ENGLISH LANGUAGE

TEACHING
SERVICE-LEARNING
PROJECT
Group Members:
23PEN06 P CAROLINE RINI
23PEN13 JOTHI R
23PEN16 T A MEGHA
23PEN30 SHINY GRACE S
Syllabus

Course Title: Everyday English for Travelers

Course Duration: 20 hours

Course Objectives:

1. To enable students to communicate confidently and effectively in English during their

travels.

2. To enhance students' vocabulary and language skills specifically tailored to travel-related

situations.

3. To develop cultural awareness and sensitivity towards different English-speaking regions.

4. To foster independent language learning and problem-solving skills for real-world travel
scenarios.

5. To prepare students to engage in authentic conversations with locals and fellow travellers.

General Objectives:

Upon completing this course, students should be able to:

1. Use English for common travel-related interactions and situations.

2. Navigate a variety of travel contexts, from airports to restaurants, with ease.

3. Demonstrate cultural awareness and adaptability when communicating in English.

4. Apply language skills acquired during the course to unfamiliar travel scenarios.

5. Gain the confidence to engage in spontaneous conversations while traveling.

Specific Objectives:

Throughout the course, students will:

1. Introduce themselves and engage in basic small talk with fellow travellers.
2. Successfully check into hotels, including expressing preferences and making special
requests.

3. Order food and drinks in English at restaurants, including handling dietary requirements.

4. Ask for and provide directions effectively, both on foot and using maps or GPS.

5. Review and synthesize learned vocabulary and phrases for practical application.

Grading Patterns:

Student performance is not assessed in this course. But assignments and activities are given
to the students on a regular basis.

1. Participation and In-Class Activities -Active participation in class activities, group

discussions, and role-play scenarios.

2. Daily homework - Completion of assignments homework related to the topics covered.

Reading materials:

1. "English for International Tourism: Intermediate Workbook" by Iwona Dubicka

and Margaret O'Keeffe
2. “Hotel and Hospitality English" by Mike Seymour and Doreen Seymour
3. "Speak Business English Like an American: Learn the Idioms & Expressions
You Need to Succeed on the Job!" by Amy Gillett
4. Online Language Learning Platforms: Platforms like Duolingo, Babbel, and
Rosetta Stone

Unit 1: Airport Arrival

• Students will learn essential communication skills for navigating airport

environments.
• The unit begins with understanding introductions and greetings, emphasizing the
importance of polite and friendly exchanges in various situations.
• Students will practice asking for and giving basic information, such as names and
nationalities, fostering effective communication in diverse cultural settings.
 • This unit delves into enriching vocabulary related to airports and travel. Students
will acquire terminology associated with different airport facilities, transportation
modes, and travel essentials.
• By the end of this unit, learners will be equipped with the linguistic tools necessary to
confidently engage in conversations, seek assistance, and comprehend relevant
information when arriving at an airport.

Unit 2: Checking into a Hotel

• Students will explore the intricacies of reserving accommodation and effectively

communicating their preferences and needs in a hotel setting.
• The unit commences with the essential skill of booking a hotel room, covering the
process of making reservations, understanding room types, and confirming dates of
stay.
• As the unit progresses, students will learn how to express their preferences and
make specific requests related to their hotel stay. This includes learning the art of
politely asking for amenities such as room configurations, bed preferences, and
additional services, ensuring they have a comfortable experience.
• Furthermore, the unit delves into discussing hotel amenities, enabling students to
engage in conversations about the facilities and services provided by the hotel. They
will learn vocabulary related to amenities like swimming pools, restaurants, Wi-Fi
access, and room service, allowing them to inquire about these offerings and
understand responses from hotel staff.
• By the end of Unit 2, students will have developed the necessary language skills to
confidently check into a hotel, articulate their requirements clearly, and engage in
meaningful discussions about their accommodation preferences and the amenities
available to them. This knowledge equips them with the confidence to navigate hotel
interactions effectively and enjoy a comfortable and pleasant stay.

