how traveling is very important to be honored to know different countries and to know their cultures better Custom Essay – Hope Papers

how traveling is very important to be honored to know different countries and to know their cultures better Custom Essay

Please, I want to write a unit about learning a foreign language. The example is attachment. The format is exactly like the sample. Using the internet to find the resources I think is am important.

Theme: the theme of this unit is traveling abroad. It is an appropriate topic because students will learn different features about it. Students will share their

experience and thoughts with their classmates. We will discuss the pros and cons of traveling abroad. Also, we will show the purposes of traveling abroad.

Level:this topic will be suitable for high school or college students. In this age the students will have the full understanding about traveling abroad. The students

will be encouraged to participate in a formal debate representing the advantages and disadvantages of traveling abroad.

Focus:how traveling is very important to be honored to know different countries and to know their cultures better.

Objectives:
The students will know the cultural and historical features of some countries.
The students will use maps.
The students will improve their speaking and listening skills.
The students will be able to use the internet for searching about geographical content.
The students will improve their reading.
History-social science content standards for California public schools.
Materials and resources:
A-Printed materials: maps, journals, newspapers, travel guide, brochures, advertisements,

B-Computer and CD-ROM Resources: Educational software, reference works, educational games and simulations related to curriculum.

C-Internet Resources: Wikipedia, the free encyclopedia.
www.nationalgeographic.com.
http://www.globalgeografia.com/asia_eng/asia_cities.htm
http://www.mrdowling.com/712-nations.html

D-Audio/Visual Resources: films, movies,audio tapes, books and tapes, and CD’s.

E-Community Resources: Travel agency, field trips, guest speakers

F-Instructional Television Resources: slideshows, programs.

G-Literature Resources:
• AlchemistThe Alchemist follows the journey of an Andalusia shepherd boy named Santiago. Santiago, believing a recurring dream to be prophetic, decides to

travel to a Romani in a nearby town to discover its meaning. The gypsy tells him that there is a treasure in the Pyramids in Egypt.
• As I Walked Out One Midsummer Morning by Laurie Lee. Laurie Lee’s lyrical account of his voyages as a young man in the 1930s is a masterpiece in English travel

writing. Lee, who also wrote Cider with Rosie, describes his departure from a sleepy part of the Cotswold’s, to London then Spain, armed with little more than an

adventurous spirit and a violin. Exhilarating,whimsical and poetic, it captures a fascinating moment in time.
• Coasting by Jonathan Raban. Coasting tells the story of the author’s 4,000-mile journey around Britain in a 32-foot ketch, using only a compass for

navigation. The story, like the voyage, digresses into personal memories, while the book is a metaphor for Raban’s own life. “For years I coasted from job to job,

place to place, person to person. At the first hint of adverse weather I hauled up my anchor and moved on with the tide,” he said.
• CITIES OF THE WORLD: World Regional Urban Development by Stanley D. Brunn.

UNIT
Unit Title:Traveling abroad.
Introduction: The target audience for this unit is high school or college students. This unit focuses on exploring major countries around the globe. In-depth

examination will take place on history of some countries, population, culture, religion, tourist areas, and foods, antiquity of the country, colonial influences,

similarities and differences between countries. The focus and goal is to learn about different cultures while having fun and learning about these wonderful countries

we have in our world today.
Objectives:
• The student will improve their ability to interact with different people.
• The students will know the cultural and historical features of some countries.
• The students will improve their speaking and listening skills.
• The students will be able to use the internet for searching about geographical content.
• Students will utilize major sources to expand their knowledge of these countries.
• Students will demonstrate their knowledge by writing reaction pieces to what they have learned for that day when viewing films and learning the content lesson

for the day.
• Students will perform a power point presentation on major countries of their choice examining all the major elements provided for in their introduction.
Preparing the students: I will share with the students number of elements and factors which encourage them to travel. Traveling abroad could be for –Studying or for

entertainment or for business or for seeking a cure for a disease or immigrant.
Background information: Ask the students if they have ever traveled abroad and tell the class about that experience.
Vocabulary:
Diversity
Tourism
Museums
Immigration
Attraction
Cure
Pre-activities:
One pre-activity I will use, and this will be used to introduce the unit to the class, will be to have many photographs of countries from around the world. I plan to

have a quantity of 20. I will divide the class into groups of 4 and give them 5 pictures each. I will have a list of the countries to hand out to them. The students

must try to match the countries with the corresponding answer. The group with the most correct answers wins. It is a good way to introduce the lesson.

Direct instruction:
Mini content lesson outline:
Lesson: examining the most attractive areas in each country.
The students will learn about the most attractive areas in each country and its history.
After the discussion has taken place, the teacher will do a power point presentation and give various examples about different countries.
After the presentation, the teacher will show the students a short movie on one selected country.
Mini content skills outline:
Lesson: Practicing adjectives by viewing photographs
Language Objective: Students will write down 1 adjective per photograph in the pre-activity as the unit is being introduced.
-For the pre-activity while introducing the unit, the students will examine the photographs and write down at least 1 adjective for each photograph.
-The students will work in groups, and have the use of a dictionary, so that they are able to have a variety of different adjectives.
-The teacher then goes over the principles of an adjective, and reinforces usage ofadjectives.
Indirect instruction:
Discussion questions:
1. Do you think that tourist companies when selling trips to clients tend to obscure the reality so that they can gain a profit?
2. Do you believe some countries are highly overrated?
3. If there is one country you would dream to visit, what would it be. Explain your answers.
4. Is there a country you have visited that you did not like? Why? Explain your answer.
5. What Country in the World do you believe is the most famous? Why? Explain.
6. Have you ever known a person who has gone to another country seeking cure?
Use of text book:
I will use grammar text book for some rules beside their text book.
General activities:
An activity I have in mind for the class is to have a world map, and then different colored push pins. I will divide the class up into teams and I will name off

different countries for each team to come up, one turn at a time and place the push pin to the corresponding country. This is a fun way to learn about geography as

well. The students will also write reaction pieces when watching movies, such as the list provided. I will ask certain questions for them and after viewing the films

they will free write.
Literature selection:
I will use suitable books for their level.
Individual instruction:
One activity I have planned for the students is to create a magazine. In the magazine, the student will post different photos of different countries and write a Two-

sentence description on them.

Culminating activity:
The student will take a fieldtrip to a travel agency. They will write down as they are talking to the receptionist, all of the major elements learned in class and

describe their experience. At the end of their fieldtrip, they are to write a reflection essay, in no particular form of their experience and how it related to what

they learned in class.

Assessment:
Some Assessments will include quizzes, Such as the location of certain countries and their vocabulary. They will also be tested on what they learned from the

lectures.
The student reaction pieces and their last reflection paper will be used to measure their assessment.
The group activities will be used to assess the students.

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