Real reading TNotes

Real Reading by Liz Driscoll Teacher’s notes Unit1 We’re here! Ask students to look at the unit title and explain that when we arrive somewhere, we can either say We’re here! or We’ve arrived! Get ready to read Ask students to complete the exercises, then encourage students to use the different kinds of transport in sentences about themselves, e.g I usually go to the city centre by bus 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 the places they go from are all in the text in Section B A At the airport Ask students to name airports in their country If you are teaching a monolingual group in their own country, you can ask students which airport(s) they have been to If you are teaching a multilingual group in an English-speaking country, you can ask students which airport they arrived at and which airport they left from (in their own country) Look at the example with the class Make sure that students know what they have to and that they know the words baggage, Customs, passport and airport Ask students to complete the exercise Check answers Look at the example with the class Make sure that students know what they have to Get students to complete the exercise Learning tip Remind students that when they come across an English word that looks similar to a word in their own language, they should ask themselves if the English word might have this meaning (This will mainly apply to speakers of European languages.) Use some concrete examples For example, the following Italian words are very similar in English: aeroporto (airport), guida (guide), città (city), minuti (minutes), centro (centre) Point out to students that they will find English very useful in English-speaking countries and also in other countries, such as Norway, where English is not spoken as a first language English is the international language of communication Ask students to complete the exercise Ask students to complete the exercise Point out that European languages that are based on Latin sometimes have similar words for the same thing If you are teaching a monolingual group in their own country, e.g Spanish students in Spain, you can ask students what the signs would say in their language If you are teaching a monolingual group in their own country, ask students if there are any English words on the signs similar to words in their language Encourage students to create a list of similar words and add to it when they find new, similar words Focus on … vocabulary Get students to complete the exercise and then personalize the words by writing them in sentences Remind students to note down useful words from each text they read Extra practice Ask students to suggest places where you can see English signs and notices Then ask them for English words they have seen Start a list on a large piece of paper Encourage students to add words to the list every time they come to school B Getting into the city Ask students which airport they read about in Section A If necessary, explain that in Section B students are going to read about getting (travelling) into Oslo from the airport 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 questions yourself, e.g Is it a nice place? Is it expensive? and then encourage students to join in Discuss the answers with the class Read out each sentence in turn and get students to raise their hand if they agree Once you have modelled the sentences, you can then ask individual students, What would you do, (Sachiko)? If you are teaching a multilingual group in an English-speaking country, you can ask students which of the sentences describe the airport they arrived at Remind students to look at the text but not to read it in detail Students can this exercise in pairs They can either work together to find the information in the website, or they can work on their own and then compare answers Class bonus If students worked with a partner in Exercise 4, they could now work with a different partner Alternatively, they could work with one partner to write the sentences and then read the sentences written by a different pair of students Extra practice Here are some other names of places in the centre of Oslo: Konserthus, Kulturhistorisk Museum, Nasjonalgalleriet Ask students for their names in English Ask students to complete the exercise Check answers Ask students to complete the exercise Students can this exercise in pairs Ask individual students how they would travel and why More activities Students could write an email to a foreign friend who is visiting soon, giving advice about travelling from the airport PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit2 What can I eat? Ask students to complete the exercise Discuss the pros and cons of a self-service breakfast Get ready to read • Read out the sentences that are true for you Then get individual students to read out one of their sentences • Make sure that students understand the meaning of the words that are not shown in the picture Ask if anyone has a phrasebook – this is often more useful than a dictionary for dealing with food and drink words • Ask students what they have for breakfast • Name items in your own favourite meal Write two or three words on the board Then ask individual students to name items in their favourite meal Write new items on the board until you have a class list B Here’s the menu Make sure that students understand the words vegetarian and desserts Look at the example Ask students to find the first word in the menu which gives the answer to the question (chicken) Read through the questions with the class Then ask students to look at the menu quickly and find the answers Make sure that students understand the word goat Ask students to complete the exercise Check answers A The most important meal of the day Ask students which is their most important meal of the day Make sure that students understand the words menu, leaflet and bill Remind students to look at the text but not to read it in detail Ask students to complete the exercise Students can practise the names of the items in pairs One student points to an item; the other student names the item Alternatively, one student names an item; the other student points to the item Point out that menus often contain lots of words which are not food items Encourage students to use a phrasebook or take a chance when choosing a dish Take a quick class vote to see which is the most popular dish Ask some students why they chose the dish they did Students can this exercise in pairs Check answers Make sure that students understand followed by For example, you have an appetiser followed by a main course Ask students to complete the table Check answers If you are teaching a multilingual group in an English-speaking environment, tell students to imagine that you are visiting their country Ask them to recommend a dish for you Learning tip Class bonus Read through the tip with the class Point out that this is how students read texts in their own language Ask students to complete the exercise Get students to complete the chart Check answers Students can act out a conversation in pairs One of them is a customer at the hotel and the other is the receptionist The customer asks questions about the full breakfast and the receptionist answers Remind students to change you in the questions to I, e.g Where 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 If you are teaching a multilingual group, your students could make an international menu Each student suggests a dish that is typical of his / her country Then ask students to choose another student’s dish that they would like to try Extra practice Ask students to write down five or six things they like eating for dinner in their own language Encourage them to find out how to say these things in English In this way, they should recognize the dishes when they see them on a menu More activities Ask students to choose what they want for breakfast from the café menu below Students can work in groups and design a menu for their school café Take a fresh look at breakfast Cooked breakfast Freshly prepared item breakfast item breakfast item children’s breakfast Choose from: bacon, fried eggs, sausage, mushrooms, tomatoes, fried bread, fried potatoes and baked beans Healthier choices Selection of breakfast cereals Fresh fruit salad Continental breakfast Croissant, butter and jam, with fresh orange juice and tea or coffee Freshly baked Danish pastries Beverages – available all day Freshly ground coffee, Cappuccino, pot of tea, 100% pure orange juice, pressed apple juice, Mineral water – still or sparkling PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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, 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 suggest ways of completing the question, e.g Where will I find goat’s cheese? Where will I find sausages? Get ready to read • Ask students to compete the list If you are teaching a monolingual group in their own country, you can discuss and compare students’ lists Similarly, if you are teaching a multilingual group in an English-speaking environment, you can discuss and compare shops in the town / city where you are working • Make sure students understand the meaning of department store Explain that it is a store with many departments, e.g toys, household goods, menswear Ask students to name department stores in their country Ask students to add to their lists whether the shops they would go to are specialist shops or department stores A It’s on the ground floor Look at the example with the class Make sure that students know what they have to Ask them to complete the exercise Look at the opening hours with the class Ask students if these kinds of shops are open similar hours in their country Ask students to complete the exercises Explain to students that the other major department stores in Britain are John Lewis and House of Fraser, and branches are found throughout the country Selfridges is also a department store, but it is not found throughout the country Ask students if store guides in department stores in their country are in English as well as the native language Ask students to complete the exercise Get students to complete the exercise Revise ordinal numbers (1st, 2nd, 3rd, etc.) if necessary More activities Ask students to choose an item that they would like to buy – either an everyday item or something special for a present They ask other students which place they would recommend them to go to in order to find the item For example, Where will I find / get a computer handbook? B What does that sign say? Look at the example with the class Make sure students understand the meaning of try on Explain that we put on clothes when we get dressed, but we try on clothes if we are thinking about buying them We try on clothes to make sure they fit Ask students to complete the exercise Check answers Ask students if they have seen tax-free shopping signs in their country Where did they see them? Ask students what other things can be out of order, e.g toilets, telephones Ask students to complete the exercise Check answers Make sure students understand the meaning of cheques and credit cards Point out that Mind your head is something you say when telling someone to be careful in a dangerous situation Ask students to complete the exercise Check answers Ask students to complete the exercise Check answers More activities Ask students to look through Section B again and decide which signs would be useful in their school Below you will find a short text from a leaflet about taxfree shopping Ask students to find out what you have to in order to get a refund Ask students to find out about tax-free shopping in their country Tax-free shopping Class bonus Use pictures or real items, e.g mug, vase, CD-ROM, pair of earrings, teddy bear, pair of sunglasses, and get students to work out the department and floor Students can work with two or three different partners in order to get more practise in identifying departments and floors Students can this exercise in pairs They can also ask and answer the questions, and act out a role play between a customer and a sales assistant in the shop If they work with a partner to find the answers in the store guide, then they can work with a different partner to the role play Focus on … spelling Ask students to circle the correct spellings You can write a few other words on the board so that fast finishers can check their spellings while other students are still working For example, you can write sutcase, earings, toylets, repear Shopping On departure, tax-free shopping stores offer an 11–18% cash refund This depends on the amount spent in one store; for food items the cash refund is between and 8% Make sure you look for stores displaying the tax-free shopping logo when shopping Refund Cheque Ask for a Global Refund Cheque and confirm that you live outside the country The shop assistant will then wrap and seal the products Ensure that you write your name, address and ID / passport number on the cheque before going to the Refund Counter Refunding When leaving the country, show our representative your ID, the sealed products and the Global Refund Cheque(s) You will then receive your Cash Refund PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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 for foreign currency Ask students where they can get foreign currency and get them to tick the boxes • Look at the example with the class Make sure that students understand the meaning