Instructor: Betti Delevi

Course:English Prep RWSL

Textbook:__________________

Weekly Objectives:
1. In this weeks topic of Travel, students will be able to identify, understand (in both spoken and written form), and correctly
use (in spoken and written form) travel terminology, dialogues, communications, and structures in real life situations
2. Students will be able to demonstrate their understanding of terminology, dialogues and structures by
a. carrying out bookings,
b. constructing dialogues with travel persons
c. listening to and responding correctly to travel information, announcements, dialogues
d. reading and discussing travel stories
e. informing, commenting, and writing about travel
Monday

Tuesday

Wednesday

Thursday

Friday

Objectives
Students will be able
to identify,
understand, and
correctly use travel
vocabulary in real life
situations.

Objectives

Objectives

Objectives

Objectives

Students will be able

Students will be able

to understand spoken
language in travel
dialogues

Students will be able

to read and show
their understanding
of travel texts,
stories, blogs,
commentaries

Students will
demonstrate their
understanding of
travel terminology by
carrying out an all
inclusive holiday
booking on the
Internet and an
itinerary.
Warm-up

Students will
demonstrate their
understanding of travel
terminology by
conversing in a variety
of travel settings and
stages

Students will be able to write

about travel experiences and
issues.
Students will be able to
demonstrate their writing
proficiency by writing letters,
blog entries, and commentaries
on travel situations.

to converse correctly
and intelligibly using
travel vocabulary in
real life situations.

Warm-up

Students will be able

to demonstrate their
understanding of travel
dialogues by responding
correctly and
relevantly

Warm-up

Students will be able

to demonstrate their
understanding
through analyzing,
discussing, answering
questions

Warm-up
Todays focus on

Warm-up
Todays focus on Writing all
week practiced writing, today
consolidate, and finish with the

Show pictures of
different travel
types, which students
have learned about,
accommodation forms,
activities, and ask
which students had
experiences. Identify
nouns and verbs
already learned; write
on Board. Add new
words they mention,
explain.

Building on last lessons

travel terminology,
focusing on building
speaking skills.
Put on Board (student
contribution) Travel
terminology from day
before, explain, and
clarify.
Write on Board:
You are on the first
day of your week long
London trip. You are (1)
laughing with joy,
thinking you are
incredibly lucky/ in
heaven; or (2) crying
with anger and
frustration.
What could have
happened?

Todays focus on
Listening. Put on Board
situations where
listening skills are
needed, take
suggestions from
students.
Have them listen to a
few announcements and
recordings from travel
situations.

Reading. Put on Board

names and titles of
famous travelers and
stories. Ask a few to
talk about the ones
they mention or
remember. Details on
destination, purpose,
travel form, fellow
passengers, duration,
experiences, etc.

In triads, students will

take 3 minutes to think
about one or the other
option and write down a
few notes, and share
with their friends.

Objective Discussion:

Objective Discussion:
what can go right on a

weekly assessment, last lesson.

Will review weeks content when
working on Writing.

Objective Discussion: situations

where writing skills important in
Travel situations
Samples of travel blogs.

Objective Discussion

Objective Discussion:

importance of planning
well for a trip and
what can go wrong.
Examples of potential
problems, add their
suggestions. (Over
20% of world
travelers are the
youth, competence in
planning for trips is an
important asset)

trip, and what can go

wrong. Share funny,
happy, interesting
stories.
Need to carry out
conversations in many
situations, making
oneself understood to
enquire, confirm,
negotiate, complain,
ask for directions, and
investigate.
At the end of the
lesson: show mastery
by designing two types
of conversations in
context.

the need to train the

ears for important
content. Situations
where spoken language
is not understood and
what can go wrong

need to understand
clearly important
content from texts,
also critical thinking,
and analytical
thinking, need to read
between the lines
building reading
comprehension skills.

5.

Instruction

Instruction
Instruction

Instruction

Examples of different written

texts on travel show how
content can be direct and
concise, detailed, narrative,
personal, objective as context
changes. Give important tips on
writing on travel in different
situations, drawing on the
examples from last day.

Write down new

terminology on the
Board, under
different categories,
like travel type,
accommodation,
activities, places;
explain each.
Also put down common
structures for
enquiring, confirming,
respondingexplain,
suggestions from
students
Tell students about a
personal trip: why,
where, how Share
experiences. Put main
parts of travel plan on
the board: Purpose,
Destination,
Transportation,
Accomodation,
Activities.
Model

Introduce expressions
and forms commonly
used in travel
dialogues:
I would like to learn
about..
What is the price of
How long does it take
to fly from
How can I get to the
hotel from the airport?
Can I reserve the
tickets, and buy them
later?
Could you please help
me find
Id like to check-in
please
Well, it depends on
How would you like to
pay?
How would you like to
travel?
Would you like an aisle
or window seat?
May I have your
passport please?
How long will you be
staying?
Model

Instruction
Explain tips on
listening.
Go over 3-4 examples
of audio recordings of
travel dialogues. Stop
recording after every
sentence, explain,
define, elaborate,
offer different ways
of saying the same
thing.
Put on Board common
expressions, words,
verbs that come up

Examples of
different texts on
travel, from the most
factual (brochures,
web sites) to fictive
(novels, mythology)
What to look for in
each type of reading
(destination, type of
travel, purpose,
companions,
experiences) Some
travels more mental
trips (The Alchemist,
The Little
Prince)Drawing
parallels with physical
and spiritual travels

Model
Go over three
samples studied the
last day, and show
the techniques,
structures, and
details each genre
uses.

