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We're Here!: Focus On Vocabulary
We're Here!: Focus On Vocabulary
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.
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Real Reading 1 by Liz Driscoll Teacher’s notes
Class bonus
WELCOME TO RIVERSIDE HOUSE
We hope your stay here is enjoyable. Please read this notice in
Write the first part of some questions on the board so that order to get the most from your visit.
students have some ideas for their own questions, e.g. Is there Breakfast Breakfast is served from 07.30am–09.00am during
(parking for cars)? How many (languages are spoken at the the week and from 08.30am–10.00am at weekends.
hotel)? Has the hotel got (a beauty salon)? Go around the class Checkout On the day of your departure, please vacate your room by
giving help and encouragement as students work. 11.00am. Remember to leave your keys at Reception before you go.
Fire Please read carefully the fire instructions on the back of your
door. There are emergency lights and smoke detectors on all the
More activities fire escape routes.
1 Ask students to find out some other facts about Egypt like Tea and coffee Each room has tea and coffee making facilities.
those in Get ready to read. Alternatively, ask them to find Telephone Dial 2211 for Reception and 9 for an outside line. You
the answers to specific questions, e.g. How long is the will be charged for any outside calls made from your phone.
Nile? How many people live in Cairo? Television The television in your room can receive BBC1, BBC2,
2 Students can go to the Mercure Luxor website at ITV, Channel 4 and a range of Sky channels.
www.accorhotels.com. Ask them to find out what sports Security We do not accept responsibility for any personal
and leisure activities you can do at the hotel. belongings that are left in your room. Please take your valuables
with you when you go out and make sure you lock your door.
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Real Reading 1 by Liz Driscoll Teacher’s notes
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.
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Real Reading 1 by Liz Driscoll Teacher’s notes
http://www.common cold.html
Get ready to read
Home Reviews Resources About
• Ask students what illnesses the people in the picture have.
Get students to suggest other ailments. Common cold
• Ask students to circle the words that are true for them. Prevention
• Invite individual students to make a sentence each. If they Unfortunately there is no vaccination to stop you from
want to say the same thing that someone else has said, getting a cold. However, if you have a cold, there
are some things you can do to help prevent it from
encourage them to use either after never and hardly ever,
spreading:
and too after sometimes and often. For example:
• wash your hands regularly and properly, especially
A: I never have a cold. after touching your nose or mouth and before
B: I never have a cold either. handling food.
A: I often have a headache. • always sneeze and cough into tissues.
B: I often have a headache too. • do not share cups or kitchen utensils with others.
Treatment
A North Road Medical Centre You can treat the symptoms of a common cold at home.
The following self-care advice may be helpful:
1 Make sure that students understand the four words before • drink plenty of fluids to keep yourself hydrated.
they read. Encourage them to skim the leaflet and not to Water is best, but warm drinks can be soothing.
read every word carefully. Allow them about 20 seconds to • try to rest and avoid strenuous activity.
• raise your head as you sleep by having an extra
skim the text. Tell students to raise their hand as soon as they
pillow on your bed. This can help reduce coughing
know who the leaflet is for.
at night.
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 B The medical questionnaire
Patients) are the most relevant. Encourage students to work 1 Make sure students understand the words before they read.
out the meaning of delay.
2 Make sure students understand the questions and instructions
4 Students can do this exercise in pairs. Check answers. under each section heading. Ask students how many sections
5 Ask students to complete the exercise. To check answers, read there are.
out each of the sentences in turn. Get individual students to 3 Tell students to use their own details.
say if the sentence is true or false. Then, where appropriate,
4 Note that weight might be a sensitive subject. Ask students to
get another student to correct the sentence.
complete this section of the form on their own.
