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8
Students can discuss this question in pairs or small groups.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
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Students could look at the website for their national airline 
and fi nd out about its current security measures.
B
Anything to declare?
Write 
Anything to declare?
on the board. Ask students whether 
they would expect to see this at Arrivals or Departures (
Arrivals
).
1
Tell students that you are going to quiz them on capital cities. 
Say the names of capital cities and students respond with 
the country, e.g. 
Vienna (Austria), Brasilia (Brazil), Ottawa 
(Canada), Athens (Greece), Tokyo (Japan).
Class bonus
Check answers by setting up a chain around the class. Students 
take turns to name a country; as the chain continues, students 
cross off the countries they have written on their list.
2–3
Encourage students to skim the customs guide by setting a 
time limit, e.g. 30 seconds. 
Did you know …?
If you are teaching students who are from European Union 
countries, ask them if they know when their country joined the 
European Union. If they don’t know, they could fi nd out for the 
next lesson.
4 
Students can compare and discuss their sentences in pairs or 
small groups.
Focus on … 
must
, 
mustn’t
 and 
don’t have 
to
Students can write sentences of their own as a follow-up.
5–7 
Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
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