Real Reading 1 by Liz Driscoll Teacher’s notes
Unit1 We’re here!
Ask students to look at the unit title and explain that when we arrive
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 find English very useful in
English-speaking countries and also in other countries, such
as Norway, where English is not spoken as a first language.
English is the international language of communication. Ask
students to complete the exercise.
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 find
new, similar words.
Focus on … vocabulary
Get students to complete the exercise and then personalize the
words by writing them in sentences.
Remind students to note down useful words from each text they
read.
Extra practice
Ask students to suggest places where you can see English signs
and notices. Then ask them for English words they have seen.
Start a list on a large piece of paper. Encourage students to add
words to the list every time they come to school.
B Getting into the city
Ask students which airport they read about in Section A. If
necessary, explain that in Section B students are going to read
about getting (travelling) into Oslo from the airport.
Ask if anyone has been to Oslo. If someone has been there, get
students to ask this person about Oslo. You can ask one or two
questions yourself, e.g. Is it a nice place? Is it expensive? and
then encourage students to join in.
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 find the information in the website, or they can
work on their own and then compare answers.
Class bonus
If students worked with a partner in Exercise 4, they could now
work with a different partner. Alternatively, they could work with
one partner to write the sentences and then read the sentences
written by a different pair of students.
Extra practice
Here are some other names of places in the centre of Oslo:
Konserthus, Kulturhistorisk Museum, Nasjonalgalleriet. Ask
students for their names in English.
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.
PHOTOCOPIABLE © Cambridge University Press 2008
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, leaflet
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.
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 Croissant, butter and jam, with fresh orange juice and tea or coffee
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
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 find the
first word in the menu which gives the answer to the question
(chicken). Read through the questions with the class. Then ask
students to look at the menu quickly and find the answers.
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 you are teaching a multilingual group, your students could
make an international menu. Each student suggests a dish that is
typical of his / her country. Then ask students to choose another
student’s dish that they would like to try.
Extra practice
Ask students to write down five or six things they like eating for
dinner in their own language. Encourage them to find out how to
say these things in English. In this way, they should recognize the
dishes when they see them on a menu.
Continental breakfast
Freshly baked Danish pastries
Beverages – available all day
Freshly ground coffee, Cappuccino, pot of tea,
100% pure orange juice, pressed apple juice,
Mineral water – still or sparkling
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit3 Where will I find it?
Ask students to look at the unit title and point out that, in a shop,
Where will I find X? is an alternative way of saying Where is X?
Ask students to imagine they are in a supermarket and to
suggest ways of completing the question, e.g. Where will I find
goat’s cheese? Where will I find sausages?
Get ready to read
• Ask students to compete the list. If you are teaching a
monolingual group in their own country, you can discuss
and compare students’ lists. Similarly, if you are teaching a
multilingual group in an English-speaking environment, you
can discuss and compare shops in the town / city where you
are working.
• Make sure students understand the meaning of department
store. Explain that it is a store with many departments, e.g.
toys, household goods, menswear. Ask students to name
department stores in their country. Ask students to add to
their lists whether the shops they would go to are specialist
shops or department stores.
A It’s on the ground floor
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 floor.
Students can work with two or three different partners in order to
get more practise in identifying departments and floors.
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 find 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 finishers can check their
spellings while other students are still working. For example, you
can write sutcase, earings, toylets, repear.
More activities
Ask students to choose an item that they would like to buy
– either an everyday item or something special for a present.
They ask other students which place they would recommend
them to go to in order to find the item. For example, Where
will I find / get a computer handbook?
B What does that sign say?
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 fit. 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 find a short text from a leaflet about tax-
free shopping. Ask students to find out what you have to
do in order to get a refund.
3 Ask students to find out about tax-free shopping in their
country.
Tax-free
shopping
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 confirm that you
live outside the country. The shop assistant will then wrap
and seal the products.
Ensure that you write your name, address and ID / passport
number on the cheque before going to the Refund Counter.
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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 / benefit 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 find the information in the leaflet, 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 travelling has
become easier since the introduction of the euro. Ask
students if they would use the Travelex Buy Back Plus offer
and why they would or would not use the offer.
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.).
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.
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 first 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, find 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 find 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 find out other names for ATMs around the world.
2 Go to the website www.moneymatterstome.co.uk and use
their interactive ATM.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
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 first time we
look at it. We then read parts of it again which are important to
us. Remind students not to read each text in this unit from the
first word to the last.
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 fittings. Point
to fittings 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 first part of some questions on the board so that
students have some ideas for their own questions, e.g. Is there
(parking for cars)? How many (languages are spoken at the
hotel)? Has the hotel got (a beauty salon)? Go around the class
giving help and encouragement as students work.
More activities
1 Ask students to find out some other facts about Egypt like
those in Get ready to read. Alternatively, ask them to find
the answers to specific questions, e.g. How long is the
Nile? How many people live in Cairo?
2 Students can go to the Mercure Luxor website at
www.accorhotels.com. Ask them to find out what sports
and leisure activities you can do at the hotel.
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 find out if the things are included.
WELCOME TO RIVERSIDE HOUSE
We hope your stay here is enjoyable. Please read this notice in
order to get the most from your visit.
Breakfast Breakfast is served from 07.30am–09.00am during
the week and from 08.30am–10.00am at weekends.
Checkout On the day of your departure, please vacate your room by
11.00am. Remember to leave your keys at Reception before you go.
Fire Please read carefully the fire instructions on the back of your
door. There are emergency lights and smoke detectors on all the
fire escape routes.
Tea and coffee Each room has tea and coffee making facilities.
Telephone Dial 2211 for Reception and 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 find the name of the product.
Students can do this exercise in pairs. They can either work
together to find the products on the labels, or they can work
on their own and then compare answers.
2–5 Students can 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, flat, pavement,
lorry, underground (GB), restroom, fall, apartment,
sidewalk, truck, subway (US). Students have to put the
words into pairs and decide which word is British English
and which is American English.
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
flu. 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 first
word to the last. Reassure students that although there is a lot of
unknown or difficult language on the back of the packets, they
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.
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 flu.
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 find something else Katka’s friend has
given her. Ask students if this is suitable for someone with
a headache and cold, perhaps even flu. Ask students to
read the packet and work out how to use this medication.
What exactly do you have to do?
Cold and flu gel
Effective cold relief from
* Sore throat
* Congestion
* Coughs (due to colds)
For maximum benefit use at first 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 find 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 finished, ask
them which of the words on the cards you can also say to
people, i.e. Many happy returns of the day! Get better soon!
Good luck with your exams! Sorry you’re leaving, Thank you,
Congratulations!
Ask students which of the cards they like the best and why.
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.
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.
Just a short
k yo u
Congratulation say than
s,
wonderful me
Roses are red Rachel and Pa
us hi la .
ul . night, S
Violets are blue We’ve just he
ard have the reci
pe r the
I’m qu ite sp ec ia l th e news! All the st ar te r?
ar e yo u! I t wa s de licious.
And so ve ry best for your
co me round
future together You mu st
! to me on.
Guess who?
Rita and Jack Love, Daisy
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 film 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.
note to 3 Encourage students who go on holiday to send the class a
postcard in English.
for the
last
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C an I
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so
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes

Unit8 Where can we park?

