Get ready to read

3 Ask students about tenancy agreements in their own 
country. How similar are they to the one they have just 
read?
Real Reading 3 by Liz Driscoll
 Teacher’s 
notes

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Unit
4 
I’ll check it in
Write the unit title on the board, elicit that you would most likely 
use the sentence at an airport, and ask students to analyze it in 
terms of subject/verb, etc. Elicit/Explain that
 to check in in this 
context is a separable phrasal verb. 
In pairs, ask students to brainstorm different items that people 
can check in (e.g. a suitcase). Collate answers on the board, 
encouraging students to write down any new vocabulary.
Get ready to read
• After checking the answers with the class, ask students to 
name the items of luggage they have with them in the 
classroom.
• Ask individual students which items of luggage they usually 
travel with. Ask students if they have ever lost their luggage 
while they were travelling and what happened.
A
How much luggage have you got?
Learning tip
Make sure that students read this before doing Exercise 1. After 
students have read it, ask them if this is how they read in their 
mother tongue. 
1 Before doing the exercise, read the fi rst sentence of the 
instructions to the class. Ask students if they have ever been 
to Paris or Toronto and how they got there. 
2 Before doing the exercise, elicit/explain that the abbreviation 
lb
is short for pound(s) and that the abbreviation in is short 
for inch(es). Get students to do the exercise and then check 
their answers.
3 Before doing the exercise, elicit/explain meanings of Economy, 
Business
, First Class, etc. and explain that different airlines have 
different kinds of names for services. After students have done 
the exercise, ask them if the baggage restrictions are similar to 
those of airlines they have fl own with.