DIDACTIC UNIT

AROUND THE WORLD

Table of Contents

1. INTRODUCTION ......................................................................................................................................................... 1
2. METHODOLOGY......................................................................................................................................................... 2
3. UNIT OUTLINE............................................................................................................................................................ 3
4. ACTIVITIES. ................................................................................................................................................................ 5
5. EVALUATION............................................................................................................................................................ 46
6. CONCLUSION ........................................................................................................................................................... 48
7. BIBLIOGRAPHY and WEBOGRAPHY.......................................................................................................................... 49
8. ANNEXES.................................................................................................................................................................. 51
 1. INTRODUCTION AUTONOMOUS COMMUNITY: MINISTRY OF EDUCATION, CULTURE AND SPORT. EDUCATION OFFICE IN THE
UNITED KINGDOM. LONDON. LEVEL: 1ST BACCALAUREATE
TOPIC JUSTIFICATION
Title: Around the world
Topic: Trips, cities, travelling
skills, places and people
around the world.
Justification:
-Very useful topic in everyday use of
English.
-Several situations to inter-
act and role play according
a communicative approach.
-Possibilities to use a lot of
actual tools and resources to
live a real-life experience.
-Enjoyable topic that enables
the students’ participation
telling their own experiences.
-Wide range of activities and tools
used.
SCHOOL CHARACTERISTICS
School:
Spanish public school placed abroad
whose organization is governed by the
Spanish basic regulations for educational
centres in Spain and by the specific rules
of Acción Educativa Española en el
Exterior.
Located in London:
-A bilingual syllabus has been developed
where both Spanish and English are
considered learning languages.
This school focuses its educational efforts
from a triple perspective:
- to encourage the communication of the
civilizations highlighting the knowledge
and understanding of British and Spanish
cultures.
- to satisfy the necessities of their
students: to enable the access to
University and facilitate the integration
into the labour market.
- to prepare the students to respond the
demands of the society of the 21st century
Europe.
STUDENTS CHARACTERISTICS MATERIALS AND RESOURCES
Materials:
Diversity: -English Grammar in Use
Baccalaureate’s students: -How Languages are Learned
75% Spanish origin. -Language, Literature and Culture in
25% Spanish-speaking countries origins. English Studies
Baccalaureate’s students: -Cutting Edge Advanced Workbook
60% female students -Ready for CAE Student’s book
40% male students -YouTube (web)
Native Spanish speakers. -Transport for London. (web)
12 students per classroom -BBC (web)
Despite living in UK, average knowledge of -Popular mechanics (web)
the subject. -The Teacher’s corner (web)
Good motivation: either they are living with -Kahoot (web)
their families in London or they have been -Word Reference dictionary (web)
sent by their families to study abroad and -Self-created Handouts
learn the language. -Self-created Worksheets
Digital natives. Access to the Internet at home -Self-created Flashcards
or in their mobile devices. Resources:
Middle-class families. Many of the parents -Overhead projector
university graduates. -Screen
Around 16-17 years old, set in the formal -Computer (internet connected)
operational stage according Piaget’s theory. -Laser printer
Deductive reasoning. -Blackboard
Understanding of abstract ideas -Markers
Ability to systematically solve a problem in a -Speakers
logical and methodical way.
They can become disorderly if not well
managed.
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 2. METHODOLOGY

Approach and Methods Methodological principles Methodological techniques and strategies

Ways in which the following approaches and methods
are reflected in the Didactic Unit, according to CEFRL:
Communicative approach (notional-functional)
- Priority given to interaction and meaning above
form (fluency)
- Language always used in a meaningful and real
context
- Authentic materials
- Students verification of learning progress thanks to - Student’s motivation and involvement as key factors
formative assessment
Task-based learning
- Contextualized and real tasks prevail. Pedagogic - Focus on fluency rather than accuracy
tasks kept to a minimum
- Challenge of students’ critical thought and - Concentration on acting and creating with language as an
involvement
Action-oriented approach
- Learning through experience (e.g. Geocaching task).
- Learnings that imply social engagement as citizens
(e.g.: linguistic and cultural diversity)
- Topic oriented to multilingualism, communication
and culture.
- Variation in Evaluation: self, formative, summative
and peer- assessment
- All languages activities represented (including
interaction and mediation)
- Students as autonomous and responsible learners.
General principles
- Learning language as a communication mean, through CA techniques and strategies
interaction.
-Authentic materials
- Importance of the communicative competence:
communication is the objective - Scrambled sentences
- Learner-centre learning (learning styles)
- Information-gap activities
CA principles
- Language used in a context (social) - Role-plays
- Activities containing stories
- Mistakes as a source of learning
- Three stages: presentation, controlled practice and free - Real communicative strategies to infer meaning, as they
practice. are used by native speakers
- Working on the four skills
TBL principles
TBL techniques and strategies
instrument for task development
- Encourages pupil’s autonomy (learning to learn and - Problem-solving tasks
- Craft activities
learning by doing)
- Objectives: fluency, accuracy and complexity - Following instructions to accomplish tasks
- Web quests
AOA principles - Real role plays
- Games
- Learners as social agents, who develop language activities
to carry out tasks in real life (linguistic or non-linguistic) - Strategies to focus on meaning rather than form
- Students make the most of their language and the
- Plurilinguality and pluriculturality (European context:
CEFRL) strategies at their disposal
- Learner’s autonomy and learning to learn (self-assessment AOA techniques and strategies
and peer-assessment)
- General and communicative competences - Strategies are how language activities are performed to
- There are four domains: public, personal, professional and carry out a task.
educational. - Four types of activities: oral/written reception,
production, interaction and mediation.
- Activities with practical application in reality.

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 3. UNIT OUTLINE

UNIT 7. AROUND THE WORLD. 1ST BACCALAUREATE - 2ND TERM. 3RD, 4TH AND 5TH WEEK OF MARCH OF 2017. 7 SESSIONS OF 50 MINUTES

KC KC2 KC KC KC KC KC ACTIVITIES
1L MST 3 4L 5S 6 7
C C DC L CC SIE CA
LEARNING E
OBJECTIVES LISTENING
1. To express and interact orally in a spontaneous, understandable and
respectful way with fluency and accuracy about the world of travel X X X X Song: “Antarctica” by Al Stewart
Video: Trailer of “Midnight in Paris” by Woody Allen
2. To understand global and specific information from oral and Video: “New York City. Lonely Planet”
written texts about travels. X X X Travel trips from San Francisco Airport
3. To write well-structured and clear texts about travels in a suitable Slow travel
way to the addressed readers and the communicative intention. X X X X
4. Employ techniques of active reading, critical reading, and informal SPEAKING/INTERACTING
reading response for inquiry, learning, and thinking about trips. X X X Men Wanted. Activity about explorers.
5. To acquire and develop different learning strategies, using all Guess the picture. Interactive activity.
reachable means, including ICT, about trips. The world’s 18 strangest hotels. Chat about weird hotels.
X X X X X Pronunciation of UK place names.
6. To learn the main social and cultural features of English for a better Fancy a trip? Oral activity.
understanding of different cultures through travel and trips. X X X X
7. To value foreign languages as a way of access to different cultures
and countries when travelling X X X READING
Text about Antarctica
CONTENTS Key Competences Journalistic piece about The world’s smallest hotel
Comprehension of interpersonal communication about X City of Lights.
BLOCK 1. LISTENING, everyday and abstract topics, or of messages transmitted by Dining in the city. TripAdvisor’s reviews.
SPEAKING AND media produced by speakers with different accents when
INTERACTING speaking about trips and transport. X
Participation in conversations about travels with spontaneity WRITING
and fluency using cohesive strategies. Write a composition about Endurance Expedition
X X X
Comprehension of specific and general information from texts My favourite spot in London. Project.
excerpted from media and literary texts about travels X X Write a review about a hotel or restaurant in any travel
BLOCK 2. READING AND review website.
Production of texts of a certain complexity as descriptions,
WRITING Making and confirming a booking.
narratives, reports, reviews with lexical adequacy about the
world of travels X X X X X
Use of graphic and paratextual elements about travels to make
easier the comprehension in both paper and digital support. X X
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 Use of phrasal verbs related to travel: check in, take off, see
BLOCK 3. Linguistic off, drop off, etc. X X GRAMMAR
LANGUA functions Contrast between past tenses. Past Perfect Continuous, Past Phrasal Verbs.
GE and Continuous and Past Perfect. X X Compound Nouns. Moonlight in Paris
SKILLS grammar Formation and use of different kinds of compound nouns. X X Past Perfect. Epic Travel Video
Lexis Related to unit topic: travels, tourism, means of transport,
cities, geography, places. X X
Expressions and language used to interact face to face or on
the internet related with the field of travels. X X X VOCABULARY
Phonetics Production of different patterns of accentuation, rhythm and Detect False friends.
intonation needed to interact in different situations related to A to Z word race
the topic. Guess what?
X X
Pronunciation of several place names of UK in both British
and American English REINFORCEMENT ACTIVITIES
X X Holidays around the world. A Kahoot game.
Reflection Autonomous use of different learning resources, such as At the airport. Specific vocabulary activity.
on learning digital or bibliographic sources. An almost perfect date in a restaurant. Revising the past
X X X X perfect.
Identification of language varieties: differences between
formal and informal, spoken and written language EXTENSION ACTIVITIES
X X X Europe’s Hidden Coasts. Writing activity
Perception of mistakes as a part of learning process, Hotel California. Listening
identifying their causes and applying strategies for their King’s Cross to Cambridge. Role play about trains and
correction travels
X X X
Ross and Chandler in a hotel. Listening activity with
BLOCK 4. SOCIO- Reflection on similarities and differences between customs,
worksheet
CULTURAL ASPECTS behaviours, values or beliefs that prevail among English and
AND INTERCULTURAL Spanish speakers.
AWARENESS X X X
Knowledge of different places around the world and literary
characters living in those places.
X X X

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 4. ACTIVITIES.

1st session.

1. Evaluation activity. Around 10 min. Guess what? The teacher writes in the board several words
related with the topic: plane, train, explore, cities, hotels, travel, trip, tram, sail, booking. The
students must deduce the topic of this unit and think of a title for it. Then, the students should
write all the words they know about this topic. After that, the teacher would ask some questions
using the present perfect, e.g. “Have you ever been to …? or “Have you ever travelled by…? to
anticipate some aspects of the unit such as Past Perfect by using Present Perfect as one of the
grammatical contents of this Unit. A checklist is made in order to collect the data generated by
the activity. See Annexes 8.3.

2. Activity 2. Around 15 min. The students take turns reading aloud a text about Antarctica and
then working in pairs, they must answer the questions asked at the end of the worksheet. After
that, all the answers are brought together and discussed. Some students write figures in words
on the board for the first activity and the final discussion is performed, in the first place, by
pairs and then the whole group discuss the conclusions.

Antarctica

Geography: Antarctica is the icy continent at the South Pole. It is covered by permafrost
(permanently frozen ground), is surrounded by water, and is about 1 1/2 times larger than the
United States. The world's largest desert is on Antarctica. 98 percent of the land is covered with a
continental ice sheet; the remaining 2 percent of land is barren rock. Antarctica has about 87% of
the world's ice.
Climate: The South Pole is the coldest, windiest, and driest place on Earth. The coldest
temperature ever recorded on Earth was at the South Pole; it reached -128.6°F (-88.0°C)! On
average, most of Antarctica gets less than 2 inches of snow fall each year.

5
People: Although scientific expeditions visit Antarctica, there are no permanent human residents
(because of the extreme weather, which includes freezing temperatures, strong winds, and
blizzards). There are about 4,000 seasonal visitors to Antarctica.
Location: Antarctica hasn't always been located at the South Pole. It has drifted, like the other
continents, and has ranged in location from the Equator (during the Cambrian period, about 500
million years ago) to the South Pole. During the time of the dinosaurs (the Mesozoic Era about 65
million to 248 million years ago), Antarctica was more temperate and home to dinosaurs and
many other life forms. Now, there is very little indigenous life.

