Real_Reading_TNotes

Prévia do material em texto

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).
1 Look at the example with the class. Make sure that students 
know what they have to do and that they know the words 
baggage, Customs, passport and airport. Ask students to 
complete the exercise. Check answers.
2 Look at the example with the class. Make sure that students 
know what they have to do. 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).
3 Point out to students that they will fi nd English very useful in 
English-speaking countries and also in other countries, such 
as Norway, where English is not spoken as a fi rst language. 
English is the international language of communication. Ask 
students to complete the exercise.
4 Ask students to complete the exercise.
5 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.
6 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 fi nd 
new, similar words.
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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.
1 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)?
2 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.
3 Remind students to look at the text but not to read it in detail.
4 Students can do this exercise in pairs. They can either work 
together to fi nd 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.
5 Ask students to complete the exercise. Check answers.
6 Ask students to complete the exercise. 
7 Students can do this exercise in pairs.
8 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.
Unit1 We’re here!
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit2 What can I eat?
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.
A The most important meal of the day
Ask students which is their most important meal of the day.
1 Make sure that students understand the words menu, leafl et 
and bill. Remind students to look at the text but not to read it 
in detail. Ask students to complete the exercise.
2 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.
Learning tip
Read through the tip with the class. Point out that this is how 
students read texts in their own language.
3 Ask students to complete the exercise.
4 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.
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5 Ask students to complete the exercise. Discuss the pros and 
cons of a self-service breakfast.
B Here’s the menu
1 Make sure that students understand the words vegetarian 
and desserts. Look at the example. Ask students to fi nd the 
fi rst 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 fi nd the answers.
2 Make sure that students understand the word goat. Ask 
students to complete the exercise. Check answers.
3 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.
4 Students can do this exercise in pairs. Check answers.
5 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.
Class bonus
If youare 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 fi ve or six things they like eating for 
dinner in their own language. Encourage them to fi nd out how to 
say these things in English. In this way, they should recognize the 
dishes when they see them on a menu.
Real Reading 1 by Liz Driscoll Teacher’s notes
More activities
1 Ask students to choose what they want for breakfast from the café menu below.
2 Students can work in groups and design a menu for their school café. 
Take a fresh look at breakfast
Cooked breakfast
Freshly prepared
6 item breakfast
8 item breakfast
3 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
Unit3 Where will I fi nd it?
Ask students to look at the unit title and point out that, in a shop, 
Where will I fi nd 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 fi nd 
goat’s cheese? Where will I fi nd 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 fl oor
1 Look at the example with the class. Make sure that students 
know what they have to do. Ask them to complete the 
exercise.
2 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.
3 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.
4 Get students to complete the exercise. Revise ordinal 
numbers (1st, 2nd, 3rd, etc.) if necessary.
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 fl oor.
Students can work with two or three different partners in order to 
get more practise in identifying departments and fl oors.
5 Students can do 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 fi nd the answers in the store guide, then they can 
work with a different partner to do 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 fi nishers can check their 
spellings while other students are still working. For example, you 
can write sutcase, earings, toylets, repear.
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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 fi nd the item. For example, Where 
will I fi nd / get a computer handbook?
B What does that sign say?
1 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 fi t. Ask 
students to complete the exercise. Check answers.
2 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.
3 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.
4 Ask students to complete the exercise. Check answers.
More activities
1 Ask students to look through Section B again and decide 
which signs would be useful in their school.
2 Below you will fi nd a short text from a leafl et about tax-
free shopping. Ask students to fi nd out what you have to 
do in order to get a refund.
3 Ask students to fi nd out about tax-free shopping in their 
country.
1 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 7 and 
8%. Make sure you look for stores displaying the tax-free 
shopping logo when shopping.
2 Refund Cheque
Ask for a Global Refund Cheque and confi rm 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.
3 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.
Tax-free 
shopping
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit4 Can I get money here?
Get ready to read
• 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.
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 / benefi t you are going to get.
1 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 do these exercises in pairs. Check answers.
4–5 Students can do these exercises in pairs. They can either 
work together to fi nd the information in the leafl et, or they 
can work on their own and then compare answers.
6 Students can do this exercise in pairs. Check answers.
7 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 travellinghas 
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.
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.).
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B Please insert your card
1 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 fi rst language equivalents of debit card 
number, bank account number and PIN. Ask students to do 
the exercise.
2 Ask students to do the exercise. Discuss students’ answers. 
If you are teaching a multilingual group, fi nd out how similar 
ATMs are around the world.
3 You can do 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 2 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.
4 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 fi nd out how much money you have in 
your bank account?
Focus on … verbs
In this exercise students revise the spelling of the key imperative 
form of the verbs used when operating an ATM. Ask students to 
do 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 do an exam or competition, e.g. Are you going to enter the 
photography competition?).
5–6 Ask students to complete the exercises. Check answers.
More activities
1 Go to the online encyclopaedia website www.wikipedia.org 
and fi nd out other names for ATMs around the world.
2 Go to the website www.moneymatterstome.co.uk and use 
their interactive ATM.
Real Reading 1 by Liz Driscoll Teacher’s notes
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.
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.
Unit5 Somewhere to stay
Get ready to read
Ask students to do 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.
A In the heart of the city
Learning tip
Emphasize the point that we often skim a text the fi rst 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 
fi rst word to the last.
1 Refer students to the words in a and b. Make sure that 
students understand them before they do the exercise. Ask 
students to complete the exercise. 
2–3 Ask students to do the exercises.
4 Make sure that students understand the word fi ttings. Point 
to fi ttings in the classroom, e.g. the lights and light shades, 
electrical sockets. Ask students to do the exercise.
5 Ask students to do the exercise. Check answers.
6 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). 
7 Ask students to do the exercise. Put students into pairs to role 
play a conversation between Valeria and her sister.
8 Ask the class if they would like to stay at the hotel. Elicit why 
or why not.
Class bonus
Write the fi rst 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
1 Ask students to fi nd out some other facts about Egypt like 
those in Get ready to read. Alternatively, ask them to fi nd 
the answers to specifi c questions, e.g. How long is the 
Nile? How many people live in Cairo?
2 Students can go to the Mercure Luxor website at 
www.accorhotels.com. Ask them to fi nd out what sports 
and leisure activities you can do at the hotel.
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B This looks great!
1 Ask students if they – or anyone they know – has travelled 
around the world. Ask students to do 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.
2 You can write any other questions students suggest on the 
board. Leave the questions on the board. 
3 Get students to do the exercise. Ask students if they found 
the answers to their own questions in Exercise 2.
4 Get students to do 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.
5 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 do 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 fi nd 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 fi re instructions on the back of your 
door. There are emergency lights and smoke detectors on all the 
fi re escape routes.
Tea and coffee Each room has tea and coffee making facilities.
Telephone Dial 2211 for Receptionand 9 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 4 and a range of Sky channels.
Security We do 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.
Real Reading 1 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 do 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
1 Look at the example with the class. Then look at label 2 
together and ask students to fi nd the name of the product.
 Students can do this exercise in pairs. They can either work 
together to fi nd the products on the labels, or they can work 
on their own and then compare answers.
2–5 Students can do 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
1 Students work in pairs. They take turns to mime using the 
products in Exercise 1. The other student has to say which 
item they are using.
2 Write some pairs of US and GB words in random order on 
the board. For example: toilets, autumn, fl at, 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.
B You’ll feel better soon
Ask students when they would say You’ll feel better soon (when 
someone is not well).
1 Before students do the exercise, ask them if they have ever had 
fl u. How did they feel? What did they do 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 fi rst 
word to the last. Reassure students that although there is a lot of 
unknown or diffi cult language on the back of the packets, they 
do not need to understand all of it in order to do the exercises.
2–3 Students can do these exercises in pairs. Check answers.
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4 Ask students to do the exercise. Ask if anyone has a packet 
of similar tablets with them. Ask this student to say if the four 
pieces of advice are correct for these tablets too.
Focus on… vocabulary
Ask students to do 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.
5 Ask students to do the exercise.
6–8 Students can do these exercises in pairs. Check answers.
9 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 fl u.
More activities
1 Set up an ailments chain around the class. Tell the class 
about an ailment you have got, e.g. I’ve got backache. Ask 
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.
2 Below you will fi nd something else Katka’s friend has 
given her. Ask students if this is suitable for someone with 
a headache and cold, perhaps even fl u. Ask students to 
read the packet and work out how to use this medication. 
What exactly do you have to do?
Cold and fl u gel
Effective cold relief from
* Sore throat
* Congestion
* Coughs (due to colds)
For maximum benefi t use at fi rst signs of a cold.
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 6 months): Apply lightly to 
back and chest. Leave clothes loose for easy inhalation.
This product can be used with other medicines.
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 6 months.
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit7 Who’s it from?
Get ready to read
• 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.
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 fi nd the things you 
need to make them.
1 Ask students if they have ever received a card in English.
 Ask students to do the exercise. When they have fi nished, 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.
2 Ask students to do the exercise.
3 Before students do the matching exercise, ask them to 
identify the sender and receiver of each card.
 Students can do 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 do these exercises in pairs. Check answers.
6 Students can do 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. 
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B See you on the 29th!
1 Ask students to do the exercise. Ask students which of these 
four ways of communication they use. Which do they use 
most often? 
Did you know … ?
Look at the name and address on the postcard. Ask students if 
Silvia is married (we do 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 do these exercises in pairs. Check answers.
4 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 fi lm The Golden Compass. 
This is based on a book written by Philip Pullman and is set in 
Oxford where he lives.
5 Ask students to write a reply to Marcos. They can use some of 
the sentences from Exercise 4 to help them.
6–7 Students can do these exercises in pairs. Check answers.
8 Ask the class which of the four messages in Exercise 1 they 
would read aloud.Elicit who they would read it to and why.
Extra practice
Before students do 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
1 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.
2 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.
3 Encourage students who go on holiday to send the class a 
postcard in English.
Real Reading 1 by Liz Driscoll Teacher’s notes
More activities
1 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.
2 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.
Roses are red
Violets are blue
I’m quite special
And so are you!
Guess who?
Congratulations, 
Rachel and Paul. 
We’ve just heard 
the news! All the 
very best for your 
future together!
Rita and Jack
Just a short no
te to 
say thank you f
or the 
wonderful meal 
last 
night, Sushila. C
an I 
have the recipe
 for the 
starter? 
It was deliciou
s. 
You must come 
round 
to me soon.
Love, Daisy
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 fi ne 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 fi nd out if everyone agrees.
• Get students to do 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.
1 Before students do 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 do the exercise.
2 Students can do 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 do these exercises in pairs.
Learning tip
Emphasize the point that students should only use a dictionary 
to check their guesses. Explain that continually looking up 
words in a dictionary takes a lot of time, some of the words are 
unimportant in terms of the exercise the student is doing, and 
that using a dictionary disrupts reading the text itself.
5–7 Students can do these exercises in pairs. Check answers.
Extra practice
If you are teaching a multilingual group in an English-speaking 
environment, students could also research Park & Ride in the 
town / city in which they are studying.
B Have you got any change?
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
1–2 Ask students to do 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.
3 Students can do this exercise in pairs. Check answers.
Focus on … no
Ask students to do the exercises. Elicit or explain that another 
common sign is No parking.
4 Students can do 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.
5 Ask students how much the penalty charge is for parking 
incorrectly.
6 Students can do this exercise in pairs. When students have 
fi nished 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 fi nd out if they are similar to the 
one in Section B.
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit9 Let’s go there
Get ready to read
• 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 do 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 fi rst skiers were Norwegian.
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 
Offi ce. What information is there about the town / city in English? 
Similarly, if you are teaching a multilingual group in an English-
speaking environment, you can discuss the Tourist Information 
Offi ce in the town / city where students are studying.
1 Ask students to do the exercise.
2 Students can do this exercise in pairs. They can either work 
together to write the sentences, or they can work on their 
own and then compare answers.
3 Ask students to do the exercise. Check answers.
4 You can do this exercise as a class.
5 Ask students to do 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 do 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 fi rst 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.
8 Look at one or two other examples with the class. For 
example, We have all the brochures / you will need. Ask 
students to do the exercise. Check answers. Encourage 
students to read some of the other sentences from the leafl et 
and to pause at the most appropriate part of the sentence.
9 Ask students whether they would go to the TouristInformation Offi ce. 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 fi nd out about one or more of these places.
PHOTOCOPIABLE © Cambridge University Press 2008
B We’ve got a choice
Ask students who they usually go on holiday with. Then ask how 
they decide what to do each day.
1 Ask students to circle the words in the texts which describe 
the things they can see in the photos. Note that the words do 
not always appear with the photos.
2 Remind students to scan the leafl ets for the words boat, 
sightseeing coach, cable car. Emphasize that it is not 
necessary to read each text from the fi rst word to the last.
 Ask students to suggest another date for their visit to Bergen, 
e.g. July 4th. Ask them to fi nd out which kinds of transport 
they can use on this date.
3 Before students do this exercise, you could encourage them 
to read about the Bergen card in the leafl et in Section A. Ask 
students to do the exercise.
4 Students can discuss their decisions in pairs. You can then ask 
one or two pairs to report their decisions to the class. Other 
students can say whether or not they agree with the choices.
Class bonus
Before students do 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 leafl ets for students to guess. 
Then put students into pairs to choose and guess at more words.
5 Students can do this exercise in pairs. They can either work 
together to complete the chart, or they can work on their own 
and then compare answers.
6 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
1 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.
2 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.
 
Real Reading 1 by Liz Driscoll Teacher’s notes
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.
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 offi cial list’.
Use this opportunity to introduce the following words: 
appointment, medical record.
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
1 Make sure that students understand the four words before 
they read. Encourage them to skim the leafl et 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 leafl et is for. 
2 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers.
3 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.
4 Students can do this exercise in pairs. Check answers.
5 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.
6 Get students to do 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?
7 Get students to do the exercise. Check answers. Ask students 
what they would say when they phone the medical centre in 
these situations.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Below you will fi nd information about the common cold. 
Before students read the text, ask them to say what you can 
do to prevent getting a cold, and how to treat it. Students can 
then read the text and check their answers.
B The medical questionnaire
1 Make sure students understand the words before they read.
2 Make sure students understand the questions and instructions 
under each section heading. Ask students how many sections 
there are.
3 Tell students to use their own details.
4 Note that weight might be a sensitive subject. Ask students to 
complete this section of the form on their own.
5 Look at sections 4, 5 and 6 of the questionnaire with the 
class. Ask students if a pint is bigger than a litre. Elicit that a 
pint is 2 units, and a litre is 4 units. Ask students to do the 
exercise. Check answers.
6 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 fi nd more examples.
7 Students can do this exercise in pairs. Check answers.
8 Ask students to note down any sentences from Exercise 6 
that are true for them. Encourage students to make sentences 
about themselves, and people in their family, with the words 
heart attack, stroke, smoke, drink, if they want to.
9 Ask students to complete the rest of the questionnaire.
 
Real Reading 1 by Liz Driscoll Teacher’s notes
Home Reviews Resources About
http://www.common cold.html
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 do 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. 
• do 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 fl uids 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.Unit11 What’s on tonight?
Ask students to look at the unit title and explain that on means 
‘on TV’.
Get ready to read
• Do a quick class survey. Find out who watches the most 
– and the least – TV every day.
• Ask students to tick the sentences that are true for them. Ask 
students if they have seen any good fi lms recently.
• Ask students to put the types of fi lm in order of preference. 
Ask students to suggest fi lm titles for each category. 
A Let’s watch this
1 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers.
2 Students can do this exercise in pairs. Check answers.
3 Do a quick class survey. Find out which programme types 
are the most – and the least – popular with the class. Ask 
students to complete the chart.
4 Ask students to give examples of different programme types. 
Then ask students to do the exercise.
5 Remind students that they do not have to read every word 
of the TV guide. They simply have to scan the guide for the 
programme types. Get students to add the new programme 
types to their chart.
6–7 Get students to look at the list and TV guide. Ask students 
what types of programme their fl atmate likes to watch. Ask 
students whether they would watch the programmes with 
him. Elicit why or why not.
8 Encourage students to make notes of the programmes they 
would like to watch. You could create a chart on the board 
which students could then copy. Give an example yourself 
and complete the fi rst row of the chart. For example:
time channel programme programme type
7.00 – 7.30 BBC1 A Question 
of Sport
quiz show
 You could tell students to choose four programmes for their 
evening’s viewing and to complete a chart like the one above. 
They then work with several other students in the class and 
fi nd the person whose choices are most similar to their own.
More activities
Tell students to imagine that there is a school TV on which 
they can watch programmes in English. Students use the TV 
schedule to plan the evening’s viewing. Tell them to make 
sure there is something for everyone to watch!
Ask students if English-language programmes are shown on 
TV in their country. Or are they dubbed into the language of 
the country? Which do students prefer?
PHOTOCOPIABLE © Cambridge University Press 2008
B Spirited away
1–3 Ask students to do the exercises.
4 Make sure that students read the three options before they 
skim the review. 
5 Ask students to do the exercise. Check answers.
6–10 Students can do these exercises in pairs. Alternatively, they 
can work on their own and then compare answers. Encourage 
students to help each other with the meaning of any words 
that they are unsure about.
11 Ask students to complete the exercise. Check answers.
12 Ask students if they would like to see the fi lm. Elicit reasons.
More activities
1 Students could choose a fi lm from their country which 
they would recommend other students to see and then 
tell the rest of the class about the fi lm. Alternatively, 
students could fi nd a review for the fi lm they have 
recommended and bring it to school. Reviews can be 
pinned on the classroom noticeboard.
2 Students could form their own fi lm review club. If they see 
a fi lm they would recommend (either in English or in their 
own language), they write a short review and pin it on the 
classroom noticeboard.
3 Below you will fi nd a fi lm review of The Perfect Storm. 
Ask students if the reviewer liked the fi lm. If students have 
seen the fi lm, ask them their opinion. Ask students who 
have not seen the fi lm if they would like to see it.
 
Real Reading 1 by Liz Driscoll Teacher’s notes
The Perfect 
Storm
The story is about what happened to the Andrea Gail, a fi shing 
boat that in 1991 was caught off the coast of Massachusetts 
during Hurricane Grace; probably the worst storm at sea 
ever. On board the boat are the captain Billy Tyne (an 
unglamorous George Clooney) and fi ve other fi shermen. The 
boat has gone out to sea for its last trip of the season and is 
heading home when the storm hits. The fi lm is based on the 
book of the same title by Sebastian Junger.
The special effects are incredible and viewers are 
transported to the middle of the angry ocean. Some may 
even get seasick! Men go overboard, powerful waves break 
the wheelhouse windows, and the boat overturns and 
rights itself more than once. The performances of Clooney 
and Mark Wahlberg, the fi lm’s other star, are excellent.
In the book, Junger recounts the story of several other 
unfortunate boats and some of these are included in the 
fi lm. These sub-plots show how dreadful the storm was, 
but they distract from the main storyline. However the 
scenes showing the crew’s worried families and friends 
back at home in Gloucester, Massachusetts are good. 
The fi lm is worth watching, but I prefer Junger’s book. 
As he says, there are some things we can’t possibly know 
if we weren’t there.
 F
ilm
 re
vi
ew
 
 F
ilm
 re
vi
ew
 
 F
ilm
 re
vi
ew
 
 F
ilm
 re
vi
ew
 
Unit12 This school sounds good!
Ask students to look at the unit title and ask them how they 
found out about the school they are attending. Did someone 
recommend it? Did they see a brochure? Or did they fi nd out 
about it on the Internet?
Get ready to read
• If you have a world map, ask students to fi nd the fi ve 
countries. Ask if anyone has ever been to any of these 
countries. Get students to tell you in which of the fi ve 
countries English is the fi rst language.
• If you are teaching a multilingual group in one of the fi ve 
countries, ask students why they chose to study in this country. If 
you are teaching a monolingual group in their own country, ask 
them to say why they would go to the country of their choice.
• Invite individual students to say one thing each about New 
Zealand. Give an example yourself to get things started, e.g. 
The Lord of the Rings was fi lmed in New Zealand. When it’s 
summer in Europe, it’s winter in New Zealand.
A Learn English in New Zealand
1–2 Students can do these exercises in pairs. Check answers.
Learning tip
Point out that this is one of the most important Learning tips 
in the book. Encourage students when they come upon an 
unknown word, to ask themselves, What must this word mean 
in this context? Make the point that working out the meaning of 
an unknown word for yourself is very rewarding.
3 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. Encourage 
students to help each other with the meaning of any words 
that they are unsure about.
4–5 Ask students to do these exercises. Check answers.
6 You can take a class vote. Ask students why they chose 
Queenstown or Christchurch.
More activities
1 Get students to fi nd out more about Queenstown and 
Christchurch from a guidebook or on the New Zealand 
Tourism Board website www.newzealand.com. 
 Divide the class into two groups, one group fi nds out 
more about Queenstown and the other group fi nds out 
more about Christchurch. Students then work with a 
partner from the other group; they compare and contrast 
the two locations.
2 Students can read what students say about the LSNZ 
language schools on the website. 
3 Students can also read about homestay accommodation 
(living with a family). If you are teaching a multilingual group 
in an English-speaking environment, you can ask students 
who live with families to compare their experiences.
PHOTOCOPIABLE © Cambridge University Press 2008
B General English
1 Get students to work in pairs and try to predict the answers 
to questions a–h. If you are teaching a multilingual group in 
an English-speaking environment, students can talk about the 
school where they are studying.
2 Ask students to do the exercise.
3 Elicit that the currency in New Zealand is the dollar. Before 
the class, you could look on the Internet for the current 
exchange rates. Ask students to do the exercise.4 Students can do this exercise in pairs. Check answers.
5 Ask students to read the section from a webpage and do the 
exercise. Check answers.
More activities
1 Ask students if they have ever heard of Study and Ski 
courses. Would they like to do one? Point out that ski fi eld 
is not used in UK or US English. The term skiing area or 
ski slopes is normally used instead.
