P. 1
Enjoy Language Toolbox English Final

Enjoy Language Toolbox English Final

|Views: 31|Likes:
Published by VeronicaGelfgren
Toolbox with ideaas on teaching ideas within tourism
Toolbox with ideaas on teaching ideas within tourism

More info:

Categories:Types, School Work
Published by: VeronicaGelfgren on May 29, 2013
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

10/04/2014

pdf

text

original

Title

“ABOUT ME”

Sectors/ jobs

Cultural/Activity/Leisure/Agro

Level

Beginners/intermediate/advanced

Duration (optional) 40 min

Short description of
method/ tool

The students will work in small teams to prepare a short presentation
about themselves and their hometown, including: cultural
landmarks/sightseeing/surrounding area, festivals, events, historic and
religious monuments, etc.

In the second part of the presentation, students will present their
favourite country or city. For more advanced groups ask questions such
as:

Can you tell me a bit about...?

What do you like there…?

How did you feel there..?

Teachers should be sensitive to the learner sharing their feelings and
personal information.

Result

Getting to know each other.

Students practice responding to different types of questions in front of a
group.

Learning objectives:

-

To present and speak to a group

-

To respond to a range of questions

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

14

-

To practise working within a team

The two topic examples can be divided into separate exercises and further
developed to include other topics such as holidays.

Material required

Pen and paper

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

15

Title

“CULTURAL DIVERSITY”

Sectors/ jobs

Cultural

Level

Beginners/intermediate/advanced

Duration (optional) 40-90 min

Short description of
method/ tool

This exercise is about presenting yourself in a creative way: each student
designs a poster presentation which includes information on their
nationality, race, religion, traditions, customs, etc. The posters will be
placed on the walls of the classroom and students will guess which poster
belongs to whom.

The posters can then be rearranged according to one particular aspect e.g.
race, religion.

Result

Students get to know each other, recognising similarities and differences.
Celebrating equality and diversity.

If there is not many different nationalities in the group, students can
develop a poster presentation related to their hometown or favourite
country/city.

Material required

Posters, magazines, pictures and/or comics, paper, pens, scissors
Alternative: DigiCam, Computer and according software

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

16

Title

“LEARN LANGUAGE THROUGH MUSIC”

Sectors/ jobs

Cultural

Level

Intermediate/advanced

Duration (optional) 60 min

Short description of
method/ tool

Play the song “Cantaloop (Flip Fantasia)” by US3 (see the link below) on
your CD player a few times while the learners look at the text either on the
website for lyrics or on a sheet of paper - translating some of the more
difficult words could help them grasp the meaning quicker.

Tell the students a little bit about the song, band and where it peaked in
the charts around the world (see the link below).

The students look up the words they don’t understand and write them
down on the lyrics page.

Discuss the meaning of the song and what they are singing about.

Discuss with students what styles influence this song and talk about their
favourite styles of music.

HANDOUT: LYRICS “CANTALOOP (FLIP FANTASIA)

Ladies and
Gentlemen, as you know we have something
special for you at
Birdland this evening.
A recording for
Blue Note Records

What's that? yeah
yeah yeah

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

17

funky funky, how
bout a big hand now?
wait, wait a minute

Groovy groovy
jazzy funky pounce bounce dance as we
Dip in the melodic
sea, the rhythm keeps flowin, it drips to MC
Sweet sugar pop
sugar pop rocks it pops ya dont stop
Till the sweet
beat drops
I show and prove
as a stick in move
Hear the poems
recited on top of the groove
Smooth, mind,
floating like a butterfly
Notes start to
float, suttle like a lullabye
Brace yourself as
the beat hits ya
Dip trip, flip
fantasia

(ah, ah, ah,
what's that? biggity biggity bop)

Feel the beat
drop, jazz and hip hop
Drippin in the
dome, and mix is on the lock
Funk and fusion, a
fly illusion

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

18

Keeps ya coastin
on the river we cruisin
Up down round and
round, round the found
But nevertheless
ya gots to get down
Finesse the freak
thru the beat so unique
Ya move your feet,
the sweat from the heat

Back to the fact
I'm the mack and I know that
The way I kick the
rhymes, some would call me a poet
Funky flowin goin
on with the sweet sound
Caught in the
groove in Fantasia I'm found
Trip the tour upon
the rhymes they soar
To an infinite
height to the realm of the hardcore
Here we go off I
take ya
Dip trip flip
fantasia

Jump to the jam
boogy woogy jam slam
Bust the dialect
im the man in command
Come flow with the
sounds of the mighty mic masta

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

19

When I rhyme on
the mic I bring a sucka disasta
Beaucoup bucks and
I still rock Nike
With the razzle
dazzle star I might be
Scribble scrabble
on the microphone I babble
As I flip the
funky words, into a puzzle
Yes yes yes, on
and on as I flex
Get with the flow
words manifest
Feel the vibe from
here to Asia
Dip trip flip
fantasia

I've found it. At last.
Put it on.

