Real Reading 1 by Liz Driscoll Teacher’s notes Unit1 We’re here! Ask students to look at the unit title and explain that when we arrive Focus on … vocabulary somewhere, we can either say We’re here! or We’ve arrived! Get students to complete the exercise and then personalize the Get ready to read words by writing them in sentences. Remind students to note down useful words from each text they Ask students to complete the exercises, then encourage students read. to use the different kinds of transport in sentences about themselves, e.g. I usually go to the city centre by bus. Extra practice Explain to the class that the unit is divided into two parts – Section A and Section B. Point out that the different kinds of transport and Ask students to suggest places where you can see English signs the places they go from are all in the text in Section B. and notices. Then ask them for English words they have seen. Start a list on a large piece of paper. Encourage students to add A At the airport words to the list every time they come to school. Ask students to name airports in their country. If you are B Getting into the city teaching a monolingual group in their own country, you can ask students which airport(s) they have been to. If you are teaching Ask students which airport they read about in Section A. If a multilingual group in an English-speaking country, you can ask necessary, explain that in Section B students are going to read students which airport they arrived at and which airport they left about getting (travelling) into Oslo from the airport. from (in their own country). Ask if anyone has been to Oslo. If someone has been there, get students to ask this person about Oslo. You can ask one or two 1 Look at the example with the class. Make sure that students questions yourself, e.g. Is it a nice place? Is it expensive? and know what they have to do and that they know the words then encourage students to join in. baggage, Customs, passport and airport. Ask students to 1 Discuss the answers with the class. Read out each sentence complete the exercise. Check answers. in turn and get students to raise their hand if they agree. 2 Look at the example with the class. Make sure that students Once you have modelled the sentences, you can then ask know what they have to do. Get students to complete the individual students, What would you do, (Sachiko)? exercise. 2 If you are teaching a multilingual group in an English-speaking country, you can ask students which of the sentences Learning tip describe the airport they arrived at. 3 Remind students to look at the text but not to read it in detail. Remind students that when they come across an English word 4 Students can do this exercise in pairs. They can either work that looks similar to a word in their own language, they should together to find the information in the website, or they can ask themselves if the English word might have this meaning. work on their own and then compare answers. (This will mainly apply to speakers of European languages.) Use some concrete examples. For example, the following Italian Class bonus words are very similar in English: aeroporto (airport), guida (guide), città (city), minuti (minutes), centro (centre). If students worked with a partner in Exercise 4, they could now work with a different partner. Alternatively, they could work with 3 Point out to students that they will find English very useful in one partner to write the sentences and then read the sentences English-speaking countries and also in other countries, such written by a different pair of students. as Norway, where English is not spoken as a first language. English is the international language of communication. Ask Extra practice students to complete the exercise. Here are some other names of places in the centre of Oslo: 4 Ask students to complete the exercise. Konserthus, Kulturhistorisk Museum, Nasjonalgalleriet. Ask students for their names in English. 5 Point out that European languages that are based on Latin sometimes have similar words for the same thing. 5 Ask students to complete the exercise. Check answers. If you are teaching a monolingual group in their own country, 6 Ask students to complete the exercise. e.g. Spanish students in Spain, you can ask students what the 7 Students can do this exercise in pairs. signs would say in their language. 8 Ask individual students how they would travel and why. 6 If you are teaching a monolingual group in their own country, More activities ask students if there are any English words on the signs similar to words in their language. Encourage students to Students could write an email to a foreign friend who is create a list of similar words and add to it when they find visiting soon, giving advice about travelling from the airport. new, similar words. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit2 What can I eat? Get ready to read 5 Ask students to complete the exercise. Discuss the pros and cons of a self-service breakfast. • Read out the sentences that are true for you. Then get individual students to read out one of their sentences. B Here’s the menu • Make sure that students understand the meaning of the 1 Make sure that students understand the words vegetarian words that are not shown in the picture. Ask if anyone has a and desserts. Look at the example. Ask students to find the phrasebook – this is often more useful than a dictionary for first word in the menu which gives the answer to the question dealing with food and drink words. (chicken). Read through the questions with the class. Then ask students to look at the menu quickly and find the answers. • Ask students what they have for breakfast. • Name items in your own favourite meal. Write two or three 2 Make sure that students understand the word goat. Ask students to complete the exercise. Check answers. words on the board. Then ask individual students to name items in their favourite meal. Write new items on the board 3 Point out that menus often contain lots of words which are until you have a class list. not food items. Encourage students to use a phrasebook or take a chance when choosing a dish. Take a quick class vote A The most important meal of the day to see which is the most popular dish. Ask some students why they chose the dish they did. Ask students which is their most important meal of the day. 4 Students can do this exercise in pairs. Check answers. 1 Make sure that students understand the words menu, leaflet 5 Make sure that students understand followed by. For and bill. Remind students to look at the text but not to read it in detail. Ask students to complete the exercise. example, you have an appetiser followed by a main course. Ask students to complete the table. Check answers. If you 2 Students can practise the names of the items in pairs. One are teaching a multilingual group in an English-speaking student points to an item; the other student names the item. environment, tell students to imagine that you are visiting Alternatively, one student names an item; the other student their country. Ask them to recommend a dish for you. points to the item. Class bonus Learning tip If you are teaching a multilingual group, your students could Read through the tip with the class. Point out that this is how make an international menu. Each student suggests a dish that is students read texts in their own language. typical of his / her country. Then ask students to choose another student’s dish that they would like to try. 3 Ask students to complete the exercise. Extra practice 4 Get students to complete the chart. Check answers. Students can act out a conversation in pairs. One of them is a customer Ask students to write down five or six things they like eating for at the hotel and the other is the receptionist. The customer asks dinner in their own language. Encourage them to find out how to questions about the full breakfast and the receptionist answers. say these things in English. In this way, they should recognize the Remind students to change you in the questions to I, e.g. Where dishes when they see them on a menu. can I have breakfast? Students then change roles and act out a conversation about the breakfast bag. Encourage students to use the questions in the chart and to add any more of their own. More activities 1 Ask students to choose what they want for breakfast from the café menu below. 2 Students can work in groups and design a menu for their school café. Take a fresh look at breakfast Cooked breakfast Continental breakfast Freshly prepared Croissant, butter and jam, with fresh orange juice and tea or coffee 6 item breakfast 8 item breakfast Freshly baked Danish pastries 3 item children’s breakfast Beverages – available all day Choose from: bacon, fried eggs, sausage, mushrooms, Freshly ground coffee, Cappuccino, pot of tea, tomatoes, fried bread, fried potatoes and baked beans. 100% pure orange juice, pressed apple juice, Healthier choices Mineral water – still or sparkling Selection of breakfast cereals Fresh fruit salad PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit3 Where will I find it? Ask students to look at the unit title and point out that, in a shop, More activities Where will I find X? is an alternative way of saying Where is X? Ask students to imagine they are in a supermarket and to Ask students to choose an item that they would like to buy suggest ways of completing the question, e.g. Where will I find – either an everyday item or something special for a present. goat’s cheese? Where will I find sausages? They ask other students which place they would recommend them to go to in order to find the item. For example, Where Get ready to read will I find / get a computer handbook? • Ask students to compete the list. If you are teaching a B What does that sign say? monolingual group in their own country, you can discuss and compare students’ lists. Similarly, if you are teaching a 1 Look at the example with the class. Make sure students multilingual group in an English-speaking environment, you understand the meaning of try on. Explain that we put on clothes can discuss and compare shops in the town / city where you when we get dressed, but we try on clothes if we are thinking are working. about buying them. We try on clothes to make sure they fit. Ask students to complete the exercise. Check answers. • Make sure students understand the meaning of department store. Explain that it is a store with many departments, e.g. 2 Ask students if they have seen tax-free shopping signs in toys, household goods, menswear. Ask students to name their country. Where did they see them? Ask students what department stores in their country. Ask students to add to other things can be out of order, e.g. toilets, telephones. Ask their lists whether the shops they would go to are specialist students to complete the exercise. Check answers. shops or department stores. 3 Make sure students understand the meaning of cheques A It’s on the ground floor and credit cards. Point out that Mind your head is something you say when telling someone to be careful in a dangerous 1 Look at the example with the class. Make sure that students situation. Ask students to complete the exercise. Check know what they have to do. Ask them to complete the answers. exercise. 4 Ask students to complete the exercise. Check answers. 2 Look at the opening hours with the class. Ask students if these kinds of shops are open similar hours in their country. More activities Ask students to complete the exercises. 1 Ask students to look through Section B again and decide 3 Explain to students that the other major department stores in which signs would be useful in their school. Britain are John Lewis and House of Fraser, and branches are found throughout the country. Selfridges is also a department 2 Below you will find a short text from a leaflet about tax- store, but it is not found throughout the country. free shopping. Ask students to find out what you have to Ask students if store guides in department stores in their do in order to get a refund. country are in English as well as the native language. Ask students to complete the exercise. 3 Ask students to find out about tax-free shopping in their country. 4 Get students to complete the exercise. Revise ordinal numbers (1st, 2nd, 3rd, etc.) if necessary. Tax-free shopping Class bonus 1 Shopping Use pictures or real items, e.g. mug, vase, CD-ROM, pair of On departure, tax-free shopping stores offer an 11–18% earrings, teddy bear, pair of sunglasses, and get students to cash refund. This depends on the amount spent in one work out the department and floor. store; for food items the cash refund is between 7 and Students can work with two or three different partners in order to 8%. Make sure you look for stores displaying the tax-free get more practise in identifying departments and floors. shopping logo when shopping. 5 Students can do this exercise in pairs. They can also ask and 2 Refund Cheque answer the questions, and act out a role play between a Ask for a Global Refund Cheque and confirm that you customer and a sales assistant in the shop. If they work with a live outside the country. The shop assistant will then wrap partner to find the answers in the store guide, then they can and seal the products. work with a different partner to do the role play. Ensure that you write your name, address and ID / passport number on the cheque before going to the Refund Counter. Focus on … spelling 3 Refunding Ask students to circle the correct spellings. You can write a few When leaving the country, show our representative other words on the board so that fast finishers can check their your ID, the sealed products and the Global Refund spellings while other students are still working. For example, you Cheque(s). You will then receive your Cash Refund. can write sutcase, earings, toylets, repear. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit4 Can I get money here? Get ready to read B Please insert your card • Ask students if they use ATMs for their own currency – and 1 If you are teaching a monolingual group in their own country, for foreign currency. Ask students where they can get foreign you can ask students to explain in their own language what currency and get them to tick the boxes. you get when you open a bank account. Their description will probably include their first language equivalents of debit card • Look at the example with the class. Make sure that students number, bank account number and PIN. Ask students to do understand the meaning of debit card and credit card. the exercise. Encourage them to try and work out the meanings of the other words in italics as they think about the speakers. 2 Ask students to do the exercise. Discuss students’ answers. If you are teaching a multilingual group, find out how similar • Get students to complete the sentences. Check answers. ATMs are around the world. Ask students to rephrase the completed sentences so that they are true for a Currency Exchange, e.g. You can use your 3 You can do this activity as a class. Get students to stand debit card or credit card at a Currency Exchange, You need a up as if they are standing in front of an ATM machine. Say passport to use a Currency Exchange. the numbers 1–9 aloud and get students to mime each instruction given on the ATM screens in the book. A Buy Back Plus Ask students if ATM instructions are similar in their country. Are there any other instructions? For example, sometimes you Explain to students that they are going to read an article about might be told to press a YES button if you want a receipt. an offer which is called Buy Back Plus. If you are teaching a multilingual group, ask students to look Explain that plus usually means also, but here it probably refers at screen 2 again. Ask them how they say the name of their to some kind of advantage / benefit you are going to get. language in their own language, e.g. italiano is Italian for Italian, Deutsch is German for German, magyar is Hungarian 1 Ask students to raise their hands as soon as they have found for Hungarian. the answer to the question (it is in the paragraph in the top left corner). Ask which words are used to refer to Mexican 4 Ask students to complete the exercise. Students can work in pesos (foreign currency). pairs to ask and answer questions, e.g. Can you order a bank statement? Can you find out how much money you have in 2–3 Students can do these exercises in pairs. Check answers. your bank account? 4–5 Students can do these exercises in pairs. They can either Focus on … verbs work together to find the information in the leaflet, or they can work on their own and then compare answers. In this exercise students revise the spelling of the key imperative form of the verbs used when operating an ATM. Ask students to 6 Students can do this exercise in pairs. Check answers. do the exercise. You could explain to students that this meaning of enter (to put information into a book, computer or document) 7 Ask students where they usually exchange their money if they is not the most common meaning of enter (to go into a place). are going abroad. Ask if they usually buy cash or travellers Give some examples, e.g. The police entered the building by cheques. the back door. You could also mention a third meaning of enter If you have any students from EC (European Community) (to do an exam or competition, e.g. Are you going to enter the countries which use the euro, ask them if travelling has photography competition?). become easier since the introduction of the euro. Ask students if they would use the Travelex Buy Back Plus offer 5–6 Ask students to complete the exercises. Check answers. and why they would or would not use the offer. More activities More activities 1 Go to the online encyclopaedia website www.wikipedia.org Say the name of a currency, e.g. yen and ask students to name and find out other names for ATMs around the world. a country or countries where this currency is used (Japan). Then ask students to write a list of currencies and countries. Check 2 Go to the website www.moneymatterstome.co.uk and use answers and create a class list on the board. For example: dollar their interactive ATM. (Canada, New Zealand, Australia, United States, etc.), peso (Mexico, Chile, Argentina, etc.), franc (Switzerland, etc.). Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit5 Somewhere to stay Get ready to read B This looks great! Ask students to do the exercises. Discuss the answers with the 1 Ask students if they – or anyone they know – has travelled class. Read out each sentence in turn and get students to raise around the world. Ask students to do the exercise. their hand if they agree. Then ask students to make further To extend this exercise, choose a country you would like sentences of their own about their holidays, e.g. I like to visit old to visit and say why, e.g. I’d like to go to Tanzania because cities, I prefer to go to the beach. I’ve heard great things about it. Then ask which countries Ask if anyone has been to Egypt. If someone has been there, students would like to visit and why. get students to ask this person about Egypt, e.g. Is it very hot in Egypt? Where did you go? Encourage other students to say what 2 You can write any other questions students suggest on the they know about Egypt. board. Leave the questions on the board. A In the heart of the city 3 Get students to do the exercise. Ask students if they found the answers to their own questions in Exercise 2. Learning tip 4 Get students to do the exercise, they can then check their Emphasize the point that we often skim a text the first time we answers in pairs. Students take turns to ask a question and to look at it. We then read parts of it again which are important to give the answer. Alternatively, they can role play a conversation us. Remind students not to read each text in this unit from the between Fabio and another backpacker he has met. first word to the last. 5 Ask the class if they would like to stay at the hotel. Elicit why 1 Refer students to the words in a and b. Make sure that or why not. Ask students whether they prefer this hotel or the students understand them before they do the exercise. Ask hotel in section A. students to complete the exercise. Extra practice 2–3 Ask students to do the exercises. 4 Make sure that students understand the word fittings. Point Students could do a class survey of hotels in the town / city where you are teaching. If you are teaching students in a multilingual to fittings in the classroom, e.g. the lights and light shades, group in an English-speaking environment, students could also electrical sockets. Ask students to do the exercise. research a hotel in their own country to recommend to other students in the class who might visit the country. They can bring a 5 Ask students to do the exercise. Check answers. printout to the next lesson for other students to read and / or they 6 After students have done the exercise, they can check their can describe the hotel to the class. answers in pairs. Students take turns to ask a question (from More activities Exercise 5) and to give the answer (from Exercise 6). Ask students to suggest the kind of thing that hotel bedroom 7 Ask students to do the exercise. Put students into pairs to role notices usually mention. They can then read the notice below play a conversation between Valeria and her sister. and find out if the things are included. 8 Ask the class if they would like to stay at the hotel. Elicit why WELCOME TO RIVERSIDE HOUSE or why not. We hope your stay here is enjoyable. Please read this notice in Class bonus order to get the most from your visit. Breakfast Breakfast is served from 07.30am–09.00am during Write the first part of some questions on the board so that the week and from 08.30am–10.00am at weekends. students have some ideas for their own questions, e.g. Is there Checkout On the day of your departure, please vacate your room by (parking for cars)? How many (languages are spoken at the 11.00am. Remember to leave your keys at Reception before you go. hotel)? Has the hotel got (a beauty salon)? Go around the class Fire Please read carefully the fire instructions on the back of your giving help and encouragement as students work. door. There are emergency lights and smoke detectors on all the fire escape routes. More activities Tea and coffee Each room has tea and coffee making facilities. Telephone Dial 2211 for Reception and 9 for an outside line. You 1 Ask students to find out some other facts about Egypt like will be charged for any outside calls made from your phone. those in Get ready to read. Alternatively, ask them to find Television The television in your room can receive BBC1, BBC2, the answers to specific questions, e.g. How long is the ITV, Channel 4 and a range of Sky channels. Nile? How many people live in Cairo? Security We do not accept responsibility for any personal belongings that are left in your room. Please take your valuables 2 Students can go to the Mercure Luxor website at with you when you go out and make sure you lock your door. www.accorhotels.com. Ask them to find out what sports and leisure activities you can do at the hotel. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit6 Is this what I need? Get ready to read 4 Ask students to do the exercise. Ask if anyone has a packet of similar tablets with them. Ask this student to say if the four • Discuss the answers with the class. Read out each sentence pieces of advice are correct for these tablets too. in turn and get students to raise their hand if this sentence is true for their country. You can then ask students if there is Focus on… vocabulary anything else you can do at a chemist’s in their country. Ask students to do the exercises. Ask students to identify other • Ask if anyone has ever forgotten or lost their wash bag. What medical problems on the other two packets (blocked nose, sore did they do? Write a list with the class of the things they throat, fever). Mime the ailments and help students to work out would need to buy, e.g. toothbrush. what they are. Give an example of a (real or imaginary) ailment that you A I’ve forgotten my toothpaste sometimes have and tell the class, e.g. I often have a cold and a blocked nose. Encourage students to talk about their ailments 1 Look at the example with the class. Then look at label 2 and to make a note of them. They will need to know these together and ask students to find the name of the product. terms if they ever have to ask a pharmacist for advice. Students can do this exercise in pairs. They can either work together to find the products on the labels, or they can work 5 Ask students to do the exercise. on their own and then compare answers. 6–8 Students can do these exercises in pairs. Check answers. 9 Ask the class if they would use any of the medicines. Ask 2–5 Students can do these exercises in pairs. Check answers. students what other things they would use if they had a cold, Class bonus a headache or flu. Round off the activity by asking individual students to describe More activities one item each to the rest of the class. The other students have to identify the item. 1 Set up an ailments chain around the class. Tell the class about an ailment you have got, e.g. I’ve got backache. Ask Extra practice a student to make a similar sentence about a different ailment, e.g. I’ve got a migraine. Students each name an If you are teaching a monolingual group in their own country, ailment and try not to repeat something that someone students could also go to the local chemist’s and look at the else has already said. labels on products. 