TOOLBOX

TOOLBOX

TOOLBOX for teachers, trainers and the tourism industry

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

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The Partnership Sweden – Projektkoordinator Folkuniversitetet Kristianstad www.folkuniversitetet.se Austria BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH www.best.at Bulgaria Business Foundation for Education
LDV TOI Project «Enjoy Language» (n° LLPLdv/TOI/SE/11/1383 -2011-1-SE1-LEO05-08376) This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

www.fbo.bg Finland Learnwell Oy www.learnwell.fi Greece Institute of Entrepreneurship Development www.entre.gr/site-en/ United Kingdom Careers Europe www.careerseurope.co.uk

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Contents
TOOLBOX FOR TEACHERS, TRAINERS ......................................................................................................... 2
AND THE TOURISM INDUSTRY ............................................................................................................................ 2

INTRODUCTION ..................................................................................................................................................... 5 1.1 Introduction of the exercises ...............................................................................................................................8 TOOLS .............................................................................................................................................................. 13 CULTURAL TOURISM ............................................................................................................................................... 13 ACTIVITY TOURISM ................................................................................................................................................... 28 LEISURE TOURISM .................................................................................................................................................... 43 AGRO TOURISM........................................................................................................................................................... 58 APPENDICES ...................................................................................................................................................... 64 1.1 Glossary.................................................................................................................................................................. 64 1.2 Work sheets.............................................................................................................................................................. 65

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

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Introduction
The Enjoy Language project aims to encourage and motivate young males working in the tourism industry to learn a foreign language. A Handbook and Toolbox consisting of different methods, exercises and worksheets has been designed by the partnership specifically for language teachers working with this target group. Both resources form the Enjoy Language course to promote informal learning activities and active learning modules centred on entrepreneurialship and employment in the tourism sector.

The “Enjoy Language” handbook is addresses key actors for lifelong learning and language learning training policies. It informs stakeholders in education policy on how to encourage and motivate those who have previously been reluctant to take up foreign language learning.

The toolbox contains ideas for entertaining exercises and contents which help to promote language acquisition in male students, who are often not able to concentrate any longer than around 40 minutes. The tools can be adapted according to varying levels of language competence. On the basis of selected innovative didactic approaches described in the handbook, these tools take into consideration the experiences of different partners and their respective pilot testing analysis.

The Enjoy Language courses aim to raise awareness and interest in foreign language learning, reach a particular target group, lower drop-out rates and maintain motivation. The course emphasises that teachers, trainers and training providers must understand that each student is unique and that learning styles often differ. Teachers need to adjust their teaching to the needs of each student in order to meet goals and expectations. The Enjoy Language Handbook introduces didactical approaches and concepts that have been tested and/or researched within the Enjoy Language partnership and have succeeded in reaching the target group. They focus on raising motivation and respecting individual learning styles, propose content integrated learning and self-directed approaches. They challenge teachers and learners to reflect on their role and responsibility in the learning process and how to succeed. It is important to ensure that classes are small enough to provide the personal attention needed by each student – the students, staff, and administration should also be encouraged to cooperate effectively, using their time and
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 5

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materials wisely. The training location should be a place which is comfortable and inviting to all students, yet not too far from the main classroom. All partners agree that creating a positive learning atmosphere is particularly important to individual success and the avoidance of drop outs. The Enjoy Language approach also encourages training providers, teachers and trainers to offer flexibility. In view of our students’ prior, often negative, second language educational experiences, the courses aim to integrate a variety of flexible learning environments. The Toolbox offers a variety of examples on how to diversify learning places and environments so that students stay interested and motivated with language learning. Trainers and teachers should remain clear on why they are using different locations and understand the structural barriers associated with negative pre-experiences, including the fear of failure and discrimination. Due to the experiences shared within the Enjoy Language partnership, the design of courses should take into account:     The level of units – pilot testing showed that if the level was too high the students lost interest, though if the level is too low and they didn’t feel challenged The topic of units – Our students preferred interesting topics such as computer games, internet, books, etc. Teachers and trainers overestimated the students’ interest in sport The length of units – Often our students were not able to stay focused for more than 40 minutes The selection of tools and exercises should consider possible deficits in social skills, such as low self-confidence and feelings of self-consciousness. At the beginning our students preferred to work in written form as they were afraid to speak in the foreign language.

