CLUSTER OF EDUCATION AND SOCIAL SCIENCES

JANUARY 2025

HBET4703

ENGLISH FOR SPECIFIC PURPOSES

MATRICULATION NO : 971224055492001
IDENTITY CARD NO. : 971224 – 05 – 5492
TELEPHONE NO. : 017 – 2697527
E - MAIL : rajaletchumi97@oum.edu.my
LEARNING CENTRE : NEGERI SEMBILAN LEARNING
CENTRE
PART I: COURSE DESIGN

English for Hotel Restaurant Professionals

Introduction

This targeted English for Specific Purposes (ESP) course helps new, non-English speaking
F&B staff at an international hotel in Singapore, Kuala Lumpur, and Pulau Pinang
communicate effectively in a customer-centric environment, considering their diverse
linguistic backgrounds.

The Imperative for This Course: Bridging the Communication Gap

Effective English is vital for international hotel F&B teams serving diverse guests. Language
barriers can hinder new staff from understanding instructions, collaborating, and confidently
interacting with guests, affecting operations and satisfaction. This ESP course addresses this
by focusing on practical F&B vocabulary and communication skills for tasks like serving,
order-taking, and handling inquiries.

1. Course Description

A. Course Overview:

This 10-hour English for Specific Purposes (ESP) course equips new, non-English speaking
F&B employees at an international hotel in Singapore, Kuala Lumpur, and Pulau Pinang with
essential English communication skills for their daily work. Focusing on practical language
relevant to various F&B roles, the curriculum covers key vocabulary, phrases, and
communicative functions for interacting with English-speaking guests and colleagues.
Emphasis is on developing listening, speaking, basic reading of workplace materials, and
foundational writing. The course uses a communicative and interactive approach with real-
life scenarios and varied resources to build confidence and enable effective job performance.

B. Course Participants:

 Students are new employees of the hotel's restaurant in Singapore, Kuala Lumpur, and
Pulau Pinang.
  Students are from non-English speaking countries.
 Students are expected to have a basic to intermediate level of English language
proficiency (as gauged by a pre-sessional assessment).

C. Course Learning Outcomes (CLO):

By the successful completion of this course, students will be able to:

 Communicate effectively in common restaurant service scenarios, including

greetings, taking orders, and handling customer inquiries.
 Use essential food and beverage terminology confidently to describe menu items,
ingredients, and preparation methods.
 Demonstrate appropriate politeness and professional conduct in all verbal
exchanges with guests and colleagues.
 Apply problem-solving language to manage guest complaints, requests, and issues
in a respectful and efficient manner.
 Enhance fluency and confidence in both spoken and written communication,
especially in real-life hotel restaurant situations.

D. Course Duration:

 Total Duration: 5 weeks (10 lessons, 60 minutes each, 2 classes per week)
 Class Frequency: Twice per week

E. Course Units and Descriptions:

This course is structured into ten (10) units, with each unit corresponding to a one-hour class.
The units are designed to progressively build students' language skills and knowledge
relevant to their roles in the F&B team.

Unit Title Focus Areas Skills Practiced

Unit Welcome & Basic Introductions, greetings, and basic
Speaking, Listening
1 Hospitality Vocabulary hospitality terms (e.g., service, guest)
Unit Drink-related vocabulary (water, coffee,
Taking Drink Orders Speaking, Listening
2 juice), polite ordering phrases
Unit Taking Food Orders: Common food items (appetizers, main
Speaking, Listening
3 Basic Items courses, desserts), taking orders
Unit Describing Food & Adjectives (hot, cold, delicious), Speaking, Listening,
 Unit Title Focus Areas Skills Practiced
4 Beverages describing food and drinks Writing
Unit Handling Guest Common requests (e.g., "Could I
Speaking, Listening
5 Requests (Part 1) have...?"), responding politely
Unit Giving Simple Giving and receiving instructions (e.g.,
Speaking, Listening
6 Instructions "Clear this table")
Apologizing and handling guest
Unit Dealing with Issues &
complaints ("I'm sorry for the Speaking, Listening
7 Apologizing
inconvenience")
Talking About
Unit Vocabulary for hotel areas (e.g.,
Restaurant & Hotel Speaking, Listening
8 restrooms, kitchen), giving directions
Facilities
Unit Describing Schedules & Work schedules, describing duties (e.g.,
Speaking, Writing
9 Tasks "My shift starts at...")
Unit Review & Role-Play Review of vocabulary and phrases, role- Speaking, Listening,
10 Simulation playing real restaurant scenarios Problem-solving

F. Course Venue:

The course will be conducted at the OUM Negeri Sembilan Learning Centre, offering a
practical and supportive learning environment with access to resources, collaborative
activities, and instructor support.

G. Course Facilitation:

As the main tutor/facilitator, I am responsible for planning and delivering all ten (10) units of
the course. With prior permission from the OUM administration, I will seek assistance from
others, such as native English speakers for pronunciation practice or experienced hotel
staff for insights into real-world F&B operations, if deemed beneficial and resources
permit.

