(This is one week’s worth of lesson plans (4 plans, Monday through Thursday) for a

listening/speaking fluency class at an intensive English program in the United States. The class
consists of adults (representing first languages of Spanish, Portuguese, Chinese, Korean, and
Mongolian) at a low intermediate level. Page numbers refer to the textbook Top Notch 2. Bolded
sections correspond to video demonstration at https://christinahmulder.weebly.com/teaching-
demonstration.html.)

Topics: Phone Calls, Staying Monday, Feb. 5

at Hotels

Objectives Students will be able to demonstrate the conventions for

answering a phone and leaving a message.

Warm-Up Activity (5 mins) Do you like to talk on the phone?

In what situations do you talk on the phone?

Listening Comprehension Listen to 1-A (p.28).

and Vocabulary Introduction Comprehension: Ask questions on p. T28
(15 minutes)
Introduce vocabulary for answering the phone and leaving
messages.

Speaking Practice (15 Students receive slips of paper with different

minutes) situations/purposes for calling someone. They decide which
vocabulary they need. They stand up and move around, role-
playing these phone calls.

Hotel Rooms Vocabulary,
Listening and Speaking (30
mins)
Listen to P-C (p. 27). What is happening in this conversation?
Introduce vocabulary for checking in:
-underlined vocabulary and vocabulary students ask about
from the conversation
-hotel services

Role play calling to make a reservation for a hotel.

What information do you need? (Write on board.)
Dates? Services? Price?

Debrief/Summary (5 mins) Remind students that Guided Homework 2 is due tonight.

Materials: Computer, HDMI, projector

Textbook
Wordstrips with phone conversation roles
Topic: Staying at Tuesday, Feb. 6
Hotels, Narrating in
Present tense

Objective Students will be able to use new vocabulary to talk about hotel
rooms and features. They will be able to use an online travel
planning tool to search for hotels in an area they want to visit. They
will be able to discuss and negotiate hotel features with each other,
and will be able to present about them to the class.

Warm-up (5 mins) Do you like about staying in hotels? What are some things you
always do when you travel/stay in hotels?

Vocabulary and -Listening Comprehension (Lesson 2, p. 31 A): What’s happening in

Listening this conversation?
Comprehension
(20 Minutes) -Vocabulary: room types p.26

-Listening Comprehension C: What features (types of things) does

each guest need in their room? p.31

-Vocabulary: amenities (extra things) p.31-32

Speaking Practice (35 Get into groups. Each group decides on a city they want to visit.
minutes) They use their phones to go to Booking.com and look for hotels in
that city. (They can also use their phones to look for new words they
need as they encounter them, or they can ask me.) They pick two or
three hotels they would like to stay in.

Then each group presents a city with their hotels and why they
would want to stay there. Try to use vocabulary to describe hotel
features, room types, services. (Have the groups present in the
front, and use the projector to show pictures of the hotels they
found.)

Debrief/Summary (5 Remind students about the vocabulary quiz tomorrow and ask if
mins) they have any questions about it. Reminder to start working on
Listening/Speaking log 2.

Materials Computer (with listening practice), HDMI, projector

Textbook
Students need phones
Topic: Question Wednesday, Feb. 7
Syntax

Objective: Students will be able to form questions with subject and do-inversion.
They will be able to use correctly-formed questions to ask about hotel
features and services.

Students will also demonstrate their understanding of vocabulary

learned over the last few weeks through a vocabulary quiz.

Warm-up (5 mins) How do you form a question in English? See what students know.
Review subject and do-inversion. If they aren’t comfortable, take a little
more time with it.

Question Syntax (25 Get into groups. Give each group a list of sentences, using the unit
minutes) context/vocabulary of hotels. Students work together to turn the
sentences into questions. Then they can role-play calling the hotel
desk and asking these questions.

Vocabulary Quiz (30 Go down to the computer lab for the quiz. If students finish early, they
minutes) can work on their homework.

Debrief/Summary (5 Tell them to that we will be meeting in Room 263 tomorrow.

mins)

Materials: List of sentences to turn into questions (5 copies).

Book computer lab from 10:00 to 10:30.

Topic: Question Thursday, Feb. 8
Intonation

Objective: Students will ask yes/no questions with rising intonation and other
questions with falling intonation. They will also become more comfortable
with the syntax of questions.

Warm-up (5 mins) Remind students of their listening/speaking log homework, which is due
on Monday night. Ask them about their plans for the weekend to get
them talking. Talk about your own plans, and show them a picture.

Question Ask students if they can hear the difference when I ask these two
Intonation questions:
Introduction (20 -Are you studying at the ELC?
mins) -What is the ELC like?
(Repeat a few times, and repeat final word in isolation. Have
students say each sentence with me twice, mimicking my
intonation.)

Explain that, in English, we use special intonation when asking

questions. For yes/no questions, we use rising intonation. For other
questions, we use falling intonation. Show the ELC example sentences
on the whiteboard with intonation marks.

Show Youtube video “Questions and Intonation: Up or Down? --

American English Pronunciation” (stop at 1:53) to show more
pronounced examples.

What are some examples of yes/no questions? Have students offer

examples, then say them together. (Use Word and projector)
Other questions?

Speaking Practice Get with a partner. Give each group a list of questions (reviewing
(35 mins) the unit contexts/vocabulary). Have them practice asking the
questions with the proper intonation. Then, they can write their own
questions and practice those.

Next, have them create a short conversation based on roles I give them
(which will review the vocabulary and contexts of the previous three
units/weeks). The conversation needs to include at least one question for
each person.

Have student pairs role play their conversations for the class.

Debrief /Summary If time remains, ask students about some of the things they have learned
(5 mins) this week. (Let them know that they are getting better!)

Materials: -Whiteboard, marker, eraser

-Computer, projector
-List of questions (8 copies). Make sure some are yes/no and others are
not. Leave 4 blank spaces for students to come up with their own
questions.
-Slips of paper with conversation roles (8 roles)