Numbers:
(Write out all the numbers in words)
1. If the highest temperature ever recorded on Earth is 56.7ºC (134.1ºF) in Death Valley (USA),
can you tell me what is the difference in degrees Centigrade and Fahrenheit between the
hottest and coldest temperature on Earth.
2. The area of the USA is 9.800.000 km2 and the Antarctica is one and a half larger. What is
its area?
3. How many degrees below zero have been recorded in Antarctica?
4. What is the percentage of ice that we can find in the rest of the world?
Questions:
1. Has Antarctica always been located at the South Pole?
2. How was the weather in Antarctica during the time of the dinosaurs?
3. Is there some life in Antarctica now?
4. Is Antarctica near North America?
5. Are there permanent human residents
6. Has Antarctica ranged in location from the Equator to the North Pole?
Discussion.
If you received a good job offer, would you live for a year in Antarctica? Explain your
reasons.

Source: http://nymyachts.com/current_news/Antartica.htm

3. Activity 3. Around 15 min. The topic about Antarctica continues, specifically an activity
consisting in listening an Al Stewart’s song called Antarctica. This activity is thought to
review and assess the use of the simple past. The students listen to the song for a first time
and they say what they are capable to understand: words, sentences or the general meaning
of the song. They write these words in three columns depending on their class: noun,
adjective or verb. The teacher tries to elicit the meaning of the words and the verb tenses.
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 After that, the students listen to the song for a second time, now with a fill-the-gap sheet to
discover the missing words. After that, teacher and students talk in a group discussion about
the meaning of the song.

Antarctica
Al Stewart & Peter White

Long before I ever _____

In Antarctica
The frost _________________
In Antarctica
I was _________ by your beauty
And it drew me _____________ Maybe I was snow-blind
I felt the chill of ___________
But it seemed the _________ true
With _________ on your shore
And then and there resolved to go And _______ its stories then
Where ________ had before
______ sometimes do
Maybe I was snow-blind
But it seemed the ___________ true In Antarctica
And _______ its stories then
In Antarctica
__________ sometimes do
In Antarctica Maybe I was snow-blind
In Antarctica
Perhaps ________ my will
Who knows ___________ may be
__________ a man to go But something _____________
____________of the dangers
Is ___________ there still
Out across __________ snow
__________ by this ambition In Antarctica
I easily forget
In Antarctica
The _________ quest of Shackleton
The ________ death of Scott

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4. Activity 4. Around 10 min. The teacher explains that the historical character that appears
in the previous song is Ernest Shackleton, a polar explorer who led three British
expeditions to the Antarctic and considered one of the greater explorers of 20th century.
The students read an advertisement published by Shackleton in The Times around 1913
and then discuss the questions in the worksheet.

This is an actual advertisement published at The Times by Ernest Shackleton in 1913,

searching for men to explore the Antarctica.
Do you think this is a good way to recruit people for a mission?
In your opinion, how many people answered to this call?
Do you think that this kind of job offers would be successful nowadays?
Would you feel attracted to this job offer?
Search for information online and write a text about the Endurance Expedition led by
Shackleton as if you were enrolled on it. Approx. 100 words.

Homework. The students must write an essay about Endurance Expedition as the
worksheet says.

Self-Assessment questionnaire. The students get a questionnaire to bring next day.

Through this tool, the teacher assesses how well they are capable to manage English
language in everyday life since they are living in an English-speaking city.

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Can-Do List for Self-Assessment

Directions: Put a check mark (X) in the box that best describes you. Put only one
check for each row.

Here’s what I can I can do I do OK most This is a little This is very I can’t do
do. this. of the time, difficult for difficult for this. No
No except when me, but I can me. I can way. It’s
problem. things are do it with only do it much too
5 points complicated. some help with a lot of difficult.
4 points. from others. help from
3 points others. 1 point.
2 points
Talk about my
country and my
city with a friend
or neighbour
Ask for directions
on the street or
ask where
something is in a
store
Understand the
news on TV
Pick a story in the
newspaper and
read it
Explain to the
doctor in detail
what’s wrong
Figure out my
phone bill or
electricity bill
Understand the
notes that my
teacher sends
from school
Explain about
myself in an
interview
Fill out a form
(name, birthdate,
address, phone)
Ask someone to
speak more
slowly or to say
things in a
different way
Total

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2nd Session.

1. Warm-up activity. Around 5 min. Guess the picture. One person comes to the front and
starts to draw a picture of a city. Then, the students must try to guess what city is before
the person has finished drawing it. The person who guesses correctly comes to the front
to draw another picture. They only need the blackboard and a marker.

2. Activity 2. Around 10 min. Some students are asked to volunteer and read their
compositions about Men Wanted. Conducted by the teacher, all these readings are
commented by the students trying to understand the reasons of an explorer. The rest of
the compositions are handed to the teacher to read later.

3. Activity 3. Around 20 min. The next activity is called Moonlight in Paris. The teacher
writes these words on the blackboard: moon, free, kill, load, joy, light. Then, the students
say whether they know the words or not. If not, the teacher tries to elicit the meaning of
the unknown words. Then, the teacher writes the next definitions:
-The light of the moon
-A person who spoils the pleasure of others
-To take advantage of the generosity of others
The students must form three words whose meanings are the previous definitions. The
teacher elicits the right answers: moonlight, killjoy, freeload and explains these words
are called compound nouns. Then, the Moonlight in Paris trailer is projected.
In a first viewing, the students watch the video without subtitles. The students write
down the compound nouns they are able to notice and they share them with their
partners. Then, they watch the video with subtitles trying to get the most of it. After that,
they answer several questions related with the video in pairs. A third viewing is needed
to finally get the full meaning of it.
Midnight in Paris Trailer: https://www.youtube.com/watch?v=FAfR8omt-CY.

Midnight in Paris.
1. According to the girl, the man is in love…
a) with a fancy
b) with her

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c) with a city
d) with a fantasy

2. As her father is in travel business, they decided…

a) to freeload along
b) to travel a lot
c) to stay alone
d) to say hello

3. When they want to spend some time together, what does the man say?
a) That he is delighted
b) That they are tired
c) That they have a lot of commitments.
d) That he didn’t want to be with them.

4. According to the bearded man, Rodin…

a) was married to Rose
b) was married to Camille
c) was never married
d) was married to Rose and Camille

5. The blonde man thins about the other man that he is …

a) a social intellectual
b) an antisocial person
c) a pseudo-intellectual
d) so perfectionist

6. When they are going to go to dancing, what does not the blonde man want to be?
a) A party spoiler
b) A boring guy
c) A killjoy
d) A bull fighter

7. Where does Gill do every night?

a) He talks about ideas
b) He thinks about ideals
c) He walks and get ideas
d) He chalks up some ideas

8. What does the detective agency say?

a) The detective is missing
b) Gill walks down the city
c) The detective is solving the mystery
d) The girl was kissing Gill

Where does Gill travel every night? What happens at midnight? Imagine the rest of the plot
of the film.

11
 Then, the teacher explains the three kinds of compound nouns: open or spaced,
hyphenated and closed or solid. The students must provide some examples they can
remember for each kind. After that, the teacher writes on the board these words:
basket living blue roller sea not self break private full birth mother food
dog law in fast day time detective ball room jeans coaster esteem

The students must form compound nouns with these words and then in a conversation
with a partner use three of these words to answer this question: If you were to Paris this
weekend, what would you do?

4. Activity 4. Around 15 min. This is an activity about Paris called City of Lights. This is an
interactive activity about Paris, its monuments and why it is called City of lights. The
teacher writes on the board several reasons why Paris is called that way:
• Because it was a vast centre of education and ideas during the Age of Enlightenment
• In 1828, Paris began lighting the Champs-Elysées with gas lamps.
• Paris has many sunny days during the year.
• The electricity was discovered in Paris by French scientists.

The students should discuss and find out the right reasons why Paris is called this way,
in a whole class discussion.
Then, the students take turns to read aloud to discover which one is the real one.

If you’ve ever wondered why Paris is called the “City of Lights “, here are some
interesting Paris facts that will enlighten.

City lights – There are over 296 illuminated sites in Paris covering hotels, churches, statues,
fountains and national buildings and monuments. Furthermore, 33 of Paris’ 37 bridges are
illuminated at nightfall.

The sparkling Eiffel Tower – It takes 40 km of illuminated garlands made up of 20,000

sparkling light bulbs to light up this famous Paris landmark.

Champs-Elysées – The world’s most beautiful and romantic boulevard lights up during the
Christmas illuminations. This is truly a sight to behold! There are over 2.4 km of lights
from the Place de la Concorde to the Arc de Triomphe, including 450 decorated trees – 330
trees sparkle along the avenue and 120 trees on the pavement.

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Illuminations at the Grands Magazins – The façade of Galeries Lafayette on the Grands
Boulevards is decorated in 2,000m² of light during the festive season, using some 250,000
light bulbs. This is one amazing Paris fact.

Lighting on the Paris tramway – In the south of Paris, all along the Boulevard des
Maréchaux, over 4,000 luminous points set off the new tramway at night.

Public lightings contribute to 113,251 above ground light sources, 14,443 underground
light sources and over 50,000 street lights.

Paris is synonymous with cinema and cinema lights add to Paris’ night lights!

Why is Paris really called City of Lights?

Street lighting aside, Paris’ reputation as the “City of Lights” is accredited to its position as
the intellectual centre during the Age of Enlightenment. “La Ville-Lumière” as it was then
called, Paris was the birthplace of the Age of Enlightenment and it was famous as a centre
of education and ideas throughout Europe.
Paris’ early adoption of street lighting probably also contributed to its “City of Lights”
tag. Based on the interesting facts above, the city continues to uphold its reputation as the
City of Lights, from a wattage perspective.

Source: http://www.travelsignposts.com/France/sightseeing/interesting-facts-paris-lights

3rd Session.

1. Warm-up Activity. Around 5 min. Today’s lesson starts with a word cloud related with
the lesson’s topic. Guess what? is the name of this activity and its aim is to find out the
subject of the next activity guessing through several tag words excerpted of the
journalistic article that the students read later.

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 2. Activity 2. Around 15 min. The name of the second activity is The world’s smallest hotel
and it is a reading activity devoted to finding out the difference between scanning and
skimming a text. Students read only the first paragraph and the last paragraph of an
article called Welcome to the world’s smallest hotel. The teacher writes these questions
on the board:

What do you think the author is trying to present?

What details do you expect to know?

In what kind of publication do you think you can read this text?

They then work in pairs to discuss the questions. The teacher explains this technique is
called skimming: to look through a text quickly to get the general idea or the gist.

Then the teacher writes on the board the next questions:

How much does a night cost?

How many rooms are there in this hotel?

Where is this hotel placed?

What kind of business was it placed in the building before War World II?

When did Ronnie Barker stay at the hotel?

The students must answer the questions. They don’t have to read the article thoroughly,
but to scan it to find the answers. The teacher explains this technique is known as
scanning: a kind of fast reading where the reader looks for specific information.

Welcome to the WORLD’S SMALLEST HOTEL

World's smallest hotel has opened in Copenhagen, with only one tiny bedroom above the city's
smallest coffee shop.

Despite its diminutive appearance, the room comes with bathroom, flat screen and mini bar.
For £170 per-night you can enjoy the novelty of staying in the world's smallest hotel.

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 A double room measuring just eight-foot
by ten-foot wide is the only room Central
Hotel, which fits neatly onto the floor
above Copenhagen's Central Café. With
just five indoor seats, the Central Café can
also claim to be Copenhagen's smallest
coffee shop.

Equipped with a TV and iPhone docking

station this en-suite room has just enough
space to swing a cat in - but not much
more. There is also a picture of legendary British comedian Ronnie Barker - not because he
stayed there but because the owner of the hotel is a huge fan. It was a surprise for this reporter
that had never stayed there before.

Owner Leif Thingtved explained how the quirky little hotel located in the city's trendy
Stronget district may be small but is booked out from August to September. 'This is certainly
the hottest spot in Copenhagen,' he said. 'No matter how much you pay for a room you don't
really want to sit inside it all night - you want to go out.

The double bed is a Swedish design known as Hestens and the duvet is a Geismar; it's made
of goose feathers.' The historically decorated room has a mixture of finely-polished wooden
beams and furniture, retro bedside lamps and a padded door for extra sound-proofing.
According to Leif, the small iPhone dock, complete with iPhone and the TV tucked away
behind a pull-down wooden panel adds modernity to the room, as does the urban view from
the window of the street below.