Teachers, coaches and training providers should work together to develop respect, trust, and partnership between students and teachers. In such an environment students will be given the opportunity to express themselves and improve their self-confidence. They will eventually start to feel that they can keep up with the group and reach their language learning goals. Coaching competences, such as communication skills, are central to building positive relationships with the students. There is extensive further reading available on this topic but for the purpose of our toolbox we will briefly highlight some key points. Firstly, it is vital to actually listen to what the students are saying. Teaches and trainers should try to make sure they understand by confirming what they have understood with students.
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Gender-fair teaching challenges educators to recognise and accommodate different learning styles. Teachers, trainers and training providers should understand the effects of gender, in particular its impact on the vocational education of their target group. Sensitivity to gender means taking gender into consideration in all activities. Males learn their gender role in sandpits, playgrounds, schoolrooms, camps, churches, and other social situations, and are taught by peers, parents, brothers, sisters, coaches, teachers, etc. They feel the pressure of the "boy code" in the classroom just as much as anywhere else. This can be very detrimental to their education as boys are often labelled as "troublemakers" and "hyperactive" and can show fear of expressing themselves in the classroom. A gender-sensitive course helps male language learners to reflect on their experiences and attitudes with regards to learning, and empowers their “integrative” and “instrumental” motivation. Another important task of gender-sensitive language teaching is to support those who have chosen a career path which may be untypical for their gender. In order to achieve their full potential as individuals, the students should be aware that many of the limitations and expectations associated with gender roles are social constructs which they may have to challenge or reject. The Enjoy Language Toolbox therefore contains some exercises which aim to promote the development of the students’ social skills, particularly for students who show low self-esteem. Many exercises allow students to experience working in small teams and prepare for presentations. According to the level of the foreign language skills, these exercises can either be planned in the foreign or native language.

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

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1.1 Introduction of the exercises
The exercises in the toolbox are divided into four sectors:  Cultural exercises

Activity exercises

Leisure exercises

Agro exercises

The first four exercises are an introduction to the toolbox and can be used in all of the four topics. All exercises are samples which can be adapted by teachers/trainers to best meet the needs of the learners.

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

SKILLS WITHIN A GROUP Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 40 min. On a worksheet the participants will list a set of social skills to be developed through education, work, family and other social situations. They will evaluate their social skills and decide how well they master each skill, giving evidence of a time when they demonstrated this skill. Finally, all students will be able to compare outcomes by placing “points” on a table. Further development: In a second step the students could be asked to individually reevaluate their social skills profile by seeking an external opinion. This offers them a chance to hear how others would assess their social skills. There are various people who could offer an external assessment: 1. Personal (a friend, colleague or partner) 2. Professional (a manager at work or a sports club) 3. Educational (teacher/lecturer)

Result Material required Further info/ sources

Learning objective: To become aware of one’s own abilities and social skills. Paper and pencils for all participants, worksheets

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

LIFE EXPERIENCES Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 40 min. In the first phase the students will work on their own worksheets, this will be a timeline on which they can mark important events in their personal life or education. In a second step they will decide to what extent these events have been positive or negative. After working on their own, the students will come together in small groups and exchange ideas, similarities and differences. This activity can be quite personal so it is important that it is carried out in the secure setting of a small working group or with the teacher. If any major problems are identified, student and/or teacher should seek further help.

Result

The aim of the exercise is to provide students with a more positive idea of learning and their own potential so that they can participate more actively.

Material required Further info/ sources

Paper and pencils for all participants, worksheets

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

GUESS MY PROFESSION! Cultural, Activity, Leisure, Agro Beginners/intermediate/advanced 30 - 45 min. In a group students brainstorm different professions to be collected, pinned on the board and read out (the teacher may need to help with new vocabulary). When each profession is read out the group can ask questions which promote understanding, active listening and participation. For example:  Who knows someone working in this professional field? What could you tell us?     Which other professions might be related? What kinds of skills are needed? What is their salary? How many students would like to be...?

Result

Help to motivate the students by integrating topics the learners are interested in.

Material required Further info/ sources

Blank cards, blu tac.

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Title Sectors/ jobs Level Duration (optional) Short

EUROPASS LANGUAGE PASSPORT Cultural, Activity, Leisure, Agro

Beginners/intermediate/advanced 45 min.

This activity is about presenting the Europass passport to students and looking at the five different

description documents needed to complete a Europass portfolio: Europass CV (Curriculum Vitae), Europass of method/ Language Passport, Europass Mobility document (education and work experience abroad), Europass tool Certificate Supplement and Europass Diploma Supplement.

The students can then go online to have a look at the language passport in different European languages. (http://europass.cedefop.europa.eu/europass/home/hornav/Downloads/LangPassport/ELPTempla te/navigate.action) Result This exercise does not aim to complete a portfolio for every student, it is about getting the students to think of opportunities outside their native country and understand the value of international experience when competing in the labour market. Material required Further info/ sources http://europass.cedefop.europa.eu/europass/home/hornav/Downloads/ LangPassport/ELPTemplate/navigate.action Computer and internet connection

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TOOLS
CULTURAL TOURISM

Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“ABOUT ME” Cultural/Activity/Leisure/Agro Beginners/intermediate/advanced 40 min 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
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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

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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

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“CULTURAL DIVERSITY” Cultural Beginners/intermediate/advanced 40-90 min 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

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“LEARN LANGUAGE THROUGH MUSIC” Cultural Intermediate/advanced 60 min 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

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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
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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
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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 Further info/ sources CD player, text, dictionaries http://en.wikipedia.org/wiki/Cantaloop_%28Flip_Fantasia%29 http://www.youtube.com/watch?v=JwBjhBL9G6U

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“INTRODUCING FILMS IN LANGUAGE LEARNING” Cultural/Activity/Leisure/Agro Intermediate/advanced 2-3 hours 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
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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

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“POP/ROCK/RAP GROUPS” Cultural, Activity, Leisure, Agro Beginners 45 min 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 Material required

This is a fun way to translate vocabulary and remember different words. A copy of the list

