The Distance Delta

Centre Number: 10239

Candidate number: 08

LESSON PLAN: teaching

lexical collocation to
low-level students
LSA4 SYSTEMS – LEXIS
HANNA LOCH

DATE: 18.05.2016

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Contents

1 Commentary..................................................................................................................................6
1.1 Rationale from Reading and Research...................................................................................6
1.2 Rationale related to Learners Needs/ Characteristics............................................................7
2 Bibliography...................................................................................................................................8
2.1 BOOKS....................................................................................................................................8
2.2 WEBSITES...............................................................................................................................8
3 Class Profile:..................................................................................................................................9
4 Learners Profiles..........................................................................................................................10
5 Overall Aim:.................................................................................................................................13
6 Analysis........................................................................................................................................14
6.1 LEXIS - LEXICAL COLLOCATIONS............................................................................................14
6.1.1 FORM AND MEANING..................................................................................................14

6.1.2 GRAMMAR...................................................................................................................15

6.2 Phonology............................................................................................................................16
6.2.1 LEXIS.............................................................................................................................16

6.2.2 GRAMMAR...................................................................................................................16

7 Timetable Fit................................................................................................................................17
8 Assumptions................................................................................................................................17
8.1 General................................................................................................................................17
8.2 Management/ Affective.......................................................................................................18
9 Anticipated Problems/ Solution...................................................................................................18
9.1 Management/ Affective.......................................................................................................19
10 Materials/Resources................................................................................................................19
11 Procedure................................................................................................................................20
12 APPENDICES.............................................................................................................................27
12.1 Vocabulary survey and its findings.......................................................................................27
12.2 Flipchart 1............................................................................................................................29
12.3 Flipchart 2............................................................................................................................29
12.4 Flipchart 3............................................................................................................................30
12.5 Handout 1............................................................................................................................30
12.6 Flipchart 4............................................................................................................................31
12.7 Handout 2............................................................................................................................31
12.8 Flipicahrt 5 – missing words.................................................................................................32
12.9 Flipicahrt 6 – Dialogue at a travel agent’s............................................................................32

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12.10 Handout 3 – Dialogue: At a travel agent’s........................................................................33
12.11 Flipchart 7 – Price for the family suite at Atlantis.............................................................34
12.12 Flipchart 8 – words are like people..................................................................................34
12.13 Flipchart 9 - Collocations: there’s no rule.........................................................................35
12.14 Flipchart 10 – Spidergram – book....................................................................................35
12.15 Flipchart 11 spidergram with hotel..................................................................................36
12.16 Flipchart 12 1-5 box (book)............................................................................................36
12.17 flipchart 13.......................................................................................................................37
12.18 Handout 4........................................................................................................................37
12.19 flipchart 14 and handout 5..............................................................................................38
12.20 handout 6 and flipchart 15..............................................................................................38
12.21 Flipchart 16 Scaffolding for speaking (if required)...........................................................39

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1 COMMENTARY

1.1 RATIONALE FROM READING AND RESEARCH

It is estimated that passive vocabulary, i.e. which we can understand but not
produce, of educated native speakers can vary from 200,000 to 40,000 (Wallace,
1982). I am convinced that it is my responsibility as a teacher to persuade my
students that building a native-sized mental lexicon is achievable although it might
be frustrating at times (Schmitt, 2000). Unlike grammar, teaching and learning lexis
is never complete – even for native speakers (Lewis, 2000). I strongly support the
view that all learners need to be introduced to collocation from lesson one as it is
one of the biggest definable area within the lexicon (Lewis, 1993). For this reason, I
have decided to plan this lesson for my elementary (A2) students.

