Alice Park Alice Park

Listening and Vocabulary: Departure Lounge
Beginners level


In this lesson, students will hear five different conversations that are taking place in a departure lounge of an airport. They will be listening to people talk about their future plans. Before the listening, there will be a pre-teaching of vocabulary, and after the listening, there will be speaking for fluency.


Abc Listening track 2.82
Abc Warmer PPT
Abc Pre-teaching Vocabulary Handout
Abc Listening Handout

Main Aims

  • To provide gist and detailed listening practice using a text about an airport departure lounge in the context of future plans

Subsidiary Aims

  • To provide clarification of departure lounge vocabulary from the listening activity in the context of future plans
  • To provide fluency speaking practice about places to go and things to do in the context of future plans


Warmer/Lead-in (4-5 minutes) • To have Ss continue in the future plans context (the same context as the previous lesson)

T is going to show Ss a couple pictures on the WB, and say some sentences about what she is going to do after CELTA is over. Then, Ss will work in pairs to discuss and guess where T will be going. After a minute, T will ask each group to guess.

Pre-teach Vocabulary (3-4 minutes) • To pre-teach four vocabulary words found in the listening activity

T will give out a handout to the Ss and in pairs, they will have to go through the four words and match them to the appropriate definition or picture. After a couple minutes, T will have one student come up and write the answers on the WB. T will then ask CCQs to make sure Ss know what these words mean.

Gist Listening (2-3 minutes) • To have Ss listen for gist

T will show the picture of an airport terminal that goes along with the listening activity. T will then have the students listen for gist and answer one question: Is the listening about the past, the present, or the future?

Detail Listening (3-4 minutes) • To have Ss listening for detail

T will then highlight the five people in the picture on the WB: A, B, C, D, E. Ss will then work on ex. 1, matching the conversation to the people in the pictures. After Ss work on this individually, they will check in pairs. Then, T will ask one Ss to put the answers on the WB.

Detail Listening 2 (4-5 minutes) • To have Ss listen for detail

T will then have Ss do ex. 2. T will play the listening for them and have the Ss answer the questions individually. If the Ss have a difficult time answer the questions, T will play each conversation separately for the Ss, and give them time to answer the questions. After, T will have the Ss check in pairs. Then, T will ask Ss to say the answers.

Semi-controlled Practice (7-8 minutes) • To have Ss share with one another what they are going to do

T will have Ss work individually to think of a place and answer three prompts on the WB: I am going to "eat, I am going to see, I am going to go." Then Ss will share in pairs, these three sentences. The other person has to guess where their partner is going to go. Then, T will have all the Ss get up (she will erase the three prompts, leaving only "eat, see, go."Ss will have to mingle with each other and tell each other the three clues, and guess each other's places.

Freer Practice (7-8 minutes) • To have Ss practice fluency by sharing about what they're going to do in the future

T will have Ss sit back down in pairs. Ss will share with each other three things: "Next weekend, I am going to..." "This summer, I am going to..." and "After five years, I am going to..."

Error Correction (3-4 minutes) • To write errors on the board and have Ss answer why it's wrong

During monitoring, T will collect some errors from the Ss regarding the future tense (that they learned in the previous lesson), or the vocabulary that was taught in the beginning of the lesson. T will put these errors on the WB and elicit from the Ss the right way to use the tense or vocab.

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