This document provides information about a school project to Gibraltar. Students will [1] visit places of interest, get directions to locations, go shopping to learn about prices and currency, and have fun at the leisure center. [2] They will then report to the class about the project using an interactive whiteboard. [3] The process will involve revising directions, learning vocabulary, locating places, finding history information, and calculating distances, prices, and travel times.

1. A TRIP TO
GIBRALTAR
Have you ever been to
Gibraltar?
Join us in our trip and you will
learn about its history
and
places of interest.
Ana Mª Sánchez Urbano
22/01/2011 Don´t forget to bring a camera!

2. INTRODUCTION
Visit places of interest
Get to different locations asking for directions
Go shopping and learn about prices and currency
Have fun in the leisure centre
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3. TASK
- Report to the class the Gibraltar project
- Use interactive whiteboard for your oral
and written presentation
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4. PROCESS
- Revise, use and extend prepositions of place and direction
- Learn vocabulary and useful expressions to ask for and give directions
- Vocabulary referred to towns (buildings and shops, including items you
can get)
- Locate and get to places of interest following directions given
- Find out information about its history
- Go into a shop and find out opening and closing times
- Visit the leisure centre. Choose an activitity to do there: times and price
- Calculate prices: convert euros into pounds
- Calculate distance in kilometres/miles and time of journey
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5. EVALUATION
1. On the student s ability to understand and express themselves in the foreign language:
- Identify general and specific information in oral and written texts about giving and asking for
directions.
- Participate in short oral exchanges referred to giving and asking for directions.
-Write short dialogues about giving and asking for directions.
2. On the use of communication strategies and linguistic resources incorporated after reflection:
- Correct use of prepositions of place and direction both in oral and written tasks.
- Establish relationships between language functions and prepositions of place and direction.
3. On the ability to identify and interpret sociolinguistic aspects transmitted by the foreign language:
- Use formulae and registers appropriate to the communicative situation (giving and asking for
directions), the hearer, and the communicative intentionality.
- Show appreciation towards different cultural visions, and respect towards other people s values and
behaviours.
- Use the knowledge of socio-cultural aspects that the foreign language transmits, as opposed to the
student s.
4. On the use of new technologies of information and communication in a progressive autonomous
manner, searching for information:
- Show interest in the use of the ICT as a means of communication and learning in the classroom and
establish personal relationship both oral and written.
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6. CONCLUSION
• The unit is designed because of the need of our students to be able to
understand and make themselves understood in the situation of asking for
and giving directions. Our school is located on a tourist coast area, and
most visitors and foreign residents are English speaking. It is quite common
to find someone asking for a direction in English to find a supermarket, the
post office, a bank or a travel agency. For that reason we aim the
communicative skills to real situations, being communication in itself the
main target in our teaching-learning process.
• It is also due to students mobility, that they will soon find themselves in the
situation to get to an unknown place, do the shopping or talk about places
of interest in their own country or the country they are visiting.
SEE YOU SOON!
22/01/2011