[Type the document title] [Year]

DESIGN OF AN ENGLISH LANGUAGE COURSE

FOR HOTEL CHAMBERMAIDS

March 05, 2023

 Content

I. Introduction
Part I
II. Theoretical Summary
III. Background of The Study
IV. Purpose
1. General Objectives
2. Specific Objectives
V. Target Audience and Resources
1. Target Persons (trainees)
2. Source of Information
VI. Instrument
1. Chambermaids’ questionnaire
2. Interviews stakeholders
Part II
VII. Results of the Needs Analysis
VIII. Course Development
1. Syllabus
2. Sequence,
3. Content
4. Units.
Part III
IX. Teaching materials
1. Unit 2
X. Evaluation Unit 2
XI. ESP program
XII. Conclusion
XIII. References

1
I. Introduction

English is the most widely used international language to connect with the rest
of the world. It is the most spoken language as a second foreign language, with more
than 1.4 billion speakers, of which 379 million are native speakers (Fernández,
2022). In this regard, Venezuela ranks 67th in English, and one of the lowest in Latin
America (EF EPI, 2022). In a globalized world, this negatively impacts the country's
business development opportunities. However, this situation represents an
opportunity both for local language training centers, which must develop advanced
programs that adapt to the needs of the modern world and for companies with
international reach that need to prepare their personnel to be able to access greater
resources and opportunities.
Among the jobs that require adequate knowledge of English are those in the
hospitality sector, both in the front office (customer service, receptionists, cleaning
and maintenance, chambermaids, etc.) and in the back office (administration,
marketing, surveillance, and security, etc.). All profiles (top management, middle
management, and staff) must attend to customers of other nationalities who use this
universal language.
In this regard, the English teaching programs demanded by this industry must
be adjusted to each job, largely because the staff has different educational levels in
each job, as well as different needs, motivations, and interests to learn the language.
For example, a hotel chambermaid needs specific linguistic notions to communicate
properly with customers, mastering the variations of English in terms of word choice,
phrases, pronunciation, and a customer service manager must also have good
spelling, diction, and grammar in the context in which their work is developed. This
situation forces them to learn English for specific purposes according to their needs
and interests.
The objective of this project is to create an English course for Hotel
Chambermaids. In this first phase of the project, we will design the questionnaire that
will be applied to the staff working in this area. The purpose is to collect in this
instrument the training needs that these people have, and their current knowledge.
This will be done through the application of the survey. Additionally, we will elaborate
on various interview scripts for the actors who interact with these workers in their
jobs (human resources and area supervisor), as well as the interview with the
Linguistics Department of UNIMET, which will develop the course.

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 PART I

II. Theoretical Summary

ESP is designed for students who want to learn English for a specific purpose
and then use it to achieve another objective. Hutchinson & Waters (1987) describe
ESP courses as those in which the subject matter and materials are developed from
prior knowledge of the learner's communicative needs.

In addition, González-Tourís (2023) traces the evolution of ESP since the early
1960s, to highlight it as the EFL teaching par excellence today, due to the needs
learners have in every real-life situation. These range from register analysis,
discourse analysis, target situation analysis (needs analysis), skill-centered
approach, and learning-centered approach.

Moreover, Basturkmen (2010) emphasizes needs analysis as a key component

in the design and development of ESP courses and states that it is a mandatory step.
This ranges from investigating students' oral difficulties, to examining their
performance in oral situations, to examining their writing difficulties using writing
samples, or if they need to examine their level of language comprehension, various
tools such as questionnaires or interviews are used.

According to the theory studied, needs analysis has become increasingly

sophisticated and has come to embrace not only analysis of the target situation, but
also the analysis of learner factors and the teaching. The analysis of the target
situation, but also the analysis of the factors affecting the learner and the teaching
context. In this needs analysis, various types of information can be gathered that are
very useful for ESP teachers and course developers.

Finally, analysis of needs in a commercial context requires two phases, the first
is to define the data collection and the second is to analyze this data. This allows the
training gap to be established. In the data collection phase, research is done on the
company, stakeholders, communication channels, inter-area issues, culture and
resources to be employed, and in the analysis phase the communication events, and
communication conventions used are evaluated to finally design the course for
specific purposes (Frendo, 2020).

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III. Background of The Study

Good communication skills should be a must for chambermaids to ensure the

best possible performance in their area. Not only is it important for them to
understand the needs of the resident, but also it is essential for these workers to be
prepared to transmit comprehensible information to these residents in case of an
emergency. Oftentimes, the workers in this area are trained to have good
communication skills in their native language, but managing some essential phrases
in English, the most widely spoken language, is a skill that would make these
workers excel in their area of service. This is a critical matter to attend to since it is
common to find harsh critics on sites like TripAdvisor, complaining about the lack of
communication skills in English some waiters and chambermaids have. “Waiter can't
speak English, service is very slow, tasty, cheap local food” (Tan, 2015).

Providing the client with a good communication channel where he or she

understands and is understood should be at the forefront of the priorities in the area
of service. Therefore, creating a channel of communication between the client and
the worker is essential for the success of the institution.

In this sense, this needs analysis is aimed at the staff working in the
chambermaid area of the Dorsia Hotel. This hotel belongs to a prestigious hotel
chain of British origin. It is located in the east of the city of Caracas. The hotel
facilities have comfortable areas to carry out the English teaching program. It also
has technological equipment, laptops, projectors, sound equipment, headphones,
speakers, air conditioning, and comfortable furniture.

IV. Purpose

The purpose for this needs analysis is to identify the English language training
needs of a group of twenty chambermaids of Dorsia Hotel. Then, the present
analysis is carried out by the following objective:

1. The overall objective of this project is to assess the current English

language proficiency of the chambermaids and to identify areas where they
need further training and development in order to create an ESP course
that will equip them with essential language skills to ensure that the

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 customer is understood and to enable the chambermaids to provide the
information that customers need.

2. The specific objectives

2.1 Elaborate the needs analysis: Design the instruments to collect the
following information (survey to apply to future trainees and interviews
for related parties):

● To assess the learners profiles: their educational background, job

responsibilities and duties, their willingness and availability to
attend the course, and also their current language proficiency.

