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| 3/14/2010 |  | |||||
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Get Ready to Travel
This unit should take 1-2 hours, depending on time, interest, and extension activities. It is designed for intermediate level students age 16 and above. Objectives Students will: Materials to Print
Activities Activity I: The Most Popular Places (5 minutes) Have students guess what are the five most commonly visited United States cities for overseas travelers. Encourage them to provide reasons as to why these cities are so popular. Then reveal the five cities (New York City, Los Angeles, Miami, Orlando, San Francisco) and have students discuss why they might attract different people at different times of the year. If students are not familiar with one or more of these cities, use Internet travel sites to build background knowledge. Activity II: Vocabulary (20 minutes) Have students think about what goes into planning and taking a trip. Are there certain things that you must do before each trip? (make flight and hotel reservations, change money, get travelers checks) What things do you need to take with you on a trip? (clothing, passport, suitcase, backpack, travelers checks) What are some activities you can do once you reach your destination? (go to a museum, go to the beach, hike, sightsee) If students need help coming up with ideas, encourage them to use the last trip they took as a reference. Then hand out copies of Printout I and go through the words on the list. Activity III: Reading: The Many Faces of Travel (20 minutes) Read the title of the first reading and ask students what they think the text is going to be about. Then, introduce the words and phrases that they may be unfamiliar with, such as to reach a destination, to base something around, and ease into a pattern of. Hand out copies of Printout II and have students read the article. After they have read the text and understood all the words, encourage them to discuss if they think they consider themselves to be one of the types of travelers described or a different type entirely. Then divide the class into groups, according to what type of traveler they are (adventure, recreational, family, tourist). Have each group come up with a list of three places they'd like to visit and activities they'd like to do there. Have a spokesperson from each group present the information to the class. Activity IV: Grammar: Modal verbs (15 minutes) Introduce the modal verbs should, and must by using them in sentences. For instance, "You should see Gladiator. It's a great movie." (should: it would be a good thing to do); "It's late. I must go now!" (must: it is necessary to do something). Explain that a modal verb is always accompanied by another verb "should see, must go." If necessary, review also the verb to need. Explain that when it is necessary that you have or do something, you use to need. Hand out Printout III. Call on students to complete the sentences with the appropriate modal verb (must, should) or the verb to need. Activity V: Reading: Whale Watching in the US (20 minutes) Prepare students for the reading by teaching words students may be unfamiliar with such as migrate, coast, and predators. Hand out Printout IV for students to read. Then call on them to answer the questions provided. Encourage students who have gone whale watching to discuss their experiences. Activity VI: Grammar Activity (15 minutes) Have students reread the article on whale watching. Hand out Printout V and have them circle the correct answer based on the article. Activity VII: Writing (20 minutes - 2 days) Ask students to imagine they are a planning their dream trip. Have them write a short essay about their trip. They can use one of the places they chose in Activity III. Have students begin their essay by explaining why they chose that particular destination. Then have them detail their trip preparation, including what items they need to bring, the items they should bring, and the things they need to do before they leave for their trip. Finally, have them describe the activities they will do once they reach their destinations. Encourage students to use the modal verbs should and must in their essays. |