5 Look at sections 4, 5 and 6 of the questionnaire with the
Class bonus
class. Ask students if a pint is bigger than a litre. Elicit that a
Tell students to stand up. Invite individual students to read out pint is 2 units, and a litre is 4 units. Ask students to do the
their sentence. Tell students to sit down when they hear the exercise. Check answers.
sentence they have written. Students should only read out a
6 Ask students to circle any words which are similar in their own
sentence that nobody else has read out.
language. If you are teaching a monolingual group you can ask
6 Get students to do the exercise. Check answers. Ask students students to feedback and write the similar words on the board.
what they would say to the receptionist, e.g. I don’t feel very Create a class list and add to it as students find more examples.
well. Have you got any appointments for this afternoon? 7 Students can do this exercise in pairs. Check answers.
7 Get students to do the exercise. Check answers. Ask students 8 Ask students to note down any sentences from Exercise 6
what they would say when they phone the medical centre in that are true for them. Encourage students to make sentences
these situations. 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.
The Perfect
which students could then copy. Give an example yourself
Storm
and complete the first row of the chart. For example: The story is about what happened to the Andrea Gail, a fishing
boat that in 1991 was caught off the coast of Massachusetts
time channel programme programme type during Hurricane Grace; probably the worst storm at sea
ever. On board the boat are the captain Billy Tyne (an
7.00 – 7.30 BBC1 A Question quiz show unglamorous George Clooney) and five other fishermen. The
Film review
of Sport boat has gone out to sea for its last trip of the season and is
heading home when the storm hits. The film is based on the
You could tell students to choose four programmes for their book of the same title by Sebastian Junger.
evening’s viewing and to complete a chart like the one above. The special effects are incredible and viewers are
They then work with several other students in the class and transported to the middle of the angry ocean. Some may
find the person whose choices are most similar to their own. even get seasick! Men go overboard, powerful waves break
the wheelhouse windows, and the boat overturns and
Film review
Ask students if English-language programmes are shown on back at home in Gloucester, Massachusetts are good.
TV in their country. Or are they dubbed into the language of The film is worth watching, but I prefer Junger’s book.
the country? Which do students prefer? As he says, there are some things we can’t possibly know
if we weren’t there.
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Real Reading 1 by Liz Driscoll Teacher’s notes
A Choosing a reader
Two hours later Cristina was lying in bed in hospital
Point out to students that they can get a good idea of what a and her parents were waiting outside her room with a
book is about by looking at its front and back covers. policeman.
1–3 Students can do these exercises in pairs. Do not check ‘Where’s her helmet?’ asked Mr Rinaldi, Cristina’s
father.‘I know she had a helmet. She always wore a
answers to these exercises. Students will check their answers
helmet.’
in Exercise 4. ‘She didn’t come in here with a helmet,’ the
4 Ask students to check their answers to Exercises 1, 2 and 3. policeman told him.
‘I can’t believe it, she always wore her helmet,’ Mr
5 Ask students which book they would most like to read. Take a
Rinaldi said.
class vote. ‘Maybe the helmet fell on the road, maybe the police
left it there,’ Mrs Rinaldi said quietly to her husband.‘It’s
Class bonus OK. I’m sure she’s going to be all right.’
Do an example with the class before students work in pairs. They waited ten more minutes before the doctor
Choose a word and encourage students to ask you questions. 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
More activities anything about the accident.’
1 Play a memory game with the words in Exercise 2. Give The doctor took them into the room where Cristina
lay in bed. Cristina’s mother and father began to cry.
students one minute to study the words, then tell them to
‘Are you sure she’s OK?’ they asked.‘Can’t we take
close their books and write the words. her home now?’
2 If your school has a library with readers, encourage ‘No, it’s better if she stays here for a few days,’ said
students to read or borrow them. Students can also lend the doctor. Her mother stood by her bed.
each other any readers which they already have. ‘Come back and live with us, Cristina,’ she said.‘It’s
not safe for you in the city. It’s not only the traffic. We
hear so many terrible things. Please, Cristina, your room
B A Picture to Remember 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.’
