Dania Lucia Rodriguez Mejia Dania Lucia Rodriguez Mejia

Hotels and Travel- Listening
Intermediate, A2 level

Description

In this lesson, SS will be engaged in L focused in the comprehension of a story. In the beginning of the lesson, they will get the context and new vocabulary as key words. This is followed by a receptive skill development work by listening for the gist and specific information related to a story about an experience in a hotel. At the end, they will work on a productive skill (S) with a task based on the theme of the lesson.

Materials

Pf2zdb6slcfr7ofasjdm hotel in brighton Photo of a hotel in Brighton - Projection
Uv2d2dqsqz6djeewjbgu material for studients Worksheet 1a Recognize problems
A66qdhyrtwqhbs8kra3e material for studients2 Worksheet 2a Organize events
Jd8gnnnq3agyzxh0lart 5 no one in the reception picture
4utadfwaqluvjckgjqzp 7 dirty bathroom
Tezmhc0zqvwkg6nwthas 1 broken lift
0ccg3tenrxw7iu8zubwf 2 central heating
Xxnnqlnnsrwh8zs4xtwc 6 unfriendly hotel manager
4pagclmstdyiumiuwy4w 3 cold shower
Ni2mcuqeqdiobvo5i52b 4 small room

Main Aims

  • To provide specific information and detailed listening practice from a recording about a bad experience in a hotel.

Subsidiary Aims

  • To give the SS speaking practice to help their spoken fluency.

Procedure

Stage 1 (Lead in) (5-7 minutes) • To create interest/context for the hotel and travel theme of the lesson

-Have the OHP ready to project a picture about a hotel in Brighton. -Introduce the lesson by telling the SS my story about travelling. Ask the SS if they like to travel and if they like to stay in hotels. -Ex. 1 Project the picture of the hotel. Elicit any information SS can see. e.g. it’s a small family hotel, it looks old. Tell the SS where it is located and ask them if they would like to stay there. Elicit reasons.

Stage 2 (Introduce vocabulary) (10 minutes) • To provide new vocabulary that can be applied in the context of hotels.

-PW to get five things that could go wrong while staying at a hotel, or what makes a hotel bad. WCFB, write in the WB some of the ideas. -Before handing out the 1a worksheet, tell them that they will find in it more things that can go wrong in a hotel. Give them time to work in pairs and figure out the meaning of the words. -Get the FB by using the OHP to show them pictures. They have to tell you which of the things in their list match the pictures, clarifying the meaning using a visual aid. -Make some drilling and use the WB to show the spelling and the stress of the words.

Stage 3 (Listen and choose the correct words) (10 minutes) • To provide a controlled listening practice for gist

-Ex. 2 Tell SS that they are going to listen a recording about a two people, Nicki and Gavin, which stayed in the hotel Brighton. This recording is a part of a radio programme, tell the SS that they have to use the list to tick ( ) the problems that Nicki and Gavin had in this hotel. -Listen -PW to check and get WCFB.

Stage 4 (Listen and put sentences in order) (10 minutes) • To provide a controlled listening practice for specific information

-Ex. 3 : Before handing out the 2a worksheet, tell the SS they will listen again to the recording, and they have to put the events of the story in order by writing numbers from 1 to 7 next to the sentences. -Listen -Form new groups -WK to check and get WCFB

Stage 5 (Post- Listening, Speaking) (7-10 minutes) • To provide a productive skill practice to help their spoken fluency

-Ex.4 Get the SS to remember the story. Brainstorm key words and write them in the WB to help them. PW to try to retell the story. WCFB -If there is time, work in Ex. 5 PW to talk about what is the worst or the best hotel they have ever stayed in?

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