Luận văn developing teaching materials of english for the tour guiding progra t tourism faculty ha long college of art culture and tourism

UNTVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPAR'I MENT OF POS L-GRADUA'TE STUDIES: VUONG THI KIM MINH DEVELOPING TEACHING MATERIALS OF ENGLISH FOR TOURGUIDING PROGR

HANOT NATIONAT UNTVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPAR'I MENT OF POS L-GRADUA'TE STUDIES:

VUONG THI KIM MINH

DEVELOPING TEACHING MATERIALS

OF ENGLISH FOR TOURGUIDING PROGRAM

AT HA LONG COLLEGE OF ART,

CULTURE AND TOURISM

XÂY DUNG GIAO TRINII TIENG ANII CIIUYEN NGANII

DU LICH CHO KHOA DU LICH, TRUONG CAO DANG VAN HOA

NGHE THUAT VA DU LICH HA LONG

M.A MINOR THESIS:

Field: Methodology Code: 60 14 10

1Ianoi, 2009

ILANOL NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

VUONG TI KIM MINIT

DEVELOPING TEACHING MATERIALS

OF ENGLISH FOR TOURGUIDING PROGRAM

AT HA LONG COLLEGE OF ART,

CULTURE AND TOURISM

XÂY DUNG GIAO TRINII TIENG ANII CIIUYEN NGANII

DU LICH CHO KHOA DU LICH, TRUONG CAO ĐẲNG VĂN HÓA

NGHE THUAT VA DU LICH HA LONG

M.A MINOR TITESIS,

Field: Methodology

Code: 60 14 10

Hanoi, 2009

1.2 An overview on meterial development A

1.2.3 Basic principles for the material development 5 1.3 Framework for materials developmtentl cescsssescssiensesseseestnstseeiel

1.3.2 Process of materials writing sàn aeeeireerereouf

2.1.2 Teaching staff and methodology

2.2.2 Tour guides’ opinions on the topics

2.2.3 ‘Tour guides’ opinions about the task in a city tour

2.3 Analysis on teachers and students’ opinion

2.3.1 The survey 2.3.2 Opinions on skills whieh need improvement

2.3.3 Opinions on ways of skill practics

CHAPTER 3: COURSE BOOK CONTENT

vi

LIST OF ABBREVIATIONS

ESP: English for Specific Purpases

EEL: English as Foreign Language

EGP: English for General Purposes

FOT: Faculty of Tourism

TILC: Ta Long College of Art, Culture and Tourism,

LIST IF FIGURES AND TABLES

Table 1.1: A materials design model

Table 1.2: The proves of materials Wing à

Table 2.2: Favorable topics

Table 2.2: Tasks needed anprovement

Table 2.3- Favorable information

Table 2.4: Places for havc

Table 2.§: Teacher participants

Table 2.6: Student participants

Table 2.7: Skilis needed improvement

Table 2.8: Teacher participants — skill practices

Table 2.9- Student participants — skill practices

Table 2.10: Practices of the task

Table 3.1: Material Topies

Table 3.2: Material Activities

20

wo 2d 32

INTRODUCTION

1 Significance of (he study

Ha Long City appeals thousands of tourists, each year, to explore the typical and unique fealies of the Bay and some other landscapes wilh a tich cullural fife and diverse tropical elements, Ha Long, Quang Ninh is bsconung a nmst-choose destination among lots of

interesting locations in Vietnam because it promises a remarkebale tour with true experience

of simple daily Hfe of friendly local people Many siralogic policies and planning have beon developed to tap its toutism potential, as a result, tourism in Quang Ninh province is blooming

to become an important national economic branch with the appearance of a wide range of hotels, resorts, types of cnfertainmen! and Iransportation, Tourism facililics have been upgraded with a wide range of services including tour guiding, catering and accommodation services

