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UNIVERSIDAD ABIERTA PARAADULTOS UAPA VICERRECTORIA

ACADEMICA SCHOOL OFLANGUAGES

SUBJECT’S 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 INDEPENDENTSTUDY HOURS

SPECIALIZED AREA 9TH

ING-312 ING-334 4 5 3 2 24 96

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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 ahigher level of conversation. They are expected to have the proper vocabulary to hold on the topics to discuss in this first part of TechnicalEnglish.

EDUCATIONAL PURPOSE

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

PROFESSIONAL PROFILE’S COMPETENCES

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

THE SUBJECT’S PRESENTATION

Technical English II is the tourism specific course in which participants are supposed to have developed certain competences that allow them to speakand write about topics already seen in previous levels, but for which they now have to use a more advanced and complex vocabu lary and structure of thetarget 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 andwritten comprehension and production in tourism domain, in accordance with the knowledge they are to acquire in this course. The topics for this subjectare all based on tourism vocabulary.

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THE SUBJECT’S 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 economies5. 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 industry7. 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 pret ty and real ly 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 whi le , when and as to join past simple and past continuous parts of the sentence.

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CONTENTS AND ACTIVITIES PER UNIT: FIRST AND SECOND WEEKS

UNIT TUTORIALINTERACTION

ACTIVITIES

6 TIH

INDEPENDENTSTUDY ACTIVITIES

24 ISH

EXPECTED RESULTS

UNIT I: ACCOMMODATION

COMMUNICATION:7.1 Serviced Accommodation7.1.1 Hotels7.1.2 Motels7.1.3 Guest houses7.1.4 Bed and breakfast7.1.5 Others types ofaccommodations7.2 Self catering accommodation7.2.1 Describing location7.2.2 Types of accommodation7.2.3 Services and facilities7.2.4 Describing accommodation: Adjectives and nouns7.3 Reservations for hotels7.3.1 Smile on the phone7.3.2 Local accommodation7.3.3 A place to stay taking areservation by telephone7.3.4 What makes a good hotel?7.3.5 Accommodation in Scotland7.3.6 Giving information about hotels7.3.7 Unusual accommodation7.3.8 Taking a telephone bookingGRAMMAR:

Present simpleversus presentcontinuous.

Presentcontinuous forfuture time.

Adjectives forhotels reservations

VOCABULARY:

General information forhotel accommodation.

Personal information forhotel reservation.

Customer care tips.

1. The facilitator introduces the subjectand its program, and also talks aboutthe processes and evaluation to be

carried out.

2. Every participant will make an oralintroduction towards their classmates.

3. The facilitator starts class by tellingparticipants about his/her favorite job intourism and what he or she does in it.

4. In pairs, participants will talk abouttheir favorite job in tourism and whatthey like to do there.

5. P articipants describe the differenttips to care the tourist customer.

6. P articipants discuss the facts andchallenges of the tourism industrytoday.

7. The participants write a DominicanRepublic fact sheet.

7. Socia l forum: participants willparticipate in this forum to express theirexpectations in this subject.

8. Vir tual act iv i ty : describe yourPreferred job in the tourism industry.

15 Min.

15 Min.

15 Min.

30 Min.

15Min.

15 Min.

3:45 Hours /Min.

15 Min.

15 Min.

1. Wri t ing: participants will writea report about their favorite job in the hotel sector and

explain why.

2. Wri t ing: they are going towrite about the different tips toorganize the reservationsdepartment.

3. Workbook: do the exercisesfor unit I in the student’sworkbook.

4. Wri t ing: participants will writethe procedures to do and cancel

a hotel reservation.

