At the airport: Checking in for a flight

This ESL lesson plan is designed to equip learners with essential vocabulary and phrases to confidently handle the check-in process for a flight at the airport. Tailored for beginner to intermediate English learners, the lesson focuses on practical, travel-related language that is easy to understand and apply.

Through engaging activities like role-plays, vocabulary games, and real-world simulations, students will build fluency in checking in (e.g., online or at the counter, handling luggage, showing documents), asking questions, and using polite expressions when interacting with airport staff.

By incorporating example conversations and cultural tips, this lesson creates a dynamic and relatable learning experience, preparing students to check in for flights with confidence and clarity.

Basic vocabulary

Introduce keywords related to checking in for a flight. These should be simple, practical, and commonly used in travel contexts.

Vocabulary

• Flight: The airplane trip (e.g., “My flight is to Paris”).
• Check-in: The process of registering for a flight (e.g., “I need to check in at the counter”).
• Counter/desk: The place where passengers check in (e.g., “Go to the check-in counter”).
• Passport: The ID document for international travel (e.g., “Show your passport”).
• Ticket: The document or code for travel (e.g., “I have an e-ticket”).
• Luggage/baggage: Bags or suitcases (e.g., “How many bags are you checking?”). Note: We use many different words for baggage.
• Carry-on: Small bag taken on the plane (e.g., “This is my carry-on bag”).
• Checked baggage: Bags put in the plane’s hold (e.g., “I have one checked bag”).
• Boarding pass: The document to board the plane (e.g., “Print your boarding pass”).
• Seat: The place on the plane (e.g., “I want a window seat”).
• Gate: The area to board the plane (e.g., “The gate is A10”).
• Online check-in: Checking in on the internet or app (e.g., “I did online check-in”).

Vocabulary for extension

• ID (identification): Official document like a driver’s license (e.g., “Do you have ID?”).
• Baggage drop: Place to leave checked luggage after online check-in (e.g., “Go to baggage drop”).
• Weight: How heavy something is (e.g., “Your bag is over the weight limit”).
• Window seat/aisle seat: Seat by the window or by the walkway (e.g., “I prefer an aisle seat”).
• Economy class/business class: Types of seats on the plane (e.g., “I’m flying economy”).
• Destination: The place you are going to (e.g., “What’s your destination?”).
• Booking reference: The code for your reservation (e.g., “Give me your booking reference”).
• Security: The area to check bags and people after check-in (e.g., “Go to security next”).
• Terminal: The main building at the airport (e.g., “Check-in is in Terminal 1″).

Teaching tips

• Use descriptions or drawings of airport check-in counters, passports, and boarding passes to make vocabulary relatable.
• Practice pronunciation, especially for words like “passport” (/ˈpæspɔːrt/) or “luggage” (/ˈlʌɡɪdʒ/).
• Create a matching game: Pair words (e.g., “check-in”) with definitions.

Useful phrases

Teach simple, polite phrases for the check-in process. These should be easy to memorize and adaptable.

Key phrases

Starting check-in
“Hello, I’m checking in for my flight.”
“Here is my passport and ticket.”
“I have a booking reference: ABC123.”

Handling luggage
“How many bags are you checking?”
“I have one checked bag and one carry-on.”
“Is my bag too heavy?”

Asking for preferences
“Can I have a window seat?”
“I’d like an aisle seat, please.”
“Can I change my seat?”

Asking for information
“Where is the gate?”
“When does boarding start?”
“Where do I go after check-in?”

Polite expressions
“Excuse me, can you help me?”
“Thank you very much.”
“I’m sorry, can you repeat that?”

Teaching tips

• Write phrases on a whiteboard or handout and have learners repeat them to build fluency.
• Practice variations by substituting key words (e.g., “window seat” → “aisle seat”).
• Emphasize polite language, as it’s important when dealing with airport staff.

Example conversations

Use short, realistic dialogues to model how to check in for a flight. These examples show how to present documents, handle luggage, ask for seat preferences, and respond politely.

Conversation 1: Check-in at the counter
Passenger: Hello, I’m checking in for the flight to New York.
Staff: Good morning. Can I have your passport and ticket, please?
Passenger: Here you are.
Staff: Thank you. Do you have any checked baggage?
Passenger: Yes, one suitcase.
Staff: Okay, put it on the scale. It’s fine. Would you like a window or aisle seat?
Passenger: A window seat, please.
Staff: Here’s your boarding pass. The gate is B12. Boarding starts at 10 AM.
Passenger: Thank you!

