INT Travel - Travel Teacher Day Time Branch TA Class...

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Travel Teacher Day Time Branch TA Class Resources needed: Whiteboard markers Scrap paper Handouts Aim: To introduce students to the theme of travel using a questionnaire. Stage: Introduction Page: Time: 10 min Method: • In small groups or individually (if the number of students allows) handout the questionnaire attached. • Students will complete the questionnaire Comments Aim: To further the introduction to the theme of travel Stage: Introduction Page: Time: 5 min Method: • On the board, the teacher will write up some of the destinations they have travelled to, both domestic and international. • Teacher will then write up some of the different forms of travel. Comments Aim: To get the students to produce a list of pro’s and con’s regarding the various forms of travel Stage: Produce Page: Time: 10-15 min Method: • In small groups, the students will discuss the good and bad points of the main forms of travel (air, sea and land). • Students will then elect a representative to present their opinions to the rest of the class. Comments Aim: To familiarize students with giving advice using the “Travel advice” handout Stage: Present Page: Time: 15 min Method: • In small groups or individually students will scan over the Travel Advice Handout, and told to look for the headings, the words “should” and “must” and also the imperative speech. • This is a long piece of writing, so it may take a little while to get through. It also contains vocabulary that students may not be familiar with. Comments
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Aim: To familiarize students with giving advice regarding travel Stage: Produce Page: Time: 20 min Method: • In pairs or small groups students are to write and perform a dialog. •The dialog should take the form of a Chinese speaking to a foreign friend and
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This note was uploaded on 11/19/2009 for the course ED 20314 taught by Professor Carolinaserna during the Spring '09 term at California State University , Monterey Bay.

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INT Travel - Travel Teacher Day Time Branch TA Class...

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