Introduction:

These are activities to introduce travel vocabulary and to encourage speaking about travelling. Students do a word search activity and then do the speaking activity with their classmates.

Level: B1 +

Objectives:

1. To introduce travel vocabulary.
2. To answer questions about travelling using the new vocabulary.

Materials:

1. Getting itchy feet worksheet, one per student.
2. Getting itchy feet board game, one per group of three.
3. Getting itchy feet worksheet solutions

Procedure:

1. Write down the following 18 letters on the board A, B, C, C, C, C, D, F, G, J, L, L, R, R, S, S, T and V. In pairs, ask students to write down ONE travel related word that begins with the letters above. Set a timer to make the activity more competitive, e.g. 5 minutes. When the time is up ask students to compare their answers with another pair.
2. Check as a class and make sure students know the meaning of all the words that came up during the activity.
3. Hand out a copy of Getting itchy feet worksheet and ask students to find 18 travel related words in the word search. Tell students the letters in bold are either the first or the last letters of the words they are searching for.
4. When the students have finished, ask them to add the words found to the list they created at the beginning.
5. Check together as a class to make sure students know the meaning of all the words.
6. Put the students into pairs, or groups of 3, and give them a copy of Getting itchy feet board game and 3 dice.
7. Players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question. The player who has rolled and obtained a question must then choose a word from the list of travel vocabulary without telling the others, and keep talking until they have naturally incorporated the word into their answer and have fully answered the question. Whilst the player is speaking, the role of the others is to listen for and identify the travel word. When it has been identified and the player has finished speaking, the word is crossed off the list and it is the turn of the next player.
8. At the end, ask the students to name three words they have struggled to incorporate into their responses.

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