Real reading TNotes

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.

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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit2

What can I eat?
5 Ask students to complete the exercise. Discuss the pros and
cons of a self-service breakfast.

Get ready to read
• Read out the sentences that are true for you. Then get
individual students to read out one of their sentences.
• Make sure that students understand the meaning of the
words that are not shown in the picture. Ask if anyone has a
phrasebook – this is often more useful than a dictionary for
dealing with food and drink words.
• Ask students what they have for breakfast.
• Name items in your own favourite meal. Write two or three
words on the board. Then ask individual students to name
items in their favourite meal. Write new items on the board
until you have a class list.

B Here’s the menu
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.

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.

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.

Learning tip
Class bonus

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.

If you are teaching a multilingual group, your students could
make an international menu. Each student suggests a dish that is
typical of his / her country. Then ask students to choose another
student’s dish that they would like to try.

Extra practice
Ask students to write down five or six things they like eating for
dinner in their own language. Encourage them to find out how to
say these things in English. In this way, they should recognize the
dishes when they see them on a menu.

More activities
1 Ask students to choose what they want for breakfast from the café menu below.
2 Students can work in groups and design a menu for their school café.

Take a fresh look at breakfast
Cooked breakfast
Freshly prepared
6 item breakfast
8 item breakfast
3 item children’s breakfast
Choose from: bacon, fried eggs, sausage, mushrooms,
tomatoes, fried bread, fried potatoes and baked beans.
Healthier choices
Selection of breakfast cereals
Fresh fruit salad

Continental breakfast
Croissant, butter and jam, with fresh orange juice and tea or coffee
Freshly baked Danish pastries

Beverages – available all day
Freshly ground coffee, Cappuccino, pot of tea,
100% pure orange juice, pressed apple juice,
Mineral water – still or sparkling

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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.

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 taxfree 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

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.

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.

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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit4

Can I get money here?

Get ready to read

B Please insert your card

• Ask students if they use ATMs for their own currency – and
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.

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.

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.

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?

6 Students can do this exercise in pairs. Check answers.

Focus on … verbs

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.

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?).

More activities
Say the name of a currency, e.g. yen and ask students to name
a country or countries where this currency is used (Japan). Then
ask students to write a list of currencies and countries. Check
answers and create a class list on the board. For example: dollar
(Canada, New Zealand, Australia, United States, etc.), peso
(Mexico, Chile, Argentina, etc.), franc (Switzerland, etc.).

5–6 Ask students to complete the exercises. Check answers.

More activities
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.

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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit5

Somewhere to stay

Get ready to read

B This looks great!

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.

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.

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.

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.

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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 1 by Liz Driscoll Teacher’s notes

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.

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)

B You’ll feel better soon

For maximum benefit use at first signs of a cold.

Ask students when they would say You’ll feel better soon (when
someone is not well).

DIRECTIONS
Adults: rub gently onto throat, back and chest, covering
whole area for greatest effect. Leave clothes loose to allow
the vapours to be inhaled easily.
Children and babies (over 6 months): Apply lightly to
back and chest. Leave clothes loose for easy inhalation.

This product can be used with other medicines.

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.

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.

2–3 Students can do these exercises in pairs. Check answers.
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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit7

Who’s it from?

Get ready to read

B See you on the 29th!

• Ask students if there are any other occasions on which they
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.

1 Ask students to do the exercise. Ask students which of these
four ways of communication they use. Which do they use
most often?

A I bought this card for you
Ask students if any of them make their own cards. In Britain, for
example, card making is becoming more and more popular, and
there are specialist shops where you can find the things you
need to make them.
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.
note to
Just a short
for the
u
yo
k
say than
Congratulation
last

al
s,
wonderful me
Roses are red
Rachel and Pa
an I
C
.
la
hi
ul
us
.
night, S
fo
We’ve just he
Violets are blue
pe r the
ard
have the reci
l
ia
ec
sp
r?
te
ite
ar
th
qu

e
st
news! All the
I’m
licious.
de
u!
s
yo
wa
e
t
ve
ar
I
ry
best for your
And so
me round
co
st
You mu
future together
!
so
to me on.

Guess who?

Rita and Jack

Did you know … ?
Look at the name and address on the postcard. Ask students if
Silvia is married (we 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.
3 Encourage students who go on holiday to send the class a
postcard in English.

Love, Daisy
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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.

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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit9

Let’s go there

Get ready to read

B We’ve got a choice

• If you are teaching a multilingual group in an English-speaking
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.

Ask students who they usually go on holiday with. Then ask how
they decide what to do each day.