2 Ask students if people visit their country to learn the 
language. Tell students that you would like to do a course 
in their language. Where would be the best place for you 
to study?
3 If you are teaching a multilingual group in an English-
speaking environment, students can compare the school 
where they are studying with the LSNZ schools.
4 Encourage students to read the website of the school 
where they are studying.
5 Students might be wondering if they would need a visa in 
order to study and / or work in New Zealand. Below you 
will fi nd a text about visas. Ask students to imagine they 
are going to study in New Zealand for a month. Then tell 
them to read the text and fi nd out if someone from their 
country needs a visa.
Real Reading 1 by Liz Driscoll Teacher’s notes
VISITOR’S VISAS
If you plan to visit New Zealand for a short period, you must apply 
for a visitor’s visa, if applicable. Australian citizens don’t need a 
visa to travel to New Zealand and nationals of certain countries 
can use a ‘visa waiver scheme’, which permits them to travel to 
New Zealand without a visitor’s visa and obtain a visitor permit 
on arrival. Currently, countries that operate the visa waiver scheme 
are: Andorra, Argentina, Austria, Bahrain, Belgium, Brazil, Brunei, 
Canada, Chile, Denmark, Finland, France, Germany, Greece, Hong 
Kong, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, 
Korea (South), Kiribati, Kuwait, Liechtenstein, Luxembourg, 
Malaysia, Malta, Mexico, Monaco, Nauru, the Netherlands, Norway, 
Oman, Portugal, Qatar, San Marino, Saudi Arabia, Singapore, 
Slovenia, South Africa, Spain, Sweden, Switzerland, Tuvalu, the 
United Arab Emirates (UAE), the UK, Uruguay, the USA, Vatican 
City and Zimbabwe.
Everyone else needs a visitor’s visa to travel to New Zealand 
and you won’t even be allowed to board a plane to New 
Zealand without one.
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, 
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Unit13 I’ve chosen this one!
If your school has copies of the four readers mentioned in this 
unit (A Picture to Remember, Hotel Casanova, Inspector Logan, 
Superbird), bring them to the lesson.
Get ready to read
• Tell students to name a book in their own language.
• If you are teaching a monolingual group in their own country, 
ask students to suggest book titles for each category. Encourage 
everyone to try and think of the title in English. Take a class vote 
to see which type of book is the most popular. 
• Ask individual students about their experiences of reading a 
book in English.
A Choosing a reader
Point out to students that they can get a good idea of what a 
book is about by looking at its front and back covers.
1–3 Students can do these exercises in pairs. Do not check 
answers to these exercises. Students will check their answers 
in Exercise 4.
4 Ask students to check their answers to Exercises 1, 2 and 3. 
5 Ask students which book they would most like to read. Take a 
class vote.
Class bonus
Do an example with the class before students work in pairs. 
Choose a word and encourage students to ask you questions.
More activities
1 Play a memory game with the words in Exercise 2. Give 
students one minute to study the words, then tell them to 
close their books and write the words.
2 If your school has a library with readers, encourage 
students to read or borrow them. Students can also lend 
each other any readers which they already have.
B A Picture to Remember
1 Encourage individual students to say one thing each about 
what they remember about the story.
2 Ask students to read the fi rst part of the story.
3 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. 
Focus on … irregular verbs
Point out that the most commonly used past simple verbs are 
often irregular. Ask students to do the exercise.
4 Discuss this question with the class. 
Learning tip
Emphasize the point that students should choose a reader that is 
relatively easy for them to read. If there are too many unknown 
words, they will not be able to develop any fl uency.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 Ask students what they know about Buenos Aires. Have 
they ever been to the Museo de Bellas Artes? (It is famous 
for its collection of 19th and 20th century Argentine 
paintings and examples of European works, especially 
post-Impressionist paintings an d Rodin sculptures.)
2 Below you will fi nd the next part of Chapter 1 of A Picture 
to Remember. Students can check the predictions they 
made in Exercise 4. They can also read to the end of the 
chapter on the website: www.cambridge.org/elt/readers/
worksheets_lesson_plans.asp
Real Reading 1 by Liz Driscoll Teacher’s notes
Two hours later Cristina was lying in bed in hospital 
and her parents were waiting outside her room with a 
policeman.
‘Where’s her helmet?’ asked Mr Rinaldi, Cristina’s 
father. ‘I know she had a helmet. She always wore a 
helmet.’
‘She didn’t come in here with a helmet,’ the 
policeman told him.
‘I can’t believe it, she always wore her helmet,’ Mr 
Rinaldi said.
‘Maybe the helmet fell on the road, maybe the police 
left it there,’ Mrs Rinaldi said quietly to her husband. ‘It’s 
OK. I’m sure she’s going to be all right.’
They waited ten more minutes before the doctor 
came to see them.
‘She’s lucky,’ the doctor said. ‘She’s going to be 
OK. You can see her now, but she doesn’t remember 
anything about the accident.’
The doctor took them into the room where Cristina 
lay in bed. Cristina’s mother and father began to cry.
‘Are you sure she’s OK?’ they asked. ‘Can’t we take 
her home now?’
‘No, it’s better if she stays here for a few days,’ said 
the doctor. Her mother stood by her bed.
‘Come back and live with us, Cristina,’ she said. ‘It’s 
not safe for you in the city. It’s not only the traffi c. We 
hear so many terrible things. Please, Cristina, your room 
is there for you. Come back and we’ll look after you at 
home. You can change your job if it’s too far to go.’
Cristina felt angry. She had her own fl at in the city 
centre and her own life. She liked to look after herself. But 
her parents weren’t happy about her staying in the fl at on 
her own after the accident. Cristina couldn’t believe her 
bad luck. She lay in bed listening to her parents.
Her father tried some other ideas. ‘How about a fl at 
with your brother, Cristina? He’d like it and he could 
look after you. Or maybe your mother could stay with 
you for some time. Just until you are better.’
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.
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.
Unit14 Use a pencil!
Get ready to read
• Invite individual students to say how long they have been a 
student of English, and talk about any exams they have taken.
• Ask students to do the exercise. 
A Is this exam for me?
1 Discuss students’ questions with the class. You could write a list 
of questions on the board. Use a varietyof different question 
words at the beginning of the questions, i.e. when, which, etc.
2 Get students to compare the questions a–c with their own 
questions.
3 Ask students to do the exercise. Check answers. Then ask 
them if they know anyone who has taken the KET exam.
4 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. Students 
can select three more pieces of information from the 
description to tell a friend about the exam. This could include 
the answers to any questions in Exercise 1 that are still 
unanswered. Encourage individual students to read out a 
piece of information each.
5 Get students to read the description of one paper. Ask 
students which paper it is for.
6 Students can do this exercise in pairs. Check answers.
7 Ask students to do the exam tasks. Check answers. Ask 
students if they have ever heard of the Edinburgh Festival. 
If they have not ask them to look on the Internet for more 
information and feedback during the next lesson.
More activities
Here are the other items from the exercises in Section A. The 
answers are as follows:
A 3 A, 4 A, 5 C, 6 B, 7 A
B 3 A, 4 C, 5 A, 6 B
C 3 B, 4 C, 5 A, 6 C
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
A Read the article about the Edinburgh Festival. Are the 
sentences ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough 
information to answer ‘Right’ (A) or ‘Wrong’ (B), choose 
‘Doesn’t say’ (C).
Visit the Edinburgh Festival!
Every year thousands of people come to Edinburgh, the 
capital city of Scotland, to be part of the Edinburgh Festival. 
For three weeks every August and September the city is 
fi lled with actors and artists from all over the world. They 
come to Edinburgh for the biggest arts festival in Britain. 
During this time the streets of the city are alive with music 
and dance from early morning until late at night. You can 
even see artists painting pictures on the streets. One of the 
best parts of the Festival is the ‘Fringe’, where students do 
comedy shows in small halls and cafés.
Tens of thousands of tourists come to the Festival to see 
new fi lms and plays, and hear music performed by famous 
musicians. This year, you can see over fi ve hundred 
performances with actors from more than forty countries.
The tickets for these performances are quite cheap and it is 
B Is it A, B or C?
Explain to students that in Section B, the texts are from actual 
KET exam papers.
1 Ask students to do the exercise. Check answers.
2 Remind students to read the instructions carefully and to 
mark their answers in pencil. Ask students to do the exam 
tasks. Check answers.
More activities
1 Get students to download sample exam papers from 
the website www.cambridgeesol.org. They should go 
to Support (at the top of the homepage) and then to 
the Free downloads section. Point out, however, that 
most students who do the exam usually do a special 
preparation course before taking the exam.
usually easier to see your favourite star in Edinburgh than 
it is in London. So come to Edinburgh next summer, but 
remember it can be diffi cult to fi nd a room, so why not book 
your hotel now!
3 Actors come to the Edinburgh Festival from lots of 
different countries.
 A Right. B Wrong. C Doesn’t say.
4 You can hear music all day.
 A Right. B Wrong. C Doesn’t say.
5 More than ten thousand students come to the Edinburgh 
Festival every year.
 A Right. B Wrong. C Doesn’t say.
6 It is expensive to go to the theatre in Edinburgh.
 A Right. B Wrong. C Doesn’t say.
7 It is usually more diffi cult to see famous actors in London 
than in Edinburgh.
 A Right. B Wrong. C Doesn’t say.
B Read the sentences about going to a restaurant. Choose the 
best word (A, B or C) for each space.
3 First we telephoned to ………………….. a table.
 A book B keep C take
4 The ………………….. was very long, so it was diffi cult to 
choose what to eat.
 A advertisement B programme C menu
5 The food was very ………………….. , so everyone enjoyed it.
 A good B sweet C great
6 We were pleased when we got the bill because it was 
quite ………………….. .
 A little B cheap C small
C Complete the conversations. Choose A, B or C.
3 What’s the time? A Tuesday.
 B Half past eight.
 C 1998.
4 Why don’t you ask Sandra? A I hope so.
 B Never mind.
 C That’s a good idea.
5 How is your son? A Fine, thanks.
 B Four months old.
 C With his father.
6 Can I help you? A At two o’clock.
 B I can help you.
 C Yes, please.
Unit15 It’s on the noticeboard
Get ready to read
• Get students to do the exercise. Check answers. Ask students 
to look at their school noticeboard and fi nd out what other 
notices are on it.
• Get students to do the exercise. Check answers. Ask students 
to name other items that you might fi nd in an offi ce, e.g. 
calculator, sticky tape, stapler, etc.
A Contact Sobia Iqbal
1 Ask students to do the exercise. Check answers. Then ask 
them to fi nd out who Sobia Iqbal is (the Offi ce Services 
Manager).
2 Ask students to do the exercise. Then ask them if they save or 
recycle paper at home. What exactly do they do? What other 
things do they recycle?
3–7 Students can do these exercises in pairs. Alternatively, they 
can work on their own and then compare answers. Check 
answers as a class.
8 Ask students which sections of the notice the tips should go 
in.
9–10 Ask students whether they think the tips are good and 
whether they use any of them already. Ask the class to come 
up with more tips for the notice, write them on the board. 
Class bonus
Students can work in groups and make a list of ideas. They can 
then discuss their ideas with the rest of the class and write a 
notice for the school noticeboard. Students can also write notices 
for particular areas of the school. For example, a notice for the 
computer room might be If you’re the last to leave, switch off 
the lights.
More activities
1 Tell students to imagine that they are in charge of the 
stationery cupboard at work. They need to check that there 
is everything they need in the cupboard. Students write a 
list of stationery items, e.g. pencil, stapler, ruler. Set a time 
limit, e.g. two minutes. Then ask individual students to 
suggest an item each. Write a class list on the board.
2 Play a memory game. Students work in pairs or small 
groups and write a list of ways to save or recycle paper. 
The winners are the students who can remember the 
most ways.
B Write down the number!
Ask students what kind of number you usually write down 
(telephone number).
1 Ask students to complete the sentences with the correct 
numbers. 
PHOTOCOPIABLE © Cambridge University Press 2008
Learning tip
Give one or two more examples of related words, e.g. grow 
(verb) – growth (noun), grower (noun), growing (adj), grown 
(adj), overgrown (adj). 
Ask students to fi nd two other examples in advertisement 6, i.e. 
move – moving and removals, clear – clearance.
2 Students can do this exercise in pairs. Alternatively, they can 
work on their own to fi nd the answers, and then ask and 
answer questions in pairs. Get students who do the exercise 
quickly to write more questions about the advertisements for 
other students to answer.
Did you know … ?
Ask students if there is a similar society in their own country. 
Point out that the British, and the British Royal Family, are great 
animal lovers. The R (for Royal) in RSPCA was added in 1840 by 
Queen Victoria (1837–1901), an enthusiastic animal-lover.
3–4 Students can do these exercises in pairs. Check answers.
5 Ask students to do the exercise, then ask them to fi nd the 
word household. Ask students who or what a household is. If 
necessary, explain that this is a group of people who live in a 
house. Ask students if they can think of any other words that are 
related to the word house. Two examples from the Cambridge 
Essential English Dictionary are housewife and housework. Ask 
students to use these words in sentences of their own.
 Writethe words day, dust and hair on the board. Ask students 
if they can think of any other words that are related to these 
words. Encourage them to look up the words in a dictionary and 
fi nd related words. Then ask students to choose some of the 
words and write personalized sentences with them. Here are the 
related words from the Cambridge Essential English Dictionary.
 dust – dustbin, duster, dustman, dustpan, dusty
 day – daybreak, daydream, daylight, daytime
 hair – hairbrush, haircut, hairstyle, hairdresser, hairdryer, 
hairstyle, hairy
6–7 Ask students to do the exercises. Check answers.
More activities
1 Look at the school noticeboard yourself. Write a list of 
eight questions based on the notices, e.g. What time does 
the fi lm start on Wednesday? Which teacher is leaving 
next week? Dictate the questions to the class. Students 
read the notices and fi nd the answers to the questions.
2 Tell students about something you have seen on the school 
noticeboard, e.g. I’ve just seen on the noticeboard that 
there’s a trip to Brighton next weekend. Encourage students 
to fi nd something that interests them and to tell the class.
3 Students can write an advertisement for a noticeboard, 
either for something they need or for something they 
can offer. The notices can be pinned onto the classroom 
noticeboard. Students can then read the notices and 
decide if there is anything they are interested in.
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit16 I’m working nights
Ask students to look at the unit title and ask them what kind of 
people work nights (nurses, hotel staff, etc.).
Get ready to read
• Ask students if they have ever worked in a hotel. Did they do 
any of these jobs? Get students to do the exercise.
• Ask if anyone works or has ever worked during the night. 
What was it like? If nobody has worked during the night, ask 
students if they would like to. Elicit why or why not.
A What does the job involve?
1 Write a list of students’ ideas on the board. They can then see 
if their ideas are mentioned later in Section A.
2–3 Students can do these exercises in pairs. Check answers.
4 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. 
5 Students can do this exercise in pairs. Check answers.
Focus on … ing forms
Get students to do the exercise. Ask students to make a 
sentence similar to a–d, about the night porter’s role. For 
example: The night porter is responsible for the safety of the 
hotel and everyone in it.
Ask students to make personalized sentences with I’m 
responsible for, to talk about their own jobs.
Ask students if they can think of any other times when they 
should use the ing form after a preposition. Examples include 
good at (skiing), interested in (reading).
6 Students can do this exercise in pairs.
7 Ask students which of the three jobs they would prefer and 
why.
Extra practice
The information about the porters’ jobs is from the Northern 
Ireland Careers Service website www.careersserviceni.com. 
Students can read about other jobs on the website. For example, 
if they go to Job Information and then to Role Model Case 
Studies, they can fi nd out about people’s personal experiences 
of choosing and training for a job.
More activities
1 Students write a short description of their current job or a 
job they have done. Encourage them to select words or 
phrases from the texts in Section A which are useful to 
them when talking about their own work. Remind them to 
mention their duties and what they are / were responsible 
for in their description.
2 Choose a job and describe it to the class, without naming the 
job. Students have to identify the job. Encourage students to 
choose and describe a job for the class to identify.
PHOTOCOPIABLE © Cambridge University Press 2008
B A reminder for everyone
Make sure that students know the meaning of the word remind 
(make someone remember something or remember to do 
something).
1–6 Students can do these exercises in pairs. Check answers.
7 Students can do this exercise in pairs. Alternatively, they can 
work on their own and then compare answers. 
8 Ask students to look at the extra picture and write another duty 
for Raquel’s list.
More activities
1 Tell students to imagine that they work in the hotel as a 
chambermaid and that they have just received a memo 
from Raquel with a reminder of their duties. Students work 
in pairs to write a list of duties (as in Exercise 6). They can 
then exchange their list with another pair of students and 
see if they have to do the same duties.
2 Students can mime chambermaid duties for the rest of 
the class to guess.
3 Below you will fi nd a description of the duties for an au pair. 
Ask students to suggest (or list) the kind of duties that au 
pairs do. They can then read the description and fi nd out if 
the duties they mentioned are included.
 
Real Reading 1 by Liz Driscoll Teacher’s notes
Au pair duties
Au pairs normally look after children and help with 
housework. You might be asked to do the following 
things.
Light housework
• washing and ironing clothes
• preparing food and washing-up
• cleaning and hovering
• dusting and polishing
Childcare
• looking after children
• babysitting in the evening
• taking the children to school and collecting them
• playing with the children
• helping at bedtime
Daily hours of work
You can expect to work around fi ve hours a day, to a 
maximum of 25 hours per week. In return, you will get 
board and lodging (a private room), all your meals, plus 
at least £55 pocket money each week. In addition, you 
should get two full free days per week to spend as you 
choose. During the school holidays, you may be offered 
more money and asked to work longer hours. Make sure 
you agree the terms before you do the extra work.
Most au pairs choose this type of work so that they can 
improve their English and living with a family is a good 
way to do this. You may also get time off during the day 
to attend language classes. 
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Look at the unit title with the class. Elicit that students are going 
to read about shops and services in a town. Write Is there a … ? 
on the board. Students suggest words to complete the question, 
e.g. Is there a supermarket?
Get ready to read
• Ask students if they use these shops and services in their 
everyday lives. Encourage them to make sentences with I 
never/sometimes/often go to a … .
• Discuss students’ suggestions and write a class list of other 
places on the board.
• When students have fi nished the exercise, ask one person 
to say a shop or service which is not very important, another 
to say a shop or service which is important and a third to say 
one which is very important. Ask the other students in the 
class if they agree.
A Welcome to Summertown
Explain that you can often read or hear Welcome to … when 
you arrive in a place.
1 Go through the instructions and the options with the class. 
Then get students to skim (look quickly at) the leafl et and 
decide what it is about.
 After you have checked the answer, ask students Where is 
Summertown? Explain that Summertown is a suburb of Oxford.
Learning tip
Give some examples of types of text we scan, e.g. dictionary, 
telephone directory.
2 Students can do this exercise in pairs. They can either work 
together to fi nd the answers, or they can work on their own 
and then compare answers.
3 Look at an example with the class before students do the 
exercise. Elicit that the bike rental store is in Banbury Road.
4 Ask students to write the list in pairs. This could be made into 
a team game with the longest list written in a short time limit, 
e.g. three minutes,winning.
5 Look at the example with the class. Ask students to say why 
sentence a is true.
 Check answers with the class. Ask one student to say whether 
the sentence is true or false and another student to read out 
the information from the text which gives the answer.
Class bonus
Divide the class into two large groups. Students in one group 
write questions like those in Exercise 2 and students in the 
other group write true/false statements like those in Exercise 
5. Students can work in pairs or on their own to do this. Each 
student then exchanges their questions/statements with 
someone from the other group. Students who wrote questions 
decide if statements are true or false, and students who wrote 
true/false statements answer questions.
PHOTOCOPIABLE © Cambridge University Press 2008
6 Encourage students to tell the class about shops and services 
they would like to fi nd. They could say either I’d like to fi nd 
a/an … or I hope there’s a/an … .
More activities
1 Divide the class into pairs. Students ask and answer 
questions about the area in which they live.
2 Students work in small groups and write a description of 
their town or the area of the city they live in.
B I saw it in the window
Explain to the class that it in the heading means a notice. 
1 Check the answers with the class. Read out the sentence 
yourself, pausing before the missing word. Students say the 
missing word.
 Elicit that all the places in the exercise are services.
2 Look at the example with the class. Ask students to say which 
words in notice a tell them that this notice is from a video rental 
store (rental, movies). Students can do the exercise in pairs. 
They can either work together to name the shops and places, or 
they can work on their own and then compare answers.
3 Look at the instructions with the class. Elicit the meaning 
of scan. Remind students to look only for the information 
needed to answer the question. If you like, you can set a time 
limit for this exercise, e.g. fi ve minutes. Check the answers 
with the class. Get one student to ask a question and another 
student to give the answer.
Focus on … for and from
Ask students to fi nd other examples of for and from in the text (e.g. 
3 for £9 for 2 nights /withdraw cash from any of our ATMs / for a 
few hours /treatment for minor ailments). 
Ask students to write two sentences of their own – one with for 
and the other with from. Check answers with the class. Ask two 
or three students to read their sentences aloud.
4 Ask students what kind of things they think Oxfam sells 
(clothes, books, CDs, household items, etc.). Explain that 
sometimes shops like this Oxfam shop are called second-
hand shops. Ask students if they go to second-hand shops.
5 You could do a class survey to fi nd out the fi ve most popular 
shops and services. 
More activities
If you are teaching a multilingual group in an English-
speaking environment, ask students to look at notices in shop 
windows. Encourage them to note down – or photograph 
– anything that is unclear so that they can ask you during 
the next lesson. If you are teaching a monolingual group, ask 
students to look out for any notices in their town/city which 
are written in English.
Unit1 Is there a bank?
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit2 Airmail, please!
Write the unit title on the board and ask students to predict what 
the unit is about (sending mail abroad).
Get ready to read
Look at the example with the class. Students then match the 
other items with the words. 
Ask students which of these things they send. Then ask which 
they receive.
A Can I have a sticker?