The biggest issue I have noticed with lower-level students, is lack of awareness of
collocation, collocational field and the concept of learning lexis in chunks, not as
single items. Even though some students are familiar with the term ‘collocation’, they
do not fully comprehend its extremely important role in expanding their mental
lexicons and becoming more fluent and native-like speakers of English. Also, I would
like to draw my students’ attention to the importance of exploring new combinations
of words they already know instead of learning many new words. Especially that
according to Schmitt (2000), only 2,000 words account for 95% of all typical spoken
interaction. In order to improve their collocational competence, students need to first
become aware of collocations, then start noticing them while reading or listening and
most importantly develop a practical and easy system of recording collocations
(Lewis, 1997). I agree with Lewis (2000) that to learn collocation effectively students
need to be introduced to some well-chosen metalanguage, e.g. collocation and
chunks, as it saves time and helps learners’ autonomy.

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1.2 RATIONALE RELATED TO LEARNERS NEEDS/ CHARACTERISTICS

Data from the survey about learning vocabulary which I have conducted with this
class were very helpful (Appendices 12.1). Eight students took part in the survey.
Sixty-two percent of students in this class chose travel as the topic they would like to
focus in class. Moreover, 50% would like to focus more on vocabulary. During our
informal discussion, students told me they were interested in learning vocabulary
about holidays, especially booking hotels. When they book hotels online or at a
travel agent’s they often experience comprehension problems. For this reason, I
have decided to base my lesson on a dialogue at a travel agent’s and introduce
lexical collocations related to the topic of booking a hotel. I chose, however, not to
finish the lesson with a role-play because this group does not enjoy this type of
activity. I think they will benefit more from talking about their travelling experience
using the TL because it will aid retention by making the lesson more memorable.

Dubai is a very popular holiday destination in Saudi Arabia, therefore I have created
materials based on booking a stay at Atlantis the Palm hotel. I hope that this topic
will help personalise and activate schemata because most students have travelled to
Dubai. From my travelling experience, collocations such as book half board, full
board, all-inclusive, package holiday, and airport are very useful. As Saudi families
are quite big, I’ve also introduced to book ‘a family suite’. When making my
handouts, I consulted British National Corpus (BNC), Oxford Collocation Dictionary
and Atlantis the Palm website.

To raise students’ awareness of how to record collocations, I used a spidergram as

suggested by Thornbury (2002) and 5-1 or 1-5 box format (Lewis, 1997) which my
higher level students find very useful. It is not necessary to fill all the spaces in a box,
it is possible to leave the spaces for the learner to complete while doing personal
reading at home (Lewis, 1997).

Since I find the parallel between words and people very thought-provoking, i.e.
people and words have friendships of different kinds (Lewis, 1997), I have decided to
try it out in my lesson. If my students do not find the comparison relevant or helpful,
my lesson might end in complete failure. But if they do, it might help them
understand what collocations are about and that it is important to learn language in

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chunks with their ‘friends’. Flipchart 9 (Appendices 12.13) is based on common
mistakes made by my students, for this reason I have included it although it does not
fit in the context of the lesson.

Commentary Word count: 738 (Word 2013)

2 BIBLIOGRAPHY

2.1 BOOKS

Lewis, M 1993 The Lexical Approach Language Teaching Publications

Lewis, M 1997 Implementing the Lexical Approach Language Teaching

Publications

Lewis, M 2000 Chapter 7, Language in the lexical approach In Lewis, M (eds)

Teaching Collocation Further Developments in the Lexical Approach Teacher
Training, Teacher Training

Thornbury, S. 2002 How to Teach Vocabulary OUP

Schmitt, N. 2000. Vocabulary in Language Teaching CUP

Wallace, M. 1982 Teaching Vocabulary. Heinemann

2.2 WEBSITES

Oxford Collocation Dictionary

http://oxforddictionary.so8848.com/

British National Corpus

https://bncweb.lancs.ac.uk/cgi-binbncXML/BNCquery.pl?
theQuery=search&urlTest=yes

Atlantis the Palm, Dubai

https://www.atlantisthepalm.com/hotel-rooms/club-suites/two-bedroom-family-suites

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3 CLASS PROFILE:

This is a General English class at A2 (Elementary 4) level. The course runs for six
weeks, with two-hour sessions three times a week, on Sundays, Tuesdays and
Wednesdays from 8:30-10:30 am. It is a class studying in Al Khobar in Saudi Arabia.
On this course we are covering Modules 12, 13 and 14, New Cutting Edge, 3rd
edition.