Ask students to look at the unit title and explain to the class that
this unit is about parking. Ask students how easy it is to park in
towns / cities in their country.
Explain that this unit is about parking in Britain. Point out that you
might get a heavy fine if you park illegally in Britain.
Get ready to read
• Discuss the answers with the class. Read out each sentence
in turn and get students to raise their hand if this sentence is
true for them.
• If you are teaching a multilingual group in an English-speaking
environment, students could also answer the questions about
the town / city in which they are studying. You can then
discuss the answers and find out if everyone agrees.
• Get students to 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.
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
finished the exercise, ask them if pay and display meters work
in the same way in their country.
More activities
If you are teaching a multilingual group in Britain, you can
ask students to look at the parking meters in the town / city
where they are studying and find out if they are similar to the
one in Section B.

Learning tip
Emphasize the point that students should only use a dictionary
to check their guesses. Explain that continually looking up
words in a dictionary takes a lot of time, some of the words are
unimportant in terms of the exercise the student is doing, and
that using a dictionary disrupts reading the text itself.
5–7 Students can 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
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 first 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
Office. 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
Office 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 first pair to write
20 items on their list, or the winning pair is the pair with the most
uncountable nouns on their list after a certain period of time.
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 leaflet
and to pause at the most appropriate part of the sentence.
9 Ask students whether they would go to the Tourist
Information Office. Elicit why / why not. Ask students if they
would get a Bergen card.
More activities
Ask students if they know of any sights in the Norwegian
Capital, Oslo (which is in Unit 1). Famous attractions include
the ski museum and jump tower, The Kon-Tiki museum, The
Viking Ship museum, The Nobel Peace Center and the Munch
museum. Students can look at the website www.visitoslo.com
and find out about one or more of these places.
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.
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 leaflets for the words boat,
sightseeing coach, cable car. Emphasize that it is not
necessary to read each text from the first word to the last.
Ask students to suggest another date for their visit to Bergen,
e.g. July 4th. Ask them to find out which kinds of transport
they can use on this date.
3 Before students do this exercise, you could encourage them
to read about the Bergen card in the leaflet 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 leaflets 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit10 I’d like to register
Note that health and illness can be a sensitive subject.
Look at the unit title with the class. Ask students to quickly look
through the unit and work out the meaning of the title. If necessary,
explain that register means ‘to put your name on an official list’.
Use this opportunity to introduce the following words:
appointment, medical record.
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 leaflet and not to
read every word carefully. Allow them about 20 seconds to
skim the text. Tell students to raise their hand as soon as they
know who the leaflet is for.
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.
More activities
Below you will find 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.
http://www.common cold.html
Home Reviews Resources About
Common cold
Prevention
Unfortunately there is no vaccination to stop you from
getting a cold. However, if you have a cold, there
are some things you can 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 fluids to keep yourself hydrated.
Water is best, but warm drinks can be soothing.
• try to rest and avoid strenuous activity.
• raise your head as you sleep by having an extra
pillow on your bed. This can help reduce coughing
at night.
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 find 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit11 What’s on tonight?
Ask students to look at the unit title and explain that on means
‘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 films recently.
• Ask students to put the types of film in order of preference.
Ask students to suggest film 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 flatmate 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 first row of the chart. For example:
time channel programme programme type
7.00 – 7.30 BBC1 A Question quiz show
of Sport
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
find 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?
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 film. Elicit reasons.
More activities
1 Students could choose a film from their country which
they would recommend other students to see and then
tell the rest of the class about the film. Alternatively,
students could find a review for the film they have
recommended and bring it to school. Reviews can be
pinned on the classroom noticeboard.
2 Students could form their own film review club. If they see
a film 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 find a film review of The Perfect Storm.
Ask students if the reviewer liked the film. If students have
seen the film, ask them their opinion. Ask students who
have not seen the film if they would like to see it.
Film review
The Perfect
Storm
The story is about what happened to the Andrea Gail, a fishing
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 five other fishermen. The
Film review
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
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
Film review
rights itself more than once. The performances of Clooney
and Mark Wahlberg, the film’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
film. 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
Film review
back at home in Gloucester, Massachusetts are good.
The film is worth watching, but I prefer Junger’s book.
As he says, there are some things we can’t possibly know
if we weren’t there.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit12 This school sounds good!
Ask students to look at the unit title and ask them how they
found out about the school they are attending. Did someone
recommend it? Did they see a brochure? Or did they find out
about it on the Internet?
Get ready to read
• If you have a world map, ask students to find the five
countries. Ask if anyone has ever been to any of these
countries. Get students to tell you in which of the five
countries English is the first language.
• If you are teaching a multilingual group in one of the five
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 filmed 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 find 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 finds out
more about Queenstown and the other group finds 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.
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.
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 field
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 find 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 find out if someone from their
country needs a visa.
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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes
Unit13 I’ve chosen this one!
If your school has copies of the four readers mentioned in this
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 first 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 fluency.
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 find 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
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 traffic. 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 flat 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 flat on
her own after the accident. Cristina couldn’t believe her
bad luck. She lay in bed listening to her parents.
Her father tried some other ideas.‘How about a flat
with your brother, Cristina? He’d like it and he could
look after you. Or maybe your mother could stay with
you for some time. Just until you are better.’
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 1 by Liz Driscoll Teacher’s notes

Unit14 Use a pencil!

Get ready to read
• Invite individual students to say how long they have been a usually easier to see your favourite star in Edinburgh than
it is in London. So come to Edinburgh next summer, but
student of English, and talk about any exams they have taken. remember it can be difficult to find a room, so why not book
• Ask students to do the exercise. your hotel now!
3 Actors come to the Edinburgh Festival from lots of
different countries.
A Is this exam for me? A Right. B Wrong. C Doesn’t say.
4 You can hear music all day.
1 Discuss students’ questions with the class. You could write a list A Right. B Wrong. C Doesn’t say.
of questions on the board. Use a variety of different question 5 More than ten thousand students come to the Edinburgh
Festival every year.
words at the beginning of the questions, i.e. when, which, etc.
A Right. B Wrong. C Doesn’t say.
2 Get students to compare the questions a–c with their own 6 It is expensive to go to the theatre in Edinburgh.
A Right. B Wrong. C Doesn’t say.
questions.
7 It is usually more difficult to see famous actors in London
3 Ask students to do the exercise. Check answers. Then ask than in Edinburgh.
A Right. B Wrong. C Doesn’t say.
them if they know anyone who has taken the KET exam.
4 Students can do this exercise in pairs. Alternatively, they can B Read the sentences about going to a restaurant. Choose the
best word (A, B or C) for each space.
work on their own and then compare answers. Students
3 First we telephoned to ………………….. a table.
can select three more pieces of information from the A book B keep C take
description to tell a friend about the exam. This could include 4 The ………………….. was very long, so it was difficult to
choose what to eat.
the answers to any questions in Exercise 1 that are still
A advertisement B programme C menu
unanswered. Encourage individual students to read out a 5 The food was very ………………….. , so everyone enjoyed it.
piece of information each. A good B sweet C great
6 We were pleased when we got the bill because it was
5 Get students to read the description of one paper. Ask quite ………………….. .
students which paper it is for. A little B cheap C small
C Complete the conversations. Choose A, B or C.
6 Students can do this exercise in pairs. Check answers.
3 What’s the time? A Tuesday.
7 Ask students to do the exam tasks. Check answers. Ask B Half past eight.
C 1998.
students if they have ever heard of the Edinburgh Festival.
4 Why don’t you ask Sandra? A I hope so.
If they have not ask them to look on the Internet for more B Never mind.
information and feedback during the next lesson. C That’s a good idea.
5 How is your son? A Fine, thanks.
B Four months old.
More activities C With his father.
Here are the other items from the exercises in Section A. The 6 Can I help you? A At two o’clock.
B I can help you.
answers are as follows:
C Yes, please.
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 B Is it A, B or C?
Explain to students that in Section B, the texts are from actual
A Read the article about the Edinburgh Festival. Are the
sentences ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough
KET exam papers.
information to answer ‘Right’ (A) or ‘Wrong’ (B), choose 1 Ask students to do the exercise. Check answers.
‘Doesn’t say’ (C).
2 Remind students to read the instructions carefully and to
Visit the Edinburgh Festival!
Every year thousands of people come to Edinburgh, the mark their answers in pencil. Ask students to do the exam
capital city of Scotland, to be part of the Edinburgh Festival. tasks. Check answers.
For three weeks every August and September the city is
filled 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
More activities
and dance from early morning until late at night. You can
1 Get students to download sample exam papers from
even see artists painting pictures on the streets. One of the
best parts of the Festival is the ‘Fringe’, where students do the website www.cambridgeesol.org. They should go
comedy shows in small halls and cafés. to Support (at the top of the homepage) and then to
Tens of thousands of tourists come to the Festival to see
the Free downloads section. Point out, however, that
new films and plays, and hear music performed by famous
musicians. This year, you can see over five hundred most students who do the exam usually do a special
performances with actors from more than forty countries. preparation course before taking the exam.
The tickets for these performances are quite cheap and it is

