(Luận văn thạc sĩ) designing a task based english syllabus for students of tourism at nghe an college of culture and arts

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDies Faculty of Post Graduate Studies BÙI THỊ QUỲNH MAI DESIGNING A TASK - BASED ENGLISH SYLLABUS FOR STUDENTS OF TOURISM AT NGHE AN COLLEGE OF CULTURE AND ARTS THIẾT KẾ CHƯƠNG TRÌNH DẠY HỌC TIẾNG ANH THEO NHIỆM VỤ CHO SINH VIÊN CHUYÊN NGÀNH DU LỊCH TRƯỜNG CAO ĐẲNG VĂN HÓA NGHỆ THUẬT NGHỆ AN -MINOR M.A.THESIS Field: Methodology Code: 601410 Hanoi, 2010 TABLE OF CONTENTS PART I INTRODUCTION Rationale Aim and significance of the study Methodology Structure of the study Summary PART II DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 Definition of syllabus 1.2 Definition of syllabus design 1.3 Type of syllabi 1.4 Task based syllabus and ESP 1.4.1 Defining “task” and task based language teaching 1.4.2 Pedagogical Tasks 1.4.3 Task-based Language Teaching 10 1.4.4 Characteristics of Task-based Syllabus 11 1.4.5 How is ESP designed? 14 1.5 15 Summary CHAPTER SITUATIONAL ANALYSIS AND NEEDS ANALYSIS 2.1 Situational analysis 16 2.1.1 Educational setting 16 2.1.2 Learner factors 17 2.1.3 Teacher factors 18 2.1.4 Institutional factors 18 2.1.5 Assessment and evaluation requirements 19 2.1.6 The existing curriculum 20 2.2 Task based need analysis 21 2.2.1 Needs analysis of Hotel staff and tourguides in Nghe An 22 English for Hotel Staff 22 English for tourguides 24 Tourguides’ opinions about language skills 27 2.3 Summary CHAPTER THE PROPOSED SYLLABUS CONTENT 3.1 Objectives of syllabus 28 3.2 Type of syllabus 28 3.3 Time Requirement 29 3.4 Tasks in the syllabus 29 3.4.1 Main target situation tasks of hotel staff 29 3.4.2 Main target situation tasks of tourguides 29 3.5 The proposed syllabus 29 3.5.1 A suggested English language syllabus for Hotel Staff 30 3.5.2 A suggested English language syllabus for tourguides 34 3.6 38 Underlying Methodology of Teaching and Assessment 3.6.1 Teaching methodology 38 3.6.2 Assessment methodology 38 3.7 Summary 39 PART III CONCLUSION 40 Conclusions 40 Recommendations of the Study 41 Limitations and suggestions for further Study 41 PART I INTRODUCTION Rationale The syllabus is often the initial communication tool that students receive as well as being the most formal mechanism for sharing information with students regarding any course ―The syllabus as contract can serve as the document by which the classroom practices, expectations, and norms are discussed and codified Any later ambiguities of meanings can be resolved by examining the contract that exists between the parties‖ (Danielson, 1995, p 8) One of the most popular types of syllabus is task-based syllabus which seemed to satisfy at least four of the rationales First, it promotes the eventual uses of the target language by emphasizing the realworld resemblance of the tasks with the purpose of preparing the students for the real-world tasks Second, tasks derived from the analysis of learners‘ needs increase learners‘ interest and motivation (Robinson, 2001, p 267) Third, while performing tasks, learners can learn the target language through contextualized and meaningful use of the language rather than learning sentence-level usage of the language Forth, tasks presented with gradually increasing complexity provide rich, elaborated, and comprehensible input for the language acquisition to occur (Doughty & Long, 2003, p 50 ) However, in my view, the current English textbooks of tourism in Nghe An College of Culture and Arts has certain disadvantages They may not reflect students‘ needs and interests because they are written for global markets Another drawback is that information is normally out-of-date By the time students work with the material, the information it provides might have changed Moreover, for ESP materials as English for tourism, some of the contents and language may vary according to specific situations in which learners are currently or will be working For instance, tour guides in Sapa will need some cultural knowledge and vocabulary different from those working in Nghe An It is, therefore, necessary to develop one‘s own materials to bridge the gaps In addition to the material issue, I realize that most of our students of tourism face difficulty in learning speaking and listening skills although their grammar is quite good One of the factors that result in the inefficiency in teaching and learning English at our institution is the method of teaching Many instructors still utilize grammar-translation method as it is easy for them, but not necessarily effective for the students As a strong advocate of the Communicative Approach, I think that there should be a new blow of fresh air to our language teaching