Language and Level (intermediate
or advanced class):
Spanish advanced
Class theme/topics discussed: Fear
Goal of the class: Learn
vocabulary about fear and express emotions
How did you structure the class?
Activity 1 (10’): Students
get asked about Fear and the things that they feel fear about.
Activity 2(15’): Game of
Fear. Students get different situations and they react and show what they feel
about them. Instructions in Spanish below.
Activity 3 (10’): Students
listen to the audio of a scary movie video. They only hear it and have to
hypothesize about it.
Activity 4 (5’): Students
see the video, comment upon it and confirm their hypothesis.
Activity 5 (20’): Students
get some slips of paper with different situations of risk. They are asked to
say how they would react to those situations. After that, in groups of 3. They
have to choose one of their situations and propose an alternative ending to it.
What technology, media or props
did you use? (Internet resources, playmobiles, handouts, etc.)
I needed to print out many tags for the fear game. 5 for each student.
I also printed out a A3 paper of the fear scale
Slips of paper with the different fear situations to make hypothesizes
What worked well in this class?
What did not work?
The game of the fear was fun. It was not as exciting as I thought it
would be but they did learn the structures that I had as part of my objectives
so I am satisfied. I will choose other items to talk about fear next time to
make it more appealing.
If you have a more detailed
lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Spanish Instruction
of the fear game
Instrucciones del juego del miedo
1) Imprima la
primera página, el medidor de presión, en formato A3 y las páginas 2 a 4 en
formato A4. En la página 4, hay un conjunto de 5 tarjetas diferentes para
expresar sus temores, imprimirlas y recortarlas para que cada alumno tenga un
lote personal de 5 tarjetas diferentes (en una página, ya hay 3 muchas cartas).
Luego recorte los papeles pequeños en las páginas 2 y 3 que representan las
“cosas que tememos”.
2) Coloque el
trouilómetro en el centro de la mesa. Da un juego de 5 tarjetas para expresar
los temores de cada estudiante. Luego, coloque los papeles pequeños en las
páginas 2 y 3 (las cosas que tememos) en una pila, boca abajo al lado del
medidor de presión.
3) Elija un
alumno que comienza el juego. Él devuelve un pequeño papel “cosas que
tememos”. Su objetivo es adivinar la respuesta más probable que harán
otros alumnos a la pregunta “¿Cuánto le teme a eso?”
4) Para esto,
cada uno de los demás alumnos elige en secreto una carta de su mano que
determina su nivel de miedo en este tema. Luego lo coloca boca abajo en el
centro de la mesa.
5) Cuando cada
alumno haya jugado una carta, mezcle y tome en su mano el paquete así formado.
Luego pídale al alumno que sacó el papel que lo coloque en el esfigmomanómetro,
bajo la respuesta que parezca más probable en el grupo. Pídale que justifique
su elección (por ejemplo: “Creo que la respuesta más probable para
el” calentamiento global “es” un poco asustada “porque la
gente se preocupa un poco por este problema, pero no le preocupa sus vidas
inmediatas, por lo que son un poco indiferentes y por eso tienen un poco de
miedo de eso)
6) Luego revele
las tarjetas elegidas por los otros estudiantes. Si la respuesta que ha elegido
es la más común entre las respuestas de otros alumnos, gana un punto. En caso
de igualdad entre 2 respuestas, dale el punto de todos modos.
Los otros
estudiantes pueden, si lo desean, dar su punto de vista sobre las respuestas
propuestas. Déjalos debatir juntos si surge la necesidad.
7) Luego, el
alumno de la izquierda toma el mismo proceso: devuelve un pequeño papel, no
vota, pero trata de adivinar la respuesta más probable, etc.
Cuando cada
alumno haya desempeñado el papel principal tantas veces, finalice el juego y
cuente los puntos. Dé simbólicamente la victoria a quien tenga más puntos y
quien haya mostrado más empatía.
Esta es una manera elegante de hablar sobre nuestros miedos sin expresarlos directamente en público, evitando así la incomodidad que este tipo de tema puede generar en el aula.