2. The List of Materials (Teaching Aids) to be used during the course

This section outlines the key materials and teaching aids that will be employed throughout the
10-unit English for Food and Beverage Professionals course. The selection of these materials
is based on pedagogical best practices for adult language learners, the specific needs of non-
English speaking individuals in the F&B industry, and the aim of fostering communicative
competence across all four language skills (listening, speaking, reading, and writing).

a. Description of the Selected Materials:

 Visual Hospitality Vocabulary Flashcards with Audio (Comprehensive Set): This
expanded set of approximately 100 durable, laminated flashcards covers a wide range
of vocabulary relevant to various F&B roles. Each card features a clear, culturally
neutral image on one side and the corresponding English word(s) on the other.
Crucially, each flashcard also has a unique QR code linking to an audio recording of
the word(s) clearly pronounced by a native English speaker. The vocabulary is
thematically categorized.
 Politeness Phrase Cards (Expanded Set with Scenario Prompts): This collection
of approximately 20 small, durable cards features essential polite phrases used in
customer service and workplace interactions (e.g., "Could I help you?", "Certainly,
sir/madam," "I'm sorry for the inconvenience," "Please wait a moment"). The set also
includes some cards with short scenario prompts to encourage spontaneous use of
these phrases (e.g., "A guest asks for something not on the menu," "You accidentally
spill a drink").
 Simplified Visual Menus (Drink and Food Sections): These professionally
designed, yet simplified, visual menus showcase common drink items and basic food
dishes offered by a typical international hotel restaurant. They feature clear images
alongside the English names of the items. Different versions might be used to
introduce variety and complexity gradually.
 Restaurant Dialogue Scripts (Graded Difficulty) with Audio: This series of short,
realistic dialogue scripts depicts common interactions between F&B staff and guests,
as well as interactions between colleagues. The scripts are graded in difficulty,
starting with basic exchanges and gradually introducing more complex language and
scenarios. Audio recordings of these scripts, performed by native English speakers,
will also be provided.
 Role-Play Scenario Cards (Varied Roles and Situations): This diverse set of cards
outlines different roles (e.g., server, guest, bartender, kitchen staff) and various
situations that employees might encounter in their daily work (e.g., taking an order,
handling a complaint, asking for information, giving instructions). These cards
provide prompts and objectives for interactive speaking practice.
 Worksheet and Activity Sheets (Thematic and Skill-Based): This collection of
printable worksheets and activity sheets is designed to reinforce vocabulary, grammar
(introduced implicitly through context), and communicative functions taught in each
unit. These include matching exercises, fill-in-the-blanks, simple sentence
 construction tasks, short reading comprehension activities, and guided writing
prompts.
 Realia (Authentic Materials): Where feasible and relevant, authentic materials from
a hotel restaurant environment will be used (e.g., sample order pads, guest bills, table
reservation slips, directional signs).
 Audio-Visual Resources (Short Video Clips and Audio Recordings): This curated
collection of short video clips demonstrates appropriate customer service interactions,
workplace scenarios, and cultural nuances in communication. Additional audio
recordings focusing on pronunciation, intonation, and listening comprehension will
also be utilized.
 Digital Language Learning App (with Curated Content): Access to a user-friendly
digital language learning application (e.g., Quizizz, Kahoot!, Memrise) allows the
instructor to create and assign interactive quizzes and learning modules specifically
aligned with the course vocabulary and topics.
 Whiteboard or Projector and Markers/Pens: These are standard classroom
equipment for visual presentation, explanations, and interactive activities.

b. Justifications for Your Selection of the Said Materials:

The selection of the aforementioned teaching materials is underpinned by a robust

pedagogical rationale, carefully considering the specific needs and learning context of non-
English speaking new employees in an international hotel's F&B team. The justifications for
each category of materials are below:

 Visual Hospitality Vocabulary Flashcards with Audio (Comprehensive Set):