situation Among several versions of the Communicative Approach, I see that Task-based language teaching (TBLT) is gaining popularity and is very relevant to our educational purposes According to Skehan (1996: p.50), a task is ―an activity in which: meaning is primary; there is some sort of relationship to the real world, task completion has some priority; and the assessment of task performance is in terms of task outcome‖ TBLT provides a structured framework for both instruction and assessment Using tasks as the basic building blocks of syllabus design allows teachers to both sequence lessons and assess their outcomes, while at the same time creating reasonably authentic parameters within which students can communicate with each other for a purpose Most importantly, it allows them to focus on what it is that they are saying to each other, rather than on how they are saying it It is noted that the ultimate goal of an ESP course is to meet the needs of particular learners; thus, one of the main tasks done by ESP teachers is concerned with designing appropriate syllabus for different group of learners Syllabus design is considered to be of great importance in deciding the success of learners For the above-mentioned reasons, I have decided to design a task-based English syllabus for students of Tourism at Nghe An College of Culture and Arts Hopefully, the study, to which I will devote all my efforts, may contribute a considerable success for the improvement of English teaching at our institution Aim and significance of the study The main purpose of the study is to design a task-based English syllabus for students of tourism at Nghe An College of Culture and Arts Specifically, the present study is aimed: - To explore the current trends in task-based syllabus design - To conduct an analysis of the needs of Nghe An Tourism Sector and a survey on Hotel Staff and Tourguides - To propose syllabus contents, which are to be well-matched to the objectives of the course and the learners‘ needs at Nghe An college of Culture and Arts in particular and the needs of Nghe An Tourism Sector in general Methodology This study employed a quantitative methodology to achieve the above – mentioned aim A survey questionnaire was used to find out the target needs from the perspective of the tourism sector The data were analyzed by means of descriptive statistics Structure of the study The study begins with an introduction including the rationale, aims and significance of the study as well as the method and design of the study The subsequent chapters present the main body of the research Chapter I reviews the literature on syllabus design Chapter II consists of three sections i.e., situational analysis, needs analysis, and a proposed needs-based syllabus The Conclusion summarizes the main ideas of the study, and suggestions for the syllabus trialing and implementation Summary In this part, the rationale of designing a task-based syllabus for students of Tourism at Nghe an College of Culture and Arts is presented Also, the aim, the methodology and the structure of the thesis are presented The following part, Part II, consists of three chapters: The Literature Review, Situational Analysis and Needs Analysis, and the Proposed Syllabus Next chapter is the Literature Review PART II DEVELOPMENT CHAPTER LITERATURE REVIEW This chapter reviews the literature on syllabus design First, a definition of syllabus is provided, which is followed by a definition of syllabus design Next, types of syllabus as well as descriptions of these syllabi are reviewed The central part of the chapter is the review of taskbased syllabus design, which is the cornerstone of the study 1.1 Definition of Syllabus A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teachers and learners by providing some goals to be attained Hutchinson and Waters (1987, p.80) hold that at its simplest level a syllabus can be described as a statement of what is to be learnt It reflects language and linguistic performance This is a rather traditional interpretation of syllabus focusing as it does on outcomes rather than process However, a syllabus can also be seen as a "summary of the content to which learners will be exposed" (Yalden,1987, p.87) It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt 1.2 Definition of Syllabus Design The terms "syllabus", "syllabus design" and "curriculum" have given rise to confusion in terms of their definitions and use According to Stern (1983, p.45) the field of curriculum studies is part of the discipline of educational studies In its broadest sense, it refers to the study of goals, content, implementation and evaluation of an educational system In its restricted sense, curriculum refers to a course of study or