travel

-Students reviewed use of verbs for answering questions about travel.
-Students practiced in partners talking about the weather and what kind of clothing you would need to pack.
-We played a memory game for practice with clothing and packing your suitcase vocab.
-HOMEWORK: study for quiz on Friday (Vacations vocab sheet, time, "Hay que hacer la maleta" vocab sheet)

-Students review vocabulary for while on vacation.
-Students presented their mini-dialogues to each other and shared feedback.
-Students received new vocabulary on packing one's suitcase for a trip (see attachment).
-HOMEWORK: Students have a worksheet to complete for Wednesday (see attachment).

-Students reviewed answering questions about where someone is going.
-Students received feedback on their music/dance presentations.
-We discussed new vocabulary about traveling/being on vacation.
-Students began practicing a mini-dialogue in partners. We will present on Friday.
-HOMEWORK: Students have a worksheet to complete for Friday (see attachment)

Students arrived and defined the terms below:
¿Qué quiere decir ____________ en inglés?

tarjeta de embarque
acompáñenme
dejar la maleta
tarjeta de crédito
habitación
por supuesto
claro

We went over definitions.

Student had 5 minutes to practice their role playing dialogue about our trip to participate in La Tomatina. One group had a conversation at the airport, another in a hotel, and the last in a restaurant. Students wrote vocabulary on the board and performed their dialogue for other students.

Tarea: nuestras photos. Students received attached worksheet and have to draw (stick figures are fine!) 6 photos relating to our trip to Spain for La Tomatina. Below each photo, students are to write what is going on in the photo. Ej. En esta foto, Juan está landanzo un tomate a Solomon.

Students completed attached do now activity describing their winter break using preterite past.

Students went around and asked everyone in class about their break:
¿Qué hiciste durante las vacaciones?
Each person shared one thing they did and others wrote it down (changing yo past to él/ella.

Students read attached text about a trip to Egypt and started answering questions posed in Secciones A, B, C, D.

Tarea: Complete class activity (Secciones A-D). On page 3 of the attached activity, there are several phrases used in the text about Egypt. Students are to choose a trip they've taken (or can invent a trip) and write a text using as many of the phrases as possible.

1. En grupo grande, hacer una lista de elementos en una ciudad:
   museos
   restaurantes
   jardin botánico
   parque zoológico
   universidades
   parques
   cultura
   monumentos
   tráfico
   bibliotecas
   tiendas
   zonas
   teatros
   estadios
   bares
2. ¿Qué ciudad tiene mucho/poco...?
3. Cada alumno tiene una recomendación de una ciudad que quiere visitar. Habla de los benefícios de la ciudad (tiene mucha cultura, restaurantes, etc.). Después, escribir una lista de las ventajas y desventajas de visitar dicha ciudad.
4. En grupo, discutir y escoger la mejor opción. Hacer una lista de cosas que tenemos que hacer antes del viaje:

comprar billetes/pasajes (¿Cuándo vamos a ir?)
investigar hoteles, etc. (¿Quién quiere investigar?)
hacer las reservas (¿Quién puede hacerlo?)
hacer las maletas

5. Decidir que necesitamos traer (ropa, artículos de aseo, libros, technología)

¿Necesitamos traer pan? No, no necesitamos traer pan.

6. Introducir: IR + A + infinitivo

¿Qué vamos a hacer?
Vamos a (visitar los lugares de interés, relajar en la playa, tomar mucho vino, etc).

7. Para cerrar la clase, estudiantes tienen que "explicar" fotos del viaje. En esta foto, Maria está comiendo en un restaurante en Madrid. Aquí estamos hablando con nuestra guía. Para estudiantes jovenes, dales la tarea de dibujar fotos del viaje y explicarlas (documento adjunto).