TOEIC Curriculum Guide

VIETNAM HUMAN RESOURCES DEVELOPMENT IN TOURISM PROJECT
No. VNM/B7-301/IB/97/0234 funded by the EU

Vietnam National Administration of Tourism
in partnership with the European Commission
CURRICULUM GUIDELINES
for English Training
in Tourism Vocational Training
in Vietnam
Vietnam Human Resources Development in Tourism Project
Hanoi, 2009
TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam
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The English Language Proficiency Curriculum Guidelines for English Training in

Tourism Vocational Training in Vietnam was developed by IIG Vietnam JSC, Hanoi,
Vietnam for Vietnam Human Resources Development in Tourism Project.
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Developed by IIG Vietnam ETS Country Representative
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Executive Summary
Bearing the burden of improving the quality of the current workforce and providing a large
quantity of internationally qualified employees, Vietnam National Administration of Tourism
(VNAT) has had its own strategies of enhancing training quality. The organization has
conducted a project known as the Vietnam Tourism Human Resources Development project
(VTHRD) to have the benchmarks for 13 occupations built up. Apart from this, a TOEIC
oriented English Proficiency benchmark has also been established for standardizing the
English proficiency levels of the workforce.
To create further conditions for training institutions within the sector, the project has also
decided to have a TOEIC oriented English language training curriculum designed toward the
set benchmark. That is also the purpose of this assignment, TOEIC oriented Curriculum
Guidelines for Tourism Vocational Training in Vietnam. It is expected to pave the way for
teachers at training institutes to help their students reach the set benchmark; therefore,
meeting the training requirements of Vietnam National Administration of Tourism.
The curriculum guide is organized into seven chapters. The first chapter, Introduction,
provides background information of the project, including the context of the tourism industry
in Vietnam, the rationale for the English benchmark and the necessity for the curriculum
guidelines. The next six chapters discuss issues centred to curriculum design. Chapter 2,
Curriculum Design Requirements, highlights guiding principles in the development of this
curriculum, taking into consideration the matter of vocational literacy. Chapter 3, Vocational
Literacy Modules, is a brief overview of how many modules there are in the curriculum guide
for vocational training. An important part of this chapter which can serve as a good guide in
the design of vocational training syllabus is that on scheduling, i.e., how many hours of
training should be provided to students at a certain level of proficiency, based on the TOEIC
scores. Curriculum and Assessment Guide is the focus of chapter 4, which briefly mentions
the learning outcomes and content guidelines of the curriculum. Also in this part, it is strongly
recommended that TOEIC be used as a placement and exit test before and after each
training module. Chapter 5 describes Trainer Requirements in terms of qualifications, training
delivery resources, training methodology and methods. Chapter 6, Assessment, is an
important chapter which presents two types of classroom assessment known as summative
and formative assessment. For a better result that can thoroughly reflect teaching and
learning performance, a combination of these two types of assessment in the classroom is of
great importance. The last chapter and also the most important is Skill Level Charts.
Detailed descriptions on the performance expected at each level of proficiency are provided
under the four skills of the English language: Listening, Speaking, Reading, and Writing. The
performance on these skills is further described in terms of functions, content/context, and
accuracy. Last but not least is a reference for curriculum guidelines users in which linguistics
glossary, list of frequently used English words sorted by the six occupations in tourism, and a
sample teaching guide are presented.
It is hoped that these materials would be useful for Vietnam National Administration of
Tourism in assisting its training institutes, which, in its turn, is of value for the upgrading of
standard and quality of human resources in the tourist sector. Based on the curriculum
guidelines, training institutes are expected to develop their own curricular and/or syllabus to
make the most of their own advantages and to gain the highest result in meeting the
demands of the tourist industry.
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Table of Contents
Chapter 1: Introduction ...............................................................................................5
Background Information .....................................................................................5
Project Objectives ... 5
Project Purposes ..5
Project Results ...................................................................................................6
Rationale for the Development of the English Proficiency Benchmarks ............6
The English Proficiency Benchmarks for Six Occupations
in the Tourism Sector .........................................................................................6
Benefits of the Benchmarks and Curriculum Guidelines ....................................7
Chapter 2: Curriculum Design Requirements............................................................8
Recommended Methodology ..............................................................................9
Standards-based Instruction, Competencies and Content Standards ................9
Vocational Literacy ............................................................................................9
Literacy Defined ..................................................................................................9
Chapter 3: Vocational Literacy Modules ..................................................................10
Description ........................................................................................................10
Levels of Progression .......................................................................................10
Scheduling ........................................................................................................10
o General Scheduling ..............................................................................10
o Hours for Remedial Instruction..............................................................12
o Staff Meetings .......................................................................................13
o Scheduling Extra-Curricular Activities in English ..................................13
Chapter 4: Curriculum and Assessment Guide .......................................................13
Learning Outcomes...........................................................................................13
Content Guidelines ...........................................................................................13
Recommended Delivery Hours .........................................................................13
Learner Entry Requirements.............................................................................13
Chapter 5: Trainer Requirements..............................................................................14
Trainer Qualifications ........................................................................................14
Training Delivery Resources.............................................................................14
Training Methodology .......................................................................................14
Training Delivery Methods ................................................................................14
Chapter 6: Assessment..............................................................................................15
Performance Criteria and Assessment Methods ..............................................15
Formative Assessment .....................................................................................15
Supplementary Assessment Approaches .........................................................16
Examples of Self-Assessment Tools ................................................................16
Examples of Assessment of Real Life Experiences..........................................16
Examples of Collaborative Tools for Instructors and Learners .........................16
Summative Evaluation ......................................................................................17
Chapter 7: Skill Levels Charts 18
Skill Level Descriptors.......................................................................................18
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Proficiency Level Descriptors............................................................................20
Module 1 .22
Levels 1 3 Proficiency Standards...................................................................24
Levels 1 & 2 General Description .....................................................................25
Level 1 Content and Accuracy Indicators .........................................................26
Levels 3 General Description............................................................................28
Module 2 32
Level 4 7 Proficiency Standards ..............................................................35
Level 4 5 General Description..................................................................36
Level 4 Content and Accuracy Indicators....................................................39
Level 6 7 General Description..................................................................41
Levels 4 7 Key Grammatical Structures...................................................45
Module 3 47
Level 8 & 9 Proficiency Standards ..............................................................49
Level 8 & 9 General Description .................................................................50
Levels 8 & 9 Key Grammatical Structures ..................................................54
Module 4 56
Level 10 & 11 Proficiency Standards ..........................................................58
Level 10 & 11 General Description .............................................................59
Level 10 Content and Accuracy Indicators..................................................61
References
Glossary of Terms ........................................................................................................63
List of Frequently Used English Words by Occupations...............................................72
ACTFL Skill Level Reference........................................................................................94
Sample Teaching Guide ...............................................................................................99
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CHAPTER 1: INTRODUCTION
Background Information
The dramatic growth in international and domestic tourism in Vietnam has led to a huge
increase in the workforce of tourism industry. To make such a large quantity of employees be
of high quality, the requirement of training about 25,000 new staffs and retraining the existing
employees is obvious. This is a heavy burden on Vietnam National Administration of Tourism
in general and on training institutions in particular.
To better the performance of the current employees and enhance the quality of training,
VNAT (Vietnam National Administration of Tourism) in partnership with the European
Commission has successfully conducted a project namely the HRDT Project (Human
Resources Development in Tourism Project). The major activity of the project is developing
and applying the Vietnam Tourism Occupational Skill Standard System (known as VTOS)
which are the minimum skills required by a worker for effective performance at entry level in
the workplace. VTOS standards constitute the benchmark for measuring the performance of
workers for 13 occupations in the tourism industry.
Apart from occupational skills, English skills are crucial to ones performance at work; and
therefore, receive main focus of the project. Given the reality that building up sufficient
English proficiency for students in vocational colleges and schools requires long-term training
and huge efforts from training institutions, VNAT has noted the importance of not only the
benchmarks for the English language performance of the occupations but also the curriculum
guidelines to help students reach these benchmarks.
As a result of this project, TOEIC oriented English language benchmarks have been
established for six occupations (among 13 mentioned above) in the tourism sector. This
benchmarking is a tool for the professionals in the field of English as a Second Language
(ESL) to compare their performance with others in the region in order to improve the quality
of their performance and services. The ultimate aim is to raise the English language
performances of employees in the tourist sector in Vietnam to internationally recognized
standards.
To create favorable conditions for teachers and students to reach these TOEIC oriented
benchmarks, VNAT has decided to have a TOEIC oriented curriculum guide for English
training in Tourism Vocational Training designed, basing on the set benchmarks. And that is
also the rationale for this document.
Project Objectives
This project is conducted with an ultimate goal to improve English language proficiency
levels of employees in the tourism industry.
Project Purposes
The purposes of this project are as follow:
Purpose 1: To design a TOEIC oriented English language curriculum guideline for use at
tourist vocational institutions in Vietnam.
Purpose 2: To raise the awareness of tourist vocational institutions of the appropriateness of
their English training programs to the set English Language benchmarks; and to assist the
institution in adapting their English training programs to the benchmarks as well as to the
specific needs of tourism industry in Vietnam.
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Project Results
Result 1: A curriculum guideline of English training programs, oriented towards the industrys
set English Language Benchmarks.
Result 2: Recommendations on curriculum design and training materials development.
Rationale for the Development of the English Proficiency Benchmarks

Statistics show that over the past ten years Vietnam has seen an extraordinary growth in
tourist numbers - a 286% rise since 1998, and in recent years growth has been as 20%
compared to the previous year (data by vietnamtravel.org). Also from this source, visitor
numbers for 2008 are predicted to reach up to 4,350,000 - a 3.5-4% growth compared to last
year. Among this, international visitors to Vietnam in December estimated 375,995 arrivals.
Totally, international visitors in 12 months of year 2008 reached 4,253,740 arrivals, 0.6%
higher than those in year 2007 (data by Vietnam National Administration of Tourism - VNAT).
Given such rapid growth, the demand for a workforce with good professional qualifications
and adequate English proficiency levels is higher than ever. Meanwhile, the percent of labor
that can meet such requirements is relatively low (Vietnams Economy in the Year 2003).
VNAT has, therefore, noted the need for provision of proper training for capacity building and
development, upgrading the workforce to an internationally standardized level in terms of
both professional and English language skills.
As for professional skills, the project has successfully developed the Vietnam Tourism
Occupational Skill Standard System (known as VTOS). VTOS standards are the minimum
skills required by a worker for effective performance at entry level in the workplace. They
constitute the benchmark for measuring the performance of workers in the tourism industry
and are comparable to international standards.
With regard to the English language, in order to make it international for Vietnamese
employees in the tourism sector, again, a benchmark is needed for the measurement of and
directions for improvements in English proficiency levels. Realizing the significance of an
English proficiency benchmarking tool, the Project has decided to have this benchmark
designed. The Test of English for International Communication (TOEIC) has been chosen
to build the benchmark against since it is the only international standardized scores that can
be referenced to the Interagency Language Roundtable (ILR), the American Council on the
Teaching of Foreign Languages (ACTFL), and the Common European Framework (CEF)
descriptive scales for Listening, Speaking, Reading and Writing (Vietnam Tourism Human
Resource Development Project, 2008).
The English Proficiency Benchmarks for Six Occupations in the Tourism Sector
The established English Language Standards for the six occupations in tourism have been
separated into low and high by hotel level for each of the six positions under review to allow
the individual organizations to adopt the standard that is most applicable to their needs at
present.
The standards are referenced to TOEIC scores (Listening/ Reading/ Total scores) as well as
the three other major international language scales in use today the Interagency Language
Roundtable (ILR, also referred to as the American scale, or the Foreign Service scale); the
American Council for Teachers of Foreign Languages (ACTFL) scale, and the Common
European Framework (CEF). These scales have been selected to provide the broadest
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range of references for training providers to consider when developing language-training
programs.
Food & Beverage Server
Low Standard
High Standard
3 Star
300
550
4 Star
425
600
5 Star
525
675
Front Desk Agent

Low Standard
High Standard
3 Star
475
650
4 Star
550
675
5 Star
625
700
Room Attendant
Low Standard
High Standard
3 Star
275
425
4 Star
300
450
5 Star
375
550
Security Officer
Low Standard
High Standard
3 Star
275
425
4 Star
300
450
5 Star
375
525
Tour Guide
Low Standard
High Standard
625
700
Tour Desk Agent

Low Standard
High Standard
500
675
Benefits of the benchmarks and curriculum guidelines

For training institutions, the established benchmarks and curriculum guidelines help provide
a useful reference to adapt existing language teaching programs to the specific needs of the
tourism sector. As the standards are recognized in the hotel and tourism industry, training
institutions, such as vocational schools, can integrate the standards into their education
systems by designating them as measurable goals. Should the benchmarks be officially
introduced as compulsory standards for graduation, students would graduate being
language-qualified and able to enter the workforce without the need of additional Englishlanguage training.
For EFL teachers, the benchmarks and curriculum guidelines help them define a certain level
of proficiency to target at, given the type of occupations they are to train their students. For
example, if a teacher is to deliver an English training course for vocational students who want
to be a tour guide, the teacher is supposed to aim his/her teaching at a level of English
proficiency equivalent to a range of TOEIC scores covering from 625 to 700.
Also, the curriculum serves as a yardstick against which teachers can evaluate the
effectiveness of their training courses and make proper adjustments. Indeed, results yielded
upon conducting formative and/or summative assessments during and/or at the end of a
course can tell whether students English proficiency is up to a targeted level or not.
Teachers can therefore make proper adjustments to their training programs so that their
students can improve their language performance to meet the standard requirements and
standards for different disciplines in the tourism sector.
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CHAPTER 2: CURRICULUM DESIGN REQUIREMENTS

The guiding principle in the development of this curriculum has been to cater to the specific
needs of the Vietnamese students and reflect the reality of the vocational educational system
in Vietnam. Therefore, unlike traditional English language programs, the resulting curriculum
is based on actual levels of English language proficiency, rather than on student class or
grade levels.
Integral to the curriculum is a system of periodic assessment geared towards individualized
measurement of English language proficiency development. This represents the curriculums
foundation of assessment informed instruction.
The curriculum presents an integrated approach of the four language skills: listening,
speaking, reading, and writing. The development of language skills and processes are
designed to help prepare students for academic and national assessments, as well as for
entry into future vocational area workplace.
Specifically designed to enable students to develop proficiency in the English language, the
design of the curriculum was based on the following underlying principles:
Instructional design and implementation must be based on actual learning needs.