Visuals and audio effectively support vocabulary acquisition and pronunciation for
beginners (Dual Coding Theory), providing culturally neutral context and correct
phonetic forms crucial for clear F&B communication. The comprehensive,
thematically categorized set covers a wide range of job-relevant vocabulary, aiding
systematic learning.
 Politeness Phrase Cards (Expanded Set with Scenario Prompts): These cards
provide readily accessible scaffolds for essential polite phrases vital for positive guest
and workplace interactions. The expanded set covers diverse situations, and scenario
prompts encourage critical thinking and spontaneous, natural language use in a
service environment.
 Simplified Visual Menus (Drink and Food Sections): Visual menus allow learners
to familiarize themselves with food and drink names in a realistic format, aiding
comprehension, especially for those with lower literacy. They facilitate order-taking
practice and vocabulary development related to the hotel's offerings, with varied
versions offering increasing complexity.
 Restaurant Dialogue Scripts (Graded Difficulty) with Audio: Dialogue scripts
model authentic communication in relevant F&B contexts. Graded difficulty ensures
manageable learning, while audio supports listening, pronunciation, and
understanding of natural conversational flow and appropriate responses.
 Role-Play Scenario Cards (Varied Roles and Situations): Role-playing is a highly
effective communicative technique, and these cards provide a framework for active
English practice in simulated real-world situations. This fosters fluency, spontaneity,
confidence, adaptability, and problem-solving skills relevant to diverse workplace
interactions.
 Worksheet and Activity Sheets (Thematic and Skill-Based): These tools reinforce
learning, consolidate knowledge, and provide opportunities for receptive and
productive skill development through thematic alignment and varied exercise types,
catering to different learning preferences and enabling formative assessment.
 Realia (Authentic Materials): Incorporating authentic materials from the hotel
restaurant exposes learners to real-world language use, bridging the gap between the
classroom and the workplace, enhancing motivation and making learning more
relevant and tangible (e.g., using order pads for practice).
 Audio-Visual Resources (Short Video Clips and Audio Recordings): These
resources offer a dynamic and engaging way to present language in context,
demonstrating non-verbal cues, cultural nuances, and providing visual and auditory
support for comprehension and pronunciation improvement.
 Digital Language Learning App (with Curated Content): Integrating a digital app
leverages technology for independent practice and reinforcement outside of class.
Curated content directly aligns with course material, increasing motivation through
gamification and providing flexible learning opportunities for busy staff.
 Whiteboard or Projector and Markers/Pens: These are essential tools for
facilitating interactive teaching, visually presenting information, writing key
language, and engaging students in collaborative activities.
c. Explanation of How the Selected Materials Will Be Used:

The specific integration of these materials will be detailed within each of the 10 lesson plans.
However, a general overview of their use is as follows:

 Visual Hospitality Vocabulary Flashcards with Audio: These will be used to

introduce new vocabulary in each unit, for review activities, and potentially for quick
quizzes. The audio component will be utilized during the introduction of new words
and for pronunciation practice.
 Politeness Phrase Cards: These will be introduced and practiced in relevant units
focusing on customer service and workplace interactions. Scenario prompts will be
used for pair and group speaking activities.
 Simplified Visual Menus: These will be central to units focusing on taking food and
drink orders. They will be used for vocabulary practice, role-playing ordering
scenarios, and answering guest inquiries.
 Restaurant Dialogue Scripts with Audio: These will be used for listening
comprehension activities, reading practice, pronunciation modeling, and as a basis for
role-playing and adapting dialogues.
 Role-Play Scenario Cards: These will be the primary tool for communicative
speaking practice, encouraging students to use the language learned in realistic
simulations.
 Worksheet and Activity Sheets: These will be used for in-class practice, homework
assignments, and formative assessment to reinforce vocabulary, grammar, and
communicative functions.
 Realia: These will be incorporated into specific lessons where they can provide
authentic context and practical application of language skills (e.g., using an order pad
when practicing taking orders).
 Audio-Visual Resources: Short video clips will be used to illustrate real-life
scenarios and provide context for language use. Audio recordings will be used for
listening comprehension exercises and pronunciation practice.
 Digital Language Learning App: Digital Language Learning App (with Curated
Content): This will be used for supplementary self-study and review of unit-specific
vocabulary and key phrases. The instructor will assign modules aligned with the
 topics covered in each class. Additionally, short review quizzes may be conducted
using the app at the beginning of some lessons.
 Whiteboard/Projector: This will be used extensively for presenting information,
writing vocabulary, facilitating discussions, and displaying visual aids.

4. Teaching Methods/Approaches/Techniques

The primary pedagogical approach guiding this English for Hotel Restaurant Professionals
course is Communicative Language Teaching (CLT). This will be complemented by
elements of Task-Based Learning (TBL) to further enhance practical application and
engagement.

b. Description of the Teaching Methods and Approaches:

Communicative Language Teaching (CLT): CLT is a learner-centered approach that

emphasizes the use of language for meaningful communication in authentic contexts. The
primary goal is to develop communicative competence, enabling learners to use English
effectively in real-world situations relevant to their F&B roles. Key characteristics of CLT as
applied in this course include:

 Focus on Meaning: Activities prioritize understanding and conveying messages over

strict grammatical accuracy in initial stages.
 Authentic Materials and Tasks: Real-world materials such as simplified menus,
dialogue scripts based on typical guest interactions, and role-play scenarios mirroring
workplace situations will be utilized.
 Interactive Activities: Pair work, group tasks, and role-plays will be integral to
fostering communication and collaboration among learners.
 Learner Autonomy: Activities will encourage learners to take an active role in their
learning process, experimenting with language and developing strategies for effective
communication.