the content of a particular course or programme It is in this narrower sense of curriculum that the term "syllabus" is employed According to Stern, "syllabus design" is just one phase in a system of interrelated curriculum development activities After having understood what the terms "curriculum" and language "syllabus" refer to, the next step would be to come to terms with what language "syllabus design" encompasses According to Webb (1976, p.20), syllabus design is understood as the organization of the selected contents into an ordered and practical sequence for teaching purposes His criteria for syllabus design are as follows:  Progress from known to unknown matter  Appropriate size of teaching units  A proper variety of activity  Teachability  Creating a sense of purpose for the student Garcia (1976, p.116) expands on this and provides more comprehensive criteria which should be taken into consideration when designing a language syllabus He says that "particulars concerning the social forces, the prejudices, the habits and the motives of the student population, the relation of student characteristics to what are considered universal concepts in language learning processes, contemporary insights into the nature of the language, and how it should be taught to non-native speakers and for what realistic purposes, must guide curricular decisions." According to Munby (1984, p 92), syllabus design is seen as "a matter of specifying the content that needs to be taught and then organizing it into a teaching syllabus of appropriate learning units." Maley (1984, p.77) sums it up when he says that syllabus design encompasses the whole process of designing a language programme Maley, holds that "the needs analysis which produces an order unit of items to be taught is organically related to a methodology consistent with the syllabus, a set of techniques consistent with the methodology, and evaluation procedure consistent with the whole." The above discussion on syllabus design implies that syllabus design involves a logical sequence of three main stages, that is, i) needs analysis, ii) content specification, and iii) syllabus organization 1.3 Types of Syllabi In keeping with the British tradition, White considers a curriculum to be the "totality of content taught and aims to be realized within one school or educational system" and further considers syllabi as the "content or subject matter of an individual subject"; however he suggests for many reasons that a curriculum should not be seen as an extended syllabus (1988, p4) Syllabuses vary in many aspects Some are very short and barely readable, while others are lengthy and neatly bound (Taylor 1970, p.32 cited in White 1988, p.3) According to White (1988, p.59), syllabi are divided into two types from the most generic perspective Type A: What is to be learnt? Type B: How is it to be learnt? Interventionist Non-interventionist External to the learner Internal to the learner Other directed Inner directed or self fulfilling Determined by authority Negotiated between learners and teachers Teacher as decision-maker Learner and teacher as joint decision makers Content = what the subject is to the expert Content = what the subject is to the learner Content = a gift to the learner from the teacher or knower Content = what the learner brings and wants Objectives defined in advance Objectives described afterwards Assessment by achievement or by mastery Assessment in relationship to learners' criteria of success Doing things to the learner Doing things for or with the learner Source: White(1998,p.59) These two types of syllabi can be subdivided into six different sub-types of syllabus: structural syllabus, notional/functional syllabus, situational syllabus, skill-based syllabus, content-based-syllabus, and task-based syllabus In the structural (formal) syllabus, the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on Unlike the structural syllabus, the content of the language teaching in the notional/functional syllabus is a collection of the functions that are performed when language is used, or of the notions that language is used to express Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on In the situational syllabus, the content of language teaching is a collection of real or imaginary situations in which language occurs or is used A situation usually involves several participants who are engaged in some activity in a specific setting The language occurring in the situation involves a number of functions, combined into a plausible segment of discourse The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new student, and so on For skill-based syllabus, the content of the language teaching is a collection of specific abilities that