Curricular component:Communicative English 1

Managua April 15th,2024.

Didactic planning

General data
Faculty: Education and languages Departament: English Major :Tourism
Year: 1st

Professors: Year and semester: Start and end dates:

I semester 2024 From April 10th to July 15th , 2024.

to. Axis: Languages

b. Name of the curricular component: Communicative English I
c. Topics, hours and credits
Amount of hours Credits
N° Contents H/ H/ H/P H/T P.
T L r I LAB.
INV
1 Introducing myself 5 10 20

2 Tourism 10 2 10 30
3
3 Touristic places in my 10 3 10 30
department
Sub total 25 5 30 80

Total of hours 140

a) Basis of the curricular component
The curricular component of “Communicative English I” is designed to respond to the
student's need to become familiar with the language and understand the essential vocabulary
of the tourism system. This component will contribute to developing language
communication skills that will allow you to describe and offer tourist places in your territory.
The need to master a foreign language today is an indisputable fact in a world where
international relations are becoming increasingly important and where the most used
language of communication in the tourism sector is English. The tourism industry is very
diverse, since it includes workers and tourists with different languages, ethnicities and
cultures, which makes the English language essential for effective communication, and
which will result in an experience of better quality and efficiency for the tourists who visit
us; Likewise, it becomes even more important given the difficulties of accessing the labor
market.
Learning objectives to achieve
• Use simple expressions and phrases for personal presentation in English.
• Learn to greet and receive tourists, give general instructions about their stay and say
goodbye.
• Make a personal presentation, understand the wishes, requests and information of the
tourist.
b) Competencies with which you will contribute:
Generic Competencies
• Ability to communicate orally and in writing in different contexts of action.
Specific Competencies
• Ability to interact with visitors in English and French, providing information on destinations
and services from tourism companies.
c) Essential knowledge
Tema 1: Introducing myself.
● Personal information :(Verb to be, Simple present, Wh-questions, can,
modals, ordinal and cardinal numbers, prepositions of place and time, months
of the year).
● The tourist (Adjectives, verb to be, simple present, can, could, may should,
ought to ).
● Understand the tourist's wishes, requests and information (Asking for
requests, permissions, would like to, wh-questions, present progressive, past
progressive, )
● ● The tour guide: greet tourists, to give general indications about their stay
and ways of saying goodbye (Greetings, leavings, can, have to, must, )
Tema 2 General tourism vocabulary
● ● Travel agencies and airlines (tour operators, travel agencies vocabulary)
● Tourism jobs (Vocabulary, tourist guide, adjectives, comparatives and
superlatives, present perfect tense)
● ● Airports in Nicaragua (vocabulary, services, flights, numbers)
● Restaurants, cafe, museum, market, parks (adjectives, nouns, giving
directions, menus).
 ● Hotel, types ( adjectives)

Tema 3 Touristic places in my department

-General description of Nicaragua’s geography.
- Tourist offer of my department (vocabulary, tours, itinerary, adjectives, superlatives, future,
can, could, 0 and first conditionals).
- Recreational and cultural activities: hobbies, daily activities, costumes, dances, religious
celebrations, fairs, verbenas, typical food)
- Means of Transportation: vocabulary, schedules, payment, safety, insurance, buying tickets,
driving, at the gas station.
-Emergency contacts (Firefighters, Red Cross, National Police, Hospitals, Banks,
Pharmacies, taxi service).
d) Main skills to develop
• Ability to present oneself orally and effectively in the English language.
• Recognizes grammatical structures and tourist vocabulary.
• Describe representative tourist places of its territory.
• Use simple expressions and phrases in English on common tourism topics or issues.
a) Values
Social commitment and institutional identity.
b) Methodological and organizational indications of the curricular component.
This curricular component is located in the first semester of the first academic level, it is part
of the basic axis of languages, it is assigned 140 hours of classes divided into 25 theoretical,
5 online, 30 practical and 80 of independent work, it also contains 3 topics .
For the development of topic 1, it is recommended to implement a communicative approach
in which grammatical and vocabulary aspects are implicit. Activities such as role-plays,
readings with reading comprehension activities, videos with a guide to complementary
activities, interviews, listening exercises and tours of relevant places in the territory where
the contents of this topic are applied in an integrative way should be carried out.
For the development of the second topic, it is suggested to focus the student on the exercise
of oral skills through simulation exercises, putting into practice collaborative and
independent work in carrying out reading, vocabulary, listening, and pronunciation exercises.
It is suggested that students be exposed to the use of grammar through interactive activities
using virtual platforms such as readtheory, quizz, cahoot, google meet, teams, google forms,
moodle, class dojo, blicker bluetooth, picklers, podcast, among others. . It is necessary that
students make videos and tours with guides of activities to be carried out on the sites referred
to in this topic that allow them to contextualize the contents addressed.
For topic three, the student must be provided with language and language structures in
conversation patterns contextualized to the tourism sector so that students can make
descriptions of places and people, describe actions or events that are occurring at the moment
through of carrying out activities such as preparing itineraries, budgets, as well as making
oral presentations on the recreational, cultural and sports activities of its territory, projecting
the natural beauty of its site.
To develop this component, different teaching resources must be used, such as: books,
magazines, videos, biographies, recorder, laptop, photos, drawings, posters and all types of
material using technological tools and updated platforms (classroom, podcast, etc.) to
illustrate and explain in a practical and interactive way the topics and subtopics of this
component.
The planning of each meeting must be integrated and organized in a logical way to achieve
the competencies proposed in the component. The diligent design of the BOA (Guiding Base
of Action) is necessary to guide and accompany students in the teaching-learning process,
which will facilitate planning and integration with the other components of the semester and
thus achieve the goal proposed in the integrative objective.
c) Evaluation system
The evaluation will be carried out considering the integrative evaluative cuts, the established
competency evaluation system (which includes in an integrated way knowledge, knowing
how to do and knowing how to be; with emphasis on the last two), the evaluation matrices
or rubrics prepared with the work team of the semester, both for the cuts and in their
contribution to the integrative component.
The evaluation strategy must guarantee that students provide evidence of their learning,
considering that the component contributes to the general and strategic training of the
university. Therefore, self-assessment, co-assessment and hetero-assessment must be put into
practice, accompanied by formative assessment to reinforce the learning of knowledge and
attitudes typical of the dimension of knowing how to be.
Different techniques and instruments will be used to collect evidence about student learning:
interviews, questionnaires, videos, checklists, among others. However, their portfolio, in its
electronic form, constitutes the main source for the objective evaluation of learning.

d) References
Mol, H. (2008). English for tourism and hospitality. Lebanon: Garnet.
Rowe, Ann; Smith, John D; Berein, Fiona;.(2002). Travel and tourism. Cambridge:
Cambridge.
Silvia, & Gonzales Orozco, S. (2008). English II for Tourism.
Authors
Names of the students
1.
2.
3.

Reviewed by
Names of the teacher involved in the course