Melanie-Claire Proteau Blake Melanie-Claire Proteau Blake

Scary hotel
Pre-Intermediate level

Description

In this lesson students will study the difference between "will" and "going to in the context of complaining to a hotel manager. Lesson model will following the Test/Teach/Test model. After the lead in that introduces the topic, Ss will fill out a HO to test their prior knowledge of the topic. T will work on any gaps in knowledge and ensure they understand of "will" and "going to" in this context. Afterwards, Ss will fill out another worksheet and compare their answers to the text in a listening activity. Lastly students will write the TL based on a picture and do an activity where they match their sentences to pictures. If time allows, Ss will do a speaking activity with the TL.

Materials

Abc Dialogue for gap fill

Main Aims

  • The main aim of this lesson is to help students understand difference between will and going to in the context of talking about a terrible hotel room and when the manager will fix it.

Subsidiary Aims

  • To provide specific information listening practice using a text about a manager helping his guest get to a popular tourist attraction

Procedure

Lead-in: Scary hotel room (4-5 minutes) • To introduce the topic of scary hotel rooms and get students thinking about how a manager could fix those problems

Show students a picture of a terrible hotel room. Tell them I stayed there and ask them if they would like to stay there? No, why not? Elicit what problems they see with the room. Tell them I spoke to the manager: Was I agry or happy? What did the manager say? Did he promise anything? Can prompt will "I'm going to ____" or "I'll fix ______" Show multiple images and ask students to tell us how he would fix these problems.

Fill in the gap test (4-6 minutes) • To review and practice the difference between "will" and "going" to"

Provide Ss with the HO, Ss work on it alone. Ss will have 3 minutes to do the task. When Ss are finished we put it aside for later review. ICQ: will you work with a partner? How long will you have?

Difference between "will" and "going to" (9-11 minutes) • To clarify and explain the target grammar

Show the Ss an image I used before. Explain that one of the Ss is the hotel manager. Pointing to the picture: "What's my problem?" ... pointing to the Ss, "and what will he tell me?" try to elicit key phrases from Ss. Draw a timeline on the board. Write the "going to" and "will" sentences in the appropriate spot. CCQs Point to "I'm going to fix the shower" When did he think of fixing the shower? Now or in the past? T: He's deciding now. If needed: will + verb when deciding means we are deciding right now. Point to: "I'll fix the shower" When did he decide to fix the shower? T: He decided in the past. If needed: am/is/are/going to + verb when we've already decided to do something. Which one is more serious? Which would make you feel "ok, he's taking care of this"

Fill in the gap pre-listening (5-7 minutes) • In the pre-listening task, Ss will reinforce what they learned about will + going to in the previous portion.

Using the listening activity dialogue, Ss fill in the missing will + going to words in the dialogue. When Ss finish, they peer check with a partner.

Listening activity (8-10 minutes) • Ss listen for specific information to check their answers

Ss listen to see if they have filled in the text correctly. Play twice if many Ss have had difficulty with the activity. WC review of only the questions Ss had difficulty with.

Writing the conversation (12-14 minutes) • Ss produce the language and ensure they understand what context it falls into.

Provide Ss with an image. Tell them that they are looking at a problem at a hotel, Ss must write what the customer would say and what would the manager reply. If several Ss are struggling, turn it into a pair work activity. ICQ: How many sentences will you write (2) Who will be saying the 1st sentence (Customer) Who will say the 2nd (Manager) When did the manager decide to fix the problem, in the past, right now or in the future (past or now) Post the pictures on a PPT, take people’s sentences away and mix them up. Distribute them again, students must take the sentence and stick it to the appropriate picture.

Back-up • Ss practice speaking the TL using multiple scenarios.

Ss are provided with slips of paper with a problem. Ss stand up and line up in two rows facing each other. Ss one reads their problem and the other Ss must tell them how they will fix their problem, then Ss switch roles. Provide Ss a moment to do the dialogues, then one half the class will step to the left so they are facing a new Ss and the activity will repeat.

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