Esp dossier

Dossier with activities to rehearse and improve the

speaking skill

Name: Catalina Ovando Inostroza

Subject: Methodology for secondary school

Teacher: Estela Seguic

Overview

Among the many vocational and professional areas that go to make up the world of English

for Specific Purposes (ESP), that of the English of Tourism must probably be one of the

more attractive and growing area specially in our reality. It is necessary to be aware that

ESP is not focused on the acquisition of the English language itself but the vehicle for its

acquirement in the process of learning. It is centered on the language (grammar, lexis,

register, skills, discourse and genres) and it is defined to meet specific needs of the learner;

in this case; Speaking abilities.

The dossier aims to develop the speaking skills of students of Tourism through topics of

general interest as well as through themes related specifically to the tourism and hospitality

industries in the region.

The idea of using this region and local culture as the topic for the developing of the

activities lay on the idea of learning in context so as to enrich the new linguistic experience,

encourage (motivate) learners by providing them with something familiar to them, and train

them to talk about their own culture to other foreign language, speaking people for

exchange of ideas, values, and knowledge. Besides, it makes more productive the learning

and teaching process due to the possibility of going to the places where history happens.

The following activities point to be taught as a unit depending on the amount of hours

available. The times can be modified according to the needs and level of the students. All of

the activities are student-centered and are intended and designed for their development in

the speaking skill which has to be demonstrated to be the main weakness in Chilean reality.

Vocabulary for Tourist Guides

Activity n°1

Instructions:

Pictionary: New vocabulary related to tourism will be presented through images.

Activity n°2

Instructions:

Match the words on the right with their meaning on the left.

Objective:

Students can match the words and their meanings correctly.

1- On the way ____ Art gallery

2- A place where there are theatres and concert halls ____ Attractions

3- Things that make life easier ____ Custom

4- Things that people need for everyday living ____ En route

5- The best part ____ Entertainment district

6- Something people of a region do often ____ Settlers

7- Places for tourists to see ____ Locals

8- People who first made a home in an area ____ Legend

9- People who live in an area ____ Necessities

10- A person or story known for a long time ____ Conveniences

Activity n° 3

Instructions:

Write a speech for a small tour of 5 minutes using all the words from activity n°1 having as topic

“Showing the center of my city”. Be creative and present it in front of the class.

Objective:

Students are able to use the vocabulary learnt by giving indications.

Activity n° 4

Instructions:

Look up the adjectives you do not know and use at least 7 to describe different images you will be

given. You are allowed to write down some ideas before presenting.

Objective:

Students are able to describe places using adjectives.

ANCIENT GORGEOUS BREATHTAKING

CUSTOMARY DANGEROUS DEVASTATING

ELEGANT ENORMOUS EXCITING

EXTENSIVE FASCINATING HAUNTED

HERITAGE MAGNIFICENT PREVALENT

RECONSTRUCTED RESTORED SCENIC

POPULAR SUPERB THRILLING

UNBELIEVABLE VISIBLE SAFE

Activity n°5

Instructions:

Using the adjectives above, make up a fiction story using Torres del Paine National Park as scenery.

Tell your story using images of the National Park as back-up for the description.

Objective:

Students are able to apply the adjectives learnt to describe places of their surroundings

Activity n° 6

Instructions:

You will have to “sell” a “dream destination” to the “customers” using all the vocabulary learnt

describing a PPT you will be shown. You have to convince your customers that the destination you

are selling is the best place to go. Be careful! You can find unexpected images!

Objective:

Students are expected to improvise using the new vocabulary thinking quickly to come up with

creative ideas.

Example: Irak

Activity n°7

Instructions:

Discuss the following questions with your class

Have you ever given any instructions to a foreigner?

When do you think you will need to instruct tourists?

What is the main purpose of instruction?

In what situations would you give instructions to your guests?

Would you use the same form of language for every situation?

Match the questions asked by a tourist with the response given by a tour guide. Practice performing

the dialogue with a partner.

1. My visa is about to expire. Where can I extend it?

2. I’ve lost my wallet. What should I do?

3. Can you help me? I need to make an international call.

4. I lost my passport and I need to replace it urgently. Where can I find the Australian

embassy?