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“PHOTOS AND COMICS” Cultural/Activity/Leisure/Agro Beginners/intermediate 40-90 min 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

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

MY LAST HOLIDAY Cultural/Activity/Leisure/Agro Beginners/intermediate 60 min 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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

CULTURAL TOURISM WORD CLOUD Cultural Beginners/intermediate/advanced 40 min. 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 Further info/ sources

Worksheets Create your own word cloud www.tagxedo.com

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Title Sectors/ jobs Level Duration (optional)

CULTURAL TOURISM SWOT DEBATE Cultural Intermediate/advanced 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 Further info/ sources

Paper and pencils for all participants, worksheets. Cultural tourism article on Wikipedia:
http://en.wikipedia.org/wiki/Cultural_tourism

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

CULTURAL TOURISM MUSICAL JOURNEY Cultural/Leisure Intermediate/advanced 30 – 40 min 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 Further info/ sources

Paper and pencils for all participants, worksheets. New York New York on YouTube: http://www.youtube.com/watch?v=8mwPWAmBp8E

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ACTIVITY TOURISM

Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“GLOBAL BRAND QUIZ” Activity Intermediate/advanced 70-90 min Start off by talking about brands - ask students to name some different brands and explain them to the best of their ability in the target language (company, founder, business, production, factory, manufacturing, market, marketing, advertising, consumer, demand etc.) Get the group thinking about how brands were formed, ask questions such as: Why ADIDAS is called ADIDAS? Why NIKE is called NIKE? Why PUMA is called PUMA? Students can discuss possible answers and have a group discussion about catchy brand names. Read out the answers (see further info/sources) The next part of the exercise is about encouraging entrepreneurship. The teacher will encourage the students to use their imaginations and come up with a new company with a catchy name. Guidelines could be:     Your business start-up will operate in the area of tourism Your target group is young adults What idea is the company based on? Presentation of the company to the group

In this part of the exercise, depending on their language skill levels, the students can work in smaller or larger groups. The presentations will be followed by a final group discussion on the challenges of brand name development.

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Results

Learning objectives: To practise spoken language in accordance with the students’ levels To introduce new vocabulary To provide multifaceted ways of repetition To practise working as a team

Encouraging motivation by using the experiences and interest of learners (content integrated language learning) Material required Further info/ sources Board, markers Adidas was founded in 1924 in Germany by two brothers Adi and Rudolf Dassler. The company was first named Dassler shoes and later became Adidas. By the Dassler shoes being seen in the Olympics this really helped the company get its name known. However, in 1948 Rudolf Dassler leaves to start his own company which is now known as Puma. Once Rudolf left his brother came up with the famous three stripes logo and changed the name to Adidas. By putting together his nickname "Adi" and the first letters of his surname, the name "adidas" was born. The 3 stripes were created to keep the foot stable, but ended up being the logo. Throughout the years Adidas was seen in the Olympics and became the leading brand, this meant their shoes were highly sought after by Olympic athletes. Adidas has worked with many famous people and has a signature shoe line for Stan Smith, Kevin Garnett, Tracy McGrady aka TMAC, Missy Elliot, and many others. Nike is a major publicly traded clothing, footwear, sportswear, and equipment supplier based in the United States. The company is headquartered near Beaverton, Oregon, in the Portland metropolitan area. It is the world's leading supplier of athletic shoes and apparel and a major manufacturer of sports equipment, with revenue in excess of US$18.6 billion in its fiscal year 2008 (ending May 31, 2008). As of 2008, it employed more than 30,000 people worldwide. The brand alone is valued at $10.7 Billion making it the most valuable brand among sports

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businesses. Nike and Precision Castparts are the only Fortune 500 companies headquartered in the state of Oregon, according to The Oregonian. The company was founded on January 25, 1964 as Blue Ribbon Sports by Bill Bowerman and Phil Knight and officially became Nike, Inc. on May 30, 1978. The company takes its name from Nike (Greek Νίκη, pronounced [nǐːkɛː]), the Greek goddess of victory. The journey of the brand name PUMA is one of History’s greatest sports brand stories and is worth a read. Just over 61 years old, the brand has made a remarkable impact on the Sports market from those making and selling Puma branded goods to those wearing them, be it on or off the sports field. The leaping cat with Puma ‘Form Stripe’ has always been an eye catching sight, especially among the youth and for all generations since its conception. Even the name itself speaks of a speedy form of action adequately represented by the brand image, THE LEAPING CAT ….. Pewwwma..!!!

Let’s Rewind the Hands of Time…… Christopher Dassler (Father) was a worker in Big Dogs shoe factory, while his wife Pauline ran a small laundry in the Bavarian town of Herzogenaurach, 20km from the city of Nuremberg. After leaving school, Rudolf Dassler their son, joined his father at the Big Dogs shoe factory. On his return after he had been called for national service in World War 1, he took up a management position at a porcelain factory and later in a leather wholesale business in Nuremberg. After WW2 in 1948, the Brothers Split when a dispute broke out. Rudi relocated to the other side of the Aurach River, while Adi founded his Adidas. The quarrel was so severe that the two never spoke again for the rest of their lives. The tension even extended into the community where loyal customers would not associate with the other brand. Rudi named his firm Ruda- from Rudolf Dassler; while Adi named his Adidas- Adidassler

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

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RUDA would have been an interesting brand name, but the founder had decided on the idea of leaping Cat instead, and so PUMA was born. In 1951, Rudi registered the first version of the puma logo, which has since undergone considerable modification and modernization over the years. In 1958, Puma introduced the now familiar ‘Form Strip’, the logo we see on the side of all Puma shoes to this day. This addition however was not simply an artistic design feature; its intention was to provide the shoe with extra strength and sturdiness. Today we have the tailored and perfected version of the logo.