Assessment informed instruction is essential throughout the learning process.
Language is functional and is best acquired through meaningful use and interaction.
Language learning is culture-based hence the teaching of culture must include the
values, norms, and beliefs appropriate to the language.
Language learning is an on-going process.
Language acquisition and progress tend to be individualized and is dependent on the
background of each student.
Language processes (listening, speaking, reading, and writing) develop
interdependently.
Students need learning environments that provide opportunities to practice and
develop these skills.
The resulting curriculum is presented in ten (10) levels and is designed to address and
reinforce the acquisition of all four-language skills: listening, speaking, reading and writing.
Rather than focusing on any specific language area, the curriculum represents a holistic
approach to language acquisition. The incorporation of both literary and expository text
provides for extended language development with authentic materials to ensure that
instruction is an integral part of the program. The Language Focus activities are designed to
provide ample opportunities to develop and practice language structures in conjunction with
the content.
Recommended Methodology
The consultants recommend that the following activities be undertaken on an on-going basis
to ensure that teaching programs meet the needs of all learners.
1.
2.
3.
4.
5.
The assessment of English language needs for each related vocational study area;
The assessment of existing English language proficiency levels of students;
The assessment of English language proficiency levels of existing teaching cadre;
The assessment of preferred student learning styles;
Survey of readily available teaching materials; and
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6. Survey of "authentic" learning materials.
Standards-Based Instruction, Competencies and Content Standards
The resulting curriculum represents a structured and systematic program of instruction based
on the internationally recognized standard measures of language proficiency. When dealing
with language proficiency, or communicative competence, student achievement is assessed
and measured in terms of what the learner can do with the knowledge acquired as opposed
to passive knowledge.
The consultants have developed basic skills content standards to facilitate the integration of
basic skills content standards and functional competencies in instruction. The resulting basic
skills content standards are indicated using measurable statements or content standards.
Vocational Literacy
The fact that an individual may be skilled and technically competent in given vocational areas
does not mean that he or she will possess the same competency with all the listening,
speaking, reading, and writing demands of the workplace. The need to integrate literacy
training applies to all further training programs as participants at any level may experience
difficulties with some of the literacy requirements of their course. Writing, handwriting,
spelling, computer difficulties can, for example, lead to learning difficulties unrelated to their
technical capabilities.
Effective literacy programs, tailored to meet the needs of the learners and the language
levels required in the workplace, are considered a critical element in development programs.
Literacy skills are best developed in the context of meaningful and relevant activities.
Undergoing an effective and purposeful literacy program activity, will enable individuals with
needs for literacy and numeracy development to successfully gain the need skills required for
increased employability.
Literacy Defined
Literacy, as defined in the development of the TOEIC oriented Curriculum Guidelines
includes the skills of Listening, Speaking, Reading and Writing in the English language. The
four learning areas addressed in the modules look at the ability to:
speak and be understood in personal and work environments;

listen and understand in personal and work environments;
read and understand in personal and work environments; and
write and be understood in personal and work environments
Literacy contributes to the ability of individuals and encompasses aspects of personal

development, confidence building and added self-esteem.
To ensure that programs are successful, the needs of individuals with literacy difficulties
must be recognized and addressed. Integration of literacy support and development into all
training programs will increase the effectiveness of skills training; enable successful
progression through the various modules and increase retention.
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CHAPTER 3: VOCATIONAL LITERACY MODULES

Description
The Vocational Literacy program is separated into four main modules, each of which covers
a broad range of language and literacy skills, from no functional ability in English, through an
advance level of proficiency.
The Modules are further sub-divided into levels defined by specific TOEIC Total Score
Ranges.
Levels of Progression
The levels of progression indicate specific competencies, knowledge, abilities and skills that
students are expected to achieve. These competencies form the main body of the curriculum
and specify in observable and measurable terms, the performance indicators required at
each progressive level. Prior to progression to each subsequent level, it is assumed that
students will have mastered the benchmarks of lower levels. It should be noted, however,
that students should not be expected to progress and reach each level at the same time and
that teachers need to be able to address the learning needs of each respective student.
Assessment based language instruction is therefore a key element in the implementation of
this curriculum.
Scheduling
General scheduling
The training of students at different levels of English proficiency should be scheduled as
follows.
Students with TOEIC Total Scores Below 250
(Listening and Reading Part Scores Generally Balanced)
This level is out of the benchmark range (TOEIC scores from 275 to 700); however, it is
included because it is a common fact that the levels of the majority of Vietnamese students
are within this score range (10 below 250) (data collected by IIG Vietnam, December,
2008). There is a strong possibility that students need training at this level. A view on the
learners proficiency is a must for planning what should be included in the training program to
get them to reach the required benchmarks. For the reason above, the suggestions for the
learning schedule and the description of the ability of students with TOEIC total score below
250 are presented hereunder and in the part of Skill Level Chart as well.
These students have serious language deficiencies and lack any real ability to understand
spoken English and to read English. The initial stages of their program of study should begin
from this point. These students need a long-term program of study designed to move them
through the basic literacy skills including character recognition and formation, sound
recognition, word formation and basic vocabulary. At this stage of the program these
students would benefit from an instructor who can respond to questions and to provide
needed explanations in the examinees native language. The instructor should also be
experienced in teaching and training adults.
Students in this score range studying intensively (with in-class sessions taking place AT
LEAST 2-3 times per week for periods of approximately 2-3 hours per class session for a
total of approximately 100-120 hours within a 3-4 month period) can expect to see
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development in their overall English proficiency level. Within that period of time a re-test
should demonstrate a positive improvement of approximately 100 Total Score points.
If the course of study is not intensive (as described above) after a period of NOT LESS than
1 year, with in-class sessions taking place AT LEAST 2-3 times per week for periods of
approximately 2-3 hours per class session, the students should be reevaluated for placement
into future programs.
Students with TOEIC Total Scores Between 250 to 395
These examinee scores, when balanced between their Listening and Reading Part scores,
are still BELOW what would generally be considered a Minimum Job Functional language
level for most organizations.
In order to develop their language to a Job Functional level they will need to participate in a
long-term program of language instruction over several distinct stages. The first stage of the
program should be designed to improve the candidate's language ability into a Minimum Job
Functional level of language represented by a TOEIC Total Score range of 500 plus. The
program will need to focus on developing the candidate's ability to consistently use English in
complete sentence length structures, as well as developing consistent control of simple basic
grammar including simple time references. All four of the language skill areas of listening,
reading, speaking and writing need to be developed simultaneously. At this stage of the
program the students would benefit from an instructor fluent in the native language, and
proficient in English language teaching techniques.
If the course of study is not intensive (as described above) the students should be
reevaluated for placement into future programs after a period of NOT LESS THAN 6 months,
with in-class sessions taking place AT LEAST 2-3 times per week for periods of
approximately 2-3 hours per class session.
These students scores, with balanced between their Listening and Reading Part scores,
have reached what would generally be considered a Minimum Job Functional language level
for most organizations.
In order to develop their language to the next generally accepted English proficiency these
students need to participate in a program of directed learning that provides them with an
opportunity to practice using the language knowledge already available. At these score levels
the students need to develop the ability to consistently use English in complete paragraph
length structures, as well as demonstrating general control of basic grammar (including
modifiers and connectors) and all three simple time references. The program should also
introduce the development of verbal descriptions in paragraph length form and the ability to
provide oral and written instructions. All four language-skill areas need to be developed
simultaneously. The students would benefit from an instructor fluent in the native language,
and proficient in English language teaching techniques.
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If the course of study is not intensive (as described above) the students should be
reevaluated for placement into future programs after a period of NOT LESS THAN 6 months,
with in-class sessions taking place AT LEAST 2-3 times per week for periods of
approximately 2-3 hours per class session.
These students scores, with balanced between their Listening and Reading Part scores,
have reached what would generally be considered a Job Functional language level for most
organizations.
These scores indicate a need for these students to participate is a course of study
emphasizing fluency and accuracy in concert. In order to improve this level of language the
candidate must develop a routine of making continuing use of all four language skills on a
regular basis. At this level of language the greatest weakness is in overall accuracy and
consistency of use.
To develop their language ability further, the students need a two-stage program of study
that provides them with an opportunity to develop the ability to consistently use English in
complete paragraph length structures; to develop consistent control of basic grammar
(including modifiers, connectors and articles); and to develop use of all three time references
in more than simple form. The program should also emphasize consistent production and
comprehension of verbal descriptions in paragraph length form and the ability to consistently
provide oral and written instructions. All four language-skill areas need to be developed
simultaneously. The candidate would benefit from an instructor fluent in the native language,
and proficient in English language teaching techniques.
should demonstrate a positive improvement of approximately 70-100 Total Score points.
If the course of study is not intensive (as described above) the students should be reevaluated after a period of NOT LESS THAN 6 months, with in-class sessions taking place
AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session. In
order to benefit from this program of instruction the students should also be urged to develop
an on-going habit of self-development and practice, outside of the classroom.
Hours for Remedial Instruction
In addition to regular class time, study hours should be allocated for remedial instruction for
pupils who have difficulties learning English, taught by specially trained English teachers.
Given that assessment forms an integral and on-going part of this curriculum, teachers
should be conducting formative assessment throughout the learning process to determine
how well each student has been able to meet the performance criteria as set by the
performance indicators or performance standards.
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Staff Meetings
English department staff meetings should be regularly scheduled in the timetable throughout
the school year. If possible, weekly meetings should be held with all teaching staff
regardless of level taught to determine the progression of classes and student progress.
Scheduling Extra-Curricular Activities in English
Extra-curricular activities in English should be encouraged to allow students to use their
English language in simulated or real life settings. Examples of activities include
Toastmaster-like groups, that would allow students to develop presentation skills

and gain out-of-class speaking practice;
English special interest groups that focus on vocational subject areas. This would
allow students to practice using their language in work life settings which would
benefit them after their graduation from school;
English technical journal groups where students could get together and read texts,
manuals or articles about their vocational interest areas, or even develop English
language technical journals in their fields of study.
Field trips or study tours to actual vocational work environments where English is
used on the job to provide students with exposure to real life settings. This allows
them to see that English is indeed important to their professions and would therefore
serve as indirect study motivation.
Special English language guest speakers who could meet with the students to speak
on topics of interest. Speakers for example, could be invited from related industries,
entertainment fields, or NGO offices depending on the students interest.
CHAPTER 4: CURRICULUM AND ASSESSMENT GUIDE

Learning Outcomes
See individual module sections
Content Guidelines
See individual module sections
Recommended Delivery Hours

Each of the Vocational Literacy Levels is progressive. Each level as defined by the TOEIC
Total Score Range should require an average of 30 40 contact hours, over a period of not
more than 4 6 weeks.
Learner Entry Requirements
All learners will take the Test of English for International Communication (TOEIC).
TOEIC scores will be used to determine their Module Level and class placement
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Throughout each module level learners should be tracked using performance-based

assessments, or checklists to determine the degree to which they meet the requirements of
each level.
At the completion of each module learners should take a TOEIC Post-test to determine their
eligibility for progress into the next functional module segment.
CHAPTER 5: TRAINER REQUIREMENTS

Trainer Qualifications
Trainers are expected to hold a minimum educational level of a Bachelors Degree, or the
equivalent as measured by previous teaching experience. Although not required, trainers
would benefit from having obtained a Teacher of a Foreign Language (TEFL) Certificate.
It is encouraged that all trainers also complete formal Implementation Training and
Curriculum-based Train-the-Trainer workshops.
Training Delivery Resources
The following resources are encouraged to support the delivery methods recommended:
Trainers Guide: To be developed for presentation at the Train-the-Trainers

Workshop.
Facilities and Equipment: Where possible the classrooms should minimally be
organized into small work groups. As much realia as possible should be available to
support the contextual aspects of each module.
Books and References
Contextualised trainer-developed handouts and worksheets will likely form the core of
the material used in training.
Training Methodology
Teachers need to be aware of the characteristics of their learners and develop lessons that
address both the STRENGTHS and the NEEDS of their individual students. While some
learners may have little formal education, but a great command of basic spoken English,
others may have an excellent grasp of formal grammar but be unable to understand native
English speakers in real life situations. If teachers are aware of the differences within their
classes, they can develop lessons that build on individual strengths and address individual
needs.
In order for teachers to plan classes that meet the needs of individual learners, careful
assessment needs to be done, both when students enter the program and as they progress
Once students are placed in classes, methods and materials should be chosen based on the
students' learning styles and needs with attention to differences in formal education, age,
cultural background, interest, and life experiences. It is important for teachers to use a wide
variety of teaching strategies in order to help all students progress.
Training Delivery Methods
Literacy skills are best developed in the context of meaningful activity. Individuals with
literacy difficulties progress with greater ease when they participate in programs that are
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interesting and relevant to their perceived needs.
The modules in the Vocational Literacy component of this program are progressive.
Individual learners need to demonstrate through intake testing that they possess the
minimum level of proficiency of a preceding level, before being entered into any next level of
instruction. As modules are separated according to proficiency levels, mixed ability classes
are not recommended. Proficiency training requires a broad range of delivery methods
including:
Lecture
Structured Discussion
Role play
Pair work, small group and
large group work
Dialogues
Listening exercises
Class Projects
Simulations
In situ training activities
Activity-based exercises
etc.
A minimum amount of lecture-based instruction should be used in the delivery of any

proficiency-based curriculum.
CHAPTER 6: ASSESSMENT
Performance Criteria and Assessment Methods
Assessment is an ongoing process that takes into account learner progress in relationship to
learner goals and backgrounds. It is a complex, collaborative process between learners and
instructors, and involves critical thinking, problem solving and reflection on learners life
situations.
Assessment provides information on how well an individual can perform a certain skill at a
given point in time. It identifies, describes and demonstrates evidence of learning. In addition,
learners need to feel accomplishment. They need to know that they have reached a certain
learning goal based on pre-determined criteria. A common assessment framework allows
the instructors and the trainees to speak the same language. For trainers, assessment
allows trainers to plan according to the needs of each individual learner.
While assessment serves a variety of purposes, it is particularly important as a tool to help
learners see their progress, as they are often acutely aware of all that they dont know and
cant do in English environments. Assessment needs to show incremental progress (gradual
movement from doing something with difficulty to slightly more ease or in a wider range of
contexts or situations). For low-level literacy students, in particular, measuring or identifying
progress may be challenging.
When trying to assess any of the standards, it is important to make sure that the assessment
tools are appropriate for what is being assessed. If the focus is on creating communication
and fluency (the oral and written communication strand), the assessment tool should not just
test for accuracy (language, structure and mechanics). Some standards will lend themselves
more easily to assessment than others.
Formative Assessment
A combination of formative and summative evaluation approaches should be used in literacy
programs. Formative evaluation is critical in ensuring successful completion of the program,
as all modules and sub-levels in the Vocational Literacy program are based on progressive
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and systematic language development from Low-Beginning to Intermediate High. Formative
Assessment is critical in any proficiency based training program. As learners progress
through the various competency levels, trainers need to ensure that the learners are indeed
able to meet the required criteria for each given level.
Supplementary Assessment Approaches
There are many different types of assessment approaches. Wherever possible learner
assessment should strive to include:
1) learner self-assessment;
2) teacher and learner collaborative assessment; and
3) assessment in (simulations of) real-life situations in which learners may need to
communicate.
These three types of assessments together can provide a more complex and individualized
view of what learners can do and know. Learners are often capable of doing more than
expected (or allowed) if their motivation is high and the peer and teacher support is
adequate.
Assessment tools need to be critiqued according to how much they show what learners can
do independently and allow learners to demonstrate what they can do with different degrees
of support.
Attitudinal standards, in particular, may require alternative tools to assess how much one can
do within a given standard. Assessment of any of the non-literacy based skills might include
role plays or setting up controlled tasks over the phone or in the surrounding environment
that require learners to experience and reflect on the process-- what was difficult, easy and
why.
Examples of Self-assessment Tools
Daily/Weekly Logs--learners reflect on learning and comment on their

progress.
Self-Assessment Forms--learners comment on their progress in specific
competencies or skills.
Goals Checklists--learners re-examine learning goals that were set at the beginning
to see which ones have been reached and to identify those that still need to be met.
Examples of Assessment of Real Life Experiences
Can-do lists--learners assess the ease and difficulty they have in different areas of
their day-to-day life (work, community, navigating systems).
Role-plays/Simulations--learners act out scenarios in class focusing on different
standards.
Videos and Audio Recordings--learners tape their experience doing tasks in
situations outside class and reflect on their strengths, weaknesses and difficulties.
Field trips-- allow learners to use language and skills that they have learned.
Examples of Collaborative Tools for Instructors and Learners
Dialog Journals--learners keep a journal about their learning and the teacher
responds to the entries to offer encouragement and/or suggestions.
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Conferences--the teacher meets with each learner to discuss the learner's

progress and identify areas for further study.
Portfolios--the teacher and the learner decide together what should be
included in order to document progress.
Oral Feedback--the teacher and class discuss what has been studied in a
given time period, how they feel about their progress, and what needs review
or further study.
Summative Evaluation
This curriculum is linked directly to the Test of English for International Communication
(TOEIC) developed and produced by the Educational testing Service, Princeton, New
Jersey, USA. As part of any summative evaluation of Listening and Reading skills learners
should sit for a Post-test using the TOEIC.
At the lower levels (1 5) additional summative evaluation of Speaking and Writing skills
would be of little evaluative value.
At the upper levels (6 10) learners might benefit from additional standardized testing of
both Speaking and Writing skills.
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CHAPTER 7: SKILL LEVEL CHARTS

