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"Wanderlust and Discovery: A Journey Through Diverse Destinations and Cultures Around the Globe"

This lesson focuses on how travelling and exploring new places can be engaging and educational, encouraging students to develop practical language skills while discussing an exciting, universally appealing theme. This lesson aims to build vocabulary, enhance conversational skills, and foster cultural awareness through a variety of activities.

The lesson begins with a warm-up activity where students are asked to share their dream travel destinations. This quick introductory discussion not only generates excitement but also encourages students to express personal interests, setting a conversational tone for the class. Following this, the teacher introduces key travel-related vocabulary, such as "itinerary," "landmarks," "budget," and "accommodation." By matching definitions with examples, students reinforce their understanding of these terms in a travel context, providing a foundation for subsequent activities.

Next, students participate in a structured group discussion, where they describe a memorable travel experience or a place they aspire to visit. This exercise allows students to apply their newly acquired vocabulary, narrate experiences, and practice descriptive language. The class then transitions to a collaborative role-play activity: students work in small groups to create a travel itinerary for a destination of their choice. Each group selects activities, accommodation types, and budgets, simulating real-life trip planning and promoting teamwork.

To diversify the lesson and incorporate listening skills, an optional component involves listening to a travel blog or vlog, where students identify the speaker’s destination, key activities, and cultural highlights. This element enhances comprehension and further immerses students in authentic language use related to travel.

The lesson concludes with a brief reflection, allowing students to share their thoughts on the destinations discussed. By blending vocabulary, discussion, role-play, and listening activities, this lesson provides a holistic approach to language learning, equipping students with the linguistic tools and confidence to discuss travel experiences, and cultivating a broader understanding of diverse cultures.

Location

Online via webcam

General info

Age:
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level:
Beginner
Intermediate
Duration:
60 minutes
The class is taught in:English

About Me

With a strong academic foundation in Sociology and experience in educational and intercultural contexts, I bring a unique blend of skills and perspectives to English teaching. I completed my research master's (MLitt/MPhil) in Sociology at University College Dublin, focusing on the dynamics of educational mobility and trust in political institutions across Europe. This research deepened my understanding of how educational opportunities shape societal perceptions and foster civic engagement—a perspective that greatly informs my approach to teaching.

Beyond academia, I have hands-on teaching experience, including volunteer work at an English school, where I engaged with students, helped them build language skills, and developed my classroom management techniques. My multilingual abilities in English, Italian, and Japanese further equip me to connect with students from diverse backgrounds, understanding both the linguistic and cultural nuances that shape language learning.

I am drawn to teaching English because it is not merely about language acquisition but also about opening doors to global perspectives and personal growth. As a teacher, I aim to create an inclusive, supportive learning environment that empowers students to communicate confidently and appreciate cultural diversity. My experience has shown me the transformative impact of language education, and I am motivated to help students not only learn English but also navigate and appreciate the richness of a multicultural world.

Education

Research Master’s (MLitt/MPhil) in Sociology, University College Dublin, focused on educational mobility and trust in institutions across Europe. Currently a PhD student.

Experience / Qualifications

Volunteer English teacher; Research Master’s in Sociology (UCD) on education/trust; fluent in English, Italian, and intermediate Japanese; skilled in intercultural communication.

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from 33.24FrOnline via webcam

Good-fit Instructor Guarantee


If you are not satisfied after your first lesson, Apprentus will find you another instructor or will refund your first lesson.

Online reputation

  • Instructor since November 2024

Availability of a typical week

(GMT -05:00) Chicago
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from 33.24FrOnline via webcam

Good-fit Instructor Guarantee


If you are not satisfied after your first lesson, Apprentus will find you another instructor or will refund your first lesson.

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➤Choose the appropriate mediator to carry out quality work and help each other move forward/overcome certain mechanisms. An awareness necessary for change will then make it possible to be part of a new dynamic of life, to calm down and to use all its potential in the emotional/family/professional domains. ➤ Self-exploration in order to free oneself from emotion through speech and action / application, involves questioning oneself, analyzing, taking distance, and understanding the issues / points causing suffering or distress, before finally freeing oneself from them. 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To question yourself, analyze, take some distance & understand the issues / problematic points, before finally freeing yourself from them through action. ➤Examples of themes/problems regularly dealt with & which are the subject of dedicated specialized support, adapted to your plan: •Self-confidence, self-esteem/assertion, shyness, decision-making, personal development •Management of emotions & suffering expressed in the form of anxieties, depressive disorders, embarrassments, addictions, relationship difficulties, phobia, stress, anger, anxiety, negative thoughts, panic, depression but also modification of behaviors harmful to good -being (post-traumatic stress, injuries, dependencies, addictions, etc.) • Disorders of school/professional relations (tensions, (re)orientation, pressures & conflicts) Program and personal (family, romantic, friendly, emotional) & social (loneliness, communication difficulties generating pain/frustration) • Problem of concentration, procrastination, organization, professional efficiency, time management •Management of a past trauma of which you are the victim (...) ➤At the start, it is always a question of knowing the triggers that led you to get support and knowing what you hope to accomplish with this follow-up. ➤With specific techniques that have proven themselves & adapted to your case and through a methodological approach and pragmatic tools, the purpose involves on the one hand an exploration of oneself through psychoanalytic tools and on the other hand concrete actions, as is the essence of coaching which bears fruit from the first sessions, by making you autonomous. ➤Influenced by cognitive & behavioral therapies, by Anglo-Saxon coaching instruments & the European methodology of applied psychoanalysis, the approach therefore aims to seek links between current difficulties and past experiences, including repressed and unresolved conflicts and to confront difficulties that may be partially related to inappropriate thoughts or behaviors learned/adopted often in spite of oneself. ➤And if cookie-cutter advice is precisely not offered, that you will never be judged or directed but heard and guided, in a process of permanent/interactive co-construction...it is precisely because it is important beforehand to analyze together, to become aware, to study jointly, to deepen, to decode your blockages & your initial problem to clarify your aspirations. ➤ So, how does a session take place? 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Concretely, a SESSION = REFLECTION + SOLUTIONS, with a readjusted strategy if necessary. ➤ THE COACH PSYCHOANALYST PSYCHOPRACTITIONER Trained at the Grande Ecole post-preparatory classes & Ivy League University in the United States, our psycho-practitioner psychoanalyst has specialized and worked for more than 15 years, in Europe and North America, in the field , in renowned public and private international establishments, regularly participating in forums and conferences, and also offering personalized INDIVIDUAL support. ➤ PLACE, TIMETABLE, PRICES ✓ Locations: Geneva-Lausanne-Fribourg-Zurich-Neuchâtel-Lugano-Montreux-Basel-Neuchâtel-Bern-Lucerne-Brussels-Luxembourg-Paris-Lyon. But currently, these sessions continue to be offered by videoconference in the current context and in accordance with general demand which is almost unanimous on this subject. ✓ Indeed, apart from the classic advantages of videoconferencing (time saving related to travel & their unforeseen events, eco-responsibility, increased schedule flexibility, etc.), the quality of the session & the interaction remain identical. In addition, the entire exchange, notes and recommendations are immediately transcribed on the dedicated chat. ✓ To support us among ourselves & to be pleasant to you in this sustainable / particular period and in a spirit of solidarity, the fees are temporarily reduced and will not increase after the start of our sessions. ✓ Languages: French/English. ✓ The progress following these private sessions is perceptible from 1 to 2 sessions (*2024 study). ✓ As other people do regularly, you can also please your loved ones by offering gift vouchers available all year round. CONTACT / PROGRAM ✓ First contact on the site. ✓ A la carte program: evaluated and adapted to each need.