Task-Based Learning (TBL): Within the CLT framework, elements of TBL will be
incorporated. This involves structuring lessons around specific communicative tasks that
learners might encounter in their work (e.g., "Take a drink order," "Respond to a guest asking
for the restroom"). The learning process will involve:
  Pre-task: Introduction of relevant vocabulary and phrases.
 Task Cycle: Learners perform the task in pairs or small groups.
 Language Focus: Analysis of the language used during the task, addressing accuracy
and introducing new relevant language.

c. Reasons for Choosing the Teaching Methods and Approaches:

The selection of CLT as the primary approach, supplemented by TBL, is based on the
following pedagogical considerations and their alignment with the course objectives and
learner needs:

 Direct Relevance to Workplace Needs: New F&B staff require practical

communication skills to perform their jobs effectively. CLT directly addresses this by
focusing on language use in realistic, job-related scenarios.
 Development of Communicative Competence: The emphasis on meaningful
interaction helps learners develop not just grammatical knowledge but also the ability
to use language fluently, appropriately, and confidently in real communication.
 Learner Engagement and Motivation: Interactive and task-oriented activities are
more engaging for adult learners and increase their motivation to participate and
learn.
 Building Confidence: Through repeated practice in simulated real-world situations,
learners can build confidence in their ability to communicate in English with guests
and colleagues.
 Catering to Diverse Learning Styles: The combination of visual aids, auditory
input, interactive activities, and practical tasks caters to a range of learning
preferences.

Course Enhancements

Blended Learning:

A combination of in-class activities and online learning tools will ensure that students have
continuous access to course materials, allowing for reinforcement outside the classroom.

Cultural Awareness:
Cultural differences will be discussed in class to prepare students for diverse clientele. Topics
will include appropriate behavior, guest expectations, and cultural sensitivities in the
hospitality industry.

Gamification:

Incorporate gamified elements such as quizzes and interactive games to make vocabulary
revision more engaging and rewarding.

5. Course Assessment

a. Ongoing Assessment:

 Activity-based Assessments: These will include role-play simulations, where

students interact in scenarios such as taking orders, handling complaints, and
explaining menu items.
 Vocabulary Quizzes: Weekly quizzes will reinforce the vocabulary learned in class,
assessing students’ ability to recall and use relevant terms.
 Peer and Self-Assessment: After role-plays, students will evaluate their own
performance and provide feedback to their peers, reinforcing learning and
improvement.

b. Final Assessment:

 Practical Test: At the end of the course, students will participate in a practical test
where they will role-play a full restaurant service scenario, including greeting, taking
orders, serving, and handling a guest issue.
 Written Test: A written test will assess students’ understanding of vocabulary and
grammar structures used in the course.

3. Lesson Plan: Units 1 & 2 (Welcome & Taking Drink Orders)

General Info:

Topic: Hotel Restaurant Welcome (Introductions, Basic Vocab, Drink Orders).

Group: New F&B Staff. Week 1. Class 1 & 2 of 10.

Key Learning: Basic/Regional Greetings, Self-Introductions, Core F&B Vocab, Initial
Listening/Speaking, Confidence Building, Drink Vocab, Polite Requests, Taking Drink
Orders.

Unit Goal: By the end of these units, students will begin to listen and comprehend basic
greetings and drink orders, express simple requests, and participate in short introductory
exchanges.

Lesson Structure (120 min):

 Intro (20 min):

o Welcome (1-5 min): Simple English/local greetings. Class purpose (Hotel
F&B English).
o Icebreaker (5-10 min): "Find Someone Who..." (visual prompts: hotel/regional
food-drinks). Basic Yes/No. (Strategy: Low-pressure, cultural). (Links to CLO
1: Communicate effectively in common restaurant service scenarios)
o Course Overview (10-15 min): Simple outline (visuals: F&B roles/regional
locations). Brief unit topics. (Strategy: Visual, regional context).
o Drink Intro (15-20 min): Visuals of common drinks (water, etc.).
(Differentiation: Show pictures for each drink as you say its name. For those
who learn faster, ask them to name one more drink they know.)
 Main Content (80 min):
o Basic Vocab (20-35 min): Flashcards w/audio (guest, service, etc.).
Pronunciation (repetition). (Strategy: Multi-sensory, pronunciation).
o Greetings/Self-Intro (35-50 min): Phrase cards (Hello, My name...). Model,
repeat. Pair practice (role intro). Regional greetings. (Strategy: Modeling,
structured speaking, regional). (Differentiation: For those who need more help,
have greeting cards with pictures. For those who learn faster, ask them to add
their job title when they introduce themselves.)
o Drink Vocab (50-65 min): Pronunciation practice.
o Polite Requests (65-80 min): “Could I have…?”, “I’d like…”. Role-play
simple drink orders. (Differentiation: For those who need more help, give
them a list of the phrases to use in the role-play. For those who learn faster,
ask them to think of other polite ways to ask for a drink.)
 Regional Info (20 min):
o Regional Drinks (80-90 min): Discuss/pronounce.
o Regional Greetings (90-100 min): Discuss.
 Conclusion (20 min):
o Review (100-105 min): Recall (cards: regional greetings/drinks). Quick digital
quiz (basic vocab).
o Homework (105-110 min): Practice greetings/names (English/regional).
Practice drink orders.
o Q&A (110-115 min): Pronunciation concerns. Positive feedback.
o Worksheet/Farewell (115-120 min): Distribute/explain worksheet. Goodbye.
 Resources: Vocab Flashcards w/audio, Digital App, Phrase Cards
(greetings/regional), Audio device, Whiteboard/Projector, Drink visuals, Dialogue
Scripts (drink orders), Regional info.
 Material: Combined Worksheet 1 & 2 (matching, fill-in, drink orders).
 Assessment: Informal observation (pronunciation), Pronunciation/Intonation
monitoring, Worksheet review, Role-play observation.
Combined Worksheet for Lesson Plan 1 & 2: Getting to Know Each Other and Taking
Drink Orders

Part 1: Matching - Greetings & Roles (Pictures) Match English greeting to picture; match
role to definition. Include regional greeting.