Unit 3: Ordering Food at a Restaurant

• Students will immerse themselves in the culinary world, acquiring essential language
skills to dine out with confidence and ease.
• The unit begins with building a robust restaurant vocabulary, encompassing terms
related to various cuisines, dining utensils, menu items, and culinary techniques. This
 foundational vocabulary provides students with the tools to navigate restaurant
environments comfortably.
• As the unit progresses, students will learn the art of ordering food and drinks
effectively. They will master the phrases and expressions necessary to communicate
their meal preferences, specify portion sizes, and request beverages, ensuring a
seamless dining experience. This includes understanding menu descriptions and being
able to articulate their choices clearly to restaurant staff.
• The unit covers handling special dietary requests, a crucial aspect of modern dining
experiences. Students will learn how to communicate specific dietary restrictions,
allergies, or preferences to restaurant servers. They will be equipped with polite
language to inquire about ingredients, request modifications to dishes, and ensure
their dietary needs are accommodated.
• By the end of Unit 3, students will have honed their restaurant communication skills,
enabling them to confidently explore diverse culinary offerings, place orders
accurately, and enjoy meals tailored to their preferences and dietary requirements.
This proficiency ensures that students can savour a wide range of dining experiences
while effectively communicating their needs to restaurant staff.

Unit 4: Asking for Directions

• Students will delve into the language of navigation, equipping themselves with the
skills to confidently find their way in unfamiliar surroundings.
• The unit begins by introducing vocabulary related to streets and landmarks,
enabling students to identify and discuss key locations in a city or neighbourhood.
This foundational knowledge forms the basis for effective communication when
asking for or giving directions.
• As the unit progresses, students will learn the nuances of asking for and giving
directions in various contexts. They will master phrases and expressions to inquire
about specific locations, understand instructions, and follow guidance from locals or
fellow travellers. Emphasis will be placed on using polite language to request
assistance and express gratitude when receiving help.
• Furthermore, students will be introduced to the use of maps and GPS technology.
They will learn how to interpret maps, understand symbols, and follow routes to reach
 their destination. Additionally, students will gain proficiency in using GPS devices
and smartphone apps to navigate efficiently, ensuring they can confidently explore
new places with the aid of modern technology.
• By the end of Unit 4, students will have acquired a comprehensive set of skills to
navigate both traditional and digital methods of asking for directions. They will be
able to navigate streets, locate landmarks, and reach destinations accurately, whether
they rely on verbal directions, maps, or GPS technology. This knowledge empowers
students to travel independently, fostering a sense of confidence and self-assurance in
unfamiliar environments.

This syllabus is designed to equip learners with practical language skills to navigate various
real-life situations during their travels. Each week focuses on a different context, providing
vocabulary, phrases, and communication skills relevant to that specific situation.
Lesson plan-

Unit 1: Airport arrival

Target learners: High School (6 to 10th graders)

Objective: Students will develop essential communication skills for navigating airport
environments, including greetings, asking for/giving basic information, and enriching airport-
related vocabulary. By the end of the lesson, students should be able to engage confidently in
conversations, seek assistance, and comprehend relevant information when arriving at an
airport.

Duration: 5 hours

Materials Needed:

• Whiteboard and markers

• Handouts with airport-related vocabulary

• Scenario cards for role-playing

• Audio recordings of airport announcements (optional)

Introduction (1 hour):

1. Welcome and Greetings (15 minutes):

• Begins with a warm welcome and introducing the topic of airport arrival.

• Teaches common greetings and polite expressions in various languages.

2. Icebreaker Activity - Cultural Exchange (45 minutes):

• Divides students into pairs or small groups.

• Each group discusses their own cultural norms related to greetings and
introductions.

• The teacher shares interesting cultural facts with the class.

Lesson Content (2 hours):

3. Basic Communication Skills (30 minutes):

 • Teach students how to ask and answer questions about names, nationalities,
and travel purposes.
• Conduct interactive exercises where students practice introducing themselves
and asking questions to their peers.

4. Airport Vocabulary (30 minutes):

• Introduce airport-related vocabulary such as departure gate, baggage claim,

customs, immigration, etc.

• Provide handouts with the vocabulary and facilitate a group activity where
students match words with corresponding images.

5. Role-playing Scenarios (1 hour):

• Provide scenario cards with different airport situations.

• Divide students into pairs and ask them to role-play these scenarios, focusing
on the communication skills and vocabulary they’ve learned.

Practice and Application (1 hour):

6. Listening Exercise (30 minutes):

• Play audio recordings of airport announcements.
• Ask students to identify the information being announced, reinforcing their
listening and comprehension skills.

7. Group Discussion (30 minutes):

• Discuss the challenges students faced during the role-playing activity.

• Encourage students to share their strategies for effective communication in

various scenarios.

Conclusion (1 hour):

8. Review and Recap (30 minutes):

• Review key vocabulary and phrases related to airport arrival.
• Summarize the importance of effective communication in airport settings.

9. Closure Activity - Travel Diary Entry (30 minutes):

 • Ask students to write a short travel diary entry imagining they have just
arrived at an international airport.

• Encourage them to use the vocabulary and communication skills learned in the
lesson.