It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairer from 1905 until the Second World War. Leif has owned the building and has run the
coffee shop downstairs since 2010. 'It was always part of the plan to have a hotel room
upstairs,' he said. 'We opened back in June and August is already fully booked. 'This building
is little crazy but it's looking good.'

Then the teacher gives this handout to the students to help remember the information
and explains these techniques can be very helpful to understand a text in a better way.

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Skimming and Scanning
Skimming refers to the process of reading only main ideas within a passage to get an overall
impression of the content of a reading selection.
How to Skim:
• Read the title.
• Read the introduction or the first paragraph.
• Read the first sentence of every other paragraph.
• Read any headings and sub-headings.
• Notice any pictures, charts, or graphs.
• Notice any italicized or boldface words or phrases.
• Read the summary or last paragraph.
Scanning is a reading technique to be used when you want to find specific information quickly.
In scanning you have a question in your mind and you read a passage only to find the answer,
ignoring unrelated information.
How to Scan:
• State the specific information you are looking for.
• Try to anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you would quickly
read the paragraph looking only for numbers.
• Use headings and any other aids that will help you identify which sections might contain
the information you are looking for.
• Selectively read and skip through sections of the passage.

3. Activity 3. Around 10 min. In the previous activity, the students have read a text where
these sentences are found: It was a surprise for this reporter that had never stayed there
before and It was a goldsmith’s and café in the late 40’s of last century, but previously
it had been a shoe repairers from 1905 until the Second World War. So, this is the
opportunity to practice the past perfect tense.
The teacher gives the students the next worksheet:

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 What happened first?
You have read a text about the smallest hotel in the world where you can find these two
sentences: It was a surprise for this reporter that had never stayed there before.
It was a goldsmith’s and café in the late 40’s of last century, but previously it had been a shoe
repairers from 1905 until the Second World War.
What happened first?
1st Sentence: a) the surprise b) the reporter staying there
2nd Sentence: a) a goldsmith’s and a café b) shoe repairers

Draw a time line placing these two events and the present time on it.

Past Future

Write the verbs used to express the different events or actions. What are the differences?
Write sentences using the right verb tenses according to these time lines.

17
4. Activity 4. Around 20 min. This activity is to carry on ordering events using the past
perfect. It is based on a YouTube video called Guy Quits Job to High Five the World -
Epic Travel Video. In this video, a man is presented quitting his job and doing amazing
things around the world. The video is played showing only the first ten activities. The
first image says Last day of work and the teacher elicits the meaning of the expression
to quit job from the students. The students are divided into pairs and they must remember
the order of this man’s activities and places he visited without taking notes. The teacher
plays the video twice and hands these flashcards to the students. They have to put the
activities and places in order. The video is watched again to check answers. The teacher
writes on the board ordinals: first, second, then, after, after that… The teacher writes on
the board:
Craig ____________. Then he ___________

The students put cut-outs ‘quits job’ and ‘BASE jumps’ over the corresponding gap.
Craig quits job. Then he BASE jumps.

The teacher asks: What happened before Craig BASE jumped? (‘He quit his job’)

“Craig _____ ______ job before he BASE jumped.” The teacher elicits the structure
of past perfect (had + past participle).
Other examples:
Craig had visited Cape Town when he went to Tomorrowland.
The students practice using the cut-outs on the board as a class. Then they practice with
a partner.

Guy Quits Job to High Five the World - Epic Travel Video:

https://www.youtube.com/watch?v=-Rqnzec4WhI

Millau, Serengeti, Cape Town, Tomorrowland,

Office France Tanzania South Africa Belgium

Mother Theresa Jonkoping, Georgia, Times Square, Helsinki,

Primary, Uganda
Sweden USA NYC Finland

18
 Quits job BASE Welcome Dives with sharks Attends a music
jumps dances festival

Sticks the Goes to an

Waves hands tongue out Visits a Celebrates New
waterfall Year amusement
park

4th Session.

1. Warm up activity. Around 10 min. Pronouncing places. The image sown below is
projected on the blackboard. The teacher elicits the differences between CITY, TOWN,
VILLAGE according to the three photos. Then writes a list of UK place names on the
blackboard and the meaning of the suffixes. One student must choose one of the places
and state: “I’ve been to…”, addressing a classmate. This classmate says in which
categories it fits. The students practice the pronunciation of places ended in -minster, -
ford, -mouth, -chester, -cester, -bury, -ham, -wich and their origins. Using the
application Google Maps projected on the board, all places are located on a UK map.
All the process is explained by the teacher.
List of UK place names: Leominster, Castleford, Manchester, Lancaster, Nottingham,
Greenwich, Canterbury, Abbotsbury, Tottenham, Leicester, Bournemouth, Oxford,
Newham.
Meanings: indications that the place is the site of a Roman castrum, meaning a military
camp, place situated where a river flows into the sea, monastery, place where a river can
be crossed, fortified place, farm, settlement.
Evaluation Rubric: Speaking Skills Rubric. See Annexes 8.2.5.

19
 2. Activity 2. Around 20 min. Since the time of the previous session was over, an activity
called World’s most unusual hotels is performed following the sub-topic of the
aforementioned session. It is an online presentation of unique and strange hotels around
the world. The students are provided with a sheet with ten hotels descriptions. On the
screen, several pictures are projected. According to the brief description of the hotel, the
students must identify each establishment with the description. Then, they take a vote
on their favourite hotel and they must explain their reasons to choose it.

The Vacation Times:

http://thevacationtimes.com/2016/09/worlds-most-unusual-hotels/

World's Most Unusual Hotels

1. V8 Hotel, Stuttgart, Germany
Found in the centre of Stuttgart’s Meilenwerk, an international hub for car dealers is the V8 Hotel, an
oasis for car lovers. The former Bauhaus-style, 1928 airport site–turned–four-star property (partners
with the Porsche Museum and Mercedes-Benz) offers 34 magnificently and authentically decorated
rooms and suites They have themed accommodations, such as a ’70s Cadillac drive-in cinema and a
Mercedes-Benz car wash.

2. Strahov Monastery, Prague

Though you may not see any nuns or monks in the hallways, staying at the Monastery Hotel might
make you feel one step closer to a higher power. Built in 1142, the national historic monastery
landmark–turned–dwelling is located in the peaceful garden of Strahov Monastery.

3. Aydinli Cave House Hotel, Göreme, Turkey

20
Explorers looking to quell their inner speleologist can stay at the Aydinli Cave House Hotel, which
opened in 2008. Located high above the old village center in the heart of old Göreme, Turkey, the 14-
room family-run hotel and all its facilities are carved from natural rock

4. Liberty Hotel, Boston

You don’t have to commit a crime anymore to earn acceptance into Boston’s famous Liberty Hotel,
which used to be home to the Charles Street jail—inmates once included Malcolm X and shamed
Boston mayor James Curley.

5. The Beermoth, Inverness-Shire, U.K.

Part carnival camper, part parade float, the canvas-sided Beermoth is, actually, an ingeniously
converted Commer Q4 1950s fire truck that began hosting overnight guests in 2011.

6. 21c Museum Hotel, Louisville, KY

The goal of 21c Museum Hotel, a boutique property situated in historic downtown Louisville, Ky., was
to immerse art into everyday life. Most of the contemporary art is found within the multiple galleries
that encompass the 9,000-square-foot space.

7. La Balade des Gnomes, Durbuy, Belgium

The proprietor of this Belgian hotel has taken inspiration from myths, fairy tales, and quite possibly his
psychiatrist to create 10 fantastical guest rooms. The Trojan horse is just the beginning.

8. Treehotel, Harads, Sweden

Childhood treehouses never looked like this. Leading Swedish architects give the backyard staple a
strange futuristic makeover at the Treehotel (opened in 2010, it was inspired by a film about three
men who rediscover their roots by building a treehouse).

9. Propeller Island, Berlin, Germany

Lars Stroschen is the German artist behind this quizzically named Berlin hotel, where each room is
stranger than the next—and offers amenities you never knew you needed. One room has a bath in a
giant plastic bag; another uses an oversize guillotine to divide a king bed into two singles.

10. Hang Nga Guesthouse, Dalat, Vietnam

In what could be seen as homage to either Antonio Gaudí or mental illness, this trippy hotel by
Vietnamese architect Dang Viet Nga has become a popular attraction. It has 10 guest rooms at the so-
called “The Crazy House”. This hotel will challenge your sanity.

3. Activity 3. Around 10 min. False Friends Activity. The students scan the previous text and
find these three words: actually, facilities and sanity. They must explain their meaning.
The teacher elicits the answers. It is possible that some students make a mistake misled
by a bad translation. The teacher explains that these words are called False Friends.

4. Activity 4. Around 15 min. This is a project related to the topic of this didactic unit. The
students should make a presentation about their favourite spot in the city. They are free

21
 to choose the support of this project. This activity will be performed in an individual
way. They are free to film a video, sing a song, write a composition, make a collage in
a poster board, etc. This project is to be turned in the seventh session of this didactic
unit. The students must in the classroom in the seventh session of this didactic unit and
the students should answer to questions from their classmates and teacher.

My favourite spot in London

Think about your favourite place in the city. Is it a park, a café, a street, a museum or a
house? What do you do in that place? Do you go alone or accompanied with someone?
Do you use to read or listen to music in there? What feelings does this spot inspire you?
Write a presentation about this place. You must think about a special place of your
interest, not just a landmark of the city. Use pictures, maps, music or any element you like
for a better description of this location. You can make this task in any support: paper, video,
ppt presentation…

Homework. Students must search the Internet for information about the winner hotel on
the voting and another two of their choice. They must gather the next information: price,
dinning, parking, services and facilities. They must write a brief fact sheet with these
data.
In addition, students must complete the next worksheet about false friends.

22
FALSE FRIENDS.
English Translation Spanish Translation
Actually Actualmente
Apology Apología
Argument Argumento
Carpet Carpeta
Compliment Complemento
Conductor Conductor
Constipation Constipado
Deception Decepción
Dessert Desierto
Disgust Disgusto
Diversion Diversión
Embarrassed Embarazada
Eventually Eventualmente
Exit Éxito
Fabric Fábrica
Facilities Facilidades
Large Largo
Lecture Lectura
Library Librería
Misery Miseria
Molest Molestar
Once Once
Preservative Preservativo
Relative Relativo
Resume Resumir
Rope Ropa
Sanity Sanidad
Sensible Sensible
Spectacles Espectáculo
Support Soportar
Sympathy Simpatía
Realise Realizar
Topic Tópico
Record Recordar

23
5th Session.

1. Warm-up activity. Around 5 min. A to Z word race is an activity where the vocabulary of
the subject can be revised in a fun way. The teacher writes the alphabet from A to Z on
the board and the topic in question: Means of Transportation. S/He divides the class into
two teams and each team must nominate a writer who comes to the front and stands by
the board. Each writer needs a different coloured board pen. As soon as the teacher says
start, students must race to write an appropriate word next to each letter. Team mates
help by shouting out suggestions and giving spelling tips. It is better not to stop students
from using any resources they have to hand such as textbooks and dictionaries. Only
one word can be written for each letter so the first to start writing claims the letter. After
a five-minute limit, or when all the letters have been used, a point is given for every
word each team has managed. If there are any spelling mistakes, half a point is deducted
for every misspelled word. Then the teacher elicits the correct spelling from the class.

2. Activity 2. Around 20 min. This is a listening activity extracted from a San Francisco
Airport podcast. In this podcast, the students listen to some tips intended for travellers.
After the first listening, the teacher asks: Where can you hear this kind of information?
What means of transportation are they talking about? and elicits the general meaning
from the students. Then, using the provided test the students try to answer the questions
on it. The purpose of the activity is not only to listen but to speak and create and
interaction among students. So, after the second listening and the solution of the test,
the students talk in pairs about advantages and disadvantages of travelling through San
Francisco Airport.