 Good morning __________ (Sun)

 Hello __________ (Shaking hands)
 Waiter __________ (Taking order)
 Bartender __________ (Making drinks)
 Selamat Pagi __________ (Sun)

Part 2: Fill in - My Name & Role Fill blanks. Include sentence with regional greeting.

 __________ name __________ __________. I am a __________.

 Nice __________ __________ you.
 __________ Pagi! My name is __________. (Word bank: to, meet, My)

Part 3: Drink Vocabulary (Pictures) Match drink to picture.

 Water __________ (Water)

 Coffee __________ (Coffee)
 Juice __________ (Juice)

Part 4: Simple Order Taking Write correct sentence.

 Guest: I want some water. You: _________________________

 Guest: Can I have a coffee. You: _________________________

Part 5: Regional Reminder

 Write regional greeting.

 Write English for regional drink.

Combined Lesson Plan: Units 3 & 4 (Taking Food Orders & Describing
Food/Beverages)

General Info: Topic: Taking Food Orders (Basic) & Describing Food/Drinks.

Group: New F&B Staff. Week 2. Class 3 & 4 of 10.

Key Learning: Basic Food Vocab, Polite Food Ordering, Descriptive Adjectives, Using
Adjectives.

Unit Goal: By the end of these units, students will be able to listen and comprehend basic
food orders and descriptions, express simple food orders and descriptions, and participate in
short exchanges related to ordering food.

Lesson Structure (120 min):

  Intro (20 min): Review (drink vocab/orders). Food Intro (basic categories - visuals).
Adjective Intro (hot, cold, etc.). Review previous regional items. (Differentiation:
Show real examples or clear pictures of the food categories. For those who know
some food words already, ask them to name a food in each category.)
 Main Content (80 min): Food Vocab: Introduce/pronounce basic items. Taking Food
Orders: Role-play (polite phrases). Adjective Vocab: Practice describing food/drinks.
Describing Orders: Role-play using adjectives. (Differentiation: For learners needing
more help with food orders, give them sentence starters like "I would like to order
the...” For faster learners, ask them to ask about common food preferences like
"Would you like rice or noodles with that?") (Links to CLO 2)
 Regional Info (20 min): Regional Basic Foods: Discuss/pronounce. Regional
Food/Drink Adjectives: Discuss/pronounce.
 Conclusion (20 min): Review: Food vocab, order phrases, adjectives. Homework:
Practice food orders/descriptions. Q&A. Worksheet/Farewell.
 Resources: Simplified Visual Menus, Vocab Flashcards w/audio (Food), Phrase
Cards (Descriptive Adjectives), Dialogue Scripts (Food Orders/Descriptions),
Whiteboard/Projector, Regional info.
 Material: Combined Worksheet 3 & 4 (food vocab, order taking, adjective vocab,
describing).
 Assessment: Role-play observation, Worksheet review, Pronunciation checks.

Combined Worksheet for Lesson Plan 3 & 4: Taking Food Orders & Describing
Food/Beverages

Part 1: Food Words (Pictures) Match the food to the picture.

 Soup __________ (picture of Soup)

 Chicken __________ (picture of Chicken)
 Salad __________ (picture of Salad)

Part 2: Simple Food Orders Write what you say.

 Guest: I would like the chicken. You: _________________________

 Guest: Can I have the soup? You: _________________________

Part 3: Adjective Words (Pictures) Match the word to the picture.

 Hot __________ (Hot food)

 Sweet __________ (Sweet food)
 Cold __________ (Cold drink)

Part 4: Describe Orders Write a sentence using the word.

 "The soup is..." (hot) _________________________

 "The juice is..." (sweet) _________________________

Part 5: Local Food

 Write a local food and how to ask for it.

 Write a local word to describe food/drink and use it in a sentence.
Combined Lesson Plan: Units 5 & 6 (Handling Guest Requests & Simple Instructions)

General Info:

Topic: Handling Guest Requests (Part 1) & Simple Instructions.

Group: New F&B Staff. Week 3. Class 5 & 6 of 10.

Key Learning: Key phrases for requests, listening comprehension (instructions), Giving
simple instructions.

Unit Goals: By the end of these units, students will be able to listen and comprehend
common guest requests and simple instructions, express basic responses to requests and give
simple instructions, and participate in short exchanges related to guest needs and tasks.

