Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Effective ESP course design for tourism students:
enhancing communication skills
Markhabokhon MAMATKULOVA
1
Kokand University
ARTICLE INFO
ABSTRACT
Article history:
Received March 2025
Received in revised form
10
April 2025
Accepted 2 April 2025
Available online
25 May 2025
This study presents the design and implementation of an
English for Specific Purposes (ESP) syllabus for third-year Hotel
and Tourism Management students at Kokand University,
Uzbekistan. Guided by a needs analysis, the syllabus was
developed around the subfield of tour guiding, aiming to enhance
learners’ communicative competence and field-specific language
skills. The six-session course integrated communicative language
teaching, content-based instruction, and task-based learning to
create a learner-centered environment. Findings indicate that
students improved vocabulary use, critical thinking, professional
communication, and collaboration significantly. The study
concludes that a context-specific and learner-informed ESP
syllabus boosts language proficiency and prepares students for
real-world challenges in tourism.
2181-3701/© 2025 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss5
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
ESP syllabus,
tour guiding,
tourism English,
communicative language
teaching,
content-based instruction,
needs analysis,
task-based learning.
Turizm yo‘nalishi talabalari uchun ESP kursini samarali
tashkil etish: muloqot ko‘nikmalarini rivojlantirish
ANNOTATSIYA
Kalit so‘zlar:
ESP o‘quv dasturi,
ekskursiya yo‘nalishi,
turizm ingliz tili,
kommunikativ til o‘rgatish,
kontentga asoslangan ta’lim,
ehtiyojlarni tahlil qilish,
vazifaga asoslangan
o‘rganish.
Ushbu tadqiqot O‘zbekiston, Qo‘qon universitetining
Mehmonxona va turizm menejmenti 3-kurs talabalari uchun
maxsus maqsadlar uchun ingliz tili (ESP) o‘quv dasturini ishlab
chiqish va amalga oshirishni taqdim etadi. Ehtiyojlarni tahlil
qilish asosida o‘quv dasturi o‘quvchilarning kommunikativ
kompetensiyasini va sohaga oid til ko‘nikmalarini oshirishga
qaratilgan ekskursiya gidligining kichik sohasi bo‘yicha ishlab
chiqilgan. Olti mashg‘ulotdan iborat kurs o‘quvchilarga
yo‘naltirilgan muhitni yaratish uchun kommunikativ til
1
Kokand University. E-mail: mamatqulovamarhabo7@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
339
o‘rgatish, kontentga asoslangan ta’lim va vazifaga asoslangan
ta’limni birlashtirgan. Topilmalar shuni ko‘rsatadiki, o‘quvchilar
so‘z boyligi, tanqidiy fikrlash, professional muloqot va
hamkorlikda sezilarli darajada yaxshilangan. Tadqiqot shuni
ko‘rsatadiki, kontekstga xos va o‘quvchilar tomonidan xabardor
qilingan ESP dasturi nafaqat tilni bilish darajasini oshiradi, balki
talabalarni turizmdagi haqiqiy muammolarga tayyorlaydi.
Эффективная разработка курса ESP для студентов,
изучающих туризм: улучшение навыков коммуникации
АННОТАЦИЯ
Ключевые слова:
программа ESP,
экскурсоводство,
туристический
английский,
коммуникативное
обучение языку,
обучение на основе
содержания,
анализ потребностей,
обучение на основе задач.
В данном исследовании представлена разработка и
реализация учебной программы по английскому языку для
специальных целей (ESP) для студентов третьего курса по
специальности «Гостиничное дело и туризм» Кокандского
университета (Узбекистан). На основе анализа потребностей
программа
была
ориентирована
на
подотрасль
экскурсоводства с целью развития коммуникативной
компетенции и профессионально направленных языковых
навыков обучающихся. Шестисекционный курс объединил
подходы коммуникативного обучения, обучения на основе
содержания и обучения, основанного на выполнении задач,
создав образовательную среду, ориентированную на
студента. Результаты показали значительное улучшение
словарного
запаса,
критического
мышления,
профессионального общения и навыков сотрудничества.
Исследование
приходит
к
выводу,
что
контекстуализированная программа ESP, построенная с
учётом потребностей обучающихся, не только повышает
уровень владения иностранным языком, но и эффективно
готовит студентов к практическим задачам в сфере туризма.
