Subject: Taller La Construcción del Trabajo Docente en la Escuela

Primaria y Secundaria

Teacher: Garofalo Silvana

Student: Cima, María Agustina

Correa Campos, Melanie
Hernandez Olivares, Ludmila

Institution: Teacher training college No.18

The following activity is based on the framework proposed by Estaire and Zanon in their book
Planning Classwork: A Task-Based Approach.. By using this approach, students develop
communicative competence through real-life scenarios while systematically engaging with
thematic, linguistic, and cultural content. The activity described here, designed for elementary-
level learners, is focused on the theme of tourism.
The unit aims to guide students through a sequence of interconnected tasks that integrate
speaking, listening, reading, and writing. The process begins with the introduction of essential
vocabulary and grammar and progresses through role-plays, collaborative planning, and guided
practice.

Category Details
1) Level Elementary
2) Theme Tourism
3) Final Task Plan and present a travel itinerary for a
weekend trip to a tourist destination.
Students will describe places to visit,
transportation, and activities in a short oral
presentation accompanied by a written
itinerary.
4) Objectives - Develop basic speaking, listening,
reading, and writing skills related to tourism.
- Build confidence in using essential
vocabulary for travel scenarios.
- Practice asking for and giving information
politely.
- Foster collaboration and creativity through
group work.
5. Content
a) Thematic Aspect - Tourist attractions (e.g., landmarks,
museums, beaches).
- Basic travel arrangements (e.g.,
transportation, accommodations).
- Travel preferences and cultural
differences.
b) Linguistic Content - Functional Content: Asking for and
giving directions; expressing preferences;
booking accommodations; asking about
prices and schedules.
- Grammatical Content: Present simple
(e.g., "The train leaves at 10 a.m.");
question forms ("Where is...?" "How
much...?"); comparatives and superlatives
("The most famous museum," "cheaper
than...").
- Lexical Content: Travel-related
vocabulary (e.g., "map," "itinerary,"
 "museum," "ticket," "station," "adventure").
- Phonological Content: Stress on key
words, intonation in polite requests (e.g.,
"Could you tell me...?").
- Basic map reading and navigation skills.
c. Other Content - Understanding travel etiquette and cultural
awareness (e.g., respecting local customs).

6) The process
Day 1 Tasks: Vocabulary matching (pictures and
words), brainstorming tourist destinations,
listening to a short description of a city or
landmark.
Day 2 -Tasks: Role-play asking for directions
(e.g., "Where is the train station?"), filling
out a simple travel survey, practicing polite
question forms.
Day 3 Tasks: Reading a sample itinerary,
identifying key information, writing a draft
itinerary in pairs (e.g., places, times, and
activities).
Day 4 Tasks: Group work to finalize itineraries,
practicing oral presentations, receiving peer
and teacher feedback for improvement.
Day 5 Tasks: Each group presents their itinerary
to the class as if explaining it to tourists.
7) Final task Students give a 3-5 minute oral
presentation about their planned weekend
trip, accompanied by a written itinerary.
They will include details about
transportation, places to visit, and key
activities.
8) Evaluation
a. By Students - Peer Feedback: Students use a simple
rubric to evaluate presentations (e.g.,
clarity, vocabulary use, and completeness
of information).
- Self-Assessment: Students reflect on
their own performance using a checklist
(e.g., "Did I use new vocabulary? Did I
speak clearly?").
b. By Teacher - Oral Presentation: Assess pronunciation,
fluency, use of vocabulary, and ability to
organize information logically.
- Written Itinerary: Evaluate grammar
accuracy, vocabulary range, and overall
clarity.
- Participation: Monitor engagement and
contribution during group tasks.
Category Details

Functional Content Express, ask for, and understand information

about:
- Tourist activities and attractions (e.g.,
museums, landmarks, adventure activities).
- Directions and transportation (e.g., how to
get to a destination, types of transport).
- Reservations and bookings (e.g., hotel
rooms, tours, flights).
- Cultural landmarks and customs (e.g.,
understanding local practices).
- Preferences and opinions (e.g., “I prefer
beaches over mountains.”).

Exponents of Functions Examples:

- Asking: "Where is the nearest tourist
attraction?" "Can I book a ticket online?"
- Giving information: "The museum opens at
10 a.m." "This tour includes lunch and
transportation."
- Making suggestions: "You should visit the
local market."
- Expressing preferences: "I’d rather visit the
art gallery."
- Asking for clarification: "Could you repeat
that, please?"

- Tenses: Present simple for facts ("The

Grammatical Content museum is open daily."), future tense for
plans ("I will visit the castle tomorrow."), and
past simple for recounting travel experiences
("I visited the Eiffel Tower last summer.").
- Modal verbs: "Can" for ability, "must" for
necessity, "should" for advice, "could" for
polite requests.
- Comparatives and superlatives: "This
beach is more beautiful than the other one."
"It’s the most famous attraction in the city."
- Prepositions: "next to," "opposite," "near,"
"in front of," "behind."

- Tourism-related vocabulary: "landmark,"

Lexical Content "itinerary," "reservation," "souvenir," "guide,"
"brochure," "attraction," "tourist information
center."
- Transportation vocabulary: "bus," "train,"
"flight," "subway," "taxi," "car rental."
- Adjectives for travel: "historic,"
"picturesque," "crowded," "remote,"
"breathtaking."
- Money-related vocabulary: "budget,"
"cost," "discount," "exchange rate."

- Intonation for polite requests and questions

(e.g., "Could you tell me where the station
is?").
- Word stress: Stress on key travel-related
vocabulary (e.g., "itinerary," "reservation").
- Pronunciation practice: Difficult sounds in
tourist terms (e.g., "souvenir," "itinerary").
- Connected speech: Practice linking words
in phrases like "Where’s the nearest...?"

- Organizing ideas for a travel itinerary: Using

sequencers like "first," "then," "after that,"
"finally."
- Adapting discourse to formal and informal
contexts (e.g., informal: "Hey, where’s the
bus stop?" vs. formal: "Excuse me, could you
tell me where the bus stop is?").
- Writing a clear travel review or email for
booking.

- Four skills integration:

- Listening: To travel guides, announcements,
and conversations.
- Speaking: Asking for information, giving
directions, or role-playing as a tourist guide.
- Reading: Brochures, maps, itineraries, or
travel blogs.
- Writing: Booking confirmations, travel
itineraries, reviews.
- Communicative strategies: Paraphrasing
when words are unknown ("It’s a big place
where you can see animals" for "zoo").
- Cultural competence: Understanding and
respecting local customs, gestures, and
etiquette.