Make sure that students understand the meaning of sticker. 
Learning tip
Emphasize the point that we often skim a text the fi rst time we 
look at it. We then read again parts of it which are important to 
us. Remind students not to read each text in this unit from the 
fi rst word to the last.
1 Students skim the text and decide what it is about. Check 
answers with the class. Ask students to say why the other two 
answers are not correct.
2 Go through the instructions with the class. Make sure that 
students understand that surface mail is sent by land rather 
than by plane.
 Students can predict which of the three options is true. They 
then read the text to check their predictions.
3 If you are teaching a multilingual group in an English-speaking 
environment, ask students if they use airmail or surface mail 
to send mail home.
Focus on … pounds and pence
Point out that in order to do the exercise, students should fi nd the 
price in the chart and then work out which of the countries the 
price refers to. Check the answers with the class. Write the correct 
answers on the board.
Write some more prices on the board for students to practise 
saying.
4 Draw students’ attention to the abbreviation g for grams in 
the chart. You could also elicit that kg (at the beginning of the 
leafl et) is short for kilogram(s).
 Students can do this exercise in pairs. They can either work 
together to fi nd the answers, or they can work on their own 
and then compare answers. Check answers with the class. 
5 Ask students if they have ever had any problems with their 
mail. Give an example of your own, e.g. I sent two postcards 
from Krakow in Poland to friends in England. One postcard 
arrived three days after I posted it, but the other arrived three 
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
weeks later.
More activities
1 If you are teaching a multilingual group in an English-
speaking environment, you can ask students to tell the 
class about the currency, coins and banknotes of their 
country.
2 If you are teaching a multilingual group in Britain, you can 
say prices and ask students to fi nd the correct coins.
B Can you fi ll this in?
1 Ask students if they ever send gifts abroad. 
Encourage them to skim and scan the text. 
Did you know …?
If you are teaching a multilingual group in an English-speaking 
environment, ask individual students to write their address – as if 
on an envelope – on the board. Ask them to explain the address 
to the class.
If you are teaching a monolingual group in their own country, ask 
students if the house/fl at number comes before the name of 
the street/road and how the postcode works.
2 Ask students to suggest other gifts, recipients and countries. 
They can then decide if they need to use a customs 
declaration form with these gifts.
3–6 Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
More activities
1 If you are teaching a multilingual group in Britain, students 
can look at the website www.royalmail.com and fi nd out 
about postal charges for sending mail within Britain and 
abroad.
2 Remind students – especially students who speak 
European languages – that some English words may 
look similar to words in their own language. Tell them 
to imagine that they are French (if they aren’t), and to 
fi nd words on the Declaration Form that are exactly the 
same in French and English (declaration, commercial, 
description, total). Elicit or explain that the pronunciation 
may be different in the two languages – but the fact that 
the words are written the same is much more important 
when you are reading.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Unit3 What’s on?
Explain to the class that we can also use What’s on? as part of a 
longer question, e.g. What’s on TV tonight?
Get ready to read
• Ask students if there is a theatre or cinema in the town/city 
where they are studying. Ask individual students to read out 
the sentence that is true for them. Encourage other studentswho have ticked the same sentence to add either at the end 
of the fi rst two sentences (I never go to the theatre either.) 
and too at the end of the last two sentences (I go to the 
theatre two or three times a year too.) Explain that we use 
neither with negative sentences (I don’t go to the theatre 
very often either.) and that never and hardly ever have 
negative meanings. 
• Ask students to do the same with their sentences about going 
to the cinema.
• You could do a class survey and fi nd out which is the most 
popular type of show. Ask students if they have seen a show 
recently and encourage them to describe it.
A At Brighton Theatre Royal
If necessary, explain that Brighton is a city on the south coast of 
England. It is a very lively city and it is also popular for day trips, 
especially from London.
Learning tip
Read through the tip with the class. Point out that this is how 
students read texts in their own language.
1 Encourage students to only read the dates. In order to encourage 
this, set a time limit, e.g. 20 seconds, for the exercise.
2 Check answers with the class. Ask individual students to read 
out a sentence each.
3 Look at the example with the class. Check the answers with 
the class by reading out each sentence and getting students 
to say the name of the show.
4 Students could work in pairs to write sentences. Go around the 
class giving help and encouragement as students work. Don’t 
check answers if students are going to do the Class bonus.
Class bonus
Look at the example with the class before students work in pairs. 
You could also make another sentence about one of the shows and 
get students to say which show you are describing. When students 
have fi nished reading out their sentences in pairs, they can then 
work with a different partner and read out their sentences again.
To round off the activity, say the name of one of the shows and get 
students to read out the sentences they wrote about this show.
5–6 Students can discuss their answers in pairs or small groups.
PHOTOCOPIABLE © Cambridge University Press 2008
Focus on … vocabulary
Remind students to note down useful words from each text they 
read. Encourage them to write the words in sentences which are 
meaningful to them.
More activities
1 Students tell the class about a show they have seen. 
2 Encourage students to look at the Theatre Royal website 
www.theatreroyalbrighton.co.uk and fi nd out what’s on.
B The Duke of York’s Picturehouse
Ask students what they think a picturehouse is (cinema). If they 
don’t know, get them to look quickly at this section of the unit. 
They will fi nd the word fi lm on the page. Explain that The Duke 
of York’s Picturehouse is part of a chain of cinemas which show 
mainly foreign and non-mainstream fi lms, i.e. they don’t show 
the major Hollywood fi lms.
1 Ask students who have seen The History Boys to tell the class 
about it.
2 You could have a quick class vote to see how many students 
would like to see the fi lm.
3 Ask students to compare their answers in pairs before class 
feedback.
4 Explain that a later showing of the fi lm will start after 5pm 
– probably at about 6.30 or 7pm.
5 Look at the chart and the examples with the class. Explain 
that there are three ways in which you can book your ticket. 
Students then complete the chart with information about the 
other two ways.
6 Ask students to compare their answers in pairs before class 
feedback.
7 If any student is a member of a cinema, get this person to tell 
the class why they decided to become a member.
Extra practice
If you are teaching a multilingual group in an English-speaking 
environment, you could plan a trip to the cinema together. 
Before the trip, students could read about the fi lm on the 
Internet or you could do some work on a text in class.
If you have any English DVDs, you might consider lending them 
to your students or watching a fi lm in class.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit4 What’s in your luggage?
Look at the unit title with the class and elicit that this unit is 
about air travel.
If you are teaching a multilingual group in an English-speaking 
environment, ask students how they travelled to the country.
Get ready to read
You could ask one or two students which of the items they took 
on their last holiday. Encourage them to say where they went 
and what they took.
Make sure that students understand the meaning of check in 
and checked-in luggage. 
A Airport security
1 If necessary, explain that Manchester is in the north-west of 
England and Athens is the capital of Greece. The fl ight takes 
about four hours between the two places.
 Make sure that students understand the meaning of hand 
luggage.
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 and can disrupt reading the text 
itself.
2 Ask students to compare their answers in pairs before class 
feedback.
3 Ask students if they usually carry these items in their hand 
luggage. Explain that if it is not clear from the notice whether 
or not you can take the things as hand luggage, students 
should leave the box empty.
4 Look at the example with the class. Ask students to fi nd the 
word measures (in the heading) and then to read on until 
they fi nd the word restrictions (second sentence of second 
paragraph).
 If you like, you can do another example with the class. 
Ask students to fi nd the word items (fi rst sentence of fi rst 
paragraph) and then to read on until they fi nd another word 
with a similar meaning (things – second sentence).
5–6 Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers. 
7 Before students do the exercise, ask them to suggest 
examples of synonyms and antonyms. Alternatively, say 
a word yourself, e.g. big, and then get students to say a 
synonym (large) and an antonym (small).
8 Students can discuss this question in pairs or small groups.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Students could look at the website for their national airline 
and fi nd out about its current security measures.
B Anything to declare?
Write Anything to declare? on the board. Ask students whether 
they would expect to see this at Arrivals or Departures (Arrivals). 
1 Tell students that you are going to quiz them on capital cities. 
Say the names of capital cities and students respond with 
the country, e.g. Vienna (Austria), Brasilia (Brazil), Ottawa 
(Canada), Athens (Greece), Tokyo (Japan).
Class bonus
Check answers by setting up a chain around the class. Students 
take turns to name a country; as the chain continues, students 
cross off the countries they have written on their list.
2–3 Encourage students to skim the customs guide by setting a 
time limit, e.g. 30 seconds. 
Did you know …?
If you are teaching students who are from European Union 
countries, ask them if they know when their country joined the 
European Union. If they don’t know, they could fi nd out for the 
next lesson.
4 Students can compare and discuss their sentences in pairs or 
small groups.
Focus on … must, mustn’t and don’t have 
to
Students can write sentences of their own as a follow-up.
5–7 Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
More activities
1 Students can fi nd out more about British Customs 
regulations from the website www.custom&exercise.gov.uk.
2 Students can fi nd about regulations concerning food items 
that can/can’t be brought intoBritain on the website www.
defra.gov.uk.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit5 Where shall we eat?
Get ready to read
Look at the example with the class. Students then underline 
the correct word for the other items. Make sure that students 
understand the meaning of the six unused words.
If any of your students are from countries in the list, ask them to 
tell the class about the dish from their country.
Ask students if they have eaten any of the dishes in the list. What 
were they like?
A I’d like to try that
1 Use this exercise to make sure that students understand the 
meaning of the words in the box.
2 Ask students to scan the text and underline the words from 
Exercise 1. They are all in the text.
3 Look at the example with the class. Encourage students to 
look at the illustrations and match the things they know, e.g. 
salad, olive oil, before they read the text.
4 Students can do this exercise in pairs. They can either work 
together to fi nd the answers, or they can work on their own 
and then compare answers.
Focus on … vocabulary
Explain or elicit that fried, boiled, grilled and hard-boiled are 
used as adjectives (because they are before nouns) and fried 
is also used as a passive verb – (which is) fried. Students can 
then fi nd other words ending in -ed and work out if they are 
adjectives or verbs (served, dressed, introduced, perfected = 
verbs). After students have done the exercises, encourage them 
to suggest other food items and to say how you can cook them 
or how they prefer them, e.g. I like fried potatoes more than 
boiled potatoes.
5 Check answers with the class. Ask one student to say whether 
the sentence is true or false and another student to read out 
the information from the text which gives the answer. 
6 Students say whether the sentences in Exercise 5 are facts or 
opinions.
7 Look at the example with the class. Students then work out 
the function of the other two sentences.
8 Students can do this exercise in pairs. They can either work 
together to work out the function of the sentences, or they 
can work on their own and then compare answers.
9 You can also ask students if they have already tried some of 
these dishes. Did they like them?
More activities
1 If you are teaching a multilingual group in an English-
speaking environment, students can choose one of 
their favourite dishes from their country or region and 
describe the dish to the class. Encourage them to include 
a description of the dish, some facts about it and a 
recommendation/suggestion. 
2 You could also encourage students to prepare dishes from 
their country so that their classmates can try them.
 
PHOTOCOPIABLE © Cambridge University Press 2008
3 If you are teaching a monolingual group in their own 
country, students could write a similar text for the food 
section of a guidebook to their country. Cut-out photos 
from magazines could be used to illustrate the text.
B This looks good
1 Find out which of the things the greatest number of students 
chose as the most important and which as the least important.
 If you are teaching a multilingual group in an English-
speaking environment, ask students if they have been to any 
restaurants in the town/city. How would students rate these 
places in terms of their location, price, size of dishes, etc?
2 Set a time limit, e.g. one minute, in order to encourage 
students to skim the messages. Check the answers with the 
class. Ask students to say the words from the messages which 
gave them the answers (popular, best, good, fantastic).
Did you know …?
Ask students to name any cities in their own country which have 
different names in English.
3–4 Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
5 Read out the fi rst part of each sentence. Write the fractions as 
fi gures on the board as you say them. Ask students to express 
the fractions as percentages. Then check the answers with the 
class.
6 Ask students which restaurant they would try fi rst, and why. 
Find out which restaurant the greatest number of students 
chose.
Class bonus
Students can either read out their note to the whole class, or 
they can work in pairs and read their note to their partner. They 
can work with several different partners.
More activities
Ask students to fi nd out about restaurants in the town/city 
where they are studying. Students then write a review of a 
restaurant. Put the reviews on the class noticeboard and ask 
other students to say if they agree. Students could also add 
their own comments to the reviews.
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit6 Somewhere to stay
Get ready to read
After checking the answers, ask students to suggest types of 
accommodation and write the words on the board. Students can 
add any missing words to the list in their book.
Ask students if they have stayed in the holiday accommodation, 
e.g. Have you ever stayed in a caravan? Students can then say 
when and where they stayed.
A Banff Y Mountain Lodge
Explain that Banff Y Mountain Lodge is the name of the 
accommodation students are going to read about. Explain that Y 
stands for Youth.
1 Ask the class if anyone has been to Canada. Have they been 
to Banff?
 Remind students that they should skim the text to get a 
general idea and not read every word. You could set a time 
limit, e.g. one minute.
2 Check the answers with the class. Either read out each 
sentence and get students to say yes or no, or get students to 
read out each sentence using can or can’t as appropriate, e.g. 
You can’t have a private bathroom.
3 Students can do this exercise in pairs. Ask individual students 
to read out a sentence each.
4 Look at the example with the class. Students match the icons 
with the features and write the features. Mime using one of 
the features, e.g. using the Internet. Students say the feature. 
They then mime actions for their classmates to guess.
5 Ask two or three students which features are the most 
important and/or least important for them.
 Find out which of the things the greatest number of students 
chose as the most important and which as the least important.
6 If necessary, explain that backpack is another word for 
rucksack. 
Focus on … vocabulary
Remind students to note down useful words from each text they 
read. Encourage them to write the words in sentences which are 
meaningful to them.
7 Students can work in pairs to underline the information.
8 Students can work on their own and then compare their 
answers with a partner. They can take turns to ask and answer 
the questions.
9 Give students two or three minutes to write down any 
questions they might ask. Ask individual students to ask one 
of their questions; their classmates can answer the question 
(if the answer is in the text).
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 Students can work in pairs and role play a conversation 
between a guest and someone who works at the Banff 
hostel.
2 Discuss staying in hostels with the class. Ask students if 
they have ever stayed in a hostel. What was it like?
3 Encourage students to choose a place they would like to 
go to and then fi nd out about the accommodation there 
on the Hostelbookers website www.hostelbookers.com.
B Frequently Asked Questions
1 After checking the answer with the class, ask students if they 
have ever booked accommodation on the Internet. What 
other things have they booked or bought on the Internet?
2 Explain or elicit that lots of websites have a webpage called 
FAQs.
 Remind students that they do not need to read every word 
of each answer. They should skim and scan the textfor the 
information they need to answer the questions.
3 Point out that questions that begin Can and Do will have 
yes or no answers; questions that begin with What will have 
longer answers. Do not confi rm answers at this stage.
Class bonus
After students have discussed their answers with a partner, 
you can discuss students’ answers with the class. Again, do not 
confi rm answers at this stage.
4 Remind students to cross off the questions in the FAQs in 
Exercise 3 as they match them with the answers. In this 
way, they will reduce the number of options available. 
Remind students that they do not need to read every word 
of each answer. They should skim and scan the text for the 
information they need to answer the questions.
5 After students have read the answers carefully and worked 
out how many answers they guessed correctly, you can ask 
them how many answers they got right. Say the number 11 
and ask students to raise their hand if they got all 11 answers 
correct. Repeat with 10, 9, etc. until you fi nd out which 
student(s) guessed the greatest number of correct answers.
6 Ask individual students to read out their questions to the 
class. Other students can suggest answers.
Extra practice
You could ask students to fi nd out if there are any more FAQs on 
the website that they did not include in Exercise 6.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit7 On top of Table Mountain
Ask students if they know where Table Mountain is and if they 
can name any other famous sites or attractions in South Africa.
Get ready to read
• Read the fi rst sentence with the class. Ask students to point to 
the cable car in the photo before doing the fi rst exercise.
 Ask individual students to read out a sentence which is true 
so that all four statements are read out. Then ask four more 
students who crossed the sentences to make them true for 
them, e.g. I haven’t been in a cable car, I’m afraid of heights. 
Encourage students to say something about their experiences.
• Explain the meaning of cableway. Tell the class that a train 
runs on a railway and a cable car runs on a cableway. The 
cableway is the wire that supports the cable car.
A Table Mountain Cableway
1 Read through question a with the class. Let students look very 
briefl y at the front of the leafl et and then ask for the answer. 
2 Look at the example with the class. Ask students to read out 
the information on the front of the leafl et which gives them 
this answer (Shop at the top). Repeat this procedure for the 
other ticked items.
3 Ask students to scan the inside of the leafl et again and fi nd 
any other abbreviations. Elicit the meaning of the following 
abbreviations: SA (South African), ID (identity [card]), h (hour).
4 You could make this competitive by asking students to work 
in pairs to fi nd the information quickly. The fastest pair wins.
5 Ask students if they would buy a one-way or a return ticket.
6 Explain that curios is a rather old-fashioned word that means 
unusual objects.
Learning tip
Make 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 and that using a dictionary 
disrupts reading the text itself.
7 Encourage students to read the leafl et again and to circle any 
words they don’t understand. Can they work out the meaning 
of these unknown words?
8 Students can discuss these questions in pairs or small groups.
Extra practice
Ask students to fi nd out about any other places of interest in 
Cape Town or the surrounding area; the Cape of Good Hope is 
not far away, for example.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 Play a memory game. Students take turns to make a 
sentence each about Table Mountain Cableway.
2 Ask students to describe a tourist site they have visited, or 
to recommend somewhere for you to visit in their country.
B The cable cars
1 Remind students that we scan a text when we are looking for 
specifi c information.
Did you know …?
Elicit or explain that if both of the fi rst two numbers in a date are 
12 or below, then it is sometimes diffi cult to tell which is the day 
and which is the month.
2 Remind students that we often skim a text the fi rst time 
we look at it. Set a time limit, e.g. one minute, in order to 
encourage students to skim these texts.
3 After checking the answer, ask students if they have ever 
been in – or know of – a cableway with a 360° view.
4 Ask students to compare their answers in pairs before class 
feedback.
Class bonus
Alternatively, students could make true/false statements about 
the cable cars. Their partners have to decide if the statements 
are true or false from memory.
5 Students can do this exercise in pairs. They can either work 
together to work out the meanings, or they can work on their 
own and then compare what they think.
6 Encourage students to use a pencil so that they can rub this 
out when they have worked out the meaning of the word(s).
7 Students can work in pairs and help each other to understand 
any unknown words.
More activities
1 Students practise reading aloud the numbers in Section 2 
of the leafl et. Make sure that they say one thousand two 
hundred, one thousand and eighty-fi ve and one hundred 
and thirty-four. Write some other fi gures on the board for 
students to say aloud.
2 Students can look at the website www.tablemountain.net 
and fi nd out what other information it gives about Table 
Mountain. For example, there is a webpage of FAQs which 
gives information about parking, queues, etc.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit8 It’s ringing
Get ready to read
Ask students to compare their answers in small groups.
A Three great packages
If you have used Unit 2 Airmail, please! with the class, students 
might remember that the word package is used for a wrapped 
parcel. Explain that in this section, students are going to read 
about another type of package (phone packages).
1 Students can do this exercise in pairs. They can help each 
other to work out the meaning of any unknown words in 
italics, and then ask and answer the questions.
2 Look at the example with the class. Ask students to fi nd the 
information in the description of the Dolphin package which 
gives this information. 
Check the answers with the class. Ask one student to read out 
the fi rst sentence in each pair and another student to read 
out the second sentence.
Learning tip
A chart is provided in Exercise 3 for students to complete. 
Explain that students should consider making their own charts 
when they read certain texts.
3 Look at the examples in the chart with the class. Ask students 
to scan the text and fi nd out how many minutes to any 
network at any time you get with Dolphin. Elicit or explain the 
meaning of cross network (from one network to another).
 Students can do this exercise in pairs. They can either work 
together to complete the chart, or they can work on their own 
and then compare answers.
4–5 Students can work in pairs to complete these exercises.
6 Ask students which package they would prefer, and why.
Class bonus
Tell students to choose one of the packages and to read this 
description again carefully. Go around the class and make sure 
that more than one person has chosen each package.
Students can work with several different partners. Tell them to 
describe the same package each time.
More activities1 Students read the descriptions of the packages again and 
note down any useful expressions about their own mobile 
phone. They then work in pairs and tell their partner about 
their phone.
2 Students write a description of their ideal mobile phone. 
They could do this in small groups.
PHOTOCOPIABLE © Cambridge University Press 2008
B How much will it cost?
1 Begin by asking students if they ever make calls from public 
phone boxes. 
 Students should try and answer the questions about their 
home country. If you are teaching a monolingual group in 
their own country, you can discuss the answers and make 
sure that everyone agrees with them.
 If you are teaching a multilingual group in an English-speaking 
environment, you could tell students to imagine that you are 
visiting their country. Students could change US in questions 
b and c to another country if necessary. 
2 Encourage students to skim the text. In order to encourage 
this, set a time limit, e.g. 20 seconds, for the exercise.
 If some students say that section 5 is also about paying for 
calls, explain that these payments are payments for using 
Directory Enquiries and not for actual phone calls.
Focus on … nouns and verbs
Remind students that the context usually makes clear whether a 
word is a noun or a verb.
When students have done the exercises, ask them if they can 
think of any other words which are both nouns and verbs. You 
can point to your hand, head and watch – these three words are 
all verbs as well as nouns. Ask students to look through the unit 
for other examples: buy, pay, change, text, talk and cross are in 
Section A; ring is the verb in the unit title.
3 After students have completed the chart and checked their 
answers, ask them to fi nd out how much the phone call 
would cost if they spoke for 30 minutes and if they paid with 
coins (50p – 40p for the fi rst 20 minutes + 10p for each 
subsequent 10 minutes) and by credit card (£7.00 – £1.20 
for the fi rst minute, 20p x 29 minutes = £5.80).