Skills Level Descriptors
TOEIC
Range
600-695
550-595
500-545
400-495
350-395
Level
Listening/Speaking
Reading/Writing
10
Advance
Low 1
Can handle most

uncomplicated, social
situations in face-to-face
and non face-to-face
conversations. Can deal
with simple unexpected
situations. Generally use
and respond to whquestions and statements.
Demonstrate good
comprehension and
vocabulary in topics of
immediate needs. Likely to
make errors in more
complex patterns of speech.
Often has problems with
certain sounds in certain
positions. Hesitate and
changes subjects due to
lack of language.
Can read, interpret longer

documents (narration of
events, routine
announcements, and
biographical information,
report) into native language.
Translate longer texts into
English. Be able to get main
ideas and locate routine
information in more complex
material. Can produce
detailed documents
(meeting minutes, reports,
business letters). Can give
persuasive talks. Can deal
with more complex charts
and tables. Can present
informative data with
intended meaning.
Can read and interpret
simplified and some
authentic material on
familiar subjects. Is able to
separate main ideas from
text body. At this level,
reading vocabulary tends to
be extensive. Can write
multiple-page documents
that retain and communicate
intended meaning. Can
ascertain meaning from
writing rather than from
words alone. Can read
words and numbers on
simple charts; interpret a
basic payroll stub; and
complete a simple order
form.
9
Intermediate
High 2
8
Intermediate
High 1
7
Intermediate
Mid 2
6
Intermediate
Mid 1
300-345
5
Intermediate
Low 2
250-295
4
Intermediate
Low 1
Can understand most

factual information and
related discussions. While
more comfortable with
familiar topics, can also
derive meaning from
general context and clues.
Demonstrates developing
spontaneity in language
production, expanded
vocabulary base and
accuracy level. Can listen
to and understand with
greater facility face-to-face
as well as non face-to-face
communication.
Demonstrates beginning
ability to circumlocute.
Employability
Can satisfy routine social

demands and limited work
requirements. Can usually
communicate effectively on
topics relating to particular
interests and special fields
of competence. Can speak
with confidence and can
narrate but may lose this
ability under pressure.
Can handle jobs and/or

training sessions that
involve following basic oral
and written instructions. Still
has difficulty understanding
and interpreting graphs and
diagrams.
Can go beyond being able

to satisfy basic survival and
immediate needs and
limited social demands.
Shows developing
spontaneity in language
production as evidenced by
breadth of vocabulary and
grammar usage. Can listen
to and understand with
greater facility face-to-face
but still has difficulty
understanding non face-toface communication.
Understands learned and
new phrases with greater
facility containing familiar
vocabulary.

simplified and some
authentic material on
familiar subjects. Can write
messages or notes related
to basic needs. Can fill out
basic medical forms, factual
information on job
application forms and check
information. Can read words
and numbers on simple
charts; interpret a basic
payroll stub; and complete a
simple order form.
Can handle jobs and/or

training sessions that
involve following basic oral
and written instructions. Still
have difficulty understanding
and interpreting graphs and
diagrams.
Satisfies basic survival

needs and general routine
social demands. Can ask
and answer simple who;
what, when and where
types questions using
learned vocabulary and
structures. While still
demonstrating influence
from the native language,
they can communicate with
new simple phrases and
sentences containing
familiar vocabulary, when
spoken slowly with frequent
repetition.

simple texts on familiar
topics such as simple
directions, schedules, signs,
maps, and menus written
with frequently used
grammar and vocabulary. At
this level, writing is usually
in the present time. Types of
writing include routine forms
requiring basic personal
information and short,
simple notes and messages
based on familiar situations
and contexts.
Can handle entry-level jobs

that involve some simple
oral and written
communication but in which
tasks can also be
demonstrated and/or
clarified orally. In the
workplace, they can read
simple fax messages,
simple forms and standard
office memos.
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150-245
3
High
Beginning
100-145
2
Beginning
010-095
1
Low
Beginning
No functional ability for true

communication in English.
Communicates primarily
through memorized words,
phrases, sentence
fragments and short,
discrete sentences. Areas of
communication tend to be
limited to areas of
immediate need and directly
to simple job tasks.
No functional ability to
communicate in English.
Communicates primarily
through gestures and a few
isolated words. Areas of
communication tend to be
limited to areas of
immediate need.
Beginning stages of
rudimentary literacy in
English.
May not be literate in any

language.
Should be able to handle

routine entry-level jobs that
require very simple and
repetitive oral or written
Tasks handled tend to be
limited to that which is easily
demonstrated.
Should be able to handle
routine entry-level jobs that
do not require oral or written
Tasks handled tend to be
limited to that which is easily
demonstrated. Employment
choices would be extremely
limited.
(Note: Description of the level from 10 to below 250 is included for reference as explained in
scheduling, page 10.)
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Proficiency Level Descriptors

TOEIC
Range
600-695
Level
10
Advance
Low 1
550-595
9
Intermediate
High 2
500-545
8
Intermediate
High 1
400-495
7
Intermediate
Mid 2
350-395
6
Intermediate
Mid 1
300-345
5
Intermediate
Low 2
250-295
4
Intermediate
Low 1
Functions
Provides detailed information related to

special areas of interest and familiar
topics.
Demonstrates good ability to control
elementary vocabulary and basic
structures
Follows multiple-step directions and
instructions.
Give simple and multiple-step directions
and instructions.
Express minimum courtesy, travel and
safety requirements.
Provides detailed personal information

(textual and numerical) not only about
self but third parties as well.
Demonstrates ability to use descriptive
words for both tangibles and nontangibles.
Follows multiple-step directions such as
work instructions and directions.
Expresses preferences such as for food
items, goods and colors.
Provides simple details on personal

information (textual and numerical) not
only about self but third parties as well.
Demonstrates developing ability to use
descriptive words for both tangibles and
non-tangibles.
Follows simple multiple-step directions
such as work instructions and
directions.
Expresses preferences such as for food
items, goods and colors.
Provides personal information about

self
Uses common descriptive words for
objects, places, routines and people
Follows single-step directions (e.g.
maps)
Asks and answers basic wh questions
Can get through a basic survival
situation
Grammar & Accuracy

Uses verbs in the interrogative, affirmative
and negative forms of present, past and
future tense.
Uses various verbs and modal auxiliaries
such as can, may, would like.
Control of subject-verb agreement.
Uses modifiers.
Uses simple punctuation (comma,
exclamation point, apostrophe) and aware
of more complicated punctuation (colon,
semicolon, hyphen)
Makes few to no mistakes with word order
in simple constructs.
Aware of and little developing control of
collocation on occasion.
Uses of simple proverbs and idioms.
and negative forms of present, past and
future tense.
Uses various verbs and modal auxiliaries
such as can, may, would like.
Developing control of with subject-verb
agreement.
Uses of prepositions and articles still faulty.
Uses modifiers.
exclamation point, apostrophe)
Makes few to no mistakes with word order
in simple constructs.
Uses incorrect word choice on occasion.
and negative forms of present tense.
Intersperses communication with tense
forms other than present simple tense.
Applies native language type time
references in place of verb tenses.
Intersperses various verbs and modal
auxiliaries such as can, may, would like.
Uses object and subject pronouns.
Uses basic color, quality, shape and size
adjectives to describe objects and people.
Uses selected articles, adverbs,
prepositions of time and place through rote
application (e.g., after, in front of) rather
than by design.
exclamation point, apostrophe)
Uses the verb to be in the present tense

Applies memorized use of subject pronouns
Recognizes capitalization rules (such as
names of people, streets, days of the week,
months)
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150-245
100-145
010-095
3
High
Beginning
2
Beginning
Provides personal information such as:

Personal and place names, age,
telephone numbers, basic family and work
related information
Handles basic social courtesies
Follows routine instructions
Uses numbers for routine tasks such as
counting objects and counting money.
Not Applicable at this level due to heavy reliance

on memorized proficiency.
1
Low
Beginning
(Note: Description of the level from 10 to below 250 is included for reference as explained in
scheduling, page 10)
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Target Language
for
Module 1
Levels 1 3
TOEIC Total Score Range: 10 - 245
Pre-Beginning
Beginning
High Beginning
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Although this level (Beginning: 10 245 TOEIC score) is not applicable to any of the six
occupations in the tourism sector, it is important that this part be included in the curriculum
guide. As explained earlier, this is the average level of English proficiency commonly noted
among Vietnamese students (data collected by IIG Vietnam, in 2008). Being aware of this
situation and therefore having a proper training guide for this level is crucial to the success
of vocational training in the tourism sector. Students must achieve the linguistic knowledge
and skills required in this level in order to be able to start being trained toward the
benchmarks for the six occupations. With the target language provided for this level,
teachers would have a clear view of the starting point of the students; and therefore, would
deliver effective teaching, preparing students for the next levels.
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Levels 1 3
BEGINNING LEVEL
PROFICIENCY STANDARDS
TOEIC Total Score Range: 10 245
LISTENING and SPEAKING
Performance Description: Interactions tend to be somewhat limited as English language
proficiency is still extremely limited. Learners at this stage are able comprehend simple
statements, message, instructions and questions related to common and routine matters.
Their interactions are short, face-to-face, informal, and with one person at a time or in small
groups. Speech tends to limited to single word or phrase length utterances and constant
repetition is usually required for them to be understood as native language influence still
dominates in all aspects of language use. Their ability to understand communication relies
heavily on repetition, gestures and other nonverbal cues. Learners speech is slow.
READING
Performance Description: Reading ability at this level is still relatively non-existent. Can
usually recognise individual letters and numbers, sight words and phrases but cannot read
full sentences or connected prose. Learners often rely on visual cues and prior knowledge or
experience with the topic to grasp familiar vocabulary related to people, places and things.
WRITING
Performance Description: Learners at this stage of proficiency copy words, phrases or
short sentences (three to seven words) and relate short messages, using vocabulary related
to the functions. No real use of grammar is evident at this level.
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Levels 1 2
Pre-Beginning/Beginning
General Description
Listening/Speaking:
No functional ability to communicate in English. Communicates

primarily through gestures and a few isolated words. Areas of
communication tend to be limited to areas of immediate need.
Reading/Writing:
May not be literate in any language.
Employability:
Should be able to handle routine entry-level jobs that do not require

oral or written communication in English. Tasks handled tend to be
limited to those that are easily demonstrated. Employment choices
would be extremely limited.
Proficiency Level Descriptions: No functional ability to communicate in English.

Functions
Provides personal information such as: Personal and place names, age, telephone
numbers, basic family information
Handles basic social courtesies
Follows routine instructions
Grammar and Accuracy

Not Applicable at this level due to heavy reliance on memorized proficiency.
Content Indicators
Listening & Speaking:
Comprehends, follows and responds to simple information of personal relevance.
Occasionally provides isolated words, primarily in areas of immediate need.
Requires constant repetition when communicating with both sympathetic and nonsympathetic listeners.
Reading:
Can generally recognize upper and lower case letters in the printed version of the
alphabetic system.
Recognizes basic and isolated sight words
Sight reads common signs (e.g. street signs, shop designations such as exit,
entrance, emergency, danger, in, out)
Unable to read connected prose
Can read numbers on clock face and tell straightforward on the hour time.
Writing:
No real functional writing ability
May be able to copy letters, words and sentences in either graphical form without
accurate stroke order or with developing writing ability
Can produce 50-100 of the most common characters in the writing system
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Level 1
Pre-Beginning
LISTENING and SPEAKING: Content & Accuracy Indicators
Comprehends some basic and commonly used words and simple phrases related to
everyday needs such as:
- basic objects/items (e.g. table, chair, bed, light, lamp, door, window, clock)
- basic colors
- days of the week
- months
- years
- family members
- articles of clothing
- numbers
- time
Produces unintelligible speech as pronunciation and grammar tends to be heavily
influenced by the native language. Increased awareness of differences between the
native language and the target language often accelerates learning process among
adult learners.
Limits speech to areas of personal and work needs, or those for which specific
vocabulary has been learned.
Relies heavily on memorized speech and learned patterns. Tends to use set
expressions.
Engages in basic social courtesies of a routine nature. Responds to greetings with
simple words, gestures and other nonverbal behavior.
Relies on frequent repetition in order to be able to understand and be understood.
Comprehends and follows simple routine instructions with heavy reliance on gestures
and other contextual clues.
Relies on gestures to communicate basic needs (e.g. pointing to selected food or
menu items when ordering food, using gestures to indicate areas of illness or
discomfort).
READING: Content & Accuracy Indicators
Recognizes a few printed upper and lower case letters.

Recognizes numbers in written form.
Recognizes selected sight words and signs in immediate environment such as at
school, shopping areas, bus/train stops and terminals and eateries.
Identifies a few common symbols and labels and captions.
Recognizes basic vocabulary words for some everyday and survival needs.
Comprehends and follows very familiar single step written directions that are
accompanied by illustrations and/or graphical representations.
Recognizes and produces a few English phonemes with general accuracy.
WRITING: Content & Accuracy Indicators
Draws, traces and/or copies letters of the alphabet.

