mishaal mishaal

MY TP-03
Upper Intermediate level


In this lesson student's will learn a lot of new vocabulary related to Air Travel. They will have Reading tasks related to the same, focused on reading for details. A clarification and activity on phrasal verbs will also be done. The lesson will end with a small writing task that follows the theme of air travel


No materials added to this plan yet.

Main Aims

  • Teaching new vocabulary related to AIR TRAVEL

Subsidiary Aims

  • Reading for gist & detail, listening, clarification and practice of phrasal verbs


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher puts a pic of a person inside an airport waiting for a flight. Teacher cites an example of him/her travelling via air on a flight for more than 8 hours. Elicits the different procedures he goes through at the airport, the pains of waiting for the flight, what he/she does during the flight, what happens during the flight - announcements, entertainments etc. Elicits that the traveler would be too tired after all this. Writes a sentence on the board - "Mishal was tired because he had been travelling for so long" Teacher elicits "had been", pointing out that its the past perfect continuous tense, and explains the characteristics of past perfect continuous tense. Next, the teacher elicits the blocking vocabulary like fasten, prohibited and inflate. He asks questions like, can you smoke on a plane? is it allowed? what's another word for not allowed and elicits "prohibited". Similarly, the teacher asks, what do you say if you are wearing your belt or fastening your belt? and elicits "fasten". Similarly, the teacher asks, what will you do if you car tires have no air. you will fill it with air? what would you call that action? or the action of blowing air into a balloon? and elicits "inflate".

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

The teacher gives the SS handouts containing 4 pictures marked ABCD. He explains that he will play an audio clip with 4 segments, and they must match that number with the corresponding picture, and do it in pairs. The teacher then plays the audio clip. After the clip he gives them 1 minute to complete the matching if they haven't already done. The teacher gets feedback from the SS by asking each pair the answer to any one picture.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher explains PHRASAL VERBS to the students. he first writes a sentence on the board - "we broke up two years ago" highlighting broke and up. Teacher elicits whether up is important. And if broke up literally means breaking and going up or something else. Elicits the meaning of seperation. Explains that it is a phrasal verb. Defines phrasal verb as a verb made up of main verb and an adverb or preposition. Gives another example - "our car broke down" and "i cannot make up my mind" and elicits "not working" as a meaning for break down and "make a decision or decide" as the meaning for make up. Next, the teacher holds up a handout of EX-4p on pg 154 of English File Upper Intermediate students book, and instructs the students to fill in the blanks with the correct answer. The teacher instructs the students to work in pairs before passing the handouts around. He gives them 2 minutes to complete it. And after that gets feedback from the SS by asking the answers from each pair.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

The teacher writes the words from EX 4 on the board while he receives the answers during feedback. Now he divides the SS into groups of 4, and appoints number 1,2,3,4 to each group. Asks each group again to make sure what number they are. He writes corresponding number below the four words. check in drop off get off take off 1 2 3 4 Now the tutor instructs the SS to discuss among themselves and come up with one sentence, with the word corresponding to their number. And ask them to get an example from their real life. Teacher gives them 2 minutes to come up with a sentence. The teacher gets feedback by asking one member from each group to read out their sentences.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

The teacher gives them a handout with just the first sentence of EX 2 on pg 154 of English File Upper Intermediate students book. After this he asks CCQ's to ensure if SS have understood the context of the paragraph. Next, the teacher gives another handout with the rest of the paragraph and the whole activity and asks the SS to solve it, first alone and then peer check. The teacher will receive feedback by asking the answers to the activity to a member of each pair.

Writing (6-8 minutes) • To provide students with free practice of the target language

The teacher divides the class into groups of 4. He gives out blank papers to the groups. Teacher asks each group to come up with one advice each on check-in procedure and travelling, that they would give to a friend. Teacher gives them few minutes to come up with it. Once they are done, he asks each group to share their answers.

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