of debit card and credit card Encourage them to try and work out the meanings of the other words in italics as they think about the speakers • Get students to complete the sentences Check answers Ask students to rephrase the completed sentences so that they are true for a Currency Exchange, e.g You can use your debit card or credit card at a Currency Exchange, You need a passport to use a Currency Exchange If you are teaching a monolingual group in their own country, you can ask students to explain in their own language what you get when you open a bank account Their description will probably include their first language equivalents of debit card number, bank account number and PIN Ask students to the exercise A Buy Back Plus Explain to students that they are going to read an article about an offer which is called Buy Back Plus Explain that plus usually means also, but here it probably refers to some kind of advantage / benefit you are going to get Ask students to raise their hands as soon as they have found the answer to the question (it is in the paragraph in the top left corner) Ask which words are used to refer to Mexican pesos (foreign currency) 2–3 Students can these exercises in pairs Check answers 4–5 Students can these exercises in pairs They can either work together to find the information in the leaflet, or they can work on their own and then compare answers Ask students to the exercise Discuss students’ answers If you are teaching a multilingual group, find out how similar ATMs are around the world You can this activity as a class Get students to stand up as if they are standing in front of an ATM machine Say the numbers 1–9 aloud and get students to mime each instruction given on the ATM screens in the book Ask students if ATM instructions are similar in their country Are there any other instructions? For example, sometimes you might be told to press a YES button if you want a receipt If you are teaching a multilingual group, ask students to look at screen again Ask them how they say the name of their language in their own language, e.g italiano is Italian for Italian, Deutsch is German for German, magyar is Hungarian for Hungarian Ask students to complete the exercise Students can work in pairs to ask and answer questions, e.g Can you order a bank statement? Can you find out how much money you have in your bank account? Students can this exercise in pairs Check answers Focus on … verbs Ask students where they usually exchange their money if they are going abroad Ask if they usually buy cash or travellers cheques If you have any students from EC (European Community) countries which use the euro, ask them if travelling has become easier since the introduction of the euro Ask students if they would use the Travelex Buy Back Plus offer and why they would or would not use the offer In this exercise students revise the spelling of the key imperative form of the verbs used when operating an ATM Ask students to the exercise You could explain to students that this meaning of enter (to put information into a book, computer or document) is not the most common meaning of enter (to go into a place) Give some examples, e.g The police entered the building by the back door You could also mention a third meaning of enter (to an exam or competition, e.g Are you going to enter the photography competition?) More activities Say the name of a currency, e.g yen and ask students to name a country or countries where this currency is used (Japan) Then ask students to write a list of currencies and countries Check answers and create a class list on the board For example: dollar (Canada, New Zealand, Australia, United States, etc.), peso (Mexico, Chile, Argentina, etc.), franc (Switzerland, etc.) 5–6 Ask students to complete the exercises Check answers More activities Go to the online encyclopaedia website www.wikipedia.org and find out other names for ATMs around the world Go to the website www.moneymatterstome.co.uk and use their interactive ATM 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 by Liz Driscoll Teacher’s notes Unit5 Somewhere to stay Get ready to read B This looks great! Ask students to the exercises Discuss the answers with the class Read out each sentence in turn and get students to raise their hand if they agree Then ask students to make further sentences of their own about their holidays, e.g I like to visit old cities, I prefer to go to the beach Ask if anyone has been to Egypt If someone has been there, 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 they know about Egypt Ask students if they – or anyone they know – has travelled around the world Ask students to the exercise To extend this exercise, choose a country you would like to visit and say why, e.g I’d like to go to Tanzania because I’ve heard great things about it Then ask which countries students would like to visit and why A In the heart of the city Learning tip Emphasize the point that we often skim a text the first time we look at it We then read parts of it again which are important to us Remind students not to read each text in this unit from the first word to the last Refer students to the words in a and b Make sure that students understand them before they the exercise Ask students to complete the exercise 2–3 Ask students to the exercises Make sure that students understand the word fittings Point to fittings in the classroom, e.g the lights and light shades, electrical sockets Ask students to the exercise Ask students to the exercise Check answers After students have done the exercise, they can check their answers in pairs Students take turns to ask a question (from Exercise 5) and to give the answer (from Exercise 6) Ask students to the exercise Put students into pairs to role play a conversation between Valeria and her sister Ask the class if they would like to stay at the hotel Elicit why or why not Class bonus Write the first part of some questions on the board so that students have some ideas for their own questions, e.g Is there (parking for cars)? How many (languages are spoken at the hotel)? Has the hotel got (a beauty salon)? Go around the class giving help and encouragement as students work More activities Ask students to find out some other facts about Egypt like those in Get ready to read Alternatively, ask them to find the answers to specific questions, e.g How long is the Nile? How many people live in Cairo? Students can go to the Mercure Luxor website at www.accorhotels.com Ask them to find out what sports and leisure activities you can at the hotel You can write any other questions students suggest on the board Leave the questions on the board Get students to the exercise Ask students if they found the answers to their own questions in Exercise Get students to the exercise, they can then check their answers in pairs Students take turns to ask a question and to give the answer Alternatively, they can role play a conversation between Fabio and another backpacker he has met Ask the class if they would like to stay at the hotel Elicit why or why not Ask students whether they prefer this hotel or the hotel in section A Extra practice Students could a class survey of hotels in the town / city where you are teaching If you are teaching students in a multilingual group in an English-speaking environment, students could also research a hotel in their own country to recommend to other students in the class who might visit the country They can bring a printout to the next lesson for other students to read and / or they can describe the hotel to the class More activities Ask students to suggest the kind of thing that hotel bedroom notices usually mention They can then read the notice below and find out if the things are included WELCOME TO RIVERSIDE HOUSE We hope your stay here is enjoyable Please read this notice in order to get the most from your visit Breakfast Breakfast is served from 07.30am–09.00am during the week and from 08.30am–10.00am at weekends Checkout On the day of your departure, please vacate your room by 11.00am Remember to leave your keys at Reception before you go Fire Please read carefully the fire instructions on the back of your door There are emergency lights and smoke detectors on all the fire escape routes Tea and coffee Each room has tea and coffee making facilities Telephone Dial 2211 for Reception and for an outside line You will be charged for any outside calls made from your phone Television The television in your room can receive BBC1, BBC2, ITV, Channel and a range of Sky channels Security We not accept responsibility for any personal belongings that are left in your room Please take your valuables with you when you go out and make sure you lock your door 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 by Liz Driscoll Teacher’s notes Unit6 Is this what I need? Get ready to read • Discuss the answers with the class Read out each sentence 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 anything else you can at a chemist’s in their country • Ask if anyone has ever forgotten or lost their wash bag What did they do? Write a list with the class of the things they would need to buy, e.g toothbrush A I’ve forgotten my toothpaste Look at the example with the class Then look at label together and ask students to find the name of the product Students can this exercise in pairs They can either work together to find the products on the labels, or they can work on their own and then compare answers 2–5 Students can these exercises in pairs Check answers Class bonus Round off the activity by asking individual students to describe one item each to the rest of the class The other students have to identify the item Extra practice If you are teaching a monolingual group in their own country, students could also go to the local chemist’s and look at the labels on products More activities Students work in pairs They take turns to mime using the products in Exercise The other student has to say which item they are using Write some pairs of US and GB words in random order on the board For example: toilets, autumn, flat, pavement, lorry, underground (GB), restroom, fall, apartment, sidewalk, truck, subway (US) Students have to put the words into pairs and decide which word is British English and which is American English Ask students to the exercise Ask if anyone has a packet of similar tablets with them Ask this student to say if the four pieces of advice are correct for these tablets too Focus on… vocabulary Ask students to the exercises Ask students to identify other medical problems on the other two packets (blocked nose, sore throat, fever) Mime the ailments and help students to work out what they are Give an example of a (real or imaginary) ailment that you sometimes have and tell the class, e.g I often have a cold and a blocked nose Encourage students to talk about their ailments and to make a note of them They will need to know these terms if they ever have to ask a pharmacist for advice Ask students to the exercise 6–8 Students can these exercises in pairs Check answers Ask the class if they would use any of the medicines Ask students what other things they would use if they had a cold, a headache or flu More activities Set up an ailments chain around the class Tell the class about an ailment you have got, e.g I’ve got backache Ask a student to make a similar sentence about a different ailment, e.g I’ve got a migraine Students each name an ailment and try not to repeat something that someone else has already said Below you will find something else Katka’s friend has given her Ask students if this is suitable for someone with a headache and cold, perhaps even flu Ask students to read the packet and work out how to use this medication What exactly you have to do? Cold and flu gel Effective cold relief from * Sore throat * Congestion * Coughs (due to colds) B You’ll feel better soon For maximum benefit use at first signs of a cold Ask students when they would say You’ll feel better soon (when someone is not well) DIRECTIONS Adults: rub gently onto throat, back and chest, covering whole area for greatest effect Leave clothes loose to allow the vapours to be inhaled easily Children and babies (over months): Apply lightly to back and chest Leave clothes loose for easy inhalation This product can be used with other medicines Before students the exercise, ask them if they have ever had flu How did they feel? What did they in order to get better? Ask students what advice they would give to Katka Learning tip Remind students not to read each text in this unit from the first word to the last Reassure students that although there is a lot of unknown or difficult language on the back of the packets, they not need to understand all of it in order to the exercises WARNINGS For external use only If symptoms continue, consult your doctor or pharmacist Keep out of reach of children Do not use on children under months 2–3 Students can these exercises in pairs Check answers PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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 might send a card, e.g on Valentine’s Day, when someone gets engaged (to be married) • Students can write more than four answers if they want to • Discuss answers with the class Read out each word in turn and get students to raise their hand if they communicate with their friends in this way Ask students to the exercise Ask students which of these four ways of communication they use Which they use most often? A I bought this card for you Ask students if any of them make their own cards In Britain, for example, card making is becoming more and more popular, and there are specialist shops where you can find the things you need to make them Ask students if they have ever received a card in English Ask students to the exercise When they have finished, ask them which of the words on the cards you can also say to people, i.e Many happy returns of the day! Get better soon! Good luck with your exams! Sorry you’re leaving, Thank you, Congratulations! Ask students which of the cards they like the best and why Ask students to the exercise Before students the matching exercise, ask them to identify the sender and receiver of each card Students can this exercise in pairs They can either work together to work out the relationship between the sender and the receiver, or they can work on their own and then compare answers 4–5 Students can these exercises in pairs Check answers Students can this exercise in pairs In order to ensure that they listen to each other, ask one student in each pair to read half a message Their partner must then read the other half Ask students to read the messages again and identify phrases or sentences which they like or they think will be useful to them Get them to personalize the phrases /sentences and then read them out (or say them), e.g Lucky you!