UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECTS PROGRAM TECHNICAL ENGLISH

CAREERS IN WHICH THIS SUBJECT IS TAUGHT

MODERN LANGUAGES, MAJOR ON TOURISM.

REFERENCE DATA
FORMATION AREA CYCLE CODE PRE-REQ CREDITS NUMBER OF HOURS THEORETICAL HOURS PRACTICE HOURS TUTORIAL HOURS INDEPENDENT STUDY HOURS

SPECIALIZED AREA

ING-312 9TH

ING-334

24

96

THE SUBJECTS PRESENTATION

Technical English II is the tourism specific course in which participants are supposed to have developed certain competences that allow them to speak and write about topics already seen in previous levels, but for which they now have to use a more advanced and complex vocabulary and structure of the target language. This level is a chance they have to read and understand text related to tourism, as well as to listen to longer dialogs to increase their listening comprehension competence in tourism. The main goal of level IV is to continue to enrich and develop more deeply the competences of oral and written comprehension and production in tourism domain, in accordance with the knowledge they are to acquire in this course. The topics for this subject are all based on tourism vocabulary.

PRIOR KNOWLEDGE
It is required that they have already developed different competences that are above the basic levels (Elementary I - II) to be able to interact in a higher level of conversation. They are expected to have the proper vocabulary to hold on the topics to discuss in this first part of Technical English.

EDUCATIONAL PURPOSE
Prepare participants for the new experience of more advanced tourism vocabulary, expressions, and grammar structures for them to develop more speaking and writing abilities, so that they can respond to the demands of Tourism industry, and life situations of English communication.

PROFESSIONAL PROFILES COMPETENCES

General competence
Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.

THE SUBJECTS SPECIFIC COMPETENCES

He/She:
1. Determine the roles and functions of individuals engaged in hospitality, tourism, and recreation careers. 2. Explore opportunities for employment and entrepreneurial endeavors. 3. Examine the impact of hospitality, tourism, and recreation occupations on local, state, national, and global economies. 4. Explain what the Hospitality and Tourism industry is and how it affects economies 5. Give examples of jobs relating to and/or affected by the different sectors of the H & T industry. 6. Show how tourism dollars flow into an economy because of the H & T industry 7. Apply concepts of service to meet customer expectations. 8. Explain concepts related to customer service 9. Understand the restaurant service as a whole, not just the kitchen and the dining room. 10. Set goals, create menus, arrange tables capes, prepare meals, and serve meals to high-class restaurant standards. 11. Uses geographical words to talk about places in the world. 12. Discusses geographical facts and extremes of nature by using the comparative form. 13. Compares countries using comparatives and superlatives. 14. Reads a map to identify countries and parts of the world. 15. Uses the modals can and could, and the semi-modal to be good at to talk about abilities. 16. Identifies the difference between pretty and really to emphasize what people say in a conversation. 18. Uses extreme adjectives to describe embarrassing situations. 19. Uses linking words to contrast information in a conversation. 20. Discusses how technology improves basic skills. 21. Makes, conducts and reports a survey. 22. Coaches the meaning of relationship expressions with get. 23. Identifies and uses correctly the past simple form of regular and irregular verbs to describe past actions. 24. Uses adjectives to talk about first encounters. 25. Distinguishes the difference between simple past and past continuous to be used in a spontaneous conversation. 26. Applies while, when and as to join past simple and past continuous parts of the sentence.

CONTENTS AND ACTIVITIES PER UNIT: FIRST AND SECOND WEEKS

UNIT TUTORIAL INTERACTION ACTIVITIES 6 TIH INDEPENDENT STUDY ACTIVITIES 24 ISH EXPECTED RESULTS

UNIT I: ACCOMMODATION COMMUNICATION: 7.1 Serviced Accommodation 7.1.1 Hotels 7.1.2 Motels 7.1.3 Guest houses 7.1.4 Bed and breakfast 7.1.5 Others types of accommodations 7.2 Self catering accommodation 7.2.1 Describing location 7.2.2 Types of accommodation 7.2.3 Services and facilities 7.2.4 Describing accommodation: Adjectives and nouns 7.3 Reservations for hotels 7.3.1 Smile on the phone 7.3.2 Local accommodation 7.3.3 A place to stay taking a reservation by telephone 7.3.4 What makes a good hotel? 7.3.5 Accommodation in Scotland 7.3.6 Giving information about hotels 7.3.7 Unusual accommodation 7.3.8 Taking a telephone booking GRAMMAR: Present simple versus present continuous. Present continuous for future time. Adjectives for hotels reservations VOCABULARY: General information for hotel accommodation. Personal information for hotel reservation. Customer care tips.

