Level: Pre- Intermediate (A2-B1) Duration: 60 mins
Topic: At the Airport Date: April 8, 2024
ESL Instructor – Phylicia Joseph Lesson Focus: Functional Language
Phylicia Joseph
Fundamental of TESOL
Module 6: Preparing Lessons
LESSON PLANNING ASSIGNMENT
OBJECTIVES
Content Objectives Language Objectives
By the end of the lesson, students should be able to: They will achieve this by:
- Describe aspects of travelling through airports - Watching a video about travel through an airport
- Grow their vocabulary - Using pictures to describe what travelers do at the airport
- Asking and answering questions relevant to airport
experience
ASSUMPTIONS
What assumptions do I have about students’ knowledge and interest in the lesson and tasks?
- Watching and listening to the videos will help students be able to identify specific steps in airport travel
- Matching photos with the phrases incorporates other tactile and visual learning styles
- Practicing dialogues with role play will reinforce the use of new vocabulary and may be fun for students
ANTICIPATED PROBLEMS SOLUTIONS
- Time allotted to completing activities may be longer than - Monitor the progression of students through the various
anticipated. tasks. Assign additional tasks to faster students and work
along with slower learners.
- Well-traveled students may become bored, while those - Employ the use visuals and media to engage students in
who have not traveled as much may struggle to keep up. practice of the language for this topic
- Encourage students to focus on communicating more
than on correctness.
TARGET LANGUAGE
The actual language to be taught/ present in the lesson: - To take off/ To land
- Duty free shopping
- At the airport - Overhead bin
- To check in - Passenger
- Online check-in - Destination
- To go through security - Arrival/ Departure
- To board the plane/ to get off the plane - The flight is delayed / canceled
- Airplane/ plane - Flight schedule
- To embark/ disembark - Terminal/ Gate
- Round trip/ one-way - Economy/ First class
- Flight - Departure lounge
- Baggage/ luggage/ suitcase/ checked bag - Here you go
- Carry-on bag/ hand luggage - Thank you
- Baggage claim - Have a nice/ safe journey
- Passport - Are you travelling alone?
- Ticket/ E-ticket - How many suitcases are you checking in?
- Boarding pass - Do you have anything to declare?
- Window seat/ aisle seat - Did you leave your bags unattended?
MATERIALS
All materials to be used in the lesson:
- Whiteboard, markers, and board eraser
- Computer
- Projector
- Blank paper
- Glue
- Audio file – Airport sounds (link in Materials)
- Video – At the Airport (link in Materials)
- Worksheets (links in Materials)
LESSON PLAN STEPS
TIME AND
STAGE AND AIMS PROCEDURE
INTERACTION
Activation 5 mins Greet the class.
- To determine students’ prior T-S Set-up: Play sounds from an airport. Ask students to guess/ identify
knowledge of the topic the topic for the day. Play the sound until the topic is correctly/
closely identified. Write the topic on the whiteboard: ‘At the
- To set the context for the lesson Airport’. Prompt students to say the steps involved in travelling
through an airport (Note – NOT on the plane!). Write out each
- To prepare learners for new activity offered on the whiteboard.
vocabulary, structures, and
expressions for travel through
airports S-T Students on task: Students respond to prompts and take notes of all
phrases and words written on the board.
Feedback: T listens for and monitors use of TL and offers praise and
T-S correction where applicable.
Connection 10 mins
-To teach students new T-S Set-up: Show the video of an airport scene in English. Ask students
vocabulary and to reinforce TL to identify additional airport procedures/ experiences. Write
additional phrases/words on the whiteboard.
-To allow students to practice
the TL with respect to the S-T Students on task: S respond orally and make notes.
lesson topic
T-S Feedback: T listens for use of TL, praises and offers correction
Connection Task 1 where applicable.
MFP T-S Set-up: T says every phrase one by one to ensure that students have
correct pronunciation and prompts students to repeat.
S-T Students on task: Students respond.
T-S Feedback: T praises, corrects.
Connection Task 2 7 mins
T-S Set-up: Assign students to work in pairs. Give each pair the
worksheet with pictures of airport scenes. Clearly explain the
instructions: ‘In the empty spaces beneath each picture, match the
correct word/phrase provided on separate slips of paper with the
appropriate picture. Attach the correct phrase/word to the space
underneath the matching picture’.
Check understanding using ICQs
Are you working alone or in pairs?
Are you writing?
How much time?
S-S Students on task: Work in pairs to match all pictures with the
appropriate word/phrase.
T-S Feedback: T goes around briefly to each pair, noting any difficulties
and providing guidance and encouragement.
3 mins
S-T Feedback: One pair volunteers to give their answers to the class and
T.
T-S Feedback: T clarifies the accurate choices, giving praise and
encouragement.