2 Below you will find something else Katka’s friend has More activities given her. Ask students if this is suitable for someone with a headache and cold, perhaps even flu. Ask students to 1 Students work in pairs. They take turns to mime using the read the packet and work out how to use this medication. products in Exercise 1. The other student has to say which What exactly do you have to do? item they are using. Cold and flu gel 2 Write some pairs of US and GB words in random order on the board. For example: toilets, autumn, flat, pavement, Effective cold relief from lorry, underground (GB), restroom, fall, apartment, * Sore throat sidewalk, truck, subway (US). Students have to put the * Congestion words into pairs and decide which word is British English * Coughs (due to colds) and which is American English. For maximum benefit use at first signs of a cold. B You’ll feel better soon DIRECTIONS Ask students when they would say You’ll feel better soon (when Adults: rub gently onto throat, back and chest, covering someone is not well). whole area for greatest effect. Leave clothes loose to allow 1 Before students do the exercise, ask them if they have ever had the vapours to be inhaled easily. Children and babies (over 6 months): Apply lightly to flu. How did they feel? What did they do in order to get better? back and chest. Leave clothes loose for easy inhalation. Ask students what advice they would give to Katka. This product can be used with other medicines. Learning tip WARNINGS For external use only. If symptoms continue, consult your Remind students not to read each text in this unit from the first doctor or pharmacist. Keep out of reach of children. Do not word to the last. Reassure students that although there is a lot of use on children under 6 months. unknown or difficult language on the back of the packets, they do not need to understand all of it in order to do the exercises. 2–3 Students can do these exercises in pairs. Check answers. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit7 Who’s it from? Get ready to read B See you on the 29th! • Ask students if there are any other occasions on which they 1 Ask students to do the exercise. Ask students which of these might send a card, e.g. on Valentine’s Day, when someone four ways of communication they use. Which do they use gets engaged (to be married). most often? • Students can write more than four answers if they want to. Did you know … ? • Discuss answers with the class. Read out each word in turn Look at the name and address on the postcard. Ask students if and get students to raise their hand if they communicate with Silvia is married (we do not know from the postcard). their friends in this way. If you are teaching a multilingual group in an English-speaking environment, ask students to write their own name and address A I bought this card for you as in the example. Ask students if any of them make their own cards. In Britain, for 2–3 Students can do these exercises in pairs. Check answers. example, card making is becoming more and more popular, and 4 Discuss the answers with the class. Read out each sentence there are specialist shops where you can find the things you need to make them. in turn and get students to raise their hand if this sentence is true for them. 1 Ask students if they have ever received a card in English. Ask students if they have seen the film The Golden Compass. Ask students to do the exercise. When they have finished, ask This is based on a book written by Philip Pullman and is set in them which of the words on the cards you can also say to Oxford where he lives. people, i.e. Many happy returns of the day! Get better soon! 5 Ask students to write a reply to Marcos. They can use some of Good luck with your exams! Sorry you’re leaving, Thank you, the sentences from Exercise 4 to help them. Congratulations! 6–7 Students can do these exercises in pairs. Check answers. Ask students which of the cards they like the best and why. 8 Ask the class which of the four messages in Exercise 1 they would read aloud. Elicit who they would read it to and why. 2 Ask students to do the exercise. Extra practice 3 Before students do the matching exercise, ask them to identify the sender and receiver of each card. Before students do their research, ask them what they already Students can do this exercise in pairs. They can either work know about the Loch Ness Monster. together to work out the relationship between the sender and Ask them if there are stories about any similar monsters in their the receiver, or they can work on their own and then compare own country. answers. More activities 4–5 Students can do these exercises in pairs. Check answers. 1 Write the name of each student on a post-it note and 6 Students can do this exercise in pairs. In order to ensure that then give out the post-it notes so that each student does they listen to each other, ask one student in each pair to read not get their own name. Students write a message to the half a message. Their partner must then read the other half. person on their post-it note. The students then exchange Ask students to read the messages again and identify phrases messages and write a reply. or sentences which they like or they think will be useful to them. Get them to personalize the phrases /sentences and 2 Students choose tourist attractions from around the world, then read them out (or say them), e.g. Lucky you!/I won’t be e.g. The Taj Mahal, The Great Barrier Reef, The Grand at swimming tomorrow/You are always welcome in Bogota. Canyon. Provide English names for the places if necessary. Students take turns to complete the sentence Tomorrow More activities we’re going to … + the name of the sight, e.g. Tomorrow we’re going to go snorkelling on the Great Barrier Reef. 1 Here are three more messages from the inside The other students have to complete the sentence You’re of cards. Ask students to read the messages, say who the having a great time in … with the name of the country. people are and why the message has been written. 3 Encourage students who go on holiday to send the class a 2 Ask students to choose someone – a friend or family postcard in English. member – to send a card to. Get them to write a message for the inside of the card. shJaanuwiysvYgeotohItntuhdat,taehmSrtnewsokfsuuhuatssrolasthymeroricmetltcduiaeepeo.narselmofi?olcCoetoiferloaoanru.nrsttostho.Iutenhde Love, Daisy Roses are red Congratulations, Violets are blue Rachel and Paul. I’m quite special We’ve just heard the news! All the And so are you! very best for your future together! Guess who? Rita and Jack PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit8 Where can we park? Ask students to look at the unit title and explain to the class that 1–2 Ask students to do these exercises. this unit is about parking. Ask students how easy it is to park in towns / cities in their country. Did you know? Explain that this unit is about parking in Britain. Point out that you might get a heavy fine if you park illegally in Britain. If you are teaching a multilingual group in Britain, you can ask students about the coins in their wallets, e.g. Has anyone got Get ready to read 1p? Has anyone got a 5p piece? Explain that you can use p or pence when talking about amounts • Discuss the answers with the class. Read out each sentence less than a pound (£1), e.g. 50p or 50 pence. Also you can refer in turn and get students to raise their hand if this sentence is to a coin as a 50p / 50 pence piece. true for them. 3 Students can do this exercise in pairs. Check answers. • If you are teaching a multilingual group in an English-speaking Focus on … no environment, students could also answer the questions about the town / city in which they are studying. You can then Ask students to do the exercises. Elicit or explain that another discuss the answers and find out if everyone agrees. common sign is No parking. 4 Students can do this exercise in pairs. They can either work • Get students to do the exercise. Ask one of the students to read out his / her sentence. Then invite other students to read together to work out the costs, or they can work on their own out their sentences if they have written something different. and then compare answers. Students can write four more days and times, and then A Park & ride exchange their list with a partner. They have to work out how much it will cost to park. Point out that & means and. Explain that students should avoid 5 Ask students how much the penalty charge is for parking using it in their own writing. incorrectly. 6 Students can do this exercise in pairs. When students have 1 Before students do the exercise, ask if anyone has ever been finished the exercise, ask them if pay and display meters work abroad in a car. What are the good and bad points about in the same way in their country. travelling abroad by car? If necessary, use a simple drawing on the board to explain the More activities meaning of ring road. Ask students to do the exercise. If you are teaching a multilingual group in Britain, you can 2 Students can do this exercise in pairs. They can either work ask students to look at the parking meters in the town / city together to work out the order of the directions, or they can where they are studying and find out if they are similar to the work on their own and then compare answers. one in Section B. Explain or elicit that M stands for motorway. Also explain that A-roads (A418, A34) are more important – and better – roads than B-roads (B480, B4044). 3–4 Students can do these exercises in pairs. 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, some of the words are unimportant in terms of the exercise the student is doing, and that using a dictionary disrupts reading the text itself. 5–7 Students can do these exercises in pairs. Check answers. Extra practice If you are teaching a multilingual group in an English-speaking environment, students could also research Park & Ride in the town / city in which they are studying. B Have you got any change? PHOTOCOPIABLE © Cambridge University Press 2008 Write the question on the board. Point to the word change. Explain to the class that the noun change can have many different meanings. Ask students what it means in this question. If someone has a learner’s dictionary (such as Cambridge Essential English Dictionary), ask this person to look up change in the dictionary and choose the correct meaning in the context of this unit.
Real Reading 1 by Liz Driscoll Teacher’s notes Unit9 Let’s go there Get ready to read B We’ve got a choice • If you are teaching a multilingual group in an English-speaking Ask students who they usually go on holiday with. Then ask how environment, you can ask students which are the most they decide what to do each day. interesting places they have visited in that country. 1 Ask students to circle the words in the texts which describe • Ask students to do the exercise. Ask students what words the things they can see in the photos. Note that the words do they associate with the country Norway. Ask them to give their not always appear with the photos. reasons. For example, I associate skiing with Norway because I think the first skiers were Norwegian. 2 Remind students to scan the leaflets for the words boat, sightseeing coach, cable car. Emphasize that it is not A Tourist Information necessary to read each text from the first word to the last. Ask students to suggest another date for their visit to Bergen, If you are teaching a monolingual group in their own country, e.g. July 4th. Ask them to find out which kinds of transport ask students if they have been to the nearest Tourist Information they can use on this date. Office. What information is there about the town / city in English? Similarly, if you are teaching a multilingual group in an English- 3 Before students do this exercise, you could encourage them speaking environment, you can discuss the Tourist Information to read about the Bergen card in the leaflet in Section A. Ask Office in the town / city where students are studying. students to do the exercise. 1 Ask students to do the exercise. 4 Students can discuss their decisions in pairs. You can then ask one or two pairs to report their decisions to the class. Other 2 Students can do this exercise in pairs. They can either work students can say whether or not they agree with the choices. together to write the sentences, or they can work on their own and then compare answers. Class bonus 3 Ask students to do the exercise. Check answers. Before students do the exercise, practise the letters of the alphabet. Get everyone to say the letters in alphabetical order. 4 You can do this exercise as a class. Write problem letters on the board and give extra practise with these letters. Point to them in random order and ask students to 5 Ask students to do the exercise, then ask students to use the say the letter. word building as a verb in a sentence, e.g. Those men are Use the example in the Class bonus box with the class. (The word building a wall. They can then give examples of the other is cinema.) Write six dashes on the board and then write the letters nouns as verbs and the other verbs as nouns. i and n in the correct position. Note down the used letters (o, d, s) and add to this as students make further guesses. 6–7 Students can do these exercises in pairs. Check answers. Choose another word from the leaflets for students to guess. Then put students into pairs to choose and guess at more words. Focus on … uncountable nouns 5 Students can do this exercise in pairs. They can either work After students have done the exercises, ask them to name other together to complete the chart, or they can work on their own uncountable nouns. You could set up a race. Students can work in and then compare answers. pairs and write a list. Either the winning pair is the first pair to write 20 items on their list, or the winning pair is the pair with the most 6 Students can discuss their preferences in pairs. You can then uncountable nouns on their list after a certain period of time. ask one or two students to tell the class which attraction they would prefer to visit. Ask other students if they would go to 8 Look at one or two other examples with the class. For the same place or not. example, We have all the brochures / you will need. Ask students to do the exercise. Check answers. Encourage More activities students to read some of the other sentences from the leaflet and to pause at the most appropriate part of the sentence. 1 Students can work in small groups and plan a short walking tour around the town / city where they are 9 Ask students whether they would go to the Tourist studying. They can choose three or four places to visit and Information Office. Elicit why / why not. Ask students if they make a poster with pictures and text. would get a Bergen card. 2 Alternatively, encourage students to choose a place in the More activities town / city that not many people know about. They can then tell the rest of the class about the place they have Ask students if they know of any sights in the Norwegian chosen. Capital, Oslo (which is in Unit 1). Famous attractions include the ski museum and jump tower, The Kon-Tiki museum, The Viking Ship museum, The Nobel Peace Center and the Munch museum. Students can look at the website www.visitoslo.com and find out about one or more of these places. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit10 I’d like to register Note that health and illness can be a sensitive subject. More activities Look at the unit title with the class. Ask students to quickly look through the unit and work out the meaning of the title. If necessary, Below you will find information about the common cold. explain that register means ‘to put your name on an official list’. Before students read the text, ask them to say what you can Use this opportunity to introduce the following words: do to prevent getting a cold, and how to treat it. Students can appointment, medical record. then read the text and check their answers. Get ready to read http://www.common cold.html • Ask students what illnesses the people in the picture have. Home Reviews Resources About Get students to suggest other ailments. Common cold • Ask students to circle the words that are true for them. • Invite individual students to make a sentence each. If they Prevention Unfortunately there is no vaccination to stop you from want to say the same thing that someone else has said, getting a cold. However, if you have a cold, there encourage them to use either after never and hardly ever, are some things you can do to help prevent it from and too after sometimes and often. For example: spreading: A: I never have a cold. • wash your hands regularly and properly, especially B: I never have a cold either. A: I often have a headache. after touching your nose or mouth and before B: I often have a headache too. handling food. • always sneeze and cough into tissues. A North Road Medical Centre • do not share cups or kitchen utensils with others. 1 Make sure that students understand the four words before Treatment they read. Encourage them to skim the leaflet and not to You can treat the symptoms of a common cold at home. read every word carefully. Allow them about 20 seconds to The following self-care advice may be helpful: skim the text. Tell students to raise their hand as soon as they • drink plenty of fluids to keep yourself hydrated. know who the leaflet is for. Water is best, but warm drinks can be soothing. 2 Students can do this exercise in pairs. Alternatively, they can • try to rest and avoid strenuous activity. work on their own and then compare answers. • raise your head as you sleep by having an extra 3 Make sure that everyone agrees that the third paragraph pillow on your bed. This can help reduce coughing (Patient Registration) and the fourth paragraph (New at night. Patients) are the most relevant. Encourage students to work out the meaning of delay. B The medical questionnaire 4 Students can do this exercise in pairs. Check answers. 1 Make sure students understand the words before they read. 5 Ask students to complete the exercise. To check answers, read 2 Make sure students understand the questions and instructions out each of the sentences in turn. Get individual students to under each section heading. Ask students how many sections say if the sentence is true or false. Then, where appropriate, there are. get another student to correct the sentence. 3 Tell students to use their own details. Class bonus 4 Note that weight might be a sensitive subject. Ask students to Tell students to stand up. Invite individual students to read out complete this section of the form on their own. their sentence. Tell students to sit down when they hear the sentence they have written. Students should only read out a 5 Look at sections 4, 5 and 6 of the questionnaire with the sentence that nobody else has read out. class. Ask students if a pint is bigger than a litre. Elicit that a pint is 2 units, and a litre is 4 units. Ask students to do the 6 Get students to do the exercise. Check answers. Ask students exercise. Check answers. what they would say to the receptionist, e.g. I don’t feel very well. Have you got any appointments for this afternoon? 6 Ask students to circle any words which are similar in their own language. If you are teaching a monolingual group you can ask 7 Get students to do the exercise. Check answers. Ask students students to feedback and write the similar words on the board. what they would say when they phone the medical centre in Create a class list and add to it as students find more examples. these situations. 7 Students can do this exercise in pairs. Check answers. 8 Ask students to note down any sentences from Exercise 6 that are true for them. Encourage students to make sentences about themselves, and people in their family, with the words heart attack, stroke, smoke, drink, if they want to. 9 Ask students to complete the rest of the questionnaire. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit11 What’s on tonight? Ask students to look at the unit title and explain that on means B Spirited away ‘on TV’. 1–3 Ask students to do the exercises. Get ready to read 4 Make sure that students read the three options before they • Do a quick class survey. Find out who watches the most skim the review. – and the least – TV every day. 5 Ask students to do the exercise. Check answers. • Ask students to tick the sentences that are true for them. Ask students if they have seen any good films recently. 6–10 Students can do these exercises in pairs. Alternatively, they can work on their own and then compare answers. Encourage • Ask students to put the types of film in order of preference. students to help each other with the meaning of any words Ask students to suggest film titles for each category. that they are unsure about. A Let’s watch this 11 Ask students to complete the exercise. Check answers. Film review Film review Film review Film review 1 Students can do this exercise in pairs. Alternatively, they can 12 Ask students if they would like to see the film. Elicit reasons. work on their own and then compare answers. More activities 2 Students can do this exercise in pairs. Check answers. 1 Students could choose a film from their country which 3 Do a quick class survey. Find out which programme types they would recommend other students to see and then are the most – and the least – popular with the class. Ask tell the rest of the class about the film. Alternatively, students to complete the chart. students could find a review for the film they have recommended and bring it to school. Reviews can be 4 Ask students to give examples of different programme types. pinned on the classroom noticeboard. Then ask students to do the exercise. 2 Students could form their own film review club. If they see 5 Remind students that they do not have to read every word a film they would recommend (either in English or in their of the TV guide. They simply have to scan the guide for the own language), they write a short review and pin it on the programme types. Get students to add the new programme classroom noticeboard. types to their chart. 3 Below you will find a film review of The Perfect Storm. 6–7 Get students to look at the list and TV guide. Ask students Ask students if the reviewer liked the film. If students have what types of programme their flatmate likes to watch. Ask seen the film, ask them their opinion. Ask students who students whether they would watch the programmes with have not seen the film if they would like to see it. him. Elicit why or why not. The Perfect 8 Encourage students to make notes of the programmes they would like to watch. You could create a chart on the board Storm which students could then copy. Give an example yourself The story is about what happened to the Andrea Gail, a fishing and complete the first row of the chart. For example: boat that in 1991 was caught off the coast of Massachusetts during Hurricane Grace; probably the worst storm at sea time channel programme programme type ever. On board the boat are the captain Billy Tyne (an quiz show unglamorous George Clooney) and five other fishermen. The 7.00 – 7.30 BBC1 A Question boat has gone out to sea for its last trip of the season and is of Sport heading home when the storm hits. The film is based on the book of the same title by Sebastian Junger. You could tell students to choose four programmes for their evening’s viewing and to complete a chart like the one above. The special effects are incredible and viewers are They then work with several other students in the class and transported to the middle of the angry ocean. Some may find the person whose choices are most similar to their own. even get seasick! Men go overboard, powerful waves break the wheelhouse windows, and the boat overturns and More activities rights itself more than once. The performances of Clooney and Mark Wahlberg, the film’s other star, are excellent. Tell students to imagine that there is a school TV on which they can watch programmes in English. Students use the TV In the book, Junger recounts the story of several other schedule to plan the evening’s viewing. Tell them to make unfortunate boats and some of these are included in the sure there is something for everyone to watch! film. These sub-plots show how dreadful the storm was, Ask students if English-language programmes are shown on but they distract from the main storyline. However the TV in their country. Or are they dubbed into the language of scenes showing the crew’s worried families and friends the country? Which do students prefer? back at home in Gloucester, Massachusetts are good. The film is worth watching, but I prefer Junger’s book. As he says, there are some things we can’t possibly know if we weren’t there. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit12 This school sounds good! Ask students to look at the unit title and ask them how they B General English found out about the school they are attending. Did someone recommend it? Did they see a brochure? Or did they find out 1 Get students to work in pairs and try to predict the answers about it on the Internet? to questions a–h. If you are teaching a multilingual group in an English-speaking environment, students can talk about the Get ready to read school where they are studying. • If you have a world map, ask students to find the five 2 Ask students to do the exercise. countries. Ask if anyone has ever been to any of these 3 Elicit that the currency in New Zealand is the dollar. Before countries. Get students to tell you in which of the five countries English is the first language. the class, you could look on the Internet for the current exchange rates. Ask students to do the exercise. • If you are teaching a multilingual group in one of the five 4 Students can do this exercise in pairs. Check answers. countries, ask students why they chose to study in this country. If 5 Ask students to read the section from a webpage and do the you are teaching a monolingual group in their own country, ask exercise. Check answers. them to say why they would go to the country of their choice. More activities • Invite individual students to say one thing each about New Zealand. Give an example yourself to get things started, e.g. 1 Ask students if they have ever heard of Study and Ski The Lord of the Rings was filmed in New Zealand. When it’s courses. Would they like to do one? Point out that ski field summer in Europe, it’s winter in New Zealand. is not used in UK or US English. The term skiing area or ski slopes is normally used instead. A Learn English in New Zealand 2 Ask students if people visit their country to learn the 1–2 Students can do these exercises in pairs. Check answers. language. Tell students that you would like to do a course in their language. Where would be the best place for you Learning tip to study? Point out that this is one of the most important Learning tips 3 If you are teaching a multilingual group in an English- in the book. Encourage students when they come upon an speaking environment, students can compare the school unknown word, to ask themselves, What must this word mean where they are studying with the LSNZ schools. in this context? Make the point that working out the meaning of an unknown word for yourself is very rewarding. 