1. The facilitator introduces the subject and its program, and also talks about the processes and evaluation to be carried out. 2. Every participant will make an oral introduction towards their classmates. 3. The facilitator starts class by telling participants about his/her favorite job in tourism and what he or she does in it. 4. In pairs, participants will talk about their favorite job in tourism and what they like to do there. 5. P articipants describe the different tips to care the tourist customer.

15 Min.

1. Writing: participants will write a report about their favorite job in the hotel sector and explain why. 2. Writing: they are going to write about the different tips to organize the reservations department. 3. Workbook: do the exercises for unit I in the students workbook. 4. Writing: participants will write the procedures to do and cancel a hotel reservation.

1 Hour.

1. They are able to identify and describe their favorite job in tourism. 2. They can speak and write about their favorite job in tourism. 3. They are competent to talk and write about their future plans by using the present continuous tense properly. 4. Participants use the right vocabulary to refer to the tourism industry sector. 5. They can talk and write about the types of jobs in the tourism industry in which they prefer to participate. 6. They are organize a department. able to reservation

15 Min. 15 Min.

1 Hour.

21 Hours.

30 Min.

1 Hour.

15 Min.

6. P articipants discuss the facts and challenges of the tourism industry today. 7. The participants write a Dominican Republic fact sheet.

15 Min.
3:45 Hours /Min.

7. Social forum: participants will participate in this forum to express their expectations in this subject. 8. Virtual activity: describe your Preferred job in the tourism industry.

15 Min. 15 Min.

CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS

UNIT TUTORIAL INTERACTION ACTIVITIES 6 TIH 30 Min. INDEPENDENT STUDY ACTIVITIES 28 ISH EXPECTED RESULTS

THEME II: MARKETING AND PROMOTION COMMUNICATION 2.1 Learn from your customers 2.2 Local tourism promotion 2.2.1 Analyzing your product 2.2.2 Promotion and tourism 2.2.3 What is marketing? 2.2.4 Promotional techniques 2.2.5 Do you swot? 2.2.6 Presenting a campaign 2.2.7 Adverts 2.2.8 Promotional campaigns news GRAMMAR FOCUS Verb patterns Superlatives VOCABULARY Marketing terminology The language of advertising Phonetic transcriptions

1. The facilitator will ask participants to imagine that a sheet of paper is a map of the country where they are located; in pairs, they will confer and write the name of each touristic city in the Dominican Republic. 2. Pair work: participants are going to talk about the different promotional techniques and propose them to their classmates. 3. Reading in couples: they are going to read some facts about the most incredible tourism destination places in the Dominican Republic. 4. Travel investment knowledge: the facilitator is making some questions about the most aggressive marketing campaigns in the tourism industry. Participants are going to interact by answering such questions. 5. The textbook exercises. 6. Lab. Activity: the whole class will watch and discuss a video episode about famous and tourist places around the world. 7. Academic forum: advantages and disadvantages of the international and local tourism promotion.

30 Min.

1. On a cardboard, participants are going to show pictures of some of the most beautiful tourism places in the Dominican Republic. They will also make an oral presentation about this activity. 2. Writing: participants are going to write describing a destination place they would like to promote and will explain how they do it. 3. Oral presentation: prepare a promotional campaign of some different tourist attractions in Dominican Republic. 4. Workbook: exercises. Unit 2

5 Hours.

1. They are able to make comparisons among different tourism places around their country. 2. Participants are competent to read and understand facts promotions of tourist places. 3. They can talk and write about the most amazing places in the Dominican Republic and other countries.

2 Hours.

30 Min.

5 Hours.

30 Min.

12 Hours.

2 Hours.

5. Review unit 01: page

4 Hours.

1 Hour. 1 Hour.

CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FITH WEEKS

UNIT TUTORIAL INTERACTION ACTIVITIES 6 TIH INDEPENDENT STUDY ACTIVITIES 28 ISH EXPECTED RESULTS

THEME III THE AIRLINE INDUSTRY COMMUNICATION: 3.1 Questionnaire tactics 3.2 Carbon offset schemes and blacklists 3.3 The ups and downs of flying 3.4 Low cost or traditional? 3.5 Tourism and air travel 3.5.1 Revolution in the skies 3.5.2 The air travel route map 3.6 Producing a questionnaire GRAMMAR FOCUS Like or dislike Asking questions politely VOCABULARY Air travel Low cost carriers Airport names and codes /t/ and /d/

1. Speaking: Facilitator participants discuss a b o u t airline industry.

and the

10 Min.

2 1. Writing: they are to write a test to describe the presentation in a Hours. web page for a package tour. 2. Writing: participants will design 7 a package tour to offer in the international and national tourism Hours. market. 3. Speaking: They are going to speak about the changing of the new tourism and express their 2 opinion about the difference Hours. between the business class and economy class flight. 4. Workbook: exercises for this 17 unit. All of them. Hours.

