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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

AIR
TRAVEL
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1 Warm up

Match the words and pictures related to air travel.

aisle seat scales cabin crew boarding pass

tray departure gate seat belt a carry-on bag in an

overhead locker

1 2 3 4

5 6 7 8

1. How often do you fly?

2. Have you ever used English while you were travelling?

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AIR TRAVEL

2 Listening
Listen to these three airport situations and answer the questions.

Situation 1: check in

1. Where is the passenger flying to?

2. How many bags does the passenger want to check?
3. What gate does the flight leave from?

Situation 2: security
What order do you hear these words: bag / jewellery / shoes / tray?
Situation 3: on the plane
What three problems does the passenger talk about?

Listen again and write in the missing words, using the first letter you are given.
Situation 1: Check in

1. M...... I see your passport please?

2. A...... you checking any bags today?
3. D...... you pack your bag yourself?
4. P...... your bag on the scales.
5. The flight will be r...... to board at 10:35.
Situation 2: Security

1. P...... your items in the tray.

2. S...... this way, please.
3. T...... off your shoes and belt.
4. A...... you wearing any jewellery?
5. C...... you open your bag, please?
Situation 3: On the plane

1. Please p...... your bags in the overhead lockers.

2. Please fasten your seatbelt when we switch on the s...... .
3. We are about to t...... off.
4. We are experiencing some turbulence, but we’ll shortly be p...... through the cabin with drinks and
snacks.

We often hear special vocabulary in airport situations.

1. What does step mean in the Situation 2, Security?

2. What word is often used with the same meaning as put?
3. You heard the phrasal verb take off in two situations, Security and On the plane. What two different
meanings does it have? What are the opposites?
4. Find two time phrases in Situation 3. What do they mean?

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3 Language point

In a service situation, like air travel, you will hear several types of language: questions and requests,
as well as instructions and announcements. It’s helpful to know what type of thing people are saying
so you know how to respond.

Study the table and choose the best word to complete the sentences.

questions requests responding to

requests

staff Where are you flying May I see your

to today? / Are you passport, please? /
checking any bags Can you open your
today? / Did you pack bag, please? / Could
your bag yourself? / you show me your
Have you left your boarding pass, please?
bag unattended at any
time? / Has anyone
given you anything to
carry on the flight
today? / Are you
wearing any
jewellery?

passenger Are you sure this is Do you have any Here you are. / OK. /
your seat? tissues? Of course. / Sure.

When someone makes a request, they want you to do something / need information.

In requests, we often use phrases with modal verbs: may, can and could.

1. In this situation, can you say "no" to the staff requests about showing your passport or opening
your bag?
2. When someone asks a question, they want you to do something / need information.
3. When we ask yes/no questions, including requests, we use a rising / falling intonation.
4. When we ask questions with question words (like where or how many), we use a rising / falling
intonation.
5. We usually don’t need / need to say something in response to a question or request.

If you don’t understand something, you should ask the person to repeat it.

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AIR TRAVEL

At an airport, you also hear instructions and announcements.

1. Instructions suggest what to do / tell you what you need to do.

2. Announcements give instructions or information to many people / one person.
3. After an instruction or an announcement, we usually need to do something / say something.

Label the columns as instructions or announcements.

1 2

Place your bag on the scales. Please fasten your seatbelt when we switch on
the sign.

Go through Security and make your way to We are about to take off.
departure gate C45.

Place your items in the tray. We are experiencing some turbulence.

Step this way, please. We’ll shortly be passing through the cabin with
drinks and snacks.

Take off your shoes and belt. If you need anything, please ask the cabin crew.

4 Practice

Add one missing word to each sentence in the correct place, as in the example: Are you this is your
seat? Are you sure this is your seat?

1. I see your passport, please?

2. Are you checking bags today?
3. Did you pack your bag ?
4. your bag on the scales.
5. Place your in the tray.
6. this way, please.
7. you open your bag, please?
8. Please place bags in the overhead lockers.
9. Please fasten your when we switch on the sign.
10. We’ll shortly be passing the cabin with drinks and snacks.

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5 Speaking

Plan and perform 2 dialogues - check in and in the air.

Work in A/B pairs. Look through the plans for two airport dialogues and roleplay the conversations,
using language from the lesson. Use natural rising/falling intonation for requests and questions.