1 Hour.

1 Hour.

21 Hours.

1 Hour.

1. They are able to identify anddescribe their favorite job intourism.

2. They can speak and writeabout their favorite job intourism.

3. They are compe tent to talkand write about their future plansby using the present continuoustense properly.

4. Participants use the rightvocabulary to refer to thetourism industry sector.

5. They can talk and write aboutthe types of jobs in the tourismindustry in which they prefer toparticipate.

6. They are able toorganize a reservationdepartment.

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CONTENTS AND ACTIVITIES PER UNIT: SECOND AND THIRD WEEKS

UNIT TUTORIAL

INTERACTIONACTIVITIES

6 TIH


28 ISH EXPECTED RESULTS

THEME II:MARKETING AND

PROMOTION

COMMUNICATION2.1 Learn from yourcustomers2.2 Local tourismpromotion

2.2.1 Analyzing yourproduct

2.2.2 Promotion andourism

2.2.3 What ismarketing?

2.2.4 Promotionalechniques2.2.5 Do you swot?2.2.6 Presenting a

campaign2.2.7 Adverts2.2.8 Promotional

campaigns news

GRAMMAR FOCUS Verb patterns Superlatives

VOCABULARY Marketing

terminology

1. The facilitator will askparticipants to imagine that a sheet ofpaper is a map of the country wherethey are located; in pairs, they willconfer and write the name of eachtouristic city in the DominicanRepublic.2. Pair work: participants are going totalk about the different promotionaltechniques and propose them to theirclassmates.3. Reading in couples: they aregoing to read some facts about themost incredible tourism destinationplaces in the Dominican Republic.

4. Travel investment knowledge:the facilitator is making somequestions about the most aggressivemarketing campaigns in the tourismindustry. Participants are going tointeract by answering such questions.5. The textbook exercises.6. Lab. Activity: the whole class willwatch and discuss a video episodeabout famous and tourist placesaround the world.7. Academic forum: advantagesand disadvantages of the international

and local tourism promotion.

30 Min.

30 Min.

30 Min.

30 Min.

2 Hours.

1 Hour.

1 Hour.

1. On a cardboard, participantsare going to show pictures ofsome of the most beautifultourism places in the DominicanRepublic. They will also makean oral presentation about thisactivity.

2. Wri t ing: participants aregoing to write describing adestination place they wouldlike to promote and will explainhow they do it.

3. Oral presentation: prepare a

promotional campaign of somedifferent tourist attractions inDominican Republic.

4. Workbook: Unit 2exercises.

5. Review unit 01: page

5 Hours.

2 Hours.

5 Hours.

12 Hours.

4 Hours.

1. They are able to makecomparisons among differenttourism places around theircountry.

2. Participants are competent toread and understand factspromotions of tourist places.

3. They can talk and write aboutthe most amazing places in theDominican Republic and othercountries.

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CONTENTS AND ACTIVITIES PER UNIT: FOURTH AND FITH WEEKS

UNIT TUTORIALINTERACTION

ACTIVITIES 6 TIH


28 ISH

EXPECTED RESULTS

THEME IIITHE AIRLINE INDUSTRY

COMMUNICATION:3.1 Questionnaire tactics3.2 Carbon offset schemesand blacklists3.3 The ups and downs offlying3.4 Low cost or traditional?3.5 Tourism and air travel

3.5.1 Revolution in theskies

3.5.2 The air travel routemap3.6 Producing aquestionnaire

GRAMMAR FOCUS Like or dislike Asking questions

politely

VOCABULARY Air travel Low cost carriers

Airport names andcodes /t/ and /d/

1. Speaking: Facilitator and participants discuss a b o u t t h ea i r l i n e i n d u s t r y .

2. Oral activity: everyone will talk aboutThe most known airlines in the world andthe challenge of the new tourism.

3. Writing: participants are going toreport about the ups and down of theflies and the decision of the tourist totravel and why they choose a low cost

flying package.

4. Textbook exercises for thisunit.

5. Academic forum: The participantsspeak about the different reasons thatthe people have choose a low costflying package.

6. Forum for doubts : concerning to thereason for travel and reason to money spent

on travel.

10 Min.

30 Min.

30 Min.

3:30 Hours/

Min. 1

Hour.

20 Min.

1. Wri t ing: they are to write a testto describe the presentation in aweb page for a package tour.

2. Writing: participants will designa package tour to offer in theinternational and national tourismmarket.

3. Speaking: They are going tospeak about the changing of thenew tourism and express their

opinion about the differencebetween the business class andeconomy class flight.

4. Workbook: exercises for thisunit. All of them.

2 Hours.

7 Hours.

2

Hours.

