Let's all spell and say this word together:

!!!More Advanced!!!

Use Handout #3: (Did You Ever...?) as the opener for more advanced students.

Call one of your students by name and say:

[Name of student], how do you come to class?

(Reach for the picture file!)

By CAR? By BUS?

(Place a decided emphasis on the capitalized words-so students are not sidetracked trying to figure out what "by" means and miss the meaning of "car" and "bus!" If students are with you-and not tending to a high level of anxiety-you will likely see recognition-a "light bulb turning on"-in the minds of your students! If not, and your students are truly novice learners, simply rely on your picture file-or your own simple sketching on the board-for "meaning-making"!)

Assign partners who will ask each other: How do you come to class? By car? By bus?. (Write this on the board as you say these words. Lead students to practice saying them and demonstrate what you expect in this activity before students begin asking/answering with a partner.) This mini-interview should take no more than one or two minutes of time. But it will serve an important purpose as it connects the mental focus of the students with the topic of this lesson.

!!!More Advanced!!!

If your students are more advanced, divide them into small groups to make a list of all the "transportation" words they can think of. This will actually serve two purposes as it also provides you with a diagnostic tool to find out how much they already know. If this is the tack you take, after writing on the board the feedback from the small group efforts, ask students to remain in these same groups to find out what modes of transportation each person uses to come to class.

Quickly summarize and tally findings in the pair practice by writing results on the board. For example, if three people drive their car to class, write the numeral "3" next to the word "car." Compile this information from every student to ensure that everyone feels "connected"to what is going on with the lesson.

When you travel by plane, train, or bus in places where people speak English, you must understand English words for clock time. Today we are going to practice asking and answering questions about clock time-but first we must make practice clocks!

Show your sample poster board clock, then distribute materials for making these clocks. Rather than passing out each item, it works well to have all the brads and the hands on each paper plate so students receive a complete package at once!

Draw a big clock face on the board and write in these numbers as you speak:

1. Fill in 12:00, 6:00, 9:00 and 3:00.
2. Next fill in the other hours on the clock face.
3. Make a hole in the middle of the plate for your brad.
4. With this brad, attach the two hands to the clock face.

1 First have students move the minute hand of their clock a full 360 degrees as they count from one to 60. Next count the twelve hours by holding the minute hand on 12 and moving the hour hand. Once students are comfortable with this much, move to the half-hour and quarter-hour expressions.

2 Distribute Handout #1 (information gap with clock time). With a teaching helper, demonstrate how this works: Partner "A" describes the #A clock face. Partner "B" listens and draws what Partner "A" describes for clock face #A. Next it's Partner "B's"turn! Partner "B" describes the #G clock face and Partner "A" draws on the #G clock face what Partner "B" says. Ask if there are any questions-then quietly walk around the room to encourage and support your students while they work in pairs to do this information gap exercise.

Conduct a chain drill with clocks. Student 1 arranges clock hands and asks Student 2: "What time is it?"Student 2 answers Student 1. Then Student 2 arranges clock hands, etc.

If you are teaching ESL in the U.S. and find your students confusing the quarter-hour and 25 cents (e.g., saying a quarter after when the minute hand is in the 25-after position) reach for an apple or other piece of round fruit in half, then into quarters. This visual aid, one-fourth of the apple and one-fourth of the clock face, illustrates the fact that a quarter-hour means one-fourth of an hour.

Hand out authentic flight schedules from an airline ticket office. Point out the flight numbers (flight = airplane) and clock times to look for. Use the question/answer technique to acquaint students with this information. Do not require complete sentences. Keep their focus on the task-and the most important words-rather than the grammar.) Include "clock time"language. For example,

What time does the flight to [Name of destination] depart? When does it arrive?

On the board write: What time = when. Use hand motions to show "going/coming" or "taking off/landing" when you say the words depart and arrive. If you are working with true novices, do not confuse students by saying these additional words ("going/coming,"etc.). If you are working with more advanced students, however, do expand their vocabulary by introducing these additional words.)

Prior to this next activity for listening comprehension and writing practice, you must have prepared a listening tape using the following suggestions and tape script:

Photocopy this page and cut out the script portion to give the persons assisting with the taping. If possible, tape different voices-giving your students practice in hearing the voices of different English speakers other than your own!

• Here's your ticket. It's for flight #207 for Frankfurt. It leaves at 10:00 o'clock from gate 12. You will arrive in Frankfurt at approximately 12:00 midnight.
• This is your ticket for flight #400 for Mexico City. The flight will leave at 9:45 from gate 15. You should arrive in Mexico City at around 1:50 p.m.
• Here's your boarding pass for flight #174 for Barcelona, leaving at 11:25 from gate 22. You will be arriving in Barcelona at around 2:45 a.m. the next day.
• This is your ticket. You are on flight #105 for Tokyo, leaving from gate 16 at 12:10. The flight will arrive in Tokyo at 4:05 p.m. the next day.
• Here's your boarding pass. Flight #320 for Montreal will be leaving at noon from gate 31. You will arrive in Toronto at approximately 1:00 p.m. Have a nice flight!

Distribute the Student Study Guide for Lesson Three and ask that students read the vocabulary words in #A with you: flight number, arrival time, gate number, departure time, ticket, and boarding pass. By now the last two words should be the only unfamiliar ones. For "instant understanding,"show students an authentic ticket and boarding pass!

Pass out a copy of the flight information chart (Handout #2A for novices and #2B for more advanced) to be completed by each student. First go over the terminology and check for understanding.

destination

Place.

Point out the list of places in handouts 2A and 2B. Ask if anyone knows what country these cities are in. Lead students in repeating the names of these five cities.

gate

Where the airplane comes/where you get on.

More hand motions and pantomiming!

Now the students are ready to complete this chart with information they hear on the tape. But first provide your students with some useful listening strategy. Say to your class:

Let's pretend! Let's say you are in the airport alone. You must get on the right plane. But English is a problem!-and you are worried! You must understand the words about flight arrival and departure. What can you do???????? Let me show you what to do!

Note: Make the students aware that "leave" and "depart" can be used interchangeably.