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My course is designed to help students who have a degree in tourism but lack the English language vocabulary to easily find a job internationally. The focus of the course is to provide students with terminology related to tourism, gastronomy, hospitality and transport, giving them the opportunity to develop their language skills by means of attractive, motivating and useful learning activities.  It will also help them to develop the attitudes and stylistic features that these fields require. It is important to make use of geographical, cultural, historical and gastronomic knowledge, and the course can also help to activate this prior information. The main purpose of all these ESP methods and approaches is to prepare students for their future jobs so that they can perform effectively in their area of work.

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My students are young people who want to work in the hospitality, tourism and hotel industry, and although they have already passed the career orientation stage, they do not have any professional experience. They have a rich base in their mother tongue in terms of cultural, historical, geographical knowledge, but they are not confident enough in English when looking for a job. The target situation is for the student to successfully obtain a job within his/her field. These students speak English at B1, B2 level, but are not confident in using their subject knowledge in this second language. The student's needs are therefore to learn to present terminology that will enable them to apply their skills in English. This is an occupational target situation in which we need to identify the needs expected by society, the gaps assessed by the teacher and the aspirations of the student.

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I would select materials for the course design that meet the following criteria:

·Adequacy - should be at the appropriate language, age level.

·Motivation - should present content which is interesting and motivating for students work.

·Sequence - it is important if there is some relation to previous texts, activities, topics not to miss the sense of a lesson.

·Diversity - should lead to a range of classroom activities, be a vehicle for teaching specific language structure and vocabulary and promote reading strategies.

·Acceptability - it should accept different cultural customs or taboos.

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I would organise the assessment so that I could get constant feedback on how my students are progressing throughout the course. I would prefer improvised pair work, asking students to act out a pre-defined situation every third course. I can also help them with questions. This way I can get a realistic picture of their progress.