● To diagnose specific language needs and deficiencies of the

chambermaids in the four languages skills; listening, speaking,
reading and writing.

● To identify chambermaids language requirements in their job

context, such as customer-service communication, principals-
employees communication, hospitality industry-specific vocabulary,
and workplace communication language.

● Through interviews with stakeholders, gather information on the

English communication needs of these people in their job profiles,
the type of activities they perform, and the level of interaction with
both customers and other hotel staff. Also, the technical resources
that will be available, and the area where the course will be given,
and the context. And finally, with the University, to know the
expectations of what the course should teach.

2.2. Analyze the results of the information collected.

● Create a database of questionnaire responses to analyze the

language use (skills, genres and characteristics) of future trainees.

● Incorporate into the data the information gathered in the interviews

with stakeholders.

2.3.Develop the course (approach, syllabus, sequence, content, and units).

5
 2.4. Create didactic materials for the program units.

2.5. Create evaluations.

2.6. ESP Program.

V. Target Audience and Resources

1. Target Persons (trainees)

The staff is made up of twenty people who work as chambermaids. Their

mother tongue is Spanish. Thirteen women and seven men, ranging in age from
eighteen to thirty-five. All of them have a high school education. Four men have more
than fifteen years of experience as chambermaids and a higher rank within the
group, there are three young female apprentices between eighteen and nineteen
years of age.

2. Source of Information:

To establish the specific context of teaching and determine how the

communication needs of chambermaids flow, it is necessary to gather information
related to their work. This will allow us to determine how they communicate, how they
should communicate, and what training gaps exist. Relevant information to be
collected for the analysis refers to:

a) Information related to their duties that is in English:

● Reading activity assignment sheets.

● To know which rooms to clean each day.

● To know where things are in the cleaning storeroom.

● To follow cleaning instructions.

● To give instructions in English about cleaning.

● Respond to guest requests (questions and answers).

● Know how to listen and understand complaints and problems.

● How to respond to guest complaints

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 ● Use phrases and expressions related to your area of work.

● Understand what safety and emergency issues are and how to address
them (emergency action plan guide and guide of measures to take, with
fire alarms, evacuation areas, first aid kit, etc.).

b) General information about your job profile, and how to communicate

with your superiors, lines of communication upwards, downwards, and
with peers.

c) Specific information about the work profile of each participant (level of

studies, motivation, experience, seniority in the company.

d) Information about the means of communication used in the workplace,

which are the means of communication (e-mails, text messages,
instructions at the workplace), as well as guidelines to follow to
communicate with their superiors (upward, downward, and with their
peers).

VI. Instruments

1. Chambermaids’ Questionnaire

The questionnaire is a digital tool that will be applied to collect specific

information from the chambermaids. This measurement instrument will allow us to
evaluate the English language skills of the staff working in this area, as well as their
learning attitudes and motivation,

The first section collects personal data, English language experiences, and
level of studies. The second section is to measure the degree of motivation or
learning attitudes towards the spoken foreign language. The third section measures
levels of language proficiency that are considered important in their area of work.
The fourth section focuses on the workers' expectations of this instruction so that
their learning would be more effective, taking into account their previous experiences
in acquiring English. The fifth section is a mailbox for any suggestions and/or
questions workers may have about the course. The instrument is shown below:

7
The following is a proposed questionnaire for the analysis of the chambermaids’
needs:

https://docs.google.com/forms/d/e/1FAIpQLSe9f0KHB7O0DcHS-
vnF4mvu5W5cbMwhPV7garr0BfDdcqw6Sw/viewform?usp=sf_link

2. Interviews stakeholders

These interview guides will be carried out in order to obtain general and specific
qualitative information from the related parties, referring to the characteristics of the
job functions performed by the personnel working as chambermaids, the level of
English required in their job profiles, and the expectations about the English course
that Universidad Metropolitana wishes to offer.

● Hotel HR Unit: Coordinate a one hour meeting with the HR staff, explain the
purpose of the interview and the process of gathering information for the
needs analysis of the ESP course. Then ask the following questions and take
notes:

Table 1: Sample interview Hotel HR Unit

Stakeholder needs analysis interview instrument

Date: Start time: 8:00
Name of Hotel HR Officer: Tonny Sander
03/01/23 End time: 9:30

Chambermaids' activities: Reviewing.

Cleaning the common areas and
reception of the Hotel. Cleaning the
rooms. Pick up laundry from the laundry
Could you provide us with the activity assignment room. Changing beds. Replenish
sheets for the chambermaids? cleaning supplies. Fill out the daily
activity sheet. Respond to written and
spoken requests from guests. Attend to
the instructions of the supervisor and the
area manager.

Could you please provide us with the position levels

Between 1 and 15 years
and experience of the people who do this activity?

Do they receive instructions in English about cleaning? Yes, the Area Manager is British.

From the Area Manager and the Hotel

From whom do they receive instructions in English?
Manager.

8
 International guests ask where the social
areas are located (restaurant, gym, pool,
disco, convention hall, pharmacy, stores,
etc.). They also ask about laundry, and
Do they respond to guest requests (questions and
request room amenities such as bed
answers)?
linens, soaps, shampoo, etc., ask about
first aid kits, doctors, and also about their
orders. These questions must be
answered in understandable English.

Yes, some guests may complain about

the coldness of the room, or the heat,
ask about the cable TV channels,
The position requires them to understand guest complain about undelivered laundry or
complaints and problems. As well as responding to the condition in which they were
them? received if something abnormal
happens, complain about the bed linen
not being changed or the lack of towels.
etc.

They use hotel staff email, they use

What is the information on the means of communication
social media such as WhatsApp chat,
used in the workplace, what are the means of
and they must fill out the day's event
communication (e-mails, text messages, instructions at
book by hand. They receive daily briefing
the workplace)?
notes in English.

