UNIT 1. TRAVEL & TOURISM

Year of the students: 1^st Bachillerato.

English level: B2+

Students: Spanish students with middle sociocultural background. Most of them have been studying together since they were 3 years old so they know each other pretty well. Moreover, many of them are not just classmates but friends. They are used to travelling abroad and they have already travelled on their own, so the topic is a kind of familiar for them.

Age of students: 16/ 17 years old.

Subject: English Extension (literacy). It is an optional subject so they are very motivated and engaged in the subject. They participate actively in the lessons and have fun.

Topic of the unit: Travel and tourism

Objectives:

• To produce a well organized discourse with the appropriate grammar structures and lexicon.
• To enhance oral information exchange in a spontaneous, comprehensible and respectful way.
• To enhance fluency and accuracy in the spoken given situation.
• To use the linguistic and strategic resources suitable to the given situation.
• To automate the knowledge about the English language itself and the rules of its linguistic system to speak in a correct, coherent and cohesive way.
• To develop learning strategies in order to use the English language in an autonomous way.

Contents:

Speaking:

• Fluent and spontaneous speaking to describe people and places and narrate possible personal experiences, plans, wishes and hypothesis in a coherent and cohesive way.
• Participation in informal conversations with their peers to express their personal opinions, make hypothesis and exchange information about travelling and tourism (different means of transport, where and what to eat, what to visit, what must be done and what must be avoided…).
• Participation of formal discussions about practical issues when travelling: reaching an agreement about a budget.
• Brief presentation of the given trip showing the pros and cons of their choice and answering all the proposed questions.

Linguistic knowledge

•  Use of the phonetic alphabet to improve pronunciation in an autonomous way.
•  Production and interpretation of different rhythms, intonation and pitches to understand and produce different attitudes and feelings.

Learning to learn

• Reflection and application of self-correction and self-assessment strategies to progress in the autonomous learning of the English language.
• Recognition of errors and mistakes as something necessary in their learning process.
• Interest to take profit of the learning chances inside and outside school using information and communication technologies.
• Value of trust, entrepreneurship and cooperation in the learning of the English language.

Socio-cultural aspects

• Social contact with peers showing respect towards other people’s opinions and attitudes.
• Knowledge and value of the most relevant cultural elements.
• Significant similarities and differences among customs, behaviors, attitudes, values and beliefs among speakers of the English and Spanish language.
• Use of suitable registers according to the context, speakers and communicative purpose.
• Interest to establish communicative exchanges to know cultural information of English speaking countries.
• Value of the English language as a tool of communication and understanding among peoples which provides with the access to other cultures and that helps to enrich ourselves personally. 

Procedure

Students are divided in groups of three. There are 12 students, so there are four groups of 3 people. Students are asked to speak about their desired prom trip. The teacher helps and guides students with their conversations. Later, students are presented the four cities the school has selected to travel with students during this academic year: London, Edinburgh, Dublin or New York. Each group must work on one of the cities and after working and analysing the cities and their corresponding countries in detail (these activities will be further developed in the coming sessions of listening and reading), students are asked to reach an agreement (bearing in mind the pros and cons of the final decision).

When all the necessary information is gathered and they have reached an agreement, they present their trip to the rest of the class, explaining the reasons and purpose of their choices. They must show its pros and cons and try to convince the rest of the students that their trip is the best option.

The rest of students must peer-assess the different presentations and must decide which trip they prefer to do. Through a poll, students tell which their favourite trip is and the most selected trip will be their prom trip in Spring. 

Assessment:

• Oral exchanges: asking and answering, participation in dialogues, presentation.
• Answering the proposed questions cohesively and coherently when presenting the topic.

 

ACTIVITIES

SPEAKING SKILL

WARM UP: Students are told they are going to have a prom trip in Spring. The trip will last for five days approximately and they will be accompanied by their advicer and some other teachers. The trip will be organized by the school but since it is their prom trip their likes and opinions will be taken into account. Students are divided in four groups of three people each. They must talk about their desired and ideal prom trip. The teacher walks around the classroom  and listens to students' opinions and preferences. 