Result

The exercise should motivate learners to be interested in language
learning. Learning objectives: To understand text and everyday spoken
language

Any song can be used depending on the interests and target language of
the students. Divide the students into groups according to their musical
interest and let them choose a favourite song to translate.

Material required

CD player, text, dictionaries

Further info/
sources

http://en.wikipedia.org/wiki/Cantaloop_%28Flip_Fantasia%29

http://www.youtube.com/watch?v=JwBjhBL9G6U

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

20

Title

“INTRODUCING FILMS IN LANGUAGE LEARNING”

Sectors/ jobs

Cultural/Activity/Leisure/Agro

Level

Intermediate/advanced

Duration (optional) 2-3 hours

Short description of
method/ tool

Prepare for this exercise by asking the students about their interests and
choosing scenes from famous films.

Careful planning and preparation of the material is important and a wide
variety of techniques should be used to involve the students and help
them get the most out of it.

Years of experienced teaching have proven that well developed, planned
and graded video lessons should consist of different stages, which are:

Tune in

While watching

After watching

As students 'tune in', they are gradually introduced to the plot, characters
and setting of the film. During this phase tutors can carry out some
activities to familiarise learners with useful vocabulary, using pictures
word/expression banks and talking through the main themes and topic of
the video.

'While watching' focuses more deeply on the plot and the characters.
Students are given a range of activities such as problem solving, filling in
the blanks, multiple matching, ordering events on a timeline, true or false
and other comprehension questions. The main aim at this stage is to
highlight everyday expressions, idioms and slang that the students will
encounter in real life.

'After watching' is a chance to consolidate the learning by doing some
creative activities. Using the film plot and new vocabulary, learners either

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

21

role-play the best parts or have a group debate based on the themes of the
story.

Result/development Nowadays young people are exposed to a wide variety of media resources
in their everyday life. Introducing these medias into language learning can
really help to motivate students.

Learning objectives:

- To practise skills in listening and understanding

- To gain a wide variety of idiomatic expressions and slang that the
students will encounter in real life situations

- To actively involve students in their own language acquisition by
using role plays or organising group debates around themes of the
film

Homework assignment: Learners choose a favourite film and present
what they like about it in class. Part of the presentation will be to pick out
10 everyday, slang expressions.

Material required

Film, DVD player

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

22

Title

“POP/ROCK/RAP GROUPS”

Sectors/ jobs

Cultural, Activity, Leisure, Agro

Level

Beginners

Duration (optional) 45 min

Short description of
method/ tool

Tutors can either prepare a list of artists or ask students to write their
own. They song lyrics from one of these artists are then translated into the
learners’ native language.

Result

This is a fun way to translate vocabulary and remember different words.

Material required

A copy of the list

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

23

Title

“PHOTOS AND COMICS”

Sectors/ jobs

Cultural/Activity/Leisure/Agro

Level

Beginners/intermediate

Duration (optional)

40-90 min

Short description of
method/ tool

Pictures and comics are powerful narrators and can tell a complex
story in a few images. They can help students to get to grips with
different vocabulary and allow them the freedom to develop their
ideas as far as they can in the target language. The students select
and arrange/rearrange pictures until they have managed to put the
pictures into a logical order. They then add the word to describe the
images. To start off the student could tell a short story about their
daily routines and habits. The title can be “A day in the life of…”, or
“A day in my workplace”, “My favourite holiday”, “How I spend my
time with my friends”, etc. The time frame must correspond to the
skill level of the group, for example beginners could talk about “my
morning routine”.

Result/development

Photos and comics can be used from beginner to advanced level for a
variety of language and discussion activities. Try dividing students
into several groups and setting different themes to develop into a
story or play out as a sketch.