may play a part in using language Skills are things that people must be able to to be competent in a language, relatively independently of the situation or setting in which the language use can occur While situational syllabi group functions together into specific settings of language use, skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, and so on The primary purpose of skill-based instruction is to learn the specific language skill A possible secondary purpose is to develop more general competence in the language, learning only incidentally any information that may be available while applying the language skills In content-based-syllabus, the primary purpose of instruction is to teach some content or information using the language that the students are also learning The students are simultaneously language students and students of whatever content is being taught The subject matter is primary, and language learning occurs incidentally to the content learning The content teaching is not organized around the language teaching, but vice-versa Content-based language teaching is concerned with information, while task-based language teaching is concerned with communicative and cognitive processes An example of content-based language teaching is a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the science more comprehensible In general, the six types of syllabi or instructional content are presented beginning with the one based most on structure, and ending with the one based most on language use Language is a relationship between form and meaning, and most instruction emphasizes one or the other side of this relationship APPENDIX QUESTIONNAIRE (English for hotel staff) The following questionnaire is designed to collect the data for our study entitled “Designing a Task-based English syllabus for students of tourism at Nghe An College of Culture and Arts” We would appreciate it if you could provide your answers for the following questions Please note that you will not be identified in any discussion of the data A General information What is your gender (Male or Female)? …………………………………………… How long have you been working in the tourism sector? ……………………………………………………… What types of work have you done? ……………………………………………………… What suggestions you have for English teachers of tourism? ……………………………………………………… ……………………………………………………… B Specific information Would you please put a tick (V) in the appropriate box? Self-reported frequency of target situation tasks Tasks (No of responses) Very often Checking in Checking out Room reservations by Fax and/or emails Room reservations By telephone Often Sometimes Occasionally Never Room reservations faceto-face Dealing with customers’ complaints face-to-face Dealing with customers’ complaints by phone Dealing with customers’ complaints by emails Travel services 10 hotel services 11 Serving at a restaurant 12 Serving at the hotel’s bar 13 Apology for poor services 14 Food service 15 Others Thanks for your help! APPENDIX SURVEY QUESTIONNAIRE The following questionnaire is designed to collect the data for our study entitled “Designing a Task-based English syllabus for students of tourism at Nghe An College of Culture and Arts” We would appreciate it if you could provide your answers for the following questions Please note that the information is used for research purposes only and you will not be identified in any discussion of the data A General information What is your gender (Male or Female)? …………………………………………… How long have you been working in the tourism sector? ……………………………………………………… What types of work have you done? ……………………………………………………… ……………………………………………………… B Specific information Would you please put a tick (V) in the appropriate box? Tasks Self-reported frequency of target situation tasks (No of responses) Always Welcoming the tourists Announce tour itineraries Describe and explain points of interest on the tour Arrange entry to places such as museums, government buildings and exhibitions Check and store tourists' bags Arrange accommodation and meals Act as an interpreter Teach tourist about safety Teach tourists about customs or matter of etiquette that you think tourists should be aware of (such as at a temple or a museum) 10 Entertain tourists by telling stories, traditions of a particular area 11 Dealing with tourists’ questions 12 Solving problems 13 Often Sometimes Others (Please specify) Thanks for your help! Occasionally Never APPENDIX Sample Unit Unit Hotel services Reading  Discussion Work in groups of three or four to discuss the following questions - When staying in a hotel, what are you concerned with? - When checking in a hotel, what questions might you ask the receptionist?  