NEEDS ANALYSIS FOR BACHELOR OF SCIENCE IN TOURISM

MANAGEMENT IN ENGLISH FOR SPECIFIC PURPOSES

A Needs Analysis in English for Specific Purposes

Presented to
The Faculty of BSEd-English Program
Institute of Teacher Education
Davao del Norte Stage College
New Visayas, Panabo City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

HEART E. BAGAAN
RECCA R. LOZARITA
RONNIE D. MANALOTO JR.
DARENCE LLOYD METRAN
JERICHO REFUELA

May 2023
 Introduction

Careful planning before diving into different instructions, lessons, goals, is crucial
in assuring the effectiveness of the materials to the teachers and students' teaching
and learning processes. In order for the learners succeed in their professional
environment, needs analysis serves as instrument to determine the linguistic
capabilities and communication skills of the learners. It helps the teachers especially
in ESP and also the developers of curriculum create teaching materials and activities
as they already understand the needs of the learners.

Moreover, the participants of this analysis are students from Davao del Norte State
College, taking Bachelor of Tourism Management from the Institute of Leadership,
Entrepreneurship, and Good Governance. Through needs analysis we will identify
their language proficiency levels—from strength to the areas that needs improvement.

Thus, there are many opportunities that are waiting in tourism industry. Graduated
students can be: an event planner, Hotel or Resort manager, Travel Agent, Travel
Writer or Blogger, Tourism Consulted at, Tourism Researcher or Analyst, and many
more. Tourism industry really offers a wide variety of job and opportunities that
depends on the interests, skills and specialization of the person, that's why these
needs analysis helps to determine the place or areas a tourism student belongs in the
future.
Results
 Result’s Interpretation

Tourism is a field where language is crucial. As a means of communication,

language has become one of their priorities. Upon conducting the interview, it has
been found that students in this field are also having hard time coping with English
language. The results of the needs analysis show that increasing vocabulary, speaking
in English including pronunciation, effective communication styles especially giving
instructions and dealing people using English language are their main focus. In the
field of tourism, they are more on accommodating people such as foreign people and
give their best communication styles. With this, the results show that those mentioned
field in English language are crucial for them to learn.

In addition, it has become increasingly important for tourism students to develop

their speaking and communication abilities in the competitive tourism sector of today.
Building trust with customers, offering outstanding customer service, and marketing
destinations all depend on effective communication. Since interaction with a variety of
people, including tourists, coworkers, and industry stakeholders, is frequently required
of tourism professionals, excellent communication is a crucial skill for success.
Students studying tourism can enhance their capacity to communicate ideas clearly,
listen intently, and interact with people by refining their speaking and communication
skills. These abilities allow them to answer client questions, offer information about
tourism spots, and make tailored recommendations.

Moreover, effective communicators can manage difficult circumstances gracefully

and settle disputes respectfully, improving the entire customer experience. To
enhance their communication and speaking skills, tourism students can engage in
activities such as participating in public speaking events, taking language courses,
joining debate clubs, and seeking opportunities for internships or volunteer work in
customer-facing roles. By prioritizing the development of these skills, tourism students
can position themselves for success in the dynamic and competitive tourism industry.

Taking everything into account, considering the needs of the tourism students,
based on the analysis, the Interviews cope up with different topics to create a syllabus
in helping them enhance their knowledge and skills and learn from this. These crucial
topics are understanding familiar words and expression, giving directions, giving
precise and concise information in varied oral communication situations, non-verbal
communication, and composing travelogue presented in the syllabus below.
 Recommendations

In order to teach languages effectively, using a communicative language

teaching (CLT) strategy should be consider. In order to improve linguistic abilities, CLT
emphasizes the value of meaningful engagement and communication. This method
motivates students to actively participate in discussions and real-world situations in
order to practice and develop their language skills. Students-centered activities that
advance speaking, listening, reading, and writing abilities are facilitated by teachers in
communicative classrooms. The use of authentic communication tasks encourages
students to express themselves, exchange ideas, and negotiate meaning. Instead of
emphasizing accuracy alone, this method promotes fluency, allowing students to
become more self-assured in their language use.

Students can increase their linguistic proficiency, cultural sensitivity, and critical
thinking abilities through the use of CLT. The strategy encourages a lively, engaging
learning atmosphere that fosters motivation and engagement. Students become active
participants in their language learning journey, acquiring the necessary tools to
effectively communicate in real-world contexts.