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“RESEARCH AND DEVELOPEMENT” Activity Intermediate/advanced 45 min Students brainstorm terms related to sports and active tourism in the foreign language. These can be sports brands, mountain equipment, bicycles, skis, etc which they will write down on cards. In a following lesson the students will search the internet for the origins of the brand names they collected (in pairs). The students will write down their findings using the texts on ADIDAS, PUMA and NIKE and NOKIA as a template (see exercise “Global Brand Quiz”). The results will be read out to the class.

Result

Learning objectives: To find relevant information from the internet To build sentences and structure information To present the outcomes to the group

This activity encourages motivation by using the experiences and interest of learners (content integrated language learning) It can be used for all categories of tourism, depending on the profiles and occupations of the students in the group. Material required PC with internet connection

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“WHEN MICHAEL SCHUMACHER GOT TO THE CAR…” Activity Beginners/ intermediate 45 min The overall aim of this activity is to write a simple story involving the whole group by asking each student to come up with a complete sentence (two lines max.) that follows on from the previous ones: “When Michael Schumacher got into the car, he took a deep breath and closed his eyes. He tried not to think, just find himself again in the seat, steering wheel, gear stick ...” When the story is complete, the teacher reads it out to the class and discusses what they like about it. The teacher could choose the starting sentence and/or add some sentences inbetween to ensure a coherent story. More examples: “Lionel Messi looked to the audience. The stadium chanted his name. He looked at the ball, then back to the audience, remembering the first time he scored ...” “Edurne Pasaban was unknown to many people. But for men who love mountains, snow climbing and intense emotions, he was a true hero. In only nine years he had climbed the 14 highest mountain peaks in the world. In everyday life he ....” “Michael Phelps looked at the water and saw his reflection. His heart was beating wildly. Only he knew it was his last start of the big race....”

Result

Learning objectives: To understand the concept of a sentence as the basic building

block of continuous written text
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To understand that writing is not simply speech written down but

has its own structures and conventions Material required To practise cooperation, listening and team work

Paper & pens

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“WRITING DATES AND HOURS” Activity Beginners 45 min

The teacher explains how to use the tournament schedule (below) to make full, comprehensive sentences in written language. Examples are presented and clarified. Depending on their level, the students can work individually or in groups. Final tournament match schedule 08 June-01 July 2012

1 2 3 4 5 6 7 8 9

08.06 Grp A 08.06 Grp A 09.06 Grp B 09.06 Grp B 10.06 Grp C 10.06 Grp C 11.06 Grp D 11.06 Grp D 12.06 Grp A

Poland Russia Netherlands Germany Spain Ireland France Ukraine Greece Poland Denmark Netherlands Italy

19:00 Greece 21:45 Czech Republic 19:00 Denmark 21:45 Portugal 19:00 Italy 21:45 Croatia 19:00 England 21:45 Sweden 19:00 Czech Republic 21:45 Russia 19:00 Portugal 21:45 Germany 19:00 Croatia

Warsaw Wroclaw Hrakov Lviv Gdansk Poznan Doneck Kiev Wroclaw Warsaw Lviv Hrakov Poznan

10 12.06 Grp A 11 13.06 Grp B 12 13.06 Grp B 13 14.06 Grp C

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14 14.06 Grp C 15 15.06 Grp D 16 15.06 Grp D 17 16.06 Grp A 18 16.06 Grp A 19 17.06 Grp B 20 17.06 Grp B 21 18.06 Grp C 22 18.06 Grp C 23 19.06 Grp D 24 19.06 Grp D 25 21.06 QF 26 22.06 QF 27 23.06 QF 28 24.06 QF 29 27.06 SM 30 28.06 SM 31 01.07 F Results Learning objectives: -

Spain Sweden Ukraine Czech Republic Greece Portugal Denmark Croatia Italy England Sweden Winner Grp A Winner Grp B Winner Grp C Winner Grp D

21:45 Ireland 19:00 England 21:45 France 19:00 Poland 21:45 Russia 19:00 Netherlands 21:45 Germany 19:00 Spain 21:45 Ireland 19:00 Ukraine 21:45 France 21:45 Runner-up Grp B 21:45 Runner-up Grp A 21:45 Runner-up Grp D 21:45 Runner-up Grp C

Gdansk Kiev Doneck Wroclaw Warsaw Hrakov Lviv Gdansk Poznan Doneck Kiev Warsaw Gdansk Doneck Kiev

Winner match 25 21:45 Winner match 27 Doneck Winner match 26 21:45 Winner match 28 Warsaw Winner match 29 21:45 Winner match 30 Kiev

