T displays a Padlet QR code and asks Ss to access the board. T presents the question: “What are the biggest challenges airports face in providing a smooth passenger journey?” Ss individually post their ideas on Padlet, drawing on their previous knowledge of airport operations. T displays the responses and invites Ss to comment on recurring ideas. T elicits previously learned vocabulary, such as passenger flow, security checkpoints, ground operations, and coordination, linking students' contributions to the lesson topic.

T presents a futuristic airport scenario in which passengers check in without visiting a counter, verify their identity through facial recognition, and receive real-time updates about airport services. Ss individually consider how these processes might work and identify technologies that could make them possible. Ss briefly discuss their predictions with a partner, considering both the benefits and potential challenges of these innovations. T elicits ideas from the class and highlights relevant terminology emerging from the discussion. T introduces the reading topic, “The State of Airport Passenger Processing and Seamless Journeys,” connecting students' predictions to the technological innovations explored in the text.

T distributes the vocabulary worksheet containing ten target ESP terms related to airport passenger processing, including seamless, biometric, predictive analytics, roaming agent, and common-use kiosk. Ss individually match the vocabulary items with their definitions, using contextual clues and their prior knowledge. Ss compare their answers in pairs and discuss any differences. T elicits answers and clarifies the meaning of challenging terms through examples and concept-checking questions (CCQs). T highlights the form and pronunciation of selected vocabulary items, focusing on word stress and common collocations. Ss complete a short contextualized practice activity by identifying appropriate vocabulary for realistic airport situations. T conducts brief whole-class feedback to check understanding before moving on to the reading stage.

T introduces the reading task and distributes one of the four sections (A, B, C, or D) to each student. T explains that Ss will read only their assigned sections and prepare to share the information with their classmates. T checks instructions using ICQs. Ss read their sections individually, focusing on the main ideas and specific information. Ss complete Part A of the worksheet, identifying the innovation, its purpose, benefits, and possible limitations. T monitors and provides support where necessary.

T reorganizes Ss into mixed groups of four, ensuring each group includes students who have read sections A, B, C, and D. T explains that each student is responsible for sharing the information from their assigned section. Ss take turns explaining their sections in their own words, focusing on the technologies, their functions, benefits, and potential limitations. While listening, group members complete Part B of the information-gap worksheet using the information shared by their peers. T monitors the discussions, encourages balanced participation, and provides language support when necessary. T conducts brief whole-class feedback using comprehension questions to check understanding and clarify any misunderstandings.

T presents a realistic scenario in which an international airport is experiencing long queues, staff shortages, increasing operational costs, and passenger complaints. T explains that Ss will act as members of an airport management board and must select two technological innovations from the reading to address these challenges. Ss work in their groups to discuss the available innovations, evaluate their advantages and potential limitations, and agree on two priorities. T encourages Ss to justify their choices using at least three target ESP vocabulary items and provides useful language prompts when necessary. Each group prepares and publishes a Padlet post outlining their two selected innovations, reasons for their choices, expected benefits, and one potential challenge. T displays the Padlet responses, and each group briefly presents and justifies its recommendations. T encourages peer feedback and provides delayed language and content feedback, highlighting effective vocabulary use and addressing recurring errors.