Draws, traces and/or copies simple words (in print and cursive).
Fills out short forms by copying essential personal information.
Applies letter/sound relationships on occasion to spell simple words.
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Level 2
Beginning
LISTENING and SPEAKING: Content and Accuracy Indicators
Understands and participates in limited conversation using memorized words,

phrases and short sentences dealing with very familiar topics.
Speaks using limited vocabulary related to simple, elementary needs. Utterances do
not show real ability to create with the language.
Uses basic words and phrases in social greetings such as Hello, Good
morning/afternoon/evening, How are you? Thank you);
Responds to very basic and familiar who, what and where questions with one
word responses or sentence fragments in familiar contexts.
Speaks with inaccuracy in terms of pronunciation and grammar due to native
language influence.
Comprehends and follows basic instructions and procedures when accompanied by
physical cues.
Identifies by name some familiar objects, people, events, family members, body parts,
months, clothing, foods and objects.
READING: Content and Accuracy Indicators
Recognizes most upper and lower case letters of the alphabet in print.
Recognizes simple vocabulary and short phrases needed to respond to basic
questions or to fill in forms such as name, age, telephone number, address, date,
date and time.
Recognizes increasing number of signs, symbols, labels and captions in the
immediate environment.
Identifies a few familiar objects, family members and basic household items.
Recognizes vocabulary that communicates some personal and survival needs.
Comprehends and follows simple one- to two- step written directions that are
accompanied by illustrations.
WRITING: Content and Accuracy Indicators
Writes letters of the alphabet and simple words with increased accuracy in stroke
order (upper and lower case print).
Uses vocabulary words and learned phrases to fill out routine work related forms such
as times, dates, days of the week, months, years, correct first and last name and
necessary numbers.
Sometimes applies letter-sound relationships to spell simple words.
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Level 3
High Beginning
General Description
Listening/Speaking:
No functional ability for true communication in English. Communicates

primarily through memorized words, phrases, sentence fragments and
short, discrete sentences. Areas of communication tend to be limited to
areas of immediate need and directly to simple job tasks.
Reading/Writing:
Beginning stages of rudimentary literacy in English.
Employability:
Should be able to handle routine entry-level jobs that require very

simple and repetitive oral or written communication in English. Tasks
handled tend to be limited to those that are easily demonstrated.
Proficiency Level Descriptions: No functional ability to communicate in English.

Functions
Provides personal information such as: Personal and place names, age, telephone
numbers, basic family and work related information.
Handles basic social courtesies.
Follows routine instructions.
Uses numbers for routine tasks such as counting objects and counting money.

Not Applicable at this level due to heavy reliance on memorized proficiency.
Content Indicators
Comprehends, follows and responds to simple information of personal relevance.
Provides memorized responses to specific memorized questions and/or
statements as they directly relate to job tasks.
Requires repetition when communicating with both sympathetic and nonsympathetic listeners.
Reading:
Recognizes all the upper and lower case letters in the printed version of the
alphabetic system.
Recognizes simple vocabulary and short phrases needed to respond to complete
basic forms such as first and last name, place of work, job, age, telephone
number, address, date, date and time.
Unable to read connected prose
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Writing:
No real functional writing ability
May be able to copy letters, words and sentences in either graphical form without
accurate stroke order or with developing writing ability
Can produce 50-100 of the most common characters in the writing system
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Level 3
High Beginning
Understands some sentence length speech in face-to-face communication. Listener

still requires considerable repetition to grasp meaning and is still not regarded as a
full communication partner.
Speaks with gradual increasing autonomy and spontaneity.
Uses growing, but still limited vocabulary related to simple, elementary needs.
Utterances show emerging signs of being able to create with the language.
Participates in basic social exchanges with increasing confidence.
Asks questions using short memorized utterances.
Responds to very basic and familiar who; what and where questions primarily
with one-word responses and/or partial sentences.
Speaks with inaccuracy in terms of pronunciation and grammar due to native
language influence.
Comprehends and follows basic instructions and procedures when accompanied by
physical clues.
Identifies by name, due to increased vocabulary, some familiar objects in everyday
surroundings such as objects, family members, body parts, months, clothing, foods
and objects.
Uses more work related vocabulary words such as desk, computer, copy machine,
fax machine, uniform and printer.
Count reliably up to 10 items
Recognize and name common 2-D and 3-D shapes
Understand everyday positional vocabulary (e.g. between, inside or near to)
Relate familiar events to: times of the day; days of the week; seasons of the year
Describe size and use direct comparisons for the size of at least two items (e.g. biglittle)
Describe length, width, height, and use direct comparisons for length, width and
height of items (e.g. short-long, tall-short)
Describe weight and use direct comparisons for the weight of items (e.g. (heavy-light)
Describe capacity and use direct comparisons for the capacity of items (e.g. fullempty)
Recognizes and matches most printed upper and lower case letters of the alphabet.
Recognizes simple vocabulary and short phrases needed to respond to complete
basic forms such as first and last name, place of work, job, age, telephone number,
address, date, date and time.
Identifies and a few familiar objects, family members and basic household items.
Recognizes vocabulary that communications some personal and survival needs such
as medicine labels, building and street signs, bus routes and telephone numbers.
Comprehends and follows simple one- to two- step written directions that are
accompanied by illustrations.
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Writes letters of the alphabet and simple words with increased accuracy in stroke
order (upper and lower case print).
Uses vocabulary words and learned phrases to fill out routine work related forms such
as times, dates, days of the week, months, years, correct first and last name and
necessary numbers.
Uses upper and lower case letters with increasing accuracy.
Sometimes applies letter-sound relationships to spell simple words.
Creates simple sentences with guidance.
Writes sentences to convey a personal message with guidance.
Takes down phone number and possibly, name.
Fills out simple forms with basic personal information (up to 10 items).
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Target Language
for
Module 2
Levels 4 7
Intermediate Low
Intermediate Mid
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Intermediate Mid Level (350 495 TOEIC score) is for the following personnel:
Food & Beverage Server working in
a 4 star hotel (Low English Standard)
Front Desk Agent working in
Room Attendant working in
a 3 star hotel (High English Standard)
Security Officer working in
4 star hotel (High English Standard)
who can
satisfy courtesy requirement and maintain face-to-face conversations
usually satisfy predictable, simple personal and accommodation needs
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Intermediate Low Level (250 345 TOEIC Score) is for the following personnel:
4 star hotel (Low English Standard)
who can
handle entry-level jobs that involve some simple oral and written communication
read simple fax messages, simple forms, and standard office memos
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Level 4 7
INTERMEDIATE LOW-MID LEVEL
Performance Conditions: At the Intermediate level, learners are able to create with the
language using short, discrete sentence structures. Although communication contains
fractured syntax and grammatical errors they are still able to communicate basic needs,
respond to basic questions and to request clarification when needed. They are able to
communicate in face-to-face conversations with listeners used to dealing with second
language users at this level on common routine matters related to general well being.
Learners rely on repetition, gestures, and other nonverbal cues to sustain conversations.
Speech tends to remain in the more common present tense form. Learners speech rate is
slow to normal.
READING
Performance Conditions: Learners at this stage of proficiency can read very simple
connected written material written in print or typescript. They are able to comprehend the
general message of basic reading passages, which are written using simple language
structures and syntax, high frequency vocabulary, and predictable grammatical patterns.
Learners also use prior knowledge and their experiences in their first language to understand
meanings in English. Learners often rely on visual cues and prior knowledge or experience
with the topic so that the context is personally relevant and strongly supports the text.
WRITING
Performance Conditions: Learners at this stage of proficiency are able to write simple
sentences on familiar topics. Vocabulary used tends to be related to the language functions
and accuracy level for this and the preceding level. Basic vocabulary and structures in simple
sentences and phrases are characteristic of writing at this level. Errors in spelling and
grammar are frequent and characteristic of language production at this stage.
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Skill Level 4 - 5
Low Intermediate
General Description:
Listening/Speaking:
Satisfies basic survival needs and general routine social demands.

Can ask and answer simple who; what, when and where types
questions using learned vocabulary and structures. While still
demonstrating influence from the native language, they can
communicate with new simple phrases and sentences containing
familiar vocabulary, when spoken slowly with frequent repetition.
Reading/Writing:
Can read and interpret simple texts on familiar topics such as simple
directions, schedules, signs, maps, and menus written with frequently
used grammar and vocabulary. At this level, writing is usually in the
present time. Types of writing include routine forms requiring basic
personal information and short, simple notes and messages based on
familiar situations and contexts.
Employability:
Can handle entry-level jobs that involve some simple oral and written
communication but in which tasks can also be demonstrated and/or
clarified orally.
Proficiency Level Descriptions:

Functions
Provides personal information about self

Uses common descriptive words for objects, places, routines and people
Follows multiple-step directions (e.g. maps)
Can get through basic survival situations
Uses the verb to be in the present tense

Uses, with increasing facility, verbs in the affirmative, negative and interrogative forms
Applies memorized use of subject pronouns
Recognizes capitalization rules (such as names of people, streets, days of the week,
months)
Content Indicators
Comprehends, follows and responds to sentence length speech delivered in short

simple sentence format.
Comprehends speech primarily in present time. Misunderstandings occur with
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other tense forms. Grammatical limitations also cause miscommunication.

Uses learned vocabulary to create original discrete or fractured sentences
Requires repetition at times, when communicating with both sympathetic and nonsympathetic listeners.
Reading:
Recognizes and reads upper and lower case letters in correct form and sequence.
Recognizes basic and isolated sight words and phrases.
Unable to read and understand connected prose
Writing:
Creates original sentences using faulty spelling and writing.

Writes letters, words and sentences with increasingly accurate stroke order.
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Level 4 & 5
Low Intermediate
LISTENING & SPEAKING: Content and Accuracy Indicators
Creates with the language in short, discrete sentences using learned vocabulary in
areas of familiarity such as family and basic needs.
Asks and responds to simple wh questions on familiar subjects using original
sentences and sentence fragments.
Communicates primarily in present time with miscommunication occurring when other
speakers use higher-level grammar and vocabulary.
Reads whole words and sentences written in short, discrete sentences.

Recognizes and reads print and cursive writing.
Uses basic punctuation such as commas and full stops.
Recognizes and uses common abbreviations such as Mr., Ms., Mrs., Dr.,
Writes in short sentences using learned vocabulary and patterns.

Writes in upper and lower case print and cursive writing.
Writes with consistent basic errors in grammar but with adequate language for filling
in routine material such as forms, short telephone messages and notes.
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Level 4
Low Intermediate 1
Comprehends key words, formulaic phrases and short sentences on familiar topics.
Understands sentence length speech when interlocutor speaks slowly with frequent
rephrasing, repetitions and uses contextual cues.
Follows multi step directions accompanied by contextual cues and gestures.
Participates in short, routine social conversations using limited vocabulary and
grammatical structures.
Recognizes limited vocabulary needed to initiate and respond to greetings in social
settings.
Uses question forms to request clarification when needed.
Asks for assistance and directions when necessary.
Understands and follows simple instructions in familiar settings and contexts.
Understands and responds to basic wh questions using limited vocabulary.
Recognizes alphanumeric characters on computer keyboard or standard typewriter.

Reads short messages such as electronic mail, fax messages, routine office memos
and announcements.
Comprehends sound & symbol relationships and basic word formation rules.
Associates the phoneme sound to the letter symbol.
Occasionally recognizes common abbreviations.
Identifies familiar objects, places, food items, events such as (birthdays, new year,
national holidays) and occupations (office worker, clerk, mechanic, janitor, driver,
teacher, doctor, nurse, technician).
Reads routine form headings and categories.
Creates and writes legible short sentences.

Creates and writes legible, simple personal messages.
Creates simple messages primarily by filling in form spaces.
Creates and writes short, legible phone messages.
Copies basic information onto simple forms.
Applies correct spelling and punctuation rules related to the grammar and mechanics
of this level.
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Level 5
Low Intermediate 2
Comprehends key words, formulaic phrases and short sentences on familiar topic
with greater accuracy and facility.
Understands sentence length speech when interlocutor speaks slowly with frequent
rephrasing, repetitions with less reliance on contextual cues.
Follows and increasing variety of multi step directions. Relies less on contextual cues
and gestures as greater understanding of spoken language increases.
Participates in short, routine social conversations using limited vocabulary and
grammatical structures with greater awareness of culturally correct word choice and
intonation.
Uses complete sentences in question forms to request clarification when needed.
Uses complete sentences to ask for assistance and directions when necessary.
Understands and follows simple instructions in familiar settings and contexts.
Understands and responds to basic wh questions using increased vocabulary
range.
Has greater awareness and understanding of sound & symbol relationships and basic
word formation rules.
Uses sound and symbol relationship to spell newly learned vocabulary words.
Recognizes and reads simple handwritten vocabulary words and sentences.
Recognizes very basic punctuation marks such a commas, full stops.
Recognizes, locates and uses alphanumeric characters on computer keyboard or
standard typewriter.
Has greater awareness of non-alphanumeric characters on the keyboard.
Recognizes and uses common abbreviations such as titles, st-street, rd-road, teltelephone, email-electronic mail
Recognizes and derives meaning of international sign symbols for major items and
places such as restroom, restaurants, hospital, school and bus stop.
Expands use of vocabulary for objects, places, food items, events such as (birthdays,
new year, national holidays) and occupations (office worker, clerk, mechanic, janitor,
driver, teacher, doctor, nurse, technician).
Reads routine form headings and categories.
Creates and writes legible short sentences.

Creates and writes legible, simple personal messages.
Creates simple messages primarily by filling in form spaces.
Creates and writes short, legible phone messages.
Copies basic information onto simple forms.
Applies spelling and punctuation rules related to the grammar and mechanics of this
level with greater accuracy.
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Level 6 & 7
Intermediate Mid
Listening/Speaking:
Can go beyond being able to satisfy basic survival and immediate

needs and limited social demands. Shows developing spontaneity in
language production as evidenced by breadth of vocabulary and
grammar usage. Can listen to and understand with greater facility
face-to-face conversations, but still has difficulty understanding non
face-to-face communication. Understands learned and new phrases
with greater facility containing familiar vocabulary.
Reading/Writing:
Can read and interpret simplified and some authentic material on

familiar subjects. Can write messages or notes related to basic needs.
Can fill out basic medical forms and factual information on job
application forms. Can read words and numbers on simple charts;
interpret a basic payroll stub; and complete a simple order form.
Employability:
Can handle jobs and/or training sessions that involve following basic
oral and written instructions. Still has difficulty understanding and
interpreting graphs and diagrams.
Proficiency Level Descriptors:

Functions
Provides simple details on personal information (textual and numerical) not only
about self but third parties as well.
Demonstrates developing ability to use descriptive words for both tangibles and nontangibles.
Follows simple multiple-step directions such as work instructions and directions.
Expresses preferences such as for food items, goods and colors.
Uses verbs in the interrogative, affirmative and negative forms of present tense.
Intersperses communication with tense forms other than present simple tense.
Intersperses various verbs and modal auxiliaries such as can, may, would like.
Uses object and subject pronouns.
Uses basic color, quality, shape and size adjectives to describe objects and people.
Uses selected articles, adverbs, prepositions of time and place through rote
application (e.g., after, in front of) rather than by design.
Uses simple punctuation (comma, question marks, apostrophe)
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Level 6 & 7: Intermediate Mid

General Description: Content Indicators
Understands and uses simplified paragraph length speech with facility.