REACHING AN AGREEMENT: After watching some information about some specific cities, students are asked to reach an agreement. 

LONDON VIDEO: 

 DUBLIN VIDEO:

 EDINBURGH VIDEO:

NEW YORK VIDEO:

They have to speak about the pros and cons of travelling to this city (London, Dublin, Edinburgh or New York) bearing in mind the currency of the country, weather, accommodation facilities, transport, places of interest, activities that can be done there, group discounts, meals etc.

GROUP PRESENTATION: Students are asked to present their city and defend it as the best option to the rest of the class. To do so, all the members of the group must present the pros that have been discussed in the previous speaking activity and use speech techniques. They must try to convince their mates that their city is the best choice.  

Objectives:

• To use the linguistic and strategic resources suitable to the given situation.
• To automate the knowledge about the English language itself and the rules of its linguistic system to write in a correct, coherent and cohesive way in order to understand and produce written discourses.
• To develop learning strategies in order to use the English language in an autonomous way.
• To know the social and cultural features of the English language in order to understand and interpret better the different cultures that the English language accomplishes.
• To value the use of the English language in order to get access to other kinds of knowledge and cultures, recognizing the importance that the language has got as a tool of communication and international understanding, being aware of the similarities and differences among cultures.
• To understand different written texts and interpret them using adecuate comprehension strategies, identifying the essential elements of the text and understanding its function and layout. 
• To write well structured and clear texts with the adecuate style and register.
• To enhance self-assessment strategies in the acquisition of the English language communicative competence, showing trust, responsibility and entrepreneurship in this process.

Contents:

Writing:

• Planning of a text using organization, articulation and cohesion mechanisms.
• Writing texts about an Anglosaxon city in a clear way with adequate lexicon and grammar structures and the appropriate register (London, Edinburgh, Dublin , New York).
• Order of sentences and paragraphs in a logical way in order to make a coherent text using suitable linkers and connectors.
• Interest in producing clear and understandable written texts with a convenient structure, fulfilling the different intentions and communicative needs.

 Linguistic contents:  

• Travel, tourism and civilization lexicon extension.
• Revision of grammar structures when writing the text.
• Improvement of pronunciation, intonation and pitch.
• Production and interpretation of different rhythms, intonation and pitches to understand a read text.
• Accuracy when writing in the target language. 

 Learning to learn:

•  Recognition of the different registers of the language: written and oral, formal and informal speech. 

• Autonomous use of different learning digital and bibliographical resources.
• Application of strategies to revise, widen and consolidate lexicon and grammar structures.
• Analysis and reflection on the use and meaning of different grammar structures by comparing and contrasting the peers' and your own's.
• Reflection and application of self-correction and self-assessment strategies to progress in the autonomous learning of the English language.
• Recognition of errors and mistakes as something necessary in their learning process.
• Interest to take profit of the learning chances inside and outside school using information and communication technologies.
• Value of trust, entrepreneurship and cooperation in the learning of the English language.

Socio-cultural aspects

• Social contact with peers showing respect towards other people’s opinions and attitudes.
• Knowledge and value of the most relevant cultural elements.
• Significant similarities and differences among customs, behaviors, attitudes, values and beliefs among speakers of the English and Spanish language.
• Use of suitable registers according to the context, speakers and communicative purpose.
• Interest to establish communicative exchanges to know cultural information of English speaking countries.
• Value of the English language as a tool of communication and understanding among peoples which provides with the access to other cultures and that helps to enrich ourselves personally  
• Value of the English language as a means to access knowledge in students' future academic and professional lives.

Procedures:

All the class together, students remember the activity that was done the previous day by creating a mind map with the programme bubbl.us. One student writes all the words that are brainstormed and categorizes them including them in the mind map.

