Review: Previously in Unit 8:2, we discussed about how to teach the sub topic ‘Talking about ongoing activities’ in Form One. In this sub topic, students were introduced to the various ways of expressing or talking about ongoing activities in everyday life.
In this Unit 8:2, we will learn how to
teach the sub topic, ‘Talking about reservation’
in Form Two. In this sub
topic, students will be guided how to make and talk about reservations in a
hotel or any other booking offices.
THE
FOLLOWING IS THE COMPREHENSIVE TEACHING GUIDE ON THE SUB TOPIC:
1.
Topic: ASKING FOR SERVICES.
2. Sub
Topic: Talking
about reservation.
3.
Periods per sub topic: 10
4: Class: Form Two.
4: Class: Form Two.
B: HOW TO TEACH THE TOPIC:
GENERAL INTRODUCTION
The student should be able to
use appropriate expressions for reservations. The students are introduced to
the ways of making reservations in the local areas they live as well as in other
or more advanced areas like airports and motels. A teacher here is advised to
equip students with the common places they can make reservations before moving
to more distant areas where the students do not live.
ACTIVITIES AND GAMES TO FACILITATE A LESSON
ACTIVITY 1: BRAINSTORMING ABOUT THE TOPIC
It's a good idea to engage
students into the reality of what they are going to learn. Talking about
reservation is a sub topic that can be made easy by engaging students with
local areas where reservations can be made. For example, in most rural areas,
common reservations are done in Bus Stands and Guest Houses. But in towns there
are more reservations such as Cinemas, Concert Halls, Airports, Guest Houses,
Hotels, Motels, Bus Terminals and others.
In this sub topic, it's
good to talk about local but common areas of reservations such as:
Bus
Stands, and
Guest
Houses.
Ask students some questions
on their own experiences of making reservations:
Ask students what they do
when they want to travel.
Ask them what they do when
they want to get a bus ticket if they have no time to go to the booking
offices.
Ask them what they do when
they want to take a room in a Guest House when they have not reached there.
After their responses, now
you can conclude that in modern times like these, a person is expected to have
tools like telephone numbers so that he/she can call and make his/her
reservations.
Guide the students to
discuss about the reason of making reservations. Some of the reasons of Making
reservations are:
People
make reservations for various reasons, some of them are:
To get
the service they want.
To
avoid missing the service when they arrive at a particular place.
To let
them work on other matters. This is possible because they can just call
wherever they are.
ACTIVITY 2: READING DIALOGUES ON MAKING RESERVATIONS.
Now after being introduced
on the reasons of making reservations, students are guided to the practice of
making reservations.
Provide a written dialogue
to the students. In pairs or groups, students can read the dialogue provided.
Let them pay attention to
the important words, phrases and sentences used. For example;
May I
get a ticket Mwanza?
Can I
make a booking for Friday afternoon flight?
…we
can’t take any more bookings.
She
will call at a restaurant and make a reservation.
I
would like to travel to….
Can I
get a seat in…?
There are vocabulary items
that are common in making reservations. Most of them are reserve, plane, train, seat, hotel, ship, harbour, ticket, receipts,
and theatre, check in, check out, confirm and the like.
DIALOGUE 1: Making Bus Ticket Reservation.
Passenger: Hello, I'm Joe.
Ticket
Agent:
Hello, Joe. What can I help you?
Passenger: I would like to make
Advance booking in your Katavi Tour office.
Ticket
Agent:
Which day do you want to travel?
Passenger: It's on next Thursday.
Ticket
Agent:
Alright. Which seat number would you like to be reserved for you?
Passenger: Seat Number E5.
Ticket
Agent:
Is there anything I can help you?
Passenger: No. It's alright.
Ticket
Agent:
You are welcome!
COMPREHENSION
QUESTIONS.
Which
office is a passenger is trying to book a ticket?
When
does the passenger want to travel?
Which
seat number passenger wants?
What is
the name of the passenger?
Is the
passenger assured to have what he wants?
Note: These questions will
help students to understand the subject matter of the dialogue as well as how
the dialogue is organised.
DIALOGUE 2: Making a
Hotel Room Reservation.
Mr.
Yero
has gone on tour to Katavi National Park. He enters in the Lyamba Hotel and
goes to the Hotel Reception
Hotel
receptionist
: Good afternoon, Sir. Can I help you?
Mr.Yero: Good afternoon. Can I
get a room in this Hotel please?
Hotel
Receptionist
: Have you made an Advance booking, Sir?
Mr.Yero: No, I haven’t done
any room reservation.
Hotel
Receptionist:
What kind of a room do you want, Sir? A double room or a single room?
Mr.
Yero
: A single room, please.
Hotel
Receptionist:
Let me see. (Looking at the register).OK sir, your room is 17.
Mr.Yero : What is the room’s
price in this hotel?
Hotel
Receptionist:
We charge 10,000 shillings a day for a single room.
Mr.
Yero:
Okay. Here is the money.
Hotel
Receptionist:
Sir. How long do you want to stay, Sir?
Mr.Yero : Just for one night.
I’m going to Katavi National Park tomorrow.
Hotel
Receptionist:
All right.
Mr.Yero: Thank you very much.
Hotel
Receptionist:
You are welcome.
COMPREHENSION
QUESTIONS
Choose the best responses
in the brackets:
Mr.