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Real Reading 1 by Liz Driscoll Teacher’s notes
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 find out what other
notices are on it.
• Get students to do the exercise. Check answers. Ask students
to name other items that you might find in an office, e.g.
calculator, sticky tape, stapler, etc.
A Contact Sobia Iqbal
1 Ask students to do the exercise. Check answers. Then ask
them to find out who Sobia Iqbal is (the Office 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.
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 find 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 find 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 find 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.
Write the 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
find 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 film start on Wednesday? Which teacher is leaving
next week? Dictate the questions to the class. Students
read the notices and find 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 find 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.
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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
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 find 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 find out if
the duties they mentioned are included.
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should use the ing form after a preposition. Examples include

good at (skiing), interested in (reading). Au pair duties
6 Students can do this exercise in pairs. Au pairs normally look after children and help with
housework. You might be asked to do the following
7 Ask students which of the three jobs they would prefer and things.
why. Light housework
• washing and ironing clothes
Extra practice • preparing food and washing-up
• cleaning and hovering
The information about the porters’ jobs is from the Northern • dusting and polishing
Ireland Careers Service website www.careersserviceni.com. Childcare
Students can read about other jobs on the website. For example, • looking after children
if they go to Job Information and then to Role Model Case • babysitting in the evening
• taking the children to school and collecting them
Studies, they can find out about people’s personal experiences
• playing with the children
of choosing and training for a job. • helping at bedtime
Daily hours of work
More activities You can expect to work around five hours a day, to a
maximum of 25 hours per week. In return, you will get
1 Students write a short description of their current job or a board and lodging (a private room), all your meals, plus
at least £55 pocket money each week. In addition, you
job they have done. Encourage them to select words or
should get two full free days per week to spend as you
phrases from the texts in Section A which are useful to choose. During the school holidays, you may be offered
them when talking about their own work. Remind them to more money and asked to work longer hours. Make sure
mention their duties and what they are / were responsible you agree the terms before you do the extra work.
Most au pairs choose this type of work so that they can
for in their description. improve their English and living with a family is a good
2 Choose a job and describe it to the class, without naming the way to do this. You may also get time off during the day
job. Students have to identify the job. Encourage students to to attend language classes.

choose and describe a job for the class to identify.

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Real Reading 2 by Liz Driscoll Teacher’s notes
Unit1 Is there a bank?
Look at the unit title with the class. Elicit that students are going
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 finished 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 leaflet 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 find 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.
6 Encourage students to tell the class about shops and services
they would like to find. They could say either I’d like to find
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. five 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 find other examples of for and from in the text (e.g.
3 for £9 for 2 nights /withdraw cash from any of our ATMs / for a
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 find out the five 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.
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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 first 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
first 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 find 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
leaflet) is short for kilogram(s).
Students can do this exercise in pairs. They can either work
together to find 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
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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 find the correct coins.
B Can you fill 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/flat 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 find 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 find 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
find 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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Real Reading 2 by Liz Driscoll Teacher’s notes
Unit3 What’s on?
Explain to the class that we can also use What’s on? as part of a
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 students
who have ticked the same sentence to add either at the end
of the first 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 find 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 finished reading out their sentences in pairs, they can then
work with a different partner and read out their sentences again.
To round off the activity, say the name of one of the shows and get
students to read out the sentences they wrote about this show.
5–6 Students can discuss their answers in pairs or small groups.
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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 find 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 find the word film 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 films, i.e. they don’t show
the major Hollywood films.
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 film.
3 Ask students to compare their answers in pairs before class
feedback.
4 Explain that a later showing of the film 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 film 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 film in class.
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Real Reading 2 by Liz Driscoll Teacher’s notes

Unit4 What’s in your luggage?

Look at the unit title with the class and elicit that this unit is
about air travel. More activities
If you are teaching a multilingual group in an English-speaking Students could look at the website for their national airline
environment, ask students how they travelled to the country. and find out about its current security measures.

Get ready to read B Anything to declare?

You could ask one or two students which of the items they took
Write Anything to declare? on the board. Ask students whether
on their last holiday. Encourage them to say where they went
they would expect to see this at Arrivals or Departures (Arrivals).
and what they took.
Make sure that students understand the meaning of check in 1 Tell students that you are going to quiz them on capital cities.
and checked-in luggage. Say the names of capital cities and students respond with
the country, e.g. Vienna (Austria), Brasilia (Brazil), Ottawa
(Canada), Athens (Greece), Tokyo (Japan).
A Airport security
1 If necessary, explain that Manchester is in the north-west of Class bonus
England and Athens is the capital of Greece. The flight takes
Check answers by setting up a chain around the class. Students
about four hours between the two places.
take turns to name a country; as the chain continues, students
Make sure that students understand the meaning of hand cross off the countries they have written on their list.
luggage.
2–3 Encourage students to skim the customs guide by setting a
time limit, e.g. 30 seconds.
Learning tip
Emphasize the point that students should only use a dictionary
Did you know …?
to check their guesses. Explain that continually looking up words
in a dictionary takes a lot of time and can disrupt reading the text If you are teaching students who are from European Union
itself. countries, ask them if they know when their country joined the
European Union. If they don’t know, they could find out for the
2 Ask students to compare their answers in pairs before class next lesson.
feedback.
4 Students can compare and discuss their sentences in pairs or
3 Ask students if they usually carry these items in their hand
small groups.
luggage. Explain that if it is not clear from the notice whether
or not you can take the things as hand luggage, students
Focus on … must, mustn’t and don’t have
should leave the box empty.
to
4 Look at the example with the class. Ask students to find the
word measures (in the heading) and then to read on until Students can write sentences of their own as a follow-up.
they find the word restrictions (second sentence of second 5–7 Students can do these exercises in pairs. They can either
paragraph). work together to find the answers, or they can work on their
If you like, you can do another example with the class. own and then compare answers.
Ask students to find the word items (first sentence of first
paragraph) and then to read on until they find another word More activities
with a similar meaning (things – second sentence).
1 Students can find out more about British Customs
5–6 Students can do these exercises in pairs. They can either regulations from the website www.custom&exercise.gov.uk.
work together to find the answers, or they can work on their
2 Students can find about regulations concerning food items
own and then compare answers.
that can/can’t be brought into Britain on the website www.
7 Before students do the exercise, ask them to suggest defra.gov.uk.
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.