Language and Level (intermediate
or advanced class): INTERMEDIATE
Class theme/topics discussed:
Sports
Goal of the class: To revise
and review vocabulary and cultural aspects about sports
How did you structure the class?
Warm-up: Students get some
questions about the Superbowl
Activity 1: Students play a memory game to learn new vocabulary about
Sports
Activiy 2: Students sport ID
Activity 3: Students comment on their classmates sport tastes based on
their Sport ID
Activity 4: Students get different cards with a different sport. They
get prompts to learn how to talk about sports and how to describe them. The
rest of the people have to guess which sport they are talking about.
Activity 5: Question formation game
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Slips of paper with different athletes
Powerpoint presentation
What worked well in this class? What
did not work?
It worked very well, the students in this class are very into sports so
it worked great
How could this class be
improved/ modified?
If you have a more detailed lesson plan,
please attach it below (OK to use target language for that). Please attach any handouts as well.
Persona 1
Persona 2
¿Cuál es el último
evento deportivo que has visto?
El último evento
deportivo que ha visto es…
Su parte favorita fue…
¿Por qué crees que la
Superbowl es tan importante en este país?
En su opinión, la
Sperbowl representa…
El/Ella opina que…
¿Qué sabes del Halftime
Show?
¿Cuál ha sido tu
favorito?
Su favorito fue…
Su favorito fue…
¿Por qué es el himno
americano tan importante en los deportes?
El/ella piensa que es
importante porque…
En su opinión…
Persona 1
Persona 2
¿Cuál es el último
evento deportivo que has visto?
¿Qué es lo que más te
gustó?
El último evento
deportivo que ha visto es…
Lo que más le gustó
fue…
Su parte favorita fue…
¿Por qué crees que la
Superbowl es tan importante en este país?
En su opinión, la Superbowl
representa…
El/Ella opina que…
¿Qué sabes del Halftime
Show?
¿Cuál ha sido tu
favorito?
Su favorito fue…
Su favorito fue…
¿Por qué es el himno
americano tan importante en los deportes?
Language and Level (intermediate
or advanced class): Advanced
Class theme/topics discussed:
The Weather
Goal of the class: To
practice weather vocabulary, describe atmospheric phenomena and give their own
weather forecast
How did you structure the class?
Warm-up: (10’) Describe the
weather in a picture as best as they can
Activity 2 (5’): Students divide
in 4 groups.
Each group gets a different picture. They have to give at least 6
activities they could do with that weather, using the conditional tense in
Spanish “I could go on a hike because it is sunny”
They have to put the weather flashcard that fit depending on the
picture. In a sunny picture they would attach It’s hot, it’s warm, it’s sunny,
it is daytime, sunset… and so on
Students present their pictures
and the others have to guess which flashcards they used for their pictures,
removing them as the other guess them
Activity 3:
Students see a video of a weather forecast in Spanish.
(10’) Students are given a blank map of a country. They have to look up in the internet the current
weather forecast for that country. Fill the map with the symbols, and prepare
the forecast. They have to use the expressions that they have learned. They
must include the use of the conditional, describe activities that they could
do, and new vocabulary properly.
Then, they present their own
weather forecast.
Music while they present: https://www.youtube.com/watch?v=UxIsWauHEyc
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
6
handouts with weather-related vocabulary
3
sheets with Celsius-Farenheit
11
word search activities
6
print blank country maps for the presentation
What worked well in this class?
What did not work?
How could this class be
improved/ modified?
If you have a more detailed lesson plan,
please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate
or advanced class):
Spanish Advanced
Class theme/topics discussed:
Unemployment, politics, Spain.
Goal of the class: To review
vocabulary related to politics, economy and the job market. To discuss and
raise awareness about the current political and financial situation in Spain.
How did you structure the class?
Head’s up: cultural events
Warm-up (10’): Memory game
about professions
Students will be divided into two groups and handed a set of cards with
professions. They will have to play a memory game and say the name of the
profession aloud every time they uncover one card.
Activity 1 (video and
discussion)
(5’) Students will be asked what they know
about the employment situation in Spain.