17 Hours.

1. They are able to speak andwrite about the different offer froma package tour in the national andinternational tourism market.

2. Participants are able to speakabout the evolution of thetraditional tourism to the newtourism.

3. They are competent to expressideas and thoughts by usingdifferent linking words: but,because (reasons), although, inaddition, someone else

…

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

UNIT TUTORIAL


6 TIH



THEME IVHOLIDAYS WITH A DIFFERENCE

COMMUNICATION:

4.1 Ability and suitability4.2 Cultural tips4.2.1 At the trade fair4.2.2 Interview with a mountaineer4.2.3 The karakoram4.2.4 Experience4.2.5 Cultural differences4.2.6 Have you ever…? 4.2.7 Cultural tips4.3 Questions on Antarctica4.4 Tourist types and holiday types4.5 Asking and talking aboutexperience

GRAMMAR FOCUS: Present simple

versus presentcontinuous.

Presentcontinuous forfuture time.

Adjectives forhotelsreservations

VOCABULARY:Describing service provision

Different holidays types Escape and

enlightenment holidays

1. Pair work: participants work ingroups to talk about the tourism holidays

with a difference.

2. Pair work: They discuss together theevaluation of different cultural tips in theDominican Republic.

3. Writing: they will have a discussionabout all in a day’s work and a newcustomer to present a touristic product.

4. Lab. Act iv i ty . The whole class willwatch a video episode about holidays inthe Caribbean. They will complete

questions and other exercises about thetopic.

5. Group discussion: by working ingroups, participants are going to discusstheir interests about the sales process.

6. Textbook exercises. They are tocomplete the exercises found in thetextbook.

10 Min.

10 Min.

20 Min.

2 Hours

10 Min.

2:40 Hours-

Min.

1. Wri t ing: What do the

tourists think about theculture differences? Writeabout what people mostconsider important aboutknowing the other’s culture.

2. Speaking: Ask sometourists about their differentexperiences in visitingcountries. Report the resultsto class orally.

3. Write paragraphs using

holidays and culturevocabulary.

4. Write sentence examplesusing the present simple andthe present continuous.

5. Make up a summary ofan own trip experience toread in class.

2

Hours

6 Hours

4

Hours

2

Hours

14

Hours

1. They are able to talk about

holidays and culture diversity.

2. Participants can describe howto prepare a trip and .

3. They use the presentcontinuous and presentcontinuous for future tense topresent properly a travel project.

4. They have the competence touse and interpret the meanings ofexpressions that deals with

culture tips.

5. They are competent to discussabout culture and holidays takinginto consideration difference anddiversity.

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UNIT TUTORIAL


6 TIH



THEME VRESERVATION AND

SALES

COMMUNICATION:5.1 Putting on the pressure

5.1.1 Local use of GDSs5.1.2 Taking a booking5.1.3 The origins of CRSs5.1.4 Handing over tickets

5.2 Holiday bookingsgetting the rightinformation

5.2.1 Computerreservation systems

5.2.2 Abbreviations andcodes

5.2.3 The small print

5.3 Have you decidedwhere to go?

5.3.1 Explaining bookingconditions

5.3.2 Checking thedetails

5.3.3 Confirming abooking

5.3.2 If5.3.3 Reservation

1. Pair work: participants work ingroups to talk about the tourism needs andcruise ship exceeding expectations.

2. Pair work: They discuss together theevaluation of the local travel agency andtransport in the country.

3. Writing: they will have a discussionabout all in a day’s work and a newcustomer to present a touristic product.

4. Lab. Act iv i ty . The whole class willwatch a video episode about a touristicproduct presentation. They will completequestions and other exercises about thetopic.

5. Group discussion: by working ingroups, participants are going to discusstheir interests about the sales process.


10 Min.

10 Min.

20 Min.

2 Hours

10 Min.

2:40 Hours-

Min.

1. Wri t ing: What do thetourists need to exceed theirexpectation? Write aboutwhat people most considerimportant: Health, socialstatus...

2. Speaking: Ask sometravel agent about theirdifferent product offer for atourism package. Report theresults to class orally.

