1

(Appendix A )

(Communicate Confidently on Your Journey)

English For Travelers Course Design

(A1)Course Contents:
UNIT 1 : START YOUR JOURNEY
● Airport facilities and procedures (check-in, security)
● Hotel (check-in, room types, facilities, services)

UNIT 2 : GETTING AROUND

● Taxis (getting a taxi, negotiating fares, giving directions)
● Buses (catching a bus, understanding routes and schedules, asking for
directions)

UNIT 3 :Treating Yourself

● Shopping (asking for sizes and prices)
● Restaurants (ordering food and drinks, interacting with restaurant staff)

UNIT 4 : DEALING WITH EMERGENCIES

 Pharmacies (describing symptoms, purchasing medication, understanding
instructions)
● Police (reporting a crime, asking for help)
2
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

(A2)Table of Course Content:

This table include all topics to be covered presented as follows:

Week Date Topic Time unit

1 1/01/2024 Start Your Journey- At the Unit: 1

Airport 2 hours
2 Start Your Journey- At the Hotel Unit: 1
2 hours
3 8/01/2024 Getting Around-Taxi Unit: 2
2 hours
4 Getting Around-Bus Unit: 2
2 hours
5 19/01/2024 Treating yourself -Shopping Unit: 3

2 hours
6 Treating Yourself - Restaurant Unit: 3
2 hours
7 27/01/2024 Handling Emergencies- Unit: 4
Pharmacy
2 hours
8 Handling Emergencies-Police Unit: 4
2 hours

(A3)The following Tables determine the scope of the course content aligning with the course
objectives:
 Macro Level Micro Level Concept Classroom
Classroom Objectives
Objectivesofofthethe
Macro Level Micro Level Concept Activities
Activities Activities
Activities
3
Students Level: B1 1-To demonstrate the
Course hours in Total: 16 hours -Dialogue Building 1-To provide
meaning and usage of
Class Time: 2 hours
Situational-
Situational- for1/At
Vocabulary eachtheclass (1 hour
Meaning/
Airport usagefor the lesson-1 hour
-Dialogue for the
essential
essential phrases and
activities)
based based syllabus-Topics
syllabus Building. vocabulary
words and
in different
Mode of delivery: face-to-face (in class)
2/At the Hotel phrases for
situations travel
encountered at
-Vocabulary situations.
the airport and at the hotel.
Matching game. 2-To encourage the use of
2-To demonstrate
vocabulary and phrases in
the meaning and at the
realistic scenarios
-Multimodal usage of
airport, andtravel-
at the hotel.
Role-Play related phrases.
3-To model correct
Presentation. pronunciation of essential
3-To guideand
vocabulary thephrases
-Transportation interpretation
specific of the and
to the airport,
Web Quest. meaning
hotel. of
essential travel
-Information Gap 1-Tovocabulary
provide andessential
Activities.
-Vocabulary phrases.
vocabulary and phrases
Matching game. related to airport facilities
-Structured Role- and4-To encourageand
procedures, thehotel
Play. use of travel
check-in and amenities.
vocabulary
2-To clarify theand
-Menu phrases in realistic
grammatical category of
Interpretation and vocabulary
travel scenarios.
for airport, and
Ordering hotel settings .
Simulation.
1-To guide the
-Role-play
-Multimodal Role- interpretation of the
scenarios.
Play Presentation. meaning of essential
vocabulary and phrases in
-Contextual different situations
Dialogue encountered at the airport,
Creation. and at the hotel.
2-To promote creativity,
language proficiency,
And technological skills.

1-To promote
Situational- -Topics. 1/Taxi. -Transportation Web creativity,language
based syllabus. Quest. proficiency, and
Situational- Skill(Speaking)
2/Bus. Communication -Multimodal 1-To model correct
technological skills.
based syllabus Role-Play pronunciation
Presentation. 2-To provide essential
of essential travel
vocabulary
vocabulary andphrases
and
-Dialogue related to taxis and buses.
phrases.
Building.
1-To guide the
GapGap interpretation of the
-Information
- Information
Activities.
Activities. meaning of essential
vocabulary and phrases in
-Structured Role- different contexts
Play. 2-To demonstrate
encountered while using
4
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

(A4) Learners Experience (Activities description):

Unit 1: Start Your Journey (At the Airport- At the Hotel)

● Airport facilities and procedures (check-in, security)

● Hotel (check-in, room types, facilities, services)

Dialogue Building: Have students create dialogues or short skits that incorporate the essential
vocabulary and phrases in airport and hotel settings. Encourage them to perform these dialogues
in class to demonstrate the usage of vocabulary in context.