/I won’t be at swimming tomorrow/You are always welcome in Bogota More activities Here are three more messages from the inside of cards Ask students to read the messages, say who the people are and why the message has been written Ask students to choose someone – a friend or family member – to send a card to Get them to write a message for the inside of the card note to Just a short for the u yo k say than Congratulation last al s, wonderful me Roses are red Rachel and Pa an I C la hi ul us night, S fo We’ve just he Violets are blue pe r the ard have the reci l ia ec sp r? te ite ar th qu e st news! All the I’m licious de u! s yo wa e t ve ar I ry best for your And so me round co st You mu future together ! so to me on Guess who? Rita and Jack Did you know … ? Look at the name and address on the postcard Ask students if Silvia is married (we not know from the postcard) If you are teaching a multilingual group in an English-speaking environment, ask students to write their own name and address as in the example 2–3 Students can these exercises in pairs Check answers Discuss the answers with the class Read out each sentence in turn and get students to raise their hand if this sentence is true for them Ask students if they have seen the film The Golden Compass This is based on a book written by Philip Pullman and is set in Oxford where he lives Ask students to write a reply to Marcos They can use some of the sentences from Exercise to help them 6–7 Students can these exercises in pairs Check answers Ask the class which of the four messages in Exercise they would read aloud Elicit who they would read it to and why Extra practice Before students their research, ask them what they already know about the Loch Ness Monster Ask them if there are stories about any similar monsters in their own country More activities Write the name of each student on a post-it note and then give out the post-it notes so that each student does not get their own name Students write a message to the person on their post-it note The students then exchange messages and write a reply Students choose tourist attractions from around the world, e.g The Taj Mahal, The Great Barrier Reef, The Grand Canyon Provide English names for the places if necessary Students take turns to complete the sentence Tomorrow we’re going to … + the name of the sight, e.g Tomorrow we’re going to go snorkelling on the Great Barrier Reef The other students have to complete the sentence You’re having a great time in … with the name of the country Encourage students who go on holiday to send the class a postcard in English Love, Daisy PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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 this unit is about parking Ask students how easy it is to park in towns / cities in their country Explain that this unit is about parking in Britain Point out that you might get a heavy fine if you park illegally in Britain Get ready to read • Discuss the answers with the class Read out each sentence in turn and get students to raise their hand if this sentence is true for them • If you are teaching a multilingual group in an English-speaking environment, students could also answer the questions about the town / city in which they are studying You can then discuss the answers and find out if everyone agrees • Get students to the exercise Ask one of the students to read out his / her sentence Then invite other students to read out their sentences if they have written something different A Park & ride Point out that & means and Explain that students should avoid using it in their own writing Before students the exercise, ask if anyone has ever been abroad in a car What are the good and bad points about travelling abroad by car? If necessary, use a simple drawing on the board to explain the meaning of ring road Ask students to the exercise Students can this exercise in pairs They can either work together to work out the order of the directions, or they can work on their own and then compare answers 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 these exercises in pairs 1–2 Ask students to these exercises Did you know? If you are teaching a multilingual group in Britain, you can ask students about the coins in their wallets, e.g Has anyone got 1p? Has anyone got a 5p piece? Explain that you can use p or pence when talking about amounts less than a pound (£1), e.g 50p or 50 pence Also you can refer to a coin as a 50p / 50 pence piece Students can this exercise in pairs Check answers Focus on … no Ask students to the exercises Elicit or explain that another common sign is No parking Students can this exercise in pairs They can either work together to work out the costs, or they can work on their own and then compare answers Students can write four more days and times, and then exchange their list with a partner They have to work out how much it will cost to park Ask students how much the penalty charge is for parking incorrectly Students can this exercise in pairs When students have finished the exercise, ask them if pay and display meters work in the same way in their country More activities If you are teaching a multilingual group in Britain, you can ask students to look at the parking meters in the town / city where they are studying and find out if they are similar to the one in Section B 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 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? 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 PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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 environment, you can ask students which are the most interesting places they have visited in that country • Ask students to the exercise Ask students what words they associate with the country Norway Ask them to give their reasons For example, I associate skiing with Norway because I think the first skiers were Norwegian Ask students who they usually go on holiday with Then ask how they decide what to each day A Tourist Information If you are teaching a monolingual group in their own country, ask students if they have been to the nearest Tourist Information Office What information is there about the town / city in English? Similarly, if you are teaching a multilingual group in an Englishspeaking environment, you can discuss the Tourist Information Office in the town / city where students are studying Ask students to the exercise Students can this exercise in pairs They can either work together to write the sentences, or they can work on their own and then compare answers Ask students to the exercise Check answers You can this exercise as a class Ask students to the exercise, then ask students to use the word building as a verb in a sentence, e.g Those men are building a wall They can then give examples of the other nouns as verbs and the other verbs as nouns 6–7 Students can these exercises in pairs Check answers Focus on … uncountable nouns After students have done the exercises, ask them to name other uncountable nouns You could set up a race Students can work in 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 uncountable nouns on their list after a certain period of time Look at one or two other examples with the class For example, We have all the brochures / you will need Ask students to the exercise Check answers Encourage students to read some of the other sentences from the leaflet and to pause at the most appropriate part of the sentence Ask students whether they would go to the Tourist Information Office Elicit why / why not Ask students if they would get a Bergen card More activities Ask students if they know of any sights in the Norwegian 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 Ask students to circle the words in the texts which describe the things they can see in the photos Note that the words not always appear with the photos Remind students to scan the leaflets for the words boat, sightseeing coach, cable car Emphasize that it is not necessary to read each text from the first word to the last Ask students to suggest another date for their visit to Bergen, e.g July 4th Ask them to find out which kinds of transport they can use on this date Before students this exercise, you could encourage them to read about the Bergen card in the leaflet in Section A Ask students to the exercise Students can discuss their decisions in pairs You can then ask one or two pairs to report their decisions to the class Other students can say whether or not they agree with the choices Class bonus Before students the exercise, practise the letters of the alphabet Get everyone to say the letters in alphabetical order Write problem letters on the board and give extra practise with these letters Point to them in random order and ask students to say the letter Use the example in the Class bonus box with the class (The word is cinema.) Write six dashes on the board and then write the letters i and n in the correct position Note down the used letters (o, d, s) and add to this as students make further guesses Choose another word from the leaflets for students to guess Then put students into pairs to choose and guess at more words Students can this exercise in pairs They can either work together to complete the chart, or they can work on their own and then compare answers Students can discuss their preferences in pairs You can then ask one or two students to tell the class which attraction they would prefer to visit Ask other students if they would go to the same place or not More activities Students can work in small groups and plan a short walking tour around the town / city where they are studying They can choose three or four places to visit and make a poster with pictures and text Alternatively, encourage students to choose a place in the town / city that not many people know about They can then tell the rest of the class about the place they have chosen 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 by Liz Driscoll Teacher’s notes Unit10 I’d like to register Note that health and illness can be a sensitive subject 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, explain that register means ‘to put your name on an official list’ Use this opportunity to introduce the following words: appointment, medical record More activities Below you will find information about the common cold Before students read the text, ask them to say what you can to prevent getting a cold, and how to treat it Students can then read the text and check their answers http://www.common cold.html Get ready to read • Ask students what illnesses the people in the picture have Get students to suggest other ailments • Ask students to circle the words that are true for them • Invite individual students to make a sentence each If they want to say the same thing that someone else has said, encourage them to use either after never and hardly ever, and too after sometimes and often For example: A: I never have a cold B: I never have a cold either A: I often have a headache B: I often have a headache too A North Road Medical Centre Make sure that students understand the four words before they read Encourage them to skim the leaflet and not to read every word carefully Allow them about 20 seconds to skim the text Tell students to raise their hand as soon as they know who the leaflet is for Home Reviews Resources About Common cold Prevention Unfortunately there is no vaccination to stop you from getting a cold However, if you have a cold, there are some things you can to help prevent it from spreading: • wash your hands regularly and properly, especially after touching your nose or mouth and before handling food • always sneeze and cough into tissues • not share cups or kitchen utensils with others Treatment You can treat the symptoms of a common cold at home The following self-care advice may be helpful: • drink plenty of fluids to keep yourself hydrated Water is best, but warm drinks can be soothing • try to rest and avoid strenuous activity • raise your head as you sleep by having an extra pillow on your bed This can help reduce coughing at night Students can this exercise in pairs