Bed and breakfast
To provide gist and specific information listening practice using a text about hotel signs in the context of bed and breakfast.
To provide clarification of language used for asking for permission in the same context.
To provide accuracy and fluency speaking practice in a conversation in the same context.
Procedure (45-55 minutes)
I start the lesson with an anecdote about an embarrassing experience to set the context. I use the simple past to connect the previous lesson with this lesson. Anecdote: Last week, when I left ITI something bad happened. I felt sick and I needed to use a toilet. I was dying. I couldn't see anything. So, when I got to the hotel, I ran towards the toilet. I opened the door, but there were two ladies putting on lipstick. When They saw me they started screaming "get out", "get out". I was in the ladies toilet because I did not see the sign for ladies toilet. I show students the sign.
I give students worksheets with four signs and their descriptions. I explain that hotels usually use these signs. Then, I get them to match the signs with their meanings. I demonstrate and ,if needed, ask ICQs. Students might not be familiar with words such as "beware", "American Express" and "baggage claim". This exercise is to help students especially visual learners to guess the words through pictures. Finally, I get students check their answers with their peers.
I get students to listen to the recording and match the four conversations with the signs. I demonstrate the task and ICQs. If necessary, I play the recording again. Then, I get one student to write the answers on the board.
I give students hand out containing the four conversations. However, some words are missing. Students listen and complete the conversations. I ask ICQs and demonstrate the task by doing the first one. If necessary, I play the recording again. I give students the audio script to check their answers.
I put students in pairs and get the to underline all the questions beginning with "Can I...", "Could I...", "May I..." and "Is it ok...". Then, I show them a cigarette and a cellphone and elicit similar question.
I refer to the questions on the board and ask students when we use the questions to elicit the meaning. Students might not be familiar to the word "permission" so I will explain that we use the questions to ask for permission. Then, I ask students to look at the audio script and decide how they can respond to the question to elicit positive and negative responses. I ask them how they can make the question more polite to elicit, "please". I explain that we don't usually us "no" to give a negative response.
I put students in pairs. I give them a paper with a number on it and ask them to sit with the person who has the same number. I give each pair a handout with scrambles sentences written on it. Next, I get students to unscramble the sentences in pairs. I demonstrate the activity by doing the first one.
I put students in the same pair and get them ask and answer the questions in the previous exercise. I explain that if their answers are negative they should give a reason. Then, they switch roles. I demonstrate the task and if time, ask ICQs. I monitor and take notes of mistakes for feedback and error correction.
If any, I write the mistakes students have made on the boar and have the students correct them.