| LESSON OVERVIEW
The main objectives of this lesson are to:
- engage in talking about delivery and shipping services;
- practise useful vocabulary for discussing delivery;
- watch a video about a delivery robot.
In this lesson, students examine photos, talk about the evolution of delivery methods and explore useful adjectives (e.g. corrosive, flammable, dear). They discuss personal experiences with home delivery, read comments and share opinions. Students watch part of a video (to 03:37) about a new delivery service, talk about robot delivery systems and debate future delivery methods. They also practise words for delivery and shipping procedures (e.g. dispatched, couriered, retrieved) and role-play situations involving delivery issues.
C2 / Proficiency60 minStandard LessonUnlimited Plan
WARM-UP AND VIDEO
This lesson focuses on talking about delivery and starts with a warm-up. Students describe different images related to delivery. They then discuss the evolution of delivery methods. Afterwards, students examine a list of adjectives (e.g. perishable, fragile, bulky) and products (e.g. ice cream, vases, mattresses). Next, they add one more product to each list. Moving on, students discuss experiences with home delivery using the adjectives from the previous task. After that, they read comments about having items delivered, say how strongly they relate to them and give reasons. Then, students look at the photo of a delivery robot. They say what they think it does and whether they have seen anything similar. Following that, students watch part of the video about it and listen to what the CEO of the company says. Students complete gaps in notes about different topics (e.g. robot design, goal, concern).Ā
USEFUL WORDS AND DISCUSSION
In this part of the lesson, students engage in talking about delivery. They discuss questions about robot delivery services. After that, students look at some possible home delivery methods (e.g. flying drones with parachute deliveries to our doors). They then answer questions about future delivery methods. Moving on, students use words (e.g. reimbursed, rerouted, expedited) to complete gaps in sentences about delivery and shipping procedures. Finally, they work in pairs and role-play situations involving delivery problems and urgent shipping situations. Student A is the customer and Student B is an employee at the delivery company. Then, they change roles. Students use the target vocabulary from the lesson in each conversation.Ā
HOMEWORK/REVISION
This lesson also includes an additional task that you can use as homework or revision. In the task, students examine scenarios involving delivery issues and write short responses using vocabulary for talking about delivery. The task is available in the teacherās version of the worksheet. You can print it and hand it out to your students. Itās also included in the e-lesson plan.
WORKSHEETS
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I’m not sure if “dear” can be used as a classification label (ex. 2). I’d use valuable, high-value, expensive or luxury instead.
Thanks for your comment, Olia. It’s an interesting one, isn’t it? It might be my Britishness coming through a bit too much and nine times out of ten I’d probably say expensive. I also have a tendency to use extortionate a lot! The main reason for using dear in this exercise though is too push people towards C1/C2 level language with dear being a higher level synonym alongside the other (C1/C2) categories like perishable, bulky etc. I hope that explains my thinking behind the word choice a little!
https://www.oxfordlearnersdictionaries.com/definition/english/dear_1