A Tourist Information
If you are teaching a monolingual group in their own country,
ask students if they have been to the nearest Tourist Information
Office. What information is there about the town / city in English?
Similarly, if you are teaching a multilingual group in an Englishspeaking environment, you can discuss the Tourist Information
Office in the town / city where students are studying.
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.

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.

Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
PHOTOCOPIABLE

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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.

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.
mon cold.html

Get ready to read
• Ask students what illnesses the people in the picture have.
Get students to suggest other ailments.
• Ask students to circle the words that are true for them.
• Invite individual students to make a sentence each. If they
want to say the same thing that someone else has said,
encourage them to use either after never and hardly ever,
and too after sometimes and often. For example:
A: I never have a cold.
B: I never have a cold either.
A: I often have a headache.
B: I often have a headache too.

A North Road Medical Centre
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.

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.

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.

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.

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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’.

B Spirited away

Get ready to read

4 Make sure that students read the three options before they
skim the review.

• 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.

1–3 Ask students to do the exercises.

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.

A Let’s watch this

12 Ask students if they would like to see the film. Elicit reasons.

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.

More activities

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.

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.

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.

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.

programme

programme type

7.00 – 7.30

BBC1

A Question
of Sport

quiz show

You could tell students to choose four programmes for their
evening’s viewing and to complete a chart like the one above.
They then work with several other students in the class and
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?

Film review

channel

Film review

time

Film review

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:

Film review

4 Ask students to give examples of different programme types.
Then ask students to do the exercise.

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.

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.

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
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
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
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

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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

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?

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 If you are teaching a multilingual group in an Englishspeaking environment, students can compare the school
where they are studying with the LSNZ schools.

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.

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.

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.

4 Encourage students to read the website of the school
where they are studying.

VISITOR’S VISAS

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.

If you plan to visit New Zealand for a short period, you must apply
for a visitor’s visa, if applicable. Australian citizens don’t need a
visa to travel to New Zealand and nationals of certain countries
can use a ‘visa waiver scheme’, which permits them to travel to
New Zealand without a visitor’s visa and obtain a visitor permit
on arrival. Currently, countries that operate the visa waiver scheme
are: Andorra, Argentina, Austria, Bahrain, Belgium, Brazil, Brunei,
Canada, Chile, Denmark, Finland, France, Germany, Greece, Hong
Kong, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan,
Korea (South), Kiribati, Kuwait, Liechtenstein, Luxembourg,
Malaysia, Malta, Mexico, Monaco, Nauru, the Netherlands, Norway,
Oman, Portugal, Qatar, San Marino, Saudi Arabia, Singapore,
Slovenia, South Africa, Spain, Sweden, Switzerland, Tuvalu, the
United Arab Emirates (UAE), the UK, Uruguay, the USA, Vatican
City and Zimbabwe.
Everyone else needs a visitor’s visa to travel to New Zealand
and you won’t even be allowed to board a plane to New
Zealand without one.

Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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.

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.’

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.
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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
student of English, and talk about any exams they have taken.
• Ask students to do the exercise.

A Is this exam for me?
1 Discuss students’ questions with the class. You could write a list
of questions on the board. Use a variety of different question
words at the beginning of the questions, i.e. when, which, etc.
2 Get students to compare the questions a–c with their own
questions.
3 Ask students to do the exercise. Check answers. Then ask
them if they know anyone who has taken the KET exam.
4 Students can do this exercise in pairs. Alternatively, they can
work on their own and then compare answers. Students
can select three more pieces of information from the
description to tell a friend about the exam. This could include
the answers to any questions in Exercise 1 that are still
unanswered. Encourage individual students to read out a
piece of information each.
5 Get students to read the description of one paper. Ask
students which paper it is for.
6 Students can do this exercise in pairs. Check answers.
7 Ask students to do the exam tasks. Check answers. Ask
students if they have ever heard of the Edinburgh Festival.
If they have not ask them to look on the Internet for more
information and feedback during the next lesson.

More activities
Here are the other items from the exercises in Section A. The
answers are as follows:

A 3 A, 4 A, 5 C, 6 B, 7 A
B 3 A, 4 C, 5 A, 6 B
C 3 B, 4 C, 5 A, 6 C
A Read the article about the Edinburgh Festival. Are the
sentences ‘Right’ (A) or ‘Wrong’ (B)? If there is not enough
information to answer ‘Right’ (A) or ‘Wrong’ (B), choose
‘Doesn’t say’ (C).
Visit the Edinburgh Festival!
Every year thousands of people come to Edinburgh, the
capital city of Scotland, to be part of the Edinburgh Festival.
For three weeks every August and September the city is
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
and dance from early morning until late at night. You can
even see artists painting pictures on the streets. One of the
best parts of the Festival is the ‘Fringe’, where students do
comedy shows in small halls and cafés.
Tens of thousands of tourists come to the Festival to see
new films and plays, and hear music performed by famous
musicians. This year, you can see over five hundred
performances with actors from more than forty countries.
The tickets for these performances are quite cheap and it is

usually easier to see your favourite star in Edinburgh than
it is in London. So come to Edinburgh next summer, but
remember it can be difficult to find a room, so why not book
your hotel now!
3 Actors come to the Edinburgh Festival from lots of
different countries.