Once this warm up activity is done, the teacher hands out different word clouds with some key words of the different cities (London, Edinburgh, Dublin and New York). In these wordclouds, the most important characteristics are gathered. Students are told to write an article about the city taking into account the appropriate layout for articles and using adequate grammar structures. 

Later on, when the articles are written, they are handed in to the teacher and she distributes randomly the writings to all the students. Students must read the articles and guess what city the article is about.

Assessment:

Peer-assessment: after reading the writings of the peers and guessing which city is described, students must correct the possible mistakes of the written piece.

Teacher assessment: at the end of the session, the teacher collects all the writings and revise the corrections. If necessary, she will correct the mistakes that have not been pointed out by the students.  

ACTIVITIES:

WRITING SKILL

WARM UP ACTIVITY: students work all together remembering the keywords that were studied during the previous session. One volunteer student will use the teacher's computer in order to create a mind map. Bubbl.us programme can be used in order to create a clear and neat mind map. 

WRITING A REPORT:

 Students are given some word clouds with key words of the different cities (London, Edinburgh, Dublin and New York). The word clouds are different for each student though, obviously, some of the words are repeated. Students must create an article on that city using all the words that the word cloud contains except the name of the city. Apart from that, the grammar structures and layout of the writing must be appropriate and suitable for an article.

While doing this writing activity, the teacher will project in the screen the typical layout of an article. Thus, students from time to time can check if they are following the established guidelines.

GUESSING GAME:

When all the articles are written, the teacher collects them and hands them out to the students randomly. Students need to read the article and guess which city is being described. After that, they must correct the possible mistakes. When they are over, the teacher will take all the writings to assess them. 

Objectives:

• To produce a well organized discourse with the appropriate grammar structures and lexicon.
• To enhance fluency and accuracy in the spoken given situation.
• To use the linguistic and strategic resources suitable to the given situation.
• To automate the knowledge about the English language itself and the rules of its linguistic system to speak in a correct, coherent and cohesive way.
• To develop learning strategies in order to use the English language in an autonomous way.
• To know the social and cultural features of the English language in order to understand and interpret better the different cultures that the English language accomplishes.
• To value the use of the English language in order to get access to other kinds of knowledge and cultures, recognizing the importance that the language has got as a tool of communication and international understanding, being aware of the similarities and differences among cultures.
• To understand different written texts and interpret them using adequate comprehension strategies, identifying the essential elements of the text and understanding its function and layout. 
• To understand different oral texts of general interest (its general and specific information).
• To read autonomously texts with different interests and needs, valuing reading as a source of information, leisure and enjoyment.
• To use the knowledge of the language and its linguistic use rules to speak in a suitable, coherent and correct way, to understand oral and written texts and reflect upon the use of the English language in communication situations.
• To acquire and develop different learning strategies, using all the available resources, including Information and communication technologies, in order to use the English language in an autonomous way and to progress and develop in the learning process of the language.
  
  

Contents:
Listening:

• Specific and general understanding of broadcasted messages in the media where  Standard English is used. 
• Understanding of interpersonal communication about general interest topics with the aim of answering and speaking in the suitable moment.
• Use of strategies to understand and infer non explicit meanings to get the general ideas of a speech.
• Consciousness of the importance of understanding a speech globally without the need to understand every single word used in it.

Speaking:

• Participation in informal conversations with their peers to make hypothesis and exchange information about Thanksgiving celebration and the use of extreme adjectives.

Reading:

• Prediction of information from written texts about different celebrations in English speaking countries.
• Understanding of general, specific and detailed information of the written texts; identification of the main and secondary ideas.
• Identification of the communicative purpose of the text, its textual and paratextual elements and its layout to organize the provided information.
• Identification of the reference elements and linkers that help the text to be coherent and cohesive.  
• Autonomous reading of different texts about different celebrations in English speaking countries, using reading strategies and valuing reading as a source to get information, widen knowledge and enjoyment.
   