Alternatively, they can work on their own and then compare answers Make sure that everyone agrees that the third paragraph (Patient Registration) and the fourth paragraph (New Patients) are the most relevant Encourage students to work out the meaning of delay Students can this exercise in pairs Check answers Ask students to complete the exercise To check answers, read out each of the sentences in turn Get individual students to say if the sentence is true or false Then, where appropriate, get another student to correct the sentence Class bonus Tell students to stand up Invite individual students to read out their sentence Tell students to sit down when they hear the sentence they have written Students should only read out a sentence that nobody else has read out Get students to the exercise Check answers Ask students what they would say to the receptionist, e.g I don’t feel very well Have you got any appointments for this afternoon? Get students to the exercise Check answers Ask students what they would say when they phone the medical centre in these situations B The medical questionnaire Make sure students understand the words before they read Make sure students understand the questions and instructions under each section heading Ask students how many sections there are Tell students to use their own details Note that weight might be a sensitive subject Ask students to complete this section of the form on their own Look at sections 4, and of the questionnaire with the class Ask students if a pint is bigger than a litre Elicit that a pint is units, and a litre is units Ask students to the exercise Check answers Ask students to circle any words which are similar in their own language If you are teaching a monolingual group you can ask students to feedback and write the similar words on the board Create a class list and add to it as students find more examples Students can this exercise in pairs Check answers Ask students to note down any sentences from Exercise 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 Ask students to complete the rest of the questionnaire PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading 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 something you might say to someone who is going on a trip Elicit other occasions when someone might say this Get ready to read Get students to answer the first two sets of questions individually Get feedback on the first set of questions by asking students to talk about specific holidays they have been on What did they read before they went away? Get feedback on the second set of questions by asking students who have ticked any of the boxes to tell the class what happened to them Remind them to use the past simple tense when they talk about a specific incident Elicit or tell the class that the photo shows the Abel Tasman National Park in South Island, New Zealand Ask students to suggest which of the health problems people might have there Did you know …? Students could read this at the beginning or the end of this section Ask students about the national symbol of their country If you are teaching in an English-speaking country, you can ask students if they know the national symbol of the country in which they are studying A What are the health issues? Set a time limit for students to this task – for example, one minute After checking the answer with the class, ask students which two words in the introduction have a similar meaning to problems (hazards, pitfalls) Remind students that it is not necessary to read every word in order to this task (Refer students to the Learning tip.) You could encourage them to read the first sentence of each paragraph – and if this sentence suggests that they might want to change their answer to the question in Exercise 1, they could then read the rest of the paragraph 3–5 Get students to work through these exercises, checking as a whole class after each one Try to discourage students from checking the meaning of words that are not relevant to the task When students have finished working on the text (and have completed Focus on colloquial language), you may want to encourage students to try and work out the meanings from context of other words, such as benign in paragraph Discuss this question as a whole class Focus on … colloquial language Get students to the exercises, and then ask them if they know any other colloquial words Alternatively, give them a few examples, e.g brolly (umbrella), crooked (dishonest), guzzle (eat/drink quickly, eagerly and in large amounts), pal (friend), pest (annoying person), and ask them to find out their neutral equivalents More activities Students could write six true or false sentences based on the text They then exchange their sentences with a partner and decide if their classmate’s sentences are true or false Students can find out more about New Zealand on the New Zealand Tourism Board website www.purenz.com Ask students to look at the Health section on New Zealand in the chapter entitled Basics on the Rough Guides website www.roughguides.com to find out about two more health hazards which are mentioned B Top Tips: Healthy Travel Advice Get students to answer the questions in pairs Elicit that Food and Water and Accidents and Crime were not mentioned in the guidebook because these not pose major problems for visitors to New Zealand Students can discuss what they already know before they read the text – either in small groups or as a class Get students to check their answers to Exercise by reading the text Ask students if only passengers on long-haul flights are at risk of getting DVT (no) Elicit or explain that anyone who spends much of their day sitting down – office workers, for example – is at risk After getting feedback, elicit definitions of precautions and remedies from the students Did you know …? Ask students to suggest other acronyms, e.g FIFA (Federation of International Football Associations), OPEC (Organization of Petroleum Exporting Countries) and other initialisms, e.g ATM (automated telling machine), BBC (British Broadcasting Corporation) Extra practice Ask students to look at the website to find out why people who have had operations are at risk of getting DVT Ask students to carry out some of the exercises More activities Discuss with the class what other health risks there are on aeroplanes Ask if anyone has ever suffered from jet lag Students can find out about jet lag on the NHS website Ask students to imagine that they have to write the section Food and Water for the Top Tips: Healthy Travel Advice leaflet Ask them to give advice about eating and drinking 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 Real Reading by Liz Driscoll Teacher’s notes Unit3 Our flight’s delayed Ask students what problems you may experience when flying Get ready to read Get students to work through the exercises individually Ask them if they can think of – or if they have heard of – any other reasons why a flight might be delayed Encourage students to tell the class about their own experiences of flight delays A We’re staying at Heathrow Get students to answer the questions and then explain, if necessary, that LHR is the standard abbreviation for London Heathrow Ask students to skim the text to answer the questions Check the answers together Did you know …? Ask students if the 24-hour clock is used in their country It is only used in timetables in the UK and USA, but is much more common in other countries around the world Discuss this question as a whole class and then ask students if they can think of any other expressions with out of, e.g out of danger, out of town, out of the team, out of court, out of date 4–6 Students work through the exercises before checking the answers as a class Discuss this question as a whole class Emphasize the point made in the Learning tip that it is only necessary to know the meaning of words that are important in terms of extracting the message from the text Class bonus Discuss the question as a whole class You could ask students who Pierre and Sophie may have called with their free threeminute telephone call (probably either their hotel in Cape Town or friends there if they were planning to stay with friends) You could also ask students if they have ever stayed overnight at an airport Why did they have to this? More activities Ask students to find two words in the letter which begin with under (underestimate, understanding) Elicit that under means ‘not enough’ when placed before estimate, but that it does not mean ‘not enough’ in understanding – understand and stand are unrelated Ask students if they know any other verbs which begin with under In which verbs does under mean ‘not enough’? You could encourage them to look for examples in their dictionary before the next lesson (Examples include: underachieve, undercook, underpay, underrate.) B Are we covered? You could write the word cover on the board and ask students to make sentences using this word, e.g I like the cover of that book, My colleagues cover for me when I’m not at work You could encourage them to look for examples in their dictionary Ask students what types of insurance there are (life insurance, household insurance, car insurance, etc.) After checking the answer, make sure that students know the meaning of cover, claim and policy Before students the exercise, ask them what they remember about Pierre and Sophie from Reading A Get students to the exercise and ask students to raise their hand when they have circled the answer Wait until most of the class have raised their hands and then ask a student for the answer 3–6 Students can these exercises in pairs They can either work together to find the answers, or they can work on their own and then compare answers When reading the rubric of Exercise 6, elicit or explain the meaning of abandon Focus on … ways of travelling 1–2 Get students to complete Exercise Check the answers before students move on to Exercise After checking the answers, you could read out all or some of the following definitions and ask students to match the words with the definitions a journey for pleasure in which you visit many places (tour) b long journey by sea or in space (voyage) c a holiday on a ship in which you visit many place (cruise) d journey in a car (drive) e hard journey, often on foot (trek) f long journey for a special purpose (expedition) g journey on a horse or bicycle, or in a car, bus, etc (ride) h short journey that a group makes for pleasure (excursion) Ask students which of these trips they have made Encourage students to tell the class about their experiences More activities Ask students to circle all the past participles in the Travel Delay and Abandonment section of the text They then decide if each participle is being used as a passive verb (are delayed, was taken out, would be affected) or an adjective (insured person, intended departure time, written confirmation) The word is is missing before specified; and involved is a participle clause which has been used instead of the relative clause who was involved Ask students to imagine that they are either Pierre or Sophie and to write the postcard they sent to friends in London the day they arrived in Cape Town PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit4 I’ve been burgled Refer students to the unit title Elicit that this unit is about having something stolen from your home Get ready to read Get students to the exercises and while they are completing them, copy the chart onto the board Record the answers in the chart Check the answers with the class Elicit other crimes, criminals and related verbs, and add them to the chart on the board Did you know…? More activities Ask students to look at the www.crimereduction.gov.uk website and find out what Justyna is entitled to, according to the Code of Practice for Victims of Crime Tell students to imagine that the police arrest someone on suspicion of the burglary at Justyna’s flat Get them to work in groups and decide what would happen Encourage them to find out and use words associated with crime, e.g charged with burglary, went to court, was tried, pleaded not guilty, found guilty, was fined/sentenced You could look at this section before starting the exercises A Victims of crime Elicit that a victim of crime is the person who suffers from the crime 1–2 When checking the answers, elicit from students that they scanned the text in Exercise and skimmed it in Exercise Get students to match the punctuation marks to their uses Remind students that writers are responsible for deciding how to punctuate their writing Colons and semi-colons are fairly uncommon – and often only found in formal writing; some writers would simply use a full stop instead Point out that double quotation marks (“…”) can also be used, but are more common in US English than UK English (This point is also made in Unit 14 Section B Did you know…?) Refer students to the Learning tip Students work in pairs to take turns to read out individual paragraphs and check each other’s awareness of punctuation as an aid to better reading Ask students to work in pairs to complete this exercise Check the answers as a class Discuss these questions as a class Focus on … the passive Get students to complete the sentences After checking the answers, ask students why the passive has been used so much in this letter (the passive is often used in official documents; the focus is on the victim of the crime; the agent of the verb is often unknown) Get students to transform the