4–5 Ask students to work together and compare their answers 
in pairs before getting class feedback.
6 Look at the fi rst question with the class. Students can then 
fi nd the answers to the other questions in the text. 
Did you know …?
If you are teaching European students in Britain, you could ask 
them if they have ever used euros in Britain. Where did they use 
them, and what for?
7 Discuss the advice with the class. Ask students if they would 
give the same advice to people who were using public 
phones in their own country.
More activities
If you are teaching a monolingual group in their own country, 
ask students to look at the instructions in a public telephone 
box. Are the instructions given in English? In what other 
places in the town/city can they fi nd information in English? 
Encourage them to read any information/instructions in 
English whenever they can.
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit9 Don’t worry!
Note that health and illness can be a sensitive subject.
Refer students to the unit title and ask students to give some 
examples of when they would say Don’t worry.
Get ready to read
• Ask individual students to read out a true sentence each.
• You could give an example yourself before students write 
their own sentences. For example, I’ve never broken my arm.
A Cuts and grazes
1 Encourage students to skim the page, rather than read every 
word.
2 After checking the answer with the class, explain that the word 
wound does not refer to only cuts and grazes. You can have a 
stab wound (from a knife) or a gunshot wound (from a gun), 
for example.
3 Students scan the page again and fi nd one word for the 
person who has the wound (the casualty).
4 Check the answers with the class. Make sure that everyone 
agrees that the basic steps are the numbered headings in the 
text.
5 After checking the answers, you can ask students if they can 
name the other items in the picture.
Learning tip
Elicit from the class that commas aren’t always used to separate 
sentences into important and less important parts. Sometimes 
they are used to separate items in a list.
6 You can draw students’ attention to the commas in b2. The 
fi nal comma is used to separate this part of the sentence off 
from the other parts, but the commas after glass and metal 
are to separate items in a list.
7–8 Students can do these exercises in pairs.
9 You could explain the use of the semi-colon (;) in the fi rst 
sentence under the fourth heading. Explain that a semi-colon 
is used instead of a full stop between two sentences which 
are closely linked. 
More activities
1 Write the following sentence on the board: You need 
to avoid …………………… touching the wound. Ask 
students to look at the text again and fi nd six words which 
they can use to complete the sentence (germs / micro-
organisms / bacteria / fl ies / unwashed hands / fi ngers).
2 Ask students if they have got a fi rst aid box at home or in 
their car. What do they have in it? 
PHOTOCOPIABLE © Cambridge University Press 2008
B Going to A&E
Ask students if they know what A&E stands for; if they don’t 
know, tell them that they will fi nd the answer in the text. 
(Accident and Emergency)
1 Go through the instructions with the class. Make sure that 
students understand exactly what has happened to Cilka at 
the A&E department.
Did you know …?
Point out to the class that these are abbreviations that are 
used in Britain. Explain that the NHS is a free service, although 
some people have private medical insurance. In the USA, the 
emergency department is ER, a doctor is called a physician and 
there is no free healthcare.
2 Ask one or two students to read out their completed 
sentences. Ask other students if their sentences are the same.
3–4 Students can do these exercises in pairs. They can either 
work together to fi nd the most important points, or they can 
work on their own and then compare the information they 
have underlined.
5 Look at the example with the class. Ask students to fi nd the 
information in the text which gives the answer. Ask students 
to read on and to fi nd something else that may happen to 
someone with a minor injury. Students complete the rest of 
the chart. They can do this exercise in pairs.
6 Elicit the word ambulance. Ask students how you travel to 
and from hospital in their countries.
Class bonus
Students can act out the conversation more than once with a 
different partner each time.
Extra practice
Alternatively, students can choose any other type of medical 
problem and fi nd out what advice the NHS website gives.
More activities
1 If anyone in your class is a nurse or a doctor, ask them 
about their work.
2 Discuss hospitals and doctors in the area with the class. 
Does each hospital have an A&E department?
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit10 What’s in the news?
Ask students if they prefer to watch the news on TV or to read it 
in a newspaper. 
Get ready to read
• Read the headline to the class or write it on the board. Ask 
students what they think the article may be about. Do they 
think this is a serious or a funny story?
• Give students time to read the beginnings of the sentences 
and to think about how they may end. Then ask two or three 
students for their suggested ending for each sentence.
• Ask students to tell the class about any unusual stories they 
have read in the newspaper.
A What’s it about?
1 Make the point that newspaper headlines usually summarise 
the main point of the article. Explain that headlines don’t 
usually include small words such as a/an, the, his/her.
 Students can either use their dictionaries to look up any 
unknown words, or they can work in pairs or small groups 
and help each other with any unknown words.
 Ask students to tell the class what they think might have 
happened in each story.
2 If students don’t know some of the words, encourage their 
classmates to help them with the meaning.
3 After students have written theirsentences, you can ask two 
or three students to read out the sentence they have written 
about the fi rst story. Repeat this procedure for the second and 
third stories, but don’t check answers at this stage.
4 Tell students to underline the words in the stories as they fi nd 
them. Ask students if they matched the words in Exercise 2 
with the correct story.
5 Ask individual students to tell the class if any of their guesses 
were correct.
6 You can ask students who aren’t interested in football to read 
all three articles again and note all the body parts that are 
mentioned. Alternatively, students can look for words which 
are used for people, i.e. ball boy, referee, player, goalkeeper, 
father, daughter, man, little girl, police captain, visitors.
7 Give one or two example questions for article 1. Students 
then write their own questions for each of the articles.
Class bonus
Divide the class into three groups. Students in Group 1 write 
questions about Article 1, students in Group 2 write questions 
about Article 2 and students in Group 3 write questions about 
Article 3. Students in Group 1 each give their questions to 
someone in Group 2; students in Group 2 each give their 
questions to someone in Group 3; and students in Group 3 
each give their questions to someone in Group 1. Tell students 
to answer the questions on a separate piece of paper.
When students have answered the questions, they then give the 
questions to someone from the other group. In this way, each 
student answers two sets of questions – one about each article.
PHOTOCOPIABLE © Cambridge University Press 2008
8 Find out if everyone agrees on the most unusual – or funniest 
– story.
More activities
1 Ask students to write some newspaper headlines for 
unusual stories, e.g. Spider kills three, Man fi nds mouse 
in soup, Woman thinks husband is burglar. Remind them 
to use the present simple in the headlines and also not 
to include a/an, the, his/her, etc. Give each student a 
small piece of paper on which to write their newspaper 
headline. Students can then exchange headlines. They 
have to write the short article that follows the headline on 
the slip of paper they received.
2 Alternatively, ask students if they know any other strange 
but true stories.
B Strange, but true!
1 Students can do this exercise in pairs. They can help each 
other to work out the meaning of any unknown words in 
italics, and then ask and answer the questions. Students can 
either answer the questions about banking in their home 
country or in the town/city where they are studying.
2 Set a short time limit for this exercise, e.g. ten seconds, to 
make sure that students skim the text.
3 Students can do this exercise in pairs .They can help each 
other to understand any unknown words.
4–5 Look at the instructions with the class. Remind students 
to scan the article for the information needed to answer the 
questions. You could set a time limit for this exercise, e.g. one 
minute.
6 Before students read the article, explain that this is a typical 
newspaper article in that it doesn’t relate the events of the 
story in the order in which they happened.
7 Students can do this exercise in pairs. Check the answers with 
the class. Ask individual students to read out a sentence each 
in the order in which the events happened.
8 Check the answers with the class. Ask three students to 
supply the missing adjectives.
 Ask students what they think about the situation and how 
they think the problem arose. 
Learning tip
Ask students if they read for pleasure in English. What do they 
read? What would they recommend other students to read? 
9 Encourage students to record new vocabulary in a notebook 
– if they don’t already do this.
Extra practice
Point out that the aim of asking yourself questions is to help you 
to understand the text. The aim is not to test yourself.
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit11 I’ll check my email
Get ready to read
• Ask individual students to read out a statement that is true for 
them.
• Ask students who else they get email from and who they 
send email to.
A It’s from a friend
1 Make sure that students understand the meaning of request, 
suggestion and warning. Elicit or give an example of each 
yourself, e.g. Can I borrow your pen? (request), Why don’t 
you get a reader out of the library? (suggestion), The bus is 
leaving soon (warning).
 Ask students if the emails are to the same person or to 
different people (the same person).
Focus on … email English
After students have done the exercises, ask them if they know 
any other abbreviations. You could also ask them if abbreviations 
are used in emails in their own language.
2 Read the fi rst email and the three sentences with the class. 
Students decide which sentence is correct. Students can do 
this exercise in pairs. They can either work together to fi nd 
the correct sentence, or they can work on their own and then 
compare answers.
3 Draw students’ attention to the use of BTW and IMO in email 
1. Ask them what the abbreviations stand for.
4 Students can do this exercise in pairs. Encourage them to write 
more than six sentences if they can. Check the answers with 
the class. Ask individual students to read out a sentence each.
5 Elicit or explain that X after Guilia’s name is the symbol for 
a kiss. Ask students if they use this symbol when writing to 
friends or family in their own language.
6 Students can write replies to more than one email. Encourage 
students to read each other’s emails, especially if they have 
replied to the same one. They can fi nd out if they have 
written similar messages. They can also help each other with 
any mistakes. 
Class bonus
Students can write their email addresses on the board for 
everyone to copy or they could write their addresses on a list. 
Photocopy the list so that everyone has each person’s address.
You could give the class your email address so that students can 
contact you if they are going to miss a lesson, can’t remember 
the homework, etc.
PHOTOCOPIABLE © Cambridge University Press 2008
B What’s your address?
1 Check the answers with the class and complete the chart on 
the board.
2 Discuss the answers with the class. Perhaps some students 
think she should also reply to Sally’s email (1) to let her know 
that she has received her new email address.
3 Ask students if they use sites similar to Birthdate.com.
4 Draw students’ attention to the Date of Birth instructions in 
the email. Elicit that writing the month before the day is the 
US style of writing dates.
5 Students can discuss the questions in pairs before discussing 
the questions with the whole class.
Extra practice
Ask students if they or any of their friends are members of social 
networking websites, e.g. WAYN, myspace or facebook.
More activities
Ask students what other emails they receive. Give one or two 
examples yourself. 
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit12 Is that spelt correctly?
Elicit that this unit is about spelling. Explain that sometimes 
students will see the word spelled instead of spelt. Both words are 
correct. Similarly, the following pairs of words are correct: burnt/
burned, dreamt/dreamed, learnt/learned, smelt/smelled. In either 
case, the ending of the word is pronounced /t/, e.g. /spelt/.
Get ready to read
There are some examples of the differences between British and 
American English in the key. Here are some others you can use 
as examples:
a In American English, the past participle of got is gotten, 
e.g. The weather has gotten worse. (British English = The 
weather has got worse.)
b In American English, schedule is always pronounced with a 
/sk/ sound; in British English it is either pronounced /sk/ or 
with a soft /ʃ/ sound.
c In American English, words such as customize, legalize, 
always end in ize; in British English, these words can end in 
ize or ise, i.e. customise, legalise.
d The clothes trousers, waistcoat, vest and trainersin British 
English are pants, vest, undershirt and sneakers in American 
English.
A British and American English
1 Look at the example with the class. Students can do this 
exercise in pairs. Discourage them from looking the words up 
in a dictionary. Don’t check answers at this stage.
2 Look at the example with the class. Explain that all fi ve words 
in Exercise 1 are in the text. If necessary, students should rub 
out any incorrect answers for Exercise 1 and write the correct 
answers on the lines. Students then complete the other 
version of the words on the lines in Exercise 2.
 Check answers. If you like, you could write the answers to 
Exercises 1 and 2 in a chart on the board. Use the headings 
BE and AE and write the spelling of each word under the 
correct heading.
3 Look at the example with the class. Elicit that license in British 
English is only for the verb; the noun is licence.
 Students can do this exercise in pairs. They can either work 
together to fi nd out if the words are British and/or American 
English, or they can work on their own and then compare 
answers.
4 While checking the answers, elicit the spellings which are 
specifi cally British or American (a fl avor, b non-smoker, 
c licence, d theater).
5 Ask students to discuss this question in pairs.
6 Check the answers to Exercise 6 before students do Exercise 
7. Say each letter in turn and ask a student to say and spell 
the corresponding word.
7 Look at the example with the class. Explain to the class that 
all the words in Exercise 6 are spelt differently in American 
English. Check the answers with the class. Say each word in 
turn and ask a student to spell the word. Repeat the correct 
spelling of the word as you write it on the board. PHOTOCOPIABLE © Cambridge University Press 2008
Class bonus
Go around the class as students choose their six words. Help 
them with any letters that they don’t know how to pronounce.
More activities
1 Practise saying the letters of the alphabet. Set up a chain 
around the class. 
2 Ask students to choose their favourite English word and 
to spell it to the class. The other students say the word. 
Remind students to say double l in words like traveller, 
woollen, etc.
3 Find out who is the best speller in the class. Give a 
spelling test (10 words, for example) using words that 
students have recently met. Alternatively, ask individual 
students to prepare a spelling test for the rest of the class.
B I’ll add it to my dictionary
1 After checking the answer, ask students if they ever use a 
computer manual and what for?
2–3 Students can do these exercises in pairs, before getting 
class feedback.
Focus on … spelling
Check the answers with the class. Ask individual students to spell 
the words.
4 You could explain to the class that there are very few rules 
about English spelling. You could even mention one or two 
words that you have problems with.
5 Ask if anyone has an electronic spellchecker with them. If they 
type in an incorrect word from the list, the spellchecker will 
probably show the correct spelling. This should be the other 
word in the pair in Exercise 1.
6 Students can check the spellings in small groups.
Extra practice
Make sure that students check the spelling of the problem words 
in a dictionary before they write them down.
Students can use their own list of words to test their classmates. 
They say a word from their list for other students to write down 
correctly.
More activities
1 Explain that before handing in any written work, students 
should read it carefully and correct any spelling mistakes.
2 Give students a piece of written text which contains 
several spelling mistakes and ask them to correct it. 
Alternatively, make a note of all the spelling mistakes in a 
piece of written work that the class has done. Ask students 
to correct the mistakes.
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit13 How do I join?
Get ready to read
• Look at an example with the class. Ask students to underline 
I read or I don’t read so that the sentence is true for them. 
• Ask a student to read out his or her sentence. Then ask 
someone who has underlined the other words to read out his 
or her sentence. Encourage other students who read a lot to 
say Me too and other students who don’t read a lot to say Me 
neither, as appropriate.
A Joining a library
1 Give students two or three minutes to write down their 
questions. Then invite individual students to read out a 
question each.
Learning tip
Tell students to imagine that they might have to explain what 
they have read to someone else. This will encourage them to try 
and put diffi cult parts of a text into their own words.
2 Make the point that true/false statements, like those in this 
exercise, are examples of putting the text into different/
simpler words. Check the answers with the class. Ask one 
student to say whether the sentence is true or false and 
another student to give the reason.
3 Students write the answers to the questions they wrote in 
Exercise 2. 
As a follow-up, students can work in pairs. They can ask their 
partner any of the questions they have now answered.
 You could encourage students to go onto the website 
www.oxfordshire.gov.uk and try to fi nd any answers that they 
still don’t know. You may prefer to encourage them to look at 
the website after they have worked through Section B. 
4 Students can write their sentences based on the text they have 
just read. Alternatively, if they have looked at the library website, 
they can write sentences using information they found there.
Extra practice
If you are teaching a multilingual group in an English-speaking 
environment, you could consider going to a local library as a 
class. Perhaps you could arrange for someone to give you a talk 
when you get there.
Encourage students to borrow books, read as much as they can 
and exchange with each other any readers they may have.
More activities
1 Play a memory game. Students describe the library services 
in their own words. Invite each student to make one 
statement each and not to repeat anything that someone 
else has already said.
2 Students write true/false statements similar to those in 
Exercise 2. They then use the statements to play a memory 
game in pairs. Students take turns to read out their 
sentences; their partner must say from memory whether 
the sentence is true or false.
PHOTOCOPIABLE © Cambridge University Press 2008
B Paying for library services
1 After checking the answer with the class, ask students what 
they understand by other media (DVDs, CDs, etc.).
2 Students can do this exercise in pairs. Check the answers with 
the class. Ask individual students to read out a sentence each.
3 Remind students that it is not necessary to read each word in 
the text. In order to encourage students to skim the leafl ets, 
you could set a time limit, e.g. one minute, or you could ask 
them to raise their hand when they have done the matching 
exercise. Check the answers with the class.
4–6 Students can do these exercises in pairs. They can either 
work together, or they can work on their own and then 
compare answers.
Class bonus
Make sure that students can say the charges in the leafl et. 
Write some of the fi gures on the board and ask students to say 
them. Leave the fi gures on the board. After students have done 
the pairwork, ask them to look at the fi gures you wrote on the 
board and to say what they refer to, e.g. 5 pence – People who 
are under 18 pay 5 pence per day for the fi rst week a book is 
overdue.
7 After students have written the answers to their questions, 
they can work with a partner and ask and answer the 
questions.
Focus on … word families
Before students do the exercises, give one or two examples of 
word families, e.g. read/reader/reading/readable, discover/
discovery/discovered.
More activities
1 Ask students to make word families of their own. 
Encourage them to look in their dictionaries and fi nd 
relatednouns, verbs and adjectives, e.g. satisfaction 
(noun), satisfy (verb), satisfactory (adjective). They could 
also look for adverbs, i.e. satisfactorily.
2 If there is a school library, ask students to explain how it 
works. For example, do you need to be a member, or can 
any student use the library? How long can you keep a 
book?
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit14 At the sports centre
Get ready to read
Students can work in pairs to write a list of other sports and 
physical activities.
Ask students about the sports and physical activities they do. 
Where do they do them? How often? How long have they been 
interested in this activity?
A I don’t fancy playing
Elicit or explain that I don’t fancy playing is another way of saying 
I don’t want to play. Remind students that you have to use the 
-ing form of the verb after fancy.
Learning tip
Make the point that that way we read something depends on 
our purpose in reading.
1–2 Remind students not to worry about understanding 
every word in the text. Their aim should be to identify the 
information they need to do the exercise.
3–5 Ask students to check their answers in pairs before getting 
class feedback.
Focus on … -ing forms 1
After students have done the exercises, ask them to write 
sentences with the -ing words that are meaningful to them. Go 
around the class helping and encouraging as students work.
6 Students can discuss this question in pairs. After students 
have fi nished the exercise, look again at the Learning tip. 
Make sure that students agree that they read the noticeboard 
in the way which is outlined in the Learning tip.
Class bonus
Students can role play the conversation with several different 
partners.
More activities
1 Practise the names of sports and physical activities. Ask 
individual students to come to the front of the class and 
to mime an activity. The other students have to guess the 
activity.
2 Students write a notice about a sport or activity they enjoy 
and display these on the class noticeboard. 
PHOTOCOPIABLE © Cambridge University Press 2008
B It’s a racquet game
Tell students that they will also come across the word racket; 
both spellings are correct.
1 Encourage anyone who has played squash to tell the class 
about the sport.
2 Look at the example with the class. Ask students to identify 
the information in the notice which gives them the answer. 
 Check the answers with the class. Ask students to identify 
the information in the notice which gives them the answer to 
question d.
3 Look at the photo in the leafl et with the class. Elicit that this 
sport is real tennis. Ask students if they have ever played real 
tennis. (This is very unlikely!)
 Students answer the questions in Exercise 2. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
4 Students can do this exercise in pairs. Check the answers with 
the class. Draw a chart on the board and write the answers in 
the chart.
5 Students can discuss these questions in pairs or small groups.
Focus on … -ing forms 2
After students have done the exercises, ask them to write 
sentences with the -ing words that are meaningful to them. Go 
around the class helping and encouraging as students work.
Extra practice
Students will fi nd descriptions of squash and real tennis on the 
website www.wikipedia.com There is also a brief description of 
squash on www.wisegeek.com and a detailed description of real 
tennis on www.real-tennis.nl.
More activities
1 Students imagine that they either took up squash at the 
sports centre or they paid for the real tennis introductory 
session. They can write an email to a friend describing 
what happened or they can tell a partner.
2 Alternatively, students work in pairs with someone who 
chose the other activity. Students tell their partner what 
happened. Encourage the other student in each pair to ask 
questions.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit15 I’d like to work here
Get ready to read
Read through the list with the class and make sure that students 
understand their meaning before they rank the things in order. 
Find out which of the things the greatest number of students 
chose as the most important and which as the least important.
Ask the class if anyone works – or has worked – in a shop. What 
did it sell? Ask students which products they would be most 
interested in selling.
A Job profi les
Elicit or explain that profi les means descriptions.
1 Remind students to look only for the information needed to 
answer the question. If you like, you can set a time limit for 
this exercise, e.g. one minute.
2 Again, set a time limit in order to encourage students to skim 
the text.
3 Look at an example with the class. Students fi nd the fi rst 
job title – stockroom assistant. Ask students if they know 
the meaning of stockroom. Encourage them to scan the 
dictionary entries for help with the meaning. Elicit that the 
stockroom is the room where the goods are kept before they 
move into the shop. A stockroom assistant is someone who 
works behind the scenes rather than in the shop itself.
 Students use the dictionary entries to work out what the jobs 
are. Ask someone to describe each person’s job.
Focus on … job and work
Elicit or explain that work is something you do to earn money and 
job is used to talk about the particular work activity that you do.
After students have done the exercises, encourage them to write 
similar sentences using job, jobs and work which are meaningful 
to them. Go around the class giving help and encouragement as 
students work.
4 Set a strict time limit for this exercise to encourage students 
to skim the text, rather than read every word.
5 Students rank the things in order. Find out which of the things 
the greatest number of students chose as the most important 
and which as the least important.
6 Students can discuss these questions in pairs.
7 Regroup the class into different pairs. Students discuss the 
questions with their partner. Then discuss the questions with 
the class.