5. Where can I change some traveler’s cheques?

6. Should I pre-book my plane ticket or is it OK to show up when I want to go?

7. I’ve had a bad stomach for days. What should I do?

8. I’d like to hire a car for a few days. What do I need to do?

9. I’d like to explore some more, but I’m unfamiliar with the area. Can you tell me where to

find a good map?

____ The hospitals here are quite good and it will cost you around 30 dollars to see a doctor in a

general hospital. Most hospitals are not used to dealing with foreigners so they probably won’t

speak English. If it’s not serious, you can buy medication over the counter.

____ The immigration office or international police is downtown in front of the Casino. You can

ask there for assistance.

____ It’s always a good idea to pre-book, that way you are assured of a seat. Also, you have your

choice of showing up later.

____ Most of the major tourist areas rent cars and 4x4. You will need to pay a guarantee and

possibly leave your passport. It is not mandatory to have an international driving permit.

____ To tell the truth, it will be difficult to find it. However, you can contact the police but it

will be difficult that they speak English. I can help you if you want.

____ You can go to any bank and change your traveler’s cheques. A lot of banks have a separate

section purely for changing traveler’s cheques.

____ OK; you can dial direct from your hotel room but that will be very expensive. You can go

to call centers where they offer international calling facilities.

____ It depends on how much detail you need. The tourism office offers a variety of pamphlets

on sightseeing, accommodations, transportation options and maps, however, the maps are fairly

basic. If you need something more detailed, any good bookstore will stock decent maps.

____ Embassies are in Santiago. Here we only have consulates. You should contact the

international police for further information.

Activity n°8

Instructions:

Work in groups of five. Rearrange the following sentences on your desk so that you can complete a

spoken form of a tour guiding itinerary.

Then we will go to the penguins colony

First we’ll go to the penguins colony

And then we can have some pictures with the penguins if you want.

OK so I want to talk with you about the program

After that we’ll see the sea lions.

That is about 26km from here

But on the way we stop to see the wildlife of Magallanes.

And spend about half an hour from here too

From the sentences above, identify which sentences…

- Introduce the tour program _________________________________________________

- Tell the main stages of the program __________________________________________

- Give options about the program _____________________________________________

Then we will go to the penguin colony

You can see the penguins there

Working with history

Activity n°9

Instructions:

Read the following text about the first circumnavigation of the globe. Look up the words in bold.

Objective:

Students are expected to define the words in bold so as to have a clear idea of what they mean.

THE FIRST CIRCUMNAVIGATION OF THE GLOBE

Ferdinand Magellan was convinced that a new (1) route to

the lucrative Spice Islands could be found by going

through the New World. He presented his plan to the King

of Portugal, Manuel I, but Magellan was rejected, so he

went to Spain, where he was granted an audience with

Charles V, who agreed to finance his journey.

By August of 1519, Magellan had five ships: the Trinidad ((2) flagship), Victoria, San Antonio,

Concepción and the Santiago. His (3) crew of 270 men was mostly Spanish.

Magellan’s fleet left Seville (Spain) on August 10, 1519. In January of 1520, the Santiago ship was

(4) wrecked and the (5) survivors had to be picked up, and the captains of the other ships

attempted to rebellion. At one point, Magellan was forced to (6) open fire on the San Antonio.

The four remaining ships headed south, searching for passage around South America.

Between October and November, 1520, they navigated through the (7)

islands and (8) waterways on the continent’s southern tip; the passage

they found is today known as the (9) Strait of Magellan. They discovered

Tierra del Fuego and, on November 28, 1520, a tranquil-looking body of

water: Magellan named it the Pacific Ocean. During the (10) exploration

of the islands, the San Antonio ship (11) deserted, returning to Spain and

taking much of the remaining (12) provisions with it, forcing the men to

(13) hunt and fish for food.

The Magellan expedition was responsible for (14) several major discoveries. In addition to the

Pacific Ocean and numerous islands, waterways and other geographic information, the (15)

expedition also sighted a great many new animals, including penguins and guanacos.

