Philip Evan Cowlishaw Philip Evan Cowlishaw

At the Airport, On the Airplane
Beginner level


In this lesson, students go through the process of checking into the airport, going through security, being questioned by passport control, and finally enjoying a flight. The grammar point will be: Would you like...? They engage in reading, listening, speaking and writing. At the end, they will act out a scene at the airport, as if it were a real life experience.


Main Aims

  • To provide the practice of language used for checking in for a flight, maneuvering around the airport, and eventually making it onto the plane.

Subsidiary Aims

  • To provide students with a balanced lesson which includes all four language skills (reading, writing, speaking, listening) in the context of traveling by plane


Lead In Video and Questions (1-3 minutes) • To help focus students on the upcoming subject material and elicit knowledge of airports

I will begin my lesson with a short 30-second video which hopefully excites the students and makes them eager to travel somewhere exotic (Thailand) for vacation. But what do we need to bring to the airport? This will be followed by a few questions to elicit any vocabulary they might already know concerning airports and flying.

Vocabulary Sheet (6-9 minutes) • To expose the Ss immediately with the new target language

I will provide 25 vocabulary words for items, places, and people which airline passengers encounter whenever they fly. I will also offer the Spanish translation of each of those words and phrases in order to ensure total comprehension of the target language. Finally, I have prepared a few CCQs used to double check their understanding of the new lexis.

Gap-Fill (6-9 minutes) • To practice more reading and to use new vocabulary

I have prepared a gap-fill which has 35 lines of meaningful dialogue which can be used at four different stations of an airport. These specific lines will be used a total of three times, although in various forms, throughout the duration of this lesson. This will make it easier for the Ss every time they encounter these specific constructions. This will a pair work activity, followed by pair check, and then answers on the board.

Listening (5-7 minutes) • To have Ss listen and respond to the listening by answering five questions

Students will first read the five questions to themselves. Then, I will play the recording twice. Finally, the students will write the answers on the board.

Grammar (Would you like...?) (8-10 minutes) • To help Ss practice polite requests and responses

I have written ten short dialogues where students can practice asking polite questions and making polite responses. Pairs will work together on these and switch roles so that each student gets to practice the new target language.

Who says what? (5-6 minutes) • To provide further practice with statements and questions heard at the airport

I will place four different pictures on the wall of places at the airport that passengers have to deal with as they make their way to their planes. I will distribute a total of 17 strips of paper to the students and have them tape the expressions they've been given onto the wall near the correct location where that statement or question can be heard or is spoken.

Final Performance (5-6 minutes) • To provide a real life experience to the students where they can actually practice airport activities

I will assign each of the five students a role. One of them will be the passenger, while the remaining four will act as airport employees. The passenger will make her way around the airport, eventually making her way onto the plane.

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