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Unit 4 Pre-Int Keys

This 4-period lesson plan aims to help students improve their vocabulary related to hotels and their writing skills for emails, faxes, and letters. Students will discuss hotel facilities and terms, complete matching and multiple choice exercises to test their understanding, and analyze sample emails, faxes and letters. They will also discuss appropriate phrases to use in business communications in English and compare them to expressions used in their own languages. The lesson incorporates pair and group work, class discussions, and feedback to provide an interactive experience for students to develop their English skills related to hotels and professional correspondence.

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carmina
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220 views4 pages

Unit 4 Pre-Int Keys

This 4-period lesson plan aims to help students improve their vocabulary related to hotels and their writing skills for emails, faxes, and letters. Students will discuss hotel facilities and terms, complete matching and multiple choice exercises to test their understanding, and analyze sample emails, faxes and letters. They will also discuss appropriate phrases to use in business communications in English and compare them to expressions used in their own languages. The lesson incorporates pair and group work, class discussions, and feedback to provide an interactive experience for students to develop their English skills related to hotels and professional correspondence.

Uploaded by

carmina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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UNIT 4: PLANS AND ARRANGEMENTS

Book: International Express (Pre-Intermediate)


Class: 09NH1C
Time allocated: 4 periods
Lecturer: Vo Kieu Lam

I.Objectives:
By the end of the lesson, Ss will be able to:
- Enlarge their vocabulary about the Hotel.
- Understand and use some Hotel facilities.
- Improve their writing skill through emails, faxes and letters.
II. Teaching aids:
- Projector
- Book
III. Procedures:
Teachers and Students activities Content

* Hotel file. Words and symbols 1. Warm up:


- T gives Ss time to discuss the Hotel
vocabulary.
- Ss look at the Hotel symbols.
- Ss work in pairs to list as many words
connected with the topic as possible.
2. Presentation:
1)- T encourages Ss to talk about Hotel * Key:
quiz (page 36) 1. A double room has a double bed, a twin room has
- Ss discuss answers to the quiz in pairs. two single beds.
2. You sit or lie in a bath but stand under a shower.
3. A suitcase is one item of luggage and is a count
noun. Luggage usually refers to several bags and /
or suitcases and is a mass noun.
4. Half-board is bed, breakfast, and evening meal.
Full-board is bed, breakfast, lunch, and dinner.
5. A keycard is like a credit card, you put it into a
slot to open the door.
6. A bill shows the amount you have to pay. A
receipt shows you have paid.
7. Lift (British English), elevator (American
English)
2)- Ss match words and symbols. * Key:
- Ss work in pairs. 1- car park 2- restaurant 3- lounge 4- cocktail
- T checks their answers. bar 5- fitness room 6- hairdryer 7- air-
conditioning 8- safe 9- conference facilities
10- swimming pool.

3)- Ss look at the Hotels facilities in the * Key:


list. Hotel facilities: restaurant, cocktail bar, lounge,
- T plays recording twice. Ss tick the sauna, fitness room, car park, business centre.
hotels facilities in the list. Guest rooms: satellite TV, multi-line phone,
computer and fax point, air conditioning, minibar,
24-hour room service, hairdryer.

4) T ask Ss: (look at the projector)


1) Which of the Hotel facilities are - Their answers
important for you on a short city-break
holiday?
2) Which of the Hotel facilities are
important for you on a business trip?

5)- Ss look at the Hotel signs and notices. * Key: possible answers
(page 36). 1- in a guest room 2- over a door
- T gives Ss time to answer the questions. 3- by a fire alarm 4,5- hanging on the door of
- Ss work in pairs / groups. a guest room
6,7- by a phone in a guest room

* Emails, faxes, and leters


1)- T gives Ss some questions to lead Ss - Their answer
into the Emails, faxes, and letters.
1) Do you have an email address?
2) Do you write emails, faxes, or letters in
English? If so
- what do you write about?
- do you have problems writing in
English? If so, what problems?

- T summarizes on the board Ss most


important needs.

2)- Ss do the quiz in pairs.(page 37)- * Key:


(10minutes) 1a- BrE: 11 April 2003, AmE: November 4 2003
- T checks answers, whole class. 1b- BrE: 12 August 2002, AmE: December 8 2002
1c- BrE: 3 May 2004, AmE: March 5 2004
2b is correct
3a- for a single woman or girl
3b- for a single or married woman
3c- for a married woman
4a- information
4b- numbers
4c- For the attention of
4d- as soon as possible
4e- enclosures
5a- iii 5b- iv 5c- i 5d- ii

3) Ss read the emails and the letter (page * Key:


37). Which is 1- C 2- D 3- B 4- A
1- an apology and a request for
information?
2- a message to a friend?
3- a reply to a colleague?
4- a hotel booking?
- T walks round monitoring and helping
where necessary.
- T checks answers, whole class.

4)- T elicits that, as with telephoning, we * Key:


use typical phrases for writing emails, 1- Following, Thanks for
faxes, and letters, and that they need to 2- This letter is, This email is
use these, and not translate the phrases 3- Could you please, Would you please
they use in their own languages, as the 4- attach
style may be very different from English. 6- Unfortunately
- Ss work in pairs 7- Sorry
- T monitors and helps Ss. 8- Let me know, Hoping, See you
- T checks answers, whole class.

5)- Ss complete email, fax, and letter. * Key:


(page 39) E. 1- Thank you for
- T checks answers, whole class. T elicits 2- I enclose
reasons for choosing a more formal or 3- Please contact me again
more informal phrase. F. 1- Thank you for
2- I apologize for
3- Iam pleased
4- I look forward to
G. 1- Thanks for
2- sorry
3- Could you please
6)- Ss work in pairs.
- T asks Ss to think of one or two - Their answers
alternatives for each phrases in the table.
- T walks around, monitors and helps Ss.

3. Extension:
T asks Ss to compare the typical expressions listed
in the table in 4) with those they use to express the
same idea in their own language.
- Ss do the exercises in Workbook.
- T gives feedback, whole class.

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