Source:
http://www.podcasts.com/san_francisco_international_airport_podcast_the_sound_of
_sfo

INSIDER TRAVEL TIPS FOR YOUR TRIP THROUGH SFO

1. The night before Mya Kramer travels from SFO airport ...
her son plans what they're going to do at the airport

24
 her daughter plans what they're going to do at the airport
she checks the interactive maps on the website to know where their gate is
she decides to kill time while they wait at the terminal
2. Tom Gilhuley tells us about taking the .......... to get to the airport.
Bay Area Rapid Transfer
Bay Area Road Transfer
Bay Area Rapid Transit
Bay Area Road Transit
3. Tom Gilhuley takes BART to go to the airport because ...
he can't drive
he saves on petrol
the Bay area is too far from the airport to drive
it's difficult to park at the airport
4. For Neil Cohen, the best garages to park your car at the airport are ...
the international garages
the national garages
garages E and J
the long-term parking garages
5. The garages cost ...
$30 a night for outdoor parking
$20 a night for outdoor parking
$20 a night for indoor parking
$30 a night for indoor parking
6. Frequent traveller Neil Cohen always ........... at the airport
has his shoes cleaned
buys the best shoe shine cream for $5 to $7
buys some spirits
has his shoes repaired cheaply
7. At SFO you are advised to arrive ............. hours before departure for international flights
and ............. hours before domestic flights.
four / two
three / one
two / one
three / two
8. Some domestic carriers will stop checking-in luggage ..........minutes before departure.
30
15
45
100
9. Which of the following DOESN’ T Linda Rhoades mention among the things you can
do at the airport?
Visit the airport museum
Have a cup of coffee
Use the airport spa
Buy some duty-free goods

25
10. For Teresa Rodriguez-Williamson San Francisco Airport ...
is a place she goes to when she wants to do some shopping
is the only airport she travels from
is the best place in San Francisco to eat healthy food
offers top range services and the highest standards

3. Activity 3. Dining in the city. The teacher asks students if they enjoy eating out, where
they normally like to eat and what kind of restaurant they prefer: fast food, casual food,
oriental, fine dining, etc. Then, the teacher encourages students to talk about different
things related to restaurants not just the food. The comments are written on the board.
The students must identify particular categories the comments fall under. The categories
should be: atmosphere, food, clientele, service and price, but there may be others.
Now, the teacher hands out a copy of two reviews published online on tripadvisor.co.uk
and asks some students to read them out loud. The teacher focuses on vocabulary or
expressions that are unknown or idiomatic and draws students' attention to descriptive
sentences in the texts. The students discuss the review asking these questions: What are
the positive and negative points? Would you eat there? Students are placed into groups
of two and try to identify the various categories aforementioned.

26
 Then, the teacher passes out a handout called How to write a review and tries to solve
the students’ doubt about the topic.

HOW TO WRITE A REVIEW

A REVIEW is usually written for an English-language magazine, newspaper or

website. The main purpose is to describe and express a personal opinion about
something which the writer has experienced (e.g. a film, a holiday, a product, a
website etc.) and to give the reader a clear impression of what the item discussed is
like. Description and explanation are key functions for this task, and a review will
normally include a recommendation to the reader.
A review should:
- be organised with clarity.
- try to draw the reader’s attention.
- express the writer’s opinion.
- be written according to the kind of reader or publication.
- use specific vocabulary.

27
Remember:
- try to mention different features of the venue such as: atmosphere, food, clientele,
service and price.
- try to back up your opinions with facts.
- use a simple language, but with a range of interesting vocabulary to make
descriptions more vivid.
- try to connect ideas and paragraphs in a clear way.
- at the end of the review, recap the main points and make a recommendation.

Sources: www.tripadvisor.co.uk
http://www.rubenvalero.com/english/content/fce-review

4. Activity 4. Around 5 min. The teacher employs the last minutes of the season to talk to
the students about the project This is my favourite spot. The students ask questions and
the teacher tries to solve the possible issues and doubts.

Evaluation Rubric: Writing Skills Rubric: 8.2.1.

Homework. The students must write a review about 100 words about a real experience in
a restaurant of their choice and publish it in a reviewing website. They must send the
link to the classroom’s blog.

6th Session.

1. Warm up Activity. Around 5 min. Fancy a trip? This interactive activity where the
students tell where they want to go on holidays. The teacher divides the board on four
squares and writes a word or phrase on each one: Beach, Mountain, City, Somewhere
else. The students must guess which category will be the most popular. Each student
says a specific place and the teacher writes it down in the suitable box. They explain
their reasons to choose that place. The students count how many answers fit in every
division. At the end, they know who has guessed the winner category.

28
 2. Activity 2. Around 20 min. This activity presents ten phrasal verbs related with travels
and means of transportation in the context of a dialogue. The teacher tells the students
they are going to read a conversation between two friends and then writes these
questions on the board:
- Where do you think they are?
- Do you think Monica will get up early next day?
The teacher hands out the worksheet:

Monica: I’m getting tired. I think I’m going to bed.

Sarah: So am I. I will set out for Dublin early in the morning.

M: What time do you leave?

S: I intend to check out at seven o’clock.

M: Do you want me to drop you off at the airport?

S: Thank you, but that won’t be necessary. I’ll get on the half past seven train that gets in at
the airport at eight.

M: I think that is the best option. At that time, traffic is usually backing up for several miles.
What time does the plane take off?

S: At five to ten.

M: Good, you’ll have time to check you in for the flight. Is Patrick picking you up at Dublin’s
airport tomorrow?

S: Yes, he is.

M: Ok. I’ll be at the reception desk tomorrow to see you off. Good night.

29
 The teacher gets feedback from the students that both friends are staying in a hotel and
Monica will get up early because she wants to be at the reception desk at seven o’clock.
Then, the teacher asks the students to read the dialogue again and underline all the verbs
that appear accompanied by a preposition. After completion students compare with their
partners to check they have underlined the same verbs. The teacher asks the students if
the meaning of the verbs remain the same changing the preposition. Then explains when
a verb is combined with a preposition is called a phrasal verb. At that moment, the
teacher hands out the next worksheet:

Match the phrasal verbs from the dialogue to the meaning.

1. Get on
2. Drop off
3. See off
4. Take off
5. Get in
6. Check in
7. Check out
8. Set out
9. Pick up
10. Back up

a. Say goodbye before somebody leaves.

b. Get someone from a place, take them somewhere else.
c. Vehicles have to wait in a long line because there are too many of them.
d. Start a journey.
e. Pay and leave hotel.
f. Take someone to a place and leave them.
g. Plane leaves the airport.
h. A train, plane or person arrives at a station, airport or place.
i. To register or report one's arrival.
j. Enter a bus, train, plane, etc.

30
 Once this worksheet is finished, the teacher gives the students the next gap fill
worksheet. The students will need 5 minutes to complete the exercise. Then, they check
answers in a group activity.

Complete the sentences with the following phrasal verbs in the correct tense.

Get on Check out Get in See off Back up

Pick up Drop off Take off Set out Check in

1. We ___ _____ the train at Oxford and went up to Glasgow.

2. My wife _________ me ______ at the train station yesterday.
3. Charlie went to the airport to ____ me ____ before I left for London.
4. The flight for Barcelona _____ _____ on time.
5. They told me that the bus _____ ___ at three o’clock every day.
6. You must arrive at the airport two hours in advance to ______ you _____.
7. I want to ________ _______ and leave the hotel immediately.
8. My parents _______ _____ for Northern Europe last week.
9. Can you ______ me _____ from the bus station tomorrow morning?
10. Traffic is _______ ___ for two miles behind the accident.

3. Activity 3. Around 20 min. The third activity of this lesson consists in viewing a video of
a guide of New York by Lonely Planet. Before the viewing, the students try to guess
which city they are going to talk about answering the first question of the worksheet.
Then, the video is watched for a first time while the students jot down the relevant
information. They say what they have understood. Then, a second viewing is made.
Once finished, the students work in pairs telling how their travel would be according to
the information listened.

Evaluation rubric: Listening Skills Rubric, see Annexes 8.2.3

Lonely Planet New York: https://www.youtube.com/watch?v=prNQF0s9hu0

31
 CITY TRAVEL GUIDE
1. Who am I? Read the sentences and find out which city is being described.
1. I am an apple.
2. I’m multicultural.
3. I’m famous for my theatres.
4. I love shopping.
5. And old lady welcomes you.
6. Yellow is my word.
7. I’m an island.
8. Visit me if you love museums.
9. Look up!
10. Film, film, films.

Watch the video, listen to the text and try to fill in the gap
New Yorkers like to think their 1 ……………………………………… is the centre of the world. And who
can blame them? Home to over 8 million people, the city is 2 ………………………………… and fast, and
posed with energy. America’s biggest city can be overwhelming for 3 ………………………………………
but you’ll find the street names make navigation 4 ……………………………………. And those yellow cabs
are a great way to get around. Manhattan is the 5 ……………………………. and soul of the Big Apple.
And within its neighbourhoods, there’s a distinct 6 ……………………………. and pace. Lower
Manhattan, the city’s 7 ……………………………………. district bustles from Monday to Friday. The 8
…………………………………. of Time Square and Broadway burns bright in Midtown. While dominating
the Upper East End West sides are Central Park, 9 ………………………………………… boutiques and
those 10 …………………………………………………………. brown-stone homes. Make your way down to
New York 11 ……………………………………. and jump on a ferry to Liberty Island. Taking the 12
………………………. of the Statue of Liberty, a gift from France, commemorating the centennial of the
Declaration of 13 …………………………………... It’s been a peak in freedom to immigrants arriving to
New York since 14 …………………………………………. New York is one of the 15 ……………………………………
hubs of the world. Don’t miss the city’s famous art museums: The Museum of Modern Art or MoMa,
the Soloman R. Guggeinheim Museum and the 16 ………………………………. Museum of Art. And look
to the south Bronx and Queens, where a new wave of artists is making their 17
…………………………………. on the street. New York has always been a thriving home for 18
……………………………. Check out the beats in the Bronx, the 19 ……………………………………… of hip-hop.
Or head to Greenwich village for New York’s jazzy. From jazz clubs to Broadway extravaganzas to
the latest Chelsea bars in the city that never sleeps there are plenty of reasons to stay out late 20
………………………………. into the night.

32
2. Definitions. Find the corresponding expressions in the text.
a. lively, being at work =
b. a new circle/gang of =
c. large, immense, enormous =
d. special =
e. flourishing, growing, prosperous =
f. cultural centre point =
g. sophisticated, fab, posh =
h. top, highlight, high point =
3. Collocations – Try to match the above expressions with their other parts or words they go
with. Check them out in the text.
a. ………. for visitors
b. cultural …… of the world
c. ……….. boutiques
d. …………. home for music
e. ………... style and pace
f. ………….. from Monday to Friday
g. a new …….. of artists
h. it’s been a …………………. in freedom
4. Based on the text, answer the questions:
A. If you want to do some shopping where would you go?
B. If you are interested in arts which museums can you visit?
C. How can you get to Liberty Island?
D. Why is the Statue of Liberty important to immigrants?
E. Where can you find street art?
F. How about music? What kind of music can you hear at different parts of the city?
5. Imagine that you are travelling to New York! Prepare a wish-list, what you would like to visit
and why!

4. Activity 4. Around 5 min. The last activity of this lesson is one intended to make and
confirm a booking. The students are provided with a worksheet with directions to make
a reservation by e-mail. The teacher explains the activity.

Evaluation Rubric: Writing Skills Rubric, see Annexes 8.2.1.

33
Making and Confirming a Booking
You are going on holiday for one week. Write an email booking a hotel room. Use the
information below. Then, write a reply email confirming the reservation.
Hotel venue: Santibury Beach Resort, Koh Samui. http://www.santiburisamui.com/
Date: 7th August for one week
Guests: You and your partner
Room: Choose one of your choice.
Useful language:
I would like to book...
I would like to reserve ... I would require...
I would be grateful ... for the week/month of ... from the 1st July
a room with bath and shower an air-conditioned room
a room which faces the sea
I would be grateful if you would confirm this reservation.
Please reply as soon as possible.
I am writing to confirm...

