Kate Kate

Beginner level


In this lesson, students will practice functional language in the context of travel, and also work on their listening for specific information skills. We'll begin with vocabulary words essential for travel, such as wallet, ID card, guidebook, open/closed, etc., then move on to a listening activity where they'll match conversations to places, and complete sentences. The class will then do a short role play activity where one partner is the tourist, and one an assistant at a tourist information center, for free practice. If there is time left in the lesson, we'll do some more controlled practice of typical dialogues tourists would perform.


Abc HO1
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Main Aims

  • To practice functional language in the context of tourism and travel.

Subsidiary Aims

  • To practice listening for specific information. To revise WH- question forms and yes/no question forms.


Warmer, vocab intro (8-10 minutes) • To engage students and present them with some new vocab

- Set up context: tourist in Bath, UK. Ask them what a tourist needs. Show some pictures or realia to elicit the names of simple things (purse, backpack, tourist, airplane, etc.). Give the ones they don't know. Drill students chorally, and individually for the difficult words. Ask about stress. Write the vocab on the WB, off to one side.

Production of vocab (3-5 minutes) • To get students to produce the new vocab

- Students then see if they have those things with them in class today. Discuss as small groups.

Listening (8-10 minutes) • Students will practice listening for specific info

To set up the listening, ask them what a tourist can see in Bath (show prompts). Show pictures of Roman Baths Museum, a map of a city center (CCQ: Where is the city center of Istanbul?), and a picture of the Thermae Bath Spa. Demo the first question in each section with the projector. Check answers as a WC.

Prep for semi-controlled practice (8-10 minutes) • To prep students for semi-controlled practice

- Students are introduced to a tourist information center through pictures and actions. First they see tourists, and I ask where they would go to get help? (Tourist info center) Then I show another picture showing a tourist speaking to an assistant, and I make sure sts know who is the tourist. - Introduce HO2. Students fill in blanks in conversation in pairs. Check answers as WC. - Then, students are drilled on the conversation to learn intonation and pronunciation. They read it in partners twice, switching roles once.

More semi-controlled practice (10-12 minutes) • To allow the students tocommunicate in English using the TL of travel in a semi-controlled exercise

- Intro to new tourists, this time in Bursa. Students find a partner. One person A and one B, a tourist and an assistant at a tourist information center. Who had the information for the tourist? The assistant. Will the tourist ask questions? Will the assistant answer the questions. - Demo with two three pairs. Ask ICQs (Tourists raise hands, Will you show the other person or will you tell?.).

Semi-controlled practice (5-7 minutes) • Students engage in semi-controlled practice of a natural conversation

- Sts look at the WB projector. It is a similar conversation to before with some questions (choose btw 2 options). Working in pairs, they complete the dialogue. Check as a WC with the listening. - Skip if running out of time.

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