Unit
4
What’s in your luggage?
Look at the unit title with the class and elicit that this unit is
about air travel.
If you are teaching a multilingual group
in an English-speaking
environment, ask students how they travelled to the country.
Get ready to read
You could ask one or two students which of the items they took
on their last holiday. Encourage them to say where they went
and what they took.
Make sure that students
understand the meaning of
check in
and
checked-in luggage
.
A
Airport security
1
If necessary, explain that Manchester is in the north-west of
England and Athens is the capital of Greece. The fl ight takes
about four hours between the two places.
Make sure that students understand the meaning of
hand
luggage
.
Learning tip
Emphasize the point that students should
only use a dictionary
to check their guesses. Explain that continually looking up words
in a dictionary takes a lot of time and can disrupt reading the text
itself.
2
Ask students to compare their answers in pairs before class
feedback.
3
Ask students if they usually carry
these items in their hand
luggage. Explain that if it is not clear from the notice whether
or not you can take the things as hand luggage, students
should leave the box empty.
4
Look at the example with the class.
Ask students to fi nd the
word
measures
(in the heading) and then to read on until
they fi nd the word
restrictions
(second sentence of second
paragraph).
If you like, you can do another example with the class.
Ask
students to fi nd the word
items
(fi rst sentence of fi rst
paragraph) and then to read on until they fi nd another word
with a similar meaning (
things
– second sentence).
5–6
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.
7
Before students do the exercise, ask them to suggest
examples of synonyms and antonyms.
Alternatively, say
a word yourself, e.g.
big
, and then get students to say a
synonym (
large
) and an antonym (
small
).
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