1. They are able to speak and write about the different offer from a package tour in the national and international tourism market. 2. Participants are able to speak about the evolution of the traditional tourism to the new tourism. 3. They are competent to express ideas and thoughts by using different linking words: but, because (reasons), although, in addition, someone else

2. Oral activity: everyone will talk about The most known airlines in the world and the challenge of the new tourism. 3. Writing: participants are going to report about the ups and down of the flies and the decision of the tourist to travel and why they choose a low cost flying package. 4. Textbook exercises for this unit.

30 Min.

30 Min.

3:30 Hours/ Min. 1 Hour.

5. Academic forum: The participants speak about the different reasons that the people have choose a low cost flying package.
6. Forum for doubts: concerning to the reason for travel and reason to money spent on travel.

20 Min.

CONTENTS AND ACTIVITIES PER UNIT: SIXTH A N D S E V E N T H WEEK

UNIT
THEME IV HOLIDAYS WITH A DIFFERENCE COMMUNICATION: 4.1 Ability and suitability 4.2 Cultural tips 4.2.1 At the trade fair 4.2.2 Interview with a mountaineer 4.2.3 The karakoram 4.2.4 Experience 4.2.5 Cultural differences 4.2.6 Have you ever? 4.2.7 Cultural tips 4.3 Questions on Antarctica 4.4 Tourist types and holiday types 4.5 Asking and talking about experience GRAMMAR FOCUS: Present simple versus present continuous. Present continuous for future time. Adjectives for hotels reservations VOCABULARY: Describing service provision Different holidays types Escape and enlightenment holidays

TUTORIAL INTERACTION ACTIVITIES

6 TIH

INDEPENDENT STUDY ACTIVITIES

28 ISH

EXPECTED RESULTS

1. Pair work: participants work in groups to talk about the tourism holidays with a difference. 2. Pair work: They discuss together the evaluation of different cultural tips in the Dominican Republic. 3. Writing : they will have a discussion about all in a days work and a new customer to present a touristic product. 4. Lab. Activity. The whole class will watch a video episode about holidays in the Caribbean. They will complete questions and other exercises about the topic. 5. Group discussion: by working in groups, participants are going to discuss their interests about the sales process. 6. Textbook exercises. They are to complete the exercises found in the textbook.

10 Min. 10 Min. 20 Min.

1. Writing: W hat do the tourists think about the culture differences? Write about what people most consider important about knowing the others culture. 2. Speaking: Ask some tourists about their different experiences in visiting countries. Report the results to class orally. 3. W rite paragraphs using holidays and culture vocabulary. 4. Write sentence examples using the present simple and the present continuous.

2 Hours

1. They are able to talk about holidays and culture diversity. 2. Participants can describe how to prepare a trip and . 3. They use the present continuous and present continuous for future tense to present properly a travel project. 4. They have the competence to use and interpret the meanings of expressions that deals with culture tips. 5. They are competent to discuss about culture and holidays taking into consideration difference and diversity.

2 Hours

6 Hours

4 Hours

10 Min.

2 Hours

2:40 HoursMin.

5. Make up a summary of an own trip experience to read in class.

14 Hours

CONTENTS AND ACTIVITIES PER UNIT: SIXTH A N D S E V E N T H WEEK

UNIT TUTORIAL INTERACTION ACTIVITIES 6 TIH INDEPENDENT STUDY ACTIVITIES 28 ISH EXPECTED RESULTS

THEME V RESERVATION AND SALES COMMUNICATION: 5.1 Putting on the pressure 5.1.1 Local use of GDSs 5.1.2 Taking a booking 5.1.3 The origins of CRSs 5.1.4 Handing over tickets 5.2 Holiday bookings getting the right information 5.2.1 Computer reservation systems 5.2.2 Abbreviations and codes 5.2.3 The small print 5.3 Have you decided where to go? 5.3.1 Explaining booking conditions 5.3.2 Checking the details 5.3.3 Confirming a booking 5.3.2 If 5.3.3 Reservation

1. Pair work: participants work in groups to talk about the tourism needs and cruise ship exceeding expectations. 2. Pair work: They discuss together the evaluation of the local travel agency and transport in the country. 3. Writing : they will have a discussion about all in a days work and a new customer to present a touristic product. 4. Lab. Activity. The whole class will watch a video episode about a touristic product presentation. They will complete questions and other exercises about the topic. 5. Group discussion: by working in groups, participants are going to discuss their interests about the sales process. 6. Textbook exercises. They are to complete the exercises found in the textbook.