Handles non face-to-face communication with increased ease.
Speaks with sufficient clarity with decreased need for repetition.
Follows and gives directions and instructions with little need for clarification.
Understands communication on a wider range of topical areas.
Has greater ability to deduct meaning from communication.
Demonstrates greater awareness of non-verbal cues in speech.
Answers questions dealing with content in written text.
Derives
accurate
meaning
from
familiar
graphs
and
charts.
Reading:
Writes using complex and compound structures, albeit with errors in articles,
prepositions and verb form.
Makes varied word choices based on increased breadth of vocabulary.
Incorporates various parts of speech.
Locates and understand the main ideas and details in written material.
Uses real world clues to derive meaning from text.
Demonstrates increased facility in reading unfamiliar text.
Writing:
Demonstrates greater accuracy in using correct time references in connected

discourse.
Writes personal information/descriptions,
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Level 6
Intermediate Mid 1
Understands and uses sentence length speech dealing with familiar topics with little
difficulty.
Understanding and speech extends beyond immediate needs to events and topics
such as news and local happenings.
Derives meaning from descriptions delivered orally,
Demonstrates a developing ability to sequence events in time and logical sequence.
Demonstrates initial awareness of polite language.
Responds to basic situations such as in making suggestions, asking questions and
apologizing.
Handles both face-to-face and non face-to-face communication with some difficulty.
Follows
and
gives
single-step
directions
and
instructions
Reads words and sentences with greater facility.

Reads print, cursive and multiple typefaces.
Uses appropriate punctuation in written material.
Understands common abbreviations.
Reads written instructions as well as directions and precautions such as on medicine
labels, on factory signs and notices.
Understands and follows technical manuals of a familiar context.
Segments multiple-syllable words into individual units for ease of reading and
pronunciation.
Adds to limited vocabulary needed to express needs and preferences and to express
likes and dislikes.
Often applies spelling and punctuation rules related to the grammar and mechanics of
this level (e.g., plurals, third person singular, capitalization).
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Level 7
Intermediate Mid 2
Understands and uses paragraph length speech dealing with familiar topics with little
difficulty.
Understanding of speech extends beyond immediate needs to events and topics such
as news and local happenings.
Derives meaning from descriptions delivered orally in both face-to-face and non faceto-face situations.
Sequences events in time and logical sequence.
Demonstrates developing awareness of the sociolinguistic components in speech
beyond that of simple polite speech.
Understands and responds to basic situations such as in making suggestions, asking
questions, offering comments and apologizing to others.
Handles both face-to-face and non face-to-face communication with some difficulty.
Follows and gives single and multi-step directions and instructions
Recognizes some common, regular high-frequency words. Reads unfamiliar text with
greater facility.
Reads print, cursive and multiple typefaces.
Understands common abbreviations.
Understands written instructions as well as directions and precautions such as on
medicine labels, on factory signs and notices.
pronunciation.
Reads with limited understanding, basic feelings and emotions in text.
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Levels 4 7
INTERMEDIATE LOW-MID LEVEL
KEY GRAMMATICAL STRUCTURES
Simple sentences
Word order in simple statements

- subject-verb-object e.g.: She likes apples
- subject-verb-adverb e.g.: He speaks slowly
- subject-verb-adjective e.g.: My bag is heavy
- subject-verb-prepositional phrase e.g.: He lives in London
Word order in instructions e.g.: Keep left
there is/are + noun (+ prepositional phrase)
yes/no questions: Do you know the address?
Wh- questions: What time is it?
Question words what/who/where/how much/how many
Contracted form of auxiliary
Imperatives and negative imperatives, e.g.: Stop! Don't touch!
Noun Phrase
Regular and common irregular plurals of nouns, e.g. days, books, men, women
Very common uncountable nouns, e.g. weather, traffic
Personal pronouns
Demonstratives, e.g. this/that/these/those
Determiners of quantity, e.g. some/a lot of
Indefinite article a/an with singular countable nouns, e.g. an apple, a pen
Definite article the, e.g. the floor, the door
Possessives: my/your/his/her, etc.
Verb forms and time markers in

statements, interrogatives, negatives and short forms
Simple present tense of

- be/have/do: I am from Vietnam
- common regular verbs: He works in the evening/ Do you like music?
Have got - indicating possession: I've got a car
Present continuous
- of common regular verbs: watching TV
Contracted forms of
- subject and auxiliary: We don't eat meat
- auxiliary and negative: They're having lunch
Modals
- can + bare infinitive to express ability, e.g.: He can drive
- would + like for requests, e.g.: She'd like some tea
- use of on, off, in, out, e.g.: Switch the light off / Way out
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Adjectives
Common adjectives after to be, e.g. hot/cold/young/new/old/good/bad
Adverbs and prepositional phrases
Common prepositions and prepositional phrases of place, e.g. at home, on the left, on
the table
Simple adverbs of place, manner and time, e.g. here, there, now, slowly
Use of intensifier very
Discourse
Sentence connectives - then, next
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Target Language
for
Module 3
Levels 8 9
Intermediate High
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Intermediate High Level (500 595 TOEIC Score) is for the following personnel:
Tour Desk Agent (Low Standard)
who can
initiate and maintain predictable face to face conversations, and
satisfy limited social demands
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Level 8 & 9
INTERMEDIATE HIGH LEVEL
Performance Conditions: Learners at this stage of proficiency comprehend short face-toface conversations and interactions. Although they often speak with hesitation and rely on
previously learned vocabulary words, learners at this stage can initiate and sustain short and
lengthy conversation. Extended communication typically consists of a series of short,
familiar structures and reliance on repetition, gestures and other nonverbal cues to sustain
conversations. Listening communications consist of moderately short monologues and
dialogues on familiar, routine topics that are face-to-face. Learners speech rate is slow to
normal. Learners use the functions and accuracy of this and all previous levels.
READING
Performance Conditions: Learners at this stage of proficiency can comprehend the content
of different types of short text. Language in text is predominantly factual and literal.
Narratives that are biographical or descriptive are often related to personal experience.
Linguistic and stylistic means of expression remain simple and straightforward. Learners use
the functions and accuracy of this and all previous levels.
WRITING
Performance Conditions: Learners at this stage of proficiency are able to express basic
personal needs and compose passages on familiar, personally relevant topics, using
vocabulary related to the functions, supporting grammar and mechanics for this level and the
preceding levels. At this level, personal narrative writing is a focus. Basic vocabulary and
structures in simple sentences and phrases are characteristic of learner writing at this level.
Errors in spelling and grammar are frequent and characteristic of language production at this
stage. Learners use the functions and accuracy of this and all previous levels.
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Level 8 - 9
Intermediate High
Listening/Speaking:
Can understand most factual information and related discussions.

While more comfortable with familiar topics, can also derive meaning
from general context and clues. Demonstrates developing spontaneity
in language production, expanded vocabulary base and accuracy
level. Can listen to and understand with greater facility face-to-face as
well as non face-to-face communication. Demonstrates beginning
ability to circumlocute.
Reading/Writing:
Can read and interpret simplified and some authentic material on

familiar subjects. Is able to separate main ideas from text body. At this
level, reading vocabulary tends to be extensive. Can write multiplepage documents that retain and communicate intended meaning. Can
ascertain meaning from writing rather than from words alone. Can read
words and numbers on simple charts; interpret a basic payroll stub;
and complete a simple order form.
Employability:
Can handle jobs and/or training sessions that involve following basic
oral and written instructions. Still have difficulty understanding and
interpreting graphs and diagrams.

Functions
Provides detailed personal information (textual and numerical) not only about self but
third parties as well.
Demonstrates ability to use descriptive words for both tangibles and non-tangibles.
Follows multiple-step directions such as work instructions and directions.
Expresses preferences such as for food items, goods and colors.
Uses verbs in the interrogative, affirmative and negative forms of present, past and
future tense.
Uses various verbs and modal auxiliaries such as can, may, would like.
Makes few errors with subject-verb agreement accurately.
Uses of prepositions and articles still faulty.
Uses modifiers automatically.
Uses simple punctuation (comma, exclamation point, apostrophe)
Makes few to no mistakes with word order.
Uses incorrect word choice on occasion.
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Level 8 - 9: Intermediate High

Understands and uses simplified paragraph length speech with facility.

Handles non face-to-face communication with increased ease.
Speaks with sufficient clarity with decreased need for repetition.
Follows and gives directions and instructions with little need for clarification.
Understands communication on a wider range of topical areas.
Has greater ability to deduct meaning from communication.
Demonstrates greater awareness of non-verbal cues in speech.
Answers questions dealing with content in written text.
Derives accurate meaning from familiar graphs and charts.
Reading:
Writes using complex and compound structures, albeit with errors in articles,
prepositions and verb form.
Makes varied word choices based on increased breadth of vocabulary.
Incorporates various parts of speech appropriately.
Locates and understand the main ideas and details in written material.
Uses real world clues to derive meaning from text.
Demonstrates increased facility in reading unfamiliar text.
Writing:
Demonstrates greater accuracy in using correct time references in connected

discourse.
Writes personal information/descriptions,
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Level 8
Intermediate High 1
Understands and uses sentence length speech dealing with familiar topics with little
difficulty.
Understanding and speech extends beyond immediate needs to events and topics
such as news and local happenings.
Derives meaning from descriptions delivered orally,
Often uses paragraph length speech and integrates time references correctly.
Demonstrates greater awareness of the sociolinguistic components in speech.
Uses intonation appropriate to basic situations such as in making suggestions, asking
questions and apologizing in most situations.
Handles both face-to-face and non face-to-face communication without difficulty.
Follows and gives directions and instructions
Reads words and sentences with greater facility.

Reads written instructions as well as directions and precautions such as on medicine
labels, on work or factory signs and notices.
pronunciation.
Adds to limited vocabulary needed to express needs and preferences and to express
likes and dislikes.
Reads with understanding, feelings and emotions in text.
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Level 9
Intermediate High 2
Demonstrates greater facility with understanding and producing paragraph length

speech.
Understands factual information. Does not yet derive meaning from nuance and nonverbal cues.
Uses paragraph length speech automatically rather than when pressed.
Demonstrates developing awareness of the sociolinguistic components in speech in
order to use correct speech form.
Uses intonation appropriate to normal and problematic situations such as in offering
comments, apologizing to others or clarifying issues.
Follows and gives directions and instructions without written support.
Reads unfamiliar text with increased facility.

Reads written material in all forms, including electronic media.
Understands and uses common abbreviations.
Understands and follows technical and work manuals.
Reads and extracts information from newspapers, manuals, reports, journals.
Misunderstands subject matter that is dependent on cultural knowledge outside realm
of personal experience.
Develops use of connected discourse in writing.

Generally uses appropriate punctuation in written material.
Makes errors in use of low frequency structures.
Takes simple notes on information presented orally.
Prepares basic summaries of factual and familiar material.
Writes most social correspondence with reasonable accuracy.
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Level 8 & 9
INTERMEDIATE HIGH LEVEL
KEY GRAMMATICAL STRUCTURES
Simple and compound sentences
Word order in compound sentences, e.g.:

- subject-verb-(object) + and/but + subject-verb-(object)
- I work in a shop but my friend works in an office
there was/were/there is going to be
Clauses joined with conjunctions and/but/or
A limited range of common verbs + -ing form
Verb + infinitive with and without to, e.g.:
- We went shopping yesterday.
- I want to buy some fruit
- I heard him come in
Wh- questions
Comparative questions
Alternative questions
Question words when, what time, how often, why, how and expressions,
- e.g. Can you tell me...
Statements with question tags, using primary tenses, e.g.:
- You arrived last year, didn't you?
Statements with question tags, using primary tenses, e.g.:
- You arrived last year, didn't you?
Noun phrase
Countable and uncountable nouns,

- e.g. roads, trees, houses; happiness, water, information
Simple noun phrases, e.g. a large red box
Object and reflexive pronouns, e.g.:
- I gave him my book
Determiners of quantity - any, many, e.g.:
- Have you any oranges? We haven't many left.
Use of articles including:
- Definite article and zero article with uncountable nouns, e.g.:
Water is important for life
The traffic is bad today
- Definite article with superlatives, e.g. the best example
- Possessive s and possessive pronouns,
e.g. mine, yours
Verb forms and time markers in

statements, interrogatives, negatives and short forms
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Simple present tense of:
Regular transitive and intransitive verbs with frequency adverbs and phrases, e.g.:
- The children often eat apples.
- They always go to school.
- I see her every day.
Simple past tense of regular and common irregular verbs with time markers such as ago,
e.g.:
- We went to the cinema yesterday.
- I saw her two weeks ago.
Future time using:
- present continuous, e.g. going to
- use of time markers, e.g. next week, in two days' time, e.g.
We are meeting him at 6 o'clock. I'm going to wash my hair tonight.
Modals and forms with similar meaning:
Must to express obligation
- mustn't to express prohibition
- have to had to - to express need
- could to make requests, e.g. Could you?
- couldn't to express impossibility
Use of simple modal adverbs: possibly, probably, perhaps
Very common phrasal verbs, e.g. get on/off/up/down
Adjectives
Adjectives and adjective word order, e.g.:

- A large black horse, a new red coat
Comparatives, regular and common irregular forms, e.g. good, better, wet, wetter, dark,
darker
Adverbs and prepositional phrases
Prepositions and prepositional phrases of place and time, e.g. until tomorrow, by next
week, by the river, at midnight, at once
Adverbs and simple adverbial phrases including:
- sequencing: after that
- of time and place: in the morning, at the bus stop
- of frequency: always, sometimes
- of manner: carefully, quickly
Word order with adverbs and adverbial phrases, e.g. he always brought food to our
house early in the morning
Use of intensifiers, e.g. really, quite, so
Discourse
Adverbs to indicate sequence - first, finally

Use of substitution, e.g. I think so, I hope so
Markers to structure spoken discourse, e.g. Right. Well.
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Target Language
for
Module 4
Levels 10 11
Advance Low
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Advance Low level (600 780 TOEIC Score) is for the following personnel:
4 star hotel (High English Standard)
5 star hotel (Low & High English Standard)
Tour Guide (Low & High English Standard)

Tour Desk Agent (High English Standard)
who can
satisfy routine social demands
satisfy limited work requirements
usually communicate effectively on topics relating to particular interest and
special fields of competence
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Level 10 & 11
ADVANCE LOW
Performance Conditions: Learners at this stage of proficiency comprehend relatively long
face-to-face conversations and interactions. They can initiate and sustain short and lengthy
conversations. Interactions are both face-to-face and non face-to-face, formal and informal.
Learners speech rate is normal. They use the functions and accuracy of this and all previous
levels and can deal with simple unexpected situations.
READING
Performance Conditions: Learners at this stage of proficiency can read fairly long texts of
different genres which are written using relatively complex structures and syntax, vocabulary
and grammar. Learners use the functions and accuracy of this and all previous levels.
WRITING
Performance Conditions: Learners at this stage of proficiency are able to express fairly
complex issues and compose paragraphs/ passages on topics relating to particular interests
and special fields of competence. They can use sufficient vocabulary related to the functions,
supporting grammar and mechanics for this level and the preceding levels. Errors in spelling
and grammar are relatively few. Learners use the functions and accuracy of this and all
previous levels.
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Level 10 - 11
Advance Low
Listening/Speaking:
Can handle most uncomplicated, social situations in face-to-face and

non face-to-face conversations. Can deal with simple unexpected
situations. Generally use and respond to wh-questions and
statements. Demonstrate good comprehension and vocabulary in
topics of immediate needs. Likely to make errors in more complex
patterns of speech. Often has problems with certain sounds in certain
positions. Hesitate and changes subjects due to lack of language.
Reading/Writing:
Can read, interpret longer documents (narration of events, routine

announcements, and biographical information, report) into native
language. Translate longer texts into English. Be able to get main
ideas and locate routine information in more complex material. Can
produce detailed documents (meeting minutes, reports, business
letters). Can give persuasive talks. Can deal with more complex charts
and tables. Can present informative data with intended meaning.
Employability:
Can satisfy routine social demands and limited work requirements.