Homework. The students must visit the hotel’s website to find the e-mail address and
different types of room. They write an e-mail booking a room of their choice and another
confirming the reservation.
Self-Evaluation Activity. The students must complete a self-evaluation worksheet to
self-assess their performance during the seven sessions of this didactic unit.

34
 Didactic Unit: Around the World

Student’s name: ______________________________________________________________

1. Please evaluate your experience on the

following items by checking the appropriate
rating. Poor Satisfactory Good Very Good Excellent
(1) (2) (3) (4) (5)
I arrived on-time
I have made and met deadlines
I completed required work
I can speak about the unit’s topic
I can write about the unit’s topic
I can read the unit’s texts.

I understand oral texts.

I have good interpersonal skills

I have shown predisposition to ask for
help and guidance
I have interacted with partners in the
classroom
I have used time in a right way

I have good knowledge of the unit’s

specific vocabulary
I have pursued opportunities to expand
knowledge, skills, and abilities
I have demonstrated critical thinking
and problem-solving skills

35
7th Session. Summative Evaluation.

This last session is conceived as the final evaluation of this didactic unit.

1. Activity 1. Around 15 min. Slow Travel Listening. The students listen to the first two
minutes of an interview with a blogger talking about slow travel. The record is played
twice and then the students must answer the worksheet.
Source: https://vimeo.com/105632532
Evaluation Rubric: Listening skill rubric, see Annexes 8.2.3.

LISTENING COMPREHENSION: SLOW TRAVEL

Dan talks about slow travel. Read the questions carefully and answer them according
to what you hear.

1. What does Dan do for a living?

2. What is a backpacker

3. How long does Dan stay in the same place?

4. What is the most important disadvantage of tourism?

5. According to Dan, how many months are necessary to develop a friendship?

6. Do you like the idea of slow travelling? Why? Explain your reasons.

36
 2. Activity 2. Around 35 min. This is my favourite spot presentation. The students give their
project to the teacher. They perform a brief presentation about their project, and their
classmates and the teacher can ask questions that they must answer.
Evaluation rubrics: Presentation rubric and Project rubric, see Annexes 8.2.2. and 8.2.6.

Reinforcement Activities.

1. Activity 1. Around 15 min. Holidays around the world. This is a game played through an
app called Kahoot. This is an interactive program where the teacher can make some
texts on the topic of his/her election and play with the students with the help of mobile
phones. Since the classroom has internet access and the use of mobile devices is allowed

37
 in the classroom for didactic purposes, it is possible to play this game. The test lies in
twenty questions about holidays around different countries. Specific vocabulary of the
topic is used.
Source: https://create.kahoot.it/

2. Activity 2. Around 15 min. At the airport. This a vocabulary activity related with airports
and planes. Since our students are frequent travellers between UK and Spain, this is a
good activity to reinforce the specific vocabulary.

38
 AT THE AIRPORT

Finish each sentence on the left with the appropriate word or phrase on the right.

When you arrive at your final destination, pick up

your luggage from the…
STOPOVER

When I fly, I prefer a window seat, but my friend

SHUTTLE (BUS)
prefers a/an…

Your flight might be delayed but, if you are lucky,

TURBULENCE
it will be…

If your bags exceed the checked baggage

CARRY-ON LUGGAGE
allowance you will face a/an…

Apart from your checked luggage you can also

AISLE SEAT
take a small bag as…

The people who look after the passengers on a

DEPARTURE LOUNGE
commercial flight are called flight attendants or…

Go to the check-in desk, get your boarding pass.

BAGGAGE CAROUSEL
Proceed to the security checkpoint and wait to
board your plane at the…

When you are travelling very far away you usually

CABIN CREW
have to make a/an…

To go from one terminal to another in large

ON SCHEDULE
airports you may need to take a /an…

It is advisable to keep your seatbelt fastened while

EXCESS BAGGAGE CHARGE
seated in case of…

39
 3. Activity 3. Around 20 min. An almost perfect date in a restaurant. The main purpose of
this activity is to revise and reinforce the use of past perfect tense and the differences
with the rest of the past tenses. They watch this video with subtitles: Desperate
Housewives. An almost perfect date.
https://www.youtube.com/watch?v=UGWjeK2SUa4&t=3s
The activity is fully explained in the Description box of the YouTube video. The
students can also leave comments about the activity or the clip, if the teacher, as
uploader of the video, considers them appropriate.

Extension Activities.

1. Activity 1. Around 20 min. This reading activity starts with an article devoted to French
vacation destination. After reading it, the students solve a crossword using the words
present in the text.

Europe’s hidden coasts: the Côte d’Argent, Landes,

France
Halfway between the great sand dune of Pyla and the posh surf and golf resort of
Hossegor, is the finest stretch of sandy beach in France. South-west of Bordeaux,
the Côte d’Argent begins at Mimizan Plage, where a river splits the beach in two.
Looking south, it’s an uninterrupted, endless expanse of flat sand, a golden
highway for sand-yachting, joggers and dog-walkers. Twenty minutes’ strolling
along the shore and you could be all on your own, even in midsummer.
Day-trippers stay on Mimizan Plage Sud for surfing, or the riverbank Plage du
Courant for swimming. Restaurant Ô Courant has views of both and a lunchtime
special of starter, main course, cheese and dessert all on the same plate for €15.
The resort has a seafront church, Notre Dame des Dunes, with a witch’s-hat steeple
and four surviving bornes de sauveté (medieval stone stacks which marked the
limits of religious protection). A stone bell tower is all that’s left of the 13th-century
priory, one side of which is covered in tiny chestnut-wood tiles. Most visitors,
however, come to Mimizan for the big waves, jet skiing, beach volleyball,

40
camping, gentle cycling and even gentler electric boats on Aureilhan lake,
nearby.
One hundred years ago, the only sporting activity was hunting. Chateau
Woolsack, a mock-Tudor hunting lodge, was built for the second Duke of
Westminster in 1911 and modelled on Rudyard Kipling’s house of the same name
in Cape Town. The duke entertained Coco Chanel, Salvador Dalí and Winston
Churchill there and spent his summers chasing boar, deer and woodcock with a
huge pack of hounds through the forest.
Chateau Woolsack is now in private hands, but can be seen through the trees on
the banks of Aureilhan lake.
The first hotel to open in the Landes region is a converted manor house in Mimizan
Plage. L’Emeraude des Bois (doubles from €89) has 17 rooms, bikes for hire and a
direct link to the coastal cycle path from its back garden

41
 Down Across
1. A tree that has nuts that can be eaten. 2. The first course of a meal.
2. A narrow walk or way. 4. A breed of dog used in hunting.
3. A building that offers accommodation 6. An area along the edge of the sea.
for travellers. 8. The tower of a church.
4. A continuous area. 10. A traveller who does not stay
5. A place with facilities for vacationers. overnight.
9. A temporary residence used by 12. A movement on the surface of
hunters. water.
11. A place where people sleep in tents. 13. The killing of game and wild
animals.

2. Activity 2. Around 15 min. Ross & Chandler in a Hotel. In this activity, the students watch
a scene from Friends placed in a hotel. Before watching it, a discussion is engaged about
hotels with questions like: What is tour best/worst experience in a hotel? When you
travel where do you usually stay? Then, the students watch it for the first time and then,
they talk about the problems the characters have found in the hotel. After a second
viewing of the video, the students have to answer the next worksheet in pairs.

Source: https://www.youtube.com/watch?v=on2_ooaUc4Q

Please fill in the blanks:

Chandler: Hi, Chandler Bing, I have a 1. .
Receptionist: Welcome to the Chestnut Inn Mr. Bing, so 2. _______________________?
Chandler: New York.
Ross: The big apple!
Chandler: I'm sorry, he's a little bit 3. , we had to stop at every maple
candy stand on the way here.
Ross: Yeah, I ate all my gifts for everybody.
Receptionist: I am sorry Mr. Bing, 4. in the computer.
Chandler: Well, that's impossible, can you 5. , please?
Ross: Check again please!
Receptionist: I'm sorry, it's not here.
Ross: Not there.
Chandler: 6. . I called yesterday
trying to cancel my reservation and I was told it was not refundable, then we drove six
hours 7. ______and now you tell me that we don't have a reservation?

42
Receptionist: I don't know what to say.
Ross: She doesn't know what to say!
Chandler: Just give us the 8. room you have.
Receptionist: Unfortunately, the only thing we have available is our 9. ______________, and 10.
__________________ six hundred dollars.
Chandler: That's insane!
Ross: Totally insane. Dude, let's drive home, we'll 11. all the maple candy stores on
the way back and if... if they're closed maybe we'll tap a tree and make some ourselves.
Chandler: Does that room have a closet I can 12. ? We'll take it.
Receptionist: Great.
Chandler: What? 13. !
Ross: Dude, don't worry about it! I know how we can make your money back! This is a
nice hotel, you know, plenty of amenities, we just 14. those! Like those
apples. Instead of taking one, I'm... I take six!
Chandler: Great, at a hundred dollars an apple, we're there!
Ross: C'mon, you get the idea, ow-ow-ow we'll make our money back in no time
Chandler: Dude, you're shaking!
Ross: I think it's the sugar, could you hold the apple?

3. Activity 3. Around 20 min. This is an interactive activity. The students received a

timetable with the trains to Cambridge from King’s Cross. One of them must play the
role of a train assistant and the other must play the customer. They should perform a
conversation where the schedules and prices are asked. Then, they swap roles.

43
44
 4. Activity 4. Around 15 min. Listen to the song called Hotel California performed by The
Eagles. In addition of improving the listening skills, through this activity the students
reinforce the use of past tenses and the conjugation of irregular verbs.

Hotel California. The Eagles. Welcome to the Hotel California

Such a lovely place (Such a lovely place)
On a dark desert highway, Such a lovely face
cool wind in my hair They livin' it up at the Hotel California
Warm smell of colitas, What a nice surprise (what a nice surprise)
rising up through the air Bring your alibis
Up ahead in the distance,
I 1) …………… shimmering light Mirrors on the ceiling,
My head 2) …………… heavy and my sight 3) The pink champagne on ice
…………… dim And she 15) …………… 'We are all just prisoners here,
I 4) …………… to stop for the night of our own device'
There she 5) …………… in the doorway; And in the master's chambers,
I 6) …………… the mission bell They gathered for the feast
And I was thinking to myself, They stab it with their steely knives,
'This 7) …………… be Heaven or this 8) …………… be But they just can't kill the beast
Hell'
Then she lit up a candle Last thing I remember, I 16) ……………
and she 9) …………… me the way Running for the door
There were voices down the corridor, I 17) …………… to find the passage back
I 10) …………… I heard them say... To the place I was before
'Relax,' 18) …………… the night man,
Welcome to the Hotel California 'We are programmed to receive.
Such a lovely place (Such a lovely place) You can check-out any time you like,
Such a lovely face But you can never leave!'
Plenty of room at the Hotel California
Any time of year (Any time of year) 1) Put these verbs into past tense (they are both
You can find it here irregular and regular)
Say - ................
Her mind is Tiffany-twisted, Call - ................
she 11) …………… the Mercedes Benz Show - ................
She 12) …………… a lot of pretty, Get - ................
pretty boys she calls friends Can - ................
How they dance in the courtyard, Stand - ................
sweet summer sweat. Be - ................
Some dance to remember, Hear - ................
some dance to forget Grow - ................
See – ................
So I 13) …………… up the Captain, Think - ................
'Please bring me my wine'
He 14) ……………, 'We haven't had that spirit 2) Try to put the verbs in past tense into the text. (Some
here since nineteen sixty nine' of them might be used more time
And still those voices
are calling from far away,
Wake you up in the middle of the night
Just to hear them say...