(10’) An interactive short film will be
shown on the screen. The video is called “La Entrevista” “The Interview”. The
video is interactive as it stops at some point to prompt student’s reactions
and guesses. It also includes some hints on vocab to facilitate comprehension.
The video tackles the topic of
the over qualification at companies and how desperation pushes people to
happily take any job that is under their skills. It all happens throughout a
job interview in which the boss is clearly taking advantage of this precarious
situation.
Students will also make notes on the questions
the boss asks as they will use them in an activity later on.
(10’) Discussion Feelings
What do you think is the main
topic of the video?
What is wrong?
What does it say about the
situation in Spain?
How could a society improve
that?
Does it happen in your country?
Do you think that the fact that
she is a woman influences the position?
Is it common in your country to see men
as the boss and women as secretary or cleaner?
Activity 2 (20’) (JOB
INTERVIEW/role play): In pairs, each student will take a role. One of them
will be a manager, and the other one will be interviewed for the job. For this
activity students will have some resources on how a job interview is carried
out. Additionally, they will get a handout on the table with accurate questions
so that they can improve their grammatical structures as well as their fluency.
First, they will prepare their
role (one of them will prepare the profile of the candidate, and the other one
will prepare the profile of the employer/company)
Then they will have an interview, at the
end, some of the people will show their interview in front of the class.
What technology, media or props
did you use? (Internet resources, playmobiles, handouts, etc.)
What worked well in this class?
What did not work?
This was one of the students’ favorite class since it allowed them to
speak all the time, improve their grammar, as well as raising cultural
awareness of the job situation in Spain.
How could this class be
improved/ modified?
I think this class works very well, sometimes it can take longer and
might be split into two classes.
If you have a more detailed
lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Find attached below the possible job interview questions
that I have given them in a handout
Actividad 2 (20’): Students create their own advert of a product.
They have to imagine that they work for a marketing company. I will bring some items to class and in groups they will have to create an advert and act it out in class. They should include features and the slogan of their advert.
The rest of the students get a worksheet
to write good and bad aspects of the classmates’ product. Then, they can make
questions about the product and therefore bringing a discussion about the
topic.
What technology,
media or props did you use? (internet resources, playmobiles, handouts,
etc.)
6 sheets about slogans
Youtube
What worked
well in this class? What did not work?
Students learn a lot about the Spanish culture if you add some comments before the commercials of after them. They really enjoy edit and managed to think about very creative products.
Bringing authentic materials is always interesting for students
I used a worksheet from the webpage ELEINTERNACIONAL
Maybe some more updated commercials would have been better. Also, using a worksheet for students to rate their classmates’ products was great. They got more engaged and it helped develop discussion.
If you have a more detailed lesson plan,please attach it below (OK to use target language for that). Please attach any handouts as well.
¿Qué es lo último que
compraste en Amazon y por qué?
¿Cómo crees que te
influencian los anuncios de Youtube?
¿Por qué tienes un Iphone
y no un Android? ¿Por qué un Android y no un Iphone?
¿Prefieres llevar ropa de
marca? ¿Cuál es la marca de la ropa que llevas puesta?
¿Cuál es la última
publicidad que has visto en Instagram? ¿Crees que es más efectiva que en Televisión?
¿Estarías dispuesto a
pagar por Spotify Premium para evitar anuncios?
¿Crees que la publicidad
americana es agresiva o irrespetuosa?
Háblame de algún anuncio
que recuerdes ¿qué tiene de especial?
Language and Level (intermediate
or advanced class): Spanish Intermediate
Class theme/topics discussed:Habits, and future.
Goal of the class: Review vocabulary about daily routines and talk about future events.
How did you structure the class?
Activity 1 (5’):
Students review quickly the grammar forms in the future.
Activity 2 (25):
Students are shown a video with different clips. Each clip stops and students has to make a prediction of what is going to happen. All the video are supposed to be funny and bring up creative predictions.
Activity 3 (30’)
Now that they have practice the future and have made predictions. Students get a crystal ball to predict the future to their classmates. They get the story cubes in order to help them create stories. They need to stick to the structures required for this speech act.
