback on your progress with respect to how you communicate with others in English. Also, during
the classes you will have the opportunity to answer questions concerning concepts or structures of the language.

Evaluation
The purpose of the evaluation is to measure your academic achievement throughout the course and to identify
specific aspects you can improve. To do this, coursework will include written and oral quizzes and classwork, a
task per each term, two term exams, a final exam, and a portfolio.

GRADING

FIRST 30% Task 1 5%

Quizzes and classwork 5%

Portfolio 5%

Exam 1 15%

SECOND 30% Task 2 5%

Quizzes and classwork 5%

Portfolio 5%

Exam 2 15%

FINAL 40% Portfolio 5%

Final task 10%

Quizzes and classwork 5%

Final Exam 20%

 Class topics:
These are the topics you will study throughout the semester.

FIRST TERM

FIRST TASK: A RESTAURANT I LIKE

FUNCTIONAL
TOPIC/ACTIVITY GRAMMAR CONTENTS VOCABULARY CONTENTS
CONTENTS

INTRODUCTORY Explanation of rules, methodology, evaluation, portfolio, important dates, self-

SESSION assessment 0.
(1 session)
- Review of simple
- Talking about present (affirmative,
- Daily routines (take a bus-taxi-
habits, routines, negative and
drive to work, eat a lot, go on a diet,
Topic 1: and facts. interrogative sentences)
watch a series)
WHAT WE DO AND
- Time expressions and for
WHAT WE ARE - Talking about - Simple Present vs.
temporary situations. (Frequency
DOING temporary and Present continuous
adverbs, now, right now, currently,
(2 sessions) permanent (affirmative and negative
these days at this moment).
situations sentences)

-Physical description (adjectives to

describe height, weight, hair,
- Describing
complexion, other features)
people and
Topic 2: - Comparative adjectives - Adjectives to describe restaurants
objects
FOR BETTER AND - As + adjective + as and objects (cozy, fancy, expensive,
- Comparing food
FOR WORSE - Superlative adjectives cheap, crowed, popular)
and restaurants
(3 sessions) - Adjectives to describe size, price,
- Ordering at a
environment, etc
restaurant

SELF-ASSESSMENT Session in which you will be able to reflect upon your learning process so far.
(1 session)
Topic 3: - Talking about - Past tense of some - Childhood memories: School,
childhood regular and irregular games (hopscotch, hide and seek,
MY CHILDHOOD memories verbs (affirmative and fly a kite, etc.), favorite toys,
(2 sessions) negative sentences) movies; and house.
 - Childhood typical activities: ( go
to the park, watch TV, eat ice-
cream, ride a bike, and swim)

- Time phrases: (Last …, ---ago,

in…)

SELF-ASSESSMENT
Session in which you will be able to reflect upon your learning process so far.
2

(1 session)

SECOND TERM

SECOND TASK: THE MOST IMPORTANT PERSON IN MY LIFE

FUNCTIONAL
TOPIC/ACTIVITY GRAMMAR CONTENTS VOCABULARY CONTENTS
CONTENTS

Topic 4: - Talking about - Past tense of some - Lifelines: (Be born, grow up, study,
their lives and regular and irregular start work, get married, have kids,
LIVES their favorite verbs. die)
(3 sessions) people’s lives
- Yes/no questions and - Time phrases: (After that, before
wh-questions in past that, then, 2 years later)
tense

Topic 5: - Talking - Past tense of some Verbs/phrases related to vacation:

about fun regular and irregular (travel, visit places, dance, swim,
MY BEST VACATION activities verbs (interrogative eat)
(3 sessions) you did sentences)
on Questions: (How much, how long,
what type, how far…?
vacation
special food, drink, go to museums

SELF-ASSESSMENT
3 Session in which you will be able to reflect upon your learning process so far.
(1 session)

Topic 6: -Talking about - Review of past tense vs - Mishaps: (Oversleep, miss the bus,
typical mishaps past continuous get lost, get stuck in traffic, fall
down, fall asleep, forget something)
A TERRIBLE DAY IN - Complaining (affirmative, negative
MY LIFE and interrogative
sentences)
(3 sessions)

SELF-ASSESSMENT
4 Session in which you will be able to reflect upon your learning process so far.
(1 session)
FINAL TERM

THIRD TASK: A VISIT TO THE THERAPIST/FORTUNETELLER

FUNCTIONAL
TOPIC/ACTIVITY GRAMMAR CONTENTS VOCABULARY CONTENTS
CONTENTS

- “Will” for making

Topic 7: Apologizing and Typical excuses: (Forgetting things,
promises and
making promises getting stuck in traffic jams, being
I’M SORRY! spontaneous
sick/busy, having a lot of
decisions
(4 sessions) work/study)

Topic 8: - Making - Will vs. Might - Technology

predictions
WHAT WILL/MIGHT - Transport
HAPPEN IN 2025
- Communications
(4 sessions)

SELF-ASSESSMENT
5 Session in which you will be able to reflect upon your learning process so far.
(1 session)