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Real Reading 2 by Liz Driscoll Teacher’s notes
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 find 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 find 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.
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 find the answers, or they can work on their
own and then compare answers.
5 Read out the first part of each sentence. Write the fractions as
figures 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 first, 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 find 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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).
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 find 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 text for 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 confirm 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
confirm 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 find 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 find out if there are any more FAQs on
the website that they did not include in Exercise 6.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit7 On top of Table Mountain
Ask students if they know where Table Mountain is and if they
can name any other famous sites or attractions in South Africa.
Get ready to read
• Read the first sentence with the class. Ask students to point to
the cable car in the photo before doing the first 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
briefly at the front of the leaflet 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 leaflet 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 leaflet again and find
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 find 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 leaflet 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 find 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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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
specific information.
Did you know …?
Elicit or explain that if both of the first two numbers in a date are
12 or below, then it is sometimes difficult to tell which is the day
and which is the month.
2 Remind students that we often skim a text the first 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 leaflet. Make sure that they say one thousand two
hundred, one thousand and eighty-five and one hundred
and thirty-four. Write some other figures on the board for
students to say aloud.
2 Students can look at the website www.tablemountain.net
and find out what other information it gives about Table
Mountain. For example, there is a webpage of FAQs which
gives information about parking, queues, etc.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
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 find 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 first 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 find 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 activities
1 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.
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 find out how much the phone call
would cost if they spoke for 30 minutes and if they paid with
coins (50p – 40p for the first 20 minutes + 10p for each
subsequent 10 minutes) and by credit card (£7.00 – £1.20
for the first 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 first question with the class. Students can then
find 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 find information in English?
Encourage them to read any information/instructions in
English whenever they can.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit9 Don’t worry!
Note that health and illness can be a sensitive subject.
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 find 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
final 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 first
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 find six words which
they can use to complete the sentence (germs / micro-
organisms / bacteria / flies / unwashed hands / fingers).
2 Ask students if they have got a first aid box at home or in
their car. What do they have in it?
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 find 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 find 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 find the
information in the text which gives the answer. Ask students
to read on and to find 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 find 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?
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit10 What’s in the news?
Ask students if they prefer to watch the news on TV or to read it
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 their sentences, you can ask two
or three students to read out the sentence they have written
about the first 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 find
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.
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 finds 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes

Unit11 I’ll check my email

Get ready to read B What’s your address?
• Ask individual students to read out a statement that is true for 1 Check the answers with the class and complete the chart on
them. the board.
• Ask students who else they get email from and who they
2 Discuss the answers with the class. Perhaps some students
send email to.
think she should also reply to Sally’s email (1) to let her know
that she has received her new email address.
A It’s from a friend
3 Ask students if they use sites similar to Birthdate.com.
1 Make sure that students understand the meaning of request, 4 Draw students’ attention to the Date of Birth instructions in
suggestion and warning. Elicit or give an example of each the email. Elicit that writing the month before the day is the
yourself, e.g. Can I borrow your pen? (request), Why don’t US style of writing dates.
you get a reader out of the library? (suggestion), The bus is
5 Students can discuss the questions in pairs before discussing
leaving soon (warning).
the questions with the whole class.
Ask students if the emails are to the same person or to
different people (the same person).
Extra practice
Ask students if they or any of their friends are members of social
Focus on … email English
networking websites, e.g. WAYN, myspace or facebook.
After students have done the exercises, ask them if they know
any other abbreviations. You could also ask them if abbreviations
are used in emails in their own language. More activities
Ask students what other emails they receive. Give one or two
2 Read the first email and the three sentences with the class. examples yourself.
Students decide which sentence is correct. Students can do
this exercise in pairs. They can either work together to find
the correct sentence, or they can work on their own and then
compare answers.
3 Draw students’ attention to the use of BTW and IMO in email
1. Ask them what the abbreviations stand for.
4 Students can do this exercise in pairs. Encourage them to write
more than six sentences if they can. Check the answers with
the class. Ask individual students to read out a sentence each.
5 Elicit or explain that X after Guilia’s name is the symbol for
a kiss. Ask students if they use this symbol when writing to
friends or family in their own language.
6 Students can write replies to more than one email. Encourage
students to read each other’s emails, especially if they have
replied to the same one. They can find out if they have
written similar messages. They can also help each other with
any mistakes.

Class bonus
Students can write their email addresses on the board for
everyone to copy or they could write their addresses on a list.
Photocopy the list so that everyone has each person’s address.
You could give the class your email address so that students can
contact you if they are going to miss a lesson, can’t remember
the homework, etc.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 2 by Liz Driscoll Teacher’s notes
Unit12 Is that spelt correctly?
Elicit that this unit is about spelling. Explain that sometimes
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 trainers in 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 five 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 find 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
specifically British or American (a flavor, 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.
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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 difficult 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 find 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.
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 leaflets,
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 leaflet.
Write some of the figures on the board and ask students to say
them. Leave the figures on the board. After students have done
the pairwork, ask them to look at the figures 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 first 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 find
related nouns, 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?
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URLS for external or third-party internet websites referred to in this publication, and
does not guarantee that any content on such websites is, or will remain, accurate
or appropriate.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
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 finished 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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 leaflet 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 find 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 find 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes
Unit15 I’d like to work here
Get ready to read
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 profiles
Elicit or explain that profiles 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 find the first
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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 profiles and find 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 find 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 find 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 the
answers 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 profile 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 Office 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
find 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 profile of their own job (as in the
webpages) or of their ideal job if they don’t work.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 2 by Liz Driscoll Teacher’s notes

Unit16 Just the job!