Can usually communicate effectively on topics relating to particular
interests and special fields of competence. Can speak with confidence
and can narrate but may lose this ability under pressure.

Functions
Provides detailed information related to special areas of interest and familiar topics.
Demonstrates good ability to control elementary vocabulary and basic structures
Follows multiple-step directions and instructions.
Give simple and multiple-step directions and instructions.
Express minimum courtesy, travel and safety requirements.
Uses verbs in the interrogative, affirmative and negative forms of present, past and
future tense.
Uses various verbs and modal auxiliaries such as can, may, would like.
Control of subject-verb agreement.
Uses modifiers.
Uses simple punctuation (comma, exclamation point, apostrophe) and aware of more
complicated punctuation (colon, semicolon, hyphen)
Makes few to no mistakes with word order in simple constructs.
Aware of and little developing control of collocation on occasion.
Uses of simple proverbs and idioms.
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Level 10 - 11: Advance Low
Understands and uses paragraph length speech with little facility.

Understands and establishes communication on topics of particular interest and
special fields of competence.
Speaks with clarity and little need for clarification.
Handle non face-to-face communication with ease.
Reading:
Can read texts of different genres.
Can understand main ideas, details.
Can derive meaning of new words from texts using knowledge of vocabulary and
grammar.
Can make fairly accurate inferences.
Writing:
Can write routine social correspondence and join sentences in simple discourse of at
least several paragraphs in length on familiar topics.
Can use complex and compound sentential structures with unfrequent mistakes in
articles and/or prepositions.
Can make varied word choices based on increased breadth of vocabulary
Demonstrates greater accuracy in using correct time references in connedte
discourse
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Level 10
Advance Low 1
Should be able to understand a native speaker using a native dialect at normal rates
of speech
With some difficulty should be able to understand a non native speaker using a nonstandard dialect at slower than normal rates of speech
Should use verbal paragraphs, linking sentences smoothly
Speech should be understood by a native English listener without the need for
repetition, but speech may need repetition when in conversation with a non-native
listener of a lower ability

Should be able to read paragraph length factual straight-forward material
Should be able to read uncomplicated prose on familiar subjects presented in
predictable sequence, descriptions of frequently occurring events, standard business
letters, and simple technical material, such as operating instructions
Should be able to locate and understand main ideas and details of general reader
material
Should be able to perform sorting and locating tasks within written texts beyond their
basic level
Should be able to use context and real-world clues to understand job related or
special interest material
Should be able to write in short, multiple paragraph length formats about concrete
topics related to personal interests or special fields of competence
Should be able to write simply about current events and daily situations
Should be able to draft reports, when they relate to specific responsibilities of the job
Should be able to produce most common formats, punctuation conventions and the
most frequently used syntactic structure
Should be able to write quite accurately using the most elementary structures and
produce simple circumlocutions
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References
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Glossary of Terms
This glossary provides and explain linguistic terms that appear in this curriculum
guide. It is written for the purpose of making the curriculum guidelines more userfriendly by assisting teachers in understanding the curriculum guidelines as well as in
preparing their lessons.
For a possible glossary used in tourism, one might refer to VTOS manual for 13
occupations for further information.
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GLOSSARY OF TERMS
adjective --
a word that describes a noun; often answers the question What kind
of _____? (The big dog.)
adverb --
a word that describes a verb, an adjective or another adverb. Some types of

adverbs are: a. frequency - always, usually, often, sometimes, seldom, never;
b. manner - slowly, quickly, carefully, happily, sadly; c. time - after, before,
when, while, since, until
affirmative verb forms - regular or positive forms (I eat pizza. He eats tacos.)
affix --
a meaningful form that is attached to a word to make a more complex word

(un + kind + ness); a word part that is added to a base word that changes the
meaning or the part of speech; both prefixes and suffixes are affixes.
analogue clock -- an analogue clock usually has 12 equal divisions around the
perimeter/circumference, labeled 1 to 12 to represent hours and sixty divisions
to represent minutes.
antonym --
a word of opposite meaning; ex. hot and cold are antonyms
approximation -- a result that is not exact but sufficiently close to be useful in a practical
context. Verb: approximate. Adverb: approximately.
article --
a function word that specifies whether a noun is definite (the) or indefinite (a,
an)
authentic material - material (aural, oral, written, visual) that is actually used in a situation,
usually the same as a native speaker would use (application forms,
newspaper clippings and articles, radio programs, news broadcasts)
autobiography -- a biography of a person told or written by him/herself
auxiliary verb -- a verb that accompanies another verb and is used to express person,
number, mood, or tense (ex: is, were, can, do, doesnt, should, have)
auxiliary
verbs or helping verbs such as will, shall, may, might, can, could, must, ought
to, should, would, used to, need are used in conjunction with main verbs to
express shades of time and mood.
basic features of a text - the different parts of a book: title page, contents page, glossary,
index
basic personal information - name, address, city, state, zip, phone number, age,
nationality, marital status, social security number
basic survival situations - situations that require the use of the language to communicate
the wants, needs and desires of the student, such as talking to the landlord,
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child's teacher, people at the store, the boss, others at work, emergency
services, doctors
biography -- the story of a persons life as told or written by someone else
capacity --
volume, i.e. a measure in three-dimensional space, applied to liquids,

materials that can be poured, or containers. Units include cubic centimeters
(cm3), cubic meters (m3).
cardinal number -- a counting number. Example -- one, two, three, etc.

characters - the actors in a story
circumlocution -- the use of more words than is necessary to express an idea; finding
another way to say something using known vocabulary; to talk around a
subject
colloquial speech - used in familiar and/or informal conversation or writing
combined events -- a set of independent events with a single outcome.
common --
an adjective used to describe units, instruments, measures, date formats, etc.

that are widely used in everyday life in non-specialist contexts.
complex sentence -- a sentence consisting of more than one clause, especially including a
dependent clause, "The man who is walking down the street is my father."
compound sentence -- two complete sentences joined with a conjunction, Either you will
learn it now or you will learn in a year from now.
conditionals (if clauses) - forms used to state a cause and effect event or situation; state a
situation that will cause a particular result Present/future real or Conditional 1
is used when the action of the if-clause is probable. If + present, will + root
form of the verb. If it rains, I will go home early. Present/future unreal or
Conditional 2 is used when the action of the if-clause is improbable or unlikely.
If + past, would (could, should) + root form of the verb. If I had a million
dollars, I would quit my job. Past/unreal or Conditional 3 is used when the
action of the if-clause is impossible. If + past perfect, would have + past
participle of the verb. If I had grown to 10 feet, I would have had a lucrative
NBA contract.
conjunction - a word used to join thoughts: and, but, or, however
content or context clues - information found in the material that helps decide the meaning
of a word or phrase
cultural allusion - implied reference to a specific culture; something that is generally known
within a culture
data --
information of a quantitative nature consisting of counts or measurements.

Singular: datum.
decimal --
relating to base ten. Most commonly used synonymously with decimal
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fraction, where the number of tenths, hundredths, thousandths, etc. are
represented as digits following a decimal point.
decode --
use various strategies (phonics, content or context clues, root word, . . .) to

find a meaning or pronunciation for a word. The reader locates cues such as
letter-sound correspondences in a word that reveal enough about it to help in
pronunciation or attaching meaning to it.
degrees of comparison -- used with adjectives and adverbs positive or simple form of the
modifier expresses no comparison comparative - the er, or more/less form of
the word represents an increase or decrease of the positive form; it is used to
make a specific comparison between two things. (He is bigger than she. She
is more talkative than her friend. He drives more quickly than others.)
demonstrative -- a word that indicates a particular thing or things that are near or far;
includes demonstrative adjectives (this girl, those apples) or demonstrative
pronouns (this, that, these, those)
derivation -
formation of a word from a related word base, or the identification of a words

historic origin
descriptive passage - a brief written account describing something

dialogue -
usually a formalized or directed conversation focusing on a specific language

form using authentic situations. The process by which the listening/speaking,
reading, writing, functions, grammar and mechanics of the English language
are taught to adults who speak languages other than English.
digit --
one of the symbols of a number system, most commonly the symbols 0, 1, 2,

3, 4, 5, 6, 7, 8 and 9. The position of the digits conveys place value.
digital clock -- a digital clock is usually a 24-hour clock. It displays the time as hours and
minutes past midnight: for example, four-thirty in the afternoon is displayed as
16:30.
embedded questions - used when questions begin with, Do you know Could you tell
me. Sentences containing embedded questions will change word order. (Do
you know when the movie starts? Could you tell me where the bank is?)
ESL/ESOL - English as a Second Language or English for Speakers of Other Languages
ESOL identifies who our learners are.
expository -- to explain or convey information, explanatory; tell how to; tell purpose
extemporaneous - not planned before, impromptu
false start -
when a student begins to speak but stops and restarts using a more correct
form
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familiar -
information the student has learned from previous lessons or knows from life
experience vs. unfamiliar- new subject or topic for student, no previous
teaching or lessons
fluency -
how fluid the language is; the natural flow of the language-effortless, smooth
and rapid; read and /or speak with ease, expression and automatically in a
manner that supports comprehension
functional text - written material with a special purpose

gerund -
the -ing form of the verb that is used as a noun(sitting, eating, talking)
group or pair work - when students work in pairs or small groups to practice skills, such as
a dialogue, describing something, asking for information
habitual past - see TENSES
homographs -- words that are spelled alike but are different in meaning and pronunciation
(the noun conduct and the verb conduct; or the noun lead and the verb lead)
homonym -
spelled and pronounced alike but different in meaning [pool (to combine), and
pool (such as a swimming pool)]
homophones - pronounced alike but different in meaning and spelling (son/sun; ewe/you)
idiom or idiomatic expression - a sequence of words that is a single unit of meaning
different from what the words actually say, usually understandable within a
particular culture, language or group of people. (kick the bucket = die)
imperative - see TENSES
infer (inference) - guess, surmise, suggest, conclude or derive a conclusion
inflection -
change in voice or pitch during speech; a change in the form of a word

indicating grammatical features such as number, person or tense.
informational text - written material that gives information to the reader

interpret -
gather the information correctly from the material; explain and understand the
material
interrogative verb forms - question forms (Are you married? Do you eat pizza?)
intonation -
the contrastive use of pitch in speech
irregular formation - forms that do not align with the rules

jargon -
the technical language of a special field
language functions - the different ways the language can be used such as greeting,
describing, giving directions, expressing emotions, clarifying, checking,
making excuses
main ideas - the central topics or point
mechanics - punctuation, capitalization and other rules of writing, spelling, vocabulary use
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modals --
auxiliaries that describe mood or ability (can, could, may, might, should, will,
would, must, ought). Modal verbs are used to express ideas such as
possibility, intention, obligation and necessity.
monitor -
to watch, check, guide, observe and assist
narrative passage - a brief recitation of details of a story or a series of events in either

written or oral format
negative verb forms - forms that say "no" (I don't eat tacos. He didn't eat pizza.)
noun --
a person, place, thing, idea or concept a.) countable nouns that can be
counted (dog, dogs) and take many b.) uncountable nouns that cant be
counted. They use a singular verb or take much (The air is humid. The water
is cold. This tea has too much sugar.) c.) collective nouns that name a group
of people or things as one unit. They can be singular or plural. (family/families,
band/bands, team, public) (The team is on its way to victory. This family has
four members. The families of the team members are at the airport).
numeral --
a symbol used to denote a number.
numerals -
numbers
ordinal number -- a term that describes a position within an order, e.g. first, second, third,
fourth, twentieth, etc.
paraphrase -- to state the same idea in a different way or with different words; to reword
passage -
a brief portion or section of a reading
passive voice - the form used when the action is more important than who did it or it is
understood who did it (John built the house in 1955. (active) vs. This house
was built in 1955.(passive) Mary can solve the problem vs. The problem can
be solved.) Formed by using some form of the verb to be and the past
participle of the main verb.
Phoneme --
the smallest unit of sound within a word that distinguishes one word from
another; ex. fat vs. bat [f] and [b] are phonemes.
Phonemic awareness -- the ability to hear, identify, and manipulate the individual sounds in
speech
phonetically decode - use information about the sound/symbol correspondence to
understand and pronounce a new word while reading
phonics --
the study of the relationship between letters and the sounds they represent
phonological cues - pronunciation patterns as well as stress and intonation patterns for
words and sentences
phrasal verb - a verb consisting of content verb plus a preposition a. two part verb - get up,
look out, drop off b. three part verb - catch up with, brush up on, come down
with
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pitch -
the highness or lowness of a sound
plot -
the main story line
possessive - a word that indicates ownership a. adjective - my, your, his, her, their b.
pronoun - mine, yours, his, hers, theirs c. s Johns, the cats
prefix -
an affix that is added to the beginning of a word to alter meaning (unhappy)
prepositions -- connecting word; a word that shows the relationship of a noun or pronoun to
some other word in the sentence. a. time - in, on, at Ill see you at 3:00 on the
first Sunday in May. b. place - in, on, at, between, under, over, etc. The book
is on the table, between the lamps.
pre-reading activities - activities that help the student to comprehend the reading material
by explaining the vocabulary, discussing the major point or ideas, going over
grammar points, author's point of view, etc.
pre-teach -
teacher teaches the vocabulary, grammar point or subject matter before

actual activity takes place
prompt -
to assist the student in starting to speak or write, or correcting their speech by

indicating errors and/or by making suggestions
pronouns -
word used to take the place of a noun a.) subject - I, you, he, she, it, we, they
b.) object- me, you, him, her, it, us, them c.) possessive- mine, yours, his,
hers, ours, theirs d.) demonstrative- this, that, these, those
e.) indefinite - all, any, both, each, either, everyone, many, none, several
f.) reflexive- myself, yourself, himself, herself, itself, ourselves, themselves
reported speech - used to report what someone has said. (She said that she watched TV
every night.)
rhythm -
the perceived regularity of prominent syllables during speech
role play -
situation activity where each student is given a role to play, can be general
role (student, salesperson, reporter) or specific (Michael Jackson, John
Wayne, Madonna)
roots -
the base form of a word (mean, meaning, meaningful, meaningfulness)
sequence -- a succession of terms formed according to a rule, in which there is a definite