3. Write sentence examplesusing: while, when, and as.

4. Make up a salesprocess in a market place toread in class.

2 Hours

6 Hours

4 Hours

16 Hours

1. They are able to talk about thetourist expectations and how toexceed them.

2. Participants can describe howto present a touristic product in atravel market.

3. They use the presentcontinuous and perfect futuretense to present properly atouristic product.

4. They have the competence touse and interpret the meanings ofexpressions that use the verb´get´: get along with, get back …

5. They are competent tod i s c u s s a c o m p l e t e a b o u ta t o u r i s t i c s a l e s p r o c e s s .

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UNIT TUTORIAL


6 TIH



THEME VI

AIRPORT DEPARTURES

COMMUNICATION

6.1 Care or control?6.1.1 Your nearest airport6.1.2 An airport worker6.1.3 Two airport

dialogues6.1.4 Two more airport

dialogues6.1.5 Working in airports6.1.6 Air passenger rights

6.2 The check-in andinformation desks

6.2.1 Incident and actionlog

6.2.3 Controllingpassengers

6.2.4 Airport fact file

6.3 Responding politely toquestions and requests

6.3.1 Giving orders andstopping people doing

something6.3.2 Airport facilities and

services6.3.3 Airport language6.3.4 Sounding firm but

polite6.3.5 CRSs

1. Pair work: participants work in

groups to talk about the airport schedules.

2. Pair work: They discuss together theevaluation of the local airports and theway they work.

3. Writing: they will have a discussionabout all in a working in an airport and theresponsibilities assumed.

4. Lab. Act iv i ty . The whole class willwatch a video episode about an Americanairport presentation. They will complete

questions and other exercises about thetopic.

5. Group discussion: by working ingroups, participants are going to discusstheir interests about airport jobs.


10

Min.

10 Min.

20 Min.

2 Hours

10 Min.

2:40 Hours-

Min.

1. Wri t ing: What do thepassengers need to exceedtheir expectation? Writeabout what people mostconsider important to travelby airplane.

2. Speaking: Ask someairport agents about theirdifferent functions to makeeasy to travel by airplane.Report the results to classorally.

3. Write paragraphs using:check-in and Check-out.

4. Make up a registrationprocess in an airport to readin class.

2 Hours.

6 Hours.

4 Hours.

16 Hours,

1. They are able to talk about thepassengers’ expectations and howto exceed them.

2. Participants can describe howto present an airport travelprocess.

3. They use the vocabulary ortravel and airport in order topresent properly a travelprocess.

4. They have the competence touse and interpret the meanings ofexpressions of Check-in andCheck-out in an airport.

5. They are competent to discussall what deals with facilities,services and orientations in theairport.

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EIGHTH WEEK: CONTENTS AND ACTIVITIES PER UNIT

TUTORIALINTERACTIONACTIVITIES

3 TIH INDEPENDENT STUDY

ACTIVITIES ISH EXPECTED RESULTS

0. Feedback about questions

originated from activities doneas independent studies.

1. Final Department Test.

15

Min.

95 Min.

1-. Assessment of participations in

forums, homework, and otherplatform activities.

2- Learning Self-evaluation.

3.Co evaluation.

4- Final Project’s form and contentcorrections.

1-. Handing in Projects on time.

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LEARNING PROCESS EVALUATION

CRITERIA ACTIVITIES INDICATORS (%)

Oral Production and Interaction

Activities

-Virtual and oral presentations. Information Organization. Great knowledge of the topic: rigor, clarity, precision, andpresentation of ideas with the proper profoundness. Pertinence of argumentation inparticipations. Coherence, clarity, and originality of the ideas expressed. Linguisticcorrection: right word-power, sentence structure, pronunciation. Right knowledge of

writing and orthography. Good use of technological resources. Capacity to look forand select information. Creativity in the presentations made. Capacity forteamwork.

10%

-Interaction activities (synchronicand asynchronic).

Right and pertinent participations. Respect towards the agreed upon communicationrules. Coherence, clarity, and originality of the ideas expressed. Celerity andpunctuality in handing in assignments.

-Asynchronic interactionactivities.