A Right.
B Wrong.
C Doesn’t say.
4 You can hear music all day.
A Right.
B Wrong.
C Doesn’t say.
5 More than ten thousand students come to the Edinburgh
Festival every year.
A Right.
B Wrong.
C Doesn’t say.
6 It is expensive to go to the theatre in Edinburgh.
A Right.
B Wrong.
C Doesn’t say.
7 It is usually more difficult to see famous actors in London
than in Edinburgh.
A Right.
B Wrong.
C Doesn’t say.
B Read the sentences about going to a restaurant. Choose the
best word (A, B or C) for each space.
3 First we telephoned to ………………….. a table.
A book
B keep
C take
4 The ………………….. was very long, so it was difficult to
choose what to eat.
A advertisement

B programme
C menu
5 The food was very ………………….. , so everyone enjoyed it.
A
good
B sweet
C great
6 We were pleased when we got the bill because it was
quite ………………….. .
A little
B cheap
C small
C Complete the conversations. Choose A, B or C.
3 What’s the time?
A Tuesday.
B Half past eight.
C 1998.
4 Why don’t you ask Sandra? A I hope so.
B Never mind.
C That’s a good idea.
5 How is your son?
A Fine, thanks.
B Four months old.
C With his father.
6 Can I help you?
A At two o’clock.
B I can help you.
C Yes, please.

B Is it A, B or C?

Explain to students that in Section B, the texts are from actual
KET exam papers.
1 Ask students to do the exercise. Check answers.
2 Remind students to read the instructions carefully and to
mark their answers in pencil. Ask students to do the exam
tasks. Check answers.

More activities
1 Get students to download sample exam papers from
the website www.cambridgeesol.org. They should go
to Support (at the top of the homepage) and then to
the Free downloads section. Point out, however, that
most students who do the exam usually do a special
preparation course before taking the exam.

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Real Reading 1 by Liz Driscoll Teacher’s notes

Unit15

It’s on the noticeboard

Get ready to read

Learning tip

• Get students to do the exercise. Check answers. Ask students
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.

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.

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.

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.

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

5 Students can do this exercise in pairs. Check answers.

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.

Focus on … ing forms

2 Students can mime chambermaid duties for the rest of
the class to guess.

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.

Get students to do the exercise. Ask students to make a
sentence similar to a–d, about the night porter’s role. For
example: The night porter is responsible for the safety of the
hotel and everyone in it.
Ask students to make personalized sentences with I’m
responsible for, to talk about their own jobs.
Ask students if they can think of any other times when they
should use the ing form after a preposition. Examples include
good at (skiing), interested in (reading).
6 Students can do this exercise in pairs.
7 Ask students which of the three jobs they would prefer and
why.

Extra practice
The information about the porters’ jobs is from the Northern
Ireland Careers Service website www.careersserviceni.com.
Students can read about other jobs on the website. For example,
if they go to Job Information and then to Role Model Case
Studies, they can find out about people’s personal experiences
of choosing and training for a job.

More activities
1 Students write a short description of their current job or a
job they have done. Encourage them to select words or
phrases from the texts in Section A which are useful to
them when talking about their own work. Remind them to
mention their duties and what they are / were responsible
for in their description.
2 Choose a job and describe it to the class, without naming the
job. Students have to identify the job. Encourage students to
choose and describe a job for the class to identify.

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.

Home

Feedback

Help

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Au pair duties
Au pairs normally look after children and help with
housework. You might be asked to do the following
things.
Light housework
• washing and ironing clothes

• preparing food and washing-up
• cleaning and hovering
• dusting and polishing
Childcare
• looking after children
• babysitting in the evening
• taking the children to school and collecting them
• playing with the children
• helping at bedtime
Daily hours of work
You can expect to work around five hours a day, to a
maximum of 25 hours per week. In return, you will get
board and lodging (a private room), all your meals, plus
at least £55 pocket money each week. In addition, you
should get two full free days per week to spend as you
choose. During the school holidays, you may be offered
more money and asked to work longer hours. Make sure
you agree the terms before you do the extra work.
Most au pairs choose this type of work so that they can
improve their English and living with a family is a good
way to do this. You may also get time off during the day
to attend language classes.