Ferdinand Magellan expedition completed the first circumnavigation of the Earth. Magellan did not

complete the entire voyage, as he was killed during the Battle of Mactan in the Philippines.

Today, Magellan’s name is synonymous of discovery and exploration. Telescopes and spacecraft

bear his name, as does a region in Chile.

Activity n° 10

Instructions:

Listen carefully to the recording with a brief biography and the expedition of Ferdinand

Magellan of the text you read in order to check the pronunciation. Discuss the following

statements. Are they true or false? Why?

Objective:

Students are expected to rephrase what they have read and listened.

a) He presented his plan to the King of Portugal, Manuel I, who agreed to finance his

journey.

b) Magellan’s fleet left Seville (Spain) on August 10, 1519.

c) Magellan had five ships: the Trinidad (flagship), Victoria, San Antonio, Valparaiso and

the Santiago.

d) They discovered Tierra del Fuego, on November 28, 1520 .

e) The Magellan expedition was responsible for several major discoveries.

f) Magellan’s name is synonymous of investigation and exploration.

g) During the exploration of the islands, the Santiago ship deserted and returned to Spain.

h) The passage they found is today known as the Atlantic Ocean.

Activity n°11

Instructions:

Retell the story of Ferdinand of Magellan using all the verbs given. The story must contain the same

historical facts but adding humorous situations.

Objective:

Students are expected to develop the ability to use humor while talking about historical facts.

ARRIVE CONTINUE ON DEPART

EXPECT PROCEED SHOW SOMEONE AROUND

SIT BACK SPEAK UP ENJOY

RECOMMEND RAISE (A HAND) REFER

Activity n°12

Instructions:

i. Read the following text and discuss in pairs.

What do you think was the importance of Pigafetta’s job?

If you were a member of the crew, what do you think your job would be?

What would you write about if you were in charge of keeping a journal?

ii. Write a 300 words journal including ALL the words in bold from the text

from activity n°9. You have to create your own adventure as if you were a

member of the crew. Remember to include dates, places and feelings using

proper tenses (past, present, future tense, first, second and/or third

conditional).

Antonio Pigafetta was a scholar and explorer who traveled with Magellan and his

crew on their voyage to the Indies. During the expedition, he served as Magellan's

assistant and kept an accurate journal. It is the first recorded document

concerning this language.

Pigafetta was one of the 18 men who returned to Spain in 1522, out of the

approximately 240 who set out three years earlier. The voyage completed the first

circumnavigation of the world; Juan Sebastián Elcano served as captain after

Magellan's death. Pigafetta's journal is the source for much of what we know

about Magellan and Elcano's voyage.

Working with technology

Activity n° 13

Instructions:

Pair work: Use your own devices and download the TourPal app from AppStore or Google Play.

Choose any country you prefer and use the demo as a model to reproduce a similar product.

The day of presentation, you will have to present your recording along with footages from Google

Street View to follow the tour in images. Remember to make use of the vocabulary you have learnt

so far.

The recording must include:

Main attractions of the place

Short stories of each attraction

Historical facts of the city chosen

Musical background.

20 minutes long (10 minutes each)

Rubric

INDICATORS OUTSTANDING EFFECTIVE ADEQUATE INEFFECTIVE

ORGANIZATIO

N

Students present

the recording in a

logical sequence

that classmates

can understand

totally.

Students present

the recording in

a logical

sequence. Few

The recording is

lack of logical in

its sequence and

the classmates

have difficulty to

follow it

The recording

has no logical

and it cannot be

understood by the

classmates.

VOCABULARY Students use the

correct

vocabulary and all

the points

required for the

recording.

Students use the

majority of the

vocabulary

needed and the

points required.

Students do not

use enough

vocabulary and

the points

required for the

recording.

Students do not

use the

vocabulary

needed together

with the points

required for the

development of

the recording.

FLUENCY The recording is

spoken in a fluent

way with a clear

voice. Humor is

added sometimes.

Students speak

with fluency but

with some

minimum

mistakes that

affect

comprehension

of the recording..

Students do not

have enough

fluency in the

performance of

the recording.