Reading Here is a list of services described in the Key Card of the Pastras Hotel Remember not to look in the Word Study until after you have read the passage  Comprehension check Which meals are not served in a guest’s bedroom? Who cleans guests’ shoes? Who is responsible for cash kept in a guest’s bedroom? Who should be contacted in a medical emergency? Where are the fire instructions situated?  Listening Listen to the dialogues and complete the table below Remember, not read the dialogues in your book until you have listened to them on the cassette Note From Room To Room Request/action Mrs Fairfax 200 Has urgent business meeting Wait in capital bar until past 4 Room service Dialogue B: Hello Reception? This is Mrs Fairfax in 219 We have an urgent problem Is this a doctor in the hotel? A: No, I’m afraid there isn’t But we can call one quickly in an emergency Aren’t you feeling well? B: It’s not me It’s my husband He has very bad pains in his chest A: I’ll call the doctor at once Can you describe any more symptoms? B: yes, his breathing is weak, but he doesn’t seem to have a temperature It looks as if he’s had a heart attack A: Right I’ll get in touch with the doctor immediately and pass that information on to him I’ll call you back as soon as I know what he can Dialogue B: Good evening My name’s Hurst I’m in room 200 A: Good evening, Mr Hurst What can I for you? B: I’d like an early call tomorrow morning, please A: Certainly When would you like us to call you? B: I’m not sure I have to be at the West terminal, Hellennikon Airport for an eight o’clock flight When should I leave here, you think? A: The minimum check-in time is sixty minutes, so you need to arrive at airport by seven If you get a taxi from here at 6.15 you’ll be absolutely sure of getting there on time B: Ok I’ll have a 5.30 call, please A: Right, Mr Hurst Good night B: Good night Dialogue B: Hello! I’m from room 370, my name’s John Steel Could you something for me? A: Yes, I hope so, Mr Steel B: The situation is this: a friend of mine is coming here at about three I asked him to meet me here In fact, the problem is that I have to go an urgent business meeting and I won’t be back after four I’ve tried ringing him but there’s no answer Could you ask him to wait for me in the capital bar? A: Yes, of course What is his name? B: Mr Pettersson He’s from Sweden I’ll spell the name for you? P-E-double T-E-R-double S-O-N A: Right, Mr Steel I’ll see that he gets your message Dialogues B: Good morning I wonder if could tell me when the banks are open today? A: I’m afraid they are closed all day today It’s a public holiday B: That’s a nuisance I’m a little short of cash I have some traveller’s cheques with me and my credit cards, too Could you help me? A: That’s no problem Traveller’s cheques can be cashed here in the hotel The cashier will help you with those And your credit cards will be accepted in many shops, restaurants and night clubs B: Fine, I’ll cash some cheques now Oh There is one thing My wife is in bed with headache I think it’s all this sun Would you ask room service to send us some hot milk and a few aspirins? A: Yes, sir I’’ make sure that you get them soon Your room number is….? B: 342 Thank you very much  - Language focus Using nouns in groups Reservation chart- chart for recording reservations Booking confirmation- confirmation of a booking Now complete the following in a similar way tea making facilities - ……………………………… tour group leader - ……………………………… …………… – service provided in a guest’s room ……………… - System for reserving airline seats shoe cleaning machine - ………………………………… …………………… – telephone code for an area ………………………… – bureau which finds accommodation ……………………… – form for registering guests from oversea arrival list - ……………………………………… 10 room status system - ………………………………………  Speaking Hotel guests have a wide variety of needs, so members of staff should deal with each of the requirements Play roles as members of staff and customers to make conversations for the following suggestions: Mr Brown wants: - some drinks in his room - some soap - his shirt cleaned - to hire a car Mrs Mary wants: - To leave a message - To change her room - To cash a traveller’s cheque - To extend her stay  Writing Write out the following messages in full Mr Brown/leaving/3pm/this afternoon/catch flight/London/Hellenikon Airport/6pm Mrs Curtis/ordered taxi/10.30 am meet brother/entrance to Akropolis/1.00 am Miss Wiseman/cancelled order/ “Times” newspaper changed order/”International Herald Tribune” Mr Drew/made booking/21.3.82/3nights/SB sent letter/confirming booking Mrs Payne/called doctor/9 am/husband ill doctor/sent Mr Payne/City Hospital/11 am John Adam/left message/Mr Authur/midday not able to meet/Diplomat Bar/7 pm/ this evening Vocabulary Baggage Flight Car