This file includes:
In their Mexico itinerary, learners read authentic language from travel reviews for places in Bogotá, Pereira, Cartagena, and Magdalena, Colombia. Learners plan one day for each city (a lot, I know!). For each city, they will plan three elements in their day (a lot, I know!): an excursion, hotel, restaurant, entertainment activity, museum, etc.
For each category, learners read a review about two different places. (That's a total of TWENTY-FOUR reviews.) Reviews were posted by real people on TripAdvisor. I only edited reviews in the sense that I combined elements to make the reviews longer (they're short here but typically even shorter).
Learners will choose which location they will visit based on the review. For example, they read reviews on two different breakfast museums in Bogotá, and based on the review, choose which museum to visit, write their choice and defend it using reasons from the review.
Use a variety of strategies to introduce the vocabulary in the new vocabulary section (page 1).
If you teach with storytelling, consider taking a day per city and telling a story in which you place a character in the city and the character finds him/herself in funny situations choosing one place over the other. In this way, students will be primed to read the reviews about the actual place and choose.
Show or ask students to watch at home a video on the place(s).
Use this itinerary as a culminating project for a unit on Colombia or a learner novel set in Mexico such as Peter va a Colombia. Consider assigning the preliminary plans and each day's choices to prescribed dates and having learners present their itineraries as a unit-end or semester-end project.
Consider adding interpersonal tasks where students compare their choices and try to persuade others to change their minds. Front this activity by simple passive polling (if you chose this museum, stand over there; if you chose that museum, stand over here), then asking students for simple reasons, then modeling questions and answers about reasons and changing one's mind.
I selected "one week" as the teaching duration but you can stagger the activities over a unit of just about any length. I suppose you could have learners do it all in one day (e.g. as a sub plan) if you wanted them to do a really intensive hour of reading and writing.
In short, if you're using it as a supplement, schedule it as you like. If you're using it on its own, I think I'd take a week, with comprehensible input and interaction and all.
Have fun in Colombia!