sentences into the active form Elicit or explain that you would be more likely to use the active form if you were Justyna and you were telling someone what had happened B Beat the burglar Look at the section heading with the class and ask students to predict what this section of the unit is about Get students to answer the questions Check the answers as a whole class and write them on the board 2–3 Get students to skim the article to Exercise Before students check their answers by reading again, you could ask them to decide what the other sections are most likely to be about Get students to the exercise After checking the answers, ask students if they know another meaning of the word property (a quality in a substance or material, especially one which means that it can be used in a particular way: Herbs have medicinal properties) 5–7 Get students to these exercises individually Check the answers as a class and get students to compare their answers to Exercises and Extra practice Encourage students to visit these websites They could find out about mobile phone thefts: how common they are, where they are most likely to happen, how to avoid them More activities Students list additional advice for each part of the brochure, e.g Windows: Never leave windows open while you are out; Doors: Change the locks when you move into a new house – you don’t know who else has got the keys; Around the home: Use time switches to turn on lights and TV when you’re out Tell students to imagine that they – and their family – are going away next week and their house/flat will be empty Get them to suggest the things they can to make their home as safe from burglary as possible Students suggest ways to reduce the risk of fire in the home 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 by Liz Driscoll Teacher’s notes Unit5 Picasso’s birthplace Ask students where they were born Ask if anyone in the class (or any members of their families) has an interesting birthplace Get ready to read Check the answers with the class Then ask students if they can give more specific information about where Picasso was born, grew up, spent his adult life and died For example: He died at Mougins near Cannes in the south of France Ask students if they have seen any of Picasso’s works Where and when did they see them? A Picasso museums Elicit that students are going to read about more than one museum Check students know where Málaga is (Spain) 2–5 Students the exercises Encourage students to decide if they should be scanning or skimming when they read for the answers of each exercise Discuss another example with the class before the students work on their own sentences Ask students to complete a sentence about the Fundación Municipal beginning I looked around for a while Encourage them to use their imagination 7–8 Refer students to the Learning tip to help them complete these exercises Ask students which museum they would prefer to visit if they only had time to visit one of them Did you know …? Ask students what they know about the painting Guernica (It was painted by Picasso in 1937 for the World Fair in Paris, where he was living It expressed his horror at the bombing of the Basque town of Guernica during the Spanish Civil War During the Second World War, the painting was moved to the United States for reasons of safety and only returned to Spain in 1981.) If students not know anything about the painting, you could encourage them to some research on the Internet More activities Students could research other museums which are connected with Picasso, or they could research the life and works of another artist and prepare a short presentation Encourage students to visit local museums and art galleries, and find out if there is any information in English about the museum/gallery You could even organize a class visit to a museum B Picasso’s return 1–3 Reassure students that it does not matter if they not know the answers to Exercises and They will find out more information when they Exercise If students are confused about this text because they not understand the construction if Picasso were to come back…, you could Focus on the second conditional at this stage 4–6 Students can these exercises in pairs They can either work together to find the answers, or they can work on their own and then compare answers Focus on … the second conditional After checking the answer, ask students which type of conditional corresponds with the other two uses (a = first conditional; c = past conditional) Ask students to give examples of these two verb forms For example: (a) If I go to Málaga, I’ll try and visit all the places on the map; (c) If I had lived in Málaga in the 1880s, perhaps I would have known Picasso 2–3 Elicit or explain that students could also begin the sentence with If I went back and visited If you say If I were to go back, it sounds very, very unlikely that you will go back Encourage them to talk about places that are very special to them Class bonus Invite students to say a sentence each to the class More activities Students can prepare a short presentation to give to the class about a famous person who lived and worked in their town/city (or one nearby) Students can this in small groups – you will need to make sure that each group chooses a different town/city Students can research the life and work of a famous person from the town/city where they are studying They can then write some questions (three per student, say) about the person they have studied In a future lesson, you can set up a general knowledge quiz in which students ask their questions The winner is the student with the greatest number of correct answers Discuss the museums and art galleries in the city where students are studying Which museums/galleries they particularly like, and why? PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit6 Love it or loathe it! Refer students to the unit title Elicit that loathe is pronounced /ləυð/ It means ‘hate’ and is the opposite of love This is easily confusable with loath (pronounced /ləυθ/) which is a formal word meaning ‘unwilling to something’ Get ready to read • Get students to the exercise After checking the answer with the class, ask students what other puzzles they can find in newspapers, e.g crossword puzzles, word circles, etc • Make the point that students not have to the puzzle if they not want to; on the other hand, with classmates available for help, doing a puzzle in the English lesson is a great place to start • Ask someone to read out the sentence they ticked and get other students who ticked the same sentence to raise their hand Repeat this procedure with the other two sentences Elicit the meaning of the idiom I can take it or leave it (I don’t mind something) A The world beater Elicit that you might expect an article with this heading to be about athletics or another kind of sport 1–2 Get students to work through Exercises and 2, and then get feedback 3–4 Get students to skim to find the answers to Exercise and then discuss Exercise as a class Tell the class that another commonly-used rhetorical question is Why these things always happen to me? It is making the point that things always go wrong for the speaker, and it does not require a response 5–7 Get students to work through these exercises individually, checking with a partner and/or the whole class after each exercise They could read the rest of the article at http://www timesonline.co.uk/tol//life and style/article680936.ece More activities Set up the word circle game which is mentioned in Get ready to read above Ask nine students to suggest a letter each and then another student to choose which letter should be the central letter Students work on their own or in pairs to make as many words as they can with the letters Set a time limit (three minutes, say) and then check answers Ask one student to read out his/her list This student scores points for every word he/she has made that no-one else has made (two points for a two-letter word, three points for a three-letter word, etc.); the other students cross off words on their list as they hear them read out Repeat this procedure with other students until no one has any words on their list that are not crossed off The winner is the student with the most points after you have checked all the words B Su Doku mind games Focus on … the suffixes -ful and -less You could this box before or after students read the text Get students to the exercises Ask students to suggest other words that end in -ful and -less Examples include: harmful/harmless, hopeful/hopeless, meaningful/meaningless, powerful/powerless, useful/useless, childless, cloudless, dreadful, tearful Alternatively, write the root words, i.e harm, hope, etc on the board; students have to decide if you can add both suffixes or only one of them (and which one) Look briefly at Exercise as a whole class, but not spend too much time discussing the title at this stage 2–6 Students work through the exercises Where appropriate, stop students to check answers before they move on to the next exercise Alternatively, allow students to work at their own pace For this exercise, refer students to the Learning tip Ask students to define rhetorical question If necessary, they can turn back to Exercise on page 30 for a definition Get students to the exercise and check answers with a partner 9–10 Put students into pairs and get them to answer these questions together Get feedback from the class More activities You could also ask students to scan the text and find the word jargon (jargon-free is in paragraph 8) Elicit the meaning of jargon (special words and phrases which are used by particular groups of people, especially in their work) and jargon-free (without jargon) Ask students what other nouns can be used with -free in this way You could encourage them to find out this information and to suggest collocations before the next lesson (Examples include: alcohol-free [drink], dairy-free [produce], duty-free [goods], fat-free [milk], frost-free [winter], lead-free [petrol], nuclearfree [zone], rent-free [accommodation], risk-free [venture], smoke-free [zone], tax-free [goods].) You could also point out that carefree is unhyphenated and means ‘having no problems or worries’ 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 by Liz Driscoll Teacher’s notes Unit7 Import, export! Ask students: What products does your country / this country import and export? Do you know anyone involved in import and export? Do they use English in their work? What other professions use English at work? Get ready to read Get students to complete the table and discuss the answers with the class Ask students to name other important imports to and exports from their country A Please confirm Elicit that Please confirm is a common expression in business correspondence, especially when making reservations or ordering goods Check the answers for this exercise before moving on to Exercise 2 Get students to underline the correct words Elicit definitions of the words confirm and consider after students the exercise Get students to read the correspondence and answer the questions Check the answers to this exercise Get students to reread the correspondence and write a list of questions with a partner Refer students to the Learning tip for this exercise Get students to compare their questions with Margrit‘s Students might wonder why negative questions tags are not used in questions b (aren’t they?) and c (isn’t it?) This is because question tags are often used when someone is checking what they believe to be true Here, Margrit does not know the answers – she is asking genuine questions Get students to the matching activity in Exercise before you discuss any other answers to questions that they wrote in Exercise Encourage students to help each other with the answers to these questions More activities Ask the class if anyone writes commercial correspondence in English in their job Ask them what training they had for this Ask these students if they would be prepared to bring some examples of their correspondence to the next lesson Consider using email as a way to communicate with students to give homework feedback Additionally, students might like to exchange email address and correspond with each other (though be sensitive to those who may not wish to so) B Please advise Get students to complete the table You could also ask them to underline the information in the emails which gives them the answers 2–4 Get students to work through the exercises, check the answers together and discuss as a class Get students to complete the table As above, you could also ask them to underline the information in the emails which gives them the answers 6–7 Get students to work through these exercises individually Check answers together Copy the diary pages onto the board to get feedback on Exercise More activities Students can read the emails again and underline any sentences that have words omitted They then add the missing words to the emails If you have access to computers and the Internet, students could email each other Ask students to add to Margrit’s list of useful words Encourage students to compare their lists to exchange ideas and help each other with definitions Focus on … missing words Get students to work through the exercises Make it clear that this omission is perfectly acceptable in this correspondence, but that letter-like emails should be grammatically correct Elicit examples of other texts where words may be missing (notes, advertisements) PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit8 I’ve got an interview Begin the lesson by asking students when they last had an interview Was it a job interview or a school/college interview? Or was it part of an exam? Get ready to read • Get students to tick the most important points Students will probably agree that all five points are important Ask students who have been for a job interview if they did these things before their last interview You could then ask students which of the five points they would first – and which they would last • Discuss students’ suggestions for what they should before an interview with the class Again, ask students who have been for a job interview if they did these things before their last interview A Make your first impression count Look at the section heading with the class Ask students what they think count means in this context (to have value or importance) or get them to paraphrase the heading, e.g Create a positive image of yourself when meeting someone for the first time Learning tip You could look at this Learning tip before starting the exercises Make the point that some texts – especially academic texts – are unintelligible to native speakers because they not know anything about the subject of the text A non-native speaker might be able to understand the same text more easily – if they have background knowledge of the subject 1–7 Make sure students know what an employment/ recruitment agency is Students work through the exercises For Exercise they could also say what the four people should have done, e.g The first person should have gone into the building and spoken to the receptionist Discuss this as a whole class B Tell me about yourself Before students tick the boxes, elicit that to date means ‘up to the present time’ After completing the exercise, ask students to suggest any other questions that people might be asked at a job interview Examples include: What kinds of people you like working with? Do you prefer working on your own or in a group? Where would you like to be in five years? How would your colleagues describe you? What you in your spare time? 2–5 Students work through the exercises 6–7 Students compare their ideas in pairs and then with the whole class Did you know …? After reading the text, you could ask students to find other examples of each part of speech in the texts You might like to explain that there is another category of words called determiners These are words which are used before nouns to show which person or thing is being referred to There are several determiners of quantity – all, every, each, both, much, many, most, enough, a few, few, several, a little, little, no, neither, some, more, most Give students two or three more words, e.g agree, colour, hard, and ask them to name other words in the same family Encourage them to look up the words in their dictionary After one student has said a word, another student could name the part of speech, e.g agree – verb, disagree – verb, agreement – noun, disagreement – noun, agreeable – adjective, agreeably – adverb Make the point that knowledge of word families and the meaning of prefixes and suffixes are both extremely useful tools when reading Extra practice During the next lesson, students can discuss the extra information/advice they found on the website Focus on … related words More activities Get students to work through these exercises at the end of this section Set up a true or false game Students have to write one true and one false sentence about themselves and their achievements, e.g I have been skydiving, I have got a degree in Spanish They then read out their sentences and the other students have to decide which sentence is true and which is false More activities Ask students how to say the opposite of verbal (nonverbal) Get them to suggest other pairs of words, one of which also begins with non- You could encourage them to look for examples in their dictionary before the next lesson (Examples include: non-alcoholic (drink), non-event, non-existent, non-fat (milk), non-fiction, nonresident, non-returnable (bottle), non-stick (pan), nonstop (flight).) Ask students if they have ever interviewed anyone for a job Do they agree with the advice given in the texts? Students can discuss how they would advise interview candidates to deal with questions b, d and e in Exercise They could discuss their advice in pairs or small groups, and then compare their advice with that of other pairs/ groups in a whole-class discussion Discuss the speaking component of any English-language exams that students have taken What did they have to in the interview? PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit9 What’s your new job like? Get ready to read • Get students to circle the words to make the sentences true for their own country Discuss the answers with the class and compare the situation in different countries if you are teaching mixed nationalities You could also compare the public and private sector • After students have done the matching activity, ask them if there is a trade union representative and a personnel officer where they work, and if they have a line manager A Annual holidays Remind students to skim the text Check the answer when they have finished Only check that students understand that annual means ‘relating to a period of one year’ after students have done Exercise For this exercise, refer students to the Learning tip Get students to match the beginnings and endings You might like to explain that for the assessment of income tax, the financial year in Britain ends on April 5th Ask students if the financial year in their country is the same as the calendar year – or does it start on a different date? Did you know …? Ask students when the last bank/public holiday was and when the next one will be Ask students if they know how many public holidays there are in the United States They could research the answer before the next lesson Get students to rephrase the text to answer the questions After you have checked the answers, you could ask students to scan the text for more examples of formal words More activities Ask students if they know any compound nouns which end with the word pay (Examples include: equal pay, full pay, half pay, high pay, holiday pay, gross pay, low pay, maternity pay, monthly pay, overtime pay, redundancy pay, sick pay, take-home pay, weekly pay.) Ask any students who have jobs if their terms and conditions are written in a similar formal manner Brainstorm other official documents that are written in a formal manner (tenancy agreements, rental contracts, etc.) Discuss the different types of leave that people take: annual leave, compassionate leave, sick leave, etc B Changes to pay cycle Students discuss the section heading in Exercise 1, so not discuss it before they work on the exercises Get students to read through the dictionary definitions Discuss as a class the meaning of Changes to pay cycle Get students to work through the exercise Students might want to know why this letter does not end Yours faithfully – they may know that letters usually end Yours sincerely if they begin with the name of the person, e.g Dear Ms Tashita Tina Grey has probably used Yours sincerely because she knows the people she is sending the letter to – and Yours faithfully would be too formal and distant Remind students that they should use Yours faithfully only when the recipient is unknown and they begin the letter with Dear Sir/Madam 3–4 Tell students to read the list of questions before they read the letter – they cannot the skimming task unless they know what they are looking for Set a two-minute time limit for Exercise to discourage students from reading every word of the text Students can read the text in more detail in Exercise You could discuss this as a whole class Focus on … compound nouns Get students to work through this section in pairs You might also like to make the point that the two halves of some compound nouns are separated by a hyphen Explain that there are no rules which determine whether a compound noun is one word, two words or two halves separated by a hyphen Ideally, students should try and memorize how the noun appears in a dictionary; it is not the end of the world if they not: native speakers might write the same compound noun in different ways More activities Ask students to scan the text and find the word should Elicit that should you wish means ‘if you (should) wish’ Point out that sentences with inversion, like this, can be considered more formal than those that begin with if The next sentence could also have begun with should – Should you still have any concerns … Inversion is also used in conditional sentences with were and had, e.g Were you to need the loan facility, you would have to return the form by June 30th Had I needed the loan facility, I would have returned the form by June 30th Ask students to find two examples of hyphens in the letter – 4-weekly (used twice), co-operation Elicit or explain that the first one has been used because the writer is talking about ‘4 weekly’ ‘payments’ – not ‘4’ ‘weekly payments’ or ‘weekly pay cycle’, i.e the hyphen is between the two linked words The second one has been used because coop has two vowel sounds, not one – although some people would not include a hyphen in this word (A hyphen can also be used in coordinate.) Elicit or explain that hyphens can also be used to join words when talking about ages and periods of time For example: My cousin is ten years old – I’ve got a ten-yearold cousin, I’m going on holiday for three weeks – I’m going on a three-week holiday Remind students to use the singular form of year, week, etc in such hyphenated expressions PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit10 I’ve got Thursday off Elicit that off means ‘off work’ Elicit different reasons why people might be off work Get ready to read Get students to the exercises Discuss the answers with the class after each exercise A I’d like to work flexitime Do not focus on the meaning of flexitime as students have to write a definition of flexitime in Exercise Get students to this exercise individually Discuss the answers as a whole class If you have already done Unit 9: What’s your new job like? with the class, you can draw attention to the hyphen in rush-hour traffic There would be no hyphen if the phrase were because of the traffic during the rush hour 2–7 Get students to work through these exercises and check as a whole class 8–9 Give students time to think about the answers and then discuss as a class Some students may already work flexitime, in which case, ask them their views If students all agree that they would like to work flexitime, you could ask them to suggest the arrangements that would suit them You could also discuss how they would feel about working a four-day week, working in the evenings / during the night, etc Learning tip If you are teaching students whose native tongue has its roots in Latin, you could point out that, for them, long words are often easier to understand than shorter ones – because many of these longer words originated from Latin Students can this exercise in pairs, though you might like to the first question as an example Get students to complete this exercise individually Get feedback by writing students’ answers on the board 6–7 Students could discuss these questions in pairs or small groups, and then compare their answer with that of other pairs/groups in a whole-class discussion Before students discuss the question in Exercise 6, ask them to find three abbreviations in the text and to say what they stand for (PC = personal computer, ID = identity, demo = demonstration) 8–9 Students discuss the questions in pairs Extra practice You could ask students to think of some questions that they would like the website to answer They can then go to the website and try to find the answers to their questions For example, they could find out how employees clock in and clock out (Information is provided on the website about the Borer Message Display Terminal.) Alternatively, you could ask students to find out about the Micro Touch Key, another Borer product Focus on … phrasal verbs Before students the matching activity, elicit or explain that a phrasal verb is a phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is sometimes different from the meaning of its separate parts Get students to work through the exercises and check at the end B Up-to-date staffing information If you have already done Unit 9: What’s your new job like? with the class, you can draw attention to the hyphens in Up-to-date Students could discuss these questions in pairs Set a time limit of, say, one minute Remind students that it is not necessary to read every word in order to this task More activities Ask students to read the text again and to identify nouns which are made up from a verb + suffix, e.g management , information , attendance , adjustment(s) , clearance Ask them which other suffixes are typical of nouns, e.g feeling , journalism , weakness , productivity , childhood , membership Point out that suffixes can be added to verbs, nouns and adjectives Other noun endings are connection , absence , tenancy , leniency Ask students to find out about other working arrangements, e.g job sharing, working from home Could they their current job (if they have one) in these ways? Elicit from students that they need to scan the text to this exercise PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit11 