Bundle -SIX Spanish Travel Lessons - Train, Taxi, Hotel, Food, Directions, Metro

It's all the fun of traveling without the hassle! This bundle of lessons includes SIX lessons about (1) train travel, (2) negotiating a taxi, (3) booking a hotel, (4) describing food, (5) giving and understanding directions, and (6) navigating the metro helps prepare students for common travel experiences and communication needs with six lessons that each include a comprehensive vocab list, three communicative activities with fun manipulatives, and reading, writing, and speaking practice - plus a few extra bonuses. The best part - no passport required! You’ll get a PDF of Google Drive forced copy links to editable, printable, and digital activities including detailed instructions for use and a week-long model UbD-style lesson plan. You can check out our other travel products here! https://bit.ly/3g86v0Q

How can I use it?:

-to teach new learners about common travel experiences and how to communicate while traveling
-to review with students before a class trip
-as various learning stations or learning centers

Who is it for?:
-Secondary students levels Novice and up

TRAIN
At the end of the Unit, students will be able to:
-access, practice with, and use key vocabulary

-interpret information shared about train ticket information and travel and describe what they read

-write and speak about various aspects of train travel (location, time, price, etc.)

research, exchange, and record information about train travel, including dates, times, prices, and locations of a train journey

Includes:
-44 pages of content
-detailed instructions and ideas for use with forced copy Google Drive links
-week-long model UbD-style lesson plan
-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links
-a reading in which a customer asks about buying a train ticket with various details regarding price, time, etc. Reading comprehension questions in the target language are also included.
-a writing prompt in which students are asked to write a dialogue that includes various aspects of train travel (location, time, price, etc.). Prompt is included in an editable and print-ready document
-a speaking prompt in which students leave a detailed message that includes relevant details (time, location, etc.) of their train journey. Prompt is included in an editable and print-ready document
-a communicative activity in which students work in travel agent and customer roles to exchange information about the dates, times, prices, and locations of a train journey. All relevant materials are provided in digital and print format, including blank train tickets, destination cards, train timetables, instructions for using relevant websites to find information in real time, imitation money and credit cards, and credit card intake forms
-a communicative activity in which students work together to fill out a table of information of various characters’ names, time of journey, mode of transportation, and destination
-a communicative activity in which students work together to fill out a table of information of various characters’ names and preferred places to travel

TAXI
At the end of the Unit, students will be able to:
-interpret information shared about train ticket information and travel and describe what they read

-write and speak about the details of a taxi booking (location, time, etc.)

-exchange and record information about a taxi journey, including driver information (name, phone number, car number, ID number), and customer information (name, pickup location, drop off location, phone number, time, date, budget, and cost)

-interpret and make connections between people’s needs and services available

Includes:
-45 pages of content
-detailed instructions and ideas for use with forced copy Google Drive links
-week-long model UbD-style lesson plan
-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links
-a reading in which a customer orders a taxi, shares information about the day and time of pickup, and then asks about various identifying information about the driver. Reading comprehension questions in the target language are also included
-a writing prompt in which students are asked to write a dialogue in which they order a taxi and confirm relevant details (location, time, etc.). Prompt is included in an editable and print-ready document
-a speaking prompt in which students leave a detailed message that includes relevant details (time, location, etc.) of an upcoming taxi journey. Prompt is included in an editable and print-ready document
-a communicative activity in which students work in taxi driver and customer roles to exchange information about an upcoming taxi ride. They work together to fill out driver information (name, phone number, car number, ID number), and customer information (name, pickup location, drop off location, phone number, time, date, and cost). All relevant materials are provided in digital and print format, including blank taxi receipts, customer information cards, driver information cards, imitation money and credit cards, and credit card intake forms. There is also an interactive option included, where students are given budgets to negotiate a taxi ride to their locations in real time
-a communicative activity in which students work together to fill out a table of information of various characters’ names, current location, time of journey, and budget
-a matching-style communicative activity where students read detailed profiles on taxi drivers and their potential customers. Based on the information they read, they must match the customer with the taxi driver that will best meet their needs

HOTEL
At the end of the Unit, students will be able to:
-access, practice with, and use key vocabulary

-interpret information shared about a hotel stay and describe what they read

-research, exchange, and record information about a hotel stay, including various customer details (name, phone number, passport number, arrival and departure date, number of guests, amenities, and payment information) as well as hotel amenities (availability of wifi and breakfast, type of bed and bathroom, etc.)

