Applied Linguistics

Marta Escamilla 16/06/2014

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READING LESSONS OUTLINE

Topic Tourism and travelling
Level C1 Advanced
Age 18-19 years old
Title of the reading passage A happy marriage
Reference of the text Norris, Roy. Straightforward Advanced
Student's Book. Macmillan, 2008. (p.91)


Pre- reading activities:

Ask the students to look at the pictures and describe what they can see in them. Then, they
have to guess what is the text is going to be about.
1) What can you see in these photos? What do you think the text is going to be about?



Tell the students to guess the meaning of these words that appear in the text. They have
to do it in pairs.

2) In pairs, try to guess the meaning of these words. Have you heard them before?
Hordes (of people)
Hotel crockery
Ecotourism
Toiletries


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Tell students they have to write down some words related to the previous pictures and that
they think will appear in the text.
3) In groups of four people, write the related words that you think will appear in the text
after having seen the pictures. Lets see how many words you can find!

While-reading activities:
Give each student a photocopy of the text and ask them to match the phrases from 1 to 9 to
the sections A - C in the text.
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1) Match the phrases 1-9 to the sections A-C of the article in which they are mentioned.
1 trying to pay less for something
2 attracting celebrities
3 avoiding other holidaymakers
4 an appeal for parents to educate their children
5 the benefits of restricting size (two sections)
6 giving away unwanted cups and plates
7 a prohibition
8 clearing up rubbish
9 a carefully thought-out restoration

Ask students to look for three sentences with inversion in the text and write them on the
board.

2) Find three examples of sentences with inversion
3) Look for a synonym of the following words:
Renowned (section A)
Abandoned (section A)
Safeguard (section A)
Meanwhile (section B)
Guest (section B)
Valuable (section C)
Fair (section C)
Find out (section C)

4) Answer the questions:
Why is so renowned?
How are the new owners of Tobagos Blue Haven Hotel going to renovate it? What
innovations are they going to introduce on it?
Which activities does the author mention people can do in Glitter Bay?
Which is the aim of Glitter Bays activities?
Is it better to stay in all-inclusive hotel complexes or in locally-run hotels? Why?
How can you support the local economy of the place?

Post-reading activities:

Tell them to discuss, in pairs, two questions related with the text they have previously read.
Then, they can compare the answers with the whole class.
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1) Work in pairs and discuss the questions:
a) In what ways did your last holiday benefit and/or harm the environment and the
local culture?
b) These items are all used at the Blue Haven Hotel. How widespread is their use in
your country?
Solar heating
Biodegradable detergents
Energy-saving light bulbs
Organically-grown produce

Tell them they are going to watch a short clip about ecotourism and that they have to
write down some sentences or keywords about the video in order to write a summary
of the clip.

2) Watch this short clip related to the topic and write the main ideas that are conveyed
about ecotourism in the Philippines. Then, write a summary of the video.

https://www.youtube.com/watch?v=NNRql7yHRgE

Tell them they will have to write an argumentative essay about the topic given and
that they will be given feedback.

3) Write an argumentative essay (between 250-300 words) giving your opinion on this
statement: Is ecotourism a good way to protect the environment?

Specific aims of each activity:

a) Pre-reading activity: In this activity what are reinforced are the oral skills because in
the first exercise the students have to predict the content of the story from some
pictures. Moreover they can develop their imagination by guessing and giving different
opinions about what they see in the photos and arise their interest.
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In the second exercise they practise also oral skills because they have to discuss with a
partner the meaning of some words and maybe one of the two can guess the meaning
of them, so they can also practise vocabulary.
Finally, the last exercises aim is to encourage students write as many words as they
can related to the photos they have seen. With this activity, they can either practise
writing and oral skills. Besides, they can increase their vocabulary, get motivated and it
can raise their interest on the topic and on the text they are going to read. Therefore,
the activities done before the reading can broaden the students' background,
knowledge and skills.

b) While-reading activity: These activities can help the students to improve their ability
to become more fluent in English, especially in the areas of writing and reading. It is
asked to the students to manage with the text without resort to while-reading
activities, in order to see how they cope with the text. For example, by answering the
questions, they may scan the text and look for the answers as well as in the exercise of
looking for synonyms. So, the aim of the while-reading activities is to enhance the
student's capacity to understand a text and to look for specific information in it. These
activities connect to the students' prior knowledge and lead to further inquiry into the
topic.

c) Post-reading activity: The first exercise in this activity aims the students to talk and
discuss, through which students explore their thinking, respond to ideas, process
information, and articulate their thoughts in verbal exchanges with classmates and
teachers. In addition, the video task is also useful to expand their knowledge on the
topic and to also practise listening skills. Also it encourages the students not only to
give a verbal opinion on the topic but also a written one by writing an argumentative
essay after having watched the video and read the text. Therefore, they will have more
information about the topic when they have to write the argumentative essay.