Developing al snch a rapid speed, the fourism industry in the region roqnires a good working staff which is not only professional but also fluent in foreign language skills, especially English As an international language, Linglish is becoming more and more popular and conmmunicative in the world, In the global integration, English is csscutial for all ficlds of economy, including tourism Tourism training is also paid much attention to English so as to provide an abundant resource of skilled, professional and well-English-speaking tourism

rolatsd stall ospocially tour guides Stndonls of tourism facullics in all colleges and universities have to take English in thew graduation exams

1lewever, the Ministry of L:dueation and Training and Vietnam Administration of ‘Tourism

have not had a common curriculum of Enslish for Tour Guiding to apply in alt colleges and universities nationwide Some existing English curriculums for tourism are too general and not suitable for the touristn environment in Quang Ninth and the English level of students in Ua Long College of Arts, Culture and Tourism

‘The Tourism Faculty of the College was established two years ago and had 20 students in the first your and 23 in the sccond year In order Jo eritarge the training scale and to most the demand of the provincs, the Faculty of Tourism of Ha Lang Colloge of Arts, Culture and Tourism, sooner or later, must design an appropriate ESP curriculum for the college’s tourism

students with some distinctive featur:

s to meet the needs of the province

At present, students in Tourism faculty of Ha Long College are required to learn 150 periods (45-minute‘penod) of English at intermediate level in the first year, Then they take three

kẻ

courses of professional English for Tourism (ET) 1, 2 and 3 The syllabu

and ET2 have been written and in the process of cvaluation Thess ET1 and ET2 arc

‘materials for ET1

conducted in 300 periods and focus on tour guiding and tourism potentials in history, culture, Tegions, education and socio-economy of Vietnam and Quang Ninh Towever, Io date, no research has been carried out to develop the syllabus/ materials for the ET3 course which is expected to last 100 periods and to contain necessary information on most popular sites in Ha Long city and its surroundings with suitable tasks to improve students’ skill in tour guiding It

is really an wgont need to do a research to put these ET ideas into practice

2, Aims of the study

The study aims at:

+ investigating and analyzing the Facully of Tourist students! needs for the course F

* providing criteria and principles for the course design and material development:

© designing an appropriate framework for developing materials for the course C13 and

* developing a sample unit with appropriate materials

3, Research questions

The study answers two questions:

1 Tlow Lo design ESP materials for the course 1T3?

2 What should be the ESP materials for the course ET3?

In order to answer these questions, the study deals with the following sub-questions:

For Rescarch Question 1

© What is the ftamework for TIT3 material design?

© What are fiindamental steps to follow?

scarch Question 2:

«— Whal is the siluation of English leaching and learning al the Tacully of Tourism (PT)?

© What are the needs and the learning strategies of I"I' learners?

© What are the topics on which the materials should focus?

© What are suitable practice activities attached to the topics?

4 Methodology

The study used mixed methods Both quantitative and qualitative methods are used in this study This inchides questionnaire survey, interviews, observation, and document analysis

© A questionnaire survey was carried out to obtain ideas on knowledge areas needed for tour guides from students, teachers and some local travel agencies of good reputation

«Interviews were used during break times, in or after the lessons to obtain various useftll suggestions on how to effectively design the syllabus

© Observations were made to find out the real current situation of teaching and learning English for Tourism al, Ha Long College of Arl, Culture and Tourist

+ Aralysis of rslated documents was done lo verify the obtained information

5, Scope of the study

Due to the imitation of time and resoure:

, the study is limited to design anew sytlabus and the development of materials for the course ET3 which concentrates on “a city tour of Ha Long and its surroundings" ‘his material is used specifically for the students of ‘Tourism Facully al Ha Long College: of Arts, Culture and Tourist

6 Design of the study

‘The study includes an introduction, three chapters, a conclusion, a bibliography and appendices,

The Introduction part provides some general information about the study, consisting of the

CHAPTER 1: LITERATURE REVIEW

1.1, AN OVERVIEW ON ESP

ESP is a term standing for English for Spocial Purposes IL is, however, nol casy for most teachers and students of English to give out an approptiate definition of ESP Even great scholars of language field define 'SP from various approaches

