Traveling – Go where locals go (60′ lesson)

Since we are on Holidays, this lesson is to attend teachers’ and students’ needs as to having “traveling” vocabulary. This lesson can be used by private teachers or as a first lesson – back to school.

Level/Age: Upper-Intermediate (CEFR B2) / 15 years old on.

Materials used:  

PPT file: Traveling – Go where locals go

Nat Geo Traveler Video: https://www.youtube.com/watch?v=DoCTVac9kn4  

I would like to mention here, my latest post by RichmondShare blog “Tips on having successful private lessons” – http://www.richmondshare.com.br/tips-on-having-successful-private-lessons/

[SLIDE 1]

Traveling

Picture was taken from Google Images / Grammarly https://www.grammarly.com

  1. Presenting the topic of the lesson 
  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students understood the topic and got what is the lesson going to be about.
  • Feedback: –
  • Steps: Teacher presents the topic to students.

[SLIDE 2]

how-to-prevent-bed-bugs-when-travelling-v2

2. Setting the scene

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– Had you made a list of top 5 places to visit, what would those places have been?
– While traveling, do you prefer to hire a guide or go where locals take you? Why?

[SLIDE 3]

3. Video lead-in

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 10′
  • Monitoring: Teacher is silent while the video is playing. Questions have been presented before watching the video. While students are discussing the questions, the teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– Why does Keith state that ‘going where locals go’ is one of the best options?

– What is the purpose of this vídeo?

[SLIDE 4]

 

4. Video – Vocabulary work 1

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– Tourist magnet

– Less predictable

– (get off) the tourist track

– Authentic (travel experiences)

[SLIDE 5]

5. Video – Vocabulary work 2

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– What places are tourist magnets in your city?

– What about ‘off the tourist trackplaces?

– If you had to suggest less predictable places you have been to around the world, what would they be? What about more authentic places?

[SLIDE 6]

6. Video – Follow-up questions

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– As a local, what places would you advise tourists to go in your city?

[SLIDE 7]

7. Video – Wrap-up

  • Interaction: T-SS / S-Ss / Ss-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room, listening to students’ contributions and taking notes on the topic that is being discussed.
  • Feedback: Use your notes (made in the previous step), focus on vocabulary and pronunciation.
  • Steps: Students check and answer the questions seen on the board (below)

– Let’s create a pamphlet of a tourist magnet, off the tourist track and authentic places in your city.

[SLIDE 8]

8. Revisit the topic of the lesson

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teachers have students make a brief list of vocabulary acquired in this lesson. 
  • Feedback: only if needed.

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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