4 Encourage students to read the website of the school where they are studying. 3 Students can do this exercise in pairs. Alternatively, they can work on their own and then compare answers. Encourage 5 Students might be wondering if they would need a visa in students to help each other with the meaning of any words order to study and / or work in New Zealand. Below you that they are unsure about. will find a text about visas. Ask students to imagine they are going to study in New Zealand for a month. Then tell 4–5 Ask students to do these exercises. Check answers. them to read the text and find out if someone from their 6 You can take a class vote. Ask students why they chose country needs a visa. Queenstown or Christchurch. VISITOR’S VISAS More activities If you plan to visit New Zealand for a short period, you must apply for a visitor’s visa, if applicable. Australian citizens don’t need a 1 Get students to find out more about Queenstown and visa to travel to New Zealand and nationals of certain countries Christchurch from a guidebook or on the New Zealand can use a ‘visa waiver scheme’, which permits them to travel to Tourism Board website www.newzealand.com. New Zealand without a visitor’s visa and obtain a visitor permit Divide the class into two groups, one group finds out on arrival. Currently, countries that operate the visa waiver scheme more about Queenstown and the other group finds out are: Andorra, Argentina, Austria, Bahrain, Belgium, Brazil, Brunei, more about Christchurch. Students then work with a Canada, Chile, Denmark, Finland, France, Germany, Greece, Hong partner from the other group; they compare and contrast Kong, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, the two locations. Korea (South), Kiribati, Kuwait, Liechtenstein, Luxembourg, Malaysia, Malta, Mexico, Monaco, Nauru, the Netherlands, Norway, 2 Students can read what students say about the LSNZ Oman, Portugal, Qatar, San Marino, Saudi Arabia, Singapore, language schools on the website. Slovenia, South Africa, Spain, Sweden, Switzerland, Tuvalu, the United Arab Emirates (UAE), the UK, Uruguay, the USA, Vatican 3 Students can also read about homestay accommodation City and Zimbabwe. (living with a family). If you are teaching a multilingual group in an English-speaking environment, you can ask students Everyone else needs a visitor’s visa to travel to New Zealand who live with families to compare their experiences. and you won’t even be allowed to board a plane to New Zealand without one. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit13 I’ve chosen this one! If your school has copies of the four readers mentioned in this More activities unit (A Picture to Remember, Hotel Casanova, Inspector Logan, Superbird), bring them to the lesson. 1 Ask students what they know about Buenos Aires. Have they ever been to the Museo de Bellas Artes? (It is famous Get ready to read for its collection of 19th and 20th century Argentine paintings and examples of European works, especially • Tell students to name a book in their own language. post-Impressionist paintings an d Rodin sculptures.) • If you are teaching a monolingual group in their own country, 2 Below you will find the next part of Chapter 1 of A Picture ask students to suggest book titles for each category. Encourage to Remember. Students can check the predictions they everyone to try and think of the title in English. Take a class vote made in Exercise 4. They can also read to the end of the to see which type of book is the most popular. chapter on the website: www.cambridge.org/elt/readers/ • Ask individual students about their experiences of reading a worksheets_lesson_plans.asp book in English. Two hours later Cristina was lying in bed in hospital A Choosing a reader and her parents were waiting outside her room with a policeman. Point out to students that they can get a good idea of what a book is about by looking at its front and back covers. ‘Where’s her helmet?’ asked Mr Rinaldi, Cristina’s 1–3 Students can do these exercises in pairs. Do not check father.‘I know she had a helmet. She always wore a helmet.’ answers to these exercises. Students will check their answers in Exercise 4. ‘She didn’t come in here with a helmet,’ the 4 Ask students to check their answers to Exercises 1, 2 and 3. policeman told him. 5 Ask students which book they would most like to read. Take a class vote. ‘I can’t believe it, she always wore her helmet,’ Mr Rinaldi said. Class bonus ‘Maybe the helmet fell on the road, maybe the police Do an example with the class before students work in pairs. left it there,’ Mrs Rinaldi said quietly to her husband.‘It’s Choose a word and encourage students to ask you questions. OK. I’m sure she’s going to be all right.’ More activities They waited ten more minutes before the doctor came to see them. 1 Play a memory game with the words in Exercise 2. Give students one minute to study the words, then tell them to ‘She’s lucky,’ the doctor said.‘She’s going to be close their books and write the words. OK.You can see her now, but she doesn’t remember anything about the accident.’ 2 If your school has a library with readers, encourage students to read or borrow them. Students can also lend The doctor took them into the room where Cristina each other any readers which they already have. lay in bed. Cristina’s mother and father began to cry. B A Picture to Remember ‘Are you sure she’s OK?’ they asked.‘Can’t we take her home now?’ 1 Encourage individual students to say one thing each about what they remember about the story. ‘No, it’s better if she stays here for a few days,’ said the doctor. Her mother stood by her bed. 2 Ask students to read the first part of the story. 3 Students can do this exercise in pairs. Alternatively, they can ‘Come back and live with us, Cristina,’ she said.‘It’s not safe for you in the city. It’s not only the traffic.We work on their own and then compare answers. hear so many terrible things. Please, Cristina, your room is there for you. Come back and we’ll look after you at Focus on … irregular verbs home.You can change your job if it’s too far to go.’ Point out that the most commonly used past simple verbs are Cristina felt angry. She had her own flat in the city often irregular. Ask students to do the exercise. centre and her own life. She liked to look after herself. But 4 Discuss this question with the class. her parents weren’t happy about her staying in the flat on her own after the accident. Cristina couldn’t believe her bad luck. She lay in bed listening to her parents. Her father tried some other ideas.‘How about a flat with your brother, Cristina? He’d like it and he could look after you. Or maybe your mother could stay with you for some time. Just until you are better.’ Learning tip Emphasize the point that students should choose a reader that is relatively easy for them to read. If there are too many unknown words, they will not be able to develop any fluency. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit14 Use a pencil! Get ready to read usually easier to see your favourite star in Edinburgh than • Invite individual students to say how long they have been a it is in London. So come to Edinburgh next summer, but student of English, and talk about any exams they have taken. remember it can be difficult to find a room, so why not book • Ask students to do the exercise. your hotel now! A Is this exam for me? 3 Actors come to the Edinburgh Festival from lots of 1 Discuss students’ questions with the class. You could write a list of questions on the board. Use a variety of different question different countries. words at the beginning of the questions, i.e. when, which, etc. A Right. B Wrong. C Doesn’t say. 2 Get students to compare the questions a–c with their own questions. 4 You can hear music all day. 3 Ask students to do the exercise. Check answers. Then ask A Right. B Wrong. C Doesn’t say. them if they know anyone who has taken the KET exam. 5 More than ten thousand students come to the Edinburgh 4 Students can do this exercise in pairs. Alternatively, they can work on their own and then compare answers. Students Festival every year. can select three more pieces of information from the description to tell a friend about the exam. This could include A Right. B Wrong. C Doesn’t say. the answers to any questions in Exercise 1 that are still unanswered. Encourage individual students to read out a 6 It is expensive to go to the theatre in Edinburgh. piece of information each. A Right. B Wrong. C Doesn’t say. 5 Get students to read the description of one paper. Ask students which paper it is for. 7 It is usually more difficult to see famous actors in London 6 Students can do this exercise in pairs. Check answers. than in Edinburgh. 7 Ask students to do the exam tasks. Check answers. Ask A Right. B Wrong. C Doesn’t say. students if they have ever heard of the Edinburgh Festival. If they have not ask them to look on the Internet for more B Read the sentences about going to a restaurant. Choose the information and feedback during the next lesson. best word (A, B or C) for each space. More activities 3 First we telephoned to ………………….. a table. Here are the other items from the exercises in Section A. The answers are as follows: A book B keep C take A 3 A, 4 A, 5 C, 6 B, 7 A B 3 A, 4 C, 5 A, 6 B 4 The ………………….. was very long, so it was difficult to C 3 B, 4 C, 5 A, 6 C choose what to eat. A Read the article about the Edinburgh Festival. Are the sentences ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough A advertisement B programme C menu information to answer ‘Right’ (A) or ‘Wrong’ (B), choose ‘Doesn’t say’ (C). 5 The food was very ………………….. , so everyone enjoyed it. Visit the Edinburgh Festival! A good B sweet C great Every year thousands of people come to Edinburgh, the capital city of Scotland, to be part of the Edinburgh Festival. 6 We were pleased when we got the bill because it was For three weeks every August and September the city is filled with actors and artists from all over the world. They quite ………………….. . come to Edinburgh for the biggest arts festival in Britain. During this time the streets of the city are alive with music A little B cheap C small and dance from early morning until late at night. You can even see artists painting pictures on the streets. One of the C Complete the conversations. Choose A, B or C. best parts of the Festival is the ‘Fringe’, where students do comedy shows in small halls and cafés. 3 What’s the time? A Tuesday. Tens of thousands of tourists come to the Festival to see new films and plays, and hear music performed by famous B Half past eight. musicians. This year, you can see over five hundred performances with actors from more than forty countries. C 1998. The tickets for these performances are quite cheap and it is 4 Why don’t you ask Sandra? A I hope so. B Never mind. C That’s a good idea. 5 How is your son? A Fine, thanks. B Four months old. C With his father. 6 Can I help you? A At two o’clock. B I can help you. C Yes, please. B Is it A, B or C? Explain to students that in Section B, the texts are from actual KET exam papers. 1 Ask students to do the exercise. Check answers. 2 Remind students to read the instructions carefully and to mark their answers in pencil. Ask students to do the exam tasks. Check answers. More activities 1 Get students to download sample exam papers from the website www.cambridgeesol.org. They should go to Support (at the top of the homepage) and then to the Free downloads section. Point out, however, that most students who do the exam usually do a special preparation course before taking the exam. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit15 It’s on the noticeboard Get ready to read Learning tip • Get students to do the exercise. Check answers. Ask students Give one or two more examples of related words, e.g. grow to look at their school noticeboard and find out what other (verb) – growth (noun), grower (noun), growing (adj), grown notices are on it. (adj), overgrown (adj). Ask students to find two other examples in advertisement 6, i.e. • Get students to do the exercise. Check answers. Ask students move – moving and removals, clear – clearance. to name other items that you might find in an office, e.g. calculator, sticky tape, stapler, etc. 2 Students can do this exercise in pairs. Alternatively, they can work on their own to find the answers, and then ask and A Contact Sobia Iqbal answer questions in pairs. Get students who do the exercise quickly to write more questions about the advertisements for 1 Ask students to do the exercise. Check answers. Then ask other students to answer. them to find out who Sobia Iqbal is (the Office Services Manager). Did you know … ? 2 Ask students to do the exercise. Then ask them if they save or Ask students if there is a similar society in their own country. recycle paper at home. What exactly do they do? What other Point out that the British, and the British Royal Family, are great things do they recycle? animal lovers. The R (for Royal) in RSPCA was added in 1840 by Queen Victoria (1837–1901), an enthusiastic animal-lover. 3–7 Students can do these exercises in pairs. Alternatively, they can work on their own and then compare answers. Check 3–4 Students can do these exercises in pairs. Check answers. answers as a class. 5 Ask students to do the exercise, then ask them to find the 8 Ask students which sections of the notice the tips should go word household. Ask students who or what a household is. If in. necessary, explain that this is a group of people who live in a house. Ask students if they can think of any other words that are 9–10 Ask students whether they think the tips are good and related to the word house. Two examples from the Cambridge whether they use any of them already. Ask the class to come Essential English Dictionary are housewife and housework. Ask up with more tips for the notice, write them on the board. students to use these words in sentences of their own. Write the words day, dust and hair on the board. Ask students Class bonus if they can think of any other words that are related to these words. Encourage them to look up the words in a dictionary and Students can work in groups and make a list of ideas. They can find related words. Then ask students to choose some of the then discuss their ideas with the rest of the class and write a words and write personalized sentences with them. Here are the notice for the school noticeboard. Students can also write notices related words from the Cambridge Essential English Dictionary. for particular areas of the school. For example, a notice for the dust – dustbin, duster, dustman, dustpan, dusty computer room might be If you’re the last to leave, switch off day – daybreak, daydream, daylight, daytime the lights. hair – hairbrush, haircut, hairstyle, hairdresser, hairdryer, hairstyle, hairy More activities 6–7 Ask students to do the exercises. Check answers. 1 Tell students to imagine that they are in charge of the stationery cupboard at work. They need to check that there More activities is everything they need in the cupboard. Students write a list of stationery items, e.g. pencil, stapler, ruler. Set a time 1 Look at the school noticeboard yourself. Write a list of limit, e.g. two minutes. Then ask individual students to eight questions based on the notices, e.g. What time does suggest an item each. Write a class list on the board. the film start on Wednesday? Which teacher is leaving next week? Dictate the questions to the class. Students 2 Play a memory game. Students work in pairs or small read the notices and find the answers to the questions. groups and write a list of ways to save or recycle paper. The winners are the students who can remember the 2 Tell students about something you have seen on the school most ways. noticeboard, e.g. I’ve just seen on the noticeboard that there’s a trip to Brighton next weekend. Encourage students B Write down the number! to find something that interests them and to tell the class. Ask students what kind of number you usually write down 3 Students can write an advertisement for a noticeboard, (telephone number). either for something they need or for something they 1 Ask students to complete the sentences with the correct can offer. The notices can be pinned onto the classroom noticeboard. Students can then read the notices and numbers. decide if there is anything they are interested in. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes Unit16 I’m working nights Ask students to look at the unit title and ask them what kind of B A reminder for everyone people work nights (nurses, hotel staff, etc.). Make sure that students know the meaning of the word remind Get ready to read (make someone remember something or remember to do something). • Ask students if they have ever worked in a hotel. Did they do any of these jobs? Get students to do the exercise. 1–6 Students can do these exercises in pairs. Check answers. • Ask if anyone works or has ever worked during the night. 7 Students can do this exercise in pairs. Alternatively, they can What was it like? If nobody has worked during the night, ask work on their own and then compare answers. students if they would like to. Elicit why or why not. 8 Ask students to look at the extra picture and write another duty A What does the job involve? for Raquel’s list. 1 Write a list of students’ ideas on the board. They can then see More activities if their ideas are mentioned later in Section A. 1 Tell students to imagine that they work in the hotel as a 2–3 Students can do these exercises in pairs. Check answers. chambermaid and that they have just received a memo 4 Students can do this exercise in pairs. Alternatively, they can from Raquel with a reminder of their duties. Students work in pairs to write a list of duties (as in Exercise 6). They can work on their own and then compare answers. then exchange their list with another pair of students and 5 Students can do this exercise in pairs. Check answers. see if they have to do the same duties. Focus on … ing forms 2 Students can mime chambermaid duties for the rest of the class to guess. Get students to do the exercise. Ask students to make a sentence similar to a–d, about the night porter’s role. For 3 Below you will find a description of the duties for an au pair. example: The night porter is responsible for the safety of the Ask students to suggest (or list) the kind of duties that au hotel and everyone in it. pairs do. They can then read the description and find out if Ask students to make personalized sentences with I’m the duties they mentioned are included. responsible for, to talk about their own jobs. Ask students if they can think of any other times when they Home Feedback Help Login should use the ing form after a preposition. Examples include good at (skiing), interested in (reading). Au pair duties 6 Students can do this exercise in pairs. Au pairs normally look after children and help with 7 Ask students which of the three jobs they would prefer and housework. You might be asked to do the following things. why. Light housework Extra practice • washing and ironing clothes • preparing food and washing-up The information about the porters’ jobs is from the Northern • cleaning and hovering Ireland Careers Service website www.careersserviceni.com. • dusting and polishing Students can read about other jobs on the website. For example, if they go to Job Information and then to Role Model Case Childcare Studies, they can find out about people’s personal experiences • looking after children of choosing and training for a job. • babysitting in the evening • taking the children to school and collecting them More activities • playing with the children • helping at bedtime 1 Students write a short description of their current job or a job they have done. Encourage them to select words or Daily hours of work phrases from the texts in Section A which are useful to You can expect to work around five hours a day, to a them when talking about their own work. Remind them to maximum of 25 hours per week. In return, you will get mention their duties and what they are / were responsible board and lodging (a private room), all your meals, plus for in their description. at least £55 pocket money each week. In addition, you should get two full free days per week to spend as you 2 Choose a job and describe it to the class, without naming the choose. During the school holidays, you may be offered job. Students have to identify the job. Encourage students to more money and asked to work longer hours. Make sure choose and describe a job for the class to identify. you agree the terms before you do the extra work. Most au pairs choose this type of work so that they can improve their English and living with a family is a good way to do this. You may also get time off during the day to attend language classes. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit1 Is there a bank? Look at the unit title with the class. Elicit that students are going 6 Encourage students to tell the class about shops and services to read about shops and services in a town. Write Is there a … ? they would like to find. They could say either I’d like to find on the board. Students suggest words to complete the question, a/an … or I hope there’s a/an … . e.g. Is there a supermarket? More activities Get ready to read 1 Divide the class into pairs. Students ask and answer • Ask students if they use these shops and services in their questions about the area in which they live. everyday lives. Encourage them to make sentences with I never/sometimes/often go to a … . 2 Students work in small groups and write a description of their town or the area of the city they live in. • Discuss students’ suggestions and write a class list of other places on the board. B I saw it in the window • When students have finished the exercise, ask one person Explain to the class that it in the heading means a notice. to say a shop or service which is not very important, another 1 Check the answers with the class. Read out the sentence to say a shop or service which is important and a third to say one which is very important. Ask the other students in the yourself, pausing before the missing word. Students say the class if they agree. missing word. Elicit that all the places in the exercise are services. A Welcome to Summertown 2 Look at the example with the class. Ask students to say which words in notice a tell them that this notice is from a video rental Explain that you can often read or hear Welcome to … when store (rental, movies). Students can do the exercise in pairs. you arrive in a place. They can either work together to name the shops and places, or 1 Go through the instructions and the options with the class. they can work on their own and then compare answers. 3 Look at the instructions with the class. Elicit the meaning Then get students to skim (look quickly at) the leaflet and of scan. Remind students to look only for the information decide what it is about. needed to answer the question. If you like, you can set a time After you have checked the answer, ask students Where is limit for this exercise, e.g. five minutes. Check the answers Summertown? Explain that Summertown is a suburb of Oxford. with the class. Get one student to ask a question and another student to give the answer. Learning tip Focus on … for and from Give some examples of types of text we scan, e.g. dictionary, telephone directory. Ask students to find other examples of for and from in the text (e.g. 3 for £9 for 2 nights /withdraw cash from any of our ATMs / for a 2 Students can do this exercise in pairs. They can either work few hours /treatment for minor ailments). together to find the answers, or they can work on their own Ask students to write two sentences of their own – one with for and then compare answers. and the other with from. Check answers with the class. Ask two or three students to read their sentences aloud. 3 Look at an example with the class before students do the exercise. Elicit that the bike rental store is in Banbury Road. 4 Ask students what kind of things they think Oxfam sells (clothes, books, CDs, household items, etc.). Explain that 4 Ask students to write the list in pairs. This could be made into sometimes shops like this Oxfam shop are called second- a team game with the longest list written in a short time limit, hand shops. Ask students if they go to second-hand shops. e.g. three minutes, winning. 5 You could do a class survey to find out the five most popular 5 Look at the example with the class. Ask students to say why shops and services. sentence a is true. Check answers with the class. Ask one student to say whether More activities the sentence is true or false and another student to read out the information from the text which gives the answer. If you are teaching a multilingual group in an English- speaking environment, ask students to look at notices in shop Class bonus windows. Encourage them to note down – or photograph – anything that is unclear so that they can ask you during Divide the class into two large groups. Students in one group the next lesson. If you are teaching a monolingual group, ask write questions like those in Exercise 2 and students in the students to look out for any notices in their town/city which other group write true/false statements like those in Exercise are written in English. 5. Students can work in pairs or on their own to do this. Each student then exchanges their questions/statements with PHOTOCOPIABLE © Cambridge University Press 2008 someone from the other group. Students who wrote questions decide if statements are true or false, and students who wrote true/false statements answer questions.