Students do not

speak in a fluent

way which

interrupts the

correct

development of

the recording.

PRONUNCIATI

ON

Students’

pronunciation is

perfect and

precise which

make the

recording clear

and easy to

understand.

Students

pronounce the

majority of the

words correctly

and with

precision.

Students

pronounce some

words incorrectly

which make it

difficult for the

classmates to

understand.

Students’

pronunciation is

not correct and

many mistakes

are made which

does not allow

understanding the

recording.

Activity n°14

Instructions:

Group work: The following chart shows you a suggested tour to Magdalena Island.

Use it as a guide to create the itinerary along with the speech.

Present your workshop in a written form.

Objective: Students are able to write about general aspects of their region.

DESCRIPCIÓN DEL RECORRIDO TEMAS DE NARRACIÓN

Salida desde el muelle Prat hacia Tres

Puentes para el embarco en la barcaza

Melinka.

BIENVENIDA. ASPECTOS DE SEGURIDAD. ORIENTACIÓN.

- Chile, - XII Región de Magallanes, - Actividad Económica y, - Evolución de la Economía Regional.

Navegación por el Estrecho de Magallanes hacia la isla Magdalena.

Origen Geográfico del Estrecho de Magallanes. Descubrimiento del Estrecho de Magallanes. Navegaciones Posteriores al Descubrimiento del

Estrecho de Magallanes. Posesión Chilena del Estrecho de Magallanes y el

Fuerte Bulnes. Fauna Marina.

Desembarco y recorrido de 1 hora por el sendero en isla Magadalena.

Isla Magdalena (El Paisaje, La Avifauna). El Pingüino de Magallanes (Nidificación, Crianza de

Pichones, Final del Ciclo).

Visita al faro de isla Magdalena. Faro Isla Magdalena.

Activity n°15

Instructions:

Individual work: Choose one of the attractions in your region and prepare a 15 minutes speech to

present to the class. You can use pictures videos or any resource you prefer to show the attraction to

your classmates. The same aspects of activity n° 13 will be measured. You can use the chart from

activity n°14 as a model.

Objective:

Students are able to show an attraction of their own context embracing all the aspects a tour guide

must possess.

Activity n°16 “Random places”

Instructions:

You will be given a random location via Google street view where you will go all over the place

describing what we are seeing and telling us the story of those places. The idea is that you

improvise as much as you can.

Objective:

Students in this stage are able to improvise and describe places in an advanced level.

Activity n°17

Instructions:

Research work: Create a leaflet that shows interesting itineraries in your region. Use the one that

your teacher will show you called “traces of Antartica” to have an idea. You have to add pictures

and historical facts of the different places to be included in the itinerary.

Here you have some examples of topis:

- Wildlife in Magallanes

- Penguins of Antartica

- Historic characters that gave life to Punta Arenas

- Traces of Antartica

Activity n°18

Instructions:

Using the leaflet of your own creation, go to other class and present the itinerary to your classmates.

You have to tell them everything in context for them to be able to speak about the topic you

presented.

Activity n°19

Class activity: Role Play

Instructions:

You will be the protagonist of our own history. In a 45 minutes play you will represent the great

deed of the “Endurance”. Research on the topic is needed and accuracy on the historical facts will

be measured. Costumes and ornamentation will be assessed as well.

Objective: Students are able to take part of their history and make it theirs.

Activity n°20

Instructions:

Class work: Organize a city tour together with your classmates. Design the route, the attractions

each student will present and the audience you will guide. Transportation will be available and 4

pedagogical hours for you to perform.

Use all the resources given in this unit so as to present an outstanding performance as a tour guide.

This final activity consists of two formative marks; the first one will be an average of the four

classes and the second one the final product.

You will be given 4 lessons to prepare the tour in the following sequence:

1st class: Present an outline with the places and topics that will be shown and the name of the

presenter for each theme.

2nd

class: Each student presents their speeches. Corrections will be made if necessary.

3rd

class: Destined for practicing. (Each student will be individually assessed)

4th

class: Last rehearsal. (Group mark)

It is forbidden to miss classes during this period otherwise you will not be evaluated with the due

marks.