Review story again,

writing words
mentioned under
these headings, and
explain, giving other
examples for each
category. Take
suggestions from
students.

Guided Practice
Ask students to go

Hand out (also provide

link to) : document
containing examples of
such dialogues, and
vocabulary in practical
categories Travel
Vocabulary.
https://tr.scribd.com/
document/317615393/
Travel-Vocabulary
Practice the vocabulary
and expressions with
students using partly
written dialogues
(handouts + links
provided) Students
read the scripts,
teacher improvises.
Dialogue 1
https://tr.scribd.com/
document/317615518/
Diaogue-1
Dialogue 2:
https://tr.scribd.com/
document/317618487/
Dialogue-2
Dialogue 3
https://tr.scribd.com/
document/317138179/
Dialogue-3

Model

Model

Go over 3 more
examples with the
class, asking students
what they hear. Fill in
words not
understood/heard,
elaborate. Go back and
repeat until meaning
understood

Go over a brochure, a
web site, a
mythological story
and a part of The
Little Prince with the
students, showing
(Purpose, destination,
type, experience,
end), elaborate and
compare, contrast

Give examples of
common mistakes and
how to avoid them

Guided Practice
Give a list of details
that need to go on a
travel brochure and
construct the text,
taking suggestions
from students, and
pointing out
essentials. Do the
same for a travel blog
entry, and a
commentary for a

over the nouns on the

board, and in triads,
think of verbs
(actions) related with
these nouns. Give
examples, They can
use the Internet.
Get feedback from
each group, write new
verbs on the Board,

Guided Practice

Guided Practice

Have student
volunteers to improvise
with the scripts.
Correct grammar,
structure and
pronunciation when
necessary.

Have student triads

work on deciphering
additional recordings,
giving them a few
minutes for each.
Conclude by going over
each again, and
repeating the
conversation.

Guided Practice
Have students work
on a variety of texts
understanding and
answering generic
questions as a class.
Discuss points not
well understood,
explain, instruct, go
back when necessary

having them explain

meanings. Elicit sample
sentences and
questions using these
words and structures.
Less Guided Practice
Have student triads
do the same activity
with three similar
examples.

Less Guided Practice

Students plan for a

class trip to Geneva.

Give requirements as
to destination,
duration,
accommodation, dates,
events, etc.
Ask them to come up
with their plans, in
triads. First, work on
a sample structure.
Mention sites like
skyscanner,
cheapflights,
expedia,
tripadvisor
Walk among triads
and give support.
Ask each group to
present to the class
their itineraries. Ask,
answer questions,
make corrections as
necessary.
Ask students to form
triads, and write what
must be done to plan
well for a trip: A
checklist
Assessment and
Homework
Students will carry

Less Guided Practice

Ask students to form
triads, and have them
complete the blank
responses in Dialogue
1,2, and 3. They will
write their responses
down or take notes.
Walk around and
observe, give help and
guidance as needed.
Afterwards, have each
group read aloud the
conversations. Correct,
when meaning or
pronunciation is
unclear. Ask questions
when necessary, and
answer their questions.

Less Guided Practice

In triads, have
students listen to 8
recordings of travel
dialogues (of different
varieties this time) and
answer questions or
respond to questions,
as appropriate.
Conclude by going over
each and help with
meaning and answers.

Less Guided Practice

Have students work
in triads on a variety
of selected texts on
travel, and answer
guiding questions.

Weekly AssessmentTest
Test will assess all
four skills. Reading
and Writing questions
will be finished first.
Then students will
listen to travel
announcements,
dialogues, questions,
and will be asked to

out the planning

stages for a trip of
four days to Florence,
Italy, where one of
their classmates is
getting married. They
can choose which days
they will spend in
Florence, where they
will stay, how they will
arrive there, and what
they will do, but
attend the wedding at
the Tempio Maggiore.,
on August 21, 15:00.
They are required to
book a flight and
accommodation using
one of the sites used
in classroom, prepare
an itinerary describing
sites to be visited and
activities planned.
Links to actual
bookings or places of
interest are required.
Start in class, finish
as Homework.

Assessment and
Homework
Assessment and
Homework
Students will work in
triads to plan, carry
out and record two
conversations to be
evaluated by both the
teacher and their
classmates. The
audio/video clips can
be posted on sharing
sites like Soundcloud
or Youtube, and the
links shared with the
teacher and class. Each
triad member will
specify the role she/he
is playing. Dialogues
are expected to use
covered vocabulary and
structures. Details and
requirements given.
Rubrics provided. To
begin in class (two
periods) and finish for
Homework.

Ass.: Students will

listen to 8 recordings
and answer a question
or respond to a
question or statement
regarding each.
HW: give links to
recordings which
students can listen to
at home, and find out
what they are saying.
They are required to
briefly summarize what
they are saying, and
how they can respond.

Assessment and
Homework
Ass.: Students will be
given three texts (a
brochure for a
spiritual retreat, a
travelers blog, a
story from the Greek
Mythology, and
answer given
questions.
HW: write a
paragraph explaining
similarities and
differences between
the voyages.

respond in writing.
In the final part,
students will form
triads, and with a
facilitator (extra
instructors, aids,
native English
speakers who are
provided with
rubrics) will converse
in facilitator initiated
dialogues.