Pre-intermediate level


In this receptive skills lesson, students first clarify vocabulary related to airports via a listening exercise and matching game. This will be followed by a pre-reading activity where the students are asked to discuss their favorite airports and look at the title and pictures related to the text and predict what the text is about. In the next stage, the students will first read for gist to check their predictions, then read for more detail by answering questions related to the text. Finally, students will revisit some vocabulary from the text to clarify meaning via a matching activity. The lesson will end with a speaking task where the students respond to the text via a role play activity.


Abc Answer Key
Abc Projector
Abc Whiteboard
Abc Personal Anecdote
Abc Powerpoint Presentation
Abc Detailed Reading Handout
Abc Role Cards
Abc Personal Photos
Abc Lead-in Handout
Abc Airport Vocabulary Pictures+Word Cut outs
Abc Airport Reading Text part A
Abc Pre-Reading Vocab Handout
Abc While Reading Vocab Handout
Abc Airport Reading Text part B
Abc Airport Reading Text part C
Abc Answer Key

Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail, and to practice deducing meaning through the context of airports.

Subsidiary Aims

  • To consolidate and practice vocabulary related to airports and to practice speaking for fluency in the context of travel/aiports.


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

*T displays photo of self at airport. "Where am I?" Sts respond *T says, "I'm going to tell you a story of my bad experience in an airport." T points to handout and says, "While you listen to my story, check the words you hear." *T gives handout and says, "First look at the words in the list." *T tells short anecdote of a bad experience in an airport. *T says, "Check the answers with the people at your table." *T displays answer key

Pre-Reading 1 (8-8 minutes) • To introduce supporting vocabulary for the reading text

*T projects 12 airport signs (p 20, ex b) on the WB. and elicits where these signs can be found (in an airport). *T points to handout and says, "Work at your table to match the words with the pictures. You have 2 minutes." *T projects correct answers, "Check your answers with the people at your table." *T instructs half of the class to stand up and go to the right side of the room. After they're standing, T instructs the other half of the class to stand on the left side of the room. *T gives pictures of the airport signs to the students on the right side of the room and words of the signs on the left side of the room. *T points to students with pictures and says, "You have pictures." T points to students with words and says, "You have words". *T says, "Now, find your match." As necessary, T asks ICQs or does demo with 2 sts. *T instructs them to begin. After they've found their match, T says, "Go back to your table with your partner and make one sentence using your word." *T monitors as they make their sentence and provides assistance if necessary. *T projects model sentences for the following words: "baggage drop-off", "customs", "lifts", and "departures" and drills for pronunciation

Pre-Reading 2 (5-5 minutes) • To provide Ss opportunity to predict the reading and personalize the topic

*T projects slide with questions: "Which airport in the world is your favorite? Why? What can you do there while you're waiting for your flight?" *T says, "Discuss these questions with your partner for one minute." *T monitors and provides assistance as necessary. *T says, "We're going to read a text." and projects the title of the reading text with one word missing, "______ airports in the world" along with an image of one of the airports from the reading text Below the picture, a multiple choice question: "The reading is about... a) The worst airports in the world b) The ugliest airports in the world c) The best airports in the world d) None of the above" *T says, "Talk with the people at your table and make a prediction, you have 1 minute." *T says, "Please remember your prediction but *don't* tell other tables your answer.

While-Reading 1 (3-4 minutes) • To provide students with an initial reading for gist activity

*T points to reading text, "Skim/quickly read the text and check your prediction. Read by yourself and don't use your phone. You have 2 minutes." *T says, "Check with the people at your table. Is your prediction still the same?" *T projects answer key for correct prediction.

While-Reading 2 (8-10 minutes) • To provide Ss with an opportunity to read for more detail

*T projects the reading text and gestures for sts to unfold their handout, "You have 5 minutes to read the text. While you read, answer the questions in part B. "What's the best airport(s) if you...." You have 5 minutes, don't use your phones and do it by yourself." *T says, "Check your answers with the people at your table." *T says, "The answer keys are hidden around the room. Stand up and try to find them to check your answers."

While-Reading 3 (6-6 minutes) • To provide Ss opportunity to deduce meaning of vocabulary from context

*T points to handout and says, "These are the definitions to the highlighted words from the text. Work with a friend and match the highlighted word to its definition. Don't use your phones. You have 3 minutes." *T monitors and provides assistance as necessary. *T says, "Compare your answers with the people at your table." *T projects answers and asks vocab-related CCQs (on PPT). *T projects sentences with: "security, facilities, and passengers" from the text and drills for pronunciation

Post-Reading (8-8 minutes) • To consolidate vocabulary and respond to the text in a role play situation

*T says, "Now, let's pretend we're at one of these airports." T gestures that she is getting a phone call and answers with short model dialogue." *T hands out one role card for each student. "One student will be A and one student will be B. Read your role card and act it out. Use the text to help you. When you finish switch roles." *T displays reading text to prompt sts. *T monitors, provides assistance as necessary and notes language for the language FB stage.

Language Feedback (3-3 minutes) • To provide feedback on good language and to highlight some errors

*T asks, "How did your role plays go?" Sts respond *T writes some good language on the board and praises. *T writes some language on the board in need of correction or reformulation. T elicits what correct answers and reviews pronunciation if needed.

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