THE COURSE PLAN 2

Name of the teacher Name of the student Level of student

Lalu Galuh Alfian P Dedi Hajati Basic

Syllabus Type:
Functional and Notional English Syllabus for English for Tour Guide student

Course Aim:
By the end of the course, the student will be able to:
1. remember all vocabulary and certain expressions and their use in context related to
Tour Guide
2. demonstrate ability in communicating the tour process
3. communicate effectively to tourists in English
4. guide tourists to various tourism destinations

Course Rationale: 700 – 1000 words

Functional and notional English syllabus is useful because it gives teacher an easy guideline to
teach students important language functions related to tour guide topic. In the context of tour
guide language, a functional and notional English syllabus can cover various language
functions that are essential for tour guides to communicate with the foreigners. These
functions can include giving directions, describing destinations, providing historical
background information, and explaining cultural customs and traditions. By structuring the
syllabus around these functions, teachers can provide a clear and structured approach to
teaching the language needed for tour guide communication.

Another benefit of a functional and notional English syllabus is that it enables teachers to
adapt their lessons to the specific needs and interests of their students. Teachers can utilize
relevant topics, activities, and materials that are related to the tour guide context, making the
learning experience more engaging and meaningful for the students.

This syllabus also enables teacher to arrange or produce appropriate language contents related
to real-life skills about tour guide needed by student. A functional and notional English
syllabus can help students develop their communication skills in a natural and authentic way.
By learning language functions that are commonly used in real-life situations, students can
gain confidence and proficiency in using the language. They can also learn how to interact
with people from different cultures, which can help them become more globally competent
individuals. By focusing on language functions, teachers can provide a clear and structured
approach to teaching the language needed for effective communication.

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The topics written in this course are all real-life capabilities that need to be comprehended and
mastered by students to be a tour guide.

English for tour guide is a necessary course due to the increase number of tourism activity in
Lombok West Nusa Tenggara post covid-19 where foreigners may need professional help to
be able to travel in this island. This has created a need for English language skills, particularly
in the tourism industry, as many foreign tourists require professional assistance to manage
their way around the island. An English for tour guide course is a necessary and beneficial
investment for individuals and businesses in Lombok's tourism industry. Tour guides with
good English language skills can provide tourists with accurate and informative guidance,
ensuring a positive and memorable experience. Moreover, communication is essential in the
tourism industry, and being able to communicate effectively in English can enhance customer
service, resulting in better reviews and recommendations for the business.

The order of the topic in this course is from simple to complex, so students will feel easy to
practice the target language. The course here begins with basic concepts and gradually
increase in complexity, which will enable students to practice the target language with ease.
For example, the topic of welcoming tourist can be considered easier than the topic of giving
and asking information. The orders created in such a way that students who do not have the
basic skill of the topic may start their practice from the beginning.

The arrangement of the topic given in this course is also related to the sequence of events in
which student as a tour guide will meet the tourist from the first meeting in the airport. This
approach can be effective in helping students to learn and apply the language in real-world
situations. By organizing the course syllabus based on the sequence of events, students can
learn to use the language in a practical and contextually relevant way. For example, the course
can begin by teaching students how to introduce themselves and provide basic information
about the tour, as this is typically one of the first steps in the process. Subsequent topics can
then focus on more complex language skills, such as providing detailed information about the
tour and responding to questions from tourists.

Another advantage of organizing the course syllabus based on the sequence of events is that it
can help students to anticipate and prepare for different situations that they may encounter as
tour guides. By understanding the typical sequence of events, students can develop a better
sense of what to expect and can be better equipped to handle unexpected situations. For
example, if a tourist asks a question that the student is not familiar with, they can use their
understanding of the sequence of events to guide their response and ensure that they provide
accurate and relevant information.

The course consists of real-life related materials that are needed by students to be a tour guide.
The materials are also arranged from simple to complex, so it can be claimed to be suitable for
the levels of the students, which are basic and elementary English.

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Week 1 Welcoming Tourists

1. Greetings and Introductions:

Teacher shows the expressions of greeting and introduction and their use in context to
student and practice them together.

2. Method of memorizing expressions:

Teacher tells student several methods of how to memorize English expressions.

3. Using Polite Expressions:

Teacher illustrates how to use polite expressions to talk to tourists and student has to
follow it.

4. Handling Common Situations:

Students learn how to handle common situations that may arise during the welcoming
process, such as dealing with late arrivals, accommodating special requests, and
handling complaints.

5. Listening and Speaking Practice:

Students practice listening to a youtube video and speaking that give big picture of
real-life situations.

6. Cultural Sensitivity:
Students are introduced to the cultural customs and practices of the tourists' home
countries to help them better understand and accommodate cultural differences.

Week 2 Giving and Asking for Information

1. Giving Information
Students are given certain expressions of giving information that can be used in the
field, such as “I would like to tell you about…”, “Now, I inform you that …”, “This
fact may useful for you, …” etc.

2. Asking Information
Students are shown certain expressions of asking information that can be employed in
guiding process. For example: “Could you tell me about …?”, “Do you mind telling
me about this …”, “May I be allowed to know …?” etc. Since student will speak to
foreigners, she or he needs to maintain a positive conversation through conveying
polite expression of asking for information.

3. Listening Practice
Students are asked by teacher to watch and listen to youtube video from which they
might get more comprehension on how to use expressions of asking and giving
information.

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 4. Practice
- Students are told to practice all the given expressions with teachers as if the
teachers are the actual foreigner.
- If students make some mistakes, teachers will correct them in a humanistic way.

5. Cultural Differences
Teachers tell students that it is important not to ask any personal information to the
tourists unless they are allowed to or the tourists show certain openness to them as the
tour guide.