As courses are segregated in Saudi Arabia, all students are female. There are eight
students in the class, including six Saudis, one Turkish and one Colombian. Their
ages range from late teens to early thirties. Half of them are university students and
half work. Some students are weaker than the level, e.g. Hadeel. They are quite
hardworking and motivated, they might get distracted from time to time.

Most students are studying English for professional and social reasons. The students
have told me that travel vocabulary is something they are not confident at and
therefore would like to learn more about it.

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4 LEARNERS PROFILES

Name, Age, Reasons for Strengths (S) relevant to the Weaknesses relevant to the lesson Other comments
Job, learning lesson
Nationality

Sylvia, 32, Intrinsic She is quite fluent and creative There is a lot of L1 transfer in her Very enthusiastic
Colombian, motivation, vocabulary, which influences her
housewife, she likes accuracy as well as pronunciation.
English
Hadeel, For study After failing the previous level Her vocabulary is below the level She is probably the
21, she became more focused and and she often asks Rehab or weakest student in
unemployed, motivated. She is keen on Zahra to translate for her. Limited the class. After
Saudi improving her speaking and range of vocabulary and lexical failing the previous
vocabulary. chunks. level she became
more focused and
motivated
Enas, 28, For work, Her vocabulary is stronger than Although fluent, she makes a lot of She is very
unemployed, she’s looking the level, she knows some mistakes which might be a problem confident
Jordanian for a job at medium strength collocations. during the last activity.
the moment

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Dilber, 28, to socialise Her main strength is her When she speaks she often lacks even Rehab, Hadeel,
housewife, with motivation and confidence. She weak collocations and as a result she Zahra and Wesam
Turkish neighbours is not scared of experimenting paraphrases a lot. Her accuracy is quite don’t like her
on her with new language. Very active poor. because she’s made
compound and eager to communicate. some negative
comments about
Saudi Arabia. Better
not to pair them
together..
Rehab, 31, socialising, She has a wide range Her grammar is often inaccurate as she Very outgoing, ,
unemployed, travelling vocabulary for the level. mainly focuses on fluency. potentially dominant.
Saudi
Zahra, 21, To study Very had – working, enjoys Doesn’t like making mistakes, focuses Shy at times but she
student, studying vocabulary. Recently on accuracy, might prevent her from is becoming more
Saudi she has become more confident producing in the last activity and more confident.
at speaking. She would like to
learn more
vocabulary.
Yusr 18, To study She reads a lot so she has a Writing and spelling are very challenging Friendly and
student, good collocations competence for her. motivated.
Saudi for the level. She can guess
words from context.
Wesam, 28, To study at Probably the best students in Prefers working with Saudis, does Very strong and

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student, university class. Very active in class. Has not get on with Dilber. confident student,
Saudi a reasonable amount of potentially dominant.
vocabulary and uses it well to
express herself.

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5 OVERALL AIM:
Main aims:

By the end of the lesson, learners will have:

 a better awareness of the term ‘collocations’ as well as ways of recording

collocations in 1-5 boxes and spidergrams.

 will have had a better understanding of the meaning and use of six
collocations with the verb ‘book’ and two ‘adjective + noun’ collocations in the
context of travelling/holiday.

Subsidiary Aim:

By the end of the lesson, learners will have:

 practised the target language while talking about their life experience in the
context of travelling/holiday

Personal aim: experiment with drawing a parallel between words and people to
raise students’ awareness of collocation

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6 ANALYSIS

6.1 LEXIS - LEXICAL COLLOCATIONS

6.1.1 FORM AND MEANING

 book half board (verb + noun)

 book (v, transitive, intransitive) to arrange to have or use something on a

particular date in the future; to buy a ticket in advance, In American English
book is not used if you do not have to pay in advance; instead use make a
reservation, e.g. I'd like to make a reservation for 8 o'clock tonight.

 half board (compound noun, [U], (British English) a type of accommodation at

a hotel, etc. that includes breakfast and an evening meal,

1. book full board (verb + noun)

 full board (compound noun, [U], (British English) a type of accommodation

in a hotel, etc. that includes all meals

2. book all-inclusive (verb + adjective)

 all-inclusive (adj) including the cost of everything in the price charged, no

hidden costs, common collocates: package, tour, holiday

3. book a package holiday (verb + noun)

 a package holiday (compound noun (noun + noun) [C]), a holiday/vacation

that is organized by a company at a fixed price and that includes the cost
of travel, hotels, etc.