At check in

Student A: airline staff Student B: passenger

1 greet the passenger; destination? 2 answer the question

3 request: passport 4 show passport

5 check bags? 6 say how many

7 request: put on scales 8 put on scales

9 security question 10 answer the question

11 boarding pass; instructions for gate 12 thank you

number and time to board

On the plane

Student A: passenger Student B: cabin crew

1 greet the passenger; request: boarding 2 show boarding pass

pass

3 explain seat location and type of seat 4 find seat

5 request: put carry-on bags in locker 6 put bags in locker

7 announce seat belt 8 follow instructions - seat belt

9 announce drinks and snacks 10 order drinks and snacks; request:

something else

11 help the passenger with their request 12 thank you

Try the conversations again in different roles. This time, the passenger doesn’t understand something
and needs to ask for repetition.

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6 Extra practice/homework

Put these sentences in order to show what happens when you travel by air.

The plane takes off.

You answer some questions about your bags, and you check them.

You board the plane and find your seat.

You fasten your seat belt.

You find the departure gate.

You go through a duty-free shopping area where you can buy things tax-free.

You may also have to take off your shoes and jewellery.

You put your carry-on bags in the overhead locker.

You put your things onto a tray for a machine to check that they are safe.

You show your passport and say where you’re going. 1

7 Optional extension

Read this text about what happens after your plane lands and choose the best words to complete the
gaps.

checked electronic Goods illegal landed Nothing officials visa

Once the plane has , and you get off, there will be a short walk or bus ride to the
airport terminal. The next stage is Immigration. Here, will check your passport and
you might need to fill in a landing card. Also, if you need a for the country you are
arriving in, some airports ask you to open your passport and show them the page where it is. A lot of
airports now have scanners for your passport, and they also take your photo. After
that, you will go to Baggage Reclaim. If you your bags, you can find them again here,
usually after a short wait. Make sure you take the right one.The final stage is Customs. There will be
two signs: one will say " to declare," which will be in green, while the other sign, which
is red, says " to declare." If you are sure that you have nothing with
you, and you haven’t bought too many duty-free products, take the green exit.

Have you ever had any problems after your plane landed? What happened?

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AIR TRAVEL

Transcripts

2. Listening

Situation 1:: Check in

Staff: Where are you flying to today?

Passenger: To Paris.

Staff: May I see your passport please?

Passenger: Here you are.

Staff: Are you checking any bags today?

Passenger: Just this one.

Staff: Did you pack your bag yourself?

Passenger: Yes, I did.

Staff: Place your bag on the scales.

Passenger: OK.

Staff: Here is your boarding pass. Go through Security and make your way to departure
gate C45. The flight will be ready to board at 10:35.

Passenger: Sorry - which gate?

Staff: Gate C45.

Passenger: Thank you.

Situation 2:: Security

Security staff: Place your items in the tray.

Security staff: Step this way, please.

Security staff: Take off your shoes and belt.

Security staff: Are you wearing any jewellery?

Passenger: No, I’m not.

Security staff: Can you open your bag, please?

Passenger: Of course.

Situation 3: On the plane

Passenger 1: Are you sure this is your seat? I thought I booked the aisle seat.

Passenger 2: Oh, sorry. I’m in the wrong seat.

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Announcement: Please place your bags in the overhead lockers.

Passenger 1: There’s no room!

Passenger 2: Try looking over there.

Announcement:: Please fasten your seatbelt when we switch on the sign. We are about to take off.

Announcement: We are experiencing some turbulence, but we’ll shortly be passing through the
cabin with drinks and snacks.

Passenger 1: Great, I need a coffee.

Passenger 2: So do I!

Announcement: If you need anything, please ask the cabin crew.

Passenger 2: Oh, no!

Passenger 1: I’m so sorry. Are you ok? ... Excuse me! Do you have any tissues? I dropped my
coffee!

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AIR TRAVEL

Key

1. Warm up

5 mins.
Go over the instructions with the class. Give students a minute, working in pairs, to match the words and pictures.
Check answers and drill pronunciation: note the silent s in aisle /aIl/. You may also want to establish that a boarding
pass can also be a paper or card that the passenger prints at home or is given at check in; board means to get
on a plane. Pose the follow-up questions and elicit a range of brief responses for the last two. Point out that
many international travellers will need to use English to speak to airport staff and cabin crew even if they are not
travelling to/from an English-speaking country.