What technology, media or props
did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
16 sheets of paper with visual material
What worked well in this class?
What did not work?
The activity with the video turned out to be very fun and entertaining for the students. The story cubes activity was also really fun, they came up with crazy stories and they managed to product the correct structures. They had visual aid the whole time on the screen in case they forgot the form.
How could this class be
improved/ modified?
I had to divide this class in two because it took too much time.
If you have a more detailed lesson plan,
please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate
or advanced class):
Spanish advanced
Class theme/topics discussed:
.Goal of the class: To learn and discuss about traditions in Spain. To discover new music artists in Spain
How did you structure the class?
Activity 1:
Students get a piece of paper with prompts to discuss about their musical taste
They stand up and walk around asking each other
Activity 2:
Students are asked the features that a good artist needs to have. We write those words in the whiteboard
Activity 3:
Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.
Activity 4:
We brainstorm different elements from the Spanish culture. Students are
guided with a powerpoint presentation in order to get them to discuss about
semana santa, bullfighting, suburbs…
Activity 5:
Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.
Activity 6:
Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.
Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.
What technology, media or props
did you use? (Internet resources, playmobiles, handouts, etc.)
We used prompts to bring up the topic at the beginning of the class.
We also used a powerpoint presentation to bring the imagery of the
artist to the classroom and make it more fun to engage in the topic.
What worked well in this class?
What did not work?
This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing.
If you have a more detailed
lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate
or advanced class):
Spanish advanced
Class theme/topics discussed: Fear
Goal of the class: Learn
vocabulary about fear and express emotions
How did you structure the class?
Head’s up (FLRC Open House) (5’)
Activity 1 (10’):
Students get asked about Fear and the things that they feel fear about.
Activity 2 (15’):
Students get some phrases to react to different things that might make
them be scared. They comment on them using the vocabulary that they are given.
Activity 3 (10’):
Students listen to the audio of
a scary movie video. They only hear it and have to hypothesize about it.
Activity 4 (5’):
Students see the video, comment
upon it and confirm their hypothesis.
Activity 5 (20’):
Students get some slips of paper with different situations of risk.
They are asked to say how they would react to those situations. After that, in
groups of 3. They have to choose one of their situations and propose an
alternative ending to it.
What technology, media or props
did you use? (Internet resources, playmobiles, handouts, etc.)
We used slips of paper with prompts.
We used Youtube and a PowerPoint presentation
What worked well in this class?
What did not work?
Most of the students really enjoyed the class since it somehow brought
some suspense. Also, they could be creative with the stories at the end which
they enjoyed a lot.
Some of the students are not into scary things, so they felt a bit
uncomfortable at times, but I gave a disclaimer at the beginning of the class
and they were fine with it.
If you have a more detailed
lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Then, they share their reaction since it is a very ridiculous article.
Activity 2 (30′)
Students in pairs will get one different article with fake news. They will have to read it and present it as in the video that they saw at the beginning of the class. It is a role play, they will stand in front of everyone as if they were hosting the news.
Then, they will have to lead a debate with their classmates about the news. Students will get visual aid on the screen.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
Fake news texts
What worked well in this class? What did not work?
The success in this class resides in the articles chosen. The ones I found for this class were very appropriate and ridiculous and that prompted discussion.
How could this class be improved/ modified?
It is a very challenging lesson plan for Intermediate, however, if this class is done towards the end of the semester it will probably work very well as their confidence speaking Spanish will have increased.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate or advanced class): INTERMEDIATE
Class theme/topics discussed: Sports
Goal of the class: To revise and review vocabulary and cultural aspects about sports
How did you structure the class?
Pre-warm up (10’): Students are asked some questions about the Superbowl match that happened the previous weekend.
Warm-up (15’) Interviews: Students get a piece of paper and ask questions to other students about the importance of such a sport event in the country.
Brainstorm (5’): Students brainstorm adjectives to describe sports
Activity 2 (30’): Each student receives a famous Spanish sport player. Then, they have to look up online what that person does, and the achievements that the person has accomplished in their career.
