The Script of the Modal lesson given in the 10th grade
Topic “Fasten your belts, please! We are taking off.....”
One of the lessons i.e. «Travelling by air” in the series of the lessons dealing with the topic “Travelling”
Introductory Note: Highly respected co-workers, it won’t be an exaggeration to emphasize that any pupil somewhere in the deep of his/her heart cherishes a wish to be cordially welcome in the class. Any wants to become aware that he/she is being waited for to let the teacher share the knowledge of the language with him/her. Are you perplexed? No idea what I am driving at? Well, you know, the thing is that it is you and nobody else but you who are destined to persuade him/her that he/she is not mistaken having the feeling like this and to accomplish the task one should create a magical atmosphere in the class and try to maintain it throughout the lesson. Suppose we touched and dwelt upon the topic in question “Fasten your belts, please! We are taking off…..” (Travelling by air)- guess what I did the first thing in the morning before the lesson – I made up the cards indicating the pupils seat- an imaginary one that came to my mind-have you ever travelled by air?-if the answer is positive you are sure not to face any difficulty thinking up a seat number – let’s say for instance A14, B27, C34 and so on....the idea is that the pupil shouldn’t take one and the same seat as per usual-the pupils will have to stroll about the class searching for the seat to occupy according to his/her ticket. Then I handed out the exact copy of a fly ticket (downloaded from the internet and made certain amendments in the design and the registration data) – ask the pupils to keep the ticket till the end of the flight as on the reverse side you have to write down 3 questions referring to the topic (the idea is to carry out some kind of the pupils’ opinion poll, they answer the questions given during the lesson. The questions should not take much of the pupils’ time) – 1) What feelings do you experience before setting your foot aboard a plane? 2) Are you hungry during the flight and are you pleased with the quality of the food served on board? 3) What’s the way you kill the time throughout the flight? Then I puzzled them with the task to imagine themselves in the airport close to the stand “Passport Control” and trying to pass through they are to make up the purpose of flying to the country that is also should be sounded while passing through the control post (the point the pupil’s final destination is indicated in the ticket-draw their attention to it- in our case we are all flying to London). The teacher plays the role of the officer in charge, greeting and applying to the so called passenger asking: “What is the purpose of your visit to London? Business, pleasure or other reason? – to which you may expect the following answer: “The purpose is studying – a swapping house program”, “Business- flying to the international summit “People to people. Students are ambassadors of the world”. You may easily struck their mind if you download the music file with noises of the airport-mostly the announcements that any passenger hears out of the loudspeakers – (surf the internet to find site http://noise.podst.ru/ -you will be pleasantly surprised -mark my words) – let the recording play while all the pupils present are through with the procedure. More to the point, you are welcome to ask a she-pupil to find herself in a stewardess’s shoes to give a warm welcome to the pupils-“passengers” helping them to find their seats and make themselves comfortable-this activity implies making up short dialogues-let me site an example:
Stewardess: Top of the day, Sir/Madam! What fruitcake weather we are having today!
Passenger: Couldn’t agree more-the weather is marvelous indeed. If it is not much trouble, will you help me with my seat as this is my first flight and I don’t know a thing.
Stewardess: Most willingly, Sir/Madam. Let me see your ticket....Clear. Follow me, please I’ll show you to your seat. So, here it is D37 – feel at home and have a pleasant flight.
Passenger: Thanks a million! I greatly appreciate your helping.
Stewardess: My pleasure, Sir/Madam - it’s my work-if any questions arise do not hesitate to press the button above and I’ll come up to you, deal?
Passenger: Deal.
The activities mentioned above will certainly give you a golden opportunity to warm up the pupils before the lesson, lead them in the process, let them break the ice (make them start talking) (The activity like this is familiar to you under WARMING UP or LEAD IN but now-a-days an American variant enjoys popularity among teachers as well as pupils and students ICE BREAKER)
Teacher: Top of the morning, early birds. You can not even imagine how overjoyed I am to see you all aboard...Oh, My! Board??? No.. no.. no – in the class of course....slip of the tongue... Frankly speaking, whom am I trying to deceive? I am ready to bet my bottom dollar that you have guessed what we are to talk about and the topic, I presume, is not a top secret for you -please, don’t get embarrassed to come up with your ides. Use your noodles. Rack your brains.