Feedback questionnaire:

How effectively did the activity help you comprehend the whole text?
Through this activity I could learn many words related to this topic, so now I can use
them when speaking and discussing on this topic. Also, I have gained more knowledge
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on this topic so I can write about it too. Moreover, with the pre activity I was
introduced to the topic and I could get an idea of what it was going to be about. By
doing the while activities I could read the text many times, so at the end I understood
it perfectly and the ideas that it convey.
Which reading sub skills were practised?
Scanning was practised because the students had to read for a specific focus, as in
exercise 3 (while-reading activity). Skimming was also practised since the students had
to get to the main points, as in exercise 2 (while-reading activity). And finally, it was
practised reading for detail as the students had to extract information accurately and
read the text in detail to do exercises 1 and 4 (while-reading activity).
Are the reading sub skills in the activity useful in the real life?
They are really useful in real life because, indeed, we constantly use them
unconsciously. For example when we read a newspaper we not always read everything
in an article, maybe we will scan or skim in order to look for an specific piece of
information or keywords. Otherwise if we are very interested in fashion and we want
to know everything the article says we will read in detail word per word.

LISTENING LESSONS OUTLINE

Pre- listening activities:
Show the cover of the book The Lonely Planet Guide to Experimental Travel and ask them what
it can be about.

1) What does this book's cover suggest you?
What do you think the book is about and why?

Show the students the little text from the cover of
the book and ask them what they understand by
"experimental tourism".
"Sick of sightseeing? Tired of tour guides? Then why
not try experimental tourism, a novel approach to
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travel that starts with a quirky concept and can lead anywhere from Bora Bora to a bus stop".

2) After reading this little text, what do you think experimental tourism can be about? Is it
different from the typical tourism we know?

Let them speak for 10 minutes in groups of two and then put some ideas in common with
the rest of the class.

3) The travel options 1-5 all appear in The Lonely Planet Guide to Experimental Travel.
Match the travel options 1-5 to the descriptions a-e.

1 Alternating Travel
2 Chance Travel
3 Blind Man's Bluff Travel
4 Slight-hitch Travel
5 EroTourism
6 Food Tourism

a) Arrange to take a holiday with your loved one. Travel there separately by different means
and dont arrange a meeting time or place. Then look for each other.
b) Leave your home or hotel on foot. Take the first road on the right, then the next on the left,
then the next on the right, and so on.
c) Look up the name of your home town in the index of a world atlas. Throw a pair of dice, and
then count that number of lines down from the name of your town. The line that your finger
lands on is your destination.
d) Write the name of a faraway destination on a large piece of card. Stand at the side of your
nearest motorway (or similar) with your backpack, stick your thumb out and wait.
e) Spend 24 hours blindfolded in a new location with a friend to guide you.
f) Experience the food of the country, region or area.

Correct it orally and ask them to rank these activities from 1 to 5 and make them talk about
their choice in pairs.

4) Rank the travel options from the book in exercise 3 from the one which you would find
most interesting (1) to the one which least appeals to you (5) and then compare your list
with your partner's and give reasons for your choices.

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While-listening activities:

1) This is the title of the video we are going to watch. What do you think it is about? Which
places do you think are going to be mentioned?

European Travel Skills: Eating and Drinking

http://www.youtube.com/watch?v=tbfwJ1rNhog

Tell students they are going to watch the video for first time and they have to answer some
questions.

2) Answer these questions by watching the video:

Which are the basic rules for eating your way through Europe?
Where can you find the most enjoyable and cheap food?
Which is the most common kind of food in Spain? Where is it served?
Which kind of food is mentioned from Denmark?
What are pubs about?
What does a handwritten menu in the local language indicates?
Which alcoholic drinks are mentioned from Ireland, Spain, Bavaria, Tuscany, Provence,
Denmark and Greece?
What do you need when picnicking?

Now, tell them they are going to watch the video for a second and last time and they have to
correct the sentences that are false.

3) Are these sentences true or false? Correct the false ones.