10 Min.

10 Min.

1. Writing: W hat do the tourists need to exceed their expectation? Write about what people most consider important: Health, social status... 2. Speaking: Ask some travel agent about their different product offer for a tourism package. Report the results to class orally. 3. W rite sentence examples using: while, when, and as.

2 Hours

1. They are able to talk about the tourist expectations and how to exceed them. 2. Participants can describe how to present a touristic product in a travel market.

20 Min.

6 Hours

2 Hours

3. They use the present continuous and perfect future tense to present properly a touristic product. 4. They have the competence to use and interpret the meanings of expressions that use the verb get: get along with, get back 5. They are competent to discuss a complete about a touristic sales process.

4 Hours 16 Hours

10 Min.

4. Make up a sales process in a market place to read in class.

2:40 HoursMin.

CONTENTS AND ACTIVITIES PER UNIT: SIXTH A N D S E V E N T H WEEK

UNIT TUTORIAL INTERACTION ACTIVITIES 6 TIH INDEPENDENT STUDY ACTIVITIES 28 ISH EXPECTED RESULTS

THEME VI AIRPORT DEPARTURES COMMUNICATION 6.1 Care or control? 6.1.1 Your nearest airport 6.1.2 An airport worker 6.1.3 Two airport dialogues 6.1.4 Two more airport dialogues 6.1.5 Working in airports 6.1.6 Air passenger rights 6.2 The check-in and information desks 6.2.1 Incident and action log 6.2.3 Controlling passengers 6.2.4 Airport fact file 6.3 Responding politely to questions and requests 6.3.1 Giving orders and stopping people doing something 6.3.2 Airport facilities and services 6.3.3 Airport language 6.3.4 Sounding firm but polite 6.3.5 CRSs

1. Pair work: participants work in groups to talk about the airport schedules. 2. Pair work: They discuss together the evaluation of the local airports and the way they work. 3. Writing : they will have a discussion about all in a working in an airport and the responsibilities assumed. 4. Lab. Activity. The whole class will watch a video episode about an American airport presentation. They will complete questions and other exercises about the topic. 5. Group discussion: by working in groups, participants are going to discuss their interests about airport jobs. 6. Textbook exercises. They are to complete the exercises found in the textbook.

10 Min. 10 Min. 20 Min.

1. Writing: W hat do the passengers need to exceed their expectation? Write about what people most consider important to travel by airplane. 2. Speaking: Ask some airport agents about their different functions to make easy to travel by airplane. Report the results to class orally. 3. W rite paragraphs using: check-in and Check-out. 4. Make up a registration process in an airport to read in class.

2 Hours.

1. They are able to talk about the passengers expectations and how to exceed them. 2. Participants can describe how to present an airport travel process.

2 Hours

6 Hours.

3. They use the vocabulary or travel and airport in order to present properly a travel process. 4. They have the competence to use and interpret the meanings of expressions of Check-in and Check-out in an airport. 5. They are competent to discuss all what deals with facilities, services and orientations in the airport.

10 Min.

4 Hours. 16 Hours,

2:40 HoursMin.

EIGHTH WEEK: CONTENTS AND ACTIVITIES PER UNIT TUTORIAL INTERACTION ACTIVITIES 0. Feedback about questions originated from activities done as independent studies. INDEPENDENT STUDY ACTIVITIES EXPECTED RESULTS ISH

3 TIH

15 Min.

1-. Assessment of participations in forums, homework, and other platform activities. 2- Learning Self-evaluation.

1-. Handing in Projects on time.

1. Final Department Test.

95 Min.

3.Co evaluation. 4- Final Projects form and content corrections.

CRITERIA

ACTIVITIES -Virtual and oral presentations.

Oral Production and Interaction Activities

-Interaction activities (synchronic and asynchronic). -Asynchronic interaction activities. -Essays -Research paper -Questionnaires and exercises -Reflexive diaries and concept maps. -Case studies. Written Production Activities. -Problem solutions.