Tutchison and Walers (1987-18-19); "English is nol a particular kind of language or methodology, nor does it consist of a particular type of teaching material" They show that ESP is rooted from the need of learners identified in the question: “Why does the leaner need

to learn a foreign language" Likewise, a leaner will sxpose his "specific purpose * of his language Ivarning, such as tourism, business, lileralu,

‘As a result, ESP definition rises fiom the need analysis of the learner, Robinson (1991:3) supports the idea that ESP is normally goal-directed and that English’s courses develop from a need analysis, which aims to specify as closely as possible what exactly that students have to

do through the medium of English

ESP should be put in comparison with GPE (General Purpose English) Widdowson (1983-6) highihghts the distinction that "ESP has a training, fumetion which is aimed at the development ofa “restricted competence’, whereas GPE fulfils an educative fimction and is aimed at the

development of "general capacily" This study will use thes: authors conceplion of ESP as

cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph writen on the

board: anything which presents or informs about the language being Isamed." Ter that vein, materials do not conventionally limit to only textbooks and workbooks but they takes various types They can be printed or not, authentic or non-authentic, original or diversified, But in

whatever form they are, the most imporlant ñunetion of the materials is instructing language

learners

Tomlinson (1998-2) alsa suggests thal matcrial development "refers to anything which is done

by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake: in other words the supplying of information about and/or cxpericnee of the Ianguage in ways designed to promote language learning" In detail, material developers can do such things as writing textbooks, telling stories, creating a landoul or imitating an advertisements, eci, which provide comprehensille input for an effective language acquisition

1 2 2 Criteria for good written materials

‘Tom Lutchinson (1989:107) concentrates on seven “musts” as criteria to evaluate whether

some waitten materials arc good or not, some of which should be paid much attention as follows:

- Materials must stimulate students to learn: in other words, it is in students’ interest so that it

can boost their motivation in lsamming,

- Materials must contribute to organize the teaching and learning process: [t must consist of a coherent string of units, in which a hnge amount of knowledge is arranged in a scientific

systom,

- Materials must flunetion in widening the basis of teacher training by imtroduee teachers to new techniques

- Matazials must provide correct and appropriate language use

1.2.3 Basic principles for material development

According to Brian Torfiuson (1998:7-21), there ar: many principles for developing materials, armong which the most basic are:

- Materials should achieve impact through: novelty, variety attractive presentation and

appealing comtent

- Materials should help learners to feel at ease to stimulate the learners’ studying spirit

+ Whal is being taught should be perceived by the learners as relevant and use fil

- Materials should expose learners to language in authentic use

- Materials should not rely too much on controlled practice

Bell and Gower (1998:122-5) started by articulating the following principles which they

wanted to guide their writing on the process of materials development:

The author is in favor with the four principles collected by Nhai Nguyen (2006:21) to adopt

approaches and to design activities for ESP materials as followed:

J- Language acquisition is most effectively facilitated if it is embedded within the learners’

field of study or work, (Cohen &Cooper, 1986; Widdowson, 1998), The leamers always pay mmeh attention to the knowledge related to their present study or workplace Therefore, the language learning will become useful and inleresting when the subject matters, linguistic input and practice activities are embedded in the learners’ areas of interest The activities designed

in.my materials are to promote language acquisition through the content of Tourism topics

2 The main role of the English for Specific Praposes instructor is to manage learning (Robinson, 1991, Hutchinson, 1989, Cohen, 1986; Dudley & Even, 1986)

‘This role is understood as setting up a favorable condition to promote language acquisition Managing learning inclules designing suitable learning malcrials, selling up relevant tasks and acting as resource expert to the learners on the matter related to language According to Nhai Nguyen, any validation of the subject matters related to ‘Tourism should be referred to four

possible sources: students of Tourism who themselves have certain knowledge on Tourism,

authentic texts on lourism, ‘lourism lecturers and practitioners in the field"