hire Garments Cash Headache Currency Heart attack Deposited Prescription Discretions Receipt Drugs Same day service Duty manager Symptoms Emergency Urgent Facilities Valuables Fee Straight away Fire notice Credit cards APPENDIX Unit A sample unit Cua Lo beach Group discussion In groups, discuss these questions: Can you name some famous beaches in Vietnam? Can you give some standards of beaches to attract tourists? What will you talk to the tourists about beaches in Vietnam? Pre-reading task Where is Cua Lo Beach? How far is it from Vinh city? Can you tell the names of some islands in Cua Lo beach? If you were a tourist visiting Cua Lo beach, what questions might you ask the tour guide? Before you read, make at least five questions you want to know in the reading passage Reading Read the passage and find the answers to your questions Read the passage and answer the questions that follow Cua Lo beach Cua Lo town is nearby the South China Sea, surrounded by Cua Lo beach in the North, Cua Hoi beach in the South The former one stretches over tens of kilometers, slopping gently with fine sand, pure water without mud There are woods of pine-trees and coconuts planned into parks Salinity is high and it is regarded as one of the ideal beaches in Vietnam To the North, there is Lan Chau Island next to Cua Lo town It is submerged at tidal flow There are many large rocks shaping strangely at the foot to the Southeast Some are like sitting men, some are called Mr Dung rock, Thiet Han Shape King Bao Dai had a castle built on the top in 1936 for convalescence It was Bao Dai who brought the specie of marine mum from France and planted here, enriching the colour of the sea town To the southeast about km from the coastline is Song Ngu Island like a giant fish preventing serious storms and strong wind from Cua Hoi Books entitled “Hong Duc map” and “ Thien Nam Tu Chi Bo Do Thu” say: “ there are two rocks emerging highly from the sea in Chan Phuc district (Today Nghi Loc district and Cua Lo town) Each has two heads, one tall and one shorter like praying mantis called Song Ngu (Two fish)” Rocks sprouting from the sea and local marvelous sight fascinate many poets and travelers passing by Quynh Nhai Island is about 20km offshore It is 218 m high, 24m deep from the sea surface It is made up of large and small rocks They all look like eyes from the inland and often referred to as Mat (Eye) Island There is a cluster of heaving rocks, forming interesting cave called Fairy’s cave There is a large rock on the Top called An Lac (Peace) cave Coming here, tourists can taste lots of delicious and healthy food because Cua Lo sea is rich of seafood namely shrimp, cuttlefish, crab, codfish, garrupa, tuna Annual May 1st is the day to launch the Song – Nuoc festival in Cua Lo to start sea tourism It includes interesting traditional games and boat racing Cua Lo town was claimed in 1994 ever since, the resort has changed a lot Infrastructure is heavily intensified Especially there are more recreation works, tourism services and multi-storey modern hotels Comprehension check When was Cua Lo town claimed? Why people call “ Song Ngu Islands and Mat Islands”? When did King Bao Dai have a castle built? Who brought specie of marine mum from France and planted in Cua Lo Beach? What are held in Song Nuoc festival in Cua Lo? What kinds of seafood can tourists taste here? Is Cua Lo beach nowadays different from that in the past? Why? Vocabulary Lengthen Cuttlefish Sandbank Crab Resort Codfish Amusement Garrupa Submerge Tuna Tidal Praying mantis Convalescence Marine mum Shrimp Coastline Fascinate Language focus Using prepositions Notice how the prepositions are used below to describe position anddirection There is Lan Chau Island next to Cua Lo town There are many large rocks shaping strangely at the foot to the Southeast King Bao Dai had a castle built on the top in 1936 for convalescence Just off the coast lies a group of islands Choose the correct prepositions to complete the sentences below: The tour buses depart….the central square at two-hourly intervals There are many interesting buildings….the old quarter of the city The medieval monastery is situated seven miles….the town I’ll wait for you….the reception desk the coach driver drove…the main road in order to visit the craft centre near Cordobar I would like the table….the window It’s too bright today One moment I’ve left my wallet….the table His room looked….the main street Listening Listen to a conversation between a tourguide and tourists about a nice beach Make a comparison between the beach in the tape and Cua Lo beach Speaking You are taking tourists to Cua lo beach Working as tourguides with the following suggestions: - Welcome the tourists to Cualo beach - Introduce Cua lo beach to the tourists - Teach tourists about safety during the tour in Cualo beach Play roles as a tourist and a tourguide The tourist gives questions and the touguide handles these questions Writing Topic: Write a description of a beach in Vietnam you’ve known Consider these aspects: - the location - mean of transport to get there - the sightseeing, the construction around the beach - the festival and activities that can be held there Further reading Thien Cam beach Located approximately 20 kilometers from the town of Ha Tinh province, Thien Cam has been well known and praised as a romantic and pristine beach recently The beach is bound by Thien Cam Mountain, which makes a beautiful landscape of the harmony of sea and mountain Thien Cam beach’s beauty is also added by Yen Lac Pagoda where tourists can explore the architecture style of the 13th century and contemplate the famous old picture of “The Kings of Hell’s Ten Palaces” It has been told from generation to generation that here used to be a favour destination of the first King of Vietnam - Hung King where he could relax on the mountain and listen to the rhythmical sound of ocean Thien Cam beach lies in a region of monsoon tropical climate with two distinctive seasons, the hot and cold seasons The average temperature is 22oC-25oC, and the annual average rainfall is above 2,200mm or 3,500mm in some places and 1,719 sunny hours a year Seen from above When being seen from above, Thien Cam beach looks like a huge bow, stretching around kilometers from Thien Cam Mount foot to Đầu Voi Mount (Elephant Head Mount) These together with Cum Nay (Great Mount) and Cum Con (Small Mount) make up huge musical instrument keys scattered along the pure Ky La stream, which curves round the hillside to flow into the sea Thien Cam Beach derived its interesting name from a very special legendary, which tells that when passing by the zone, King Hung took a rest at Ky La mountain (the former name of Thien Cam) where he heard the waves of the sea whispering soft and low and the pine singing in the wind That made him imagine it like a melody created by a Heaven’s Lute With such a great feeling, he renamed Ky La into a magic name of “Heaven’s Lute” or Thien Cam, which remains till today Let’s take a round trip Thien Cam beach brings you a great opportunity of a healthy and romantic vacation Coming here, you will surely be attracted by the pristine beauty attaching to low mountains You can enjoy cool and purely blue sea You can play with its small waves sweeping into and out of the silk-like fine sand banks Even you can relax yourself by lying or walking on the fine and clean sand Or you can go boat sailing or shipping Only in Thien Cam could tourists hear admirable sounds of sea winds, waves, howling tree leaves striking mountain cliffs, which create sweet melodies All these make you feel you were in a fantastic land with refreshing moments After satisfying with such comfortable entertainment, you can take a ship to Boc Island, which has a marvelous rock banks turning to the sea Waves strike the rock banks all day long, making an ideal bathing site with rippling waves Leaving Boc Island, the ship now brings you to Tien seaside resort (Bãi tắm Tiên) at Tuong Mount foot Among several small beaches, Tien seaside resort is the prettiest one It is loaded with rock caves and sand banks, cross-valley full of fresh and salty water creating the tide line Scattered along the rock side, it is bird trapper, lobster, and sea-chesnut catcher Back to the beach, you can go up to Thien Cam mountain and enjoy the melody of the Heaven’s Lute that Hung King used to feel Then sliding down to the mountain foot and walking for couples of minutes, you can integrate into the religious world of Yen Lac Pagoda with the beauty of the 13th century architecture style Last but not least, it seems to be a good news for those who adore foods of sea Thien Cam is the place of numerous delicious sea foods that are appreciated as the gifts of the Nature Staying here, you can taste lobster, squid, Cu Ky bird, Nhuong fish source, and so forth, which are of uniqueness in Ha Tinh ... of a task based syllabus include: Adequate 11 consideration of needs analysis, Authenticity of materials, Humanistic orientation, and Variety of tasks The adequate consideration of needs analysis... syllabus design, i.e., situational analysis and needs analysis 15 CHAPTER SITUATIONAL ANALYSIS AND NEEDS ANALYSIS This chapter discusses Situational Considerations and Needs Analysis in syllabus. .. advantages and disadvantages of task based syllabus are also analyzed The literature review on syllabus design has provided concepts and procedures for the process of designing a task based syllabus