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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.
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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).