Assignments

Homework Assignment:

• Students are tasked with researching a specific airport in a foreign country and
preparing a short presentation about its facilities and services.

Assessment:

• Assess students based on their participation in role-playing activities, their ability to

use appropriate vocabulary and communication skills, and their completion of the
travel diary entry.

The lesson activities and vocabulary complexity vary according to the students' proficiency
level and timing of activities is adjusted as needed based on the class dynamics.

Unit: Unit 2

Target grade level: Grade 8 and 9

Objective: students will be able to speak confidently in public spaces like hotels while
traveling in English speaking countries. Improves students’ knowledge and vocabularies in
the field of hotel.

Time duration: 5 hours

Topic: Check into hotels

Materials:

Board and Chalk pieces

Brochures and handouts with hotel-related phrases and vocabularies

Video and audio of people check in at hotels

Introduction: (1 hr)
 1. Welcoming and greetings: 30 min
• Greeting exchanges between students and teacher
• Introducing about the topic generally
• Motivating the students by explaining the importance of the topic while
traveling.
2. Classroom discussion: 30 min
• Teacher sharing the personal experience of staying in hotels
• Asks the students to share the experience of staying at hotels and the
experience of traveling.

Lesson content: (1 hr 30 min)

3. Communication skills: 45 min

• Teaches students to ask queries in the front desk of hotels
• Teaches students to answer the questions in a semi-formal way
• Checking their communication skills
4. Hotel phrases and vocabularies: 45 min
• Teaches hotel vocabularies like adjoining rooms, amenities, bellboy, book,
booked, check-in, check-out, complimentary breakfast, damage charge, double –
bed and to use them in sentence
• Teaching the phrases like “Do you have any rooms available for (date)?”, “I’d
like a double room please.”

Classroom activities: (1 hr)

5. Role play: 15 min

• Two students were asked to take receptionist/customer roles and were asked
to build a conversation
6. Group activities: 45 min
• After divided into groups, each group were asked to enact as a family who
are checking in at a hotel and 1 member of the group takes the role of
receptionist

Practice and application: (1 hr)

7. Watching videos: 30 min

 • Students were asked to watch videos of checking in and checking out of
hotels
8. Discussion: 30 min
• Asking difficulties of role play, doubts were cleared and shared few tips to
improve effective communication skills

Conclusion: (1 hr)

9. Review and recap: 30 min

• Analysed the important key phrases of checking in hotels
10. Closure activity: 30 min
• Students were asked to write a dialogue between a customer who’s checking
in and a receptionist.
• Encourage them to use the phrases and vocabularies when needed

Assignments:

Homework assignment:

• Students were asked to select a hotel from abroad and to write a description about the
hotel and the country with the PPT presentation

Assessment:

• Students were assessed based on their classroom activities, group activity and
homework.

Unit 3: Ordering food at a Restaurant

Target Learners: High school (6 to 10th graders)

Objective:

• Students will Pick their order, including main, side, drink, toppings, sauces, and
dressings.
• Students will Say their order, including communicating effectively for the cashier to
understand their wants/needs.
 • Students will answer questions related to their order by communicating their
preference/choice

Duration: 5 hours

Materials Needed:

• Handouts
• Whiteboard and marker
• Audios and How-to Videos
• Cards for Role-play

Introduction: (1 hour)

1.Welcome and Greetings (15 minutes):

• Begins with a warm welcome with the students.

• Introducing the topic of Ordering food at a restaurant.

2.Icebreaker session - (45 minutes):

• Started with asking questions:

•What’s the weirdest food you’ve ever eaten?

•What are your three favourite foods?

•Share an experience on having a good time at restaurant.

Lesson Content (2 hours):

3. Basic Communication Skills (30 minutes):

• Teach students how to ask and answer questions on ordering food, personal
preferences, whether vegetarian and dietary restrictions.
• Conduct interactive activities such as dialogue exchange by giving a situation for
example: if the wrong food is served, they need to advocate that their order is wrong
and retrace their steps with the cashier.

4.Restaurant Vocabulary (30 minutes):

 • Introduce Ordering food at a restaurant-related vocabulary such as large, medium,
menu, sides, size, small, to-go, toppings, value meal etc.
• Provide handouts with the vocabulary and facilitate a group activity where students
match words with corresponding images.

5.Role-playing Scenarios (1 hour):

• Provide scenario cards with different Restaurant situations.

• Divide students into pairs and ask them to role-play these scenarios, focusing on the
communication skills and vocabulary they’ve learned.