NB: Do not forget to use speech patterns you see on the screen (If you ask me, I abandon myself to the idea that...., It stands to reason that..., It goes without saying that..., Another significant point I’d like to point out/single out/stress/highlight/emphasize/ is that..., To be on the safe side, It won’t be an exaggeration to indicate that..., To make assurance double sure, I am about to underline/point out/highlight..., In my humble opinion..., My take on it is the following...
Well... X(the pupil’s name), take the floor first.
Pupil I: If you ask me, I abandon myself to the idea that we are about to touch and dwell upon the topic “Travelling”, ponder about the means of transport, compare the ways of travelling figuring out merits and demerits of each one....
Pupil II: Another significant point I am about to highlight is that we shall be speaking about the transport development in future, what the proper way to pack your suitcase is to avoid taking along the things not to be used at all and so on...
Teacher: I see...but I’ve got to admit that all your answers are somewhere in the neighbourhood and not right to the point.. Any other ideas? No ideas at all? Nothing doing –things happen. I am sure you will tell me after seeing the clip. So, your eyes to the screen, please (clip of the song performed by Barykin “Airport” is in the progress –download it from You Tube –it is available there).
Pupil III: We should have guessed earlier that we shall be talking about travelling by air, airports in different countries, compare them and rate them in the list of popularity among passengers, professions due to which we fly safe and sound you name it.
Teacher: Right in the bull’s eye! By the way, are you in the know what’s the English for the phrase: “Пристигните, пожалуйста, ремни! Мы взлетаем...?”
Pupil: Telling you the truth, I’ve travelled by air not once and, if my memory does not fail me, the phrase given runs as follows in English: “Fasten your belts, please! We are taking off...”
Teacher: Bingo! The topic of our lesson is “Fasten your belts, please! We are taking off...” and to start with, the assignment on Reading is offered to you – look at the hand outs you’ve got on your desks and find one with the text. Have you found it yet? – Cool. Read the text thoroughly and complete each paragraph with one sentence below. Be careful: there is one extra sentence you do not have to use. But before that I suggest that we should create a Mind map well known to you as Spider web (on the white board with a flip pen you draw the circle in the middle and write down Travelling by air then you address the students to share with the classmates their associations relating to Travelling by air. As the students are coming up with the ideas you are drawing the lines dispersing every which way about the board with the circles topping them where you take down the pupils’ ideas) and now it’s high time we returned to our muttons and started reading the text accomplishing the task given
A. Wheelchairs are a big problem for us
B. It flies into the engine, totally destroying itself and machinery
C. I’ll never forget the last time it happened to me
D. So you can see, it really does not pay to be nice to the person at the counter
E. This is mainly because the transport times between the terminals are so tight
F. And, as every flight attendant knows, a snoring plane is a happy plane
Air Babylon
Depending on what computer system the airline uses, check-in agents can talk to each other via simultaneous e-mail. So when they seem to be taking a very long time to type rather short name into the computer, they are probably sending one of their coworkers a message – usually about you or about someone in the line behind you. These messages range from “Have you seen this incredibly good-looking woman/man?” to “I’ve got a really difficult passenger here – does anyone have a seat next to a screaming child” 1....................................
There is a sensible drinking policy on all airlines, which means that we are not supposed to serve passengers if they start getting noisy, but some cabin crew members think that if you give them enough to eat and drink, they will eventually fall asleep and give you no trouble at all. 2................................................ That’s the reason, why we like to turn the heat up halfway through a flight....
Some airports are notorious for losing passengers’ luggage. Heathrow Airport has a poor reputation – most airports lose about two in every thousand bags, but Heathrow loses 80 per thousand, which means for every 500 people who check in, 40 won’t get their bags or suitcases at the other end! 3..........................................
When the airport is busy, which it always is, there is so much baggage being transported between the terminals and so little time to do it that a lot of the transferred luggage gets left behind.