Get ready to read
More activities
• Look at an example with the class. Read out the first sentence
Play a guessing game. Students take it in turn to choose a job
and ask students if they would do this if they wanted to
(which they keep secret). Their classmates ask questions about
change job or get a job. Students then tick the sentences
the job and try to identify it. Students can play the game in
which describe the methods they would use.
groups.
• If necessary, explain that York is a city in the north of England.
It is famous for its cathedral, York Minster, and its old town
walls. B I’m going to apply
1 Ask students to give examples of personal details (name,
A Can you start immediately?
date of birth, nationality, etc.).
1 After checking the answer with the class, ask students to 2 Remind students that they should skim the application form
name other countries in which the three languages are and not read every word. You could set a time limit, e.g. one
spoken. (Italian – Italy, Portuguese – Portugal, Brazil, Angola, minute.
Spanish – Spain, the Philippines, and all Central and South
3 If necessary, remind students again to skim the application
American countries except Brazil).
form.
2 Remind students that they should scan the advertisements
4–5 Ask students to look at the form in pairs and to do these
and not read every word. You could set a time limit, e.g. one
exercises together.
minute.
6 This exercise could be set as homework if you prefer.
3 Ask students to check their answers in pairs before doing
class feedback.
Class bonus
4 Students can do this exercise in pairs. They can work together
Students can role play an interview for a job at Called to the Bar.
to decide reasons why the jobs or no good, or they can work
One student is the interviewer and the other is the applicant for
on their own and then compare what they have written.
the job. Students can work in pairs to prepare questions for the
5 Remind students that they should scan the advertisements interview. They can then work with a different partner to role play
and not read every word. the interview.
6 Students can do this exercise in pairs. They help each other
to find the words and work out their meanings. Check the
answers with the class. Make sure that everyone understands
More activities
the meaning of the words before they move on to Exercise 7. 1 If you are teaching a multilingual group in an English-
speaking environment, ask if anyone is doing a part-time
Focus on … vocabulary job. What do they think are the best jobs for English
If you like, you can tell students that the missing words are in the students?
order in which they appear in the advertisements. For example, 2 Discuss with the class the difference between an
they will find the missing word in sentence b after vacancy and application form and a CV. (An application form is
before the missing word in sentence c. available from the company; a CV is created and
presented by the job applicant. Students could then write
7 Look at the example with the class. Ask students to find their own CV.
the words in the first advertisement which give the answer If you are teaching a multilingual group in an English-speaking
(Two Saturdays per month, 9.30am – 1.00pm). Check the environment, you might like to offer to go through the CVs of
answers with the class. Ask one student to say the answer any student who may actually apply for a job while they are
and another student to read out the information from the studying.
corresponding advertisement which gives the answer.
8 Ask students to do this exercise in pairs.
9 After students have done and checked the exercise, you can
ask them which job they think would be the best for Blanca,
and why. Students can discuss the questions in pairs. Then
discuss them with the class.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 3 by Liz Driscoll Teacher’s notes
Unit1 I’ll cook something
Look at the unit title with the class. Ask students what you have
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 Students choose a dish they would make for a group of
friends. They write a list of ingredients and the instructions.
Students can then read each other’s recipes and decide
which dishes they would like to try. You could also
encourage students to prepare dishes from their country so
that their classmates can have a taste.
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
find 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 specific 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 official languages in South Africa,
English and Afrikaans being the most widely-known, but
there are many other unofficial 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 find 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 find 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.
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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 specific area
each), and then work together to finalize 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 first 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 find someone who fits each description.
Find someone who …
a has had a flat 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
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit3 Somewhere to live
Put students into pairs and ask them to brainstorm different
buildings etc. where people can live (e.g. a bungalow) and how
people can find new places to live (e.g. in a newspaper). Collate
answers on the board, encouraging students to write down any
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 first 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
first 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, five columns
by five rows; along the top row, write the following: Question,
a, b, c, d.
When students have finished, get students at random to read
out a question each. Write the first four good/correct ones in
the first 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 first
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 find out the
most popular choice of room.
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 find 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 find
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 flat 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?
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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 first 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 flown with.
4-6 Read the instructions and the questions, give students some
time to read the webpage and do the exercises, and then
check their answers.
7 Ask the class these two questions.
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
about the 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 find 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).)

Focus on … the prefix over

Ask students to find two words in the Excess Baggage Fees
webpage which begin with the prefix over (overweight,
oversized). Elicit that the prefix over means ‘too much’ in these
cases. After students have completed the sentences, put them
in pairs and get them to write down other words with the prefix
over. The first pair who write down ten should shout Stop!
Write the winners’ answers on the board and one word from
each other pair, encouraging students to write down any new
vocabulary.

Class bonus
Ask students to share any particularly interesting answers their
partners gave with the class.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 3 by Liz Driscoll Teacher’s notes

Unit5 I’ll be at home

Put students into pairs and ask them to think of as many words B Run the cold tap
as possible beginning with the letters ma (the longer the better).
In pairs, ask students to brainstorm different phrases with
The first pair who write down ten should shout Stop! Write the
run, including phrasal verbs (e.g. The course runs for a year;
winners’ answers on the board and one word from each other
run down; run in the family). Collate answers on the board,
pair, encouraging students to write down any new vocabulary.
encouraging students to write down any new vocabulary.
Proffer mail if it is not already there, and elicit its meaning,
Elicit/Explain that run in the heading means ‘turn on’. Elicit the
highlighting the fact that this word has the same pronunciation
opposite turn off.
as male (but has a different spelling and meaning).
1–4 Read the instructions to the class, get students to do the
exercises and then check the answers.
Get ready to read
Before doing the first task, ask the pairs to brainstorm different
Focus on … phrasal verbs
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 leaflet, After doing the exercise, ask students to suggest other phrasal
etc. Elicit the negative meaning of junk mail. verbs with off. (Examples include: call off, finish off, go off,
Check the answers by saying each item and asking students to put off, set off, show off, take off.) Ask students to make
raise their hand if they have ticked it. personalized sentences with these phrasal verbs, e.g. The last
time I went on holiday, my plane took off 15 hours late.
A Sorry, you were out
Extra practice
Focus students on the section heading and compare it with
the unit title. Check that students understand by writing I was Before doing the exercise, brainstorm ways of saving electricity
out; I was at home; I was in on the board and explaining the with the class, e.g. share a bath, don’t use a dishwasher, and ask
differences/similarities in meaning. students to write them down. A homework activity can be to see
how many of the class’s ideas are on the website.
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. More activities
1 Elicit/Explain that household appliances are ‘electrical
Did you know … ? equipment with a particular purpose in the home’. Ask
Elicit/Demonstrate that the pronunciation of Thames is /temz/. students to name as many household appliances as they
If teaching in an English-speaking country, check problematic can and write a list on the board. (Examples include: CD
pronunciation of nearby places. player, cooker, dishwasher, tumble drier, DVD player, fan,
fridge, freezer, microwave, TV, vacuum clearner, washing
3 Before doing the exercise, remind students that it is not
machine.) Then ask students to put the appliances in
necessary to read each word in the text. In order to encourage
order of importance or to choose three they could not live
students to scan the leaflets, you could set a time limit (say,
without. You could take a class vote to find out which are
one minute), or you could ask them to raise their hand when
the most and least useful appliances.
they have chosen the correct endings for the sentences.
2 Write the phrase do her washing (from Exercise 3) on the
4 Read the instructions to the class. Give students some time to
board. Ask students to suggest other phrases which fit the
read the statements to prepare themselves for reading. Get
pattern do her/the …ing. (Examples include: cleaning,
them to do the exercise and then check the answers.
cooking, dusting, ironing, shopping, vacuuming, washing
5 Before doing the exercise, elicit/explain that RG17 3PE is a up.) Then elicit/explain the difference between do the
postcode specifically for Reading. shopping (shopping for specific things) and go shopping
Read the instructions to the class, get students to do the (the activity of shopping in general). Ask students to
exercise and then check the answers. make personalized sentences with these phrases, e.g. My
mother does the shopping every Thursday afternoon.
More activities
1 Do a quiz: put students into pairs, say the English names
for some large rivers and ask students to write down which
countries they run through.
2 Elicit that re in redeliver means ‘again’. Ask students to
suggest other verbs that the prefix re can be used with.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 3 by Liz Driscoll Teacher’s notes
Unit6 A weekend in Wales
Get ready to read
• 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 find 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 find out about other parts of Wales
which they might like to visit. For example, ask them to find
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.
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.
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 in their 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 find 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 difficulty 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 find out if any of the information about the B&B has
changed.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit7 I saw an article about it
Before students open their books, introduce the lesson by
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.
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 find 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
first 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
definitions and ask students to decide what type of park
they describe:
a an area that is specially designed to have offices, 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 find out about Kruger National Park. You
could give them some questions and ask students to find
out the answers on the Internet, e.g. Can you drive your
own car around Kruger?
PHOTOCOPIABLE © Cambridge University Press 2008
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.
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
first 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.

