They must mentally accept the function the simulation requires of them. They must stop thinking of themselves as students, and avoid standing one step away from their activities. They must step inside the function mentally and behaviourally, and do the best they can to carry out their duties and responsibilities in the situation in which they find themselves (Jones, 1982: 4).

(En el aeropuerto)

AGENTE:  Su atención, por favor. Vamos a embarcar el vuelo 430 de Iberia con destino a Washington, DC.

Les rogamos a todos los pasajeros que tengan listos sus boletos.

Por favor, que pasen primero las personas mayores y las mujeres con niños.

(En el avión)

AZAFATA:  Damas y caballeros, bienvenidos al vuelo 430 de Iberia con destino a Washington, DC, con escala en Nueva York.

Antes de despegar, vamos a informarles de las reglas internacionales. Les rogamos que presten atención a la azafata frente a Uds.

(Más tarde)

CAPITÁN:  Habla el capitán González Rivera. De parte de toda la tripulación de este vuelo, bienvenidos. Nuestro tiempo de vuelo será 8 horas y 20 minutos. Vamos a volar a una altura de doce mil metros y a una velocidad de mil trescientos kilómetros por hora. Me dicen que en Washington hace muy buen tiempo con una temperatura agradable de 28 grados celsius.

Una vez más, de parte de nosotros, bien venidos. Gracias por volar con Iberia y que tengan buen viaje.

AZAFATA:  Damas y caballeros, les quisiéramos informar de que durante el vuelo serviremos el desayuno. También vamos a pasar la película Aiport 79. Esperamos que todos estén a gusto y si necesitan algo, estamos a sus órdenes.

[Una serie de ruidos]

CAPITÁN:  Habla el capitán. Por favor, mantengan los cinturones abrochados. Repito. Mantengan los cinturones abrochados. Pasamos por alguna turbulencia. Pasamos por alguna turbulencia.

(Más tarde)

[Una explosión]

CAPITÁN:  Damas y caballeros, hemos perdido el último motor turborreactor. Yo no quiero morir. Tengo un paracaídas y voy a saltar del avión. Pero no se preocupen, el copiloto va a volar en mi ausencia. Adiós.

COPILOTO:  Damas y caballeros, habla el copiloto Martínez Ruiz. En realidad no sé volar bien sin motores turborreactores. Ni quiero morir tampoco. También tengo un paracaídas. Entonces, voy a saltar del avión. Sinceramente, les damos las muchas gracias por volar con nosotros. ¡Ojalá que vuelvan a volar con Iberia de nuevo! Que tengan muy buen viaje. Adiós y buena suerte.

1. Boarding passes -A boarding pass was made for each student. The front side contained the name of the airline, the section (first class, coach or smoking section) and the seat number. The other side gave the student a specific role to play. For example, «you are a child under 12 traveling alone» or «do not board the plane until the final boarding call.»

2. Safety equipment -From common house hold items, the instructor made an oxygen mask, a life jacket, and a «no smoking» sign.

3. Row signs -The classroom became an airplane. A sign was attached to each row indicating the seat numbers of the «airplane.»

4. Worksheet -A fill-in-the-blank worksheet was prepared for each student. The missing information was to be obtained by listening to the cassette recording. For example, «el número del vuelo es ___ »

Procedure:

1. Pre-listening: Students briefly reviewed the new vocabulary.

2. Listening:

Phase one: The instructor handed a boarding pass and a work sheet to each student. The entire class went into the hallway which served as the waiting room of the airport. As the boarding announcements were made on the tape, each student boarded the «plane.» The students were responsible for boarding the plane at the correct time and for finding the appropriate seat on the airplane. Boarding the plane was one way in which the students were actively involved in the listening exercise. In addition, the instructor, playing the role of the ticket agent, checked the tickets and made sure that the «passengers» boarded at the correct time. For example, one student, playing the role of a six-year-old girl, tried

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to board the plane without her «mother.» In Spanish, the ticket agent asked the girl to bring her mother with her.

Phase two: During the second part of the exercise, the students listened to the recording and filled in the missing information on the worksheet. The instructor played the role of the flight attendant. As various announcements were made, the instructor would perform the corresponding actions (e.g., demonstrating the use of the oxygen mask).

3. Post-listening: The teacher asked the students for the answers to the worksheet and posed additional questions based on the cassette recording. Other possible follow-up activities could incorporate: a) writing skills -students write a brief summary of what occurred during the flight; b) sound/letter association -students listen to the tape again while reading the script silently; or c) reading/pronunciation practice -students read the script aloud.

Results and Reactions: First, both teacher and students enjoyed the exercise evidenced by laughter and willing participation⁷⁶. Secondly, the simulation drew on the students' own experiences. For those who had flown before, the exercise struck a note of recognition. For example, when the «flight attendant» pointed out the emergency exits, one student exclaimed, «Yeah, they really do that on airplanes.» The student then proceeded to make the gestures along with the instructor. More importantly, however, by completing their assigned tasks, the students gained a sense of accomplishment. Once again, it was by active listening -receiving «comprehensible input» and immediately applying it- that students were able to act in a concrete situation. Al though they were beginning students, they were successful at «living» their new language.