45
 5. EVALUATION

UNIT 7 – EVALUATION CRITERIA

LEARNING OBJECTIVES EVALUATION CRITERIA KEY COMPETENCES

K1 K2 K3 K4 K5 K6 K7
LC MSTC DC LL SCC CAE SIE
1. To express and interact orally in a To understand the main idea and grasp relevant details in oral messages, in conversations
spontaneous, understandable and or through media about well-known, actual or generic subjects. X X X
respectful way with fluency and
accuracy about the world of travel To understand in an autonomous way the information of written texts from different
2. To understand global and specific sources: current news, culture or related to the student’s interests or studies X X X
information from oral and written
texts about travels
3. To write well-structured and clear
texts about travels in a suitable way To write clear and detailed texts with different purposes and with a suitable form, X X X X
to the addressed readers and the cohesion, coherence and register
communicative intention
4. To take part in conversations about To express oneself fluently with the proper pronunciation and intonation, using the X X X
travelling in an appropriate way appropriate communicative strategies and a suitable speech for each situation.
5. To acquire and develop different To acquire a real capacity to achieve a responsible auto-evaluation and self-assessment X X X
learning strategies, using all to improve the learning autonomy.
reachable means, including ICT, To identify and to use in an autonomous way the learning strategies acquired and X X X X
about trips. available tools, including ICT, to evaluate and identify their linguistic skills
Awareness of a proper use of linguistic, socio-linguistic, strategic and discursive X X X X
knowledge in the teaching-learning process.
6. To learn the main social and cultural To analyse, through real documents (paper, digital, or audio-visual texts), geographic,
features of English for a better historical and socio-cultural aspects from the foreign language country, enriching their
understanding of different cultures knowledge about it with the help of linguistic and cultural knowledge of the student. X X X
7. To value foreign languages as a way Show an open, responsible, equalitarian and cooperative attitude in the communicative
of access to different cultures and interaction and a positive approach towards the learning of new languages and cultures,
countries when travelling and to the interrelation between them appreciating the advantages of the linguistic
socio-cultural exchange. X X X

46
UNIT 7 – EVALUATION DESIGN

TYPES OF EVALUATION ASSESSMENT TECHNIQUES ASSESSMENT INSTRUMENTS ACTIVITIES

INITIAL EVALUATION Brainstorming Brainstorming Guess what? Session 1 / Activity 1

Observation Worksheet (to include vocabulary and
Task Revision grammar structures the students know)
Check list
FORMATIVE EVALUATION Assessment of daily work and progress
of every student and the tasks made in
classroom and at home with observation
Task Revision and correction rubrics for each skill.
Observation Teacher’s feedback of speaking and
Immediate correction interacting activities, teacher assessment
of pronunciation activities, teacher’s
feedback of reading, writing, vocabulary
and grammar activities.
Men Wanted. Session 1 / Activity 5 and Homework
Antarctica reading. Session1 / Activity 2
Antarctica Song. Session 1, Activity 3.
Speaking and interacting: Session 3 / Activity 2, Session 3 / Activity 1, Session
4/Activity 4, Session 5 / Activity 4
Listening: Session 2 / Activity 3, Session 6 / Activity 3
Pronunciation: Session 4/Activity 1.
Reading: Session 3/Activity 2, Session 4 / Activity 2
Writing: Session 5 / Activity 3 and Homework
Vocabulary: Session 4 /Activity 3, Session 5 /Activity 1
Grammar: Session 3/Activity 3, Session 3 / Activity 4, Session 6 / Activity 2

SUMMATIVE EVALUATION Tests My favourite spot in London Project. Session 7, Activity 2.

Oral presentation. Writing, oral and interactive activity: describe a place of
Task Correction Final project
London.
Interaction Papers Listening & Writing: Slow Travel. Session 7, Activity 1.
Interview Activities Writing: Making and confirming a booking. Session 6, Activity 4 and
Homework

SELF-EVALUATION Questionnaire Self-Assessment Set of Questions Can-do list. Session 1 / Homework

Self-Evaluation worksheet. Session 6 / Homework
PEER-EVALUATION Observation Interaction San Francisco Airport. Session 5/Activity 2.
City of Lights. Session 2 /Activity 4
PROCESS EVALUATION Questionnaire Classroom diary and observation rubric During the whole process
Observation At the end of the didactic unit

47
6. CONCLUSION

This didactic unit is thought and designed for the students of 1st of Baccalaureate of a
Spanish public school placed in London. The students of this academic year have been split into
two groups: the first one is made up by English native speakers and the second one has Spanish
native speakers. This didactic unit is intended for this second group. The specific situation of
these students, Spaniards living in an English-speaking country, determines all the activities that
are intended to be absolutely practical. The topic selected (Travels, cities and means of transport)
and all the contents related to it will prove to be very useful for our students because they can
put them into practice every day in their way back home.
The advantages, in my opinion are clear, very practical topic introduced with real-life
material (train timetables, documentaries, newspapers articles and online reviews), a vast variety
of interactive activities and the constant use of ICT to support our teaching, as the use of online
resources intended to different purposes as learning devices. From my point of view, this didactic
unit called Around the world! is a good opportunity to improve the student’s skills from a
communicative approach in an instructive but enjoyable way.
This didactic unit presents a great number of socio-cultural topics about English speaking
countries and other nations around the world in a varied, attractive and amusing way. Thus, the
students can think about similarities and differences between other cultures and their own in an
active way. In my opinion, this is an important issue to teach students of 21st Century in a global
world. As digital natives, the use of ICTs is particularly important. So, in this didactic unit we
have used several digital tools: YouTube, Kahoot, review sites (TripAdvisor), travel and hotels
booking sites, Google Maps, etc. Therefore, not only are contents acquisition evaluated but also
the knowledge of 21st Century competences.
When the teacher wants to accomplish all the tasks or activities of this didactic unit, there
is the possibility to find a problem: the possible lack of collaboration of the students, a condition
without which the achievement of the goals is not possible. As we said before, this is a didactic
unit where the communicative approach is quite important, and that is the reason why the
contribution of the students is so paramount. We need to get the students involved in every
activity and collaborating with each other. This is an active collaboration carried through with
conversation and interaction in the classroom’s activities.

48
7. BIBLIOGRAPHY and WEBOGRAPHY

Official Documents
Academic staff. (2014). Annual General Programme. December 4th, 2014, Spanish School
Vicente Cañada Blanch. Website:
http://www.educacion.gob.es/exterior/centros/canadablanch/es/06documentosinstitucionales/P
GA1415.pdf
Academic staff. (2014). School Educational Project. December 2nd, 2014, Spanish School
Vicente Cañada Blanch. Website:
http://www.educacion.gob.es/exterior/centros/canadablanch/es/06documentosinstitucionales/pe
c.pdf
Order ECI/385872007, December 27th, 2007. Website:
http://www.boe.es/boe/dias/2007/12/29/pdfs/A53751-53753.pdf
Royal Decree 1105/2014, December 26th, establishing the Core Curriculum for Compulsory
Secondary School and Baccalaureate. Website:
http://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf

Bibliography.

CUNNINGHAM, Sarah & MOOR, Peter. (2003). Cutting Edge Advanced. Harlow: Pearson
Education Limited.
García Hoz, Víctor. (1988). Educación personalizada. Madrid: Ediciones Rialp.
MURPHY, Raymond. (2011). English Grammar in Use with Answers: A Self-study Reference
and Practice Book for Intermediate Students of English (The ‘blue’ one). London: Cambridge
University Press.
LIGHTBOWN, Patsy M. & SPADA, Nina. (2013) How Languages are Learned. Oxford: Oxford
University Press
NORRIS, Roy & FRECH, Amanda. (2012) Ready for CAE Coursebook with Key. London:
Cambridge University Press.
RODRÍGUEZ, Beatriz & VARELA, Raquel (coords.) (2010) Language, Literature and Culture
in English Studies. Madrid: Alianza Editorial.

49
 Webography.
Anglophenia, How to pronounce UK place names. Website:
https://www.youtube.com/watch?v=9q7VjLVU8Ec
Daily Mail. Website:
http://www.dailymail.co.uk/news/article-2399920/Welcome-world-s-smallest-hotel-just-
ONE-room-measuring-8ftx10ft-booked-summer.html
Kahoot. Interactive activity. Website:
https://create.kahoot.it
Learning English. Website:
http://www.rubenvalero.com/english/content/fce-review
Lonely planet. New York. Website:
https://www.youtube.com/watch?v=prNQF0s9hu0
NYM, Antarctica. Website:
http://nymyachts.com/current_news/Antartica.htm
STEWART, Al, Antarctica. Website:
https://www.youtube.com/watch?v=tIUU8o3L8-o.
The Vacation Times. Website:
http://thevacationtimes.com/2016/09/worlds-most-unusual-hotels
The world’s 18 strangest hotels. Website:
http://www.popularmechanics.com/technology/design/g472/the-worlds-18-strangest-hotels/
Tool for Creation of Evaluation Rubrics
http://www.iRubric.com
Trains schedules. Website:
http://www.thetrainline.com
Travel Sign Posts. Website:
http://www.travelsignposts.com/France/sightseeing/interesting-facts-paris-lights
Word cloud. Website:
https://worditout.com
YouTube. Midnight in Paris. Website:
https://www.youtube.com/watch?v=FAfR8omt-CY
YouTube. An almost perfect date. Website:
https://www.youtube.com/watch?v=UGWjeK2SUa4&t=3s

50
8. ANNEXES.

8.1. Transcripts.
1. Antarctica. Session 1 / Activity 4.
Antarctica
Al Stewart & Peter White

Long before I ever saw In Antarctica

The frost upon your face In Antarctica
I was haunted by your beauty
And it drew me to this place Maybe I was snow-blind
I felt the chill of mystery But it seemed the wind spoke true
With one foot on your shore And I believed its stories then
And then and there resolved to go As dreamers sometimes do
Where no man had before
Maybe I was snow-blind In Antarctica
But it seemed the wind spoke true In Antarctica
And I believed its stories then Maybe I was snow-blind
As dreamers sometimes do Perhaps it sapped my will
In Antarctica But something of my innocence
In Antarctica Is wandering there still
Who knows what the powers may be In Antarctica
That cause a man to go
Mindless of the dangers In Antarctica
Out across the virgin snow
Seduced by this ambition
I easily forget
The hopeless quest of Shackleton
The dreamlike death of Scott

2. Midnight in Paris Trailer Transcript. Session 2 / Activity 3

-This is unbelievable! There's no city like this in the world.

-You're in love with a fantasy.
-I'm in love with you.
-Oh my G... What are you doing here?
-Dad's here on business, and we just decided to freeload along.
-That's great. We can spend some time together.
-Well, I think we have a lot of commitments, but I'm sure it's...
- What?
-If I’m not mistaken, Rodin’s work was influenced by his wife, Camille.
-Rose was the wife.

51
- No, he was never married to Rose.
-I hope you're not going to be as antisocial tomorrow
-I'm not quite as taken with them as you are.
-Well, he's a pseudo-intellectual.
-Slightly more tannic than the '59, and I prefer a smoky feeling.
-So, Carol-- Carol and I are gonna go dancing. We heard of a great place. Interested?
- No... I don't want to be a killjoy but I need to get a little fresh air.
-What time did you get in last night?
-Not that late… I'll probably end up going on another hike tonight.
-Where'd Gil run off to?
-Work. Been walking around Paris.
-Where do you think Gil goes every night?
-He walks, and gets ideas.
-Gil, why are you so dressed up?
-I was just doing a little writing.
-You dress up and put on cologne to write?
-You know how I think better in the shower, and I get the positive ions going in there
-I had... a private detective to follow him.
-And what happened?
- I don't know. The detective agency says the detective is missing.
-I’m in a very perplexing situation.

3. SFO Airport. Session 5 / Activity 2.

Insider Travel Tips for Your Trip through SFO

SFO Traveller’s Aid, Bob Hirsch: Welcome to the podcast from San Francisco International
Airport.

Narrator, Carolina Silver: I’m your host Carolina Silver. Today we’re heading to SFO to
catch a flight… and along the way we’ll share some tips and strategies to make your trip more
efficient and more fun – plus a few off the wall airport activities you’ve probably never heard
of.

52
Of course, your trip doesn’t start at the airport. For busy moms like Mya Kramer, it starts with
planning ahead.

Frequent traveller, Mya Kramer: I've got a 12-year-old daughter and a 6-year-old son…. the
night before we travel she'll get on FlySFO.com, which is the airport website …They’re these
interactive maps. So, she’ll figure out what gate we’re flying out of and then she’ll figure out
where she wants to eat before we go to the gate, where she wants to shop before we go to the
gate, and how to get from that terminal to another terminal just to kill time.