Linguistic content:

• Celebrations, festivals and civilization lexicon extension.
• Improvement of pronunciation, intonation and pitch.
• Production and interpretation of different rhythms, intonation and pitches to understand a speech.
• Accuracy when speaking in the target language. Use of correct extreme adjectives.

 
Learning to learn:

• Recognition of the different registers of the language: written and oral, formal and informal speech. 

• Autonomous use of different learning digital and bibliographical resources.
• Application of strategies to revise, widen and consolidate lexicon and grammar structures.
• Analysis and reflection on the use and meaning of different grammar structures by comparing and contrasting the peers' and your own's.
• Reflection and application of self-correction and self-assessment strategies to progress in the autonomous learning of the English language.
• Recognition of errors and mistakes as something necessary in their learning process.
• Interest to take profit of the learning chances inside and outside school using information and communication technologies.
• Value of trust, entrepreneurship and cooperation in the learning of the English language.

  

Sociocultural aspects:

• Social contact with peers showing respect towards other people’s opinions and attitudes.
• Knowledge and value of the most relevant cultural elements.
• Significant similarities and differences among customs, behaviors, attitudes, values and beliefs among speakers of the English and Spanish language.
• Use of suitable registers according to the context, speakers and communicative purpose.
• Interest to establish communicative exchanges to know cultural information of English speaking countries.
• Value of the English language as a tool of communication and understanding among peoples which provides with the access to other cultures and that helps to enrich ourselves personally.
• Value of the English language as a means to access knowledge in students' future academic and professional lives.

Procedure: 

Students are divided in two groups of six people. They are told they are going to be working in two different stations with the members of their group. They will move from one station to the other and when they have completed the tasks of these two stations, all the group together will move to the third station and will work together. This lesson will take place in the English lab, where there are computers and headphones that can be used by students.

  

In the first station, students are told to listen to an audio file created by the teacher. In this file, students will listen to the story of Thanksgiving in the United States. Students must listen to it twice in order to get the general gist of it. In order not to disturb the other group of students with the reproduction of the listening file, students will use some headphones.

In the second station, students are told to have a look at the glogster. In it, they are presented some festivals and national celebrations of the four countries we have been working with: Thanksgiving Day in USA, Gun Fawkes in England, Burns Night in Scotland and Saint Patrick's Day in Ireland.

They must read the information about these celebrations and later on, answer some reading comprehension questions.
The first group will move from the first to the second station and the second group from the second to the first.
Once they have finished both activities, students gather around the third station where they will find a parcheesi board. Students will be divided in four groups of three students and will start playing "Thankscheese" (Thanksgivign parcheesi). Here, students will work with extreme adjectives and the Thanksgiving story. The winner group will get a kind of prize (typical American candy).



Assessment:

• Oral exchanges: asking and answering, participation in the parcheesi game.
• Answering the proposed questions cohesively and coherently after reading the texts of the glogster. 
• Peer-assessment: students assess their peers' production when making up sentences with extreme adjectives. 

ACTIVITIES:
Writing skill

WARM UP/ INTRODUCTION: Students are told they are going to work in three different stations. To do so, stations will be placed in different corners of the English lab. Students will be working in two groups in stations one and two and all the group together in the third station.

STATION ONE, LISTENING TO AN AUDACITY FILE: Listening activity. Students listen to an audio file recorded by the teacher about Thanksgiving Day history. After listening to the file, the teacher asks them some  questions about it like for example:

- What is the name of the ship in which all the pilgrims travelled to the New World?
- What kind of food is mentioned in the audio file?
- Who taught the pilgrims to harvest new foods?

STATION TWO, READING A GLOGSTER: Students are presented a glogster in which there are four little texts about the different celebrations and national festivals in the USA, England, Scotland and Ireland. After they have read the different texts, they watch a video which is inserted in the glogster about Thanksgiving Day celebration. After that, in pairs (three groups), answer some reading comprehension questions:

- What are the typical foods in Saint Patrick's day?
- When is Thanksgiving Day celebrated?
- What does the Thanksgiving dinner consist of?
- When is Gun Fawkes Night oficially celebrated?
- Who was Gun Fawkes?
- What does Gun Fawkes Night represent?
- Who was Robert Burns?
- When is Burns Night celebrated?
- What is the main dish of Burns Night dinner?