4. book airport transfer (verb + noun)

 airport transfer (n, [C], a compound noun) an act of travelling from airport
to a hotel and vice versa

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5. book a family suite (verb + noun)

family suite (noun, [C]), a compound noun, a set of rooms (especially

expensive ones in a hotel) suitable for all members of a family, both adults
and children

6. a luxurious hotel ( adjective + noun)

 luxurious (adj) very comfortable; containing expensive and enjoyable things,

 hotel (n, [C]) a building where people stay, usually for a short time, paying for
their rooms and meals

7. a spectacular view (adjective + noun)

 spectacular (adj) very impressive

 view (n, [C]) what you can see from a particular place or position, especially
beautiful countryside

6.1.2 GRAMMAR

Although there is no grammar focus in this lesson, students will recycle the
present perfect simple with ‘ever’ to talk about their life experiences.

 Have you ever booked half board or full board?

 Have you ever stayed at a luxurious hotel?
 Have you ever booked airport transfer?
 Have you ever booked a package holiday?
 Have you ever booked a family suite?
 Have you ever stayed in a room with a spectacular view?
 Have you ever booked an all-inclusive holiday?
 Have you ever booked a one-way or return flight?
 both verbs ‘stay’ and ‘book’ have got regular past participle forms (infinitive +
ed)

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  the adverb ‘ever’ is used in questions with present perfect to ask about life
experience from the moment the person was born until the present moment, it
goes between the subject and past participle

 it is a yes/no question, possible short answers: ‘Yes, I have.’ and ‘No, I

haven’t.’

6.2 PHONOLOGY

6.2.1 LEXIS

Stress patterns of compound adjectives:

 adjective + noun – noun is stressed

 noun + noun – the first noun is stressed

key: stressed syllables are marked in red

1. book half board

2. book full board /bʊk fʊl bɔːd/

3. book all-inclusive /bʊkˌɔːl.ɪnˈkluː.sɪv/)

4. book a package holiday /bʊk ˈpækɪdʒ ˈhɒlədeɪ/

5. book airport transfer /bʊkˈeəpɔːt ˈtrænsfɜː(r)/

6. book a family suite /bʊk fæməli swiːt/

7. a luxurious hotel /lʌɡˈʒʊəriəs həʊˈtel/

8. a spectacular view /spekˈtækjələ vjuː/

6.2.2 GRAMMAR

The intonation of yes-no questions is rising [↗ rising arrow] if we do not know the answer.

Have you ever stayed at … ? – (‘həv’ weak form, rising intonation a the end of the question)

Yes, I have. (/hæv/ strong form)

No, I haven’t. (/hævnt/strong form)

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7 TIMETABLE FIT

It is the fourth week of a six week course. So far we have studied collocations related
to technology so the students have come across the term before. Two weeks ago,
we talked briefly about travelling and holidays while studying the present perfect with
‘ever’ to talk about life experiences (M14, NCE 3rd edition). Last week we talked
about would like to/want to/ going to for future intentions (M12, NCE 3 rd edition) so
students should not have any problems understanding ‘would like’ and ‘going to’ in
the dialogue. I am focusing on travel collocations because my students requested
me to do that. I believe, however, that it fits nicely with M12 which is about festivals,
celebrations and plans for the weekend.

8 ASSUMPTIONS

8.1 GENERAL

1. Dubai is a very popular holiday destination in Saudi Arabia. Most students

have been to Dubai and some would have seen Atlantis hotel so it should be
relevant to their lives and interests. There should not be any problems with
activating schemata and creating interest.

2. As they have chosen the topic, i.e. travel, they should be motivated to learn.

3. Students are familiar with grammar used in the dialogue and in the last
speaking activity so they can focus on collocations.