INTRODUCTION
The tourism market is challenging to categorize since, not similar to other
companies, as there are no products. It includes a variety of businesses, such as lodging,
transportation, entertainment, travel agencies, and more. Whenever humans visit and
reside in locations beyond their normal surroundings for pleasure, commerce,
healthcare, or other purposes, this is referred to as tourism. Nowadays, the area of
tourism is developing gradually and getting its important role. It is not necessary to have
a rigidly defined strategy or policy for educating English to the students studying in
tourism; nevertheless, other educational settings may use a variety of syllabuses or
curricula based on that profession (tourism) to enable the learners to reach their desired
objectives. An important and initial step that aids in determining the requirements,
preferences, and demands of the participants is NA (needs analysis), as Richard states
(1992). Additionally, it reveals their linguistic knowledge and inclinations to create an
efficient and productive program, as Berwick (1989) believes.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
340
An informal questionnaire was conducted to find preferences, shortcomings, and
desires of the target students and develop an effective ESP module for tourism learners.
Taking into account the aforementioned findings, the major priorities and aspirations
were aimed to construct ESP sessions more beneficial and successful in order to assist
the learners:
to apply appropriate terms and sentences in spoken and written discourse.
to follow acceptable grammatical rules while constructing complicated
sentences.
to engage the students in critical thought, analysis, and augmentation of
provided alternatives
to autonomously communicate and describe their thoughts throughout the ESP
module
LITERATURE REVIEW
In the development of English for Specific Purposes (ESP) curricula, a range of
theoretical and methodological foundations must be considered, including learner needs
analysis, context-relevant methodologies, and field-specific language content. This
literature review outlines key theoretical contributions that inform the design of an
effective ESP syllabus for tourism students, with particular emphasis on tour guiding.
Strevens (1998) describes ESP as a clearly defined branch of English language teaching,
distinct from General English, due to its emphasis on the specific needs of learners within
professional, academic, or occupational domains. According to his classification, ESP has
four absolute characteristics: it is designed to meet specific needs of the learner, it makes
use of the underlying methodology and activities of the discipline it serves, it focuses on
language appropriate to those activities in terms of grammar, lexis, and register, and it is
centered on particular skills (listening, speaking, reading, and writing). Additionally, ESP
can vary in terms of general or specific purpose, and about the degree of English
proficiency required.
Graves (2000) emphasizes that effective course design in ESP should be a dynamic,
learner-centered process. The course designer must analyze the context in which the
course is taught and tailor the content, objectives, and teaching methods accordingly.
This flexibility is vital in creating a course that genuinely meets the expectations and
needs of both students and their future workplaces.
One of the primary foundations of ESP is the application of a thorough needs
analysis. Richards (2001) identifies needs analysis as a critical first step in course planning,
which enables educators to understand what learners know, what they need to know, and
how they wish to use the language. This diagnostic process informs the development of
tailored course objectives, relevant materials, and appropriate assessment tools. Similarly,
Berwick (1989) notes that needs analysis must extend beyond linguistic goals to
incorporate learners’ professional aims, cultural backgrounds, and motivational factors. In
the context of tourism education, this means acknowledging the unique communication
challenges faced by tour guides, such as dealing with unexpected incidents, managing
group dynamics, and interacting with culturally diverse tourists.
An effective ESP syllabus must also draw from appropriate pedagogical
approaches. Richards (2006), in his analysis of Communicative Language Teaching (CLT),
argues that language teaching should emphasize communication and meaning-making
over grammatical perfection. CLT advocates real-life interaction, task-based learning, and
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
341
meaningful use of language, all of which are essential in preparing students for authentic
professional environments such as tourism. Michael and Modell (2006) further support
this through their advocacy of inductive learning methods, which encourage students to
discover language rules and concepts themselves through problem-solving tasks. This
learner-centered model fosters deeper understanding and retention of new knowledge,
especially when learning is contextualized in real-world scenarios. Stoller (2002), on the
other hand, promotes Content-Based Instruction (CBI), which integrates language
learning with subject-matter content. In tourism-related ESP, this approach allows
learners to acquire relevant professional knowledge (e.g., safety procedures, historical
facts, travel itineraries) while simultaneously developing language skills. CBI is
particularly effective in vocational fields, where learners benefit from engaging with
practical and profession-related content.
