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Air
Air Traffic
Traffic Controller
Controller Profiles
Profiles –– Teachers’
Teachers’ Lesson
Lesson Plan
Plan
Air Internet-based
Task: Traffic Controller Profiles
reading and speaking – Teachers’
activity
Task: Internet-based reading and speaking activity
Lesson Plan
Time: 1 hour 30 mins
Time: 1 hour 30 mins
Task: Internet-based reading and speaking activity
Web-based
Time: 1 hourreading
30 mins
Web-based reading
1 Introduction and setting up (10 minutes).
1 Introduction
Web-based and setting up (10 minutes).
reading
This can be done in the computer room or the classroom. Tell the students that they are
This can
going be done
to read the andin the computer
profiles of some room
Air or the
Traffic classroom.
Controllers Tell the
working in students
the United that they are
States.
1 Introduction setting up (10 minutes).
going to read the profiles of some Air Traffic Controllers working in the United States.
This can be done in the computer room or the classroom. Tell the students that they are
Assign each student one of the controller profiles to read. At the time of writing there are
going
Assign toeach
readstudent
the profiles of some Air Traffic Controllers working in theofUnited States.
nine available profiles:one Kevinthe controller
DeBenedittis, profiles to read.
Ann Harris, At the
Steve time
Kelley, Rich writing
Ulmes, there are
Barbara
nine available profiles: Kevin DeBenedittis, Ann Harris, Steve Kelley,
Walton, Leslie Warfield, Randy Weiland, Dale Wright, Greg Wyse. With groups of more Rich Ulmes, Barbara
Assign
Walton, each student oneRandy
of the controller profiles to read. AtWyse.
the time of writing there are
than nineLeslie Warfield,
students it will be Weiland,
necessary Dale
to assign Wright, Greg
more than one student With togroups of more
each controller.
nine
than available profiles:
nine students Kevin
it will DeBenedittis,
be necessary Ann Harris,
to assign Steve
more than oneKelley,
student Rich
to Ulmes, Barbara
each controller.
The
Walton, http://www.natca.org/about/controllerprofilesmain.msp.
url isLeslie Warfield, Randy Weiland, Dale Wright, Greg Wyse. With [Charlotte - we may
groups of more
need url is http://www.natca.org/about/controllerprofilesmain.msp.
The permission to use these profiles as they are real people who might not want [Charlotte - we
their detailsmay
used
than
need nine students
permission to it
use will be
these necessary
profiles as to
they assign
are realmore than
people whoone student
might not to
want each
their controller.
details used
in this way]
The is http://www.natca.org/about/controllerprofilesmain.msp. [Charlotte - we may
urlway]
in this
2need permission to use these profiles as they are real people who might not want their details used
Web-based reading (25 minutes).
2 this
in Web-based
way] reading (25 minutes).
Refer to Worksheet 1. Give each student a worksheet and explain that as they read about
2Refer
their to Worksheet
controller
Web-based they 1. Give
should
reading each
(25make student
brief
minutes). a worksheet
notes in the tableand explainThe
provided. thatstudents
as they read
work about
alone
at a computer to read their profiles and make notes in the appropriate spaces on work
their controller they should make brief notes in the table provided. The students the alone
Refer to Worksheet
at a computer to read 1. Give profiles
each student a worksheet
notes in and explain thatspaces
as theyonread
theabout
worksheet. Monitor andtheir and make
help with task-focus, vocabulary the appropriate
and technical issues. Note
their controller
worksheet. they should
Monitor and make
help with brief notes invocabulary
task-focus, the table provided.
and The students
technical issues. work alone
Note
language points (vocabulary and grammar points, etc) for later discussion in class.
at a computer
language to (vocabulary
points read their profiles and make
and grammar notesetc)
points, in the
for appropriate
later discussionspaces on the
in class.
worksheet. Monitor and help with task-focus, vocabulary and technical issues. Note
3 Information swap (25 minutes).
language
3 Information points swap
(vocabulary and grammar points, etc) for later discussion in class.
(25 minutes).
When the students have completed their reading, ask them to find a partner who has read
3When
about athe students
different
Information ATC.
swap have(25completed
Next, their work
the students
minutes). reading, ask them
in pairs to asktoand
findtell
a partner whoabout
each other has read
the
ATC they read about. Allow students to stay by the computers during this stage as they the
about a different ATC. Next, the students work in pairs to ask and tell each other about
When
ATCwant the read
they students
about.have completed their reading,
by theask them to find a partner whoas has read
may to refer to theAllow
web students to stay
pages they've read. computers during this stage they
about a different ATC. Next, the students
may want to refer to the web pages they've read. work in pairs to ask and tell each other about the
ATC they read about. Allow students to stay by the computers during this stage as they
may want to refer to the web pages they've read.
Speaking
Speaking
1 Pronunciation (15 minutes).
1 Pronunciation (15 minutes).
Speaking
Refer to Worksheet 2. This exercise needs to be done as a whole class activity. The
Refer to Worksheet
worksheet 2. This exercise
can be projected needs to be
onto an Interactive done as a whole
Whiteboard, class activity.
PC projector or OHP.TheShow the
1 Pronunciation (15 minutes).
worksheet can be projected onto an Interactive Whiteboard, PC projector
class the first question and elicit the pronunciation, paying particular attention or OHP. Show the
to sentence
Refer
class to Worksheet
the first 2. This
question and exercise
elicit the needs to be done
pronunciation, as aparticular
paying whole class activity.
attention to The
sentence
stress, weak forms and intonation. Drill the questions as a group and individually. Ask the
worksheet
stress, weak can be projected
forms andwhat onto anDrill
intonation. Interactive
the themWhiteboard,
questions as athe PC projector
group or OHP. Ask
and individually. Show
thethe
students to write down they hear. Ask to mark stressed words and weak
class the first question and elicit the pronunciation, paying particular attention
students to write down what they hear. Ask them to mark the stressed words and weak to sentence
forms.
stress,
forms. weak forms and intonation. Drill the questions as a group and individually. Ask the
students to write down what they hear. Ask them to mark the stressed words and weak
2 Speaking (20 minutes).
forms.
2 Speaking (20 minutes).
Put the students in pairs and ask them to interview each other using the questions. Monitor
2PutSpeaking
and the students
help (20 in pairs andvocabulary,
with pronunciation,
minutes). ask them togrammar,
interviewetc.
each other using the questions. Monitor
and help with pronunciation, vocabulary, grammar, etc.
Put the students in pairs and ask them to interview each other using the questions. Monitor
and help with pronunciation, vocabulary, grammar, etc.
Writing
Writing
This can be set as a homework assignment, or done in class. Ask the students to write a
This can
Writing
profile be set as a using
of themselves homework assignment,
the questions and orthedone
webinpage class.
as Ask the students to write a
a model.
profile of themselves using the questions and the web page as a model.
This can be set as a homework assignment, or done in class. Ask the students to write a
profile
This page of
hasthemselves using
This page
been downloaded has the
frombeen questions
downloaded
[insert and
from
Aviation English the web
website page as a model.
www.macmillanenglish.com/aviationenglish
link here].
ItThis page has been
is photocopiable, butdownloaded frombe
all copies must [insert Aviation
complete English
pages. website©link
Copyright here]. Publishers Limited 2008.
Macmillan
Macmillan
It is photocopiable, Education
but all is not
copies must beresponsible for theCopyright
complete pages. content of other websites
© Macmillan this worksheet
Publishers may refer to.
Limited 2008.
This material is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2008.
This page has been downloaded from [insert Aviation English website link here].
It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2008.
[insert Aviation English banner/header here]

