Basra Basra

The truth about air travel
Upper - intermediate level

Description

In this lesson students will personalize and speak about being a passenger on the airplane. They will also learn how to tell an anecdote.

Materials

Abc Hand-out 3
Abc Hand-out 1
Abc Images

Main Aims

  • To provide students to tell an anecdote and to personalize the topic.

Subsidiary Aims

  • To provide skills of reading for gist and detail in the context of flight stories adapted from newspaper articles.

Procedure

Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students

T-Ss: T plays the video about safety rules in an airplane. T-Ss: T asks students questions, such as: Who is this lady? Who are these people? What is the lady showing? To whom does it concern? Why is she showing safety rules? Ss-T: Ss answer questions and T elicits the correct answers.

Exposure (11-13 minutes) • To provide a model of production expected in coming tasks through reading/listening

T-Ss: T will tell Ss to tell an anecdote using the language, such as: setting the scene, the main events, what happened in the end. Model sentences will be given. Solo: S will note down on a piece of paper his/her anecdote. Ss-Ss: will tell in pairs their anecdotes. T-Ss: monitors and gives feedback.

Reading (8-9 minutes) • Reading for personalize

T- Ss: Change pairs Solo: S A reads part 3A at page 105. Solo: S B read part 3A at page 110.

Productive Task(s) (15-16 minutes) • To provide an opportunity to practice target productive skills

T-Ss: T tells S to think about: why you were flying to North Caroline/Florida? Who you were with? What you saw and how you felt? Model sentences will be given, such as, A few years ago I was flying from London to Florida on a US Airways flight... Solo: Personalizes and notes down. Ss-Ss: Tell each other their stories. T-Ss: Ask two common details. Ss-T: Nominate S for answers. T-Ss: Asks: Have you ever been on a flight where there was a medical or technical emergency? Ss-T: Nominate S for answers.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T-Ss: Monitoring the Ss while speaking and writing down their errors and good language use. T gives brief feedback.

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