1 Encourage individual students to say one thing each about Cristina felt angry. She had her own flat in the city
what they remember about the story. centre and her own life. She liked to look after herself. But
2 Ask students to read the first part of the story. her parents weren’t happy about her staying in the flat on
her own after the accident. Cristina couldn’t believe her
3 Students can do this exercise in pairs. Alternatively, they can bad luck. She lay in bed listening to her parents.
work on their own and then compare answers. Her father tried some other ideas.‘How about a flat
with your brother, Cristina? He’d like it and he could
Focus on … irregular verbs look after you. Or maybe your mother could stay with
Point out that the most commonly used past simple verbs are you for some time. Just until you are better.’
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 fluency.
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Real Reading 1 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 1 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes
A Welcome to Summertown 2 Look at the example with the class. Ask students to say which
words in notice a tell them that this notice is from a video rental
Explain that you can often read or hear Welcome to … when
store (rental, movies). Students can do the exercise in pairs.
you arrive in a place.
They can either work together to name the shops and places, or
1 Go through the instructions and the options with the class. they can work on their own and then compare answers.
Then get students to skim (look quickly at) the leaflet and
3 Look at the instructions with the class. Elicit the meaning
decide what it is about.
of scan. Remind students to look only for the information
After you have checked the answer, ask students Where is needed to answer the question. If you like, you can set a time
Summertown? Explain that Summertown is a suburb of Oxford. limit for this exercise, e.g. five minutes. Check the answers
with the class. Get one student to ask a question and another
Learning tip student to give the answer.
Give some examples of types of text we scan, e.g. dictionary,
telephone directory. Focus on … for and from
Ask students to find other examples of for and from in the text (e.g.
2 Students can do this exercise in pairs. They can either work 3 for £9 for 2 nights /withdraw cash from any of our ATMs / for a
together to find the answers, or they can work on their own few hours /treatment for minor ailments).
and then compare answers. Ask students to write two sentences of their own – one with for
3 Look at an example with the class before students do the and the other with from. Check answers with the class. Ask two
exercise. Elicit that the bike rental store is in Banbury Road. or three students to read their sentences aloud.
4 Ask students to write the list in pairs. This could be made into 4 Ask students what kind of things they think Oxfam sells
a team game with the longest list written in a short time limit, (clothes, books, CDs, household items, etc.). Explain that
e.g. three minutes, winning. sometimes shops like this Oxfam shop are called second-
5 Look at the example with the class. Ask students to say why hand shops. Ask students if they go to second-hand shops.
sentence a is true. 5 You could do a class survey to find out the five most popular
Check answers with the class. Ask one student to say whether shops and services.
the sentence is true or false and another student to read out
the information from the text which gives the answer.
More activities
Class bonus If you are teaching a multilingual group in an English-
Divide the class into two large groups. Students in one group speaking environment, ask students to look at notices in shop
write questions like those in Exercise 2 and students in the windows. Encourage them to note down – or photograph
other group write true/false statements like those in Exercise – anything that is unclear so that they can ask you during
5. Students can work in pairs or on their own to do this. Each the next lesson. If you are teaching a monolingual group, ask
student then exchanges their questions/statements with students to look out for any notices in their town/city which
someone from the other group. Students who wrote questions are written in English.
decide if statements are true or false, and students who wrote
true/false statements answer questions.
3 If you are teaching a multilingual group in an English-speaking 3–6 Students can do these exercises in pairs. They can either
environment, ask students if they use airmail or surface mail work together to find the answers, or they can work on their
to send mail home. own and then compare answers.
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Real Reading 2 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes
3 Students can do this exercise in pairs. Ask individual students 3 Point out that questions that begin Can and Do will have
to read out a sentence each. yes or no answers; questions that begin with What will have
longer answers. Do not confirm answers at this stage.
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.
Class bonus
They then mime actions for their classmates to guess. After students have discussed their answers with a partner,
you can discuss students’ answers with the class. Again, do not
5 Ask two or three students which features are the most
confirm answers at this stage.
important and/or least important for them.
