1- Greet the students by saying (welcome to my class again) with gestures. 2- Display an airport picture on the projector. 2- Ask students (What do you need to do before you get on the plane?). 3- Ask students (What do you usually take with you when you travel abroad ?) 4- Ask them to work in pairs to discuss their experiences if they have about travelling and the what happens at the airport in 2 minutes. 5- Ask them some CCQS - How many minutes? - How many questions? - Would you do them alone or in pairs?

A- Show a picture of passengers standing at a counter with their suitcases , ask * where do you go to give your luggage and get a boarding card ? to elicit the word (check in desk) CCQS : - Do you go before or after your flight? - Do you leave your luggage? B- Show them a picture of luggage or miming as you are packing and carrying a suitcase, ask * What do we take with us when we travel? to elicit the word ( luggage). CCQS: - DO you carry it when you travel? - Is it for your clothes , bags and personal things? c- Tell them a small situation . Your flight at 5 pm and it's 4.30 , they say that your flight is ready, what will you do? or tell them the synonym of it (get on) , to elicit the word (board). CCQS: -Do you board on a plane before or after it takes off? - Are you still in the airport when you board? D- Tell them its definition about a place where you check your passport in when you enter or leave a country, to elicit the word (passport control) CCQS: - Do you show your passport there? - Does the officer check your passport? E- give them examples as handbag , backpack and suitcase to elicit word (baggage) CCQS: - Can a suitcase be a baggage? - Does baggage refer to your bags and suitcases? F- Tell them a small situation , imagine you check in and the officer told you (here is your ticket , where is the card you need to get in, to elicit the word (boarding card) CCQS: - Do you show it before getting on the plane? - Is it the same as your passport? G- Give them the meaning (move slowly) to elicit the word (taxi) and then put in a sentence within a context to not confused in the meaning ( the plane taxied to the runway before it took off) or show it by your body language using your hand to act. CCQS: - Does it move quickly or slowly? -Is the plane moving in air or on the ground? H- By using the picture displayed on the projector ask them where does the plane takes off and land? (pointing to the place) to elicit the word (runway). CCQS: -Does cars normally move on it ? - Is it wide or narrow?

-Ask the students how many new words they find out. - Elicit and clarify the meaning of each using a suitable way then check understanding by using CCQS. - Ask students what part of speech those words are. - Clarify the stress syllable in the word with colored marker. - Try to elicit at least two sentences to ensure they grasp them , (ask to make in pairs) - Clarify the phonological features by modelling and drilling{ individually or chorally} . - Write them on the board with clarifying the stress syllable , intonation and the weak form if its appropriate. -Give them (HO1) and ask them to complete the task. - Students will work in pairs to do the task. - Monitor them and take notes. - Clarify only the parts they struggle with and skip those who complete them correctly.

- Provide them with a text including those new words and ask them to answer the task (HO2). - Monitor to clarify any ambiguous part they struggle with and take notes. Micro teach if needed. (don't forget to correct errors on the spot) - Ask them to check in pairs their answers. - Check with them what they paused in only. - Give them feedback about the content.

-Set the target of the activity “ It is an activity that can help you speak fluently using the new words you learned. - students will role- play by asking each others about their experiences in travelling specifically the departure's time. * What is the most interesting and boring part in your travelling? * Is there any part that frightens or worries you, why? - Divide them into two groups 'A' and 'B' and display the instructions of each group. - Give them 3 minutes to brainstorm ideas. -Ask them to use their (HO2) as a model. - Tell them that each group will ask the other one and the one who said great ideas will be awarded with extra points. - Monitor and take notes. - Help them if they need. - Give them linguistic and content feedback