Universidad de Magallanes

Pedagogía en Inglés Lesson Plan

Unit of Learning: “Tourism in your region” Name of the lesson: “Going downtown” Grade: 4th high school (Tourism specialty)

Teacher: Catalina Ovando Inostroza Students’ Level: Intermediate Skills: Productive skills.

Cross-Curricular Objective: Value the English language as a communicational tool in the working world.

Previous knowledge: Present and past tenses. There is/ There are

Learning Outcome: Apply the vocabulary learnt by giving indications

Expected Learning

Outcomes

Contents Activities Time Resources/

Equipment

Indicators Assessment

The students are

expected to:

-L.O 1: Recognize

words according to

their explanations.

-L.O 2: Give basic

instructions and

explanations.

Morphosyntactical Content:

There is/There are

On the right side you can find the

entertainment area, there is a

casino and …

Lexical Contents:

- Art gallery, Attractions, Custom,

En route, Entertainment district,

Settlers, Locals, Legend,

Necessities, Conveniences.

Function:

- Applying vocabulary by giving

indications.

Warming-up

Eliciting

Pre-activity

Pictionary

While-activity

Vocabulary handout.

Match words with

their meaning.

Post-activity

Write a speech for a 5

min tour including all

the words of the

handout.

5’

15’

20’

50’

90’

Whiteboard

Computer

Projector

Markers

Handouts

Fluency

Pronunciation

Monitoring

Cumulative

marks.

Title of the unit: “Tourism in your region”

Title of the lesson: “Going downtown”

SCRIPT

The teacher greets the students and they reply. She asks about the content students learnt the

previous class. They are supposed to answer that they checked the present and past tenses and there

is and there are to describe pictures so the teacher starts with some questions related to the previous

classes so as to rehearse the tenses and to get students describing different scenes.

Did some of you watch the movie Titanic?

Yes! Of course!

Ok, so who can tell me what happen when Jack dies?

He dies because it’s cold

Right, what else can you tell me about that scene? Were there more people freezing?

Yes! There were many people dying and there was just one boat that came back…

Students can also volunteer with other scenes or movies once they get the idea of the exercise.

The teacher writes some sentences on the board for the students with visual kind of learning.

The teacher introduces the class by showing different images and asking the students to describe

what they see.

“Carol, what can you see in this image”

“That is a big city, there are many people, and many buildings.”

“Very good, can you guess what the name of this area of the city is?”

“Mmm… Probably the center of the city”

“Yes, Probably but to be more specific, that is the Entertainment Area”

After the slides are shown and explained, the students are going to work with a handout with

vocabulary related to tourism in the city and they have to match the words with their meaning. They

will have twenty minutes to accomplish this activity and after that they will check their answers

along with the teacher.

Then, the teacher will give the instructions for the next activity which consists of writing a speech

for a five minutes tour including all the words recently learnt. The students will have to deliver the

speech and they will be given points for the next evaluation.



Unit of Learning: “Tourism in your region” Name of the lesson: “Torres del Paine a breathtaking place”

Grade: 4th high school (Tourism specialty) Teacher: Catalina Ovando Inostroza Students’ Level: Intermediate Skills: Speaking


Previous knowledge: Present and past tenses. There is/ There are, Adjectives.

Learning Outcome: Describe places by using adjectives.

Expected Learning

Outcomes


Equipment


The students are

expected to:

-L.O 1: Describe any

image given with

adjectives seen.

-L.O 2: Create fiction

stories with accurate

descriptions of

sceneries.


There is There are

In Torres del Paine National Park

there is a magnificent mountain…

Lexical Contents:

- Ancient, Gorgeous,

Breathtaking, Customary,

Dangerous, Devastating, Elegant,

Enormous, Exciting, Extensive,

Fascinating, Haunted, Heritage,

Magnificent, Prevalent

Function:

- Describing places using

adjectives given.

Warming-up

Game

Pre-activity

Word search

While-activity

Improvise a

description using 7 of

the adjectives given.

Post-activity

Create a fiction story

using Torres del Paine

National Park as

scenery.