Lesson Structure (120 min):

 Intro (20 min): Review (food adjectives/orders). Request Intro ("Could I have...?",
"Where is...?"). Instruction Intro ("Clear table," "Bring water"). Review previous
regional items.
 Main Content (80 min): Request Phrases: Practice responding. Role-Play
(Requests): Handle guest requests. Instruction Vocab: Listening practice. Giving
Instructions: Practice giving simple instructions. (Differentiation: For learners
needing more help with requests, provide a list of short, easy responses. For faster
learners giving instructions, encourage them to use simple linking words like "and
then".)
 Regional Info (20 min): Regional Guest Requests: Discuss answers. Regional
Instructions: Discuss giving them.
 Conclusion (20 min): Review: Request phrases, instruction vocab. Homework:
Practice requests/instructions. Q&A. Worksheet/Farewell.
 Resources: Phrase Cards (Requests), Dialogue Scripts (Requests/Instructions), Audio
(instructions), Whiteboard/Projector, Regional info.
 Material: Combined Worksheet 5 & 6 (requests, instructions).
 Assessment: Role-play observation, Worksheet review, Listening checks.

Combined Worksheet for Lesson Plan 5 & 6: Handling Guest Requests & Simple
Instructions

Part 1: Guest Requests

 Write the appropriate response.

o Guest: “Where is the restroom?”
o You:
_______________________________________________________________
_____
o Guest: “Could I have some more water?”
o You:
_______________________________________________________________
_____
Part 2: Giving Instructions (With Pictures)

 Write the appropriate instruction.

o “Please clear the table.” (Picture of a table being cleared)
o You:
_______________________________________________________________
_____
o “Bring more napkins.” (Picture of someone holding napkins)
o You:
_______________________________________________________________
_____

Part 3: Regional Requests and Instructions.

 Write a question, to ask a guest about a regional request.

o You:
_______________________________________________________________
_____
 Write a regional instruction, for a coworker.
o You:
_______________________________________________________________
_____

Combined Lesson Plan: Units 7 & 8 (Dealing with Issues & Hotel Facilities)

General Info:

Topic: Dealing with Issues/Apologizing & Hotel Facilities.

Group: New F&B Staff. Week 4. Class 7 & 8 of 10.

Key Learning: Basic apology phrases, Hotel facility vocab, giving simple directions.

Unit Goals: By the end of these units, students will be able to listen and comprehend basic
guest issues and questions about hotel facilities, express simple apologies and give basic
directions, and participate in short exchanges related to problem-solving and providing
information.

Lesson Structure (120 min):

 Intro (20 min): Review (request/instruction vocab). Apology Intro ("I'm sorry,"
"Problem"). Facility Intro (restroom, etc.). Review previous regional items.
 Main Content (80 min): Apology Phrases: Practice in scenarios. Role-Play (Issues):
Handle/apologize. Facility Vocab: Practice using. Giving Directions: Practice to hotel
facilities. (Differentiation: For learners needing more help with apologies, give them a
few key phrases to repeat. For faster learners giving directions, encourage them to use
"Turn left" or "Turn right" if appropriate.)
 Regional Info (20 min): Regional Issues: Discuss handling. Regional Locations:
Discuss giving directions.
  Conclusion (20 min): Review: Apology phrases, facility vocab. Homework: Practice
apologizing/directions. Q&A. Worksheet/Farewell.
 Resources: Phrase Cards (Apologies), Dialogue Scripts (Issues/Directions), Visuals
(facilities), Whiteboard/Projector, Regional location info.
 Material: Combined Worksheet 7 & 8 (issues, directions).
 Assessment: Role-play observation, Worksheet review, Speaking evaluation.

Combined Worksheet for Lesson Plan 7 & 8: Dealing with Issues & Hotel Facilities

Part 1: Dealing with Issues

 Write the appropriate apology.

o "The order is wrong."
o You:
_______________________________________________________________
_____
o "The drink spilled."
o You:
_______________________________________________________________
_____

Part 2: Giving Directions (With Pictures)

 Write the appropriate directions.

o "Where is the restroom?" (Picture of a restroom sign)
o You:
_______________________________________________________________
_____
o "How do I get to the kitchen?" (Picture of a kitchen door)
o You:
_______________________________________________________________
_____

Part 3: Regional locations.

 Write a direction to a well known regional location.

o You:
_______________________________________________________________
_____

Combined Lesson Plan: Units 9 & 10 (Schedules/Tasks & Review/Role-Play)

General Info:

Topic: Understanding/Describing Schedules/Tasks & Review/Role-Play.

Group: New F&B Staff. Week 5. Class 9 & 10 of 10.

Key Learning: Understand work schedules, Describe tasks, Review key vocab, Extended
role-play.
Unit Goals: By the end of these units, students will be able to listen and comprehend basic
information about schedules and tasks, express simple descriptions of tasks and participate in
more extended exchanges and role-plays integrating various communication skills learned
throughout the course.

Lesson Structure (120 min):

 Intro (20 min): Review (facility vocab/directions). Schedule Intro (importance).