Assessment strategies in ESP should align with both language outcomes and
content mastery. Brookhart (2013) highlights the importance of using analytic and
holistic rubrics to evaluate complex student tasks, such as presentations, role-plays, and
collaborative projects. Analytic rubrics break down student performance into
components (e.g., language accuracy, content relevance, delivery skills), offering detailed
feedback that guides learner improvement. Holistic rubrics, meanwhile, provide an
overall score and are useful for evaluating integrated performance tasks.
Such assessment practices are not only useful for grading but also function as
instructional tools, helping students reflect on their learning, identify strengths and areas
for improvement, and take ownership of their progress. In the ESP classroom, where
real-world communication and performance are paramount, these rubrics provide
meaningful and authentic evaluation mechanisms.
METHODOLOGY
This section outlines the procedures followed in designing an ESP syllabus tailored
for third-year students enrolled in the Hotel and Tourism Management program at
Kokand University. The methodology incorporates both qualitative and needs-based
approaches to course development, focusing on practical language instruction aligned
with students’ future professional needs as tour guides.
The research was conducted at Kokand University, a private institution established
in 2019 in Kokand, Uzbekistan. The institution offers several disciplines, including
English Language and Literature, Computer Engineering, Finance, Management, and
Hotel and Tourism Management. The ESP syllabus was developed for students in the
Hotel and Tourism Management program, particularly those in their third year of study.
A total of 19 students, aged between 20 and 23, all of whom are native Uzbek speakers
with a B2 level of English proficiency, participated in the syllabus implementation.
Language proficiency levels were determined through standardized placement tests
conducted at the beginning of the academic year.
A preliminary needs analysis was conducted to assess the learners’ language skills,
professional goals, learning preferences, and shortcomings. Data collection methods
included informal questionnaires and unstructured interviews with the students. These
tools aimed to identify the students’ motivations for learning English, their desired
learning outcomes, and the specific language competencies required in the tourism
industry. Key findings revealed that students aspired to use English for international
employment opportunities, such as working or studying in English-speaking countries
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
342
(e.g., Canada, Australia, the USA), as well as for effective communication with foreign
tourists. Additionally, students expressed a desire to improve their spoken fluency,
writing proficiency, vocabulary range, and critical thinking related to tourism contexts.
Based on the needs analysis, a six-session ESP syllabus was designed with a focus
on the sub-field of Tour Guiding (Appendix 1). Each 80-minute session integrated all four
language skills – listening, speaking, reading, and writing – while emphasizing field-
specific vocabulary and real-life communication scenarios.
The instructional approach was built upon multiple language teaching
methodologies, including:
Communicative Language Teaching (CLT) – promoting interaction and
functional language use;
Inductive Learning – encouraging learners to infer rules from examples and
experience;
Content-Based Instruction (CBI) – combining tourism-related content with
language acquisition;
Discourse Completion Tasks (DCTs) – using realistic problem-solving activities
to develop pragmatic competence.
Activities were designed to simulate authentic tasks that tour guides typically face,
such as welcoming tourists, handling complaints, and providing cultural information.
These were supplemented with authentic materials, such as brochures, videos, travel-
related texts, and role-play scripts.
A range of formative and summative assessment methods was applied to evaluate
student performance. These included:
Holistic and analytic rubrics for presentations, role-plays, and written
assignments;
Peer and teacher feedback during classroom discussions;
Self-assessment through reflective tasks;
Criteria-based evaluations aligned with specific language and content learning
outcomes.
The goal was not only to assess language proficiency but also to promote learner
autonomy, engagement, and professional preparedness.
RESULTS AND DISCUSSION
This section presents the outcomes of implementing the designed ESP syllabus and
reflects on its pedagogical implications. The results are discussed regarding the students’
linguistic development, engagement with tourism-specific content, and overall
communicative competence in English.
Learner Performance and Skill Development
Throughout six sessions, the students demonstrated measurable improvement
across key language skills. Tasks such as preparing speeches for tourists, engaging in
discourse completion activities, delivering multimodal presentations, and writing formal
e-mails allowed students to use English in realistic and goal-oriented ways. These
activities, grounded in communicative and task-based methodologies, led to observable
growth in fluency, vocabulary use, and grammatical accuracy.
