ENGLISH FOR TOURISM

LESSON PLAN

Topic : Procedure text : Travel Transportation

Level/Grade : A2, B1 (Basic and Pre-intermediate)/10

Skill focuses : Reading/speaking

Language focus : Explaining procedure text

Time : 2 x 45 minutes

Standard of competence:
Students are able to know and understand about how to identify the procedure text related to
travel transportation.
Basic competence:
Students are able to analyze social functions, text structure, and elements language of some texts
oral and written procedures by giving and request related information usage manual technology
and tips (tips), short and simple, according to the field expertise and context its use
Indicators:
1. Students are able to identify the steps of procedure text related to travel transportation.
2. Students are able to understand the correct and appropriate steps for travel transportation.
3. Students are able to analyze detailed information contained in the procedural text of the
travel transportation
4. Students are able to make and explain about the procedure text reated to travel
transportation
Learning objective:
At the end of the lesson, students are able to
Learning materials:
1. Meaning of procedure text “Procedure text is a text that is designed to describe how
something is achieved through a sequence of actions or steps”. So what is meant by
procedure text is a genre of text that serves to describe how something is done or achieved
through the correct sequence of actions or steps.
2. Structure of Procedure text :
- Goal
Goal is a procedure text structure that explains the intent or purpose.
 - Materials
Materials is a procedure text structure that describes the tools and materials needed.

- Steps
The next procedure text structure is steps, which contain steps or instructions for making
or doing something.

3. Purpose of procedure text : to explain how something is made, done or used through
successive steps.
Learning media : Video, power point, worksheets
Learning methods : Task based learning
Teaching and learning activities:
a. Warm-up 1. Teacher shows the picture of travel transportation

2. Teacher asks the students:

a. What comes on your mind when you see this picture?
b. When usually do you use this transportation?
c. Which transportation did you most use for travelling?

b. Main activity 1. Presentation

 a. Teacher shows the material about procedure text by power
point and give example of procedure text .

b. Teacher shows the video of airport procedure. Teacher ask to

the students :
• What is the first step you need to do when arrived at
airport?
• Where did you change your booking flight to boarding
pass?
• When you can come to waiting room?
• Why do we need to have security checking?

c. Teacher ask the students about unknown vocabulary from the

video about the airport procedures.

2. Practice

a. Teacher ask the students to read the airport procedures and

arrange the suitable first step till the last
 b. Teacher ask the students to identify the struktur teks from
the procedure text of online ticketing.

c. Teacher adds more explanation about language feature of

procedure text(Simple present tense) .

d. Students might identify the language features from the

procedure text below:

3. Production

a. Teacher divided the students into a group, each group

consist of 2-3 students. Students might choose topic for the
dialog procedure text about a guide when arrived in public
transportation area from the picture below. Students might
presented in front of the class.
 Bus Station

Harbor

Railway station

c. Assessment 1. Students conduct a role play and work in group, each group
consist of 4-5 students.
2. Teacher ask the students to search about flight attandance
(cabin crew) procedures.
3. Students are able to searching in internet.
4. Teacher ask the students to do flight attendance roleplay with
complete and right procedures.
5. The complete procedures and perfect pronunciation will get the
higher score.
 d. Evaluation Assessment as learning:
Teacher can ask the students to record their conversation during
the role play and ask them to self-evaluate themselves. Students
then write a reflective journal on what they have learned and
what they need to improve.

Assessment for learning:

Teacher goes through any errors from the role-play, and discuss
with the students how to revise the errors.

Assessment of learning:
Teacher observes and assesses the performance of each student
by applying the scoring criteria to evaluate them.

Assessment rubric:

References

Harding, K. (1998). Going International English for Tourism. Oxford University Press.

Morriz, C. E. (2017). ESP series. In FLASH on English for TOURISM (2nd ed., p. 13). ELI

publishing group.