TESL Button Return to Lesson Plan Index Return to Ling. 577 Syllabus TESL Button

Listening Lesson Plan

"Asking for Tourist Information" (Italian)

Teacher: Maria Cummaudo
Class: 2nd year Italian Grammar
Proficiency level: Intermediate
Ethno-linguistic composition of class: U.S., Spanish, and Swiss learners of Italian.
Estimated time: 50 minutes
Date of presentation: October 15, 1996
Age: 17-25




Warm-up: Dov'è la mia giacca? (Where is my jacket) 5 min. La mia giacca è vicino alla sedia. (My jacket is next to the chair) Dietro la giacca c'è una cartella. (Behind the jacket there is a bag) La giacca è davanti la cartella (The jacket is in front of the bag) Noi siamo in Clark building che si trova a sud-est di JKHB ma a nord di MARB (We are in Clark building which is located at South-East of JKHB but at North of MARB). While I give examples, I put on the board the cards with the prepositions and adverbs written in them. I also put the points of the compass on the board. Then I tell them that when I was in Rome I was quite lost. But I was able to find the Tuorism Information. I asked the lady working there to tell me about the most important sights to see in Rome. She helped me the same way the lady in the video I am going to show to them did. I will put on the board the symbol for the Italian tourist office.

Intro: I show a short dialogue between a tourist and the employee at 10 min. the Tourist Information office. Before showing it, I remind them to pay attention to the directions and prepositions used. I will show it twice, the first time without interruption. The second time I will interrupt in a few crucial places and make them repeat that particular sentence. I will also write some main questions such as "Scusi, può dirmi dov'è la fontana di Trevi?" (Excuse me, would you please tell me where is the Trevi Fountain?)


Activity one (10 minutes)
I divide the students in couples and give them maps of Rome. One student will pretend to be the tourist and the other the tuorist agent. On the maps I will mark their starting points (which will be different in each map). I will go around the class to listen and check their comprehension and to help when they need it.

Activity two (10 minutes)
I will show a second video on the city of Rome. This time students will see the major sights they have seen on the maps. They will experience a real tour while the speaker will comment on their positions.

Activity three (10 minutes)
I will ask them to draw a small map from their house to BYU. I will ask a couple of them to share their information on the board. The class has to understand where they live.

Wrap-up: I will give some directions to go to my house from BYU. They (5 minutes) will have to understand where I live. I will encourage them to offer themselves as volunteer tour guides for BYU campus (to benefit Italian visitors) or for any new italian student.


I may not have time to di the last activity. If this will be the case, I will use it as an homework assignment. I want them to have ample of time to practice listening and communication skills in couples with the maps.


Time, as I suspecetd, was not enough. The first activity required around 15 minutes. Therefore, I did not do activity no. 3. I finished the lesson by giving the direction to go to my house from BYU. This actually was a good model for the homework which was the activity no. 3. This homework will be used as the warm up for the next lesson which will be on countries, cities, and shops and correct prepositions (simple or with article) that precede them. Since I had a few minutes extra after the second video, I asked them some questions on what was shown to check their comprehension. I have to avoid to do too many things in a class period.

TESL Button Return to Lesson Plan Index Return to Ling. 577 Syllabus TESL Button

Time & Place | Instructor | Textbook & Materials | Course Objectives | Basic Principles | Major Learning Activities | Course Requirements & Grading Scheme | Students with Disabilities | Course Calendar

1997 © Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, June 7, 1997