This document describes an English lesson case study where students were divided into groups to plan a hypothetical 5-day trip to Paris for a young couple. Each group was assigned a task like transportation, attractions, or dining. The groups then presented their findings. The teacher helped coordinate all the information, like flight and transport schedules, attraction hours, and locations, to create a logical itinerary that made the best use of time and money. In the end, the full trip plan demonstrated professional quality normally seen from experienced tourism professionals.

1. Case Study
English Lesson
Organize a trip to Paris
4th EPAL KAVALAS - GREECE

2. Case Study – English Lesson
• In our first case study, we have a Vocational
English Class of 18 Secondary Education
students specializing in the Tourism Sector.

3. • The aim of the exercise is to organize a trip to
Paris, for a young average budget couple for 5
days, including everything from the journey, the
accommodation, the public transport they’ll
need, the sightseeing and entertainment, down
to where they’re going to sample local cuisine
and what clothes to bring.

4. • This requires much prior organization from the
part of the teacher. It is a common knowledge
among educators that the less a teacher
participates in the process in the classroom,
the more organizing and preparation work
they have to do at home.

5. The steps
• Dividing groups:
6 groups, five students each
▪ Appointing homework:
After having formed the groups, each was appointed with a specific task to do
some preliminary search at home
In our case the group topics where the following:
- Air Tickets
- Accommodation
- Sightseeing/Atractions
- Trasportation: to/from the airport, around the city, to several attractions, night
outings, restaurants.
- Entertainment/Restaurants/Local Food
- Weather/Clothes to bring/Shopping
• In our next class, each group was allocated a computer terminal, and asked to
display their proposals on their computer screen. They were allowed some time to
prepare their presentations and then, each group was asked to come up to the
computer connected with a projector, to show the rest of the class their findings.

6. • When all students had all the information collected
by every group then the co-ordination process
began. That was the real professional part, as the
times of the flight had to be co-ordinated with the
transportation options to and from the airport, to
the specific place where the hotel would be.

7. • The opening times of the attractions had to be
coordinated with the entertainment venues, the metro
and RER timetables, and the proximity of each venue
to the other, so that a logistically reasonable schedule
could be produced that permitted the “clients” to make
the most of the time and money they had at their
disposal, without wasting any of the two.

8. Conclusion
• Finally, the end product was to everyone’s
agreement and satisfaction and in my personal
opinion it presented a level of professionalism
matched only to that of very experienced and skilled
“real” professionals in tourism.