1 boarding pass; 2 cabin crew; 3 aisle seat; 4 tray; 5 departure gate;

6 a carry-on bag in an overhead locker; 7 scales; 8 seat belt

2. Listening

10 mins.
Explain the context and go over the instructions for the first listening activity. Give students a minute to look
through the tasks first, so they know what they’re listening for. Play the recording and then check answers. You
could stop after each situation to check.
For the second listening activity, students will complete a gap fill task. Working in pairs, give students a minute to
recall or predict the missing words. Then play the recording again for them to check. Again, you could stop after
each situation to check answers. Pose the follow-up questions, which call attention to some common air travel
vocabulary which students may not have heard before. You could also elicit/explain the meaning of turbulence
(when the plane moves suddenly because of changes in the air outside). If you have time, students could work in
pairs to read the tapescript out loud.
Situation 1

1. Paris. 2. Just one. 3. C45.

Situation 2
- 1 tray 2 shoes 3 jewellery 4 bag
Situation 3
Someone is sitting in his seat, there’s no room in the overhead locker, and he drops his coffee.

Listening 2:
Situation 1: Check in

1. May 2. Are 3. Did 4. Place 5. ready

Situation 2: Security

1. Place 2. Step 3. Take 4. Are 5. Can

Situation 3: On the plane

1. place 2. sign 3. take 4. passing

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Special vocabulary

1. walk
2. place
3. At Security, take off your shoes and belt means to remove these items of clothing that you are wearing. The
opposite is put on. On the plane, take off refers to the plane leaving the ground and beginning to fly. The opposite
is land.
4. About to and shortly both mean that something will happen very soon. About to suggests that this is the next
thing that will happen and that it will happen very soon.

3. Language point

10 mins.
Go over the information, which is presented in two stages: requests and questions, and announcements and
instructions. Direct students to complete the tasks. Drill pronunciation of all the questions and requests, paying
special attention to rising and falling intonation, as this gives a valuable clue as to what type of response is
expected. If you haven’t already done this, students could also work in pairs to read Situation 1 out loud.
When someone makes a request, they want you to do something.

1. No, you can’t. You have to show your passport and open your bag. The request is phrased this way to sound
more polite than "Show me your passport" or "Open your bag."
2. need information.
3. rising
4. falling
5. need
Instructions and announcements.

1. tell you what you need to do 2. many people 3. do something

Label the columns.

1. instructions
2. announcements

4. Practice

10 mins.
Go over the instructions and the example with the class. Elicit that students need to look out for phrases they’ve
heard in the lesson and then recall the missing word that completes these phrases. They should first work alone
and from memory, and then check answers in pairs, using the Language point or Listening exercises to help. Finally,
check answers with the whole class. If you have time, ask students to read the sentences out loud in pairs.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.

1. May/Can/Could 2. any 3. yourself 4. Place 5. items

6. Step 7. Can/Could 8. your 9. seatbelt 10. through

5. Speaking

13 mins.

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AIR TRAVEL

In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity. Make sure
students understand the aim of the activity is to practise and repeat air travel phrases and they will have to use
their imaginations.
Go over the instructions and demonstrate how the prompts can be converted into natural speech with the first
two items. Then set up A/B pairs and give students a couple of minutes to look through the first situation and
plan what they want to say. There is no need to write anything. When students are ready, they can roleplay the
situation. Monitor and support as necessary and finish off this stage by asking round the class for how students
handled the dialogue. Round off the stage with some error correction, including pronunciation.
Repeat the same procedure with the second situation.
Early finishers can follow the instructions to try each dialogue again in different roles, including requests for
repetition.

6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.

1. You show your passport and say where you’re going.

2. You answer some questions about your bags, and you check them.
3. You put your things onto a tray for a machine to check that they are safe.
4. You may also have to take off your shoes and jewellery.
5. You go through a duty-free shopping area where you can buy things tax-free.
6. You find the departure gate.
7. You board the plane and find your seat.
8. You put your carry-on bags in the overhead locker.
9. You fasten your seat belt.
10. The plane takes off.

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students complete
a gap-fill about what happens after the plane lands. Pose the follow-up question for discussion in pairs or small
groups, if you have time.

1. landed 2. officials 3. visa 4. electronic

5. checked 6. Nothing 7. Goods 8. illegal

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