Kelley Bratcher

Dr. Laura Guglani

TSL 614
12/2/2015

Vocabulary Enhancement Project

Name of textbook: Barrons Essential Words for the IELTS, 2nd Edition
Author: Lin Lougheed
Chapter: Unit 6, Tourism
Page numbers: 147-174
Target language: English
Grade level: High School - Post-secondary
Proficiency level: Intermediate-Advanced / Advanced
Name of Activity: Brainstorm
Rationale: Activate prior knowledge. Check on previous learning. Clarify key points of
the coming lesson.
Objectives: TLW identify key concepts of tourism.
Materials
AV Equipment
Internet Access
Student Journals
Opening
View the following and prepare to discuss what types of activities the tourists
are doing in the clip:
https://www.youtube.com/watch?v=SVmcN2SMYHk
Body
In your journal, answer the following questions and be prepared to share with the
class:
o How does tourism differ from ecotourism?
o What is the Inca Trail?
o What is a main tourism site in my home country?

o Which touristic sites have I visited in the U.S.?

o What is a learning vacation?
Closure/Assessment
Exit Slip-What are five places you would like to tour and why?
Name of Activity: Keyword Method
Rationale: Familiarize students with chapter vocabulary
Objectives: TLW use imagery to define vocabulary words.
Materials
Flashcards
Dictionary
Markers/ Colored Pencils
Student Journals
Opening
Share and discuss exit slips from the previous class period.
Body
Match the definitions to the words (p. 147).
Connect the sound of the word to a visual image. Associate that concept with the
actual meaning of the word. Use your journal to document.
Closure/Assessment
Share your image with a partner and discuss.
Name of Activity: Issue Log- The Harms of Tourism
Rationale: Allow students to research an issue and present facts.
Objectives: TLW research sites that are endangered due to irresponsible tourism and
propose a way to decrease the harm to the site.
Materials
Computers
Internet Access
Student Journals
Opening

Discuss Writing Task 2 on p. 155 (Large numbers of visitors can endanger ancient
archeological sites such as Machu Picchu. In your opinion, is it more important to
try to preserve such sites or to allow public access to them?)

Body
In your journal, respond to the writing task. Be prepared for a brief class debate.
In small groups, research a tourism site that is currently being harmed due to
irresponsible tourism and propose a way to decrease the harm to the site (ex.
Overcrowding at Nashville Zoo).
Closure/Assessment
Share your research with the class and propose a way to decrease harm to the site.
Name of Activity: Expert Groups
Rationale: Gain a deeper understanding of the key concepts of ecotourism.
Objectives: TLW individually research and present on an ecotourism-based topic.
Materials
Student Journals
Computers
Internet Access
AV Equipment
Opening
Read the short story, What is Ecotourism (p. 158).
Body
Choose one of the statements on p. 159 (ex. Ecotourism trip might include
volunteering, Eco-tourist prefer less expensive accommodations, etc.)
With a partner, research an ecotourism-based topic. (ex. research a volunteer
ecotourism company, research ecofriendly hostels, etc.) and summarize in 5
written sentences.
Closure/Assessment
Create an analogy using the statements from p. 159. Visually represent the
analogy on poster board and post on the classroom wall.
Name of Activity: Finding etymologies
Rationale: Make connections with prior knowledge
Objectives: TLW associate new vocabulary words with words they already know.
Materials

Thesaurus
Student Journals

Opening
As a class, use the previous two vocabulary lists to brainstorm similes for select
words (cuisine, wile, public). Label on the white board.
Body
In pairs, use the noun form of the word to look up each of the six new vocabulary
words (p. 160-161) in the thesaurus and list all the familiar words you see.
Visually represent one simile per new vocabulary word in your student journal
with one accompanying sentence (ex. resident = local, The residents/locals of the
town were furious with the new city ordinance). If no familiar word exists, choose
any simile.
Closure/Assesment
Using the six new words, submit a short story (5 sentence min.) to the teacher
beginning with, While on vacation last year, Matthew. . .

Name of Activity: Semantic Map

Rationale: Create a visual framework of connections between ideas
Objectives: TLW connect the concepts of Tourism.
Materials
White Board
Poster Board
Multicolor Markers
Opening
Return to student journals and review information learned and questions the
students still have.
Body
On the White board, teacher draws the beginning of the semantic map (Tourism).
Class is divided into three groups. Each group must brainstorm their topic (the
Incan Trail, Eco Tourism, Learning Vacations) and add 5 new words, not already
in the chapter, to include in their portion of the map.
Closure/Assessment
Groups visually present map and orally explain new words.