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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.

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

• 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.

Explain to the class that it in the heading means a notice.

A Welcome to Summertown

2 Look at the example with the class. Ask students to say which
words in notice a tell them that this notice is from a video rental
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.

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.

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.

Learning tip

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.

Give some examples of types of text we scan, e.g. dictionary,
telephone directory.

Focus on … for and from

After you have checked the answer, ask students Where is
Summertown? Explain that Summertown is a suburb of Oxford.

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.

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 secondhand 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 Englishspeaking 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.

weeks later.

More activities
1 If you are teaching a multilingual group in an Englishspeaking 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.

A Can I have a sticker?
Make sure that students understand the meaning of sticker.

B Can you fill this in?

Learning tip

1 Ask students if they ever send gifts abroad.
Encourage them to skim and scan the text.

Emphasize the point that we often skim a text the first time we
look at it. We then read again parts of it which are important to
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.

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.

Focus on … pounds and pence

More activities

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.

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.

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

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.

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.

5–6 Students can discuss their answers in pairs or small groups.

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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.
If you are teaching a multilingual group in an English-speaking
environment, ask students how they travelled to the country.

Get ready to read
You could ask one or two students which of the items they took
on their last holiday. Encourage them to say where they went
and what they took.
Make sure that students understand the meaning of check in
and checked-in luggage.

A Airport security
1 If necessary, explain that Manchester is in the north-west of
England and Athens is the capital of Greece. The flight takes
about four hours between the two places.

Make sure that students understand the meaning of hand
luggage.

Learning tip
Emphasize the point that students should only use a dictionary
to check their guesses. Explain that continually looking up words
in a dictionary takes a lot of time and can disrupt reading the text
itself.
2 Ask students to compare their answers in pairs before class
feedback.
3 Ask students if they usually carry these items in their hand
luggage. Explain that if it is not clear from the notice whether
or not you can take the things as hand luggage, students
should leave the box empty.
4 Look at the example with the class. Ask students to find the
word measures (in the heading) and then to read on until
they find the word restrictions (second sentence of second
paragraph).
If you like, you can do another example with the class.
Ask students to find the word items (first sentence of first
paragraph) and then to read on until they find another word
with a similar meaning (things – second sentence).
5–6 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.
7 Before students do the exercise, ask them to suggest
examples of synonyms and antonyms. Alternatively, say
a word yourself, e.g. big, and then get students to say a
synonym (large) and an antonym (small).

More activities
Students could look at the website for their national airline
and find out about its current security measures.

B Anything to declare?
Write Anything to declare? on the board. Ask students whether
they would expect to see this at Arrivals or Departures (Arrivals).
1 Tell students that you are going to quiz them on capital cities.
Say the names of capital cities and students respond with
the country, e.g. Vienna (Austria), Brasilia (Brazil), Ottawa
(Canada), Athens (Greece), Tokyo (Japan).

Class bonus
Check answers by setting up a chain around the class. Students
take turns to name a country; as the chain continues, students
cross off the countries they have written on their list.
2–3 Encourage students to skim the customs guide by setting a
time limit, e.g. 30 seconds.

Did you know …?
If you are teaching students who are from European Union
countries, ask them if they know when their country joined the
European Union. If they don’t know, they could find out for the
next lesson.
4 Students can compare and discuss their sentences in pairs or
small groups.

Focus on … must, mustn’t and don’t have
to
Students can write sentences of their own as a follow-up.

5–7 Students can do these exercises in pairs. They can either
work together to find the answers, or they can work on their
own and then compare answers.

More activities
1 Students can find out more about British Customs
regulations from the website www.custom&exercise.gov.uk.
2 Students can find about regulations concerning food items
that can/can’t be brought into Britain on the website www.
defra.gov.uk.

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.

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 Englishspeaking 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.

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
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.

More activities
1 If you are teaching a multilingual group in an Englishspeaking 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.

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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).

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.

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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.

More activities

Get ready to read

1 Play a memory game. Students take turns to make a
sentence each about Table Mountain Cableway.

• 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.

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.

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and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Real Reading 2 by Liz Driscoll Teacher’s notes

Unit8

It’s ringing

Get ready to read

B How much will it cost?

Ask students to compare their answers in small groups.

1 Begin by asking students if they ever make calls from public
phone boxes.

A Three great packages
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.

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.
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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 / microorganisms / bacteria / flies / unwashed hands / fingers).

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?

2 Ask students if they have got a first aid box at home or in
their car. What do they have in it?

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