Find out which of the things the greatest number of students 4 Remind students to cross off the questions in the FAQs in
chose as the most important and which as the least important. Exercise 3 as they match them with the answers. In this
way, they will reduce the number of options available.
6 If necessary, explain that backpack is another word for
Remind students that they do not need to read every word
rucksack.
of each answer. They should skim and scan the text for the
information they need to answer the questions.
Focus on … vocabulary
5 After students have read the answers carefully and worked
Remind students to note down useful words from each text they
out how many answers they guessed correctly, you can ask
read. Encourage them to write the words in sentences which are
them how many answers they got right. Say the number 11
meaningful to them.
and ask students to raise their hand if they got all 11 answers
7 Students can work in pairs to underline the information. correct. Repeat with 10, 9, etc. until you find out which
8 Students can work on their own and then compare their student(s) guessed the greatest number of correct answers.
answers with a partner. They can take turns to ask and answer 6 Ask individual students to read out their questions to the
the questions. class. Other students can suggest answers.
9 Give students two or three minutes to write down any
questions they might ask. Ask individual students to ask one Extra practice
of their questions; their classmates can answer the question You could ask students to find out if there are any more FAQs on
(if the answer is in the text). the website that they did not include in Exercise 6.
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Real Reading 2 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes
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.
2 Look at the example with the class. Explain that all five words 4 You could explain to the class that there are very few rules
in Exercise 1 are in the text. If necessary, students should rub about English spelling. You could even mention one or two
out any incorrect answers for Exercise 1 and write the correct words that you have problems with.
answers on the lines. Students then complete the other 5 Ask if anyone has an electronic spellchecker with them. If they
version of the words on the lines in Exercise 2. type in an incorrect word from the list, the spellchecker will
Check answers. If you like, you could write the answers to probably show the correct spelling. This should be the other
Exercises 1 and 2 in a chart on the board. Use the headings word in the pair in Exercise 1.
BE and AE and write the spelling of each word under the 6 Students can check the spellings in small groups.
correct heading.
3 Look at the example with the class. Elicit that license in British Extra practice
English is only for the verb; the noun is licence. Make sure that students check the spelling of the problem words
Students can do this exercise in pairs. They can either work in a dictionary before they write them down.
together to find out if the words are British and/or American Students can use their own list of words to test their classmates.
English, or they can work on their own and then compare They say a word from their list for other students to write down
answers. correctly.
4 While checking the answers, elicit the spellings which are
specifically British or American (a flavor, b non-smoker, More activities
c licence, d theater). 1 Explain that before handing in any written work, students
5 Ask students to discuss this question in pairs. should read it carefully and correct any spelling mistakes.
6 Check the answers to Exercise 6 before students do Exercise 2 Give students a piece of written text which contains
7. Say each letter in turn and ask a student to say and spell several spelling mistakes and ask them to correct it.
the corresponding word. Alternatively, make a note of all the spelling mistakes in a
7 Look at the example with the class. Explain to the class that piece of written work that the class has done. Ask students
all the words in Exercise 6 are spelt differently in American to correct the mistakes.
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
Real Reading 2 by Liz Driscoll Teacher’s notes
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
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Exercise 2. They then use the statements to play a memory
URLS for external or third-party internet websites referred to in this publication, and
game in pairs. Students take turns to read out their does not guarantee that any content on such websites is, or will remain, accurate
sentences; their partner must say from memory whether or appropriate.
the sentence is true or false.
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Real Reading 2 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
More activities
More activities
1 If your students have jobs, encourage them to write a list
1 Practise the words in the dictionary entries with the class. of people’s names and positions in their company.
Ask them questions which include the words, e.g. Which
2 Students can write a profile of their own job (as in the
company do you work for? How many employees are
webpages) or of their ideal job if they don’t work.
there? Have you ever worked in retail?