Conversation 2: Online check-in with bag drop
Passenger: Hi, I did online check-in. I have a bag to drop.
Staff: Sure, your boarding pass please.
Passenger: Here it is on my phone.
Staff: Great. Put your bag here. Any carry-on?
Passenger: Just this small bag.
Staff: Perfect. Have a good flight!
Passenger: Thank you for your help.

Conversation 3: Asking to change seats
Passenger: Excuse me, I’d like to check in and change my seat.
Staff: No problem. Passport please.
Passenger: Here. Can I have an aisle seat? My current seat is in the middle.
Staff: Let me check… Yes, seat 15C is available.
Passenger: That’s great, thank you. Do I have any luggage?
Staff: Just this carry-on?
Passenger: Yes.
Staff: Here’s your new boarding pass.

Teaching tip

• Role-play these conversations, with you as the airport staff and the learner as the passenger, then switch roles.
• Encourage learners to personalize dialogues (e.g., use their own destination or preferred seat).
• In a group, pair students to practice, asking them to add one new question or detail to the conversation.

Teaching strategy

Here’s a step-by-step plan for a 45-minute lesson.

Step 1: Warm-up (5 minutes)

• Ask: “Have you ever checked in for a flight?” or “What do you need at the airport check-in?” to engage learners.
• Describe a typical check-in counter to set the context.

Step 2: Vocabulary introduction (10 minutes)

• Present the vocabulary list using descriptions or drawings.
• Practice pronunciation and have learners repeat words like “passport,” “luggage,” and “boarding pass.”
• Play a quick game: Say a definition (e.g., “The document to board the plane”), and learners say the word (“boarding pass”).

Step 3: Phrase practice (10 minutes)

• Display key phrases and model their use (e.g., “Here is my passport.”).
• Have learners practice by inserting their own details (e.g., “I have two checked bags”).
• Correct pronunciation and stress polite tone (e.g., “Can I have a window seat, please?”).

Step 4: Conversation practice (15 minutes)

• Read one example conversation aloud as a model.
• Role-play with learners, alternating between passenger and staff roles.
• Encourage learners to create their own dialogue based on a specific scenario (e.g., online check-in or seat change).

Step 5: Wrap-up and review (5 minutes)

• Ask each learner to say one sentence about checking in (e.g., “I have one checked bag.”).
• Provide feedback on pronunciation, grammar, or politeness.
• Assign homework: Write a short dialogue about checking in or practice saying phrases.

Additional tips

• Cultural sensitivity: Teach learners to be ready with documents and polite, as check-in staff often work quickly.
• Visual aids: Describe check-in counters, boarding passes, or passports to make scenarios real.
• Listening practice: Play audio clips of airport check-in announcements or describe short scenarios of passengers checking in.
• Adapt for level: For beginners, focus on simple phrases like “Here is my passport.” For intermediate learners, add details like “Can I change to an aisle seat?”
• Real-world practice: Simulate a check-in counter in class, with props like a fake passport or suitcase.

Common mistakes to address

• Grammar: Learners might say “I check-in” instead of “I’m checking in.” Teach present continuous for actions happening now.
• Pronunciation: Words like “boarding” (/ˈbɔːrdɪŋ/) or “passport” can be mispronounced. Practice these explicitly.
• Politeness: Learners may forget polite phrases like “please” or “thank you.” Model and reinforce these.
• Word choice: Clarify “carry-on” (on the plane) vs. “checked” (in the hold).

Example activity: “Airport check-in role-play”

For a group or solo learner.

• Set up a mock check-in counter in class (use a table and props like a fake passport or boarding pass).
• Give learners cards with scenarios (e.g., “You have two bags and want a window seat,” “You did online check-in”).
• Have them approach the “counter” (you or another learner) and go through check-in using the phrases learned.
• Encourage follow-up questions like “When is boarding?” or “Where is the gate?”

Homework or follow-up

• Writing: Write 3-5 sentences about checking in for a flight.
• Speaking: Record a short audio or video of yourself checking in at the counter.
• Research: Think about how to do online check-in for a real airline, or recall a short description about airport check-in.