Practice and Application (1 hour):

7.Listening Exercise (30 minutes):

• Play audio recordings of conversations between customer and waiter, customer and
cashier etc.
• Make students familiar with Key phrases such as:

Could I have a menu, please?

Here you are.

I’d like the check, please.

• Ask students to listen and understand the communication – challenging listening-

comprehension exercises helps to boost their passive-understanding skills.

8.Group Discussion (30 minutes):

• Ask and discuss the challenges students faced during the role-playing activity.
• Encourage students to share their ideas for more effective communication in various
scenarios in a restaurant.

Conclusion (1 hour):

9.Review and Recap (30 minutes):

• Review key vocabulary and phrases related to ordering food at a Restaurant

 • Summarize the importance of effective communication in restaurant settings.

10.Closure Activity - (30 minutes):

• Ask students to write a short dialogue exchange on imagining they have a

conversation with waiter at a restaurant.
• Encourage them to use the vocabulary and communication skills learned in the lesson.

Assignments

Homework Assignment:

• Ask them to name different types of food in their favourite restaurant and Pair
students and ask them to role-play ordering food in a restaurant using the menu in the
next class. Both students should switch roles a number of times.

Assessment:

• Assess students based on their participation in role-playing activities, their ability to

use appropriate vocabulary and communication skills.

UNIT: 4

TARGET LEARNERS: High school

OBJECTIVE: Students will develop their communication knowledge on asking for

direction, finding landmarks, and the modern resources like GPS. By end of the unit the
students will be able to confidently find their way.

DURATION: 3hours (180 minutes)

MTERIALS NEEDED:

• Black board
• Hand-outs
• Splash Learn
• dices
• Word cards
 • Map
• GPS/phone

INTRODUCTION (20mins)

• Greeting the class

• Knowing their knowledge on direction
• Introducing the basic directions like North, south, east and west
Ice-Breaker Activity:

• Students were asked to stand from this place

• They asked to move according to the direction command
• It will the make the understand the direction better

LESSON CONTENT (60mins)

Vocabulary (30mins)

• Introduction to streets and landmarks related vocabulary such as intersection,

crosswalk, cathedral and bus stop
• Rolling words was played. were one student gives hints to other students to find the
word
Directions and GPS (30mins)

• Students are introduced how to use direction and were to use it.
• They also introduced to how to use map and GPS to find their destination

PRACTICES AND APPLICATION (50mins) [Destination activity]

• Students will be taken out and will be given a particular destination to reach
• They were given map and GPS
• To learn how to use GPS, map and ask the locals for the directions

CONCLUSION (20mins)
Review and Recap

• Review the important keywords and vocabulary

• Splash learn is used to remind the vocabulary
• Summarize the important and key points on GPS and map reading

Closure Activity

• Students are asked to draw road map where they travelled in the destination activity
Assignments

• Students are asked to write direction for their dream destination

Assessment

• Assess students based on their participation in destination activity, use of appropriate

vocabulary, map and GPS.

Report-

Learner’s feedback:

Unit 1: Airport arrival lesson

I loved learning all the words related to airports. Baggage claim, customs, and departure gate
were new words for me. Now I know what they mean, and it makes me feel smart! The best
part was when we got to pretend, we were at the airport. I was a traveller, and my friend was
the airport staff. It felt real, and I got to use the words we learned. It was like acting in a
movie. Learning how to say hello and greet people in different cultures was cool. I didn't
know people said hello in so many ways. It's good to know because I might meet someone
from another country someday. Listening to the airport announcements was a bit tricky at
first, but it was exciting. It felt like I was really at the airport, trying to understand what they
were saying. It made me more confident about going to a big airport one day. I made new
friends in class, and we practiced talking to each other using the airport words. It was fun and
helped me remember the words better. I felt like I was in a friendly airport community!

Unit 2: Asking for Directions

I like the unit of directions. It is really fun to learn new symbols in map and GPS. Even
though the use of physical map not in existences it is really fun to learn and use. And the
activity is really nice because we don’t generally speak to people we don’t know, but in this
activity, I had an opportunity to talk to many strangers who were actually my neighbours. I
have learned how to use Google map so now I can tell the route to my dad while travelling. It
is something I wanted to do for a long time.

Unit 3: Ordering food at a Restaurant

“I’m very happy for learning such an effective communication skill. It became much easier
and now I feel I can order food at a restaurant with more confidence. In spite of several
difficulties I encountered during assignments and activities, I think it was a really valuable
experience for my future. Though at first I was scared to speak, We had fun while performing
activities. I realized it is very satisfying to have corrected my faults and improved to
perfection in learning ordering food at a restaurant communication skill.