Yero
is a ___________(guest of honour/tourist).
Mr.
Yero
wants a (double/single)
______________
Mr.
Yero
is going to ______________(Katavi
National Part/Lyamba Hotel).
Mr.
Yero
_______________(has not made advance
booking/has made advance booking).
Hotel
Receptionist
charges __________(1,000/10,000 shillings)
per single room.
Mr.
Yero
is staying at Lyamba Hotel for _______( one
night/two days)
Note: These questions will
help students to understand the subject matter of the dialogue as well as how
the dialogue is organised.
ACTIVITY 3: DRAMATIZING MAKING RESERVATIONS.
Students are now guided to
practice making reservations in pairs. Allow them to use two common settings:
Hotel Room and Bus Ticket. In each pair, one can assume the role of a Hotel
receptionist and the other a visitor, or the role of ticket agent and a
passenger.
Let them practice orally
while you supervise them and correct them where necessary. If they get
difficult, let them write correct sentences they have to say to each other.
Finally, while they are in
pairs, let them write a complete dialogue of making reservation, then they
should submit to you for corrections.
At the end, select the best
dialogue and stick it in the classroom's board.
ACTIVITY 4: WRITING A DIALOGUE ON MAKING RESERVATION.
Guide students to write
down on their exercise books the dialogues like above. Allow them to be in
pairs then practice it without looking a book or on the board. After finishing
writing, collect their works and mark them. After marking, choose the best
making reservation dialogues and publish them on the school gazette if there is
any or stick it somewhere in the class. Remember that sticking students’ works
(the best ones) is a form of motivation to the students.
STRUCTURAL PRACTICE: Forms and Functions Found In the Sub Topic:
In this section of
grammatical practice, a teacher guides students to the discussion of the
grammar aspects that are related to the topic. In this topic, the following
grammar aspects are covered:
- Uses of Modal Auxiliary Verbs; Can, Could, May, and Might.
- Uses of ‘Would like’ and ‘Would like to’.
- Pronunciation Practice.
USES OF MODAL AUXILIARY VERBS, CAN, COULD, MAY, AND MIGHT.
CAN
It is
used to express ability, that is, to be able to do something.
Examples:
I can make a cake.
He can’t speak English.
Can you open this window?
It is
also ta ask for permission:
Examples;
Can I use your room?
Can I leave now?
Can I raise the volume?
It is
used to make requests or suggestions.
Examples:
Can I have more water?
You can take this pen if
you like.
Can I have the bill?
You can do whatever you
want.
COULD (past form of can)
It
describes an ability that someone had in the past.
Examples:
I could swim when I was
young.
You could see the dense
forest.
They could tell you he was
superhero.
It is
also used in auxiliary functions to express permission politely:
Examples:
Could you please let me
pass you?
Could I get you more water?
Could I take this money
with me?
It is
used to express possibility.
Examples:
Could it be true?
This plan could help us a
lot.
You could always stay at my
house.
He could ride in the
expensive car.
MAY
It is
used to ask for formal permission.
Examples:
May I come in?
May I ask one question?
May I say something now?
It is
used to suggest something that is possible.
Examples:
She may agree with the
plan.
Students may pass this
exam.
It may rain today.
They may not be happy with
you.
MIGHT
Might is used to suggest a
smaller possibility than may does.
Examples:
He might fail exam.
She might have finished it.
I might not come tomorrow.
You might have lost it.
The shop might have been
closed now.
USES OF ‘WOULD LIKE’ AND ‘WOULD LIKE TO’.
‘WOULD LIKE’
‘Would
like’ is
used to say politely what a person want, especially when making offers and
requests. Note: ‘You’ comes in
between. See examples below.
Examples:
Would you like a biscuit?
Would you like one cup of
tea?
‘WOULD LIKE+TO’
It is
also followed by ‘to’ (to-infinitive).
I would like a cup of
coffee.
Examples:
Would you like to listen to
music?
Would you like to go to the
beach?
I would like to get a
ticket for tomorrow.
Note: ‘Do you like’ is used to ask about preferences in general, not to
make offers.
Compare
the following sentences:
Do you like rice?
Would you like some rice?
The
first sentence asks about likes and dislikes in general, but the second sentence
expresses offers.
‘WOULD LIKE TO HAVE + -ED FORM’
This structure is used when
talking about things in the past that were missed.
Examples:
I would like to have
finished my school but I didn’t.
I would like to have told
but no one told me.
She would like to have
watched the football but she had to go out.
PRONUNCIATION PRACTICE.
Teacher can guide students
how to pronounce the short form of ‘would’ when it is combined with some
pronouns.
Examples:
I’d like/aid/ = I would
like
He’d like/hid/= he would
like
A teacher should provide
the proper pronunciation of these structures and other short forms in this sub
topic.
6: CONNECTION: Beyond the Sub Topic. This is the sub topic that
tests the students with their ability to communicate through telephone
communications in order to make reservations or bookings on various places.
7: NOTE: In making reservations, students should be familiar with the ways of
communicating by using telephone or short messages. These prior skills will
help them when they learn this sub topic.
********************
Resources:
- www.dictionary.cambridge.org/grammar/british-grammar/verb-patterns/would-like
- www.talkenglish.com/grammar/auxiliary-verbs-can-could-may-might-must.aspx
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