Real Reading 2 by Liz Driscoll Teacher’s notes Unit2 Airmail, please! Write the unit title on the board and ask students to predict what weeks later. the unit is about (sending mail abroad). More activities Get ready to read 1 If you are teaching a multilingual group in an English- Look at the example with the class. Students then match the speaking environment, you can ask students to tell the other items with the words. class about the currency, coins and banknotes of their Ask students which of these things they send. Then ask which country. they receive. 2 If you are teaching a multilingual group in Britain, you can A Can I have a sticker? say prices and ask students to find the correct coins. Make sure that students understand the meaning of sticker. B Can you fill this in? Learning tip 1 Ask students if they ever send gifts abroad. Encourage them to skim and scan the text. Emphasize the point that we often skim a text the first time we look at it. We then read again parts of it which are important to Did you know …? us. Remind students not to read each text in this unit from the first word to the last. If you are teaching a multilingual group in an English-speaking environment, ask individual students to write their address – as if 1 Students skim the text and decide what it is about. Check on an envelope – on the board. Ask them to explain the address answers with the class. Ask students to say why the other two to the class. answers are not correct. If you are teaching a monolingual group in their own country, ask students if the house/flat number comes before the name of 2 Go through the instructions with the class. Make sure that the street/road and how the postcode works. students understand that surface mail is sent by land rather than by plane. 2 Ask students to suggest other gifts, recipients and countries. Students can predict which of the three options is true. They They can then decide if they need to use a customs then read the text to check their predictions. declaration form with these gifts. 3 If you are teaching a multilingual group in an English-speaking 3–6 Students can do these exercises in pairs. They can either environment, ask students if they use airmail or surface mail work together to find the answers, or they can work on their to send mail home. own and then compare answers. Focus on … pounds and pence More activities Point out that in order to do the exercise, students should find the 1 If you are teaching a multilingual group in Britain, students price in the chart and then work out which of the countries the can look at the website www.royalmail.com and find out price refers to. Check the answers with the class. Write the correct about postal charges for sending mail within Britain and answers on the board. abroad. Write some more prices on the board for students to practise saying. 2 Remind students – especially students who speak European languages – that some English words may 4 Draw students’ attention to the abbreviation g for grams in look similar to words in their own language. Tell them the chart. You could also elicit that kg (at the beginning of the to imagine that they are French (if they aren’t), and to leaflet) is short for kilogram(s). find words on the Declaration Form that are exactly the same in French and English (declaration, commercial, Students can do this exercise in pairs. They can either work description, total). Elicit or explain that the pronunciation together to find the answers, or they can work on their own may be different in the two languages – but the fact that and then compare answers. Check answers with the class. the words are written the same is much more important when you are reading. 5 Ask students if they have ever had any problems with their mail. Give an example of your own, e.g. I sent two postcards from Krakow in Poland to friends in England. One postcard arrived three days after I posted it, but the other arrived three Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit3 What’s on? Explain to the class that we can also use What’s on? as part of a Focus on … vocabulary longer question, e.g. What’s on TV tonight? Remind students to note down useful words from each text they Get ready to read read. Encourage them to write the words in sentences which are meaningful to them. • Ask students if there is a theatre or cinema in the town/city where they are studying. Ask individual students to read out More activities the sentence that is true for them. Encourage other students who have ticked the same sentence to add either at the end 1 Students tell the class about a show they have seen. of the first two sentences (I never go to the theatre either.) 2 Encourage students to look at the Theatre Royal website and too at the end of the last two sentences (I go to the theatre two or three times a year too.) Explain that we use www.theatreroyalbrighton.co.uk and find out what’s on. neither with negative sentences (I don’t go to the theatre very often either.) and that never and hardly ever have B The Duke of York’s Picturehouse negative meanings. Ask students what they think a picturehouse is (cinema). If they • Ask students to do the same with their sentences about going don’t know, get them to look quickly at this section of the unit. to the cinema. They will find the word film on the page. Explain that The Duke of York’s Picturehouse is part of a chain of cinemas which show • You could do a class survey and find out which is the most mainly foreign and non-mainstream films, i.e. they don’t show popular type of show. Ask students if they have seen a show the major Hollywood films. recently and encourage them to describe it. 1 Ask students who have seen The History Boys to tell the class A At Brighton Theatre Royal about it. 2 You could have a quick class vote to see how many students If necessary, explain that Brighton is a city on the south coast of England. It is a very lively city and it is also popular for day trips, would like to see the film. especially from London. 3 Ask students to compare their answers in pairs before class Learning tip feedback. Read through the tip with the class. Point out that this is how 4 Explain that a later showing of the film will start after 5pm students read texts in their own language. – probably at about 6.30 or 7pm. 1 Encourage students to only read the dates. In order to encourage 5 Look at the chart and the examples with the class. Explain this, set a time limit, e.g. 20 seconds, for the exercise. that there are three ways in which you can book your ticket. Students then complete the chart with information about the 2 Check answers with the class. Ask individual students to read other two ways. out a sentence each. 6 Ask students to compare their answers in pairs before class 3 Look at the example with the class. Check the answers with feedback. the class by reading out each sentence and getting students to say the name of the show. 7 If any student is a member of a cinema, get this person to tell the class why they decided to become a member. 4 Students could work in pairs to write sentences. Go around the class giving help and encouragement as students work. Don’t Extra practice check answers if students are going to do the Class bonus. If you are teaching a multilingual group in an English-speaking Class bonus environment, you could plan a trip to the cinema together. Before the trip, students could read about the film on the Look at the example with the class before students work in pairs. Internet or you could do some work on a text in class. You could also make another sentence about one of the shows and If you have any English DVDs, you might consider lending them get students to say which show you are describing. When students to your students or watching a film in class. have finished reading out their sentences in pairs, they can then work with a different partner and read out their sentences again. To round off the activity, say the name of one of the shows and get students to read out the sentences they wrote about this show. 5–6 Students can discuss their answers in pairs or small groups. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit4 What’s in your luggage? Look at the unit title with the class and elicit that this unit is More activities about air travel. If you are teaching a multilingual group in an English-speaking Students could look at the website for their national airline environment, ask students how they travelled to the country. and find out about its current security measures. Get ready to read B Anything to declare? You could ask one or two students which of the items they took Write Anything to declare? on the board. Ask students whether on their last holiday. Encourage them to say where they went they would expect to see this at Arrivals or Departures (Arrivals). and what they took. 1 Tell students that you are going to quiz them on capital cities. Make sure that students understand the meaning of check in and checked-in luggage. Say the names of capital cities and students respond with the country, e.g. Vienna (Austria), Brasilia (Brazil), Ottawa A Airport security (Canada), Athens (Greece), Tokyo (Japan). 1 If necessary, explain that Manchester is in the north-west of Class bonus England and Athens is the capital of Greece. The flight takes about four hours between the two places. Check answers by setting up a chain around the class. Students take turns to name a country; as the chain continues, students Make sure that students understand the meaning of hand cross off the countries they have written on their list. luggage. 2–3 Encourage students to skim the customs guide by setting a Learning tip time limit, e.g. 30 seconds. Emphasize the point that students should only use a dictionary Did you know …? to check their guesses. Explain that continually looking up words in a dictionary takes a lot of time and can disrupt reading the text If you are teaching students who are from European Union itself. countries, ask them if they know when their country joined the European Union. If they don’t know, they could find out for the 2 Ask students to compare their answers in pairs before class next lesson. feedback. 4 Students can compare and discuss their sentences in pairs or 3 Ask students if they usually carry these items in their hand small groups. luggage. Explain that if it is not clear from the notice whether or not you can take the things as hand luggage, students Focus on … must, mustn’t and don’t have should leave the box empty. to 4 Look at the example with the class. Ask students to find the Students can write sentences of their own as a follow-up. word measures (in the heading) and then to read on until they find the word restrictions (second sentence of second 5–7 Students can do these exercises in pairs. They can either paragraph). work together to find the answers, or they can work on their own and then compare answers. If you like, you can do another example with the class. Ask students to find the word items (first sentence of first More activities paragraph) and then to read on until they find another word with a similar meaning (things – second sentence). 1 Students can find out more about British Customs regulations from the website www.custom&exercise.gov.uk. 5–6 Students can do these exercises in pairs. They can either work together to find the answers, or they can work on their 2 Students can find about regulations concerning food items own and then compare answers. that can/can’t be brought into Britain on the website www. defra.gov.uk. 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). 8 Students can discuss this question in pairs or small groups. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit5 Where shall we eat? Get ready to read 3 If you are teaching a monolingual group in their own country, students could write a similar text for the food Look at the example with the class. Students then underline section of a guidebook to their country. Cut-out photos the correct word for the other items. Make sure that students from magazines could be used to illustrate the text. understand the meaning of the six unused words. If any of your students are from countries in the list, ask them to B This looks good tell the class about the dish from their country. Ask students if they have eaten any of the dishes in the list. What 1 Find out which of the things the greatest number of students were they like? chose as the most important and which as the least important. If you are teaching a multilingual group in an English- A I’d like to try that speaking environment, ask students if they have been to any restaurants in the town/city. How would students rate these 1 Use this exercise to make sure that students understand the places in terms of their location, price, size of dishes, etc? meaning of the words in the box. 2 Set a time limit, e.g. one minute, in order to encourage 2 Ask students to scan the text and underline the words from students to skim the messages. Check the answers with the Exercise 1. They are all in the text. class. Ask students to say the words from the messages which gave them the answers (popular, best, good, fantastic). 3 Look at the example with the class. Encourage students to look at the illustrations and match the things they know, e.g. Did you know …? salad, olive oil, before they read the text. Ask students to name any cities in their own country which have 4 Students can do this exercise in pairs. They can either work different names in English. together to find the answers, or they can work on their own and then compare answers. 3–4 Students can do these exercises in pairs. They can either work together to find the answers, or they can work on their Focus on … vocabulary own and then compare answers. Explain or elicit that fried, boiled, grilled and hard-boiled are 5 Read out the first part of each sentence. Write the fractions as used as adjectives (because they are before nouns) and fried figures on the board as you say them. Ask students to express is also used as a passive verb – (which is) fried. Students can the fractions as percentages. Then check the answers with the then find other words ending in -ed and work out if they are class. adjectives or verbs (served, dressed, introduced, perfected = verbs). After students have done the exercises, encourage them 6 Ask students which restaurant they would try first, and why. to suggest other food items and to say how you can cook them Find out which restaurant the greatest number of students or how they prefer them, e.g. I like fried potatoes more than chose. boiled potatoes. Class bonus 5 Check answers with the class. Ask one student to say whether the sentence is true or false and another student to read out Students can either read out their note to the whole class, or the information from the text which gives the answer. they can work in pairs and read their note to their partner. They can work with several different partners. 6 Students say whether the sentences in Exercise 5 are facts or opinions. More activities 7 Look at the example with the class. Students then work out Ask students to find out about restaurants in the town/city the function of the other two sentences. where they are studying. Students then write a review of a restaurant. Put the reviews on the class noticeboard and ask 8 Students can do this exercise in pairs. They can either work other students to say if they agree. Students could also add together to work out the function of the sentences, or they their own comments to the reviews. can work on their own and then compare answers. PHOTOCOPIABLE © Cambridge University Press 2008 9 You can also ask students if they have already tried some of these dishes. Did they like them? More activities 1 If you are teaching a multilingual group in an English- speaking environment, students can choose one of their favourite dishes from their country or region and describe the dish to the class. Encourage them to include a description of the dish, some facts about it and a recommendation/suggestion. 2 You could also encourage students to prepare dishes from their country so that their classmates can try them.
Real Reading 2 by Liz Driscoll Teacher’s notes Unit6 Somewhere to stay Get ready to read More activities After checking the answers, ask students to suggest types of 1 Students can work in pairs and role play a conversation accommodation and write the words on the board. Students can between a guest and someone who works at the Banff add any missing words to the list in their book. hostel. Ask students if they have stayed in the holiday accommodation, e.g. Have you ever stayed in a caravan? Students can then say 2 Discuss staying in hostels with the class. Ask students if when and where they stayed. they have ever stayed in a hostel. What was it like? A Banff Y Mountain Lodge 3 Encourage students to choose a place they would like to go to and then find out about the accommodation there Explain that Banff Y Mountain Lodge is the name of the on the Hostelbookers website www.hostelbookers.com. accommodation students are going to read about. Explain that Y stands for Youth. B Frequently Asked Questions 1 Ask the class if anyone has been to Canada. Have they been 1 After checking the answer with the class, ask students if they to Banff? have ever booked accommodation on the Internet. What other things have they booked or bought on the Internet? Remind students that they should skim the text to get a general idea and not read every word. You could set a time 2 Explain or elicit that lots of websites have a webpage called limit, e.g. one minute. FAQs. Remind students that they do not need to read every word 2 Check the answers with the class. Either read out each of each answer. They should skim and scan the text for the sentence and get students to say yes or no, or get students to information they need to answer the questions. read out each sentence using can or can’t as appropriate, e.g. You can’t have a private bathroom. 3 Point out that questions that begin Can and Do will have yes or no answers; questions that begin with What will have 3 Students can do this exercise in pairs. Ask individual students longer answers. Do not confirm answers at this stage. to read out a sentence each. Class bonus 4 Look at the example with the class. Students match the icons with the features and write the features. Mime using one of After students have discussed their answers with a partner, the features, e.g. using the Internet. Students say the feature. you can discuss students’ answers with the class. Again, do not They then mime actions for their classmates to guess. confirm answers at this stage. 5 Ask two or three students which features are the most 4 Remind students to cross off the questions in the FAQs in important and/or least important for them. Exercise 3 as they match them with the answers. In this way, they will reduce the number of options available. Find out which of the things the greatest number of students Remind students that they do not need to read every word chose as the most important and which as the least important. of each answer. They should skim and scan the text for the information they need to answer the questions. 6 If necessary, explain that backpack is another word for rucksack. 5 After students have read the answers carefully and worked out how many answers they guessed correctly, you can ask Focus on … vocabulary them how many answers they got right. Say the number 11 and ask students to raise their hand if they got all 11 answers Remind students to note down useful words from each text they correct. Repeat with 10, 9, etc. until you find out which read. Encourage them to write the words in sentences which are student(s) guessed the greatest number of correct answers. meaningful to them. 6 Ask individual students to read out their questions to the 7 Students can work in pairs to underline the information. class. Other students can suggest answers. 8 Students can work on their own and then compare their Extra practice answers with a partner. They can take turns to ask and answer the questions. You could ask students to find out if there are any more FAQs on the website that they did not include in Exercise 6. 9 Give students two or three minutes to write down any questions they might ask. Ask individual students to ask one of their questions; their classmates can answer the question (if the answer is in the text). Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit7 On top of Table Mountain Ask students if they know where Table Mountain is and if they More activities can name any other famous sites or attractions in South Africa. 1 Play a memory game. Students take turns to make a Get ready to read sentence each about Table Mountain Cableway. • Read the first sentence with the class. Ask students to point to 2 Ask students to describe a tourist site they have visited, or the cable car in the photo before doing the first exercise. to recommend somewhere for you to visit in their country. Ask individual students to read out a sentence which is true so that all four statements are read out. Then ask four more B The cable cars students who crossed the sentences to make them true for them, e.g. I haven’t been in a cable car, I’m afraid of heights. 1 Remind students that we scan a text when we are looking for Encourage students to say something about their experiences. specific information. • Explain the meaning of cableway. Tell the class that a train Did you know …? runs on a railway and a cable car runs on a cableway. The cableway is the wire that supports the cable car. Elicit or explain that if both of the first two numbers in a date are 12 or below, then it is sometimes difficult to tell which is the day A Table Mountain Cableway and which is the month. 1 Read through question a with the class. Let students look very 2 Remind students that we often skim a text the first time briefly at the front of the leaflet and then ask for the answer. we look at it. Set a time limit, e.g. one minute, in order to encourage students to skim these texts. 2 Look at the example with the class. Ask students to read out the information on the front of the leaflet which gives them 3 After checking the answer, ask students if they have ever this answer (Shop at the top). Repeat this procedure for the been in – or know of – a cableway with a 360° view. other ticked items. 4 Ask students to compare their answers in pairs before class 3 Ask students to scan the inside of the leaflet again and find feedback. any other abbreviations. Elicit the meaning of the following abbreviations: SA (South African), ID (identity [card]), h (hour). Class bonus 4 You could make this competitive by asking students to work Alternatively, students could make true/false statements about in pairs to find the information quickly. The fastest pair wins. the cable cars. Their partners have to decide if the statements are true or false from memory. 5 Ask students if they would buy a one-way or a return ticket. 6 Explain that curios is a rather old-fashioned word that means 5 Students can do this exercise in pairs. They can either work together to work out the meanings, or they can work on their unusual objects. own and then compare what they think. Learning tip 6 Encourage students to use a pencil so that they can rub this out when they have worked out the meaning of the word(s). Make the point that students should only use a dictionary to check their guesses. Explain that continually looking up words 7 Students can work in pairs and help each other to understand in a dictionary takes a lot of time and that using a dictionary any unknown words. disrupts reading the text itself. More activities 7 Encourage students to read the leaflet again and to circle any words they don’t understand. Can they work out the meaning 1 Students practise reading aloud the numbers in Section 2 of these unknown words? of the leaflet. Make sure that they say one thousand two hundred, one thousand and eighty-five and one hundred 8 Students can discuss these questions in pairs or small groups. and thirty-four. Write some other figures on the board for students to say aloud. Extra practice 2 Students can look at the website www.tablemountain.net Ask students to find out about any other places of interest in and find out what other information it gives about Table Cape Town or the surrounding area; the Cape of Good Hope is Mountain. For example, there is a webpage of FAQs which not far away, for example. gives information about parking, queues, etc. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit8 It’s ringing Get ready to read B How much will it cost? Ask students to compare their answers in small groups. 1 Begin by asking students if they ever make calls from public phone boxes. A Three great packages Students should try and answer the questions about their If you have used Unit 2 Airmail, please! with the class, students home country. If you are teaching a monolingual group in might remember that the word package is used for a wrapped their own country, you can discuss the answers and make parcel. Explain that in this section, students are going to read sure that everyone agrees with them. about another type of package (phone packages). 1 Students can do this exercise in pairs. They can help each If you are teaching a multilingual group in an English-speaking environment, you could tell students to imagine that you are other to work out the meaning of any unknown words in visiting their country. Students could change US in questions italics, and then ask and answer the questions. b and c to another country if necessary. 2 Look at the example with the class. Ask students to find the information in the description of the Dolphin package which 2 Encourage students to skim the text. In order to encourage gives this information. this, set a time limit, e.g. 20 seconds, for the exercise. Check the answers with the class. Ask one student to read out the first sentence in each pair and another student to read If some students say that section 5 is also about paying for out the second sentence. calls, explain that these payments are payments for using Directory Enquiries and not for actual phone calls. Learning tip Focus on … nouns and verbs A chart is provided in Exercise 3 for students to complete. Explain that students should consider making their own charts Remind students that the context usually makes clear whether a when they read certain texts. word is a noun or a verb. When students have done the exercises, ask them if they can 3 Look at the examples in the chart with the class. Ask students think of any other words which are both nouns and verbs. You to scan the text and find out how many minutes to any can point to your hand, head and watch – these three words are network at any time you get with Dolphin. Elicit or explain the all verbs as well as nouns. Ask students to look through the unit meaning of cross network (from one network to another). for other examples: buy, pay, change, text, talk and cross are in Students can do this exercise in pairs. They can either work Section A; ring is the verb in the unit title. together to complete the chart, or they can work on their own and then compare answers. 3 After students have completed the chart and checked their answers, ask them to find out how much the phone call 4–5 Students can work in pairs to complete these exercises. would cost if they spoke for 30 minutes and if they paid with 6 Ask students which package they would prefer, and why. coins (50p – 40p for the first 20 minutes + 10p for each subsequent 10 minutes) and by credit card (£7.00 – £1.20 Class bonus for the first minute, 20p x 29 minutes = £5.80). Tell students to choose one of the packages and to read this 4–5 Ask students to work together and compare their answers description again carefully. Go around the class and make sure in pairs before getting class feedback. that more than one person has chosen each package. Students can work with several different partners. Tell them to 6 Look at the first question with the class. Students can then describe the same package each time. find the answers to the other questions in the text. More activities Did you know …? 1 Students read the descriptions of the packages again and If you are teaching European students in Britain, you could ask note down any useful expressions about their own mobile them if they have ever used euros in Britain. Where did they use phone. They then work in pairs and tell their partner about them, and what for? their phone. 7 Discuss the advice with the class. Ask students if they would 2 Students write a description of their ideal mobile phone. give the same advice to people who were using public They could do this in small groups. phones in their own country. More activities If you are teaching a monolingual group in their own country, ask students to look at the instructions in a public telephone box. Are the instructions given in English? In what other places in the town/city can they find information in English? Encourage them to read any information/instructions in English whenever they can. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit9 Don’t worry! Note that health and illness can be a sensitive subject. B Going to A&E Refer students to the unit title and ask students to give some examples of when they would say Don’t worry. Ask students if they know what A&E stands for; if they don’t know, tell them that they will find the answer in the text. Get ready to read (Accident and Emergency) 1 Go through the instructions with the class. Make sure that • Ask individual students to read out a true sentence each. • You could give an example yourself before students write students understand exactly what has happened to Cilka at the A&E department. their own sentences. For example, I’ve never broken my arm. Did you know …? A Cuts and grazes Point out to the class that these are abbreviations that are 1 Encourage students to skim the page, rather than read every used in Britain. Explain that the NHS is a free service, although word. some people have private medical insurance. In the USA, the emergency department is ER, a doctor is called a physician and 2 After checking the answer with the class, explain that the word there is no free healthcare. wound does not refer to only cuts and grazes. You can have a stab wound (from a knife) or a gunshot wound (from a gun), 2 Ask one or two students to read out their completed for example. sentences. Ask other students if their sentences are the same. 3 Students scan the page again and find one word for the 3–4 Students can do these exercises in pairs. They can either person who has the wound (the casualty). work together to find the most important points, or they can work on their own and then compare the information they 4 Check the answers with the class. Make sure that everyone have underlined. agrees that the basic steps are the numbered headings in the text. 5 Look at the example with the class. Ask students to find the information in the text which gives the answer. Ask students 5 After checking the answers, you can ask students if they can to read on and to find something else that may happen to name the other items in the picture. someone with a minor injury. Students complete the rest of the chart. They can do this exercise in pairs. Learning tip 6 Elicit the word ambulance. Ask students how you travel to Elicit from the class that commas aren’t always used to separate and from hospital in their countries. sentences into important and less important parts. Sometimes they are used to separate items in a list. Class bonus 6 You can draw students’ attention to the commas in b2. The Students can act out the conversation more than once with a final comma is used to separate this part of the sentence off different partner each time. from the other parts, but the commas after glass and metal are to separate items in a list. Extra practice 7–8 Students can do these exercises in pairs. Alternatively, students can choose any other type of medical 9 You could explain the use of the semi-colon (;) in the first problem and find out what advice the NHS website gives. sentence under the fourth heading. Explain that a semi-colon More activities is used instead of a full stop between two sentences which are closely linked. 1 If anyone in your class is a nurse or a doctor, ask them about their work. More activities 2 Discuss hospitals and doctors in the area with the class. 1 Write the following sentence on the board: You need Does each hospital have an A&E department? to avoid …………………… touching the wound. Ask students to look at the text again and find six words which they can use to complete the sentence (germs / micro- organisms / bacteria / flies / unwashed hands / fingers). 2 Ask students if they have got a first aid box at home or in their car. What do they have in it? PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit10 What’s in the news? Ask students if they prefer to watch the news on TV or to read it 8 Find out if everyone agrees on the most unusual – or funniest in a newspaper. – story. Get ready to read More activities • Read the headline to the class or write it on the board. Ask 1 Ask students to write some newspaper headlines for students what they think the article may be about. Do they unusual stories, e.g. Spider kills three, Man finds mouse think this is a serious or a funny story? in soup, Woman thinks husband is burglar. Remind them to use the present simple in the headlines and also not • Give students time to read the beginnings of the sentences to include a/an, the, his/her, etc. Give each student a and to think about how they may end. Then ask two or three small piece of paper on which to write their newspaper students for their suggested ending for each sentence. headline. Students can then exchange headlines. They have to write the short article that follows the headline on • Ask students to tell the class about any unusual stories they the slip of paper they received. have read in the newspaper. 