4. Although students should be familiar with the term ‘collocation’, I feel they are
still confused about it. They do not understand why it is important to learn
collocations and how to do that. I am anticipating a challenging lesson.

5. Students will be familiar with some of the lexis, e.g. travel agent and travel
agency because we have already talked about them.

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 6. Although little challenging, all activities have been designed to be manageable
for the level.

7. They have never seen 1-5/ 5-1 boxes to record vocabulary.

8.2 MANAGEMENT/ AFFECTIVE

 Students are familiar with gap fill activities and normally enjoy them.

 Most students feel that they are good at grammar but they lack vocabulary to
express their meanings.
 They should be motivated by the topic as they chose it themselves and it is
relevant to their needs

9 ANTICIPATED PROBLEMS/ SOLUTION

Problem 1: Students might have problems with the listed below lexis.

Half board, full board, all-inclusive, a suite, airport transfer

Solution 1: I will give them a matching task and will use concept questions to check
understanding.

Problem 2: IWB will not work.

Solution 2: I will use handouts to give instructions and give feedback (chesting) and
read the dialogue myself.

Problem 3: Lower level Saudis often struggle to say words of more than 2 syllables
so they might have problems with pronunciation of luxurious and spectacular.

Solution 3: I will pre-teach the words in lead-in, will check meaning and drill
pronunciation, individually and in groups

Problem 4: Students might get confused when I compare words to people.

Solution 4: I will try to guide them to see the connection. I need to be patient and
plan enough time for this stage of the lesson

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Problem 6: Students might not have enough experience to talk about in the last
activity.

Solution 6: Encourage them to lie and make up things, remind them that we talk to
practise new vocabulary so it is not necessary to tell the truth. They can also talk
about someone they know. Demonstrate with a pair of students and scaffold if
necessary.

9.1 MANAGEMENT/ AFFECTIVE

Problem1: Weaker students might depend on stronger in pair work activities.

Solution1: I will ask stronger students, e.g. Rehab not to translate into Arabic for
weaker students. E.g. Hadeel or Zahra.

Problem 2: If some students finish speaking activity too quickly

Solution 2: I will swap partners and ask them to repeat the task.

Problem 3: Hadeel and Zahra might feel shy because there will be an observer in
the class.

Problem 3: I will explain that I am being observed not students and I will let them
work together because I know that they feel more comfortable.

10 MATERIALS/RESOURCES

 IWB – flipcharts (own)

 Handouts (own)
 Listening (own, recorded by colleagues: Andy and Julia)
 Whiteboard for emerging language
 Highlighters, pens, colour pens and paper

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11 PROCEDURE
Level A2, Elementary 4 Date of lesson 18.05.16 Time of lesson 9:00 – 10:.00 (60 mins)

Stage Aim Procedure Interactio Real Timing

n time
Lead-in Display Flipchart 1(Appendix 12.2) on the IWB Atlantis hotel in Dubai to
to generate elicit ideas. T-SS 9:00- c. 4’
interest, Questions: 9:04
personalise, SS-T
What is this? Is it a cheap or expensive hotel? (elicit: Atlantis hotel,
activate schemata
elicit or feed in a ‘luxurious hotel’ and ‘a spectacular view’). Drill
individually and chorally. Check understanding using CCQ.
elicit/ pre-teach
lexis, drill Have you ever been there? Would you like to? Why/Why
pronunciation not?

To check Display Flipchart 2 (Appendix 12.3 ) on the IWB. T-SS 9:04 c.6’
understanding Elicit ‘travel agent’ and ‘travel agency’ (make sure students know the -9:10
and pre-teach difference between them, i.e. person and place) SS-SS
vocabulary, Questions:
drill SS-T