4.............................................Not only is there always a shortage of them for the people who really need them, but worse still, some of the people who request them often don’t need them at all. I’ve lost count of the number of times I’ve pushed someone through the airport, taken them through customs and passport control, and gotten a porter to pick up their luggage, and then seen the person jump up in Arrivals and sprint towards their waiting relatives. One flight attendant I know gets so annoyed when this happens that as soon as the passenger gets out of the chair, she shouts, “Ladies and gentlemen! I give another miracle, courtesy of the airline industry! After decades in a chair, he walks again!” The passenger is so embarrassed that he (and it’s usually a he) disappears as quickly as he can.
Birds are one of the major problems for any airport when planes are taking off and landing. A swan or any large bird can easily cause an accident. 5............................................. Smaller birds are less of a problem. In some cases they can do some damage, but more often than not they are just roasted. When this happens, there is often such a strong smell of a roast bird that passengers on the plane think that chicken is being cooked, and they’re often surprised when they are given a choice of fish or beef for dinner!
Keys: 1 – D; 2 – F; 3 – E; 4 – A; 5 – B Letter C is considered an extra one and you shouldn’t use it
Teacher: Thanks a bunch. You’ve coped with the task with flying colours and now, please, do me a favour as to team up in twos and make up a short dialogues- each of you in the pair gets the question which he asks the partner who pretends not to know the answer being surprised and consumed with desire to hear the answer (the answer is given in the text read a couple of minutes earlier) - after being informed he or she asks his/her question in return and it’s up to the partner either to show surprise or give the right answer (it’s possible as all the pupils have read the text and can easily answer the questions. - The task in question allows you to drill the way to ask indirect questions and practice the way to react properly)
Let me site an example of the dialogue that might take place between close friends.
The question for Pupil I: What are the check-in agents really doing when they type at their computers?
The question for Pupil II: Why is the heat often suddenly turned up halfway through a flight?
Pupil I: Habba-Habba! Well met!(Оба-на! Кого я вижу) Long time no see (Сколько лет-сколько зим) What do you know? (Какие новости?)/ How are things?
Pupil II: Alive and kicking so far (Пока жив-здоров), thanks and how goes the world with you?
Pupil I: Two thumbs up/As good as it gets (Превосходно/Лучше не бывает) You won’t believe but it’s true –I’ve heard right from the horse mouth that the airport check-in agents are busy with doing something else while typing your name. Guess what?
Pupil II: Search me (I do not know) Common, spill the beans....(It is great if the pupil remembered the facts out of the text – if not let him peep into the text with an eye to sport the place in the text where it is said about it)
Pupil I: You don’t say so – Unbelievable – in my turn I’ll please you with something informative for you as well dealing with flying-by the way do you happen to know why the heat often suddenly turned up halfway through a flight is?
Pupil II: I give up/Surrender....Why? Now it’s your turn to let the cat jump out of the bag... (It is great if the pupil remembered the facts out of the text – if not let him peep into the text with an eye to sport the place in the text where it is said about it)
Note: If time cooperates here are a few more questions for Pupil III and Pupil IV.
Pupil III: Why do airport employees sometimes have a problem with wheelchairs?
Pupil IV: Why can you sometimes smell roast chicken in a plane when they are serving you fish?
Teacher: Awesome. Thank you. And now you are welcome to stretch your arms and legs – have sat up I suppose...But we are not about to do various exercises without mastering the language –so we are on the point of listening to the captain’s announcement while exercising-your task is to listen to closely and then in a nutshell convey the meaning of the announcement in indirect speech. Are you still with me?
The recording with the captain’s voice is in progress-announcement- the recording may be found here: bloghttp://stuardessa.blogspot/com/2011/03/blog-post_1068 html –
Good afternoon passengers. This is your captain speaking. First I'd like to welcome everyone on Rightwing Flight 86A. We are currently cruising at an altitude of 33, 000 feet at an airspeed of 400 miles per hour. The time is 1:25 pm. The weather looks good and with the tailwind on our side we are expecting to land in London approximately fifteen minutes ahead of schedule. The weather in London is clear and sunny, with a high of 25 degrees for this afternoon. If the weather cooperates we should get a great view of the city as we descend. The cabin crew will be coming around in about twenty minutes time to offer you a light snack and beverage, and the inflight movie will begin shortly after that. I'll talk to you again before we reach our destination. Until then, sit back, relax and enjoy the rest of the flight.