With this, upon considering what is their program all about; different
communication styles, public speaking, giving directions, giving concise and brief
information related to various oral communication situations, different non-verbal
communications, effective communication, and enhancing vocabularies and using
contextual clues to define unfamiliar words are some of the recommended topics for
them. These topics are crucial in addressing their needs as the results of the needs
analysis conducted. Since most of the results are giving importance to the use of
language for an effective communication especially in dealing with different people
across the globe, the recommended topics play an important role in developing their
knowledge and skills in this certain field.

Lastly, this paper recommends different assessment activities that focuses on

hands on task. Performance activities where students can freely move and
demonstrate knowledge on their own are effective in retaining learning and enhancing
their capabilities. As mentioned, assessment activities that are performance or
processed -based are beneficial in order for them to learn by doing and also by
applying their knowledge not just in academic field but in real life situations.
 ESP Syllabus

Teaching and Time

Resource
Topic Objectives Learning Covere
Materials
Activities d
At the end of the ACTIVITY #1  Whiteboard 3 hours
lesson, the “KNOW ME!” or Flip
students will be Chart
able to: Guidelines  Markers
 Understand  Discuss and
the explain Hand-outs with
importance thoroughly tourism related
of what lexical texts (e.g.,
understandin (e.g., word brochures,
g unfamiliar roots, suffixes, travel articles)
words in the prefixes) and
tourism contextual
industry; cues are (e.g.,
 Recognize surrounding
and utilize words,
lexical cues sentence
to decipher structure)
unfamiliar  Give an
words; exercise to the
 Determine students,
Understanding the meaning group them
Unfamiliar of unfamiliar into 2, make
words and expressions them identify
Expressions using lexical and
contextual contextual
cues; and cues in a set
of unfamiliar
Apply strategies words related
to enhance to tourism
vocabulary using
comprehension brochures or
in a tourism travel articles.
context.  Explain the
meaning of
words using
the
recognized
lexical cues.
 Encourage
the students
to share their
findings and
interpretation
of the activity.
 ACTIVITY #2
“Vocabulary
Time!”

Guidelines
 Introduce and
discuss
various
strategies to
enhance
vocabulary
comprehensio
n in tourism
context (e.g.,
using
dictionary,
utilizing online
resources,
reading
extensively)
 Engage
students in
brainstorming
session,
where they
suggest
additional
strategies they
find effective
by writing it in
the white
board using
markers.
A
sk the students to
wrap-up the
strategies
discussed,
highlighting the
importance of
personalizing
techniques for
individual
learning styles.
At the end of the ACTIVITY#1  Map of 3 hours
lesson, the “BUILDING tourist area
Giving students will be VOCABULARY” or city
Directions able to: Guidelines  Flashcards
with
 Improve the  Distribute location
ability to give flashcards names
and with different
understand locations Handout with
directions in (e.g., hotel, useful phrases
English; restaurant, for giving
 Enhance the etc.) directions
vocabulary  Group the
related to class into 3,
locations and each group
directions; will describe
and the locations
 Develop the of the
confidence of flashcards
speaking using
English in adjectives,
real-life such as “It’s
tourism beautiful”, “It’s
scenarios. stunning”.
 Motivate the
students to
add up
vocabulary
related, such
as:
transportation
s and nearby
attraction.

ACTIVITY #2
“ROLE PLAY”
 Show a real
life scenario
that tourist
may
encounter
while
travelling
(e.g., lost in
direction,
looking for a
specific
attraction)
 Group the
students into
3, let them
discuss the
best way to
handle the
situation by
 speaking in
English in
role-play.

Encourage the
students to use
vocabulary and
phrases from the
previous activity.
At the end of the “Take Me  Laptop 3 hours
lesson, the There!”  PowerPoint
students should -
be able to: 1. The students presentatio
will be divided n
a. define varied into six groups.  Camera
oral  Map
communication 2. Each group
situations; should have a
b. demonstrate tour guide and
Giving precise the importance tourists as if they
and concise of precise and were visiting a
information in concise certain place.
varied oral information; and
communication c. create an 3. They will be
s situations essay about asked to give
varied oral directions,
communication instructions, and
situations. other information
about the place,
acting like a real
tour guide.