STATION THREE, PLAYING PARCHEESI: All the group together, after having completed stations one and two, gather in station three. They are now divided in four groups of three members in order to play a Thankscheesi in which they also revise extreme adjectives.

Each group has got three tokens and they have to follow the rules of whichever parcheesi:

The goal of the game is to move each of the group's pieces (3) home to the center space. There are 68 spaces around the board and twelve of them are darkened safe spaces where a piece cannot be captured and the student does not have to answer any question.

The three pieces of the same color are placed in their starting area of the same color. The game board must be positioned so that each player's starting area is to their right. Pieces enter play onto the darkened space to the left of their starting area and continue counter clockwise around the board to the home path directly in front of the player. Each group rolls the dice. The highest roller goes first. On each turn, players throw both dice and use the number obtained to move their pieces around the board. Each time a five is tossed, the player must start another piece, if viable.

Whenever a group tosses the dice, count and get into a specific space, they must answer a question. There are 59 cards with 59 different questions. All the questions are related to Thanksgiving Day and the use of extreme adjectives in English. All the questions are open questions since more than one student can get into the same space. Thus, the teacher must say if the answer of the student is correct or not together with the students' opinion.

This is an example of a Thankscheesi card:

Make a sentence with the extreme adjective of "cold" to 

describe the conditions of the Mayflower journey.

Any piece that is not on a safe space or a part of a blockade can be captured by an opposing piece. When this happens, the captured piece is sent back to its nest and the player is awarded 20 bonus spaces for capturing the opposing piece. The 20 spaces cannot be divided between pieces and must be moved, if possible. 

If the opposing team has two pieces on player's exit area, the player cannot exit.

When two pieces occupy the same space, they prevent any pieces behind from advancing past the blockade. No more than two pieces can occupy one space. Two pieces of different color can never occupy the same space except at the moment one piece captures another.

The dark spaces are safe spaces. A piece cannot be captured as long as it sits on one of these spaces. Two pieces that form a blockade are also safe.

When a doublet is tossed, the player gains another roll of the dice. The third consecutive doublet rolled in one turn is a penalty and pieces are not moved the number of spaces shown on the dice. Their turn ends.

The center home space can only be entered by exact throw of the dice. Home counts as a space. Each group has their own home path and cannot enter another's. So, when a piece is on its home path, it can no longer be captured. When a piece enters the center space by exact count, that player is awarded ten movement pints that may be moved with any other piece still in play at the end of their turn. 

The first player to get all three pieces home wins, at which point the winner must yell "Thankscheesi!".

Objectives:

• To produce a well organized discourse with the appropriate grammar structures and lexicon.
• To enhance fluency and accuracy in the spoken given situation.
• To use the linguistic and strategic resources suitable to the given situation.
• To automate the knowledge about the English language itself and the rules of its linguistic system to speak in a correct, coherent and cohesive way.
• To develop learning strategies in order to use the English language in an autonomous way.
• To know the social and cultural features of the English language in order to understand and interpret better the different cultures that the English language accomplishes.
• To value the use of the English language in order to get access to other kinds of knowledge and cultures, recognizing the importance that the language has got as a tool of communication and international understanding, being aware of the similarities and differences among cultures.
• To understand different oral texts of general interest (its general and specific information).
• To use the knowledge of the language and its linguistic use rules to speak in a suitable, coherent and correct way, to understand oral texts and reflect upon the use of the English language in communication situations.
• To acquire and develop different learning strategies, using all the available resources, including Information and communication technologies, in order to use the English language in an autonomous way and to progress and develop in the learning process of the language.