Allow me to site you an example what the ideal way it would be if the pupils coped up with the task this way:
(Pupil I: As far as I am aware, the captain greeted the passengers, I mean “us” we are the passengers, aren’t we? (smiles), informed them who was speaking and cordially welcomed everyone on board a plane. What else I’d like to add is that he reminded at what altitude the plane was cruising and at what speed. Another significant point I’m about to mention is that the captain synchronized watches notifying the passengers what time it was then according to the time in London. He encouraged the people on board that the weather was fantabulous and pleased them with good news that they were expecting to land in London 15 minutes ahead of schedule.
People II: If you ask me, I cannot but mention that the captain inspired the passengers promising them a great view of the city as the plane descended. Just to be on the safe side, I’d like to point out that the captain realized that the passengers might have whetted appetite already – so, he let the people know about the time (that is in 20 minutes) the cabin crew would be coming around with an eye to offer them a light snack and...and...well.. you know, the word slipped out of my memory and I don’t remember what’s the English for “напитки”-will you give me a hint if you please....
Teacher: addressing the class – Which of you, I wonder, is in the know what’s the English for “напитки”? Give us a hand, please.
Pupil: May be I’m mistaken, but I reckon that “fizzy drinks or just drinks” is the English for “напитки”
Teacher: Any other versions? No? O.K, write it down in your copy books the word “”beverages” (it is used always in plural, bare it in mind) let’s proceed then, carry on, please –applying to the pupil who has been interrupted.
Pupil II: .....to offer them a light snack and beverages. He also mentioned about a certain inflight movie to be shown later on. In the bottom line of his speech the captain calmed the passengers having said that he would talk to them again before the plane reached the destination. Being reserved but still in high spirits he wished everyone to enjoy the rest of the flight)
Teacher: You are marvelous. Of course some insignificant mistakes were made but on the whole it was great. Thank you very much. And now suppose we brushed up our Grammar on the usage of So/Such….that. Who remembers the material-we have refreshed our memory on these construction not long ago. Common…So/Such…..that does it ring the bell to you?
Pupil: If my memory serves me right So/Such....that are used to express consequence. Use So+adj/adv, but such a(-) + adj with a noun (sing(plural))
Ex: The movie was so good that we went to see it again.
Teacher: Two thumbs up! Any other examples? “So+ adv that” who will try?
Pupil II: She drives so dangerously that nobody wants him to give them a lift. I’ve made up another example with So much/So many + a noun – may I try?
Teacher: Why not? Of course you may – have it a go.
Pupil II: It was so much traffic that we nearly missed our flight.
Teacher: Terrific! So, the idea is clear isn’t it? Have a look at your hand outs with the task on Grammar. Please, get down to business and complete the sentences with So/Such or Such.....a
- The flight was ... long that I got really bored.
- I had ... .noisy child sitting beside me that I couldn’t sleep at all.
- There was ... long delay because of fog that we had to sleep at the airport.
- My suitcase was ... heavy that I had to pay for excess luggage.
- I slept ... badly on the plane that it took me two days to recover.
- We were served ... terrible food that I couldn’t eat a thing.
- There were ... many people at check-in that we had to stand in line for an hour.
- We had ... heavy suitcases that we had to ask for a porter.
Keys: 1 – so; 2 – such a; 3 – such a; 4 – so; 5 – so; 6 – such a; 7 – so; 8 - such
Teacher: Enough is enough, as it were, with Grammar for the time being. Children, you are aware that one, to master the language, should not only speak fluently but have a perfect ear to comprehend the native speaker’s speech to achieve that goal it’s absolutely necessary to do lots of exercises on Listening-that is what we are about to occupy ourselves with...........
Time is ripe for Listening: The task is: to listen to the interview with two pilots and be able to catch what answers they give to the questions suggested....but before listening it would be great if you teamed up in 2 groups of 4 and putting your minds together try to read the pilots minds and guess what answers they would sound (6 questions on the whole to ponder and 5 minutes on all about all that – please, when you are through take turns in answering the questions–one question is for one team another one is for the other:
Questions:
- What weather conditions are the most dangerous when flying a plane?
