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Pre task

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Level: A2

Topic: Giving directions

Context: Tourist in a city

⬇Teaching method: TBL

I. Pre-task (10 minutes)

1. Show a simple city map on the screen with key places (museum, hospital, bank, ..).

2. Review vocabulary:

Places: bank, pharmacy, police station,...

Prepositions: next to, opposite, between, on the left/right...

3. Verbs/Phrases: turn left, go straight, cross the street...

Drill useful phrases for giving directions:

“Excuse me, how can I get to…?”

“Go straight ahead.” / “Take the second right.” / “It’s opposite the supermarket.”

II. Task (15-20 minutes):

Divide students into pairs (Tourist and Local people).

Give each pair a different version of a map:

The Tourist has a map with missing places.

The Local has a full map with all the landmarks.

Task:

Tourists ask for directions to 3–4 places.

Locals give directions.

After 2–3 rounds, students switch roles.

III. Planning (10 minutes)

Pairs choose one location and write a short dialogue (Tourist–Local).

Encourage proper structure:

A: Excuse me, where’s the post office?

B: Go straight ahead and turn left. It’s next to the school.

IV. Report (5–10 minutes)

Some pairs act out their dialogue in front of the class.

Others listen and check on a map if the directions are correct.

V. Language Focus / Feedback (5 minutes)

Highlight common errors heard (without naming students).

Review the correct use of:

Prepositions of place

Directional phrases

Sentence patterns

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ESA

ENGAGE:

-          Warm up with a song (Head – Shoulders…)

-          Show a picture

Ask some questions (What do you see? Do you know him/them?... Is he tall or short?...)

Ex: Doremon is short. Nobita is tall.

è The teacher speaks while acting and pointing at the picture.

STUDY:

-          Vocabulary (adj, n with pictures)

Ex: nose (n)  *PICTURE

ð  Listen and repeat.

Note: comeback with ENGAGE

-          Look at the picture and make some sentences. (group work/ pair work)

-          The students describe Nobita or Doremon and the teacher show them some examples.

ACTIVATE:

-          Game: “Guess Who?” ....

Note: comeback with STUDY

-          Review and Homework (Describing your mom/dad)

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Topic: Body parts

Level: A1 (Young learners)

1. Presentation

Show flashcards or pictures of each body part.

Teach one word at a time:

Show the picture: “This is a head.”

Point to your head.

Students repeat (first as a group, then individually).

Teach 1 word → review - choral drilling / individual drilling

Teach 2nd word → review both

Continue until reaching 5

Review with movement (TPR)

2. Practice

Let students practice vocabulary in fun, controlled activities.

Simon Says – “Simon says touch your mouth.”

Flashcard Game – Hold up a flashcard; first student to say the word wins a point.

3. Production

Pair Work – One student asks, “What’s this?”
The other answers: “This is a hand.”

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Level: Starters

1. Presentation:

Warm up: Dance and sing a song "body parts"

Pictures / PPT slides

Reinforce by referring to the text book (vocab spellings)

2. Practise:

Teacher describes and students guess the word.

Do exercise: fill in blanks (labelling tasks), make some sentences,...

3. Produce:

The students practise together.(They work in pair/ group)

The student is the center and review the lesson (Who wanna be a teacher? Look at me, listen and repeat louder!...)

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Teaching body parts

Presentation : Present vocabulary about body parts (e.g head, eyes, ears, mouth, nose, arms,fingers ) using pictures, objects, a short video or even your own body  in the classroom.-> Student know and understand these vocabularies.

Practice : Students engage in activities that teacher says “ Touch your ...........” and students do the actions. TPR "Simon says"

-> Students apply new words about body parts in the structured sentences.

Production : Students work in group within 4-5 member to make a poster of body parts and present it to the class

->Students use the vocab and structured sentences in creative and more natural ways.

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Topic: Making reservations

Level: B1

Skill focus: Speaking & Listening

1. Warm-up

Ask students: Have you ever stayed in a hotel?

2. Teach key vocabulary and phrases:

Introduce useful expressions

3. Listening to a model dialogue and answer comprehension questions

4. Practice dialogue

5. Role-play: Students act out a hotel booking situation using cue cards(Name, date, room type, price

6. Information Gap Activity: Students ask and answer to complete the booking

7. Peer feedback: Using this checklist

Used polite expressions
Asked appropriate questions
Spoke clearly

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Topic: Making reservations

Level: A2

Resources:

Travel abroad (Where? When?)

What you need to book a hotel?

address

service

price (

types of rooms (How much does a room cost?) ...

last day

room key/ floor

--> dialogue

--> work in pair

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Topic: Making reservations

Level: B1

Resources:

Providing these details so you can make a reservation for you :

Destination - Where do you want to stay

Check in and check out dates

number of guests and rooms

budget

hotel type

preferred amenities

special requests

give you some sentences and questions connect with these information

and then give 2 conversations about booking a hotel