relation between one term and the next and between each term and its
position in the sequence
setting -
the place where a story takes place, background, scenery
simple --
an adjective applied to numbers, information, diagrams, charts, etc. that make

limited demands on the learner.
simplify --
to make less complicated; to use easier, more familiar or shorter words
small talk -
everyday conversations of minor importance, such as asking about health,

work, school, family, the weather, sports
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sound out -
to use phonics to decode a word
straightforward -- describes information, subjects and materials that learners often meet in
their work, studies or other activities.
stress -
the degree of force with which a syllable is uttered. Syllables may be stressed
or unstressed in varying degrees.
structural analysis - determine the different types of words (noun, verb, adjective, adverb)
the parts of words (prefix, suffix, endings, root)
subject pronouns - see PRONOUNS
substantial activity -- an activity that includes a number of related tasks, where the results
of one task will affect the carrying out of the others.
suffix -
an affix that is added to the end of a word to alter meaning (blissful)
summarize - to state the main points or topics briefly

superlative the, - est, or -most/least - form of the word indicates the greatest (or least)
degree among three or more things. (She is the most talkative student in the
class. He drives the fastest of all the racers.)
supporting details - the examples that reinforce the main idea
syllabication - the division of words into syllables; division of a word into small parts. Not
dependent on meaning
synonym -
word that has the same or similar meaning as the given word
tag question - a question added at the end of a sentence usually to make sure information is
correct (He is from Mexico, isn't he?)
TENSE --
the characteristic of a verb that indicates time
future tense - the tense that is used for future actions a. WILL - for uncertainty and
offers -Maybe I will go to Hawaii on my next vacation. b. GOING TOfor known or somewhat planned actions - I am going to Hawaii in June
with my family.
future perfect tense - the tense that is used for actions that will continue up to a time
in the future (I will have been in Phoenix for 35 years in May.)
future perfect progressive (continuous) tense - the tense that is used to state the
duration of an action that will be in progress before another time in the
future. (I will have been sleeping for 2 hours by the time he gets
home.)
future progressive tense - the tense that is used for stating what will be happening
at a certain time in the future (At 10:30 tomorrow he will be working.)
habitual past - the tense that is used for describing actions that were a regular
occurrence in the past. Uses both used to and would. (I used to wake
up late. I would wake up late every day.
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imperative verb form - command (Sit down!)
past tense - the tense that is used for completed actions in the past (I ate the pizza
yesterday. He went to the movies last night.)
past perfect tense - tense that is used for an action that happened before another
past action (When I arrived, they had already eaten.)
past perfect progressive (continuous) tense - the tense that is used to say how
long something had been happening before something else. (They had
been playing for 30 minutes when the storm hit.)
past progressive (continuous) tense - the tense that is used for actions that were
happening at a certain time (I was eating when you called. They were
working at 2:30 yesterday afternoon.)
present tense - the tense that is used for every day, usual and habitual actions (I eat
pizza on Friday. He often eats tacos.)
present perfect tense - the tense that is used for the unfinished past or the action
that started in the past and continues till the present (I have lived in
Canada since 1964. He has been in class for two months.)
present perfect progressive - the tense that is used to state the duration of an
action that began in the past and continues to the present. (I have
been sitting here since 7. I've been thinking of you all day.)
present progressive (continuous) tense - the tense that is used for at the moment
or temporary actions (I am typing right now. I am reading a book about
world languages.)
tone -
the overall feeling or effect created by the pitch, rhythm, volume and/or choice
of words
word/sentence boundaries - the spaces and punctuation that mark the beginning and
ending of words and sentences in written format
vocabulary -- the words of a given language; list of words for students to learn, group of
words used in relation to a subject
voice --
1. the sound that is made when the vocal chords vibrate ( [b] is voiced; [p] is
unvoiced)
2. the unique written expression of an individuals ideas
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FREQUENTLY USED ENGLISH WORDS

BY OCCUPATIONS
This word list is made up of English words that are frequently used in tourism It is specially
sorted by the six occupations: room attendant, front desk agent, food and beverage server,
travel desk agent, security officer, and tour guide. This list is provided in relation with the
positions in the benchmark and the English proficiency levels in the curriculum.
This word list is a powerful reference for teachers to use in choosing or designing their
lessons. In particular, it serves as a checklist for teachers in teaching vocabulary. These
words are suggested to be frequently used during the training of the students targeting at
these six occupations. The advantage of this is getting students familiar with words that are
most likely to appear in their future job.
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ROOM ATTENDANT
Words
Part of Speech
baggage
chambermaid
charge
closet
curtain
faucet
greet
gymnasium
hair-dryer
hand luggage
hotel
lightning
mini-bar
receipt
reception
room service
satellite TV
single bed
tip
towel
valet service
cheque
dry-cleaning
leisure activities
housekeeper
guesthouse
luggage
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luggage locker
restaurant
tour
luxury hotel
laundry
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FRONT DESK AGENT
Words
Part of Speech
airport pick-up
amenities
arrangement
available
adj
balance
bed and breakfast
book
booking
booking form
booking procedures
booking reference
botany
buffet
business room
cancellation charges
cash
chalet
change currency
check petty cash
check-in
check-out
chef
cheque
climate
coach
coffee shop
concert hall
concierge
condominium
conference coordinator
confirm
conserve
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convenient
adj
convert
course
credit card
cruise
currency
day tripper
deduct
deliver
deluxe
adj
departure
deposit
describe
destination
discount
do the accounts
domestic
adj
dry-cleaning
duty free
ecotourism
entertainment
etching
exchange rate
expiry
extension
fauna and flora
flight
footbridge
foreign exchange
fresco
full-board
fully booked
adj
garden bar
guesthouse
guidebook
guided tour
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habitat
half-board
health spa
high-class
adj
hire
hold the line
holidaymaker
hotline
housekeeper
in advance
adv
information book
insurance
interpret
issue an invoice
jacuzzi
jungle
leaflet
leisure activities
let off
license
light
lobby
luggage locker
luncheon
luscious
adj
master card
meeting room
minibus
on standby
adj
one-way/ single ticket
onshore
adj
overbooking
package tour
paragliding
passport control
payment
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pickpocket
place of interest
portico
promotion
put through
rectify the situation
refreshment
register
registration number
release a room
request
v,n
reservation
reserve
resort
restaurant
returned/ round -trip ticket
room availability
room-pricing policy
scheduled flight
seminar
shuttle
sightseeing
snorkeling
souvernir
spell
spirit
stamping machine
stay
n,v
stopover
submit a request
subway
surcharge
n,v
surname
swimming pool
take bookings
take payments
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temple
tower
trade fair
underground
vacant
adj
view
village
vineyard
visa card
waiter
waiting list
waitress
weekend break
window-shop
working hours
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FOOD & BEVERAGE SERVER
Words
Part of Speech
bacon
bake
banquet
barley
bean
beverage
bill
broccoli
cabbage
carrot
chicken
chilled
adj
chilly
chive
chocolate
cod
coffee
cold
adj
croissant
dessert
drink
n,v
fry
grill
herb
hot
adj
housekeeper
ice
iced
adj
ingredient
lamb
lettuce
main course
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maize
medium
adj
menu
milk
mushroom
mussel
noodle
offer
offshore
adj
onion
overdone
adj
parsley
pear
poison
portico
potato
poultry
pudding
raisin
rare
adj
roast
salt
salty
adj
sausage
savory
shrimp
spaghetti
spicy
adj
starter
steak
steam
sugar
sumptuous
adj
sweet
adj
swimming pool
tea
tip
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tomato
tour
tuna
vegetable
vinigar
yeast
continental breakfast
culinary arts
gourmet
haute cuisine
taste
order
welcome
serve
recipe
fish sauce
soy sauce
rice
fresh herbs
fruit
lemongrass
mint
coriander
basil leaves
pork
cockle
seafood
beaf
pancake
curry
dounut
fastfood
corn
buffet
sandwich
cappuccino
espresso
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latte
wine
cake
barbecue
lobster
pasta
blueberry
raspberry
cranberry
draught-beer
beer
cornstarch
cheese
pass
appetizer
butter
cocoa
condiment
crouton
custard
doughnut
cookie
flavour
flour
syrup
citrus
cracker
glace
adj
batter
biscuit
caviar
bread
soda
cereal
fancy
maraschino
decaffeinated
adj
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substitue
entre
extract
canned
adj
payment
bill
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TRAVEL DESK AGENT
Words
Part of Speech
accommodation
add-on
advertising
allotment
ancient monument
antique
adj
ashore
adv
backpacker
backpacking
barbecue
base fare
beauty parlor
booklet
botanical garden
burial chamber
cabin attendant
cable car
cancellation
canvas
captain
carving
castle
catering
charter
n,v
charter
charter flight
coach
comission
cover
crossing
crypt
day rate
deadhead
delay
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disclaimer
discount fare
double occupacy
drop-off charge
duty free
ecology
ecosystem
e-receipt
escorted group tour
excursion
fare
festival
folk dance
full fare
garden tour
golfing holiday
high class
adj
hiking
honeymoon package
hotelier
housekeeper
independent tour
insurance policy
journey
last room availability
last seat availability
layover
lead-in price
leaflet
long-haul
nature reserve
no show
outbound
palace
per diem
adv
point to point travel
portico
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refund
return ticket
safari
sale fare
scuba driving
sculpture
self-catering
shore excursion
single/one-way ticket
solar observatory
split ticket
sports tour
standard fare
stand-by
statue
stopover
swimming pool
tailor-made holidays
ticket plus
tour operator
tour shell
tourist information center
travel agency
twin room
venue
vicinity travel
voyage
wildlife
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TOUR GUIDE
Words
Part of Speech
accompany
adventure
airport pick-up
amusement park
apartment
aqualung
arch
arrow
art gallery
attraction
aubergine
auditorium
bartender
beach
bed and breakfast
bill
buoyant
cab
cabin crew
campsite
canyon
car hire
car park
car rental
carpet
carriage
carrier
carry
cathedral
chariot
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coach
compartment
compensation
complain
complaint
courier
courtyard
cuisine
culture holiday
day tripper
deck
deliver
dome
downtown
duty
elegant
adj
en suite
escort
exhibition
explore
express train
facility
ferry
fish
flight
flip chart
footbridge
forfeit a deposit
fortnight
fountain
furniture
gangway
genealogy tour
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gift shop
glacier
gourmet cooking
grave
guest
habitat
hill
historic monuments
homestay
hotel rate
housekeeper
itinerary
jacuzzi
jet lag
jungle
jurassic
adj
landscape
leak
license
luscious
adj
main course
monastery
mosaic
adj
mosque
mountain
multi-storey car park
music holiday
nightclub
nut
occupancy rate
offer
one-way ticket
package tour
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passenger
passion
passport control
pickpocket
pier
porter
porthole
portrait
poster
pottery
prestige
pub
public transport
purchase
rainforest
rescue
sauna
self-drive
shield
shopping arcade
shuttle
sightseeing
skiing
slide projector
snowboard
souvenir
special interest holiday
special offer
store
translate
take out insurance
terrace
theme park
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ticket collector
toiletries
tourist board
tourist information
trade fair
nn
tradition
train
tram
trip
underwater exploration
vanilla
villa
village
vineyard
visitors passport
volcano
water-skiing
wax museum
well-furnished
adj
whale watching
windsurfing
winter sports
youth hostel
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SECURITY OFFICER
Words
Part of Speech
balcony
housekeeper
guesthouse
guided tour
luggage
luggage locker
restaurant
tour
heritage
luxury hotel
porter
out of order
adj
alarm
fire
broken
adj
get stuck
adj
urgency
night club
entertainment
resort
luxury
adj
duluxe
adj
extra bed
ventilation
excursion
leak
n,v
safety
guard
long trip
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American Council on the Teaching of Foreign

Languages
(ACTFL)
Skill Level Descriptors
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____________________________________________________________
ACTFL LISTENING guidelines relevant to the TOEIC oriented Curriculum Guidelines
Novice-Low
Novice-Mid
Novice-High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Understanding is limited
to occasional isolated
words, such as
cognates, borrowed
words, and highfrequency social
conventions. Essentially
no ability to comprehend
even short utterances.
Able to understand
some short, learned
utterances, particularly
where context strongly
supports understanding
and speech is clearly
audible. Comprehends
some words and
phrases from simple
questions, statements,
high-frequency
commands and courtesy
formulae about topics
that refer to basic
personal information or
the immediate physical
setting. The listener
requires long pauses for
assimilation and
periodically requests
repetition and/or a
slower rate of speech.
Able to understand short,

learned utterances and
some sentence-length
utterances, particularly
where context strongly
supports understanding
and speech is clearly
audible. Comprehends
words and phrases from
simple questions,
statements, highfrequency commands, and
courtesy formulae. May
require repetition,
rephrasing, and/or a
slowed rate of speech for
comprehension.
Able to understand sentencelength utterances that consist

of recombination of learned
elements in a limited number
of content areas, particularly if
strongly supported by the
situational context. Content
refers to basic personal
background and needs, social
conventions and routine tasks,
such as getting meals and
receiving simple instructions
and directions. Listening tasks
pertain primarily to
spontaneous face-to-face
conversations. Understanding
is often uneven; repetition and
rewording may be necessary.
Misunderstandings in both
main ideas and details arise
frequently.
Able to understand
sentence-length
utterances that consist of
recombination of learned
utterances on a variety of
topics. Content continues
to refer primarily to basic
personal background and
needs, social conventions
and somewhat more
complex tasks, such as
lodging, transportation,
and shopping.
Additional content areas
include some personal
interests and activities,
and a greater diversity of
instructions and directions.
Listening tasks not only
pertain to spontaneous
face-to-face conversations
but also to short routine
telephone conversations
and some deliberate
speech, such as simple
announcements and
reports over the media.
Understanding continues
to be uneven.
Able to sustain
understanding over
longer stretches of
connected discourse on a
number of topics
pertaining to different
times and places;
however, understanding
is inconsistent due to
failure to grasp main
ideas and/or details.
Thus, while topics do not
differ significantly from
those of an Advanced
level listener,
comprehension is less in
quantity and poorer in
quality.
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ACTFL SPEAKING
Novice-Low
Novice-Mid
Novice-High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Oral production consists of

isolated words and
perhaps a few highfrequency phrases.
Essentially no functional
communicative ability.
Oral production continues

to consist of isolated
words and learned
phrases within very
predictable areas of need,
although quantity is
increased. Vocabulary is
sufficient only for handling
simple, elementary needs
and expressing basic
courtesies. Utterances
rarely consist of more than
two or three words and
show frequent long
pauses and repetition of
interlocutor's words.
Speaker may have some
difficulty producing even
the simplest utterances.
Some Novice-Mid
speakers will be
understood only with great
difficulty.
Able to satisfy partially the