2 Alternatively, ask students if they know any other strange A What’s it about? but true stories. 1 Make the point that newspaper headlines usually summarise B Strange, but true! the main point of the article. Explain that headlines don’t usually include small words such as a/an, the, his/her. 1 Students can do this exercise in pairs. They can help each other to work out the meaning of any unknown words in Students can either use their dictionaries to look up any italics, and then ask and answer the questions. Students can unknown words, or they can work in pairs or small groups either answer the questions about banking in their home and help each other with any unknown words. country or in the town/city where they are studying. Ask students to tell the class what they think might have 2 Set a short time limit for this exercise, e.g. ten seconds, to happened in each story. make sure that students skim the text. 2 If students don’t know some of the words, encourage their 3 Students can do this exercise in pairs .They can help each classmates to help them with the meaning. other to understand any unknown words. 3 After students have written their sentences, you can ask two 4–5 Look at the instructions with the class. Remind students or three students to read out the sentence they have written to scan the article for the information needed to answer the about the first story. Repeat this procedure for the second and questions. You could set a time limit for this exercise, e.g. one third stories, but don’t check answers at this stage. minute. 4 Tell students to underline the words in the stories as they find 6 Before students read the article, explain that this is a typical them. Ask students if they matched the words in Exercise 2 newspaper article in that it doesn’t relate the events of the with the correct story. story in the order in which they happened. 5 Ask individual students to tell the class if any of their guesses 7 Students can do this exercise in pairs. Check the answers with were correct. the class. Ask individual students to read out a sentence each in the order in which the events happened. 6 You can ask students who aren’t interested in football to read all three articles again and note all the body parts that are 8 Check the answers with the class. Ask three students to mentioned. Alternatively, students can look for words which supply the missing adjectives. are used for people, i.e. ball boy, referee, player, goalkeeper, Ask students what they think about the situation and how father, daughter, man, little girl, police captain, visitors. they think the problem arose. 7 Give one or two example questions for article 1. Students Learning tip then write their own questions for each of the articles. Ask students if they read for pleasure in English. What do they Class bonus read? What would they recommend other students to read? Divide the class into three groups. Students in Group 1 write 9 Encourage students to record new vocabulary in a notebook questions about Article 1, students in Group 2 write questions – if they don’t already do this. about Article 2 and students in Group 3 write questions about Article 3. Students in Group 1 each give their questions to Extra practice someone in Group 2; students in Group 2 each give their questions to someone in Group 3; and students in Group 3 Point out that the aim of asking yourself questions is to help you each give their questions to someone in Group 1. Tell students to understand the text. The aim is not to test yourself. to answer the questions on a separate piece of paper. When students have answered the questions, they then give the questions to someone from the other group. In this way, each student answers two sets of questions – one about each article. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit11 I’ll check my email Get ready to read B What’s your address? • Ask individual students to read out a statement that is true for 1 Check the answers with the class and complete the chart on them. the board. • Ask students who else they get email from and who they 2 Discuss the answers with the class. Perhaps some students send email to. think she should also reply to Sally’s email (1) to let her know that she has received her new email address. A It’s from a friend 3 Ask students if they use sites similar to Birthdate.com. 1 Make sure that students understand the meaning of request, 4 Draw students’ attention to the Date of Birth instructions in suggestion and warning. Elicit or give an example of each yourself, e.g. Can I borrow your pen? (request), Why don’t the email. Elicit that writing the month before the day is the you get a reader out of the library? (suggestion), The bus is US style of writing dates. leaving soon (warning). 5 Students can discuss the questions in pairs before discussing the questions with the whole class. Ask students if the emails are to the same person or to different people (the same person). Extra practice Focus on … email English Ask students if they or any of their friends are members of social networking websites, e.g. WAYN, myspace or facebook. After students have done the exercises, ask them if they know any other abbreviations. You could also ask them if abbreviations More activities are used in emails in their own language. Ask students what other emails they receive. Give one or two 2 Read the first email and the three sentences with the class. examples yourself. Students decide which sentence is correct. Students can do this exercise in pairs. They can either work together to find the correct sentence, or they can work on their own and then compare answers. 3 Draw students’ attention to the use of BTW and IMO in email 1. Ask them what the abbreviations stand for. 4 Students can do this exercise in pairs. Encourage them to write more than six sentences if they can. Check the answers with the class. Ask individual students to read out a sentence each. 5 Elicit or explain that X after Guilia’s name is the symbol for a kiss. Ask students if they use this symbol when writing to friends or family in their own language. 6 Students can write replies to more than one email. Encourage students to read each other’s emails, especially if they have replied to the same one. They can find out if they have written similar messages. They can also help each other with any mistakes. Class bonus Students can write their email addresses on the board for everyone to copy or they could write their addresses on a list. Photocopy the list so that everyone has each person’s address. You could give the class your email address so that students can contact you if they are going to miss a lesson, can’t remember the homework, etc. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit12 Is that spelt correctly? Elicit that this unit is about spelling. Explain that sometimes Class bonus students will see the word spelled instead of spelt. Both words are correct. Similarly, the following pairs of words are correct: burnt/ Go around the class as students choose their six words. Help burned, dreamt/dreamed, learnt/learned, smelt/smelled. In either them with any letters that they don’t know how to pronounce. case, the ending of the word is pronounced /t/, e.g. /spelt/. More activities Get ready to read 1 Practise saying the letters of the alphabet. Set up a chain There are some examples of the differences between British and around the class. American English in the key. Here are some others you can use as examples: 2 Ask students to choose their favourite English word and to spell it to the class. The other students say the word. a In American English, the past participle of got is gotten, Remind students to say double l in words like traveller, e.g. The weather has gotten worse. (British English = The woollen, etc. weather has got worse.) 3 Find out who is the best speller in the class. Give a b In American English, schedule is always pronounced with a spelling test (10 words, for example) using words that /sk/ sound; in British English it is either pronounced /sk/ or students have recently met. Alternatively, ask individual with a soft /ʃ/ sound. students to prepare a spelling test for the rest of the class. c In American English, words such as customize, legalize, B I’ll add it to my dictionary always end in ize; in British English, these words can end in ize or ise, i.e. customise, legalise. 1 After checking the answer, ask students if they ever use a computer manual and what for? d The clothes trousers, waistcoat, vest and trainers in British English are pants, vest, undershirt and sneakers in American 2–3 Students can do these exercises in pairs, before getting English. class feedback. A British and American English Focus on … spelling 1 Look at the example with the class. Students can do this Check the answers with the class. Ask individual students to spell exercise in pairs. Discourage them from looking the words up the words. in a dictionary. Don’t check answers at this stage. 4 You could explain to the class that there are very few rules 2 Look at the example with the class. Explain that all five words about English spelling. You could even mention one or two in Exercise 1 are in the text. If necessary, students should rub words that you have problems with. out any incorrect answers for Exercise 1 and write the correct answers on the lines. Students then complete the other 5 Ask if anyone has an electronic spellchecker with them. If they version of the words on the lines in Exercise 2. type in an incorrect word from the list, the spellchecker will probably show the correct spelling. This should be the other Check answers. If you like, you could write the answers to word in the pair in Exercise 1. Exercises 1 and 2 in a chart on the board. Use the headings BE and AE and write the spelling of each word under the 6 Students can check the spellings in small groups. correct heading. Extra practice 3 Look at the example with the class. Elicit that license in British English is only for the verb; the noun is licence. Make sure that students check the spelling of the problem words in a dictionary before they write them down. Students can do this exercise in pairs. They can either work Students can use their own list of words to test their classmates. together to find out if the words are British and/or American They say a word from their list for other students to write down English, or they can work on their own and then compare correctly. answers. More activities 4 While checking the answers, elicit the spellings which are specifically British or American (a flavor, b non-smoker, 1 Explain that before handing in any written work, students c licence, d theater). should read it carefully and correct any spelling mistakes. 5 Ask students to discuss this question in pairs. 2 Give students a piece of written text which contains several spelling mistakes and ask them to correct it. 6 Check the answers to Exercise 6 before students do Exercise Alternatively, make a note of all the spelling mistakes in a 7. Say each letter in turn and ask a student to say and spell piece of written work that the class has done. Ask students the corresponding word. to correct the mistakes. 7 Look at the example with the class. Explain to the class that PHOTOCOPIABLE © Cambridge University Press 2008 all the words in Exercise 6 are spelt differently in American English. Check the answers with the class. Say each word in turn and ask a student to spell the word. Repeat the correct spelling of the word as you write it on the board.
Real Reading 2 by Liz Driscoll Teacher’s notes Unit13 How do I join? Get ready to read B Paying for library services • Look at an example with the class. Ask students to underline 1 After checking the answer with the class, ask students what I read or I don’t read so that the sentence is true for them. they understand by other media (DVDs, CDs, etc.). • Ask a student to read out his or her sentence. Then ask 2 Students can do this exercise in pairs. Check the answers with someone who has underlined the other words to read out his the class. Ask individual students to read out a sentence each. or her sentence. Encourage other students who read a lot to say Me too and other students who don’t read a lot to say Me 3 Remind students that it is not necessary to read each word in neither, as appropriate. the text. In order to encourage students to skim the leaflets, you could set a time limit, e.g. one minute, or you could ask A Joining a library them to raise their hand when they have done the matching exercise. Check the answers with the class. 1 Give students two or three minutes to write down their questions. Then invite individual students to read out a 4–6 Students can do these exercises in pairs. They can either question each. work together, or they can work on their own and then compare answers. Learning tip Class bonus Tell students to imagine that they might have to explain what they have read to someone else. This will encourage them to try Make sure that students can say the charges in the leaflet. and put difficult parts of a text into their own words. Write some of the figures on the board and ask students to say them. Leave the figures on the board. After students have done 2 Make the point that true/false statements, like those in this the pairwork, ask them to look at the figures you wrote on the exercise, are examples of putting the text into different/ board and to say what they refer to, e.g. 5 pence – People who simpler words. Check the answers with the class. Ask one are under 18 pay 5 pence per day for the first week a book is student to say whether the sentence is true or false and overdue. another student to give the reason. 7 After students have written the answers to their questions, 3 Students write the answers to the questions they wrote in they can work with a partner and ask and answer the Exercise 2. questions. As a follow-up, students can work in pairs. They can ask their partner any of the questions they have now answered. Focus on … word families You could encourage students to go onto the website Before students do the exercises, give one or two examples of www.oxfordshire.gov.uk and try to find any answers that they word families, e.g. read/reader/reading/readable, discover/ still don’t know. You may prefer to encourage them to look at discovery/discovered. the website after they have worked through Section B. More activities 4 Students can write their sentences based on the text they have just read. Alternatively, if they have looked at the library website, 1 Ask students to make word families of their own. they can write sentences using information they found there. Encourage them to look in their dictionaries and find related nouns, verbs and adjectives, e.g. satisfaction Extra practice (noun), satisfy (verb), satisfactory (adjective). They could also look for adverbs, i.e. satisfactorily. If you are teaching a multilingual group in an English-speaking environment, you could consider going to a local library as a 2 If there is a school library, ask students to explain how it class. Perhaps you could arrange for someone to give you a talk works. For example, do you need to be a member, or can when you get there. any student use the library? How long can you keep a Encourage students to borrow books, read as much as they can book? and exchange with each other any readers they may have. More activities Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and 1 Play a memory game. Students describe the library services does not guarantee that any content on such websites is, or will remain, accurate in their own words. Invite each student to make one or appropriate. statement each and not to repeat anything that someone else has already said. PHOTOCOPIABLE © Cambridge University Press 2008 2 Students write true/false statements similar to those in Exercise 2. They then use the statements to play a memory game in pairs. Students take turns to read out their sentences; their partner must say from memory whether the sentence is true or false.
Real Reading 2 by Liz Driscoll Teacher’s notes Unit14 At the sports centre Get ready to read B It’s a racquet game Students can work in pairs to write a list of other sports and Tell students that they will also come across the word racket; physical activities. both spellings are correct. Ask students about the sports and physical activities they do. 1 Encourage anyone who has played squash to tell the class Where do they do them? How often? How long have they been interested in this activity? about the sport. 2 Look at the example with the class. Ask students to identify A I don’t fancy playing the information in the notice which gives them the answer. Elicit or explain that I don’t fancy playing is another way of saying Check the answers with the class. Ask students to identify I don’t want to play. Remind students that you have to use the the information in the notice which gives them the answer to -ing form of the verb after fancy. question d. 3 Look at the photo in the leaflet with the class. Elicit that this Learning tip sport is real tennis. Ask students if they have ever played real tennis. (This is very unlikely!) Make the point that that way we read something depends on Students answer the questions in Exercise 2. They can either our purpose in reading. work together to find the answers, or they can work on their 1–2 Remind students not to worry about understanding own and then compare answers. 4 Students can do this exercise in pairs. Check the answers with every word in the text. Their aim should be to identify the the class. Draw a chart on the board and write the answers in information they need to do the exercise. the chart. 3–5 Ask students to check their answers in pairs before getting 5 Students can discuss these questions in pairs or small groups. class feedback. Focus on … -ing forms 2 Focus on … -ing forms 1 After students have done the exercises, ask them to write After students have done the exercises, ask them to write sentences with the -ing words that are meaningful to them. Go sentences with the -ing words that are meaningful to them. Go around the class helping and encouraging as students work. around the class helping and encouraging as students work. Extra practice 6 Students can discuss this question in pairs. After students have finished the exercise, look again at the Learning tip. Students will find descriptions of squash and real tennis on the Make sure that students agree that they read the noticeboard website www.wikipedia.com There is also a brief description of in the way which is outlined in the Learning tip. squash on www.wisegeek.com and a detailed description of real tennis on www.real-tennis.nl. Class bonus More activities Students can role play the conversation with several different partners. 1 Students imagine that they either took up squash at the sports centre or they paid for the real tennis introductory More activities session. They can write an email to a friend describing what happened or they can tell a partner. 1 Practise the names of sports and physical activities. Ask individual students to come to the front of the class and 2 Alternatively, students work in pairs with someone who to mime an activity. The other students have to guess the chose the other activity. Students tell their partner what activity. happened. Encourage the other student in each pair to ask questions. 2 Students write a notice about a sport or activity they enjoy and display these on the class noticeboard. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit15 I’d like to work here Get ready to read B There are jobs available Read through the list with the class and make sure that students 1 Discuss the questions with the class. understand their meaning before they rank the things in order. 2 Look at the example with the class. Ask students to scan the Find out which of the things the greatest number of students chose as the most important and which as the least important. two profiles and find the information which gives the answer Ask the class if anyone works – or has worked – in a shop. What (Liam joined as a Christmas temp (line 1), Natalie spent did it sell? Ask students which products they would be most the Christmas period on a temporary contract (lines 3–4). interested in selling. Students can do the rest of the exercise in pairs. They can either work together to find the answers, or they can work on A Job profiles their own and then compare answers. Elicit or explain that profiles means descriptions. Check the answers with the class. Ask one student to say He 1 Remind students to look only for the information needed to and/or She, and another student to read out the information in the text which gives the answer. answer the question. If you like, you can set a time limit for this exercise, e.g. one minute. 3 Look at an example with the class. Ask students to find the 2 Again, set a time limit in order to encourage students to skim information which tells them that Liam doesn’t still work in the text. the same store. 3 Look at an example with the class. Students find the first Students can do the rest of the exercise in pairs. Check the job title – stockroom assistant. Ask students if they know answers with the class. Ask individual students to read out a the meaning of stockroom. Encourage them to scan the sentence each. dictionary entries for help with the meaning. Elicit that the stockroom is the room where the goods are kept before they 4 Point that two of the questions ask students what they move into the shop. A stockroom assistant is someone who think. There is information on the webpages which gives the works behind the scenes rather than in the shop itself. answers to the other two questions. Students use the dictionary entries to work out what the jobs are. Ask someone to describe each person’s job. Class bonus Focus on … job and work Divide the class into two groups. One group invents more details for Liam and the other group invents more details for Natalie. Elicit or explain that work is something you do to earn money and Allow time for students to read the other person’s profile again job is used to talk about the particular work activity that you do. and to prepare some questions to ask them. Students can work in After students have done the exercises, encourage them to write pairs within a larger group. Students then interview a partner from similar sentences using job, jobs and work which are meaningful the other group. Students can interview more than one partner. to them. Go around the class giving help and encouragement as students work. 5 After students have done the exercise, ask one or two of them to read out what they have written. Ask the other 4 Set a strict time limit for this exercise to encourage students students if they agree. to skim the text, rather than read every word. 6 Ask students what they think a Cash Office Assistant does. 5 Students rank the things in order. Find out which of the things (This person works in accounts and with the money that the the greatest number of students chose as the most important shop takes.) Ask students which of the positions they would and which as the least important. be most interested in. 6 Students can discuss these questions in pairs. Extra practice 7 Regroup the class into different pairs. Students discuss the Remind students to try and work out the meaning of any questions with their partner. Then discuss the questions with unknown words in every text they read. the class. Students can also go onto the HMV website www.hmv.co.uk and find out more about the company and the jobs it offers. More activities More activities 1 Practise the words in the dictionary entries with the class. Ask them questions which include the words, e.g. Which 1 If your students have jobs, encourage them to write a list company do you work for? How many employees are of people’s names and positions in their company. there? Have you ever worked in retail? 2 Students can write a profile of their own job (as in the 2 Discuss jobs and work in general with the class. webpages) or of their ideal job if they don’t work. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes Unit16 Just the job! Get ready to read More activities • Look at an example with the class. Read out the first sentence Play a guessing game. Students take it in turn to choose a job and ask students if they would do this if they wanted to (which they keep secret). Their classmates ask questions about change job or get a job. Students then tick the sentences the job and try to identify it. Students can play the game in which describe the methods they would use. groups. • If necessary, explain that York is a city in the north of England. B I’m going to apply It is famous for its cathedral, York Minster, and its old town walls. 1 Ask students to give examples of personal details (name, date of birth, nationality, etc.). A Can you start immediately? 2 Remind students that they should skim the application form 1 After checking the answer with the class, ask students to and not read every word. You could set a time limit, e.g. one name other countries in which the three languages are minute. spoken. (Italian – Italy, Portuguese – Portugal, Brazil, Angola, Spanish – Spain, the Philippines, and all Central and South 3 If necessary, remind students again to skim the application American countries except Brazil). form. 2 Remind students that they should scan the advertisements 4–5 Ask students to look at the form in pairs and to do these and not read every word. You could set a time limit, e.g. one exercises together. minute. 6 This exercise could be set as homework if you prefer. 3 Ask students to check their answers in pairs before doing class feedback. Class bonus 4 Students can do this exercise in pairs. They can work together Students can role play an interview for a job at Called to the Bar. to decide reasons why the jobs or no good, or they can work One student is the interviewer and the other is the applicant for on their own and then compare what they have written. the job. Students can work in pairs to prepare questions for the interview. They can then work with a different partner to role play 5 Remind students that they should scan the advertisements the interview. and not read every word. More activities 6 Students can do this exercise in pairs. They help each other to find the words and work out their meanings. Check the 1 If you are teaching a multilingual group in an English- answers with the class. Make sure that everyone understands speaking environment, ask if anyone is doing a part-time the meaning of the words before they move on to Exercise 7. job. What do they think are the best jobs for English students? Focus on … vocabulary 2 Discuss with the class the difference between an If you like, you can tell students that the missing words are in the application form and a CV. (An application form is order in which they appear in the advertisements. For example, available from the company; a CV is created and they will find the missing word in sentence b after vacancy and presented by the job applicant. Students could then write before the missing word in sentence c. their own CV. 7 Look at the example with the class. Ask students to find If you are teaching a multilingual group in an English-speaking the words in the first advertisement which give the answer environment, you might like to offer to go through the CVs of (Two Saturdays per month, 9.30am – 1.00pm). Check the any student who may actually apply for a job while they are answers with the class. Ask one student to say the answer studying. and another student to read out the information from the corresponding advertisement which gives the answer. 8 Ask students to do this exercise in pairs. 9 After students have done and checked the exercise, you can ask them which job they think would be the best for Blanca, and why. Students can discuss the questions in pairs. Then discuss them with the class. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit1 I’ll cook something Look at the unit title with the class. Ask students what you have B Which one should I buy? to do if you decide to cook something. Elicit/Explain that you may have to look at a recipe to decide what to make and then Encourage students to skim the page and elicit/explain that in go to the shops to buy the ingredients. this section they are going to look at product labels. 1 Before doing the exercise, ask students to see how many Get ready to read items from the lists on page 11 they can remember with a Read the instructions to the class, put students into pairs and get partner. Collate answers on the board and then get students them to do the exercises together. Check the answers with the to check in their books. class. 2 Before doing the exercise, set a time limit to encourage students to read quickly. A What should I make? 3 Make sure that students read the Learning tip before they do this exercise. Read the instructions with the class. Elicit/ Focus students on the section heading and ask them what they Explain that students’ purpose in reading the labels is to would make if they wanted to cook a meal for some friends. find out the advantages and disadvantages of each product. Notice that students will need to copy the chart onto paper. 1 Before doing the exercise, show students some realia, for Put students into pairs and get them to do this exercise. example, a tablespoon, a teaspoon, a can of tomatoes, and a While they are working, copy the chart onto the board. Check head of garlic, and elicit their names. the answers with the class. Ask one student to name an item, another student to give the advantages and a third student to 2 Do Exercise 2 before Focus on verbs. Before doing the give the disadvantages. Write the information in the chart on exercise, tell students to list the ingredients only – they do not the board. need to write down the quantities. 4 The checking section for this exercise is the Class bonus. Focus on … verbs Class bonus Before doing the exercise, ask students to look quickly at all eight Put students into pairs or small groups. Partners discuss their pictures. Elicit that these show ways of preparing food. choices. If you like, you could tell pairs/groups to imagine that Put students into pairs and get them to do the exercises they are preparing the meal together and can only buy one of together. After checking the answers, you can ask students to each product. Students must convince each other why it would name other verbs which are connected with cooking. (Examples be better to buy the product they have chosen. include: bake, boil, fry, grill, roast.) 5 Tell students to identify the seven items (1a/b, 2a/b, etc.) 3 After checking the answers, elicit/explain the meaning of al that the shopper chose. They compare them with the items dente (to the tooth, i.e. not overcooked). Ask students to they chose. read the instructions again and circle all the verbs which are Get feedback from the class. connected with cooking (fry, add, bring to the boil, lower the heat, simmer, cook, drain, mix, serve). More activities 4 Before doing the exercise, elicit/explain the meaning of egg 1 Elicit the names of containers (bag, bottle, box, can, white and egg yolk. packet, tin). Students read the till receipt again, this time After doing the exercise, put students into pairs and get them using the names of the containers, e.g. a can of premium to write true/false statements like those in Exercise 3. Go chopped tomatoes, a bag of caster sugar. around the class giving help and encouragement as students work. Each pair then exchanges their statements with another 2 Elicit expressions of quantity with of, e.g. a bar of pair who decides if their statements are true or false. chocolate, a blob of cream, a bunch of basil, a clove of garlic, a drop of oil, a pinch of salt, a sheet of paper, a More activities slice of cake. 1 Play the Ingredients game. Students work in pairs and 3 Ask students if they only eat food from their own write a list of ingredients. Set a time limit, e.g. three country or if they like trying things from other places. minutes. When the time limit is up, ask individual students What things do they like and dislike? Depending on your to name an item each. Students tick the items on their list circumstances, you could prepare something which is as they hear them. (They can also add words to their list typical of your own country. as other students say them.) The winner is the pair with the most words on their list. Alternatively, students can try PHOTOCOPIABLE © Cambridge University Press 2008 and name one ingredient for each letter of the alphabet. 2 Students choose a dish they would make for a group of friends. They write a list of ingredients and the instructions. Students can then read each other’s recipes and decide which dishes they would like to try. You could also encourage students to prepare dishes from their country so that their classmates can have a taste.
