Buying a Ticket by youmustknowme



                                   A Trip to Florida
                                    ESL Unit Plan

Proficiency:          Intermediate

Unit Theme:           Florida

National ESL Standards K-12:

Goal 2, Standard 3.
To use English to achieve academically in all content areas: Students will use
appropriate learning strategies to construct and apply academic knowledge.

Conceptual Objective:

Students will be able to explore concepts related to traveling (e.g., distance,
speed, airport) as well as weather conditions, plant an animal life in Florida (e.g.,
temperature, south, hurricane, orange juice, vitamin C, alligators).

Literacy Objective:

Students will write letters describing their trip to Florida.


Tickets(attached), suitcases (attached) , pilot announcement (attached), A
Beach in Florida picture (attached); microphone (optional); a book or a film strip
about hurricanes; a book or a film strip about alligators; a crate of orange juice;
paper cups

Lesson1: Buying a Ticket

        Before students embark on their journey to Florida they have to buy
tickets (see attached picture). When filling out the blanks on the tickets, discuss
their following elements:
        From. Locate the city or town students live in on the map. Write it down
on the ticket.
        Airport.. Discuss the meaning of the word airport. Tell students that--like
people--airports have names. Put down the name of your local airport on the
ticket (e.g., LaGuardia Airport, JFK Airport.
        To. Locate Florida on the map. Call students’ attention to the fact that
Florida looks like an outstretched little finger (this will help students remember
the shape of the state and later locate it on the map). Explain the concept of
state. Tell students that--just like a pizza pie is made of many pieces--our
country, the US, is made of many pieces, or states. Identify the city in Florida to

which you are traveling. It can be Orlando or Sarasota or any other. Ask students
whether they have ever heard the words north and south. Is the weather usually
warmer in the north or in the south? Explain that on the map top means north
whereas bottom means south. Ask students whether Florida is in the south or in
the north of the US. Encourage students to predict what kind of weather Florida
has. Ask students whether your state is in the north or south of the US, whether
it is in the east or west.
          Price. Encourage students to define the concept of price. Discuss with
students why there are different rates of pay for adults, children, and senior
citizens. Students should check off adult, children or senior citizen rate on their
          Time. Ask students what we mean when we say six o’clock p.m. or six
o’clock a.m.? Decide on the time when you are going to travel. Enter the time on
your tickets--do not forget to mention whether it is a.m. or p.m.
          Once the information on the tickets has been filled out, they are ready to
be purchased. Conduct a simulation activity where students will be buying
tickets. You can be a travel agent, whereas students will be customers. Ask
students to which city and state they wish to travel, from what airport they will be
leaving, whether they want to travel at a.m. or p.m. time, whether they are
interested in adult, senior citizen, or child rate.

Lesson 2: Packing Suitcases

     Ask students to name items that they might need during their stay in Florida.
Every time students mention an item they can “put” it their suitcases and write
about it (e.g., We need sun block to protect out skin from getting sunburned.)
The following items will be "packed" in students' suitcases:
        Beach towel. Discuss with students why you need a beach towel. Sun
block. Emphasize that sunrays can be harmful or dangerous. Ask students if
they have ever been sun burnt. Explain the effect of sunscreen or sun block.
Sunglasses. Discuss the harmful effect sunrays can have on eyes. Ask students
if they have ever looked directly at the sun. How does it feel? During what time of
the year do we need sunglasses more? Why do we see more people wearing
sunglasses in the summer? Float. Ask students if they know how to swim. Do
they use a float when they swim? Encourage students to answer the question:
Why do floats help us swim? What is inside of the float? Discuss whether things
that have air inside them sink or float. Camera. Explain to students that during
their stay in Florida they are going to take pictures to send home. Bathing suit
and cap. Discuss beach clothes. Snorkeling gear. Ask students why we need a
snorkel. Students should be able to explain that since under water there is no air,
we need the tube to help us breathe.

       Lesson 3: Getting Ready for the Flight

     Distance. Explain to students that distance is how far something is from
something else. Discuss what instruments we need to measure distance. Explain

that distance from one place to another is measured in miles. Discuss different
distances within your students’ experiences. How many miles is your school from
your students’ homes? How many miles is Florida from your city or town? (The
distance from New York to Florida is 2,000 miles.)
        Temperature. Point out that temperature is measured in degrees. Ask
students if they know what the temperature is outside. Find out what the
temperature is in Florida. Compare the temperature in Florida with that in your
        Speed. Discuss that speed is measured in miles per hour. Do your
students know the average speed of the car? What is the average speed of the
airplane? What travels faster--the car or the airplane? Approximately how long
would it take your students to reach Florida by car? How long will it take them to
reach it by airplane?

Lesson 4: The Flight

    Checking in. On the day of the flight you may want to rearrange desks and
chair in your room, so they look more like the inside of the airplane cabin. You
can line students up in the hall and explain to them that they are about to board
the airplane. Remind students to have their suitcases and tickets ready and wait
for the announcements. You may play recordings of announcement of different
flights or make the announcement yourself. Check students’ luggage when they
are boarding the airplane.
    On board the airplane. During the "flight", some students can play the roles
flight attendants and hand out snacks; others can assume the role of pilots. Both
stewardesses and pilots can read the announcements off the dashboard (see
attached picture). To make the dashboard look more realistic, mount it on a
piece of cardboard and supply the face of each device with a pointing needle
(use a giant paper clip). Provide announcers with a microphone, or use a
bullhorn, or a piece of construction paper rolled into a tube.

Lesson 5: Sightseeing in Florida

        Read a book about alligators, watch a film strip about hurricanes, role-
play a hurricane, role-play a trip to the beach, taste some orange juice, discuss
nutritional vale of orange juice (orange juice as a source of vitamin C).

Lesson 6: Writing Letters Home

        Put the words that you want your students to use on the blackboard.
These may include temperature, airplane, stewardess, alligator, reptile, cold-
blooded, beach, hurricane, orange juice, vitamin C, etc. Pretend that you are
taking pictures. Students will enjoy coloring photographs (see attached picture)
and drawing themselves at the beach in Florida. Once students have written their
letters and "had their photographs taken," they are ready to be mailed.

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