-interpret and make connections between people’s needs and available hotel services

Includes:
-44 pages of content
-detailed instructions and ideas for use with forced copy Google Drive links
-week-long model UbD-style lesson plan
-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links
-a reading in which a customer asks about room availability and then shares payment information. Reading comprehension questions in the target language are also included
-a writing prompt in which students are asked to describe their ideal vacation hotel spot, including location and amenities. Prompt is included in an editable and print-ready document
-a speaking prompt in which students confirm details of their hotel stay (dates, number of guests, etc.). Prompt is included in an editable and print-ready document
-a communicative activity in which students work in concierge and customer roles to exchange information about various customer details (name, phone number, passport number, arrival and departure date, and payment information) as well as hotel amenities (type of bed and bathroom). All relevant materials are provided in digital and print format, including blank hotel reservation forms, client information cards, hotel information cards, instructions for using relevant websites to find information in real time, imitation money and credit cards, and credit card intake forms
-a matching-style communicative activity where students read detailed profiles on hotel customers and various hotel descriptions. Based on the information they read, they must match the customer with the hotel that will best meet their needs
-a communicative activity in which students work together to fill out a table of information of various characters’ names, number of guests staying at the hotel, hotel amenities (wifi, pet-friendly, etc.), and dates of stay

FOOD
At the end of the Unit, students will be able to:

-access, practice with, and use key vocabulary

-interpret information shared about a traditional dish and describe what they read

-research and discuss the ingredients, preparation, taste, background, and cost of various dishes from the target culture as well as those from their own life

-interpret information in reviews and convince others based on this information

-interpret and make connections between people’s tastes and menu items

Includes:
-43 pages of content
-detailed instructions and ideas for use with forced copy Google Drive links
-week-long model UbD-style lesson plan
-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links
-a reading in which friends discuss a recent trip abroad and the food they ate. Reading comprehension questions in the target language are also included
-a writing prompt in which students are asked to describe the ingredients and preparation of their daily meals
-a speaking prompt in which students describe what they are bringing to a potluck, and various details about the dish (what it looks like, tastes like, etc). Prompt is included in an editable and print-ready document
-an activity in which students spend time researching a traditional dish from the target culture, including information about the recipe, where it comes from, what it tastes like, when it’s traditionally eaten, and the cost of ingredients
-a communicative activity in which students work in small groups to read and interpret Yelp reviews from a popular restaurant in the target culture. They discuss how to interpret reviews, the content of the reviews themselves, whether others should go to the restaurant, the benefits and pitfalls of Google Translate, and then present on their restaurant choice
-a matching-style communicative activity where students read detailed profiles on characters and various traditional dishes. Based on the information they read, they must match the character with the dish that will best suit their tastes

DIRECTIONS

At the end of the Unit, students will be able to:
-access, practice with, and use key vocabulary

-interpret information shared about a building’s location and describe what they read

-describe how they move through their campus or school throughout the day

-interpret prepositions of location to determine the location of an item

Includes:
-39 pages of content
-detailed instructions and ideas for use with forced copy Google Drive links
-week-long model UbD-style lesson plan
-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links
-a reading in which two students discuss how to get to various locations on campus. Reading comprehension questions in the target language are also included
-a writing prompt in which students are asked to describe how they navigate their school or campus. Prompt is included in an editable and print-ready document
-a speaking prompt in which students describe how to navigate between two locations in their school or campus. Prompt is included in an editable and print-ready document
-a communicative activity where students read a town map and then describe how to get from various starting and ending points
-a photo Google Maps scavenger hunt where students find pictures of various items for a variety of points, and then describe how to get to the items
-a communicative activity where students read various statements about the locations of various buildings in town, and have to correctly place these buildings on the map based on their interpretation of the statements

METRO
At the end of the Unit, students will be able to:
-access, practice with, and use key vocabulary

-interpret information shared about how to use a metro and describe what they read

-describe how to navigate the metro from one stop to another

-interpret metro directions to get to a desired location

Includes:

-40 pages of content

-detailed instructions and ideas for use with forced copy Google Drive links

-week-long model UbD-style lesson plan

-comprehensive vocabulary lists (completed and blank) with accompanying Quizlet links

-a reading in which friends discuss how to use the metro to get to a specific location. Reading comprehension questions in the target language are also included

-a writing prompt in which students are asked to describe how to get from one metro stop to another. Prompt is included in an editable and print-ready document

-a speaking prompt in which students are asked to describe how to get from one metro stop to another. Prompt is included in an editable and print-ready document

-a communicative activity (in the format of both a board game and task cards) which requires students to read various descriptions of metro trips to determine where they end up; the activity uses two different city maps for a total of 24 exercises

-a communicative activity where students read various descriptions of metro trips and match them with the correct tourist destination

-a communicative activity where students read various descriptions of metro trips and match them with the correct metro stop