I've got a reservation.

Objective & content

This functional language sheet teaches pupils to check in at a hotel (We've got a reservation in the name of... Three nights. We're leaving on Monday.), answer the receptionist (Could I see your passport, please? Yes, here you are.) and ask about the hotel (What time is breakfast? Is there wifi? Is there a lift? What time is check-out?). Pupils read a dialogue in which Ibrahim checks in at a hotel, find the missing words and read the useful phrases, given in a box. By the end, they can check in, understand where their room is and ask three or four questions about the hotel.

Pedagogical guide

Page 1 is the dialogue, with a picture of Ibrahim and of the receptionist: it's Friday evening, and Ibrahim and his mum are on holiday. He arrives at the Seaview Hotel first and checks in for both of them while his mum parks the car. The reservation is in his mum's name, they stay three nights and leave on Monday morning, and their room is 214, on the second floor. The lift is next to the stairs, breakfast is from seven to ten in the restaurant on the ground floor, the wifi is free with the password on the key card, and check-out is at eleven. Pupils find eight missing words in lines from the dialogue. Page 2 has the useful phrases in a box, with the key words in bold and the answers after an arrow (with the British floors: ground floor, first floor, second floor), five situations to match to a phrase (the number of nights, the internet, a heavy bag and a room on the fifth floor, being hungry in the morning, checking the guests' names) and six lines with three replies each, where pupils tick the best one. Page 3 has a dialogue in which Greta and her dad arrive at a hotel with no lift, to number from 1 to 8, and a dialogue in which a boy checks in for his family, to complete with six words in a box. The last task is a role-play at the hotel desk: Student A arrives at the Park Hotel with a reservation for two nights; Student B is the receptionist, with the room, breakfast times, wifi, lift and check-out time on the card. Then they swap cards. Every exercise opens with a worked example.

Suggested procedure

1. (5 min) Say "Good evening. Welcome to our hotel. Can I help you?"; pupils answer "Yes, I've got a reservation."
2. (10 min) Read the dialogue aloud; pupils find the missing words.
3. (5 min) Read the useful phrases in the box with the class; pupils find them in the dialogue.
4. (10 min) Page 2: pupils match the situations to the phrases, then tick the best replies.
5. (10 min) Page 3: pupils number the lines of Greta's dialogue, then complete the second dialogue.
6. (10 min) Role-play: pupils read their cards, then check in and answer at the hotel desk. Then they swap cards.
7. (5 min) Check with the answer key on page 4.

Adaptations

[S] Pupils read the dialogue aloud in pairs, one as Ibrahim and one as the receptionist, before the tasks.

[A] Pupils invent their own hotel (floors, breakfast times, wifi) and a partner checks in.

Materials & prerequisites

One copy of pages 1 to 3 per pupil, and scissors for the role-play cards. Page 4 is the answer key and teacher notes: keep it. The role-play key gives the Park Hotel's answers (room 305 on the third floor, breakfast from 7:30 to 9:30, free wifi, no lift, check-out before 10:30). Pupils need have got, there is, ordinal numbers for the floors and times. The Seaview Hotel and the Park Hotel are made up. To take it further, pupils find a real hotel website and note the check-in and breakfast times.