Role-Play Intro (simulation). Review previous regional items.
 Main Content (80 min): Schedule Vocab: Introduce (shift, etc.). Task Descriptions:
Practice describing. Role-Play Simulation: Extended scenarios (all units).
(Differentiation: For learners needing more help with task descriptions, provide a list
of verbs they can use (e.g., clean, take, bring). For faster learners in the role-play,
encourage them to handle more than one guest request or issue.)
 Regional Info (20 min): Regional Work Schedules: Discuss differences. Regional
Customer Interactions: Discuss handling.
 Conclusion (20 min): Review: Schedule vocab, task descriptions, role-play.
Homework: Practice schedules/tasks, prepare role-play. Q&A. Role-play assessment.
 Resources: Visuals (schedules), Work schedule examples, Role-Play Scenario Cards,
Whiteboard/Projector, Regional schedule/interaction info.
 Material: Combined Worksheet 9 & 10 (schedules, tasks, role-play rubric).
 Assessment: Worksheet review, Speaking evaluation, Role-play evaluation.

Worksheet – Lesson plan 9 & 10

Combined Worksheet 9 & 10: Schedules, Tasks, and Talking to Guests

Part 1: Understanding Work Schedules

Look at this example work schedule:

Answer the questions:

1. What time does Ali start work on Monday? __________

2. What day is Siti off work? __________
3. What is Kumar's work time on Wednesday? __________
4. Who works the morning shift (starting before 12 PM) on Friday? __________
5. If your shift is "OFF," does that mean you work or don't work? __________

Part 2: Describing Your Tasks

Write a short sentence to describe what you do for each of these tasks:

1. When a guest arrives at a table:

____________________________________________________
2. When a guest wants to order food:
____________________________________________________
3. After a guest has finished eating:
____________________________________________________
 4. If a guest asks for the restroom:
____________________________________________________
5. At the end of your shift:
____________________________________________________

Part 3: Preparing for Role-Play - Guest Scenarios

Imagine these guests. What might they say or ask? Write one possible sentence for each:

1. A guest who just sat down at a table:

____________________________________________________
2. A guest who wants to order a drink:
____________________________________________________
3. A guest who has finished their meal:
____________________________________________________
4. A guest who cannot find something on the menu:
____________________________________________________
5. A guest who has a small problem (e.g., their drink is not cold enough):
____________________________________________________

Part 4: Key Phrases for Role-Play

Write down one useful English phrase you remember for each situation:

1. Greeting a guest: _________________________

2. Taking an order: _________________________
3. Responding to a request: _________________________
4. Apologizing for a mistake: _________________________
5. Saying goodbye to a guest: _________________________

Part 5: How We Check Your Speaking

We will listen to you talk to guests. We will check if you:

 Speak clearly.
 Are nice and polite.
 Understand what the guest wants.
 Can give the guest what they need or help with problems.

Reflection Summary on Writing Lesson Plans

Developing the ten lesson plans for the English for Hotel Restaurant Professionals course
was both a demanding and highly insightful process. The need to align each lesson with the
overall course learning outcomes and specific unit objectives (as detailed in '1E') required a
deep understanding of ESP principles and pedagogical best practices.
A key challenge was creating a cohesive progression across the ten lessons, ensuring that
language skills and content were systematically introduced and built upon in each session.
This required careful consideration of pacing, task variety, and scaffolding to support learners
with basic to intermediate English proficiency.

The lesson plan template provided a useful framework, but completing each section ranging
from specifying learning outcomes and materials to designing engaging activities and
incorporating assessments demanded significant time and attention to detail.

Ultimately, this process reinforced the importance of meticulous planning in ESP course
design and highlighted the critical role lesson plans play in facilitating effective, targeted
language instruction.

Pre-Course Test:

Purpose: To assess the learner’s initial understanding of Basic English for hospitality-related
tasks.

Instructions: Please answer the questions as best as you can. If you are unsure, give it a try!

Part 1: Saying Hello (5 points)

 1. Say hello in English. (1 point)

Example: Hi
 2. Write your name. (1 point)
Example: My name is…
 3. What is your job at the hotel? (1 point)
Example: I am a waiter.
 4. Say something nice when you meet someone. (2 points)
Example: Nice to meet you.

Part 2: Easy Words (5 points)

Instructions: Match the word to the picture. (1 point each)

 Water __________ (Picture of Water)

 Coffee __________ (Picture of Coffee)
 Food __________ (Picture of Food)
 Table __________ (Picture of a Table)
 Guest __________ (Picture of a Guest)

Part 3: Asking for Things Simply (5 points)

Instructions: Fill in the missing word. (1 point each)

  "Can I have some __________?" (water)
 "Where is the __________?" (toilet)
 "I want __________." (coffee)
 "Can I see the __________?" (menu)
 "Please bring the __________." (bill)

Part 4: Easy Things to Say (5 points)

Instructions: Write a short sentence for each situation. (1 point each)

 To clean a table: "Clean the __________."

 To bring drinks: "Bring the __________."
 To take what someone wants to eat: "Take the __________."
 To give someone the list of food: "Give the guest the __________."
 To tell the kitchen to make food: "Tell the kitchen to make __________."