What will be the physical area designated to conduct The hotel has convention rooms, you
this course? can use the Blue Room which has
electronic equipment such as PCs,
headphones, microphones, video
What equipment does the hotel have to conduct the beams, capacity, good lighting, and air
course? conditioning for more than 25 students. It
is available on weekends.

The personnel working in this area are

reliable staff, and we want them to be
What are the expectations of the HR training unit prepared to serve international
regarding this course? customers. Attend to their requirements
and learn how to treat guests
courteously.

Thank them for their valuable time and end the interview.

Interviewer: Jesus Crespo Interviewee: Tony Sander

● Hotel Area Supervisor: Interview with the Supervisor in the work area for an
hour and a half, to observe the interaction that chamberlains have at their
work stations, and to observe and validate information with the supervisor
about:

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Table 2: Sample interview Hotel Area Supervisor

Stakeholder needs analysis interview instrument

Name of Hotel Maintenance Supervisor
Start time: 10:00
Andres Gomez. Date: 03/01/23
End time: 11:00

Yes, they must greet and say goodbye in

the guest's language (usually English),
they must know how to explain to the
customer the different locations, and
When they work, do they use phrases and
signage. They must be able to attend and
expressions related to their work area?
understand their complaints, to explain the
schedules and processes that are carried
out here, as well as who can solve their
immediate requirements.

Yes, they have to fill out the event book

which is in English, and they receive
Do they have to read and write in English to respond
instructions from the Area Manager in
to requests?
English in their emails and instruction
sheets.

Do they understand what the safety and emergency They must, most of these documents are
issues are and how to address them? in English.

Emergency action plan guidelines and measures to

Most of the time in English because the
be taken, with fire alarms, evacuation zones, first aid
manager is British.
kit, are they in English?

How should you communicate with your supervisor? Yes.

Thank them for their valuable time and end the interview.

Interviewer: Gabriel Lucero Interviewee: Andres Gomez

● Metropolitan University ESP experts: Interview with the Unimet authority of the
linguistics department to gather the following information related to the
learning process, principles, and cultural aspects of UNIMET, and analysis of
learning media to be used.

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Table 3: Sample interview Metropolitan University ESP experts:

Stakeholder needs analysis interview instrument

Start time: 14:00
Name of Milagros Gonzalez-z-Touris Date: 03/01/23
End time: 15:00

Facilitate the principles governing the training Code of Ethics

activities of the University. https://www.unimet.edu.ve/codigo-de-
They have some collaboration with other international etica/#:~:text=La%20actuaci%C3%B3n%2
universities to dictate the ESP courses in the Hotel 0de%20cada%20uno,los%20miembros%2
area. 0de%20la%20comunidad.

Not in the hotel area, but in the

pedagogical area of languages there is the
COIL program, Collaborative Online
International Learning, a program of
What means will the University have available for this
collaboration and cultural exchange
course (physical space, technological equipment)?
promoted by the State University of New
York (SUNY), to which Unimet has been
integrated, within the framework of its
internationalization policy.

Of the areas of the University (classrooms

in A2-314, Eugenio Mendoza Building,
Do they have teaching staff to carry out the ESP?
laboratory to have the equipment, and
video beam, etc.)

Unimet has excellent English teachers with

experience in the design and elaboration of
evaluation instruments, preparation and
evaluation of instructional content under
The course can be given in person, at a distance, or
the orientation of competency-based
intensive.
training, with more than five years of
experience, with diplomas or related
courses in the area of competency-based
training.

How many hours are required to carry out the

Must be on-site.
course?

We have weekdays and weekend holidays

What will be the schedule? available. Unimet staff can adjust to the
client's requirements.

To implement an English teaching model

that integrates the basic principles of the
What are the department's expectations of the ESP model with elements of the
course? Communicative Approach, to offer courses
that meet the needs of the current market,
and to create a methodology that

11
 integrates the training of all language skills
required in the acquisition of an L2.

Create the teaching and evaluation

What will be the trainer's activities?
materials, teach the classes.

To integrate the contents of the English

teaching with the specific communication
requirements of the different areas of the
industry; taking into account the academic
needs of the students, in this case for the
What is the scope of the teaching program?
hospitality industry. Focusing on
strengthening the communicative skills of
listening, listening comprehension, and
oral skills, in addition to the basics for the
competences of (writing and reading).

Thank them for their valuable time and end the interview.

Interviewer: William Bruno Interviewee: Milagros Gonzalez-z-Touris

PART II

VII. Results of the Needs Analysis

In order to analyze the information collected and obtain the training gap, the
data were consolidated in an Excel table, grouped by area:

1. Trainees (questionnaire applied to the Hotel chambermaids): the information

was segmented according to the following dimensions:

● Needs: Questions related to the English they need in their areas of

work (oral and written comprehension and production, and use of
common expressions), as well as personal data (age, gender,
nationality).

● Lacks: Evaluation questions related to their academic level, which

reflected the language knowledge deficiencies detected in the
questionnaire. Tabulated according to results.

● Wants: Questions related to the future trainees' expectations of the

course.

2. Stakeholders (interviews conducted): The information collected was grouped

in a qualitative analysis database:

12
 ● Human Resources Staff: Information related to the hotel's philosophy,
position profile, and experience of the interns (complements the
questionnaire in item 1), areas to teach the course, equipment
available, and expectations of the course.

● Supervisor of the chambermaids: Information related to the interaction

of the interns in their workplace or context, and what was observed in
situ.

● University linguistics department: Information related to principles, level

of instructor preparation, resources, partnerships that could support this
training, and expectations.

The corpus analysis methodology was used to evaluate the linguistic discourse
of the data collected in the questionnaires applied to the trainees. This made it
possible to evaluate the level of the oral and written discursive formation of the future
trainees, their communicative competencies in English, as well as the type of
necessary expressions to be covered in the course associated with the activities they
perform in their workplaces. In addition, interview data related to the principles
required by the university allowed us to consider the scope of the content, which
should include the longitudinal approach, and aspects of cultural awareness, and to
determine the level of training. The summary of this methodology considers:

● The data record of the trainees participating in the research was collected
through the online questionnaire, where information about their level of
studies, etc. is collected. As well as the written production data from the
questionnaire, and the pronunciation collected in the interview with the
supervisor, observed in the data collection carried out to determine or
corroborate the level of competence of the ELE learner.
● Tabulation of results.
● The design of communicative tasks of written skills to be considered.