In this kind of tourism you do not concentrate on the tourist zones.
Sausages and fondue is typical from the Swiss Alps
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If you go to the local specialties the quality and price will not be as good as in other
places.
You will only find some of the most affordable food in Europe seated in a table.
You cannot smoke in interiors in Europe.
In tapas bars, in Spain, you are served what you choose in a menu.
Pizza was invented in Roma
In France, bread is free in restaurants
Slow service is often good service
These days, in France, hotels only offer a croissant and coffee.

Post-listening activities:

They have to make a list of places (mentioned in the video) they would like to go and
then talk to their partner about it giving reasons of their choices.

1) Make a list of some places you have heard in the video that you would like to go and
tell which food would you like to try and why.

They will read a short text which has 12 gaps. For each gap they have to add the
missing word.
2) Read this text about experimental travel and fill in the missing gaps with one word.

EXPERIMENTAL TRAVEL
Experimental tourism is a novel approach to tourism in which visitors do
(1)__________ visit the ordinary tourist attractions (or, at (2)__________ not with the
ordinary approach), but allow whim to guide (3) __________. It is an alternative form
of tourism in which destinations are chosen not on their standard tourist merit but (4)
__________ the basis of an idea or experiment. It (5)__________ involves elements of
humor, serendipity, and chance.
There are a number of approaches to experimental tourism:
Aerotourism in which a tourist visits the local airport and explores it (6)__________
going anywhere.
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Alphatourism in which a tourist finds the first street alphabetically (7)__________ a
map, and the last street alphabetically, draws a straight line (or any other figure they
desire) between them, and walk the path between the two points.
Alternating Travel leave your front door, turn right, turn left at the next intersection,
turn right at the next, etc., alternating each direction, until you are (8)__________ to
continue because of an obstruction.
Cecitourism in which a tourist is blindfolded and allows a friend to escort them
through the city.
Contretourism in which a tourist visits a famous tourist site, but turns their back on
the site and takes photos of, or (9)__________ examines, the view from that direction.
Erotourism in which a couple travels separately to the same city and then tries to
find each other.
Monopolytourism in which a tourist takes the local version of a Monopoly board
with them and visits places on the board as determined by a roll of the dice.
Nyctalotourism in which the tourist only visits tourist attractions (10)__________
dusk and dawn.
Other ideas do not have particular names:
Follow friends on their vacation (11)__________ their knowledge and take
photographs of them, to show to them upon their return.
Tour your home town. Stay at a youth hostel, backpack through town, meet new
people, and do not go home until the vacation is (12)__________.
Take a map of the town you are visiting with you, go to a random map grid, and
explore every bit of the grid.
Visit a bar, ask the bartender where their favorite bar is and what they drink there.
Visit that bar, do the same with the bartender there, and continue.
The concept was developed by writer Joel Henry, the French director of the Laboratory
of Experimental Tourism (Latourex).
In 2005, Lonely Planet published The Lonely Planet Guide to Experimental Travel,
which formalized and developed many of Henrys ideas.

Ask them to design a travelling brochure. The activity requires students to think about and
collect the details mentioned in the text or in the video should be highlighted and conduct
additional research on the location as they design their own brochures.

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3) Design a travelling brochure, different from the ones we know, about experimental
tourism. You should include:

Brief summary of the setting, with highlights of important places

Location, including a map
Geography
Major cities, Well-known places
Historic Sites and Landmarks
Recreation and Outdoor
Activitiesparks, sports, water
Entertainment
Climate and overall weather
conditions
Transportation
Arts and Culture, including
museums, theaters, places to visit
Languages and Local Dialect
Food that the area is known for
Pictures/Graphics

Specific aims of each activity:

a) Pre-listening activity: Pre-listening activities aim to activate the learners' background,
create expectations among them and help create a purpose for listening. They are not
aimed at "giving" students vocabulary items [unless there is a "key" word they need to
comprehend the text] or telling them what the text is about but to raise their interest
in the topic. Besides, they can practise speaking and also writing.

b) While-listening activity: One of the main goals of these activities is to allow the
students to work closely on certain segments of the listening. Students listen carefully
in order to answer the questions and, then they are played the video a second time to
fulfil the exercise of true or false.

c) Post-listening activity: Post-listening activities aim to utilize the knowledge gained
from listening activity for the development of all other skills including listening. They
do not necessarily involve listening to a text on the same topic. In this case they can
practise both reading and writing. Moreover they can develop creativity by designing a
travelling brochure.