Part 5: Regional Awareness (2 points)

Instructions:

 Write one common local greeting (used in Singapore, Kuala Lumpur, or Pulau
Pinang). (1 point)
Example: “Selamat datang”
 Write the English word for one common local drink you might serve. (1 point)
Example: “Teh tarik” = Pulled tea

Post-Course Test:

Purpose: To evaluate the learner’s understanding and use of English in common hospitality-
related situations.

Instructions: Please try your best to answer each question.

Part 1: Talking to Guests (5 points)

Instructions: Write what you would say in these situations. (1 point each)

 A guest wants water, please. You: _________________________

 A guest asks for the menu. You: _________________________
 A guest says their coffee is cold. You: _________________________
 A guest asks where the toilet is. You: _________________________
 A guest wants the bill, please. You: _________________________

Part 2: Describing Food and Drinks (5 points)

Instructions: Use the word to describe the food/drink. (1 point each)

 The juice is __________ (sweet).

  The soup is __________ (hot).
 The salad is __________ (fresh).
 The coffee is __________ (strong).
 The cake is __________ (tasty).

Part 3: Easy Things to Say (5 points)

Instructions: Write one easy thing to say for each task. (1 point each)
Note: These sentences are commonly used in a restaurant or food service environment.
Ensure the responses are clear and directly related to customer service tasks.

 To clean a table: "Clean the __________."

(This could be "Clean the table," "Clear the table," etc.)
 To bring drinks: "Bring the __________."
(For example, "Bring the drinks," or "Serve the drinks.")
 To take what someone wants to eat: "Take the __________."
(For example, "Take the order," or "Take the food to the table.")
 To tell the cook to make food: "Tell the kitchen to make __________."
(For example, "Tell the kitchen to prepare the soup.")
 To show someone the toilet: "The toilet is __________."
(For example, "The toilet is over there," or "The toilet is on the left.")

Part 4: Work Times and Jobs Simply (5 points)

Instructions: Fill in the missing word. (1 point each)

 My __________ starts at 2 PM. (work)

 I have a short __________ at 4 PM. (rest)
 My job is to __________ guests. (help)
 I __________ the tables. (wash)
 I give people the __________ to see the food. (list)

Part 5: Your Thoughts (5 points)

 1. What is one thing you learned in this course that will help you at work? (2 points)
Response: __________________________________________
 2. Give one example of how to be polite to a guest. (3 points)
Response: __________________________________________

Part 6: Local Language (3 points)

Instructions (Optional Integration): Write your response to the following.

 1. Write one local greeting. (1 point)

Response: __________________________________________
 2. What is the English for nasi lemak (or another common dish)? (2 points)
Response: __________________________________________
Rubric for Grading:

Pre-Course Test (Total: 25 points)

 Part 1: Saying Hello

o 1 point for each correctly answered question (5 points total).
 Part 2: Easy Words (with pictures)
o 1 point for each correct match (5 points total).
 Part 3: Asking for Things Simply
o 1 point for each correctly filled-in word (5 points total).
 Part 4: Easy Things to Say
o 1 point for each correctly written sentence (5 points total).
 Part 5: Regional Awareness
o 1 point for correct local greeting (1 point).
o 1 point for correct English word for local drink (1 point).

Post-Course Test (Total: 30 points)

 Part 1: Talking to Guests

o 1 point for each correct response (5 points total).
 Part 2: Describing Food and Drinks
o 1 point for each correct adjective (5 points total).
 Part 3: Easy Things to Say
o 1 point for each correct sentence (5 points total).
 Part 4: Work Times and Jobs Simply
o 1 point for each correctly filled-in word (5 points total).
 Part 5: Your Thoughts
o 2 points for meaningful answer to "What will help you at work?"
o 3 points for providing a clear example of politeness to a guest.
 Part 6: Local Language
o 1 point for local greeting.
o 2 points for providing the correct English for nasi lemak (or another dish).

References

1. Course Design & Framework:

 Communicative Language Teaching (CLT):

o Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in
language teaching (3rd ed.). Cambridge University Press.
o Brown, H. D. (2007). Principles of language learning and teaching (5th ed.).
Pearson Longman.

2. ESP Course Design:

 Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific
purposes: A multi-disciplinary approach. Cambridge University Press.
  Robinson, P. (1991). ESP Today: A Practitioner’s Guide. Prentice Hall.

3. Task-Based Learning (TBL):

 Willis, J. (1996). A framework for task-based learning. Longman.

 Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

4. Use of Materials:

 Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson
Education.
 Tomlinson, B. (2011). Materials development in language teaching. Cambridge
University Press.

5. Assessment:

 Weigle, S. C. (2002). Assessing writing. Cambridge University Press.

 Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced
resource book. Routledge.

6. Digital Learning Resources:

 Godwin-Jones, R. (2018). Emerging technologies for language learning. CALICO

Journal, 35(1), 47-63.

7. Cultural Sensitivity and Awareness in Hospitality:

 Lashley, C., & Morrison, A. (2000). In search of hospitality: Theoretical perspectives

and debates. Butterworth-Heinemann.
 Fong, L. H. N., & Choi, S. K. (2011). Cross-cultural communication in hospitality
and tourism. Routledge.
PART II: OCP (FOLLOWED QUESTION)