10’

15’

25’

40’

90’

Whiteboard

Computer

Projector

Markers

Handouts

Images (ppt)

Fluency

Pronunciation

Improvisation

abilities.

Monitoring

Cumulative

mark.


Title of the lesson: “Torres del Paine a breathtaking place”

SCRIPT

The teacher greets the students and asks them about their feelings toward the previous activity.

“I would like to know your opinion regarding the writing you did last class; was it difficult? Easy?

How do you feel about writing? Do you feel better when writing or speaking? Why?”

After this, the next task begins.

Students have to work with the dictionary because there are some new adjectives they may not

know. So the teacher gives them a list of adjectives and asks them to look for the ones they do not

know. Then shows them some real images and gives them some oral and written examples (on the

whiteboard) using the adjectives to describe the images. For example: the moon on picture number

3 looks gorgeous/Picture number 4 has a fascinating effect on most of the people who visit this

place.

After these examples and some examples deliver by the students they are asked to write down

sentences using at least 7 adjectives based on some natural images the teacher gives them.

The idea is that they describe, according to what they perceive, through sentences the images using

the new adjectives.

The adjectives are the followings:

Ancient, Gorgeous, Breathtaking, Customary, Dangerous, Devastating, Elegant, Enormous,

Exciting, Extensive, Fascinating, Haunted, Heritage, Magnificent, Prevalent, Reconstructed,

Restored, Scenic, Popular, Superb, Thrilling, Unbelievable, Visible, Safe.

Images:

During the lesson the teacher monitors their work and asks any doubt or question they could have in

relation to the task.

Once this is done they present orally what they perceive from the images, which is connected to the

following activity.

Once they finish this first part the are given the following instructions: ok students, now you have to

be creative and write a fiction story using Torres del Paine as scenery. Choose any part of our

national park and create a story using images of the Park to support your presentation. You have to

use the adjectives seen in the class in your story.

So, students are going to work in classes and the lab to look for images for the fiction story using

the adjectives so as to expose as complete as possible. The teacher monitors in detail this activity in

order to be a guide for the students in their story and final presentation in front of the class.

They are supposed to present in the next class or if it is necessary in two more classes (depends on

how they work in the class).



Unit of Learning: “Tourism in your region” Name of the lesson: “A dream destination”



Previous knowledge: Tenses, adjectives, tourism vocabulary.

Learning Outcome: Answer questions related to touristic services properly.

Expected Learning

Outcomes


Equipment


The students are

expected to:

-L.O 1: Improvise

different unexpected

situations.

-L.O 2: Give their

opinion regarding

instructions and

questions they might

face.

L.O 3: Work in groups

to get the correct order

of the speech.


Tenses, Adjectives, Giving

instructions

Answering questions

The immigration office or

international police is downtown

in front of the Casino. You can

ask there for assistance

Lexical Contents:

- Immigration Office, visa,

passport, maps, embassy,

consulate.

Function:

- Answering questions

Warming-up

Game

Pre-activity

Dream destination

Improvisation

While-activity

Class discussion

Match question and

answers.

Dialogue practice.

Post-activity

Sentences order

Analysis of speech

10’

25’

40’

15’

90’

Whiteboard

Computer

Projector

Markers

Cut papers

(sentences)

Images (ppt)

Fluency

Pronunciation

Improvisation

abilities.

Team work

Monitoring

Self-

assessment


Title of the lesson: “A dream destination”

SCRIPT

The class begins with an ice breaker with the aim of relaxing and changing the environment of

formal lessons.

“What questions would you not like others to ask you?

What is one item that you really should throw away, but probably never will?

What is the greatest problem in the world? Why?

What was the scariest moment in your life?”

After the round of questions, the instruction for the pre-activity will be given

“You will have to pretend that you are a travel agent and you will have to “sell” us a dream

destination according to the images that will be shown, surprising images can appear so you will

have to open your mind and be really creative and convince us to travel to that place”

The idea is to make students talk as much as they can, developing the ability to improvise. After 25

minutes, the class discussion starts. This class is aimed to speak and to make students think and

elaborate their answers.

