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Teacher: Helen Level: ACE
Skill: Speaking Date: May 5, 2006
Subskills:   Topic: Lesson 2: Hospitality: welcome
Objective: Fluency using language to welcome tourists Lexis: Journey, question forms: how/where/
Weeks/months/days
Countries
Language point(s): Hello, welcome to……

How are you?
I’m fine thanks.

Where are you from?
I’m from Scotland/England/America/ Canada/Japan.

Was your journey ok?
Yes thanks.

Are you hungry/thirsty/tired?
Yes I am/no I’m not.

Would you like some water/food/to lie down?
Yes thanks.

Anticipated problems: Pronunciation: hungry/thirsty/tired*/fine.

STAGE E | S | A TARGET LANGUAGE TEACHER STUDENT MATERIALS TIME
1. Recap Safety TPR Watch your step!
Watch your hands!
Be careful!
Put on your lifejacket
Are you ok?
TPR   2
2. Recap Safety TPR TPR
Are you ok? No What’s wrong?
I’m sick – lie down
I’ve got a headache – drink water, take some painkillers
I’ve got sunburn - Get into the shade.
I’ve got a cut – put on a plaster
Work with your partner
S1 – sick
S2 – giving advice
Swap over.
  5
3. Recap Introductions Drill dialogue
Mingle
Close your books!
Drill
Mingle
  2
4. Intro Welcome to… NATR Feedback intro mingle with student:
Welcome to NATR
Drill welcome
Welcome to…Kuraburi
Pak Trium, Tung Nang Dam, Ban Talae Nok etc.
  3
5.   How are you? Welcome to…
How are you?
I’m fine thanks.
Pairs: Drill dialogue   3
6.   Where are you from? Drill countries Drill countries Country flashcards 2
7.   I’m from…. Give out mini country flashcards Mingle – practice dialogue Mini country flashcards 4
8. Elicit Journey? Journey – dotted line with different modes of transport: bus, plane, car, motorbike.. ‘Journey?’ Journey flashcard 3
9. Elicit Was your journey ok?

Yes thanks.

Happy/sad faces or thumbs up/down next to journey Was your journey ok? Happy/ sad faces – thumbs up/thumbs down. 2
10. Drill/ Welcome to… yes thanks. Half class drill CL 1: Hello… Country flashcard for prompts 3
11 Study Dialogue Put dialogue in order
Take in parts of dialogue
Mingle & get in order Parts of Dialogue 3
12 Practice Dialogue In pairs Pairs   2
14 B/work Dialogue Leave out pronouns, question words & subjects
Nominate students for missing words
Students fill in the gaps. Language sheet 5
15 Recap TPR Safety language TPR   1
16 Elicit Hungry/thirsty/tired? Match flashcard  to object In 3s Flashcards, people with empty thought bubbles
Water, crisps, pillow/bed.
Draw in thought bubbles.
3
17 Drill Pronunciation: hungry, thirsty, tired Drill Drill   3
18 Elicit Are you….
Yes I am/no I’m not.
Hide flashcard behind back. Substitute drill & half class drill   3
19 Practice Are you… hungry/thirsty/tired? Give out thought bubble flashcards – do not show. Pairs   3
20 Wrap up Whole dialogue Running dictation
Recap: run & write.

Model with student

In pairs: one student runs, the other writes.   5
21 Practice Whole dialogue Farang staff practice Interviews with NATR staff.   6
22 Homework & language sheet          

 

NOTES:

Are you tired? Changed to: Are you sleepy?  I elicited sleepy from them so changed it.
Things that need recapped:
Group B had difficulty remembering the health TPR.
Neither group knew ‘journey’, and when asked to practice they often forgot to ask ‘was your journey ok?’  and needed prompting.
Group B had better teaching on ‘Are you thirsty/hungry/tired.’’ Would you like some water/food/to lie down.’
Group A need to have responses introduced as well as revised – but it didn’t take long at all when I did it with group B.

Problems students had:

Wanted to say ‘yes ok’ instead of ‘ok thanks, or ‘yes thanks.’
Mixed up ‘would you like’ with ‘was your’.
Pronunciation: journey, hungry, sleepy (suleep) , would (woos), was (watch), not running ‘wherah’ together – comes out as ‘wheya - ah’,
The order of the dialogue (see fill the gap sheet & running dictation sheet) was a lot for them to take in, if we’re adding more language we may need to work on making sure they can be flexible – perhaps by working on matching particular questions and responses OR fixing an order and sticking with it.

Things that worked well:

Half class drill worked well in that it wasn’t faultless, but it helped them figure out the order of the dialogue and prepared them for pair work.
Running dictation was good for waking them up, but class B started to shout across the room instead of running.  Helps with spelling & pronunciation too.
Matching up word with picture vocab check, worked ok.
Cut up pieces of dialogue, gave each student a piece and tried to get them to go in order.  This worked ok but I couldn’t really tell if it helped them with the language – I think it would be better to put it later in the lesson.
Interviews with farang was good practice and let me see more clearly where the problems were.

Things that didn’t work well:

I took out pronouns & question words to help them focus on those parts of speech, it worked ok but they started writing the dialogue alongside my dialogue instead of just filling in the gaps, totally my fault for assuming it was self explanatory – although I did explain it!
I also got them to read out only those words (pronouns & question words) to further focus them but ultimately general grammar work will need to be done before it all comes together.
Didn’t do any pronunciation.
Group A I cocked up and introduced ‘How was your journey?” Ok thanks, and then had to change it to ‘was your journey ok’.  I chose the second one for this lesson because it’s a closed question and doesn’t encourage tourists to use a lot of language in response.

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