Each student will first describe the rules of the sport that apply to the person they have; the rest will have to guess what sport they are talking about. Then they will proceed to describe the person and career.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Slips of paper with sport celebrities
Powerpoint presentation
What worked well in this class? What did not work?
Very successful class in which students could share all they know about sport and learn a bit about the importance of these sports in Spain. This particular class loves sports and it was easy to engage them with this topic.
How could this class be improved/ modified?
Time management, if the class takes too long it would be great to split it into two classes.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate or advanced class):
Spanish Advanced
Class theme/topics discussed: Unemployment, politics, Spain.
Goal of the class: To review vocabulary related to politics, economy and the job market. To discuss and raise awareness about the current political and financial situation in Spain.
How did you structure the class?
Head’s up: cultural events
Warm-up (10’) ¿What would you like to do in the future?
Students will stand up and will mime so that the rest of people have to guess what they are. Students will not be allowed to say the name of the profession, they will have to explain in Spanish what the profession is about. I will brainstorm useful vocabulary in the whiteboard so that they keep it as a reference.
Activity 1 (video and discussion)
https://www.youtube.com/watch?v=-nQTo0aKuw8
(5’) Students will be asked what they know about the employment situation in Spain.
(10’) An interactive short film will be shown on the screen. The video is called “La Entrevista” “The Interview”. The video is interactive as it stops at some point to prompt student’s reactions and guesses. It also includes some hints on vocab to facilitate comprehension.
The video tackles the topic of the over qualification at companies and how desperation pushes people to happily take any job that is under their skills. It all happens throughout a job interview in which the boss is clearly taking advantage of this precarious situation.
Students will also make notes on the questions the boss asks as they will use them in an activity later on.
(10’) Discussion Feelings
What do you think is the main topic of the video?
What is wrong?
What does it say about the situation in Spain?
How could a society improve that?
Does it happen in your country?
Do you think that the fact that she is a woman influences the position?
Is it common in your country to see men as the boss and women as secretary or cleaner?
Activity 2 (20’) (JOB INTERVIEW/role play): In pairs, each student will take a role. One of them will be a manager, and the other one will be interviewed for the job. For this activity students will have some resources on how a job interview is carried out. Additionally, they will get a handout on the table with accurate questions so that they can improve their grammatical structures as well as their fluency.
First, they will prepare their role (one of them will prepare the profile of the candidate, and the other one will prepare the profile of the employer/company)
Then they will have an interview, at the end, some of the people will show their interview in front of the class.
What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.)
YOUTUBE, HANDOUTS
What worked well in this class? What did not work?
This was one of the students’ favorite class since it allowed them to speak all the time, improve their grammar, as well as raising cultural awareness of the job situation in Spain..
How could this class be improved/ modified?
I think this class works very well, sometimes it can take longer and might be split into two classes.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Find attached below the possible job interview questions that I have given them in a handout
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Personality and Instagram
Goal of the class: Personality adjectives, question formation
How did you structure the class?
Head’s up (5’): Upcoming events
Warm-up: (10’) whole-group:
We begin by picking someone’s profile on Instagram. Students will be asked who that person is, and to describe the physical appearance and lifestyle. This will be a modelling activity of what they will have to do later.
We do this activity on the screen and in group.
Students get a sheet to fill out different features: profession, hobbies, appearance, personality.
Activity 1: (25’) pairs, then whole group
5’ to search, 5’ to discuss their personality and physical appearance
In pairs, students go on Instagram and look up the profiles of some people I tell them too. They tell me what these people do and describe them.
Afterwards, each of them will present theirADV 04:18 Instagram READY characters and describe them following a similar way of doing it.
Activity 2 (20’): Groups of 4 or 5: Tiradas telemáticas
Students play a game of questions and answers that prompts the vocabulary that they have used and learnt during the previous activity and question formation.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Instagram, TV, Internet.
What worked well in this class? What did not work?
Using a social network such as Instagram definitely triggers students’ interest when it comes to class activities.
The first part of the class is not so conversational, but it prepares students for the second part in which they get to speak all the time.
How could this class be improved/ modified?