CS: And then, there’s getting to the airport. You have a lot of options: taxi, shuttles, car – or
public transportation…

BART passenger, Tom Gilhuley: My name is Tom Gilhuley and we’re here at the BART
station about to head out to the airport.

CS: BART stands for Bay Area Rapid Transit – it runs trains from downtown San Francisco,
and even from the East Bay, straight to the airport. Tom says it’s his secret to stress-free travel.

TG: I definitely always take BART to get to the airport, frankly because I really hate driving
and I hate sitting in traffic, and there’s a lot of it here in the Bay Area. So, any time I can avoid
traffic, save some money on parking and gas, I'm all for it.

SOUND OF BART ANNOUNCEMENT OVER P.A. SYSTEM: “Now arriving San Francisco
International Airport"

CS: The train lets you out at the international terminal, so you can walk to most flights. If you’re
flying domestic, a free Air Train shuttle will take you where you need to go. But, as convenient
as BART is, some travellers prefer to drive... like marketing consultant Neil Cohen.

Business Traveller, Neil Cohen: I travel a lot. I'm probably in and out of San Francisco Airport
somewhere upwards between 15 to 20 times a year, maybe more.

CS: On one of those many trips, Neil discovered the best-kept secret in SFO parking. It
happened when he made a wrong turn on his way to the long-term parking garage…

NC: I wasn’t paying attention. … I drove international… I’m driving around and I saw these
two garages and just figured out, okay, that’s pretty cool.

CS: He stumbled on garages, “A” and “G”, also known as the “international garages.”

53
NC: …but there’s nothing really international about them except they're close to the
international terminal. Anybody can park there … But they’re awesome – the most awesome
place to park.

CS: The garages cost about 20 dollars a night for indoor parking – and on top of that, you’re
right next to the terminal.

NC: So that’s my big inside tip for people coming into the airport. Nobody knows about those
garages.

CS: Okay. So, what other nuggets of wisdom have you developed through your years of
frequent traveling?

NC: …there’s a couple of great shoe-shine guys once you get through security. They’re
awesome. They do a great job. It’s fairly inexpensive; you know, usually 5 to 7 bucks with a
tip and you just can’t beat it… nothing makes you feel better or picks up your spirits like a
shoe shine; it’s kind of funny. And so that’s always been part of my routine when I come to
the airport.

SOUND OF AIRPORT P.A. SYSTEM: “…smoking is prohibited in the terminal…” (or

similar)

CS: So here we are at SFO, with two hours left until departure. Yep, I said two hours. Gone
are the days when you can arrive an hour before a domestic flight and waltz right onto the
plane.

SFO Traveler’s Aid, Linda Rhoades: We recommend for an international departure, three
hours; for a domestic departure, two hours.

CS: That’s Linda Rhoades, an airport customer service agent. She says the reason for the extra
time is…

Most of the airlines have a baggage cutoff time and I think people are not aware of it. For
instance, for the domestic carriers, a lot of them, it’s 45 minutes. And if you get here an hour
before your flight, that leaves you only 15 minutes to stand in line. And sometimes there can
be as many as 100 people in line ahead of you.

CS: So, people could save themselves a lot of stress if they could just give a little bit more
time before coming to the airport.

LR: There’s a lot to do here at the airport, so, what LR: we’d like to have you do is come early,
check in. Then you’re out of the stress, you can go through security, then you can take the time

54
to relax, have your cup of coffee, go to the shop, pick up a newspaper. We even have a spa
here. We have a museum, a kids play area.

CS: The airport promotes San Francisco businesses and restaurants – in fact, eighty percent of
the food and beverage options in the terminals are locally owned. That means good coffee,
tasty burritos, and authentic Asian cuisine.

Frequent Traveler, Teresa Rodriguez-Williamson: And I think the thing that people have
to understand is that no matter who you’re flying, destination of airport does make a difference.

CS: Teresa Rodriguez-Williamson is author of Fly Solo: The 50 Best Places on Earth for a
Girl to Travel Alone; and founder of TangoDiva.com, a social network for women travelers.

TR-W: Planes are late. Weather happens. People are trying to do the best that they can … And
being at SFO is great because, guess what? If I happen to miss a flight or my flight’s delayed,
oh my gosh, I’ve got a great place that I can get a noodle bowl or a great coffee, a fabulous
sandwich, and I’m not stuck in an airport where all I’ve got to eat is fattening food and t a k e -
out.
... So, take that into consideration and know that SFO is not only a departure, it’s a destination.

CS: Besides eating, you can buy cosmetics, rent a DVD for your flight, or see a cutting-edge
art exhibit – all before going through security. And when it is time to head to your gate, SFO
makes it easy to get screened fast.

Once you get through security, it’s time to board the plane and fly off to your next destination.

4. New York. Session 6 / Activity 3

New York City Guide. Transcript

New Yorkers like to think their home is the center of the world and who can blame them. Home
to over 8 million people the city is loud and fast and pulsates with energy. America's biggest
city can be overwhelming for visitors but you'll find the street names make navigation easy and
those yellow cabs are a great way to get around.
Manhattan is the heart and soul of the Big Apple and within its neighbourhoods there's a
distinct style and pace. Lower Manhattan, the city's financial district, bustles from Monday to
Friday.

55
The neon of Times Square and Broadway burns bright in Midtown while dominating the Upper
East and West sides are Central Park high-end boutiques and those famous brownstone homes.
Make your way down to New York Harbour and jump on a ferry to Liberty Island: take in the
views of the Statue of Liberty: a gift from France commemorating the centennial of the
Declaration of Independence. It's been the beacon of freedom to immigrants arriving in New
York since 1886.
New York is one of the cultural hubs of the world. Don't miss the city's famous art museums:
the Museum of Modern Art or MoMA, the Solomon R Guggenheim Museum and the
Metropolitan Museum of Art and look to the South Bronx and Queens where a new wave of
artists is making their mark on the street.
New York has always been a thriving home for music. Check out the beats in the Bronx the
birthplace of hip-hop or head to Greenwich Village for New York's jazz scene from jazz clubs
to Broadway extravaganzas and the latest Chelsea bars. In the city that never sleeps there are
plenty of reasons to stay out late well into the night.

5. Slow Travel Transcript. Session 7 / Activity 1

Slow Travel Transcript

Todd: So, Dan we’re talking about your travels and living overseas, and you have a concept
you call slow travel. Can you explain what slow travel is?

Dan: Yeah, I mean especially maybe because I'm a blogger, we're always seeking to define
things in unique ways. And there’s a lot of terms out there. There’s expat; people that have left
their native country. There’s backpacker, which is someone who tries to keep their cost very
low and they’re continually moving from place to place. There’s flash packer, which is a term
that means you still have income from somewhere and you have more tech and toys, and you
stay at maybe nicer hotels.

But what I did was always a little bit different, which is I would go and get long term leases or
medium-term leases at apartments. So, I would go and get a house or an apartment in a place
for anywhere from one to six months, and enjoy what it feels like to actually live somewhere.
And that to me is so exciting, you know. Although the sights and everything are cool, and
hanging out with tourists can be fun, I much prefer to go down to the local café, open up my
laptop, talk to the people that are working there, and really get a sense for what it’s like to live
in a city.

56
And over the course of my career what that’s looked like is you really develop a deep connection
with the places that you live in. You might hire people there. You have really good friends
there. One of the downsides of being a tourist is that you never really can develop friendships.
And so what I found is that I go back to revisit a lot of the places that I once lived because I
have lifelong friendships there.

So that to me has really been the benefit of slow travel and I have a theory about friendship. I
think, you know, really you can't go to place for just one month. People won’t invest their time
in you. So, if at least you’re going to stay in a place for three to four months, I think that's sort
of the turning point with a lot of people and they’ll say, “Hey, yeah, you know what, let’s go
try to be friends. Let’s go out and do something together.”

6. An almost perfect date in a restaurant. Reinforcement Activities. Activity 3.

Mary Alice: (Narrating.) Exactly one year had passed since the night Mike Delfino and Susan
Mayer were supposed to become engaged. So, when Mike took Susan to her favorite restaurant,
she just knew he was going to pop the question.

Mike: (To Susan) What are you gonna have?

Mary Alice: And when he did...

Susan: The chicken.

Mary Alice: ... she'd be ready with her answer. But as the evening wore on, the moment Susan
had been waiting for failed to materialize. And though many opportunities presented
themselves, the question was never asked. Until the thought began to dawn on Susan that
perhaps it never would.

7. Ross & Chandler in a hotel. Extension Activities. Activity 2.

Chandler: Hi, Chandler Bing, I have a reservation.

Receptionist: Welcome to the Chestnut Inn Mr. Bing, so, where are you from?

57
Chandler: New York.
Ross: The big apple!
Chandler: I'm sorry, he's a little wound up, we had to stop at every maple candy stand on
the way here.
Ross: Yeah, I ate all my gifts for everybody.
Receptionist: I am sorry Mr. Bing, there’s no record of your reservation in the computer.
Chandler: Well, that's impossible, can you check again, please?
Ross: Check again please!
Receptionist: I'm sorry, it's not here.
Ross: Not there.
Chandler: Well, let me get this straight. I called yesterday trying to cancel my reservation
and I was told it was not refundable, then we drove six hours all the way up here and now
you tell me that we don't have a reservation?
Receptionist: I don't know what to say.
Ross: She doesn't know what to say!
Chandler: Just give us the cheapest room you have.
Receptionist: Unfortunately, the only thing we have available is our deluxe suite, and the
rate is six hundred dollars.
Chandler: That's insane!
Ross: Totally insane. Dude, let's drive home, we'll hit all the maple candy stores on the
way back and if... if they're closed maybe we'll tap a tree and make some ourselves.
Chandler: Does that room have a closet I can lock him in? We'll take it.
Receptionist: Great.
Chandler: What? They are totally ripping us off!
Ross: Dude, don't worry about it! I know how we can make your money back! This is a
nice hotel, you know, plenty of amenities, we just load up on those! Like those apples.
Instead of taking one, I'm... I take six!
Chandler: Great, at a hundred dollars an apple, we're there!
Ross: C'mon, you get the idea, ow-ow-ow we'll make our money back in no time
Chandler: Dude, you're shaking!
Ross: I think it's the sugar, could you hold the apple?

58
 8.2. Evaluation Rubrics

8.2.1. Writing Skills Rubric

Writing Skills Rubric

Unacceptable Beginning Competent Skilled Exemplary Score

1 2 3 4 5
Overall position Overall position Overall position is Overall position Overall position is
Main Idea/Thesis

is not evident. is evident, but clear with a sense of is clear and well articulated and
Topic as often too developed ideas. developed. thoroughly developed.
expressed is simplistic. Topic Topic is interesting Topic is Topic is interesting,
superficial or is also simplistic and significant, but interesting, significant, and
undeveloped. and one- not deeply explored significant, and intellectually
dimensional. in needed areas is engaged from challenging.
several angles.
No Argumentative Argumentative Argumentative Argumentative
argumentative structure is structure is evident structure is structure is clearly
structure is rudimentary. but sometimes evident. evident. Objections
Argument

evident. Claims are simplistic. Objections are are taken seriously

Ideas are repeated rather Objections are taken seriously and addressed fair-
unconnected. than developed. addressed but and typically mindedly with great
formulaically. addressed fair- skill.
mindedly.
Claims are not Some claims are Claims are typically Claims are Claims are supported
supported by supported by supported by valid, almost always by reliable, valid
reliable evidence valid, reliable reliable evidence supported by evidence from
Evidence

from credible evidence, but from credible valid, reliable credible sources and
sources, making support is sources, making the sources, so that effectively synthesized
the paper inconsistent, paper for the most the paper is in a very convincing
unconvincing making the paper part convincing. generally manner.
less than convincing.
convincing.

