The flight attendant who lost his cool
A2 level


In this lesson, students practice gist and detailed reading in the context of reading stories in the past. As well as, practising the use of past simple and past continuous by doing some speaking and writing activities.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about the flight attendant who lost his cool in the context of work

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of stories


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

Set the context of the flight attendant story with a projection of pictures that express stress and angry behaviour, or situations where people lose their cool. ICQs: Is it a good thing to lose your cool? Do you get angry or relaxed when you lose your cool? Two examples of what makes me lose my cool - Bad drivers. Rude people. Teacher asks Ss what makes them lose their cool.

Pre-Reading/Listening (6-10 minutes) • To prepare students for the text and make it accessible

Tell Ss to look at the handout of the picture story of the flight attendant, Steven Slater, that I will be presenting. The pictures are also going to be projected on the board together with the words: Bleed. Emergency chute. Have an argument. Emergency exit. Get hit. And the example: The flight attendant got hit by the passenger. Using the pictures to check with the Ss some vocabulary related to the task. The students must use this words in one of their sentences for each picture. The Ss have to guess what happened in his story and write sentences about it, after discussing their answers with the group. Elicit feedback from the whole class.

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The activity will be presented to the Ss. The five texts for this activity will be presented to the Ss as a matching exercise.The titles have been taken off and will be projected on the board. The texts will be given as a handout and the students will have 3 minutes to match the title with the paragraph. So the Ss can practice reading for gist - Check in pairs ICQ: How many minutes do you have? Elicit feedback from the whole class. Answer key: 1-C/2-D/3-B/4-E/5-A

While-Reading/Listening #2 (8-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

**Ss read the text again looking for specific information so they can complete the task of discussing it in the group. The questions will be projected on the board. Ss discuss in their group the following questions: Was this a very important story? *Answer: group answer Why do you think it was in the newspapers? *Answer: group answer Why did people think he was a hero? *Answer: group answer How did people show their support to Steven? *Answer: Millions of people sent him messages. People called him a hero and produced t-shirts with the words ‘Free Steven Slater’ How is Steven going to become more famous? *Answer: He could have his own reality program Feedback from each group.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The Ss are asked to do ex.2 retelling the story in more details The teacher gives the Ss numbers depending on the number of students in the class (probably the numbers will be between 1-4/5), organizing 6 groups with the same number of individuals. Ss works in groups writing sentences with more details about the history behind each picture. T gives handouts with questions to help students perform the task. Questions: 1) When and where did the incident happen? 2) What did the female passenger do? 3) What did the flight attendant say to her? 4)What did she do to him? How did he react? 5) How did Steven Slater leave the plane? 6) Where did he got arrested? Feedback with the whole classroom

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