Topic 9: - Planning and - Going to and present - Time phrases: (Next, in, the
making arrangements continuous for plans and day after tomorrow, tomorrow
MY INTENTIONS arrangements morning)
AND PLANS (affirmative, negative and
- Short and long-term plans
(5 sessions) interrogative sentences)

- Modal verbs for making

suggestions: Could, should
- Making suggestions (affirmative and negative
sentences)
 SELF-ASSESSMENT
6 Session in which you will be able to reflect upon your learning process so far.
(1 session)

IMPORTANT DATES 2021

TERM EXAM – TASK PRESENTATION

1 TERM
st March 1st – March 6th

(February 1st – March 6th)

2nd TERM
April 12th - April 17th
(March 8th - April 17th)

FINAL TERM
May 24th – May 29th
(April 19th- May 29th)

SUGGESTED LINKS

TOPIC 1

Habits, routines and facts:

http://www.englishtenses.com/tenses/present_simple
https://www.youtube.com/watch?v=pvFba-9CgbU
https://www.press.umich.edu/pdf/9780472033096-unit1.pdf

Temporary situations Vs. Permanent situations:

https://www.youtube.com/watch?v=AEBRIBtq7q0
https://www.ego4u.com/en/cram-up/grammar/simpre-prepro
https://www.youtube.com/watch?v=zCwSNGm1t4M

TOPIC 2

Comparatives and superlatives:

http://tatianasociologia56.blogspot.com/2012/02/comparatives-superlatives-pysical.html
https://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adjectives_comparison_sentences.htm
 https://www.englisch-

hilfen.de/en/exercises/adjectives_adverbs/adjectives_comparison_as_as.htm
https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives/exercises
https://agendaweb.org/grammar/comparative-adjectives-exercises.html

Physical Appearance:
https://www.youtube.com/watch?v=qrMJDiWy06U

https://www.youtube.com/watch?v=7bdRcIpN1jU

https://www.youtube.com/watch?v=IEF6rtgcZxQ
Food and Restaurants:
http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/food-and-restaurants
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/food-britain

Ordering at a restaurant:
https://www.youtube.com/watch?v=fWafoyMV9ug
https://www.youtube.com/watch?v=_mw9-uk_QFk

TOPIC 3
Past tense:

http://web2.uvcs.uvic.ca/courses/elc/Sample/Advanced/gs/gs_05.htm
https://www.youtube.com/watch?v=4_s12MkuvFQ
http://www.eslcafe.com/grammar/simple_past_tense04.html

-ed Pronunciation:
https://www.youtube.com/watch?v=j32SurxnE4s

How to write:
https://www.youtube.com/watch?v=JQRoAiVyR0k (how to write a paragraph)
https://www.youtube.com/watch?v=hQ1OwYu4GsY&t=127s (how to start sentences)
https://www.youtube.com/watch?v=VxuSj8WYAp0 (how to write an article)
https://www.youtube.com/watch?v=XS5xKed2-5M (how to write a descriptive essay)
https://www.youtube.com/watch?v=9KIqinFFIXE (how to write a biography)
TOPIC 4

Life stages:
https://www.ecenglish.com/learnenglish/lessons/vocababulary-life-stages

https://7esl.com/human-life-cycle/ (time expressions in past)

Questions:
https://www.perfect-english-grammar.com/past-simple-exercise-6.html
https://www.ecenglish.com/learnenglish/lessons/vocababulary-life-stages

https://7esl.com/human-life-cycle/

TOPIC 5

Grammar:
http://www.myenglishpages.com/site_php_files/grammar-exercise-simple-past.php (simple past tense
exercises)
https://www.englisch-hilfen.de/en/complex_tests/simple_past1/index.php (simple past complex test)

vacation types:
https://www.ignatianspirituality.com/24072/seven-kinds-vacation-which-suits-best

TOPIC 6

https://www.ego4u.com/en/cram-up/grammar/simpas-paspro
http://www.5minuteenglish.com/mar10.htm
https://www.youtube.com/watch?v=0_lrUe7sAAc
https://www.youtube.com/watch?v=15cw9TysJDM
https://slideplayer.com/slide/4454727/

TOPIC 7

Making predictions:
http://www.really-learn-english.com/future-predictions.html
https://www.englishclub.com/grammar/verbs-m_future.htm
TOPIC 8
What will or might happen in 2025:
https://es.slideshare.net/mariaalejandra125/will-and-might
http://www.english-at-home.com/will-might-going-to/
http://www.grammar-quizzes.com/modal1.html

TOPIC 9
Intentions and Plans:

http://www.english-at-home.com/grammar-future-intentions/
https://es.slideshare.net/51625678/future-plans-and-intentions
https://www.youtube.com/watch?v=G7YVSmpDFZQ
http://www.perfect-english-grammar.com/will-or-be-going-to.html
https://www.englisch-hilfen.de/en/exercises/tenses/going_to_future_statements.htm

Modal should

http://www.eclecticenglish.com/grammar/Should1A.html

http://www.focus.olsztyn.pl/en-should-should-not-exercises.html#.W1SEEdJKjIV