Clarity, quality, objectivity, and pertinence of participation. Coherence and originalityof the ideas expressed. Good use of technological resources. Celerity andpunctuality in handing in assignments. Organization of the information presented.

Written

Production

Activities.

-Essays -Research paper-Questionnaires and exercises-Reflexive diaries and conceptmaps.

Facts and data. Principles and concepts. Skills to investigate. Procedural contents.Thinking abilities.

15% -Case studies. Application. Professional skills. Facts and data. Principles and concepts. Procedural

contents. Thinking abilities. Activities and values (responsibility, decision making). -Problem solutions. Facts and data. Principles and concepts. Procedural contents. Thinking abilities.

Activities and values (responsibility, decision making).

-Projects. Application. Professional skills. Facts and data. Principles and concepts. Proceduralcontents. Thinking abilities. Activities and values (responsibility, decision making).Time management, collaboration).

-Portfolio. Reflection. Creativity. Logical order in the Organization of the information presented.The advancement of the learning process according to the topics treated. Capacityto question and criticism of the ideas expressed through written and oral forms.

Professional

Practical Activities

-Field Projects. Projects addressed to field work that will link theory to practice.

15%

-Practices in situ. Practical activities done by the participants of a subject in institutions and

enterprises whose activities are related to their field of study. -Lab. Practices. Practical activities done by the participants of a subject in inside and outside

specialized laboratories. -Simulation Practices. Activities done by participants, who will simulate reality on stage, be it physical or

virtual.

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Written Test.

-Short answers andcompletions.

-Multiple Alternatives. – Matching,

Association, and Ordering.

-Multiple Choice –Essay questions.

-Knowledge -Comprehension -Application

-Analysis -Synthesis -Written consideration

-Critical reasoning

50%

Attitudes andvalues

-Quality Commitment to do their homework according to the efficiency standards setbeforehand.

10%

-Ethics Shows moral commitment in his-her actions as a student.

-Cooperation. - Promotes cooperative and collaborative work as a way to develop collective potentialities.

-Shows a good attitude towards team work.

-Responsibility. -Commitment to respond to his-her duties as participant and citizen – Punctuality. – Faces consequences of his-her actions. - Participates actively in group decision making.

-Solidarity.

- Shares with his-her classmates. – He-she is generous. – Promotes actions tomotivate and lead common aims.- He- she feels identified with the preservation of biodiversity and his- her socioculturalenvironment.- Respect towards the institutional patrimony. – He- she listens carefully to others.

-Pluralism. -Respect towards ethnic, ideological, religious, and gender diversity. – He- shevalues the expression and discussion of ideas, and opinions of others. –Respect the order ofparticipation. –He- she is tolerant and moderate in his- her opinions.

-Innovation. - Shows creativity and talent in his- her homework. –Shows initiative and interest inthe academic work.

-Shows openness and receptivity towards science advancements.

-Equity. -Disposition to make good and balanced decisions.-Impartiality in his- her opinions.

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INFORMATION TO

First week of class The facilitator will begin the subject by socializing the program, the general and specific competences to bereached by the participant, besides, the facilitator will explain the evaluation parameters and how to developevery process around the 8weeks.This first week of class, the facilitator and the participants are going to form the different groups for weekly

Weekly assignments To be handed in next week after being assigned or uploaded to the virtual campus. It is important to study thecontent ofevery unit to develop the competences of the subject, it is also important to hand in assignments the due dates

Doubts forum Doubts about the Final Project are to be responded through a forum to be uploaded the third week of class. Final Production

(Written andoral).

The facilitator is going to explain which this activity of production will be. The production will be written and

presented orally. It´ll be assigned the first week of class and presented orally around the 6th and 7th weeks. Thewritten part is to be handed inWritten test To be applied the last week of class. It is based on the contents of the program and the due results.

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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 SUBJECT´S FACILITATOR´S PROFILE:

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

Done by: REVISED BY:

Carlos Marte : Coordinator of the LanguageSchool in Nagua.Jo séPar ra: Director of the Language School.Beronico Rol l ins : English Professor-Facilitator, UAPA Nagua.

Luz Rosa Estrella, Director ofthe Curriculum Reform Office.Ph.D. inEducation.

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

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