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pronunciation Have you ever been to a travel agency? What for?
to focus on Display matching task on the IWB (Appendix 12.4), drill pronunciation,
meaning especially ‘suite’ (tell students it is same as ‘sweet’),
I give out the matching task (Appendix 12.5) and 1 per pair or group of 3.
Instructions: In pairs, match the words on the left with the
definitions on the right. Do one example together on the
board.
Feedback on the IWB
Ask CCQ to check understanding, especially Hadeel and Zahra.
What is the difference between half-board and full board?
What is the difference between full board and all-inclusive?
What can be included in a package holiday?
Listening for Display handout 2 (Appendix 12.6) on the IWB T-SS 9:10 – c.4’
specific Instructions: 9:14
information Try to predict the answers. (type of information: place, number, etc) SS-SS
To activate Q1 place, Q2 – e.g. transport and hotel, etc, Q3 – a number
schemata,
Give handouts (Appendix 12.7) SS-T
To set realistic
Students listen to the recording once.
context for TL
To check Feedback: display the answers on the board.
understanding and Nominate students to give me answers. Keep it short unless clarification is
familiarise students required.

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with the text
To provide a task for
analytic and
auditory learners

To focus Display the dialogue and the missing words on the IWB (Appendices 12.8 T-SS 9:14 – c.5
students on and 12.9) 9:19
collocations in Instructions: Read the dialogue and put the missing words in the SS-SS
the text gaps. ICQ, demonstrate one example, if required.
To enable noticing
Give ss handout 3 (Appendix 12.10) SS-T
TL language
Check your answers: listen to the dialogue again.
To provide
opportunity for
deeper cognitive Feedback: Nominate students. Check pronunciation.
processing Display flipchart 7 (Appendix 12.11). Try to predict the price of a family suite
for 6 people for 2 weeks in Atlantis hotel to make the activity more
memorable.
Focus on Display flipchart 8 (Appendix 12.12) T-SS 9:19 – c. 5’
collocations Ask students: SS-SS 9:24
To help students Do you have friends? YES SS-T
understand the Do you like spending time with them? YES
concept of Are there rules why you are friends with some people and not with
collocations others? Or it just happens, it is just how it is. Give example how I met
my husband, love at first sight, no logic behind it

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Explain that WELL, WORDS ARE LIKE PEOPLE. THEY HAVE FRIENDS ANDTHEY
there’s no rule SPEND TIME TOGETHER and with others they don’t, and there is no
rule about it, it’s just how it is.
To personalise Display flipchart 9 (Appendix 12.13)
by comparing Elicit which are correct collocations. Reinforce that there is no rule to show
words to people them that there are no rules, you just need to memorise collocation, same
(friends) as irregular past participles.
Check understanding, especially weaker students
Familiarise Display Flipchart 10 (Appendix 12.14). T-SS 9: 24- c.9’
students with Instructions: Words are like people, some words have many friends, SS-SS 9:33
spidergrams to for example the verb ‘book’. Look at the dialogue again and find SS-T
record collocations with the verb ‘book’. Use highlighters. Write them on the
collocations spidergram. Demonstrate. Do you know any other words? Add them.
Set time limit: 4 minutes.
To involve Students draw spidergrams, they can use colour pens.
kinaesthetic Feedback. Flipchart 10
(drawing) and Give ss another spidergram with ‘hotel’ and ask them to write as many
visual learners collocations as they know. Set a time limit of 3 mins.
Feedback. Flipchart 11 (Appendix 12.15)
to promote students’ Ask them if this way of recording collocation is helpful. Why/why not
autonomy
Familiarise Display flipchart 12 and 13 (Appendices, 12.16 and 12.17) T-SS 9:33- c.5