3- Input that is comprehensthle and authentic promotes language acquisition

words students understand In fact, instruction can be incomprehensible even when students

know all of the words Students learn a new language best when they reecive input that is just

a bit more difficult than they can easily understand like the famous formula i+/ given by

Krashen

Teachers can ensure that material is sufficiently comprehensible to provide relevant background knowledge and content, provide instruction that draws on the experiences of their students, ask many questions, and encourage students to express their ideas and thoughts in the

new language

4- Language training is part of human resource training That is, language training not only

develops linguistic compelence bul also improve confidence, independence, inilialive, negotiation and creativeness as well as responsibility for the job, competitiveness and

cooperation in the group

1.3 FRAMEWORK FOR MATERIAL DEVELOPMENT

1.3.1 Material design model

Arnumber of writers have focused em (he noed of establish a unil oullines For example, Flores (1995.60-2) outlines a lesson format with the following basic stages:

- Listening with Understanding

- Using Grammar in Oral Interaction

- Reading for Understanding

INPUT

TASK

Table 1.1 A materials design model

1.3.2 Process of materials writing

The process of materials writing contains various steps which ars inevitable to the success of the new proposed materials Jolly and Bolitho (1998:97) focus on a flamework for developing, materials which involves the following procedures illustrated in the form of a diagram:

IDENTIFICATION

EXPLORATION

CONTEXTUAL REALISATION

PEDAGOGICAL REALISATION

EVALUATION

Table 1.2: The process of materials writing The firs! slop Identification is done by learncrs ar teacher to find oul a need Lo fulfill or a problem to solve by the creation of materials The next step is Exploration of the area of need

or problem in terms of what language, what meanings, what functions, what skills Contextual realization engages in suitable ideas, contexts ot texts with which to work, Pedagogical

realization of materials is to find proper exercises, activities and appropriate instructions with

learners’ inferest and language level The four sleps will decide the form of Production of materials; tape, workbook, textbook, handout However it is pointed out that if the diagram consists of only these 5 steps, it really exposes itself'to one-directional simplicity which may lead the materials to the lack of “the final touch to the teacher and students” ‘Therefore, they also appreciate the importance of the student usc of matetials and the step of material

evaluation against expected and unexpected objectives It is Hvaluation step that turns the

CHAPTER 2: NEEDS ANALYSIS

INTRODUCTION

Needs analysis is a major slep which decides the success of courss/malerial development, inchuling sclooling/grading conlent as well as Isarning tasks Ik is supposed to obiain all needed reflective information from various stakeholders, who are, in this study, learners, teachers and tour guides from selected travel agencies The chapter discusses the learning and teaching siluation at the HLC and the opinions of its teachers, sludents and tour guides on the

course materials,

2.1 SITUATION ANALYSIS

2.4.1 Training Situation

Ha Long College of Arts, Culture and Tourisin was cslablished under Decision No 4384/QB

of Ministry of Education and Training on the 3°, August 2004, which operates in the system

of provincial universities and colleges under the management of Provincial Office of Culture and Information IL was upgraded from Quang Ninh Aris and Culture School which was established in 1971, As the name has suggested, the College has three main training aspects Arts, Culture which have made a great contribution to many successfull festivals and cultural

events held in Quang Ninh, and Tourism

Faculty of ‘Tourism is one of the 9 training faculties in LILC I, however, was newly bom in

2004 when the College was upgraded from an Arts and Cullur

many obstacles: lacking of experiences, financial difliculties Nevertheless the faculty has

pool; therefore it has fhecd

also recaived great help and support from the college leaders For that reason, just after 5 years

of foundation, the facully tas carned » gond raputation for its tmining quality Thousands of graduates are doing the jobs of their professional specialty such as hotel manager, receptionist, room attendant, hotel cashier, tour guide, waiter, and waitress or working staff in tourism-

rolatad offices The facully provides the tourism market mostly in Quang Ninh and

surroundings with labors and cadres with broad and intensive knowledge in tour guiding, hotel management and travel organizations

