Eda Çaruk Eda Çaruk

TP 2
Pre-intermediate level


In this lesson, students learn a basic vocabulary in the context of hotels/travel. The lesson starts with a discussion about the top 5 that hotels must have. This is followed by exercises to reinforce vocabulary and also work on the pronunciation of more trickier words. Finally, there is semi-controlled practice through discussion about the best hotel the students have ever stayed. If time, there will be role play as a freer practice to help their spoken fluency.


Abc Handout
Abc Role Cards

Main Aims

  • To provide clarification, review the basic vocabulary in the context of hotels through the handouts and practice the vocabulary through the speaking activities, get sts listen more to each other

Subsidiary Aims

  • To provide practice in the context of hotels and to give students freer practice to help their spoken fluency


Warmer (3-5 minutes) • to introduce the theme

Teacher asks students some questions about the summer holiday (where did they go or are they planning to go? what did they do how long was it and where did they stay?) Then teacher gets the students to think that they are going to stay in a seaside hotel in a nearby country. Ask them to work in pairs and discuss and agree on the top 5 that the hotel must have.Teacher gets some FB and writes the top 5 on the white board any interesting things

Exposure (3-5 minutes) • to introduce the vocabulary

Teacher gives handouts and introduces the vocabulary through an exercise in which students complete an internet booking form. Students complete the fill in the gap activity in pairs. Teacher explains that after someone fills in this form, the internet search engine will find a number of possible hotels to match the request. Then teacher checks the answers.

Highlighting (5-7 minutes) • to marking stress and correct pronunciation

Teacher divides the WB into two columns to sort stress patterns and shows an example first. In the next step, teacher gives the pronunciation and gets all the class, small groups and individuals repeat it. After that she gets students to put the words into the corret column to make sure that they are able to find the stress. And if the students find it easy and do pretty good, then some collocations besides the pronunciation will be given too.

Clarification (5-8 minutes) • to practice and reinforce the vocabulary

Teacher asks students some questions about some words for the clarification like ..... A single room is for ..........? Then students do an exercise in which they choose four important facilities of a room and hotel for three different profiles. Students do it in pairs. Teacher gets WC FB to check ideas and answers and makes sure that the students state reason for their choices.

Semi-Controlled Practice (7-10 minutes) • to get sts practice the vocabulary among each other and listen more to each other

Students do an exercise in which they'll ask each other about the best hotel they've been to , giving answers to some specific questions listed in the exercise like : " How long ago was it? Where was it? How long did you stay? Why did you go there? etc." They discuss in small groups and describe the best hotel they have ever stayed in. When ready, rearrange the pairs so that everyone meets a new partner. Then teacher gets WC FB.

Freer Practice (5-10 minutes) • to help spoken fluency and get sts listen more to each other

Teacher shows a demo first to show what is going to happen and how to use the role cards and then handout role-play cards for the small groups. There will be 3 or 4 students in the groups. One of them will be the receptionist the others are given some different information including the specific vocabulary and they will book a room. They act out small scenes. Students practice on their own.

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