The corpus methodology was used to evaluate the data from the needs
analysis study. The results showed the following:

13
Table 4: General data of trainees.

Link Access to the data table containing the answers:

https://docs.google.com/spreadsheets/d/1-
lVCO4CffAiDOSSq3ZI72nO5pPdj5n0VBKVz6S0rjgE/edit?usp=sharing

Table 5: Results of questionnaire and interviews

14
Results summary

● Age: 85% of future learners are between 18 (55%) and 30 (30%) years old,
and 15% are between 21 and 35 years old. Some studies indicate that the
optimal learning rate of an L2 is around 18 years of age, so the teaching
system should consider the participants' interest in solving communication
problems, or satisfying their routine communication needs so that they are
motivated and decide to learn voluntarily.

● Educational level: 100% of the participants are Venezuelans, they speak

Spanish as a mother tongue. All of them have a high school diploma as the
highest education level. They have never taken an English course before, they
have only approached English in classes from High school.

● Nationality: 100% of the participants are Venezuelan, speak Spanish as their

mother tongue, and the English course will be taught in Venezuela. These
could be a disadvantage, and are elements to consider in order to produce a
course that allows sufficient continuous practice of the English language
resources that people need to communicate in their jobs.

● Educational level: All of them (100%) have a high school diploma as their
highest educational level. They have never taken an English course before,
they have only approached English in high school classes. The level is very
basic and they do not know how to write or formulate English phrases or
expressions to serve customers, they often have difficulty understanding and
reading safety instructions related to the hotel. Questions in English to assess
written skills were answered in Spanish.

● English proficiency: 100% of the participants identified themselves as

“beginner English speakers”, meaning their vocabulary is extremely limited
and have little to no understanding on how to convey a message in this
language. They lack vocabulary, pronunciation, and grammar. Also, they need
to develop language skills for understanding the guests in the hotel and to
perform their duties.

● Exposure to English at the workplace: Most of the participants admitted

that they have gone through situations where there were communication
barriers between them and English speaking guests. These situations happen

15
 on a regular basis from 2 to 3 times a week, being the most of these situations
exclusively spoken, and also when they need to read some instructions in the
cleaning materials, or to write some reports of the maintenance procedures.

● Frequency of language use: In the on-site surveys, it was observed that all
participants (100%) need to use the language to communicate with clients,
most of whom are of English-speaking nationalities, or to communicate with
their supervisor. In addition, the supervisor and the four floor managers (20%)
must read and write documents related to their work activities in English.

● Hours available to attend the course: The daily work shift requires staff
availability from 8:00 a.m. to 4:00 p.m. Monday through Thursday.

● Communication needs: The most common form of communication needed

was speaking and listening when interacting with guests. They need special
attention in specific skills required for effective communication, such as
greeting guests, answering questions about the hotel, facilities and services,
and handling customer complaints. Also chambermaids have identified
several job-specific tasks where they need reading and writing English skills
such as understanding safety instructions from the equipment handled, and
developing some memos or reports about the hotel status.

● Level of interest in taking this course: All future trainees responded that
they had a high level of interest in taking this course and see it as an
opportunity to excel and prepare themselves to improve their levels of
communication at work.

● Stakeholder Needs: In the interviews conducted with Human Resources

personnel and the hotel supervisor regarding the job profiles and experience
of the future trainees, it was observed that all of them should be able to handle
basic English communications in order to perform their duties. Knowing
phrases for greetings, indicating locations in the hotel, reporting on the
cleaning of the rooms, changing towels, cleaning the bathroom, knowing how
to name the bedding (sheets, blankets, pillows), cleaning utensils, etc.

● Some phrases to use: Greetings (Good morning, good evening, You work
here, If I work here, how can I help you, Housekeeping is at 9 a.m., Need
more towels? Need more pillows. What time should I come by? The coffee

16
 shop is on the second floor, The gym is on the 10th floor, Continental
breakfast is until 10:00 a.m., etc.

● Unimet's Expectations: Create an ESP course to prepare hotel staff, with a

view to meet the language communication needs of all staff, starting with the
chambermaids. It has English teachers, with experience and adequate
curricular preparation. As well as the necessary space and equipment for this
activity. In addition, Unimet works according to the competency-based
education model.

VIII. Course Development

Based on the results of the needs analysis the course’s main objective is to
improve the chambermaids English language proficiency in areas related to their job
specific tasks. Also to teach the participants basic phrases, responses, words, and
work jargon in English that would help them communicate effectively with English
speaking guests. The course will prepare the staff to greet, take orders, take
complaints, and provide information to the English speaking guests, furthermore it is
going to incorporate real-life scenarios and role-plays to improve practical training for
handling common communication challenges in the workplace. It’s essential to
specify that the course will only concentrate on the hotel’s directive’s interest,
therefore the lessons ought to be straightforward and assertive in order to have the
expected success.

1. Design of the course

1.1. Approach: The proposed approach for this course is based on the
principles of Communicative, Functional, or Communicative Language Teaching
(CLT). It aims to achieve communicative competence as the main objective in
teaching English, and to develop teaching materials for the four skills (speaking,
reading, listening, and writing), with emphasis on speaking skills to provide students
with the opportunity to use English for communicative purposes. As Zakime (2019)
notes, in the Communicative Approach, actual communication and interaction are not
only the goal of learning, but also the means through which it takes place.

17
 1.2. Focus: The course is aimed at a specific work, professional and academic
environment, in which subjects are taught that address the communication needs of
hotel chambermaid staff. It is narrowly focused, based on the idea that successful
language learning involves communicating meaning that they use on a daily basis in
a real way. This is in order to engage motivated learners using their natural language
acquisition strategies.

1.3. Classroom activities: Classroom activities should produce meaningful and

real communication at all levels. Consequently, more emphasis can be placed on
speaking skills, rather than on the systems that regulate the rules of the language,
with more learner-centered lessons, and the design of authentic teaching materials.