In
Session I
, students’ speeches revealed growing confidence in public speaking
and the ability to organize their thoughts when welcoming foreign tourists.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
343
Session II
highlighted students’ capacity to perform under unexpected conditions
through role-play and DCTs. Their responses to crisis scenarios (e.g., theft, illness, delays)
showed improved pragmatic skills and teamwork.
In
Session III
, the multimodal presentations illustrated students' ability to
synthesize information from multiple sources and present it with coherence and
creativity.
Sessions IV
and
V
further contributed to their listening comprehension, writing
clarity, and lexical diversity through video-based tasks, mind mapping, and email writing.
In
Session VI
, the online discussion format facilitated asynchronous reflection
and critical engagement with the theme of tourist motivation.
The use of authentic materials such as British Council videos and real-world travel
documents also contributed to high levels of student motivation and contextual learning.
Language and Content Integration
The ESP syllabus succeeded in fostering a dual focus on language development and
domain-specific knowledge. Students not only learned to apply tourism-related
terminology but also deepened their understanding of the responsibilities and challenges
associated with the profession of tour guiding. This approach aligns with Stoller (2002),
who emphasizes the value of Content-Based Instruction (CBI) in providing meaningful
learning contexts. The syllabus encouraged students to engage with themes such as
cultural sensitivity, emergency problem-solving, and interpersonal communication – all
of which are critical in the tourism industry. Students’ written work, particularly in the
form of emails and letters, showed increasing alignment with register, tone, and
professional format, reflecting growth in their writing competence for workplace
scenarios.
Communicative Competence and Soft Skills
Consistent with Richards (2006) and the principles of Communicative Language
Teaching (CLT), the ESP course emphasized fluency, interaction, and negotiation of
meaning. Through pair and group activities, students became more comfortable engaging
in extended dialogue, defending their viewpoints, and responding to peer input.
Moreover, the inclusion of tasks that required collaborative problem-solving (e.g., role-
playing critical incidents) supported the development of soft skills such as leadership,
adaptability, and teamwork – key competencies for successful tour guides. As Michael
and Modell (2006) highlight, inductive methods promote deeper cognitive engagement,
which was evident in the students’ ability to infer appropriate language and behaviors in
professional contexts.
Assessment Insights
The use of rubrics – both holistic and analytic (Brookhart, 2013) – proved effective
in evaluating diverse learner outputs. They enabled transparent and objective
assessment of:
Language use (accuracy, fluency, vocabulary),
Content relevance and organization,
Delivery and presentation style,
Peer collaboration and reflective thinking.
Students also responded positively to peer and self-assessment, indicating that
such tools promoted greater learner autonomy and awareness of learning strategies
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
344
CONCLUSION
The implementation of an ESP syllabus specifically designed for students of Hotel
and Tourism Management proved highly effective in addressing their linguistic needs
and professional aspirations. By integrating authentic materials, task-based activities,
and a wide range of communicative tasks, the syllabus enabled students to build both
field-specific language skills and soft skills necessary for the tourism industry. The focus
on tour guiding as a subfield ensured that instruction was purposeful, relevant, and
engaging. Students developed their receptive and productive competencies in English
while acquiring practical knowledge related to guiding tourists, solving problems, and
navigating multicultural interactions. These findings support the view that ESP
instruction, when grounded in thorough needs analysis and modern methodologies, can
provide substantial benefits to learners preparing for specific career contexts.
Appendix1.
Target
competence
needed
Language skills
needed
Approach in
methodology
Input session
Student output
Session 1
“Welcoming with
tourists”
Speaking Reading
Listening
Vocabulary
CLT approach
(Communicative
language teaching)
Lexicon based on tour
guiding,
discussion,
preparing a speech, listening
conversations and reading
for main idea
Employing terminologies related to
tour guiding in context, listening
focused on how to welcoming tourists,
preparing a speech for welcoming
tourists, discussion
Session 2
“Showing places of
interest and world
destinations.”
