This travelling lesson plan is based on a quite long speech (17 min) by Luis Vargas and it deals with travelling as collecting experiences. The speaker tries to show us that there are three main obstacles to travelling that people can think of, namely work, fear and money. However, he also explains how to overcome them and be able to travel more.
This is a Flipped Classroom lesson plan. In a nutshell, it means that the first part of the lesson needs to be done by students at home. Learn more about flipped classroom and how we implement it in these lesson plans in our post.
The worksheet that students get to do at home consists of three main tasks. First of all, they have to watch the speech, focus and remember as much as they can from the video. Next, they move to word formation exercise. It includes ten sentences and students need to use the given words to form a new word that fits into the gaps. The words they have to think of are all used by the speaker. After that, there is one activity on vocabulary. Students need to complete sentences with words connected with travelling such as a campground, a sabbatical, a sleeping bag, etc. Students should use dictionary when they are not sure what the meaning of specific words is.
As usual, the in‐class worksheet starts with a discussion. There are questions connected with the speech as well as questions about students’ own attitude towards travelling and their experiences. In the next exercises, students need to discuss 8 words which we use for different types of travels and discover the differences between them.
Then, there is a speaking task. Make your students work in pairs and discuss what they would choose from given scenarios. For example, staying at a campground or in a hotel; going to the countryside or having a city break, etc. Finally, the last task of this travelling lesson plan is based on the speaker’s words used at the end of the speech. Make your students imagine and describe a place they’ve always wanted to visit by answering questions the speaker asked.
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