Implementation of ‘TTA-Time Travel Agency’ (SOI-RO-175)

I have implemented the Learning Scenario ‘TTA-Time Travel Agency‘ created by Katalin Lőrincz. My students are 13 – 14 years old (in the 7th grade) and they study English as a foreign language. The aim of the lesson was also to teach the use of present and future tenses in English as well as be going to structure.

Why this learning scenario?

We all agreed that we enjoy travelling abroad or in our country and that it is very useful to know the important features of good planning when travelling and how to choose a good travel destination as well as the offer.

I enjoyed the learning scenario created by the Hungarian Europeana Education Ambassador Mrs Katalin Lőrincz because she suggested as pedagogical method project-based learning using Europeana as a website for research. I have already used this website with this class so it was quite motivating for the students when I announced the topic of our lessons and that we would make use of digital tools.

The implementation step-by-step

  • Step 2.  I have organized students in groups and told them they are going to work together for building their own Travel Agency and to create and design a program for a touristic destination, a school trip, a city break. I have chosen the following countries: Romania (2 groups of students including special needs students), Italy ( 2 groups ), UK and Malta.
  • Step 3. I gave some real tourist brochures, fliers to each group of students. They analyzed the key terms used in tourism to convince the public and attract them to buy a certain type of tourist holiday. Students also learnt to analyze the design of the brochures. Cooperative learning, one of the techniques suggested in the original learning scenario, was very efficient for my class.
  • Step 4. Gathering information and content. After the previous analysis, students used the Europeana website to find resources and information to create a travel offer /program for the chosen country. During this step, collaborative group work was efficient as I gave a role/a task to each member of the group: timekeeper and planner, a content writer, a translator and a web searcher and digital content writer.
  • Step 5. I presented some digital tools recommended in the original learning scenario to my students and let them choose which one(s) they wanted to use: Emaze, Canva, Prezi, Wordart or the traditional paper poster.
  • Step 6. Students worked in groups to create the final product for their Travel Agency.
  • Step 7. Presentation of the final product. Each group presented its Travel Agency and his holiday destination

Students feedback

Students enjoyed the implementation which took 2 lessons because of the interesting topic which included working in groups and using digital tools. They were also satisfied with the final products they made.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario:

TTA – Time Travel Agency by Katalin Lorincz

Do you want to discover more stories of implementation? Click here

CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by Latvijas Nacionālā bibliotēka.

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