Feedback questionnaire:

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How effectively did the activity help you comprehend the listening?
I think it was quite effective to first introduce them the term "experimental
tourism/travel" because then they can get an idea of which topic is going to be dealt.
Moreover the listening has helped them see a clear example of experimental tourism,
in this case culinary tourism. In addition, the title of the video has been a good tool for
predicting and then, confirming the meaning with the video. Finally, the post activity
even helped them more to get the gist of this topic. All in all, they are very
communicative because in the majority of them, the students have to speak and
discuss.

Which listening sub skills were practised?
The skills that were practised were attitude, attention and adjustment.

Are the sub skills in the activity useful in the real life?
Of course they are because when we want to listen to something important on TV or in
the radio we pay attention to what is being said, we have a positive attitude and if we
do not understand a lecture or a talk we have to have a capacity to adjust and ask for
clarifying questions.


LISTENING LESSONS OUTLINE

Pre-writing activities:
Tell the students to look at these pictures; they have to guess which the problem is. Ask them
what would annoy them the most if they rented an accommodation with these problems and
why.
1) Look at these pictures. Which is the problem? Would you bear living for some days in an
accommodation with these problems? Why?
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Tell the students to read the following statements and to think about a situation in which they
have these problems with a rented accommodation while they are on a trip. They have to
discuss it in pairs and then tell each other what they would do in each case (read statements
from 1 to 4).
2) Imagine you have these problems with rented accommodation.
The bathroom tap keeps dripping
The roof is leaking
The walls are paper thin
The hall carpet is stained and filthy
The toiled doesn't flush
The bell isn't working
The walls are damp
There are mice under the floorboards
The tiles in the bathroom are hipped and cracked
The kitchen sink is blocked
In each case, would you
1. Fix it yourself?
2. Ask the landlord to fix it?
3. Ignore it?
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4. Move out?

Tell the students that they are going to read a text and they will have to put the paragraphs in
the correct order (by putting a number on the little square above each paragraph) and to tell
what things made them decide the order they have chosen. Give one text per each student.
3) Read the letter form a tenant to a landlord and put the paragraphs in the correct order.
What helped you decide?

Dear Mr Brown

The first and most serious problem is the fact that the central heating system in the flat is
erratic and at times does not come at all. I have tried adjusting the thermostat and the timer
but this had made no difference. A further source of irritation is that the windows in the living
room do not shut properly, so that this room is extremely doughty. As a result, I have had to
borrow a fan heater from a friend as a temporary measure, but even so the temperature in the
flat is frequently freezing.

As you will appreciate, these problems have been causing me a great deal of inconvenience
and distress, especially in the recent spell of bad weather. I would therefore be grateful if you
could contact me on the above telephone as a matter of urgency, and let me know how you
propose to resolve these problems.

I am writing with regard to the flat in Woodstock Gardens that I am renting from you.
Unfortunately, since I moved here on 1st January, I have discovered a number of problems
with the accommodation. I have left several messages on your answer phone but as I have not
yet received a reply, I am writing to you to express my concerns.

I am also concerned about the fact that several of the sockets in the bedroom are loose, which
constitutes a safety hazard. Finally, I would like to draw your attention to the fact that the lift
in this block is frequently out of order, which is extremely annoying as the flat is on the
seventh floor.
I look forward to hearing from you.
Yours sincerely
Alex Gibbons (Ms)
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While-writing activities:

Tell the students that they will have a holiday situation in which they encounter some
problems. They will have to read it and, in pairs, suggest some improvements. Ask them to
make a list of the problems and make notes on their consequences and to decide what action
has to be taken.

1) Imagine that you had problems with accommodation (a hotel or self-catering flat) on a
recent holiday. You enjoyed the holiday but are writing to comment on problems you had
with your accommodation and suggest improvements for the future.

1. Make a list of the problems you encountered and make notes on their consequences.
2. Decide what action you want taken.

Now, ask them to write a letter of complaint between 120 and 150 words with the information
of the previous exercise and following the guidelines below.

2) Write a letter of complaint. Begin "I am writing to express my disappointment with
aspects of my recent holiday..." and following this structure:

First paragraph: State the situation and the letter's purpose
Second paragraph(s): Give details of the problem(s) and consequences
Final paragraph: Summarize the difficulties and request action


Post-writing activities:
Collect the students' letters and give one letter each so that they can correct it. They only have
to mark the things that they think that are wrong and say why. Then, they will return it to their
partner.
1) Correct your partner's letter of complaint giving reasons for each of your corrections and
check if they have introduced the following things:

Purpose of your letter in the first paragraph.
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Usage of a range of formal words and expressions.
Summary of the problem and request action in the final paragraph.
Article use.
Beginning and ending of your letter with an appropriate salutation and ending.