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.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 3 by Liz Driscoll Teacher’s notes
Unit9 Safety at work
Put students into pairs and give them a time limit of, say, two
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 first 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
first 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 fire
extinguisher and fire station are.
A Help prevent fire
1 After students have written three sentences, you can ask
individual students to read out a sentence each. Write the first
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 first 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
definitions, i.e. A fire exit is a …, A fire 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.
More activities
Practise one-syllable words with one spelling and two
pronunciations (homographs). Ask students to find 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 /juz/ verb and use /jus/ noun; read
/rid/ infinitive 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 fire and If you here the fire 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: first, the students work
alone, then with a partner, and finally 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 fire, e.g. fireball.
Ask students to read the leaflet again and find other compound
nouns. (Examples include: alarm call points, assembly point.)
6 After checking the answers, ask students what they would do
if the fire 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 suspect
there is a fire, Police are looking for the suspect) and elicit
that the stress is on the first syllable when the word is a
noun and on the second syllable when it is a verb. Elicit
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 fire
safety poster or a leaflet for the school.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit10 Lines of communication
Ask students in pairs to brainstorm different ways people can
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 first
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 first 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.
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
find 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. Confirm 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 specific 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, Offices Services, Production, Project
Development, Sales, HR.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit11 Any comments?
Set a time limit and ask students in pairs to think of as many
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: qualification, 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 fill
in. Have they always filled them in? Then ask students to
describe other types of questionnaire they have filled in.
• Before doing the exercise, elicit from students what happens
after people fill in questionnaires (they are analyzed and
someone else writes a report about / gives feedback on the
findings).
A Holiday questionnaire
1–4 Before doing the exercises, ask students to scan the
questionnaire on page 55 and find 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 find 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 find 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.
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.
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 rated and that an alternative to the lowest
rated would be the least highly rated.
5 Get students to read the rest of the text to find 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 find out about hotels in their own
country.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit12 I’m going to apply
Write the unit title on the board, and, with books closed, ask
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
find 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 find
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 five 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. qualifications). 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.
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 find 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 first).
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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes
Unit13 I’m off on a trip
Introduce the lesson by playing hangman or an anagram game
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/.
A Economic 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 infinitive 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.
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.
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 find 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 infinitive
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 find lots of other information about Singapore
on the www.wikipedia.org website. They could find out more
about the different groups of people, for example, or the
geography of the country. Alternatively, they could find out
about it as a tourist destination, or about Chinese New Year.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 3 by Liz Driscoll Teacher’s notes

Unit14 Look it up!

Focus the attention of the students on the unit title and elicit/
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
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.

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/
PHOTOCOPIABLE © Cambridge University Press 2008
g /aiən/ h /θru/
Real Reading 3 by Liz Driscoll Teacher’s notes

Unit15 It’s on the shelf

Focus the attention of the students on the unit title and elicit/
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, fish, dice, leaf, cactus, analysis.
Get ready to read
• Get students to form the question Do you enjoy reading fiction
more than non-fiction? 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.
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 find three more adverbs
(helplessly, remorselessly, seriously). Elicit/Explain their meanings.
More activities
1 Remind students that simplified readers are available at
all levels. If they go to www.cambridge.org/elt/readers,
they can do a placement test and find 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 difficult, for example) and encourage
them to recommend books to each other.

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
Cambridge University Press has no responsibility for the persistence or
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.

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 3 by Liz Driscoll Teacher’s notes
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 final 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, traffic
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 definition 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.
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.
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 difficult words and phrases on the board, encouraging
students to write down 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 … prefixes and suffixes
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?
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes

Unit1 I’ll take it!

Refer students to the unit title. Elicit or explain that this is
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.
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 find 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 film and cinema. The word movie is becoming
much more common in British English, however.

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.)