Real Reading 3 by Liz Driscoll Teacher’s notes Unit2 We’ve hired a car Write the unit title on the board. Elicit/Explain the meaning and B Safe driving in South Africa why someone might hire a car (to travel around when they are on holiday). Elicit other ways of travelling while on holiday. 1 Read the instructions to the class. Give students some time to read the information. Ask the class the question. Get ready to read Did you know … ? • Ask students to discuss with a partner what the advantages and disadvantages of each form of travel are. Ask students if you have to drive on the left or the right in their country. • Encourage students to read out their sentences and then to talk about their holiday experiences. Remind them to use the 2–4 Read the instructions to the class and get students to do past simple for specific events, for example: I’ve been abroad the exercises. Check the answers by writing them on the on holiday. I went to the USA in 2007. board so that students can check their spellings. • Before doing the exercise, write South Africa on the board. 5–6 Ask the class these questions. Ask students in pairs to brainstorm everything they know about South Africa. Collate ideas on the board in the form Extra practice of a mind map and, if they have not already been offered to you, elicit names of cities, famous sights, languages and Students could do this task in groups. They could discuss the currency. (N.B. There are 11 official languages in South Africa, task, go away to do the research (perhaps on a specific area English and Afrikaans being the most widely-known, but each), and then work together to finalize their route. there are many other unofficial languages; the currency is the Invite individual students/groups to describe their routes. Ask Rand.) other students/groups how similar their route is. A Terms and conditions More activities 1 Make sure that students read the Learning tip before they do 1 Put students into pairs and get them to write a list of parts this exercise. Elicit or tell the class that the photo shows the road of the car. Set a time limit, e.g. three minutes. When the which goes to Cape Point. Ask students if they have been there. time limit is up, ask individual students to name an item While checking the answers, elicit/explain that CPT stands for each. Students tick the items on their list as they hear Cape Town and JHB stands for Johannesburg, and tell students them. The winner is the pair of students who have the that these are abbreviations (a key word in this unit). most words on their list. Afterwards, check that students understand the meaning of You could also ask students for the US equivalents of any downtown. words. Here are some examples: bonnet (hood); dashboard (dash); ignition; indicator 2 Before doing the exercise, explain that ZA stands for Zuid- (turn signal); speedometer; windscreen (windshield). Afrika (Dutch). Elicit/Explain that the abbreviation ZAR stands for South African Rand. 2 Practise other compound nouns connected with cars. Write the first word of each compound noun on the board and 3 After doing the exercise, elicit/explain that the remarks are ask students to complete the compound noun. Alternatively, abbreviations. write a list of the second words in jumbled order for students to match. Examples include: brake pedal, exhaust pipe, gear 4–6 Read the instructions to the class, put them into pairs and stick, number plate, steering wheel, windscreen wiper. get them to do the exercises together. 3 If you are teaching in an English-speaking environment, 7 Get students to discuss their answers and reasons together you could show the class some road signs (from the and then take a class vote. Highway code or a road atlas) and ask students to say what they mean. Encourage them to use should/shouldn’t More activities and must/mustn’t. 1 Students look at the Avis South Africa website 4 Write on the board or dictate the following. Then ask students www.avis.co.za and find out if Claudio and Flavia would to mingle and find someone who fits each description. pay less if only one of them drove the car. Would they have to pay more if they were under 21? Students could Find someone who … also look at the Avis website for the Terms and conditions a has had a flat tyre that are included in this section and find out how much b can’t drive prices have changed since Real Reading 3 was published. c has broken down on a motorway d has hit an animal 2 Ask students about the currency of their own country. e has been stopped by the police Then ask them any other currencies that they know. f has run out of petrol Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit3 Somewhere to live Put students into pairs and ask them to brainstorm different 6 Students can discuss the question in pairs and then they can buildings etc. where people can live (e.g. a bungalow) and how compare their answers in a whole-class discussion. people can find new places to live (e.g. in a newspaper). Collate answers on the board, encouraging students to write down any Did you know … ? new vocabulary. Ask students if you can find accommodation in the same ways in Get ready to read their country. • If you are teaching in an English-speaking environment, tell Class bonus students to circle words so that the sentences are true about their home in their own country. You could collect students’ advertisements and then photocopy Ask someone to read out the first sentence so that it is them onto one piece of paper for the class. Afterwards, get true for them and get other students who circled the same feedback. word(s) to raise their hands. Repeat this procedure for the first sentence and then with the other three sentences. More activities Alternatively, you could encourage other students who have circled the same words to agree by saying So do I. You could make and photocopy a page of advertisements, and students could do Exercise 6 again, replacing Cambridge • If you are teaching in an English-speaking environment, you with the town/city where they are studying. could ask students how they found the accommodation where they are currently living. B Signing a contract Did you know … ? A Looking for a room Elicit/Explain the words tenant, tenancy, landlord, landlady and 1 Read the instructions to the class and get answers to the witness. If you are teaching in an English-speaking environment, questions. Then, get students to do the exercise. While ask students if they have signed a tenancy agreement. students are working, draw a table on the board, five columns 1 Before doing the exercise, remind students that to scan the by five rows; along the top row, write the following: Question, a, b, c, d. text for the information needed, it is not necessary for them When students have finished, get students at random to read to read each word in the text. In order to encourage students out a question each. Write the first four good/correct ones in to read quickly, set a time limit (say, one minute) or you the first column of your table (under Question). could ask them to raise their hands when they have found the answers. 2 Before doing the exercise, get students to copy the table 2 Check answers before doing Exercise 3. onto paper. This will help them record their answers more 3 Before doing the exercise, elicit/explain wireless. easily. After students have looked for the answers to the 4 After doing the exercise, students could role play a tenant/ questions on the board in the advertisements and you have landlord discussion, using these questions and others. checked their answers with them, ask them for the answers to the two example questions in Exercise 1. Ask the first Focus on … formal language question, and get four students to answer – one for each advertisement. (When is it available? – Room a is available Read the instructions to the class and then get students to find from the beginning of February, There is no information for and underline terminate and becomes due in Agreement A. Room b, Room c is available from the 8th of January, Room d is available now.) Repeat this procedure with the second More activities question. (Is it near the city centre? – Room b is ten minutes on foot from the city centre. The other advertisements do not 1 Ask students to read the contract again and underline any say – so they are probably not near the city centre.) unknown language. Students can then work in pairs to Put students into pairs. Students take turns to read out other help each other. If necessary, you can clarify anything they questions they wrote in Exercise 1 for their partner to answer. are still not sure of. 3 Read the instructions to the class, give students some time to 2 Ask students if they would like to live in a rented flat with a read the advertisements and then ask the class the question. tenancy agreement like this one? Which conditions in the agreement do they think are reasonable/unreasonable? 4 Read the instructions to the class and get students to do the exercise. Check the answers by writing them on the board so 3 Ask students about tenancy agreements in their own that students can check their spellings. country. How similar are they to the one they have just read? 5 Before doing the exercise, remind students to give reasons for their choices. They can then work in pairs and compare their PHOTOCOPIABLE © Cambridge University Press 2008 choices. You could then take a class vote and find out the most popular choice of room.
Real Reading 3 by Liz Driscoll Teacher’s notes Unit4 I’ll check it in Write the unit title on the board, elicit that you would most likely B Where’s my luggage? 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 In pairs, ask students to brainstorm different places in an context is a separable phrasal verb. airport (e.g. the check-in desk). Collate answers on the board, In pairs, ask students to brainstorm different items that people encouraging students to write down any new vocabulary. can check in (e.g. a suitcase). Collate answers on the board, encouraging students to write down any new vocabulary. 1–2 Read the instructions to the class, get students to do the exercises, and then get feedback from the class. Get ready to read 3 Before doing the exercise, elicit/explain meaning of optimistic • After checking the answers with the class, ask students to and its opposite and noun forms (pessimistic, optimist, and name the items of luggage they have with them in the optimism). classroom. 4 Before doing the exercise, elicit that the photo shows Miklós’s • Ask individual students which items of luggage they usually luggage at Paris Charles de Gaulle. travel with. Ask students if they have ever lost their luggage Read the instructions to the class. Ask students to point to while they were travelling and what happened. the baggage check label, the boarding card and the label on Miklós’s rucksack in turn. A How much luggage have you got? Did you know? Learning tip Before reading, ask students if they notice anything interesting Make sure that students read this before doing Exercise 1. After about the names of the airports that are mentioned on these students have read it, ask them if this is how they read in their two pages (they are both men’s names). mother tongue. Ask students if they know anything more about Charles de Gaulle and Lester B. Pearson. 1 Before doing the exercise, read the first sentence of the instructions to the class. Ask students if they have ever been More activities to Paris or Toronto and how they got there. You could ask students if they know any other airports which 2 Before doing the exercise, elicit/explain that the abbreviation are named after famous people and ask them what they lb is short for pound(s) and that the abbreviation in is short know about the people. If you like, you could ask students to for inch(es). Get students to do the exercise and then check choose one of the people and find out about this person on their answers. the Internet. (Examples include: Alfonso Bonilla Aragon (Cali, Colombia), Bandar Seri Begawan (Brunei), Chiang Kai 3 Before doing the exercise, elicit/explain meanings of Economy, Shek (Taipei, Taiwan), Cristoforo Colombo (Genoa, Italy), Business, First Class, etc. and explain that different airlines have JF Kennedy (New York, USA), Jomo Kenyatta (Nairobi, different kinds of names for services. After students have done Kenya).) the exercise, ask them if the baggage restrictions are similar to those of airlines they have flown with. 4-6 Read the instructions and the questions, give students some time to read the webpage and do the exercises, and then check their answers. 7 Ask the class these two questions. Focus on … the prefix over Ask students to find two words in the Excess Baggage Fees webpage which begin with the prefix over (overweight, oversized). Elicit that the prefix over means ‘too much’ in these cases. After students have completed the sentences, put them in pairs and get them to write down other words with the prefix over. The first pair who write down ten should shout Stop! Write the winners’ answers on the board and one word from each other pair, encouraging students to write down any new vocabulary. Class bonus Ask students to share any particularly interesting answers their partners gave with the class. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit5 I’ll be at home Put students into pairs and ask them to think of as many words B Run the cold tap as possible beginning with the letters ma (the longer the better). The first pair who write down ten should shout Stop! Write the In pairs, ask students to brainstorm different phrases with winners’ answers on the board and one word from each other run, including phrasal verbs (e.g. The course runs for a year; pair, encouraging students to write down any new vocabulary. run down; run in the family). Collate answers on the board, Proffer mail if it is not already there, and elicit its meaning, encouraging students to write down any new vocabulary. highlighting the fact that this word has the same pronunciation Elicit/Explain that run in the heading means ‘turn on’. Elicit the as male (but has a different spelling and meaning). opposite turn off. Get ready to read 1–4 Read the instructions to the class, get students to do the exercises and then check the answers. Before doing the first task, ask the pairs to brainstorm different kinds of mail you might receive, e.g. a postcard. You could bring Focus on … phrasal verbs some realia to class to show students, e.g. a postcard, a leaflet, etc. Elicit the negative meaning of junk mail. After doing the exercise, ask students to suggest other phrasal Check the answers by saying each item and asking students to verbs with off. (Examples include: call off, finish off, go off, raise their hand if they have ticked it. put off, set off, show off, take off.) Ask students to make personalized sentences with these phrasal verbs, e.g. The last A Sorry, you were out time I went on holiday, my plane took off 15 hours late. Focus students on the section heading and compare it with Extra practice the unit title. Check that students understand by writing I was out; I was at home; I was in on the board and explaining the Before doing the exercise, brainstorm ways of saving electricity differences/similarities in meaning. with the class, e.g. share a bath, don’t use a dishwasher, and ask students to write them down. A homework activity can be to see 1–2 Read the instructions to the class, give students some time how many of the class’s ideas are on the website. to read the card and do the exercises, and then check the answers with the class. More activities Did you know … ? 1 Elicit/Explain that household appliances are ‘electrical equipment with a particular purpose in the home’. Ask Elicit/Demonstrate that the pronunciation of Thames is /temz/. students to name as many household appliances as they If teaching in an English-speaking country, check problematic can and write a list on the board. (Examples include: CD pronunciation of nearby places. player, cooker, dishwasher, tumble drier, DVD player, fan, fridge, freezer, microwave, TV, vacuum clearner, washing 3 Before doing the exercise, remind students that it is not machine.) Then ask students to put the appliances in necessary to read each word in the text. In order to encourage order of importance or to choose three they could not live students to scan the leaflets, you could set a time limit (say, without. You could take a class vote to find out which are one minute), or you could ask them to raise their hand when the most and least useful appliances. they have chosen the correct endings for the sentences. 2 Write the phrase do her washing (from Exercise 3) on the 4 Read the instructions to the class. Give students some time to board. Ask students to suggest other phrases which fit the read the statements to prepare themselves for reading. Get pattern do her/the …ing. (Examples include: cleaning, them to do the exercise and then check the answers. cooking, dusting, ironing, shopping, vacuuming, washing up.) Then elicit/explain the difference between do the 5 Before doing the exercise, elicit/explain that RG17 3PE is a shopping (shopping for specific things) and go shopping postcode specifically for Reading. (the activity of shopping in general). Ask students to Read the instructions to the class, get students to do the make personalized sentences with these phrases, e.g. My exercise and then check the answers. mother does the shopping every Thursday afternoon. More activities 1 Do a quiz: put students into pairs, say the English names for some large rivers and ask students to write down which countries they run through. 2 Elicit that re in redeliver means ‘again’. Ask students to suggest other verbs that the prefix re can be used with. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit6 A weekend in Wales Get ready to read More activities • Instead of doing this exercise, take big pieces of paper into Tell students (in an English-speaking environment) to imagine class (if you cannot, A4 will do) and get students in pairs to that you are going to visit their country. If you are teaching draw the outline of the UK. Call out the four countries and a group in their own country, ask students to prepare an their capital cities, and ask students to write them in the itinerary for you. What places would they recommend you to correct place on their maps. visit? Encourage them to do some research on the Internet Particularly if you are teaching in the UK, you could also call and print out any information that you may find useful. out other cities or famous places and get students to write them on the map, e.g. Manchester, Big Ben, etc. Display the B Your room will be ready for you best map on the board/wall, at least for that lesson. 1 Read the instructions to the class and get students to do the • With books closed, ask students to brainstorm things they exercise. Try to monitor what individual students are writing as know about Wales. Do not get any feedback on this. Then get closely as possible. Check the answers by writing them on the them to discuss whether the statements are true or false. board so that students can check their spellings. A Find your Welsh holiday here 2 Ask the class this question. 3 Read the instructions to the class and get students to do the Ask students where you might find the heading Find your Welsh holiday here. Elicit that it could be in a holiday brochure or on exercise. Again, try to monitor students closely. the Internet. Check the answers with the class. Get one student to ask a question from Exercise 1 and another student to give the 1 Before doing the exercise, elicit the words village, town, city answer. Write any answers on the board you feel students are and cathedral and their meanings. Explain that in the past any having particular difficulty with. town in Britain that had a cathedral was called a ‘city’. Alternatively, students could use the information in the letter Get students to do the exercise and check their answers. to role play the phone conversation between Sebastian and Ceri Morgan. Learning tip 4–7 Get students to do the exercises and then check the Make the point that Geraint has told Sebastian/students about answers. St Davids – this is what they already know about the topic. Focus on … should 2 Before doing the exercise, elicit/explain the meaning of bed and breakfast and ask the class if anyone has stayed in one. After checking the answers, ask students which of the sentences Get students to do the exercise and check the answers by Ceri Morgan could have written (a, c, d, f, g). writing them on the board so that students can check their Tell students to imagine that they are Ceri Morgan and to spellings. complete the following four sentences (example endings are given in brackets): 3 Before doing the exercise, explain that St David’s is in an area called Pembrokeshire. Get students to do the exercise. a Should you forget your cheque book, (you will have to pay After checking the answers, tell students that Sebastian’s cash). friends all reply that they like the sound of the bed and breakfast. They are happy to share rooms but not to share b Should you arrive before 2.00pm, (your room may not beds. Ask students what kind of accommodation Sebastian necessarily be ready for you). should book for them at Ramsey House (two twin rooms). c Should you wish to smoke, (you will have to go into the 4 Read the instructions to the class, get students to do the garden). exercise and then check the answers with the class. d Should we re-let your rooms, (you will receive a refund). 5 Ask the class these questions. More activities Extra practice 1 Discuss the layout of formal letters with the class. Draw Alternatively, students can find out about other parts of Wales the attention of the students to the position of the which they might like to visit. For example, ask them to find addresses and the date, and the beginning (Dear Mr out about Snowdonia or Anglesey. Students could then use Rose) and ending of the letter (Yours sincerely). this extra information to plan, say, a week’s visit to Wales, using stayinwales.co.uk. 2 Students can look at Ramsey House on stayinwales.co.uk and find out if any of the information about the B&B has changed. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit7 I saw an article about it Before students open their books, introduce the lesson by B A walk in the park playing hangman on the board with the word magazine. Tell them that this is often abbreviated to mag. Brainstorm different 1 Put students into pairs and get them to do this exercise types of magazine. Bring in some realia (real magazines in together. You may need to give them dictionaries. Check the English) to show the class. answer with the class. Get ready to read 2 Ask the class this question. 3 Get students to read the three options before they read the • Say each type of magazine in turn and ask students to raise their hand if they read this type of magazine. text. Encourage them to skim the article by setting a time limit (say, one minute) or you could ask them to raise their • Find out if there is anyone in the class who does not read or hands when they have found the answer. buy magazines. 4–8 Get students to do these exercises in pairs or small groups, and then check their answers as a class. A Call of the wild 9 Before students read the text you could ask them to suggest what the rangers would have done. They then read and 1 Ask the class the question. check their answers. 10 Ask students to discuss their answers with their partner 2 Ask students the questions and, if any of them have ever before taking a class vote. been on safari, ask where, when and what they saw. Ask the class what other animals you might see on safari. Extra practice Did you know … ? Students could find out about an animal and then describe it to the class without saying the name of the animal. The other Ask students if they know any other words from other languages students have to work out which animal is being described, by which are used in English. If you are teaching a monolingual only asking questions beginning with Is, Does or Has so that the group, you could compile a class list of words from their mother first student can only say yes or no. tongue which are used in English. More activities 3–4 Read the instructions to the class, get students to do 1 Elicit/Explain that Kruger is a national park. Ask students the exercises, and then check the answers. Afterwards, ask students who have not been on safari if they would like to go. to suggest other collocations which include the word park Would they prefer to go in the wet season or the dry season? and write a list on the board. Then read out the following definitions and ask students to decide what type of park 5–6 You could split the class into two groups and get each to do they describe: one of these exercises. Then you could pair one student from a an area that is specially designed to have offices, small one group with one from the other to compare answers. factories, etc. (business park) 7 Put students into pairs to do this exercise and then get b a large enclosed park where wild animals are kept and feedback from the class. can move freely, and can be watched by visitors driving More activities through in their cars (safari park) c a park with entertainments, such as games, machines to 1 Do a board race: write the alphabet in two lists on the ride on, restaurants, etc. (theme park) board; put students into two teams, giving each team a d a place where vehicles that people live in can park (US) different colour of pen/chalk; a student from each team (trailer park) has to run up and write the name of an animal beside a e an area of large stores outside a town/city centre (retail letter, e.g. lion beside L; then he/she runs back to his/her park) team and gives the next person the pen, who repeats the 2 Ask students to find out about Kruger National Park. You above; only one animal (by either team) can be written could give them some questions and ask students to find bedside each letter. The winning team is the one who has out the answers on the Internet, e.g. Can you drive your written the most animals. Then ask students to discuss own car around Kruger? with a partner where they might see some of the animals, e.g. at the zoo, in the park, etc. PHOTOCOPIABLE © Cambridge University Press 2008 Write the following on the board: a If you camp… b If you stay in a lodge… c If you go on a game drive… d If you go on a walking safari… e If you go on a boat… 2 Ask students to think about the disadvantages of each situation and complete the sentences in their own words. Get students to compare what they have written in small groups. Monitor this activity closely, and make individual corrections where necessary.