2.1.2 Teaching staff and methodology

There are currently 10 teachers in the English groups — a large number compared with this of other subjects However, due to a large number of students, the faculty is still looking for

some new leachers to slop the erent over-warking situation for its lecturers

Among those teachers, 3 are on long-term contract and the remaining are official government servants 3 out of 10 graduated from Hanoi University of Foreign Studies (Hanoi University now) and 7 graduated fiom working training course The Linglish group is very good at working in team They have just cooperatively written a book named “English for Tour Guiding” for HY'1 and E12 eousss ET3 is still in the conception stage

All teachings and learning activiti

ina small library Ger

teaching quality

lly, poor fa s a bamier for FT leclurers to improve their

2.1.4 The current curriculum and syllabuses

At HLC, the English program for students can be divided into two components; general English and English for Tourism, Since English is chosen as a subject in the entrance exam, teaching General English starts ftom Jntermediate Lifeline which is supposed to focus on communication, The textbook is assumed to be compatible to the targct of consolidating the English foundation, enlarging the vocabulary and having students involved in communicative

a small textbook in 20 periods of 45 minutes This textbook is being

college by lochsr Nenyon Tam

2.1.5 Students

English is one of the three compulsory subjects for the entrance cxam, thus students in FT can meet some certain requirements of English, especially English grammar However, their speaking skill is really limited because this skill is nol tested in the exam, One more importanl reason is that, English training condition in areas like Quang Ninh province is not adequate Students can interpret a complex sentence fiom Vietnamese to English but they find it too hard to speak fluently because of their bad pronunciation and in bad confidence ‘Their bad pronunciation is also resulted from the loval accent If you know the difficulty of Nghe An, Ha

‘Tinh students in speaking English at the beginning stage, you know the same happening to FI

students from rural and mountainous areas such as Quang Ila, Tien Yen, Ta Che, 1a Nam

In the first year, students are taught Basic English including pronunciation They have chances

to practice speaking before many people by giving short or medium-length presentation on a given topie In Ihe second year, with the help of silualion-based Lextbook, they arc appointed

to play role in dialogues Accordingly, students are required to imitate not only the sound and the sentence intonation but also gestures of people in the textbook ‘Ihe students are exposed to siluition related to the largel lopics, eg receiving a booking, dealing with a complaint, managing checking, in and checking out In the third year, students are provided information about some typical sights and landscapes nationwide and in Quang Ninh At the same time, they are asked lo do assignments, projects and small research 1a scarch information on their work which will improve their knowledge as well as help them become more confident and dynamic

2,2 ANALYSIS OF TOURGUIDES’ OPINIONS

2.2.1 The survey

As a famous destination for domestic and international tourists, Ha Long city has got over twenty travel agencies such as Bai Tho Junks-Delux Cruises, Ha Long Cruises, Entity Tourist and Trading Company, Tong Gai Tourist and Services Company where hundreds of tour guides are working to welcome over three million arrivals of tourists per year, It is widely believed that nobody understands the easy and the hard parts of this job better than these tour guides, and nobody knows the common 1

„ Hikes and dislikes af Lourisis as clearly as they

do The survey, for that reason, was conducted in to have them recommended Topics, Tasks and Skills considered necessary for a tour guide The questionnaire which consists of 6

questions was piloted on 50 tour guides 9 travel agencies and 40 completed ones were

retuned The data from the survey were collected, analyzed and described in the next part

2.2.2 Tour guides’ opinions on the topics

Table 2.1: Favorable Topics

The first question in the questionnaire was about attractive stops to tourists Ten famous

stops were listed fiom which scven are expected to be the topics for the supposcd materials