Worksheet 1
Internet reading exercise

Go to the following web address and make notes about the Air Traffic Controller that your
teacher has assigned to you.

http://www.natca.org/about/controllerprofilesmain.msp

Your ATC Your partner's ATC

Name

Years of experience

Place of work

Reasons for becoming

an ATC

How she/he became

an ATC

A typical day

The best part of their

job

The worst part of their

job

What's unique about

their facility

Why they prefer

working there

Three important
characteristics an ATC
needs

The most challenging

situation they've had to
handle

Where they see

themselves in the
future

This page has been downloaded from www.macmillanenglish.com/aviationenglish

Macmillan Education is not responsible for the content of other websites this worksheet may refer to.
This material is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2008.
This page has been downloaded from [insert Aviation English website link here].
It is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2008.
Worksheet 2. Pronunciation and speaking.
Worksheet 2. Pronunciation and speaking.
Worksheet
1. Interview 2. yourPronunciation
partner using and speaking.below.
the questions
Worksheet
1. Interview 2. yourPronunciation
partner using and speaking.below.
the questions
Worksheet
1. Interview 2. yourPronunciation
partner using and speaking.below.
the questions
1. //?
Worksheet
1. Interview 2. yourPronunciation
partner using and speaking.below.
the questions
1. //?
Worksheet
1. Interview 2. yourPronunciation
partner using and speaking.below.
the questions
1. //?
Worksheet
1. 2. Pronunciation
partner using and speaking.below.
1. Interview your the questions
//?
2.
1. //?
Worksheet 2. Pronunciation
partner using and speaking.below.
1. Interview your the questions
//?
2. //?
1. Interview your partner using the questions below.
1. //?
2.
1. //?
Interview your partner using the questions below.
1.
2. //?
//?
1.
3. Interview
1. your partner using the questions below.
//?
//
2. //?
3.
1. //
2. //?
//?
3.
1. //
//?
2.
3. //?
//
2. //?
4. //?
3. //
4.
3. //?
2. //?
//
4.
2. //?
//?
3.
4. //
//?
3. //?
5. //
4. //?
5.
4. //?
3. //
//?
5.
3. //?
//
4.
5. //?
//?
4. //?
6. //?
5. //?
6.
5. //?
4. //?
//?
6.
4. //?
//?
5.
6. //?
//?
5. //?
7. //?
6. //?
7.
6. //?
5. //?
//?
7.
5. //?
//?
6.
7. //?
//?
6.
8. //?
//?
7. //?
8.
7. //?
6. //?
//?
8.
6. //?
//?
7.
8. //?
//?
7. //?
9. //?
8. //?
9.
8. //?
7. //?
//?
9.
7. //?
//?
8.
9. //?
//?
8.
10.//?
//?
9. //?
10.
8. //?
9. //?
//?
10.
8. //?
//?
9.
10.//?
//?
2.
9. Writing. Use the questions to write a profile of yourself.
//?
10. //?
2. Writing. Use the questions to write a profile of yourself.
9.
10.//?
//?
2.
9. Writing. Use the questions to write a profile of yourself.
//?
10. //?
2. Writing. Use the questions to write a profile of yourself.
10. //?
2. Writing. Use the questions to write a profile of yourself.
10. //?
2. Writing. Use the questions to write a profile of yourself.
10. //?
2. Writing. Use the questions to write a profile of yourself.
2. Writing. Use the questions to write a profile of yourself.
2. Writing. Use the questions to write a profile of yourself.
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