4. They will be
given 5 minutes
to prepare.
At the end of “Pantomime”  Power-point 3 hours
the lesson, the The students will presentatio
students will be be divided into n
able to: three groups.  Laptop
a. define what is Each group will
non-verbal have two
Non-Verbal communication representatives
Communicatio strategies: to act in front and
n b. classify non- the other
verbal members will be
communication guessing the
strategies; and word that the
c. use non- actors trying to
verbal portray. The
communication group with a
 strategies in highest score will
roleplay. be announced as
winner.
At the end of the “Travel-luh?” Printed 3 hours
lesson, the Guidelines: pictures of the
students should 1. The students countries.
be able to: will be grouped
a. define the into three.
word
travelogue; 2. The students
b. explain the are going to have
importance of a a mock travel
travelogue; and, around the
c. create a country as if they
travelogue are there.
about a trip they
have been 3. Each group will
which vividly stay in one corner
bring life to the with the place
reader. they are assigned
to them, and they
will share what it
feels like to be
there, and share
how beautiful that
Composing place is and
Travelogue some other
information about
it.

4. Group 1 is
assigned to
Korea, group 2 is
in Japan, and
group 3 is in
Philippines.

“Remember Me”
Write about a trip
that you have
been which
vividly bring life
and
entertainment to
the readers. If
possible, add
photos and other
images of your
travel.
 A DETAILED LESSON PLAN IN ENGLISH 7

Teacher: Catriona Gray S.Y.: 2024-2025

Date: September 09, 2024 Intended Learners: Grade 7

Content Standards: The learner demonstrates understanding of: Philippine

literature in the Period of Emergence as a tool to assert one’s identity; strategies
in listening to and viewing of informative and short narrative texts; word
relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect
tenses, and sentence connectors.

Performance Standards: The learner transfers learning by: showing ways of

asserting one’s identity; comprehending informative and short narrative texts
using schema and appropriate listening and viewing strategies; expressing
ideas, opinions, and feelings through various formats; and enriching written and
spoken communication using direct/reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and appropriately.

Learning Competency: Compose a travelogue.

Code: EN7WC-lll-f-2.2.14

I. Objectives:
At the end of the lesson, the students should be able to:
a. define the word travelogue;
b. explain the importance of a travelogue; and,
c. create a travelogue about a trip they have been which
vividly bring life to the reader.

II. Subject Matter

Topic: Travelogue
Materials: ICT Media (laptop, projector), chalk, board, and printed pictures.
References: English Arts l. 2000. pp 218. English Expressways ll. 2007, pp 30-
31.
Travel Writing World (2020). What is travelogue? In Travel Writing World.

III. Preliminary Activities:

Teacher’s Activity Students’ Activity

 Prayer
Before we start let’s have a short Kenneth: Let us pray. In the
prayer. Please rise, Kenneth name of the Father, the Son, and
please lead the prayer. the Holy Spirit.

We offer you, O God our studies

and our prayers, and we beg you
 Amen. Thank you, Kenneth. to enlighten our minds and make
us ever pleasing to you. Amen.
 Greetings
Good morning, class!
Good morning, ma’am, good
morning, classmates!
How are you today?
We are fine, ma’am!
That’s good to hear.

 Classroom Structuring
Before you take your seat kindly
pick up some pieces of paper
and arrange your chairs.

 Checking of Attendance
Let me check the attendance,
say present if your name is
called.
Abangin
Alcordo Present, ma’am.
Booc Present po.
Present po, ma’am.
Wow, everyone is present.

 Energizer

Let’s do the siomai, shopao,

and suman. If I say siomai, you
will have to stand up, if I say
shopao, you will sit down, and
when I say suman, you will jump.

Am I clear?
Yes, ma’am, it is clear po!
Are you ready?
Yes, ma’am, we are ready!
Alright let’s begin!

Shopao!
Waaah! Beah stood up!
Okay, so those who will do it
wrong will be given a punishment
at the end. So exciting!

Shopao!
Suman!
Suman!
Siomai!
 Ella did it wrong!
Okay, that’s it, so Beah and Ella Awwww!
will dance the Big Boy Dance
Challenge.
Woohoo! Go guys!
What a move! You may now take .
your sit, class. Thank you for
participating, class. I hope it
energized you all.

 Review
So who can recall on our last
topic? Yes, Maxine?
Ma’am, last meeting we
discussed about the sensory
images. It has five senses. The
Very well. Do you have any visual, olfactory, gustatory,
questions regarding to our last tactile, and auditory.
lesson, class?

 Presentation of the Lesson None po, ma’am.

Objectives
So as we begin to our
discussion, let me present to you
our learning objectives.
Everybody please read.
At the end of the lesson, the
students should be able:
a. define the word travelogue;
b. explain the importance of a
travelogue; and,
c. create a travelogue about a
trip that they have been which
vividly bring life to the reader.

IV. Lesson Proper

Teacher’s Activity Students’ Activity

 Activity
“Travel-luh?”