How to read dates and hours How to read a schedule

Students learn how to convert a “numeral” date into a “literal” one. Material required A copy of the original schedule

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“BICYCLE TRIP” Activity Beginners 2 hours Students have to prepare suitable clothing and a bicycle for a day out connected with language learning. A lake, a forest or a quiet area is the best environment for this task. Around 3-5 km is suitable distance for the whole round. Prepare up to 10 posts which each correspond to a different task – students have to carry out the task before continuing on to the next. They can be manned or unmanned depending on the students and circumstances, adjust this exercise to fit your own plan. Suggestions for tasks: A very short rhyme or poem that is to be learnt by heart and recited at the end of the trip. 3-4 lines with simple text. A short cartoon with erased comments/text. Let the students write the words in the empty text bubbles. Use the car handout from a previous exercise to see how much they remember. The students should fill in the missing words describing the car parts on the handout. On a blank sheet of paper make the students write as many foreign language words they can manage in 30 seconds. One point per correct word. On the fifth post there should be an mp3 player, cd player or similar students listen to a song of the teacher’s choice that is fairly easy to

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

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understand. The lyrics should be available to read and so after listening the students will be asked to explain what it is about. Depending on the level of their language skills either this can be done in the students’ native language or in the foreign target language. Results Learning objectives: To practise communicating Vocabulary building Combining physical education and language learning

This tool can be adapted to lots of different situations or places; it can be flexible to fit your own plan. Field trip: stimulating participation and active involvement of students. Material required Suitable clothing and a bicycle, paper, pencil and pre-made handouts for the posts

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

ACTIVITY TOURISM WORD CLOUD Activity Beginners/intermediate/advanced 40 min. Students are given a list of words in alphabetical order asked to adapt the word to be used in different forms, for example: nature – natural, unnatural, supernatural, and provide a short explanation. They can also be asked to form an adjective or a verb from the nouns (adventure – adventurous) or to find the words in the word cloud that have a synonym or an antonym (road – way, street, avenue, track…) Using the footprint template provided, ask the learners to create their own wordcloud and make a glossary of words.

Result

Learning objective: word derivation, synonyms and antonyms. Motivate the students by integrating their interests into the exercise.

Material required Further info/ sources

Worksheets Online thesaurus: http://thesaurus.com/ for word derivation, synonyms and antonyms research. Create your own word cloud www.tagxedo.com

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

ACTIVITY TOURISM - SAIL AWAY CROSSWORD A and B Activity/leisure Intermediate/advanced 40 min. Split the learners into pairs and hand each learner an A or B worksheet. Each learner needs to explain to his partner the missing terms on their worksheet using either their own words or the definition provided. Once everyone has filled in the crossword, ask the learners to pick out the new words they have come across and write them down on the board, then ask the learners to tell a story using the words.

Result Material required Further info/ sources

Team work, practising new vocabulary Worksheets The Dictionary of English Nautical Language http://www.seatalk.info/index.html#nautical-marine-sailing-dictionary-search Online Crossword Maker: http://eng.teachers.thelanguagemenu.com/tools/Crossword

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

ACTIVITY TOURISM – MIMING CARDS Activity/leisure/cultural/agro Beginners/intermediate/advanced 40 min. Split the students into three teams and give each team a batch of picture cards. Each student takes a picture card and mimes the object/place/activity, while the rest of the team guesses what the word is. Draw a table with three columns and add each successfully guessed word onto the corresponding team’s column. The team that guesses the most words correctly wins the game. For more advanced levels, you can ask students to describe the word instead of saying it. The team has to then guess what the word is. Use a timer to limit the time the learners can use to mime/explain the word.

Result

Learning objective: Practising vocabulary, descriptive language and team work

Material required Further info/ sources

Picture cards, timer. Online Picture Flashcards Maker: http://eng.teachers.thelanguagemenu.com/tools/Flashcards

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

ACTIVITY TOURISM – SPORTS BAR MENU Activity/leisure/cultural Beginners/intermediate 40 - 60 min. Start by introducing the topic and asking students about their favorite sports bars. Ask them to name different types of food they can get in a sports bar (and their favourite food) and write the vocabulary down on the board. The next step is use an example menu, ask them to read through it carefully and point out any new words. Pair students up and ask them to use the menu to role play through ordering a meal, complaining, paying etc. switching roles a number of times. In a second stage, students are given an empty menu and asked to fill it in with their own preferences, creating a new name for their own sports bar. As a further development, use the material to introduce or revise modal verbs: can, would like, etc. or food-related adjectives.

Result

Learning objective: vocabulary, grammar and pronunciation practice. Group work, role play, listening and speaking

Material required Further info/ sources

Worksheets, whiteboard, marker. Food flashcards generator: http://eng.teachers.thelanguagemenu.com/tools/Flashcards

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

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LEISURE TOURISM

Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“ABOUT GEORGE CLOONEY” Leisure Beginners/intermediate/advanced 2 x 40 min. The tool “About George Clooney” focuses on preparing presentations. The students will work in pairs and search the internet for information and articles about George Clooney. Allow them to take time to search the Internet and once they are ready they can prepare a virtual interview with him. According to the students’ language levels, the whole session could be conducted in the target language. The interview should be based on relatively simple questions, to which the answers can be found by students on the web. It should contain some information about his family, favourite hobbies, interests and current educational /vocational activities and focus on holiday destinations he has already been to and places he would like to visit and why. In the following lesson, the students will work in pairs to do both roles as the interviewer and as George Clooney to practice their spoken language. The tool could be used with any other celebrity depending on the students’ current interests.