I’ve read the minutes Ask students if they ever go to meetings What meetings they go to? How often? Students consider the meaning of minutes in Get ready to read – so not discuss it before they work on the exercises B Here’s my report Get ready to read 2–6 Students can these exercises in pairs • Get students to match the words to the definitions Elicit or explain that minutes is always used in the plural form in business correspondence • Ask students who read business correspondence to tell the class which of the things they read, when and why • After students have ticked the sentences, read out each sentence in turn Get students who have ticked that sentence to raise their hand • Ask students if they have meetings with other people – some of them might meet with members of the public, for example A Colleague Council Meeting Before students the exercise, ask them what they remember about Emma and Sam from Reading A Get students to skim the email to answer the question 7–9 These questions could form part of a whole-class / small group discussion Did you know … ? Ask students various questions about the information given – or, alternatively, encourage students to ask the questions For example: What are the other official working languages of the United Nations? Can you name all the Spanish-speaking countries in South America? Where is Spanish spoken in Europe/Asia/Africa/ Oceania? What is the most widely-spoken language in the United States? What is the first/second most spoken language in the world by total number of speakers? You could encourage students to research the answers before the next lesson Answers: Use the instructions in Exercise to explain the meaning of Colleague Council (Meeting) A lot of companies have a similar set-up, which may well be known by a different name, e.g Staff Council, Staff Forum, Staff Liaison Committee Get students to tick the correct sentence Arabic, Chinese, English, French, Russian Get students to scan the text to find the answer After checking the answer, elicit that attendees are people who attend the meeting and apologies are sent by people who cannot attend Europe – Andorra, Gibraltar, Spain; Asia – the Philippines; Africa – Morocco; Oceania – Easter Island (which belongs to Chile) 3–4 Get students to read the minutes in more detail to answer these questions Ask students who work if they can get grants from their organization to courses first – English, second – Chinese (Unit 15 mentions both these languages.) Discuss the questions as a whole class Focus on … reported speech You could point out to students that the rules for reported speech are more applicable to written rather than spoken English More activities Elicit or explain that you can chair a meeting Ask students to suggest other collocations with a meeting (Examples include: address, adjourn, arrange, ban, boycott, break up, call, call off, cancel, close, conduct, convene, disrupt, have, hold, host, open, organize, postpone, schedule, summon) Argentina, Bolivia, Chile, Colombia, Ecuador, Paraguay, Peru, Uruguay, Venezuela (Spanish is not spoken in: Brazil (Portuguese), French Guyana (French), Guyana (English), Surinam (Dutch).) English More activities Ask students who work if they would be interested in attending an in-house English course What would they want it to include? Ask students who work what kind of reports they read in their working lives Do they ever have to write reports? When, and why? Ask students to underline any words in Alejandro’s report which are useful for describing courses and lessons Then ask them to describe the course they are taking with you, using Headings 2–6 in the report Students create another point (7) for the minutes First of all, they write an email about another issue in their workplace that they would like the Colleague Council to address They then exchange their email with another student, who now has to imagine that they work in the Personnel Department In this role, they have to summarize Personnel’s view of the issue in their partner’s email and then state the response Students should use the same format as in the minutes PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit12 The course is in English Elicit some of the difficulties students face when studying at a foreign university in a foreign language Ask students about any personal experiences they, or people they know, have had Get ready to read • Get students to put the countries in order and then ask a couple of students to read out the countries in the order in which they have ranked them Find out if other students have ranked the countries in a similar order If you are teaching a multi-lingual group in an English-speaking environment, ask students if they would rather go on to university studies in the same country – or would they prefer to go to another one Ask them to give reasons for their choice • Get students to tick the comments which correspond most closely with their own thoughts Ask students if they can think of any other reasons why people might go abroad to an English-language university Find out if any students have been to Australia Encourage travellers to tell the class about their experiences If students have not been to Australia, encourage them to say what they know about the country 3–6 Students work through the exercises individually and compare with a partner after each exercise Class bonus Do an example with the class before students work in pairs After students have read the homepage, elicit or explain that the likes of the USA and the UK means ‘countries like the USA and the UK’ Students can discuss their views in pairs or small groups, and then compare their ideas with those of other pairs/groups in a whole-class discussion Focus on … this and these A Pre-departure decisions Elicit that pre-departure means ‘before you depart’ Elicit or explain that post-arrival means ‘after you arrive’ Get students to work through the exercises Elicit that this/that/ these/those can be both determiners or pronouns Elicit that the words are determiners in Exercise and pronouns in Exercise You could write the three options on the board and this exercise as a whole class Extra practice Students can compare answers in pairs before getting wholeclass feedback Students could also find out about the currency of Australia and financial issues to consider when selecting a university 3–4 Ask students to compare their answers in pairs 5–6 Make sure students realize there are no right answers for these questions, but that their sentences should suit the conjunctions that precede them For Exercise 6, elicit or explain to students that they should scan the text for the sentences in Exercise When they have found the sentence, they will soon find out which word follows it Then they can compare the sentence they wrote for that word with the sentence in the text Students can discuss reasons in pairs or small groups, and then compare their ideas with those of other pairs/groups in a whole-class discussion More activities Ask students to discuss which of the reasons for studying at a particular university are also important when choosing a language school More activities Students could find out about studying in another country of their choice Ask students about international universities in their own country Which universities are most frequented by foreigners? Are grants available to study in their country? Brainstorm words connected with education Students can work in groups to write a list Set a time limit When the time limit is up, students take it in turns to say a word Build up a class list on the board Then ask a student to make a sentence about education with one of the words on the board Rub this word off the board before asking someone else to make a sentence with another word Continue in this way until you have rubbed off all the words from the board B Why Study Oz? Elicit or explain that Oz is an informal word for Australia Australians are sometimes referred to as Ozzies Set a time limit for students to decide which website would be most useful Check the answer Get students to complete the sentence in their own words Ask some students to read out their sentence – make sure that students only read out their sentence if it is different from others that have been read out Find out which are the most common things that students think of in connection with Australia PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit13 Read faster! Ask students if they are quick readers in their own language Ask them what kind of things they like to read in English: newspapers, books, websites, etc Get ready to read Get students to tick the boxes next to the statements they agree with After students have read the statements, not discuss them or check them with the class Explain that students will find advice in connection with these statements in the two texts they are going to read in the unit A Obstacles to faster effective reading Elicit or explain that an obstacle is ‘something that blocks you so that movement going forward or action is prevented or made more difficult’ Make the point that if students are studying in English – at university, for example – they will have a lot of reading to do, and it will be useful if they can increase their reading speed Get students to read the paragraph and decide whether a, b or c best sums it up Remind students to skim the text – they need to get a general sense of what the text is about rather than understand the details 3–4 Refer students to the Learning tip Students can work on their own to find the specific information and then compare answers Have students identify the three statements relevant to the text on this page After checking the answers with the class, ask students to rewrite the statements so that they are true (A good reader varies their reading speed, You should focus on groups of words, You can understand a text if you read it quickly) B Hints for reading practice Students can this exercise in pairs They can either work together to complete the sentences, or they can work on their own and then compare what they have written Remind students to skim the text Set a time limit, e.g one minute Check the answers with the class Draw attention to the final sentence of the first paragraph Students should this exercise on their own, and then compare answers with a partner At this stage they could underline the information in the text which relates to the statements Check the answers with the class Ask one student to read out the statement with the correct answer, and another student to read out the information from the text which is related to the statement The information relating to each statement is as follows: Think of the passage as a whole … (1b) not try to take in each word separately, one after the other It is much more difficult to grasp the broad theme of the passage this way, … (2a) It is a good idea to skim through the passage very quickly first to get the general idea of each paragraph (3c) Titles, paragraph headings and emphasized words (underlined or in italics) can be a great help in getting this skeleton outline of the passage Pay attention to paragraph structure … (4c) It has been estimated that between 60 and 90% of all information-giving paragraphs in English have the topic sentence first … (5a) Sometimes, though, the first sentence in the paragraph does not have the feel of a ‘main idea’ sentence It does not seem to give us enough new information to justify a paragraph … (6c) while the closing paragraph often summarizes the very essence of what has been said 4–6 Students can these exercises in pairs Extra practice Encourage students to choose a book to read Tell students that you will ask them in a later lesson how they are getting on with the book they chose Have they been able to increase their reading speed, or has the book been too difficult for them to this? Ask students to write the statements so that they are true Focus on … words in context You can encourage students to try and work out the meaning of the words in italics before looking at the words in the box More activities You could ask students to summarize the text Dictate the following sentence beginnings Students then complete the summary – with words like those in brackets You only read slowly if you (vocalize or look at individual words or letters) To improve reading speeds, your eye (must take in groups of words swiftly while your mind is absorbing the ideas) One danger of practising faster reading is (that you may not remember the ideas) This may be because (the English is too difficult for this type of practice) Choose a book with, (on average, fewer than seven new words per page) More activities Encourage students to look for study-skills books and to read their chapters on Reading The book Study Skills for Speakers of English as a Second Language (which featured in Unit 12) has a section about reading Remind students that simplified readers are available at a variety of levels and these are intended to be read for pleasure Encourage students to tell the class about any books they are reading and can recommend PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit14 I’ve chosen this topic Get ready to read Get students to say which of their questions were answered You could write the four types of book on the board and the first exercise before students open their books There may be some confusion between a handbook and a manual In general terms, a manual is very practical and tells you how to something, e.g a DIY manual; a handbook gives the most important and useful advice about a subject, e.g a student handbook 3–4 Students work through the exercises, checking with a partner after each exercise For Exercise 4, tell them that they will find more information later in the section which will be useful in answering the question A Look it up in the Index 1–3 Students can these exercises in pairs, and then discuss the answers as a class For Exercise 1, you can ask students to read out the question that they have written 4–6 Students work through the exercises before getting wholeclass feedback Encourage students to choose one or two entries only Make the point that although the other entries include the word work, they are not necessarily relevant For example: ethic means ‘a system of accepted beliefs which control behaviour, especially such a system based on morals’, so work ethic means ‘a belief in hard work’; workforce means ‘the group of people who work in a company, industry, country, etc.’ Neither or these entries will be relevant to the topic of how many hours Americans work The first page reference for working hours in the Index should confirm students’ answer to Exercise Make the point that if we are looking for a particular subject in a book, we can look at either the Contents or the Index – or both More activities Elicit that work ethic, workfare and workforce (in the Index) are all compound nouns Ask students if they know any other compound nouns which include the word work You could encourage them to look for examples in their dictionary before the next lesson (Examples include: workbasket, workbench, workbook, etc.) Ask students to find other texts or books, or information from the Internet, which might be useful when researching the topic of working hours in the United States B This looks useful Get students to underline the references to working hours After checking the answers with the class, ask students to find the abbreviations DOL and AP Elicit or explain that this information in brackets gives details of the source of the information In Contemporary America, there is a Bibliography before the Index This explains that the sources of the information were: DOL Department of Labor (2005) “Minimum Wage Laws in the States” [www.dol.gov/esa/minwage/America/html] 5–6 Get students to discuss the answers to these questions When you check the answers, remind students (especially if they have done Unit 13: Read faster!) that they should always pay special attention to the first sentence of a paragraph – because it is likely to give the main idea of the paragraph Only the first sentence of the next paragraph (Extract C) has been provided in Exercise – because it is about another topic, and students would not therefore (need to) read the rest of the paragraph Did you know … ? Elicit or explain that another difference is that full stop is British English; period is the US equivalent 7–9 Students can discuss their views in pairs or small groups, and then compare their ideas with those of other pairs/ groups in a whole-class discussion Focus on … US English Get students to the exercises Ask students if they know any other examples of US English You could ask them to research this before the next lesson For example, UK English words such as travelling, cancelled are spelled traveling, canceled in US English; words such as metre, centre are spelled meter, center in US English In addition, you can write spelled or spelt, burned or burnt in UK English, but these words are normally regular (ed endings) in US English In the UK people say lift, pavement, tap, have a bath/break/holiday/shower and at the weekend; Americans say elevator, sidewalk, faucet, take a bath/break/ holiday/shower and on the weekend In terms of grammar, the past participle of get is gotten in US English (got in UK English), and American speakers can use either the present perfect (Where’s my pen? I’ve left it at home) or past simple (Where’s my pen? I left it at home) whereas a speaker in the UK would use only the present perfect for an action in the past with a result now More activities If you are teaching a multilingual group, students could give a short talk about their country Perhaps one student could give their talk each day (Students who are from the same country could work together but research different aspects of their country.) Students can look up Contemporary America on the Internet Tell them that it is published by Palgrave – this should help them to locate it AP = Associated Press, NYT = New York Times AP (2001d) “Americans’ Incomes, and Spending, Rise,” NYT February PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit15 English today Get ready to read B English loan words • Read the instructions with the class You could this exercise as a quiz Explain that students should use words – rather than figures – when a number begins a sentence In addition, you could make the point that the numbers 1–10 are often written as words – and larger numbers are written as figures Before students the exercise, ask them what they read about in the previous section (the widespread use of English as a foreign language, and the reasons for this) Get students to read the first sentence of the text to answer the question A English as a foreign language You could ask students what they understand by the section heading Elicit that someone whose first language is English speaks English as their mother tongue; in addition, he/she is a native speaker of English 1–2 Get students to read paragraph to answer the questions Ask them to guess how many people speak English as a foreign language worldwide 3–4 Get students to read paragraph to answer the questions After checking the answers, ask students if they know where English is spoken as a second – or official – language Countries include: Ghana, Hong Kong, Jamaica, Nigeria, India, Pakistan, Philippines In Nigeria, for example, English is the main language of government, education, commerce, the media and the legal system Learning tip Remind students that each paragraph of their own written work should also include a topic sentence 5–10 If students are unfamiliar with academic writing skills, you could work through these exercises one by one, before getting feedback to make sure students are clear about topic sentences Refer back to the Learning tip 11 Students could discuss more examples in pairs or small groups, and then share their examples with other pairs/ groups in a whole-class discussion More activities Dictate the following sentences, omitting the word in capital letters at the beginning of each sentence Give students a couple of minutes to consider the statements Then write the words in capital letters in alphabetical order on the board Students complete the sentences a WIDOW is the only female form in the English language that is shorter than its corresponding male term b BOOKKEEPER is the only word in the English language with three consecutive sets of double letters c QUEUE is the only word in the English language which is still pronounced the same way when the last four letters are removed d ALMOST is the shortest word in the English language with all its letters in alphabetical order e SCREECHED is the longest one-syllable word in the English language f RHYTHMS is the longest English word without any of the five standard vowels 2–4 Students can work through these exercises in pairs, giving feedback to the class after each exercise if appropriate Students could discuss more examples in pairs or small groups, and then share their examples with other pairs/ groups in a whole-class discussion Ask students if they think that the use of English loan words is a good or bad thing Students can discuss the question in pairs or small groups, and then share their ideas with other pairs/groups in a wholeclass discussion Did you know … ? Elicit or explain that the next most commonly spoken mother tongue in the United States is Spanish Elicit or explain that English is spoken as a mother tongue – and a second language – in countries that used to be part of the British Empire Focus on … participle adjectives Get students to complete the exercises Afterwards, test students with a few more examples of ing/ed adjectives Extra practice Ask students to draw up two lists, one with words which have the same meanings and another with false friends in their own language More activities Students write an essay entitled How important is the English language in your life? Remind them to include a topic sentence in each paragraph Ask students if foreign loan words are used in the English language What evidence of this is there in the text? Encourage students to name or find out words from their own or other languages which are used in English If you like, you can write a few of these words on the board and ask students to name – or research – their original source For example: algebra (Arabic), fruit (French), hamster (German), coma (Greek), traffic (Italian), tycoon (Japanese), marmalade (Portuguese), potato (Spanish), kiosk (Turkish) Students research their own mother tongue on the Internet and find out how many people speak it as their mother tongue, and, where appropriate, as a foreign or as a second language PHOTOCOPIABLE © Cambridge University Press 2008 Real Reading by Liz Driscoll Teacher’s notes Unit16 I need a good score Get ready to read B Putting it into practice • Get students to order the papers individually Ask students to compare their answers and discuss why they would be more worried about certain papers than others Ask students to name any English language exams they have taken, e.g PET, FCE Ask students what they think they might put ‘into practice’ in this section of the unit Explain that they are going to be putting into practice the skills they worked on in the previous section of the unit • Get students to identify which papers the tasks come from After checking the answers, ask students if they can name or describe any other types of reading or listening exam tasks For example: form/notes/table/flowchart completion, matching, summary completion Do not mention summarycompletion yourself if students not name or describe it – this is what the texts in the unit are about Did you know …? Get students to read the text Ask students if they know anything else about the IELTS exam Do they know anyone who has taken the exam? Ask students what other exams they could take (They could take CAE or CPE; or if they are business students, they could take the BEC Higher exam Information about all these exams is available on www.cambridgeesol.org.) A Exam practice tasks Get students to skim Section A of the unit only to answer the questions You could set a time limit of, say, one minute Get students to the task in the extract on page 73 Ensure that students refer to the action plan and the summary completion box when completing the task After students have done the task, they can check their answers in pairs Then check the answers with the whole class Get students to the next task After checking the answers, make the point that this unit deals with the two types of summary-completion task that students will find in the exam – they will not find another type of summary-completion or summary-writing task in the exam Ask students which type of summary-completion task they prefer, and why Focus on … paraphrasing Get students to the exercise Then ask them to pick out instances in the two summary completions where paraphrasing has been used Before students read the Action Plan again, you could discuss with the class what they should Encourage students to treat this text and tasks as they would in an exam, and to them on their own Elicit that they should read the task before they read the text After students have done the task, they can check their answers in pairs Then check the answers with the whole class Students could discuss the questions in pairs or small groups, and then compare their answers with those of other pairs/ groups in a whole-class discussion More activities Dictate the following sentences to the class Ask students to read the text again and find the original wording for each paraphrase a There are plenty of reasons why chocolate sells well (Paragraph 1: ‘As a product, chocolate has a lot going for it, appealing to all ages, both sexes and all income brackets.’) b The human love of chocolate is a global phenomenon (Paragraph 2: ‘It also increasingly transcends national boundaries.’) c More money is spent on marketing chocolate and sweets than any other similar product (Paragraph 3: ‘Media expenditure on confectionery exceeds that for any other impulse market.’) d Although well-known brands achieve the highest sales, new products are also important (Paragraph 4: ‘Innovation is also essential for ongoing success, despite the chocolate market being dominated by consistent performers.’) e The short-term availability of a ‘limited edition’ appeals to consumers’ desire for a change (Paragraph 5: ‘Producers believe that special editions offer the consumer a new and exciting variation of a product.’) More activities Give students further practice in working out what kind of words are needed to complete gaps You could dictate a series of sentences – or type them out – and ask students to suggest both what kind of words are missing and what they might be Remind or encourage students to look for grammatical clues near the missing words 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