LESSON PLAN FORMAT 5

Name: Diana Massengale, Breana Brittian # of Days class meets per week: 5
Level: Intermediate/Young Adult Costa Rica # minutes in the lesson: 15
Hospitality Course (Service Industry School)
Source: Klippel 109 Hotel Receptionist
Check one: _X___ Close to original ____ Invented ____ Hybrid
Learning Objectives (Student Focused Goals); Students will be able to

Bridge the gap in communication in foreign countries.

Put together vocabulary and actions through pantomime.
Communicate through gesture and facial expressions and learn its importance in language.
Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and trying to
improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to students, fielding
questions from the class, tailoring your vocabulary to the proficiency level of the class etc.]:

Teacher A (Diana): working together in a group effectively and being flexible with less control.
Speak slower.
Teacher B (Breana): Monitoring speech, engaging with students, utilizing language checks.
Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

Vocabulary through scenarios.

Silent communication/gestures, facial expressions, posture
Formulating questions from observation and interpretation
Anticipated knowledge & problems (i.e. what will students have to know before this lesson and
what have they had trouble with?)

Students will be familiar with basic issues surrounding miscommunication in a customer service
environment, as well as exercise simple conversing etiquette. Also, hospitality-themed vocabulary
is a given, and they will have background knowledge about the importance of communicating
through body and facial motions. The stress of the lesson is that language is not only spoken. They
may encounter trouble with guessing an issue from a few gestures, but this is expected.
Solutions:

Both instructors will demonstrate how the miming activity is to be carried out to show the level of
ease or difficulty that may vary, so that students dont feel discouraged when it is their turn to
assume the guest and receptionist roles. The class will be divided into two groups so the teachers
can monitor the lesson more closely and review the problem areas with the students.
Materials:

Phrase slips
What did you change/adapt from source material (e.g. Ur, Klippel,)

Everything from Klippel is intact, except we plan to split the class in half. Students will be doing
the same lesson at the same time, but in smaller groups. We also made our own questions and
phrases up because we found Klippels too convoluted and unrealistic.
Procedures Timing Interaction Purpose

Teacher A + Teacher B demonstrate the
guest and receptionist roles for the
students through a role-play.
Using the demonstration as a reference,
both teachers will introduce the topic of
the activity: there might be some
instances where your guests dont speak
Spanish or English. Brief discussion
about how the nonverbal communication
is important.
The class is split in half to start the
exercise; each teacher monitors and
facilitates order on their side of the class.
Students practice activity.
Students regroup as one class to lead a
brief wrap-up discussion on the exercise:
this was hard, this was fun, this was
confusing, "how often do you think we
use this in language?", etc. Ask what
problems they could see happening and
how to tackle them outside of the
classroom.
Patterns
1 min T1 > T^2 Show an example of how facial
expressions and gestures are applied
in the activity. Have students
visualize a scenario where spoken
language isn't helpful.
Learn about how nonverbal
communication is just as important
and effective as verbal. To discuss
3 min T s> Ss situations where nonverbal
communication is especially
effective and crucial for working in
hospitality. Give examples of how
to handle the difficult situations.
Students practice their own miming
8 min Ss > Ss and see how people interpret
gestures differently. Understand the
different scenarios that might occur
in a hotel or for travelers in general.
Students will have to rely on body
language to communicate in an
effective manner and can learn
various techniques from other
students. Teachers will be able to
focus more on technique with
smaller groups and assist if any
confusion.
3 min Ss > T2 Reflection on the lesson. Students
will be able to ask questions and see
the general classroom's response to
the topic. Provide feedback to the
teachers on how the lesson helped
or hampered them in language.
Apply it to the hospitality
environment.
 Hotel Miming Questions

1. I lost my key. Can I get a new one?

2. What time does room service come?
3. Im hungry. Could you send food up to my room?
4. Where is the beach?
5. I lost my key. Can I get a new one?
6. I got a flat tire. Can you call someone please?
7. My shower water is cold. Can someone fix it?
8. Where is the exercise room? I want to work out.
9. Where is the nearest bus station? I have to buy a ticket.
10. I missed my flight. Can I stay another night?