TRIPASIDE

A. AIMS   

1. Knowledge  

- Vocabulary: airports

- Pronunciation: the letter g

2. Skills  

- Reading&Listening: understanding text cohesion – connectors

B. MATERIALS, FACILITIES AND METHODS  

- Materials: English File Pre-intermediate 4rd edition (SB and WB)  

- Facilities: chalk, board, draft paper  

- Methods: pair and group work, game, role play, presentation  

C. PROCEDURE  

1. Class stabilization:   

- Check class attendance: …………………………  

+ Absent students: ………………………………………………………………………

- Ask some questions:   

What day is it today?  

What is the weather like?  

How are you today?  

2. New lesson  

WARM-UP (books closed) 

- Write AIRPORT on the board. Put Sts in pairs and give them two minutes to think of
five things people do at an airport, e.g. catch a plane, leave, arrive, meet somebody,
check in, board, fly, etc.

- Elicit answers and write some of their suggestions on the board.

1. VOCABULARY
1.a. Books open. Focus on the questions, making sure Sts know the meaning of to pick
someone up and to drop someone off. Sts can answer them in pairs or do it as a
whole-class activity.

- If Sts worked in pairs, get some feedback.

Extra challenge

Tell Sts to ask for more information if possible. For example, if their partner says they
were travelling somewhere, they should find out where, etc. If their partner says they
were picking up or dropping off someone, they should find out who, etc.

1.b. Focus on the instructions and tell Sts to look at the 12 signs and to match them to
the words and phrases.

- Get Sts to compare their answers with a partner.

1.c. Play the audio for Sts to listen and check.

- Check answers and make sure Sts know the meaning of all the words and phrases.

Extra support

Use the audio to drill the pronunciation of the words and phrases, or model and drill
them yourself.

- Then tell Sts to cover the words and look at the signs, and try to remember the words
and phrases.
1.d. Focus on the task and make sure Sts understand what they have to do. Point out
that the first one (a lift) has been done for them.

- Play the audio once the whole way through.

- Get Sts to compare with a partner, and play the audio again if necessary.

- Check answers.

2. PRONUNCIATION

Pronunciation notes

The letter g can be pronounced in two different ways, /ɡ/ or /dʒ/.

g before a, o, and u, and before a consonant, is pronounced /ɡ/, e.g. gas, go, gun,
great.

gu + vowel is also pronounced /ɡ/, e.g. guard.

g is also always pronounced /ɡ/ when it comes after a vowel at the end of a word, e.g.
bag, dog.

ge and gi can be pronounced /ɡ/ or /dʒ/, e.g. get, give, but also generous, page, giraffe.

gg is usually pronounced /ɡ/, e.g. bigger, but there are two exceptions where it is
pronounced /dʒ/: suggest and exaggerate.

You could also tell Sts that the letter g is sometimes silent, e.g. foreign, sign, etc.

2.a. Do this as a whole-class activity.

2.b. Focus on the chart. Elicit the two sound-picture words (girl and jazz) and the
sounds /ɡ/ and /dʒ/.

- Now tell Sts to put the words in the list in the correct row.

- Remind Sts that this kind of exercise is easier to do if they say the words aloud.

- Get Sts to compare with a partner.

2.c. Play the audio for Sts to listen and check.

- Check answers.

- Now play the audio again, pausing after each word or group of words for Sts to listen
and repeat.

- Put Sts in pairs and get them to practise saying the words.

- Finally, ask Sts When can g be pronounced /dʒ/?

Extra support

If these sounds are difficult for your Sts,it will help to show them the mouth position.
You could model this yourself or use the Sound Bank videos on Online Practice.

3. READING&LISTENING

3.a. Focus on the task and give Sts time to read the article. Tell them not to worry
about the gaps for the moment.

- Elicit opinions from the class.

Extra support

Before Sts read the article the first time, check whether you need to pre-teach any
vocabulary, but not the words or phrases in c.

3.b. Tell Sts to read the article again and complete the gaps with phrases A–H.

- Give Sts time to read the article and complete the task. Tell them to focus on the
words that come before or after the gaps, which are mainly connectors like and, or, so,
etc.

- Get Sts to compare with a partner, and then check answers.

- You could tell Sts that you can say look around or look round (a city).

Extra support

To check comprehension, ask some more questions, e.g. What is TripAside? (a

company that organizes short guided tours for people on stopovers), Which airports
offer trips with TripAside? (Paris, Frankfurt, London, Brussels, Rome and Madrid), Is
TripAside unique? (No, other small companies offer similar tours.), etc.

3.c. Focus on the task and get Sts to work with a partner to say what the words and
phrases mean. Encourage them to go back and look at the words in context if they
can’t remember their meaning.
- Check answers, either explaining in English, translating into Sts’ L1, or getting Sts to
check in their dictionaries.

- Model and drill pronunciation.

- Deal with any other new vocabulary. Model and drill the pronunciation of any tricky
words.

3.d. Focus on the task and question. Remind Sts that it will be one of the six cities
mentioned in the article.

- Play the audio once the whole way through.

- Check the answer. Ask Sts how they knew (the Colosseum, the Forum, the Pantheon,
Via del Corso, all the Italian food mentioned, etc.).

Extra support

Read through the script and decide if you need to pre-teach any new lexis before Sts
listen.
3.e. Focus on the task and give Sts time to read sentences 1–10. Make sure they
understand all the lexis, e.g. sites, looking forward to, etc.

- Play the audio for Sts to listen again and complete the task. Remind them to correct
the F sentences.

- Get Sts to compare with a partner, and then play again if necessary.

- Check answers.

Extra support

If there’s time, you could get Sts to listen again with the script on p.207, so they can
see exactly what they understood / didn’t understand. Translate / Explain any new
words or phrases.

3.f. Do this as a whole-class activity. If you have ever had a long stopover at an
airport, tell Sts about it.

3. Homework

HOMEWORK: WB Ex.1 p.18; Ex.2 p.18