Ashraf Hanafi Ashraf Hanafi

Travel and tourism
pre-intermediate -B level


In this lesson students will develop their abilities to listen for gist and be familiar with linking words .First of all , I will raise their interest and activate their schemata in the topic which is "Travel and tourism".Students will see three different photos of public places . .Then,the teacher will ask students some questions relating Also they will learn some communication skills and different ways ask questions and use phrases in public places and reacting to what people say in different situations in different places. This is followed by some techniques on how to ask for information from information office in the airport .etc " link the endings and beginnings of words together". Ended with a speaking activity if there's time for it. understand a conversation where someone is asking for and receiving information. Next stage of my lesson will be pre-teaching vocabulary to clarify areas of the target language where students may face difficulty in listening for gist or for specific information.Students listen to instruction before they listen to the audio or watch the video ,check their answers in pairs and in groups .Students listen again for specific information and check their answers in pairs and group work .Finally,teacher will set a post-listening task that depends on forming questions and discuss these questions with their parters.


Abc Answer key
Abc Matching -Hand-out
Abc Pre-listening task

Main Aims

  • • To provide gist and specific information in the context of conversation in public places.Students will have had the opportunity to develop their oral fluency

Subsidiary Aims

  • By the end of the lesson ,students will also have revised question and answers different public places .


Warmer/Lead-in (4-6 minutes) • To set lesson contexTo activate the schemata and engage students

Book closed .using the OHP to show them three different places to airport, information desk and train station. I will ask individual students who tend to be silent if you are in these three places in what are the 4 different questions about the train route, timetable and ticket cost. Put students in pairs to discuss. Find out how students prefer to ask for information: by Phone, online or in person. Put students in pairs to discuss. Encourage them to explain their reasons. I will get a WCF then I will ask one or two students to summarize the advantages of each. Encourage them to explain their reasons.

Pre-Listening (13-15 minutes) • To prepare sTo prepare students for the text or Video and make it accessibletudents for the text and make it accessible

In this stage students answer question 1-a,b in pairs, which will probably take from 7-10minutes, feedback inthe first thing I am going to do is eliciting some information about the picture they see. Where do you think they are? Do they seem happy? and then I will explain what is going on on this audio and try to explain the whole scene happening.cluded.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Matching exercise will be given as(cut-ups) to focus on listening for details .Finally , students will share all about their answer with the other group .

While Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Tell students that sometimes it’s challanging to understand a person speaking English because they seem to speak very quickly. Explain that often it is about the way they join words together when they speak. Clarify this with an example, exaggerating the way the words are joined, e.g. my friend Annie (my friend, Annie). Check students know the difference between a consonant sound and a vowel sound and then play the recording of the questions for students to complete the rule and answer the question. Model the questions and ask students to repeat.

Post-Reading/Listening (12-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

teacher will ask students to form questions to be asked to your partner .Students will form questions and check in pairs after that they will ask these questions as a discussion .they may have a role play one of them is a passenger the other is an information desk clerk.In pairs, students choose a tourist attraction that they know in the local area and write a section for a guidebook in the style of FAQs (Frequently Asked Questions). Give them an example of this: Q: Where is the museum? A: It’s in the High Street, opposite the church. Put students into pairs and assign them A and B roles. Student A reads card 1 in 6b. Student B reads card 1 on SB p.128. They prepare what they are going to ask/say. Monitor and help with vocabulary as necessary. Each pair role plays the conversation. Student B starts by asking: How can I help you? Monitor and check that students are using appropriate language. After the role play, point out any common mistakes with the class. Now Student A reads card 2 in 6b and Student B reads card 2 on SB p.128. Monitor and point out errors for students to self-correct.

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