- Which is more dangerous, taking off or landing?
- Is it really worthwhile for passengers to wear seat belts?
- Is it worth listening to the safety instructions?
- Are some airports more dangerous than others?
- How important is it for pilots to speak English well?
Note: To create the atmosphere of the real flight and the impression of being on board a plane the teacher might buy packages with different sorts of juice and a couple of bottles with mineral water (sparkling and pure), pour the liquids in glasses and ask the she-pupil who was playing the role of the stewardess at the beginning of the lesson to do the serving of the drinks among the pupils in two groups while they are in the middle of completing the task predicting the pilots answers.......
Teacher: As I see the groups are ready with the answers – so, the first group, you are welcome....
Pupil I (group 1): If you ask me, on behalf of our group, I’d say that baring in mind the fact that a plane takes off, gains height and flies at the altitude of approximately 10000 meters or higher-it depends-above the ground no weather conditions can cause any trouble but the wind that all of a sudden may strengthen and the pilots may face the trouble to hold the plane upright....
Pupil II: (group 2): We have thought and decided that the most dangerous thing is landing as it makes the pilots get concentrated to the great extent for they have to land the plane at any time of the day even at night – when the dark falls it take all your efforts not to miss the landing stripe, mind weather conditions and pray God not to let the plane run out of fuel....
Pupil II (the same group) Excuse my breaking in but I’d like to add that at present lots of daredevils-pranksters and blockhead risk takers launch challenge to their bravery hiding themselves in the houses at the immediate proximity from an airport and on a sly try to blind pilots dreaming to land the plane safe and sound....
Pupil II (group 1): Speaking about seat belts, in our humble opinion, any passenger must wear his seat belt with an eye to take measures of precaution but only when the plane is about to take off and gains height and while landing where as the rest of the time one can get rid of it and stretch his/her legs walking along the saloon.
Pupil III (group 2): Frankly speaking, please don’t get offended, but we abandon ourselves to the idea that one should not listen to any safety instructions every time if it is not his first time as the instructions are always given one and the same way- no creativity at all – just to be in the know it is simply enough to look through the leaflet with the very instructions they sound plus the information in the booklet is accompanied with drawings.
Pupil III (group 1): You know, we incline to think that we are living the era of the rapid technical progress and today they do their best to organize the work of any airport spotlessly, they jump out their skin to create all necessary facilities to make the passengers fell at ease while waiting either for their flight registration or the landing of the plane – all in all, we are not sure if there are the airports thought to be dangerous ostensibly there are –so think twice before flying to an unknown and unfavorable country.
Pupil III (group 2): It’s common knowledge that the English language has become the language millions of people speak, so, if you don’t speak a word in English you won’t make head or tail of what announcements are about in an airport in that respect it goes without saying that it is a must for pilots and stewardesses to speak English fluently to understand and be understood that it.
Teacher: Your answers are taken into consideration now let’s listen to the recording to check if our answers are the same as the pilots’ or we were mistaken, shall we?
(Tape script of the interview with the pilots:
The Hostess: With me in the studio today are two pilots – Richard and Steven who are going to answer some of the most frequently asked questions about flying and air travel. Welcome to both of you!
Pilot I: Thank you.
Pilot II: Nice to be here
The Hostess: Now, the first question is what weather conditions are the most dangerous when flying a plane?
Pilot I: Probably, the most dangerous weather conditions are when the wind changes the direction very suddenly. It tends to happen during thunderstorms typhoons and is specially dangerous during take off and landing. But it’s rather unusual. I’ve been flying for 37 years now and I only experienced this three or four times.
The Hostess: Is air turbulence dangerous?
Pilot II: No, in fact it’s not usually dangerous. Pilots, no way, to expect turbulence and we try to avoid it by changing routes or flight levels.
The Hostess: Aha...which is more dangerous take off or landing?
Pilot I: Both take off and landing can be dangerous. At the most critical moments pilots talk about the critical 8 minutes - 3 minutes after take off and 5 minutes before landing – most accidents happen in this period. I would say take off is probably slightly more dangerous than landing – there is a critical moment just before take off – when the plane is accelerating but it has not yet reached the speed to be able to fly.
