Ahmed Adel Ahmed Adel

AA Observation 2
Beginner level


In this lesson, students practise how to ask about hotel facilities and how to complete their notes at the reception desk of a hotel.


Abc Prompts
Abc Listening Track 5.2
Abc Facilities Presentation
Abc White Board
Abc Smart Board
Abc Coloured Markers

Main Aims

  • To provide accuracy speaking practice in asking questions about facilities in the context of hotel booking

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about hotel facilities in the context of hotel booking


Lead-in (2-3 minutes) • To set lesson context and engage students

Show SS Nabil's picture. Nabil is from Syria. He is travelling to London. Ask them: Will he sleep in the street? No Will he sleep at home? No Where will he stay / sleep there? Elicit: Hotel

Exposure (14-15 minutes) • To provide context for the target language through a text or situation

Recap the following vocab quickly: facility location restaurant stairs telephones car park elevator toilets meeting rooms coffee bar mini bar photocopiers smoking area internet computers reception desk fitness centre swimming pool receptionist Make sure to recap after each new set of words (each 4 words). Now, Nabil wants 5 things in the hotel. What are they? SS will listen and tick the things he asks about. ICQs: How many things does he want? 5 Will you write anything? No Will you speak? No Will you listen and tick? Yes SS listen at least three times before they check in pairs. When done, give them the answers.

Highlighting (7-8 minutes) • To draw students' attention to the target language

Ask SS: What's the question we use to ask about facilities? Play the audio again if necessary. Highlight on the board: Is there a / an ...? Are there any ...? Where's the ...? Where are the ...?

Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language and build a dialogue

Clarify: Is there a / an ...? ==> one thing Are there any ...? ==> many things Use prompt cards to build the dialogue. For each line: elicit using the prompt, give model, check meaning if necessary, drill in chorus then open pairs. Always recap before each new line. After every even number of lines go through the dialogue T-SS then switch roles. After every even number of lines, get SS to work in closed pairs saying the lines, then switch roles. Give SS handout of the whole dialogue at the end.

Controlled Practice (11-12 minutes) • To concept check and prepare students for more meaningful practice

Change pairs and let SS say the whole dialogue in their new pairs. Step by step, remove the prompts and make the SS form the dialogue with the disappearing prompts. Start with the best students, moving to the weak ones, till you reach the weakest at the end. Ask SS to sit back to back. One is the receptionist and the other is the guest. They form the whole dialogue then exchange roles.

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