1.4. Length: The duration of the course is 12 weeks, which classes will be
carried out on fridays and saturday mornings, according to chambermaids
explanation in the questionnaire where they say those are their free days. Then, the
classes will be developed in six hours per day, and the total hours by the end of the
course will be 288. Thus the duration responds to the established by the Common
European Framework which express that an intermediate speed course must last at
least 200 hours.

WEEK UNIT CONTENT ACTIVITIES

1 Unit 1 Introduce course, Formative Activity:

learning objectives, and Using the KWL method
Introductions expectations describe what you know,
and hotel what you want to know and
terminology and Basic hotel-related what you learned about
housekeeping vocabulary and phrases your occupation.
procedures
Parts of a hotel room - Read and take-notes
and their names about the next list of terms:
Hotel-terminology.pdf
Names of the tools and (guestline.com)
equipment used in
housekeeping - Listen to the following
video, practice your
Verbs and adjectives pronunciation with the
used to describe exercises:
Vocabulario en ingles para

18
 cleaning procedures trabajar - Limpieza - Parte
1 - YouTube
Regulars and irregulars
verbs in simple present
and simple past

Common prepositions
used into the hotel
environment

2 - Listen to the following

video, practice your
pronunciation with the
exercises:
Learn English for
Housekeeping Job |
Bedroom Vocabulary [Part
2] - YouTube
Learn English for
Housekeeping Job |
CLEANING PRODUCTS. -
YouTube
– Practice the content with
the next exercises:
Hotel Vocabulary
worksheets and online
exercises
(liveworksheets.com)

Summative Activity
Test 1
Evaluation of completeness
with audios 5% and note-
taking activity 5%.

19
3 Unit 2 Common guests - Listen to the following
Responding to requests in english and video, and pay attention to
guest requests how to respond to them the examples:
and describing Hotel Vocabulary for IELTS
room amenities Correct grammar to - YouTube
and features. organize sentences - View the following videos
about the English Grammar
Verbs tenses: Present (verbs tenses, pronouns)
continuous, past and take-notes about the
4
continuous, future simple forms:
with will and be going to. ALL 12 ENGLISH TENSES
IN 1 HOUR! + TEST -
YouTube
Personal pronouns:
possessives and Just watch present
demonstratives continuous, past
continuous, future simple
5 with will and be going to.
Polite and professional
ALL PERSONAL
language for guests
PRONOUNS | I, me, my,
interactions
mine, myself ... - YouTube

Common guests
Formative Activity:
complaints and how to
offer solutions They will be presented with
a group situation in which
they will have to find a
Vocabulary for
solution and present it in
describing furniture,
front of the whole class.
electronics and room
accessories.
Summative Activity:
Dramatization
Make a video showing the
correct rules of customer
service, try to use the
vocabulary seen in classes
20%.
Week 5

20
6 Unit 3 Describing bathrooms - Watch the following
About fixtures and amenities videos and take-note:
bathrooms, Housekeeping - Level 3 -
floors and Vocabulary for bathroom Cleaning of a vacant room
carpets cleaning supplies - YouTube

Vocabulary for cleaning Housekeeping - Level 3 -

supplies used for floors Cleaning tools, equipment
and carpets and cleaning agents 1 of 2
- YouTube
Verbs tenses: present
perfect, present perfect Housekeeping - Level 3 -
progressive, past Cleaning of the bathroom
perfect, past perfect and mop & vacuum the
7 progressive guest room - YouTube

Conditionals: zero, first, Summative Activity:

second and third. Test 2
Completion of reading with
the previous vocabulary
8 learned (online) 10%.
Week 7

- Watch the following

videos and take-note:
ALL 12 ENGLISH TENSES
IN 1 HOUR! + TEST -
YouTube
Focus on present perfect,
present perfect
progressive, past perfect,
past perfect progressive
tenses.
Oraciones condicionales
en inglés (¡con ejemplos!) -
YouTube

Summative Activity:
Oral presentations about
effective cleaning methods,
present at least 3 tips per
group 15%.
Week 7 and week 8.

21
9 Unit 4 Using English to Summative Activity:
Priorities, safety communicate work Writing Workshop
and security schedules and priorities. Write your opinion about
the following article:
Planning written and Fire Emergency Plan and
prioritizing housekeeping Procedures Sample For
tasks Hotels | Resorts
10 (setupmyhotel.com)
Understanding 10% Week 9
emergency procedures Summative Activity:
and protocols Oral Defense
In class justify your opinion
Identifying and reporting about the article 5%.
11 safety hazards using Week 10
english to communicate
emergency situations.
Read the following articles:
How to Handle Emergency
Verb tenses: future Situations in Hotel &
continuous and future Restaurant (hospitality-
perfect. school.com)
3 Tips on Communicating
With Hotel Workforce
During a Crisis
(beekeeper.io)
- Watch the following video
just for part of future
continuous and future
perfect tenses.
ALL 12 ENGLISH TENSES
IN 1 HOUR! + TEST -
YouTube

Final Test
(Comprehensive Exam)
Test of the content seen in
the subject divided into
languages skills 25%.
Week 11

12 Review and assessment

Review of the course content and assessment of the language skills.
Feedback and recommendations for further language development.

22
 2. Sequence

The sequence of the syllabus is aimed at the development of the English skills
gradually, which begin with the basics of the language, such as basic vocabulary,
names and terminology, and simples sentences structure, as well as common
phrases and expressions.Thus, learners will have a solid foundation of the language
in order to progress to more complex skills. According to a renowned English
language teaching expert, Harmer (2007) a good syllabus should include a focus on
grammar, vocabulary, functions, and skills with an emphasis on building a solid
foundation on grammar and vocabulary. Once learners have the basics solids well
established, they will be able to produce in the target language, therefore the
syllabus also includes the progressive introduction of more complex vocabulary and
all the verb tenses in order to make chambermaids able to communicate effectively
in any context.