Vocabulary Matching Game: Create cards with vocabulary related to airport procedures and
hotel amenities, and their corresponding definitions or pictures. Students match the words with
their meanings to reinforce essential vocabulary and phrases.

A Multimodal Role-Play Presentation: is an educational activity where students simulate real-

life scenarios through role-playing, enhanced with various multimedia elements. This method
involves students acting out situations while integrating digital tools such as videos, audio
recordings, images, and presentations. The goal is to create a rich, interactive learning experience
that helps students practice language skills, understand contextual usage, and develop
technological proficiency in a creative and engaging manner.
5
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

Unit 2: Getting Around ( Taxi,Bus)

● Taxis (getting a taxi, negotiating fares, giving directions)

● Buses (catching a bus, understanding routes and schedules, asking for directions)

Transportation Web Quest: Use technology to have students research and present information
about local transportation options, including taxis and buses. They can use the vocabulary and
phrases learned in class to describe the transportation options.

Information Gap Activity: Create pairs of students where one has information about a bus
schedule and the other needs to find out specific details. This guides the interpretation of
transportation vocabulary in context.

Structured Role-Play: an educational activity where students act out specific scenarios to
practice and reinforce language skills, including vocabulary, grammar, and pronunciation. Each
role-play is carefully planned with predefined scripts or scenarios that mimic real-life situations.
This structured approach ensures that students focus on specific learning objectives, such as
using targeted vocabulary correctly in context, modeling accurate pronunciation, and applying
grammatical structures appropriately. The activity is interactive and engaging, allowing students
to experience practical usage of language in a controlled yet dynamic environment.
6
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

Unit 3: Treating Yourself (Shopping, Dining )

● Shopping (asking for sizes and prices)

● Restaurants (ordering food and drinks, interacting with restaurant staff)

Role-Play Scenarios: Set up role-play activities where students practice situations such as
asking for sizes and prices while shopping, ordering food and drinks at a restaurant, and
interacting with restaurant staff. This helps demonstrate the meaning and usage of essential
phrases in different contexts.

Menu Interpretation and Ordering Simulation: Provide students with an existing menu from
a restaurant, featuring a variety of dishes and drinks. Have them practice ordering food and
drinks from the menu, using the vocabulary and phrases they’ve learned. Conduct a role-play
activity where one student acts as a waiter and the other as a customer, taking turns to ensure
everyone gets a chance to practice both roles. This activity helps students understand how to
interpret menu items and practice ordering in a realistic dining scenario.

Pronunciation Drills: Focus on the correct pronunciation of challenging words and phrases
related to shopping and dining. Use repetition and choral drills to reinforce proper pronunciation.
7
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

Digital Grammar Collages: is an educational activity where students use digital tools to create
visual representations of grammatical categories. This involves organizing vocabulary into
specific parts of speech, such as nouns, verbs, and adjectives, and enhancing these categories
with images, example sentences, and creative design elements. The activity encourages students
to deeply engage with grammar by categorizing and visually displaying words, fostering both
linguistic understanding and digital literacy. It’s an interactive and creative way to reinforce
grammar rules and vocabulary usage, making the learning process both effective and enjoyable.

Unit 4: Dealing with Emergencies (Pharmacy, Police)

 Pharmacies (describing symptoms, purchasing medication, understanding instructions)

● Police (reporting a crime, asking for help)

Grammar Sorting: Provide sentences related to pharmacy and police situations and have
students categorize them based on their grammatical structure (e.g., imperative sentences for
giving instructions, interrogative sentences for asking questions).

Contextual Dialogue Creation: Have students create dialogues or short skits that incorporate
the essential vocabulary and phrases in emergency situations at the pharmacy or when interacting
with the police. Encourage them to perform these dialogues in class.

Contextual Dialogue Creation with Digital Tools is Integrated: an engaging classroom

activity where students use digital media to enhance their language learning through the creation
and presentation of dialogues. This activity involves students scripting and performing dialogues
8
Students Level: B1
Course hours in Total: 16 hours
Class Time: 2 hours for each class (1 hour for the lesson-1 hour for the
activities)
Mode of delivery: face-to-face (in class)

based on specific real-life scenarios, such as emergencies in pharmacies or interactions with

police. The integration of digital tools can vary from simple audio recordings to more complex
video productions.