LEARNING PROCESS EVALUATION INDICATORS (%) Information Organization. Great knowledge of the topic : rigor, clarity, precision, and presentation of ideas with the proper profoundness. Pertinence of argumentation in participations. Coherence, clarity, and originality of the ideas expressed. Linguistic correction: right word-power, sentence structure, pronunciation. Right knowledge of writing and orthography. Good use of technological resources. Capacity to look for 10% and select information. Creativity in the presentations made. Capacity for teamwork. Right and pertinent participations. Respect towards the agreed upon communication rules. Coherence, clarity, and originality of the ideas expressed. Celerity and punctuality in handing in assignments. Clarity, quality, objectivity, and pertinence of participation. Coherence and originality of the ideas expressed. Good use of technological resources. Celerity and punctuality in handing in assignments. Organization of the information presented. Facts and data. Principles and concepts. Skills to investigate. Procedural contents. Thinking abilities.

-Projects.

-Portfolio. -Field Projects. -Practices in situ. -Lab. Practices. -Simulation Practices.

Professional Practical Activities

Application. Professional skills. Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making). Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making). Application. Professional skills. Facts and data. Principles and concepts. Procedural contents. Thinking abilities. Activities and values (responsibility, decision making). Time management, collaboration). Reflection. Creativity. Logical order in the Organization of the information presented. The advancement of the learning process according to the topics treated. Capacity to question and criticism of the ideas expressed through written and oral forms. Projects addressed to field work that will link theory to practice. Practical activities done by the participants of a subject in institutions and enterprises whose activities are related to their field of study. Practical activities done by the participants of a subject in inside and outside specialized laboratories. Activities done by participants, who will simulate reality on stage, be it physical or virtual.

15%

15%

10

Written Test.

-Short answers and completions. -Multiple Alternatives. Matching, Association, and Ordering. -Multiple Choice Essay questions. -Quality -Ethics -Cooperation.

-Knowledge -Analysis -Critical reasoning

-Comprehension -Synthesis

-Application 50% -W ritten consideration

Commitment to do their homework according to the efficiency standards set beforehand. Shows moral commitment in his-her actions as a student. - Promotes cooperative and collaborative work as a way to develop collective potentialities. -Shows a good attitude towards team work. -Commitment to respond to his-her duties as participant and citizen Punctuality. Faces consequences of his-her actions. - Participates actively in group decision making. - Shares with his-her classmates. He-she is generous. Promotes actions to motivate and lead common aims. - He- she feels identified with the preservation of biodiversity and his- her sociocultural environment. - Respect towards the institutional patrimony. He- she listens carefully to others. -Respect towards ethnic, ideological, religious, and gender diversity. He- she values the expression and discussion of ideas, and opinions of others. Respect the order of participation. He- she is tolerant and moderate in his- her opinions. - Shows creativity and talent in his- her homework. Shows initiative and interest in the academic work. -Shows openness and receptivity towards science advancements. -Disposition to make good and balanced decisions. -Impartiality in his- her opinions. 10%

Attitudes and values

-Responsibility.

-Solidarity.

-Pluralism.

-Innovation.

-Equity.

11

First week of class

Weekly assignments Doubts forum Final Production (Written and oral). Written test

INFORMATION TO REMEMBER The facilitator will begin the subject by socializing the program, the general and specific competences to be reached by the participant, besides, the facilitator will explain the evaluation parameters and how to develop every process around the 8 weeks. This first week of class, the facilitator and the participants are going to form the different groups for weekly To be handed Explanation in next week after being assigned or uploaded to the virtual campus. It is important to study the presentations. and distribution of the Final Project (Oral and written). content of every unit to develop the competences of the subject, it is also important to hand in assignments the due dates Doubts about Final Project are to be responded through a forum to be uploaded the third week of class. and follow th ethe rules established. The facilitator is going to explain which this activity of production will be. The production will be written and presented orally. Itll be assigned the first week of class and presented orally around the 6th and 7th weeks. The written part is to be handed in the be last week. the last week of class. It is based on the contents of the program and the due results. To applied

12

BIBLIOGRAPHY Basic 1. Robin, Walker and Keith Harding: Oxford English for careers. Tourism 1. Oxford University Press. Oxford, New York, 2009. 2. Stuart Mill. English. Trust, intelligence and practice. London, 2010. COMPLEMENTARY 1. Stuart Mill. English. Trust, intelligence and practice. London, 2010

THE SUBJECTS FACILITATORS PROFILE:

The facilitator for this subject must be licensed on languages and have a professional preparation and experience on language teaching, as well as the following qualities for teaching English: patience and tolerance; open-minded and dynamic.

Done by:

REVISED BY:
Luz Rosa Estrella, Director of the Curriculum Reform Office. Ph.D. in Education.

Carlos Marte : Coordinator of the LanguageSchool in Nagua. Jos Parra: Director of the Language School. Beronico Rollins: English Professor-Facilitator, UAPA Nagua.

This program was finished and approved by the Curriculum Reform Office, November 2011.

13