59
 Ideas appear The paper is The introduction The The introduction
unconnected. organized, provides some introduction sets skilfully captures
Paper shows though context for the the context for reader attention while
serious lack of simplistically. An paper and states a the paper and establishing the
unity and introduction and thesis, though in a states a clear context for the paper.
coherence. conclusion are predictable way. thesis. Main All the main ideas are
Introduction attempted but are Main points are points are clear clear and logically
and/or perfunctory or logically structured. and logically structured.
Organization

conclusion may formulaic. The Transitions provide structured. Transitions provide a

be weak, trite, introduction may coherence, but may Transitions strong sense of
or non-existent. be overly general be formulaic. The provide a sense coherence. The
and the conclusion of coherence. conclusion
conclusion may summarizes the The conclusion summarizes and
simply restate the paper but does not summarizes the explores implications
thesis. explore implications paper and makes and significance.
or significance. some effort to
explore
implications and
significance.
Awkward Awkward Phrasing is generally Clear phrasing, Skilful phrasing, adept
phrasing, phrasing, effective; voice/tone appropriate management of voice
unskilful or unskilful or and vocabulary are management of and tone, and apt
Readability

inappropriate inappropriate generally suitable for voice and tone, word choice create an
voice/tone voice/tone the paper’s ideas and and vocabulary inviting paper.
and/or and/or imprecise only occasionally enhance the
imprecise vocabulary work against its paper’s ideas.
vocabulary. distract from the ideas.
paper’s ideas.
Numerous Several errors in Errors in grammar There are There are very few or
errors in grammar, usage, usage, spelling, and occasional errors no mechanical errors
grammar, usage, spelling, and punctuation are in grammar, in the paper.
spelling and punctuation noticeable, but do usage, spelling, Documentation of
Conventions

punctuation distract the reader not seriously impede and punctuation sources is correct.
seriously and impede the reader. that do not
impede meaning. Documentation is impede the
meaning. Problems with usually correct. reader.
Necessary needed Documentation
documentation documentation of sources is
is missing. exist correct.
Ideas are Overall Paragraphs are Paragraphs are Paragraphs are
asserted rather organization and typically organized well organized skilfully organized and
than developed support need and add to the and contribute add to the
Overall Impression

or are largely significant development of to the development of ideas.

underdeveloped. development. ideas. Organization development of Support is sound with
Language Frequent though is evident but ideas. Support is rare or no weak areas.
suffers from not pervasive sometimes good with Sentence-level errors
distracting problems at the undeveloped. There infrequent weak are rare to non-
errors at the sentence-level. are occasional but areas. existent.
sentence level. Paragraphing is not overly Organization is
inconsistent. distracting, clear. Sentence-
sentence-level level errors are
errors. infrequent.

Total

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 8.2.2. Presentation rubric

Scoring Rubric for Oral Presentations

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5
audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number of 5
references.
Introduction is attention-getting, lays out the problem 5
well, and establishes a framework for the rest of the
presentation.
Technical terms are well-defined in language appropriate 5
for the target audience.
Content
Presentation contains accurate information. 10
(45 points)
Material included is relevant to the overall 10
message/purpose.
Appropriate amount of material is prepared, and points 10
made reflect well their relative importance.
There is an obvious conclusion summarizing the 5
presentation.
Speaker maintains good eye contact with the audience and 5
is appropriately animated (e.g., gestures, moving around,
etc.).
Speaker uses a clear, audible voice. 5
Presentation Delivery is controlled and smooth. 5
(40 points) Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and 5
not distracting.
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100

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 8.2.3. Listening Skills Rubric

Modesto Bravo Parra Student:

Rubric:
Listening Skills
Listening rubric for
Around the World
Didactic Unit
Listening Skill

POOR GOOD ENOUGH GOOD

2 pts 3 pts 4 pts
Listening Process POOR GOOD ENOUGH GOOD
Student is hard to catch the Student can catch the Student can catch the
information which is spoken information but the information and the
by speaker. information which is caught information which is caught
is less than 50%. is almost 80% or even more
then 80%.

Ability to focus POOR GOOD ENOUGH GOOD

Student cannot concentrate Student can concentrate on Student can concentrate
on the listening task. the listening task, but and does not find any
student still finds some difficulties on their listening
difficulties. task.

General Understanding POOR GOOD ENOUGH GOOD

Student does not Student can answer the Student looks understand a
understand enough questions, but student does lot the vocabulary or
vocabulary or information to not understand a lot the information and student can
answer the questions. vocabulary or information. answer the questions
completely.

Remembering Info. POOR GOOD ENOUGH GOOD

Student is struggling to
remember what was said or
taught because of their lack
of listening strategies.
Student uses strategies to
enhance listening abilities,
but lacks difference in
efferent and aesthetic
listening.
Student uses strategies to
enhance listening abilities,
but lacks difference in
efferent and aesthetic
listening.

Accuracy of answers POOR GOOD ENOUGH GOOD

Student's answers are Student includes a small Answers are mostly
mostly left out or unrelated amount of information; accurate and related to the
to the information given. however, a lot is left out or information given, with a
is not accurate. only a few errors.

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 8.2.4. Reading Skills Rubric

Modesto Bravo Parra Student:

Rubric for reading

comprehension skills

COMPREHENSION SKILLS

Poor Fair Good

1 pts 2 pts 3 pts
MAIN IDEA Poor Fair Good
MISIDENTIFIES MAIN IDEA, IDENTIFIES MAIN IDEA BUT IDENTIFIES MAIN IDEA AS
OR FAILS TO IDENTIFY THE CANNOT IDENTIFY WELL AS SUPPORTING
MAIN IDEA SUPPORTING DETAILS DETAILS

FACTS Poor Fair Good

CANNOT IDENTIFY ANY IDENTIFIES ONLY A IDENTIFIES MOST AND/OR
FACTS AND/OR A LIMITED MINIMAL NUMBER OF ALL FACTS, WITH NO
NUMBER OF FACTS, AND/OR FACTS AND/OR IDENTIFIES CONFUSION WITH
CONFUSES FACTS AND NONFACTUAL ELEMENTS OPINIONS OR OTHER
OPINIONS ELEMENTS

CONTEXT Poor Fair Good

CANNOT IDENTIFY IDENTIFIES MINIMAL IDENTIFIES MOST
CONTEXTUAL REFERENCES CONTEXTUAL REFERENCES CONTEXTUAL REFERENCES
TO INTERPRET MEANING TO INTERPRET MEANING TO INTERPRET MEANING

SEQUENCE Poor Fair Good

CANNOT IDENTIFY IDENTIFIES SEQUENTIAL
KEYWORDS OR ELEMENTS OF MESSAGES
SEQUENTIAL TEXTUAL BUT HAS TROUBLE WITH
PASSAGES THE RE-ORGANIZATION OF
THE SEQUENTIAL
ELEMENTS
EXHIBITS ABILITY TO
IDENTIFY SEQUENTIAL
ELEMENTS AS WELL AS THE
ABILITY TO RE-ORGANIZE
THE ELEMENTS INTO A
SEQUENTIAL ORDER

INFERENCE Poor Fair Good

CANNOT CONCLUDE
INFERRED MESSAGES NOR
IDENTIFY PROSE THAT MAY
INFER THEM, AND/OR
MISCONCLUDES INFERRED
MESSAGES
IDENTIFIES LIMITED CAN IDENTIFY WHEN
INFERRED MESSAGES, OR MESSAGES ARE INFERRED
RECOGNIZES BUT AND CAN CONCLUDE
MISINTERPRETS THE ACCURATE MEANING
INFERENCE

CONCLUSION Poor Fair Good

CANNOT IDENTIFY OR CAN IDENTIFY MOST CAN IDENTIFY
SUMMARIZE CONCLUSION, CONCLUSIONS BUT CONCLUSION AND CAN
AND/OR LACKS THE EXHIBITS DIFFICULTY IN SPECULATE CONCLUSION
ABILITY TO SPECULATE SPECULATING CONCLUSION
CONCLUSION

Reading skills Rubric for Around the World

Didactic Unit

63
 8.2.5. Speaking Skills Rubric.

Modesto Bravo Parra Student:

Rubric for speaking skills

This rubric is designed to assess student’s ability in speaking.
Speaking skills

Poor Needs work Good Very Good

1 pts 2 pts 3 pts 4 pts

Comprehension Poor Needs Work Good Very Good

Does not understand the Makes significant Makes few mistakes Correctly understands
question, responses are mistakes understanding understanding questions, questions, responses are
unclear questions, responses are responses are mostly clear clear
somewhat clear

Content Poor Needs Work Good Very Good

The ideas regarding the
opinion of the students are
not supported by additional
information or explanation
Some ideas that the
students present, regarding
their opinion are supported
by additional information
or explanation
Most of the ideas that the All ideas that the students
students present, regarding present, regarding their
their opinion are supported opinion are supported by
by additional information additional information or
or explanation explanation

Pronunciation Poor Needs Work Good Very Good

Pronounces less than Pronounces around Pronounces around Pronounces almost all
50% of words correctly 50% of words correctly 75% of words correctly words correctly

Fluency Poor Needs Work Good Very Good

Does not speak fluidly, Speaks somewhat fluidly, Speaks mostly fluidly, Speaks fluidly, few to no
frequent short and long frequent short and a few semi-frequent short or a breaks
breaks long breaks few long breaks

Grammar/vocabulary Poor Needs Work Good Very Good

Poor grammar and Basic grammar and not- Moderately strong Strong grammar and a
minimal vocabulary varied basic vocabulary grammar and a varied, but varied and relatively
basic vocabulary complex vocabulary

Performance skill Poor Needs Work Good Very Good

Speaking in volume Speaking in soft voice Speaking in soft voice but Speaking clearly and
which is almost but not really clear, flat can be understood, good loudly, good facial
inaudible, no facial facial expression, and facial expression, and expression, and
expression, and not less communicative communicative enough communicative
communicative

64
 8.2.6. Project Rubric

Modesto Bravo Parra Student:

Project Rubric

Very Good Good Needs Work Poor

4 pts 3 pts 2 pts 1 pts
Organization and Very Good Good Needs Work Poor
Appearance
Superior completion. Completion of Task. Completed task. Does not meet
Writing is appropriate Responses Responses somewhat requirements given or
with elaboration. appropriate and inappropriate. Last shows clear use of an
Exceeds expectations, adequately minute product. online translator.
Content is well developed. Meets Lacking effort. Writing
organized. Topic is expectations. is somewhat illogical
discussed thoroughly. Presentation is and confusing in
generally logical. Most places. Information
information on topic on topic lacking.
is included.

Comprehensibility Very Good Good Needs Work Poor

Reader can always Reader can Reader can Clear use of an online
understand what the understand most of understand less than translator.
writer is trying to what the writer is half of what writer is
communicate. Correct trying to trying to
use of the English communicate. Mostly communicate.
language. correct use of the Incorrect use of the
English language. English language.

Vocabulary/Content Very Good Good Needs Work Poor

Writer goes above Writer uses a variety Writer uses some Vocabulary is used
and beyond, using a of relevant vocabulary. Most of incorrectly or is
wide variety of vocabulary. the vocabulary is irrelevant.
vocabulary. Correct Vocabulary is basic and repetitive.
usage of new or appropriate to the
unfamiliar vocabulary. level and topic.

Grammar Accuracy Very Good Good Needs Work Poor

Writer uses correct Writer usually uses Writer makes Serious errors
grammar, word order, correct grammar, frequent mistakes interfere with
spelling, and word order, spelling, with grammar, word comprehension.
punctuation. Minor and punctuation. order, spelling, and
errors with more Some errors with punctuation. Errors
complex structures. more complex begin to interfere with
structures. comprehension.

Work quality/effort Very Good Good Satisfactory Poor

The work done The work was done Work is done with fair Work is done with
exceeds all with good effort that effort, but the quality little effort, quality is
expectations and shows what the is still not what the not what the learner
shows that the learner is capable of. learner is capable of. is capable of. It is
learner is proud of It is evident that time evident that the work
his/her work. The was put into this was rushed and little
effort that was put project. time was spent on the
into this task is the final product. Work is
best it can be by the incomplete.
learner.

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 8.3.Check list.

Checklist.
Unit 7. Around the world.
1st Session.
Initial Evaluation Activity

Yes No

1 They recognise the topic

2 They identify the words in the blackboard.

3 They are capable to say more than ten words

related to the topic.

4 They understand teacher’s questions.

5 They are able to use present perfect.

6 The pronunciation is correct.

7 They use vocabulary and verb tenses previously

learned.

8 They take part in the activity in an active way

TOTAL

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