The evolution of the units begins with simple terminology and phrases
regarding their job-tasks, therefore it includes names of the equipment used, parts of
the hotel, and the most important grammar and vocab structures that must be
consolidated previously to continue with the following lessons. After building a
foundation in the first unit, the course focuses on developing communication skills for
interacting with guests, which is the most important need to be attended to because
of their workplace demands. Also, knowing how to handle common guests' requests
and recognizing cleaning procedures, it will allow students to apply their language
skills in a practical setting. Finally, as students gain more confidence, they move on
to learn necessary vocabulary to cope with emergency situations. Overall, this
sequence is designed to provide students with necessary language skills focused on
their issues and lacks for them to perform their job and communicate effectively in a
professional and confident manner.

3. Evaluations

The participants will be evaluated through a set of formative and summative

evaluations that will test them in the 4 skills (speaking, listening, reading and writing).
The formative evaluations will consist of pronunciation exercises, stimuli-response
exercises, basic written production, and basic written comprehension. On the other

23
hand the summative evaluations, the ones that will prove whether the participants
are building enough English comprehension for them to be suitable for the hotel, will
consist of conversations that will simulate different possible scenarios that the
chambermaid could go through while interacting with a guest (taking an order or a
request, a guest asking for help or information, among many others), writing formal
emails for the guests who request more information through email, comprehension of
simulated complaints and the production of a formal written response.

DATE ACTIVITY PERCENTAGE CONTINGENCY

Week 3 Test 1: Evaluation of 10% Adjustments in the

completeness with scope, dates and
audios and note- weighting of
taking activity.. evaluations.
Week 5 Dramatization 25%
Change in the
conditions of the
Week 7 Test 2: Completion 10% activities and
of reading evaluations
Week 7 and 8 Oral Presentation 15%
(individual and
collaborative)
according to
Week 9 Writing Workshop 10% country conditions.

Week 10 Oral Defense 5%

Week 11 Comprehensive Test 25%

Part III

XIV. Teaching materials

1. Unit 2

Using the Predictive model to design the study materials to be used by the
trainees, exercises, and assignments were created that provide a framework for
teaching based on the use of students' creativity to select, organize, and present
information and data.

24
 The following material is designed to practice vocabulary and phrases that
describe locations of areas in the hotel, as well as describe the elements of the
rooms, or respond to guest requests that are covered in Unit 2 of the syllabus.

To make the class session more dynamic, word completeness teaching

materials were created using the interactive tool educaplay to motivate participants
to immerse themselves in their routine tasks, creating a linguistic context similar to
the one they have to respond to in their daily work routines. Participants will be
learning specific vocabulary and phrases, acquiring reading comprehension and
writing skills. Access the interactive link to practice vocabulary of hotel locations:

https://es.educaplay.com/recursos-educativos/14344131-
complete_the_story_with_the_appropriate_word_in_each_case_seen_in_class.html

The following is a recreation of the exercise material used to practice and test
vocabulary of hotel places and locations:

Complete the following story with the word that corresponds in

each case (viewed in class).

Word box: To attend, check in, bellboys, valet, chambermaids,

spacious, receptionist, book a room, luxurious.

Hotel Palacios has ___________ parking and qualified personnel

___________ your needs. At the entrance, you will be attended by the
most experienced ___________ in the country. At the reception desk
you will able to ___________ and be assigned a room. ___________
will carry your luggage to your room while you enjoy a complimentary
drink of your choice. Between 12:00 and 1:00 the ___________ will be
cleaning your room. At Hotel Palacios you will have entertainment for
all ages, we have ___________ and ___________ rooms such as the
swimming pool, bar, spa, saunas, and a game room. Do not wait any
longer, ___________ in our wonderful hotel.

25
 Resolution

Hotel Palacios has valet parking and qualified personnel to attend

your needs. At the entrance, you will be attended by the most
experienced receptionist in the country. At the reception desk you will
be able to check in and be assigned a room. Bellboys will carry your
luggage to your room while you enjoy a complimentary drink of your
choice. Between 12:00 and 1:00 the chambermaids will be cleaning
your room. At Hotel Palacios you will have entertainment for all ages,
we have spacious and luxurious rooms such as the swimming pool,
bar, spa, saunas, and a game room. Do not wait any longer, book a
room in our wonderful hotel.

Test for Unit 2 (Verbs tenses)

The following material is a practical guide for verb exercises.

Part I: Grammar

Choose the correct form of the verb to complete each sentence.

a) She _______ (clean) the bathroom right now.

b) Sarah ____ (make) the bed at the moment.
c) When we arrived at the hotel, the chambermaid _______ (make)
the beds.
d) I _______ (visit) my family next week.
e) He____ (scrub) the bathtub right now.
f) The chambermaid _______ (work) when the manager came in.
g) We _______ (not, stay) at this hotel next month.
h) Tomorrow, the housekeeping staff ____ (to clean) the carpets in

26
 the hallway.
i) Yesterday, the chambermaid ____ (vacuum) the floor in room
301.
j) Next week, the hotel ____ (to provide) new uniforms for the
housekeeping staff.

Part II: Reading Comprehension

Read the following passage and answer the questions below.

Dear Chambermaids,

We are pleased to inform you that the hotel will be expanding soon.
As a result, we will be hiring more staff in the coming months. We will
also be renovating some of the existing rooms, which will require
additional cleaning duties. We will be providing training for all new and
existing staff to ensure that our guests receive the highest level of
service possible.

a) What is happening at the hotel soon?

b) Will the hotel be hiring more staff?
c) What will be required of the chambermaids during the renovation?
d) Will training be provided for the chambermaids?

Part III: Writing

Write a short paragraph (5-7 sentences) about a future event in

which the chambermaid will be responsible for cleaning duties.

Example:

Next month, the hotel will be hosting a large conference…

Sample answers:

Part I: Grammar

Choose the correct form of the verb to complete each sentence.

27
She is cleaning the bathroom right now.

Sarah is making the bed at the moment.

When we arrived at the hotel, the chambermaid was making the beds.

I am going to visit my family next week.

He is scrubbing the bathtub right now.

The chambermaid was working when the manager came in.