Tell the students they will be given feedback on their letters and they will be able to rewrite
them. They will also have to upload their letter of complaint in a blog in order to be able to see
different models of letters of complaint.

2) Correct your letter of complaint and rewrite it. Then, upload it in your blog.

Specific aims of each activity:

a) Pre-writing activity: the experiences, observations, and interactions that students
have prior to entering the classroom have an impact upon what they will write and
how they will write it. So, the aim of these activities are to help students generate
ideas for their writing and to practice the thinking skills inherent in the activity.
b) While-writing activity: the aim of these activities is to prepare the writing they will be
asked to do by doing a draft and to write it.
c) Post-writing activity: these activities aim to give feedback to the students and improve the
production they have written by correcting their mistakes.


Feedback questionnaire:
How effectively do the activities help you to produce texts in English? Are the activities
communicative?
The pre-activities are useful especially to prepare the students for the writing and to
motivate them because then it is easier for them to produce their letter of complaint as
they will have previous knowledge on the topic they have to write about and on how to do
it. In addition, some of the activities are communicative since they have to discuss and talk
about different issues related to the topic.

Which sub skills are practiced? Some of the skills practiced are:

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1. Handwriting, spelling and punctuation.
2. Expressing grammatical relationships at the sentence level.
3. Expressing relationships between parts of a written text through cohesive devices.
4. Using markers in written discourse, in particular: introducing an idea, developing an idea,
transition to another idea and concluding an idea.
5. Expressing the communicative function of written sentences with explicit markers.
Are the sub skills in the activity useful in the real life?
Yes they are because when we have to write a letter, we always plan what we want to say and
write in it so that it is clear and readable. Moreover we also put an introduction, a
development and a proper ending, depending on the type of letter and depending to whom it
is addressed.

SPEAKING LESSON'S OUTLINE
Pre-speaking activities:
Tell the students they are going to watch a first video about tourism in Brisbane (Australia) and
that they have to fill in some gaps. They will listen to it a first time, then they will have 2
minutes to revise it and finally the video will be played twice.
1) Watch this video about tourism in Australia and complete the gaps.
https://www.youtube.com/watch?v=ecWjFufDNCQ

Brisbane - City Video Guide
The capital of the state of Queensland, Brisbane, is located (1) __________ from Moreton Bay
between the Sunshine Coast and the (2) __________. The heart of the (3) __________ city is
its river, which snakes from Mount Stanley to the (4) __________. Queensland is Australia's
Sunshine State and enjoys a subtropical climate with hot, humid summers and warm, sunny (5)
__________. In Brisbane, any time of year is a good time for adventurous outdoor activities
along the river or coast. Experience the more relaxing side of Brisbane in the (6) __________,
museums and bars. "Brissie" still has the laid-back country feel that is so iconic for the land
Down Under. However, it is Australia's (7) __________ city, houses over (8) __________
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million people, and is growing fast. Start your tour of the city on Brisbane's biggest hill. Mount
Coot-tha was already visited by the Aboriginal people up to (9) __________ years ago and its
name means "honey", which they found here in abundance. While you are here, explore the
wonders of the Southern Hemisphere in the Planetarium and Brisbane Botanical Gardens...
including the laughing kookaburra. Feed lorikeets and see iconic Australian (10) __________ at
the nearby Lone Pine Koala Sanctuary. Meet kangaroos, koalas and wombats and don't miss
the animal shows, which demonstrate some real Aussie traditions! Down river, in the central
business district, the (11) __________ displays all the country's big retail brands. Visit the
nearby Brisbane Museum to learn about the mining boom and other events that (12)
__________ this city. Exhibits show how World Expo '88 led to the transformation of the
river's southern bank, the city's favorite (13) __________, which even has its own beach.
Spacious South Bank has many free activities and facilities which attract more than (14)
__________ million people every year. Cool off in a lagoon or browse the weekend markets.
Join the locals for a beer, or visit one of the many prominent museums and theaters. The (15)
__________ of Brisbane overlooks the Cultural Forecourt, a collection of Queensland's major
museums and theaters. Meet some prehistoric creatures, admire indigenous and European
modern art or see a show at the Performing Arts Center. From the (16) __________ at South
Bank, take the public ferry downstream to Newfarm Park, where the restored Powerhouse has
become a real institution among art and music lovers. On your way back, (17) __________ at
Kangaroo point to climb the Story Bridge: One of the best spots to watch the sun set over the
city. Book your guided tour for (18) __________, because nightfall comes early in Queensland.
Get an early start and jump on the ferry to Moreton Island for a fun day out on the beach. Join
a Segway tour along the shore before surfing down a massive sand (19) __________. On a hot
day, snorkel around the Tangalooma (20) __________, or if you rather stay high and dry, book
a helicopter ride instead. Flying over the bay and the Coral Sea, it is clear that Queensland's
natural beauty merely starts in Brisbane. Only two hours to the north, the (21) __________ is a
living national treasure. Brisbane has a wealth of attractions and you can indulge as much as
you like, but in the river city of the north you are never far from nature, which is free for all to
enjoy!