Week 3 Orientation Meeting and Briefing

1. Introduction
Teachers explain to students what orientation meeting and briefing are, their important
components and how to conduct them.

2. Preparing Orientation Meeting and Briefing

Before meeting the guests, tour guides need to prepare details of information of the
tourism destination, trip plan, and also map. In this part, teachers ask student to arrange
one example of these things.

3. Presentation
Teachers tell student to do a presentation explaining the orientation meeting that they
have prepared before. Students have to be able to communicate what is needed by the
guests effectively. In this part, teacher acts as if he or she is the tourist and the student
is the tour guide.

4. Feedback
Teachers correct students’ speaking mistakes and also tell them what is necessary and
what is not necessary to be done in the field.

Week 4 Giving Commentary on the way

1. Introduce the Topic:

Teachers begin by introducing the topic of giving commentary on the way, explaining
its importance in providing an engaging and informative tour. Teachers also give
examples of different types of commentary.

2. Provide a Model:
Teachers provide a model of good commentary by playing an audio recording or video
of a professional tour guide giving commentary on a tour. Teachers may have students
listen or watch and take notes on the key points that the guide is making.

3. Practice Listening and Speaking:

Teachers have students practice giving commentary by listening to audio recordings or
watching videos of different tours and giving their own commentary on what they see.

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 This will help them practice using the vocabulary and expressions they have learned
from the video, as well as develop their speaking and listening skills.

4. Simulation Exercises:
Teachers use exercises to reinforce the students' understanding of the vocabulary and
expressions related to giving commentary. For example: a simulation exercise where
students take turns giving commentary in the classroom or on a virtual tour.

5. Provide Feedback:
Provide feedback on students' commentary. Encourage students to improve their
English as much as they can.

6. Provide Cultural Context:

Teachers may provide cultural context for the landmarks and traditions being discussed
in the commentary, including their historical and cultural significance. This will help
students better understand the commentary they are giving and make the tour more
engaging for the tourists.

Week 5 Giving Directions

1. Introduction:
Teacher may start by introducing the importance of being able to give clear and
concise directions as a tour guide. Explain that giving directions is essential to ensuring
tourists have a safe and enjoyable experience.

2. Build Vocabulary:
Teacher introduces key vocabulary related to giving directions such as street names,
landmarks, and common directions (left, right, straight, etc.). Teacher can use pictures
and board map to help students visualize the vocabulary.

3. Use Real-Life Scenarios:

Teacher can use real-life scenarios to provide context and help students understand
how to give directions in different situations. For example, teacher can ask students to
imagine they are giving directions to a tourist who wants to visit a nearby museum,
park, or restaurant. Teacher can also pretend to be the tourist, so the students may
practice directly.

4. Practice Speaking:
Teachers have students practice giving and receiving directions by creating role-
playing exercises where they take turns being the tour guide and the tourist.

5. Provide Feedback:
Teachers have to provide feedback on students' directions and suggest that if
something is necessary to be done.

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 6. Provide Cultural Context:
Teachers can provide cultural context for the landmarks and destinations being
discussed in the directions, including their historical and cultural significance. This will
help students better understand the directions they are giving and make the tour more
engaging for the tourists.

Week 6 Describing Tourism Destinations

1. Introduce the Topic:

Teacher begins by introducing the importance of being able to describe tourism
destinations as a tour guide. Explain that being able to describe tourism destinations in
a vivid and engaging way is essential to capturing the interest of tourists and making
the tour more enjoyable.

2. Build Vocabulary through reading:

Teacher introduces key vocabulary related to tourism destinations such as attractions,
landmarks, scenery, and local culture within a text. Teacher also gives lists of the most
famous tourism destination in Lombok.

3. Use Real-Life Scenarios:

Teacher can use real-life scenarios to provide context and help students understand
how to describe tourism destinations in different situations. For example, teacher can
ask students to choose one destination and describe it in details.

4. Practice Speaking:
Teachers have students practice describing tourism destinations by creating role-
playing exercises where they take turns being the tour guide and the tourist. Teachers
encourage students to use descriptive language, such as adjectives, adverbs, and
similes.

5. Use Engaging Exercises:

Teacher may use exercises to reinforce the students' understanding of the vocabulary
and expressions related to describing tourism destinations. For example, create a
matching game where students match vocabulary words with their meanings or a
picture description exercise where students describe a picture of a tourism destination.

6. Provide Feedback:
Teacher provides feedback on students' descriptions and tells them how to
communicate the information effectively.

Week 7 History and Culture in Lombok

1. Introduction:
Teachers give students explanation of how important it is to understand Lombok’s
history and culture in general if they want to be a tour guide.

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 2. Reading:
Teachers give students some reading text about Lombok’s history and culture. They
are also given a history and culture of a specific village and region in Lombok.
Teachers may also have students to choose the place and its history of their interest and
take notes of the important facts and information about that place.

3. Presentation:
Teachers have students to present their understanding about Lombok’s culture in
general and one place that they have chosen. The students’ speaking ability needs to be
made effective.

4. Feedback:
Teachers give feedbacks on students’ presentations. Teachers need to correct students’
speaking mistakes and provide what the strengths and weaknesses are.

Week 8 Evaluation

1. Role-play assessment

Students are assessed in terms of their capability in doing role-play or becoming tour
guide in real situations. Students must be able to do all topic that they have learned
from the previous meetings:
- Welcoming Tourists
- Giving and asking information
- Orientation meeting and briefing
- Giving Commentary on the way
- Giving Direction
- Describing Tourism Destination
- Communicate Effectively about Lombok’s history and culture

The score of the assessment will be divided as follows:

- Comprehension (50%): The students are able to use the language function in proper
context
- Fluency (50%): The students are able to speak all necessary information effectively