Travel Agency, English Foundations, Intermediate Mid

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Travel Agency

Description:

This activity allows students to practice describing their ideal vacation and suggesting vacation ideas for others. Students will also practice talking about Boise

Proficiency Level:

Intermediate Mid

Keywords:

travel, vacation, tourist, agency, Boise, 

World-Readiness Standards:

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret spoken and written target language on a variety of topics.

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.

Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between Hispanic cultures and their own.

Idaho Content Standards for World Languages:

COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions

COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.

CLTR 1.3: Function appropriately in diverse contexts within the target culture.

COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can recommend vacation ideas.
  • I can compare and contrast vacation policies from my culture and others.
  • I can request and provide information in conversations.

Materials Needed:

Traveller Cards

Warm-up

1. Begin by introducing the Can-Do's for today's activity. 

2. Ask students the following questions: 

What is your favorite place to go on vacation? What is your least favorite? 

Where would you most like to go? 

What are your favorite things to do while on vacation? 

Main Activity

  1. Put the lab into small groups of 3-4. "Today we are going to play the game 'Secret Travelers'"
  2. Explain the activity and then model it
    1. “In each group one person is going to be a travel agent, and the others are going to be Spanish-speaking tourists. Each member of the group will have different interests. The travel agent needs to ask the group questions to guess what types of tourists they are and give some recommendations for a weekend in Boise. After guessing the types, the agent must recommend at least one restaurant, one place of accommodation (like a hotel) and a fun activity. ”
  3. Send the travel agents out of the room and ask each person remaining in the groups to select a tourist identity card. 
  4. Bring the travel agents back into their groups and tell them to start asking their groups questions. (Note: The goal for the agents is to figure out the type of travelers that each group member is and then to recommend vacation activities.) Tell the students:
    1. “When you learn about the types of tourists, recommend to your classmates an activity they can do during a weekend in Boise. ”

Wrap-up

End of lab:

  • Read can-do statements and have students evaluate their confidence with cards or holding up fingers 1-5
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can recommend vacation ideas.
  • I can compare and contrast vacation policies from my culture and others.
  • I can request and provide information in conversations.
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