Result

Learning objectives: To practice pair work and role play To speak out loud in front of the group

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

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Preparing for presentation To motivate learners to be interested in language learning

Material required Further info/ sources

Pen and paper, PC with internet access

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“GROUP EXPERIENCE ON PROBLEM SOLVING AT A HOTEL” Leisure Intermediate/advanced 40 min. Ask learners to describe and analyse an incident involving problem-solving skills at a hotel with guests who are having problems with their rooms/ a wrong reservation. Students must: Describe what the problem was Say what solutions they tried in order to solve the problem at hand Judge the appropriateness of each solution

Ask questions and facilitate the discussion to help students come up with solutions. The analysis will then be presented to the group. Students should be free to ask questions to make sure they have understood. Results Learning objective: To help students see that they can attempt to solve problems (and highlight when they have done this in the past) To learn from the experiences of the group To increase confidence in solving problems that arise in a professional situation To understand multifaceted strategies on problem solving To get to know each other Material required Further info/ sources Paper and pens

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“BRAINSTORMING TERMS” Leisure and agro Beginners/intermediate 45 min. Students brainstorm terms related to customer service in the tourism industry (in particular leisure tourism) in the target language. The expressions should be examples of good customer service. The students will write them down on cards (3), the cards will then be collected, pinned on a board and read out loud. The reading will be accompanied by a series of questions which promote active listening and participation. What is the meaning of the term? Does everybody understand it? Why did you choose this term? What positive associations come to mind? What kind of negative associations come to mind?

Cards could be clustered by logical links and students can use the expressions for a range of practice exercises – such as building a story or role play. Result Learning objectives: To build sentences and answers questions To listen and understand To discuss associations and definitions

Increases motivation by including tourism/professional problem solving skills Material required Pin board, cards and markers

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“WILL THE MONEY LAST? VISITING THE FINAL OF THE EURO 2012™ Leisure Intermediate 60 min Divide the class into groups of 3 students: A, B, C etc. Each group is assigned an imaginary €1800 – they have to research prices (http://www.uefa.com/uefaeuro/) and calculate how to spend this allowance, including: Tickets to the Final Match of the EURO™ At least three tickets for other matches Travel Accommodation

Teams should make sure that no one should end up either without a ticket, travel and accommodation. Each group reports on a sheet the match, category and price for each ticket bought and the money that was spent for travelling and accommodation. Finally, the teacher assesses the correctness of the reports and reads them to the whole class. Depending on the students’ language level, research can be done in the native or target language. The UEFA website is translated into a wide variety of languages and so students use this as a learning resource. If students do not have internet access the research can be done previously by the teacher and provided on a worksheet to help students calculate costs (for example, the camping - €100, hotel €250, trains €200, flights €300) This is an open exercise: it’s up to the teacher to insert or leave out details of this virtual money management or to advise groups on how to spend their

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

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money.

Result

Learning objectives: To find relevant information by searching the internet To structure information To learn and repeat vocabulary To know and use conventions related to the writing of dates and

amounts An entertaining way of getting your students to use vocabulary and use tourism. The competitive approach especially challenges male learners. Material required PC with internet connection A short list of useful links related to the chosen event Further info/ sources

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“HOTEL MANAGEMENT LANGUAGE” Leisure Beginners 20-40 min. This is a basic language exercise to increase vocabulary. The rules are simple the students write a word related to hotel management next to each letter A ______________________________ B _________________________________ C ______________________________ D _________________________________ E ______________________________ F _________________________________ G ______________________________ H _________________________________ J ______________________________ K _________________________________ L ______________________________ M _________________________________ N ______________________________ O ________________________________ P ______________________________ Q _________________________________ R ______________________________ S _________________________________ T ______________________________ U _________________________________ V ______________________________ W ________________________________ X _____________________ Y ____________________Z ____________________

Result

Learning objectives: to practise spoken language. This exercise can be turned into a game whereby all students gather results and compare their answers. This will involve cooperation and team work.

Material required Further info/ sources

Paper and pencil

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“RESTAURANT ABROAD” Leisure Beginners 45 min. This is a basic language exercise to introduce content related vocabulary. Depending on their level, the students can work individually or in groups. They can also make a summary of the exercise in front of the group as speaking practice.

Start by introducing the relevant vocabulary: fork, knife, spoon, plate, glass, cup, bottle, corkscrew, pepper mill, salt cellar, vinegar, table, menu, desert, apron, waiter, chef, cook, kitchen, bill, tip ... Any difficult vocab can be translated by the teacher.

Further material can be introduced into this exercise such as websites which show extracts from menus - http://www.viamichelin.co.uk/ ) or role plays based around the restaurant theme (e.g. a “dinner dialogue”).