‘The tour guides were asked to rearrange the given stops in the order of their popularity to

forcign Lowisis They wera asked 10 optionally add mors well-known lopics ifany However,

only one slop tamed Van Don Island Resorl was recommended by four tour guides,

accounting for 10% Dus to this small proportion, this proposal was not typical, then, was paid

not much attention,

All tour guides chose Ha Long Bay as the most irrefinably attractive destination to tourists International Resorl of Tuan Chau Tsland and Tai Chay Beach definitely gel a high tank Amazingly, Cultural and Historical Relics of Yen Tu was considered a gorgeous landseape Obviously, Buddhism and magnificent view of True Lam Yen Tu have been a magnet tor foreign tourists

This result has suggested 7 stops for the topics of ET3 syllabus They arc: Ha Long Bay,

Intemational Resort of 1'uan Chau, Bai Chay Beach, Trade Center of Ha Long, Cat Ba resort, Royal Inlernational Park and Yen Tu Cultural and Tlistorical relics, The eighth Lopic is

expected to be the favorable foods of Ha Long

2.2.3 Tour guides’ opinions about the task in a city tour

The second question in the questionaire asked tour guides about the ordinal tasks in a city tour, Out of 46 tour guides, 32 (80%) were in agreement to this followmg occurrence order of tasks:

wow Answering tourists” questions

6 Arranging lunch for tourists

7 Solving problems

‘The third question asked tour guides which task mostly and fequently caused difficulty or embarrassment for a tour guide, and their choices are as in table 2.2 The dala recommended that information or understanding, about the landscapes, which is originally very large, can cause predictable difficulties for tour guides if they are not well trained Therefore, information rclaled to the lopies chosen should be the facus of tho materials under development, Dealing with towists’ questions also requires considerable attention Many tourists ask many unexpected questions, including both interesting and unintersting ones,

fortunately the latter accounts for just a small proportion Anyway, a good answer requires

5 Answering tourists’ questions 15 37594

6 — Arranging lunch for lourists 0

Taking care of tourists’ sccunity 6 (15%)

Parks and Resorts Historical sites

Famous islands Main sites Characters Activities

UNESCO recognition —-Riilertainments Time Investment

Table 2.3: Favored information

A cily tour ofien includes @ lunch for tourists arramged in advance by the travel agencies

Question five made clear about the places where the towists would have hmch so that the materials would be filled up with information, situations and questions related to the appointed places, Six stops for hinch were suggested and four of them would be chosen and their relevant knowlsdge would be added in the parts of reading, listening or writing in cach unl

Table 2.4 shows that the most popular place for lunch in Ha Long city tour was food stalls on boats I is reasonable because most international tourists never skip a 5-hour trip to [Ta Long

Bay by boat, and what is more romantic than having meals on boat, seeing fantastic sight of

green islands and blue sky inelining into the water, The remaining choices ware local food

restaurants, food stalls on strect and Wester restaurants

Local food is always of a great interest for every tourist, therefore tour guide should have some certain knowledge on ingredients, process of making of some famous local foods in Quang Ninh So question five asked tour guides about their recommended kinds of local food

Table 2.4: Places for hơich

‘Thereafter, tour guides were asked about fivored information on food that tourists often wanled to know The answer was the ingredienls, way of making and way of galing the food 2.3 ANALYSIS OF TEACHERS AND STUDENTS' OPINIONS

2.3.1 The survey

The questionnaires fox tour guides focused on the topic, tasks and skills, while the questionaire for teachers and students aimed to know their favored sub-topic, favored ways for lask training, and favored activilics for class practies 10 copics of leacher questionnaire

and 93 copies of student questionnaires were handed out to teachers and students in Faculty of

Tourism, lla Long College Only 90 were returned, of which 63 students were from CDLIDKA

and CDHDK3 who were going to take the course using this proposcd material and 30 ones were fiom class CDHDKS who had neally completed the professional English of Tourism

though they did not have chance to approach this syllabus but their needs and suggestion as that of a tour guide trainee were really precious The two following tables desetibe the teachers and students participated in the survey