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students with 1-5 Give handout 4 (Appendix, 12.18) Students in pairs highlight collocations in SS-SS 9:38
boxes to record the dialogue to fill in the numbered gaps only and next they try to guess SS-T
collocation. other possible missing collocations to fill in the rest of the box.
To exploit text for
lexical work
Feedback: Ask students if they like this way of recording collocations.
because it aids
acquisition and
language retention Why/why not. Try to elicit that spidergram is better if there are many
collocates and 1-5 or 5-1 boxes are better if there are fewer.
to promote students’
autonomy
Feedback T-SS 9:38- c.5
Multiple choice I give ss handout 5 (Appendix 12.1912.21) with three questions about 09:43
questions about collocations to check how much they have understood. Clarify any SS-T
collocations
misunderstandings, if needed.
To check how much
Ask ss which way of recording collocations they like best and why.
students have learnt
about collocations
Freer speaking Give ss handout 6 (Appendix 12.20) T-SS 9:43- c.12’
Students in two groups A and B try to guess the missing collocation. They 9:55
to provide the fill in the gaps in handout. S-S
students with an Instructions: There are four questions. You need to guess the missing
opportunity to
practise TL leaned collocation, the number of letters is given for each word. If you want SS-T
previously in a to test yourself – don’t look at the handouts I gave you before. If you
freer practice
are not sure, you can look. Work with your group.

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to further check Do an example on the IWB
students
understanding/use I monitor and give feedback.
of TL Now I demonstrate the activity with two stronger students, one from group
Give students a A, one B – Wesam and Silvia. Wesam asks a question – Sylvia answers,
sense of
then Sylvia asks and Wesam answers. I encourage them to ask w/h
achievement
questions in past simple to find out about details. I display flipchart 14
(Appendix 12.21) if necessary.
Instructions: You don’t have to tell the truth, can make something up
or you can talk about someone you know, a friend or a family member.
I put them in pairs.
When they finish, I pair students A and B together
Rehab -Yusr , Wasam – Silvia, Hadeel – Enas, – Zahra - Dilbar.
They continue with the activity.
I monitor and write down examples of good language as well as mistakes.

Feedback Feedback on the W/B T-SS 9:55 – c.5

Ask students: Who has been to a luxurious hotel, who has booked a SS-T 10:00
package holiday, is it better to book full board or half board

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12 APPENDICES

12.1 VOCABULARY SURVEY AND ITS FINDINGS

Eight students took part in the survey.

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12.2 FLIPCHART 1

12.3 FLIPCHART 2

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12.4 FLIPCHART 3

12.5 HANDOUT 1

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12.6 FLIPCHART 4

12.7 HANDOUT 2

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12.8 FLIPICAHRT 5 – MISSING WORDS

12.9 FLIPICAHRT 6 – DIALOGUE AT A TRAVEL AGENT’S

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12.10 HANDOUT 3 – DIALOGUE: AT A TRAVEL AGENT’S

At a travel agent’s

Put the words in the conversation.

family suite, inclusive, spectacular, transfer, luxurious, half board

Travel Agent: How can I help you, Madam?

Customer: I’d like to book a package holiday at Atlantis hotel in Dubai for two

weeks.

TA: Our package includes return flights, hotel and airport (1) _________.

Would you like to book (2)______________ or full-board?

C: (3) All- ________ holiday, please.

TA: A single or double room?

C: I’m not sure. I’m going to travel with my parents and three sisters.

TA: What about a two bedroom (4)__________________?

C: Has it got a sea view?

TA: It’s got a (5) ___________ view of the Arabian Sea. It’s a (6)

___________ hotel. I’m sure you’ll have a great time!

C: How much is it?

TA: It’s ? ? ? for six people for two weeks.

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C: I’ll take it!

12.11 FLIPCHART 7 – PRICE FOR THE FAMILY SUITE AT

ATLANTIS

Picture source: https://www.atlantisthepalm.com/hotel-rooms/club-suites/two-bedroom-family-

suites retrieved on 14.05.2016

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12.12 FLIPCHART 8 – WORDS ARE LIKE PEOPLE

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12.13 FLIPCHART 9 - COLLOCATIONS: THERE’S NO RULE

12.14 FLIPCHART 10 – SPIDERGRAM – BOOK

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12.15 FLIPCHART 11 SPIDERGRAM WITH HOTEL

12.16 FLIPCHART 12 1-5 BOX (BOOK)

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12.17 FLIPCHART 13

12.18 HANDOUT 4

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12.19 FLIPCHART 14 AND HANDOUT 5

12.20 HANDOUT 6 AND FLIPCHART 15

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12.21 FLIPCHART 16 SCAFFOLDING FOR SPEAKING (IF
REQUIRED)

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