Instructions for Learners: For each of the six questions choose the correct answer. I’ll call and - do - make – reserve - book a table. I think I will - have - eat - drink - the chicken curry. Could you please - give - pass - order - me the vinegar? A - knife - fork - spoon - is an object you use to eat liquid food. Let’s - buy - order - empty - another bottle. A - menu - meal - bill - is a piece of paper that shows how much you have to

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

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pay. Result Material required To learn typical restaurant vocabulary A copy of the original text and one of the altered text - both translated into the target language Further info/ sources

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“SUMMER CRAZY” Leisure Beginners 2 hours Most young people are excited to spend their summer holidays somewhere off the beaten track. Planning a trip that offers an interesting and fresh view on tourism could be perfect to increase students’ motivation to learn languages. This exercise could be carried out as a role play in pairs – one person as the travel agent the other as a customer. Make sure you have a handout with a sketch or picture of the cities/ countries that will be visited. Ask the students to use a dictionary to find the foreign language vocabulary which matches the different types of holiday/places (beach, mountain, climbing, swimming…etc) marked on the picture. Alternatively ask them to make a list of words and write them down to practice later. Instructions for Learners: Try to find obvious words that are would be needed when talking about summer holidays with foreigners. The students can swap roles to practice a wide range of vocabulary, focusing on terms and words that would be useful to them in the leisure tourism industry.

Result/development Learning objective: To learn a set of new words on an interesting topic

To practice a “real life” situation in the tourism industry Why not look into planning a real school trip with the active involvement of students.
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Material required

Handouts, Paper and pencil, Dictionary

Further info/ sources

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

LEISURE TOURISM WORD CLOUD Leisure Beginners/intermediate/advanced 40 min. Use words from the cloud and ask the learners to come up with other words associated with them (beach - sun, sand, coast, volleyball, sunglasses, ocean, water, seaside, shore). Write the words on the board and ask a first student to start telling a story using the words from the board. The student sitting next to him continues the story and so on until all the words from the board have been used. As a further development, ask the students to write down sentences using as many words from the word cloud in a single sentence. It could be a funny sentence that makes no sense or it could be a real sentence. You can also ask the learners to Google one of the words and write a short summary of what the first hit is about.

Result

Students use new words and expand the usual toursim vocabulary in the target language through fun and creative activities.

Material required

Paper and pencils for all participants, worksheets. Computer and internet connection.

Further info/ sources

Create your own word cloud www.tagxedo.com

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

TOURISM VOCABULARY CARDS Cultural/Activity/Leisure/Agro Beginners/intermediate/advanced 40 min. Give each student some word cards and start by asking them to define the word. Depending on the level of the students they may need a glossary to refer to, either with a definition or a translation. The students then make up a sentence using the words. As a further development students could trade their cards with one another, or start a story by picking a card from a well shuffled pile. Keep on going until all the cards have been used.

Result

Learning objective: improved vocabulary, ability to have discussions and give descriptions. Students use new words and expand their vocabulary in the target language through fun and creative activities.

Material required Further info/ sources

Vocabulary cards. Print and laminate the cards for durability. Create your own vocabulary flash cards online: http://eng.teachers.thelanguagemenu.com/tools/Flashcards

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

CRUISE SHIP TRAVEL SEASONS Cultural/Activity/Leisure Beginners/intermediate/advanced 15 min to fill in the timeline and 30 min for conversation Give each student a "cruise ship timeline" for a period of one year. They should divide the timeline into the three seasons for cruise ship travel: Peak: primary travel season Off Peak: period when business is slowest Shoulder: period between peak and off peak periods when business is stronger, but has room for growth. Ask the learners to write three words associated to those months of business in each column. As a follow-up, start a discussion by picking a month and ask each of the learners to explain their reasons for choosing the word.

Result Material required

Students practice brainstorming, conversation and debate Paper and pencils for all participants, worksheets. Computer and internet connection.

Further info/ sources

Wikipedia article on Cruise Ships:
http://en.wikipedia.org/wiki/Cruise_ship

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

LEISURE TOURISM COMIC STRIPS Cultural/Activity/Leisure Beginners/intermediate/advanced 30 min Hand out the worksheets to students and ask two people to read/act out the dialogue between the characters. In pairs or small groups students create a final scene for the comic strip story and/or rewrite some of the scenes provided. At the end of the task ask them to read or act out the written dialogue. As a further development, students can add to their comics by creating a new strip every lesson as part of a continuing story.

Result Material required Further info/ sources

Students practice creative writing, teamwork and cooperation Paper and pencils for all participants, worksheets. Make your own comic strips http://www.makebeliefscomix.com/ http://eslcomics.com/

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

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AGRO TOURISM

Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“HOW MANY PEOPLE …?” Agro and leisure Beginners/intermediate 45 min This activity can be adapted for use with a range of different topics. Each student has a questionnaire with all of the students’ names and a list of questions (the same list for everybody). First go through the list to check the meaning has been understood. E.g. How many people prefer staying at a hotel than camping? How many people like winter sports? How many people like summer sports? How many people like visiting resorts? How many people prefer visiting cultural/archeological landmarks? How many people have travelled abroad?

