Nada Osama Fouad Nada Osama Fouad

Elementary level


In this lesson, students will practice fluency in a role play speaking task (receptionist and guest) about booking a room in a hotel after practicing essential hotel vocabulary, reading task, and highlighting useful language.


Abc Handouts
Abc White Board
Abc Hotel's reception music
Abc PowerPoint
Abc Glue-tack
Abc Hotel's symbols

Main Aims

  • To provide fluency speaking practice in a role-play conversation (receptionist/guest) in the context of booking a hotel room.

Subsidiary Aims

  • To provide scan reading practice using a text about booking a room in a hotel in the context of hotels and reservation.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students.

- I will start the lesson by a personal anecdote about one of my experiences at a hotel in Alexandria when I was 5 years old. I will also display for them a picture for me on the PowerPoint to make them more engaged. (1 minute) - I will display for them on the PPP some questions to discuss in pairs. (3 minutes) - I will nominate 2 or 3 students and ask them about their pair's experience for O/C feedback. (1 minute)

Exposure (10-12 minutes) • To expose students to the useful language.

Stage 1: Game - I will divide students into two groups (group A and B), and I will let them match 15 words with their correct symbols on the two sides of the board. (5 minutes) - I will give the answer key to each group and ask them to correct each other. (1 minute) - I will display the answer key on PPP. Stage 2: Reading - I will ask Ss to get back to their place and I will get their attention, then I will ask Ss to match the guests with their right hotels and write the numbers in the boxes provided. (HO1) (3 minutes) (individually) (I will demo with them the first one and I will show them how I got the answer). - I will monitor Ss from their backs and assist weak learners if needed. - I will ask them to check their answers with their pairs. - I will nominate Ss to answer and I will ask them why they chose that answer to give me evidence from the text. (2 minutes) - I will display the answers on the PPP.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Stage 1: Prediction for task - I will show them on the PPP a picture of a guest and a receptionist on the ground floor in the hotel, and I will ask them couple of questions: (prediction) - Where do you think they are? Hotel - Where specifically? Reception - Where do you is the reception in the hotel? which floor? Ground floor - What do think is her job? Receptionist - Who do you think is this person? Guest - After eliciting these information, I will ask them to predict our next task. (Role-play) (Conversation between receptionist and guest) (about what? about booking/reserving a hotel room) (But firstly, let's practice some useful language that we'll use in this conversation!) Stage 2: Useful Language - I will display on PPP all useful language that students will use in their conversation. I provided statements and questions for each of the guest and the receptionist. - I will write on board the most important sentences/words on board, and I will highlight the (POS - syllables - stress) and I will ask them for intonation especially for questions, then I will model the sentences and I will ask them to drill (chorally, in small groups, and individually). - I will highlight also the contracted forms like (I'd / I'm) by using finger correction technique.

Productive Speaking Task (10-12 minutes) • To provide an opportunity to practice target productive skills

- I start by organizing the seating. - I will then divide them again into groups of (A and B) (A = Receptionist and B = Guest) - I will ask all As to sit on the chairs of the receptionist and Bs in front of them. - I will set the context: I will tell them that now you'll make a conversation between each other. The guests will ask the receptionists to book a room in the hotel and the receptionists will respond to their guests based on the facilities in their hotel. (I will show them the facilities list and I will ask them to use the useful language on the PPP to help them. - I will distribute on the receptionists their hotel facilities (Handouts) (symbols from the exposure task). - Communicative goal: To let the guests decide which hotel they will book their room in and WHY! - I will demo the task with two of the receptionists by using useful language, and I will show tell them which hotel I will book a room in and WHY! - Ss will start speaking. - I will play for them hotel's reception music to make the task more realistic. - I will monitor them very effectively. I will provide assistance for weak students and I will write all their language errors and some of their correct structures.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

- I will ask some of the guests what hotel they chose to book a room in and why. - I will write on board few sentences (write and wrong), and I will ask them in pairs to decide which right and which wrong, and why? (If there's no time, I will elicit the answers immediately). - I will elicit the answers from them and highlight by different colors (errors & correct structures) - End of lesson.

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