Material required

Photos and/or comics, paper, pen, scissors

Alternative: DigiCam, Computer and according software

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

24

Title

MY LAST HOLIDAY

Sectors/ jobs

Cultural/Activity/Leisure/Agro

Level

Beginners/intermediate

Duration (optional) 60 min

Short description of
method/ tool

Students are divided into pairs to discuss where they spent their last
holiday. Each person should listen and prepare a list of questions to ask
their partner based on what they have said, for example how long was the
holiday, what landmarks did they see, what kind of activities did they do
etc. Each pair should have enough time to ask all the questions and write
down the answers.

The exercise can be ended with a brief presentation from each student
about their partner’s holiday, and a discussion about any difficulties they
had with spelling/vocabulary.

Result/development This activity gives classmates the chance to get to know one other, to
practise writing and speaking skills as well as asking and answering
questions. The teacher may also choose to set the exercise as a short
homework essay.

Material required

Paper and pens

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

25

Title

CULTURAL TOURISM WORD CLOUD

Sectors/ jobs

Cultural

Level

Beginners/intermediate/advanced

Duration (optional)

40 min.

Short description of
method/ tool

Each student gets a word cloud with vocabulary and a worksheet to
be used in a description game. Students choose one word from the
cloud and give an explanation of what it is, for example: “Landmark.
A famous building or object that you can see and recognise easily”,
they can then use the word in a sentence: “The Statue of Liberty is a
very famous landmark.”

As a further activity, learners circle words in the word cloud that are
associated “handcrafted - the following words are associated with
the word handcrafted: painted pottery, leather wallet, unique design,
personalised postcards, artisan jewellry etc”

Result

Introduces new vocabulary and descriptive language in a fun,
interactive way.

Material required

Worksheets

Further info/ sources

Create your own word cloud

www.tagxedo.com

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

26

Title

CULTURAL TOURISM SWOT DEBATE

Sectors/ jobs

Cultural

Level

Intermediate/advanced

Duration (optional)

15 min to fill in the sheet, 30-40 min for presentations and
discussion, another 15-20 min to add more vocab on worksheet 2

Short description of
method/ tool

Students discuss how they would explain cultural tourism and
introduce the main actors involved. The class is grouped into teams
of 2 - 4 people; each team is given a copy of the SWOT templates 1
and 2. Assign each team a role and ask them to fill in the SWOT
template 1 from the perspective of the group they represent
(community, regional tourism office, state, cultural tourists). Ask
them to discuss and fill in the template with the strengths,
weaknesses, opportunities, threats of cultural tourism and topics
related to it. Each group then presents their conclusions to the rest of
the class. After the presentation the class can ask questions which
help students develop the topic: What are the benefits of developing
regional cultural tourism for communities/state/tourists? What are
the detriments to a region if cultural tourism is not developed
correctly? Using worksheet 2, ask each team to list three positive and
three negative effects cultural tourism might have on the group they

represent, and discuss the similarities/differences from each group’s

point of view. Discuss other possibilities to be added.

Result

Students learn how to work together as a team, putting ideas across
and defending their point of view

Material required

Paper and pencils for all participants, worksheets.

Further info/ sources

Cultural tourism article on Wikipedia:

http://en.wikipedia.org/wiki/Cultural_tourism

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

27

Title

CULTURAL TOURISM MUSICAL JOURNEY

Sectors/ jobs

Cultural/Leisure

Level

Intermediate/advanced

Duration (optional)

30 – 40 min

Short description of
method/ tool

Students are provided with a set of song lyrics - some of the key
words have been removed so students must listen to the song to fill
in the gaps. If the song is popular then perhaps the learners can fill in
the gaps first then play the song to check if they were right. The song
can be played a second time if needed.

Once everyone has filled in all the missing words the students have
to rewrite the whole story in the past. "I started spreading the news;
I was leaving that day..." Learners could further the exercise by
writing all the verbs in alphabetical order and finding two synonyms
for each.

Another development could be to write funny questions before each
lyric, then playing out an interview between the singer and a
reporter. For example:

R: "What are your plans for the summer?"

FS: "Start spreading the news, I'm leaving today"

Results

Learning objectives: listening and comprehension, verb practice,
working with a partner

Material required

Paper and pencils for all participants, worksheets.

Further info/ sources

New York New York on YouTube:

http://www.youtube.com/watch?v=8mwPWAmBp8E

TOOLBOX

This project (number: LLP-Ldv/TOI/SE/11/1383 - 2011-1-SE1-LEO05-08376 is carried out with the financial support of the
Commission of the European Communities under the Life Long Learning Programme

28

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->