Lesson Plans: Describe Travel Plans and Tourism

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Contents and Language

  • It’s a beautiful beach, the Hotel has an incredible view, the Natural Reserve, and National Park is located in Guanacaste.
  • It offers free transportation, Jacuzzi, hot water, TV. Cable.
  • There are single, double rooms.
  • Some attractions are white sand, clear water and others.
  • Some activities to do are Canopy, Rappelling, rafting.
  • I want to Check in/ out.
  • Can I make a reservation?
  • Some facilities are swimming pool, room service, and others.
  • I Suggest / recommend this hotel because it’s cheap.
  • You Should visit / can’t miss the museum, plaza de la Cultura
 

Functions

  • Making a reservation.
  • Describing tour packages and tourist places.
  • Asking for information about a place to go.
  • Making choices about going on a trip.

Values and Attitudes

  • Respect when asking for a service.
  • Tolerance for other people’s opinions.
  • Friendliness when interacting with others.
  •  Sharing with others.
  • Commitment towards community improvement. 
  • Concern towards rights,debts, and customer laws

Culture

  • Different tourist attractions in Costa Rica and other parts of the world.
  • Ways to describe landmarks, attractions and tourist attractions.
  • Different activities people do on vacation.

Speaking


Objective:

Making suggestions and recommendations

Presentation

Teacher introduces key structures to make recommendations

During- reading

Task #1: Students are given pieces of papers  that they have to unscramble to make recommendations, once recommendation are scrambled, students say them aloud.

Task #2: Students see pictures and slides and make recommendations using the phrases already introduced.

 Post- reading

Students prepare a conversation in which they make recommendation, those conversartions are spoken in front of the classmates.

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss ability to make recommendations 


Listening


Objective: 

Listening for key information in context

Pre-listening: 

Teacher shows a presentation with key expresssions used when making a reservation + how to say telephone numbers in English and the alphabet to spell complicated names and last names

During-listening:

Task #1: Teacher tells ten telephone number and  spells ten complicated last names, once they are finished, they repeat this information back to the teacher

Task#2: Students fill in the gaps as they listen three different situations in which a reservation is made.

Task#3: The teacher ask questions that they student answer from reading the text

Post-listening:

Students write a conversation about making a reservation and they perform it in front of class

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate students’ oral ability to make a reservation


Writing


Objective: 

Writing sentences and paragraphs to describe tourist attractions

Presentation

Teacher introduces key vocabulary about touristic places, activities you can do in them and the accomodations that hotels and resorts provide by using a presentation and a vocabulary list.

Teacher and students check the pronunciation of the new words using the cambridge online dictionary and then they play a game to memorize the vocabulary

Practice 

Task #1 : Students read a short paragraph and write the accomodations and activities that you can in touristic places

Task#2:  Students see a powerpoint slide and describe the accomodations and  characteristics offered by some hotels.

Production

Students write a paragraph in which they describe a touristic place of the their choice

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate students’ ability to describe touristic places


Reading


Objective: 

Asking information about touristic places

Presentation

The teacher using a  powerpoint presentation  introduces key structures to ask information about places to go and visit and its possible answers

The teacher checks the ponunciation of the vocabulary using  the cambridge online dictionary

Practice 

Task#1 Students are going to unscramble sentence to make questions to ask information about places to go and visit.

Task#2 Students read the questions and look for the answers to the questions

Task #3 Students unscramble sentences to form a conversation

Production

Students write a short conversation about a hotel using key information provided by the teacher.

Evaluation of Learning Outcomes:

The teacher by means of a  rubric will evaluate students’ ability to ask for information offered by touristic places

Principles of Language Assessment: Writing

Writing

 

 Writing

Genres of Written Language

1 Academic writing

Papers and general subject reports

Essays, compositions

Academically focused journals

Short-answer test responses

Technical reports (e.g., lab reports)

Thesis, dissertations

2 Job-related writing

Messages (e.g., phone messages)

Letter / emails

Memos (e.g., interoffice)

Reports (e.g., job evaluations, project reports)

Advertisements, announcements

Manuals

3 Personal writing

Letters, emails, greeting cards, invitations

Messages, notes

Calendar entries, shopping lists, reminders,

Financial documents (e.g., checks, tax forms, loan applications)

Forms, questionnaires, medical reports, immigration documents

Diaries, personal journals

Fiction (e.g., short stories, poetry)

 Types of Writing Performance

Imitative: at this stage, form is the primary concern to assess learner’s skills in the fundamental and basic tasks of writing letters, words, punctuation, and very brief sentences. This category also includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system

Converting Phonetic SymbolsCopyingListening Cloze Selection TaskMultiple Choice- Reading Writing Spelling Tasks

Intensive: this refers to producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence.

Ordering TaskPicture-Cued Sentence WritingPicture-Cued Seqeunce Writing

Responsive: assessment tasks here require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning.

Extensive: extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product.

(1)   Paraphrasing: to say something in one’s own words and offer some variety in expression. It’s more often a part of informal and formative assessment than of formal, summative assessment, and therefore student responses should be viewed as opportunities for teachers and students to gain positive washback on the art of paraphrasing.

(2)   Guided question and answer

A lower-end task as a guided question-answer format may be as long as two or three paragraphs and can be scored on either an analytic or a holistic scale. Writing an outline is a variation of the task.

(3)   Paragraph construction tasks

  1. Topic sentence writing (subject + the controlling idea)
  2. Topic development within a paragraph
  • the clarity of expression of ideas
  • the logic of the sequence and connections
  • the cohesiveness or unity of the paragraph
  • the overall effectiveness of impact of the paragraph as a whole
  1. Development of main and supporting ideas across paragraphs
  • addressing the topic, main idea, or principal purpose
  • organizing and developing supporting ideas
  •  using appropriate details to undergird supporting ideas
  • showing facility and fluency in the use of language
  •  demonstrating syntactic variety

Films: Much Ado about Nothing (1993)

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Much Ado About Nothing is a 1993 British/American romantic comedy film based onWilliam Shakespeare’s play of the same name. It was adapted for the screen and directed by Kenneth Branagh, who also stars in the film. The film also stars Branagh’s then-wife Emma Thompson, Robert Sean Leonard, Denzel Washington, Michael Keaton, Keanu Reeves, and Kate Beckinsale in her film debut.

Wanna watch the movie?

  1. First make sure to have an adblocker installed in your internet browser so you don’t have to deal with misleading and annoying ads. In case that you don’t know how to install an adblocker, take a look at this video to know how it is done if you are using chrome.
  2. Click this link that will take to a page where the video is available to watch online.
  3. Remember that dialogues and speeches are important part of plays so make sure to listen carefully. Consider using earphones or a set of speakers so you can listen the dialogues more clearly.

If you are thinking that watching this movie requires more than a basic level of proficiency, you are absolutely right!

If you think that watching the movie in English is toomuch for you to handle, you can watch in spanish by clicking this link. Install the adblocker before visiting this site and other movie-related sites.