2 Discuss jobs and work in general with the class.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes
A What should I make? 3 Make sure that students read the Learning tip before they
do this exercise. Read the instructions with the class. Elicit/
Focus students on the section heading and ask them what they
Explain that students’ purpose in reading the labels is to
would make if they wanted to cook a meal for some friends.
find out the advantages and disadvantages of each product.
1 Before doing the exercise, show students some realia, for Notice that students will need to copy the chart onto paper.
example, a tablespoon, a teaspoon, a can of tomatoes, and a Put students into pairs and get them to do this exercise.
head of garlic, and elicit their names. While they are working, copy the chart onto the board. Check
2 Do Exercise 2 before Focus on verbs. Before doing the the answers with the class. Ask one student to name an item,
exercise, tell students to list the ingredients only – they do not another student to give the advantages and a third student to
need to write down the quantities. give the disadvantages. Write the information in the chart on
the board.
Focus on … verbs 4 The checking section for this exercise is the Class bonus.
Before doing the exercise, ask students to look quickly at all eight
pictures. Elicit that these show ways of preparing food. Class bonus
Put students into pairs and get them to do the exercises Put students into pairs or small groups. Partners discuss their
together. After checking the answers, you can ask students to choices. If you like, you could tell pairs/groups to imagine that
name other verbs which are connected with cooking. (Examples they are preparing the meal together and can only buy one of
include: bake, boil, fry, grill, roast.) each product. Students must convince each other why it would
3 After checking the answers, elicit/explain the meaning of al be better to buy the product they have chosen.
dente (to the tooth, i.e. not overcooked). Ask students to 5 Tell students to identify the seven items (1a/b, 2a/b, etc.)
read the instructions again and circle all the verbs which are that the shopper chose. They compare them with the items
connected with cooking (fry, add, bring to the boil, lower the they chose.
heat, simmer, cook, drain, mix, serve). Get feedback from the class.
4 Before doing the exercise, elicit/explain the meaning of egg
white and egg yolk.
More activities
After doing the exercise, put students into pairs and get them
to write true/false statements like those in Exercise 3. Go 1 Elicit the names of containers (bag, bottle, box, can,
around the class giving help and encouragement as students packet, tin). Students read the till receipt again, this time
work. Each pair then exchanges their statements with another using the names of the containers, e.g. a can of premium
pair who decides if their statements are true or false. chopped tomatoes, a bag of caster sugar.
2 Elicit expressions of quantity with of, e.g. a bar of
More activities 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
1 Play the Ingredients game. Students work in pairs and slice of cake.
write a list of ingredients. Set a time limit, e.g. three
3 Ask students if they only eat food from their own
minutes. When the time limit is up, ask individual students
country or if they like trying things from other places.
to name an item each. Students tick the items on their list
What things do they like and dislike? Depending on your
as they hear them. (They can also add words to their list
circumstances, you could prepare something which is
as other students say them.) The winner is the pair with
typical of your own country.
the most words on their list. Alternatively, students can try
and name one ingredient for each letter of the alphabet.
2 Students choose a dish they would make for a group of
friends. They write a list of ingredients and the instructions.
Students can then read each other’s recipes and decide
which dishes they would like to try. You could also
encourage students to prepare dishes from their country so
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that their classmates can have a taste.
Real Reading 3 by Liz Driscoll Teacher’s notes
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
3 Read the instructions to the class, give students some time to 2 Ask students if they would like to live in a rented flat with a
read the advertisements and then ask the class the question. tenancy agreement like this one? Which conditions in the
agreement do they think are reasonable/unreasonable?
4 Read the instructions to the class and get students to do the
exercise. Check the answers by writing them on the board so 3 Ask students about tenancy agreements in their own
that students can check their spellings. country. How similar are they to the one they have just
read?
5 Before doing the exercise, remind students to give reasons for
their choices. They can then work in pairs and compare their
choices. You could then take a class vote and find out the
most popular choice of room.