requirements of basic
communicative exchanges
by relying heavily on
learned utterances but
occasionally expanding
these through simple
recombination of their
elements. Can ask
questions or make
statements involving
learned material. Shows
signs of spontaneity
although this falls short of
real autonomy of
expression. Speech
continues to consist of
learned utterances rather
than of personalized,
situationally adapted ones.
Vocabulary centers on
areas such as basic
objects, places, and most
common kinship terms.
Pronunciation may still be
strongly influenced by first
language. Errors are
frequent and, in spite of
repetition, some NoviceHigh speakers will have
difficulty being understood
even by sympathetic
interlocutors.
Able to handle
successfully a limited
number of interactive,
task-oriented, and social
situations. Can ask and
answer questions, initiate
and respond to simple
statements, and maintain
face-to-face conversation,
although in a highly
restricted manner and with
much linguistic inaccuracy.
Within these limitations,
can perform such tasks as
introducing self, ordering a
meal, asking directions,
and making purchases.
Vocabulary is adequate to
express only the most
elementary needs. Strong
interference from native
language may occur.
Misunderstandings
frequently arise, but with
repetition, the
Intermediate-Low speaker
can generally be
understood by
sympathetic interlocutors.
Able to handle
successfully a variety of
uncomplicated, basic, and
communicative tasks and
social situations. Can talk
simply about self and
family members. Can ask
and answer questions and
participate in simple
conversations on topics
beyond the most
immediate needs; e.g.,
personal history and
leisure time activities.
Utterance length increases
slightly, but speech may
continue to be
characterized by frequent
long pauses, since the
smooth incorporation of
even basic conversational
strategies is often
hindered as the speaker
struggles to create
appropriate language
forms. Pronunciation may
continue to be strongly
influenced by first
language and fluency may
still be strained. Although
misunderstandings still
arise, the Intermediate-Mid
speaker can generally be
understood by
sympathetic interlocutors.
Able to handle
successfully most
uncomplicated
communicative tasks and
social situations. Can
initiate, sustain, and close
a general conversation
with a number of
strategies appropriate to a
range of circumstances
and topics, but errors are
evident. Limited
vocabulary still
necessitates hesitation
and may bring about
slightly unexpected
circumlocution. There is
emerging evidence of
connected discourse,
particularly for simple
narration and/or
description. The
Intermediate-High speaker
can generally be
understood even by
interlocutors not
accustomed to dealing
with speakers at this level,
but repetition may still be
required.
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ACTFL READING
Novice-Low
Novice-Mid
Novice-High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Able occasionally to
identify isolated words
and/or major phrases
when strongly supported
by context.
Able to recognize the

symbols of an alphabetic
and/or syllabic writing
system and/or a limited
number of characters in a
system that uses
characters. The reader
can identify an increasing
number of highly
contextualized words
and/or phrases including
cognates and borrowed
words, where appropriate.
Material understood rarely
exceeds a single phrase at
a time, and rereading may
be required.
Has sufficient control of

the writing system to
interpret written language
in areas of practical need.
Where vocabulary has
been learned, can read for
instructional and
directional purposes,
standardized messages,
phrases, or expressions,
such as some items on
menus, schedules,
timetables, maps, and
signs. At times, but not on
a consistent basis, the
Novice-High level reader
may be able to derive
meaning from material at a
slightly higher level where
context and/or
extralinguistic background
knowledge are supportive.
Able to understand main

ideas and/or some facts
from the simplest
connected texts dealing
with basic personal and
social needs. Such texts
are linguistically
noncomplex and have a
clear underlying internal
structure, for example,
chronological sequencing.
They impart basic
information about which
the reader has to make
only minimal suppositions
or to which the reader
brings personal interest
and/or knowledge.
Examples include
messages with social
purposes and information
for the widest possible
audience, such as public
announcements and short,
straightforward
instructions dealing with
public life. Some
misunderstandings will
occur.
Able to read consistently

with increased
understanding simple,
connected texts dealing
with a variety of basic and
social needs. Such texts
are still linguistically
noncomplex and have a
clear underlying internal
structure. They impart
basic information about
which the reader has to
make minimal
suppositions and to which
the reader brings personal
interest and/or knowledge.
Examples may include
short, straightforward
descriptions of persons,
places, and things written
for a wide audience.
Able to read consistently

with full understanding
simple connected texts
dealing with basic
personal and social needs
about which the reader
has personal interest
and/or knowledge. Can
get some main ideas and
information from texts at
the next higher level
featuring description and
narration. Structural
complexity may interfere
with comprehension; for
example, basic
grammatical relations may
be misinterpreted and
temporal references may
rely primarily on lexical
items. Has some difficulty
with the cohesive factors
in discourse, such as
matching pronouns with
referents. While texts do
not differ significantly from
those at the Advanced
level, comprehension is
less consistent. May have
to read material several
times for understanding.
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ACTFL WRITING
Novice-Low
Novice-Mid
Novice-High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Able to form some letters

in an alphabetic system. In
languages whose writing
systems use syllabaries or
characters, writer is able
to both copy and produce
the basic strokes. Can
produce romanization of
isolated characters, where
applicable.
Able to copy or transcribe

familiar words or phrases
and reproduce some from
memory. No practical
communicative writing
skills.
Able to write simple, fixed

expressions and limited
memorized material and
some recombinations
thereof. Can supply
information on simple
forms and documents.
Can write names,
numbers, dates, own
nationality, and other
simple autobiographical
information, as well as
some short phrases and
simple lists. Can write all
the symbols in an
alphabetic or syllabic
system or 50-100
characters or compounds
in a character writing
system. Spelling and
representation of symbols
(letters, syllables,
characters) may be
partially correct.
Able to meet limited

practical writing needs.
Can write short messages,
postcards, and take down
simple notes, such as
telephone messages. Can
create statements or
questions within the scope
of limited language
experience. Material
produced consists of
recombinations of learned
vocabulary and structures
into simple sentences on
very familiar topics.
Able to meet a number of

practical writing needs.
Can write short, simple
letters. Content involves
personal preferences,
daily routine, everyday
events, and other topics
grounded in personal
experience. Can express
present time and at least
one other time frame or
aspect consistently, e.g.,
nonpast, habitual,
imperfective. Evidence of
control of the syntax of
non-complex sentences
and basic inflectional
morphology, such as
declensions and
conjugation. Writing tends
to be a loose collection of
sentences or sentence
fragments on a given topic
and provides little
evidence of conscious
organization. Can be
understood by natives
used to the writing of nonnatives.
Able to meet most

practical writing needs and
limited social demands.
Can take notes in some
detail on familiar topics
and respond in writing to
personal questions. Can
write simple letters, brief
synopses and
paraphrases, summaries
of biographical data, work
and school experience. In
those languages relying
primarily on content words
and time expressions to
express time, tense, or
aspect, some precision is
displayed; where tense
and/or aspect is
expressed through verbal
inflection, forms are
produced rather
consistently, but not
always accurately. An
ability to describe and
narrate in paragraphs is
emerging. Rarely uses
basic cohesive elements
such as pronominal
substitutions or synonyms
in written discourse.
Writing, though faulty, is
generally comprehensible
to natives used to the
writing of non-natives.
______________________________________________________________________________________
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SAMPLE TEACHING GUIDE

Topic
Traveling
Level
Intermediate
Positions targeted
Tour desk agent, Tourist guide
Objectives
To provide students with tourist words frequently used in traveling

To provide students with information about certain types of vacation
To get students practice the actual job of a travel agent
Lesson Content
Travel services
(Vocabulary, mountain camping services)
WARM UP
Do you know the proverb
He travels fastest who travels alone?
Explain its meaning.
Think of a specific situation in which this proverb can be used
and create a conversation for that situation.
READING
A. Decide the meanings of underlined words by circling the best
answer (A, B, C, or D) for each question.
1. Last summer we decided to stay in a bungalow for a change.
A. bathing facilities
B. camping grounds
C. small one-storey house
D. valet
2. I prefer Asian cuisine to Westerns.
A. specialty
B. style of cooking
C. cooker
D. eating
3. All visitors savor the magnetic scenery of this region.
A. hate
B. fit
C. visit
D. enjoy
4. The balcony overlooks the garden.
A. has a view of
B. looks through
C. conceals
D. opens to
5. There are a lot of recreation activities offered to children in the
city.
A. sports activities
B. leisure activities
C. adventurous activities
D. learning activities
6. In this area, there are many quaint villages which offer you
something unique to enjoy.
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____________________________________________________________
A. totally new
B. extremely beautiful
C. mountainous
D. unusually attractive
7. Many youngsters love individualism, and therefore, follow DIY
culture.
A. dare influence yourself
B. do it young
C. do it yourself
D. dont interfere you
B. Read the advertisement and do the tasks.
Mountain View Camping Ground
Many seasoned tourists find they don't like staying in hotels, and that
they prefer to avoid large cities. Does this description fit you? If the
answer is yes, The Mountain View Camping Ground is for you. Our
camping grounds overlook the spectacular Hampson Valley. We rent
tents, bungalows and roulettes. If DIY is your style, bring your own
tents or roulettes. All guests enjoy access to cooking facilities,
bathrooms with bathing facilities, and a playground for the children.
Our panoramic setting offers a wide variety of recreation activities as
well as inspiring views of the mountains. Chisom, a quaint summerresort village, is just 10 minutes by car. Take advantage of the many
entertainment, shopping and relaxation opportunities including fitness
centres, laundry/valet services, solariums and much more. Have lunch
in one of the many restaurants and savour the tasty local cuisine.
Mountain View Camping Ground offers fun, relaxation and
opportunities for all types of outdoor activities. Call us today to find out
how we can make your next holiday perfect.
Task 1. Answer questions 1 5 by circling the best choice (A, B,
C, or D) for each basing on what you have read in the text.
1. What kind of tourist is mentioned at the beginning of the text?
A. The one who travels for the first time
B. The one who just travels in certain seasons
C. The one who has traveled a lot
D. The one who does not like traveling
2. What do the camping grounds overlook?
A. A tall mountain
B. An area between mountains
C. A city centre
D. A river
3. Which of the following services is NOT stated in the text?
A. Renting tents
B. Tanning the skin
C. Washing clothes
D. Teaching some new sports
4. All of the following are true of Chisom EXCEPT?
A. It is a village.
B. It is a place for summer holiday.
C. It is far from the Camping Ground.
D. It has lots of things to offer.
5. Where can the tourists enjoy the cuisine?
A. In Chisom
B. In the mountains
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____________________________________________________________
C. In the fitness centers
D. In Camping Ground
Task 2. Do the following statements agree with the claims of the
writer in the passage? Write YES, NO, or DOES NOT SAY.
1. Tourists do not have chance to cook by themselves.
2. There is a place for children to play in the Camping Ground.
3. Local food is very expensive.
POST READING 1
Work in pairs, playing the roles of a travel agent and a tourist. Ask and
answer about types of special trips for a summer vacation. You should
use the words and information provided in the lesson.
Teaching guide
Group Activity/ Pair Activity/ Individual Activity

WARM UP (30 minutes)
Suggested procedure:
9 Organize Sts into groups of thee or four to discuss the meaning of
the proverb. Remind them that if they are not sure, they can freely
guess in an explainable way. (5 minutes)
9 Check with the whole class. Call some pairs/ groups to share their
understanding of the proverb. Give them the exact meaning. (5
minutes)
9 Ask them to think of a situation in which this proverb can be
applied, and create a conversation in which one speaker utters this
proverb. (10 minutes)
9 Call some groups to act their conversation in front of the class. Ask
others to listen and check whether the proverb has been used
properly or not. (10 minutes)
KEY
The man who goes alone can start today; but he who travels with
another must wait till that other is ready. Besides, alone, he can travel
without consideration for others. He can take decisions without any
consultation or can accept hardship without imposing it on others.
Therefore, he will make decisions to travel, or go traveling faster than
those who intend to go with partners.
READING
Pre-reading (10 minutes)
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____________________________________________________________
9 Ask Sts to do the vocabulary quiz in pairs (6 minutes)
9 Check the quiz with the whole class. (3 minutes)
9 Lead to the text: the advertisement about Mountain View
Camping Ground. Remind Sts that all the words from the
crossword will appear in the reading text they are going to read.
(1 minute)
KEY
1. C
2. B
3. D
4. A
5. B
6. D
7. C
While-reading (30 minutes)

9 Ask Sts to predict possible contents of the text (2 minutes)
9 Ask them to skim the two notices for the first time and check
their prediction. Ask them whether they have accurate
prediction or not. (3 minutes)
9 Ask them to read the text again and answer the questions.
Remind them to look back at Pre-reading if they are not sure
about the meanings of some words and try to guess others
basing on the context. (13 minutes)
9 Ask them to check in pairs (2 minutes)
9 Check the exercise with the whole class (10 minutes). Teach
them some other new words if necessary.
KEY
Task 1 - 1. C 2. B
3. D
Task 2 - 1. N 2. Y
3. NG
4. C
5. A
POST-READING (20 minutes)

9 Organize Sts into pair to practice the roles of a travel agent and a
tourist. Remind Sts of using the new words introduced in the
lesson and that they can talk about mountain camping vacation or
any other type that they find interesting (5 minutes)
9 Go around class to help students with their conversations if needed
(10 minutes)
9 Call some groups to act their conversation in front of the class. Ask
others to listen and check whether the proverb has been used
properly or not. (10 minutes)
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Assessment
Teachers should ask students to gather information about some types

of vacation and ask them to work in pairs to play the role of a tourist
and a travel agent.
Training aids
Worksheets for students to do the exercises

Poster paper for mind mapping.
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Page 103

TOEIC Curriculum Guide

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VIETNAM HUMAN RESOURCES DEVELOPMENT IN TOURISM PROJECT

No. VNM/B7-301/IB/97/0234 funded by the EU

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

The English Language Proficiency Curriculum Guidelines for English Training in

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Proficiency Level Descriptors............................................................................20

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Rationale for the Development of the English Proficiency Benchmarks

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Front Desk Agent

Tour Desk Agent

Benefits of the benchmarks and curriculum guidelines

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

CHAPTER 2: CURRICULUM DESIGN REQUIREMENTS

Instructional design and implementation must be based on actual learning needs.

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

speak and be understood in personal and work environments;

Literacy contributes to the ability of individuals and encompasses aspects of personal

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

CHAPTER 3: VOCATIONAL LITERACY MODULES

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Toastmaster-like groups, that would allow students to develop presentation skills

CHAPTER 4: CURRICULUM AND ASSESSMENT GUIDE

See individual module sections

See individual module sections

Recommended Delivery Hours

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Throughout each module level learners should be tracked using performance-based

CHAPTER 5: TRAINER REQUIREMENTS

Trainers Guide: To be developed for presentation at the Train-the-Trainers

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

A minimum amount of lecture-based instruction should be used in the delivery of any

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Daily/Weekly Logs--learners reflect on learning and comment on their

Examples of Assessment of Real Life Experiences

Examples of Collaborative Tools for Instructors and Learners

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Conferences--the teacher meets with each learner to discuss the learner's

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

CHAPTER 7: SKILL LEVEL CHARTS

Can handle most

Can read, interpret longer

Can understand most

Can satisfy routine social

Can handle jobs and/or

Can go beyond being able

Can read and interpret

Can handle jobs and/or

Satisfies basic survival

Can read and interpret

Can handle entry-level jobs

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

No functional ability for true

May not be literate in any

Should be able to handle

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

Proficiency Level Descriptors

Provides detailed information related to

Provides detailed personal information