More activities
1 Practise the words in the dictionary entries with the class. 
Ask them questions which include the words, e.g. Which 
company do you work for? How many employees are 
there? Have you ever worked in retail? 
2 Discuss jobs and work in general with the class.
PHOTOCOPIABLE © Cambridge University Press 2008
B There are jobs available
1 Discuss the questions with the class. 
2 Look at the example with the class. Ask students to scan the 
two profi les and fi nd the information which gives the answer 
(Liam joined as a Christmas temp (line 1), Natalie spent 
the Christmas period on a temporary contract (lines 3–4). 
Students can do the rest of the exercise in pairs. They can 
either work together to fi nd the answers, or they can work on 
their own and then compare answers.
 Check the answers with the class. Ask one student to say He 
and/or She, and another student to read out the information 
in the text which gives the answer.
3 Look at an example with the class. Ask students to fi nd the 
information which tells them that Liam doesn’t still work in 
the same store. 
 Students can do the rest of the exercise in pairs. Check the 
answers with the class. Ask individual students to read out a 
sentence each.
4 Point that two of the questions ask students what they 
think. There is information on the webpages which gives theanswers to the other two questions.
Class bonus
Divide the class into two groups. One group invents more details 
for Liam and the other group invents more details for Natalie. 
Allow time for students to read the other person’s profi le again 
and to prepare some questions to ask them. Students can work in 
pairs within a larger group. Students then interview a partner from 
the other group. Students can interview more than one partner.
5 After students have done the exercise, ask one or two of 
them to read out what they have written. Ask the other 
students if they agree.
6 Ask students what they think a Cash Offi ce Assistant does. 
(This person works in accounts and with the money that the 
shop takes.) Ask students which of the positions they would 
be most interested in.
Extra practice
Remind students to try and work out the meaning of any 
unknown words in every text they read.
Students can also go onto the HMV website www.hmv.co.uk and 
fi nd out more about the company and the jobs it offers.
More activities
1 If your students have jobs, encourage them to write a list 
of people’s names and positions in their company.
2 Students can write a profi le of their own job (as in the 
webpages) or of their ideal job if they don’t work.
Real Reading 2 by Liz Driscoll Teacher’s notes
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.
Unit16 Just the job!
Get ready to read
• Look at an example with the class. Read out the fi rst sentence 
and ask students if they would do this if they wanted to 
change job or get a job. Students then tick the sentences 
which describe the methods they would use.
• If necessary, explain that York is a city in the north of England. 
It is famous for its cathedral, York Minster, and its old town 
walls. 
A Can you start immediately?
1 After checking the answer with the class, ask students to 
name other countries in which the three languages are 
spoken. (Italian – Italy, Portuguese – Portugal, Brazil, Angola, 
Spanish – Spain, the Philippines, and all Central and South 
American countries except Brazil).
2 Remind students that they should scan the advertisements 
and not read every word. You could set a time limit, e.g. one 
minute.
3 Ask students to check their answers in pairs before doing 
class feedback.
4 Students can do this exercise in pairs. They can work together 
to decide reasons why the jobs or no good, or they can work 
on their own and then compare what they have written.
5 Remind students that they should scan the advertisements 
and not read every word.
6 Students can do this exercise in pairs. They help each other 
to fi nd the words and work out their meanings. Check the 
answers with the class. Make sure that everyone understands 
the meaning of the words before they move on to Exercise 7.
Focus on … vocabulary
If you like, you can tell students that the missing words are in the 
order in which they appear in the advertisements. For example, 
they will fi nd the missing word in sentence b after vacancy and 
before the missing word in sentence c.
7 Look at the example with the class. Ask students to fi nd 
the words in the fi rst advertisement which give the answer 
(Two Saturdays per month, 9.30am – 1.00pm). Check the 
answers with the class. Ask one student to say the answer 
and another student to read out the information from the 
corresponding advertisement which gives the answer.
8 Ask students to do this exercise in pairs.
9 After students have done and checked the exercise, you can 
ask them which job they think would be the best for Blanca, 
and why. Students can discuss the questions in pairs. Then 
discuss them with the class.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Play a guessing game. Students take it in turn to choose a job 
(which they keep secret). Their classmates ask questions about 
the job and try to identify it. Students can play the game in 
groups.
B I’m going to apply
1 Ask students to give examples of personal details (name, 
date of birth, nationality, etc.).
2 Remind students that they should skim the application form 
and not read every word. You could set a time limit, e.g. one 
minute.
3 If necessary, remind students again to skim the application 
form.
4–5 Ask students to look at the form in pairs and to do these 
exercises together.
6 This exercise could be set as homework if you prefer.
Class bonus
Students can role play an interview for a job at Called to the Bar. 
One student is the interviewer and the other is the applicant for 
the job. Students can work in pairs to prepare questions for the 
interview. They can then work with a different partner to role play 
the interview.
More activities
1 If you are teaching a multilingual group in an English-
speaking environment, ask if anyone is doing a part-time 
job. What do they think are the best jobs for English 
students?
2 Discuss with the class the difference between an 
application form and a CV. (An application form is 
available from the company; a CV is created and 
presented by the job applicant. Students could then write 
their own CV. 
If you are teaching a multilingual group in an English-speaking 
environment, you might like to offer to go through the CVs of 
any student who may actually apply for a job while they are 
studying.
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit1 I’ll cook something
Look at the unit title with the class. Ask students what you have 
to do if you decide to cook something. Elicit/Explain that you 
may have to look at a recipe to decide what to make and then 
go to the shops to buy the ingredients. 
Get ready to read
Read the instructions to the class, put students into pairs and get 
them to do the exercises together. Check the answers with the 
class.
A What should I make?
Focus students on the section heading and ask them what they 
would make if they wanted to cook a meal for some friends. 
1 Before doing the exercise, show students some realia, for 
example, a tablespoon, a teaspoon, a can of tomatoes, and a 
head of garlic, and elicit their names.
2 Do Exercise 2 before Focus on verbs. Before doing the 
exercise, tell students to list the ingredients only – they do not 
need to write down the quantities. 
Focus on … verbs
Before doing the exercise, ask students to look quickly at all eight 
pictures. Elicit that these show ways of preparing food.
Put students into pairs and get them to do the exercises 
together. After checking the answers, you can ask students to 
name other verbs which are connected with cooking. (Examples 
include: bake, boil, fry, grill, roast.)
3 After checking the answers, elicit/explain the meaning of al 
dente (to the tooth, i.e. not overcooked). Ask students to 
read the instructions again and circle all the verbs which are 
connected with cooking (fry, add, bring to the boil, lower the 
heat, simmer, cook, drain, mix, serve). 
4 Before doing the exercise, elicit/explain the meaning of egg 
white and egg yolk.
 After doing the exercise, put students into pairs and get them 
to write true/false statements like those in Exercise 3. Go 
around the class giving help and encouragement as students 
work. Each pair then exchanges their statements with another 
pair who decides if their statements are true or false.
More activities
1 Play the Ingredients game. Students work in pairs and 
write a list of ingredients. Set a time limit, e.g. three 
minutes. When the time limit is up, ask individual students 
to name an item each. Students tick the items on their list 
as they hear them. (They can also add words to their list 
as other students say them.) The winner is the pair with 
the most words on their list. Alternatively, students can try 
and name one ingredient for each letter of the alphabet. 
2 Studentschoose a dish they would make for a group of 
friends. They write a list of ingredients and the instructions. 
Students can then read each other’s recipes and decide 
which dishes they would like to try. You could also 
encourage students to prepare dishes from their country so 
that their classmates can have a taste. PHOTOCOPIABLE © Cambridge University Press 2008
B Which one should I buy?
Encourage students to skim the page and elicit/explain that in 
this section they are going to look at product labels.
1 Before doing the exercise, ask students to see how many 
items from the lists on page 11 they can remember with a 
partner. Collate answers on the board and then get students 
to check in their books.
2 Before doing the exercise, set a time limit to encourage 
students to read quickly.
3 Make sure that students read the Learning tip before they 
do this exercise. Read the instructions with the class. Elicit/
Explain that students’ purpose in reading the labels is to 
fi nd out the advantages and disadvantages of each product. 
Notice that students will need to copy the chart onto paper.
Put students into pairs and get them to do this exercise. 
While they are working, copy the chart onto the board. Check 
the answers with the class. Ask one student to name an item, 
another student to give the advantages and a third student to 
give the disadvantages. Write the information in the chart on 
the board.
4 The checking section for this exercise is the Class bonus.
Class bonus
Put students into pairs or small groups. Partners discuss their 
choices. If you like, you could tell pairs/groups to imagine that 
they are preparing the meal together and can only buy one of 
each product. Students must convince each other why it would 
be better to buy the product they have chosen.
5 Tell students to identify the seven items (1a/b, 2a/b, etc.) 
that the shopper chose. They compare them with the items 
they chose.
Get feedback from the class.
More activities
1 Elicit the names of containers (bag, bottle, box, can, 
packet, tin). Students read the till receipt again, this time 
using the names of the containers, e.g. a can of premium 
chopped tomatoes, a bag of caster sugar.
2 Elicit expressions of quantity with of, e.g. a bar of 
chocolate, a blob of cream, a bunch of basil, a clove of 
garlic, a drop of oil, a pinch of salt, a sheet of paper, a 
slice of cake.
3 Ask students if they only eat food from their own 
country or if they like trying things from other places. 
What things do they like and dislike? Depending on your 
circumstances, you could prepare something which is 
typical of your own country.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit2 We’ve hired a car
Write the unit title on the board. Elicit/Explain the meaning and 
why someone might hire a car (to travel around when they are 
on holiday). Elicit other ways of travelling while on holiday.
Get ready to read
• Ask students to discuss with a partner what the advantages 
and disadvantages of each form of travel are.
• Encourage students to read out their sentences and then to 
talk about their holiday experiences. Remind them to use the 
past simple for specifi c events, for example: I’ve been abroad 
on holiday. I went to the USA in 2007.
• Before doing the exercise, write South Africa on the board. 
Ask students in pairs to brainstorm everything they know 
about South Africa. Collate ideas on the board in the form 
of a mind map and, if they have not already been offered 
to you, elicit names of cities, famous sights, languages and 
currency. (N.B. There are 11 offi cial languages in South Africa, 
English and Afrikaans being the most widely-known, but 
there are many other unoffi cial languages; the currency is the 
Rand.)
A Terms and conditions
1 Make sure that students read the Learning tip before they do 
this exercise. Elicit or tell the class that the photo shows the road 
which goes to Cape Point. Ask students if they have been there. 
While checking the answers, elicit/explain that CPT stands for 
Cape Town and JHB stands for Johannesburg, and tell students 
that these are abbreviations (a key word in this unit).
Afterwards, check that students understand the meaning of 
downtown. 
2 Before doing the exercise, explain that ZA stands for Zuid-
Afrika (Dutch). Elicit/Explain that the abbreviation ZAR stands 
for South African Rand.
3 After doing the exercise, elicit/explain that the remarks are 
abbreviations. 
4–6 Read the instructions to the class, put them into pairs and 
get them to do the exercises together.
7 Get students to discuss their answers and reasons together 
and then take a class vote.
More activities
1 Students look at the Avis South Africa website 
www.avis.co.za and fi nd out if Claudio and Flavia would 
pay less if only one of them drove the car. Would they 
have to pay more if they were under 21? Students could 
also look at the Avis website for the Terms and conditions 
that are included in this section and fi nd out how much 
prices have changed since Real Reading 3 was published.
2 Ask students about the currency of their own country. 
Then ask them any other currencies that they know.
PHOTOCOPIABLE © Cambridge University Press 2008
B Safe driving in South Africa
1 Read the instructions to the class. Give students some time to 
read the information. Ask the class the question.
Did you know … ?
Ask students if you have to drive on the left or the right in their 
country. 
2–4 Read the instructions to the class and get students to do 
the exercises. Check the answers by writing them on the 
board so that students can check their spellings.
5–6 Ask the class these questions.
Extra practice
Students could do this task in groups. They could discuss the 
task, go away to do the research (perhaps on a specifi c area 
each), and then work together to fi nalize their route.
Invite individual students/groups to describe their routes. Ask 
other students/groups how similar their route is.
More activities
1 Put students into pairs and get them to write a list of parts 
of the car. Set a time limit, e.g. three minutes. When the 
time limit is up, ask individual students to name an item 
each. Students tick the items on their list as they hear 
them. The winner is the pair of students who have the 
most words on their list.
 You could also ask students for the US equivalents of any 
words. Here are some examples:
 bonnet (hood); dashboard (dash); ignition; indicator 
(turn signal); speedometer; windscreen (windshield).
2 Practise other compound nouns connected with cars. Write 
the fi rst word of each compound noun on the board and 
ask students to complete the compound noun. Alternatively, 
write a list of the second words in jumbled order for students 
to match. Examples include: brake pedal, exhaust pipe, gear 
stick, number plate, steering wheel, windscreen wiper.
3 If you are teaching in an English-speaking environment, 
you could show the class some road signs (from the 
Highway code or a road atlas) and ask students to say 
what they mean. Encourage them to use should/shouldn’t 
and must/mustn’t.
4 Write on the board or dictate the following. Then ask students 
to mingle and fi nd someone who fi ts each description.
 Find someone who …
a has had a fl at tyre
b can’t drive
c has broken down on a motorway
d has hit an animal
e has been stopped by the police
f has run out of petrol
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit3 Somewhere to live
Put students into pairs and ask them to brainstorm different 
buildings etc. where people can live (e.g. a bungalow) and how 
people can fi nd new places to live (e.g. in a newspaper). Collate 
answers on the board, encouraging students to write downany 
new vocabulary.
Get ready to read
• If you are teaching in an English-speaking environment, tell 
students to circle words so that the sentences are true about 
their home in their own country.
Ask someone to read out the fi rst sentence so that it is 
true for them and get other students who circled the same 
word(s) to raise their hands. Repeat this procedure for the 
fi rst sentence and then with the other three sentences. 
Alternatively, you could encourage other students who have 
circled the same words to agree by saying So do I.
• If you are teaching in an English-speaking environment, you 
could ask students how they found the accommodation where 
they are currently living. 
A Looking for a room
1 Read the instructions to the class and get answers to the 
questions. Then, get students to do the exercise. While 
students are working, draw a table on the board, fi ve columns 
by fi ve rows; along the top row, write the following: Question, 
a, b, c, d.
When students have fi nished, get students at random to read 
out a question each. Write the fi rst four good/correct ones in 
the fi rst column of your table (under Question). 
2 Before doing the exercise, get students to copy the table 
onto paper. This will help them record their answers more 
easily. After students have looked for the answers to the 
questions on the board in the advertisements and you have 
checked their answers with them, ask them for the answers 
to the two example questions in Exercise 1. Ask the fi rst 
question, and get four students to answer – one for each 
advertisement. (When is it available? – Room a is available 
from the beginning of February, There is no information for 
Room b, Room c is available from the 8th of January, Room 
d is available now.) Repeat this procedure with the second 
question. (Is it near the city centre? – Room b is ten minutes 
on foot from the city centre. The other advertisements do not 
say – so they are probably not near the city centre.)
 Put students into pairs. Students take turns to read out other 
questions they wrote in Exercise 1 for their partner to answer.
3 Read the instructions to the class, give students some time to 
read the advertisements and then ask the class the question.
4 Read the instructions to the class and get students to do the 
exercise. Check the answers by writing them on the board so 
that students can check their spellings.
5 Before doing the exercise, remind students to give reasons for 
their choices. They can then work in pairs and compare their 
choices. You could then take a class vote and fi nd out the 
most popular choice of room.
PHOTOCOPIABLE © Cambridge University Press 2008
6 Students can discuss the question in pairs and then they can 
compare their answers in a whole-class discussion.
Did you know … ?
Ask students if you can fi nd accommodation in the same ways in 
their country.
Class bonus
You could collect students’ advertisements and then photocopy 
them onto one piece of paper for the class. Afterwards, get 
feedback.
More activities
You could make and photocopy a page of advertisements, 
and students could do Exercise 6 again, replacing Cambridge 
with the town/city where they are studying.
B Signing a contract
Did you know … ?
Elicit/Explain the words tenant, tenancy, landlord, landlady and 
witness. If you are teaching in an English-speaking environment, 
ask students if they have signed a tenancy agreement.
1 Before doing the exercise, remind students that to scan the 
text for the information needed, it is not necessary for them 
to read each word in the text. In order to encourage students 
to read quickly, set a time limit (say, one minute) or you 
could ask them to raise their hands when they have found 
the answers.
2 Check answers before doing Exercise 3.
3 Before doing the exercise, elicit/explain wireless.
4 After doing the exercise, students could role play a tenant/
landlord discussion, using these questions and others.
Focus on … formal language
Read the instructions to the class and then get students to fi nd 
and underline terminate and becomes due in Agreement A.
More activities
1 Ask students to read the contract again and underline any 
unknown language. Students can then work in pairs to 
help each other. If necessary, you can clarify anything they 
are still not sure of.
2 Ask students if they would like to live in a rented fl at with a 
tenancy agreement like this one? Which conditions in the 
agreement do they think are reasonable/unreasonable?
3 Ask students about tenancy agreements in their own 
country. How similar are they to the one they have just 
read?
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit4 I’ll check it in
Write the unit title on the board, elicit that you would most likely 
use the sentence at an airport, and ask students to analyze it in 
terms of subject/verb, etc. Elicit/Explain that to check in in this 
context is a separable phrasal verb. 
In pairs, ask students to brainstorm different items that people 
can check in (e.g. a suitcase). Collate answers on the board, 
encouraging students to write down any new vocabulary.
Get ready to read
• After checking the answers with the class, ask students to 
name the items of luggage they have with them in the 
classroom.
• Ask individual students which items of luggage they usually 
travel with. Ask students if they have ever lost their luggage 
while they were travelling and what happened.
A How much luggage have you got?
Learning tip
Make sure that students read this before doing Exercise 1. After 
students have read it, ask them if this is how they read in their 
mother tongue. 
1 Before doing the exercise, read the fi rst sentence of the 
instructions to the class. Ask students if they have ever been 
to Paris or Toronto and how they got there. 
2 Before doing the exercise, elicit/explain that the abbreviation 
lb is short for pound(s) and that the abbreviation in is short 
for inch(es). Get students to do the exercise and then check 
their answers.
3 Before doing the exercise, elicit/explain meanings of Economy, 
Business, First Class, etc. and explain that different airlines have 
different kinds of names for services. After students have done 
the exercise, ask them if the baggage restrictions are similar to 
those of airlines they have fl own with.
4-6 Read the instructions and the questions, give students some 
time to read the webpage and do the exercises, and then 
check their answers.
7 Ask the class these two questions.
Focus on … the prefi x over
Ask students to fi nd two words in the Excess Baggage Fees 
webpage which begin with the prefi x over (overweight, 
oversized). Elicit that the prefi x over means ‘too much’ in these 
cases. After students have completed the sentences, put them 
in pairs and get them to write down other words with the prefi x 
over. The fi rst pair who write down ten should shout Stop! 
Write the winners’ answers on the board and one word from 
each other pair, encouraging students to write down any new 
vocabulary. 
Class bonus
Ask students to share any particularly interesting answers their 
partners gave with the class. 
PHOTOCOPIABLE © Cambridge University Press 2008
B Where’s my luggage?
In pairs, ask students to brainstorm different places in an 
airport (e.g. the check-in desk). Collate answers on the board, 
encouraging students to write down any new vocabulary.
1–2 Read the instructions to the class, get students to do the 
exercises, and then get feedback from the class.
3 Before doing the exercise, elicit/explain meaning of optimistic 
and its opposite and noun forms (pessimistic, optimist, and 
optimism).
4 Before doing the exercise, elicit that the photo shows Miklós’s 
luggage at Paris Charles de Gaulle.
Read the instructions to the class. Ask students to point to 
the baggage check label, the boarding card and the label on 
Miklós’s rucksack in turn.
Did you know?
Before reading, ask students if they notice anything interesting 
aboutthe names of the airports that are mentioned on these 
two pages (they are both men’s names).
Ask students if they know anything more about Charles de 
Gaulle and Lester B. Pearson. 
More activities
You could ask students if they know any other airports which 
are named after famous people and ask them what they 
know about the people. If you like, you could ask students to 
choose one of the people and fi nd out about this person on 
the Internet. (Examples include: Alfonso Bonilla Aragon 
(Cali, Colombia), Bandar Seri Begawan (Brunei), Chiang Kai 
Shek (Taipei, Taiwan), Cristoforo Colombo (Genoa, Italy), 
JF Kennedy (New York, USA), Jomo Kenyatta (Nairobi, 
Kenya).)
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit5 I’ll be at home
Put students into pairs and ask them to think of as many words 
as possible beginning with the letters ma (the longer the better). 
The fi rst pair who write down ten should shout Stop! Write the 
winners’ answers on the board and one word from each other 
pair, encouraging students to write down any new vocabulary.
Proffer mail if it is not already there, and elicit its meaning, 
highlighting the fact that this word has the same pronunciation 
as male (but has a different spelling and meaning). 
Get ready to read
Before doing the fi rst task, ask the pairs to brainstorm different 
kinds of mail you might receive, e.g. a postcard. You could bring 
some realia to class to show students, e.g. a postcard, a leafl et, 
etc. Elicit the negative meaning of junk mail. 
Check the answers by saying each item and asking students to 
raise their hand if they have ticked it.
A Sorry, you were out
Focus students on the section heading and compare it with 
the unit title. Check that students understand by writing I was 
out; I was at home; I was in on the board and explaining the 
differences/similarities in meaning.
1–2 Read the instructions to the class, give students some time 
to read the card and do the exercises, and then check the 
answers with the class.
Did you know … ?
Elicit/Demonstrate that the pronunciation of Thames is /temz/.
If teaching in an English-speaking country, check problematic 
pronunciation of nearby places.
3 Before doing the exercise, remind students that it is not 
necessary to read each word in the text. In order to encourage 
students to scan the leafl ets, you could set a time limit (say, 
one minute), or you could ask them to raise their hand when 
they have chosen the correct endings for the sentences. 