The Hostess: Aha.....
Pilot I: If a pilot has a problem with the plane at this point he has very little time, maybe a second to abort the take off
The Hostess: Aha.....
Pilot II: That is true
The Hostess: passengers often think that putting on seat belts on a plane is really a waste of time. Is that true?
Pilot II: Not at all. When the plane is moving on the ground and the pilot suddenly puts the breaks on passengers can be thrown out their seats just like in car but more importantly – during the flight if there is a sudden sight of turbulence you can be thrown all over the cabin if you are not wearing your seatbelt that’s why airlines usually recommend you wear your seat belt even the seatbelt light is off.
The Hostess: Do we really need to listen to the safety information?
Pilot I: It is definitely worth listening to the information about emergency exits – if there is a fire on the airplane it maybe dark and the plane will be full of smoke and fumes – so, listening to where the exits are and knowing which one is the nearest exit to you might save your life.
The Hostess: Aha.....
Pilot II: Most airline crew members can even tell you where the emergency exits are in the hotels where they stay.
The Hostess: What about lifejackets?
Pilot II: Fortunately, planes very rarely have to land in water. But, to be honest, chances of surviving if the plane did crash into the ocean are not high.
The Hostess: Aha! Are some airports more dangerous than others?
Pilot I: Yes, some are. Particularly, airports with high mountains around them and airports in countries with older or basic navigation equipment.
Pilot II: For some difficult airports like let’s say Katmandu – they only allow very experienced pilots to land there and for some of these airports pilots have to practice on a simulator first before they are given permission to land a plane there.
The Hostess: How important is it for pilots and air traffic controllers to speak good clear English?
Pilot I: It is the official language of the air. So, obviously, it is crucial for pilots and air traffic controllers to speak good English.
The Hostess: I see......
Pilot II: To be honest, It doesn’t always happen and besides people’s English is not can be heard good. Some countries don’t respect the Convention and do not force their pilots to speak in English but most of them do fortunately.......)
Teacher: You are on your day today, “passengers” but there were some questions where you were not on the same wavelength with the pilots – Note: (the teacher may ask the pupils to add the information from the recording or may ask someone to notify the class about the spots where the pupils’ answers differed from the pilots’ ones).
Teacher: Pupils, unfortunately, the time of our lesson – “flight” has come to an end and before giving you the home task do me a favour as to give me FEEDBACK – let’s summarize what we managed to find out at our lesson, if the material turned out be informative and worth discussing.
Pupil I: First and foremost, (according to a flying custom there always have to be applauses heard as the plane smoothly touches the ground implying that all the passengers have reached the place of their destinations safe and sound and the crew is safe as well) let’s hear it to the captain of the plane – our teacher – who invited us to such a tremendous flight – due to him we managed to know lots of interesting facts about airports, planes, the risks that pilots face during any flight without our realizing it-brushed the grammar, talked on different subtopics dealing with the topic in question...
Teacher: Thanks for such worm words. I am touched. In my turn, I wouldn’t like to single out the ones whose answers and the work at the lesson on the whole was stunning – today you were united inspired by the idea of a miracle that we can do to turn a usual lesson into a real travelling by air.
And now your home assignment: You are to make up and tell a story in front of the class. The story can be either a true or an invented one. If it’s invented try to tell it in such a convincing way that your classmates will think it is true. Talk about the time when you or someone you know
- Had a frightening/funny/unusual experience while travelling by air.
- Got sick or had an accident while travelling by air.
- Missed a flight that caused serious complications
- Arrived home from the airport and had a surprise
And for sweets I’d like to please you with some stories that the pupils of my group shared with the class at the next lesson that followed the model one:
Pupil I: If ask me, I’d like to tell you a story that once happened to my cousin who appeared to be travelling from Moscow to Panama by Panama Airlines and there was an Airline flight attendant who unexpectedly, probably being in high spirits, started cracking jokes in the announcements that are common to be heard at any airplane but he sprinkled them with the sense of humour as I may say so. Here they are:
From a Panama Airlines employee....' Welcome aboard Flying Moscow to Panama.' We are pleased to have some of the best pilots in the industry... Unfortunately, none of them are on this flight...!'