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Real Reading 3 by Liz Driscoll Teacher’s notes
Class bonus
Ask students to share any particularly interesting answers their
partners gave with the class.
Make the point that Geraint has told Sebastian/students about 4–7 Get students to do the exercises and then check the
St Davids – this is what they already know about the topic. answers.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 3 by Liz Driscoll Teacher’s notes
2 Emphasize the point that we often skim a text quickly the 7 Students can discuss the question in pairs. They can then
first time we look at it. Set a time limit for students to do the compare their ideas in a whole-class discussion.
exercise and then check the answers.
Focus on … synonyms
3 Get students to do this exercise in pairs. Then check the
answers with the class. Before doing the exercise, ask students to name other pairs of
synonyms. (Examples include: little/small, client/customer, rich/
Learning tip wealthy.)
After doing the exercise, you could also introduce the word
Ask students if they read a newspaper in their own language in
antonym (words with the opposite meaning).
the way the tip describes.
4 Set a time limit, say five minutes, for students to look at the
More activities
texts and consider the six factors in pairs. Get feedback.
5 Get students to decide which extract they are going to read. Try 1 Cut out several different articles – at least one article for
to get equal numbers of students to read each article. Students each student – from one newspaper. Write a number
can work in pairs with someone else who has chosen the (1–20, etc.) on each article. Students skim the articles and
same extract, and help each other to understand the text and make a list (1–20, etc.) of the sections of the newspaper
identify the main points. Get feedback from the class. that the articles have come from. Students can then
choose one article each to read more carefully.
Class bonus 2 Ask students to name other parts of the bike or items
connected with cycling. (You could encourage students
After reading each of the other two extracts, students work with
to find words in a dictionary before the next lesson.)
two different partners, one who has read one extract carefully
Examples include: bell, brake, chain, frame, gears,
and the other who has read the other. Each student can help the
handlebars, mudguard, pedal, seat/saddle, spoke, valve,
other two members of the group with the meaning of any text
wheel.
they have underlined.
3 Encourage students to find another newspaper article
6 Ask students to discuss these questions with a partner. Get
or item from the Internet whose headline surprises or
feedback from the class.
amuses them. In a later lesson, students can tell the class
why the headline surprised or amused them.
Extra practice
4 Encourage students to start making a list of synonyms. For
Ask students if they ever read English-language newspapers.
example, they could reread some of the texts in this book
Ask students to comment on any differences and similarities
and find pairs of synonyms. They can then use their lists
they have noticed between English-language newspapers and
to test each other. For example, they choose 12 pairs of
newspapers in their own languages.
synonyms and write them in jumbled order in 2 lists for
their partner to match.
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.
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Real Reading 3 by Liz Driscoll Teacher’s notes
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Real Reading 3 by Liz Driscoll Teacher’s notes
Make sure students read the Learning tip before doing Exercise 5 Ask the class this question.
1. Get students to look in their own dictionary and check that it
has words at the top of each page to help them find the word Class bonus
they are looking for. Make it clear to students that they should know the answers
1–4 Read the instructions to the class. Take particular care in to the questions they write. They could find out the answers
explaining Exercise 2. Put students into pairs and get them to themselves before including a question on their list. Students
do the exercises. Check the answers with the class. can also choose a topic on the website
www.soyouthinkyouknoitall.com and take part in the quiz online.
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. More activities
Alternatively, give out small pieces of paper and get one
1 If you are teaching a multilingual group in an English-
student in each pair to cover the Across clues, and the other
speaking environment, encourage students to go to the
to cover the Down clues. Students then have to communicate
library and look at the range of reference books available.
with each other verbally in order to complete the task.
2 If you have some other reference books – the Guinness
Book of Records, the Book of Firsts, Philip’s World
Focus on … pronunciation
Factbook, the Usborne Book of Facts and Lists, for
Explain that monolingual dictionaries always include a section on
example – you can set some questions for students to
phonetic spelling, either at the front or the back of the dictionary.
find the answers to.