PHOTOCOPIABLE © Cambridge University Press 2008

Real Reading 4 by Liz Driscoll Teacher’s notes
Unit2 Take care of yourself
Look at the unit title with the class. Elicit or explain that this is
something you might say to someone who is going on a trip.
Elicit other occasions when someone might say this.
Get ready to read
Get students to answer the first two sets of questions
individually. Get feedback on the first set of questions by asking
students to talk about specific holidays they have been on. What
did they read before they went away?
Get feedback on the second set of questions by asking
students who have ticked any of the boxes to tell the class what
happened to them. Remind them to use the past simple tense
when they talk about a specific incident.
Elicit or tell the class that the photo shows the Abel Tasman
National Park in South Island, New Zealand. Ask students to
suggest which of the health problems people might have there.
Did you know …?
Students could read this at the beginning or the end of this
section. Ask students about the national symbol of their country.
If you are teaching in an English-speaking country, you can ask
students if they know the national symbol of the country in
which they are studying.
A What are the health issues?
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 first sentence of each
paragraph – and if this sentence suggests that they might
want to change their answer to the question in Exercise 1,
they could then read the rest of the paragraph.
3–5 Get students to work through these exercises, checking as
a whole class after each one. Try to discourage students from
checking the meaning of words that are not relevant to the
task. When students have finished working on the text (and
have completed Focus on colloquial language), you may
want to encourage students to try and work out the meanings
from context of other words, such as benign in paragraph 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 find out their neutral
equivalents.
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.
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 find out more about New Zealand on the
New Zealand Tourism Board website www.purenz.com.
Ask students to look at the Health section on New Zealand
in the chapter entitled Basics on the Rough Guides
website www.roughguides.com to find out about two
more health hazards which are mentioned.
B Top Tips: Healthy Travel Advice
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 flights
are at risk of getting DVT (no). Elicit or explain that anyone
who spends much of their day sitting down – office workers,
for example – is at risk.
4 After getting feedback, elicit definitions of precautions and
remedies from the students.
Did you know …?
Ask students to suggest other acronyms, e.g. FIFA (Federation
of International Football Associations), OPEC (Organization
of Petroleum Exporting Countries) and other initialisms, e.g.
ATM (automated telling machine), BBC (British Broadcasting
Corporation).
Extra practice
Ask students to look at the website to find out why people who
have had operations are at risk of getting DVT.
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 find 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
leaflet. Ask them to give advice about eating and drinking.
For example: Avoid uncooked food unless you can peel it
or shell it yourself.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit3 Our flight’s delayed
Ask students what problems you may experience when flying.
Get ready to read
Get students to work through the exercises individually. Ask
them if they can think of – or if they have heard of – any other
reasons why a flight might be delayed.
Encourage students to tell the class about their own experiences
of flight delays.
A We’re staying at Heathrow
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 find two words in the letter which begin
with under (underestimate, understanding). Elicit that under
means ‘not enough’ when placed before estimate, but that it
does not mean ‘not enough’ in understanding – understand
and stand are unrelated. Ask students if they know any other
verbs which begin with under. In which verbs does under
mean ‘not enough’? You could encourage them to look for
examples in their dictionary before the next lesson. (Examples
include: underachieve, undercook, underpay, underrate.)
B Are we covered?
You could write the word cover on the board and ask students
to make sentences using this word, e.g. I like the cover of that
book, My colleagues cover for me when I’m not at work. You
could encourage them to look for examples in their dictionary.
Ask students what types of insurance there are (life insurance,
household insurance, car insurance, etc.)
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 find the answers, or they can work on their
own and then compare answers. When reading the rubric of
Exercise 6, elicit or explain the meaning of abandon.
Focus on … ways of travelling
1–2 Get students to complete Exercise 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 definitions and ask students to match the words
with the definitions.
a journey for pleasure in which you visit many places (tour)
b long journey by sea or in space (voyage)
c a holiday on a ship in which you visit many place (cruise)
d journey in a car (drive)
e hard journey, often on foot (trek)
f long journey for a special purpose (expedition)
g journey on a horse or bicycle, or in a car, bus, etc. (ride)
h short journey that a group makes for pleasure (excursion)
Ask students which of these trips they have made. Encourage
students to tell the class about their experiences.
More activities
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
confirmation). The word is is missing before specified; and
involved is a participle clause which has been used instead
of the relative clause who was involved.
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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 the exercises and while they are completing
them, copy the chart onto the board. Record the answers in
the chart. Check the answers with the class. Elicit other crimes,
criminals and related verbs, and add them to the chart on the
board.
Did you know…?
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 official
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.
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.
More activities
1 Ask students to look at the www.crimereduction.gov.uk
website and find out what Justyna is entitled to, according
to the Code of Practice for Victims of Crime.
2 Tell students to imagine that the police arrest someone on
suspicion of the burglary at Justyna’s flat. Get them to work
in groups and decide what would happen. Encourage
them to find out and use words associated with crime, e.g.
charged with burglary, went to court, was tried, pleaded
not guilty, found guilty, was fined/sentenced.
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 find 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/flat 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 fire in the
home.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit5 Picasso’s birthplace
Ask students where they were born. Ask if anyone in the class
(or any members of their families) has an interesting birthplace.
Get ready to read
Check the answers with the class. Then ask students if they can
give more specific information about where Picasso was born, grew
up, spent his adult life and died. For example: He died at Mougins
near Cannes in the south of France. Ask students if they have seen
any of Picasso’s works. Where and when did they see them?
A Picasso museums
Elicit that students are going to read about more than one
museum.
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 find 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?
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 find 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 find 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 = first
conditional; c = past conditional). Ask students to give
examples of these two verb forms. For example: (a) If I go to
Málaga, I’ll try and visit all the places on the map; (c) If I had
lived in Málaga in the 1880s, perhaps I would have known
Picasso.
2–3 Elicit or explain that students could also begin the sentence
with If I went back and visited. If you say If I were to go back,
it sounds very, very unlikely that you will go back.
Encourage them to talk about places that are very special to
them.
Class bonus
Invite students to say a sentence each to the class.
More activities
1 Students can prepare a short presentation to give to the
class about a famous person who lived and worked in
their town/city (or one nearby). Students can 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 find
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 find 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.
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.
B Su Doku mind games
Focus on … the suffixes -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 suffixes or only one of them (and which one).
1 Look briefly 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 define rhetorical question. If necessary, they
can turn back to Exercise 4 on page 30 for a definition. 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 find the
word jargon (jargon-free is in paragraph 8). Elicit the
meaning of jargon (special words and phrases which are
used by particular groups of people, especially in their
work) and jargon-free (without jargon). Ask students what
other nouns can be used with -free in this way. You could
encourage them to find out this information and to suggest
collocations before the next lesson. (Examples include:
alcohol-free [drink], dairy-free [produce], duty-free [goods],
fat-free [milk], frost-free [winter], lead-free [petrol], 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’.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit7 Import, export!
Ask students: What products does your country / this country
import and export? Do you know anyone involved in import
and export? Do they use English in their work? What other
professions use English at work?
Get ready to read
Get students to complete the table and discuss the answers with
the class. Ask students to name other important imports to and
exports from their country.
A Please confirm
Elicit that Please confirm is a common expression in business
correspondence, especially when making reservations or
ordering goods.
1 Check the answers for this exercise before moving on to
Exercise 2.
2 Get students to underline the correct words. Elicit definitions
of the words confirm 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 definitions.
Focus on … missing words
Get students to work through the exercises. Make it clear that
this omission is perfectly acceptable in this correspondence,
but that letter-like emails should be grammatically correct. Elicit
examples of other texts where words may be missing (notes,
advertisements).
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,
students might 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 five points are important. Ask students
who have been for a job interview if they did these things
before their last interview. You could then ask students which
of the five points they would do first – 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 first impression count
Look at the section heading with the class. Ask students what
they think count means in this context (to have value or
importance) or get them to paraphrase the heading, e.g. Create
a positive image of yourself when meeting someone for the first
time.
Learning tip
You could look at this Learning tip before starting the exercises.
Make the point that some texts – especially academic texts
– are unintelligible to native speakers because they 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 first 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-fiction, non-
resident, non-returnable (bottle), non-stick (pan), non-
stop (flight).)
2 Ask students if they have ever interviewed anyone for a
job. Do they agree with the advice given in the texts?
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 five 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 find other
examples of each part of speech in the texts.
You might like to explain that there is another category of words
called determiners. These are words which are used before
nouns to show which person or thing is being referred to. There
are several determiners of quantity – all, every, each, both,
much, many, most, enough, a few, few, several, a little, little, no,
neither, some, more, most.
Give students two or three more words, e.g. agree, colour,
hard, and ask them to name other words in the same family.
Encourage them to look up the words in their dictionary.
After one student has said a word, another student could
name the part of speech, e.g. agree – verb, disagree – verb,
agreement – noun, disagreement – noun, agreeable –
adjective, agreeably – adverb.
Make the point that knowledge of word families and the
meaning of prefixes and suffixes are both extremely useful tools
when reading.
Extra practice
During the next lesson, students can discuss the extra
information/advice they found on the website.
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?
PHOTOCOPIABLE © Cambridge University Press 2008
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 officer
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 finished. 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 financial year in Britain ends on April 5th. Ask students
if the financial year in their country is the same as the
calendar year – or does it start on a different date?
Did you know …?
Ask students when the last bank/public holiday was and when
the next one will be. Ask students if they know how many public
holidays there are in the United States. They could research the
answer before the next lesson.
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 official 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 section heading in Exercise 1, so do not
discuss it before they work on the exercises.