4 Read the instructions to the class. Give students some time to 
read the statements to prepare themselves for reading. Get 
them to do the exercise and then check the answers.
5 Before doing the exercise, elicit/explain that RG17 3PE is a 
postcode specifi cally for Reading.
Read the instructions to the class, get students to do the 
exercise and then check the answers.
More activities
1 Do a quiz: put students into pairs, say the English names 
for some large rivers and ask students to write down which 
countries they run through. 
2 Elicit that re in redeliver means ‘again’. Ask students to 
suggest other verbs that the prefi x re can be used with. 
PHOTOCOPIABLE © Cambridge University Press 2008
B Run the cold tap
In pairs, ask students to brainstorm different phrases with 
run, including phrasal verbs (e.g. The course runs for a year; 
run down; run in the family). Collate answers on the board, 
encouraging students to write down any new vocabulary.
Elicit/Explain that run in the heading means ‘turn on’. Elicit the 
opposite turn off.
1–4 Read the instructions to the class, get students to do the 
exercises and then check the answers.
Focus on … phrasal verbs
After doing the exercise, ask students to suggest other phrasal 
verbs with off. (Examples include: call off, fi nish off, go off, 
put off, set off, show off, take off.) Ask students to make 
personalized sentences with these phrasal verbs, e.g. The last 
time I went on holiday, my plane took off 15 hours late.
Extra practice
Before doing the exercise, brainstorm ways of saving electricity 
with the class, e.g. share a bath, don’t use a dishwasher, and ask 
students to write them down. A homework activity can be to see 
how many of the class’s ideas are on the website.
More activities
1 Elicit/Explain that household appliances are ‘electrical 
equipment with a particular purpose in the home’. Ask 
students to name as many household appliances as they 
can and write a list on the board. (Examples include: CD 
player, cooker, dishwasher, tumble drier, DVD player, fan, 
fridge, freezer, microwave, TV, vacuum clearner, washing 
machine.) Then ask students to put the appliances in 
order of importance or to choose three they could not live 
without. You could take a class vote to fi nd out which are 
the most and least useful appliances.
2 Write the phrase do her washing (from Exercise 3) on the 
board. Ask students to suggest other phrases which fi t the 
pattern do her/the …ing. (Examples include: cleaning, 
cooking, dusting, ironing, shopping, vacuuming, washing 
up.) Then elicit/explain the difference between do the 
shopping (shopping for specifi c things) and go shopping 
(the activity of shopping in general). Ask students to 
make personalized sentences with these phrases, e.g. My 
mother does the shopping every Thursday afternoon.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit6 A weekend in Wales
Get ready to read
• Instead of doing this exercise, take big pieces of paper into 
class (if you cannot, A4 will do) and get students in pairs to 
draw the outline of the UK. Call out the four countries and 
their capital cities, and ask students to write them in the 
correct place on their maps. 
Particularly if you are teaching in the UK, you could also call 
out other cities or famous places and get students to write 
them on the map, e.g. Manchester, Big Ben, etc. Display the 
best map on the board/wall, at least for that lesson.
• With books closed, ask students to brainstorm things they 
know about Wales. Do not get any feedback on this. Then get 
them to discuss whether the statements are true or false.
A Find your Welsh holiday here
Ask students where you might fi nd the heading Find your Welsh 
holiday here. Elicit that it could be in a holiday brochure or on 
the Internet.
1 Before doing the exercise, elicit the words village, town, city 
and cathedral and their meanings. Explain that in the past any 
town in Britain that had a cathedral was called a ‘city’.
Get students to do the exercise and check their answers.
Learning tip
Make the point that Geraint has told Sebastian/students about 
St Davids – this is what they already know about the topic.
2 Before doing the exercise, elicit/explain the meaning of bed 
and breakfast and ask the class if anyone has stayed in one.
Get students to do the exercise and check the answers by 
writing them on the board so that students can check their 
spellings.
3 Before doing the exercise, explain that St David’s is in an area 
called Pembrokeshire. Get students to do the exercise. 
After checking the answers, tell students that Sebastian’s 
friends all reply that they like the sound of the bed and 
breakfast. They are happy to share rooms but not to share 
beds. Ask students what kind of accommodation Sebastian 
should book for them at Ramsey House (two twin rooms).
4 Read the instructions to the class, get students to do the 
exercise and then check the answers with the class.
5 Ask the class these questions.
Extra practice
Alternatively, students can fi nd out about other parts of Wales 
which they might like to visit. For example, ask them to fi nd 
out about Snowdonia or Anglesey. Students could then use 
this extra information to plan, say, a week’s visit to Wales, using 
stayinwales.co.uk.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Tell students (in an English-speaking environment) to imagine 
that you are going to visit their country. If you are teaching 
a group intheir own country, ask students to prepare an 
itinerary for you. What places would they recommend you to 
visit? Encourage them to do some research on the Internet 
and print out any information that you may fi nd useful. 
B Your room will be ready for you
1 Read the instructions to the class and get students to do the 
exercise. Try to monitor what individual students are writing as 
closely as possible. Check the answers by writing them on the 
board so that students can check their spellings.
2 Ask the class this question.
3 Read the instructions to the class and get students to do the 
exercise. Again, try to monitor students closely. 
Check the answers with the class. Get one student to ask a 
question from Exercise 1 and another student to give the 
answer. Write any answers on the board you feel students are 
having particular diffi culty with.
Alternatively, students could use the information in the letter 
to role play the phone conversation between Sebastian and 
Ceri Morgan.
4–7 Get students to do the exercises and then check the 
answers.
Focus on … should
After checking the answers, ask students which of the sentences 
Ceri Morgan could have written (a, c, d, f, g).
Tell students to imagine that they are Ceri Morgan and to 
complete the following four sentences (example endings are 
given in brackets):
a Should you forget your cheque book, (you will have to pay 
cash).
b Should you arrive before 2.00pm, (your room may not 
necessarily be ready for you).
c Should you wish to smoke, (you will have to go into the 
garden).
d Should we re-let your rooms, (you will receive a refund).
More activities
1 Discuss the layout of formal letters with the class. Draw 
the attention of the students to the position of the 
addresses and the date, and the beginning (Dear Mr 
Rose) and ending of the letter (Yours sincerely).
2 Students can look at Ramsey House on stayinwales.co.uk 
and fi nd out if any of the information about the B&B has 
changed.
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit7 I saw an article about it
Before students open their books, introduce the lesson by 
playing hangman on the board with the word magazine. Tell 
them that this is often abbreviated to mag. Brainstorm different 
types of magazine. Bring in some realia (real magazines in 
English) to show the class. 
Get ready to read
• Say each type of magazine in turn and ask students to raise 
their hand if they read this type of magazine.
• Find out if there is anyone in the class who does not read or 
buy magazines.
A Call of the wild
1 Ask the class the question.
2 Ask students the questions and, if any of them have ever 
been on safari, ask where, when and what they saw. Ask the 
class what other animals you might see on safari. 
Did you know … ?
Ask students if they know any other words from other languages 
which are used in English. If you are teaching a monolingual 
group, you could compile a class list of words from their mother 
tongue which are used in English. 
3–4 Read the instructions to the class, get students to do 
the exercises, and then check the answers. Afterwards, ask 
students who have not been on safari if they would like to go. 
Would they prefer to go in the wet season or the dry season?
5–6 You could split the class into two groups and get each to do 
one of these exercises. Then you could pair one student from 
one group with one from the other to compare answers.
7 Put students into pairs to do this exercise and then get 
feedback from the class.
More activities
1 Do a board race: write the alphabet in two lists on the 
board; put students into two teams, giving each team a 
different colour of pen/chalk; a student from each team 
has to run up and write the name of an animal beside a 
letter, e.g. lion beside L; then he/she runs back to his/her 
team and gives the next person the pen, who repeats the 
above; only one animal (by either team) can be written 
bedside each letter. The winning team is the one who has 
written the most animals. Then ask students to discuss 
with a partner where they might see some of the animals, 
e.g. at the zoo, in the park, etc.
 Write the following on the board: 
a If you camp…
b If you stay in a lodge…
c If you go on a game drive…
d If you go on a walking safari…
e If you go on a boat…
2 Ask students to think about the disadvantages of each 
situation and complete the sentences in their own words. 
Get students to compare what they have written in small 
groups. Monitor this activity closely, and make individual 
corrections where necessary.
PHOTOCOPIABLE © Cambridge University Press 2008
B A walk in the park
 1 Put students into pairs and get them to do this exercise 
together. You may need to give them dictionaries. Check the 
answer with the class. 
 2 Ask the class this question.
 3 Get students to read the three options before they read the 
text. Encourage them to skim the article by setting a time 
limit (say, one minute) or you could ask them to raise their 
hands when they have found the answer.
 4–8 Get students to do these exercises in pairs or small groups, 
and then check their answers as a class.
 9 Before students read the text you could ask them to suggest 
what the rangers would have done. They then read and 
check their answers.
 10 Ask students to discuss their answers with their partner 
before taking a class vote.
Extra practice
Students could fi nd out about an animal and then describe it 
to the class without saying the name of the animal. The other 
students have to work out which animal is being described, by 
only asking questions beginning with Is, Does or Has so that the 
fi rst student can only say yes or no.
More activities
1 Elicit/Explain that Kruger is a national park. Ask students 
to suggest other collocations which include the word park 
and write a list on the board. Then read out the following 
defi nitions and ask students to decide what type of park 
they describe:
a an area that is specially designed to have offi ces, small 
factories, etc. (business park)
b a large enclosed park where wild animals are kept and 
can move freely, and can be watched by visitors driving 
through in their cars (safari park)
c a park with entertainments, such as games, machines to 
ride on, restaurants, etc. (theme park)
d a place where vehicles that people live in can park (US) 
(trailer park)
e an area of large stores outside a town/city centre (retail 
park)
2 Ask students to fi nd out about Kruger National Park. You 
could give them some questions and ask students to fi nd 
out the answers on the Internet, e.g. Can you drive your 
own car around Kruger?
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit8 In the newspapers
Bring in some realia to show students. You could exemplify the 
difference between a tabloid and a broadsheet newspaper.
Get ready to read
Put students into pairs and get them to do these exercises 
together. Get feedback from the class.
A Bikes are everywhere!
Focus students on the section heading and ask if they think it is 
true that bikes are everywhere and/or where it might be true. 
Find out how many students have a bike, and when and why 
they use it.
1 Read the instructions to the class and then get students to 
discuss the question in pairs. Check the answers with the 
class. 
2 Emphasize the point that we often skim a text quickly the 
fi rst time we look at it. Set a time limit for students to do the 
exercise and then check the answers.
3 Get students to do this exercise in pairs. Then check the 
answers with the class.
Learning tip
Ask students if they read a newspaper in their own language in 
the way the tip describes.
4 Set a time limit, say fi ve minutes, for studentsto look at the 
texts and consider the six factors in pairs. Get feedback.
5 Get students to decide which extract they are going to read. Try 
to get equal numbers of students to read each article. Students 
can work in pairs with someone else who has chosen the 
same extract, and help each other to understand the text and 
identify the main points. Get feedback from the class.
Class bonus
After reading each of the other two extracts, students work with 
two different partners, one who has read one extract carefully 
and the other who has read the other. Each student can help the 
other two members of the group with the meaning of any text 
they have underlined.
6 Ask students to discuss these questions with a partner. Get 
feedback from the class.
Extra practice
Ask students if they ever read English-language newspapers. 
Ask students to comment on any differences and similarities 
they have noticed between English-language newspapers and 
newspapers in their own languages.
More activities
Get students to list sports on the board. Students decide 
whether do, go or play collocates with each of the sports 
they have mentioned. For example: do judo/karate/yoga, go 
running/sailing/skiing, play badminton/golf/tennis.
PHOTOCOPIABLE © Cambridge University Press 2008
B Should I wear a helmet?
1 After doing the exercise, highlight the fact that helmet appears 
in the section heading too.
2 Ask students who cycle which of the things they do and do 
not do.
3 If the headline does surprise students, ask them why. Write the 
fi rst three words of the headline (Cyclists with helmets …) on 
the board and ask students to suggest other ways in which the 
headline could have ended.
5 Before doing the exercise, tell the class that Dr can be both a 
medical and an academic title. Many university lecturers have 
the title Dr.
6 Read the instructions to the class and get students to do the 
exercise in pairs. Check the answers with the class.
7 Students can discuss the question in pairs. They can then 
compare their ideas in a whole-class discussion.
Focus on … synonyms
Before doing the exercise, ask students to name other pairs of 
synonyms. (Examples include: little/small, client/customer, rich/
wealthy.)
After doing the exercise, you could also introduce the word 
antonym (words with the opposite meaning).
More activities
1 Cut out several different articles – at least one article for 
each student – from one newspaper. Write a number 
(1–20, etc.) on each article. Students skim the articles and 
make a list (1–20, etc.) of the sections of the newspaper 
that the articles have come from. Students can then 
choose one article each to read more carefully.
2 Ask students to name other parts of the bike or items 
connected with cycling. (You could encourage students 
to fi nd words in a dictionary before the next lesson.) 
Examples include: bell, brake, chain, frame, gears, 
handlebars, mudguard, pedal, seat/saddle, spoke, valve, 
wheel.
3 Encourage students to fi nd another newspaper article 
or item from the Internet whose headline surprises or 
amuses them. In a later lesson, students can tell the class 
why the headline surprised or amused them.
4 Encourage students to start making a list of synonyms. For 
example, they could reread some of the texts in this book 
and fi nd pairs of synonyms. They can then use their lists 
to test each other. For example, they choose 12 pairs of 
synonyms and write them in jumbled order in 2 lists for 
their partner to match.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit9 Safety at work
Put students into pairs and give them a time limit of, say, two 
minutes to list as many jobs as they can.
Write the winning pair’s words on the board, and one from each 
other pair. Encourage students to write down any new vocabulary.
From the words on the board, ask students to discuss with 
their partners which job they would most like to do, which job 
they would least like to do, the job which requires the most 
intelligence and the job which involves the most danger. 
Get feedback from students, particularly on the last question.
Get ready to read
• Ask someone to read out the fi rst sentence so that it is true 
for them and get other students who circled the same word 
to raise their hand. Repeat this procedure once more for the 
fi rst sentence and then with the other four sentences.
• After doing the exercise, ask students if they have ever had to 
carry out these instructions.
• After doing the exercise, ask students where the nearest fi re 
extinguisher and fi re station are.
A Help prevent fi re
1 After students have written three sentences, you can ask 
individual students to read out a sentence each. Write the fi rst 
three correct/good sentences on the board.
2 Before doing the exercise, ask students to look for the three 
ideas on the board, rather than their own, so that you can 
check their answers more effectively.
3 This exercise could be adapted by dictating the sentence 
halves to the class and getting students to write them on slips 
of paper before matching them in pairs. With books closed, 
you could even give pairs the beginnings fi rst and ask them to 
predict their endings.
4 If you did as suggested above, students can now move the 
sentences into the correct order.
5 Before doing the exercise, highlight the structure of the 
defi nitions, i.e. A fi re exit is a …, A fi re door is a…
Learning tip
Ask students which kind of dictionary they use. Which do they 
prefer and why?
6 Before doing the exercise, you could divide the class so that 
a student with a bilingual dictionary is working with a student 
with a monolingual dictionary. They can then compare how 
much information each dictionary gives.
 After students have checked the meaning of the words, ask 
individual students to read out a word each. Check 
pronunciation.
Class bonus
Check students’ lists of points in a whole-class discussion.
Students could also consider the safety of the building in which 
they are studying.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Practise one-syllable words with one spelling and two 
pronunciations (homographs). Ask students to fi nd such a 
word in the second paragraph (close). Get students in pairs 
to think of more examples. Collate them on the board. Ask 
students to pronounce each word and to use it in a sentence. 
(Examples include: use /ju�z/ verb and use /ju�s/ noun; read 
/ri�d/ infi nitive and read /red/ past simple and past participle.)
B Fire safety procedures
1 You could write the following situations on the board: If you 
discover a fi re and If you here the fi re alarm and ask students 
to think of ways to complete the sentences. Students can 
then check their ideas in the text.
2–3 Discourage students from using a dictionary. Encourage 
them to try and work out the meaning (or at least the word 
class, e.g. verb) of the words from the context.
4 This activity could have three stages: fi rst, the students work 
alone, then with a partner, and fi nally with you and the class. Do 
not just ask if they understand the words: ask concept questions 
to be sure, e.g. Does vacating mean going in or going out?
Did you know … ?
Ask students who are from non-European countries what the 
numbers for emergency services are in their country.
Read the instructions to the class. Give students some time to 
read the answers. Put them into pairs and get them to do the 
exercise together. Check the answers with the class.
Focus on … compound nouns
After doing the exercise, ask students if they know any other 
compound nouns with fi re, e.g. fi reball. 
Ask students to read the leafl et again and fi nd other compound 
nouns. (Examples include: alarm call points, assembly point.)
6 After checking the answers, ask students what they would do 
if the fi re alarm started ringing now.
More activities
1 Write the word suspect on the board. Use the word as a 
noun and as a verb in example sentences (If you suspectthere is a fi re, Police are looking for the suspect) and elicit 
that the stress is on the fi rst syllable when the word is a 
noun and on the second syllable when it is a verb. Elicit 
and practise other two-syllable words with one spelling 
and two different stress patterns, e.g. decrease.
2 Ask students in pairs to brainstorm different ways point 
can be used. Remind them that it can be used as a noun 
or a verb. Collate ideas on the board and encourage 
students to write down any new words or phrases, e.g. to 
point at something; to make an interesting point
3 Put students in groups and ask them to create either a fi re 
safety poster or a leafl et for the school.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit10 Lines of communication
Ask students in pairs to brainstorm different ways people can 
communicate with each other (e.g. by phone). Collate ideas on 
the board and encourage students to write down any new words 
or phrases. 
Get ready to read
• Before doing the exercise, check that students understand 
over (sentence 3) as an alternative to more than.
 After doing the exercise, ask someone to read out the fi rst 
sentence so that it is true for them and get other students 
who circled the same word to raise their hand. Repeat this 
procedure once more for the fi rst sentence. Ask individual 
students to give reasons for their answer. Repeat this 
procedure with the other four sentences. Ask individual 
students to give reasons or explanations for their answer, and 
to give examples.
• Put students into pairs and get them to do the exercise 
together. Get feedback from the class.
A I copied you in
1 Make sure students read the Learning tip before doing 
Exercise 1. After checking the answers, ask students who has 
been copied in on one of the emails (Ben Parker, email b). 
Ask students who they think this person might be (he could 
be the person from Marketing who asked for help).
2–4 Read the instructions to the class, put students into pairs 
and get them to do the exercises together. Check the answers 
with the class.
5 Read the instructions to the class. Give students time to do 
the exercise. Check the answers by writing them on the board 
so that students can check their spellings.
Focus on … collocations
After checking the answers, elicit/explain that you can also 
arrange a meeting. Ask students to suggest other collocations 
with a meeting, e.g. address.
6–7 Ask the class these questions.
More activities
1 Students could exchange email addresses so that 
everyone has each other’s contact details. You could also 
give the class your email address so that students can 
contact you if they are going to miss a lesson, cannot 
remember the homework, etc.
2 Ask students if they receive any emails in English, 
especially in the workplace.
3 Ask students if they have been to New Zealand and to the 
places mentioned in the emails. Encourage travellers to 
tell the class about their experiences. If students have not 
been to New Zealand, encourage them to say what they 
know about the country.
PHOTOCOPIABLE © Cambridge University Press 2008
B Leaving and joining
Explain that this section of the unit is about someone resigning 
from their job and someone replacing them.
1–3 Put students into pairs and get them to do these exercises 
together. Check the answers with the class, encouraging 
students to explain their answers.
4 Before doing the exercise, elicit/explain a strategy for this 
exercise: read the list of topics before reading the text and 
skim the text in order to match the topics with the paragraphs. 
Extra practice
You could encourage students to read the notices on the school 
noticeboard by dictating a few questions which students have to 
fi nd the answers to before the next lesson.
If you are teaching a monolingual group in their own country, 
discuss with the class places in the town/city where students can 
read written English.
 6 Put students into pairs and get them to discuss this question 
together. Get feedback from the class and ask those who 
have left a job if these events, or any others, took place. 
 7–9 Give students some time to read and do the exercises, 
before checking the answers with a partner. Confi rm the 
answers with the class.
 10 Students can also consider whether they would like to work 
at Bishops.
More activities
1 Ask students to look at the notice again and underline 
any standard phrases that are not specifi c to Vincent, e.g. 
I am pleased to announce that, has been appointed to 
the position of; will be joining us on. Now students have a 
template. Ask them to produce a similar notice using this 
language, announcing their employment at an imagined 
company.
2 Get students to read through the texts in the unit and 
identify all the words connected with work. They can 
then use some of the words to describe their current job 
or a job they have done – either in a speaking exercise 
with a partner or in a written paragraph for homework. 
Vocabulary includes: marketing, conference, team, 
working lunch, department, job title, position, colleague, 
resign, temporary, permanent, role, database, career.
3 Get students to name departments in a company. 
Examples include: Administration, Credit Control, 
Finance, Marketing, Offi ces Services, Production, Project 
Development, Sales, HR.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit11 Any comments?
Set a time limit and ask students in pairs to think of as many 
words beginning with q as they can, the longer the better. Write 
the winning pair’s words on the board, and any other words 
from each other pair, encouraging the class to write down any 
new vocabulary. Examples include: qualifi cation, quality, quarter, 
queen, question, queue, quick, quiet, quite and quiz. If not 
already on the board, elicit/explain questionnaire too.
Get ready to read
• Find out by doing a class survey which of the four named 
types of questionnaire students have been asked to fi ll 
in. Have they always fi lled them in? Then ask students to 
describe other types of questionnaire they have fi lled in.
• Before doing the exercise, elicit from students what happens 
after people fi ll in questionnaires (they are analyzed and 
someone else writes a report about / gives feedback on the 
fi ndings). 