Unit 4: Checking into a hotel

It was good to learn to book rooms in hotels. Though it might seem unimportant initially, we
realized that it is important. In future we will be able to speak confidently while checking in
at hotels. In class we learned and also had fun. It was good to enact as groups in the class. It
was enjoyable. We learned new words like amenities and bellboy. At the same time,
sometimes we felt like it was boring and were distracted. But most of the time the class was
interesting and beneficial.

Teacher’s feedback:

1.Caroline- I was pleased to see the active participation from all my students
during our lessons. They grasped the essential communication skills required for
navigating airport environments. Their understanding of introductions, greetings,
and basic information exchange was commendable.

I was also delighted with the way they expanded their vocabulary related to
airports and travel. They showed significant progress in their ability to seek
assistance and comprehend relevant information when arriving at an airport. I was
impressed by their awareness of cultural differences and efforts to incorporate
cultural sensitivity in their interactions.

Also, the supportive atmosphere they created within themselves, assisting and
encouraging one another, contributed immensely to their collective learning
experience. Engaging in conversations, watching movies or videos in English, and
reading texts related to travel and airports to further enhanced their language
proficiency.

2. Megha- It has been an incredible experience for me, to witness the challenges
faced in the field of teaching when it come to the future generation. These
young minds are remarkably advanced and possess a wealth of knowledge.
Each and every one of them exhibits an insatiable thirst for learning, always
eager to delve deeper into various subjects. I attention and encouraging them
to expand their vocabulary would be a dauting task, but to my surprise, they
were genuinely interested in broadening their horizons.

It’s quite a feat to maintain control over them during activity that allow them
to explore a large space in search of their intended goals. Their enthusiasm and
curiosity know no bounds, making the teaching experience both challenging
and rewarding.

3. Shiny - It’s impressive how well students try to express the needs in a
restaurant both verbally and in writing. Some speak in a clear manner and I
enjoyed reading and listening to everything that they have to say. I really
appreciate them for their effective performance and their enthusiasm in
learning. Most of them did a great job in assignment. Even Though, at first
they were distracted, they adapted extremely quick and smoothly to any
challenges that they encountered. They approached everything with a positive
attitude and in a flexible manner. I had an awesome experience teaching such
wonderful students.

4. Jothi – Teaching the high school students was new to me. Though sometimes
it was difficult to handle and control the children they were interested to learn
 about the topic. As soon as they were informed it was about hotel they were
excited. Through the classroom discussion we had I noticed that these children
were knowledgeable and were eager to share their experience. Though at first
the students found it difficult to enact, later they were comfortable and acted
out very well.
At first it was difficult to find the students and was uneasy about the
assignment. But the students were able to cope up well in the classroom
discussion, assignments and homework.

Statistical report

Chart Title

100%
80%
60%
40%
20%
0%
Achievement test
Airport
arrival Checking into Diagnostic test
Ordering
a hotel Asking for
food at a
restaurant directions

Diagnostic test Achievement test

Unit 1: Airport Arrival

• Diagnostic Test Average Marks: 70%
• Achievement Test Average Marks: 85%
• Comparison: Students demonstrated improvement in understanding airport-related
English, with an average increase of 15% from the diagnostic to the achievement test.
The unit effectively enhanced their communication skills in airport environments.
Unit 2: Checking into a Hotel
• Diagnostic Test Average Marks: 65%
• Achievement Test Average Marks: 90%
 • Comparison: Significant progress was observed, with an average increase of 25%
from the diagnostic to the achievement test. Students excelled in articulating their
hotel preferences and needs, showcasing a strong grasp of hotel-related English.
Unit 3: Ordering Food at a Restaurant
• Diagnostic Test Average Marks: 75%
• Achievement Test Average Marks: 88%
• Comparison: Students improved their restaurant communication skills, with an
average increase of 13% from the diagnostic to the achievement test. They effectively
learned to specify dietary requirements and navigate menu choices.
Unit 4: Asking for Directions
• Diagnostic Test Average Marks: 68%
• Achievement Test Average Marks: 92%
• Comparison: A remarkable improvement of 24% from the diagnostic to the
achievement test highlighted students' competence in asking for directions. They
mastered both traditional and digital navigation methods.
Overall Summary:
On average, students displayed a 19% improvement from the diagnostic to the achievement
tests across all units. This improvement signifies their enhanced confidence and proficiency
in using English in various travel-related contexts. The course successfully enabled them to
communicate effectively and comfortably during their travels, showcasing the effectiveness
of the curriculum and teaching methods employed.