Introduce Role play Activity
5 mins Set-up: Explain the scenario for S to role play in pairs. ‘One student
will be acting the check-in agent at the airport, while the other will
T-S act as a passenger on an international flight from Barbados to
London on UK Airways. The flight is scheduled to depart at 8:30
am. Boarding begins at 8:00 am from gate A12.
(Go through the following questions slowly)
The check-in agent must:
(1) Greet the passenger and ask for passport and ticket
(2) Verify the final destination passenger is travelling to
(3) Verify the number of people travelling,
(4) Ask whether any bags will be checked in and how many
(5) Verify which luggage will be hand luggage or carry-on
(6) Verify that hand luggage has no liquids/ prohibited items
(7) Ask about their airplane seating preference (aisle or window)
(8) Give information about the boarding time and gate number where
boarding will take place
(9) Hand back the passport and the boarding pass
(10) Wish the passenger a safe flight
The roles will then be switched.
Check students’ understanding with ICQs
Are we speaking?
How much time?
In pairs or groups?
S-T Students on task: S verify their understanding of the instructions,
ask clarifying questions, work to complete role play.
T-S Feedback: T clarifies the task, repeats/ rephrases misunderstood
instructions.
10 mins
Controlled Practice
T-S Set up: T gives the designated first ‘check-in agent’ the written
prompt to follow in the correct order and invites them to begin.
S-S Students on task: Students conduct role-play exercise, take turns at
being the travelling passenger and check-in agent.
T-S Feedback: T visits and observes each pair, giving encouragement and
praise. T notes errors in use of grammar and vocabulary to be
addressed during affirmation.
5 mins
Close of Role Play Activity
T-S Set-up: T reviews phrases/ words needed for each role play question
(gives the correct questions and answers). T corrects any vocabulary
and pronunciation errors. T invites students’ feedback on the exercise.
Students on task: Students respond and give feedback on role play
S-T activity.
Feedback: T responds positively to student feedback, thank them,
T-S and praise their efforts
Affirmation
15 mins
- To assess individual learning
T-S Set-up: T gives each student a worksheet to fill in the blanks and
match words/phrases with the correct definition. T instructs them to
work individually to complete the exercise. They are to put their
name at the top of the paper and submit it when leaving class.
Check students’ understanding with ICQs
How much time?
Are we speaking?
Are we working in pairs?
Are we taking it home?
Students on task: Students work individually to complete the
S-S activity.
Feedback: T thanks/praises students for completing and submitting
T-S assignments as they leave.
- END OF CLASS -
MATERIALS FOR LESSON: ‘AT THE AIRPORT’
Activation
Airport Sounds
Airport Sounds - One Hour!!! The Most Complete Airport Ambience! (youtube.com)
Connection
Connection Task 1
Instructions: Watch this video and take note of the activities occurring at the airport when preparing to fly. Can we add
anything else to the list on the board?
Video: At the Airport (youtube.com) (Play only segment from 0:00 – 5:10)
Connection Task 2
Instructions: : ‘In the empty spaces beneath each picture, match the correct word/phrase provided on separate slips of
paper with the appropriate picture. Attach the correct phrase/word to the space underneath the matching picture’.
Picture sources – Screenshot from the following videos:
At the Airport (youtube.com), English At The Airport - First Time Flyer (Basic Everyday Life English Conversation)
(youtube.com), At the airport part 1 (youtube.com), At the airport part 3 (youtube.com), At the airport part 4
(youtube.com), At the airport part 7 (youtube.com)
Words/ phrases to be matched:
Window seat, suitcase/luggage, security check, Boarding at the gate, runway, Passport and boarding pass, Empty your
pockets and put the contents in the tray, Duty-free shopping, Check-in counter, Identification/ passport.
Controlled Practice (Role Play) – Print out for students.
Instructions: Our next activity will be role-play. One student will be the check-in agent at the airport, and the other
student will be a passenger on an international flight from Barbados to London on UK Airways. The flight is scheduled
to depart at 8:30 am. Boarding begins at 8:00 am from gate A12. Go through the following prompts in this order for
your role-play.
The check-in agent must:
(1) Greet and welcome the passenger, and ask for passport and ticket
(2) Ask about/ confirm the final destination that the passenger is travelling to
(3) Ask about/ confirm the number of people travelling
(4) Ask whether any bags will be checked in and how many
(5) Verify which luggage will be hand luggage or carry-on
(6) Verify that hand luggage has no liquids/ prohibited items, was packed by the passenger, and was not left unattended
(7) Ask about their airplane seating preference (aisle or window)
(8) Give information about the boarding time and gate number where boarding will take place
(9) Hand back the passport and the boarding pass
(10) Wish the passenger a safe flight
Switch roles!
Affirmation
Instructions: Working on your own, complete the worksheet by filling in the blanks and matching the words/phrases with
the correct definition. Put your name on your paper and submit it before you leave class today.
Source: AT THE AIRPORT - ESL worksheet by Tecus (eslprintables.com)
Source: AT THE AIRPORT - ESL worksheet by ben 10 (eslprintables.com)