1 Get students to read through the dictionary definitions.
Discuss as a class the meaning of Changes to pay cycle.
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 find the word should.
Elicit that should you wish means ‘if you (should) wish’.
Point out that sentences with inversion, like this, can be
considered more formal than those that begin with if.
The next sentence could also have begun with should
– Should you still have any concerns … . Inversion is
also used in conditional sentences with were and had,
e.g. Were you to need the loan facility, you would have
to return the form by June 30th. Had I needed the loan
facility, I would have returned the form by June 30th.
2 Ask students to find two examples of hyphens in the letter
– 4-weekly (used twice), co-operation. Elicit or explain that
the first one has been used because the writer is talking
about ‘4 weekly’ ‘payments’ – not ‘4’ ‘weekly payments’
or ‘weekly pay cycle’, i.e. the hyphen is between the two
linked words. The second one has been used because
coop has two vowel sounds, not one – although some
people would not include a hyphen in this word. (A
hyphen can also be used in coordinate.)
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.
PHOTOCOPIABLE © Cambridge University Press 2008
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 flexitime
Do not focus on the meaning of flexitime as students have to
write a definition of flexitime 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 traffic. There would be
no hyphen if the phrase were because of the traffic during
the rush hour.
2–7 Get students to work through these exercises and check as
a whole class.
8–9 Give students time to think about the answers and then
discuss as a class. Some students may already work flexitime,
in which case, ask them their views. If students all agree
that they would like to work flexitime, you could ask them to
suggest the arrangements that would suit them. You could
also discuss how they would feel about working a four-day
week, working in the evenings / during the night, etc.
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 staffing information
If you have already done Unit 9: What’s your new job like? with
the class, you can draw attention to the hyphens in Up-to-date.
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.
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 first 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 find three
abbreviations in the text and to say what they stand for (PC =
personal computer, ID = identity, demo = demonstration).
8–9 Students discuss the questions in pairs.
Extra practice
You could ask students to think of some questions that they would
like the website to answer. They can then go to the website and try
to find the answers to their questions. For example, they could find
out how employees clock in and clock out. (Information is provided
on the website about the Borer Message Display Terminal.)
Alternatively, you could ask students to find out about the Micro
Touch Key, another Borer product.
More activities
1 Ask students to read the text again and to identify
nouns which are made up from a verb + suffix, e.g.
management , information , attendance , adjustment(s) ,
clearance. Ask them which other suffixes are typical of
nouns, e.g. feeling , journalism , weakness , productivity ,
childhood , membership. Point out that suffixes can be
added to verbs, nouns and adjectives. Other noun endings
are connection , absence , tenancy , leniency.
2 Ask students to find 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?
PHOTOCOPIABLE © Cambridge University Press 2008
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 definitions. Elicit
or explain that minutes is always used in the plural form in
business correspondence.
• Ask students who read business correspondence to tell the
class which of the things they read, when and why.
• After students have ticked the sentences, read out each
sentence in turn. Get students who have ticked that sentence
to raise their hand.
• Ask students if they have meetings with other people – some
of them might meet with members of the public, for example.
A Colleague Council Meeting
1 Use the instructions in Exercise 1 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 find the answer. After
checking the answer, elicit that attendees are people who
attend the meeting and apologies are sent by people who
cannot attend.
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.
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 official 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 first/second most spoken language
in the world by total number of speakers? You could encourage
students to research the answers before the next lesson. Answers:
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 first – 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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit12 The course is in English
Elicit some of the difficulties students face when studying at a
foreign university in a foreign language. Ask students about any
personal experiences they, or people they know, have had.
Get ready to read
• Get students to put the countries in order and then ask a
couple of students to read out the countries in the order in
which they have ranked them. Find out if other students have
ranked the countries in a similar order. If you are teaching a
multi-lingual group in an English-speaking environment, ask
students if they would rather go on to university studies in the
same country – or would they prefer to go to another one.
Ask them to give reasons for their choice.
• Get students to tick the comments which correspond most
closely with their own thoughts. Ask students if they can think
of any other reasons why people might go abroad to an
English-language university.
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
find 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.
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 find out about the currency of Australia and
financial issues to consider when selecting a university.
More activities
1 Students could find out about studying in another
country of their choice. Ask students about international
universities in their own country. Which universities are
most frequented by foreigners? Are grants available to
study in their country?
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.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 4 by Liz Driscoll Teacher’s notes
Unit13 Read faster!
Ask students if they are quick readers in their own language.
Ask them what kind of things they like to read in English:
newspapers, books, websites, etc.
Get ready to read
Get students to tick the boxes next to the statements they agree
with. After students have read the statements, do not discuss
them or check them with the class. Explain that students will find
advice in connection with these statements in the two texts they
are going to read in the unit.
A Obstacles to faster effective reading
Elicit or explain that an obstacle is ‘something that blocks you so
that movement going forward or action is prevented or made
more difficult’. Make the point that if students are studying in
English – at university, for example – they will have a lot of
reading to do, and it will be useful if they can increase their
reading speed.
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 find the specific 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 difficult 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 difficult for this
type of practice).
Choose a book with, (on average, fewer than seven new
words per page).
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 final sentence of the first 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 difficult to grasp the broad
theme of the passage this way, … (2a) It is a good idea to
skim through the passage very quickly first to get the general
idea of each paragraph. (3c) Titles, paragraph headings and
emphasized words (underlined or in italics) can be a great
help in getting this skeleton outline of the passage.
Pay attention to paragraph structure
… (4c) It has been estimated that between 60 and 90%
of all information-giving paragraphs in English have the topic
sentence first. … (5a) Sometimes, though, the first sentence in
the paragraph does not have the feel of a ‘main idea’ sentence.
It does not seem to give us enough new information to justify a
paragraph.
… (6c) while the closing paragraph often summarizes the
very essence of what has been said.
4–6 Students can 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 simplified readers are available at
a variety of levels and these are intended to be read for
pleasure. Encourage students to tell the class about any
books they are reading and can recommend.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 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
first exercise before students open their books. There may be some
confusion between a handbook and a manual. In general terms,
a manual is very practical and tells you how to 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 first page reference for working hours in the Index should
confirm 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 find other texts or books, or information
from the Internet, which might be useful when researching
the topic of working hours in the United States.
B This looks useful
1 Get students to underline the references to working hours.
After checking the answers with the class, ask students to
find the abbreviations DOL and AP. Elicit or explain that this
information in brackets gives details of the source of the
information. In Contemporary America, there is a Bibliography
before the Index. This explains that the sources of the
information were:
DOL. Department of Labor (2005) “Minimum Wage Laws in
the States” [www.dol.gov/esa/minwage/America/html]
AP = Associated Press, NYT = New York Times
AP (2001d) “Americans’ Incomes, and Spending, Rise,” NYT 1
February.
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 find 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 you check the answers, remind students (especially if
they have done Unit 13: Read faster!) that they should always
pay special attention to the first sentence of a paragraph
– because it is likely to give the main idea of the paragraph.
Only the first sentence of the next paragraph (Extract C) has
been provided in Exercise 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.
PHOTOCOPIABLE © Cambridge University Press 2008
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
figures – when a number begins a sentence. In addition, you
could make the point that the numbers 1–10 are often written
as words – and larger numbers are written as figures.
A English as a foreign language
You could ask students what they understand by the section
heading. Elicit that someone whose first language is English
speaks English as their mother tongue; in addition, he/she is a
native speaker of English.
1–2 Get students to read paragraph 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 official – language.
Countries include: Ghana, Hong Kong, Jamaica, Nigeria, India,
Pakistan, Philippines. In Nigeria, for example, English is the
main language of government, education, commerce, the
media and the legal system.
Learning tip
Remind students that each paragraph of their own written work
should also include a topic sentence.
5–10 If students are unfamiliar with academic writing skills,
you could work through these exercises one by one, before
getting feedback to make sure students are clear about topic
sentences. Refer back to the Learning tip.
11 Students could discuss more examples in pairs or small
groups, and then share their examples with other pairs/
groups in a whole-class discussion.
More activities
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 five standard vowels.
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 first 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 find out words from their
own or other languages which are used in English. If you
like, you can write a few of these words on the board and
ask students to name – or research – their original source.
For example: algebra (Arabic), fruit (French), hamster
(German), coma (Greek), traffic (Italian), tycoon (Japanese),
marmalade (Portuguese), potato (Spanish), kiosk (Turkish).
3 Students research their own mother tongue on the
Internet and find out how many people speak it as their
mother tongue, and, where appropriate, as a foreign or as
a second language.
PHOTOCOPIABLE © Cambridge University Press 2008
Real Reading 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/flowchart 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 find in the exam
– they will not find another type of summary-completion or
summary-writing task in the exam. Ask students which type of
summary-completion task they prefer, and why.
Focus on … paraphrasing
Get students to 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.
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not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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 find the original wording for each
paraphrase.
a There are plenty of reasons why chocolate sells well.
(Paragraph 1: ‘As a product, chocolate has a lot going
for it, appealing to all ages, both sexes and all income
brackets.’)
b The human love of chocolate is a global phenomenon.
(Paragraph 2: ‘It also increasingly transcends national
boundaries.’)
c More money is spent on marketing chocolate and sweets
than any other similar product.
(Paragraph 3: ‘Media expenditure on confectionery
exceeds that for any other impulse market.’)
d Although well-known brands achieve the highest sales,
new products are also important.
(Paragraph 4: ‘Innovation is also essential for ongoing
success, despite the chocolate market being dominated by
consistent performers.’)
e The short-term availability of a ‘limited edition’ appeals to
consumers’ desire for a change.
(Paragraph 5: ‘Producers believe that special editions offer
the consumer a new and exciting variation of a product.’)
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