Guidelines:
1. The students will be grouped
into three.
2. The students are going to
have a mock travel around the
country as if they are there.
3. Each group will stay in one
corner with the place they are
assigned to them, and they
 will share what it feels like to
be there, and share how
beautiful that place is and
some other information about
it.
4. Group 1 is assigned to Korea,
group 2 is in Japan, and group
3 is in Philippines.

Are the guidelines clear to

you, class? Yes, ma’am! Very clear po!

Alright so are you ready?

Yes, ma’am, we are so ready po!
Okay go to your group and I will
give you 5 minutes to prepare.

Time’s up! Let’s start in Japan

Bruno: This country is home to a variety of
scenic landscapes such as cherry blossom
garden, bamboo forests, and pristine
beaches.
Kaye: March to May is a popular time to
visit Japan as the weather is mild, and
cherry blossoms are in bloom.
Ben: It is a very advanced country and we
also have a snow here!

Thank you Group 2. Now let’s travel

to Korea. Mia: Korea is surrounded by a mix of
traditional and contemporary architecture,
colorful markets, and bustling streets.
Eva: The people here are friendly and
welcoming, that is why it is good to visit
here.
Amy: The food here is so delicious! The
sushi, bulgogi, and kimchi!
Anne: And just like Japan, we experience
having a snow here!

Wow! Thank you, Group 1. We Zoe: The weather here is so warm!

should visit Korea to experience Emma: Yet the people are very hospitable
those things. and friendly.
Noah: It has many beautiful beaches here.
Now let’s move to the Philippines. Tom: The Filipino food is a must try so you
should visit here!

Wow! Our very own country. Thank

you, group 3! Very relatable and
factual.
 Thank you class. Did you have fun? Yes, ma’am. We hope to visit those
countries soon.
 Analysis

Answer the following questions.

People travel because they want to explore
1. Why do you think people travel? and learn more about other places.

The thing that I enjoy most in traveling is

2. What do you enjoy most in traveling? the scenery and the pictures I got to
document for memories.

 Abstraction

What is travelogue?
Betty, can you share some ideas? Betty: Travelogue is a documentation of
someone’s experience in traveling.
That’s right. It is a truthful account of
individual’s travel journey.

A travelogue is a person’s account of

a journey to another country or place.
It can either be a written report with
many factual details or a narrative
story about a personal impressions
and experiences supported by
images.

What do you think travel writers are Jane: Travel writers are successful,
successful? Yes, Jane? ma’am, because they describe places in
such a way that the reader can remember
them.
Yes, very well, and that is because
they create vivid pictures in the
readers’ mind using descriptive
techniques.

The word travelogue supposedly

comes from a combination of the two
words travel and monologue.

It usually appears in the past tense,

in the first person’s point of view, and
with some verisimilitude.

What do you think is the aim of Travelogue aims to be a true account of

travelogue? experiences traveling, descriptions of what
the traveler sees, hear, taste, smell, and
feel.
 Great. What you said are the
essential components while
traveling.

Thoughts, feelings, and reflections

are important parts of our experience
of travel. So descriptions of a
traveler’s inner world are not out-of-
place in the travelogue.

Now read the steps for writing a Steps for Writing a Travelogue:
travelogue.
1. Decide on the purpose of your
Alright! Now these are the things travelogue
should always remember. 2. Research the place.
3. Highlight the various attractions.
 While traveling, take note about what 4. Mention the ways on how to get
you see, places you visit, and people there.
you get acquainted with. 5. Give some cultural background.
 Take as many pictures as possible.
 When you return home, take to
review your recordings. Sort them
out by date.

So those are the things you should

take in mind in making a travelogue.

Did you understand, class?

Very well, do you have any

clarifications?

 Application
Yes, ma’am. The discussion is very
Write about a trip that you have been interesting po!
which vividly bring life and None po, ma’am.
entertainment to the readers. If
possible, add photos and other
images of your travel. You can
submit your output next meeting.
 Rubric for the Travelogue

Criteria 10 8 5
The travelogue The travelogue The travelogue
has excellent has appropriate has some
formatting and formatting and organized
Organization very well organized information with
organized information. random
information. formatting.

The travelogue The travelogue The travelogue

Ideas has relevant has some has few relevant
information. relevant information.
information.
The graphics go The graphics go The graphics go
well with the text, well with the text, well with the text,
Graphics and there is a but there are so but there are too
good mix of text many that they few.
and graphics. distract from the
text.

V. Assessment:

On ½ crosswise, write the words that you can associate with travelogue
using the graphic organizer below. Write also the importance of
travelogue. Submit it before the time ends.

TRAVELOGUE