Grammar
Listening
Speaking
Vocabulary
Writing
CLT and task-
based approach,
DCT
Adjectives to describe
sightseeing places and world
destinations,
writing
an
invitation letter, showing
directions, role-playing and
DCT
Applying topic-related vocabulary
and descriptive adjectives, listening
audios and videos about tour guiding
around world destinations, and doing
MCQ exercises based on the video,
giving opinions, role-playing, DCT
Session 3
“Advantages and
disadvantages of
being a tour guide”
Speaking Writing
Detailed reading
Vocabulary
Inductive approach
Discussion in a group and
brainstorming, reading for
main ideas, making dialog
using topic-related words,
making
a
multimodal
presentation
Utilizing topic-related terminologies
in real context, reading in detail based
on cons and pros of being a tour guide,
making a dialog with acquaintance,
multimodal presentation.
Session 4
“Travel and
transport”
Listening Reading
for main ideas
Speaking
Vocabulary
Writing
Content-based
language teaching
CLT
Topical
vocabulary,
discussing
comfortable
transports for travelling,
doing T/F exercises based on
reading, listening for gist,
writing a request letter, mind
mapping
Deploying topical vocabulary while
Communicating and discussing about
types of comfortable and Appropriate
vehicles, reading for main ideas and
doing T/F exercises, video- based
exercises, writing a request letter to the
manager of tour agency, mind mapping
Session 5
“Holidays with a
difference:
sightseeing, events,
entertainment with
tourists.”
Reading
Vocabulary
Speaking Writing
Inductive approach
Terminologies related to
the topic, scanning, writing
summary based on the
reading, discussing in a
group, writing an e-mail
Employing terminologies in the
process of discussing about different
holidays, writing a short summary
based on the reading, writing an e-mail
to the tour group to know their
interests
Session 6
“Tourist
motivation”
Listening
Speaking
Vocabulary
Detailed reading
Grammar
CLT approach
Lexicon related to the
topic, discussion, listening
and video- based exercises,
reading in detail about
tourist motivation.
Applying
the
terminologies
in
activities,
discussion
and
giving
opinions, doing gap- filling tasks while
listening, doing matching and MCQ
exercises based on reading
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
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Appendix 2.
Session I. Welcoming with tourists.
Writing a speech for welcoming tourists.
You will be given the cards based on different situations. You should introduce the
rules of touring to the visitors like schedule of the trip, rules of safety, communicating,
behaving in public places etc.
1.
Imagine! You are beginning your first job as a tour guide. You are a tour guide of
Uzbek people and you are travelling around the cities of London.
2.
Imagine! You have 5-year experiences as a tour guide. You are travelling with a
group of Canadian students to the historical places of Samarkand, Bukhara and Khiva.
3.
Imagine! You are a very experienced tour-guide. You are with a group of
Americans in the safari in Africa.
You should write and prepare a speech for tourists using at least 200-250 words.
The speech should be clear, in detail and understandable to follow. You should submit
your assignment to HEMIS following the deadline. You should be assessed for this speech
based on the criteria.
Usage of the language:
1-10 points
Clarity:
1-10 points
Appendix 3.
Session II.
Showing places of interest and world destinations. Discourse
completion task and role playing.
You will be divided into three groups to work collaboratively and you will be given
cards randomly. Give suggestions by acting a role-play. After finishing the acting you
should discuss the suggestion the work (role-play) done by you.
Situation I
A tour guide is leading tourists around the Grand Canyon for three days. At the end of the
tour, because of the wind, the pilot of the helicopter cancels the flight for about two days. Most
visitors have no enough water to drink. They are stressed and nervous.
What the tour guide should do or how he/she does solve a problem?
Situation II
A visitor dwindles during the tour and he is delivered to the hospital quickly. Other tourists
think that he has heart attack, but it is informed that dehydration causes his collapse.
What the tour guide does to avoid this kind of bad situation
?
Situation III
A tourist comes to complaint about the stolen things. She says that while she is having
dinner with other tour members, her wallet, passport, camera, cheques are stolen.
How a tour guide should solve the issue?
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и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
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Criteria
Excellent-9-10
Satisfactory-8-7
Needs improvement 6-5
Poor-4-0
PPP
(participation,
preparation,
presentation)
Constantly ready and
attentive throughout
group projects and
presentations
Usually ready and
attentive while
participating in group
projects and
presentations.