Now tell the students they are going to see a second video about tourism in Honolulu (Hawaii)
and they will have to answer some questions related to the video. They will have 1 minute to
read them and then, they will watch the video for first time. After answering the questions
give the students 2 minutes to check their answers and play the video again.
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2) Watch this video about tourism in Honolulu and answer the questions

https://www.youtube.com/watch?v=NfWH0SB5_O8

Where is Honolulu located?
What can you learn if you visit the Bishop museum?
What can you see from the top of the Aloha Tower?
Which water sports are mentioned?
What can you see if you visit Pearl Harbor?
What does Aloha means?
After having seen these two videos tell the students to think and write three lines explaining
which of the two videos has been more convincing in promoting its city. Then, ask them
(orally) which of the two places they would prefer to visit.
3) Which of the two videos has better promoted the city they are talking about? Why?
Which of the two places would you like to go?
While-speaking activities:
Expose the students a situation: they
are on a Caribbean cruise and they have
one full day in an island. Then, tell them
they will have a list of different activities
that they will have to read and they will
have to choose four of them.
1) During a Caribbean cruise you have
one full day on the small island of
Tobago. Look at the list of activities
below and choose four which interest
you.

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Now tell the students they will work in pairs in order to explain why they have chosen those
four activities on the previous exercise. Then, they will have to agree on three activities that
they would like to do together.
2) Work in pairs. Explain your choices to each other and agree on three that you will do
together.
Ask each pair to get together with another pair and, this time, they will have to agree on two
activities that they would like to do the most and then they will have to compare and explain it
to the rest of the class.
3) Explain your choices to another pair of students and agree on two that you will do
together. Compare your choices with the rest of the class.
Post-speaking activities:
Ask the students to produce a video recording in which they have to promote their city/town
or a touristic place they know. They will have to do it in groups of four and all of them should
speak at most 5 minutes each. The duration of the video should not be of more than 20
minutes and they will have to bring the video in a CD format in order to show it in class.
1) In groups of four, make a video recording of approximately 20 minutes promoting your
town/city or a touristic place. Do it in a way in which you can persuade tourists to come and
visit the place you are promoting. Don't forget to bring it in class in a CD format.
When they watch the different videos in class, give them a questionnaire with three questions
per video. So, they will have to listen to the video and answer the questions.
2) Watch the video and answer the questions

Specific aims of each activity:

a) Pre-speaking activity: pre-speaking activities involve thought and reflection, and
provide opportunities for students to plan and organize for speaking. So, the pre-
activities can be useful for the students to discuss and think a little bit about how to
make a good promotion of a place, and at the same time they can practice reading and
listening skills.
Applied Linguistics
Marta Escamilla 16/06/2014

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b) While-speaking activity: the aim of this activity is that students start planning their speech
and discussing while they practice speaking skills. After doing this activity, it ill be easier for
them to prepare the post-speaking and final activity.
c) Post-speaking activity: the main objective of this activity is that the students practice
speaking while they record a video similar to what they have seen in previous activities.
Then, they can also practice listening by looking at their classmates' videos and answer
questions about them.

Feedback questionnaire:
How effectively do the activities help you to comprehend or produce texts in English?
Are the activities communicative? By mixing up listening, writing and speaking activities,
then it is easier to produce text in English because we already have background
information or practice in how to do it. Moreover the activities are really communicative
as students have to speak and discuss in pairs or in groups and this is good for them
because they can hear different opinions.

Which sub skills are practiced? Some of the skills practiced are:
o pronunciation
o using stress, rhythm and intonation well enough so that people can
understand what is said
o using the correct forms of words
o word order
o using appropriate vocabulary
o using the appropriate language register
o building an argument

Are the sub skills in the activity useful in the real life? Of course, they are because when we
speak we try to take all these sub skills into account so that other people can understand us
and the message we want to convey. Sometimes we do not always focus on how we say things
but in what we want to say.