We won't stay at this hotel next month.

Tomorrow, the housekeeping staff is going to clean the carpets in the

hallway.

Yesterday, the chambermaid was vacuuming the floor in room 301.

Next week, the hotel will provide new uniforms for the housekeeping
staff.

Part II: Reading Comprehension

Read the following passage and answer the questions below.

a) The hotel will be expanding.

b) Yes, it will be hiring more staff in the coming months.
c) Additional cleaning duties will be required.
d) Yes, the training will be provided for chambermaids.

Part III: Writing

Write a short paragraph (5-7 sentences) about a future event in

which the chambermaid will be responsible for cleaning duties.

Example:

Next month, the hotel will be hosting a large conference. As a result,

the chambermaids will be responsible for cleaning the conference
room every morning. They will need to arrive early to ensure that the
room is ready for the conference attendees. Additionally, they will
need to make sure that the room is cleaned thoroughly each day to
maintain the high standards of the hotel.

28
XV. Evaluation

This evaluation model reflects the communicative language teaching (CLT)

approach, as Unimet works according to the competency-based education model. In
basic terms, competency-based education is primarily concerned with developing the
skills and abilities that learners should achieve in each of the language areas
(listening, speaking, reading, and writing). This means that learners can only
advance when they can demonstrate proficiency in these four competencies. The
tests, therefore, assess listening comprehension, speaking production, reading
comprehension, and writing production.

Evaluation Model

Read the questions carefully and select the answer that best fits the solution.
This test is given to assess listening, pronunciation, reading and writing skills in Unit
2. Please work in groups of three to take this assessment:
In this section you will be assessing the vocabulary and expressions studied in
unit 2, remember that phrases and sentences are formed with the correct verb
structure and forms normally used to make a complaint, for example:
- Present Perfect Tense verb form :

● Ask: We start the sentence with the auxiliary verb 'have/ has' + the subject
(you, she, he, they) +Present Perfect Tense verb + Direct Object.?

Have you cleaned the bathtub?

● Affirm: We begin the sentence as follows: Yes + S.+ have/ has + (already) +
V. 3 + O.
Yes, I have already cleaned the bathtub.

● Negate: We begin the sentence as follows: S+ have/ has +not + V. + O.

No, She hasn't cleaned the bathtub yet.

29
 The following exercises assess all four skills in order to help students learn
more about the language and structure typically used when making a complaint in
the chambermaid's department.
I) LISTENING (5 points):

1.1. Listen to the audio that the teacher will place in the room, and listen to the Hotel
floor chambermaid supervisor talking to a guest on the phone. Pay attention to the
excerpt of the conversation, and then answer the following: (2.5 pts.)

1. What did the hotel guest want? _______________________________________

2. What should the chambermaid do? ____________________________________
3. What did the guest ask for next? ______________________________________
4. In which room did the guest stay? _____________________________________

1.2. Listen to the dialogue again and complete the following sentences: (2.5 pts.)

Good ________. What room are you ____ staying in? How can I reach
_______ you? Would you like me to call ________? I won't be long, I'll be
right there _____.

II) SPEAKING (5 pts).

2.1. Practice with your teammates the following expressions uttered by people
related to the hotel chambermaid department. (3 pts.)

1. I'm sorry, sir. I am assisting you.

2. How can I help you?
3. Good morning sir, can we clean up?
4. What time do you vacate?
5. Continental breakfast is until 12 noon sir.
6. I'm sorry, sir. I'll be right up to your room with fresh towels.
7. Would you like more soap?
8. Do you know where the first aid kit is?
9. The bathroom needs to be cleaned, and the bed has just been soiled.

30
 10. May I have one more towel, please?
11. Where I look for the ice.
12. How many pillows would you like, sir.
13. Thank you very much for the tip ma'am, we are not allowed to receive it due to
hotel policies.
14. I have already informed the supervisor that I need your assistance sir...
15. I will be right up with a mop.

2.2. Then exchange roles among your teammates and set up the dialogue between a
guest, the supervisor, and a chambermaid: (2 pts.)

Good morning 1) Guest. Gentlemen, good afternoon, there has been an

accident in the bathroom, and it is clogged. 2) Supervisor: We will send the
maintenance plumber right away. Do you need towels? 3) Guest: Yes, please
bring towels and clean sheets as well. Provide towels 4) Chambermaid: Which
room is it to bring you the towels Sir? I'll be right up, Sir.

III) READ (5 ptos.)

Read the following text carefully. Discuss with your three classmates possible
answers to the comprehension questions about the floor chambermaid area:
The housekeeping department of the hotel consists of the 16 chambermaids
and 4 floor supervisors. They are in charge of the order and good appearance
of the hotel in general, in addition to the rooms and the common areas of the
hotel (entrances, lounges, restaurants, corridors, stairs, bathrooms, etc.).
They may also attend to customer complaints and claims related to their area.
When a complaint is addressed, the staff should respond immediately with a
friendly manner. Generally, the hotel asks its guests to leave a notice in case
they wish to change their towels and linens during cleaning, or you may
contact the supervisor by calling extension 0020.

3.1. Formulate sentences to answer the following questions: (3 pts.)

1) List the housekeeping areas of the hotel.
2) How many people make up the department?
3) How many supervisors are there in the department?
4) How to respond to a complaint?

31
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3.2. Answer the questions about the written text: (2 pts.)

(a) How can a guest request a change of towel?

_____________________________________________________________
(b) What is the telephone extension for attending or formulating guest
complaints?
______________________________________________________________

IV) WRITING (5 pts.)

Look at the picture and write 5 sentences that talk about situations that occur in the
chambermaid's department. Use the structures studied in unit 2. See the initial
example.

Examples:

● The chambermaid has performed the room cleaning.

● The chambermaid has registered the laundry order.