A Holiday questionnaire
1–4 Before doing the exercises, ask students to scan the 
questionnaire on page 55 and fi nd the name of the client 
(Mr Drummond). Remind students that it is not necessary for 
them to read each word in the text.
Put students into pairs and get them to do the exercises 
together. Check the answers with the class.
Did you know … ?
Ask students if they know of the places that are mentioned in 
the description of Slovenia, if they have visited Slovenia and if not, 
whether they would like to or not.
5 After checking the answer, ask students to change sentences 
b and c so that they are true.
6 Students can discuss their ideas in pairs or small groups, and 
then compare their suggestions with those of other pairs/
groups in a whole-class discussion.
7 After checking the answers, you can ask students to read the 
questionnaire and the comments again, and fi nd out as much 
as they can about the three hotels. Ask them which hotel they 
would prefer to stay in.
More activities
1 Students can do some research on the Internet about the 
places mentioned in Did you know? or about Slovenia in 
general. They could go to www.solvenia.info and fi nd out 
about other types of active holiday.
2 Ask students if they have ever had a bad experience on 
holiday, and whether they complained about it or not.
PHOTOCOPIABLE © Cambridge University Press 2008
B Report on questionnaire feedback
1 Before doing the exercise, remind students to skim the report 
rather than read each word.
2 Ask the class this question.
3 Make sure students understand what they have to do.
4 Elicit/explain that you could also say the highest rated instead 
of the most highly ratedand that an alternative to the lowest 
rated would be the least highly rated.
5 Get students to read the rest of the text to fi nd the criticisms.
Learning tip
Ask students if they can think of any other words and phrases 
that are used to link facts and ideas. For example, the words so 
(expressing a result) and too (adding something) are used a lot.
6 After checking the answers, you can ask students which 
criticisms Mountain Travel has done something about 
(Bedrooms at Turist Hotel, Picnic lunches provided by Vila 
Orel and Turist Hotel).
7 Ask the class these questions.
Focus on … linking words
After checking the answers, ask students to suggest other 
sentences beginning with a linking word which could be inserted 
at other points in the bulleted paragraphs. For example: 
Bedrooms at Turist Hotel: these are a rather dull brown, but 
the manager assures us that the hotel will be refurbished this 
winter. In other words, the rooms will be totally redecorated and 
updated. In addition / Furthermore, new lighting will be installed 
in each room. As a result, we are unlikely to get any further 
comments about the décor of the hotel. 
Noise from wedding parties: this can be loud enough to keep 
guests awake at night. For example, three of our clients who 
stayed at the Bella Vista in June said that the music didn’t stop 
until 4am. Since most of our guests stay at the hotel on Saturday 
night …
Ask students to give example sentences which include linking 
words and expressions. For example, write the sentence I go on 
holiday once a year on the board. Students then continue the 
sentence or begin a new sentence with one of the linking words. 
Extra practice
Alternatively, students can choose another country which they 
would like to visit, or they can fi nd out about hotels in their own 
country.
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit12 I’m going to apply
Write the unit title on the board, and, with books closed, ask 
students in which situations they might say this phrase (e.g. for a 
job). Tell them that this unit is about applying for a job. 
In pairs, ask students to brainstorm ways in which you could 
fi nd a new job (e.g. look in a newspaper). Collate ideas on the 
board, encouraging students to write down any new vocabulary.
Get ready to read
• Before doing the exercise, elicit/explain Human Resources 
department and recruitment agency. Check the answers by 
saying each item and asking students to raise their hand if 
they have ticked it.
• Encourage students to tell the class about any jobs they have 
applied for.
• Check the answers with the class. Read out the example 
yourself, and then get individual students to read out the 
other sentences in order.
A I’ve seen an advert
Focusing on the section heading, elicit/explain that advert is 
short for advertisement (and that it can be shortened even 
further to ad). 
1 Before doing the exercise, ask students in pairs to brainstorm 
everything they know about Ireland, including the name of its 
capital (Dublin). Then ask students if any of them have been 
to Ireland and encourage them to share their experiences.
2 Before doing the exercise, point out that the advertisement 
may not include the answers to all the questions. This is what 
can happen in real life: when we read, we do not always fi nd 
the answers to questions we want answered.
3 Before doing the exercise, elicit/explain the meaning of keen. 
After doing the exercise, invite individual students to read out 
the sentence which is true for them. Encourage other students 
to raise their hand if they have ticked the same sentence.
4 Before doing the exercise, point out that there are six bullet 
points, but only fi ve qualities, so one bullet point will not be 
used.
 After checking the answers, point out that bullet points 2–6 
refer to the type of person needed, whereas bullet point 1 
refers to the job-related skills the person must have.
5 Get students to discuss their answers to these questions in 
pairs. Then get the answers from the class. Elicit/Explain what 
a CV is, and then ask students in pairs to brainstorm what 
information a CV usually includes (e.g. qualifi cations). Collate 
ideas on the board, encouraging students to write down any 
new vocabulary.
6 Put students into pairs and get them to read the extract and 
answer the questions together. Check the answers with the 
class.
7 Get students to discuss these questions with a partner and 
then take a class vote. 
PHOTOCOPIABLE © Cambridge University Press 2008
Extra practice
If you are teaching in an English-speaking environment, get 
students to cut out a job advertisement that they might be 
interested in in the town/city where they are studying. They can 
tell the class about the job and why they would like to apply for it.
More activities
1 Students can use the questions in Exercise 2 to interview a 
partner about their ideal job. Afterwards, they could create 
‘the perfect job advertisement’ which matches what their 
partner wants. 
2 Students can look for other types of advertisements in 
English in newspapers and magazines. Examples include 
advertisements for property, businesses and tourist 
attractions.
B Further to our telephone conversation
Learning tip
Referring back to the section heading, elicit/explain its meaning 
and that further to and telephone are formal, telephone being 
more formal than phone.
1 Give students some time to do the exercise and then put 
them into pairs so that they can compare their answers. 
Check the answers with the class.
2 To encourage students to read quickly, set a time limit for this 
exercise.
3 Ask students to scan the letter and fi nd the six more formal 
words (in italics) from Exercise 1.
 You can explain that the words are listed in the order in which 
the more formal alternatives appear in the letter (employment 
is the fi rst).
4 Monitor students closely while they are doing this exercise. In 
the feedback stage, write a correct student’s answer on the 
board for each formal phrase. Remind the class that there is 
more than one correct answer.
5 Ask the class this question.
Did you know … ?
Refer back to the letter on page 60 and also give example 
situations of when you might not know the name of the person 
you are writing a letter to (e.g. writing a letter of complaint to the 
manager of a restaurant you received bad service in). 
Focus on … the layout of letters
Before doing the exercise, elicit/explain the meaning of salutation.
When checking the answers, ask students to correct any 
sentences that are not true. 
After doing the exercise, ask students to discuss with a partner 
how the layout of informal letters differs from that of formal letters, 
using the sentences in the exercise as a guide. Get feedback by 
conducting a whole-class discussion.
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit13 I’m off on a trip
Introduce the lesson by playing hangman or an anagram game 
with the word industry. Elicit its meaning and related words, e.g. 
industrial, industrialize, industrialization. 
Get ready to read
• Before doing the exercise, ask students in pairs, books closed, 
to brainstorm different kinds of industries (e.g. agriculture).
 After checking the answers, ask students to say what each 
icon shows.
• If you are teaching a multilingual class, after doing the exercise, 
get students to work with someone of a different nationality to 
compare lists. Alternatively, if you are teaching a monolingual 
class in their country, ask pairs of students to rank industries 
according to their value, and come to class prepared with the 
statistics for the country you are teaching in, from, for example, 
www.economist.com/countries/.
AEconomic structure
1 Before doing the exercise, make sure students understand 
the term Gross Domestic Product.
Learning tip
Ask students if they ever have to read tables, graphs and 
diagrams. In what situations?
2 Before doing the exercise, look at the example with the class. 
Elicit why the sentence is false. Elicit/Explain that rose in 
sentence 2 means ‘increased’ (and that its infi nitive and past 
participle forms are rise and risen respectively).
 Put students into pairs and get them to do this exercise 
together. Afterwards, elicit/explain that utilities are services, 
such as electricity, gas and water, which are used by the 
public.
3 After checking the answers, invite students in pairs to make 
other sentences about the information shown in tables c and 
d, which they can then read out to the class. Alternatively, 
they can write true or false sentences in pairs, which they can 
then test another pair with.
4 After doing the exercise, elicit/explain that pie chart takes its 
name from the word pie. It may be useful to bring in a picture 
of a pie.
Did you know … ?
You can ask students if they have visited Singapore. Encourage 
travellers to tell the class about their experiences. If students 
have not been to Singapore, encourage them to say what they 
know about the country.
5 Read the instructions to the class and give students some 
time to do the exercise. Check the answers with the class.
PHOTOCOPIABLE © Cambridge University Press 2008
Class bonus
Make sure that each student chooses a different country.
Alternatively, students could write true/false sentences, as in 
Exercise 2.
B Business etiquette
Focus the attention of the students on the section heading and 
elicit/explain the meaning of etiquette. 
1 Get students to tick the boxes and then compare with a 
partner. In a multilingual class, put students into pairs with 
people of different nationalities/cultures.
2 Get students to do the exercise and then check the answers.
3 Before doing the exercise, do an example with the class.
 After checking the answers, you could ask students to read 
the text more carefully and fi nd other words which have a 
similar meaning to etiquette (protocol – point 7; 
courtesy – point 11).
4 Read the instructions and the steps to the class, put students 
into pairs, and get them to do the exercise together. Then 
check the answers with the class.
5 Get students to discuss the answer to this question with 
a partner. In a multilingual class, get students of different 
nationalities to work together.
6 Get students to do the exercise and then check the answers.
7 As in Exercise 5, get students of different nationalities to work 
together.
Focus on … the passive infi nitive
After checking the answers to sentences d–i, ask students 
if these sentences are all true about business etiquette in 
Singapore (yes).
Extra practice
Alternatively, students can research business etiquette in another 
country. In a multilingual class, they could research etiquette in 
a foreign partner’s country, then give feedback to this student to 
see how many of the points he/she agrees with.
Another idea would be to group students and play a game of 
‘Call my Bluff’: students choose a country and write three or 
four sentences about etiquette in that country (the weirder the 
better), one of them being false. The other students in the class 
have to decide which sentence is false.
More activities
Students will fi nd lots of other information about Singapore 
on the www.wikipedia.org website. They could fi nd out more 
about the different groups of people, for example, or the 
geography of the country. Alternatively, they could fi nd out 
about it as a tourist destination, or about Chinese New Year.
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit14 Look it up!
Focus the attention of the students on the unit title and elicit/
explain that look up is a phrasal verb. Ask students in what 
situation someone might say look it up (for example, when they 
do not know the meaning of a word). Elicit/Provide the phrase 
look it up in a dictionary. Point out that this has an idiomatic 
meaning, in contrast to the literal: look up at the sky.
Get ready to read
• If you can, bring in the reference books listed in this exercise 
to show the class.
• After doing the exercises, ask students if they have ever used 
any of these types of reference books in either their own 
language or in English. 
A Alphabetical order
Learning tip
Make sure students read the Learning tip before doing Exercise 
1. Get students to look in their own dictionary and check that it 
has words at the top of each page to help them fi nd the word 
they are looking for.
1–4 Read the instructions to the class. Take particular care in 
explaining Exercise 2. Put students into pairs and get them to 
do the exercises. Check the answers with the class.
5 Students could do this exercise in pairs. If they are reluctant, 
get one student in each pair to close his/her book so that 
they have to work together.
 Alternatively, give out small pieces of paper and get one 
student in each pair to cover the Across clues, and the other 
to cover the Down clues. Students then have to communicate 
with each other verbally in order to complete the task.
Focus on … pronunciation
Explain that monolingual dictionaries always include a section on 
phonetic spelling, either at the front or the back of the dictionary. 
Show the section/page to the class, and get them to fi nd the 
same information in their own dictionaries. 
More activities
1 Encourage students to try other crosswords. If you are 
teaching a multilingual group in an English-speaking 
country, your students will be able to fi nd crosswords in 
some of the newspapers (especially the tabloids).
2 Set your students a quiz in which they have to consult 
reference books to fi nd the answers. If you have a set of 
reference books which you can bring to the class, this will 
encourage students to refer to the books rather than use 
the Internet (not that there is anything wrong with using 
this resource). 
3 Write these phonetic spellings of words from page 67 on 
the board and ask students, in pairs, to write down (and 
say) which words they refer to. 
a /di�saipl/ b /�ailəndz/ c /�teritriz/
d /hu�z/ e /�taitli/ f /�kemikəl/
g /aiən/ h /θru�/
PHOTOCOPIABLE © Cambridge University Press 2008
B It’ll be in here
1 You could, with their books closed, dictate these questions to 
the class. Alternatively, you could put students into pairs, and 
get one to dictate a–f to his/her partner, the other g–l.
Get students to work with a partner to try to answer the 
questions. Discourage them from looking for the answers on 
page 69. Do not check the answers with the class. 
2 If you have the Chambers Book of Facts or a similar book, 
you could bring it to the lesson to show students. Ask them if 
they know other fact books like this one.
Did you know … ?
You could ask students if they know any other similes or 
proverbs in English.
3–4 Put students into pairs and get them to do the exercises 
together. Check the answers with the class.
5 Ask the class this question.
Class bonus
Make it clear to students that they should know the answers 
to the questions they write. They could fi nd out the answers 
themselves before including a question on their list. Students 
can also choose a topic on the website 
www.soyouthinkyouknoitall.com and take part in the quiz online.
More activities
1 If you are teaching a multilingual group in an English-
speaking environment, encourage students to go to the 
library and look at the range of reference books available.
2 If you have some other reference books – the Guinness 
Book of Records,the Book of Firsts, Philip’s World 
Factbook, the Usborne Book of Facts and Lists, for 
example – you can set some questions for students to 
fi nd the answers to.
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit15 It’s on the shelf
Focus the attention of the students on the unit title and elicit/
explain what a shelf is. Elicit also the plural form shelves. Get 
students in pairs to brainstorm other words in English which 
have irregular plurals. Collate ideas on the board and encourage 
students to write down any new vocabulary.
Alternatively, you could dictate ten or so singular nouns which 
have irregular plurals to the class and ask them to write down 
their irregular plurals. Examples include: child, knife, man, tooth, 
mouse, sheep, wolf, fi sh, dice, leaf, cactus, analysis.
Get ready to read
• Get students to form the question Do you enjoy reading fi ction 
more than non-fi ction? to ask their partners so that you can take 
a class vote.
• After doing the exercise, say each type in turn. Students raise 
their hand if they have ticked the box.
• After doing the exercise, ask each question in turn and get one 
student to answer. Tell other students who have underlined the 
same answer to raise their hand. Then ask the same question 
to someone who has not raised their hand. Continue in this 
way until you have asked each question four times.
A Using a library catalogue
1 Ask students to discuss their answers in pairs, but do not 
check the answers at this stage. Tell students that they will be 
able to check their answers in Exercise 2.
2 Before doing the exercise, remind students to scan for the 
information that is needed to answer the questions. In order 
to encourage students to read quickly, set a time limit. 
3–4 Put students into pairs to get them to do the exercises 
together. Check the answers with the class.
5 When checking the answers, ask students to correct the 
sentences for which the answer is N.
6 Get students to discuss answers to this question in pairs. Get 
feedback from the class.
7 After students have written down some key words, get them 
to compare with a partner, reminding them that there is more 
than one possibility.
8 Before doing the exercise, read through the 
Did you know? section with students.
9 Ask students to discuss the question in pairs.
More activities
1 If you are teaching a multilingual group in an English-
speaking environment outside Oxfordshire, encourage 
students to go online and fi nd out how to use the library 
catalogue. Is the information given similar to that of the 
Oxfordshire library catalogue?
2 Ask students to discuss in small groups if they have 
libraries in their countries, if they use them, what kind 
of people use them, what facilities there are, and how 
systems have changed in the last 15 years.
PHOTOCOPIABLE © Cambridge University Press 2008
B 4.50 from Paddington
Focus the attention of the students on the section heading and 
elicit/explain that this refers to a train leaving London at this time.
1 After doing the exercise, ask students if they know any other 
Agatha Christie stories. Examples include: Appointment with 
Death, Death in the Clouds.
2–3 Get students to work in pairs to complete the sentences 
in Exercise 2. Do not check their answers at this stage. 
Students can check their guesses when they read part of the 
introduction to the book in Exercise 3.
4 Give students some time to read the extract and then ask the 
class the question.
5–7 Get students to do these exercises in pairs. 
Focus on … adverbs
Ask students to read the blurb again and fi nd three more adverbs 
(helplessly, remorselessly, seriously). Elicit/Explain their meanings.
More activities
1 Remind students that simplifi ed readers are available at 
all levels. If they go to www.cambridge.org/elt/readers, 
they can do a placement test and fi nd out which is the 
most suitable level for them. They can then look at the 
list of titles available at this level and download a sample 
chapter. If your school has a library and there are readers 
in the library, encourage students to read or borrow them.
2 Encourage students to choose a book from either the 
library or a bookshop. Remind them to make sure 
that there are not too many new words on each page. 
Recommend books that you think might be suitable for 
your students (The Curious Incident of the Dog in the 
Night Time is not too diffi cult, for example) and encourage 
them to recommend books to each other.
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Unit16 Read about reading
Get ready to read
• After writing down the answers, get students to discuss them 
with a partner and then have a whole-class discussion on the 
topic.
• Get students to discuss these questions with a different 
partner, before having a further whole-class discussion.
• Ask the class this fi nal question.
A Kinds of reading
1 You could, with books closed, dictate these four sentences 
to students. Ask them to focus on the position of commas in 
them. After they have written them down they could check 
with a partner for spelling and punctuation, before moving 
on to discuss whether they agree or disagree with each. As 
feedback, read out each sentence, and get students to raise 
their hands if they agree.
After doing the exercise, read out the following sentences 
(from the New World Book entry) in random order and get 
students to say which of the paragraphs in Exercise 1 they are 
from.
b For example, they read their mail, street signs, traffi c 
directions, billboards, the printing on television 
commercials, package labels, and many other things that 
contain words.
c The sounds, in turn, form words that express ideas in 
written or printed form.
c A broader defi nition of reading links it more closely with 
other uses of language and with thinking.
d However, the best way to learn to read may simply be just 
to read.
2 Give students some time to read the paragraph and then ask 
the class the question.
3 After checking the answers, you could elicit/explain that the 
sentences in Exercise 1 also include the most important 
points of the paragraph that they are part of.
4–5 Get students to discuss these questions in pairs, before 
getting feedback.
6 Read the instructions to the class. Give students some time to 
read the sentences. Then put them into pairs and get them to 
do the exercise together. Check the answers with the class.
7 Ask the class this question.
Extra practice
Students can think about the reading style they used or should 
have used with any text they have read.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
Students could also discuss how the Internet has affected 
and will continue to affect the reading of books. They could 
devise a survey about reading and carry it out in school or if 
you are teaching adults in an English-speaking country, they 
could go out of school to ask their questions.
Alternatively, they could create an online reading survey on 
www.surveymonkey.com. 
B How we read
1–3 Give students some time to do these exercises before 
checking their answers with a partner. Check the answers with 
the class.
Class bonus
Get students in their pairs to underline unknown words and/or 
phrases in the text and try to paraphrase them together, using 
the context around them. After an adequate amount of time, 
collate diffi cult words and phrases on the board, encouraging 
students to writedown vocabulary from the paragraphs they 
have not read, and double-check meanings.
4 While looking at the example, elicit/explain that verbal in this 
context means ‘relating to words’. 
 When checking the answers, get students to say why 
sentence c is false. 
5–7 Students can discuss these questions in pairs and then 
they can compare their answers in a whole-class discussion.
Focus on … prefi xes and suffi xes
Remind students to scan the text for the base form (aware, 
select, etc.) of the words. You could set a time limit for this 
exercise.
Before doing the second part of the exercise, explain that h-l 
correlate with b-f respectively; therefore, they need to use the 
word aware that is in b in h. 
Students could also write more sentences using another form 
of the six base words. (Note that the only other form of aware 
apart from the base form itself is the adverb unawares.)
More activities
Encourage students to read the entry about reading on the 
www.wikipedia.org website. Ask them if this article covers the 
same topics as the New World Book entry, or does it cover 
further topics? What can they learn about reading from the 
online entry?
Real Reading 3 by Liz Driscoll Teacher’s notes
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.
Refer students to the unit title. Elicit or explain that this is 
something you might say when you decide to buy something. 
Elicit some other phrases that might be said by a customer or a 
shop assistant.
Get ready to read
• Get students to complete the exercise. Ask students if they 
have ever used these phrases (or the equivalent in their own 
language). Encourage students to share some experiences 
about taking things back to shops.
• Get students to do the exercise. Invite individual students to 
read out a sentence each. Encourage other students who 
have circled the same words to agree by saying So (do/have) 
I and Neither (do/have) I. Remind student to use Neither 
when they have circled don’t/haven’t and never.
A Contact your personal adviser
Refer students to the receipt. Ask students who they think ‘your 
personal adviser’ might be in a shopping context (the sales 
assistant who sold you something).
1 Get students to do the exercise. Elicit or explain that you can 
say 99, 99p or 99 pence. Explain that prices in the UK are 
often £X + 99p; this sounds much cheaper than rounding the 
price up to the next pound.
2 Get students to complete this exercise and then refer them 
to the Learning tip. Elicit that in Exercise 1 students were 
scanning for specifi c information, while in this exercise they 
are scanning for specifi c words.
3–6 Ask students to answer the questions after reading each 
relevant section (Section 3 for Exercise 6). Check the answers 
with the class. If you are short of time, you could have 
different students read different sections and then exchange 
the information.
7 Get students to discuss the questions. 
Ask students if the guarantee on page 11 is similar to the 
guarantee they would get for a DVD player or other electrical 
item in their country.