“Have you ever given any instructions to a foreigner?

When do you think you will need to instruct tourists?

What is the main purpose of instruction?

In what situations would you give instructions to your guests?

Would you use the same form of language for every situation?”

With the answers obtained, the class is supposed to internalize the importance of giving instructions

in a tour, the responsibility they have with the passengers and the ways to talk to them with a proper

intonation so as to avoid misunderstandings and cultural differences.

After the conversation, a handout will be given for them to match a set of questions made by

tourists with answers given by a tour guide so as to have an idea of common questions that tourists

make. After they match all the answers, students work in pairs and practice the dialogue. After the

time is gone, and they have practiced the dialogues, the teacher will ask to form groups of 3 and

will deliver pieces of paper with sentences of an itinerary to Magdalena Island that they will have to

order in a logical sequence. After they have the sentences in order, they have to analyze the purpose

of each sentence of the itinerary by answering which are the parts of the speech that introduce the

tour program, tell the main stages of the program and finally the ones that give options about the

program.

The order of the speech and the answers will be checked with the whole class.

The class finishes with the reflections of the students.



Unit of Learning: “Tourism in your region” Name of the lesson: “First circumnavigation of the globe”



Previous knowledge: Tenses, adjectives, tourism vocabulary.

Learning Outcome: Students are expected to rephrase the information acquired.

Expected Learning

Outcomes


Equipment


The students are

expected to:

-L.O 1: define the

words.

-L.O 2: Summarize

the information given..

-L.O 3: Rephrase

information read and

listened


Past and Present Tenses

Adjectives for describing scenes

Vocabulary of Tourism

Lexical Contents:

- En route, journey, crew,

flagship, survivors, wrecked,

rebellion, open fire, islands,

waterways, Strait, exploration,

deserted, provisions.

Function:

- Paraphrasing information

acquired.

Pre-activity

Reading text

Look up for words

unknown

While-activity

Listening

Magellan

circumnavigation

Post-activity

Retell the story of

Magellan adding

humorous touches.

30’

20’

40’

90’

Whiteboard

Speakers

Computer

Handouts

Fluency

Pronunciation

Improvisation

abilities.

Reading and

listening

comprehension

Observing

Monitoring

Cumulative

mark


Title of the lesson: “First circumnavigation of the globe”

SCRIPT

The teacher begins the class explaining the objective of the class which is to get the students to

rephrase information that they will read and listen.

“Today we will work with a very important character of our history, which I hope you know at least

his biggest deed, so let us start! Who can tell me the reason of the name of this region?”

The students are supposed to know at least that Ferdinand of Magellan was the first man who

completed the circumnavigation to the globe, in case that nobody knows, the teacher will tell them

the main parts of the story to contextualize the upcoming reading.

After the comments of the students, the handout will be handed and the will have thirty minutes to

look up for the words they do not know and to read the text.

After this time, the teacher asks for comments of the reading and to summarize with their own

words. What was the new information for them, what called their attention, etc.

Later on, the instructions for the listening are given

“You will listen to a recording that narrates the same story you read. First of all you will pay

attention to the pronunciation and intonation of the narrator. This means that you cannot make

mistakes in relation to pronunciation! Is it clear?

I will put the listening twice and the second time I need you to focus on the content so that you will

be able to answer the true or false questions. You can make notes in your worksheet.”

The recording is played twice and then the true or false questions are checked out loud. The teacher

will elicit more questions starting from the true or false questions so as to observe the students’

capacity in rephrasing, summarizing and inferring.

After this activity, the instructions for the post-activity will be explained.

“You will have to re-tell the story you listened to, you MUST include all the historical facts with the

detail that you will have to add a humorous narration to the story. It does not matter if it’s not real

but keep the real facts! The challenging part comes here:

You will have to use the following verbs in your narration:

Arrive, Continue, Depart, Expect, Proceed, Show someone around, Sit back, Speak up, Enjoy,

Recommend, Raise (a hand), Refer.

The presentations will be for next class because of time but the script of their narrations must be

handed immediately and assessed with a cumulative mark.”

Documents

Esp dossier