A set of fixed questions for them to discuss would help the beginning of the class to be more conversational.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Language and Level (intermediate or advanced class): INTERMEDIATE
Class theme/topics discussed: Love, cultural differences in relationship.
Goal of the class: To learn vocabulary related to relationships and ways of meeting people in Spanish.
How did you structure the class?
Pre-warm up: Students answer some questions about love and the ways they meet people. This is the time to mention Tinder as it will be relevant for the rest of the class.
Warm-up (15’): Word-search about physical and personality features.
Activity 1 (5’) Brainstorming : Students brainstorm adjectives to describe people
Activity 2 (20’) Create your own Tinder profile
Students get a Tinder template and create their own fictional profile of a social network to meet people. In this they will have to fill their details, plus fun facts and interests.
Here they are also advised to include a silly pick-up line that the instructor will provide
Activity 3 Speed dating (25’)
Since they are intermediate students, they get some set phrases begin their conversations and not get stuck.
Students will be divided in two rows. Then they will have 4 minutes to talk to each other in a speed date. In here they will have to talk about their online profiles in person and share some ice breaking sentences that they have learnt in class.
Students ask each other questions about themselves. Requirement, they need to use at least one pick up line
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
It was a bit challenging at first, but they picked a lot of vocabulary from the brainstorming and felt confident to use it and talk about it later. The speed dating was again a success, they had a lot of fun and practiced the target structures and vocabulary. Having some set phrases to start the conversation was key to avoid students not talking or not knowing how to start. The activity turns very humorous when they use pick-up lines and have very ridiculous profiles.
How could this class be improved/ modified?
I think some students are shy to talk about themselves in a speed dating activity. Therefore, it is better if the instructor tells them from the beginning that they should create fictitious characters to avoid awkward situations.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Pick-up lines
Me gustaría ser lente de contacto para que no pudieras sacarme tu mirada
Ojalá la mitad de las estrellas brillaran tanto como tus ojos.
Ojalá fueras bombero para apagar el fuego de mi deseo.
Quisiera ser joyero para poder apreciar todos los días un diamante como tú.
Si tus ojos fueran el cielo y tu boca el mar, me gustaría ser el horizonte para poderte besar
Si yo fuera azafata, te llevaría en mi avión, pero como no lo soy, te llevo en mi corazón.
Si el agua fuese belleza, tú serías el océano entero.
Si besarte fuera pecado, caminaría feliz por el infierno.
Perdí mi número. ¿Puedo tener el tuyo?
¿Crees en amor a primera vista, o debo pasarte otra vez?
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Traveling
Goal of the class: Students learn travel related vocabulary, and tools to travel in Spanish
How did you structure the class?
Head’s up: Movie night “Vivir es Fácil con los Ojos Cerrados”
Warm-up (5’): Students watch a travelling video on Youtube to set the tone of the class
Activity 1(10’): Small discussion ¿Why do you travel? Students are divided into groups and each of them will argue about the following reasons to travel. Then they share with the rest of the class.
To learn languages
To learn about other people’s culture
To escape from reality
To show off on Instagram
Activity 2 (15’): As a group, we brainstorm different webpages and apps that help us travelling. I will provide some that I know in case they don’t. We will also learn quickly how to use them. Skyscanner, Couchsurfing, Civitatis, Workaway.
Activity 3 (20’): (in pairs) Students get a worksheet with a template of a trip planner.
They are given a budget of 1000$.
They will have to arrange their own trip, using the real tools they have seen before. They will have to pick a place, look for accommodation, transport, restaurants. Since this class takes place at the FLRC, they all have the resources to make the reservations and to know exactly the prizes of the things they will need.
Activity 4 (10’): Students will present the trip they have organized to the rest of the class. They will have the screen to do it, and also pictures of the places they want to see.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
I think students found this class very original. They really enjoyed having to create their own real trip and some of them took it very seriously since many were seniors and were planning trips after graduating.
How could this class be improved/ modified?
Something that I could have done better here is the time management. The trip planning process takes a while and some students would have liked to arrange more elaborated trips.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