Describe the image in a sentence: (1 point per sentence)

1)

2)

32
3)

4)

5)

Part IV

IX. Conclusion

The application of an ESP course to the staff of an establishment that greets

people from all over the world is a crucial step to guarantee the success of the
company. To create such a course, certain methodologies needed to be followed,
these methodologies are related to the needs analysis, the evaluation of the results
of the data collected in the information gathering, and applying the instruments of
questionnaires and surveys. Tabulation of qualitative information with a linguistic
corpus analysis approach, which allowed us to evidence the needs, shortcomings,
and desires of the future learners, as well as to measure the expectations of the
stakeholders, and to establish the knowledge gap with respect to the language. With
this information, it was possible to develop a prototype ESP curriculum aimed at
effective English language teaching that would allow the acquisition of
communicative competencies in their areas of work, define the levels of training, and
incorporate the communicative language teaching (CLT) approach and the
competency-based education model. In order to develop the skills and abilities of
students in each language area (listening, speaking, reading, and writing). The result
from this course would be beneficial and crucial for both the staff and the

33
stakeholders involved with the hotel, it is necessary to follow the specified evaluation
plan as well as the topics and vocabulary that are taught in order to produce
communicative competent staff members.

34
VII. References

⇁ Barstukmen, Helen (2010). Developing Courses in English for Specific

Purposes. Location : NY. https://silo.tips/download/developing-courses-in-

english-for- specific-purposes

⇁ EF EPI. (2022). El ranking mundial más grande según su dominio del

inglés https://www.ef.co.ve/epi/

⇁ Fernández, R. (August 10, 2022). Los idiomas más hablados en el mundo

en 2021 (millones de hablantes y hablantes nativos). Statista.

https://es.statista.com/estadisticas/635631/los-idiomas-mas-hablados-en-el-
mundo/#:~:text=El%20ingl%C3%A9s%20es%20en%202022,esta%20lengua
%20como%20segundo%20idioma.

⇁.Frendo, E. (July 2, 2018). Needs Analysis. [YouTube].

https://youtu.be/ppqTPWOVTfs

⇁ González-Tourís, M. (2023). Needs Analysis presentation. ESP BPTLI62

2223-2. Universidad Metropolitana.

https://campusvirtual.unimet.edu.ve/course/view. php?id=1141

⇁ Harmer, J. (2007) How to teach English: An introduction to practice

language teaching.
https://ia800801.us.archive.org/31/items/HowToTeachEnglish/How%20to%2
0Teach%20English%20Harmer%2C%20Jeremy.pdf

35
 ⇁ Hutchinson, T. & Waters, A.. (1987). English for Specific Purposes.

https://assets.cambridge.org/97805213/18372/excerpt/9780521318372_exce
rpt.pdf

⇁ Tan, R. (2015). Waiter can’t speak English, service is very slow, tasty,

cheap local food - Review of Pak Mid Cafe, Batu Ferringhi, Malaysia -
Tripadvisor. https://www.tripadvisor.com/ShowUserReviews-g635527-
d10037955-r497636310-Pak_Mid_Cafe-
Batu_Ferringhi_Penang_Island_Penang.html

⇁ Univ-English. (n.d.). English for Specific Purposes (ESP). Lecture 04: Needs

Analysis in English for Specific Purposes (ESP). Part One. [Youtube].

https://youtu.be/-5DOCeg2h1E

⇁ Zakime, A. (2019). What is the Communicative Approach?.

https://www.whatiselt.com/single-post/2018/08/23/what-is-the-
communicative-approach

36
RUBRIC. ESP Part 1. Análisis de necesidades

La introducción es clara, va de macro a micro y es acertada en sus planteamientos

1/1

El trabajo presenta una sección teórica que resume las lecturas

2 /2

Se describe el contexto 1/1

Se determina el propósito del A.N. y se menciona la lista de la información que se

pretende recopilar 1/2

El objetivo principal del trabajo es claro y lograble

0/1

Los objetivos específicos contribuyen al cumplimiento del objetivo principal

0/1

Se describe en detalle al grupo de aprendientes hipotético

0,5/1

Se menciona de qué fuentes se recopiló la información que describe las

necesidades de los aprendientes

0,5/1

La metodología e instrumentos elegidos son adecuados para recabar la información

necesaria 0,5/1

Se justifica apropiadamente su elección

0,5/1

Los instrumentos presentan un borrador apropiado para ser presentado a un

validador 1/3

Las preguntas corresponden al cumplimiento del objetivo general del trabajo

1 /2

El trabajo cuida forma, ortografía y redacción

1,5/2

El trabajo presentas citas y referencias

1/1

37
TOTAL: 12

Comentarios: The questionnaire needs to be rewritten and adjusted to gather useful

information from the learners. The questions must respond directly to the general
and specific objectives. Please, modify it and then continue. Contact me if you have
any further questions.

====================================================

EVALUATION PART 2 ESP PROJECT

Rubric

The students present hypothetical results for the Needs Analysis that they had
proposed 3,5/4

The students determine the course focus 0/2

The students determine the course length 2/2

The students determine content 3/3

The students briefly consider materials and evaluations 1/1

The students explain reasons for their chosen sequence, contents, and units of
the program. 3,5/4

The program is graphically explained 1 /1

The students produce a well written document 2/2

The students include citations and references 1/1

TOTAL 17
I am glad to see that you have improved your project greatly. Keep up the good work
for the last part of the project.

__________________________________________________

38
 Evaluation 3

Rubric

Materials

The students mention what competence they attempt to achieve 0 /1

The materials designed by the students will serve as evidence of the mastering of the
competence 1,5 /2

The materials suits learners’ interest and needs 0,5 /1

The materials provide a stimulus to learning 0,5 /1

The materials include clear instructions and a sample answer 1/1

The complexity of the task is adapted to the level of the students 1,5/2

The material is creative and attractive 0,5/1

The students explain the pertinence and relevance of the materials for the language
learning process 1/2

Evaluation

The instructions are clear, and a sample answer is provided 1/1

The evaluation assesses what it is supposed to assess 1/1

The evaluation is neither too long nor too short 1/1

There is relationship between each question and the skill that is being assessed
2/2

There is a clear relation between the questions and the syllabus

2/2

39
The students explain the evaluation and its objectives in detail
1/1

The students justify the selection of materials 1/1

TOTAL 16

40