Real Reading 3 by Liz Driscoll Teacher’s notes Unit8 In the newspapers Bring in some realia to show students. You could exemplify the B Should I wear a helmet? difference between a tabloid and a broadsheet newspaper. 1 After doing the exercise, highlight the fact that helmet appears Get ready to read in the section heading too. Put students into pairs and get them to do these exercises 2 Ask students who cycle which of the things they do and do together. Get feedback from the class. not do. A Bikes are everywhere! 3 If the headline does surprise students, ask them why. Write the first three words of the headline (Cyclists with helmets …) on Focus students on the section heading and ask if they think it is the board and ask students to suggest other ways in which the true that bikes are everywhere and/or where it might be true. headline could have ended. Find out how many students have a bike, and when and why they use it. 5 Before doing the exercise, tell the class that Dr can be both a 1 Read the instructions to the class and then get students to medical and an academic title. Many university lecturers have the title Dr. discuss the question in pairs. Check the answers with the class. 6 Read the instructions to the class and get students to do the 2 Emphasize the point that we often skim a text quickly the exercise in pairs. Check the answers with the class. first time we look at it. Set a time limit for students to do the exercise and then check the answers. 7 Students can discuss the question in pairs. They can then 3 Get students to do this exercise in pairs. Then check the compare their ideas in a whole-class discussion. answers with the class. Focus on … synonyms Learning tip Before doing the exercise, ask students to name other pairs of Ask students if they read a newspaper in their own language in synonyms. (Examples include: little/small, client/customer, rich/ the way the tip describes. wealthy.) 4 Set a time limit, say five minutes, for students to look at the After doing the exercise, you could also introduce the word antonym (words with the opposite meaning). texts and consider the six factors in pairs. Get feedback. 5 Get students to decide which extract they are going to read. Try More activities to get equal numbers of students to read each article. Students 1 Cut out several different articles – at least one article for can work in pairs with someone else who has chosen the each student – from one newspaper. Write a number same extract, and help each other to understand the text and (1–20, etc.) on each article. Students skim the articles and identify the main points. Get feedback from the class. make a list (1–20, etc.) of the sections of the newspaper that the articles have come from. Students can then Class bonus choose one article each to read more carefully. After reading each of the other two extracts, students work with 2 Ask students to name other parts of the bike or items two different partners, one who has read one extract carefully connected with cycling. (You could encourage students and the other who has read the other. Each student can help the to find words in a dictionary before the next lesson.) other two members of the group with the meaning of any text Examples include: bell, brake, chain, frame, gears, they have underlined. handlebars, mudguard, pedal, seat/saddle, spoke, valve, 6 Ask students to discuss these questions with a partner. Get wheel. feedback from the class. 3 Encourage students to find another newspaper article or item from the Internet whose headline surprises or Extra practice amuses them. In a later lesson, students can tell the class why the headline surprised or amused them. Ask students if they ever read English-language newspapers. Ask students to comment on any differences and similarities 4 Encourage students to start making a list of synonyms. For they have noticed between English-language newspapers and example, they could reread some of the texts in this book newspapers in their own languages. and find pairs of synonyms. They can then use their lists to test each other. For example, they choose 12 pairs of More activities synonyms and write them in jumbled order in 2 lists for their partner to match. Get students to list sports on the board. Students decide whether do, go or play collocates with each of the sports they have mentioned. For example: do judo/karate/yoga, go running/sailing/skiing, play badminton/golf/tennis. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit9 Safety at work Put students into pairs and give them a time limit of, say, two More activities minutes to list as many jobs as they can. Write the winning pair’s words on the board, and one from each Practise one-syllable words with one spelling and two other pair. Encourage students to write down any new vocabulary. pronunciations (homographs). Ask students to find such a From the words on the board, ask students to discuss with word in the second paragraph (close). Get students in pairs their partners which job they would most like to do, which job to think of more examples. Collate them on the board. Ask they would least like to do, the job which requires the most students to pronounce each word and to use it in a sentence. intelligence and the job which involves the most danger. (Examples include: use /ju z/ verb and use /ju s/ noun; read Get feedback from students, particularly on the last question. /ri d/ infinitive and read /red/ past simple and past participle.) Get ready to read B Fire safety procedures • Ask someone to read out the first sentence so that it is true 1 You could write the following situations on the board: If you for them and get other students who circled the same word discover a fire and If you here the fire alarm and ask students to raise their hand. Repeat this procedure once more for the to think of ways to complete the sentences. Students can first sentence and then with the other four sentences. then check their ideas in the text. • After doing the exercise, ask students if they have ever had to 2–3 Discourage students from using a dictionary. Encourage carry out these instructions. them to try and work out the meaning (or at least the word class, e.g. verb) of the words from the context. • After doing the exercise, ask students where the nearest fire extinguisher and fire station are. 4 This activity could have three stages: first, the students work alone, then with a partner, and finally with you and the class. Do A Help prevent fire not just ask if they understand the words: ask concept questions to be sure, e.g. Does vacating mean going in or going out? 1 After students have written three sentences, you can ask individual students to read out a sentence each. Write the first Did you know … ? three correct/good sentences on the board. Ask students who are from non-European countries what the 2 Before doing the exercise, ask students to look for the three numbers for emergency services are in their country. ideas on the board, rather than their own, so that you can Read the instructions to the class. Give students some time to check their answers more effectively. read the answers. Put them into pairs and get them to do the exercise together. Check the answers with the class. 3 This exercise could be adapted by dictating the sentence halves to the class and getting students to write them on slips Focus on … compound nouns of paper before matching them in pairs. With books closed, you could even give pairs the beginnings first and ask them to After doing the exercise, ask students if they know any other predict their endings. compound nouns with fire, e.g. fireball. Ask students to read the leaflet again and find other compound 4 If you did as suggested above, students can now move the nouns. (Examples include: alarm call points, assembly point.) sentences into the correct order. 6 After checking the answers, ask students what they would do 5 Before doing the exercise, highlight the structure of the if the fire alarm started ringing now. definitions, i.e. A fire exit is a …, A fire door is a… More activities Learning tip 1 Write the word suspect on the board. Use the word as a Ask students which kind of dictionary they use. Which do they noun and as a verb in example sentences (If you suspect prefer and why? there is a fire, Police are looking for the suspect) and elicit 6 Before doing the exercise, you could divide the class so that that the stress is on the first syllable when the word is a noun and on the second syllable when it is a verb. Elicit a student with a bilingual dictionary is working with a student and practise other two-syllable words with one spelling with a monolingual dictionary. They can then compare how and two different stress patterns, e.g. decrease. much information each dictionary gives. After students have checked the meaning of the words, ask 2 Ask students in pairs to brainstorm different ways point individual students to read out a word each. Check can be used. Remind them that it can be used as a noun pronunciation. or a verb. Collate ideas on the board and encourage students to write down any new words or phrases, e.g. to Class bonus point at something; to make an interesting point Check students’ lists of points in a whole-class discussion. 3 Put students in groups and ask them to create either a fire Students could also consider the safety of the building in which safety poster or a leaflet for the school. they are studying. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit10 Lines of communication Ask students in pairs to brainstorm different ways people can B Leaving and joining communicate with each other (e.g. by phone). Collate ideas on the board and encourage students to write down any new words Explain that this section of the unit is about someone resigning or phrases. from their job and someone replacing them. Get ready to read 1–3 Put students into pairs and get them to do these exercises together. Check the answers with the class, encouraging • Before doing the exercise, check that students understand students to explain their answers. over (sentence 3) as an alternative to more than. After doing the exercise, ask someone to read out the first 4 Before doing the exercise, elicit/explain a strategy for this sentence so that it is true for them and get other students exercise: read the list of topics before reading the text and who circled the same word to raise their hand. Repeat this skim the text in order to match the topics with the paragraphs. procedure once more for the first sentence. Ask individual students to give reasons for their answer. Repeat this Extra practice procedure with the other four sentences. Ask individual students to give reasons or explanations for their answer, and You could encourage students to read the notices on the school to give examples. noticeboard by dictating a few questions which students have to find the answers to before the next lesson. • Put students into pairs and get them to do the exercise If you are teaching a monolingual group in their own country, together. Get feedback from the class. discuss with the class places in the town/city where students can read written English. A I copied you in 6 Put students into pairs and get them to discuss this question 1 Make sure students read the Learning tip before doing together. Get feedback from the class and ask those who Exercise 1. After checking the answers, ask students who has have left a job if these events, or any others, took place. been copied in on one of the emails (Ben Parker, email b). Ask students who they think this person might be (he could 7–9 Give students some time to read and do the exercises, be the person from Marketing who asked for help). before checking the answers with a partner. Confirm the answers with the class. 2–4 Read the instructions to the class, put students into pairs and get them to do the exercises together. Check the answers 10 Students can also consider whether they would like to work with the class. at Bishops. 5 Read the instructions to the class. Give students time to do More activities the exercise. Check the answers by writing them on the board so that students can check their spellings. 1 Ask students to look at the notice again and underline any standard phrases that are not specific to Vincent, e.g. Focus on … collocations I am pleased to announce that, has been appointed to the position of; will be joining us on. Now students have a After checking the answers, elicit/explain that you can also template. Ask them to produce a similar notice using this arrange a meeting. Ask students to suggest other collocations language, announcing their employment at an imagined with a meeting, e.g. address. company. 6–7 Ask the class these questions. 2 Get students to read through the texts in the unit and identify all the words connected with work. They can More activities then use some of the words to describe their current job 1 Students could exchange email addresses so that or a job they have done – either in a speaking exercise with a partner or in a written paragraph for homework. everyone has each other’s contact details. You could also Vocabulary includes: marketing, conference, team, give the class your email address so that students can working lunch, department, job title, position, colleague, contact you if they are going to miss a lesson, cannot resign, temporary, permanent, role, database, career. remember the homework, etc. 2 Ask students if they receive any emails in English, 3 Get students to name departments in a company. especially in the workplace. Examples include: Administration, Credit Control, 3 Ask students if they have been to New Zealand and to the Finance, Marketing, Offices Services, Production, Project places mentioned in the emails. Encourage travellers to Development, Sales, HR. tell the class about their experiences. If students have not been to New Zealand, encourage them to say what they know about the country. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit11 Any comments? Set a time limit and ask students in pairs to think of as many B Report on questionnaire feedback words beginning with q as they can, the longer the better. Write the winning pair’s words on the board, and any other words 1 Before doing the exercise, remind students to skim the report from each other pair, encouraging the class to write down any rather than read each word. new vocabulary. Examples include: qualification, quality, quarter, queen, question, queue, quick, quiet, quite and quiz. If not 2 Ask the class this question. already on the board, elicit/explain questionnaire too. 3 Make sure students understand what they have to do. Get ready to read 4 Elicit/explain that you could also say the highest rated instead • Find out by doing a class survey which of the four named of the most highly rated and that an alternative to the lowest types of questionnaire students have been asked to fill rated would be the least highly rated. in. Have they always filled them in? Then ask students to describe other types of questionnaire they have filled in. 5 Get students to read the rest of the text to find the criticisms. • Before doing the exercise, elicit from students what happens Learning tip after people fill in questionnaires (they are analyzed and someone else writes a report about / gives feedback on the Ask students if they can think of any other words and phrases findings). that are used to link facts and ideas. For example, the words so (expressing a result) and too (adding something) are used a lot. A Holiday questionnaire 6 After checking the answers, you can ask students which 1–4 Before doing the exercises, ask students to scan the criticisms Mountain Travel has done something about questionnaire on page 55 and find the name of the client (Bedrooms at Turist Hotel, Picnic lunches provided by Vila (Mr Drummond). Remind students that it is not necessary for Orel and Turist Hotel). them to read each word in the text. Put students into pairs and get them to do the exercises 7 Ask the class these questions. together. Check the answers with the class. Focus on … linking words Did you know … ? After checking the answers, ask students to suggest other Ask students if they know of the places that are mentioned in sentences beginning with a linking word which could be inserted the description of Slovenia, if they have visited Slovenia and if not, at other points in the bulleted paragraphs. For example: whether they would like to or not. Bedrooms at Turist Hotel: these are a rather dull brown, but the manager assures us that the hotel will be refurbished this 5 After checking the answer, ask students to change sentences winter. In other words, the rooms will be totally redecorated and b and c so that they are true. updated. In addition / Furthermore, new lighting will be installed in each room. As a result, we are unlikely to get any further 6 Students can discuss their ideas in pairs or small groups, and comments about the décor of the hotel. then compare their suggestions with those of other pairs/ Noise from wedding parties: this can be loud enough to keep groups in a whole-class discussion. guests awake at night. For example, three of our clients who stayed at the Bella Vista in June said that the music didn’t stop 7 After checking the answers, you can ask students to read the until 4am. Since most of our guests stay at the hotel on Saturday questionnaire and the comments again, and find out as much night … as they can about the three hotels. Ask them which hotel they Ask students to give example sentences which include linking would prefer to stay in. words and expressions. For example, write the sentence I go on holiday once a year on the board. Students then continue the sentence or begin a new sentence with one of the linking words. More activities Extra practice 1 Students can do some research on the Internet about the Alternatively, students can choose another country which they places mentioned in Did you know? or about Slovenia in would like to visit, or they can find out about hotels in their own general. They could go to www.solvenia.info and find out country. about other types of active holiday. 2 Ask students if they have ever had a bad experience on holiday, and whether they complained about it or not. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit12 I’m going to apply Write the unit title on the board, and, with books closed, ask Extra practice students in which situations they might say this phrase (e.g. for a job). Tell them that this unit is about applying for a job. If you are teaching in an English-speaking environment, get In pairs, ask students to brainstorm ways in which you could students to cut out a job advertisement that they might be find a new job (e.g. look in a newspaper). Collate ideas on the interested in in the town/city where they are studying. They can board, encouraging students to write down any new vocabulary. tell the class about the job and why they would like to apply for it. Get ready to read More activities • Before doing the exercise, elicit/explain Human Resources 1 Students can use the questions in Exercise 2 to interview a department and recruitment agency. Check the answers by partner about their ideal job. Afterwards, they could create saying each item and asking students to raise their hand if ‘the perfect job advertisement’ which matches what their they have ticked it. partner wants. • Encourage students to tell the class about any jobs they have 2 Students can look for other types of advertisements in applied for. English in newspapers and magazines. Examples include advertisements for property, businesses and tourist • Check the answers with the class. Read out the example attractions. yourself, and then get individual students to read out the other sentences in order. B Further to our telephone conversation A I’ve seen an advert Learning tip Focusing on the section heading, elicit/explain that advert is Referring back to the section heading, elicit/explain its meaning short for advertisement (and that it can be shortened even and that further to and telephone are formal, telephone being further to ad). more formal than phone. 1 Before doing the exercise, ask students in pairs to brainstorm 1 Give students some time to do the exercise and then put everything they know about Ireland, including the name of its them into pairs so that they can compare their answers. capital (Dublin). Then ask students if any of them have been Check the answers with the class. to Ireland and encourage them to share their experiences. 2 To encourage students to read quickly, set a time limit for this 2 Before doing the exercise, point out that the advertisement exercise. may not include the answers to all the questions. This is what can happen in real life: when we read, we do not always find 3 Ask students to scan the letter and find the six more formal the answers to questions we want answered. words (in italics) from Exercise 1. You can explain that the words are listed in the order in which 3 Before doing the exercise, elicit/explain the meaning of keen. the more formal alternatives appear in the letter (employment After doing the exercise, invite individual students to read out is the first). the sentence which is true for them. Encourage other students to raise their hand if they have ticked the same sentence. 4 Monitor students closely while they are doing this exercise. In the feedback stage, write a correct student’s answer on the 4 Before doing the exercise, point out that there are six bullet board for each formal phrase. Remind the class that there is points, but only five qualities, so one bullet point will not be more than one correct answer. used. After checking the answers, point out that bullet points 2–6 5 Ask the class this question. refer to the type of person needed, whereas bullet point 1 refers to the job-related skills the person must have. Did you know … ? 5 Get students to discuss their answers to these questions in Refer back to the letter on page 60 and also give example pairs. Then get the answers from the class. Elicit/Explain what situations of when you might not know the name of the person a CV is, and then ask students in pairs to brainstorm what you are writing a letter to (e.g. writing a letter of complaint to the information a CV usually includes (e.g. qualifications). Collate manager of a restaurant you received bad service in). ideas on the board, encouraging students to write down any new vocabulary. Focus on … the layout of letters 6 Put students into pairs and get them to read the extract and Before doing the exercise, elicit/explain the meaning of salutation. answer the questions together. Check the answers with the When checking the answers, ask students to correct any class. sentences that are not true. After doing the exercise, ask students to discuss with a partner 7 Get students to discuss these questions with a partner and how the layout of informal letters differs from that of formal letters, then take a class vote. using the sentences in the exercise as a guide. Get feedback by conducting a whole-class discussion. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit13 I’m off on a trip Introduce the lesson by playing hangman or an anagram game Class bonus with the word industry. Elicit its meaning and related words, e.g. industrial, industrialize, industrialization. Make sure that each student chooses a different country. Alternatively, students could write true/false sentences, as in Get ready to read Exercise 2. • Before doing the exercise, ask students in pairs, books closed, B Business etiquette to brainstorm different kinds of industries (e.g. agriculture). After checking the answers, ask students to say what each Focus the attention of the students on the section heading and icon shows. elicit/explain the meaning of etiquette. 1 Get students to tick the boxes and then compare with a • If you are teaching a multilingual class, after doing the exercise, get students to work with someone of a different nationality to partner. In a multilingual class, put students into pairs with compare lists. Alternatively, if you are teaching a monolingual people of different nationalities/cultures. class in their country, ask pairs of students to rank industries 2 Get students to do the exercise and then check the answers. according to their value, and come to class prepared with the 3 Before doing the exercise, do an example with the class. statistics for the country you are teaching in, from, for example, After checking the answers, you could ask students to read www.economist.com/countries/. the text more carefully and find other words which have a similar meaning to etiquette (protocol – point 7; A Economic structure courtesy – point 11). 