Each person firstly answers the questions for themselves, then gets up and walks around to ask each of the other students the same questions making a tally of all the answers. After 15 minutes (or whatever is appropriate for the size of the class) answers are compared as a class to see if everyone has the same answer. Result To practice asking and answering questions The exercise incorporates repetition in a fun, interactive way. This style of learning can be appealing to males due to its physical nature and helps students to get to know each other better. Material required Questionnaire & pens.

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“WHAT FOOD IS SERVED IN AGRO-TOURISM HOTELS AND RESTAURANTS?” Agro Beginners/intermediate 30 - 45 min. Each student has a sheet fixed on his or her back with the name of a certain dish/food. He has to guess what is written on their sheet by asking the other participants questions, e.g. “Can you drink me?”, “Do I taste sweet?”, “Am I imported?” etc. Variation 1: Instead of foods the cards could be agricultural products. Variation 2: Students form groups according to similar types of food or drink (e.g. different kinds of vegetables, dairy products, or drinks, or regional food etc.).

Result

Learning objective: To get to grips with food vocabulary To learn how to ask questions concerning food and nutrition in general

Material required Further info/ sources

Cards to write on, adhesive tape.

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“FOR AND AGAINST CLUB” Agro Intermediate/advanced 45 min. It is based on role-play. Eating preferences or dislikes in terms of healthy food and junk food are written on separate cards. (Example: “Raw meat tastes extraordinarily delicious”, “Juicy burgers taste horrible”). Then small groups are formed and each draws a card. Their task is now to form an argument as a group that are strong enough to convince others and stand firm against views opposed to their own. Finally, the “For and Against Club” is opened up in which the members of the whole group participate by giving their views. After a lively discussion the experiences based on various questions will be worked out together. E.g. “What have I learnt from all this?”, “How do I feel about views opposed to mine?”… This exercise requires language competence.

Result

Learning objective: To further expand vocabulary related to food, food preferences, tastes and flavours in an agro tourism resort. To learn how to perceive and express the diversity of different tastes and flavours. Practising convincing debates and finding ways to dissociate oneself. The exercise has a content integrated learning approach. It can be a less formal way of learning and appealing to competitive males.

Material required Further info/ sources

Cards or paper

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

“TAKE YOUR STAND” Agro Advanced 45 min. Read out a short text on Fair Trade, for example the story of Oxfam, (http://www.oxfam.org/) and ask questions to find out how much the students already know - have they heard of OXFAM? Have they had any contact with this topic already? etc. Following the general questions, ask more specific questions to test how much the students have understood and retained from the text: What is OXFAM aiming at? What kind of organisation is it? How does it support organisations? How can someone get involved in the work that OXFAM does?

The students score a point for each correct answer, the winner then gives a brief summary of the text to the rest of the class Note: It’s important to read the text just once: it’s up to the teacher to give a second reading if needed. Source: Oxfam International www.oxfam.org Results Learning objective: To listen to and understand essential information To be able to clearly express information and facts Motivates learners by including areas of student’s up-to-date interests The competitive approach especially challenges male learners. Material required Text, board and markers

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

AGRO-TOURISM WORD CLOUD Agro Beginners/intermediate/advanced 40 min. Organise learners into pairs; give each pair a wordcloud and a worksheet. Ask them to take a look at the words on the cloud and categorise them according to grammar (verbs, adjectives, nouns, adverbs). The team that has the most words wins. Ask the learners to continue the lists with words belonging to the agro-tourism field. You can also ask learners to categorise the words into groups, for instance on topics (activities, places, feelings, food & drinks etc).

Result

To use tourism related content and motivate learners to increase their vocabulary in the target language.

Material required Further info/ sources

Paper and pencils for all participants, worksheets. Create your own word cloud www.tagxedo.com

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

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Title Sectors/ jobs Level Duration (optional) Short description of method/ tool

AGRO-TOURISM VIDEO SCRIPT Agro/Leisure/Cultural/Activity Beginners/intermediate/advanced 40 min. Choose one of the YouTube videos below to watch with students. On a worksheet they will list key words related to agro-tourism that they hear in the video. Students get into groups and choose a type of agro-tourism (outdoor recreation, farm, local food, farmers market, family attraction, civil war trails, festivals, historic towns, cavern and rock formation). They will then have to write a short script for a YouTube video presenting their tourist attraction using the vocabulary in the grid. If there is the opportunity, groups can record their presentation and watch them back in class.

Result

Learning objective: listening and comprehension. Include information about tourism and motivate learners to expand their vocabulary.

Material required

Projector, whiteboard, internet connection, worksheets, paper and pencils for all participants

Further info/ sources

YouTube videos on agro-tourism: Virginia Farm Bureau – Agritourism http://youtu.be/GFsT7P5b7r0 Financial Boost For UK Rural Tourism http://youtu.be/QuKCjXlr6AY Riley's Farm TV -- Working Together http://youtu.be/FdQtKakqWdQ

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

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Appendices
1.1 Glossary

The Glossary can be downloaded on the website: www.enjoy-language.se

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

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1.2 Work sheets

The Worksheets can be downloaded on the website: www.enjoy-language.se

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

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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

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