Today I taught two low-intermediate teen classes at the same level, covering for another teacher. The first half of the lesson was a test. The topic of one of the recent units they’ve done is travel, so I finally got the chance to try out Mike Astbury’s lost luggage activity, which I’ve been meaning to do for ages. The basic idea of Mike’s materials is that students role-play travellers who’ve lost their luggage and airport workers who take the details. Here’s what I did with it.
Setting the scene
You’re going on holiday. You’ve just arrived at the airport. Your luggage didn’t arrive. What’s missing?/What was in your suitcase? How do you feel about it?
I said this and students discussed it in pairs or small groups, then I took a general poll of feelings for feedback. This also served to generate some ideas for later in the lesson.
I projected the second page of Mike’s handouts with 8 images of different items of luggage. Students had two minutes to describe what they could see using the language they had available. I didn’t really do any feedback for the first group. In the second we talked about Polish ‘It has green colour.’ versus English ‘It’s green.’ which came up for most groups.
I’d prepared pieces of paper with Mike’s descriptions of the luggage which I laid out on the floor. They had to discuss which description matched which item. Feedback was them using magnets to stick them to the board.
We checked them as a class, and I pulled out items of vocabulary to check the meaning. Examples were ‘buckle’, ‘handle’, ‘strap’ and ‘lock’.
They then described the cases again, with me gradually removing the descriptions.
Preparing their luggage
On the board, I showed students what I wanted them to write on the back of their luggage cards.
I handed out one luggage picture per person at random. They had 90 seconds to write a few items that were in their luggage and to make up their address. They then put their luggage under their chairs for later.
Working out questions
I organised students into pairs or small groups, with one notebook and pen shared between them. I displayed the lost luggage form (page 4 of the handouts) on the board and elicited a couple of example questions – a simple one (What’s your name?) and a more challenging one (What time did you land/arrive?)
In their groups, students had to write a question for each part of the form. I told them that flight details are things like the airline (Lufthansa) and the flight number (ZX 123). I monitored closely and did a lot of on-the-spot error correction, aiming for grammatically correct questions by the end of the exercise.
As soon as a pair/group had a full set of questions, they had to test each other by saying e.g. ‘flight details’ with the reply ‘What are your flight details?’ or ‘What was the airline?’ Each group had different questions. All groups had a couple of minutes to try and memorise the questions.
At the airport
Half of the students had time to look at their luggage cards again, then had to hand them to me. That way they were remembering the information, probably imperfectly – I don’t know about you, but I can never remember exactly what’s in my case or the finer details of what it looks like!
The other half lined up their chairs and stood behind them, as if it was an airport counter. They each had a pen and a lost luggage form. They had to ask questions and complete the form as accurately as possible. Then they put their completed form under the chairs and switched roles. When there were three students in a group, first one person had to collect information from both of them, then two of them had to collect the same information from one person. One student in the second group got particularly into it and kept bothering the airport worker by trying to rush them and asking ‘When will I get my luggage back?’ 🙂
Finding their luggage
I laid out all of the luggage on a ‘carousel’ on the floor. Once everybody had performed both roles, they used their forms to try to identify the luggage. They had to give it back to the owner asking ‘Is this your luggage?’
To round it all off, I asked them to put their hands up if they didn’t get their luggage back, and told they how successful our airport is. In both groups about a third didn’t get it, which I suspect reflects real life nicely!
The activity worked really well with this group of students, although we were a bit rushed at the end. I allocated 45 minutes, but I think 50 would have been enough, and 60 ideal.
I completely forgot to give them tickets from page 3 of Mike’s handouts, even though I’d prepared them, but this didn’t matter as most students seemed to enjoy making up this information. One student got a bit flustered about it though, and definitely would have benefitted from having something to draw on, although she managed to work around it in the end. The rush at that stage probably didn’t help either!
They were a bit confused by the way that we arranged the room for the role play at first, but as soon as they worked out what was going on they seemed to appreciate it.
They were definitely trying to use some of the new language to describe luggage, and I didn’t hear any ‘green colours’ in the second group during the role play 🙂
All in all, I’m really glad I finally got a chance to try out this activity from Mike’s blog. The students were engaged and it generated a lot of language and helped to further practice travel vocabulary and past tense question formation (which some of them had struggled with in the test). It worked well as a task-based lesson, which is something I’m trying to experiment with more, with students pushing themselves to speak as much as possible. Thanks for sharing these materials with us Mike, and I would encourage everyone to take a look at the materials on his blog!
Ironically, I’ve lost my picture of my lost luggage after it was returned to me, so instead here’s a picture of Poppy the cat (not) helping me to pack