Then he progressed to the famous ' Fasten Seatbelt Routine’. What he said was: 'To operate your seatbelt, insert the metal tab into the buckle, and pull tight. It works just like every other seatbelt, and if you don't know how to operate one, you probably shouldn't be out in public unsupervised.'
In the event of a sudden loss of cabin pressure, oxygen masks will descend from the ceiling. Stop screaming, grab the mask, and pull it over your face. If you have a small child travelling with you, secure your mask before assisting with theirs. If you are travelling with two or more small children, decide now which one you love the more.
After the plane landed, he said: 'As you exit the plane, make sure to gather all of your belongings. Anything left behind will be distributed evenly among the flight attendants'
His final announcement was: 'Thank you for flying Panama Airlines. We hope you enjoyed giving us the business as much as we enjoyed taking you for a ride.'
P.S. Dear co-workers, the lesson that was given by me on the 16th of November and now shared with you most willingly lasts no longer than 45 minutes, but if you are working in senior classes and instead of an ordinary lesson in 45 minutes you have periods (double lessons) you are lucky strikes as you have a golden opportunity to carry on your modal lesson after a break, of course, while the pupils, being tired a bit, are still on their day you may easily practice the Russian National Exams strategies for instance accomplish the task on WORD FORMATION – The exercise I suggest that you should do is a story that is called “Sleeping at 35.000 feet” as you understand it is wholly relates to the topic of the lesson and you’ll have no trouble to connect it with the text the pupils had a chance to read at the beginning of the lesson – draw their attention to one of the text passages about “a snoring plane is a happy plane” and wonder if they have any notion what it is like to have a nap on board a plane.........
WORD FORMATION (приложение 1)
Having completed the assignment above you may turn to the pupils asking them if everybody is cut for flying either being a pilot of a jet plane or his private one. To which they might reply negatively pointing out that only fearless and daring people become pilots making the plane take off and land hundreds of times per month assuming responsibility for the people’s on board lives. That fear is common among rank and file people who are scared out of their wits when it comes to travelling by air. And over here you take the situation to your advantage and suggest that they should read the text under the title “How I conquered my fear of flying” and feel in the blanks with a sentence A – E
A. “You see how safe it is”, he smiled.
B. Apparently, they thought that was what would best for me.
C. It was an experience I would rather not go through again.
D. Like many fearful fliers, I often experienced a heightened sense of hearing, noticing small changes in noises and amplifying them dramatically in my mind.
E. Which is unfortunately because as a foreign journalist, I can’t exactly stay at home.
“How I conquered my fear of flying”
My fear of flying is not just a mild case, but a real, oh-no-I am-going-to-die-any-second kind of fear. 1 ... My job has taken me to dangerous places such as Afghanistan and Iraq, but I am far more worried about flying planes than flying bullets. After an awful flight earlier this year on a small plane, I decided I would either have to stop flying altogether or I could try to overcome my fears. Which is why, a few weeks later, I agreed to take the flight to end all fears.
The plane was going almost vertically upward before moving sharply to the left. To make matters worse, my seat was shaking violently because of severe turbulence. My stomach was turning. The captain, sensing my fear, took his hands off the controls and turned to face me. .2 ... In fact, Captain Keith Godfrey had designed the flight, or rather the terrifyingly realistic simulator, to my needs.
In the two years Virtual Aviation has been offering the course at the airport, they had never put the plane through such extreme flying before. 3 ... And they were right. By showing me just how far you can push a plane and still keep it safely within its limits, they allayed my fears. I had to experience things for myself before I was able to convince myself of the truth. That planes, generally speaking, do not fall out of the sky like rotten apples.
In their careful preflight questioning with a therapist named Susie they focused on what lay beneath my fear.
4 ... Something moving in an overhead compartment could sound to me like an engine about to fall off. But Susie focused on me heightened sense of movement as my main problem. Which is why during the flight the captain flipped the plane over like a pancake.
5 ... But facing my worst fear, I’d overcome it. And fellow sufferers will be glad to know that I got through my next real flight safe and sound.
Key answer: 1 – E; 2 – A; 3 – B; 4 – D; 5 – C;