Contents:
Listening:

• Specific and general understanding of broadcasted messages in the media where  Standard English is used (General American).
• Understanding of interpersonal communication about general interest topics with the aim of answering and speaking in the suitable moment.
• Use of strategies to understand and infer non explicit meanings to get the general ideas of a speech.
• Consciousness of the importance of understanding a speech globally without the need to understand every single word used in it.

Speaking:

• Participation in informal conversations with their peers to dub the recorded video and describe the features of the American culture.

Linguistic content:

• Celebrations, festivals and civilization lexicon consolidation.
• Improvement of pronunciation, intonation and pitch.
• Production and interpretation of different rhythms, intonation and pitches to understand a speech.
• Accuracy and fluency when speaking in the target language. Use of correct vocabulary and set expressions for certain situations.

 
Learning to learn:

• Recognition of the different registers of the language: written and oral, formal and informal speech. 

• Autonomous use of different learning digital and bibliographical resources.
• Application of strategies to revise, widen and consolidate lexicon and grammar structures.
• Analysis and reflection on the use and meaning of different grammar structures by comparing and contrasting your peers' and your own's.
• Reflection and application of self-correction and self-assessment strategies to progress in the autonomous learning of the English language.
• Recognition of errors and mistakes as something necessary in their learning process.
• Interest to take profit of the learning chances inside and outside school using information and communication technologies.
• Value of trust, entrepreneurship and cooperation in the learning of the English language.

  

Sociocultural aspects:

• Social contact with peers showing respect towards other people’s opinions and attitudes.
• Knowledge and value of the most relevant cultural elements.
• Significant similarities and differences among customs, behaviors, attitudes, values and beliefs among speakers of the English and Spanish language.
• Use of suitable registers according to the context, speakers and communicative purpose.
• Interest to establish communicative exchanges to know cultural information of English speaking countries.
• Value of the English language as a tool of communication and understanding among peoples which provides with the access to other cultures and that helps to enrich ourselves personally. 
• Value of the English language as a means to access knowledge in students' future academic and professional lives.

Procedure:

Students are presented the following activity. It is a smart notebook game in which they are presented the main American symbols. They must work cooperatively, get the correct answers for each of the proposed questions. Besides, they will read an infographic where some curiosities of the Thanksgiving celebration are gathered.

Later on, students must listen to a podcast. They will listen to a piece of authentic material, a New York City guide podcast. Since the podcast is a bit long, students will just listen to the first 8 minutes. Students will listen to it twice. The first time, they will only listen to the podcast. The second time, they will try to answer the questions the teacher has given them in a worksheet. All the answers will be checked and if necessary, some bits of the podcast will be listened to again.

Finally, a home-made recorded video on a trip to New York and New Jersey will be watched. The characters of the video are some of their classmates, since they visited the United States last September. In the video they can watch their mates speaking and explaining the places they visited: Pennington, Princeton, New York, Washington D.C and Philadelphia. They will watch the video and will be divided in four groups of three. Students must dub the video with their own words. This activity takes time, so it will be started within the last part of the class and will be finished at home as a kind of group assignment. The following week, students will present their dubbed version to the rest of their classmates.

Assessment:

• Peer-assessment: in the following week, students must present their dubbed recording to the rest of the group. Students will assess their peers' presentation filling in a rubric that will be given to the teacher.
  
• Teacher's observation: the teacher assesses students' participation in the first activity, their oral and written exchanges in the podcast activity and the final dubbed recorded version presentation. She also checks if the answers of the proposed questions after listening to the podcast are cohesively and coherently enough.

• Self-assessment: students are asked to fill the following rubric. They must think thoroughly about their final tasks and evaluate their lingistic developmenet of the target language.