Focus on … the negative prefi x un- with 
participles
1 Get students to complete Exercise 1. Ask students if they 
know any other verbs which begin with the prefi x un-.
2 Get students to complete Exercise 2 and make sure they 
use the participle form. After students have completed 
the sentences, get them to write two or three sentences 
with other negative words which include un- + participle. If 
necessary, they can look in their dictionary for examples. You 
could also ask students to look for more examples of verbs 
beginning with un- in their dictionary before the next lesson. 
(Examples include: uncover, uninstall, unlock, unpack, unpick, 
unravel, unroll, unscrew, untangle, untie, unveil, unwind, 
unwrap, unzip.) 
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 Ask students to choose an electrical item that they might 
like to buy. Students then research the cost and guarantee 
conditions for the sale on various websites, and decide 
which is the best deal.
2 Ask students if they ever take out extended guarantees on 
anything they buy. They can research extended guarantees 
on the Internet. Ask them to fi nd out costs and what 
protection each extended guarantee gives.
B It’s a great movie!
Elicit or explain that movie and movie theater are the US 
equivalents of fi lm and cinema. The word movie is becoming 
much more common in British English, however.
1 Read the rubric to the class. Give students some time to read 
the texts. Put students into pairs and get them to discuss their 
answers to the questions. Get feedback from the class.
2 Get students to do the exercise. Ask students if they have 
seen The Shawshank Redemption. Did they enjoy it? 
Did you know …?
Ask students to name other fi lms and/or actors that have won 
Oscars. Have any fi lms from their country won the best foreign-
language fi lm?
3–4 Students can do these exercises in pairs. 
5–7 You could lead a class discussion around these questions.
Extra practice
Students could also look for reviews of The Green Mile and/or 
watch it in class.
More activities
1 If you are teaching in an English-speaking environment, 
you could plan a trip to the cinema together. Before the 
trip, students could read about the fi lm on the Internet or 
you could do some work on a text in class.
2 Ask students to fi nd out about either Tim Robbins or 
Morgan Freeman. They could write fi ve true or false 
statements about one of them and then read them out to 
the class during the next lesson; the other students have 
to decide if the sentences are true or false.
Unit1 I’ll take it!
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit2 Take care of yourself
Look at the unit title with the class. Elicit or explain that this is 
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 fi rst two sets of questions 
individually. Get feedback on the fi rst set of questions by asking 
students to talk about specifi c 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 specifi c 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?
1 Set a time limit for students to do 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).
2 Remind students that it is not necessary to read every word 
in order to do this task. (Refer students to the Learning tip.) 
You could encourage them to read the fi rst 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 fi nished working on the text (and 
have completed Focus on colloquiallanguage), you may 
want to encourage students to try and work out the meanings 
from context of other words, such as benign in paragraph 4.
6 Discuss this question as a whole class.
Focus on … colloquial language
Get students to do 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 fi nd out their neutral 
equivalents.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 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.
2 Students can fi nd 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 fi nd out about two 
more health hazards which are mentioned.
B Top Tips: Healthy Travel Advice
1 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 do not pose major problems 
for visitors to New Zealand.
2 Students can discuss what they already know before they 
read the text – either in small groups or as a class.
3 Get students to check their answers to Exercise 2 by reading 
the text. Ask students if only passengers on long-haul fl ights 
are at risk of getting DVT (no). Elicit or explain that anyone 
who spends much of their day sitting down – offi ce workers, 
for example – is at risk.
4 After getting feedback, elicit defi nitions 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 fi nd out why people who 
have had operations are at risk of getting DVT.
5 Ask students to carry out some of the exercises.
More activities
1 Discuss with the class what other health risks there are on 
aeroplanes. Ask if anyone has ever suffered from jet lag. 
Students can fi nd out about jet lag on the NHS website. 
2 Ask students to imagine that they have to write the section 
Food and Water for the Top Tips: Healthy Travel Advice 
leafl et. Ask them to give advice about eating and drinking. 
For example: Avoid uncooked food unless you can peel it 
or shell it yourself.
Real Reading 4 by Liz Driscoll Teacher’s notes
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.
Unit3 Our fl ight’s delayed
Ask students what problems you may experience when fl ying.
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 fl ight might be delayed. 
Encourage students to tell the class about their own experiences 
of fl ight delays. 
A We’re staying at Heathrow
1 Get students to answer the questions and then explain, if 
necessary, that LHR is the standard abbreviation for London 
Heathrow.
2 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.
3 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.
7 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 three-
minute 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 do this?
More activities
Ask students to fi nd 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.)
PHOTOCOPIABLE © Cambridge University Press 2008
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.)
1 After checking the answer, make sure that students know the 
meaning of cover, claim and policy. 
2 Before students do the exercise, ask them what they 
remember about Pierre and Sophie from Reading A. Get 
students to do 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 do these exercises in pairs. They can either 
work together to fi nd 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 1. Check the answers 
before students move on to Exercise 2.
3 After checking the answers, you could read out all or some of 
the following defi nitions and ask students to match the words 
with the defi nitions.
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
1 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 
confi rmation). The word is is missing before specifi ed; and 
involved is a participle clause which has been used instead 
of the relative clause who was involved.
2 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. 
Real Reading 4 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 do theexercises 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…?
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 1 and skimmed it in Exercise 2.
3 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…?)
4 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.
5 Ask students to work in pairs to complete this exercise. Check 
the answers as a class.
6 Discuss these questions as a class.
Focus on … the passive
1 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 offi cial 
documents; the focus is on the victim of the crime; the agent 
of the verb is often unknown).
2 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.
PHOTOCOPIABLE © Cambridge University Press 2008
More activities
1 Ask students to look at the www.crimereduction.gov.uk 
website and fi nd out what Justyna is entitled to, according 
to the Code of Practice for Victims of Crime.
2 Tell students to imagine that the police arrest someone on 
suspicion of the burglary at Justyna’s fl at. Get them to work 
in groups and decide what would happen. Encourage 
them to fi nd out and use words associated with crime, e.g. 
charged with burglary, went to court, was tried, pleaded 
not guilty, found guilty, was fi ned/sentenced.
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.
1 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 do Exercise 2. Before 
students check their answers by reading again, you could ask 
them to decide what the other sections are most likely to be 
about.
4 Get students to do 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 do these exercises individually. Check the 
answers as a class and get students to compare their answers 
to Exercises 6 and 7.
Extra practice
Encourage students to visit these websites. They could fi nd out 
about mobile phone thefts: how common they are, where they 
are most likely to happen, how to avoid them.
More activities
1 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.
2 Tell students to imagine that they – and their family – are 
going away next week and their house/fl at will be empty. 
Get them to suggest the things they can do to make their 
home as safe from burglary as possible.
3 Students suggest ways to reduce the risk of fi re in the 
home.
Real Reading 4 by Liz Driscoll Teacher’s notes
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.
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 specifi c 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.
1 Check students know where Málaga is (Spain). 
2–5 Students do the exercises. Encourage students to decide if 
they should be scanning or skimming when they read for the 
answers of each exercise.
6 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.
9 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 do not know anything about the painting, you could 
encourage them to do some research on the Internet.
More activities
1 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 fi nd out if there is any information in English about the 
museum/gallery. You could even organize a class visit to a 
museum.
2 Discuss the museums and art galleries in the city where 
students are studying. Which museums/galleries do they 
particularly like, and why?
PHOTOCOPIABLE © Cambridge University Press 2008
B Picasso’s return
1–3 Reassure students that it does not matter if they do not 
know the answers to Exercises 1 and 2. They will fi nd out 
more information when they do Exercise 3. If students are 
confused about this text because they do not understand the 
construction if Picasso were to come back…, you could do 
Focus on the second conditional at this stage.
4–6 Students can do these exercises in pairs. They can either 
work together to fi nd the answers, or they can work on their 
own and then compare answers.
Focus on … the second conditional
1 After checking the answer, ask students which type of 
conditional corresponds with the other two uses (a = fi rst 
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
1 Students can prepare a short presentation to give to the 
class about a famous personwho lived and worked in 
their town/city (or one nearby). Students can do this in 
small groups – you will need to make sure that each 
group chooses a different town/city.
2 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.
Real Reading 4 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 do something’.
Get ready to read
• Get students to do the exercise. After checking the answer 
with the class, ask students what other puzzles they can fi nd 
in newspapers, e.g. crossword puzzles, word circles, etc.
• Make the point that students do not have to do the puzzle 
if they do 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 1 and 2, and then 
get feedback.
3–4 Get students to skim to fi nd the answers to Exercise 3 and 
then discuss Exercise 4 as a class. Tell the class that another 
commonly-used rhetorical question is Why do 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. 
PHOTOCOPIABLE © Cambridge University Press 2008
B Su Doku mind games
Focus on … the suffi xes -ful and -less
You could do this box before or after students read the text. 
Get students to do 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 suffi xes or only one of them (and which one).
1 Look briefl y at Exercise 1 as a whole class, but do 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.
7 For this exercise, refer students to the Learning tip.
8 Ask students to defi ne rhetorical question. If necessary, they 
can turn back to Exercise 4 on page 30 for a defi nition. Get 
students to do 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 fi nd 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 fi nd 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], nuclear-
free [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’.
Real Reading 4 by Liz Driscoll Teacher’s notes
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.
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 confi rm
Elicit that Please confi rm is a common expression in business 
correspondence, especially when making reservations or 
ordering goods.
1 Check the answers for this exercise before moving on to 
Exercise 2.
2 Get students to underline the correct words. Elicit defi nitions 
of the words confi rm and consider after students do the 
exercise.
3 Get students to read the correspondence and answer the 
questions. Check the answers to this exercise.
4 Get students to reread the correspondence and write a list of 
questions with a partner. Refer students to the Learning tip 
for this exercise.
5 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.
6 Get students to do the matching activity in Exercise 6 before 
you discuss any other answers to questions that they wrote 
in Exercise 4. Encourage students to help each other with the 
answers to these questions.
7 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 defi nitions.
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
More activities
1 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.
2 Consider using email as a way to communicate with 
students to give homework feedback. Additionally, 
studentsmight like to exchange email address and 
correspond with each other (though be sensitive to those 
who may not wish to do so).
B Please advise
1 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.
5 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 7.
More activities
1 Students can read the emails again and underline any 
sentences that have words omitted. They then add the 
missing words to the emails.
2 If you have access to computers and the Internet, students 
could email each other.
Real Reading 4 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 fi ve 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 fi ve points they would do fi rst – and which they would 
do last.
• Discuss students’ suggestions for what they should do 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 fi rst 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 fi rst 
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 do 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 5 they could also say what the four people 
should have done, e.g. The fi rst person should have gone 
into the building and spoken to the receptionist.
8 Discuss this as a whole class. 
Focus on … related words
Get students to work through these exercises at the end of this 
section.
More activities
1 Ask students how to say the opposite of verbal (non-
verbal). 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-fi ction, non-
resident, non-returnable (bottle), non-stick (pan), non-
stop (fl ight).)
2 Ask students if they have ever interviewed anyone for a 
job. Do they agree with the advice given in the texts?
PHOTOCOPIABLE © Cambridge University Press 2008
B Tell me about yourself
1 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 do 
you like working with? Do you prefer working on your own 
or in a group? Where would you like to be in fi ve years? How 
would your colleagues describe you? What do you do 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 fi nd 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 prefi xes and suffi xes 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.
More activities
1 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.
2 Students can discuss how they would advise interview 
candidates to deal with questions b, d and e in Exercise 
1. 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.
3 Discuss the speaking component of any English-language 
exams that students have taken. What did they have to do 
in the interview?
Real Reading 4 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 offi cer 
where they work, and if they have a line manager.
A Annual holidays
1 Remind students to skim the text. Check the answer when 
they have fi nished. Only check that students understand that 
annual means ‘relating to a period of one year’ after students 
have done Exercise 1.
2 For this exercise, refer students to the Learning tip. Get 
students to match the beginnings and endings.
3 You might like to explain that for the assessment of income 
tax, the fi nancial year in Britain ends on April 5th. Ask students 
if the fi nancial 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. 
4 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
1 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.)
2 Ask any students who have jobs if their terms and 
conditions are written in a similar formal manner. 
Brainstorm other offi cial documents that are written in a 
formal manner (tenancy agreements, rental contracts, etc.)
3 Discuss the different types of leave that people take: 
annual leave, compassionate leave, sick leave, etc.
B Changes to pay cycle
Students discuss the sectionheading in Exercise 1, so do not 
discuss it before they work on the exercises.
1 Get students to read through the dictionary defi nitions. 
Discuss as a class the meaning of Changes to pay cycle.
PHOTOCOPIABLE © Cambridge University Press 2008
2 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 do the skimming task unless they 
know what they are looking for. Set a two-minute time limit for 
Exercise 3 to discourage students from reading every word of 
the text. Students can read the text in more detail in Exercise 4.
5 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 do not: native speakers might 
write the same compound noun in different ways.
More activities
1 Ask students to scan the text and fi nd 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.
2 Ask students to fi nd two examples of hyphens in the letter 
– 4-weekly (used twice), co-operation. Elicit or explain that 
the fi rst 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.)
3 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-year-
old 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.
Real Reading 4 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 do the exercises. Discuss the answers with the 
class after each exercise. 
A I’d like to work fl exitime
Do not focus on the meaning of fl exitime as students have to 
write a defi nition of fl exitime in Exercise 2.
1 Get students to do 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 traffi c. There would be 
no hyphen if the phrase were because of the traffi c 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 fl exitime, 
in which case, ask them their views. If students all agree 
that they would like to work fl exitime, 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.
Focus on … phrasal verbs
Before students do 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 staffi ng 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. 
1 Students could discuss these questions in pairs.
2 Set a time limit of, say, one minute. Remind students that it is 
not necessary to read every word in order to do this task. 
3 Elicit from students that they need to scan the text to do this 
exercise.
PHOTOCOPIABLE © Cambridge University Press 2008
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.
4 Students can do this exercise in pairs, though you might like 
to do the fi rst question as an example. 
5 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 fi nd 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 fi nd the answers to their questions. For example, they could fi nd 
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 fi nd out about the Micro 
Touch Key, another Borer product.
 
More activities
1 Ask students to read the text again and to identify 
nouns which are made up from a verb + suffi x, e.g. 
management , information , attendance , adjustment(s) , 
clearance. Ask them which other suffi xes are typical of 
nouns, e.g. feeling , journalism , weakness , productivity , 
childhood , membership. Point out that suffi xes can be 
added to verbs, nouns and adjectives. Other noun endings 
are connection , absence , tenancy , leniency. 
2 Ask students to fi nd out about other working 
arrangements, e.g. job sharing, working from home. Could 
they do their current job (if they have one) in these ways?
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit11 I’ve read the minutes
Ask students if they ever go to meetings. What meetings do they 
go to? How often?
Students consider the meaning of minutes in Get ready to 
read – so do not discuss it before they work on the exercises.
Get ready to read
• Get students to match the words to the defi nitions. 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
1 Use the instructions in Exercise1 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. 
2 Get students to scan the text to fi nd the answer. After 
checking the answer, elicit that attendees are people who 
attend the meeting and apologies are sent by people who 
cannot attend.
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 do courses.
5 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
1 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).
2 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
B Here’s my report
1 Before students do the exercise, ask them what they 
remember about Emma and Sam from Reading A. Get 
students to skim the email to answer the question.
2–6 Students can do these exercises in pairs.
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: 
1 What are the other offi cial working languages of the United 
Nations? 2 Can you name all the Spanish-speaking countries in 
South America? 3 Where is Spanish spoken in Europe/Asia/Africa/
Oceania? 4 What is the most widely-spoken language in the 
United States? 5 What is the fi rst/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:
1 Arabic, Chinese, English, French, Russian
2 Argentina, Bolivia, Chile, Colombia, Ecuador, Paraguay, 
Peru, Uruguay, Venezuela. (Spanish is not spoken in: Brazil 
(Portuguese), French Guyana (French), Guyana (English), 
Surinam (Dutch).)
3 Europe – Andorra, Gibraltar, Spain; Asia – the Philippines; 
Africa – Morocco; Oceania – Easter Island (which belongs 
to Chile)
4 English
5 fi rst – English, second – Chinese (Unit 15 mentions both 
these languages.)
More activities
1 Ask students who work if they would be interested in 
attending an in-house English course. What would they 
want it to include?
2 Ask students who work what kind of reports they read in 
their working lives. Do they ever have to write reports? 
When, and why?
3 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.
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit12 The course is in English
Elicit some of the diffi culties 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.
A Pre-departure decisions
Elicit that pre-departure means ‘before you depart’. Elicit or 
explain that post-arrival means ‘after you arrive’.
1 You could write the three options on the board and do this 
exercise as a whole class.
2 Students can compare answers in pairs before getting whole-
class feedback.
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 3. When they have found the sentence, they will soon 
fi nd out which word follows it. Then they can compare the 
sentence they wrote for that word with the sentence in the text.
7 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. 
B Why Study Oz?
Elicit or explain that Oz is an informal word for Australia. 
Australians are sometimes referred to as Ozzies. 
1 Set a time limit for students to decide which website would be 
most useful. Check the answer.
2 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
 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.
7 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’.
8 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
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 1 and pronouns in Exercise 2.
Extra practice
Students could also fi nd out about the currency of Australia and 
fi nancial issues to consider when selecting a university.
More activities
1 Students could fi nd 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?
2 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.
Real Reading 4 by Liz DriscollTeacher’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, do not discuss 
them or check them with the class. Explain that students will fi nd 
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 diffi cult’. 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.
1 Get students to read the paragraph and decide whether a, b 
or c best sums it up.
2 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 fi nd the specifi c information and then compare 
answers.
5 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).
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 diffi cult for them to do this?
More activities
1 You could ask students to summarize the text. 
2 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 diffi cult for this 
type of practice).
 Choose a book with, (on average, fewer than seven new 
words per page).
PHOTOCOPIABLE © Cambridge University Press 2008
B Hints for reading practice
1 Students can do 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.
2 Remind students to skim the text. Set a time limit, e.g. one 
minute. Check the answers with the class. Draw attention to 
the fi nal sentence of the fi rst paragraph.
3 Students should do 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) do not try to take in each word separately, one 
after the other. It is much more diffi cult to grasp the broad 
theme of the passage this way, … (2a) It is a good idea to 
skim through the passage very quickly fi rst 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 fi rst. … (5a) Sometimes, though, the fi rst 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 do these exercises in pairs.
7 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
1 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.
2 Remind students that simplifi ed 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.
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit14 I’ve chosen this topic
Get ready to read
You could write the four types of book on the board and do the 
fi rst 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 do something, e.g. 
a DIY manual; a handbook gives the most important and useful 
advice about a subject, e.g. a student handbook.
A Look it up in the Index
1–3 Students can do 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 whole-
class feedback.
7 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.
8 The fi rst page reference for working hours in the Index should 
confi rm students’ answer to Exercise 6. 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
1 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.)
2 Ask students to fi nd 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
1 Get students to underline the references to working hours. 
After checking the answers with the class, ask students to 
fi nd 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]
 AP = Associated Press, NYT = New York Times
 AP (2001d) “Americans’ Incomes, and Spending, Rise,” NYT 1 
February.
PHOTOCOPIABLE © Cambridge University Press 2008
2 Get students to say which of their questions were answered.
3–4 Students work through the exercises, checking with a 
partner after each exercise. For Exercise 4, tell them that they 
will fi nd more information later in the section which will be 
useful in answering the question.
5–6 Get students to discuss the answers to these questions. 
When youcheck the answers, remind students (especially if 
they have done Unit 13: Read faster!) that they should always 
pay special attention to the fi rst sentence of a paragraph 
– because it is likely to give the main idea of the paragraph. 
Only the fi rst sentence of the next paragraph (Extract C) has 
been provided in Exercise 5 – 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 do 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.
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit15 English today
Get ready to read
• Read the instructions with the class. You could do this exercise 
as a quiz. Explain that students should use words – rather than 
fi gures – 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 fi gures.
A English as a foreign language
You could ask students what they understand by the section 
heading. Elicit that someone whose fi rst 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 1 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 2 to answer the questions. 
After checking the answers, ask students if they know where 
English is spoken as a second – or offi cial – 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
1 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 fi ve standard vowels. PHOTOCOPIABLE © Cambridge University Press 2008
B English loan words
1 Before students do 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 fi rst sentence of the text to answer the question.
2–4 Students can work through these exercises in pairs, giving 
feedback to the class after each exercise if appropriate.
5 Students could discuss more examples in pairs or small 
groups, and then share their examples with other pairs/
groups in a whole-class discussion.
6 Ask students if they think that the use of English loan words is 
a good or bad thing.
7 Students can discuss the question in pairs or small groups, 
and then share their ideas with other pairs/groups in a whole-
class 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
1 Students write an essay entitled How important is the 
English language in your life? Remind them to include a 
topic sentence in each paragraph.
2 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 fi nd 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), traffi c (Italian), tycoon (Japanese), 
marmalade (Portuguese), potato (Spanish), kiosk (Turkish).
3 Students research their own mother tongue on the 
Internet and fi nd out how many people speak it as their 
mother tongue, and, where appropriate, as a foreign or as 
a second language.
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit16 I need a good score
Get ready to read
• 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. 
• 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/fl owchart completion, 
matching, summary completion. Do not mention summary-
completion yourself if students do 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
1 Get students to skim Section A of the unit only to answer the 
questions. You could set a time limit of, say, one minute. 
2 Get students to do 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.
3 Get students to do 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 fi nd in the exam 
– they will not fi nd 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 do the exercise. Then ask them to pick out 
instances in the two summary completions where paraphrasing 
has been used.
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. 
PHOTOCOPIABLE © Cambridge University Press 2008
B Putting it into practice
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.
1 Before students read the Action Plan again, you could discuss 
with the class what they should do. 
2 Encourage students to treat this text and tasks as they would 
in an exam, and to do 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.
3 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 fi nd 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.’)
Real Reading 4 by Liz Driscoll Teacher’s notes
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