Suzanne has taught all levels PK-graduate school and has a PhD in Instructional Systems Design. She currently teachers literacy courses to preservice and inservice teachers.
As a result of this lesson, students will:
- Identify and correctly use travel-related vocabulary.
- Conduct research to gather specified information.
- Orally present information to the class.
- Discuss ideas.
ELLs will participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
ELLs will speak and write about grade-appropriate complex literary and informational texts and topics.
ELLs will conduct research and evaluate and communicate findings to answer questions or solve problems.
ELLs will create clear and coherent grade-appropriate speech and text.
- Ask students in advance to bring in an object that represents their home country
- Blackboard or whiteboard
- Vocabulary cards (one word on each card)
- Assortment of travel brochures and booklets
- Computers (1 per student)
- Internet access for student research
- Historical site
- Travel brochure
- Travel guide
- Travel package
- To introduce this lesson, hold up an object that you have saved from a trip or vacation that you took. Explain to the students where it is from and why it represents that place to you.
- Ask the students to do the same with objects they have brought from their home countries. If you have a large number of students, put them in groups of 3-4 for this activity; with a small group, let the students share with the entire class.
- Ask the students to brainstorm a list of places in the world that they would like to travel to someday. List these places on the board, under the heading, 'Places to See.'
- Then ask the students to brainstorm a list of different ways to travel. List these under the heading, 'Ways to Travel.' These might include airplanes, trains, buses, boats, etc.
- Introduce the vocabulary terms for the lesson by showing the cards one at a time. Pronounce the words, have the students repeat the word, and then discuss what the words meaning. As each word is reviewed, post it on the board or in a pocket chart so that it is visible to the students.
- Put the students in groups of three to four for this activity.
- Show the students a variety of travel brochures and booklets that you have collected from several locations. Pass these around so the students can see the kinds of information included.
- Allow each group to select any place in the world. It can be a country, state, or city.
- Each group will be the 'tourism committee' for that place. Their job is to create materials that will encourage others to travel to this destination, like the brochures and booklets that you showed them.
- Each group should conduct online research about the destination, and should develop:
- A travel poster that advertises a historical site
- A travel brochure or small booklet that encourages tourists to travel to their location, including:
- A brief history of the location
- An overview of popular tourist sites
- A list of hotels and motels
- A list of restaurants
- A map showing the location
Provide time for each group to do a five to seven minute presentation to the class. Their presentation should be designed to encourage their classmates to visit their location.
- Provide students with travel brochures and booklets, and online access to travel websites. Provide them with a hypothetical budget and allow them to plan a vacation to a location of their choice.
- Display a world map in the classroom, and have students identify the location for their travel with a pin. Use the maps and pins for discussions, such as, 'How many travel destinations are in Canada?' or 'How far apart are the two destinations in Great Britain?'
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