SELF-ASSESSMENT TASK	ACTIVITY	...easily. This was not a problem at all. I understood the tasks and got most of them right.	.. with some difficulty. I need to do some more work on this. I understood the tasks and know where I need to improve. I’ll follow up the practice suggestions	… with great difficulty. I found the tasks very difficult and sometimes I did not understand the points.
I can produce a well organized discourse.	Warm up first session
	Reaching an agreement
	Group presentation.
	Parcheesi participation
	Final task: dubbing a video.
I can write a well structured text.	Mind map warm up.
	Writing a report.
	Guessing game. Reading my peers’ writings.
I can understand and interpret different written texts.	Reading a glogster
	Easl.ly infographic
I can understand different oral texts of general interest	Videos on different cities (Edinburhg, London, Dublin, NYC)
	Thanksgiving history audacity file
	Glogster video
	Listening to a podcast
I can understand and interpret the different cultures of the English speaking countries	All the proposed activities

Activities:

 SMART NOTEBOOK/ EASEL.LY/ WARM UP:  Students are presented a smart notebook activity. They will play bingo with the basic vocabulary on Thanksgiving that was presented in the previous session. Here is the link:

https://www.dropbox.com/s/d79wt3aprla16y0/Thanksgiving%20Bingo.notebook?dl=0

They will also watch the following infographic on curiosities about the first Thanksgiving celebration:

http://www.easel.ly/viewEasel/2022470

You must talk about these facts in groups of three and think of other historical events whose information has not been depicted in a loyal way.

Once these activities are done, the basic contents of today's activities are introduced. Students are presented another smart notebook activity in which the main patriotic symbols of the United States are worked. Students must follow the instructions of each exercise (grabbing lines, answering questions...) in order to fulfill the aims of the activity:

https://www.dropbox.com/s/3kg98a2wpfjkr4z/American%20culture%20symbols.notebook?dl=0

PODCAST: In pairs, answer  the following questions about New York tourism:

CITY FACTS

1. Why is NYC called “the big apple”?

2. How many boroughs are there in NYC? How are the called?

3. NYC has a population of ________________.

4. Which are the main means of transport in NYC?

5. If you’ve got an emergency, you need to dial ________________.

ATTRACTIONS

6. The first attraction mentioned is ________________. What does it represent?

7. The second attraction mentioned is ________________.

8. The main art gallery in NYC is ________________.

9. The second museum mentioned in the guide is ________________.

10. Name three neighbors of NYC mentioned in the podcast.

BEST PLACES TO EAT IN TOWN

11. Where is the best Deli in the Upper Side of NYC according to the speaker?

12. Besides Delis, the second most popular meal in NYC is ________________

Later on, students will listen to the first 8 minutes of the following podcast: 

http://www.hostelworld.com/static/episodes/NewYorkCityGuide.mp3

They will listen to it just to get the general idea of the podcast. The teacher will ask the students what they have understood in general. Afterwards, she will ask the students to check if their answers previously written are correct and to complete the missing information. 

 

VIDEO DUBBING

TEACHER'S NOTES: 

Students are presented a video on one of the linguistic exchange programmes of the school. They will watch their mates visiting some of the most important eastern cities in USA like New York, Philadelphia, Baltimore and Washington D.C. They are told they will have to do a similar recording during their prom trip in order to show what they have done there to the rest of the students of the school. They will be given a camera to film what they are doing every day. Each student will be in charge of the camera half a day and at the end of the trip, every single student will have recorded a bit of the video. When they come back to Spain, students, with the help of the teacher, will edit the video in the Literacy and Communication and Information Technology lesson since it is a cross-curricular project done in the Literacy and ITC lessons.

 

Once the future assignment is presented, students are told to dub their partners’ video. This activity will be done in the English lab of the school where there are around 20 computers available for students. Students will be split in four groups of three people. They will have to dub their voices with the use of a dubbing programme or with Windows Movie Maker.

They will start this activity in the classroom but since it is a demanding activity, they will continue it at home or in the English lab during their free periods. They will present it the following week to the rest of the class. The teacher will highlight they must use fluent and accurate English in all the given situations of the video and must respect everybody’s feelings and tastes.

This is the video of their partners that must be dubbed:

Pennington web from Beatriz Chaves on Vimeo.