Get ready to read

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Ask students to look at the unit title and explain that when we arrive 
somewhere, we can either say 
We’re here!
or 
We’ve arrived!
Get ready to read
Ask students to complete the exercises, then encourage students 
to use the different kinds of transport in sentences about 
themselves, e.g. 
I usually go to the city centre by bus
.
Explain to the class that the unit is divided into two parts – Section 
A and Section B. Point out that the different kinds of transport and 
the places they go from are all in the text in Section B.
A 
At the airport
Ask students to name airports in their country. If you are 
teaching a monolingual group in their own country, you can ask 
students which airport(s) they have been to. If you are teaching 
a multilingual group in an English-speaking country, you can ask 
students which airport they arrived at and which airport they left 
from (in their own country).
1
Look at the example with the class. Make sure that students 
know what they have to do and that they know the words 
baggage
, 
Customs
, 
passport
and 
airport
. Ask students to 
complete the exercise. Check answers.
2
Look at the example with the class. Make sure that students 
know what they have to do. Get students to complete the 
exercise.
Learning tip
Remind students that when they come across an English word 
that looks similar to a word in their own language, they should 
ask themselves if the English word might have this meaning. 
(This will mainly apply to speakers of European languages.) 
Use some concrete examples. For example, the following Italian 
words are very similar in English: 
aeroporto
(airport), guida 
(guide), città (city), minuti (minutes), centro (centre)
.
3
Point out to students that they will fi nd English very useful in 
English-speaking countries and also in other countries, such 
as Norway, where English is not spoken as a fi rst language. 
English is the international language of communication. Ask 
students to complete the exercise.