Show the section/page to the class, and get them to find 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 find crosswords in
some of the newspapers (especially the tabloids).
2 Set your students a quiz in which they have to consult
reference books to find the answers. If you have a set of
reference books which you can bring to the class, this will
encourage students to refer to the books rather than use
the Internet (not that there is anything wrong with using
this resource).
3 Write these phonetic spellings of words from page 67 on
the board and ask students, in pairs, to write down (and Cambridge University Press has no responsibility for the persistence or
accuracy of URLS for external or third-party internet websites referred to
say) which words they refer to.
in this publication, and does not guarantee that any content on such
a /disaipl/ b /ailəndz/ c /teritriz/ websites is, or will remain, accurate or appropriate.
d /huz/ e /taitli/ f /kemikəl/
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g /aiən/ h /θru/
Real Reading 3 by Liz Driscoll Teacher’s notes
More activities
1 If you are teaching a multilingual group in an English-
speaking environment outside Oxfordshire, encourage
students to go online and find 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
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libraries in their countries, if they use them, what kind accuracy of URLS for external or third-party internet websites referred to
of people use them, what facilities there are, and how in this publication, and does not guarantee that any content on such
systems have changed in the last 15 years. 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
A Contact your personal adviser 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
Refer students to the receipt. Ask students who they think ‘your
answers to the questions. Get feedback from the class.
personal adviser’ might be in a shopping context (the sales
assistant who sold you something). 2 Get students to do the exercise. Ask students if they have
seen The Shawshank Redemption. Did they enjoy it?
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
Did you know …?
often £X + 99p; this sounds much cheaper than rounding the
price up to the next pound. Ask students to name other films and/or actors that have won
Oscars. Have any films from their country won the best foreign-
2 Get students to complete this exercise and then refer them
language film?
to the Learning tip. Elicit that in Exercise 1 students were
scanning for specific information, while in this exercise they 3–4 Students can do these exercises in pairs.
are scanning for specific words. 5–7 You could lead a class discussion around these questions.
3–6 Ask students to answer the questions after reading each
relevant section (Section 3 for Exercise 6). Check the answers Extra practice
with the class. If you are short of time, you could have Students could also look for reviews of The Green Mile and/or
different students read different sections and then exchange watch it in class.
the information.
7 Get students to discuss the questions. More activities
Ask students if the guarantee on page 11 is similar to the 1 If you are teaching in an English-speaking environment,
guarantee they would get for a DVD player or other electrical you could plan a trip to the cinema together. Before the
item in their country. trip, students could read about the film on the Internet or
you could do some work on a text in class.
Focus on … the negative prefix un- with 2 Ask students to find out about either Tim Robbins or
participles Morgan Freeman. They could write five true or false
statements about one of them and then read them out to
1 Get students to complete Exercise 1. Ask students if they
the class during the next lesson; the other students have
know any other verbs which begin with the prefix un-.
to decide if the sentences are true or false.
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.)
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does
not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does
not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does
not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
B Changes to pay cycle 3 Elicit or explain that hyphens can also be used to join
words when talking about ages and periods of time. For
Students discuss the section heading in Exercise 1, so do not
example: My cousin is ten years old – I’ve got a ten-year-
discuss it before they work on the exercises.
old cousin, I’m going on holiday for three weeks – I’m
1 Get students to read through the dictionary definitions. going on a three-week holiday. Remind students to use
Discuss as a class the meaning of Changes to pay cycle. the singular form of year, week, etc. in such hyphenated
expressions.
More activities
Give students further practice in working out what kind of
words are needed to complete gaps. You could dictate a
series of sentences – or type them out – and ask students
to suggest both what kind of words are missing and what
they might be. Remind or encourage students to look for
grammatical clues near the missing words.
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does
not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008