4 Read the instructions and the steps to the class, put students 1 Before doing the exercise, make sure students understand into pairs, and get them to do the exercise together. Then the term Gross Domestic Product. check the answers with the class. 5 Get students to discuss the answer to this question with Learning tip a partner. In a multilingual class, get students of different nationalities to work together. Ask students if they ever have to read tables, graphs and 6 Get students to do the exercise and then check the answers. diagrams. In what situations? 7 As in Exercise 5, get students of different nationalities to work together. 2 Before doing the exercise, look at the example with the class. Elicit why the sentence is false. Elicit/Explain that rose in Focus on … the passive infinitive sentence 2 means ‘increased’ (and that its infinitive and past participle forms are rise and risen respectively). After checking the answers to sentences d–i, ask students Put students into pairs and get them to do this exercise if these sentences are all true about business etiquette in together. Afterwards, elicit/explain that utilities are services, Singapore (yes). such as electricity, gas and water, which are used by the public. Extra practice 3 After checking the answers, invite students in pairs to make Alternatively, students can research business etiquette in another other sentences about the information shown in tables c and country. In a multilingual class, they could research etiquette in d, which they can then read out to the class. Alternatively, a foreign partner’s country, then give feedback to this student to they can write true or false sentences in pairs, which they can see how many of the points he/she agrees with. then test another pair with. Another idea would be to group students and play a game of ‘Call my Bluff’: students choose a country and write three or 4 After doing the exercise, elicit/explain that pie chart takes its four sentences about etiquette in that country (the weirder the name from the word pie. It may be useful to bring in a picture better), one of them being false. The other students in the class of a pie. have to decide which sentence is false. Did you know … ? More activities You can ask students if they have visited Singapore. Encourage Students will find lots of other information about Singapore travellers to tell the class about their experiences. If students on the www.wikipedia.org website. They could find out more have not been to Singapore, encourage them to say what they about the different groups of people, for example, or the know about the country. geography of the country. Alternatively, they could find out about it as a tourist destination, or about Chinese New Year. 5 Read the instructions to the class and give students some time to do the exercise. Check the answers with the class. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes Unit14 Look it up! Focus the attention of the students on the unit title and elicit/ B It’ll be in here explain that look up is a phrasal verb. Ask students in what situation someone might say look it up (for example, when they 1 You could, with their books closed, dictate these questions to do not know the meaning of a word). Elicit/Provide the phrase the class. Alternatively, you could put students into pairs, and look it up in a dictionary. Point out that this has an idiomatic get one to dictate a–f to his/her partner, the other g–l. meaning, in contrast to the literal: look up at the sky. Get students to work with a partner to try to answer the questions. Discourage them from looking for the answers on Get ready to read page 69. Do not check the answers with the class. • If you can, bring in the reference books listed in this exercise 2 If you have the Chambers Book of Facts or a similar book, to show the class. you could bring it to the lesson to show students. Ask them if they know other fact books like this one. • After doing the exercises, ask students if they have ever used any of these types of reference books in either their own Did you know … ? language or in English. You could ask students if they know any other similes or A Alphabetical order proverbs in English. 3–4 Put students into pairs and get them to do the exercises Learning tip together. Check the answers with the class. Make sure students read the Learning tip before doing Exercise 5 Ask the class this question. 1. Get students to look in their own dictionary and check that it has words at the top of each page to help them find the word Class bonus they are looking for. 1–4 Read the instructions to the class. Take particular care in Make it clear to students that they should know the answers to the questions they write. They could find out the answers explaining Exercise 2. Put students into pairs and get them to themselves before including a question on their list. Students do the exercises. Check the answers with the class. can also choose a topic on the website 5 Students could do this exercise in pairs. If they are reluctant, www.soyouthinkyouknoitall.com and take part in the quiz online. get one student in each pair to close his/her book so that they have to work together. More activities Alternatively, give out small pieces of paper and get one student in each pair to cover the Across clues, and the other 1 If you are teaching a multilingual group in an English- to cover the Down clues. Students then have to communicate speaking environment, encourage students to go to the with each other verbally in order to complete the task. library and look at the range of reference books available. Focus on … pronunciation 2 If you have some other reference books – the Guinness Book of Records, the Book of Firsts, Philip’s World Explain that monolingual dictionaries always include a section on Factbook, the Usborne Book of Facts and Lists, for phonetic spelling, either at the front or the back of the dictionary. example – you can set some questions for students to Show the section/page to the class, and get them to find the find the answers to. same information in their own dictionaries. More activities 1 Encourage students to try other crosswords. If you are teaching a multilingual group in an English-speaking country, your students will be able to find crosswords in some of the newspapers (especially the tabloids). 2 Set your students a quiz in which they have to consult reference books to find the answers. If you have a set of reference books which you can bring to the class, this will encourage students to refer to the books rather than use the Internet (not that there is anything wrong with using this resource). 3 Write these phonetic spellings of words from page 67 on the board and ask students, in pairs, to write down (and Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to say) which words they refer to. in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. a /di saipl/ b / ailəndz/ c / teritriz/ PHOTOCOPIABLE © Cambridge University Press 2008 d /hu z/ e / taitli/ f / kemikəl/ g /aiən/ h /θru /
Real Reading 3 by Liz Driscoll Teacher’s notes Unit15 It’s on the shelf Focus the attention of the students on the unit title and elicit/ B 4.50 from Paddington explain what a shelf is. Elicit also the plural form shelves. Get students in pairs to brainstorm other words in English which Focus the attention of the students on the section heading and have irregular plurals. Collate ideas on the board and encourage elicit/explain that this refers to a train leaving London at this time. students to write down any new vocabulary. Alternatively, you could dictate ten or so singular nouns which 1 After doing the exercise, ask students if they know any other have irregular plurals to the class and ask them to write down Agatha Christie stories. Examples include: Appointment with their irregular plurals. Examples include: child, knife, man, tooth, Death, Death in the Clouds. mouse, sheep, wolf, fish, dice, leaf, cactus, analysis. 2–3 Get students to work in pairs to complete the sentences Get ready to read in Exercise 2. Do not check their answers at this stage. Students can check their guesses when they read part of the • Get students to form the question Do you enjoy reading fiction introduction to the book in Exercise 3. more than non-fiction? to ask their partners so that you can take a class vote. 4 Give students some time to read the extract and then ask the class the question. • After doing the exercise, say each type in turn. Students raise their hand if they have ticked the box. 5–7 Get students to do these exercises in pairs. • After doing the exercise, ask each question in turn and get one Focus on … adverbs student to answer. Tell other students who have underlined the same answer to raise their hand. Then ask the same question Ask students to read the blurb again and find three more adverbs to someone who has not raised their hand. Continue in this (helplessly, remorselessly, seriously). Elicit/Explain their meanings. way until you have asked each question four times. More activities A Using a library catalogue 1 Remind students that simplified readers are available at 1 Ask students to discuss their answers in pairs, but do not all levels. If they go to www.cambridge.org/elt/readers, check the answers at this stage. Tell students that they will be they can do a placement test and find out which is the able to check their answers in Exercise 2. most suitable level for them. They can then look at the list of titles available at this level and download a sample 2 Before doing the exercise, remind students to scan for the chapter. If your school has a library and there are readers information that is needed to answer the questions. In order in the library, encourage students to read or borrow them. to encourage students to read quickly, set a time limit. 2 Encourage students to choose a book from either the 3–4 Put students into pairs to get them to do the exercises library or a bookshop. Remind them to make sure together. Check the answers with the class. that there are not too many new words on each page. Recommend books that you think might be suitable for 5 When checking the answers, ask students to correct the your students (The Curious Incident of the Dog in the sentences for which the answer is N. Night Time is not too difficult, for example) and encourage them to recommend books to each other. 6 Get students to discuss answers to this question in pairs. Get feedback from the class. 7 After students have written down some key words, get them to compare with a partner, reminding them that there is more than one possibility. 8 Before doing the exercise, read through the Did you know? section with students. 9 Ask students to discuss the question in pairs. More activities Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to 1 If you are teaching a multilingual group in an English- in this publication, and does not guarantee that any content on such speaking environment outside Oxfordshire, encourage websites is, or will remain, accurate or appropriate. students to go online and find out how to use the library catalogue. Is the information given similar to that of the PHOTOCOPIABLE © Cambridge University Press 2008 Oxfordshire library catalogue? 2 Ask students to discuss in small groups if they have libraries in their countries, if they use them, what kind of people use them, what facilities there are, and how systems have changed in the last 15 years.
Real Reading 3 by Liz Driscoll Teacher’s notes Unit16 Read about reading Get ready to read More activities • After writing down the answers, get students to discuss them Students could also discuss how the Internet has affected with a partner and then have a whole-class discussion on the and will continue to affect the reading of books. They could topic. devise a survey about reading and carry it out in school or if you are teaching adults in an English-speaking country, they • Get students to discuss these questions with a different could go out of school to ask their questions. partner, before having a further whole-class discussion. Alternatively, they could create an online reading survey on www.surveymonkey.com. • Ask the class this final question. B How we read A Kinds of reading 1–3 Give students some time to do these exercises before 1 You could, with books closed, dictate these four sentences checking their answers with a partner. Check the answers with to students. Ask them to focus on the position of commas in the class. them. After they have written them down they could check with a partner for spelling and punctuation, before moving Class bonus on to discuss whether they agree or disagree with each. As feedback, read out each sentence, and get students to raise Get students in their pairs to underline unknown words and/or their hands if they agree. phrases in the text and try to paraphrase them together, using After doing the exercise, read out the following sentences the context around them. After an adequate amount of time, (from the New World Book entry) in random order and get collate difficult words and phrases on the board, encouraging students to say which of the paragraphs in Exercise 1 they are students to write down vocabulary from the paragraphs they from. have not read, and double-check meanings. 4 While looking at the example, elicit/explain that verbal in this b For example, they read their mail, street signs, traffic directions, billboards, the printing on television context means ‘relating to words’. commercials, package labels, and many other things that When checking the answers, get students to say why contain words. sentence c is false. 5–7 Students can discuss these questions in pairs and then c The sounds, in turn, form words that express ideas in they can compare their answers in a whole-class discussion. written or printed form. Focus on … prefixes and suffixes c A broader definition of reading links it more closely with other uses of language and with thinking. Remind students to scan the text for the base form (aware, select, etc.) of the words. You could set a time limit for this d However, the best way to learn to read may simply be just exercise. to read. Before doing the second part of the exercise, explain that h-l correlate with b-f respectively; therefore, they need to use the 2 Give students some time to read the paragraph and then ask word aware that is in b in h. the class the question. Students could also write more sentences using another form of the six base words. (Note that the only other form of aware 3 After checking the answers, you could elicit/explain that the apart from the base form itself is the adverb unawares.) sentences in Exercise 1 also include the most important points of the paragraph that they are part of. More activities 4–5 Get students to discuss these questions in pairs, before Encourage students to read the entry about reading on the getting feedback. www.wikipedia.org website. Ask them if this article covers the same topics as the New World Book entry, or does it cover 6 Read the instructions to the class. Give students some time to further topics? What can they learn about reading from the read the sentences. Then put them into pairs and get them to online entry? do the exercise together. Check the answers with the class. 7 Ask the class this question. Extra practice Students can think about the reading style they used or should have used with any text they have read. Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes Unit1 I’ll take it! Refer students to the unit title. Elicit or explain that this is More activities something you might say when you decide to buy something. Elicit some other phrases that might be said by a customer or a 1 Ask students to choose an electrical item that they might shop assistant. like to buy. Students then research the cost and guarantee conditions for the sale on various websites, and decide Get ready to read which is the best deal. • Get students to complete the exercise. Ask students if they 2 Ask students if they ever take out extended guarantees on have ever used these phrases (or the equivalent in their own anything they buy. They can research extended guarantees language). Encourage students to share some experiences on the Internet. Ask them to find out costs and what about taking things back to shops. protection each extended guarantee gives. • Get students to do the exercise. Invite individual students to B It’s a great movie! read out a sentence each. Encourage other students who have circled the same words to agree by saying So (do/have) Elicit or explain that movie and movie theater are the US I and Neither (do/have) I. Remind student to use Neither equivalents of film and cinema. The word movie is becoming when they have circled don’t/haven’t and never. much more common in British English, however. 1 Read the rubric to the class. Give students some time to read A Contact your personal adviser the texts. Put students into pairs and get them to discuss their Refer students to the receipt. Ask students who they think ‘your answers to the questions. Get feedback from the class. personal adviser’ might be in a shopping context (the sales 2 Get students to do the exercise. Ask students if they have assistant who sold you something). seen The Shawshank Redemption. Did they enjoy it? 1 Get students to do the exercise. Elicit or explain that you can Did you know …? say 99, 99p or 99 pence. Explain that prices in the UK are often £X + 99p; this sounds much cheaper than rounding the Ask students to name other films and/or actors that have won price up to the next pound. Oscars. Have any films from their country won the best foreign- language film? 2 Get students to complete this exercise and then refer them 3–4 Students can do these exercises in pairs. to the Learning tip. Elicit that in Exercise 1 students were 5–7 You could lead a class discussion around these questions. scanning for specific information, while in this exercise they are scanning for specific words. Extra practice 3–6 Ask students to answer the questions after reading each Students could also look for reviews of The Green Mile and/or relevant section (Section 3 for Exercise 6). Check the answers watch it in class. with the class. If you are short of time, you could have different students read different sections and then exchange More activities the information. 1 If you are teaching in an English-speaking environment, 7 Get students to discuss the questions. you could plan a trip to the cinema together. Before the Ask students if the guarantee on page 11 is similar to the trip, students could read about the film on the Internet or guarantee they would get for a DVD player or other electrical you could do some work on a text in class. item in their country. 2 Ask students to find out about either Tim Robbins or Focus on … the negative prefix un- with Morgan Freeman. They could write five true or false participles statements about one of them and then read them out to the class during the next lesson; the other students have 1 Get students to complete Exercise 1. Ask students if they to decide if the sentences are true or false. know any other verbs which begin with the prefix un-. 2 Get students to complete Exercise 2 and make sure they use the participle form. After students have completed the sentences, get them to write two or three sentences with other negative words which include un- + participle. If necessary, they can look in their dictionary for examples. You could also ask students to look for more examples of verbs beginning with un- in their dictionary before the next lesson. (Examples include: uncover, uninstall, unlock, unpack, unpick, unravel, unroll, unscrew, untangle, untie, unveil, unwind, unwrap, unzip.) PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes Unit2 Take care of yourself Look at the unit title with the class. Elicit or explain that this is More activities something you might say to someone who is going on a trip. Elicit other occasions when someone might say this. 1 Students could write six true or false sentences based on the text. They then exchange their sentences with a Get ready to read partner and decide if their classmate’s sentences are true or false. Get students to answer the first two sets of questions individually. Get feedback on the first set of questions by asking 2 Students can find out more about New Zealand on the students to talk about specific holidays they have been on. What New Zealand Tourism Board website www.purenz.com. did they read before they went away? Ask students to look at the Health section on New Zealand Get feedback on the second set of questions by asking in the chapter entitled Basics on the Rough Guides students who have ticked any of the boxes to tell the class what website www.roughguides.com to find out about two happened to them. Remind them to use the past simple tense more health hazards which are mentioned. when they talk about a specific incident. Elicit or tell the class that the photo shows the Abel Tasman B Top Tips: Healthy Travel Advice National Park in South Island, New Zealand. Ask students to suggest which of the health problems people might have there. 1 Get students to answer the questions in pairs. Elicit that Food and Water and Accidents and Crime were not mentioned in Did you know …? the guidebook because these do not pose major problems for visitors to New Zealand. Students could read this at the beginning or the end of this section. Ask students about the national symbol of their country. 2 Students can discuss what they already know before they If you are teaching in an English-speaking country, you can ask read the text – either in small groups or as a class. students if they know the national symbol of the country in which they are studying. 3 Get students to check their answers to Exercise 2 by reading the text. Ask students if only passengers on long-haul flights A What are the health issues? are at risk of getting DVT (no). Elicit or explain that anyone who spends much of their day sitting down – office workers, 1 Set a time limit for students to do this task – for example, one for example – is at risk. minute. After checking the answer with the class, ask students which two words in the introduction have a similar meaning 4 After getting feedback, elicit definitions of precautions and to problems (hazards, pitfalls). remedies from the students. 2 Remind students that it is not necessary to read every word Did you know …? in order to do this task. (Refer students to the Learning tip.) You could encourage them to read the first sentence of each Ask students to suggest other acronyms, e.g. FIFA (Federation paragraph – and if this sentence suggests that they might of International Football Associations), OPEC (Organization want to change their answer to the question in Exercise 1, of Petroleum Exporting Countries) and other initialisms, e.g. they could then read the rest of the paragraph. ATM (automated telling machine), BBC (British Broadcasting Corporation). 3–5 Get students to work through these exercises, checking as a whole class after each one. Try to discourage students from Extra practice checking the meaning of words that are not relevant to the task. When students have finished working on the text (and Ask students to look at the website to find out why people who have completed Focus on colloquial language), you may have had operations are at risk of getting DVT. want to encourage students to try and work out the meanings from context of other words, such as benign in paragraph 4. 5 Ask students to carry out some of the exercises. 6 Discuss this question as a whole class. More activities Focus on … colloquial language 1 Discuss with the class what other health risks there are on aeroplanes. Ask if anyone has ever suffered from jet lag. Get students to do the exercises, and then ask them if they Students can find out about jet lag on the NHS website. know any other colloquial words. Alternatively, give them a few examples, e.g. brolly (umbrella), crooked (dishonest), guzzle 2 Ask students to imagine that they have to write the section (eat/drink quickly, eagerly and in large amounts), pal (friend), Food and Water for the Top Tips: Healthy Travel Advice pest (annoying person), and ask them to find out their neutral leaflet. Ask them to give advice about eating and drinking. equivalents. For example: Avoid uncooked food unless you can peel it or shell it yourself. Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. PHOTOCOPIABLE © Cambridge University Press 2008
Search