Gender Years of English teaching experience

Table 2.5: Teacher participants

Gender Years of English learning experience

Table 2.6 Saudent participanis

2.3.2 Opinions on skills which need improvement

Both teachers and studentts were asked to rate five given skills consisting listening, speaking, reading, writing and interpreting due to their effecis on their confidence Amavingly, both

in the table below

Table 2.7: Skills needed improvement

Interpreting and listening, surprisingly, were al their ulmosl anxicly Many students have the

same opinion that interpreting was students’ most considerable obstacle in exams in the

college, and in their works in the future because this bothered them a lot when talking to forvign people Besides, the majority of students found listening and spcaking difficult

2.3.3 Opinions on ways of skill practice

In order to know the favored method of learning and teachitys English of the students and teachers, some popular ways for practicing each skills were provided and teachers and students were asked to choose their two (at least) favorite ways that they trequently engaged

in In this question, the idea of the teachers and students were dissimilar to each other

As scen in the table, teachers were porftct agreement in the first rank for listening, reading,

speaking and interpreting It was noted that interpreting some sentences was supposed to be

more suilable for students in Lowisin field, which woukl make sludenis get more familiar to the working condition in which they have to understand and reply or answer questions, wonders or some comments given by tourists

1 | Mullipte choice | Presenting with Skimming to Interpreting some

TÔ /700%6) visual aids answer questions sentences

2 ‘Answering Playing role | True- false stating | Interpreting sentence

3 Gap filling Discussing in | Practice words or Tnferpreung

6 (6028) groups phrases appearing in| simultaneously

Table 2.8: Teacher participants — skill practices

However, students find it nat casy 10 intorpret scveral seniences and they would like Lo practice interpreting sentence by sentence Both teachers and students assume that interpreting simultanzously is too intricate for the students in the College All the chosen ways of practice will be taker into the mulerials with the low or high appearance frequeney depending on the rate and the proportion Preferences by all teachers and students suggest that multiple choice, sentences and interpreting sentence by sentence should be popular practices or exercises for

students

1 | Multiple choice | Playing game | True- false stating Interpreting sentence

75 (81%)

2 Gap filing Playing role Skimming to Interpreting some

3 | Malchingpielures | Preszmling with | Finding synonyms

or letters visual aids and antonyms

4 ‘Answering Discussing in Re-arranging

Vable 2.9 Student participants — skill practices

The table in the next page investigates the teaching and learmng methods of both teachers ands students and it brings to a close that practice was the first priority in training tasks Only giving information was suggested lo be langhl hy reading because Lexis were supposed to be the most suitable to provide a large amount of information on sights It is noted that giving

20

information, announcing ground rules and solving problem would be learnt by reading;

welcoming the tourists by watching model and introducing the tour, answering touzists'

questions and arranging hunch for the tourists by practicing

Teaching and learning method

By reading | hy watching model | hy practicing

tourists Students 32 SU (612 37 (ane

Table 2.10: Practices of the tasks

In conclusion, this chapter has desoribad the process of data collection and displayed the analysis results The next chapler will sum up the content of the proposed materials developed trom these analysis results

21

CHAPTER 3: MATERIAL BUILDING

After analyzing the needs, the study has identified the skills to improve, the tasks to practice, the topics to study for the materials as well as the favorite teaching and learning methods of teachers and students, This is a vory important foundation to build the material which is required to meet the particular need of the course and the need of the Ha Long city tour This chapler will draw out the framework of tasks, lopies, sub-lopics, objectives and activities for

the materials

3.1 GENERAL SYLLABUS

3.1.1 Topies

As the survey result and need analysis in Chapter 2 recommend, the topics and the related

conten! (snb-topics) of the malerials are:

Legends UNESCO recognition

3 _| Royal Intemational Park Entertainments

6 Cat Ba resort Investment