Sometimes ready and
attentive while
participating in group
projects and
presentations.
Rarely attentive and
ready while
participating in group
projects and
presentations.
Purpose
achievement
The objective is
explicitly stated and
successfully carried out.
The objective is defined
and broadly followed.
The objective is clear, but
it might not be
maintained.
The objective is not
clearly stated and might
not be maintained.
Body language
employment
The employment of a
wide range of div
language indicators is
outstanding.
A wide range of div
language
Signals are effectively
employed.
A good range of div
language are employed in
a suitable manner.
The usage of a small
variety of div
language indicators is
evolving.
Grammar
There are no grammar
mistakes while acting
There are few
grammatical mistakes
while acting
There are more grammar
mistakes while acting
There are a lot of
grammar mistakes
while acting
Appendix 4.
Session III. Advantages and disadvantages of being a tour guide. Preparing
a multimodal presentation.
You should prepare a 25-minute multimodal presentation based on the topic
“Advantages and disadvantages of being a tour guide. 5 minutes is for questions and
answers. Therefore, you will work collaboratively, dividing into four groups. You should
explain the main points, like challenges, success, pros, and cons of becoming a tour guide;
you can include videos, audio, and animations based on the title. Time is 25 minutes for
each presentation. Each student should actively participate in giving constructive
feedback to other groups’ work and questioning. If you take materials from other
sources, do not forget to mention citations or links to the sources. The most significant
one, you should connect all ideas; they should be in order. One representative will upload
the multimodal presentation to HEMIS before the class time.
You will be assessed based on the following criteria:
Explanation and making connection to the topic: 1- 10 points
Quality of multimodal presentation: 1-10 points
Reflection about what you learned: 1- 10 points
Appendix 5.
Session IV.
Travel and transport. Video-based activity and mind mapping.
Step I.
You will be shown video based on the topic (https://learnenglish.
britishcouncil.org/general-english/video-series/word-on-the-street/transport-and-
travel/transport-and-travel-scene-1) and while watching the video, you should do true
false and matching exercises.
Decide whether the statements are true or false.
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и лингводидактика – Foreign Linguistics and Linguodidactics
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Answers
https://learnenglish.britishcouncil.org/sites/podcasts/files/Word%20on%20the
%20Street%
20-%20Transport%20and%20Travel%20Scene%201%20Transcript.pdf
Step II.
Mind mapping based on the pros/cons of transportation and comfortable
vehicles. You should brainstorm your ideas and use Coggle.com to create a mind map in
two groups. After finishing mind mapping, you will present your map and explain your
thoughts.
Criteria
Excellent 20-18
Satisfactory 17-11
Poor 10-0
Organization/creativity
The reader can
understand the main
idea, and the creativity
is outstanding
The reader has
difficulties in catching
the main ideas
and creativity is
satisfactory
The reader cannot
comprehend the main
ideas and creativity is
really poor
Grammar/spelling
No grammar and
spelling mistakes
Two or three grammar
and spelling mistakes
A lot of grammar
And spelling mistakes
Video-based exercise
All answers are correct
Two mistakes
More than four
mistakes
Appendix 6.
Session V.
Holidays with a difference: sightseeing, events, entertainment with
tourists. Writing an email.
You should write an email to the member of the group as a tour guide to know
their wants and interests. You should follow the guideline
e-mail header
salutation
div
closing
signature
You will write an e-mail using at least 150 words.
Appendix 7.
Session VI.
Tourist motivation. Online discussion about tourist motivation
You should actively participate in online discussions based on the topic. For this
task, you should post your ideas and suggestions based on the given questions and write
comments on at least three group mates’ posts. Your post should be clear and easy to
understand, and critical. Additionally, you will be assessed for your posts and comments
to your group mates’ posts, that is why, do not write just “agree” or “disagree”. Try to give
expanded ideas with respect.
1.What do you understand regarding to Tourist Motivation?
2.Give suggestions to motivate the tourists during the tour. They are acceptable or
not.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2025) / ISSN 2181-3701
348
You will be graded based on the following criteria:
Frequency: 1-10 points
Initial assignment posting: 1-10 points
Follow-up posting: 1-10 points
Content contribution: 1-10 point
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Michael, J., & Modell, H. (2006
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Richards, J. C. (2001).
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